Accelerated Program

AUSOM’s Accelerated Medical Program is designed to give students an opportunity to fully grasp the basic science coursework in five semesters. The final semester of the basic sciences is the MD5 semester, which is the “board preparatory” semester that will prepare students for the USMLE Step 1. Upon passing the USMLE Step 1, students will begin their clinical rotations.

accelerated MD Program

Academic Requirements: (Both of the requirements below must be met in order to be eligible for the Accelerated program)

  1. Bachelor’s degree, or, a minimum of 90 credit hours completed at the premedical/undergraduate level (with mandatory prerequisites completed), and,
  2. Minimum MCAT score of 480  (For both the bachelor’s degree and MCAT score, they should be achieved within the last three years.
  3. If you do not meet the requirements listed above, please refer to our Regular Medical Program
“As the Dean of Basic sciences, it is my great pleasure and privilege to welcome you to Avalon University School of Medicine. Our philosophy is to prepare our graduates to become well-rounded physicians dedicated to serving communities with great compassion and care for others.”
Dr-Bala-Dean-of-Basic Sciences - Avalon UniversityDr. Sireesha Bala A., Dean of Basic Sciences

MD1

Course Name Didactic lectures and/ or small group discussions Lab Hours Credit Hours
Human, Structure & Function 1 (HSF001) 6 8 10
Molecular Basis of Medicine 1 (MBM001) 4 1 4.5
Medical Ethics & Clinical Skills 1 (CS0001) 4 (including lab work) 4
Epidemiology & Biostatistics (EPI001) 3 NA 3
Problem-Based Learning 1 (PBL001) 2 NA 1

MD2

Course Name Didactic lectures and/ or small group discussions Lab Hours Credit Hours
Human, Structure & Function 2 (HSF002) 6 6 9
Molecular Basis of Medicine 2 (MBM002) 4 1 4.5
Mind, Brain & Behavior 1 (MBB001) 4 1 4.5
Clinical Skills 2 (CS0002) 4 (including lab work) 4
Problem – Based Learning 2 (PBL002) 2 NA 1
EBM* & ICR* – 1 (EBM001) 1 NA 1

*EBM – Evidence-Based Medicine, *ICR – Introduction to Clinical Research

MD3

Course Name Didactic lectures and/ or small group discussions Lab Hours Credit Hours
Diseases, Immunity & Therapeutics 1 (DIT001) 12 2 13
Mind, Brain & Behavior 2 (MBB002) 4 1 4.5
Clinical Skills 3 (CS0003) 4 (Including lab works) 4
Problem-Based Learning 3 (PBL003) 2 NA 1
EBM* & ICR* – 2 (EBM002) 1 NA 1

*EBM – Evidence-Based Medicine, *ICR – Introduction to Clinical Research

MD4

Course Name Didactic lectures and/ or small group discussions Lab Hours Credit Hours
Diseases, Immunity & Therapeutics 2 (DIT002) 14 2 15
EBM* & ICR* – 3 (EBM003) 2 NA 2
Clinical Skills 4 (CS0004) 4 (including lab work) 4
Problem – Based Learning 4 (PBL004) 2 NA 1

