Kentucky Integrated Curriculum

  



The University of Kentucky College of Medicine MD degree program is a SINGLE program delivered at multiple campuses. The MD degree program courses will have the same objectives and same assessments across sites with the opportunity for varied teaching methods. Design, management, and evaluation of the Kentucky Integrated Curriculum is conducted by the UK College of Medicine Curriculum Committee (per Liaison Committee for Medical Education standards). The UK College of Medicine has adopted a pass/fail grading system for all courses offered in the MC program beginning August 2018. 

Core Principles Phase (Years 1 & 2) 

The Core Principles Phase (or pre-clinical) is a lock-step curriculum, meaning, all students enrolled in same curriculum, same sequence. Students may enroll in elective courses after the first semester of the Core Principles Phase. No elective coursework or clinical experiences may be fulfilled during scheduled class time for required courses.

Preclinical courses are designed to prepare students for third year clinical rotations and for the USMLE Step 1. This is likely the first exposure students have had to the material. The focus is on foundational principles about a disease, and BASIC diagnosis and management strategies. The level of detail appropriate for a resident or fellow level didactic session is beyond the scope of the M1 and M2 student.

The mode of delivery in the Core Principles Phase will vary from course to course. Traditional lectures to regional campuses will be delivered by Lexington-based faculty, transmitted through teleconferencing mechanisms. Most interactive sessions will be presented live at regional campuses by regional faculty.

Examples of those sessions are:

  • Prosection labs utilizing cadavers
  • History and physical practice and assessments utilizing standardized patients (SPs)
  • Radiology and ultrasound practice utilizing SonoSim technology and bedside ultrasound machines
  • Case-based learning discussion sessions


MD 810 | FOUNDATIONS OF INFECTION, DISEASE AND THERAPEUTICS. (10) 
This course covers basic mechanisms that underlie many of the organ specific diseases, with a focus on biochemistry, genetics, infections, immune mechanisms of disease, inflammation, and neoplasia. It will also discuss treatment of these entities and provide basic information on pharmacokinetics and pharmacodynamics.

MD 811 | INTRODUCTION TO CLINICAL MEDICINE. (8) 
The goal of the Introduction to Clinical Medicine course is to provide students with opportunities to develop knowledge, skills, and attitudes about the doctor/patient relationship that are necessary to practice patient-centered and evidenced-based care.

MD 813 | BEHAVIORAL BASIS OF MEDICINE. (3) 
The Behavioral Basis of Medicine delivers key concepts from psychiatry, pharmacology, and behavioral science in a mostly lecture-based format. Students are introduced to psychiatric conditions, to the observations that lead to a psychiatric diagnosis, and to some of the pharmacologic, psychotherapeutic, and psychosocial modes of treatment. 

MD 814 | ANATOMY. (9) 
This course consists of lecture, small group, laboratory, and team-based learning exercises that provide a basic understanding of anatomical principles, organization, and development as well as the core principles of histology. Anatomical structures are introduced as a basis for future functional correlates and principles are taught via laboratory discussion, prosections, dissections, films, and skeletal materials. Lecture, 20 hours per week.

MD 816 | HEMATOLOGIC AND LYMPHATIC SYSTEMS. (4) 
As part of the first-year organ system-based curriculum, this course covers the normal structure, development, and function of the components of the hematopoietic and lymphoreticular systems; the pathophysiology of hematologic and lymphatic diseases and disorders; and the medical and pharmacological approaches to diagnosis and treatment.

MD 817 | NEUROSCIENCES. (8) 
This course is an integrated presentation of relevant topics in human neuroanatomy, neurophysiology, neuropathology, neuropharmacology, and some microbiology as well as introductory correlations with neurology. Teaching methodology includes lecture, small group discussion, laboratory, and self-study units. Lecture, 20 hours per week.

MD 818 | MUSCULOSKELETAL AND INTEGUMENTARY SYSTEMS. (5) 
As part of the first-year organ system-based curriculum, this course covers the normal physiology and histology of the 
musculoskeletal/integumentary systems, the pathophysiology of diseases and disorders of these systems, and the medical and pharmacologic approaches to diagnosis and treatment.

MD 820 | CONTEMPORARY PRACTICE OF MEDICINE. (2) 
The overall goal of the course is for students to develop a deeper understanding of the interconnected issues that influence the health of populations and how to analyze approaches to improve health. This course uses current public health issues to understand evidence-based medicine and public health interventions.

