Principles of Clinical Medicine II

Prepared by Dr. Morona Sukhoo-Pertab and Lenny Lim Joy

Version March, 2022  

This version will supersede any previous editions of this document. The university reserves the right to change or amend the rules and regulations at any time. The new rules and regulations will be applicable to all students registered on the course.

How do we define participation in course activities?

For all onsite activities, participation is defined as full engagement for the whole duration of the academic activity at the scheduled time and venue and answering all participation questions provided through the audience response system. 

For all online activities, participation is defined as full engagement for the whole duration of the academic activity at the scheduled time on the appropriate Zoom session and answering all participation questions through the audience response system. Note that different students in the class may be scheduled at different times, your scheduled time is the only one that counts for your participation. If you miss an activity do not ask to be placed at a later time, this will not be permitted because students at the last session of the day do not have this opportunity.

All Wi-Fi enabled electronic devices must be registered to the user for use on campus. The Wi-Fi connection of your registered devices to the SGU internet will be used along with the participation data from the audience response system to verify your presence in teaching facilities. Using a device not registered to you may result in you loosing participation credit. Misrepresentation of participation records using another person’s device is unprofessional behavior and will result in academic penalties outlined in the Unprofessional Behavior section of the syllabus. 

SGU expects that students enrolled in the MD program demonstrate 100% participation in all scheduled activities. Participation below 100% means you are failing to meet our expectations, additionally, if your participation falls below 80% there are academic consequences. 

In order to pass the course, you need to complete the following: 

* These activities are mandatory, and a score must be achieved for every assessment. Without scores in all of the listed examinations and assessments, a passing course grade cannot be assigned, and a course grade of F will be registered at the end of term. A score of zero will be retained for any exam that is missed and not subsequently completed on the scheduled completion date.

** All activities must be fulfilled to the required performance, participation, and professionalism standards to earn these 20 points. Any single event activity must be remediated before a course grade can be earned. Participation in any element <80% may incur an additional professionalism penalty (up to 10% of the total course points per incidence). <70% participation in any of the multiple event activities subject to the 80% participation requirement will result in an incomplete grade that will be converted to an F at the end of term. For events where participation is recorded using the audience response system, all questions in the session must have a recorded response to earn credit for the session.

Note: For any activity in which the audience response system is used, participation credit is only awarded for full participation in all polled questions. Some activities (e.g. IMCQs) have an additional performance requirement standard (i.e.  all questions are answered with at least 50% accuracy) in order to earn points associated with the activity.

**** In addition to the lectures, ITI students need to participate in 80% of their scheduled ITI sessions. There is a total of 61 ITI Sessions. Participation for the entire 1-hour session is required for participation credit.

**** Mandatory Advising Meeting

After the APRC meetings, students who have not performed will receive an email regarding the attendance to a mandatory advising with an academic advisor from AADS.  Failure to attend will result in loss of Participation and Professionalism points.

The final course grade is calculated by converting the course points obtained by the student into a percentage. The student manual outlines the grading scales used in the SOM. 

To pass the PCM501 course a minimum of 651.05 points is required, corresponding to a percentage score of 72.50%. In addition, all relevant assessment and participation criteria must be fulfilled. 

In order to pass Basic Sciences Foundation for Clinical Reasoning (BSFCR), you need to complete the following:

* These activities are mandatory, and a score must be achieved for every assessment. Without scores in all of the listed examinations and assessments, a passing course grade cannot be assigned, and a course grade of F will be registered at the end of term. A score of zero will be retained for any exam that is missed and not subsequently completed on the scheduled completion date.

** All activities must be fulfilled to the required performance, participation, and professionalism standards. UWorld subscription must be activated and utilized and the participation in small groups must be above the 80% threshold. Academic penalties as outlined in the unprofessional behavior part of the syllabus will apply to the course in the event that these criteria are not fulfilled. 

The final course grade is calculated by converting the course points obtained by the student into a percentage. The student manual outlines the grading scales used in the SOM. Student Manual

To pass this Term 5 course a minimum of 647.43 points is required, corresponding to a percentage score of 72.50%. In addition, all relevant assessment and participation criteria must be fulfilled. 

This course is delivered as a synchronous course using a live online platform for delivery. The live online platform is used for all lectures, small groups, IMCQ’s, ITI sessions and faculty office hours. It is important that you sign into the Zoom platform using the application (NOT the browser version) and sign in using the SGU SSO – see link below for instructions.

