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University of South Florida (College of Medicine)

The College of Medicine, one of the four colleges of the University of South Florida Health Sciences Center, admitted the first class of medical students in 1971. The program and curriculum expanded from the M.D. degree to include a MD/Ph.D. program in medical sciences, an MD/MPH degree, residency programs in various specialties and sub-specialties, and numerous special fellowship programs of both clinical and scientific specialized training.

The College of Medicine is an academic community of scientific and educational excellence with leadership in medicine, medically related research, and highly specialized medical care services. The faculty is dedicated to programs of education, research, and patient care, while providing its students with educational experiences of the highest quality. The Health Sciences Center and the college have strong ties with other university programs and certain programs have achieved national and international recognition. Relationships with other Health Sciences Center colleges, teaching hospitals, the H. Lee Moffitt Cancer Center and Research Institute, and other disciplines within the university provide a very strong academic and research base. The college is fully accredited by the Liaison Committee on Medical Education for the maximum period.

The College provides educational experiences that begin with pre-professional counseling, includes the program leading to the M.D. degree, residency training, and includes continuing medical education for the practicing physician. Each phase of this educational program has a particular emphasis and significance.

The University of South Florida College of Medicine (COM), which includes the School of Physical Therapy, along with the Colleges of Nursing and Public Health, comprise the University of South Florida Health Sciences (HSC). The Health Sciences Center is based on the Tampa campus of the University of South Florida (USF), which, with over 43,000 students on four campuses, is
one of the largest metropolitan universities in the Southeast and among the 20 largest universities in the United States. USF was designated as one of the state’s Research I institutions in 1998, largely because of its strength in health sciences research.

The COM was established by the Florida Legislature in 1965, and enrolled its charter class in 1971. The College offers doctoral programs in Medicine (MD), Medical Sciences (PhD), and Physical Therapy (DPT) and is fully accredited by the Liaison Committee for Medical Education. Several dual degree programs are also available, including the MD/PhD, MD/MBA, and MD/
MPH. Multiple Masters Degree programs are offered.

Since its establishment, more than 2600 students have graduated the COM with the Doctor of Medicine Degree, 197 students have received degrees in Medical Science; and 100 students have received Master of Science degrees in Physical Therapy. Additionally, approximately 500 physicians enroll in resident physician training at USF-affiliated programs each year, selecting among
our 45 American Council on Graduate Medical Education (ACGME) accredited residencies and 21 fellowship programs. The majority of those who complete medical education and/or residency training at USF remain in the state to care for its citizens. The Tampa Bay community has been substantially enriched by USF educated health professionals and by the patient care and outreach
programs of the Colleges of Medicine, Nursing and Public Health.

The MISSION of the College of Medicine is to provide for the education of students and professionals of the health and biomedical sciences through the creation of a scholarly environment that fosters excellence in the lifelong goals of education, research activity and compassionate patient care.

The USF/COM will be recognized as:

• A national leader in educating health professionals by creating a caring, student centered, empowered learning environment;
• A medical school community where students embrace life-long learning and self-fulfillment prepared for satisfying and challenging careers;
• A community of researchers dedicated to advancing knowledge through biomedical research valuing interdisciplinary and specialty specific efforts;
• An environment where faculty, staff and students are passionate about their work and education;
• The keystone of a network of institutions, programs and individuals that creates innovative and collaborative community health care systems.

The faculty and staff at the University of South Florida College of Medicine commit these values as guides for our decisions and behaviors:

High Standards
In upholding the highest standards, we will:
• demonstrate ethical leadership by example
• conduct ourselves with integrity, avoiding conflicts of interest
• hold our work to the highest academic standards

Respect for Individuals
In valuing respect for individuals, we pledge to:
• treat others with respect and dignity, honoring individual differences
• promote open communication and listen proactively
• create collegial environment based on loyalty to our co-workers

Advancing Knowledge
In expressing our passion for learning, we encourage:
• exploration of new ideas in our teaching and research
• risk-taking and acceptance of the inevitable mistakes
• diverse learning opportunities where creativity thrives
• interdisciplinary teamwork

Personal Development and Leadership
Recognizing that exceptional quality begins with people, we create:
• a culture of personal development and professional fulfillment
• a workplace where expectations are matched by our reward system
• an atmosphere where people value the balance between work and family
• a mentor–rich culture where faculty, staff and students can enhance their leadership skills

Commitment to Health
Supporting our fundamental belief in the doctor/patient relationship, we are committed to:
• The highest quality medical care to our patients
• Training the next generation of physicians and health care professionals to be capable and compassionate
• Promoting good health and well-being in response to the needs of our community
• Our community partners who help us achieve excellence in all that we do.

