Medicine Core

Updated on May 15, 2023.

MDCOR*626. Internship 101. Internship 101 is the required capstone course that occurs in the final two weeks of the M.D. program curriculum. It is designed to prepare graduating students for the transition to internship. Prerequisite: successful completion of the third and fourth year courses. 2.5 s.h.

MDCOR*705. Fundamentals of Patient Care 3. This theme continues the Fundamentals of Patient Care emphasis from the preclinical phase of the curriculum. Students apply foundational principles of medical ethics and ethical reasoning in longitudinal discussion groups. Students complete geriatric medicine assignments in falls risk assessment and depression screening in continuity visits with their senior mentor. Prerequisite: successful completion of the preclerkship curriculum and a passing score on Step 1 of the United States Medical Licensing Exam. 3 s.h.

MDCOR*706. Fundamentals of Patient Care 4. This theme continues the Fundamentals of Patient Care emphasis from years 1, 2 and 3 of the curriculum. Students apply foundational principles of medical ethics and ethical reasoning in longitudinal discussion groups. Students complete a geriatric medicine assignment in end of life care planning in one final continuity visit with their senior mentor. Prerequisite: successful completion of the third year courses. 3 s.h.

MDCOR*711. Clinical Skills 1. The overall longitudinal clinical skills course is an essential extension of Fundamentals of Patient Care theme didactics provided in each semester of the Pre-clerkship Phase. The Longitudinal Clinical Skills course will include small group activities, workshops, and skills labs that facilitate demonstration and assessment of necessary clinical competencies to include history taking, communication skills with patients, communication and teamwork with peers and healthcare professionals, oral presentations, clinical reasoning, physical examination, physical diagnosis, medical documentation, and professionalism. 3 s.h.

MDCOR*712. Clinical Skills 2. The overall longitudinal clinical skills course is an essential extension of Fundamentals of Patient Care theme didactics provided in each semester of the Pre-clerkship Phase. The Longitudinal Clinical Skills course will include small group activities, workshops, and skills labs that facilitate demonstration and assessment of necessary clinical competencies to include history taking, communication skills with patients, communication and teamwork with peers and healthcare professionals, oral presentations, clinical reasoning, physical examination, physical diagnosis, medical documentation, and professionalism. 3 s.h.

MDCOR*713. Clinical Skills 3. The overall longitudinal clinical skills course is an essential extension of Fundamentals of Patient Care theme didactics provided in each semester of the Pre-clerkship Phase. The Longitudinal Clinical Skills course will include small group activities, workshops, and skills labs that facilitate demonstration and assessment of necessary clinical competencies to include history taking, communication skills with patients, communication and teamwork with peers and healthcare professionals, oral presentations, clinical reasoning, physical examination, physical diagnosis, medical documentation, and professionalism. 3 s.h.

MDCOR*714. Clinical Skills 4. The overall longitudinal clinical skills course is an essential extension of Fundamentals of Patient Care theme didactics provided in each semester of the Preclerkship Phase. the Longitudinal Clinical Skills course will include small group activities, workshops, and skills labs that facilitate demonstration and assessment of necessary clinical competencies to include history taking, communication skills with patients, communication and teamwork with peers and healthcare professionals, oral presentations, clinical reasoning, physical examination, physical diagnosis, medical documentation, and professionalism. 3 s.h.

MDCOR*720. Foundations of Health. The overall goals of this block are to provide the essentials of medical biology and introduce the fundamentals of patient care that form the foundation of all subsequent blocks in the pre-clerkship curriculum. The block is organized into 4 themes that are taught concurrently: 1) Molecules, Metabolism and Therapeutics (MMT), 2) Structure, Function and Pathology (SFP), 3) Homeostasis, Regulation and Response (HRR), and 4) Fundamentals of Patient Care (FPC). The themes are integrated throughout the block in order to facilitate a better understanding of the relationships between biochemistry, pharmacology, molecular and cellular biology, physiology, neuroscience, anatomy, embryology and patient care. The core content in the MMT theme includes molecular structure and function of building blocks such as amino acids and proteins, carbohydrates, lipids and nucleic acids. This content lays the groundwork for basic concepts in human nutrition and for pharmacology beginning with classification of drugs and pharmacokinetic principles. The core content of SFP is focused initially on the structure and function of subcellular components of eukaryotic cells and progresses to a comprehensive study of the 4 main tissue types. Processes involved in early embryonic development are also introduced. The HRR content incorporates the fundamental mechanisms involved in cellular transport and communication, maintenance of the human genome, genetics, gene expression, cell growth and division. The FPC didactic component is centered on patient interactions by the introduction of medical interviewing and by attention on patient diversity and its impact on access and delivery of health care. This didactic component of FPC prepares the student for the small group sessions in Longitudinal Clinical Skills 1. 8 s.h.

