College of Medicine
M . D. P R O G R A M
2014/15
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
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Welco me
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COLLEGE OF MEDICINE STUDENT VIEWBOOK
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University of Central Florida
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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, rather than waiting until you graduate. You will work
closely with faculty members, community partners, patients, physicians, and scientists in an atmosphere of innovation and inquisitiveness. You will have opportunities most medical students wait years to experience. Our methods are fresh 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 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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A glimpse of your future 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.
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COLLEGE OF MEDICINE STUDENT VIEWBOOK
UCF College of Medicine at a Glance UCF College of Medicine
• The College of Medicine enrolled its first class in 2009. Thanks to community support, all 40 students received fouryear scholarships, making UCF the first medical school in U.S. history to provide full scholarships to an entire class.
Medical City at Lake Nona •
city limits •
• The UCF College of Medicine was granted full accreditation in February 2013. • At full enrollment (2016), the college will be educating 480 M.D.s in training a year. • The college is an anchor tenant of Orlando’s Medical City, located minutes from Orlando International Airport. • Labs and classrooms in the college’s medical education building feature the latest technology and are designed for interactive, team-based learning. • The College of Medicine began its first residency program in July 2014. The internal medicine residency is a partnership with the Orlando VA Medical Center and Osceola Regional Medical Center and is designed to help alleviate the community’s shortage of primary care physicians.
University of Central Florida • 12 colleges
• 2nd-largest public university in the nation • The Princeton Review and Kiplinger’s named UCF a bestvalue university • Ranked 5th “Up-and-Coming” national university by U.S. News & World Report • Broadcasts WUCF and PBS programming to 3.5 million TV viewers • Begins BIG EAST conference play in 2013
Lake Nona is a 7,000-acre master-planned community located within the Orlando
The 600-acre Lake Nona Science & Technology Park includes one million square feet for an open-air town center with retail and office space
Research Funding (COM and BSBS Only) FY 2013
$
8.4 million
Endowment Assets (COM and BSBS Only) FY 2013
$
3.2 million
Employees (Fall 2013) TOTAL: Faculty members: Staff members: Students:
UCF Enrollment (Fall 2013) TOTAL: Undergraduate: Graduate: Medical Professional:
556 140 283 183
59,740 51,269 8,118 351
•
Hispanic (20.2%), African-American (10.3%) and Asian/ Pacific Islander (5.7%)
•
247 National Merit Scholars, a UCF record
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$46.5 million awarded to Bright Futures students (second largest amount in Florida)
UNIVERSITY OF CENTRAL FLORIDA
Faculty & Students We’ll get to know one another
With our interactive classes you will work closely with our faculty. Our team is comprised of visionaries and motivated mentors from all aspects of medicine who have come here from across the nation. We will share the wealth of our experiences and accomplishments with you. We are eager to get to know you and to guide you in reaching your goals.
Estimated Cost of Attendance for 2013-2014
*
Traditional Student
FL Resident
Non-FL Resident
Tution & Fees
$29,597
$56,565
Books & Supplies
$2,000
$2,000
Room & Board
$13,850
$13,850
Personal Expenses
$6,320
$6,320
Transportation
$2,828
Total:
$54,595
M.D. Program Student body Cultural Diversity 61
62
Far East/Pacific Island: Korea 4, Vietnam 4, China 7, Taiwan 2, Myanmar 2, Philippines 2, New Zealand
$2,828
59
Asian: India 11, Pakistan 6, Russia 3, Nepal
$81,563
25
Middle East/Africa: Egypt 6, Iran 3, Jordan 2, Zambia, Lebanon, Nigeria, Israel
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Europe: Romania 5, Albania 3, Poland 2, England, Macedonia, Moldova
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Black/African American
* Expect tuIton to increase by approximately 3% each year.
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Central /South America/Caribbean Island: Cuba 6, Puerto Rico 5, Peru 3, Dominican Republic 2, Mexico 2, Haiti 3, Venezuela, Trinidad and Tobago
American Indian
Number One in a Global Competition The UCF College of Medicine beat every medical school in the world in a recent online academic medicine poster competition from Cureus, The New e-Journal of Medicine.
