The UArizona College of Medicine – Phoenix seeks physicians, scientists, health professional candidates and especially alumni looking for a way to get involved with our students and the college. The college inspires and trains exemplary physicians, scientists and leaders to optimize health and health care in Arizona and beyond. We are uniquely positioned to accelerate the biomedical and economic engines in Phoenix and the State by leveraging our vital relationships with key clinical and community partners.
You could make an impact if you are a:
- Clinician recently relocated to the greater Phoenix area.
- Retired physician.
- Physician currently practicing in the area.
- Allied health professional.
- University of Arizona Alumni.
We invite you to play a critical role in the admissions process for future medical students at the University of Arizona College of Medicine – Phoenix. Selected applicants must complete an interview during the admissions process to gauge their skills in communication, cultural competency, collaboration, and more. The College of Medicine – Phoenix uses a multiple mini-interview (MMI) format and relies on the insight of admissions interviewers to measure each applicant’s readiness for medical school. All education and backgrounds welcome, and training in interviewing and implicit bias recognition is provided. Faculty title not required.
Office of Admissions & Student Services
Interested in teaching medical students in your office or hospital setting, but don’t have the time to commit to a month-long elective? The capstones course may be the perfect fit for you! First- and second-year medical students observe clinicians and health care teams in every specialty and subspecialty; in clinical, laboratory science and research settings; for a half-day per site. They visit several different clinical sites in each capstones week to gain clinical context for the basic sciences they recently learned. Faculty title encouraged, but not required.
Farshad Fani Marvasti, MD, MPH, Program Co-Director
Case-based Instruction (CBI) is a teaching modality using clinical case-based scenarios which develops and hones critical thinking skills, encourages discovery and reveals gaps in student knowledge. CBI facilitators have a unique opportunity to interact with students in small group learning environments. Facilitators provide students with insight and perspectives specific to experienced clinicians or basic scientists. Faculty title required.
Become a facilitator in a few easy steps:
- Attend a CBI facilitator development training.
- Shadow a one-day and a two-day CBI with a current facilitator.
- Receive evaluation/assessment training.
- Begin independent facilitation and case assignment.
The Clinical Anatomy Block takes place from August to December in the gross anatomy laboratory. Labs take place from 9 a.m. to noon on Tuesdays and Thursdays, with six, first-year medical students assigned to each table. Instructors visit students at dissection tables, providing mentorship in their specialty and clinical correlates (target for first-year medical students). They may assist students in identifying structures on the donors and oversee their dissections. In addition, students are encouraged to develop critical-thinking skills, applying their knowledge of anatomy to clinical cases. The clinical anatomy block offers a unique opportunity for physicians to work with first-year medical students as they explore the structure of the human body. Students highly value the opportunity to learn about your experiences. Faculty title required.
Evan Garofalo, PhD
The Pathway Scholars Program exists to provide a holistic foundation for Arizona pre-med students to succeed in the rigors of medical school at the College of Medicine – Phoenix. This program exists to provide academic support, leadership development and a dedicated community and is designed for students who have experienced unique or greater than average challenges in preparing to become competitive medical school applicants.
Clinical Practicum facilitators support the Pathway Scholars Program by serving as a facilitator for an academic semester (usually one half-day shift per week for 12 weeks) to allow Pathway students to shadow in a clinical environment. Facilitators should provide students with opportunities to observe, hone critical thinking skills, explore and discover clinical applications of social determinants of health, advocacy, and social justice, and reveal gaps in student knowledge. MD, DO, DNP, PA, or NP credentials required; faculty title recommended.
Racheal Mickel, MEd
Senior Manager, Pathway Scholars Program
The curriculum at the UArizona College of Medicine – Phoenix places a high priority on early and continuous clinical training. All first- and second-year medical students spend one half-day, approximately every other week, in an ambulatory setting working with a physician preceptor.
