UConn School of Medicine Brochure

Contents:
Medical School Mosaic. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 2
Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 4
Admissions Policies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 10
Health Career Opportunity Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 12
Student Profiles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 14
Faculty Profiles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 18
Contact Numbers:
Main Switchboard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 860-679-2000
Assistant Dean, Admissions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 679-3874
Combined M.D./Ph.D. Degree Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 679-4571
Dean’s Office . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 679-2413
Financial Aid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 679-3574
Library . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 679-2839
Health Career Opportunity Programs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 679-3483
Graduate Program in Public Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 679-1510
Admissions Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 679-4306
Association of American Medical Colleges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202-828-0600
MCAT Program Office . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 319-337-1357
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Front cover and within the brochure courtesy of Janine Gelineau, UCHC Video Communications Department
Page 20 and back cover courtesy of Yvette Wild, Zowie Barnes, Peter Morenus, Abby Tarbox, Christine Moulis and
Teresa Sapieha-Yanchak

Educating
the New
Physician
Cato T. Laurencin, M.D., Ph.D.
Vice President for Health Affairs
Dean, School of Medicine
Albert and Wilda Van Dusen Chair
in Academic Medicine
Distinguished Professor of
Orthopaedic Surgery and Chemical,
Materials and Biomolecular
Engineering
Thanks for your interest in the University of Connecticut School
of Medicine. In the following pages, you will be introduced to
some of the dedicated faculty, administrators and current and
former students who have created a vibrant environment of learning and
service at UConn. We crafted the text in an effort to answer questions
prospective students like you often face – and to introduce you to the
unique elements of our curriculum and community.
I became Dean of the University of Connecticut School of Medicine in
2008, after several years at the University of Virginia. One of the first
things that impressed me about UConn was the school’s innovative
curriculum which has earned national acclaim for its multifaceted
approach. The curriculum emphasizes problem-based learning and
promotes the understanding of issues related to chronic care,
ambulatory experiences, disease prevention, rehabilitation, problems of
aging and emerging public health issues.
At UConn, students are rigorously trained not only in the science of
preventing, diagnosing and treating disease, but also in the art of
effective communication with patients. From the earliest days of
their medical school career, UConn students begin face-to-face work
in medical settings as well as simulated work through the clinical
skills assessment program.
Our goal is to prepare physicians to excel in the ever-changing world
of modern medicine. To that end, we also place a high priority on
community service and helping students understand the healthcare
needs of patients from all walks of life. Each year, UConn medical
students contribute countless hours to help the homeless and
underserved in the greater Hartford region. This is a source of pride
for UConn and an invaluable learning experience for our students.
As Dean, I am very proud of our students and our accomplishments.
I encourage you to carefully read through the information about our
school and contact us with specific questions.
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The University of Connecticut School of Medicine
(SOM) is at its heart equal parts vibrant art and function.
The carefully crafted UConn mosaic is designed to
produce graduate physicians dedicated to superior patient care,
service to communities, and scientific inquiry.
Students as the Medium
The success of the SOM rests on its superior students. The
Admissions Committee carefully selects an elite group from
over 2,000 applicants. Students enter with many shared characteristics:
outstanding academic achievement, intellectual
curiosity, and humanism.
While students share academic qualifications, it is their individual
and unique qualities that add richness and texture to the
University. We address diversity in multiple ways. The
Admissions Committee has long embraced the Association of
American Medical Colleges (AAMC) guidelines to select students
who are widely representative of society: racially, culturally,
and socio-economically. We embrace students with scientific
backgrounds directly out of college with as much vigor as
non-science majors, or those who have taken a more circuitous
path to medical school by pursuing other life experiences or
secondary degrees.
We are justifiably proud of the quality of the students who
choose to matriculate. They are the multivariate gemstones
that we use to build our educational product.
The Office of Student Affairs as Caretaker
UConn is dedicated to helping students thrive during medical
school. We know that in order to succeed, students must maintain
a balance in their academic, emotional, physical, and spiritual
lives. The Office of Medical Student Affairs serves a central
role in this, in conjunction with myriad faculty and staff mentors.
We help new students adjust to the personal and professional
demands of medical school through proactive sessions
with groups and individuals. We have recently instituted a
student-mentoring program for first and second year students,
assigning each student both a basic science and faculty advisor.
The Office of Medical Student Affairs helps coordinate various
essential components of student life: social, cultural, and
sporting events; medical student government and academic
committee participation; convocation and graduation ceremonies;
and student-run volunteer clinics. For fourth year
students, we write and distribute a summary academic record
(previously known as the “Dean’s Letter”) in support of each
student’s application to a residency program. Our contact
The Medical School Mosaic:
with students extends beyond four years, as we gather alumni
information and feedback from residency directors about
how our graduates perform.
We believe that our devotion to nurturing students makes
UConn unique. The Office of Student Affairs is committed
to helping all 320 students maintain their humanity and
unique identities, as they work to discover their ultimate
place in the overall design of the medical profession.
Faculty and Students as Co-Artists
Our curriculum fosters active student learning in a collegial
setting. We treat students as adult learners, facilitating the
transition from passive college students who are often told
what to learn, to successful life-long learners who learn what
they need to know. The curriculum balances lectures with
seminars and PBL. Electives are introduced early, and selective
experiences (chosen from a menu of required options)
exist throughout the four years.
The first 2 years have been entirely pass/fail since the school’s
inception. The lack of a class rank or GPA promotes better
peer and small group learning. The passing standard is high,
and each student sets his/her own internal challenge to excel.
One urban myth of medical school holds that first year students
are told to remember their peers to their left and right,
for one of the three would not be present at graduation.
UConn revises the myth at our orientation. We tell students
that the person to their right will be their surgeon, and the
one on the left their family doctor. This hopefully convinces
all students of the obligation to help their peers reach success.
The overall curricular design is thus guided by faculty, and
greatly influenced by individual student effort. The emphasis
is the student: on maximizing what a student learns, rather
than what a faculty member teaches.
Society as the Patron
The SOM exists comfortably within an externally driven context.
The admissions process and the curriculum have been
indelibly shaped by societal imperatives. The first is the need
to train physicians who are both intellectually competent and
ethically responsible. Our students clearly acquire the requisite
basic science knowledge; UConn consistently outperforms the
national average on Step 1 and 2 of the United States Medical
Licensing Examination. Students learn health law and professional
standards along side basic science principles. UConn has
embraced the AAMC Professionalism Initiative, and has inter-

