Even though Shep is my arch-nemesis, I will attempt to give a Tucson view on the things he's said. Keep in mind like Shep I am only a first year, and its very early in the year.
I'll take a whack at this though it's a topic that could probably take up a few pages on its own. For me right now, the most apparent difference, and the one that influences most of the other differences between the two programs, is the class size. Phoenix at 48, Tucson at 110-115ish. I would honestly say that after 2 weeks of classes (3 if you count orientation) I feel like I've known 95% of my classmates for years. We go to class together, we study together, we chill together and I know that this is probably very subjective depending on what type of personality you have but I would personally not be able to have the same type of relationship with as many people if I were in Tucson and not Phoenix. With Phoenix, the rotations between small groups usually mean that you WILL end up in a collaborative environment with every single one of your classmates whereas I don't know if that's the case in Tucson. And your application cycle is the last year where this will be the case, as with the opening of the Phoenix Biomedical Campus the class size will increase to numbers similar to Tucson's. So I would strike while the iron is hot if this sounds like a feature that interests you.
Not much for me to add. The class size is currently the most glaring difference between the campuses. Honestly though, the class size of 115 in Tucson is still quite small. In fact, its still smaller than most other medical schools, but it does have all the benefits of a bigger, longer established medical school, like a big medical library. In coming years, Phoenix will also have some of these things, but at that time it will also have a larger class size. Either way, you're going to find a good group of students at each campus that will become your family over the course of the next four years, and like any family some will be closer than others. You can have 48 or 115 people in your family.
Other than that, you'll find that the programs share many similar elements presented in slightly different ways. The core non-lecture instruction at Phoenix revolves around three main methods of learning- case based instruction (CBI), doctoring, and longitudinal clinic experience (LCE). You may have heard of CBI as it's pretty common now in medical schools but it essentially involves discussing a case as would commonly present in a clinic on Mondays, everything from the initial chief complaint all the way down through to a diagnosis, and you do everything with a group of your peers like a differential, talk about tests to order, etc. This discussion leads to the creation of what are called "learning objectives" and each person is responsible for researching one of them for a group presentation on Friday (which is what I'm half-preparing for right now) where you and your faculty facilitator wrap up the case and discuss any pertinent take-away points. I'm pretty sure that Tucson has this element as well though I think it may be tied in with their Societies, which is their small group doctoring/LCE equivalent. I'll let someone from Tucson speak more about that but I will say that based on what I've seen and read it seems like Societies are sort of a combination of the opportunities that here at Phoenix are discrete, separate units and I think they might be a little more robust for that.
Similar to Phoenix, we in Tucson also have CBI. I think its basically the same at every medical school that has it, so nothing to add.
As Shep mentioned, we have what's referred to as Societies. Basically we are assigned a physician mentor with 5 other students. We are in this group for all four years, so I'm sure we'll become really close really quick. We do this stuff one afternoon every week, except block finals weeks. This is where we'll learn patient histories and exams. My mentor is an ER doc, so I'm sure I'll get to see lots of different stuff. They start us out on day one with our mentors seeing patients, so they can say we start patient contact on the first day of school. I thought they'd just show us a patient and have us give 'em a high five or something, so they could say that we got patient contact on day 1. Instead, my mentor had us in the ER taking a basic history, which was fun. Needless to say my notes were subpar, but that's to be expected.
Another non-lecture instructional method we have in Tucson is called Team Learning, and it doesn't sound like Phoenix has this. Its kind of a mix of individual, small, and medium group. We start with an individual quiz over current lecture type material. Then we re-take the quiz with a small group where we can discuss our answers. Finally about 9 groups discuss the quiz with a faculty leader where we get more details on the material covered. They also kind of give us pointers on how to answer the questions and not fall for the wrong answer choices that may sound really good buy not be the "single best answer choice."
One nice thing is that for Team Learning and CBI, we switch groups after each block. This way we are very likely to work with everyone in our class at least once or twice.
