muzikbuf said:i've been over the pros and cons out the wazoo, and still am no closer to making a decision. I know i have time, second look and all...
desiredusername said:Well, what are you two looking for in a med school? What can we do to put you in a med school today?
Let's brainstorm (I'm in the same position as you, CP). Location? Curriculum? Cost? Sexy? (You can't deny the sexy.)
For me, I just really like DC. To me it is the most interesting city in the world. Sounds trite, doesn't it? But that sort of visceral response is my driving force and it's difficult to dissuade me.
Embily123 said:Tigress, why do you think IFM is so unique? it seemed pretty similar to some other schools i have visited... what did i miss? (If i went there though, i would probably do PIL, unless you convince me otherwise ).
tigress said:IFM is loosely symptom-based, which is pretty much systems-based but with a twist. Basically all of the courses are taught at the same time throughout the year (although some are shorter, like immunology, and only last part of the year). This differs from the block system used by many schools. Like medstylee said, the courses are tied together. So when you learn cardiovascular gross anatomy you'll also learn cardiovascular histology and genetic basis of cardiovascular development and defects, etc. This works better for some things than for others, but in general it really prepares students to think about the body in an integrated manner, rather than just biochemistry, just anatomy, and so on. Not to mention the absolute dedication of the teachers. Drexel was just re-accredited, and dedication of faculty was one thing the LCME specifically praised for Drexel.
I don't think PIL would work for me at all, but it's good to have the option for somebody who would learn well that way. I don't know much about their curriculum, though, because I've only talked to students about it for a little while.
edit: I didn't mention the resources. This is one of the main reasons I would want to go to Drexel. At the beginning of each module, or section (e.g. 1st year has the Chest Pain module, the Missed Menstrual Period module, etc. -- again, named for the symptom-based curriculum), the students are handed a huge stack of notes for the module. Most of them are actual typed notes, though some are just PowerPoint slides. A lot of the students actually learn mostly from the module notes themselves and use books only for supplement, and sometimes the notes are sufficient enough to not need the actual class. This is extremely convenient. And if you realize you really do need to understand something better, either after having gone to the class or after you missed it to study on your own, you can then go online and watch the video of the class. Everything is just set up to make it as easy to learn as possible.
muzikbuf said:anyone swaying towards GW?