College of Medicine
M . D. P R O G R A M
2011/12
Office of Admissions U NI V E R SI T Y O F CEN T R A L F L O R ID A ORLANDO, FLORIDA
The University of Central Florida contributes excellent resources to the development of the College of Medicine in areas of information technology, knowledge management, simulation technology and software development, and faculty development. The developing knowledge management and assessment systems have the potential to be a national model. Liaison Committee on Medical Education Site visit team 2008
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Welco me
to
COLLEGE OF MEDICINE STUDENT VIEWBOOK
t h e
University of Central Florida
I
t is my belief that every medical student comes to medical school with a dream for the future. At UCF, we help each student build that dream from day one. We seek students with a pioneering spirit—a real sense of curiosity and inquiry—who wish to make a difference in the lives of others. The power to make a difference and effect change lies in those who have passion, compassion, and ambition. These are individuals who are driven to be part of something greater than themselves. This spirit describes our faculty and our culture at UCF. With the teaching experience of our faculty, the wisdom of our community leaders, and our students’ inquisitive minds, we offer an innovative program that promises to be a model for medical education in the 21st century. We invite you to explore and see why the UCF College of Medicine is like no other—the place to build your dream.
Deborah C. German, M.D. Vice President for Medical Affairs Dean, College of Medicine
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UNIVERSITY OF CENTRAL FLORIDA
What makes us different?
O
ur College of Medicine takes an entirely new approach to
learning by encouraging you to pursue your passions in medical school, instead of waiting until you graduate. In some cases,
you will help design your own programs. You will work closely with faculty members, community patients, and physicians, as well as fellow researchers, to create an atmosphere of innovation and inquisitiveness most medical students wait years to experience. Our methods are fresh
A glimpse of your future
We know what you learn is just as important as how you learn. We breathe curiosity into our approach. Classes include live patient interaction early and often, clinical cases throughout, organ-based instructional modules, interactive lectures and labs, small groups, and individualized research and study.
The first thing you’ll notice about Central Florida’s medical community is how welcomed you are. Our university, physicians, and leaders will do everything to help you be successful.
The UCF researchers and physicians will add dimension to your medical education from the moment you start. So, whether your passion is helping one patient at a time, curing cancer, or changing the state of health care for the better, you can tailor your work toward these goals.
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COLLEGE OF MEDICINE
UCF at a Glance The Universit y of Central Florida,
founded in 1963, is the
second-largest university in the nation. UCF and its 12 colleges, located in Orlando, Florida, provide opportunities to 56,235 students, offering 183 bachelor’s and master’s degrees, 29 doctoral programs, and the M.D. program. Students come from all 50 states and 140 countries. In 2007, UCF opened its on-campus football stadium and its new basketball arena. In 2008, UCF became the first U.S. medical school to
Performing Arts.
•N ew state-of-the-art medical education building features the latest in labs and classroom technology, and contains: 3,500 feet of optical fiber cable 66 LCD monitors 8 7,000-lumen projectors and 12 3,500-lumen projectors
Unless otherwise indicated, figures are for Fall 2010.
• 2nd-highest number of National • Medical college anchors a new medical city that is projected to Merit Scholars in the state for generate more than $7 billion in first-time-in-college students; annual economic activity Top 50 in U.S. • Ranked 7th, “Top Up-andComing” national university by U.S. News & World Report
• Students contributed 889,000 hours in service-learning and community service
• Top 10 among U.S. universities for the power and impact of its patents
• Highest all-sports GPA of any public university in Conference USA
TOTAL: Undergraduate: Graduate: Medical Professional:
•R eceived a $7.6 million federal grant to help Central Florida doctors develop and effectively use electronic health records to improve patient care •T he college’s new Burnett Biomedical Sciences building at the UCF Health Science Campus at Lake Nona is a 198,000-square-foot laboratory facility devoted to biomedical research in the areas of cancer, infectious, cardiovascular, and neurodegenerative diseases
56,235 47,580 8,555 100
Hispanic (15.6%), African American (9.6%) and Asian/Pacific Islander (5.4%) 76% of undergraduate students receive financial aid
•R eceived more than $18.5 million in research funding in 2010
$60.9 million awarded to Bright Futures students (second-largest amount in Florida)
Regional Locations
• Center for Emerging Media • College of Medicine at Lake Nona • Executive Development Center • Florida Solar Energy Center •R osen College of Hospitality Management
Degree Programs
(as of Summer 2010) TOTAL: 216
Bachelor’s: 91 Master’s: 92 Doctoral: 29 Specialist: 3 Professional: 1
Regional Campuses
•E nrollment at the College of Medicine’s Burnett School of Biomedical Sciences is at a record 2,437 students for Fall 2010
• UCF Cocoa
• UCF Sanford/Lake Mary
• UCF Daytona Beach
• UCF South Lake
• UCF Leesburg
• UCF South Orlando
• UCF Ocala
• UCF Valencia Osceola
• UCF Palm Bay
• UCF Valencia West
Research Funding 2009–2010
Endowment Assets June 30, 2010
Operating Budget 2010-2011
Employees
TOTAL: Faculty members: Staff members:
•F irst medical school in U.S. history to offer full four-year scholarships to an entire class •F irst medical school in the U.S. to begin implementing the World Health Organization’s (WHO) Patient Safety Curriculum
offer scholarships to an entire class. And in 2010, UCF opened the School of
Enrollment
quick fa c t s
Breaking records Received more M.D. applications than any public medical school in Florida two years in a row
Accreditation $
133 million
$
102 million
$
1.3 billion
10,152 1,727 8,425
The University of Central Florida is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools to award degrees at the associate, baccalaureate, master’s, and doctoral levels.
Commission on Colleges • 1866 Southern Lane, Decatur,Georgia 30033-4097 • 404-679-4501 • sacscoc.org The UCF College of Medicine was granted accreditation by the LCME to begin offering the M.D. program in Fall 2009.
