M Delta Curriculum
The M Delta curriculum, instituted in 2015, reflects current practices in health care, focusing more on team-based learning, and less on lecture-style coursework. Good learning is collaborative and social, not competitive and isolated. Active learning, rather than listening to instructors and memorizing content, is assessed by what students will do with the information they learn. For these reasons, the M Delta curriculum utilizes Team Based Learning (TBL), which allows students to practice problem solving and the application of knowledge together in clinical case-based exercises, reflective of contemporary methods in medicine.
Why I Teach: A Reflection By UConn SOM Faculty on Why They Enjoy Teaching Medical Students
Team Based Learning
Team-based learning (TBL) is a form of small-group learning that highlights student preparation prior to class and application of knowledge within teams in class. Students are organized into diverse groups that work together during class time. In class, team members articulate their thinking, providing an experience where students assess their own reasoning in consideration of the potentially different decisions that another team may make. Facilitators ensure that students are progressing correctly and content experts provide overviews of issues that are challenging to individual learners and teams. The expectation is that applying knowledge in an active learning model will give rise to longer retention and deeper understanding of information than traditional lecture-based approaches of passive learning.
Case Oriented Essentials (COrE)
The Case Oriented Essentials (COrE) class integrates aspects of the basic psychosocial and health sciences, biostatistics and epidemiology, law and ethics, clinical medicine, foundational biomedical knowledge, and human physiology in a patient-centered approach. All COrE courses employ Team Based Learning (TBL).
Fabric of Anatomy & Biology Lab (FAB)
In addition to our traditional Human Anatomy Lab (HAL), UConn employs innovative technology in our Virtual Anatomy Lab (VAL) allowing students to connect gross anatomy knowledge directly to state-of-the-art imaging. Students can directly correlate what they are learning in traditional cadaveric dissection with a multitude of instantly available radiologic imaging (x-ray, CT, MRI, Ultrasound). The Histopathology (HP) section, which covers normal and pathological histology of organs and tissues, will complement both HAL and VAL by providing students with knowledge and skills needed to identify various normal and pathological processes on a cellular level to aid in clinical diagnosis.
FAB Lab Overview Video
Virtual Anatomy Lab (VAL) Video
UConn School of Medicine is the first to receive and implement into their curriculum a new hand-held ultrasound device (Butterfly-iQ) which plugs into any cell phone. Ultrasound is proving to be as indispensable to physicians as the stethoscope, and our students are on the front-line of mastering this skill for their future medical practice.
Vertically Integrated Teams Aligned in Learning (VITAL)
In the VITAL course, students will explore topics such as bioethics in the news, emerging diseases, health care policy and social determinants of health. These sessions support students’ future roles as scholarly physicians, life-long teachers, learners, and public health advocates. At UConn, we believe our service as physicians extends beyond the clinic and into the community.
DOCC/CLIC/PACTS: These three courses comprise the Clinical Suite that students experience in their first two years. In Delivery of Clinical Care (DOCC), students learn how to take medical histories, interact with patients, and conduct physical exams. In Clinical Longitudinal Immersion in the Community (CLIC), students apply their clinical skills and biomedical knowledge with real patients under the supervision of a physician mentor. In Patient Advocacy in Communities, Teams and Health Systems (PACTS), students explore the complexities of the patient experience and the health systems with which patients engage to become better patient advocates.
Delivery of Clinical Care (DOCC)
Clinical Longitudinal Immersion in the Community (CLIC)
Patient Advocacy in Communities, Teams and Health Systems (PACTS)
Our Clinical Simulation Center allows students the opportunity to practice challenging, immersive simulation training within a safe, hands-on, and supportive learning environment. This is a cutting edge educational experience that is both learner-centric and individualized for each student.
Scholarship and Discovery
Students receive instruction in Responsible Conduct of Research and core knowledge and skills for research and scholarly activity. Students may choose either an individualized or team-based scholarship curriculum. Students will be provided mentors. A capstone project suitable for peer review is completed before graduation.
Examples of past projects
Individual Learning Opportunities (ILO)
At the end of each of the 10-week blocks in Stage 1, there is a LEAP session. During each of the 5 LEAP sessions, students either engage in reinforcement material to support content or participate in an ILO, thus individualizing their experience. This five-day period allows total immersion in specialized topics designed by faculty to promote a deeper dive into a curricular area, support skill building, and/or career exploration. It also allows students the opportunity to have a valuable experience and learn outside of the curriculum, including options in the humanities. Below are examples of some ILOs that have been offered in the past, however ILO options change each LEAP session.
UConn School of Medicine is known for its stellar clinical education. Being centrally located in Connecticut, students will have opportunities to learn from clinicians across specialties at several hospitals, which are mentioned in the link below. The document below summarizes the clinical rotations for all UConn medical students during Stage 2.
Clinical Rotations Overview
Dual Degree program
Dual Degree Programs are those that allow students to share credits between two separate degree programs provided that the degrees are completed and conferred together. The programs described below have been formally approved to allow credits to be shared; the final award of shared credit is contingent upon completion of both programs. Students who wish to complete multiple degrees not listed below must complete the requirements of each degree as described elsewhere in this or other University of Connecticut catalogs.
The program descriptions below primarily describe the ways the programs share credits and how the dual requirements differ from the requirements of each program. For more detailed information about each degree program’s requirements, please refer to the program descriptions on the Graduate Catalog Degree Programs website.
Dr. Gregorio presents the MD/MPH Dual degree program and the program requirements.
Urban Service Track
Medical students interested in working with underserved communities, especially in urban settings, have the opportunity to apply to the Urban Service Track program (UST). UST students gain valuable exposure to the complex and challenging issues of health care in the inner city. A strong mentorship component supports learners as they navigate their own personal and professional development.
Check back for applications to apply!
Urban Service Track Website
Health Career Opportunity Programs (HCOP)
The Department of Health Career Opportunity Programs (HCOP) actively recruits underrepresented medical and dental students and supports those who are enrolled. The continuous pipeline of programs has been successful in helping participants realize their dreams of becoming health care providers.