*EBM – Evidence-Based Medicine, *ICR – Introduction to Clinical Research

  • Human Structure & Function I & II: This course integrates the themes of Gross and Developmental Anatomy, Histology, and Physiology. HSF1 addresses the Upper Limb, Lower limb, Musculoskeletal system, GI, Renal, and Endocrine systems, including female and male reproductive systems. HSF2 addresses the Blood, Cardiovascular, Respiratory systems, and Head & Neck.
  • Molecular Basis of Medicine I & II:  This course comprises themes of Biochemistry, Genetics and Molecular Biology. This is an integrated course focusing on the molecular structure of cells that are important for cellular function. It gives the necessary foundation for medical students to understand genetic disorders, cellular and metabolic disorders, autoimmune and endocrine disorders. The student will learn how carbohydrates, fats, proteins, vitamins, minerals, and trace elements and water are absorbed and metabolized in the human body as well as the role of genes in inheritance, pathogenesis, diagnosis, counseling, treatment. The principles of genetics and mechanisms of genetic disorders will help the students in applying these concepts in clinical settings and research.
  • Medical Ethics and Clinical Skills I: Medical Ethics and the first segment of Clinical Skills come together as one course presenting a unique array of general history taking and the ethical dilemmas that the student and future physician may come across. The student will develop oral, written, and basic examination skills. All Clinical Skills courses involve live demonstration and supervised practice on fellow students and standardized patient encounters. This course is followed by a Standardized PatientBased assessment.
  • Epidemiology & Biostatistics:  The course introduces students to the fundamentals concepts of Epidemiology & Biostatistics. Using the principles of disease distribution, students are able to realize the importance of epidemiological research to clinical practice. Students will become familiar with current epidemiological issues, and learn the appropriate study design type depending on the research question articulated and hypotheses generated. Fundamental aspects of Biostatistics are emphasized through data collection, estimation, hypothesis generation, testing, and statistical tests.
  • Problem Based Learning I, II, III & IV: Avalon University School of Medicine has successfully introduced vertical integration of clinical sciences into the basic sciences in the form of problem-based learning from MD1 to MD4. This course helps the students to develop critical skills required by practicing physicians such as problem-solving skills, self-directed learning, effective teamwork, collaboration skills, and intrinsic motivation. PBL with video-based clinical vignettes also helps our students become well prepared to face daily challenges during their clinical rotations.
  • Clinical Skills II: Clinical Skills II continues with further development of history taking skills and introduction to the physical examination in an organ system approach. Themes emphasized are physical examination skills and patient interviewing skills. The systems that are covered under this course are the central nervous system, cardiovascular, and respiratory system. Students will master in obtaining patient histories as they initiate their practice focused physical examination. This course is followed by a standardized patient-based assessment.
  • Mind, Brain, and Behavior I & II: Mind, Brain, and Behavior integrates the courses behavioral sciences and neuroscience. Teaching formats include lecture classes, interactive small group discussions, and lab sessions. In the first semester, the student will learn normal psychological behavior along with the fundamentals of the nervous system. In the second semester, the course will dive deeper into abnormal behavioral topics such as somatoform, personality and mood disorders and psychotic disorders. The Mind, Brain, Behavior make it clear and easy to understand the structure, function, development, and pathology of the nervous system about human behavior and mental life. The integration of neuroscience with the second course will provide a more clinically relevant aspect of the study.
  • Clinical Skills III: Clinical Skills III continues with further development of history taking skills and introduction to the physical examination in an organ system approach. The systems that are covered under this course are the endocrine, renal, gastrointestinal system and the review of the cardiovascular system. Students will master in obtaining patient histories as they initiate their practice focused physical examination. This course is followed by a standardized patient-based assessment.
  • Disease Immunity and Therapeutics I & II: This course comprises and integrates pathology, immunology, microbiology, and pharmacology. The students will first focus on immunology and microbiology and draw from their physiology background as they integrate the pathological findings seen in different body systems and the pharmacological treatments for those pathologies. The students will learn the fundamental principles of each theme while integrating the themes towards a holistic understanding of disease, immunity, and therapeutics. DIT 1 addresses general principles and the systems including hematopath, cardiovascular system. DIT 2 addresses renal, reproductive, respiratory, gastrointestinal, endocrine, skin, bone & soft tissues, breast musculoskeletal, and central nervous system pathology lab mainly helps the students to identify abnormal morphological & histological changes in different conditions compared with normal histology. Teaching formats include lectures, interactive small group discussions, and labs.
  • Clinical Skills IV: Clinical Skills IV continues with a focus on the male and female genitalia, breast and skin examinations and the review of the central nervous system, respiratory system, gastrointestinal system. The overarching goal is to enhance the student’s ability to evaluate and present their findings in a way that they develop their skills of communication, and demonstrate the basic science understanding behind their differential diagnosis and management plans. This course is followed by a standardized patient-based assessment.
  • Evidence – Based Medicine & Introduction to Clinical Research – I, II & III: Evidence-Based Medicine & Introduction to Clinical Research is the integration of research evidence, clinical expertise, and patient values. This course introduces students to the basic principles and tools utilized in research including methods, and descriptive and inferential statistics; to enhance skills in data analysis and in the interpretation of medical literature; to appreciate the value and applicability of sound research in clinical decision-making. Students will learn to read and evaluate the quality of medicine using standardized rubrics. Students will use this practical learning in subsequent research projects.

