Frank H. Netter MD School of Medicine Viewbook

FRANK H. NETTER MD SCHOOL OF MEDICINE

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CONTENTS 3 4 6 9 12 14 15 16 17 18 21 25 29

DEAN’S MESSAGE

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FACULTY

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CURRICULUM OVERVIEW

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MEDICAL STUDENT HOME (MeSH) PROGRAM

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CAPSTONE PROJECT

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SUMMER RESEARCH FELLOWSHIPS

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STANDARDIZED PATIENT AND ASSESSMENT CENTER

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CENTER FOR MEDICINE, NURSING AND HEALTH SCIENCES

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INSTITUTES FOR EXCELLENCE

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CLINICAL PARTNERS

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ADMISSIONS

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STUDENT AFFAIRS

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ABOUT THE AREA

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Contributing photographers include Sandy Birner, Bradley E. Clift, John Hassett, Johnathan Henninger, Michelle McLoughlin and Mark E. Stanczak.

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ACCREDITATION Quinnipiac University is accredited by the New England Association of Schools and Colleges and the Board of Higher Education of the state of Connecticut. The School of Medicine is accredited by the Liaison Committee on Medical Education and as a newer school has provisional accreditation status. Full accreditation is anticipated in 2017.

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A MESSAGE FROM THE DEAN

Student-Centered Learning The need for well-educated and highly trained physicians has never been greater. At the Frank H. Netter MD School of Medicine, we prepare physicians to be integral members of patient-centered health care teams, working closely with other health professionals to provide comprehensive care.

The school’s faculty and staff have created a student-centered learning environment that supports each student’s development into a competent and compassionate physician. Our state-of-the-art educational space was designed to facilitate cooperative learning among members of the health care team. As you work your way through the curriculum, you will have opportunities to interact with a wide range of faculty and students in Quinnipiac’s School of Health Sciences and School of Nursing.

BRUCE KOEPPEN, MD, PhD Founding Dean

A highlight of the curriculum is the Medical Student Home (MeSH) program, which is a longitudinal, mentored clinical experience that begins early in the first year. Students also can customize their education through the concentration and capstone experience developed in cooperation with the other schools at Quinnipiac.

We have partnered with a number of the region’s hospitals to ensure our students see the full spectrum of clinical care as delivered in these different settings. In this way, we believe our students can make better-informed career decisions.

If you want a truly student-centered education, and if you aspire to be the kind of physician this nation needs in the coming decades, you will find no better place to accomplish your dream than here at the Frank H. Netter MD School of Medicine.

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The Mission to Teach and Guide The faculty members and administrators of the Frank H. Netter MD School of Medicine are renowned educators, scholars and experts in their respective medical specialties.

Their primary mission is to teach and guide students as they enter the medical profession. Through an innovative curriculum that includes clinical experience and research opportunities, faculty members provide a foundation in the medical sciences that is critical for success. Faculty members are committed to preparing future physicians to enrich the field of medicine with advances and to practice with empathy and compassion. In a recent survey, 100 percent of our first-year students said the faculty had established a respectful learning environment that fosters collaborative learning.

For Dr. Kim Pham, one of the most impressive qualities of the School of Medicine is that from the first semester, students learn as much from patients as they do from textbooks.

“I think that’s an amazing way to learn,” said Pham, associate professor of medical sciences and interim associate dean for student affairs.

She and other faculty have invited people living with diseases—such as multiple sclerosis, Williams syndrome and cancer—into the classroom to share their experiences.

During the first two years, students work alongside practicing physicians in the MeSH program for half a day each week.

These interactions encourage students to see the human side of health care, focusing on the patient rather than the disease, even before entering clinical clerkships in the third year.

“It’s always exciting to be involved in a new program, especially one as innovative as this,” said Pham. “The school attracts a very motivated, active and engaged type of learner.

The students are the biggest strength of our school.”

In her student affairs role, Pham is proactive in connecting students with the resources they need to be academically successful. The office also assists student interest groups and student government.

“I’m thrilled to be in a position to support students throughout their formal education and to work with them on all aspects of their development into well-rounded physicians,” said Pham, who earned her MD and MPH from Columbia University.

In fact, faculty members have good relationships with students because most have an open-door policy, she said. “The students come by and we are happy to talk to them.”

Pham has taken a special interest in reaching out to students who are veterans. Before joining Quinnipiac, she was a primary care physician at the Connecticut VA Healthcare System in West Haven. She continues to be the coordinating site principal investigator for an NIH-funded, multi-center diabetes trial at the VA.

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Douglas McHugh, assistant professor of medical sciences, has a simple teaching philosophy. He believes professors need to be “creative, engaging and guided by educational science.” He also believes in making class materials visually compelling.

“If it looks good, students are more likely to read it or think about it,” he said in his Scottish brogue. “You don’t want it to look like a dog’s breakfast.”

It’s advice that works. McHugh has gained a reputation for being innovative, industrious and dedicated. Two years after joining the Frank H. Netter MD School of Medicine in 2012, he received the Excellence in Teaching Award, the University’s most prestigious academic honor.

McHugh always puts students first. Having “a strong interest in the emerging social pedagogy that emphasizes networked learning and participatory media,” he believes in challenging his students from a place of mutual trust.

