COMMUNITY
WELLBEING
INNOVATION COMMUNITY WELLBEING INNOVATION
DOCTOR OF MEDICINE
MD PROGRAM
Healthcare is changing. Interprofessional teams, rather than disconnected individual providers, now deliver care. Technologies like electronic health records and gene sequencing are necessary tools rather than novelties. The very foundation of medicine has shifted to focus on wellness, rather than disease intervention, and there’s a growing recognition that people don’t stay well or get sick in a vacuum. Neighborhood, income, education – these all play a vital role in health that physicians must understand before they can see and treat the whole person. Tomorrow’s physician must be equipped to approach medicine on both a macro and a micro level – to be capable of discerning and helping to cure the systemic, societal causes of disease, as well ready to render compassionate care in the way our Geisinger CEO, Dr. David Feinberg, says it should be delivered: one patient at a time. For this reason, in addition to the MD, Geisinger Commonwealth offers a variety of outstanding degree programs, including master’s degrees. We also have more than 400 trainees in 25 graduate medical education programs and offer 22 advanced fellowships from addiction medicine to vascular surgery. We are dedicated to providing education that will make our learners leaders of the healthcare teams of the future, which is why our MD students often work side by side with learners from these other programs. As a young school born of innovation and integrated with a health system routinely held up as a national model of excellence for person-centered care, Geisinger Commonwealth offers a unique and distinct medical education. Leveraging Geisinger’s acclaimed clinical and technological strengths – including its international prominence in genetics and genomics -- we emphasize active learning, early clinical exposure and community engagement to address social determinants of health from day one. That’s why Geisinger Commonwealth graduates are known for their brilliance and their caring – for authentic empathy coupled with superior clinical skills and knowledge all accompanied by an unparalleled ability to connect with patients. This is the kind of doctor who will lead the healthcare teams of the future. If this is the future physician you’d like to be, Geisinger Commonwealth is the place to learn.
Sincerely,
Steven J. Scheinman, MD President and Dean
ABOUT Geisinger Commonwealth School of Medicine (Geisinger Commonwealth), located in northeastern and north central Pennsylvania, educates aspiring physicians and scientists to serve society using a community-based, patientcentered, interprofessional and evidence-based model of education that is committed to inclusion, promotes discovery and utilizes innovative techniques.
COMMUNITY
WELLBEING
INNOVATION
DOCTOR OF MEDICINE PROGRAM
1
WHY GEISINGER COMMONWEALTH?
WELLBEING
COMMUNITY
INNOVATION
COMMUNITY
WELLBEING
INNOVATION
Community-Based: As a Geisinger Commonwealth medical student, you experience a community-based model of education, research, and service that is embedded within the College’s 17-county region in northeastern and north central Pennsylvania. Students study, practice, and serve within Geisinger Commonwealth’s four regional campus areas, where the College partners with more than 25 hospitals and healthcare facilities.
Longitudinal Community Health Intervention Project (L-CHIP): L-CHIP experience is intended to provide students with: the opportunity to learn about a particular community; community engagement; principles and complexity of public health intervention; and service learning through active participation in group projects. First-year medical students will work in small groups with a course instructor and one or more community organizations and participate in a multi-site, multi-year project aimed at improving the health of the local communities. This experience is also expected to increase students’ understanding of social and environmental determinants of health. This is an education and implementation collaboration for the medical school and the community to improve health outcomes.
Longitudinal Integrated Curriculum (LIC): Geisinger Commonwealth is among the first medical schools in the United States to adopt the LIC model for the entire third-year class. Our curriculum is an innovative hybrid of inpatient block experiences and a six-month outpatient LIC, under the guidance of more than 1,200 volunteer clinical faculty throughout our region. It is designed to give students a broader and more empathetic view of healing, presenting lasting lessons in doctor-patient relationships and communication.
Engagement: Relationships with our region’s residents play an essential role in your medical education. Offering experience in the full patient-care continuum, community physicians invite our students into their offices and exam rooms where they develop personal connections with patients. Service: Every Geisinger Commonwealth student completes a minimum of 100 volunteer hours in the community, and many volunteer well beyond the minimum requirement. Your service can address myriad important community challenges, such as expanding access to high-quality care, improving the education of our children, addressing the needs of the disadvantaged, and supporting efforts to prevent domestic violence and child abuse.