Fifth Semester (MD5)

MD5

The Fifth Semester is the final semester of the basic sciences, and is the “bridge” semester between the basic and clinical sciences. The Fifth Semester offers the course, Comprehensive Basic Science Review, which consists of board preparatory material. During the Fifth Semester, students will solely study for their first medical licensing exam, the United States Medical Licensing Exam (USMLE) Step 1. Once a student passes the USMLE Step 1, they will be eligible to begin clinical rotations.

Course Name Didactic lectures and/ or small group discussions Lab Hours Credit Hours
Comprehensive Review Course of Basic sciences

Total of 285 contact hours

 19
Getting into Residency (GIR) 2

Getting Into Residency (GIR) (Credit Hours – 2:) Lectures are designed to give students a general overview of the residency application process and requirements to a residency position.

Comprehensive Basic Science Review Course (Credit Hours – 19): Live lectures, test taking strategies, and question bank access.

Introduction to Clinical Medicine (ICM) – 6 Weeks

Before a student begins their clinical rotations, they will be required to complete a 6 week ICM course. This course will be conducted at the site of where the student will be completing their clinical rotations. ICM is designed to help prepare students on the basic clinical skills required to understand during their clinical rotations, and this course will be taught by an Avalon preceptor.

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Clinical Science

“The most exciting phase of training to be a physician is the integration of Basic Science knowledge into clinical practice. We are preparing graduates who possess personal qualities, professional skills and ethical standards that improve patient outcomes. Always keep the patients’ interest above your own and satisfy the needs of the community with increasingly diverse populations.”
Lanny Wilson, M.D., Dean of Clinical Sciences
clinical experience program

CM1 – CM6 ( 72 Weeks )

Avalon University School of Medicine’s clinical science program is designed for students to apply their basic science knowledge in a hospital setting under the direct supervision of our faculty physicians. Students participate in 48 weeks of required Core rotations and 24 weeks of Elective rotations. With hands-on training and patient interaction, students will build upon their medical knowledge and strengthen their clinical skills. The clinical science program is an exciting experience, and Avalon students are expected to exhibit professionalism, maturity, compassion, and responsibility.

We have established hospital affiliations with ACGME-approved teaching hospitals across the United States located in Beckley, WV, Chicago, IL, and Phoenix, AZ. The Core rotation requirements are listed below. The 24 weeks of Elective rotations are chosen by the student and will provide experience in specialities or care settings you’re considering for residency. Avalon offers a wide variety of Elective rotations which will allow them to gain experience in different specialities.

Third-year medical students are required to complete core clerkships in the following areas:

CORE Rotations (48 Weeks)

CORE ROTATION DURATION
Internal Medicine (IM) 12 Weeks
Surgery (SURG) 12 Weeks
Pediatrics (PEDS) 6 Weeks
Family Medicine (FM) 6 Weeks
Psychiatry (PSYCH) 6 Weeks
Obstetrics & Gynecology (OBGYN) 6 Weeks

Some rotation sites may be subject to an additional surcharge (due to site-specific direct expenses)

