FLIGHT PLANS: Calendar, Equipment and Curriculum

College of Medicine and Life Sciences Calendar

Find the preclinical curriculum schedule:
Preclinical Curriculum

Find the most up-to-date calendar for the College of Medicine:
COMLS Calendar

Find the calendar of events for The University of Toledo:
UToledo Calendar

Curriculum

The integrated curriculum in the College of Medicine and Life Sciences prepares students with the knowledge, skills, and attitude to practice medicine in supervised settings of post-graduate residency programs. The curriculum places an emphasis on a competency-based curriculum with early clinical experience and seamless integration of foundational and clinical sciences. Student testimonials regarding the curriculum can be found here.

The preclinical curriculum is an 18-month experience featuring system-based learning incorporating various educational methods, including e-modules, active learning, Team Based Learning, Simulation, and hands-on clinical skills sessions. Principles of Clinical Medicine, which includes important topics to prepare students for clinical practice, including communication skills, physical exam skills, medical ethics, business of medicine, patient safety, clinical reasoning, and interprofessional education, is integrated across the curriculum. The early clinical experience (ICE), which pairs students with a clinician, begins in year 1 and continues through the end of year 2. Find more information in the Guide to the Medica l School Curriculum.

Read the curriculum policy

The preclinical curriculum is divided into THREADS, which consist of grouped SYSTEMS. The curriculum is made up of 4 THREADS, which are subdivided into a total of 13 SYSTEMS as follows:

Year 1 – Thread 1

Cellular Disease (Systems: human blueprint, hematology/oncology, immunity, infectious disease)

Thread 1 focuses on the implications of cellular function, and how cellular dysfunction can affect the human being. This first thread requires a significant ramp-up of skills to help students approach the next steps in medical school and beyond. The thread starts with “the things that cells do for themselves”, including the

importance of the genetic code functioning as the ‘blueprint’ for the organism, and how that code can be

interpreted differently to result in a different ‘building’. Next, the important systems of cells that work both autonomously and in groups to help the organism are explored. Students will learn about the components of blood and how to make bleeding stop and will be introduced to oncologic principles and how cells can ‘go wrong’. Some of those same blood-borne cells will be critical in defending the organism from infection by a multitude of microbes we affectionately call “the bug parade”. Students need to understand what these organisms can do and how they have developed symbiotic or pathogenic relationships with us. From the very first day students will meet real patients, how to approach a patient, how to perform a basic history and physical exam, and how to document your findings. These critical skills will help students be successful in their Integrated Clinical Experience (ICE) starting in January, where they will see patients in the ambulatory setting on a regular basis. This thread also incorporates basics of pharmacology, critical thinking, and the research curriculum, which will discuss how to find information about your patient’s disease, assess the validity of the information, and how to apply new knowledge to your patient. The self-awareness and self-discipline that students gain in these first few months are the key to success as a physician for the rest of their career.

Year 1 – Thread 2

BNB-Bones-Neuro-Behavioral (Systems: musculoskeletal, neurology, behavior science/psychiatry)

During Thread 2, students begin to experience the human body in an exciting new way through the anatomy lab. The aim of this thread is to provide you with a firm foundation that encompasses an interdisciplinary approach to the evaluation and treatment of musculoskeletal, neuromuscular, neurological, and behavioral and psychiatric disorders. This is accomplished by establishing a firm foundation in the study of anatomy, histology/embryology, neurology, physiology, pathology, pharmacology, and radiology as it relates specifically to the Musculoskeletal and Neurologic Systems, presenting key clinical topics regarding the relationship of other organ systems and how they may interact – whether in normal or disease states, and increasing the

student’s understanding of human behavior and the relationship to health. Health is not defined solely in biological terms, but is also a function of psychological, social and behavioral factors. Students will learn that many illnesses cannot be fully understood/addressed/treated without knowledge of the factors which 1) cause/contribute to them, 2) act as barriers to their treatment, and/or 3) can improve their outcome.

Year 2 – Thread 3

ECOsystems (Systems: cardiology, pulmonary, renal)

“ECOsystems” is an acronym for Elimination (the kidneys), Circulation (the cardiovascular system), and Oxygenation (the lungs). This thread will help students master the foundational concepts and clinical correlation for pathophysiology of three of the five vital organs. The aim of this course is to provide students with a firm foundation that encompasses an interdisciplinary approach to the evaluation and treatment of disorders of the aforementioned systems. All relevant foundational disciplines including, anatomy, biochemistry, physiology, pathology, pharmacology, and radiology will be covered in this thread. A holistic education utilizing a variety of pedagogical tools will help students bridge the gap from Book to Bedside.

