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Thomas Jefferson University (Jefferson Medical College)




Founded in 1824, Jefferson Medical College has awarded more than 27,000 medical degrees and has more living graduates than any other medical school in the nation. It offers both traditional medical education programs and innovative joint degree programs to its enrollment of approximately 900 students each year.

As one of the oldest institutions of higher education in the nation, Jefferson Medical College has emphasized the attainment of clinical excellence in its educational programs. It encourages the student body and faculty to commit themselves to lifelong intellectual pursuits.

Jefferson Medical College has awarded more than 27,000 medical degrees and has more living graduates than any other medical school in the nation.

One of the advantages of attending Jefferson Medical College is the chance to live in a city with charm and diversity. The medical school is conveniently located within walking distance of theaters, museums, ethnic neighborhoods, shopping areas, night life, comedy clubs, and fine restaurants.

There are diverse cultural opportunities at Jefferson
and throughout the Philadelphia area. Within walking
distance of Jefferson is the home of the world famous
Philadelphia Orchestra at the Academy of Music and the
renowned Philadelphia Museum of Art. Exciting sports
events are provided by professional teams such as the
Philadelphia Flyers Hockey Club, the Phillies Baseball
Club, The Philadelphia Eagles Football Club and the
Philadelphia 76ers Basketball Team. Philadelphia hosts
the Mummer’s Parade on New Year’s Day; and a variety
of festivals throughout the year including a special celebration each July Fourth at Independence Hall. There
are also a multitude of community, cultural activities and
celebrations.

Jefferson is proud to be situated near the most historic
square mile in America: Independence National Historic
Park. A few blocks from Jefferson is the Liberty Bell, the
nation’s most revered symbol of liberty; Independence
Hall, where the Declaration of Independence was
adopted; Carpenter’s Hall, site of the first Continental
Congress; and the Betsy Ross House. Visitors to
Philadelphia can take advantage of ride-or-walk tours in
double-decker buses, or take candlelight tours of the
historic area, conducted by guides in Colonial dress.
Travel to and from Jefferson and its affiliates is made
easy by an efficient network of roadways and public
transportation systems. For leisure activities, the southern New Jersey seashore and the Pocono Mountains, are less than a two hour drive. New York City, Washington, D.C., and Baltimore are also within two hours by car and train.

Jefferson is fortunate to be part of the vibrant scientific
and intellectual environment that Philadelphia offers.
The area has the second largest concentration of colleges and universities in the country including five medical schools and many research institutions. As a member of the nation’s first urban research park, Jefferson is involved with the other 27 member institutions in cooperative biomedical research that links scientific findings from the laboratory to government and industry.

Many student activities of the Medical College are coordinated through the Thomas Jefferson University Activities Office. The Activities Office coordinates social, cultural, and recreational programs for the entire Jefferson Community. Students are encouraged to participate in many events occurring regularly throughout the year, including movie nights, entertainment programs, and co-curricular programs and workshops. The Activities Office also offers a variety of ticket sales to professional sporting events, amusement parks, museums, performing arts and cultural attractions. The Activities Office is located in Room B-67 Jefferson Alumni Hall.

The Activities Office is responsible for managing
Jefferson's multipurpose recreation and fitness facility and its many programs and services. The facility offers
members the use of a swimming pool, gymnasium,
racquetball court, cardio and weight rooms, group exercise studio, spinning room, dry heat sauna and men and women's locker rooms. Recreational programs and
services including group exercise classes, fitness testing and exercise prescriptions, personal fitness training, massage therapy, intramural sports (soccer, volleyball, basketball, softball, racquetball and squash), and co-curricular courses such as ballroom dance lessons, Pilates, SCUBA certification, swim lessons, martial arts, and golf instruction are also available.

Jefferson Medical College has many resources for
students designed to maximize their education experience.
The Medical College offers all students the opportunity
to meet and work with a wide variety of skilled personnel (student affairs officers, computer learning specialists, education specialists) and to experience a variety of educational material and methods which are geared to support their curriculum in the first two years.

Jefferson Medical College seeks to provide its students with learning opportunities which will enable them to acquire fundamental knowledge and skills in the basic and clinical sciences as well as develop professional behaviors. The curriculum also allows our students to pursue special interests throughout their medical training.

