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Greetings again from Pritzker!
Since hearing from us in the last mailing, we’ve officially finished our first year of classes
(WOOOOO!), dominated in U of C’s intramural sports leagues, and started to enjoy the beautiful
summer weather and activities around Chicago. Even though you’ve been fielding emails from us
about the White Coat Ceremony and Faces of Pritzker and are beginning to think about housing and
roommates for next year, we hope you’ve found plenty of time to relax and enjoy the start of
summer!
There is a lot of information included in this mailing, so we’ll let you get right to it. Enclosed you
will find:
• A general schedule for Orientation
• A letter from Dr. Shalini Reddy, Associate Dean of Student Programs and Professional
Development, welcoming you to Pritzker and introducing you to the medical school's
guiding principles of professionalism.
• A letter from our Academic Committee Co-Chairs discussing what to expect and how to
prepare for summer quarter
• A letter from Dr. Callum Ross, the course director for anatomy, and Dr. Jim O’Reilly, the lab
coordinator for anatomy, welcoming you to the course, explaining the logistics of anatomy
lab and lectures, and discussing how to prepare for the first day of class
• A letter from Dr. Monica Vela, the course director for Health Care Disparities, welcoming
you to the course and describing how to prepare for the first day of class
• A letter from Dr. Vineet Arora, Assistant Dean for Scholarship and Discovery, discussing the
longitudinal Scholarship and Discovery Program that begins during your first year at
Pritzker
• Book suggestions for anatomy
• Tips from your Academic Committee for beginning anatomy
• A letter with information on ordering scrubs for anatomy lab from one of Pritzker’s student
groups, SNMA (Student National Medical Association) – although it is not required, most
students wear scrubs during lab
• A sizing chart and order form for the SNMA scrubs sale
• Life at Pritzker, an annual publication for the incoming first-year class detailing the ins and
outs of life at Pritzker! This resource contains lots of useful tips, guidelines, and logistical
information that will ease your transition into med school over the next few months
• Orientation Co-Chair bios – get to know us a bit better!
• A transcript reminder flyer – please send in your transcripts!
• A flyer from the admissions office about your Pritzker scrub pants – what’s a Pritzker scrub
top without matching bottoms?!

Here are some deadlines to keep in mind:
• White Coat Ceremony Survey due June 10 th – this date has already passed, so please submit
your responses ASAP if you have not already done so:
http://pritzker.bsd.uchicago.edu/current/students/orientation/eforms.shtml)
• Faces of Pritzker Survey due June 24 th – this is a really quick, fun survey, so please take a
moment to fill it out:
http://pritzker.bsd.uchicago.edu/current/students/orientation/eforms.shtml)
• Immunization Form due July 1 st – refer to the first mailing for information on immunization
requirements; direct questions to Keeya Bailey at Keeya.Bailey@uchospitals.edu
• SNMA Scrubs Order Form due July 10 th – this is optional; but if you do not get scrubs, please
make sure you have some old clothes to use in lab that you won’t mind throwing away at
the end of anatomy
That’s all for now. As you await your final orientation mailing in July, please continue to check the
Orientation website (http://pritzker.uchicago.edu/current/students/orientation/) and, most
importantly, relax and enjoy your summer! In less than two months, you will be an official Pritzker
medical student, and we are all looking forward to welcoming you to campus. As always, please
contact us at orientation@bsd.uchicago.edu with any questions, comments, or concerns.
Cheers,
Sean Swearingen
MS14
Hannah Wenger
MS14

General Orientation Schedule
While we are still working out the details of the Orientation schedule, we wanted to
give you some information on your *general* time commitments for the weekend.
Thursday, August 4th, 2011
8:00AM‐4:30PM—Orientation activities on campus
5:30PM‐??—Orientation social activities, bonding time with your new classmates
and members of MS14!
Friday, August 5th, 2011
8:00AM‐4:00PM—Orientation activities on campus
Saturday, August 6th, 2011
9:00AM‐12:00PM—Basic Life Support Testing
1:00PM‐? – A social surprise
Sunday, August 7 th , 2011
3:00PM‐7:00PM – White Coat Ceremony
Monday, August 8 th , 2011
8:30AM‐1:00PM—Orientation activities on campus
Tuesday August 9 th , 2011
Classes Begin

Summer 2011
Dear Students,
We are excited that you will be joining the Pritzker family in August and I’d like to extend a
warm personal welcome to all of you! In the weeks leading up to medical school, there will
undoubtedly be times when you will be awed by, and perhaps nervous about, the notion that you
will become a physician in a few short years. The foundation of knowledge and skills you will
gain during your time at Pritzker will serve you well as you care for patients throughout your
careers. You will ultimately become the type of physician you wrote about in your applications
to medical school – someone who is compassionate, competent and professional.
The last word can be a difficult one to define. A few years ago, a group of students, faculty, staff
and deans set out to define what professionalism means to Pritzker. The group created a
document outlining the guiding principles of professionalism that will serve as a “touchstone”
during medical school. We will talk about these principles throughout your time here at Pritzker.
Our first discussion will be during orientation and I hope you will review the guiding principles
in advance so we can engage in a rich and meaningful discussion.
I look forward to meeting you all in August!
With warm regards,
Shalini Reddy MD
Associate Dean of Student Programs and Professional Development
The University of Chicago Pritzker School of Medicine
Associate Professor
Department of Internal Medicine

The University of Chicago Pritzker School of Medicine
Guiding Principles of Professionalism
Professional Responsibilities
As a medical student and future physician, I have chosen to pursue a profession which requires
personal integrity, compassion, and a constant awareness of the commitment I have made to
myself, to my patients, and to the other members of the teams with whom I work. Exhibiting
personal behaviors consistent with a respect for my chosen profession and having pride in my
work are central tenets of professionalism which I will strive to incorporate into my daily life. To
demonstrate my commitment to these responsibilities while enrolled at the Pritzker School of
Medicine, I will:
1. Seek and accept feedback and constructive instruction from teachers, peers, residents and
faculty in order to continually improve my educational experience, knowledge, and
clinical skills.
2. Commit to the highest standards of competence both for myself and for those with whom
I work.
3. Recognize the importance of life-long learning and commit to maintaining competence
throughout my medical career.
4. Be mindful of my demeanor, language, and appearance in the classroom, in the presence
of patients, and in all health care settings.
5. Be accountable to all members of the Pritzker community, including students, residents,
faculty, and support staff.
6. Admit to and assume responsibility for mistakes in a mature and honest manner and
develop productive strategies for correcting them.
7. Refrain from using illicit substances. Refrain from using alcohol, non-prescription or
prescription drugs in a manner that may compromise my judgment or my ability to
contribute to safe and effective patient care.
8. Be considerate and respectful of others’ (teachers, peers, residents and faculty) time,
rights, values, religious, ethnic and socioeconomic backgrounds, lifestyles, opinions, and
choices, even when they differ from my own.
9. Meet the expectations for participation and timeliness that are communicated to me by
those who teach me.
10. Take an active role in caring for the diverse patient population served by the University
of Chicago Medical Center.
11. Recognize my limitations and seek help when my expertise, knowledge, or level of
experience is inadequate to handle a situation in the classroom, hospital, or research
setting.

