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.
The most current description of the Component I Curriculum can be viewed in the Medical Curriculum section of the MD Student Handbook on the Creighton website.
| Code | Title | Credits |
|---|---|---|
| Required Courses | 37.5 | |
| Foundational Science | ||
| Immunology and Hematology | ||
| Musculoskeletal and Integumentary Systems | ||
| Neuroscience | ||
| Cardiovascular System | ||
| Respiratory System | ||
| HEENT | ||
| Infectious Disease | ||
| Introduction to Collaborative Care | ||
| Total Credits | 37.5 | |
GOLD SELECTIVES
GOLD Selectives are available to Component I and II students in four categories:
- Student Interest Selectives (SIS) in the Humanities and Special Topics
- Guided Research Selectives (GRS)
- Career Exploration Selectives (CES)
- 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.
| Code | Title | Credits |
|---|---|---|
| Gold Track Selectives | 1.5 | |
| Student Interest Selectives (SIS) | ||
| Students must complete at least one SIS course. | ||
| Omaha | ||
| A History of Disability and Medicine | ||
| Creative Writing Workshop for Future Physicians | ||
| Communicating in Spanish for Medical Professionals I | ||
| Communicating in Spanish for Medical Professionals II | ||
| Childbirth and Social Justice | ||
| Physician’s Vocation Program, Year 1: Introduction to Ignatian Spirituality in Medicine | ||
| The Art of the Examination: How Observation Leads to Empathy in Healthcare | ||
| Talking with Kids: Play, Empathy, and Communication with Children | ||
| Communication Around Women's Health and Bodies | ||
| Mindfulness and Medicine | ||
| Gender/Sex, Communication, and Culture | ||
| Exploring Resistance to Vaccination | ||
| Developing a Professional Identity-Clinical Care and Accompaniment | ||
| The Medicalization of Deviance | ||
| Lessons from People Who Died | ||
| Problematic Progress in Parasitology | ||
| Restorative Recreation | ||
| Religion and Medicine | ||
| Theatrical Storytelling: Empathy, Treatment, Humanity (OMA) | ||
| Brain Death: What's the Latest? | ||
| Food Insecurity, Climate Change, and Public Health | ||
| Making Mistakes in Medical Practice | ||
| Birth of the Clinic (OMA) | ||
| Compassion Science (OMA) | ||
| Eldercare, Brain Injury, and the End of Life (OMA) | ||
| Procreation and the Beginning of Life (OMA) | ||
| Phoenix | ||
| Photography and Medicine (PHX) | ||
| Nature and Art Exposure (PHX) | ||
| 3D Art and Empathy (PHX) | ||
| Rasaboxes and Emotion (PHX) | ||
| Drumming Cultures of the World (PHX) | ||
| Design Thinking for Complex Problems (PHX) | ||
| Communicating in Spanish (PHX) | ||
| Medicine and Marketplace (PHX) | ||
| Healing Traditions (PHX) | ||
| Camus' Plague (PHX) | ||
| Religion and Bioethics (PHX) | ||
| Art and Examination (PHX) | ||
| Practice of Creative Attention (PHX) | ||
| History of Disease (PHX) | ||
| Remember Thou Art Mortal (PHX) | ||
| Middle-Eastern Culture (PHX) | ||
| Power of Art (PHX) | ||
| Design, Ideas, and Prototypes (PHX) | ||
| Empathy and Humility (PHX) | ||
| Uncertain Futures (PHX) | ||
| Music and Grieving (PHX) | ||
| Learning to Walk Anew (PHX) | ||
| When Cadavers Danced (PHX) | ||
| Truth, Trust, and Conspiracy Theories (PHX) | ||
| Death Set to Music (PHX) | ||
| Art, Place, and Community (PHX) | ||
| Opera and Disease (PHX) | ||
| Art for Equity in Medicine (PHX) | ||
| Reviled Bodies | ||
| Hiking and Academic/Clinical Wellbeing | ||
| Guided Research Selectives (GRS) | ||
| Omaha & Phoenix | ||
| Guided Research Selective I | ||
| Career Exploration Selectives (CES) | ||
| Omaha & Phoenix | ||
| Career Exploration Selective I | ||
| Mission Outreach Selectives (MOS) | ||
| Omaha & Phoenix | ||
| Mission Outreach Selective I | ||
| Mini Medical School M1 Selective | ||
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.
