You've taken the first step in investing in your future! Now, let us invest in you. AUC offers various grants and scholarships that can help make your education more affordable. Join the AUC community today by applying for the next session. See full scholarship eligibility requirements here.
Award offers: A scholarship of a minimum of $35,000 over 10 semesters with a maximum scholarship possible of up to $80,000 by achieving key academic milestones (escalators) throughout the MD program. (All amounts in U.S. dollars) Initial Award Eligibility: Acceptance into AUC MD program beginning in Semester 1. Students who are accepted into the AUC MD program beginning in Semester 1 and have met all requirements to secure enrollment. Must be a citizen or permanent resident of the United States, with an MCAT score of 495 or better.
Aspire Award - May/September 2025 Start
Award offers: A scholarship of a minimum of $20,000 over 8 semesters with a maximum scholarship possible of up to $50,000 by achieving key academic milestones (escalators) throughout the MD program. (All amounts in U.S. dollars) Initial Award Eligibility: Acceptance into AUC MD program beginning in Semester 1. Students who are accepted into the AUC MD program beginning in Semester 1 and have met all requirements to secure enrollment. Must be a citizen or permanent resident of the United States, with an MCAT score of 485 or better.
Join us in Abu Dhabi for an in-person Information Session. Get the real scoop on AUC School of Medicine and find out whether you can start med school in the upcoming term.
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At AUC School of Medicine, we believe that the complex healthcare landscape of tomorrow will require a different type of doctor — one who is globally-minded and capable of working as part of a cohesive team to deliver empathetic, extraordinary care to a diverse patient population.
Join us in Melbourne for an in-person information session. Get the real scoop on AUC School of Medicine and find out whether you qualify to start med school in the upcoming term.
Are you an MBBS graduate looking for pathways options to earn an MD degree? Or are you interested in specialized training for the USMLE Step exams? If you have earned (or are close to completing) your MBBS degree, we encourage you to join our FREE webinar.
As you begin to research different medical school programs, we know you may have a lot of questions and you really want to pick the medical school that is the best fit for you.
We’re sure you have many questions about what it’s like to live and learn in Sint Maarten. Here’s your chance to get all of them answered in-person at our upcoming event.
Join us in Dallas for an in-person information session. Get the real scoop on AUC School of Medicine and find out whether you can start med school in the upcoming term.
Join us in Miami for an In-person Information session. Get the real scoop on AUC School of Medicine from alumni and find out whether you qualify to start med school in the upcoming term.
What happens when you combine a deep knowledge of pharmacology, a knack for computer science, and a genuine passion for teaching? You get Dr. Abialbon Paul, associate professor, Clinical Pharmacology at AUC.
Discover how AUC and Dr. Finkel-Jimenez promote cultural competence and support Hispanic medical students through teaching, research, and leadership with LMSA.
What does it take to excel in a demanding medical program? We talked with Aruna Ullal, Manager and Academic Support, Senior Lecturer, and Course Director of the Learning Enhancement Course at AUC, to find out.
When Simone Martin, Class of ’23, opened her Match Day email to see she matched into her top choice residency in Obstetrics and Gynecology (OB/GYN) at George Washington University, she knew she was on the right path to making a difference for women’s health.
American University of the Caribbean School of Medicine (AUC) alum Brittany Thompson knew if she graduated medical school in a psychology track, she’d be setting a precedent.
When Leen Alrashed, Class of ’23, opened her Match Day email to see the Urban Family Medicine Residency Program at Wayne State University in Detroit, Michigan, it became the moment she realized she was becoming the physician she always dreamed she would be.
Good interpersonal and communication skills result in the effective exchange of information and collaboration with patients, their families, and other health professionals.