The education of medical students in a changing environment requires a strategic plan which maintains the ideals and traditions of the medical profession while recognizing the changing technologies of education and the changing realities of health care. The University of South Florida College of Medicine has accepted that challenge and has embarked on an aggressive strategic plan which will position it well across the missions of research, education and health care while building on the strengths and traditions of its founding. The University of South Florida College of Medicine was established in 1965 by leaders of the region to educate
physicians and to enhance health in the Tampa Bay region and State of Florida. Over 2,600 students and an equal number of residents have completed their education in USF affiliated programs. Most of the physicians who received their education at USF
provide the core of clinical care to Florida’s increasingly diverse population.

Our mandate, namely providing innovative educational opportunities for medical students, advancing scientific knowledge with important research discoveries and providing primary to quarternary care for this growing region, is one which requires creativity, passion, innovation and partnership with the rest of the University and with other entities. In fact, this need and desire for partnerships which will improve the life and health of the community inspires our name---USF Health.
This strategic plan, developed and embraced by the faculty has a blueprint encompassing five overarching goals:

• Creative Educational Models based on a competency driven approach integrating basic education with the need to concentrate on and develop clinical skills. We are passionate about being leaders in educational technology, simulation and the importance of graduating physicians who understand the system of health care as well as its science.

• Entrepreneurial Academic Practice Models incorporating the diverse and innovative models for patient care encompassed by our full time clinical physicians as well as our volunteer faculty in cooperation with our affiliated hospitals.
We plan on being a leader in the delivery of ambulatory health care through our USF Health Centers for Advanced Health Care, based on quality, service and technology.

• Research Really Matters is demonstrated by the commitment to focused recruitment, resources and direction in order to achieve national prominence. A keystone of this strategic plan is providing the infrastructure for a twenty-first century research model.

• True Integration focusing on the opportunities gained by collaborating with all other areas of the University and ensuring that USF Health truly reflects the advantages inherent in a collaborative model across all three missions for medicine, nursing, public health.

• National Prominence as demonstrated by recognition of innovative educational practices and quality patient care,
achievement of competitive, peer reviewed research funding and publications, and identification of the College as a role-model in multi-disciplinary and inter-disciplinary endeavors.

Evaluation and improvement of the undergraduate medical education curriculum is an on-going process at the College of Medicine.
Since 1999 the College has made significant modifications in the Year 1 and 2 curricula, moving to a model that is more integrated and interdisciplinary and that places a greater emphasis on the application of important basic science concepts to clinical medicine.
A critical component of the Year 1 and 2 curricular reforms is the Longitudinal Clinical Experience (LCE) program that pairs first and second year medical students with medical school faculty and private medical practice preceptors for one half-day per week.
Over the course of two years, each medical student works with three different preceptors in primary and specialty practice areas.

In early 2004, the College began “The Program to Advance Clinical Education” (PACE), to evaluate the adequacy of the Year 3 and 4 curricula. PACE is being conducted within the context of the numerous published studies that have concluded that the clinical component of U.S. undergraduate medical education has not kept pace with changes in healthcare delivery systems, evolving practice requirements, changing patient expectations, increasing emphasis on quality improvement and evidence-based medicine and constant innovations in medical informatics and technology. The goals for the new Year 3 and 4 program include: (a) development of an interdisciplinary clerkship model; (b) creation of a new methodology for oversight of clerkships; (c) assurance that learning experiences expose students to common disorders that are representative of those seen in clinical practice, include important concepts of the major fields of medicine and to develop procedural skills appropriate for all medical school graduates, including patients presenting de novo who do not yet have a diagnosis; (d) integration of important contemporary issues in medicine; (e) a more robust fourth year; and (f ) enhanced use of technology.

The clinical programs and activities of the USF College of Medicine are first, and foremost, an essential element of the College’s central mission to educate and train physicians. The College is committed to maintaining this focus and priority on the provision of clinical care as a means to our primary goal of education and teaching. Additionally and importantly, the College’s clinical programs and the clinical activities of its faculty contribute to the improvement of health for the citizens of our community, state and nation and provide a critical mechanism for the translation of science into new and innovative therapies and treatment modalities.

