M.D. Curriculum

Creighton University School of Medicine
Medical Education Program
 

The Creighton University School of Medicine medical educational program is made up of four components. Each component corresponds to the year that the student is matriculated. 

Program Objectives

The faculty of the Creighton University School of Medicine prepare students to possess the knowledge, skills, attitudes and behaviors appropriate and necessary to be successful and empathic physicians. The faculty members have characterized the core competencies of the graduates in domains corresponding to competency domains described by the Accreditation Council on Graduate Medical Education and identified other objectives particularly relevant for Creighton University School of Medicine graduates. To attain the Doctor of Medicine degree, the Creighton student must achieve the following competencies and program objectives of the medical education curriculum:

Patient Care

  • PC1: Obtain, record, and present pertinent data from a medical history and physical examination.
  • PC2: Demonstrate effective clinical reasoning and judgment to determine an appropriate differential diagnosis and treatment plan.

Medical Knowledge

  • MK1: Recognize normal variations in structure and function of the human body at the whole body, organ, cellular, and molecular levels.
  • MK2: Assess the pathophysiology, signs, symptoms, risk factors, and diagnostic tests of common illnesses.
  • MK3: Describe and apply the current evidence-based clinical practice guidelines in solving problems of health and disease. 

Practice-Based Learning and Improvement

  • PBL1: Demonstrate the ability to critically assess the medical literature and the research methods used in clinical studies to determine whether information should influence diagnosis and treatment.
  • PBL2: Demonstrate the ability to improve skills based on feedback, self-reflection, and life-long learning.

Interpersonal and Communications Skills

  • ICS1: Demonstrate the ability to communicate with patients, families, and members of the healthcare team in a concise and collaborative manner.

Professionalism

  • PROF1: Demonstrate an ethical and compassionate approach to all professional activities including in interactions with patients, families, and members of the healthcare team.
  • PROF2: Demonstrate the ability to collaborate on healthcare teams that include health professionals from other disciplines in providing coordinated services to patients. 

System-Based Knowledge

  • SBK1: Describe concepts and tools to enhance patient safety and improve patient care.
  • SBK2: Demonstrate awareness of the influence of national, regional, and organizational health policy and finance on the practice of healthcare among individuals, within healthcare institutions, within communities, and for public health.
  • SBK3: Apply an understanding of diverse patient populations and the medical consequences of common societal problems to healthcare prevention and treatment plans.

Personal & Professional Identity Development

  • PPID1: Develop a habit of cognitive and affective reflection that enhances one’s self-awareness, resiliency, and wellness, as well as one’s understanding of the profession of medicine and the societal context of medical practice.
  • PPID2: Identify strategies to serve and care for others as a whole person, particularly those most in need, through the practice of medicine. 

Component I - First Year

Component I: New ERA Curriculum

Component I includes eight (8) required Clinically Integrated Blocks (CIB) in addition to interprofessional education activities and selectives. The year begins with a five-week Foundational Science Block that focuses on both social and basic sciences followed by seven sequential blocks generally organized by organ system. The New ERA Curriculum is vertically (organ system) and horizontally (disciplines) integrated.

Horizontal Integrated Disciplines (HID)

The Horizontal Integrated Disciplines (HID) extend across the curriculum. HID learning objectives are integrated into the Clinically Integrated Blocks. Students do not receive credit for the Horizontal Integrated Disciplines, however, student performance in each discipline will be tracked and reported to students at the end of each semester to allow identification of areas of weakness and guide further study. Horizontal disciplines require a minimum performance component internal to the school of medicine. Horizontal discipline performance will not be reported to the Registrar.

Interprofessional Education (IPE)

IPE is integrated into the medical school curriculum. Students are required to complete an online course, IPE 500 Introduction to Collaborative Care, on interprofessional education and three interprofessional education activities.  Additional opportunities to interact and learn with other health professionals are interspersed throughout the Medical Education Program.

Component I Required Blocks (Courses)

Each Clinically Integrated Block will be topic-centered with vertical integration across all disciplines, inclusive of medical science, personal and professional development, and clinical skills training.

Required Courses
CIB 103Foundational Science5
CIB 105Immunology and Hematology4
CIB 107Musculoskeletal and Integumentary Systems7
CIB 109Neuroscience7
CIB 113Cardiovascular System5
CIB 115Respiratory System4
CIB 117HEENT2
CIB 119Infectious Disease3
Total Credits37

GOLD SELECTIVES

GOLD Selectives are available to Component I and II students in four categories: (1) Student Interest Selectives (SIS) in the Humanities and Special Topics, (2) Guided Research Selectives (GRS), (3) Career Exploration Selectives (CES), and (4) Mission Outreach Selectives (MOS). Each GOLD Selective ranges from 0.5 to 1.0 credit hour. Preclerkship students are required to complete 1.5 credit hours of GOLD Selectives before advancement to Component III. Students must complete one SIS selective. Students receive information on the availability of Selectives offered in each semester of the pre-clerkship years during Orientation. 

