Undergraduate majors: medical laboratory science (BS); nuclear medical technology (BS); radiation sciences (BS)
Undergraduate certificate: EMT paramedic program
Professional degrees: MCA; MCN; MD; MM; MPA
Graduate degrees: MA; MME; MS; DPT; PhD
Website: https://medicine.uiowa.edu/
The Roy J. and Lucille A. Carver College of Medicine is an integral part of the University of Iowa. It contributes to the education of thousands of university students, is home to ground-breaking research in a wide array of disciplines, and provides a statewide health care resource.
The Carver College of Medicine is the only college in Iowa that offers a curriculum leading to the Doctor of Medicine. It also offers a Bachelor of Science in medical laboratory science, nuclear medicine technology, and radiation sciences (see "Undergraduate Programs of Study" under Programs in this section of the catalog). It offers Master of Science and Doctor of Philosophy degrees in several disciplines, the Master in Medical Education, and the Doctor of Physical Therapy (see "Graduate Programs of Study" under Programs in this section of the catalog). In addition, the Carver College of Medicine offers professional degrees: the Doctor of Medicine, the Master of Clinical Anatomy, the Master of Clinical Nutrition, and the Master of Physician Assistant Studies (see "Professional Programs of Study" under Programs in this section of the catalog).
Doctor of Medicine and other health sciences students have a number of opportunities to gain experience in medical clinics, community hospitals, and a major academic medical center. MD graduates may pursue further training in the specialties of family medicine, internal medicine, surgery, and pediatrics at one of 13 University of Iowa-affiliated residency programs in six Iowa cities. The college also participates in the education of students in the colleges of Dentistry, Nursing, Pharmacy, and Public Health and in the life sciences and health-related programs of the colleges of Liberal Arts and Sciences and Engineering, and the Graduate College.
Health professionals from throughout the Midwest take part in the college's year-round continuing medical education programming, updating their knowledge and skills through refresher courses, clinics, and conferences. The college also offers a variety of services that support Iowa physicians and community hospitals.
In addition to providing education and resources for physicians and other health care organizations, the college addresses broad public issues of distribution and organization of health care services. Its faculty members advise and serve on national, state, and regional health planning councils, health boards, and various health agencies.
Accredited by the Liaison Committee on Medical Education of the American Medical Association and the Association of American Medical Colleges, the Carver College of Medicine meets the requirements of all state licensing boards. Its MD diploma admits the holder to all privileges granted to graduates of all medical colleges before such boards. All other professional programs administered by the college are accredited by their respective accrediting bodies.
Doctor of Medicine (MD)
The Doctor of Medicine is a four-year program that prepares students to practice primary care medicine and to pursue further education and training in specialized areas of medicine. For a description of the MD curriculum and information about admission to the program, financial support, and academic rules and procedures, see Doctor of Medicine in the catalog.
Undergraduate Programs of Study
The Carver College of Medicine offers a Bachelor of Science with majors in medical laboratory science, nuclear medicine technology, and radiation sciences. See Medical Laboratory Science, Nuclear Medicine Technology, and Radiation Sciences in the catalog. In addition, the college offers an undergraduate certificate; see the EMT Paramedic Program in this section of the catalog.
Graduate Programs of Study
The Carver College of Medicine offers graduate programs leading to the MS in athletic training (see the Department of Orthopedics and Rehabilitation), the MS and PhD in biochemistry (see the Department of Biochemistry and Molecular Biology), the MS and PhD in microbiology (see the Department of Microbiology and Immunology), the MS in pathology (see the Department of Pathology), the Doctor of Physical Therapy and the PhD in physical rehabilitation science (see the Department of Physical Therapy and Rehabilitation Science), and the Master in Medical Education (see the Medical Education Program). Departmental participation and teaching contribute to the Graduate College's MS and PhD in biomedical science with cell and developmental biology, free radical and radiation biology, molecular physiology and biophysics, and pharmacology subprograms.
The college also offers a combined MD/PhD degree through the Medical Scientist Training Program; see Combined Programs in the Doctor of Medicine section of the catalog.
Many of the college's faculty members participate in the Graduate College's interdisciplinary programs in genetics, immunology, molecular medicine, and neuroscience.
Professional Programs of Study
The Carver College of Medicine offers the Doctor of Medicine degree, the Master of Clinical Nutrition (MCN), the Master of Midwifery (MM), the Master of Physician Assistant Studies (MPA), and the Master of Clinical Anatomy (MCA).
Undergraduate study in the Carver College of Medicine is guided by the following academic rules and procedures. Students should also refer to their respective programs' policies and procedures.
Health Insurance, Immunizations
All health professions students are required to provide proof of health insurance coverage annually. Contact the University Benefits Office or visit its website.
All health sciences students must show proof of immunizations. For more information, contact Student Health and see Student Requirements and Forms on their website.
