LEARN Curriculum, Phase I (Foundational – 18 months)

Transition to Medical School (TMS) is an eight-day, hybrid course designed to support the personal, academic, and professional transition of incoming medical students. Through a combination of asynchronous online modules and immersive in-person activities, the course introduces students to the structure, values, and expectations of the LEARN curriculum. 

TMS emphasizes critical topics such as bias, privilege, and healthcare disparities through large-group discussions and small-group reflections. Students also engage in interactive experiences with standardized patients and patients-as-teachers, gaining early exposure to elements of patient-centered care and the social dimensions of health. 

The course also emphasizes personal and professional growth, equipping students with strategies for self-directed learning, time management, and maintaining wellness. Through hands-on clinical skills sessions and interactions with experienced healthcare professionals, students gain practical insights into their future roles.  

MCS is a longitudinal interdisciplinary course offered in the first year of Phase I of medical school. This course examines the human, ethical, social, and cultural dimensions of medical practice. Through case-based small-group discussions, reflective writing, independent learning experiences, and elective seminars, students explore the experience of illness, the physician–patient relationship, bioethical decision-making, professionalism, and the role of medicine within society and health systems. The course integrates perspectives from the humanities and social sciences to foster compassionate patient care, critical thinking, effective communication, self-awareness, and lifelong learning skills. Students develop the ability to analyze complex ethical and social issues, construct and defend reasoned arguments, balance competing values, and reflect on their emerging professional identities as physicians committed to patient-centered care and social responsibility.  

ICM is a longitudinal Phase I course that develops the foundational clinical skills required for patient care, including medical interviewing, physical examination, clinical reasoning, documentation, and case presentation. Through a combination of self-directed learning, standardized patient encounters, small-group case discussions, telehealth training, ultrasound instruction, physical examination pathology sessions, and bedside teaching with clinical preceptors, students learn to gather and interpret patient information, formulate differential diagnoses, and communicate clinical findings effectively. The course emphasizes the integration of biomedical and psychosocial factors in patient care while fostering reflective practice, professional growth, and responsiveness to feedback. By progressively applying clinical knowledge and skills in simulated and authentic patient-care settings, students build the competencies necessary for compassionate, patient-centered, and evidence-based medical practice. 

TIME is a longitudinal Phase I course that reinforces and contextualizes foundational biomedical and clinical knowledge through the lens of five core themes of patient care: Patient and Family-Centered Care, Evidence-Based Care, Patient Safety and Quality Care, Ethical and Professional Care, and Health Promotion and Preventive Care. Using longitudinal family cases, patient presentations, site visits, small-group discussions, team-based learning, OSCEs, reflective writing, and other active-learning experiences, students examine health and illness across the lifespan and within diverse patient populations and learn foundational concepts and skills related to biostatistics, epidemiology, scientific process and research study design. The course emphasizes compassionate, evidence-informed, and ethically grounded care; the application of clinical reasoning and research literacy; quality improvement and patient safety; effective communication and teamwork; and the social, behavioral, cultural, and environmental determinants of health. By integrating these themes into authentic clinical and community contexts, TIME prepares students to provide patient-centered, preventive, and collaborative care while developing the professional values and systems awareness essential for modern medical practice. 

The Body is a 3-month course that runs concurrently with the MFM course offered during the first fall semester of Phase I of medical school. It is a human gross anatomy course for medical students that focuses on the study of the structure and organization of the human body. Cadaveric dissection is augmented with other learning aids including imaging and digital media. 

The Body course uses a regional approach to studying human anatomy, with each body’s region studied separately with all aspects of that region examined at the same time. While aspects of function can be considered, the focus of the course is on the arrangement and position of the structures within a given region. The proximity of one structure to another can have significant clinical implications for the spread of infection or malignancies, as well as for complications arising from trauma, and hence it is essential that every physician has a basic understanding of the overall structure of the human body. 

The format of the course includes traditional lectures outlining organizational patterns and highlighting clinical correlations where appropriate, as well as some Team Based Learning (TBL) sessions. However, the central focus is the laboratory where detailed exploration of the human body is conducted through dissection.  

