ucf college of medicine viewbook

O f f i c e O f A d m i s s i O n s

U n i V e R s i T Y O f c e n T R A L f L O R i d A

O R L A N D O , F L O R I D A

M . D. P R O G R A M

College of Medicine2011/12

The University of Central Florida contributes excellent resources to the development of the College of Medicine in areas of information technology, knowledge management, simulation technology and software development, and faculty development. The developing knowledge management and assessment systems have the potential to be a national model.

Liaison Committee on mediCaLeduCation site visit team 2008

2 0 1 1 – 2 0 1 2 C O L L E G E O F M E D I C I N E S T U D E N T V I E W B O O K

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W e L c O m e T O T h e

University of Central Florida

It 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

U N I V E R S I T Y O F C E N T R A L F L O R I D A

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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, instead of waiting until you graduate. In some cases,

you will help design your own programs. You will work closely with

faculty members, community patients, and physicians, as well as fellow

researchers, to create an atmosphere of innovation and inquisitiveness

most medical students wait years to experience.

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.

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.

Research Funding2009–2010 $ 133 million

Endowment AssetsJune 30, 2010 $ 102 million

Operating Budget2010-2011 $ 1.3 billion

EmployeesTOTAL: 10,152 Faculty members: 1,727 Staff members: 8,425

• First medical school in U.S. history to offer full four-year scholarships to an entire class

• First medical school in the U.S. to begin implementing the World Health Organization’s (WHO) Patient Safety Curriculum

• New state-of-the-art medical education building features the latest in labs and classroom technology, and contains:

3,500 feet of optical fiber cable

66 LCD monitors

8 7,000-lumen projectors and 12 3,500-lumen projectors

• Received a $7.6 million federal grant to help Central Florida doctors develop and effectively use electronic health records to improve patient care

• The college’s new Burnett Biomedical Sciences building at the UCF Health Science Campus at Lake Nona is a 198,000-square-foot laboratory facility devoted to biomedical research in the areas of cancer, infectious, cardiovascular, and neurodegenerative diseases

• Received more than $18.5 million in research funding in 2010

• Enrollment at the College of Medicine’s Burnett School of Biomedical Sciences is at a record 2,437 students for Fall 2010

BREAKING RECORDS

Received more M.D. applications than any public medical school in Florida two years in a row

ACCREDITATION

The University of Central Florida is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools to award degrees at the associate, baccalaureate, master’s, and doctoral levels.

Commission on Colleges • 1866 Southern Lane, Decatur,Georgia 30033-4097 • 404-679-4501 • sacscoc.org

The UCF College of Medicine was granted accreditation by the LCME to begin

offering the M.D. program in Fall 2009.

quickfa c t s

COLLEGE OF MEDIC INE

UCF at a Glance

Unless otherwise indicated, figures are for Fall 2010.

2nd-highest number of National • Merit Scholars in the state for first-time-in-college students; Top 50 in U.S.

Ranked 7th, “Top Up-and-• Coming” national university by U.S. News & World Report

Top 10 among U.S. universities • for the power and impact of its patents

Medical college anchors a new • medical city that is projected to generate more than $7 billion in annual economic activity

Students contributed 889,000 • hours in service-learning and community service

Highest all-sports GPA of any public • university in Conference USA

T h e U n i v e r s i T y o f C e n T r a l f l o r i d a , founded in 1963, is the

second-largest university in the nation. UCF and its 12 colleges, located in Orlando,

Florida, provide opportunities to 56,235 students, offering 183 bachelor’s and

master’s degrees, 29 doctoral programs, and the M.D. program. Students come from

all 50 states and 140 countries. In 2007, UCF opened its on-campus football stadium

and its new basketball arena. In 2008, UCF became the first U.S. medical school to

offer scholarships to an entire class. And in 2010, UCF opened the School of

Performing Arts.

