ACADEMIC MATTERS
TABLE OF CONTENTS:
You may download the Acrobat Reader free of
charge from Adobe Systems Inc.
Top of Table of Contents
The following honors are awarded to students who display academic excellence and outstanding performance during their years of medical education:
At the Annual Awards Ceremony in May, the following awards are given to Seniors.
The following teaching awards are chosen by the students:
All awardees are recognized at the Annual University Honors Convocation in the Carnegie Music Hall. This recognition takes place after the school's award ceremony usually in April of the following year.
The University of Pittsburgh School of Medicine offers a centrally governed, integrated, inter-disciplinary curriculum that emphasizes problem-solving and self-directed learning, as well as an early introduction to the patient. Problem-based learning is a significant component of the curriculum. Recent advances in the curriculum are the initiation of an augmented Introduction to Patient Care block with an emphasis on clinical skills and performance-based assessment, the Physician and Society blocks, and the addition of a new Scientific Reasoning in Medicine block.
The first year begins with the Patient, Physician and Society block and the first week of medical school is devoted exclusively to a course called, "Introduction to Being a Physician." This course features exposure to patients and experienced clinicians to provide the incoming students with an orientation to their new roles as medical students and future physicians. Other courses in this block then continue throughout the first two years with one morning session per week in addition to material that is integrated elsewhere.
The basic sciences essential to medicine are presented in a fully integrated twenty-five week Fundamentals of Basic Science core. The remainder of the first year and most of the second year consists of curriculum that presents physiology, pathophysiology, pharmacology and basic medical science content into integrated organ systems-based courses. The final weeks of the second year are devoted to an Integrated Case Studies Course. This course emphasizes data acquisition and problem solving. It is intended to help students actively review the material presented during the first two years and serves as a bridge to the patient care responsibilities assumed in the third year clinical clerkships. The Integrated Case Studies Course is taught in small group settings where students work closely with basic science and clinical faculty.
The Scientific Reasoning in Medicine block begins during the first year with courses in medical decision-making and methods and logic in medicine. These two courses are designed to prepare students to apply the scientific method to clinical problems. First year students will also begin to formulate plans for their independent scholarly projects. Students will spend at least three months on this required project. The specific field of investigation and thought will be left open to development by the individual student working closely with his or her mentor. The Curriculum Committee and UPSOM faculty will define the requirements and levels of quality and achievement necessary for each project to meet the goals of the program.
The Introduction to Patient Care block begins early in the first year and includes courses on medical history taking and normal physical examination skills. During the first year students will have the opportunity to learn about health care while working one-on-one with primary care and subspecialty physicians. They will also visit local sites for a close-up look at health care delivery in a wide variety of community settings, including drug and alcohol rehabilitation centers, nursing homes, homeless shelters, and other settings that are for underserved populations. Acquisition of advanced physical examination skills and clinical procedure skills continues through the second half of first year and through the second year.
During the third year of medical school all students rotate through eight required clerkships: Adult Inpatient Medicine, Combined Ambulatory Medicine and Pediatrics, Specialty Care, Clinical Neurosciences, Family Medicine, Obstetrics and Gynecology, Pediatric Inpatient Medicine, and Surgery and Perioperative Care. Students also have the opportunity to take some elective rotations during their third year, delaying selected required clerkships into fourth year.
The selection of elective experiences during third and fourth year gives the student an opportunity to study the areas in which he/she is most interested. The elective education experiences allow students to develop interests on an individual basis. Each student chooses from a variety of different fields, giving him/her an opportunity to explore various interests and to reinforce earlier areas of study.
During the fourth year all students are required to complete one Integrated Life Sciences Selective and one, acting internship (sub-internship) served in a clinical rotation. The acting internship clinical rotations are offered on an in-patient service in the Departments of Family Medicine, Medicine, Pediatrics or Surgery.
A list of electives can be found in the electives catalogue or online at: University of Pittsburgh - Medical School - Student Affairs
These list each course, its requirements, its format, the faculty involved and the expectation of what can be learned by the student at the end of the course. At the conclusion of each elective, the students complete an online evaluation to determine if the goals of the course have been met. Their evaluations are available to other students and Department Chairs after the seniors graduate.
It is possible to spend up to twelve (12) weeks of the fourth year at sites other than those listed in the elective catalogue, provided these programs are approved by the appropriate department and the Associate Dean of Student Affairs.
Each student's elective choices are discussed with and approved by a faculty scheduling advisor, who is chosen from a list of selected clinical faculty. The scheduling advisor may also assist in career advising and selection of residency training programs, but also might be chosen from a completely different department than the student's chosen specialty, and then advise only on fourth year scheduling matters.
Revised July 2006
Analytical thought and rational decision-making are the hallmarks of modern medical practice. The Scientific Reasoning in Medicine component of the proposed new medical school curriculum grows out of the conviction that the ability to read and critically evaluate medical literature and to think through a patient’s medical concerns or a biomedical problem from first principles is an essential component of undergraduate medical education in the current era. This is true regardless of whether the student intends to pursue a career in academic medicine, whether research-, teaching-, or clinical service-based, or in private clinical practice. Furthermore, the design, performance, and presentation of an independent project and the critical evaluation of the projects of others represent one outstanding way to develop and crystallize analytical thinking skills and the tools for rational decision-making.
As the new curriculum is conceived, students at the University of Pittsburgh School of Medicine will be given an opportunity to read and critically evaluate scientific and medical literature, present a research proposal and get direct feedback from faculty and other students on that proposal, perform a research project under direct mentorship from an expert in that field, present the research project in both informal and formal collegial venues, and discuss, trouble-shoot, and critique the research and presentations of their colleagues in their medical school class. The aims of the Scholarly Project component of the new curriculum are therefore to:
Foster analytical thinking skills and the development of tools for rational decision making in future physicians;
Provide role models, mentorship, and guidance for students regarding careers that integrate research, teaching and clinical services;
Present research and scholarly biomedical pursuits to students as endeavors that often, but not always, involve collegial interaction;
Enhance the medical school culture of self-directed and peer group fostered learning;
Enhance the oral and written communication skills of graduating medical students.
Review website for more detailed information. SCHOLARLY PROJECT
AREAS OF CONCENTRATION AND LONGITUDINAL CERTIFICATE PROGRAMS
Disabilities
Medicine
Geriatric Medicine
Global Health
Medical Humanities
Neuroscience
Patient Safety
Service Learning:
Program for Healthcare of Underserved Populations
Women's Health
LONGITUDINAL PROGRAMS
Clinical Scientist Training Program
Enrichment Program in Biomedical Research
Help with study and test taking skills, as well as tutors, is available through the Academic Development Office, M203A Scaife Hall, (648-2039).
Students may save a considerable amount of money by shopping around before making purchases, but it is advised that students be sure to buy good quality instruments.
Dissection Instruments: Necessary for the Basic Science Core
White Coats: First-year students should have long coats for the anatomy lab and short coats for clinical conferences. One short white coat will be provided during orientation.
Stethoscope, Oto Ophthalmoscope, Reflex Hammer and Tuning Fork.
Top of Table of Contents
Many students insure their books and equipment against possible loss while in medical
school. Coverage is offered by
Kramer-Warner Associates each year to the incoming
freshmen class. The rates are reasonable because the policy is sold at group prices and
service is reliable. Mr. Warner has been dealing with medical students at this school for
some time.
