Prerequisites for courses may be established by the department that administers the course. Prerequisites are recommended to the Curriculum Committee for approval and are listed within the course description in the catalog.
On a case-by-case basis, prerequisites may be waived upon approval of the department chair of the department that delivers the course.
In Histology, students study the structure of the cell. They learn the distinguishing morphologic characteristics of the four types of tissue: epithelium, connective tissue, muscle, and nervous tissue. After acquiring this basic knowledge, students then learn how the four tissues combine to form organs. At the conclusion of the course, students are able to identify any organ based upon its microscopic morphology.
This is an integrated, interdisciplinary course in which the students learn to identify and describe the structural components and corresponding functions of the human nervous system. Emphasis is given to correlating underlying lesions involving these structures with neurologic deficits and dysfunctions likely to be encountered in clinical practice. Integrated lectures are given by faculty in the departments of Anatomy, Pathology, Pharmacology, Physiology, and Family Medicine.
In Gross Anatomy and Embryology, students will study the human body in a regional approach. Through lectures, dissection laboratories, and case studies, students will learn to apply anatomical knowledge to clinical practice. Students will study the embryological basis of adult anatomy, as well as the developmental basis of important malformations. This course is taught during the Fall and Winter quarters with a single grade given at the completion of the course.
Credits: 6.5 credits Fall Quarter, 6.5 credits Winter Quarter; 13 credits total
The Introduction to Evidence-Based Medicine course features general concepts of fuel metabolism, bioenergetics and medical statistics as they apply to patient care through the life cycle. A simulated patient helps to illustrate major concepts in the course. Students work in teams to apply their knowledge of medical biochemistry and statistics to the solution of clinical problems. Team discussions also help students begin to develop relationship-centered as well as evidence-based practices even at this early stage of their medical training.
The Human Clinical Chemistry and Metabolism course lecture sessions concern clinical chemistry, human metabolism and biochemical abnormalities of simulated patients. Clinical correlations are featured in all lecture sessions and are applied in workshops that involve weekly small group discussions of related cases.
The Human Cell and Molecular Biology Genetics and Nutrition course lecture sessions highlight human nutrition, cell and molecular biology and medical genetics. Simulated patients help to illustrate major concepts in lecture sessions. Clinical correlations are featured in all lecture sessions and are applied in workshops that involve weekly small group discussions of related cases.
Interprofessional Education I
Changes in our healthcare delivery system are creating a growing demand for health professionals with skills in collaboration and teamwork. This course will describe the roles and responsibilities of the various healthcare disciplines. It will also provide students, from different health professions, the opportunity to interact with one another as well as simulated patients. This collaboration will promote communication using a team-based approach to the maintenance of health and management of disease.
Emergency Medicine Rotation
In the emergency departments of CCOM's affiliate hospitals, the medical students, under the direction of a member of the department, assist in providing emergency care. The medical students make initial assessments, take histories and do physicals, and make case presentations to the attending physician on a patient's condition. They must also propose a diagnosis, develop an appropriate treatment plan, and determine the final disposition of the patient. An orientation lab and weekly lectures are part of the rotation.
Health Care Communication I
This course introduces students to the fundamental principles for the effective communication with patients, families and significant others of the patient. Using material gleaned from the empirical and clinical domains of Behavioral Medicine, the course focuses on patient-centered approaches for promoting, improving, and maintaining dialogue with patients. Effective communication has been shown to be central to patient satisfaction, professional satisfaction, patient adherence to treatment plans, and positive outcomes for the patient.
Patient Symptom Presentations
Patient Symptom Presentations acquaints osteopathic medical students with the clinical knowledge associated with the practice of medicine, enabling them to integrate the knowledge gained in the basic science courses into a patient’s presenting symptoms. As part of the required activities, students participate in discussions about symptom-based presentations of simulated patients. This course is taught by practicing osteopathic physicians during the Fall, Winter and Spring quarters with a single grade given at the completion of the course.
