H. Pat Wall,
M.D.
Interim Dean
Michael E. Dockter, Ph.D.
Associate Dean, Administration and Research
Richard Peppler, Ph.D.
Associate Dean, Academic and Faculty Affairs
Hershel Wall, M.D.
Associate Dean, Admissions and Student Affairs
Eugene Mangiante, Jr., M.D.
Associate Dean
Graduate Medical Education and Continuing Medical Education
Kristine M. Lohr, M.D.
Associate Dean
Outcomes Research and Improvement
Jeffrey R. Woodside, M.D.
Associate Dean, Clinical Affairs
Stephen T. Miller, M.D.
Associate Dean
Academic Program at Methodist University Hospital
Ronald G. Blankenbaker, M.D.
Associate Dean, Chattanooga
Michael R. Caudle, M.D.
Dean of Graduate School, Knoxville
The University of Tennessee College of Medicine traces its origin to 1851 as the Medical Department of the University of Nashville. In 1909, the Medical Department of the University of Tennessee and the Medical Department of the University of Nashville were consolidated as The University of Tennessee Department of Medicine. The Department continued in the Nashville location for two years. In 1911, The University of Tennessee Department of Medicine moved to Memphis and merged with the College of Physicians and Surgeons, founded in 1906, and with the Memphis Hospital Medical College, founded in 1876, to become The University of Tennessee College of Medicine. Later that same year, the name of the campus was changed to The University of Tennessee Medical Units, and the Colleges of Medicine, Pharmacy, and Dentistry were established. In the early 1970’s, the College moved toward a statewide system of medical education with the development of clinical education centers external to the Memphis campus. Since the opening of the Clinical Education Center in Knoxville in 1973, additional centers have been established in Chattanooga, Jackson, and Nashville. These centers have enabled the College to provide quality health care, education, and research throughout the State of Tennessee. The designation of the campus as The University of Tennessee, Memphis -The Health Science Center was adopted in 1985 by The University of Tennessee Board of Trustees and was changed to The University of Tennessee Health Science Center in 1999. The College has an enrollment of 150 students per class currently.
The University of Tennessee College of Medicine offers an educational program leading to the Doctor of Medicine (M.D.) degree. The College of Medicine also participates in the Doctor of Medicine (M.D.)/Doctor of Philosophy (Ph.D.) combined degree program, with the College of Graduate Health Sciences.
The College of Medicine is a member of the Association of American Medical Colleges (AAMC) and is accredited by the Liaison Committee on Medical Education (LCME), which represents the Council on Medical Education of the American Medical Association and the AAMC.
Graduates of the University of Tennessee College of Medicine complete a medical education program sufficiently broad to prepare them for entry into a variety of advanced, differentiated physician training programs. To enable graduates to attain this long-term objective, the medical education program facilitates the development of the requisite knowledge, skills, attitudes and beliefs, and graduating students will be expected to demonstrate competency in the following areas.
The graduate should have a broad knowledge of:
The graduate should be able to perform each of the following tasks proficiently:
The graduate will have an appreciation for:
*Objectives Adopted: 1972 Reviewed: 1984, 1986, 1989, 1990, 1991, 1994, 1995, 1996, 1997, 2003.
The University Tennessee College of Medicine admits one class, in August each year, composed of 150 students. Applicants must be citizens or permanent residents of the United States at the time of application. Applications are accepted from: (1) Tennessee residents; (2) residents of the eight states contiguous to Tennessee - Mississippi, Arkansas, Missouri, Kentucky, Virginia, North Carolina, Georgia, and Alabama; and
(3) children of UT System alumni regardless of their state of residence. As a state-supported institution, qualified Tennesseans are given priority in each entering class. A maximum of ten percent of the matriculants may be non-residents; therefore, nonresidents must possess superior qualifications to be seriously considered for admission.
The College of Medicine utilizes the American Medical College Application Service (AMCAS). Applications must be received by AMCAS no later than November 15 of the year prior to admission.
Upon initial review of AMCAS application, a supplemental application is forwarded to applicants considered competitive for further review by the Committee on Admissions. Pre-Professional evaluations and letters of recommendation should be sent after the supplemental application has been returned.
The goal of The University of Tennessee College of Medicine is the broad preparation of students for the practice of medicine. This goal is achieved in part by undergraduate medical education, postgraduate medical education, and preparation for life-long learning. Modern medical education requires that the accumulation of scientific knowledge be accompanied by the simultaneous acquisition of skills and professional attitudes and behavior. Our faculty has the responsibility to graduate the best possible physicians; thus, admission to medical school is offered to those who present the highest qualifications for the study and practice of medicine.
Applicants to the College of Medicine must possess the following general qualities: critical thinking, sound judgment, emotional stability and maturity, empathy, physical and mental stamina, and the ability to learn and function in a wide variety of educational settings. In all phases of medical education, students of medicine must use their intellectual ability and must maintain emotional stability, particularly when under stress. Graduates of the College must have the knowledge and skills to function in a wide variety of clinical situations and to render a broad spectrum of patient care.
Prospective students must meet certain minimum technical standards. Candidates for the M.D. degree must have the following essential functions: motor skills; sensory and observational skills; communication skills; conceptual, integrative, and quantitative skills; and behavioral and social skills and professionalism.
In summary, the mission of the faculty is to prepare students for the comprehensive practice of medicine. The Committee on Admissions and the College of Medicine, in accordance with Section 504 of the 1973 Vocational Rehabilitation Act and the Americans with Disabilities Act (ADA) {Public Law 101 -3367}, has established the aforementioned essential functions of medical students and physicians. The Committee on Admissions will consider applicants for admission who demonstrate the ability to perform or to learn to perform the essential skills listed in this document. The College must ensure that patients are not placed in jeopardy by students or physicians with substantially impaired intellectual, physical, or emotional functions. Students will be judged not only on their scholastic accomplishments, but also on their physical and emotional capacities to meet the full requirements of the school’s curriculum and to graduate as skilled and effective practitioners of medicine.
Three major areas are considered in admissions decisions: undergraduate academic preparation and achievement; personal qualities as assessed from interviews with members of the Committee on Admissions, the pre-professional evaluation, recommendations, and the personal statement included in the application; and scores on the Medical College Admissions Test (MCAT). Each of these areas is important with no one area seen as more significant in the admission decision than another. Criminal background checks may be a requirement for training at some affiliated clinical sites.
Because the College of Medicine recognizes the importance of a broadly based undergraduate education in the liberal arts and sciences, no specific major is required for medical school admission. Prospective candidates are encouraged to major in their area of greatest interest; and regardless of choice of major, are encouraged to pursue a course of study which achieves a balance between both science and non-science course work. Further, because of the relevance of a broadly based education to success in medical school, the Committee is particularly impressed by students whose education has provided a range of intellectual experience, including opportunities for analytical thinking and independent study. With rare exception, the completion of an undergraduate degree will be necessary in order to fulfill educational expectations. In addition to the pattern and content of courses taken, consideration is given to achievement in these courses. Generally, the average grade point average for entering classes is 3.5 overall and in prescribed course work. In support of this philosophy of education, the following are the only courses required for admission:
| Subjects | Semester Hours |
| Chemistry | 16 |
| Physics | 8 |
| Biology | 8 |
English/Literature 6
Electives 52
TOTAL 90
A minimum of sixteen semester hours of chemistry is required — eight semester hours of organic chemistry and eight semester hours of inorganic chemistry, which may include analytical chemistry. Each of these courses must be a complete, standard, college-level course utilizing full laboratory facilities. In instances where students feel uncertain of their preparation in chemistry and wish to take additional course work, biochemistry is recommended.
Acceptable courses in physics must include laboratory credits and must adequately cover mechanics, heat, light, sound, electricity, and magnetism. Survey types of courses will not satisfy this requirement.
Eight semester hours in modern concepts of mammalian biology, including laboratory are required. Courses in botany do not meet this requirement. Applicants, particularly non-science majors, are strongly encouraged to pursue upper level coursework in the biological sciences beyond the minimum requirement. Such courses might include biochemistry, cell biology, comparative anatomy, embryology, general genetics, histology, immunology, mammalian physiology, microbiology or related courses.
Facility in the use of both oral and written English is considered highly essential to the successful study of medicine. Introductory freshman English (six semester hours) will meet the admission requirement. Students who qualify for advanced placement credit in English will not be required to take additional English courses, although they are encouraged to do so.
In as much as the medical curriculum is devoted largely to the biological and physical sciences, a student should acquire a broad cultural background in the pre-medical preparation. The behavioral sciences, including psychology, sociology, etc., are considered valuable. Additional dimensions are derived from higher mathematics, computer sciences, languages, literature, philosophy, history, political science, economics, etymology and statistics.
Advanced placement credit or other non-traditional credit in prescribed science courses will be honored in fulfilling requirements for the College of Medicine, provided such placement has been followed by a more advanced course in the same discipline. (Example: A student granted credit for biology will be required to complete the eight semester hour requirement by taking advanced courses in that discipline.)
The Committee on Admissions will consider grade averages attained in both prescribed and elective courses. A grade of “C” or better in each of the prescribed pre-medical courses is required. If a prospective student is uncertain of the acceptability for premedical credit of a proposed course of study, and if the pre-professional advisor cannot advise in the matter, the prospective student is invited to make inquiry to the Office of Admissions, College of Medicine, The University of Tennessee, Memphis, TN 38163.
An applicant’s interest in and motivation toward the medical profession is an important factor in the admissions decision. In order to assess the motivation and personal qualities of an applicant, selected individuals are invited to campus for interviews with members of the Committee on Admissions. Both academic achievement and MCAT scores are considered by the Committee in determining who will be invited to interview. Each year, 350-400 applicants are invited for admission interviews. Interviews take place between October and February.