The University of Chicago Pritzker School of Medicine
Guiding Principles of Professionalism
Professional Relationships
Establishing productive and respectful relationships with patients, faculty, residents, staff, and
colleagues is an essential component of providing the best possible health care. To strive for
professionalism and kindness in all of my daily encounters, I will:
1. Maintain appropriate relationships with patients, teachers, peers, residents and faculty.
2. Treat all members of the University of Chicago Medical Center and Pritzker community,
patients, and their families with respect, compassion, and dignity.
3. Be mindful to avoid intentionally embarrassing or deriding others.
4. Provide feedback to others (both colleagues and superiors) in a constructive manner, with
the goal of helping them to improve.
5. Treat those who participate in my education (e.g. standardized patients) with dignity and
respect.
6. Actively work to create an atmosphere in classrooms, clinical settings and in laboratories
that is conducive to optimal, interactive learning.
7. Help and support my peers during difficult times in their academic, professional, and
personal lives.
8. Attend to my own physical and emotional well-being.

The University of Chicago Pritzker School of Medicine
Guiding Principles of Professionalism
Professional Ethic
Certain personal values and behaviors will be expected of me as a care-giver and as an
ambassador of the Pritzker School of Medicine. Through my behaviors, I will demonstrate a
commitment to honoring and upholding the expectations of the medical profession, and, in so
doing, I will contribute to maintaining society’s trust in it. In particular, I will:
1. Maintain the highest standards of academic and scholarly honesty throughout my medical
education, by behaving in a trustworthy manner.
2. Recognize and function in a manner consistent with my role as a student on a team.
3. Maintain a commitment to patient confidentiality, recognizing that patients will trust me
with sensitive information.
4. Place my patients’ interests and well-being at the center of my educational and
professional behavior and goals.
5. Treat cadaveric and other scientific specimens with respect.
6. Adhere to the standards of the profession as put forth by the American Board of Internal
Medicine Physician Charter (Appendix A) whose fundamental principles are social
justice, patient autonomy, and the primacy of patient welfare.
7. Learn about and avoid conflicts of interest as I carry out my responsibilities.
8. Contribute to medical knowledge through active scholarship and discovery.

Appendix A: Medical Professionalism in the New Millennium A New Charter ABIM
2004 ABIM Foundation, ACP Foundation, European Federation of Internal Medicine
Preamble
Professionalism is the basis of medicine’s contract with society. It demands placing the interests of patients above those of
the physician, setting and maintaining standards of competence and integrity, and providing expert advice to society on matters
of health. The principles and responsibilities of medical professionalism must be clearly understood by both the profession and
society. Essential to this contract is public trust in physicians, which depends on the integrity of both individual physicians and
the whole profession.
At present, the medical profession is confronted by an explosion of technology, changing market forces, problems in health
care delivery, bioterrorism, and globalization. As a result, physicians find it increasingly difficult to meet their responsibilities
to patients and society. In these circumstances, reaffirming the fundamental and universal principles and values of medical
professionalism, which remain ideals to be pursued by all physicians, becomes all the more important. The medical profession
everywhere is embedded in diverse cultures and national traditions, but its members share the role of the healer, which has
roots extending back to Hippocrates. Indeed, the medical profession must contend with complicated political, legal, and market
forces. Moreover, there are wide variations in medical delivery and practice through which any general principles may be
expressed in both complex and subtle ways. Despite these differences, common themes emerge and form the basis of this
charter in the form of three fundamental principles and as a set of definitive professional responsibilities.
Fundamental Principles
Principle of primacy of patient welfare. The principle is based on a dedication to serving the interest of the patient. Altruism
contributes to the trust that is central to the physician-patient relationship. Market forces, societal pressures, and administrative
exigencies must not compromise this principle.
Principle of patient autonomy. Physicians must have respect for patient autonomy. Physicians must be honest with their
patients and empower them to make informed decisions about their treatment. Patients’ decisions about their care must be
paramount, as long as those decisions are in keeping with ethical practice and do not lead to demands for inappropriate care.
Principle of social justice. The medical profession must promote justice in the health care system, including the fair
distribution of health care resources. Physicians should work actively to eliminate discrimination in health care, whether based
on race, gender, socioeconomic status, ethnicity, religion, or any other social category.
A Set of Professional Responsibilities
Commitment to professional competence. Physicians must be committed to lifelong learning and be responsible for
maintaining the medical knowledge and clinical and team skills necessary for the provision of quality care. More broadly, the
profession as a whole must strive to see that all of its members are competent and must ensure that appropriate mechanisms are
available for physicians to accomplish this goal.
Commitment to honesty with patients. Physicians must ensure that patients are completely and honestly informed before the
patient has consented to treatment and after treatment has occurred. This expectation does not mean that patients should be
involved in every minute decision about medical care; rather, they must be empowered to decide on the course of therapy.
Physicians should also acknowledge that in health care, medical errors that injure patients do sometimes occur. Whenever
patients are injured as a consequence of medical care, patients should be informed promptly because failure to do so seriously
compromises patient and societal trust. Reporting and analyzing medical mistakes provide the basis for appropriate prevention
and improvement strategies and for appropriate compensation to injured parties.
Commitment to patient confidentiality. Earning the trust and confidence of patients requires that appropriate confidentiality
safeguards be applied to disclosure of patient information. This commitment extends to discussions with persons acting on a
patient’s behalf when obtaining the patient’s own consent is not feasible. Fulfilling the commitment to confidentiality is more
pressing now than ever before, given the widespread use of electronic information systems for compiling patient data and an
increasing availability of genetic information. Physicians recognize, however, that their commitment to patient confidentiality
must occasionally yield to overriding considerations in the public interest (for example, when patients endanger others).
Commitment to maintaining appropriate relations with patients. Given the inherent vulnerability and dependency of
patients, certain relationships between physicians and patients must be avoided. In particular, physicians should never exploit
patients for any sexual advantage, personal financial gain, or other private purpose.

