UConn School of Medicine Brochure

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					Contents:
     Medical School Mosaic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 2
     Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 4
     Admissions Policies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 10
     Health Career Opportunity Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 12
     Student Profiles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 14
     Faculty Profiles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 18



Contact Numbers:
     Main Switchboard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 860-679-2000
     Assistant Dean, Admissions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 679-3874
     Combined M.D./Ph.D. Degree Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 679-4571
     Dean’s Office . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 679-2413
     Financial Aid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 679-3574
     Library . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 679-2839
     Health Career Opportunity Programs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 679-3483
     Graduate Program in Public Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 679-1510
     Admissions Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 679-4306
     Association of American Medical Colleges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202-828-0600
     MCAT Program Office . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 319-337-1357




         University of Connecticut policy prohibits discrimination in education, employment, and in the pro-
         vision of services on account of race, religion, sex, age, marital status, national origin, ancestry, sexual
         orientation, disabled veteran status, physical or mental disability, mental retardation, other specifically
         covered mental disabilities, and criminal records that are not job-related, in accordance with provisions
         of the Civil Right Act of 1964, Title IX Educational Amendments of 1972, the Rehabilitation Act of
         1973, the Americans with Disabilities Act and other existing federal and state laws and executive orders
         pertaining to equal rights.




Photography credits:

     Front cover and within the brochure courtesy of Janine Gelineau, UCHC Video Communications Department

     Page 20 and back cover courtesy of Yvette Wild, Zowie Barnes, Peter Morenus, Abby Tarbox, Christine Moulis and
     Teresa Sapieha-Yanchak
Educating                           T
                                              hanks for your interest in the University of Connecticut School
                                              of Medicine. In the following pages, you will be introduced to
                                              some of the dedicated faculty, administrators and current and

the New                             former students who have created a vibrant environment of learning and
                                    service at UConn. We crafted the text in an effort to answer questions
                                    prospective students like you often face – and to introduce you to the
Physician                           unique elements of our curriculum and community.

                                    I became Dean of the University of Connecticut School of Medicine in
                                    2008, after several years at the University of Virginia. One of the first
                                    things that impressed me about UConn was the school’s innovative
                                    curriculum which has earned national acclaim for its multifaceted
                                    approach. The curriculum emphasizes problem-based learning and
                                    promotes the understanding of issues related to chronic care,
                                    ambulatory experiences, disease prevention, rehabilitation, problems of
                                    aging and emerging public health issues.

                                    At UConn, students are rigorously trained not only in the science of
                                    preventing, diagnosing and treating disease, but also in the art of
                                    effective communication with patients. From the earliest days of
                                    their medical school career, UConn students begin face-to-face work
                                    in medical settings as well as simulated work through the clinical
                                    skills assessment program.

                                    Our goal is to prepare physicians to excel in the ever-changing world
                                    of modern medicine. To that end, we also place a high priority on
                                    community service and helping students understand the healthcare
                                    needs of patients from all walks of life. Each year, UConn medical
                                    students contribute countless hours to help the homeless and
                                    underserved in the greater Hartford region. This is a source of pride
                                    for UConn and an invaluable learning experience for our students.
Cato T. Laurencin, M.D., Ph.D.
Vice President for Health Affairs   As Dean, I am very proud of our students and our accomplishments.
                                    I encourage you to carefully read through the information about our
Dean, School of Medicine            school and contact us with specific questions.
Albert and Wilda Van Dusen Chair
in Academic Medicine

Distinguished Professor of
Orthopaedic Surgery and Chemical,
Materials and Biomolecular
Engineering




                                                                                                                1
                                                          The Medical School Mosaic:

                                                                         with students extends beyond four years, as we gather alum-

T
              he University of Connecticut School of Medicine
              (SOM) is at its heart equal parts vibrant art and func-    ni information and feedback from residency directors about
              tion. The carefully crafted UConn mosaic is designed to    how our graduates perform.
    produce graduate physicians dedicated to superior patient care,
    service to communities, and scientific inquiry.                      We believe that our devotion to nurturing students makes
                                                                         UConn unique. The Office of Student Affairs is committed
    Students as the Medium                                               to helping all 320 students maintain their humanity and
    The success of the SOM rests on its superior students. The           unique identities, as they work to discover their ultimate
    Admissions Committee carefully selects an elite group from           place in the overall design of the medical profession.
    over 2,000 applicants. Students enter with many shared char-
    acteristics: outstanding academic achievement, intellectual          Faculty and Students as Co-Artists
    curiosity, and humanism.                                             Our curriculum fosters active student learning in a collegial
                                                                         setting. We treat students as adult learners, facilitating the
    While students share academic qualifications, it is their indi-      transition from passive college students who are often told
    vidual and unique qualities that add richness and texture to the     what to learn, to successful life-long learners who learn what
    University. We address diversity in multiple ways. The               they need to know. The curriculum balances lectures with
    Admissions Committee has long embraced the Association of            seminars and PBL. Electives are introduced early, and selec-
    American Medical Colleges (AAMC) guidelines to select stu-           tive experiences (chosen from a menu of required options)
    dents who are widely representative of society: racially, cultur-    exist throughout the four years.
    ally, and socio-economically. We embrace students with scien-
    tific backgrounds directly out of college with as much vigor as      The first 2 years have been entirely pass/fail since the school’s
    non-science majors, or those who have taken a more circuitous        inception. The lack of a class rank or GPA promotes better
    path to medical school by pursuing other life experiences or         peer and small group learning. The passing standard is high,
    secondary degrees.                                                   and each student sets his/her own internal challenge to excel.

    We are justifiably proud of the quality of the students who          One urban myth of medical school holds that first year stu-
    choose to matriculate. They are the multivariate gemstones           dents are told to remember their peers to their left and right,
    that we use to build our educational product.                        for one of the three would not be present at graduation.
                                                                         UConn revises the myth at our orientation. We tell students
    The Office of Student Affairs as Caretaker                           that the person to their right will be their surgeon, and the
    UConn is dedicated to helping students thrive during medical         one on the left their family doctor. This hopefully convinces
    school. We know that in order to succeed, students must main-        all students of the obligation to help their peers reach success.
    tain a balance in their academic, emotional, physical, and spiri-
    tual lives. The Office of Medical Student Affairs serves a central   The overall curricular design is thus guided by faculty, and
    role in this, in conjunction with myriad faculty and staff men-      greatly influenced by individual student effort. The emphasis
    tors. We help new students adjust to the personal and profes-        is the student: on maximizing what a student learns, rather
    sional demands of medical school through proactive sessions          than what a faculty member teaches.
    with groups and individuals. We have recently instituted a
    student-mentoring program for first and second year students,        Society as the Patron
    assigning each student both a basic science and faculty advisor.     The SOM exists comfortably within an externally driven con-
                                                                         text. The admissions process and the curriculum have been
    The Office of Medical Student Affairs helps coordinate vari-         indelibly shaped by societal imperatives. The first is the need
    ous essential components of student life: social, cultural, and      to train physicians who are both intellectually competent and
    sporting events; medical student government and academic             ethically responsible. Our students clearly acquire the requisite
    committee participation; convocation and graduation cere-            basic science knowledge; UConn consistently outperforms the
    monies; and student-run volunteer clinics. For fourth year           national average on Step 1 and 2 of the United States Medical
    students, we write and distribute a summary academic record          Licensing Examination. Students learn health law and profes-
    (previously known as the “Dean’s Letter”) in support of each         sional standards along side basic science principles. UConn has
    student’s application to a residency program. Our contact            embraced the AAMC Professionalism Initiative, and has inter-