The personal statement on the application and recommendations submitted on behalf of the candidates allow further insight into the values and motivation of the candidates. A recommendation from the official Pre-professional Advisory Committee (where such a committee exists), or recommendation letters from three faculty members, is required. A maximum of three additional recommendations may be submitted.
The Committee of Admissions considers it vital that prospective students enhance their knowledge of medicine through direct, patient-oriented clinical experience in a variety of settings. Such experience, which is frequently gained through volunteer work, should provide a greater understanding of the realities of medicine as well as an opportunity for service.
Candidates admitted to the College of Medicine must achieve a satisfactory score on the MCAT. Average scores for recent entering classes have been 9’s and 10’s. The MCAT is offered twice a year on a national basis by the Association of American Medical Colleges (AAMC). Registration for the MCAT is done online through the AAMC at www.aamc.org. The test must be taken no later than August of the year preceding the desired date of admission.
Students who are accepted for admission are offered the opportunity of deferring their matriculation for one year, with a guaranteed position in the following class. During the intervening period, students may earn money to finance their medical education, take advantage of additional educational experiences they may not have pursued otherwise, or take care of personal or family obligations. Those who desire to delay their entrance must notify the Associate Dean of Admissions and Student Affairs of the College of Medicine in writing by July 1, prior to the originally scheduled enrollment date
Transfer or advanced standing applications will be considered for the third year only. Regardless of availability of spaces, only students clearly demonstrating outstanding academic and personal achievement will be considered for transfer into the third year of the College of Medicine curriculum. The selection of transfer students is on a competitive basis. Deadline for application is April 1. In order to be considered by the Committee on Admissions, a candidate must supply evidence of the following:
*By right of official affiliation with the UT College of Medicine, immediate family members of UT faculty and interns or residents selected for UT programs may apply for admission with advanced standing regardless of state of residence. However, as always, the candidates’ credentials will be the sole determinant of admission.
Applicants for the Underserved Areas Program must be accepted for admission to the UT College of Medicine in order to be eligible for consideration in the Underserved Areas Program. Additional information may be found at: www.utmem.edu/Medicine/ StudentAffairs/uap.html
The Research Program offers opportunities for medical students who have a serious interest in biomedical investigation to conduct research projects under the supervision of research faculty. A grant from the National Institutes of Health provides 24 fellowships per year including stipends for a maximum appointment of three months. Fellowship grants are available on a competitive basis to all College of Medicine students in good academic standing. A number of other research training programs are available in the Clinical Research Center, the University of Tennessee College of Medicine, St. Jude Children’s Research Center, the Graduate School of Medicine at the University of Tennessee Medical Center, Knoxville, and through various private foundations. For further information on research training opportunities, please contact the Office of the Associate Dean for Research.
The M.D./Ph.D. Program provides highly motivated and unusually qualified students with an integrated clinical and basic biomedical training program leading to both an
M.D. and Ph.D. degree. The program’s goal is to prepare graduates with the skills needed to function independently in both clinical and basic research environments. The first and last two-year periods of the program contain the medical curriculum. The intervening two or three years are devoted to graduate study in a selected program of the College of Graduate Health Sciences. Students must be accepted to the College of Medicine to be considered for admission to the M.D./Ph.D. Program.
The University of Tennessee College of Medicine actively encourages applications from members of minority groups underrepresented in medicine. The Committee on Admissions evaluates nonacademic, as well as, academic factors in the selection process with consideration being given to the unique backgrounds and challenges of these applicants. Among American medical schools, The University of Tennessee Health Science Center College of Medicine is a national leader in the admission, matriculation and graduation of students from groups underrepresented in medicine.
The University of Tennessee Health Science Center offers a comprehensive financial aid program to qualified students on the basis of need and ability. Financial aid is available to students in the form of grants, scholarships, loans, and part-time work. The University of Tennessee Health Science Center believes that the cost of education is the primary responsibility of the student and/or the student’s family. The purpose of aid is to reduce the difference between the cost of education and what a family can reasonably be expected to pay. A limited number of aid programs are available that do not require that students establish need. Personnel in the Financial Aid Office are available to help students explore possible financial aid sources to meet their individual needs. The goal of the office is to see that students do not forego an education because of financial need.
Careful and realistic financial planning is a necessary part of college preparation. Other services offered by the Financial Aid office include budget counseling, debt management information, and pre-loan counseling.
The Free Application for Federal Student Aid (FAFSA) is the only application required for financial aid at the University of Tennessee Health Science Center. Further information concerning the application process for financial aid and specific financial aid programs may be found at www.utmem.edu/finaid.
The College of Medicine supports the view that a successful medical school experience requires a full time commitment on the part of most students. Medical students’ primary responsibility must be to scholarship and to their academic pursuits. The College of Medicine recognizes that financing the cost of medical training may require, under very compelling circumstances, that some medical students seek employment during the academic year.
Any student considering employment is encouraged to contact the Office of Student Affairs to seek voluntary counseling. Students will be advised on (1) alternative employment options, especially those which promote further professional growth and development, (2) the impact that employment may have on academic performance, and (3) the availability of other sources of income.
Under no circumstances should the nature of the students’ work experience misrepresent the level of professional skill or knowledge. In addition, the work experience should not require a level of time commitment which could adversely affect academic performance. It should be clearly understood that the minimal standards for progress and promotion must be met by all students, regardless of employment.
The Honor Code of The University of Tennessee Health Science Center (UTHSC) is promulgated so that student academic affairs are conducted under the highest standards of individual responsibility. Students are bound by this Honor Code and pledge to act in accordance with the highest principles of ethical and professional conduct. These principles condemn any act of dishonor relating to the academic, clinical, research, and professional programs at UTHSC. The pledge states that any knowledge of a violation shall be reported in accordance with the provisions and procedures of the Honor Code. The College’s Honor Code has been in effect for more than 30 years. It is a tradition of which we can be proud.
Additional information may be found at: www.utmem.edu/Medicine/StudentAffairs/ groups.html.
Excerpts from the Honor Council Statement, College of Medicine, written by members of the Honor Council are as follows:
“Upon admission to the University of Tennessee College of Medicine, each student accepts the responsibility of acting with honor in course work, clinics and research, and requires the same of his peers. We have an Honor Code, a system based on the idea of personal integrity and the belief that we share a common responsibility to our profession. The success of this system rests firmly with each individual . . . rather than accept outside monitoring of our actions, we elected to monitor ourselves.
During our four years here, we face significant intellectual and personal challenges. The ethical challenges of medicine are just as important and just as demanding. If the University of Tennessee College of Medicine seeks to train good physicians and to promote a sense of honor and professional responsibility, then the Honor Code is a valuable institution. The medical undergraduate years are not too early to begin training ourselves to act with integrity and to expect the same from our peers.”
A student’s official or permanent record pertains to academic progress, promotion and graduation, and is maintained in the Office of the Registrar. Academic, health, and disciplinary records are kept separately. Confidential records of all misconduct reports, investigations, and disciplinary actions are kept in the University of Tennessee Health Science Center Student Affairs Office. Medical records are maintained by the University Health Service, and financial aid records are maintained in The Office of Financial Aid. Transcripts of academic records are available to the individual student or his/her legal representative and to authorized members of the administration and faculty. Academic and health records are not available to others except by student request.
The University of Tennessee Health Science Center is in compliance with all provisions of the Family Educational Rights and Privacy Act of 1974, which provides enrolled students and former students the right to review the contents of certain student records which are maintained by the University. Students have the right of access to their permanent record maintained in the Registrar’s Office. Students do not have the right to access financial records of parents, or the personal memory notes of a University official or faculty member.
Examinations are given at periodic intervals during this portion of the curriculum. The content of each examination is established by the course director. The questions are generally multiple choice and computer graded. Each student’s individual examination score report is returned promptly through the student mailbox system. Scores are usually recorded in the course Blackboard site for student access.
It is the responsibility of each course director to establish the criteria for awarding course grades and the role of examinations in the determination of those grades. Any concerns relative to individual examination questions, criteria for course evaluation, or final grades should be directed to the appropriate course director. Laboratory performance, participation in small group activities, special projects, etc., may also influence the final grade in each course. Each course director is responsible for communicating this information on first day of class.
Students are expected to take examinations as scheduled. Those unable to take a scheduled examination because of illness or emergency situations must notify the Office of Academic and Faculty Affairs and the appropriate course director prior to the examination.
All students must take the United States Medical Licensing Examination (USMLE) Step 1 and pass at the national standard in order to be officially promoted to the clinical portion of the curriculum. This examination is taken by all students following the sophomore year, unless specifically deferred by the Office of Academic and Faculty Affairs.
Student evaluation in the clerkships portion of the curriculum includes written examinations as well as an increased emphasis on other forms of evaluation. The clerkship examinations are normally multiple-choice type and computer graded. Oral examinations are utilized in some clerkships and are administered by faculty and house staff. In addition, clinical performance is evaluated by attending faculty and house staff in such areas as:
The methods of evaluation are established by each clerkship director and are communicated to students during each clerkship orientation. Student evaluation reports are filed with records located in the Office of Student Affairs and are available for review by the student. Student evaluations are also maintained by departmental offices.
The clinical rotations in the third and fourth years of medical school place demands and requirements on the students that go significantly above and beyond academic achievement as measured by performance on tests and by the ability to field questions learned through didactic instruction and reading. The student also is accountable for his or her behavior in each of the following areas:
If clerkship directors receive consistent complaints about a student in any of these areas, the student’s grade may be affected. Serious documented problems with unprofessional or unethical behavior, in the judgment of the clerkship director, may result in a failing grade even if the student has passed the written or oral examinations and has otherwise satisfactory clinical ratings. Also, consistent or serious complaints about unprofessional or unethical behavior may be reflected in the Medical Student Performance Evaluation (Dean’s Letter).
