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Integration of the basic and clinical sciences begins in the first weeks of medical school, with clinical correlates of basic science material presented in the Practice of Medicine Course. The Foundations of Medicine block emphasizes both the essential building blocks for understanding medical science (the “language” of medicine), and their relevance in patient care. The integration of biomedical- and patient-oriented disciplines continues in the organ-based Human Health and Disease block and through the Applied Biomedical Sciences block during the clinical years. The Scholarly Concentrations individualize the interweaving of basic and clinical sciences through elective courses, seminars, journal clubs, and independent reading and research.
Block 1: Foundations of Medicine
Autumn and Winter (Year One)
Autumn quarter consists of two components, with anatomy study throughout. The first component, molecular foundations of medicine and structure of cells and tissues (histology), builds a vital foundation for the scientifically trained physician of the future. The second component, exploration of molecular processes, continues with developmental biology, applied biochemistry and genetics, with open time in the schedule for students to explore scholarly concentration topics and/or elective coursework.
Winter quarter includes the immune system, the organization of the nervous system and the function of neurons, and anatomy of the head and neck. Principles of pharmacology and drug action and an introductory look at microbiology and infections of the respiratory system, provide the background for integrated organ system units to follow.
Clinical correlates in combined basic-clinical science sessions illustrate how basic science discovery translates into clinical practice.
Courses in the Foundations of Medicine block include:
Applied Biochemistry (Bioc 200) The Nervous System (NBio 206) Cells to Tissues (Inde 216) Immunology in Health & Disease (Imm 205) Molecular Foundations of Medicine (Bioc 205) Intro to Human Health & Disease (Inde 220) Genetics (Gene 202) Gross Anatomy of Head & Neck (Surg 203B) Development & Disease Mechanisms (DBio 201) Gross Anatomy (Surg 203A) For a detailed description of each course by quarter, please visit Required Course Descriptions.
Block 2: Human Health & Disease
Spring (Year One), Autumn and Winter (Year Two)
Study units are organized by organ system and integrate histology, physiology, pathology, microbiology, and pharmacology. Organ system units cover normal structure and function, response to disease (including infection), and treatment (therapeutics). Morning sessions are correlated with problem-based cases and physical diagnosis skill training in the afternoon Practice of Medicine block. Final unit on multi-organ systems provides pathophysiologic integration of material from prior units.
The Faculty
Faculty members are chosen for their excellence and leadership in their respective clinical disciplines or fields of biomedical research. The Stanford medical school has more than 700 full-time faculty (two of whom are Nobel Laureates). We also have over one thousand adjunct clinical faculty who practice in the neighboring communities.
Organ Systems
The Human Health & Disease course approaches each organ system by block or thread, separated by quarter, as described below. For a more detailed description of each quarter of the Human Health & Disease course, please visit the Required Course Descriptions.
Spring, Year One Autumn, Year Two Winter, Year Two Pulmonary System Renal System Brain and Behavior Cardiovascular System Genitourinary System Hematology & Hematopathology Endocrine System Multi-systemic Diseases Reproductive System/ Women's Health
Throughout Year One and Year Two, afternoon session, two days per week
The Practice of Medicine runs concurrently with Blocks 1 and 2, with clinical correlations to morning sessions to reinforce basic science concepts. Diverse teaching formats include large group lectures with team learning activities, small group (8-12 learners) discussions, smaller groups (2-3 learners) for clinical skills instruction, and one-on-one instruction. Variety of instructional methods include clinical problem-based cases, multistation exercises, simulations with standardized patients, videotaping with instructor feedback, and computer-based instruction.
Topics are organized within seven threads:
- Communication: Interviewing, history taking, psychiatric interviewing, sexual history taking, alternative medicine issues, cultural competency.
- Physical Exam: Normal surface anatomy, normal adult and child examination, gynecologic examination, geriatric examination, clinical procedural skills.
- MD in Society: Health care system, public health, bioethics, advocacy, public policy, international medicine, end of life care, domestic violence, preventive medicine.
- Quantitative Medicine: Epidemiology, information management, biostatistics, evidence-based medicine (EBM), introduction to clinical investigation, critical appraisal, exposure to scholarly concentrations.
- Nutrition: Principles of nutrition science followed by clinical applications in a series of web-based modules.
- Medical Practice: Skills training, professionalism, exposure to specialists, clinical teams, hospital information systems, clerkship mechanics.
- Clinical Correlation: Multisystem problems, development of problem lists, differential diagnoses, integration of basic science concepts.
For a more detailed description of each quarter of the Practice of Medicine course, please visit the Required Course Descriptions.
Block 4: Clinical Clerkships
Begins as early as May of Year Two
- Minimum of 15.5 required clinical months
- Flexible scheduling with opportunity for broad clinical experience and/or continuation of scholarly concentration project.
- Clinical correlations in clerkships provide review of basic sciences.
Block 5: Reflections, Research, and Advances in Patient Care (RRAP)
Offered throughout the later years of medical school, this block - currently under development - will bring back the newest advances in basic science and reemphasize basic science applications for physicians.
Scholarly Concentrations, a new feature of the Stanford medical school curriculum analogous to "majors," provide medical students with independent, creative scholarly experiences in areas of personal interest. This required component of the curriculum develops critical thinking, skills in evaluation of new data, and hands-on experience with the methods by which new scholarly information is generated.