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Southern Illinois University (School of Medicine)

Southern Illinois University School of Medicine is a public medical school established in 1970 focused on the health care needs of downstate Illinois. We are an
international leader in medical education and a key player in the development of a regional academic medical center in Springfield. Since opening, nearly 2,000 of our physicians have graduated, dozens of communities have received outreach services, hundreds of national research projects have been funded, and thousands of patients have received

The School is maintaining a leadership role in medical
education, patient care and research in order to meet the emerging needs of health care delivery in the 21st century. The School of Medicine is working to train caring and competent physicians, develop new models for providing health care in rural areas especially primary care, and provide a clinical practice that anticipates and addresses the health care needs of central and southern Illinois.

The School is an expanding academic medical center of
exceptional quality where its future, like the future of medicine itself, is filled with opportunity.

The School’s facilities include University-owned structures and leased space in our affiliated community hospitals. In Carbondale, most of our activities are based in Wheeler and Lindegren Halls and Life Science II and III and Neckers Building. In Springfield, the Medical Instructional Facility houses many of our classrooms, laboratories and offices. The School shares the adjacent Springfield Combined Laboratory Facility with the Illinois Environmental Proteccion Agency and Department of Public Health. A major addition to SCLF houses new labs for SIU and Public Health.

Our clinical offices in Springfield are located primarily
in the SIU Clinic/Richard H. Moy Building and the Baylis
Medical Building, across from Memorial Medical Center,
and in the Pavilion and Carol Jo Vecchie Women and Children’s Center, both at St. John’s Hospital. The SIU Springfield Center for Family Medicine is located between the two hospitals.

The developing SIU Cancer Institute will offer state-of-the-art facilities for cancer research and
physician and public education as well as treatment
for patients in central and southern Illinois.
SIU Cancer Institute clinics are located on both
our west campus (Baylis) and east campus (Carol
Jo Vecchie). In July 2005, ground was broken for
the permanent facility for the SIU Cancer Institute
in Springfield.

As a community-based medical school, we train our students and residents in community hospitals where they have a wide range of clinical experiences.
SIU has affiliation agreements with Memorial Medical
Center and St. John’s Hospital in Springfield and
Carbondale Memorial Hospital. Other hospitals are
affiliated with our family medicine centers -Blessings
in Quincy, Decatur Memorial and St. Mary’s Hospital
in Decatur, and VA Health Care System in Marion.

The School is internationally recognized for its innovative teaching and testing techniques, including a competency- based curriculum, the use of simulated patients and courses in medical humanities. It emphasizes skills like problem solving, collegial interaction and the importance of practicing humanistic medical. Our goal is to prepare students for careers as professionals in the rapidly changing health care field.

There are 72 students in each class. First-year students
start in Carbondale and sophomores through seniors
study in Springfield. Students work towards competency, focusing on what they should learn, rather than what teachers want to teach. Extensive clinical activities in all four years help students become caring and competent physicians. The community-based approach places students in physicians’ offices and local hospitals so they are educated as adult learners in the real world of medicine.

Our nationally recognized preparatory program based in Carbondale, MEDPREP (Medical/Dental Education Preparatory Program), provides special courses and
tutoring for educationally disadvantaged students who
show promise. We also offer, in conjunction with the
SIUC School of Law, an M.D.-J.D. dual-degree program.
In addition to the M.D. degree program, SIU has
residency training programs for physicians in 14 specialty areas including dermatology, family practice, internal medicine, medicine/psychiatry, neurology, obstetrics/ gynecology, pediatrics, psychiatry, radiology and five surgery programs.

Our graduate programs lead to masters and doctoral
degrees in pharmacology, physiology, and molecular biology, microbiology and biochemistry.

The School of Medicine has more than 180 full-time
faculty physicians in seven major clinical disciplines -
family practice, internal medicine, neurology, obstetrics/ gynecology, pediatrics, psychiatry and surgery. The School works in partnership with hospitals and clinics throughout Illinois to provide state-of-the-art care. Our faculty travel to more than 80 outreach sites in 50-plus Illinois communities.

The School’s physicians see patients in more than
335,000 visits to clinical facilities in Springfield and at family medicine centers in Carbondale, Decatur and Quincy. Patient care provided by the physician faculty, a group known as SIU Physicians & Surgeons (P&S), is designed to mesh with the School’s educational programs. SIU P&S provides a full-range of care, including tertiary- level services at specialized clinical centers. Patients come from throughout Illinois and the Midwest for services in breast health, dermatology, diabetes, gastroenterology, hearing problems, hematology/oncology, infectious diseases, memory and aging, neurology, pediatric subspecialties, pulmonary medicine, rheumatology, stroke and surgery specialties including cardiothoracic, orthopaedics, otolaryngology, plastics, urology and vascular.