In recent years, curricular changes have been introduced to keep pace with the rapid expansion of scientific knowledge and the dramatic changes in our healthcare delivery systems. Curriculum must evolve to anticipate the knowledge and skills that will be needed by physicians in the future. To this end the curriculum promotes the following goals and objectives.

In order to achieve our educational goals, two years of preclinical instruction are provided in areas of basic science followed by two years of clinical instruction.
However, there is considerable integration across the
four years. For example, the preclinical curriculum
includes patient contact in the first year, and the clinical
curriculum includes basic science reinforcement in the
last year. The entire curriculum is organized to provide
our students with the solid scientific, factual and clinical
basis to pursue, successfully, generalized or specialized postgraduate training.

Medical school is the first formal step in the lifelong
process of medical education. The skills developed in
meeting the challenges of adjusting to medical school will be honed as each individual progresses through
residency training and into a career in medicine. There
is no one formula for success. Each individual must take
responsibility for his or her own mastery of the curriculum and professional development. The faculty, administration, staff, and fellow students are here to guide you through this challenging and rewarding experience.

The curriculum at Jefferson Medical College has been developed to provide learning opportunities which will enable students to acquire basic knowledge and skills in the biomedical sciences as well as to develop appropriate professional behaviors. The curriculum
also allows students to pursue some of their special
interests throughout their medical training.

The tradition of providing a clinically balanced medical
education, encouraged by the faculty, is that students support and cooperate with each other. First-year students begin their educational journey with a series of orientation workshops which allow them to get to know the fellow students who will be part of their academic and personal lives throughout medical school. In these workshops, students are encouraged to develop working study groups, analyze individual approaches to learning, and review strategies for dealing with the demanding workload of medical school.

Jefferson Medical College is situated on a thirteen acre
urban campus in Center City. Located in the College
Building are the College’s administrative offices as
well as laboratories, Foerderer Hall, the Herbut
Auditorium, small lecture rooms, and the administrative
offices of many of the academic departments. The adjoining Curtis Building also houses academic departments, laboratories, and small classrooms. Academic departments and laboratories, the Solis-Cohen and Brent Auditoriums, and three smaller lecture halls are located in Jefferson Alumni Hall in addition to a cafeteria and the University’s recreational facilities and swimming pool.

Thomas Jefferson University Hospital is one of the area’s largest medical centers, with 701 beds. Opened in June 1978, the Gibbon Building was an innovation in hospital design. Within its nine stories are four 100-bed mini-hospitals, each with its own diagnostic and therapeutic facilities, teaching rooms, and physician offices. Renovations completed in 1990 resulted in a state of the art emergency and trauma center with its own operating room.

Encompassing three trauma bays, two x-ray rooms, a patient-testing lab and a resuscitation room, Jefferson’s Emergency and Trauma Center and Spinal Cord Injury (SCI) Center is one of 15 facilities in the U.S. to be both a level I regional resource trauma center and a federally designated spinal cord injury center.

In addition, the hospital has other programs with a
national reputation, including breast cancer diagnosis
and treatment, radiation oncology, cardiac angioplasty,
high-risk childbirth, medical genetics, hip replacement,
treatment of skin and colorectal cancers, liver transplants, trauma, and care of hand injury.


School name:Thomas Jefferson UniversityJefferson Medical College
Address:1025 Walnut Street
Zip & city:PA 19107 Pennsylvania
Phone:215-955-6983
Web:http://www.jefferson.edu/jmc
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Jefferson Medical College Medical School Location







Jefferson Medical College Courses


YEAR ONE

We believe that the first year of medical school sets the stage for at least the first four years of medical education, if not one's entire professional career. It is a very important year. During this year, Jefferson students focus on the structure and function of the human organism in its physical and psychosocial context. Coursework in the basic sciences of human gross anatomy, cell biology and microscopic anatomy, biochemistry, genetics, neuroscience, and physiology provides first-year students with a strong basic science grounding. Practice related topics such as medical informatics, evidence-based medicine, health policy and ethics are also introduced during the first year.
Clinical coursework focuses on the patient-doctor relationship, medical interviewing and history-taking, the human developmental trajectory and behavioral science principles. This curricula provides students with both a behavioral science foundation and a clinical frame-work; it establishes an educational bridge between lay perspectives and the realities of medical practice.