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UNIVERSITY OF CENTRAL FLORIDA
Faculty & Students We’ll get to know one another
With our interactive classes you will work closely with our faculty. The team we’re building is comprised of visionaries and motivated mentors from all aspects of medicine and from some of the most impressive programs across the nation. We’ll share the wealth of our experiences and accomplishments with you individually. We’re eager to get to know you and to guide you in reaching your goals.
Class of 2014 Cultural Diversity
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10
Asian: China 3, India 5, Pakistan, Russia
8
Hispanic: Puerto Rico 4, Peru 2, Cuba, Venezuela
6
Eastern Europe: Poland 2, Romania, Albania, Moldova, Macedonia
3
Far East/Pacific Island: Myanmar, Vietnam, Philippines
3
Caribbean Island: Haiti, Dominican Republic. Trinidad & Tobago
3
Middle East: Israel. Lebanon, Iran
3
Black/African American
Class of 2014 Demographics 3,761
Verified applicants
313
Interviewed
60
Accepted
45
Florida Residents
15
Non-Florida Residents
3.65
Science GPA
3.70
Total GPA (Range 3.1–4.0)
31
MCAT (Range 27-37)
35
Female
25
Male
F A C U LT Y
P R O F I L E
F aculty
P rofile
Andrew Payer, Ph.D.
Lisa Barkley, Ph.D.
P rofessor of A natomy
A ssistant D ean for D iversity and I nclusion
High-tech Anatomy Lab is Professor’s Dream
A
ndrew Payer has taught anatomy for 35 years and says he always wanted to “teach in the lab of my dreams before I died.” Payer has found that lab at the UCF College of Medicine.
Payer designed the college’s new state-of-the-art Anatomy Lab, which contains 22 dissection tables with ceiling-mounted computer terminals over each table so students have easy access to information during dissections. The 32-inch, finger-touch screens were specially designed for UCF by Mitsubishi and are the first to be used anywhere in the world. A computerized camera allows Payer to record anatomical information from anywhere in the lab and share it with the entire class, as well as students in lecture halls three stories below. UCF’s Anatomy Lab is on the top floor of the new medical education building. It is brightly lit with windows that overlook a nature conservancy. Students see the sun set each day as they work in the lab. Under Payer’s leadership, UCF this year became one of three medical schools in Florida that is state-approved to receive willed bodies to train medical students and local physicians. Until recently, people who wanted to will their bodies to medical science had to have their remains sent to the University of Florida in Gainesville or the University of Miami. As part of his anatomy lab, Payer does not give the medical students a cause of death for each cadaver they are studying. Instead, groups of students must embark on a 17-week “detective story” to try and determine what led to their first patient’s death and then present those findings to faculty members and classmates. “The human body always teaches me something, even after 35 years,” Payer said. “Every year is like a grand opening. I see something and learn something new.”
Champion for All
D
r. Lisa Barkley is the UCF College of Medicine’s new assistant dean for diversity and inclusion. Barkley, whose specialties are family, adolescent and sports medicine, comes to UCF from Delaware State University, where she was associate vice president for health and wellness and the founding dean of the College of Health and Public Policy.
In addition to her work at the College of Medicine, Barkley is also working at Nemours Children’s Hospital, where she is developing an adolescent medicine program. “Diversity and inclusion are cornerstone values at our medical school,” said Dr. Deborah German, UCF vice president for medical affairs and dean of the College of Medicine. “As we train the next generation of doctors, we want to encourage open communication and collaboration, promote cross-cultural understanding and engage the community to address healthcare disparities. We want to appreciate the differences that each one of us brings to our collective team.” Barkley said she sees her role as a “facilitator” who will help bring health equity to patient care, education, research and the community. “I hope to work with everybody across the college to make diversity and inclusion part of what we do every day,” she said. “I want to make sure that our M.D. program creates physicians who really work well with all people.” After receiving her B.S. degree in Biology from Georgetown University, Barkley received her M.D. degree at Temple University College of Medicine. She has done research and presentations on topics ranging from eating disorders among competitive ice skaters to health disparities among African American adolescents. “Throughout my career, I have learned how to take care of people in all kinds of settings and take care of people facing all kinds of issues,” she said. “I’m excited that the UCF College of Medicine has done a great job picking students who are passionate and care a great deal about being good physicians and a faculty that is dedicated to building something greater than has ever been built before. It’s like living opportunity here.”
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F A C U LT Y
P R O F I L E
Lori Boardman, M. D. PROFESSOR OF OBSTETRICS AND G Y N E C O L O G Y, A S S I S TA N T D E A N
The Art of Women’s Health
L
ori Boardman didn’t start out the way most medical students did—she took an alternate path that began in the arts. After achieving a B.A. in English Literature and an M.A. in Art History, Boardman decided to become a doctor.
“What English and Art History have taught me is to think, to write well, and to use my visual sense to solve problems. These subjects are not as unrelated to medicine as they may seem,” she added. Today, Boardman’s passion is women’s health. She maintains her clinical skills by working with Orlando-area patients at UCF Health Services. She also spends time at Orlando Health working with their OB/GYN residents. According to Boardman, one of the most serious women’s health issues today is the human papillomavirus (HPV). “To frame how serious this is,” she said, “about 60 million women in this country get Pap smears every year, and about five to 10 percent of them test positive for some form of HPV. It’s the most common sexually transmitted infection in the country today.” Another issue associated with HPV is proper treatment. “I’ve been working with our NIH national committee, which includes Dr. Diane Davey of the College of Medicine, to establish the proper guidelines for treatment, particularly in young women—how to manage the virus without over-treatment or under-treatment,” Boardman said. With her unconventional approach to problem-solving, she’s working to improve lives in Central Florida. And the region is in her blood; she’s a native Floridian who grew up in Winter Park.
