Molecular Foundations of Health and Disease is a three-week course that provides a fundamental understanding of the physiologic basis for macronutrient metabolism including the types of macromolecules that are metabolized to fuel, and physiologic states that alter macronutrient requirements such as starvation, trauma, and metabolic syndrome. The metabolism of glucose, generation of energy from glucose in the form of ATP, the hormonal regulation of glucose homeostasis, and consequences of defective glucose regulation that result in diabetes serve as the central content theme throughout the course. The course provides an introduction to anatomy, genetics, biochemistry, and pharmacology. Clinical cases are presented in a team-based learning format to reinforce basic science concepts as they relate to clinical applications.

Cellular Foundations of Health and Disease is a four-week course that provides a fundamental understanding of the role of cells within the body. Cellular biochemistry, anatomical structure, and physiological function are introduced and then expanded, emphasizing the role of cells as the basic building blocks in a hierarchal system that increases in complexity as cells form tissues, organs, organ systems, and the whole organism. Cellular hormonal and neuronal control mechanisms are described at the biochemical, histological, and physiological levels. The principle of homeostasis is defined at the level of cell, tissues, organs, and at whole body level, with signals arising from the body’s four tissue types used as examples of the importance of this process in the control of body function. The autonomic nervous system is described in detail and then employed as the starting point for teaching of the foundations of human pharmacology. Pharmacological principles outlined include pharmacodynamics, pharmacokinetics, pharmacogenomics (personalized medicine), and toxicity. The use of drugs for the treatment of disease is introduced with an overview of how clinical laboratory methodology can be employed to provide scientific data for the diagnosis, evaluation, and monitoring of microbial disease and its pharmacological treatment. The course introduces the basic biology of medically relevant microbes, the basic principles of infectious disease, the underlying mechanisms of microbial pathogenesis, the immunologic basis of disease etiology and pathology, and vaccination and immunotherapy. The course provides an introduction to pathology, and deepens the introduction to anatomy and genetics. Clinical cases are presented in a team-based learning format to provide reinforcement of basic science concepts as they relate to clinical applications.

Genetics Foundations of Health and Disease is a four-week course that provides a fundamental understanding of human medical genetic concepts and clinical disorders that have a genetic component. The course also provides an overview of the basic genetics of medically important infectious agents that contribute to the pathogenesis of infectious diseases. Clinical cases are presented in a team-based learning format to reinforce basic science concepts as they relate to clinical applications.

Metabolic Foundations of Health and Disease is a three-week course that provides a fundamental understanding of medical biochemistry related to the metabolism of lipids, carbohydrates, amino acids, and nucleotides with special emphasis on defects in these metabolic pathways and their clinical relevance. Special emphasis is placed on the integration of metabolic pathways and the regulation of metabolism in different organ systems under different nutritional stress. The course also provides insight into ethanol metabolism as well as the formation of reactive oxygen species and the potential tissue damage associated with oxygen radical formation. Clinical cases are presented in a team-based learning format to provide reinforcement of basic science concepts as they relate to clinical applications.

Foundations of Immunology and Infectious Disease provides a fundamental understanding of the principles of immunology and infectious disease, and the application of this knowledge to immunologic, infectious, and rheumatologic diseases. The five-week course integrates immunology through the learning of microbiology and includes relevant aspects of anatomy, histology, pharmacology, and pathology. Specifically, students: (1) learn about the soluble mediators, cells, and organs of the immune system and how these elements work together to prevent infection; (2) examine how the immune system causes and contributes to diseases such as autoimmunity, allergy, and chronic inflammatory diseases; and (3) acquire the necessary foundational knowledge of virology, mycology, parasitology, and bacteriology to understand how infectious microbes cause organ-specific and systemic diseases. Clinical cases are presented in a team-based learning format to provide reinforcement of basic science concepts as they relate to clinical applications. After completing this course, medical students are able to apply the general concepts of immunology and infectious disease to specific diseases they encounter in future organ-based courses.

