Institute for Minority Physicians of the Future and IVMS Courseware Executive Summary
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Institute for Minority Physicians of the Future and IVMS Courseware Executive Summary

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IMPF is a collective voice of African American, Native American, Hispanic American and progressive European American physicians and medical scientists. IMPF believes that the root cause of minority ...

IMPF is a collective voice of African American, Native American, Hispanic American and progressive European American physicians and medical scientists. IMPF believes that the root cause of minority under-representation in United States medical schools is academic disadvantage borne by lack of access to high-quality high school and college preparation. Consequently, IMPF mission is to become a leading organizational force for parity in medical education by helping minority students develop the skills that will enable them to compete on a more equal footing in the medical school admission process, and once in medical school, provide them with learning aids from the best medical education communities around the world. The Institute for Minority Physicians of the Future elucidates, distills and fuses educational psychology, information technology and undergraduate medical education data; and then develops programs, projects and products that serve to increase recruitment, admission and retention (RAR) of Under-represented in Medicine (URM) in major United States medical schools. The ultimate goal being for these students to defend, define and develop medical careers that will be committed to the elimination of health disparities in racial/ethnic minorities and the poor.

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Institute for Minority Physicians of the Future and IVMS Courseware Executive Summary Institute for Minority Physicians of the Future and IVMS Courseware Executive Summary Document Transcript

  • INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE IMPF HOME OF IMHOTEP VIRTUAL MEDICAL SCHOOL | drimhotep Home About us PowerPoints| eNotes Sharping Professionalism Series Minority Health Education Blog Digital Library Mini-Med School Course drimhotepTV|Pre-Med ANS and CV Pharm Course Testimonials drimhotep Network Who Was Imhotep Undergraduate Medical Education committed to the elimination of health disparities in U.S. racial / ethnic minorities and the poor.
  • Institute for Minority Physicians of the Future Marc Imhotep Cray, M.D. Founder and Director, OME “THE drimhotep PROBLEM STATEMENT VIDEO” “ONE PHYSICIAN EDUCATOR’S SOLUTION” The Institute for Minority Physicians of the Future: drimhoteptv's Channel @ You Tube IMPF and IVMS Courseware- Executive Summary-2014 Updates Page 2
  • Institute for Minority Physicians of the Future Marc Imhotep Cray, M.D. Founder and Director, OME Mission, Vision and Core Strategy Mission Statement THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE is a collective voice of African American, Native American, Hispanic American and progressive European American physicians and medical scientists. IMPF believes that the root cause of minority under-representation in United States medical schools is academic disadvantage borne by lack of access to high-quality high school and college preparation. Consequently, IMPF mission is to become a leading organizational force for parity in medical education by helping minority students develop the skills that will enable them to compete on a more equal footing in the medical school admission process, and once in medical school, provide them with learning aids from the best medical education communities around the world . The Institute for Minority Physicians of the Future elucidates, distills and fuses educational psychology, information technology and undergraduate medical education data; and then develops programs, projects and products that serve to increase recruitment, admission and retention (RAR) of under-represented minorities (URM) in major United States medical schools. The ultimate goal being for these students to defend, define and develop medical careers that will be committed to the