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OVERVIEW: Function of the Human Body builds upon core molecular and anatomical disciplines presented in the first semester. From physiology and histology to metabolic biochemistry and nutrition, major organ systems will be explored in an integrative fashion. Emphasis is placed upon the understanding of key concepts of normal physiological and biochemical systems in healthy humans. Selected aspects of pathophysiological processes will be discussed to illustrate how an understanding of normal function can be applied to clinical medicine. For students to succeed and perform their very best in this challenging course, it is mandatory for them to master the art of graph reading and logical thinking. The need to wrestle with challenging concepts, verbalize mechanisms, and reconstruct graphs with peers cannot be overstated. Comprehension and mastery of integrated FHB materials will prepare students for second-year courses in the curriculum, the USMLE board exams part I, as well as the clinical years. EDUCATIONAL COMPETENCIES: The Central Curricular Authority (CCA) of Loyola has identified six core competencies encompassing 39 specifically defined goals which are applicable to academic courses in the four-year medical school curriculum at Stritch School of Medicine (SSOM). Four measurable goals from the first three competencies pertain to FHB as follows. Section A. Competency: Medical Knowledge Graduates must demonstrate knowledge of the basic biomedical sciences and clinical sciences, as well as the skills and attitudes necessary to use science to guide diagnosis, management, therapeutics and prevention. Students are expected to:
Section B. Competency: Interpersonal and Communication Skills Graduates must demonstrate knowledge of the principles of communication and the skills and attitudes that allow effective interaction with patients, families, healthcare workers, and others who affect the health and well-being of patients; and to create and sustain a therapeutic and ethically sound relationship with patients. Students are expected to:
Section C. Competency: Professionalism, Moral Reasoning and Ethical Judgment Graduates must demonstrate a combination of knowledge, skills, attitudes, and behaviors necessary to function as a respected member of the medical profession. They must know the obligations of medical professionals as members of a healthcare team, as members of a healthcare and educational institution, and as leaders in our society bringing about the common good. Our graduates will be able to: demonstrate respect, compassion, and integrity; a responsiveness to the needs of patients and society that supersedes self-interest; and accountability to patients, society, and the profession. Students are expected to:
FACULTY: The success of FHB depends critically on the many experienced, dedicated and talented faculty associated with the course. Approximately fifty professional scientists and clinicians with demonstrated commitments to medical education cooperate in presenting lectures, facilitating small-group learning sessions, or leading laboratories or conferences. Individual faculty members are approachable and available for student questions. In addition, advanced graduate students may assist in small-group learning situations, and educational specialists help administer the course. SECTIONS: FHB is partitioned into four main sections, each of which is followed by a sectional written examination including histological images every four to six weeks. At the end of the course there is a comprehensive final examination divided into two parts: histological practical, physiological written. As the course develops, astute students will recognize that unifying physiological principles keep recurring among the various organ systems explored. Students are encouraged to integrate the material as much as possible, minimizing the memorization of facts and maximizing the comprehension of concepts.
TEXTBOOKS: There are four required textbooks in FHB as listed below. Class notes with learning objectives and reading assignments will accompany all lectures. Since textbook figures are not always reproduced, students are encouraged to bring pertinent textbooks to each lecture. Sectional exam questions will be drawn from lectures and reading assignments as well as other learning experiences within each section of the course. Reading assignments should be completed before coming to lecture.
LEARNING EXPERIENCES: There are eight types of learning experiences in FHB, enabling the student to approach the didactic material from various perspectives. Progress in the course is assessed by objective sectional and comprehensive final examinations. A detailed FHB Course Schedule reports the session titles, times and locations for all activities within the course. This schedule should be followed carefully since planned variations occur from week to week.
LECTURES: Fundamental concepts in physiology, histology and biochemistry will be presented in lecture format by the Lecturing Faculty. For convenience, lecture notes with key concepts and learning objectives will be provided. Also, audio and video recordings of each lecture are provided. They can be accessed on the course schedule 27 hours after each lecture. However, individual lecturers have the option to block the recording of their lectures. Note that students are prohibited from video recording any lecturer due to individual privacy considerations. SMALL-GROUP PROBLEM-SOLVING SESSIONS & RECAPS: Medical and graduate students will be assigned to one of twenty-four small groups, each consisting of six to seven students. The small groups will meet within designated learning clusters (SDLs) with large-group recaps conducted in the lecture hall. SGPSS Facilitators will shuttle among two to four small groups each session, but will rotate assignments on different days. It is important that students prepare prior to each session by researching the cases from various resources. Topics addressed in small-group sessions will be examined on written tests. Students are expected to attend and actively participate in all small groups. The small-group sessions also are designed to foster interpersonal and communication skills within a healthcare team. HISTOLOGY LABORATORIES: Students are to report to their assigned SDLs to view histological specimens on a virtual microscope (computer). Several HISTO Instructors will be available to assist students. Students should always be striving to link structure and function for the various organ systems. What makes an organ unique? What common features and unifying principles are found among different organ systems? Logistical questions about the Histo sessions can be addressed to Mary Kay Olson.