UCF submitted 77 posters that won 21 first, second or third place awards. The medical school’s research topics ranged from transplantation to public health, beating out medical schools from Stanford, University of Washington, Vanderbilt, Harvard, Johns Hopkins, Yale and Case Western. Cureus President Tobin Arthur sent an email to one of UCF’s winning students, congratulating the medical school on its strong showing. “What a great job by you and your peers,” Arthur wrote. “We’d love to come throw a party at UCF and give the dean a plaque commemorating the fact that you guys beat every medical school in the world for this competition!”
Class of 2016 Demographics 3,843
Verified applicants
417
Interviewed
119
Accepted
88
Florida Residents
31
Non-Florida Residents
3.79
Science GPA
3.75
Total GPA (Range 3.1–4.0)
32
MCAT (Range 26-38)
60
Female
59
Male
Education and Simulated Chaos
Medical students from across Florida participated in the College of Medicine’s second annual Global Health Conference sponsored by MedPACt (Medical Students Providing Across Continents.) Much of the conference focused on developing emergency skills for medical professionals in training. “Central Florida is well acquainted with the need for disaster relief, both at home and abroad,” said Dr. Judith SimmsCendan, director of international health programs, associate professor of obstetrics and gynecology and MedPACt advisor. “The UCF College of Medicine is well positioned to be an excellent resource for disaster relief education. With the annual risk of hurricanes on the Florida coast, and humanitarian need in countries like Haiti and the Dominican Republic, medical students in the region are learning skills that will be useful now and in the future.” Part of the conference included a simulated lesson in real disaster. Several UCF College of Medicine students donned makeup from actual movie makeup artists who volunteered their time to make the students look like patients suffering from burns, severe head wounds and lacerations from a simulated bus-car accident. Medical students conducted triage at the scene to determine which victims needed immediate attention. The college staged learning stations across the Tavistock Green. In one scenario, students counseled a patient/ actor who had just lost her leg in an accident. In two other stations, participants treated one of the college’s high-tech computerized mannequins. The two patients had each lost a leg in an accident and were losing blood fast. Thanks to two bilingual UCF College of Medicine students running computers, participants had to overcome a language barrier during a critical care situation when their patients spoke only Arabic or Napali.
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Class of 2014 has 100 Percent Match into Residencies
A
ll 55 UCF medical school seniors placed into top residency programs across Florida and across the country during
National Match Day 2014 – in specialties that included primary care, anesthesiology, dermatology and vascular surgery. In Florida, students will do residencies at locations including Florida Hospital, the Mayo School of Graduate Medical Education in Jacksonville, Miami Children’s Hospital, Orlando Health, the University of Florida and the University of South Florida. Students who sought national placements will do residencies at programs include Emory, Georgetown, Harvard’s Massachusetts General, Johns Hopkins, Stanford University and Vanderbilt. On Match Day, 55 paper lanterns – colored black and gold to signify UCF’s colors – hung between palm trees outside the medical school. Each held a student’s sealed envelope containing their residency match. At noon, after the college’s clock tower tolled 12 times, students pulled a string on the lantern to free their envelope and learn where they will spend the next three to five years of residency training. They screamed, cheered, cried and hugged parents, partners and children. Avianne Bunnell reached her hands up to the sky and said, “thank you, God” as she learned she will go to her first choice, the Medical University of South Carolina, to be a vascular surgeon. Bunnell’s husband, Brian, matched into a pre-doctoral program in clinical psychology at the same university a week before so the couple 7
approached Match Day unsure if they would be in the same location. “I am absolutely thrilled” Bunnell said. “I am so, so blessed.” Jennifer Bazemore, a UCF biomedical sciences honors undergraduate, will do her pediatric residency at Johns Hopkins. “I’m beyond excited,” she said of getting her top choice at one of America’s premier programs. “I can’t stop crying.” Bobby Palmer matched into orthopedic surgery at his first choice, the University of Florida College of Medicine in Jacksonville. An emotional Palmer said he was dedicating his match to his grandfather, who died Thursday. “I’m from a small town in South Florida so Jacksonville felt like home to me, he said, adding that he has always been comfortable with tools, like the ones orthopedic surgeons use. “I guess that’s because my granddad had a hardware store when I was growing up,” he said. Learning where they will do their residencies is the last hurdle before the college’s second class graduates on May 16. In addition to being a huge event for students, this year’s Match Day was also a milestone for UCF as the College of Medicine learned the 16 M.D. graduates who make up its charter class of Internal Medicine residents. The new residency program begins in July, in partnership with the Orlando VA Medical Center and Osceola Regional Medical Center, and is designed to help ease the community’s shortage of primary care physicians.