Application for Degree
Students who want to be considered for graduation must submit a Degree Application with the Office of the Registrar through MyUI before the deadline for the session in which the degree is to be conferred. Students who have fulfilled the requirements for a minor or a certificate must indicate this on the degree application form filed through MyUI so that completion of the requirements for the minor or certificate can be verified and noted on their transcript.
Academic Recognition
The University of Iowa and the Carver College of Medicine recognize academic achievement every fall and spring semester.
Graduation With Distinction
Graduating students may be recognized for their scholastic achievement upon recommendation by their academic program and with the dean's approval. Graduation with distinction, high distinction, or highest distinction is determined by both the cumulative and the University of Iowa grade-point average (GPA). Highest distinction requires a GPA of 3.85 or higher; high distinction requires a GPA of 3.75 to 3.84; and distinction requires a GPA of 3.65 to 3.74.
To graduate with distinction, students must have completed a minimum of 60 s.h. of graded coursework at the University of Iowa. Both S (satisfactory) and A–F (letter) grades are included in the semester hour total. However, S grades are not calculated into the grade-point average. Students graduating with distinction have a notation added to their transcript and diploma. To be recognized for distinction, students must have completed 45 of their final 60 s.h. and earned the required GPA before their final semester of graduation.
Policies related to distinction change starting fall 2024; see Grading in the catalog for more information.
Dean's List
Undergraduate students who achieve a GPA of 3.50 or higher on 12 s.h. or more of University of Iowa graded coursework during a given semester or summer session and who have no semester hours of I (incomplete) or O (no grade reported) during the same semester are recognized by inclusion on the Dean's List for that semester.
President's List
University of Iowa undergraduate students who achieve a GPA of 4.00 on 12 s.h. or more of University of Iowa graded coursework and who have no semester hours of I (incomplete) or O (no grade reported) for two consecutive semesters (excluding summer sessions) are recognized by inclusion on the President's List.
Financial Support
Students are eligible to apply for undergraduate financial aid. Scholarships, grants, loans, and part-time job placement are administered by the university's Office of Student Financial Aid. Part-time work in related areas is sometimes available.
Registration, Credit, Grading
Registration
Information about tuition and fees, registration, and deadlines is available from the Office of the Registrar. Students who add or drop a course after registration or who register late may be assessed a fee. Each course dropped after the deadline results in a W (withdrawn) on the transcript (see the section titled "Changes in Registration"). Students are not allowed to register for full-semester courses after the second week of the semester or the first week of the summer session. Students must register for off-cycle courses before the first day of the course.
The maximum permitted registration for fall and spring semesters is 18 s.h. per semester. The maximum registration for summer session varies: 4 s.h. for the four-week sub-session; 9 s.h. for the eight-week sub-session; 9 s.h. for the six- and eight-week sub-sessions combined; 12 s.h. for the four-week sub-session and the eight-week sub-session; and 12 s.h. for the four-, six-, eight-, and twelve-week sub-sessions combined. Students may register for a maximum of 16 s.h. of fall semester or spring semester coursework during early registration. Students must obtain permission from the head of the division to register for more than the maximum semester hours allowed.
Changes in Registration
Students may change their registration on MyUI. After the start of the semester, students should view Changes in Registration for information on how to change their schedule of courses and the permissions that are required.
Approval for all other changes in registration is granted only in extraordinary circumstances. Students whose dropped course or courses result in a registration of 0 s.h. for the semester must follow the procedure for withdrawal from the university instead of the add/drop procedure.
It is the student’s responsibility to obtain the required permissions and to understand any consequences that may happen by processing the drop. Information regarding permissions and consequences will be posted on MyUI, but the student should contact their advisor with any questions. See Drop or Withdraw Tuition Responsibility on the Office of the Registrar website.
The Course Deadlines look-up on the Office of the Registrar website provides course-specific deadlines. The cut-off time for obtaining any permissions on deadline days is 4:30 p.m. Students have until 11:59 p.m. to process a drop in MyUI if they have obtained all required permissions by 4:30 p.m.
Withdrawal of Registration
Removing all courses from a schedule (even if only registered for one course) is considered a withdrawal of registration. Students should view the Withdrawal Information on the Office of the Registrar website
It is the student’s responsibility to obtain the required permissions and to understand any consequences that may happen by processing the withdrawal. Information regarding permissions and consequences will be posted on MyUI, but the student should contact their advisor with any questions. See Drop or Withdraw Tuition Responsibility on the Office of the Registrar website.
Auditing Courses
Students may register to audit a course with the approval of the appropriate program director and course instructor. In addition to obtaining these signatures, students must register for zero credit in the course to be audited. The mark of AUS (audit successful) is assigned if a student's attendance and performance are satisfactory; if they are unsatisfactory, the mark of AUU (audit unsuccessful) is assigned. Courses completed with a mark of AUS do not meet any college requirement and carry no credit toward graduation. Auditing may not be used as a second-grade-only option. Tuition will be assessed for audited courses.
