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The primary purpose of this course is to teach you basic skills to critique the medical literature. As future physicians you have an obligation to remain current in your field of practice and to treat patients according to generally accepted standards of care. To do this well you will need to read those journals that are considered the most important sources of new information impacting on your field of medicine. For example, internal medicine physicians generally read the New England Journal of Medicine (NEJM) which is published by the Massachusetts Medical Society. Perhaps the most influential medical journal, its articles are widely reviewed by the media. Most surgeons read the Annals of Surgery. In short, each field of medicine has its own specialty journals. As your patients hear media reports about the latest research results, they will most certainly ask for your opinion: Should adult patients take antioxidants to help prevent heart disease? Do the potential benefits of hormonal replacement in postmenopausal women outweigh the potential risks? Your responses, in part, will be based on your interpretation of the medical literature. True, your opinions should be formed with other input too: What do physicians with expertise I respect say? Has a specialty society, such as the American College of Pediatrics, issued an opinion? What does the Surgeon General think? The primary goals of the small group sessions are to clarify questions you may have concerning lecture material and to enhance the concepts taught in lectures. The small group format provides you with an excellent opportunity to closely interact with a faculty member. Your instructor will spend the first portion of each lab reviewing lectures since the last small group session. This is your opportunity to ask questions. Don't feel embarrassed to ask a question. As physicians you must fully understand all the complicated issues that might exist with your patients, and you should not hesitate to ask consultants to explain points you might not understand. Students unable to attend a small group session should so inform their small group instructor before the small group session and arrangements should be made for the instructor to receive the completed homework before class.

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This course is devoted to the fundamentals of Implant Dentistry in order to provide students with basic concepts and foundation for the discussion of the diagnosis, treatment planning and sequence of treatment with the patients, practice coordinators and prosthodontic faculty members. Within this first semester, students will explore all simple to moderate implant prosthodontic treatment modalities for patient care in the predoctoral clinic. More complex implant treatment plans that involve advanced prosthodontic or surgical procedures and/or Type IV patients based on Tufts Patient Classification System will be discussed and referral procedures to the Post Graduate Prosthodontics Clinic and/or the Implant Center, when indicated, will be presented.

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This program examines the impact of society, disparate cultures, attitudes, health beliefs and risk behaviors on oral public health. The fundamental principles and practices of public health, epidemiology, civic engagement, and community service are presented from a practical and applied perspective. The significance of oral diseases and disorders as a “silent epidemic” and their grave impact on general health and well-being is emphasized, including specific examples of current issues and “hot topics” in oral public health. Strategies and methods to overcome existing substantial impediments to oral healthcare access for the most needy, vulnerable and underserved populations, is discussed from the perspective of community-based healthcare systems development. The course is principally a lecture/seminar format, with readings, case studies, assigned learning experience project and final paper. Students are expected to participate actively in class discussion.

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This seminar is designed as an inquiry into the nature of multilateral negotiation. In what ways are the tools, techniques, and rhythms of multilateral negotiation similar to bilateral negotiations and in what ways – if at all – are they different. The seminar focuses on negotiated decision-making in multilateral settings. It will survey process issues such as: the differences between bilateral and multilateral negotiations, the particular problems of negotiations involving a very large number of parties, the complexities of issue-linkage, managed negotiation processes, the role of coalitions, conference diplomacy, treaty negotiations, knowledge in negotiation, etc. These topics will be discussed in the context of case studies dealing with a range of multilateral issues including international security, environment, and international trade. It is assumed that all students are already familiar with the basics of bilateral international negotiation and these will not be reviewed in any length during the seminar. The course is divided into three modules: understanding multilateral negotiation, multilateral negotiation in practice, and analyzing multilateral negotiation.