The School’s Center for Alzheimer Disease and Related
Disorders uses a network of primary providers across the state. St. John’s Children’s Hospital is being developed in Springfield, combining SIU’s faculty resources with the pediatric facilities and services of St. John’s Hospital.

A university - and therefore its medical school - has as
its fundamental purpose the advancement of knowledge
for the benefit of society. Our research covers a wide range of basic and clinical sciences. The expansion of the Springfield Combined Laboratory Facility and the SIU Cancer Institute enable us to conduct research that will benefit the region. Major research areas include the study of aging and dementia, brain and spinal cord injury, cancer, cardiovascular disease, diabetes, geriatrics, hearing disorders, infectious disease, medical education, microsurgery, neuroscience, organ transplantation, pediatric disorders, strokes and vascular disease.

Currently there are more than 190 research projects
funded by outside resources underway in 100-plus
laboratories. The School’s research has grown to $23-25 million annually, with about two-thirds funded by federal agencies such as the National Institutes of Health. Other support comes from health associations, pharmaceutical companies and private foundations.
The new SIU Cancer Institute is focusing its efforts
on both established and cutting edge cancer research and treatment, physician training and public education for citizens of central and southern Illinois. Researchers are emphasizing the study of basic mechanisms of cancer, cancer epidemiology in rural areas and promising new cancer treatments. Groundbreaking for the Institute’s permanent home was held in July 2005.

Many of the School’s programs have a broad impact
on the quantity and quality of health care available in
- Continuing medical education programs for physicians
and other health care providers are offered both on and
off campus.
- An extensive library enables the medical community to access resources both on site or on-line. These resources can be accessed by the public through local public, academic or special libraries.
- The Pearson Museum collects, preserves, displays and interprets the history of medicine, pharmacy and health care, with emphasis on the tradition of healing in the Mississippi River basin.
- Through the School’s Rural Health Initiative program,
nearly 70 partnerships and projects have been developed, improving health care in central and southern Illinois communities. The School’s physician placement service, including the annual Doctors Fair, helps place physicians within the state.
- Physicians and other health care professional in central and southern Illinois can consult through our developing telehealth network, connecting SIU specialists with medical facilities in downstate communities.

Southern Illinois University School of Medicine conducts its four-year undergraduate program on two campuses. The first year of the program is on the SIU Carbondale campus to take advantage of the basic science faculty and facilities. The students spend the remaining three years in Springfield using the resources of the full time and community faculty and the two large community hospitals.

The overall focus of the Southern Illinois University School of Medicine curriculum is on clinical case-based, student-directed learning in a small group setting. The goal is to foster the integration of basic and clinical science knowledge as students solve patient, community, and population problems. Clinical experiences, such as continuity clinic assignments, a doctoring curriculum, and unit-related clinical experiences ensure that all content may be learned in a clinical context.

School name:Southern Illinois UniversitySchool of Medicine
Address:801 North Rutledge
Zip & city:IL 62794-9620 Illinois

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The first year of the curriculum engages students in case-based learning, with much student time spent in small group learning activities. Basic sciences are emphasized, while clinical activities center on building basic clinical skills and enhancing the learning of basic science concepts in a clinical context. About a third of students' scheduled time is spent in clinical activities during the first year.
An optional, but recommended, Mentored Professional Enrichment Project between the first and second year allows students to work with a mentor over the course of 12 weeks. Working with faculty on a project helps students increase their knowledge in a wide variety of areas ranging from rural practice to population and community health to academic medicine to basic science bench research.


* Cardiovascular/Respiratory/Renal Unit : The first fourteen weeks of the curriculum focus on issues involving primarily the cardiovascular, respiratory, and renal systems. The cases also are designed to guide students to embryology, genetics, and molecular biology. The early weeks of the unit provide an introduction to
small group process, self-directed study, and a variety of learning resources. The unit also provides an overview of clinical medicine including basic history taking and physical examination skills. The mentor program, clinical field experiences, and elective clinical opportunities begin in this unit.