There may be times when a student has a personal problem or a personality conflict that impairs his or her ability to function properly on the clerkship. It is the student’s responsibility to promptly notify the clerkship director when this first occurs and not after the fact.
Students who fail the written examination but have passed the clinical portion of a core clerkship can retake the written exam once. The student will be assigned a letter grade of “R” until the written examination is retaken. The retake must be done by the end of Block 8, the year prior to graduation. A second failing score on the exam, or failure to retake the exam on time, will result in the assignment of a failing grade for the clerkship.
A student unable to take a clerkship examination due to illness or other emergency situation must notify the director of that clerkship. Concerns affecting individual examination questions or other forms of evaluation, as well as final grades, should be directed to the appropriate clerkship director.
All students must take the computer-based USMLE Step 2 CK (Clinical Knowledge) Examination and the USMLE Step 2 CS (Clinical Skills) Examination, and pass at the national standard in order to be certified for graduation. Students must take the examinations no later than the end of Block 12 of their graduation year in order to be certified for graduation.
The faculty evaluates the academic achievement, acquisition of skills, and attitudes of medical students and uses the marks of A, B, C, D, F, W, WP, WF, I, and R in all official reports. In certain instances, some courses may be graded on a PASS/FAIL basis. The performance level and quality value assigned to performance are outlined in the following
| table: | ||
|---|---|---|
| Grade Performance Level | Quality Points | |
| A | Consistently outstanding | 4 |
| B | Exceeds expectations | 3 |
| C | Satisfactory | 2 |
| D | Marginal | 1 |
| P | Pass | 0 |
| F | Failure | 0 |
| WP | Withdrew Passing | 0 |
| WF | Withdrew Failing | 0 |
| W | Withdrew Before Evaluation | 0 |
| I | Incomplete | 0 |
R Retake of Written Clerkship Exam 0
The letters “WP” or “WF” are recorded to indicate pass or failure in those instances in which a student withdraws from a course/clerkship before completion, and is either passing or failing, respectively. The letter grade of “W” will be recorded when a student withdraws from a course/clerkship before there has been evaluation of the student to determine whether he/she is passing or failing.
The designation of “I” (Incomplete) will be used when a student is unable to complete the course/clerkship at the regular time. In such cases, arrangements will be made by the course/clerkship director for the student to complete the requirements, and the “I” will then be replaced by whatever grade the student earns. It is the responsibility of the student to work with the course/clerkship director in determining when and under what circumstances the “I” grade can be changed.
The designation of “R” will be recorded in those instances in which a student completes all requirements in a clerkship and passes the clinical portion but fails the written examination. The student will retake the written examination and the appropriate grade will be assigned by the clerkship director.
270
The cumulative grade point average recorded on the transcript from the Registrar is used by the Progress and Promotions Committee (PPC), in part, to make recommendations about the promotion and continuation of students in the curriculum.
For a student who must retake either courses or clerkships to correct academic deficiencies, the cumulative grade point average (GPA) is calculated by averaging the final grades attained in all courses or clerkships in which he/she has been enrolled for academic credit. This includes those courses or clerkships repeated at the University of Tennessee Health Science Center and those courses approved by the PPC to be taken at other AAMC institutions.
A student withdrawing from courses in the first or second year will receive either a “W”, or “WP”, or “WF”, as appropriate, on his/her official transcript. When a student does not complete a first- or second-year course at the University of Tennessee Health Science Center, he/she must repeat the course at the Health Science Center.
The Progress and Promotions Committee has the option of recommending that a student who completes but fails first- or second-year courses, or a student who has “D” grades with a cumulative GPA less than 2.0 at the end of the first or second academic years, may correct the academic deficiency or unacceptable cumulative GPA requirement by successfully completing either courses taken at other institutions, courses repeated at the University of Tennessee Health Science Center, or both. Any student earning the grade of “D” in two or more courses in any of the first two academic years irrespective of cumulative GPA will have his/her academic record reviewed by the appropriate Progress and Promotions Committee. The Committee may make one of the following recommendations concerning this student: a) re-evaluation in specified course(s); b) repeat part or all of the particular academic year; and c) no recommendation. All courses taken for academic credit are recorded on the official transcript and computed in the GPA.
A Progress and Promotions Committee (PPC) is appointed for each matriculating class. The committee is charged by the Dean of the College of Medicine with monitoring and making recommendations concerning the results of individual student performance in the curriculum until graduation. Special requirements for promotion during each year are outlined below:
The College of Medicine offers an educational program leading to the Doctor of Medicine (M.D.) degree. The program is designed so that the student can complete this academic program over four calendar years.
The M.D. degree is awarded after completion of degree requirements at the next regularly scheduled commencement, which is held in May and December of each year. The diploma, as well as each student’s official transcript, reflects the awarding of the M.D. degree.
The transcript will be posted with the date of completion of all degree requirements for those students who complete requirements for the Doctor of Medicine degree out of phase. However, the degree will not be awarded until the next regularly scheduled commencement.
Each individual state determines requirements for licensure to practice medicine in that state and maintains the standards of medical practice in accordance with its own rules and regulations. To this end, each state has a medical licensure board charged with maintaining the standards for licensure in that state and in evaluating credentials submitted to them for licensure. Regulations of state licensing boards are subject to change without notice and each board should be contacted concerning the specific requirements for licensure in that state.
The Federation of State Medical Boards of the United States (FSMB) and the National Board of Medical Examiners (NBME) have established a single common uniform examination for medical licensure in the United States, the United States Medical Licensing Examination (USMLE). The USMLE is a single examination program with three complementary steps. Step 1 assesses whether an examinee understands and can apply key concepts of basic biomedical science, with an emphasis on principles and mechanisms of health, disease, and modes of therapy. The USMLE Step 2 has two components. Step 2 CK (Clinical Knowledge) assesses whether an examinee possesses the medical knowledge and understanding of clinical science considered essential for the provision of patient care under supervision, including emphasis on health promotion and disease prevention. The Step 2 CS (Clinical Skills) assures that examinees have the information gathering and communication skills necessary to enter supervised postgraduate education and for subsequent licensure.
A passing score on the Step 1, 2 CK, and 2CS Examinations is a requirement for the MD degree at the University of Tennessee College of Medicine A student will normally sit for the Step 1 Examination at the end of his/her sophomore year and will sit for the Step 2 Examinations by December 31 of his/her senior year.
Step 3 assesses whether an examinee possesses the medical knowledge and understanding of biomedical and clinical science considered essential for the unsupervised practice of medicine.
To be eligible for the Step 3 Examination, an individual must obtain the MD degree and must have completed successfully Step 1, Step 2 CK, and Step 2 CS Examinations. The USMLE Step 1 and Step 2 exams are administered by the National Board of Medical Examiners for all eligible examinees. Further information can be found at www.nbme.org. The Step 3 Examination is administered by licensing authorities for the State of Tennessee. Information can be obtained from the Tennessee State Board of Medical Examiners.
Curriculum and Course Listing
The University of Tennessee College of Medicine
Doctoring: Recognizing Signs and Symptoms (DRS)
Prevention, Community and Culture (PCC)
Molecular Basis of Disease
Physiology
Gross Anatomy
Interprofessional Health Practice
DRS
PCC
Microbiology
Neurosciences
Pathology
Pathophysiology
Pharmacology
Interprofessional Health Practice
Step 1 - United States Medical Licensing Examination
DRS/PCC - 2 weeks
Family Medicine - 8 weeks
Medicine - 8 weeks
Obstetrics & Gynecology - 8 weeks
Pediatrics - 8 weeks
Psychiatry/Neurology - 8 weeks
Surgery - 8 weeks
Interprofessional Health Practice
DRS/PCC - 1 week
Ambulatory Medicine - 4 weeks
JI - Any - 4 weeks
JI - Medicine - 4 weeks
Specialty Clerkship - 4 weeks
Surgery Specialties - 4 weeks
Interprofessional Health Practice
Patient Safety/Quality Improvement Clerkship - 4 weeks
Electives - 16 weeks
Optional Blocks - 12 weeks
Step 2 - United States
Medical Licensing Examinations —
CK (Clinical Knowledge) Exam and CS (Clinical Skills) Exam
Begin Residency Training as M.D.
The biomedical sciences portion of the curriculum is approximately 72 weeks in duration. The first year curriculum runs from August through March, and is devoted to the courses of Prevention, Community and Culture; Doctoring: Recognizing Signs and Symptoms; Gross Anatomy; Molecular Basis of Disease; Physiology, and Interprofessional Health Practice.
The first year format consists primarily of basic science activities in the General Education Building. Approximately twenty hours weekly are devoted to scheduled activities.
Doctoring: Recognizing Signs
and Symptoms 10 50 60 3 Prevention, Community, and Culture 21 16 37 3 Gross Anatomy 87 92 179 7 Molecular Basis of Disease 113 44 157 9 Physiology 112 69 181 9 Interprofessional Health Practice
111 DRS- Doctoring: Recognizing Signs and Symptoms (3 credit hours). This introductory course in the art and science of patient care is presented in five block-weeks throughout the fall and spring semesters. DRS is a hands-on course that introduces skills such as patient communication, medical history-taking, physical examination, case presentation, and chart documentation. Also presented are basic skills in recognition and interpretation of signs and symptoms of health and disease. Learning activities include interactive small group sessions with upper class students and clinical faculty, and a community preceptor experience with a practicing physician in the Memphis area. Assessment of clinical skills is by participation in learning activities, written assignments modeling patient charting, and ratings on observed standardized patient encounters at the end of the spring semester.
