The College of Medicine’s goal for the medical degree program is to prepare students for success in primary care or specialty fields. Throughout the course of the medical degree program, students will:
- Learn basic science, behavioral science, and clinical science concepts to integrate and apply to the diagnosis, treatment and management of patients:
- Learn and demonstrate the clinical and procedural skills necessary to meet the initial expectations of any residency program;
- Acquire and exhibit skills necessary for scholarly activity and life-long learning;
- Exhibit the attitudes and behaviors that are expected of medical professionals;
- Learn and demonstrate collaborative and leadership skills to participate in inter-professional teams; and
- Learn and exhibit written and oral communication and interpersonal skills to provide high-quality patient care.
Enhanced Medical Education Tracks are in-depth areas of study developed to enhance the required medical school curriculum. The tracks are challenging and address specific topics in more detail than what is provided during the required curriculum.
The Underserved Health Care track aims to enhance students’ competency in providing healthcare to underserved populations. Students in this track will acquire the skills and knowledge to effectively provide health care to this population by exploring their personal attitudes and motivation for caring for the underserved, utilizing community resources to provide comprehensive care, addressing challenges specific to this population, and by developing the competencies to become an effective social and political advocate for their special needs.
Students participating in this track will attend monthly seminars and attend learning and serving activities such as: caring for patients in homeless clinics and shelters, participating in primary care block experiences in underserved sites, and engaging in international elective experiences.
Lastly, students participating in this track will complete “The Underserved Project.” It includes a literature review on a topic, assessment of current needs, implementation of an intervention, and an evaluation of the success of the intervention.
For more information contact the Track Directors, Jim
Medder, MD, MPH, or Ruth Margalit, MD, or visit:
Problem-Based Learning Facilitators works with a group of ten to twelve M1 or M2 students to discuss a case and develop a Differential Diagnosis hypothesis. Information about each case is presented in stages, and the group works together to understand the basic science principles involved.
It is preferable that PBL Facilitators commit to an entire case, but the ESO also has an ongoing need for substitutes to fill in should a regular facilitator become ill or otherwise be unable to attend his or her session. If you are interested in participating as a PBL Facilitator, please contact Kathryn Dybdall at firstname.lastname@example.org or 559-8093.
PBL facilitation is recognized as teaching effort.