ACADEMIC CATALOG

2024

AMERICAN UNIVERSITY OF ANTIGUA | COLLEGE OF MEDICINE

ACADEMIC CATALOG 2024
 TABLE OF CONTENTS
MISSION STATEMENT 3

LETTER FROM THE PRESIDENT 4

ACCREDITATIONS AND APPROVALS 5

ACADEMIC CALENDAR 6

AUACOM ADMISSION POLICY 9

CURRICULUM OVERVIEW 11

DEGREE CONFERRAL 12

GLOBAL HEALTH TRACK 13

PRECLINICAL SCIENCES 16
SEMESTER ONE COURSES 16
SEMESTER TWO COURSES 18
SEMESTER THREE COURSES 20
SEMESTER FOUR COURSES 23
SEMESTER FIVE BASIC SCIENCE INTEGRATION 25

CLINICAL SCIENCES 26
FAMILY MEDICINE/INTERNAL MEDICINE (FM1/IM1) 26
CORE CLINICAL ROTATIONS 26
ELECTIVE CLINICIAL ROTATIONS 31

TRANSFER CREDITS AND COURSES 39

TRANSFER CREDIT 39
COURSE NUMBERING SYSTEM 39

TERM CREDIT HOURS 40

ESTIMATED COST OF ATTENDANCE 42

SCHOLARSHIP OPPORTUNITIES 43

ORGANIZATION, CONTROL & ADMINISTRATION 52

FACULTY 53
PRECLINICAL SCIENCES 53
CLINICAL SCIENCES 56

CONTACT INFORMATION 69

AMERICAN UNIVERSITY OF ANTIGUA | COLLEGE OF MEDICINE

ACADEMIC CATALOG 2024
 MISSION STATEMENT | 3

MISSION STATEMENT

American University of Antigua (AUA) College of Medicine is an innovative medical school dedicated to providing a
learner-centric education of the highest quality, offering opportunities to underrepresented minorities, fostering a diverse
academic community, and ensuring that its graduates have the skills and attitudes of lifelong learning, compassion, and
professionalism. We provide students who would otherwise be unable to receive a medical education with the tools to
become successful physicians.

AUA was founded with the commitment to support underserved communities and address the impending physician
shortage with an emphasis on primary care. As such, the University recognizes its social responsibility to advance the field
of medicine and lead the next generation of physicians and healthcare professionals to respond to global healthcare needs.

AMERICAN UNIVERSITY OF ANTIGUA | COLLEGE OF MEDICINE

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 LETTER FROM THE PRESIDENT | 4

LETTER FROM THE PRESIDENT

Welcome to the American University of Antigua (AUA) College of Medicine!

At AUA, faculty, staff and administration are dedicated to providing a learner-centric education of the highest quality. Our
mission is to offer opportunities to qualified applicants, including underrepresented minorities, foster a diverse academic
community, and ensure that our graduates possess the skills and attitudes of lifelong learning, compassion, and
professionalism. We are committed to providing students who might otherwise be unable to receive a medical education
with the tools they need to become successful physicians.

Founded with a commitment to support underserved communities and address the impending physician shortage, AUA
places a strong emphasis on primary care. We recognize our social responsibility to advance the field of medicine and lead
the next generation of physicians and healthcare professionals in responding to global healthcare needs.
As you embark on this journey, know that you are joining a community that values professionalism, diversity, inclusivity,
and excellence. We are here to support you every step of the way, ensuring that you receive the education and training
necessary to make a meaningful impact in the world of medicine.
Thank you for choosing AUA. We look forward to seeing the incredible contributions you will make to the healthcare field.

Warm regards,

Peter Bell, MD
President, American University of Antigua College of Medicine

AMERICAN UNIVERSITY OF ANTIGUA | COLLEGE OF MEDICINE

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 ACCREDITATIONS AND APPROVALS | 5

ACCREDITATIONS AND APPROVALS

American University of Antigua College of Medicine awards Medical Doctorate (MD) degrees to its graduates pursuant to a
charter granted to the University by the Government of Antigua and Barbuda. American University of Antigua College of
Medicine is accredited by the Government of Antigua and Barbuda through the regional accreditation authority, the
Caribbean Accreditation Authority on Education in Medicine and Other Health Professions (“CAAM-HP”). The National
Committee on Foreign Medical Education and Accreditation of the United States Department of Education (“NCFMEA”)
has recognized the Government of Antigua and Barbuda as having processes and procedures for the accreditation of
medical schools that are comparable to those of the Liaison Commission on Medical Education (“LCME”), the
accreditation authority for medical schools in the United States and Canada.

American University of Antigua College of Medicine has been recognized by the Medical Board of California for licensure
of its graduates and for providing clerkships in the state. The New York State Education Department has also approved
American University of Antigua, which allows AUACOM’s students to engage in clinical clerkship training and residency in
the state. The Florida Commission for Independent Education has likewise granted approval for AUACOM’s students to
engage in clinical clerkship training in the state. AUACOM’s graduates are eligible for licensure throughout the United
States and Canada. The Board of Registration in Medicine of the State of Massachusetts has included AUA among a very
short list of international medical schools whose graduates are deemed to have been provided an education that is
comparable to the education afforded students in medical schools in the United States. As a result, AUA’s graduates seeking
permits for residency training or full licensure will not need to demonstrate such comparability or obtain a waiver of
regulations applicable to international medical schools that do not have clinical training hospitals on their campuses.

AMERICAN UNIVERSITY OF ANTIGUA | COLLEGE OF MEDICINE

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2024 ACADEMIC CALENDAR

January 1 Monday New Year’s Day Actual –

University Closed
January 2 Tuesday Classes begin for AUA GHT Students
(MED 1, 2, 3, 4 & BSIS 5) REMOTE
January 8 Monday In-Person Confirmation for new GHT
Students (MED1) 9:15am – 11:10am
In-Person Confirmation for returning GHT
Students (MED3 & MED4) 1:15pm – 2:10pm
In-Person Confirmation for returning GHT
Students (MED2) 2:15pm – 3:10pm
Classes on island begin for AUA GHT
Students (MED 1, 2, 3 & 4)
January 12 Friday In-Person Confirmation for New MED1
students (last name M-Z) 9am – Noon
In-Person Confirmation for New MED1
students (last name A–L) Noon – 2:30PM
In-Person Confirmation for Returning
MED1 students 2:30pm –4pm
January 13 – 14 Saturday – Sunday New Student Orientation
January 15 Monday Classes begin MED 1, 2, 3, 4 & 5 students
In-Person Confirmation for MED4 students 1pm – 4pm
FM1/IM1 term begins
January 16 Tuesday In-Person Confirmation for MED3 students
9am – 1pm
In-Person Confirmation for BSIS students 1pm – 4pm
January 17 Wednesday In-Person Confirmation for MED2 students
9am – 1pm
January 19 Friday White Coat Ceremony
March 8 Friday Classes end for FM1/IM1 term
March 11 Monday FM1/IM1 term begins
March 29 Friday Good Friday – Classes not in session
April 1 Monday Easter Monday – Classes not in session
April 26 Friday Classes end for BSIS students
Mandatory Comprehensive Basic
Science Shelf Exam for MED5 students
May 3 Friday Classes end for FM1/IM1 term

May 6 Monday Labour Day -Classes not in session

FM1/IM1 term begins
May 20 Monday Whit Monday – Classes not in session

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May 24 Friday Classes end for MED 1, 2, 3 & 4

June 13 Thursday Commencement Ceremony
June 19 Wednesday Juneteenth – Classes not in session
June 28 Friday Classes end for FM1/IM1 term
July 1 Monday FM1/IM1 term begins
July 25 Thursday In-Person Confirmation for GHT Students
MED1 from 9:15 – 11:10am
MED3 and 4 from 1:15pm – 2:10pm
MED2 from 2:15pm – 3:10pm
Classes begin for GHT Students
(Med 1, 2, 3 & 4)
August 1 Thursday In-Person Confirmation for GHT BSIS
Students (9am – 10am)
Classes begin for GHT BSIS students
August 5 – 6 Monday – Tuesday Carnival – Classes not in session
August 9 Friday In-Person Confirmation for New MED1
students (last name M-Z) 9am – Noon
In-Person Confirmation for New MED1
students (last name A–L) Noon – 2:30PM
In-Person Confirmation for Returning
MED1 students 2:30pm –4pm
August 10 – 11 Saturday – Sunday New Student Orientation
August 12 Monday Classes begin MED 1, 2, 3, 4 & BSIS students
In-Person Confirmation for BSIS students
10am – 1pm
In-Person Confirmation for MED4 students 1pm – 4pm
August 13 Tuesday In-Person Confirmation for MED3 students
9am – 1pm
August 14 Wednesday In-Person Confirmation for MED2 students
9am – 1pm
August 23 Friday Classes end for FM1/IM1 term
August 26 Monday FM1/IM1 term begins
October 18 Friday Classes end for FM1/IM1 term
October 21 Monday FM1/IM1 term begins
November 1 Friday Independence Day – Classes not in
session
November 22 Friday Classes end for BSIS students
Mandatory Comprehensive Basic
Science Shelf Exam for BSIS students
December 9 Monday V C Bird Day – Classes not in session
December 13 Friday Classes end for FM1/IM1 term
December 16 Monday FM1/IM1 term begins
December 20 Friday Classes end for MED 1, 2, 3 & 4

AMERICAN UNIVERSITY OF ANTIGUA | COLLEGE OF MEDICINE

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December 24 Tuesday Christmas Eve – University Closed

December 25 Wednesday Christmas Day – University Closed
December 26 Thursday Boxing Day – University Closed
December 31 Tuesday New Years Eve – University Closed

AMERICAN UNIVERSITY OF ANTIGUA | COLLEGE OF MEDICINE

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 AUACOM ADMISSION POLICY | 9

AUACOM ADMISSION POLICY

Practicing as a physician is one of the most privileged professions in the world, requiring a high degree of responsibility
towards others. Therefore, acceptance into medical school should depend not only on an applicant’s academic performance
but equally on the demonstration of a high level of competence in interpersonal skills, professionalism, and ethical conduct.

The admissions process at AUA is designed to carefully assess both academic and non-academic competencies.
Consequently, the Admissions Committee utilizes a holistic process. This holistic approach includes, but is not limited to,
assessing the applicant’s academic background and accomplishments, the applicant’s life and work experiences, volunteer
activities, research activities, and the applicant’s personal motivation to medicine. The holistic review of applicants includes
not only evaluating what is submitted and how it is prepared but also the behavior and manner of the applicant’s
interactions with admissions personnel.

Therefore, consistent with AUA’s Mission Statement and our Nondiscrimination Policy described above, it is the policy of
the AUACOM Admissions Committee to admit qualified applicants who have the potential to become competent, caring,
and compassionate physicians.

ADMISSION REQUIREMENTS
Employing the holistic approach discussed above, AUA endeavors to identify those students who it believes have the
potential for success both in medical school and as physicians. We believe that any student who is a hard worker, who has a
deep interest in science and medicine, and who has demonstrated compassion and a commitment to service deserves an
opportunity to study medicine even though they may not excel in achieving high scores on standardized admissions tests.

MCAT INFORMATION
The US Department of Education requires that AUA collect MCAT scores from applicants who are US citizens or
permanent residents, whether or not they are requesting Federal funding. However, in accordance with our holistic
approach to admissions, AUA does not consider an applicant’s MCAT score when deciding whether to admit or deny
admission to the applicant.
• MCAT scores of those students who are required to provide them must do so in order to process their application
for admission.
• AUA will accept MCAT scores for up to seven (7) years after the test was taken.
• AUA does consider MCAT scores in determining eligibility for some scholarships. A student who submits an
MCAT score will be considered for those scholarships whether or not the student was required to submit the score.

Recommended Coursework

Course Credits – Course Credits – Lab

General Biology I 3 1
General Biology II 3 1
General Chemistry I 3 1
General Chemistry II 3 1

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Organic Chemistry I 3 1
Organic Chemistry II 3 1
Physics I 3 1
English I 3 –
Optional: Mathematics 3 –
(Calculus or Statistics)

Although the above-listed courses are not mandated, completion of those courses is highly recommended. AUACOM
requires a minimum of 90 credit hours of college courses for admission unless the applicant successfully completes the fast
track to medical school program at the AUA College of Arts and Sciences (AUACAS) or the Manipal Academy of Higher
Education (MAHE) BSc Health Science Program. Those programs (min. 60 credits) are specifically tailored to prepare the
applicant to navigate the preclinical science curriculum at AUACOM. It is strongly recommended that applicants have
earned a BSc degree from an accredited undergraduate institution.

AMERICAN UNIVERSITY OF ANTIGUA | COLLEGE OF MEDICINE

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CURRICULUM OVERVIEW

AUACOM’s educational program leading to the Medical Doctorate (MD) degree is a 4.5-year program consisting of 2.5
academic years of study on AUACOM’s campus in Antigua and 84 weeks of study in the Clinical Sciences through
clerkships in teaching hospitals principally in the United States.

The AUACOM curriculum has been developed with the goal of transforming medical students into knowledgeable, skilled,
culturally competent, compassionate physicians. By integrating basic sciences and clinical training, it provides a
comprehensive exploration of health and disease while fostering critical thinking and lifelong learning skills.
Communication, critical thinking and clinical reasoning skills are honed throughout the curriculum, from case-based and
team-based learning to high-fidelity simulation and diverse clinical rotations. Academic advising and coaching are
incorporated throughout the experience to ensure that learners receive the feedback they need to develop competence. This
learner-centered curriculum aims to produce physicians who have developed the skill and art of medicine to provide
empathetic, world-class, patient-centered care to diverse populations.

AMERICAN UNIVERSITY OF ANTIGUA | COLLEGE OF MEDICINE

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DEGREE CONFERRAL

To satisfy the requirements for graduation and obtain a medical diploma (MD degree), a student must comply with the
below criteria:
1. Complete and pass all requirements of the Preclinical Sciences component;
2. Complete and pass all requirements of the Clinical Sciences component, including all core and elective rotations;
3. Pass USMLE Step 1 and Step 2 CK
a. Students must request the USMLE Certified Transcript of Scores for USMLE Step 1, Step 2 CK from
ECFMG to be submitted to the Office of the Registrar as part of the degree audit;
b. Students who do not plan to practice medicine in the United States can meet their graduation requirement of
passing USMLE Step 2 CK by alternatively passing the Medical Council of Canada Qualifying Examination
(MCCQE Part I) or by passing the NBME International Foundations of Medicine Examination (IFOM
Clinical Science Examination). Students should be aware that while passing the MCCQE Part I Examination
or the IFOM Clinical Science Examination meet the requirements for graduation from AUA, obtaining a
passing USMLE Step 2 CK score is required for residency training in the United States.

4. Fulfill all financial and bursarial responsibilities assuring a “zero” balance;

5. Maintain good standing.
AUA students have the opportunity to complete the requirements for the MD degree at five different points throughout
the year. Consequently, students will be considered AUA graduates on one of the five graduation dates after which they
have completed their graduation requirements. Students completing all MD requirements between:
1. July 1 and September 30, xxxx will receive a diploma dated September 30, xxxx
2. October 1 and December 31, xxxx will receive a diploma dated December 31, xxxx
3. January 1 and March 31, xxxx will receive a diploma dated March 31, xxxx
4. April 1 and April 30, xxxx will receive a diploma dated April 30, xxxx
5. May 1 and June 30, xxxx will receive a diploma based on the date of MD graduation requirement completion.
Graduates cannot receive a copy of their diploma prior to the diploma date and final degree audit clearance. Once your
graduation date has passed and the final degree audit is completed, diplomas for all graduates are mailed to the address
provided in your student record.

Bachelor of Science in Human Health Sciences (BHHS) Degree

This four-year degree program will provide students who are enrolled in the MD Degree Program at AUA College of
Medicine with the opportunity to earn a B.S. in Human Health Sciences. The BHHS degree is designed for students who
have earned their A.S. through American International College of Arts and Sciences – Antigua (AICASA)* and/or do not
have a B.S./B.A. degree upon enrolling in AUA College of Medicine. Please visit the AUA website for additional
information.

*Degree conferred by American University of Antigua.

AMERICAN UNIVERSITY OF ANTIGUA | COLLEGE OF MEDICINE

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 GLOBAL HEALTH TRACK | 13

GLOBAL HEALTH TRACK

The American University of Antigua, College of Medicine (AUACOM) Global Health Track is a certificate program
conducted in collaboration with Florida International University, Herbert Wertheim College of Medicine (FIU).

The Global Health Track (GHT) is a comprehensive, four-year longitudinal track in global health that is provided for AUA
College of Medicine Students in conjunction with AUA’s medical doctorate degree program. Because the program is not
part of AUA’s medical doctorate curriculum, federal financial aid is not available for the GHT Program. Participation in
GHT is strictly voluntary.

Global Health has been defined as “the area of study, research and practice that places a priority on improving health and
achieving equity in health for all people worldwide” by the Consortium of Universities for Global Health. Global Health
addresses the health of populations in a global context and transcends the political boundaries of nations focusing on social
determinants of health, healthcare disparities including infectious and non-communicable disease issues, human rights as
well as economic development, and policy and system issues.

The purpose of the Global Health Track is to support and guide students in developing expertise in global health with the
goal of a subsequent career involving patient care, service, policy making, research and education at a global level.

Students attending the Global Health Track are introduced to the study of community and public health, primary care,
epidemiology and treatment of communicable and non-communicable diseases on a global basis.

Required Textbooks:

1) Global Health 101, 4th edition, Richard Solnick, MPA, Yale, School of Public Health, New
Haven, Connecticut, ISBN-13: 9781284050547 . An electronic copy of the textbook is provided for all incoming students
to the GHT.

2) Medical Spanish 4th Edition, Gail Bongiovanni, McGraw-Hill Medical Publishing or

3) Spanish for Healthcare and Human Services, Alicia Munoz Sanchez, Cognella Academic Publishing

The Global Health Track is open to all eligible entering medical students at AUA. The longitudinal Global Health Track is
structured along the following themes:

• Governance (Health Systems, Economics, Ethics, etc.)