Hematology and Oncology provides a fundamental understanding of hematological and tumor biology basic science principles, and the application of this knowledge to clinical hematology, hematological oncology, and cancer. The four-week course focuses on the mechanistic and pathophysiological aspects of blood physiology and neoplasia using clinical examples of the various anemias, leukemias, lymphomas, and selected solid tumors. An overview of basic tumor pathology includes development and progression of benign and malignant disease, grading and staging of tumors, carcinogenesis, and metastasis. The course covers the biological mechanisms underlying cellular growth control, cell cycle regulation, apoptosis, tumor immunology, and the roles of oncogenes and tumor suppressor proteins. The pharmacology of major therapeutic agents used to treat hematological disorders and antineoplastic agents is described. Clinical cases are presented in a team-based learning format to provide reinforcement of basic science concepts as they relate to clinical applications. After completing this course, medical students are able to apply the general concepts of tumor biology and cancer therapeutics to specific neoplastic diseases they encounter in future organ-based courses.

Musculoskeletal and Dermatology provides a fundamental understanding of musculoskeletal and dermatological basic science principles, and the application of this knowledge to musculoskeletal and dermatological diseases. The six-week course covers normal features and pathological processes of the musculoskeletal system and integument including embryology, anatomy, histology, biochemistry, genetics, physiology, microbiology, immunology, pathology, pharmacology, and therapeutics.  Human gross anatomical dissection is an integral component of the course that facilitates the students understanding of anatomical structure/function relationships. Clinical cases are presented in a team-based learning format to provide reinforcement of basic science concepts as they relate to clinical applications. Students gain additional experience in teaching their peers in this course.

Cardiovascular provides a fundamental understanding of cardiovascular basic science principles, and the application of this knowledge to cardiovascular diseases. The six-week course covers normal features and pathological processes of the cardiovascular system, including an integrated presentation of embryology, anatomy, physiology, microbiology, and immunology, and their relation to pathologies of the cardiovascular system. Woven through these topics is the practical introduction to key elements of the physical examination of the heart, and basic electrocardiogram interpretation. In addition, current evidence supporting methods of risk assessment, diagnostic testing, and pharmacologic prevention and management of cardiovascular disease are examined. Clinical scenarios such as shock and bradycardia are presented in high fidelity simulation. In addition, clinical cases are presented in a team-based learning format, including valvular heart disease, atherosclerosis, acute myocardial infarction, congenital heart defect, congestive heart failure, and arrhythmias, The simulations and team-based learning cases provide reinforcement of basic science concepts as they relate to clinical applications. 

Pulmonary provides a fundamental understanding of pulmonary basic science principles, and the application of this knowledge to pulmonary diseases. The six-week course covers normal features and pathological processes of the pulmonary system including embryology, anatomy, physiology, microbiology, and immunology, and relating these to pathologies of the pulmonary system.  The course starts with detailed and complete explanations of the physiological mechanisms that underlie the act of breathing, followed by exploration of the developmental anatomy of the lung, the gross anatomy of the upper and lower respiratory tract. Clinical problems and pulmonary function test data is examined at the molecular level, the level of the alveolus, the chest wall, and the pulmonary circulation. The course covers pathophysiological changes in lung function and the spectrum of lung disorders commonly seen in the human population. Ventilation-perfusion inequality and gas exchange defects are presented in team based learning exercises. The neurological basis of ventilatory control is investigated, and the role of central and peripheral chemoreceptors in ventilatory drive are uncovered, including a detailed overview of the biochemistry of hydrogen buffering and the mixed physiological buffering mechanisms of the blood.  The clinical conditions of sleep apnea and related disorders, obstructive lung disease, restrictive lung disease, neoplastic lung disease, immune mediated hemorrhage syndromes, bacterial and viral bronchitis, fungal and mycoplasma atypical pneumonia, atelectasis, acute respiratory distress syndrome, pleural disease, acute lung injury and failing heart/pulmonary vascular disease are covered. Clinical cases are presented in a team-based learning format to provide reinforcement of basic science concepts as they relate to clinical applications.

Renal and Genitourinary provides a fundamental understanding of renal and genitourinary basic science principles, and the application of this knowledge to renal and genitourinary diseases. The five-week course covers normal features and pathological processes of the renal and genitourinary system including anatomy, biochemistry, genetics, physiology, microbiology, immunology, pathology, pharmacology and therapeutics, and preventive medicine. The course includes the structure and function of the kidneys, the regulation of fluids and electrolytes, and the common imbalances of renal physiology that result in disease. Working in groups, students will study a number of renal disorders in a team-based learning format including diabetic nephropathy, hypokalemia, renal cancer, transport disorders, and graft vs. host disease following renal transplantation. The course covers the pathophysiology of electrolyte disorders, acid-base disorders, glomerular disease, tubulo-interstitial disease, acute renal failure, chronic kidney disease, renal replacement therapies, and urology. Clinical cases are presented in a team-based learning format to provide reinforcement of basic science concepts as they relate to clinical applications.

