Academics at the UCF College of Medicine
UCF
College of Medicine Curriculum
The
MD
program
learning
experience
at
the
University
of
Central
Florida
is
a
unique
and
exciting
blend
of
state-of-the-art
technology,
virtual
patients,
clinical
and
laboratory
experiences,
research,
facilitator-directed
small
group
sessions,
and
interactive
didactic
lectures.
Click
here
for
the
four
year
curriculum
by
week.
The
M.D. Program
curriculum
at
UCF
fully
integrates
basic
and
clinical
sciences
across
all
four
years. The
first
two
years
of
the
curriculum
are
structured
into
modules,
with
the
first
year
focusing
on
a
fundamental
understanding
of
how
the
various
basic
science
disciplines
relate
to
the
normal
human
body. The
second
year
takes
an
organ
system-based
approach
and
applies
the
basic
knowledge
of
the
first
year
to
the
study
of
clinical
disease,
pathological
processes
and
treatment. In
concert
with
these
aspects
of
medicine
the
course
presents
psychosocial
issues,
cultural
differences,
communication
skills,
and
physical
diagnosis
skills
as
they
relate
to
the
different
topics
in
medicine.
Educational
experiences
throughout
the
curriculum
are
designed
to
enhance
the
learning
environment,
emphasize
student-centered
learning,
application
and
synthesis
of
information,
and
foster
an
appreciation
of
life-long
learning. All
modalities
of
learning
are
incorporated
into
the
curriculum
including
simulation,
Web-based
activities
and
clinical
cases,
team-based
learning,
problem-based
learning,
and
standardized
patient
encounters. Traditional
didactic
lectures
comprise
approximately
30
percent
of
the
academic
curriculum,
and
many
of
these
lectures
are
also
interactive
and
include
the
use
of
the
latest
in
educational
technology,
including
audience
response
systems.
Clinical
experiences
continue
throughout
the
first
two
years
in
the
Community
of
Practice. At
least
twice
a
month,
students
will
work
with
community
preceptors
in
a
variety
of
settings,
including
primary
care,
specialty
practices
and
hospital-based
practices. These
clinical
experiences
provide
students
the
opportunity
to
observe
the
application
of
their
studies
to
real
patients,
as
they
gain
experience
in
communication,
history
taking,
physical
exam
skills
and
cultural
competency.
An
exciting
component
of
the
curriculum
at
UCF
is
best
described
by
the
dean
as “Keep
the
Dream
Alive!” This
Focused
Individualized
Study
and
Researchmodule continues
throughout
the
first
two
years.
The
scope
of
these
projects
is
limited
only
by
the
student’s
imagination,
and
may
include
every
aspect
from
bench
to
clinical
research,
quality
of
care,
hospitality
in
medicine,
quality
of
life,
disease
prevention,
legal
aspects
of
medicine
and
an
unlimited
variety
of
other
topics
not
listed
here.
Early
on,
this
module
presents
the
basics
of
research
design,
types
of
research,
research
ethics,
use
of
informatics
and
data
analysis.
Then
each
student
will
work
with
a
mentor
to
develop
an
individualized
project
or
area
of
study
that
focuses
on
how
a
topic
they
are
passionate
about
can
be
applied
to
the
fields
of
health
and
medicine. First-year
students
will
develop
their
proposals,
and
conduct
their
studies
throughout
the
second
year. Each
year
a
one-week
miniconference
for
both
first-
and
second-year
students
will
be
conducted
during
which
first-year
students
will
present
their
ideas
and
second-year
students
will
share
their
results. There
are
ample
opportunities
to
continue
these
research
projects
throughout
the
third
and
fourth
years
as
well.
Additional
aspects
of
the
UCF
medical
curriculum
include
modules
called
Introduction
to
Diagnostic
Tools
(D-1) and
Clinical
Problem
Solving
(X-1). D-1,
presented
at
the
beginning
of
the
second
year,
introduces
students
to
the
many
tools
available
to
diagnose
disease
from
imaging
studies
to
laboratory
analyses. The
application
of
these
diagnostic
methods
are
reinforced
within
the
second
year
during
the
organ
system-based
modules. X-1
will
present
clinical
cases
for
the
students
to
work
through;
developing
differential
diagnoses,
requesting
diagnostic
testing
and
developing
therapeutic
plans. The
objective
of
this
module
is
to
bring
together
the
information
and
experiences
of
the
first
two
years
and
apply
these
to
real
clinical
problems
in
preparation
for
beginning
clinical
clerkships
in
the
third
year.
The
third
and
fourth
years
of
the
curriculum
are
devoted
to
clinical
experience
through
clerkships. During
each
of
the
clerkships
the
fundamental
knowledge
from
the
first
two
years
is
reinforced
through
lectures,
simulations,
journal
clubs
and
conferences. Six
core
clerkship
rotations,
each
six
weeks
in
duration,
are
required
for
every
student. During
the
third
year,
students
may
also
choose
from
a
number
of
three-week
selectives. In
addition,
every
week
students
will
be
assigned
to
an
ambulatory/family
medicine
clinic
for
the
entire
third
year. This
longitudinal
primary-care
clerkship
provides
students
the
opportunity
to
offer
continuity
of
care
to
a
number
of
patients
over
the
course
of
the
year.
