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Medical Sciences

Medical Sciences Curriculum: Years 1 & 2

Ross University’s medical school program begins with a common first semester that gives everyone the opportunity to adjust to the large volume of material and fast pace of medical school teaching and learning. After First semester, there are two possible curriculum tracks — a four-semester accelerated track, and a five-semester, Ross+, track. Both tracks follow our integrated Medical Sciences basic sciences curriculum.

Modeled after curricula used in the United States, Medical Sciences is designed to allow students to address the processes of health and disease in a holistic fashion. What does this mean? In essence, our students learn the physiological, anatomical, and biochemical processes of an organ system all at once. This approach is educationally advantageous because it provides a broader view of how these different systems work together and make it more relevant in the clinical context. And, because we understand the importance of learning by doing, our students take part in hands-on training from semester 1. 

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    Medical Sciences Curriculum

Track determination

The two Medical Sciences curriculum options constitute the exact same program of study, but are structured differently from semester 2 on:


  • Ross+: This track will require you to be on campus for approximately 20 months, or 75 weeks. Study modules are spaced out over five semesters, and the curriculum includes integrated study breaks to encourage and manage knowledge acquisition. You will complete the same coursework as students undergoing the accelerated curriculum.
  • Standard Accelerated Curriculum: Entry into the accelerated track is dependent on performance at the end of semester 1. This four-semester option features more course modules per semester and does not include integrated study breaks, but you can complete the basic sciences program and move on to the clinical sciences curriculum in approximately 16 months.

 

Hands-on and High Tech

Throughout the Medical Sciences curriculum, students are exposed to a wide variety of active learning experiences that are closely tied to their traditional lecture and case-based learning in both timing and context. These experiences include clinical skills training, standardized patient cases, small-group learning, and other clinically relevant activities. This approach helps students begin to think like doctors early in their medical school experience, and better prepares them for their medical licensing exams. 

Teaching Facilities

Ross University understands the important role technology plays in medicine, and is committed to providing students with an advanced learning environment. The entirely wireless campus is equipped with the advanced instructional technology and learning systems that today’s medical student needs to leverage every aspect of their basic sciences education and keep them ahead of the curve.


Classrooms and Laboratories

All of our classrooms and laboratories are equipped with an array of high-resolution monitors that are connected to state-of-the-art audiovisual equipment and media players, which faculty use to enhance the teaching experience. Large rear projection video display systems and additional plasma screen monitors offer clear views of the teaching material for every seat in the classroom, and teleconferencing systems provide learning opportunities for students both on and off campus. 

 

Campus Facilities Include:

  • Anatomical Sciences and Medical Imaging Facility
  • Simulation Institute
  • Standardized Patient and Interview Skills Training Rooms
  • Patient Examination rooms with A/V links to classrooms
  • Medical library
  • Multipurpose study rooms

Simulation Lab

Simulation is an essential part of the Medical Sciences curriculum at Ross. Our internationally accredited Simulation Institute gives students access to sophisticated computerized patient simulators to practice basic and diagnostic treatment skills.


The Simulation Lab provides a safe setting for students to explore, acquire, and practice clinical skills under the direction of the Institute’s expert faculty, all of whom hold MDs and have held positions in academic medicine or private practice.

The simulators themselves are incredibly lifelike – they blink, speak and breathe, have a heartbeat and pulse, and accurately mirror human responses to procedures such as CPR, intravenous medication, and intubation. Your heart will be racing in your first simulation where you will be faced with the challenge of making critical decisions about your patient in just a few minutes – just like in real life. 

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    Simulation Lab

Gross Anatomy Curriculum

RUSM is committed to the quality of its academic programs and to providing students with a challenging and robust learning environment. To modernize Gross Anatomy curriculum and enhance student learning, we’re proud to introduce a new digital-based Gross Anatomy curriculum, including digital anatomy tables.


Keeping with advanced learning and trends in medical learning technology, this digital curriculum will create time efficiencies and enhancements to Gross Anatomy instruction.

In recent years, medical and osteopathic schools have adapted to include more digital-based teaching to complement the instruction of Gross Anatomy, which includes the replacement of cadaveric dissection. Our Gross Anatomy curriculum is currently delivered using lecture-based instruction and cadaveric dissection in small learning groups, with the digital offering of Complete Anatomy used as an added learning resource.

The introduction of digital anatomy tables with life-size digital cadavers will allow for dissection and exploration of all aspects of learning in the Anatomy lab with the added benefit of integrated clinical cases and radiological images.

We’re dedicating three lab spaces for the delivery of the digital curriculum. The two larger spaces will be dedicated to Anatomy and the third will be used for ultrasound imaging and applied anatomy hands-on sessions. You will experience a structural and functional approach to Anatomy, with clinical integration and the correlation of pathology histology and ultrasound imaging.

The tables allow:

  • 3D experience and interaction
  •  Embedding of  radiological images and videos
  • Ability to load histological images
  • Use of the VH Dissector application
  • Educational Portal with full access to a vast library of public cases with supporting imaging

 The new Anatomy spaces will house:

  • Five digital anatomy tables
  • Complete Anatomy 3D4Medical application with nine-70 in. interactive touch screens

Complete anatomy will complement the digital curriculum with functional applications and iBooks will complement the teaching modules delivered via the Sectra table and Complete Anatomy introducing more guided self-directed learning. The VH Dissector application will be also available on the interactive touch screens.

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