Doctor of Medicine
University of Houston

Congruence with System Goals and University Mission

The new doctoral degree program in Medicine in the College of Medicine at the University of Houston
campus will educate a diverse group of physicians who will provide compassionate, high value care to
patients, families and communities. They will have a deep understanding of the social determinants of
health, health disparities, and how to work with communities to improve their health and healthcare; be
experts in providing high value inter?professional team-based healthcare, managing the health of patient
populations, and continuously improving healthcare delivery; choose to practice primary care (a goal of
50% of graduates), and other needed physician specialties in underserved (urban or rural) communities in
Texas; and come from underrepresented minorities in medicine (a goal of 50% of graduates).

The University of Houston mission is to:
O?er nationally competitive and international recognized opportunities for learning, discovery
and engagement to a diverse student population in a real?world setting. The University of
Houston o?ers a full range of degree programs at the baccalaureate, master?s, doctoral and
professional levels and pursues a broad agenda of research and creative activities. As a
knowledge resource to the public, the university builds partnerships with other educational
institutions, community organizations, government agencies, and the private sector to serve the
region and impact the world

Given the mission stated above, the University is driven by eight strategic principles, which will also

guide the development and implementation of the proposed. doctoral degree in the UH College of

Medicine. In this way, the proposed UH College of Medicine is structurally designed to expand on the

University of Houston?s existing recognized through its relationship with the eight strategic

principles, which is delineated below.

Strategic Principle 1: Institutional Excellence

The proposed UH College of Medicine exempli?es excellence in its emphasis on ensuring the
development of a highly rigorous classroom-based curriculum coupled with experiential clinical-based
experiences.

Strategic Principle 2: Student Access

Throughout most of its history, one of the hallmark features of the University of Houston has been
student access particularly working class students and students from underserved populations. In this
respect, the proposed UH College of Medicine will emerge within an institutional context that has a
longstanding and demonstrated success around student access.

Strategic Principle 3: Diversity

US. News World Report has cited the University of Houston as having the second most diverse
university campus in the United States. The proposed UH College of Medicine is committed to
upholding the University of Houston?s commitment to this diversity in part by recruiting and educating a
diverse student body.

Strategic Principle 4: Research

With recent high-profile faculty hires and new membership in the Texas Medical Center, UH is rapidly
rising in the ranks of premier health research universities. Health?related research conducted at UH
includes basic and translational research in biomedical sciences, clinical research, population health and
health disparities. This multidisciplinary research is conducted across many academic disciplines at UH,
including pharmacy, optometry, biomedical engineering, biomedical sciences, analytical chemistry,

 

organic, inorganic and physical chemistry, and education (health disparities). Health-related
research accounted for more than 50 percent of the university?s federal research expenditures in 2015.
Strategic Principle 5: External Partnerships

The preponderance of external partnerships will occur between the proposed UH College of Medicine and
healthcare institutions that will provide clinical learning experiences for medical students, residents, and
students from other health professions. These critical partnerships will be characterized by excellence,
and provide value to both partners in the areas of education, patient care and research.

Strategic Principle 6: Faculty and Sta/j? Recruitment and Retention

Faculty and staff constitute the most valuable assets of UH. As such, they must have access to career
opportunities that are competitive with those at other universities. For College of Medicine faculty, this
will include education skills, clinical skills and expertise, research skills, collaborations, and productivity,
and leadership skills.

Strategic Principle 7: PK 16 Partnerships

The proposed UH College of Medicine will build on this track record with effort to establish pipeline
programs that encourage individuals from underserved populations to enter the field of medicine and,
ultimately, the primary care specialties.

Strategic Principle 8: Accountability and Administrative Efficiency

The proposed UH College of Medicine will embark on a number of student learning and support
initiatives to ensure student success.

Program Description
The new University of Houston College of Medicine will have a distinctive focus that will differentiate it
from other peer allopathic medical schools within the state of Texas, and from most medical schools
across the US. Our vision is that by the year 2030, the University of Houston College of Medicine will
be recognized nationally for:
0 Educating physicians who have a deep understanding of the social determinants of health, health
disparities, and how to work with communities to improve their health and healthcare
0 Educating physicians from underrepresented minorities in medicine The recruitment
process begins with and college pre~1nedical ethnically and socioeconomically diverse
?pipeline? programs
0 Educating physicians who are experts in providing high. value healthcare, managing the health of
patient populations, and continuously improving healthcare delivery
0 Graduating physicians who choose to practice primary care and other needed
physician specialties in underserved (urban or rural) communities
0 Conducting high impact, interdisciplinary research that contributes to improving health and
healthcare, capitalizing on the breadth of talent and expertise present across our designated
Carnegie Very High Research University
- Providing holistic, inter-professional team-based care to patients in surrounding underserved
communities and beyond that is integrated, evidence?based, safe and of measurable high value
0 Engaging, collaborating with, and empowering patient populations and community partners to
achieve measureable improvements in health and healthcare
0 Contributing to measurable improvements in the health of the underserved populations in
surrounding geographic communities that are currently socioeconomically disadvantaged and have
significant health disparities

The Liaison Committee on Medical Education (LCME) is the national accrediting body for medical
schools in the United States, and has very clear minimum curricular requirements that a medical school
must meet in order to obtain and maintain LCME accreditation and grant the MD. degree. For example,

 

the LCME requires a minimum of 130 weeks of instruction in the MD. curriculum. There is some
variability in curriculum across US. medical schools in terms of curricular content and organization,
weeks of instruction, duration of pre-clinical instruction, timing of students? initial experience with
patient care, and teaching methodologies. However, there are some very clear trends and preferences in
these areas, which have been taken into consideration in our own curricular design, including:

- Shorter pro?clinical (basic sciences) curriculum (1.5 vs 2 years)

0 Integrated organ system approach to teaching basic sciences

0 Early student exposure to patient care experiences

- ?Flipped classroom? and small group problem, team- and case~based learning vs traditional large
group lectures
Learning through patient care simulations
0 Inter-professional learning opportunities

Our curriculum will include all of these characteristics, plus some additional unique characteristics that

will differentiate the UH College of Medicine from most medical schools in the state and around the U.S.:
- Emphasis on social determinants of health and health disparities

Emphasis on engaging and partnering with communities to improve their health

Emphasis on population health (providing care for speci?c populations of patients)

Emphasis on high value care (health care that is of high quality and reasonable cost)

Emphasis on the health system sciences

Longitudinal primary care clerkship one half?day per week throughout the 4 year curriculum

Longitudinal inter?professional household?centered care experience throughout the 4 year

curriculum (working with. pharmacy, nursing, social work, optometry and law students in caring

for a family with complex medical problems living in an underserved setting)

0 Longitudinal integrated clerkship of 24 weeks duration

Curriculum Description

The proposed curriculum leading to the MD. degree has an overall length of 3 years and 9 months; the
first 19 months constitute the Pre?Clerkship phase and are designed to teach students the scienti?c
foundations of medicine utilizing an organ systems?based ?integrated medical sciences? approach
including clinical correlations and clinical problem solving through problem?, case- and team-based
learning exercises led by teams of biomedical and clinical scientists. The Human Anatomy course is a 6
weeks block focused on gross anatomy and embryology. The Scientific Foundations of Medicine course
is a 10 weeks block focused on molecular and cell biology, metabolic pathways, genomics,
pharmacokinetics, and pathobiology. The Integrated Medical Sciences course involves 44 weeks of
instruction which takes an organ system?based approach to teaching physiology, pathophysiology,
common diseases and their presentation and diagnosis, pathology, pharmacology and therapeutics related
to the various organ systems including muscuioskeletal/skin, hematopoietic, cardiovascular, pulmonary,
renal/genitourinary, Gland nutrition, and brain and behavior. Students
will spend 3 half?days per week (12 hours) in small group or large group activities during each of these
course blocks

Students will be introduced to the clinical care of patients and families during the ?rst week of the
curriculum through the Longitudinal Primary Care Clerkship and Household?Centered Care course, in
which they will spend 4 hours per week functioning as a member of a primary health care team providing
continuity of care to a population of patients over their entire four years of medical school. They will also
serve as a member of an inter?professional team of health professions students (medicine, nursing,

 

pharmacy, social work, etc.) providing household?centered?care to a family with complex health problems
living in a community with major health disparities over their four years of medical school as part of this
course. These families will be identified through the FQHC primary care practices which will provide
learning opportunities for the Longitudinal Primary Care clerkship; MOU agreements with four of these
practices have already been signed and are in place.

The Physicians, Patients and Populations course will meet 4 hours per week during the length of the first
19 months of the curriculum. During the class students will develop their physician?patient
communication and physical diagnosis skills, and learn about professionalism, medical ethics, social
determinants and health disparities, inter-professional team?based care and leadership, cross?cultural care
and cultural ?uency, and behavioral health. Other topics in this course will include evidence?based
medicine, clinical reasoning and decision?making, population health, health informatics, quality
improvement and patient safety, and health systems and policy.

Interspersed throughout the first two years of the curriculum, there will be 6 one?week curricular blocks
each dedicated to a different interdisciplinary clinical focus topic (Clinical Focus Topic Intersessions),
including Health Disparities and Community Health (first week of the curriculum), Health
Promotion/Disease Prevention, Global Health, Pain Care Medicine, Substance Abuse, and End of Life
and Palliative Care. This allows students to integrate the concepts that they are learning with important
clinical and population-oriented aspects of health and healthcare. Students will spend 16 hours per week
during each of the Intersessions in small group or large group activities.

After the conclusion of the Pre?Clerkship phase of the curriculum, students will spend 2 weeks in a

Transition to Clinical Clerkships block where they will focus on clinical skills they will need in the
hands~on care of patients throughout the remainder of the medical school curriculum. This course will

include Basic and Advanced Cardiac Life Support, common clinical procedures (venipuncture, IV

cannula insertion, arterial blood gas sampling and interpretation, insertion of nasogastric tube, etc.), and

interpretation of ECGs and common x~rays. Extensive use of simulation will be included in the teaching

methodology.

The Clerkship phase of the curriculum will begin in March of the second year. This will include 6
required clinical block rotations: ?ve 4?week hospital-based clerkships (Medicine, Surgery,
Obstetrics/Gynecology, Pediatrics and Emergency Medicine) in order for the student to gain experience
with the care of patients in the hospital setting and learn about certain care processes and procedures that
can only be learned in that setting (inpatient care processes, common medical and surgical procedures,
sterile technique and surgical assisting, vaginal delivery, evaluation and management of a newborn baby,
evaluation and management of patients in the emergency department); and a four week clerkship in Rural
Health. Students will also spend 24 weeks participating in a Longitudinal Integrated Clerkship. During
this longitudinal experience, each student will spend one half-day per week each with a general internist,
general pediatrician, obstetrician?gynecologist, general surgeon, family physician, and
neurologist preceptor. It is anticipated that much of this experience will take place in the outpatient
setting, with some occurring in the inpatient setting as well. One half-day per week will be utilized for
case?based conferences to reaffirm the fundamental principles of evaluation and management of common
clinical problems in these basic specialties. A number of medical schools around. the country use the
Longitudinal Integrated Clerkship model to deliver either part or all of their core clinical clerkship
teaching. There is good evidence that this teaching model is comparable with or superior to the
traditional block rotational model of clinical clerkships both in terms of learning and test score outcomes.