Family-Centered Experience: Volunteer families are matched with two first-year medical students who follow the family throughout the next two years as part of a structured program. Engaging with patients who have a chronic illness or disability, as well as their families and caregivers, is eye-opening. You learn about disease processes through textbooks and lectures, but watching how individuals cope with chronic illness can profoundly affect the way you approach the patients you meet during clinical training. Doctors can have a powerful influence on the way patients view themselves and their condition.
Flipped Classroom: A flipped classroom is an active-learning educational model. You access content typically presented in lecture format outside of the classroom, reviewing at your own pace and preparing for experiential learning with faculty and fellow classmates. In-class time is devoted to exercises, projects, or discussions. Translational Research: As Geisinger Commonwealth’s research mission evolves, we are moving results from the scientific research bench to patient bedside, and ultimately responding to the healthcare needs of our local population. Research projects, publications, and presentations can help you select a medical specialty, compete for residencies, and build a lifelong interest in research and its translation to patient care.
DOCTOR OF MEDICINE PROGRAM
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A DAY IN THE LIFE YEAR ONE 6:30 A.M. I’ve always been an early morning person, but now I am beginning to rely more and more on coffee. Oh, good, the oatmeal has once again exploded in the microwave. Maybe I should wait until I wake up before I make breakfast.
7:30 A.M. The oatmeal is cleaned up and it’s a beautiful day. I decide to walk to school. I happen to meet one of my friends on the corner and we walk to class together.
8 A.M. Class starts with a patient presentation. The patient has had a seizure disorder since she was young. Her condition and the subsequent surgeries to alleviate her symptoms have left her unable to live independently. She has a strong will and eagerly wants us to understand how important it is for physicians to listen to their patients. It is moments like this that take us away from all of the bookwork and place us back in the perspective of what it means to be a physician.
9 A.M. Next, neuroanatomy lecture. I am fully aware of the complexity of the nervous system. It’s going to be a long few weeks before the exam. However, the material is reinforced with patient presentations and clinical skills sessions.
LAURA BARNA MD CLASS OF 2019
NOON Lunch with friends! Our rule is not to talk about school-related things. The topics for today are our favorite types of apples, the latest episode of Once Upon a Time, and our plans for the summer.
3 P.M. Class is finally over! Time to walk home. I think I’ll pick up some Thai food on the way home.
6 P.M. I crank up the Alabama Shakes album Sound and Color and begin round two of studying for the night. I quiz myself by connecting neuro clinical exam skills with the pathways we are learning.
8 P.M. I decide to close my computer for the night. I walk over to the electronic drum kit my brother let me borrow and slip the headphones on. Time to let off some stress.
10:32 P.M. The book I was reading in bed hits me in the face and wakes me up. I shut off the light. I think about another day of class tomorrow as I fall asleep. Bring it on.
ADVICE FOR 1ST YEAR: Many people will ask you if medical school is difficult. Medical school is a place where you go to learn a unique skill and to become someone fundamentally different. How can that ever be easy? Also, life does not stop when you go to medical school. Take time to enjoy the things you love to do. Keep in touch with your family and friends. They can be a great resource for stress relief. Lastly, never give up! Even when things get tough, know that there is a great reward waiting for you at the end of four years of hard work!
Joseph Bannon, MD (left), associate professor of surgery, assists with suturing techniques during a workshop in Geisinger Commonwealth’s Clinical Skills and Simulation Center.
DOCTOR OF MEDICINE PROGRAM
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REGIONAL CAMPUSES Geisinger Commonwealth offers a community-based model of medical education with four regional campuses – North (Scranton), South (Wilkes-Barre), Central (Danville) and Guthrie (Sayre). You receive a regional campus assignment following matriculation and are paired with a community physician who serves as a continuity mentor throughout your education. Time spent in your regional campus varies by year. Each campus offers exposure to urban and rural settings, allowing
NORTH CAMPUS
SOUTH CAMPUS
Campus Location: Medical Sciences Building in Scranton Counties: Lackawanna, Wyoming, Wayne, Susquehanna, Monroe, Pike
Campus Location: Wilkes-Barre General Hospital in Wilkes-Barre Counties: Luzerne, Carbon, Columbia, Schuylkill
for abundant, diverse clinical experiences. The College is fortunate to have outstanding clinical partners with whom we work in each regional campus community. We have affiliation agreements with most hospitals and healthcare systems in our region. Our healthcare delivery partners are each known for the quality of care they provide and for their commitment to healthcare education programs.
