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A STROng HISTORY OF DIVERSITY The College of Medicine has a rich tradition of diversity. Our history includes our heritage as the Woman’s Medical College of Pennsylvania, the first medical school in the world for women. Hahnemann University, our other legacy institution, has been graduating an ethnically and racially diverse population since the 19th century. WHY DIVERSITY MATTERS Increasing diversity among the nation’s physician workforce: • Improves the education of all physicians • Improves the health of all residents of the U.S. Studies show that minority physicians are more likely to treat minority and indigent patients and practice in underserved communities. When minority patients have the opportunity to select a health care professional they are more likely to choose someone of their own racial and ethnic background and generally are more satisfied with the care they receive from minority health care professionals. PROMOTIng DIVERSITY Members of the Office of Diversity in Medicine not only address specific diversity issues and provide support for students, faculty, and staff at the College of Medicine, they work in other departments at Drexel University and the College of Medicine, furthering the overall goals of the entire University. Access throughout the University provides the members of the Office of Diversity in Medicine opportunities to promote diversity work within the College of Medicine’s human resources and faculty affairs offices and at staff functions. OFFICE OF DISABILITY SERVICES Office of Disability Services, Drexel University 3201 Arch Street, Suite 210 Philadelphia, PA 19104 PHOnE: 215-895-1401 TTY: 215-895-2299 FAx: 215-895-1402 disability@drexel.edu www.drexel.edu/disability The mission of the Office of Disability Services (ODS) is to advocate for people with disabilities and to provide equal opportunities and equal access to education, employment, programs and activities at Drexel University College of Medicine. In accordance with federal and state legislation and College of Medicine policy, no individual with a disability shall, on the basis of that disability alone, be excluded from participation in College of Medicine programs or activities. The College of Medicine will provide reasonable accommodation to a qualified individual with a disability. In achieving this, ODS collaborates with and empowers individuals who have documented disabilities by working together proactively to determine reasonable and appropriate accommodative measures. In an effort to ensure compliance with current legislation and eliminate attitudinal barriers against people with disabilities, ODS also provides guidance and education to the campus community. All members and guests of Drexel University College of Medicine who have a disability need to register with the Office of Disability Services if requesting auxiliary aids, accommodations and services in order to fully participate in the College’s programs and activities. All requests are considered on a case-bycase basis and in a timely fashion. 30
TECHnICAL STAnDARDS The goal of Drexel University College of Medicine is to prepare our medical graduates to be competent, caring physicians who have the skills of lifelong learning necessary to incorporate new knowledge and methods into their practice as either a generalist or specialist and to adapt to a changing professional environment. The faculty has determined that certain technical standards are prerequisite for admission, progression and graduation from Drexel University College of Medicine. The standards were developed from concepts outlined in the Report of the Association of American Medical Colleges Advisory Panel on Technical Standards in January 1979. Included in the deliberations of the Panel on Technical Standards were the following considerations: the medical education process, which focuses so largely on patients, differs markedly from postsecondary education in fields outside of the health sciences. Applicants for admission to and students enrolled in Drexel University College of Medicine must possess the capability to complete the entire medical curriculum, achieve the degree Doctor of Medicine, and practice medicine with or without reasonable accommodations. It should be noted, however, that the use of a trained intermediary is not acceptable in situations where the candidate’s judgment is impacted by the intermediary’s powers of selection and observation. Technological accommodations can be made for some handicaps in certain areas of the curriculum, but a candidate must meet the essential technical standards so that he or she will be able to perform in a reasonably independent manner. The need for personal aids, assistance, caregivers, readers and interpreters, therefore, may not be acceptable in certain phases of the curriculum, particularly during the clerkship years. A candidate for the M.D. degree must have abilities and skills in five areas, including observation; communication; motor; conceptual, integrative and quantitative; and behavioral and social. II. COMMUnICATIOn A candidate should be able to speak, to hear and to observe patients in order to elicit information, describe changes in mood, activity and posture, and perceive nonverbal communications. A candidate must be able to communicate effectively and sensitively with patients. Communication includes not only speech but reading and writing. The candidate must be able to communicate effectively and efficiently in oral and written form with all members of the health care team. III. MOTOR It is required that a candidate possess the motor skills necessary to directly perform palpation, percussion, auscultation and other diagnostic maneuvers, basic laboratory tests, and diagnostic procedures. The candidate must be able to execute motor movements reasonably required to provide general and emergency medical care such as airway management, placement of intravenous catheters, cardiopulmonary resuscitation, application of pressure to control bleeding, suturing of wounds and the performance of simple obstetrical maneuvers. Such actions require coordination of both gross and fine muscular movements, equilibrium, and functional use of the senses of touch and vision. IV. InTELLECTUAL-COnCEPTUAL (InTEgRATIVE AnD QUAnTITATIVE) ABILITIES The candidate must be able to measure, calculate, reason, analyze, integrate and synthesize. In addition, the candidate must be able to comprehend three-dimensional relationships and to understand the spatial relationships of structures. Problem solving, the critical skill demanded of physicians, requires all of these intellectual abilities. The candidate must be able to perform these problem-solving skills in a timely fashion. I. OBSERVATIOn Through independent observation, the student must be able to acquire information in the basic medical sciences, including that obtained from demonstrations and experiential activities. The student must also be able to observe and accurately acquire information directly from the patient (both from a distance and from close at hand) as well as from other sources including written documents, pictorial images, simulators, computer programs and videos. This level of observation and information acquisition requires the functional use of vision, hearing and somatic sensation. 31
Page 1 and 2: Research. Education. Patient Care.
Page 3 and 4: Message from the Dean Research. Edu
Page 5 and 6: Innovative Approaches to Medical Ed
Page 7 and 8: Case-Based Learning of Course Mater
Page 9 and 10: Professionalism The Professional Va
Page 11 and 12: Business of Health Care The Busines
Page 13 and 14: REQUIRED COURSES Intersession I Int
Page 15 and 16: Intersession II - Transition to Res
Page 17 and 18: choosing from a variety of populati
Page 19 and 20: Clinical Facilities AFFILIATED HOSP
Page 21 and 22: M.D./MPH DUAL DEgREE PROgRAM The M.
Page 23 and 24: Research Opportunities Because of t
Page 25 and 26: STUDEnT SOCIETIES AnD ACTIVITIES ST
Page 27 and 28: M.D. Program Admissions MISSIOn STA
Page 29: InTERVIEW Applicants selected for a
Page 33 and 34: FInAnCIAL PLAnnIng SERVICES Drexel
Page 35 and 36: nOTES 35

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