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C o L L e G e o f M e D I C I n eTHE FLORIDA STATE UNIVERSITY
P R o D U C I n G C o M P A s s I o n A t e P H Y s I C I A n s F o R t H e 2 1 s t C e n t U R Y
C o n t e n t s
How we’re different 3
Mission 4
Educational program 5
Teamwork 6
Teaching assistants 7
Academic departments 8
Centers and institutes 10
Medical library 11
Clinical Learning Center 12
Regional campuses 14
Rural training 16
Reaching out 17
Research 18
Encouraging diversity 20
Honors Medical Scholars 21
Scholarships 21
Graduate success 22
Residency programs 22
W H A T M A K E S U S D I F F E R E N T . . .
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We’re breaking new ground in medical education.
• Our mission shapes everything we do, including
admissions.
• This medical school is patient-centered and
student-focused.
• Our students begin in the summer, a semester
earlier than most medical schools, completing
basic anatomy and getting a generous dose of
attention from faculty and teaching assistants.
• They learn in small groups that emphasize
teamwork and value diversity, mutual respect
and open communication.
• Our students have multiple opportunities for
service-learning and research.
• They spend Years 3 and 4 at one of our six
regional campuses, learning one-on-one from
community physicians and having a campus
dean as their mentor.
• They get far more hands-on clinical experience
than most medical schools offer.
W H A T M A K E S U S D I F F E R E N T . . .
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W e ’ r e o n a m i s s i o n The mission of the Florida state University
College of medicine is to educate and develop exemplary physicians who
practice patient-centered health care, discover and advance knowledge, and
are responsive to community needs, especially through service to elder, rural,
minority and underserved populations.
“Medical school is stressful enough. This place offers support and a caring attitude, not
just from students but from the faculty as well. T h ey ’ re ve r y co m m i t te d to helping you
become the best doctor.”
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o u r e d u c a t i o n a l P r o g r a m
Years 1 and 2: Students are at the main campus
in tallahassee. through coursework, patient
encounters, organizations and interest groups, they
learn the biological, behavioral and social sciences
essential to the practice of medicine; they get training
in communication skills, epidemiology, biostatistics,
and societal and public health issues; and they
meet physicians from primary care, specialty and
subspecialty disciplines. they have service-learning
opportunities as near as a tallahassee clinic and as
far away as a village in central america, now and
throughout their four years. they begin the doctoring
continuum, which continues through Year 3. they
have support from their academic advisor, faculty
members, tas, their student support coordinator
and the roughly 30 other students in their learning
community.
Year 3: Students move to one of our regional
campuses or our major rural site. they see hundreds
of patients as they work alongside physician/faculty
members in community health facilities to complete
clerkships in family medicine, internal medicine,
obstetrics-gynecology, pediatrics, psychiatry and
surgery. they participate in a longitudinal, continuity-
of-care experience devoted to managing chronic
illness. they have support from their campus dean,
the student support coordinator and the roughly 40
other students at their campus.
Year 4: Still at the regional campus, students
complete advanced clerkships in family medicine,
internal medicine, emergency medicine and
geriatrics. they use their elective time to identify
knowledge gaps, explore specialty areas and
broaden their experiences. they explore residency
options and, on match day, find out where they’ll go
for their residency program.
across the curriculum, students receive instruction
and experience with multidisciplinary content and
themes, including ethics, geriatrics, diagnostic
imaging, evidence-based medicine, and the
appropriate use of bioinformatics and technology.
With such a depth and breadth of knowledge and
experience, all career options are possible.
“Medical school is stressful enough. This place offers support and a caring attitude, not
just from students but from the faculty as well. T h ey ’ re ve r y co m m i t te d to helping you V A N E S S A E S C O B A R
‘11
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for indiv idual study, the LCs are designed for
group study sessions.
Al l day, every day, your LC offers a core
col lect ion of medical texts, a pr inter and
photocopier, network and wireless internet
access, dVd and video projectors, and other
instruct ional technology.
T E A M W o R K i S K E Y
Though our expectat ions are great, our
groups are smal l . We think smal l groups
create a better, student-centered learning
environment.
it a l l starts with the LCs – that is, our
Learning Communit ies. i f you’re a student
here, you’ l l be one of about 30 students in
your LC. There you can relax, study, snack,
shower, keep your i tems in a personal locker
– and become part of a smal l group of fe l low
med students.
The LCs are in the same bui lding as the
classrooms, the l ibrary and the cl in ical center,
so they offer a haven between classes or any
other t ime when going home seems l ike too
long a tr ip. And although the l ibrary is perfect
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T E A C H I N G A S S I S T A N T S
Among the Col lege of Medicine’s innovative
approaches to medical education is the
use of selected second-year medical
students as teaching assistants (TAs).