“People have fears about being pushed out of their comfort zone,” he said. “I take the opposite view. Rather than pushing

students out, you just need to make the boundaries of that zone bigger.”

McHugh was the first member of his family to go to college in at least four generations. He earned bachelor’s and doctoral degrees in pharmacology from the University of Aberdeen in northeast Scotland. His expertise is in pharmacology, neuroscience and biostatistics. His research interests include the rapidly expanding field of endogenous cannabinoid and related lipid pharmacology.

McHugh moved to the United States in 2006 after accepting a research associate position that involved teaching at Indiana University. Throughout his career, he has encouraged his medical students to achieve balance in their lives.

“There is an extremely high volume of material they have to learn,” he said. “People joke that attending medical school is like trying to drink from a fire hose. I tell my students, ‘You will adapt. You will learn. People who have never run a marathon think the training is going to kill them, but they feel great about themselves when they cross that finish line.’”

“People joke that attending medical school is like trying to drink from a fire hose.

I tell my students, ‘You will adapt. You will learn.’”

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Curriculum Overview The Frank H. Netter MD School of Medicine curriculum provides a solid foundation in the fundamentals of the basic sciences and clinical medicine with an emphasis on evidence-based patient care. Discussions of the social and behavioral factors that influence patient care are an integral part of the curriculum.

During the first two years, the curriculum is organized around integrated organ system blocks, providing students with a 360-degree view of each organ system through the lenses of three courses—Foundations of Medicine, Clinical Arts and Sciences, and Scholarly Reflection and Concentration Capstone.

EDUCATIONAL COMPETENCIES The Frank H. Netter MD School of Medicine curriculum provides students with the knowledge and experiences to meet all of the following competencies.

• Care of Individual Patients • Professionalism • Knowledge and Scholarship • Interpersonal and Communication Skills • Practice-based Learning and Improvement • Systems-based Practice

• Interprofessional Collaboration • Citizenship and Service • Medical Practice Management • Concentrated and Independent Learning • Integration—Entrustable Professional Activities

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Curriculum at a Glance

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YEAR ONE

YEAR ONE

SEMESTER ONE

SEMESTER TWO

BLOCK 1

BLOCK 2

BLOCK 3

BLOCK 4

BLOCK 5

Foundations of Science

Musculoskeletal & Integument

Neuroscience, Head & Neck

Cardiovascular, Renal & Pulmonary

Gastrointestinal, Genitourinary & Reproductive

FOUNDATIONS OF MEDICINE COURSE

Biochemistry, genetics, cell & molecular biology, hematology & immunology

Anatomy, cell & molecular biology, histology, physiology

Anatomy, cell & molecular biology, histology, physiology

Anatomy, cell & molecular biology, histology, physiology

Anatomy, cell & molecular biology, histology, physiology

CLINICAL ARTS & SCIENCES COURSE

Interviewing and communication skills, Introduction to the medical history & physical examination

Musculoskeletal system & skin history & exam

Head, neck & neurological history & exam, mental status exam

Cardiovascular & pulmonary history & exam

Gastrointestinal, genitourinary & reproductive history & exam, counseling—diet/nutrition, reproductive health

Introductory medical informatics, biostatistics.

Evidence-based medicine, narrative medicine, mentoring

Introductory medical informatics, biostatistics.

Evidence-based medicine, narrative medicine, mentoring

18 HRS. / WEEK

6 HRS. / WEEK

SCHOLARLY REFLECTION & CONCENTRATION CAPSTONE COURSE 4 HRS. / WEEK

CONCENTRATION SELECTIVE # 1 Capstone project development, mentoring, narrative medicine

Recurring and integrated themes: nutrition, behavioral and social science, pharmacology and ethics.

2 FOUNDATIONS OF MEDICINE COURSE

YEAR TWO

6 HRS. / WEEK

SCHOLARLY REFLECTION & CONCENTRATION CAPSTONE COURSE

SEMESTER TWO

BLOCK 1

BLOCK 2

BLOCK 3

BLOCK 4

BLOCK 5

BLOCK 6

BLOCK 7

BLOCK 8

Fundamentals of Pathology & Microbiology

Hematology, Immunology & Cancer

NeurologyPsychiatry

Heart, Lung, Head & Neck

Gastrointestinal & Endocrine

Renal, Genitourinary & Reproductive

Skin, Bone, Joint, Soft Tissue & Breast

Great Syndromes

Cell injury & microbial pathology

Blood disorders, cancer biology & immunopathology

Neuropathology & psychiatric disorders

Disorders of heart, lung, head & neck

Disorders of gastrointestinal tract, liver & endocrine organs

Disorders of kidney, genitourinary & reproductive systems

Disorders of skin, bone, joint, soft tissue & breast

Integrated & comprehensive review of selected systemic disorders

Advanced history & exam.

Introduction to clinical decisionmaking

Advanced history & exam.

Patients with hematologic, immunologic & infectious diseases

Advanced history & exam.

Patients with neurologic, psychiatric & musculoskeletal diseases

Advanced history & exam.

Patients with cardiovascular, lung & ear, nose & throat diseases

Advanced history & exam.

Patients with gastrointestinal & endocrine diseases

Advanced history & exam.

Patients with renal, genitourinary & reproductive disorders

Advanced history & exam.

