University of michigan accelerated medical program

Accelerated program proposals must specify which courses in the graduate curriculum can be double counted with the undergraduate requirements and how they fit into the undergraduate program of study. Typically, graduate programs designate graduate courses with similar subject-matter to undergraduate degree requirements i.

Graduate level double counted courses are delivered at a higher level of rigor and should not be taken until students are officially admitted into the accelerated program. If admitted, their graduate program will be their secondary curriculum in the student information system. Given the condensed nature of the program, a higher GPA is expected for admission.

Individual programs can set their own admission requirements to ensure student success in the accelerated program. In addition, they will not be classified as new graduate students or be factored into a graduate cohort for retention calculation purposes. Inteflex aimed to produce a more caring and humane, rather than what was seen as a disease-oriented, physician.

One of the original pushes to start the program was a national concern over a shortage of doctors. There was also a widely held perception that doctors were not overly compassionate.

Due to these reasons, there was ample funding to start a program that would focus on creating humane doctors at an accelerated rate. It was decided to test the theory that an education based on the arts, social sciences, and ethics would produce a more caring doctor.

Although acceptance to the program and the course-load was intense, "flexies" had a supportive atmosphere. Many of the students lived together in East Quad, a move that staff hoped would foster cooperation rather than competition. Inteflex also had specialized premedical counselors to help with academic or personal issues. Students also did not have to compete for entrance into medical school since they were guaranteed entrance with their Inteflex status.

The program attempted to reduce the redundancy between premedical preparation and medical school while offering an introduction to the arts and social sciences. The original six-year program contained 24 months of concentrated undergraduate education, two years of basic medical sciences in small Inteflex classes, and two years of clinical clerkship with standard medical students.

One of the key Inteflex courses was Introduction to Patient Care, or the "preceptorship. The student was placed with a mentor doctor and worked along with him or her for two months. This took place the first summer at the university, exposing the students to patient care early in their medical training.

Since the program began as an experiment, the program was constantly being evaluated. Students were questioned, tested, and evaluated with regularity. The curriculum changed with the results of the studies. Inteflex leader made several adjustments to courses, requirements, length of study, and admissions over the years. The program became a total of seven years in The undergraduate portion lengthened to three years. Inteflex students studied basic sciences with standard medical students, however they used different schedules.

Yearly class size also decreased from fifty incoming students to forty. These adjustments were made due to a number of factors. The intense six year program made it difficult for students to finish their requirements within the required time span. It was often difficult for "flexies" to meet this requirement without previous instruction or advanced placement in high school. The initial national fervor to educate more doctors also declined.

Funding for Inteflex also lessened at this time. Inteflex expanded program length again in following massive curriculum changes within the Medical School the previous year. The new medical curriculum was too different to accommodate the former Inteflex structure and as a result, it became an eight year program. The undergraduate portion became four years long. Admissions were lowered again, from 40 to 35 incoming students per year. This was a first for the program since previously students, once admitted into Inteflex, moved right into Medical School without separate applications, assessment, or testing.

This move was initiated by the Medical School after finding that Inteflex students generally had more difficulty in Medical School than students taking the standard path.

At this time, Inteflex changed focus slightly to accommodate and support more minorities and students from rural areas. Attention was given to producing primary care physicians, a continuation of the hope for more compassionate doctors. The program now also allowed students a non-M.

The program underwent close scrutiny in The review committee decided that the curriculum was no longer innovative, the community was too stifling for the "real world" of medical school, and that Inteflex students were generally not academically better than regular medical students. Even though it was studied thoroughly, there was no final way of determining if the Inteflex program, with its small classes, individualized attention and focus on humanities, created a more compassionate doctor than students going through a traditional path.

If they were using the family practice doctor as a resulting factor, then this did not prove to be the case. Most doctors who were "flexies" specialized in a particular branch as did most traditional students. The program accepted the last entering class in , and Inteflex offices closed in The last group of "flexies" was scheduled to graduate Medical School in An earlier two linear foot collection came to the library in Due to the size of the accessions following the program's discontinuance, the older records were absorbed to make one holistic record group.

Yearly classes are known by several names throughout the papers. The two most commonly used classifications are by the year the class entered Inteflex and also by the year of graduation from the Medical School. Classes may also be known by their status in the program, such as I4 meaning the student is in the fourth year of Inteflex.

To create the least confusion possible, classes within the finding aid are filed under the Medical School graduation year. Researchers desiring additional information about related topics should search the catalog using these headings. The Administrative series, 1. Included is a large volume of chronological correspondence sent out by the Inteflex administrative office including letters to prospective, current, and former students, other units, and people outside of the university.

These files show the history and yearly activities of the staff. The series also contains collected data, director correspondence, office procedure manuals, and faculty retreat records.

The series Committees, 1. The Admissions Committee records the changing student demographics over time. The progress is shown through correspondence, questionnaires, and reports. The Participating Faculty minutes report faculty and student solutions to internal Inteflex problems. The Policy Committee minutes contain high-level administration discussions about Inteflex policy. This subseries seems to continue under the name Steering Committee beginning in the s. It is a particularly rich source of information on the Inteflex program evaluation containing detailed minutes, reports, and some correspondence.

The Curricula series, 2. The largest subseries is Courses. The curricula series also includes class evaluations by students, requirements for the Inteflex program and concentrations, and grading policies.

The series Reports, 1. Many of the reports are student interview results describing their experiences, achievements, and satisfaction of the program. Some classes were interviewed at several stages within their academic careers. The results are arranged by the students' graduation year for clarity and consistency purposes. Many reports from the later years are in electronic format. The Student Life series, 0.