STUDENT PROFILE
A n i k a
M i r i c k
C e n t ra l F l orida R e ac h e s O u t
An African proverb says, “It takes a village to raise a child.” The Central Florida community has come together to help a Haitian man who was dying of advanced leukemia. Three College of Medicine students encountered 20-yearold Ginel Thermosy as they were providing relief work in earthquake-ravaged Haiti. Ginel was being treated at a field hospital in Port Au Prince and doctors had given him just two weeks to live. First-year medical student Anika Mirick met Ginel in the hospital and, with fellow students Luke Lin and Lynn McGrath, helped arrange to have Ginel flown to Orlando and treated at M.D. Anderson Cancer Center, the sponsor organization that donated Anika’s four-year scholarship. But the generosity didn’t stop there. Anika, a graduate of Dartmouth College, contacted the local Darmouth alumni association. That group—including Thaddeus Seymour, Jr., vice president of health and life sciences at Lake Nona, and Kevin Walsh, an Orlando city official—helped get word to the Global Haitian Advancement Through Education and Sports (GHATES) foundation. GHATES is a Haitian relief organization in Orlando that is based in Jeremie, Haiti, Ginel’s hometown. GHATES has helped Ginel become part of Orlando’s Haitian community and is helping Ginel communicate with his family in Haiti. “We are not heroes,” said GHATES founder Marc Jean-Louis, whose mother lives in Jeremie and is actually friends with Ginel’s mother. “Anika and the other medical students are the heroes. We’re just fortunate to be in a position to help.” Anika spoke with Ginel’s doctors recently and said they believe his treatment will keep him in remission for about 20 years, a lifetime compared to the two weeks of life doctors in Haiti had given him. Marc, the GHATES founder, says Ginel and his family back in Haiti are extremely grateful for the community’s love and care. That gratitude is illustrated in the nickname Ginel and his new friends in Orlando have given Anika: “Angel.”
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STUDENT PROFILE F A C U LT Y
P R O F I L E
James Turkson, Ph.D. ASSOCIATE PROFESSOR of PHarmacology BURNETT SCHOOL OF BIOMEDICAL SCIENCES
Providing Hope to Patients with Breast Cancer
J
ames Turkson found his motivation for curing cancer when he entered the University of Ghana to study biochemistry. The same year, his mother died of uterine cancer.
“There was a very limited understanding of cancer in Africa at the time, no drugs or therapies,” he said. “So my dream was to get into the area of cancer research, to come up with strategies and therapies that would help treat patients. Successful scientists understand the makeup and biology of a disease and its treatment. But we also need to have an emotional attachment to what we do. That emotional attachment keeps us energized and makes us want to keep fighting.”
C h r i s t i n a
H s u
Shedding Light on Health care Christina Hsu has worked with patients all over the world, from the Dominican Republic to Taiwan to Ghana. Her experiences have taught her that practicing medicine isn’t just about healing the human body. More than a means of healing, medicine is a vehicle for social change that can break racial and cultural barriers. Hsu has conducted research on both policy and in the lab, volunteered in impoverished communities, shadowed physicians—and has shown her fortitude in a crucial moment during a surgery. During a crucial cataract surgery in Ghana, we had a blackout. While others were crying out, I rushed for the nearest light source —I stayed calm.
As an associate professor, Turkson’s research focuses on how a substance in the human body, the Stat3 protein, can go haywire and cause cancerous tumors in the breast, colon, lung, pancreas, skin, and prostate. In the past year, Turkson’s team has made some very exciting advances in cancer research, having developed a chemical compound in the lab called BP-1-102 that inhibits the growth of breast cancer tumors by deactivating the Stat3 protein in breast tumor cells. The drug works fantastically in very small doses, meaning it is far less toxic to the patient. Turkson earned his Ph.D. in Pharmacology from the University of Alberta in Edmonton, AB, Canada, and conducted research and taught at the H. Lee Moffitt Cancer Center and Research Institute in Tampa.
S tudent P rofile
Z aw
M a u n g
Medicine as Global Language Zaw Maung is motivated by his knowledge of the effects of poverty on health. I was surrounded by the frequency of medical mishaps due to a widespread lack of medical care through my childhood in my homeland of Burma. Zaw dedicated himself to learning about technology after his move to the U.S. and seeks to connect the world through an understanding of shared human experiences and health. I believe that medicine is the global language of life. For him, medicine is a bridge between his childhood home and his future. 9
A New School from the Ground Up
Our state-of-the-art home will be your home
Our new technology and research-centered facility houses four cutting-edge laboratory suites in simulation, clinical anatomy, clinical skills, and digital pathology. It also includes lecture rooms designed for presentation flexibility, an outstanding health sciences library with room to study and collaborate, and places to eat. The College of Medicine is part of a stunning new medical city being built for the Central Florida region.
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Main Lobby
Microscopy Lab
Student Auditorium
Student Lounge
State-of-the-art Anatomy Lab College of Medicine Education Building
Harriett F. Ginsberg Health Sciences Library
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UNIVERSITY OF CENTRAL FLORIDA
Campus Beauty The medical education building contains 170,000 square feet of cutting-edge technology and innovative design. The facility is located at the UCF Health Sciences Campus at Lake Nona and opened in summer 2010.
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COLLEGE OF MEDICINE STUDENT VIEWBOOK
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UNIVERSITY OF CENTRAL FLORIDA
UCF’s Health Sciences Campus is set in the heart of the Science and Technology Park
The Medical City at Lake Nona We’re building a new city
As part of the medical city at Lake Nona, the College of Medicine houses the M.D. Anderson Cancer Center Orlando Cancer Research Institute. It is also a neighbor of the Sanford-Burnham Medical Research Institute, the new Orlando VA Medical Center, the new Nemours Children’s Hospital, and more. Surrounding the medical city is a new community where the concepts of live, work, and play fit perfectly together. Residential areas will be within walking distance to an abundance of shopping and dining options. More than 40 percent of the area is left green with more than 40 miles of paved and unpaved trails reserved for hiking, biking, and exploring nature.