Student Interest Selectives (SIS)
Omaha
SIS 502A History of Disability and Medicine0.5
SIS 503Creative Writing Workshop for Future Physicians1
SIS 504ACommunicating in Spanish for Medical Professionals I0.5
SIS 504BCommunicating in Spanish for Medical Professionals II0.5
SIS 506Childbirth and Social Justice0.5
SIS 507Physician’s Vocation Program, Year 1: Introduction to Ignatian Spirituality in Medicine1
SIS 509The Art of the Examination: How Observation Leads to Empathy in Healthcare0.5
SIS 510Talking with Kids: Play, Empathy, and Communication with Children0.5
SIS 511Communication Around Women's Health and Bodies0.5
SIS 512Mindfulness and Medicine0.5
SIS 513Gender/Sex, Communication, and Culture0.5
SIS 514Exploring Resistance to Vaccination0.5
SIS 515Developing a Professional Identity-Clinical Care and Accompaniment0.5
SIS 516The Medicalization of Deviance0.5
SIS 517Lessons from People Who Died0.5
SIS 518Problematic Progress in Parasitology0.5
SIS 519Restorative Recreation0.5
SIS 524Religion and Medicine0.5
SIS 555Theatrical Storytelling: Empathy, Treatment, Humanity (OMA)0.5
SIS 558Brain Death: What's the Latest?0.5
SIS 559Food Insecurity, Climate Change, and Public Health0.5
SIS 561Making Mistakes in Medical Practice0.5
SIS 564Birth of the Clinic (OMA)0.5
SIS 565Compassion Science (OMA)0.5
SIS 566Eldercare, Brain Injury, and the End of Life (OMA)0.5
SIS 567Procreation and the Beginning of Life (OMA)0.5
Phoenix
SIS 526Photography and Medicine (PHX)0.5
SIS 527Nature and Art Exposure (PHX)0.5
SIS 5283D Art and Empathy (PHX)0.5
SIS 529Rasaboxes and Emotion (PHX)0.5
SIS 530Drumming and Health (PHX)0.5
SIS 531Design Thinking for Complex Problems (PHX)0.5
SIS 532Communicating in Spanish (PHX)0.5
SIS 533Medicine and Marketplace (PHX)0.5
SIS 534Healing Traditions (PHX)0.5
SIS 535Camus' Plague (PHX)0.5
SIS 536Religion and Bioethics (PHX)0.5
SIS 537Art and Examination (PHX)0.5
SIS 538Practice of Creative Attention (PHX)0.5
SIS 539History of Disease (PHX)0.5
SIS 540Remember Thou Art Mortal (PHX)0.5
SIS 541Middle-Eastern Culture (PHX)0.5
SIS 542Power of Art (PHX)0.5
SIS 543Design, Ideas, and Prototypes (PHX)0.5
SIS 544Empathy and Humility (PHX)0.5
SIS 545Uncertain Futures (PHX)0.5
SIS 546Music and Grieving (PHX)0.5
SIS 547Learning to Walk Anew (PHX)0.5
SIS 548When Cadavers Danced (PHX)0.5
SIS 549Truth, Trust, and Conspiracy Theories (PHX)0.5
SIS 550Death Set to Music (PHX)0.5
SIS 551Art, Place, and Community (PHX)0.5
SIS 552Opera and Disease (PHX)0.5
SIS 553Art for Equity in Medicine (PHX)0.5
SIS 557Reviled Bodies0.5
SIS 560Hiking and Academic/Clinical Wellbeing0.5
Guided Research Selectives (GRS)
Omaha & Phoenix
GRS 591Guided Research Selective I0.5
Career Exploration Selectives (CES)
Omaha & Phoenix
CES 571Career Exploration Selective I0.5
Mission Outreach Selectives (MOS)
Omaha & Phoenix
MOS 581Mission Outreach Selective I0.5
MOS 583Mini Medical School M1 Selective0.5
 

Electives

IDC 183 Healer’s Art (0.5 credit hour)
The Healer’s Art course is a medical school elective designed by Rachel Remen, M.D. The course’s innovative educational strategy is based on a discovery model. The Healer’s Art course addresses one of the hidden crises in medicine: the growing loss of meaning and commitment experienced by physicians nationwide under the stress of today’s healthcare system. The course consists of five two-and-a-half-hour evening sessions which occur typically five weeks in a row, each divided into large- and small-group experiences.