Students with above average academic
performance and excel lent interpersonal
ski l ls are selected through a competit ive
process by a faculty committee to serve as
TAs to the f irst-year c lass.
In one recent year, for example, we
ut i l ized 17 TAs in gross anatomy, four in
“ Introduction to Doctoring” and four as
medical informatics assistants for a f i rst-
year c lass of 120 students.
TAs have been credited with helping new
students better integrate academical ly,
emotional ly and social ly into the medical
school environment. The TA program has been highly
effect ive in guiding new students in understanding
concepts and expectat ions, as wel l as in developing
conf idence during the transit ion to medical school .
Feedback through course evaluat ion forms indicates
the program is popular and is having the desired
effect of providing a valued and trusted resource with
numerous benef its.
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o u R A C A d E M i C d E P A R T M E n T S
The Col lege of Medicine encourages
interdiscipl inary col laborat ion and
integrat ion of the curr iculum through i ts
streamlined structure.
Biomedical Sciences
This is our basic-science research and
teaching arm. Faculty members teach the
basic medical science courses in Years 1 and
2. They also teach and supervise the research
of graduate students and Ph.d. students. They
excel in advancing knowledge in the molecular
basis of human disease. We have graduate
programs in three areas: biomedical sciences,
neuroscience and molecular biophysics. (See
discoveries, Page 18.)
Clinical Sciences
This department is pivotal in teaching the key
discipl ines of internal medicine, pediatr ics,
obstetr ics, gynecology, surgery, emergency
medicine and neurology. our faculty at the
central campus have teaching responsibi l i t ies
throughout the four-year curr iculum and serve
as education directors, but a lso give lectures,
faci l i tate smal l groups, teach in the Cl in ical
Learning Center (see Page 12) and part ic ipate in
basic science courses.
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Family Medicine & Rural Health
Primary care and rural medicine are bui l t into
our school ’s mission. This department’s faculty
members teach in a l l four years of the medical
curr iculum via lecture and smal l groups, as wel l
as in the cl in ical center. (See Page 12.) They
also are involved local ly and global ly in the care
of the underserved. This department oversees
the rural training s ites in immokalee, Marianna
and Thomasvi l le, Ga. (See Page 16.) What’s
more, research and scholar ly act iv ity is another
prominent focus.
Geriatrics
our medical school is one of only a handful
nat ionwide that dedicate an ent ire department
to geriatr ics and integrate geriatr ics throughout
the four-year curr iculum. i t a lso is one of the
few that require students to complete a ful l
rotat ion in geriatr ics. Although the Col lege of
Medicine hopes to add to Flor ida’s number of
cert i f ied geriatr ic ians, the department prepares
physicians in a l l medical d iscipl ines to provide
exemplary care to older adults. our graduates
rout inely rank among the nat ion’s best-prepared
to care for e lders.
Medical Humanities & Social Sciences
As part of our effort to nurture wel l -rounded
physicians who can address the needs of
F lor ida’s diverse populat ions, this department
emphasizes not just the biological but a lso the
psychological and social aspects of medicine.
Faculty members str ive to create a culture of
humanism in medical education, pat ient care
and mult idiscipl inary research. The department
is forming partnerships with other departments
within the university to develop the role of
humanit ies within the Col lege of Medicine.
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C E n T E R S A n d i n S T i T u T E S
in addit ion to i ts academic departments, the
Col lege of Medicine is home to a number of
centers and inst itutes. Here are a few examples:
Six centers are contained in the divis ion of
Health Affairs, which is engaged in teaching,
research and service in the areas of health
pol icy and publ ic health. The Center for Brain
Repair pursues prevention, amel iorat ion,
treatment and repair of in jur ies or damage
to the brain and spinal cord. The Center for
innovative Col laborat ion in Medicine and Law
(operated jo int ly with the Col lege of Law)
explores avenues for cooperat ion between these
two professions to benef it F lor ida consumers.
And the Autism inst itute coordinates and
promotes research, education and service
related to aut ism spectrum disorder.
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A T T H E L i B R A R Y
Staff members in the Maguire Medical
L ibrary act as teachers as wel l as l ibrar ians,
coaching in the art of research and how
best to use the nearly 2,000 e- journals, 500
cl in ical e-books and assorted databases
that provide access to more than 7 mi l l ion
ful l -text art ic les. These always-avai lable
resources are a boon for students as wel l as
faculty members, especial ly those in remote
areas of F lor ida. “Access to the FSu Col lege
of Medicine e- l ibrary,” one physician/faculty
member said, “has enhanced my abi l i ty
to provide up-to-date, evidence-based
diagnoses and medical care.”
