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Preparing Students for Careers in Health Sciences: An Innovative and Collaborative Approach
 

Preparing Students for Careers in Health Sciences: An Innovative and Collaborative Approach

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From the Penn IUR and Penn GSE sponsored conference:...

From the Penn IUR and Penn GSE sponsored conference:

“Preparing Today’s Students for Tomorrow’s Jobs in Metropolitan America: The Policy, Practice and Research Issues"

May 25-26, 2011

Organized by Laura Perna, a professor in Penn GSE, and Susan Wachter, a professor in Penn’s Wharton School, “Preparing Today’s Students for Tomorrow’s Jobs” explores the most effective institutional and public-policy strategies to be sure high school and college students and adult learners have the knowledge and skills required for future employment.

“The conference addresses such critical questions as: How do we define success with regard to the role of education in preparing students for work?” Perna said. “How well are different educational providers preparing future workers? What is the role of public policy in improving connections between education and work?

“It seeks to improve our understanding of several fundamental dimensions of this issue through insights from federal, state and local policy leaders, college administrators and researchers.”

Guest speakers include Eduardo Ochoa, assistant secretary of the U.S. Department of Education; former Pennsylvania Gov. Edward Rendell; Lori Shorr, chief education officer to Philadelphia Mayor Michael Nutter; Charles Kolb from the Committee for Economic Development in Washington, D.C.; Claudia Neuhauser from the University of Minnesota; Bethany Krom from the Mayo Clinic; and Harry Holzer from Georgetown University.

“Much recent attention focuses on the need to improve high school graduation and college degree completion. But, relatively less attention has focused on whether graduates and degree recipients have the skills and education required by employers,” Perna said.

The event is sponsored by the Penn’s Pre-Doctoral Training Program in Interdisciplinary Methods for Field-Based Research in Education, with funding from the U.S. Department of Education’s Institute for Education Sciences in collaboration with Penn’s Institute for Urban Research.

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    Preparing Students for Careers in Health Sciences: An Innovative and Collaborative Approach Preparing Students for Careers in Health Sciences: An Innovative and Collaborative Approach Presentation Transcript