Courses Offered by Other University of Iowa Colleges
Students who enroll in courses offered by other University of Iowa colleges are governed by those colleges' rules in matters regarding the courses. See Cross-College Enrollment and Records Policy on the College of Liberal Arts and Sciences website.
Duplication and Regression
Duplication occurs when students take the same course more than once or when they take a course that duplicates the content of a course they already have completed satisfactorily. Regression occurs when students take a course that is less advanced or at a lower level than one in the same subject that they already have completed satisfactorily. Duplication and regression are assessed by the registrar. Semester hours earned by duplication or regression do not count toward graduation.
Minimum Grade Requirement
Students must earn a semester, UI, and overall cumulative GPA of at least 2.00 after acceptance to the Carver College of Medicine.
Students must earn a C or higher in all didactic, lab, and clinical courses. A final course grade of C-minus or below is a failing grade for the program and the BS degree and will not count toward the degree requirements.
Second-Grade-Only Option
Repeating courses for the second-grade-only option is only allowed in extraordinary circumstances. Prior to repeating a course, students must obtain approval from their program director and academic advisor. Upon completion of the course, students must contact their academic advisor to finalize the process.
If the second-grade-only is approved, both grades remain on the permanent record, but only the second one is used to calculate grade-point average and credit earned. Students using the second-grade-only option for courses that are not part of their major must follow the procedure of the college that offers the course.
Since many courses, labs, and internships are prerequisites to others, it may not be possible to repeat a course.
On the permanent record, the second-grade-only option appears as a pound symbol (#), showing that the first grade has been replaced by the second grade in grade-point average calculations and that only the hours from the second registration have been counted as hours earned.
The second-grade-only option cannot be applied to coursework for which a student has already been awarded a UI degree.
Degrees and Minors
Two Bachelor's Degrees
Students who want to earn two bachelor's degrees concurrently, each from a different college, must communicate the request to their academic advisor, who will then contact the university's Office of Admissions. Interested students must complete all requirements for both majors, including the residency requirements.
Second Bachelor's Degree
Students who already hold a bachelor's degree and wish to earn an additional bachelor's degree must satisfy all college and program degree requirements, including at least 30 s.h. consecutively in the Carver College of Medicine.
Minors and Certificates
Students graduating from the Carver College of Medicine may earn a minor and/or certificate in any degree-granting department or program in the college outside of their program of study or in another college of the university by meeting that department's requirements.
Academic Progress, Probation, Dismissal
Students are expected to maintain satisfactory academic and professional standards and to demonstrate reasonable progress toward the Bachelor of Science Degree. Students who fail to maintain satisfactory academic progress or professional standards of behavior as determined by their program may be placed on academic and/or programmatic probation or be dismissed from the program. Probation serves as a warning that students will not graduate unless their academic performance and/or professional behavior improves.
Students may be placed on Carver College of Medicine academic probation if their semester, UI, or overall cumulative grade-point average drops below 2.00. Entering students may be admitted on academic probation if they fail to meet the minimum stated standards for admission.
Academic Misconduct
Plagiarism and Cheating
All cases of plagiarism and cheating in the Carver College of Medicine are reported to the dean with a statement of relevant facts. The instructor, program director, or promotions committee may submit recommendations for appropriate disciplinary action.
The individual instructor may reduce the student's grade, including assignment of the grade of F in the course. A report of this action is sent to the student, the program director, and the dean.
The promotions committee, dean, or a faculty committee appointed by the dean, may impose the following or other penalties, as the offense warrants: disciplinary probation, requirement of additional hours for the degree, suspension from the program for a period of time, or expulsion from the program.
Appeals Procedure
Students who would like to appeal a decision should follow their program's appeals procedure.
Emergency Medical Technology (EMT) Paramedic Program
The Emergency Medical Services Learning Resources Center (EMLSRC) paramedic program is designed to educate individuals currently certified and licensed at the EMT or AEMT level to provide advanced emergency medical care and transportation to victims of serious illness or injury. This program is nationally accredited and follows the 2009 and 2021 National EMS Education Standards. The three-semester program consists of two semesters of classroom training with a minimum of 284 hours of supervised hospital clinical time. Following completion of the classroom and clinical experience, there is a minimum of 360 hours of supervised paramedic internship. The paramedic program is offered twice per year with cohorts starting in January and August. Students who successfully complete the program are eligible to take the National Registry paramedic examinations, which leads to Iowa certification as a paramedic. Out-of-state applicants should check with their state regarding requirements for reciprocity or recognition of paramedic training received through the EMSLRC.
The classroom portion of the program is held on a "shift-friendly" schedule. Following a three-week rotation, the class meets Monday and Thursday of the first week, Wednesday the second week, and Tuesday and Friday of the third week following the University of Iowa academic calendar. Most clinical rotations are scheduled by the student concurrently with the winter session; however, several foundational rotations are completed in the fall semester. The field internship is scheduled by the student during the final semester.
Program Goal
The program aims to prepare paramedics who are competent in the cognitive (knowledge), psychomotor (skills), and affective (behavior) learning domains to enter the profession.