EnrollmentTOTAL: 56,235

Undergraduate: 47,580

Graduate: 8,555

Medical Professional: 100

Hispanic (15.6%), African American (9.6%) and Asian/Pacific Islander (5.4%)

76% of undergraduate students receive financial aid

$60.9 million awarded to Bright Futures students (second-largest amount in Florida)

• UCF Cocoa

• UCF Daytona Beach

• UCF Leesburg

• UCF Ocala

• UCF Palm Bay

• UCF Sanford/Lake Mary

• UCF South Lake

• UCF South Orlando

• UCF Valencia Osceola

• UCF Valencia West

Regional Locations• Center for Emerging Media

• College of Medicine at Lake Nona

• Executive Development Center

• Florida Solar Energy Center

• Rosen College of Hospitality

Management

Regional Campuses

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Degree Programs (as of Summer 2010)

TOTAL:216

Bachelor’s:91

Master’s:92

Doctoral:29

Specialist:3

Professional:1


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We’ll get to know one another

With our interactive classes you will work closely with our faculty.

The team we’re building is comprised of visionaries and motivated

mentors from all aspects of medicine and from some of the most

impressive programs across the nation. We’ll share the wealth of our

experiences and accomplishments with you individually. We’re eager to

get to know you and to guide you in reaching your goals.

Faculty & Students

ClAss Of 2014 CultuRAl DIveRsIty

10 Asian: China 3, India 5, Pakistan, Russia

8Hispanic: Puerto Rico 4, Peru 2, Cuba, Venezuela

6Eastern Europe: Poland 2, Romania, Albania, Moldova, Macedonia

3 Far East/Pacific Island: Myanmar, Vietnam, Philippines

3Caribbean Island: Haiti, Dominican Republic. Trinidad & Tobago

3 Middle East: Israel. Lebanon, Iran

3 Black/African American

ClAss Of 2014 DeMOGRAPhICs

3,761 Verified applicants

313 Interviewed

60 Accepted

45 Florida Residents

15 Non-Florida Residents

3.65 Science GPA

3.70 Total GPA (Range 3.1–4.0)

31 MCAT (Range 27-37)

35 Female

25 Male

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F A C U L T Y P R O F I L E

AndReW PAYeR, Ph.d. P R O F E SS O R O F A N ATO M Y

High-tech Anatomy Lab is Professor’s Dream

Andrew Payer has taught anatomy for 35 years and

says he always wanted to “teach in the lab of my

dreams before i died.” Payer has found that lab at

the Ucf college of medicine.

Payer designed the college’s new state-of-the-art

Anatomy Lab, which contains 22 dissection tables

with ceiling-mounted computer terminals over each

table so students have easy access to information

during dissections. The 32-inch, finger-touch screens

were specially designed for Ucf by mitsubishi and are the

first to be used anywhere in the world. A computerized

camera allows Payer to record anatomical information

from anywhere in the lab and share it with the entire class,

as well as students in lecture halls three stories below.

Ucf’s Anatomy Lab is on the top floor of the new medical

education building. it is brightly lit with windows that

overlook a nature conservancy. students see the sun set

each day as they work in the lab.

Under Payer’s leadership, Ucf this year became one of

three medical schools in florida that is state-approved to

receive willed bodies to train medical students and local

physicians. Until recently, people who wanted to will their

bodies to medical science had to have their remains sent

to the University of florida in Gainesville or the University

of miami.

As part of his anatomy lab, Payer does not give the

medical students a cause of death for each cadaver they

are studying. instead, groups of students must embark

on a 17-week “detective story” to try and determine what

led to their first patient’s death and then present those

findings to faculty members and classmates.

“The human body always teaches me something, even

after 35 years,” Payer said. “every year is like a grand

opening. i see something and learn something new.”

Dr. Lisa Barkley is the Ucf college of medicine’s new

assistant dean for diversity and inclusion. Barkley,

whose specialties are family, adolescent and sports

medicine, comes to Ucf from delaware state University, where

she was associate vice president for health and wellness and

the founding dean of the college of health and Public Policy.

in addition to her work at the college of medicine, Barkley

is also working at nemours children’s hospital, where she is

developing an adolescent medicine program.

“diversity and inclusion are cornerstone values at our medical

school,” said dr. deborah German, Ucf vice president for

medical affairs and dean of the college of medicine. “As we

train the next generation of doctors, we want to encourage

open communication and collaboration, promote cross-cultural

understanding and engage the community to address health-

care disparities. We want to appreciate the differences that

each one of us brings to our collective team.”