Patients with diseases of the skin, joints, soft tissue & breasts

Advanced history & exam.

Summative objective structured clinical examination

18 HRS. / WEEK

CLINICAL ARTS & SCIENCES COURSE

YEAR TWO

SEMESTER ONE

CONCENTRATION SELECTIVE # 2

CAPSTONE PROJECT

Capstone project development, mentoring, narrative medicine

4 HRS. / WEEK

Recurring and integrated themes: nutrition, behavioral and social science, pharmacology, endocrinology and ethics.

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YEAR THREE In-depth clinical education experiences through required clerkships in family medicine, internal medicine, neurology, obstetrics and gynecology, pediatrics, psychiatry and surgery.

Students receive training in both ambulatory and inpatient settings.

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YEAR FOUR Required clinical experiences consist of an intensive care clerkship, an emergency medicine clerkship and an inpatient sub-internship. During this year, students also choose clinical electives, complete the concentration capstone project and participate in interviews for residency programs.

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“We have a great relationship with our faculty, and they are really responsive to us.”

Cristina Mallozzi, Class of 2017, often visited her

father’s family practice office as a young girl. She spent time with him during Bring Your Daughter to Work Day, and later she worked in the office after school.

“I would wear his white coat, and it was always so big,” Mallozzi recalled with a wide smile.

Today, she has her own white coat as a student in the Frank H. Netter MD School of Medicine, and it’s a perfect fit. She credits her father for inspiring her to enter the field.

“He has a good relationship with his patients,” she said.

“He has been able to follow patients for many years. He still is really happy.”

Mallozzi earned a bachelor’s in cultural anthropology at Dartmouth and a master’s in public health from New York University. She selected Quinnipiac, in part, because of its focus on primary care. “I’m very interested in patient care and in becoming a well-rounded doctor,” she said.

Mallozzi appreciates the hands-on experience she gained in the Medical Student Home program, where she applied the knowledge she was learning in the classroom.

Each week during the first two years of medical school, she worked alongside Dr. Cosmo Filiberto, a family medicine physician in Trumbull, Connecticut. Mallozzi performed patient examinations and encountered diverse, and sometimes unusual, diagnoses. She had an opportunity to better understand the experiences of patients living with health issues.

“I feel like I bonded really well with my MeSH preceptor,” said Mallozzi. “He knows me enough to know my strong points, and my weak points, and help me improve.”

The school offers a supportive environment. “We have a great relationship with our faculty and they are really responsive to us,” Mallozzi said. “It’s a very collaborative atmosphere, which I love. There’s a lot of teamwork among the students. You never really feel like you’re in competition with other people.

You feel like you’re on this adventure together.”

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Medical Student Home Program Early in their education, medical students begin to develop the valuable, hands-on patient interaction skills they need to become successful physicians.

In October of the first year, each medical student is matched with a Connecticut-based primary care physician who serves as the student’s preceptor in the Medical Student Home (MeSH) program.

Students spend one afternoon a week in their preceptor’s practice, working with the physician and his or her patients and staff. This relationship continues and evolves over two years.

MeSH is a section of the Clinical Arts and Sciences course and builds on the knowledge gained in the Foundations of Medicine and the other basic science courses. The experience is a “practical laboratory” for students to work with patients and feel the pulse of a real community practice.

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Family Medicine and Primary Care Clerkship The third-year Family Medicine and Primary Care clerkship is six weeks long and focuses on chronic disease management, preventive health care and acute episodic illness.

Students spend four weeks working alongside a family physician delivering patient-centered care.

The remaining two weeks provide exposure to geriatric medicine, hospice and palliative care, opiate pain management and interdisciplinary health care team meetings.

These team meetings address care coordination and practice transformation to meet the challenges of the health care environment.

The School of Medicine has more than 50 communitybased family physicians to support and mentor students beginning in the first year, and that number continues to grow.

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Family Medicine Family medicine is the largest specialty in primary care medicine. The U.S. will need an additional 21,000 family physicians by 2025. These physicians give patients the care they need when they are most vulnerable. They often are the first contact for health concerns. They also help patients navigate the health system and understand social determinants of health, such as availability of resources and the family situation, when providing care.

FAMILY PHYSICIANS WORK IN DIVERSE ENVIRONMENTS

36 45 40 %

perform minor surgical procedures

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%

deliver care in hospital ERs

treat patients in the ICU

59 77 19 %

care for newborns

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provide routine OB care

have hospital privileges

SO U RCE : AM ERI CAN ACAD EMY O F FAM ILY PHYSI CIANS

“When I went to my first Family Medicine Interest Group meeting as a student, I felt like I had come home. The emphasis of the meeting was on the patient experience and not the disease process. Everything said, from both students and faculty clinicians, made perfect sense to me.

I knew then this was where I belonged.�

Howard A. Selinger, MD | Professor and Chair of Family Medicine

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Capstone Project As part of the Scholarly Reflection and Concentration Capstone course, the capstone project provides medical students with an opportunity to design a personalized curriculum and pursue an area of interest related to clinical medicine. Students learn the techniques of scholarly inquiry through formal course work and gain expertise in a selected concentration by taking two selective courses in Quinnipiac schools, such as the Schools of Business and Engineering, Communication, and Law, starting in the spring of the first year. Examples of medical student selectives include Financial Management in Health Care, Media Production and Community Needs Assessment.