Curriculum
The program adheres to the National Emergency Medical Services Education Standards as defined by the National Highway Traffic Safety Administration (NHTSA). Students who successfully complete the program are eligible for the National Registry paramedic examination.
All students enroll in the courses EMTP:3101 Emergency Medical Technician - Paramedic I and EMTP:3102 Emergency Medical Technician - Paramedic II.
Accreditation
The University of Iowa Hospitals and Clinics EMSLRC paramedic program is accredited by the Commission on Accreditation of Allied Health Education Programs (CAAHEP) upon the recommendation of the Committee on Accreditation of Educational Programs for the Emergency Medical Services Professions (CoAEMSP).
The University of Iowa Health Care EMSLRC is approved by the Iowa Department of Public Health Bureau of Emergency and Trauma Services as an EMS training program (#018).
The Carver College of Medicine consists of twelve buildings containing 1.6 million square feet of space with one building (College of Medicine Administration Building) dedicated to administrative departments only. The other eleven buildings house research activities which include research centers, programs and institutes, as well as the Core Research Facilities which are a collection of centralized laboratories dedicated to developing and providing state-of-the-art research resources to facilitate biomedical research. They are available on a fee-for-service basis to the entire health sciences community along with outside entities.
The Medical Education Research Facility houses medical education space and research laboratories, including the Holden Comprehensive Cancer Center and the Institute for Vision Research. It also contains the college’s four learning communities. The communities group students who are at different stages in their medical education, encouraging peer-to-peer learning and emphasizing leadership and community service. Each learning community features small-group rooms, study and social spaces, computer workstations, a kitchen area, and staff offices. The Medical Education Research Facility also houses the Performance-Based Assessment Program, which evaluates students’ clinical and communication skills by reviewing simulated physician-patient encounters recorded in mock patient examination suites.
Students acquire clinical skills experience at University of Iowa Health Care, the VA Iowa City Health Care, and in affiliated hospitals and ambulatory care centers throughout Iowa. University of Iowa Hospitals & Clinics serves as a tertiary care center for Iowa and portions of adjoining states. Many patients are referred to University of Iowa Health Care for care and treatment not available in their home communities.
Eckstein Medical Research Building is the home of the Iowa Institute of Human Genetics Genomics Division, Viral Vector Core Facility, Flow Cytometry Facility, and the Biomedical Research Store.
The five basic science departments are housed in the Bowen Science Building and include the departments of Anatomy and Cell Biology, Biochemistry and Molecular Biology, Microbiology and Immunology, Molecular Physiology and Biophysics, and Neuroscience and Pharmacology.
The Medical Education Building houses research and educational space for the Department of Physical Therapy and Rehabilitation Science. It also houses research space for the Department of Psychiatry and is the home of the Office of Consultation and Research in Medical Education (OCRME). OCRME is staffed by education specialists from a range of disciplines who serve the faculty, staff, and administrators in all Carver College of Medicine programs. The office provides educational consultation, initiates and cooperates in educational research endeavors, and conducts faculty development activities.
There are teaching laboratories located in the Medical Education Building, the Bowen Science Building, and the Medical Research Facility.
Other buildings that house a wide range of College of Medicine departments, administration, and research activities are the Carver Biomedical Research Building, Westlawn, Medical Laboratories, the Medical Research Facility, the Medical Research Center, and the Multi-Tenant Facility.
The newest building, completed in 2014, is the Pappajohn Biomedical Discovery Building. The Iowa Neuroscience Institute is located on the first and second floors of the building. The third and fourth floors house the Fraternal Order of Eagles Diabetes Research Center and the Abboud Cardiovascular Research Center, on the fifth floor is the Auditory Research Group, and on the sixth floor is the Lung Biology and Cystic Fibrosis Research Center. The Iowa Institute for Biomedical Imaging is on the lower basement levels housing the 7 Tesla MRI scanner (one of few such devices in the U.S.), 3T along with several smaller devices, and a 3D visualization lab. All researchers in this building are chosen by the Pappajohn Biomedical Institute in which scientists from across the university collaborate to explore high-risk/high-yield scientific questions in the life sciences with the goal of advancing treatments for a wide array of human diseases.
Interdisciplinary Programs and Centers
The college's interdisciplinary programs and centers draw strength from college faculty members and the facilities available to them, without regard to departmental units or to the distinction between graduate and postgraduate training. For more information, contact the vice dean for research.
The following centers are subdivisions of the Carver College of Medicine.
Alzheimer's Disease Research Center
The Alzheimer's Disease Research Center studies Alzheimer's disease and related neurological conditions from the viewpoint of neuroanatomy, neuroimaging, neuropsychology, and neurochemistry. The center's purposes are to improve the diagnosis and treatment of these conditions, to disseminate information on new research to the public, and to contribute to a better understanding of the neural basis of cognition.