The series includes class rosters and alumni lists, activities, and relevant topical files such as housing and tutoring. The award subseries describes special achievements by students and includes correspondence and award background information. The Student Representatives subseries documents involvement with Inteflex committees and community service.

The Student Council Agendas and Minutes are particularly dense with student involvement. The Visual Materials series, 1. One Inteflex scrapbook was created by Inteflex office staff. The rest of the clippings are loose materials collected with the intention of creating another scrapbook.

Photographs are separated into faculty and staff, student life, and photograph albums. While there are few images of the administration, there are many photographs of students. There are formal and informal collages of class members under class photos. Snapshots of student activities are filed under yearly activities. There are also two photograph albums, one showing student life and the other containing images from students' internships or preceptorships with Michigan doctors.

There are also three VHS videotapes in the records. Two videotapes are of special events: The annual charity I-Ball from , and the Convocation. The third was created by students during the charity week. Collection Scope and Content Note. Administrative [series] The Administrative series, 1. General to Students Inteflex Governance This includes three or four years of undergraduate study at Grambling State University and four years of medical education at Meharry Medical College.

Students selected to participate in the program must agree to attend a six-week summer academic and clinical enrichment program at MMC beginning the summer following the freshman year. Acceptance occurs early in the second semester of the first year at Fisk University. This program has 18 spots per year. Up to 18 incoming freshmen will be selected each year for this special program. A Bachelor of Science B. The Doctor of Medicine M. The best composite score "super score" will be considered.

In addition to one of these test scores, students must present a 4. Students must indicate their interest when they apply to Caldwell University. Approved undergraduate majors currently include biology, biomedical engineering, chemistry, economics, engineering science, mathematics, English, history, philosophy, physics, and Spanish. Upon successful completion of the first year of medical school year four , the student is granted the BS or BA degree in the chosen undergraduate major from TCNJ.

MCAT is required. Minimum requirements include: unweighted GPA 3. Its purpose is to permit highly qualified high school students to complete the required courses for baccalaureate and medical degrees in a seven-year sequence. Conditional acceptance assuming meeting minimum requirements and 3rd year interview by medical school.

The program offers a guaranteed admission to medical school provided you maintain certain minimum progress requirements. In , the program became six years, with students spending two years including two summers at Penn State and four years at the medical school. Currently, students must complete the seven-year program, three years no required summers at Penn State, followed by four years at the medical school.

Academically qualified students who demonstrate the maturity, integrity, compassion and motivation needed to become dedicated and highly skilled professionals are those most likely to succeed in the program. A key factor considered in the admissions process is the applicant's potential and interest in pursuing a career as a primary care doctor in a physician shortage area. This includes opportunities and obstacles that students have experienced.

George's and receive a competitive score as determined by the medical school on the MCAT. Upon completion of the four-year bachelor's degree, you will progress into a four-year doctoral program in a tropical setting at SGU.

Minimum requirements include cumulative GPA 3. After successfully completing four 4 years of undergraduate study and earning a Bachelor of Science degree at MU, qualified students who satisfy all respective admission requirements will proceed to Grenada and enter the first year of St.

George's University School of Medicine or St. George's University School of Veterinary Medicine. Qualified medical students will be eligible to complete the first two 2 years of medical study in Grenada and the final two 2 years of this combined program in clinical rotations at affiliated hospitals in the U.

Qualified veterinary students will be eligible to complete the first three 3 years of veterinary study in Grenada and their final clinical year at affiliated veterinary schools in the U. This accelerated program is available to anyone, including graduating high school seniors who are not US citizens or permanent residents.

Students accepted into this highly-selective program will have the opportunity to gain conditional early acceptance to the SLU School of Medicine. The program provides early application privileges but does not guarantee acceptance to the School of Medicine. A certain number of seats are reserved for Medical Scholars at the St. Louis University of Medicine, but not all Medical Scholars will be able to matriculate to the medical school. Candidates must also have documentation of U.

This program is for high school students who are from rural areas, underrepresented minority groups or are the first generation in their families to attend college. Program is one of the most prestigious programs at Brooklyn College. The program is more than 40 years old and selects students who are not only academically strong, but who also exhibit interests in many areas, such as science, arts, sports, music, student government, student newspapers, research, community service, etc.

Our program has the advantage of permitting its students to choose any major and actually encourages them to major in the humanities or social sciences. Students who successfully complete an honors undergraduate premedical curriculum receive a baccalaureate degree B.

Each student accepted to the B. The program is designed for high-achieving students who have distinguished themselves with impressive high school academic records and a demonstrated interest in the field of medicine. Applicant Academic profiles available on the website.

Minimum requirements include: 3. By meeting the special requirements and deadlines of this joint program, a select group of entering freshmen are guaranteed admission to the Texas Tech University Health Sciences Center School of Medicine after completion of a Bachelor's Degree at Texas Tech University.

UMSI students are required to spend four years as an undergraduate at Texas Tech University and demonstrate significant evidence of health-related activities in a hospital or clinical setting before entering the School of Medicine. By waiving the MCAT requirement and guaranteeing medical school admission, UMSI gives students the opportunity to have a varied undergraduate education, which could include internships or study abroad.

Early matriculation may be considered after students have completed at least three years of undergraduate study at Texas Tech University. These candidates must interview with select faculty from the School of Medicine.

Applicants must demonstrate accelerated levels of appropriate medical readiness. Strong consideration will be given if you meet the eligibility requirements outlined below and are a resident of Northeast or North Central Pennsylvania with an interest in serving a rural community.