ZOOM

https://www.iorad.com/player/1657673/SGU-Zoom---How-to-Sign-in-with-SSO

Additional guidance for online delivery of course requirements is given from IT/OIA in the following link:

ONLINE DELIVERY  

https://mycourses.sgu.edu/access/content/group/7a7ac639-acc5-4f33-b106ae0778aabff6/TeachingLearningRemotely/LearningRemotely.html

For all technical support for course delivery at home please contact support@sgu.edu see link below https://www.sgu.edu/office-of-information-technology/it-support/

Computer requirements for the course and exams are outlined in the above link under Examplify guidelines from Examination Services. 

CLASS SCHEDULE

Class schedules can be found on the Office of the University Registrar’s page.

 https://mycampus.sgu.edu/office-of-the-university-registrar/Academic-Class-Schedules

TIME ZONE:

All live activities will follow the time zone in Grenada (Atlantic Standard Time GMT -4) with no summertime adjustment in Grenada.

GRADING

Any errors in participation data, or in scores for course assessments, that are displayed in the Sakai gradebook must be reported to the Course Director within 48 hours of their publication. Errors reported later than this will not be considered for correction.

For all online proctored examinations, the published scores are preliminary at the time of publication; course penalties may apply if a subsequent investigation demonstrates a failure to comply with examination regulations or the online proctoring requirements.

For Online Assessments, where results are immediately accessible upon submission, errors must be reported before the submission deadline. 

COURSE CONTACT  

Please direct all queries to:

sompcm2@sgu.edu

The Principles of Clinical Medicine – 2 (PCM 501) is a 23-credit course conducted in four modules over 18 weeks in Term 5 of the Doctor of Medicine (MD) program at the St George’s University School of Medicine, Grenada. The first module completes the teaching of the basic science content allowing a smooth transition to the remaining modules that focus on the integration of multidisciplinary approaches to clinical scenarios that aid the students in preparation for their USMLE Step 1 Examination and their clinical years.

COURSE GOALS & OBJECTIVES

Course Goals

The goal of this single unit course - Principles of Clinical Medicine 2, is to ensure continued provision of basic science knowledge that will be presented in a logical and coherent manner whilst incorporating ethics and clinical skills. The course then unites and integrates all the fundamental concepts acquired in previous terms into multisystem frameworks that would allow students to develop essential connections. Connections that would enhance long term retention and deeper understanding of the human body as a single unit and its progressive nature. With the incorporation of hospital and clinic visits, students will also be able to apply these frameworks to real-life scenarios bridging the gap between basic and clinical years.

Course Objectives

1. Describe the mechanism of disease for various micro-organisms
2. Identify and explain the etiology, pathogenesis, clinical features, macroscopic and microscopic appearance, relevant investigations, complications and prognosis of common diseases affecting the musculoskeletal, nervous and multiple systems.
3. Describe the mechanism of action, indications, contraindications, adverse effects and interactions of major drug classes.
4. Demonstrates appropriate interpersonal and communications skills with patients and their relatives
5. Demonstrate the ability to obtain a comprehensive and/or focused medical history based on the presenting complaint
6. Demonstrate the ability to perform an appropriate comprehensive and/or focused physical examination and interpret normal and abnormal findings
7. Document and organize pertinent patient information 
8. Select appropriate diagnostic interventions based on the current practice guidelines and clinical judgement
9. Demonstrate the ability to verbalize patient information to other health providers in an acurrate, organized and concise manner
10. Develop appropriate problem representations based on various clinical scenarios
11. Apply the principles of clinical reasoning and problem solving to generate a leading hypothesis and management plan
12. Develop an understanding of the principles and techniques of basic procedural skills 
13. Provide appropriate education and counselling to patients on their health concerns through shared decision making
14. Provide appropriate education on screening and preventative health care to patients
15. Recognize, critically assess and provide appropriate interventions for medical emergencies
16. Formulate appropriate management plan specific to the disease and patient 
17. Incorporate clinical evidence from scientific studies related to specific diseases that can improve the outcome of patient care
18. Demonstrate respect for patient privacy, autonomy and dignity
19. Demonstrate respect for one's colleagues, faculty and all other health professionals  
20. Demonstrate awareness of non-biological factors that affect health care and the patient-doctor relationship 
21. Demonstrate a commitment to maintaining professionalism and an adherence to ethical principles
22. Demonstrate appropriate actions in handling ethical dilemmas encountered during patient care in accordance with the institutions guidelines and policies
23. Demonstrate the ability to be an effective team member and/or leader to ensure adequate group dynamics, functioning and patient care
24. Identify strengths and deficiencies in one’s knowledge, skills, and attitudes in order to improve and develop
25. Review the embryology, cell and organ structure and function for various system
26. Review and distinguish the etiology, pathogenesis, clinical features, altered morphology, differential diagnosis, investigations, principles of treatment, prognosis  and complications of the disorders of the various organ systems

