5 Longitudinal Strands
Each course in the curriculum is assigned to one of these five major strands organized for horizontal and vertical integration of content within courses.
Key to the practice of medicine is distinguishing "normal" from "abnormal." The Human Biology strand introduces students to "normal" biochemistry, genetics, anatomy, and physiology, as well as provides a basic introduction to pathology and pharmacology. This strand was designed to work in conjunction with the Disease, Illness, and Injury strand as the basic sciences foundation of the MD curriculum. Course content in this strand reoccurs throughout the curriculum; content is introduced in Period 1, further emphasized in Period 2 in organ system-based courses, and linked to clinical practice in Period 3.
Strand Leader: TBD
Assistant Strand Leader: Jenny Fortun, Ph.D.
Disease, Illness, and Injury
The Disease, Illness, and Injury strand focuses on "abnormal" and was designed to work in conjunction with the Human Biology strand as the basic sciences foundation of the MD curriculum. Course content in this strand reoccurs throughout the curriculum; content is introduced in Period 1, further emphasized in Period 2 in organ system-based courses, and linked to clinical practice in Period 3.
Strand Leader: Robert Poppiti, M.D.
Assistant Strand Leader: Amilcar Castellano-Sanchez, M.D.
The Clinical Medicine strand encompasses courses that train students in doctor-patient communication, general physical exam and history-taking skills and clinical reasoning throughout the curriculum. In addition to the Clinical Skills I and Clinical Skills II courses that students take in Periods 1 and 2, students take the Core Concepts in Medicine course in Period 3, which aims to develop student competence in critical thinking, practice-based learning, and patient care.
Strand Leader: Rebecca Toonkel, M.D.
Assistant Strand Leader: Sarah Stumbar, M.D., MPH
Medicine and Society
The Medicine and Society strand of the curriculum incorporates the Green Family Foundation Neighborhood Health Education Learning Program NeighborhoodHELP initiative. The strand was created to address societal needs and demands on health care. Courses in this strand help students develop cultural competency by incorporating socio-cultural norms and individual patient values in clinical decision-making.
Strand Leader: Onelia Lage, M.D.
Assistant Strand Leader: TBD
Professionalism is taught as part of a formal curriculum in the Professional Development strand of the curriculum, which incorporates specific courses on professional behavior. The Professional Behavior I course, the Professional Behavior II course, and other courses integrate content regarding medical ethics, the doctor-patient relationship, and population-based medicine.
Strand Leader: Jorge Camilo Mora, M.D., MPH
Assistant Strand Leader: Eneida Roldan, M.D., MPH, MBA