2
Artistry, Form, and Function

   woven formal curriculum to address personal and professional     five student-run clinics, with almost universal participation.
   development through the four years.                              These clinics provide care to patients with profound health-
                                                                    care needs – patients in homeless shelters and congregate liv-
   Recognizing that medicine is an applied science, UConn is        ing, and migrant farm workers. The majority of students
   committed to having students graduate with a sophisticated       extend their volunteer efforts to communities abroad,
   ability to interact with patients. The Principles of Clinical    through elective experiences between the first and second
   Medicine (PCM) course is one of the most extensive of its        year or during the fourth year.
   kind nationally, teaching interviewing, communication, and
   physical examination skills. Students practice these skills in   Our Finished Product
   the Student Continuity Practice (SCP), a required 1/2 day        In response to these directives, the SOM has been created as a
   per week course in an ambulatory setting beginning in            metaphorical community courtyard. We are not an abstract or
   October of the first year. These skills are further honed with   aloof art, to hang high above the people we serve. We rest
   standardized patients in the Clinical Skills Assessment          firmly on the ground, meant to be functional and accessible to
   Program (CSAP). UConn students spend numerous after-             all. We are imbedded on firm foundations of academic excel-
   noons in the CSAP in teaching and evaluation activities. We      lence and service. We value students individually and collec-
   have long believed in the importance of these simulated expe-    tively – as unique facets held together by a mortar of mutual
   riences. This belief has been validated, as the National Board   respect and peer support. We believe that the process of med-
   of Medical Examiners added a clinical skills/standardized        ical education is enriching. Students begin with unpolished
   patient component to Step 2 of the board exam beginning in       and unlimited potential, and are honed to brilliance through
   2004.                                                            didactic and hands-on experience. Inherent in the phrase the
                                                                    “practice” of medicine, this polishing continues long after
   One of the most important imperatives guiding the SOM is         graduation. UConn is proud of its role in setting each student
   the need to produce culturally competent physicians who are      into a path of enduring success.
   interested in providing care to under-served populations.
   UConn students embrace this fully and willingly. There are




      Anthony “Bud” Ardolino, M.D.
      Associate Dean for Medical
      Student Affairs




                                                                                                                                     3
                                     C
                                              hoosing the right medical school is an important and often-times
                                              difficult decision. Many factors must be weighed in your decision,
                                              not the least of which is the curriculum. The content of medical
                                     school curricula varies little across the country, in large part because accredita-
                                     tion standards dictate what must be taught during the four years of medical
                                     school. However, the format of delivery of this content and the teaching meth-
                                     ods used in the curriculum do vary from school to school. In deciding where
                                     you want to go to medical school you need to consider what curriculum for-
                                     mat and which teaching methods best fit with your learning style. In this
                                     regard I believe The University of Connecticut has much to offer you.

    The                              Our curriculum underwent a major revision from 1995-1998. Since that
                                     time, it has received national recognition for it’s innovative format and teach-

    Curriculum                       ing methods. In our most recent accreditation review, the curriculum was
                                     cited as the number one strength of the school. Our curriculum is designed to
                                     prepare you for your career in medicine by providing you with a strong foun-
                                     dation in the knowledge, skills and professional attributes you will need to
                                     succeed in your chosen specialty or subspecialty. Every year we survey our
                                     graduates and the directors of their residency programs to determine how well
                                     they have been prepared for their roles as interns and resident physicians. We
                                     are gratified each year at the positive self-assessment of our graduates, who feel
                                     they were exceptionally well prepared by our curriculum. This positive assess-
                                     ment is shared equally by their program directors, and we often find that our
                                     graduates are ranked at the top of their residency class.

                                     The pages that follow describe in some detail the components of the curricu-
                                     lum; several aspects are worthy of highlight. The curriculum is highly inte-
                                     grated. In the basic medical sciences, structure and function of the body and
                                     its organ systems are taught together. Separate courses in biochemistry, anato-
                                     my, cell biology, and physiology do not exist. We feel this better reflects how
                                     the human body functions in both health and disease, and how you must
                                     think as a physician when confronted with an individual patient. There is also
                                     close integration of the basic medical sciences with clinical medicine. You will
                                     begin seeing patients, as part of SCP, within several weeks of starting classes.
                                     This continuity practice, which extends over the first three years of curricu-
                                     lum, will allow you to not only apply the knowledge gained in the classroom,
                                     but will also allow you to rapidly develop your clinical skills. The required
                                     clinical rotations in years three and four will then allow you to build on and
                                     mature these skills to a high level of sophistication. The curriculum balances
                                     lectures with a considerable amount of small group learning activities, such as
                                     case conferences and PBL. Early in the curriculum you will learn effective
                                     problem solving – problem solving that considers not only the underlying bio-
                                     medical principles, but includes consideration of social, behavioral, ethical and
                                     legal issues. The hospitals and clinic sites through which you will rotate will
                                     expose you to a rich and diverse patient population. In these settings you will
    Bruce M. Koeppen, M.D., Ph.D.
                                     be involved in health promotion, disease treatment and prevention, and in
    Dean for Academic Affairs
                                     serving the health needs of the community.

    Albert and Wilda Van Dusen       The advancement of knowledge through research is another important aspect
    Professor of Academic Medicine   of our programs. You will have ample opportunity, if you choose, to partici-
                                     pate in a wide range of research activities. These span the spectrum from basic
                                     research at the cellular and molecular level, to clinical trials of new treatment
                                     modalities, and to epidemiologic, population-based and health outcomes
                                     research.

                                     We take seriously our mission of training physicians for the future. To this
                                     end, we seek individuals who wish to excel and become physicians deeply
                                     committed to serving the needs of their patients and their community. We

4
welcome all applicants who aspire to this career of service.                  I Be able to collaborate effectively to provide patient care
                                                                                that is compassionate, appropriate and effective both for
The SOM curriculum is designed to prepare professional men                      the treatment of health problems and the promotion of
and women to practice medicine in a health care system that is                  health.
evolving at an accelerated rate. In addition, it will equip them              I Have the knowledge, skills and attitudes necessary to
to formulate creative and courageous solutions to health care                   evaluate their method of practice and implement strate-
problems and issues. The primary goal of the curriculum is to                   gies for improvement of patient care.
develop in all students competency in the areas of patient care,              I Have the skills and attitudes that allow effective interac-
medical knowledge, practice-based learning and improvement,                     tion with patients, families and all members of the
interpersonal and communication skills, professionalism, and                    healthcare team.
systems-based practice. The expected level of competency                      I Have the knowledge, skills, attitudes and behaviors nec-
attained is intended to allow our graduates to be successful in                 essary to promote the best interests of patients, society
the residency program of their choice, and also provide them                    and the medical profession.
with the attitudes, skills and values requisite to continually                I Have the knowledge, skills and attitudes necessary to
update these competencies over the lifetime of their careers.                   provide high quality care for their patients within the
Students are broadly trained and prepared to undertake                          context of the larger healthcare system.
advanced training for careers in patient care, academic medi-
cine, public health, and/or research. Faculty members as teach-
ers, mentors, and role models are committed to support the
development of these student competencies. By completing
our curriculum our graduates will:

    I Have the knowledge to understand the normal structure
      and function of the human body, how diseases effect
      normal function, and not only how diseases can be treat-
      ed, but also prevented.