The UCF College of Medicine Medical Education Building is adjacent to the Burnett Biomedical Sciences Building
When this community gets committed to something, they move quickly here. We’re going to see the development of something unusual— if not unique—here: a medical city. John C. Hitt UCF President
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COLLEGE OF MEDICINE STUDENT VIEWBOOK
Lake Nona’s proposed master plan
SANFORD-
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Discovery Cove, Dolphin Encounter
Orlando Skyline
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Wall Street, Downtown Orlando
Orlando Magic center, Dwight Howard
Located in the Heart of Florida
The perfect backdrop
HIGHLIGHTS
Central Florida is world-renowned as a desirable place to live, learn, work, and play. It’s a destination for millions every year looking for entertainment and leisure, as well as professional businesses and individuals. Orlando is also a technologically driven marketplace, creating the perfect environment for innovative learning. In Orlando, and at the College of Medicine, you’ll get the chance to explore your dreams in the laboratory and classroom, in our theme parks, on nearby beaches, and in our community.
Photos this page: ©Orlando/Orange Co. Conventions and Visitors Bureau, Inc.
• There are 100-plus theme parks and attractions, including seven of the world’s largest and most popular • Year-round art exhibits and cultural events, the most comprehensive collection of Louis Comfort Tiffany, the Orlando Museum of Art, the popular Zora Neale Hurston Festival, the Orlando Science Center, and the Orange County Regional History Center • Nightlife includes ultra-hip bars and high-energy dance clubs to laid-back pubs, coffee houses, and multivenue entertainment complexes
Entertainment includes Broadway shows, professional, community and college theater, independent film houses, and the nationally recognized Florida Film Festival.
• Sunny and mild weather year-round •O rlando Magic, Spring Training, and Bowl Games •R ecreation offerings include 2,000 lakes, springs and rivers for swimming, boating, water skiing, and fishing; 150 golf courses, 800 tennis courts, and 21 fitness trails for biking, walking, and skating
UNIVERSITY OF CENTRAL FLORIDA
Thinking Outside the Classroom
T
he UCF College of Medicine gets students into the community by working with our medical partners. The following partners allow our students to begin experiencing the satisfaction of applying
their passions beginning on the first day of school.
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COLLEGE OF MEDICINE STUDENT VIEWBOOK
Orlando Veterans Affairs Medical Center
Nemours Children’s Hospital
Central Florida is home to nearly 400,000 veterans, 90,000 of which are seen at the current Orlando VA Medical Center every year. Comprised of a Nursing Home Care Unit, the Domiciliary and Rehabilitation Program, the Viera and Daytona Beach outpatient clinics, and three Community Based Outpatient Clinics in Leesburg, Kissimmee, and Sanford, the VA Center provides a wide range of services to veterans throughout the region. Striving to honor veterans by providing exceptional health care, the Orlando VA Medical Center, a new $560 million 134-bed hospital, has been approved to join us in the medical city. As our neighbor and partner, the Orlando VA Medical Center will be a resource for patient care and research and a rich opportunity for exposure to health and public affairs through its veteran’s benefits office.
One of the nation’s largest health systems dedicated to children, Nemours cares for more than 250,000 children a year through the generosity of the DuPont legacy. Expanding to Orlando two years ago through the Nemours Children’s Clinic, plans are now in motion to join the community of partners at the Lake Nona medical city, in a state-of-the-art children’s hospital. Already making strides in cancer detection and therapy, eye disorders, robotic surgery, and medical engineering, Nemours is dedicated to educating doctors and to conducting research. The hospital also educates children and their families about their own health through their groundbreaking program KidsHealth, the world’s most-visited website dedicated to the health of children.
The Orlando VA Medical Center’s partnership with the College of Medicine is shared through our partnerships with Orlando Health and the Florida Hospital Network. As a teaching hospital, the center will be a state-of-the-art environment that will provide a full range of services and educational opportunities while fostering a philosophy of medical service as an empathic enterprise. Visit the Orlando VA Medical Center at orlando.va.gov to learn more.
With a focus on pediatric medical care, research, and advocacy, Nemours Children’s Hospital is a growing force in the care of children. Joining their community partners at the medical city, Nemours Children’s Hospital offers you dynamic pediatric services, including areas such as neonatology, critical care, rheumatology, gastroenterology, allergy, and emergency medicine. As a student at the College of Medicine, you will have access to one of the most acclaimed pediatric hospitals in the nation. Visit orlandokids.org to learn more.
Florida Hospital Network
Orlando Health
According to U.S. News and World Report, the Florida Hospital Network is one of “America’s Best Hospitals.” The largest, not-for-profit Protestant health care organization in the nation, Florida Hospital Network (FHN) is dedicated to healing the whole patient: physically, mentally, and spiritually. FHN currently has more than 44,000 employees, 38 hospitals in 10 states, a total of 6,200 beds, and a wide range of fellowship and residency opportunities. Designated as a National Research Corporation Consumer Choice Hospital, FHN advances medical knowledge while emphasizing medical service through comfort, empathy, and sound advice.
Citing medical education as part of its core mission, Orlando Health is dedicated to partnering with the College of Medicine. Orlando Health, formerly Orlando Regional Healthcare, shares the college’s goals of developing unique approaches and solutions to health care issues through innovative research and fresh teaching methods. One of Florida’s most comprehensive, not-for-profit health care networks, Orlando Health features state-of-the-art facilities, highly qualified staff, and a commitment to advancing medicine through cutting-edge medical treatments and procedures. Comprised of nine hospitals, the 1,780-bed system treats nearly two million Florida residents and 4,500 national and international patients. Orlando Health also engages in groundbreaking special treatment programs, including the nation’s fourth-largest Neonatal Intensive Care Unit. It also specializes in high-risk pregnancy, stroke, neurology, orthopedics, memory disorders, epilepsy, brain surgery, radiation-oncology, and gynecologic-oncology.
Seeing almost one million patients a year, FHN is ranked first in the nation for inpatient admissions and is ranked nationally in Heart and Heart Surgery, Orthopedics, Neurology and Neurosurgery, Gynecology (including reproductive cancers), Urology, Digestive Disorders, Hormonal Disorders (including Diabetes and Thyroid), Kidney Disease, and Ear, Nose, and Throat. Of special note are FHN’s facilities and resources for residents in preventative care, clinical pharmacology, and human behavior, immersing you in an environment that promotes ethical ideals and medical advancement. Visit floridahospital.com to learn more.