Barkley said she sees her role as a “facilitator” who will help

bring health equity to patient care, education, research and the

community. “i hope to work with everybody across the college

to make diversity and inclusion part of what we do every day,”

she said. “i want to make sure that our m.d. program creates

physicians who really work well with all people.”

After receiving her B.s. degree in Biology from Georgetown

University, Barkley received her m.d. degree at Temple

University college of medicine. she has done research and

presentations on topics ranging from eating disorders among

competitive ice skaters to health disparities among African

American adolescents.

“Throughout my career, i have learned how to take care of

people in all kinds of settings and take care of people facing

all kinds of issues,” she said. “i’m excited that the Ucf college

of medicine has done a great job picking students who are

passionate and care a great deal about being good physicians

and a faculty that is dedicated to building something greater

than has ever been built before. it’s like living opportunity here.”


LisA BARkLeY, Ph.d. ASS I STA N T D E A N FO R D I V E R S I T Y A N D I N C LU S I O N

Champion for All

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Lori Boardman didn’t start out the way most medical students

did—she took an alternate path that began in the arts. After

achieving a B.A. in english Literature and an m.A. in Art

history, Boardman decided to become a doctor.

“What english and Art history have taught me is to think, to write

well, and to use my visual sense to solve problems. These subjects

are not as unrelated to medicine as they may seem,” she added.

Today, Boardman’s passion is women’s health. she maintains her

clinical skills by working with Orlando-area patients at Ucf health

services. she also spends time at Orlando health working with

their OB/GYn residents.

According to Boardman, one of the most serious women’s health

issues today is the human papillomavirus (hPV). “To frame how

serious this is,” she said, “about 60 million women in this country

get Pap smears every year, and about five to 10 percent of them

test positive for some form of hPV. it’s the most common sexually

transmitted infection in the country today.”

Another issue associated with hPV is proper treatment. “i’ve

been working with our nih national committee, which includes

dr. diane davey of the college of medicine, to establish the proper

guidelines for treatment, particularly in young women—how to

manage the virus without over-treatment or under-treatment,”

Boardman said.

With her unconventional approach to problem-solving, she’s

working to improve lives in central florida. And the region is in

her blood; she’s a native floridian who grew up in Winter Park.


LORi BOARdmAn, m. d.P R O F E SS O R O F O B ST E T R I C S A N D

GY N E CO LO GY, ASS I STA N T D E A N

The Art of Women’s Health

S T U D E N T P R O F I L E

A n i k A M i r i c kCentRAl flORIDA ReAChes Out

An African proverb says, “it takes a village to raise a child.”

The central florida community has come together to help a

haitian man who was dying of advanced leukemia.

Three college of medicine students encountered 20-year-

old Ginel Thermosy as they were providing relief work

in earthquake-ravaged haiti. Ginel was being treated at a

field hospital in Port Au Prince and doctors had given

him just two weeks to live. first-year medical student

Anika mirick met Ginel in the hospital and, with fellow

students Luke Lin and Lynn mcGrath, helped arrange to have

Ginel flown to Orlando and treated at m.d. Anderson can-

cer center, the sponsor organization that donated Anika’s

four-year scholarship.

But the generosity didn’t stop there. Anika, a graduate of

dartmouth college, contacted the local darmouth alumni

association. That group—including Thaddeus seymour, Jr.,

vice president of health and life sciences at Lake nona, and

kevin Walsh, an Orlando city official—helped get word to

the Global haitian Advancement Through education and

sports (GhATes) foundation. GhATes is a haitian relief

organization in Orlando that is based in Jeremie, haiti,

Ginel’s hometown.

GhATes has helped Ginel become part of Orlando’s haitian

community and is helping Ginel communicate with his fam-

ily in haiti. “We are not heroes,” said GhATes founder marc

Jean-Louis, whose mother lives in Jeremie and is actually

friends with Ginel’s mother. “Anika and the other medical

students are the heroes. We’re just fortunate to be in a posi-

tion to help.”

Anika spoke with Ginel’s doctors recently and said they

believe his treatment will keep him in remission for about

20 years, a lifetime compared to the two weeks of life doc-

tors in haiti had given him. marc, the GhATes founder, says

Ginel and his family back in haiti are extremely grateful for

the community’s love and care. That gratitude is illustrated

in the nickname Ginel and his new friends in Orlando have

given Anika: “Angel.”