                                                                   Phase 1
                                                                                 Human
                                Human Systems                                    Develop.          Mechanisms of Disease
                                                                      Break
   17 hr/wk                                                                      & Health
                                     38 weeks                                                               30 weeks
                                                                                  8 weeks
     3 hr/wk                        CMPS                                                             CMPS
                       Principles of Clinical Medicine                                  Principles of Clinical Medicine
    8 hr/wk
                        Student Continuity Practice                10 weeks              Student Continuity Practice
    4 hr/wk                        Electives                                                        Electives

                                           Phase 2                                                 Phase 3
                  B               Multidisciplinary                   In-Patient          Sub-Intern S                    Electives
                  r                Ambulatory                                              Critical    e
                  e                                                                         Urgent       l
   36 hr/wk       a                                                                                           e
                  k                                                                                               c
                                                                                                                      t
                  3                    32 weeks                        16 weeks             12 weeks     8 weeks          20 weeks
                 wks
    4 hr/wk                             Student Continuity Practice                       Student Continuity Practice - optional




                                                                                                                                              5
                                            Phase 1 (Years 1 and 2)

                                  Phase 1 constitutes the first two years, and is comprised of five
                                  courses, and electives. Each year has a 38-week academic
                                  calendar, separated by a 10-week summer break. During Phase
                                  1 instruction consists of lecture, laboratories, case conferences,

    Curriculum                    and PBL.


                                  A major emphasis of Phase 1 is related to the basic medical sci-
    Outline                       ences. Students begin their study of the basic sciences with the
                                  Human Systems course, which presents the normal structure
                                  and function of cells, tissues and the organ systems. This is fol-
                                  lowed by the Human Development and Health course, which
                                  focuses on the biological, psychological, and social develop-
                                  ment of humans, and the legal and ethical issues associated
                                  with the provision of health care across the lifespan. Phase 1
                                  concludes with the Mechanisms of Disease course, which
                                  presents the pathology and pathophysiology of the organ sys-
                                  tems, infectious diseases, and principles of therapeutics, espe-
    By necessity, this outline    cially pharmacology. The Correlated Medical Problem Solving
                                  (CMPS) course runs throughout Phase 1. Its format is
    does not present the con-     problem-based learning, with the cases chosen to reinforce
    tent or calendar in detail.   and integrate the basic science concepts presented in the
                                  Human Systems, Human Development and Health, and
    Also, the curriculum is
                                  Mechanisms of Disease courses.
    continuously evaluated by
    the faculty, and modified     Phase 1 also prepares students for the clinical aspects of
                                  their program through the Clinical Medicine course. This
    as appropriate to provide     course extends through Phase 1, and has two sections:
    students with the best        PCM and SCP. The first year of the course focuses on well-
                                  ness and prevention, and the second year on the clinical
    and most relevant
                                  aspects of disease. Students have the opportunity to expand
    educational experience.       upon the core curriculum in Phase 1 through a variety of
                                  elective offerings.




6
Human Systems: The Human Systems course runs the entire                   I   Oncology
first year (38 weeks: 17 hours/week). It is divided into four             I   Diseases of Metabolism
sections:                                                                 I   Diseases of the Nervous System
      I Human Biology                                                     I   Diseases of the Reproductive Systems
      I Organ System 1                                                    I   Immune and Non-Immune Mediated Diseases of
      I Organ System 2                                                        Skin, Connective Tissue, and Bones/Joints
      I Organ System 3
The course covers the basic elements of human anatomy, his-           The course reviews the pathology and pathophysiology of the
tology, biochemistry, physiology, and genetics. Also included         organ systems previously presented in the Human Systems
is an introduction to biostatistics and the principles of epi-        course. In addition, basic principles of therapeutics, especially
demiology.                                                            pharmacologic, are presented.

Human Biology - This section presents the basic structure,            Correlated Medical Problem Solving (CMPS): The CMPS
biochemistry, and physiology of cells and tissues. It provides        course runs through Phase 1 in parallel to Human Systems,
the foundation for the material presented in the context of the       Human Development and Health, and Mechanisms of
organ systems, and gives students a framework upon which to           Disease. It is designed to assist students in their development
build their knowledge of the basic medical sciences as the year       as independent learners, and to promote the acquisition of
progresses. The section begins with an introduction to the gen-       skills related to problem solving, access to information, and
eral principles of biochemistry and molecular biology as the          group interaction and communication. The instructional for-
foundations of the biological sciences. This is followed by           mat is PBL, with students divided into groups of eight with
study of the histology of the major types of tissues, including       two faculty facilitators (one clinical and one basic science).
the fundamentals of the immune response. The principles of            The course meets for three hours each week. Case content is
human genetics are also presented. Students begin dissection          chosen to correlate with topics being presented in the con-
of the human body starting with the upper and lower extrem-           currently running basic science courses. Each case is devel-
ities.                                                                oped and discussed over a three week period, thereby provid-
                                                                      ing students with two weeks of independent study.
Organ System 1 - The primary focus of this section is the
structure and function of the central nervous system. The gross       Clinical Medicine Course (CMC): CMC extends through
anatomy of the head and neck is also presented.                       Phase 1, and is devoted to developing in students the skills,
                                                                      attitudes and knowledge needed to practice clinical medicine.
Organ System 2 - This section presents an integrated view of          The course focuses on the patient, on the developing physi-
the organs of homeostasis including the heart, lungs and kid-         cian, and upon the special and complex relationship between
neys. The gross anatomy of the thorax is presented, as is an          them. It also examines the role of community and family in
introduction to biostatistics and epidemiology.                       health and illness. It consists of two sections: PCM and SCP.
                                                                      Each section meets one afternoon a week for four hours. The
Organ System 3 - The structure and function of the gastroin-          curricula for PCM and SCP are intimately linked, and togeth-
testinal tract, the endocrine organs, and the reproductive            er they are designed to complement the basic science courses
organs is the primary focus of this section. Students concur-         running concurrently. PCM takes place at the medical school,
rently dissect the abdomen and pelvis.                                while SCP occurs in the office of physicians practicing in the
                                                                      community.
Human Development and Health: The Human
Development and Health course begins the second academic              PCM - This section is devoted to medical history-taking skills,
year, and runs for 8 weeks (17 hrs/week). It comprises a multi-       physical examination, and professional development. It is run
disciplinary survey of biological, psychological, and social devel-   in a seminar format. In the first year, the focus is on health,
opment from conception to death; an investigation of the              wellness behavior, preventive medicine, and on normal physi-
behavioral and social determinants of health and illness; an          cal findings. In the second year, students revisit the medical
introduction to principles of medical law and ethics applied to       history and physical examination skills with a focus on illness
doctor-patient relationships and health care problems; and an         and abnormal findings. Differential diagnosis and clinical rea-
overview of health care services across the life span, their effec-   soning are also presented.
tiveness, and the forces shaping their evolution. An iin-depth
presentation of clinical epidemiology is included.                    SCP - This is a longitudinal clinical experience which begins
                                                                      in the fall of the first year, and continues through Year 3 (and
Mechanisms of Disease: The Mechanisms of Disease course               an optional elective in Year 4). Students spend one half-day per
completes the second year running for 30 weeks (17 hrs/week).         week in an ambulatory clinical site, under the supervision of a
It is comprised of eight sections:                                    physician preceptor. It is tightly coordinated with the PCM
      I General Pathology and Pharmacology                            section to help students practice medical interviewing, physi-
      I Infectious Disease                                            cal examination skills, and community-oriented medicine.
      I Diseases of Homeostasis

