The Frank H. Netter MD School of Medicine has been designed to be a model for educating diverse, patient-centered physicians who are partners and leaders in an interprofessional workforce responsive to healthcare needs in the communities they serve. Students from diverse backgrounds attain their highest personal and professional potential in a collaborative student-centered environment that fosters the university’s commitment to academic excellence, scholarship, lifelong learning, respect and inclusivity. Accordingly, the school values:

  • excellence in education that places the student at the center of the learning experience, and nurtures the student’s independence as a lifelong learner
  • diversity and inclusiveness in all students, faculty and staff
  • a learning environment that promotes the provision of holistic, patient-centered care
  • interprofessional education and service-learning experiences to promote teamwork in the care of patients
  • clinical partners who support and promote the school’s vision, mission and values
  • social justice and the education of physicians to address healthcare inequalities
  • partnerships within our community that provide students with learning and service opportunities to improve the health of the community
  • advancement and support of primary care education and health services research through the school’s Institute for Primary Care
  • advancement of global health through the school’s Institute for Global Public Health by promoting community medicine, public health and international partnerships
  • advancement of rehabilitation medicine, through the school’s Institute for Rehabilitation Medicine by promoting interprofessional care, services and research programs especially for wounded military personnel

Right to Modify

This Catalog is intended to serve as a convenient reference source for students. It is not guaranteed to be free from errors. Moreover, the programs, policies and courses described here are subject to continual review and reevaluation and may be changed at any time without prior notice. The School of Medicine reserves the right to modify the academic requirements, admission requirements and program of study; to change the arrangement and content of courses, the instructional material and the tuition and fees; to alter any regulation affecting students; to refuse readmission at any time; or to dismiss any student at any time, should it appear to be in the best interest of the school or student to do so. The School of Medicine also reserves the right to change the semester schedule and examination times and locations. Nothing in this Catalog should be regarded as setting terms of a contract between a student or prospective student and Quinnipiac University or its School of Medicine.

Educational Program Objectives  

Visual representation of Educational Program Objectives for the School of Medicine.

Care of Individual Patients (CIP)  

CIP 1.         Gather accurate comprehensive and focused medical histories from patients and families using patient-centered interviewing skills.

CIP 2.         Correctly perform comprehensive and focused physical examinations relevant to common chief concerns.

CIP 3.         Interpret common laboratory data, imaging studies, and other tests in the course of routine practice.

CIP 4.         Develop and prioritize a differential diagnosis and make informed decisions to carry out a patient management plan using problem-solving, evidence-based reasoning, and critical-thinking skills.

CIP 5.         Demonstrate proficiency with common medical, diagnostic, and surgical procedures.

CIP 6.         Educate patients and families on health promotion, disease prevention, and management strategies to empower them to participate in their care.

CIP 7.         Provide appropriate referral of patients including ensuring continuity of care throughout transitions between providers or settings and follow up on patient progress and outcomes.

Knowledge for Practice (KP)         

KP 1.          Apply established and emerging anatomical, biological, pathological, and pathophysiological scientific concepts fundamental to health care for patients and populations

KP 2.          Discuss fundamentals of human development throughout the lifespan including embryology, and physiologic changes associated with aging and through the end of life.

KP 3.          Apply principles of social-behavioral sciences (BASS) to provision of patient care, including the impact of psychosocial and cultural influences on health, disease, care-seeking, care compliance, and barriers to and attitudes toward care at the individual, family and community level.

KP 4.          Describe the biological, cultural, societal, and economic aspects of human nutrition in health and disease and apply this knowledge to patient care.

KP 5.          Apply established and emerging principles of diagnostic imaging and laboratory testing to clinical problem-solving and evidence-based patient care.

KP 6.          Explain the principles and comparative benefits of pharmacological and non-pharmacological therapeutics and apply this knowledge to patient care.

KP 7.          Apply principles of biostatistics, epidemiology and public health to identify health problems, risk factors, treatments, resources and disease prevention/health promotion efforts for patients and populations.

