Student Spotlight

Rasa Rafie, OMS II

Class of 2022

  • Hometown: San Diego, California
  • Undergraduate Studies: Bachelor of Science degree in Cell Molecular Biology (Graduate Studies: Master of Science degree in Global Medicine)
  • Clubs and Activities: Lead Peer Mentor, Member of the Global Medicine Track, Member of the Days of Diversity Committee

Why did you choose RVUCOM? Feeling a sense of community in my medical school was really important to me. I attended a Meet and...
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Faculty Spotlight

Mark Wardle, DO, FAAFP

Director of Medical Spanish Elective on the Southern Utah Campus
Co-Director of the Global Medicine Track on the Southern Utah Campus
Assistant Professor of Primary Care Medicine

  • Hometown: Tracy, California
  • Undergraduate Studies: Zoology and Pre-Med at Brigham Young University
  • Graduate Studies: Touro University College of Osteopathic Medicine in California; Family Medicine Residency in Utah Valley; and Rural Medicine and Faculty Development Fellowship.

What classes do you teach? I teach in both years of Primary Care Medicine, am the Director of the...
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Academic Support Services

The Office of Academic & Career Counseling provides educational support designed to enhance student learning at RVU.  Services are offered through individual consultation tailored to meet the individualized academic needs of the student and integrated with the course curricula.  Regularly scheduled small and large group sessions provide proven strategies to prepare and enhance academic performance. Services include study skills assessment along with intervention strategies, tutoring, ADA accommodations and preparation for licensure exams.

Career planning begins at admissions and continues through medical school.  Our counselors work collaboratively with students to answer questions and concerns regarding the career decision-making process. Individualized career counseling sessions help students select specialties, create personal statements and CVs, as well as prepare for audition externships, interviews, and residency. Students are directed to useful resources to achieve professional goals and develop meaningful careers.

R. David Roos, EdD, MBA
Assistant Dean for Student Affairs
(435) 222-1252

Quin Monson, MBA
Academic & Career Advisor
(435) 222-1269

Bryan L. Walker, MS
Academic & Career Advisor
(435) 222-1236

One-on-One Consultation

  • Confidential individual consultation regarding learning styles, study skills, time management, and academic performance
  • Diagnostic evaluation of study practices and their effectiveness
  • Structured intervention to increase learning productivity and efficiency
  • Individual preparation for courses, clerkships, and licensure examinations
  • Referrals to on- and off-campus professionals
  • Information about resources to enhance learning
  • Assistance with learning disabilities

Assessment/Individualized Educational Guidance and Planning

  • Study skills strategies
  • Test-taking strategies and test analysis
  • Time management strategies
  • Reading
  • Resources
  • Additional support services

Board Review Preparation

  • Developing individualized study plans
  • Resources via materials, videos, question banks, practice tests
  • Study prep sessions by faculty and outside experts
  • Individualized licensure exam prep support

Bryan L. Walker, MS

Career & Academic Support Advisor

Quin Monson, MBA

Career & Academic Support Advisor

Passion is your life juice and, without it, expect a very bland existence- Myrza Sison

The Careers in Medicine (CIM) program is a valuable tool in assisting students in residency exploration. During the first year, students complete the CIM assessments; the results of these assessments provides a platform to grow from. Even though students shouldn’t feel pressured to know what specialty they are interested in at this point of their medical school journey, this data provides a base to work from and to discuss the nuances about each specialty during their advisement appointment. CIM also provides information about all specialties such as competitiveness, length of training, ideal board scores, salary, etc.

Workshops are provided throughout the year to teach students how to utilize the CIM website and its resources. Students that attend the workshops are invited to the exclusive Speaker Series Events in which they are exposed to multiple specialties at one time. This will ultimately provide students with a holistic perspective and early exposure to assist in deciding which specialties they are truly interested in. Furthermore, the speaker series are intended to provide networking opportunities as well. We hope that the wisdom and life experiences of our guest speakers will guide our students to a specialty that will “fit” them best. By devoting time by exploring the CIM websiteattending the CIM workshops and speaker series, students will be better prepared not only for their advising appointments, but be better informed about residency.

  • Available at no cost to students
  • Individual and group sessions available
  • Tutoring supports courses and labs
  • To schedule a session with a tutor, please visit the student iNet

Students are required to meet the technical standards set forth by the college/program in which they are enrolled, if applicable, with or without reasonable accommodations. RVU complies with federal and state law prohibiting discrimination against any applicant or enrolled student on the basis of race, color, religion, sexual preference, age, disability, or other protected status. In accordance with its obligations under the Americans with Disabilities Act of 1990 and Section 5.04 of the Rehabilitation Act of 1973, RVU does not discriminate against qualified individuals with disabilities in admission or in access to programs and activities.

A person with a disability is someone who has a physical or mental impairment that limits substantially one or more major life activity, such as caring for one’s self, performing manual tasks, learning, walking, seeing, hearing, breathing, and working; has a record of such an impairment; or is regarded as having such an impairment. Although students with temporary illness or injury are not considered disabled by law, every reasonable effort to accommodate their needs will be exercised.

All requests for accommodation are evaluated on a case-by-case basis. This evaluation includes the review of clinical documentation and a determination of the reasonableness of the accommodation requests. Primary clinical documentation or other diagnostic information held by the RVU Disability Officer (the Director of Educational Support) is kept confidential and is released to a third party only with the student’s written permission or as required by law. General information about a student’s disability and accommodation request/s, however, may be shared with other RVU officials or, in limited circumstances, with third parties who have a legitimate need to know. The student’s disabilities file is maintained by the Disability Officer and is held separately from the student’s official academic record.

Although disclosure of a disability may not be necessary or appropriate for some, those who seek reasonable accommodations from RVU must follow the procedures outlined below.

To ensure complete documentation to support your need for accommodations, RVU will need “documentation of recent medical, psychological, psychometric, or educational assessment, including the date administered and evaluated by a qualified professional and the credentials of the professional performing the evaluation and testing. Documentation presented must be not older than 24 months prior to the date of the request for accommodations.”

  • The clinician providing the documentation must be qualified to make the diagnosis in the area of specialization and may not have a personal relationship with the student.
  • Documentation and evaluation conducted by a qualified professional must include:
    • A specific medical diagnosis or the physical, mental or learning disorder
    • A description of how the diagnosis was confirmed based on established diagnostic criteria. Diagnostic testing and methods must be those currently utilized in professional practices within the relevant field
    • A description of how the diagnosis impacts a major life activity including education and the expected duration of the limitation
    • The medical and educational history of the disability.
    • Specific, realistic recommendation(s) for accommodations with a rational for the recommendations.

Request for ADA Accommodations Application (Word)