MD Program

Department of Medical Education

MDC 6052 - Practice of Medicine 3
Fall 2022

I. Course Information
Course: MDC 6052 - Practice of Medicine 3
Semester Credit Hours: 3.0
Semester and Year: Fall 2022
Course Reference Number: 25339
Dates:
August 22, 2022 - December 11, 2022

II. Course Management Team

Course Director(s):
Ghaith Al-Eyd, M.B.Ch.B., M.Sc., Ph.D.
Associate Professor
Office Location: Terry Bldg., Room
3200 South University Drive, Fort
Lauderdale, FL 33328
Office Phone: (954) 262-1589
Email Address: galeyd@nova.edu

Gary Bruce Schwartz, M.D.

Associate Professor
Office Location: Terry Bldg., Room
3200 South University Drive, Fort
Lauderdale, FL 33328
Office Phone: (954) 262-1136
Email Address: gs405@nova.edu

Office Hours:
By appointment.
Course Administration:

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 Daniel Griffin, Ph.D.
Assistant Dean, Pre-Clerkship Curriculum/Associate
Professor
Office Location: Terry Bldg., Room 1510
3200 South University Drive, Fort Lauderdale, FL 33328
Office Phone: (954) 262-1439
Email Address: dgriffi0@nova.edu

Tony Lipscomb, M.Ed

Pre-Clinical Curriculum Manager
Office Location: Terry Bldg., Room 1526
3200 South University Drive, Fort Lauderdale, FL 33328
Office Phone: (954) 262-1367
Email Address: slipscom@nova.edu

Maria Ortega, M.P.A.

Pre-Clinical Curriculum Manager
Office Location: Terry Bldg., Room 1512
3200 South University Drive, Fort Lauderdale, FL 33328
Office Phone: (954) 262-1164
Email Address: mortega@nova.edu

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 Lauren Fine, M.D.
Director of Clinical Skills
Associate Professor
Office Location: Terry Bldg., Room
3200 South University Drive, Fort Lauderdale, FL 33328
Office Phone: (954) 262-0520
Email Address: lfine1@nova.edu

III. Course Description

Practice of Medicine 3 continues and adds to the practice of skills learned in POM 1 and POM 2. The
skills may include history-taking, focused and complete physical examination skills, clinical reasoning,
discussion and application of integrated clinically applicable topics such as those from threads (ethics, law
and humanities, inter-professional education and others), clinical documentation (note-writing) and oral
presentation skills. Students will apply their clinical reasoning learned in the morning session as well as
additional clinically applicable skills to the afternoon session through active hypothesis-driven history and
physical examination. By the end of this course, students will pass a series of assessments which cover the
skills learned during the course. These skills may include for example, taking a focused and/or complete
history describing and/or performing the physical examination, writing a clinical note, and giving an oral
case presentation as well as demonstrating clinical reasoning among other skills.
Course Description:
Practice of Medicine 3 continues and adds to the practice of skills learned in POM 1 and POM 2. The
skills may include history-taking, focused and complete physical examination skills, clinical reasoning,
discussion and application of integrated clinically applicable topics such as those from threads (ethics, law
and humanities, inter-professional education and others), clinical documentation (note-writing) and oral
presentation skills. Students will apply their clinical reasoning learned in the morning session as well as
additional clinically applicable skills to the afternoon session through active hypothesis-driven history and
physical examination.
By the end of this course, students will pass a series of assessments which cover the skills learned during
the course. These skills may include for example, taking a focused and/or complete history describing
and/or performing the physical examination, writing a clinical note, and giving an oral case presentation as
well as demonstrating clinical reasoning among other skills.

Course Rationale and Curricular Themes:

Practice of Medicine 3 expands on the history taking and patient-centered communication skills learned in
POM 1 and POM 2 and introduces advanced techniques for the physical examination related to the skin,
musculoskeletal, neurologic and psychiatric systems. The course is taught entirely utilizing active learning
modalities where the class is divided into small group clinical reasoning and discussion sessions and small
group practice sessions with standardized patients, and independent student learning. Due to the practical
nature of this course, student progression will be tied closely to participation in these activities.

SKILLS THAT WILL B E TAUGHT AND ASSESSED THROUGHOUT POM 3:

Communication:

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 In POM 3, communication skills learned in POM 1 and POM 2 will be further developed, including the
use of communication in more difficult clinical and interpersonal interactions.
Students will also improve upon their physician-physician communication by performing oral patient
presentations to their facilitators, colleagues and/or outpatient preceptors.

History Taking:_____________________________________________
In POM 2, history-taking skills were further developed from the basic history-taking skills of POM 1 by
placing greater emphasis on identifying pertinent positive and negative history findings based on the chief
complaint and most probable differential diagnoses. In POM 3 students will apply the same skills to
Dermatologic, Musculoskeletal, Neurologic and Psychiatric conditions. They will also learn when and
how to screen patients for population specific risk factors. By the end of POM 3 they will be able to
perform comprehensive medical interviews tailored specifically for a variety of patient populations and
age-groups.

Physical Examination:
By the end of POM 1 students are expected to be able to perform a thorough history and describe
and/or perform basic physical examination maneuvers. In POM 2 and POM 3 these skills are expanded
to include specialized maneuvers to assess for specific pathology. The major systems to be addressed in
POM 3 are: Skin, Musculoskeletal, Neurologic and Psychiatric. Students are expected to be able to
describe the physical exam maneuvers in detail, show proficiency in performing physical exam skills, and
the ability to interpret findings in context of a clinical presentation.
Documentation:
Throughout POM 3 students will practice performing complete clinical documentation with special
emphasis on documenting a complete and chronological HPI which includes pertinent positive and
negative history findings; documenting a complete social history with emphasis on risk-assessment
screening findings; documenting a skin, musculoskeletal, neurologic and/or psychiatric examination
inclusive of relevant components such as vital signs and general appearance; elaborating a case-frame
that sets the stage for a differential diagnosis elaboration; identification and documentation of at least two
probable diagnoses with the provision of supporting evidence for each. Students will practice
documenting a complete progress note using the format of a traditional full History and Physical as
outlined in the Guidelines to POM SOAP Notes.
Clinical Reasoning:

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 During the PBL and other case-based learning sessions throughout the basic sciences courses, students
are applying and refining their skills in critical thinking. During POM 2 students were taught the basis
of clinical reasoning. Students were taught clinical reasoning by incorporating key elements in the
patient’s history and physical exam findings to formulate a basic differential diagnosis using a systems-
based approach.