Students initiate the capstone project in the spring of their first year and work longitudinally on the project during the second through the fourth year. The students have eight weeks of dedicated curricular time for capstone completion prior to presenting at the Student Research Day in the spring of the fourth year.

HEALTH COMMUNICATIONS Student projects include: • Haiti Health Care Past, Present and Future • Education of Youth Hockey Coaches on Concussion Protocol

HEALTH POLICY AND ADVOCACY Student projects include: • Self-Compassion as an Indicator for Transparency Advocacy in Health Care • Physicians and the Americans with Disabilities Act

HEALTH CARE MANAGEMENT AND ORGANIZATIONAL LEADERSHIP

Students may select an area of scholarship from the following concentrations:

Student projects include: • Process Evaluation and Intervention of the Million Hearts Campaign • Use of Telemedicine for Emergency Medical Evaluations

BASIC, TRANSLATIONAL AND CLINICAL SCIENCE RESEARCH

MEDICAL EDUCATION

Student projects include: • The Relationship Between Patient and Family Knowledge, Attitudes and Practices Regarding Home Nebulizer Cleaning and Disinfection Methodologies and the Recovery of Bacteria from Home Nebulizers • A Prospective Observational Review of Patients Undergoing the Novel “TS” Approach to the Hybrid Atrial Fibrillation Ablation Procedure

GLOBAL, PUBLIC AND COMMUNITY HEALTH Student projects include: • The Role of Adverse Childhood Experiences in the Severity of Adult Presentation Diabetes Mellitus Type II • The Prevalence of and Knowledge, Attitudes, and Perceptions Surrounding Tobacco Use in Women of Reproductive Age in New Delhi and Gurgaon, India

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Student projects include: • Interprofessional Management of Chemical Dependence in the Setting of Primary Care • Identifying and Developing the Use of Best Practices in Anatomy Practical Assessment

MEDICAL HUMANITIES Student projects include: • Compassion Fatigue Among Physicians in Critical Care Settings • Putting a Name to a Face: An Updated Methodology and Procedure for the Practical Application of Forensic Facial Reconstruction

SELF-DESIGN Students work with faculty to design a project.

www.quinnipiac.edu/medicine/capstone

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“Quinnipiac is different in that there is a level of maturity...you might not see at other schools.”

Air Force Capt. Jose Burgos, Class of 2018, was

serving in Bagram, Afghanistan, when he cemented his decision to become a physician.

The School of Medicine has offered him a community of like-minded peers who are dedicated to becoming patientcentered physicians. Burgos can count on classmates to share notes or take the time to discuss challenging course work.

As a maintenance officer responsible for 24 F-15 jets and a mechanical crew of 200, he took pride in ensuring that those planes were ready to assist soldiers on the front lines. Outside a field hospital with wounded soldiers, he recalled thinking, “I need to be in there. I belong in there, helping them. That is my calling.” As a student in the School of Medicine, he’s on his way to fulfilling that goal.

“Quinnipiac is different in that there is a level of maturity and a diversity of backgrounds that you might not see at other schools,” explained Burgos, a Newburgh, New York, native who was the first in his family to attend college. “Some of the medical students are older and more experienced in life.

I appreciate and can relate to that.”

Burgos is entering the profession with the hope of treating military patients and using his military experience to help them. He co-founded the Military Medicine Interest Group at the School of Medicine to educate students on the needs of veterans and active military personnel.

Burgos’ personal experience includes being on the other side of the stethoscope. When he returned from Afghanistan in 2011, he had bouts of dizziness and choking. He eventually was diagnosed with thyroid cancer, received treatment and is now in remission.

He is interested in nephrology, which is a specialty in kidney care. He plans to do research in the field this summer at the VA Connecticut Healthcare System in West Haven, Connecticut.

The experience gave him insight into the medical profession.

After working with numerous physicians and specialists, he said, as a professional, “I have an understanding of what I want to emulate and what I want to avoid.”

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Summer Research Fellowships Building on the knowledge gained during the first year of medical school, many students conduct research over the summer at prestigious institutions throughout the country.

Research topics include investigating the relationship between Alzheimer’s disease and cardiovascular health and researching substance abuse and post-traumatic stress disorder among veterans. Participating students receive a stipend for the eight-week research experience.

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www.quinnipiac.edu/medicine/fellowships

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extremity from 2007–14. The goal of this surgery is to restore blood flow to the legs of patients suffering from critical limb ischemia, which causes symptoms such as non-healing ulcers, foot gangrene and claudication (leg pain caused by poor circulation).

Previous research consistently found racial disparities, which some in the medical community theorized may occur because black patients do not receive treatment early enough to address the disease and/or may have less access to health care.

The researchers at Johns Hopkins speculated that strict management of comorbidities for all patients may have helped close the disparity gap in this case.

“I had a great time participating in this study, and I would like to conduct more clinical research during my career,” said Massada. “It’s a way for physicians to assess the efficacy of their current methods and develop new ideas to improve health care delivery.”

Karen Massada, Class of 2017, spent the summer after her first year of medical school investigating racial disparities in patients who received lower-limb bypass surgery at Johns Hopkins Bayview Medical Center in Baltimore, Maryland.

