Program of Study
Gross and Developmental Anatomy
The study and practice of medicine rests on a thorough knowledge of anatomy. To assure that students are able to integrate the vast amount of factual material involved, the structural and functional relationships of organs and systems are presented in a multidisciplinary context. Members of other departments work with faculty in the Department of Anatomy to impart and interpret this large body of essential information and to emphasize an overall understanding of the relationships of the morphology and functions of the human body. In gross anatomy, students dissect and study the human cadaver. In addition, residents, clinical faculty and guests from a variety of specialties and subspecialties participate in laboratory instruction and small group conferences to familiarize students with the clinical applications of the systems being dissected in the laboratory.
Histology and Cell Biology
The course in histology allows first-year students to explore the microscopic anatomy of the human body. Lectures correlate morphology and function at the molecular, cellular, tissue and organ levels, and relate cell biology and histology to disease processes. Lectures emphasize basic science studies that have greatly impacted the practice of medicine.
Following lectures, students meet in small groups for laboratory sessions. The lecture topic is further explored by students viewing prepared slides of tissues and organs microscopically. Lab instructors scan a section and demonstrate pertinent details to two or four students, or to the entire group with a camera-mounted microscope connected to a monitor or LCD projector. Further demonstration of light or electron micrographs of structures related to the topics being studied can be visualized via computer-LCD connections of NYMC intranet and other internet web sites. Interaction between students and instructors is greatest in lab sessions for both the lecture and lab topics.
Biochemistry involves learning about the structures and reactions of the cellular and tissue components and provides the basis for understanding physiological and pathological conditions. The subject matter includes the metabolism of major body constituents, enzymatic and hormonal control mechanisms, nucleic acids and protein synthesis and nutrition. Material is taught using a combination of lecture and small group activities.
The objective of this course is to provide fundamental knowledge of physiological processes and their relationships to body function and disease states. As a supplement to lectures, laboratories and conferences, small group tutorials are used to expose students to the scientific basis of physiological concepts and to foster cooperation between students and faculty.
At the end of each major section of the course, clinical information is used to integrate physiological principles with medicine in special small group Clinical Correlation sessions. The major topic areas covered are cell and muscle physiology, the cardiovascular system, renal physiology, respiratory physiology, endocrinology, and the gastrointestinal system.
This course is taught in an interdisciplinary context by the faculty of several different departments. In addition to faculty from the Departments of Anatomy, Physiology and Neurology, members of the Departments of Pharmacology, Pathology, Neurosurgery, Rehabilitation Medicine and Radiology participate. Lecturers from the clinical departments introduce topics and treatment of neural disorders.
This course is presented concurrently with the neuroscience course. Morning lectures cover a wide range of material in the behavioral sciences and psychiatry, and afternoons are largely devoted to student-patient contact, emphasizing the clinical correlation of basic sciences material. Lectures cover topics such as introduction to disordered behavior (psychopathology), neuro-physiologic basis of human behavior, the life cycle (incorporating prenatal development through senescence), socio-cultural determinants of behavior, human sexual behavior, doctor-patient relationship, and healthcare delivery. During afternoon sessions, students interview psychiatric patients, medical patients and pediatric patients from the College’s affiliated hospitals in small groups.
Medical Ethics I
New York Medical College has a comprehensive and thoroughly integrated program in ethics education. Ethics begins in year one with an introduction to ethical principles, focusing on an examination of the moral bases of decision-making and self-understanding in medicine.
Biostatistics and Epidemiology
All medical students are taught basic principles of biostatistics and epidemiology by members of the faculty of the Department of Community and Preventive Medicine and School of Health Sciences and Practice. Emphasis is placed on clinical problem-solving and evidence-based practice.
Community and Preventative Medicine
The Community and Preventive Medicine course covers topics in public health, preventive medicine, environmental and occupational health, and primary care. The course draws on the expertise of clinical faculty at the medical college as well as faculty from the Departments of Community and Preventive Medicine and School of Health Sciences and Practice.
Foundations of Clinical Medicine-1 (FCM-1)
Foundations of Clinical Medicine-One is a course that offers first-year medical students an opportunity to learn basic principles of primary care practice in a physician's office as well as in small group seminar sessions on campus led by generalist physicians. Content of the course includes medical interviewing, the screening physical examination, doctor-patient relationship and health promotion strategy.
The Pathology/Pathophysiology courses I (fall semester) and II (spring semester) for medical students serve as a bridge between the basic sciences and clinical medicine. Conducted by the Department of Pathology, the course incorporates educational programs of various clinical departments, including the Departments of Medicine, Neurology, Surgery and Dermatology. The Pathology/Pathophysiology teaching program consists of several integrated components, such as lectures, programmed self-instruction that includes utilization of computer-based learning materials, clinico-pathological correlation exercises in modules (one instructor with approximately 20 students), problem-solving exercises (one instructor with approximately 10 students), and exposure to hospital-based autopsy, surgical and clinical pathology practice. The course structure, in which formal lectures have been reduced, helps to promote active, self-directed learning by students.