MDCOR*722. Foundations of Disease. This block introduces the medical vocabulary and fundamental concepts of pathology, medical genetics, metabolism, pharmacology, immunology and microbial pathogenesis needed to proceed to a systems-based approach to medicine implemented in subsequent blocks. The block is organized into 4 themes that are taught concurrently: 1) Molecules, Metabolism and Therapeutics (MMT), 2) Structure, Function and Pathology (SFP), 3) Homeostasis, Regulation and Response (HRR), and 4) Fundamentals of Patient Care (FPC). Pathology fundamentals include pathophysiologic responses of cells to stress and noxious stimuli leading to cell death, reversible cell injury or adaptation, the general concepts underlying neoplasia and radiation injury, and immunologic hypersensitivity reactions underlying inflammatory disorders. Medical genetics concepts include analysis of inheritance patterns and genetic variation, including oncogenes and genetic changes leading to cancer. Aspects of metabolism covered are mechanisms of cellular energy generation and their byproducts, and the molecular basis of aging. Pharmacology introduces the autonomic nervous system and pharmacology of adrenergic and cholinergic drugs, anti-bacterial drugs and some inhibitors of the innate immune system. The histology of the skin, hematopoietic, vascular, and lymphoid tissues is presented, followed by the function of those tissues in the normal immune response. Microbial pathogenesis is introduced for bacteria and fungi utilizing in-depth discussion of prototype pathogens. Lecture material across themes is complemented by small group sessions where students apply the basic science knowledge to clinical situations including: seminar tutorials on ischemia and neoplasia, a laboratory medicine lab with hands-on venipuncture instruction, a genetics pedigree problem solving session, a team-based learning sessions concerning passive and active immunization and skin, lymph node, and blood vessel histology. The FPC didactic component introduces established techniques for medical interviewing and counseling, cultural competency, and an orientation to interpersonal skills with aging patients. 9 s.h.

MDCOR*725. Cardiovascular System. The overall goal of this block is to provide a strong foundation in the structure and function of the cardiovascular system, and most importantly, relate foundational material learned about the cardiovascular system to physical exams, clinical care issues, progression of cardiovascular disease, and established treatment of these diseases. The block is organized into 4 themes that are taught concurrently: 1) Molecules, Metabolism and Therapeutics (MMT), 2) Structure, Function and Pathology (SFP), 3) Homeostasis, Regulation and Response (HRR), and 4) Fundamentals of Patient Care (FPC). The themes are integrated throughout the block to facilitate a better understanding of the underlying physiology that form the principles of the cardiac and pulmonary exam, to develop an ability to synthesize findings, and to enhance understanding of clinical terminology. Cardiovascular diseases covered will include general topics of atherosclerosis, ischemic heart disease and hypertension, cardiac arrhythmias, specific cardiac diseases, and lipid disorders. In addition, this block will provide the basic underpinnings of lipid metabolism and the foundations of hypercholesterolemia. There will be deliberate integration with respect to the Structure and Function and the Fundamentals of Patient Care didactic material in this block to support small group sessions in Longitudinal Clinical Skills 1. Specific important activities include using the Simulation Laboratory for an ECG practicum, a congenital heart lab, and a heart sounds practicum. Integrated lectures on exercise and cardiovascular physiology will focus on cardiac rehabilitation/wellness. This block will culminate with each small group providing a summary of important concepts presented during this block, and most importantly relate all of these concepts back to a relevant cardiovascular disease - in this case, heart failure. 9 s.h.

MDCOR*727. Respiratory/Renal Systems. The overall goal of this block is to provide a clinically relevant foundation in the structure and function of the renal and respiratory systems, including their role in systemic acidbase balance, normal histology and physiology, pathophysiology, diagnosis and treatment of renal and respiratory diseases, and associated physical exams and clinical decision making. The block is organized into 4 themes that are taught concurrently: 1) Molecules, Metabolism and Therapeutics (MMT), 2) Structure, Function and Pathology (SFP), 3) Homeostasis, Regulation and Response (HRR), and 4) Fundamentals of Patient Care (FPC). The block begins with normal respiratory system function, physiology, histology and development. Respiratory diseases including infections, tumors, and chronic destructive diseases are covered, along with their pathophysiology, diagnosis, and treatment. The block then transitions to a comprehensive exploration of renal structure and function beginning with detailed instruction on the nephron and collecting tubules at the molecular, cellular and tissue levels. Next, pathologies of the renal system such as urinary tract infections, kidney stones, glomerular diseases and kidney tumors are covered. Finally, the integration of kidney function with the cardiovascular and pulmonary systems to regulate blood pressure and maintain fluid and acid/base balance via compensatory mechanisms is taught along with pharmacologic therapies that target the renin angiotensin system or function as diuretics. The course ends with study of the disorders that affect fluid, acid/base balance, pulmonary, and renal pathology using clinically oriented cases, clinical problem-solving tutorials and workshops, simulation labs, and a urinalysis laboratory session. 7 s.h.

