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Objective: To introduce students to basic mechanisms involved in the mediation of acute and chronic heart failure. Concentration on contractile, electrophysiological and neurohumoral dysfunction. Emphasis will be placed on basic pathophysiological mechanisms. Format: Students will meet once per week for two hours in groups of at least four students. Current literature will be reviewed and discussed. Students will be given a specific problem area to research and present a position paper on. This will be in a pro/con format (e.g., ACE inhibitors vs. digitalis in the treatment of decompensated heart failure; Sympathoexcitation in heart failure is due to arterial baroreceptor inhibition). In addition, a laboratory experience will be provided. This will entail either performing or evaluating an echocardiograph or an evaluation of cardiac catheterization data in animals with experimental heart failure.

Contact: Drs. Irving Zucker, Harold Schultz and Kaushik P. Patel.

Typically Offered: August.

Capacity: 4 minimum required.

Visiting Student Information: This course is NOT available to visiting students.

M-ID 728 DVLPMNT OF PBL CASES 4 Credit Hours


This selective is designed to provide an opportunity for a student to review knowledge of basic sciences as it applies to a particular clinical case. The focus of the activity should be on all of the basic science mechanisms and explanations for the signs and symptoms in a selected patient and on the disease process itself. The object of the selective is a case for use in problem-based learning sessions for first- or second-year students in the medical curriculum. Initially, the student should select a disease of interest, one manifested by a patient encountered during clinical rotations. The patient's history, including the history of the disease process, any predisposing conditions, attempts to treat the disease, and outcome of treatment will form the introductory phase of the study. Then the student should consult the literature to obtain information about the causes of the disease, variations in its presentation, the different treatments used and their relative effectiveness, the prognosis for patients and psychosocial issues impacting the outcomes. During this process, mastery of all basic science issues connected to the case must be considered more important than all other components. The student is expected to consult with clinical and basic science faculty regarding the case, the disease, basic science facts or mechanisms. Students will be expected to contact Dr. MacDonald to obtain approval for the topic then the Office of Medical Education (OME) to obtain a case number. If the COM already has too many cases on a particular topic/disease, the student may be asked to select a different patient/topic. The OME will then enroll the student in the Blackboard course "PBL Case Writing for M4 Students" and provide access to the PBL case database.-The end product of the selective will be a finished, ready-to-use case. Full instructions for the assembly of the case will be found in the case-writing handbook found in the Blackboard course.-The case should be submitted on a computer disk or as an email attachment with the word processor files for the entire case, preferably in Microsoft Word format.-A Form (the checklist) signed by the clinical consultant and basic science consultant should be submitted with the case. Also, include a pharmacologist in the review process for all M2 cases or if any drug therapy is included in the case.-Only complete cases (i.e., those with all of the parts listed in the case-writing handbook), written in acceptable English and typed in proper format will be accepted.-To receive a letter grade, the case must be completed by the end of the Fall Semester for those registered during July, August, September, October, or November OR by April 1st for those registered in January or February. A letter grade (H, HP, P, M, F) will be assigned to the submitted case based upon the following criteria: Usability-Can the case be used for PBL with little modification? Readability-Is the case written in acceptable English and comprehensible? Is the case written as a case, not as a patient's chart? Completeness-Are all facts, data and exhibits necessary to understand the case included? Understanding-Is there evidence that the student understands the case and the basic science involved? Mastery of the basic science underpinnings of the case and their incorporation into the presentation is considered a major requirement of the selective.

Contact: Dr. Richard MacDonald.

Typically Offered: July through May, excluding December.

Capacity: Variable.

Visiting Student Information: This course is NOT available to visiting students.



Contact: Pharmacology and Experimental Neuroscience Faculty. Cc: with course approval.

Typically Offered: Variable. (July through May except December)

Capacity: Open

Visiting Student Information: This course is NOT available to visiting students.



