Welcome to “The Clinical Years”!
You’re out of that classroom at last, and ready to begin your apprenticeship in clinical medicine. This is the beginning of a lifelong journey; we hope to help you get a good start. This "online handbook" has a number of useful things in it, and we expect you to refer to it from time to time. Contained in the clincal education course pages is everything from course numbers and useful links, to an outline of curriculum for each required rotation, as well as sage advice on coping. There is even a section on basic science you may need (fluids, electrolytes, and clinically relevant formulae) and on how to access the library’s online and other resources. We also conduct testing in each core course in Blackboard.
There are some challenges ahead. You have learned a lot these last two years in campus classrooms and labs; now you’re moving into new territory.
There is much less lecture time and you will have to find different learning strategies. You will have to do your own reading and learn to interact successfully with patients and other members of the healthcare team. You will begin to push your limits for sleep (sometimes) and for coping with difficult situations.
Mission Statement
The mission of the Division of Clinical Education of the Touro University-California College of Osteopathic Medicine is to provide an educational foundation for graduates competent to practice primary care medicine in California and elsewhere. Graduates will be prepared to begin post-graduate training and will have acquired strategies to continue the lifelong learning essential to the practice of medicine in the 21st century.
We expect to accomplish this by defining learning objectives, providing support for students and preceptors, and performing regular assessments of student progress. Opportunities are provided for exposure to patient populations from prenatal through geriatrics, and in outpatient through critical care settings. A learning objective structure exists to ensure coverage of topics basic to medicine; testing focuses on these areas.
Student Objectives
1. To acquire and practice Osteopathic philosophy, principles and practice.
2. To understand the concept of wellness and recognize deviations.
3. To apply concepts of health maintenance and illness prevention in assisting patients in caring for themselves.
4. To be aware of socio-economic factors impacting patient care and patients’ abilities to care for themselves.
5. To be aware and respectful of psychosocial and spiritual factors affecting patients and how they may influence patient care.
6. To acquire skills in evaluation of medical literature including computer and internet-based resources and applying them to patient care.
7. To understand the concept of risk stratification and apply it to care of individuals.
8. To acquire an understanding of the health-care system and evaluate how it helps or hinders patient care.
9. To act as a patient advocate in negotiating the health care system.
10.To provide competent medical care to individuals, families, and
communities, consistent with Osteopathic principles and practices.
10 Suggestions for Success
1. Patients come first.
2. Your preceptors are practicing clinicians first and teachers second, and if they didn’t like students they wouldn’t be doing this; try to remember that if they’re having a bad day.
3. Show up early. Be as bright-eyed and bushy-tailed as possible.
4. If you aren’t interested in learning, it is hard for others to be interested in teaching you. Do your best to communicate your interest.
5. Actively seek feedback. It is a good idea to begin each rotation having given some thought to what you would like to work on, and to communicate this to your preceptors. Meet with them halfway through the rotation and at the end, and ask how they think you’re doing, and for their suggestions for improvement.
6. Sit down yourself and make a list of what you’ve learned from time to time. It will help you to determine what your goals are and keep you in touch with your progress.
7. Read about one drug and one disease every night. You don’t have to read the whole thing every night, but do read something to be better prepared for tomorrow. Read primary sources, not just review books. (Or risk failing Step 2).
8. Nurses (and others) are wonderful people. They are helpful; that’s why they work with patients. Most of them are just as willing to help you, if you ask politely.
9. Other students and house staff are good resources. They are in the same boat or have pretty clear memories of those years and what was helpful for them. However, they are not always good sources for what is currently “allowed” in terms of policies and procedures for graduation requirements, the NBOME, or the match. Check with primary sources.
10. Don’t forget to talk to patients. They are most often good sources of information and can certainly help you understand their situations.
What you will find in these pages is support for this part of your journey. If you have questions or need advice, your preceptors and the Office of Clinical Education are available. Oh, and don’t forget to call home once in a while.
Sincerely,
Alan Brooker, D.O., MBA
Associate Dean of Clinical Education