2014 R e s id e n c y M a t c h R e s u l t s Medical University of SC Mayo School of Grad Med Educ-FL U Texas Southwestern Med Sch-Dallas Orlando Health-FL Orlando Health-FL Einstein/Beth Israel Med Ctr-NY Denver Health Med Ctr-CO Orlando Health-FL Orlando Health-FL Vidant Med Ctr/East Carolina Univ-NC Greenville Hosp Sys/Univ of So Carolina Stamford Hospital/Columbia-CT Tulane Univ SOM-LA U South Florida COM-Tampa U Central Florida COM-Orlando Orlando Health-FL Florida Hosp-Orlando-FL Orlando Health-FL Hosp of the Univ of PA U Florida COM-Shands Hosp Baylor Coll Med-Houston-TX LSU SOM-New Orleans-LA FAU-Schmidt COM-FL Orlando Health-FL U Florida COM-Shands Hosp U Florida COM-Shands Hosp Vanderbilt Univ Med Ctr-TN Jackson Memorial Hosp-FL U Louisville SOM-KY University of Hawaii Stanford Univ Progs-CA Jackson Memorial Hosp-FL University of Toledo-OH U Florida COM-Jacksonville Nassau Univ Med Ctr-NY Mayo School of Grad Med Educ-MN LSU SOM-New Orleans-LA U Florida COM-Jacksonville Carolinas Med Ctr-NC Georgetown Univ Hosp-DC U South Florida COM-Tampa U South Florida COM-Tampa LSU SOM-New Orleans-LA Johns Hopkins Hosp-MD Miami Childrens Hosp-FL Florida Hosp-Orlando-FL All Childrens Hospital-FL Einstein/Jacobi Med Ctr-NY U South Florida COM-Tampa Emory Univ SOM-GA Northwestern McGaw/Lurie Peds-IL UC Davis Med Ctr-CA Loma Linda University-CA Massachusetts Gen Hosp Orlando Health-FL Orlando Health-FL Orlando Health-FL U South Florida COM-Tampa Medical University of SC
Anesthesiology Anesthesiology Dermatology Emergency Medicine Emergency Medicine Emergency Medicine Emergency Medicine Emergency Medicine Emergency Medicine General Surgery General Surgery General Surgery Int Med-Primary Care Internal Medicine Internal Medicine Internal Medicine Internal Medicine Internal Medicine Internal Medicine Internal Medicine Internal Medicine Medicine-Preliminary Medicine-Preliminary Medicine-Preliminary Med-Prelim/Neurology Neurology Neurology Neurology Neurology Obstetrics-Gynecology Obstetrics-Gynecology Obstetrics-Gynecology Obstetrics-Gynecology Obstetrics-Gynecology Obstetrics-Gynecology Orthopaedic Surgery Orthopaedic Surgery Orthopaedic Surgery Orthopaedic Surgery Otolaryngology Pediatrics Pediatrics Pediatrics Pediatrics Pediatrics Pediatrics Pediatrics Pediatrics Pediatrics Pediatrics Pediatrics Psychiatry Radiology Radiology Surgery-Preliminary Surgery-Preliminary Surgery-Preliminary Surg-Prelim/Urology Vascular Surgery
CHARLESTON JACKSONVILLE DALLAS ORLANDO ORLANDO NEW YORK DENVER ORLANDO ORLANDO GREENVILLE GREENVILLE STAMFORD NEW ORLEANS TAMPA ORLANDO ORLANDO ORLANDO ORLANDO PHILADELPHIA GAINESVILLE HOUSTON NEW ORLEANS BOCA RATON ORLANDO GAINESVILLE GAINESVILLE NASHVILLE MIAMI LOUISVILLE HONOLULU STANFORD MIAMI TOLEDO JACKSONVILLE EAST MEADOW ROCHESTER NEW ORLEANS JACKSONVILLE CHARLOTTE WASHINGTON TAMPA TAMPA NEW ORLEANS BALTIMORE MIAMI ORLANDO ST PETERSBURG BRONX TAMPA ATLANTA CHICAGO SACRAMENTO LOMA LINDA BOSTON ORLANDO ORLANDO ORLANDO TAMPA CHARLESTON
SC FL TX FL FL NY CO FL FL NC SC CT LA FL FL FL FL FL PA FL TX LA FL FL FL FL TN FL KY HI CA FL OH FL NY MN LA FL NC DC FL FL LA MD FL FL FL NY FL GA IL CA CA MA FL FL FL FL SC
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Charter Class Graduation The hopes and dreams of 36 charter class students and their families, friends and supporters culminated May 17 at UCF’s first College of Medicine inaugural commencement ceremony. The event was the climax of an exciting dream to create a national model for medical education in Orlando.