111 PCC- Prevention, Community, and Culture (3 credit hours). This curriculum introduces patient care through cases structured along a preventive medicine theme. The course also includes human behavior issues, ethics, professionalism, alternative and complementary medicine, nutrition, and epidemiology. The case discussions occur in small groups facilitated by clinicians and require self-directed learning, synthesis of information, and presentation skills. In addition, a community (service learning) project is required in which the student will learn the challenges of community organizations in providing services for clients. The course is taught in five week-long blocks spanning the first year.
PCC and DRS are components of a longitudinal curriculum that spans all four years.
IP 844 - Interprofessional Health Practice - Provides a framework for students to discover the benefits of a practice that actively engages all health professions. The course focuses on the role and scope of practice of various health professionals; how teams function and the benefits of teamwork; and effective patterns of communication and collaboration among health care team members. IP844 consists of three phases. Phase 1 is web-based and introduces the student to different healthcare professions; Phase 2 consists of small group sessions designed to introduce teamwork; and Phase 3 allows the student to experience interprofessional activities. Most face-to-face sessions will take place during the two hours set aside every Thursday for Chancellor’s Hours. The course is longitudinal, with 3-semester credit hours awarded in the last semester of the degree program and is graded Pass/Fail.
111 GA- Human Gross Anatomy (7 credit hours). A study of the gross anatomical structure of the human body by means of complete dissection supplemented by lectures and the study of cross sections. Human embryology is included in the program.
111 MBD - Molecular Basis of Disease (9 credit hours). MBOD is an integrated course covering the principles of biochemistry, cell biology, genetics, and molecular biology, with an emphasis on clinical applications. The course focuses on the basic interdisciplinary concepts underlying modern biomedical science. The principles of medical genetics are woven throughout the course giving the student a basic and practical fund of knowledge that can be used in the clinical clerkships. The course is a blend of lectures, clinical correlations (some involving patients), small group problem-solving sessions, and large group conferences.
123 PHYS - Medical Physiology (9 credit hours). Integrated histology and general organology with the functioning of the human body is considered, ranging from cellular to higher organ-system levels. Lectures are supplemented with weekly or biweekly conference meetings of small groups of students with individual faculty for demonstrations, special clinical correlations, and problem-solving exercises.
Beginning in the late spring of the first academic year, students are exposed to basic concepts in Immunology, which is a part of the Microbiology course, Neurosciences, Pathology and Pharmacology. These courses continue into the second year with credit awarded at the completion of the entire course.
| Conferences/ | Total Hours | ||
|---|---|---|---|
| Required Courses | Lecture | Small Group/ | First |
| Hours | Lab Hours | Academic Year | |
| Microbiology (Immunology) | 20 | 20 | |
| Pathology | 9 | 9 | |
| Neurosciences | 23 | 10 | 33 |
| Pharmacology (Basic Concepts) | 22 | 22 | |
212 MICR - Medical Microbiology (6 credit hours). A course that presents the concepts of immunology and immunity, the basic aspects of microbial morphology, growth metabolism and genetics, the actions of anti-microbial agents, and the role of microorganisms in infectious diseases. Laboratory experiences complement and expand the didactic material. Grades are assigned in the spring semester of the second year.
212 NEUR - Neurosciences (7 credit hours). This is a lecture/laboratory course dealing with the anatomy and function of the central nervous system (CNS). The course includes the anatomy of the brain and spinal cord, location of nuclei and their interconnections, and the origin and termination of major fiber pathways in the CNS. Localizing neurology, disorders of cognitive function and the major classes of neurologic disease are discussed. Problem-solving sessions related to clinical application are emphasized. The course allows the student to achieve an understanding of a clinical approach to neurologic disease. Grades are assigned in the spring semester of the second year.
214 PATH - Pathology (9 credit hours). The course develops the principles of the discipline of pathology. Normal organology and integrated histology are part of the course which presents disease by organ systems. The methods of instruction include lecture, laboratory experiences, demonstrations, and group discussions. Grades are assigned in the spring semester of the second year.
222 PHA- Medical Pharmacology (6 credit hours). The medical student is introduced to the pharmacologic concepts of the action of drugs and other xenobiotics. The classification, mechanisms of action, and toxic effects of pharmacologic agents are stressed. Discussion of representative examples of major drug classes are emphasized, and treatment modalities, whenever appropriate, are presented. This basic course uses lectures, clinical correlative discussions, and independent study to assist the student in understanding pharmacologic therapy in the clinical phase of his/her medical education. Grades are assigned in the spring semester of the second year.
Some concepts in the courses of Neurosciences, Microbiology, Pathology, and Pharmacology are presented in the months of April and May and these courses continue into the second year along with Pathophysiology. Students also participate in a series of Clinical Pathology Conferences (CPC), which are integrated small group case discussions focusing around related content from Pathology, Pathophysiology and Pharmacology. PCC and DRS continue in the second year in 5 week-long blocks, and students may participate in Phase 3 of IP 844.
Total Hrs. Conferences/ Second Required Courses Lecture Small Group/ Academic Semester Hours Lab Hours Hours Hours
Prevention, Community and Culture 22 16 38 4 Doctoring 10 50 60 4 Microbiology 64 11 75 6 Neurosciences 68 0 68 7 Pathology 61 48 109 9 Pathophysiology 121 31 152 12 Pharmacology 66 8 74 6
The courses of Microbiology (212 MICR), Pathology (214 PATH), Neurosciences (212 NEURO) and Pharmacology (222 PHA) described above continue in August and run through March of the second year. In addition, students participate in the following courses.
212 PAPH- Pathophysiology (12 credit hours). Based on the concept that pathophysiology is the study of alterations in or derangements of normal bodily function that result from disease processes, this multidisciplinary course is designed to bridge the gap between the basic sciences and the clinical disciplines. The main goal is to correlate the anatomic, biochemical, physiologic, and pathologic mechanisms that underlie commonly encountered clinical problems. The course is particularly important in creating an awareness in the medical student that basic science is highly relevant to clinical medicine, and that knowledge of the underlying pathophysiology of a disease process facilitates the understanding of its etiology, clinical presentations, and therapeutic alternatives. In addition to traditional lectures, emphasis is placed on non-lecture formats, such as laboratory sessions, small group integrative seminars, and related clinical correlation conferences. Grades are assigned in the spring semester of the second year.
211 DRS- Doctoring: Recognizing Signs and Symptoms (4 credit hours). Continuation of the course in the art and science of patient care presented in five week-long blocks throughout the fall and spring semesters.
211 PCC- Prevention, Community, and Culture (4 hours credit). This course continues the discussion of patient care through case discussions in small groups requiring self-directed learning, synthesis of information, and presentation skills. Community projects continue through the second year.
The Biomedical Science component of the curriculum is completed in March. Students then sit for the USMLE Step 1 Exam prior to beginning clerkships.
Students proceed directly into the Third Year Clinical Clerkships upon 1) successful completion of the Biomedical Sciences, and 2) obtaining a passing score on the United States Medical Licensing Examination (USMLE), Step 1. Occasionally, students may elect to delay entry into the clerkship program in order to pursue graduate studies.
Criminal background checks may be a requirement for training at some affiliated clinical sites. Based on the results of these checks, an affiliated clinical site may determine to not allow your presence at their facility. Additionally, a criminal background may preclude licensure or employment.
Students begin the third year with a week-long DRS/PCC block which focuses on providing clinical skills essential to success in the clerkships. During the clerkships, students focus their attention and efforts on patient problem-solving and experience an increasing level of responsibility throughout the rotations. Student workload in the third year is controlled by the director of each clerkship. The total amount of time allotted for third-year clerkships is 48 weeks, which is taken over a 64-week period.
After completion of a minimum of three core clerkships, students may choose one or more electives to enhance their skills and understanding in a specific discipline before
| completing all six required clerkships. | |
|---|---|
| Clerkship | Duration |
| DRS/PCC | 2 weeks |
| Family Medicine | 8 weeks |
| Medicine | 8 weeks |
| OB/GYN | 8 weeks |
| Pediatrics | 8 weeks |
| Psychiatry/Neurology | 8 weeks |
| Surgery | 8 weeks |
These clerkships provide a breadth of clinical experiences in the major care areas. Students become an integral part of the health-care team in an academic setting involving both house staff and faculty as well as ancillary services of the teaching hospitals. Programs are available in facilities in Memphis, Knoxville, Chattanooga and Nashville.
DRS/PCC-3001/F - Prevention, Community, and Culture (2 credit hours). The M3 DRS/PCC course consists of a week of “Preparing for Clerkships” and periodic workshops. The content of the introductory week includes charting skills, ECG and radiology workshops, “what to do in a code,” suturing and knot tying sessions, venipuncture, and TB mask fitting. Clinical reasoning and differential diagnosis of common complaints, such as abdominal pain and headache, are reviewed. Workshops include interdisciplinary topics such as HIV/AIDS, hospital nutrition, end-of-life care, smoking cessation, complementary and alternative medicine, and medical disabilities.
FME1-3001/F - Core Clerkship in Family Medicine (14 credit hours). The Family Medicine Clerkship is an eight-week clinical experience during which students participate in a unique breadth of patient care in the context of family and community.
Students experience traditional office-based practice under the supervision of a community-based family physician preceptor. With the office practice as a base, the family physician serves all aspects of patient care involving both inpatient and outpatient settings, ranging from the hospital to the nursing home. Students are placed with family physicians that practice the full breadth of the discipline, including obstetrical care, whenever feasible.
The department maintains a wide array of approved clinical training sites throughout the state of Tennessee and works closely with students to identify mutually agreeable clinical assignments. Student hardships will be considered in making the final assignment.
The clerkship is a full-time learning experience, typically mirroring the family physician preceptor and including both weekend responsibilities and night call. Students have several written assignments to complete as well as assigned readings during the eight weeks. This clerkship is also offered in Knoxville (FME2-3001/F) and Chattanooga (FME3-3001/F).