Artistry, Form, and Function
woven formal curriculum to address personal and professional
development through the four years.
Recognizing that medicine is an applied science, UConn is
committed to having students graduate with a sophisticated
ability to interact with patients. The Principles of Clinical
Medicine (PCM) course is one of the most extensive of its
kind nationally, teaching interviewing, communication, and
physical examination skills. Students practice these skills in
the Student Continuity Practice (SCP), a required 1/2 day
per week course in an ambulatory setting beginning in
October of the first year. These skills are further honed with
standardized patients in the Clinical Skills Assessment
Program (CSAP). UConn students spend numerous afternoons
in the CSAP in teaching and evaluation activities. We
have long believed in the importance of these simulated experiences.
This belief has been validated, as the National Board
of Medical Examiners added a clinical skills/standardized
patient component to Step 2 of the board exam beginning in
2004.
One of the most important imperatives guiding the SOM is
the need to produce culturally competent physicians who are
interested in providing care to under-served populations.
UConn students embrace this fully and willingly. There are
Anthony “Bud” Ardolino, M.D.
Associate Dean for Medical
Student Affairs
five student-run clinics, with almost universal participation.
These clinics provide care to patients with profound healthcare
needs – patients in homeless shelters and congregate living,
and migrant farm workers. The majority of students
extend their volunteer efforts to communities abroad,
through elective experiences between the first and second
year or during the fourth year.
Our Finished Product
In response to these directives, the SOM has been created as a
metaphorical community courtyard. We are not an abstract or
aloof art, to hang high above the people we serve. We rest
firmly on the ground, meant to be functional and accessible to
all. We are imbedded on firm foundations of academic excellence
and service. We value students individually and collectively
– as unique facets held together by a mortar of mutual
respect and peer support. We believe that the process of medical
education is enriching. Students begin with unpolished
and unlimited potential, and are honed to brilliance through
didactic and hands-on experience. Inherent in the phrase the
“practice” of medicine, this polishing continues long after
graduation. UConn is proud of its role in setting each student
into a path of enduring success.
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The
Curriculum
Bruce M. Koeppen, M.D., Ph.D.
Dean for Academic Affairs
Albert and Wilda Van Dusen
Professor of Academic Medicine
Choosing the right medical school is an important and often-times
difficult decision. Many factors must be weighed in your decision,
not the least of which is the curriculum. The content of medical
school curricula varies little across the country, in large part because accreditation
standards dictate what must be taught during the four years of medical
school. However, the format of delivery of this content and the teaching methods
used in the curriculum do vary from school to school. In deciding where
you want to go to medical school you need to consider what curriculum format
and which teaching methods best fit with your learning style. In this
regard I believe The University of Connecticut has much to offer you.
Our curriculum underwent a major revision from 1995-1998. Since that
time, it has received national recognition for it’s innovative format and teaching
methods. In our most recent accreditation review, the curriculum was
cited as the number one strength of the school. Our curriculum is designed to
prepare you for your career in medicine by providing you with a strong foundation
in the knowledge, skills and professional attributes you will need to
succeed in your chosen specialty or subspecialty. Every year we survey our
graduates and the directors of their residency programs to determine how well
they have been prepared for their roles as interns and resident physicians. We
are gratified each year at the positive self-assessment of our graduates, who feel
they were exceptionally well prepared by our curriculum. This positive assessment
is shared equally by their program directors, and we often find that our
graduates are ranked at the top of their residency class.
The pages that follow describe in some detail the components of the curriculum;
several aspects are worthy of highlight. The curriculum is highly integrated.
In the basic medical sciences, structure and function of the body and
its organ systems are taught together. Separate courses in biochemistry, anatomy,
cell biology, and physiology do not exist. We feel this better reflects how
the human body functions in both health and disease, and how you must
think as a physician when confronted with an individual patient. There is also
close integration of the basic medical sciences with clinical medicine. You will
begin seeing patients, as part of SCP, within several weeks of starting classes.
This continuity practice, which extends over the first three years of curriculum,
will allow you to not only apply the knowledge gained in the classroom,
but will also allow you to rapidly develop your clinical skills. The required
clinical rotations in years three and four will then allow you to build on and
mature these skills to a high level of sophistication. The curriculum balances
lectures with a considerable amount of small group learning activities, such as
case conferences and PBL. Early in the curriculum you will learn effective
problem solving – problem solving that considers not only the underlying biomedical
principles, but includes consideration of social, behavioral, ethical and
legal issues. The hospitals and clinic sites through which you will rotate will
expose you to a rich and diverse patient population. In these settings you will
be involved in health promotion, disease treatment and prevention, and in
serving the health needs of the community.
The advancement of knowledge through research is another important aspect
of our programs. You will have ample opportunity, if you choose, to participate
in a wide range of research activities. These span the spectrum from basic
research at the cellular and molecular level, to clinical trials of new treatment
modalities, and to epidemiologic, population-based and health outcomes
research.
We take seriously our mission of training physicians for the future. To this
end, we seek individuals who wish to excel and become physicians deeply
committed to serving the needs of their patients and their community. We