• Burden of Disease (Child Health, Women Health and the health of other vulnerable populations, Communicable
Diseases, Non-Communicable Diseases, etc.)
• Physical, Mental & Social Wellbeing
• Technology
• Security (Environment, Complex Humanitarian Emergencies, Intelligence, etc.)
• Climate Change
• Medical Spanish

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• AHA BLS & ACLS instructor training

The Global Health Track is conducted on the campus of AUA in Antigua. It consists of four 2-week blocks (before MED
1, MED 2, MED 3 and MED 4), and a 1-week block before the Basic Science Integration semester. (BSIS). It comprises
horizontal and longitudinal coursework during MED 1 through to BSIS.

The lectures are conducted by international faculty (e.g. FIU, University of the West Indies, State University of New York,
Cornell University, New York University, University of Illinois, University of Nevada, United Nations, Doctors Without
Borders among others) and AUA faculty.

In addition, students conduct field trips and exercises and are introduced to research methodology.
Students in the Global Health Track also receive American Heart Association training in Basic Cardiac Life Support (BLS)
and have the option to receive Advanced Cardiac Life Support (ACLS) instructor training and certification.

The Global Health Track includes an introduction to Medical Spanish and is supplemented by a Global Health Journal
Club. All students enrolled in the Track will receive either a grade of “P” (Pass) or “F” (Fail) for the program. Because the
Track is not a part of, and does not fulfill any requirement of, AUA’s medical doctorate program, the grade will not affect
the student’s GPA or success or failure in the medical doctorate program; therefore, no credits will be awarded.

Only students enrolled in AUA’s medical doctorate program may participate in the Global Health Track. To facilitate
students’ academic success, students who are required to repeat the semester or year during the preclinical years may reapply
to join the Global Health Track after successful completion of a repeated semester or year.

Provided that they otherwise satisfy FIU’s requirements, students who successfully complete the GHT will be eligible to
participate in AUA’s Advanced Introduction to Clinical Medicine (FM1/IM1) rotation at FIU and the AUA-FIU Graduate
Clinical Core Rotation Certificate Program Students in the GHT will have the opportunity to join AUA faculty initiated
international relief projects and to deepen their expertise in global health research. They will also be afforded the
opportunity to be exposed to medical Spanish.
At the completion of the GHT program, a student should be able to:

• Determine the role of epidemiology in global health, to include factors affecting demographic profiles, and
applications of research methods and biostatistics.
• Identify social determinants of health, health equity, social justice, and governmental policy in terms of their impact
on the distribution of health services in low-resource settings within the United States and internationally.
• Evaluate how social determinants of health impact the prevalence of non-communicable and communicable diseases
and adequate access to appropriate healthcare.
• Identify health and human rights issues and determinants of health specific to immigrant, migrant, internally
displaced, and refugee populations.
• Discuss specific needs of the medically underserved and uninsured.
• Discuss resources and issues pertinent to health risk prevention, health maintenance, technology and innovation,
and variations in healthcare services that are specific to global medicine.
• Discuss effective advocacy strategies for health systems improvement within the global context.
• Discuss the organization, financing, and health indicators of international healthcare systems.
• Compare the challenges posed by communicable and non-communicable diseases to the healthcare systems and
economies of countries.
• Practice effective communication and collaboration with the patient, family, and caregivers with sensitivity to
sociocultural and health literacy issues so that the diagnosis and plan of care are clearly understood and pertinent to
their specific situation.

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• Adapt evidence-based resources and tools for use in limited-resource healthcare settings
• Interact with cross-cultural sensitivity that is sufficient to deliver basic medical care, including working with
translators
• Perform an efficient comprehensive physical examination under supervision in an internationally located office,
hospital, or skilled nursing setting, being mindful of cultural factors such as gender, modesty, and religious practices
• Demonstrate the ability to appropriately diagnose and treat patients under supervision in the context of local
resource availability
• Practice appropriate diagnostic procedures and their interpretation under supervision in resource-limited healthcare
settings
• Formulate a plan of care that is relevant and practical in a specific cultural setting
• Develop the ability to advocate for systems change to improve the health of their communities of practice
• Develop vocabulary and linguistic structure to converse with patients and fellow professionals in Spanish
• Discuss management plans based on knowledge of global influences, utilizing resources that include local, state,
federal, and international agencies, as applicable.
• Recognize practice limitations and when to seek consultation with other healthcare professionals and systems
resources to provide optimal care within a global context.
• Recognize personal biases and stereotypes related to healthcare delivery in international settings.
• Discuss the need to balance compassion, humanism, realism, and practicality in the context of heath care delivered
in specific global settings.
• Develop behaviors associated with respect for patient dignity, autonomy, self-care, and self-determination within a
cultural and global context
• Examine how bioethics and environmental ethics affect human health at an individual, community, and
international level.

Upon completion of the Global Health Track, completion of requirements of the Graduate Clinical Core Rotation Certificate
Program and all requirements for graduation from AUA (including but not limited to passing all in-house and external
Examinations and passing all required courses and clerkships) the student will receive the MD degree and the Global Health
Certificate from AUA as well as the certificate of completion of the Graduate Clinical Core Rotation Certificate Program
from FIU’s Herbert Wertheim College of Medicine. As discussed above, the Global Health Track is not part of the MD
program and should not be included in any evaluation of AUA’s standard terms.

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 PRECLINICAL SCIENCES | 16

PRECLINICAL SCIENCES
Readings for Classes:

What the Library Provides

Any reading required for a particular class will be available via Brightspace, AUA’s online learning management system. Just
as links to lectures, videos, and PowerPoint presentations are linked in Brightspace, links to readings will also be provided.
The AUA Library will also have print copies of each of the required and recommended books on reserve. In addition,
hundreds of other e-books, e-journals, and medical knowledge bases are now available to AUA students both on campus
and off campus via their AUA NetID.

Personal Copies of Textbooks

Students wishing to purchase personal print copies of textbooks or personal e-books are welcome to do so. As textbooks
required for a given course are subject to change each term, students should contact the course directors for each course
before making a purchase.

For more information, contact Vijaya Kumar, Director of Library Services, at [email protected].

SEMESTER ONE

PRE-CLINICAL SCIENCE I
Credit Hours: 19 | Course No: 5116

FOUNDATIONS OF MEDICAL SCHOOL SUCCESS

The revised curriculum starts with this two-week course unit that is designed to equip students with the essential study
strategies and tools necessary to thrive in a medical school environment. Focused primarily on meeting the challenges of
basic science content, the course unit offers an array of study techniques and approaches. Through interactive modules and
various instructional formats, students will develop the skills needed to excel in their medical education, ensuring a solid
foundation for their academic journey.

MOLECULAR & CELL BIOLOGY

The Molecular and Cell Biology (MCB) three-week course unit serves as a cornerstone for understanding fundamental
principles in basic medical sciences. This comprehensive course unit is designed to provide students with a robust foundation
in molecular biology, delving into the essential aspects of molecules and seamlessly transitioning into the intricate realm of
cellular processes. The curriculum places significant emphasis on cell biology, thereby ensuring a comprehensive and
interconnected understanding of biological systems.

The course material will be presented as a combination of interactive live lectures, tutorials, flipped classrooms, and a team-
based learning activity that is guided by content experts. All sessions will be convened synchronously and on campus. The
learning materials (class notes, videos, etc.) will be posted on the learning management system in advance to facilitate students’
preparation for in-class activities and exams.

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FUNDAMENTALS OF ANATOMY

The fundamentals of anatomy three-week course unit help students to understand the general organization, structure, and
function of the human body. It involves a systemic study of the body with an emphasis on the musculoskeletal, nervous,
cardiovascular, respiratory, gastrointestinal, renal, endocrine, and reproductive systems. During the course unit, systemic
and regional anatomy lectures are accompanied by introductory lectures on general embryology, microscopic anatomy, and
medical imaging.

The course unit will be presented in various formats including interactive live lectures, laboratory sessions, tutorials, and
team-based learning. The learning materials (class notes, videos, etc.) will be posted on the learning management system.

GENETICS & METABOLISM

The Genetics & Metabolism five-and-a-half-week course unit is designed to present the intricacies of genetic and metabolic
processes. Initially, it lays the groundwork with fundamental aspects of cytogenetics and single gene inheritance, progressing
to concepts such as polygenic inheritance and non-traditional patterns of inheritance. This foundation is pivotal for
grasping the principles of population genetics and the nuances of genetic counseling.

A substantial segment of the course unit is allocated to intermediary metabolism, underscoring its critical role in the
integration of metabolism into overall tissue function. The curriculum emphasizes enzyme functions and pivotal metabolic
pathways. The course unit explores ATP generation–a cornerstone of metabolic processes–gluconeogenesis, and the
metabolism of various carbohydrates. Additionally, students gain insights into the complex mechanisms of fatty acid, amino
acid, and nucleotide biosynthesis and degradation. This knowledge is vital to comprehend how deviations in these processes
can lead to diseases, thereby offering insights into solving clinical challenges.

Throughout the course, students are engaged through interactive lectures supplemented by student-centered, active learning
sessions, such as team-based learning. These sessions are designed to encourage the practical application of knowledge and
foster a spirit of collaborative learning to ensure a comprehensive understanding of the subject matter. The incorporation
of diverse teaching methods addresses various learning preferences, making the course both intellectually stimulating and
accessible to a broad range of students.

FUNDAMENTALS OF PHYSIOLOGY

The Fundamentals of Physiology is a three-week course unit that offers a comprehensive exploration of essential
physiological concepts needed to shape our understanding of the human body. This unit aims to equip students with a basic
understanding of the intricate mechanisms that govern human health.

The course unit begins with an introduction to human physiology, emphasizing the vital concept of homeostasis, the body's
ability to maintain internal stability amidst external changes. Students will also delve into the physiological aspects of
membrane transport, body fluids and compartments, electrical properties of cells, nerve signaling and transmission, and the
autonomic nervous system.

The Physiology course unit delves into key systems, including the musculoskeletal, gastrointestinal, cardiovascular,
hematopoietic, lymphoid, respiratory, renal, and endocrine systems. Students will explore muscle contraction, digestion,
blood circulation, gas exchange, and hormone regulation, gaining a basic understanding of physiological functions.

The course unit employs a variety of teaching and learning approaches. By engaging in discussions, students will synthesize
theoretical knowledge with practical applications–opportunities to nurture their critical thinking and analytical skills.

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Upon completion of this course unit, students’ understanding of the fundamentals of human physiology will have formed a
solid foundation for the in-depth study of individual organ systems.

CLINICAL MEDICINE I

The introduction to clinical medicine equips future physicians with essential skills to navigate the heart of medical practice:
the patient encounter. Through dedicated training in semester one, you will develop interpersonal and communication
techniques, learn to take detailed medical histories, and confidently perform physical examinations. This strong foundation
will empower you to build trust with patients, uncover crucial information, and lay the groundwork for accurate diagnosis
and treatment. Whether unraveling the mystery of chronic pain or alleviating the worries of a new parent, this course equips
you with the tools to confidently and effectively make a difference in patients' lives.

SEMESTER TWO

PRE-CLINICAL SCIENCE II
Credit Hours: 19 | Course No: 5216

FUNDAMENTALS OF MICROBIOLOGY & IMMUNOLOGY

The revised curriculum continues in semester 2 with the Fundamentals of Microbiology and Immunology course unit that
provides a foundational understanding of microorganisms and host immune defenses. This foundation is crucial for the
diagnosis and treatment of infectious and non-infectious diseases.

The central theme of the course unit encompasses the "Biology of Pathogens and Host Responses." It emphasizes
understanding the fundamental morphological, physiological, and other features of pathogens, such as bacteria, viruses,
fungi and parasites, and how these microorganisms cause disease.

Concurrently, students will learn about the development and function of the immune system. The course unit explores the
host immune system's responses to pathogens, covering both normal immune functions and abnormalities that lead to
disease. Students will come to appreciate that the interaction between pathogens and the host immune system can lead to
outcomes that include infection, immunity, and immunopathology. The course unit aims to equip students with the
knowledge to apply immunologic principles to both typical and atypical immune processes, preparing them for more
advanced topics in clinical medicine.

Finally, students will have opportunities to apply their fundamental microbiology and immunology knowledge to clinical
scenarios, enhancing their diagnostic and therapeutic capabilities.

FUNDAMENTALS OF PATHOLOGY

This General Pathology course unit provides a fundamental understanding of the etiology, pathogenesis, and morphology
of diseases, preparing students to apply this knowledge once the organ system phase of the curriculum begins.

The course unit covers a wide range of topics, including cell injury and death, inflammation (both acute and chronic), tissue
repair, wound healing, hemodynamic disorders, and neoplasia. It also addresses genetics and nutritional disorders. The
course unit aims to equip students with the knowledge to comprehend the fundamental principles of pathology and apply
them to diagnosis and management in a simulated or real clinical setting.

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Assessment is based on a combination of team-based learning, quizzes, and an end-of-system examination. The assessments
aim to improve students’ understanding of the course material and their ability to apply the learned concepts to solve
clinical scenario-based vignettes.

FUNDAMENTALS OF PHARMACOLOGY

The Fundamentals of Pharmacology course unit offers an in-depth exploration of the core principles and applications of
pharmacology. Students will gain a thorough understanding of pharmacokinetics, including absorption, distribution,
metabolism, and excretion, as well as pharmacodynamics, focusing on drug-receptor interactions and mechanisms of action.
The course unit covers the pharmacological mechanisms and therapeutic uses of anti-inflammatory drugs and
immunomodulators, and also provides insights into their side effects. Additionally, students will study antimicrobials,
examining their spectrum of activity, resistance, and therapeutic strategies. The course unit also introduces the basics of
toxicology, emphasizing the principles, toxic effects of drugs, and management of poisoning.

This course unit provides students with the critical knowledge required to understand drug actions and their impacts on
biological systems.

EPIDEMIOLOGY & BIOSTATISTICS I

This course will introduce clinical and population epidemiology to medical students. The course will cover high-yield
epidemiologic concepts such as systematic error, research designs, burden of disease, risk measures, epidemics and outbreaks,
population distribution of medical biomarkers, and probability principles, essential for understanding health and disease from
clinical and public health standpoints. The course also covers the basic principles of biostatistics as they apply to clinical
research and clinical settings, allowing the students to understand the role of chance in research, other estimations, and testing
for research hypotheses.

The course material will be presented using various modalities, including live lectures, pre-recorded lectures, required
readings, and collaborative learning activities. To prepare students for the session, the learning material for this course unit
(class notes/PPT slides, videos, etc.) will be posted on the learning management system before each class session.

FOUNDATIONS OF MEDICAL SCHOOL SUCCESS II*

Foundations of Medical School Success II builds on the Foundations of Medical School Success I course unit, providing a
comprehensive and supportive framework to help students transition smoothly to phase 2 of the curriculum. This 1-week
course unit will focus on helping learners develop strategies to integrate foundational concepts from diverse medical
disciplines for effective organ system-based learning. Emphasis will be placed on honing skills and habits that promote
long-term retention, critical thinking, problem solving, and effective self-assessment. The focus will also include dissecting
integrated multiple-choice questions.

The Foundations of Medical School Success II course unit will be assessed on a pass/fail basis. Passing requires submission
of a study plan and a concept map, and participation in a collaborative learning activity.

MUSCULOSKELETAL SYSTEM & SKIN

Throughout this course unit, students will acquire a foundational understanding of the muscular, skeletal, and
integumentary systems. This five-week learning experience will delve into the system-specific intricacies of anatomy,

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physiology, pathology, microbiology, immunology, radiology, and therapeutics, all within the context of clinical practice.
Students will first develop comprehension of the normal states of our muscles, bones, joints, and the integumentary system.
As the course unit progresses, it will expand upon foundational knowledge to explore pathological processes impacting
these systems.

Interactive lectures and collaborative group discussions, led by content experts, are central to the course delivery. Learning
materials, including reading assignments, class notes, and more, will be available on Brightspace ahead of scheduled
activities and assessments.

HEMATOLYMPHOID SYSTEM

The Hematolymphoid System, encompassing blood and the reticuloendothelial system—the network of life—is the focus
of this two-week course unit. It begins with an exploration of the formation and function of white blood cells, covering
both non-neoplastic and neoplastic disorders. Moving forward, the course delves into red blood cells (RBC), hematopoiesis,
and heme biosynthesis, followed by a detailed study of various RBC disorders, particularly anemias. Platelet function,
hemostasis, and bleeding disorders are then examined. Therapeutic approaches to anemias, including the roles of
hematinics, hematopoietic growth factors, and anticoagulants, are integrated throughout. Additionally, the course unit
addresses different blood groups for safe transfusion and transfusion reactions. The final segments focus on infections
affecting the hematopoietic system.

Throughout, the course unit integrates knowledge from Pathology, Pharmacology, and Microbiology, building on
foundational concepts from Physiology, Histology, Biochemistry, and Immunology.

*Learners who will transition from the previous curriculum to join the revised curriculum in semester 2 in Fall 2024 will be
enrolled in a mini-module whose goal will be to ensure that they complete this semester without any gaps in their
curriculum coverage. Hence, in parallel with the Foundations of Medical School Success II course unit, these learners will
cover objectives on metabolism of individual amino acids, single-gene inheritance, atypical patterns of inheritance,
population genetics, and genetic counseling.

CLINICAL MEDICINE II

This iteration of clinical medicine takes you deeper into the human body, honing your skills to decipher the fascinating
language of medicine. Armed with your Semester One toolkit, you’ll advance your data gathering and interpersonal skills
techniques. You’ll weave basic science knowledge into intricate landscapes and unlock the secrets of diagnosis. Prepare to
face the challenges of understanding the Musculoskeletal (MSK) system and delve into the mysteries of the
Hematolymphoid (HML) system – all while building your confidence in performing the clinical examination. You will be
introduced to the use of high-fidelity manikins in clinical scenarios and witness changes in physiologic response based on your
interventions, followed by debriefing for in-depth learning in a safe environment.

