Academics

The Fundamentals of Osteopathic Medicine course presents the scientific basis of clinical medicine. Students will learn the aspects of biochemistry, anatomy, physiology, histology, embryology, genetics, pharmacology, pathology, microbiology and immunology that are necessary to begin study of the organ and tissue systems of the body.

The Osteopathic Doctoring course is an integrated and comprehensive course that will span the first two years of osteopathic medical school curriculum. It provides the basic cognitive and kinesthetic skills for future physicians to provide medical attention in a competent and professionally compassionate fashion. This course provides the foundation for students to practice the art and expanding science of osteopathic medicine through focusing on clinical skills (such as, patient interviewing and physical examination), clinical reasoning (the process by which physicians’ are able to choose the most appropriate individualized diagnosis and treatment plan), professional practice (the development of behaviors and practices that embody the expectations of an osteopathic medical professional), and clinical integration (the ability to apply basic science knowledge in all aspects of clinical practice). This course utilizes standardized and real patients to help increase early clinical exposure and allows for solidification of the application of basic sciences in clinical practice.

The Osteopathic Principles and Practices 1 course is the first of a four semester cumulative body of basic knowledge and skills that spans the first two years of your Osteopathic medical school curriculum. It is designed to reinforce the basic tenets, philosophy, principles, and practice of osteopathic medicine. Though the course does contain all the inclusive knowledge to be successful in the National Board of Osteopathic Medical Examiners board exams, it is primarily designed to provide the foundation (as well as more advanced theoretical and psychomotor skills) for future osteopathic physicians to integrate osteopathic philosophy, diagnosis, and treatment in a competent compassionate and professional manner into patient care.

The Integrated Systems Cardiovascular-Respiratory-Renal course (IS-CVRR) develops a deep understanding of the biological, diagnostic and therapeutic principles that produce optimal health and allow well-informed patient care. In addition, a knowledge base in clinical and basic science will optimize success on board examinations and clinical rotations. Specifically, the course presents physiology, anatomy, pathology, pharmacology, microbiology and clinical sciences as they relate to the cardiovascular, respiratory, and renal organ systems. The course progresses through five sections beginning with basic concepts necessary for understanding the interrelationships of all three systems, followed by detailed study of medical issues in the three systems individually, and together in the concluding clinical overview session at the end.

Osteopathic Doctoring provides the basic cognitive and kinesthetic skills for future physicians to provide medical attention in a competent and professionally compassionate fashion. Each Osteopathic Doctoring course builds on the skills and knowledge that was learned in the prior course, incorporating and reinforcing material that is learned in the Integrated Systems & Osteopathic Principles and Practices courses.

The Osteopathic Principles and Practices courses are each a sequential part of a four-semester cumulative body of basic knowledge and skills that spans the first two years of your Osteopathic medical school curriculum. Each course is designed to build on the preceding course and reinforce the basic tenets, philosophy, principles, and practice of osteopathic medicine.

The Integrated Systems: Neurology/Musculoskeletal course consists of two sections: starting with the neurology section and continuing with the musculoskeletal section.

The neurology system section is composed of 3 major areas: Neuroanatomy, Neurobiology or functional pathways, and Clinical Neurology. The course starts with a focused neuroanatomy section. A solid understanding of the functional anatomy and physiology of the normal central nervous system is essential to the recognition of the pathological processes, lesion localization, diagnosis and treatment of neurological diseases. An integrated functional neurobiology and clinical neurology section follows. It is designed to combine basic information concerning the structure and function of the nervous system with clinical information relevant to the practice of medicine.

The musculoskeletal section provides the knowledge base for understanding the fundamental relation- ship between structure and function in this important system, which is indispensable for a deep comprehension of muscle, bone and joint disorders. This section is focused on the most important musculoskeletal pathologies and their epidemiology, pathophysiology, clinical presentation, diagnostic features and principles of management.

Osteopathic Doctoring is an integrated and comprehensive course that spans the first two years of the osteopathic medical school curriculum. Each Osteopathic Doctoring course builds on the skills and knowledge that was learned in the prior course, incorporating and reinforcing material that is learned in the Integrated Systems & Osteopathic Principles and Practices courses.

