Interview with Dr. LeeAnna Muzquiz, Associate Dean for Admission at University of Washington School of Medicine [Show Summary]

Our guest today is Dr. LeeAnna Muzquiz, UWSOM Associate Dean of Admissions, UWSOM grad and professor, and citizen of the Confederated Salish & Kootenai Tribes (CSKT) in Montana. She dives deep into the University of Washington School of Medicine program, mission and admissions practices during this packed podcast. Additionally she provides an excellent overview of how the WWAMI regional program shapes admissions at UW. Finally, she offers can’t-miss advice to UW medical school applicants. Listen in!

Get into University of Washington Medical School [Show Notes]

Dr. Muzquiz, can you give an overview of the UW SOM’s curriculum focusing on its more distinctive aspects? [2:17]

The UW School of Medicine did an overhaul of its curriculum and implemented it with the incoming class of 2015. We are all still getting used to it but essentially we changed the way that we helped students get ready for clinical medicine with exposure right out of the gate. There are three phases (rather than the more traditional two years of basic science and two years of clinical exposure). The design is a layered approach – there is a foundation phase, patient care phase, and explore and focus phase, which really reflects the progress of the student and maturation from student to physician. Starting with orientation and immersion during the first two weeks of medical school it is all about exploring what it is to be a doctor, basic exam skills, and also exposure to service learning and health systems. Students come in with whatever their passion is, and we offer all kinds of different ways to tailor their education.

What are threads, themes, and pathways? [5:12]

The overall approach is really to be multi-layered and longitudinal to help med students and physicians develop critical thinking skills. Essentially, how does basic science, pathophysiology, and physiology really relate to patients walking into the hospital? Threads are both scientific and clinical offered throughout each block, including anatomy, physiology, and pathology. For example, in the first block of the curriculum you are studying the molecular and cellular basis of disease, which will include cell physiology, genetics, pathology, and histology and all of those things will be part of expectations to be mastered in that block. That is the thread going through. The next phase would be Invaders and Defenders, looking at the immune system, microbiology, seeing the anatomy of how that works, pharmacology, etc., so much more system oriented. The themes are recurrent throughout. How does this then look in terms of the value-based concepts -- diversity, ethics, and population health – when applying to real people? We are teaching students to think much more like physicians need to think at the end of training, but we’re starting that training in the beginning of it. Pathways are extracurricular certifications to meet the needs of students who have additional interests – the Indian Health pathway is what I did. Other pathways include Hispanic Health, Global Health, Underserved Health, and LGBTQ Health, and you receive additional training in those fields.

UW serves the WWAMI states, which include Washington, Wyoming, Alaska, Montana, and Idaho. How does that work? Is there a set number of students that you take from each of the ...