The University of Arizona (College of Medicine)

When the citizens of Arizona envisioned a medical school for our state more than 30 rears ago, few imagined that it would evolve into a thriving academic health sciences center. The seeds of excellence planted years ago have grown, setting new standards for our mission to provide health care education, research, patient care and ser vice for the people of Arizona.

As Arizona’s only medical college, The University of Arizona College of Medicine strives to make its services and resources available to all Arizonans. The College of Medicine has 19 departments and eight centers dedicated to specific areas of research, clinical care and teaching. More than 500 full-time faculty members and nearly 800 part-time faculty members instruct today’s medical students.

Faculty have tirelessly offered their service to provide medical care and health care programs throughout Arizona. Medical students take part in rural rotations throughout Arizona, living and learning in areas ranging from the US-Mexico border to Native American communities in Northern Arizona. The Phoenix Campus continues to grow, offering third- and fourth-year medical students the opportunity to complete their medical education entirely at Phoenix-area hospitals.

In addition, research not only provides up-to-date information and state-of-the-art treatment for our patients, research breakthroughs lead to spin off companies that in turn have formed the basis for Arizona’s biotechnology industry. Also, many of our faculty and staff serve on boards and committees and take leadership positions to benefit the entire state.

As we look forward to anticipated growth and major advances in education, research and patient care, we acknowledge the strong foundation laid by our predecessors. None of our successes would have been possible had it not been for the foresight and determination of those who made the dream a reality.

The College of Medicine is known for the humanistic and caring environment in which training takes place, and for the commitment to and involvement with care for the underserved and those in rural communities. We are revising our curriculum to focus more than ever on new mandates for medical education – a focus on the patient, with an emphasis on quality, and the use of medical evidence to guide all activities. At the same time, we are substantially expanding our research enterprise, linking our investigative efforts to improving the diagnosis, treatment and prevention of human disease.

The number of training sites for our students and residents is increasing. We have an additional hospital training site (University Physicians Hospital), a new Cancer Center addition under construction, strong clinical affiliates in Phoenix, and a rich array of clinical experiences for students located at sites throughout the state. Currently, approximately 40% of our students spend their first two years in Tucson followed by their last two years in Phoenix for their clinical education. We are planning to expand to a four year college of medicine program in Phoenix. We are the medical school for the state in the truest sense of the word.

Recognizing that there is a nationwide shortage of physicians, this is a particularly acute issue for Arizona. We need more physicians in all disciplines, from primary care to specialists in medical and surgical fields. We need providers in urban areas and rural areas. We need providers from all ethnic, racial and cultural backgrounds. We are the medical school for the state and we have a mandate to provide physicians for the whole state. We take that mandate seriously and are creating and expanding our training opportunities to meet all of these needs. As a medical school that is only 38 years old, we have the nimbleness to make changes to respond to the rapidly evolving environment in which health care and wellness care are occurring.

Since its founding, the College of Medicine always has been "Arizona's medical school"--a resource for all of our state's citizens. One of my highest priorities is to ensure we continue to increase outreach across the state and to offer our students a variety of options to serve clinical rotations in medically underserved areas. The coming years will see exciting new technology and programs, as well as major new facilities that allow the College to extend its services to the state as never before.

The primary mission of the College of Medicine is to provide students with the knowledge and skills basic to the practice of medicine while teaching the fundamental attitudes of compassionate patient care. The college further strives to provide excellent training programs and continuing medical education for residents, clinical fellows, practicing physicians and other health care professionals as well as providing research training programs for graduate students and fellows in the basic and clinical sciences. Everyone at the UA College of Medicine is dedicated to disseminating health information to the public.

The College of Medicine will be implementing a new and exciting curriculum for all incoming students in July 2006. The new curriculum will feature integrated blocks throughout the first two years combining the traditional basic science disciplines (anatomy, physiology, pharmacology, pathology, etc.) and their application to the clinical sciences. These blocks will be largely organized around organ systems. The teaching methodologies will include a balance between lectures, laboratories, team learning and small group instruction. There will also be an emphasis on early clinical experiences with clinical mentors.

The College is known nationally for its many innovative teaching, clinical training and research programs. Our award-winning faculty members constantly strive for innovation and excellence in the classroom, the laboratory and the clinic. Because the class size is relatively small, our faculty members get to know each student. It is one thing to say the College has terrific people and programs and another to prove it. A recent survey of graduating medical students--the same one completed by students at medical schools throughout the United States--does just that. The 1997 Association of American Medical Colleges School Graduation Questionnaire places the UA College of Medicine head-and-shoulders above many other medical schools. According to students, a top strength of the College is the supportive environment created by administrators, faculty and staff.

The College offers a variety of support programs for students to help them cope with the rigors of medical school. I am proud of the fact that 98 percent of the medical students who have enrolled since the school opened in 1967 have graduated.

The University of Arizona College of Medicine consists of 19 academic departments and 8 interdisciplinary centers.

The College of Medicine clinical departments provide medical care to the community and support University Medical Center, a private non-profit hospital located on the campus of the Arizona Health Sciences Center, which acts as the primary teaching and research hospital for The University of Arizona College of Medicine. In addition, clinical faculty teach critical components of the medical school curriculum and supervise medical students and residents on clinical rotations.