This part of their education is called the Community Clinical Experience (CCE). As the class grows, the demand increases for experienced physicians to mentor students as preceptors within the CCE program. The CCE program is invaluable, allowing the student to gradually assume an increasing level of patient care responsibility at local practices. This role is best served by physicians in primary care roles, such as Family Medicine, General Internal Medicine or Pediatrics. Faculty title required.
The Community Health Initiative – Phoenix (CHIP) is a student-developed and directed service-learning program at UArizona College of Medicine – Phoenix. The initiative is comprised of various opportunities that allow medical students to serve the community through provision of clinical care, health education and mentoring. Services focus primarily on medically uninsured and underserved populations. The Community Health Initiative – Phoenix formerly operated under Commitment to Underserved People (CUP), founded at the College of Medicine – Tucson in 1979. The program was updated to expand programs, which more adequately meet the needs of the Phoenix community. These experiences may include working at a student-run clinic based at the Wesley Community and Health Center, planning and participating in health fairs, giving health-related talks to grade school students and volunteering at local clinics. The program places emphasis on the service component, helping students realize that it is part of a physician's responsibility to give back to the community. Further information is available at the Preceptor CHIP Hub, a link we encourage physicians to bookmark and regularly check for updated volunteer opportunities.
Kareem Raad, MD, Director, Community Health Initiative – Phoenix
The CSSC is reaching out for donations for our current projects: Operation Pegasus, Hero Meals, Mask-Quaraders and UA Stronger Together (previously Street Medicine Phoenix)! We were recently approved by the University of Arizona Foundation to receive monetary donations, so we would be thankful for any contribution. Any physical donations or gift cards for our programs are also welcome.
The majority of our programs are off the ground and running, relying on the work of fellow students. Thus, the CSSC would appreciate your networking experience to help further assist these efforts. For more information on any of our programs or to lend your help, please contact the appropriate student leader.
COVID-19 Student Service Corps
The electives program gives students a wide variety of clinical and non-clinical experiences to augment their medical education. Variety is key for students in their fourth year. We are excited to continue expanding our elective opportunities for our growing student body and welcome new and enthusiastic faculty who will contribute to the depth and variety of the educational experience of our students. Faculty title required.
Do you want to share your clinical expertise with students as they learn directly from patients about the experience of having a chronic medical condition or disability? Become a grader for the Longitudinal Patient Care Course, also known as the Community Health Mentor Program! In this course, third year medical students work in interprofessional teams with students from the dietetics, nursing, occupational therapy, physical therapy, and physician assistant programs. They visit with a patient who serves as a mentor and then provide a written reflection on what they learned. We are seeking physicians to provide feedback on these reflections and share their clinical expertise with the new generation of health care professionals! Grading only occurs seven times per year (about every six weeks) and is easily completed online. Faculty title required.
LeeAnne Denny, MD
Longitudinal Projects are undertaken over the students’ 4 years of education and provide a somewhat more flexible format than a Scholarly Project. The Longitudinal Project must have specific deliverables related to community health and be approved by the Director of Service Learning. Students often complete their Longitudinal project in affiliation with a Community Health Initiative Phoenix - CHIP partner organization or local clinician.
Longitudinal projects can include the following:
- Quality improvement initiatives.
- Program development.
- Production of educational materials.
- Preparation of a grant application.
- Comprehensive needs assessment.
- Comprehensive evidence review.
- A policy proposal with written ‘ask’ for a local politician.
- A summary article or opinion piece for submission to a medical journal or media outlet.
Students who undertake a Longitudinal Project for the Service & Community Health COD are still required to complete the Scholarly Project which is a requirement for graduation. Longitudinal Projects are typically completed by students who are doing their Scholarly Projects in an area unrelated to Community Health.
Leah Hillier, MD, Director, Service & Community Health
Fellowship and Mentoring Program
The Fellowship and Mentoring Program, also known as FAM, targets medical students who represent various dimensions of diversity — including underrepresented in medicine, economically disadvantaged, educationally under-resourced or those from rural upbringings. Medical students have the unique opportunity to network with physicians of similar backgrounds to gain mentorship and motivation to become the next generation of physician leaders.
