Osteopathic Medicine

The Cardiovascular System I course is an intensive, multidisciplinary course structured with the goal of directing the student to obtain the foundation necessary to examine the normal structure and function of the cardiovascular system and determine where a deviation from normal exists when presented with patient scenarios. It is designed to provide the student with an overview of the cardiovascular system, including the biomedical science that underlies disorders of the heart and circulatory system. The method of content delivery for this course includes a diverse range of educational approaches: traditional lecture (AUDITORIUM or ZOOM LECT), pre‐recorded video lectures which students can work through independently at an individualized pace (VIDEO LECT), gross anatomy cadaver dissection, Basic Science Correlation (AUDITORIUM or ZOOM BSC) application sessions, and flipped classroom application sessions where students engage collaborate with peers to solve physiologic application problems in a small‐group format via breakout rooms (ZOOM FLIP).

The Respiratory System I course is an introduction to respiratory structure and function, including respiratory histology, embryology, mechanics, alveolar ventilation, gas transport, control of breathing, respiratory acid/base principles, and pulmonary immunology. Each topic will initially be examined individually, with eventual integration into case studies to illustrate overall pulmonary function and its application to clinical investigation and problem solving, including skills aiding in differential diagnosis. By the conclusion of the course, the student will be able to relate how lung and chest function is able to adequately ensure oxygen delivery and carbon dioxide elimination. A continual focus will be to aid the student in analyzing common respiratory pathologies based on an understanding of normal lung function and aided with laboratory findings. 

The Endocrine/ Reproductive System I is designed to teach the basic principles of hormone secretion and action related to the major endocrine structures and reproductive and systemic tissues. Students are expected to be familiar with the structure and function of the major endocrine glands and the action of the major hormones secreted. This course will focus on the anatomy, histology and physiology of endocrine and reproductive systems as a basis for understanding the pathological conditions resulting from endocrine dysfunction. Upon completion, students should be able to use the basic principles of endocrine and reproductive physiology in clinical applications and to fulfill medicinal knowledge competencies. Material which has been previously covered will be integrated into the coursework and used to build the framework needed to be a competent osteopathic physician.

The Gastrointestinal (GI) System Course is an intensive multidisciplinary 4 weeks course, designed to provide requisite knowledge necessary to understand the normal structure and function of the entire GI and hepatobiliary system. The entire course will provide the students with an in-depth knowledge of normal structure and function of GI tract and hepatobiliary system; regulation of mechanical and chemical digestive processes of the GI tract and the accessory organs of digestion; the nervous and hormonal mechanisms regulating control of secretion in the digestive organs; absorption and elimination of food. Students will then be able to describe the mechanisms contributing to absorption of nutrients into the body and apply their basic medical science knowledge to clinical problem-solving. This GI Course addresses three of the seven core competencies of the osteopathic profession (medical knowledge, interpersonal and communication skills, and professionalism).

Molecular and Cellular Mechanisms course is an intensive trans-disciplinary course that incorporates the fundamental aspects of cell and molecular biology, biochemistry, genetics, research methods and histology. It is presented using lectures, basic science clinical correlations, medical vignettes, self-directed assignments and integrated learning sessions.  The objective of the course is to promote student learning of the biochemical, molecular and cellular mechanisms underlying normal development, physiology and metabolism, thus providing a foundation for understanding functional defects and disease processes.   The course is organized according to a reductionist point of view, in which cells and tissues will be discussed from simple to complex organization as follows: basic cellular mechanisms, genetics and development, cellular pathologies and tissue organization.

The Musculoskeletal System is an intensive multidisciplinary course structured to direct the student to develop the basic foundations of embryology, histology, physiology, biochemistry, pharmacology, neuroanatomy, and gross anatomy. Students will explore the normal structure and function of the musculoskeletal system, as well as the biomedical science that underlies disorders associated with skeletal muscle, bone, cartilage, vasculature, and peripheral nerves. The course uses live and pre-recorded video lectures, human cadaveric dissection, reading assignments (DSAs), and Basic Science Correlations (BSCs).

