NYU Grossman Long Island School of Medicine provides a transformative medical education program committed to primary care that includes a three-year accelerated curriculum, the offer of a directed pathway to residency upon admission in primary care disciplines at NYU Langone Hospital—Long Island. Full-Tuition scholarships for all students regardless of need or merit plus need-based Debt-Free scholarships to cover costs above tuition for students who financially qualify, and unparalleled student advising, coaching and mentoring within an exceptional culture of collaboration, collegiality and belonging.
Admissions
The school's mission is to develop preeminent physician leadersthrough scholarship and innovative medical education design anchored by the principles of primary care and health systems science. The programseeksto enroll studentsfrom a broad range ofbackgrounds, life experiences, and perspectives whodemonstratea commitment to future practice in primary care disciplines such as internal medicine, pediatrics, or obstetrics and gynecology.
The schoolutilizesa comprehensiveadmissions approachthatbroadens the lens through which the program can learn about applicants and better assess howapplicants’ career goals, pre-medical experiences, individual qualities, and scholastic performance align with the primary care mission and ability to succeed in the rigorous three-year accelerated educational program. Theschool isalsointerestedin learning more about the life journeys of applicants, any challenges they may have faced along their path, and how they hope to contribute to the medicalprofession.
All eligible candidates who align with the medical school’s primary care mission are welcome to apply.Applications are encouraged from people who arefirst-generation college students,individualsfrom disadvantaged backgrounds, those who may have pursued another career in health care (e.g. physician assistant, nurse practitioner, etc.), or who may have taken a non-traditional path toward medicine as well as those who have ties to the communities served by the medical school.
For information on admission to the MD program learn how to apply.
Academic Requirements
NYU Grossman Long Island School of Medicine seeks applicants who excel academically andexhibitrobust intellectual curiosity, asevidencedby the rigor, breadth, and depth of their coursework. Since awiderange ofeducational experiences are recognized, prerequisite coursework is not mandated. Instead, theadmissions committee evaluates the academic preparation of applicants toensure they have the foundational knowledge to succeed in a rigorous accelerated three-year program. Applicants are expected todemonstratea high levelofproficiencyin biology, physics, chemistry, genetics, statistics, English, psychology, and sociology. These courses are strongly recommended as part of a broad premedical curriculum.
Medical College Admission Test
The Medical College Admissions Test (MCAT) isrequired. Only scores from three years before expected matriculation are accepted. In fairness to all applicants, there are no exceptions to this requirement.
Letters of Evaluation
A composite letter of recommendation authored by the pre-health committee or pre-health advisor at the college or university fulfills the letter of evaluation requirement.Additionalletters of support may also besubmittedinconjunctionwithacommittee or composite letter.If the institution does not provide a committee or composite letter, a minimum of three individual letters of evaluation are required.Two should be from science professors.
Technical Standards and Criminal Background Check
All matriculating students must meet the school's technical standards, which define the physical, mental, emotional, and social abilities that support success in medical school, and pass a criminal background check to ensure patient safety. Students must alsosatisfactorily complete the AAMC-facilitated Criminal Background Check, which is conducted at noadditionalcost. The AAMC recommends that all U.S. medical schoolsprocurethis background check toascertainthe ability of accepted applicants to become licensed physicians in the future, enhance the safety and wellbeing of patients, and to ensure the public's continuing trust in the medical profession
Phase One: Foundational Medical Knowledge and Core Clinical Skills Acquisition
During Phase One, students spend 46 weeks engaged with interdisciplinary pre-clerkship coursework that covers foundational basic science and clinical concepts in biology, anatomy, pathology, physiology and pathophysiology. Students acquire skills in the behavioral and social aspects of practicing medicine thatconfer readinessto interact with patients and other healthcare providersduring clerkship training.
The year begins with Language Acquisition, which integrates core basic science concepts with case-based clinical learning exercises. This course and subsequent organ systems courses are delivered in a dynamic mix of small and large group sessions that promote active learning.
There is one week of elective time, during whichstudentschoosean area of interestamong a variety of clinical and/or research topics.
The integrated longitudinal courses include: core clinical skills training, with a focus on integrating communication skills with medical knowledge and clinical reasoning, health systems science with foundational training in ethics, humanities, and professionalism, and ambulatory primary care practice experience.
Throughout Phase One, students engage in a range of learning modalities, including problem-based learning, small group seminars, large group lectures, workshops, clinical skills training sessions, clinical simulations, and bedside teaching.
