2020-2021 Bulletin for the M.D. Program - University of South ...
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2020-2021 Bulletin for the M.D. Program
TABLE OF CONTENTS
The University.......................................... 2
USA Health ................................................3
Timeline......................................................5
USA College of Medicine ........................ 6
Facilities .....................................................7
Admissions Information ......................... 9
Curriculum Overview.............................13
Objectives.................................................14
Curriculum Description.........................16
Financial Aid........................................... 22
Contacting the College of Medicine .... 25
Class of 2020 Residency
Appointments .................................... 27
Academic Calendar.................................31
Maps......................................................... 32
Policy of Nondiscrimination................. 34
1
THE UNIVERSITY
The University of South Alabama students work alongside faculty experts on an
— South, for short — is Mobile’s only array of research projects in varied disciplines.
comprehensive research and teaching In addition, the USA Technology & Research
university. With an enrollment of more than Park acts as an incubator for tech startups.
14,000 students and a workforce of nearly In addition to USA’s outstanding academic
7,000 employees, USA’s leadership and programs, students enjoy a wide variety of
innovation in education, research, service social, cultural, entertainment and athletic
and healthcare make the University an activities that contribute to an outstanding
economic driver and a catalyst for positive college experience. The USA Jaguars men’s
transformation around the state of Alabama and women’s athletics teams compete in
and along the Gulf Coast. 17 Division I sports within the Sun Belt
South has awarded more than 90,000 Conference. Intramural and club sports allow
degrees since its founding in 1963. The all students the opportunity to participate at
University’s faculty promote an environment a level that suits their abilities. The Student
where curiosity and discovery are given free Recreation Center ofers students, faculty,
rein in more than 100 felds of study that staf and alumni a comprehensive recreational
include business, the liberal arts, education, opportunity in exercise, swimming, intramural
engineering, computing, the sciences and sports and outdoor adventures, and the JagFit
healthcare. trail ofers additional opportunities for the USA
Classifed as a high research activity community and area residents to get ft while
university by the Carnegie Classifcation of enjoying the outdoors.
Higher Education, USA’s advanced degree USA is a place where students discover
oferings include doctorates in audiology, and strengthen their career passions and
business, computing, educational leadership, form connections that result in lifelong
engineering, marine sciences, medicine, basic relationships. At South, we look at the world
medical sciences, nursing, physical therapy and see things that we have the power to
and psychology. Research is conducted at both change, afect and shape — together. So that’s
the undergraduate and graduate levels, and exactly what we do, every single day.
2
USA HEALTH
The University of South Alabama intensive care and pediatric intensive care
encompasses a comprehensive health system units. The hospital delivers nearly 3,000
composed of two hospitals — USA Health babies each year and specializes in high-
University Hospital and USA Health Children’s risk OB/GYN patients. Hospital staf ofer a
& Women’s Hospital — along with the USA variety of innovative programs for hospitalized
Health Mitchell Cancer Institute and the USA children, teens and their families to meet
Health physician practices. This combination of their developmental, educational, social and
advanced healthcare services has improved the emotional needs.
lives of countless residents throughout the Gulf Combining cutting-edge research with
Coast region. advanced care, the USA Health Mitchell Cancer
As an academic health system, USA Health Institute fghts cancer from the laboratory
provides advanced and innovative patient care bench to the patient’s bedside. With more
through its University hospitals and clinics, as than 40 clinical trials and 50,000 annual
well as frst-class training experiences for the patient visits, MCI is the only academic cancer
next generation of healthcare providers and research and treatment facility on the upper
scientists. Gulf Coast. MCI has expanded with the opening
of the MCI Kilborn Clinic in Fairhope, Alabama,
and the new MCI Springhill location in Mobile.
USA Health physician practices include
nearly 200 physicians and provides more
than 190,000 patient visits each year. It is the
region’s largest multispecialty practice and
the only academic physicians group on the
Gulf Coast. Physicians are on faculty at the
USA College of Medicine, and the majority
of USA Health clinics are now located in the
Strada Patient Care Center, which contains
153 patient exam rooms, 16 nurses stations
and seven educational conference rooms. The
133,000-square-foot building houses clinics
for family medicine, pediatrics, neurosciences,
surgical specialties, obstetrics and gynecology,
orthopaedics and therapy services, as well as a
USA Health University Hospital is on the breast and mammography center. USA Health
front line in delivering nationally recognized continues to expand its physician footprint
quality care to the area’s most critically ill in Mobile with primary and specialty care
patients, with the region’s only Level I trauma provided by the USA Mobile Diagnostic Center.
center and a burn center that provides care The on-campus Student Health Center
from injury to recovery. The life-saving care is stafed by physicians, nurse practitioners,
that stroke and heart patients receive has been registered nurses and licensed practical nurses
recognized year after year by the American dedicated to providing quality medical and
Heart Association. University Hospital also educational services to the entire student body.
plays a key role in the education of tomorrow’s
healthcare providers, each year training
hundreds of future professionals from the Services
colleges of Medicine, Nursing and Allied Health These are some of USA Health’s extensive
Professions. services, programs and centers for research:
USA Health Children’s & Women’s • Acute and Chronic Dialysis Units
Hospital, among a handful of freestanding • Arnold Luterman Regional Burn Center
hospitals in the United States devoted • Breast Care Center
exclusively to the care of children and women, • Cancer Research and Treatment
ofers the region’s most advanced neonatal • Cardiac Rehabilitation Program
3
Services continued • Cardiovascular Diseases Center • Center of Excellence for Health Disparities • Center for Healthy Communities • Center for Human Performance • Center for Lung Biology • Center for Strategic Health Innovation • Center for Weight Loss Surgery • Center for Women’s Health • Comprehensive Sickle Cell Center • Coronary, Medical, Neurotrauma, Pediatric and Surgical Intensive Care • Digestive Health Center • Epilepsy Monitoring Unit • Fanny Meisler Level I Trauma Center • Level III Neonatal Intensive Care Unit • Maternal Fetal Medicine/High-Risk Obstetrics • Neonatal Transport Service • Pediatric Complex Care Clinic • Pediatric Development Medicine (Autism Diagnostic Center) • Pediatric Healthy Life Center • Pediatric Transport Service • Plastic Surgery Center • Primary Care with Patient Centered Medical Home Designations • Pulmonary Hypertension Program • Regional Stroke Center • Reproductive Endocrinology Center • Small Baby Unit 4
TIMELINE
May 3, 1963 USA is founded by an act of the Alabama Legislature.