CENTRAL CAMPUS
GUTHRIE CAMPUS
Campus Location: Geisinger Medical Center in Danville Counties: Clinton, Cumberland, Montour, Dauphin, Lycoming, Northumberland, Snyder, Union
Campus Location: Guthrie in Sayre Counties: Pennsylvania - Bradford, Tioga, Sullivan; New York - Steuben, Chemung, Tompkins, Tioga, Schuyler, Broome
DOCTOR OF MEDICINE PROGRAM
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A DAY IN THE LIFE YEAR TWO 8-9 A.M.
2-3 P.M.
Wake up. A lot of deliberation goes into choosing what to eat, especially after our GI block. I’ve convinced myself that if I go out of my way to prevent diverticulosis and colon cancer now, I can have cheesecake for breakfast every day after I hit 70. Maybe I should submit that as a grant proposal for a longitudinal case study?
Break time! After a full block of questions, I’m mentally spent and need to decompress.
9-10 A.M. Today’s schedule involves a block of questions from a bank online that’s supposed to simulate the massive end-of-year-exam all pre-clinical medical students take.
10-11 A.M. In the wake of that practice exam, I didn’t quite have time to fit in my daily existential crisis, which has become a much more common occurrence since I tried to fit three exam blocks of 45 questions in every week.
11 A.M.- NOON Lunch! With my hunger mostly sated, I finally depart for Geisinger Commonwealth. Like most of my class, I do the bulk of my work at school, where podcasts and reviews don’t have to compete for my attention with food and video games.
12-2 P.M.
STEPHEN GAN MD CLASS OF 2018
Before I launch into a block of board-style practice questions, I like to take an hour or so to review questions I missed in the previous session.
3-5 P.M. After a brief lull in the action, I’ll return to my seat in the library and try to complete a first pass at this week’s class materials. What’s unique about the flipped classroom model that Geisinger Commonwealth subscribes to is that all of our lectures are delivered via podcasts, which students need to complete on their own. It works exceptionally well on a schedule like this, and I try to cover everything once during the week it’s assigned and once more in the form of flashcards or questions while preparing for exams.
5-6 P.M. One of the great benefits of podcast lectures is that you can alter the speed at which the material is delivered, which means that four hours of material can become two hours of material with a keen ear and slow-talking, clearly-enunciating professors.
6-8 P.M. I’m a firm believer in the “sound mind in a sound body” philosophy. With that in mind, I try to get to the gym as many times per week as I can.
8-10 P.M. Every night I try to wind down and process all the information I’ve crammed into my skull, and this is the time I take to decompress and remind myself that I am, in fact, a human being.
DOCTOR OF MEDICINE PROGRAM
9
CURRICULUM
YEARS 1&2
YOU SPEND YOUR FIRST TWO YEARS primarily in
Case Based Learning 1
MARCH
Human Structure & Function
HSF
HSF
Foundations
Patient Centered Medicine
PCM
PCM
PCM
Physician & Society
Case Based Learning 1
PAS
PAS
CBL 1
CBL 1
APRIL
PAS
CBL 1
MAY
JUNE
JULY
Neuroscience Vacation & other activities
FEBRUARY
Community Week 3
JANUARY
Spring Break
Physician & Society
DECEMBER
Community Week 2
Patient Centered Medicine
Community Week 1
Cellular & Molecular Basis of Life
NOVEMBER
Winter Break
OCTOBER
Patient Centered Medicine
Physician & Society
Case Based Learning 1
YEAR TWO
Case Based Learning 2
JANUARY
Systems 2 Cardiopulmonary
Systems 1 Renal/ Hematology The Art and Practice of Medicine
Case Based Learning 2
FEBRUARY
The Art and Practice of Medicine Case Based Learning 2
MARCH
Sys 2 Reproductive
Sys 2 Endocrine
APM
CBL 2
APM
CBL 2
APRIL
Systems 2 Mind The Art and Practice of Medicine Case Based Learning 2
MAY
JUNE
JULY
Year 3
The Art and Practice of Medicine
DECEMBER
Vacation & other activities
Systems 1 Dermatomusculoskeletal/ Gastrointestinal
NOVEMBER
Community Week 3
OCTOBER
Spring Break
SEPTEMBER
Community Week 2
AUGUST
Winter Break
Geisinger Commonwealth’s LEED Silver-certified Medical Sciences Building in Scranton boasts state-of-the-art research facilities, cutting-edge educational spaces, a gross anatomy laboratory, and a Clinical Skills and Simulation Center. The Center runs the College’s standardized patient program and houses a variety of simulators, including high-fidelity manikins, and task trainers.
