Curriculum Organization Chart
- Robert Watson, M.D. Chair
- Jonathan Appelbaum, M.D.
- Randall Bertolette, M.D.
- Debra Danforth, M.S., ARNP, FAANP
- Gail Galasko, Ph.D.
- Mary Gerend, Ph.D.
- Lisa Granville, M.D.
- Suzanne Harrison, M.D.
- Nancy Hayes, Ph.D. Chair, Year 1/2
- Chris Leadem, Ph.D.
- Cathy Levenson, Ph.D.
- Alma Littles, M.D.
- Michael Muszynski, M.D.
- James Olcese, Ph.D.
- Charles Ouimet, Ph.D.
- Lynn Romrell, Ph.D.
- Curtis Stine, M.D. Chair, Year 3/4
- Mark Strickland, M.D.
- Niharika Suchak, M.D.
- Martin Wood, M.S.
- Shawn Adams, MS 1
- Jessica Specht, MS 2
- Souhail Karram, MS 3
- Shahab Virani, MS 4
The faculty and the Curriculum Committee of the College of Medicine, in order to assure that our students are provided with a comprehensive medical education that will enable their development as knowledgeable, skilled, and compassionate physicians, subscribe to the following principles of the curriculum.
- The curriculum is student-centered.
- Faculty and instructional methods show respect for the student
- The learning environment is designed to support student needs
- Students are active and critical learners
- The curriculum comprises a context-framed educational plan (in the context of how the student would use and apply knowledge).
- Case-based learning is used to stimulate learning and promote application of basic biomedical and behavioral sciences to clinical sciences
- Clinical presentations with simulated and real patients are used to stimulate learning
- Curriculum flows from a list of basic clinical presentations that provide the foundation for exposure to clinical areas necessary for preparing the undifferentiated medical student for all possibilities for post graduate training.
- The coursework is integrated within years and across years of the program.
- The curriculum is based on the following measurable competencies:
- Patient Care
- Medical Knowledge
- Practice-Based Learning
- Interpersonal & Communications Skills
- Systems-Based Learning
- Scholarship and the discovery of new knowledge is encouraged and facilitated.
- Opportunities for research are provided
- Scholarly activities in basic sciences, clinical sciences and community medicine are encouraged
- The educational environment is appropriate to the mission of the medical school, and students are educated in the biopsychosocial model. Students are provided with experiences in:
- Serving underserved populations
- Serving rural populations
- Understanding of medicine within the context of different cultural and social situations