elimination of health disparities in racial/ethnic minorities and the poor. Vision Statement THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE is a national professional educational organization representing the interest of minority high school and college students with the aptitude and desire to become physicians and medical scientists. Established in 1999, the collective body is committed to the vision of improving the health and well-being of future U.S. generations by increasing the minority physician/medical scientist workforce in such a way that the professions of medicine and biomedical research are reflective of the racial/ethnic profiles of the people physicians and medical scientists will serve. IMPF’s vision is directly linked to the AAMC data minority physicians are four times more likely than are others to practice in undeserved communities. Such communities are more frequently than not overwhelmingly populated by racial/ethnic minorities. Core Strategy THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE’S core strategy is to identify, inform, recruit, assist, advise and educate promising African-American, Native-American, and Hispanic-American, high school and college students in order to increase the number of minority medical students and PhD candidates in United States medical schools. “Come on and chill with us on the Atlantic Ocean during our annual retreat and at the same time learn what it means to become a healer and medical scholar in the 21st century”. IMPF and IVMS Courseware- Executive Summary-2014 Updates Page 3
  • Institute for Minority Physicians of the Future Marc Imhotep Cray, M.D. Founder and Director, OME Undergraduate medical education tutorials and USMLE preparation (Steps 1, 2 and 3) in a Web 2.0 environment ABOUT IMHOTEP VIRTUAL MEDICAL SCHOOL / A Institute for Minority Physicians of the Future Product A WEB-BASED UNDERGRADUATE MEDICAL EDUCATION STUDENT COMPANION DESIGNED, DEVELOPED,WRITTEN AND CURATED BY MARC IMHOTEP CRAY, M.D WHAT IS IMHOTEP VIRTUAL MEDICAL SCHOOL A digitally tagged and content enhanced replication of the United States Medical Licensure Examination (Step 1, 2 or 3) Cognitive Learning Objectives. Hyperlinks are authoritative and reliable public domain reusable learning objects(RLOs), along with web interactive PowerPoint-driven multimedia shows, comprehensive hypermedia basic medical science learning outcomes and detailed, content enriched learning objectives. Tools/methods include (Demonstration folder): Illustrated HTML Notes and PDF PPT Presentations /PPS Concise, Cogent Word Document NOTES Mini-Tutorials Animations, Simulations and Videos Virtual Labatories Pictures, Images and Photos Laboratory Slides and Micrographs Concept Maps and Schematics Case-Based Learning (CBL) Exercises USMLE Mirrored Practice Examinations CLICK HERE TO VISIT OUR BASIC MEDICAL SCIENCES TUTORIALS LIBRARY Contributing Member since 2007 DR. CRAY'S MERLOT PROFILE RESEARCH PROJECT HOME PAGE IMPF and IVMS Courseware- Executive Summary-2014 Updates Page 4
  • Institute for Minority Physicians of the Future Marc Imhotep Cray, M.D. Founder and Director, OME WHY IMHOTEP VIRTUAL MEDICAL SCHOOL (See The Purpose and Utility of Imhotep Online Medical School) We intend to serve as a gold standard for undergraduate medical education classroom globalization and USMLE Board Reviews. ELEVEN (11) UNIQUE FEATURES AND ADVANTAGES that tower over anything available in the contemporary Web 2.0 undergraduate medical education products: 1.1. IMHOTEP VIRTUAL MEDICAL SCHOOL is courseware for independent study; amenable to periodic updates as the professor’s IT savvy/teaching sophistication evolves and/or the students’ educational needs oscillate/advance 1.2. IMHOTEP VIRTUAL MEDICAL SCHOOL is interactive, inter-relational and versatile, i.e., capable of being individualized in accordance with teaching objectives, professor preferences and/or student learning styles. 1.3. IMHOTEP VIRTUAL MEDICAL SCHOOL is the ideal medical student independent study companion because it’s multi-tool/methodology, design and diverse tutor expert points of view cultivates mastery learning, medical language fluencybuilding, improved academic performance and long-term retention. 