Her research findings were encouraging: she found no variations in outcomes for these patients.

Massada, who moved to the U.S. from Togo nine years ago, also hopes to participate in mission trips to her home country and work abroad with Doctors Without Borders. She is interested in vascular surgery, which includes the management of chronic illnesses, such as diabetes and high cholesterol, that are prevalent in populations she would like to serve.

Massada worked at Johns Hopkins for her summer research project. She partnered with the physicians and clinical research fellows there to comb through the data collected from all of the patients who had bypass surgery for a lower

“I hope to see the results obtained at Hopkins repeated at other medical centers,” she added, “because the outcomes of surgeries for African-Americans and Caucasians should always be the same.”

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Authentic Clinical Learning Environment

THE STANDARDIZED PATIENT AND ASSESSMENT CENTER (S-PAC) S-PAC is a 16-room facility in the medical school that simulates outpatient clinical offices and provides a realistic environment for medical students to learn clinical skills.

Standardized patients, often actors, are trained to portray patients with ailments for the purpose of teaching and learning.

Medical students typically learn in the S-PAC every other week during their first two years as part of the Foundations in Clinical Care course. Often students are taught history and/or physical examination skills in small groups by a faculty member using a standardized patient as

an examination model. Students also perform history and physical examinations on standardized patients about once a month. This provides a safe and nurturing environment to develop critical skills in history taking, physical examination and patient communication.

Individual student sessions with patients are confidentially recorded, enabling students to review their performance with faculty. Students also use computers with simulated electronic health records to learn the skills of documenting their findings and ordering tests.

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www.quinnipiac.edu/medicine/standardized-patient

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Modern, Professional Center

The Frank H. Netter MD School of Medicine is housed in the Center for Medicine, Nursing and Health Sciences on Quinnipiac’s North Haven Campus.

VIRTUAL TOUR

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This modern facility has simulation labs, examination and patient assessment rooms, high-tech classrooms, an operating room and electronic resources that enable students to access the information they need from anywhere in the world, 24/7.

The 325,000-square-foot center is designed to facilitate collaborative learning for students pursuing degrees in medicine and other health professions. Students can study or socialize on the outside terrace, the lounge or in one of many study rooms.

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To take a virtual tour, visit www.quinnipiac.edu/medicine/tour

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Institutes for Excellence The School of Medicine is developing three Institutes for Excellence to support and encourage academic endeavors and high-quality research, which are part of the school’s broader mission of teaching, research and service.

The Institute for Global Public Health is raising awareness and preparing physicians to address the challenges of current and future global health issues. Medical students may complete clinical, service and research rotations in mentored settings locally and abroad, where they will be exposed to a rich diversity of cultures, communities and health care. Global public and community health themes are integrated throughout the School of Medicine curriculum. The institute also is developing a master of public health program.

To address the escalating shortage of primary care physicians, Quinnipiac established the Institute for Primary Care. The institute will encourage physicians to enter the field of primary care, which encompasses the full breadth

of patient services including disease prevention, health maintenance and acute and chronic care for physical and mental illness. Through the institute, faculty and students can explore the changing role of primary care in today’s health care environment and participate in interprofessional service projects.

The Institute for Rehabilitation Medicine will afford interprofessional teams the opportunity to devote themselves to the study and practice of this area of medicine, with specific emphasis on providing services for wounded veterans. Plans are in place to collaborate with health care facilities and organizations that work with veterans.

In addition to medicine, this institute will involve other health professions to address issues in rehabilitation and improve the health, mobility and quality of life of individuals in need of rehabilitation.

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www.quinnipiac.edu/medicine/institutes

“In the Global Public Health program, students learn about the diversity, complexity and beauty of health systems, cultures and people in the Greater New Haven Area and beyond. For example, our students are engaged in diabetes research in Senegal, HIV epidemiology in Dominican Republic bateyes and smoking intervention in Connecticut high schools.”

David Hill, MD | Professor of Medical Sciences and Director of Global Public Health

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Clinical Partners The Frank H. Netter MD School of Medicine strongly believes that immersion in clinical experiences is essential. These experiences give students the opportunity to develop relationships with patients and health care providers, with ever-increasing responsibility as they develop their clinical competency.

Our clinical partners include urban and community residency-affiliated hospitals; long-term care and rehabilitative centers; community health centers; physician group practices; and solo physician practices. Our principal clinical partner is St. Vincent’s Medical Center in Bridgeport, Connecticut, which has 473 beds. In total, our clinical partners have more than 2,000 inpatient beds.

The weekly, ambulatory, primary care experiences provided through the Medical Student Home (MeSH) Program in the first two years are followed by more rigorous and immersive clinical experiences (clerkships) in the third and fourth years through our clinical partners.

The clinical sites provided by our partners are a rich source of hands-on learning experiences for our students and involve a diverse population of patients.

The third year consists of six required core clerkships in the following areas: primary care and family medicine; internal medicine; surgery; pediatrics; obstetrics and gynecology; and psychiatry. The fourth year includes three required advanced clerkships in emergency medicine, critical care medicine and a sub-internship in a core specialty, as well as several elective opportunities, which will provide our students with the knowledge and skills needed to thrive in residency training.