Phase One Sample Schedule
This schematic represents Phase One of NYU Grossman Long Island School of Medicine’s curriculum. All students progress through the first 46 instructional weeks of medical school on the same timeline. Students participate in longitudinal courses concurrently with organ systems courses..
Phase Two: Medical Knowledge and Clinical Skills Integration
During Phase Two, students spend 45 weeks in core clerkship training at NYU Langone Hospital—Long Island and our ambulatory care training sites. Throughout, students apply core clinical skills and consolidate medical knowledge to confer readiness for advanced training in Phase Three.
Students participate in core clerkships in internal medicine, neurology, obstetrics and gynecology, pediatrics, primary care, psychiatry, and surgery, as well as a core rotation in rehabilitation medicine and pain management and 2 weeks of elective study.
The longitudinal courses meet once a week on a rotating schedule, including: ambulatory primary care clinic, problem-based learning, health systems science, ethics and humanities, and radiology.
This phase culminates in a comprehensive clinical skills exam, a series of simulated patient encounters to assess communication skills, physical examination, and clinical reasoning.
Phase Two Sample Schedule
This schematic represents the Phase Two schedule. During Phase Two, students engage in a transition to clinical care orientation week and rotate through clerkship training in one of four schedule tracks over 45 weeks, as depicted.
All students participate together in longitudinal courses in Phase Two, irrespective of track.
Two-week electives are scheduled according to track selections.
Phase Three: Advanced Skill Development, Individualized Exploration, and Readiness for Residency
Phase Three begins with a four-week structured independent study course to prepare for the U.S. Medical Licensing Examination (USMLE) Step 1 examination and a three-week structured independent study course to prepare for the USMLE Step 2 Clinical Knowledge examination. Then, students spend 35 weeks completing advanced clinical rotation experiences, including a capstone project for HSS-SHEP. In addition to required clinical rotations in the emergency room and a critical care unit (ICU), each student completes a sub-internship, or advanced clerkship, in either internal medicine, pediatrics, obstetrics and gynecology, or surgery. There are 12 weeks of elective time. Phase Three culminates in a transition to residency course.
Phase Three Sample Schedule
This schematic represents our Phase Three schedule. Students complete two structured courses to prepare for the USMLE Step 1 and Step 2 Clinical Knowledge exams, a 4-week clerkship in emergency medicine, a 4-week ICU rotation, a 4-week sub-internship (advanced clerkship), 12 weeks of electives, and a 4-week transition to residency course. This schematic provides one example; schedules vary.
Health Systems Science - Social Sciences, Humanities, Ethics, and Professionalism III
2
Credits
18
Total Credits
36
Learning Outcomes
The MD in Medicine educates students to become exemplary physicians and academic leaders in primary care. It uses a defined set of core standards to track progress in competencies essential to the practice of medicine.
The learning objectives and assessments are explicitly aligned with the overarching Educational Program Objectives (EPOs)
Educational Program Objectives
Interpersonal and Communication Skills
Demonstrate interpersonal and communication skills that result in the effective exchange of information and collaboration with patients, their families, and health professionals
ICS1. Communicate effectively with patients, families, and the public, as appropriate, across a broad range of socioeconomic and cultural backgrounds
ICS2. Communicate effectively with colleagues within one's profession or specialty, other health professionals, and health-related agencies
ICS3. Work effectively with others as a member or leader of a healthcare team or other professional group
ICS4. Maintain comprehensive, timely, and legible medical records
ICS5. Demonstrate sensitivity, honesty, and compassion in difficult conversations (e.g. about issues such as death, end-of-life issues, adverse events, bad news, disclosure of errors, and other sensitive topics)
ICS6. Demonstrate insight and understanding about emotions and human responses to emotions that allow one to develop and manage interpersonal interactions
Interprofessional Collaboration
Demonstrate the ability to engage in an interprofessional team in a manner that optimizes safe, effective patient- and population-centered care
IPC1. Work with other health professionals to establish and maintain a climate of mutual respect, dignity, diversity, ethical integrity, and trust
IPC2. Use the knowledge of one's own role and those of other professions to appropriately assess and address the health care needs of the patients and populations served
IPC3. Communicate with other health professionals in a responsive and responsible manner that supports the maintenance of health and the treatment of disease in individual patients and populations
Knowledge for Practice
Demonstrate knowledge of established and evolving biomedical, clinical, epidemiological and social-behavioral sciences, as well as the application of this knowledge to patient care
KP1. Demonstrate an investigatory and analytic approach to clinical situations