SEMESTER THREE

PRE-CLINICAL SCIENCE III

Credit Hours: 19| Course No: 6326

FOUNDATIONS II

The 5-week Foundations-II module in year 2 of Curriculum Next outlines the fundamental principles of disease processes.
The underlying theme is “Mechanisms of defense, disease and therapeutics.” The first segment introduces the mechanisms

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of defense and biology of tissue response to disease wherein you will learn the basic structure, production, principles and
function of the normal immune response with a parallel introduction to mechanisms of cell injury, inflammation and repair.
Interwoven with these concepts, will be the fundamentals of therapeutics namely, pharmacokinetics and
pharmacodynamics.

The second segment outlines the mechanisms of abnormal immune response and environmental pathobiology. Here, you
will apply the fundamental immunologic principles to abnormalities of the immune processes and immunopharmacology.
The focus then shifts to the environmental pathobiology component wherein we will cover pathobiology of genetic
disorders associated with developmental and functional abnormalities, environmental mechanisms of injury, and detailed
reasoning of phenotype and genotype with population genetics and its applications.

The final segment deals with impaired defenses, introduction to microbes and microbial pathogenesis. This segment
introduces the basic biology of pathogenic bacteria, viruses, fungi, and parasites, and how it relates to microbial
pathogenesis, together with principles of antimicrobial therapy.

Thus, Foundations II lays down a solid framework for an understanding of disease processes and management through
recapitulation of the knowledge gained about normal processes in Year 1 and integration with the disciplines of
Immunology, Microbiology, Genetics, Pathology, and Pharmacology. The module material will be presented as interactive
lectures and active learning sessions guided by facilitators. Learning materials (class notes, PowerPoints, videos, etc.) will be
posted in the learning management system to facilitate students’ advanced preparation for the sessions.

HEMATOLYMPHOID SYSTEM II

The underlying themes of the 2-week Hematolymphoid System in Curriculum Next are blood and the reticuloendothelial
system – the network of life. This system builds on the groundwork that has been laid in previous periods on hematopoiesis
and coagulation. It also introduces foundational principles of neoplasia and anti-cancer drugs. It will include a study of red
blood cell disorders with a focus on anemias followed by the study of platelet and bleeding disorders. This is integrated with
therapeutic approaches to anemias and the role of hematinic and hematopoietic growth factors. The emphasis then shifts to
non-neoplastic and neoplastic disorders involving white blood cells followed by disorders of the thymus and spleen. The
last segment in this block is devoted to the study of infections of the hematopoietic system.

Thus, this system integrates the disciplines of Pathology, Pharmacology and Microbiology building on the foundational
knowledge acquired in the disciplines of Physiology, Histology and Immunology. The module material will be presented as
interactive lectures and active learning sessions guided by facilitators. Learning materials (class notes, PowerPoints, videos,
etc.) will be posted in the learning management system to facilitate students’ advanced preparation for the sessions.

MUSCULOSKELETAL SYSTEM/SKIN II

In this 3-week module of Curriculum Next, students will gain knowledge of the abnormal processes and diseases that can
affect the normal functioning of the muscles, bones, joints and integumentary system. Focus will be on pathology,
microbiology, immunology and therapeutics with clinical correlations and application of knowledge.
As you progress through this module, you will build on normal principles learned in the MSK I module in your first year of
preclinical sciences and obtain an understanding of the disease processes that affect this organ system. Students will also
continue to learn the skills of interviewing and examining patients with illnesses affecting this organ system.

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The module material will be presented mainly as interactive lectures and active learning sessions guided by facilitators.
Learning materials (reading assignments, class notes, PowerPoints, videos, etc.) will be posted in the learning management
system before each session to facilitate students’ advanced preparation.

NEUROSCIENCE & BEHAVIORAL SCIENCE II

The Neuroscience and Behavioral Sciences system in year 2 spans 4 weeks. The Neuroscience module will address disorders
of the central nervous system (CNS) and peripheral nervous system resulting from abnormal development, genetic
mutations, vascular, immune, infectious and intrinsic disease, and their treatment. Special emphasis will be given to raised
intracranial pressure, developmental disorders, traumatic brain injury, vascular disorders, demyelinating disorders,
neurodegenerative disorders, brain tumors, peripheral nerve disorders, non-neoplastic and neoplastic conditions of the eye,
seizures, infectious diseases of the CNS, drugs used in anesthesia, and miscellaneous topics, such as headache,
cholesteatoma, vestibular disorders, and marine nerve toxins.

The Behavioral science module includes discussion of the neurodevelopmental disorders, mood disorders, anxiety
disorders, psychotic disorders, obsessive compulsive and related disorders, trauma and stress, somatic and dissociative
disorders, feeding and eating disorders, disruptive, impulse control and conduct disorders, sleep and anxiety disorders,
personality disorders, substance abuse disorders, and sexual dysfunctions. Psychopharmacology, including drugs for mood
disorders, antipsychotic drugs, opioid analgesics, effects of alcohol on the CNS, and sedative-hypnotics will also be covered.

The system materials will be presented in both large and small group formats. All reading assignments, and other learning
materials will be available prior to each activity.

GASTROINTESTINAL SYSTEM II

This 4-week module aims to give students a broad overview of gastrointestinal diseases, diagnostic studies and therapeutic
options along with detailed information about selected disorders (selected from USMLE content outline).

Diseases involving the gastrointestinal tract (GIT), including diseases of the oral cavity, salivary glands, esophagus, stomach,
intestines, liver, gallbladder, and exocrine pancreas will be covered. Some diseases involve multiple organs along with the
GIT and some are unique to GIT.

The flow of the presentation of topics in this system guides students to apply knowledge of the structure and function of
the salivary glands, esophagus, stomach, intestines hepatobiliary system and exocrine pancreas to understand the clinico-
pathologic features associated with their disorders and treatment. The topics will be delivered mainly through live lectures,
small group activities, clinical medicine laboratory, imaging activities, and self-directed learning methods. By the end of the
module, students should be able to:
1. Demonstrate an ability to develop a differential diagnosis and recognize disorders of the oral cavity, salivary glands,
esophagus, stomach, intestines, liver, gallbladder, and pancreas.
2. Demonstrate an understanding of the principles of therapy, including the mechanisms of action, relevant
pharmacokinetics, therapeutic indications, and adverse effects for the treatment of GI disorders.

Learning materials (class notes, PowerPoints, videos, etc.) will be posted in the learning management system before each
session to facilitate students’ advanced preparation.

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CLINICAL MEDICINE III

This chapter of the clinical medicine course takes you deeper, exploring the intricate landscapes of the hematolymphoid,
musculoskeletal, skin, gastrointestinal, neurological, and psychiatric systems. You will begin your journey of understanding
Health Systems Science. Master the art of data gathering, where every clue – from a subtle rash to a slurred word – tells a
story. Hone your critical thinking to translate symptoms into the language of disease, becoming diagnosticians who can
unravel medical mysteries and pave the way for effective treatment. Prepare to encounter real patients, engage with lifelike
manikins, and sharpen your skills with experienced standardized patients. By the end, you will emerge with the confidence
and know-how to navigate the complexities of human health, leaving a lasting impact on every patient you meet.

SEMESTER FOUR

PRE-CLINICAL SCIENCE IV
Credit Hours: 19| Course No: 6426

CARDIOVASCULAR SYSTEM II

This Curriculum Next 4-week module is designed as an integrated introduction to the diseases of the cardiovascular system.
It has been collaboratively developed by faculty to help students form a strong base of medical knowledge in cardiovascular
pathophysiology, pathology, microbiology, and pharmacology. Building on this foundation, it is our goal for each student to
begin to develop the analytical and cognitive skills necessary for a successful transition from basic cardiovascular physiology
to the care of patients with heart disease. We expect each student will acquire a solid comprehension of basic principles and,
most importantly, a practical understanding of how to approach a patient with known or suspected cardiac disease.

Didactic lectures will be integrated to include cardiovascular pathology, pathophysiology, microbiology, and pharmacology.
The lectures have been developed to build on material from the assigned readings. The required textbook readings will
provide the student with theoretical and practical concepts to complement, but not replace, material presented in lectures.
Students are expected to read the relevant physiology from the assigned texts that will broaden each individual’s
understanding of cardiovascular disease, provide perspective, and reinforce vital clinicopathologic concepts not necessarily
provided in written format.

Clinicopathological exercises are active learning opportunities designed to challenge students to apply knowledge from
textbook readings and lectures in the analysis of authentic clinical scenarios for which there are multiple possible diagnoses.
Students will work individually or with colleagues to formulate a pathophysiological explanation for presenting symptoms
and signs, interpret electrocardiograms, develop a differential diagnosis, and make a plan for further diagnostic evaluation
and/or management.

RESPIRATORY SYSTEM II

This 4-week module is designed to give students an overview of upper and lower respiratory tract disorders. The module
provides an overview of the abnormal processes and diseases that can affect the structure and function of the respiratory
passage. This goal will be achieved by close integration of Pathology, Microbiology, Immunology, Pharmacology, and imaging
modalities.

This module has been divided into learning objectives for obstructive lung diseases, restrictive lung diseases, vascular
diseases, pulmonary infections, lung neoplasia, and miscellaneous topics. The teaching and learning materials will be
delivered mainly in the form of live lectures, PowerPoints, reading assignments from reference textbooks, and active small
group discussions guided by facilitators. Learning materials (class notes, PowerPoints, videos, etc.) will be posted in the

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learning management system before lectures and small group activities to facilitate students’ advanced preparation for the
sessions. By the end of this module students will be able to apply their knowledge to clinical contexts of respiratory system
diseases.

RENAL SYSTEM II

The Renal System II is a collaborative effort of the Preclinical Sciences faculty to help students understand the clinical
aspects of diseases that affect the kidneys and the urinary system. During this 2-week module, students will build a strong
foundation of medical knowledge in renal pathophysiology, pathology, microbiology, and pharmacology. The Renal System
year one foundation was the building block for our approach in the second year. Building on this foundation, it is our goal
for each student to continue to develop the cognitive and analytical skills necessary for a successful transition from basic
renal system sciences to the care of patients with renal disease.

The second part of the Renal System II comprises an Epidemiology and Biostatistics II module—Advanced Clinical
Epidemiology & Biostatistics. It uses frameworks that extend beyond the Renal system. This two-week module expands on
Clinical and Population Epidemiology and Biostatistics I by introducing, in the first half, deeper and more complex subjects
in systematic error for epidemiological designs in clinical and population-based research, notions of clinical and health
economic analyses, complex diagnostic tests epidemiological research, and clinical and population-based needs assessment
techniques. In the second half, evidence-based medicine (EBM) and critical thinking skills are presented to the students,
with emphasis on transitioning them from background questions (simple questions focused mostly on basic science
concepts) to foreground questions (complex questions relating to clinical situations). To do so, they will go through
modules on good clinical question generation (using PICO-TT format), searching the scientific literature, and critical
appraisal of therapy studies, diagnostic test studies, metanalyses, and clinical guidelines. The delivery of this curriculum uses
flipped classrooms, in-class exercises using peer-reviewed papers, and team-based learning EBM sessions.

ENDOCRINE/REPRODUCTIVE SYSTEM II

The Endocrine/Reproductive System II 4-week module provides an exploration of the abnormal processes and diseases
that can affect the function and structure of the endocrine and reproductive systems and their management. This goal will
be achieved by close integration of knowledge of Pathology, Pharmacology, Microbiology, Imaging, and Behavioral
Sciences. Students will review the principles of hormone secretion, signaling, and hormonal regulation of reproduction and
learn about disorders of fertility. They will also learn about disorders of the pituitary, thyroid, parathyroid and adrenal
glands, and pancreas as well as understand the pathophysiology of the various aspects of diabetes mellitus and their
management, plus adverse effects of drugs on the endocrine system. The teaching and learning materials will be delivered in
the form of live lectures, small group activities, interactive case-based discussions, pre-recorded lectures, PowerPoints, and
reading assignments from reference textbooks.

By the end of this module, students will be able to apply their knowledge to clinical contexts. The learning objectives for the
module are derived from national guidelines and the United States Medical Licensing Examination Content Outline and
have been reviewed and updated. They correlate well with both the assigned readings and examination items. The learning
objectives are designed to define and focus on the basic knowledge of this system that we believe is necessary to become an
outstanding physician as well as to pass the national US Medical Licensing Examination.

CLINICAL MEDICINE IV

This final chapter of clinical medicine equips you to decipher the fascinating languages of your patients' cardiovascular,
respiratory, renal, endocrine, and reproductive systems. Armed with your tools from previous semesters, you will refine
your clinical communication and data collection skills, seamlessly weaving basic science into these intricate landscapes.

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Brace yourselves for the challenge of interpreting murmurs, unlocking the mysteries of lung function, and witnessing the
delicate dance of hormones. Each discovery paves the way for effective treatment, building your confidence as a future
diagnostician with the power to heal and empower. You will be prepared for your core clinical rotations.

BASIC SCIENCE INTEGRATION SEMESTER

Credit Hours: 15| Course No: 6860
Themes: Hematolymphoid system, Musculoskeletal system, Epidemiology, Biostatistics, Biochemistry, Genetics, Endocrine
system, Renal system, Reproductive system, Gastrointestinal system, Neuroscience, Behavioral Science, Respiratory system,
Cardiovascular system, Multisystem conditions.

The 15-week semester is designed to review and reinforce selected concepts from the Preclinical Sciences disciplines and
systems using sessions focused on question dissection interspersed with micro-teaching, case discussions with real patients,
and participation in high-fidelity simulation and subsequent de-briefing. This diversity in teaching/learning modalities is
designed to enhance learners’ cognitive integration and application of knowledge to clinical and research scenarios to fine-
tune their critical thinking and problem-solving skills. At the end of the 15-week semester, the students will take the
National Board of Medical Examiners (NBME) Comprehensive Basic Science Examination (CBSE) or a similar alternate
examination in preparation or their Step 1 board examination.

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CLINICAL SCIENCES

OVERVIEW

During the clinical education in semesters VI through IX, students continue to develop clinical and communication skills in
all areas of patient care under the direction of AUA’s medical faculty at teaching hospitals in patient-centered environments.

Clinical education consists of 84 weeks of core and elective rotations.

The FM1/IM1 -Advanced Introduction to Clinical Medicine: The first clinical rotation focuses on enhancing the skills
required to perform histories and physical examinations and to interact with patients, family, and health care
providers in a U.S. medical environment. The duration is 8 weeks.

The 44 weeks of CLINICAL CORE ROTATIONS (Internal Medicine – 12 weeks; Surgery – 8 weeks; Family Medicine –
6 weeks; OB/GYN – 6 weeks; Pediatrics – 6 weeks; Psychiatry – 6 weeks) include in-hospital patient care (that might be
combined with outpatient office experience where permitted by state law), creating a learning environment in which clinical
competence can be achieved.

In addition, students will enhance their medical knowledge and strengthen their clinical skills during the 32 weeks of
CLINICAL ELECTIVE ROTATIONS in subspecialties of the core subjects, other medical specialties, and research. In
general, the duration of an elective rotation is four weeks.

Clinical rotations are integrated educational experiences that allow students to develop the knowledge, skills, attitudes, and
professionalism essential to caring for patients effectively, efficiently, and humanely. The faculty’s goal is to facilitate
learning, stimulate curiosity, promote independent thinking, encourage compassion, inspire excellent care, and equip
students with the tools for a lifetime of learning. The acquisition of clinical knowledge and skills during the clinical
clerkship is achieved through direct interaction with clinical faculty, patients (in-person and via telemedicine formats),
standardized patients, and simulation, and is supplemented by clinical core subject-specific clinical content (e.g., virtual
patients) provided via the university’s Brightspace e-learning platform as well as reading assignments.

FAMILY/INTERNAL MEDICINE (FM1/IM1) -8 WEEKS

Advanced Introduction to Clinical Medicine (FM1/IM1): The first clinical rotation focuses on enhancing the skills
required to perform physical examinations and to interact with patients, family, and health care providers in a U.S.
medical environment.

CLINICAL CORE ROTATIONS

INTERNAL MEDICINE – 12 WEEKS

Students gain general knowledge of internal medicine, including health promotion, disease prevention, and diagnosis and
treatment of men and women from adolescence through old age, in times of health through all stages of acute and chronic
illness. Additionally, students develop skills in problem-solving and decision-making, and an attitude of caring driven by
humanistic and professional values. This rotation incorporates a consideration of human biology and behavior, and an

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understanding of the epidemiology and pathophysiology of disease and treatment modalities. Students master clinical skills
in interviewing, physical examination, differential diagnosis, diagnostic testing strategies, therapeutic techniques, counseling,
and disease prevention.

*MANDATORY Aquifer Internal Medicine cases: 1, 2, 3, 4, 5, 6, 9, 12, 17, 19, 21, 24

Please note, in the fall, AUA will transition to AMBOSS clinical content for all core rotations and Aquifer will be
discontinued

Required Reading:
Jamison, L., Fauci, A., Casper, E., Hauser, S., Longo, D., & Loscalzo, J. (2022). Harrison’s Manual of Medicine (20th ed.).
McGraw-Hill.
ISBN 10: 1260455343
ISBN 13: 978-1260455342

Duncan, M.D., & Shuang, K. (2019). Step up to medicine (5th ed.). Wolters Kluwer.

Sabatine, M.S. (2022). Pocket Medicine (8th ed.). Wolters Kluwer

ISBN 10: 1975182995
ISBN 13: 978-1975182991

• Online MedEd Videos: Onlinemeded.org (Summary videos to use as intro to topics)

• Anki Flash cards www.ankiapp.com (Anki is a flashcard app that uses spaced repetition. Premed decks available
online)
• *Medical Students can sign up for American College of Physicians membership free of charge.

SURGERY – 8 WEEKS

Students will gain an appreciation for the specific role of surgeons in the spectrum of medical care. This clerkship
introduces the principles of surgery and the rationale for surgical therapeutic intervention through many different
educational modalities. Students should have exposure to the breadth and depth of surgery under the guidance of a
preceptor, and function as a contributing member of the surgical team. Students should demonstrate an understanding of
surgical procedures, and the elements required to establish surgical diagnoses. Preoperative evaluation, perioperative care,
and postoperative follow-up – with documented progress in each component of care – are emphasized. Relevant
information should be described in the brief postoperative note. There should be evidence of understanding the legal
aspects of the medical record. The Surgery Clerkship will foster student growth in areas of patient care, medical knowledge,
interpersonal and communication skills, practice-based learning and improvement, professionalism, and systems-based
practice.

