SIU School of Medicine is internationally known for its innovative teaching and testing methods, including a competency-based curriculum and a dedication to training caring and competent physicians.

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Illinois Domestic Violence Act Notification of Duty to Disclose

As a medical student at Southern Illinois University School of Medicine, you are subject to the informational disclosure requirement contained in §401 of the Illinois Domestic Violence Act (750 ILCS 60/101 et seq.l. This means that you are required to offer to a person suspected to be a victim of abuse immediate and adequate information regarding services available to victims of abuse. "Abuse" for purposes of the Domestic Violence Act means physical abuse, harassment, intimidation of a dependent, interference with personal liberty, or willful deprivation but does not include reasonable
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Y3 Student Absence Policy

Students are expected to participate in all activities of the third year. 3.1 Regarding Illness/Bereavement/Emergency Absences Students are required to contact their Core Clerkship or PEP Director or his/her designee directly and or abide by the arranged method of contact set by the clerkship rotation. 3.2 Regarding Medical Appointments Students will be excused from third year activities to seek needed medical care after notification and approval of the Core Clerkship or PEP Director or his/her designee. Advanced notice is preferred and should be directed to the appropriate Clerkship Director
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Succeed Faculty Development

Welcome to Succeed The Academy for Scholarship in Education through the Department of Medical Education welcomes you to Succeed , a new faculty development program built upon the success of the Hit the Ground Running new faculty program. The program is individualized, evidence-based, and flexible. Purpose of Succeed Succeed is an individualized faculty development program that connects faculty with learning resources within and beyond Southern Illinois University School of Medicine (resources may include but are not limited to formal programs and courses, professional memberships, experiences
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Population Science and Policy publications

Recent Publications Addressing COVID-19 Addressing Children's Health Disparities Addressing Health Disparities of Sexual and Gender Minority Populations Addressing Health Disparities in People Who Use Drugs Addressing Cancer Health Disparities Addressing Rural Health Addressing Sexually Transmitted Diseases Addressing HPV Disparities Addressing Population Health Policy Briefs Articles Published Before 2019 Addressing COVID-19 Rains A, York M, Bolinski R, Ezell J, Ouellet LJ, Jenkins WD, Pho MT. Attitudes Toward Harm Reduction and Low-threshold Healthcare During the COVID-19 Pandemic
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About Year Two

Class of 2027 Welcome to Springfield Desire2Learn (D2L) Login Information Springfield campus building map SMH Map Needle Sticks and Bloodborne Pathogens Exposure BBP and TB Training Session Student Handbook - Standards of Conduct Compact Between Teachers and Learners of Medicine Year Two Calendar Class Photos Year 2 Policy and Procedures Conduct / Academic Performance Year Two Advisory Curriculum Committee
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Outstanding Student Medical Educator

Outstanding Student Medical Educator and Commitment to Teaching Honorees Purpose: The Academy for Scholarship in Education (ASE) seeks to recognize medical students for their commitment to teaching and learning. We do this through naming an Outstanding Student Medical Educator as well as recognizing students through the Commitment to Teaching Honoree distinction. Outstanding Student Medical Educator. This award is given to a third or fourth year medical student who has demonstrated exceptional leadership in and commitment to the areas of teaching, community health education, and educational
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Year 3 Transformation (Y3T)

Why Are We Doing This? Program Rationale Curriculum reform is hard. Especially in a time of great demand and limited resources, change like this requires clear vision, enthusiastic faculty, and dedicated students. Why take on such a difficult task? SIUSOM and the Josiah Macy Foundation have agreed the evidence is overwhelming: Now is the time to build on the strengths and shore up the weaknesses of third-year clinical education in order to effectively and efficiently produce more competent, well-rounded physicians. Getting Real: Embracing the Conditions of the Third-Year Clerkship and
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Purchase ePBLMs and Videos

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PBL Resources - Books

The Diagnosis and Treatment of the Failing Student (Standardized Patient Exam Failures) , by Debra L. Klamen and Reed G. Williams(2010)169 pages, paper bound. ($28.00 US) Principles and Practice of aPBL , by Howard S. Barrows and Wee Keng Neo; Lyndia (revised 2010) 153 pages, paper bound. ($27.00 US) Problem-Based Learning Applied to Medical Education , by Howard S. Barrows (2000) 147 pages, paper bound. ($27.00 US) Stimulated Recall (Personalized Assessment of Clinical Reasoning) , by Howard S. Barrows (2000) 31 pages, paper bound.($14.00 US) Training Standardized Patients to Have Physical
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Workshops

Southern Illinois University School of Medicine offers its Problem Based Learning Workshop and Standardized Patients Workshop at its Springfield campus. Virtual Problem Based Learning (PBL) Workshop The PBL workshop focuses on teaching medical educators to implement a problem-based learning curriculum. SIU has been at the forefront of PBL since its inception. The late Dr. Howard Barrows, who was instrumental in creating PBL, was in residence at SIU until his retirement. This PBL workshop is based on his work and will allow participants to experience PBL in its most classical sense, as well as
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