Basic Sciences

Preparation for the USMLE Step 1 Exam is an important part of your preparation for becoming a practicing physician.

The USMLE Step 1 Exam is widely considered one of the most difficult of all professional licensing evaluations, comprising about 350 multiple-choice questions in seven one-hour test blocks.

The program provides a structured, integrative review of the basic science as part of the fifth-semester course titled “Foundations of Clinical Medicine”. At the beginning of this course, you are given a diagnostic pre-test to help identify problem areas and individualize learning goals. At the end of the course, you are administered a full-length simulated comprehensive exam. This exam takes place in a state-of-the-art test center on the Saba campus that was specifically designed to simulate the conditions under which you will take the USMLE Step 1 Exam.

In short, Saba is committed to doing everything possible to help ensure your success on this all-important exam. Saba students’ 99% USMLE Step 1¹ and 99% USMLE Step 2 CK² first-time pass rates over the last three years speaks for itself.

1. Based on 2021-2023 data. First-time pass rate defined as total number of students passing the USMLE Step 1 on their first attempt divided by the total number of students taking USMLE Step 1 for the first time during the calendar years 2021 to 2023.

2. Based on 2021-2023 data. First-time pass rate defined as total number of students passing the USMLE Step 2 CK on their first attempt divided by the total number of students taking USMLE Step 2 CK for the first time during the calendar years 2021 to 2023.

Our students are taught in state-of-the-art learning facilities. Facilities include:

• Laboratories, classrooms, lecture halls, and patient examination rooms equipped with the latest multimedia learning systems
• A fully equipped Clinical Skills Training Center
• A modern Gross Anatomy laboratory with cadavers
• A fully equipped medical library
• A fully equipped test center for simulating the actual test conditions of the USMLE Step 1
• Wireless capability throughout the campus

MED 512 – Human Body Structure and Function

This course explores basic gross human anatomy, allowing students to understand the relationship between anatomical structure and function.

Through lectures, regional dissections of cadavers, and evaluation of radiographs (including CT and MRI), students acquire a basic knowledge of the normal gross structure, functional and clinical anatomy of organs and systems of the adult human body, including the brain and spinal cord. Computer-based tutorial programs and structured reviews are used to supplement the lectures and labs. (15 credits: 231 hrs.)

MED 514 – Human Histology and Physiology

This course examines the microanatomy of cells, tissues, and organs as well as the basic components of human physiology. Lectures illustrate the microstructure of major tissues and organs in relation to their function. This program presents the molecular biology and histology of normal cells, tissues, and organ systems at various developmental functional stages.

Students learn how individual cell functions interact with one another and how such interactions are accomplished from the tissue levels to the organ levels.

The course prepares students for an understanding of the normal (homeostasis) structure of the systems and furnishes the background for appreciating pathological conditions.

In addition, students learn how molecular building blocks are utilized for growth and differentiation, wound healing and tissue repair, defense mechanisms, and transfer of hereditary characters. Physiology topics include the basic components of all organ systems. (13 credits; 180 hrs.)

MED 516 – Clinical Skills I

This is the first course in a five-part series that focuses on communication skills, eliciting the patient’s history, performing a physical exam, and communicating their findings to healthcare professionals through oral presentations and written notes.

In this course, students will learn and practice the foundations of patient-physician communication skills, including initiating the session, building the relationship, exploration of problems, understanding the patient agenda, and structuring the consultation.

Students will also learn the first steps of eliciting the patient’s story in a patient-centered manner and the initial components of a physical exam.

In addition, students will begin to develop their skills by documenting their findings in a patient note. (2 credits: 30 hrs.)

MED 611 – Metabolism and Nutrition

The biochemical pathways of living organisms are studied with a focus on metabolic processes. Topics include pathways linking nutritional intake and energy-yielding processes as well as the application of underlying principles discussed in Scientific Foundations (First Semester – First Block).

