MD Curriculum

Phase 2 (Year 3)

The second phase of the MD curriculum centers on developing clinical skills through training in broad clinical clerkships, including typical outpatient, inpatient, triage, intensive care and interventional venues. Phase 2 includes of the Transitions II course (Preparation for Clerkships) as well as required clerkships, quality health care delivery and career exploration electives. The new Phase 2 curriculum is being finalized; information on this page applies specifically to the MS3 legacy curriculum, in effect for the classes of 2018 and 2019.

Clerkships

Third-year medical students are offered (12) four-week rotations. Eleven (11) of those are required, and the other can be used for additional electives, off cycle, remediation purposes or vacation before the start of the fourth year. The rotations are consistent with eighteen (18) weekdays per month, or a total of 24 or 26 days per month including weekends. Each rotation offers undifferentiated patients as the foundation for learning, giving students a high level of patient responsibility. To prepare for clerkship rotations, medical students attend Global Longitudinal Intersession Curriculum (GLIC) sessions to learn about and practice skills that will be useful during clerkships.

Required Rotations

Upon completion of the Anesthesia Clerkship, medical students are able to:

  • Participate in and be able to discuss the perioperative management of a variety of patients including their preoperative, intraoperative, and postoperative concerns. Patient categories for discussion include a normal adult patient, a pediatric patient, a patient with cardiac disease, one with pulmonary disease, an obstetric patient, and a patient for deep sedation. (PC2)
  • Describe the indications and contraindications for a variety of procedures including endotracheal intubation, intravenous access, arterial access, and central venous access. The student must attempt endotracheal intubation and intravenous access under expert guidance. (PC6)
  • Describe and discuss the indications and contraindications of a variety of anesthetic techniques including general anesthesia, various regional techniques, and sedation management. (MK4)
  • Demonstrate competence in performing effective bag/mask ventilation including recognizing when ventilation is ineffective, as well as the need for airway adjuncts such as an oral or nasal airway. (PC6)
  • Perform, discuss, and/or observe, as appropriate, each of the tasks listed in the anesthesia task log. (PC6)
  • Participate in the transfer of care in the recovery room and describe the components of a safe handoff in the transfer of care. (PC7)
  • Be able to discuss the utility, indications, and limitations of the most commonly used patient monitors including EKG, blood pressure, pulse oximetry, and capnography. (MK4)
  • Achieve a passing score on a comprehensive final examination based on the case-based teaching modules and presentations available online. (MK4)

Upon completion of the Family Medicine Clerkship, learners are able to:

  • Demonstrate medical knowledge of the problems commonly seen in family medicine with emphasis on the Core Diagnoses. (MK3)
  • Demonstrate proficiency in completing focused histories and physical exams. (PC2)
  • Perform an observed physical exam of the head/neck, shoulder, hand/wrist, low back/hip, knee and foot/ankle. (PC2)
  • Perform an observed focused history. (PC2)
  • Develop appropriate diagnoses and management plans for both undifferentiated and common chronic medical problems. (PC3)
  • Incorporate health promotion and disease prevention strategies into all patient visits based on health risk factors. (PC5)
  • Discuss, and when possible demonstrate, the impact of whole patient and whole family care on patient health outcomes. (SBP1)
  • Integrate biopsychosocial information into patient care in a manner which will improve patient outcomes. (SBP3)
  • Engage with other healthcare team members to develop strategies to meet specific patient care needs and healthcare barriers. (SBP2)
  • Identify non-physician healthcare professionals that work in collaboration with Family Medicine physicians. (SBP6)
  • Demonstrate responsibility for one’s own learning through timeliness, preparation, initiative in patient care, initiative in information gathering and response to feedback. (PBLI1)
  • Apply relevant current, evidence-based literature determine patient management. (PBLI3)
  • Apply the basic principles of motivational interviewing in a virtual patient experience. (ISC2)
  • Demonstrate appropriate interpersonal and communication skills which facilitate accurate, pertinent and comprehensive information gathering. (ISC3)
  • Identify and discuss the family, support system, community, cultural, ethnic, religious, occupational and economic factors influencing patient management and outcomes. (P1)