welcome all applicants who aspire to this career of service.
The SOM curriculum is designed to prepare professional men
and women to practice medicine in a health care system that is
evolving at an accelerated rate. In addition, it will equip them
to formulate creative and courageous solutions to health care
problems and issues. The primary goal of the curriculum is to
develop in all students competency in the areas of patient care,
medical knowledge, practice-based learning and improvement,
interpersonal and communication skills, professionalism, and
systems-based practice. The expected level of competency
attained is intended to allow our graduates to be successful in
the residency program of their choice, and also provide them
with the attitudes, skills and values requisite to continually
update these competencies over the lifetime of their careers.
Students are broadly trained and prepared to undertake
advanced training for careers in patient care, academic medicine,
public health, and/or research. Faculty members as teachers,
mentors, and role models are committed to support the
development of these student competencies. By completing
our curriculum our graduates will:
■ Have the knowledge to understand the normal structure
and function of the human body, how diseases effect
normal function, and not only how diseases can be treated,
but also prevented.
17 hr/wk
3 hr/wk
8 hr/wk
4 hr/wk
36 hr/wk
4 hr/wk
B reak
3
wks
■ Be able to collaborate effectively to provide patient care
that is compassionate, appropriate and effective both for
the treatment of health problems and the promotion of
health.
■ Have the knowledge, skills and attitudes necessary to
evaluate their method of practice and implement strategies
for improvement of patient care.
■ Have the skills and attitudes that allow effective interaction
with patients, families and all members of the
healthcare team.
■ Have the knowledge, skills, attitudes and behaviors necessary
to promote the best interests of patients, society
and the medical profession.
■ Have the knowledge, skills and attitudes necessary to
provide high quality care for their patients within the
context of the larger healthcare system.
Human Systems
38 weeks
Break
Human
Develop.
& Health
8 weeks
Mechanisms of Disease
30 weeks
CMPS CMPS
Principles of Clinical Medicine
Principles of Clinical Medicine
Student Continuity Practice 10 weeks Student Continuity Practice
Electives Electives
Multidisciplinary
Ambulatory
32 weeks
Student Continuity Practice
Phase 1
Phase 2 Phase 3
In-Patient
16 weeks
Sub-Intern
Critical
Urgent
12 weeks
S e l e c t
8 weeks
Electives
20 weeks
Student Continuity Practice - optional
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Curriculum
Outline
By necessity, this outline
does not present the con-
tent or calendar in detail.
Also, the curriculum is
continuously evaluated by
the faculty, and modified
as appropriate to provide
students with the best
and most relevant
educational experience.
Phase 1 (Years 1 and 2)
Phase 1 constitutes the first two years, and is comprised of five
courses, and electives. Each year has a 38-week academic
calendar, separated by a 10-week summer break. During Phase
1 instruction consists of lecture, laboratories, case conferences,
and PBL.
A major emphasis of Phase 1 is related to the basic medical sciences.
Students begin their study of the basic sciences with the
Human Systems course, which presents the normal structure
and function of cells, tissues and the organ systems. This is followed
by the Human Development and Health course, which
focuses on the biological, psychological, and social development
of humans, and the legal and ethical issues associated
with the provision of health care across the lifespan. Phase 1
concludes with the Mechanisms of Disease course, which
presents the pathology and pathophysiology of the organ systems,
infectious diseases, and principles of therapeutics, especially
pharmacology. The Correlated Medical Problem Solving
(CMPS) course runs throughout Phase 1. Its format is
problem-based learning, with the cases chosen to reinforce
and integrate the basic science concepts presented in the
Human Systems, Human Development and Health, and
Mechanisms of Disease courses.
Phase 1 also prepares students for the clinical aspects of
their program through the Clinical Medicine course. This
course extends through Phase 1, and has two sections:
PCM and SCP. The first year of the course focuses on well-
ness and prevention, and the second year on the clinical
aspects of disease. Students have the opportunity to expand
upon the core curriculum in Phase 1 through a variety of
elective offerings.

