whats the difference between the pathways?
Lecture-Discussion Pathway
Lecture presentations and laboratories are at the heart of the Lecture Discussion Pathway (LDP). Students usually spend the morning in lecture sessions and the afternoon in a combination of lectures, laboratories, tutorials, small group discussions and independent study sessions.
How Does LDP Work?
There are two phases of LDP:
- Phase I Core Curriculum is designed to introduce students to the basic concepts of Gross Anatomy, Biochemistry, Immunology, Microbiology, Pathology, Pharmacology and Physiology.
- Phase II Curriculum uses a systems approach to medical education. Lecturers present instructional materials that go beyond the basic principles mastered during Phase I. Primary care physicians and specialists offer clinical perspectives based on their own experiences with patient care as it relates to the particular system.
Clinical Experience
History and Physical Examination stresses a comprehensive examination of the patient while developing a proficiency in the use of diagnostic equipment. The course gives the student firsthand knowledge of the clinical aspects of medicine.
Osteopathic Manipulative Medicine
LECOM students learn the basic philosophy, principles and practice of osteopathic manipulative medicine. Hands-on diagnosis and treatment is the foundation of osteopathic whole-person health care.
Evaluation
Examinations consist mainly of multiple choice questions similar in format to licensing board exams. Quizzes may be utilized to provide feedback to students prior to larger examinations.
Is LDP the Choice for You?
LDP is ideal for students who:
- Learn well from a combination of presentations and readings; and
- Are more comfortable in a teacher-directed environment.
Phase 1:
http://lecom.edu/college-medicine.php/Lecture-Discussion-Pathway-Courses-Phase-1/49/2205/612/2384
Phase 2:
http://lecom.edu/college-medicine.php/Lecture-Discussion-Pathway-Phase-2-Courses/49/2205/612/2385
Problem-Based Learning Pathway
In the Problem-Based Learning (PBL) Pathway, studies are based around patient cases that provide the context for acquiring the knowledge and understanding of basic medical science. This method of learning promotes critical thinking and clinical reasoning skills, while retention of knowledge is enhanced through its contextual nature. Since the PBL process emphasizes self-directed study with a team approach, it also strongly promotes independent learning and interpersonal skills.
How Does it Work?
Following an initial course in Anatomical Sciences (Anatomy, Embryology and Histology), during which time PBL is a minor component, students in the PBL Pathway study the basic medical sciences almost completely by PBL, which occupies about 70% of the total pre-clinical curriculum.
Over the two years of the PBL preclinical program, groups of about eight or nine students, each with a faculty facilitator, meet for three tutorial session each week to study a sequence of more than 70 patient cases in paper presentation. These studies replace the major part of the traditional lecture program. The faculty members do not teach in the traditional sense, but facilitate the efforts of the student group in understanding the cases for themselves.
During the course of studying each case,
learning issues topics the students should study in greater depth in order to understand the case and the underlying medical science are identified. Between meetings students work independently, or in small, informal groups, on these learning issues, which later form the basis for their examinations. Learning issues are selected in the form of chapters or sections of required texts for the pathway so that the material to be studied for each examination is unambiguously defined. Thus, in Problem-Based Learning, each basic medical science subject is studied, not in isolation, but integrated with other subjects in the context of the case.
Early Clinical Experience
PBL students learn proper patient history evaluation and physical examination techniques in class. From the first year of the program, PBL students gain clinical experience with standardized patients under the guidance of physician preceptors. They then apply this experience in clinical settings, such as physicians offices and hospitals, during preceptorships in year two, and later during rotations in years three and four.
Osteopathic Principles and Practice
LECOM students learn the basic philosophy, principles and practice of osteopathic medicine. Hands-on diagnosis and treatment are a cornerstone of osteopathic whole-person health care.
Student Assessment
In the PBL component of the program, there are two examinations in the first semester and three examinations per semester thereafter. Cases are studied in groups of up to eight. Each group of cases is followed by an examination that tests knowledge and understanding of the learning issues relating to every case in the group. A small, additional component of the student assessment is derived from evaluation of their performance in tutorial sessions by the facilitator and by their fellow group members.
Learning Modules:
http://lecom.edu/college-medicine.php/Problem-Based-Learning-Modules/49/2205/612/2387
Background:
http://lecom.edu/college-medicine.p...ellence-in-Medical-Education/49/2205/612/2388
Directed Study Pathway
The Directed Study Pathway (DSP, originally Independent Study) is a unique program for medical education. It is initiated with significant daily classroom time in the first semester and allows adult learners, who are capable of learning with minimal classroom time, to gradually decrease his or her lecture attendance and utilize specific "directed study" modules to finish his or her first two years of medical school. The pathway requires the student to have well-developed organizational and time-management skills in order to complete the rigorous requirements in an independent manner.
How Does DSP Work?
