UC COM :: M3/M4 Course Syllabi

M3/M4 Course Offerings

2025-2026 M3/M4 Course Syllabi

Internal Medicine

COURSE NUMBER:

07 02 84

TITLE:

Obesity Medicine and the Hidden Pandemic
Metabolic disorders like type 2 diabetes, heart disease, and obesity have become global health crises, with rates soaring over the past century. These conditions disproportionately impact socioeconomically disadvantaged communities, revealing that the strongest predictor of health outcomes often isn’t genetics or personal behavior, but zip code. This course will examine the complex interplay between biology, environment, social factors, and public health policy that drives these trends.

PREREQUISITES:

26931373 (INTERNAL MEDICINE CORE CLKSP)

None.

expand all

GENERAL INFORMATION

COURSE YEAR:

CREDIT HOURS:

CREDIT WEEKS:

DOMESTIC VISITING:

INTERNATIONAL VISITING:

GRADED:

Pass/Fail

COURSE QUALIFICATIONS:

Extended

STATUS:

Part-Time - Extended
OFFERED AS FULL-TIME AND PART-TIME: NO
ALLOWS OVERLAP: YES

COURSE LENGTH:

This is a 4th-year longitudinal hybrid elective offered from December 1, 2025, to March 20, 2026, with a total expected time commitment of ~160 hours over approximately a 14 week timeline taking holidays into consideration. This includes: • Reading, Preparation, and Reflection: Weekly assigned readings and media (6-7 hours per week) to build foundational knowledge in obesity medicine, including peer-reviewed articles, medical guidelines, case studies, and reflective writing. This reflects the depth of material expected at the 4th-year level & beyond, including peer-reviewed articles, medical guidelines, and case studies. (Total: 84-98 hrs) • Online Engagement: Posting weekly reflections, responding to discussion prompts, and engaging with peers' posts on Canvas (1.5-2 hours per week) to ensure meaningful, critical engagement with course content. (Total: 21-28 hrs) • In-Person and Virtual Sessions: 6 in-person sessions (each 2.5 hours) and 8 virtual sessions (each 2.5 hours) on select Wednesday evenings, providing a structured environment for collaborative learning and case analysis. (Total: 35 hrs) • Two mini-projects - (one on Biases in society and medicine related to obesity and one on the role of the media on our perception of obesity, body image, and how society sees obesity as a individual failure rather than a societal agricultural industrial complex issue. (3-4 hours each) - (total 6-8 hours) • Final Project: Time allocated for researching, planning, and preparing the final group presentation (20-25 hours total), including collaborative work, research, and preparation of deliverables. (Total: 10-15 hrs) Total Estimated hours: 156-176 hrs

DIRECTOR:

Houman Varghai, MD
houman.varghai@uc.edu

, 7462

ADMINISTRATIVE SUPPORT PERSON:

Gabriela Ionascu
ionascgi@ucmail.uc.edu
513-558-2592
MSB, 6055A

SITE(S):

Outpatient Internal Medicine

MAX ENROLL:

ROTATIONS:

Rotation	Dates	Max
1	04/21/2025 - 05/16/2025	0
2	05/19/2025 - 06/13/2025	0
3	06/16/2025 - 07/11/2025	0
4	07/14/2025 - 08/08/2025	0
5	08/11/2025 - 09/05/2025	0
6	09/08/2025 - 10/03/2025	0
7	10/06/2025 - 10/31/2025	0
8	11/03/2025 - 11/28/2025	0
9	12/01/2025 - 12/26/2025	16
10	12/29/2025 - 01/23/2026	0
11	01/26/2026 - 02/20/2026	0
12	02/23/2026 - 03/20/2026	0
13	03/23/2026 - 04/17/2026	0

Please check course length. Some PT courses may extend beyond the noted 4 week blocks above.
NOTE: If a rotation is offered in both 2 and 4 week slots, the max capacity is limited to the actual spots offered for the 4 weeks. (ie: the 2 week rotations listed share the max of the 4 week rotation)

WORKING HOURS:

8-12 hours per week, flexible hours

REPORT 1^ST DAY:

You will receive an email with detailed information prior to the elective informing you of the meeting time and location (a classroom or conference room in the Medical Sciences Building).

COMMENTS:

N/A

INSTRUCTION

LEARNING ACTIVITIES:

Case-Based Instruction/Learning
Concept Mapping (allows learners to organize and represent knowledge in an explicit interconnected network)
Demonstration (description, performance, or explanation of a process, illustrated by examples, observable action, specimens, etc)
Discussion- Large Group (>12)
Independent Learning (Instructor-guided learning activities to be performed by the learner outside of formal educational settings.)
Journal Club
Mentorship
Peer Teaching
Problem-Based Learning (PBL)
Reflection
Role Play/Dramatization
Self-Directed Learning (Learners take initiative for their own learning; diagnosing needs; formulating goals; identifying resources; implementing appropriate activities; and evaluating outcomes.)
Team-Based Learning (TBL) (Workshops, sessions, or activities contributing to the development of teamwork skills)

In this course, we may cover complex health issues that often intersect with personal beliefs, societal debate, and evolving science. You will likely encounter information or perspectives that differ from your own. As physicians-in-training, your responsibility is to listen with curiosity, engage with evidence, and communicate respectfully—just as we do in patient care. Syllabi and course materials will be grounded in evidence-based medicine, scientific principles and reflect areas of ongoing scientific inquiry. In courses addressing policy, ethics, or societal issues, materials will be structured to promote evidence-based learning while transparently acknowledging where evidence is evolving or there are multiple viewpoints that may impact patient care.