In addition to St. Vincent’s Medical Center, the school’s principal clinical partner, other clinical partners in Connecticut include: Connecticut Children’s Medical Center, Hartford Gaylord Specialty Healthcare, Wallingford Griffin Hospital, Derby Jewish Senior Services, The Jewish Home, Fairfield Masonicare, Wallingford Middlesex Hospital, Middletown MidState Medical Center, Meriden Saint Mary’s Hospital, Waterbury Waterbury Hospital, Waterbury

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www.quinnipiac.edu/medicine/clinical-partners

“Students make us all better. As physicians teaching students, we have to stay up-to-date on the latest advances in health care. Students also serve as a constant reminder of why we went into medicine in the first place: to help people.”

Stuart Marcus, MD | President and CEO of St. Vincent’s Health Services

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Dr. Anthy Demestihas understands the importance of hands-on experience to budding physicians.

When she was a third-year medical student, she recalls spending 15 hours in a single surgical procedure.

“I loved every second being there,” she explained.

“I knew that was where I wanted to be.”

Today Demestihas is the chair of the Department of Surgery at St. Vincent’s Medical Center. She also practices at St. Vincent’s MultiSpecialty Group and is a clinical faculty member at Quinnipiac’s School of Medicine.

She guides medical students, residents and interns into the discipline of surgery at St. Vincent’s. Some thirdyear students from the Netter School of Medicine will join her for their clerkship in surgery.

“I consider it a privilege to teach students and residents,” Demestihas said.

Former female mentees have credited Demestihas with encouraging them to enter the field and for demonstrating that it is possible to be a physician and have a life outside the operating room.

St. Vincent’s Medical Center St. Vincent’s Medical Center serves a diverse patient population in the urban center of Bridgeport, Conn., as well as surrounding suburban cities and towns in Fairfield County.

As the School of Medicine’s principal clinical partner, St. Vincent’s exposes students to patients with a wide range of health issues and the medical professionals who treat them.

St. Vincent’s is a Level II trauma center as well as a destination cancer center and a regional center for state-ofthe-art cardiac services. It also has regional centers of excellence in surgery, orthopedics, diagnostics, behavioral health, senior health, women’s and family services, and other areas of health care.

Students work closely with members of St. Vincent’s medical staff, which consists of more than 700 physicians representing a comprehensive range of 50 medical and surgical specialties and subspecialties. About 150 of these physicians serve on the school’s clinical faculty. The medical center was named “Best Hospital in Fairfield County and Western Connecticut” for 2013–14.

“Knowing that someone has made a life decision after a relatively short time period with me is a humbling experience,” she said. “It puts a smile on my face.”

Demestihas completed residencies at both Westchester Medical Center and St. Vincent’s.

Demestihas emphasizes to students that they have to play an active role to get what they want out of the clerkship. “This is something we’ve been doing for a very long time, so we’re happy letting them do as much as they want,” she explained.

Students, under careful supervision, are members of the health care team. She advises them to get involved, not only on the day of surgery, but also before and after, to see the full scope of patient care.

Not everyone is interested in surgery or other specialties in training. Her advice: “Learn from each rotation what it offers to the discipline you decide to pursue.”

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"We are seeking applicants who are compassionate and passionate about people and medicine; individuals who are committed to providing excellent patient-centered care in an ever-changing society."

MICHAEL ELLISON, EdD Associate Dean for Admissions

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Admissions The Frank H. Netter MD School of Medicine seeks applicants with excellent academic credentials who are active learners and demonstrate interest in both the humanistic and scientific aspects of the profession. Students from nonscience backgrounds are welcome and encouraged to apply.

APPLICATION REQUIREMENTS • Applicants must be U.S. citizens or hold permanent resident status.

• A pplicants are required to apply through the American Medical College Application Service (AMCAS) at www.aamc.org.

• Applicants must have a bachelor’s degree from a regionally accredited college or university or an international equivalent degree. Applicants must complete a minimum of 32 semester hours of the prerequisites in biology, chemistry and physics from an accredited college or university in the U.S. or Canada. Online courses cannot be taken to fulfill prerequisites in math and science.

• All applicants are required to submit valid MCAT (Medical College Admission Test) scores. Tests must be taken within three calendar years of the year a student intends to enroll in medical school. For example, for entrance in Fall 2016, tests must be taken between January 2013 and September 2015. Both MCAT 2015 and the old version are acceptable.

CONTACT INFORMATION

General Biology

2 semesters

(with labs)

General Chemistry

2 semesters

(with labs)

Organic Chemistry

2 semesters

(with labs)

General Physics

2 semesters

(with labs)

College English

2 semesters

College Mathematics or Statistics 2 semesters (college algebra or above)

APPLICATION DEADLINES • AMCAS application deadline: December 1 • Secondary application deadline: December 31

ROLLING ADMISSIONS

MAILING ADDRESS Office of Medical School Admissions NH-MED 275 Mount Carmel Ave., Hamden CT 06518-1908

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• Two semesters of the prerequisite courses must be completed prior to matriculation. Upper-level courses (advanced courses in the same discipline when the applicant has placed out of the entry-level course) and AP credit (listed on a college transcript) may be used to satisfy basic requirements when applicable.

While all applications submitted prior to published deadlines receive full consideration, the Office of Medical School Admissions uses a rolling admissions process and recommends that applicants submit applications well before final deadlines.