FAP 480 M1-COPC Public Health Summer Endowed Research Assistantship
This eight-week summer assistantship exposes students to the COPC process and improves their knowledge about health disparity issues. After the selection process, students will be asked to either identify a research question they have developed which fits the COPC model and seeks to research a health disparity issue in an underserved population or choose from a list of ongoing faculty COPC research projects. Students then will submit the research proposal in conjunction with the grant faculty to the IRB for their approval. As part of the assistantship, students will participate in an orientation program in May at the end of their M1 year which will introduce them to the COPC research model and provide an overview of the faculty’s expectations for this project. Once the research question is selected and approved by the IRB, students will begin to enroll subjects into the research program. It is the expectation of this project that students will continue to work on the research question and enrolling available subjects on a longitudinal basis past the 8-week assistantship. It is also expected students will culminate their research activity by taking FAP481 in the M4 year in order to finish analyzing and writing their manuscripts.

Component II - Second Year

Component II includes seven required Clinically Integrated Blocks (CIB) and a period of preparation of the USMLE Step 1. The M2 year begins with the Renal System followed by six additional system blocks.  The last block is followed by a dedicated period of preparation for Step 1 of the United States Medical Licensing Exam® (USMLE®), which includes a Guided Step 1 Review, time for self-directed study, and taking the USMLE® Step 1 exam.  The year ends with a combination of orientation and clinical skills training in preparation for the M3 clinical rotations.

Horizontally Integrated Disciplines (HID)

The learning objectives of the Horizontal Integrated Disciplines, such as anatomy, physiology, or pathology, are integrated into the Clinically Integrated Blocks across the curriculum. Horizontal Integrated Disciplines do not appear on a student’s transcript; however, a student’s performance in each discipline is reported to the student at the end of each semester to identify areas of weakness and guide further study. Horizontal disciplines require a minimum performance level; failure to meet this level triggers a remediation plan.

Interprofessional Education (IPE)

Entering M2 students should have completed IPE 500. During the M2 year, students continue to participate in interprofessional education activities to fulfill the IPE passport requirement. Additional opportunities to interact and learn with other health professionals are interspersed throughout the Medical Education Program.

Component II includes active and experiential learning opportunities and small group case-based and team-based learning sessions. The Clinical Skills Training Curriculum continues from Component I with Ambulatory Clinic Experience, Early Hospital Experience, Interviewing, Clinical Skills Simulation and Interprofessional Education activities.  

Component II Required Blocks (Courses)

Each Clinically Integrated Block will be topic-centered with vertical integration across all disciplines, inclusive of medical science, personal and professional development, and clinical skills training.

Required courses:
CIB 202Gastrointestinal System5
CIB 204Renal-Urinary System4
CIB 206Endocrine System3
CIB 208Reproductive System4
CIB 210Life Cycle3
CIB 212Multisystem Disease/Clinical Decision Making5
CIB 214Step 1 Guided Review and Study8
CIB 218Brain and Behavior3
Total Credits35

GOLD Selectives

GOLD Selectives are available to Component I and II students in four categories: (1) Student Interest Selectives (SIS) in the Humanities and Special Topics, (2) Guided Research Selectives (GRS), (3) Career Exploration Selectives (CES), and (4) Mission Outreach Selectives (MOS). Each GOLD Selective ranges from 0.5 to 1.0 credit hour.  Preclerkship students a required to complete 1.5 credit hours of GOLD Selectives before advancement to Component III. Students must complete one SIS selective. Students receive information on the availability of Selectives offered in each semester of the pre-clerkship years during Orientation. 