June 1964 USA opens its doors to the students of Mobile County and the state of Alabama.
1965 The Association of American Medical Colleges and the American Medical
Association send representatives to USA to assess the possibility of establishing
a medical school there.
August 1969 A resolution of the Alabama Legislature supports establishment of a medical
school under the auspices of the University of South Alabama.
1970 $4.5 million committed by City and County to establish USA College of Medicine.
November 1970 Mobile General Hospital is transferred to the University.
May 1971 Dr. Robert M. Bucher named frst dean of the College of Medicine.
January 1973 The charter class of 25 students enter the College of Medicine.
April 1975 Mobile General Hospital renamed University of South Alabama Medical Center.
September 1978 The University’s frst Ph.D. program — in Basic Medical Sciences — is initiated.
January 1983 The USA Children’s & Women’s Hospital is established.
August 1987 The former Providence Hospital is acquired by the University to house
programs of the colleges of Allied Health Professions, Medicine and Nursing.
June 1990 The University acquires Doctors Hospital and Knollwood Park Hospital.
October 2001 Dedication of the USA Children’s Park, a 16-acre park at USA Children’s &
Women’s Hospital displaying bronze sculptures celebrating children and families.
March 2008 Plans for USA Children’s & Women’s Hospital expansion approved by USA Board
of Trustees.
November 2008 Dedication of the USA Mitchell Cancer Institute building, representing an
investment of more than $135 million, including $75 million in construction
and equipment.
November 2010 Groundbreaking on USA Children’s & Women’s Hospital expansion.
May 3, 2013 50th anniversary of USA’s founding and 40th anniversary of College of Medicine.
April 2016 USA Mitchell Cancer Institute breaks ground on Kilborn Clinic in Fairhope.
July 2018 SouthFlight returns to University Hospital.
August 2018 USA Medical Center renamed USA Health University Hospital.
December 2018 Ground broken on Fanny Meisler Trauma Center at USA Health University Hospital.
June 2019 Small baby unit opens at USA Health Children’s & Women’s Hospital.
5
USA COLLEGE OF MEDICINE
The University of South Alabama College of Medicine is an expanding network designed to
provide all facets of medical education, research and patient care. Candidates for M.D. and Ph.D.
degrees study basic medical sciences in the Medical Sciences Building (MSB) on USA’s main campus.
Medical students spend the last two clinical years training in USA Health hospitals and clinics, as
well as in rotations with community physicians.
During its history, the College of Medicine has supplied one-third of the physicians in
the Mobile area. It enrolls more than 70 medical students each year, selected from more than
1,100 applicants, and provides graduate medical education training to more than 240 residents
and fellows. A doctoral program in basic medical sciences opens doors to academic careers in
universities or medical institutions, or to research or administrative positions in government,
nonproft or industry settings.
USA Health University Hospital and USA Health Children’s & Women’s Hospital serve as
the primary patient care facilities for the College of Medicine. Other clinical training facilities
are located at the Strada Patient Care Center, USA Health Mitchell Cancer Institute, USA Health
Stanton Road Clinic, and at a number of family medicine preceptor sites throughout Alabama.
Mission Statement
As a diverse community focused on the science and practice
of medicine for Alabama, the central Gulf Coast, and beyond:
We educate, We discover, We serve.
Vision Statement
To excel as a College of Medicine recognized for its education,
diversity, outreach, discovery, compassion and service.
Doctor of Medicine (M.D.) Degree Program
The College of Medicine is a member of the Association of American Medical Colleges (AAMC).
The M.D. program is accredited by the Liaison Committee on Medical Education (LCME). Residency
and fellowship programs at USA Health are afliated with the College and are accredited by the
Accreditation Council for Graduate Medical Education (ACGME).
The educational design of the M.D. program is a competency-based curriculum across all four
years, with the frst two years of medical school comprising an integrated organ systems-based
approach. The frst two years are largely taught on USA’s main campus in the Medical Sciences
Building and the adjacent Small Group Learning Center. The last two years of medical school are
held in USA Health hospitals and care centers, as well as in ofces of community physicians, and
expand the students’ education in the surrounds of full-time patient care.
Throughout all four years, students are given the opportunity to participate in various
student initiatives including many discipline-oriented interest groups, the Wellness Program,
and the USA Student-Run Free Clinic. Service learning, a required component of undergraduate
medical education, ofers medical students opportunities to serve the community in Mobile and the
surrounding area. Not only is service learning a great break from the rigors of medical school, but it
also allows students to learn more about the populations they serve.
During medical school, students have the opportunity to take part in research projects in both
basic and clinical science arenas. In addition, students may participate in overseas clinical electives.