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UNIVERSITY OF CENTRAL FLORIDA
Leaders In Interactive Learning Spurred by the generous gift of local philanthropist Alan Ginsburg, all UCF M.D. students receive iPad Minis and the college is taking a lead nationally in the use of interactive systems that help medical students participate more in their learning. From software that broadcasts normal and irregular heart sounds to three-dimensional, animated drawings, these new interactive teaching methods make learning more interesting, engaging and relevant. Those features appeal to “millennial-aged” learners like UCF medical students, who prefer group learning that’s interactive and provides frequent feedback, rather than passive lecture-based learning. The UCF College of Medicine is one of just four medical schools nationwide – including Stanford, Brown and the University of California-Irvine – that is a leader in embracing interactive learning. The college’s Harriet F. Ginsburg Health Sciences Library, which is 98 percent digital, provides digital, interactive versions of multiple medical school textbooks that allow students to test themselves on content, review videos, and receive the most-up-to-date research – all at their fingertips.
damage as well as a virtual family that exhibits a variety of medical conditions passed on through the generations. The college’s stateof-the-art Anatomy Lab includes computerized television screens that help students learn about the human body during dissection and complete CT scans of each cadaver donated by a local radiology practice. Dr. Darrell Kirch, president and CEO of the Association of American Medical Colleges (AAMC) has described the UCF College of Medicine’s use of emerging technology to enhance learning as an example of the “new excellence” in health education.
Technology extends far beyond the library at the medical school. The college’s Clinical Skills and Simulation Center includes a virtual patient that demonstrates cranial nerve
Engaging, Communicating In An Increasingly Diverse World Diversity and inclusion are cornerstone values at the UCF College of Medicine as faculty, staff and students work together to open communication and collaboration in an increasingly diverse world. Starting in January 2014, the college began a year-long series of Lunch and Learns that look at changing trends in our globally-connected world and ways to make the medical school a more inclusive environment where everyone can learn, thrive and grow. As part of this effort, the college is formally recognizing as a Diversity Champion individuals who take specific steps in committing to diversity and inclusion. The 30-minute Lunch and Learns are providing insight on a variety of interesting topics, ranging from intergenerational communication – “Young People Are Speaking a Foreign Language” – to engaging disabled people more fully into our culture. Cultural competency is a theme that runs through the UCF curriculum as students participate in a variety of activities to prepare them for caring for patients who are different from themselves. And
many students participate in service learning opportunities such as health screenings in underserved communities. Faculty and M.D. students honored America’s oldest incorporated AfricanAmerican municipality by conducting health screenings at Zora 2014, an annual festival celebrating author Zora Neale Hurston and her hometown of Eatonville. Under the supervision of core and volunteer faculty, students performed blood pressure, blood sugar and obesity checks, and for the first time also screened participants for glaucoma and vision problems. They assisted about 75 people, many of whom said they did not have access to healthcare or physicians. One of their patients, a young man who was just released from the hospital because of dangerously high blood pressure, was unsure what to do next. Faculty and students gave him information on medical services for the uninsured and lifestyle changes he can make to help his condition.
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An Oath To Medicine And Military Service Every physician takes an oath to their patients, and to the practice of medicine. But UCF College of Medicine students have taken another very important oath, to serve their country. They have been commissioned into the Army, Navy and Air Force as part of the Health Professions Scholarship Program (HPSP). Students serve a year of active military service in exchange for each year of full scholarship funding.
COLLEGE OF MEDICINE STUDENT VIEWBOOK
For medical student Ashley-Rose Humphries, Air Force military service is a family legacy. Her grandfather served as a full bird colonel and her father is a lieutenant. Ashley Rose, a member of the Class of 2016, enlisted in the Air Force through the HPSP because “I believed it to be a great opportunity to follow in their footsteps.” She attended Officer Training School at Maxwell Air Force Base in Alabama and last summer participated in flight surgeon training. She said the military scholarships program “provides a chance for me to not only fulfill my dream of serving my country but also fulfill my dream of being a physician.” Megan Vu, a member of the M.D. Cass of 2015, said her decision to enlisted in the Navy was a highly personal one that goes back to her own roots as a Vietnamese-American. “Growing up, I’ve heard so many stories from my grandparents and parents about coming over,” Megan said. “The day Saigon fell, the first ship they were on was a Navy ship. Hearing those things made me very proud to be an American. It’s amazing that my dream of being a doctor can go perfectly with the sense of patriotism that I have for our country.”