Appendix A: Medical Professionalism in the New Millennium A New Charter ABIM
2004 ABIM Foundation, ACP Foundation, European Federation of Internal Medicine
Commitment to improving quality of care. Physicians must be dedicated to continuous improvement in the quality of health
care. This commitment entails not only maintaining clinical competence but also working collaboratively with other
professionals to reduce medical error, increase patient safety, minimize overuse of health care resources, and optimize the
outcomes of care. Physicians must actively participate in the development of better measures of quality of care and the
application of quality measures to assess routinely the performance of all individuals, institutions, and systems responsible for
health care delivery. Physicians, both individually and through their professional associations, must take responsibility for
assisting in the creation and implementation of mechanisms designed to encourage continuous improvement in the quality of
care.
Commitment to improving access to care. Medical professionalism demands that the objective of all health care systems be
the availability of a uniform and adequate standard of care. Physicians must individually and collectively strive to reduce
barriers to equitable health care. Within each system, the physician should work to eliminate barriers to access based on
education, laws, finances, geography, and social discrimination. A commitment to equity entails the promotion of public health
and preventive medicine, as well as public advocacy on the part of each physician, without concern for the self-interest of the
physician or the profession.
Commitment to a just distribution of finite resources. While meeting the needs of individual patients, physicians are
required to provide health care that is based on the wise and cost-effective management of limited clinical resources. They
should be committed to working with other physicians, hospitals, and payers to develop guidelines for cost effective care. The
physician’s professional responsibility for appropriate allocation of resources requires scrupulous avoidance of superfluous
tests and procedures. The provision of unnecessary services not only exposes one’s patients to avoidable harm and expense but
also diminishes the resources available for others.
Commitment to scientific knowledge. Much of medicine’s contract with society is based on the integrity and appropriate use
of scientific knowledge and technology. Physicians have a duty to uphold scientific standards, to promote research, and to
create new knowledge and ensure its appropriate use. The profession is responsible for the integrity of this knowledge, which is
based on scientific evidence and physician experience.
Commitment to maintaining trust by managing conflicts of interest. Medical professionals and their organizations have
many opportunities to compromise their professional responsibilities by pursuing private gain or personal advantage. Such
compromises are especially threatening in the pursuit of personal or organizational interactions with for-profit industries,
including medical equipment manufacturers, insurance companies, and pharmaceutical firms. Physicians have an obligation to
recognize, disclose to the general public, and deal with conflicts of interest that arise in the course of their professional duties
and activities. Relationships between industry and opinion leaders should be disclosed, especially when the latter determine the
criteria for conducting and reporting clinical trials, writing editorials or therapeutic guidelines, or serving as editors of scientific
journals.
Commitment to professional responsibilities. As members of a profession, physicians are expected to work collaboratively
to maximize patient care, be respectful of one another, and participate in the processes of self regulation, including remediation
and discipline of members who have failed to meet professional standards. The profession should also define and organize the
educational and standard-setting process for current and future members. Physicians have both individual and collective
obligations to participate in these processes. These obligations include engaging in internal assessment and accepting external
scrutiny of all aspects of their professional performance.
Summary
The practice of medicine in the modern era is beset with unprecedented challenges in virtually all cultures and societies. These
challenges center on increasing disparities among the legitimate needs of patients, the available resources to meet those needs,
the increasing dependence on market forces to transform health care systems, and the temptation for physicians to forsake their
traditional commitment to the primacy of patients’ interests. To maintain the fidelity of medicine’s social contract during this
turbulent time, we believe that physicians must reaffirm their active dedication to the principles of professionalism, which
entails not only their personal commitment to the welfare of their patients but also collective efforts to improve the health care
system for the welfare of society. This Charter on Medical Professionalism is intended to encourage such dedication and to
promote an action agenda for the profession of medicine that is universal in scope and purpose.

Hello MS15s!! June 10, 2011
Welcome to Pritzker and congratulations on the beginning of your medical career.
As your Academic Orientation Co-chairs we’re here to help you navigate the Pritzker curriculum
and put you in touch with the resources you’ll need to be successful. Each quarter is different
and we hope to provide resources to help you transition between courses. At the beginning of
each quarter, we’ll provide a booklist with feedback from previous students about the
resources they found most useful. We’ll also provide an overview of what to expect from
upcoming classes and give you the opportunity to ask questions.
During orientation you’ll meet Dr. Brukner, the Associate Dean of Medical Education. She’ll
provide an overview of the Pritzker Initiative and how the curriculum is designed to guide you
on your road to becoming a physician. In addition you’ll have the opportunity to ask second
year students questions about The Human Body course. We’ll also provide some general advice
about what to expect about academics during the first year at Pritzker.
In this packet there are materials to introduce you to summer classes. Attached you’ll find a
letter from Dr. Monica Vela, the course director of Health Care Disparities in America, and Dr.
Vineet Arora, the course director of Scholarship and Discovery. You’ll also find a letter from The
Human Body course director, Dr. Callum Ross.
We’ve included a list of required and recommended texts for anatomy. The official course
books include: Gray’s Anatomy for Students, Grant’s Dissector, The Developing Human (by
Moore and Persaud), and Human Sectional Anatomy Pocket Atlas of Body Sections, CT and MRI
images. However, many students choose to buy alternate texts that better suit their study
preferences. Please see the enclosed list of book ratings and take the time to check out the
comments for each book to get a feel for what our classmates—the Class of 2014—found to be
most helpful. When reading these comments keep in mind that everyone has his or her unique
learning style; different books appeal to different people. You’ll also find a handout on tips and
tricks for getting through anatomy lab and anatomy lecture.
The Anatomy course is fast-paced, but well organized. Due to the accelerated sequence, it may
help if you begin familiarizing yourself with some important terminology before arriving on
campus. Dr. Ross suggests taking a look at the embryology book by Moore and Persaud to
make your first week easier. This text will be useful throughout the entire anatomy course as
each unit begins with development and embryology. If you are willing to wait to purchase your
books, we will be holding a book sale during orientation August where you can purchase many
of the texts listed above (at a much reduced price).
Now for a few words about the Anatomy course. First, the course will be time intensive, so
take time to relax and enjoy your summer—there will be plenty of time for studying once you
start med school.