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This is an intensive, hands-on editorial and production course in which students pitch their ideas and then research, report, produce, shoot, write, and edit their own short documentary films on social issues affecting the local community, the U.S., or the world. Readings and discussions focus on current news, media ethics, media literacy, the declining credibility of the press, journalists? responsibilities to the public, social justice issues, First Amendment principles, corporate media ownership, media images of women and people of color, and the powerful role of media (TV news, documentaries, new media, digital storytelling) as tools for civic engagement and positive social change. We will cover the basic principles and techniques of video journalism, including directing, lighting, camera work, composition, interviewing, and character development. The classroom will be run like a newsroom, working collaboratively under deadlines with editorial guidance from Senior and Executive Producers. Students work in production teams on their films. The aim of this course is to help students become media literate and to sharpen their skills as producers and consumers of news through screenings, critiques, and guest lectures by prominent journalists, filmmakers, activists, and policy makers. This course is sponsored by the Communications and Media Studies program and the The Jonathan M. Tisch College of Citizenship and Public Service at Tufts University. Please visit their websites for more information about the media studies program and related courses.

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The endocrine system has always had a certain mystique among scientists, clinicians and the general public. More recently, new hormones and complex endocrine pathways have been discovered that have increased our understanding of normal human physiology and behavior and provided insights into the pathophysiology of various diseases. As a result of these recent advances, the endocrine system has assumed a prominent role in our understanding and management of common medical conditions including diabetes, cardiovascular disease, obesity and aging. This course provides a brief review of endocrine physiology. The course teaches the pathophysiology of each of the following endocrine areas through didactic lectures and small group discussions. It covers adrenal cortex, adrenal medulla (catecholamine excess), disorders of calcium metabolism (hypercalcemia and hypocalcemia), diabetes mellitus, obesity and the metabolic syndrome: pathogenesis, complications and management, obesity: pathogenesis, complications and management, thyroid disease, hypothalamic and pituitary disease, hypoglycemia, and congenital adrenal hyperplasia. The student wil learn the mechanism of action of the various medications used in the treatment of endocrine disorders as a way to emphsize physiology and pathophysiology. The concepts and facts learned during the lectures will be applied to solve clinical problems in the small group discussion sessions. The small group sessions prepare students to handle endocrine cases during their clinical years and prepare them for the USMLE exams as well.

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This course presents the microscopic structure of cells, tissues, and organs, with emphasis on the correlation of structure and function. Vignettes of clinical and pathologic significance are also presented.

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This is the introductory course to the treatment of the edentulous patient and continues as the student progresses to the Advanced Clinical Complete Denture Lecture Series and the clinical treatment of patients. Preclinical Complete Denture Prosthodontics is the basic complete denture course for second year Dental students. Upon completion of this course, students are deemed competent to: Use essential materials and equipment. Fabricate custom trays and occlusion rims. Articulate and set-up denture teeth for complete dentures.

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The dentist is a key member of the health delivery team. This didactic course teaches the student how to render comprehensive oral health care and teach prevention to a dynamic, diverse and rapidly growing elderly population. Since chronology does not always equal physiology, younger patients with significant medical, physical, mental disabilities and sensory deficits are eligible for treatment in Geriatric Dentistry. Students will learn the complexity of aging, patient management and the importance of dentistry in total patient care. In the three clinic sessions, students evaluate their patients holistically, which includes medical history, nutritional assessment, medications, diagnostic radiographs, and prevention. A comprehensive treatment plan is developed; treatment is started and is to be completed in the general practice clinics.

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This course teaches students about disorders that affect the musculoskeletal system. The students will become familiar with the immunology and pathophysiology of autoimmune diseases that may predominantly affect joints but also affect multiple organ systems of the body in some diseases.

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The intent of this course is to introduce students to basic tactics used by microbial pathogens to establish infectious diseases. As such, students should understand that most of the principles detailed in the course will be encountered several times during the next year of studies, particularly in the Infectious Diseases unit. The topics covered in this course deal selectively with important pathogens because Medical Microbiology will not be the only exposure of the student to infectious agents. As examples, HIV is only covered in two lectures, but you will have other opportunities to review the basics of disease caused by this virus. An understanding of the principles of infectious agents calls for some hands-on experience, so this course also includes a wet~lab that most students regard as fun and painless. Some of the things learned in the wet-lab will eventually be utilized by all of you in the clinic. Participation in the lab is required for successful completion of the course, and a detailed lab summary will be required of all students after the last lab session. Microbiology is taught in conjunction with Pathophysiology of Infectious Diseases and Pharmacology, both of which courses contain essential subject matter in the field of Medical Microbiology that will not be found in this course.

