Integrated Pathways Curriculum
Our Integrated Pathways Curriculum for the MD program emphasizes learning across disciplines with an emphasis on understanding core principles and is designed to prepare physicians to practice medicine ethically and compassionately in a diverse world where technological advances and evolving regulatory issues present continual challenges and opportunities. The College of Medicine provides a breadth of foundational science and clinical training. It is a competency-based curriculum designed to prepare our graduates to enter any field of medicine and will include attaining the knowledge, attitudes, and skills contained within the six Domains of Competence develops our scholars into lifelong students and leaders by receiving medical science and clinical education across all four years of training in the six core-competencies of a physician: Systems-Based Practice, Professionalism, Interpersonal & Communication Skills, Practice-Based Learning & Improvement, Patient Care, and Medical Knowledge. The curriculum provides continuity for our graduates into residency, and better prepares them for the next level in their careers. Our students are empowered to deliver every patient with culturally-sensitive and identity-specific healthcare of the highest quality.Student and faculty-led research training opportunities marked by exceptional personal and professional integrity are emphasized, communicated and significantly supported throughout the medical education. The curriculum integrates public health, clinical, translational and basic science with research training exposure throughout the four years. Our curriculum is provided as an integrated whole, integrating research, new scientific research knowledge and principles into our training, and providing out future physicians with the skills they need to practice effectively in a changing health care environment. We believe that research training of all medical students is essential to their personal and professional growth in medicine, and we provide opportunities for each student to grow as an investigator under the tutelage of our many experienced faculty research mentors. We feel that it is imperative to prepare physician-scientists that contribute to new medical knowledge as they work within the health care system as patient centered team-players and life-long learners who can integrate new knowledge and skills into practice throughout their professional life.
Research focus on writing, analysis, interpretation of scientific data is built into our Integrated Pathways Curriculum (SUNY Downstate College of Medicine - Curriculum Renewal) with many opportunities for volunteering, joining many specialty/interest groups, and faculty mentoring in individual laboratory or population research. Research exposure and training occurs throughout the medical school curriculum. In the Pre-clerkship Foundations Period (1.5 years) (SUNY Downstate College of Medicine - Foundations of Medicine) students develop the foundational understanding and skills necessary to begin to care for patients on clerkships. Students begin to form their professional identity from day one as they learn clinical skills, foundational medical knowledge, and the skills needed to develop into lifelong learners. In their first Foundations year, 4 units of study are completed (i.e., Systems Overview: Human Structure and Function, Molecules to Cells, Infection and Host Defense, and Gastrointestinal, Endocrine and Reproductive Systems). In their second year, students complete the last 2 Units of Foundations (i.e., Gastrointestinal, Endocrine and Reproductive Systems, and Cardiovascular, Renal and Pulmonary Systems) and then begin the Clerkship – Clinical Period (2.5 years) (SUNY Downstate Core Clinical Medicine (Clerkships); SUNY Downstate College of Medicine - Advanced Clinical Medicine).
Paired clinical clerkships during the next 12 months of Core Clinical Medicine enhance interdisciplinary teaching across clerkships and support integration of relevant basic science knowledge. Third-year students spend a great deal of time in clinical training opportunities throughout New York City. During clerkships, students function as members of the clinical team with attending physicians, residents, interns, nurses, and allied health professionals. Through a combination of supervised patient care, conferences, lectures, individual feedback and teaching rounds, students apply the knowledge and skills they acquired in their first- and second-year courses. At these sites, students continue to broaden their knowledge of the clinical manifestations of disease processes, and develop their interviewing and physical examination techniques and their communication skills. They begin to assume responsibility, under supervision, for the evaluation and treatment of patients. The goal of third year clerkships is to provide students with opportunities to develop their skills in the evaluation and care of patients. Students initially participate in the Transition to Clerkship course, a week-long program that occurs before students begin clerkships and then cover major clinical blocks (i.e., Transition to Clerkships (precedes clerkships), Women’s Health, Pediatrics, Psychiatry, Neurology, Internal Medicine, Primary Care, Perioperative Care, Anesthesia and Surgery, and a career elective exposure). The last 14 months of Advanced Clinical Medicine training is designed to prepare students for post-graduate training and lifelong learning. Students are required to learn to care for complicated and/or unstable patients as well deepen their understanding of research. Thus, the Advanced Clinical Medicine requires completion of Sub-Internship in Medicine or Pediatrics, Diagnostic Imaging Rotation, Critical Care Rotation, Primary Care II – Geriatrics and Palliative Care, Emergency Medicine Rotation, and Research Experience Project.
As above, students learn the scientific method, testing and writing and progress to data organization and analyses. Biostatistics is interwoven throughout the Pre-clerkship years. Again, summer research experiences are available and encouraged between the first and second year. Many medical students participate in research during the clinical years for elective credit. There are many medical student interest groups, clubs and professional organizations that are currently active on campus (i.e., with many involving research exposures; Student Clubs & Organizations (downstate.edu). The “Academic Pathway” components of the Integrated Pathways Curriculum provides medical students with an extracurricular and structured longitudinal program that explore their interests beyond that required in the curriculum alone. Thus, “Academic Pathway” students obtain enhanced exposure to Neuroscience (Clinical Neurosciences Pathway), Medical Education (Medical Educator Pathway), Ethics (Ethics Pathway), Global Health (Global Health Pathway), Social Determinants of Health (Social Determinants of Health Pathway) or Kidney-Urology (Kidney-Urology Pathway) while pursuing the MD degree. The research requirement in the 4th year is 4-8 weeks working with a mentor in Research Experience Project, where each student must complete an hypothesis driven scholarly report that culminates from previous research training/experience and provides students with excellent preparation for residency interviews. Clerkships are paired during the Core Clinical Medicine year to support integration of relevant basic science knowledge.