Second, human dissection can be difficult for some students; often books or open discussion
with your friends and family can help you prepare for many feelings encountered during your
time in the gross lab. Before the first day of dissection, Dr. Farr Curlin will give a lecture on
humanism in medicine and address many issues surrounding the gross lab. If you have
concerns or questions about dissection, please feel free to contact Dr. Curlin whose email
address is included at the bottom of this letter.
Third, the University of Chicago web site for Anatomy will be made available to you as soon as
possible. It is located at on the Chalk system: chalk.uchicago.edu. All of the lectures from last
year will be posted and updated as class nears. The human embryology material will be
available for download from this site as well. To log in, you’ll need to activate your CNet ID; you
should receive e-mail notification when this occurs. Once you’ve activated your CNet ID, you
should also be able to access TimeSpace (http://kakashi.uchicago.edu/timespace/), where you
can access recordings and powerpoints from courses given in the 2010-2011 school year,
including Anatomy.
Fourth, contained in this mailing is information for purchasing scrubs through SNMA. Some
students choose this route, but there will also be used scrubs available from last year’s class.
While we can’t guarantee the number of used scrubs available, there were more than enough
to go around for students who wanted them last year. Scrubs are not absolutely necessary, you
can wear whatever you like as long as you don’t mind throwing it away. Please bring a pair of
shoes that you can also throw away at the end of lab. See the included list of “tips” for further
information on how to prepare for anatomy lab.
We hope this provides a preview of summer quarter and the year to come. Please email us
with any questions or concerns regarding academics or the curriculum. If you have any
questions or concerns about the anatomy course please contact us, Dr. Ross, or Dr. O’Reilly. If
you have concerns about human dissection, please contact Dr. Kieff or Dr. Curlin.
Enjoy your summer and see you in August,
Cassie LaMar
clamar@uchicago.edu
Kim Clinite
kclinite@uchicago.edu
Teaching Staff Information
Dr. Ross, Anatomy Course Director
rossc@uchicago.edu
Dr. Curlin, Humanism in Medicine
fcurlin@medicine.bsd.uchicago.edu
Dr. O’Reilly, Anatomy Lab Instructor/Lecturer
oreilly@uchicago.edu
Dr. Kieff, Assistant Dean for Student Affairs
ekieff@bsd.uchicago.edu

May 31, 2011
DEPARTMENT OF ORGANISMAL BIOLOGY AND ANATOMY
1027 East 57th Street Chicago, IL 60637
Ross Phone: 773 834 7858
rossc@uchicago.edu
Dear 2011 Entering Class,
As Course Director, I welcome you to The Human Body, the human gross anatomy course at the
Pritzker School of Medicine. During this course you will learn a large new anatomical vocabulary,
learn to identify a large number of structures in a cadaver and ultimately be able to visualize the
three dimensional relationships of those structures to one another in your patients.
Most of you are looking ahead to the upcoming course with a mixture of great anticipation and at
least some trepidation. Beyond the obvious issues around death and the dissection of a human
body, you should know that the experience of cadaver dissection will profoundly change how you
view yourself and others. It is an essential first step in your education as a clinician, but it is also
an experience that will set you apart from most other people.
Know that your instructors are keenly aware of some of the intense emotions you may experience
when you initially work with your cadaver, but try to keep in mind that those difficult emotions
will pass. The temporary discomfort you may experience is well worth it, as a good working
knowledge of anatomy is essential to be effective in most areas of medicine. If you are worried
about your initial reaction to working in the cadaver lab, you may contact me
(rossc@uchicago.edu), or Dr. Elizabeth Kieff, Department of Psychiatry and Behavioral
Neurobiology, Assistant Dean for Student Affairs (ekieff@bsd.uchicago.edu ). Dr. Kieff is a great
resource available to you for addressing issues surrounding death and dissection. If it would help,
you may also decide to contact Dr. O’Reilly, (oreilly@uchicago.edu) and arrange for a private tour
before the cadaver laboratories start.
Teaching Staff
I will be joined in the laboratory and lecture hall by our outstanding teaching staff: Dr. O’Reilly,
Laboratory Coordinator and Senior Lecturer in OBA, and postdoctoral teaching fellows, Dr. Jose
Iriarte-Diaz (http://home.uchicago.edu/~jiriarte/) and Dr. Laura Porro
(http://strainlab.uchicago.edu/Members/laura-porro/laura-porro). Dr. Iriarte-Diaz (“Pepe”) is
originally from Chile and earned his Ph.D. from Brown University. Dr. Porro is originally from
Chicago, and earned her Ph.D. at Cambridge University in the U.K. They are all exceptional
anatomists, as well as dedicated and popular teachers. This year Dr. O’Reilly was awarded the
LDH Wood Preclerkship Teaching Award by the first year medical students! I look forward to
working with these people again.
In addition to your laboratory instructors, you will benefit greatly from the attention of our student
teaching assistants. The student TAs are mainly second and fourth year medical students, but can
also include M.D./Ph.D. students and graduate students. Many of these TAs have served as TAs in
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the past. They are carefully selected and play a critical role in the course. TAs will actively assist
you in your dissections, conduct regular small group sessions on medical imaging, conduct review
sessions with the cadavers and organize practice practical exams. The TAs work incredibly hard
for you and deserve your utmost respect and gratitude.
Throughout the course, we will be visited in lab by clinicians from the hospital. They will provide
a short clinical lecture at the beginning of lab and then will tour the lab and visit with you while
you are dissecting. They are often accompanied by some of their residents. These clinical lectures
give you some clinical context for the anatomy you are learning, but also give you chance to meet
potential future mentors and to make contacts with people you might like to shadow.
Laboratories
The laboratory portion of the Human Body course is very technical. The goal is for you to learn
anatomy so that you can understand and converse readily with your future clinical instructors. The
course is not an intellectual exercise and the material covered is carefully chosen to provide the
level of detail you need to progress efficiently in subsequent clinical courses. Of course, you may
ultimately choose a specialty that requires knowledge of only specific subset of the material we
will cover – but at this point, many of you are intellectual stem cells, and your fate is
undetermined. What you learn in this course will allow you to pursue any professional path, and
perhaps more importantly, help you make informed decisions about your professional future.
The material covered in lectures will be revisited in the laboratory portion of the course. The
laboratory portion of the course is very structured and very dense. Attendance in lab is required,
for several reasons. You are unlikely to pass the course if you do not attend. The scheduled
laboratory times are the times when instructors, TAs and clinicians will be there. Moreover, during
the ten weeks of the course, you and the other three members of your lab team will dissect an
entire cadaver. This is an enormous amount of work and it is unreasonable, unfair and
unprofessional for you to expect the other members of your team to do this work for you. So, be
prepared, show up on time, and do your fair share of the work. Plan your life accordingly. In
addition, you should expect to work outside of regular lab times in order to keep up with the
dissection schedule. Indeed, you may find that you learn some things better in a small group, with
a partner, or alone in lab.
Dissection tools, manuals and atlases will be provided for each dissection team – these should
never leave the lab. We do recommend that you buy a copy of the dissector and an atlas of your
choice to prepare for lab and study for exams. You will need to have a set of dedicated clothing
for working in the dissection lab. The chemicals used to preserve the cadavers are safe but
odiferous – and you will not want to take those odors home with you. Locker rooms are provided
for you to change in and out of your street clothing. We also have a limited supply of clean preowned
scrubs that are available on a first-come, first-serve basis.
The embryology labs in the first week will involve study of digital images of serially section
human embryological material from the Carnegie Collection. The digital files and copies of the
laboratory handouts will be available on the class website.
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We have purchased licenses for an interactive digital anatomy atlas that we will be using in lecture
and lab - http://www.interactelsevier.com. Every class member will be able to install this on a
computer. This software only runs on a Windows operating system. If you do not have Windows,
you can use the software on a computer on campus. We are currently testing its compatibility with
Windows emulator software and will contact you when those tests are complete.
Medical Imaging and Serial Sections
Once you have learned your vocabulary and can identify structures of interest on a dissected
cadaver, you need to be able to visualize these structures in place in three dimensions. This final
step is achieved through the study of serial cross sections of intact cadavers and various types of
medical images taken from living patients (radiographs, MRI and CT scans). This material has
been integrated into the course under the guidance of Dr. Chris Straus, in the Department of
Radiology. The original cross sections will be available for study in the anatomy lab, and images
of the cross-sections are also available on the class website.
Practical Exams
Each written lecture exam is accompanied by a laboratory practical exam that is graded separately.
The laboratory practical for the embryology module will consist of a PowerPoint presentation with
questions about the same images from the Carnegie collection that are used in the laboratory. The
material covered in the rest of the laboratories will be tested on cadavers, cross sections and
medical images. Like the written exams, you must earn a grade of 65% in order to pass. You will
have one chance to retake each exam if you fail on your first attempt.
Study Tips
Learning anatomy involves a great deal of memorization. The sooner you start to study the
vocabulary, the better. So, if you want a leg up, get a set of flashcards and spend some quality time
with them over the rest of the summer. An extremely effective strategy, and efficient use of your
time, is to use the text and flashcards to become familiar with the names of the structures you will
be looking for in your dissection BEFORE each lab. This allows you to focus on doing a good
dissection and correctly identifying the various structures you need to know on the cadaver while
in lab. It also allows you to utilize your TAs and instructors for learning the most challenging
material rather than basic things you can learn on your own. You can also prepare for lab by
viewing the dissection videos on the course website.
I am looking forward to meeting all of you. Please feel free to e-mail me or Dr. O’Reilly if you
have any questions.
Sincerely,
Callum F. Ross, Ph.D.
Associate Professor
3