Faculty in our 5 basic science departments teach in the medical school curriculum, offer courses to undergraduates and graduate students in multiple programs, and present doctoral programs in their respective disciplines. Research programs can be found in both the clinical and basic science departments and in the multidisciplinary centers organized to promote collaborative research across the College, the University and throughout the state of Arizona.

The University of Arizona College of Medicine consist of the following centers:

Arizona Arthritis Center
Dedicated to eradicating arthritis as a cause of human suffering through biomedical research, teaching and patient care, the Arizona Arthritis Center was one of the first to employ a multi-disciplinary approach to combat arthritis and hone and connective tissue disease.
Research areas at the Arizona Arthritis Center include innovative surgical techniques, the use of new drugs. reduction of costs related to arthritis care, development of artificial joints and major new treatments in rheumatoid arthritis, scleroderrna, osteoarthritis, vascubtis and other related diseases.

Arizona Cancer Center
Established in 1976, the Arizona Cancer Center is the only National Cancer Institute-designated comprehensive cancer center in the state.
The Center serves as a regional resource for cancer care and a catalyst for basic and clinical research. As an NCI designated center, the Arizona Cancer Center specializes in the diagnosis, treatment. prevention and research of cancer.
The Centers physicians and scientists are committed to research aimed at understanding and over coming cancer and eliminating it as a major disease of human kind.

Arizona Emergency Medicine Research Center
Founded in 1990, the Arizona Emergency Medicine Research Center is becoming a leader in emergency medicine training, education and research. One of only five such centers in the nation, AEMRC is poised to become a model and premier force in emergency medical services and research.
The Center is committed to improving emergency services for all Arizonans and to providing paramedic and emergency medical service (EMS) training. The Center has been recognized as a leader in improving prehospital care.
Its research activities include injury control, epidemiological studies, trauma systems evaluation, out-of-hospital cardiac recognition and treatment, air medical research and EMS research.

Arizona Hispanic Center of Excellence
The Arizona Hispanic Center of Excellence (HCOE), designated in 1999, was established to be a national center of Hispanic health research and training, attracting the brightest and best Hispanic faculty and students. Its mission is to advance the health of all Americans by producing the highest quality scholarship, research and training for the next generation of diverse and culturally-fluent healthcare providers.

Arizona Respiratory Sciences Center
Internationally known for its research into the causes and modes of development of emphysema, chronic bronchitis and asthma, the Respiratory Sciences Center brings together experts in immunology, pathology, radiology, internal medicine, pediatrics, pharmacology, computer science and many other disciplines to attack respiratory disease in children and adults.

Steele Memorial Children’s Research Center
Dedicated to unlocking the mysteries of childhood disease, the Steele Memorial Children’s Research Center uses a multi disciplinary clinical and research approach to numerous medical problems of children.
Established in 1985, the Children’s Research Center integrates research with clinical and teaching activities. Special emphasis is given to genetic and congenital diseases, child hood cancers, solid-organ and bone marrow trans plants, lung diseases, neurological disorders, the problems of premature infants, heart disorders, infectious diseases, liver and gastrointestinal disorders, kidney diseases and child abuse.
Noted for successfully involving the community in its objectives and goals, the Children’s Research Center is a leader in coordinating a variety of public and private children’s and social agencies to work together to improve the welfare of all children. in addition to serving the pediatric population in Southern Arizona, faculty members serve Arizona’s rural communities by holding more than 120 clinics a year throughout the state.

The University of Arizona Sarver Heart Center
The University of Arizona Sarver Heart Center is dedicated to the prevention and cure of heart and vascular disease through the three academic pillars — research, education and patient care.
University Heart Center members not only conduct 90 percent of the heart and vascular research in Arizona, they also arc a major resource for cardiovascular education.
Each year, University Heart Center’s cardiovascular physicians and surgeons perform more than 2,500 procedures. The cardio thoracic transplantation program has one of the highest survival rates in the world for heart transplants and is the first program approved by the Food and Drug Administration to implant artificial hearts as a bridge-to-transplant.

Valley Fever Center of Excellence
The Valley Fever Center for Excellence (VFCE) was established in 1995 and is located at the Southern Arizona VA Healthcare System's facility (Tucson VA Medical Center) and is jointly sponsored by The University of Arizona and the Southern Arizona VA Healthcare System.

The mission of the VFCE is to mobilize resources for the eradication of Valley Fever (Coccidioidomycosis) through the development of public awareness and education about Valley Fever, the promotion of high quality care for patients with Valley Fever, the pursuit and encouragement of research into all aspects of Coccidioides sp., and the diseases that it causes.

The University of Arizona College of Medicine faculty and the Curriculum Committee approved a policy in 1995 ensuring all future UA medical students participate in an educational experience with an underserved population sometime during medical school. The policy was developed to underscore the College of Medicine's commitment to encouraging students to consider a career working in a rural area or with a medically underserved population. Every student will participate in an experience of significant depth prior to graduation. The College of Medicine provides great flexibility of site selection and timing of this experience to accommodate the personal interests and needs of all students.