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P R A C T i C E P A T i E n T S
Even before our students start their rotations
in Year 3, they get quite a bit of patient contact.
Much of it takes place in the Clinical Learning
Center, the next-best thing to an actual
physician’s office. There they have a choice of
either standardized patients or “manikins” (think
high-tech mannequins).
Standardized patients are recruited from the
community and carefully trained to portray
specific medical, psychological and social
problems consistently. By doing so, they allow
students to become more skil lful at conducting a
medical interview; communicating with a patient;
performing a physical exam; documenting and
presenting a case; and making attempts at early
clinical reasoning.
When students wonder how well they’re doing,
the standardized patients are there to tell them.
So are faculty members, who witness these
patient encounters via closed-circuit cameras.
As good as the standardized patients are, there
are some things even they can’t do – such as
let their heartbeat rise dangerously high and
plunge daringly low just for the sake of medical
education. But the manikins can.
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in the Charlotte E. Maguire, M.d., and
Tallahassee Memorial HealthCare Center for
Clinical Simulation, the manikins allow students
to observe the effects of medical interventions
on patient vital signs such as blood pressure,
breathing, pulse and heart sounds.
on these pages you see students working in
both scenarios. For a well-baby exam, a student
is checking the health of a real baby, brought
in by a member of the community. But for an
exercise requiring a diagnosis for a seriously i l l
baby, a student is using a manikin.
Patient simulators prepare future physicians for
challenging medical situations in which they’ll
have to think on their feet. ultimately they help
reduce medical errors and improve patient safety.
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o u R R E G i o n A L C A M P u S E S
Here at the Flor ida State Col lege of Medicine,
we don’t have a tradit ional teaching hospital .
After a l l , an important part of our mission is
to produce the pr imary-care physicians that
Flor ida needs. We want our students to learn
from community physicians and work with the
k inds of pat ients and ai lments they’re l ikely
to encounter in their own pract ice someday.
So we send our students to one of our
s ix regional campuses – daytona Beach,
Fort Pierce, orlando, Pensacola, Sarasota,
Tal lahassee – to work in community sett ings.
There they gain much greater access to
their physician/teachers than they would in
a teaching hospital and, therefore, much
more hands-on experience. And the dean of
that regional campus becomes their most
trusted advisor.
O r l a n d O
P e n s a c O l a
s a r a s O t a
t a l l a h a s s e e
d a y t O n a B e ac h
F O r t P i e r c e
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‘06m A T T l E E
The regional campuses give our medical
school a statewide presence. We have
amassed a c lerkship faculty of more than
2,000 physicians across Flor ida.
in addit ion, this approach helps to preserve
the smal l-group atmosphere that our students
enjoy r ight from their f i rst day of medical
school . Take a c lass of 120 students, div ide
i t by s ix campuses, and that’s an average of
20 third-year students per campus. Those
groups become t ight-knit . And as they
watch their medical teachers interact with
the community, they become part of that
community as wel l .
in each community, we partner with a
minimum of about a dozen hospitals, medical
centers, c l in ics and other inst itut ions – not
to mention al l of the indiv idual physicians’
off ices that a lso serve as c lassrooms. ‘06
“As a third-year student
at a lot of medical
institutions, you are the
bottom person on the
totem pole of a large
team. Here, as a third-
year medical student
you are actually taking
care of patients. I think
that’s a big difference.”
“The hands-on patient
experience in the
third and fourth years
was just invaluable.
When we came out
into residency, I was
confident in knowing
how to approach
patients, how to behave,
how to carry myself in
the operating room, how
to carry myself in the
labor room.”
S T E P H A N I E l E E
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S M A L L -T o W n o P P o R T u n i T i E S
Students in our rural program will tell you that smaller
towns often offer the biggest opportunity for hands-on
medical experience.
The College of Medicine offers a comprehensive
program in rural medicine, which includes an outreach
effort to introduce students to rural medicine as early as
the eighth grade. (See “Encouraging diversity,” Page 20.)
Marianna, about an hour’s drive west of Tallahassee, is
the heart of our rural program. As many as four of our
students spend their entire third year there working
with patients, physicians and staff members at Jackson
Hospital. They get their psychology training at the
Florida State Hospital in nearby Chattahoochee.
in immokalee, a Southwest Florida community famed
for its produce, our rural training site allows students to
care for migrant farmworkers and other rural patients
for one or more rotations in Year 3 or 4. The clinical
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training occurs in offices, clinics and the isabel
Collier Read Medical Campus in immokalee, with
additional hospital experience in naples.