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James Turkson found his motivation for curing cancer when

he entered the University of Ghana to study biochemistry.

The same year, his mother died of uterine cancer.

“There was a very limited understanding of cancer in Africa at

the time, no drugs or therapies,” he said. “so my dream was to

get into the area of cancer research, to come up with strategies

and therapies that would help treat patients. successful

scientists understand the makeup and biology of a disease

and its treatment. But we also need to have an emotional

attachment to what we do. That emotional attachment keeps

us energized and makes us want to keep fighting.”

As an associate professor, Turkson’s research focuses on how

a substance in the human body, the stat3 protein, can go

haywire and cause cancerous tumors in the breast, colon, lung,

pancreas, skin, and prostate.

in the past year, Turkson’s team has made some very exciting

advances in cancer research, having developed a chemical

compound in the lab called BP-1-102 that inhibits the growth

of breast cancer tumors by deactivating the stat3 protein in

breast tumor cells. The drug works fantastically in very small

doses, meaning it is far less toxic to the patient.

Turkson earned his Ph.d. in Pharmacology from the University

of Alberta in edmonton, AB, canada, and conducted research

and taught at the h. Lee moffitt cancer center and Research

institute in Tampa.


JAmes TURksOn, Ph.d.ASSOCIATE PROFESSOR OF PHARMACOLOGY

BURNETT SCHOOL OF BIOMEDICAL SCIENCES

Providing Hope to Patients with Breast Cancer


Z A w M A u n gMeDICIne As GlObAl lAnGuAGe

Zaw maung is motivated by his knowledge of the effects of poverty

on health. I was surrounded by the frequency of medical mishaps

due to a widespread lack of medical care through my childhood in

my homeland of Burma. Zaw dedicated himself to learning about

technology after his move to the U.s. and seeks to connect the

world through an understanding of shared human experiences

and health. I believe that medicine is the global language of life.

for him, medicine is a bridge between his childhood home and

his future.


c h r i s t i n A h s usheDDInG lIGht On heAlth CARe

christina hsu has worked with patients all over the world, from the

dominican Republic to Taiwan to Ghana. her experiences have

taught her that practicing medicine isn’t just about healing the

human body. More than a means of healing, medicine is a vehicle

for social change that can break racial and cultural barriers.

hsu has conducted research on both policy and in the lab, volun-

teered in impoverished communities, shadowed physicians—and

has shown her fortitude in a crucial moment during a surgery.

During a crucial cataract surgery in Ghana, we had a blackout.

While others were crying out, I rushed for the nearest light source

—I stayed calm.

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Our state-of-the-art home will be your home

Our new technology and research-centered facility houses four

cutting-edge laboratory suites in simulation, clinical anatomy,

clinical skills, and digital pathology. It also includes lecture rooms

designed for presentation flexibility, an outstanding health sciences

library with room to study and collaborate, and places to eat.

The College of Medicine is part of a stunning new medical city

being built for the Central Florida region.

A New School from the Ground Up

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A New School from the Ground Up

Main Lobby

Microscopy Lab

Student Auditorium

Student Lounge

College of Medicine Education Building

Harriett F. Ginsberg Health Sciences Library

State-of-the-art Anatomy Lab


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Campus BeautyThe 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.


13


When this community gets committed to something, they move quickly here. We’re going to see the development of something unusual—if not unique—here: a medical city.

JOHN C. HITTUCF PRESIDENT

We’re building a new city

As part of the medical city at Lake Nona, the College of Medicine

houses the M.D. Anderson Cancer Center Orlando Cancer Research

Institute. It is also a neighbor of the Sanford-Burnham Medical

Research Institute, the new Orlando VA Medical Center, the new

Nemours Children’s Hospital, and more.

Surrounding the medical city is a new community where the

concepts of live, work, and play fit perfectly together. Residential

areas will be within walking distance to an abundance of shopping

and dining options. More than 40 percent of the area is left green

with more than 40 miles of paved and unpaved trails reserved for

hiking, biking, and exploring nature.