The DSP stresses student self-motivation and self-learning. After attending classes in anatomical sciences in the first semester, students begin the transition to studying in small groups, in an independent but closely directed manner. This study is directed by highly structured learning objectives compiled by the faculty and incorporated into self-directed learning modules. With the absence of lectures, textbooks and other appropriate resources serve as the basis for learning. It must be stressed that DSP is not a "correspondence course" of study and requires significant on-campus presence throughout the two years. Certain courses require attendance, especially those with a laboratory portion. After initially attending classes five days per week, students are typically on-campus from two to five days each week throughout the remainder of their two years in the curriculum. As such, all DSP students are required to live within 30 miles of Erie. While students utilize their time as they see appropriate, the pathway is closely directed by the faculty. Students meet with the faculty on a weekly basis.
Though not required, DSP students may attend any or all of the Lecture Discussion Pathway classes as part of their learning experience.
Clinical Experience
DSP students are involved from the beginning in a number of courses involving clinical experience. From Osteopathic Manipulative Medicine class and lab throughout the two years, to learning how to take histories and conduct physical examinations, the DSP stresses comprehensive examination of the patient and helps develop a proficiency in the use of diagnostic equipment.
Osteopathic Manipulative Medicine
LECOM students learn the basic philosophy, principles and practice of osteopathic manipulative medicine. This hands-on diagnosis and treatment is the foundation of osteopathic whole-person health care.
Evaluation
Each examination includes national licensure board-type multiple-choice questions that are generated by the faculty and based upon learning objectives. The DSP has a regularly scheduled date and time for each module examination.
Is DSP the choice for you?
DSP is ideal for students who:
- Are self-motivated learners with good organizational and time-management skills;
- Learn best through reading and small-group interactions;
- Are dedicated, above all else, to the rigor of academic activities; and
- Have a strong science education background.
Modules:
http://lecom.edu/college-medicine.php/Independent-Study-Pathway-Courses-and-Modules/49/2205/612/2390
Advantages:
http://lecom.edu/college-medicine.php/Advantages-of-the-ISP-Curriculum/49/2205/612/2391
FAQ:
http://lecom.edu/college-medicine.php/Frequently-Asked-Questions-About-LECOM-ISP/49/2205/612/2392
Primary Care Scholars Pathway
LECOM introduced the innovative curricular pathway, the Primary Care Scholars Pathways (PCSP), as a response to the declining interest in primary care, and particularly family medicine. LECOM Primary Care Scholars will graduate in three years from the Erie, PA campus with a Doctor of Osteopathic Medicine degree that is equivalent to a four-year academic program. PCSP students must make a commitment to complete an osteopathic internship and residency in family medicine or general internal medicine.*
About PCSP
LECOMs PCSP offers one of two of the nation's only three-year medical degree programs and brings LECOM to the forefront of competency-based education. PCSP accelerates the traditional four-year medical school curriculum into three calendar years and greatly reduces the time and expense involved in earning a medical education geared toward primary care. Students will be trained in accredited graduate medical education programs in primary care and receive early clinical experiences coupled with primary care mentoring.
How PCSP Works
LECOM uses its experience with innovative teaching pathways to ensure that Primary Care Scholars receive the equivalent of four years of academic and clinical education to prepare for post-graduate training. Following unique courses and learning modules, students complete the first two years of basic science and preclinical education in under 20 months. They begin clinical training in March of the second year. Students must complete core competency-based clinical rotations that meet all the educational requirements necessary for primary care medicine. LECOM introduced new core rotations to continue OMM training and other essential medical skills. A sub-internship introduces students to the hospitals where they will continue their clinical training after graduation.
Clinical Rotations
Clinical rotations at a number of local teaching hospitals provide added support for PCSP students.
These hospitals include:
- Millcreek Community Hospital
- St. Vincent Health Center
- Hamot Medical Center
- Meadville Medical Center
- UHHS Richmond Heights
*The PCSP Student Primary Care Commitment
The Lake Erie College of Osteopathic Medicine (LECOM) acknowledges the national shortage in primary care physicians in the United States. The goal of LECOMs Primary Care Scholars Pathway (PCSP) is to attract competent students to the primary care specialties of Family Medicine (FM) and General Internal Medicine (IM) through a reduction in the time and cost of becoming a practicing primary care physician. The PCSP students acknowledge and confirm that their entry and continued matriculation in the PCSP is contingent upon the students commitment to enter osteopathic primary care residency programs in FM or general IM directly after graduation and practice primary care medicine for a minimum of five years following the successful completion of residency. An osteopathic residency is one approved and certified by the American Osteopathic Association. The actual practice of medicine may be delayed by a fellowship in geriatrics, neuromuscular medicine, or family medicine obstetrics.
The PCSP student acknowledges that in the event he/she chooses not to enter into an osteopathic primary care residency directly following graduation from LECOM or chooses to not practice primary care medicine for a five-year period following the completion of said osteopathic residency, the student is asked to return the scholarship award equal to the annual tuition rate paid at the inception of the students final year at LECOM.
How it works:
http://lecom.edu/college-medicine.p...re-Scholars-Curriculum-Works/49/2205/612/2394
Strait from the horses mouth...lecom.edu