MFM is a 3-month course that runs concurrently with The Body course offered during the first fall semester of Phase I of medical school. MFM is an integrated foundational science course that explores the molecular and cellular mechanisms underlying human health and disease through the study of biochemistry, cell biology, human and molecular genetics, and pharmacology. Students develop an understanding of the structure, function, and regulation of genes, proteins, enzymes, and metabolic pathways, and learn to apply this knowledge to the interpretation of patient histories, laboratory findings, genetic testing, diagnostic studies, and therapeutic interventions. Emphasizing the relationship between molecular processes and clinical medicine, the course prepares students to recognize the biochemical and genetic determinants of disease and critically evaluate scientific literature. As a foundational component of the medical school curriculum, the course provides the scientific basis for subsequent study of physiology, pathology, pathophysiology, and clinical pharmacology.

BMD is a 3-month course that runs concurrently with the PHD course offered during the first year of Phase I of medical school. BMD is an integrated pathology course that examines the molecular, cellular, and tissue foundations of human disease. Through the study of histology, general pathologic processes, neoplasia, hematology, dermatology, and disease mechanisms, students develop an understanding of how alterations in normal structure and function lead to clinical manifestations of disease. The course combines lectures, self-directed learning, clinical pathologic conferences (CPCs), and laboratory experiences in gross and microscopic pathology to promote the application of foundational science concepts to patient cases and diagnostic reasoning. Students learn to recognize pathologic changes, interpret clinical and laboratory findings, evaluate evidence from the biomedical literature, and understand the environmental, social, and therapeutic factors that influence disease processes. Emphasizing critical thinking, collaborative learning, and professional communication, the course provides the scientific basis for understanding pathophysiology, diagnosis, and management of hematologic, neoplastic, and other major disease states encountered in clinical practice.

PHD is a 3-month course that runs concurrently with the BMD course offered during the first year of Phase I of medical school. BMD is an integrated foundational science course that examines the interactions between infectious agents and the human immune system, emphasizing the mechanisms by which the body prevents, responds to, and recovers from disease. Through the study of immunology, microbiology, inflammation, and infectious diseases, students develop an understanding of the innate and adaptive immune responses, the biology of bacterial, viral, fungal, and parasitic pathogens, and pathophysiologic processes underlying immune-mediated and infectious disorders. The course utilizes lectures, laboratory experiences, case-based small-group discussions, independent learning activities, and guided assignments to promote the application of basic science concepts to clinical diagnosis, prevention, and treatment. Students learn to interpret diagnostic tests, evaluate therapeutic approaches, understand the social and environmental factors that influence infectious and immunologic diseases, and apply evidence-based reasoning to patient care. By integrating foundational scientific knowledge with clinical relevance, the course prepares students for subsequent study of disease mechanisms, clinical medicine, and the management of infectious and immune-related conditions.

CPR is an 11-week course offered during the spring semester of Phase I of medical school. It is the first integrated organ-systems course introduced to students that examines the physiology, pathophysiology, anatomy, embryology, histology, and pharmacology of the heart, lungs, and kidneys, with a focus on the homeostatic mechanisms that maintain health and the processes by which these mechanisms become disrupted in disease. Through interdisciplinary instruction and clinically integrated learning experiences, students apply foundational and clinical science concepts to the interpretation of patient histories, laboratory findings, diagnostic tests, and therapeutic interventions related to cardiovascular, pulmonary, and renal disorders. The course emphasizes the development of clinical reasoning and differential diagnosis skills by integrating knowledge across multiple disciplines and organ systems. Students also learn to critically evaluate scientific literature, understand the environmental and social factors that influence disease, and apply evidence-based approaches to patient care while strengthening their communication, self-directed learning, and professional skills. As a bridge between foundational science and clinical medicine, the course prepares students for advanced clinical training and clerkship experiences.