SEPTEMBER
Community Week 1
During Year 1, you focus on gaining a core understanding of the structure and function of the human body. During Year 2, the educational theme shifts to the study of illness, with a focus on the body’s 12 organ systems and processes.
AUGUST
Orientation
Geisinger Commonwealth’s North Campus location, studying basic sciences. Courses are designed to address the interface of patient, physician, and society, and introduce clinical thinking and decision-making in today’s socio-economic and cultural environment.
YEAR ONE
Community Weeks and Family-Centered Experience (FCE) During both your first and second year, you participate in six “Community Weeks� at your regional campus. Community Weeks allow students to gain real clinical practice and learn the value of community involvement in healthcare. Activities include shadowing a physician, working on a community-based public-health project, and participating in the FCE program. The goal of FCE is for the medical student to learn the human aspect and personal family experiences that arise from managing a chronic, serious illness or disability.
DOCTOR OF MEDICINE PROGRAM
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CURRICULUM
YEARS 3&4 YOUR THIRD YEAR
HOW DOES IT WORK?
is an innovative hybrid of inpatient block experiences and a six-month outpatient Longitudinal Integrated Curriculum (LIC). This hybrid model provides for outstanding continuity of outpatient care with dedicated outpatient faculty, but also allows for intensive blocks of inpatient training in each core discipline. This curricular approach also helps students develop a cohort of “continuity patients” in each clerkship and allows students to take part in the initial assessment, the plan of care, the intervention, and in follow-up. The long-term nature of these relationships provides for a period of sequential learning with incrementally greater levels of responsibility that are not achieved in brief clerkships. It also allows for longitudinal assessment and feedback that are critical to the development of competence. In addition to the specific inpatient and outpatient clinical clerkship rotations, students also complete 80 hours of required emergency department experience and four weeks of electives and selectives.
The year is divided into two halves. For half of the year, you complete the outpatient LIC, working in all six disciplines simultaneously. For the other half of the year, you complete blocks (primarily in hospital settings), selectives, electives, and emergency medicine. (Figure A) LIC During the six-month LIC, you work one-on-one with attending physicians in outpatient settings. This experience emphasizes continuity of students with their preceptors and patients, and allows the students to integrate into patient care in a meaningful way. During the LIC, you participate in six clerkships simultaneously. (Figure B) “Clerkship Education Day” is held each Friday afternoon from 1:30 p.m. to 5 p.m. This time is dedicated to group learning activities, case conferences, reflections, and other core curricula.
YEAR THREE BLOCKS SEPTEMBER
LONGITUDINAL CURRICULUM (LIC)
OCTOBER
NOVEMBER
DECEMBER
JANUARY
FEBRUARY
MARCH
APRIL
MAY
JUNE
Outpatient Family Medicine Outpatient OB/GYN Outpatient Surgery Outpatient Psychiatry Outpatient Pediatrics
Core Week 3
Inpatient Pediatrics Core Week 2
Electives
Selectives
Inpatient Psychiatry
Anesthesia
Inpatient Surgery
Outpatient Internal Medicine Inpatient OB/GYN
AUGUST
Inpatient Adult Medicine
Core Week 1 Orientation
JULY
Fig. A
Fig. B
SAMPLE LIC SCHEDULE MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
SATURDAY
AM
Internal Medicine
Psychiatry
Surgery
OB/GYN
white space
PM
white space
Family Medicine
white space
Pediatrics
Clerkship Education Day
SUNDAY
DISCIPLINE INPATIENT BLOCKS Blocks rotations primarily occur in hospital settings. These experiences allow for training with acutely-ill, hospitalized patients in numerous disciplines. They also provide for experience in obstetrics, surgery, and anesthesia. You will often work with interdisciplinary teams and residency teams in these settings. In addition, you must also complete a two-week selective in either Introduction to Diagnostic Imaging, Pathology/Lab Medicine, Neurology/Neurosciences, Anesthesia, or Clinical Problem Solving/Nutrition in Medicine.