The Neuroscience System presents the student with an intensive introduction to the: 1) Central Nervous System (Brain and Spinal Cord) and 2) Head and Neck anatomy. The central nervous system portion of this course addresses the following topics in integrated fashion: Neuroanatomy, Neurophysiology, Neurohistology, Neuroembryology, Neuroradiology and Behavioral Neuroscience. The studies of Neuroscience and of Head and Neck anatomy are bridged by the cranial nerves which begin in the central nervous system and distribute throughout the head and neck. Although concepts in this course are presented utilizing traditional/clinical lectures, human cadaver/brain dissection laboratories and reading assignments, these concepts are reinforced by numerous clinically based lectures and Clinical Integrative Sessions (CIS) which emphasize the importance of integrating basic neuroscientific knowledge with the clinical symptoms presented by a neurological deficit.

This course is designed to provide the student with a fundamental understanding of the principles and philosophies of osteopathic medicine. This understanding will allow students to build a foundation of osteopathic knowledge and provide every student the chance to offer their patients an integrative approach to medical care. The course will emphasize diagnosis and palpation using current anatomic, biomechanical, functional, and physiologic principles and provide a foundation for continued education and development within the art and science of Osteopathic Medicine.

All seven core competencies of the Osteopathic Profession are addressed in a variety of ways in the course. In addition, medical knowledge, patient care, interpersonal communication skills, and professionalism are woven into the labs during hands on interactions with faculty members and fellow students. The course is designed to be foundational in knowledge, with clinical application emphasized when appropriate, to help the students learn not only the lexicon of OMM but also its application in medical care.

The department employs several physicians who integrate Osteopathic Manipulative Medicine into their practices. They bring years of success, clinical experience, and biomedical knowledge to their teachings. The faculty also works in conjunction with other departments to complement and integrate the knowledge you will receive from them. Whenever possible, the OPP curriculum is designed to integrate with the Clinical Anatomy courses and Principles of Clinical Medicine courses to help reinforce, enhance, and integrate your knowledge of anatomic relationships as they apply to osteopathic principles and treatment and the clinical care of patients.

This course will build on the knowledge gained in Osteopathic Principles and Practices I (OPP I) and will continue to enhance the student's fundamental understanding of the principles and philosophies of osteopathic medicine. Our goal is to facilitate the development of a firm foundation of osteopathic knowledge and provide every student the chance to offer their patients an integrative approach to medical care, no matter what specialty is eventually chosen. The course will emphasize diagnosis and osteopathic manipulative treatment using current anatomic, biomechanical, functional, and physiologic principles and provide a foundation for continued education and development within the art and science of Osteopathic Medicine.

All seven core competencies of the Osteopathic Profession are addressed in a variety of ways in the course. In addition, medical knowledge, patient care, interpersonal communication skills, and professionalism are woven into the labs during hands on interactions with faculty members and fellow students. The course is designed to be foundational in knowledge, with clinical application emphasized when appropriate, to help the students learn not only the lexicon of OMM but also its application in medical care.

The department employs several physicians who integrate Osteopathic Manipulative Medicine into their practices. They bring years of success, clinical experience, and biomedical knowledge to their teachings. The faculty also works in conjunction with other departments to complement and integrate the knowledge you will receive from them. Whenever possible, the OPP curriculum is designed to integrate with the Clinical Anatomy courses and Principles of Clinical Medicine courses to help reinforce, enhance, and integrate your knowledge of anatomic relationships as they apply to osteopathic principles and treatment and the clinical care of patients. 

Principles of Clinical Medicine (PCM) I is the first part of a four-part Clinical Medicine Course that will be delivered during the first 4 semesters.  The course is designed to provide the knowledge and educational experiences that will allow the student to develop active learning skills, acquire medical knowledge, medically pertinent social knowledge, and develop the skills needed to complete a comprehensive or focused history physical examination, practice documentation skills, and demonstrate competency and the clinical application of basic medical procedures.  The course also requires demonstration of clinical reasoning and differential diagnosis skills.

Principles of Clinical Medicine (PCM) II is the second part of a four-part Clinical Medicine Course that will be delivered during the first 4 semesters.  The course is designed to provide the knowledge and educational experiences that will allow the student to develop active learning skills, acquire medical knowledge, medically pertinent social knowledge, and develop the skills needed to complete a comprehensive or focused history physical examination, practice documentation skills, and demonstrate competency and the clinical application of basic medical procedures.  The course also requires demonstration of clinical reasoning and differential diagnosis skills.