COURSES :

* Human Form and Development : This course is a foundational course emphasizing key concepts in human
development and gross anatomy. All major anatomical regions are covered from a combined lecture and dissection approach. Dissection sessions provide each student with an opportunity to verify all that he or she has been exposed to via reading and lecture regarding the gross structure of the human body, i.e., evidence-based medicine in its simplest form. The sequence in which the regions are approached are as
follows: back, thorax, abdomen, pelvis and perineum, lower limb, head and neck, and upper limb. The didactic experience also includes several imaging lectures focusing on MRI, CT and routine radiographic
approaches. There is a clear focus upon the anatomical relationships of structures and a continuous emphasis as to the clinical relevance of these relationships. Embryology lectures begin with gametogenesis and
fertilization and then progress to a systemic approach to development.
There are eight clinical skills sessions incorporated into Human Form and Development which serve to reinforce the concepts gleaned from lecture and dissection. These sessions are interspersed, where relevant,
throughout the various regions as the course progresses. We are beginning to assess a number of competencies in this course in addition to basic medical knowledge, e.g., communication skills and professionalism, by instituting several peer-teaching and peer-review sessions during the dissection module. Computer-assisted instruction provides ample opportunity for review and self-directed learning. This course is taught in collaboration with Medical Practice for the 21st Century.

* Introduction to Clinical Medicine I : The fi rst year of medical school is a critical and pivotal time in the
professional development of a physician. It is during this year that the life-long learning requisite to providing all patients with excellent medical care begins. This course is designed to introduce students to the “tools” needed to function skillfully in our evolving health care
environment, as a clinician and as an integral part of the health care team. Topics include professionalism, medical ethics, system-based care, medical informatics, evidence-based medicine, cultural diversity, behavioral science and clinical skills. Small group and other interactive teaching methods provide ample opportunity for active, collegial learning.
This course provides the basis for clinical practice and ensures that students understand how science guides and informs the practice of medicine. Clinical skills teaching (history-taking, physical diagnosis communication and interpersonal skills, and simple technical skills) will take place in offi ces, the hospital, the clinical skills center and other laboratory settings.

* Molecular and Cellular Basis of Medicine : This core course presents basic concepts from the fields of molecular biology, genetics, cell biology, biochemistry, and cell physiology as they apply to current and future medical practice. Material is presented in lectures and problem-solving sessions with a case-based learning
component. Topics include: DNA and RNA structure and function; protein structure and turnover; cellular structures; cell-cell communication; the cell cycle; genetics; cytogenetics; stem cell biology; cancer; cancer genetics; blood; metabolism of carbohydrates, lipids, amino acids, and nucleotides; diabetes. This course is taught in collaboration with Medical Practice (see below) and serves as the foundation for the Block
3 Tissues and Organ Systems course.

* The Systems I : This course presents a coordinated discussion of normal structure and function of the human body at the tissue, organ-system and integrative
regulatory level. Presentations of the microscopic anatomy of tissues and organ system precede discussions on the physiologic function and
regulation of those tissues and systems. Microscopic anatomy topics include: tissues, i.e., epithelium, connective and supportive tissues, muscle, nerve, blood, as well as the gastrointestinal, cardiovascular, immune, cutaneous, respiratory, renal, endocrine and reproductive systems. In addition, there is an introduction to histopathology at the systems
level. Topics in Physiology include the autonomic nervous system, nerve and muscle function and regulation, the gastrointestinal system, cardiovascular physiology, pulmonary physiology, body fl uids, renal
physiology, acid-base regulation, temperature regulation, the physiology of stress and endocrine physiology. Teaching is done by lecture, video demonstrations, small group digital microscopy labs, computer simulations, problem-solving sessions and EKG laboratory sessions.
This course is taught in association with Medical Practice for the 21st Century which provides clinical correlations.

* The Systems II - Neuroscience : The fi rst year ends with a six week section dedicated to the morphology
(gross and microscopic) and function of the human nervous system with applications to clinical medicine. Topics include: anatomy and physiology of the brain and spinal cord, neurotransmitters, sensory and motor pathways, special senses, suprasegmental and cortical
functions. Teaching is done in lectures, patient presentations in Grand Rounds format, small group laboratory exercises, small group clinical skills sessions, and small group case studies.. This course is team taught in collaboration with eleven basic science and clinical departments as well as the Medical Practice 21 faculty.

