Basic Sciences

The Histology course encompasses the study of microscopic anatomy of human cells, tissues, and organs. Emphasis is given to their functions and clinical significance. The laboratory hours provide the student with the opportunity to study stained and mounted sections of tissues and organs. Students also analyze high quality histological sections and electron micrographs projected on screen.

This course focuses on the anatomical and embryological basis of clinical medicine. Anatomy and Embryology are fundamental to medical education, providing students with their most basic foundation for medical practice. This anatomical foundation is used throughout their career by practitioners and in virtually every realm of medicine, from research to practice to medical education. The classroom lectures provide both regional and systemic overviews of the human body. Supervised laboratory sessions provide students with the privilege of studying the human body and its anatomical structures through the Anatomage Table, a 3-Dimensional state of art Visual and Virtual Dissection tool. The students also learn important concepts of Anatomy and Embryology through use of anatomical models. They learn from direct experience the structures discussed in lectures and encountered daily in medical practice. The course also incorporates embryology that is divided into General Embryology that deals with the formation and development of germ cells, fertilization and early development of the human embryo; and Special Embryology that deals with the formation and malformations of different organs. This course helps students acquire the ability to understand, analyze and solve problems in other medical courses and in the clinical management of diseases. This course will have an NBME shelf examination at the completion of the course.

This course has been designed to provide the student with an introduction to research, including principles of research, and literature review. It will consist of weekly two-hour didactic lectures and active learning sessions, during which the student will be introduced to research concepts and the process of searching through medical research literature. The RHM1 course goals are to ensure all students have an understanding of the scientific method and mindset; are able to design research projects; are able to critically analyze data; are able to critically assess publications; can access the scientific literature and source relevant information, and are able to perform secondary research.

This course has been designed to introduce the student to case-enhanced problem-based learning. In this approach, fundamental knowledge is mastered by the solving of problems. Information is learned or reviewed by the student in an active learning mode and promotes lifelong learning. This case-enhanced style employs student initiative as the driving force for problem solving. The students’ group assumes primary responsibility for the process and the professor is a knowledgeable facilitator. Teamwork, open inquiry and critical thinking are emphasized. At this level, the list of clinically-oriented cases/topics is taken from the MD1 Subjects.

This course has been designed to introduce medical school students to a basic understanding of the concepts and principles of physiology and some clinical implications in relevant diseases. This course requires students to integrate physiology with other basic sciences such as Anatomy, Pathology, Pathophysiology as well as other related courses. You will make an oral presentation on a specified medical subject to your peers in class.

This course has been designed to provide the student with a broad understanding of the concepts and principles of Biochemistry and Genetics, with emphasis on their roles in clinical practice. The course provides students with a strong background in basic components of biochemistry – amino acids, proteins, carbohydrates, lipids, enzymes and nucleotides. They will also learn the biochemical aspects of the functioning of major organs, tissues and systems (e.g., blood, liver, gastrointestinal tract, endocrines). Finally, to bring all the different facets together in a holistic overview, the students will be taught the fundamentals of nutrition. Special lectures on significant topics are provided throughout the course, as will 4 sessions on the practical clinical laboratory applications of the Biochemistry course content. At all stages the clinical relevance of biochemistry will be emphasized to the students, using general examples, specific cases and lectures dedicated to disorders and diseases in each section. Also included in the course are in-depth concepts and principles of genetics, with emphasis on its role in clinical practice. Students are provided with a strong background in the principles of molecular genetics. Other topics include single gene disorders, atypical inheritances, multifactorial inheritances, chromosomal disorders, prenatal diagnosis, treatment of genetic diseases, cancer genetics, gene therapy and genetic counseling. Students are also made aware of the power of DNA technology. Basic concepts of DNA manipulations will be taught and examples of how these manipulations can be used in medicine will be given.

The course has been designed to introduce the student to a basic understanding of the concepts and principles of the anatomy of the nervous system, with emphasis on its role in clinical practice. Students are provided with a strong background in the principles of the Anatomy of the Nervous System and the physiological and pathological role of neurons and nerves in clinical practice.

This second course in CCBS further introduces the student to case-enhanced problem based learning. In this approach, fundamental knowledge is mastered by the solving of problems. Information is learned or reviewed by the student in an active learning mode and promotes lifelong learning. This case-enhanced style employs student initiative as the driving force for problem solving. The students’ group assumes primary responsibility for the process and the professor is a knowledgeable facilitator. Teamwork, open inquiry and critical thinking are emphasized. At this level, the list of clinically-oriented cases/topics is taken from the MD1 and MD2 Subjects.