Communication and Information Sharing with Patients and Families
At the end of the program of study, the student should demonstrate the ability to:
Apply the principles and techniques of patient centered interviewing and gathering data to explore the patient’s perspective—including their feelings, character, beliefs about health and well-being, fears, and expectations—across a broad spectrum of cultural and socioeconomic backgrounds
Apply the principles and techniques of patient centered interviewing in the closing of the interview which includes information sharing and addressing patient concerns in the negotiation of diagnostic and treatment plans with patients and/ or families across a broad spectrum of cultural and socioeconomic backgrounds
Apply the principles and techniques of patient centered interviewing to seek out emotions and handle them in an empathic manner with patients and/ or families across a broad spectrum of cultural and socioeconomic backgrounds
Apply the principles and techniques of patient centered interviewing in the discussion of serious or sensitive topics in an open, empathic, and nonjudgmental approach with patients and/ or families across a broad spectrum of cultural and socioeconomic backgrounds
Communicate with people with special communication needs such as older persons, those with impaired hearing, and those who speak a language not spoken by the student
Communication with a Medical Team
At the end of the program of study, the student should be able to demonstrate the ability to:
Orally present a patient encounter or clinical situation in an organized, accurate and logical fashion, including the assessment and plan. (EPA 5)
Document a patient encounter in an organized, accurate and logical manner including reflection of clinical thinking in the assessment and plan. (EPA 6)
Communicate effectively and respectfully with all members of the inter-professional health care team and health related agencies both orally and in writing. (EPA 9)
Pose an appropriate clinical question when requesting consultation from other members of the health care team.
Maintain accurate, timely and legible medical records.
Function as a collaborative member of the health care team. (EPA 11)
Doctor–Patient Relationship
At the end of the program of study, the student should be able to demonstrate the ability to:
Define the components of a therapeutic relationship.
Establish a relationship with patients and/ or families across a broad spectrum of cultural and socioeconomic backgrounds based on respect and empathy with the patient’s wellbeing as the primary goal.
Inquiry and Discovery
At the end of the program of study, the student should be able to:
Formulate a clinical question or hypothesis and develop a plan of investigation to evaluate the evidence and its application to patient care. (EPA 7)
Use the principles of biostatistics and research design to analyze the results of scientific inquiry and investigation, including existing and new therapies
Knowledge for Practice
This competency demonstrates knowledge of the structure and function of the human body—from the molecular to the behavioral level—necessary to develop a differential diagnosis and formulate a diagnostic treatment plan. At the end of the program of study, the student should demonstrate the ability to:
Formulate and prioritize a differential diagnosis based on the presentation and epidemiology of disease. (EPA 2)
Discuss the principles of prevention and health promotion in the context of socioeconomic diversity and global population health.
Discuss recommendations for prevention and health promotion in the context of socioeconomic diversity and global population health.
Discuss the biopsychosocial model as it impacts health care utilization and outcomes.
Problem Solving and Diagnosis
At the end of the program of study, the student should be able to:
Select and interpret diagnostic clinical tests based on a differential diagnosis. (EPA 3)
Explain clinical problems and the presentation of disease with an understanding of the pathophysiology.
Treatment
At the end of the program of study, the student should be able to:
Recommend treatment options based on the pathophysiology and prognosis of a disease.
Apply preventive care principles and motivational interviewing techniques in health promotion and disease prevention when treating patients across a broad spectrum of cultural and socioeconomic backgrounds.
Provide patient-centered care that is compassionate, appropriate and effective for the treatment of health problems and the promotion of health
History Taking
By the end of program of study, the student should be able to demonstrate the ability to:
Gather information in a complete or focused history needed to recognize a patient’s health problems, develop a differential diagnosis and identify risks. (EPA 1)
Medical Notes
By the end of program of study, the student should be able to demonstrate the ability to:
Document patient encounters in the chart or in consultation reports efficiently and accurately and legibly including assessment and plans.
Oral Case Presentation
By the end of program of study, the student should be able to demonstrate the ability to:
Orally present a patient encounter including relevant information and the development of an assessment and plan of care.