Top of Table of Contents
FIRST AND SECOND YEAR COURSE DESCRIPTIONS
Listed in
Numeric Order
|
FUNDAMENTAL OF BASIC
SCIENCE - SECTION 1 |
Section 1 of the Basic Science Block introduces major themes from anatomy, as well as providing an introduction to imaging and radiology. Instructional modalities in this intensive course include lecture, dissection and problem based learning exercises. There are written and laboratory examinations following each of the three segments of the course, and a comprehensive final examination.
|
FUNDAMENTAL OF BASIC SCIENCE BLOCK - SECTION 2 |
Section 2 of the Basic Science Block is a multidisciplinary section that covers molecular and cellular principles and concepts from cell biology, developmental biology and genetics. It introduces the major theme of transmission of information - between generations and between and among cells and cell systems. This section ends with the consideration of energy (metabolic) pathways essential to homeostasis. Lectures, workshops, laboratory exercises and small group problem-solving sessions comprise this section.
|
FUNDAMENTALS OF BASIC SCIENCE BLOCK - SECTION 3 |
Section 3 of the Basic Science Block begins with a segment that elucidates the systems of communication that are activated upon challenge by disease causing organisms and physiologic stressors (Immunology). The final course in this section is the study of disease-causing organisms, their occurrence, preferred hosts and the diseases they cause. Evaluation is based on laboratory exercises, problem-solving sessions and written examinations.
|
ORGAN SYSTEMS PATHOPHYSIOLOGY BLOCK - SECTION 1
|
This first course of the organ systems block, Neuroscience, provides a detailed, comprehensive survey of nervous system structure, function and dysfunction. Topics include sensory and motor systems, learning and memory, language, sleep and epilepsy, as well as brain imaging methods, vascular disorders, neoplasms, and infections of the central nervous system. Material is integrated across multiple disciplines including neurophysiology, neurology, pharmacology, neuropathology and neuroradiology. The goal is to provide a mechanistic understanding of normal and pathological brain function, and to teach methods of identifying and localizing major disease processes. The learning formats are lectures, laboratories, PBLs, case-based neurology conferences and self-study. Student evaluation is based on two written exams and PBL participation.
The second course in this section, Introduction to Psychiatry, introduces students to common psychiatric illnesses and their assessment and treatment. There is a written exam and a final paper or presentation due at the end of the course. Student group attendance and small group participation are also included in the overall course grade.
|
PATIENT, PHYSICIAN AND SOCIETY BLOCK - SECTION 1 |
This first section of this block consists of two courses: 1) Introduction to Being a Physician has case problems on public health and medicine, breast cancer, cystic fibrosis, Geriatrics and HIV/AIDS with patient interviews, group exercises, lectures, independent study and self-directed learning; 2) Ethics, Law and Professionalism addresses the basic concepts and methods for analysis of ethical and legal issues in the physician-patient relationship. The sessions in this course are structured as seminars with both didactic and interactive components. Videotapes, email case discussions, and debate complement the lectures. Readings are assigned and there is a final examination at the end of the course.
|
PATIENT, PHYSICIAN AND SOCIETY BLOCK - SECTION 2 |
Section 2 of this block consists of the course, Behavior, Illness and Society, which teaches etiology and treatment of physical illness from the perspective of patient and physician behavior. The course covers topics of wellness, adaptation to stress, personal inventories and is based on case studies to introduce each topic. The case studies are introduced in one of the following formats – presentation of a patient, video/movie illustrating the issue, and/or a panel discussion. Online, interactive cases and discussions are an integral part of this course.
|
SCIENTIFIC REASONING IN MEDICINE BLOCK - SECTION 1 |
The first course of this block, Introduction to Medical Decision Making, teaches critical thinking regarding diagnosis, treatment and prevention of disease as well as statistical methods applicable to clinical studies. This course uses lecture, small group problem solving sessions, and final, individual presentations by students. There is a written examination at the end of the course.
|
SCIENTIFIC REASONING IN MEDICINE BLOCK - SECTION 2
|
The second section of this block is the first part of a two-year course intended to provide students with the skills needed to read and use medical literature. These skills will also contribute to their own studies conducted during their mentored, scholarly project. In this segment, students will use the tools and skills obtained during the preceding course to analyze seminal literature in science and medicine. Evaluation is based on student critiques of assigned papers as well as on a formal presentation, to their small group, of a problem of interest to them, methods of approaching it and feasibility of their proposed approach.
|
INTRODUCTION TO PATIENT CARE BLOCK - SECTION 1 |
The first course in this section, Medical Interviewing, develops medical interviewing skills using patient simulators. The second course, Introduction to Physical Examination, is designed to provide the first introduction to the techniques of performing a physical examination. By practicing on peers, students learn the skills of a normal physical examination and how to conduct an exam in an orderly fashion. Emphasis is on technique and normal findings with very little discussion of pathophysiology. Use of the stethoscope, oto-ophthalmoscope, reflex hammer and tuning fork are demonstrated and practiced. The goal is to familiarize students in the use of their instruments and prepare them for experiences in physician offices during the remainder of the first year.
Required Instruments: Stethoscope; Oto-ophthalmoscope; Reflex Hammer; Tuning Fork
|
INTRODUCTION TO PATIENT CARE BLOCK - SECTION 2 |
The Advanced Physical Examination Course of the Introduction to Patient Care Block is an extension of the Introduction to Physical Examination course. During this course, which spans the first two years, students will expand their knowledge of history taking and physical examination skills by examining patients both in adult medicine and in the pediatric setting. Pathophysiology and its correlation to history and physical examination skills are stressed. Students are also expected to record and synthesize the information collected during the clinical encounter as a written history, physical exam, and patient assessment. The goal is to prepare students to do complete and accurate history-taking and physical examinations during their clerkships. This course is integrated with the Clinical Experience Course. There are seven, month-long sessions, four of which will be physical examination sessions and three will be the Clinical Experience rotations described below. There is a written examination, a clinical performance grade from instructors, and a required performance-based assessment at the end of the course.
The Clinical Experience Course is designed to familiarize students with how physicians practice medicine in their offices and to expose students to the various aspects of health care delivery in the community. Each student will be scheduled for three, month-long rotations, one month of one afternoon a week in a physician's office, one month of once a week afternoon visits to an assigned community site for underserved populations, and one month with a student-selected ambulatory sub-specialty office or an additional month at a primary care physician’s office. There will also be full class sessions on health care disparities, alcohol and substance abuse, and health care to the underserved. No textbook is required but a syllabus is provided. Completion of weekly Teaching and Learning logs is required. Grading is determined by attendance and passing the Final Examination
|
PATIENT PHYSICIAN AND SOCIETY BLOCK – SECTION 3 |
This course will focus on health systems and the delivery of health care and health care finance, quality control. Major objectives will examine a.) How the health care system works; b.) Patient safety and quality; and c.) Interdisciplinary collaboration, problem solving and creativity in health care delivery. Each segment of the course will consist of lectures, followed by small-group, problem-solving sessions. Educational formats include lectures, panel discussions, group exercises and invited speakers. Evaluation will be based on a written examination and on the presentation given in the small group exercise.