The medical microbiology course is designed to provide the student with insight into the fundamentals of microbiology and immunology with emphasis on their relationship to human biology and disease. The orientation of the course is toward an understanding of the biology of pathogenic microorganisms. The principles of microbial pathogenicity are therefore presented from the perspective of the agents and the several strategies they utilize to colonize successfully and to establish infection. The subjects covered are the basic properties of microorganisms, their physiology and genetics, the mode of action of antibiotic and chemotherapeutic agents at the cellular level, and the biologic and immunologic responses of the host to infections. The microorganisms studied in this course include bacteria, fungi, mycoplasma, rickettsiae, chlamydia, viruses and parasites. Emphasis is placed on emerging and re-emerging diseases. Integration of lectures, laboratory work, visual aids, self-study, group discussions and clinical correlations help students learn the concepts and techniques essential to diagnose, treat and prevent infectious disease. Individual research projects and electives in the fields of microbiology and immunology are available to interested medical students.
The course stresses key principles of pharmacological science (pharmacokinetics, pharmacodynamics and toxicity) while describing the chemistry, mechanism of action, clinical uses and adverse effects of important medicines, drugs of abuse and toxic agents. The primary goals are to provide future physicians with a strong foundation in pharmacological knowledge that will allow them to: obtain optimal benefit from their clinical years of instruction; build pharmacological expertise throughout their careers; and critically evaluate the merits of new and old drugs in the future. Medical pharmacology provides a novel integrative review of broad areas of biomedical science in the context of clinical therapeutics.
Medical Ethics II
New York Medical College has a comprehensive and thoroughly integrated program in ethics education. The second-year course focuses on skills in analyzing ethics cases. Content of the course includes issues facing patients at the end of life.
Foundations of Clinical Medicine-2 (FCM-2)
During the second year, students further develop their interviewing and communication skills and learn the basics of physical examination skills during the Foundations of Clinical Medicine-Two Course.
Students work with faculty in small groups to practice communication skills, medical interviewing and physical diagnosis. These small-group meetings are followed by sessions with community-based or hospital-based preceptors. The students work under preceptor supervision, taking histories and doing physical examinations.
Students also work with standardized patients—trained actors playing the part of patients—and patient simulators—mannequins—to learn specific parts of the physical examination.
The third year consists of clinical clerkships in: medicine (12 weeks), surgery (8 weeks), pediatrics (8 weeks), obstetrics and gynecology (6 weeks), psychiatry (6 weeks), neurology (4 weeks) and family medicine (4 weeks). The goal of the clerkship experiences is to provide students with opportunities to develop their skills in the evaluation and care of patients. Students are assigned by lottery system for their clerkship placements.
During Clerkships, students function as members of the clinical team with attending physicians, residents, interns, and nurses. Through a combination of supervised patient care, conferences, lectures, individual feedback and teaching rounds, students apply the knowledge and skills they acquired in their first- and second year courses, students broaden their knowledge of the clinical manifestations of disease processes, and continue to develop their interviewing and physical examination techniques and their communication skills. They begin to assume responsibility, under supervision, for the evaluation and treatment of patients.
The rich variety of clinical sites provides students with the opportunity to work with a diverse group of patients from various cultural and socioeconomic backgrounds and to further appreciate the impact of a patient’s personal social history on the physician-patient relationship and on the health behavior and health status of the patient.
The Comprehensive Clinical Examination
At the end of year three, all students are required to take a comprehensive, multi-station, standardized patient clinical examination. The purpose of this examination is to assess students’ skills, not only in the cognitive areas of medicine but also in the area of patient-physician interaction. Through the use of standardized patients and videotapes, students will be able to review their performances interacting with patients in order to identify strengths as well as deficiencies. Problem solving and diagnostic skills will also be assessed. A passing score on this examination is required for graduation.
The fourth year consists of the following required clinical experiences: a sub-internship in the field of the student’s choice (4 weeks), radiology and diagnostic medicine (4 weeks), critical care (4 weeks), two, two week selective rotations, and additional 16 weeks of electives. All students also participate in a one week transition to residency course after Match Day. Effective July 2012, students will be required to take a clerkship in emergency medicine (4 weeks).
The aim of the required rotations are to provide supervised experiences at a level above that of a third-year clerk and comparable in most aspects to that of an intern, but with closer supervision and a lower volume of patients. The diagnostic medicine rotation reviews the fundamentals of radiology, pathology, and laboratory medicine with students.
Students plan their elective program with the advice of a faculty advisor and a member of the Dean’s office.