UCF’s Health Sciences Campus is set in the

heart of the Science and Technology Park

The UCF College of Medicine Medical Education Building is adjacent to

the Burnett Biomedical Sciences Building

The Medical City at Lake Nona


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Lake Nona’s

proposed

master plan

SANFORD-

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Discovery Cove, Dolphin Encounter

Wall Street, Downtown Orlando

Orlando Skyline

The perfect backdrop

Central Florida is world-renowned as a desirable place to live,

learn, work, and play. It’s a destination for millions every year

looking for entertainment and leisure, as well as professional

businesses and individuals. Orlando is also a technologically

driven marketplace, creating the perfect environment for innovative

learning. In Orlando, and at the College of Medicine, you’ll get the

chance to explore your dreams in the laboratory and classroom, in

our theme parks, on nearby beaches, and in our community.

Entertainment includes Broadway

shows, professional, community and

college theater, independent film

houses, and the nationally recognized

Florida Film Festival.

Orlando Magic center, Dwight Howard

Photos this page: ©Orlando/Orange Co. Conventions and Visitors Bureau, Inc.

• There are 100-plus theme parks and

attractions, including seven of the world’s

largest and most popular

• Year-round art exhibits and cultural events,

the most comprehensive collection of

Louis Comfort Tiffany, the Orlando Museum

of Art, the popular Zora Neale Hurston

Festival, the Orlando Science Center,

and the Orange County Regional

History Center

• Nightlife includes ultra-hip bars and

high-energy dance clubs to laid-back

pubs, coffee houses, and multivenue

entertainment complexes

• Sunny and mild weather year-round

• Orlando Magic, Spring Training,

and Bowl Games

• Recreation offerings include 2,000 lakes,

springs and rivers for swimming, boating,

water skiing, and fishing; 150 golf courses,

800 tennis courts, and 21 fitness trails for

biking, walking, and skating

Located in the Heart of Florida

HiGH

LiGH

ts


Thinking Outside the Classroom

the UCF College of Medicine gets students into the community by

working with our medical partners. The following partners allow

our students to begin experiencing the satisfaction of applying

their passions beginning on the first day of school.


Nemours Children’s HospitalOne of the nation’s largest health systems dedicated to children, Nemours cares for more than 250,000 children a year through the generosity of the DuPont legacy. Expanding to Orlando two years ago through the Nemours Children’s Clinic, plans are now in motion to join the community of partners at the Lake Nona medical city, in a state-of-the-art children’s hospital. Already making strides in cancer detection and therapy, eye disorders, robotic surgery, and medical engineering, Nemours is dedicated to educating doctors and to conducting research. The hospital also educates children and their families about their own health through their groundbreaking program KidsHealth, the world’s most-visited website dedicated to the health of children.

With a focus on pediatric medical care, research, and advocacy, Nemours Children’s Hospital is a growing force in the care of children. Joining their community partners at the medical city, Nemours Children’s Hospital offers you dynamic pediatric services, including areas such as neonatology, critical care, rheumatology, gastroenterology, allergy, and emergency medicine. As a student at the College of Medicine, you will have access to one of the most acclaimed pediatric hospitals in the nation.

Visit orlandokids.org to learn more.

Florida Hospital NetworkAccording 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. Designated as a National Research Corporation Consumer Choice Hospital, FHN advances medical knowledge while emphasizing medical service through comfort, empathy, and sound advice.

Seeing almost one million patients a year, FHN is ranked first in the nation for inpatient admissions and is ranked nationally in Heart and Heart Surgery, Orthopedics, Neurology and Neurosurgery, Gynecology (including reproductive cancers), Urology, Digestive Disorders, Hormonal Disorders (including Diabetes and Thyroid), Kidney Disease, and Ear, Nose, and Throat. Of special note are FHN’s facilities and resources for residents in preventative care, clinical pharmacology, and human behavior, immersing you in an environment that promotes ethical ideals and medical advancement.

Visit floridahospital.com to learn more.

Orlando HealthCiting medical education as part of its core mission, Orlando Health is dedicated to partnering with the College of Medicine. Orlando Health, formerly Orlando Regional Healthcare, shares the college’s goals of developing unique approaches and 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 and procedures. Comprised of nine hospitals, the 1,780-bed system treats nearly two million Florida residents and 4,500 national and international patients. Orlando Health also engages in groundbreaking special treatment programs, including the nation’s fourth-largest Neonatal Intensive Care Unit. It also specializes in high-risk pregnancy, stroke, neurology, orthopedics, memory disorders, epilepsy, brain surgery, radiation-oncology, and gynecologic-oncology.