Need: Physicians interested in participating
The office currently has two programs in place targeting high school students, Connect2Mentors and the Irene H. Bailey Cardiology Academy. Future program expansion will target middle and elementary school students.
- Irene H. Bailey Cardiology Academy – The goal of this program is to provide underrepresented/lower socioeconomic status high school students who have an interest in science with the opportunity to:
- Learn and apply science concepts and inquiry skills by doing hands on laboratory and clinical activities.
- Explore the variety of academic programs and career choices in the fields of science and medicine.
- Develop mentoring relationships with graduate and medical school students, scientists, clinicians, and other
Need: Physicians to facilitate sessions.
The Mobile Medical Program provides elementary and middle school students who have an interest in science to:
- Learn about becoming a doctor and explore other health professions.
- Practice hands-on skills such as surgical knot-tying, CPR and checking vitals with current medical students.*
- En español (PDF).
The program is open to all schools while targeting Title I elementary and middle schools.
Need: Physicians to facilitate sessions.
Attend virtual pre-health, STEM, medical school recruitment fairs with the Office of Equity, Diversity and Inclusion representatives to encourage prospective students to apply to College of Medicine – Phoenix.
Office of Equity, Diversity and Inclusion
We are seeking physician colleagues who enjoy reading, writing and self-reflection to serve as Reflective Writing Reviewers for our MS1-4 medical students (Capstones and Intersessions courses). We are looking for Reflective Writing reviewers who can respond thoughtfully, share experiences and promote humanism in medicine, resilience and professional identity formation. Optional opportunities to attend reflective discussion small group events on campus will be available. Faculty title not required.
May Mohty, MD
Farshad Fani Marvasti, MD, MPH
Laura Mercer, MD
Scholarly Project (SP) is a four-year mentored research project carried out by every student. The SP prepares students for life-long learning and critical thinking, as students develop advanced inquiry and problem-solving skills to support clinical practice and future projects they may undertake in their careers. The mentor works with the student over four years, helping the student formulate the prospectus; plan and implement research; and analyze, interpret and present results. Each student produces a poster and a written thesis in their fourth year and presents the work at the spring Student Research Symposium.
Scholarly Project Program
Our Simulation Based Training (SBT) program spans across all four years of the medical student curriculum and provides participants with a safe environment for both the learners and patients. With simulation, scenarios and events are customizable to the learning objectives and individual student needs. Simulation instructors and facilitators have the unique opportunity to work with our students as they practice procedures and work on knowledge translation in a safe and simulated environment. As part of one of the most advanced simulation curriculums in the country, you will teach at the bedside and participate in our self-reflective debriefing sessions, where our students enjoy the benefits of experiential learning. We would love to have additional energetic, engaging and brilliant physician educators.
James Lindgren, MD, Curriculum Co-Director
Jordan Coulston, MD, Curriculum Co-Director
Services and Privileges
As an affiliate or associate faculty member of the UArizona College of Medicine – Phoenix, you have access to the following university resources:
Supervision of UArizona College of Medicine – Phoenix medical students requires faculty status with the College. Faculty title includes university-related discounts, access to research publications and building strong relationships with young physicians-in-training at the College. For information about obtaining a faculty title, contact the appropriate department faculty coordinator.
All faculty who teach medical students have access to retreats, development workshops, meetings, grand rounds and online materials. We offer programs on the development of innovative curricular sessions and opportunities to develop effective assessment, evaluation and feedback skills. Faculty development offers assistance with academic resources and how to utilize them.
Faculty have unrestricted access to the digital resources from the AHSL Library by use of a UArizona NetID and password from your office, hospital or home. Access more than 600 electronic books, 6,000 electronic journals, and major resources such as, PubMed, Web of Science, Up to Date and the Cochrane Library. Available services include connection from off-campus, library guides, tutorials, DocOrder/Interlibrary Loan and specialized resources that support the phoenix curriculum.