1.4. IMHOTEP VIRTUAL MEDICAL SCHOOL emits a positive energy that provides the student with the zeal to develop and maintain good SDL (self-directed learning) habits. 1.5. IMHOTEP VIRTUAL MEDICAL SCHOOL provides the learner with detailed hypermedia study plans and lessons; which when approached sequentially result in a progressive building of the students’ medical fund of knowledge in an integrated (both a horizontally and vertically) manner. 1.6. IMHOTEP VIRTUAL MEDICAL SCHOOL is developed and designed to facilitate the globalization of the undergraduate medical education classroom for the purpose of internationalizing teaching and learning excellence. 1.7. IMHOTEP VIRTUAL MEDICAL SCHOOL is upgradeable; including Online/Electures, Faculty Lecture Archives, E-Board Reviews, Mock Board Exams and Computer-Based Testing (Assessment and Evaluation Management System). 1.8. IMHOTEP VIRTUAL MEDICAL SCHOOL is particularly useful for medical students in subject based pre-clinical curricula medical schools, becauseit is designed to bring the inter-related nature of the Basic Medical Sciences (BMS) into the clear light of day (horizontal integration). And as a direct extension, the curriculum provides a lens through which the student can clearly see the BMS foundations of clinical medicine (vertical integration). 1.9. IMHOTEP VIRTUAL MEDICAL SCHOOL IMPF and IVMS Courseware- Executive Summary-2014 Updates has created over 1,000 foundational Page 5
  • Institute for Minority Physicians of the Future Marc Imhotep Cray, M.D. Founder and Director, OME SCORM-compliant RLOs (Reusable Learning Objects) that serve to introduce core undergraduate medical education subjects, topics, mechanisms and concepts across all basic science and core clinical domains. These learning objects concommintely function as portals of entry into our “global medical school classroom”. These digital classes are to be found all over the world, where all U.S. Medical Schools show-case their contribution to educating and the training medical students. Our products reflects cutting-edge undergraduate medical education methodologies and best evidence research data and resources. Consequently, with proper regards and credits for a colleague’s intellectual property, contents can serve as excellent raw database source for academics to draw from in creating their own lecture notes, slide presentations and evaluations. And, what is most, should you find a object patticularly helpful to your personal learning style, information regarding commericial versions is at you fingertips. 1.10. IMHOTEP VIRTUAL MEDICAL SCHOOL Finally, and what is “trademark”, Our Basic Medical Science (BMS) data is always couched in pearls of wisdom, including: CULTURAL COMPETENCY IN MEDICINE, MULTICULTURAL CURRICULUM INFUSION IN UNDERGRADUATE MEDICAL EDUCATION, MEDICAL ETHIC AND PROFESSIONALISM, HEALTH DISPARITY DATA AND RACIAL/ETHNIC MINORITIES AND THE POOR and surrounded with pictorial snippets of professional medical education community experiences. 1.11. IMHOTEP VIRTUAL MEDICAL SCHOOL is available in different versions depending on needs: Individual (Student) Version International (Medical Teacher Assistant) Version Academic (E-Learning) Version Institutional (Multimedia CENTER) Version IMPF and IVMS Courseware- Executive Summary-2014 Updates Page 6
  • Institute for Minority Physicians of the Future Marc Imhotep Cray, M.D. Founder and Director, OME IMHOTEP VIRTUAL MEDICAL SCHOOL COMPONENTS RAPID OVERVIEW / REVIEW LEARNING OUTCOMES COMPONENT (I) A BASIC MEDICAL SCIENCES (BMS) MASTER-MAP DEVELOPED FROM THE USMLE COGNITIVE LEARNING OBJECTIVES EXTENDED OUTLINE. ENHANCED WITH DEFINITIONS, TAXONOMY AND HORIZONITALLY INTEGRATED BMS SUBJECT-TOPIC CLASSIFICATION FOR PURPOSES OF MEDICAL FLUENCY-BUILDING. CDC OFFICE OF MINORITY HELTH OMH : NATIONAL STANDARDS FOR CULTURALLY AND LINGUISTICALLY APPROPRIATE SERVICES (CLAS) CORE CURRICULUM COMPONENT (II) RICHLY ILLUSTRATED POWERPOINT-DRIVEN MULTIMEDIA SHOWS (PPS) DEVELOPED FROM THE USMLE COGNITIVE LEARNING OBJECTIVE OUTLINE, EBEDDED WITH MOVIES, ANIMATIONS AND HTML LINKS AND SUPPORTED WITH CONCISE PDF AND/OR WORD DOCS. USMLE STEP 1 WEB MAPS COMPONENT (III) A CONTENT ENRICHED REPLICATION OF THE