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College of Medicine Medical School Location

College of Medicine Courses

FIRST YEAR During the first year, Gross Anatomy, Histology and Cell Biology, Neuroscience, Medical and Molecular Genetics, Physiology and Biochemistry are taught in tandem with two courses that span the first two years. The Preparation for Clinical Medicine course is designed to introduce the student to clinical medicine and clinical skills. To ensure that social, economic, behavioral, ethical and humanistic concerns are integrated into the phase in which biologic knowledge is being learned, the course Social and Behavioral Science introduces a wide variety of topics that influence medical care and its delivery. SECOND YEAR In the second year, the basic sciences of Pathology, Microbiology and Immunology, and Pharmacology are introduced, and more sophisticated experiences are provided in the Preparation for Clinical Medicine and Social and Behavioral Science course. This sequence in the first two years ensures that the biologic concepts are grasped by the student and that this knowledge is integrated with concepts of human medicine. The student learns the structure and function of molecules, cells, tissues and organs in health and in disease, the influence of the environment on the human organism, and the effects of medications and drugs. At the same time, the psychosocial influences on health are incorporated into this framework, and the student begins the process of acquiring those skills and attitudes essential to the practice of medicine. All courses include non-lecture instructional components. These units are designed to encourage the students to enhance their problem-solving, analytic and critical-thinking abilities. In addition, medical educational software packages are offered for self-instruction and evaluation, and are part of the regular curriculum. THIRD YEAR The third year of the curriculum is devoted to clinical clerkships, during which the student learns clinical medicine in the various medical disciplines, under faculty supervision and through daily patient contact. The 48 weeks of required clinical rotations are: Medicine (12 weeks); Pediatrics (6 weeks); Obstetrics and Gynecology (6 weeks); Psychiatry (6 weeks); Family and Community Medicine (6 weeks); General Surgery (6 weeks); Specialty Surgery (3 weeks); and Neurology (3 weeks). FOURTH YEAR Currently, the fourth-year curriculum is comprised solely of elective courses and each student is required to take 33 weeks of electives. This year is planned in concert with a faculty advisor, in consideration of the student's career goals, educational needs and learning preferences. Clinical and non-clinical electives are available in a wide variety of disciplines although 18 weeks of elective courses must involve patient care. Each year a catalog of available electives is published and distributed to the students; the number of elective courses from which to choose usually exceeds 300. Upon approval of the faculty advisor and the corresponding department at the College of Medicine, students can take up to 15 weeks of electives in approved programs that are not directly supervised by College of Medicine faculty. As indicated earlier, facilities in the Phoenix area and throughout Arizona are used in the educational programs. It is possible for students to complete their entire third and fourth years in Phoenix. Students may be required to take at least a portion of the required curriculum in the clinical years outside of Tucson. By the time of graduation, students will be expected to demonstrate competency in the following areas: Problem Solving and Critical Thinking Graduates apply problem solving and critical thinking skills to problems in basic science and clinical medicine. They draw upon their understanding of the basic sciences, along with their knowledge of normal processes and disease prevention and of disease and therapeutics in order to solve clinical problems. Graduates obtain appropriate histories and perform skillful, comprehensive and accurate patient examinations. They develop appropriate differential diagnoses and patient care management plans. They recognize and understand the principles for managing life-threatening situations. They select, perform and accurately interpret the results of laboratory tests and clinical procedures in making patient care decisions, and use appropriate diagnostic and treatment technologies in providing patient care. Graduates document and present this patient care information in a clear, concise and complete manner. Use of Information Graduates are proficient in the identification, acquisition, critical assessment and synthesis of patient care data and information from the literature in making informed patient care decisions. They are familiar with and use the appropriate informational technologies to gather this information. They also make decisions in light of ambiguous information. Communication and Professional Behavior Graduates demonstrate reliability and dependability; and effective interpersonal, communication and listening skills in their interactions with others, including health care team members, patients and their families. They recognize and make decisions in light of the ethical considerations of medical practice. Graduates demonstrate compassion and advocacy for patients, along with respect for patients’ rights and privacy. They also demonstrate through their daily interactions their understanding of the contributions of other health care disciplines and providers to patient care, clinical problem solving, and research questions. Social and Community Contexts of Health Care Graduates understand the physician’s role and responsibilities in promoting the health of the community and the underlying principles of preventive medicine and population-based health care delivery. They encourage patients’ health and wellness through patient education. They integrate into patient care the many psychosocial factors that influence health and disease: family characteristics, gender, sexual orientation, age, culture, spirituality, economics, education, and nutrition, along with legal, environmental and working conditions. They understand that patients’ values, goals and concerns are important considerations in the formulation of care plans. In providing quality health care these graduates consider the economic implications to the individual patient as well as to society. Graduates understand and appropriately mobilize community-based resources and services in planning and providing patient care. Self-knowledge and Lifelong Learning Graduates recognize their vulnerabilities and the limits of their personal knowledge. They remediate inadequacies in their knowledge and skills in order to remain current in both. Graduates appropriately seek assistance for personal issues and integrate the increased self-knowledge into their daily activities.

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