Orlando Regional Medical Center boasts a Level One Trauma Center with its own Air Care Team. Involved in seven Accreditation Council for Graduate Medical Education residency programs, medical education is one of the Orlando Health’s most important enterprises.

Visit orlandohealth.com to learn more.

Orlando Veterans Affairs Medical CenterCentral 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. Striving to honor veterans by providing exceptional health care, the Orlando VA Medical Center, a new $560 million 134-bed hospital, has been approved to join us in the medical city. As our neighbor and partner, the Orlando VA Medical Center will be a resource for patient care and research and a rich opportunity for exposure to health and public affairs through its veteran’s benefits office.

The Orlando VA Medical Center’s partnership with the College of Medicine is shared through our partnerships with Orlando Health and the Florida Hospital Network. As a teaching hospital, the center will be a state-of-the-art environment that will provide a full range of services and educational opportunities while fostering a philosophy of medical service as an empathic enterprise.

Visit the Orlando VA Medical Center at orlando.va.gov to learn more.

19


Comprehensive Curriculum

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 student-centered 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, specialty practices, and hospital-based practices. 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 “Keep the Dream Alive!” This Focused Individualized 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. Each student works with a mentor to develop an individualized 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.

the 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 simulators and online interactive virtual patients enhance

and complement learning.


Year One• Orientation

• Human Body: Molecules to Cells (HB-1)

• Human Body: Structure and Function (HB-2)

• Human Body: Health and Disease (HB-3)

• Hematology and Oncology (S-1)

• Focused Individualized Research Experience (I-1) (throughout Year 1)

• Psychosocial Issues in Health Care (C-1) (concurrent with HB-3 and S-1)

• Practice of Medicine (P-1) (throughout Year 1)

Year Two• Endocrine and Reproductive Systems (S-2)

• Cardiovascular and Pulmonary Systems (S-3)

• Gastrointestinal and Renal Systems (S-4)

• Skin and Musculoskeletal Systems (S-5)

• Brain and Behavior (S-6)

• Focused Individualized Research Experience (I-2) (throughout Year 2)

• Practice of Medicine (P-2) (throughout Year 2)

Year ThreeFollowing a one-week orientation to the third year, students rotate through a set of required Core Clerkships in Internal and Family Medicine, General Surgery, Pediatrics, Obstetrics and Gynecology, Psychiatry and Neurology. In addition to these core rotations, students participate in three, two-week selectives where they have an opportunity to choose from a selection of surgical and other specialty areas. The third year culminates with a one-week capstone experience.

Year FourThe fourth year is divided into 10 one-month blocks. All students rotate through four weeks each of Emergency Medicine, Critical Care, and two acting internships. Of the remaining six months of the year, four are devoted to electives where students can gain additional clinical experiences locally or nationally. The remaining two months can be used for another elective, study, further research, or residency interviews. Students finish the fourth year with a four-week capstone experience that provides preparation for internship, leadership training, and teaching experience.

For more detailed curricular information, visit med.ucf.edu/academics and click on the “M.D. Program” link.

c u r r i c u L u m

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3Required Course WorkRequirements must be taken in residence (not online) from a regionally accredited college or university in the United States. Applicants must have completed at least a bachelor’s degree prior to enrollment in the M.D. program.

General Biology 2 Semesters (with labs)

General Chemistry 2 Semesters (with labs)

Organic Chemistry 2 Semesters (with labs)

General Physics 2 Semesters (with labs)

College English 2 Semesters

College Math 2 Semesters

All majors are eligible to apply for admission to the College of Medicine (COM) as long as the minimum academic requirements are met. Non-science majors are encouraged to take as many science courses as possible.

Additional course work that is recommended, but not required, includes biochemistry, embryology, cell biology, comparative anatomy, and genetics. Course work in humanities, natural sciences, or communication arts is also encouraged. While no specific college math courses are required, some college work in calculus is strongly recommended; familiarity with the principles of statistics for the analysis of data is also important.