Module Objectives

MUSCLE, NERVE AND INFECTIONS (MNI) MODULE

1. Describe the mechanism of action, indications, contraindications, potential adverse effects and interactions of drugs used for the chemotherapy of microbial and parasitic diseases.
2. Describe the mechanism of action, indications, contraindications, potential adverse effects and interactions of drugs used for the management of pain and inflammation.
3. Describe the mechanism of action, indications, contraindications, potential adverse effects and interactions of drugs affecting the central nervous system.
4. Describe the mechanism of action, indications, contraindications, potential adverse effects and interactions of botanicals and nutritional supplements.
5. Identify, explain and summarize the basic characteristics of retroviruses 
6. Analyze and summarize the basic aspects of infections in HIV-AIDS patients
7. Identify, classify and explain CNS infections based on clinical presentation and laboratory studies, including imaging and CSF analysis.
8. Identify, classify and explain infections of the special senses such as eye and ear based on pathogenesis, predisposing factors and causal agents. 
9. Describe epidemiological distribution, clinical manifestations, pathogenesis, diagnosis and methods of prevention and control measures for multisystem infections 
10. Identify and explain the etiology, pathogenesis, gross and microscopic appearances, clinical features, relevant laboratory investigations, complications and the outcomes of bone and joints
11. Identify and explain the etiology, pathogenesis, gross and microscopic appearances, clinical features, relevant laboratory investigations, complications and the outcomes of nervous system
12. Identify and explain the etiology, pathogenesis, gross and microscopic appearances, clinical features, relevant laboratory investigations, complications and the outcomes of pediatric diseases
13. Identify and explain the etiology, pathogenesis, gross and microscopic appearances, clinical features, relevant laboratory investigations, complications and the outcomes of Immunological diseases
14. Demonstrate age-appropriate interpersonal and communication skills with patients, peers and other health care professionals
15. Demonstrate the ability to obtain a medical history using a hypothesis-driven approach for a standardized patient presenting with a psychiatric, musculoskeletal, dermatological or neurological complaint
16. Perform a comprehensive and/or focused physical examination of the dermatological, musculoskeletal and nervous system including a mental status assessment
17. Demonstrate the ability to obtain a complete and accurate medical history from a pediatric patient with/without adaptations from parents and caregivers
18. Perform a comprehensive pediatric physical examination for all organ systems in a newborn, infant, child and adolescent
19. Document patient information in the SOAP note format
20. Determine the relevant diagnostic interventions to support the differential diagnosis
21. Generate a differential diagnosis, patient illness scripts and problem representations based on musculoskeletal, nervous, skin and psychiatric patient encounters
22. Apply problem solving strategies to derive leading hypothesis based on psychiatric, musculoskeletal, dermatological or neurological scenarios
23. Discuss clinical impressions, expectations and management of  the disease with the patient
24. Discuss preventative health strategies with at-risk patients 
25. Formulate an appropriate management plan for a given disease or condition in a specific patient using knowledge of pharmacotherapeutics, best practice guidelines and clinical judgement together with disease-specific and patient specific factors
26. Demonstrate the ability to provide and receive constructive feedback including self evaluations to identify areas of improvement
27. Demonstrate respect for patient comfort, privacy, confidentiality and decisions with one's own health
28. Demonstrate honesty and integrity with patients, peers and other health professionals
29. Demonstrate the ability to work as an effective and efficient team to ensure optimal patient care 
30. Maintain a professional demeanor and commitment to ethical standards