Patient Management
By the end of program of study, the student should be able to demonstrate the ability to:
Use the information gathered including history, physical examination and laboratory or radiological data to develop management plans appropriate for the patient’s identified problems.
Engage a patient and / or their family in patient education and counseling including appropriate use of behavior modification techniques and shared decision making both for the treatment of disease and disease prevention.
Recognize a patient requiring emergency or urgent care and initiate evaluation and management. (EPA 10)
Recognize and provide appropriate referral for patients who require specialized care.
Give or receive a patient handover to transition patient care responsibility. (EPA 8)
Enter and discuss with patients or other members of the health care team orders and / or prescriptions. (EPA 4)
Physical Examination
By the end of program of study, the student should be able to demonstrate the ability to:
Gather accurate information though the conduction of complete or clinically relevant focused physical examinations. (EPA 1)
Interpret the results of a physical exam and use these results in the development of a differential diagnosis. (EPA 1)
Procedure and Skills
By the end of program of study, the student should be able to demonstrate the ability to:
Follow universal precautions and sterile procedures in all patient encounters.
Perform general procedures correctly with attention to patient safety and comfort. (EPA 12)
Demonstrate the ability to investigate and evaluate one’s care of patients, to appraise and assimilate scientific evidence and to continuously improve patient care based on constant self -evaluation and life- long learning
Evidence Based Medicine
By the end of program study, the student should be able to demonstrate the ability to:
Identify a critical question in patient care and conduct an efficient literature search, building on the foundation of the basic science curriculum of the first five semesters.
Analyze the results of the literature and apply the evidence appropriately to individual care.
Analyze the results of the literature and apply the evidence appropriately to the care of a population.
Information Management
By the end of program study, the student should be able to demonstrate the ability to:
Use information technology to access medical information, manage the information and assimilate evidence into patient care.
Reflection and Self Improvement
By the end of program study, the student should be able to demonstrate the ability to:
Critically evaluate and reflect on personal work and use the reflection to guide self-directed learning.
Incorporate feedback into strategies for personal performance improvement and lifelong professional development.
Develop improvement goals and seek out opportunities to meet these goals.
Demonstrate a commitment to carrying out professional responsibilities and an adherence to ethical principles
Boundaries and Priorities
By the end of program of study, the student should be able to:
Describe the HIPAA rules and regulations.
Maintain the right to privacy as outlined in HIPAA regulations and ethical principles.
Practice within the defined boundaries of the patient physician relationship as outlined in ethical principles.
Establish a therapeutic relationship that prioritizes patient needs before their own in patient care.
Recognize when the student’s own needs or physical, mental or spiritual condition are negatively impacting patient care and seek help.
Avoid conflicts of interest such as the acceptance of gifts or remuneration or association with organizations or products that may undermine the integrity of their practice.
Ethical Principles
By the end of program of study, the student should be able to: Apply ethical principles in the recognition of and definition of ethical problems in clinical medicine.
Resolve ethical problems through the application of ethical principles.
Practice within the guidelines of ethical principles maintaining patient autonomy, confidentiality and beneficence.
Practice within the ethical guidelines and principles pertaining to the provision of or withholding care.
Educate patients and obtain appropriate informed consent for tests and /or procedures. (EPA 11)
Work with the health care team to develop a plan to respond to medical errors that is consistent with ethical principles.
Institutional, Regulatory and Professional Society Standards
By the end of program of study, the student should be able to:
Adhere to institutional and government regulatory standards for personal, public and patient safety.
Adhere to principles of ethical research.
Professional Relationships
By the end of program of study, the student should be able to:
Practice with sensitivity and responsiveness in the doctor patient relationship with patients of diverse backgrounds including but not limited to race, ethnicity, culture, sexual identities, political affiliation, disabilities, spirituality, gender and socioeconomic status.
Interact with all members of the health care team, patients, family and society at large with respect, accountability, honesty, integrity and compassion.
