SCHOOL OF 2012-2013 - St. George's University

School of Medicine
Course Descriptions
students understand the basic principles of mechanics,
heat, and sound.
PHYS 202
General Physics II
This course is an introduction to basic principles of
electricity, magnetism, electromagnetism, alternating
current, electric fields, and optics. This course does not
require mastery of calculus.
PMED 301
Learning Strategies for Preprofessional Programs
This is a skills development course through which students
in the preprofessional programs will find creative and
constructive ways to gain and apply knowledge in learning
situations. Students will develop a commitment to learning in
a more personalized, efficient, and effective way. Significant
attention will be given to study strategies and how to best
place these strategies into practice in their course of study.
Class sessions will provide opportunities for students to gain
exposure to various learning strategies and for students to
share their experiences, successes, and concerns with other
students. Students will gain exposure to various learning
techniques. Students will be exposed to levels of learning,
types of studying, time management and planning, active
review, memory, note-taking strategies, group study, and
methods of developing critical-thinking skills.
PMED 302
Communication for Health Professions I
This course aims to develop students’ skills in locating,
selecting, evaluating, and using research to answer
questions, which are personally and professionally
important. The course will help students to develop
reading skills, to develop skills in paraphrasing and
summarizing, and in using APA style to document sources.
Students will learn to evaluate research methods and will
analyze structure and writing style in research articles.
PMED 303
Communication for Health Professions II
This course aims to train students of the health professions
to write clearly and effectively, to identify and correct
punctuation and grammatical errors, and to write in style
and registers that are appropriate for the academic and
professional contexts. Students will analyze several writing
tasks commonly required in the health professions in order
to identify and then apply the principles contributing to
effectively performing these tasks. A process approach will
be taken.
PMED 380
Clinical Cases
This course is designed to introduce students in the final
year of the premedical program to clinical medicine. It
provides an insight into the knowledge, skills, attitudes,
and values individual students need to acquire as
physicians, as well as an understanding of how material
currently taught in physiology lectures applies to clinical
medicine.
PMED 390
Premedical Project Research
This course is offered in the final year of the premedical
program. It is a requirement for students in the School
of Medicine combined degree program (Baccalaureate/
MD). A focal point of the class is to equip students with
the skills needed to assess, understand, and critically
evaluate published medical research. The course begins by
reviewing standard research design and common pitfalls.
It then covers other relevant topics, such as methodology,
ethics, online research resources, survey design, and basic
data interpretation. Students work together in small groups
to produce a research paper and present a poster to the
campus community.
PSYC 201
Introduction to Psychology
Introduction to Psychology covers systematic and
experimental approaches to understanding human
behavior and cognition. The course is an in-depth
introduction to the science and profession of psychology.
It will present a summary of what is known about human
nature, how it reveals general principles of the functioning
of the brain, and the behavior of individuals and groups.
PSYC 302
Abnormal Psychology
The course examines the etiology, epidemiology,
description/classification, and treatment of disordered
behavior. Major mental disorders are systematically
examined from several different theoretical viewpoints,
including psychodynamic, learning, cognitive, physiological,
and humanistic/existential. A survey of psychological
disorders is provided and students are introduced to the
DSM-IV classification system. Treatment approaches based
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