# OF WEEKS
Adult Medicine
4 weeks
Surgery
4 weeks
Psychiatry
3 weeks
Obstetrics/Gynecology
3 weeks
Pediatrics
2 weeks
Anesthesia
Students also complete a two-week elective in a discipline of choice. Students also complete 80 hours of emergency medicine during a block rotation.
1 week
Emergency Medicine
2 weeks
Elective
2 weeks
Selective >>
“Clerkship Education Day” is still held each Friday afternoon from 1:30 p.m. to 5 p.m. regardless of the block. The required and elective inpatient block rotations are summarized to the right::
>> >> >> >>
2 week rotation
Introduction to Diagnostic Imaging Pathology/Lab Medicine Neurology/Neurosciences Anesthesia Clinical Problem Solving/Nutrition in Medicine
YEAR FOUR
Electives:
Subinternship:
Student Choice
Student Choice
SEPTEMBER
OCTOBER
Acute Care
Subinternship:
Medicine
NOVEMBER
DECEMBER
JANUARY
Electives: Student Choice
FERUARY
MARCH
APRIL
MAY
Break Graduation
AUGUST
Interprofessional Selectives Senior Seminar
JULY
Electives: Student Choice
Break
During both your third and fourth years, you are required to participate in “Core Weeks” at the North Campus (Scranton) to emphasize preparation for residency.
Year 3
CORE WEEKS
Year 3 Core Week 3
JUNE
on the inpatient setting. Throughout the fourth year, you participate in a variety of sub-internships as well as several months reserved for electives.
Match / Core Week
YEAR 4 IS FOCUSED
DOCTOR OF MEDICINE PROGRAM
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A DAY IN THE LIFE YEAR THREE This scenario is an example of the 3rd year inpatient OB/GYN block.
9:30 A.M.- NOON – Return to Labor
& Delivery/OR
Thought process: “I’ve got time”
• If there are women in active labor: Introduce yourself, assist with delivery, be prepared to catch when the Midwife says, “Are you ready?”
time for a shower)
Thought process: “My preceptor is going to fail me if I’m late!”
6:30-7 A.M. – Postpartum rounds • Pre-round on all postpartum mothers who had Cesarean sections, assessing them for serious >> complications of the surgery, nutritional status and gastrointestinal and genitourinary status. • Pre-round on postpartum mothers who had spontaneous vaginal deliveries, assessing for similar things.
7:30 A.M. – Head over to Labor & Delivery, get prepared for scheduled C-section
MD CLASS OF 2017
• It is time to close the subcutaneous layers and skin. The surgeon asks you to assist in the suturing process
5:30 A.M. – Alarm goes off (hit snooze) 5:50 A.M. – Alarm goes off (get out of bed,
ROBERT GRIFFITH
• Ask questions about things that are relevant to the procedure or particular case
Thought process: “I deliver babies, I’m totally a doctor!”
12-12:45 P.M. – Time for lunch 1-5 P.M. – Maternity/Medical-Surgical wards:
Recheck and assess postpartum and post-op patients • Labor & Delivery: Perform scheduled non-stress tests, assess mothers in labor, induce mothers who are scheduled, perform STAT C-sections for clinically indicated reasons, deliver more babies • When there is down time read up on things seen during the day, ask preceptors questions relating to cases, check schedule for the next day (both Labor & Delivery and the OR)
• Introduce yourself to the patient and review chart for pertinent history and reason for C-section, perform examination, and quickly review relevant >> anatomy/pathology related to C-section deliveries
5:30-7 P.M. – Go home, go to the gym/for a run,
• Head to operating room (OR), assist staff with moving patient, assist anesthesia with epidural (if indicated), assist securing lines/tubes, attain glove/gown and give them to scrub nurse
• Do readings, questions, and complete tasks for school curriculum
and eat dinner
7-9:30 P.M. – Time to study Thought process: “Don’t fall asleep, don’t fall asleep.”