Orlando Regional Medical Center boasts a Level One Trauma Center with its own Air Care Team. Involved in seven Accreditation Council for Graduate Medical Education residency programs, medical education is one of the Orlando Health’s most important enterprises. Visit orlandohealth.com to learn more.
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UNIVERSITY OF CENTRAL FLORIDA
Comprehensive Curriculum
T
he M.D. program learning experience at UCF is a unique and exciting blend of state-of-the-art technology, virtual patients, clinical and laboratory experiences, research, facilitator-directed small group sessions, and interactive lectures.
Classes include live patient interaction early and often. We have developed innovative simulation and animation experiences explicitly for the study of medicine that integrate and reinforce the curriculum. From basic science concepts to clinical diagnoses and treatment, the human patient simulators and online interactive virtual patients enhance and complement learning. The M.D. program curriculum at UCF fully integrates basic and clinical sciences across all four years. The first two years of the curriculum are structured into modules, with the first year focusing on a fundamental understanding of how the various basic science disciplines relate to the normal human body. The second year takes an organ system-based approach and applies the basic knowledge of the first year to the study of clinical disease, pathological processes, and treatment. In concert with these aspects of medicine, the curriculum presents psychosocial issues, cultural differences, communication skills, and physical diagnosis skills as they relate to the different topics in medicine. Educational experiences throughout the curriculum are designed to enhance the learning environment, emphasize studentcentered learning, apply and synthesize information, and foster an appreciation of life-long learning. All modalities of learning are incorporated into the curriculum, including simulation, web-based activities and clinical cases, team-based learning, problem-based learning, and standardized patient encounters. While traditional lectures are also used in the academic curriculum, many of these lectures are interactive and include the use of the latest in educational technology, including audience response systems. Clinical experiences occur throughout the first two years in the Community of Practice. Approximately twice a month, students work with community preceptors in a variety of settings, including primary care, specialty practices, and hospital-based practices. These clinical experiences provide students the opportunity to
observe the application of their studies to real patients, as they gain experience in communication, history taking, physical exam skills, and cultural competency. An exciting component of the curriculum at UCF is best described by the dean as “Keep the Dream Alive!” This Focused Individualized Research Experience (FIRE) module continues throughout the first two years. The scope of these projects is limited only by the student’s imagination, and may include every aspect from bench to clinical research, quality of care, hospitality in medicine, quality of life, disease prevention, legal aspects of medicine, and more. Each student works with a mentor to develop an individualized project or area of study that focuses on the student’s unique interest and career plan in the fields of health and medicine. The third and fourth years of the curriculum are devoted to clinical experience through clerkships, selectives, and electives. Fundamental knowledge from the first two years is reinforced through lectures, simulations, journal clubs, and conferences during the six core clerkships. Overall, the four-year medical curriculum at UCF is designed to fully integrate basic science and clinical medicine, give students an appreciation of cultural diversity and the need for sensitivity in treating patients, foster professionalism in all interactions, and ignite a passion for life-long learning.
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COLLEGE OF MEDICINE STUDENT VIEWBOOK
Curriculum Year One • • • • • • • •
Orientation Human Body: Molecules to Cells (HB-1) Human Body: Structure and Function (HB-2) Human Body: Health and Disease (HB-3) Hematology and Oncology (S-1) Focused Individualized Research Experience (I-1) (throughout Year 1) Psychosocial Issues in Health Care (C-1) (concurrent with HB-3 and S-1) Practice of Medicine (P-1) (throughout Year 1)
Year Two • • • • • • •
Endocrine and Reproductive Systems (S-2) Cardiovascular and Pulmonary Systems (S-3) Gastrointestinal and Renal Systems (S-4) Skin and Musculoskeletal Systems (S-5) Brain and Behavior (S-6) Focused Individualized Research Experience (I-2) (throughout Year 2) Practice of Medicine (P-2) (throughout Year 2)
Year Three Following a one-week orientation to the third year, students rotate through a set of required Core Clerkships in Internal and Family Medicine, General Surgery, Pediatrics, Obstetrics and Gynecology, Psychiatry and Neurology. In addition to these core rotations, students participate in three, two-week selectives where they have an opportunity to choose from a selection of surgical and other specialty areas. The third year culminates with a one-week capstone experience.
Year Four The fourth year is divided into 10 one-month blocks. All students rotate through four weeks each of Emergency Medicine, Critical Care, and two acting internships. Of the remaining six months of the year, four are devoted to electives where students can gain additional clinical experiences locally or nationally. The remaining two months can be used for another elective, study, further research, or residency interviews. Students finish the fourth year with a four-week capstone experience that provides preparation for internship, leadership training, and teaching experience. For more detailed curricular information, visit med.ucf.edu/academics and click on the “M.D. Program” link.
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Academic Requirements
A p p l i c a t i o n Pr o c e s s
Required Course Work
AMCAS Application
Requirements must be taken in residence (not online) from a regionally accredited college or university in the United States. Applicants must have completed at least a bachelor’s degree prior to enrollment in the M.D. program.
Applicants must complete an application through the online American Medical College Application Service (AMCAS) at aamc.org. AMCAS is the national application service that processes applications for M.D. programs. Through AMCAS, an applicant may apply to most M.D. programs by completing one application and paying the appropriate fees. AMCAS provides the school with applicant information immediately upon completion of the AMCAS transcript verification process.
General Biology General Chemistry Organic Chemistry General Physics College English College Math
2 2 2 2 2 2
Semesters Semesters Semesters Semesters Semesters Semesters
(with (with (with (with
labs) labs) labs) labs)
All majors are eligible to apply for admission to the College of Medicine (COM) as long as the minimum academic requirements are met. Non-science majors are encouraged to take as many science courses as possible.
Additional course work that is recommended, but not required, includes biochemistry, embryology, cell biology, comparative anatomy, and genetics. Course work in humanities, natural sciences, or communication arts is also encouraged. While no specific college math courses are required, some college work in calculus is strongly recommended; familiarity with the principles of statistics for the analysis of data is also important.