Student Interest Selectives (SIS)
Omaha
SIS 502A History of Disability and Medicine0.5
SIS 503Creative Writing Workshop for Future Physicians1
SIS 504ACommunicating in Spanish for Medical Professionals I0.5
SIS 504BCommunicating in Spanish for Medical Professionals II0.5
SIS 506Childbirth and Social Justice0.5
SIS 509The Art of the Examination: How Observation Leads to Empathy in Healthcare0.5
SIS 510Talking with Kids: Play, Empathy, and Communication with Children0.5
SIS 511Communication Around Women's Health and Bodies0.5
SIS 512Mindfulness and Medicine0.5
SIS 513Gender/Sex, Communication, and Culture0.5
SIS 514Exploring Resistance to Vaccination0.5
SIS 515Developing a Professional Identity-Clinical Care and Accompaniment0.5
SIS 516The Medicalization of Deviance0.5
SIS 517Lessons from People Who Died0.5
SIS 518Problematic Progress in Parasitology0.5
SIS 519Restorative Recreation0.5
SIS 520Physician's Vocation Program: Theological Issues in Medicine1
SIS 521Physician's Vocation Program: The Problem of Suffering0.5
SIS 524Religion and Medicine0.5
SIS 555Theatrical Storytelling: Empathy, Treatment, Humanity (OMA)0.5
SIS 558Brain Death: What's the Latest?0.5
SIS 559Food Insecurity, Climate Change, and Public Health0.5
SIS 561Making Mistakes in Medical Practice0.5
SIS 564Birth of the Clinic (OMA)0.5
SIS 565Compassion Science (OMA)0.5
SIS 566Eldercare, Brain Injury, and the End of Life (OMA)0.5
SIS 567Procreation and the Beginning of Life (OMA)0.5
Phoenix
SIS 526Photography and Medicine (PHX)0.5
SIS 527Nature and Art Exposure (PHX)0.5
SIS 5283D Art and Empathy (PHX)0.5
SIS 529Rasaboxes and Emotion (PHX)0.5
SIS 530Drumming and Health (PHX)0.5
SIS 531Design Thinking for Complex Problems (PHX)0.5
SIS 532Communicating in Spanish (PHX)0.5
SIS 533Medicine and Marketplace (PHX)0.5
SIS 534Healing Traditions (PHX)0.5
SIS 535Camus' Plague (PHX)0.5
SIS 536Religion and Bioethics (PHX)0.5
SIS 537Art and Examination (PHX)0.5
SIS 538Practice of Creative Attention (PHX)0.5
SIS 539History of Disease (PHX)0.5
SIS 540Remember Thou Art Mortal (PHX)0.5
SIS 541Middle-Eastern Culture (PHX)0.5
SIS 542Power of Art (PHX)0.5
SIS 543Design, Ideas, and Prototypes (PHX)0.5
SIS 544Empathy and Humility (PHX)0.5
SIS 545Uncertain Futures (PHX)0.5
SIS 546Music and Grieving (PHX)0.5
SIS 547Learning to Walk Anew (PHX)0.5
SIS 548When Cadavers Danced (PHX)0.5
SIS 549Truth, Trust, and Conspiracy Theories (PHX)0.5
SIS 550Death Set to Music (PHX)0.5
SIS 551Art, Place, and Community (PHX)0.5
SIS 552Opera and Disease (PHX)0.5
SIS 553Art for Equity in Medicine (PHX)0.5
SIS 557Reviled Bodies0.5
SIS 560Hiking and Academic/Clinical Wellbeing0.5
Guided Research Selectives (GRS)
Omaha & Phoenix
GRS 592Guided Research Selective II0.5
Mission Outreach Selectives (MOS)
Omaha & Phoenix
MOS 582Mission Outreach Selective II0.5
MOS 584Mini Medical School M2 Selective0.5

Component III - Third Year

Component III is organized into 8 clerkships and 2 electives.  Additionally, it includes the longitudinal course M3 Gold Track and a two-week IDC 370 Step 2 Guided Review course.  The first clerkship rotation begins early in May, and the last clerkship rotation ends in April.  The academic year ends with the completion of IDC 370 Step 2 Guided Review.

Component III students are required to complete all clerkship rotations at Creighton University School of Medicine – affiliated hospitals and clinics.

The third year includes 52 credits hours:

  • The core clinical clerkships (44 credit hours)
  • Electives (4 credit hours)
  • M3 Gold Track (2 credit hours)
  • IDC 370 Step 2 Guided Review (2 credit hours)

Students are scheduled into seven groups that rotate through the clerkships.

Required Clerkship Rotations
EME 301Emergency Medicine Clerkship2
FAP 301Family Medicine Clerkship4-8
MED 301Internal Medicine Clerkship4,8
NEU 301Neurology Clerkship4
OBG 301Obstetrics and Gynecology Clerkship (PHX)6
PDT 301Pediatrics Clerkship (PHX)3,6
PBS 301Psychiatry Clerkship (PHX)3-6
SUR 301Surgery Clerkship (PHX)6
Total Credits32-46

Elective Courses

Students in the third year must take two, two-credit-hour electives. 

M3 Electives
Omaha
ANE 333Anesthesiology2
DER 333Dermatology2
MED 333Outpatient Internal Medicine2
PDT 335Pediatric Opthamology2
PMR 333Physical Medicine & Rehabilitation2
PTG 333Pathology M3 Elective (OMA)2
RAD 333Diagnostic Radiology2
RON 333Radiation Oncology M3 Elective2
RON 335Radiation Oncology M3 Elective2
SUR 333Ophthalmology M3 Elective (OMA)2
SUR 335Orthopedic Surgery (OMA)2
SUR 337Orthopedic and Plastic Surgery (OMA)2
SUR 339Vascular Surgery (OMA)2
SUR 341Colorectal Surgery (OMA)2
SUR 343Urology (OMA)2
SUR 345Breast Surgery (OMA)2
SUR 347Pediatric ENT Surgery (OMA)2
SUR 349NE Spine Surgery (OMA)2
SUR 351Head and Neck Surgery (OMA)2
SUR 353Pediatric Surgery2
SUR 355Neurological Surgery2
Phoenix
ANE 334Anesthesiology2
ANE 335Anesthesiology2
DER 334Dermatology2
EME 335Emergency Medicine M3 Elective - Valleywise (PHX)2
PBS 334Psychiatry2
PMR 334Physical Medicine & Rehabilitation2
PTG 334Pathology2
RAD 334Diagnostic Radiology (PHX)2
RAD 335Diagnostic Radiology 2 (PHX)2
RON 334Radiation Oncology (PHX)2
SUR 334Ophthalmology M3 Elective (PHX)2
SUR 336Orthopedic Surgery (PHX)2
SUR 338Plastic Surgery (PHX)2
SUR 340Burn Surgery (PHX)2
SUR 342Neurosurgery (PHX)2
SUR 344Urology (PHX)2
SUR 348ENT Surgery (PHX)2
SUR 350Thoracic Surgery (PHX)2
SUR 352Neurosurgery Trauma (PHX)2
SUR 354Orthopedic Surgery Trauma (PHX)2
SUR 356Primary Care Ophthalmology (PHX)2