Carver Genetic Testing Laboratory
The John and Marcia Carver Nonprofit Genetic Testing Laboratory provides genetic testing for rare eye diseases, especially diseases so rare that commercial tests are unavailable for them. The laboratory's test results provide information to patients and their families while keeping the tests affordable.
Holden Comprehensive Cancer Center
The Holden Comprehensive Cancer Center (HCCC) coordinates the efforts of University of Iowa faculty and staff in research, education, and clinical programs related to all aspects of cancer. The HCCC is recognized by the National Cancer Institute as an NCI-designated cancer center and has comprehensive status, a designation that recognizes the depth and breadth of interdisciplinary cancer research activity taking place at the University of Iowa.
UI Heart and Vascular Center
The UI Heart and Vascular Center coordinates research and training programs related to cardiovascular diseases. It encompasses several programs: Program Project Grant on Integrative Neurobiology of Cardiovascular Function, Program Project Grant on Cerebral Blood Vessels, Program Project Grant on Oxidative Mechanisms in Vascular Disease, Program Project Grant on Genetic and Signaling Mechanisms in the Central Regulation of Blood Pressure, Program Project Grant on Airway Physiology and Pathophysiology in a Porcine CF Model, Program Project Grant on Gene Therapy for Cystic Fibrosis Lung Disease, a Leducq Foundation Consortium grant, and a Cystic Fibrosis Foundation research and development program. It also coordinates several training programs and a program of other interdisciplinary research supported by a number of individual project grants. The center occupies two floors of cardiovascular research laboratories and administrative offices in the Medical Research Center.
Most Carver College of Medicine courses are offered by the college's departments and programs. They are listed and described in the corresponding General Catalog sections. The college also offers the following nondepartmental courses.
Carver College of Medicine Courses
MED:0006 Summer Health Professions Education Program 0 s.h.
Summer Health Professions Education Program (SHPEP) for students interested in health professional careers. Requirements: Summer Health Professions Education Program enrollment.
MED:1100 Introduction to Health Care Professions 3 s.h.
Introduction to current U.S. health care system and changes that are likely in the near future; information about distinct health care professions grouped by discipline (e.g., nursing, pharmacy, public health), and less traditional career pathways in health care fields; how health care professionals across disciplines coordinate to deliver better health care; instruction by prominent health care faculty at the University of Iowa; for students considering a career in the health care field.
MED:3740 End-of-Life Care for Adults and Families 3 s.h.
End-of-life issues in care of adults, older adults, and their families. Same as ASP:3740, NURS:3740.
MED:5416 Foundations in Healthcare Ethics 3 s.h.
Major ethical traditions, ideas, and frameworks that have shaped contemporary approaches to healthcare ethics in morally pluralistic Western cultures; four prominent frameworks in healthcare ethics include virtue based, principle based, circumstance based, and consequence based that emphasize four aspects of ethical decision-making—agent, action, context, and outcome.
MED:8001 Medical Elective arr.
MED:8003 Clinical Clerkships arr.
MED:8005 Medical Student Research Fellowships 0 s.h.
MED:8010 Introduction to Medical Education at Iowa 0 s.h.
Introduction to first-year fall courses; advanced concepts in anatomy, biochemistry, cell biology, and clinical reasoning skills; for MD students.
MED:8021 Community Health Outreach I 0-1 s.h.
Presentations and practical experience working with agencies that provide health care and wellness promotion to communities; substance abuse; child, adolescent, and adult health; aging; interpersonal violence; homelessness.
MED:8022 Community Health Outreach II 1-2 s.h.
Presentations, patient-based learning groups, readings, and practical experience working with agencies that provide health care and wellness promotion to communities; substance abuse; child, adolescent, and adult health; aging; interpersonal violence; homelessness.
MED:8023 Community Health Outreach III 1-2 s.h.
Presentations, patient-based learning groups, readings, and practical experience working with agencies that provide health care and wellness promotion to communities; substance abuse; child, adolescent, and adult health; aging; interpersonal violence; homelessness.
MED:8028 Introduction to U.S. Health Care System 1 s.h.
Structure, function, and finance of U.S. health care system; access, cost, quality, finance mechanisms, reform process.
MED:8029 Disruptive Forces in Medicine 1 s.h.
Exploration of the pathogenesis of COVID-19 and its impact on medicine at University of Iowa Health Care; students gain perspective and knowledge about the virus, its impact on medical practice, and future consequences; mechanisms of COVID-19 pathogenesis; racial and social inequities highlighted by the pandemic; insight into clinical challenges (i.e., telemedicine); best practices for patient education and clinician safety in different fields. Requirements: MD enrollment.
MED:8031 Reproductive and Gynecological Health Seminar 1 s.h.
Education on reproductive and gynecological health topics, service opportunities, and mentorship. Requirements: MD standing.
MED:8033 Clinical Skills for Responding to Sexual Violence 1 s.h.