Gastrointestinal provides a fundamental understanding of gastrointestinal basic science principles, and the application of this knowledge to gastrointestinal diseases. The six-week course covers normal features and pathological processes of the gastrointestinal system including physiology, pharmacology, anatomy, histology, pathology, mucosal immunology, nutrition, biochemistry, microbiology, developmental biology and neuroscience and relating these to pathologies of the gastrointestinal system.  The course provides students with a comprehensive understanding of the diseases and disorders of the gastrointestinal system and its associated accessory organs to: (1) diagnose, effectively treat and manage gastrointestinal-related illnesses, (2) address patient issues and concerns regarding a gastrointestinal complaint and (3) understand the various gastrointestinal-related disorders associated with pediatric and geriatric patients. Clinical sciences and skills include discussion of the common causes of gastrointestinal diseases and disorders, collecting a relevant history based on an abdominal complaint and the appropriate evaluation and treatment of patients with common gastrointestinal abnormalities. Clinical cases are presented in a team-based learning format to provide reinforcement of basic science concepts as they relate to clinical applications.

Endocrinology and Reproduction provides a fundamental understanding of classic endocrinology, followed by the basic principles and pathologies specific to men and women, including the complexities of pregnancy. Clinical content is woven throughout the course to reinforce the basic science concepts as they relate to clinical application(s), and at the end of each week a highly integrated clinical case is presented in team-based learning format. The course is subdivided into two major sections. The first half of the course concentrates on classic endocrinology and includes the hypothalamic-pituitary axis, thyroid function, calcium-phosphate homeostasis, and the adrenal gland. The second half focuses on the gender-specific differences and/or similarities between the reproductive systems of men and women. Multiple events illustrate the ‘grey areas’ of reproductive health to highlight the ethical, societal and political challenges evident in this area of medicine. The course concludes with the topic of human sexuality, including interactive discussions about the societal and ethical responsibilities (and challenges) that the modern clinician may face when treating members of the straight and LGBT communities.

Nervous System I provides a fundamental understanding of neurological basic science principles and introduction to the application of these principles to diagnosing and treating neurological diseases. The five-week course covers normal features and processes of the nervous system, including embryology, anatomy, physiology, microbiology, and immunology, and relates these to pathologies of the nervous system. The course explores the organization, development, and physiology of the human central nervous system in relation to the essential principles of neurological function. This exploration extends from the cellular and molecular mechanisms of neuronal signaling to the organization and function of sensory and motor systems and of higher order, integrative systems. The course provides an understanding of the neural and vascular anatomy of the human brain and spinal cord that is sufficient for localizing lesions within the central nervous system and that supports understanding and performing an effective neurological examination. The course equips students to interpret impairments of sensation, motor function, and cognition that accompany neurological injury and disease, as well as to develop and test mechanistic hypotheses to explain clinical signs and symptoms. The course provides an introduction to pharmacological and non-pharmacological treatments for neurological disorders, as well as to basic principles of neuropathology and neuroradiology. Clinical cases are presented in a team-based learning format to provide reinforcement of basic science concepts as they relate to clinical applications.

Nervous System II extends and deepens the understanding of neurological basic science principles provided in Nervous System I. The four-week course covers human development as it relates to normal and abnormal intellectual development and psychological well-being, and explores the biopsychosocial model, including the ability to describe and discuss the mechanisms, clinical presentation, and treatment of common psychiatric disorders (e.g., anxiety, mood disorders, substance abuse, psychoses, compulsive disorders, and personality disorders). In conjunction with the Profession of Medicine course, students develop familiarity with the foundations of effective mental status- and psychiatric examinations, as well as psychological and neuropsychological evaluations. The course covers the indications and pharmacological profiles of medications that are commonly used to treat psychiatric disorders, introduces nonpharmacological treatments for psychiatric disorders, and introduces students to the roles and importance of multi-disciplinary teams in neurological and psychiatric rehabilitation. Clinical cases are presented in a team-based learning format to provide reinforcement of basic science concepts as they relate to clinical applications.