 

Students will continue their 4 hours per week experience in Longitudinal Primary Care Clerkship and
Household?Centered Care throughout the length of their medical school curriculum.

During the Clerkship phase of the curriculum, students will be allowed to spend up to 6 weeks away from
clinical activities to prepare for and take Step 1 of the USMLE examinations. Evidence has shown that
students? Step 1 USMLE scores tend to be higher when they take this test after completion of some
clinical clerkships. They will also be able to take up to six weeks of vacation. during this phase.

Students will be required to complete a minimum of 18 weeks of clinical electives before graduation, and
these can be completed during the Clerkship and Post?clerkship phases of the curriculum. Students will
also have the option and be encouraged to spend a minimum of 12 weeks developing a scholarly
concentration in an area such as primary care, community health, population health, global health, health
informatics, healthcare administration, quality improvement and patient safety, health policy, biomedical
ethics, etc. This would involve the completion of a scholarly project (original research, systematic review
of the medical literature, quality improvement initiative, community engagement and partnership project
to improve community health, etc.) under the mentorship of a faculty member, which would lead to
presentation of the results at a regional or national meeting, or publication in a peer-reviewedjournal.
This time can also be dedicated to course work towards a second degree such as an M.P.H., M.B.A., or
ID. Study towards a scholarly concentration can be completed during the Clerkship and Post?Clerkship
phases of the curriculum.

During the Post-Clerkship phase of the curriculum, students will be required to complete one 4 week

. rotation in an Intensive Care Unit (medical, surgical, neuro, pediatric or newborn), and one four- week
Sub?internship (inpatient Medicine, Surgery, Pediatrics, Ob-Gyn, Neurology or Family
Medicine). During this phase of the curriculum, students will be allowed to spend up to 8 weeks
interviewing for residency positions. 

The final two weeks of the Post~Clerkship phase will be dedicated to a ?residency bootcamp? (Transition
to Clinical Training), to provide intensive review and insure that each student possesses the competencies
(entrustable professional activities) necessary to successfully perform as a first year resident in their
chosen specialty.

 

 

 

 

 

 

 

 

Table 1. Proposed UH College of Medicine - Curriculum Required/Core Courses
Pre?x and . .. Calculated
Number Requlred/Core Course ?1 Itle Contact Hours 
Human Anatomy+ 72 7 4.8
Ph sician, Patients and Populationsr 240 16

Longitudinal. Primary Care Clerkship and 264 5 9
Household?Centered Care-1++ 
Scienti?c Foundations of Medicine+ 120 8
Integrated Medical Sciences+ 528 35.2
Clinical Focus Topic Intersessions+ 96 6.4

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Transition to Clinical Clerkshiszr 40 2.7
Longitudinal Integrated Clerkship? 864 19
Hospital?based Medicine++ 144 3.2
Hospital-based Surgery++ 144 3.2
Hospital-based 144 3.2
Hospital~based Pediatrics++ 144 3.2
Hospital-based Emergenc Medicine? 144 3.2

Rural Health++ 144 3 .2
Longitudinal Primary Care Clerkship and 236 5 2
Household-Centered Care-2? 
Advanced Hospital?ICU++ 144 3.2
Advanced Hos ital 144 3.2

Longitudinal Primary Care Clerkship and 104 2 3
Household?Centered Care?3+1" 
(gt) Transition to Clinical Trainingequivalent to 15 contact hours of academic classroom instruction+ or 45 hours of clinical
instruction/learning activity++

 

Table 2. Proposed UH Co1lege of Medicine Curriculum Prescribed Elective 

 

 

 

 

 

 

. Courses
Pre?x and . .. . Calculated
Number Electlve Course Tltle Contact Hours 
Required Clinical Electives++ 648 14.4

 

1 SCH is equivalent to 15 contact hours of academic classroom instruction+ or 45 hours of clinical
instructicn/ learning activity++

 

Table 3. Proposed UH College of Medicine Curriculum Elective Courses (choose
one of two electives listed below)

 

 

 

 

 

 

 

Pre?x and . . Calculated
Number Elective Course Title Contact Hours 
Scholarly Concentration++ 432 9.6
. . it'lona lnica ectlves .
Add' lClequivalent to 15 contact hours of academic classroom instruction+ or 45 hours of clinical
instruction/learning activity++

Student and Job Market Demand
Evidence Sumoriftingr the Need for Establishing a Universitv of Houston College of Medicine
Need for Primary Care Physicians

 

 

 

 

The shortage of physicians across the country is well documented. Nationally, projected shortfalls for
primary care specialists range between 14,900 and. 35,600 physicians by 2025 while projected shortfalls in
non?primary care specialists range between 37,400 and 60,3 00 physicians by 2025. According to the
Association of American Colleges (AAMC), the State of Texas has 190.8 active patient care physicians
per 100,000 population, compared to the U.S. national average of 234.7, ranking 42nd out of 50 states on
this ratio; Texas would need 11,838 additional active patient care physicians to achieve the national
average today.