MDCOR*728. Gastrointestinal. The overall goal of this block is to provide a strong foundation in the structure and function of the gastrointestinal system, in relation to human development, health and disease. The block is organized into 4 themes that are taught concurrently: 1) Molecules, Metabolism and Therapeutics (MMT), 2) Structure, Function and Pathology (SFP), 3) Homeostasis, Regulation and Response (HRR), and 4) Fundamentals of Patient Care (FPC). The themes are integrated throughout the block in order to facilitate a better foundational understanding of the oral cavity, esophagus, stomach, small and large intestines, liver, gallbladder, and exocrine pancreas. The anatomy, histology, physiology, development, and biochemical processes related to this system are discussed. Emphasis is also placed on how the normal function of this system is intricately tied to the proper functioning of other organ systems such as cardiovascular, endocrine and nervous systems. In addition, the block covers various pathophysiological conditions related to this system, pertinent enteric pathogens, relevant diagnostic tools and abdominal imaging techniques, and treatment strategies for various gastrointestinal disorders. Moreover, a nutritional component is incorporated into this block to provide the underpinnings of basic nutrition, obesity, and the dietary requirements/management necessary for the proper nutrition care of patients. The FPC didactic component is centered alcohol-related substance use disorder management, abdominal exam techniques and physical exam procedures related to diagnosis of gastrointestinal disorders to prepare the student for small group sessions in Longitudinal Clinical Skills 2. 9 s.h.

MDCOR*731. Reproductive/Endocrine System. The overall goal of this block is to provide a clinically relevant basic science foundation in the male and female reproductive systems and the endocrine system which will foster the student's success in clerkship rotations. The block is organized into 4 themes that are taught concurrently: 1) Molecules, Metabolism and Therapeutics (MMT), 2) Structure, Function and Pathology (SFP), 3) Homeostasis, Regulation and Response (HRR), and 4) Fundamentals of Patient Care (FPC). This foundation is highlighted by the embryologic and genetic development and anatomic and histologic features of the genital, reproductive, and endocrine organs. Alterations to normal functioning including infectious, congenital, genetic, neoplastic, and other pathological processes are presented. Interactive highlights of this block include the female pelvic exam workshop, ovarian cancer survival panel, male genitourinary exam workshop, and a clinicopathological correlation conference. The FPC didactic component of the block prepares students to acquire knowledge that supports demonstration of practical skills using standardized patients and simulators, and students extend interviewing skills by practicing interactions with an angry patient in small groups. 8 s.h.

MDCOR*733. Women and Pediatric Health. The goal of this block is to provide a foundational understanding of pregnancy and children's health from birth through adolescence. Maternal physiologic changes and adaptations during pregnancy, prenatal and neonatal nutrition, normal development of the newborn, child and adolescent patient, as well as disorders and environmental hazards primarily impacting pediatric patients will be the focus of the block. The block is organized into 4 themes that are taught concurrently using an integrated approach: Molecules, Metabolism and Therapeutics (MMT); Structure, Function and Pathology (SFP), Homeostasis, Regulation and Response (HRR); Fundamentals of Patient Care (FPC). In regard to women's health, didactic content covers the following topics: placental development and function, maternal physiologic changes during pregnancy, care of the pregnant patient including labor and delivery, breast health and disease, contraception, abortion, and healthcare disparities: state of women's health in South Carolina and continuity of care. In regard to infant health, the didactic content of the block provides in-depth coverage of the following topics: anatomy, histology, physiology, development, and biochemical processes related to breast feeding, metabolic state and nutritional needs of the newborn, congenital abnormalities and infections, genetic testing and public health screening in newborns, and the newborn exam. In regard to child and adolescent health, didactic content covers the following topics: the pediatric interview, child development, parental anticipatory guidance, gun safety, public/global health, health disparities and gender, child/adolescent mistreatment, the adolescent interview, the genetics of chromosomal syndromes, as well as infections, psychiatric disorders, pharmacologic differences and pathologies that typically manifest during childhood and adolescence. The Block 7 course content described above is complemented by the Clinical Skills course, which includes small group sessions on the following: intimate partner violence, clinical reasoning, the breast exam, the newborn, child and adolescent exam, and the care of LGBTQ patients. 5.0 s.h.