Clinical Symptom Integration
Clinical Symptom Integration builds upon and reinforces content taught in the first year with a focus on symptoms that prompt patients to seek medical care. Within this class, the students are guided to a higher level of clinical thinking. Presentations from primary care physicians as well as specialists incorporate prior academic subject material and build upon it with a clinical focus. This course consists of presentations coordinated and conveyed sequentially during the Fall, Winter, and Spring. A single grade is given at the completion of the course.
Practice of Medicine
Simulated Patient Care workshop builds upon and reinforces information presented in the Clinical Symptom Integration class with a focus on actual patient care skills. Actual patients as well as Standardized Patients are incorporated into the course.The class focuses on problem solving and the development of skills necessary for the transition to the clinical rotations. This course is taught by practicing osteopathic physicians during the Fall, Winter, and Spring quarters with a single grade given at the completion of the course.
Family Medicine Rotation/Community Health
Medical students complete a 12-week rotation during their junior year. Carefully supervised, this experience provides students with the opportunity to practice non–hospital-based outpatient medicine as well as inpatient medicine. The goal of the program is to ensure that the student physician is exposed to the more common disorders encountered in an ambulatory care setting. Students are required to be able, under the supervision of a member of the department, to utilize and apply osteopathic concepts in taking a history and physical, perform appropriate procedures, develop a differential diagnosis, formulate a treatment regimen, and identify a health promotion program that includes techniques to bring about changes in the patient's lifestyle.
This experience provides the medical students with one four-week rotation that enables them to continue the process of developing skills in an ambulatory care setting. The intention is to place the fourth-year medical student in a somewhat more intense ambulatory care setting with a patient population that includes patients with more advanced pathologies. The requirement of heightened diagnostic skill as well as increased ability to deal with more serious and complex medical issues result in further development of the student's ability in history taking and physical diagnosis and the development of more complex differential diagnoses and treatment plans. Students may participate in the community medicine experience, a community-based family medicine–run outreach program that involves care of the homeless, family planning, adolescent medicine, and ambulatory geriatric care. Students may elect to participate in the Rural Preceptorship Program. This program is available to students who may be interested in either establishing a family medicine practice in a rural area or participating in primary health care without access to the technologically advanced services available in large urban medical communities. Students in this program complete a four-week rotation with a faculty member of the Family Medicine Department who is engaged in a private family medicine practice in downstate Illinois, northern Indiana, or Wisconsin. Most of these sites offer housing and/or other support for medical students during the rural preceptorship experience.
Integrated Clinical Activities (ICA)
This course provides a series of educational presentations, workshops and performance experiences in between the MS III and MS IV years. The primary purposes of this program are to enhance learning, provide additional clinical review material and assist in the preparation for postdoctoral training. ICA provides a broad range of topics to assist students as they plan for upcoming residency matching processes. Students are required to articulate diagnosis and management of a variety of complex medical issues, outline the major medicolegal issues faced by physicians in practice and understand the residency selection process.
Internal Medicine Rotation I- II
In these rotations, medical students participate in daily teaching rounds and attend all teaching lectures and conferences. The medical students also conduct in-depth studies on assigned cases. The medical students are evaluated, in part, on their ability to collect and analyze data and solve problems. A symptom-based lecture series is also offered weekly. On-line teaching material is offered such as clinical cases, instructional physical examination videos as well as lectures from the internal medicine course.
Credits: IMED 1702 - 12 credits; IMED 1802 - 6-12 credits
This didactic course covers basic antigenic characteristics of microorganisms with special emphasis on: factors pertinent to clinical medicine; vaccination and immunotherapy; fundamental principles of immunology, lymphatic recirculation and lymphatic flow; the cells and cell products involved in host defense mechanisms, their origin, function, role in health, in infectious processes and in immunologic disorders; hypersensitivities, and deficiencies; basic strategies of host defense related to combating various categories of pathogens; and, methods of laboratory diagnosis using antigen and antibody-based tests. Each didactic lecture unit is followed by case presentations that highlight the important clinical aspects of the basic material covered for that unit.