**MANDATORY WISE-MD 8 cases of student’s choosing

Please note, in the fall, AUA will transition to AMBOSS clinical content for all core rotations and WISE-MD will be
discontinued

Required Reading:
Dyke C. & DeMaria, E.J. (2004). Surgical attending rounds (3rd ed). Lippincott Wilkins & Williams.
ISBN-13: 978-0781750462

Harken & Moore (2017) Abernathy’s surgical secrets (7th ed.) Mosby.
ISBN-10: 0323478735
ISBN-13: 978-0323478731

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Klingensmith, M.E., & Wise, P. (2019). The Washington manual of surgery (8th ed.). Wolters Kluwer.
ISBN-10: 197512006X
ISBN-13: 978-1975120061

Brunicardi, F.C., Andersen, D.K., Billiar, T.R., Dunn, D. Kao, L.S., Hunter, J.G., Matthews, J.B., & Pollock, R.E. (2019).
Schwartz’s principles of surgery (11th ed.). McGraw Hill.
ISBN-10: 1259835359
ISBN-13: 978-1259835353

FAMILY MEDICINE – 6 WEEKS

The clerkship in family medicine will introduce students to the aspects of family medicine that are applicable to all fields of
medical practice, including the comprehensive and continuous care provided by family physicians to patients of all ages.
The clerkship will enhance the students’ ability to recognize the importance of family systems and the impact of chronic
illness on patients and their families. The health of individual family members, cultural issues, family systems, and their
cumulative effect on health outcomes will be highlighted. Students will become familiar with end-of-life issues and palliative
care and the role of the physician in these decision-making processes. The clerkship will emphasize the importance of
recognizing symptoms and acquiring medical knowledge in providing patients with the highest-quality medical care. The
family medicine clerkship will promote the highest standards of professional behavior and clinical competence while
preparing students for the practice of family medicine to diverse patient populations. The clerkship will enhance students’
knowledge and awareness of the common diagnoses and the impact of cultural issues and family systems upon the patient.

**MANDATORY Aquifer Family Medicine cases: 1, 2, 6, 7, 8, 10, 11, 13, 16, 18, 26, 28
Please note, in the fall, AUA will transition to AMBOSS clinical content for all core rotations and Aquifer will be
discontinued

Required Reading:
Rakel, R.E., & Rakel, D. (2015). Textbook of family medicine (9th ed.). Elsevier
ISBN-10: 0323239900
ISBN-13: 978-0323239905

King, M. & Lipsky, M.S. (2018). Blueprints family medicine. (4th ed.). Wolters Kluwer
ISBN-10: 1496377885
ISBN-13: 978-1496377883

Toy, E. Briscoe, D., Britton, B. & Heidelbaugh, J.J. (2020). Case files family medicine. (5th ed.). McGraw Hill
ISBN-10: 1260468593
ISBN-13: 978-1260468595

Tallia, A.F., Scherger, J.E. & Dickey, N.W. (2021). Swanson’s family medicine review (9th ed.). Elsevier
ISBN-10: 0323698115
ISBN-10: 978-0323698115

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OBSTETRICS AND GYNECOLOGY – 6 WEEKS

During this rotation, students will acquire a set of basic educational and technical skills related to the maintenance of
women’s health. They will learn to take an obstetrical and gynecological history and physical examination, with emphasis on
the breasts, abdomen, and pelvis. Students will develop a basic understanding of the pathophysiology in women as they
occur, from menarche through the reproductive years and menopause. This will include an appreciation of specific
obstetric and gynecologic issues encountered at different stages of a woman’s life. Inpatient obstetrical and gynecological
admissions and surgical procedures, as well as ambulatory outpatient clinic or private practice experience provide the
necessary core fundamentals of the clerkship. Students are required to master their understanding of the physiology of
endocrinology during pregnancy, renal function and basic anatomy.

**MANDATORY APGO UWise cases: Comprehensive 1, 2, 3, 4; Practice Exam #1

Please note, in the fall, AUA will transition to AMBOSS clinical content for all core rotations and APGO UWise
will be discontinued

Required reading:
Callahan, T.L.. & Caughey, A.B.(2018). Blueprints: obstetrics & gynecology (7th ed.). Wolters Kluwer (*mandatory*)

Casanova, R. Chuang, A. Goepfert, A.R., Heuppchen, N.A., Weiss, P.M., & The American College of Obstetrics and
Gynecology. (2019) Beckmann and Ling’s Obstetrics and Gynecology (8th ed). Wolters Kluwer.

• USMLE World Q Bank (recommended) – OB-GYN (205 questions)

PEDIATRICS – 6 WEEKS

This clerkship provides students with the basic skills and knowledge required to care for children and their families. The
focus of the pediatric clerkship is to teach students about issues unique to the infant, child, and adolescent. There is a major
emphasis on disease prevention, treatment, and the impact of disease and treatment on the child. During the six weeks, the
students develop the communication, physical examination, and problem-solving skills required to evaluate the health status
of a pediatric patient from birth to 18 years of age. Review of all relevant basic sciences including genetics, embryology,
biomedical sciences, complications during pregnancy, and physiology is expected.

**MANDATORY Aquifer Pediatric cases 1, 8, 10, 13. 16, 19, 21, 23, 27, 28, 31, 32
Please note, in the fall, AUA will transition to AMBOSS clinical content for all core rotations and Aquifer will be
discontinued

Required Reading:
Bernstein, D. & Shelov, S.P. (2012). Pediatrics for medical students. (3rd.ed.), Wolters Kluwer.
ISBN 13: 978-0-7817-7030-9.

Bradley S., Marino, B.S., & Fine, K.S. (2020). Blueprints pediatrics (7th ed.). Wolters Kluwer.
ISBN 13: 978-1-4511-1604-5.

Kliegman, R.M., St. Geme, J.W., Blum, N.J., Shah, S.S., Tasker, R.C., Wilson, K.M. & Behrman, R.E. (2019). Nelson
textbook of
pediatrics (21st ed). Elsevier
ISBN 10: 302352950X

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ISBN 13: 978-0323529501

South, M., Isaacs, D. (2012. Practical Pediatrics. (7th ed.). Churchill Livingstone.
ISBN 10: 0702042927
ISBN 13: 978-0702042928

Toy, E., Yetman, R., Hormann, M., McNeese, M., Lahoti, S., Sanders, M.J., & Geltemeyer, A. (2022). Case Files Pediatrics (6th
ed.). McGraw Hill.
ISBN-10: 126047495X
ISBN-13: 978-1260474954

PSYCHIATRY – 6 WEEKS

The objective of the psychiatric rotation is to prepare the student to recognize, assess, and treat a wide range of mental
health problems that may present during an individual’s lifetime. Emphasis is placed on assessment of the patient’s mental
status and personality traits as they relate to the patient’s health practices, and on legal issues such as mental competency,
dangerousness, and civil commitment and their relevance to clinical management of other medical conditions. The student
should be able to use the interview situation to obtain an in-depth history, perform a comprehensive mental status
examination, and establish a positive professional doctor–patient relationship. This knowledge should be the basis of the
student’s ability to make a comprehensive diagnosis of common psychiatric conditions. The student is required to review
and understand all aspects of neurophysiology, neuroanatomy, neuropharmacology, and behavioral sciences. The student
should also acquire knowledge of the various therapeutic modalities, including pharmacological, psychotherapeutic, and
social interventions, and be aware of their indications and limitations. By becoming more skilled in assessing the personal
strengths and vulnerabilities of a patient’s mental state, the student should become more competent in interviewing in all
medical settings.

Required Reading:
Manley Myrl R.S. (2007). Psychiatry clerkship guide, (2nd ed.). Mosby.
ISBN 13: 978-1-4160-3132-1.

Boland, R. Verduin, M. (2022). Kaplan and Sadock's concise textbook of clinical psychiatry. (5th ed.). Lippincott Williams &
Wilkins. ISBN13 9781975167486.

American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders: Text revision: DSM-5-
TR. (5th ed.). Author.

Privitera, M.R. & Lyness, J.M. (2009). Psychiatry mentor: Your clerkship & shelf exam companion (2nd ed.). F. A. Davis. ISBN
13:978-0-8036-1692-9.

Study Guides:
Klamen, D. & Pan, P. (202). Psychiatry pretest: Self-assessment and review. (15th ed.). McGraw Hill.

Roberts, L.W. & Louie, A.K. (2014) Study guide to the DSM-5 (5th ed.). American Psychiatry Association.
ISBN 13: 978-1585624645

Blitzstein, S.M., Ganti, L. & Kaufman, M.S. (2022). First aid for psychiatry clerkship. (6th ed.). McGraw Hill.

Toy, E. & Klamen, D. (2020). Case files for psychiatry. (6th ed.) McGraw Hill.

Blitzstein, S. (2016). Lange Q&A psychiatry, (11th edition). McGraw Hill.

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• UpToDate-relevant chapters

Psychiatric Memoirs:
Redfield Jamison, K. (1995). An unquiet mind. Random House Publishing

CLINICAL ELECTIVE ROTATIONS – 4 WEEKS PER ROTATION

ADDICTION MEDICINE/CHEMICAL DEPENDENCY

The incidence of substance abuse and substance dependency is increasing throughout the country. These are commonly
seen in patients receiving inpatient medical services and in medical practices and are frequently comorbid with other
medical and psychiatric disorders. In spite of public education and outreach efforts, considerable societal stigma exists
toward patients with addictive disorders; healthcare providers frequently have negative attitudes toward these patients as
well. Many believe that it is a social issue, not a medical issue. As we are aware, the identification, assessment, and referral
for treatment of patients are strongly influenced by physician attitudes and life experiences with personal, family, or prior
patients’ substance use. Effective tools and strategies help clinicians recognize the physiological and behavioral red flags of
addiction and elicit a substance use history in a nonjudgmental manner, enabling the physician to make the appropriate
diagnosis and develop a patient-specific plan for treatment and referral.

ADULT PAIN MANAGEMENT

Pain management uses a multidisciplinary approach to reduce acute and chronic pain in pediatric and adult patients. Local,
regional, and general anesthetic procedures are used in combination with psychological and other techniques such as
chiropractic manipulations or acupuncture.

ADVANCED OUTPATIENT AND INPATIENT

This elective is designed with opportunities to expand the student’s exposure to general and specialty psychiatry and allow
further development of competencies in diagnosing and treating psychiatric disorders.

Students will be exposed to a broad range of psychopathology in diverse clinical practice settings including outpatient
psychiatry in a medical school affiliated college mental health clinic, community-based clinic, an acute inpatient psychiatric
hospital and a state psychiatric hospital. Clinical case conferences and/or didactics will supplement the clinical experience.

AMBULATORY MEDICINE
This rotation will provide an educational experience in primary care community practice settings. This will provide exposure
to community medicine physicians and role models, different practice models and practice styles, and aid in future career
planning. Students will learn the management of urgent problems encountered in primary care practices. Students will also
be able to perform problem-focused evaluations in an efficient manner.

ANESTHESIOLOGY
Anesthesia is an intervention that allows the performance of surgical or other painful procedures in pediatric and/or adult
patients using local, regional, or general anesthesia techniques. Perioperative care and acute and chronic pain management
are also components of anesthesia.

BURN SURGERY
The treatment of burns is a time-consuming and all-encompassing endeavor. During this elective rotation, students are
exposed to the burn unit and its various components.

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CARDIOLOGY
The goal of this rotation is for the student to develop the ability to independently evaluate, treat, and monitor ACS, atrial
fibrillation, CHF, ventricular arrhythmias, HTN, hyperlipidemia, valvular heart disease, and aortic dissection. At the
completion of this elective, the student should be able to describe the diagnostic evaluation and management of common
cardiac conditions.

CHILD/ADOLESCENT PSYCHIATRY
The range of problems that may be encountered in child and adolescent psychiatry are, in part, covered by reports
describing addictions and substance abuse, emergency psychiatric interventions, consultation liaison, school problems, and
family disruptions. The orientation of an elective in child and adolescent psychiatry could cover a wide range of clinical
problems. All of these areas of study and patient care demand the ability to relate with patients in creative ways, to know
the range of diagnostic and treatment options available, and to prioritize one’s intervention in a practical and safe manner.
Though family involvement is often required in the evaluation and treatment of adults, in child and adolescent psychiatry
this involvement is required and is often essential. An elective in psychiatry therefore covers an immense range of problems
including the possible placement of the child on a temporary or even permanent basis.

CLINICAL RESEARCH
AUA clinical students may opt to take a research elective in medical research. This is typically a four-week experience.
Initially, each student selects a preceptor/supervising physician who will guide and supervise the research experience. The
specific activities required of the student will vary depending on the medical research topic and the stage of the research
project. In some cases, the student may be completing a review of the literature, including an evaluation of the
methodological strengths and weaknesses of that literature. In other cases, they may be developing a research proposal or
collecting and analyzing data. Once this plan is reviewed and approved by the clinical student and the supervising physician,
it must be submitted to the AUA Research Council for review and recommendation to the Dean of Clinical Sciences. The
research elective cannot proceed without approval from the Dean of Clinical Sciences.

COLORECTAL SURGERY
This rotation exposes students to a team specializing in colorectal pathologies. Diagnostic and therapeutic evaluations of all
colorectal pathologies that plague a large portion of our population are emphasized. Tumors, both benign and malignant,
along with inflammatory bowel pathologies, are the mainstay of pathologies seen. Students will gain essential knowledge
about management of colon pathologies including Crohn’s disease, ulcerative colitis, and benign and malignant colon
tumors.

COMMUNITY MEDICINE
This elective rotation is conducted in collaboration with teaching hospitals and allows students to serve their communities
in hospitals, clinics and public health settings in order to address public health issues, for example the Covid-19 pandemic.
Students, under supervision, will participate in projects to advocate and communicate public health policies to the general
public and assist public health authorities and hospitals in their effort to address public health issues.

COMPREHENSIVE PSYCHIATRIC EMERGENCY PROGRAM (CPEP)

Students are exposed to a variety of psychiatric emergencies including suicide attempts, drug overdoses, and other emergent
acute psychiatric, psychotic disorders.

CONSULTATION AND LIAISON PSYCHIATRY

Consultation-liaison psychiatry, also known as psychosomatic medicine, is a subspecialty of psychiatry that focuses on the
care of patients with comorbid psychiatric and general medical conditions. Consultation-liaison psychiatry deals with the
understanding and advancement of medical science, education, and the provision of healthcare for medically ill patients.
This rotation in consultation-liaison psychiatry can expose students to different psychiatric manifestations of medical illness
and their treatments and about care for medically ill patients who have psychiatric disorders.

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CRITICAL CARE
Clinical experiences in critical care medicine are intended to assist students’ understanding of the unique life-threatening
conditions faced by critically ill patients. These include, but are not limited to, organ failure, coma, shock, ventilatory
support, and end-of-life transitions. The purpose of the elective is for students to become familiar with and comfortable in
critical care units caring for a diverse population of surgical, neurological, and medical patients.

DERMATOLOGY
Dermatology is the specialty of medicine concerned with management of disorders of the skin, mucous membranes, and
adnexal structures, including hair and nails. This elective is designed to expose medical students to various aspects of
dermatology and to gain a working knowledge of how to recognize skin signs of systemic diseases, normal findings
(including benign growths of the skin), and common skin malignancies. The rotation will consist primarily of outpatient
encounters, with some inpatient consultation with an attending physician and/or dermatology resident. A broad spectrum
of disease entities will be seen that range in patient stage from initial diagnosis to those patients that have diseases that have
been refractory to treatment. Students will be exposed to inflammatory, infectious, neoplastic, metabolic, congenital, and
structural disorders, and will be involved in the discussion of differential diagnoses, diagnostic evaluation, and outline of
treatment plans. The goal is to have students understand how dermatologists apply an interdisciplinary approach to the
management of skin disorders in a professional and compassionate manner.

EMERGENCY MEDICINE
This rotation is typically done in a full-service emergency room, but students may spend some time in an urgent care center.
The key in this rotation is the art of triage. Students shall be exposed to patients with pediatric psychiatric and adult
medical-surgical emergencies. Students will observe their attending physicians, decide whether to admit and treat a patient
on an inpatient basis, or arrange outpatient care of the patient. The treatment of many acute conditions, such as trauma and
heart failure, requires a broad medical knowledge.

EMERGENCY/TELEPSYCHIATRY
Many psychiatric problems present as emergencies and often occur in places with no local psychiatric services. Significant
help in diagnosis and treatment can be carried out at a distance through telemedicine. .

ENDOCRINOLOGY
The goal of the endocrine elective is for students to develop the ability to independently evaluate, treat, and monitor
common endocrine disorders (e.g., diabetes, thyroid dysfunction, lipid abnormalities, metabolic bone disease, and calcium
disorders) and to become familiar enough with the less common endocrinopathies (e.g., adrenal disease, pituitary disease,
and gonadal dysfunction) to recognize the abnormality and initiate proper evaluation and treatment.

ENT
This rotation will expose students to pathologies of the ears, nose, and throat. These pathologies include otitis media and
externa. Students will be exposed to both benign and malignant tumors of the ears, salivary glands, thyroid, parathyroid,
vocal cords, pharynx, and hypopharynx. Students will learn to evaluate these structures to determine the presence or
absence of neck masses.

FAMILY MEDICINE
The purpose of this elective is to provide the students with experience in an intern-like role in a Family Medicine
training program. This advanced inpatient experience provides an opportunity for students to challenge
themselves with an in-depth experience in family medicine. The objectives of this elective are an expansion of the
Family Medicine core clerkship.
FORENSIC PATHOLOGY
This rotation immerses students into a medicolegal environment, typically in a medical examiner’s office. The chain of
evidence and time and cause of death will be studied in this rotation. The pathologist determines, through the use of
scientific deduction, the immediate and contributory cause and time of death, along with the identification of victim.