Students will continue to apply their clinical reasoning skills throughout POM 3. They are expected to
demonstrate the acquisition of their clinical reasoning skills by: 1) elaborating case frames that depict the
key characteristics in each case presentation and form the basis of their differential diagnosis, both in
writing and in oral presentations 2) identifying at least two reasonable diagnoses for each clinical
presentation following a history and physical exam 3) Providing clinical data from the history and
physical exam that support each of the differential diagnoses.
The Morning Report sessions are designed to provide students with a protected opportunity to apply their
clinical reasoning skills based on assigned preparation. They will also be introduced to, address and
discuss non-biological issues that impact all aspects of health care. The topics addressed are part of
NSU-MD’s longitudinal curricula (Genomics, Ethics and Humanism, Research, Biomedical Informatics,
Inter-professional collaboration, Leadership, Cultural Competence, Health Disparities). These sessions
will be predominantly case-based, designed by content experts and lead by experienced facilitators. In
addition to these Morning Report sessions, the longitudinal topics will be reinforced in every simulated
clinical activity and clinical reasoning session as applicable.

IV. Course Objectives / Learning Outcomes

Course Objectives* (EPOs):
1: Demonstrate a comprehensive targeted medical history and physical examination. (PC1, PC2, ISC2,
ISC3, EP1, EP3)
2: Analyze the presenting problem to guide clinical reasoning through a hypothesis driven history and
physical examination which demonstrate knowledge of anatomy, normal and abnormal structure and
function, pathophysiology, and risk factors related to a patient’s lifestyle and underlying condition. (PC1,
PC2, PC3, MK1)
3: Develop the most likely diagnosis or diagnoses based on chief complaint, history, physical exam and test
results. (PC1, PC2, PC3)
4: Structure a ranked problem list for a real or simulated patient encounter and begin to articulate a basic
management plan, considering risk and benefits and incorporating patient preferences.(MK8, PC1, PC4,
ISC4, EP1)
5: Analyze anatomical landmarks and atypical findings on routine radiographic imaging and begin to identify
appropriate and value-based diagnostic imaging to confirm diagnoses on the differential. (MK4, PC4)
6: Coordinate appropriate and immediate care for a simulated patient in distress, including but not limited to
asking for help, initiating BLS or arranging a transfer of care. (PC1, PC2, PC7, ISC1, IPC3, IPC4,
IPC5, PPDW2, PPDW6)
7: Integrate screening for specific behaviors and risk categories into the history-taking process in a manner
that is both sensitive and patient-centered using standardized screening tools. (MK5, MK7, MK8, PC1,
ISC3, ISC4)
8: Integrate patient-centered, culture competent oral communication and education with patients and
caregivers. (ISC2, ISC3, EP3)
9: Develop and appraise a concise and organized written or verbal summary statement of a patient’s
presenting problem. (ISC5)
10: Demonstrate professional behaviors with compassion, honesty, integrity, respect, responsibility, and self-
discipline in in culturally competent care. (ISC1, ISC3, EP1, EP3, IPC1)
11: Demonstrate every clinical encounter, real or simulated, from a Bio-Psycho-Social, Patient-Centered

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 perspective that prioritizes patient’s preference, comfort, safety and autonomy.(SBP2, ISC2, ISC3, ISC4,
EP1, EP3)
12: Perform interpersonal and interprofessional interactions with respect, inclusive of diversity, empathy,
and honesty while adhering to the ethical principles inherent to the medical profession. (ISC1, ISC2, ISC3,
EP1, EP3, EP4, IPC1, IPC3)
13: Summarize a clearly elaborated chief complaint, history, physical exam, assessment and plan of next
steps in a patient progress note. (ISC5)
14: Demonstrate and appraise a complete, formal case presentation.(ISC5)
15: Evaluate the role of interprofessional communication and handoffs and provide a focused summary of
patient's most clinically relevant findings. (ISC5, IPC3)
16: Justify cultural competence and social determinants of health in patient encounters and contrast
personal and social biases that may contribute to quality of care and health disparities. (MK8, ISC2, EP2)
17: Analyze the prevalence of and factors contributing to medical errors and develop strategies to improve
patient safety. (PC7, SBP2, SBP4, IPC4)
18: Appraise the different roles of the health care team and communication strategies that reduce medical
errors. (PC7, SBP4, ISC5, IPC2, IPC3, IPC4, IPC5)
19: Prepare for and perform common clinical procedures using simulation, including the use of informed
consent. (PC6, ISC2, ISC3, ISC4, EP1)
20: Analyze specific social and/or cultural determinants of health and the impact on patient adherence,
doctor-patient relationship, and health outcomes. (MK8)
21: Evaluate evidence-based and value-based medicine and defend the use of specific medical treatments
for a given clinical scenario. (MK6, PC4, SBP3, PBLI4, SI1, SI2, SI5)
22: Identify personal strengths and areas for improvement in skills and patient care based on self-
awareness and feedback from patients, peers and/or faculty. (PBLI1)
23: Respond to and utilize feedback and reflection to identify and address one’s own areas for
improvement in knowledge, skills and/or attitudes through a specified plan and/or action(s). (PBLI 2,
PBLI 3, PBLI 4)
*Learning objectives for each session can be found in Canvas and eMedley and are available
through the course calendar. Educational Program Objectives (EPOs) can be found
at https://md.nova.edu/files/competencies_epos_outcome_measures.pdf .
V. Materials and Resources
Course Required Text and Materials:

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 Required Textbook and Bickley LS Bate’s Guide to Physical Examination and History-Taking.
Resources: 13th edition with e-book. Philadelphia, PA: Wolters Kluwer; 2021.
Available online through HPD Library.
*Required Tools: DocCom Communication Modules as assigned. Accessible through NSU
MD Library resources

Evidence-Based Physical Diagnosis. McGee, Steven. Elsevier Science

2022. E-book through HPD library.

Additional required articles and/or videos will be distributed or linked in

advance of each small group or large group discussion session. These will
be disseminated via Canvas.
Important observation: Bate’s chapter assignments will be divided
throughout the sessions to help students focus on that week’s
activities. However, assessments will be cumulative, meaning that
all material covered up to that point may be included.
Physical Exam Videos:

White coat
Stethoscope
*Additional tools will be needed for some sessions, e.g. Reflex
hammer, Snellen eye chart, Tuning forks, Penlight.