6
FACILITIES
The administrative ofces and primary fve freestanding hospitals in the United States
classroom facilities of the College of Medicine dedicated to the healthcare of children and
are located on USA’s main campus, while women. With some 2,600 deliveries annually,
clinical training facilities are primarily located it is Mobile’s leader in births. Children’s
at our hospital campuses. Numerous buildings & Women’s Hospital has the region’s only
used as educational and research facilities are neonatal and pediatric intensive care units,
being enhanced to accommodate our expanding both specially equipped and stafed to provide
programs in education, research and patient the most advanced care for premature,
care. critically ill and critically injured children. The
NICU includes a recently opened small baby
Charles M. Baugh Biomedical Library unit providing specialized care for infants born
The Charles M. Baugh Biomedical Library at 28 weeks gestation or sooner. The high-risk
supports medicine, nursing and allied health OB unit and the Labor/Delivery/Recovery unit
and holds standard reference works. It contains are the regional referral centers for high-risk
standard reference works in print, along with obstetrical patients for the central Gulf Coast.
discipline-specifc journals and books. An This hospital also features the award-winning
extensive collection of electronic resources – USS Hope treatment center, which uses
including books, journals and databases – are “distraction therapy” to give young patients the
available through the Biomedical Library’s feeling of traveling in a submarine during their
web site, southalabama.edu/departments/ visit. The Geri Moulton Children’s Park, located
biomedicallibrary/. Materials can be found in an adjacent wooded setting and flled with
in the University libraries’ online catalog, more than 50 life-size bronze sculptures of
SOUTHcat (click on Catalog Search), or the children and families, provides a tranquil place
University libraries’ e-resource locator (click for patients and the community to enjoy, as well
on the Journals tab tab in the front page search as a beautiful entrance to the hospital.
box). The Biomedical Library provides access
to online databases in the health sciences and Mastin Patient Care Center
to resources not in the Biomedical Library The Mastin Patient Care Center, located
collection via interlibrary loan. Other services directly behind University Hospital, houses
include reference assistance, document surgery and internal medicine specialty clinics,
delivery service, literature searches, and administration ofces, faculty ofces, small
individual and group instruction on the use of classrooms, a satellite location for the Ofce
the library’s resources and research processes. of Student Afairs, and department conference
Computer access and individual and group areas.
study rooms are also available.
Medical Sciences Building (MSB)
Central Services and The Medical Sciences Building features
Administration Building (CSAB)
two lecture auditoriums, the Gross Anatomy
The ofce of the Vice President for Laboratory, the Clinical Skills Laboratory,
Medical Afairs and Dean of the College teaching laboratories and conference areas
of Medicine is located on the frst foor of that can accommodate small groups or entire
the CSAB. The Ofce of Medical School classes. There are also faculty research
Admissions, Risk Management and laboratories and ofces. The ofces of Student
Continuing Medical Education – as well as Afairs and Educational Technologies and
other administrative ofces of the College of Services are located on the frst foor of this
Medicine – are also located there. building. The Division of Medical Education is
located on the second foor.
Children’s & Women’s Hospital
Children’s & Women’s Hospital is a full- Mitchell Cancer Institute (MCI)
service acute-care medical/surgical hospital. The Mitchell Cancer Institute provides
Ofcially opened and dedicated in September exceptional cancer care through innovative
1997 and recently expanded, it is one of only treatment while also serving as a cutting-edge
7
site for both clinical and basic research. A referral center for southern Alabama, southern
major goal of the Mitchell Cancer Institute Mississippi and portions of northwest Florida.
is to bring state-of-the-art cancer treatment University Hospital provides a variety of
technology to the region, including the area’s patient services ranging from critical and
only CyberKnife, and to provide patients trauma care to elective surgery. At University
with precise and efective cancer treatment Hospital, emergency patients are treated in the
options. The MCI Pharmacy ofers convenient region’s only Level I Trauma Center. Patients
medications, including oral chemotherapeutics in the Arnold Luterman Regional Burn Center
for patients. beneft from the Center’s highly skilled staf
and research in areas such as the development
Mitchell Cancer Institute of artifcial skin. The Cardiovascular Disease
Kilborn Clinic Center provides early detection, intervention,
Nestled in the heart of Fairhope, Alabama, and management of heart disease. This hospital
the Kilborn Clinic ofers medical oncology has been operated continuously since 1831 and
and radiation oncology clinics and provides has provided medical education for more than a
the most comprehensive, cutting-edge century.
chemotherapy and radiation treatment for
those battling cancer. Afliations
The College of Medicine has training
Moorer Clinical Sciences Building afliations with local hospitals and healthcare
This 20,000-square-foot facility provides providers in Mobile, the Gulf Coast region and
ofce, research, conference and teaching space rural Alabama to broaden clinical training
for the College of Medicine at the University opportunities for its medical students.
Hospital campus. The Department of Pathology
and the USA Comprehensive Sickle Cell Center
also occupy this building.
Stanton Road Clinic
The Stanton Road Clinic
Adjacent to University Hospital, is
an 11,600-square-foot facility providing
ambulatory services for clinical departments
and continuing clinics for residents and fellows.
Stanton Road Clinic was recognized as a Level
2 patient-centered medical home in 2018.
Strada Patient Care Center
Many of USA Health’s physician clinics are
now located in the Strada Patient Care Center,
located across from Children’s & Women’s
Hospital. It contains 153 patient exam rooms,
16 nurses stations and seven educational
conference rooms. The 133,000-square-foot
building houses clinics for family medicine,
pediatrics, neurosciences, surgical specialties,
obstetrics and gynecology, orthopaedic surgery
and therapy services, as well as a breast and
mammography center.
University Hospital
University Hospital is the primary
inpatient site for adult care in the clinical
educational programs for medical students
and residents. The acute-care hospital is a
8ADMISSIONS
Overview semesters or three quarters.
• Physics with Lab: Two semesters or three
The philosophy of the curriculum
quarters.
leading to the Doctor of Medicine degree is
• Humanities: Two semesters or three
to impart the fundamental knowledge upon
quarters.
which medicine is based. The basic objective
• English Composition or Literature: Two
is to prepare students, so that after further
semesters or three quarters.
specialized training they may follow a variety
The following courses are recommended,
of careers in the private practice of medicine,
but not required: Biochemistry (may substitute
teaching, research, medical education or
for Organic Chemistry II), Psychology,
medical administration.
Computer Science and Genetics.