The most current description of the Component II Curriculum can be viewed in the Medical Curriculum section of the MD Student Handbook on the Creighton website.
| Code | Title | Credits |
|---|---|---|
| Required courses: | 36 | |
| Gastrointestinal System | ||
| Renal-Urinary System | ||
| Endocrine System | ||
| Reproductive System | ||
| Life Cycle | ||
| Multisystem Disease/Clinical Decision Making | ||
| Step 1 Guided Review and Study | ||
| Brain and Behavior | ||
| Total Credits | 36 | |
GOLD Selectives
GOLD Selectives are available to Component I and II students in four categories:
- Student Interest Selectives (SIS) in the Humanities and Special Topics
- Guided Research Selectives (GRS)
- Career Exploration Selectives (CES)
- 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.
| Code | Title | Credits |
|---|---|---|
| Gold Track Selectives | 1.5 | |
| Student Interest Selectives (SIS) | ||
| Students must complete at least one SIS course. | ||
| Omaha | ||
| A History of Disability and Medicine | ||
| Creative Writing Workshop for Future Physicians | ||
| Communicating in Spanish for Medical Professionals I | ||
| Communicating in Spanish for Medical Professionals II | ||
| Childbirth and Social Justice | ||
| The Art of the Examination: How Observation Leads to Empathy in Healthcare | ||
| Talking with Kids: Play, Empathy, and Communication with Children | ||
| Communication Around Women's Health and Bodies | ||
| Mindfulness and Medicine | ||
| Gender/Sex, Communication, and Culture | ||
| Exploring Resistance to Vaccination | ||
| Developing a Professional Identity-Clinical Care and Accompaniment | ||
| The Medicalization of Deviance | ||
| Lessons from People Who Died | ||
| Problematic Progress in Parasitology | ||
| Restorative Recreation | ||
| Physician's Vocation Program: Theological Issues in Medicine | ||
| Physician's Vocation Program: The Problem of Suffering | ||
| Religion and Medicine | ||
| Theatrical Storytelling: Empathy, Treatment, Humanity (OMA) | ||
| Brain Death: What's the Latest? | ||
| Food Insecurity, Climate Change, and Public Health | ||
| Making Mistakes in Medical Practice | ||
| Birth of the Clinic (OMA) | ||
| Compassion Science (OMA) | ||
| Eldercare, Brain Injury, and the End of Life (OMA) | ||
| Procreation and the Beginning of Life (OMA) | ||
| Phoenix | ||
| Photography and Medicine (PHX) | ||
| Nature and Art Exposure (PHX) | ||
| 3D Art and Empathy (PHX) | ||
| Rasaboxes and Emotion (PHX) | ||
| Drumming Cultures of the World (PHX) | ||
| Design Thinking for Complex Problems (PHX) | ||
| Communicating in Spanish (PHX) | ||
| Medicine and Marketplace (PHX) | ||
| Healing Traditions (PHX) | ||
| Camus' Plague (PHX) | ||
| Religion and Bioethics (PHX) | ||
| Art and Examination (PHX) | ||
| Practice of Creative Attention (PHX) | ||
| History of Disease (PHX) | ||
| Remember Thou Art Mortal (PHX) | ||
| Middle-Eastern Culture (PHX) | ||
| Power of Art (PHX) | ||
| Design, Ideas, and Prototypes (PHX) | ||
| Empathy and Humility (PHX) | ||
| Uncertain Futures (PHX) | ||
| Music and Grieving (PHX) | ||
| Learning to Walk Anew (PHX) | ||
| When Cadavers Danced (PHX) | ||
| Truth, Trust, and Conspiracy Theories (PHX) | ||
| Death Set to Music (PHX) | ||
| Art, Place, and Community (PHX) | ||
| Opera and Disease (PHX) | ||
| Art for Equity in Medicine (PHX) | ||
| Reviled Bodies | ||
| Hiking and Academic/Clinical Wellbeing | ||
| Guided Research Selectives (GRS) | ||
| Omaha & Phoenix | ||
| Guided Research Selective II | ||
| Mission Outreach Selectives (MOS) | ||
| Omaha & Phoenix | ||
| Mission Outreach Selective II | ||
| Mini Medical School M2 Selective | ||
Component III - Third Year
Component III students are required to complete all clerkship rotations at Creighton University School of Medicine – affiliated hospitals and clinics.
The most current description of the Component III Curriculum can be viewed in the Medical Curriculum section of the MD Student Handbook on the Creighton website.
| Code | Title | Credits |
|---|---|---|
| Required Clerkship Rotations | 44 | |
| Emergency Medicine Clerkship | ||
| Family Medicine Clerkship | ||
| Internal Medicine Clerkship | ||
| Neurology Clerkship | ||
| Ob/Gyn Clerkship | ||
| Pediatrics Clerkship (PHX) | ||
| Psychiatry Clerkship | ||
| Surgery | ||
| Required courses: | 4 | |
| M3 Gold Track | ||
| Step 2 Clinical Knowledge Exam Guided Review | ||
| Elective Courses | 4 | |
Omaha | ||
| Anesthesiology | ||
| Dermatology | ||
| Outpatient Internal Medicine | ||
| Pediatric Opthamology | ||
| Physical Medicine & Rehabilitation | ||
| Pathology M3 Elective (OMA) | ||
| Diagnostic Radiology | ||
| Radiation Oncology M3 Elective | ||
| Radiation Oncology M3 Elective | ||
| Ophthalmology M3 Elective (OMA) | ||
| Orthopedic Surgery (OMA) | ||
| Orthopedic and Plastic Surgery (OMA) | ||
| Vascular Surgery (OMA) | ||
| Colorectal Surgery (OMA) | ||
| Breast Surgery (OMA) | ||
| Pediatric ENT Surgery (OMA) | ||
| NE Spine Surgery (OMA) | ||
| Neurological Surgery | ||
| Otolaryngology Head & Neck Surgery (OMA) | ||
Phoenix | ||
| Anesthesiology | ||
| Anesthesiology | ||
| Dermatology | ||
| Emergency Medicine M3 Elective - Valleywise (PHX) | ||
| Ambulatory Internal Medicine (PHX) | ||
| Psychiatry | ||
| Physical Medicine & Rehabilitation | ||
| Pathology | ||
| Diagnostic Radiology (PHX) | ||
| Diagnostic Radiology 2 (PHX) | ||
| Radiation Oncology (PHX) | ||
| Ophthalmology M3 Elective (PHX) | ||
| Orthopedic Surgery (PHX) | ||
| Plastic Surgery (PHX) | ||
| Burn Surgery (PHX) | ||
| Neurosurgery (PHX) | ||
| Urology (PHX) | ||
| ENT Surgery (PHX) | ||
| Thoracic Surgery (PHX) | ||
| Neurosurgery Trauma (PHX) | ||
| Orthopedic Surgery Trauma (PHX) | ||
| Primary Care Ophthalmology (PHX) | ||
| Otolaryngology (PHX) | ||
| Total Credits | 52 | |
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 (40 credits) of coursework.
The most current description of the Component IV Curriculum can be viewed in the Medical Curriculum section of the MD Student Handbook on the Creighton website.
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 credits (1 week = 1 credit)
12 credits must be earned by taking the following courses:
- Critical Care Selectives (4 credits)
- Sub-Internship (4 credits)
- Note: Students have the option of taking an additional Critical Care Selective (4 credits) in lieu of a Sub-Internship (4 credits) as part of the 40 required credit hours.
- Capstone (4 credits)
28 credits can be earned by taking any combination of the following courses:
- Critical Care Selectives
- Sub-Internships
- Clinical Electives
- Non-Clinical Electives (maximum 8 credits)
- Extramural Electives (maximum 12 credits)
Note: No more than three essentially identical electives are allowed.
| Code | Title | Credits |
|---|---|---|
| Critical Care Selectives | 4, 8 | |
| Omaha | ||
| Introduction to Anesthesiology | ||
| Inpatient Cardiology | ||
| Pulmonary/Intensive Care Unit | ||
| Intensive Care Unit | ||
| Pediatric Emergency Medicine | ||
| Surgical Intensive Care Unit | ||
The following Sub-Internships count towards the Critical Care requirement: | ||
| Pulmonary Diseases Sub-Internship (OMA) | ||
| Renal Medicine Sub-Internship (OMA) | ||
| Infectious Diseases Sub-Internship | ||
| Emergency Medicine Sub-Internship | ||
| Critical Care Sub-Internship (OMA) | ||
| Pediatric Critical Care Sub-Internship (OMA) | ||
| Pediatrics Infectious Disease Sub-Internship (OMA) | ||
| Neonatal Intensive Care Services Sub-Internship (OMA) | ||
| Phoenix | ||
| Introduction to Anesthesiology - Valleywise (PHX) | ||
| Emergency Medicine | ||
| Pulmonary/Lung Transplant | ||
| Critical Care Medicine | ||
| Pediatric Cardiology | ||
| Neonatology Critical Care PCH (PHX) | ||
| Pediatric Emergency Medicine (PHX) | ||
| Pediatric Anesthesia | ||
| Pediatric Outpatient Department | ||
| Pediatric Pulmonology | ||
| Neonatology Critical Care | ||
| Neurosurgery Trauma and Critical Care (PHX) | ||
| Surgical Critical Care - Valleywise (PHX) | ||
| Trauma Surgery - Valleywise (PHX) | ||
The following Sub-Internships count towards the Critical Care requirement. | ||
| Neuroanesthesia Sub-Internship (PHX) | ||
| Introduction to Anesthesiology | ||
| Emergency Medicine - Chandler/Mercy (PHX) | ||
| Infectious Diseases Sub-Internship (PHX) | ||
| Inpatient Cardiology Sub-Internship (PHX) | ||
| Critical Care Medicine Sub-Internship - Valleywise (PHX) | ||
| Emergency Medicine Sub-Internship - Valleywise (PHX) | ||
| Pediatric Emergency Medicine Sub-Internship (PHX) | ||
| Pediatric Critical Care Sub-Internship (PHX) | ||
| Pediatric Cardiac Critical Care Sub-Internship (PHX) | ||
| Surgical Critical Care Sub-Internship – Chandler (PHX) | ||
| Cardiothoracic Crit Care Sub-I | ||
| Acute Care Surgery Sub-Internship | ||
| Trauma Critical Care Sub-Internship | ||
| Sub-Internships | 4,0 | |
| Omaha | ||
| Inpatient Family Medicine Sub-internship | ||
| Rural Family Medicine Sub-internship | ||
| General Medicine Sub-Internship | ||
| Hematology/Oncology Sub-Internship (OMA) | ||
| Emergency Medicine Sub-Internship | ||
| General Neurology Sub-Internship (OMA) | ||
| Urogynecolony Sub-Internship | ||
| High Risk OB Sub-Internship (OMA) | ||
| OB/GYN Sub-Internship (Immanuel) (OMA) | ||
| OB/GYN Sub-Internship (CUMC Bergan) (OMA) | ||
| Adult Inpatient Psychiatry Sub-Internship (OMA) | ||
| Consultation/Liaison Psychiatry Sub-Internship (OMA) | ||
| Pediatric Inpatient Sub-Internship | ||
| NICU Sub-Internship at Children's Hospital (OMA) | ||
| General Surgery Sub-Internship (Red) (OMA) | ||
| Head and Neck Surgery Sub-Internship (OMA) | ||
| General Surgery Sub-Internship - VA (OMA) | ||
| General & Oncology Surgery Sub-Internship (OMA) | ||
| Urology Sub-Internship (OMA) | ||
| Orthopedic Spine Sub-Internship (OMA) | ||
| Orthopedic Sports Medicine Sub-Internship (OMA) | ||
| Orthopedic Pediatric Surgery Sub-Internship (OMA) | ||
| Neurological Surgery Sub-Internship (OMA) | ||
| Orthopedic Trauma Surgery Elective (OMA) | ||
| Selective in Pediatric Surgery | ||
| Burns - St. Elizabeth's Hospital (OMA) | ||
| Phoenix | ||
| Inpatient Family Medicine Sub-Internship (PHX) | ||
| Inpatient Family Medicine Sub-Internship | ||
| Internal Medicine Sub-Internship - Valleywise (PHX) | ||
| IM Hospital Med Sub-Internship | ||
| Renal Medicine Sub-Internship - Valleywise (PHX) | ||
| Hematology & Oncology Sub-Internship - Valleywise (PHX) | ||
| Cardiology Sub-Internship - Valleywise (PHX) | ||
| Gastroenterology Sub-Internship - Valleywise (PHX) | ||
| Outpatient Internal Medicine Sub-Internship (PHX) | ||
| Internal Med Sub-internship | ||
| General Neurology Sub-Internship (PHX) | ||
| Minimally Invasive Gynecologic Surgery Sub-Internship (PHX) | ||
| Maternal Fetal Medicine Sub-Internship (PHX) | ||
| OB/GYN Sub-Internship (PHX) | ||
| General Hospital Psychiatry Sub-Internship (PHX) | ||
| Child & Adolescent Psychiatry Sub-Internship - Valleywise (PHX) | ||
| Adult Inpatient Psychiatry Sub-Internship - Valleywise (PHX) | ||
| Psychiatry ACT Sub-Internship | ||
| Psychiatry First Episode Clinic Sub-Internship (PHX) | ||
| Inpatient Pediatrics Sub-Internship (PHX) | ||
| Colorectal Surgery Sub-Internship - Chandler (PHX) | ||
| Orthopedic Surgery Sub-Internship (PHX) | ||
| Urology Sub-Internship (PHX) | ||
| Burns Surgery Sub-Internship - Valleywise (PHX) | ||
| Plastic & Reconstructive Surgery Sub-Internship - Valleywise (PHX) | ||
| Ophthalmology Elective (PHX) | ||
| Colorectal Surgery Sub-Internship | ||
| Endocrine Surgery Sub-Internship | ||
| Minimally Invasive Surgery Sub-Internship | ||
| General Surgery/Vascular Sub-Internship | ||
| Neurological Surgery - Barrow (PHX) | ||
| Capstone | 4 | |
| Omaha | ||
| Family Medicine Capstone | ||
| Internal Medicine Capstone | ||
| Obstetrics and Gynecology Capstone | ||
| Psychiatry Capstone (OMA) | ||
| Advanced Pediatrics | ||
| Surgery Capstone | ||
| Phoenix | ||
| Anesthesiology Capstone | ||
| Family Medicine Capstone (PHX) | ||
| Internal Medicine Capstone | ||
| Obstetrics & Gynecology Capstone | ||
| Pediatrics Capstone | ||
| Surgery Capstone (PHX) | ||
| Remaining Credits can be any combination of the following: | 28 | |
Additional Critical Care Selectives (see list above) | ||