Introductory Clinical Experiences 1-4 Description:

The Introductory Clinical Experience (ICE) Course exposes MS1 and MS2 students to a wide array of clinical activities.  Beginning early in Year 1 and continuing through the end of Year 2, students spend 3-4 hours during each ICE week participating in a clinically related activity.  ICE is organized into four-week blocks; four in Year 1 and six in Year 2.  Within each four-week ICE block, students will rotate among four core components: Longitudinal Clinical Experience, Primary Care, Clinical Rotations, and Inter Professional Experience (see Table below).  ICE is intended to provide early clinical exposure and, whenever possible, to provide real world clinical correlations to topics being covered in the Foundations of Medicine courses.

Longitudinal Clinical Experience Description (LCE):

The Longitudinal Clinical Experiences (LCE) component of ICE provides students with exposure to a model geriatric care program and affords students to work with the same geriatric patients over an extended period of time during their first two years.  LCE is offered at CentraCare, a PACE (Program of All-Inclusive Care for the Elderly) organization. The mission of CentraCare is to provide comprehensive care for frail older adults. The care provided at CentraCare is centered on the belief that interdisciplinary care is the best type of care for this patient population, and that frail older adults are best served in their own home in the community as they age.

Students will participate in LCE during one of every 4 ICE weeks at the CentraCare location in either Kalamazoo or Battle Creek. In each session, students will observe the interdisciplinary approach to care for this patient population and interact with the interdisciplinary team members as they care for CentraCare patients. The ICE LCE at CentraCare will enable students to gain insight into the disciplines crucial to providing comprehensive care for frail older adults and to maintaining them safely in the community. In addition, the LCE is structured in a longitudinal format with continuity of relationships with the interdisciplinary team members and with specific participants with whom students will be paired. During the systems-based Foundations of Medicine Courses, each LCE session will include an educational activity that will address geriatric considers related to the system being studied.

Primary Care Experience Description (PC):

The Primary Care component of ICE occurs once during each four-week ICE block. Two half-day sessions in Family Medicine and two in Pediatrics are offered in Year 1 and six sessions in Internal Medicine are offered in Year 2. During Primary Care students will become increasingly comfortable seeing patients by themselves.  Resident and attending physicians will serve as clinical preceptors.  To the extent possible, students will work with the same clinical preceptors.  Students are expected to encounter a variety of primary care patients.  Clinical preceptors will be made aware of the Foundations of Medicine course topics being covered during each four-week ICE block.  Whenever practical, preceptors will attempt to correlate these topics with actual patient encounters

Community Care Experience Description:

During Year 1, students will participate in a 3-4-hour Community Care Clinical Rotation.  During Year 1 students will spend one 4-hour session with home healthcare nurses.  This experience provides students with insight into the important role homecare nurses play in the healthcare system. Optionally, a student may schedule either a fire department medical first responder unit visit, a session with a paramedic ambulance, or both.  These sessions are intended to allow students to perform basic emergency medical assessment and treatment skills that they acquired during the medical first responder course. All of these experiences afford students the unique opportunity to gain insight into diverse home environments that are representative of those of their future patients. 

Emergency Care Experience Description:

The Acute Care Clinical Rotations take place in hospital emergency departments during five ICE blocks throughout Year 2.  While students will not be conducting the initial assessment, they will be able to assess patients who present with various acute clinical conditions.  It is anticipated that during each 4-hour session there will likely be at least one patient with a clinical condition that correlates to the student’s current Foundation of Medicine topic.  Resident and attending emergency physicians will serve as clinical preceptors.  In addition to assessing patients, students will also have opportunities to perform or assist in a variety of common emergency procedures.

Introductory Clinical Experiences 1-4 Description:

The Introductory Clinical Experience (ICE) Course exposes MS1 and MS2 students to a wide array of clinical activities.  Beginning early in Year 1 and continuing through the end of Year 2, students spend 3-4 hours during each ICE week participating in a clinically related activity.  ICE is organized into four-week blocks; four in Year 1 and six in Year 2.  Within each four-week ICE block, students will rotate among four core components: Longitudinal Clinical Experience, Primary Care, Clinical Rotations, and Inter Professional Experience (see Table below).  ICE is intended to provide early clinical exposure and, whenever possible, to provide real world clinical correlations to topics being covered in the Foundations of Medicine courses.