USMLE COGNITIVE LEARNING OBJECTIVES; INCLUDING, HYPERMEDIA TAGS WITH HTML NOTES, PDFs, PPT/PPS, WORD DOCS, ANIMATIONS, IMAGES, ILLUSTRATIONS, PHOTOS, VIDEOS ,TUTORIALS ,BMS CASES, LABORATORY MEDICINE SLIDES AND MICROGRAPHS ,CONCEPT MAPS AND SCHEMATICS AND USMLE MIRRORED PRACTICE EXAMS. IN KEEPING WITH THE USMLE STEP 1 OBJECTIVES THESE MEDICAL STUDENT INDEPENDENT STUDY COMPANIONS ARE COMPRISE TWO PARTS GENERAL PRINCIPLES STUDY COMPANIONS (GPSCs) ORGAN SYSTEM S STUDY COMPANIONS (OSSCs) Imhotep Virtual Medical School: Mini-Med School for USMLE Step 1 Prep. Online Coures Demonstration: IVMS Autonomic and Cardiovascular Pharmacology IMPF and IVMS Courseware- Executive Summary-2014 Updates Page 7
  • Institute for Minority Physicians of the Future Marc Imhotep Cray, M.D. Founder and Director, OME STAY UP TO DATE with the most respected sources in Medicine, including audio and video podcast on Latest Medical News and Research, EBM (Evidence Based Medicine) and Medial Education. IVMS Community Toolbar (All major browsers supported). Click the snapshot for an expanded preview or go straight to our download home page from above. Visit Our SOCIO-EDUCATIONAL NETWORK IMPF and IVMS Courseware- Executive Summary-2014 Updates Page 8
  • Institute for Minority Physicians of the Future Marc Imhotep Cray, M.D. Founder and Director, OME About Dr. Cray EXPERIENCE 5/2004-Present Institute for Minority Physicians of the Future(IMPF) Founder and Director Office of Medical Education IMPF mission is to become the leading organizational force for parity in medical education by helping minority students develop the skills that will enable them to compete on a more equal footing in the medical school admission process. IMPF elucidates, distills and fuses educational psychology, information technology and undergraduate medical education data. We develop Computer Mediated Medical Education(CMME) programs, projects and products that serve to increase recruitment, admission and retention (RAR) of under-represented minorities (URM) in major United States medical schools. The ultimate goal being for these students to defend, define and develop medical careers that will be committed to the elimination of health disparities in racial/ethnic minorities and the poor. Join Our Network| Subscribe to Our Premium Services Ø 5/2003 to 5/2004 International University of Health Sciences-School of Medicine Associate Professor Basic Medical Sciences St Kitts, West Indies • My responsibilities included teaching all the basic medical sciences, curriculum development, conducting educational research and evaluation, faculty development, various student recruitment ¬admission retention (RAR) projects. Specialized training in E-learning, informatics, curriculum development, course management systems i.e. blackboard and webCT Ø 1/1999 to 5/2003 American International School of Medicine Atlanta, GA and Ocean View, Guyana • Director Office of Medical Education and Associate • Professor of Pharmacology and Medicine • I provided leadership and academic support to the School of Medicine by planning, developing and implementing innovative curricula across the continuum of medical education. My responsibilities also included teaching, conducting IMPF and IVMS Courseware- Executive Summary-2014 Updates Page 9
  • Institute for Minority Physicians of the Future Marc Imhotep Cray, M.D. Founder and Director, OME educational research and evaluation, faculty development, recruitment ¬admission retention (RAR) projects. various student Ø 6/1999 to 3/2002 The Primary Care Center Decatur, GA • Physician & Director of Clinical Diagnostic Services • I provided comprehensive medical care in an ambulatory setting; including diagnosis, treatment, follow-up and referrals. I was also the Director of Clinical Services. In this capacity, I was responsible for coordinating the execution of all ancillary diagnostic services for the center. Ø 2/1997 to 8/1998 Morehouse School of Medicine Atlanta, GA • Senior Research Associate • Under a NASA commission grant, I worked in the Clinical Pharmacology Unit/Clinical Analytical Laboratory. My responsibilities included providing research support in the areas of qualitative and quantitative analysis using