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

and surgical conditions. Students learn to formulate
appropriately organized and succinct medical records
and problem lists. Students are familiarized with the
indications, limitations, and methodology of emergency
department (ED) diagnostic procedures and introduced
to the multifaceted psychological, social, and economic
challenges faced in an emergency medical setting.
Students function under the direct supervision of the ED
faculty. During the rotation, students attend departmental
conferences, lectures, skills labs, and teaching rounds.
Evaluations are based on clinical performance, written
examination, and case-log presentations.
Family Medicine and General Practice
Everett Schlam, MD, Chair
The goals of the family medicine and general practice
rotation are to ensure that all medical students have a full
understanding and appreciation of an integrative approach
to the care of patients, families, and communities. Students
will be introduced to the aspects of family medicine that
are applicable to all fields of medical practice, including
comprehensive and continuous care provided by family
physicians to patients of all ages. The importance of family
systems and the impact of chronic illness on patients
and their families will be incorporated into patient care.
Students will accompany precept physicians performing
patient care in the office setting, nursing home, and
house calls. Participation in community services involving
health care will be encouraged. By the end of the rotation,
students will be expected to perform and present a
focused patient history and physical examination to
diagnose and manage patients. Students will be able to
provide effective patient education and utilize evidencebased
decision making in clinical practice. Students will use
the Fifth Edition of Sloan’s Essentials of Family Medicine as
a text for the rotation.
Graduate Studies Program
Anatomical Sciences
Marios Loukas, MD, PhD, Chair
ANAT 801
Educational Development
This course will give graduate students the opportunity to
enhance their general anatomical knowledge and explore
in greater detail areas of the body that were covered
only superficially in previous coursework. This course will
enable students to enter their fields of interest prepared to
effectively teach pertinent concepts and applied anatomy
in that field, as well as allow students to prepare a body
of work with educational value for future students by
developing educational materials through dissection or
other media forms, such as computer or medical imaging.
Students will learn various techniques involved in the
preparation of cadaveric material for display and teaching,
including dry bone/ligamentous preps, plastic embedding,
and various plastination procedures.
ANAT 802
Special Regional Dissection
This course allows students to hone their dissection
expertise, as well as their academic and three-dimensional
understanding of a particular body area through detailed
cadaveric dissection.
Students will produce prosecutions for the department while
gaining a chance to learn a particular region of the body in
great and professional-level detail, well beyond that covered
in the standard anatomy course. Project topics focus around
four regions, which are head and neck; back and thorax;
extremities; and abdomen, pelvis, and perineum. Each
regional dissection will be limited to the appropriate area
and will be a complete dissection of all the structures within
the topic area, either through one or a series of dissections.
Each project will be researched, dissected, and presented to
the faculty and peers of students involved.
ANAT 803/ANAT 813
Instructional Development I/ Instructional Development II
Instructional Development is an elective or selective to
assist students with the development of their teaching skills
and topic proficiency by providing teaching opportunities
in the core anatomical science courses (Human Gross and
Developmental Anatomy, Embryology, Histology and Cell
Biology, or Neuroanatomy). This course is designed to
provide students with practical teaching experience as a
teaching assistant. They must either pass the course that
they wish to teach with a minimum passing grade of a “B,”
or they must have permission of the course director to
waive such a prerequisite. As graduate teaching assistants,
they will be required to attend and teach in the relevant
labs, in addition to the preparation and delivery of two
lectures throughout the term to faculty and, upon approval
of faculty, to students of the course.
School of Medicine
Course Descriptions
School of Medicine Catalog 2013–2014 | 77