MD Curriculum

Phase 2 (Year 3)

The second phase of the MD curriculum centers on developing clinical skills through training in clinical clerkships, including typical outpatient, inpatient, triage and interventional venues. The Phase 2 curriculum consists of Transitions 2, required clerkships, Intersessions and career exploration electives.

Required Clerkships

Clerkships offer broad exposure to key areas of medicine allowing the student to develop skills across a breadth of topics. Students work with a healthcare team, sharing a high level of responsibility, actively participating in the care of undifferentiated patients.

The rotations consist of 18 weekdays per month, or a total of 24 or 26 days per month, including weekends.

Clerkship Objectives

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

  • Perform and interpret a relevant, anesthesia-focused history and physical examination for a presurgical patient (i.e., preanesthesia evaluation). (PC1)
  • Formulate and justify a prioritized problem list for a presurgical patient. Use the American Society of Anesthesiologists (ASA) Physical Status Classification System to classify patients based on information obtained from one or more of the following: presurgical H&P, preanesthesia evaluation, laboratory and diagnostic reports, patient encounter, and other pertinent medical records. (PC2)
  • Formulate and justify a plausible perioperative anesthetic plan for a presurgical patient that includes preoperative, intraoperative, and post-operative anesthesia care. Describe the indications and contraindications of various anesthetic techniques, including general anesthesia, regional techniques and sedation management and justify the inclusion in the anesthetic plan. Describe the indications and contraindications for common anesthesia procedures, including gastric tube insertion and suction, endotracheal intubation, airway management, intravenous access, arterial access, and central venous access and justify the inclusion in the anesthetic plan. (PC3)
  • Differentiate normal and abnormal structure, function, growth and/or development in patients who require anesthesia for surgery. (MK1)
  • Explain the etiology, progression and/or prognosis of diseases, injuries and functional deficits commonly seen in patients who require anesthesia for surgery. (MK2)
  • Recognize clinical presentations and explain the underlying pathology and pathophysiology of diseases, injuries and functional deficits commonly seen in patients who require anesthesia for surgery. (MK3)
  • Describe the diagnosis, prevention, treatment or management of diseases, injuries and functional deficits commonly seen in patients who require anesthesia for surgery. Describe the perioperative management of a variety of patients: a normal adult patient, a patient with cardiac disease, a patient with pulmonary disease, an obstetric patient and a pediatric patient. (MK4)
  • Analyze and evaluate diagnostic and therapeutic options using principles of evidence-based medicine. Describe the ASA Standards for Basic Anesthetic Monitoring and the utility, indications and limitations of standard patient monitors: ECG, blood pressure, pulse oximetry, temperature and capnography.  (MK5)
  • Engage in self-directed learning by identifying gaps and limitations in current knowledge and performance and by using evidence-based resources to close the gaps. (PBLI1)
  • Seek, accept and apply feedback to clinical practice. Incorporate performance feedback to demonstrate competence of 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. (PBLI2)
  • Identify the role and contributions of and establish respectful, effective relationships with the various members of the multi-professional health care team. (SBP1)
  • Identify a patient’s social context and analyze how it relates to their current state of health. (SBP2)
  • Demonstrate responsiveness to the whole patient by advocating for the patients’ and teams’ needs over their own and treating patients in a fair, unbiased, nonjudgmental manner. (P1)
  • Act in a professional manner by demonstrating compassion, respect, honesty, integrity, punctuality, preparation and responsibility in all clerkship endeavors. (P2)
  • Adhere to ethical and legal principles governing medical practice, including maintaining patient confidentiality, identifying unethical and unprofessional behaviors, identifying and reporting medical errors, and maintaining appropriate boundaries in relationships with patients. (P3)
  • Communicate effectively with members of the healthcare team by listening attentively, asking and answering questions, and maintaining appropriate eye contact. (ISC1)
  • Communicate effectively with patients and their families by listening attentively, allowing opportunities for questions, and maintaining appropriate eye contact. (ISC2)
  • Modify communication style based upon patients’ reactions and ability to understand. (ISC3)
  • Construct written documents (preanesthesia evaluation) representing an organized, focused account of the student-patient interaction. (ISC5)
  • Perform Required Clinical Experiences under direct supervision: BMV, LMA/OAW/NAW, DL/VL, IV, NG/OG. Perform 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. Assist or observe placement of standard patient monitors. (PC5)
  • Assist or observe a transfer of care. Describe the transfer of care of patient between providers from the operating room to the post-anesthesia care unit (PACU) including the components of a safe handoff. (PC6)
  • Describe and comply with the ASA Guidelines for Patient Care in Anesthesiology and the ASA Standards for Basic Anesthetic Monitoring. (SBP4)