MED1-3001/F - Core Clerkship in Medicine (14 credit hours). The clinical clerkship in medicine is designed to provide the medical student with an opportunity to learn by experience in patient care and by the examples set by the faculty and house staff. The student is a participating member of the clinical team responsible for patient care which includes residents and the attending physician. A student is expected to: 1) acquire skill and efficiency in history taking and physical examinations, in technical procedures, in the assembly and interpretation of laboratory data, and in patient diagnosis and management; 2) apply to clinical problems the knowledge and facts acquired in the biomedical sciences; and 3) read current medical journals as well as textbooks. Each student is assigned to the University Medical Services at the Veterans Affairs Medical Center, the Regional Medical Center or Methodist University Hospital for the eight-week rotation. At the mid-point of the clerkship, each student will switch from one hospital assignment to another. Alternatively, students may rotate through Baptist Hospital in Nashville for four weeks of their rotation (Nashville MED4-3001/F). This clerkship also is offered in Knoxville (MED2-3001/F) and Chattanooga (MED3-3001/ F).
NEU1-3001/F - Core Clerkship in Neurology (7 credit hours). This four-week experience is offered in an eight-week rotation in concert with the Psychiatry Clerkship. The clinical sites for the clerkship are at Baptist Memorial Hospital, Methodist University Hospital, and the Veterans Affairs Medical Center. The major emphasis is on developing skills in neurological history taking and in the performance and interpretation of the neurologic examination. The clinical correlations of neurostructure and function taught in Neurosciences are expanded upon in the clinical setting. An exposure to the various categories of neurologic disorders and their pathophysiology is provided. The diagnostic approach to the patient stresses both anatomic and etiologic considerations. Neurology is a focal point for the dynamic advances in our understanding of the pathogenesis of disease and related new therapies. Currently, this clerkship is offered only in Memphis.
OBG1-3001/F - Core Clerkship in Obstetrics and Gynecology (14 credit hours). This required eight-week clerkship is designed to familiarize the student with female pelvic anatomy and the normal menstrual cycle. In addition, obstetric and gynecologic history taking and pelvic examination are taught, along with the normal physiology of pregnancy and care of the normal pregnant woman through the antepartum, intrapartum, and postpartum course. Basic complications of pregnancy are covered, as well as specific diseases as related to pregnancy outcome. The gynecologic portion of the clerkship focuses on basic diseases which occur in the female pelvis, including infection, endometriosis, and cancer. This clerkship also is offered in Knoxville (OBG2-3001/F) and Chattanooga (OBG3-3001/F).
PED1-3001/F - Core Clerkship in Pediatrics (14 credit hours). Four weeks of this eight-week required clerkship experience are in an ambulatory setting that includes: general outpatient care, subspecialty clinic experience and primary care in a private office setting. The other four weeks are spent on inpatient service, providing direct “hands-on” patient management. An eight-week lecture series covers the most relevant topics in pediatric care. Regular rounds with faculty and house staff provide opportunities for interaction with all members of the health care team in managing the pediatric patient. This clerkship also is offered in Chattanooga (PED3-3001/F).
PSY1-3002/F - Core Clerkship in Psychiatry (7 credit hours). This four-week clerkship is offered in an eight-week block in concert with the Neurology Clerkship. Students are assigned to a general inpatient service as their home base, gaining familiarity with diagnosis and treatment of severely disturbed patients. Additional time is organized around psychiatric services in a general medical setting (Consultation-Liaison or Emergency Room at the Regional Medical Center) or the Alcohol and Drug Rehabilitation Services at the Veterans Affairs Medical Center. Lectures, readings, case conferences, and outpatient clinic assignments round out the experience. The student is expected to gain a basic knowledge of psychiatric diagnosis, applied psychopharmacology, and non-pharmacologic treatment options. Emphasis is on information useful to students regardless of their future specialty choice. Currently, this clerkship is offered only in Memphis.
SUR1-3001/F - Core Clerkship in Surgery (14 credit hrs). This eight-week clerkship encompasses general, vascular, and trauma surgery. The objective of this clerkship is to familiarize the student with the basic pathophysiologic, diagnostic and therapeutic modalities involved in the art and science of surgery. The fundamentals taught in this rotation will be of benefit to individuals even if they do not choose a field of surgery as a career. The clinical rotations are four weeks each in two different facilities. These facilities include the Veterans Affairs Medical Center, the Regional Medical Center, Baptist East, St. Francis, and the Methodist University Hospital. In addition to this clinical involvement, each student is involved in small group conferences and an afternoon didactic lecture series delivered by members of the faculty. The student also participates in a skills laboratory, videotape presentations, grand round sessions, and generous outpatient experiences. This clerkship also is offered in Knoxville (SUR23001/F) and Chattanooga (SUR3-3001/F).
Additional information on each clerkship can be found at: www.utmem.edu/Medicine/Acad_Affairs/UME/Clerkships/
Location of Clinical Clerkship and Elective Offerings:
| Memphis | Knoxville | Chattanooga | Nashville | |
|---|---|---|---|---|
| Family Medicine | x* | x | x | |
| Medicine | x | x | x | x |
| Neurologya | x | |||
| Ob/Gyn | x | x | x | |
| Pediatrics | x | x | ||
| Psychiatrya | x | |||
| Surgery | x | x | x | |
| Ambulatory Medicine | x | x | x | |
| Senior Clerkship Medicine | x | x | x | x |
| Senior Clerkship | ||||
| (any third year clerkship) | x | x | x | |
| Surgery Specialties | x | x | x | |
| Specialty Clerkship | x | x | x | |
| Patient Safety/Quality | ||||
| Improvement Clerkship | x | x | x | |
| Electives | x | x | x | x |
a Psychiatry and Neurology are scheduled in the same eight-week period.
*The Department of Family Medicine seeks to expose all medical students to primarily ambulatory-based medicine in the real-life office setting of practicing community family physicians. The department places students in locales throughout the state of Tennessee including urban, suburban, rural, and under-served communities. Whenever possible, student preferences for specific locations are taken into consideration. Students may request approved settings in their hometown or communities where they may stay with
family or friends. Students are responsible for the costs associated with transportation, housing, and food.
The fourth year is composed of six 4-week clerkships, one week of DRS/PCC, and four 4-week electives. These clerkships allow for increased responsibility in patient care as well as the opportunity to pursue areas of individual interest. The electives provide students with the opportunity to select the clinical or basic science experiences to best meet their particular career goals. More information is provided at http:// www.utmem.edu/Medicine/Acad_Affairs/UME/.
PCC/DRS 1 week Ambulatory Medicine 4 weeks Surgery Specialties 4 weeks Specialty Clerkship 4 weeks Senior Clerkship in Medicine 4 weeks Senior Clerkship in any of the required M3 clerkships 4 weeks Patient Safety/Quality Improvement 4 weeks Required Electives* 16 weeks Optional Electives 12 weeks
*Elective Programs: 16 weeks of half-time/full-time electives are required. (320 electives are available in Chattanooga, Jackson, Knoxville, Memphis and Nashville.) Electives can be viewed at www.utmem.edu/ Medicine/Acad_Affairs/UME /
The required fourth-year clerkships and elective rotations are shown below. The number following the departmental designation indicates the city in which the clerkship is held (e.g., MED1, with the 1 indicating Memphis):
| 1 Memphis 2 Knoxville | 3 Chattanooga 4 Nashville 5 Jackson | ||||
|---|---|---|---|---|---|
| SENIOR CLERKSHIP IN INTERNAL | AMBULATORY | SURGERY | SENIOR CLERKSHIPS IN ANY | ELECTIVES | |
MED1-3002/F MED1-3003/F IDE1-3001/F SUR1-3002/F FME1-3010/F PED1-3010/F 4000 Series in MED2-3002/F MED2-3003/F IDE2-3001/F SUR2-3002/F FME5-3010/F PSY1-3030/F any discipline MED3-3002/F MED3-3003/F IDE3-3001/F SUR3-3002/F FME1-3012/F SUR1-3014/F (w/o same MED4-3002/F FME1-3030/F SUR1-3011/F third number
FME6-3012/F SUR1-3012/F in same MED1-3029/F SUR1-3013/F discipline) MED1-3030/F FME2-3010/F NEU1-3010/F MED2-3010/F PSY1-3010/F MED2-3030/F MED1-3035/F OBG2-3010/F MED1-3036/F PED2-3010/F MED1-3037/F SUR2-3010/F MED1-3061/F SUR2-3020/F MED1-3062/F SUR2-3030/F MED1-3064/F SUR2-3031/F MED1-3063/F SUR2-3040/F MED1-3100/F MED3-3010/F MED1-3120/F MED3-3030/F OBG1-3010/F MED3-3031/F OBG1-3020/F OBG3-3010/F
OBG3-3020/F PED3-3010/F SUR3-3010/F SUR3- 3030/F
Specific dates for the senior year are shown in the clerkship calendar section of the web site.
DRS/PCC1-3002/F (1 credit hour). The curriculum is designed as a continuing medical education (CME) model. The goal is to provide direction for students in developing the skills necessary to become life-long learners and the ability to share their learning as effective teachers in both the academic as well as the community setting. Successful completion of the M-4 LCP includes both required and optional didactic and experiential components.