  • Internal Medicine (12 weeks): The internal medicine rotation is designed to give medical students an increased responsibility in patient care within the hospital wards and inpatient clinics Students will utilize this rotation to help them become competent in the assessment and basic management of common problems in internal medicine. Students learn about the work-up, diagnosis and treatment of patients with common internal medicine diseases. The emphasis will be on the internist’s method and approach to the care of the patient.
  • Surgery (12 weeks): The surgery core rotation provides students with experience in preoperative, operative, and post-operative care for patients in all areas of general surgery. Days on the general surgery rotation can sometimes be long, and students are expected to participate in hands-on training with surgery cases and participate in morning/ afternoon rounds. Students participating in the surgery rotation will be writing patient chart notes and gaining hands-on training in the operating room (OR). Prior to the morning of scheduled surgery, students should be reading up on the next morning’s cases and procedures in preparation. The surgery rotation is a team-oriented clinical experience, and the medical student is expected to participate actively.
  • Pediatrics (6 weeks): The pediatric rotation gives the opportunity to gain experience in providing healthcare to children. Emphasis will be placed on growth and development, wellness, and prevention. Students will participate in the diagnosis and management of common illnesses of infants, children, and adolescents, including community-acquired infections. The overall goal of the rotation is to introduce students to the clinical practice of pediatrics and further develop critical thinking through clinical practice using data and differential diagnosis.
  • Family Medicine (6 weeks): The family medicine rotation generally emphasizes patient care in an outpatient setting. The rotation offers vast experiences as students learn and gain exposure to opportunities in the primary care environment. In the majority of family medicine clinics, students will spend a lot of time seeing patients individually, obtaining focused histories and physicals, and performing routine examinations. The family medicine rotation is the best time to work on developing and refining techniques involving creative patient rapport, interviewing, and communication skills. Students will also develop an awareness of the principles of community health and epidemiology as practically applied in an ambulatory setting.
  • Psychiatry (6 weeks): The psychiatry rotation is designed to expose students to patients with mental illness and to prepare them to provide psychiatric care. Students will conduct evaluations and meet individually with patients to gain clinical exposure to assess and manage patients with psychiatric disorders.
  • Obstetrics and Gynecology (6 weeks): The obstetrics and gynecology rotation is designed to prepare and provide students an opportunity to master the knowledge of reproductive physiology, anatomy, management of pregnancy and the common gynecologic problems that affect women. Students will see patients in both outpatient and inpatient settings, participate in the care of laboring patients and attend deliveries and gynecologic surgeries to gain a better understanding in women’s health care.

Fourth-year medical students must complete 24 weeks of electives of their choice. Some available electives include:

Elective rotations (24 weeks)

Anesthesiology Cardiology
Child Psychiatry Dermatology
Emergency Medicine Endocrinology
ENT / Plastic Surgery Gastroenterology
Geriatrics Hematology / Oncology
Infectious Disease Medical Education
Nephrology Neurology
Urology Opthalmology
Orthopedic Wound Care Pulmonology

Expanding Clinical Rotations

Avalon University School of Medicine is proud to announce its strategic expansion of clinical rotation opportunities with three exciting new affiliations: PrimeHealth in California, Wyckoff Heights Medical Center in New York, and Banner Health in Arizona. This initiative reflects Avalon’s commitment to providing its students with comprehensive and diverse clinical experiences, solidifying its graduates’ ability to match in a wide variety of residency programs.

prime-healthcares

PrimeHealth in California

Wyckoff Heights Medical Center, NY

Banner Health Center – Greenway

Banner Health in Arizona

New York (NY) and California (CA) are two states known for their International Medical Graduate (IMG)-friendly policies, offering numerous opportunities for international medical graduates to pursue residency training. In New York, IMGs have access to a diverse range of residency programs across various specialties, including prestigious institutions where Avalon graduates specifically have completed residency such as Wyckoff Heights Medical Center, Brookdale University Hospital, and Coney Island Hospital to name a few. The state’s large and diverse patient population, coupled with its renowned academic medical centers, makes it an attractive destination for IMGs seeking high-quality training and clinical experience. Additionally, New York’s Health Care Workforce Transformation Act (HCWTA) aims to increase diversity in the healthcare workforce, supporting IMGs in their pursuit of residency positions.

Similarly, California boasts a favorable environment for IMGs, offering a multitude of residency programs where Avalon University graduates have found success in residencies like Chino Valley Medical Center, Desert Regional Medical Center, and Palmdale Regional Medical Center. With its cutting-edge research opportunities, innovative healthcare delivery models, and commitment to diversity and inclusion, California provides IMGs with a conducive environment to thrive in their medical careers. Furthermore, the state’s Health Professional Shortage Area (HPSA) designation in underserved regions creates additional residency opportunities for IMGs interested in addressing healthcare disparities and serving vulnerable populations.

Overall, both New York and California offer IMGs a wealth of opportunities to pursue residency training, contribute to patient care, and advance their medical careers in dynamic and diverse healthcare settings.

The addition of these states to Avalon’s network of clinical affiliates marks a significant milestone in the school’s mission to offer high-quality medical education that prepares students for residency. These healthcare institutions are renowned for their commitment to excellence in patient care, medical research, and education, making them ideal partners for Avalon University.

By expanding its clinical rotation opportunities through partnerships with Banner Health, and into the states of New York and California, Avalon University School of Medicine is empowering its students to become compassionate, skilled, and culturally competent healthcare professionals. These affiliations not only enhance the educational experience for Avalon students but also strengthen the school’s reputation.