Human Systems: The Human Systems course runs the entire
first year (38 weeks: 17 hours/week). It is divided into four
sections:
■ Human Biology
■ Organ System 1
■ Organ System 2
■ Organ System 3
The course covers the basic elements of human anatomy, histology,
biochemistry, physiology, and genetics. Also included
is an introduction to biostatistics and the principles of epidemiology.
Human Biology - This section presents the basic structure,
biochemistry, and physiology of cells and tissues. It provides
the foundation for the material presented in the context of the
organ systems, and gives students a framework upon which to
build their knowledge of the basic medical sciences as the year
progresses. The section begins with an introduction to the general
principles of biochemistry and molecular biology as the
foundations of the biological sciences. This is followed by
study of the histology of the major types of tissues, including
the fundamentals of the immune response. The principles of
human genetics are also presented. Students begin dissection
of the human body starting with the upper and lower extremities.
Organ System 1 - The primary focus of this section is the
structure and function of the central nervous system. The gross
anatomy of the head and neck is also presented.
Organ System 2 - This section presents an integrated view of
the organs of homeostasis including the heart, lungs and kidneys.
The gross anatomy of the thorax is presented, as is an
introduction to biostatistics and epidemiology.
Organ System 3 - The structure and function of the gastrointestinal
tract, the endocrine organs, and the reproductive
organs is the primary focus of this section. Students concurrently
dissect the abdomen and pelvis.
Human Development and Health: The Human
Development and Health course begins the second academic
year, and runs for 8 weeks (17 hrs/week). It comprises a multidisciplinary
survey of biological, psychological, and social development
from conception to death; an investigation of the
behavioral and social determinants of health and illness; an
introduction to principles of medical law and ethics applied to
doctor-patient relationships and health care problems; and an
overview of health care services across the life span, their effectiveness,
and the forces shaping their evolution. An iin-depth
presentation of clinical epidemiology is included.
Mechanisms of Disease: The Mechanisms of Disease course
completes the second year running for 30 weeks (17 hrs/week).
It is comprised of eight sections:
■ General Pathology and Pharmacology
■ Infectious Disease
■ Diseases of Homeostasis
■ Oncology
■ Diseases of Metabolism
■ Diseases of the Nervous System
■ Diseases of the Reproductive Systems
■ Immune and Non-Immune Mediated Diseases of
Skin, Connective Tissue, and Bones/Joints
The course reviews the pathology and pathophysiology of the
organ systems previously presented in the Human Systems
course. In addition, basic principles of therapeutics, especially
pharmacologic, are presented.
Correlated Medical Problem Solving (CMPS): The CMPS
course runs through Phase 1 in parallel to Human Systems,
Human Development and Health, and Mechanisms of
Disease. It is designed to assist students in their development
as independent learners, and to promote the acquisition of
skills related to problem solving, access to information, and
group interaction and communication. The instructional format
is PBL, with students divided into groups of eight with
two faculty facilitators (one clinical and one basic science).
The course meets for three hours each week. Case content is
chosen to correlate with topics being presented in the concurrently
running basic science courses. Each case is developed
and discussed over a three week period, thereby providing
students with two weeks of independent study.
Clinical Medicine Course (CMC): CMC extends through
Phase 1, and is devoted to developing in students the skills,
attitudes and knowledge needed to practice clinical medicine.
The course focuses on the patient, on the developing physician,
and upon the special and complex relationship between
them. It also examines the role of community and family in
health and illness. It consists of two sections: PCM and SCP.
Each section meets one afternoon a week for four hours. The
curricula for PCM and SCP are intimately linked, and together
they are designed to complement the basic science courses
running concurrently. PCM takes place at the medical school,
while SCP occurs in the office of physicians practicing in the
community.
PCM - This section is devoted to medical history-taking skills,
physical examination, and professional development. It is run
in a seminar format. In the first year, the focus is on health,
wellness behavior, preventive medicine, and on normal physical
findings. In the second year, students revisit the medical
history and physical examination skills with a focus on illness
and abnormal findings. Differential diagnosis and clinical reasoning
are also presented.
SCP - This is a longitudinal clinical experience which begins
in the fall of the first year, and continues through Year 3 (and
an optional elective in Year 4). Students spend one half-day per
week in an ambulatory clinical site, under the supervision of a
physician preceptor. It is tightly coordinated with the PCM
section to help students practice medical interviewing, physical
examination skills, and community-oriented medicine.
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Electives I: Students have the opportunity for elective course
work in both Phases 1 and 3 of the curriculum. The elective
program is designed to provide students with the opportunity
to:
■ pursue a subject area in greater depth than might be presented
in the core components of the curriculum.
■ provide options to develop or refine skills, fill in gaps in
prior educational experience, and examine fields for future
study and emphasis.
■ pursue a scholarly activity, either writing or presenting
orally, a summary of a particular topic through a review of
the literature. In this way students develop expertise in the
objective evaluation and critique of the literature, as well as
develop their communication skills.
■ experience a closer faculty/student interaction, since most
of the electives consist of small groups or one-on-one interactions
with faculty.
Phase 1 electives expand upon the basic science core, and provide
students with the opportunity to broaden their academic
skills. Students can select from a wide range of elective options,
including classroom activities, clinical experiences, and
research opportunities.
Special Program Offerings
Combined Degree Programs
M.D./Ph.D. (Doctor of Philosophy)
M.D./M.P.H. (Master of Public Health)
M.D./M.B.A. (Masters of Business Administration)
M.D./M.C.T.R. (Masters of Clinical and Translation
Research)
M.D. Enrichment Program
The M.D. enrichment program allows students to
enhance the standard program with up to a year of
full-time academic work, outside of the formal combined
and dual degree programs. Students admitted
into the program will not be charged tuition for the
extra year. During this extra year, students will be
enrolled full-time in the School of Medicine and their
transcript will indicate that they participated in an
extra year of full-time academic study.
Phase 2 (Year 3)
During Phase 2 of the curriculum (Year 3), there
are two courses - Multidisciplinary Ambulatory
Experience (MAX) and Inpatient. These courses
together with the Advanced Clinical Experiences
course (Year 4) constitute the core clinical components
of the curriculum. MAX is divided into two
16-week components: MAX-1 and MAX-2. These
three 16-week components (MAX-1, MAX-2, and
Inpatient) can be taken in any order. During MAX
and Inpatient, the students attend their half-day
per week SCP, which they started in the first year.
Multidisciplinary Ambulatory Experience:
MAX is a 32 week course focused on ambulatory medicine. It
is divided into two 16-week sections (MAX-1 and MAX-2).
During MAX-1 and MAX-2 the students have three “Home
Week” sessions, where all students return to the medical
school. Evaluations (written and clinical skills assessment) are
essential activities during Home Week. In addition, each
Home Week is oriented around a theme. Students must also
complete an evidenced-based medicine project on one of the
patients they have seen during either their Inpatient or MAX
experiences.
MAX-1 - There are two six-week experiences: Internal Medi -
cine and Pediatrics and two one-week experiences:
Orthopedics and ENT. During these experiences, the students
have a half-day/week ambulatory Psychiatry clinic.
MAX-2 - There are two six-week experiences: Family Medicine
and OB/GYN and one three-week experience: Ambulatory
General Surgery.
Inpatient Experience: The Inpatient block is 16 weeks in duration,
and consists of rotations in Medicine (four weeks),
Surgery (four weeks), Psychiatry (four weeks), Pediatrics (two
weeks), and an experience called Beginning-to-End (two
weeks). In the Beginning-to-End experience, students follow
patients from admission in the Emergency Department
through discharge, regardless to which service the patient is
admitted. The focus of Beginning-to-End is on the patient’s
interaction with the health care system, and addresses issues
related to quality of care.

Phase 3 (Year 4)
Phase 3 (Year 4) consists of three components: a
required three month Advanced Clinical Experience
course; a two month Selective experience; and five
months of Electives. Students may customize this
phase of the curriculum, taking any of the components
in their preferred sequence. The schedules are
made in one month increments, and students do not
have to schedule all months of a particular component
in sequence.
Advanced Clinical Experiences: This course is
three months in duration, and provides students with an
intensive inpatient experience and exposure to issues related to
critical and emergency/urgent care. It is divided into three sections
(each 4 weeks in duration), which can be scheduled at
any time during Phase 3.
Advanced Inpatient Experience - Students can choose to do
the experience either in Medicine, Pediatrics, Surgery, or
Family Medicine. It allows students to build on the knowledge
and skills acquired during their previous clinical experiences.
Students assume responsibility for the simultaneous care of
multiple complex hospitalized patients, acquire advanced
knowledge and skills, and improve their efficiency. It is expected
that students will improve upon their history and physical
examination skills, and advance in their ability to interpret
clinical laboratory and radiological data. Students are expected
to function as an integral part of an interdisciplinary team, participate
in the education of the team members, and assume a
greater role in their own learning.
Emergency/Urgent Care Experience - Students participate in
patient care as it is delivered in an urgent/emergency setting.
Students split their activities between day and evening shifts.
In addition to providing patient care, students participate in
workshops on wound care, suturing, and splinting.
Critical Care Experience - Students can choose to do the
experience either in the Medical Intensive Care Unit, Surgical
Intensive Care Unit, Coronary Care Unit, or
Pediatric/Neonatal Intensive Care Unit.
Selectives: The Selectives course is two months in duration
and can be scheduled at any time during Phase 3. It is designed
with the recognition that being a physician encompasses the
roles of researcher, educator, and advocate for community
health. The Selectives provide students with the opportunity
to establish an experiential and knowledge base for these roles.
In each of the Selectives’ sections, students learn methodology,
skills and content as applied to an independent project.
Students develop a project within the framework of research,
education or community health. The selective can be scheduled
as a block or as a longitudinal experience. Students in
combined degree programs (M.D./Ph.D., M.D./M.B.A. and
M.D./M.P.H.) may use the Selective course to complete course
work toward their graduate degree.
Research - The goals of the research Selective experience
include: to develop an understanding of how research leads to
advancement of knowledge and the improvement of clinical
programs and community health; to acquire research skills and
methodologies; and to collaborate with colleagues from a variety
of fields and specialties.
Community Health - The goals of the community health
Selective include: stimulation of student interest in population
health; development of skills in addressing community health
problems; increasing awareness of community resources; and
development of an understanding of sociocultural factors that
affect health.
Education - The goals of the education Selective experience
include: preparation of the student for their future educational
roles (academic, patient instruction, and continuing education);
promotion of an understanding of the process of education;
and broadening the student teaching experience.
Electives II: Students have five months of elective time in
Phase 3, with each elective being one month in duration (students
may use one month for vacation/residency interviews).
Electives can be scheduled at anytime during Phase 3.
Students must complete at least three elective months in order
to graduate. Longitudinal electives can be arranged as well.
There are no requirements as to the type of electives to be
taken, or that electives need to be done at UConn affiliated
sites and institutions.
Graduation Requirements: Students must complete
the following requirements in order to be eligible for graduation
from the School of Medicine:
• Obtain a satisfactory grade in each course
• Successfully complete an approved elective plan
• Pass steps 1 and 2 of the USMLE examination
• Successfully complete the fourth year Clinical Skills
Assessment
• Complete the community service requirement
9

