MD Program

https://med.miami.edu/medical-education/medical-programs  

Join the University of Miami Miller School of Medicine and be part of a community committed to transforming the landscape of medicine. Our program is thoughtfully crafted to provide you with the comprehensive knowledge, skills, and experiences needed to succeed and become a leader in the vibrant and constantly advancing field of health care. 

Every academic year, we open our doors to a diverse group of around 200 students. These students are nurtured to become outstanding residency candidates, equipped to make a lasting impact in this esteemed profession. 

Accreditation

The Liaison Committee on Medical Education (LCME) is the official accrediting body for medical education programs leading to the MD degree in the United States and Canada. It is recognized by the U.S. Department of Education and the World Federation for Medical Education (WFME). The Miller School of Medicine is fully accredited by the LCME. 

Curriculum Requirements 

The NextGenMD curriculum is divided into 3 phases.  Phase 1 is the pre-clerkship curriculum, Phase 2 is the clerkship curriculum, and Phase 3 is the advanced post-clerkship curriculum. 

Phase 1 provides a grounding in foundational and clinical science, health systems science, social determinants of health, core clinical skills, and professionalism. Phase 1 is completed over 14 months, inclusive of 2 months of summer capstone work. Phase 1 includes the Introduction to the Medical Profession (IMP) course, which includes a series of online modules and readings to prepare for in-person instruction and two weeks of an in-person introduction to the basic clinical skills, foundational principles, and professional behaviors relevant to the medical student. Biomedical Principles of Health (BMPH) is a multidisciplinary 9-week course which provides an overview of key concepts in genetics, cell physiology, pharmacology, autonomic nervous system, pathology, microbiology, and immunology.  BMPH provides a foundation of basic science understanding supporting the organ system physiology and pathophysiology courses which follow. There are five Symptoms and Signs of Disease (SSD) courses, each focusing on two or more complementary disciplines in organ system anatomy and physiology, pathophysiology, and disease.

SSD1 Disciplines: Cardiovascular and Respiratory  

SSD2 Disciplines: Respiratory and Renal 

SSD3 Disciplines: Hematology and Gastroenterology/Hepatology/Nutrition 

SSD4 Disciplines: Neurology, Psychiatry, Otolaryngology/Special Senses, and Dermatology 

SSD5 Disciplines: Endocrinology, Reproductive Medicine, Rheumatology, and Musculoskeletal System 

There are three Medicine as a Profession (MAP) courses in Phase 1 which focus on basic clinical skills, communication skills, professionalism, and qualities expected in a physician. The two Scholarly Concentration courses provide opportunities to pursue a dual degree or a scholarly pathway of emphasis.  The pathways represent topics important to medicine from the humanities to basic sciences. Students can elect to follow their interests, gain knowledge, and participate in mentored scholarly and research activities. Phase 1 also includes three Milepost weeks that allow students to meet with longitudinal clinical educators, undergo clinical skills assessments, and take customized or comprehensive NBME exams. 

Phase 2 consists of integrated clinical clerkships, where continued themes of foundational, clinical, and health systems sciences are embedded within clerkships. Phase 2 is completed over 12 months and begins with an introductory “Transition to the Clerkships” course that covers core content areas: defining the medical student role, interprofessional teamwork, basic procedural skills, basic documentation skills, self-directed learning techniques, and how to be an effective learner in the clinical setting. Additionally, the course covers content reinforced throughout the phase including social determinants of health, patient safety, leadership and health advocacy, wellness promotion, and quality improvement. 

Phase 2 is divided into four, 12-week integrated clerkships as follows: Practice of Medicine (inpatient/outpatient Internal Medicine and its subspecialties, Family Medicine, and Geriatrics), Women and Children’s Health (Obstetrics/Gynecology and Pediatrics), From the ER to the OR (Surgery, Anesthesia, Emergency Medicine), and Mind, Matter and Medicine (Neurology, Psychiatry, Ophthalmology, and Palliative Medicine). During each integrated clerkship block, foundational science and longitudinal thematic content is delivered using multiple modalities including online learning and interactive small group sessions. The foundational science content includes Anatomy/Cell Biology, Biochemistry, Microbiology/Immunology, Pharmacology, and Physiology; the longitudinal thematic content includes Oncology, Genetics, Radiology, and Pathology. 