MDCOR*735. Ethics and Biostatistics. Using a combination of team-based learning, lectures and on-line modules, the block introduces students to biostatistics, epidemiology, and the ethical and public health challenges they will encounter throughout their medical careers. When possible, medical literature assignments for the biostatistics section of the block will include content about ethical issues in health care to integrate the two subjects. Biostatistical formulas will be used to calculate and interpret data from various types of studies. Students will build on epidemiological principles to improve their understanding of clinical biostatistics. Students will combine this knowledge with an increased understanding of study types and study designs. These principles will be utilized by students to discuss risks and benefits of interventions with patients in patient-oriented terms. Additionally, biostatistical properties of screening and diagnostic tests will be discussed at length. This knowledge base will be practically applied to current literature in order to critically analyze and extrapolate findings to individual patient and population health management. This will add to the foundation of public health knowledge that the students will possess. Students will receive an introduction to PICO and how to read the medical literature. Didactic content will additionally cover practical considerations in the use of interpreters, understanding health care systems, patient safety, and quality improvement. The clinical ethics curriculum will focus on two tiers of ethical dilemmas that occur in the clinical setting: those involving duties inherent in the physician-patient professional relationship and those involved in therapeutic decision-making. Specific learning topics include: systematic approach to ethical dilemmas, ethical principles and guidelines, role of an ethics committee, ethical issues in psychiatric care, public health and pandemic ethics, conflicts of interest, promoting the patient's best interest, informed consent and refusal, confidentiality, requests for medically ineffective treatment, resuscitation issues, notable legal cases on life sustaining interventions, decision-making capacity, surrogate decision-making, caring for diverse populations, impact of racism on ethical practice, decision-making in children and adolescents, and ethical issues in genomics. 3 s.h.

MDCOR*736. Autoimmunity and Hematology. This block begins by applying immunologic knowledge gained in previous preclerkship blocks to altered states, including transplantation, autoimmune diseases, and complement disorders. The block is organized into 4 themes that are taught concurrently: 1) Molecules, Metabolism and Therapeutics (MMT), 2) Structure, Function and Pathology (SFP), 3) Homeostasis, Regulation and Response (HRR), and 4) Fundamentals of Patient Care (FPC). The pharmacology of immunomodulatory agents in the context of these diseases will be presented. The FPC component of this block will focus on Biostatistics, utilizing computer modules to promote independent learning in preparation for participation in biostatistics problem solving sessions. Blood borne parasites, their treatment, and diseases transmitted by blood-feeding insects will be presented. The physiology of normal hemostasis will be reviewed and bleeding disorders will be discussed as well as anticoagulants. Transfusion medicine will be presented with opportunities for interaction and discussion with transplant patients. An intro to PICO and how to read the medical literature will be discussed. 3.5 s.h.

MDCOR*739. Sensory and Motor Systems. The overall goal for this musculoskeletal block is to teach those essential elements of the basic sciences and patient care that specifically relate to aspects of the muscular, skeletal and integumentary systems in healthy and diseased states. This block will focus on the structural organization of the extremities, the superficial, deep back and other parts of the musculoskeletal system at the gross and microscopic levels. The inherent structural functional relationships between the nervous system and musculature will be examined. Energy production and utilization during normal and abnormal muscle function will also be examined. The students will expand their understanding of the muscular, skeletal, nervous, circulatory, integument and lymphatic systems and the functional role of these systems within the context of the musculoskeletal system. This will include examinations of the musculoskeletal structures, brain and spinal cord in radiological images and in the dissection laboratory. The normal relationships of anatomy, human development, neurosciences, histology, and physiology, will be compared with abnormal and diseased states. Other important clinical pints related to the musculoskeletal system of the aging patient, nutrition and dermatopathology would be examined. Pharmacological treatment strategies for diseases will be included. Students will learn to interpret radiological images and perform musculoskeletal examinations to evaluate patients for sensory and motor function, pain, and other findings of physical impairment. 13 s.h.

MDCOR*741. Special Senses and Cognition. In this block we will further develop neuroscience themes from the previous blocks. We will focus on the role of the central nervous system in choreographing purposeful thought and action, as well as unconscious regulation, feedback and homeostasis. We will explore the complex, specialized anatomy of structures in the head and neck, emphasizing the intimate relationship between these structures, support of brain activity and control mechanisms. Special attention will be given to the senses that we haven't already covered - vision, hearing, balance, taste, smell, and cognition. There will be a bit more review and reinforcement in this block than you have experienced in others, primarily due to complexity of material and need to integrate information from the Musculoskeletal block. This block is composed of integrated lectures and hands-on experiences. Ongoing gross anatomy laboratory exercises will be supplemented with brain dissection laboratory exercises supervised by neuroscience faculty. In other afternoon sessions, we will introduce components of the neurological exam, such as HEENT exam, cranial nerve exams, and eye exams. We know that the brain is a complicated organ, but remember that you have a required txt for this block, Neurosciences by Purves, et al. A helpful resource is Blumenfeld's Neuroanatomy Through Clinical Cases, on reserve in the library. A final resource is the set of PASS exercises (Practical Anatomy Self-Study), which are available on Moodle. This provides images at all level of the nervous system and self-assessment exercises to make sure you are mastering the material. By the end of the block, you should have a solid understanding of how the brain is wired, how it interfaces with structures that surround and protect it, how it processes information from special sensory organs, how it directly controls action, as well as a pathological changes that can occur to result in neurological diseases/disorders. 8 s.h.