YEAR TWO

In addition to increasing emphasis on the study of “bedside” clinical skills, the curriculum shifts in the second year to the study of pathophysiology and disease.
After an introductory block of general pathology and general pharmacology, the subjects of immunology, microbiology and systems-based pharmacology, pathology, physical diagnosis and clinical medicine are presented as an interdisciplinary curriculum.
The curriculum includes small group sessions focusing on problem-solving, evidence-based medicine and service-based learning.
The curriculum is designed to facilitate student learning, preparation for both clinical clerkships and the USMLE Step 1.

COURSES :

* Foundations of Pathology and Pharmacology : This module presents fundamental concepts in pathology and pharmacology in preparation for the integration of these concepts into subsequent coursework. The pathology component features cell injury and inflammation, neoplasia, developmental and genetic diseases, environmental and nutritional pathology, and hemodynamic disorders. Students learn in lectures, case studies, and via interactive review sessions.
In pharmacology, the concepts of pharmacodynamics, pharmacogenetics, drug metabolism, pharmacokinetics, and toxicology are presented. Autonomic nervous system pharmacology is used to demonstrate
how each of the principles is applied and students learn the first of many groups of drugs they will learn throughout the year. Key topics include use of drugs in special patient populations (neonates, pregnancy
and nursing, children, and the elderly), over-the-counter drugs and botanical medicine, drug development and clinical trials, and federal drug laws applying to prescription medications. The Medical Letter on
Drugs and Therapeutics is provided to introduce concepts of independent lifelong learning about pharmacology. Students learn in lectures, in workshops, and by taking short quizzes on the Medical Letter.

* Infection, Immunity and Disease : The objective of this course is to study how the immune system functions,
how it contributes to the development of diseases and the relationship between the immune response and infectious diseases. The course provides the background for understanding the composition and mechanisms of the immune response, the diseases associated with the immune response, the biology of organisms which cause the infectious diseases of humans, the interaction between the immune system
and infectious diseases and the pharmacology of therapies used to control immunological and infectious diseases. This course is divided into three sections with Section 1 covering Immunology and Virology, Section 2 covering Bacteriology and Section 3 covering Parasitology, Mycology and Infectious Diseases. The course is comprised of lectures, clinical correlations and laboratory sessions. The goal of the clinical correlations is to present clinical applications of the material covered
in the course. Laboratories cover areas, using a case based approach, that are deemed necessary to give a physician insight into obtaining and interpreting laboratory data for proper patient care. Procedures
that can be done in a physician’s office or in the emergency setting to help make tentative diagnoses are stressed.

* Introduction to Clinical Medicine II :The Applications of Clinical Medicine course seeks to help students
understand how topics covered in the basic science courses are applied in clinical medicine. The Immunity, Infection and Disease course, Foundations of Clinical Medicine and ACM courses are closely linked
so that the entities discussed in ACM follow the modules of the IID and FCM courses. Much of the course is spent in small group sessions that are devoted to clinical cases, articles from the medical literature and essays on professionalism. An important goal is understanding
clinical medicine in the context of the life of the patient. Students also attend Grand Round sessions where senior faculty members interview patients and discuss how the process of medical decision making takes
form. Standardized patient interviews are conducted and videotaped with feedback on interviewing skills. During clinical skills sessions, students have the opportunity to examine patients with abnormal physical fi ndings and learn about the clinical presentations of various disease processes.

* Clinical Skills/Physical Diagnosis :

* Foundations of Clinical Medicine I & II : The objective of this course is to expose the student to fundamentals of
clinical medicine, integrating the specialties of medicine with pathology and pharmacology. The course is organized by systems: cardiovascular, pulmonary, renal/urologic, gastrointestinal, neurologic, psychiatric,
ophthalmologic, hematologic, musculoskeletal, dermatologic and reproductive. Each section starts with the salient anatomy, physiology and pathology, providing the pathophysiologic basis of the disorders that affect the system. This background is followed by review of clinical entities, including the relevant clinical skills, and the pharmacologic basis of therapeutics for each set of disorders. Teaching methods include lectures, small group sessions, team learning exercises and interactive
review sessions. This course is tightly integrated with IDPT 204, Clinical Skills and IDPT 201, Applications in Clinical Medicine, following the same organ system organization and examination cycle.
The Foundations of Clinical Medicine course is designed to serve as a transition from the basic sciences to clinical medicine. Every effort is made to keep the teaching and learning patient-centered, to foster an
ethic of self-directed and life-long learning and to provide the student with the background necessary to succeed in the clinical years of their medical education. Resources provided in this course will also be useful
background review for clinical rotations.