Students read books and watch films that are chosen to reflect the broad roles of physicians as important members of human society. Objectives: Students will be better able to: Identify and discuss the philosophical and emotional dimensions of health care practice, relate health care practice to larger moral, social, and public policy concerns, compose and present to the group a well-constructed book review, essay, short story, dramatic scene, poem, or visual representation of one or more themes emerging from the readings and films. Topics Covered: Students will read at least four books and watch four films that have won critical acclaim for interpreting the human condition. While some works may not seem directly linked to medical practice or science, all are relevant to the human side of Medicine. Books vary from literary classics to medical memoir, from medical history to fiction, plays to epic poetry. Previous books include: Being Mortal, The Immortal Life of Henrietta Lacks, The Hours, Tuesdays With Morrie, W;t: a Play, Hot Zone, Demon in the Freezer, 1947: Where Now Begins, Other Minds: The Octopus, the Sea, and the Deep Origins of Consciousness, Blindness, The English Patient, Being Mortal,. Previous Films include: Schindler's List, How to Survive a Plague, Milk, The Hours, Children of Men, The Diving Bell and the Butterfly, The Kindness of Strangers, The Waiting Room, My Octopus Teacher, A Civil Action, The Verdict, The English Patient, The Doctor, Contagion, and Something the Lord Made. Student Activities: Student groups will consist of a maximum of 10 and a minimum of 5. Each group will meet four times during the elective to discuss one assigned book and one or two films. The final meeting will require each student to present their course project. The duration of both the discussion meetings and the final presentations will depend on the number of participants, and generally last 3-4 hours. Assessment: Students are expected to attend each meeting and actively engage in discussion. Students will develop a final project relating to the topics discussed, present this to the group as a whole, and forward a hard copy to the faculty. Grades will reflect seriousness of purpose in participation and projects.

Instructor: Dr. Bud Shaw

Contact: Lisa Paquette,

Typically Offered: April 2022 through March 2023.

Capacity: 20

Visiting Student Information: This course is NOT available to visiting students.



Are you ready to provide competent healthcare for your LGBTQ+ patients across the spectrum? Lesbian, gay, bisexual, transgender, and queer (LGBTQ+) individuals have a set of unique health concerns and problems, including higher rates of depression, suicide attempts, alcoholism, cardiovascular disease, some cancers, and sexually transmitted diseases. Their special needs are often overlooked or ignored due to the invisibility of LGBTQ individuals and their avoidance of routine healthcare due to a real or imagined fear of discrimination and rejection by physicians. Although a significant segment of society is LGBTQ+, physicians receive minimal formal training in their care. The goal of this elective is to provide the specific training needed for physicians to effectively deal with healthcare concerns and to provide medically and culturally competent healthcare to this sexual minority and vulnerable population. Topics include: Health Disparities, Knowing Your Patients/ Welcoming Environment, Cultural Competency; Sexual Minority, Personal Bias; Bisexuality, LGBTQ+ and Gender Queer Youth/Coming Out, Care for LGBTQ+ Couples Families: Pathways to Parenthood for LGBT People, Bi-invisibility and their Unique Health Challenges, Recent Advances in HIV PrEP, Trans youth and Working with Trans Youth, Mental Health and Intimate Partner Violence, Late adulthood Geriatric Care in LGBTQ+ Patient Population. At the end of this four-week elective, students will be able to: Define psychosocial issues and risks of self-disclosure by LGBTQ+ individuals, identify barriers to healthcare for LGBTQ+ individuals and methods to overcome those barriers, demonstrate appropriate history taking and interviewing skills to foster patient trust, and identify and successfully address the unique healthcare problems facing LGBTQ+ individuals. Learning activities include patient care experiences with the LGBTQ+ population, online readings and assignments, seminars, didactics, case/panel discussions, and visits to LGBTQ+ agencies and organizations. Clinical practice opportunities are available. Visits to various agencies will be arranged and include the following among others: Meetings with health care professionals who work with the LGBTQ+ population, counseling/testing site experience at NAP (Nebraska AIDS Project), and care for those with HIV/AIDS.

Prerequisite:  Pre-arranged with Kitty Dybdall (OME).

Instructor: Dr. James Medder, Rajnish Dave, Ph.D., Kitty Dydball MS, MA.

Contact: Kitty Dybdall in the Office of Medical Education.

Typically Offered: March.

Capacity: Variable.

Visiting Student Information: This course is NOT available to visiting students.



If you are interested in pursuing a selective that is not offered in this handbook, permission must be granted by Dr. Richard MacDonald, Senior Selective Coordinator. Please discuss your proposal with him. Credit under the number (M-ID-763) will only be given for an experience that is NOT listed in this handbook. To design your own selective, you must receive the approval of Dr. Richard MacDonald prior to registration. Any research project involving an IRB must have IRB approval BEFORE the elective is approved. Please provide a copy of the approval with the protocol number to Dr. MacDonald. When completing the request for waitlist in OASIS you will need to fill out the Scholarly Project information, which includes contact information for your mentor.

Prerequisite:  ANES is arranged through Melinda Murdock and Dr. Richard MacDonald.

Contact: Dr. Richard MacDonald, Senior Elective Coordinator. Dr. Richard MacDonald for approval.

Typically Offered: Varies (July through May excluding December). Varies (July through April) .

Capacity: By Arrangement

Visiting Student Information: This course is NOT available to visiting students.