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

  • Perform and interpret relevant, problem-focused histories and physical examinations in patients with undifferentiated and common chronic medical conditions. (PC1)
  • Formulate and justify prioritized problem lists and differential diagnoses for both undifferentiated and common chronic medical problems. (PC2)
  • Formulate and justify plausible plans of patient care for both undifferentiated and common medical problems. (PC3)
  • Differentiate normal and abnormal structure, function, growth and/or development for both undifferentiated and common chronic medical problems. (MK1)
  • Explain the etiology, progression and/or prognosis of diseases, injuries and functional deficits commonly seen in both undifferentiated and common chronic medical conditions. (MK2)
  • Recognize clinical presentations and explain the underlying pathology and pathophysiology of diseases, injuries and functional deficits commonly seen in both undifferentiated and common chronic medical conditions. (MK3)
  • Describe the diagnosis, prevention, treatment or management of common of diseases, injuries and functional deficits commonly seen in both undifferentiated and common chronic medical conditions. (MK4)
  • Analyze and evaluate diagnostic and therapeutic options using principles of evidence-based medicine. (MK5)
  • Respond to clinical questions by independently seeking, analyzing and synthesizing evidence-based answers to advance clinical decision-making. (PBLI1)
  • Seek, accept and apply feedback to clinical practice. (PBLI2)
  • Identify the role and contributions of and establish respectful, effective relationships with the various members of the multi-professional health care team. (SBP1)
  • Identify a patient’s social context and analyze how it relates to their current state of health. (SBP2)
  • Demonstrate responsiveness to the whole patient by advocating for the patients’ and teams’ needs over their own and treating patients in a fair, unbiased, nonjudgmental manner. (P1)
  • Demonstrate responsibility for one’s own learning through daily preparation, full participation in learning activities, initiative in patient care, and timely completion of clerkship requirements. (P2)
  • Act in a professional manner by demonstrating compassion, respect, honesty, integrity and punctuality. (P2)
  • Adhere to ethical and legal principles in all interactions (P3)
  • Communicate effectively with members of the healthcare team by clearly presenting clinical questions and data from the patient encounter. (ISC1)
  • Communicate effectively with patients and their families by listening attentively, allowing opportunities for questions, and maintaining appropriate eye contact. (ISC2)
  • Modify communication style based upon patients’ reactions and ability to understand. (ISC3)
  • Construct oral presentations or written documents representing an organized, focused, account of the student-patient interaction. (ISC5)
  • Incorporate health promotion and disease prevention strategies into all patient visits based on health risk factors. (PC4)
  • Integrate biopsychosocial information into patient care in a manner which will improve patient outcomes. (MK6)
  • Identify and discuss the family, support system, community, cultural, ethnic, religious, occupational and economic factors influencing patient management and outcomes (MK7)
  • Describe the barriers faced by patients when accessing and utilizing health care that are rooted in health care policies and regulatory issues. (SBP3)
  • Describe methods of monitoring compliance with preventive services guidelines including concepts of population health. (SBP4)
  • Engage with other healthcare team members to develop strategies to meet specific patient care needs and health care barriers. (SBP5)
  • Apply principles of motivational interviewing to help people with chronic conditions to make behavioral changes to support better health. (ISC4)