Application Requirements Interview Selection Requirements
Each applicant must demonstrate strong academic skills, a motivation for medicine, history of research, and compassion for others. To be competitive for interview selection, an application should include the following: • • • • • • • • •
Minimum undergraduate GPA 3.0 Minimum Science (Biology, Chemistry, Physics, Math) GPA 3.0 Minimum MCAT 24 (best single test, last three years) Meaningful and consistent medical clinical activities Consistent service to the community Physician shadowing Teamwork and leadership skills Basic science research Demonstrated excellence in an activity or area of interest (sports, research, or other endeavors) at a very high level
Application Deadlines
The AMCAS application period begins in late May and terminates on or before December 1 prior to the year in which the applicant anticipates enrollment. The AMCAS application deadline is the date when students must submit the application, all fees, and associated data to AMCAS.
Letters of Recommendation (LOR)
LOR Receipt and Processing—AMCAS Only The M.D. Admissions Office will ONLY accept LORs that have been received via AMCAS. The applicant is responsible for ensuring that the appropriate letters are provided to AMCAS. Refer to AMCAS for detailed instructions for the LOR process. It is important that you coordinate with your own pre-med advising office, since many send the letter packages for you. IMPORTANT: The UCF M.D. Admissions Office only accepts letters of recommendation sent through the AMCAS system. Any letters received by any other means are maintained in the Admissions Office but are not added to the application package for consideration. LOR Requirements Traditional Applicant—Applicants who will be entering the M.D. program directly from a bachelor’s degree program with less than a one-year break. • Three individual faculty letters—two letters from basic science faculty, and one from a non-science faculty member, or one premed/pre-professional composite committee letter • Two character letters—these letters should be from those who can tell us about “who” you are. Authors may be your supervisor, friend, neighbor, someone you have volunteered with or shadowed, someone from an organization or club that you belong to, clergy, etc. One of these two letters may be from an academic peer. Non-traditional Applicant—Applicants who have been away from academics for at least one year since obtaining the initial bachelor’s degree. • Three individual faculty letters from the most recent degree program, if feasible. If an applicant has been away from academics for a few years, they may substitute three upper-level supervisor letters for the three faculty letters. • Two character letters—same as for traditional applicants.
Completed File
American Medical College Application Service (AMCAS) Application Completion Deadline
December 1
Supplemental Application Completion Deadline
January 15
Supplemental Application Fee
Supplemental Application Fee of $30 OR AMCAS Fee Assistance Program (FAP) Waiver Documents
International Applicants
Only U.S. citizens or Permanent Resident Aliens or Asylees with a Green Card in their possession may apply.
It is the responsibility of each applicant to meet established deadlines and to monitor the status of his or her AMCAS and UCF COM applications. The admissions office will send an e-mail to each applicant upon completion of their file. Applicants will not be considered for an interview until all required information has been received and their file has been completed. Components of a completed application file are as follows: • Verified AMCAS Application • Designated LORS provided by AMCAS only • Submitted COM Supplemental Application Form • Paid application fee or AMCAS Fee Waiver Verification • Uploaded passport-style photo (requested, but not required) • Optional information provided by the applicant such as: – Letters providing updated or amplifying information – Recent grade sheets/unofficial transcript acceptable
A CCEPT A NCE ST A TUS When the Medical Student Admissions Committee (MSAC) makes a final decision regarding an interviewed applicant, the admissions office will contact that applicant by telephone to inform him or her of the committee’s decision as follows: • Accepted—A package is mailed to accepted applicants on the day following the MSAC decision. All offers of acceptance are provisional and may be rescinded if the applicant does not respond to the acceptance offer or maintain academic standards prior to enrollment, provides inaccuracies or misrepresentations on the application documents, has an unacceptable report based on the AAMC Criminal Background Check or AAMC Investigation Report, or if there is any other reason deemed appropriate by the COM. • Not Accepted—A notification is sent to each applicant as necessary. Upon request, the admissions office will counsel the applicant to help him or her understand how to increase his or her competitiveness for a future application. • Wait Listing—While on the wait list, prospective students will be contacted by the admissions office periodically to provide an update on their status and possible outcome. The applicant will be informed immediately upon change of admission status.
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I n t e r v i e w Pr o c e s s
Initial Screening of Applicants
The UCF COM M.D. Program Admissions Office will begin to communicate with applicants upon receipt of a verified AMCAS application. The admissions office will briefly review the application to verify that it meets or exceeds the minimum GPA and MCAT scores, as well as citizenship requirements. Each qualified applicant will receive an e-mail inviting him or her to complete the supplemental application. For an application that has been verified by AMCAS and meets minimum GPA and citizenship requirements, but does not yet include an MCAT score: we will send an invitation to complete the Supplemental Application if the MCAT exam is scheduled for that application year. Completed applications that meet all requirements will be fully reviewed and considered for an interview.
Interview Selection
Applicants selected for an interview, in addition to being academically talented, must demonstrate the desire to pursue medicine. Those selected for an interview are contacted by telephone and e-mail by the COM Admissions Office to schedule an interview.
Interview Day
Once the applicants have selected an interview date, the admissions office will confirm the date of the interview by e-mail. This e-mail provides additional information that includes an agenda and information regarding overnight stay, local travel, parking, and other details to enhance the applicant’s visit.
The actual interview day is a seven-hour visit and includes: • A tour of the medical school facility • Multiple opportunities for applicants to interact with medical students • A tour of one Clinical Medical Facility where M.D. students receive clinical experience • An overview of the curriculum, facilities, and student support • Two individual interviews with faculty • A visit with the COM Dean • A visit with COM Student Financial Services Director • The admissions committee decision process and timelines for making acceptance offers, wait listing, rejection, and future communication and assistance • Information regarding our commitment to a diverse class and working environment
Acceptance Package
The acceptance package will include the acceptance letter and a combined response form. We request that the combined response form and state residency affidavit be returned to the admissions office within two weeks of the date of the acceptance letter. The combined response form will include information regarding: • Acceptance/declination of the offered seat • Review of AMCAS-supported Criminal Background Check requirement • Review of technical standards and the chance to respond if an accommodation is needed • Review and print-out of state residency affidavit form • Information regarding final transcripts If the response form is not received from the applicant, the admissions office will make every effort to contact the applicant to determine his/her intent. Non-receipt of the response form within a reasonable time will be grounds for cancellation of the offer of acceptance at the discretion of the director of admissions.