                                                                                                                                          7
    Electives I: Students have the opportunity for elective course
    work in both Phases 1 and 3 of the curriculum. The elective                            Phase 2 (Year 3)
    program is designed to provide students with the opportu-
    nity to:
    I pursue a subject area in greater depth than might be pre-                 During Phase 2 of the curriculum (Year 3), there
       sented in the core components of the curriculum.                         are two courses - Multidisciplinary Ambulatory
    I provide options to develop or refine skills, fill in gaps in
                                                                                Experience (MAX) and Inpatient. These courses
       prior educational experience, and examine fields for future
       study and emphasis.                                                      together with the Advanced Clinical Experiences
    I pursue a scholarly activity, either writing or presenting                 course (Year 4) constitute the core clinical compo-
        orally, a summary of a particular topic through a review of             nents of the curriculum. MAX is divided into two
        the literature. In this way students develop expertise in the
        objective evaluation and critique of the literature, as well as         16-week components: MAX-1 and MAX-2. These
        develop their communication skills.                                     three 16-week components (MAX-1, MAX-2, and
    I experience a closer faculty/student interaction, since most               Inpatient) can be taken in any order. During MAX
       of the electives consist of small groups or one-on-one inter-
       actions with faculty.                                                    and Inpatient, the students attend their half-day
                                                                                per week SCP, which they started in the first year.
    Phase 1 electives expand upon the basic science core, and pro-
    vide students with the opportunity to broaden their academic
    skills. Students can select from a wide range of elective options,    Multidisciplinary Ambulatory Experience:
    including classroom activities, clinical experiences, and             MAX is a 32 week course focused on ambulatory medicine. It
    research opportunities.                                               is divided into two 16-week sections (MAX-1 and MAX-2).
                                                                          During MAX-1 and MAX-2 the students have three “Home
                                                                          Week” sessions, where all students return to the medical
                                                                          school. Evaluations (written and clinical skills assessment) are
                                                                          essential activities during Home Week. In addition, each
                                                                          Home Week is oriented around a theme. Students must also
        Special Program Offerings                                         complete an evidenced-based medicine project on one of the
        Combined Degree Programs                                          patients they have seen during either their Inpatient or MAX
        M.D./Ph.D. (Doctor of Philosophy)                                 experiences.
        M.D./M.P.H. (Master of Public Health)
        M.D./M.B.A. (Masters of Business Administration)                  MAX-1 - There are two six-week experiences: Internal Medi-
        M.D./M.C.T.R. (Masters of Clinical and Translation                cine and Pediatrics and two one-week experiences:
        Research)                                                         Orthopedics and ENT. During these experiences, the students
                                                                          have a half-day/week ambulatory Psychiatry clinic.
        M.D. Enrichment Program
        The M.D. enrichment program allows students to                    MAX-2 - There are two six-week experiences: Family Medicine
        enhance the standard program with up to a year of                 and OB/GYN and one three-week experience: Ambulatory
        full-time academic work, outside of the formal com-               General Surgery.
        bined and dual degree programs. Students admitted
        into the program will not be charged tuition for the              Inpatient Experience: The Inpatient block is 16 weeks in dura-
        extra year. During this extra year, students will be              tion, and consists of rotations in Medicine (four weeks),
        enrolled full-time in the School of Medicine and their            Surgery (four weeks), Psychiatry (four weeks), Pediatrics (two
        transcript will indicate that they participated in an             weeks), and an experience called Beginning-to-End (two
        extra year of full-time academic study.                           weeks). In the Beginning-to-End experience, students follow
                                                                          patients from admission in the Emergency Department
                                                                          through discharge, regardless to which service the patient is
                                                                          admitted. The focus of Beginning-to-End is on the patient’s
                                                                          interaction with the health care system, and addresses issues
                                                                          related to quality of care.




8
                                                                     Selectives: The Selectives course is two months in duration
                 Phase 3 (Year 4)                                    and can be scheduled at any time during Phase 3. It is designed
                                                                     with the recognition that being a physician encompasses the
                                                                     roles of researcher, educator, and advocate for community
      Phase 3 (Year 4) consists of three components: a               health. The Selectives provide students with the opportunity
      required three month Advanced Clinical Experience              to establish an experiential and knowledge base for these roles.
      course; a two month Selective experience; and five             In each of the Selectives’ sections, students learn methodology,
                                                                     skills and content as applied to an independent project.
      months of Electives. Students may customize this
                                                                     Students develop a project within the framework of research,
      phase of the curriculum, taking any of the compo-              education or community health. The selective can be sched-
      nents in their preferred sequence. The schedules are           uled as a block or as a longitudinal experience. Students in
                                                                     combined degree programs (M.D./Ph.D., M.D./M.B.A. and
      made in one month increments, and students do not
                                                                     M.D./M.P.H.) may use the Selective course to complete course
      have to schedule all months of a particular compo-             work toward their graduate degree.
      nent in sequence.
                                                                     Research - The goals of the research Selective experience
                                                                     include: to develop an understanding of how research leads to
                                                                     advancement of knowledge and the improvement of clinical
Advanced Clinical Experiences:                   This course is      programs and community health; to acquire research skills and
three months in duration, and provides students with an              methodologies; and to collaborate with colleagues from a vari-
intensive inpatient experience and exposure to issues related to     ety of fields and specialties.
critical and emergency/urgent care. It is divided into three sec-
tions (each 4 weeks in duration), which can be scheduled at          Community Health - The goals of the community health
any time during Phase 3.                                             Selective include: stimulation of student interest in population
                                                                     health; development of skills in addressing community health
Advanced Inpatient Experience - Students can choose to do            problems; increasing awareness of community resources; and
the experience either in Medicine, Pediatrics, Surgery, or           development of an understanding of sociocultural factors that
Family Medicine. It allows students to build on the knowledge        affect health.
and skills acquired during their previous clinical experiences.
Students assume responsibility for the simultaneous care of          Education - The goals of the education Selective experience
multiple complex hospitalized patients, acquire advanced             include: preparation of the student for their future education-
knowledge and skills, and improve their efficiency. It is expect-    al roles (academic, patient instruction, and continuing educa-
ed that students will improve upon their history and physical        tion); promotion of an understanding of the process of educa-
examination skills, and advance in their ability to interpret        tion; and broadening the student teaching experience.
clinical laboratory and radiological data. Students are expected
to function as an integral part of an interdisciplinary team, par-   Electives II: Students have five months of elective time in
ticipate in the education of the team members, and assume a          Phase 3, with each elective being one month in duration (stu-
greater role in their own learning.                                  dents may use one month for vacation/residency interviews).
                                                                     Electives can be scheduled at anytime during Phase 3.
Emergency/Urgent Care Experience - Students participate in           Students must complete at least three elective months in order
patient care as it is delivered in an urgent/emergency setting.      to graduate. Longitudinal electives can be arranged as well.
Students split their activities between day and evening shifts.      There are no requirements as to the type of electives to be
In addition to providing patient care, students participate in       taken, or that electives need to be done at UConn affiliated
workshops on wound care, suturing, and splinting.                    sites and institutions.