Overall,
the
four-year
medical
curriculum
at
UCF
is
designed to
fully
integrate
basic
science
and
clinical
medicine,
imbue
students
with
an
appreciation
of
cultural
diversity
and
the
need
for
sensitivity
in
treating
patients, foster
professionalism
in
all
interactions,
and
ignite
a
passion
for
lifelong
learning.
Click here for the four year curriculum by week.
Year
One – 38
Weeks of Instruction
Introduction
to the Profession of Medicine
- 2
Weeks
Practice
of Medicine and Community of
Practice (P-1) -
38 Weeks (Throughout Year 1)
Individualized
Study and Research Miniconferences
(I-1) -
38 Weeks
Human
Body: From Molecules to Cells
(HB-1) - 8 Weeks
Human
Body: Structure and Function
(HB-2) - 16 Weeks
Human
Body: Health and Disease
(HB-3) - 8
Weeks
Psychosocial
Issues in Healthcare (C-1) -
11 Weeks
(Concurrent
with
HB-3
and
S-1)
Hematology
and Oncology (S-1) - 3 Weeks
Year
Two – 31
Weeks of Instruction
Practice
of Medicine and Community of
Practice (P-2) - 31 Weeks
(Throughout
Year 2)
Individualized
Study and Research Mini-conference
(I-2) - 31 Weeks
Introduction
to Diagnostic Tools (D-1) -
1 Week
Endocrine,
Reproductive and Genitourinary
Systems (S-2) - 6 Weeks
Gastrointestinal,
Hepatic and Renal Systems (S-3)
- 6 Weeks
Cardiovascular
and Pulmonary (S-4) - 6 Weeks
Skin
and Musculoskeletal Systems
(S-5) - 4 Weeks
Neurologic
Systems (S-6) - 6 Weeks
Clinical
Problem Solving (X-1) -
1 Week
Year
Three – 50
Weeks
Students
rotate through six required
six-week Core Clerkships
and four three-week selectives. Students
will experience ambulatory/family
medicine in a longitudinal program
across the third year in which
students will be assigned to
primary care clinics for one
afternoon per week. In
addition, a one-week joint conference
with fourth-year students will
be devoted to the discussion
and exploration of professionalism,
ethics and communication. Finally,
the third year is concluded
with a one-week capstone experience.
- Medicine
- Surgery
- Obstetrics and Gynecology
- Pediatrics
- Neurology/Neurosurgery
- Psychiatry
- Family Medicine/Ambulatory Care
Year
Four – 40
Weeks
Students
will rotate through a prearranged
clerkship schedule that includes
four weeks of Emergency Medicine,
four weeks of Critical Care
and four weeks of Medical/Surgery. In
addition, students will select
from a variety of four-week
electives that include opportunities
for additional clinical experiences,
research and residency interviews. The
fourth year will culminate
in a three-week Capstone experience
that provides preparation for
internships and residencies,
leadership training and teaching
experience.
M-1: First Year Modules
HB-1: Human Body: From Molecules to Cells. The objective of this module is a better understanding of the biology and biological processes of healthy humans from the molecular to the cellular level. This module is designed to cover specific bio-themes each week (e.g., Week 1: Nucleic acids), and integrates the four disciplines of biochemistry, molecular biology, genetics and cell biology. In this manner, students will study the biomolecular structure of cellular components, learn about their role in molecular biology and genetics, and observe their functions inside the whole cell or within the cellular domain. As more molecules and cellular components are introduced, students will also relate how the molecular structure influences the compound’s ability to interact with other biomolecules.
Weekly topics will include interdisciplinary discussions of Nucleic acids, Proteins, Structure-Function of Proteins, Energy, Carbohydrates and Metabolism, Lipids and Metabolism, Steroids and Hormones, Nutrients and Metabolism, and Minerals and Vitamins. In addition, we will discuss the role of genomics, proteomics and metabolomics in medicine. Positioned at the beginning of the curriculum, the HB-1 course will also provide an introduction to specific applications and principles of medical informatics.
HB-2: Human Body: Structure and Function. This module is a multidisciplinary approach to fully integrate the disciplines of Anatomy, Physiology, Histology, Embryology, Radiology and Neuroscience. The course is designed to provide a basic understanding of the normal human body and development, with emphasis on the dynamic relationships between structure and function. The module runs in parallel, and is integrated with P-1: The Practice of Medicine, so that students have the opportunity to apply their understanding of the normal body immediately to the diagnosis, treatment, and identification of abnormal findings and disease processes.
This sixteen-week module utilizes multiple learning modalities including problem-based learning (PBL), lectures, laboratories (cadaver dissection, radiology, histology, computer embryology labs, computer neuroscience labs and physiology), demonstrations, small group reviews and journal clubs. Small group settings are designed to supplement a strong rational approach towards understanding the concepts discussed in lecture and to enhance problem-solving skills.