* Clinical Skills : This course provided a foundation for physical examination maneuvers and findings. It includes an introductory series of lectures in the followed by system-specific lectures which are integrated into the Foundation of Clinical Medicine course. Didactic sessions include the use of individual wireless stethophones for the teaching of cardiac and pulmonary
sounds, and “hands-on” experiences at the Jefferson Clinical Skills Center with standardized patients and simulations. There is also a series of supervised encounters with hospitalized patients at TJUH and our local clinical affiliates. Assessment of students’ knowledge and skills will takes place periodically throughout the course.

YEAR THREE

The core clerkships start in July. There is a total of 100 weeks of educational time in the second two years of which 84 are required. This also includes two weeks of vacation during each Christmas period (total four), two weeks of vacation in July, two weeks vacation prior to graduation, and eight weeks of vacation to be scheduled to fit the needs of the students. The basic unit of the calendar is a six-week block, but a student may take an approved course for:
* Four weeks and use the other two weeks for vacation or
* Three four-week blocks consecutively or
* Two four-week blocks and four weeks of vacation.

COURSES :

* Family Medicine : The Family Medicine Clerkship may be taken at Jefferson or any of the affiliates listed below. At Jefferson and at all affiliate sites, students see
patients in the Family Practice Center, at community sites, and in private preceptor offices. Skills developed in the clerkship include history taking, physical exam, case presentation, differential diagnostic reasoning,
development of a therapeutic plan, and patient education.

* General Surgery : Clinical clerks spend the entire six-week surgery block at either Thomas Jefferson University Hospital or one of the hospitals affi liated with
Jefferson Medical College. During this six-week teaching block, the student is expected to assimilate the knowledge, skills, and attitudes concerning surgery that are expected of every physician. The students are assigned the responsibility of the preoperative evaluation of surgical patients and their postoperative care and participate in the surgical procedures performed on their assigned patients. Their work is closely supervised and evaluated, and they are encouraged to develop initiative and increasing responsibility. Students participate in patient rounds,
conferences, case presentations, and problem- based learning. Didactic material is presented by each of the participating hospitals and in a series of seminars at Jefferson. The assigned textbook is Essentials of
Surgery edited by Peter Lawrence.
Each student is expected to develop a working clinical knowledge of general surgery and have surgical knowledge common to all specialties. An oral examination in surgery administered by the surgical faculty is required. This examination takes place during the final two weeks of the clerkship and the results are included in the clinical clerkship grade.
At the conclusion of the six-week teaching block, the faculty submits a critical evaluation of each student’s performance during the clerkship. The National Board of Medical Examiners Subject Examination in Surgery
is required of all students and is administered at the conclusion of the clerkship. This final examination measures the core knowledge and problem solving abilities gained during the clerkship and is separately
recorded in the transcript as Surgery 351.

* Internal Medicine : Students are expected to perform or assist with admission evaluations, progress notes, and daily care and treatment of assigned patients. Students
are exposed to a variety of procedures, including phlebotomy, intravenous catheter placement, arterial blood sampling and central venous catheter placement. Subspecialties are represented on each inpatient
firm, so the student will have a balanced experience in Internal Medicine. Reading is expected from Cecil’s, Harrison’s, or other textbooks of Internal Medicine. Students are evaluated by their house staff and preceptor at midterm and at the end of the rotation.

* Pediatrics : Pediatricians care for patients during the first two decades of life with a strong focus on disease prevention, anticipatory guidance and wellness; however, pediatrics also encompasses all the standard sub-specialty areas (e.g., cardiology, endocrinology, etc.) and several specialties that are unique to pediatrics (e.g., neonatology). Students spend six weeks on the core pediatric rotation where they learn and practice how to approach patients of different ages and are exposed to common clinical problems. Experiences in the inpatient, outpatient and newborn nursery ensure that every student sees a balanced patient mix. Students learn from a core “clinical case based” curriculum and enhance their interviewing, physical exam and technical skills at a clinical skills day,
through structured direct observation and videotaping of patient interviews.
Students are expected to see patients on their own under the close supervision of an attending and/or senior resident and are actively involved in all aspects of patient care.