Medicine as a Profession courses (MAP 201, 202 and 203) are delivered longitudinally at pre-determined sessions during the integrated clinical clerkships and during two Milepost weeks.

At the end of Phase 2, students are provided dedicated time to prepare for and take USMLE Steps 1 and 2CK.

Phase 3 occurs over 17 months and is dedicated to career exploration, integrated science selectives, advanced clinical experiences, electives, a critical care experience, a sub-internship, and preparation for internship. Phase 3 also allows all students to work on their scholarly concentration. All students must select a Pathway of Emphasis for their scholarly work or obtain a dual degree from existing 4-8-year dual degrees program options. A select group of students who meet defined competencies can enter residency early after 3 years. Students have opportunities to explore their interests through a variety of elective experiences both at the University of Miami and other accredited medical schools.  Below are the required courses in Phase 3.

1) Sub-Internship: The sub-internship (sub-I) experience offered during Phase 3 is intended to provide a learning experience for the students that prepares them to serve as competent interns and effective members of an interdisciplinary team.  The sub-internship is a 4-week inpatient experience.

2) Advanced Integrated Science Selective: Phase 3 students are required to choose one selective (4 weeks duration) from a variety of integrated science options that explicitly translate foundational science to clinical practice and allow students to reinforce important foundational science concepts taught in Phase 1 and 2. These selectives emphasize interactive teaching methods and explore basic science topics that are related to students’ career choices or academic interests.  This is a 4-week experience.

3) Advanced Clinical Experience (ACE): The student will be given the opportunity to exercise critical clinical thinking and patient care skills (e.g., diagnosis, prognosis, and management) while under the direct supervision of attending physicians and residents/fellows. Students follow the care of assigned patients with the attending physician. The students must be able to work up and manage the medical or surgical care of selected patients under the supervision of residents and attending physicians. This may include both outpatient and inpatient experiences and is 4 weeks in duration.

4) Elective: These courses are similar to ACE courses but are 2 weeks in length and more formative and experiential in nature. Students must complete 18 weeks (about 4 months) of ACE or elective courses.

5) Critical Care Selective: All students are required to complete a 2-week rotation in a critical care setting of their choice (Surgical ICU, Medical ICU, Cardiac ICU, Neonatal ICU, or Pediatric ICU) to become comfortable with the basic tenets of the care of acutely ill patients.

6) Transition to Residency: In the final semester of Phase 3, all students take a longitudinal didactic and experiential course to review content necessary for becoming an effective intern, with content that is generic for all senior medical students as well as specialty-specific course content. The course culminates in a 4-week in person experience at the end of the final semester of Phase 3.

7) Medicine as a Profession (301 and 302): In Phase 3, the MAP courses provide content specific to preparation for residency application and one-to-one meetings with longitudinal clinical educators to receive individualized guidance on the application process.

The Scholarly Concentration houses formalized research pathways and the Dual and Joint degree programs. Each student is required to either complete a second degree or participate in a pathway program, culminating in a capstone research project. The goal is to create well-rounded, transformational leaders in academic medicine through a formalized program of topical study paralleling every medical student's clinical training. Every student will learn the basics in practical applications of population health and gain a fundamental understanding of research methodology.  There are currently several Pathways and four-year dual/joint degree programs, and 5-8 year dual/joint degree programs. The Scholarly Concentrations research project culminates in the generation of a scholarly concentration portfolio comprising a written report and a public poster presentation in the final Spring semester. 

Students enrolled in a dual or joint degree program must complete the MD curriculum and that of their second degree for graduation and therefore are not required to participate in a Pathway. These degree programs generally require at least 30 credits, including 3-6 credits for research; such activities thus fulfill the requirements for scholarly concentration work required of students enrolled in Pathways of Emphasis.  Research training and mentorship in NextGenMD are part of the formalized curriculum to both alleviate pressure on students as well as improving the quality of their research education.

Students in the three-year Accelerated Pathway to Residency (described below)participate in the same courses and have the same core credit requirements in Phases 1 and 2, but their schedule and credit requirements differ in Phase 3 of the curriculum as they have five months to complete their curriculum rather than 17 months.  The table below shows the courses and credit hours for the 4-year MD course and the 3-year accelerated pathway.

Note 2: Dual/joint degree students do not get the 6 credits of Scholarly Concentration since they are getting distinct credits from a second degree, so their credit total is 136.