June 1, 2011
Dear Students,
I am looking forward to your arrival on campus and to working closely with you in the
first couple of months.
A few years ago, the Robert Wood Johnson Foundation awarded an $8 million grant to
the University of Chicago and National Opinion Research Center to become the National
Program Office for a major initiative called Finding Answers: Disparities Research for
Change. Led by Marshall Chin, MD, MPH, Associate Professor of Medicine, over 25
faculty and staff across the University are the vanguard for this national effort housed on
our campus in the Center for Health and the Social Sciences (CHeSS). The goals of
Finding Answers are to discover and evaluate interventions to reduce racial and ethnic
health care disparities, disseminate the findings nationally and translate them into realworld
practice.
As a major component of this important initiative, Pritzker students attend Health
Disparities in America, an intensive six-week course experience alongside the Anatomy
coursework. The course draws upon the skills and strengths of instructors from a variety
of different educational backgrounds, levels of training, and perspectives, including
senior medical students, residents, fellows and faculty. The course utilizes an innovative
and dynamic approach to help students attain a solid knowledge base in this field,
including historical perspectives and current conditions. The curriculum has a special
focus on the local surrounding communities and neighborhoods of the South Side of
Chicago. The goal is to arm you with the knowledge and skills that will help frame your
medical education within the context of greater societal issues, provide access to mentors
in the field of health disparities, create a basis for future service and research projects in
health disparities, and, ultimately, support the development of you and your classmates
into the future leaders who will effect real-world change. You will learn about the
impactful changes our students have already made on our patients’ lives.
There are no required texts for this course. The syllabus will contain a number of reading
materials that will be available on the first day of classes. Previous classes of Pritzker
students have passed on a summer reading list that may help prepare you to for the
complicated societal, health and health care issues addressed in the course. I have added
this list to the end of this letter. This is by no means a required reading list. I do not
recommend that you purchase these books. Rather, I would recommend that you visit a
local library or borrow a used book.
Previous students have had the following comments at the end of the course,
“The mood among my classmates was optimistic, that we, in our limited time at Pritzker,
could effect change and help the people around us.”

One of the best things…was how relevant…[the course was] to the specific neighborhood
that we now live in and will serve,” “..the ties to the local community really focused us
on the issues our patients will face..,” “..an important learning experience for me was
learning more about the South Side of Chicago, especially the poverty in the area.”
Congratulations to you on your success and best wishes to you as you pursue your goals
in medicine.
Sincerely,
Monica Vela, M.D.
Associate Professor
Course Director, Health Disparities in America
Associate Vice Chair for Diversity
Department of Medicine
Associate Dean of Multicultural Affairs
University of Chicago Pritzker School of Medicine
Heat Wave: A Social Autopsy of Disaster in Chicago by Eric Klinenberg
Mama Might Be Better Off Dead: The Failure of Health Care in Urban America by
Laurie Kaye Abraham
The Spirit Catches You and You Fall Down by Anne Fadiman
Infections and Inequality by Paul Farmer
Medical Apartheid by Harriet A. Washington

THE UNIVERSITY OF
CHICAGO
BIOLOGICAL SCIENCES
D EPARTMENT OF M EDICINE
Section of General Internal Medicine
5841 South Maryland Avenue, MC 2007, Chicago, Illinois 60637
Phone 773-702-8157 • Fax 773-834-2238
varora@medicine.bsd.uchicago.edu
Dear incoming class of 2015,
Welcome to Pritzker School of Medicine from Scholarship & Discovery! We have just
completed our second year of this new program and are eager to build on our early
successes. The Scholarship & Discovery team will be on hand in mid August to introduce
you to the basic concepts of scholarship, the core knowledge related to the scholarly tracks
(scientific investigation, quality and safety, medical education, global health, community
health), the program milestones for each year, and of course our student successes with our
faculty mentors.
While the goal of scholarship & discovery program is ultimately to focus on a specific area
and complete a mentored scholarly project before you graduate, that is 4 long years away.
The first step on this journey is to ‘discover’ your interests. While some of you may arrive
with predefined interests based on your college or post-college experiences, many of you
will also be uncertain and ready to engage in new experiences to ultimately help inform your
interests. In fact, we anticipate that you will likely engage in a variety of activities in your first
year that will inform your choice of a mentor and track. For example, you may want to
volunteer at one of several student free clinics, arrange an out of country healthcare
experience, start a quality improvement project, TA a course, or conduct bench or clinical
research. Formal ‘class’ time learning about scholarship does not compare to really getting
out there and participating in these activities to figure out what you are ultimately interested
in.
So for the moment, relax and enjoy! We look forward to meeting you as you start this
journey. Since part of discovery is self-learning, we have created Scholarship & Discovery
wiki website to keep you posted of the latest in Scholarship & Discovery
https://sites.google.com/site/scholarshipdiscovery
If you have any questions that we can help you with, feel free to email us at
scholarshipanddiscovery@bsd.uchicago.edu
Warmest regards from the Scholarship and Discovery team,
Sujata Mehta, MA
Manager, Scholarship and Discovery
Pritzker School of Medicine,
University of Chicago
Vineet Arora, MD, MAPP
Assistant Dean for Scholarship & Discovery
Pritzker School of Medicine,
University of Chicago