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GASTROENTEROLOGY
The gastroenterology elective is designed to provide medical students with a well-rounded learning experience in
gastroenterology and hepatology that is integral to the specialty of internal medicine. The goal of this elective is for students
to develop the ability to independently evaluate, treat, and monitor the broad range of diseases in general gastroenterology
and hepatology, including transplant hepatology, and to understand the use of advanced endoscopy in both inpatient and
outpatient settings.

GENERAL SURGERY
This is typically an extension of the core rotation. All the basic skills required in your basic rotation are finessed here. This
would be the place to have more extensive exposure to the OR and more bedside procedures and teaching. Students
typically round with the team and perform tasks similar to those of first-year residents. This is an ideal rotation for those
students who are interested in surgical specialties.

GERIATRIC MEDICINE
The geriatric/gerontology elective rotation fosters geriatric community experiences improving the understanding of persons
over the age of 65 years, enhancing clinical skills assessments in geriatric areas, and increasing students’ interest in geriatric
care.

GYN ONCOLOGY
GYN oncology is an elective involving diagnosis and treatment of gynecologic neoplasms. The rotation will be supervised
by the gynecologic oncologist in the office/clinic setting for diagnosis and medical treatment, as well as surgical procedures
for invasive disease. The elective may also involve co-management with radiation oncology for radiation treatment and
hematology oncology for chemotherapy options while treating invasive gynecologic neoplasms.

HEMATOLOGY/ONCOLOGY
The hematology and oncology elective is designed to facilitate students’ understanding of common clinical presentations,
evaluation, and management of blood dyscrasias and neoplastic disorders. Students will learn the proper evaluation and care
of the oncology patient, from diagnosis and tumor staging to chemotherapy and palliation. Simultaneously, students will
learn the proper evaluation of hematological disorders, including interpretation of diagnostic tests and initiation of
treatment.

INFECTIOUS DISEASE
The purpose of the infectious disease rotation is to assist students in understanding the evaluation and treatment of both
chronic and acute infectious illnesses. In the supervised setting, students will learn to isolate infectious sources and choose
appropriate antimicrobial therapies based on evidence gathered from multiple sources, including patient history and
physical, as well as blood work, radiological studies, and empiric data. At the completion of this elective, the student should
be able to describe the diagnostic evaluation and management of common infectious diseases.

INTERNAL MEDICINE
The purpose of the elective in internal medicine is for the medical student to gain further experience in the elements of
patient care. This elective will focus on the more detailed aspects of histories, physical examinations, various elements used
in diagnosis (imaging procedures, lab tests, invasive testing, etc.), and the development and implementation of diagnostic
and therapeutic plans.

INTERVENTIONAL CARDIOLOGY
The goal of the interventional cardiology elective is to introduce students to a branch of cardiology that deals specifically
with the catheter-based treatment of structural heart diseases.

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INTRODUCTION TO DISASTER MANAGEMENT

This elective is an introduction to the concept of disaster management and serves as a framework to prepare future
physicians for effective disaster management. Topics include disaster lifecycles and associated costs, preparedness, disaster
psychology, the role of the community in disaster mitigation, team organization, and incident command systems.

MEDICAL AND POPULATION SCIENCES RESEARCH COURSE

This elective is intended for students interested in population-level health services research. Coursework includes the study
of basic theoretical concepts of scientific research, the elements of a research plan, data analysis, research protocol, and
summarizing said research in a structured abstract.
Students will obtain hands-on experience in scientific research in health in this elective offered by the Division of Medical
and Population Sciences Research, Herbert Wertheim College of Medicine, Florida International University - (FIU
HWCOM). This will be achieved by developing a short project in the role of co-principal investigators.

MULTI-DISCIPLINARY GRAND ROUNDS – 5 WEEKS

The objective of the Multi-disciplinary Grand Rounds is to provide a remote option during the pandemic to familiarize the
students with each of the specialties/subspecialties during their clinical education and to further deepen their clinical
knowledge. The MDGRs are available to all clinical students after FM1/IM1 and involve clinical scenarios, didactic lectures,
case presentations, and web-based and evidence-based medicine learning tools used to deliver the content remotely over a
6-week period. One week each is dedicated per core specialty (IM, FAM, OB/GYN, PEDS, and PSY), and faculty will
cultivate dedicated sessions including core content topics, subspecialty highlights, and discussions on providing equitable
care within a complex health system.

NEONATOLOGY
The purpose of the neonatology elective is to give students the experience in learning about normal and ill newborns. In a
supervised setting, students will have hands-on training in handling both the infants and the equipment.

NEPHROLOGY
The nephrology elective is designed to help students understand the signs, symptoms, and management of common renal
syndromes, including acute renal failure, chronic renal failure, glomerulonephritis, and nephrotic syndrome. Additionally,
students will become familiar with the management of fluid, electrolyte and acid-base disorders, and the diagnosis and
management of primary and secondary hypertension.

NEUROLOGY
Neurology is a field based on knowledge of brain and peripheral nerve function that is essential for both neurologists and
all clinicians. It includes many diseases of the central nervous system, such as temporal lobe epilepsy, that can present with
prominent psychiatric symptoms that have a known organic basis. During this elective rotation students will become
familiar with the diagnostic evaluation and treatment of patients with common neurologic disorders, including peripheral
neuropathy and cerebrovascular accident.

NEUROPSYCHIATRY
Students will utilize his/her basic knowledge of neurology and psychiatry to become proficient in understanding several
illnesses that present symptoms and signs of a clear organic origin and a syndrome with primary behavioral symptoms.

NEUROSURGERY
Students will become familiar with a proper neurologic exam while assigned to a neurosurgical team. Exposure to a wide
array of neurosurgical procedures and pre- and postoperative care will be provided. This rotation is a unique experience for
any student; students will acquire skills in neurologic evaluation that will serve them well in their medical careers.

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OCCUPATIONAL MEDICINE
The occupational and environmental health elective is the area of family medicine dedicated to the prevention and
management of occupational and environmental injury, illness and disability, and the promotion of health and productivity
of workers, their families and communities.

OPHTHALMOLOGY
The goal of this elective is to provide students with a strong foundation in clinical ophthalmology, including an
understanding of the anatomy of the eye and orbit, the basics of a complete eye examination (i.e., vision acuity, pupil
response, intra-ocular pressure, ocular motility, visual field, anterior segment, and fundus examination), the basics of
common eye diseases (e.g., cataract, glaucoma, macular degeneration), and the basics of ophthalmic manifestations of
systemic diseases (e.g., diabetes, thyroid disease).

ORTHOPEDIC/SPORTS MEDICINE
The goal of this elective rotation is to expose students to common problems encountered in sports medicine, including
their presentation, diagnosis, and management. The student will be given the opportunity to learn and refine
musculoskeletal physical examination skills and become familiar with common procedures used in sports medicine (e.g.,
injection techniques, fracture care, splinting/casting).

ORTHOPEDIC SURGERY
This clerkship will emphasize the study and prevention of musculoskeletal diseases through a four-week rotation with an
orthopedic team. Students will participate in assessment of X-rays and examination of fractures and arthrosis. Students will
also participate in orthopedic surgeries as a team member.

PATHOLOGY
This elective is designed to expose students to the fields of anatomic and clinical pathology, including surgical pathology,
cytopathology, hematopathology, and laboratory medicine. It will also introduce students to the practice of pathology and
the role of the pathologist in diagnosis and management of disease.

PEDIATRICS
The purpose of the pediatric elective is to give students further exposure and experience with children from birth to age 18.
Under supervision, students will be given the opportunity to examine, manage, and follow patients, as well as learn to
perform common procedures such as venipuncture and lumbar puncture.

PERINATOLOGY
Perinatology, also known as maternal-fetal medicine (MFM), is a four-week elective encompassing high-risk pregnancies.
The rotation will be supervised by the perinatologist and performed alongside attending obstetricians and residents involved
with high-risk antepartum, intrapartum, and postpartum care. The majority of the elective will be spent in the antepartum
testing unit learning high-risk fetal surveillance (NST, BPP, USS) along with management and treatment of medical
complications of high-risk patients on the antepartum floor and L&D.

PERIOPERATIVE MEDICINE
During this rotation, students will round with surgical and medical teams caring for surgical patients pre- and
postoperatively. Students will observe the optimization preoperatively of patients with multiple comorbidities. Students will
gain experience in operative procedures on these patients and the care in the immediate postoperative period. Students will
be exposed to the operating room and critical care units.

PHYSICAL MEDICINE & REHABILITATION

During this rotation, students will be exposed to the basics of rehabilitation medicine as it applies to the performance of
ambulation, activities of daily living, and occupational activities.

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PLASTIC SURGERY
Students will have the opportunity to experience the workings of a plastic surgery specialty, exposing them to reconstructive
and cosmetic procedures. Students will participate in the assessment of and reconstruction of postoperative cancer patients.
Students will become familiar with the preparation and planning of wound treatments and reconstructive procedures.
Cosmetic procedures will also be introduced.

PREVENTIVE & SOCIAL MEDICINE/PUBLIC HEALTH

This elective will provide students with an interest in general preventive medicine and public health a unique opportunity to
gain insight into the practice of clinical and population-based preventive medicine. The students will observe and discuss
preventive medicine and public health issues with preventive medicine-trained physicians; their role in population health
will be emphasized.

PULMONARY ICU
The goal of the pulmonary ICU elective is to facilitate students’ understanding of the common clinical presentations,
evaluation, and management of pulmonary disorders requiring treatment in the intensive care unit. Students will learn the
evaluation and treatment of acute and chronic pulmonary diseases ranging from the familiar (COPD) to the infrequent
(sarcoidosis).

RADIOLOGY
The goal of this elective is to provide a comprehensive overview of the practice and application of modern diagnostic
radiology. The role of the radiologic subspecialties in diagnosis and treatment in both outpatient and inpatient settings is
emphasized.

REPRODUCTIVE ENDOCRINE/INFERTILITY
Reproductive endocrine/infertility (REI) is a four-week elective with emphasis on common endocrine and infertility issues
involved with reproductive and menopausal patients. The rotation will take place mainly in an office/clinic setting, include
minimally invasive laparoscopic procedures for certain diagnoses (e.g., endometriosis, chronic pelvic pain, unexplained
infertility) and be supervised by the reproductive endocrinologist.

RHEUMATOLOGY
The goal of the rheumatology elective is to introduce students to the diagnostic approach, workup, and management of the
connective tissue diseases, inflammatory arthropathies, crystalline arthropathies, and vasculitides. This rotation will form the
foundation for understanding the often-complex nature of autoimmune and musculoskeletal diseases.

SPORTS MEDICINE
The goal of this elective rotation is to expose the student to common problems encountered in Sports Medicine, including
their presentation, diagnosis and management. The student will be given the opportunity to learn and refine
musculoskeletal physical examination skills and become familiar with common procedures used in Sports Medicine (e.g.
injection techniques, fracture care, splinting/casting)

SURGICAL ICU
This rotation will provide students with a complete exposure to the day-to-day workings of a surgical ICU. Students will
learn the management of postoperative patients. While on the SICU rotation, students will understand the management of
respirators, chest tubes, central lines, drains, etc. Students will be exposed to the use of a variety of pharmacologic agents
including pressors and understand the day-to-day evaluation of critically ill postoperative patients and possible
complications, including sepsis and multi-organ failure. These learned skills will serve students well regardless of his/her
ultimate chosen field of medicine.

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SURGICAL ONCOLOGY
Students will be involved in the care of surgically treated oncology patients. These patients will include, but not be limited
to, those with some of the more common surgically treated cancers. Breast, GI, colon, skin (including melanoma), and lung
cancers will be part of the student’s day-to-day practice. The student will understand and work with radiation and medical
oncologists.

TELEMEDICINE
This remote elective rotation will provide students an introduction to telemedicine. Students will evaluate patients with a
variety of common chronic and acute complaints and make initial management recommendations in conjunction with their
supervising physician. Patients will be seen in a remote ambulatory setting for initial evaluation or continuity of care.
Students will be exposed to the core principles in patient care in various disciplines with further development of clinical
reasoning and patient management. Students will learn about the community in which they serve patients and how that
community and the individual’s social determinants of health may affect health care outcomes. Students will observe
common outpatient procedures and point of care diagnostic testing.

TRAUMA
Students will be placed with a trauma team. Trauma protocols and evaluation (i.e., triage) of trauma patients will be learned.
These patients have varied injuries. Students will learn basic ATLS. Students’ immersion in this rotation will teach them to
properly prioritize trauma patients.

URGENT CARE
Students on the urgent care rotation work in the ambulatory setting. Patients are scheduled with urgent concerns and for
follow-up visits after emergency department or inpatient care. Working closely with the supervising attending physicians,
the urgent care learner is expected to develop skills necessary to provide excellent patient care in the urgent care setting.

UROGYNECOLOGY/MINIMALLY INVASIVE SURGERY

Urogynecology, also known as pelvic reconstructive surgery, is an elective involving the diagnosis and treatment of urinary
incontinence and pelvic floor disorders. The rotation will be supervised by the urogynecologist along with gynecologists and
residents who treat urogynecologic conditions medically in an office/clinic setting and surgically utilizing minimally invasive
techniques (e.g., laparoscopy, vaginal colposuspensions).

UROLOGY
During this rotation, students will rotate with a urology team. Evaluation of urogenital function in both male and female
patients with a concentration on renal, bladder, ureter, and urethral pathologies is provided. Students will learn to evaluate
the flow dynamics of the bladder and urethra with a special concentration in prostate pathologies. Both benign and
malignant tumors associated with these structures, including the testes, will be evaluated.

VASCULAR SURGERY
This rotation usually involves students with a vascular team. The day-to-day evaluation of vascular patients includes invasive
and noninvasive vascular testing. The examination of these patients will include determination of claudication, tissue loss
and impeding gangrene, and the selection of appropriate therapies, be they endovascular, open vascular, or medical options.

WOMEN’S HEALTHCARE & AMBULATORY GYNECOLOGY (WHC)

Ambulatory gynecology, also known as women’s healthcare (WHC), is supervised by the gynecologist and/or family
practitioner in an office/clinic setting for common ambulatory outpatient gynecologic conditions (e.g., abnormal bleeding,
vaginitis, colposcopy for abnormal pap smears), as well as preventive care counseling (e.g., STIs, contraception, domestic
violence). Students are exposed to a large variety of diseases and are expected to become familiar with the evaluation and
treatment of these disorders.

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TRANSFER CREDITS AND COURSES

TRANSFER CREDIT

American University of Antigua College of Medicine (AUACOM) does not accept transfer credits.

Transfer of credits received from AUACOM to another institution is accepted solely at the discretion of the accepting
institution. AUACOM makes no representation that credits earned at AUACOM will be accepted by any other educational
institution.

COURSE NUMBERING SYSTEM

Course Range:

5000–6999 are associated with Preclinical Sciences.

• 5000–5999 being Academic Year I
• 6000–6800 being Academic Year II

The individual breakdown of the four-digit course number

• 1st integer represents professional level course
• 2nd integer represents term number where course belongs
• 3rd integer represents academic year •
• 4th integer represents course sequence

6850 to 7100 are associated with BSIS and 5th semester.

• All exams and courses are associated in this range.

7110 to 7200 are associated with clinical core clerkships.

7200 to 10000 are associated with clinical elective clerkships.

An American University of Antigua College of Medicine student carrying nine or more credits in a term is considered a full-
time student.

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TERM CREDIT HOURS

American University of Antigua (AUA) defines a credit hour as the following:

A Credit Hour is an amount of work represented in intended learning outcomes and verified by evidence of student
achievement that is an AUA established equivalency that reasonably approximates not less than-

1. one hour of classroom or direct faculty instruction or other academic activities as established by AUA and two
hours of out of classroom work each week for no fewer than 15 weeks for one term or the equivalent amount of
work over a longer period of time within a term as AUA shall determine; or,
2. At least an equivalent amount of work as required in paragraph 1. of this definition for other academic activities as
AUA shall establish and/or require including laboratory work, clerkships, internships, practica, studio work, and
other academic work leading to the award of credit hours.

CREDIT HOURS FOR PRECLINICAL SCIENCES COURSES

[SPRING 2024]

YEAR ONE, SEMESTER I

COURSE CREDIT HOURS

Pre-Clinical Science I 19

Total Credit Hours: 19

YEAR ONE, SEMESTER II

COURSE CREDIT HOURS

Pre-Clinical Science I 19

Total Credit Hours: 19

YEAR TWO, SEMESTER III

COURSE CREDIT HOURS

Pre-Clinical Science II 19

Total Credit Hours: 19

YEAR TWO, SEMESTER IV

COURSE CREDIT HOURS

Pre-Clinical Science IV 19

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Total Credit Hours: 19

BSIS, SEMESTER V

COURSE CREDIT HOURS

Basic Science Integration Semester (BSIS) 15

Total Credit Hours: 15

SEMESTER VI
Total Credit Hours: 21

SEMESTER VII
Total Credit Hours: 21

SEMESTER VIII
Total Credit Hours: 21

SEMESTER IX
Total Credit Hours: 21

AMERICAN UNIVERSITY OF ANTIGUA | COLLEGE OF MEDICINE

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 ESTIMATED COST OF ATTENDANCE | 42

ESTIMATED COST OF ATTENDANCE

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SCHOLARSHIP OPPORTUNITIES

For continuing eligibility requirements, please refer to the corresponding section in this catalog.
If you have additional questions, please email Scholarship/Grant Coordinator Karen Ash [email protected].

ACADEMIC SCHOLARSHIP AWARDS

HIG H A CHIEVERS SCHOLARSHIP

AUA recognizes that earning and maintaining a high GPA is an incredible achievement and is proud to offer the High Achievers Scholarship.
AUA offers three award tiers for the High Achievers Scholarship. Award amounts are dependent on all recommended courses and undergraduate
GPAs.