Transfer Admissions
The M.D. program does not plan to solicit advanced standing or transfer applicants for the first several years of the admission cycle.
State Residency Classification
The COM M.D. Program Admissions Office evaluates completed applications from residents and non-residents of the state of Florida. Qualified applicants will be considered for an interview regardless of their state of residency.
Criminal Background Checks
A Criminal Background Check (CBC) is initiated via AMCAS when an applicant is admitted to a program (beginning in January of the year that the applicant plans to enroll). As additional institutions offer acceptance to that applicant, those schools are also provided access to the result of the original CBC. Each M.D. program will develop its own criteria for continuing an offer of acceptance based on information received.
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Standards for Admission, Progression, & Graduation
T
he COM educates physicians who are capable of entering residency training (graduate medical education) and meet all requirements for medical licensure. All candidates are evaluated according to the same
standards and criteria. Delineation of technical standards is required for the accreditation of U.S. medical schools by the Liaison Committee on Medical Education (LCME). The technical standards describe the essential abilities required of all candidates. Reasonable accommodation in achievement of the standards is defined under federal statutes applied to individuals with disabilities. Such accommodations are intended to support the successful completion of all components of the M.D. degree. The technical standards for the M.D. degree are applied in concert with other policies of the university, including academic policies, academic standards established by the faculty, and student conduct policies. The technical standards include the following principles and understandings: •T he M.D. program at the COM supports a broad, undifferentiated degree attesting to the acquisition of general knowledge in all fields of medicine and the basic skills requisite for the practice of medicine. •T he guidelines for admission as set forth by LCME must continue to govern the decisions of medical school faculties. •T he medical education process, which focuses on the safety and well-being of patients, differs markedly from postsecondary education in fields outside the health sciences. •T he primary responsibility for the selection of students and the content of the curriculum rests with the medical school and its faculty. •A ll candidates in the M.D. program must possess the physical, cognitive, and emotional capabilities required to undertake the full curriculum and to achieve the levels of competence required by the faculty.
•C andidates who meet the academic criteria and who demonstrate the ability to meet the technical standards listed in this document are eligible for consideration for admission, progression, and graduation. Admission to the COM is conditional based on the ability to meet these technical standards, with or without reasonable accommodation. Candidates are asked to certify that they are able to meet the technical standards of the program. Individuals with questions regarding technical standards are encouraged to contact the COM Associate Dean for Students. UCF Student Disability Services provides strategies to candidates with disabilities. Case-by-case consideration of alternate styles of achievement are applied to candidates in advanced stages of screening for admission and those who are enrolled.
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COLLEGE OF MEDICINE STUDENT VIEWBOOK
Standards in Five Areas Must Be Met by All Candidates: O b s e rvat i o n , Co m m u n i c at i o n , Motor Fu n c t i o n , Cog n i t i v e , a n d P ro f e s s i o n al
Observation
Professional
Candidates are reasonably expected to: • Observe demonstrations and participate in experiments in the basic sciences • Observe patients at a distance and close-at-hand • Demonstrate sufficient use of the senses of vision and hearing and the somatic sensation necessary to perform a physical examination • Integrate findings based on these observations and develop an appropriate diagnostic and treatment plan
Candidates are expected to demonstrate behavior and social attributes that enable the effective practice of medicine.
Communication Candidates are reasonably expected to: • Communicate in verbal and written form with health care professionals and patients, including eliciting a complete medical history and recording information regarding patients’ conditions • Perceive relevant non-verbal communications such as changes in mood, activity, and posture as part of a physical examination of a patient • Establish therapeutic relationships with patients • Demonstrate reading skills at a level sufficient to individually accomplish curricular requirements and provide clinical care for patients using written information Accommodation through use of a trained intermediary or other communications aide may be appropriate when this intermediary functions as an information conduit.
Motor Function Candidates’ motor and sensory functions must be sufficient to diagnose and deliver effective patient care by consistently, quickly, and accurately integrating all data gathered through whatever sense(s) employed. Candidates are reasonably expected to: • Perform physical examinations and diagnostic procedures, using such techniques as palpation, auscultation, and percussion • Complete routine invasive procedures as part of training, using universal precautions without substantial risk of infection to patients • Perform basic laboratory tests and evaluate routine diagnostic tools such as EKGs and X-rays • Respond in emergency situations to provide the level of care reasonably required of physicians • Participate effectively in physically taxing duties over long hours and complete timed demonstrations of skills
Candidates are reasonably expected to: • Demonstrate the judgment and emotional stability required for full use of their intellectual abilities • Possess the perseverance, diligence, and consistency to complete the medical school curriculum and prepare to enter the independent practice of medicine • Exercise good judgment in the diagnosis and treatment of patients • Complete all responsibilities attendant to the diagnosis and care of patients within established timelines • Function within the law and ethical standards of the medical profession • Work effectively and professionally as part of the health care team • Relate to patients, their families, and health care personnel in a sensitive and professional manner • Participate effectively in physically taxing duties over long work hours, function effectively under stress, and display flexibility and adaptability to changing and uncertain environments • Maintain regular, reliable, and punctual attendance for classes and clinical responsibilities • Contribute to collaborative and constructive learning environments, accept constructive feedback from others, and respond with appropriate modification Compassion, integrity, interpersonal skills, interest, and motivation are all personal qualities that are assessed during the admission and educational processes. All candidates are responsible for meeting acceptable standards for behavior and intellectual functioning. Only minimal accommodation is foreseen with regard to the professional section of the technical standards.