* Sensorimotor Systems & Behavior (SSB) Unit : This twelve-week unit emphasizes understanding mechanisms underlying problems in the areas of neuroscience (neurobiochemistry, neuroanatomy, neurophysiology), locomotion (anatomy and
physiology of the musculoskeletal system), and behavioral sciences. The cases also are designed to
guide students to embryology, genetics, and molecular biology.

* Endocrine/Reproduction/Gastrointestinal (ERG) Unit : The final organ system unit of the first year spans twelve weeks and emphasizes issues related to
endocrine function, reproduction, the gastrointestinal system, and nutrition. The cases also are designed to guide students to embryology, genetics, and molecular biology.


The second year of the curriculum continues with a series of multidisciplinary rotations of case-based, small group learning units that emphasize the basic sciences in a clinical context. About half of students' scheduled time is spent in clinical activities during the second year.


* Doctoring : The Doctoring Curriculum is both an orientation to Year 2 and a continuation of the four-year Doctoring Streamer that began in Year 1. The introduction provides background information that will be built on through the cases, resource sessions, and clinical experiences in the three Year 2 units (Circulation, Neuromuscular and Behavior, and Endocrinoloy, Reproduction, and Gastrointestinal). The streamer continues its focus on the Doctoring cornerstones: Clinical Skills, Geriatrics, Medical Humanities (including the ethical and legal aspects of medicine), Peer and Self-Assessment, and Physicians' Attitudes and Conduct (PAC).

* Hematology, Immunology & Infection : Since hematology is central to all of the Year 2 Units, introductory objectives to the subject are included in the unit. The general approach will be to present the student with patient problems in a variety of formats (PBLM's, standardized patients, real patients, clinical case presentations and basic science resource sessions) and to require students to develop and master the learning issues necessary to understand the infectious process (and incidentally to attempt to solve the patient problem.

* Circulation : The Cardiovascular-Renal-Respiratory unit consists largely of the pathology and pharmacology as well as clinical integration related to these boy systems. Review of basic anatomic, physiologic, and biochemical processes that were learned in year 1 is expected. The material will be presented in several formats including PBLM's, minicases, class discussions, resource sessions, radiology sessions, and clinical experiences as noted on the calendar. Students are responsible for all material related to these topics.
Robbins, Pathologic Basis of Disease 6th ed. is a recommended text and refer to the Web-based Instructional Material (WIMS) for Pharmacology. The WIMS can be found as a link on the SIU curriculum homepage under modules.

* Neuromuscular and Behavior : Acquire and utilize knowledge of the pathology of diseases of the nervous and musculoskeletal systems and of behavioral disorders.
utilize knowledge of the treatment of diseases of the nervous and musculoskeletal systems and of behavioral disorders with emphasis on the pharmacologic treatment.

* Endocrine, Reproductive, and Gastrointestinal : This unit will utilize a variety of self-directed, integrated learning experiences. The basic educational elements of this unit are:
1. Small group sessions, which occur twice weekly
for 2-3 hours each.
2. Multidisciplinary Sessions, in which faculty present
basic science and clinical information in a
case-based, interactive format.
3. Single Disciplinary Sessions, in which faculty from
one discipline present basic science information.
4. Clinical activities
* Clinical Review Sessions
* Clinical Skills Sessions
* Radiology Sessions
* Patient days
* Mentor activities
5. Self Assessment Tools, which allow students to
evaluate their progress in acquisition of knowledge
and skills
6. End of Unit Assessment, which will measure
student knowledge.


The third year consists of a series of multidisciplinary clinical rotations, with emphasis on both hospital-based and ambulatory practice. These activities will take place at various locations throughout the state. Basic sciences continue to be integrated throughout the third year as students are working with patients.


* Family & Community Medicine Clerkship : The six week required Family & Community Medicine clerkship begins at the Springfield campus with a two day orientation to the clerkship, continues with a five week preceptorship at a remote site, and closes with the final three days of debriefing, feedback and assessment conducted at the Springfield campus.
Students work one-on-one with their preceptor for five weeks of the six week clerkship. The emphasis of the preceptorship is on the care of the ambulatory patient. Students work up an average of 10-15 patients in the office each day and see an average daily panel of 2-4 hospitalized patients. Workups on all patients are reviewed and supervised by the preceptor.
Students participate in office procedures, night call, nursing home and home visits, attend business meetings and conferences with their preceptor, and various other activities in which the preceptor may participate.