|
SCIENTIFIC REASONING IN MEDICINE BLOCK - SECTION 3
|
The third section of this block is the second part of a two-year course intended to prepare students for their four-year, mentored scholarly project. In this segment, students will use the tools and skills obtained during the preceding course to analyze seminal literature in science and medicine. Evaluation will be based on student critiques of assigned papers as well as on a formal presentation, to their small group, of a problem of interest to them, methods of approaching it and feasibility of their proposed approach.
|
ORGAN SYSTEM PATHOPHYSIOLOGY BLOCK - SECTION 2
|
This second section of the Organ Systems Pathophysiology Block consists of four segments: a computer-based introduction to principles of pathology, followed by courses on the cardiovascular, renal, and pulmonary systems. The course is interdisciplinary. In addition to the basic science components, the subject matter includes clinical aspects of diseases and their medical management. The learning format is in small groups, laboratories, lectures, tutorials/conferences and self-study. Student evaluation is based on written exams and small group problem-solving participation.
|
ORGAN SYSTEMS: PATHOPHYSIOLOGY BLOCK - SECTION
3 |
This third section of the Organ Systems Pathophysiology Block consists of four segments: Endocrine and Digestion and Nutrition cover normal structure and function of the digestive and endocrine systems as well as introduction to diseases of both systems. Reproductive and Developmental Biology covers material in a chronological fashion from fertilization through aging. Hematology covers the physiology of the major blood forming organs and an introduction to common hematologic diseases. The learning format is small groups, clinical pathologic correlation sessions, laboratories, lectures, tutorials/conferences and self-study. Student evaluation will be based on written exams and small group problem-solving participation.
|
ORGAN SYSTEMS BLOCK - SECTION 4 |
This course will begin with the cardiovascular segment OS 2 and run through all of the courses in Organ Systems 2 and 3. At appropriate times in those courses, basic mechanisms of pharmacologic agents will be taught in the context of each organ system. This course will cover classes of agents, mechanisms and drug targets as well as potential side effects and future developments. The format will be primarily lecture with some workshops, as well as material incorporated into problem-based learning sessions.
|
ORGAN SYSTEMS BLOCK - SECTION 5
|
The course objective of this fifth section of the Organ Systems Block is to apply information acquired during the first two years to patient cases as presented on the computer, further developing independent active learning and data acquisition skills. In addition, the course serves as a bridge to the direct patient responsibilities of the final two years of medical school. The format is exclusively problem-based learning. There is no final examination. The course is honors/pass/fail based on small group participation.
|
INTRODUCTION TO
PATIENT CARE BLOCK - SECTION 3 |
The
Advanced Physical Examination Course of the Introduction to Patient Care Block
is an extension of the Introduction to Physical Examination course. During this
course, which spans the first two years, students will expand their knowledge of
history taking and physical examination skills by examining patients both in
adult medicine and in the pediatric setting. Patho-physiology and its
correlation to history and physical examination skills are stressed. Students
are also expected to record and synthesize the information collected during the
clinical encounter as a written history, physical exam, and patient assessment.
The goal is to prepare students to do complete and accurate history-taking and
physical examinations during their clerkships. This course is integrated with
the Clinical Experience Course. There are seven, month-long sessions, four of
which will be physical examination sessions and three will be the Clinical
Experience rotations described below. There is a written examination, a clinical
performance grade from instructors, and a required performance-based assessment
at the end of the course.
The Clinical Experience Course is designed to familiarize students with how
physicians practice medicine in their offices and to expose students to the
various aspects of health care delivery in the community. Each student will be
scheduled for three, month-long rotations, one month of one afternoon a week in
a physician's office, one month of once a week afternoon visits to an assigned
community site for underserved populations, and one month with a
student-selected ambulatory sub-specialty office or an additional month at a
primary care physician’s office. There will also be full class sessions on
health care disparities, alcohol and substance abuse, and health care to the
underserved. No textbook is required but a syllabus is provided. Completion of
weekly Teaching and Learning logs is required. Grading is determined by
attendance and passing the Final Examination. See Transportation Statement
|
INTRODUCTION TO
PATIENT CARE BLOCK - SECTION 4 |
The first four weeks of the final section of the Introduction to Patient Care Block will be the Advanced Medical Interviewing Course. This course is designed to move students from the basic patient interviewing skills that were introduced in the first year Medical Interviewing Course to a higher skill level in patient communication which will be required during the clinical clerkship years. Using standardized patients, and with guidance from a faculty facilitator and peers in small groups, students will learn and practice “hard to ask questions” and deal with specific “content-sensitive” cases (e.g., abuse, anger, drug use and sexuality).
The last four weeks of the Introduction to Patient Care block will consist of the Clinical Procedures Course, that introduces students to basic diagnostic, therapeutic, invasive, and non-invasive procedures commonly performed in clinical medicine. This course gives students the opportunity to practice clinical procedures in a laboratory setting, through interactive small-group sessions with the faculty, using equipment and supplies normally found on patient care units. The goal is to familiarize students with basic clinical procedures that they may be asked to perform on patients during their clinical rotations.
There is no final examination. The course is honors/pass/fail based on small group participation.
UNIVERSITY CLOSING/CANCELLATION OF CLASSES
In the event that the (entire) University "closes" or "cancels classes" The School of Medicine's first and second year classes will be canceled. University closing is at the discretion of the Chancellor and is announced in accordance with University policy.
PLEASE NOTE.....
1) This policy applies only to first and second year medical school classes.
2) Third and fourth year students should be guided by the direction of the clinical department within which they are enrolled on the day(s) on which the University is closed or classes are canceled.
3) It is assumed that staff and medical students will exercise their discretion regarding the feasibility to traveling to campus during inclement weather. Each individual must determine for himself/herself if he/she is able to come to campus safely.
4) Non-examination course activities (i.e. lectures, labs, small groups) may be integrated by the Course Director with in the remaining time allocated for the course.
5) Examinations may be rescheduled by the director of the Office of Medical Education in consultation with the Course Director. Examinations will generally be re-scheduled on the next regular class day (Such re-scheduling is expected to intrude on the time allocation of the following course. The time lost in the following course will be integrated by the Course Director within the remaining time allocated for that course.)
"Approved by George Michalopoulos, M.D., Ph.D., Interim Dean of the Medical School
- February 6, 1996."
Top of Table of Contents
Medical schools have recently recognized that students need educational experiences beyond those available in teaching hospitals. In answer to this educational need, ambulatory sites, rehabilitation centers, geriatric facilities, nursing homes, health centers, and other venues have been introduced to provide a comprehensive exposure to a broad range of patients, illness, and care. At the University of Pittsburgh School of Medicine, we are arranging teaching in more locales than before, and we have therefore felt the need for a transportation statement.
University of Pittsburgh students are responsible for arranging their own transportation, including that to and from their clinic sites. These sites, usually, are accessible by public transportation from the medical school.
When a clinical site is inaccessible by public transportation, students should be
encouraged to seek out fellow students assigned to the site with whom they might car pool.
Failing that, students are advised to take public transportation to the nearest point to
their site, and to take a cab the rest of the way. The student would be responsible for
paying all transportation costs incurred.
Students who choose to take cars to their sites are responsible for covering all gas and
parking fees incurred by that mode of travel. Again, car pooling - and cost sharing - with
fellow students is recommended whenever feasible.