IDC 350 M3 Gold Track

The GOLD Track of the New ERA curriculum runs throughout all four years of medical training and focuses on the formation of the future physician as a professional and as a person. The purpose of this course is to ensure that GOLD Track activities and content--which includes ethics, the humanities, personal and professional development, leadership, evidence- based medicine, and health systems science—are embedded meaningfully and intentionally in the third year of training. Throughout their clerkships, students will gain a richer understanding of the GOLD Track material from Years 1 and 2 through the process of connecting concepts to real-world clinical experiences. Students will also have the opportunity to learn about and develop in various areas of lifestyle management that contribute to becoming a successful physician, including self-knowledge, study skills, career development, financial management, professionalism, and leadership. To achieve this, Gold Track activities will not occur outside of, or in addition to, students’ clerkships, but rather within the clerkships themselves. Through activities such as small group sessions, reflection exercises, didactic sessions, and hands-on activities, students will develop a deeper, broader, and more critical understanding of the practice of medicine, as well cultivate their self-awareness, personal wellness, and ability to empathically engage with others.

IDC 370 Step 2 Guided Review

The purpose of this course is to help students prepare for the Step 2 Clinical Knowledge Exam. IDC 370 is required for all third-year medical students, and it will be held the last two weeks of the M3 academic year.

Component IV - Fourth Year

The fourth year prepares students for residency and provides a chance to explore their own interests in specialized areas of medical practice. Each student must complete at least 40 weeks of courses that include 12 weeks of required coursework and 26 weeks of elective coursework.

At the beginning of the fourth-year students are required to:

  • Take the USMLE Step 2 CK exam between completion of the Step 2 Review Course and July 1.

Required Coursework (40 weeks)

  • Clinical Electives: Minimum 28 weeks that must include the following:
    • CU SOM Critical Care Selective: 4 weeks One Required CU SOM 4-week critical care selective
    • CU SOM Sub-Internship or a Critical Care Selective: 4 weeks   One Required CU SOM 4-week sub-internship selective or a second CU SOM 4-week critical care selective
    • The remaining 20 weeks of required clinical electives may include:
      • Up to 12 weeks of extramural electives
      • No more than three essentially identical electives
  • One 4-week capstone selective 
  • The remaining 8 weeks may include clinical and/or non-clinical electives.

Component IV Course Groups

Critical Care Selectives provide the student with experience in caring for inpatients with life-threatening illnesses. Critical Care Selectives may require overnight and weekend call.

Sub-internships (Sub-Is) provide students with experience and preparation for inpatient medical care.  Sub-Is are available in Medicine, Pediatrics, Family Medicine, Obstetrics and Gynecology, Surgery, Psychiatry, or Neurology. When students are performing a Sub-I, regardless of department, they should act in all capacities as an intern, albeit with a smaller number of patients and greater supervision. The experience should include call if possible and may include outpatient medical care.

Extramural Electives are clinical electives completed at approved LCME-accredited medical schools, ACGME-accredited residency programs, and/or military hospitals/clinics subject to limitations recommended by the Coalition for Physician Accountability.

Non-clinical Electives are not required but are optional electives that are part of the four year curriculum.  Students may complete a maximum of 10 weeks of non-clinical electives in addition to the required 2-week Step 2 Guided Review course.

Essentially Identical Electives: Generally, students are not allowed to successfully complete a course more than once.  The only exception is that students can complete three of the same M4 clinical electives if one is a CU course and the other two are extramural electives.  Different sub-specialty electives within the same department are not considered essentially identical.  

A complete listing of available Component IV Elective/Selective Courses offered is provided to M4 students during the Spring semester prior to Component IV.  