Training that focuses specifically on epidemiology, screening, clinical presentation, initial evaluation, and medical management of sexual violence and interpersonal violence victimization; opportunity to apply preclinical and/or concurrent coursework to true-to-reality, clinically relevant, and medically complex health problems with sexual violence as the underlying cause; development of communication and clinical skills necessary to address sexual and interpersonal violence in a clinical setting. Requirements: MD standing or physician assistant standing or enrollment in degree-seeking graduate or health professional program.
MED:8070 The Examined Life: Writing and Medicine 1 s.h.
Literature, essays, poetry; discussion of participants' writing; students prepare portfolios of their own writing.
MED:8071 Career Life Planning 1 s.h.
Students' individual interests, values, and decision-making processes important in selecting a specialty, engaging in the match process, and integrating oneself into the medical profession; personal career development, culture and climate in which physicians work and learn.
MED:8073 Biomedical Innovation 1 s.h.
Introduction to all phases of medical device/technology development; development of knowledge of entire medical innovation process through didactic sessions, faculty, interactions, and interdisciplinary collaboration; interdisciplinary approach; research and development of a novel medical device, therapy, or model of care. Requirements: MD enrollment.
MED:8074 Research Skills Seminar 1 s.h.
Seminar series designed to bridge gap from undergraduate and medical student experiences to research during residency and beyond; topics include identification of projects and mentors, leadership, collaboration, translation, evidence-based medicine, project development, statistical analysis, presentation, publication, and career progression.
MED:8076 Bioethics and Humanities Seminar 1 s.h.
Broad range of topics in bioethics and medical humanities, including philosophical principles, clinical ethics, research ethics, medical professionalism, narrative ethics, and historical and cultural aspects of medicine. Requirements: enrollment in Carver College of Medicine humanities distinction track.
MED:8077 Personal-Professional Compass 1 s.h.
Provides help for medical students to understand, articulate, and integrate personal and professional values and goals while making their way through medical school; promote student growth as humanistic professionals through written reflections on personal experience, readings from medicine and the humanities, and discussions with peers and mentors; preparation to write an authentic and compelling personal statement for residency applications. Requirements: MD enrollment.
MED:8081 Global Health Issues I 1 s.h.
Core issues in the current field of global health, including history of global health, health and development, social determinants of health, measuring health and disease, disparities in the American health care system, poverty and health, gender issues and reproductive health, child health, immigrant and migrant health issues, and introduction of major players in global health. Requirements: MD enrollment.
MED:8082 Global Health Issues II 1 s.h.
Core issues in the current field of global health, including health care as a human right, why the Third World is the Third World, communicable disease issues, outbreaks and pandemics, noncommunicable issues, malnutrition and obesity, cultural context of health care, violence as a health issue, and emergency response and transition to development. Prerequisites: MED:8081. Requirements: MD enrollment.
MED:8083 Global Cross-Cultural Elective arr.
Cross-cultural medical program with focus on health care problems of a domestic or international community; individually arranged.
MED:8084 Global Health Seminar 1 s.h.
Presentations by faculty members, university special guests, and alumni on their current work in global medicine/global health; implementation of global health concepts. Requirements: MD enrollment.
MED:8121 Clinical and Professional Skills I 3 s.h.
Introduction to concepts of clinical reasoning, communication, physical examination, and evidence-based clinical practice; principles of biomedical ethics; early clinical interactions and placement of classroom experiences into context of patient care through the Early Clinical Experiences (ECE) program; interaction with students from other health sciences colleges to explore the interprofessional approach to caring for patients. Requirements: MD enrollment.
MED:8122 Medicine and Society I 3 s.h.
Delivery of individual disease prevention/health promotion services; introduction to social determinants of health; influence and impact of culture and community on health care; community resources; application of health and risk assessment to individual patients and self. Requirements: MD enrollment.
MED:8123 Foundations of Cellular Life 5 s.h.
Genetics, embryology, molecular biology, biochemistry, cell biology and histology; molecular events required for cellular life; how cells grow and interact to form basic tissues of human body; necessary framework to explore six mechanisms of health and disease. Requirements: MD enrollment.
MED:8124 Mechanisms of Health and Disease I 8 s.h.
Normal and healthy processes within and among mechanisms of oxygenation, metabolism, and genetics/development; first in a series on multisystem mechanisms of health and disease. Requirements: MD enrollment.
MED:8131 Clinical and Professional Skills II 4 s.h.
Interpersonal skills, lifelong learning, interviewing skills, physical examination skills, ethical issues in patient care, and basic approach to patients in terms of prevention, treatment, and follow-up care. Second in a sequence during preclinical semesters of medical school and continuing as an integrated strand throughout curriculum. Requirements: MD enrollment.
MED:8132 Medicine and Society II 4 s.h.
Knowledge and skills related to health promotion and disease prevention from a medicine and society perspective, including impact of behavior, environment, culture, and socioeconomics; identification of major public health problems associated with mechanisms of health and disease. Second in a sequence during preclinical semesters of medical school and continuing as an integrated strand throughout curriculum. Requirements: MD enrollment.