10
Admissions
Keat Sanford, Ph.D.
Assistant Dean of Admissions
The SOM welcomes all applicants
who have prepared themselves to
contribute to medicine’s grand traditions.
An enduring, challenging,
and fulfilling medical career awaits
those with the dedication to engage
in a course of study and life plan
that promises constant wonder,
intellectual fulfillment, and the
pleasure of serving others through
clinical service, research
and teaching.
Academic Preparation
The SOM faculty believes that a broad liberal arts education provides the
best background for those entering the medical profession. In addition to
the required courses in the physical and biological sciences, applicants
should include courses in the undergraduate curriculum encompassing
mathematics, foreign languages, literature, history, art, religion, psychology,
and political science. Medicine is best served by physicians whose learning
has been thoroughly grounded in both the sciences and the humanities.
There is no prescribed pre-medical curriculum. Applicants should present a
firm base in mathematics, must be able to use the English language effectively,
and should demonstrate breadth in the selection of courses taken, and
depth and rigor in areas of special interest. Survey courses in biology, chemistry,
and physics for non-science majors do not satisfy the core science
course prerequisites; applicants must take the introductory science course
sequences required for students majoring in those fields. The specific medical
school course requirements include:

I. Bachelor’s Degree or Equivalent
II. Completion of the Following Undergraduate Courses
(one year of college credit with lab)
A. General Chemistry
B. Organic Chemistry
C. Physics
D. Biology or Zoology
E. English—Courses in composition and literature are
strongly recommended.
III. Medical College Admission Test (MCAT) Scores
The MCAT exam is given in April and August each year. All
applicants are required to take the MCAT no later than the
August exam preceding their expected date of matriculation.
Applicants are required to sit for the exam within three years
of application. Test registration materials may be obtained
from the MCAT Program Office, Box 4056, Iowa City, IA
52243-4046, (319) 337-1357.
While completion of these basic prerequisite courses is considered
the norm, the school may consider innovative and less traditional
preparations on an individual basis. The applicant
must present convincing evidence for equivalent preparation
in these subject areas. Courses in biochemistry, genetics, and
physiology are recommended, but not required. While an
applicant may present a minimum of three years of college
work, ordinarily a four-year bachelor’s degree is considered a
prerequisite for entry.
The Process - First-Year Admissions
The SOM participates in the American Medical College
Application Service (AMCAS), a unit of the AAMC. It administers
the centralized application process that allows applicants
to apply to participating schools by submitting one application
directly to the service in Washington, DC. AMCAS verifies the
applicant’s academic record and then distributes the application
to the designated medical schools. AMCAS applications
may be obtained by contacting the Applicant Relations Unit
(202-828-0600), or by visiting the AAMC web site at
http://www.aamc.org. Applicants can file the application electronically
using AMCAS-E software, or by completing a hard
copy application and submitting it to: Student Services,
Association of American Medical Colleges, 2450 N Street
NW, Washington, DC 20037-1126.
The selection process at the SOM is implemented by a faculty
admissions committee consisting of basic science and clinical
science faculty, medical students, and representatives of the
community. The committee considers the applicant’s achievements,
ability, motivation, and character. In addition to the
AMCAS application, a supplemental application form and
interviews, if requested, allow applicants opportunities for presenting
themselves. The committee looks closely at the entire
academic record and MCAT scores in relation to the difficulty
of the academic program. Also considered are: evidence of academic
achievement beyond regular course work, evidence of
intellectual growth and development, evidence of substantial
extracurricular activities, and letters of recommendation.
Interviews are scheduled at the request of the committee.
Following a rolling admissions model, decisions are issued to
candidates at the direction of the committee beginning in mid-
October and continuing throughout the year. Counseling is
available for applicants wishing to discuss aspects of the application
process or specific concerns related to their individual
circumstances.
The SOM has a strong tradition of seeking a very diverse
entering class, with diversity defined along a myriad of dimensions
to include a representative sample of the highly capable
applicant pool that can meet the health care needs of all segments
of society. All interested applicants are encouraged to
apply. Further information on medical school admissions is
included in the Medical School Admissions Requirement
(MSAR), an annual catalog for applicants that provides profiles
of United States and Canadian medical schools as well as
descriptive information and data on recent applicant characteristics.
Copies of this book are available in most college
libraries, in the offices of pre-professional advisors, or from the
Association of American Medical Colleges, One Dupont
Circle, Washington, DC 20036.
Residence Preference
As a state-supported institution, the school gives preference to
Connecticut residents in the selection process. A few exceptionally
qualified out-of-state residents will be considered if
their admission can be expected to clearly enhance the high
standards and goals of the school. The SOM makes a special
effort to include those at a disadvantage by reason of economic
background, race, handicap, or disability. This assumes that
places will be offered only to those whose achievements and
capabilities are consistent with the rigor and high standards of
the educational program.
Technical Standards
The SOM has established technical standards for admission. A
candidate for the M.D. degree must have the knowledge, abilities,
and skills in the following areas to fully function as a
competent, independent professional: observation, communication,
motor, intellectual-conceptual (integrative and quantitative),
behavioral, and social. The Americans with Disabilities
Act (1991) places an obligation on schools to determine the
essential requirements of their programs. The central concern
is that the individual must be able to perform the essential
requirements in a reasonably independent manner, allowing
for some technical assistance accommodations, but expecting
that an individual be able to perform without a trained intermediary.
The SOM provides a medical education program to
prepare all candidates to enter any specialty; the school does
not specify special or less restrictive technical standards for different
specialty career tracts.
11