Upon completion of the Internal Medicine Clerkship, medical students are able to

  • Gather accurate and appropriately detailed histories from patients and other sources (including patients’ medical records) and perform appropriately detailed physical examinations of patients in a variety of different settings (admission inpatient H&P, daily follow-up progress, and outpatient clinics), i.e., “Reporter” function of R-I-M-E framework. (PC-2)
  • Identify and generate a complete problem list for each patient, i.e., “Reporter” function of R-I-M-E framework. (PC-2)
  • Accurately record the complete medical history, physical exam findings, test results, and complete problem list into the patient’s chart (write-ups), i.e., “Reporter” function of R-I-M-E framework. (ISC-5)
  • Adapting the write-ups to verbally present patient case findings to colleagues in a clear, organized, and concise fashion, i.e., “Reporter” function of R-I-M-E framework. (ISC-5)
  • Begin to prioritize patients’ problems according to degree of clinical importance/urgency, i.e., “Interpreter” function of R-I-M-E framework. (PC-4)
  • Begin to analyze and interpret all patient data to formulate an appropriate differential diagnosis for each undiagnosed problem, i.e., “Interpreter” function of R-I-M-E framework. (PC-3)
  • Begin to defend/refute each differential diagnosis based on the collected data and prioritize each differential diagnosis according to likelihood, i.e., “Interpreter” function of R-I-M-E framework. (PC-3)
  • Begin to develop reasonable diagnostic and therapeutic plans (with several options), tailored to the individual patient’s circumstances and continually adjust in response to new data, i.e., “Manager” function of R-I-M-E framework. (PC-4)
  • Begin to pose clinical questions related to patient care, independently seek answers, and share new knowledge with colleagues and/or patients, i.e., “Educator” function of R-I-M-E framework. (PBLI-3)
  • Communicate effectively with patients and their families by listening attentively, using terms appropriate for the patient’s understanding, and providing concise updates and rationale for treatment plans. (ISC-3)
  • Communicate effectively with team members to ensure every team member is updated on patient care issues and on tasks needing done. (ISC-1)
  • Demonstrate cognitive proficiency in the evaluation and management of the core 17 training problems of this clerkship. (MK-4)
  • Demonstrate altruism by placing patients’ and team’s needs before self-interests. (P1)
  • Demonstrate duty, responsibility, and accountability to patients, team members, and required assignments. (P2)
  • Demonstrate receptiveness and responsiveness to feedback; and demonstrates appropriate adjustments in response to stress. (PBLI- 1)
  • Demonstrate honesty and integrity in all of student’s daily work as they relate to patient care activities as well as required clerkship assignments and activities. (P2)
  • Demonstrate respect to all healthcare team members (both immediate team and interdisciplinary team at-large) and functions effectively as a team member. (SBP2)

Upon completion of the Neurology Clerkship, medical students are able to:

  • Perform and interpret a neurological examination. (PC2)
  • Explain the clinical presentation (history of illness), abnormal neurological signs (findings on examination), and appropriate laboratory and radiological evaluations for common neurological afflictions. (MK3)
  • Interpret and integrate data from multiple sources to create a basic differential diagnosis and approach. (PBLI3)
  • Describe the treatment/management of common neurological afflictions as expected for level of training. (MK4)
  • Explain the indications and contraindications and procedure for lumbar puncture, including the interpretation of CSF results. (MK4)
  • Advocate for patients’ needs while subordinating self-interest. (P1)
  • Participate fully and completely in clerkship activities and lectures. (P2)
  • Demonstrate compassion, honesty, integrity, responsibility and respect in all interactions. (P2)
  • Effectively communicate with patients. (ISC2)
  • Modify communications depending on the situation, setting and audience. (ISC3)
  • Prepare and deliver oral presentations. (ISC5)

Upon completion of the Obstetrics/Gynecology Clerkship, medical students are able to:

  • Obtain an accurate problem-focused history and physical examination of both obstetric and gynecologic patients. (PC2)
  • Present a plausible plan of care for patient’s chief concern. (PC3)
  • Participate in common gynecologic & obstetric procedures including, but not limited to observed history, cesarean delivery, vaginal delivery, pelvic exam, and pap smear. (PC6)
  • Participate in the care of pregnant patients, including antepartum, intrapartum, and postpartum care. (PC2)
  • Recognize clinical presentations & explain the pathophysiology of common obstetric and gynecologic complaints. (MK3)
  • Describe the treatment or management of common gynecologic & obstetric afflictions as expected for level of training. (MK4)
  • Explain and participate in the preventative care of obstetric and gynecologic patients. (MK4)
  • Demonstrate effective team work through collaboration with patients, their supporters, multi-disciplinary healthcare professionals and other staff in the delivery of healthcare to obstetric and gynecologic patients. (SBP2)
  • Exhibit the attitudes and approach to the female patient necessary to establish rapport and trust of the patient. (ISC2)
  • Prepare and deliver oral presentations. (ISC5)
  • Interpret and integrate data from multiple sources to inform clinical practice as expected for level of training. (PBL13)
  • Respect the needs, dignity, and privacy of the patient. (P1)
  • Act in a professional manner, including being punctual, conscientious, responsible, and honest. (P2)
  • Participate fully in all clerkship activities and administrative requirements. (P2)