The Renal System I Course utilizes a multidisciplinary approach to prepare students with a foundational understanding of the normal structure and function of the renal system. In addition to instruction relating to the basic functional principles of the organs of urine production and excretion, this course integrates relevant clinical correlations illustrating renal dysfunction leading to disease. Disciplines include immunology, gross anatomy, histology, and embryology of the kidney and urinary tract, with a thorough investigation of the essential physiology of kidney function involving the primary renal processes, urine formation, and renal blood flow. In addition, the renal system’s role in ion regulation, acid-base balance, fluid volume, and saltwater balance will be examined along with the regulatory control mechanisms of these functions. An understanding of the renal system will be accomplished through student involvement in lectures, directed student assignments, and clinical interactive sessions.

The Hematology/Immunology I System Course is a multidisciplinary course emphasizing fundamental knowledge necessary to understand the normal function of hematopoiesis, hemostasis and the immune system.  It is designed to provide the student with an overview of these systems, including the aberrant processes that lead to hematopathology and immunopathogenesis.

A semester long team-based course that applies ethical principles to medical practice, healthcare policy, and biomedical research. The course primarily uses Video Lectures and Clinical Interactive Sessions (CIS) in order to understand the ethical dimensions of medical cases.

The role of Introduction to Evidence-Based Medicine (EBM) is to foster students’ information literacy and develop understanding of evidence-based medicine in order to leverage, create, use, and connect information to patient scenarios. The course is organized around the five elements of evidence-based medicine: ASK, ACQUIRE, APPRAISE, APPLY, ASSESS. Each of those components will be explored in depth to increase the awareness, understanding, and skills of the students. 

 EBM is a semester-long course that encourages information literacy and evidence-based practice and enables student doctors to access, evaluate, and present medical information. Designated student assignments and clinical integration sessions introduce standards, resources, and strategies for understanding and presenting clinical cases.

 The course will be arranged with prerecorded sessions alternating with live sessions to scaffold the content from introduction and foundation, through application.

It is a fundamental course goal to rapidly place information into clinical context, as early and often as possible, for longer-term retention and application-skills attainment. This is accomplished through interactive case-based sessions (CIS) with content experts exhibiting, underscoring and high-lighting the mechanisms of maintaining human health and its absence – disease. Pathology is intrinsically transdisciplinary, as diseases have numerous differing etiologies, and will require application of knowledge from the various disciplines you have previously studied. Mechanisms of health and disease will continually be illustrated through clinical vignettes and student assimilation of understanding/application monitored in quizzes in CIS settings and formal examinations. As noted, the foundational knowledge base acquired and its application in case-based sessions are designed to help prepare students for System Courses in Year II.

This course is a foundational introduction to pathogens, pathogenic mechanisms, and infectious diseases (and some therapy). This course covers bacteria, viruses, fungi, parasites, and prions in their roles as infectious agents. The course requires, and builds on, previous knowledge you have obtained of immunology and how it relates to the body’s reactions to pathogens. It will serve as a means to migrate from acquisition of basic scientific knowledge of pathogens to utilization of such knowledge in understanding clinical infectious disease processes. We will start with basic concepts of infections, progress to learning the microbiology of specific pathogens, learn how to identify and test for these pathogens, and conclude with the clinical implications of the discussed pathogens. The course consists variably of live and video lectures, student designated (and scheduled) self-study (DSA), clinical contextual integrations, and case-based interactive learning sessions (CIS). You will come to understand the structure, pathogenicity, laboratory findings, and clinical aspects of numerous pathogens. Throughout the course, the language of medicine is emphasized in conjunction with etiologic mechanisms, clinical features, differential diagnoses, and morphology. This course includes introductory pharmacology of antimicrobials in order to facilitate discussion of infectious disease diagnosis and treatment. In addition, important aspects of clinical laboratory involvement and data utilization in the diagnosis of disease are discussed as appropriate. Information will be presented over time as the second semester goes along in order to allow for deeper learning. It is expected that students in this course will function as mature adult learners and will seek all the knowledge necessary from any and all, sources available.

The Musculoskeletal System II course is scheduled to deliver pertinent topics of diseases of the musculoskeletal system in a multidisciplinary format. Students are expected to be fluent in the language of neuromuscular physiology, and apply the concepts through the course. Pathological concepts of disease presentation, diagnosis, and therapy will be discussed for bone, cartilage, joints, soft tissue, nerve, and skin diseases. There will be a strong emphasis on rheumatologic disorders, neoplasia, infectious and inflammatory skin disorders. Anti-inflammatory and neuromuscular pharmacology will be integrated into the therapy of these disorders.