Obstetrics and Gynecology Rotation
This rotation consists of a six-week block in the third year and is designed to provide students with a wide variety of clinical experiences. The rotation is accomplished in a wide variety of settings to include: 1) inpatient obstetrics, during which students participate in the labor, delivery, and postpartum care of patients; 2) inpatient gynecology, during which students observe and participate in surgery and pre- and postoperative care as well as daily inpatient rounds on obstetric and gynecologic patients; 3) outpatient clinics in obstetrics and gynecology, which provide an excellent setting in which students can observe and learn techniques and procedures pertinent to office practice; 4) ample one-on-one supervision by residents and attending physicians enhances each student's learning process; 5) formal lecture series covering all major topics in the specialty; and 6) Blackboard® distance learning case studies and quizzes provide consistent training and testing of students through the six week rotation regardless of site selected. A hands-on OMM skills lab is provided during the educational didactic sessions to demonstrate the integration of OPP/OMM into women's health care by students and residents together. An orientation session and final exam are integral to the organization and evaluation process in the OB/Gyne rotation.
OMED 1550, 1551
Osteopathic Manipulative Medicine
The first year OMM curriculum is divided into two year-long component courses: a lecture course (OMED 1550) and a workshop course (OMED 1551). While workshop sessions are designed to reinforce material presented in lectures, each course is graded independently. The lecture course (one hour weekly) covers the didactic study of osteopathic principles and theory. The workshop course (three hours weekly) focuses on each student's ability to identify and develop the manual skills needed to diagnose and treat patients from an osteopathic standpoint. Workshop sessions provide an excellent opportunity for medical students to ask questions and to practice diagnosis and treatment techniques on a variety of body types. High definition cameras and flat screen monitors are used to enhance the effectiveness of demonstrations. Instruction begins with foundational material such as history, terminology, basic anatomy, and approach to the patient. As the first year progresses, students learn the importance of the somatic component as it relates to the patient’s presentation. There is a significant emphasis placed on accurate diagnosis of somatic dysfunction. Each week during workshop new manipulative treatment modalities are introduced. Many workshop sessions are taught in small groups utilizing a patient presentation based format. The following manipulative medicine approaches are taught during the first year: Articulation, Range of Motion procedures, Muscle Energy method, Cranial Osteopathy, Counterstrain method, Myofascial Release method, and High Velocity Thrust (HVLA) method. Neurobiological mechanisms in manipulative treatment and their clinical manifestations are also presented. At the conclusion of the first year, medical students are expected to have mastered palpation, diagnosis, and simple basic manipulative procedures. Multiple written examinations and practical examinations are administered throughout the academic year to evaluate student competency in the above mentioned skills. These two courses are taught during the Fall, Winter, and Spring quarters with a single grade given at the completion of the course.
Credits: OMED 1550 - 1 credit Fall Quarter, 1 credit Winter Quarter, 1 credit Spring Quarter=3 credits total; OMED 1551 - 1.5 credits Fall Quarter, 1.5 credits Winter Quarter, 1.5 credits Spring Quarter=4.5 credits total
OMED 1650, 1651
Osteopathic Manipulative Medicine
The second year OMM curriculum is divided into two year-long component courses, a lecture course (OMED 1650) and a workshop course (OMED 1651). While workshop sessions are designed to reinforce material presented in lectures, each course is graded independently. The lecture course (one hour weekly) covers the didactic study of osteopathic principles and theory. The workshop course (three hours weekly) focuses on each student's ability to identify and develop the practical skills needed to diagnose and treat patients from an osteopathic standpoint. Workshop sessions provide an excellent opportunity for medical students to ask questions and to practice diagnosis and treatment techniques on a variety of body types. High definition cameras and flat screen monitors are used to enhance the effectiveness of demonstrations. The second year curriculum is an expansion of the first year curriculum, with a dominant focus on organ systems as contrasted to anatomic regions. A complete spectrum of direct and indirect osteopathic manipulative methods is taught. At the conclusion of the second year, medical students are expected to have mastered diagnosis, advanced manipulative procedures, and the ability to formulate a treatment plan for patient complaints in the clinical setting. Multiple written examinations and practical examinations are administered throughout the academic year to evaluate student competency with the above mentioned skills. These courses are taught during the Fall, Winter, and Spring quarters with a single grade given at the completion of the course.