Even for students who don’t visit Marianna or
immokalee, opportunities in rural medicine
abound. Communities around each of our regional
campuses include physicians who care for rural
patients, and students can meet them and treat
them during their rotations.
“underserved,” of course, is not always
synonymous with “rural.” Some residents in the
heart of our larger cities also get insufficient
medical care, and our students get to learn from
them as well.
R E A C H I N G O U T
Because the College of Medicine’s mission includes
service to the medically underserved, and because
many students attracted to our mission have a
heart for service, numerous opportunities for
“One thing that’s
unique at this
school is that
Florida State
does not beat the
compassionate
empathy out of you.
They foster it and
they nurture it and
they develop it .”
‘11a B B Y H U n T e r
medical outreach exist. Students care for patients at
neighborhood Health Services; they participate in
FSuCares’ annual spring break trips to immokalee, the
Texas-Mexico border and Panama; they take part in
quarterly trips to nicaragua … and that’s just the top of
a very long list.
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D I S C O V E R I E S
F l o r i d a S t a t e i s o n e o f t h e n a t i o n ’ s e l i t e
r e s e a r c h u n i v e r s i t i e s , w i t h t h e C a r n e g i e
Fo u n d a t i o n ’s h i g h e s t d e s i g n a t i o n : D o c t o ra l /
R e s e a r c h U n i v e r s i t y - E x t e n s i v e . C o l l e g e o f
M e d i c i n e s t u d e n t s h a v e t h e o p p o r t u n i t y t o
part ic ipate in research l i teral ly from the bench
to t h e b e d s i d e. We h ave a d y n a m i c resea rc h
agenda in biomedical sciences, geriatr ics, rural
health and pat ient safety, among other areas.
We offer an interdiscipl inary Ph.D. in biomedical
sciences that prepares graduates for careers in
research and teaching, in both academic and
pr ivate-sector research environments. What’s
m o re, o u r Po s t d o c t o ra l C a re e r D eve l o p m e n t
Program act ively assists scholars in both the
College of Medicine and other science programs
on campus.
We have more than 55,000 net square feet of
research space with wide access to equipment
and procedures, including molecular imaging,
structural b iology, genomics, proteomics, f low
c y t o m e t r y a n d o t h e r s . S t u d e n t s a l s o h a v e
a c c e s s t o c o m m o n fa c i l i t i e s i n o t h e r n e a r by
u n i t s o n t h e m a i n c a m p u s , s u c h a s B i o l o g y,
Chemistry and Psychology.
T h e C o l l e g e o f M e d i c i n e ’ s c o m m u n i t y -
b a s e d m o d e l o f e d u c a t i o n h a s p r o v i d e d a n
i d e a l fo u n d a t i o n fo r t h e d eve l o p m e n t o f o u r
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community-based Cl in ica l Research network.
H a v i n g m o r e t h a n 2 ,0 0 0 p h y s i c i a n / f a c u l t y
m e m b e r s s t a t e w i d e i n p r i v a t e , g r o u p o r
hospital-based practices al lows access to more
t h a n 2 m i l l i o n p a t i e n t s i n F l o r i d a . T h e C R n
provides cl in ical , translat ional and behavioral
resea rc h o p p o r t u n i t i es fo r c l i n i c i a n s, fa c u l ty
and students in real-world, community-based
s e t t i n g s . H e a l t h o u t c o m e s c a n b e m e a s u re d
a c ro s s t h e s p e c t r u m o f h e a l t h , ge n d e r, a ge,
socioeconomic status and geographic location.
our Translat ional Science Laboratory studies
human disease with an underly ing mission to
see basic research discoveries translated into
t e c h n o l o g i e s a n d t h e ra p i e s t h a t b e n e f i t t h e
patient. The lab is open to potential col lege and
university users at F lor ida State university, as
well as users from other universit ies or entit ies.
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E n C o u R A G i n G d i V E R S i T Y
our mission is di f ferent from that of most
medical schools. i t only fol lows, then, that
our way of choosing medical students is
a lso di f ferent. We need students who f i t our
mission. Yes, you have to be a top-notch
student, but that a lone won’t get you in. We
need a c lass that ref lects the diversity of
F lor ida, including nontradit ional students.