MD 821 | ADVANCED CLINICAL MEDICINE. (4) 
This course serves as a bridge between the basic and clinical sciences by teaching students the knowledge and skills necessary to develop into excellent diagnosticians. The course focuses on the following skills: the ability to interpret history and physical examination findings, integrate basic laboratory and radiographic data, and formulate a differential diagnosis. Learning activities include: formal lectures, textbook readings, small group tutorials, preceptorships, workshops, online modules, and written and practical testing. Prereq: promotion to second year of MD program.


MD 824 | ENDOCRINE AND REPRODUCTIVE SYSTEMS. (6) 
As part of the second-year organ system-based curriculum, this team-taught course covers the normal physiology and histology of the endocrine and reproductive systems, the pathophysiology of diseases and disorders of these systems, and the medical and pharmacologic approaches to diagnosis and treatment. This course also covers the normal physiologic and developmental processes that accompany the transition from fetus (intrauterine) to newborn (extrauterine). 


MD 825 | RENAL AND URINARY SYSTEMS. (4) 
As part of the second-year organ system-based curriculum, this team-taught course covers the normal physiology and histology of the kidney and urinary system, the pathophysiology of renal and urinary diseases and disorders, and the medical and pharmacologic approaches to diagnosis and treatment.


MD 826 | CARDIOVASCULAR SYSTEM. (5) 
As part of the second-year organ system-based curriculum, this course will cover the normal structure and physiologic function of the cardiovascular system, the pathophysiology of common disorders and diseases of the heart and vascular system, and the medical and pharmacologic approaches to diagnosis and treatment.

MD 827 | RESPIRATORY SYSTEM. (5) 
As part of the second-year organ system-based curriculum, this course covers the normal structure and function of the respiratory system, the immunology and pathophysiology of respiratory diseases and disorders, and the medical and pharmacologic approaches to diagnosis and treatment. Prereq: promotion to the second year of the MD program.

MD 828 GASTROINTESTINAL SYSTEM AND NUTRITION. (5) 
As part of the second-year organ system-based curriculum, this course covers the normal histology, anatomy, and physiology of the gastrointestinal system, the pathophysiology of gastrointestinal diseases and disorders, and the medical and pharmacologic approaches to diagnosis and treatment. The course also includes instruction on the principles of nutrition.

MD 829 | MULTISYSTEM AND INTEGRATIVE CONCEPTS. (3) 
This course serves as the capstone course for the first- and second-year organ system-based curriculum. Students synthesize and apply the knowledge and concepts learned on an organ-based level to the multisystems level. 

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Application Phase (Year 3)

The third-year of the UK College of Medicine curriculum provides the student with a broad exposure to the major medical disciplines through eight clerkship rotation experiences designed to help students become active participants in providing contemporary patient care. This year provides the clinical exposure students need to integrate their earlier learning into the care of patients and experience the “art of doctoring.” Individual rotations balance the need for adequate exposure to and involvement with patient care with the time needed for study and assimilation of information. Student learning occurs in hospital facilities and ambulatory settings under the direction of clinical faculty and residents. Over the course of the experience, students have the opportunity to attend physician rounds, interdisciplinary team meetings, conferences, and discussions as well as monitor and present assigned patients, and interact with patients and health care professionals. Students will learn to develop recommendations and participate in patient care decisions.

Between third and fourth year rotations, all students are required to complete at least one of the rotations at a rural sites through the UK Area Health Education Center (AHEC) program and a longitudinal course designed to provide students with the foundational knowledge and beginning skills in preparation for the supervised practice of medicine.

Students are required to complete the eight rotations during the course of the academic year. Each rotation varies in credit hours with a total of 45 credit hours for the year.

MD 830 | PEDIATRICS CLERKSHIP (7) 
As part of the third-year core required clinical rotations, this clinical clerkship is designed to provide students with foundational knowledge in Pediatrics. Through a variety of clinical experiences, students will participate in the care of Pediatric patients. Students will develop and refine their clinical skills (e.g. interviewing, physical examination, differential diagnosis, and formulating diagnostic and treatment plans) for patient problems under the direct supervision of faculty preceptors.

MD 831 | EMERGENCY MEDICINE CLERKSHIP (2) 
As part of the third-year core required clinical rotations, this clinical clerkship is designed to provide students with foundational knowledge in Emergency Medicine. Through a variety of clinical experiences, students will participate in the care of Emergency Medicine patients. Students will develop and refine their clinical skills (e.g. interviewing, physical examination, differential diagnosis, and formulating diagnostic and treatment plans) for patient problems under the direct supervision of faculty preceptors.

MD 832 | NEUROLOGY CLERKSHIP (4) 
As part of the third-year core required clinical rotations, this clinical clerkship is designed to provide students with foundational knowledge in Neurology. Through a variety of clinical experiences, students will participate in the care of Neurology patients. Students will develop and refine their clinical skills (i.e. interviewing, physical examination, differential diagnoses, and formulating treatment plans) for patient problems under the direct supervision of faculty preceptors.