Tier 1 Award Amount

$90,000, awarded $9,000 per payment period during pre-clinical sciences, then $11,250 per payment period during clinical
sciences

Eligibility Requirements

• All recommended courses GPA between 3.71 and 3.80

• Undergraduate GPA between 3.71 and 3.80

Tier 2 Award Amount

$95,000, awarded $9,500 per payment period during pre-clinical sciences, then $11,875 per payment period during clinical
sciences

Eligibility Requirements

• All recommended courses GPA between 3.81 and 3.90

• Undergraduate GPA between 3.81 and 3.90

Tier 3 Award Amount

$100,000, awarded $10,000 per payment period during pre-clinical sciences, then $12,500 per payment period during clinical
sciences

Eligibility Requirements

• All recommended courses GPA between 3.91 and 4.0

• Undergraduate GPA between 3.91 and 4.0

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PROVOST SCHOLARSHIP

AUA recognizes that earning a competitive MCAT score while maintaining a high GPA is an incredible achievement and is proud to offer the
Provost Scholarship.

Award Amount
$100,000, awarded $10,000 per payment period during pre-clinical sciences, then $12,500 per payment period during clinical
sciences

Eligibility Requirements

• MCAT score of 505 and above (28 and above on scores before 2015)
• All recommended courses and undergraduate GPA of 3.50 and above
• Hold an undergraduate degree (equivalent to U.S. bachelor’s degree)

Students need not apply for this scholarship as they are automatically awarded if qualified.

DEAN’S ACHIEVEMENT SCHOLARSHIP

AUA recognizes the time and effort students have invested in taking the MCAT. Although we do not consider your MCAT score in admissions
decisions, we will consider high scores for a scholarship.

Award Amount
$80,000, awarded $8,000 per payment period during pre-clinical sciences, then $10,000 per payment period during clinical
sciences

Eligibility Requirements

• MCAT score of 505 and above (28 and above on scores before 2015)
• Hold an undergraduate degree (equivalent to U.S. bachelor’s degree

Students need not apply for this scholarship as they are automatically awarded if qualified.

SUCCESS SCHOLARSHIP

The foundation of a successful physician begins with strong academic undergraduate performance. AUA recognizes the academic success of its
accepted applicants and is proud to offer the Success Scholarship.
Award amounts are dependent on both recommended courses GPA and undergraduate GPAs. (Limited scholarship awards are available per
academic period)

Award Amount
$80,000, awarded $8,000 per payment period during pre-clinical sciences then, $10,000 per payment period during clinical
sciences

Eligibility Requirements

• All recommended courses GPA between 3.00 and 3.70

• Undergraduate GPA between 3.00 and 3.70

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SERVICE AWARDS

U.S. MILITARY VETERANS GRANT

AUA recognizes the service and sacrifice performed by the U.S. Military and is pleased to offer a limited number of U.S. Military Veterans
Grants.

Award amount: $12,500, awarded $2,500 per period during pre-clinical sciences

Eligibility Requirements

• Military veterans who have served in the U.S. Armed Forces on active duty, either currently or with an honorable
discharge
• Applicants must submit a completed application along with a DD214 form demonstrating eligibility

JONATHAN ROHR GRANT

Jonathan was completing medical school at the time of his death. He was a very popular, straight-A student at AUA. In addition to the
tremendous workload of a medical student, Jonathan was a lead TA at the school where he mentored other medical students in Anatomy, his
favorite subject. He was also heavily involved in local triathlon activities. He helped organize the first triathlon race held in Antigua. The
Jonathan Rohr Grant is awarded to one qualified student per period that embodies the spirit of Jonathan Rohr.

Award Amount: $5,125, one-time award; includes entry to the Tinman Rohr Triathlon

Eligibility Requirements

• Personal statement describing a passion for and commitment to athletics, community service, and teaching
• Letter of recommendation from a service organization and/or athletic coach
• Complete the grant award application

CAREER ADVANCEMENT GRANT

AUA recognizes students who have contributed to the health and well-being of others through other health professions and are now ready to
expand on their medical knowledge and expertise.

Award amount: $2,500, one-time award for first payment period

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Eligibility Requirements

• Applicants must submit a completed application along with:

• Proof of current certification
• Proof of full-time employment for at least 6 months in a recognized health profession (including but not
limited to: RN, EMT, PA, PT, Chiropractor, Pharmacist, X-ray Tech, Phlebotomy)
• Letter of recommendation from a supervisor separate from ones used during the enrollment process

GLOBAL EDUCATION SERVICE GRANT

Awarded during intersession to allow student travel to an underserved area to work with a physician to fulfill their enhancement project criteria.

Award amount: Up to $1,500, awarded toward the cost of a global enhancement project

Eligibility Requirements

• Applicants must submit a completed application and personal statement discussing the student's interest in and
understanding of the needs of the underserved nations; must include a description of the work the student will be
doing to meet the enhancement requirement
• Students must have successfully completed their first, second, or third period
• Awarded by the Dean of Preclinical Sciences
• Students may be selected only once for this award

AUA RESEARCH GRANT

The AUA Research Grant is awarded to clinical students who are involved in research opportunities that have been published or presented at the
regional, national, or international levels.

Award amount: $500, a one-time grant awarded during clinical sciences

Eligibility Requirements

• Students must be presently enrolled in a clinical period and in good standing with AUA
• Students must identify the research paper which should identify (in the acknowledgements) AUA as the student’s
affiliation
• Awarded by the Chair of the Research Committee

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ALUMNI FRIENDS AND FAMILY GRANT

AUA is pleased to assist the career aspirations of students from the Caribbean community (CARICOM) by offering a special tuition grant.

Award Amount: $5,000, awarded $1,000 per period during pre-clinical sciences

Eligibility Requirements

• Students need to be referred to attend AUA by someone who has graduated either from AUA or from a Manipal
MBBS program (Kasturba Medical College, Manipal; Kasturba Medical College, Mangalore; or Sikkim Manipal
Institute of Medical Sciences, Sikkim)
• An individual alumnus or alumna can only refer two potential enrollments per academic period

PREFERRED PROGRAM GRANT

The AUA Preferred Program Grant is awarded to students who have matriculated from an undergraduate school that has officially partnered
with AUA. View AUA’s university partnerships.

Award Amount: $5,000, awarded $1,000 per period during pre-clinical sciences

Eligibility Requirements

• Must have graduated from one of AUA’s undergraduate university partners

RAYMOND SALORT MEMORIAL SCHOLARSHIP

In memory of Raymond Salort III, this award was created to honor the memory of Raymond Salort, who passed away in November of 2020
while studying to be a Physician. Raymond was awarded his Medical Degree posthumously.

Dr. Matt Passeggiata who studied and lived with Raymond at AUA said – “Raymond was such a kind, funny, and caring person. He was an
incredible man and an exceptional student. He proved how academically inclined he was by being named a top 5 student of the Med 1 class. A
time when most students do not do well, Ray excelled. His character was like no other. He took time to help those around him and jumped at any
opportunity to help me. Ray helped me completely change the way I took notes, as well as taught me a more efficient and effective way to study.
With his guidance and friendship, I completely turned my grades around and achieved my goals. Moreover, his funny jokes and charismatic
personality always uplifted the mood when studying hard. Without the advice, direction, and support of Ray early on in my medical school journey
I can wholeheartedly say I wouldn’t be where I am today.”

Eligibility Requirements
• Apply before January 1st for consideration for the February start

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Award Amount
$500, a one-time award for payment period, is intended to be used towards educational expenses.

• Applicants must submit a completed application along with:

• A short essay on their journey to medicine and what obstacles they may have overcome
Awarded to one applicant per payment period.

CULTURAL AWARDS

THE AMERICAN ASSOCIATION OF PHYSICIANS OF INDIAN ORIGIN (AAPI) GRANT

AUA is the only medical school recognized by the American Association of Physicians of Indian Origin (AAPI). We’re proud to recognize our
long-standing relationship with this prestigious physicians’ group with the AAPI Grant, a financial award offered to a limited number of
qualified applicants to AUA who represent the bonds our organizations share as educators and physicians.

Award Amount: $25,000, awarded $5,000 per period during pre-clinical sciences

Eligibility Requirements

• Applicants must be related to a physician who holds AAPI membership Applicants must submit a completed
application along with
• A copy of passport

PERSONAL STATEMENT OUTLINING ACADEMIC SUCCESSES AND CHALLENGES, COMMUNITY

SERVICE, AND PROFESSIONAL ACHIEVEMENTS AND RECOGNITIONS

THE ANTIGUAN TUITION GRANT

AUA is committed to building the island supporting our students and campus community. To that goal, AUA is pleased to offer the Antiguan
Tuition Grant to a limited number of Antiguan citizens.

Award Amount: Full tuition and institutional fees for the entire medical education program leading to an MD degree;
does not cover room, board, transportation, insurance, and other living expenses

Eligibility Requirements

• Selected by the Admissions Committee

• Must show proof of Antiguan citizenship
• Contact the Prime Minister’s office and or the Ministry of Education’s office to apply for this scholarship

AUA cannot guarantee clinical placement in the United States, as immigration to the United States is at the discretion of the U.S. immigration
authorities. Some or all clinical rotations may be scheduled at sites in CARICOM nations.

The grant only covers base tuition costs; for other programs like the Global Health Track during Preclinical Sciences and intersession or the
Graduate Clinical Core Rotation Certificate Program during Clinical Sciences, the difference in tuition will be the responsibility of the student.

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THE MONTSERRAT TUITION GRANT

One grant per every calendar year is awarded to a citizen of Montserrat enrolling into AUA.

Award Amount: Full tuition and institutional fees for the entire medical education program leading to an MD degree; does
not cover room, board, transportation, insurance, and other living expenses

Eligibility Requirements

• Must show proof of Montserrat citizenship

• Contact the Premier’s office to apply for this scholarship
• Students must sign a contract outlining the grant conditions

AUA cannot guarantee clinical placement in the United States, as immigration to the United States is at the discretion of the U.S. immigration
authorities. Some or all clinical rotations may be scheduled at sites in CARICOM nations.

The grant only covers base tuition costs; for other programs like the Global Health Track during Preclinical Sciences and intersession or the
Graduate Clinical Core Rotation Certificate Program during Clinical Sciences, the difference in tuition will be the responsibility of the student.

GRANT FOR SOUTH ASIAN CITIZENS AND RESIDENTS

Award Amount: $86,500, awarded $9,500 per period during pre-clinical sciences, then $9,750 per period during clinical
sciences

Eligibility Requirements

• Applicants must submit a completed application along with:

• Applicants must be citizens and residents of any of the South Asian Countries (Afghanistan, Bangladesh,
Bhutan, India, the Maldives, Nepal, Pakistan, and Sri Lanka)
• A copy of their passport
• One-page personal statement indicating why they should be considered for the scholarship

AUA cannot guarantee clinical placement in the United States; immigration to the United States is at the discretion of the U.S. immigration
authorities.

AUA-BAPIO GRANT

Award Amount: $86,500, awarded $9,500 per payment period during Pre-Clinical Sciences, then $9,750 per payment
period during Clinical Sciences

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Eligibility Requirements
Applicants must submit a completed application to AUA, along with:
• One-page personal statement indicating why they should be considered for the scholarship; the statement
should outline academic successes and challenges, community service, and professional
achievements/recognitions.
• A recommendation letter from BAPIO’s Head Office

A total of two AUA-BAPIO Scholarships will be awarded every academic period (twice per year) to new students.

INTERNATIONAL GRANT

Award Amount: $75,000, awarded $9,000 per payment period during pre-clinical sciences, then $7,500 per payment period
during clinical sciences

Eligibility Requirements

• Resident of a country that is not the United States or a South Asian country (Afghanistan, Bangladesh, Bhutan,
India, the Maldives, Nepal, Pakistan, and Sri Lanka)
• Applicants must submit a completed application along with:

• Proof of residency (no older than two months from the application date)
• A copy of their passport

There are no GPA requirements for this award.

NEW YORK MINORITY PHYSICIAN GRANT

In an effort to create a more diverse physician workforce, AUA is proud to offer undergraduate African-American/black, Puerto Rican,
Hispanic, and Asian students from New York State with this grant.

Award amount: $50,000, awarded $5,000 per period during pre-clinical sciences, then $6,250 per period during clinical
sciences

Eligibility Requirements

• Applicants must submit a completed application along with:

• Government issued ID showing proof of residence in New York State
• A letter of recommendation from a member of the New York State Black, Puerto Rican, Hispanic and
Asian Legislative Caucus

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SIBLING/SPOUSE GRANT

AUA and AICASA are pleased to offer a grant to siblings or a spouse who are enrolled concurrently in a full-time program at AUACOM or
AICASA. In order to qualify for the grant, all siblings or spouses must be enrolled full-time for each period of eligibility.

Award Amount: 20% tuition discount on the lowest tuition of one sibling or spouse; or 10% for each sibling or spouse
when tuition is the same

Eligibility Requirements

• For siblings: a copy of your birth certificates or other legal documentation showing you have the same parent
• For spouses: a copy of your marriage certificate, legal civil union, or registered domestic partnership at the time of
the qualifying partner’s acceptance to AUACOM or AICASA; couples who are legally joined after matriculation are
not eligible
• Siblings or spouses may be enrolled in separately in AUACOM and AICASA to qualify for this grant

CONTINUING ELIGIBILITY REQUIREMENTS

Cultural or Service Grants

• To maintain eligibility for cultural or service grants, students are required to complete courses and clerkships offered
through AUACOM with a grade of Pass (the equivalent of a 2.0 GPA) or higher each semester.
• If eligibility is lost, it can be regained if the student earns a Pass or higher for the next assigned grade
• Students receiving the Antiguan Tuition Grant and the Montserrat Tuition Grant, or who have been awarded a
grant from the Antiguan Ministry of Education, must sign a grant contract. Students are allowed a one-time
continuation to repeat a semester, but will lose the grant for any further repeats. Further details are outlined in the
grant contract.

Academic Scholarships

• To maintain eligibility for academic scholarships, students are required to complete courses and clerkships offered
through AUACOM with a grade of High Pass (the equivalent of a 3.0 GPA) or higher each semester.

• If eligibility is lost, it can be regained if the student earns a High Pass or higher for the next assigned grade; or Pass
grade if next assigned grade is for BSIS. Regained scholarships are not applied retroactively, but to the next
semester according to the scholarship schedule.

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ORGANIZATION, CONTROL & ADMINISTRATION

LEGAL ORGANIZATION AND CONTROL

American University of Antigua is a corporation duly authorized and existing under the laws of Antigua and Barbuda. It is
owned and operated by Manipal Education Americas, LLC, a New York limited liability company.

OFFICERS AND DIRECTORS

Peter Bell, MD, President

Seetharaman Vaitheeswaran, Director
Dr. Ranjan Pai, Director
Prabhu Marudheri, Chief Operations Officer and Chief Financial Officer
Sam Yospe, Esq. Vice President & General Counsel
Craig Hauser, Sr. V.P. for Academic Administration
Vernon Solomon, V.P. for Administration and Community Affairs
Trinae Mack, V.P. for Human Resources
Andrew Starr, V.P. Student Financial Services

UNIVERSITY ADMINISTRATORS

David Graham, MB.,ChB., MD,MBA Executive Dean of Preclinical Sciences

Matthew Hogan, MD Dean Clinical Sciences
Lyudmila Rubinshteyn, MD Associate Dean Student Development
Teresa Lemma, MD Associate Dean Clinical Sciences and Clinical Chair, Pediatrics
Dwayne Hunt, PhD Senior Associate Dean of Student Affairs
Namrata Chhabra, MBBS, MD, MHPE, PhD Associate Dean of Admissions
Bharati Balachandran, PhD Associate Dean of Faculty Affairs
Karron James, PhD Associate Dean of Curriculum
Leslie Walwyn, MBBS, MPH Associate Dean of Global Health
Jobila Sy, EdD Associate Dean for Academic Success
Juan Acuña MD Associate Dean for Research
Ricardo Hood MD Associate Dean of Clinical Medicine
Larry McCollum A.V. P of Systems & Programming
Melissa Morell A.V. P of Registrar and Clinical Administration
Jessica Ferron Director of Graduate Affairs
Anita O’Brien Director of Special Projects
Stanley Jean-Louis Manager of Financial Aid

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FACULTY

PRE-CLINICAL SCIENCES

FACULTY DEPARTMENT

ADMINISTRATION
Senior Vice President and Executive
Graham, David, MB., ChB., MD, MBA Dean of Preclinical Sciences
VP for Administration & Community
outreach
Director – Emergency Medicine
Solomon, Vernon, LRCP, MSc Training Center
Senior Associate Dean of Student
Hunt, Dwayne, PhD Affairs
Associate Dean of Admissions and
Namrata Chhabra MBBS, MD, MHPE, PhD Chair of Admissions Committee
Jobila Sy EdD Associate Dean of Academic Success
Balachandran, Bharati, PhD, MSHPEd Associate Dean of Faculty Affairs
Walwyn, Leslie, MBBS, MPH Associate Dean of Global Health
Associate Dean of Curriculum, Chair,
James, Karron, PhD Curriculum Committee
Director Examination Center, Chief
Fernandez, Neville, MD, MS Campus Proctor, Professor
Vijayakumar, J. K. MLIS, PhD, MSc. Director of Library Services and
Assistant Dean student affairs Assistant
Professor

ANATOMY
Viswanath, Srikanteswara, MBBS, MS Professor & Chair
D'Costa, Sujatha, MSc. PhD Professor
Eli, Tumba, Tshibwabwa, MD, MMED, PhD Professor
Bhargavi, Chandana, MBBS, MD, Associate Professor
Surendran, Sudarshan, PhD, MSc., BSc. Associate Professor
Ramos, Amith, MBBS, MD Associate Professor
Ganesan, Shyamala, MSc. MBBS Assistant Professor
Joshua, Samuel, PhD, BPT, MSc. Associate Professor
Joy, Teresa, MSc. PhD Assistant Professor
Rajput, Amruta, PhD,
B.A.M.S.MSc. Assistant Professor
D’Souza, Melanie, MSc. Instructor
Bhat, Ashwini, MSc. Instructor
Colucci, Samantha, MD Assistant Dean of Wellness & Inclusion

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Assistant Professor
PHYSIOLOGY
Chandanathil, Merin, PhD Associate Professor & Chair
Millis, Richard, PhD Professor
Rajput, Ravindrasingh, MBBS, MD Professor
Kadur, Kishan, MBBS, MD Professor
Gonsalves, James, PhD, MSc. BSc. Associate Professor
Gopalakrishnan, Sivakumar, PhD Associate Professor
Naik, Sheetal, MBBS, MD Assistant Professor