MDCOR*742. Behavioral & Geriatric Health. This block will build upon the previous block by continuing to explore the complexity of the brain by discussing mental and psychiatric disorders, as well as pharmacological approaches for treatment. Topics such as anxiety disorders, mood disorders, psychotic disorders, personality disorders, substance abuse disorders, and suicide will be presented with a heavy clinical emphasis, with a discussion of these conditions across the lifespan. In addition, this block will touch on topics related to geriatric health, including elder abuse and polypharmacy, both of which are on the rise due to the aging population and both increase the risk of increased medical conditions in a vulnerable population. This block will also host symposiums which will include panel discussions related to intellectual disabilities and end-of-life planning. In the afternoons, students will be participating in problem-based and team-based learning exercises that will integrate basic science and clinical knowledge case based studies. These exercises will incorporate the use of physical diagnosis, clinical reasoning, and patient treatments. 4.5s.h.

MDCOR*750. USMLE Step 1 Board Review. Students must attend 2 one-hour seminars focusing on preparation for USMLE step 1. Students are expected to use resources provided by COM (e.g., question banks, practice exams, academic support from CAE) to independently prepare for Step 1. Students must prepare and submit an individual study plan and take Step 1 by their approved deadline. 2 s.h.

MDCOR*760. FLEX1 Health Humanities. In FLEX Phase 1, learners identify and plan a scholarly project that focuses on an element of the humanities that impacts patient health, delivery of medical care, and/or patient outcomes. The project is expected to foster practices that produce ethically sound relationships with patients across a broad range of socioeconomic and cultural backgrounds. Learners in this track achieve distinction in this concentration through didactic preparation and development of a scholarly project applying scientific/evidencebased inquiry. 5.5 s.h.

MDCOR*762. FLEX2 Health Humanities. In FLEX Phase 2, learners implement and analyze data derived from a scholarly project that focuses on an element of the humanities that impacts patient health, delivery of medical care, and/or patient outcomes. The project is expected to foster practices that produce ethically sound relationships with patients across a broad range of socioeconomic and cultural backgrounds. Learners in this track achieve distinction in this concentration through didactic preparation and development of a scholarly project applying scientific/evidence-based inquiry. 5.5 s.h.

MDCOR*764. FLEX1 Global Health. In FLEX Phase 1, learners identify and plan a scholarly project that focuses on global health. The project is expected to apply to a community-based health problem or health disparity. Learners in this track achieve distinction in this concentration through didactic preparation and development of a scholarly project applying scientific/evidence-based inquiry. 5.5 s.h.

MDCOR*766. FLEX2 Global Health. In FLEX Phase 2, learners implement and analyze data derived from a scholarly project that focuses on global health. The project is expected to apply to a community-based health problem or health disparity. Learners in this track achieve distinction in this concentration through didactic preparation and development of a scholarly project applying scientific/evidence-based inquiry. 5.5 s.h.

MDCOR*768. FLEX1 Physician as Teacher. In FLEX Phase 1, learners identify and plan a scholarly project that focuses on medical education. The project is expected to apply to the academic preparation of physicians or to the health of the community through public/community education. Learners in this track achieve distinction in this concentration through didactic preparation and development of a scholarly project applying scientific/evidence-based inquiry. 5.5 s.h.

MDCOR*770. FLEX2 Physician as Teacher. In FLEX Phase 2, learners implement and analyze data derived from a scholarly project that focuses on medical education. The project is expected to apply to the academic preparation of physicians or to the health of the community through public education. Learners in this track achieve distinction in this concentration through didactic preparation and development of a scholarly project applying scientific/evidence-based inquiry. Critical review of pertinent literature and analysis of data resulting from the project are critical elements. 5.5 s.h.

MDCOR*772. FLEX1 Research. In FLEX Phase 1, learners identify and plan a scholarly project that focuses on basic science, clinical or translational research. The project is expected to provide hands-on experience to various research skills required to successfully address a research question. Learners in this track achieve distinction in this concentration through didactic preparation and development of a scholarly project applying scientific/evidence based inquiry. 5.5 s.h.

MDCOR*774. FLEX2 Research. In FLEX Phase 2, learners implement and analyze data derived from a scholarly project that focuses on basic science, clinical or translational research. The project is expected to provide hands-on experience to various research skills required to successfully address a research question. Learners in this track achieve distinction in this concentration through didactic preparation and development of a scholarly project applying scientific/evidence-based inquiry. 5.5 s.h.

MDCOR*790. Academic Remediation. Students are enrolled in this required remediation course after approval by the College of Medicine Student Progress Committee in order to demonstrate knowledge competency in specified components of the preclerkship block curriculum. Students who are required to take this course must pass the course prior to sitting for the USMLE Step 1 and prior to entering the clinical rotations. The learner must pass a written exam for each theme-specific component that was previously failed in the preclerkship block curriculum. 2 s.h.