Longitudinal Clinical Experience Description (LCE):

The Longitudinal Clinical Experiences (LCE) component of ICE provides students with exposure to a model geriatric care program and affords students to work with the same geriatric patients over an extended period of time during their first two years.  LCE is offered at CentraCare, a PACE (Program of All-Inclusive Care for the Elderly) organization. The mission of CentraCare is to provide comprehensive care for frail older adults. The care provided at CentraCare is centered on the belief that interdisciplinary care is the best type of care for this patient population, and that frail older adults are best served in their own home in the community as they age.

Students will participate in LCE during one of every 4 ICE weeks at the CentraCare location in either Kalamazoo or Battle Creek. In each session, students will observe the interdisciplinary approach to care for this patient population and interact with the interdisciplinary team members as they care for CentraCare patients. The ICE LCE at CentraCare will enable students to gain insight into the disciplines crucial to providing comprehensive care for frail older adults and to maintaining them safely in the community. In addition, the LCE is structured in a longitudinal format with continuity of relationships with the interdisciplinary team members and with specific participants with whom students will be paired. During the systems-based Foundations of Medicine Courses, each LCE session will include an educational activity that will address geriatric considers related to the system being studied.

Primary Care Experience Description (PC):

The Primary Care component of ICE occurs once during each four-week ICE block. Two half-day sessions in Family Medicine and two in Pediatrics are offered in Year 1 and six sessions in Internal Medicine are offered in Year 2. During Primary Care students will become increasingly comfortable seeing patients by themselves.  Resident and attending physicians will serve as clinical preceptors.  To the extent possible, students will work with the same clinical preceptors.  Students are expected to encounter a variety of primary care patients.  Clinical preceptors will be made aware of the Foundations of Medicine course topics being covered during each four-week ICE block.  Whenever practical, preceptors will attempt to correlate these topics with actual patient encounters

Community Care Experience Description:

During Year 1, students will participate in a 3-4-hour Community Care Clinical Rotation.  During Year 1 students will spend one 4-hour session with home healthcare nurses.  This experience provides students with insight into the important role homecare nurses play in the healthcare system. Optionally, a student may schedule either a fire department medical first responder unit visit, a session with a paramedic ambulance, or both.  These sessions are intended to allow students to perform basic emergency medical assessment and treatment skills that they acquired during the medical first responder course. All of these experiences afford students the unique opportunity to gain insight into diverse home environments that are representative of those of their future patients. 

Emergency Care Experience Description:

The Acute Care Clinical Rotations take place in hospital emergency departments during five ICE blocks throughout Year 2.  While students will not be conducting the initial assessment, they will be able to assess patients who present with various acute clinical conditions.  It is anticipated that during each 4-hour session there will likely be at least one patient with a clinical condition that correlates to the student’s current Foundation of Medicine topic.  Resident and attending emergency physicians will serve as clinical preceptors.  In addition to assessing patients, students will also have opportunities to perform or assist in a variety of common emergency procedures.

The Introductory Clinical Experience (ICE) Course exposes MS1 and MS2 students to a wide array of clinical activities. Beginning early in Year 1 and continuing through the end of Year 2, students spend 3-4 hours during each ICE week participating in a clinically related activity. ICE is organized into four-week blocks; four in Year 1 and six in Year 2. Within each four-week ICE block, students will rotate among four core components: Longitudinal Clinical Experience, Primary Care, Clinical Rotations, and Inter Professional Experience. ICE is intended to provide early clinical exposure and, whenever possible, to provide real world clinical correlations to topics being covered in the Foundations of Medicine courses.

Introductory Clinical Experiences 1-4 Description:

The Introductory Clinical Experience (ICE) Course exposes MS1 and MS2 students to a wide array of clinical activities.  Beginning early in Year 1 and continuing through the end of Year 2, students spend 3-4 hours during each ICE week participating in a clinically related activity.  ICE is organized into four-week blocks; four in Year 1 and six in Year 2.  Within each four-week ICE block, students will rotate among four core components: Longitudinal Clinical Experience, Primary Care, Clinical Rotations, and Inter Professional Experience (see Table below).  ICE is intended to provide early clinical exposure and, whenever possible, to provide real world clinical correlations to topics being covered in the Foundations of Medicine courses.