PATHOLOGY
Agnihotri, Smirti, MBBS, MD Professor & Chair
Agnihotri, Arun, MBBS, MD Professor
Devaraju,Sumanth, MBBS, MD Professor
Brahmaiah-Chari K. R. MBBS, MD Associate Professor
Dalmeida, Deborah, MBBS, MD, MSHPEd Associate Professor
Sengodan, Bharati MBBS, MD, MHPE Associate Professor

BIOCHEMISTRY & GENETICS &

MEDICAL CELL BIOLOGY
Rao, Nandini, PhD Professor & Chair
Th'ng, John, PhD Professor
Associate Dean of Academics and
Chhabra, Namrata, MBBS, MD, MHPE, PhD Professor
Tzivion, Guri, PhD Professor
Associate Dean of Curriculum/
James, Karron, PhD Professor
Sebastian, Roopa, PhD Associate Professor
Barik, Bijay, PhD Assistant Professor

MICROBIOLOGY &
IMMUNOLOGY
Associate Dean of Faculty Affairs /
Balachandran, Bharati MSc, PhD, MSHPEd Professor & Chair
Perumbilavil, Rajesh, MBBS, MD Professor
Shivaprasad, Aparna, PhD, MSc. Associate Professor
Honnavar, Prasanna, PhD Associate Professor
Udayan, Uttam, MBBS, MD Associate Professor
Jillwin, Joseph, PhD Assistant Professor

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PHARMACOLOGY
Morcos, Hani, MD, PhD Professor & Chair
Bose, Ujjal, PhD, MSc. Associate Professor
Pereira, Nicole MD Associate Professor
Rathore, Rajni MD Associate Professor

BEHAVIORAL SCIENCES
Jarosinsky, Jeffrey, PhD Chair, Associate Professor
Kastuk, Don, PhD Professor

EDUCATION ENHANCEMENT
DEPARTMENT

Ngorosha, Trevor, PhD Associate Professor & Deputy Chair

Vaughans, Andrea, MD Associate Professor
Lindsay, Vernon, PhD Associate Professor
Philip, Sherida, MD, Assistant Professor
Bhagwandin, Lennon, MED, MS, PGCE Instructor/Academic Advisor
Kormoi, Shade', MD Instructor
Simpson, Zaphia, MD Instructor
Kayalackakom, Tarron MD Instructor
Tiwari, Arianne, MD Instructor
Ngorosha, Loveness, PhD Assistant Professor
Persaud, Lisa, MD Instructor
Belle, Namadi, MD Assistant Professor

CLINICAL MEDICINE
DEPARTMENT
Associate Dean of Global Health
Walwyn, Leslie, MBBS, MPH Track/Senior Advisor & Professor
Hood, Ricardo, MD Associate Dean & Chair
Mysore, Nagaraj, MD Professor
Kannavar, Sudha, MD Obgyn, ECFMG, CRM Professor
Shenoy, Damodar, MBBS. MD Professor
Shenoy, Rathika, MBBS, MD Professor
Mansoor, Edmond, MBBS Associate Professor
Associate Professor/Assistant Dean of
Edmondson, Carolyn, MBBS, PGTRF, PGCFM Student Affairs (pt)
Williams, Kasim, MD Assistant Professor
Herrera, Jovita, MD Assistant Professor

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Assistant Professor / Coordinator -

Lewis, Courtney, MD Simulation Labs
Makinde, Helen, MD Assistant Professor
Lakshmipathi, Kamarsu, MBBS Instructor
Doman, Mekaeel, MBBS Instructor
Mark Kimpton, MD Assistant Professor
Madavan, Sheeba MD Assistant Professor

RESEARCH
Professor and Associate dean of
Acuna, Juan, MD, MSc, PhD, FACOG research
Robinson, Ray, MD, MPH, MBA Dean of Graduate Studies

INTERNS
Dheeraj Babu Baji MD Intern
Obinna Agbo MD Intern
Emile Chile Kalezi MD Intern
Anya Okorie Chinedum MD Intern
Shivanee Shanmugam MD Intern
Omair Chaudry MD Intern
Usman Bakshi MD Intern
Gregory Ojuderi MD Intern

CLINICAL SCIENCES

FACULTY SPECIALTY

ADMINISTRATION
Matthew Hogan, MD Dean, Clinical Sciences
Lyudmila Rubinshteyn, MD Associate Dean Student Development
Associate Dean Clinical Sciences & Clinical
Teresa Lemma, MD Chair, Pediatrics

CLINICAL CHAIRS
Sanjeev Nischal, MD Clinical Chair, Family Medicine
Archna Sarwal, MD Clinical Chair, Psychiatry

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John Riggs, MD Clinical Chair, OB-GYN

Peter M. DeVito, MD Clinical Co-Chair, Surgery
William Lois, MD Clinical Co-Chair, Surgery
Mark Adler, MD Clinical Chair, Internal Medicine

CLINICAL EDUCATION
ENHANCEMENT DEPARTMENT
Nelda Ephraim, PhD, RN Associate Professor and Director
Qunoot Almecci, EdD, MS Faculty
Jobila Sy, EdD Associate Professor

FAMILY MEDICINE
Dr. Christopher Murphy Adjunct Professor for Clinical Medicine
Dr. Azuka Stephen Itabor Adjunct Professor for Clinical Medicine
Dr. Claire Nadler Adjunct Professor for Clinical Medicine
Dr. Melissa Roberts Adjunct Professor for Clinical Medicine
Dr. Nancy Colón Sapio Adjunct Professor for Clinical Medicine
Megan McMullan, MD Adjunct Professor for Clinical Medicine
John Petrillo, DO Adjunct Professor for Clinical Medicine
Kristin Crouse, DO Adjunct Professor for Clinical Medicine
Bridget Foy, DO Adjunct Professor for Clinical Medicine
Mark Josefski, MD Adjunct Professor for Clinical Medicine
Wesley Ho, MD Adjunct Professor for Clinical Medicine
Aimee Smith, DO Adjunct Professor for Clinical Medicine
Marta Sanchez, MD Adjunct Professor for Clinical Medicine
Jincy Cherian, DO Adjunct Professor for Clinical Medicine
Marjorie Affel, MD Adjunct Professor for Clinical Medicine
Jonas Telson, MD Adjunct Professor for Clinical Medicine
Francis Chabot, MD Adjunct Professor for Clinical Medicine
Mark Warfel, DO Adjunct Professor for Clinical Medicine
Julie Betro Shkane, DO Adjunct Professor for Clinical Medicine
Rebecca LaValley, MD Adjunct Professor for Clinical Medicine
Vishal Vakani, MD Adjunct Professor for Clinical Medicine
Nay Linn Aung, MD Adjunct Professor for Clinical Medicine
Hoang Nhu Hua, MD Adjunct Professor for Clinical Medicine
Munir Affaf, MD Adjunct Professor for Clinical Medicine
Andrea Finocchiaro, DO Adjunct Professor for Clinical Medicine
Sonia A. Velez, MD, JD Adjunct Professor for Clinical Medicine

AMERICAN UNIVERSITY OF ANTIGUA | COLLEGE OF MEDICINE

ACADEMIC CATALOG 2024
 FACULTY | 5 8

Rodika Coloka-Kump, DO Adjunct Professor for Clinical Medicine

Fadi Sayegh, MD Adjunct Professor for Clinical Medicine
Shadi Sayegh, MD Adjunct Professor for Clinical Medicine
Osama Sayegh, MD Adjunct Professor for Clinical Medicine
Ugochukwu Ukonu, DO Adjunct Professor for Clinical Medicine
Jennifer Ringstad, MD Adjunct Professor for Clinical Medicine
David Jerome, DO Adjunct Professor for Clinical Medicine
Michael Menla, MD Adjunct Professor for Clinical Medicine
Paul Rich, MD Adjunct Professor for Clinical Medicine
Roman Davidenko, MD Adjunct Professor for Clinical Medicine
Benjamin McLaughlin, DO Adjunct Professor for Clinical Medicine
Joel Panthappattu, MD Adjunct Professor for Clinical Medicine
Daniel Miller, MD Adjunct Professor for Clinical Medicine
Tolga Icli, MD Adjunct Professor for Clinical Medicine
Szymon Krzyzanowski, MD Adjunct Professor for Clinical Medicine
Mohammad Momen, MD Adjunct Professor for Clinical Medicine
Samuel Sandowski, MD Adjunct Professor for Clinical Medicine
Mark Maloof, DO Adjunct Professor for Clinical Medicine
Paul Moglia, PhD Adjunct Professor for Clinical Medicine
Mary Ellis, MD Adjunct Professor for Clinical Medicine
Anubhav Agarwal, MD Adjunct Professor for Clinical Medicine
Emad Hanna, MD Adjunct Professor for Clinical Medicine
Russell Porter, MD Adjunct Professor for Clinical Medicine
Dr. Minéké E. Etienne Adjunct Professor for Clinical Medicine
Hamed Shalikar, MD, FAAFP Adjunct Professor for Clinical Medicine
Blanca Gonzalez, MD Adjunct Professor for Clinical Medicine
Jhoette Dumlao, MD Adjunct Professor for Clinical Medicine
Sabah Ahmed, MD Adjunct Professor for Clinical Medicine
Jose Velasquez, MD Adjunct Professor for Clinical Medicine
Tochi Iroku-Malize, MD Adjunct Professor for Clinical Medicine
Aldo Alleva, MD Adjunct Professor for Clinical Medicine
Muhammad Arif, MD Adjunct Professor for Clinical Medicine
Margaret Donat, MD Adjunct Professor for Clinical Medicine
Keasha Guerrier-Bryant, MD Adjunct Professor for Clinical Medicine
Sarita Khanijo, MD Adjunct Professor for Clinical Medicine
Magdalena Morkis-Madaj, MD Adjunct Professor for Clinical Medicine
Neubert Philippe, MD Adjunct Professor for Clinical Medicine
Dr. Ameerah Shalikar Adjunct Professor for Clinical Medicine

AMERICAN UNIVERSITY OF ANTIGUA | COLLEGE OF MEDICINE

ACADEMIC CATALOG 2024
 FACULTY | 5 9

Aisha Habib, MD Adjunct Professor for Clinical Medicine

PSYCHIATRY
Katherine Smith, MD Adjunct Professor for Clinical Medicine
Suresh Sabbenahalli, MD Adjunct Professor for Clinical Medicine
Guy E. Brannon, MD Adjunct Professor for Clinical Medicine
Janice Wilson Hollier, MD Adjunct Professor for Clinical Medicine
Kathryn Kay Kennedy, MD Adjunct Professor for Clinical Medicine
Daniel J. Feeney, MD Adjunct Professor for Clinical Medicine
Olufemi Ogundeji, MD Adjunct Professor for Clinical Medicine
Benjamin Parker Jones, MD Adjunct Professor for Clinical Medicine
Kimberly Loveless, MD Adjunct Professor for Clinical Medicine
Rebecca Pistorius, MD Adjunct Professor for Clinical Medicine
John Wagner, MD Adjunct Professor for Clinical Medicine
Swathi Parvataneni, MD Adjunct Professor for Clinical Medicine
Ayodeji I. Jolayemi, MD Adjunct Professor for Clinical Medicine
Cynthia Ko, MD Adjunct Professor for Clinical Medicine
Adesanmi Ojo, MD, MBA Adjunct Professor for Clinical Medicine
Tolulope Abidemi Olupona, MD Adjunct Professor for Clinical Medicine
Janna Volkov, MD Adjunct Professor for Clinical Medicine
Benjamin A. Adewale MD Adjunct Professor for Clinical Medicine
Karen Alleyne MD Adjunct Professor for Clinical Medicine
Farooq Mohyuddin, MD Adjunct Professor for Clinical Medicine
Syed Naqvi MD Adjunct Professor for Clinical Medicine
Syed I. Zaidi, MD Adjunct Professor for Clinical Medicine
Jason Addison MD Adjunct Professor for Clinical Medicine
Joseph Varley, MD Adjunct Professor for Clinical Medicine
Simona Suchan, MD Adjunct Professor for Clinical Medicine
Rossana Lopez, MD Adjunct Professor for Clinical Medicine
Archna Sarwal, MD Adjunct Professor for Clinical Medicine
Joel Idowu, MD Adjunct Professor for Clinical Medicine
Andrew Warren, MD Adjunct Professor for Clinical Medicine
Yakir Vaks, MD Adjunct Professor for Clinical Medicine
Sonia Shah, MD Adjunct Professor for Clinical Medicine
Neelima Kunam, MD Adjunct Professor for Clinical Medicine
Syed Naqvi, MD Adjunct Professor for Clinical Medicine
Elizabeth Ryznar, MD Adjunct Professor for Clinical Medicine
Paul Fuchs, MD Adjunct Professor for Clinical Medicine

AMERICAN UNIVERSITY OF ANTIGUA | COLLEGE OF MEDICINE

ACADEMIC CATALOG 2024
 FACULTY | 6 0

Amritwar Ameya, MBBS, MD Adjunct Professor for Clinical Medicine

Douglas Gartrell, MD Adjunct Professor for Clinical Medicine
Justine Larson, MD, MPH Adjunct Professor for Clinical Medicine
Hannah Balleza, MD Adjunct Professor for Clinical Medicine
Louis Marino, MD Adjunct Professor for Clinical Medicine
Zhihong Guo, MD Adjunct Professor for Clinical Medicine
Kamal Bhatia, MBBS, MD Adjunct Professor for Clinical Medicine
Steven Woods, MD, MEd Adjunct Professor for Clinical Medicine
Adefolake Akinsanya, MD Adjunct Professor for Clinical Medicine
Afifa Adiba, MD Adjunct Professor for Clinical Medicine
Sasidhar Gunturu, MD Adjunct Professor for Clinical Medicine
Daniel Chueh, MD Adjunct Professor for Clinical Medicine

OB-GYN
Alberto Dominguez-Bali, MD Adjunct Professor for Clinical Medicine
Catherine Dominguez-Bali, RN Adjunct Professor for Clinical Medicine
Celestino Castellon, MD Adjunct Professor for Clinical Medicine
Jorge Pando, MD Adjunct Professor for Clinical Medicine
Michael Cabbad, MD Adjunct Professor for Clinical Medicine
Marino Poliseno, DO Adjunct Professor for Clinical Medicine
Simon Kokkinakis, MD Adjunct Professor for Clinical Medicine
Rita Shats, MD Adjunct Professor for Clinical Medicine
Angela Kerr, MD Adjunct Professor for Clinical Medicine
Ana Munoz-Matta, DO Adjunct Professor for Clinical Medicine
Norman Lamberty, MD Adjunct Professor for Clinical Medicine
Juana Lucia Cuevas, MD Adjunct Professor for Clinical Medicine
Daniel Faustin, MD Adjunct Professor for Clinical Medicine
Mikio Nihira, MD Adjunct Professor for Clinical Medicine

PEDIATRICS
Maria Fernandez, MD Adjunct Professor for Clinical Medicine
Hosneara Masub, MD Adjunct Professor for Clinical Medicine
Sana Y. Nejmeh-Khoury, MD Adjunct Professor for Clinical Medicine
Brian McMahon, MD Adjunct Professor for Clinical Medicine
Ana Mendez, MD Adjunct Professor for Clinical Medicine
Melissa Gragada, MD Adjunct Professor for Clinical Medicine
Jilui Xu, MD Adjunct Professor for Clinical Medicine
Ishita Kharode, MD Adjunct Professor for Clinical Medicine

AMERICAN UNIVERSITY OF ANTIGUA | COLLEGE OF MEDICINE

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 FACULTY | 6 1

Taha M. Ahmed, MD, FAAP Adjunct Professor for Clinical Medicine

María Nieves Tirado, MD Adjunct Professor for Clinical Medicine
Kathy Caraballo Rivera, MD Adjunct Professor for Clinical Medicine
Janessa Vázquez Valle, MD Adjunct Professor for Clinical Medicine
Luis Irizarry Reyes, MD Adjunct Professor for Clinical Medicine
Luis Piñero, MD Adjunct Professor for Clinical Medicine
Juan Carlos Zequeira, MD Adjunct Professor for Clinical Medicine
Magdalena Velázquez, MD Adjunct Professor for Clinical Medicine
Verónica Ramirez Ramon, MD Adjunct Professor for Clinical Medicine
Victor Ortiz Justinano, MD Adjunct Professor for Clinical Medicine
Sandipagu Peter Kant, MD Adjunct Professor for Clinical Medicine
Mariam Fahim, DO Adjunct Professor for Clinical Medicine
Jose Bengochea, MD Adjunct Professor for Clinical Medicine

SURGERY
Jose R. Lamas, MD, FACS Adjunct Professor for Clinical Medicine
Carlos Bello, MD Adjunct Professor for Clinical Medicine
Helen Kay, DO Adjunct Professor for Clinical Medicine
Michael Zemaitis, DO Adjunct Professor for Clinical Medicine
Vladimir Rubinshteyn, MD Adjunct Professor for Clinical Medicine
Shahriyour Andaz, MD Adjunct Professor for Clinical Medicine
Loren Harris, MD Adjunct Professor for Clinical Medicine
Franklin Garcia-Godoy, DO Adjunct Professor for Clinical Medicine
Rajiv Datta, MD Adjunct Professor for Clinical Medicine
Eric Seitelman, MD Adjunct Professor for Clinical Medicine
Daniel Ebert, MD Adjunct Professor for Clinical Medicine
Mark Harooni, MD Adjunct Professor for Clinical Medicine
Elvita Genelus-Dominique, DO Adjunct Professor for Clinical Medicine
Harry Ou, MD Adjunct Professor for Clinical Medicine
Kenneth Becker, MD Adjunct Professor for Clinical Medicine
Harmandeep Singh, MD Adjunct Professor for Clinical Medicine
Charles Sticco, DO Adjunct Professor for Clinical Medicine
Henry S. Partridge, MD, FACS Adjunct Professor for Clinical Medicine
Philip Smith, MD Adjunct Professor for Clinical Medicine
Hideo Takahashi, MD Adjunct Professor for Clinical Medicine
Mark Richard Katlic, MD Adjunct Professor for Clinical Medicine
Marcie Feinman, MD Adjunct Professor for Clinical Medicine
Nicholas Karis, MD Adjunct Professor for Clinical Medicine