The Neuroscience System II course is designed to use neuroanatomy and neurophysiology basic science information presented in Year 1 to underpin a comprehensive overview of neuropathology, including both non-neoplastic and neoplastic diseases. Neuroanatomy, neurophysiology, clinical neurology, and neurosurgical applications are integrated to build the clinical framework necessary to succeed during Year 3 and Year 4 clinical rotations. Relevant and necessary neurohistology, neuroembryology, and neuroradiology are discussed. Course content will be supplied by faculty in the Departments of Anatomical Sciences, Biomedical Sciences, and Medical Humanities, as well as by content experts from the medical community.

IPE Grand Rounds Session Description 

The Neuroscience System II course is host to an IPE Grand Rounds session. IPE Grand Rounds sessions engage second year RVU-COM students, patients, and diverse healthcare professionals in interprofessional discussions of cases consistent with the systems courses in which students are concurrently enrolled. All IPE Grand Rounds sessions are moderated panel discussions of case studies and patient narratives in which healthcare providers from diverse healthcare professions discuss their respective approaches to diagnosing, treating or preventing the condition(s) contained in the case. At the conclusion of the sessions, students will have an enhanced understanding of how diverse healthcare professionals can collaborate in the delivery of coordinated, integrated and cost-effective patient care.

This course is designed to provide the student with a comprehensive overview of hematology and hematopathology. All blood cell lines will be discussed in the context of the pathophysiology and pathology of both non-neoplastic and neoplastic diseases. This material will be integrated into clinical applications and used to build the clinical framework needed to successfully synthesize and integrate this information during year 3 and year 4 clinical rotations. Specifically, the course will begin with sessions on hematopoiesis, followed by discussions of white cell disor­ders, including non-neoplastic disorders and neoplastic disorders such as leukemias, non-Hodgkin lymphomas, and Hodgkin lymphoma. Information regarding red cell disorders and the clinical work-up of anemia will then be presented. Common diagnostic tests and their interpretation will be integrated into this content. An in-depth treatment of bleeding and hypercoagulable disorders will be provided. In addition, students will be exposed to concepts related to solid organs of the hematologic/lymphatic system, the spleen and thymus, transfusion medicine, the mo­lecular biology of red cells, and pertinent pharmacologic in­formation related to the treatment of anemia and neoplastic diseases, as well as the use of pharmacologic agents to modulate the immune system.

The Heme-Lymph II course is host to an IPE Grand Rounds session (see course calendar for details). IPE Grand Rounds sessions engage second year RVUCOM students, patients, and diverse healthcare professionals in interprofessional discussions of cases consistent with the systems courses in which students are concurrently enrolled. All IPE Grand Rounds sessions are 2-hour, moderated panel discussions of case studies and patient narratives in which healthcare providers from diverse healthcare professions discuss their respective approaches to diagnosing, treating or preventing the condition(s) contained in the case.  At the conclusion of the sessions, students will have an enhanced understanding of how diverse healthcare professionals can collaborate in the delivery of coordinated, integrated and cost-effective patient care.

The Cardiovascular System II course is an intensive multidisciplinary course structured with the goal of enabling the students to obtain the requisite knowledge necessary to understand the pathophysiology, pharmacology, and clinical medicine of the cardiovascular system.  After completion of the course, each student will be able to recognize the presenting signs and symptoms of various cardiovascular diseases and be able to ascertain and differentiate the various entities involved in cardiac health and disease, with an eye to the treatment of various cardiovascular disorders. Various aspects of evaluating cardiac patients will be presented, with special emphasis on interpretation of EKGs.    

The CVII course is host to an IPE Grand Rounds session(s). IPE Grand Rounds sessions engage second year RVU-COM students, patients, and diverse healthcare professionals in interprofessional discussions of cases consistent with the systems courses in which students are concurrently enrolled. All IPE Grand Rounds sessions are 90-minute, moderated panel discussions of case studies and patient narratives in which healthcare providers from diverse healthcare professions discuss their respective approaches to diagnosing, treating or preventing the condition(s) contained in the case.  At the conclusion of the sessions, students will have an enhanced understanding of how diverse healthcare professionals can collaborate in the delivery of coordinated, integrated and cost-effective patient care. 