* Psychiatry and Human Behavior : This core clinical experience prepares all physicians to recognize and
plan treatment for the most prevalent psychiatric disorders. Each third year student has an opportunity to evaluate and follow the progress of patients with a variety of psychiatric disorders. Students evaluate
and follow patients under faculty supervision and observe and participate in all treatment, rehabilitative, and preventive programs within the clinical setting. Familiarity with psychiatric medications and other
therapies, general psychiatric knowledge, and skills in the mental status examination are all developed during the rotation. Students learn to differentiate common problems that present for physician’s treatment
from severe behavioral and thinking disorders that require specialized evaluation and therapy.

* Obstetrics/Gynecology : The aim of this clerkship is for students to learn basic skills, attitudes and knowledge essential for the care of women. The program in each
location is designed to provide a parallel experience involving conferences, outpatient and inpatient activities.
On obstetrics, the student is assigned in rotation to the office, to the delivery room, or to patients with complications who have been admitted to the hospital for evaluation and management. In the office, the
student is exposed to the fundamentals of prenatal care for normal and complicated pregnancies. The delivery room experience affords the opportunity to observe and follow patients during labor and the postpartum period and to assist in their delivery. Selected patients with
pregnancy complications admitted to the hospital are assigned to the student for evaluation. The student participates in their management under supervision of the resident staff and the faculty.
On gynecology, the student is assigned in rotation to the office and to patients with a gynecologic disorder who have been admitted to the hospital. The student is responsible for the history and physical examination and is required to outline a course of management for
each assigned patient. The student follows the course of the patient in the hospital with the resident staff under supervision by the faculty.
Assignment to the operating room affords the opportunity to assist on surgical procedures performed on assigned patients. Correlation of surgical fi ndings with the microscopic pathology is an integral part of
the experience. At the completion of the course, the student should (1) have developed knowledge, attitudes and skills relevant to the care of the normal adolescent,
reproductive and aging female; (2) be able to identify patients requiring specialized obstetric and gynecologic consultation; and (3) have expanded knowledge in the social problems of the patient and of society.

YEAR FOUR COURSES

* Neurology/Rehabilitation Medicine : This IDEPT is a four-week linked neurology-rehabilitation rotation. The
philosophy of this experience is to teach the knowledge, attitudes and skills requisite to be able “to add life to your patients’ years, as well as years to their life.” (Dr. Edward Gordon). The rotation starts off with a one-day intensive clinical tutorial in neurologic and musculoskeletal differential diagnosis and physical diagnosis. The critical importance of goal setting and the collaboration with the health professional team is
emphasized in the rehabilitation medicine component. Students must observe patient treatment in physical and occupational therapy daily.
The importance of developing a complete diagnostic formulation is the emphasis of the neurology component.
Students are assigned to both neurology and rehabilitation medicine services at TJUH and clinical affiliates. Specific objectives include learning to take a neurological-oriented and functional history and learning
to perform a basic functional, neurological and musculoskeletal examination. Additional skills include formulating a comprehensive problem list and management plan.
Students evaluate patients under the supervision of the resident and attending staff, participate in work and teaching rounds, attend Grand Rounds and other special conferences and participate in site-specific clinical activities. Specialized rehabilitation medicine didactic material is available on videotape and CD. Syllabic are provided for students’ study and test preparation.
A final written exam that includes neurology and rehabilitation medicine functional questions is given on the last day. There is a single grade for the IDEPT 400 Neurology-Rehabilitation course.

* Surgical Selectives:
Anesthesiology : The clinical curriculum in anesthesiology is directed at teaching the students those aspects of anesthesiology that should be understood by all practicing physicians. Preoperative evaluation, choice of appropriate anesthetic techniques, and postanesthetic problems that may develop are covered. Operating room experience demonstrates mask ventilation, the use of airway adjuncts, and endotracheal intubation.