A Detective Story
At UCF, first-year medical students act as detectives to determine the cause of death for their first patients, people who willed their bodies to science. And at the end of the 17-week Anatomy Lab, students present autopsy reports and a grand rounds presentation based on visual evidence, biopsies and other tissue samples. For the past two years, the Anatomy Lab judging panel has included Dr. Jan Garavaglia, chief medical examiner for Orange and Osceola counties, and star of Discovery Health’s “Dr. G: Medical Examiner.” “Typical medical schools are not going to have you talk about pathophysiology and why the patient died,” she said. “This is really a novel way to introduce the students to critical thinking and putting the pieces of the puzzle together.” Anatomy Lab is a rite of passage for young medical students. In addition to traditional lessons in detailed anatomy, the UCF College of Medicine includes the cellular basis of disease. Dr. Mujtaba Husain, professor of pathology, completes biopsies that students request and then presents the findings using the college’s 10-headed microscope, which is similar to equipment used in hospital pathology labs. The giant microscope allows a team of students to see the same cellular evidence at the same time and to compare diseased cells with normal ones. “When they tell me they want a biopsy, I ask them, ‘Why do you want to biopsy that?’” Dr. Husain said. “It’s a process of active learning. This is the best example of the spirit of inquiry in a medical curriculum.”
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UNIVERSITY OF CENTRAL FLORIDA
M-4 Casey DeDeugd Wins National Orthopaedic Award A UCF College of Medicine senior received a national award from the Ruth Jackson Orthopaedic Society, which promotes professional growth and leadership for women orthopaedic surgeons. Fourth-year student Casey deDeugd received a Medical Student Achievement Award, which honors achievements in academics, research, leadership, mentoring, athletics and community service. deDeugd has received numerous honors during her four years at the College of Medicine. She is a charter member of the college’s Alpha Omega Alpha Honor Society, the National Honor Society for medical students. A second lieutenant in the U.S. Air Force, she participates in the Health Professions Scholarship Program, and during an orthopedics rotation worked at the Center for the Intrepid at San Antonio Military Medical Center, a research and treatment facility for war veterans with limb amputations. She is also active with the College of Medicine’s “Adopt a Senior” program, which pairs medical students with senior citizens receiving services from the Osceola Council on Aging. Most of the seniors are confined to their homes with little access to transportation and are at risk for in-home accidents due to age and deteriorating health. Ruth Jackson was America’s first female orthopaedic surgeon and deDeugd said the pioneer’s story is an inspiration to her. “I have always loved problem-solving, fixing things and understanding how stuff works,” she said. “These tenets are at the heart of my interest in orthopaedics. I am particularly excited to receive this award from the RJOS before graduating from UCF because I attribute much of my success over the past four years to being at a school that put students first and values hard work, leadership and enthusiasm. I knew that UCF was the right choice for me four years ago, and I have been reminded of that with each milestone and every accomplishment.”
Senior Wins National Research Competition
Avianne Bunnell, a UCF College of Medicine senior, took first place in a national medical student poster competition for her research into better detections for abdominal compartment syndrome, a condition where increased pressure in the abdomen causes reduced blood flow, organ failure and death. Avianne graduates in May 2014 and will do her residency training in vascular surgery at the Medical University of South Carolina. “I believe vascular surgery is at the forefront of innovation and technology,” she said. “Because each patient is so unique, each case requires a sense of creativity.” She won the 7th Annual Starr Poster Contest for Medical Students and Residents, which is named for Dr. Nina Starr Braunwald, a pioneer in the field of heart surgery who led the surgical team that was the first to implant a prosthetic heart valve, which she also designed. Dr. Braunwald was one of the first women to train as a general surgeon at New York’s Bellevue Hospital, from 1952-1955. Avianne received the first place award at the Association of Women Surgeons meeting during the 100th annual American College of Surgeons Clinical Congress in Washington D.C after presenting her research findings. “I was so surprised and honored to be selected as the winner of the research contest,” she said. “It was a privilege for me to even be nominated as a finalist among so many ambitious and talented students and residents.” Avianne’s presentation was an extension of her Focused Inquiry and Research Experience (FIRE) module, a two-year research project required of all UCF College of Medicine students. Her FIRE mentor was Dr. Michael Cheatham, director of the Surgical Intensive Care Units at Orlando Regional Medical Center. Her study focused on evaluating one of the methods used to measure increasing pressure within the abdomen, which can be a risk factor for developing abdominal compartment syndrome. Some practitioners use airway pressures to estimate the pressure within the abdomen rather than purchasing and using costly electronic pressure measuring devices. Her study found that such airway measurements are not as accurate as the current gold standard for abdominal pressure measurement — pressures taken from the bladder.
