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School of Medicine:

Training Tomorrow’s Physicians Today

University of California, Irvine's School of Medicine nurtures the development of medical students, resident physicians and scholars in clinical and basic sciences. Your support can help outstanding medical students become exceptional physicians – individuals who may one day care for your community or discover a life-saving treatment that helps someone you know. Here are just a few of the programs that could benefit from your support:


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  • iMed Education helps students learn the way they live – digitally. The program, which provides a full year of curriculum on a tablet computer, fosters individualized and small-group learning for a richer medical school experience. UC Irvine School of Medicine was one of the first completely digital, interactive medical school learning environments in the nation.
  • A 3,000 square foot Simulation Center serves as a state-of-the-art training facility that can simulate an emergency department trauma bay, a full-scale operating room, a critical care unit or a patient ward.  Students train on adult and pediatric mannequins, Advanced Cardiac Life Support mannequins, and Laerdal and METI patient simulators.
  • Ultrasound in Medical Education allows medical students to develop ultrasound skills at the point of bedside care. Ultrasound in Medical Education relies on portable devices to enhance the learning experience for students and, potentially, improve the quality of patient care.

If you prefer to help wherever the need is greatest, please designate your gift to the Dean’s Excellence Fund. This unrestricted fund help students, residents and scholars “Discover. Teach. Heal.” through investment in such programs and activities as: the Dean’s Triumvirate Grant which fosters scientific collaborations across disciplines; scholarship programs for the best and brightest medical students and pre-med high school students; TechPortal Orange, an incubator for biomedical start-up companies; and iMed education in the Anatomy laboratory. 

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