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

  • Perform and report (verbally and in writing) a relevant, problem-focused history and physical examination for an adult patient in either the acute care or ambulatory settings. Data sources may include the patient, caregiver, EMR, care facility or pharmacy.  (Achieve “Reporter” function in the RIME framework.) (PC1)
  • Formulate and justify a complete problem list for an adult patient. (Achieve “Reporter” function in the RIME framework.) (PC2)
  • Formulate and justify a prioritized differential diagnosis (based on the interpretation of gathered data) for each undiagnosed problem for an adult patient in either the acute care or ambulatory settings. (Attempt “Interpreter” function in the RIME framework.) (PC2)
  • Formulate and justify an assessment of known diagnoses and/or chronic conditions (based on the interpretation of gathered data) for an adult patient in either the acute care or ambulatory settings. (Attempt “Interpreter” function in the RIME framework.) (PC2)
  • Formulate and justify a plausible diagnostic and/or therapeutic plan based on the most current medical knowledge and reconciled with an adult patient’s values and beliefs. (Attempt “Manager” function in the RIME framework.) (PC3)
  • Differentiate normal and abnormal structure, function, growth and/or development in an adult patient in either the acute care or ambulatory settings. (Achieve “Reporter” function in the RIME framework.) (MK1)
  • Explain the common etiologies, presenting symptoms or functional deficits, and expected progression of injuries or diseases routinely encounter in adult patients in either the acute care or ambulatory settings. (Achieve the “Reporter” function in the RIME framework.) (MK2)
  • Recognize clinical presentations and explain the underlying pathology and pathophysiology of diseases, injuries and functional deficits in adult patients in either the acute care or ambulatory settings. (Attempt “Interpreter” function in the RIME framework.) (MK3)
  • Describe the diagnosis, prevention, treatment or management of common of diseases, injuries and functional deficits in adult patients in either the acute care or ambulatory settings. (Attempt “Manager” function in the RIME framework.) (MK4)
  • Analyze and evaluate diagnostic and therapeutic options using principles of evidence-based medicine. (Attempt “Educator” function in the RIME framework.) (MK5)
  • Pose and/or respond to clinical questions by independently seeking, analyzing and synthesizing evidence-based answers to advance clinical decision-making. (Attempt “Educator” function in the RIME framework.) (PBLI1)
  • Seek, accept and apply specific feedback to clinical practice and personal development. (PBLI2)
  • Identify the role and contributions of and establish respectful, effective relationships with the various members of the multi-professional health care team. (SBP1)
  • Identify a patient’s social context and analyze how it relates to their current state of health. (SBP2)
  • Demonstrate responsiveness to the whole patient by advocating for the patients’ and teams’ needs over their own and treating patients in a fair, unbiased, nonjudgmental manner. (P1)
  • Demonstrate responsibility for one’s own learning through daily preparation, full participation in learning activities, initiative in patient care, and timely completion of clerkship requirements. (P2)
  • Act in a professional manner by demonstrating compassion, respect, honesty, integrity and punctuality. (P2)
  • Adhere to ethical and legal principles in all interactions. (P3)
  • Communicate effectively with members of the health care team by clearly establishing shared expectations, reporting data from clinical encounters, and highlighting clinical questions or concerns. (ISC1)
  • Communicate effectively with patients and/or caregivers/families by listening attentively, allowing opportunities for questions, and maintaining appropriate eye contact. (ISC2)
  • Recognize the need to modify communication styles based upon the needs of a patient, caregiver, family member or a member of the multi‐professional clinical team. (ISC3)
  • Construct oral presentations and/or written documents to represent an organized, focused account of the student-patient interactions including details obtained and reconciled from caregivers, pharmacies or health records. (ISC5)
  • Identify risk factors for disease, preventative interventions and/or evidence based screening methods and indications tailored to an adult patients specific characteristics, values and beliefs. (MK6)
  • Identify and complete medical reconciliation as an accepted standard for the prevention of iatrogenic harm. (SBP4)