Tampa General Hospital (TGH), a private, non-profit 975-bed facility and the area’s only Level 1 Trauma Center and Burn Unit, is the primary clinical training site for the USF College of Medicine. In addition to TGH, James Haley V.A. Hospital, Moffitt Cancer Center and All Children’s Hospital, the College of Medicine also provides education, training and research programs at over 100 facilities throughout the USF service area and across the state.

The quality of the education program at an institution is dependent on the quality of the faculty and staff, specifically their knowledge and ability to successfully impart that knowledge in an educational environment. In addition to strong clinical educators, teachers, research scientists and staff, the sustained success of any organization is dependent upon its ability to develop future leaders who can provide renewed energy and possess the skills to position the organization to take advantage of its ever changing internal and external environment, rather than be overwhelmed by them. To accomplish this, a successful USF College of Medicine
must maximize its scarce resources by aligning the efforts of its faculty and staff with the vision and goals of the College.

Faculty and staff participation in organizational sponsored programs facilitates shared visioning which creates ownership for, and commitment to, the organization’s goals. In the latter part of 2004, the Strategic Workgroup (SWG) on Faculty Development was charged with identifying short term and long term goals designed to energize faculty and to provide opportunity for growth, development and continued contribution to the success of the College.

The faculty of the University of South Florida College of Medicine emphasizes ongoing review and adaptation of our education programs to meet the needs of graduates as they enter the profession of medicine. In considering the design of the curriculum, faculty are responsible to social needs and demands while remaining current with modern science and technology. This process of change and evolution in the curricular program is one that is ongoing and continuous.

There is a great deal of excitement regarding a series of innovations that have been initiated over the last several years, and will continue in the implementation process over the upcoming years. These modifications developed out of a series of discussions that included faculty, students, administrators, and graduates of the College.

Demographic data clearly show that the population in the United States is becoming more diverse. In order to address the clinical needs of an ever-diversifying patient population, the college of Medicine seeks to imbue the students with a sober appreciation of cultural diversity and the importance of cultural competency in treating patients.

Founded in 1971, the University of South Florida Shimberg Health Sciences Library serves the students, faculty and staff of the Colleges of Medicine, Nursing, Public Health and School of Physical Therapy. In addition, the library strives to serve affiliated clinical
health professionals, healthcare consumers, and residents of the State of Florida seeking health related information. The library’s mission is to support Health Science Center educational and research activities by facilitating access to information and teaching lifelong
learning skills. The Shimberg Library strives for superior quality in all services and programs.

The collection of materials includes 144,963 bound volumes, 22,948 book titles, 2,088 electronic journal subscriptions, 1,287 print subscriptions, 358 curriculum-related software and interactive multimedia, and 562 audio-visuals and over 400 health related
databases. Online resources have grown dramatically with new electronic books, journals and databases being added yearly. Currently 72% of journal subscriptions are received in electronic format increasing from 452 in 2001 to 2,088 today. E-Books have increased from 69 in 2001 to 905 in 2005. Licenses to database products such as MD Consult, Stat Ref, Ovid, Cochrane, etc. are reviewed annually and increased when deemed necessary to support the growing USF Health population. New products are reviewed and purchased as funds permit to support new technologies such as PDA devices.

The curricular program of the College of Medicine is one in which there is integration of basic science and clinical medicine across all four years: more basic science is emphasized earlier in the program and more clinical medicine is emphasized later in the program.

School name:University of South FloridaCollege of Medicine
Address:12901 Bruce B. Downs Blvd
Zip & city:FL 33612 Florida

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College of Medicine Medical School Location

College of Medicine Courses


* The Profession of Medicine : his three-week course placed at the beginning of the medical school curriculum will introduce students to principles that will be used through the entire medical school education and beyond. Basic scientists and clinicians present it in an integrated approach.

* Medical Ethics & Humanities : This course will introduce the students to basic ethical principles and to apply this information to the moral and ethical problems to which medicine collectively and the physician individually face. The exposure to the humanities (literature, art, music, etc.) will be used to illustrate and define the moral and ethical problems and to reinforce these basic concepts. The course is intended to show how medical ethics with a knowledge of humanities are appropriate, for they are integral to the art of medicine and this contributes to the development of a complete physician.