You need a heart for serving others. You need
to bel ieve in treat ing the pat ient, not the
disease. You need to work wel l as a member
of a team.
one reason the Flor ida Legislature created
this school was to provide physicians
for people who didn’t have one – such
as in Flor ida’s smal ler towns and inner
c it ies. And because people who grew up
in medical ly underserved areas are more
l ikely to want to sett le down there, we go to
great pains to seek out prospective medical
students there and nurture them along the
path to medical school .
“The Doctoring I and Gross Anatomy courses, which begin i n t h e s u m m e r of f irst year, include a quarter
of the second-year medical students in the teaching faculty. It was an invaluable experience to learn from
my predecessors and have a source of inspiration in my f i r s t semester.”
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We cal l these our pipel ine programs. one
of them is SSTRidE (Science Students
Together Reaching instruct ional diversity &
Excel lence). i t reaches into middle and high
schools in north Flor ida, encourages rural
students to consider careers in medicine, and
offers guidance, tutor ing and other support.
increasingly, those SSTRidE part ic ipants are
becoming medical students here.
Then there’s the master’s program
cal led Bridge. i t ’s designed to expand
the pool of successful appl icants from
medical ly underserved rural and inner-city
communit ies. The 12-month program provides
both education in medical knowledge and
experiences in c l in ical pract ice, offer ing a
br idge to medical school or a career in
health care.
These programs produce a r ich diversity that
is ref lected every year in the composit ion of
our f i rst-year c lasses.
S C H o L A R S H i P S
Through the generosity of the Col lege of
Medicine and donors, several scholarship
opportunit ies related to medical education
are avai lable. Also, our f inancial a id off ice can
help identi fy countless other scholarships
avai lable from outside sources. in addit ion,
‘14“The Doctoring I and Gross Anatomy courses, which begin i n t h e s u m m e r of f irst year, include a quarter
of the second-year medical students in the teaching faculty. It was an invaluable experience to learn from
my predecessors and have a source of inspiration in my f i r s t semester.”
B R E T T T H O m A S
the Southern Scholarship Foundation invites
students to apply for rent-free housing across
the street from the medical school .
The Honors Medical Scholars Program reaches
out to top high school students in Flor ida and
i n v i t e s t h e m t o c o m m i t t o F l o r i d a S t a t e ; t o
s a t i s f y t h e i r p re - m e d re q u i re m e n t s ; t o b u i l d
ear ly mentoring relat ionships with the Col lege
of Medicine; and, in some cases, to apply for
ear ly admission to the med school .
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R E S i d E n C Y P R o G R A M S
F l o r i d a n e e d s m e d i c a l re s i d e n c y p ro g r a m s ,
a n d t h e C o l l e g e o f M e d i c i n e i s h e l p i n g t o
provide them. We sponsor residency programs
i n o b s t e t r i c s /g y n e c o l o g y a n d p e d i a t r i c s a t
Sa c re d H ea r t H os p i t a l i n Pe n sa co l a , i n te r n a l
medicine at Tal lahassee Memorial Hospital and
fa m i l y m e d i c i n e a t Le e M e m o r i a l H os p i t a l i n
Fort Myers.
G R A d u A T E S u C C E S S
o u r g r a d u a t e s h a ve j o i n e d s o m e o f t h e t o p
r e s i d e n c y p r o g r a m s i n F l o r i d a a n d a c r o s s
t h e c o u n t r y, a n d t h e y ’ re c re a t i n g a s t e r l i n g
reputat ion for this school . We regular ly receive
co m p l i m e n ts f ro m res i d e n cy d i re c to rs a b o u t
the qual i ty of our students. in fact, as of mid-
2011, approximately one-fourth of the graduates
from our f irst three graduating classes had been
selected as chief resident.
inTernaL meDiCine 17.3%
FamiLY meDiCine 14.5%
PeDiaTriCs 13.5%
oBsTeTriCs-GYneCoLoGY 11.9%
anesTHesioLoGY 4.5%orTHoPeDiC sUrGerY 3.2%
PsYCHiaTrY 2.8%
oTHer sPeCiaLTies* 10.4%
GeneraL sUrGerY 11.1%
emerGenCY meDiCine 11.2%
*_ includes diagnostic radiology, dermatology, urology, otolaryngology, pathology, radiation oncology, vascular surgery, plastic surgery, ophthalmology, neurology and physical medicine and rehabilitation.
‘05-’12m aT C H r e s U L T s B Y s P e C i a L T Y ‘ 0 5 - ‘ 1 2
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P R O d U C I N G C O m P A s s I O N A T E P H y s I C I A N s f O R T H E 2 1 s T C E N T U R y
1115 W. Call St.Tallahassee, FL 32306-4300
(850) 644-1855Fax (850) 644-9399
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