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Course Criteria
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6.00 Credits
A course designed for first year medical students that focuses on the molecular and cellular principles of human disease. The course has four components, which are tightly integrated: biochemistry, cell biology, genetics, and a series of clinical correlations. The biochemistry component re-emphasizes the relationship between structure and function of the major classes of macromolecules in living systems including proteins, carbohydrates, lipids, and nucleic acids. The metabolic interrelationships and control mechanisms are discussed as well as the biochemical basis of human diseases. The cell biology component emphasizes the structure and function of the cells and tissues of the body. The laboratory provides practical experience with light microscopy studying and analyzing the extensive slide collection of mammalian tissues. The genetics component emphasizes molecular aspects of the human genome, the structure of complex genes, regulation of gene expression, experimental systems for genetic analysis, human genetics -- including population genetics and genetic epidemiology, the use of genetic analysis for the identification of disease causing genes, cytogenetics, cancer genetics, and genetic diagnosis and counseling. The series of clinical correlations links the material covered in the basic science lectures to clinical problems. Many of the correlations include an interview with a patient. Secondary contact: Margaret Briggs, m.briggs@cellbio.duke.edu. To view more about the course schedule, please refer to BlueDocs. Credit: 8. Enrollment: max 105. Mariano Garcia-Blanco, MD/PhD; Kenneth Kreuzer, PhD; Michael Hershfield, MD; Tom McIntosh, PhD; Fred Schachat, PhD, Margaret Briggs, PhD; and staff
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12.00 Credits
This core course of the preclinical curriculum is intended to present the scientific principles underlying the structure and function of the normal body, thereby providing the foundational knowledge for the practice of medicine and facilitating the incorporation of the new scientific knowledge thorough out the medical career. To accomplish this end, the goals of the Normal Body component are to ensure that all students possess a conceptual model of the structure and integrated function of the human body (as an intact organism) and each of its major organ systems, emphasizing their role in the maintenance of the body's homeostasis. Credit. 12. Thomas McIntosh, PhD and staff
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1.00 Credits
This interprofessional course uses a team-based learning approach to develop appreciation of the unique contributions of various health care providers in providing best practice prevention care to populations. Web-based modules on cultural competence, health literacy, and community health are also used. Interprofessional student teams meet in lecture and small group settings for organized activities and community assignments. A final team project is required. The course will meet in Fall 2011 on August 24, August 31, September 7, and September 14. Enrollment: 300. Credit: 1. Brain Caveney, JD, MD, MPH
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0.00 Credits
This unique course brings together some of the outstanding professors from across Schools and Departments at Duke University to address issues of Global Health. The course is designed to provide students with multidisciplinary theories and techniques for assessing and addressing infectious, chronic, and behavioral health problems in less wealthy areas of the world. The course will address global health issues from the disciplines of: epidemiology; biology; medicine; nursing; law; ethics; policy; psychology; sociology; anthropology; environment; engineering; that represent major disease burden overview of public health, focusing on the prevention of diseases and health problems. After a brief review of public health history and epidemiologic methods, we will discuss organizational structures and their roles in defining, preventing and managing public health problems. We will explore selected health problems or issues from a health services research perspective, and discuss their health policy implications. C-L PUBPOL 264.01 Credit: 0. Kathryn Whetten, PhD
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0.00 Credits
The Medical Spanish Elective (MSE) offers 1-2 hours per week of medical Spanish language on -line classes with Interlangua to first year Duke Med students. Students are stratified based on incoming language level. In addition, course participants are expected to volunteer for a minimum of 10 hours in the Latino community in the local area. No credit: Dennis Clements, MD/PhD
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0.00 Credits
Medical Chinese is an exciting new elective offered by the medical school for both beginners and intermediate/advanced speakers who wish to develop their Mandarin skills. The course was created in part by the recognition of the language's 20% of the world's population. Within the United States itself, it is the 3rd most spoken language. Chinese is an official working language of the United Nations and WHO. About 4-5% of the population in Durham County is of Asian descent. The presence of Chinese-speaking individuals has become increasingly evident on Duke's campus as well as in the clinics and hospitals. Not only do we have Chinese physician, doctorate fellows, and researcher scientists working with us side-by-side, but we also provide care to many Chinese who may not speak English. As with many other languages, the ability to communicate in Mandarin would be a valuable asset to all health care providers. The ultimate goal of the Medical Chinese Elective is to enable us to assist in medical interpretation and to help us develop a stronger rapport with our Mandarin-speaking patient.
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1.00 Credits
No course description available.
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1.00 Credits
Assessment Week is an opportunity for students to demonstrate competency in clinical skill areas, and to gain insight into basic and clinical science areas needing additional development. Faculty also use data from the week to evaluate the effectiveness of clinical curriculum. During Assessment Week, students complete an eight-station clinical performance examination (CPX) with standardized patients. The CPX is fashioned after the USMLE Step 2CS exam in order to help students prepare for this licensing exam. Students are assessed on their ability to read electrocardiograms and x-rays, and to interpret lab results. At the end of the week, clinicians review the correct answers for each of these components with the students. Students complete the Comprehensive Basic Science Examination in preparation for the USMLE Step1licensing exam, and take an information management skills assessment. Assessment Week also allows time for reflection. Students participate in a half-day retreat with the advisory deans to consider the education impact of the second year curriculum and provide feedback. Students who do not achieve a passing score on each component of Assessment Week must successfully remediate the component. Students must pass each component of the week before beginning the 4th year. Credit: 1. Colleen Grochowski, PhD., and Deborah Engle, EdD
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2.00 Credits
Prior to beginning clerkships, students participate in the "Orientation to Clinical Year." Two weeks are devoted to preparing students to function well as clinical clerks. They interview and examine patients on the wards and practice written and oral presentation skills. Lectures provide needed background. Credit: 2. Barbara Sheline, MD
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0.00 Credits
The Longitudinal Integrated Clerkships will produce physicians with knowledge of the health care system, understanding of longitudinal chronic illness care, and skills to work effectively in teams to care for patients and improve systems of care.
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