The Respiratory System II course will concentrate on the pathology, pathophysiology, diagnosis, and treatment of major disorders of the lungs, and the relationship multisystem diseases have with the pulmonary system.  Student activities will concentrate on the fundamental obstructive, restrictive, and infectious diseases.  Pulmonary emergencies and primary and secondary malignancies will be presented, with an emphasis on diagnostic techniques and treatment methodologies.

The Endocrine System II course will review the basic principles of endocrine hormone signaling, storage, secretion and action.  Abnormalities in normal endocrine physiology will be discussed through pathophysiologic correlations and clinical discussions.  The course will emphasize the hypothalamic/pituitary complex, thyroid, parathyroid, adrenal, and endocrine functions of the pancreas. Students are expected to be familiar with the hypofunctioning or hyperfunctioning of key endocrine glands, the structure, secretion and action of endocrine hormones (peptide, steroid and thyroid hormones), and the major clinical endocrine disorders related thereto.  Pharmacology as it relates to hormone secretion and action will be discussed. Emphasis will be placed on understanding the pathophysiology of each endocrine gland with the intent to use the general principles of endocrine pathophysiology and pharmacology to effectively diagnose, manage and care for patients with endocrine disorders.

IPE Grand Rounds Session Description  

The Endocrine II course is host to an IPE Grand Rounds session. IPE Grand Rounds sessions engage second year RVU-COM students, patients, and diverse healthcare professionals in interprofessional discussions of cases consistent with the systems courses in which students are concurrently enrolled. All IPE Grand Rounds sessions are 90-minute, moderated panel discussions of case studies and patient narratives in which healthcare providers from diverse healthcare professions discuss their respective approaches to diagnosing, treating or preventing the condition(s) contained in the case.  At the conclusion of the sessions, students will have an enhanced understanding of how diverse healthcare professionals can collaborate in the delivery of coordinated, integrated and cost-effective patient care.  

The course covers the gastrointestinal system, including the hepatobiliary and pancreatic systems.  The course involves a review of normal anatomical and physiologic principles and processes. Pathology, pharmacology and clinicopathological correlations are linked to demonstrate how pathophysiology of the GI tract manifests itself in clinical situations.  

The course is divided into upper GI (from the oral cavity to the stomach), hepatobiliary and pancreas, and lower GI (from small bowel to the anus).  Material that has been previously covered is integrated into clinical applications and used to build the clinical framework needed to be a competent osteopathic physician.  

Emphasis is placed on understanding pathology and clinicopathological correlations and the ability to use basic principles in the management of gastrointestinal disorders.   Clinical discussions and lectures focus on disease states the students will encounter throughout their careers.

The first week of the Renal System II course will focus on the general principles of pharmacology (i.e. pharmacodynamics, pharmacokinetics, drug biotransformation, and clinical trials). Also included in this first week is a basic review of autonomic pharmacology and subsequent introduction to the drugs that act on the autonomic nervous system.  The remainder of the Renal System II course is structured using a fundamental template common to all second-year system courses. The Renal System II course will contain a brief review of renal medical physiology, followed by presentations of pathologic entities of the renal system. Clinically-focused topics are discussed during the final week of the course.  Pharmacology topics as they relate to the renal system will be presented throughout the course when appropriate.  Broad topics to be emphasized include the wide spectrum of physiologic functions of the human kidney, pathologic renal entities (e.g. glomerulopathy, glomerulonephritis, tubulointerstitial disorders, infections, toxic and ischemic insults, vascular disease, and neoplasms), drugs used in the treatment of hypertension, and clinical aspects of the above-mentioned disorders.  Key aspects of clinical laboratory test ordering and data utilization in the diagnosis and monitoring of kidney and urinary tract disease are discussed. 

This course will cover female and male health-related reproductive issues and LGBTQ+ health.  Following a review of normal reproductive physiology, pathophysiological perspectives of the female genital tract, breasts, and pregnancy are presented.  The approach to the gynecologic patient, including examination and diagnostic procedures, is discussed. All phases of pregnancy, including antepartum, labor, delivery, and post-partum care, are reviewed in concert with complications and procedures of each phase of pregnancy.  Infectious and neoplastic pathology of the male genital tract is discussed. Pharmacology as it relates to both female and male reproductive systems will be integrated throughout the course. Clinical correlations will focus on the pathology that students will encounter on clinical clerkships and throughout their medical career.  