Work Habits, Appearance and Etiquette
By the end of program of study, the student should be able to:
Reliability report for assigned duties and fulfill expected responsibilities.
Take responsibility for their errors and work to correct them.
Be clean and neat and adhere to OSHA dress guidelines and institutional requirements.
Treat all members of the health care team, hospital staff, patients and families with courtesy, dignity, and respect.
This competency demonstrates an awareness of and responsiveness to the larger context and system of health care, as well as the ability to call effectively on other resources in the system to provide optimal health care.1
Health Care Delivery Systems
By the end of program of study, the student should be able to demonstrate the ability to:
Describe basic principles of multiple health care delivery systems, local and national, including infrastructure, determinants of health care costs, how health care is financed and the impact of costs on the delivery of health care and society.
Discuss current incentives to control costs and their potential impact on health care.
Use a patient centered, cost effective and efficient approach to patient care in a variety of settings.
Coordinate patient care within the health care system.
Work effectively with other members of the health care team to prioritize patient care responsibilities to ensure safe and efficient delivery of patient care.
Systems Improvement
By the end of program of study, the student should be able to demonstrate the ability to:
Identify quality gaps and use a systems approach to find solutions. (EPA 13)
Identify systems errors and understand how a wide range of potential solutions can be implemented to improve safety for patients and /or the health care team. (EPA 13)
Advocate for solutions to health care delivery problems for your patients and society as a whole.
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MICHIGAN
AFFILIATED HOSPITALS
ASCENSION PROVIDENCE HOSPITAL, SOUTHFIELD, MI
Ascension Providence Hospital in Southfield, Michigan is a 459-bed teaching hospital with a medical staff of 948 physicians. In addition to the main hospital, Ascension Providence offers outpatient care at more than 20 primary and specialty care centers. It is also a member of Ascension Healthcare, a growing, national network of community-based health care services that provides comprehensive prevention, primary care and treatment programs. U.S. News & World Report ranks Ascension Providence among the Top 50 Hospitals in the US for cancer care. It's one of only three metropolitan hospitals to be recognized for cancer care in the 2001 edition of “America’s Best Hospitals.” To produce that list, which includes the top 50 hospitals in each of 13 different specialties, U.S. News & World Report annually ranks more than 6,000 U.S. hospitals based on a number of criteria. Graduate medical education is provided to 150 resident physicians in 14 specialty programs. The hospital is a major clinical education site for medical students from Wayne State University. AUC students may complete all 72 weeks of core rotations and electives at Ascension Providence Hospital.
ASCENSION PROVIDENCE ROCHESTER HOSPITAL, ROCHESTER HILLS, MI
Ascension Providence Rochester Hospital provides a full continuum of clinical programs nationally ranked for quality excellence and a medical staff of nearly 500 physicians, representing a wide range of medical specialties providing primary, secondary and tertiary-level care. Ascension Providence Rochester has newly-renovated facilities and cutting-edge technology for providing patients with the most advanced medical care on both an inpatient and outpatient basis.
LOUISANA
AFFILIATED HOSPTIALS
BATON ROUGE MEDICAL CENTER, BATON ROUGE, LA Baton Rouge General Medical Center is a full-service community hospital with 527 licensed beds between two campuses. As the first hospital in Baton Rouge, opening its doors in 1900, Baton Rouge General has a long history of groundbreaking milestones, as well as providing the Greater Baton Rouge community with high quality healthcare for generations.
BRENTWOOD BEHAVIORAL HEALTH COMPANY, SHREVEPORT, LA
Brentwood Behavioral Health Company is a 200-bed psychiatric and chemical dependency treatment facility that has served the Louisiana, East Texas and South Arkansas regions for over 31 years. AUC students have the opportunity to complete their psychiatry core rotation as well as psychiatry-related electives at Brentwood.
TESTIMONIAL
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