How long is tufts track

The course covers the pathophysiology, clinical and pathologic manifestations, diagnostic evaluation and therapeutic approach to a broad spectrum of respiratory disease categories including obstructive airways , restrictive including parenchymal , occupational and environmental, infectious, vascular, neuromuscular, pleural, and neoplastic.

This unit also covers diseases of the upper airways. Dissection of the thorax and the neck is used during the respiratory course, while also preparing students for the subsequent cardiovascular course. Considerable time is spent learning how to interpret the major diagnostic modalities used in respiratory medicine including pulmonary function tests, chest radiology chest x-rays and chest CT scans and arterial blood gases.

There is a strong emphasis on clinical correlation, allowing students to link abnormal symptoms and signs with the underlying pathophysiologic processes. Cardiovascular First Year, 4 weeks This unit takes an integrated approach to the diseases of the cardiovascular system. The goal is for students to develop the analytical and cognitive skills necessary for a successful transition from basic cardiovascular physiology to the care of the patients with cardiovascular disease.

The unit provides an introduction to normal and abnormal hemodynamics directed at three major areas; shock, heart failure and valvular heart diseases. The contemporary use of hemodynamic data to help diagnose various pathophysiological states is highlighted. The course covers the epidemiology, risk factors, clinical manifestations, and management including anti-ischemic therapy of coronary artery disease.

There is a broad review of the different types of dyslipidemias, and the pharmacological agents used to treat lipid disorders. Subsequent sessions cover the etiology, clinical manifestations, natural history and management of heart failure, valvular heart disease, and peripheral vascular disease including cerebrovascular diseases, aortic dissection, aortic aneurysms, diseases of the vascular supply to the lower extremities and venous diseases. Sessions are dedicated to the basics of electrocardiography and the identification of arrhythmias.

Students learn the cellular pathophysiology of the latter along with clinical manifestations and pharmacologic management. Neuroscience The Neuroscience course presents an orderly view of neuroanatomy starting with the spinal cord and ascending up the neuroaxis to the brainstem, cerebellum, basal ganglia diencephalon and cerebral cortex. The presentation of the anatomy of each major nervous system region is followed by sessions relating the anatomy to localization of lesions and disease in that region of the central nervous system.

A major emphasis is on developing a clinical approach to patients with common neurologic symptoms and signs. The teaching faculty includes neuroscientists, neurologists, neurosurgeons, and neuropathologists. Clinical-anatomic correlations are reinforced throughout the course in problem-solving small-group sessions in which students meet with neurologists.

Students are asked to localize lesions and to predict the etiology based on case histories of patients with neurologic diseases. In addition, there are anatomy laboratories for the course that are based on computer programs developed by the course directors and prosections in the anatomy laboratory.

These laboratory exercises are designed to further reinforce clinical-anatomic correlations. Students also learn the physical examination of the neurologic system including ophthalmology.

Principles of Addiction Medicine The Principles of Addiction Medicine course addresses the mechanism of action of major classes of drugs of abuse alcohol, opioids, psychostimulants, cannabinoids , their acute and chronic effects on central neurotransmitter systems and pathways, and their receptor targets. The course further introduces the foundations of the clinical practice of Addiction Medicine, from differential diagnosis of drug-associated toxidromes to tools for patient interviewing, screening and evaluation, levels of clinical care of addiction, group addiction recovery programs, and methods and approaches to address prescription drug abuse.

These sessions also introduce gender and diversity issues in addiction and addiction recovery. The students actively integrate the material by attending at least one addiction recovery meeting either through the AA or a cognitive and behavioral intervention program, as observers in small groups and record and discuss their experience.

Introduction to Clinical Psychiatry Introduction to Clinical Psychiatry focuses on known neurobiological aspects of psychopathology and its treatment. Though it introduces medical students to the diagnosis of major psychiatric conditions, it also demonstrates the phenomenology of the conditions.