The Committee on Admissions is charged
with fnal responsibility for selecting students
with superior academic and personal attributes
who have demonstrated strong motivation
for the study of medicine and who show by
other measures a strong promise to develop
into competent physicians. The committee is
charged with the responsibility of selecting
the most qualifed students without regard to
race, color, national origin, sex, pregnancy,
sexual orientation, gender identity, gender
expression, religion, age, genetic information,
disability, protected veteran status or any other
applicable legally protected basis, a selection
that is not infuenced by political or fnancial
factors.
Detailed information on admission to the
College of Medicine can be found at
southalabama.edu/colleges/com/futurestudents.
Preparation for the Study of Medicine
Since the medical profession needs
individuals with a wide range of talents and
academic backgrounds, both science and The Application Process
nonscience majors will be considered. Ninety All applicants are required to take the
(90) semester hours from a U.S. regionally Medical College Admission Test (MCAT) and
accredited college or university are required, apply to medical school through the American
and a Baccalaureate degree is preferred. Medical College Application Service (AMCAS).
The following required college courses AMCAS begins accepting applications on
(including laboratory work) must be completed June 1 of each year. Completed applications
prior to matriculation and must be completed and all materials, including ofcial transcripts,
at a U.S. regionally accredited college or must be submitted to AMCAS no later than
university in the United States. November 1. If the application is submitted
• General Chemistry with Lab: Two after the deadline, the student must contact
semesters or three quarters. the school directly and obtain permission for
• Biology with Lab: Two semesters or three AMCAS to process the application.
quarters. AMCAS ofers a Fee Assistance Program
• Mathematics (Calculus is recommended): for students with documented need. Those
Two semesters or three quarters. students granted a fee waiver will automatically
• Organic Chemistry with Lab: Two qualify for a secondary application fee waiver
9from the College of Medicine. The Admissions Committee interview
All U.S. citizens who apply and evaluates the applicant’s abilities and
international applicants with permanent skills necessary to satisfy the nonacademic
resident status will be sent a secondary requirements established by the faculty, and the
application. The information and personal and emotional characteristics that are
documentation that students furnish will necessary to become a competent physician.
provide the Admissions Committee with Specifcally, the applicant’s communication,
an opportunity to learn more about each empathy, leadership, team-orientation,
candidate. A $75 non-refundable application previous life and work experiences, research
fee must accompany the application form. experience, regional bilingual language
profciency and sensitivity to our multicultural
society are evaluated.
The Selection Process
In the early phase of the selection process,
the Admissions Committee relies on objective Acceptance
criteria such as grade point average, MCAT The College of Medicine’s goal is to
scores, substance and level of courses taken, select candidates who have the potential to
trend in academic performance, pre-health address the wide spectrum of needs that the
advisory review, extracurricular activities and medical profession faces. Candidates who
state of residence. have been accepted must notify the school of
Once the student’s credentials have been their decisions within two weeks of the ofer.
favorably reviewed, the applicant is invited to If further information is needed to expedite a
interview with members of the Admissions decision, students are encouraged to call and
Committee. Approximately 200 applicants seek clarifcation.
are invited for interviews. Applicants are Deferred Admission: It is possible, under
interviewed by members of the Admissions special circumstances, for an applicant who
Committee and ad hoc interviewers. Each is ofered a position in the freshman class of
interview is scheduled for 30 minutes. The the College of Medicine to request a deferral
interviewers are supplied with the AMCAS of the start of their medical studies for one or
profle of the applicant and an evaluation form. two years. A written request that describes the
In addition to the interviews, applicants have reason for the deferral should be received by
an opportunity to tour the medical school and the Ofce of Admissions no later than June 1.
selected clinical facilities, as well as meet with Approval of a request to defer will be based on
current medical students. the perceived validity of the reasons set forth
by the student. Deferred applicants may not
seek nor accept admission at any other school
for the deferred entering class year.
Early Decision Program (EDP)
The College participates in the EDP
operated by AMCAS. This program is designed
for competitive students who have narrowed
their selection down to a single choice. The
chief benefts include the security of having an
early guaranteed position, reduced application
and travel fees involved in applying to multiple
institutions, and the opportunity to begin
fnancial planning as soon as possible. Students
applying as Early Decision candidates should
be competitive on a national level. The EDP is
limited to residents of Alabama, the Florida
panhandle, and the Mississippi Gulf Coast
counties, which are eligible for in-state tuition.
10Procedures for regular admission apply to the attending and reason for requesting transfer, to
EDP with the following exceptions: Nancy Dunn at ndunn@southalabama.edu.
• Candidates must indicate the EDP Detailed information can be found at
intention on the AMCAS application. southalabama.edu/colleges/com/futurestudents
• A completed AMCAS application must be
received by August 1. Technical Standards for Admission
• MCAT scores must be available by Because the M.D. degree signifes that the
September 1. holder is a physician prepared for entry into
• Under the EDP guidelines, applicants the practice of medicine within postgraduate
agree to apply to one medical school and training programs, it follows that graduates
attend that medical school if ofered an must have the knowledge and skills to function
acceptance. in a broad variety of clinical situations and to
• Candidates will receive notifcation of the render a wide spectrum of patient care.
outcome by October 1. Candidates for the M.D. degree must
• EDP candidates are required to have have somatic sensation and functional use of
a minimum composite MCAT score the senses of vision and hearing. Candidates’
of 503 and a grade-point average of diagnostic skills are also lessened without the
3.50. However, having the minimum functional use of the senses of equilibrium,
requirements only allows a student to be smell and taste. Additionally, they must have
considered for an EDP interview. It does sufcient exteroceptive sense (touch, pain and
not guarantee an interview. temperature), and sufcient proprioceptive
sense (position, pressure, movement,
Advanced Standing Transfers stereognosis and vibratory). They must be
Candidates who are not accepted through able to consistently, quickly and accurately
the EDP are placed in the regular applicant integrate all information received by whatever
pool and are free to apply to other medical sense(s) employed, and they must have the
schools. intellectual ability to learn, integrate, analyze
Opportunities to transfer to our school are and synthesize data.
limited to the third year on a space-available The technical standards are published in
basis. Transfer spaces are rarely available due the College of Medicine Admissions Policies
to a very low attrition rate. and Procedures Manual, which is provided to
All transfer applicants should be all faculty, administrators and students who
currently enrolled in good standing at an are participating in the admissions process.