LEARNING ENVIRONMENT POLICIES:

UCCOM strives to provide medical students with a learning environment that is conducive to their professional growth. All UCCOM and visiting medical students are encouraged to review the Student Handbook.

The Office of Student Affairs and Admissions is available to all UCCOM and visiting medical students to discuss any concerns/questions related to the learning environment. Please call 558-6796 to access faculty/staff that can assist you.

TEACHING:

95%	Attending Physician
5%	Senior Resident

FEEDBACK:

ASSESSMENT:

ASSESSMENT METHODS:
Multisource Assessment (a formal assessment of performance by supervisors, peers, patients, and coworkers)
Narrative Assessment
Other: Describe other methods not listed above:
Participation
Self-Assessment

FINAL GRADE:

GRADE ASSIGNED BY:

OBJECTIVES

Curricular Resources :

Course Readings and Media:

The course will utilize a diverse range of readings and media to provide a comprehensive understanding of obesity medicine and the broader public health landscape. These will include:

Peer-Reviewed Articles: Foundational and cutting-edge research on metabolic disorders, pathophysiology, and treatment strategies from journals like JAMA, NEJM, and Obesity.
Medical Society Guidelines: Current clinical guidelines from leading organizations, including the Obesity Medicine Association (OMA), The Obesity Society (TOS), Endocrine Society, American Academy of Family Physicians (AAFP), American College of Physicians (ACP), and Society of General Internal Medicine (SGIM).
Case Studies and Clinical Guidelines: Real-world examples of patient management and preventative care, with an emphasis on evidence-based approaches.
Public Health and Advocacy Texts: Articles exploring the social determinants of health, healthcare disparities, and the complex relationship between socioeconomic status and metabolic disorders.
Media Literacy Materials: Analysis of media portrayals of obesity, including news articles, social media campaigns, documentaries, and historical advertisements to examine bias and public perception.
Industry and Policy Reports: Materials highlighting the tactics used by agricultural and food companies to influence public opinion and policy, including marketing strategies and lobbying efforts that contribute to public health challenges.

Knowledge/Skills:

By the end of this course, each student should be able to:

Define and differentiate key metabolic disorders, including metabolic syndrome, obesity, type 2 diabetes, and related cardiovascular diseases, with a focus on pathophysiology and disease progression.
Analyze and apply the neurochemical, hormonal, and physiological mechanisms underlying obesity, including the roles of insulin, leptin, ghrelin, and the hypothalamic regulation of appetite and energy balance, to clinical decision-making and patient care.
Critically evaluate scientific literature, including primary research articles, reviews, clinical guidelines, reputable media, and social media, to assess validity, bias, and clinical relevance.
Critically assess and decipher the population-level and patient-specific implications of cultural, socioeconomic, and environmental factors on the prevalence and outcomes of obesity, including food deserts, socioeconomic status, and the social determinants of health.
Identify and address individual, professional, and societal biases related to body weight and obesity, recognizing the role of stigma in patient care and public health.
Collaborate effectively within multidisciplinary teams to develop innovative solutions for complex health challenges related to obesity and metabolic disorders.
Design practical, evidence-based strategies for obesity prevention and management, integrating knowledge of pathophysiology, public health, and patient-centered care.
Communicate complex medical and scientific concepts to diverse audiences, including peers, patients, and the public, through both written and verbal formats.

Main Course Topics :

1)Metabolic Disorders

2)Obesity Pathophysiology

3)Metabolic Syndrome

4)Type 2 Diabetes

5)Cardiovascular Disease

6)Neurochemical Regulation

7)Hormonal Balance

8)Insulin Resistance

9)Leptin and Ghrelin

10)Hypothalamic Regulation

11)Energy Balance

12)Social Determinants of Health

13)Health Disparities

14)Food Deserts

15)Socioeconomic Status

16)Environmental Health

17)Stigma and Bias

18)Patient-Centered Care

19)Public Health Advocacy

20)Critical Thinking

21)Multidisciplinary Collaboration

22)Population Health

23)Evidence-Based Practice

24)Health Communication

25)Health Policy

26)Media Literacy

27)Medical Ethics

28)Preventative Medicine

29)Clinical Decision-Making

30)Interprofessional Education

Procedures:

N/A

Remediation Plan:

Remediation Plan:

Given the hybrid nature of this course, most of the time spent is flexible. However, if a student is unable to attend one of the mandatory sessions, such as the final project presentation, due to an excused absence approved by the Office of Student Affairs in the Dean's office, they will be required to prepare a written presentation on a related topic, as determined by the course director. This must be completed prior to graduation.