MDCOR*809. Research Independent Study. Course Description The Introduction to the Principles and Practice of Clinical Research Independent Study course is designed for students to learn how to effectively conduct basic science and clinical research. The independent study experience is to encourage self-directed learning focused on the spectrum of basic science and clinical research, study design, protocol preparation, patient monitoring, quality assurance, ethical and legal issues, and much more. Course Objectives At the conclusion of this section of the course, students will be able to: . Compare and contrast basic science and clinical research approaches to scientific inquiry. . Demonstrate knowledge of research processes (reading, evaluating, developing, etc.) . Describe the principles of study design, development, and implementation (proposals and hypotheses, subject recruitment, and data collection) . Perform literature reviews using print and online databases . Cite sources using standard scholarly formats (APA) . Identify, explain, and compare the key elements of a research proposal/report . Compare and contrast quantitative and qualitative research paradigms, and explain the use of each . Explain the rationale for research ethics, and the importance of and local processes for Institutional Review Board (IRB) review . Apply clinical and/or basic science knowledge and skills in a research setting . Review principles and issues involved in monitoring patient-oriented research for clinical research. . Define roles and responsibilities of members in a research group . Review the infrastructure required in performing clinical research and the steps involved in developing and funding research studies. . Evaluate their own personal interest in research for the purpose of career exploration Requirements It is the student's responsibility to: . Identify a research mentor . Confirm research mentor and project and provide an overview of the study design (Moodle) . Complete the Collaborative Institutional Training Initiative (Citi) . Complete the Biostatistics modules in Moodle . Complete a literature review session (MUSC Library) . Continue to seek support from CAE and CAPS to address any underlying issues related to your academic progress . Attend mandatory roundtable sessions with Student Affairs . Prepare and submit a research progress report at the conclusion of this course. Your research mentor must review and sign off on your report before submission. 6.0 s.h.

MDCOR*818. Critical Care Elective ICU. The required Critical Care elective is intended to prepare senior medical students to evaluate and manage critically ill patients. The course materials have been organized into 4 modules as outlined below. The modules are organized to provide structure for each week though students may move through the modules at their own pace. For the virtual curriculum, we will utilize the alternative mechanisms for each required diagnosis and procedure included on the PxDx log for the course. These are integrated into the 4 modules in order to allow you to "complete" the PxDx log by the end of the course. 5.0 s.h.

MDCOR*832. A Month in the Research NEXUS. This course is for MD/PhD students, other pre-doctoral trainees, and post-doctoral fellowship students ONLY. The objective of this elective is to help students write a translational research proposal in the format of a NRSA F32, R21, or mini-grant that expands on their current research interests. The course consists of research topic specialist lectures, literature review, completion of a mini-course covering basics of human subject regulations, active discussion about designing various clinical and translational research studies, development of a translational study including sample size calculation and power analysis, how to set up a study database, and how to statistically analyze data. Completion of this course will provide students with an excellent foundation in translational research, a relevant addition to a basic science base. Each student works with a mentor and obtains the assistance necessary to fully develop the clinical and/or translational study. At the end of the course, each student will formally present his/her proposal to members of the SCTR Research Nexus rotation course, his/her mentor, and selected other individuals. 5 s.h..

MDCOR*841. Developing Scholarly Skills. In this four week elective, students will work closely with a faculty mentor to develop an educational experience that further develops the skills necessary to engage in scholarly work in medicine. Examples of scholarly work include conducting a literature review and producing a written summary, creating curricular content for a course, writing a textbook chapter, creating online content for medical education, evaluating a program or curriculum, designing a QI project, etc. Each student is expected to design a meaningful educational experience with their mentor and work independently under the mentor's supervision during the elective month. Each student will be expected to meet at least twice with their mentor to review their progress and to submit a work product, as specified during course application, to both the mentor and Dean's Office at the conclusion of the elective. Students must apply for this course at least 30 days prior to the beginning of the rotation. 5 s.h.

MDCOR*843. Virtual Global Hlth Elective. The CFHI Virtual Global Health Elective offers 4th year medical students an opportunity to build competencies in Global Health, interprofessionalism, and cross-cultural care. Global health involves multiple disciplines within and beyond the health sciences, is a synthesis of population-based prevention with individual level clinical care, promotes interdisciplinary collaboration, and emphasizes transnational health issues and determinants. This elective develops a diverse range of competencies, including those relevant to low resource clinical care, population health, interdisciplinary collaboration, global burden of disease, evidence-based community health, social determinants of health, and cross-cultural effectiveness. 2.5 or 5.0 variable credit hours.

MDCOR*844. Global Health Elective. This elective is offered in cooperation with MUSC partner Child Family Health International (CFHI), which provides community-based global health education programs for students and institutions. CFHI's model fosters reciprocal partnerships and empowerment in local communities to transform perspectives about self, healing, and global citizenship. Students may participate in 2- or 4-week clinical electives in one of several countries, including Argentina, Ecuador, Ghana, India, the Philippines, South Africa, Tanzania, and more. Electives provide first-hand experiences alongside local physicians and public health experts and combine exposure to clinical practices, public health, social services, social determinants of health, and local culture. Electives are tailored to each student's educational level and interests to further the student's understanding of health care and development in communities that are struck by poverty, resource limitations, and a multitude of challenges leading to high burdens of illness, death, and reduced quality of life. 2.5 or 5.0 variable credit hours.

