You will begin the first 18 months of medical school in the Pre-Clerkship Phase, which focuses on establishing foundational medical knowledge. During this phase, you will also have the opportunity to utilize dedicated enrichment weeks for career exploration, scholarship, or additional degree/certificate programs. 

Foundational science courses

The primary academic focus of the first six blocks is the foundational sciences. Faculty combine didactic lectures with active learning to deliver engaging content in human structure and the principles of disease.

• Anatomy. The design of the anatomy course is based on the educational principles of active learning using a team-based approach that is aligned within the authentic patient-centered environment. The hybrid remote learning platform includes: Synchronous (live remote teaching and learning), asynchronous (pre-recorded sessions), and contiguous (personal, in-lab guided,-self-directed sessions). The platform is designed to provide technology-focused learning, with a curriculum based on traditional core components of current practices in anatomy education.
• Biochemistry and genetics. Biochemistry and medical genetics represent both basic and clinical sciences, with extraordinarily rapid advances in emerging “bench” data leading to “bedside” application. Students will acquire a knowledge base of fundamental principles and approaches to serve as a foundation for continued learning in later blocks and throughout their clinical practice.
• Histology. The histology course will guide students in learning the basic principles and facts about the microscopic anatomy of the cells and tissues of the human body. This comprehensive course is primarily laboratory-oriented with short briefing sessions and team-based activities. Students will learn basic facts and concepts about cells and tissues from the laboratories, briefing sessions and the assigned reading. In the laboratory portion, students will develop and practice the skills of observation and interpretation using virtual microscopy. Students will learn to analyze and evaluate the organization of tissues in relation to their function and role in organs.
• Immunology. The immunology course covers fundamentals of immunology and clinical applications. Typical instructional days consist of a micro-lecture, board question session, and worksheets. Students will learn about the immune system and practical skills for clinical practice.
• Microbiology. During the microbiology course, students will be introduced to a large number of microorganisms, including bacteria, viruses, prions, protozoa, helminths, yeast, and filamentous fungi. The focus will be on those that are important causes of human disease. As each organism is introduced, its microbiology, as well as the disease it causes, including its epidemiology, pathogenesis, immunity, and clinical manifestations, will be presented. Diagnosis and prevention (with a special emphasis on vaccination) of infection will be overviewed. Antimicrobial therapy will also be presented. A series of special topics in infectious diseases, including immunization, infections in the immunocompromised host and in those with primary immunodeficiency syndromes, and bioterrorism, will be presented. This section also follows outbreaks in the U.S. and/or the world, to understand the relevance of the information being taught in the course to real life.
• Pathology. During the pathology and cell biology portion of this course, structure-function relationships that dictate cellular homeostasis and the basic reactions of cells and tissues to abnormal stimuli that underlie all disease states will be emphasized. The structural and functional consequences of such abnormal stimuli will be considered at the level of the cell, the tissue, and the organism. The emphasis of this course will be on disease processes rather than specific disease entities. The material will be presented as lectures, laboratory sessions, case studies, and discussions. The lectures will be used to provide an overview of new topics and to provide basic science correlation. Structure-function relationships will be highlighted at the beginning of each unit. Laboratory sessions will consist of a series of clinical case histories to be studied in conjunction with a set of images taken from light microscopic slides.
• Pharmacology. The medical pharmacology course presents a foundation for the use of chemical and biologic compounds to improve a patient’s sense of wellness or duration of lifespan by modifying the course of disease, inborn errors of normal physiology, or the effects of exogenous toxins. The course includes a systematic review of the effects of drugs on organ systems, disease processes, the mechanisms by which substances produce beneficial and toxic effects, and the factors influencing their absorption, distribution, and biological actions.

Systems courses

After you complete the foundational sciences, advanced content is then explored, organized primarily by organ system. This approach integrates anatomy, physiology, and pathology to teach the following systems:

• Nervous system and neurosciences. The neuroscience course includes topics on neuroanatomy, neurophysiology, neurochemistry, neuropharmacology, neuropathology, psychopathology and psychopharmacology. The neuroscience course will help students understand the mechanisms, causes, and treatment of many diseases that may been countered during later training and career as a physician. The inclusion of all these diverse neuroscience topics in our limited timeframe poses unique challenges and opportunities for both students and faculty. Students will have the opportunity to incorporate knowledge on the nervous system in a coherent, patient-oriented fashion and complete a neuro-focused H&P on a standardized patient.
• Psychiatry. The psychiatry course builds upon knowledge learned in the neuroscience course and the Disruptions in Development course. This clinically focused course aims to improve students’ understanding and ability to interview patients in any care setting or specialty. Psychiatric illnesses are highly prevalent primary and co-morbid conditions; and regardless of your chosen specialty, students will need to start fostering their individual interviewing style. During this course, students will learn to recognize, describe, and better understand psychiatric illnesses through a combination of didactic (lecture) presentations, interactive learning in case-based discussion, and patient interviews in small groups.
• Renal system. During the nephrology course, students will learn about renal physiology, pathophysiology, and medicine. Much clinical integration will occur. This course will discuss issues related to health care economics, public and global health, and ethics. Many different teaching modalities will be used, including lectures, small group teaching, small group reflections, and bedside teaching.
• Cardiovascular system. The cardiology and vascular medicine course provides students with fundamental knowledge of the cardiovascular system in health and disease. The first portion of the course will focus on normal cardiovascular anatomy, physiology, and biochemistry. This information will subsequently be built upon in later lectures and seminars that will concentrate on the pathophysiologic aspects of cardiovascular disease and clinical syndromes. The integrated teaching approach to the cardiovascular system will facilitate comprehension and retention of important concepts while providing students with a basic foundation in cardiovascular diseases to build upon during the following years of medical school and residency.
• Respiratory system. The pulmonology course provides students with a fundamental knowledge of the respiratory system in health and disease. In the process of learning the parts and what they do and how they become diseased, faculty hopes to convey just how awe-inspiring the respiratory system is. The first portion of the course will focus on normal pulmonary anatomy and physiology. This information will be built upon in later lectures and small group experiences that will concentrate on the pathophysiologic and clinical aspects of lung disease. The goal of the course is to provide an integrated teaching approach to the respiratory system that will facilitate comprehensive understanding and retention of important concepts, and to provide students with a basic foundation in pulmonary diseases for expansion in later years.
• Hematology. The hematology curriculum includes an introduction to the clinical and pathophysiological aspects of hematology. The basic format of the course consists of lectures followed by case discussions in small groups. On selected days, there may be patient interactions after the lecture. There will be opportunities for self-directed learning and formative assessment questions. The case study sessions will reinforce the clinical relevance of the pathogenesis of disease by integrating the clinical and pathological aspects of selected cases.
• Musculoskeletal system and rheumatology. This course provides a broad overview of musculoskeletal medicine and rheumatology, encompassing specialties of rheumatology, orthopedics and physical medicine. The curriculum will assist in understanding how genetic predisposition, immune dysfunction, and infectious agents impact the structure and function of the many organ systems involved in rheumatologic and musculoskeletal disorders.
• Reproductive and urinary systems. The reproduction and genitourinary health block includes content related to obstetrics, gynecology, and urology. Students will be taught a fundamental knowledge of the gynecological system in both healthy and diseased states. In the urology portion of the course, students will focus on the structure, function, and disease of the genitourinary tract, with unique emphasis on the male system, although female patient representation is found throughout the course. A comprehensive overview of urologic disease and conditions focus on more common presentations of several diseases through clinical integrations.
• Endocrine system. The endocrinology course provides students with an understanding of how the endocrine system functions while healthy as well as the problems that can occur with disease. The content of the course has been selected to provide students with the foundation of knowledge and skills needed as a physician to recognize, evaluate and manage endocrine diseases. Students will have an opportunity to learn in both the lecture and small-group setting. The lectures will primarily be used to provide an overview of endocrine physiology in health and disease. The main focus of the small group sessions is to allow students to apply knowledge to patient care.  Radiology, pathology and pharmacology will be integrated into the lectures and small groups, and in some cases be stand-alone sessions.
• Gastrointestinal system. The gastroenterology and nutrition course will highlight the major concepts of gastrointestinal physiology, pathology, and nutrition. Lectures will emphasize basic pathophysiologic principles and the clinical management of common disorders. Small group sessions will reinforce the clinical relevance of physiology, pathophysiology, and pharmacology through case-based learning.

In addition to foundational and systems-based coursework, students complete focused instruction in emerging tools and approaches that support modern clinical practice:

• Artificial intelligence in healthcare. The Artificial Intelligence in Healthcare course introduces students to core concepts and clinical applications of AI in contemporary medicine. Students review common approaches used in healthcare and examine how AI tools are evaluated, including performance metrics, validation, and limitations related to data quality and generalizability. Clinical applications are explored through examples in diagnostic imaging, digital pathology, clinical decision support, and healthcare workflows. Ethical and professional considerations are integrated throughout the course, including bias and fairness, transparency, privacy, and appropriate clinical oversight. The course also addresses responsible use of generative AI in education and research-related activities. Instruction includes interactive lectures, clinical case discussions, and applied exercises to support critical appraisal of AI tools and their role in patient-centered care.

Clinical integration

In accordance with the Mayo model of care, emphasis is placed on developing and honing your clinical skills beginning immediately upon matriculation. Longitudinal clinical skills courses teach basic principles of interviewing, history taking, and physical examination. You will develop a clinical foundation, acquire skills of observation and physical diagnosis, and attain the foundational skills needed to enter the Clerkship phase of the curriculum.

You will evaluate patients under the guidance of a preceptor in a variety of clinical experiences:

• Internal medicine
• Pediatrics
• Clinical integration with blocks (for example, seeing dialysis patients while learning about the renal system; practicing cardiac assessment skills on the Harvey manikin at the Mayo Clinic Multidisciplinary Simulation Centers during the circulation block)

You will also learn valuable teamwork and leadership skills and become a healthcare systems thinker as you study health equity, policy and economics, population health, bioethics, and healthcare delivery administration.

United States Medical Licensing Examination (USMLE): Step 1

Dedicated study time is provided during the final six months of year two to prepare for the United States Licensing Examination (USMLE) Step 1.