Year 2 – Thread 4

Cycles and Vices (Systems: gastrointestinal and reproductive/ genitourinary/endocrine)

Thread 4 marks the end of your first “cycle” of medical training. During this thread, students will explore many interesting, yet sometimes “difficult to discuss” topics. This thread will bring closure to some topics, and open discussion in new ways to others. Many of the subjects contained in this thread truly embody the privilege and responsibility of being a physician, being entrusted by our patients with information which is often held

sacred. Topics are presented in such a way that the patient perspective will be foremost in the student’s mind,

and they will complete the course with a true sense of what it means to provide patient-centered care. Students will explore several diagnostic dilemmas: presenting symptoms which ultimately represented diverse diagnostic possibilities, disease processes which may present in various ways, and diagnoses which may be difficulty to consider and discuss with patients. This thread begins with the gastrointestinal system, working our way from the entry point to the exit point, and making stops at every point of interest. Upon our arrival to the pelvis, students will segue to the reproductive system, which serves as an incredible “thermometer of

health”, in that its function truly depends on the health of the entire system in order to be optimal. Students will conclude this thread, and this first cycle, with the endocrine system, which will take students to every cell throughout the body, similarly to the way they began Thread 1 eighteen months ago. Therefore, throughout the Thread, students will be encouraged to revisit and connect what they have learned in the first three threads to the knowledge and skills they are acquiring now. A significant amount of time will be spent in small group discussion and hands-on learning, since much of the content must be experienced first-hand in order to truly incorporate it and appreciate it fully.

Bridge Course

The second year ends with a “bridge course,” which is designed to help students transition into the clerkships. The course includes approximately 20 hours of didactic, small group, and hands-on sessions including small group breakout sessions covering topics such as clinical skills (including but not limited to presenting information on rounds, writing notes and orders, team leadership, and communicating with patients). Students are exposed to important concepts associated with clinical practice and provided opportunities to understand concepts related to professionalism, clinical knowledge, systems-based practice and lifelong learning.

Preclinical Electives

These optional courses provide opportunities for preclinical student to pursue additional educational experiences. Information on timing of each course will be provided early in the academic year. Students will register for these courses and will receive credit, with the course appearing on their transcript, once course requirements have been completed. A list of available preclinical electives is available here

Student Wellness

The Department of Medical Education in the College of Medicine and life Sciences is committed to ensure that there is an appropriate balance of assigned educational activities during the Foundational Science curriculum and that time is dedicated for student self-directed learning and study. Student academic schedules during the Foundational Science curriculum should reflect an average of (25) hours of scheduled educational activities per week and should not exceed thirty (35) hours per week in most cases. This allows time for students to explore selfdirected learning, which is a vital component of a professional education program. All major summative assessments should be preceded by a dedicated study day or weekend.

Clinical Curriculum

The clinical curriculum has two phases: clerkship and advanced clinical experience. During these two phases, students will enhance and expand the skills they acquired during the preclerkship phase and will be ready to graduate as lifelong master adaptive learners who are stewards of health care equity.

Year 3 – Clinical Clerkship rotations

The goal of the third-year curriculum at The University of Toledo College of Medicine is to introduce students to the core disciplines in medicine and to build on the foundational knowledge acquired in the preclerkship phase. Students will learn discipline specific competencies that will help them acquire the knowledge, skills, and abilities to complete a comprehensive history and physical exam and generate a thoughtful differential diagnosis and management plan for common clinical conditions.

Students then rotate through 7 required clerkships and an elective rotation to complete the third year. More information about the third year curriculum can be found here , and useful forms and links can be found here .

Family Medicine (6 weeks) - The Family Medicine Clerkship is designed to give our students an opportunity to develop the basic knowledge, skills, the principles of practice as well as the physician attitudes essential to the practice of a family physician. This clerkship is community based with a strong emphasis on exposure to a diverse range of the common problems encountered by physicians. The structure of this community centered clinical experience is designed to provide real world experiences as well as the opportunity to master the abilities of a family physician. The goals are achieved with the guidance of experienced family physician preceptors in private offices as well as the academic facilities of the University of Toledo.

Internal Medicine Clerkship (8.5 weeks) - The Department of Internal Medicine strives to provide our third-year medical students with a broad exposure to the inpatients and outpatient practice of internal medicine. The practice of internal medicine is an in-depth study of the health matters affecting adult patients. This clerkship places emphasis on the acquisition of highly honed skills in medical history taking and physical examination. Students also create lists and develop plans to direct the investigation of patients' medical disorders. This clerkship allows all students to have outpatient experience in community preceptor sites as well as the ambulatory clinics of the University of Toledo's Department of Internal Medicine. Students also have intensive inpatient clinical rotations.