This problem is particularly acute in Texas, as it lags well behind all but a handful of states in terms of
physicians per capita and most critically, primary care physicians. Primary care physicians are commonly
recognized as those physicians specializing in family medicine, general internal medicine, and general
pediatrics The state of Texas has 71. .4 active patient care primary care physicians per 100,000 population,
compared to the U.S. national average of ranking 47th out of 50 states on this ratio; Texas would
need 4,686 additional active patient care primary care physicians just to catch up to the national average
today. In a study published in 2010, the Robert Graham Center for Policy Studies in Family Medicine and
Primary Care projected based on population growth, aging population and healthcare demand driven by
the Affordable Care Act that Texas would need an additional 6260 primary care physicians by the year
2030.

Since 2002, the number of primary care physicians in Texas has also increased at a much slower rate
than the overall number of direct patient care physicians indicating that while the overall
number of physicians practicing in the state has increased, an increasing number of them are choosing to
practice as non-primary care specialists rather than primary care physicians.

The specific need for primary care physicians permeates both rural and urban areas of Texas, including
the underserved areas of the Houston Metro area. A significant number of Texas counties continue to be
classi?ed as Medically Underserved Areas (MUAs)/Populations (MUPs) and Primary Care Health
Professional Shortage Areas (HPSAs). Even large urban counties like Harris County, which is home to
the Texas Medical Center, the largest medical center in the world, continue to have geographic
communities that are classi?ed as medically underserved and suffering from a shortage of primary care
health professionals in their communities.

The Health Resources Services Administration (HRSA) has classified 21 large portion of the Houston
Metro area within Beltway 8 as Medically Underserved Areas. Virtually all of this area geographically
coincides with Primary Care Health Professional Shortage Areas. For example, there are a total of 19
medically underserved areas (MUAS) and 5 distinct medically underserved. populations (MUPS) located
within the geographical area. In addition, the same geographical area currently has a total of 68 HPSAs,
39 of which have been classi?ed as High Needs areas.

Within the same region there are a total of 56 facilities classi?ed by HSRA as Federally Qualified Health
Centers (FQHC), 15 of which are comprehensive healthcare centers. In addition, over 50% of these FQHC
facilities are geographically located within one of the 68 HPSAs located in the Houston Metro area. These
data, while not being completely definitive, suggest that the high prevalence of located in
the Houston Metro area is more likely associated with a lack of primary care physicians to fill open
positions in existing healthcare facilities, rather than an inadequate number of health care facilities in
which to deliver primary care to these medically underserved populations.

Analysis of publically available 2016 National Resident Matching Program (NRMP) data indicates that
the shortage of primary care residents currently practicing in Texas may only get worse, especially if the
majority of future Texas primary care physicians are expected to be graduates of Texas medical schools.
For example, in 2016 only 20% approximately of all Texas medical school graduates selected residencies

 

in primary care specialties. Furthermore, for the two traditional medical schools currently located in
Houston within the Texas Medical Center, only 12.5% of graduates from the Baylor College of Medicine,
and only 13.8% from UT Houston-McGovern, will likely specialize in primary care.

Apart from the availability of GME primary care residency positions after graduation from medical
school and educational debt levels, additional research has shown that a range of other factors appear to
also be closely related to whether or not a medical school graduate chooses to ultimately practice in a
primary care specialty. Such factors include demographic characteristics, such as gender, age, socio~
economic status (SES), ethnicity and marital status. For example, medical students who are female, or
students of either gender that are married prior to entering medical school ultimately choose to practice
primary care specialties at a higher rate than students who are not. In contrast to students from urban areas
or high SES family backgrounds, students from rural areas and students from low SES backgrounds are
more likely to choose primary care fields over other medical specialty.

In addition, medical students who graduate from a medical school where both the faculty and the
institution actively support and promote primary care specialties as highly desirable career choices choose
to practice primary care specialties at a higher rate than students who graduate from medical schools were
other medical specialties have higher pro?les. In addition, those medical students who as part of their
formal medical curriculum complete the most required hours in primary care clinical experiences, as well
as having the most opportunities to participate in clinical electives in these areas also end up being more
likely to choose a primary care specialty upon graduation.

By providing students with significant opportunities to complete primary care clinical experience in
community settings during their time in medical school coupled with a medical curriculum and
institutional perspective that actively supports and promotes the value of a primary care career path, the
UH College of Medicine will create a culturally competent, community~based learning environment that
not only prepares students to pursue any medical specialty they wish, but highlights and promotes
primary care specialties as valued and respected career choices. One example of this approach is the
inclusion of a longitudinal, preceptor-supervised, household?centered primary care course in the MD
Degree curriculum. Integrated into all four years of the curriculum, this course allows students to be part
of an interdisciplinary team of health professionals delivering primary care to a single family with
complex health problems living in a community with signi?cant health disparities.

Coupled with access to a range of primary care GME residencies located in Texas created through a
strategic partnership with the Hospital Corporation of America (HCA) Gulf Coast Division Health
System, the UH College of Medicine will not only increase the probability of its students selecting
primary care as a career choice, but also signi?cantly increase the chances of UH College of Medicine
graduates matching with a Texas-based primary care GME residency and ultimately choosing to remain
in Texas to practice as primary care physicians.

Need for Diversity

According to the THECB (2016):
Physicians ofA?ican American and Hispanic origin are underrepresentedproportionally in
medicine in comparison to the Texas general population. Although more physicians from
underrepresentedpopulations are graduating from Texas medical schools, increases have not
kept pace with the growth of A?ican Americans and Hispanics in the state?s general population.
Research suggests that underrepresented minority physicians provide care for underrepresented
populations at greater rates than do physicians of other ethnicities. Additional research shows
that patients prefer to have physicians who understand and reflect similar cultural
characteristics, including similar ethnicities. Given the ethnic changes occurring in Texas,

 

 

educating and training more physicians who represent the changing demographics of the state
would be bene?cial.