Critical Care Experience - Students can choose to do the             Graduation Requirements: Students must complete
experience either in the Medical Intensive Care Unit, Surgical       the following requirements in order to be eligible for gradua-
Intensive Care Unit, Coronary Care Unit, or                          tion from the School of Medicine:
Pediatric/Neonatal Intensive Care Unit.                                   • Obtain a satisfactory grade in each course
                                                                          • Successfully complete an approved elective plan
                                                                          • Pass steps 1 and 2 of the USMLE examination
                                                                          • Successfully complete the fourth year Clinical Skills
                                                                            Assessment
                                                                          • Complete the community service requirement




                                                                                                                                    9
     Admissions                     The SOM welcomes all applicants
                                    who have prepared themselves to
                                    contribute to medicine’s grand tra-
                                    ditions. An enduring, challenging,
                                    and fulfilling medical career awaits
                                    those with the dedication to engage
                                    in a course of study and life plan
                                    that promises constant wonder,
                                    intellectual fulfillment, and the
                                    pleasure of serving others through
                                    clinical service, research
                                    and teaching.




                                    Academic Preparation
                                    The SOM faculty believes that a broad liberal arts education provides the
                                    best background for those entering the medical profession. In addition to
     Keat Sanford, Ph.D.            the required courses in the physical and biological sciences, applicants
     Assistant Dean of Admissions   should include courses in the undergraduate curriculum encompassing
                                    mathematics, foreign languages, literature, history, art, religion, psychology,
                                    and political science. Medicine is best served by physicians whose learning
                                    has been thoroughly grounded in both the sciences and the humanities.

                                    There is no prescribed pre-medical curriculum. Applicants should present a
                                    firm base in mathematics, must be able to use the English language effective-
                                    ly, and should demonstrate breadth in the selection of courses taken, and
                                    depth and rigor in areas of special interest. Survey courses in biology, chem-
                                    istry, and physics for non-science majors do not satisfy the core science
                                    course prerequisites; applicants must take the introductory science course
                                    sequences required for students majoring in those fields. The specific med-
                                    ical school course requirements include:

10
I. Bachelor’s Degree or Equivalent                                  extracurricular activities, and letters of recommendation.
                                                                    Interviews are scheduled at the request of the committee.
II. Completion of the Following Undergraduate Courses               Following a rolling admissions model, decisions are issued to
    (one year of college credit with lab)                           candidates at the direction of the committee beginning in mid-
    A. General Chemistry                                            October and continuing throughout the year. Counseling is
    B. Organic Chemistry                                            available for applicants wishing to discuss aspects of the appli-
    C. Physics                                                      cation process or specific concerns related to their individual
    D. Biology or Zoology                                           circumstances.
    E. English—Courses in composition and literature are
       strongly recommended.                                        The SOM has a strong tradition of seeking a very diverse
                                                                    entering class, with diversity defined along a myriad of dimen-
III. Medical College Admission Test (MCAT) Scores                   sions to include a representative sample of the highly capable
The MCAT exam is given in April and August each year. All           applicant pool that can meet the health care needs of all seg-
applicants are required to take the MCAT no later than the          ments of society. All interested applicants are encouraged to
August exam preceding their expected date of matriculation.         apply. Further information on medical school admissions is
Applicants are required to sit for the exam within three years      included in the Medical School Admissions Requirement
of application. Test registration materials may be obtained         (MSAR), an annual catalog for applicants that provides pro-
from the MCAT Program Office, Box 4056, Iowa City, IA               files of United States and Canadian medical schools as well as
52243-4046, (319) 337-1357.                                         descriptive information and data on recent applicant charac-
                                                                    teristics. Copies of this book are available in most college
While completion of these basic prerequisite courses is consid-     libraries, in the offices of pre-professional advisors, or from the
ered the norm, the school may consider innovative and less tra-     Association of American Medical Colleges, One Dupont
ditional preparations on an individual basis. The applicant         Circle, Washington, DC 20036.
must present convincing evidence for equivalent preparation
in these subject areas. Courses in biochemistry, genetics, and      Residence Preference
physiology are recommended, but not required. While an              As a state-supported institution, the school gives preference to
applicant may present a minimum of three years of college           Connecticut residents in the selection process. A few excep-
work, ordinarily a four-year bachelor’s degree is considered a      tionally qualified out-of-state residents will be considered if
prerequisite for entry.                                             their admission can be expected to clearly enhance the high
                                                                    standards and goals of the school. The SOM makes a special
The Process - First-Year Admissions                                 effort to include those at a disadvantage by reason of econom-
The SOM participates in the American Medical College                ic background, race, handicap, or disability. This assumes that
Application Service (AMCAS), a unit of the AAMC. It admin-          places will be offered only to those whose achievements and
isters the centralized application process that allows applicants   capabilities are consistent with the rigor and high standards of
to apply to participating schools by submitting one application     the educational program.
directly to the service in Washington, DC. AMCAS verifies the
applicant’s academic record and then distributes the applica-       Technical Standards
tion to the designated medical schools. AMCAS applications          The SOM has established technical standards for admission. A
may be obtained by contacting the Applicant Relations Unit          candidate for the M.D. degree must have the knowledge, abil-
(202-828-0600), or by visiting the AAMC web site at                 ities, and skills in the following areas to fully function as a
http://www.aamc.org. Applicants can file the application elec-      competent, independent professional: observation, communi-
tronically using AMCAS-E software, or by completing a hard          cation, motor, intellectual-conceptual (integrative and quanti-
copy application and submitting it to: Student Services,            tative), behavioral, and social. The Americans with Disabilities
Association of American Medical Colleges, 2450 N Street             Act (1991) places an obligation on schools to determine the
NW, Washington, DC 20037-1126.                                      essential requirements of their programs. The central concern
                                                                    is that the individual must be able to perform the essential
The selection process at the SOM is implemented by a faculty        requirements in a reasonably independent manner, allowing
admissions committee consisting of basic science and clinical       for some technical assistance accommodations, but expecting
science faculty, medical students, and representatives of the       that an individual be able to perform without a trained inter-
community. The committee considers the applicant’s achieve-         mediary. The SOM provides a medical education program to
ments, ability, motivation, and character. In addition to the       prepare all candidates to enter any specialty; the school does
AMCAS application, a supplemental application form and              not specify special or less restrictive technical standards for dif-
interviews, if requested, allow applicants opportunities for pre-   ferent specialty career tracts.
senting themselves. The committee looks closely at the entire
academic record and MCAT scores in relation to the difficulty
of the academic program. Also considered are: evidence of aca-
demic achievement beyond regular course work, evidence of
intellectual growth and development, evidence of substantial