12
Health Career
Opportunity
Programs
(HCOP)
Marja M. Hurley, M.D.
Associate Dean for
Health Career Opportunity Programs
A top priority for the SOM has
long been the recruitment and
retention of students from diverse
groups under-represented in
American medicine. To that end,
the Health Career Opportunity
Programs (HCOP) actively
recruits minority medical
students and supports those who
are enrolled throughout the
academic year. HCOP is directed
by Marja M. Hurley, M.D.,
Associate Dean and Professor
of Medicine.
Admissions
Applications from underrepresented students are reviewed by the
Admissions Committee, using the same criteria applied to all applications.
Candidates for admission receive a full review and are selected on a competitive
basis. Under represented candidates invited for an interview meet with
the Associate Dean and/or the Assistant Dean for HCOP, staff of the HCOP
office, and medical students who answer questions in an informal setting.
The Associate Dean and Assistant Dean for HCOP are members of the
Admissions Committee. Students also serve on the Admissions Committee
and act as hosts for medical school applicants.

Support Programs
Academic support is available in the form of career and academic
counseling by the Associate Dean for HCOP and the
Associate Dean for Medical Student Affairs. Available upon
request to all incoming students are time management and
test-taking skills courses. In addition, tutorial services and
board examination review courses are available. Support is
available for research externships and fellowships at other
institutions.
Social support includes: a welcome reception for incoming
freshmen with classmates, upper level students, residents, fellows,
faculty, and community physicians; luncheon meetings
and seminars on health care topics throughout the academic
year, including the annual “Elbert A. Powell and Irma Cheek
Powell Minority Enrichment Lecture Series;” the Minority
Practitioners Mentoring Program with community physicians,
including minority medical alumni, serving as mentors for
enrolled medical students; and support for student representatives
to attend annual meetings of professional associations,
including the Student National Medical Association (SNMA).
The SNMA also offers first-year students assistance with their
new educational environment through a peer support network
with second-year students and communication of scholarly
and socially newsworthy items of interest to enrolled medical
students through a department newsletter.
Recruitment
Through HCOP, the SOM operates an extensive recruitment
and outreach program to ensure a diverse applicant pool.
Visits to area colleges and to historically Black colleges and
universities, representation at recruitment programs throughout
the country attended by potential applicants from diverse
groups, use of community resources, direct contact via letters
and summer enrichment programs are some of the methods
used to interest qualified applicants in our program. Our own
students are actively encouraged to participate in the recruitment
program.
Enrichment Programs
The SOM sponsors several summer enrichment programs
through HCOP. The High School Student Research
Apprentice Program (HSSRAP) is a six-week summer program
for minority or diverse high school sophomores, juniors and
seniors who have indicated an interest in medicine. It provides
the students with research experience in one of the basic science
or clinical laboratories at the SOM. The Pre-college
Enrichment Program (PCEP) is a six-week summer program
for high school seniors and college pre-freshmen. By enhancing
preparation, it aims to increase the retention rates of freshmen
already admitted to college. This program houses students
at Central Connecticut State University, the UConn
Storrs Campus and Wesleyan University. Housing and a
stipend are provided. The College Enrichment Program
(CEP) is a six-week summer program for college freshmen
and sophomores to increase the retention rate of students
admitted to college. Housing and a stipend are provided. The
Medical/Dental Preparatory Program (MDPP) is a six-week
summer program designed to provide reinforcement and
enrichment for students from diverse backgrounds who
expect to apply to professional schools of medicine and dentistry.
Two tracks are available. For students who will be taking
the August MCAT or October Dental Admissions Test
(DAT), the program focuses on MCAT/DAT test preparation,
clinical interaction with preceptors, and introduction to
problem-based learning through case studies. For all others,
the program consists of a basic medical sciences course
emphasizing essential principles of cell and molecular biology
correlated to PBL case studies. Clinical experiences and professional
development exercises are also presented. The
Summer Research Fellowship Program (SRFP) is a 10-week
research experience for undergraduate college students who
are interested in a career in academic medicine. Students who
are completing their junior or senior year are given preference
in selection, although some consideration is given to students
completing their sophomore year. Applicants should have
completed some courses in biology and chemistry, preferably
through organic chemistry. The MDPP and the SRFP also
serve as pre-matriculation programs for interested students
accepted to the School of Medicine. Housing and a stipend
are provided. For details about these and other programs, contact
the HCOP office at (860) 679-3483.
13

14
Student
Profiles
Duarte Machado
Class: 2005
Hometown: Waterbury, CT
Undergrad: Trinity College
Major: Neuroscience
Program: M.D.
As a laboratory assistant at UConn during my summers,
I conducted research that filled in some of the
gaps, neuron by neuron, of what is known about how
the brain processes auditory stimuli. My pathway to becoming
a physician started with my participation in research fellowships
sponsored by HCOP. These afforded me the opportunity
to work with Dr. Duck Kim, a professor in the Department
of Neuroscience. I returned to work with Dr. Kim year after
year, with my work serving as the basis for my undergraduate
honors thesis and publication in the Journal of Comparative
Neurology.
It was during this time that I was introduced to some of the
faculty and students at UConn, and I was very impressed by
what I saw and heard. As the son of immigrant factory workers,
I grew up not knowing anyone in the field of medicine
whom I could call a mentor. My early experiences at UConn
were thus important in directing my life and introducing me
to the field of medicine. They also helped me to realize that
UConn was a perfect fit for me, so I decided to apply during
my junior year of college as an Early Assurance candidate.
Being accepted was of great significance for me because I
would be the first in my family to attend medical school.
Early acceptance also allowed me to expand my involvement in
my college and neighborhood communities, activities that I
have continued into medical school. I have found the many
opportunities for growth and development outside of the classroom
to be some of UConn’s most appealing aspects. During
my first year, my interest in student activism and advocacy
flourished after joining the American Medical Student
Organization (AMSA). While serving as president of the
UConn AMSA Chapter during my second year, I helped to
organize a rally for universal health care with nonprofit groups
on the steps of the state capitol in Hartford. At the AMSA
National Convention in Washington, D.C., I was
subsequently elected as a Trustee, a position that I served during
my third year along with 23 other student leaders from
across the country. In this role, I have helped to increase membership
in the UConn Chapter and to raise its profile on a
national level.
I have also been able to learn more about another interest,
that of spirituality and medicine, through my involvement in
the Integrative/Complementary and Alternative Medicine
(ICAM) Interest Group. This group sponsors a monthly dinner
seminar series and a fair in an effort to increase medical
student awareness of the different forms of healing modalities
that patients access today. I gave a poster and an oral presentation
about ICAM curricula at UConn during a conference
in Toronto, Canada, and helped to submit an award winning
grant for further curricular developments in ICAM at
UConn.
The other aspect that I value about UConn is the fact that
students see patients early in their first year through SCP so
that they may begin to develop clinical skills. I found my
placement at Hartford Hospital’s internal medicine clinic to
be ideal. It has been wonderful for me to be able to continue
to work with people in the city that I have grown to love
from my days as an undergraduate. The skills I learned at my
SCP site have served me well at the South Park Inn Medical
Clinic, a free, full-coverage clinic run by medical students
that provides services to the residents of this Hartford homeless
shelter. The level of dedication of the student volunteers
amazed me, and this prompted me to serve on the South Park
Board of Directors. These experiences have helped to foster
my increased understanding of the diversified community
that I will continue to serve throughout my time at UConn.