Students who consider themselves unable to afford the cost of transportation
to a clinical site should be referred to their financial aid advisor. The
average cost of travel to clinical sites is included in the standard student
budget used to assess financial need. If, however, a review of the student's
financial aid case reveals that he/she qualifies for further assistance,
adjustments in the aid package may be made by the financial aid office. (518 Scaife Hall).
Top of Table of Contents
THIRD AND FOURTH YEAR COURSE
DESCRIPTIONS |
The official University transcript records a grade of Honors/High Satisfactory/Satisfactory/Low
Satisfactory/Unsatisfactory
(H/HS/S/LS/U).
| CLERKSHIP NAME | ADULT INPATIENT MEDICINE |
PEDIATRIC INPATIENT MEDICINE |
OBSTETRICS/GYNECOLOGY | CLINICAL NEUROSCIENCES |
SURGERY AND PERIOPERATIVE CARE |
COMBINED AMBULATORY MEDICINE AND PEDIATRICS |
FAMILY MEDICINE | SPECIALTY CARE |
| CLERKSHIP DIRECTOR(S) | Thomas Painter, M.D. | Susan Frangiskakis, MD | Gary Sutkin, MD | Jason Rosenstock, MD Galen Mitchell, MD |
Samuel Tisherman, MD Michael Mangione, MD |
Michael Elnicki, MD | Yaquin Xia, MD | Stephanie Gonzalez, MD Evan Waxman, MD David Eibling, MD |
| CLERKSHIP CO-DIRECTOR (S) | Michele Dorfsman, MD Janine Frank, MD Melissa McNeil, MD Paul Rogers, MD |
Carol Lynn Cabral, MD | Chiara Ghetti, MD | Douglas Kondziolka, MD | Elmer Holzinger, MD Phillip Kaleida, MD |
|||
| CLERKSHIP STATUS | Required | Required | Required | Required | Required | Required | Required | Required |
| LENGTH | 8 weeks | 4 weeks | 4 weeks | 8 weeks | 8 weeks | 8 weeks | 4 weeks | 4 weeks |
| KEY DISCIPLINE (S) | Internal Medicine Emergency Medicine Critical Care Medicine |
Pediatrics | Ob/Gyn | Psychiatry Neurology |
General Surgery Anesthesiology |
Internal Medicine Pediatrics Orthopaedics Urology |
Family Medicine | Emergency Medicine Otolaryngology Ophthalmology |
| Multidisciplinary Clerkship Committee (MCC) (minimum representation) |
Internal Medicine Emergency Medicine Critical Care Medicine Geriatrics Family Medicine Radiology Pathology |
Pediatrics Emergency Pediatrics Critical Care Medicine Radiology Pathology |
Ob/Gyn Internal Medicine Geriatrics Family Medicine Pathology Radiology |
Psychiatry Neurology Neuroradiology Neurosurgery Geriatrics Neuropathology |
General Surgery Anesthesiology Pediatric Surgery Plastic Surgery Radiology Pathology |
Internal Medicine Pediatrics Orthopaedics Urology Geriatrics Radiology Ob/Gyn Dermatology Psychiatry Emergency Medicine Adolescent Medicine |
Family Medicine Internal Medicine Pediatrics Geriatrics Radiology Ob/Gyn Dermatology Psychiatry Emergency Medicine Adolescent Medicine |
Emergency Medicine Otolaryngology Ophthalmology Internal Medicine Dermatology Orthopaedics Pediatrics Radiology |
THIRD YEAR COURSE DESCRIPTIONS
|
PRE-CLERKSHIP COURSE |
As an introduction to the combined clinical years, students will participate in a four day curriculum designed for rising third year medical students to help ease the transition to the clerkships and provide students with necessary skills and information.
The daily sessions include large and small group formats. Below is an overview of the schedule of the week.
First day topics will include: an Introduction to the Combined Clinical Years, Industry Relations, Communication Skills, Roundsmanship, Honor Council, Infection Control, Clinical Logs, General Rules for a Successful Clerkship, and Cerner Computer Training. Small group clerkship skills workshops with the clerkship directors include an introduction to the students’ first assigned clerkship; writing prescriptions, orders, and SOAP (subjective data, objective data, assessment, and plan) notes; and homework assignments for the third day sessions including prescription writing and error detection, order writing, and history and physical write-up reviews. Fourth year students present student-to-student workshops. The Office of Student Affairs coordinates other administrative details for new clerkship students (i.e., TB testing, UPMC photo IDs, scrub machines and scrub cards, health and dental info, pagers, and electronic records user name distribution).
The second day features a hands-on hospital simulation on Pandemic and Disaster Preparedness, Patient Assessment workshops and Interdisciplinary Teamwork presentations (Allied Health Professional Presentation and Panel, and a Clinical Presentation on Resident Team/Nursing Support).
The third day consists of a half day of Clerkship Skills Workshops with clerkship faculty, and a half-day CPR Recertification course, with respiratory N95 mask fit testing to be used in pandemic and disaster control situations.
Day four begins with a lecture on Professionalism followed by Humanism Honor
Society Group Read Vignettes presented by student members of the Watson Humanism
Honor Society. Faculty facilitators then conduct Humanism in Medicine small
group sessions. The day ends with a Pinning Ceremony and Reception for the
entire class.
Attendance at all sessions is required to satisfactorily complete the course. Grades will be based on attendance, course participation, and completion of homework assignments.
Students who miss this course week are required to make-up any clerkship assignments and online modules as specified by the course directors (this requirement is also for third year students returning to the class later in the academic year or incoming transfer students).
|
ADULT INPATIENT MEDICINE CLERKSHIP |
This course is an (8) eight-week interdisciplinary
clerkship divided into two blocks of four (4) weeks each. During each block, the
student is assigned to an inpatient rotation either at UPMC Montefiore Hospital,
the Oakland VA Medical Center or UPMC Shadyside Hospital. On the first day
of each block, the student is required to attend didactic sessions given by the
faculty in Emergency Medicine and Geriatric Medicine. During this inpatient
rotation students are assigned their own patients and are taught, under
supervision, to apply their acquired skills to the clinical situation. Students
learn how to take an accurate and pertinent history, conduct a physical
examination, recognize patterns of illness and acquire approaches to disease
management. The students will have four (4) sessions learning the techniques of
Critical Care Medicine during the rotation.
Teaching rounds with staff physicians are held daily, Monday through Saturday on
each ward service. In addition, students are assigned to a Student Teaching
Attending at each hospital site and meet four (4) times a week. Rounds with the
Chairman are held once a week for all students.
The student is expected to do reading in the general internal medicine
textbooks, as well as Emergency Medicine, Geriatric Medicine and Critical Care
Medicine along with the current literature in order to understand major disease
processes and therapy. A majority of students use one of the following textbooks
of medicine as an initial reference: Principles of Internal Medicine,
by Harrison; Textbook of Medicine, by Cecil; and
Internal Medicine, by Stein. These books should be supplemented
by reading in appropriate medical journals.
On the nights that the Admitting Team is on "long call", the student is expected
to remain in the hospital until 9 PM. This is an opportunity to see the early
stages of acute illness and to help in providing "cross-coverage" of patients.
At the end of the rotation, a two-hour USMLE in Medicine is given, as well as a
combined examination in Emergency Medicine and Geriatric Medicine. a two-hour
USMLE in Medicine is given, as well as a combined examination in Emergency
Medicine and Geriatric Medicine.
|
COMBINED AMBULATORY MEDICINE AND PEDIATRICS CLERKSHIP |
The eight (8) week Combined Ambulatory Medicine and Pediatrics Clerkship provides a combination of four week experiences in the disciplines of Internal Medicine and Pediatrics.