This course is a continuation of OM 1016 Osteopathic Principles and Practice II and is designed to provide the student with a fundamental understanding of the principles and philosophies of osteopathic medicine. This understanding will allow a foundation for students to build osteopathic knowledge and provide every student the chance to offer their patients an additional approach to conventional medical care. This course will also emphasize the current biomechanical, functional, and physiologic philosophies providing a foundation for continued future education and development within the art and science of osteopathic medicine.

All seven core competencies of the Osteopathic Profession are addressed in a variety of ways in the course. In addition, medical knowledge, patient care, interpersonal communication skills, and professionalism are woven into the labs during hands on interactions with faculty members and fellow students. The course is designed to be foundational in knowledge, with clinical application emphasized when appropriate, to help the students learn not only the lexicon of OMM but also its application in medical care. The students are allowed time during and after lab to practice and master what has been taught and demonstrated. 

This course is a continuation of OM 2016 Osteopathic Principles and Practice III and is designed to provide the student with a fundamental understanding of the principles and philosophies of osteopathic medicine. This understanding will allow a foundation for students to build osteopathic knowledge and provide every student the chance to offer their patients an additional approach to conventional medical care. This course will also emphasize the current biomechanical, functional, and physiologic philosophies providing a foundation for continued future education and development within the art and science of osteopathic medicine.
All seven core competencies of the Osteopathic Profession are addressed in a variety of ways in the course. In addition, medical knowledge, patient care, interpersonal communication skills, and professionalism are woven into the labs during hands on interactions with faculty members and fellow students. The course is designed to be foundational in knowledge, with clinical application emphasized when appropriate, to help the students learn not only the lexicon of OMM but also its application in medical care. The students are allowed time during and after lab to practice and master what has been taught and demonstrated. 

Principles of Clinical Medicine III is the third part of a four-part Clinical Medicine Course that will be coordinated with the systems courses.  The course is specifically designed to prepare each student for active participation during clinical education years three and four.  Required elements of this preparation will help expand application of knowledge gained through the systems and other courses as well as applied experiences that develop the skills and attributes of a physician. These elements will include: performance of a focused history and physical examination, enhancing development of differential diagnosis, deciding on further diagnostic and therapeutic interventions, refining of verbal case presentations, expanding documentation skills, learning how to discuss clinical topics that may be encountered during clinical rotations, appropriate use of clinical ultrasound, and exposure to a variety of basic medical procedures.  The course teaches and requires demonstration critical thinking, and will allow the student to develop accountability and self-directed learning skills.

Principles of Clinical Medicine IV is the fourth part of a four-part Clinical Medicine Course that will be coordinated with the systems courses.  The course is designed to prepare each student for active participation during clinical education years three and four.  It completes required elements of this preparation using knowledge and applied experiences that develop the skills and attributes of a physician.  This includes a focused history physical examination, documentation skills, verbal case presentation, and demonstration of basic medical procedures.  The course teaches and requires demonstration of differential diagnosis and critical thinking and will allow the student to develop accountability and self-directed learning skills.

The Psychiatry System course provides students a thorough presentation of the medical specialty of psychiatry. The course is comprised of three units. The first introduces foundational concepts including the diagnostic manual, the psychiatric interview, laboratory and imaging studies in psychiatry, and developmental

psychology. The second covers all psychiatric diagnoses including epidemiology, criteria, relevant neuroanatomy and approved treatment options including psychopharmacology. The third reviews additional topics including psychotherapies, interventional psychiatry, complimentary and integrative modalities, safety assessments, psychiatric hospitalization and population specific treatment considerations. The course provides a strong psychiatric educational foundation for primary care physicians as well as specialists.

A semester long team-based course that reinforces the ethical principles and policies taught in Medical Ethics and applies them to more complex issues in medical practice, healthcare systems, and biotechnologies. The course primarily uses Designated Student Activities (DSA) and Clinical Interactive Sessions (CIS) in order to understand the ethical dimensions of medical cases. 

The Pre-Clinical Capstone is a required course that provides an opportunity for student synthesis and integration of all pre-clinical content and concepts. It is designed to facilitate student self-assessment of key concepts in biomedical disciplines and development of knowledge in areas of weakness. This is accomplished through a Board Study Plan and multiple practice board exams which will allow for student identification of knowledge gaps.  Practice board exams provide students with measures of readiness at various stages leading up to the actual board exam.  Throughout the course students work in a self-directed manner to complete required practice item banks and study additional board prep materials with concentration on those areas identified for improvement. Students are expected to achieve a performance threshold in practice board exams before engaging in the actual board exams