In these courses, students learn about oxygenation, metabolism, and genetics/development.

Oxygenation is the story of how molecular oxygen is acquired from the atmosphere, crosses membranes, binds to hemoglobin and is pumped through the cardiovascular system to individual tissues and cells. It also includes the generation and disposal of carbon dioxide as well as other gases. Ischemia is the result of inadequate delivery of oxygen with resultant damage to or dysfunction of tissue.

Metabolism is the story of appetite, food consumption, digestion within and absorption from the gastro-intestinal tract and its microbiome, and transport to the liver and other tissues. It is also the story of how metabolic products, medications and other substances are detoxified and excreted via the liver, GI tract and kidney. At the cellular level this story includes how the body generates energy-rich phosphate compounds in a tissue specific fashion to fuel the energy-requiring processes the body uses to maintain homeostasis, grow, reproduce, and move. Hormonal modulation of these homeostatic processes is an important aspect of this mechanism. Disorders of these processes can result in disruption of internal homeostasis.

Genetics/Development is the story of development from conception through embryonic development and birth through childhood to adulthood and aging. At the cellular level it encompasses how individual cells reproduce into fully differentiated multicellular tissues. Hormonal modulation of these processes is an important aspect of this mechanism. Disorders of growth or division of cells are the basis for congenital disorders and cancers.

In these courses, students will learn about immunology/inflammation, locomotion/integument, and neuropsychiatry.

Immunology/Inflammation is the story of how the body differentiates self from non-self, and how it maintains homeostasis in the face of non-self. Included are the role of the microbiome, in which self and non-self live symbiotically and influence immune maturation as well as the disordered recognition of self. Disruptions within this mechanism are the basis for infectious diseases as well as a number of rheumatologic conditions.

Locomotion/Integument is the story of the erect body and its coordinated movement. Included is the integument and its roles in demarcating self from the external environment, thermostasis and immunology. Disorders of this mechanism result in impaired mobility and protection from the external environment.

Neuropsychiatry is the story of the complex neural networks that enable rapid reception and transmission of sensory information; its interpretation, processing and integration; and equally rapid transduction into an appropriate response. Included are the higher functions central to what it means to be human (cognition, memory, emotion) and problems encountered in living. This includes interactions within families and larger social groups. At the cellular level this mechanism includes ion channels, neural and neuromuscular junctions, and neurotransmitters.

The MOHD Keystone course sits at the transition between classroom instruction in the mechanisms of health and disease and clinical practice. In this course the foundational information from the mechanisms of health and disease sequence will be approached from the perspective of what is commonly encountered in the clinics. Students can expect to sharpen their skills with respect to application of that information to make diagnostic and management decisions of common important clinical problems.

After the didactic phase of the curriculum, students continue their learning in clinical clerkships, applying their knowledge of the mechanisms of health and disease into their work caring for patients and families. 

While enrolled in CAPS I, students will be introduced to concepts of clinical reasoning, communication, physical examination and evidence-based clinical practice as well as the principles of biomedical ethics. The Early Clinical Experiences (ECE) Program allows early clinical interactions and helps place classroom experiences into the context of patient care. Students will also interact with students from other health sciences colleges as a way to begin to explore the inter-professional approach to caring for patients.

During CAPS II concepts of clinical reasoning from the previous course will be reinforced and additional elements of clinical reasoning will be introduced and practiced during interactions with standardized patients as well as during ECE clinical visits. The variety of experiences will also help students gain a deeper appreciation for issues pertaining to biomedical ethics. As part of inter-professional education students will focus on the strengths as well as barriers to providing comprehensive interdisciplinary patient care.

CAPS III will help students learn more advanced clinical reasoning skills through focused patient encounters and interactions with special patient populations. An emphasis will be placed on the students’ ability to integrate and use concepts from the other curricular strands required for cost-conscious, patient-centered, interdisciplinary care.

Students will continue to develop clinical reasoning skills in a variety of interdisciplinary healthcare settings and will assume graduated responsibility while caring for patients and their families. Skills learned will also help students assume responsibility for their professional development and prepare for transitioning to graduate medical education.