Neurology (4 weeks) - During the Neurology Clerkship, the students will be exposed to opportunities to develop the skills to acquire a complete and detailed neurological history as well as to complete a comprehensive neurological exam of patients. Acquisition of these skills will allow the student to develop an appropriate differential diagnosis for their patients. Also during the clerkship, the student will have an opportunity to review the anatomic basis for neurologic disorders. Students will have an opportunity to assess patients in both the inpatient and outpatient environment, to observe the spectrum of neurodiagnostic studies that are used in the evaluation of patients with neurologic disorders. During this clerkship, students should have the ability to apply the knowledge they have acquired in their basic neurobiology training.  By the end of your first and second years of medical school you will be able to understand the mechanism of neurologic disorders.

Obstetrics and Gynecology (6 weeks) - The Obstetrics and Gynecology clerkship is designed to prepare students to provide students an opportunity to master the knowledge of reproductive physiology, anatomy, management of pregnancy and the common gynecologic problems that affect women patients. The students are supervised in a variety of learning environments and are tutored in observing in the operating room. There are

opportunities for both inpatient and outpatient experiences during this clerkship. A unique part of this clerkship is the regular professors' rounds that are held on a weekly basis which allow students to discuss patient management problems and basic science issues relating to women's health with the chairman of our Department of Obstetrics and Gynecology.

Pediatrics (6 weeks) - The Pediatric Clerkship prepares students for the care of the unique problems that affect infants and children as well as adolescents. There is a strong emphasis on human biology, growth and development and the principles of early health maintenance. In addition, the impact of the community and society on child health and wellbeing is emphasized. The clerkship focuses on the impact of disease as it affects a developing human and the recognition of common health problems. Students have both inpatient and outpatient experiences which permits exposure to skilled pediatricians in their practice environments. There is regular opportunity for student and preceptor interaction as well as didactic learning sessions.

Psychiatry (6 weeks) - The Psychiatry Clerkship has designed a curriculum to prepare the student to understand and manage the common mental health problems affecting our society. This clerkship is designed to place emphasis on those problems that a primary care physician would most likely encounter in a practice. Emphasis is placed on mental health disorders that afflict a population that is steadily aging. During this clerkship, the students will understand the basic biology and psychological as well as social aspects of their patients' disorders and they will understand some of the medical management that can provide significant relief to patients with psychiatric disorders.

Surgery (8.5 weeks) - During the Surgery Clerkship, the students will have an opportunity to learn the fundamentals of surgical concepts and to acquire patient management skills. It is not anticipated that significant operative technical skills will be acquired but students are welcomed in the Operating Room where they will be active participants in the operative management of patients under the close supervision of attending physicians and senior surgical residents. Students will also have an opportunity to develop basic clinical judgment skills and analyze common clinical surgical problems. It is anticipated that the student will acquire basic diagnostic capabilities related to surgical problems and be able to develop and organize a plan of assessment and management for the more common surgical disorders.

Third Year Electives (4 weeks) - A unique feature of the clinical curriculum at UT COM is the ability of third year students to rotate in varied disciplines such as Ophthalmology, Radiology, Pathology, ENT, Emergency Medicine, Orthopedics, Anesthesia, Dermatology and Urology. Additional IM and Surgery sub-specialties are available once core clerkship experience has been completed.

Students also have significant clinical experience in the Simulation Center where they learn basic and advanced clinical skills under supervision. The Simulation Center also provides training in inter-professional education and is equipped for training a variety of health professionals.

Integration Intersession (1 week) - The Integration Intersession course consists of two 2 - day sessions that are scheduled during the M3 year at the end of thematically integrated clerkship dyad blocks. The course is structured to support the ongoing development of students’ clinical reasoning skills using an integration strategy that promotes thinking and learning about common clinical conditions across clinical disciplines. Students will also engage in activities that are focused on applying theirfoundational science knowledge from the preclinical curriculum to facility their understanding and management of clinical conditions. The educational activities are structured to engage students in self-reflection and reflective thinking and emphasize independent and active learning.

Student Wellness

The Department of Medical Education in the College of Medicine is committed to ensure that there is an appropriate balance of assigned educational activities during clinical clerkships and time that is deemed necessary for student self-directed learning/study. Student assigned educational hours for each clerkship must be set and monitored taking in account the effects of fatigue and sleep deprivation on learning clinical activities and student health and safety.

Year 4 – Advance clinical rotations and preparation for residency

The fourth-year curriculum is designed to be broad in educational scope to allow for preparation for the transition to graduate medical education. Fourth year rotations include 2- and 4week elective rotations, which are graded pass/fail, as well as a required Acting Internship (AI) and a minimum 2-week Emergency Medicine rotation (if not completed during the 3^rd year), which receive grades of Honors/ High Pass/ Pass or Fail. Fourth year requirements , electives and important dates are available at this site , as well as additional information about away electives and VSAS (visiting student opportunities) and useful forms . A critical longitudinal course that is offered during the transition year is Advanced Clinical Care.