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

  • Perform and interpret a relevant, problem-focused history and physical examination in a neurology patient. (PC1)
  • Formulate and justify a prioritized problem list and differential diagnosis in a neurology patient. (PC2)
  • Formulate and justify a plausible plan of care for a neurology patient. (PC3)
  • Differentiate normal and abnormal structure, function, growth and/or development of the nervous system in a neurology patient. (MK1)
  • Explain the etiology, progression and/or prognosis of diseases, injuries and functional deficits commonly seen in patients with neurologic symptoms. (MK2)
  • Recognize clinical presentations (history and neurologic exam findings) and explain the underlying pathology and pathophysiology of diseases, injuries and functional deficits commonly seen in neurology patients. (MK3)
  • Describe the diagnosis, prevention, treatment or management of common of diseases, injuries and functional deficits commonly seen in neurology patients. (MK4)
  • Analyze and evaluate diagnostic and therapeutic options using principles of evidence-based medicine. (MK5)
  • Respond to clinical questions by independently seeking, analyzing and synthesizing evidence-based answers to advance clinical decision-making. (PBLI1)
  • Seek, accept and apply feedback to clinical practice. (PBLI2)
  • Identify the role and contributions of and establish respectful, effective relationships with the various members of the multi-professional health care team. (SBP1)
  • Identify a patient’s social context and analyze how it relates to their current state of health. (SBP2)
  • Demonstrate responsiveness to the whole patient by advocating for the patients’ and teams’ needs over their own and treating patients in a fair, unbiased, nonjudgmental manner. (P1)
  • Demonstrate responsibility for one’s own learning through daily preparation, full participation in learning activities, initiative in patient care, and timely completion of clerkship requirements. (P2)
  • Act in a professional manner by demonstrating compassion, respect, honesty, integrity and punctuality. (P2)
  • Adhere to ethical and legal principles in all interactions. (P3)
  • Communicate effectively with members of the health care team by clearly presenting clinical questions and data from the patient encounter. (ISC1)
  • Communicate effectively with patients and their families by listening attentively, allowing opportunities for questions, and maintaining appropriate eye contact. (ISC2)
  • Modify communication style based upon patients’ reactions and ability to understand. (ISC3)
  • Construct oral presentations or written documents representing an organized, focused account of the student-patient interaction. (ISC5)
  • Identify a patient’s risk factors for neurologic disease and strategies for primary or secondary prevention of neurologic disease. (PC4)

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

  • Perform and interpret a relevant, problem-focused history and physical examination in an obstetrical or gynecologic patient. (PC1)
  • Formulate and justify a prioritized problem list and differential diagnosis in an obstetrical or gynecologic patient. (PC2)
  • Formulate and justify a plausible plan of care for an obstetrical or gynecologic patient. (PC3)
  • Differentiate normal and abnormal structure, function, growth and/or development in an obstetrical or gynecologic patient. (MK1)
  • Explain the etiology, progression and/or prognosis of diseases, injuries and functional deficits commonly seen in a gynecologic patient. (MK2)
  • Recognize clinical presentations and explain the underlying pathology and pathophysiology of diseases, injuries and functional deficits commonly seen in obstetrical in an obstetrical patient. (MK3)
  • Describe the diagnosis, prevention, treatment or management of common of diseases commonly seen in an obstetrical patient. (MK4)
  • Analyze and evaluate diagnostic and therapeutic options using principles of evidence-based medicine. (MK5)
  • Respond to clinical questions by independently seeking, analyzing and synthesizing evidence-based answers to advance clinical decision-making. (PBLI1)
  • Seek, accept and apply feedback to clinical practice. (PBLI2)
  • Identify the role and contributions of and establish respectful, effective relationships with the various members of the multi-professional health care team. (SBP1)
  • Identify a patient’s social context and analyze how it relates to their current state of health. (SBP2)
  • Demonstrate responsiveness to the whole patient by advocating for the patients’ and teams’ needs over their own and treating patients in a fair, unbiased, nonjudgmental manner. (P1)
  • Demonstrate responsibility for one’s own learning through daily preparation, full participation in learning activities, initiative in patient care, and timely completion of clerkship requirements. (P2)
  • Act in a professional manner by demonstrating compassion, respect, honesty, integrity and punctuality. (P2)
  • Adhere to ethical and legal principles in all interactions. (P3)
  • Communicate effectively with members of the health care team by clearly presenting clinical questions and data from the patient encounter. (ISC1)
  • Communicate effectively with patients and their families by listening attentively, allowing opportunities for questions, and maintaining appropriate eye contact. (ISC2)
  • Modify communication style based upon patients’ reactions and ability to understand. (ISC3)
  • Construct oral presentations or written documents representing an organized, focused account of the student-patient interaction. (ISC5)
  • Perform or assist under supervision a vaginal delivery, Pap smear, wet prep, cervical cultures and document procedure. (PC5)
  • Describe the epidemiology of common diseases affecting populations, including methods for prevention and early detection of disease and systematic, population-based approaches for reducing the incidence and prevalence of disease, particularly as it pertains to cervical cancer screening, breast cancer screening (MK6)