HB-3: Human Body: Health and Disease. HB-3 is the final eight-week basic science module of the integrated first-year curriculum. This module is designed to serve as a firm underpinning for students’ knowledge of Microbiology, Immunology, Virology, and Pathology, and students will demonstrate the ability to discuss advanced topics in each of these disciplines. Students will also be introduced to the principal antibiotic and antiviral treatments available for medically important pathogens, and understand their modes of action at the cellular and molecular level. Didactic lectures will be complemented with web-based lectures and interactive sessions, along with small group discussions to enhance concepts learned in class. The lectures will also incorporate computer-directed study of microbiological samples and pathological specimens.
C-1: Psychosocial Issues in Healthcare. The goal of this module is to provide students with an understanding of the role of psychosocial factors in illness and its treatment. Students are introduced to a range of issues that affect how they diagnose, treat and interact with patients and their families. Students also learn about not only wellness and preventive medicine, but also assessing and improving adherence with treatment recommendations. The focus of this module is on development and refinement of communication skills, particularly when interacting with patients whose values, beliefs and experiences differ from those of the student. Other topics include human sexuality, domestic violence and child/elder abuse, and alcohol misuse. These concepts are developed through team-based learning methods. Students apply their knowledge and test their mastery of course objectives through clinical case discussions and practice with Standardized Patients.
P-1: The Practice of Medicine. P-1 is a year-long course that will prepare students for the clinical aspects of medicine such as patient interaction, physical diagnosis skills, ethical and medico-socioeconomic issues, and skills necessary for effective communication. Students will master basic interviewing techniques and physical examination skills with emphasis on compassionate dealing with individuals. The course also emphasizes data management and effective organization with exposure to information screening and gathering using various information technology sources.
Incorporated into the Practice of Medicine is a Community of Practice component that provides opportunity for additional structured interaction with the Central Florida medical community. Content of this module is fully integrated with the other first-year modules to correlate basic science concepts and apply them immediately to clinical patients. Students will encounter Standardized Patients, and use simulation and web-based activities in this module for the learning, practice and assessment of these vital physician skills.
I-1: Focused Individualized Study and Research. The goal of this module is to ignite passion in medical students—specifically, to allow them to pursue their own interests while being exposed to research topics and scientific methods important to healthcare and medical science. The course will provide a basic grounding in scientific and research methods and expose students to possible focus topics through lectures, colloquia and seminars. Students will be encouraged to find innovative areas of research and will work with a mentor (from UCF or the community) who is approved by the course director.
Students are encouraged to pursue research projects for which they have excitement and passion. For many, that will lead to study in the traditional biomedical sciences. For others that may mean research in health education, health policy, health business, health law or other related fields. Students will be limited only by their imagination and their willingness to work hard to reach their goals. The objective is to foster a desire within students to develop creative approaches to the field of healthcare and medicine, formulate hypotheses regarding the feasibility and impact of their novel approaches, and design experimental protocols to test and assess the outcomes.
Students will complete a project contract (either individually or in teams) and present their projects to the class at the end of the first year. They will be required to engage in self-assessments and to devise plans to address areas in need of development in the second year. Students will be required to complete all or part of their project or study in the second year. Projects and research may extend into the third and fourth years.
To provide additional visibility for these research efforts, the college has included a miniconference on research that will highlight the projects of the second-year students. The conference is scheduled so that both first-year and second-year students can attend. For students continuing research into the fourth year, there will be another opportunity for presentation. The expectation is that each of the projects will result in a scholarly presentation or publication.
S-1: Hematology and Oncology. This module is the first of the organ system-based modules and will provide an overview of hematology and oncology, focusing on major disease classification and terminology, signs and symptoms, methods of diagnosis, and differential diagnosis, as well as current treatments dictated and justified by evidence-based medicine.
This module involves the diagnosis and management of patients who have malignant diseases and/or diseases of the hematopoietic and lymphatic systems including anemias and cytopenias. As in all the S modules, this program integrates basic science concepts from the HB modules, as well as the physical diagnosis and communication skills – learned in P-1– and the psychosocial issues in health care (C-1). All of these elements incorporate the diagnosis and treatment of disease processes in oncology and hematology, including pathology, pharmacology, laboratory medicine and clinical medicine. Students will become skilled at the humanistic approach to patients with life-threatening diseases, emphasizing empathy, respect and a rigid code of medical ethics as it relates to clinical research trials.
Course material will include risk factors, risk reduction, diagnostic and screening tests, appropriate referrals to specialists, palliative care and chemotherapeutic agents, their side-effects and potential drug interactions. Also included will be determining the need for invasive diagnostic tests, evaluation of coagulopathies, indications for blood transfusion and apheresis, management of anticoagulant drugs, and recognition of the immunosuppressed state.
Copyright 2008 University of Central Florida, College of Medicine.