Additional Recommended Resources and Materials:

Additional Physical Exam Videos:
Resources: Standford 25 Video gallery: https://stanfordmedicine25.stan
ford.edu/videos.html
Other physical exam videos will be assigned and distributed
via Canvas.
Online Communication modules:
Doc.com-

VI. Course Schedule and Topic Outline

Course Content and Time Distribution:
COURSE CONTENT AND TIME DISTRIB UTION:

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 The clinical skills in POM 3 are organized around four (4) major systems, which will be taught and
integrated concomitantly with the Brain, Body, Behavior Course of the pre-clerkship curriculum in the
following order:
1. Somatosensory and Skin, including appropriate screening exams.
2. Musculoskeletal, including the examination of the upper and lower extremity and the spine.
3. The Complete Neurologic Examination which will be taught over several sessions. Students
will be responsible for being able to perform and/or describe all components of a complete neurologic
examination.
4. Psychiatric Examination including appropriate screening exams.
Other types of essential skills and content needed for the practice of medicine will be addressed
throughout the entire course, inclusive of curricular thread topics, as well as the non-biological
contributors to health and healthcare:
Genomics
Ethics and Humanism
Research
Biomedical Informatics
Inter-Professional Collaboration
Leadership
Social determinants of health
Strategies to help eliminate health disparities
Cultural Competence
Medical Consequences of Societal Problems (smoking, substance abuse, obesity)
POM 3 Content is delivered through the following types of sessions:
Simulated Patient Encounters
Students will have the opportunity to practice taking a medical history as a group with a standardized
patient every week, when appropriate. Students will also have the opportunity to practice, perform
and/or discuss physical exam skills via multiple modalities which may include the review of physical
examination videos, discussion of physical examination technique, and discussion and interpretation of
normal and abnormal physical examination findings. These sessions are designed in a small-group
format and will take place either remotely via zoom or in the PBL/Clinical Skills room in Assembly II.
These sessions occur every Thursday afternoon in four-hour blocks (1:10-5:00PM). In addition select
dates will be chosen for additional clinical skills sessions and/or workshops.
There will be one clinical faculty facilitator for every group of students. Students will have the same
facilitator for the duration of at least half of the course in order to ensure continuity of formative skills
assessment and feedback.

Morning Report
Morning report will take place on Tuesday mornings from 10:10am-12pm with some exceptions.
These sessions will contain clinical reasoning and case-based discussion of additional clinical scenarios,
dilemmas and considerations that physicians commonly face. The intent of these sessions are to
reinforce the integration of the foundational and clinical sciences. In order to foster integration, these
sessions are aligned with Systems Block topics and some are taught jointly with Basic Science faculty,
Thread Directors, and other faculty within NSU. The focus of these sessions are:
1) Apply the Clinical Reasoning framework to different clinical scenarios 2) Integrate basic science
concepts to clinical and diagnostic findings 3) Incorporate principles of Population Health for different
diseases. 4) Foster an improved relationship between our colleagues as well as our patients.
Students will be expected to apply their knowledge from these sessions to future clinical encounters,
clinical reasoning sessions and assessments.

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 Weekly Sample Calendar
Time Monday Tuesday Wednesday Thursday Friday
8-10 Systems Systems Block Systems Block Systems Block Systems Block
PM 10- Block Classes Classes Classes Classes
12PM Classes
10:10am-12pm
Morning
Report
1-5 PM Independent Independent Independent Clinical Skills Independent
Study OR Study Study OR POM Session Study OR
POM 3 OR POM 3 3 Clinical POM 3
Clinical Clinical Preceptor Clinical
Preceptor Preceptor Preceptor

Detailed course calendar will be available through Canvas

A detailed course calendar is available in Canvas. Students are expected to abide by NSU MD
Attendance Policy (see Course Policies section).

VII. Instructional Methods

Instructional Methods:
Clinical experience (ambulatory)
Discussion, large group
Demonstration
Independent learning
Simulation
Journal Club/Academic Reading
Discussion, Small Group
Presentation

VIII. Assessments
POM 3 Summative Assessments Breakdown
Assessment
Preceptor narrative assessments Pass/Fail
Facilitator narrative assessments Pass/Fail
Clinical Documentation Exercises Pass/Fail
IPC/PBLI Reflection Pass/Fail
Summative Clinical Skills Assessments 2 (10% each) comprise 20 % of total grade
Physical Exam Assessments Pass/Fail
OSCE 45 % of total grade
Stations may cover skills (history, physical exam, clinical reasoning,
documentation, oral presentation) as applied to major organ systems
(ex: Neuro, psych, derm, MSK)
MCQ (NBME and other MCQs) 20 % of total grade
Reflection & Integration Assignments: e.g. Reflective Essay, 15 % of total grade
Concept Map, Projects and/or Scholarly Inquiry Assignments
Mid-course feedback plan:
Students and facilitators will meet one-on-one mid-course for formative feedback. A form will be provided
to students that will include the categories by which they are given mid and end-of-course feedback by
their facilitators. Students should complete this via self-reflection and review it with their facilitator, along
with any other concerns or areas needing additional attention or feedback.
Course directors will provide direct feedback mid and end-of-course, to each student via email. Students
with satisfactory performance will be given the option to meet with the course director(s). Students who
are noted to be unsatisfactory in any of the competencies will be required to meet with the course

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 director(s) following the meeting with their facilitators.

IX. Grading Criteria

Grading and Competency Assessment System:
NSU MD uses a competency-based grading system. There are nine General Competencies that will be
assessed on multiple occasions as students progress through the educational program, with performance in
specific competencies assessed in individual blocks, courses, and clerkships.
The competencies assessed in POM 3 are:
1. Medical Knowledge
2. Patient Care
3. System Based Practice
4. Interpersonal Skills and Communication
5. Ethics and Professionalism
6. Interprofessional Collaboration
7. Scholarly Inquiry
8. Practice Based Learning and Improvement
Each student will receive a final rating of “Satisfactory (S)”, “Satisfactory with Concern (SC)”, or
“Unsatisfactory (U)” in each of the competencies listed above. A rating of “Unsatisfactory” in one or
more of the six competencies will result in a final grade of Fail for the overall course. Details of
how ratings will be determined for each competency are described below.

1.Medical Knowledge (MK): Students will apply evidence-based medicine principles such as
biomedical, clinical, epidemiological, and social-behavioral sciences to guide diagnosis, treatment, and
patient care decisions.
In POM 3, assessment of this competency will focus on mastery of medical knowledge and will be
assessed by performance on clinical skills assessments such as the Within-Course Clinical Assessments
and end of Course OSCE exams as well as through Summative Quizzes and a NB ME Customized
examination that is based on Learning Objectives for the course.
Students must complete all numerically scored assessments with an overall average > 80% to receive a
competency rating of Satisfactory, or >75% - 79.9% to receive a rating of Satisfactory with Concern.