• Don hat, mask, and show covers. Time to scrub
9:30-10:30 P.M. – Me time
8 A.M. – Surgeon enters OR and performs C-section
• Time to unwind, watch some TV, read for leisure, prepare for tomorrow
• Maintain sterility, be helpful but not intrusive (It is OK to take initiative and suction blood from the field 10:45-11 P.M. – Time for bed and smoke from the Bovie, it is NOT OK to take initiative Thought process: “No, don’t watch more Netflix…” and reach into the uterus to extract the baby)
DOCTOR OF MEDICINE PROGRAM
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EXPERT FACULTY Here are just some of the faculty members you’ll encounter at Geisinger Commonwealth: >> JOSEPH BANNON, MD
>>
Director of Clinical Competencies Assistant Chair of Internal Medicine Assistant Professor of Medicine
Associate Professor of Surgery
Bannon
Dr. Bannon is a colorectal surgeon with Geisinger Health System. He serves as chair of Geisinger Commonwealth’s Admissions Committee.
Dr. Shoemaker is an endocrinologist with Susquehanna Health.
Shoemaker
>> NABEELA MIAN, MD
>> SHUBHRA SHETTY, MD, FACP
Associate Professor of Medicine
Associate Dean for North Regional Campus Professor of Medicine
Dr. Mian is a rheumatologist in Wilkes-Barre, affiliated with Wilkes-Barre Veterans Affairs Medical Center. Mian
Dr. Shetty serves as the director of The Wright Center’s HIV Clinic and as an infectious disease specialist at Moses Taylor Hospital and Regional Hospital of Scranton, both affiliates of Commonwealth Health.
Shetty
>> MARK OLAF, DO
>> YING-JU SUNG, PhD
Assistant Regional Dean for Central Regional Campus Assistant Professor of Medicine Olaf
Dr. Olaf practices emergency medicine in Danville, Pennsylvania.
Director of Anatomical Services Associate Professor of Anatomy
>>
WILLIAM ZEHRING, PhD Professor of Biochemistry
Regional Education Coordinator/Clerkship Director of OB/GYN, Guthrie Campus Assistant Professor of OB/GYN Dr. Scott is an obstetrician/gynecologist at Guthrie Corning Hospital.
Dr. Sung’s current research goal is to advance our drug discovery program, which aims to alleviate chronic pain toward the IND and preclinical trial stage.
Sung
>> JAMES SCOTT, MD
Scott
MARGRIT SHOEMAKER, MD
Zehring
Dr. Zehring’s work focuses primarily on content in areas of biochemistry, genetics and molecular biology, and on methods of integrating these topics into clinical medicine.
>> STANLEY J. DUDRICK, MD, FACS Professor of Surgery
Dudrick
Medscape recently named Dr. Dudrick as one of the 50 most influential physicians in history for his role in the development of total parenteral nutrition (TPN). He was the first physician to successfully feed people through an I.V., totally bypassing the normal digestive system. Prior to TPN, patients who could not eat or digest food routinely died of starvation. Today, more than 10 million premature babies and 20 million adults owe their lives to Dr. Dudrick’s brilliant invention.
DOCTOR OF MEDICINE PROGRAM
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In 2017,
Geisinger Commonwealth medical students participated in the match experience, hosted by the National Resident Matching Program (NRMP). Students interviewed across the country with residency programs in a wide range of specialties and programs.