Summer 2011 Book List for Human Morphology and Anatomy
Welcome MS15!
We hope that you are getting excited to start medical school at Pritzker this August! This guide is
designed to help you determine the books you might want to get for your upcoming summer of
anatomy. Because we already love you so much, MS14 has provided some advice on textbooks. For
each book listed below, there are some statistics obtained about each book as well as some
recommendations about them from our class. We have included only specific recommendations in
order to more accurately guide you towards making a decision on which books to purchase. The
textbook data were compiled from a survey completed by 69 students in our class.
Notice that the required textbooks were not always judged the most useful. Still, take all this with a
grain of salt: what matters most is that you find the resources that will work best for you, your study
habits, and your budget.
If you have any questions, feel free to pester:
Cassandra Lamar (Academic co-chair) – clamar0510@gmail.com
Kim Clinite (Academic co-chair) – kimberlina281@gmail.com
Note: Underlined books are required.
Gray’s Anatomy for Students:
A user-friendly format, a regional organization, clear
illustrations and photos make this book the go-to book for
anatomy. Unique coverage of surface anatomy, correlative
diagnostic images, and clinical case studies demonstrate practical
applications of anatomical concepts.
74% of students used this book
The Good: “I loved Gray's Anatomy for Students and read
the entire thing. It was extremely helpful to do this. Once I
had the anatomy down, I only had to spend about an hour on radiology for each exam.”
“For the written portion, Dr. Ross’ lectures and ppt's are all you need. I occasionally referenced
Gray's for some of the harder concepts. For the practicals, the TA review sessions and the
practice practicals before each test are absolutely key.”
“Read Gray's Anatomy cover to cover. Reviewed the lectures and bold terms in the dissector
and was good to go.”
The Bad: “For the first two exams, I spent almost all of my time reading the assigned sections
from Gray's anatomy and passed. However, I then stopped reading the text entirely and
performed far better by focusing my attention on the powerpoints and flashcards.”

Grant’s Dissector:
The step-by-step guide to cadaver dissection that we’ll be using in
lab.
23% bought this book and read it to prepare for lab or tests
48% bought this book but did not use it
29% did not buy this book
The Good: “I wish I would have bought the dissector just
because it’s such a short, easy read and it would have better
prepared me for lab each day.”
“None of the texts are really necessary, in my opinion, but if any, I'd get an Atlas and maybe
Grant's.”
The Bad: “I found that I could learn everything I needed to know from Dr. Ross' (and the other
lecturers') lecture powerpoints.”
Atlas of Human Anatomy (AKA Netter’s):
49% of students used this book
The Good: “Netter's Atlas is golden!”
“Before each test, I always went over Gray's and/or Netter's,”
The Bad: “I only used Grant's dissector and Netter's atlas in lab
(the copies that were provided for use in lab).”
Color Atlas of Anatomy (AKA Rohen’s):
This atlas includes full-color photographs of actual cadaver dissections
(instead of idealized illustrations) to accurately and realistically represent
anatomical structures. Structures are numbered and labeled for self-study.
32% of students used this book
The Good: “Rohen's is great for reviewing before exams if you don't want to
spend extra time in the lab after dark.”
The Bad: There were no specific negative comments made about this
textbook.

Netter’s Anatomy Flash Cards:
Each card features a full-color illustration on the front, while
concise text on the back reviews anatomical relevance and details
as well as
clinical correlations, where appropriate.
.
70% of students used Netter’s flashcards
The Good: “Looking back, the most useful tools were the Netter's flashcards, lecture slides,
and the info that TA's put on the whiteboards during lab.”
“I performed far better by focusing my attention on the powerpoints and flashcards.”
“I bought 2 sets of flashcards - Netter's and Gray's, and these were the key to passing.”
“Flash cards, going to class/lab, and both atlases were the most helpful for me.”
The Bad: There were no specific negative comments made about Netter’s flashcards.
Developing Human Clinically Oriented Embryology
(Moore & Persaud):
This book on embryology and teratology describes each stage from
conception to birth and details the development of various organs and
systems. Particular attention is given to the emergence of birth defects.
Note: Dr. Ross strongly recommends that you buy this book or borrow
it from the library. It is the only book that really addresses
development, and this topic comes up again and again and again.
26% of students bought and read this book
37% bought and referenced this book
36% did not use this book
The Good: “Embryology is just kind of inherently a little trickier to learn. Things twist and turn
and do funky things we're not used to. It was nice to have some kind of stable reference.”
“The book is really the only way to learn it all. You, however, only use the book for one week
and very infrequently after that, so I would suggest checking it out from the library or getting a
really cheap/old edition”
“I did like having it around and thought it was a useful text. Do not let people tell you that you
are done with embryology after the embryology unit -- embryology comes into play throughout
the course!”