The core mission of the UH College of Medicine is to educate a highly diverse group of physicians who
have a deep understanding of the social determinants of health, health disparities, and how to work with
communities to improve their health and healthcare. As the second most diverse public Research One
(R1) University in the U.S., the University of Houston has a long and proud tradition of providing high
quality undergraduate and graduate education to a highly diverse population of students. The University
is also located in one of our nation?s most diverse cities and as such, draws its student body from a city
and region that is both. multi?ethnic and multi~cultural.

Historically, the University of Houston has valued and promoted. diversity within its student body and its
faculty ranks as essential for a creating a stimulating and productive learning environment for its students.
This commitment has been nationally recognized by the award of a total of six Higher Education
Excellence in Diversity (HEED) awards from INSIGHT into Diversity Magazine, the oldest and largest
diversity-focused publication in higher education (with two of these awards going to the University as a
whole).

Mounting evidence indicates that diversifying the physician workforce may be a key to addressing a
broad range of health disparities in a number of underserved populations. For example, for a variety of
reasons non-white physicians disproportionately serve larger numbers of minority and non-English-
speaking patients than their white counterparts, while underrepresented minority medical students are
substantially more likely than white or nonwhite/nom underrepresented minority students to ?rst choose
to serve and second more effectively serve underserved minority patient populations. These reasons
appear to center on a greater value being placed on service, giving back to one?s community and attitudes
concerning equitable access to healthcare by underrepresented minority medical students compared to
their fellow medical students from majority groups. Coupled with a higher likelihood of medical students
from urban and lower SES backgrounds to choose primary care fields over other medical specialties, it is
not surprising that non?white physicians disproportionately serve larger numbers of minority patients.
The disparity between the ethnic makeup of the general population relative to the ethnic makeup of the
active care physician workforce is especially evident in Texas. These disparities are even more apparent in
the case of the primary care physician workforce in Texas where significant disparities in the
representation of Black/African?American and Hispanic/Latino physicians exist relative to these ethnic
groups in the Texas population according to data published by the Texas Department of State Health
Services.

The UH College of Medicine will educate physicians from underrepresented minorities in medicine,
beginning by recruiting students from ethnically and socioeconomically diverse and college pre-
medical pipeline programs, including existing under?graduate programs in health?related fields at UH, as
well as other minority serving universities in the region. The UH College of Medicine will provide inter?
professional team?based care to patients in surrounding underserved communities and beyond that is
integrated, safe, and of measureable high value. By building on the signi?cant capital and trust that the
University of Houston as an institution has accrued over decades with local community and business
partners, the new UH College of Medicine will build academic and. clinical training partnerships in
community-based health centers, primary care facilities and hospitals located in many diverse
neighborhoods located across the Houston Metro area. By doing so, the UH College of Medicine will
engage, collaborate with, and empower patient populations and community partners in underserved areas
to achieve measurable improvements in health and healthcare. Through these partnerships the UH College
of Medicine will contribute to measureable improvements in. the health of the underserved populations in
our surrounding geographic communities that are currently socioeconomically disadvantaged and suffer
from significant health disparities. In addition, medical training across demographic groups of trainees

 

must integrate a culturally competent academic curriculum with high frequency community?based clinical
rotations. Furthermore, Texas community?based healthcare facilities need to serve as locations for primary
care graduate medical education (GME) residencies to assist in developing truly culturally competent
physicians attuned to the specific needs of the Texas population.

A central goal for the UH College of Medicine is to reach a target of 50% of all UH College of Medicine
graduates being drawn from underrepresented minorities in medicine (Hispanic/Latino, Black/African
American) within its first 10 years of operation. The UH College of Medicine fully expects to have
achieved this goal by the time it is operating at full capacity full enrollment of 120 students/year
projected by 2027). This target will be achieved by actively recruiting medical students drawn not only
from own very diverse student body, but also by employing existing student recruitment pipelines
(such as the Joint Admissions Medical Program JAMP) focused on supporting and encouraging highly
qualified economic disadvantaged Texas resident students to pursue a medical career. These existing
pathways will be supplemented with student recruitment pipelines established with other historically
diverse institutions in Texas such as Texas Southern University and Prairie View University as well
as with local high schools. Building on the University of Houston?s institutional commitment and .
experience in recruiting and retaining a highly diverse student body, the UH College of Medicine is
uniquely positioned to consistently attract, recruit, and enroll diverse students from a range of different
ethnic, cultural and socioeconomic backgrounds. While reaching the goal of 50% of all UH College of
Medicine graduates being drawn from underrepresented minority (URM) groups within the next decade is
ambitious, it is not an unrealistic considering the current and past diversity that the University has been able
to achieve in our undergraduate health?related programs.

Program Duplication

Existing Texas Medical Programs

Currently, there are 13 medical schools located in the State of Texas. Of the 13 medical schools, a total of
11 are allopathic medical schools granting the Medical Doctor (MD) degree and two are osteopathic
medical schools offering the Doctor of Osteopathic Medicine (DO) degree. Of the 11 allopathic medical
schools in Texas, one is a private institution (Baylor College of Medicine) and a second is a partnership
between a private institution (Texas Christian University) and a public institution (University of North
Texas Health Science Center) Two of the current allopathic medical schools in
Texas UT Austin?Dell and UT Rio Grande Valley) only began enrolling students in 2016, while a
third plans to enroll their inaugural first year student class in 2019. The osteopathic
medical school located at the University of the Incarnate Wood?San Antonio UIW) plans to begin
enrolling students in 2018.