MDCOR*845. Med Missions/ Intl Health Elec. This course is designed to foster students' cultural competency in medicine skills through medical mission experiences. Course credit: 5 credits for a month long trip; 2.5 credits for trips less than one month in duration. Students can take this course only once for credit. 2.5 or 5.0 variable credit hours.

MDCOR*846. Global Health - Nicaragua. This course is a four- week clinical elective at the PMI Nicaragua Medical Center in El-Viejo, Nicaragua sponsored by the Palmetto Medical Initiative. Clinical Setting: Monday through Friday clinical shifts of 8 hours (9 AM - 5 PM) in the outpatient, urgent care and emergency medicine settings in El-Viejo, Nicaragua as well as the Emergency Department of the University Medical Center in Leon, Nicaragua. Students will also have the opportunity to shadow physicians in Chinandega, Nicaragua. Optional 8 AM-12 PM shifts available on Saturdays as well. During each shift, the student will interact with patients and learn how to perform a focused H&P. The student will focus on how to order appropriate diagnostic tests and formulate a differential diagnosis while adapting to the many limitations encountered in medical care in the developing world. The student will work closely with the attending on duty and learn how to treat and manage various illnesses and injuries including tropical diseases. Furthermore, the student will have the opportunity to participate in laboratory diagnostics as well as ultrasound performance and interpretation. 5 s.h.

MDCOR*847. Uganda - Clinical Health. The course consists of 18 eight-hour shifts at the Palmetto Medical Initiative (PMI) Masindi-Kitara Medical Center (MKMC) in Masindi, Uganda. During each shift, the student will interact with patients and learn how to perform a focused H&P. The student will focus on how to order appropriate diagnostic tests and formulate a differential diagnosis while focusing on the many limitations of medical care in the developing world. The student will work closely with the attending on duty and learn how to treat and manage many various illnesses and injuries including tropical diseases. The MKMC Medical Center in Uganda operates 24 hours a day, 7 days a week and sees over 2000 patients a month on average. The student will have the opportunity to work in Emergency and Urgent care, inpatient care, outpatient clinical care, OB/GYN care, and surgical care. Furthermore, the student will have the opportunity to participate in laboratory diagnostics as well as ultrasound performance and interpretation. If the rotation falls during one of four PMI short-term mission teams to Uganda, the student will have the opportunity to join the team in remote mobile clinic locations. 5 s.h.

MDCOR*848. Uganda - Public Health. The MUSC College of Medicine Global Public Health Rotation is structured to give students a broad-based experience in development, organization, and implementation of Public Health Initiatives in the setting of the developing world. The student will become an integral part of the Public Health team at the Masindi-Kitara Medical Center (MKMC) in Masindi, Uganda, and will participate in public health community outreach as well as public health teaching and training within the medical center that serves a population of over 600,000 people. The student will work closely with the current and future United States Peace Corps Members stationed at the medical center as well as participate in new public health opportunities through the United States Agency for International Development (USAID) Diagnostic and Public Health Center being constructed currently at MKMC. The student will also have the opportunity to participate in ongoing public health research as well as craft new research opportunities in both a public health and clinical setting (optional). Furthermore, should the rotation fall on one of the four annual Palmetto Medical Initiative (PMI) short-term mission weeks, the student may participate in remote mobile outreach clinics as well where they will have a specific pre-determined public health agenda and focus. 5 s.h.

MDCOR*849. Global Health - Tanzania. This course is a four-week clinical elective in Dar es Salaam, Tanzania and designed for fourth-year medical students with a genuine interest in global health and in caring for underserved populations. This rotation will expose the student to 1) medical care at a national hospital (Muhimbili National Hospital) in a developing country which has recently invested in an advanced cardiac center and 2) participation in a rural outreach clinic where MUSC and Muhimbili University of Health and Allied Sciences (the national university) have an active, NIH-funded field research site focused on large-scale community-based prevention and care programs, including integration of screening for non-communicable diseases such as diabetes and hypertension with HIV testing, coupled-based HIV treatment, HIV pre-exposure prophylaxis for HIV-uninfected clients coupled with HIV-infected partners, home-based monitoring for diabetes and hypertension, development of a low-cost locally produced glucometer, studies of the prevalence and predictors of non-communicable diseases (diabetes, hypertension, CKD), tailored counseling and testing for HIV based on risk profile, home-based HIV self-testing, and an incentive-based program to encourage sexual partners of HIV-infected and high risk patients to seek HIV testing. The primary focus will be on teaching the student to rely on clinical skills and judgment in addition to technology available in that setting. Students will participate in all aspects of care of medical patients at Muhimbili National Hospital. This will include daily inpatient ward rounds, outpatient clinics, ICU, and emergency room management of medical patients. There will be hospital-wide didactic teaching sessions involving attendings and students, didactic conferences, case presentations and interactive sessions with attendings. Students will be exposed to a wide spectrum of heart diseases in addition to problems not commonly seen in the US such as malaria, typhoid and rheumatic heart disease. 5 s.h.