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Horses and Heroes
On weekends, they are rodeo horses, but for three hours on Thursdays, Jake, Seemore and Willie are four-legged counselors to American heroes. The three quarter horses are part of a partnership spearheaded by the UCF College of Medicine that is using horses to help physically and mentally disabled veterans. The medical school is working with Heavenly Hoofs, a nationally accredited equine-assisted therapy program, to provide therapy to local veterans and expand the program into a national scientific research center. Recently, Osceola County Commissioners approved building the equestrian therapy center for injured combat veterans at Chisholm Park about 15 minutes from Medical City and allow College of Medicine experts to conduct scientific research on how such therapy helps physically and mentally disabled vets. Seventeen-year Navy veteran Dave Vernaza was injured by shrapnel in Iraq, suffering traumatic brain injury and post-traumatic stress disorder. He has spent a year participating in Horses and Heroes and said working with his horse, Jake, “allows me to move forward with my life and see things in a positive aspect. We’re coming back home every day…UCF and Heavenly Hoofs are doing for us what no one else can do.” Leading the effort is Dr. Manette Monroe, a lifelong horsewoman who is assistant dean of students at the College of Medicine and also an assistant professor of pathology. Because equestrian therapy is relatively new, the medical school wants to conduct scientific research on why it works and recommend best practices.
COLLEGE OF MEDICINE STUDENT VIEWBOOK
Holiday Showcase Displays Music, Art, “The Good Doctor” A musical, based on the story of a 10-year-old leukemia patient who just wants to go to Disney World for Christmas, welcomed the 2013 holidays at the UCF College of Medicine and illustrated the traits of “The Good Doctor – A UCF Tradition.” The college’s Arts In Medicine (AIM) organization organized its second annual holiday showcase to promote the healing powers of the arts. The event included singing, dancing, oratory and instrument performances from more than 50 College of Medicine students, faculty, staff and their family members. The youngest star of the show was 10-year-old Tyler Dean, the son of second-year medical student Michael Dean. Tyler played the young leukemia patient and said he hoped the role helped M.D. students learn to better care for children. The event also gave back to the community. Students painted a donated piano with images from medicine that look like flowers and a cartoonish caduceus serpent appropriately named Art. The piano was donated by the family of Gladys McCall Lowery, a former WDBO announcer, minister and music teacher. Students donated the instrument to Community Based Care of Central Florida, which cares for local foster children. Karla Radka, the group’s vice president of community impact and leadership, attended the holiday showcase and thanked the medical school for its gift. “We are very thankful to extend our family of organizations that support our kids to include the UCF College of Medicine,” she said. “The piano will bring a lot of joy, and it will be a part of the healing process for our kids.”
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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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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. The new VA Medical Center in Lake Nona is set to open in 2014.
One of the nation’s largest health systems dedicated to children, Nemours Children’s Hospital cares for more than 250,000 children a year through the generosity of the DuPont legacy. The new Nemours Children’s Hospital, a state-of-the-art children’s hospital designed by families for families, joined the community of partners at the Lake Nona Medical City in October 2012. The hospital provides Central Florida families with world-class pediatric specialties, including rheumatology and interventional radiology.
Visit the Orlando VA Medical Center at orlando.va.gov to learn more.
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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.
Orlando Health shares the college’s goals of developing unique 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. Comprised of nine hospitals, the 1,780-bed system treats nearly two million Floridians and 4,500 national and international patients.
Visit floridahospital.com to learn more.
Visit orlandohealth.com to learn more.
