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University of Medicine and Dentistry of New Jersey (School of Osteopathic Medicine)




The UMDNJ-School of Osteopathic Medicine is dedicated to providing excellence in medical education, research and health care for New Jersey and the nation. An emphasis on primary health care and community health services reflects the School’s osteopathic philosophy, with specialty care and centers of excellence demonstrating our commitment to innovation and quality in all endeavors. The School seeks to develop clinically skillful, compassionate and culturally competent physicians from diverse backgrounds, who are prepared to become leaders in their communities.


School name:University of Medicine and Dentistry of New JerseySchool of Osteopathic Medicine
Address:One Medical Center Drive, Suite 312, Stratford, New Jersey
Zip & city:08084 New Jersey
Phone:(856) 566-6000
Web:http://som.umdnj.edu/
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School of Osteopathic Medicine Medical School Location







School of Osteopathic Medicine Courses


YEAR ONE
The first semester of year one is heavily involved in the basic sciences critical to success as a physician. Also integrated throughout Year 1 are OMM (including functional anatomy), professionalism, the history of osteopathic medicine, the family medicine preceptorship program, and community involved primary care. The semester begins with an eight-week block of the fundamentals of basic science which include cell physiology, membrane physiology, biochemistry, genetics, tissue types, and an introduction to microbiology and immunology. The next six weeks are dedicated to cardiovascular science including physiology, histology, biochemistry, anatomy, microbiology and genetics. The semester concludes with a six-week block of renal/respiratory science including physiology, histology, microbiology and genetics.
The spring semester of year one begins with a five-week block of gastrointestinal science followed by a four-week block of endocrine/reproductive science. Each of these blocks includes physiology, histology, anatomy, microbiology, and genetics. The semester concludes with a week block of neuroscience and neurology. This exciting module integrates both the basic science and clinical medicine into one unit, and includes neuroscience, neurology, microbiology, genetics and pathology.
YEAR TWO
The second year curriculum is organized through systems-based modules. These modules integrate the clinical medicine, pharmacology, pathology, infectious disease, OMM, and physical diagnosis. The semester begins with the prevention module that not only reviews health and promotion prevention but also nutrition and many of the learning objectives of the practice learning-based competency. Prevention is followed by the musculoskeletal, endocrinology, cardiology, pulmonology, and nephrology/urology modules. Professionalism continues with biomedical ethics issues integrated through all case-based learning sessions and standardized patient encounters. The interpersonal communication competency begins in semester one and extends through the second semester. Psychiatry remains a course throughout both semesters of year two.
The year two spring semester begins with a week of pain management, addiction medicine, and issues surrounding death and dying. This is followed by the gastroenterology hematology/oncology, women's health, pediatrics, and geriatrics modules. The semester concludes with a formal preparatory time for COMLEX Level I examination.
THIRD YEAR OVERVIEW
The third year of instruction at UMDNJ–School of Osteopathic Medicine inducts the student into the clinical training programs. Courses emphasize the practical application of concepts of osteopathic medicine. The clinical sessions, seminars, and electives are designed to provide a multifaceted introduction to the practice of medicine. It is expected that the variety of experiences will challenge the students' intellect and, at the same time, allow for the development of specific skills.
The following specialty areas offer clinical instruction in the third year: Family Medicine, General Internal Medicine, Obstetric / Gynecology, Pediatrics, Psychiatry, Geriatrics, Radiology, Surgery and Medicine Selective or Elective. Basic procedures are demonstrated and practiced by students in each of these areas. Students learn about the standard operating procedures of the hospital and office practice.
FOURTH YEAR OVERVIEW
The UMDNJ–School of Osteopathic Medicine’s fourth-year instructional format includes a series of clinical experiences. The student is given patient-care responsibilities on each service through which he / she rotates. Instruction takes place at the bedside and in clinical conferences. During the year, students develop skill and competency in history taking and physical examination, creating a differential diagnosis, ordering and using laboratory tests; learning procedures in making a diagnosis and providing treatment; establishing professional relationships with patients; participating in the management of patient care during the hospital stay and in subsequent follow-up visits; recording data, understanding diagnostic findings, writing progress notes, and presenting cases.
The following specialty areas offer clinical instruction in the fourth year: family medicine, emergency medicine, surgery, and medicine specialties. Students have the opportunity for subspecialty experiences in cardiology, endocrinology, gastroenterology, general internal medicine, geriatrics, hematology/oncology, infectious diseases, nephrology, neurology, pulmonary, intensive care, and rheumatology. A course description of each of these subspecialty experiences is included in the Handbook. A primary purpose of instruction in this year is to help the fourth-year student apply the didactic background and preliminary clinical training to more intensive clinical experiences.
Through direct and extensive patient contact, the student has many opportunities to practice the concepts of osteopathic diagnosis and therapeutics and to learn through instruction by interns, residents, and faculty. The casespecific learning experiences are a valuable aspect of the program.

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