MED1-3002/F - Senior Clerkship in Medicine (7 credit hours). The Senior Clerkship in Medicine places the student in a more direct role in patient care similar to an internship, but closely supervised and directed. The senior clerkship student will record the principal database (with resident or faculty review and counter signature), develop an evaluation and treatment plan, and write orders on patients (to be reviewed, altered if necessary, and signed by the resident or faculty prior to implementation). The student is introduced to responsibility for inpatient care in a setting in which the student is the initial evaluator of the patient’s problems as outlined in the general instructions. The student develops conceptual and manual skills for evaluation and care of internal medicine patients and becomes more familiar in dealing directly with hospital and other paramedical personnel with an appreciation for the team approach to patient care. The student participates in two-hour rounds at least four days per week with the attending physician assigned to the service and consults daily with the resident house staff on each assigned patient. This clerkship also is offered in Knoxville (MED2-3002/F), Chattanooga (MED3-3002/ F), and Nashville (MED4-3002/F).
MED1-3003/F - Ambulatory Care (7 credit hours). The objectives of the ambulatory clerkship are to provide: 1) an in-depth orientation to the evaluation, management and long-term clinical course of common medical problems which are handled by internists; 2) guidelines for recognizing common clinical problems which may be cared for in an ambulatory setting versus those which require hospitalization and/or referral for specialty or subspecialty care; 3) instruction in the unique principles of successfully providing medical care in the ambulatory setting; and, 4) instruction in health maintenance, disease prevention, and relevant clinical epidemiology.
The student will work in a variety of clinical areas including general medicine clinics at the Regional Medical Center and Veterans Affairs Medical Center. There are also opportunities to participate in the Adult Special Care Clinic, Sickle Cell Clinic, Hypertension Clinic, and many of the subspecialty clinics such as Cardiology and Endocrinology. The student may spend some time with an internist in private practice. This clerkship also is offered in Knoxville (MED2-3003/F), and Chattanooga (MED33003/F).
SUR1-3002/F - Surgery Specialties (7 credit hours). This clerkship exposes the student to the Surgery Specialties of Orthopaedics, Ophthalmology, Otolaryngology and Urology. The clerkship is available in Knoxville (SUR2-3002F), and in Chattanooga (SUR3-3002/F).
Senior Clerkship (FME, MED, OB/GYN, PED, PSY/NEURO, SUR) (3010/F to 3012/F) (7 credit hours). Students are required to take a 4-week experience in any one of the core clerkships.
PSQ1-2002/F - Patient Safety, Quality Improvement Clerkship (7 credit hours). This is an opportunity to participate in a structured, longitudinal curriculum while performing stepwise work on a Patient Safety/Quality Improvement Project (PS/QI Project) under the tutelage of a quality improvement coach. Those students who do not participate in a longitudinal PS/QI Project and complete a project report will be required to participate in a 4-week block curriculum in February/March of their senior year.
IDE1-3001/F - Specialty Clerkship (7 credit hours). This clerkship will be offered four times each year. Students have a menu of over 40 options from which they may select one or two week selectives from a variety of disciplines to fill in gaps in individual knowledge or areas of interest. The course will be graded “Pass/Fail.” This clerkship is available in Knoxville (IDE2-3001/F) and Chattanooga (IDE3-3001/F).
Electives (7 credit hours each). Sixteen weeks of two-week (half-time) or four-week (full-time) elective work are required and normally taken during the senior year. Both basic science and clinical electives of varying lengths are offered in a variety of settings with maximal learning opportunities. During this time, each student has the opportunity to: 1) select experiences that meet individual career goals, 2) study in depth in a clinical or basic science area, and 3) have increased responsibility in patient care under the direct supervision of the faculty. Electives are offered by the University of Tennessee, UT-affiliated hospitals, and (with approval) at other accredited medical schools. The Elective Catalog is available at www.utmem.edu/Medicine/Acad_Affairs/UME/.
With proper selection, the electives program provides a varied and appropriate educational experience. This imposes a high level of responsibility on each student and with the limited elective time available, each student is encouraged to seek advice from as many different people as is practical.
Although prior approval by the course coordinator is not required for all electives, the responsibility of verifying the availability of an elective for a particular scheduling period rests with each student. For courses which indicate, “Consent of Course Coordinator” as a prerequisite, permission must be obtained from the course coordinator prior to scheduling.
A student may request an elective not currently listed in the Electives Catalog. Any specially designed elective requires approval of the involved faculty member, the appropriate departmental chair, and the Clinical Sciences Subcommittee. The Office of Academic and Faculty Affairs has forms available for this purpose. Since the approval process for a special elective could require considerable time, students are advised to begin this process well in advance of the time at which the requested elective is to be scheduled.
Departments have designated contact faculty for their educational programs. These faculty members should be a student’s first point of contact in matters of specific departmental concern in the curriculum. In addition, administrative details can be handled by the contact person; a listing of these individuals follows the faculty list in the electives catalog at www.utmem.edu/Medicine/Acad_Affairs/UME/
Selected clerkships and electives may be taken in the College of Medicine at Memphis, Knoxville, Chattanooga, Nashville, or Jackson. The sites at Knoxville, Chattanooga, and Nashville offer a variety of clerkships, as well as clinical and basic science electives. Senior programs are available at all five (5) sites (although not in each discipline). Not all electives are offered on a continuing basis. Students should refer to the individual elective description for additional information.
Students in the College of Medicine have twelve option weeks usually taken in the fourth year. Students should use these option weeks to interview for residencies and other personal business. Jobs and/or non-credit work can be arranged during option weeks with faculty members. Any student interested in applying for a research award during option weeks should contact the Associate Dean for Research for additional information.
A maximum of eight weeks of electives may be taken by students at other institutions. Any student applying for an elective at another institution must be in good standing in the College of Medicine, have satisfactorily completed the core clerkships of the third year, and have permission from the appropriate clinical department chair as well as the Office of Academic and Faculty Affairs. Electives at other institutions are normally taken for credit and, thus, tuition is paid at the University of Tennessee. The cooperating institution must be affiliated with an accredited medical school, must agree to accept and evaluate the student, and must certify that the elective being applied for is a regularly offered medical student elective at that institution.
An “Elective Away Application” form is available electronically at www.utmem.edu/ Medicine/Acad_Affairs/UME/ or in the Office of Academic and Faculty Affairs. This form must be completed and on file in the Office of Academic and Faculty Affairs before the elective begins in order for formal academic credit to be awarded.
The University of Tennessee College of Medicine has elective opportunities available at its sites in Memphis, Knoxville, Chattanooga, Nashville and Jackson for medical students from other medical schools. To be eligible for consideration, students must meet the following criteria:
All visiting students must have:
health insurance
It is expected that clerkship work at the University of Tennessee, will be part of the graduation requirements of the home institution. For this reason, it is essential that an authorization for taking an elective from Dean’s Office of the home institution be submitted. Section II of the “visiting student” application provides for this authorization. Currently, students who are regularly enrolled in another medical school and paying tuition at that school are not charged tuition at the University of Tennessee for brief elective periods. This policy may change in the future, and the school reserves the right to charge tuition at any time.
It is the individual student’s responsibility to secure housing. The campus housing office can be contacted at (901) 448-5609 regarding availability. Further specifics about housing can be obtained from the department in which the elective rotation will be taken.
The Office of Student Affairs is concerned with the overall growth, development, and graduation of medical students. Thus, the goal of the Office is to meet students’ individual needs and to serve in an advising capacity to various student activities. Programs sponsored by the Office of Student Affairs include:
Freshman Orientation, Faculty Mentor Program, Peer Counseling Program, Student Publications, Residency Placement Assistance, Medical Student Performance Evaluation, Career Counseling, Student Organization Support Guidance, Student/Faculty Award Selections, Graduation Ceremonies, and the Caduceus Ball.
Student Affairs personnel seek to enhance students’ nonacademic experiences with a goal of assuring that problems are addressed before they have an adverse affect. Students with concerns, whether personal, financial, or social, should not hesitate to seek assistance.
Alpha Omega Alpha National Medical Honor Society (AOA): Alpha Omega Alpha (AOA) is an esteemed society whose purpose is to perpetuate excellence in medicine. Selection to AOA is competitively based upon academic achievement and demonstration of attributes exemplary of a physician. The society sponsors two programs annually: AOA Distinguished Visiting Lecturer and AOA Student Research Day.
Student Government Association Executive Council (SGAEC): The SGAEC studies matters of importance to students of the Health Science Center and submits recommendations expressing student views and concerns to the administration and faculty of the University. The president of the Medical Student Executive Council is the College of Medicine’s representative on the SGAEC
Medical Student Executive Council (MSEC): Students are an integral component of the governance of the College, and the MSEC is the major student organization which represents the student body of the College of Medicine. The President of the MSEC is elected by voting members of the Council annually in the spring semester. Each class elects three MSEC representatives. Additionally, representatives of the Student National Medical Association (SNMA), the American Medical Student Association (AMSA), the Family Practice Student Association, American Medical Association - Medical Student Section, Organization of Student Representatives to the American Association of Medical Colleges, Student Society for Internal Medicine, and the medical fraternities are voting members.
MSEC elects the student representatives to committees such as the Committee on Undergraduate Medical Education, the Biomedical Sciences Subcommittee, the Clinical Sciences Subcommittee. The Council also selects the finalists for the student members of the Admissions Committee.
MSEC holds weekly noon meetings on Thursdays in the Student Activities Center. These meetings are open, and all medical students are encouraged to attend and to express concerns related to life as a medical student. The MSEC meets periodically with the Dean of the College, the Office of Academic and Faculty Affairs, the Office of Student Affairs, and other appropriate persons.
Organization of Student Representatives (OSR): The Organization of Student Representatives provides student input to the AAMC and its Council of Deans. Each of the 126 American Medical Schools elects a student representative to this organization. The Medical Student Executive Council annually elects this representative. The OSR has annual national and regional meetings. During these meetings, the student members discuss the status and trends in medical education, and pass resolutions reflecting the organization’s position on important issues. These positions are then sent to the Council of Deans, the governing body of the AAMC.