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

  • Perform and interpret a relevant, problem-focused history and physical examination in a pediatric patient. (PC1)
  • Formulate and justify a prioritized problem list and differential diagnosis in a pediatric patient. (PC2)
  • Formulate and justify a plausible plan of care for a pediatric patient. (PC3)
  • Differentiate normal and abnormal structure, function, growth and/or development in a pediatric patient. (MK1)
  • Explain the etiology, progression and/or prognosis of diseases, injuries and functional deficits commonly seen in pediatric patients. (MK2)
  • Recognize clinical presentations and explain the underlying pathology and pathophysiology of diseases, injuries and functional deficits commonly seen in pediatric patients. (MK3)
  • Describe the diagnosis, prevention, treatment or management of common of diseases, injuries and functional deficits commonly seen in pediatric patients. (MK4)
  • Analyze and evaluate diagnostic and therapeutic options using principles of evidence-based medicine. (MK5)
  • Respond to clinical questions by independently seeking, analyzing and synthesizing evidence-based answers to advance clinical decision-making. (PBLI1)
  • Seek, accept and apply feedback to clinical practice. (PBLI2)
  • Identify the role and contributions of and establish respectful, effective relationships with the various members of the multi-professional health care team. (SBP1)
  • Identify a patient’s social context and analyze how it relates to their current state of health. (SBP2)
  • Demonstrate responsiveness to the whole patient by advocating for the patients’ and teams’ needs over their own and treating patients in a fair, unbiased, nonjudgmental manner. (P1)
  • Demonstrate responsibility for one’s own learning through daily preparation, full participation in learning activities, initiative in patient care, and timely completion of clerkship requirements. (P2)
  • Act in a professional manner by demonstrating compassion, respect, honesty, integrity and punctuality. (P2)
  • Adhere to ethical and legal principles in all interactions. (P3)
  • Communicate effectively with members of the health care team by clearly presenting clinical questions and data from the patient encounter. (ISC1)
  • Communicate effectively with patients and their families by listening attentively, allowing opportunities for questions, and maintaining appropriate eye contact. (ISC2)
  • Modify communication style based upon patients’ reactions and ability to understand. (ISC3)
  • Construct oral presentations or written documents representing an organized, focused, account of the student-patient interaction. (ISC5)
  • Recognize ways to provide anticipatory guidance to the families of pediatric patients during visits in an ambulatory setting. (PC4)
  • Describe the role of population-based screening in pediatric populations for prevention and early detection of diseases that commonly affect pediatric patients. (MK6)
  • Identify at least one social determinant of health that is affecting each pediatric patient. (MK7)
  • Discuss and follow national and institutional pediatric guidelines when determining a plan of care for a patient. (SBP4)
  • Directly include the pediatric patients and their family in the decision making process as much as possible when determining a care plan for a patient. (ISC4)

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

  • Perform and interpret a relevant, problem-focused history and physical examination on a patient with psychiatric signs and symptoms. (PC1)
  • Formulate a differential diagnosis using DSM 5 established diagnosis, including at least three possible diagnostic options and defend a primary choice. (PC2)
  • Recognize the psychiatric emergencies of acute psychosis and suicide/homicidal ideation and know basic assessment and treatment options. (PC2)
  • Formulate and justify a plausible plan of care for patients presenting psychiatric emergencies of acute psychosis and suicide/homicidal ideation. (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. (PC3)
  • Formulate and justify a plausible plan of care for patients presenting psychiatric emergencies of acute psychosis and suicidal/homicidal ideation. (MK1)
  • Explain the etiology, progression, prognosis and functional deficits commonly seen in patients with psychiatric illness. (MK2)
  • Recognize clinical presentations and explain with best known information the underlying pathology and pathophysiology of psychiatric illness and functional deficits commonly seen in psychiatric disorders as defined in DSM 5. (MK3)
  • Describe the diagnosis, prevention, treatment or management of common of illnesses and functional deficits commonly seen in psychiatric disorders as defined in DSM 5. (MK4)
  • Observe the psychiatric treatment modalities of ECT and chemical dependency treatment. (MK4)
  • Analyze and evaluate diagnostic and therapeutic options using principles of evidence-based medicine. (MK5)
  • Respond to clinical questions by independently seeking, analyzing and synthesizing evidence-based answers to advance clinical decision-making. (PBLI1)
  • Seek, accept and apply feedback to clinical practice. (PBLI2)
  • Identify the role and contributions of and establish respectful, effective relationships with the various members of the multi-professional health care team. (SBP1)
  • Identify a patient’s social context and analyze how it relates to their current state of health. (SBP2)
  • Demonstrate responsiveness to the whole patient by advocating for the patients’ and teams’ needs over their own and treating patients in a fair, unbiased, nonjudgmental manner. (P1)
  • Demonstrate responsibility for one’s own learning through daily preparation, full participation in learning activities, initiative in patient care, and timely completion of clerkship requirements. (P2)
  • Act in a professional manner by demonstrating compassion, respect, honesty, integrity and punctuality. (P2)
  • Adhere to ethical and legal principles in all interactions. (P3)
  • Communicate effectively with members of the health care team by clearly presenting clinical questions and data from the patient encounter. (ISC1)
  • Communicate effectively with patients and their families by listening attentively, allowing opportunities for questions, and maintaining appropriate eye contact. (ISC2)
  • Modify communication style based upon patients’ reactions and ability to understand. (ISC3)
  • 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. (ISC3)
  • Construct oral presentations or written documents representing an organized, focused, account of the student-patient interaction. (ISC5)
  • Explain relevant health promotion measures and possible corresponding patient education strategies in the context of each patient’s psychiatric illness. (PC4)
  • Explain issues of resource utilization as they relate to health care and functional support needs of persons with severe and persistent mental illness. (SBP5)
  • Define and begin to recognize the capacity and limitations of patients participating in their own health care. (ISC4)

