Skip to Content

Site Menu

Zucker School of Medicine - Home

Resources & Search

Zucker School of Medicine - Home
Menu Icon

First 100 Weeks

Educaton FOW


The Biologic Imperative integrates the process of proliferation at its two fundamental levels, the cell and the organism.

Through a series of carefully crafted PEARLS cases and patient-based sessions, the course builds a story of how regulation of cellular proliferation controls both the growth of an individual and the ability of an individual to procreate.

The course highlights the importance of the process of proliferation in disease, with each week introducing examples of pathogenic states resulting from aberrations in the process. Among these pathogenic states, a particular focus is placed on the structural principles of neoplasia and metastatic potential, including the impact on patient suffering as a result of these processes. Students partake in dissection of the pelvis, progressing to an in depth study of both male and female reproductive structure as well as a series of developmental anatomy sessions focusing on embryogenesis.

Complementing the science, students further develop clinical examination, communication skills and ultrasound techniques related to the male GU and female pelvic examinations. Students are introduced to their ICE community preceptors and begin interacting with patients in Medicine and Ob/Gyn ambulatory practices.

  • Course Goals

    The Biologic Imperative: Course Goals

    1. Demonstrate knowledge and understanding of core concepts in genetics, molecular and cell biology, human development, and oncogenesis, as well as the ability to integrate this knowledge and understanding with gross, microscopic, and radiologic structure and with clinically related topics in medicine.
    2. Demonstrate knowledge of basic science concepts relevant to oncology, teratology, endocrinology, urology, gynecology, and hematology. This will include normal structural/functional relationships in addition to the epidemiology, etiology, and pathophysiology.
    3. Demonstrate knowledge of basic clinical concepts in oncology, teratology, endocrinology, urology, gynecology, and hematology. This will include diagnosis, strategies for intervention, and basic treatment of abnormal conditions.
    4. Demonstrate emerging critical thinking skills in solving common clinical problems in oncology, teratology, endocrinology, urology, gynecology, and hematology.
    5. Demonstrate a basic knowledge of the common pharmacological agents used in oncology, hematology, and reproductive endocrinology, including their mechanism of action, contraindications, and key side effects.
    6. Define the influence of biopsychosocial factors in the context of the clinical topics of the course.
    7. Apply foundational concepts of professionalism in problem solving of ethical dilemmas.
    8. Advance communication skills training in topics including breaking bad news, oral presentation skills, sexual history taking, and clinical reasoning skills.
    9. Demonstrate an understanding of the gross anatomy, histology, and pathology of the genitourinary, reproductive, and endocrine systems and be able to apply this knowledge to solve clinical problems.
    10. Correlate pathology on a cellular level with gross organ pathology for major diseases of the genitourinary, reproductive and endocrine systems, and relate this back to normal histology and gross anatomy.
    11. Understand the role of imaging modalities in the diagnosis of disease related to the genitourinary, reproductive and endocrine systems, and interpret fundamental imaging studies of these systems.
    12. Understand early embryologic development and relate specific defects in developmental processes to congenital pathologies.
    13. Appreciate the importance of cultural awareness and the impact of bias on the care of patients.
    14. Perform a physical exam of the breasts, pelvis, male genitourinary system, and thyroid.
    15. Begin to integrate basic science knowledge and clinical skills through the context of patients seen in ICE (Initial Clinical Experience).
  • Clinical Learning Objectives

    Clinical Learning Objectives : Biologic Imperative

    Runs from October-December

    A: Assist               P: Perform

    History, Communication and Clinical Reasoning Skills Physical Exam Procedures/Screens/Documentation
    Obtain a Complete History with Agenda Setting (P) Conduct a Core Physical Exam (P) Document a History of Present Illness (HPI) (P)
    Obtain a History of Present Illness (HPI) (P) Conduct a Pelvic Exam Identify a Screening Test for a Patient to your Preceptor using
    Obtain a Sexual History (P) Conduct a Breast Exam
    Generate a Differential Diagnosis (P) Conduct a Thyroid Exam
    Observe/Conduct a Pre-natal/Post-partum Assessment Conduct a Male Genitourinary Exam
    Observe Delivery of Emotionally Challenging News
  • Assessment Methods
    Assessment Methods

    Students are assessed in a variety of ways to generate a grade in the courses completed in the First 100 Weeks. A faculty member or a resident who is responsible for supervising the student will be expected to complete one or more assessment forms. The questions/anchors can be found on the First 100 Weeks assessment page.

Typical Week of Study