2.Patient Care (PC): Students will use knowledge and skills during clinical encounters to gather
necessary information and apply evidence to develop appropriate diagnostic and therapeutic plans that
enhance health and treat disease.
In POM 3, this competency will be continuously assessed during every patient encounter, real or
simulated. Summative assessment will take place during Summative Clinical Skills Assessments and
OSCE exams as well as through Narrative Assessment by clinical facilitators .
There will be a total of two (2) Summative Clinical Skills Assessment exams and one (1) summative end
of course OSCE during POM 3.

3. Systems Based Practice (SB P): In POM 3 assessment of this competency may take the form of an
institutionally-developed, integrated written assessment (essay exam and an NB ME customized
examination). Topics to be included in this assessment may that takes into consideration patient
preferences and available resources; discussion of the physician’s responsibility to serve as an advocate for
underserved populations. Students will demonstrate their understanding of these issues by way of
elaborating self-reflection. Content related to this competency will be delivered by way of: 1) Preparation
and participation in Morning Report Sessions 2) Small group interactive sessions and 3) Hands-on
experience and reflection.
4.Interpersonal Skills and Communication (ISC): Students will listen attentively and communicate

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 clearly with patients, families, peers, faculty, and other members of the health care team: establishing
rapport; fostering, forming, and maintaining therapeutic relationships with patients; effectively gathering and
providing information during interactions with others and participating in collaborative decision making that
is patient-focused.
In POM 3 assessment of this competency will be ongoing in every real and simulated clinical encounter. It
will be assessed through the Narrative Assessment forms as well as in the Within-course Clinical
Assessment exams and/or OSCE exam. More specialized communication, such as performing an oral
presentation of a clinical encounter and Motivational Interviewing may be assessed by the clinical
facilitator during the weekly simulated encounter in a formative manner as well as in the Summative
Clinical Skills Assessment and/or OSCE. During Summative Clinical Skills Assessment and/or OSCE,
the Standardized Patients will be performing the Summative assessment of the student’s communication
skills. Communication will also be assessed through Documentation Exercises and Oral
Presentations.
5. Ethics and Professionalism (EP): Students will carry out professional behaviors and responsibilities
with the highest standards of excellence and integrity, adhering to ethical principles. Students will value the
humanity of all and demonstrate accountability to both patient and society by placing the patient first and
advocating for improved access and just distribution of resources.

This competency will be assessed continuously in all aspects of POM 3. Medical students, as future
professionals, are expected to conduct themselves appropriately in all curricular activities, including
classroom work, laboratory work, and clinical experiences.
The professionalism of a medical student includes but is not limited to:
Arriving to educational activities on time or before the activity starts
Using iPads and laptop computers only for relevant course work during all educational activities
Minimizing disruptions to all educational activities
Completing assigned course evaluations in a thorough, meaningful, and
timely manner, as per the Evaluation Completion Policy.
Completing and posting educational assignments in a timely manner
Fulfilling all responsibilities related to educational activities with a commitment to excellence
Answering emails from Course Directors, faculty, and staff by 5pm the following business day.
Checking Canvas on a daily basis to stay apprised of announcements and schedule changes
Unless life threatening injury, hospital admission, or an event of similar seriousness occurs, notice of
absence or tardiness (via email, text message, telephone call, or voice mail) is expected as soon as
possible, preferably before the start of the scheduled activity, as per the Attendance Policy.
Behave in a professional manner by demonstrating compassion, honesty, integrity, respect,
responsibility, and self-discipline in relationships with all individuals, regardless of gender, age, culture,
race, ethnicity, religion, sexual orientation, disability, socioeconomic status, native language, or role
In addition to direct observation of unprofessional behaviors by the block director, other faculty,
standardized patients, real patients, and staff may report unprofessional behaviors to the course director,
who will track this behavior.

6. Inter-Professional Collaboration (IPC): During POM 3 sessions students may have the
opportunity to learn from, with and about other health professions. IPC will be indirectly assessed by
informed student self-reflection exercises on the outcomes of the IPE activities scheduled in POM3. The
results of these reflections will be used to guide the planning and implementation of future similar sessions.
Students are required to submit a reflective essay describing how the IPE session impacted their
learning.

7. Scholarly Inquiry (SI): Scholarly Inquiry will be assessed via exercises in gap analysis and
assignments requiring students to identify and answer clinical questions with evidence-based medicine
through Essays, EB M assignments, and Concept Mapping Exercises. In addition, students will

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 utilize knowledge of sensitivity, specificity, NPV and PPV of facts from the history, results from the
physical exam to order their differential. They will also utilize knowledge of sensitivity, specificity, NPV
and PPV of further laboratory and radiographic testing to determine the most appropriate test given a
clinical case.

8. Practice Based Learning and Improvement (PB LI): This competency will be assessed by
facilitators both mid and end-of-course through review of each student’s Individualized Learning Plan
(ILP), a self-reflection on their achievement of the individual course competencies. Self-reflection essays
and projects which help students identify their own knowledge gaps and close those gaps through self-
directed learning will also assess this competency.

Competency Rating Benchmarks

Rating Benchmarks
Satisfactory Scoring ≥ 80% of total points possible on numerically scored assessments.
Demonstrating effective communication and teamwork skills in all POM 3 activities
Displaying no behavior patterns or individual incidents (i.e. chronic tardiness, several uncompleted
evaluations, dishonesty or disrespectful behavior) which would prompt faculty concern for the student’s
professional developmental progress.
Satisfactory Scoring ≥75 to 79.9% of total points possible on numerically scored assessments.
with concern Displaying repetitive behavior patterns (i.e. chronic tardiness or unprofessional behavior) or a serious single
incident (i.e. dishonest or disrespectful behavior) for which the student completed
satisfactorily the remediation plan, but due to the nature of the incident, warrants ongoing, close follow up.
Students who approve the remediation in any failed course component will receive a final grade of
Satisfactory with Concern, regardless of the score received in the remediation activity.
A competency rating of “Satisfactory with Concern” will not be reported on the student’s official transcript
and therefore will not appear in the MSPE. However, students who receive any rating of Satisfactory with
Concern will be monitored by the NSU MD Student Review Committee and referred for support to improve
performance. They may also be referred to the Student Progress and Advising Committee (SPAC) or other
appropriate parties/committees for further action.

Unsatisfactory Scoring <75% of total points possible on numerically scored assessments.

Displaying unacceptably poor communication and/or teamwork skills in POM 3 activities, that have not
improved by the conclusion of the course.
Professionalism: Displaying repetitive poor behavior patterns (i.e. tardiness, rudeness, not attending
compulsory activities, failure to complete assigned evaluations), egregious single incidents of unprofessional
behavior (i.e. cheating), or a demonstrable and documented “lack of improvement” of behavior patterns
previously addressed which would prompt deep faculty concern for the student’s professional developmental
progress.