CARDIOPULMONARY, RENAL AND HEMATOLOGY (CPRH) MODULE

1. Summarize of the embryologic development, normal structures and functions of the cardiovascular system 
2. Provide an overview of the identification and management of common cardiovascular disorders, focusing mainly on integration of relevant basic sciences with the clinical features and lab investigations and interpretation of reports. 
3. Review the basic pharmacology of drugs used for various cardiovascular diseases
4. Summarize of the embryologic development, normal structures and functions of the respiratory system 
5. Provide an overview of the identification and management of common respiratory disorders, focusing mainly on integration of relevant basic sciences with the clinical features and lab investigations; and interpretation of these investigations, to aid in the diagnosis
6. Summarize of the embryologic development, components, characteristics and functions of human blood
7. Provide an overview of the identification and management of common hematological disorders, focusing mainly on integration of relevant basic sciences with the clinical features and lab investigations; and interpretation of these investigations,  to aid in the diagnosis
8. Summarize of the embryologic development, normal structures and functions of the renal system 
9. Provide an overview of the identification and management of common renal disorders, focusing mainly on integration of relevant basic sciences with the clinical features and lab investigations; and interpretation of these investigations,  to aid in the diagnosis
10. Demonstrate age-appropriate interpersonal and communication skills with patients, peers and other health care professionals
11. Demonstrate the ability to obtain a medical history using a hypothesis-driven approach from a standardized patient presenting with a cardiovascular, respiratory, renal and hematological complaint
12. Demonstrate the ability to obtain a medical history in a wide range of inpatient and outpatient settings 
13. Perform a comprehensive and/or focused physical examination of the cardiovascular, respiratory and renal systems including any additional systems based on the patient complaint
14. Perform a core and cluster physical examination on inpatients and outpatients in a wide variety of settings 
15. Generate an organized, concise and relevant patient SOAP note
16. Determine, perform and interpret relevant diagnostic interventions to support the differential diagnosis
17. Communicate normal and abnormal findings identified on various diagnostic modalities including imaging studies
18. Generate a problem representation and patient illness script based on cardiovascular, respiratory, renal and hematological patient encounter to formulate a differential diagnosis
19. Apply problem solving strategies to derive leading hypothesis based on cardiovascular, respiratory, renal and hematological scenarios
20. Recognize indications, contraindications, technique, management and complications for routine procedures 
21. Discuss clinical impressions, expectations and management of the disease with the patient
22. Discuss preventative health strategies with at-risk patients 
23. Identify, evaluate and demonstrate decision-making capabilities pertinent to the immediate intervention of critically ill patients
24. Formulate an appropriate management plan for a given disease or condition in a specific patient using knowledge of pharmacotherapeutics, best practice guidelines and clinical judgement together with disease-specific and patient specific factors
25. Demonstrate the ability to orally present a concise and logical patient case to peers and other health professionals
26. Demonstrate respect for patient comfort, privacy, confidentiality and decisions with one's own health
27. Demonstrate honesty and integrity with patients, peers and other health professionals
28. Demonstrate an understanding of cultural, environmental, socioeconomic and psychological factors that impact patient health and management
29. Maintain a professional demeanor and commitment to ethical standards
30. Recognize, critically evaluate and respond to major ethical dilemmas and conflicts encountered during interactions with patients, peers and other health professionals
31. Obtain, appraise, and assimilate scientific research to optimize clinical reasoning and decision making in medical practice
32. Demonstrate the ability to work as an effective and efficient team to ensure optimal patient care 
33. Demonstrate the ability to provide and receive constructive feedback including self-evaluations to identify areas of improvement