Broad content includes a study of the chemistry and reactions of constituents of living matter, including carbohydrates, lipids, proteins, nucleic acids, vitamins, coenzymes, and minerals. In addition, the chemistry and regulation of the reactions and processes of whole organisms will be examined including endocrinology, enzymology, nutrition, intermediary metabolism, and biochemical mechanisms involved in select disease states. (9 credits; 133 hrs.)

MED 612 – Genetics and Development

This course provides students with an understanding of the principles and concepts upon which current clinical genetic practice (diagnosis, treatment, and genetic counseling) is based.

It also incorporates human development, allowing students to understand the relationship between embryonic development, in terms of human body structure & function, and the underlying genetic mechanisms of congenital abnormalities.

This course covers the genetics of human populations and introduces recent and ongoing discoveries so that their future applications may be understood. (4 credits; 65 hrs.)

MED 613 – Infection/Defense/Response

This course considers the characteristics and properties of microorganisms, their role in the disease processes, and selected aspects of diagnosis and treatment of infectious disease.

Other topics include the basic principles of bacteriology, mycology, parasitology, virology, immunology, and microbial genetics, including cultural characteristics and pathogenic properties of medically important species of bacteria, fungi, and viruses.

This course covers the basic immunologic concepts of the cells and humoral products of the immune system. Lectures include the molecular biology and genetics of antigen recognition and immunoglobulin production plus the characteristics and detection of antigen-antibody reactions.

The approach is to correlate these basic concepts with clinical manifestations of disease, the immunopathologic mechanisms of hypersensitivity, autoimmunity, transplantation, tumor immunology, hematology, reproduction, infectious diseases, immunodeficiency, and pharmacotherapy. (12 credits; 186 hrs.)

MED 614 – Medical Ethics

This course provides a comprehensive study of the legal and ethical issues involved in the practice of medicine.

Medical ethics will consist of a series of seminars devoted to discussion of various topics such as disclosure, confidentiality, informed consent, and death and dying.

The inclusion of ethics case discussions will allow students to discuss and debate ethical scenarios. Legal cases posing dilemmas that relate to each case will be presented, along with abstract material to facilitate conceptual and ethical analysis. (2 credits; 37 hrs.)

MED 616 – Clinical Skills II

After a review of the skills developed in Clinical Skills I, students will learn additional components of a patient-centered history, including explaining and planning a treatment plan and communication skills in specific situations including delivering bad news, cultural and social diversity, and demonstration of empathy. Instruction on the history continues with the past medical history, family history, social history, and a complete review of systems.

Students will also learn to perform a complete screening physical exam and will continue to develop documentation skills with oral presentations and the patient note. (3 credits; 44 hrs.)

MED 619 – Research Curriculum – Evidence-Based Medicine

Students will have an opportunity to develop research skills related to Evidence-Based Medicine (EBM).

Students will be introduced to concepts of research analysis and critical thinking. At the end of this course, students will be able to identify and frame a clinical question based on therapy, diagnosis, prognosis, or etiology; develop a focused search strategy to identify articles that best answer the clinical question; find the appropriate medical database, and critically appraise articles for validity.

Students will be required to independently utilize various types of EBM resources. Students will use technological resources that are available online and in the Saba University School of Medicine library.

Skills acquired in this course will allow students to complete the research module successfully. Research: Literature Review and Analysis (RLRA). (1 credits; 19 hrs.)

MED 714 – Neuroscience and Neurology (Weeks 1-15)

This course will include an interdisciplinary investigation of the pathology, physiology, and the gross and microscopic structure of the brain, spinal cord, and nervous system of humans.

Aspects of brain energy metabolism, neurotransmitter synthesis and degradation, and psychopharmacology are presented. This course integrates anatomical and physiological material to assist the student in understanding common neurological disease processes.

Laboratory exercises will provide slides and dissection of the human brain, spinal cord, and relevant structures. Students will be introduced to modern methods of neuroimaging, including CT scans and MRI.