AMERICAN UNIVERSITY OF ANTIGUA | COLLEGE OF MEDICINE

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 FACULTY | 6 2

Lingxiang Ye, MD Adjunct Professor for Clinical Medicine

Hashim Hesham, MD Adjunct Professor for Clinical Medicine
Jennifer Sullivan, MD Adjunct Professor for Clinical Medicine
Farheen Qurashi, MD Adjunct Professor for Clinical Medicine
Robby Syed, DO Adjunct Professor for Clinical Medicine
Dave Chou, MD Adjunct Professor for Clinical Medicine
Josh Wolf, MD Adjunct Professor for Clinical Medicine
Jessica Felton, MD Adjunct Professor for Clinical Medicine
Peter Mackrell, MD Adjunct Professor for Clinical Medicine
Andre Biuckians, MD Adjunct Professor for Clinical Medicine
Kristian Ulloa, MD Adjunct Professor for Clinical Medicine
Clint Protack, MD Adjunct Professor for Clinical Medicine
Joey Zhou, MD Adjunct Professor for Clinical Medicine
Arun Mavanur, MD Adjunct Professor for Clinical Medicine
Rohit Ranganath, MD Adjunct Professor for Clinical Medicine
Charles Thompson III, MD Adjunct Professor for Clinical Medicine
Leo Sullivan, MD Adjunct Professor for Clinical Medicine

INTERNAL MEDICINE
Zewge Shiferaw-Deribe, MD Adjunct Professor for Clinical Medicine
Muhammad Dogar, MD Adjunct Professor for Clinical Medicine
Danilo A. Enriquez, MD Adjunct Professor for Clinical Medicine
Bordes P. Laurent, MD Adjunct Professor for Clinical Medicine
Louis M. Mudannayake, MD Adjunct Professor for Clinical Medicine
Malar Thwin, MD Adjunct Professor for Clinical Medicine
Mona Pervil-Ulysse, MD Adjunct Professor for Clinical Medicine
Mirela Sam, MD Adjunct Professor for Clinical Medicine
Parvathy Vasudevan, MD Adjunct Professor for Clinical Medicine
Leon R. Shein, MD Adjunct Professor for Clinical Medicine
Devendra Shrivastava, MD Adjunct Professor for Clinical Medicine
Sam Weissman, MD Adjunct Professor for Clinical Medicine
Isaac Solaimanzadeh, MD Adjunct Professor for Clinical Medicine
Ahmed Saidi, MD Adjunct Professor for Clinical Medicine
Alix Dufresne, MD Adjunct Professor for Clinical Medicine
Syeda Ishrat, MD Adjunct Professor for Clinical Medicine
Lwin Ma Moe, MD Adjunct Professor for Clinical Medicine
Robert Chow, MD Adjunct Professor for Clinical Medicine
Shabbir A. Choudhry, MD Adjunct Professor for Clinical Medicine

AMERICAN UNIVERSITY OF ANTIGUA | COLLEGE OF MEDICINE

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 FACULTY | 6 3

Raymond E. Kim, MD Adjunct Professor for Clinical Medicine

Lawrence Goldstein, MD Adjunct Professor for Clinical Medicine
Lyudmila Rubinshteyn, MD Adjunct Professor for Clinical Medicine
Jay Nfonoyim, MD Adjunct Professor for Clinical Medicine
Philip Otterbeck, MD Adjunct Professor for Clinical Medicine
Anum Humayun, MD Adjunct Professor for Clinical Medicine
Sonia Chokshi, MD Adjunct Professor for Clinical Medicine
Mark Sandigursky, MD Adjunct Professor for Clinical Medicine
Christopher Oldaker, MD Adjunct Professor for Clinical Medicine
Aldo Martinez, MD Adjunct Professor for Clinical Medicine
Javier Perez, MD Adjunct Professor for Clinical Medicine
Naim Dahdah Adjunct Professor for Clinical Medicine
Wilfrido Benitez, MD Adjunct Professor for Clinical Medicine
Joel Kertznus, MD Adjunct Professor for Clinical Medicine
Michael Valladares, DO Adjunct Professor for Clinical Medicine
Eduardo Reyes, MD Adjunct Professor for Clinical Medicine
Maray Rocher, MD Adjunct Professor for Clinical Medicine
Dolores Sanchez-Cazau, MD Adjunct Professor for Clinical Medicine
Juan Fernandez, MD Adjunct Professor for Clinical Medicine
Eugenio Guevara, MD Adjunct Professor for Clinical Medicine
Amnerys Garcia, MD Adjunct Professor for Clinical Medicine
Sumanta Chaudhuri, MD Adjunct Professor for Clinical Medicine
G. Richard Olds, MD Adjunct Professor for Clinical Medicine
Veeravat Taecharvongphairoj, MD Adjunct Professor for Clinical Medicine
Jose Penaherrera, MD Adjunct Professor for Clinical Medicine
Chukwuemeka Umeh, MD Adjunct Professor for Clinical Medicine
Pranav Barve, MD Adjunct Professor for Clinical Medicine
Sreenivasa Nakka, MD Adjunct Professor for Clinical Medicine
Sharma Bishop, MD Adjunct Professor for Clinical Medicine
Ankur Shah, MD Adjunct Professor for Clinical Medicine
Jawaharlal Khalikaprasad, MD Adjunct Professor for Clinical Medicine
Larry Woods, DO Adjunct Professor for Clinical Medicine
Kapil Kwatra, MD Adjunct Professor for Clinical Medicine
Padmanand Solanki, MD Adjunct Professor for Clinical Medicine
Aseem Sood, MD Adjunct Professor for Clinical Medicine
Seblu Zera-Yohannes, MD Adjunct Professor for Clinical Medicine
Ronak Bhimani, MD Adjunct Professor for Clinical Medicine
Daniel Wolde-Rufael, MD Adjunct Professor for Clinical Medicine

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 FACULTY | 6 4

Miriam Michael, MD Adjunct Professor for Clinical Medicine

Hari Devkota, MD Adjunct Professor for Clinical Medicine
Kathleen Schwarz, MD Adjunct Professor for Clinical Medicine
Reyaz Haque, MD Adjunct Professor for Clinical Medicine
Dr. Timothy Vittorio Adjunct Professor for Clinical Medicine
Joshua Peloquin, DO Adjunct Professor for Clinical Medicine
Antonio Topacio, MD Adjunct Professor for Clinical Medicine
Benjamin Chou, MD Adjunct Professor for Clinical Medicine
Paryus Patel, MD Adjunct Professor for Clinical Medicine
Firooz Pak, MD Adjunct Professor for Clinical Medicine
Ali Morshedi-Meibodi, MD Adjunct Professor for Clinical Medicine
Mohsen Kheradpezhouh, MD Adjunct Professor for Clinical Medicine
Evan N. Vidar, MD Adjunct Professor for Clinical Medicine
Sabirah Kasule, MD Adjunct Professor for Clinical Medicine

OTHER
Avelino Verceles, MD Adjunct Professor for Clinical Medicine
Ellen Marciniak, MD Adjunct Professor for Clinical Medicine
Montserrat Diaz-Abad, MD Adjunct Professor for Clinical Medicine
Carlos Rey, MD Adjunct Professor for Clinical Medicine
Kavita Kalra, MD Adjunct Professor for Clinical Medicine
Louis Varella, MD Adjunct Professor for Clinical Medicine
Janki Patel, MD Adjunct Professor for Clinical Medicine
Harsh Patel, MD Adjunct Professor for Clinical Medicine
Luis Fernando Montano, MD Adjunct Professor for Clinical Medicine

Robert Hernandez, MD Adjunct Professor for Clinical Medicine

Carlos Lavernia, MD Adjunct Professor for Clinical Medicine

Manuel Garcia-Estrada, MD Adjunct Professor for Clinical Medicine
Wally Kopelowitz, MD Adjunct Professor for Clinical Medicine
Steven Sherman, DO Adjunct Professor for Clinical Medicine
Eneida O. Roldan, MD Adjunct Professor for Clinical Medicine
Jorge Bordenave, MD, FACP, CHCQM, Adjunct Professor for Clinical Medicine
FAIHQ
Ruben Gill, MD Adjunct Professor for Clinical Medicine
Alexis Gutierrez, MD Adjunct Professor for Clinical Medicine
Anais Cortes, MD Adjunct Professor for Clinical Medicine
Juan Pablo Blum-Guzman, MD Adjunct Professor for Clinical Medicine

AMERICAN UNIVERSITY OF ANTIGUA | COLLEGE OF MEDICINE

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 FACULTY | 6 5

Ismael Montane, MD Adjunct Professor for Clinical Medicine

Sergio Rodriguez, MD Adjunct Professor for Clinical Medicine
Enzo Abad, DO Adjunct Professor for Clinical Medicine
Jorge Ortega, MD Adjunct Professor for Clinical Medicine
Saul K. Kolansky MD Adjunct Professor for Clinical Medicine
John W. Stiller MD Adjunct Professor for Clinical Medicine
Sandra Franco, DPM Adjunct Professor for Clinical Medicine
William Tsai, DO Adjunct Professor for Clinical Medicine
Joseph DeSanto, MD Adjunct Professor for Clinical Medicine
Jarrod Shapiro, DPM Adjunct Professor for Clinical Medicine
Yevgeny Perepada, MD Adjunct Professor for Clinical Medicine
Johnathan LaBaron, MD Adjunct Professor for Clinical Medicine
Henry Mata, MD Adjunct Professor for Clinical Medicine
Hitesh Raval, DO Adjunct Professor for Clinical Medicine
Kimberly Howe, PhD Adjunct Professor for Clinical Medicine
Manuel Bautista, MD Adjunct Professor for Clinical Medicine
Jonathan Wassermann, MD Adjunct Professor for Clinical Medicine
Taina Denis-Pradel, DO Adjunct Professor for Clinical Medicine
Jean Bernanos B. Edmond, MD Adjunct Professor for Clinical Medicine
Katherine Tanya Peicher, DO Adjunct Professor for Clinical Medicine
Bolivar Perez-Diaz, MD Adjunct Professor for Clinical Medicine
Melissa Fujan, DO Adjunct Professor for Clinical Medicine
Magda Vanessa McKearin Adjunct Professor for Clinical Medicine
Allen Hooman Silanee, MD Adjunct Professor for Clinical Medicine
Adalberto Rodriquez-Morales, MD Adjunct Professor for Clinical Medicine
Alejandro Amoretti-Ramirez, MD Adjunct Professor for Clinical Medicine
Nathalie Leroy, MD Adjunct Professor for Clinical Medicine
Menayra Gonzalez-Olivares, MD Adjunct Professor for Clinical Medicine
Kofi Owusu-Antwi, MD Adjunct Professor for Clinical Medicine
Reyaz U. Haque, MD Adjunct Professor for Clinical Medicine
Patrick Ryscavage, MD Adjunct Professor for Clinical Medicine
Kashif Munir, MD Adjunct Professor for Clinical Medicine
Jamal A. Mikdashi, MD Adjunct Professor for Clinical Medicine
Jose Perez Gurri, MD Adjunct Professor for Clinical Medicine
Stephen Bell, MD Adjunct Professor for Clinical Medicine
John Ingari, MD Adjunct Professor for Clinical Medicine
Philip McClure, MD Adjunct Professor for Clinical Medicine
James Nace, DO Adjunct Professor for Clinical Medicine

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Mario Tano, MD Adjunct Professor for Clinical Medicine

Manuel Garcia-Estrada, MD Adjunct Professor for Clinical Medicine
Andrew C. Breiterman, MD Adjunct Professor for Clinical Medicine
Stella C. Onyi, MD Adjunct Professor for Clinical Medicine
Mindy Ming-Ju Cheng, MD Adjunct Professor for Clinical Medicine
Hernan Barenboim, PhD Adjunct Professor for Clinical Medicine
Asaad Hakim, MD Adjunct Professor for Clinical Medicine
Asha Ravikumar, MD Adjunct Professor for Clinical Medicine
Adarsha Bajracharya, MD Adjunct Professor for Clinical Medicine
Sridhar Reddy, MD Adjunct Professor for Clinical Medicine
Subir Bhatia, MD Adjunct Professor for Clinical Medicine
Minghsun Liu, MD Adjunct Professor for Clinical Medicine
Frederick E. White, DO Adjunct Professor for Clinical Medicine
Bor-Han Chiu, DO Adjunct Professor for Clinical Medicine
Kenneth Nazari, MD Adjunct Professor for Clinical Medicine
Janice Riso, MD Adjunct Professor for Clinical Medicine
Svetoslav Bardarov, MD Adjunct Professor for Clinical Medicine
Scott Bugsch, MD Adjunct Professor for Clinical Medicine
D. Brian Wood, MD Adjunct Professor for Clinical Medicine
Brett Cherrington, MD Adjunct Professor for Clinical Medicine
Cyrus Buhari, DO Adjunct Professor for Clinical Medicine
Sanjeev Goswami, MD Adjunct Professor for Clinical Medicine
Adrian Elliott, MD Adjunct Professor for Clinical Medicine
Omar Amr, MD Adjunct Professor for Clinical Medicine
Olga Rakhlin, MD Adjunct Professor for Clinical Medicine
Munir Shah, MD Adjunct Professor for Clinical Medicine
Sujoy Menon, MD Adjunct Professor for Clinical Medicine

GLOBAL HEALTH VISITING FACULTY

Sherri Kay Prosser, PhD Visiting Faculty for Global Health
Anthony Rossi, MD Visiting Faculty for Global Health
Aileen Marty, MD Visiting Faculty for Global Health
Ephraim Back, MD Visiting Faculty for Global Health
Harold McDonald Visiting Faculty for Global Health
Colonel Dr. Stefan Goebbels Visiting Faculty for Global Health
Warren Lavey, JD, MS Visiting Faculty for Global Health
Jo-Anne Brathwaite-Drummond, MD Visiting Faculty for Global Health
Sophie Lanzkron-Salzberg, MD Visiting Faculty for Global Health

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 FACULTY | 6 7

James Wilson, MD Visiting Faculty for Global Health

Donald DiMarzio, MD Visiting Faculty for Global Health
Holly Rosencranz, MD Visiting Faculty for Global Health
Congressman Timothy Bishop Visiting Faculty for Global Health
Dr. Stanley Lalta Visiting Faculty for Global Health
Davendra Ramkumar, MD Visiting Faculty for Global Health
Japhia Ramkumar, MD Visiting Faculty for Global Health
Michael Talarico, MD Visiting Faculty for Global Health
Michael Weitzman, MD Visiting Faculty for Global Health
Dr. Mark Macgowan Visiting Faculty for Global Health
Dr. Sahar Ajabshir Visiting Faculty for Global Health
Dr. Timo Ulrichs Visiting Faculty for Global Health
Dr. Harish Kundaje Visiting Faculty for Global Health
Dr. Robin Roberts Visiting Faculty for Global Health
Ms. Danielle Walwyn Visiting Faculty for Global Health
Ms. Taylor Reed Visiting Faculty for Global Health
Dr. Dwaine Plaza Visiting Faculty for Global Health
Dr. Juan Manuel Lozano Leon Visiting Faculty for Global Health
Eneida Roldan, MD Visiting Faculty for Global Health
Dr. Javier Asin Visiting Faculty for Global Health
Dr. Scott Sherman Visiting Faculty for Global Health
Dr. Edison Prempeh Visiting Faculty for Global Health
Dr. Carmencita Lake Visiting Faculty for Global Health
Dr. Kimbella Scott Visiting Faculty for Global Health
Dr. Marin Gillis Visiting Faculty for Global Health
Dr. Jan Gutermuth Visiting Faculty for Global Health
Dr. Dhananjaya Sharma Visiting Faculty for Global Health
Dr. Juan Ruiz Pelaez Visiting Faculty for Global Health
Rolando DeLeon, MD, FACOG Visiting Faculty for Global Health
Dr. Gennaro Selvagi Visiting Faculty for Global Health
Dr. Waheeda Amiralli Visiting Faculty for Global Health
Dr. Janelle Charles Williams Visiting Faculty for Global Health
Ms. Juanita James MPH Visiting Faculty for Global Health
Dr. Adrian Rhudd Visiting Faculty for Global Health
Dr. Jonathan McCommie Visiting Faculty for Global Health
Dr. Regene Johnson Visiting Faculty for Global Health
Dr. Paul Edwards Visiting Faculty for Global Health
Dr. Kirk Thame Visiting Faculty for Global Health

AMERICAN UNIVERSITY OF ANTIGUA | COLLEGE OF MEDICINE

ACADEMIC CATALOG 2024
 FACULTY | 6 8

Dr. Thomas O'Connell Visiting Faculty for Global Health

Dr. Patricia Junquera Visiting Faculty for Global Health
Dr. Stacey Oddman Visiting Faculty for Global Health
Dr. Rajiv Chowdhury Visiting Faculty for Global Health
Mr. Raman Walwyn-Venugopal Visiting Faculty for Global Health
Ms. Callie Crow Visiting Faculty for Global Health
Dr. Rohan Maharaj Visiting Faculty for Global Health
Dr. Angela Pashayan Visiting Faculty for Global Health

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 CONTACT INFORMATION| 69

CONTACT INFORMATION

CAMPUS:

American University of Antigua

College of Medicine
Jabberwock Beach Road
Coolidge, Antigua
1.268.484.8900

MANIPAL EDUCATION AMERICAS – REPRESENTATIVE FOR

AMERICAN UNIVERSITY OF ANTIGUA:

Manipal Education Americas, Representative for

American University of Antigua
College of Medicine
40 Wall Street, 10th Floor
New York, New York 10005
1.212.661.8899

Licensed by the Commission for Independent Education, Florida Department of Education. Additional information may be
obtained by contacting the Commission at 325 West Gaines Street, Ste. 1414, Tallahassee, FL 32399-0400, toll-free
1.888.224.6684.

AMERICAN UNIVERSITY OF ANTIGUA | COLLEGE OF MEDICINE

ACADEMIC CATALOG 2024