The Osteopathic Principles and Practices courses are each a sequential part of a four-semester cumulative body of basic knowledge and skills that spans the first two years of your Osteopathic medical school curriculum. Each course is designed to build on the preceding course and reinforce the basic tenets, philosophy, principles, and practice of osteopathic medicine.

(GERD) (13 units)

The Integrated Systems-Gastrointestinal, Endocrinology, Reproductive and Dermatology course develops a deep understanding of biological, diagnostic and therapeutic principles concerning the organs and tissues that make up the gastrointestinal, endocrine, reproductive and dermatologic systems. Specifically, this course will provide students with a strong understanding of basic and clinical sciences as they relate to these organ systems. In addition, this knowledge base will be developed in order to optimize success on board examinations and clinical rotations.

The Osteopathic Principles and Practices courses are each a sequential part of a four-semester cumulative body of basic knowledge and skills that spans the first two years of your Osteopathic medical school curriculum. Each course is designed to build on the preceding course and reinforce the basic tenets, philosophy, principles, and practice of osteopathic medicine.

As described above Osteopathic Doctoring is an integrated and comprehensive course that spans the first two years of osteopathic medical and school curriculum. Each Osteopathic Doctoring course builds on the skills and knowledge that was learned in the prior course, incorporating and reinforcing material that is learned in the Integrated Systems & Osteopathic Principles and Practices courses.

This elective brings together the disciplines of psychology, philosophy, integrative medicine (Ayurveda, Traditional Chinese Medicine, Functional Medicine, and Lifestyle Medicine), and behavioral change science to teach the simple, yet effective tools of wellness and personal resiliency for busy people. Activities involve watching videos, building healthy habits, and engaging in group and peer coach check-ins to reflect on your personal progress. Note: Open to all students on campus.

OPCC 660

HBB is an evidence-based educational program to teach neonatal resuscitation techniques in resource-limited areas. This course will provide learners with the ability to teach the HBB program during the Global Health summer internship to local individuals who will be providing these services. This course is available to all students enrolled in Global Health Elective, and mandatory for students participating in the Global Health Summer Internship at the Africa sites. Note: Open to medical students only.

This elective course provides an opportunity for TUC students to develop an understanding of the healthcare needs of the unhoused population, with a specific emphasis on the unhoused population in Vallejo, Ca. This elective will cover enhancing empathetic encounters with patients, presented with an osteopathic lens of addressing the mind-body-spirit connection within each individual, as well as specific topics including substance abuse, chronic illness, wound care, and health insurance. A final reflection assignment will be completed after all other course requirements have been fulfilled (case discussions, volunteering), prior to the end of the semester. In total, this 15 hour elective course involves pre-recorded sessions, interprofessional group work and hands-on experience working with the unhoused community in Vallejo to put into practice the skills acquired. Note: Open only to all students.

This is an introductory course for future medical professionals who seek to learn how to become allies to the LGBTQIA+ community as well as other marginalized and underrepresented groups. Students explore the values they bring into the profession and how these values influence and shape their professional lives, including responses to diverse patient cultures. The course uses a multidisciplinary approach to explore the LGBTQIA+ patient and provider experience including clinically relevant topics. Topics include issues relating to trauma informed care, pediatric patient care, LGBTQIA+ Aging, Transgender affirming healthcare, reproductive health and fertility primary care in the LGBTQIA+ community, clinical scenarios LGBTQIA+-related issues from an intersectional perspective. This elective includes Implicit Bias Training and SafeZone training to equip students with communication tools to provide appropriate care with communities that differ from their own.

This course will involve six sessions, each beginning with a preliminary, interactive PowerPoint presentation followed by a 2-3 hour cadaveric lab demonstration and subsequent medical student performance of 8 such basic, life-saving procedures. Proposed procedures include but may not be limited to Chest Tube Insertion, Cricothyroidotomy, Emergent Open Tracheostomy, Needle Decompression of Chest, Thoracentesis, Pericardiocentesis, Insertion of Central Venous Catheter, Suture Ligation of Bleeding Vessel. Note: Open to only OMS II.

This beginner's course is offered in the Fall semester with the objective of developing a foundational level of medical Spanish adequate for the student to determine the chief complaint of the Spanish-speaking patient, provide basic medical instructions, obtain information about the patient, and answer the patient's most common questions. These objectives will be achieved through the teaching of Spanish medical terminology, colloquial words and phrases, and some basic grammar, as well as through practice sessions in conducting histories and physicals in Spanish. Note: Open to OMS II students only; before registering for this elective course, please always seek approval from Dr. Menini using the elective course registration form.