GRADING SYSTEM

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 Practice of Medicine 3 is a Pass/Fail course. A failing grade will be assigned to an unsatisfactory performance. The final grade will be
determined from the components of the assessments described below.
At the end of the course, students will receive an internal Grade Sheet that will provide them with a break-down of their performance
data by each of the competencies.
Regardless of final grade in the course, students need to pass each competency independently in order to pass the
course. The decision of Satisfactory (S), Satisfactory with Concern (SC), or Unsatisfactory (U) will result from the following sources
of data (see POM 3 Competency Assessment Chart). See above for further details on S, SC, and U descriptions:
POM 3 Competency Assessments
Competency Formative Summative
Ethics and Professionalism Narrative Assessment by Facilitator (mid- Summative Clinical Skills Assessments
course and end of course) and/or OSCE
Real-time verbal feedback from standardized End of Course Narrative Assessment by
patients and facilitator during simulation Facilitator
sessions. End of preceptorship assessment by
Assessed in all sessions and with all required community preceptor.
course components. Essays
Interpersonal Skills and Communication Narrative Assessment by Facilitator (mid- Summative Clinical Skills Assessments
course and end of course) and/or OSCE
Clinical Documentation Exercises Clinical Documentation Exercises
Oral Presentation Skills Oral Presentation Skills
Real-time verbal feedback from standardized End of Course Narrative Assessment by
patients and facilitator during simulation Facilitator
sessions as well as community preceptor. End of preceptorship assessment by
community preceptor.
Medical Knowledge MCQ Quizzes MCQ Quizzes
Clinical Documentation Exercises Summative Clinical Skills Assessments
and/or OSCE
NBME customized exam
Clinical Documentation Exercises
Clinical Reasoning Exercises
Concept maps, EBM essay, and other
projects to identify and close knowledge
gaps
Patient Care Narrative Assessment by Facilitator (mid- Summative Clinical Skills Assessments
course and end of course) and/or OSCE
Clinical Documentation Exercises Clinical Documentation Exercises
Real-time verbal feedback from standardized Clinical Reasoning Exercises
patients and facilitator during simulation End of Course Narrative Assessment by
sessions. Facilitator
End of preceptorship assessment by
community preceptor.
Systems Based Practice Small group discussions Essay Exam
Clinical Reasoning Assessments
Clinical Documentation Exercises
Inter-professional Collaboration N/A Essay Exam/Reflection Exercise
Scholarly inquiry Use of Evidence-Based Medicine to determine Essay Exam and/or other EBM exercises
the utility of the physical exam and further intended to connect science and clinical
testing in confirming or ruling out a diagnosis. care and disseminate new knowledge from
scientific inquiry.
Practice-Based Learning and Mid and end of course facilitator End of course Narrative Assessment by
Improvement meetings/ILP completion Facilitator
Projects and activities to answer clinical
questions and address gaps in knowledge.
Essay Exam

POM 3 Sessions, Course Learning Objectives (CLOs), Competencies, and Tools

Session CLOs Competency Assessment
Tools

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 Facilitator Small Group CLO1, CLO8, CLO10, CLO11, Ethics and Narrative
Sessions CLO12, CLO16, CLO19 Professionalism Assessment by
Facilitator
CLO1, CL4, CLO6, CLO7, Interpersonal Skills and Narrative
CLO8, CLO9, CLO10, CLO11, Communication Assessment by
CLO12, CLO13, CLO14, Facilitator
CLO15, CLO16, CLO18, Clinical
CLO19 Documentation
Exercises
Oral
Presentation
Exercises
CLO1, CLO2, CLO3, CLO4, Patient Care Narrative
CLO5, CLO6, CLO7, CLO17, Assessment by
CLO18, CLO19, CLO21 Facilitator
Clinical
Reasoning
Exercises
Clinical
Documentation
Exercises
CLO2, CLO4, CLO5, CLO7, Medical Knowledge Clinical
CLO16, CLO20, CLO21 Reasoning
Exercises
Clinical
Documentation
Exercises
CLO21, CLO22, CLO23 Practice Based Narrative
Learning and Assessment by
Improvement Facilitator
Individualized
Learning Plan
Community Faculty CLO1, CLO8, CLO10, CLO11, Ethics and Narrative
Preceptors CLO12, CLO16, CLO19 Professionalism Assessment by
community
faculty
Preceptor
CLO1, CL4, CLO6, CLO7, Interpersonal Skills and Narrative
CLO8, CLO9, CLO10, CLO11, Communication Assessment by
CLO12, CLO13, CLO14, community
CLO15, CLO16, CLO18, faculty
CLO19 Preceptor

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 CLO1, CLO2, CLO3, CLO4, Patient Care Narrative
CLO5, CLO6, CLO7, CLO17, Assessment by
CLO18, CLO19, CLO21 community
faculty
Preceptor
Clinical Assessment CLO1, CL4, CLO6, CLO7, Interpersonal Skills and Summative
Exams CLO8, CLO9, CLO10, CLO11, Communication Clinical Skills
CLO12, CLO13, CLO14, Assessments
CLO15, CLO16, CLO18, OSCE
CLO19
CLO1, CLO2, CLO3, CLO4, Patient Care Summative
CLO5, CLO6, CLO7, CLO17, Clinical Skills
CLO18, CLO19, CLO21 Assessments
OSCE
CLO2, CLO4, CLO5, CLO7, Medical Knowledge Summative
CLO16, CLO20, CLO21 Clinical Skills
Assessments
OSCE through
Clinical
Reasoning
and/or
Documentation
Assessments
CLO1, CLO8, CLO10, CLO11, Ethics and Summative
CLO12, CLO16, CLO19 Professionalism Clinical Skills
Assessments
OSCE
CLO11, CLO17, CLO18, Systems Based Practice Summative
CLO21 Clinical Skills
Assessments
OSCE Exams
through
Clinical
Reasoning
and/or
Documentation
Assessments
Quizzes/Exams/Projects CLO2, CLO4, CLO5, CLO7, Medical Knowledge NBME,
CLO16, CLO20, CLO21 and/or
Institutionally-
Developed
Customized
Quizzes
Concept
mapping and
other goal-
directed gap
evaluation-
based learning