I'm basing that both on what I got out of my interview at Tucson and the
Arizona Med Societies website. For example, the Clinical labs in which clinical thinking skills, physical exam skills, and practice on standardized patients, among other things, are said to occur "once or twice" each basic science block. Phoenix has a doctoring course which has near identical factors occurring every other week. One part of the Societies program that is quite interesting are the bedside teaching sessions, which make use of the University hospitals. I'm not sure how often these happen, though the page says they are the majority of the Societies experience. For simplicity I will copy from the website:
"These are the core activities of the Societies Program. In these sessions, your Mentor and Society Group will go to the bedside for an interactive teaching session. We utilize our main teaching hospitals to recruit patients for these sessions: University Medical Center, University Physicians Healthcare-Kino Campus, and the Southern Arizona VA Healthcare System. During these sessions, one (Year 1) or two students (Year 2) perform a history and physical on a hospitalized patient, while their Society Mentor and a peer observe and give feedback. The student then gives an informal presentation of the case to the rest of the group. The students who did not perform the history and physical will have an opportunity to ask the patient questions and perform key aspects of the physical exam. Afterwards, the Mentor and students have a small group discussion regarding differential diagnosis, clinical thinking, evidence-based treatment, and other clinical topics related to the case. Finally, the student who performed the history and physical the preceding week will give a formal presentation of their patient. A typed history and physical is due one after your patient encounter, at the time the formal presentation is given." (note: that last part seems like it's a CBI equivalent)
This reminds me of another big difference between the two campuses, which is that the Tucson campus is literally attached to the university hospital. For me, I plan on trying to get a good amount of shadowing type experiences in during the first two years, so not having to drive to different hospitals for these experiences seemed like a big plus. I think during third and fourth year it will also be nice to be right by the medical school for rotations, so we can go to the medical library or the student lounge.
All I would really say about this is that while it is really great to see hospital admissions in a clinical teaching setting like that, you're sure to get more than your fill of that during the clerkship years. The Longitudinal Clinic Experience at Phoenix is a very similar program except it occurs in a family medicine, outpatient setting which I think is more appropriate for first and second year students (warning: completely subjective personal opinion). In LCE, you are pared up with one preceptor in the community, and you become essentially an employee of their practice one afternoon every other week for two years. You see the exact same clinician mentor for two years. You see the exact same patient population for two years, and every single thing mentioned in that Societies section, from interviewing the patient, to discussing questions with the patient, to performing physical exams, you do. I'm not sure how much diagnosis or treatment goes on at the bedside in the Societies program, as these are patients already admitted to the hospital. In LCE, you are the first health care provider these patients will see, and so you are in on the ground floor of their treatment, often providing a differential diagnosis for you and your preceptor to work with. Now obviously as a three week old medical student I'm not there yet. We actually have four more weeks of the doctoring course before we begin LCE, but it's really cool to read the curriculum for LCE and see how week after week we will be taking on graduated responsibility after graduated responsibility as we learn all of the crucial physical exams, interview questions and history taking skills. One great thing about this is that no matter whether we have doctoring or LCE in a given week we have time to practice all of these things on actual patients. I can't honestly say if you have the same chance in Tucson. Someone else will have to answer that. One thing that I can say that makes all the difference in the world though is that LCE is one on one. You and your physician preceptor. No other students.
While I don't know how all the society groups do it, I know in my group we will be in the ER making different diagnosing decisions. While I agree that we'll get plenty of exposure to the hospital setting in the clinical years, I think its great to start there in the first two years too. For me, being in a chaotic ER doing my history and physical on those patients for two years before starting clinical rotations, I can envision no possible way for me to not be thoroughly prepared to kick butt third and fourth year. It may be more difficult than being in a family medicine setting initially, but those struggles early should hopefully help us avoid struggles later (not that I think Shep or any other PHX students will struggle).
Also, as I said before, we're not one on one like PHX with these experiences. I don't know how that is going to affect things, but I'm sure the faculty members can handle having a couple of us

. Oh, and another cool thing too is that in Tucson since we have the hospital attached we don't have to drive somewhere else, for these experiences (time saved in the car = extra time sleeping).
Well I should study for my CBI presentation, sorry for the length of the response! Feel free to PM me if you have any additional questions. I hope that someone from Tucson is able to give a balanced response because obviously I have a bit of bias. 🙂
Well, I hope that my response was fairly balanced, although I'll admit it is hard to stay balanced at times. I think both Shep and I are super excited about the programs at our respective campuses, and that excitement shines through as being biased towards our campus. Still, as I have said before both campuses have great programs in place. If you are lucky enough to be accepted to both campuses, you will probably end up having to choose based more on your gut feelings rather than based on some glaring differences between the campuses.
PS - Tucson has much better mountains and outdoor activities than Phoenix. Plus, we have slightly better weather (not quite as hot, a little more rain, lower night time temperatures, etc.).