Application Process

We’re looking for three letters of evaluation from letter writers who are familiar with your work ethic, passion, drive, and service. While we know your selection of letter writers may vary, we would ideally ask for:

• one letter from a health care professional who has observed you in a clinical setting
• one letter from a faculty member who has taught you in a hard science course
• one letter from an additional faculty member or a supervisor in a service setting

Letter packets and committee letters are also accepted. All letters must be sent through the AMCAS letter service.

Medical education requires that the accumulation of scientific knowledge be accompanied by the simultaneous acquisition of skills and professional attitudes and behaviors. Qualified applicants must demonstrate the cognitive and physical abilities, and behavioral and communication skills required to complete a rigorous curriculum and meet certain technical standards for medical students and physicians. A graduate of the Frist College of Medicine at Belmont University (FCoM) must have the knowledge and skills to function in various clinical settings and to provide a wide spectrum of care.

The FCoM acknowledges Section 504 of the 1973 Vocational Rehabilitation Act, PL 101-336 – the Americans with Disabilities Act (ADA) 1993, and the ADA Amendments Act of 2008 – PL 110-325, but ascertains that certain minimum technical standard must be present in prospective candidates.

In order to acquire the requisite knowledge and skills, students must possess both sensory and motor abilities that permit them to accomplish the activities described in these standards, with or without reasonable accommodations. A student must be able to effectively process information through their sensory functions, with or without a reasonable accommodation, and do so consistently, rapidly and accurately. Students must be able to learn, integrate, analyze and synthesize data. A student must be able to tolerate physically challenging workloads and function effectively under stress with an inclusive and diverse patient population. The responsibilities of medical students may require their presence and attention during daytime and nighttime hours.

Reasonable accommodations are modifications or adjustments to the tasks, environment or to the way things are usually done that enable individuals with disabilities to have an equal opportunity to participate in an academic program or a job (U.S. Department of Education, 2007). Providing accommodations cannot “fundamentally alter” the essential elements of a course or curriculum and/or create an “undue burden” requiring significant difficulty or expense on the institution (ada.gov).

A candidate for the M.D. degree must have aptitude, abilities and skills in five areas: 1) observation, 2) communication, 3) motor and sensory function, 4) intellectual, conceptual, integrative and quantitative ability, and 5) attitudinal, behavioral, interpersonal and emotional characteristics. Technical compensation can be made for some handicaps in these areas, but a candidate must be able to perform in a reasonably independent manner. The use of a trained intermediary would mean that a candidate’s judgement must be mediated by someone else’s power of selection and observation. Therefore, third parties cannot be used to assist students in accomplishing curricular requirements in the five skill areas specified above.

OBSERVATION

Students must have sufficient visual ability to be able to observe patients accurately from a distance and close at hand. They must be able to observe and participate in laboratory exercises and demonstrations in the foundational sciences. They must be capable of viewing and developing the skills needed to interpret diagnostic modalities. Students must be able to obtain a medical history and perform a complete physical exam, including detecting and interpreting non-verbal communication such as change in posture, body language, mood and facial expressions demonstrated by patients.

COMMUNICATION

Students must be able to communicate effectively, in writing and verbally in English, and must be able to speak with, understand, and establish a rapport with patients, families, fellow students, faculty, and other members of the health care team.

MOTOR AND SENSORY FUNCTION

Students must have sufficient motor and sensory functions to elicit information from patients by palpation, auscultation, percussion, and other diagnostic maneuvers. A student must be able to do basic laboratory tests, carry out diagnostic procedures and read EKGs and X-rays. A student must be able to execute motor movements reasonably required to provide general care and emergency treatments to patients. Such actions require coordination of both gross and fine muscular movements, equilibrium, and functional use of the senses of touch, smell, and vision.

INTELLECTUAL, CONCEPTUAL, INTEGRATIVE AND QUANTITATIVE ABILITY

Students must have sufficient cognitive abilities to master the body of knowledge comprising the curriculum of the FCoM. They must be able to recall large amounts of information, perform scientific measurements and calculations, and understand and learn through a variety of instructional modalities including, but not limited to, classroom instruction, small group discussion, individual and self-directed study of materials, preparation and presentation of written and oral reports, peer review, and assessment, as well as use of computer-based technologies. Students must demonstrate reasoning abilities necessary to gather, analyze, synthesize, and integrate information from varying sources efficiently and effectively. They must be able to measure and calculate accurately, and be able to perceive 3D relationships and understand the spatial relationships of systems.

ATTITUDINAL, BEHAVIORAL, INTERPERSONAL AND EMOTIONAL CHARACTERISTICS

Students must have the capacity to learn and understand ethical principles, professional standards for physicians, and state and federal laws governing the practice of medicine. Students must demonstrate the maturity, emotional stability, stamina, and sensitivity required to form effective relationships with patients, faculty, staff, colleagues, and all members of the health care team. They must exhibit honesty, integrity and dedication.

Students must have the capacity to effectively communicate with and provide care, in a non-judgmental manner, for individuals whose culture, spiritual beliefs, physical or mental abilities, sexual orientation, or gender expression differ from their own. They must be able to examine the entire patient, male and female, regardless of their social, cultural or religious beliefs. Students must have the capacity to develop the requisite skills needed to identify personal biases, reactions and responses as well as recognize differing points of view, and not allow personal attitudes, perceptions or stereotypes to compromise patient care.

Students must be of sufficient emotional and mental health to utilize fully their abilities, exercise sound judgment, and complete educational and patient care responsibilities safely, effectively, and with courtesy, compassion, and respect. They must be capable of modifying their behavior in response to feedback and evaluation. Students must exhibit adaptability and be able to work effectively under stress, and tolerate an often physically, mentally and emotionally taxing workload. They must also display flexibility and learn to function in the face of uncertainties inherent in the clinical environment. Student performance cannot be impaired by abuse of substances, including alcohol and drugs.

As a new medical school progressing through the accreditation process, we will not be accepting transfer students or awarding advanced standing.

The Virtual Interview Day is designed with two goals: for you to learn as much about us as possible and for us to get to meet you. Interviews for the inaugural class will begin in January and conclude by mid-April. All interviews will be conducted virtually. Candidates will receive detailed instructions on selecting and confirming an interview date via email.

About a week before your scheduled interview day, you will receive preparation materials for you to review prior to your interview. These videos, links, and other materials will help make sure the interview day will be tailored to your interests and how those interests would fit at FCoM.

The interview day will include both a 30 minute traditional open file interview and a structured interview designed to learn more about your personal attributes.

Within 4 weeks of completion of the virtual interview, admissions decisions will be communicated on a rolling basis.

Rather than requiring a monetary seat deposit, FCoM requires each accepted student to accept their seat in our application system. We also utilize the AAMC Choose Your Medical School tool to finalize the class in the spring.

Those offered admission to FCoM will be given instructions on required documentation and timelines for the following required immunizations: