Major Change: Doctorate in Medical Science

[FfIghter23]

From the website:

 

The DMS curriculum is a two year (6 semester), didactic and clinical program resulting in a Doctor of Medical Science (DMS). The curriculum will stress the interdependence of the biological, clinical, behavioral and social sciences. The emphasis will be on educating clinicians for primary care medicine, employing the distinctive medical model for the maintenance of health and treatment of disease.

 

A primary care clinician must be skilled in problem solving and demonstrate expertise in diagnosis. In order to achieve this goal the DMS curriculum will emphasize the integration of the basic and clinical sciences in medical practice. The curriculum will be divided into a pre-clinical phase and a clinical or educational phase.

 

Pre-Clinical Curriculum

 

The pre-clinical curriculum will address both fundamental scientific concepts, and advanced clinical medicine. The curriculum is designed to build on the foundations of the established Physician Assistant Education.

 

The core curriculum will advance the student’s knowledge of the anatomical, biochemical, and immunologic sciences, provide advanced clinical competence in cardiology, pulmonology, endocrinology and nephrology, and prepare the student to navigate and produce medical literature and the different models of medical practice.

 

Pre-Clinical Course Descriptions

 

DMS-800 Research Design & Writing for the Health Professional (3 credits)

This course covers goals, design and implementation of research projects and provides skills needed to write about health and medicine topics. The research component will focus on research techniques such as survey, experimental, quantitative, qualitative, & mixed methods approaches. Research ethics and basic descriptive and inferential statistics and data interpretation are included. The writing component will provide the skills needed to write about health and medicine related topics for diverse audiences.

Research articles will be analyzed to assess possible methodologic issues and their implications for evidence based professional practice, and the student will construct a professional medical research article.

 

DMS-804 Advanced Clinical & Diagnostic Anatomy (4 credits)

This course features clinically relevant normal structure and function as a basis for understanding diagnosis of dysfunction. Clinical applications of three dimensional regional anatomy using imaging, as warranted, are emphasized in the context of diagnostic implications. Students will integrate course material via didactic presentations, classroom activity, and practical skill sessions. This course will have a required residency component.

 

DMS-805 Advanced Clinical Immunology (2 credits)

This course covers clinical immunology, focusing on the physiology/pathophysiology of the immune system and its implications for disease state as related to allergy and rheumatology medicine.

 

DMS-807 Advanced Clinical Medicine I (3 credits)

This is the first of three courses taking a systematic approach to Endocrine, Gastric and Renal disease. Epidemiology, pathophysiology, diagnosis, and management of system disease states as they relate to primary care will be covered.

 

DMS-808 Advanced Clinical Medicine II (3 credits)

This is the second of three courses taking a systematic approach to Cardiac, Neurologic and Psychiatric disease. Epidemiology, pathophysiology, diagnosis, and management of system disease states as they relate to primary care will be covered.

 

DMS-809 Advanced Clinical Medicine III (3 credits)

This is the third of three courses taking a systematic approach to pulmonology, hematology, infectious disease. Epidemiology, pathophysiology, diagnosis, and management of system disease states as they relate to primary care will be covered.

 

DMS-806 Advanced Biochemistry and Pharmacology (2 credits)

This course builds on previous background in biochemistry and pharmacology to cover

advanced considerations of metabolic processes that are integral to normal body function;

such as operation and control of pathways, oxidative and lipid metabolism, and

nutritional biochemistry as a basis for advanced topics in pharmacology, which include

pharmacokinetics, drug action mechanisms, therapeutic applications of drugs,

considering indications, risk-benefit, cost, side effect, and other issues.

 

DMS-810 Point of Care Ultrasonography (4 credits)

This course which includes didactic & skills sessions, provides a foundation of knowledge and skills in point of care ultrasound upon which more advanced training can be built. Pertinent anatomy and physiology, sonographic physics, and safety & instrumentation form the basis for the student learning equipment features and use, image acquisition, and diagnostic correlation, using a regional approach. Training in the use of ultrasound and its application to common ultrasound guided diagnostics and procedures, such as FAST exam, vascular access, and identification of DVT, pneumothorax, fractures, foreign bodies, retinal detachment, abscess I&D and more. This course will have a required residency component.

 

DMS-900 Scholarship in the Practice of Medicine (4 credits)

The student will utilize skills and knowledge acquired on other, previous core courses to develop and execute a substantial advanced scholarly project relevant to the student’selected area of interest that is suitable for publication.

 

Clinical Curriculum

 

At the beginning of the program, students apply to participate in one of three clinical tracks (Primary Care, Hospital Medicine, or Emergency Medicine). Each track is comprised of a practicum component and a didactic component. Students are selected to participate in the clinical track based on the program’s approval that the student can achieve the required clinical competencies as outlined by the practicum syllabus. Approval is based on the availability of a board certified physician preceptor, a clinical setting that will enable the student to meet the required clinical encounters, and a demonstration by the candidate that he/she can function at a ‘higher’ clinical level. Descriptions of the clinical tracks are found below.

 

HOSPITAL MEDICINE TRACK

 

Hospital Medicine Practicum DMS 931, 932, 933 (15 credits)

The multi-step practicum in Internal Medicine is designed to enhance the student’s clinical knowledge and skills while employed and practicing in the inpatient hospital setting such as a hospitalist or heavy inpatient internal medicine practice. The student will advance the knowledge and experience gained from prior graduate medical education and current clinical practice.

 

Hospital Medicine I – DMS 935 (3 credits)

Using online learning modules, assigned readings, recorded lectures, and case studies, this course will cover the following topics as related to Medicine: Inpatient and outpatient management of cardiac, pulmonary, neurologic and infectious diseases, intensive care and ventilator management, point of care ultrasound.

 

Hospital Medicine II – DMS 936 (2 credits)

Using online learning modules, assigned readings, recorded lectures, and case studies, this course will cover the following topics as related to Medicine: Inpatient and Outpatient management of endocrine, renal, hepatic, and vascular diseases.

 

Hospital Medicine III – DMS 937 (2 credits)

Using online learning modules, assigned readings, recorded lectures, and case studies, this course will cover the following topics as related to Medicine: Inpatient and outpatient management of hematologic, immunologic/rheumatologic and oncologic diseases.

 

PRIMARY CARE TRACK

 

Primary Care Practicum 940, 941, 942 (15 Credit Hours)

The multi-step practicum in Primary Care is designed to enhance the student’s clinical knowledge and skills while employed and practicing in the outpatient clinical setting such as family practice, outpatient internal medicine or urgent care. The student will advance the knowledge and experience gained from prior graduate medical education and current clinical practice.

 

Primary Care Medicine I – DMS 945 (3 Credit Hours)

Using online learning modules, assigned readings, recorded lectures, and case studies, this course will cover the following topics as related to Primary Care: Adult medicine, acute care, inpatient procedures, community health, imaging modalities.

 

Primary Care Medicine II – DMS 946 (2 Credit Hours)

Using online learning modules, assigned readings, recorded lectures, and case studies, this course will cover the following topics as related to Primary Care: Geriatric Medicine, inpatient care, point of care ultrasound.

 

Primary Care Medicine III – DMS 947 (2 Credit Hours)

Using online learning modules, assigned readings, recorded lectures, and case studies, this course will cover the following topics as related to Primary Care: Pediatrics, outpatient care, outpatient procedures.

 

EMERGENCY MEDICINE TRACK

 

Emergency Medicine Practicum 920, 921, 922 (15 Credit Hours)

The multi-step practicum in emergency medicine is designed to enhance the student’s clinical knowledge and skills while employed and practicing in the emergency medicine setting specialty setting. The student will advance the knowledge and experience gained from prior graduate medical education and current clinical practice.

 

Emergency Medicine I - DMS 925 (3 Credit Hours)

Using online learning modules, assigned readings, recorded lectures, and case studies, this course will cover the following topics as related to Emergency Medicine: Diagnosis and Management of acute cardiac diseases, acute pulmonary diseases, pain, indications and applications of imaging modalities, orthopedics, HEENT.

 

Emergency Medicine II - DMS 926 (2 Credit Hours)

Using online learning modules, assigned readings, recorded lectures, and case studies, this course will cover the following topics as related to Emergency Medicine: Diagnosis and management of multiple system trauma, acute kidney disease, fluids and electrolytes, cardiac resuscitation, difficult airway, point of care ultrasound, burns, and dermatology.

Emergency Medicine III – DMS 927 (2 Credit Hours)

Using online learning modules, assigned readings, recorded lectures, and case studies, this course will cover the following topics as related to Emergency Medicine: Diagnosis and management of stroke and head injury, urologic emergencies, endocrine emergencies, pediatric emergencies, infectious disease, emergency psychiatry and wound repair.

EDUCATION TRACK

 

For the education track, the clinical practicums are replaced with the following courses.* Students in the education track will also choose one of the clinical track curricula to complete.

 

EDHR-886 Program and Organizational Outcomes Evaluation (3 credit hours)

This course examines philosophy and practices relevant to adult program planning, implementation, and evaluation. Contemporary research on adult program planning will be examined. Students will discuss how this research can be used in the construction and measurement of adult programming. Students will engage in activities which are designed for students to connect research and theory to practice. The course will introduce the skills and knowledge of the field of program evaluation and their application to educational programs. Students will come to understand the issues and problems that threaten validity and reliability in program evaluations. Students will learn to be thoughtful consumers of evaluations as well as capable of producing their own evaluation designs. While theory guides the discussion of issues, emphasis is placed on application to good practice.

 

EDCI-873 Perspective and Strategies in Teaching and Learning (3 credit hours)

The symbiotic relationship between teaching and learning will be examined in the framework of adult and professional medical education learning environments. Various research-based strategies will be discussed and modeled. Theories regarding the nature of these strategies will be discussed, as well as debates surrounding their use in medical education.

 

EDCI-874 Curricula for Literacy (3 credit hours)

This course examines the planning, philosophy, standards, content, implementation, and evaluation of established curricular options. Relevant practices and their relationship to literacy will be critiqued.

 

EDLC-702 Ethical and Social Considerations (3 credit hours)

The moral and ethical dimensions of leadership are the focus of this course with the concept of emotional intelligence viewed as a foundation for leadership excellence. Concerns of social justice including equity, diversity, and democracy in the work place and health care delivery sites are considered. Students consider topics such as what is just, fair, and appropriate for all people. Leaders from various professional organizations present case studies and lead discussions relative to the ethical issues faced in diverse organizations. Students apply ethical principles to their own leadership platforms, values, and standards of ethical conduct.

 

EDLB-820 Adult Learning Principles (3 credit hours)

Learning is in every component of the human experience. Understanding how adults learn and apply expertise to practical everyday situations provides the candidate opportunities to broaden understandings regarding the capacity of the human mind, what motivates learning and as future leaders, empowers others. This course introduces students to the theory and practice of adult education emphasizing those theories, models, and principles applied to the workplace and other adult learning venues. Students will explore adult learning in different contexts and become acquainted with the main debate as well as the philosophies and methodologies utilized within adult education.

 

* The Education track is in its final stages of development. Course order, titles, subjects, and covered topics are still subject to change.

 

CREDIT HOURS

 

15 Lecture hours = 1.0 Credit hour

24 Lab Hours = 1.0 Credit hour

Each semester of the clinical practicum = 5 credit hours

 

Each course will be taught throughout the course of a single semester. Parts of the clinical practicum will begin at the initiation of the program. However, credit hours will only be assigned during the second phase (year) of the program.

[rpackelly]

Thanks for posting this, their web links are shifting as we speak!

[FfIghter23]

And lastly, from the website:

 

Geographic requirements

Currently, LMU-DCOM has authorization to offer the Doctor of Medical Science to students residing in the following 39 states:

Alabama

Alaska

Arkansas

Arizona

Colorado

Delaware

Florida

Georgia

Idaho

Illinois

Indiana

Iowa

Kansas

Kentucky Louisiana

Maryland

Michigan

Minnesota

Mississippi

Missouri

Montana

North Carolina

North Dakota

Nebraska

New Hampshire

New Mexico

Nevada Ohio

Oklahoma

Oregon

South Carolina

South Dakota

Tennessee

Texas

Vermont

Virginia

Washington

West Virginia

Wyoming

 

Professional Prerequisites

No history of negative legal, administrative, or licensure action related to the practice of medicine.

At least 3 years of full-time equivalent experience in the practice of medicine.

Academic Prerequisites

Graduate of an ARC-PA accredited program or graduate of an internationally recognized Physician Assistant training program.

Must hold a master’s degree related to Physician Assistant training.

Course prerequisites: *

Advanced Human Anatomy

Advanced Human Physiology

Advanced Human Pharmacology

Clinical Assessment Course

Advanced Clinical Medicine Course

Advanced Research Methods Course

(*) LMU reserves the right to review all prerequisite course descriptions to determine if courses are appropriate to prepare the clinician for study at the doctoral level.

Demonstrated potential for success in an advanced rigorous doctoral level program.

 

Process

 

The DMS program uses a rolling admissions process until all seats are filled. In addition to the total number of seats within the class. Once accepted to the program, students are assigned to the second year tracks. Each track will have a maximum capacity per cohort. In addition to the Application process outlined below, acceptance to the program will also be dependent on the availability of seats in the track the student has chosen.