The most recent data available indicates that the number of applicants who submitted. an application. to
each individual Texas medical school far out-weighs the number of applicants who ultimately enrolled at
each institution, with no Texas medical school enrolling more than 6.2% of the total applicants who
applied to their program.

 

Table 4 Enrollment tes Ini'dual Tex Medical Schools in 2016

   
        

  

Baylor . ..MD 7587

TexasA& Mb, 4,861 183' 7 3.8% .,
TexasTech .5 MD .- 45155 .180. W73 40%
TexasTech-Foster Mia. 4,050 .103 2.5% 7
urinals?inal- . MD so i? 11/
.UT San Antonio . Mt). 5,174 215 4.2% .. 
jar-nmannerisms MD )5an - 2140? ,"fli?ij?
UT Medical Branch Mt). 4,992 230 4.6% 

Grande Valley Mint", . - . 55 1 2.10%?
UT Southwestern MD, 5,083 230 _7
no; "j 3,718?; . "23:2 1 .12 62%

Source: Association of American Medical Colleges (AAMC) and American Association of Colleges of
Osteopathic Medicine (AACOM)

At a national level, there are a number of existing medical schools with similar goals to the UH College of
Medicine focused on training primary care physicians that also have documented track records of
approximately 50% of their graduates choosing primary care specialties, namely Florida State University,
Florida International University, and Southern Illinois University. Interestingly, each of these individual
medical schools also has a very low enrolleempplicant ratio, namely 3% and respectively.
These metrics demonstrate that there appears to be no shortage of highly quali?ed applicants applying to
these programs, and that there is a significant demand for first year student positions in medical schools
that focus on graduating physicians who have a high probability of entering primary care practice.

In summary, taken together the data presented above demonstrate an unsatis?ed demand from both
academically qualified Texas residents and non-Texas residents alike for Texas-based medical school
education. Considering the geographical relationship between where medical graduates complete their
undergraduate and graduate medical education, and where ultimately they end up in medical practice, a
continued decline in the number of qualified Texas residents enrolling in Texas medical schools will
without doubt negatively impact the number of Texas medical school graduates that are ultimately
retained in Texas.

There continues to be a significant disparity in the ethnic composition of the Texas physician workforce
compared to that of the state?s general population. While 11.7% of the state?s population is of African
American ethnicity, only 4.6% of Texas physicians are African American; and while 39% of the state?s
population is of Hispanic ethnicity while only 9.1% of the state?s physicians are Hispanic. While Texas
medical schools have made concerted efforts to decrease these disparities, matriculating medical school
classes in the state?s medical schools continue to be predominantly populated by students of White and
Asian ethnicity.

With speci?c respect to primary care needs in Texas, the 2016 THECB report states:
Texas continues to have fewer primary care physicians than other states, with just 71.4 active

primary care physicians per 100,000. Texas ran/cs 4 among states in this category and is
below the national ration of 91 .1 per 100,000 2).

 

Moreover, the 2016 THECB report goes on to state:

while there is not an established optimal level of physicians per 100,000. Research studies
have shown, however, that the type of physicians within a community a?ect the cost and
quality of health care. Research continues to indicate that communities with more primary
care physicians have lower health care costs and report higher quality of health 2).

Faculty Resources

The medical school core and support faculty will be composed of faculty members with a range of
backgrounds in basic sciences, clinical science, behavioral/social science, and. health system and
population health science disciplines. While there are a number of support faculty members currently
participating in the development of the new medical college, all the core and support faculty have not
been hired/identi?ed at this time. The hiring of Founding Dean, Associate Deans and other core faculty
will begin in January 2018. (See Table 8) The hiring plan for faculty for the next 12 years, until full
student enrollment is achieved, along with student/faculty ratios for each year following enrollment of the
inaugural class. Plans for the establishment of 4 departments include hiring of a total of 65 core faculty
members including 18 faculty in the Basic Sciences, 21 faculty in the Clinical Sciences, 6 in the
Behavioral and Social Sciences and 10 in the Health Systems and Population Health Sciences. In addition
to these core faculty members, numerous community-based clinical support faculty members from our
community partners will be added as the clinical rotations are established.

 

 

 

 

 

 

 

 

 

 

 

Table 8.. Core Faculty
Name and Rank of Core Highest Degree and Courses Assigned in Time
Faculty Awarding Institution Program 
to Program
Founding Dean TBD To Be Assigned 100%
Chief Business Of?cer TBD To Be Assigned 100%
Associate Dean for TBD To Be Assigned 100%
Medical Education
Associate Dean of TBD To Be Assigned 100%
Student Affairs
Associate Dean of TBD To Be Assigned 100%
Community Health
Chair, Basic Sciences TBD To Be Assigned 100%
Chair, Clinical Sciences TBD To Be Assigned 100%
Chair, Health System and TBD To Be Assigned 100%
Population Health
Sciences
Chair, Behavioral and TBD To Be Assigned 100%
Social Sciences

 

 

 

 

 

 

The College of Medicine faculty staf?ng plan was developed around the concept that full?time faculty
without a significant administrative role will dedicate the majority (minimum 70%) of their time to
educational activities. Faculty members will have up to 30% of their time available for service, scholarly
work and/or clinical practice. All courses during the 19 month pre?clerkship phase of the curriculum will
be interdisciplinary in nature and be team?taught by both basic and clinical scientists, and include
significant amounts of time dedicated to small group activities of problem-based, case?based and team?
based learning with directions from both basic and clinical science faculty members. While the proportion

 

of time spent by individual faculty teaching in each type of educational setting will ?uctuate depending on
the academic or clinical focus, subject matter and the format of the class, all full-time faculty without a
signi?cant administrative role will be expected to dedicate a minimum of 70% of their time
(approximately 28hr per 40hr work week) to educational activities.

