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Course Criteria
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1.00 - 3.00 Credits
This small group tutorial will cover patient care in a holistic manner from the complete care of the patient, to understanding the clinical and basic science behind the disease, to understand the illness from the patient's perspective with treatment plans that consider social and cultural issues, community resources, cost effectiveness, health care systems issues such as transition care between care sites. Students will reflect on their responses to caring for patients presented. Students will also consider the role of the primary care provider in the care of the patients. Students will also reflect on their experiences across the longitudinal clinical learning sites in the LIC and offer feedback to the program. Barbara Sheline, MD, Joseph Jackson, MD, Nancy Weigle, MD
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0.00 - 3.00 Credits
In this course, students function as active members of existing community teams addressing health care needs of Durham residents. The activities will depend on the patient's needs and the needs of their team. Students will be assigned patients to work with to help them understand their disease, the treatment plan. and the health care system. Students will visit patients in their homes, as well as accompany them to provider visits as necessary. Michele Lyn, MD
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0.50 Credits
No course description available.
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0.50 Credits
No course description available.
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0.50 Credits
The Medical Statistics course covers in-depth statistical concepts that will be used by students during their third-year research project. It consists of 10 interactive sessions addressing topics such as study design, sample size estimation, data analysis methods, and reading and writing medical literature. Students will be required to complete their third-year project proposal by the conclusion of the course. Statisticians will be available for consultation as students develop their project proposal. Credit: .5. Enrollment: max 100. Sandra Stinnett, DPH
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1.00 Credits
This course will address important themes in Bioethics and how they evolved through the 20th Century. Issues will include the ethical conduct on human subjects research (including study of misadventures like the Tuskegee syphilis project); contemporary thought regarding end-of-life decisions; the effect of advancing technology on ethical reasoning regarding pregnancy (pre-natal genetic testing, the changing limits to viability of newborns, and attitudes toward abortion); research in children; and the issues of public health like quarantine and the right to refuse vaccination. Credit: 1. Enrollment: max. 20 min 6. Ross McKinney, MD, Gopal Sreenivasan, PhD., Jeff Baker, MD, PhD., Margaret Humphreys, MD, Anne Lyerly, MD, PhD.
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0.00 Credits
Clinical research experience for MSTP student's only. 4 weeks. 0 credit.
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1.00 Credits
These one-week mandatory sessions between clerkship rotations are designed to integrate basic science knowledge with clinical reasoning skills and to incorporate topics not offered in other areas of the curriculum. Major components of the program include clinical reasoning skills and pre-clerkship activities that offer preparatory information for each student's upcoming clerkship rotation. Clinical reasoning skills are taught through cases that focus on issues of patient safety. In clinical reasoning activities students work in teams to gain an appreciation for the value of an interprofessional team-based approach to patient care. Please contact Paula Alford via email at paula.j.alford@duke.edu or by phone at 684-2563 for more information on Clinical Core 1. Victoria Kaprielian,MD
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1.00 Credits
These one-week mandatory sessions between clerkship rotations are designed to integrate basic science knowledge with clinical reasoning skills and to incorporate topics not offered in other areas of the curriculum. . Major components of the program include clinical reasoning skills, health care team visits, and pre-clerkship activities that offer preparatory information for each student's upcoming clerkship rotation. Clinical reasoning and patient assessment skills are taught through patient cases that focus on care of the elderly . In clinical reasoning activities students work in teams to gain an appreciation for the value of an interprofessional team-based approach to patient care. To further their appreciation for the health care team, students spend one half-day with a non-physician member of the team (e.g., nurse, social worker, pharmacist, physical therapist). For more information, please contact Paula Alford paula.j.alford@duke.edu or 684-2563. Victoria Kaprielian, MD
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1.00 Credits
These one-week mandatory sessions between clerkship rotations are designed to develop skills and attitudes for effective interdisciplinary teamwork and clinical reasoning skills, integrating knowledge to solve problems outside the confines of a single patient or discipline. Major components of the program include the economics of the US health care system, supply and demand as they relate to delivery of health care, the current and proposed payment systems for physicians and hospitals in the US, the development process for drugs and medical devices and their impact upon costs of care, and analyzing pay for performance initiatives for impact on quality and potential unintended consequences. For more information please contact Paula Alford at paula.j.alford@duke.edu or 684-2563. Victoria Kaprielian, MD
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