                                                                                                                                           11
     Health Career
     Opportunity                          A top priority for the SOM has
                                          long been the recruitment and
     Programs                             retention of students from diverse
     (HCOP)                               groups under-represented in
                                          American medicine. To that end,
                                          the Health Career Opportunity
                                          Programs (HCOP) actively
                                          recruits minority medical
                                          students and supports those who
                                          are enrolled throughout the
                                          academic year. HCOP is directed
                                          by Marja M. Hurley, M.D.,
                                          Associate Dean and Professor
                                          of Medicine.




     Marja M. Hurley, M.D.
     Associate Dean for
     Health Career Opportunity Programs
                                          Admissions
                                          Applications from underrepresented students are reviewed by the
                                          Admissions Committee, using the same criteria applied to all applications.
                                          Candidates for admission receive a full review and are selected on a compet-
                                          itive basis. Underrepresented candidates invited for an interview meet with
                                          the Associate Dean and/or the Assistant Dean for HCOP, staff of the HCOP
                                          office, and medical students who answer questions in an informal setting.
                                          The Associate Dean and Assistant Dean for HCOP are members of the
                                          Admissions Committee. Students also serve on the Admissions Committee
                                          and act as hosts for medical school applicants.
12
Support Programs
Academic support is available in the form of career and aca-         summer program designed to provide reinforcement and
demic counseling by the Associate Dean for HCOP and the              enrichment for students from diverse backgrounds who
Associate Dean for Medical Student Affairs. Available upon           expect to apply to professional schools of medicine and den-
request to all incoming students are time management and             tistry. Two tracks are available. For students who will be tak-
test-taking skills courses. In addition, tutorial services and       ing the August MCAT or October Dental Admissions Test
board examination review courses are available. Support is           (DAT), the program focuses on MCAT/DAT test prepara-
available for research externships and fellowships at other          tion, clinical interaction with preceptors, and introduction to
institutions.                                                        problem-based learning through case studies. For all others,
                                                                     the program consists of a basic medical sciences course
Social support includes: a welcome reception for incoming            emphasizing essential principles of cell and molecular biology
freshmen with classmates, upper level students, residents, fel-      correlated to PBL case studies. Clinical experiences and pro-
lows, faculty, and community physicians; luncheon meetings           fessional development exercises are also presented. The
and seminars on health care topics throughout the academic           Summer Research Fellowship Program (SRFP) is a 10-week
year, including the annual “Elbert A. Powell and Irma Cheek          research experience for undergraduate college students who
Powell Minority Enrichment Lecture Series;” the Minority             are interested in a career in academic medicine. Students who
Practitioners Mentoring Program with community physicians,           are completing their junior or senior year are given preference
including minority medical alumni, serving as mentors for            in selection, although some consideration is given to students
enrolled medical students; and support for student representa-       completing their sophomore year. Applicants should have
tives to attend annual meetings of professional associations,        completed some courses in biology and chemistry, preferably
including the Student National Medical Association (SNMA).           through organic chemistry. The MDPP and the SRFP also
The SNMA also offers first-year students assistance with their       serve as pre-matriculation programs for interested students
new educational environment through a peer support network           accepted to the School of Medicine. Housing and a stipend
with second-year students and communication of scholarly             are provided. For details about these and other programs, con-
and socially newsworthy items of interest to enrolled medical        tact the HCOP office at (860) 679-3483.
students through a department newsletter.

Recruitment
Through HCOP, the SOM operates an extensive recruitment
and outreach program to ensure a diverse applicant pool.
Visits to area colleges and to historically Black colleges and
universities, representation at recruitment programs through-
out the country attended by potential applicants from diverse
groups, use of community resources, direct contact via letters
and summer enrichment programs are some of the methods
used to interest qualified applicants in our program. Our own
students are actively encouraged to participate in the recruit-
ment program.

Enrichment Programs
The SOM sponsors several summer enrichment programs
through HCOP. The High School Student Research
Apprentice Program (HSSRAP) is a six-week summer program
for minority or diverse high school sophomores, juniors and
seniors who have indicated an interest in medicine. It provides
the students with research experience in one of the basic sci-
ence or clinical laboratories at the SOM. The Pre-college
Enrichment Program (PCEP) is a six-week summer program
for high school seniors and college pre-freshmen. By enhanc-
ing preparation, it aims to increase the retention rates of fresh-
men already admitted to college. This program houses stu-
dents at Central Connecticut State University, the UConn
Storrs Campus and Wesleyan University. Housing and a
stipend are provided. The College Enrichment Program
(CEP) is a six-week summer program for college freshmen
and sophomores to increase the retention rate of students
admitted to college. Housing and a stipend are provided. The
Medical/Dental Preparatory Program (MDPP) is a six-week

                                                                                                                                       13
       Student
       Profiles

       Duarte Machado
       Class: 2005
       Hometown: Waterbury, CT
       Undergrad: Trinity College
       Major: Neuroscience
       Program: M.D.