Scheduling Changes during Required Clerkships

In the event of extenuating academic or personal circumstances, a student may need to request time away during a clerkship. The excused absence policy covering these requests provides additional details. The form to make these requests is to be completed and sent to the clerkship coordinator and clerkship director as described in the UTCOMLS Excused Absence Policy.

Student Supervision

UTCOMLS is committed to training of next generation of learners and providing highest quality of care in a safe academic environment. Adequate student supervision is of the utmost importance in achieving these outcomes. Please refer to this policy which specifies guideline for enhancing the clinical training of medical students and patient safety in both outpatient and inpatient settings.

Equipment and Technology Requirements

Mastery of physical exam skills (in addition to communications skills and clinical reasoning) are of utmost importance for all future physicians, regardless of their career path or specialty choice. Students must become comfortable with the “tools of the trade” and will be evaluated on proper use of the following instruments. Therefore, we encourage students to provide their own equipment for practice:

Blood pressure cuff
Otoscope/ophthalmoscope
Reflex hammer
Tuning fork

Additionally, students may be required to provide the following supplies for use in the classroom, Hillebrand Clinical Skills Center, Anatomy Lab, and Integrated Immersive Skills Center:

Face mask or covering
Goggles or face shield
Scrubs (anatomy lab)
Headphones (small group activities in the classroom)
Computer or tablet (for assessments) *

*Students who are unable to provide their own computer will have the opportunity to request a university computer for use during assessments.

Vacation/Holidays

Students will be released from all class and clinical responsibilities on each of the official university holidays. Students will be considered continuously enrolled from one semester to the next, with a break from academic activities scheduled between and/or within semesters.

Read the policy

Other Degrees

The University of Toledo College of Medicine and Life Sciences provides opportunities for students to apply to degree programs that may be completed in addition to the Doctor of Medicine (MD) degree. Students wishing to enroll in these programs must apply separately to the college of medicine and the additional degree program and must be admitted to both. Programs may have varying application timelines.

M.D.-Ph.D. program

The mission of the M.D./Ph.D. Program at the University of Toledo is to provide outstanding training that integrates clinical medicine, biomedical science, compassionate care and professionalism to enable students to succeed as independent physician-scientists with the skills, creativity and vision to shape the future of health care. Clinical electives chosen during their research years allow for continuation of clinical concepts (see applicable policy here ) Learn more about the M.D.-Ph.D. program here.

M.D.-J.D. program

The M.D.-J.D. program allows simultaneous enrollment in the College of Law J.D. program and the College of Medicine and Life Sciences M.D. program, leading to the granting of both degrees after six years of study. The program is aimed at students who wish to combine medical and legal expertise for career purposes. Learn more about the M.D.-J.D. program here .

M.D.-M.B.A. program

The M.D./M.B.A. program provides an opportunity to earn a dual degree through an integrated five-year curriculum. Learn more about the MD-MBA program here .

Graduate Courses while enrolled at UTCOMLS

Medical students who wish to take graduate courses at the University of Toledo while enrolled at UTCOMLS may do so following the policy linked here.

Pre-Clinical Pathology Student Fellowship

The University of Toledo Pre -Clinical Pathology Student Fellowship Program was instituted to provide post- second year medical students with an opportunity to engage in an in-depth study of the pathogenesis of disease. The program is open to all medical students in good academic standing (2 or 3 candidates are selected from applicants each year), and extends for one calendar year, from May 1 through April 30. The fellowship is a Graduate Certificate program; fellows are full time graduate students with tuition waivers.

Research Opportunities

Several options are available to medical students who are interested in conducting research.

Students may:

Apply to the medical student research program
Carry out projects with a limited scope and time commitment during the scheduled curriculum period and/or during scheduled breaks
Participate in approved elective research clerkship(s) during the third and fourth years.
Students interested in more long-term full-time research may
Apply for enrollment in a dual degree program at UToledo (M.D./Ph.D., M.D./M.S., etc.)
Delay graduation in order to undertake full-time research at UTCOM, the NIH, or another institution, which would generally require an academic leave of absence.

For UToledo-sponsored research, the research must be planned and carried out under the sponsorship of a UToledo faculty member eligible to serve as a Principal Investigator on UToledo IRB and/or IACUC applications. Students who conduct research at non-UToledo locations must follow the University of Toledo policies and procedures for collaborative research and any applicable research policies of the sponsoring institution. The basic principle underlying all research is integrity. Scientists have a responsibility to provide research results of high quality; to gather facts meticulously, to keep impeccable records of work done; to interpret results realistically, not forcing them into preconceived molds or models; and to report new knowledge through appropriate channels. More information regarding medical student research can be found here.

Medical Student Handbook