MD 833 | PSYCHIATRY CLERKSHIP (4) 
As part of the third-year core required clinical rotations, this clinical clerkship is designed to provide students with foundational knowledge in Psychiatry. Through a variety of clinical experiences, students will participate in the care of Psychiatry patients. Students will develop and refine their clinical skills (e.g. interviewing, physical examination, differential diagnosis, and formulating diagnostic and treatment plans) for patient problems under the direct supervision of faculty preceptors.

MD 834 | FAMILY MEDICINE CLERKSHIP (4) 
As part of the third-year core required clinical rotations, this clinical clerkship is designed to provide students with foundational knowledge in Family Medicine. Through a variety of clinical experiences, students will participate in the care of Family Medicine patients. Students will develop and refine their clinical skills (e.g. interviewing, physical examination, differential diagnosis, and formulating diagnostic and treatment plans) for patient problems under the direct supervision of faculty preceptors. 


MD 835 | INTERNAL MEDICINE CLERKSHIP (8) 
As part of the third-year core required clinical rotations, this clinical clerkship is designed to provide students with foundational knowledge in Internal Medicine. Through a variety of clinical experiences, students will participate in the care of Internal Medicine patients. Students will develop and refine their clinical skills (e.g. interviewing, physical examination, differential diagnosis, and formulating diagnostic and treatment plans) for patient problems under the direct supervision of faculty preceptors.

MD 837 | SURGERY CLERKSHIP (7) 
As part of the third-year core required clinical rotations, this clinical clerkship is designed to provide students with foundational knowledge in Surgery. Through a variety of clinical experiences, students will participate in the care of Surgery patients. Students will develop and refine their clinical skills (e.g. interviewing, physical examination, differential diagnosis, and formulating diagnostic and treatment plans) for patient problems under the direct supervision of faculty preceptors.

MD 838 | OBSTETRICS & GYNECOLOGY CLERKSHIP (4) 
As part of the third-year core required clinical rotations, this clinical clerkship is designed to provide students with foundational knowledge in Obstetrics and Gynecology (Ob/Gyn). Through a variety of clinical experiences, students will participate in the care of Ob/Gyn patients. Students will develop and refine their clinical skills (i.e. interviewing, physical examination, differential diagnoses, and formulating treatment plans) for patient problems under the direct supervision of faculty preceptors.

MD 839 | ENTRUSTMENT IN CLINICAL MEDICINE (5) 
This is a longitudinal course throughout the Application Phase of medical school and is designed to provide medical students with the foundational knowledge and beginning skills in preparation for the supervised practice of medicine. The course will utilize both large and small group settings for the acquisition of knowledge related to common topics related to the contemporary practice of medicine. Simulation using both standardized patients and simulators will provide realistic clinical scenarios to practice the wide range of skills necessary for medical practitioners. 

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Advanced Development Phase (Year 4)

The fourth year of study is designed to allow students to further develop and demonstrate their clinical skills and prepare for residency in their chosen specialty.

The emphasis across the curriculum is toward mastering the skills that students will be performing at the start of their intern year. Recognizing that students will have very different needs depending upon their residency selection, the fourth-year curriculum allows students the flexibility to select those rotations integral to their future skill sets. All students must complete a minimum of eight four-week courses, including Transition to Residency, for a total of 32 weeks.

ACTING INTERNSHIPS 
Students must complete a minimum of two, four-week acting internships during which they will assume the role of an intern for patients on inpatient clinical services. This is a practical application of the skills used by first-year residents on clinical rotations. Students can select the specialty area for these experiences from a diverse list of choices to meet each student’s future career needs. Acting Internships are available in the following departments: Family Medicine, Internal Medicine, Pediatrics, Neurology, Psychiatry, Surgery, Anesthesiology, Emergency Medicine, Neurosurgery, Obstetrics and Gynecology, and Rehabilitation Medicine.

CLERKSHIP ELECTIVES 
In addition to the required courses, students select five clerkship electives. The electives provide opportunities for students to explore special interests and build on demonstrated strengths. Research, patient-care, and non-patient care elective opportunities are available in most departments.

MD 840 | TRANSITION TO RESIDENCY 
This four-week course is designed to provide fourth year medical students with the foundational knowledge and skills in preparation for the supervised practice of medicine. Students will be divided into small groups dedicated to practice areas to hone the skill specific to their intended area of future practice. Within each group, students will review the foundational science and clinical applications of that knowledge. Simulation using both standardized patients and high fidelity simulators will provide realistic clinical scenarios to practice the wide range of skills necessary for medical practitioners.

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