Facilities

The new Health 2 Building is a 306,000 square foot, 9 floor building that was completed in November
2017. This building, which is contiguous and connected to the Health 1 Building (College of Optometry,
University Center, and biomedical research laboratories), will house the College of Pharmacy
educational programs and research laboratories; other biomedical research laboratories; and educational
spaces for'the School of Nursing, a future Physical Therapy program, and the Department of Human
Health and Performance Athletic Training Program. The ?rst two ?oors of the building will house a
number of clinical programs, including an integrated primary care and behavioral health, and dental
clinics a counselling center operated by the Department of an educational
counselling clinic operated by the department of Health and Learning Sciences, and the
University Student Health Center. The University intends to use part of floor 6 and all of ?oors 8 and 9
of this building to temporarily house the UH College of Medicine and Doctor of Medicine program
during its early years of operation, until the third year of student enrollment when the entering class size
will increase from 30 to 60 students. At that time the amount of available space in the Health 2 Building
would be insuf?cient and the College of Medicine would need to move into a new and permanent
building, to be designed and constructed. Consultants from the NBBJ architecture firm of Seattle
Washington developed a space program for this temporary facility based on their experience in designing
buildings for other medical schools to estimate space needs and to perform a ?test of for the available
space in HE 

 

UNIVERSITY OF HOUSTON .. COLLEGE OF MEDICINE
INTERIM FACILITY PROPOSED SPACE NEEDS UPON ENROLLMENT OF SECOND
CLASS

 

ii Students (30 St 2nd Year)*
Tea I min

Total NSF

Comments

 

 

 

 

 

Sub-total

 

Notes:

*Per MGT enrollment buildout year five.

MAssumes four gurneys at three to four 3?4 students each.
?*Dry lab space, computer testing for 30 students, multl-use.

lounge, lockers, vending, could combine with classrooms for learning ?communities."

 

 

 

60 Seat Classroom 1 60 30 1,800
30 Seat Classroom 1 30 30 900
Small GroupM 4 15 65 3,900
Multipurpose 1 4O 32 1,280
Gross Anatomy Lab 1 1,200 1,200
Anatomy Support (gown, wash, storage, offlce) 1 1,100 1,100 270 (15 cadeavors), storage
Informal Learning (mix of private and 1 40 24 960 Assume dispersed.
Information Kiosk (?library") 1 2 50 100
Simulation
Simulation Theater 1 2,000 2,000 Assume OR size with all support Including brief and de-
brief, control etc.
standardized Patient 1 3500 3500 Six exam rooms plus all support- 2nd floor clinic could be
retrofitted.
Part Task Trainers 1 400 400 Medium and small, storage, VR collobaration space.
Virtual Reality Immerslve Learning Classroom 500
Support 1 200 200
Sub-total 17,840
Research Labs 10 11200 12,000 Assume all are wet as most dry happens In office or multi-
purpose space.
Sub~total 10 1,200 12,000 1200 nsf/pi including wet cluster and special core
Administration
Dean 1 1 250 250
Leadership 9 1 180 1,620
Support Staff closed office 5 1 120 600
Support Staff - open office 5 1 90 450 Including reception.
Conference Room 2 15 24 720
Support 1 300 300 Copy, mail, coffee.
Sub-total 3,940
Faculm and Staff Offices
Faculty 15 1 120 1,800
Staff - closed office 3 1 120 360
Staff - open offlco 2 1 90 180
Support 1 300 300 Copy, mail, coffee.

2,640

  

 

 

UNIVERSITY OF HOUSTON - COLLEGE OF MEDICINE
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With the addition of the 2,985 NSF on ?oor 6 which has already been con?gured as of?ce space (not
shown in diagrams above) to the space available on floors 8 and 9, the architects believe that there will be
suf?cient space available to meet the needs of the medical school through the end of the second year of
student enrollment.

The NBBJ consultants also developed a space program for a permanent, dedicated medical school
building which would accommodate students, faculty and staff once the entering class has reached the
maximum size of 120 and there are a total of 480 medical. students enrolled, with a full contingent of
faculty and staff:

UNIVERSITY HOUSTON - COLLEGE OF MEDICINE
FINALNEW BUILDING PROPOSED SPACE NEEDS BUILDOUT

  

UNIVERSITY OF. HOUSTON OF NEW 
I I POSED SPACE NEEDS



 
   

#Students (120 20d Yam)"