Lake Nona’s proposed master plan
SANFORD-
Student Facilities From a computerized anatomy lab to a digital 10-headed microscope, the UCF College of Medicine’s new medical education facility features state-of-the-art technology and digitally enhanced classrooms that reinforce an innovative curriculum.
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Wall Street, Downtown Orlando
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 and computer-based simulation 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, acute care, and chronic care facilities. 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 “Fostering our spirit of inquiry!” This Focused Inquiry 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. Students work with a mentor to develop a 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
C u rri c u l u m Year One •
Orientation
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Cellular Function and Medical Genetics
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Structure and Function
•
Health and Disease
•
Psychosocial Issues in Healthcare
•
Hematology and Oncology
•
Practice of Medicine I (throughout Year 1)
•
Focused Inquiry and Research Experience I (throughout Year 1)
Year Two •
Cardiovascular and Pulmonary Systems
•
Endocrine and Reproductive Systems
•
Gastrointestinal and Renal Systems
•
Skin and Musculoskeletal Systems
•
Brain and Behavior
•
Practice of Medicine II (throughout Year 2)
•
Focused Inquiry and Research Experience II (throughout Year 2)
Year Three Following an orientation to the third year, students rotate through a set of required Core Clerkships in Internal and Family Medicine, Neurology, Obstetrics and Gynecology, Pediatrics, Psychiatry and Surgery. As part of the 12-week Surgery rotation, students have the opportunity to choose from a variety of surgical and other selective experiences (two, two-week sessions) in addition to eight weeks of General Surgery. The third year culminates with a one-week capstone experience.
Year Four The fourth year is divided into four-week blocks. All students rotate through four week blocks in Emergency Medicine, and in two acting internships. Five, 4-week electives are required; four of which can be taken at other institutions. The remaining blocks during the year can be used for other electives, study, research, or residency interviews. Students finish the fourth year with a capstone experience that provides preparation for internship and residency, including 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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13 2 AMCAS Application
A c ad e mi c R e q u ir e m e n t s Required Course Work
These are minimum requirements that should be taken in residence (not on-line) from a regionally accredited college or university in the United States. Exceptions to the requirements are permitted on a case by case basis; upper-level courses in the same department may be substituted for the requirements if they show mastery of the required content.
General Biology General Chemistry Organic Chemistry* General Physics College English** College Math
2 Semesters (with labs) 2 Semesters (with labs) 2 Semesters (with labs) 2 Semesters (with labs) 2 Semesters 2 Semesters
Courses recommended but not required:
Biochemistry*, Genetics, Cell Biology, Statistics, Comparative Anatomy, and Calculus. Course work in humanities, natural sciences, or communications arts is also encouraged. All majors are eligible to apply for admissions to the M.D. Program as long as the minimum academic requirements are met. Non-science majors are encouraged to take as many science courses as possible. * Biochemistry (with lab) may be substituted for the second semester of Organic Chemistry.
** Writing Intensive courses may be substituted for English on a case by case basis.
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. 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.
Supplemental Application
The admissions office will briefly review the AMCAS 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.
Supplemental Application Fee
Our supplemental Application Fee is $30 or AMCAS Fee Assistance Program (FAP) Waiver Documents.
Letters of Recommendation (LOR)
A p p li c a t ion R e q u ir e m e n t s 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
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.
• Teamwork and leadership skills
• 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 upperlevel supervisor letters for the three faculty letters
• Basic science research
• Two character letters—same as for traditional applicants
• Demonstrated high level excellence in an activity or area of interest (i.e. sports, research, or other endeavors)
Completed File
• Physician shadowing
A p p li c a t ion Pro c e s s
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.
Application Deadlines
Components of a completed application file are as follows:
American Medical College Application Service (AMCAS) Application Completion Deadline November 17
Supplemental Application Completion Deadline December 15
• Verified AMCAS Application • Submitted COM Supplemental Application Form
• • • •
Designated LORS provided by AMCAS only 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 or unofficial transcript sent via email are acceptable
A CCEPT A N CE 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.
5 4
I n t e r v i e w Pro 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. Each qualified applicant will receive an email inviting him or her to complete the supplemental application. 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 the COM Student Financial Services Director • Information regarding our commitment to a diverse class and working environment • The admissions committee decision process and timelines for making offers of acceptance, placing on wait list, nonacceptance, and future communication and assistance
• 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 List—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.
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 or 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 submit the state residency classification form • Information regarding submission of 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 or 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.