One half-day per week the students participate in a multi-faceted, interactive didactic session learning advanced skills and discussing issues common to both of these disciplines. Student’s clinical experiences in Internal Medicine and Pediatrics are at office or clinic sites where they will be exposed to the spectrum of care that is provided in the ambulatory setting. Sites may include hospital-based practices and community locations.
Suggested resources for students are:
Internal Medicine Essentials for Clerkship Students 2007-2008. ACP/CDIM. {Michael Elnicki}
Internal Medicine Clerkship Guide, 2nd edition, 2003.
Harrison’s Principles of Internal Medicine. 16th edition, 2005.
Nelson Essentials of Pediatrics. 4th edition, 2002.
Students evaluate their preceptors and the clerkship, are evaluated by their preceptors, take a written final examination and participate in a final performance-based examination (OSCE). One grade is given for the entire eight week rotation, although performance summaries from each discipline and preceptor comments are forwarded to the Associate Dean of Students for possible inclusion in the Dean's Letter for residency applications.
|
OBSTETRICS/GYNECOLOGY CLERKSIHP |
This four (4) week clerkship emphasizes the reproductive
health issues important for all physicians. Students will rotate through
outpatient services (emergency department, outpatient clinics), obstetrics
(labor and delivery suite), and surgical gynecology (private service and
university service). Daily schedules include teaching rounds, evaluation of
outpatients, preparation of patients for surgery and assisting at surgery and
deliveries, postoperative and postpartum care.
Specific objectives have been prepared for each of the services. All students at
Magee-Womens Hospital participate in small group seminars with two faculty
mentors to examine and discuss important topics expressed in a problem-based
learning mode. At the end of the clerkship, students write a two hour
examination. General Objectives are: 1) Understand and apply knowledge of the
normal and abnormal menstrual cycle to clinical situations; 2) Learn to perform
a competent gynecologic and obstetrical history and physical exam, with special
reference to the pelvic exam, cytologic screening and appropriate cultures; 3)
Understand and apply information about normal and abnormal pregnancies; 4)
Become familiar with important issues in the care of postmenopausal women; 5) Be
aware of common gynecological problems and their differential diagonsis.
The recommended textbook are: Obstetrics and Gynecology,
4th Edition by Beckman et al or Essentials of Obstetrics & Gynecology,
4th ed., by Hacker & Moore. Interested students may wish to consult
William’s Obstetrics 22nd Edition, 2005, by Cummingham, et al, and
Comprehensive Gynecology 4th Edition, 2001, by Stenchever
et al. for further depth information.
|
PEDIATRIC INPATIENT MEDICINE CLERKSHIP |
This is a four (4) week clerkship, which introduces
students to inpatient pediatric medicine. Most students will split the clerkship
between two teams: a general pediatrics team (Red or Blue), the adolescent team
(Green), the Limited Stay Unit, or a subspecialty inpatient medicine team
(Oncology). Students are required to participate in
all aspects of patient care and management, including performing histories and
physical examinations, writing progress notes and communicating with other
members of the medical team, attending physicians, referring physicians,
consultants, families and patients. Students are expected to read both the
current literature and the standard pediatric textbooks in order to understand
childhood growth and development, and major pediatric disease processes and
therapy. In addition, students are expected to attend conferences, lectures and
rounds that are held throughout the four-week (4) block. As part of the
inpatient rotation, students work as part of the floor medical team and thus
take call every fourth (4) evening (not overnight). Each student is expected to
work two (non-consecutive) weekend days (8 am to 6 pm). Each student is expected
to attend and present a patient at Case Conference (held on Wednesday and
Thursday afternoons). Each student is expected to work through formal web-based clinical
cases (CLIPP cases). Each student is expected to turn in four (4) formal patient
write-ups to their teaching attending for evaluation and feedback. At the end of
the rotation, a three (3) hour, 100-question multiple choice exam is given.
Several textbooks are recommended for study, e.g., Nelson’s Textbook of
Pediatrics, Behrman’s Textbook of Pediatrics,
Rudolph’s Pediatrics, and the Zitelli Atlas of
Physical Diagnosis. Further details regarding on-line resources will
be provided at orientation.
In order to pass the clerkship, all required components (clinical performance,
attendance, morning report presentation and participation, CLIPP cases, written
examination) must be successfully completed.
|
CLINICAL NEUROSCIENCES CLERKSHIP |
A combined Neuroscience Clerkship that integrates the
teaching of Psychiatry, Neurology, Neuropathology and Neuroradiology. The clerkship is structured within an eight (8) week block of
five (5) weeks devoted to Psychiatry and three (3) weeks dedicated to Neurology.
Clinical teaching will be within the inpatient and ambulatory settings.
Students are also expected to attend neuropathology workshops, psychiatric
emergency room visits, electroconvulsive therapy sessions, and an AA/NA meeting.
Students will also attend integrated teaching sessions on Wednesday afternoons.
Teaching sessions will consist of psychiatry and neurology core material as
supported by evidence-based medicine along with integrated case conferences,
involving psychiatry and neurology topics that highlight clinical conditions
common to these areas of medicine. More emphasis will be placed on
performance-based evaluation of the student’s clinical performance.
Students will also be graded on both the Psychiatry and Neurology National Board
of Medical Examiner’s shelf examination. Criteria for grading are explicitly
provided to students at the beginning of each experience and to those faculty
members responsible for their evaluation.
Recommended readings for this clerkship include:
Introductory Textbook of Psychiatry, 4th ed., by N. Andreasen & D.W. Black, American Psychiatric Press, Inc., 2006
Clinical Neurology, by M.J. Aminoff & R.P. Simon, Appleton & Lange,
1999.
Reference book recommendations are:
Synopsis of the Comprehensive Textbook for Psychiatry, 8th
ed., by H.I. Kaplan & B.J. Sadock, Williams and Wilkins, 1998
Principles of Neurology, 6th edition, R.D.
Adams, McGraw Hill, 1997
Merrits’ Textbook of Neurology, L.P. Rowland, Williams and
Wilkins, 2000.
|
SURGERY & PERIOPERATIVE CARE CLERKSHIP (SPCC) |
COURSE DIRECTORS: Samuel
Tisherman, MD, Associate Professor, Department of Surgery (tishermansa@ccm.upmc.edu)
Michael Mangione, MD, Associate Professor, Department of Anesthesiology (mangionemp@anes.upmc.edu)
COURSE DESCRIPTION
This 8-week clerkship covers the disciplines of general surgery and anesthesiology. Students are assigned to general surgery (usually 3 weeks each on two different services) and to anesthesiology services (2 weeks). Teaching with attending physicians and residents occurs in conferences, on rounds, in the operating room, at the bedside, and in small groups.
The goals of the clerkship are for students to develop skills to evaluate patients in the perioperative period and to optimize patients' medical conditions in preparation for surgery. Students learn the natural history of common surgical diseases and the proper evaluation, operative management, and postoperative treatment for these diseases. to assist in the determination of correct diagnoses and management of the surgical patient, use of radiology and pathology services is encouraged. Additional goals include developing skills in the management of acute pain and postoperative complications. Overall, the course is designed to familiarize all students with the clinical presentations and management of common surgical problems, and effects of anesthesia and surgical interventions, in order to prepare them to assume the role of a primary care physician, perioperative consultant, surgeon or anesthesiologist.