M4 Elective Courses
Omaha
ANE 461Introduction to Anesthesiology4
ANE 470Anesthesiology Pain Medicine4
BMS 461Gross Anatomy2-4
BMS 470Teaching Practicum in Medical Anatomy (OMA)4
FAP 461Inpatient Family Medicine Sub-internship1-4
FAP 462Rural Family Medicine Sub-internship4
FAP 464Private Family Medicine2-4
FAP 465Inpatient Family Medicine2
FAP 469Family Medicine Capstone4
FAP 481Longitudinal COPC Public Health Endowed Research4
IDC 412Clinical Moral Perception, Art, and Medicine4
IDC 414Planetary Health2
IDC 462Medical Informatics4
IDC 482Minority Health Disparities-Issues & Strategies2
MED 401General Medicine Sub-Internship4
MED 412Pulmonary Diseases Sub-Internship (OMA)4
MED 422Renal Medicine Sub-Internship (OMA)4
MED 430Hospice and Palliative Care2
MED 431Dermatology4
MED 435Medical Hematology/Oncology/Palliative Care2-4
MED 436Research in Med Hem/Onc/Palliative Care and Primer in Bio-Stats4
MED 442Inpatient Cardiology4
MED 453Introduction to Global Health2-4
MED 456Gastrointestinal Medicine1-4
MED 465Endocrinology, Diabetes and Metabolism2-5
MED 468Infectious Diseases Sub-Internship2-4
MED 469Rheumatology2-4
MED 470ILAC Outpatient Medicine-Dominican Republic4
MED 471Emergency Medicine Sub-Internship4
MED 472Critical Care Sub-Internship (OMA)4
MED 473ILAC Outpatient Medicine for Student Coordinators-Dominican Republic (OMA)6
MED 481Pulmonary/Intensive Care Unit4
MED 482Emergency Medicine Sub-Internship4
MED 484Intensive Care Unit4
MED 486Medical Education Elective2-4
MED 491Internal Medicine Capstone4
MED 795Evidence Based Medicine - Independent Study2-4
MIC 463Topics in Immunology/Application to Clinical Medicine4
NEU 462General Neurology2-5
NEU 465General Neurology Sub-Internship (OMA)4
OBG 446Urogynecolony Sub-Internship4
OBG 461High Risk OB Sub-Internship (OMA)4
OBG 462OB/GYN Sub-Internship (Immanuel) (OMA)4
OBG 464Prenatal Diagnosis4
OBG 466Gynecology Oncology4
OBG 467General Obstetrics - Foreign Service (Dominican Republic)4
OBG 472Inpatient Gynecology2-4
OBG 474OB/GYN Sub-Internship (CUMC Bergan) (OMA)4
OBG 490Obstetrics and Gynecology Capstone4
PBS 462Clinical Psychopharmacology4
PBS 463Child and Adolescent Psychiatry2-4
PBS 472Adult Inpatient Psychiatry Sub-Internship (OMA)2-4
PBS 475Consultation/Liaison Psychiatry Sub-Internship (OMA)4
PBS 483Domestic Violence Practicum4
PBS 486Narratives in Illness2-4
PDT 428Pediatric Rheumatology4
PDT 430Pediatric Sports Medicine4
PDT 435Pediatric Ophthalmology2
PDT 436Pediatric Plastic Surgery (OMA)4
PDT 459Pediatric Genetics and Metabolic Disease4
PDT 460Pediatric Inpatient Sub-Internship4
PDT 461Pediatric Critical Care Sub-Internship (OMA)1-8
PDT 463Pediatrics Infectious Disease Sub-Internship (OMA)4
PDT 464Neonatal Intensive Care Services Sub-Internship (OMA)2-4
PDT 466Pediatric Cardiology4
PDT 468Pediatric Gastroenterology2-4
PDT 469Pediatric Endocrinology Services2-4
PDT 470Pediatric Hematology/Oncology Service4
PDT 471Pediatric Respiratory and Critical Care Medicine4
PDT 472General Pediatrics2-4
PDT 473Advanced Pediatrics4
PDT 474Pediatric Emergency Medicine4
PDT 488Pediatric Allergy and Immunology3-4
PDT 491NICU Sub-Internship at Children's Hospital (OMA)4
PMH 470Preventive Ophthalmology (Dominican Republic)4
PTG 461Introduction to Pathology Practice4
PTG 468Microbial Laboratory Diagnosis4
RAD 463Diagnostic Radiology1-4
RAD 465Angio/Interventional4
RON 464Radiation Oncology (OMA)4
SUR 405General Surgery Sub-Internship (Red) (OMA)1-8
SUR 405ASelective in General Surgery2
SUR 409Vascular Surgery4
SUR 419Head and Neck Surgery Sub-Internship (OMA)4
SUR 427General Surgery Sub-Internship - VA (OMA)4
SUR 432General & Oncology Surgery Sub-Internship (OMA)2-4
SUR 432ASelective in Oncology/Surgery2
SUR 433Urology Sub-Internship (OMA)4