MBB is a 7-week course offered during the second fall semester of Phase I of medical school. It is an integrated systems-based course that provides a comprehensive examination of the structure and function of the human nervous system and the biological, psychological, and social factors that contribute to neurologic, psychiatric, and ophthalmologic health and disease. Drawing on expertise from the disciplines of neurobiology, neurology, psychiatry, ophthalmology, and pathology, the course explores the cellular, neurochemical, and electrophysiological foundations of nervous system function and applies these principles to the diagnosis, and treatment of disorders affecting the central, peripheral, and autonomic nervous systems. Through a combination of lectures, active learning exercises, small-group discussions, clinical problem-solving sessions, patient presentations, and independent study, students develop the ability to interpret clinical findings, diagnostic tests, and imaging studies; evaluate therapeutic interventions; critically appraise the scientific literature; and understand the interdisciplinary approaches required for the care of patients with neurologic and neuropsychiatric conditions. The course emphasizes the integration of foundational neuroscience with clinical reasoning and patient-centered care, preparing students for future clinical training and practice.

Endo/Repro is a 4-week course offered during the second fall semester of Phase I of medical school and comes after MBB. It is an integrated organ-systems course that examines the structure, function, and regulation of the endocrine and reproductive systems in health and disease. Through the study of endocrine physiology, endocrine pathophysiology, reproductive biology, pregnancy, and reproductive disorders, students develop an understanding of the hormonal, genetic, metabolic, and environmental factors that influence human development, reproduction, and homeostasis. The course explores the hypothalamic-pituitary, thyroid, calcium, adrenal, and pancreatic endocrine axes, as well as male and female reproductive systems, breast health, pregnancy, postpartum physiology, and gynecologic and urologic conditions. Using lectures, case-based learning, pathology exercises, and independent study, students apply foundational science concepts to the interpretation of patient histories, laboratory findings, imaging studies, and diagnostic tests, while developing clinical reasoning skills essential for the evaluation and management of endocrine and reproductive disorders. Emphasis is placed on evidence-based medicine, critical appraisal of the biomedical literature, therapeutic interventions, and the integration of biological, social, and environmental influences on endocrine and reproductive health.

GI/Nutrition is a 4-week course offered during the second fall semester of Phase I of medical school and comes after Endo/Repro. It is an integrated organ-systems course that explores the structure, function, physiology, and pathology of the gastrointestinal tract, while emphasizing the essential role of nutrition in health and disease. Through the study of gastrointestinal physiology, pathophysiology, histology, histopathology, and nutritional sciences, students develop an understanding of the mechanisms underlying gastrointestinal and nutritional disorders and learn to apply this knowledge to the interpretation of patient histories, laboratory findings, diagnostic studies, and therapeutic interventions. The course utilizes lectures, case-based small-group discussions, pathology correlations, and self-directed learning activities to promote clinical reasoning, problem-solving, and differential diagnosis skills. Students examine common gastrointestinal conditions through the integration of basic and clinical sciences, including pathophysiology, diagnostic testing, treatment strategies, and the influence of dietary, environmental, cultural, and social factors on disease. Emphasizing evidence-based medicine, critical appraisal of the scientific literature, and professional communication, the course prepares students to understand and manage gastrointestinal and nutritional disorders in clinical practice.

MSK is a 2-week course offered during the second fall semester of Phase I of medical school and comes after GI/Nutrition. It is an integrated clinical science course that focuses on the evaluation, diagnosis, and management of musculoskeletal and rheumatologic conditions. Through the study of musculoskeletal anatomy, physiology, pathology, and clinical medicine, students develop an understanding of the structures and functions of bones, joints, muscles, and connective tissues, and how disruptions in these systems lead to disease. The course emphasizes a patient-centered clinical approach, including history-taking, physical examination, interpretation of laboratory studies, synovial fluid analysis, imaging, and the development of differential diagnoses for musculoskeletal disorders, rheumatologic diseases, and bone tumors. Using a combination of primers, lectures, case-based discussions, live demonstration sessions, patient-focused learning activities, and independent study, students apply foundational and clinical science concepts to authentic clinical scenarios. The course also explores pharmacologic and non-pharmacologic treatment strategies, promotes self-directed learning and clinical reasoning, and reinforces professional behaviors essential for effective patient care and interdisciplinary collaboration.