Additional Sub-Internships (see list above) | ||
Clinical Electives | ||
Non-Clinical Electives (maximum 8 credits) | ||
Extramural Electives (maximum 12 credits) | ||
| Omaha Clinical Electives | ||
| Anesthesiology Pain Medicine | ||
| Geriatrics (OMA) | ||
| Private Family Medicine | ||
| Inpatient Family Medicine | ||
| Hospice and Palliative Care | ||
| Dermatology | ||
| Medical Hematology/Oncology/Palliative Care | ||
| Gastrointestinal Medicine | ||
| Endocrinology, Diabetes and Metabolism | ||
| Rheumatology | ||
| ILAC Outpatient Medicine-Dominican Republic | ||
| ILAC Outpatient Medicine for Student Coordinators-Dominican Republic (OMA) | ||
| General Neurology | ||
| Prenatal Diagnosis | ||
| Gynecology Oncology | ||
| General Obstetrics - Foreign Service (Dominican Republic) | ||
| Inpatient Gynecology | ||
| Child and Adolescent Psychiatry | ||
| Domestic Violence Practicum | ||
| Pediatric Rheumatology | ||
| Pediatric Sports Medicine | ||
| Pediatric Ophthalmology | ||
| Pediatric Plastic Surgery (OMA) | ||
| Pediatric Genetics and Metabolic Disease | ||
| Pediatric Cardiology | ||
| Pediatric Gastroenterology | ||
| Pediatric Endocrinology Services | ||
| Pediatric Hematology/Oncology Service | ||
| Pediatric Respiratory and Critical Care Medicine | ||
| General Pediatrics | ||
| Pediatric Allergy and Immunology | ||
| Preventive Ophthalmology (Dominican Republic) | ||
| Introduction to Pathology Practice | ||
| Microbial Laboratory Diagnosis | ||
| Diagnostic Radiology | ||
| Angio/Interventional | ||
| Radiation Oncology (OMA) | ||
| Trauma (OMA) | ||
| General Surgery Sub-Internship (Red) (OMA) | ||
| Vascular Surgery | ||
| General & Oncology Surgery Sub-Internship (OMA) | ||
| Urology/Gynecology (OMA) | ||
| Ophthalmology - Terp (OMA) | ||
| Vascular Surgery (OMA) | ||
| Orthopedic Trauma Surgery Elective (OMA) | ||
| Otolaryngology (OMA) | ||
| Plastic and Reconstructive Surgery (OMA) | ||
| Otolaryngology Head & Neck Surgery (OMA) | ||
| Plastic and Reconstructive Surgery (OMA) | ||
| Phoenix Clinical Electives | ||
| Making Meaning at the End of Life (PHX) | ||
| St. Vincent De Paul Medical & Dental Clinic | ||
| Primary Care Sports Medicine | ||
| Respite Care for the Homeless | ||
| Endocrinology, Diabetes, and Metabolism | ||
| Endocrinology & Metabolism | ||
| Interventional Pulmonary Medicine (PHX) | ||
| Emergency Medicine Ultrasound - Valleywise (PHX) | ||
| Minding the Gap (PHX) | ||
| Endocrinology & Metabolism - Valleywise (PHX) | ||
| Rheumatology - Valleywise (PHX) | ||
| Pulmonology - Valleywise (PHX) | ||
| Clinical Neurology - Valleywise (PHX) | ||
| Gynecologic Surgery | ||
| Labor and Delivery | ||
| Women's Imaging - Valleywise (PHX) | ||
| Pediatric Psychiatry (PHX) | ||
| Pediatric Physical Medicine & Rehabilitation | ||
| Pediatric Endocrinology | ||
| Pediatric Hematology-Oncology | ||
| Pediatric Rheumatology | ||
| Pediatric Gastroenterology and Nutrition | ||
| Medical Care for Homeless and At-Risk Kids and Teens | ||
| Pediatric Urology | ||
| Allergy and Immunology - PCH (PHX) | ||