SUR 436Urology/Gynecology (OMA)4
SUR 443Orthopedic Spine Sub-Internship (OMA)4
SUR 444Orthopedic Sports Medicine Sub-Internship (OMA)4
SUR 452Ophthalmology - Terp (OMA)4
SUR 460Vascular Surgery (OMA)4
SUR 472Neurological Surgery Sub-Internship (OMA)4
SUR 475Orthopedic Trauma Surgery Elective (OMA)2-4
SUR 475ASelective in Orthopedic Surgery2
SUR 476Otolaryngology (OMA)4
SUR 477Selective in Pediatric Surgery4
SUR 479Plastic and Reconstructive Surgery (OMA)1-4
SUR 480Otolaryngology Head & Neck Surgery (OMA)4
SUR 485Surgical Intensive Care Unit1-4
SUR 486Burns - St. Elizabeth's Hospital (OMA)4
SUR 491Plastic and Reconstructive Surgery (OMA)4
SUR 495Surgery Capstone4
Phoenix
ANE 450Neuroanesthesia Sub-Internship (PHX)1-4
ANE 451Introduction to Anesthesiology4
ANE 456Introduction to Anesthesiology - Valleywise (PHX)4
BMS 451Gross Anatomy (PHX)4
BMS 452Gross Anatomy (PHX)2
FAP 416Making Meaning at the End of Life (PHX)4
FAP 425St. Vincent De Paul Medical & Dental Clinic1-5
FAP 428Primary Care Sports Medicine2
FAP 438Respite Care for the Homeless4
FAP 440Inpatient Family Medicine Sub-Internship4
IDC 410Simulation Elective2-4
IDC 413Anatomy1-5
IDC 419Medicine as Ministry: Death and Dying2
MED 403Emergency Medicine - Chandler/Mercy (PHX)4
MED 404Internal Medicine Sub-Internship - Valleywise (PHX)4
MED 415IM Hospital Med Sub-Internship4
MED 417Endocrinology, Diabetes, and Metabolism2
MED 418Endocrinology & Metabolism4
MED 420Infectious Diseases Sub-Internship (PHX)4
MED 421Renal Medicine Sub-Internship - Valleywise (PHX)4
MED 426Interventional Pulmonary Medicine (PHX)4
MED 438Hematology & Oncology Sub-Internship - Valleywise (PHX)4
MED 439Emergency Medicine4
MED 444Cardiology Sub-Internship - Valleywise (PHX)4
MED 448Inpatient Cardiology Sub-Internship (PHX)4
MED 451Emergency Medicine Ultrasound - Valleywise (PHX)4
MED 454Gastroenterology Sub-Internship - Valleywise (PHX)4
MED 458Pulmonary/Lung Transplant4
MED 459Minding the Gap (PHX)4
MED 464Endocrinology & Metabolism - Valleywise (PHX)4
MED 467Rheumatology - Valleywise (PHX)4
MED 474Critical Care Medicine Sub-Internship - Valleywise (PHX)4
MED 477Emergency Medicine Sub-Internship - Valleywise (PHX)4
MED 480Pulmonology - Valleywise (PHX)4
MED 487Internal Med Sub-internship4
MED 490Critical Care Medicine2-5
MED 492Internal Medicine Capstone4
NEU 401General Neurology Sub-Internship (PHX)2-4
NEU 415Clinical Neurology - Valleywise (PHX)4
OBG 432Gynecologic Surgery4
OBG 438Minimally Invasive Gynecologic Surgery Sub-Internship (PHX)4
OBG 441Labor and Delivery4
OBG 450Women's Imaging - Valleywise (PHX)4
OBG 451Maternal Fetal Medicine Sub-Internship (PHX)4
OBG 489Obstetrics & Gynecology Capstone4
PBS 410General Hospital Psychiatry Sub-Internship (PHX)1-4
PBS 414Pediatric Psychiatry (PHX)2-4
PBS 420Special Topics in Psychiatry4
PBS 425Child & Adolescent Psychiatry Sub-Internship - Valleywise (PHX)4
PBS 429Adult Inpatient Psychiatry Sub-Internship - Valleywise (PHX)4
PBS 435Psychiatry ACT Sub-Internship4
PDT 401Pediatric Physical Medicine & Rehabilitation4
PDT 420Pediatric Endocrinology4
PDT 421Pediatric Hematology-Oncology4
PDT 422Pediatric Rheumatology4
PDT 423Pediatric Gastroenterology and Nutrition4
PDT 424Medical Care for Homeless and At-Risk Kids and Teens2-4
PDT 425Pediatric Cardiology4
PDT 426Pediatric Urology4
PDT 432Neonatology Critical Care PCH (PHX)4
PDT 433Allergy and Immunology - PCH (PHX)4
PDT 434Pediatric Emergency Medicine (PHX)4
PDT 437Pediatric Anesthesia4
PDT 438High-Risk Adolescent Medicine (PHX)4
PDT 440Breastfeeding Medicine1-4
PDT 442General Pediatrics Outpatient/Nursery4
PDT 444Anatomic and Clinical Pathology4
PDT 446Pediatric Emergency Medicine Sub-Internship (PHX)4
PDT 448Pediatric Otorhinolaryngology4
PDT 449Pediatric and Adolescent Gynecology4