Please visit www.quinnipiac.edu/medicine/admissions for the most current admissions information.

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Application and Admission Process

1 2

STEP ONE Applicants apply through the American Medical College Application Service (AMCAS) at www.aamc.org.

STEP TWO Applicants who meet Quinnipiac’s threshold criteria will receive a secondary application that must be completed and submitted with a $100 secondary application fee or AMCAS Fee Assistance Program (FAP) waiver documents, using the Application Management Program (AMP).

STEP THREE

3

Submit recommendation letters. The Office of Medical School Admissions will accept only letters of recommendation that have been received and processed through AMCAS. The AMCAS web page has detailed instructions on how to submit letters. Applicants have two options to complete the letters of recommendation requirement: • A packet from the applicant’s undergraduate, graduate or post-baccalaureate prehealth or premedical office, or a career services office • Four individual letters, two of which must be from science faculty members

STEP FOUR

4 5

The admissions office makes interview invitations to applicants via email. After a date is set, applicants will receive information regarding lodging, local travel and other pertinent information. The interview day includes interviewing with school constituents (faculty, students, clinical partners and community volunteers); meeting the associate dean for admissions and chair of the admissions committee; an overview of the curriculum, financial aid and student affairs; a campus tour; and lunch with current students.

STEP FIVE All offers of admission are made electronically, followed by a written letter sent via U.S. mail, typically within four to six weeks of interviewing. All admitted applicants must sign an agreement stating they are capable of complying with the technical standards of the school. The technical standards are available at www.quinnipiac.edu/medicine/technical. Offers of admission are conditional pending the completion and review of a criminal background check.

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CLASS PROFILES

2018

2019

AMCAS applications received Applicants invited for an interview Class Size Female Male Underrepresented in medicine Age (mean) MCAT (mean) Total GPA (mean) GPA in biology, chemistry, physics and math (mean)

5,252 508 90 41 (46%) 49 (54%) 3 (3%) 25 31.08 3.59 3.53

7,556 667 92 32 (33%) 60 (67%) 9 (10%) 24 32.48 3.62 3.56

62 (69%) 15 (16%) 13 (14%)

58 (63%) 23 (25%) 11 (12%)

HIGHEST DEGREE EARNED

Bachelor’s Graduate Post-baccalaureate

UNDERGRADUATE ACADEMIC WORK

STATES REPRESENTED:

In the Class of 2019, 50 undergraduate colleges are represented. About 25 percent of students have nonscience majors including: anthropology, economics, engineering, history, music, philosophy and Russian studies.

California, Colorado, Connecticut, Florida, Hawaii, Illinois, Massachusetts, Minnesota, New Hampshire, New Jersey, Nevada, New York, Ohio, Oregon, Pennsylvania, Rhode Island, Virginia, Washington and Wisconsin.

FINANCIAL AID AND SCHOLARSHIPS Financial assistance is available to students through federal and private loans, scholarships and grants. The Office of Financial Aid will work with applicants to help obtain funding and guide them through the procedures to apply for scholarships, grants and federal and private student loans.

Personal budgeting, debt management and student loan repayment counseling also is available.

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The Frank H. Netter MD School of Medicine is committed to selecting the best students possible to meet its mission.

The school will award several need-based and merit scholarships that will target individuals from disadvantaged backgrounds; students interested in primary care, rehabilitative medicine or global public health; and exemplary students regardless of their intended medical specialty.

For more detailed financial aid information, including a list of scholarships, visit www.quinnipiac.edu/medicine/financial-aid and for tuition information, visit www.quinnipiac.edu/medicine/costs

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CREATING A PIPELINE TO HEALTH CAREERS The Health Career Pathways program aims to increase the number of underrepresented students entering health professions and provide a more diverse workforce to meet the health care needs of the communities they serve.

The program identifies and recruits students at every educational level (from elementary to high school, as well as undergraduate and post-graduate programs), who have an expressed interest and academic potential for a health professions career.

The program offers academic support, mentoring and career exploration activities during the academic year and through summer science enrichment programs.

Participating students gain exposure to health careers and prepare to be competitive applicants to health professions programs.

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www.quinnipiac.edu/medicine/pathways

The Netter Prematriculation Program This six-week program is designed to acclimate selected students to the rigorous School of Medicine environment and prepare them for a successful first year of study. The program’s small group exercises, individualized assessment and focus on self-directed learning, as well as its service-learning component, enrich student preparation. The program begins in June and is free to participants.

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www.quinnipiac.edu/medicine/prematriculation

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Student Affairs The Office of Student Affairs coordinates a comprehensive program of services and activities to complement the educational experiences of medical students, foster personal and professional growth and engage students in the community.

In addition to providing medical students with academic advising, career development opportunities and assistance as they progress through the curriculum toward residency choice and practice opportunities, the office oversees orientation, student organizations, and community outreach activities.

Students are encouraged to join interest groups representing major medical specialties, as well as the University’s chapter of the American Medical Student Association, the Organization of Student Representatives, the student branch of the Association of American Medical Colleges, and the Student National Medical Association.

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or a complete list of School of Medicine student F organizations and interest groups, visit www.quinnipiac.edu/medicine/student-orgs.