Weekly sessions will introduce students to the relationship between basic science and clinical medicine with an emphasis on diagnostics, therapeutics, and disease causation.

In addition, there will be integration of concepts learned in MED 716 – Clinical Skills III, MED 715 – System-Based Medicine I, and MED 719 – Behavioral Medicine. Each of these interactive sessions will include group problem-solving exercises and critical appraisal of the primary literature.

Students will present different aspects of contemporary scientific and medical literature including the background, current understanding, and future directions. (10 credits; 143 hrs.)

MED 715 – Systems and Disease I (Weeks 1-15)

Introduction/Endocrine: Basic principles of human physiology, pathology, and pharmacology are studied followed by an investigation of the Endocrine System.

This course employs the Endocrine System as a transition to semesters 4 and 5 where the remainder of the systems will be discussed.

As with the rest of the Systems & Disease courses, each system will begin with a detailed review of pertinent human body structure and function as well as cell/tissue structure and function.

This will be followed by the presentation of the individual systems in detail, including relevant pathology, physiology, pharmacology, clinical skills, and clinical presentations of disease. All content will be integrated. (11 credits; 158 hrs.)

MED 716 – Clinical Skills III (Weeks 4-12)

After a review of the skills developed in Clinical Skills I & II, students will learn to communicate in a patient-centered manner in other specific situations including patients with mental illness, obtaining information from other caregivers, providing advocacy and support, and medically unexplained symptoms.

Students will continue to refine their ability to obtain a complete history and conduct a complete physical exam.

Students will also refine their ability to obtain a complete history and physical exam in a patient-centered manner and will begin to learn to obtain a problem-focused history. Documentation skills will focus on the complete history and physical exam with oral presentations and the patient note. (3 credits; 40 hrs.)

MED 719 – Behavioral Medicine

This course presents the basic principles of human behavior including biological, social, and cultural substrates. Both normal and abnormal behavior theories will be included in an overview of personality development.

Workshops will cover areas such as interviewing techniques, death education, human sexuality, and psychophysiological disorders including stress management and biofeedback.

Additional lectures present various classes of psychotropic drugs and their indications. The course will also address the fundamental principles of the distribution of diseases and their causes in human populations. Students will learn how to conduct epidemiologic investigations, how to critically review medical literature, and how to use this information in a clinical environment.

Students will acquire a basic level of proficiency in epidemiologic principles, and biostatistics and be able to apply these in clinical practice. (8 credits; 127 hrs.)

MED 811 – Systems and Disease II

REPRO/GI/PEDS: The Systems & Disease series of courses begins with a detailed review of pertinent human body structure & function as well as cell/tissue structure & function. This will be followed by the presentation of the individual systems in detail, including relevant pathology, physiology, pharmacology, clinical skills, and clinical presentations of disease. All content will be integrated.

Additionally, Clinical Correlate sessions will introduce students to the relationship between individual systems, pharmacology, and clinical medicine with emphasis on diagnostics, therapeutics, and disease causation. These sessions will include didactic instruction, group problem-solving exercises, and critical appraisal of the primary literature.

This course covers the Reproductive and Gastrointestinal systems and Pediatrics. (13 credits; 196 hrs.)

MED 812 – Systems and Disease III

CV/RESP/RENAL: This course covers the Cardiovascular, Respiratory, and Renal systems, and follows the structure described in MED 811 – Systems & Disease II. (13 credits; 199 hrs.)

MED 816 – Clinical Skills IV

After a review of the skills developed in Clinical Skills I – III, students will continue to develop their communication skills and ability to perform a complete history and physical exam.

Physical exam skills will be reinforced by more in-depth instruction in the physical exam skills that correspond to the systems studied in Systems & Disease, concentrating on the integumentary, cardiovascular, respiratory, renal, and neurological systems.