Major conditions that are discussed include depression, bipolar disorder, anxiety disorder, schizophrenia, somatoform disorders, personality disorders, childhood disorders, cognitive disorders, and eating disorders. Each of these sessions is closely integrated with sessions on psychopharmacology.

In this manner, students learn to diagnose and, then, treat the conditions in an organized and coherent manner. A major emphasis is on developing a clinical approach to patients with common symptoms and signs of psychiatric illness. The course also emphasizes the developmental perspectives that contribute to psychopathology including sessions on the development of personality and character, and theories of psychological development.

Reproductive Second Year, 4 weeks The Reproductive course starts with normal development of the reproductive tract and then moves to structural abnormalities such as Mullerian defects and genetic deficiencies causing disorders of sexual differentiation.

The hypothalamic-pituitary-gonadal axis is discussed including disorders to this system leading to oligospermia, testosterone deficiency, anovulation and menstrual irregularity. Issues important in the menopause including menopausal symptoms, pelvic organ prolapse and urinary incontinence are covered.

Normal and abnormal pubertal development is reviewed. There is comprehensive discussion about contraception methods. Management of unintended pregnancies is also reviewed. Normal and abnormal pregnancy is introduced with lectures focusing on preconception health, prenatal care, labor, birth and disorders that can develop including pregnancy-induced hypertension and antepartum bleeding.

Maternal pathophysiology, first trimester bleeding, miscarriage, ectopic pregnancy, disorders of the postpartum period, breastfeeding and the effects of drugs in pregnancy and lactation are subsequently discussed. Causes of pelvic pain, genital infections and infertility are also reviewed.

Female sexual response as well as sexual dysfunction and abuse are covered. Pathology of the breast, cervix, ovary, and uterus are taught along with the evaluation and treatment for disorders in these organs including uterine fibroids, polyps, hyperplasia, cancer and cervical dysplasia and cancers. The male reproductive tract is covered starting with gametogenesis, normal physiology of erection and ejaculation, disorders of male sexual function including impotence and infertility.

Pathology of the male genital tract covers prostatic hyperplasia, cancer, priapism, and testicular torsion. The course also integrates pharmacology pertaining to hematology and oncology, basic concepts in pathologic diagnosis of malignancies, and blood bank and transfusion medicine.

The course is integrated with the other organ-system courses, most of which provide additional coverage of malignancy. Endocrine Second Year, 4 weeks The Endocrine course is designed to give an integrated overview of the endocrine systems of the body from the perspective of normal physiology and disease states. The course starts with an introductory session including general concepts of endocrine physiology, pathology and pathophysiology.

Each of these subsections starts out with a discussion of the normal physiology of the system followed by discussions of major disease processes including hyperfunction, hypofunction and neoplasia with a clinical approach to diagnosis and treatment and relevant concepts in pathology. Dermatology and Systemic Infectious Syndromes Second Year, 3 weeks The Dermatology course is designed to introduce students to the specialty of dermatology through emphasis on the proper description of entities and the development of differential diagnosis, the pathogenesis of common dermatologic diseases and the treatment of many of these dermatologic entities.

The course includes elements of physical diagnosis including understanding of the dermatologic lexicon, bedside diagnostic testing and the pathogenic mechanisms of skin disease. In addition, there is a focus on such entities as acne, psoriasis and other papulosquamous disease, eczematous dermatitis, skin cancer and the dermatologic mechanisms of skin disease. Discussion of these entities includes pathogenesis, diagnosis and treatment with a focus on appropriate pharmacology as well.

Infectious disease topics include: approach to the febrile patient, approach to the immunocompromised host, zoonotic diseases, vector-borne illness, and sexually transmitted disease. There is also a review of major infectious disease syndromes and an antibiotic refresher. Sessions on human development are integrated into the unit. The specific competencies that the course aims to develop includes: professionalism, rapport, empathy, medical history, patient-centered perspective, growth towards physician role, oral presentations, written documentation, group participation, constructive feedback, and reflective practice.