Cognition Candidates must have sufficient cognitive abilities and effective learning techniques to assimilate the detailed and complex information presented in the medical curriculum. Candidates are reasonably expected to: • Measure, calculate, analyze, synthesize, extrapolate, and reach diagnostic and therapeutic judgments • Recognize and draw conclusions about three-dimensional spatial relationships and logical sequential relationships among events • Formulate and test hypotheses that enable effective and timely problem-solving in diagnosis and treatment of patients in a variety of clinical modalities • Understand the legal and ethical aspects of the practice of medicine • Remain fully alert and attentive at all times in clinical settings • Problem-solve—this critical skill is demanded of physicians and requires all of these intellectual abilities
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UNIVERSITY OF CENTRAL FLORIDA
Early Decision Program The Early Decision Program (EDP) is for very highly motivated, capable, and passionate applicants who have demonstrated excellence in academics. The admissions committee reviews applicants to the program in mid-August of the application year. The COM admissions office contacts each EDP applicant to advise him or her of the committee’s decision about an interview.
EDP Deadlines • AMCAS verified by August 1 •A ll supplemental materials to the COM Admissions Office by August 15
EDP Guidelines 1. Applicants must be currently enrolled as seniors or graduates of an accredited regional university or college in the U.S. Students must receive a bachelor’s degree before August of the year they are to enter medical school.
2. Applicants should have an undergraduate cumulative overall and science GPA of 3.8 or better. Science and English requirements for entrance to the college should be completed.
3. The Medical College Admission Test (MCAT) must be taken no later than the spring of the year students are applying. Students must have a score of at least 32 or better on the MCAT with no score below eight in any category.
4. Transcripts must be on file with the American Medical College Application Service (AMCAS).
5. Eligible applicants for the EDP are interviewed during the month of September.
6. Applicants should only be applying to this institution with full intentions of attending if accepted. Notification of acceptance or non-acceptance is no later than October 1 of the application year. An acceptance means a firm commitment to attend the COM.
7. Applicants who are not accepted under this program are still given consideration for admission during the regular admission cycle. They are also eligible to apply to any other medical school of their choice.
8. Applications from students under this program should be labeled
Financial Services The COM Office of Student Financial Services assists M.D. students in obtaining resources to fund their educational expenses while attending the medical school. The office provides financial aid process and program counseling, as well as budgeting and money management counseling. Financial aid programs for 2011-2012 consist of institutional scholarships, institutional need-based grants, Stafford loans, outside/private scholarships, and GradPLUS loans. To apply for financial aid, please complete the Free Application for Federal Student Aid (FAFSA) at fafsa.ed.gov as soon after January 1 as possible. The Title IV code for UCFCOM is 003954. For more detailed information regarding financial aid and counseling, please call 407.266.1381, e-mail medfinaid@mail.ucf.edu or visit med.ucf.edu/academics/financial_aid.
as an EDP applicant through AMCAS.
Contact Us Admissions Office Contact Information E-mail:
mdadmissions@mail.ucf.edu
Website:
med.ucf.edu/admissions
Telephone:
407.266.1350
Fax:
407.266.1399
Postal: UCF College of Medicine Office of Admissions 6850 Lake Nona Boulevard, Suite 115 Orlando, FL, 32827
M.D. Program Admissions Office Staff Director:
REL Larkin
Coordinator: Wandy Cruz-Velázquez Specialist:
Ron Portervint
College
of
M e dici n e
Prescription for Success Freshman Year
Junior Year
oin and actively participate in a student pre-med J organization while in college
Continue to participate in research and volunteer opportunities
Evaluate speed reading/comprehension and test-taking skills
Continue visits with your academic advisor and pre-med health advising office
Establish good study habits and begin to establish a strong GPA
Prepare for MCAT (spring/summer semester)
enerate a four-year academic program with your G academic advisor—pay attention to scheduling courses needed for entry to medical school Visit your school’s pre-med health advising office to learn about applying to medical programs If available at your school, enroll in a course that provides you with information regarding application to medical school Start to build a consistent history of research, medical clinical-related volunteerism, community service volunteerism, and activities that you believe in and that satisfy your interests—continue to participate throughout your undergraduate college years Get to know the faculty who are teaching you—let them know that you may request a letter of recommendation for medical school from them in the future Make productive use of your winter, spring, and summer breaks
Sophomore Year ontinue volunteer work, research, and clinical C shadowing opportunities
Complete required course work for MCAT (spring/summer semester) Sign up for a mock interview session if available Work with Pre-Health Advising Office to construct your Faculty/Committee letter of recommendation package for medical school applications (spring semester) Complete medical school requirements review and organize hierarchy list of schools for application; attend an annual medical school forum if not done previously (spring semester) Register for MCAT; take initial MCAT no later than August of the summer between your junior/senior year Try to find a clinical shadowing/internship experience if you have not done it yet Start AMCAS application (summer between junior/senior year) Explore medical school scholarship resources Use late summer to address supplementary applications, possible MCAT retake, continue volunteerism
Senior Year Complete supplemental applications (first semester)
Investigate alternative career options
Review and apply for scholarships to finance medical school
Continue to visit with your academic advisor and pre-med health advising office
Continue to excel in research and extra-curricular involvement
Start planning to cover health professional school application costs
Prepare to travel to interviews (September–March of senior year)
Begin to research med school requirements; attend an annual medical school forum in your area
Keep the pre-med health advising office informed of the progress of your application to each medical program (interview/accept/wait list/not accepted)
Begin to consider MCAT preparation methods se the summer for volunteering, shadowing, research, U work, classes, study abroad, and summer programs; consider visiting medical schools of high interest Begin putting funds aside for interview expenses
Provide significant updates and fall semester transcripts to medical schools of interest where an interview has not yet been offered Prepare for reapplication process if necessary (spring semester)
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The UCF College of Medicine class of 2014 at the White Coat Ceremony
U N I V E R S I T Y O F C E N T RA L F LO R I DA COLLEGE OF MEDICINE OFFICE OF ADMISSIONS 6 8 5 0 L ake N ona B oulevard , S U I T E 1 1 5 32827
T elephone :
407 266 1350
FA X :
407 266 1399
E-MAIL:
M D A D M I S S I O N S @ mail . ucf. edu
med.ucf.edu
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O R L A N D O, F LO R I DA