KP2. Apply established and emerging biophysical scientific principles fundamental to healthcare for patients and populations
KP3. Apply established and emerging principles of clinical sciences to diagnostic and therapeutic decision making, clinical problem solving, and other aspects of evidence-based healthcare
KP4. Apply principles of epidemiological sciences to the identification of health problems, risk factors, treatment strategies, resources, and disease prevention and health promotion efforts for patients and populations
Professionalism
Demonstrate a commitment to carrying out professional responsibilities and an adherence to ethical principles
P1. Demonstrate insight into professional behavior, takes responsibility for professionalism lapses and analyzing situations using ethical principles
P2. Performs task and responsibilities in a timely manner with appropriate attention to detail and recognizes situations that may impact their ability to complete these tasks
P3. Optimizes personal and professional well-being, recognizes the limits, and improves the knowledge and skills of oneself or team
Practice-Based Learning and Improvement
Demonstrate the ability to investigate and evaluate one’s care of patients, to appraise and assimilate scientific evidence, and to continuously improve patient care based on constant self-evaluation and life-long learning
PBL1. Locate, appraise and assimilate evidence from scientific studies related to patient’s health problems
PBLI2. Identifies knowledge gaps including interactions between health and populations, identifies guidelines and other current standards and utilizes them to improve patient care
PBLI3. Incorporate feedback into daily practice
PBLI4. Seek opportunities to improve; sets learning and improvement goals; identifies learning activities that address gaps
Patient Care
Provide patient-centered care that is compassionate, appropriate, and effective for the treatment of health problems and the promotion of health
PC1. Perform all medical, diagnostic, and surgical procedures considered essential for the area of practice
PC2. Gather essential and accurate information about patients and their condition through history-taking, physical examination, and the use of laboratory data, imaging, and other tests
PC3. Organize and prioritize responsibilities to provide care that is safe, effective and efficient
PC4. Interpret laboratory data, imaging studies, and other tests required for the area of practice
PC5. Make informed decision about diagnostic and therapeutic interventional based on patient information and preferences, up-to-date scientific evidence, and clinical judgement
PC6. Develop and carry out patient management plans
PC7. Counsel and educate patients and their families to empower them to participate in their care and enable shared decision making
PC8. Provide appropriate referral of patients including ensuring continuity of care throughout transitions between providers or settings and following up on patient progress and outcomes
PC9. Provide healthcare services to patients, families, and communities aimed at preventing health problems or maintaining health
Personal and Professional Development
Demonstrate the qualities required to sustain lifelong personal and professional growth
PPD1. Demonstrate self-confidence that puts patients, families, and members of the healthcare team at ease
PPD2. Recognize that ambiguity is part of clinical healthcare and respond by using appropriate resources in dealing with uncertainty
Systems-Based Practice
Demonstrate an awareness of and responsiveness to the larger context and system of health care, as well as the ability to call effectively on other resources in the system to provide optimal health care
SBP1. Participate in identifying safety events and implementing process improvement
SBP2. Coordinate care across different healthcare settings that is equitable and patient- centered
SBP3. Advocate for high value and optimal patient care system
AAMC Entrustable Professional Activities
Our learning objectives and assessments are also linked to the AAMC Entrustable Professional Activities. Upon completion of the MD in Medicine, graduates will be able to:
Obtain a history and perform a physical examination both complete and adapted to the patient's clinical situation.
Formulate and justify a prioritized differential diagnosis.
Recommend and interpret common diagnostic and screening tests.
Formulate, communicate and implement patient centered plans.
Document a clinical encounter.
Present a clinical encounter.
Form clinical questions and retrieve evidence to advance patient care.
Give and receive the handover in transitions of care.
Collaborate as a member of an inter professional team.
Recognize a patient requiring urgent or emergent care, provide initial assessment, management and seek help.
Obtain informed consent for tests and or/common procedures.
Perform general tasks and procedures of a physician.1
Apply health system science principles to optimize health outcomes for patients and populations.
Policies
Program Policies
NYU Grossman Long Island School of Medicine’s policies and procedures provide essential information for participating in campus life and address many common questions about all aspects of medical school. All medical students are subject to the policies and procedures and are expected to be familiar with them.