LCME-accredited medical school and must The technical standards are reviewed annually
have a compelling reason to transfer. Students by the Assistant Dean for and Director of
who are attending non-LCME-accredited Admissions and presented to the Admissions
medical schools, ofshore medical schools or Committee for modifcation if necessary
osteopathic schools will not be considered. and for approval. Students who do not meet
Students who believe they meet these all of the technical standards must submit
requirements should submit a request for documentation of disability and application
consideration, including school presently for reasonable accommodation to the Ofce of
11higher; and be underrepresented in the medical
community or disadvantaged based on family
income, community resources or other self-
determined status.
For more information, email LoRen
Burroughs Modisa at lburroughs@southalabama.
edu or visit southalabama.edu/colleges/com/
administration/diversity/dream.html.
SouthMed Prep Scholars Program
The SouthMed Prep Scholars Program
is a pre-medical school enrichment program
designed for a select number of talented and
academically competitive college students
identifed in their freshmen and sophomore
years of undergraduate studies who aspire
Student Disability Services at the University of to become physicians. Students who are
South Alabama. residents of Alabama and designated service
areas in Florida (Escambia and Santa Rosa
For further inquiries regarding the admissions counties) and Mississippi (George, Greene,
process, e-mail Nancy Dunn at ndunn@ Harrison, Jackson, Perry and Stone counties)
southalabama.edu. are encouraged to apply. During their
junior and senior years, students attend the
Early Assurance Programs program at the USA College of Medicine for
Diversity Recruitment and Education for summer sessions that focus on research,
Admission into Medicine (DREAM) Program MCAT preparation, shadowing, professional
The Diversity Recruitment and etiquette, personal statement development and
Enrichment for Admission into Medicine understanding the interview process.
(DREAM) program is a summer medical school To be eligible, students must have a
preparatory curriculum that emphasizes MCAT cumulative high school grade point average of
preparation and exposure to the rigors of at least a 3.5 and an ACT score of 26 or SAT
medical school. score of 1200 (critical reading plus math).
Participants of the DREAM program will Participating scholars who achieve the
become familiar with the process for applying matriculation requirements will be ofered
to medical school, gain an understanding a position in the USA College of Medicine
of the MCAT test and its content, develop frst-year class following completion of their
skills as critical thinkers, and be involved undergraduate degree and prerequisites.
in professional development. Participating For more information, visit
scholars will be ofered a position in the USA southalabama.edu/colleges/com/
College of Medicine frst-year class upon administration/diversity/southmed.html or
meeting matriculation requirements. email LoRen Burroughs Modisa at
Highly motivated and academically driven lburroughs@southalabama.edu.
students who are residents of Alabama and
designated service areas in Florida (Escambia Early Acceptance Program
and Santa Rosa counties) and Mississippi The (EAP) is jointly ofered by the
(George, Greene, Harrison, Jackson, Perry and University’s Honors College and the College
Stone counties) are encouraged to apply to the of Medicine. The COMEAP ofers a small
DREAM program. number of qualifed high school seniors a
To be eligible for the DREAM program, conditional acceptance to the University of
students must have completed two years in a South Alabama College of Medicine contingent
pre-med curriculum with a minimum of eight upon satisfactory completion of the program.
hours in biology with lab, chemistry with Additional information can be found at
lab, and math up to calculus; have an overall southalabama.edu/departments/admissions/
GPA of 3.4 or higher; an ACT score of 20 or earlyacceptance.
12CURRICULUM OVERVIEW
The curriculum at the USA College of learn to monitor and evaluate heart sounds and
Medicine focuses on the concept of education interpret other diagnostic tests while acquiring
across the continuum. It is fueled by the professional and interpersonal communication
challenge in medical education of how best to skills needed for accurate diagnosis,
move the matriculating medical student along documentation of care and relating efectively
the pathway to becoming a competent physician with heart patients.
and lifelong learner. The job is complex as Years three and four of training also
young physicians must be able to satisfy an ever changed signifcantly in the competency-based,
increasing level of competency in all aspects integrated curriculum. The objectives, pedagogy
of their profession. The goal at the College and assessment of all clinical rotations are
of Medicine is to provide a dynamic plan of integrated to satisfy the continuum and to
learning expectations and awareness in training optimally prepare students to enter residency
of what needs to be accomplished toward programs with previously established
expertise of becoming a competent physician. competency-driven curricula. In addition, the
The educational learning objectives are focus on vertical training that intensifes the
framed around the six core competencies for clinical experience introduced into the frst two
medical training delineated by the Accreditation years expands the delivery of basic medical
Council for Graduate Medical Education and knowledge and its application into clinical
American Board of Medical Specialties in 1999. settings.
The College of Medicine curriculum is devoted The goal of engaging students in a holistic
to the integrated instruction of all competencies curriculum across the full four years of medical
beginning in the frst week of medical school. school at USA has improved training and
Replacing traditional discipline-based basic competency in all areas that defne the science
science courses, instruction commences with and art of doctoring. Progress toward the
a two-year sequence of modules devoted to synthesis of skills into observable behaviors
diferent organ systems. related to each competency are carefully
Using the cardiovascular system as assessed in a series of milestones designed
an example, students learn basic medical to achieve national standards of excellence
knowledge covering the structure, function and at every level of training during the entire
pathology of the heart and medical treatment undergraduate medical education program.
of heart conditions. At the same time students
13COLLEGE OF MEDICINE OBJECTIVES
Upon completing the Doctor of Medicine MK2: Pathogenic mechanisms, epidemiologic
degree, students will have successfully bases and clinical presentations of human
demonstrated, through appropriate measures, disorders.
an understanding of the six core competencies
of medical practice defned by the Accreditation MK3: Indications, contraindications and
Council for Graduate Medical Education. These cost-efectiveness of common diagnostic and
include: laboratory procedures.