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Medical genetics involves the application of genetic principles in the practice of medicine. Medical genetics encompasses diagnosis and treatment of genetic diseases, study of inheritance of diseases in families, mapping of disease genes to their chromosome locations, study of the molecular genetics and pathogenesis of inherited disorders, provision of genetic counseling for families, and recently, investigations of methods for gene therapy. The field of Human Genetics has expanded exponentially over the past twenty-five years. Unlike any other field, genetics represents a true integration between the basic and the clinical sciences.

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The course is for advanced undergraduate and graduate students from different disciplines, i.e., Agriculture, Food and Environment (Friedman School of Nutrition), Biology, Environmental Studies, Fletcher School of Law and Diplomacy, and Urban and Environmental Policy and Planning). The course meets twice a week during the Fall semester and is followed by 2 weeks of intensive fieldwork in Costa Rica (Dec. 29-Jan 13). The writing workshop (ww) designation means that the course emphasizes writing as a way of learning. In science, writing involves both text and graphical presentation, and this course focuses on both aspects.

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Year one of a three year medical course for dental students, this course focuses on Patient Assessment, History Taking, Physical Examination, and Introduction to Pharmacology and Prescriptions. This course provides the following competencies: To be able to do a complete medical history, dental history, physical examination and intraoral assessment from a dental and a clinical pathology perspective on a patient in the dental setting. To have a basic understanding of the "highest priority illnesses" including some of the symptoms and signs associated with those illnesses. To have a good understanding of common antibiotics encountered in dentistry and to have some knowledge of local anesthetics and analgesics used in dentistry. To learn the details of prescription writing. To learn the art of writing SOAP notes in the patient's record. To become aware of the special needs patient, very particularly the victims of domestic violence and patients with disabilities. To understand the role of Behavioral Medicine in Dentistry. The course content of Medicine I is taught at a pace that is perceived comfortably by the student body. The contents per lecture may thus be completed or carried forward depending upon the student body comfort level with the understanding of the material.

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The course learning objectives for Veterinary Respiratory Pathophysiology are: To review the basics of respiratory physiology and structure as a background for understanding abnormal lung function during pathological states. To develop an organized approach for evaluation of the veterinary patient with respiratory disease, including understanding the range of diagnostic methods available (from least-most invasive), learning to interpret results and understand possible complications. To present in detail the various agents of respiratory system disease, including infectious agents, immune and inflammatory mechanisms, and neoplastic transformation. To consider in detail the interaction of these disease-causing agents with major regions of the respiratory system: the upper respiratory tract, the airways, the vasculature, the parenchyma, and the pleura and mediastinum. To describe the state-of-the-art in pulmonary function testing in veterinary patients, including contemporary methods and interpretation. To consider in detail the range of respiratory disease and pathophysiology in major species groups of veterinary patients, including small animals, horses, cattle, swine and small ruminants, and laboratory animals. To integrate through case discussions in the clinical-pathologic conference (CPC) the pathophysiologic principles and case management. This will include group discussion of diagnostic methods, patient assessment, and pathophysiology.

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Medicine II is the second in a series of three courses that provides medical instruction for the dental student. This course teaches the student to evaluate systemic health problems and appropriately apply the knowledge in a future clinical setting. Topics covered are Hepatitis/Cirrhosis, HIV/AIDS, Pulmonary, Hematology, Coagulation, Otolaryngology, Pregnancy, LFT's, Hepatic Serology, Medical Emergencies, Endocrinology, Immunology, Oncology, Cardiology, Transplants, Gastroenterology, Rheumatology, Renal, and Hypertension. The practicum provides the student with supervised practical application of previously studied theory. This allows the student to assess the level of compromise in the history and physical examination of a medically compromised patient. The student can then modify the dental care appropriately.