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 CLO11, CLO17, CLO18, Systems Based Practice Documentation
CLO21 and/or Clinical
Reasoning
through
Summative
Clinical Skills
Assessments
OSCE
CLO1, CL4, CLO6, CLO7, Interpersonal Skills and Documentation
CLO8, CLO9, CLO10, CLO11, Communication Exercises Oral
CLO12, CLO13, CLO14, Presentation
CLO15, CLO16, CLO18,
CLO19
CLO6, CLO10, CLO12, Inter-professional Reflection
CLO17, CLO18 collaboration exercise
CLO21 Scholarly Inquiry Essay Exams,
projects and/or
scholarly
inquiry
assignments
CLO21, CLO22, CLO23 Practice-based learning Concept
and improvement mapping and
other goal-
directed gap
evaluation-
based learning
Reflective
exercise
CLO1, CLO8, CLO10, CLO11, Ethics and Essay Exam
CLO12, CLO16, CLO19 Professionalism

X. Course Policies
Course Specific Information:

Important Considerations:
1. Students MUST pass all POM 3 competencies for satisfactory completion of the course. Both
cumulative course and individual component grading must obtain a Pass score in order to obtain a final
grade of Pass in the course.
2. Attendance to all sessions is mandatory and a requirement for satisfactory completion of the
course. Unexcused absences will result in a 1% reduction of final grade per absence and 3 or more
unexcused absences may result in a final grade of Fail for the course.

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 3. Academic Non-Cognitive Factors (Professionalism and Accountability
Professional behavior during all interactions, as well as timely compliance with course work and
assignments are an absolute expectation for course approval.
Lapses in professional conduct will be addressed on an individual basis and in accordance to NSU
MD policies
Failure to satisfactorily resolve pending professionalism concerns will result in failure of the
course

4. OSCE and Summative Clinical Skills Assessment Grading

As competence in clinical skills is the focus for the course, all components of the course assessing skills
in patient care will be carefully evaluated. Students who fail or perform below expectations on any
patient care component may be at risk for overall course failure. A final score <75% on any
Summative Clinical Skills Assessment or OSCE component will be considered failing for the
assessment. Students who perform below expectations on any component of a Summative Clinical Skills
Assessment or OSCE may be required to participate in remediation for those competencies.

Interpersonal Skills and Communication will be assessed during Summative Clinical Skills Assessment
and/or OSCE:
Process Behaviors (Patient-Centered Verbal and Non-verbal Communication)
Oral Presentation skills
Patient Care components assessed during Summative Clinical Skills Assessment and/or OSCE:
Medical History Taking
Physical Examination
Process Behaviors (Patient-Centered Verbal and Non-verbal Communication)
Documentation or other clinical-reasoning component
Medical Knowledge will be assessed during Summative Clinical Skills Assessments and/or OSCE
through:
History-taking and decision-making which include consideration of Social Determinants of Health that
may impact the patient’s care as well as appropriate health screening and intervention.
Systems Based Practice will be assessed during Summative Clinical Skills Assessments and/or OSCE
through:
Decision-making on best next-steps which consider cost-awareness and risk-benefit analysis.
Selected rubrics may be provided to students for self-assessment and practice. Specific grading rubrics
may be modified as required for the specific learning environment, and students should follow up in the
course materials for updated grading rubrics as appropriate to the course.
Mid- and end of course feedback plan:
Students and facilitators will meet one-on-one, mid-course for formative feedback. A form will be
provided to students that will include the categories by which they are given mid and end-of-course
feedback by their facilitators. Students should complete this via self-reflection and review it with their
facilitator, along with any other concerns or areas needing additional attention or feedback.
Course directors will provide direct feedback mid and end-of-course, to each student via email. Students
with satisfactory performance will be given the option to meet with the course director(s). Students who
are noted to be unsatisfactory in any of the competencies will be required to meet with the course
director(s) following the meeting with their facilitators.

5. Retake of Failed Course Components

If a student fails a Summative Clinical Skills Assessment or OSCE, he/she may retake the
Summative Clinical Skills Assessment or OSCE on the pre-established date for this purpose. If a
student fails the retake Summative Clinical Skills Assessment or OSCE, he/she will receive a final
score of Fail in the course. As per NSU MD policies, students who fail a course will be reviewed
by the Student Progress and Advising Committee (SPAC) for further action decisions. If a student

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 passes the retake Summative Clinical Skills Assessment or OSCE, he/she will receive a final
grade of Satisfactory with Concern (SC) in the course and a maximum grade of 75% will be
provided for each component of the assessment that requires a retake due to failure.
Students who do not show up for the Summative Clinical Skills Assessment or OSCE examination
will automatically receive a Fail grade and will be given a final opportunity to take the Summative
Clinical Skills Assessment or OSCE in the pre- established date for retake Summative Clinical Skills
Assessment or OSCE. No new dates or additional Summative Clinical Skills Assessment or OSCE
will be provided. Students who fail the retake Summative Clinical Skills Assessment or OSCE will
receive a final Fail grade in the course and will be referred to SPAC for further action. If a student
is permitted by SPAC to take a remedial Summative Clinical Skills Assessment and/or OSCE and
that student passes the Summative Clinical Skills Assessment or OSCE, he/she will receive a final
grade of Satisfactory with Concern (SC) in the corresponding competency. A maximum grade of
75% will be provided for each component of the assessment that requires a retake due to failure.
Students who have any noted deficiencies in the clinical components, such as in the Narrative
Assessment with the facilitators or preceptors, will be referred to the course director for remediation
and may receive a final grade of Satisfactory with Concern (SC).

Lapses in professional conduct will be addressed on an individual basis and, in accordance to NSU
MD policies, may be referred to the appropriate disciplinary committee. Failure to satisfactorily
resolve pending professionalism concerns will result in failure of the course. As per NSU MD
policies, students who fail a course will be reviewed by the SPAC for further action decisions.

6. Failure of any graded assessment or assignment which requires a retake will result in a maximum
final score of 75% to be counted towards the final grade. Any pass/fail assessments which are not
passed on the first attempt, or which are submitted late will result in a 1% deduction in the final course
grade for every attempt at re-taking that assessment.
Academic Policies:
The 2022-2023 NSU MD academic policies can be found in the Student Handbook and online
at https://md.nova.edu/student/student-policies.html.
XI. University Policies
The 2022-2023 NSU academic policies can be found in the Student Handbook and online at
https://md.nova.edu/student/student-policies.html.
XII. Appendix/Appendices

CLINICAL SKILLS ASSESSMENT TOOL-

ORAL PRESENTATION (EPA 6)
Oral Presentation
Needs Remediation Needs Practice Mostly on Target Above Expectations Expert Performance
1. Introduced patient appropriately using a “person-centered” approach
The introduction did The introduction The introduction included The introduction included The introduction included
not include included some complete chief complaint complete chief complaint, chief complaint,
demographic demographic and demographic demographic information, demographic information,
information and chief information and the information and active medical and pertinent medical
complaint chief complaint but was problems history organized to support
incomplete the development of an
appropriate differential
diagnosis.
2. Presented the complete and accurate history in an organized and meaningful manner relevant to the diagnosis.