This course is a one-semester, a summer course in which students work as OMT demonstration providers in the H-89 OMT lab. Elective participants will work with lab volunteers and a faculty preceptor as they obtain a history, physical exam, and provide an OMT demonstration. Note: Open only to medical students.

In Pathways to Success IPEC 690, students will be given the opportunity to learn about and practice evidence-based study strategies, test-taking strategies, mindfulness and time management skills. The course will also cover maintaining well-being, and coping strategies to manage stressful life experiences. This interactive, engaging and self-reflective course meets 6 times during the semester. Students are asked to complete 2 self-care reflections and 2 surveys. This is a pass/no pass course. Note: Open to all students.

Part A: OPCC 671A - Part B: OPCC 671B

Community Health: Pediatric Obesity Prevention Program [aka, The Project HAPPY (Healthy Attitudes Produce Positive Youth)] elective is an opportunity for Touro students to engage with the community by using patient education and behavioral modification to establish healthy habits and decrease the rate of pediatric obesity. This two-part series provides students with the opportunity to counsel families, employ practice-based learning, and participate in an ongoing research project.

Project HAPPY Elective Part A trains students to lead the family-based behavioral modification research program that is currently underway in Vallejo, CA. Project HAPPY pairs participating Vallejo families with a Touro student health navigator who delivers a predetermined curriculum that addresses attitudes toward health and wellness. Upon completion of Part A, students will be eligible to enroll in Project HAPPY Elective Part B, in which they will partner with a family to guide them through the Project HAPPY curriculum. Note: Completion of Project HAPPY Elective Part A is required for enrollment in Project HAPPY Part B.

This class is intended to provide students with the opportunity to apply basic science knowledge in a clinical setting during an otherwise non-academic time; i.e., between the first and second years. Students will, with approval of the course coordinator, work with a faculty member of TUCOM, a clinician at another institution, or a licensed physician in the community, in order to observe medical practice in an area of medicine and a clinical setting of their choice.

This course provides an introduction to health care inequalities related to implicit bias and explores 6 common biases in healthcare: gender, obesity, race, sexuality, socioeconomic status, and drug misuse. Topics will be explored through peer-teaching, articles, video clips, reflective writing, and class discussions. Note: Open to all students.

The Healer’s Art, developed by Dr. Rachel Naomi Remen, was first presented at the University of California San Francisco School of Medicine in 1993 and, as of 2008, had been successfully replicated in 59 medical schools in the US and abroad. It addresses the hidden crisis in medicine, the growing loss of meaning and commitment experienced by physicians nationwide under the stresses of today’s health care system. The course is comprised of five interactive sessions entitled: Discovering and Nurturing Your Wholeness; Sharing Grief and Honoring Loss (2); Beyond Analysis: Allowing Awe in Medicine, and The Care of the Soul: Service as a Way of Life. Note: Open to medical students only.

Requested by Students Only

This course is designed to provide an introduction to the management of common medical issues specific to mountainous environments. The course is comprised of four self-study sections including 1) high altitude illness 2) thermoregulation 3) trauma and improvised medicine and 4) backcountry OMT. There will also be two, one-day interactive sessions in which students will go into the field and practice skills such as improvised litters, splinting, and OMT considerations in the backcountry Note: Requested by students only; open only to medical students.

This course is a 1-unit course that meets for 1.5 hour a week for 10 weeks. A maximum of 25 students may enroll. If there is sufficient interest a slightly larger class may be considered. This course is offered to pre-clinical or didactic-year students in any TUC program but is geared to students in the DO, PharmD Program, PA programs. This discussion-based course will cover the physiology, pharmacology, demographics, social policy, and clinical aspects of reproductive health care with special focus on abortion, infertility, and transgender care. The purpose of IPEC 654 is to provide students with an in-depth knowledge base of abortion, infertility, and transgender care that expands upon coverage provided in their core curricula, and allows students to approach these topics knowledgably and confidently in future practice. The cross- disciplinary aspect of this course provides opportunity for interprofessional education and discussion. Through readings and discussion, we will analyze the science-based aspects and terminology of reproductive and gender-affirming care.