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Frank H. Netter’s Life And Work Perhaps no other physician has had a greater impact on medical education than Dr. Frank H. Netter. His more than 4,000 medical illustrations provide an unparalleled visual chronicle of a revolutionary period in modern medicine and continue to inspire and educate medical students the world over.

As a medical student, Netter drew visual representations of lecture notes that enabled him to understand the material. After graduation and a brief practice as a general surgeon, he traded his scalpel for a paintbrush and enjoyed a prolific career as a medical illustrator for pharmaceutical companies.

The Ciba Collection of Medical Illustrations, a 13-volume set of Netter’s work, earned a place in libraries and clinics across the country.

His eponymous “Atlas of Human Anatomy” is widely used by medical students. Netter’s legacy transcends his life’s work. A major gift from Barbara and the late Edward Netter, Frank Netter’s first cousin, pays tribute to “Medicine’s Michelangelo” in the naming of the Frank H. Netter MD School of Medicine at Quinnipiac University.

“I always tried to make [the person in the painting] look like a living patient, with the proper facial expression and so forth, to show that this is not a machine we’re dealing with.”

Frank H. Netter, MD

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COMMITMENT TO DIVERSITY The Frank H. Netter MD School of Medicine is committed to providing an academic and work environment that respects the contributions, talent and diverse experiences of all of our students, faculty and staff. Our mission and core values include a commitment to diversity, collaboration, inclusivity and mutual respect. We understand that excellence in medical education, scholarship and the provision of clinical care is best achieved through promoting diversity in its broadest definition and maintaining an academic and work environment free of discrimination. We consider inclusivity to be a responsibility of everyone in our school.

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Quinnipiac at a Glance Quinnipiac University offers more than 75 programs to 6,500 undergraduate and 2,500 graduate students through its Schools of Business and Engineering, Communications, Education, Health Sciences, Law, Nursing, the College of Arts and Sciences and the Frank H. Netter MD School of Medicine.

The University consistently ranks among the top regional universities in U.S. News & World Report’s America’s Best Colleges issue. The 2015 issue named Quinnipiac the top up-and-coming university in the North region for the third consecutive year. Medical students are welcome to attend University-wide events and programs, such as lectures by prominent speakers, theater productions, concerts and cultural and religious celebrations. Sports fans can watch Division I Bobcats ice hockey and basketball in the TD Bank Sports Center on the University’s nearby York Hill Campus.

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www.quinnipiac.edu

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QUINNIPIAC AT A GLANCE

NH Quinnipiac University offers more than 75 programs to 6,500 undergraduate and 2,500 graduate students through its Schools of Business and Engineering, Communications, Education, Health Sciences, Law, Nursing, the College of Quinnipiac is a short ride from the city of New Haven, which Arts Sciences and the offersand an assortment of restaurants, museums and art galFrank H. Netter MD School of Medicine. leries, as well as a vibrant nightlife and the popular InternaThe ranksVisitors amongcan theenjoy top regional tionalUniversity Festival ofconsistently Arts and Ideas. a slice of renowned New Haven pizza the Wooster district or universities in U.S. News &inWorld Report’sSquare America’s Best see a performance the Shubert or Long Wharf theaters.

Colleges issue. Theat2014 issue named Quinnipiac the top up-and-coming university in the North region for the second Mystic Seaport and the nearby aquarium, as well as two consecutive year. Medical students are welcome to attend major amusement parks and two ski areas, are ideal weekend University-wide events and programs, such as lectures by destinations. The state offers numerous outdoor activities prominent speakers, theater productions, concerts and cultursuch as sailing on Long Island Sound, biking trails, camping al and religious celebrations.

Sports fans can watch Division at Hammonasset Beach State Park or hiking Sleeping Giant IMountain—the Bobcats ice hockey and basketball in the TD Bank Sports majestic backdrop to Quinnipiac’s Mount Carmel on Campus.

Center the University’s nearby York Hill Campus. www.quinnipiac.edu

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About the Area

NH

ALBANY

MA

BOSTON

NY HARTFORD

CT

NEW HAVEN

BRIDGEPORT NEW YORK CITY

HEMPSTEAD

NEWARK

PA

QUINNIPIAC UNIVERSITY BRADLEY INTL. AIRPORT

NJ

TWEED NEW HAVEN AIRPORT

PHILADELPHIA

CIT Y

MILEAGE

DRIVING TIME

New Haven, CT

8 miles

12 min.

Bridgeport, CT

25 miles

30 min.

Hartford, CT

30 miles

35 min.

New York City, NY

90 miles

1 hr. 45 min.

Boston, MA

130 miles

2 hrs. 15 min.

Albany, NY

140 miles

2 hrs. 30 min.

Newark, NJ

102 miles

2 hrs. 15 min.

Providence, RI

112 miles

1 hr. 45 min.

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MAILING ADDRESS Office of Medical School Admissions NH-MED 275 Mount Carmel Avenue Hamden, CT 06518-1908 virtual tour: www.quinnipiac.edu/medicine/tour

CAMPUS LOCATION 370 Bassett Road, North Haven, CT Telephone: 203-582-7766/203-582-QSOM Toll free: 855-582-7766/855-582-QSOM medicine@quinnipiac.edu nettersom.quinnipiac.edu @QUmedicine