Curriculum
The University of the Incarnate Word School of Osteopathic Medicine (UIWSOM) Doctor of Osteopathic Medicine (DO) Program integrated curriculum stresses self-directed learning.
All UIWSOM educational programs are built upon and are continuously informed by these guiding principles:
- Reflect our mission, vision, values and Catholic Social Teaching
- Support adult learning and educational principles
- Synthesize the science of medical knowledge for clinical practice
- Develop critical thinking, clinical reasoning and reflective practice
- Integrate osteopathic principles in education and professional practice
To this end, the UIWSOM DO curriculum was developed as an integrated curriculum designed to spiral content throughout the program and to support osteopathic medical students in their acquisition of the knowledge, skills, and abilities expected at each level of training, culminating with entry into graduate medical education (GME) programs.
Phase I (years one + two) builds a foundation of osteopathic principles and practices, physician personhood and applied biomedical sciences.
- Foundation, Integration, and Transformation
- Musculoskeletal, Touch, and Personhood
- Host Defense and Communication
- Gastrointestinal System, Nutrition, and Appetite
- Circulation, Respiration, and Regulation
- Endocrine Reproduction, and Respect
- Mind, Brain, and Behavior
- Board Exam Preparation
Phase II builds further clinical experience for learners during the third and fourth years.
During the third year there are eight (four-week) CORE rotations and a four-week block at the end of the academic year that learners can use to prepare for the COMLEX Level 2-CE exam. As a requirement for graduation, SOM learners must receive a passing score on COMLEX Level 2-CE by a designated date during their fourth year.
Following each CORE rotation will be Reflection, Integration, and Assessment weeks, which consist of longitudinal didactic, examinations, and clinical skills sessions. An OPP longitudinal integrated clerkship (LIC) component is part of Phase II, and this takes place throughout the third year.
The CORE rotations during Year 3 include the following
- Family Medicine
- General Surgery
- Internal Medicine
- Pediatrics
- Psychiatry
- Obstetrics-Gynecology
- Medically Underserved (Rural, Military, Correctional)
- Hospital Medicine
During the fourth year, learners are required to complete nine (four-week) rotations.
Clinical Rotations during Year 4 include the following:
- Emergency Medicine core rotation
- Three selectives
- Five electives
At the end of Phase II, learners engage in a two-week Readiness for Residency unit, during which they are assessed for the entry-level ACGME PGY1 Entrustable Professional Activities (EPAs).
Assessment and Examination
Complementary to summative assessment, formative assessment is rooted in the UIWSOM’s guiding principles, enabling learners to regularly perform self-assessment of their academic progress. Formative assessment is not punitive, but a personal empowerment tool critical to success and improvement throughout undergraduate medical education, graduate medical education, and continuing medical education. Formative assessment can take place in informal individual or small group settings, and through formal academic activities, such as weekly formative assessments, Socratic dialogues, clinical skills development, simulated patient encounters, and peer-evaluation.
Criterion-referenced summative assessments will be used to evaluate learning at the end of the unit. Methods of assessment include, but are not limited to, written examinations, direct and simulated performance evaluations, and reflective exercises.
Medical Knowledge Consolidation
During the first half of their fourth year, learners take the COMLEX-USA Level 2-CE exam, and at the end of this last year engage in a two-week Ready for Residency unit, during which they are assessed for the entry-level ACGME PGY1 Entrustable Professional Activities (EPAs).