DCOM Clinical

The rotation is a four-week clinical training experience designed to prepare medical students to promote positive behavior changes necessary for the most effective patient care regardless of the students’ ultimate specialty choice. The rotation will invite and encourage self-reflection and challenge basic assumptions about the nature of human behavior. Under the supervision of clinical faculty/preceptors, students will have the opportunity to observe, interview, examine, and manage where appropriate a variety of patients with common neuropsychiatric disorders.

Emphasis is placed on the medical student learning the triage and community integration of treatment models treating the patient in the setting closest to home rather than in the inpatient psychiatric hospital. This rotation will offer the integration of the inpatient psychiatric model with the goal of community treatment and placement for the mentally ill.

This competency-based rotation is designed to introduce the student to Internal Medicine and instill within them the basic abilities of the Internist. The student will learn about the treatment of acute and chronic diseases of Internal Medicine. This 4-week rotation concentrates on the care of the adult patient in the inpatient and outpatient setting. The student will learn to apply clinical knowledge while learning how to function as part of a healthcare team. IM/Hospital Medicine I has a corresponding rotation of IM/Hospital Medicine II but are separate rotations.  It is recommended that, when possible, IM/Hospital Medicine II be completed in the inpatient setting but at least one of the rotations must be completed in the inpatient setting.

This competency-based rotation is designed to introduce the student to Internal Medicine and instill within them the basic abilities of the Internist. The student will learn about the treatment of acute and chronic diseases of Internal Medicine.  The student will add to their fund of knowledge resulting from Internal Medicine/Hospital Medicine I rotation. This 4-week rotation concentrates on the care of the adult patient in the inpatient and outpatient setting. The student will learn to apply clinical knowledge while learning how to function as part of a healthcare team. IM/Hospital Medicine II has a corresponding rotation of IM/Hospital Medicine I but are separate rotations that have their own requirements.  It is recommended that, when possible, IM II be completed in the inpatient setting but at least one of the rotations must be completed in the inpatient setting.

This rotation will provide students with comprehensive knowledge and practical skills in the field of Obstetrics and Gynecology. This rotation focuses on developing an understanding of the unique aspects of Obstetrics and Gynecology including preventative care, reproductive health, gynecological disorders, and common obstetric conditions. Students will have the opportunity to work alongside experienced healthcare professionals in a variety of clinical settings to gain hands-on experience and develop critical thinking skills.  Students may also gain experience assisting and/or performing common obstetrical or gynecologic procedures if deemed appropriate based upon the professional judgement of the preceptor.

The Third Year Core Rotation in General Surgery consists of a four-week period during which students will actively participate in the evaluation and management of patients with common surgical disorders. Students will actively participate in both the inpatient and outpatient settings. Students are expected to participate in the operating room.

The Pediatrics core rotation should expose the student to general pediatric medicine in multiple settings and all age groups including infants, children, and adolescents. Most of the rotation will be in an outpatient setting. Some students will also be exposed to the nursery, NICU and inpatient pediatric setting depending on their preceptor and rotation site.

During the Family Medicine/Primary Care rotation, students will work with a primary care physician where the full range of preventative and acute care of male and female patients of all ages is experienced.  The role of preventative healthcare, triage and specialty referral process are included as an essential part of the experience.  At least one of the four-week rotations (Family Medicine/Primary Care I and Family Medicine/Primary Care II) must be completed with a family medicine preceptor.  The other rotation may be completed in family medicine, outpatient internal medicine or internal medicine/pediatrics, or geriatrics. 

1. Students will observe and participate in ambulatory patient care which includes performing and documenting histories & physicals, routine office visits, urgent care visits, and other ambulatory care activities. It is anticipated that students will interact with all clinic personnel and learn from each about their specific responsibilities.
2. It would also benefit students to observe and participate in hospital-based patient care, which includes performing and documenting care under the supervision of their preceptor.

This rotation will build on the clinical skills obtained during the Family Medicine/Primary Care I rotation.  Students will work with a primary care physician where the full range of preventative and acute care of male and female patients of all ages is experienced.  The role of preventative healthcare, triage, and specialty referral process are included as an essential part of the experience.  At least one of the four-week rotations (Family Medicine/Primary Care I and Family Medicine/Primary Care II) must be completed with a family medicine preceptor.  The other rotation may be completed in family medicine, outpatient internal medicine or internal medicine/pediatrics, or geriatrics.

1. Students will observe and participate in ambulatory patient care, which includes performing and documenting histories & physicals, routine office visits, urgent care visits, and other ambulatory care activities. It is anticipated that students will interact with all clinic personnel and learn from each about their specific responsibilities.
2. It would also benefit students to observe and participate in hospital-based patient care, which includes performing and documenting care under the supervision of their preceptor. 

This four week rotation will take place in a smaller, rural community hospital. During these weeks, the student will be exposed to a wide variety of health problems and participate in care of hospitalized patients under the supervision of hospital staff physicians. The student will be responsible for all facets of hospital care for patients and will be exposed to systems of care, treatments, community services, and public health issues in a rural hospital setting.

The four-week emergency medicine (EM) rotation is intended to familiarize the fourth-year student with the broad spectrum of emergency medicine, ranging from pre-hospital care to the stabilization, diagnosis, and treatment of patients in the emergency department and the subsequent patient disposition. The rotation should allow the student to gain an understanding of a systems approach to the practice of medicine, as emergency medicine utilizes all aspects of the health care system to deliver care to patients. In addition, the students should obtain a broad range of clinical and procedural experiences from the various patient encounters. Further, the students should be able to apply their osteopathic skills to participate in the diagnosis and treatment of emergency department patients. 

During the DOCLIN 904 Rotation, students will work with a primary care physician in a Rural or Underserved Outpatient Primary Care clinic across the U.S., enhancing their clinical and medical management skills for acute and chronic conditions. Students will expand upon and apply their knowledge of Social Determinants of Health in clinical practice and assignments, finding resources to tackle healthcare barriers. Students are encouraged to use online resources, interact with office staff and professionals, and focus on delivering care grounded in Osteopathic Medicine principles. Additionally, through an online discussion board, students will share assignment insights, offer peer feedback, and discuss strategies to overcome care barriers in these settings.