Structure, Function and Disease Mechanisms (SF)

This course will assist the students in developing a common level of understanding of underlying principles of basic medical science, an integrative mechanism for application of the basic sciences into clinical science, and the necessary prerequisite knowledge for system based Blocks 2 – 6 through the use of lectures, self-study, laboratories (gross and microscopic anatomy), and small group tutorials, to:

• Understand normal structure and function from the cellular level to the body as a whole.
• Learn and contrast basic pathology and pathophysiologic mechanisms from the cellular level to the body as a whole.
• Highlight the medical and surgical modalities of management of diseases as they relate to microorganisms, immunology, inflammation, and neoplasia.

Population Health and Medicine (PH)

PH introduces the main elements to the understanding of any disease or health problem including definitions of life, health, disease and death; burden of illness or size of the problem; causes or risk factors; the natural history and outcomes; prevention and control; all based on the principles of emphasizing the concept of evidence-based medicine.  This course will provide the core concepts of statistical methods in the health sciences, research methods, critical appraisal of the medical literature, and the framework for the determinants of health, an understanding of the role of stress in health and disease, the conceptual basis for making a diagnosis, including treatment, occupational and environmental health and health policy.  Students will learn the concept of the physician as a member of an interdisciplinary health team both in the hospital and in the community.

Human Development (HD)

This nine week block will cover the stages of development from conception to geriatrics including embryology, child development, nutrition, adulthood, sexuality, palliative care and death.  Community Health, Genetics, Pediatrics, Psychology and Psychiatry and Geriatrics will be highlighted.  In this block students will be introduced to the principles of physical, psychological, social and behavioural aspects of normal human development at the various life stages from conception to death within populations, families and as individuals.  As well they will learn about the physical, psychology, social and behavioural challenges individuals face during the various development stages.  Students will learn to appreciate health as a component of life cycle development and to identify principles of community development which impact on the well-being of individuals and families at various life stages.

Systems Blocks – Cardiovascular (CV), Respiratory (RS), Ear, Nose & Throat (ENT), Reproduction (RP), Kidney (KD), Endocrinology & Metabolism (EM), Neuroscience (NE), Musculoskeletal (MS), Ophthalmology (OP), Gastrointestinal (GI), Blood & Lymph (BL), and Dermatology (DM)

Each system will present, in a clinically relevant context, normal anatomy and physiology, followed by pathophysiology of disease.

Clinical Skills (CS)

Clinical Skills encompasses two areas that are important for the education of physicians: Interviewing/Communication Skills and Physical Examination.  As much as possible, the Clinical Skills component of the curriculum has been scheduled to reflect what is being taught in the cognitive component.

This course is presented in Med I and II and is designed to assist students to develop skills in patient interviewing including information sharing (process and content), and physical examination (knowledge and techniques).  Clinical Skills will also assist students to become competent, caring, ethical physicians with the ability to think critically, and to be accountable to their patients and society.

Throughout the course, emphasis is placed on the patient-centred approach while bearing in mind medical ethics, cross-cultural sensitivity, and an awareness of patient diversity.

Problem Solving (PR)

PR is designed to allow students to practice “problem-based learning” skills as a team within a realistic medical context, as a prelude to life-long learning.  PR sessions emphasize the role of self-directed learning in the life-long process of education, and help students evaluate their own progress through regular feedback.  A secondary benefit of PR sessions allows students to integrate material from lectures and tutorials with developing clinical skills.  PR sessions are based on clinical case scenarios and accompanying objectives to direct student learning before, during, and/or after each session.  Tutors from both the clinical and basic sciences observe students as they identify and solve clinical problems, evaluate student participation, provide feedback and assist students in reaching the learning objectives.

The main purpose of these sessions is to reinforce and integrate information concurrently being covered in the curriculum.  The sessions not only involve round table discussion but may also include role playing, interviewing skills, presentation skills and group presentations.