* Internal Medicine Clerkship : The next ten weeks will be challenging, interesting, and enjoyable for you. Internal medicine is a broad field that encompasses primary care, subspecialty care and consultation, and many diagnostic and therapeutic procedures. As we internists and subspecialists care for our patients, we depend on broad understanding of basic and clinical science; critical thinking and problem-solving; and exceptional professionalism and interpersonal skill in working with the health care team. During your clerkship, we encourage you to learn systematically about internal medicine and in depth about each patient. Take responsibility for your patients-you will learn internal medicine best through active patient care. In return for your efforts, we expect your educational experience to be top-notch, and we demand that our faculty, residents, and staff are supportive and helpful to you.

* Pediatrics Clerkship : Though the basic clinical skills required of all physicians for the care of patients are essentially similar, some additions, exceptions and adaptations are necessary to provide effective and efficient care of pediatric patients. For example, the history must often be obtained from someone other than the patient, the physical examination must take into account the anatomic peculiarities of the infant or child, and laboratory data must be interpreted in relation to the patient's age.

* Psychiatry Clerkship : The goal of the clerkship program is to provide students with the opportunity to gain a firm foundation in psychiatry which will serve them in whatever fields of medicine they enter. The Department provides a number of experiences from which the students can achieve the identified learning objectives.
The psychiatry rotation is a combination of inpatient and outpatient experiences. In addition, students will attend a series of lectures, seminars and resource sessions facilitated by expert faculty.
During the inpatient assignment, students will work with patients who are suffering from major mental illnesses. The lives of these individuals are so disrupted by emotional difficulties that they need the protective setting of the hospital. During outpatient clinic assignments, students will evaluate, diagnose and utilize a variety of modes of treatment for patients who require treatment but are still able to function in their life setting.

* Surgery Clerkship : The ten-week surgery clerkship is a multi-disciplinary clinical experience that introduces students to basic principles of surgery. The clerkship is designed to equip students with the knowledge and skills relevant to surgical management that all physicians should possess. During a portion of the clerkship, the students rotate on the General Surgery Team. During this experience, they learn pre- and post-operative evaluation and management and participate in surgical procedures. Additionally, they have an opportunity to spend one to two weeks on a variety of different surgical subspecialties of particular interest to them. The students participate in a core conference series consisting of a series of case-based discussions and in a number of small group discussion sessions with a faculty mentor. Formative evaluation occurs through a mid-course departmental examination and an observed system specific physical examination. Summative evaluation is done using standardized patients and the NBME Surgery Shelf Examination.
Elective courses in each of the major surgical specialties are available to seniors interested in acquiring additional knowledge and skills. Additionally, all senior students interested in a career in surgery may participate in a Resident Readiness Rotation. This is a one-month experience designed to prepare the student for a surgical internship.


The fourth year is comprised of over 200 elective courses designed to help students with final preparations for residency. Special emphases include primary care, rural care, surgical specialties, emergency medicine and research. Basic sciences again are emphasized as a part of patient care.
SIU students benefit from studying with faculty members who are both dedicated to the educational process and committed to keeping the curriculum content current and innovative. Students also benefit from an excellent, nearly 1-to-1 student-faculty ratio. This provides easier access to primary learning and the opportunity to get to know a number of faculty from diverse fields.
Emphasis on issues such as community health care and the psychosocial issues of medicine in the new curriculum continue SIU's emphasis on caring while curing and treating patients as people, rather than medical conditions.
Continuity clinic assignments allow students to follow a patient group over a period of time beginning with the first year. Community-based clinical experiences help students understand the role of the community and population in health care and provide service opportunities that benefit both the students and the community.
Life-long learning and use of technology, such as online curriculum content and resources, databases as clinical practice tools, distributed learning, and telemedicine, are also stressed.
Students are expected to use personal portable computers and online resources to enhance their knowledge and skills, log clinical activities, and evaluate curricular activities. Educational computer programs on tutor room and other student-access computers include interactive programs that show graphical interpretations of cellular, biochemical, and pharmacological interactions. Online forms are set up to accept data from both web pages and PDAs. Students also use PDAs to check medical databases, make medical calculations, review curriculum information, and access medical texts and resources.

Cases used in small group learning are set up in both paper and web format so small groups can work with them in either format. Tutor rooms are set up with computers with large screen monitors for displaying patient cases and recording learning issues, viewing videotapes and educational software, and distance learning activities such as videoconferencing with faculty and students at remote sites or conducting small group discussions at remote locations. An online self-assessment system is available from campus and remote locations for student use in practicing for licensure and other exams. A Clinical Skills Laboratory with dozens of models and simulators is available to students for training and self-study.

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