Phoenix rises, with Tucson's help: establishing the first four-year allopathic program in the nation's fifth largest city

• Published in: Academic medicine Vol. 82; no. 12; p. 1126
• Main Authors: Joiner, Keith A, Schloss, Ernest P, Philip Malan, T, Flynn, Stuart D, Chadwick, Jacqueline A
• Format: Journal Article
• Language: English
• Published: United States 01.12.2007
• Subjects: Arizona; Education, Medical - organization & administration; Education, Medical - trends; Health Manpower - trends; Health Services Needs and Demand; Humans; Organizational Objectives; Physicians - supply & distribution; Schools, Medical - organization & administration; Schools, Medical - trends; Arizona
• ISSN: 1040-2446
• DOI: 10.1097/ACM.0b013e318159e244

The authors describe the expansion of The University of Arizona College of Medicine from Tucson, Arizona, into Phoenix. They explain how the new Phoenix program, in partnership with Arizona State University, is one college of medicine for the state of Arizona, governed by a single accreditation by the Liaison Committee for Medical Education (LCME). The authors present 21 lessons to be considered early in a medical school expansion process: clearly establish responsibility, authority, and accountability; define activities under university purview and those that require broader engagement; delineate college-wide versus campus-specific functions; clearly define the intent of the new initiative; get frequent input from the LCME; use LCME input to ensure a student focus; be cautious in using consultants; use respected local "brokers"; create a single locus for input and concerns; educate constituencies about medical school requirements; engage leadership to create linkages across sites; encourage communication between leaders in both sites; discriminate between shared and distinctive local curriculum elements; consider the effort and experience required to develop a full curriculum versus those required to develop specific local curricular areas; create simple, transparent admission processes; define faculty profiles for the new program; ensure sufficient resources for core faculty; budget based on national metrics; create core mission-based principles to frame discussions and decisions; segregate clinical affiliation discussions from curriculum and recruitment of basic science faculty; and ensure sufficient land. Although these observations are most relevant to institutions planning expansions of already accredited programs, they derive from principles and practical considerations with wider applicability.