Phase 1 Course Descriptions | Medical School MCWfusion Curriculum

MCWfusion Curriculum Phase 1 Course Descriptions

medical student using stethoscope on mannequin

Phase 1 Course Descriptions Overview

Phase 1 content is delivered in an integrated fashion, and students learn to reason through increasingly complex scenarios and apply advancing scientific knowledge and clinical skills to improve the health of patients and communities.

A learning community structure serves as a source of support and feedback from peers and faculty to ensure each student is progressing toward requirements for graduation in global competency domains.

These courses place medical students in a variety of learning environments and use varied instructional methods, all designed to develop increasing ability to thrive in a complex, evolving workplace that will require self-directed problem-solving, collaborative team skills, ability to enact systems change, and comfort in dealing with ambiguity.

Phase 1 Calendars (MCW-Milwaukee and Regional Campuses)

Integrated Science Blocks

Phase 1 includes ten (10) Integrated Science Blocks that are organ systems-based and utilize an inquiry-based curriculum with in-person case-based learning.

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Foundations of Medicine

Teresa Patitucci, PhD; Lauren Parsons, MD
6 weeks | July – August Y1

Goal
During the Foundations of Medicine block, students will establish a strong, broad foundation of basic scientific knowledge to prepare for future systems-based units.

Concepts
This block integrates concepts of biochemistry, cell biology, genetics, physiology, anatomy, microbiology, pharmacology and biostatistics to form a wide base of knowledge related to cell and tissue biology, organ systems, patients, and communities, which are applied to solve clinical problems in the context of patient-based scenarios.

Hematology-Immunology

Neil Hogg, PhD; Kristen Corrao, MD
5 weeks | August – September Y1

Goal
In the Hematology-Immunology block, students will learn about the biochemical, genetic, and physiological etiology of hematological and immunological pathologies and physiological responses to infection.

Concepts
This block is divided into three sections: immunology, leukemia and lymphoma, and hematology. It incorporates the physiology and pathophysiology of red blood cells, white blood cells and platelets, and related pathologies including immune system disorders, autoimmunity, leukemia and lymphoma, and clotting disorders.

Musculoskeletal-Skin

Melanie Gartz, PhD, MS, MHS; Craig Young, MD
4 weeks | October Y1

Goal
The Musculoskeletal Skin block focuses on the development, structure and function of skin, skeletal muscle, cartilage, ligament, and bone.

Concepts
Students will examine the pathology, radiology, immunology, cell biology, pharmacology, anatomy, physiology, and developmental biology of the skin and musculoskeletal systems. Additionally, students will learn about commonly seen neoplasms, injuries, infections, and degenerative disorders.

Gastrointestinal-Nutrition

Ryan Hillmer, PhD; Daniel Stein, MD
5 weeks | November – December Y1

Goal
The Gastrointestinal–Nutrition block describes and defines the normal structural components of the digestive system and reviews the physiological and pathophysiological processes of the cells and tissues of those organs.

Concepts
This block will include the genetic, nutritional and immunological mechanisms that underlie human gastrointestinal diseases. This block also integrates foundational cell and molecular biology, immunology, pharmacology, pathology, anatomy and physiology concepts to provide students with an understanding of gastrointestinal system tissue functions.

Cardiovascular

Sandra Pfister, PhD; Joe Block, MD
4 weeks | January Y1

Goal
The Cardiovascular block explores advanced normal cardiovascular function and disease in a clinical context including the relationship of risk factors to common cardiovascular pathologies.

Concepts
In this block, students will examine cardiac muscle anatomy, biology, and physiology, including the control of the cardiovascular system through biochemical, local and humoral mechanisms. Additionally, students will gain familiarity with clinical cardiac structures and pharmacological treatment of common conditions.

Respiratory

Denise Cook-Snyder, PhD; James McCarthy, MD
4 weeks | February – March Y1

Goal
During the Respiratory block, students will improve their understanding of the foundational science of the respiratory system through normal and pathologic presentation and basic clinical concepts.

Concepts
The Respiratory block includes normal histology, anatomy, development, physiology, immunology, microbiology, biochemistry and neuroscience of the respiratory system. This block will also explore the pathology, clinical presentation and pharmacologic treatment of common respiratory systems disorders.

Renal

Chelsea Weaver, PhD; Emily Joachim, MD
4 weeks | March Y1

Goal
The Renal block integrates foundational science concepts in a clinical context as it applies to the renal and urinary systems. Students will make connections between renal development, histology, physiology, pathophysiology, and function.

Concepts
This block includes the pathology and clinical presentation of renal and urinary tract injury and disease, electrolyte disorders, and acid-base conditions. Students will discuss kidney structure and function in non-pathological as well as disease states, interpret clinical laboratory testing of renal function, and discuss renal replacement options.