* Molecular, Cellular & Genetic Basis of Medicine : The objectives of this course are to provide students with a fundamental understanding of biological and genetic principles basic to pathophysiological processes; to explain the molecular mechanisms that underlie the cellular aberrations in clinical disorders; and to examine the associated genetic alterations in human tissues and organs. Clinical correlations are emphasized throughout the course by way of case studies, small group and class discussions.

* Physical Diagnosis I : Physical Diagnosis students gain knowledge of the physical exam using a Web-based course that contains lecture material, assessment tools and online testing. Students participate in small group sessions to develop physical exam skills. .

* Colloquium I : During years one and two, the colloquia will emphasize clinically relevant topics related to the basic sciences and areas of medicine that cross-traditional boundaries. Sessions will involve interaction between year one and year two students..

* Imaging for Anatomy : The goal of this course is to apply the knowledge gained in anatomy, physiology, and physical examination to basic medical imaging, which is relevant to the practice of clinical medicine. Anatomic correlation will be performed using plain film radiography, angiography, and cross-sectional imaging. Whenever possible, physiologic correlation will also be made using funtional imaging modalities including nuclear medicine imaging.

* Anatomy : Anatomy is a survey course which includes the integration of human development. Dissection of human cadaver material forms the basis of the course and additional skeletal material, plastic embedded cross sections, models, and audiovisual aids are available to enhance learning of both anatomical and functional relationships. Cross sections of cadavers are supplemented by computed axial tomography (CAT) scans and magnetic resonance images (MRI). Lectures clarify difficult areas and emphasize important relationships. Clinical correlation of anatomical landmarks is presented in laboratories and lectures

* Physiology : This course is designed to accomplish three primary objectives: (1) to provide instruction in physiology at the cellular, organ and systemic levels; (2) to illustrate and emphasize the existing interrelated functional aspects of human physiology at the level of general systems, e.g., cardiovascular and endocrine systems; (3) to compare the relationships of normal physiological function to those deranged by disease (pathophysiology) in conceptual terms. Clinical correlation is an essential part of the course of instruction, which will revolve around the physiology of the human insofar as it is possible. Lectures, case demonstrations by clinicians, laboratory sessions, demonstrations and small-group conferences will be employed in the teaching program. The department will present the essential importance of physiology to the students so they may realize that disease and abnormal conditions must be contrasted with well-known concepts of normal physiology.

* Longitudinal Clinical Experience I : The Longitudinal Clinical Experience (LCE) Program’s mission is to introduce students to clinical medicine during the first two years of medical school. The program pairs first and second year medical students with College of Medicine faculty and private medical practice preceptors, for one half day each week in a clinical setting. Over the course of two years, each student works with three different preceptors, beginning in observation mode and working up to evaluating patients at a pace determined by the preceptor. Preceptors represent specialty areas as well as primary care which provides students with a unique opportunity to explore medicine in a variety of practice areas early in their medical education.

* Medical Neuroscience : Neuroscience is an interdisciplinary study of structure and function in the human nervous system. It is designed to enable students to learn basic neuroanatomy, neurophysiology and neurochemistry of the nervous system in an integrated manner. Organization of the course illustrates the clinical importance of basic science knowledge with selected case studies, clinical correlations and an introduction to the neurological examination. Students will be engaged in problem solving situations that draw upon recently acquired knowledge of the nervous system. The overall objectives are to 1) prepare students to progress to more advanced clinical studies of the nervous system, 2) to lay the foundation for lifelong learning in the neurosciences by beginning to develop the necessary background, ability and confidence for students to independently and critically add new basic and clinical information to their knowledge base.

* Behavioral Medicine : This course focuses on introducing the students to behavioral science and how it can be applied in medical practice. The course also provides an orientation to the major emotional disorders and how they effect patients and their health care. The course also discusses human development and how patients respond to medical interventions at different stages of their life cycle. Issues regarding personality structure and family dynamics are reviewed, with emphasis placed on how they effect the patients clinical presentation and the doctor/patient relationship. Emphasis is placed on areas of psychiatry and behavioral medicine relevant to the general practice of medicine and the integration between psychiatry and the other medical disciplines.