Longitudinal Clinical Experience Description (LCE):

The Longitudinal Clinical Experiences (LCE) component of ICE provides students with exposure to a model geriatric care program and affords students to work with the same geriatric patients over an extended period of time during their first two years.  LCE is offered at CentraCare, a PACE (Program of All-Inclusive Care for the Elderly) organization. The mission of CentraCare is to provide comprehensive care for frail older adults. The care provided at CentraCare is centered on the belief that interdisciplinary care is the best type of care for this patient population, and that frail older adults are best served in their own home in the community as they age.

Students will participate in LCE during one of every 4 ICE weeks at the CentraCare location in either Kalamazoo or Battle Creek. In each session, students will observe the interdisciplinary approach to care for this patient population and interact with the interdisciplinary team members as they care for CentraCare patients. The ICE LCE at CentraCare will enable students to gain insight into the disciplines crucial to providing comprehensive care for frail older adults and to maintaining them safely in the community. In addition, the LCE is structured in a longitudinal format with continuity of relationships with the interdisciplinary team members and with specific participants with whom students will be paired. During the systems-based Foundations of Medicine Courses, each LCE session will include an educational activity that will address geriatric considers related to the system being studied.

Primary Care Experience Description (PC):

The Primary Care component of ICE occurs once during each four-week ICE block. Two half-day sessions in Family Medicine and two in Pediatrics are offered in Year 1 and six sessions in Internal Medicine are offered in Year 2. During Primary Care students will become increasingly comfortable seeing patients by themselves.  Resident and attending physicians will serve as clinical preceptors.  To the extent possible, students will work with the same clinical preceptors.  Students are expected to encounter a variety of primary care patients.  Clinical preceptors will be made aware of the Foundations of Medicine course topics being covered during each four-week ICE block.  Whenever practical, preceptors will attempt to correlate these topics with actual patient encounters

Community Care Experience Description:

During Year 1, students will participate in a 3-4-hour Community Care Clinical Rotation.  During Year 1 students will spend one 4-hour session with home healthcare nurses.  This experience provides students with insight into the important role homecare nurses play in the healthcare system. Optionally, a student may schedule either a fire department medical first responder unit visit, a session with a paramedic ambulance, or both.  These sessions are intended to allow students to perform basic emergency medical assessment and treatment skills that they acquired during the medical first responder course. All of these experiences afford students the unique opportunity to gain insight into diverse home environments that are representative of those of their future patients. 

Emergency Care Experience Description:

The Acute Care Clinical Rotations take place in hospital emergency departments during five ICE blocks throughout Year 2.  While students will not be conducting the initial assessment, they will be able to assess patients who present with various acute clinical conditions.  It is anticipated that during each 4-hour session there will likely be at least one patient with a clinical condition that correlates to the student’s current Foundation of Medicine topic.  Resident and attending emergency physicians will serve as clinical preceptors.  In addition to assessing patients, students will also have opportunities to perform or assist in a variety of common emergency procedures.

Advances and Perspectives in Medicine and Health provides students in the professional health-related sciences both exposure to and an opportunity for involvement in current topics that influence the practice, quality, and delivery of health care. The course consists of a series of events that includes seminars, workshops, plays, demonstrations, simulations, and conferences that are distributed throughout the academic year. Topics covered in the series of events include ethics, professionalism, communication, health policy, health disparities, delivery of care, biomedical/translational/clinical/community-based research, bioengineering, business and legal aspects of health care, health informatics, and global health. For some events, there are opportunities to participate in interprofessional discussion groups that include students from other health profession programs, as well as health care professionals. Students develop critical thinking skills and raise awareness to cross-disciplinary aspects and integration of health care teams, through attendance and reflection of the events in this course.

Advances and Perspectives in Medicine and Health provides students in the professional health-related sciences both exposure to and an opportunity for involvement in current topics that influence the practice, quality, and delivery of health care. The course consists of a series of events that includes seminars, workshops, plays, demonstrations, simulations, and conferences that are distributed throughout the academic year. Topics covered in the series of events include ethics, professionalism, communication, health policy, health disparities, delivery of care, biomedical/translational/clinical/community-based research, bioengineering, business and legal aspects of health care, health informatics, and global health. For some events, there are opportunities to participate in interprofessional discussion groups that include students from other health profession programs, as well as health care professionals. Students develop critical thinking skills and raise awareness to cross-disciplinary aspects and integration of health care teams, through attendance and reflection of the events in this course.

