Office for Students

Transforming the Learner...Through Personal Growth

David R. Lambert, M.D.

"Each medical student brings unique skills and diverse experiences to the medical school. United in the desire to become physicians, students are quickly exposed to issues of basic science, clinical medicine and the responsibilities of the profession of medicine. In our desire to foster excellence in all students, we have in place an Advisory Dean system to guide students. Each student is assigned one of four Advisory Deans who follows the student throughout the four years, meeting regularly in small groups during years one and two, in addition to set times during years three and four. Individual meetings are also conducted to assist in issues of transition to medical school, personal development, and career counseling. By understanding the student as a whole, we can assist students in their desire to be outstanding physicians, skilled in the art and science of medicine."
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David R. Lambert, M.D., is associate dean for undergraduate medical education, and associate professor of medicine.

Student Affairs

The office oversees a variety of student-related activities including the responsibilities of the advisory deans, orientation activities prior to the start of the first-year curriculum and the White Coat ceremony, special needs and academic tutoring services, curricular and elective advising, and coordination of residency "match day" activities.

Each entering student is assigned to one of four advisory deans who serves as that student's advisor for the entire undergraduate medical education experience. In addition to group meetings with the advisory dean that address professional development issues, students may meet individually for personal advising, curricular planning, or career counseling by appointment.

	Gladys Pedraza-Burgos is co-director of the Center for Advocacy, Community Health, Education and Diversity (CACHED)

Center for Advocacy, Community Health, Education and Diversity (CACHED)

The University of Rochester School of Medicine and Dentistry is strongly committed to increasing the number of underrepresented physicians in the profession. To that end, CACHED guides our efforts to recruit underrepresented students and administers programs designed to expand the pool of students who will consider pursuing careers in medicine. We support the Summer Research Fellowship (SURF) Program, which encourages undergraduate students from under-represented groups to prepare for careers in the health sciences and specifically aims at attracting them to Rochester.

The University of Rochester Medical Center, a member of the Associated Medical Schools of New York, cooperates in a statewide initiative to increase the awareness and exposure of underrepresented and economically disadvantaged high school students to career opportunities in the sciences and the health professions.

The school has allocated substantial financial aid funds to ensure that all admitted students, no matter what their financial resources, will have the opportunity to study at this school.

Our school is devoted to the concept of diversity as a tool to enrich the educational environment for all students.

Student Perspectives

First, let me say that I have been happy with my choice to attend Rochester, and have enjoyed my time here (yes - you can actually enjoy medical school!) Of all the schools I interviewed at, Rochester was my first choice, in part because it combined stimulating research opportunities in a collaborative environment with first-rate clinical training. In addition, as an MD/PhD student, I knew that I was committing myself to one place for about eight years. So in choosing where to go, I very carefully considered the environment that I was going to be in - what kind of people were in the classes ahead of me? Did they seem happy? At Rochester, more than anyplace else, I found not only that I enjoyed the company of the other's, but also that they seemed to enjoy each other's company and their learning process.

Our curriculum offers early clinical experiences - not only a great jump-start on building useful skills, but also an opportunity to appreciate the clinical relevance of the basic science backbone of the first two years. You will approach your study of glycogenolysis from an entirely different perspective once you've met a patient with Glucose-6 Phosphorylase Deficiency. In addition, I really appreciate the fact that the first skill we are taught is how to communicate effectively with patients in the context of a medical interview. Because we are taught this skill and expected to apply it prior to developing our "medical" knowledge, it forces us to focus first on perfecting this ability so that it comes naturally later on, especially when our thoughts are occupied with the issues of diagnosis and management. Without effective communication skills, physicians may get incomplete or incorrect information from their patients, and a less than optimal clinical outcome. My goal in pursuing the dual MD/PhD degrees has always been to develop myself as both a researcher and a physician. To this end, I feel very fortunate that at Rochester I have access to and enthusiastic support from cutting edge researchers, acclaimed medical educators, and phenomenal clinicians. Good luck choosing a medical school, and I hope to meet you one day soon in the halls of our medical center.

Jamika Hallman is a graduate of Fort Valley State University

"It feels like home" are words that floated through my mind as my interview day at Rochester came to a close..."

The same warmth and charm greeted me as I walked through the doors my first day of medical school and continues to greet me every day. Friendly attitudes and genuine concern extend throughout the halls of the School of Medicine and Dentistry. The faculty and staff in Student Services, Center for Advocacy, Community Health, Education and Diversity, and the Office for Undergraduate Medical Education are eager to go out of their way to help students. Professors are readily available to answer any questions students have about lectures, recognizing that some material is very challenging. Together, all of these resources create a comfortable environment for learning and an atmosphere that facilitates camaraderie among peers.

The curriculum was meticulously designed with students in mind and changes are heavily based on student feedback. Professors collaborate to ensure that each course is integrated across several disciplines in order to provide students with the complete picture. Problem-based learning cases and early clinical exposure allow students to reinforce knowledge gained in lectures as well as explore topics that were not covered in class. Small group settings refine students' interpersonal skills, while the Biopsychosocial Model teaches students to view each patient as a person and not just a disease process. Rochester is committed to training more than just highly competent and intelligent physicians; they train caring, nurturing, conscientious human beings.

Chris Greenman is a graduate of Princeton University

The University of Rochester has cultivated a superb learning atmosphere that allows medical students to maximize their potential as future physicians. From the first day, members of the faculty engage with students as colleagues during lectures, problem based learning sessions, and clinical work. The Double-Helix Curriculum encourages us to tackle medical topics from many angles simultaneously, facilitating learning. Additionally, paracurricular programs encourage us to pursue special interests, like neuroscience or medical humanities. Beyond the core requirements, the curriculum is very flexible, and the faculty work closely with students to create or tailor programs to meet individual needs.

Our first-year class of about 100 students is extremely cohesive. My peers are kind, intelligent, eager, and enormously dedicated to becoming compassionate and knowledgeable physicians. I am continually impressed by their fascinating backgrounds and by their positive effect on my learning process. Our collective enthusiasm for humanistic medicine often takes the form of active community outreach, like a fundraising marathon for the uninsured or a musical performance for the immobilized. The synergistic interactions with my peers have made my first year at Rochester exhilarating and gratifying.