This clerkship is split evenly between Inpatient and Ambulatory (4 weeks each). Upon completion of the Pediatrics Clerkship, medical students are able to:

  • Acquisition of basic knowledge of growth and development (physical, physiologic and psychosocial) and of its clinical application from birth through adolescence. (MK1)
  • Acquisition of the knowledge necessary for the diagnosis and initial management of common pediatric acute and chronic illnesses. (MK3)
  • An understanding of the approach of pediatricians to the health care of children and adolescents. (PC1)
  • An understanding of the influence of family, community and society on the child in health and disease. (SBP3)
  • Development of communication skills that will facilitate the clinical interaction with children, adolescents and their families and thus ensure that complete, accurate data are obtained. (ISC3)
  • Development of competency in the physical examination of infants, children and adolescents. (PC2)
  • Development of clinical problem-solving skills. (PC4)
  • Development of strategies for health promotion as well as disease and injury prevention. (MK6)
  • Development of the attitudes and professional behaviors appropriate for clinical practice. (P2)

Upon completion of the Psychiatry Clerkship, medical students are able to:

  • Obtain, perform, document and present a psychiatric evaluation, including the gathering of historical information, information from the patient, information from family when possible, the mental status exam and relevant physical and laboratory findings. (PC2)
  • Formulate a differential diagnosis using DSM V established diagnosis, including at least three possible diagnostic options and defend a primary choice. (PC3)
  • Outline a basic plan of treatment specific to the needs of the particular patient with pharmacological and behavioral interventions including basic psychotherapy options and social interventions. (MK4)
  • Demonstrate the ability to obtain information and convey treatment options/plans effectively including use of the understanding of the communication style of student and patient. (ISC4)
  • Identify the role and contributions of the various members of the multi-professional behavioral health care team and establish respectful effective relationships. (SBP6)
  • Recognize the psychiatric emergencies of acute psychosis and suicide/homicidal ideation and know basic assessment and treatment options. (PC3)
  • Observe the psychiatric treatment modalities of ECT and chemical dependency treatment. (PC2)

This clerkship is split evenly between General and Subspecialty (4 weeks each). Upon completion of the Surgery Clerkship, medical students are able to:

  • Demonstrate surgical skills through faculty or resident verification, including an understanding of the indications, performance steps and potential complications of the skills listed on CANVAS. (PC6)
  • Construct a complete write-up of a patient’s history and physical examination that incorporates a written outline of assessment and care-plan including a pertinent list of differential diagnoses with corresponding processes of assessment for each potential diagnosis that employs appropriate application of diagnostic laboratory and radiologic testing in patient assessment, for formal review by a faculty member. (PC2)
  • Outline a global process of peri-operative patient care from initial consultation to final outcome that demonstrates the aspects of patient assessment, medical record and study review, medical documentation, patient consent, patient and procedure verification, pathologic study review, order writing, physiologic monitoring and resuscitation. (PC1)
  • Outline a process of self-directed learning and review of medical references that incorporates the assessment and evaluation of the medical literature related to the treatment and care of specific patient conditions that is illustrated through the presentation of patient care, diagnosis, and derived care-plans to the surgical team, regarding those patients for which students have primary responsibility. (PC4)
  • Recognize and discuss aspects of disease-specific or symptom-specific evaluation and plan-of-care development for specified, required Clinical Encounters that incorporates review of medical knowledge, medical literature, and aspects of surgical intervention. (PC2)
  • Identify and demonstrate aspects of maximal barrier precautions and sterile preparation/technique in the performance of common procedural and operative skills, including Hand Washing, Gloving and Gowning, and Aseptic Technique (Intercession). (PC2)
  • Collaborate in a small-group setting to construct a differential diagnosis for a variety of patient signs or symptoms and outline a plan of assessment to reach the clinical diagnosis utilizing the application of surgical principles applied to clinical vignettes, including conditions listed on CANVAS. (MK4)
  • Through on-line didactic sessions, outline the diagnosis and treatment considerations regarding subspecialty surgical problems as listed in the handbook. (MK4)
  • Through on-line modules, compile a knowledge base regarding surgical diseases as listed on CANVAS. (MK4)
  • Critically reflect on personal performance and skill in various domains of patient assessment and care to construct a personal plan of further development, including these domains, as reflected in the clerkship Formative Feedback Process detailed on CANVAS. (PBLI1)
  • Construct entries into the patient medical record for Admission Notes, Progress Notes, and Outpatient notes that incorporate a written outline of assessment and care-plan, including a pertinent list of differential diagnoses with corresponding processes of assessment, for review by a faculty member. (ISC5)

