A Longitudinal, Integrated Curriculum Extending Across All Four Years
The Integrated Practice of Medicine (IPM) curriculum at School of Medicine Greenville extends over all four years of medical school. IPM-1 and IPM-2 are year-long courses and are an integral part of both M1 and M2 years. Each consists of weekly paired sections, Clinical Reasoning Cases and Clinical Skills, and are designed as clinical applications of the weekly biomedical science content and integrate aspects of social, behavioral and public health issues that affect patient care. IPM-3 and IPM-4 are shorter 1-4 week courses that augment and reinforce principles of disease diagnosis and management as well as introduce advanced aspects of medical practice and preparation for residency expectations.
IPM-1 & 2:
IPM-1 and IPM-2 courses are an integral part of both M1 and M2 years and consist of two sections, Clinical Reasoning ("Cases") and Clinical Skills. Bedside ultrasound is carefully integrated into all 4 years to support the understanding and principles of a solid physical examination foundation.
- Clinical Reasoning consists of pertinent case presentations with discussion and case resolution weekly based on the underlying biomedical science content each week
- Clinical Skills involves history-taking, physical examinations, and skill performance. In M-2 year this expands to include laboratory an imaging interpretation and diagnostic and therapeutic procedures
- In both the Reasoning and Skills components, behavioral, social, ethical, and health science content is embedded to ensure attainment of all core competencies through a longitudinal curriculum that expands in complexity each year.
- A one- week course currently offered in the spring each year and is designed to facilitate the student’s transition to the real world of health care delivery.
- Building on clinical experiences via third-year clerkships, students discuss the importance and application of topics such as quality and risk management, medical-legal issues, advanced diagnostics, lifestyle medicine, and medical practice in the context of societal challenges.
- Proficiency in basic and advanced procedural skills is also integrated into the curriculum.
- Reinforces many of the concepts covered in the longitudinal curriculum and seeks to better prepare students for their residency training program.
- Two weeks consists of "core" knowledge review and clinical skills, in addition to procedures practice and competency assessment.
- An additional two weeks are dedicated specifically to training related to the student’s specialty (example: knot tying, suturing, instrument identification, and "day in the life" for surgery).
Role of IPM Faculty
- IPM faculty in IPM-1 and IPM-2 work with 8-9 students in small groups on a weekly basis either in case discussion and resolution or in acquisition of skills and procedures that will be expectations as M-3s
- IPM-3 and IPM-4 roles involve facilitating learning sessions or observing student performance and providing feedback based on a standardized assessment checklist.
- Decisions in selecting faculty include many factors such as specialty representation, teaching experience, diverse life experiences and perspectives and interpersonal communication skills
- A veteran IPM faculty team from differing departments considers all applications
Faculty Time Commitment
- IPM faculty contribute on average 5 hours per week in their role as IPM-1 or IPM-2 faculty throughout the 33-36 weeks of the course.
- Faculty are expected to attend 80% or more of the weekly sessions in person.• IPM-3 and IPM-4 commitments involve blocks of 2 -4 hours during the weeks the courses are offered.
IPM faculty appointments come through each respective Prisma Health Upstate department via the Academic Vice Chair.
- Appointments may be up to four years, reviewed annually with peer and student feedback provided to each faculty and the academic vice chair at the end of each academic year.
- Faculty are encouraged to use the time as an IPM faculty to develop academic career goals and increase his or her proficiency in the fundamentals of medical education.
- Some faculty may be asked to serve as Team Leaders for a period of 3 years to lead a group of 12-14 faculty.