PHYSIOLOGY LABS: The FHB laboratory program continues to be strong as students will measure and examine human data derived from themselves or a human patient simulator. To this end, two laboratory experiences have been designed to pique student interest in various aspects of normal human physiology. Students with abnormal findings are encouraged to seek out additional medical assistance from student health services or private physicians.
CONFERENCES: Conferences are teaching sessions conducted with half of the class at a time (designated as groups A & B) in the case-method rooms (CMRs). Conferences focus on specific topic areas in a mini-lecture and/or discussion format. These sessions are designed for more interactions between students and professors, offering students the opportunity to ask and answer questions. Conference handouts accompanying lecture notes allow students to prepare appropriately before attending these important and informative sessions. SIMULATIONS: Computer simulations are designed to illustrate physiological principles and concepts in a dynamic and integrative format. They focus primarily on reinforcing and expanding concepts presented in lectures and small group discussions. These sessions are presented to half the class at a time to encourage student participation.
REVIEW SESSIONS: At the end of each section and prior to the examination for that section, voluntary reviews will be conducted by lecturing faculty in the main lecture hall (LH 190). Reviews of histology and physiology/ biochemistry will be run separately, but the format enables students to get an overview of the section. Students can also contact individual faculty privately. One major mistake students make is that they fail to utilize their faculty in mastering difficult concepts. The primary focus should be on learning, not just passing exams. Students who understand the material and can explain and verbalize difficult concepts to their peers will benefit. EXAMS AND GRADING: There will be four in-course examinations following each major section, plus a final comprehensive examination in FHB. The final exam will consist of two parts, practical and written, linking both structural (microanatomy, histology) and functional (physiology, metabolic chemistry) aspects of tissues and organ systems. During the administration of each exam, no PDAs or calculators will be permitted, and the students will not be allowed to ask questions. This board-style policy promotes an even playing field for all students in the course, and minimizes disruptions. Grading will always be according to raw point totals (not percent), giving equal weighting to each written question asked in the course, but proportioning questions according to time spent on individual topics. By this formula FHB 2008 will have a total of 406 points (exam 1 = 92 points; exam 2 = 74 points; exam 3 = 84 points; exam 4 = 66 points; practical = 30 points; comprehensive = 60 points). Keyed answer sheets will be returned to the students, but grouped statistics and graphs of combined Exam Scores for the whole class can be obtained from the FHB homepage. Students will be able to accurately measure their in-course progress by tracking points obtained on individual exams and combined-exam totals. At the end of the course, students will be grouped into one of four categories based upon the statistical distribution of raw-point totals. The precise borders between categories will be determined by the faculty. The following categories are used as a guideline.
It is important to note, however, that irrespective of the cumulative point distribution for the medical class, every student receiving a minimum of 282 points (70%) for the entire course will receive a pass. Also, independent of class position, students scoring 281 points or less (< 70%) are in jeopardy of failing the course contingent upon final decisions made by the corporate faculty. Those medical students failing to complete the FHB course successfully will have an opportunity to retake another comprehensive examination (practical and written) during the month of July. Remediated passes will be recorded as P* grades in the permanent record of the student, overwriting F grades. It is the policy of the SSOM that no student will be permitted to commence with second year medical studies until all failed courses are remediated. Graduate students will be graded separately, and there is no remediation policy for graduate students. EXAM FEEDBACK SESSIONS: After the grading of each sectional exam has been finalized, students will receive a printout of their correct and incorrect answers. Procedural details and dates will be forthcoming. At the discretion of the Course Director, some students may be invited for discussions on weak performances with the Course Director. WEB FORUM: Students are encouraged to use the FHB Web Forum on the computer network to post academic questions for specific topic areas. Lecturing faculty will respond with written answers using the same medium. This is a very efficient mechanism for answering similar questions arising from a large population of students. Access to the Web Forum requires a logon identification code and password. Faculty can also be reached via e-mail, but this mode should be reserved for personal issues, not didactic questions, per se. COMMUNICATIONS: Students will receive up-to-date information about the FHB course from the Course Director either by mass e-mailings to the entire class or at SSOM My LUMEN (https://vault.lumc.edu/studentportal/). Students should check their e-mail accounts on a daily basis. Clear and effective communications between faculty and students are not only necessary, but mandatory for fostering a positive learning experience. When in doubt, ask. EDUCATION SPECIALISTS: The FHB course is competently supported by professional Education Specialists. These individuals are responsible for production and dissemination of all handouts, examinations, evaluation forms, etc.
ASSISTANT COURSE DIRECTOR: Dr. Webber will assist the FHB Course Director as needed.
COURSE DIRECTOR: Dr. Lipsius should be contacted regarding any issues pertaining to FHB organization, attendance, grading, and other student concerns. He can be reached at his office, by email or telephone. All deliberations with students will be held in strict confidence.
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