    • Preparing Students for P i St d t f Careers in Health Sciences: An Innovative and Collaborative Approach May 26, 2011Bethany Krom, Mayo School of Health Sciences Claudia Neuhauser, University of Minnesota
    • ‘The glory ofmedicineis that it is constantlymoving forward, that g ,there is always moreto learn.’‘The ills of today donot cloud the horizonof tomorrow but actas a spur to greater p geffort.’ Dr. William J. Mayo
    • Mayo ClinicFirst integratedgroup practicePrivate -Nonprofit1,050,0001 050 000patients56,100employeesMulti-Multi-campus
    • Mayo Clinic Model of CarePractice,Practice Education & ResearchPatient focusedValues based
    • Why Education at Mayo Clinic? Our heritage Our students Our staff Our workforce To share the Mayo Clinic Model of Practice, Education and Research
    • College of MedicineMayo Graduate SchoolMayo Medical SchoolMayo School of Graduate Medical EducationMayo School ofContinuous Professional Development pMayo School of Health Sciences
    • College of Medicine–A t Anatomy – MayoExpert– Education – Microskills Lab Technology T h l – Offi for Diversity Office f Di it– Funding Office – Proceedings– Hi t History of Medicine f M di i – Publications– Humanities in – Quality Academy Medicine M di i – Simulation Center– Library
    • Medical EducationIntegrated & comprehensiveCompetency basedApplied learning pp g
    • Medical EducationHLC & programmatic accreditation p gEmployment preparationMayo Cli i M d l of CM Clinic Model f Care
    • U.S. Bureau of Labor StatisticsUS 2008- 2008-2018Fastest-Fastest-Growing Job Sector – Health Care and Social Assistance 21% – Average – All Industries 10%
    • Opportunities for Medical EducationChanging population demographicsMeeting dM ti and matching th need t hi the dCost of clinical educationAvailable clinical education sitesProgrammatic accreditationTeaching teamworkPreparing students for the futureP i t d t f th f t
    • University of Minnesota Rochester Creation Story Community need Minnesota Governor Pawlenty University proposal – Innovative & non-duplication non- –SSignature programs – Research University of Minnesota Rochester – BS in Health Sciences in 2009 – BS in Health Professions in 2011
    • PREPARING STUDENTS AT THEUNIVERSITY OF MINNESOTAROCHESTER
    • About the University of MinnesotaFounded in 1851, the Universityyof Minnesota is a presencethroughout the state with fivecampuses and numerous presearch and outreach centers.Rochester campus mission– The University of Minnesota Rochester promotes learning and development through personalized education in a technology-enhanced technology- Rochester environment. [ ] Th University of i t […] The U i it f Minnesota Rochester serves as a conduit and catalyst for leveraging intellectual and economic resources in Rochester and southeastern Minnesota […].
    • University of Minnesota Rochester ( (UMR) ) Established in 2006 Small campus – Center for Learning Innovation – No departments Focus on health sciences Programs Programs – B.S. in Health Sciences – B.S. in Health Professions – Ph.D. and M.S. programs in biomedical informatics and computational biology p gy – Partnership programs
    • University of Minnesota Rochester ( (UMR) ) Established in 2006 Small campus – Center for Learning Innovation – No departments Focus on health sciences Programs Programs – B.S. in Health Sciences – B.S. in Health Professions – Ph.D. and M.S. programs in biomedical informatics and computational biology p gy – Partnership programs
    • The Changing Face of Health Sciences Sciences Personalized P li d medicine Importance of p Genomic Data society and culture Drug Design Collaborative environment Evidence- Evidence-based decision making Source: Flickr® www.biochem. arizona.edu – Data-rich Data- environment
    • Need for Curricular ChangesUnderstanding not only the complexity of g y p yliving systems but also the complexity ofhuman behavior and societies in a culturallydiverse worldDeeper preparation in quantitative andanalytical thinking y gCollaborative skillsOral/written communication skillsAbility to effectively and critically evaluateinformationWorking in diverse and global teams
    • A New Science of LearningLearning with understanding– Textbooks emphasize facts and tests emphasize memorization– Organization of knowledge around concepts– “useful knowledge”Pre-Pre-existing knowledge– Construction of new knowledge g– Role of misconceptionsActive Learning– Metacognition g– Control of one’s learningCognitive science approach (late1950s) Source: NRC 2000 How People Learn
    • NRC 2003: BIO 2010 Preparing future biomedical researchers – Deeper preparation in the physical and mathematical sciences – Interdisciplinary – Research focused – New pedagogy
    • Top Down to Participatory Old Hierarchical Model— Model— pushing information – Knowledge dissemination from expert to layperson – Li it d access t sources of Limited to f information New Participatory Model— Model— posting and pulling information – Communication – Sharing – Collaboration – Mobility Alberts & Hayes 2003. Power to the Edge
    • UMR Model of EducationUMR has no departmentsThe Center for Learning Innovation (CLI) is the singleacademic unitThe CLI promotes a learner-centered, technology-enhanced, learner- technology-concept-drivenconcept-driven, and community-integrated learning community-environmentFaculty from across disciplines deliver a synergistic academicprogram, the B.S. in Health Sciences, to prepare students fora wide variety of careers in the health sector– Design faculty (T/TT) design, implement, and deliver the curriculum and have a mandate to engage in research on learning– Student-based faculty (instructors) implement and deliver the Student- curriculum and serve as tutorsEmphasis o co p e e s e assess e t p as s on comprehensive assessment
    • Pathways to Careers B.S. in Health Sciences B.S. in Health Professions Capstone B.S. in Health Sciences Transfer Common Lower DivisionExploration in lower division– Common curriculum– Capstone developmentIntegrated exposure to careers– Moving beyond “doctors and nurses” doctors nursesFinish in Four
    • B.S. IN HEALTH SCIENCES
    • Key Features IRigor and relevanceConnecting to their life experiencesIntegrated career exploration– Exposure to professionals in the fieldCommunity integration– Service learningFostering learning in a networked world (cyberlearning)– Creative problem solving with authentic data sets– Learning outside the classroom Collaborative tools Curriculum accessible from anywhereLifelong skills and adaptability– Collaboration– Oral/written communication– C iti l thi ki / Critical thinking/reasoning i
    • Key Features IICommon and integrated lower division academiccurriculum i l– Statistics and philosophy– Ethics– Sociology and psychology– Chemistry, physics, biology– History, literature yIntegrated writingProject-Project-basedIntegrated career exploration– Year-long exploration with expert panels Year-Upper division capstone
    • Integrated Career Exploration •Integration across the disciplines Integration •Integrated and personalized career exploration
    • Upper Division CapstoneCohesive set of courses and experiences to prepare students for thecareer of their choice– Research (University, Research Institutes, Mayo Clinic,…)– Allied Health Certificate (Partnership with Mayo Clinic)– Internship ( p (Partnerships with industry, community organizations,…) p y, y g , )Sophomores– Career explorations and professional panelsSophomores/Juniors: Capstone preparation seminar– Th Thematic Seminars ti S iJuniors– MCAT, PCAT, GRE,…– Capstone proposalSeniors– Capstone
    • Thematic Seminar: Hope, Hype, Communication and MedicineInstructor:Instructor: Professor Molly DingelThis course seeks to illuminate the role played by a variety ofdifferent professions including doctors nurses technicians, and professions, doctors, nurses, techniciansmedical journalists, in communicating medical knowledge to patients journalists,and the public. In the first half of the course, we will explore howmedical knowledge is translated between patients and healthcareproviders,providers, with a focus on the intersection of medical knowledgeand hope: when is hope useful for patients? Can hope cloud a hope:patient’s ability to assess and understand their prognosis, treatmentoptions, or decision to participate in clinical trials? In what ways canhope interfere with realistic conversations between healthcareproviders and patients about death? What are differences in how avariety of healthcare providers communicate to patients about hopeand death? In the second half of the course, we will focus on therelationship between scientific and media discourse. Students will discourse.examine the process of science/medical writing in the media, andexplore how science and medicine get translated and communicated toa broader public audience. In this part of the course, students willcomplete an in-depth comparison of a media story and the original in-scientific research and press releases to identify the waysdiscourses changes as information moves into the public realm.
    • B.S. IN HEALTHPROFESSIONS
    • GoalsPrepare students for health professioncareersAddress identified regional needs in healthprofessionsProvide thP id pathways f transfer students for t f t d tupon completion of identified lowerdivisiondi i i coursework k
    • Key Features IProgram will be j g jointly delivered by UMR and y yMayo School of Health Sciences facultyUniversity of Minnesota Rochester will providestudent services and academic coursework tocomplement the clinical education provided byMayo School of Health SciencesMayo School of Health Sciences will provide theclinical education (both didactic and clinical (bothrotations) as well as student services and fullaccess to Mayo resources available to MayostudentsFirst class admitted for Fall 2011
    • Key Features II2-year certificate programs– Echocardiography– Sonography– Radiography– Respiratory C R i t CareIdentified regional needJunior admittingSame entry requirements for all tracksS t i t f ll t k– Students do not decide on track as freshmenShared responsibilities– Leveraging each other’s strengths– Avoiding duplicationB.S. degree prepares students to advance in their professionand to continue their education
    • Discussionhttp://www.mayoclinic.com/ http://www.r.umn.edu/