KP 8.          Explain and apply the principles of infection control including transmission-based precautions, screening and appropriate use of personal protective equipment.

KP 9:          Demonstrate foundational knowledge of clinical and translational research, including study design, research methods, and the processes by which scientific discoveries move from basic science to clinical practice and impact population health.

KP 10:        Demonstrate foundational knowledge of key types of artificial intelligence (AI), including machine learning, large language models and generative and agentic AI, and describe their underlying principles, strengths, limitations and potential sources of bias.

Interpersonal and Communication Skills (ICS)

ICS 1.         Communicate effectively and respectfully with patients, families, and the public across a broad range of socioeconomic and cultural backgrounds.

ICS 2.         Communicate effectively and respectfully with physician colleagues, other health professionals and professionals and staff in various health care settings.

ICS 3.         Accurately communicate patient data with other health professionals through complete, timely and organized presentations and medical records.

ICS 4.         Demonstrate sensitivity, honesty, and compassion in communicating medical information to patients and families, adapting delivery to patient’s health literacy level and specific needs (including race, ethnicity, culture, religious beliefs and other differences) to promote equitable care for all patients.

Professionalism (PROF)

PROF 1.     Demonstrate ethical and professional behavior in educational, clinical and community settings, including honesty, integrity, accountability, and respect for patients and families, peers, staff, and faculty, in accordance with professional standards, institutional policies and local and national laws and regulations.

PROF 2.     Place the needs, safety, dignity, and well-being of patients and communities above self-interest, demonstrating reliability, responsiveness, and advocacy in all settings, including community-based, interprofessional and resource-constrained care environments.

Interprofessional Collaboration (IPC)      

IPC 1.         Learn about and work with other health professionals, establishing and maintaining a climate of respect, dignity, diversity, ethical integrity, and trust to learn and take care of patients.

IPC 2.         Collaborate with other health professionals in a responsive and responsible manner in the clinical setting to optimize care in a team-based model.

Adaptive Learning and Scholarship (ALS)          

ALS 1.        Set specific, measurable, attainable, realistic, and timely goals to plan for learning and reflect on learning progress using informed self-assessment and external feedback and appropriately adjust learning strategies.

ALS 2:        Use AI-enabled learning tools (e.g., generative AI, adaptive learning platforms, simulation engines) to support self-directed study, enhance comprehension and develop clinical reasoning while adhering to academic integrity and standards for responsible use of AI.

ALS 3.        Design, implement, and complete scholarly projects in keeping with Glassick’s six criteria for scholarship: clear goals, adequate preparation, appropriate methods, meaningful results, effective presentation, and reflective critique.

Personal and Professional Development (PPD)

PPD 1:        Demonstrate physicianship grounded in humanistic and ethical practice to strengthen behaviors and skills, including self-awareness of personal values, biases, and limitations, empathy, and tolerance for ambiguity to support reflective, patient-centered clinical decision-making in complex, technologically and AI-enabled healthcare environments.

PPD 2.        Engage and build rapport with fellow learners, teachers, and patients in physical and online learning contexts and settings.

PPD 3.        Identify and maintain balance between personal and professional responsibilities and demonstrate coping mechanisms to respond to short- and longer-term forms of stress, and address symptoms of burnout.

Practice-Based Learning and Improvement (PBLI)        

PBLI 1.       Identify strengths and limitations in knowledge, skills and attitudes, set learning and improvement goals, and engage in learning activities that address opportunities for growth. 

PBLI 2.      Locate, appraise, and assimilate current best evidence from scientific studies and apply new medical evidence at the point of care.

Systems-Based Practice (SBP)

SBP 1.        Develop transferable skills to work effectively in various health care delivery settings and systems, including remote forms of care, including provision of care through telemedicine and telehealth.

SBP 2.        Incorporate cost awareness, risk-benefit analysis, clinical pathways information, quality and patient safety, health systems science and value-based care principles in decision-making about patient and/or population-based care.

SBP 3.        Advocate for patient access to care and engage in efforts to reduce health systems gaps.