     A
              s a laboratory assistant at UConn during my sum-          subsequently elected as a Trustee, a position that I served dur-
              mers, I conducted research that filled in some of the     ing my third year along with 23 other student leaders from
              gaps, neuron by neuron, of what is known about how        across the country. In this role, I have helped to increase mem-
     the brain processes auditory stimuli. My pathway to becoming       bership in the UConn Chapter and to raise its profile on a
     a physician started with my participation in research fellow-      national level.
     ships sponsored by HCOP. These afforded me the opportuni-
     ty to work with Dr. Duck Kim, a professor in the Department        I have also been able to learn more about another interest,
     of Neuroscience. I returned to work with Dr. Kim year after        that of spirituality and medicine, through my involvement in
     year, with my work serving as the basis for my undergraduate       the Integrative/Complementary and Alternative Medicine
     honors thesis and publication in the Journal of Comparative        (ICAM) Interest Group. This group sponsors a monthly din-
     Neurology.                                                         ner seminar series and a fair in an effort to increase medical
                                                                        student awareness of the different forms of healing modalities
     It was during this time that I was introduced to some of the       that patients access today. I gave a poster and an oral presen-
     faculty and students at UConn, and I was very impressed by         tation about ICAM curricula at UConn during a conference
     what I saw and heard. As the son of immigrant factory work-        in Toronto, Canada, and helped to submit an award winning
     ers, I grew up not knowing anyone in the field of medicine         grant for further curricular developments in ICAM at
     whom I could call a mentor. My early experiences at UConn          UConn.
     were thus important in directing my life and introducing me
     to the field of medicine. They also helped me to realize that      The other aspect that I value about UConn is the fact that
     UConn was a perfect fit for me, so I decided to apply during       students see patients early in their first year through SCP so
     my junior year of college as an Early Assurance candidate.         that they may begin to develop clinical skills. I found my
     Being accepted was of great significance for me because I          placement at Hartford Hospital’s internal medicine clinic to
     would be the first in my family to attend medical school.          be ideal. It has been wonderful for me to be able to continue
                                                                        to work with people in the city that I have grown to love
     Early acceptance also allowed me to expand my involvement in       from my days as an undergraduate. The skills I learned at my
     my college and neighborhood communities, activities that I         SCP site have served me well at the South Park Inn Medical
     have continued into medical school. I have found the many          Clinic, a free, full-coverage clinic run by medical students
     opportunities for growth and development outside of the class-     that provides services to the residents of this Hartford home-
     room to be some of UConn’s most appealing aspects. During          less shelter. The level of dedication of the student volunteers
     my first year, my interest in student activism and advocacy        amazed me, and this prompted me to serve on the South Park
     flourished after joining the American Medical Student              Board of Directors. These experiences have helped to foster
     Organization (AMSA). While serving as president of the             my increased understanding of the diversified community
     UConn AMSA Chapter during my second year, I helped to              that I will continue to serve throughout my time at UConn.
     organize a rally for universal health care with nonprofit groups
     on the steps of the state capitol in Hartford. At the AMSA
     National Convention in Washington, D.C., I was

14
M
          edicine, in its various shapes and forms, seems to          In the summer after my first year here at UConn, with the
          have been a long-standing, integral component of            support of faculty and staff, I had the opportunity to further
          most students here at UConn. For me, the easy part          explore the impact of humanitarianism and medicine by
was knowing I had an interest in medicine. The greater                spending the summer learning Spanish and volunteering at a
challenge however, was stepping back to critically question           hospital in Arequipa, Peru. Fostering connections with the
that pursuit.                                                         patients and medical clinicians there taught me the impor-
                                                                      tance of tailoring medical care to fit the needs of the people
 As a liberal arts student in college, I delved into numerous sub-    we serve.
ject areas, choosing to concentrate my studies in the arts and
humanities. The ultimate question for me during that time             I feel that medicine today demands an appreciation of human-
became ‘could I combine my devotion to the arts and humani-           ity and a broad-visioned approach. As physicians, we are no
ties with my underlying interest in medicine?’                        longer just scientists, but individuals with a myriad of interests
                                                                      and backgrounds overlapping in a common field of study.
 In order to better understand my reasons for pursuing the rig-
ors of medicine, I decided upon graduation to remove myself           At UConn, it is this common interest that brings us together,
from the familiar, and facilitate a year of research, volunteer       and it is our differences that drive us to take the path we ulti-
work, and study in Israel. My time was divided between two            mately choose. We challenge one another, and yet thrive in
hospitals that differed geographically, economically and cultur-      each other’s support. In the end, the uniqueness each of us
ally. Having witnessed the disparities among these health-care        carries will serve to inspire and enhance the physicians we are
facilities and, at times, the dehumanizing delivery of care, I felt   to become.
an urgency and commitment to make a difference in the field
of medicine. Such an experience emphasized not only the
short-sightedness in separating the arts and humanities from
the sciences, but more importantly, revealed just how critical
the junction of these two seemingly disparate fields is. Indeed,
a respect and understanding for humanity is central to the
delivery of quality care.




  Tamara Goldberg
  Class: 2005
  Hometown: Madison, CT
  Undergrad: Wesleyan
  University
  Major: Humanities
  Program: M.D.

                                                                                                                                           15
       John Kelly III
       Class: 2009
       Hometown: Charlestown, RI
       Undergrad: University of Rhode Island
       Major: Microbiology & Chemistry
       Program: M.D./Ph.D.




     I
          received the news of my acceptance to UConn via tele-         I was particularly impressed to find that UConn students are
          phone, while stranded in a duty-free shop at Chicago’s        encouraged to maintain and develop their interests outside of
          O’Hare airport. I was returning with a group of friends       medical school. I’ve heard the saying, “All work and no play
     from a spring break trip to Laguna Beach, California. In spite     makes for boring doctors.” This is taken to heart at UConn -
     of a two-hour delay in Chicago, being tired and worn out           proven by an organization, the Medical/Dental Student
     from the past week, that day was one of the greatest of my         Government (MDSG), whose mission is to direct student
     life. I didn’t know it then, but I had found the place where       involvement in school functions and provide social events out-
     I belonged.                                                        side of academics. The list is long, but includes items like
                                                                        socials with the UConn law school, white-water rafting, skiing
     As an M.D./Ph.D. applicant, my search for a medical school         and snowboarding, a Winter Formal, and a Connecticut Wine
     was about finding a balance, balance between truly humanistic      Tour. Other events include Culture Shock, where students per-
     clinical medicine and excellent research programs, because the     form musical and dance numbers from their various heritages,
     modern physician/scientist requires both to tackle challenges      and the Gong Show, a humorous variety performance that
     like cancer, AIDS and diabetes. No other school I saw melded       gives students a chance to poke fun at the professors. While
     the two as well as UConn. The clinical faculty are top notch,      these events are a welcome break from studying, they aren’t
     highly-skilled teachers adept at guiding students along their      completely self-serving, because a wide range of experiences
     chosen career paths, and the basic science professors are acces-   and interests is required to interact with a diverse patient pop-
     sible, well-funded, respected leaders in their fields. This com-   ulation. Thanks to organizations like MDSG, UConn students
     bination, with a wide-selection of Ph.D. concentrations to         are able to balance their work with other activities, maintain-
     choose from, made my decision to attend almost a foregone          ing their mental well-being and rounding out their education.
     conclusion.
                                                                        It was clear to me that UConn fosters an interactive environ-
     I feel the excellent staff is complemented by an equally impres-   ment where administrators, professors, and students work
     sive student body. UConn recognizes that the school exists for     together to produce an exceptional medical education.
     the students, and our input is sought and encouraged on near-      Coupling this cooperative interaction with state of the art
     ly every facet of our medical education. The curriculum is reg-    facilities and researchers at the forefront of their fields made
     ularly reviewed and revised based on emerging data and             UConn the obvious choice for the next phase of his career. In
     student response, student members sit on all important com-        summary, I’m proud to be a UConn student, and I encourage
     mittees, and the student interview is an integral part of the      you to make the same choice. You won’t be disappointed.
     admission process. There are almost endless choices for volun-
     teer work, either in existing organizations or by creating a new
     one. Leadership opportunities abound, and most students take
     the helm in at least one major activity.