MED:8133 Mechanisms of Health and Disease II 7 s.h.
Normal and healthy processes within and among mechanisms of Immunology/Inflammation, locomotion/integument, and neuropsychiatry; second in a series on mechanisms of health and disease. Requirements: MD enrollment.
MED:8134 Mechanisms of Health and Disease III 11 s.h.
Abnormalities or disruptions leading to disease within and among mechanisms of oxygenation, metabolism, and genetics/development; third in a series on multisystem mechanisms of health and disease. Requirements: MD enrollment.
MED:8199 First-Year Special Study arr.
First-year special study. Requirements: MD enrollment.
MED:8221 Clinical and Professional Skills III 4 s.h.
Advanced clinical reasoning skills through focused patient encounters and interactions with special patient populations; emphasis on integration and use of concepts for cost conscious, patient-centered, interdisciplinary care. Requirements: MD enrollment.
MED:8222 Medicine and Society III 4 s.h.
Health services organization and delivery; emphasis on community dimensions of medical practice and patient safety. Requirements: MD enrollment.
MED:8223 Mechanisms of Health and Disease IV 10 s.h.
Abnormalities or disruptions leading to disease within and among mechanisms of immunology/inflammation, locomotion/integument, and neuropsychiatry; fourth in a series on multisystem mechanisms of health and disease. Requirements: MD enrollment.
MED:8224 Mechanisms of Health and Disease Keystone 7 s.h.
Transition between classroom instruction in mechanisms of health and disease and clinical practice; foundational information from mechanisms of health and disease sequence approached from perspective of what is commonly encountered in clinics; application of information to making diagnostic and management decisions of common important clinical problems. Requirements: MD enrollment.
MED:8299 Second-Year Special Study arr.
Second-year special study. Requirements: MD enrollment.
MED:8320 Transition to Clerkships 1-2 s.h.
Two weeks of skills training prior to start of core clinical clerkships. Requirements: MD or MPA enrollment.
MED:8401 Medicine, Literature, and Writing arr.
Insights, freedom, joy, responsibilities, and challenges of a life in medicine; reading, discussion, individual creative writing.
MED:8403 Teaching Skills for Medical Students 4 s.h.
Practical teaching techniques; opportunity for students to develop teaching skills before they become medical residents.
MED:8404 Advanced Teaching Skills for Medical Students 2 s.h.
Opportunity to expand knowledge and experience in medical education; investigation of medical education in students' specialty of interest through literature research and interaction with faculty; primary focus is to design and successfully complete a faculty approved project. Prerequisites: MED:8403. Requirements: fourth-year MD enrollment.
MED:8405 Leadership for Future Physicians 2 s.h.
Formal training in multiple aspects of leadership; offers future leaders in health science specialties an earlier opportunity to consider leadership abilities and perspectives; for fourth-year medical, physician assistant, nursing, pharmacy, public health, and dental students. Requirements: health science enrollment.
MED:8410 Quality Improvement and Patient Safety 2 s.h.
Students work with faculty and staff involved in quality improvement and patient safety (QI/PS) at University of Iowa Health Care; readings, didactic sessions, and hands-on activities to advance knowledge and practice of QI/PS in health care; activities include review of ongoing QI/PS projects at UI Health Care, application of QI/PS methodologies to project development and analysis, individual and team-based simulations, interdisciplinary collaboration and communication, participating in conferences related to QI/PS, and reflecting on these experiences with peers.
MED:8411 Foundational Science and Drug Therapy 2 s.h.
Advanced medical students partner with advanced pharmacy students and work together to devise evidence-based treatments for patients suffering from common illnesses; foundational science concepts from each student's respective discipline—including mechanisms of health and disease and principles of pharmacokinetics and pharmacodynamics—are used to design and explain proposed treatments; two weeks, case-based.
MED:8412 Improvisation: A Life Skill 4 s.h.
Drawing from interpersonal communication techniques, experiences that help students communicate more empathically with their patients, patients' families, and other health care team members in order to create a safe and trusting exchange.
MED:8413 Oaths and Ethics 4 s.h.
History and purpose of medical oaths; medical oaths compared with professional codes; content of medical oaths in terms of ethical principles and virtues; review of ethical values communicated in ethics-related seminars at University of Iowa Health Care; students write a medical oath that crystallizes their own most important professional commitments.
MED:8414 Health Policy Advocacy Des Moines 4 s.h.
Health policy advocacy experience in Des Moines while Iowa Legislature is in session; students choose an area of interest in health policy advocacy and work with senior legislators, policy advisors, state health department representatives, or advocates of various professional organizations involved in advocacy efforts for health policy; students receive prior approval regarding which health policy issue they want to work on and which individual or professional organization they plan to work with during their onsite experience. Requirements: MD enrollment.
MED:8415 Financial Management for Rising Interns 2 s.h.
Foundational concepts of personal financial management; topics include personal budgeting, educational loan management, investing, risk management and mitigation, medical practice investment, taxation, and additional relevant areas of interest for rising resident physicians. Requirements: MD enrollment.