The Bad: “I didn't even open the embryology book, as most everyone told me would happen. It
was really only a week's worth of material, and everything you need to know will be on the
lecture slides.”
And now for the new required Radiology textbook…
Human Sectional Anatomy Pocket Atlas
of Body Sections, CT and MRI images.
3rd Ed. (2009)
H. Ellis, B. Logan, and A. Dixon. Oxford University Press,
Paperback, 288pp.
ISBN13: 9780340985168ISBN10: 034098516X
So by now, you are probably thinking: “Wow. There is
so much to learn and so many resources to use. Why
and how are we incorporating radiology into the
anatomy course?”
Radiology is important because it requires thinking about
anatomic relationships in three dimensions and an ability to understand complex anatomy. This
understanding reinforces one's knowledge of anatomy in a way that memorization can't and will be
invaluable in the practical portion of the lab as well as a clinician. During the anatomy course,
radiology will consist of 1-2 large lectures per module given by faculty of the radiology department.
There will be daily small group lectures during lab time during which teaching assistants will go
through the "core" images and explain the key points that will reinforce important radiologic
concepts and anatomic structures. The students will be given a file of 30-50 "core" images from
which a large portion of test questions will be directly taken. Students will also be given self study
modules to work through in order to further their understanding of anatomy and spatial
relationships. Each self study module will have practice questions that will reinforce core concepts
and images from the "core" set. Each module will end with a radiology portion of the exam that will
consist of 20 or so images. They will range from simply identifying structures on an image to
complex tasks requiring the ability to arrange several images in correct anatomical order. The
radiology portion will be a large portion of the practical grade (It counts for at least 20/70 points on
the practical). This past year was the second time this book had been required.
22% of people bought this book
Here are some of the advantages/disadvantages of the textbook that the Radiology TAs and Dr.
Straus would like you to be aware of:
The Good: “The text has several images on each page that are comprehensively labeled.”
The Bad: “Is Human Sectional Anatomy the radiology book? I was so mad that I bought it. What
a worthless book. They should really take it off the required materials list. I opened it once and
immediately realized it would be completely useless to me.”

Some additional statistics on how people studied:
The following is a list of methods people used to study and how frequently they used these
methods
• Flashcards
o never used = 16.2%
o on occasion = 35.3%
o used frequently = 13.2%
o for every exam = 35.3%
• Did the assigned reading from the book
o never used = 20.3%
o on occasion = 39.1%
o used frequently = 27.5%
o for every exam = 13.0%
• Made outlines from Lecture
o never used = 32.4%
o on occasion = 25.0%
o used frequently = 23.5%
o for every exam = 19.1%
• Reviewed powerpoints and other materials
o never used = 0%
o on occasion = 2.9%
o used frequently = 10.1%
o for every exam = 87.0%
Concluding remarks:
We know that some of the advice in this guide conflicts – hey, everyone studies differently! – and
that this document might worry you slightly about anatomy. But this guide is simply meant to
convey MS14’s thoughts on the available anatomy books without freaking you out more. Please
don’t freak out! You will all do wonderfully in anatomy. If you find that you still have concerns,
please email the Academic Co-Chairs for more advice and guidance and feel free talk to any of the
MS14ers about their book choices during Orientation! And remember…if you do end up buying too
many books, you can always sell them to next year’s first-years .

Tips and Tricks to Get You Through Anatomy
I. 11 Things To Know About Anatomy Lab
1. Buy some scrubs for anatomy lab at the SNMA scrub sale: By now you all have a lovely
Pritzker scrub top with the nice color and sewn logo. We highly recommend that you don’t use
these scrubs for anatomy lab because trust us, you WILL throw out the scrubs that you use. The
human body has a lot of unique substances and smells that accompany it and you will not want to
keep your anatomy scrubs after the course is over, so you don’t want to use nice ones that will be
fun to use later. Included in this packet you will find an order form for the SNMA scrub sale, and
we highly recommend that you buy a set—the complete set is about $25. One set is fine but get 2 if
you like to be extra clean or alternate while you wash one set.
2. Use a pair of old sneakers that you won’t mind throwing out: Kind of like your scrubs, your
shoes are going to be getting gross things on them that you won’t want to keep around. It’s also not
really sanitary to wear shoes in the lab all the time and then track things out into the BSLC and
outside world. Find an old pair of sneakers that you won’t mind throwing away or go to a cheap
store and buy a pair if you don’t have any old shoes.
Remember, fashion is NOT the issue—just get something sturdy that fits. NO OPEN
TOES!!!! You need to wear socks and shoes to lab since we have sharp tools and human material
around. Your shoes can be sneakers, no-holes crocs, etc.—just make sure they will keep yucky
things from getting on your feet.
3. Especially for the ladies: Ladies, bring an old bra or buy a cheap one and bring it the first day of
anatomy lab to leave in your locker. Even though you’ll have scrubs on, the smell goes through to
your skin and clothes and you won’t want your expensive bra to start stinking! So buy one to leave
in your locker so you can use it during lab and leave it there.
4. Hair advice: If it pertains to you, find something to cover your hair—a bandana, a shower cap,
whatever. The smell will get into your hair if it’s uncovered and it’s not easy to wash out plus it’s
weird to “smell the lab” when you’re outside. A physical barrier to the smell is your best defense!
Usually this is the best advice if you have longer hair but any hair picks up the smell so it’s up to
you—plus, you have to get used to wearing caps for the OR anyway so it’s stylish, right? :o)
5. Do not bring your copy of Grant’s dissector to lab: Copies will be provided for you in lab so
you don’t have to get your copies all yucky like. You want to keep your copy nice for reading ahead
at home!
6. If you get cold easily, you may find the lab to be a cold place: A ratty long sleeve t-shirt or
sweatshirt is just fine to wear under your scrub top. Just plan on throwing it out at the end!
7. Don’t wear jewelry into the anatomy lab that’s on your hands/wrists: It gets in the way of
your gloves and you wouldn’t want to drop anything anywhere....
8. All of your gloves and tools will be provided for you so don’t worry, you don’t have to buy
any of that.

9. There are showers in the anatomy locker rooms so if you want to shower there, you can
brings shower stuff for your locker although I would say that most people just went home to
shower.
10. Bring a plastic bag: If you want to protect your street clothes from the smell in the locker
rooms, bring a plastic bag to put your things in while you’re in lab and then tie the bag before
putting it in your locker. Like the hair tip, a physical barrier is the best smell defense.
11. Have fun! Gross lab is a unique experience, and one you won’t necessarily ever have again – so
make the most of it!
II.
Anatomy Lecture/Lab Study Tips
1. Always, always, always do the old exams: Old exams are in the same format as the exams you
will take. Some of the questions may also be recycled.
2. For the most part, lectures and notes are sufficient to study from for exams. Don’t feel bad if
you don’t read Grey’s from cover to cover. There may be some lectures where you will need to go
to the book for the bulk of information but this is the exception and not the rule.
3. Hit the ground running and keep up with the information. It’s easy to fall behind and tests are
given very frequently.
4. Identify organs and structures on different bodies. Organs in other bodies may have a slightly
different appearance in other bodies, the more you are familiar with the different bodies the better
prepared you will be for the test.
5. Go to and/or set up the practice practicals. They give you a chance to show others the
structures you know well as well as the chance for others to teach you structures you don’t know as
well.
6. For practicals, learn structures by relationships, knowing the general location of a structure
and what structures are near it can help in situations where the answer may not be immediately clear.
7. Don’t forget to study for the radiology portion of the exam! Learning radiology will help you
learn the actual anatomy and vice versa. Don’t worry, you will master those CT and MRI images.
8. Remember it’s P/F, work hard but don’t get too stressed .
9. Make sure you check out the Pritzker Student Portal. The site has reviews, study notes, and old
tests posted by former and current students. More information on how to access the portal during
orientation
10. There are much cheaper options than buying the books at the bookstore. Many of the
books are available at the library either for two hour periods or entire quarters. Some editions of
books can also be read for free online. Upperclassmen also put their books up for sale during
orientation and throughout the year. There will also be a used book sale held during orientation.