Career Exploration Electives (CEE) are two weeks in length and allow students to test their interest in a field by working with a clinician and to gain exposure to specific disciplines (such as radiation oncology) without committed time within the curriculum. Students may take up to two CEEs during their third year.

Electives

New advanced-science electives help students explore foundational science concepts in the context of clinical experiences in their chosen specialty. Elective content builds upon foundational science content acquired in Phase I, and IU School of Medicine anticipates developing advanced-science electives across all disciplines.

Schedule

This schematic is an example schedule for MS3. Individual student schedules vary.

Phase Two

8-Week Clerkships

 

4-Week Clerkships

 

2-Week Clerkships

 

Medicine, Pediatrics, SurgeryFamily Medicine, Neurology, OB/Gyn, Psychiatry, and Vacation MonthAnesthesia/Vacation

GLIC I June 13 – June 15

Jun 16, 2016 – Aug 8, 2016Jun 16, 2016 – July 12, 2016June 16, 2017– June 28, 2016
June 29, 2016 – July 12, 2016
July 14, 2016 – Aug 8, 2016July 14, 2016 – July 26, 2016
July 27, 2016 – July 8, 2016
Aug 10, 2016 – Sept 29, 2016Aug 10, 2016– Sept 4, 2016Aug 10, 2016 – Aug 22, 2016
Aug 23, 2016 – Sep 2, 2016
Sept 6, 2016-  Sept 29, 2016Sep 6, 2016 – Sep 16, 2016
Sep 19, 2016 – Sep 29, 2016
Oct 3, 2016 – Nov 23, 2016Oct 3, 2016 –  Oct 26, 2016Oct 3, 2016 – Oct 13, 2016
Oct 14, 2016 – Oct 26, 2016
Oct 31, 2016 – Nov 23, 2016Oct 31, 2016 – Nov 10, 2016
Nov 11, 2016 – Nov 23, 2016
Nov 28, 2016 – Jan 30, 2017Nov 28, 2016 – Dec 21, 2016Nov 28, 2016 – Dec 8, 2016
Dec 9, 2016– Dec 21, 2016

GLIC II January 3 – January 4

Jan 5, 2017–  Jan 30, 2017Jan 5, 2017 – Jan 17, 2017
Jan 18, 2017 – Jan 20, 2017
Feb 1, 2017 – Mar 22, 2017Feb 1, 2017 – Feb 26, 2017Feb 1, 2017 – Feb 13, 2017
Feb 14, 2017 – Feb 24, 2017
Feb 27, 2017 – Mar 22, 2017Feb 27, 2017 – Mar 9, 2017
Mar 10, 2017 – Mar 22, 2017
Mar 27, 2017 – May 15, 2017Mar 27, 2017 – Apr 19, 2017Mar 27, 2017 – Apr 6, 2017
Apr 7, 2017 – Apr 19, 2017
Apr 20, 2017 – May 15, 2017Apr 20, 2017 – May 2, 2017
May 3, 2017 – May 15, 2017

Vacation Days:

  • July 4, 2016 (Independence Day)
  • November 24, 2016 – November 25, 2016 (Thanksgiving Break)
  • December 23, 2016 – December 26, 2016 (Christmas Break)
  • December 31, 2016 – January 1, 2017 (New Year’s Break)

Campus Connection Days:

  • June 29, 2016
  • July 29, 2016
  • August 29, 2016
  • August 30, 2016
  • August 31, 2016
  • September 29, 2016
  • September 30, 2016
  • October 31, 2016
  • January 31, 2017
  • March 1, 2017
  • March 17, 2017
  • March 31, 2017