Clinical sites include: UPMC Children's Hospital of Pittsburgh, UPMC Magee-Womens Hospital, UPMC Presbyterian, UPMC Shadyside, UPMC South Side Hospital, Oakland VA Medical Center, Western Psychiatric Institute and Clinic, and UPMC St. Margaret's Hospital. Every student participated in hands-on simulation sessions at the WISER Center, where they gain experience in airway and tying, suturing and basic laparoscopic skills.
EDUCATION METHODS
Clinical Experiences
Oral Presentations
Lectures
Conferences
Workshops
Ward rounds
Simulations
EVALUATION
Evaluation is based on surgery evaluations by faculty and residents (60%), anesthesia evaluations by faculty and residents (12.5%), a National Board exam for surgery portion (15%)an in-house exam for the anesthesiology portion, composed of multiple-choice and essay items. (12.5%)
Grading: The clerkship is graded, Honors, High Pass, Pass, Low Pass and Unsatisfactory
FACULTY NOTE
Samuel Tisherman, MD, Franklyn Cladis, MD and William McIvor, MD, are recipients of the Clerkship Preceptor of the Year Award. David Steed, MD, is a recipient of a Clinical Golden Apple Award and multiple Charles C. Moore House Staff Teaching Awards. Brian Zuckerbraun, MD is a recipient of the Charles C. Moore House Staff Teaching Award. In addition, the following faculty are members of the University of Pittsburgh School of Medicine, Adacemy of Master Educators: Samuel Tisherman, MD; Michael Mangione, MD; Peter Ferson, MS; Kevin Garrett, MD; William McIvor, MD and Rita Patel, MD.
|
SPECIALITY CARE CLERKSHIP |
The Specialty Care Clerkship is a four (4) week rotation that includes a combination of one week experiences in the disciplines of ENT, Ophthalmology, Adult Emergency Medicine and Pediatric Emergency Medicine. In addition to four weeks of clinical time, students will also attend weekly lectures, workshops and lab activities.
The Specialty Care Clerkship begins with orientation and a suturing and splinting session the first morning followed by a simulation-based session in phone communication (how to best communicate medical information over the phone to patients).
Each Tuesday morning there will be an Ophthalmology lecture and each Thursday morning an ENT lecture. Additional Wednesday morning workshops include Dermatology, EKG Cases, Dizziness and Audiology, Musculoskeletal Exam and Rehab and Musculoskeletal Radiology. Following those, the students will go to their clinical responsibilities.
Students are evaluated by each specialty area based on clinical performance and will take an on-line proctored examination. Students will evaluate their preceptors and the clerkship and take an on-line proctored examination. One grade will be given for the entire four week rotation.
|
FAMILY MEDICINE CLERKSHIP |
Family Medicine
is a first contact, continuous primary care discipline that encompasses the
comprehensive and longitudinal care of patients with a special emphasis upon
care of individuals in the context of families and communities. As such, Family
Medicine covers an extraordinary variety of problems and ages making for an
interesting and challenging clerkship. Preventive health measures are stressed.
The Family Medicine Clerkship has four components: Community-based Clinical
Experiences; Whole Group Learning Sessions; Virtual Family Practice Classroom
Exercises, and a required Family and Community Assessment. These components will
be fully explained during orientation on the first day of the clerkship.
Students are expected to read about clinical problems encountered while on the
clerkship.
Rotation assignments are usually located away from the Oakland campus. All
clinical assignments may include experiences at multiple locations, including
private offices, teaching clinics, outlying hospitals, nursing facilities,
patient homes and other locations. Students will need to assure arrangements for
transportation are made well in advance of the rotation.
Multiple evaluation tools will be used for assessing student performance during
this rotation and assigning a grade for the rotation. Evaluation tools will be
fully explained on the first day of the clerkship. Students are also responsible
for keeping a log of patient encounters throughout the clerkship and completing
a preceptor/community site evaluation the end of the clerkship.
All other issues will be discussed at the orientation on the first day if the
clerkship
ONCOLOGY COURSE - MED 5776
This new three (3) day course in Oncology
addresses clinically-relevant oncology, including cancer etiology and prevention,
and targeted cancer treatment. the content of this course is targeted at
the level of "What every physician should know." Thus, it has sessions on
myths of cancer prevention and cure, pain management, evaluation of some
publicized "new" cancer treatments and oncologic emergencies.
The course provides students with a multifaceted exposure to oncology and
oncology research through lectures, small group sessions using case studies and
hands on assessments of oncology patients with skill session for breast exams,
prostate exams, colonoscopeis and UGI endoscopies.
Students will also participate in a UPCI Basic Science Seminar and Oncology Grand Rounds.
One grade [honors/pass/fail] is be given for the entire three-day course, based on student attendance at all sessions, participation in small group skills and case study sessions, and the grade on the final examination.
GERIATRIC COURSE - MED 5775
This three day course in Geriatric Medicine provides a multifaceted exposure to geriatric medicine through lectures, small group sessions using case studies, and patient experiences during visits to Long Term Care (LTC) facilities.
The course provides each student with the knowledge, skills, and experience to recognize and approach common problems in older adults in outpatient and inpatient settings and in nursing homes. The course is designed to be interactive and teach practical skills that can be used in students’ future training and career.
Topics include Geriatric Assessment and Geriatric Syndromes; Assisted Living, post hospital Rehabilitation, Dementia in a nursing home or LTC setting; Pharmacology related to aging, drug selection for the elderly, medication reviews and Ethics, Communication and Decision Making in Geriatrics.
Students are exposed to the spectrum of care for geriatric patients by visiting one of three UPMC Long Term Care facilities in local community settings.
Students will make a final presentation of their case study to faculty and peers, take a written examination, and evaluate the course and the course faculty on the last day.
One grade [honors/pass/fail] is given for the entire three-day course and will be based on student attendance at all sessions, participation in small group learning sessions, an acceptable case presentation to peers and faculty, and a passing grade on the written examination.
UNIVERSITY OF PITTSBURGH SCHOOL OF MEDICINE
CURRICULUM ARCHITECTURE
- CLASS OF 2008, MS - 4TH YEAR AY 2007-2008
| CLERKSHIP PERIODS | PERIOD 1 |
PERIOD 12 |
PERIOD 3 |
PERIOD 4 |
PERIOD 5 |
PERIOD 6 |
BRIDGE | PERIOD 7 |
PERIOD 8 |
RECESS | PERIOD 9 |
PERIOD 10 |
PERIOD 11 |
PERIOD 12 |
PERIOD 24.5 * Class of 2008 only |
| DATES (MONDAY - SUNDAY) |
05/07/07 TO 06/02/07 |
06/04/07 TO 07/01/07 |
07/02/07 TO 007/29/07 |
07/30/07 TO 08/26/07 |
08/27/07 TO 09/23/07 |
09/24/07 TO 10/21/07 |
10/22/07 TO 10/28/07 |
10/29/07 TO 11/25/07 |
11/26/07 TO 12/22/07 |
12/23/07 TO 01/01/08 |
01/02/08 TO 01/27/08 |
01/28/08 TO 02/24/08 |
02/25/08 TO 03/23/08 |
03/24/08 TO 04/20/08 |
04/21/08 TO 05/15/08 |
| LENGTH | 4 weeks | 4 weeks | 4 weeks | 4 weeks | 4 weeks | 4 weeks | 4 weeks | 4 weeks | 4 weeks | 4 weeks | 4 weeks | 4 weeks | 4 weeks |
NOTE: With the exception of Winter Recess, student attendance on holidays is
at the discretion of the individual clinical department.