A c A d e m i c R e q u i R e m e n t s

Interview Selection RequirementsEach 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• Physician shadowing• Teamwork and leadership skills• Basic science research• Demonstrated excellence in an activity or area of interest

(sports, research, or other endeavors) at a very high level

Application Deadlines American Medical College Application Service (AMCAS) Application Completion Deadline december 1

Supplemental Application Completion Deadline January 15

Supplemental Application FeeSupplemental Application Fee of $30 OR AMCAS Fee Assistance Program (FAP) Waiver Documents

International ApplicantsOnly U.S. citizens or Permanent Resident Aliens or Asylees with a Green Card in their possession may apply.

A p p l i c A t i o n R e q u i R e m e n t s

AMCAS ApplicationApplicants 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.

Letters of Recommendation (LOR)lOR ReCeIPt AnD PROCessInG—AMCAs OnlyThe M.D. Admissions Office will ONLY accept LORs that have been received via AMCAS. The applicant is responsible for ensuring that the appropriate letters are provided to AMCAS. Refer to AMCAS for detailed instructions for the LOR process. It is important that you coordinate with your own pre-med advising office, since many send the letter packages for you.

IMPORTANT: The UCF M.D. Admissions Office only accepts letters of recommendation sent through the AMCAS system. Any letters received by any other means are maintained in the Admissions Office but are not added to the application package for consideration.

lOR RequIReMentsTraditional 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 pre-med/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.

• 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 upper-level supervisor letters for the three faculty letters.

• Two character letters—same as for traditional applicants.

Completed FileIt 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.

Components of a completed application file are as follows:• Verified AMCAS Application

• Designated LORS provided by AMCAS only

• Submitted COM Supplemental Application Form

• 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/unofficial transcript acceptable

A p p l i c A t i o n p R o c e s s

4 5Initial Screening of ApplicantsThe UCF COM M.D. Program Admissions Office will begin to communicate with applicants upon receipt of a verified AMCAS application. The admissions office will briefly review the 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.

Completed applications that meet all requirements will be fully reviewed and considered for an interview.

Interview SelectionApplicants 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 DayOnce 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 COM Student Financial Services Director

• The admissions committee decision process and timelines for making acceptance offers, wait listing, rejection, and future communication and assistance

• Information regarding our commitment to a diverse class and working environment

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.

• 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 Listing—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 PackageThe 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/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 print-out of state residency affidavit form

• Information regarding 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/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.

Transfer AdmissionsThe M.D. program does not plan to solicit advanced standing or transfer applicants for the first several years of the admission cycle.

State Residency ClassificationThe 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.

Criminal Background ChecksA 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 will develop its own criteria for continuing an offer of acceptance based on information received.

A c c e p t A n c e s t A t u s

i n t e R v i e w p R o c e s s

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Standards for Admission, Progression, & Graduation

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:

• The 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.

• The guidelines for admission as set forth by LCME must continue to govern the decisions of medical school faculties.

• The medical education process, which focuses on the safety and well-being of patients, differs markedly from postsecondary education in fields outside the health sciences.

• The primary responsibility for the selection of students and the content of the curriculum rests with the medical school and its faculty.

• All 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.

• Candidates 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.

the 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.


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ObservationCandidates 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

CommunicationCandidates 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 FunctionCandidates’ 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

CognitionCandidates must have sufficient cognitive abilities and effective learning techniques to assimilate the detailed and complex information presented in the medical curriculum.


• 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

ProfessionalCandidates are expected to demonstrate behavior and social attributes that enable the effective practice of medicine.


• 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.

Standards in Five Areas Must Be Met by All Candidates: OBseRVATiOn, cOmmUnicATiOn, mOTOR fUncTiOn, cOGniTiVe, And PROfessiOnAL

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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 for 2011-2012 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, e-mail [email protected] or visit med.ucf.edu/academics/financial_aid.

Early Decision ProgramThe Early Decision Program (EDP) is for very highly motivated, capable, and passionate applicants who have demonstrated excellence in academics. The admissions committee reviews applicants to the program in mid-August of the application year. The COM admissions office contacts each EDP applicant to advise him or her of the committee’s decision about an interview.