GASTROENTEROLOGY, OBSTETRICS, ENDOCRINE AND REPRODUCTIVE(GOER) MODULE

1. Summarize of the embryologic development, normal structures and functions of the male and female reproductive system 
2. Provide an overview of the identification and management of common male reproductive disorders, focusing mainly on integration of relevant basic sciences with the clinical features and lab investigations and interpretation of reports. 
3. Provide an overview of the identification and management of common female reproductive disorders, focusing mainly on integration of relevant basic sciences with the clinical features and lab investigations and interpretation of reports. 
4. Provide an overview of the management of common disorders of pregnancy and childbirth, focusing mainly on integration of relevant basic sciences with the clinical features and lab investigations, and interpretation of those investigations. 
5. Summarize of the embryologic development, normal structures and functions of the gastrointestinal tract and hepatobiliary system
6. Provide an overview of the identification and management of common gastrointestinal disorders, focusing mainly on integration of relevant basic sciences with the clinical features and lab investigations; and interpretation of these investigations, to aid in the diagnosis
7. Summarize of the embryologic development of the various endocrine organ system and discuss the components, characteristics and functions of their associated hormones
8. Provide an overview of the identification and management of common endocrine disorders including metabolic disorders and nutritional status. Integration of relevant basic sciences with the clinical features and interpretation lab investigations. 
9. Summarize of the embryologic development, normal structures, adaptive response and functions of the cells responsible for immunity
10. Provide an overview of the identification and management of common immunologic disorders, focusing mainly on integration of relevant basic sciences with the clinical features, screening and lab investigations; and interpretation of these investigations, to aid in the diagnosis
11. Provide an overview of the principles of biostatistics, population health, study design, interpretation and application
12. Demonstrate age-appropriate interpersonal and communication skills with patients, peers and other health care professionals
13. Demonstrate the ability to obtain a medical history using a hypothesis-driven approach from a standardized patient presenting with a gastrointestinal and renal complaint
14. Demonstrate the ability to obtain a medical history in a wide range of inpatient and outpatient settings 
15. Perform a comprehensive and/or focused physical examination of the abdominal and reproductive systems including any additional systems based on the patient complaint
16. Perform a comprehensive and/or focused physical examination for a pregnant patient
17. Perform a core and cluster physical examination on inpatients and outpatients in a wide variety of settings 
18. Generate an organized, concise and relevant patient SOAP note
19. Determine, perform and interpret relevant diagnostic interventions to support the differential diagnosis
20. Communicate normal and abnormal findings identified on various diagnostic modalities including imaging studies
21. Generate a problem representation and patient illness script based on gastrointestinal including genital, urinary and obstetric patient encounter to formulate a differential diagnosis
22. Apply problem solving strategies to derive leading hypothesis based on gastrointestinal including genital, renal and obstetric scenarios
23. Recognize indications, contraindications, technique, management and complications for routine procedures 
24. Discuss clinical impressions, expectations and management of the disease with the patient
25. Discuss preventative health strategies with at-risk patients 
26. Identify, evaluate and demonstrate decision-making capabilities pertinent to the immediate intervention of critically ill patients
27. Formulate an appropriate management plan for a given disease or condition in a specific patient using knowledge of pharmacotherapeutics, best practice guidelines and clinical judgement together with disease-specific and patient specific factors
28. Demonstrate the ability to orally present a concise and logical patient case to peers and other health professionals
29. Demonstrate respect for patient comfort, privacy, confidentiality and decisions with one's own health
30. Demonstrate honesty and integrity with patients, peers and other health professionals
31. Demonstrate an understanding of cultural, environmental, socioeconomic and psychological factors that impact patient health and management
32. Maintain a professional demeanor and commitment to ethical standards
33. Recognize, critically evaluate and respond to major ethical dilemmas and conflicts encountered during interactions with patients, peers and other health professionals
34. Obtain, appraise, and assimilate scientific research to optimize clinical reasoning and decision making in medical practice
35. Demonstrate the ability to work as an effective and efficient team to ensure optimal patient care 
36. Demonstrate the ability to provide and receive constructive feedback including self-evaluations to identify areas of improvement