*WINTER RECESS for AY 2007-2008 is December 23, 2007 through January 1, 2008
(Sun - Mon inclusive)
The 12 periods in MS-4 year include a combination of:
1 Acting Internship: (Family Medicine, Internal Medicine, Pediatrics, Surgery)
1 Integrated Life Science Course: (Clinical Pharmacology; Neoplasia and Neoplastic Disease; Infectious Disease in Obstetrics, Gynecology and Reproductive Medicine; Integrated Surgical Life Sciences; Molecular Medicine; Science of Resuscitation)
8 Electives
2 Recess/Interview Periods
FOURTH YEAR COURSE DESCRIPTIONS
The Fourth Year comprises the final twelve months of the curriculum and consists of both elective and required experiences. In some cases, courses are listed with prerequisites and/or requirements. It is the student’s responsibility to assure that these are met.
This segment of your education is the final portion of the
Medical School experience. You should choose courses that will further
strengthen your strong points and fill in deficiencies, where such deficits
exist. Your goals for this year could be expressed as follows:
1) Broaden and deepen experiences in varied areas of medicine;
2) Provide a general basis for specialized training;
3) Increase independent learning;
4) Feel more responsibility as a member of the health care team.
Each senior should attempt to design a year whose goal is to round out their medical education; not to gain skills which will be retaught in postgraduate training. Sharpening one's skills in history taking, physical examination and writing detailed notes, continued learning of a humanistic approach to patient care, and attempting to deepen one's understanding of pathophysiology will last a lifetime. This year is one-fourth of your formal undergraduate medical education and should be both academically strong and enjoyable.
Curricular Requirements for the year:
1) Four weeks of an acting internship in Family
Medicine, Internal Medicine, Pediatrics or Surgery;
2) Four weeks of Integrated Life Science; MED 5710, 5715; OBGYN
5725; PEDS 5720; SURG 5700, EMED 5735, NSURG 5705
3) Maximum of three out-of-town elective periods;
4) Maximum of two (2) months research, without specific permission;
5) Electives must be taken in a minimum four-week block per course; in
accordance with the senior academic calendar
Students are expected to participate for the entire elective in the time frame specified. Holidays are allowed at the discretion of the course director. Time off for interviewing during an elective period is granted at the discretion of the course director, in advance. Be prepared to make up time and work missed.
REQUIRED ACTING INTERNSHIP: An acting internship (sub-internship) of four-week duration is required during the senior year. An A.I. is a clinical rotation offered on an in-patient service where one or more attending physicians have overall responsibility for coordinated patient care. The service will be structured with both attending staff and house staff. The acting internship should include the assignment to the student of specific groups of patients upon whom he/she completes an initial history and physical examination, constructs a differential diagnosis, formulates a treatment plan, writes orders and carries out necessary therapy, all under careful supervision. Acting Internships that fulfill this requirement are offered in FAMILY MEDICINE, (5401); INTERNAL MEDICINE (5401, 5402); PEDIATRICS (5401); and SURGERY(5401). Acting internships in other departments or out of the city will not fulfill the "AI" requirement.
REQUIRED INTEGRATED LIFE SCIENCE COURSE: This four week elective is designed to revisit the basic sciences through specially designed courses. All students are required to schedule one course from the following selections: MED 5710, 5715; OB/GYN 5725; PEDS 5720, SURG 5700, EMED 5735, NSURG 5705.
RECOMMENDED ELECTIVES: In order to
provide diversity, it is strongly recommended that you take at least one
elective in each of the following blocks:
A. Medicine or neurology;
B. Pediatrics, pediatric neurology, pediatric pathology, pediatric
surgery;
C. Surgery or surgical subspecialties, obstetrics & gynecology;
D. Ambulatory care, community medicine or psychiatry
ELECTIVE SCHEDULING PROCESS: To help you structure your fourth year, the faculty is committed to an advisory system. You will choose this advisor from a list provided to you. These faculty have agreed to serve in this capacity and have been instructed on the philosophy and scheduling requirements of the fourth year curriculum.
You must notify the Office of Student Affairs of your advisor choice so that he/she may be sent the appropriate material. The selection form will be made available to you with a specific deadline indicated. You will meet with your advisor as needed until your schedule is satisfactory to you both. The advisor must approve and sign your plan before it is eligible for the scheduling process. Your senior year advisor need not be your advisor for residency advice. He/she will be sent a copy of your schedule as arranged through the lottery and all changes will be approved by him/her.
Grand Rounds are lectures at which a physician discusses a particular case and/or a particular disease in depth. They are conducted by virtually all of the clinical departments and are frequently attended by large numbers of physicians from outside the medical center, in addition to nurses, medical students, interns, residents and attending physicians. They are more often interesting than not. Grand Rounds usually are held in the morning, as listed:
|
DEPARTMENT |
DAY OF WEEK |
TIME |
LOCATION |
WEBSITES |
| Medicine | Fridays | 8:00 am | Lecture Room #6, Scaife Hall | www.dept-med.pitt.edu |
| Neurological Surgery | Wednesdays | 5:00-7:00 pm | Peter J. Jannetta Conference Room, Ste B467 | www.neurosurgery.pitt.edu |
| Obstetrics/Gynecology | Tuesdays | 7:30 am | Conference Center Auditorium, Zero Level, Purple Zone | obgyn.medicine.pitt.edu |
| Orthopaedics | Wednesdays | 8:00 am | LHAS Auditorium | www.orthonet.pitt.edu |
| Pathology | Wednesdays | 12:00 noon | path.upmc.edu | |
| Pediatrics | Thursdays | 8:00 am | McCluskey Auditorium | www.chp.edu/providers/08d_residfellows.php |
| Radiation Oncology | Wednesdays | 8:00 am | Herberman Conference Center (SHY) | www.upmccancercenters.com/radonc/index.html |
| Surgery | Wednesdays | 8:00 - 10:00 am | Lecture Room #5, Scaife Hall | www.surgery.upmc.edu |
The exact times and topics to be presented are listed at departmental offices and on the Medical School calendar, which can be found in the library. The calendar also lists times for Rounds and Grand Rounds in more specialized areas (e.g., pediatric neurosurgery or infectious diseases). Conferences in basic sciences are also consistently held around the Medical School. Some will be listed on the calendar, but the best sources of information are the bulletin boards maintained nearby each departmental office. All that is required is to keep your eyes open. Students will be welcome to participate in most of them.
Remember that the Medical Center is a teaching institution, as well as a collection of
hospitals. Feel free to wander -- to explore what is going on. It is generally true that
upperclassmen, interns, residents and attending physicians will enjoy the opportunity to
describe to you what they are doing, the cases that they are involved with an the issues
which are raised. Places that are particularly interesting to watch are the emergency
rooms and intensive care units of Presbyterian, Montefiore and Children's. Students should
take care, though, not to interfere with the normal operating procedures there.