The course also includes a practical experience of interviewing with an interpreter as well as two practical experiences interviewing simulated patients in the Clinical Skills and Simulation Center CSSC.

Teaching format: Interactive sessions, patient presentations and demonstration interviews, small groups in clinical settings, standardized simulated patient interviews in the CSSC. Physical Diagnosis First Year, November to May The Physical Diagnosis Course teaches the clinical skills of the basic, normal physical examination, as well as serving as an introduction to the abnormal physical examination.

The course is tightly integrated with the organ-system units. Students systematically learn the physical examination of the following regions: lower extremity, back and spine, upper extremity, cardiovascular, respiratory, abdominal, genito-urinary, mental status, otorhinolaryngologic, ophthalmologic and neurologic.

Lectures emphasize basic techniques and clinical correlations. Evening sessions in the Clinical Skills and Simulation Center begin with a demonstration following by practice under faculty supervision. Simulation task trainers manikins are used to learn normal and abnormal findings. Students further refine their skills through practice sessions with standardized patients. Ultrasound is incorporated into many of the sessions.

Teaching format: interactive lectures, case presentations, physical exam demonstrations, small groups in the CSSC, standardized patient practice sessions, and ultrasound. Working in pairs, students spend one full day a week in an outpatient clinic or office in Family Medicine, General Internal Medicine or Pediatrics.

CAP starts during the last unit of first year and continues through early January of second year. Students refine their clinical skills in taking an accurate medical history and performing both complete and focused physical examinations.

Students learn how to structure a differential diagnosis, counsel patients, document the medical encounter usually with an electronic medical record , organize and deliver concise oral presentations, and how to perform basic office procedures. Concepts learned in the organ-system units are applied in the clinical setting. The ambulatory experience is supplemented by interactive workshops including introduction to office setting, documentation and presentation, basic office procedures, lifestyle modification counseling, physical diagnosis review, breast and pelvic examination, caring for children and adolescents, and advanced communication.

Teaching format: clinical work in primary care setting, interactive workshops, standardized patient sessions, self-directed learning. Epidemiology and Biostatistics First Year, 5 weeks The primary goal of the course is to teach students the skills to read, understand and critique the medical literature. This course covers descriptive epidemiology, randomized controlled trials, cohort studies, case control studies, external and internal validity, bias and confounding, screening, sources of bias in epidemiologic studies, and a series of sessions on biostatistics.

Extensive use is made of the small group setting to reinforce and apply concepts. Considerable time during small group is used to analyze key examples from the medical literature. The course lays the foundation for the Introduction to Clinical Reasoning Course. And I have challenged myself beyond my ability to achieve more than I ever hoped. I fell in love with the campus and felt welcomed by the students.

I admired the academic reputation of Tufts and its close vicinity to Boston. It was important to me to continue running track and field in college and that played a big part in my decision as well. I love running track and field at Tufts because the team is a family to me. Knowing that all of the hard work and effort we put in at practice everyday pays off in the end is a feeling I will never tire of.

Tufts University. Digital Collections and Archives. Medford, MA. This collection is processed, but some materials may be restricted and not available for research. Materials were placed in archival boxes if the original housing was damaged; received order was maintained. A box-level inventory and series-level description were created and the finding aid was updated at the time of processing. Team files include rosters, game results and season summaries from to Files are arranged by sport and chronologically within each sport.

While the football files are the most comprehensive, sports such as track, wrestling, basketball, and baseball are well represented in the early years. By the s, other sports such as soccer, lacrosse, field hockey, softball and sailing begin to appear. Included are photocopies of memory books created by the women's lacrosse team during the period of and a sampling of manager's reports for most sports that spans the period from to Subject files were created to document activities of the athletic department.

Records from to include end of season reports, awards, releases, annual reports, committee and staff meeting reports, summer athletic programs, special projects, biographical files, correspondence and recommendations.