EDP Deadlines• AMCAS verified by August 1 • All supplemental materials to the COM Admissions Office

by August 15

EDP Guidelines 1. Applicants must be currently enrolled as seniors or graduates of

an accredited regional university or college in the U.S. Students must receive a bachelor’s degree before August of the year they are to enter medical school.

2. Applicants should have an undergraduate cumulative overall and science GPA of 3.8 or better. Science and English requirements for entrance to the college should be completed.

3. The Medical College Admission Test (MCAT) must be taken no later than the spring of the year students are applying. Students must have a score of at least 32 or better on the MCAT with no score below eight in any category.

4. Transcripts must be on file with the American Medical College Application Service (AMCAS).

5. Eligible applicants for the EDP are interviewed during the month of September.

6. Applicants should only be applying to this institution with full intentions of attending if accepted. Notification of acceptance or non-acceptance is no later than October 1 of the application year. An acceptance means a firm commitment to attend the COM.

7. Applicants who are not accepted under this program are still given consideration for admission during the regular admission cycle. They are also eligible to apply to any other medical school of their choice.

8. Applications from students under this program should be labeled as an EDP applicant through AMCAS.

Financial Services

Admissions Office Contact InformationE-mail: [email protected]

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

c o n t a c t u s

2727

FRESHMAN YEAR Join and actively participate in a student pre-med organization while in college

Evaluate speed reading/comprehension and test-taking skills

Establish good study habits and begin to establish a strong GPA

Generate a four-year academic program with your academic advisor—pay attention to scheduling courses needed for entry to medical school

Visit your school’s pre-med health advising office to learn about applying to medical programs

If available at your school, enroll in a course that provides you with information regarding application to medical school

Start to build a consistent history of research, medical 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

Get to know the faculty who are teaching you—let them know that you may request a letter of recommendation for medical school from them in the future

Make productive use of your winter, spring, and summer breaks

C O l l e G e O f M e D I C I n e

Prescription for Success

SOPHOMORE YEAR Continue volunteer work, research, and clinical shadowing opportunities

Investigate alternative career options

Continue to visit with your academic advisor and pre-med health advising office

Start planning to cover health professional school application costs

Begin to research med school requirements; attend an annual medical school forum in your area

Begin to consider MCAT preparation methods

Use the summer for volunteering, shadowing, research, work, classes, study abroad, and summer programs; consider visiting medical schools of high interest

Begin putting funds aside for interview expenses

JuNIOR YEAR Continue to participate in research and volunteer opportunities

Continue visits with your academic advisor and pre-med health advising office

Prepare for MCAT (spring/summer semester)

Complete required course work for MCAT (spring/summer semester)

Sign up for a mock interview session if available

Work with Pre-Health Advising Office to construct your Faculty/Committee letter of recommendation package for medical school applications (spring semester)

Complete medical school requirements review and organize hierarchy list of schools for application; attend an annual medical school forum if not done previously (spring semester)

Register for MCAT; take initial MCAT no later than August of the summer between your junior/senior year

Try to find a clinical shadowing/internship experience if you have not done it yet

Start AMCAS application (summer between junior/senior year)

Explore medical school scholarship resources

Use late summer to address supplementary applications, possible MCAT retake, continue volunteerism

SENIOR YEAR Complete supplemental applications (first semester)

Review and apply for scholarships to finance medical school

Continue to excel in research and extra-curricular involvement

Prepare to travel to interviews (September–March of senior year)

Keep the pre-med health advising office informed of the progress of your application to each medical program (interview/accept/wait list/not accepted)

Provide significant updates and fall semester transcripts to medical schools of interest where an interview has not yet been offered

Prepare for reapplication process if necessary (spring semester)

m e d . u c f . e d u

u N I V E R S I T Y O F C E N T R A L F L O R I D A COLLEGE OF MEDIC INE

OFF IC E OF ADMISS IONS

6 85 0 LAKE NONA BOULEVARD, SU ITE 1 1 5

ORLANDO, FLORIDA 32827

TELEPHONE : 407 266 1350

FAX : 407 266 1399

E-MAIL : MDADMISS IONS@MAIL .UCF.EDU

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The UCF College of Medicine class of 2014 at the White Coat Ceremony

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