DERMATOLOGY, NEUROLOGY, PSYCHIATRY AND RHUEMATOLOGY (DNPR) MODULE

1. Compare and contrast the epidemiology, symptomatology, etiology, neurobiology, differential diagnosis, DSM-V criteria for diagnosis of the psychiatric disorders. 
2. Describe the risk factors, etiology, pathogenesis, clinical presentation, complications of various geriatric problems.   
3. Provide an overview of the identification and management of common disorders of central and peripheral nervous system, focusing mainly on integration of neuroscience and other relevant basic sciences with the clinical features and interpretation of lab investigations
4. Summarize the normal structure, function and defense mechanisms of the skin
5. Provide an overview of the identification and management of common disorders of the skin, focusing mainly on integration of relevant basic sciences with the clinical features and interpretation of lab investigations, including invasive techniques.
6. Compare and contrast the etiology, pathogenesis, clinical features, altered morphology, differential diagnosis, investigations and complications of autoimmune and rheumatologic disorders.
7. Identify and discuss the medicolegal obligations and common related issues encountered in clinical practice
8. Demonstrate age-appropriate interpersonal and communication skills with patients, peers and other health care professionals
9. Demonstrate the ability to obtain a medical history using a hypothesis-driven approach from a standardized patient presenting with a nervous, psychiatric and musculoskeletal complaint
10. Demonstrate the ability to obtain a medical history in a wide range of inpatient and outpatient settings 
11. Perform a comprehensive and/or focused physical examination of the nervous and musculoskeletal systems including a mental status exam and any additional systems based on the patient complaint
12. Perform a core and cluster physical examination on inpatients and outpatients in a wide variety of settings 
13. Generate an organized, concise and relevant patient SOAP note
14. Determine, perform and interpret relevant diagnostic interventions to support the differential diagnosis
15. Communicate normal and abnormal findings identified on various diagnostic modalities including imaging studies
16. Generate a problem representation and patient illness script based on gastrointestinal including genital, urinary and obstetric patient encounter to formulate a differential diagnosis
17. Apply problem solving strategies to derive leading hypothesis based on various neurological, psychiatric and rheumatological scenarios
18. Recognize indications, contraindications, technique, management and complications for routine procedures 
19. Discuss clinical impressions, expectations and management of the disease with the patient
20. Discuss preventative health strategies with at-risk patients 
21. Identify, evaluate and demonstrate decision-making capabilities pertinent to the immediate intervention of critically ill patients
22. Formulate an appropriate management plan for a given disease or condition in a specific patient using knowledge of pharmacotherapeutics, best practice guidelines and clinical judgement together with disease-specific and patient specific factors
23. Demonstrate the ability to orally present a concise and logical patient case to peers and other health professionals
24. Demonstrate respect for patient comfort, privacy, confidentiality and decisions with one's own health
25. Demonstrate honesty and integrity with patients, peers and other health professionals
26. Demonstrate an understanding of cultural, environmental, socioeconomic and psychological factors that impact patient health and management
27. Maintain a professional demeanor and commitment to ethical standards
28. Recognize, critically evaluate and respond to major ethical dilemmas and conflicts encountered during interactions with patients, peers and other health professionals
29. Obtain, appraise, and assimilate scientific research to optimize clinical reasoning and decision making in medical practice
30. Demonstrate the ability to work as an effective and efficient team to ensure optimal patient care 
31. Demonstrate the ability to provide and receive constructive feedback including self-evaluations to identify areas of improvement
32. Describe and discuss the expectations, rules, regulations and procedures of an objective structed comprehensive examination

For all administrative questions (including notification of absence from lab or small group activities) contact our departmental secretaries and course director at SOMPCM2@sgu.edu.  Please do not send a message to all faculty. Your query will typically be responded to within 24 hours. Response to queries received after 4:00PM on Friday may be delayed. 

Course Leadership Team

 Support Staff

Teaching Faculty

A full list including a biography of the teaching faculty will be provided on SAKAI. 

Clinical Tutors and Teaching Fellows

A group of physicians responsible for facilitating small group sessions and other educational activities. See SAKAI for further information

Preceptors 

Primary care physicians and consultants registered to practice clinical medicine in Grenada who are responsible for instructing and facilitating the students during their hospital and clinic visit. See SAKAI for further information

Standardized Patient (SPs)

Individuals of various backgrounds who are trained to portray, in a consistent and standardized manner, a patient in a medical situation, allowing students to practice their communication, history taking and physical examination skills. 

Required textbook, lecture slides, small group material and additional resources are provided on My Courses.

Copyright 2021 St. George's University.  All rights reserved. 

All course material, whether in print or online, is protected by copyright. Course materials, in part or in their entirety, may not be copied, distributed or published in any form, printed, electronic or otherwise. As an exception, students enrolled in the course are permitted to make electronic or print copies of all downloadable files for personal and classroom use only, provided that no alterations to the documents are made and that the copyright statement is maintained in all copies. 

Lecture recordings are explicitly excluded from download and creating copies of these recordings by students and other users is strictly prohibited.

Course Website

The Principles of Clinical Medicine two (PCM2) course offers a website through Sakai, our learning management system. This site is used for COMMUNICATION (including Announcements and Discussion Forums) and COURSE TOOLS (including Syllabus, Resources, Tests & Quizzes, Gradebook, a link to Lecture Recordings and a web link to the student resources of the Required Books). 