16
A
         s the first doctor in his family, my father was especially     fessionals about the blockbuster drug Avonex™. Sometimes peo-
         proud of his professional achievements. Growing up, I          ple recently diagnosed with MS would call in, desperate for infor-
         listened attentively to stories about his surgical successes   mation because they did not know why they were diagnosed.
curing various bladder and prostate conditions. I remember              Others questioned why they should take Avonex™ if it could only
attending a dinner for the mother of a baby boy on whom my              slow the disease process, offering no cure. Others called in devas-
father had performed a life-saving operation. The mother now            tated that they could not afford the $10,000 a year drug, want-
considers my father part of her own family.                             ing reassurance. It was the experience at Biogen that prepared me
                                                                        for the complexities of the doctor-patient relationship.
After an especially challenging first undergraduate semester at
Harvard, I seriously considered other career paths and took             I feel that the small medical class size and small group learning
“easier” courses during the second semester. When I first               experiences at UConn fosters a collegial atmosphere. We are
arrived at UConn to participate in an HCOP sponsored aca-               taught to value the group learning process. PBL teaches us to
demic enrichment summer program following my freshman                   appreciate our differences as we decipher interesting medical
year at Harvard, I was not sure if I would be able to get into          cases. SCP teaches us to be aware of and improve on how we treat
medical school. I used this as an opportunity to take more sci-         patients in hypothetical situations and provides solid clinical
ence classes and do some soul-searching. Did I really want to           experience early in our medical education so we can start apply-
become a doctor?                                                        ing our recently acquired knowledge to real situations.

It was that summer when my approach to preparing for a career           Additionally, I also feel that UConn has allowed me to grow per-
in medicine changed completely. Inspired by the pre-medical stu-        sonally as well as academically. The school’s tremendous involve-
dents that shared the passion for the medical field and by current      ment in community service has given me a wealth of opportuni-
UConn medical students who seemed so content with their                 ties to work in the Hartford community. During my first year at
career choices, I realized that although the pre-medical and med-       UConn I taught sex education to sixth graders in Hartford pub-
ical educational experience can be stressful and competitive, it        lic schools, held a workshop for middle school students on basic
can also be incredibly challenging and rewarding. I could see that      physiology principles during Primary Care Week, gave a
the students were comfortable with the “culture” of a school that       PowerPoint presentation for high school students on diabetes and
fostered camaraderie over competition. I realized that I shared the     high blood pressure, and served at many of the student-run clin-
same values with other students with a passion for medicine.            ics, including South Park and Migrant Farm Workers.

Returning to Harvard for my sophomore year, I was enthusiastic          I am also involved in the AMSA and the SNMA, both locally and
and prospered in the remainder of my pre-medical requirements.          nationally. From these experiences I have gained tremendous
I joined Project Health at Boston Medical Center and assisted           exposure to political issues in medicine. I am currently enrolled
pediatricians in the adolescent division in supplementing medical       in the MBA program at the Storrs campus. I will graduate with
care with social services, allowing patients dealing with teen preg-    a combined M.D./M.B.A. degree. I have lobbied for Universal
nancy to achieve a stable and healthy lifestyle through adequate        Health Care on Capital Hill in Washington D.C. and met med-
housing, education and job resources. Through a freshman men-           ical student leaders from around the country. I learned that we
toring program, I realized that I could use the experience from         have a voice, even as medical students, in shaping our careers as
only one year at Harvard to guide incoming students, easing their       future physicians.
transition into college life. During the year between college and
medical school, I worked for Biogen Inc.’s Customer Support
Line and educated people with Multiple Sclerosis and health pro-




  Janelle Mallett
  Class: 2007
  Hometown: Scarsdale, NY
  Undergrad: Harvard University
  Major: Biology
  Program: M.D./M.B.A.

                                                                                                                                              17
                                   D
                                             r. Dan Henry is very excited about the success of the SOM cur-
                                             riculum. “Not only have the students improved their board scores,
                                             but they have also been very successful in the residency match,” he
     Faculty                       said. He has witnessed the impact of the students beginning SCP in the first
                                   year. The students are being taught material in the second year that tradi-

     Profiles                      tionally is taught in the third year; thus, the faculty feels that the students
                                   entering the third year are performing at a level that previous third-year
                                   classes had only attained halfway through their clerkships. He is very proud
                                   of the student commitment to the community: there is a waiting list for stu-
                                   dents to volunteer at the student-run homeless clinics, and most of the first
                                   year students participate in teaching health in the Hartford school system.

                                   In his free time, Dr. Henry enjoys jogging, refereeing soccer, and playing
                                   tennis and golf. He feels he is thriving at UConn. “I thoroughly enjoy my
                                   position, as I get to work so closely with the students.”




                                   “I thoroughly enjoy my position,
                                   as I get to work so closely
     Dan Henry, M.D.
     Department of Medicine        with the students.”
     Professor of Medicine
     Director, Multidisciplinary
     Ambulatory Experience (MAX)




18
                          F
                                or Dr. Richard Zeff, teaching is one of the most enjoyable parts of his
                                career, and he recalls with pleasure receiving the Charles N. Loeser
                                Award for Teaching from the UConn medical and dental students.
                          “My commitment is to prepare our students for a future of success in their
                          chosen area of health care.”

                          Dr. Zeff teaches immunology to the first and second-year medical, dental
                          and graduate students, and serves as a laboratory preceptor. “For me, teach-
                          ing represents total immersion in the process of sharing my involvement in
                          immunology with interested learners. Since my graduate education empha-
                          sized training as a bench scientist, I would never have predicted the extent
                          to which I find fulfillment in teaching.” He gives much of the credit for that
                          to the friendly, but scholarly, environment of UConn.

                          There is value in the different approaches to medical education, such as cor-
                          related medical problem solving, the advanced elective experience, and
                          investigative research. “Through exposure to these different learning styles,
                          our students highlight and broaden their medical training. In this way, stu-
Richard Zeff, Ph.D.       dents can take ownership of their education, a first step in making inde-
                          pendent decisions about their future as health-care professionals”.
Department of Pathology
Associate Professor       The advanced immunology electives for first- and second-year medical stu-
                          dents have been extremely enjoyable from the standpoint of fostering discus-
                          sion around classic and recently published scientific literature. During week-
                          ly classes, medical students take more of a traditional graduate school
                                                                            approach towards learning
                                                                            by probing a variety of
                                                                            topics in immunology
                                                                            through discussion and
                                                                            student presentations.

                                                                            It was the shared pleasures
                                                                            in learning and discussions
                                                                            that led Dr. Zeff and sever-
                                                                            al students to develop an
                                                                            informal literary club.
                                                                            “The monthly meetings,
                                                                            which my wife and I hold
                                                                            at our home, are great fun
                                                                            and an ongoing reminder
                                                                            of how much our students
                                                                            contribute to the scholarly
                                                                            atmosphere of UConn.
                                                                            One of the best parts of
                                                                            my work day? That’s sim-
                                                                            ple. It’s seeing one of my
                                                                            students in the hallway
                                                                            and hearing, ‘Hey, Dr.
                                                                            Zeff, how’s it goin’?”




                          “My commitment is to prepare our students
                          for a future of success in their chosen
                          area of health care.”
                                                                                                           19
20
Good works...




                beyond the classroom