Credits: OMED 1650 - 1 credit Fall Quarter, 1 credit Winter Quarter, 1 credit Spring Quarter=3 credits total; OMED 1651 - 1.5 credits Fall Quarter, 1.5 credits Winter Quarter, 1.5 credits Spring Quarter=4.5 credits total
Satisfactory completion of OMED 1550, 1551 and Anatomy 1550, 1521
Osteopathic Manipulative Medicine Rotation
This is a core rotation required of all fourth year students. Each student will spend one four-week rotation in the office of an osteopathic physician who uses an extensive amount of OMT in his or her practice. The didactic component will consist of a one-day comprehensive review of osteopathic principles, diagnosis, and common manipulative techniques held on the first day of the rotation in the OMM skills lab on the Downers Grove campus. At the conclusion of the rotation, a written examination and practical examination will be given. The student will gain practical experience in using osteopathic principles and practices in the clinical setting.
Satisfactory completion of OMED 1550, 1551, 1650 and 1651
The first half of the course focuses on the basic concepts and principles of pathology by analyzing the basic inherent mechanisms that underlie all disease processes. Students will develop an understanding for the processes of cellular injury and adaptation, inflammation and repair, neoplasia, hemodynamic disorders and basic laboratory values and analysis. This section of the course stresses the cellular, genetic, pathophysiologic and molecular alterations which underlie all disease processes and emphasizes their dynamic nature. The second half of the course introduces students to the study of specific disease processes utilizing an organ systems approach.
PATH 1602, 1603
Pathology II and III
These courses are a continuum of the organ system approach to the study of human disease introduced in Pathology 1601. The causes and pathophysiologic mechanisms of disease pertaining to specific organ systems are emphasized along with their anatomic, histologic and physiologic alterations. The implications of these disease processes to both the patient and physician are examined. The relationships between specific organ system diseases and their systemic implications are also emphasized.
Credits: PATH 1602 - 6 credits; PATH 1603 - 5
This rotation is intended to provide the medical student with a comprehensive exposure to a wide variety of pediatric problems under the guidance and facilitation of the pediatric faculty. The curriculum is based on the core objectives of the Council of Medical Student Education in Pediatrics. The rotation includes clinical experience with faculty, online interactive case-based learning, and didactic sessions. Attendance at all clinical and educational opportunities is mandatory.
This course begins with coverage of the general principles of pharmacology; the kinetics of drug absorption, distribution, metabolism, and elimination; mechanisms of drug actions; receptor theory and dose response relationships. The remainder of the course includes coverage of the pharmacologic actions and clinical uses of the major classes of drugs acting on the autonomic, cardiovascular, gastrointestinal, immune and central nervous systems. Other topics that are covered include the chemotherapy of microbial, parasitic diseases and neoplastic diseases, drugs acting on blood and blood-forming organs, hormones and hormone antagonists, principles of toxicology, vitamins, and drugs causing birth defects. Throughout the instructional program emphasis is placed on problem solving, formulating hypotheses, making therapeutic decisions, and the application of principles of osteopathic philosophy and evidence-based medicine. This course is taught during the Fall, Winter and Spring quarters with a single grade given at the completion of the course.