The Doctor of Medical Science application is available on the LMU-DCOM web page. Application for the Starting class of fall 2016 will open February 1, 2016.

 

Candidates must furnish:

written recommendations from

Doctoral level medical practitioner

Current employer

Official transcript from all degree granting institutions.

Official copy of evidence of licensure- if applicable.

Current CV

Personal statement – of interest in and motivation for the program and personal and professional goals.

Current BLS certification

Test of English as a Foreign Language (TOEFL) for applicants when English is not their first language.

 

For Clinical Track:

Must provide evidence of employment or work in the specialty track of choice and continue work in that specialty throughout the program.

Must complete the clinical track checklist for the chosen clinical track.

Must have an appropriately board certified supervising physician to serve as the onsite supervisor during the clinical practicum.

Interviews

Once the application and all the supporting material have been received in the LMU-DCOM admissions office, the applicant’s file will be reviewed by the admissions committee. Interviews will be scheduled from July to December. The admission’s process operates on a rolling acceptance policy thus it is in the student’s best interest to apply as early as possible.

 

Admissions Notifications

Following the interview and receipt of all necessary information, the applicant’s file will again be reviewed by the admissions committee. Applicants will then be assigned to one of the following categories: 1) Accept, 2) Alternate/Hold, or 3) Reject. Applicants will be notified in writing as soon as possible following the committee’s decision.

[rpackelly]

So it appears they are adding one mini medical school (the DMS) to another (the entry level PA Program).  But 2+2 does not equal the DO, so the advantage is not clear.  If they were to make it so then this would be the long sought after two year "bridge".   Otherwise I agree more with EMDPA.........if you want to do something different, get a different doctoral degree.  If you want more clinical and didactic training, do a residency  (get paid rather than pay tuition). 

[FfIghter23]

It appears that after 2 years you are:

 

1) $56,000 poorer

2) Paying for your current employer/supervising physician to continue to mentor you.

3) Still an Assistant. Well a "PA" as the AAPA wants me to be called.

4) Not a doctor. Except for a piece of paper on the wall in your home office that says you are.

 

Only thing in the curriculum that I find interesting is the ultrasound course. If you really want to learn ultrasound, just pay $600 for a week/weekend course and it will probably be equal to the training you get here. Also, if I work in primary care in an office without an ultrasound machine, where do you get the opportunities to practice?

[cinntsp]

I'd be more interested if the curriculum offered something more than what my fellowship did and more importantly, if it didn't cost 56k.  Other than the doctorate degree itself, anyone would benefit way more by doing a residency/fellowship.  

[LKPAC]

please excuse my yawn.  I just don't see the advantage.

[BruceBanner]

The thing is, what does it do for the PA with a DMS who is still a PA and not an independent practitioner? I fail to see how this fixes any shortages. It insinuates that lesser-trained PAs (aka most of us) are not adequately prepared to meet the health care needs of Appalachia. This is not at all true. We know it's the arbitrary limitations set by state practice laws and local credentialing bodies and third-party payor meddling that really slows down progress in meeting the healthcare needs of these communities.

Seems like an interesting degree for teaching but unless LMU-DCOM has a plan up their sleeve to offer enhanced autonomy to these DMS PAs, it's only interesting and not useful.

 

Sent from my SAMSUNG-SM-N910A using Tapatalk

 

 

Exactly. WHAT DOES IT DO??

 

It sounds like a not-so-cleverly veiled money grab that does not confer any real, tangible, legal advantages. 

 

Until proven otherwise, DMS = Doesn't Mean Sh!t

[Acebecker]

My hope is that this bridges eventually to an expanded scope of practice and independent practice.  Until something tangible comes out of it, it makes little sense.  I'd like to see a residency added to this program to accomplish MD or DO status.  :) 

[rpackelly]

The optimal thing will be that the LMU faculty will see the obvious merit of these students and then bring the program into a more parallel format with LECOM's bridge program...........perhaps shorter, to grant the DO.  A secondary route would be to advance their scope of practice in that state.  So, progress might be incremental or slow, or this may be a one-off with no progress (some things are evolutionary dead ends), but we really won't know for some time.  The argument want on with the masters for decades.  The masters really did not add to the training, this does.  I guess the proof will be in the pudding.  At this point I would look at it like a residency you pay for and, in exchange, get a higher degree.  There are worse things

[cinntsp]

The optimal thing will be that the LMU faculty will see the obvious merit of these students and then bring the program into a more parallel format with LECOM's bridge program...........perhaps shorter, to grant the DO.  A secondary route would be to advance their scope of practice in that state.  So, progress might be incremental or slow, or this may be a one-off with no progress (some things are evolutionary dead ends), but we really won't know for some time.  The argument want on with the masters for decades.  The masters really did not add to the training, this does.  I guess the proof will be in the pudding.  At this point I would look at it like a residency you pay for and, in exchange, get a higher degree.  There are worse things

 

Except that it doesn't have the things that a residency does.  Continuing to work at your regular job isn't the same thing.