SBP 4:        Discuss the use of AI-enabled tools in clinical care, including diagnostic support, risk prediction, workflow optimization, and population health management and their benefits, risks and limitations in image and test interpretation, and supporting clinical reasoning and patient care.

Community Partnership and Civic Responsibility (CPCR)        

CPCR 1.     Identify the resources and barriers to health of the local and regional community and advocate for vulnerable populations within those communities.

CPCR 2.     Engage the local and regional community by meeting graduation requirements for community service and service learning.

Candidates must have a bachelor’s degree from a regionally accredited college or university, or an international equivalent degree. Permanent residents or Green Card applicants may apply. Deferred Action for Childhood Arrivals (DACA) students should contact the Admissions office directly. We do not accept transfer students for entrance into any year.

Upper-level courses and AP credit may be used to satisfy basic requirements when applicable. Online courses of prerequisites will be considered on a case-by-case basis.

Applicants must complete a minimum equivalent of 32 semester/trimester/quarter hours of the prerequisites in biology, chemistry and physics from an accredited college or university in the United States or Canada. Coursework recommended, but not required, includes natural sciences, human physiology, genetics and cell biology, psychology, sociology, ethics, health policy, foreign language, humanities, communications or computer literacy.

  • General Biology - 2 semesters/trimesters/quarters (with labs)
  • General Chemistry - 2 semesters/trimesters/quarters (with labs)
  • Organic Chemistry - 1 semester/trimester/quarter (with lab)
  • Biochemistry - 1 semester/trimester/quarter
  • General Physics - 2 semesters/trimesters/quarters
  • College English/Writing Intensive - 2 semesters/trimesters/quarters
  • College Math or Statistics - 2 semesters/trimesters/quarters (college algebra or above)

View detailed information about the Frank H. Netter MD School of Medicine Admission Policy.

Vision

The Frank H. Netter MD School of Medicine will be a vibrant healthcare community that educates and nurtures compassionate physicians who promote wellness and patient-centered care for all members of society.

Mission

The Frank H. Netter MD School of Medicine is dedicated to educating current and future physicians to serve our community, as well as our profession. We accomplish this goal in a student-centered, collaborative environment that values compassionate care, integrity and inclusivity, academic excellence and scholarship, adaptability and social responsibility.

Values

  1. Primary Care Education: providing education focused on partnering with patients to promote health as well as first-line care and chronic disease management.
  2. Personal and Professional Integrity: achieving our highest potential as humans and healers by consistently acting with honesty and in accordance with strong moral values.
  3. Academic Excellence: creating a stimulating, student-centered environment that supports both learners and faculty to excel in their scholastic activities.
  4. Inclusiveness: fostering an inclusive community in which all students, faculty, staff and patients are respected, valued and supported.
  5. Compassion and Patient-Centeredness: putting the patient at the center of the healthcare experience.
  6. Health Access and Outcomes: advancing access to high-quality care for all patients and improving health outcomes for individuals and communities, locally and globally.
  7. Scholarship: advancing the field of medicine by promoting discovery, application, integration and dissemination of knowledge throughout one’s career.
  8. Interprofessional Collaboration: promoting teamwork between disciplines and across institutions to deliver high-quality care.
  9. Community Partnership: developing learning and service opportunities that improve the health of our community.
  10. Social Responsibility: advocating to improve the broader determinants of health in the setting of finite resources.

Commitment to Diversity

The Frank H. Netter MD School of Medicine at Quinnipiac University is committed to providing an academic and work environment that respects the contributions, talent, and diverse experiences of all of our students, faculty, and staff. Our mission and core values include a commitment to diversity, collaboration, inclusivity, and mutual respect. We understand that excellence in medical education, scholarship, and the provision of clinical care is best achieved through promoting diversity in its broadest definition and maintaining an academic and work environment free of discrimination. We pledge to build and sustain a learning community where diversity is celebrated, and to foster access to medical education for learners from all segments of society. We consider inclusivity to be a responsibility of everyone in our learning environment.