Credits: 4 credits Fall Quarter, 4 credits Winter Quarter, 2 credits Spring Quarter=10 credits total
This course presents the biophysics, functional properties and regulation of excitable cells, skeletal muscle, autonomic nervous system and cardiovascular systems. A discussion of the electrical and mechanical activity of the heart, circulatory fluid dynamics, control of peripheral vascular tone, and neurohumoral control of blood pressure will be included in the cardiovascular section of the course. Small group case discussions facilitate the development of critical thinking and problem-solving skills as the students use basic physiologic concepts to understand the pathogenesis of signs and symptoms in clinical case studies.
This course is a sequel to Physiology 1501 that builds on the physiological foundations developed during the preceding quarter. The initial section of the course presents the function, mechanism of action, regulation and integration of the respiratory, renal and gastrointestinal organ systems that maintain body homeostasis through fluid, electrolyte, acid-base and nutritional balance. The endocrine and reproductive physiology sections of the course present the function, mechanism of action and feedback regulation of hormonal systems. Small group discussions continue to refine critical thinking and problem-solving skills as the students identify the physiologic and pathophysiologic mechanisms underlying the signs and symptoms described in clinical case studies.
This module introduces psychopathology with descriptive, dynamic, and behavioral analyses of typical psychiatric syndromes. Emphasis is on etiology, diagnosis, and treatment. The use of the Diagnostic and Statistical Manual of Mental Disorders as the major diagnostic reference is presented.
This module focuses on major psychiatric issues and mental health problems that individuals often confront such as substance abuse, addiction, cognitive disorders, death, bereavement, mental retardation, developmental disorders, and psychiatric factors associated with medical conditions. The course also addresses the biological therapies as well as legal issues associated with psychiatric practice.
Working on hospital wards and outpatient clinics, the student experiences direct patient contact under the supervision of attending psychiatrists. This experience integrates previous learning with the clinical experiences. A series of didactics including lectures and demonstrations facilitate this process.
SURG 1702, 1802
Surgery Rotation I and II
The core clerkships in surgery are intended to expose students to a broad scope of surgical disease, to allow them to develop the critical skills necessary to manage surgical patients, and to broaden their technical expertise with procedural tasks. The entire core experience is twelve weeks with eight weeks in the third year and four weeks in the fourth year. General surgery remains the cornerstone of the core clerkship. It is supplemented by two surgical subspecialty rotations, one in the third year and one in the fourth year. Subspecialty choices include: orthopedics, ENT, ophthalmology, nerosurgery, anesthesiology, trauma surgery, burn surgery, plastics and reconstructive surgery, cardiovascular and vascular surgery, and urological surgery. All clerkships are at CCOM affiliated hospitals and clinical sites. Clerkships are designed around both ambulatory and in-patient settings. The students are expected to scrub and participate in operative procedures as well as in pre-operative and post-operative management. Additionally, students should become proficient in history and physical taking, sterile technique, insertion of foley catheters, suturing, IV access, evaluation of wounds, application of dressings, bandages and splints, and removal of sutures and staples. Throughout the core eight weeks during the third year, students attend a weekly extensive didactic lecture series intended to supplement the clinical experience. Students are also expected to participate in conferences offered by the hospital such as morbidity and mortality, tumor conference, and grand rounds. Successful completion of the clerkship is dependent upon the preceptor evaluation, attendance of all core lectures, and completion of all quizzes. Passage of the final shelf exam is required for successful completion of the clerkship.
Credits: SURG 1702 - 12 credits; SURG 1802 - 6 credits
Elective Clinical Clerkship
Students have 28 total weeks of electives, 4 weeks in the third year and 24 weeks in the fourth year. Elective rotations must be done in four week blocks, although students may petition the respective clinical department chair to be allowed to split an elective into two 2-week blocks. Students may request to do one 4-week elective in basic science or clinical research. One 4-week elective may be used for an international rotation and two 4-week electives may be used for vacation. A student must complete 5 electives (20 weeks) to meet graduation requirements.