To login, go to myCampus Secure Login (Carenage), type in your user ID and password, and click on MyCourses. 

Electronic Resources

Distribution of course material will be in electronic format. The Resources folder contains multiple subfolders arranged by module and teaching week, which contain all relevant course materials. In accordance with the Committee for Technology based Teaching and Learning (CTTL) recommendations, students are provided with unlocked PDF files, which may be annotated for personal use. This format facilitates active learning, as it allows highlighting and annotations, using a variety of platforms, operating systems and annotation software. Copyright restrictions regarding the duplication of materials apply (see copyright statement above).

Required Textbooks

• Robbins Basic Pathology (10^th ed.) - Kumar, Cotran, Robbins - latest Edition, WB Saunders Co. 
• Pre-test Pathology (13^th ed.) - Earl J. Brown [for sample questions]
• Katzung, BG. Basic & Clinical Pharmacology (14th ed.). McGraw-Hill, 2017. 
• Whalen, K. Lippincott’s Illustrated Reviews. Pharmacology (7th ed.). Lippincott Williams and Wilkins, 2018. 
• Trevor, AJ, Katzung, Knuidering-Hall, M. Katzung & Trevor's Pharmacology Examination and Board Review (11th ed.). McGraw-Hill Medical, 2015. [for sample questions]
• Jawetz, Melnick, & Adelberg’s Medical Microbiology, 27th Edition by Karen C. Carroll, Stephen A. Morse, Timothy Mietzner and Steve Miller.
• Bates' Guide to Physical Examination and History Taking Bickley, L. S., Szilagyi, P. G., & Hoffman, R. M.. Philadelphia: Wolters Kluwer. 2017
• Bates Visual Guide [available only through the library site: https://batesvisualguide.com.periodicals.sgu.edu/multimedia.aspx?categoryID=21787 ]
• Kochar’s Clinical Medicine for Students, Fifth Edition. Dario M. Torre, MD, MPH, FACP Geoffrey C. Lamb, MD Jerome V. Ruiswyk, MD Ralph M. Schapira, MD. K. Lippincott Williams and Wilkins, 2009.  

Recommended Textbooks

• Robbins Review of Pathology, Klatt and Kumar, WB Saunders Co. e-platform [for sample questions]
• Bates' Pocket Guide to Physical Examination and History Taking Bickley, L. S. Philadelphia: Wolters Kluwer, 2017 
• The patient history: an evidence-based approach to differential diagnosis. Henderson, Mark C.  Stamford, CT: Appleton & Lange, 2013.
• Symptom to Diagnosis: an evidence-based guide. Stern, Scott D. C.  New York: McGraw-Hill Education/Medical, 2015.
• Evidence-based physical diagnosis. McGee, Steven R.  Philadelphia, PA: Elsevier, 2018.
• Step-Up to Medicine. 4^th Edition. Steven S Agabegi; Elizabeth Agabegi
• Pathophysiology of Disease - An Introduction to Clinical Medicine: Gary D. Hammer, MD, PhD, Editor, Stephen J. McPhee, MD, Editor. 7th edition, a Lange Medical book. This book is available in library data base under Access Medicine.
• Current Medical Diagnosis & Treatment 2018 Maxine A. Papadakis, Stephen J. McPhee, Michael W. Rabow (Access Medicine). This book is available in library data base under Access Medicine
• Harrison's Principles of Internal Medicine, 20th Edition: J. Larry Jameson, Anthony S. Fauci, Dennis L. Kasper, Stephen L. Hauser, Dan L. Longo, Joseph Loscalzo. This book is available in library data base under Access Medicine.

Online resources

List of all online medical textbooks available through SGU library: https://mycampus.sgu.edu/group/library/databases-and-ebooks AccessMedicine https://accessmedicine.mhmedical.com.periodicals.sgu.edu/

This resource contains searchable medical textbooks and is highly recommended. It has a search function to look up concepts relevant to medical student education.