Medical Ethics and Humanities (MH)

The practice of medicine involves more than matching a disease with a treatment.  While it is crucial that students learn the scientific knowledge to make an appropriate diagnosis and provide a range of treatments, this is not enough.  Even the simplest clinical problem has a moral judgment imbedded in it.  Students need to be equipped to explore the range of options that are available, and elicit the values and preferences of their patients and families.  They need to understand the history of their profession, and the legal and professional parameters they will practice within.  They need to become aware of their own values and biases and how these impact their discussions and decisions.  The different components of the Medical Ethics and Humanities program span the two preclinical years and explore these important elements of medicine:

1. Clinical Ethics (Block 1)
   
2. History of Medicine (Block 1)
   

3. Human Values (Blocks 1-6)

4. Health Law (Block 2)

5. Integrative Medicine (Block 5)

6. Palliative Care (Block 6)

Laboratory Medicine (LM)

Occurring as an independent curriculum component throughout the Pre-Clerkship and ITC, the Laboratory Medicine Program offers students the opportunity to utilize diagnostic laboratory services cost-effectively in the care of paper patients.  The disciplines of Diagnostic Microbiology, Hematology, Clinical Biochemistry, Pathology, Clinical Genetics and Transfusion Services contribute to this program.

Survival Tactics (ST)

Medical school is an intense and exciting journey, but contains many demands and decisions along the way.  The Survival Tactics curriculum consists of a series of sessions as well as web-based material to assist students with challenging aspects of medicine and decision making.  Students learn about financial planning, career choices and studying and exam writing skills.  Sessions are held over all four years of medical school.

Introduction to Clerkship (ITC) – Med III

This five week program is a preparation for clerkship.  It consists of clinical encounters with patients in the major disciplines, predominately in the hospitals.  Courses in clinically based laboratory medicine, clinical pharmacology and therapeutics, radiology and community health sciences are also given.

Clerkship Rotations – Med III

Rotation through all major clinical disciplines is provided over a 48 week period.  Periods are spent in Family/Community Medicine, Internal Medicine, Obstetrics/Gynecology, Pediatrics, Psychiatry, Surgery, Medicine and Surgery Selectives, and in a Multiple Specialty Rotation consisting of Anesthesia, Emergency Medicine, Ophthalmology, Otolaryngology and a Community Health Sciences project.  The setting for this experience includes wards and outpatient facilities of the hospitals or doctors’ offices.  The primary responsibility of the clerks in each of the eight, 6 week rotations is the care of patients under the supervision of postgraduate students and faculty.  Formal teaching of the pertinent knowledge, skills, attitudes and behaviour to the discipline is provided during the clerkship rotations.

Clerkship Electives – Med IV

A total of up to 21 weeks (dependent on calendar dates) of elective time are provided during the clerkship in which the student can pursue training and education in a minimum of three different disciplines in the specialties/fields of their own choice.  The electives must be approved in advance by the faculty elective coordinator.  Students will also participate in the 3 week national interview period with CaRMS (Canadian Residency Matching Service) during the elective timeframe.  The 21 weeks of elective time are broken into three distinct periods (12 weeks from October to December, the first 3 weeks of January, and the 6 weeks following CaRMS interviews).

ACLS – Med IV

The Advanced Cardiac Life Support Course is a mandatory component of the Clerkship that is scheduled over two 4 day periods.  The first 4 day period occurs at the start of the January elective time period and the second 4 day period occurs prior to the start of the refresher courses.  It is organized by the Department of Emergency Medicine and is designed to provide you with advanced knowledge and experience on how to handle a cardiac arrest.  Most medical students find the course invaluable regardless of what specialty you enter.  Students are responsible for the purchase of the manuals and masks (~$75.00; subject to change).

MCCQE Refresher Courses – Med IV

The program ends with a 4 week period of half-day refresher lectures and time for self-study in preparation for the Medical Council of Canada Qualifying Examination – Part 1.