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Curriculum: Phase 2
Curriculum: Phase 2
Phase 2 of the curriculum spans the third year of medical
school. Phase 2 is composed of both out-patient and in-patient
rotations. The year is divided into three 16-week blocks known
as Multidisciplinary Ambulatory Experience 1 (MAX 1),
Multidisciplinary Ambulatory Experience 2 (MAX 2), and the
Inpatient Experience. These blocks can be taken in any order.
During the MAX and inpatient courses, students continue their Student Continuity Practice.
Out-patient rotations include pediatrics, internal medicine,
family medicine, psychiatry, obstetrics/gynecology, general
surgery, otolaryngology, and orthopaedics. In-patient rotations
include pediatrics, internal medicine, psychiatry, surgery, and
neurology.
During Phase 2, students also come together for three
Home
Week sessions. These sessions allow the faculty to provide
important educational experiences to students, supplementing
their clinical rotations.
At the end of Phase 2, students must take and pass a
comprehensive clinical skills assessment. In this exam, students
are tested on over a dozen common clinical scenarios using
patient instructors who are specifically trained to understand
and teach key elements of the history and physical exam. This
is followed by both the clinical knowledge and clinical skills
components of the USMLE Step-2 examination.
Continue to Phase 3 (Year 4)
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 “My
third year as a medical student at the University of
Connecticut prepared me extremely well for the
challenges of my next role as a sub-intern as well as
for the USMLE Step 2 Clinical Knowledge and Clinical Skills
exams. The inclusion of both hospital- and
outpatient-based practice experiences in all major
disciplines provided perspective on a broad range of
career options available as a practicing physician. The
relationships maintained between the School of Medicine
and numerous Connecticut hospitals, clinics, and
community physician offices expose third-year students
to a variety of settings, practice styles, and health
care delivery systems. This helps students recognize
the flexibility and space for creativity in medicine as
well as fosters adaptability that will be an asset as a
starting intern.”
— Lindsay Bliss, Class of 2011
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