Free online access for SGU students (requires log-in with SGU credentials)

Additionally, many reliable websites offer free access. The use of online resources is particularly recommended to prepare for the Small Group Sessions or additional reading. Especially useful sites are:

• https://assets.acponline.org/telemedicine/scormcontent/ - /
• https://www.clinicalkey.com
• https://library.med.utah.edu/WebPath/webpath.html   
• http://peir.path.uab.edu/library/   
• http://www.path.uiowa.edu/virtualslidebox/
• http://www.rxlist.com  
• http://www.merck.com/mmpe/index.html  
• http://www.cdc.gov  
• http://www.medscape.com  
• https://accessmedicine.mhmedical.com/index.aspx
• http://meded.lwwhealthlibrary.com.periodicals.sgu.edu/
• http://www.dynamed.com/

Required Readings

The content of each Required Reading is integrated into course activities including lectures, Small Groups, and Directed Learning Activities. Each required reading should be previewed before the relevant lecture and/or Small Group and read closely afterwards to reinforce knowledge and understanding. Some readings are referred to repeatedly during different parts of the course. 

Required Electronic Equipment

Laptop

Students need a personal laptop that meets the specifications outlined by SGU Examination Services (access to a webcam and a stable internet connection is also required for online course delivery and assessments;  https://mycourses.sgu.edu/access/content/group/7a7ac639-acc5-4f33-b106ae0778aabff6/TeachingLearningRemotely/LearningRemotely.html  See section on Examplify guidelines from Examination Services).

It is the responsibility of each student to ensure his/her laptop is in full working condition, as specified by Examination Services, and keep it up to date. For those students in ITI on campus an ethernet cable and USB ethernet dongle will be required. In ITI venues no Wi-Fi streaming of content is allowed and all students must be equipped to have wired access to the internet. Ethernet cables and wireless dongles are available for purchase from the University bookstore.

Turning Point

Turning Point is the audience response system utilized in all basic sciences courses. It’s use is assumed to reflect the participation and performance of the student to whom the device is registered. Misrepresentation of participation and/or performance through the misuse of the audience response system constitutes academic dishonesty and may result in loss of points, additional course penalties and/or referral to the Office of Judicial Affairs. Participation in online activities is monitored through Turning Point (Turning Technologies). Dedicated Clicker devices are normally used in a physical lecture. 

For online live lectures, there are two options for submitting a response to a clicker question:

1. Turning Point App from Google Play or Apple Stores: This must be accessed with the students SGU turning point account.
2. Browser based TTPoll.com can also be used for the audience response system.

For any on campus live sessions, a student may use only a single clicker, which has been registered to their name. Clicker devices are not to be shared with any another student, temporarily re-registered under a different name, or used on behalf of any other student. Each student is responsible for the registration of their individual clicker and responsible for keeping it in full working condition at all times during the course. Any problems with the device should be reported to the course e-mail (SOMPCM2@sgu.edu) on the day the problem occurs, and adequate steps should be taken to resolve the issue immediately (e.g. battery replacement, or repair or replacement of device).

Students are required to participate with the audience response system in scheduled teaching sessions, and it is the students’ responsibility to ensure that they are able to do so. Any technical failures fall within the normal 80% participation requirement.

If there is any problem with the clicker, app or browser, ensure adequate steps are taken to resolve the issue (e.g. battery replacement, repair or replacement of device, download of new app, seek assistance from IT, etc.). A new device or batteries can be obtained at the bookstore. On campus, clicker functioning can be checked at the Charter Hall print room.

Students MUST participate in all components of the course with their assigned cohort. No switching is permitted. Any student who fails to participate in a session with their assigned cohort will lose the participation for that particular course activity.

Ensure that you review the Learning Pathway document on SAKAI for further details on the expectations for each course component

Please be advised that all course activities will be subject to video recording for educational and other purposes and your participation in this course is deemed to constitute consent to the recording and use of your image and voice.

COURSE ASSESSMENTS

Course assessments may be summative (a high-stakes assessment that counts towards points in the gradebook), formative (a low stakes assessment that provides valuable feedback to students to optimize their learning strategies), or both. 

The total summative assessment points that can be earned in the course are listed in the table below:

* The number of stations is subject to change. 

STUDENT SUPPORT

Office Hours

Office hours will be provided by the teaching faculty through a live online delivery platform as open office hours (log in) or by appointment. The available hours (open or appointments) for the different faculty members will be posted on Sakai. Appointments should be made through the module secretaries or individual faculty. 

Open Hours

Clinical Tutors and Teaching Fellows will be made available to provide additional assistance to student’s outside of scheduled coursed activities. Details regarding these sessions will be posted on SAKAI.