Students will further develop their ability to complete a problem-focused history and physical exam. Documentation skills will focus on the complete history and physical exam with oral presentations and the patient notes for both a complete history and physical exam and a focused patient visit. (6 credits; 96 hrs.)

MED 911 – Systems and Disease IV

HEME/IMMUNE/INTEGUMENT/MSK/MULTISYSTEM: This course covers the Hematologic, Immune, Integumentary, and Musculoskeletal systems as well as Multisystem disease. It follows the structure described in MED 811 – Systems & Disease II. (12 credits; 183 hrs.)

MED 916 – Clinical Skills V

After a review of the skills developed in Clinical Skills I – IV, students will continue to develop their communication skills and ability to perform a complete history and physical exam.

Physical exam skills will be reinforced by more in-depth instruction in the physical exam skills that correspond to the systems studied in Systems & Disease V, concentrating on the gastrointestinal, endocrine, reproductive, and musculoskeletal systems.

Students will further develop their ability to complete a problem-focused history and physical exam. Documentation skills will be further developed with focused patient visits, with additional instruction on medical order writing, diagnostic decision-making, and prescription writing. (3 credits; 44 hrs.)

MED 918 – Foundations of Clinical Medicine

This course utilizes daily live lectures and other materials to provide a structured, integrated review of the basic sciences. An emphasis is placed on understanding disease processes and clinical problem-solving.

Students attend daily live lectures. Early in the course students are given a diagnostic pre-test to help identify problem areas and individualize learning goals.

Students are administered a full-length, simulated comprehensive exam at the end of the course. (16 credits: 246 hrs.)

MED 919 – Research Curriculum – Critical Appraisal

Students will participate in the critical appraisal of contemporary medical literature, including publications representing various study designs as well as the incorporation of basic science principles.

Selected primary literature will range from preclinical investigation through the various phases of clinical trials. Templates such as PICOT (population, intervention, comparison, outcome, and time) will be introduced and utilized. This course will be integrated with the content presented in MED 911 – Systems & Disease V.

Skills acquired in this course will allow students to complete the research module successfully. Research: Literature Review and Analysis (RLRA). (1 credits; 16 hrs.)

MED 913 – Epidemiology and Preventative Medicine Research Project

This elective allows the student to apply the principles of epidemiologic investigation to an independent clinical research project. Special attention is given to projects that will contribute to the health care needs and statistical database of the island of Saba. The student is expected to prepare a written report and give an oral presentation (1 or 2 credits).

MED 923 – Independent Research Elective

This elective allows the student to participate in a structured research project at the Saba Research Center. Students will participate in ongoing research projects with 1:1 faculty supervision or may propose their own projects. The student is expected to prepare a written report as well as an oral presentation (2 credits).

The Saba curriculum features a distinctive and integral component known as the “Research: Literature Review and Analysis” (RLRA) module. Its primary objective is to enhance students’ capacity to assess and integrate scientific evidence while reinforcing the critical skills necessary for appraising the continually evolving body of medical knowledge.

Aligned with the school’s goals, these skills are imperative for contemporary physicians, as they need to consistently enhance their medical knowledge and clinical competencies throughout their professional journeys.

Students are tasked with applying their knowledge from Basic Science courses to scrutinize a current and intricate medical care question, drawing upon evidence from published medical literature. Within this module, students must formulate a hypothesis based on their research questions, critically examine the literature, and produce a paper evaluated by a faculty committee.

While working autonomously, students regularly engage with a faculty research mentor who oversees various aspects of the project, including selecting a suitable topic, identifying pertinent literature, formulating conclusions, and preparing the final paper. The mentor also reviews the written paper to ensure it aligns with Saba’s standards before submission to the faculty committee for assessment.

Outstanding and contemporary papers are encouraged to be considered for publication or presentation at national and international meetings. Notably, several Saba students have recently published their work, highlighting the program’s success.

Watch Dr. Bruzik share his thoughts about the RLRA.