Patient Care MK4. Appropriate pharmacotherapeutic agents
PC1: Demonstrate profciency in the delivery of and non-pharmacotherapeutic treatments
patient care. The demonstrated skills include: for preventative, curative and palliative
• Collecting an accurate patient history. management of clinical conditions.
• Appropriately interpreting a patient
history. MK5: Scientifc basis, interpretation, reliability
• Conducting physical exams appropriate to and validity of common diagnostic and
individual patients. therapeutic modalities.
• Creating a prioritized diferential diagnosis
based on fndings. MK6: Ethical, cultural, economic, social and
behavioral determinants of health.
PC2: Accurately perform medical, diagnostic
and surgical procedures for patient care. MK7: Elements of scholarly scientifc research
and analytical thinking skills required to
PC3: Deliver evidence-based and patient- critically appraise literature and select credible
centered care for all patients, using and information resources in the practice of
interpreting appropriate laboratory data, evidence-based medicine.
imaging and other diagnostic tests.
PC4: Assist patients with implementing an Interpersonal and
evidence-based strategy for promoting a healthy Communication Skills
lifestyle and disease prevention. ICS1: Demonstrate the ability to efectively
communicate with patients and their
PC5: Develop and apply therapeutic strategies appropriate caregivers in order to:
to manage acute and chronic medical • Accurately collect all aspects of a patient’s
conditions. history.
• Convey treatment options.
PC6: Create organized and prioritized patient • Discuss pertinent prevention, wellness,
treatment plans. and behavior modifcations.
• Deliver appropriate patient education.
Medical Knowledge ICS2: Demonstrate the ability to recognize
Upon completing the Doctor of Medicine degree, the importance of cultural diversity, varying
students will have successfully demonstrated, backgrounds and lifestyles of patients, their
through appropriate measures, their knowledge families, and other healthcare professionals and
of the: to communicate efectively with those groups
free of adverse bias and emotions that could
MK1: Anatomic and cellular structure of negatively impact patient care.
organ systems in the body, their molecular,
biochemical and physiologic functions and ICS3: Work collaboratively, efectively and
mechanisms for homeostatic control across respectfully with peers, consultants and other
the lifespan. members of a healthcare delivery team.
14ICS4: Maintain appropriate, timely, and legible to: honesty, integrity, respect, compassion and
medical records to facilitate the exchange of empathy for all people.
health information. P2: Demonstrate respect for the needs of
all patients regardless of socioeconomic
ICS5: Demonstrate the communication skills background, ethnicity, lifestyle and
necessary to gain patient participation in shared culture through accountability, advocacy,
decision-making and plan of care. responsiveness, sensitivity, and compassion
that supersede self-interest.
Practice-Based Learning and
Improvement P3: Demonstrate accountability to society and
profession.
PBLI 1: Critically evaluate one’s own
performance to identify personal strengths,
defciencies, expertise and limits of knowledge Systems-Based Practice
and to use personal refection and growth to SBP1: Describe specifc details of systems-based
improve patient care. practice to include:
PBLI2: Apply strategies to seek and deliver
• Multiple layers of the healthcare system
performance feedback for personal betterment
that impact care delivery to a patient and
and enhancement of patient care.
populations.
PBLI3: Apply information technology to • Organizational fnancing and its impact on
optimize learning. patient care.
• Risk-beneft analysis involved in cost-
PBLI4: Set personal learning and improvement efective care.
goals and develop strategies to achieve them, • Maximization of ancillary resources.
focusing on the importance of continuous
improvement as an enhancement of patient SBP2: Defne systematic approaches to identify
care. and reduce medical error.
PBL5: Identify and apply strategies for stress SBP3: Apply skills needed to work in inter-
relief, coping, and developing resilience as a professional teams in order to enhance patient
lifelong physician-learner. safety and improve patient care.
SBP 4: Work among inter-professional
Professionalism healthcare delivery teams relevant to diferent
P1: Demonstrate high ethical standards in the specialties in order to optimize patient-centered
practice of medicine including, but not limited care.
15CURRICULUM DESCRIPTION
YEARS ONE AND TWO Musculoskeletal System Module
(12 CREDIT HOURS)
Foundations of Human Health Module This module uses an integrated curriculum
(9 CREDIT HOURS)
of basic science and clinical material to develop
Foundations of Human Health introduces
the students’ knowledge and ability to describe
the principles of basic and clinical sciences
and diagnose conditions of the skin and the
and lays the foundation for medical practice. It
musculoskeletal systems. In addition, students
provides students with tools to efectively master
learn the foundations of human anatomy and
application-based material in the subsequent
the related basic and clinical sciences. In order
systems-based modules. Students will develop
to cultivate this ability in the student, team-
the ability to identify key principles of human
based and small-group learning exercises,
health and disease in both the internal biologic
lectures, anatomy labs, hands-on clinical skills
milieu and the external environment. Basic
labs, independent learning, clinical experiences,
mechanisms of human biology, psychology and
and the study of anatomic and radiological
social systems are developed, as all are essential
images will be utilized.
to clinical reasoning, problem solving, patient-
The module will begin with an introduction
centered care and systems-based practice.
to dermatology, muscle and connective tissue.