60 Seat Classroom 2 60 30 3,600
30 Seat Classroom 1 30 30 900
120 Seat Auditorium 1 150 13 2,700
small Group? 16 15 65 15,600
Multipurpose Space? 3 40 32 3,840
Gross Anatomy Lab 2 1,200 2,400 Can be one large space/partlonable.
Anatomy Support (gown, wash, storage, office) 1 1,830 1,830 Office 180, cadaver storage 600 (30 cadavers), storage 250, gown/wash i300.
informal Learning (mix of private and a 40 24 7,680 Assume dlSpersaci.
Based on FSU, Assume some carreis, individual and group study and research
Library 1 3,000 3,000 space; some stacks, but assume any major collections Would be stored
remotely. Could combine with FItn-ss Center (Stanford model).
Teaching Wet Lab 2 1,200 2.400 Can be one large Specs/parilonable.
slmgiuuon
Simulation Theater 2 2,000 4,000 Assume OR size with all support including brief and tie-brief, control etc.
Standardized Patient 1 3,500 3,500 6 exam rooms plus all support 2nd floor clinic could be retrofitted
Part Task Trainers 1 800 800 Medium and small, storage, VR collaboration space.
Virtual Reality Immersive Learning Classroom 1 2,000 2,000 Including support.
Support 1 200 1,000 Including support, gas closet storage, reception and wafting, faculty
brea kroom.
Sub-total 55,250

 

 

inseam
Assume all are wot as most dry happens in office or multi?purpose space;
Wet 40 1,200 48,000 assume 1200 nsf/pi including wet cluster and special core labs and four dry
labs of 500 each.

 

 

 

 

 

 

 

 

 

Dry 4 500 2,000
Assume mice, rats, fish, rabbits, plan for ABEL 3 (based on WSU Spokane med
Vivarium 1 6,000 6,000 school component).
sub-total 56,000

Dean 1 1 250 250
Leadership 9 1 180 1,520
Professional Staff 12 1 120 1,440
Support Staff - closed office 8 1 120 960
Support staff - open office 8 1 90 720 including reception.
Conference Room 2 15 24 720
Support 1 300 300 Copy, mall, coffee.
Sub-total 6,010
{acuity and Sta? Offices
Faculty 95 1 120 11,400
Staff - closed office 80 1 120 51,600
Staff - open office 39 1 90 3,510
Support 4 300 1,200 Copy: mail, coffee.
Sub-tote! 25,710
$550 on; 
Post Doc 70 1 70 4,900
and 60 1 40 2,400
Lounge 1 600 600
Student Organizations 2 140 280
Student Fitness Center 1 1,500 1,500
Sub-total 9,680
a a 
Sub-total 1 9,000 9,000 Commons conference/meeting rooms, research floor breakouts, etc.
Ge Cil It: Go
Clinical Patient Care 1 5,000 6,000
Clinical Research 1 2,000 2,000

 

 

 

 

Sub-total

    

N5 



Total GROSS SF

Notes:

Per MGT enrollment buildout numbers.

*Assume four gurneys at three to four students each.

?*Dry lab space, computer testing for 30 students, multl-use.

""lnciudes lounge, lockers, vending, could combine with classrooms for learning "communities."
Suite may require additional Departmental gross factor added.

 

 

 

 

 

Planning and budgeting for this new building have not begun as of this time. The above is a very
preliminary estimate of the permanent space needs for the new medical school at maximum enrollment of
120 students per class for a total of 480 students across the 4 years of the curriculum.

Financial
An anonymous gift has been received to fund full tuition and fees cost for the four years of medical school

for every member of the charter class.

 

 

College of Medicine
Financial Pro Fon'na

 

Enrollment
Student Headcount

Faculty 8: Staff FTE
Faculty

Staff
Total

Total Expenses
Revenue

UH Tuition and Fees ($21 ,431 per student)
Sponsored Research Salary Support
Practice Plan Salary Support

State Appropriations ($38,276 per student)
Philanthropy

State Appropriations Start Up Funding
Required Additional Funding (IP Revenue)
Total Revenue

 

 

 

Prior Years FY2021 FY2022 FY2023 FY2024 FY2025 FY2026 FY2027 FY2028 FY2029 Totals
30 60 1 20 180 270 360 420 480 480 480

29.33 38.67 40.67 47.33 50.33 56.00 61 .00 63.00 65. 00 65.00 65.00

41 .75 54-00 57.75 65-25 69.00 76.50 82.75 85.25 87.75 87-75 87.75

71 .08 92.67 98.42 112.58 11 9.33 1 32.50 1 43.75 148.25 152.75 1 52.75 1 52.75
23,390,899 1 9,849,022 21 ,460,41 0 24, 052,577 25,660,325 28,223,1 87 30,811,71 5 32, 065,655 33,31 9,595 33,319,595 272,1 52,980
- 642,930 1,285,860 2,571,720 3,857,580 5,786,370 7,715,160 9,001,020 1 0,286,880 10,286,880 51,434,400

221 ,903 443,806 489,593 577,651 577,651 711,496 711 ,496 71 1 ,496 711,496 71 1,496 5,868,082
1,351,387 893,137 977,085 1,144,981 1,312,877 1,480,774 1,732,617 1,900,514 2,068,410 2,068,410 14,930,190
- - 4,593,120 6,889,680 10,334,520 13,779,360 16,075,920 1 8,372,480 18,372,480 88,41 7,560
7,272,728 3,636,364 3,636,364 3,636,364 3,636,364 3,636,364 3,636,364 3,636,364 3,636,364 3,636,364 40,000,000
4,000,000 4,000,000 4,000,000 4,000,000 4,000,000 4,000,000 4,000,000 4,000,000 4,000,000 4,000,000 40,000,000
1 0,544,881 10,232,787 11,071,509 7,528,741 5,386,174 2,273,664 (763,282) (3,259,658) (5,756,034) (5,756,034) 31,502,748
23,390,899 1 9,849,022 21 ,460,41 0 24,052,577 25,660,325 28,223, 1 87 30,811 ,71 5 32,065,655 33,31 9,595 33,31 9,595 272,1 52,980