If the student does not need the credit hours from this course to graduate and is unable to complete the required assignment and makeup work, they may be allowed to drop the course. However, if the credit hours are required for graduation and the student cannot complete the assignment or makeup work, their graduation may be delayed, at the discretion of the Dean's office, until the requirement is fulfilled.

SAMPLE WEEK

SCHEDULE NOTE:

Typical Work Week and Time Commitment:

From December 1, 2025, to March 20, 2026 (excluding two weeks for winter break), students are expected to commit approximately 160 total hours to the course. This includes:

•Reading and Preparation: Weekly assigned readings and media (3-4 hours per week) to build foundational knowledge in obesity medicine and related public health topics.

•Online Engagement: Posting weekly reflections, responding to discussion prompts, and engaging with peers' posts on Canvas (1-2 hours per week).

•In-Person Sessions: 4-5 evening meetings (2.5 hours each) focused on case discussions and interactive group learning.

•Final Project: Time allocated for researching, planning, and preparing the final group presentation (estimated 20-30 hours total).

The meeting times (in person and virtual) will be 35 hours (2.5 x 14 weeks)

Reading and reflection will be ~ 6-7 hours weekly (this will be more front-loaded because of the more dense pathophysiology - the later articles will be more social sciences, which will be quicker). These will include Mini presentations 2 of them, one on Biases in society and medicine related to obesity and one on the role of the media on our perception of obesity, body image, and how society sees obesity as a individual failure rather than a societal agricultural industrial complex issue.

Online engagement 1.5-2 hours (again, will be heavier towards the second half once we start getting into the controversial topics)

The final project takes a bit longer (I can talk about it during the meeting as well). but reasonable to assume it will be 10-15 hours.

ATTENDANCE AND ABSENCE POLICY

Session Attendance for M4 Students

Students may miss no more than two days of planned excused absences on a four week rotation without being required to make-up the work, at the discretion of the clerkship/elective/course director or his/her designee.
Non-AI Rotations - Per the Student Duty Hours Policy, an average of one day (24 hours) in every seven must be free of clinical responsibilities (including seminars, clinic, rounds, lectures) averaged over a four week period. These days off are assigned by the clerkship director to best align with the site schedule. Students may request to schedule 1 or more of these 4 days for planned absences that fall under 1 of the categories listed below for excused absences during non-AI rotations, in consultation with the course/elective director, who may or may not approve such planned absences.
AI Rotations - Per the Student Duty Hours Policy, an average of one day (24 hours) in every seven must be free of clinical responsibilities (including seminars, clinic, rounds, lectures) averaged over a four week period. These days off are assigned by the course director to best align with the site schedule. Students may request to schedule 1 or 2 of these days for planned absences that fall under 1 of the categories listed below for excused absences during AI rotations, in consultation with the course director, who may or may not approve such planned absences. Students must avoid scheduling Step 2 examinations during an Acting Internship.
Excused Absences - The following will be considered excused absences:
- Diagnostic, preventative, and therapeutic health services (e.g. doctor appointments, physical therapy, counselling, etc).
- Personal illness, accident or a major catastrophic event
- Death or serious illness of immediate family members. Immediate family members, as defined by UC, are Grandparents, Brother, Sister, Brother-in law, Sister-in-law, Daughter-in-law, Son-in-law, Father, Mother, Mother-in-law, Father-in-law, Step-sister, Step-brother, Step-mother, Step-father, Spouse or domestic partner, Child, Grandchild, legal Guardian or other person who stands in place of parent (in Loco Parentis)
Whenever possible, planned absences should be requested a minimum of six weeks in advance of the start of the clerkship/elective/course in which the absence will occur; this enables the clerkship/course/elective to help plan for educational event scheduling (e.g. a known appointment could be scheduled around with enough notice and the student might not have any required coursework to make up). Absences requested less than 1 week prior to the planned absence may not be considered for a possible excused absence unless extenuating circumstances prevented the student from providing timely notification per the policy. Students should first submit their request for a planned absence to the clerkship/elective/course director using the online MSSF. All planned/excused absences for any reason should be documented on the MSSF.
The COM abides by the UC Religious Observance Policy that respects the religious diversity of its students by providing opportunities, where possible, for accommodation in cases where conflicts exist between students’ religious beliefs/practices and educational activities. In clinical settings, such accommodations must honor the primacy of a commitment to patient care and avoid unduly burdening faculty, staff and the general student population involved in the affected educational and/or patient care activity.
The following items are explained in detail in the Medical Student Handbook:
- Excused/unexcused/unplanned absence, religious holidays, jury duty, and make-up work

See Attendance and Absences Policy, Religious Observance Policy, Medical Student Handbook.