Medicine, in its various shapes and forms, seems to
have been a long-standing, integral component of
most students here at UConn. For me, the easy part
was knowing I had an interest in medicine. The greater
challenge however, was stepping back to critically question
that pursuit.
As a liberal arts student in college, I delved into numerous subject
areas, choosing to concentrate my studies in the arts and
humanities. The ultimate question for me during that time
became ‘could I combine my devotion to the arts and humanities
with my underlying interest in medicine?’
In order to better understand my reasons for pursuing the rigors
of medicine, I decided upon graduation to remove myself
from the familiar, and facilitate a year of research, volunteer
work, and study in Israel. My time was divided between two
hospitals that differed geographically, economically and culturally.
Having witnessed the disparities among these health-care
facilities and, at times, the dehumanizing delivery of care, I felt
an urgency and commitment to make a difference in the field
of medicine. Such an experience emphasized not only the
short-sightedness in separating the arts and humanities from
the sciences, but more importantly, revealed just how critical
the junction of these two seemingly disparate fields is. Indeed,
a respect and understanding for humanity is central to the
delivery of quality care.
Tamara Goldberg
Class: 2005
Hometown: Madison, CT
Undergrad: Wesleyan
University
Major: Humanities
Program: M.D.
In the summer after my first year here at UConn, with the
support of faculty and staff, I had the opportunity to further
explore the impact of humanitarianism and medicine by
spending the summer learning Spanish and volunteering at a
hospital in Arequipa, Peru. Fostering connections with the
patients and medical clinicians there taught me the importance
of tailoring medical care to fit the needs of the people
we serve.
I feel that medicine today demands an appreciation of humanity
and a broad-visioned approach. As physicians, we are no
longer just scientists, but individuals with a myriad of interests
and backgrounds overlapping in a common field of study.
At UConn, it is this common interest that brings us together,
and it is our differences that drive us to take the path we ultimately
choose. We challenge one another, and yet thrive in
each other’s support. In the end, the uniqueness each of us
carries will serve to inspire and enhance the physicians we are
to become.
15

16
John Kelly III
Class: 2009
Hometown: Charlestown, RI
Undergrad: University of Rhode Island
Major: Microbiology & Chemistry
Program: M.D./Ph.D.
Ireceived the news of my acceptance to UConn via telephone,
while stranded in a duty-free shop at Chicago’s
O’Hare airport. I was returning with a group of friends
from a spring break trip to Laguna Beach, California. In spite
of a two-hour delay in Chicago, being tired and worn out
from the past week, that day was one of the greatest of my
life. I didn’t know it then, but I had found the place where
I belonged.
As an M.D./Ph.D. applicant, my search for a medical school
was about finding a balance, balance between truly humanistic
clinical medicine and excellent research programs, because the
modern physician/scientist requires both to tackle challenges
like cancer, AIDS and diabetes. No other school I saw melded
the two as well as UConn. The clinical faculty are top notch,
highly-skilled teachers adept at guiding students along their
chosen career paths, and the basic science professors are accessible,
well-funded, respected leaders in their fields. This combination,
with a wide-selection of Ph.D. concentrations to
choose from, made my decision to attend almost a foregone
conclusion.
I feel the excellent staff is complemented by an equally impressive
student body. UConn recognizes that the school exists for
the students, and our input is sought and encouraged on nearly
every facet of our medical education. The curriculum is regularly
reviewed and revised based on emerging data and
student response, student members sit on all important committees,
and the student interview is an integral part of the
admission process. There are almost endless choices for volunteer
work, either in existing organizations or by creating a new
one. Leadership opportunities abound, and most students take
the helm in at least one major activity.
I was particularly impressed to find that UConn students are
encouraged to maintain and develop their interests outside of
medical school. I’ve heard the saying, “All work and no play
makes for boring doctors.” This is taken to heart at UConn -
proven by an organization, the Medical/Dental Student
Government (MDSG), whose mission is to direct student
involvement in school functions and provide social events outside
of academics. The list is long, but includes items like
socials with the UConn law school, white-water rafting, skiing
and snowboarding, a Winter Formal, and a Connecticut Wine
Tour. Other events include Culture Shock, where students perform
musical and dance numbers from their various heritages,
and the Gong Show, a humorous variety performance that
gives students a chance to poke fun at the professors. While
these events are a welcome break from studying, they aren’t
completely self-serving, because a wide range of experiences
and interests is required to interact with a diverse patient population.
Thanks to organizations like MDSG, UConn students
are able to balance their work with other activities, maintaining
their mental well-being and rounding out their education.
It was clear to me that UConn fosters an interactive environment
where administrators, professors, and students work
together to produce an exceptional medical education.
Coupling this cooperative interaction with state of the art
facilities and researchers at the forefront of their fields made
UConn the obvious choice for the next phase of his career. In
summary, I’m proud to be a UConn student, and I encourage
you to make the same choice. You won’t be disappointed.