| High-Risk Adolescent Medicine (PHX) | ||
| Breastfeeding Medicine | ||
| General Pediatrics Outpatient/Nursery | ||
| Anatomic and Clinical Pathology | ||
| Pediatric Otorhinolaryngology | ||
| Pediatric and Adolescent Gynecology | ||
| Pediatric Orthopedics | ||
| Clinical Genetics/Dysmorphology | ||
| Pediatric Nephrology | ||
| Assessment of Child Abuse and Neglect | ||
| Development and Behavioral Pediatrics | ||
| Pediatric Neurology | ||
| Pediatric Urgent Care | ||
| Physical Medicine and Rehabilitation | ||
| Pain Management (PHX) | ||
| Hematology/Hematopathology (PHX) | ||
| Anatomic/Clinical Pathology (PHX) | ||
| Interventional Radiology - Valleywise (PHX) | ||
| Diagnostic Radiology - Valleywise (PHX) | ||
| Interventional Radiology | ||
| Musculoskeletal Radiology Elective | ||
| Neuroradiology - Valleywise (PHX) | ||
| Pediatric Neuroradiology | ||
| Diagnostic Radiology | ||
| Advanced Diagnostic Radiology | ||
| Radiation Medicine PRC | ||
| Plastics and Reconstructive Surgery (PHX) | ||
| Urology (PHX) | ||
| Otolaryngology (PHX) | ||
| General Thoracic Surgery (PHX) | ||
| Pediatric Surgery (PHX) | ||
| Hand Surgery - Valleywise (PHX) | ||
| Omaha Non-Clinical Electives (max 8 credits) | ||
| Gross Anatomy | ||
| Teaching Practicum in Medical Anatomy (OMA) | ||
| Longitudinal COPC Public Health Endowed Research | ||
| Clinical Moral Perception, Art, and Medicine | ||
| Planetary Health (OMA) | ||
| Medicine and the Law | ||
| Theology, Bioethics & Medicine | ||
| Bearing Witness: Memoirs of Dying, Death and Grief (OMA) | ||
| Medical Jurisprudence (OMA) | ||
| Relational Care: Self-Care in Medicine (OMA) | ||
| Medical Informatics | ||
| Minority Health Disparities-Issues & Strategies | ||
| LGBTQIA Health Disparities: Issues and Strategies | ||
| Research in Med Hem/Onc/Palliative Care and Primer in Bio-Stats | ||
| Introduction to Global Health | ||
| Medical Education Elective | ||
| Evidence Based Medicine - Independent Study | ||
| Topics in Immunology/Application to Clinical Medicine | ||
| Clinical Psychopharmacology | ||
| Narratives in Illness | ||
| Phoenix Non-Clinical Electives (max 8 credits) | ||
| Gross Anatomy (PHX) | ||
| Simulation Elective | ||
| Anatomy | ||
| Medicine as Ministry: Death and Dying | ||
| Special Topics in Psychiatry | ||
| Surgery Research | ||
| Seeing Beyond Ourselves in Surgery (PHX) | ||
| Omaha & Phoenix Non-Clinical Electives | ||
| Why Catholic Medicine? | ||
| Directed Independent Research | ||
| Directed Independent Study | ||
| Extramural Electives (maximum 12 credits) | ||
| Anesthesiology Extramural | ||
| Family Practice Extramural | ||
| Medicine Extramural | ||
| Neurology Extramural | ||
| Obstetrics and Gynecology Extramural | ||
| Pathology Extramural | ||
| Pediatrics Extramural | ||
| Physical Medicine & Rehabilitation Extramural | ||
| Physical Medicine & Rehabilitation Extramural | ||
| Psychiatry Extramural | ||
| Radiation Oncology Externship | ||
| Radiology Extramural | ||
| Surgery Extramural | ||
| Total Credits | 40 | |
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.