MDCOR*865. Clinical Competency Exam 3. This is a required evaluation given early in the fourth year that each student must pass in order to graduate from MUSC. It consists of 8-10 simulated patient interactions that require the student to gather information from the history and physical examination, decide what the problem is and either take action or document the findings, assessment and plan. 1 s.h.

MDCOR*866. Transition to Clinical Med. This course is designed to further develop clinical skills using case-based learning, didactics, and simulation in preparation for the transition to clerkships. In addition, students will learn about use of the electronic medical record, including documentation, and policies related to personal and patient safety. 1 s.h.

MDCOR*871. MSTP Translational Sciences. The goal of this elective is for MSTP students to learn how to better integrate the basic sciences and their area of research interest with a meaningful clinical/translational experience. The students are expected to discuss the patient's problems from a literature/research perspective. They will work in a clinic, one-half day a week with an extramurally funded clinician-scientist who is chosen based on his/her demonstrated commitment to research. This is an elective clinic and is not required of MSTP students. The mentors for his elective could help the students with a potential clinical study that may evolve from their basic science project. Overall, the rotation affords the student with a fascinating educational opportunity. 2.5 or 5.0 variable credit hours.

MDCOR*891. AMP Research I. In AMP Research I, learners develop a scholarly project that focuses on basic science, clinical or translational research, and analyze data from the project. The project provides hands-on experience in various research skills required to address a research question successfully. Didactic preparation and development of a scholarly project applying scientific/evidence-based inquiry are required. In AMP Research II, Learners implement their plan. In AMP Research III, Learners prepare and present their scholarly work as an oral presentation and report their findings formatted as a brief scientific journal article. 5 s.h.

MDCOR*892. AMP Research II. In AMP Research II, learners implement a scholarly project that focuses on basic science, clinical or translational research, and analyze data from the project. The project provides hands-on experience in various research skills required to address a research question successfully. Didactic preparation and development of a scholarly project applying scientific/evidence-based inquiry are required. In AMP Research III, Learners prepare and present their scholarly work as an oral presentation and report their findings formatted as a brief scientific journal article. 3.5 s.h.

MDCOR*893. AMP Research III. In AMP Research III, learners continue to analyze data derived from a scholarly project that focuses on basic science, clinical or translational research. The project provides hands-on experience in various research skills required to address a research question successfully. Didactic preparation and development of a scholarly project applying scientific/evidence-based inquiry are required. Learners prepare and present their scholarly work to peers and faculty as an oral presentation, and report their findings formatted as a brief scientific journal article. 3.5 s.h.

MDCOR*970E. Medical Education Research. Individualized Research. 5 s.h.

MDCOR*971E. Basic Science Research. Individualized Research. 5 s.h.

MDCOR*972E. Public Health Research. Individualized research. 5 s.h.

MDCOR*975. Clinical Independent Study. At the recommendation of Student Affairs and Progress Committee, students who are placed on a Behavioral Monitoring Contract or Academic Monitoring Contract are eligible for an Independent Study Clinical Course. Students who are enrolled are required to complete: - learning styles assessment with the Center for Academic Excellence and work with the CAE faculty to develop a plan to enhance study skills and test taking strategies; -continue to seek treatment provided by the Counseling and Psychological Services (CAPS).; -Meet with the Office of Student Affairs representatives to review their progress as outlined in their monitoring contract and present any concerns or questions they may have; -Show continued improvement in areas of deficit; -Prepare a comprehensive progress report attesting to adequate compliance to all of the terms of their Academic or Behavioral Monitoring Contract and include documented strategies that they implemented to strengthen their knowledge base. 6.0 credit hours.

MDCOR*980. Indep Board Review Step I. Independent study for medical students taking board exams. 6 s.h.

MDCOR*981. Independent Study. The Independent Study course in the College of Medicine is designed for approved students to explore different content areas including research and academic enrichment. The independent study experience is to encourage self-directed learning. Learners will have experiences in a research or academic focused setting. Course Requirements:As applicable, it is the enrolled students' responsibility to: Identify a research mentor; Confirm research mentor and project and provide an overview of the study design; Prepare and submit research progress report(s) throughout the enrollment of the course. Your research mentor must review and sign off on your completed work through the semester; Explore the processes of presenting and publishing research findings; Meet with the Office of Student Affairs to receive an academic monitoring contract or plan, to guide you through the independent study period; Engage with the Office of Student Affairs on a monthly basis to provide status updates on research projects or academic progress during the course. Failure to do so could result in failure of the course; Continue to seek support from CAE and CAPS to address any underlying issues related to your academic progress. 6 s.h.

MDCOR*985. Indep Board Review Step II. Independent study for medical students taking board exams. 6 s.h.