Profession of Medicine is a series of seven courses that span all four years of medical school. These courses provide an integrated curriculum of health systems science and the art of medicine to ensure a competent and compassionate physician that serves patients, families, and society. The curriculum is coordinated with the biomedical sciences courses during Foundations of Medicine (years 1 and 2) and the third-year clerkships during Clinical Applications.

Profession of Medicine is a series of seven courses that span all four years of medical school. These courses provide an integrated curriculum of health systems science and the art of medicine to ensure a competent and compassionate physician that serves patients, families, and society. The curriculum is coordinated with the biomedical sciences courses during Foundations of Medicine (years 1 and 2) and the third-year clerkships during Clinical Applications.

Profession of Medicine is a series of seven courses that span all four years of medical school. These courses provide an integrated curriculum of health systems science and the art of medicine to ensure a competent and compassionate physician that serves patients, families, and society. The curriculum is coordinated with the biomedical sciences courses during Foundations of Medicine (years 1 and 2) and the third-year clerkships during Clinical Applications.

The four Profession of Medicine courses during Foundations of Medicine and the two Profession of Medicine courses during the third-year include a coordinated curriculum, Principles of Profession of Medicine, that includes all areas of health systems science, as well as additional components that provide a well-rounded undergraduate medical education. The components of Principles of Profession of Medicine include the following:

• Medical Ethics and Humanities
• Leadership
• Scientific Method, and Clinical and Translational Research
• Evidence-based Medicine
• Quality Improvement and Patient Safety Science
• Cultural Competence
• Social Determinants of Health
• Health Equity
• Health Advocacy
• Population Health
• Preventive Medicine
• Palliative Care
• Law, Health Care Policy, and Health Care Financing
• Biomedical Informatics
• Health Literacy
• Information Literacy
• Complementary and Alternative Medicine

In addition, the four Profession of Medicine courses during Foundations of Medicine include two additional components, Clinical Skills and Active Citizenship in Community Health.

• Clinical Skills teaches medical students interpersonal and communication skills, physical examination skills, simple procedures, and health record documentation, which provides a solid foundation for success in the third-year clerkships.
• Active Citizenship in Community Health integrates structured learning with service learning activities to facilitate student participation. Service learning is an instructional technique in which students participate in a community service activity, in this case with academic objectives that are part of the Profession of Medicine courses. Students gain relevant, hands-on experience while improving the health of the communities we serve. The curriculum addresses social determinants of health, cultural competence, and preventive health.

The seventh Profession of Medicine course (PROF 9340) is a capstone review of medical ethics during the spring of the fourth year of medical school.

Profession of Medicine is a series of seven courses that span all four years of medical school. These courses provide an integrated curriculum of health systems science and the art of medicine to ensure a competent and compassionate physician that serves patients, families, and society. The curriculum is coordinated with the biomedical sciences courses during Foundations of Medicine (years 1 and 2) and the third-year clerkships during Clinical Applications.

The four Profession of Medicine courses during Foundations of Medicine and the two Profession of Medicine courses during the third-year include a coordinated curriculum, Principles of Profession of Medicine, that includes all areas of health systems science, as well as additional components that provide a well-rounded undergraduate medical education. The components of Principles of Profession of Medicine include the following:

• Medical Ethics and Humanities
• Leadership
• Scientific Method, and Clinical and Translational Research
• Evidence-based Medicine
• Quality Improvement and Patient Safety Science
• Cultural Competence
• Social Determinants of Health
• Health Equity
• Health Advocacy
• Population Health
• Preventive Medicine
• Palliative Care
• Law, Health Care Policy, and Health Care Financing
• Biomedical Informatics
• Health Literacy
• Information Literacy
• Complementary and Alternative Medicine

In addition, the four Profession of Medicine courses during Foundations of Medicine include two additional components, Clinical Skills and Active Citizenship in Community Health.

• Clinical Skills teaches medical students interpersonal and communication skills, physical examination skills, simple procedures, and health record documentation, which provides a solid foundation for success in the third-year clerkships.
• Active Citizenship in Community Health integrates structured learning with service learning activities to facilitate student participation. Service learning is an instructional technique in which students participate in a community service activity, in this case with academic objectives that are part of the Profession of Medicine courses. Students gain relevant, hands-on experience while improving the health of the communities we serve. The curriculum addresses social determinants of health, cultural competence, and preventive health.

The seventh Profession of Medicine course (PROF 9340) is a capstone review of medical ethics during the spring of the fourth year of medical school.