Ophthamology : The Department of Ophthalmology at Wills Eye Hospital participates as a selective in the IDPT. 410. Up to 10 students may choose ophthalmology for any three-week period. The rotation begins with an introductory session in which the students will draw a partner’s optic nerve area of the retina. A second introductory session covers the techniques of an ocular examination including familiarity with the slip lamp.
Subsequently, there are eight lectures by faculty that cover various aspects of ophthalmology with emphasis on ocular abnormalities associated with systemic diseases. There are six resident supervised sessions
which cover unknown case presentations.
Following the morning didactic session, students are assigned to the general ophthalmology clinic, as well as the subspecialty and O.R. areas.
Students are expected to attend selected resident education conferences, including Chiefs’ Rounds each Friday morning. An open book take-home examination is completed during the course of the elective.

Otolaryngology : Students in groups of 8-10 are assigned to the Otolaryngology service at Jefferson Hospital, A.I. DuPont Hospital, or West Jersey Hospital for a total of 3 weeks. Lectures are given to students on Thursday mornings from 8-10 a.m. and cover the important aspects of our field relevant to all facets of medicine. In addition, a manual covering core topics of
Otolaryngology is distributed to all students at the beginning of the rotation.
Students are expected to work with the residents and attendings on service and should plan to participate in seeing inpatients and rounding in the morning with the residents. Typically, rounds begin between 6:30 and 7:00 a.m.
Clinical experience is provided in the offi ce, hospital and operating room. Students should spend at least one to two days with an attending during their office hours and should otherwise anticipate time spent observing and participating in surgery.
The rotation is graded based on participation of students during their time on service. Students who wish to achieve honors for the rotation will be expected to give a 10-15 minute presentation on a topic of their choosing (relevant to the field of Otolaryngology). If students are unsure of a topic to present, guidance will gladly be provided.

Orthopedic : The course introduces the students to the scope of problems affecting the musculoskeletal system and the principles underlying their management. The students are divided among the University Hospital and its affiliates. Daily clinical exposure involving outpatients, inpatients, and operating room experience is provided daily. Students are assigned to individual faculty members in each of six orthopaedic subspecialties,
with an option for a more intensive focus on Pediatric Orthopaedics at the A.I. DuPont Institute in Wilmington, DE. The emphasis of this introductory rotation is outpatient management of orthopaedic pathology,
also all students will spend approximately two days each week in the operating room.

Urology : This basic course introduces the student to the diagnosis and treatment of urologic disease. Responsibilities include: inpatient and outpatient
evaluation, conferences, and operating room participation. The University and affiliated hospitals present a well-rounded curriculum, and opportunity for Grand Round presentations, and comprehensive
lecture series that provide an excellent introductory exposure to modern urology.

* Advanced Basic Science : This is a four week course dedicated to revisiting the exciting interplay between the basic sciences and clinical medicine. Six clinical topics in
different disciplines will each be reviewed for one or two days using varied educational styles. In addition, the course will feature “teaching how to teach“ with weekly interactive seminars. A weekly journal club will highlight critical reading skills with articles related to the topics
being presented that week. This course can substitute for Advanced Basic Science course.

* Inpatient subinternship in either Internal Medicine, General Surgery or Pediatrics

* Outpatient Subinternship in either Family Medicine, Internal Medicine, OB/Gyn, Pediatrics or Psychiatry and Human Behavior

* Emergency Medicine/Advanced Clinical Skills : The Emergency Medicine / Advanced Clinical Skills (EM/ACS) Clerkship is a mandatory rotation for all fourth-year Thomas Jefferson Medical Students. Students will work closely with Emergency Medicine (EM) attendings and residents in the diagnosis and management of patients
who present to the Emergency Department (ED). Students will work between 24 and 32 hours per week in the Emergency Department.
Students will attend didactic lectures, clinical skill laboratories, and patient simulations during the clerkship. Students will use the Patient Encounter Log System (PELS) during the clerkship. In addition, students
will have the opportunity to take the Advanced Cardiac Life Support (ACLS) Course and or the Pediatric Advanced Life Support (PALS) course during the clerkship. At the end of the clerkship, all students
will take a mandatory multiple-choice examination.
The curriculum for the fi rst Monday of the clerkship and every Friday during the clerkship will be held on campus at Jefferson. All students will attend the first Monday orientation day at Jefferson and all Friday teaching/testing days at Jefferson. During the other days, students will work in the Emergency Department at either Thomas Jefferson or one of the affiliates. Students will rotate through only one Emergency
Department.

* Electives

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