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 develops its own criteria for continuing an offer of acceptance based on information received.
mor e informa t ion State Residency 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.
International Applicants Only U.S. citizens or Permanent Resident Aliens with a Green Card in their possession or Asylees as classified by INS may apply.
Transfer Admissions The M.D. program is currently not accepting applications for advanced standing or transfer.
24
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.
2 0 0 9 – 2 0 1 0
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 , Co g n i t i o n , a n d P ro f e s s i o n al i s m Observation
Professionalism
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 26
UNIVERSITY OF CENTRAL FLORIDA
Early Decision Program The Early Decision Program (EDP) is for highly motivated, capable, and passionate applicants who have demonstrated excellence in academics. Applicants should only be applying to this institution with full intentions of attending if accepted. EDP is only available to undergraduates who have achieved a cumulative overall and science GPA of 3.8 or better and at least a 32 or better on the MCAT with no score below an eight in any single category.
EDP Timeline •
AMCAS verified by August 1
•
All supplemental materials to the COM Admissions Office by August 15
•
Interviews to be conducted in the month of September
•
Notifications of outcome by October 1
Applicants not accepted under EDP will be given consideration for admissions during the regular admissions cycle and will also be eligible to apply to any other medical school desired. For detailed information about EDP and all application requirements, please visit the admissions website.
Diversity & Inclusion The College of Medicine’s Council on Diversity and Inclusion serves as a college-wide resource that brings together expertise, experience and innovation to advance diversity and inclusion throughout the college. Members of the council are appointed by the Dean. Education and Scholarship - As a core value at the UCF College of Medicine, diversity and inclusion are part of everything we do, from our curriculum to our speakers to our events. Pipeline Program - The adage that “it takes a village to raise a child” certainly fits the College of Medicine’s Health Leaders program, a partnership with high school students that’s designed to increase the diversity of students in medical education and better prepare them to enter health care professions. Because it’s never too early to begin to inspire tomorrow’s health leaders, the college recently created a Health Explorers program for middle school students at Orlando’s Memorial Middle School.
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 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, you may also e-mail medfinaid@ucf.edu.
Con t a c t U s Admissions Office Contact Information E-mail:
mdadmissions@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
ontinue to participate in research and volunteer C opportunities
valuate speed reading/comprehension and E test-taking skills
ontinue visits with your academic advisor and pre-med C 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 isit your school’s pre-med health advising office to V learn about applying to medical programs I f available at your school, enroll in a course that provides you with information regarding application to medical school tart to build a consistent history of research, medical S 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 et to know the faculty who are teaching you—let them G know that you may request a letter of recommendation for medical school from them in the future ake productive use of your winter, spring, M and summer breaks
Sophomore Year ontinue volunteer work, research, and clinical C shadowing opportunities
omplete required course work for MCAT C (spring/summer semester) Sign up for a mock interview session if available ork with Pre-Health Advising Office to construct your W Faculty/Committee letter of recommendation package for medical school applications (spring semester) omplete medical school requirements review and C organize hierarchy list of schools for application; attend an annual medical school forum if not done previously (spring semester) egister for MCAT; take initial MCAT no later than R August of the summer between your junior/senior year ry to find a clinical shadowing/internship experience if T you have not done it yet tart AMCAS application (summer between S junior/senior year) Explore medical school scholarship resources se late summer to address supplementary applications, U possible MCAT retake, continue volunteerism
Senior Year Complete supplemental applications (fall semester)
Investigate alternative career options
eview and apply for scholarships to finance R medical school
ontinue to visit with your academic advisor and C pre-med health advising office
ontinue to excel in research and extra-curricular C involvement
tart planning to cover health professional school S application costs
repare to travel to interviews (September–March P of senior year)
egin to research medical school requirements; attend B an annual medical school forum in your area
eep the pre-med health advising office informed of the K 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
rovide significant updates and fall semester transcripts P to medical schools of interest where an interview has not yet been offered repare for reapplication process if necessary P (spring semester)
28 28
UCF College of Medicine students unveiled their free KNIGHTS
KNIGHTS Clinic
(Keeping Neighbors In Good Health Through Service) Clinic at Orlando’s Grace Medical Home in May 2013 and heard from one of its uninsured patients, “For some reason, God put a medical school up the road at UCF. You students are going to make a difference.”
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 @ ucf. edu
med.ucf.edu
042214COM–R6
O R L A N D O, F LO R I DA