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Medical Student Education

Third Year Clerkship Course Director: Oliver Cerqueira, DO Course Coordinator: Ginger Wilson
Status:	Required
Length:	Six weeks inpatient, Two weeks outpatient
Number of Students:	Three - Four Medical Students Three - Four PA Students
Courses/Year:	Six
Text:	ACP/CDIM - IM Essentials of Internal Medicine Text ACP/CDIM - IM Essentials of Internal Medicine Questions
Goal:	To learn the job of a first day sub-intern in inpatient general internal medicine.

Fourth Year Ambulatory Medicine Course Director: Oliver Cerqueira, DO Course Coordinator: Ginger Wilson
Status:	Required
Length:	Four Weeks
Number of Students:	Four - Five Students
Courses/Year:	Six - Eight
Text:	ACP/CDIM - IM Essentials questions.
Goal:	To learn the job of a first day intern in ambulatory internal medicine.

Advanced Medicine Course Director: Oliver Cerqueira, DO Course Coordinator: Ginger Wilson
Status:	Elective
Length:	Four Weeks
Number of Students:	One - Two Students
Courses/Year:	Every four weeks
Text:	A learner-centered course focused on each student’s specific learning objective, which are described in the students learning contract. Along with student objectives, the learning contract identifies the resource needs, timeline for learning, and evaluation measures.
Goal:	Subinternships in inpatient general medicine or medical intensive care. Medicine subspecialties including cardiology, pulmonary, infectious disease, rheumatology, endocrinology, gastroenterology and courses of individualized content based upon unique student interest.

Longitudinal Clinic
Status:	Voluntary pilot project (92-98% of students each year), participants are randomly selected with remainder of students as controls. This is a joint project along with Family Practice and Pediatrics.
Length:	Bi-weekly for two years.
Number of Students:	Twelve in Internal Medicine and eight in Family Practice.
Rationale:	Longitudinal responsibility for the comprehensive care of patients is the defining experience separating generalist practice from specialist care. Several medical schools have experimented with longitudinal clinics for medical students that have been successful at providing students with long-term relationships with attending physicians, but much less successful at providing ongoing relationships with patients. This experiment implements a unique model of care (practice groups within faculty private practice) that provides the opportunity for long-term continuity between the patient, student, and the attending, thus facilitating the learning of the primary care principles of comprehensive, coordinated, and continuous care. At OU, Tulsa, a pilot MSLC was began in 1995. It is highly popular with students, with more than 95% of beginning MS3’s volunteering to participate each year. At present, the Tulsa MSLC accommodates about a third of students. After two years in MSLC, students typically have followed, along with their attending, a continuity panel of 25-35 patients. The Tulsa MSLC has strong support from the Dean, Chairs, Clerkship Directors, and Program Directors.
MSLC Goal:	To form a triadic relationship over time between medical student, attending, and patient. Maintaining continuity to patients through commitment to the group practice is the essential element in this project.

Geriatrics Clerkship Course Director: John Carment, MD Course Coordinator: Ginger Wilson
Status:	Required for all 4th year students
Length:	Four weeks
Number of Students:	Three – Four students per course
Courses/Year:	Six to Seven
Text:	An extensive syllabus is provided for this course.
Goal:	To familiarize the students with the discipline of geriatric medicine and to meet the learning objective set forth by the American Geriatrics Society as basic knowledge for undergraduate medical students.

Internal Medicine Special Studies
Status:	Elective
Length:	Two - Four Weeks
Number of Students:	unrestricted
Text:	As appropriate to course objectives
Goal:	Student developed and directed course of study (requires course approval and/or identification of learning objectives and evaluation expectations prior to beginning course.)