SCRUBS!
Dear Class of 2015,
The Pritzker Chapter of the Student National Medical Association (SNMA) is here to
assist you with ordering scrubs for Gross Anatomy Lab! Scrubs also make for very
comfortable pajamas and are a good gift for family and friends. Below you will find all
the information that you need to order your
scrubs.
A) CHOOSE YOUR SCRUB STYLE:
1. Sky Blue (no embroidery) (example right)
-$25/set (V-neck Top and drawstring pants)
2. Maroon with Pritzker School of Medicine
Logo
embroidered on Top and Pants (see Stanford
example right)
-$30/set (V-neck Top and drawstring pants)
B) FOR SIZING:
-Please see the size chart (attached)
C) TO PLACE YOUR ORDER:
-Please E-mail the Pritzker SNMA chapter with the subject line “Scrubs” at
pritzkerSNMA@yahoo.com with:
-Your Name
-Your Email Address
-Size (No split sizes, please)
-# of sets you want
D) TO MAKE YOUR PAYMENT:
-Please send a personal check (No cash, please) made out to “SNMA” to:
SNMA c/o
924 E. 57 th St., Suite 104
Chicago, IL 60637
ALL Orders and Money are due by July 10, and scrubs pick-up will be held during
Orientation Week. Unfortunately, we cannot honor late orders. If you have any
further questions about ordering scrubs, please feel free to email one of us below. Thank
you, and welcome to Pritzker!
Kunmi Sobowale, Treasurer
U of C Pritzker Chapter SNMA
ksobowale@gmail.com
Kevin Stephens, President
U of C Pritzker Chapter SNMA
kevin.u.stephens@gmail.com

SNMA Annual Scrubs Sale Order Form
Orders AND money must be received by July 10
Orders can be e-mailed to pritzkerSNMA@yahoo.com “Scrubs” as the subject line
You may e-mail the order form as a scanned document
1-Pocket Plain Ceil Blue Scrubs Set
(includes a top and bottom)
1-Pocket Embroidered Wine-Colored Scrubs Set
(includes a top and bottom)
Name:
Email:
Sizes XXS-2XL
Price: $25
Embroidery: PRITZKER SCHOOL OF MEDICINE
Sizes XXS-2XL
Price: $30
Style Quantity and Size Price per set Total price
1-Pocket Plain Ceil Blue Scrubs Set $25
1-Pocket Embroidered Wine-
Colored Scrubs Set
$30
TOTAL PAYMENT
Please make checks payable to “SNMA”.
Mail checks, post-marked by July 10
SNMA c/o Candi Gard
924 E. 57 th St., Suite 104
Chicago, IL 60637

Size Charts
Women’s Sizes – Please note: women should order 1 size smaller than their typical clothes
How to Measure Your Inseam
1. Start with a pair of pants you already have that fit you well and lay them flat on the floor.
2. Carefully measure the length from the crotch seam to the bottom of the leg.

Greetings MS15ers! My name is Hannah Wenger, and I am one of your Orientation cochairs.
I’m originally from a lovely suburban Pennsylvania town called Mechanicsburg, and
I’m a proud member of the Fighting Irish family, graduating from the University of Notre
Dame in 2010 with a degree in biology. My first year at Pritzker has been one of the best of
my life, and I can’t wait to join in your own adventure in a few short months!
Here at Pritzker, I am co-president of JOURNEES, a new service-learning organization
started by the Class of 2014, I volunteer at the Community Health Clinic (one of the
student-run clinics), and I love winning U of C intramural soccer championships with my
classmates. Major highlights of my first year include running the Illinois Marathon in April
and throwing potlucks with my Pritzker friends; I’m an unwavering advocate of the clean
plate club, so Chicago’s restaurant scene has been an amazing blessing in my life so far.
This summer, I will be participating in Pritzker’s Summer Service Partnership in the South
Side neighborhood of Woodlawn, and I plan to explore the city, hang out with my friends,
and nap as much as possible.
Sean and I are so very excited to welcome you to the Pritzker family. As always, we and the
Pritzker ambassadors are happy to field all questions and concerns you might have
between now and August. You all will do fantastically here!

Hey MS15!
My name is Sean Swearingen and I will be one of your 2011 orientation co-chairs. I grew up in the
Chicago suburbs and I attended undergrad at the University of Illinois in Champaign, IL. I graduated in
the spring of 2010 and started at Pritzker that fall. Actually living in the city has been a completely
different and very exciting experience, and one that I have thoroughly enjoyed with my classmates!
Outside of class, I have really enjoyed being a part of Mission Nutrition (an afterschool program we run
to teach kids about nutrition) and my society’s leadership team. Additionally, I have been heavily
involved with intramural sports at Pritzker. Being able to compete against other graduate schools has
been a great way to relieve stress and have fun with my classmates. In addition to doing these things, I
am a HUGE Chicago sports fan, (Bears, Hawks, Cubs, and of course… DA BULLS!!) and watching these
teams play with my classmates has been a fantastic experience. This summer I will be doing patient care
research in the hospital and mentoring a group of undergraduate and high school students which I am
extremely excited about.
Hannah and I are extremely excited to see you guys this fall. Until then, sit back, relax, and enjoy your
summer. If you have any questions about school, finding a roommate, or the city itself feel free to keep
emailing us and we will get back to you as quickly as we can. See you guys in August!

Send your transcripts as soon as possible!!!
The accreditation requirements mandate that we receive transcripts
from each institution that granted you a degree, as well as from all
schools in which you completed premedical requirements. Receipt
of these transcripts is a condition for matriculation to
Pritzker.
AMCAS does not send them to us.
Please have your transcripts mailed to us today to:
University of Chicago
Pritzker School of Medicine
c/o Office of Admission
924 E. 57th Street, Suite 104W
Chicago, IL 60637
Attn: Transcripts

Do you remember receiving your
Pritzker Scrub Top in the mail?
When Admissions sent that, we promised that
when we saw you this August, you’d get the
pants….it’s now time for those to be ordered!
Please send your size to Lee Brauer at
lbrauer@bsd.uchicago.edu no later than
Monday, July 5 th .
*Please note that this is a gift from the Office of Admissions and is separate from the SNMA
Scrub Order that you may purchase yourself.*