As the first doctor in his family, my father was especially
proud of his professional achievements. Growing up, I
listened attentively to stories about his surgical successes
curing various bladder and prostate conditions. I remember
attending a dinner for the mother of a baby boy on whom my
father had performed a life-saving operation. The mother now
considers my father part of her own family.
After an especially challenging first undergraduate semester at
Harvard, I seriously considered other career paths and took
“easier” courses during the second semester. When I first
arrived at UConn to participate in an HCOP sponsored academic
enrichment summer program following my freshman
year at Harvard, I was not sure if I would be able to get into
medical school. I used this as an opportunity to take more science
classes and do some soul-searching. Did I really want to
become a doctor?
It was that summer when my approach to preparing for a career
in medicine changed completely. Inspired by the pre-medical students
that shared the passion for the medical field and by current
UConn medical students who seemed so content with their
career choices, I realized that although the pre-medical and medical
educational experience can be stressful and competitive, it
can also be incredibly challenging and rewarding. I could see that
the students were comfortable with the “culture” of a school that
fostered camaraderie over competition. I realized that I shared the
same values with other students with a passion for medicine.
Returning to Harvard for my sophomore year, I was enthusiastic
and prospered in the remainder of my pre-medical requirements.
I joined Project Health at Boston Medical Center and assisted
pediatricians in the adolescent division in supplementing medical
care with social services, allowing patients dealing with teen pregnancy
to achieve a stable and healthy lifestyle through adequate
housing, education and job resources. Through a freshman mentoring
program, I realized that I could use the experience from
only one year at Harvard to guide incoming students, easing their
transition into college life. During the year between college and
medical school, I worked for Biogen Inc.’s Customer Support
Line and educated people with Multiple Sclerosis and health pro-
Janelle Mallett
Class: 2007
Hometown: Scarsdale, NY
Undergrad: Harvard University
Major: Biology
Program: M.D./M.B.A.
fessionals about the blockbuster drug Avonex . Sometimes people
recently diagnosed with MS would call in, desperate for information
because they did not know why they were diagnosed.
Others questioned why they should take Avonex if it could only
slow the disease process, offering no cure. Others called in devastated
that they could not afford the $10,000 a year drug, wanting
reassurance. It was the experience at Biogen that prepared me
for the complexities of the doctor-patient relationship.
I feel that the small medical class size and small group learning
experiences at UConn fosters a collegial atmosphere. We are
taught to value the group learning process. PBL teaches us to
appreciate our differences as we decipher interesting medical
cases. SCP teaches us to be aware of and improve on how we treat
patients in hypothetical situations and provides solid clinical
experience early in our medical education so we can start applying
our recently acquired knowledge to real situations.
Additionally, I also feel that UConn has allowed me to grow personally
as well as academically. The school’s tremendous involvement
in community service has given me a wealth of opportunities
to work in the Hartford community. During my first year at
UConn I taught sex education to sixth graders in Hartford public
schools, held a workshop for middle school students on basic
physiology principles during Primary Care Week, gave a
PowerPoint presentation for high school students on diabetes and
high blood pressure, and served at many of the student-run clinics,
including South Park and Migrant Farm Workers.
I am also involved in the AMSA and the SNMA, both locally and
nationally. From these experiences I have gained tremendous
exposure to political issues in medicine. I am currently enrolled
in the MBA program at the Storrs campus. I will graduate with
a combined M.D./M.B.A. degree. I have lobbied for Universal
Health Care on Capital Hill in Washington D.C. and met medical
student leaders from around the country. I learned that we
have a voice, even as medical students, in shaping our careers as
future physicians.
17

18
Faculty
Profiles
Dan Henry, M.D.
Department of Medicine
Professor of Medicine
Director, Multidisciplinary
Ambulatory Experience (MAX)
Dr. Dan Henry is very excited about the success of the SOM curriculum.
“Not only have the students improved their board scores,
but they have also been very successful in the residency match,” he
said. He has witnessed the impact of the students beginning SCP in the first
year. The students are being taught material in the second year that traditionally
is taught in the third year; thus, the faculty feels that the students
entering the third year are performing at a level that previous third-year
classes had only attained halfway through their clerkships. He is very proud
of the student commitment to the community: there is a waiting list for students
to volunteer at the student-run homeless clinics, and most of the first
year students participate in teaching health in the Hartford school system.
In his free time, Dr. Henry enjoys jogging, refereeing soccer, and playing
tennis and golf. He feels he is thriving at UConn. “I thoroughly enjoy my
position, as I get to work so closely with the students.”
“I thoroughly enjoy my position,
as I get to work so closely
with the students.”

Richard Zeff, Ph.D.
Department of Pathology
Associate Professor
For Dr. Richard Zeff, teaching is one of the most enjoyable parts of his
career, and he recalls with pleasure receiving the Charles N. Loeser
Award for Teaching from the UConn medical and dental students.
“My commitment is to prepare our students for a future of success in their
chosen area of health care.”
Dr. Zeff teaches immunology to the first and second-year medical, dental
and graduate students, and serves as a laboratory preceptor. “For me, teaching
represents total immersion in the process of sharing my involvement in
immunology with interested learners. Since my graduate education emphasized
training as a bench scientist, I would never have predicted the extent
to which I find fulfillment in teaching.” He gives much of the credit for that
to the friendly, but scholarly, environment of UConn.
There is value in the different approaches to medical education, such as correlated
medical problem solving, the advanced elective experience, and
investigative research. “Through exposure to these different learning styles,
our students highlight and broaden their medical training. In this way, students
can take ownership of their education, a first step in making independent
decisions about their future as health-care professionals”.
The advanced immunology electives for first- and second-year medical students
have been extremely enjoyable from the standpoint of fostering discussion
around classic and recently published scientific literature. During weekly
classes, medical students take more of a traditional graduate school
approach towards learning
by probing a variety of
topics in immunology
through discussion and
student presentations.
It was the shared pleasures
in learning and discussions
that led Dr. Zeff and several
students to develop an
informal literary club.
“The monthly meetings,
which my wife and I hold
at our home, are great fun
and an ongoing reminder
of how much our students
contribute to the scholarly
atmosphere of UConn.
One of the best parts of
my work day? That’s simple.
It’s seeing one of my
students in the hallway
and hearing, ‘Hey, Dr.
Zeff, how’s it goin’?”
“My commitment is to prepare our students
for a future of success in their chosen
area of health care.”
19

Good works...
beyond the classroom