The RMED curriculum begins by exposing students in the M1 year to a breadth of rural health issues. During the first year of medical school, RMED students enroll in FOUNDATIONS IN RURAL FAMILY AND COMMUNITY MEDICINE I (#BMS 621). The RMED M1 year orients students to the larger, macro-structural forces impacting the health and welfare of rural communities – emphasizing their interconnectedness to the practice of population-based, family medicine. In preparation for careers as rural family physicians, the 1st year RMED curriculum provides students with a broad overview of current health-related topics - integrating community/public health and family medicine in the context of rural settings.

In stark contrast to the memorizing the detailed and voluminous minutia conveyed in other M1 courses, the goal here is to provide students with a “big picture” understanding of rural health care and health care delivery. While some sessions will have more obvious clinical ramifications than others, all are “patient-centered” in that they are geared toward maximizing or enhancing the health of individuals within a community setting (i.e., populations). Emphasis in the M1 year is less on treatment modalities and disease pathology, though some topics (e.g., mental health) may touch upon these. However, all material is presented in a manner beneficial for the future practice of rural family medicine. An orientation to rural health issues, health resource development in rural communities, farm/agricultural safety, and a comprehensive presentation of an actual rural family case history comprise several of the M1 RMED sessions.

M1 curriculum focuses on five objectives:

1.) RMED students will begin to develop an understanding of ways physicians can interact with their communities to enhance health:
  • Identifying and intervening in community health problems using Community-oriented primary care (COPC) approaches
  • Socio-cultural awareness patient care
  • Informed and appropriate use of community health resources
  • Community involvement and attachment

2.) RMED students will begin to develop an understanding of core concepts underlying the specialty of family medicine:

  • comprehensive patient care
  • continuity of care
  • patient education (health promotion and disease prevention)
  • doctor-patient relationship/communication
  • family context

3.) RMED students will also:

  • be exposed to a curricular experience that highlights the importance of integrating public/community health and medical models
  • gain an appreciation for how larger, structural forces may impact the health of individuals within given geographical and ethnic populations
  • begin to develop an understanding of pertinent health issues in rural America and, specifically, rural Illinois
  • be introduced to the concepts of COPC and begin formulating project topics
  • be encouraged to take time for reflection and self-assessment to view the “big picture” of health and illness within a community context begin to consider their goals for the senior rural preceptorship, residency, and future practice be encouraged to develop adult learning skills, such as negotiating, active learning, problem-solving, and consensus building

4.) Along with faculty, community physicians, and other health care providers, the RMED program will offer opportunities for students to support one other in reinforcing and pursuing their career aspirations as rural family physicians.

5.) Lastly, RMED will broaden for students the acceptable roles and responsibilities of rural family physicians in maintaining/enhancing the health/well-being of individuals – both within and outside the context of the exam room. This includes assuming leadership positions to impact (for example) rural health policy at the local, state, and national levels.