MED:8416 Foundations in Healthcare Ethics 3 s.h.
Major ethical traditions, ideas, and frameworks that have shaped contemporary approaches to healthcare ethics in morally pluralistic Western cultures; four prominent frameworks in healthcare ethics include virtue based, principle based, circumstance based, and consequence based that emphasize four aspects of ethical decision-making—agent, action, context, and outcome.
MED:8470 Self-Directed Learning in Advanced Clinical Topics 0 s.h.
Online learning modules on advanced clinical topics; for students in MD program.
MED:8480 Global Health Clerkship arr.
Cross-cultural medical program at an international site; focus on health care problems of a specific community; individual educational objectives set in advance.
MED:8499 Individually Arranged Medicine Elective arr.
Individually arranged elective through the Office of Student Affairs and Curriculum.
MED:9701 Instructional Design and Technology 3 s.h.
Skills and techniques necessary for analysis, design, development, implementation, and evaluation of effective instruction.
MED:9702 Clinical Teaching in Medical Education 3 s.h.
Principles and methods for teaching individuals and small groups in outpatient and inpatient settings. Prerequisites: MED:9701 or PSQF:6205. Recommendations: educational psychology course.
MED:9703 Educational Research and Evaluation 3 s.h.
Research design and program evaluation; approaches relevant to medical education.
MED:9711 Teaching Methods in Medical Education 3 s.h.
Principles and methods for teaching in large and small classrooms. Recommendations: educational psychology course.
MED:9712 Introduction to Educational Measurement in Medical Education 3 s.h.
Classical test theory; overview of medical education assessment methods; practical information for designing and critiquing assessments.
MED:9713 Assessment in Medical Education 3 s.h.
Medical education assessment methods; research methods and literature that support current practices; research project. Prerequisites: MED:9712.
MED:9714 Current Issues in Medical Education 3 s.h.
Selected issues, policies, and research.
MED:9720 Portfolio Project 3 s.h.
Production of individual student portfolios used to integrate knowledge across courses; capstone activity.
MED:9721 Study in Faculty Development 3 s.h.
Academic credit for approved project or other assigned activities for students in the Teaching Scholars program.
MED:9722 Independent Study arr.
MED:9724 Leadership in Medicine 3 s.h.
Introduction to basic leadership and management theories pertaining to a health care setting; focus on the history of leadership development, various components of leadership, and how these components can be used to be a successful leader/administrator. Requirements: Master in Medical Education degree program enrollment.
MED:9725 Simulation in Medical Education 3 s.h.
Appropriate use of various types of simulation in medical education; how to design, deliver, and debrief a simulation activity; literature supporting use of simulation in medical education. Requirements: Master in Medical Education degree program enrollment.
MED:9726 Curriculum Development in Medical Education 3 s.h.
Curriculum development using knowledge and experience gained from MED:9701 and MED:9711; identify an area/topic for creation of curriculum; conduct a needs assessment to identify topics and/or components of curriculum; create a plan with curriculum goals, learning objectives, and methods for evaluation; develop preliminary planning and aspects of implementation and evaluation phases of the model.
MED:9727 Teaching and Assessing Communication Skills in Medical Education 3 s.h.
Explores broad issues related to both teaching and assessing clinician-patient communication skills in medical education; review literature on best practices in clinician-patient communication and on teaching and/or assessing skills among medical learners; explore observation and feedback as key technique in addressing communication skills through observation of peers and learners; video recording of interactions with patients.
Hospital Certificate Programs of Study
The following courses are conducted by University of Iowa Health Care staff.
EMT-Paramedic Program Courses
EMTP:3101 Emergency Medical Technician - Paramedic I 0 s.h.
Preparation for role of entry-level paramedic: comprehension, application, and evaluation of the clinical role; demonstration of technical proficiency in all required skills; demonstration of personal behaviors consistent with professional and employer expectations. Requirements: certification as an emergency medical technician-basic.
EMTP:3102 Emergency Medical Technician - Paramedic II 0 s.h.
Preparation for role of entry-level paramedic: comprehension, application, and evaluation of the clinical role; demonstration of technical proficiency in all required skills; demonstration of personal behaviors consistent with professional and employer expectations. Requirements: admission to emergency medical technician paramedic program.
EMTP:3103 Emergency Medical Technician - Paramedic III 0 s.h.
Preparation for role of entry-level paramedic: comprehension, application, and evaluation of the clinical role; demonstration of technical proficiency in all required skills; demonstration of personal behaviors consistent with professional and employer expectations. Requirements: admission to emergency medical technology paramedic program.
Orthoptics Teaching Program Course
OTP:4902 Orthoptics Program 0 s.h.
Clinical science of binocular vision, ocular motility, and related eye disorders; practical, theoretical training in the Department of Ophthalmology and Visual Sciences two-year program; written, oral and practical national board examinations required at completion. Requirements: bachelor's degree with specific class recommendations.