This course is the first of two pathology courses at Saint James. The first semester, also called General Pathology, deals with the basic concept of the various disease processes in the body, the causes and mechanisms of disease and the associated alterations in the structure and function. The second semester, also called Systemic Pathology, deals with the disease processes affecting various systems and different organs in the body.

This course introduces basic concepts of infectious disease, the body’s immune response, epidemiology, prevention, as well as medical treatments of infectious diseases. In this course, you will gain medical knowledge of microorganisms and their relationship to humans in health and disease. The medical microbiology course focuses on human diseases (infectious diseases) caused by microorganisms like bacteria, viruses, fungi and parasites. The relationship of medical microbiology to other health related sciences will also be highlighted and these sciences include, but are not limited to: human immunology, cell biology, human pathology, human histology, human physiology, molecular biology, human genetics and biochemistry as it relates to humans in health or disease.

The course has been designed to provide the student with a broad understanding of the concepts and principles of epidemiology and biostatistics with emphasis on its role in health, medicine and research. They will also be taught and involved in the data collection, tabulation and summarization and presentation of data and reporting. Also, special lectures on solving problems will be provided throughout the course in four sessions on practical applications of the epidemiology and biostatistics course content.

The Behavioral Science course encompasses medical psychology, medical ethics, and psychopharmacology. It is designed to prepare students for the behavioral science section of standardized examinations, with emphasis on the impact on clinical sciences. The learning outcomes for this course include issues of professionalism, confidentiality, doctor-patient relationships, end-of-life issues, patient safety, cultural issues, developmental milestones, behavioral psychology, human sexuality, sleep disorders, substance abuse, and psychopharmacology. This course will have an NBME shelf examination at the completion of the course.

This third course in CCBS provides more practice in case-enhanced problem based learning. In this approach, fundamental knowledge is mastered by the solving of problems. Information is learned or reviewed by the student in an active learning mode and promotes lifelong learning. This case-enhanced style employs student initiative as the driving force for problem solving. The students’ group assumes primary responsibility for the process and the professor is a knowledgeable facilitator. Teamwork, open inquiry and critical thinking are emphasized. At this level, the list of clinically-oriented cases/topics is taken from the MD1 through MD3 Subjects.

During this second semester of pathology, also called Systemic Pathology, students learn how to apply the pathological mechanisms learned in the third semester to organs and organ systems of the human body.

This course is designed to prepare students at Saint James School of Medicine for the clinical study of therapeutics by providing knowledge of the manner in which drugs modify biological functions. It includes a systematic study of the effects of drugs on different organ systems and disease processes, the mechanisms by which drugs produce their therapeutic and toxic effects, and the factors influencing their absorption, distribution and biological actions.

The Physical Diagnosis course serves as an introduction to clinical medicine. Students will acquire the knowledge and skills essential for eliciting a medical history and conducting a physical examination. The course emphasizes the importance of patient interviewing, acquiring knowledge on symptoms and signs of common and specific diseases and disorders and performing a comprehensive physical examination for respective diseases.

This completely redesigned RHM course has been designed to provide the student with experience of how to carry out literature searches, to critically assess the literature sourced and to present the results of their research in the form of a critical review of a published article on a topic. Simultaneously, students will continue the research project started in RHM1 and carry their research proposal to fruition and present it to faculty judges on Science Day.

This final course in CCBS provides practice in case-enhanced problem-based learning that integrates what has been learned in Basic Science. In this approach, fundamental knowledge is mastered by the solving of problems. Information is learned or reviewed by the student in an active learning mode and promotes lifelong learning. This case-enhanced style employs student initiative as the driving force for problem solving. The students’ group assumes primary responsibility for the process and the professor is a knowledgeable facilitator. Teamwork, open inquiry and critical thinking are emphasized. At this level, the list of clinically-oriented cases/topics is taken from the MD1 through MD4 Subjects.

This course is designed to integrate the knowledge, attitude and practices from MD1 through MD4 and apply it in clinical scenarios. Students will be given adequate exposure to various lecture material and active learning which are geared towards constructive reinforcement of the students’ critical thinking and skills required for clinical sciences.