* Clinical Diagnosis and Reasoning : This course aims to provide the student with the opportunity to “think like a physician”. Central to this is acquiring an understanding of the components of the diagnostic reasoning process and how they are built upon comprehension of pathophysiology of disease as well as collection and interpretation of data. This course will provide the venue to integrate clinical diagnosis and reasoning strategies with the complementary aspects of clinical problem solving, physical diagnosis and evidence based medicine.

* Principles of Medical Microbiology and Infectious Diseases : This course consists of lectures, laboratory, and small-group conferences. Principles of infectious disease are presented with emphasis on both the characteristics of the causative agent (bacteria, viruses, fungi, parasites) and the host response to colonization activities. Laboratory sessions are designed to examine aspects of important micro- or immunobiologic phenomena or to demonstrate the usefulness of procedures as diagnostic aids. Considerable time is devoted to discussion of the immune response, both protective and non-beneficial aspects. Correlation sessions are included, with clinical material presented and discussed at every opportunity.

* Pharmacology : This course for second year medical students is a learning experience designed to provide a current knowledge base and to promote and encourage life-long learning in pharmacology. Lectures, clinical conferences, laboratory demonstrations, problem-solving sessions, interactions with faculty, and examinations are utilized to stimulate and to evaluate the knowledge base of students in the discipline of pharmacology. In an effort to provide a cohesive approach to the learning process, prototypical agents in each class of therapeutic compounds are presented and discussed in detail; the pharmacokinetic profile, mechanism of action, therapeutic use, pharmacological and toxicological effects, and contraindications of these compounds are emphasized.

* Pathology & Laboratory Medicine : This course is designed to provide the students with basic concepts of general and systemic pathology, general principles of clinical pathologic correlation, and principles and interpretation of laboratory tests. The course involves integration of interrelated lectures in pathology and laboratory medicine including clinical laboratory hematology. The course includes lectures, case presentation, clinicopathologic conferences and laboratory sessions in pathology and laboratory medicine that involve the study of gross pathology, microscopic pathology including laboratory hematology and cytopathology, case presentations and group discussions.
The students will be given reading assignments and lecture handouts. Students will actively participate in autopsies on a rotation basis and attend clinical pathological conferences.

* Physical Diagnosis II : Physical Diagnosis students gain knowledge of the physical exam using a Web-based course that contains lecture material, assessment tools and online testing. Students participate in small group sessions to develop physical exam skills.
The first year course emphasizes basic skills, whereas second-year students also learn advanced skills, maneuvers, and techniques, building on the foundation skills taught to first-year students.

* Clinical Problem Solving : This multidisciplinary course is offered during the organ system blocks. Students learn clinical reasoning through tutorial sessions and student case conferences.

* Colloquium II : During years one and two, the colloquia will emphasize clinically relevant topics related to the basic sciences and areas of medicine that cross-traditional boundaries. Sessions will involve interaction between year one and year two students.

* Longitudinal Clinical Experience II : The Longitudinal Clinical Experience (LCE) Program’s mission is to introduce students to clinical medicine during the first two years of medical school. The program pairs first and second year medical students with College of Medicine faculty and private medical practice preceptors, for one half day each week in a clinical setting. Over the course of two years, each student works with three different preceptors, beginning in observation mode and working up to evaluating patients at a pace determined by the preceptor. Preceptors represent specialty areas as well as primary care which provides students with a unique opportunity to explore medicine in a variety of practice areas early in their medical education.

* Evidence Based Medicine : An essential course for learning the principles of applied clinical epidemiology and how to use an evidence-based approach to the practice of medicine. “Evidence based medicine is the integration of best research evidence with clinical experience and patient values” Sackett, Straus, et al – Evidence Based Medicine: How to Practice and Teach EBM, 2nd Ed.


* Family Medicine Clerkship : The Family Medicine Clerkship is eight weeks in duration. The program allows students to conduct examinations, consult with physicians, and learn clinical skills in a variety of settings. Training occurs in an outpatient academic setting, private physicians’ offices, community health centers, and various community residencies. During the first four-week period, students spend half the time in a private physician’s office or community health center, and the other half at the University of South Florida Family Practice Clinic. Students meet with faculty one day a week for didactic sessions. During the second four-week period, students receive outpatient and inpatient training at one of the affiliated Family Practice residency programs.: Bayfront Medical Center in St. Petersburg, Morton Plant Mease Hospital in Clearwater, Florida Hospital in Orlando, Halifax Medical Center in Daytona, St. Vincent’s Hospital in Jacksonville, and Tallahassee Memorial Hospital in Tallahassee.