PDT 450Pediatric Orthopedics4
PDT 451Pediatrics Capstone4
PDT 462Pediatric Outpatient Department4
PDT 465Pediatrics GI and Nutrition - Valleywise (PHX)4
PDT 475Pediatric Pulmonology4
PDT 477Clinical Genetics/Dysmorphology4
PDT 478Pediatric Nephrology4
PDT 480Assessment of Child Abuse and Neglect4
PDT 481Development and Behavioral Pediatrics4
PDT 483Pediatric Neurology4
PDT 484Pediatric Critical Care Sub-Internship (PHX)4
PDT 485Neonatology Critical Care4
PDT 486Inpatient Pediatrics Sub-Internship (PHX)4
PDT 490Pediatric Cardiac Critical Care Sub-Internship (PHX)4
PDT 494Pediatric Urgent Care4
PMR 421Physical Medicine and Rehabilitation4
PTG 418Hematology/Hematopathology (PHX)4
PTG 445Anatomic/Clinical Pathology (PHX)4
RAD 442Interventional Radiology - Valleywise (PHX)4
RAD 447Diagnostic Radiology - Valleywise (PHX)4
RAD 450Interventional Radiology1-4
RAD 455Musculoskeletal Radiology Elective1-5
RAD 458Neuroradiology - Valleywise (PHX)4
RAD 459Pediatric Neuroradiology4
RAD 460Diagnostic Radiology1-4
RAD 471Advanced Diagnostic Radiology4
RON 410Radiation Medicine PRC4
SUR 402Colorectal Surgery Sub-Internship - Chandler (PHX)4
SUR 407Surgical Critical Care Sub-Internship – Chandler (PHX)4
SUR 410Cardiothoracic Crit Care Sub-I4
SUR 411Orthopedic Surgery Sub-Internship (PHX)4
SUR 414Plastics and Reconstructive Surgery (PHX)1-4
SUR 415Urology (PHX)1-4
SUR 416Surgery Research4
SUR 421Otolaryngology (PHX)4
SUR 423Urology Sub-Internship (PHX)4
SUR 424General Thoracic Surgery (PHX)4
SUR 440Burns Surgery Sub-Internship - Valleywise (PHX)3-4
SUR 442Plastic & Reconstructive Surgery Sub-Internship - Valleywise (PHX)4
SUR 445Ophthalmology Elective (PHX)4
SUR 446Neurosurgery Trauma and Critical Care (PHX)4
SUR 451Surgical Critical Care - Valleywise (PHX)4
SUR 458Trauma Surgery - Valleywise (PHX)4
SUR 462Acute Care Surgery Sub-Internship4
SUR 463Colorectal Surgery Sub-Internship4
SUR 464Endocrine Surgery Sub-Internship4
SUR 465Minimally Invasive Surgery Sub-Internship4
SUR 466Trauma Critical Care Sub-Internship4
SUR 468General Surgery/Vascular Sub-Internship4
SUR 494Neurological Surgery - Barrow (PHX)4
SUR 496Surgery Capstone (PHX)4
Both Omaha and Phoenix
IDC 417Medicine and the Law4
IDC 421Why Catholic Medicine?4
IDC 432Medical Jurisprudence (OMA)4
IDC 485LGBTQIA Health Disparities: Issues and Strategies2
IDC 497Directed Independent Research1-8
IDC 498Directed Independent Study1-4

Clinical Education & Simulation Center

The mission of the Simulation Education Center shall be to assist health sciences faculty in the development, implementation, and evaluation of educational sessions for Creighton University health sciences learners at various levels of training.  We exist to enhance the learning process and increase learner satisfaction with their educational experiences. We promote faculty development and are committed to the advancement of excellence in education at Creighton University so that graduates are able to provide comprehensive and safe patient care.  The goals and objective for all of our activities are designed to provide learners with opportunities to demonstrate clinical competence in a safe and constructive environment.  Learners are given opportunities to demonstrate proficiency in a variety of skills, while showing compassion and sensitivity to patient needs and concerns. Learners are taught to work as a team and are encouraged to reflect upon their experiences.  Educational sessions are designed to promote an awareness of, and responsiveness to, the larger context and system of health care and the ability to call upon system resources to provide quality patient care.  It is our goal to foster professional behavior that acknowledges the mission and vision of Creighton University.