Adolph Meyer Society: The Adolph Meyer Society is an organization of medical students who are interested in psychiatric aspects of medicine. The monthly meetings are held at the home of a faculty member. Students and faculty discuss informally topics of current interest and concern. Meetings are open to all medical students and their spouses.
American Medical Student Association (AMSA): The American Medical Student Association is a national organization which offers students the opportunity to become involved in community outreach projects through locally organized chapters. AMSA is well known for its commitment to facilitating student impact on medical education and practice. As a national organization, AMSA offers many opportunities, such as preceptorships in a variety of specialties across the country, information regarding International Health Electives, participation in the International Medical Student Association, and access to experiences of other AMSA chapters. AMSA task forces include: Nutrition and Preventive Medicine, Death and Dying, Women in Medicine, Law and Medicine, and many others.
Council on International Outreach (CIAO): The Council on International Outreach is the umbrella organization for all student outreach initiatives in the College. It serves to strengthen student commitment to the local community, promote awareness of global health care needs and our responsibility to meet these needs. CIAO facilitates opportunities for education abroad and supports student organizations engaged in public service. CIAO helps to set a standard of global responsibility by demonstrating the willingness of future physicians to help others. The organization is composed of both students and faculty members from the College of Medicine as well as members from the community at large. Additional information may be obtained through the Office of Student Affairs.
Family Practice Student Association (FPSA): The Family Practice Student Association is a service organization open to all medical students and their spouses. FPSA provides opportunities for students to become involved in addressing vital concerns and issues facing medical students, e.g., malpractice insurance issues, practice management, primary care physicians distribution and manpower needs, and planning for the medical marketplace. Many students participate in the Family Practice Preceptorships during the summer between their first and second years.
The Student National Medical Association (SNMA): The SNMA, founded in 1964, is a nonprofit corporate association of minority students. The SNMA is dedicated to: 1) leadership development by augmenting and enhancing individual efforts as well as providing collective group development of minority medical students; 2) social awareness through student interaction with minority consumers and other health professional groups to keep abreast of social changes and their implications for the minority communities; and 3) service to humanity through a commitment to professional excellence which will ultimately benefit others in their chapters and in the community.
Phi Chi is the nation’s largest medical fraternity with more than 45,000 members worldwide. The UT Chapter welcomes both male and female members and offers housing opportunities as well as social and professional programs and activities.
The College supports a number of publications which are of particular interest to medical students including: The Record, Student Life Newsletter,Activities Calendar, and MSEC Minutes. A detailed description of each publication may be found in The CenterScope: Student Handbook and Directory.
The Aid to the Impaired Medical Student Program, unique among American medical schools when it was established in Memphis in 1982, attempts to provide compassionate assistance to impaired students. The AIMS Program focuses on problems of impairment due to substance abuse (drugs and alcohol).
Governed by a council of students and professional members, the AIMS program seeks to identify, intervene, evaluate, treat and monitor those students who do not successfully adapt to the stresses of medical school. The program is completely confidential and protects the rights of those students receiving treatment. Further, the program assures that recovered students are able to continue their medical education without stigma or penalty. At the same time, it protects patients and others from the harm an impaired student might cause.
Peer Counselors are trained sophomore student volunteers who offer a support system to freshman students. The program teaches prospective physicians that it is acceptable to ask for and offer support. In addition, the program fosters positive development and a shared, cooperative approach to education. A national model, this unique program has been well received and utilized by the UT medical students.
In an ongoing effort to provide support for students, the College of Medicine Peer Counseling Program has extended its services with the introduction of “Audience of One.” Audience of One is composed of M2 peer counselors with interest in exploring special needs of M1 students that may be better addressed through private discussions rather than a group format. For information, contact the Office of Student Affairs.
Each entering student is assigned a “Big Sib.” The Big Brother or Big Sister offers invaluable insight into the “ropes” of the first year: which books are best, the first test, best grocery store, where to get a hair cut, where to relax and have fun, how to sign up for intramurals, etc. Close and lasting relationships often develop through this program.
The Faculty Mentor System facilitates interaction among faculty and students. Each entering student becomes a member of a faculty mentor group composed of five first-year students, one or two faculty mentors, and two or more peer counselors. The faculty share their perspectives on medical education and the profession, and serve as resource persons for specific questions or problems. The sophomore peer counselors coordinate the activities of the group.
The Student Advisory Group (SAG) is designed to provide advice and counsel to the Office of Student Affairs in exercising its responsibilities to students. The elected representatives (VP’s for Student Affairs) from each class and elected OSR members provide student representation. Issues addressed are non-academic and deal with advancing the personal development and professional life of medical students.
Choosing the specialty most congruent with interests, talents and long-term personal and professional goals is a major life decision. Programs and activities are available to support students as they contemplate their choice of specialties and residencies. The Career Counseling and Residency Placement program begins in the second year of medical education and continues through the NRMP Match in the fourth year.
The Committee on Recognition and Awards under the direction of the Office of Student Affairs selects recipients for the following awards. Among the special awards given are the following:
Faculty Medal for Academic Achievement: The award is presented by the faculty to the graduating senior with the highest academic standing in the class.
Alumni Achievement Award in Clinical Medicine: This award is presented to an outstanding graduating senior who exemplifies the highest ideals of the practice of medicine. The recipient displays the best qualities of personal honesty, character, compassion for patients, and dedication to the highest ethical and professional standards. A plaque and stipend are provided by the College of Medicine Alumni Association for the continued pursuit of excellence in medical arts and skills.
Alumni Achievement Award in Research: This award is given to a graduating senior in recognition of outstanding achievement in biomedical research. A plaque and stipend are provided by the College of Medicine Alumni Association for continuation of research pursuits.
Alpha Omega Alpha Distinguished Graduate Award: An engraved plaque is presented to the graduating senior who, in the opinion of the Committee on Recognition and Awards and the AOA Executive Committee, will make the most significant contribution to the medical profession. The award is presented by the College of Medicine Chapter of the Alpha Omega Alpha National Medical Honor Society.
Distinguished Student Achievement Award: The Committee on Recognition and Awards selects a graduating senior who has shown distinction in scholarship, leadership, service, and character during the period of medical education. An engraved plaque and a stipend are awarded by the College with sponsorship by the Upjohn Pharmaceutical Company.
The Departments of Medicine, Obstetrics and Gynecology, Pediatrics, Psychiatry, Surgery, Neurology, and Family Medicine, respectively, present an award to the graduating senior who illustrates the most outstanding abilities within each specialty. Additionally, The Tennessee Academy of Family Physicians sponsors The Outstanding Student in Family Practice Award.
This award is presented to the member of the graduating class who surmounts the greatest difficulty in obtaining a medical education. The recipient is selected by the class with input from the Committee on Recognition and Awards.
An engraved plaque is given by the College of Medicine to a graduating senior for outstanding service to the student body and to the College of Medicine. The recipient is selected by the Medical Student Executive Council.
This award is presented by the University of Tennessee Health Science Center Office of Student Affairs in recognition and appreciation of outstanding leadership and service as a member of the Student Government Association Executive Council.
This award is given to a graduating senior for outstanding service to the community and the medical profession while a medical student. It includes a set of CIBA Medical Illustrations Atlas. The recipient is selected by the Medical Student Executive Council.
Alpha Omega Alpha National Honor Medical Society student membership is based entirely upon scholarship, honesty, and potential leadership. Students are elected to the chapter during their last year of medical school. The UT local chapter of AOA makes all selections.
The graduating seniors select an outstanding faculty member from their basic science years and from their clinical years for recognition.
This award is given to a graduating senior for his/her sensitivity to and respect for patients. The recipient is chosen by the Committee on Recognition and Awards.
A number of activities with clinical, educational or research components require active collaboration of a variety of disciplines. In order to facilitate development of programs with multi-department and multi-college participation, several programs have been designated as interdisciplinary programs. Interdisciplinary programs imply more than close cooperation on campus; they also involve coordination of all private and public efforts in a particular field. Thus, interdisciplinary programs fit the description of being organized scientific activities “without walls.”
This interdisciplinary center builds upon a strong base in functional genomics and bioinformatics that extends from Knoxville, through Oak Ridge, to Memphis. The purpose of the Center is to provide infrastructure and expertise to catalyze a broad range of research projects and university-industry collaborations that exploit cutting-edge techniques to delineate the function of genes in biology. The Center works closely with faculty across departments and schools throughout the UT System (UTK, UTHSC, and UTSI), Oak Ridge National Laboratory (ORNL), and St. Jude Children’s Research Hospital (SJCRH).
Research scientists in the Vascular Biology Center seek to define key risk factors for vascular disease and understand how these factors increase the risk of disease. To accomplish these goals the Center combines the basic research and clinical environments. As a result of combining these environments, the Center is ensuring rapid translation of research findings into patient care, thereby saving lives and improving the quality of life for vascular disease patients; heightening local and national awareness of vascular disease prevention and care; expanding and integrating existing research opportunities within the university to foster cooperative and effective research between various medical disciplines; and training tomorrow’s investigators to be individual thinkers.
The Neurobiology of Brain Disease Center combines the latest technologies for brain disease research and molecular biology to improve the understanding of brain function and the discovery of novel treatments for disorders such as:
Parkinson’s and Huntington’s diseases, Stroke, Cancer, Multiple Sclerosis and other neuroimmuologic diseases, developmental defects, Neurotrauma (such as injuries in car accidents, falls, or sports injuries), Schizophrenia and other psychiatric disorders, and drug addiction.
The Center brings together neuroscientists from seven university departments including anatomy and neurobiology, pharmacology, physiology, neurology, neurosurgery, psychiatry, and radiology. Through combined efforts, these scientists and clinicians with expertise in neuroscience research utilize the latest technology to advance the understanding and treatment of brain disease.
