Clinical Medicine

This course is filled with opportunities for you to discover for yourself a new context for leadership in your life. The course is designed to increase workability in your relationships with others as well as increase performance in your work. The focus of this course is discovery through inquiry. Rather than engaging in typical case studies or using a model of learning that focuses on you “knowing the right answers to questions”, we will engage in an Inquiry model. This inquiry will focus on you “discovering for yourself what leadership in your life actually looks like”. This new model requires your participation in class discussions and completing the class assignments. If you have not participated in this type of course before, it may be unfamiliar at first, yet easy to adapt to as the course unfolds. By the end of this course, you will be standing on a powerful foundation for exercising leadership in your life.

This course seeks to provide future physicians with the awareness, empathy, and cultural competencies necessary to interact professionally with individuals in their future medical practices who identify as members of a minority population (e.g., LGBTQI, ethnic or racial, people with disabilities). Particular emphasis will be placed on understanding systemic socioeconomic issues facing minority populations with respect to their access to healthcare, identifying the current ways in which these populations are underserved in medicine, and instilling student doctors with the skills, respect, and cultural competencies necessary to improve healthcare for under served populations. Students will participate in interactive small group discussion, and reflect on selected readings (research articles and position statements), and perspectives of minority individuals in an effort to realize our shared humanity and the importance of improving access to healthcare for all.

The Introduction to Imaging lectures emphasize the history of radiology, along with chest and related structures, the abdomen, and related structures, as well as when and why particular radiographic studies are ordered in clinical medicine. The Radiology section is given in order to introduce the student to both inpatient and outpatient radiology presentations that will be encountered on their clinical rotations.

The course will be partially administered through Canvas. This will allow the students to become familiar with some of the electronic radiology resources. While this course will be completed by the end of spring quarter, it is truly a springboard into radiological learning to take place during the clinical years. The students will continue to have access to the electronic resources introduced throughout the third and fourth years. While the online content will not contain any grading system, the students are encouraged to take advantage of this resource. This resource will contain further learning material for the objectives covered during Introduction to Imaging as well as links to other useful radiology sites.

This course was designed to help osteopathic medical students promote better interprofessional collaboration by increasing understanding of the practice of other members of the healthcare team. Building on the COREG courses from their matriculation year, students’ familiarity with concepts from the Interprofessional Education Collaborative (I.P.E.C.) will be reviewed. Students will observe one of the provider-student teams in the Midwestern Clinics for 2 hours. Students will be expected to interview the professionals and create a 5-minute vlog about their experience. Students will review several lectures created by support staff in the various clinics to better understand the multiple roles involved in running a health organization.

This course was designed to help osteopathic medical students promote better interprofessional collaboration by increasing understanding of the practice of other members of the healthcare team. Building on the COREG courses from their matriculation year, students’ familiarity with concepts from the Interprofessional Education Collaborative (I.P.E.C.) will be reviewed. Students will observe one of the provider-student teams in the Midwestern Clinics for 2 hours. Students will be expected to interview the professionals and create a 5-minute vlog about their experience. Students will review several lectures created by support staff in the various clinics to better understand the multiple roles involved in running a health organization.

This course was designed to help osteopathic medical students promote better interprofessional collaboration by increasing understanding of the practice of other members of the healthcare team. Building on the COREG courses from their matriculation year, students’ familiarity with concepts from the Interprofessional Education Collaborative (I.P.E.C.) will be reviewed. Students will observe one of the provider-student teams in the Midwestern Clinics for 2 hours. Students will be expected to interview the professionals and create a 5-minute vlog about their experience. Students will review several lectures created by support staff in the various clinics to better understand the multiple roles involved in running a health organization.

Introduction to Clerkship is presented in the spring quarter of the second year. The course objective is to prepare students to start their clinical clerkship rotations. It is comprised of the following components: 1) Large group lectures on administrative and clinical rotation requirements relevant to the beginning of clinical rotations; 2) Workshop skills sessions on starting ultrasound-guided central line placement, suturing, and performing biopsies; 3) required online compliance course modules.

The focus of the OCM III course is to prepare and assist students in the transition from didactic to clinical education. Course content consists of 3 formative Objective Structured Clinical Evaluations to build upon clinical skills, followed by a summative Core Competency Capstone for DOs. Asynchronous learnings cover telemedicine, medical Spanish, clinical nutrition, antibiotic stewardship, and opioid use disorder.

The Basic Life Support (BLS) and Advance Life Support Course (ACLS) is provided as a requirement for AZCOM students beginning their clinical rotations. It is a 1 credit course and meets the national standards set by the American Heart Association for BLS and ACLS courses. The course must be passed in order to start clinical rotations.

Osteopathic Clinical Medicine IV (OCM IV) is a fourth-year transition to residency (TTR) course designed to align with consensus-derived recommendations for knowledge and skills needed in the transition to residency. The course will prepare students for different aspects of the residency application, match and post-match as well, including interview preparation, learner self-assessment and reflection, and the development of individualized learning plans for residency. Didactic sessions focus on preparing students for increased patient care responsibilities, and patient-centered, population-based & interdisciplinary team-based care that factors in the understanding of systems and healthcare policies. The course includes hands-on osteopathic skills lab concentrating on manipulative treatment for hospitalized patients.