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

  • Perform and interpret a relevant, problem-focused history and physical examination in a surgical patient. (PC1)
  • Formulate and justify a prioritized problem list and differential diagnosis in a surgical patient. (PC2)
  • Formulate and justify a plausible plan of care for a surgical patient in the peri-operative time. (PC3)
  • Differentiate normal and abnormal structure, function, growth and/or development in a surgical patient. (MK1)
  • Explain the etiology, progression and/or prognosis of diseases, injuries and functional deficits commonly seen in surgical patients. (MK2)
  • Recognize clinical presentations and explain the underlying pathology and pathophysiology of diseases, injuries and functional deficits commonly seen in surgical patients. (MK3)
  • Describe the diagnosis, prevention, treatment or management of common of diseases, injuries and functional deficits commonly seen in surgical patients. (MK4)
  • Analyze and evaluate diagnostic and therapeutic options using principles of evidence-based medicine. (MK5)
  • Respond to clinical questions by independently seeking, analyzing and synthesizing evidence-based answers to advance clinical decision-making. (PBLI1)
  • Seek, accept and apply feedback to clinical practice. (PBLI2)
  • Identify the role and contributions of and establish respectful, effective relationships with the various members of the multi-professional health care team. (SBP1)
  • Recognize the potential impact of a patient’s social context and analyze how it relates to their current state of health. (SBP2)
  • Recognize the necessity to comply with national standards to inform patients regarding procedural intervention, specifically the risks and potential complications. (SBP4)
  • Demonstrate responsiveness to the whole patient by advocating for the patients’ and teams’ needs over their own and treating patients in a fair, unbiased, nonjudgmental manner. (P1)
  • Demonstrate responsibility for one’s own learning through daily preparation, full participation in learning activities, initiative in patient care, and timely completion of clerkship requirements. (P2)
  • Act in a professional manner by demonstrating compassion, respect, honesty, integrity and punctuality. (P2)
  • Adhere to ethical and legal principles in all interactions. (P3)
  • Communicate effectively with members of the health care team by clearly presenting clinical questions and data from the patient encounter. (ISC1)
  • Communicate effectively with patients and their families by listening attentively, allowing opportunities for questions, and maintaining appropriate eye contact. (ISC2)
  • Modify communication style based upon patients’ reactions and ability to understand. (ISC3)
  • Identify the critical components of informed consent that allow a patient and physician to decide together the best course of action for disease, problem and patient management. (ISC4)
  • Construct oral presentations or written documents representing an organized, focused, account of the student-patient interaction. (ISC5)
  • Describe effective methods for providing patient education for disease process, surgical procedure or peri-operative plans. (PC4)
  • 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. (PC5)
  • 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 (Orientation). (PC5)

Electives

Instead of taking a vacation month in the third year, MD students may take any IU School of Medicine elective that is approved for third-year students. This includes up to two Career Exploration Electives. During the two-week period, juxtaposed with anesthesia, students may take a two-week elective or vacation.

Explore Electives

 

Schedule

View the current Phase 2 schedule