Scientists in the Center of Excellence for Diseases of Connective Tissues conduct basic research in five broad areas:
Autoimmune diseases (such as rheumatoid arthritis and lupus); degenerative diseases (such as osteoarthritis and degenerative disc disease); inflammation and the basic science of how the body reacts to injury; fibrotic diseases (such as heart failure and emphysema), and clinical research.
It is from clinical service, clinical and basic research and teaching that the center derives its strength. Major center components include research focused on:
Understanding the cause and origin of connective tissue disease by using animal models and in vitro cell culture systems, designing new diagnostic tests for diseases of connective tissue, and developing novel therapies and prosthetics to treat these diseases.
The Child Development Center was established in January, 1957, under a grant from the United States Children’s Bureau through the Maternal and Child Health Division of the Tennessee Department of Public Health. The current facility was constructed with a grant from the United States Public Health Service in March, 1966. The building was renamed the Boling Center for Developmental Disabilities (BCDD) in honor of retired UT President Boling and his wife in 1988.
BCDD is one of sixty-one federally funded university centers for excellence in developmental disabilities, education, research, and service. Program goals are to: provide interdisciplinary training; develop innovative clinical service programs; and deliver technical assistance and consultation to those local, state, and federal programs that address the needs of individuals with developmental disabilities.
Training programs within the BCDD include: developmental pediatrics, biochemistry of metabolic disorders, clinical genetics, and child psychiatry, as well as audiology, dentistry, nursing, nutrition, occupational therapy, physical therapy, psychology, special education, speech pathology, and social work. Training efforts are largely directed at the graduate level, and fellowships are offered in most disciplines. Training opportunities are also available to students at the undergraduate level. Cooperative programs housed in the BCDD include: Harwood Day Training Center, Memphis Oral School, Exceptional Children’s Clinic, UT Child Care Laboratory, BCDD Demonstration School, and Adolescent Day Treatment Program.
A unique feature of the BCDD is the interdisciplinary approach to both service and training. Trainees in every discipline have opportunities to work with professionals in other disciplines and to understand each professional’s contribution to the diagnostic and treatment process. The interdisciplinary environment also provides a setting in which children and adults with complex problems can receive diagnostic and treatment services.
The University of Tennessee Cancer Institute, established in its present form in early 1985, is dedicated to research and education in cancer and cancer-related disorders. Membership in the Cancer Center is voluntary, is open to any interested faculty or community health professional, and is intended to promote scientific collaborations among investigators from many disciplines. The Cancer Center and its members are responsible for the development and application of new knowledge to patient care and to the prevention and early detection of cancer. The Cancer Center is a full, active member of a national multidisciplinary cooperative clinical trial group funded by the National Cancer Institute and enrolls patients to investigational treatment protocols in leukemia, lymphoma, breast, and respiratory cancer. Basic research programs include population pharmacokinetics, cancer pharmacology, and tumor cell biology. The Cancer Center is also involved in funded research and community service projects in cancer control and cancer education.
The Molecular Resource Center of Excellence (MRC) serves as an interdisciplinary resource for basic biomedical and clinical investigators. The Center was established to develop the facility and expertise needed for a basic science or clinical investigator to begin with a purified protein and isolate its cognate gene. Conversely, the investigator may begin with a gene that can be easily cloned and isolate its cognate protein. Once a desired gene has been cloned or a protein purified, the facility permits full structural determination and manipulation of both molecules. The Center consists of four facilities: Gene Cloning and DNA Sequencing, Oligonucleotide Synthesis, Peptide Synthesis, and DNA-chip array. Additional facilities will be developed over the next several years, including a laser-driven dual beam flow cytometer that will permit analysis and sorting of up to seven different cell types, and a protein analysis laboratory consisting of peptide isolation and mapping facilities, amino acid and primary sequence analysis facilities and computer-based molecular modeling capabilities.
The first of its kind in Tennessee, The Center for Neuroscience was established in 1985 through the State of Tennessee Better Schools Program. In 1988, the Tennessee Higher Education Commission designated it an Accomplished Center of Excellence because it had become one of the largest integrated neuroscience research and training programs in the U.S. and an internationally recognized center for neuroscience.
The Center for Neuroscience is a multidisciplinary program, which includes faculty from twelve departments in the College of Medicine (four basic sciences and eight clinical sciences departments). The interdepartmental nature of the program provides the collaborative environment necessary for quality neuroscience research.
Research directions are diverse, with emphases on movement disorders, including Parkinson’s disease, Huntington’s chorea, and muscular dystrophy; visual function and eye diseases; developmental neurobiology; and molecular neuroscience/genetics. Other areas include neuroendocrine regulation and the neuronal control of cardiovascular function; sleep; cerebral circulation and metabolism; the biochemical analysis of peptides; and brain modeling.
The Center for Pediatric Pharmacokinetics and Therapeutics (CPPT) was formally established in July 1986 at The University of Tennessee Health Science Center by a grant from the State of Tennessee. This grant provided the additional funding necessary to build a comprehensive, multidisciplinary Center of Excellence committed to the development of new knowledge related to drug disposition and effects in children. Prior to establishing the Center, faculty investigators at The University of Tennessee, LeBonheur Children’s Medical Center, St. Jude Children’s Research Hospital, and the Regional Newborn Center had over $1 million of extramurally funded research related to pediatric pharmacokinetics and pharmacodynamics. The CPPT was built upon this strong foundation, providing new resources and bringing together the requisite expertise in pediatrics, clinical pharmacokinetics, pharmacodynamics, pharmacology, pharmacogenetics and related disciplines. By establishing several CORE laboratories as shared resources for Center faculty, the CPPT has facilitated collaboration and coordination of a multidisciplinary group of investigators at the University of Tennessee Health Science Center. The CPPT has over 20 full-time faculty investigators who are directing extramurally funded research programs related to the pharmacokinetics and pharmacodynamics of drugs in children.
The Brain Injury Research Center is a regional consortium that includes membership from ten participating institutions. The consortium includes the following: Colleges of Allied Health, Dentistry, Medicine and Nursing at The University of Tennessee Health Science Center; The Regional Medical Center at Memphis; the Baptist Memorial Hospital; the Veterans Administration Medical Center; the Semmes Murphey Clinic; the LeBonheur Children’s Medical Center; the Methodist University Hospital; Memphis Neuroscience Center; St. Jude Children’s Research Hospital; and the Epi Care Center. The major aims of this Center are to standardize clinical therapies, to better assess new protocols, to increase research related to brain injury, and to heighten community awareness.
The Center for Prevention and Health Services Research, in collaboration with the University of Memphis and other area universities and health care organizations, serves as a catalyst to stimulate the growth of important research whose purpose is to improve the database, quality, access and efficiency of clinical and prevention health services for adults of all races and economic status in the State of Tennessee. The major objective of the Center is to develop collaborative research relationships with many departments and colleges both at the University of Tennessee Health Science Center and in other area institutions.
Chairs of Excellence and Endowed Professorships
See the general section of this catalog.
Alpha Omega Alpha Lectureship: The local chapter of Alpha Omega Alpha sponsors a visiting lectureship during the spring of each year.
James H. Horner Distinguished Visiting Professorship: James H. Horner was a medical student who died shortly before his medical school graduation in 1983. Dr. Horner’s family established this distinguished professorship “ to promote education, compassion, and academic excellence in the practice of medicine.” This professorship is held in conjunction with the annual alumni weekend.
Henry B. Brackin Lectureship: This lectureship, sponsored by an anonymous donation honoring Dr. Brackin, makes possible an annual lectureship in some area of psychiatry.
Eleanor and James N. Etteldorf Lectureship: This annual lectureship in pediatrics, established by Dr. James N. Etteldorf, includes symposiums composed of visiting and resident faculty.
T.S. Hill Lectureship: This lectureship in psychiatry was established to honor Dr. T.S. Hill, Professor Emeritus and Chairman of the Department of Psychiatry from 1941 to 1963.
McDonald Lectureship: This lectureship was established for invited faculty to participate in lectures and rounds with students and residents and other members of the Section of Hematology in the Department of Medicine.
Israel David Michelson Visiting Professorship: This lectureship in pathology is funded through an endowment established by friends and colleagues of Dr. Michelson.
R.R. Overman Lectureship: This lectureship is funded through an endowment created from the gifts of former students and colleagues of Dr. Richard R. Overman and provides an annual lectureship.
Quarterly Visiting Professorship in the Department of Pediatrics: Various guest faculty lectures in the Department of Pediatrics are presented quarterly and funded by an anonymous source.
Irving Shelton Lectureship: Lectureships in psychiatry were established through a contribution of Mr. Irving Shelton, the publisher of Disease of the Nervous System (now the Journal of Clinical Psychiatry).
Karl L. Smiley, Jr. Lectureship: The purpose of this lectureship is to provide a participatory lectureship for graduate student education and enrichment reflecting current interests in the field of microbiology.
Phineas J. Sparer Distinguished Visiting Professorship: Established by a gift from Mrs. Florence Sparer in memory of her husband, the visiting professorship rotates annually between the Departments of Psychiatry and Preventive Medicine.
Therapeutics Lectureship: This lectureship is to provide lectures in clinical pharmacology.
Charles C. and Mary Elizabeth Lovely Verstandig Distinguished Visiting Professorship: This endowment provides for an annual distinguished visiting professorship in various areas of academic interest.
Harwell Wilson Distinguished Visiting Professorship and The Harwell Wilson Visiting Lecture in Surgery: An endowment created by the friends of Dr. Harwell Wilson provides a distinguished visiting professorship and an annual lectureship in surgery.
A complete list of College of Medicine faculty is available at the Academic Affairs web site: www.utmem.edu/Medicine/Acad_Affairs/Fac_Adm/