STUDENT SUCCESS ANESTHESIOLOGY
»» Beth Israel Deaconess Medical Center, Massachusetts »» Penn State Health Milton S. Hershey Medical Center, Pennsylvania
DERMATOLOGY »» University of California, San Francisco, California
EMERGENCY MEDICINE »» »» »» »» »» »» »» »» »»
Conemaugh Memorial Medical Center, Pennsylvania Cooper University Hospital, Cooper Medical School of Rowan University, New Jersey Duke University Medical Center, North Carolina Geisinger Health System, Pennsylvania St. Joseph’s Regional Medical Center, New Jersey St. Luke’s University Hospital - Bethlehem, Pennsylvania Strong Memorial Hospital, University of Rochester, New York West Virginia University School of Medicine, West Virginia York Hospital, Pennsylvania
FAMILY MEDICINE »» »» »» »» »»
Abington Memorial Hospital, Pennsylvania Hunterdon Medical Center, New Jersey Stony Brook Teaching Hospitals, New York University of Pittsburgh Medical Center Altoona, Pennsylvania York Hospital, Pennsylvania
GENERAL SURGERY »» »» »» »» »»
Geisinger Health System, Pennsylvania Lehigh Valley Hospital, Pennsylvania The University of Texas Health Science Center at San Antonio, Texas University of Florida College of Medicine-Jacksonville, Florida University of Maryland Medical Center, Maryland
INTERNAL MEDICINE »» »» »» »» »» »» »» »» »» »»
Cooper University Hospital, Cooper Medical School of Rowan University, New Jersey Dartmouth-Hitchcock Medical Center, New Hampshire Kaiser Permanente Santa Clara, California Lehigh Valley Hospital, Pennsylvania Madigan Army Medical Center, Washington Mercy Catholic Medical Center, Pennsylvania Penn State Health Milton S. Hershey Medical Center, Pennsylvania Rhode Island Hospital, Brown University, Rhode Island San Antonio Military Medical Center, Texas Temple University Hospital, Pennsylvania
»» »» »» »» »» »»
Thomas Jefferson University, Pennsylvania University of Cincinnati Medical Center, Ohio University of Maryland Medical Center, Maryland West Virginia University School of Medicine, West Virginia Winthrop-University Hospital, New York York Hospital, Pennsylvania
MEDICINE-PEDIATRICS »» »» »» »» »» »» »» »»
Penn State Health Milton S. Hershey Medical Center, Pennsylvania Medicine-Preliminary Brigham and Women’s Hospital, Massachusetts The Christ Hospital, Ohio Einstein Medical Center, Pennsylvania Hofstra Northwell School of Medicine, New York MedStar Union Memorial Hospital, Maryland Morristown Memorial Hospital, New Jersey
MEDICINE-PRELIMINARY/NEUROLOGY
PATHOLOGY »» University of Maryland Medical Center, Maryland
PEDIATRICS »» »» »» »» »» »» »» »»
Akron Children’s Hospital, Northeast Ohio Medical University, Ohio Greenville Health System, University of South Carolina, South Carolina Lehigh Valley Hospital, Pennsylvania NewYork-Presbyterian Weill Cornell Medical Center, New York Penn State Health Milton S. Hershey Medical Center, Pennsylvania Rutgers Robert Wood Johnson Medical School, New Jersey St. Christopher’s Hospital for Children, Pennsylvania Tripler Army Medical Center, Hawaii
PHYSICAL MEDICINE & REHABILITATION »» Sinai Hospital of Baltimore, Maryland
PLASTIC SURGERY (INTEGRATED)
»» Johns Hopkins Bayview Medical Center, Maryland »» University of Florida Health Shands Hospital, Florida
»» University of Kansas School of Medicine, Kansas City, Kansas
MEDICINE-PRIMARY
PSYCHIATRY
»» The Wright Center for Graduate Medical Education, Pennsylvania
NEUROLOGY »» »» »» »»
Johns Hopkins, Maryland MedStar Georgetown University Hospital, Washington DC Thomas Jefferson University, Pennsylvania University of Florida Health Shands Hospital, Florida
OBSTETRICS-GYNECOLOGY »» »» »» »» »» »» »» »» »» »»
Abington Memorial Hospital, Pennsylvania Boston University Medical Center, Massachusetts Christiana Care, Delaware Geisinger Health System, Pennsylvania Hofstra Northwell School of Medicine, New York Jamaica Hospital Medical Center, New York Strong Memorial Hospital, University of Rochester, New York University of Kansas School of Medicine, Kansas City, Kansas West Virginia University School of Medicine, West Virginia York Hospital, Pennsylvania
ORTHOPEDIC SURGERY »» »» »»
National Capital Consortium - Walter Reed National Military Medical Center, Maryland University at Buffalo School of Medicine, New York University of Kansas School of Medicine- Wichita, Kansas