The four Profession of Medicine courses during Foundations of Medicine and the two Profession of Medicine courses during the third-year include a coordinated curriculum, Principles of Profession of Medicine, that includes all areas of health systems science, as well as additional components that provide a well-rounded undergraduate medical education. The components of Principles of Profession of Medicine include the following:

• Medical Ethics and Humanities
• Leadership
• Scientific Method, and Clinical and Translational Research
• Evidence-based Medicine
• Quality Improvement and Patient Safety Science
• Cultural Competence
• Social Determinants of Health
• Health Equity
• Health Advocacy
• Population Health
• Preventive Medicine
• Palliative Care
• Law, Health Care Policy, and Health Care Financing
• Biomedical Informatics
• Health Literacy
• Information Literacy
• Complementary and Alternative Medicine

In addition, the four Profession of Medicine courses during Foundations of Medicine include two additional components, Clinical Skills and Active Citizenship in Community Health.

• Clinical Skills teaches medical students interpersonal and communication skills, physical examination skills, simple procedures, and health record documentation, which provides a solid foundation for success in the third-year clerkships.
• Active Citizenship in Community Health integrates structured learning with service learning activities to facilitate student participation. Service learning is an instructional technique in which students participate in a community service activity, in this case with academic objectives that are part of the Profession of Medicine courses. Students gain relevant, hands-on experience while improving the health of the communities we serve. The curriculum addresses social determinants of health, cultural competence, and preventive health.

The seventh Profession of Medicine course (PROF 9340) is a capstone review of medical ethics during the spring of the fourth year of medical school.

The four Profession of Medicine courses during Foundations of Medicine and the two Profession of Medicine courses during the third-year include a coordinated curriculum, Principles of Profession of Medicine, that includes all areas of health systems science, as well as additional components that provide a well-rounded undergraduate medical education. The components of Principles of Profession of Medicine include the following:

• Medical Ethics and Humanities
• Leadership
• Scientific Method, and Clinical and Translational Research
• Evidence-based Medicine
• Quality Improvement and Patient Safety Science
• Cultural Competence
• Social Determinants of Health
• Health Equity
• Health Advocacy
• Population Health
• Preventive Medicine
• Palliative Care
• Law, Health Care Policy, and Health Care Financing
• Biomedical Informatics
• Health Literacy
• Information Literacy
• Complementary and Alternative Medicine

In addition, the four Profession of Medicine courses during Foundations of Medicine include two additional components, Clinical Skills and Active Citizenship in Community Health.

• Clinical Skills teaches medical students interpersonal and communication skills, physical examination skills, simple procedures, and health record documentation, which provides a solid foundation for success in the third-year clerkships.
• Active Citizenship in Community Health integrates structured learning with service learning activities to facilitate student participation. Service learning is an instructional technique in which students participate in a community service activity, in this case with academic objectives that are part of the Profession of Medicine courses. Students gain relevant, hands-on experience while improving the health of the communities we serve. The curriculum addresses social determinants of health, cultural competence, and preventive health.

The seventh Profession of Medicine course (PROF 9340) is a capstone review of medical ethics during the spring of the fourth year of medical school.

Transition to Medical School course prepares students to understand, participate, and excel in the medical school curriculum. It is divided into three separate weeks. These three weeks are structured as student success weeks, providing students with the structure and opportunities to connect with medical school services and support offices. Throughout these weeks, students explore topics related to their success, building their academic and relationship skills as part of the curriculum domain of Personal and Professional Management. Topics include student organizations, time management, stress management, study skills, learning skills, test-taking skills, information management and library skills, financial aid and planning, personal assessment, and emotional intelligence. Students additionally take a Medical First Responder course, which provides a brief, broad-based introduction to medical emergencies and the health care system. At the conclusion of this course, students become licensed Medical First Responders.

Transition to Clinical Applications provides the bridge between foundations of medicine and the clinical application of medical knowledge. The course begins with a comprehensive summative examination over years 1-2. Focus quickly shifts to preparing students to thrive in the clinical setting. Students participate in BLS recertification and procedural skills assessment. Students participate in simulation, group-based workshops and discussions to prepare for the Clinical Applications phase of the curriculum.

Note: Throughout this course, students should plan to enter the building at 7:30am. Prebrief begins promptly at 7:45am. At this time, expectations and scheduling for the day are reviewed. Questions about the day's events are answered.