Throughout this module students will
This will include illustrative cases that portray
engage in lectures, team-based learning
these tissues in normal physiology, development
sessions, independent study and clinical
and aging, and disease. In the musculoskeletal
experiences. These activities will provide
segment, students will study the structures of
students with opportunities to strengthen
the musculoskeletal system of the upper and
communication skills, observe and participate
lower extremity and head and neck, in both the
in systems-based practice, and exercise
normal and diseased states. At the end of the
practice-based learning techniques in a variety
module, the students will have learned how to
of settings that require and foster professional
apply their emerging knowledge of normal and
behavior and personal integrity.
abnormal structure, as well as function of these
tissues and systems in order to recognize and
ultimately treat conditions associated with injury
and/or illness. Given the nature and frequency
University of South Alabama
College of Medicine Curriculum
JUL AUG SEPT OCT NOV DEC JAN FEB MAR APR MAY JUN
Foundations of Infectious Disease Cardiovascular Urinary
Musculoskeletal System
Human Health & Immunology System Break or
YEAR Research
ONE Threads: Bioethics; Scientifc Method; Evidence-Based Medicine; Biostatistics/Epidemiology/Population Health, Nutrition; Ultrasound Experience
CLINIC 1 (Skills Instruction, OSCE 1 and 2, Direct Patient Contact at Regional Ambulatory Clinic)
Digestive Respiratory Neuroscience and Endocrine and Oncol-
System System Behavioral Science Reproductive Systems ogy
YEAR Break or USMLE Prep
Research Step 1
TWO Experience
Threads: Bioethics; ; Evidence-Based Medicine; Biostatistics/Epidemiology/Population Health, Nutrition; Ultrasound
CLINIC 2 (Skills Instruction, Direct Patient Contact at Clerkship Sites)
YEAR Family Neurology/
OB/GYN Internal Medicine Surgery Psychiatry Pediatrics
OSCE 5
Medicine Selective
THREE Clerkship
Clerkship Clerkship Clerkship Clerkship
Clerkship
Clerkship
YEAR Basic
Acting Specialty Transition
Science Vacation Vacation Elective Elective Elective Elective Graduation
FOUR Internship Rotation
Elective
to Residency
16of abnormal musculoskeletal and anatomical Students will master content through a
conditions within our society, especially combination of learning strategies, including
in geriatrics and sports, a comprehensive, small-group learning, lectures, laboratories and
interdisciplinary and holistic approach to the independent self-study. In parallel, students will
professional care for these individuals will be gain experience in developing patient history,
emphasized. as well as basic clinical skills relevant to
assessment of cardiovascular function.
Infectious Disease &
Immunology Module Urinary System Module
(8 CREDIT HOURS) (5 CREDIT HOURS)
The Infectious Disease & Immunology Module The Urinary System Module covers the
covers the immune system that defends the body kidneys and the urogenital system including
against infection. Both of these systems afect ureters, urinary bladder and prostate. The
all organ systems and are critical for human lecture series of the module begins with the
health. The module will focus on fundamental normal development and structure of the
knowledge regarding the normal development, urogenital system, moves into the normal
structure and function of the hematologic and physiology of the kidney, introduces the action
immune systems, how these systems interface of pharmacological agents relevant to kidney
with infectious agents and how defects in these function, and concludes with introduction of
systems cause health problems such as cancer, pathological processes of infectious, oncological
immunodefciency, allergy, autoimmunity and and immune injury.
infection. Thus, the module will equip students Throughout the module, students are
to understand the cellular and molecular engaged in learning activities that challenge
mechanisms underlying each disorder and them to explore further the mechanisms of
will develop their ability to deliver appropriate disease, the application of basic principles of
patient care through proper diagnosis, treatment, organ structure and function to disease states,
management and prevention of these diseases. and approaches to problem-solving in the
Throughout the module, students will engage consideration of ethical and medical issues
in lectures, small-group learning sessions, confronting patients with kidney disease. The
independent study and clinical experiences. These students will be schooled in the evaluation
activities will provide students with opportunities of kidney diseases through direct patient
to strengthen communication skills, observe and evaluation as well as the radiological and
participate in systems-based practice and exercise laboratory evaluation of kidney and urogenital
practice-based learning techniques in a variety structure and function.
of settings that require and foster professional Through both directed and independent
behavior and personal integrity. learning venues, the students will have the
opportunity to foster lifelong learning skills,
Cardiovascular System Module develop efective communication skills, and
(8 CREDIT HOURS)
practice the cooperative skills needed to
The Cardiovascular System Module is address the complex modes of efective delivery
designed to provide students with an in- of medical care expected in the future. In sum,
depth survey of the cardiovascular system students will be given a foundation of basic
in health and disease, integrating concepts medical knowledge reaching from the cellular
across disciplines. Each week in the seven- to the whole organ level and the means to apply
week module is topically focused and the mechanism of function and pathophysiology
week’s content is framed by introduction to understanding the care of patients with
and discussion of relevant clinical vignettes. urogenital disease.
Development and aging in the cardiovascular
system, cardiac function and rhythmicity, Digestive System Module
regulation of blood pressure, vascular (7 CREDIT HOURS)
function and dysfunction, risk factors for and Studies in this module are focused on the
epidemiology of cardiovascular disease, basics mastery of clinical and scientifc principles
of clinical treatment strategies, and disparities involving the normal anatomic and physiologic
in access to healthcare will be discussed. functions of the mouth, esophagus, stomach,
17small and large intestine, along with the role of proper diagnosis, treatment and prevention of
the pancreas and hepatobiliary tree. Secretory, these respiratory diseases. The social impact
motility and absorptive functions throughout of chronic respiratory disease on patients
the upper and lower GI tract are a major and their families, particularly for those with
focus of study. Students will also develop an advanced disease, will also be highlighted
understanding of nutritional and metabolism during interactions with actual patients and in
disorders that are secondary complications of small group learning sessions.
gastrointestinal and/or hepatobiliary disorders.