OTOLARYNGOLOGY »» Southern Illinois University School of Medicine & Affiliated Hospitals, Illinois »» Thomas Jefferson University, Pennsylvania
»» »» »» »» »» »»
Dartmouth-Hitchcock Medical Center, New Hampshire Medical University of South Carolina, South Carolina Mount Sinai Beth Israel, Icahn School of Medicine at Mount Sinai, New York Rutgers Robert Wood Johnson Medical School, New Jersey The Wright Center for Graduate Medical Education, Pennsylvania Wright Patterson Medical Center, Ohio
RADIATION ONCOLOGY »» Tufts Medical Center, Massachusetts
RADIOLOGY-DIAGNOSTIC »» »» »» »» »»
Hofstra Northwell School of Medicine, New York Indiana University, Indiana Penn State Health Milton S. Hershey Medical Center, Pennsylvania Pennsylvania Hospital, Pennsylvania San Antonio Military Medical Center, Texas
SURGERY-PRELIMINARY »» »» »» »» »» »» »»
Guthrie Robert Packer Hospital, Pennsylvania State University of New York Upstate Medical University, New York Surgery-Preliminary/Urology Geisinger Health System, Pennsylvania Transitional Lehigh Valley Hospital, Pennsylvania MetroWest Medical Center, Framingham, Massachusetts
UROLOGY »» Geisinger Health System, Pennsylvania
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APPLY TODAY Admission Requirements Students seeking admission to Geisinger Commonwealth’s MD program must have: 1. A bachelor’s degree from a U.S. or Canadian accredited undergraduate college or university (must be completed before enrollment in MD program) 2. Be a U.S. citizen or permanent resident 3. Ability to certify and comply with Geisinger Commonwealth’s technical standards with or without reasonable accommodations 4. MCAT scores no more than three years old at time of application 5. The following coursework: General biology with laboratory (1 year/2 semesters) General inorganic chemistry with laboratory (1 year/2 semesters) Organic chemistry with laboratory (1 year/2 semesters) General physics with laboratory (1 year/2 semesters) English and English composition (1 semester) *AP Credits can be applied toward these requirements 6. Consented to the College’s enrollment requirements for accepted students prior to matriculation
Application Process Students interested in applying to Geisinger Commonwealth’s MD program should: 1. Complete an application through the online American Medical College Application Service (AMCAS), the national application for U.S. MD programs • AMCAS application completion includes an application fee and all supporting documents as requested • Geisinger Commonwealth will only consider verified AMCAS applications (no incomplete applications will be reviewed)
(Application Process cont’d) 2. Submit letters of recommendation via AMCAS Letters • All applicants are required to submit one pre-professional/pre health/committee letter or three evaluation/recommendation letters from faculty who are familiar with the applicant’s career goals and academic coursework • For non-traditional students, the Admissions Committee will consider letters of recommendation written by individuals who have firsthand knowledge of the candidate’s strengths, work ethic, abilities, and commitment to the field of medicine. 3. Complete the Geisinger Commonwealth Secondary Application • All AMCAS verified applicants will automatically receive a secondary application • Application fee is $100 • Candidates in receipt of an AMCAS Fee Assistance Program (FAP) waiver may submit a PDF copy of the form to: admissions@tcmc.edu
Interviewing After a review of the application materials, students are notified if they have been offered an interview for the MD program. All interviews are in-person with a clinical or basic science faculty member and a current medical student in a conversational format.
570-504-9068
admissions@som.geisinger.edu
geisinger.edu/gcsom DOCTOR
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GEISINGER COMMONWEALTH’S MD CLASS OF 2020 PROFILE
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6,591 Total applications
30
Gender (m/f)
26
77
First-generation college students
PA students
13
108 Enrolled
32 Northeastern and north central PA students
Students who are underrepresented in medicine
3.62 Overall GPA
Average MCAT
508 Average MCAT 2015
525 Pine Street Scranton, PA 18509 geisinger.edu/gcsom
Geisinger Commonwealth School of Medicine is committed to non-discrimination in all employment and educational opportunities.