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 The history of the The history was missing The history contained all History was complete but The history contained all
presenting complaint several elements relating the information relevant was not presented in a information relevant to the
was insufficient to to the patients history to the patient's chronological fashion OR presenting complaint, was
support diagnostic which would have presenting complaint, was not organized into presented in a chronological
reasoning assisted in diagnostic and provided enough appropriate sections fashion, was divided into
reasoning information to aid including chief complaint, appropriate sections
diagnostic reasoning history of present illness, including the chief
or other additional sections complaint, the history of
as relevant to the case present illness, and additional
sections as relevant to the
case to aid in diagnostic
reasoning
3. Presented the physical exam and relevant supporting data in a manner that is organized and highlights the system
of interest.
The physical diagnosis The physical diagnosis The physical diagnosis The physical examination The physical examination
was disorganized and/or was disorganized and was well organized, was was organized and was organized and complete
consisted mostly of lacked a systems-based structured in a systems- complete but did not containing additional
inappropriate approach, or contained based approach include additional supporting data across
terminology which did the scattered use of highlighting the primary supporting data outside of systems that helped to
not support diagnostic inappropriate system of interest, and the primary system that organize diagnostic reasoning
reasoning terminology used appropriate would help to organize in the development of a
terminology diagnostic reasoning prioritized differential
diagnosis
1. Presented a reasonable assessment of the case.
The assessment did not The assessment included The assessment included The assessment included an The assessment included an
accurately reflect the an accurate an accurate accurate representation of accurate representation of
case as it was representation of the representation of the the case and a prioritized the case and provided a
presented, did not case with at least 2 case and a differential differential diagnosis prioritized differential
contain a supported related differential diagnosis supported by supported by subjective and diagnosis each related to the
differential diagnosis, diagnoses but was not subjective and objective objective findings directly case with consistent support
and/or was presented in well supported by findings directly related related to the case. from subjective and objective
a manner which findings in the case. to the case. findings in the case creating
hindered diagnostic a meaningful justification to
reasoning aid in diagnostic reasoning
1. Presented an appropriate next step in the plan of care.
The plan of care was The plan of care was The plan of care was The plan of care was A detailed plan of care was
missing or presented but was presented with an presented with an presented including necessary
inappropriate for the incomplete appropriate and appropriate and reasonable tests, interventions, and
patient reasonable next step that next step that was follow up that were pertinent
was pertinent to the case pertinent to the case and to the case and was centered
suggested necessary around the needs or lifestyle
interventions of the patient.
1. The speaking style was engaging and easy to understand.
The speaker appeared The speaker had The speaker was engaged The presenter appeared The presenter appeared
disengaged with the frequent lapses in with the audience with genuinely interested the genuinely interested in
audience. attention or style which limited lapses in patient with satisfactory the patient and audience
interfered with the attention or style. engagement with the throughout and did not rely
message of the audience. on printed materials.
presentation.
Professional Accountability
Student consistently demonstrated honesty in his or her actions.
Student demonstrated Student made a Shares information Shares information openly Shares information openly
dishonesty in his or her consistent effort in openly and honestly with and honestly and remains and honestly and admits to
actions. sharing information the patient while being open to feedback f lack of knowledge, where
openly and honestly, mindful of patient appropriate
with minor lapses in confidentiality.
judgement.
Student remained accountable for his or her behaviors.
Student failed to Demonstrates Demonstrates Demonstrates Consistently seeks feedback
demonstrate an understanding of role on understanding of role on understanding of role on and opportunities for growth
understanding of his or care team with rare the care team and acts the care team and remains and development
her role on the care lapses in understanding appropriately within open to feedback from
team or willfully acted of boundaries. those boundaries team members.
outside of his or her
role.
Student demonstrated fidelity to the patient.

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 Student demonstrated a Makes an effort to Works to minimize Consistently works to Consistently ensure patient
lack of disregard for minimize patient patient discomfort ensure patient comfort and comfort and safety through
patient autonomy. discomfort in the consistently throughout begins to monitor issues of monitoring the behavior of
encounter with the encounter. patient safety. self and others on the care
occasional lapse in focus team
on the patient.
Student showed responsibility for the relevant tasks.
Student was late and/or Student had an excuse Arrives early or on time Arrives early or on time Arrives early or on time for
unprepared for the for tardiness to the to clinical activities and for clinical activities and is clinical activities and brings
learning session. learning session and/or is prepared to answer prepared to meaningfully forward new questions in
demonstrated minor questions relevant to the contribute to group learning based on a deep
lapses in preparedness. learning session. discussions. understanding of the
materials used in preparation
for the session.
Student was consistently respectful in his or her interactions.
Student demonstrated Student consistently Student consistently Student consistently Conduct all interactions with
disrespect in his or her made an effort to be demonstrated respect to demonstrated respect to all respect and integrity,
interactions with peers, respectful to all all members of the care members of the care team recognizing and respecting
patients, or faculty members of the care team. and meaningfully the patient’s and all team
team, with minor lapses contributed to building members, demonstrating
in judgement or group cohesion. leadership in building
behaviors. processes that improve
group cohesion and
efficiency.
Global Rating Scale
Clear Fail Borderline Fail Borderline Borderline Pass Clear Pass
Student struggled with Student struggled with Student struggled with Student performed well Student performed well
almost all aspects of key aspects of the task. several aspects of the with only minor struggles. without any apparent
the task task. struggles.
Supervisory Scale
Allowed to OBSERVE Allowed to practice in Allowed to practice with Allowed to practice with Allowed to Practice with
COACTIVITY SUPERVISION ALL FINDINGS double- only KEY FINDINGS
checked double-checked
“Watch me do this.” “Let’s do this together.” “I’ll watch you.” “You go ahead, and I’ll “You go ahead, and I’ll
double-check everything.” double-check the important
things.”
EPA 1- H&P Needs Needs Mostly On Above Expert
Remediation Practice Target Expectations Performance
Begins to build rapport with patient by making an early connection
Provides a warm introduction to the patient encounter
Acknowledges all persons present in the room
Negotiates role introductions
Presents oneself including (name, position, and role)
Asks for all people present to introduce themselves and their
relationship to the patient
Sets the Agenda
Without interruption, allows the patient to provide information
on the reason for the visit
Inquires for additional concerns
Facilitates a summary of key concerns
Uses Open-ended-questions to encourage patient to tell his/her story
Focuses interview using open-to-closed cone
Asks the patient to tell the story of the illness from the beginning
until now
Allows patient to fully speak about concerns through using a narrative format
Identifies related psychodynamic or behavioral factors related to
patient complaint
Develops a full understanding of the reasons for seeking care
Elicits a thorough and accurate medical history, across the entire age spectrum, based on initial diagnostic hypothesis, and appropriate
to setting and purpose of visit*
Fully develops a medical history, inclusive of a review of key
elements as appropriate
Explains and obtains permission for examination
Explains plans for examination of the patient
Asks permission to examine; reinforces where appropriate
Verbalizes findings where appropriate using patient-centered language and provides appropriate transitions