* Internal Medicine Clerkship : The Medicine Clerkship is 8 weeks in duration and is conducted in the affiliated hospitals and ambulatory clinics. The experience emphasizes the history, physical examination and diagnostic procedures leading to an appropriate database for diagnosis and therapeutic intervention. The students acquire a firm knowledge base of the pathophysiology of disease as they participate as members of a team in rounds, discussion sessions and conferences.

* Obstetrics/Gynecology Clerkship : The Obstetrics/Gynecology Clerkship is an eight-week clinical clerkship. Students are assigned to patient care in Obstetrics, Gynecology, Reproductive Endocrinology and Infertility, Gynecological Oncology, Labor & Delivery, Outpatient and Inpatient Care. A strong emphasis is placed on ambulatory care particularly in the attending supervised resident outpatient ambulatory center, Genesis. During the Clerkship students are expected to participate in deliveries, surgeries, rounds, tutorial sessions, obstetric and gynecologic ultrasound and urogynecology. This broad based clinical clerkship in Obstetrics and Gynecology provides a well-rounded clinical experience into the overall health care of the female patient.

* Pediatric Clerkship : The Pediatric Clerkship is an eight-week clinical experience emphasizing health care delivery to children in both an inpatient and an ambulatory setting. Medical management of common pediatric illnesses, approaches to children and their families, general growth and development, disease prevention and anticipatory guidance are stressed. Knowledge attained on rotations in the newborn nursery, general pediatric ward, emergency room and a variety of ambulatory clinic settings is solidified with weekly case discussions.

* Psychiatry Clerkship : The Psychiatry Clerkship is eight weeks in duration. Students are assigned to one general adult psychiatry unit for one month and to a second month on a consultation liaison service (Psychiatry in Primary Care). Students are assigned to two of the four following sites for their one-month rotations: The James A. Haley Veterans Hospital, Tampa General Hospital, the Bay Pines Veterans Hospital and the Moffitt Cancer Center.
Part-time assignments to outpatient services and seminars supplement the clinical experience. The clerkship is designed to acquaint students with the major forms of psychiatric illness, to give them responsibility for directly participating in the treatment of patients suffering from these illnesses, and to increase their interpersonal skills in the management of illness in general.

* Surgery Clerkship : The Surgery Clerkship is eight-weeks in duration. The students serve on the surgical services in the affiliated hospitals. Each student is an integral part of the patient treatment team is required to accomplish supervised work-ups, participate in the performance of surgical procedures and patient follow-up. Each student is assigned to a particular hospital service, under the direction of specific residents and faculty, where they are required to function as a member of the surgical team. This rotation includes experience in general surgery, cardiothoracic surgery, vascular surgery, pediatric surgery, and otolaryngology. One day will be spent in a laboratory demonstrating acute pulmonary and cardiovascular physiology.

* Colloquium III : During the third year, the colloquium will emphasize cutting edge basic science and its applications to the clinical years.


* Critical Care Clerkship : The Senior Critical Care clerkship is eight weeks in duration and is conducted in affiliated hospitals. The course is presented in an integrated, interdepartmental fashion linking basic and clinical sciences. During this course, students rotate through a number of critical care units, including cardiac intensive care, pulmonary/medical intensive care, surgical intensive care, anesthesia intensive care, pediatric/neonatal intensive care. The course includes the following components in addition to the clinical rotations:
• Basic Science Conference
• Radiology Conference
• Unique Seminars
• Competent conferences emphasizing review and interpretations of the literature in evidence based medicine
• Electrocardiography
After completion of the course, students should be comfortable in the initial assessment and management of the critically ill patient.

* Integrated Clinical Neuroscience Clerkship : The Integrated Clinical Neuroscience clerkship is an integrated, interdepartmental, interdisciplinary clerkship that emphasized score principles of neurology, neurosurgery, and pediatric neurology, as well as the basic science principles relevant to the practice of these specialties. There is a combination of clinical experiences in the inpatient and outpatient arena as well as conferences emphasizing a core curriculum in neurology as appropriate for medical students. Students will have the opportunities to reinforce and improve their exam skills in neurology, and will improve their knowledge and skills related to common neurologic syndromes.

*Colloquium IV : During the fourth year, activities will prepare students for lifelong learning and continuing education.

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