[rpackelly]

I see your point.  It will definitely have to prove itself over time and, like a number of programs, it may not.  As you recall this happened with the post professional PA masters as well; many programs started, only a few persisted throughout because they demonstrated added value for a good price (AT Still and U Nebraska come to mind but I am sure there are some others).   So admit it is an interesting development to say the least! 

[ventana]

Why only 39 states?>

 

What does the state I live in make a difference?

[Guest Paula]

I live in the wrong state.  Apparently the states not on the list do  not have the reciprocity agreements or are members of the SREB. 

[blueridge]

Enthusiasm waning...  

 

http://www.knoxnews.com/news/local/lmu-adds-doctor-of-medical-science-program-293b4a59-a666-473c-e053-0100007f6fc7-365346471.html

[ventana]

but is the degree does not give you any additional, why does the state you live in matter at all?>?

[Gordon, PA-C]

This is a money grab and nothing more.

 

LMU is a 3rd rate college in a 3rd rate town (population 5000) that is not fit to host any kind of "doctorate in medical" anything.

 

LMU just started a law school too, so that should tell you what their motives are -- law schools are losing students in droves and closing down yet LMU released some BS statement about how rural appalachia needed a new law school.

 

LMU's student loan default rate is one of the highest in the country -- in fact the US Dept of Education started an investigation into their practices last year.

 

Somebody should email the dean of this BS program and ask him what new scope of practice and independence will come out of this pathway.  Why would somebody go 100k+ in debt with no change in authority, scope of practice, or independence?

 

This is a predatory program preying on foolish students who are about to have the wool pulled over their eyes.

[EMEDPA]

I think I prefer the new program at Lynchburg , VA that is offering an optional postgrad clinical phase to grant a DPAM (Doctorate in PA medicine).

[db_pavnp]

but is the degree does not give you any additional, why does the state you live in matter at all?>?

 

It's not a practice thing, it is an online education legality thing.  All online education has this queer detail.

[ventana]

 support the offering of a Terminal doctorate for PAs

but is sounds like this is not it....

 

I really dislike the fact they are trying to sell it as something that would increase your scope, when in fact they have no idea (apparently) that this is a state law item.....

[Simplify]

Just to play devil's advocate, but federal jobs will pay you a higher wage with a doctorate.  You would likely have an easier time landing a faculty position if you had an interest in education.  I agree that this will likely not increase scope.  But, depending on your particular career goals it could make sense in certain situations. 

[EMEDPA]

Just to play devil's advocate, but federal jobs will pay you a higher wage with a doctorate.  You would likely have an easier time landing a faculty position if you had an interest in education.  I agree that this will likely not increase scope.  But, depending on your particular career goals it could make sense in certain situations. 

true, but any doctorate will get you there as long as it is "related to health". DHSc, DrPH, PhD in many fields, etc fit the bill. This was one reason I went back for my DHSc.

Dr. Emedpa

[Joelseff]

I'm reticent

 

Sent from my S5 Active...Like you care...

[db_pavnp]

true, but any doctorate will get you there as long as it is "related to health".

 

Then it is perhaps a question of what kind of doctorate does the individual or the employer want?  Or what is cheaper, faster, with the same strengths, etc.  This doctorate looks very different than yours.

[Reality Check 2]

Just found the thread and was intrigued but it leaves me out completely and wouldn't change my job, my income or my marketability.

 

As I have posted before, I don't have a masters. When I graduated 25 yrs ago - told it wasn't important and my NCCPA was all that mattered.

 

I have oodles of experience and definitely did masters level work but no degree as such.

 

I can't afford to go back now for a MS much less PhD or anything like it as long as I have to work full time, put kids in college and know it won't change my income or position.

 

Thus, not helpful unless the laws are going to change and provide autonomy and independence and enhanced billing.

 

I could only hope now that I would be somehow grandfathered in based on experience or some level of testing when and if the laws change. My competency should be the issue, not whether I can amass debt and collect little letters behind my name...

 

My very old 2 cents.....