Endocrine-Reproduction

Hershel Raff, PhD; Rachel Bernard, MD
5 weeks | April – May Y1

Goal
During the Endocrine-Reproduction block, students will examine the anatomy, histology, embryology, biochemistry, physiology, pharmacology, immunology, pathology and pathophysiology of the major endocrine and reproductive systems.

Concepts
This block includes the hypothalamic-hypophysiotropic areas, anterior and posterior pituitary, thyroid, endocrine pancreas, parathyroid, gonads, accessory reproductive organs and the adrenal glands. Students will explore the development and progression of female and male reproductive systems, including prenatal development, gender differentiation, puberty and the reproductive and post-reproductive years.

Neuroscience

Beth Krippendorf, PhD; Lileth Mondok, MD
5 weeks
May – June Y1 (CW, GB)
August – September Y2 (MKE)

Goal
The Neuroscience block focuses on the development, structure and function of central nervous system, peripheral nervous system and special sensory systems.

Concepts
Students will learn about the anatomy, physiology, and histology of the central and peripheral nervous systems. Students will also explore nervous system pathologies, infections, injuries, and their treatments as they apply to patient care.

Behavioral Medicine

Kathleen Koth, DO; Marika Wrzosek, MD
4 weeks
July Y2 (CW, GB)
October – November Y2 (MKE)

Goal
During the Behavioral Medicine block, students will acquire the knowledge and skills required to understand and evaluate normal function and pathology of human behavior and mental health across the lifespan.

Concepts
Students will learn normal psychological development, including social, emotional, cognitive and moral development. Using that developmental framework, learners will then explore the diagnosis, pathophysiology, and treatment of psychiatric diseases. Students will envision how development affects patient care across all specialties and settings. Additionally, learners will discover how mental health and psychiatric disorders are part of comprehensive patient healthcare.

The Good Doctor

This is a longitudinal professional development course to facilitate coaching and support.

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Course Description

Ashley Pavlic, MD
Longitudinal
July Y1 – September Y2 (CW, GB)
July Y1 – December Y2 (MKE)

Goal
In The Good Doctor course, medical students will acquire the knowledge, skills and expertise necessary to promote personal and professional identities formed by character, caring, and the autonomous practice of human flourishing.

Concepts
Students will be introduced to topics pertaining to character, professional development, ethics, wellbeing, health equity, communication, and interprofessional practice. Then guided by their Learning Community Navigators, students will take part in small group discussions on these topics.

Learn more about Learning Communities

Early Clinical Learning

Effective clinical skills are one of the essential components of clinical competence. Elements of early clinical learning include developing competence in history taking, physical exam, written documentation, oral presentation, clinical reasoning, as well as functioning in a health care setting. The courses will be structured to align with the foundational science blocks to promote integrated learning with Thread components interwoven throughout.

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Launch

Lara India, MD
6 weeks | July – August

Goal
The Launch course provides students an introduction to basic clinical skills to prepare them to begin seeing patients in the clinical setting.

Concepts
This course includes instruction on the components of a patient encounter; gathering a history of present illness, a medical, surgical, and social history; performing a basic physical exam; and reporting findings to an attending. Students will also be introduced to writing documentation/notes.

Climb 1

Joanne Bernstein, MD, MSE; Theresa Maatman, MD
12 weeks | August – December

Goal
During the Climb 1 course, students will build upon the patient care skills that were introduced in the Launch course.

Concepts
Students will practice more advanced history-taking and physical exam skills with larger emphasis on clinical reasoning. They will also be introduced to the clinical environment and explore ways to further their education while keeping the patient at the center of care.

Climb 2

April Zehm, MD; TBD
20 weeks | January – May

Goal
Climb 2 continues to build on the same patient care skills that were introduced in the Launch and Climb 1 Early Clinical courses.

Concepts
Students will refine their history-taking and physical exam skills and further develop clinical reasoning skills. They will also learn more advanced communication skills that include motivational interviewing and shared medical decision-making. Students will continue their precepted work in the clinical environment and explore ways to further their education while keeping the patient at the center of care.

Soar

Erica Chou, MD
8 weeks
May Y1 – August Y2 (CW, GB)
August – November Y2 (MKE)

Goal
Students will complete their Early Clinical Learning with Soar, which will finish building the history taking and physical exam skills that correlate with the concurrent foundational science blocks.

Concepts
Soar will reinforce and deepen previously learned exam skills and will introduce some basic diagnostic imaging skills. Students will also learn more advanced or nuanced communication and history-gathering skills. These will focus on special circumstances or populations, including communication or cognitive impairment, pediatric and geriatric populations, patients with disabilities, and situations involving mental health concerns.