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 Orients patient throughout the examination
Provides clear patient instructions throughout the examination
Facilitates appropriate closure for the examination
Ensures patient is given opportunity to redress and transition to
chair prior to further discussions
Performs a thorough and accurate physical examination, across the entire age spectrum, based on initial diagnostic hypothesis, and
appropriate to setting and purpose of visit*
Performs examination of supporting structures/systems to aid in
development of differential diagnosis, with minor deficiencies, as
appropriate
Assesses Patient Preferences
Asks permission to discuss findings
Assesses patient understanding of information
Shares key information
Uses Ask-tell-ask sequence for information provision
Uses simple language free of medical “jargon”
Sets reasonable goals
Provides clear information appropriate to next steps in care
Provides a summary of the visit and acknowledges patient in closure
Summarizes visit
Facilitates opportunity to review plan of care
Asks for questions
Acknowledges patient
EPA 1- Process Behaviors Needs Needs Mostly On Above Expert
Remediation Practice Target Expectations Performance
Student demonstrates appropriate non-verbal communication throughout the encounter.
Uses appropriate eye contact and facial expressions
Faces patient and uses open body language
Limits physical barriers between self and patient
Student demonstrates active listening throughout the encounter.
Encourages dialogue to allow a “balanced” conversation between
the patient and provider
Pauses to allow patient to respond with minimal interruptions
Student consistently seeks to understand impact of illness on the patient.
Explores impact of illness on work, employment, and finances
Explores the patient’s family and social support system
Explores the impact of illness on the patient’s lifestyle and goals
Student ensures an appropriate sequence and flow of the patient encounter.
Encounter follows a logical and ordered sequence
Appropriate transitions and summaries are provided throughout
the encounter
Uses open and closed-ended questions appropriately
Student facilitates an environment that elicits and supports patient’s emotions throughout the encounter.
Demonstrates responsiveness to patient emotional cues
Explores with the patient the underlying reason for the emotion
Responds to patient emotions with understanding and support
Student ensures patient understanding throughout the encounter.
Does not use medical jargon or provides immediate clarification
Encourages patient to ask questions
Global Rating Scale
Clear Fail Borderline Fail Borderline Borderline Pass Clear Pass
Student struggled with Student struggled with Student struggled with Student performed well Student performed well
almost all aspects of key aspects of the task. several aspects of the with only minor struggles. without any apparent
the task task. struggles.
Supervisory Scale
Allowed to OBSERVE Allowed to practice in Allowed to practice with Allowed to practice with Allowed to Practice with
COACTIVITY SUPERVISION ALL FINDINGS double- only KEY FINDINGS
checked double-checked
“Watch me do this.” “Let’s do this together.” “I’ll watch you.” “You go ahead, and I’ll “You go ahead, and I’ll
double-check everything.” double-check the important
things.”
NSU MD
Final Grading and Competency Report
For use within NSU MD only
Course Name: Practice of Medicine 3 Course ID: MDC 6052 Dates:
Student Name: Student ID:
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 Final Grade for Transcript: Pass (P) ? Fail (F) ? In Process (IP) ?
If IP, describe reason for this grade:
Overall percent:
Percent or points and weight for each scored assessment:
Assessment Percent/Points Weight
MCQs 20%
Summative Clinical Skills Assessment 20%
OSCE Exam 45%
Reflection & Integration Assignments: e.g. 15%
Reflective Essay, Concept Map, Projects and/or
Scholarly Inquiry Assignments
Clinical Skills Grade: Satisfactory (S) ? Unsatisfactory (U) ?
Narrative Comments from Clinical Skills Facilitator
Summative (for MSPE):
Formative (for use within NSU MD only):
Competency Assessments:
NSU MD Competency Satisfactory Satisfactory Unsatisfactory
with Concern
Medical Knowledge
Patient Care
Systems-Based Practice
Interprofessional collaboration
Interpersonal Skills and Communication
Ethics and Professionalism
Scholarly Inquiry
Practice-Based Learning and Improvement
Narrative Comments on Competency Assessments
Formative (for use within NSU MD only):
Reviewed and Certified by ___________________ _____________________ _______
Course Director Signature Date

_____________ ____________________
________

Site-Specific Information

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 NSU MD Main Campus
Badges Students will receive ID badges during the first day of on-site orientation.
Students are responsible for this badge, and it will provide access to key areas
on campus for learning. You are required to return your ID badge to Security
within 30 days of the expiration date of your ID Badge. Your badge access
privileges will automatically be deactivated at the end of the expiration date.
Meals There are two locations on site where you can eat in the Terry Building. Hours
are seasonal and are posted.
Parking There is a designated garage located to the east of the health professions
division building. Students must be responsible for adhering to the posted
parking information. Uniformed security officers are available to assist students
to parking as needed.
Instructional Facilities NSU maintains a Medical Library which all medical students have access for ind
ividual study, research projects, presentation preparation, etc. A full time librar
ian is on staff to assist the students. Information resources include
computer stations with internet access in the Medical Library enabling students
to access all resources provided by the medical college. A large variety of
periodicals, journals and textbooks are also available.

Participating Faculty
(Identified team members are subject to change. Refer to Canvas for most up to date faculty/staff
responsible for individual sessions)
Course Directors:
Gary Schwartz, M.D. gs405@nova.edu 954.262-1136
Ghaith Al-Eyd, MBChB (MD), MSc, PhD galeyd@nova.edu 954.2621589
Course Facilitators:
Benjamin Courchia, MD bcourchi@nova.edu
Mohammadali Mohajel Shoja, MD mshoja@nova.edu
Stuart Marcus, MD smarcus1@nova.edu
Jillian Paprota, DO paprota@nova.edu
Thura Al-Khayat, MD talkhaya@nova.edu
Lauren Fine, MD lfine1@nova.edu
Anita Laloo, MD (Joins in Sept, 2022)

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