College of Medicine Curriculum
Education grounded in patient care & health outcomes
Interprofessionally trained with a focus on cross-functional teams, cultural competence and population health, our students are a diverse group who listen to and care about their patients. The College of Medicine at NEOMED is known for balancing education, research, clinical care and service.
The four-year curriculum fuses behavioral, biological, clinical, community health and social sciences with the humanities.
College of Medicine Curriculum Committee
The College of Medicine Curriculum Committee has decision-making and policy-making authority and is responsible for oversight, evaluation and management of the curriculum, its courses and course directors. The Curriculum Committee will communicate significant changes in the curriculum to the students and faculty on a regular basis. The Curriculum Committee ensures compliance with all LCME curricular elements. Its voting membership consists of nine members:
- Three members selected by the pre-clerkship curriculum sub-committee;
- Three members selected by the clinical curriculum sub-committee;
- Three at-large members selected by the COM Nominating and Membership from a faculty nomination process;
- One M2 student
- One M4 student
Curriculum Committee Updates
Curriculum Committee Motions * are updated every two weeks following the approval of the previous meeting’s minutes.
College of Medicine educational Program Objectives
The College of Medicine updated its educational program objectives in July 2020, which can be reviewed here.
First Year Curriculum (M1)
Instruction in the basic medical science courses emphasizes the normal structure and function of the human body, the mechanisms by which these are maintained, and the factors leading to injury and disease. While basic science courses focus on medical knowledge competencies, other courses seek to develop other important competencies, such as practice-based learning and improvement, systems-based practice, communication skills, patient care skills and professional conduct. Most first year courses are taught using a combination of lecture, small group sessions and laboratories. Some first-year courses are shared between students in both the College of Medicine and the College of Pharmacy to promote interprofessional relationships and collaboration.
Second Year (M2)
M2 serves as the bridge from classroom and laboratory basic science work of M1 to clinical applications in hospitals and ambulatory settings in M3. The curriculum and educational activities cover material in body system modules and concentrate on basic pathophysiologic processes and the mechanisms underlying clinical signs and disease. The curriculum starts to shift emphasis from basic knowledge to more patientcentered applications by increasing hands-on experience in labs, hospitals and community settings, as well as the Wasson Center where students interact with standardized patients as well as actual patients. Students attend classes at the Rootstown Campus and at the community-based clinical teaching sites where small group teaching takes place.
Third Year (M3)
The third year of medical school provides theoretical and practical foundations in the clinical disciplines. Working with clinical faculty and residents in affiliated hospitals, students learn diagnostic and therapeutic skills, gain experience in patient management and examine the ethical dilemmas of contemporary medicine. Faculty regularly provides special teaching sessions appropriate to the learning level of medical students. In each of the seven clerkships, students spend time in hospitals, private offices and clinics and study with a primary focus on the specific patients they encounter. They become the junior members of clinical teams, gradually taking on active roles in support of the faculty, residents and nurses. The third year is a demanding, full-time clinical experience, requiring students to apply the education they gained in the classrooms and labs of the first two years.
Fourth Year (M4)
Guided by advisors and working within a set of requirements, senior medical students design their own curricula based on their educational and career priorities and interests. Over the year, students take at least seven, four-week core rotations and electives, two on-line Application to Clinical Medicine courses (ACM) and a Clinical Epilogue/Capstone course. Students are required to design a balanced schedule of clinical core rotations and electives across three major categories (sub-internship, critical care, and outpatient). Additionally, students round-out the M4 clinical curriculum by taking four electives of their choice (3 of which must be clinical in nature). Across all clinical electives, at least one must be in a different specialty.
Committee on Academic and Professional Progress (CAPP)
The Committee on Academic & Professional Progress (“CAPP”) monitors student adherence to academic and professional standards.