Top of Table of Contents
Leave of Absence from the School of Medicine may be granted for a variety of reasons differentiated in the following policy. While a student is on Leave of Absence he or she is not responsible for tuition payment nor eligible for any financial aid from the School of Medicine except as specified below:
1. Academic Failure
With the concurrence of the Committee on Promotions, the Associate Dean for Student Affairs has an option to grant a Leave of Absence, to be specified in duration, for a student who has failed two sections in the first term of the freshman or sophomore year. This Leave of Absence shall be for the pursuit of remedial studies and the student shall return to repeat the entire first or second year as specified by the Promotions Committee.
2. Medical
A student who has health problems with limited or impaired function and is in good academic standing, shall be granted a Leave of Absence (not to exceed one year) at the discretion of the Associate Dean of Student Affairs. The Associate Dean shall collect pertinent data from the treating physician and may request a second opinion from an administratively appointed physician to document the necessity for such leave. If the opinions of the two physicians differ, the Associate Dean and the student shall accept the opinion of the appointed physician.
3. Academic Study
Students seeking dual degrees (Master's or Doctorates), or those pursuing research fellowships by virtue of being a School of Medicine student shall be granted a Leave of Absence as required for the pursuit of either degree or fellowship. During such leaves the student will be considered a student in good standing of the School of Medicine even though tuition payments shall not be made as a professional student.
4. Extensions
Extensions of specific Leaves of Absence shall be given only under extraordinary circumstances of family or financial hardships. Such extensions shall be presented to the Dean of the School of Medicine whose decision shall be final.
5. Return from Medical Leave of Absence
A letter from the treating physician certifying the student's fitness to resume study shall be required a minimum of one month prior to reentry. The associate Dean for Student Affairs may require a second opinion from an administratively appointed physician and this opinion shall also be in writing. If the opinions of the two physicians differ, the Dean and the student shall accept the opinion of the appointed physician. If the physician's opinion is that, for any reason, the student should not return, the opinion shall be binding on the student and the student may not reenter. If the student reenters after Leave of Absence and is unable to function so as to meet department standards whether academically or clinically, he or she shall be dismissed on recommendation of the Committee on Promotions to the Dean. All official medical records in the Office of Student Affairs shall be shared with the Committee. If the student wished to pursue his or her medical education after dismissal, he or she must make application to the Admission Committee for advanced standing. The Admissions Committee shall include in its consideration all official medical records pertaining to the student candidate.
Revised: 01/85 Approved: George A. Huber, Esq. 01/21/85 Approved: Thomas Detre, M.D.
01/28/85
Top of Table of Contents
LEAVES OF ABSENCES AND OTHER OPPORTUNITIES
A website, http://www.medschool.pitt.edu/studentaffairs/Opportunity.html, as well as a reference binder of opportunities are maintained in the Office of Student Affairs for the use of our students. They are kept up-to-date as information is received. Feel free to peruse this information which includes summer research and clinical positions, opportunities for dual degree programs (MD/MPH, MD/MA in Medical Ethics, other), international and community source programs, and areas of concentrations. Should you have a desire to take a longer period of time away from school, you should make an appointment with the Dean of Students to discuss your idea. Listed below is information you may find helpful.
LEAVE OF ABSENCE FOLLOWING SECOND OR THIRD YEAR
Following the second or third year are appropriate times for students to arrange a year of research or pursuit of a second degree program. The Dean of Students may grant a year's leave of absence to any student in good academic standing. Anyone desiring to arrange a leave of absence should make an appointment to meet with the Dean of Students no later than three (3) months before the start of the next year. A letter outlining the intent for the year must be prepared along with any other required documentation. All request packets must be turned in at least two (2) months prior to the start of the next year. These shall include a letter of acceptance from a degree program or from a well-documented, competitively reviewed Student Research Fellowship Program. This documentation for a Research LOA must be approved by the Dean of Student Affairs in consultation with the Student Research Committee, at least one month prior to the leave. Final arrangements should be done through the Coordinator after the meeting with the Dean of Students. In those cases where a student has been awarded a competitive fellowship, an official application for leave of absence should be returned to the Coordinator with an award letter attached. When the Dean of Students approves the leave, he/she will be registered as a student for the following year. Research on-campus will be assessed all fees; research off-campus will be no fees. This is important for loan deferral purposes. Any questions on leave of absences should be discussed with the Medical School Registrar. (See Leave of Absence Policy).
PHYSICIAN SCIENTIST TRAINING PROGRAM (PSTP)
www.pstp.pitt.edu
The Physician Scientist Training Program (PSTP) is a five-year MD program designed for exceptionally talented individuals interested in an academic medicine career. The fifth year provides additional scientific training.
MEDICAL SCIENTIST
TRAINING PROGRAM (MSTP)
www.mdphd.pitt.edu
A Medical Scientist Training Program, offered jointly by the University of Pittsburgh and Carnegie Mellon University, is available to a limited number of highly qualified applicants. This program prepares physician-scientists for careers in academic medicine and research.
Usually, studies toward a PhD degree begin after completion of the second year of medical school in addition to required clerkship rotations. MSTP students re-enter medical school following completion of PhD studies.
Medical students interested in the MSTP Program may apply for admission during the second year of medical school. The admission process for the program requires an application. Additional information on the MSTP may be obtained from the program office which is located in 526 Scaife Hall.
The summer after the first year is open for medical students to seek employment. Many medical students choose to take advantage of the opportunity to conduct research with a faculty member in the School of Medicine.
The Student Enrichment Program website on the Student Affairs page is a
wonderful resource. Listings include: Areas of Concentration
Student Research Programs
Clinicial Opportunities
Community Service Opportunities
Dual Degrees
International Experiences
www.medschool.pitt.edu/studentaffairs/enrichment.html
Funds to support medical student research can be sought from two sources. The first is the Medical Student Summer Research Scholarship Program directed by Stephen L. Phillips, PhD and supported principally by the Medical Alumni Association of the University of Pittsburgh. Applications are available in November and December. Those interested in seeking funds through this program may obtain an application in the Office of Student Affairs in the School of Medicine. Individual faculty program research funds are also occasionally used to support summer research projects. The availability of research grant funds for summer research projects is determined by individual project directors and varies from year to year.
National Institutes of Health (N.I.H.)
The NIH offers a Summer Research Fellowship Program. With the guidance of preceptors from the institutes, students conduct research in selected areas of laboratory investigation. Click on the National Institute of Health heading to view their website.
Western Pennsylvania Health Preceptorship Program (WPHPP)
This program was initiated in 1969 by Pitt medical students working with faculty members from the Department of Family Medicine and Clinical Epidemiology, and continues to be entirely student-administered. The purpose of the program is to expose post first year students from Pitt and other medical schools to health care delivery in a community setting. The program is not designed to provide merely a rotating externship in a hospital--this is available elsewhere. For an eight (8) week period, each student is assigned to physician-preceptor(s) at a community hospital. The student works with the preceptor(s) in the office and the hospital. Students also have contact with a variety of other hospital personnel and spend some time visiting community health agencies. There are a limited number of positions available each summer at hospitals throughout Western Pennsylvania. Each participant receives a stipend for the eight (8) weeks and, in some cases, room and board are provided. For further information, access their website by clicking on the heading above.
Handbook | Academic Matters |Medical Professionalism Grading & Promotion | University Policies | Student Services | Financial Aid | Student Organizations