This series contains photographs and negatives from to that include photos of teams, players, coaches, sporting events, and athletic department staff. Most photographs are about football. Sports such as baseball, basketball, cross-country, hockey, sailing, tennis, swimming, track, and wrestling are also well represented.

Most of the early photographs were taken by professional sports photographers. By the s the volume of photographs increases dramatically. A large number of these pictures are candid snapshots taken by amateur photographers or members of the department.

Many of these images are unidentified and marginally organized. Most negatives are located in box 72 but some negatives are stored with the photographs.

Most photographs relating directly to Rocky Carzo and his career at Tufts are in box The baseball manual is a 44 page document written by John Thomas "Jack" Slattery, dated Slattery was a catcher in the American League, a manager and coach for the Boston Braves, and a coach at Tufts from This series contains game footage of the Tufts football, baseball, men's and women's lacrosse, and swimming teams, circa This series contains scrapbooks to , which were created by the Athletic Department to document sporting events throughout the year.

This series includes playbooks from to They gave the team a shout-out on December Winning every year! Hosting the conference tournament at Cousens Gym, Tufts won a dramatic five-set final against Bowdoin College. Tufts finished the season with a 28—2 record and 16 national ranking. Tufts was the top team in NESCAC for the regular season and finished the year with 23 victories, tying the school record.

The team finished the year ranked second in the D3 hoops national poll with a 28—1 record. The Jumbos won their first 26 games for the longest winning streak in program history. Tufts gave the Bantams their first opening-day loss since The Jumbo team went on to establish five team records, including most total offense in a season 3, yards and most passing touchdowns in a season Tufts upset Trinity College—the 1 team in the U.

College Hockey Online poll at the time—by a 4—2 score in January. The Jumbos held off the Bantams behind 37 saves by goalie Josh Sarlo. That helped Tufts double its conference victory total this season, which also included a 4—2 win against the Wesleyan squad that eventually won the NESCAC championship.

The Jumbos finished just two strokes out of first place for their best-ever showing at the tournament. Tufts earned a spot in the four-team conference championship, but the spring event was canceled due to COVID Tufts placed eighth at the NCAA championship race, the fourth time the Jumbos finished among the top 10 nationally since Sophomore Danielle Page posted the second-best NCAA finish in team history as she completed the six-kilometer course in a The Jumbos were looking like a team that would challenge for the national championship when hopes were dashed due to COVID Tufts won its four games by a combined total of —42, including a 25—15 win over rival Amherst.

Ranked 2 nationally by the IWLCA, the Jumbos defeated rival Amherst on the road and were off to a start before the season was canceled because of the novel coronavirus.

Before getting a chance to compete at the NCAA indoor championships, four Tufts national qualifiers had to come home from Winston-Salem, North Carolina, when the meet was canceled because of the novel coronavirus. Earlier in the season, the Jumbos placed third at the New England Division III indoor championships, scoring at least third at the regional meet for the fifth straight year.

Now firmly entrenched as a national top 20 team, Tufts finished with the 19 ranking in the College Squash Association national poll. The seven qualifiers were the most that the team had sent to an indoor national championship meet since She finished nine points ahead of Boston College for the victory, which advanced Talia to the Intercollegiate Sailing Association Single-handed Nationals.

She finished fourth nationally, a career-best in her second collegiate single-handed nationals appearance. The Jumbos stood third after round-robin racing on Saturday but won their way into first place out of eight teams on Sunday.

Unfortunately, after a few early-season regattas, the novel coronavirus forced a premature end to a promising spring. Great Expectations Tufts started the year coming off a win, NESCAC-championship season in , and with tons of talent returning, the Jumbos were eagerly anticipating a promising campaign.

Tufts also won the second varsity eight race at the Head of the Fish Regatta. Tufts finished second at the NESCAC championships, where the Jumbos won seven individual and relay titles and set seven new school records.