Note 3: MDR 1003 is a required 2-credit Elective for all MD/MPH students.

Mission and Goal 

The NextGenMD curriculum strives to empower learners to transform lives and inspire learners to serve the global community. The curriculum will produce transformational leaders who will shape the future of medicine, direct health systems, and champion discovery and its translation into clinical interventions. 

Student Learning Outcomes

PATIENT CARE 

Graduates will apply established and evolving information and technology to provide patient-centered care that is safe, compassionate, appropriate, and effective for the treatment of health problems and for the promotion of health.   

Graduates are expected to:  

1. Gather relevant and accurate patient information by performing a history and physical exam and obtaining relevant clinical data. 

2. Develop and prioritize differential diagnoses using history, physical exams, and the interpretation of common diagnostic and screening tests. 

3. Create and execute integrated diagnostic and therapeutic plans for the acute and longitudinal management of health problems. 

4. Integrate principles of disease prevention, health promotion, shared decision-making, and education into the health care of individuals, families, communities, and populations. 

5. Perform the diagnostic and therapeutic procedures necessary for patient care.  

KNOWLEDGE FOR PRACTICE 

Graduates will demonstrate knowledge of established and evolving biomedical, clinical, epidemiological, and social-behavioral sciences and their applications to patient care.   

Graduates are expected to:  

6. Explain the physiologic basis of human homeostasis and the diagnosis and management of human diseases.  

7. Apply the principles of epidemiology and social sciences to the collection of public health data, and the analysis, treatment, and prevention of health problems and disparities in communities and populations.  

PRACTICE-BASED LEARNING AND IMPROVEMENT 

Graduates will evaluate their own patient care practices and appraise and assimilate new technology and scientific evidence to improve patient care throughout their medical careers.   

Graduates are expected to:  

8. Recognize personal strengths and limitations, identify academic and career goals, seek and assimilate feedback in daily practice, and execute a personal action plan. 

9. Critically appraise and incorporate new scientific developments into patient care. 

10. Identify and investigate problems in the natural, social, and health system sciences that influence patients, populations, and communities to improve health and well-being. 

INTERPERSONAL AND COMMUNICATION SKILLS 

Graduates will demonstrate interpersonal and communication skills that result in effective information exchange and teamwork with patients, patients’ families, and professional associates.   

Graduates are expected to:  

11. Communicate effectively with peers, health care team members, patients, families, and the public. 

12. Demonstrate effective audience- and context-appropriate writing skills in electronic health records, reflective essays, and scholarly work. 

13. Demonstrate sensitivity, honesty, empathy, and compassion when communicating with patients and families across a broad range of clinical contexts. 

PROFESSIONALISM 

Graduates will demonstrate a commitment to carrying out professional responsibilities, adherence to ethical principles, and sensitivity to diverse patient populations and their families.   

Graduates are expected to:  

14. Exhibit and role model professionalism by demonstrating integrity, agency, humility, and responsibility.  

15. Act ethically in the best interests of patients and society.  

16. Demonstrate awareness of implicit and explicit bias, cultural humility, sensitivity, and responsiveness to diverse patient characteristics.  

SYSTEMS-BASED PRACTICE 

Graduates will demonstrate an awareness of the larger context and system of health care. They will effectively utilize system resources to provide optimal care as collaborative members of interprofessional teams.   

Graduates are expected to:  

17. Practice high-value care for the benefit of patients and health care systems. 

18. Advocate for patients and address systems-level changes necessary to improve health outcomes and patient safety.  

INTERPROFESSIONAL COLLABORATION 

Graduates will demonstrate the ability to engage in an interprofessional team to optimize safe and effective patient- and population-centered socially accountable care.   

Graduates are expected to:  

19. Respect and utilize the expertise of colleagues and allied health professionals with complementary skills sets to enhance the care of patients. 

20. As a member of the healthcare team, adapt to diverse clinical settings, patient care needs, and team dynamics, to optimize patient care.  

PERSONAL AND PROFESSIONAL DEVELOPMENT 

Graduates will demonstrate the qualities required to sustain lifelong personal and professional growth and identity.   

Graduates are expected to:   

21. Develop a personal and professional identity aligned with the core values of the profession.  

22. Maintain, monitor, and nurture mental, emotional, and physical health and take measures to promote personal wellbeing.  

23. Exhibit leadership skills that enhance team functioning, the learning environment, and the health system.