Integration is achieved across all major Neuroscience and Behavioral
medical basic science disciplines, as studies Science Module
(12 CREDIT HOURS)
proceed throughout diferent portions of the
digestive system at all levels, from molecular The Neuroscience and Behavioral Science
to cellular, to tissue, organ and organ system. Module is a 12-week module designed to
Throughout the module, the mechanisms of provide students with the knowledge and
normal function – including that of metabolism, skills to understand and evaluate normal
nutrition and the normal microfora – are function, disease processes, injuries and
studied in contrast with abnormal or disease psychiatric disorders of the human nervous
states in order to develop the foundation for system. The frst 10 weeks of study focus
understanding pathophysiologic mechanisms. on the anatomy, biology and function of the
Teaching methods include large group/lecture, central and peripheral nervous systems as
small group case-based learning activities, students learn the diagnostic methods and
laboratories, computer simulations, self-study criteria, pathophysiology and treatments of
and experiences that foster the development prevalent and prototypical neurologic injuries
of clinical skills and professional attitudes and disorders. Training shifts in the fnal two
involving contact with patients in the clinic and weeks to behavioral science as students learn
hospital, as well as with simulated patients. about the classifcation, clinical presentation,
psychopathology and treatment of prevalent
Respiratory System Module psychiatric conditions.
(6 CREDIT HOURS) Upon completion of the module, students will
The Respiratory System Module will have a fundamental understanding of the structure
introduce students to the anatomy, physiology and function of the human nervous system, the
and pathophysiology of the respiratory system clinical manifestations of common neurologic and
with a particular focus on the lung’s central psychiatric disorders, as well as treatments for
role in gas-exchange and fuid balance. Normal these conditions. Students will learn to take an
and abnormal anatomy from the sinuses, oral/ accurate neurologic history, conduct the essential
nasopharynx and upper airways to the lower elements of the neurologic exam, perform a
respiratory tract, including the structures of the psychiatric assessment, and develop interpersonal
chest wall and thoracic cavity, will be presented skills and professional attitudes expected in the
through the combined use of prosections and practice of neurology and psychiatry.
radiologic imaging. The mechanics of breathing
as well as the impact of diseases of the airway, Endocrine and Reproductive
interstitum and pulmonary circulation on Systems Module
respiratory function will be taught using (7 CREDIT HOURS)
lecture, patient-oriented small group learning, The Endocrine and Reproductive Systems
clinical skills’ labs and independent learning. Module will enable students to acquire and
Students will be taught the cellular and apply knowledge of human development and
molecular mechanisms involved in a broad reproduction and endocrine homeostasis.
category of lung diseases including obstructive Lectures, small group discussions, self-study,
disease, restrictive disease, pulmonary vascular laboratory work, clinical experiences and
disease, lung cancer and infections of the upper patient simulation exercises will be utilized
and lower respiratory tract. How these disease to advance the students’ understanding of the
processes interact to alter gas exchange leading embryological and anatomical development
to hypoxemia, hypercarbia and respiratory of the reproductive tract and its physiological
failure will be an integral part of this course. function, as well as the evaluation of the
Students will also gain experience in the clinical presentation, prevention and treatment
18of male and female reproductive disorders, Clinical Skills
sexually transmitted infections and breast
This course consists of formative instruction
diseases. Students will participate in small
and interaction with simulated patients.
group discussions of human sexuality and
Learners are instructed on how to (1) conduct a
sexual dysfunction. They will also develop
patient encounter, (2) take a patient history, (3)
their clinical examination skills working with
perform the essential elements of physical and
instructors trained in teaching female pelvic
mental status examinations, and (4) document
and breast exam and male genital examinations.
their fndings in the form of a patient note.
In the latter portion of the course, students will
The course content is coordinated to follow
apply knowledge of endocrinology to discuss the
the sequence of pre-clerkship modules. The
role of hormones in development, growth and
Clinical Skills course grade is determined by
metabolism as well as understand the pathology
the fnal exam, an Observer-Structured Clinical
of endocrine disorders. Students will participate
Examination (OSCE), which consists of four
in small group conferences on diabetes, adrenal,
stations, each representing a diferent clinical
thyroid, and calcium disorders as well as
encounter.
participate in clinical skills exercises in which
these disorders are recognized. CLINIC 1
Hematology and Oncology Systems In the CLINIC 1 program, medical students
Module in the frst year are connected with physicians
and caregivers in the local community to assist
The Hematology and Oncology Systems
in developing their clinical skills. Students
Module is designed to provide the scientifc and
are exposed to the felds of Family Medicine,
clinical principles necessary to provide care
Pediatrics, OB/GYN and Internal Medicine.
to patients with hematologic and oncologic
Students interview patients, take vitals, assist
diseases. Since these diseases involve and
the staf, and eventually work toward taking a
afect many organ systems, the module utilizes
complete history and physical at the end of the
an integrative approach to reinforce many
frst year. Students are required to complete
core concepts from previous modules. In the
a clinical logbook and refective writings
current healthcare environment, oncologic
during their clinical experience. Students
care is dependent upon the interprofessional
document patient diagnoses, treatment plans,
collaboration of multiple clinical specialties
and complete tasks to prepare them for their
and disciplines. As a result, teaching methods
immersive third-year clinical experience.
will focus on small group case-based activities,
Formative assessments from preceptors are
independent learning activities, and experiences
included in the logbook and transferred to the
promoting the development of the knowledge,
competency-based evaluation of the Clinical
skills, and attitudes necessary to work in
Skills program. Students visit clinics six times
interprofessional teams.
during the year for a total of 24 clinic hours.
The hematology section of the course will
focus on diseases associated with malignant CLINIC 2
hematology such as the leukemias. Students
In the CLINIC 2 program, medical
will be introduced to the physiology, pathology,
students in the second year are connected
and pharmacology associated with these
with physicians in USA Health hospitals
disorders. The oncology portion of the
and clinics as well as in the local community
module will expose students to the cellular
to develop their clinical skills and explore
mechanisms, genetics, and pathophysiologic
careers. Students may choose from a variety of
processes critical to the development of
specialties, some not included in the third-year
common malignancies. Students will also
clerkships, allowing early exposure to potential
develop an understanding of nutrition and
career paths. Students are required to complete
metabolism associated with the pathogenesis
a clinical logbook and refective writings
and management of these disorders. Strategies
during their clinical experience. Students
for screening and prevention of the common
document patient diagnoses, treatment plans,
malignancies will also be highlighted in the
and complete tasks to prepare them for their
small group learning sessions.
immersive third-year experience. Formative
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