GC/MS and HPLC. Ø 7/1994 to 12/1996 Royce Occupational Health Group Milledgeville, GA • Medical Director • At Royce we provided occupational healthcare to employees of companies in the greater Milledgeville area. We also provided comprehensive ambulatory medical services. Ø 6/1993 to 12/1996 Georgia Regional Hospital of Atlanta Atlanta, GA • Medical Emergency House Physician • I was the weekend hospital physician. My responsibilities included evaluating, admitting, and treating all psychiatric admissions. I lodged on the hospital premises from Friday night to Monday morning. Ø 4/1990 to 4/1991 Morehouse School of Medicine Atlanta, GA • Adjunct Instructor Cork Institute • I lectured in the area of Addiction Medicine to medical students and residents at the medical school for the Cork Institute on Black Alcohol and Drug Abuse. Ø 6/1991 to 4/1992 Morehouse School of Medicine Atlanta, GA • PGY 2 Psychiatry • I trained in the MSM Psychiatry Residency Training Program during it first year in existence. IMPF and IVMS Courseware- Executive Summary-2014 Updates Page 10
  • Institute for Minority Physicians of the Future Marc Imhotep Cray, M.D. Founder and Director, OME Ø 3/1990 to 4/1991 Morehouse School of Medicine Atlanta, GA • Research Associate/ Programs Coordinator • I worked for the Department of Community Health and Preventive Medicine/Health Promotion Resource Center. I coordinated all community health awareness programs. Our primary focus was on diseases that most significantly impacted minority and poor communities such as HIV/AIDS, substance abuse and violence. Ø 7/1986 to 1/1989 Committee of Interns and Residents NYC, New York • Educational Coordinator & Lecturer in Pham & Medical Therapeutics • I planned, developed, implemented and coordinated the medical licensure review course and lectured in pharmacology and therapeutics. Ø 7/1986 to 1/1989 Harlem Community Medical Clinic NYC, New York • General Medicine Private Practice • I provided comprehensive medical care for the Harlem community. I diagnosed and treated the gamut of outpatient medical problems. Ø 7/1984 to 6/1985 Columbia Presbyterian College of Physicians and Surgeons at Harlem Hospital Medical Center NYC, New York Intern in Internal Medicine This was my postgraduate training experience in medicine. EDUCATION Professional 6/1992 Morehouse School of Medicine/ Cork Institute Atlanta, GA On Black Alcohol and Drug Abuse I trained in and studied Addiction Medicine as it impacts minorities and poor communities 6/1984 UMDNJ-New Jersey Medical School Newark, NJ Medical Doctor Degree American Medical School education. 6/1984 UMDNJ NJMS Biomedical Research Center Newark, NJ I studied basic and clinical pharmacology research protocols, procedures and modalities. IMPF and IVMS Courseware- Executive Summary-2014 Updates Page 11
  • Institute for Minority Physicians of the Future Marc Imhotep Cray, M.D. Founder and Director, OME 6/1980 Massachusetts College of Pharmacy Boston, MA I studied pharmaceutical science comprehensively leading to a Bachelor of Science in pharmacy. AFILIATIONS 4/1999 Present Association of Black Cardiologists/Member 12/1986 Present American Medical Association/Member 6/1986 Present National Medical Association/Member SKILLS Microsoft Office Advanced Currently used 10 years Medical Web Master Expert +8 years Medical Infomatics Expert PUBLICATIONS AND TECHNICAL REPORTS Cray, M.I. "Alcohol Abuse and Alcoholism Among Blacks in Georgia" Medical Association of Georgia New , Fall 1986, Vol. 5, No. 2, pp. 94 98. Cray, M.I. "Approaches in the Prevention of Black Adolescent Substance Abuse" Journal of Minority Health, April 1988, Vol. 14, pp. 14 18. Cray, M.I. "The SMART (Students Making Abstinence Real Tight) Curriculum An Alcohol and Other Drug Abuse and AIDS Prevention Educational Manual" Morehouse School of Medicine/Health Promotion Resource Center, December 1990. Cray, M.I. "Addiction Medicine for Rising Second Year Medical Students" Morehouse School of Medicine/Cork Institute on Black Alcohol and Drug Abuse Prevention, July 1991. Cray, M.I. "Towards Culturally Appropriate Treatment of African Americans" Health News, March/April 1993, Vol. 6. No. 1. Technical Report Relationships Between HIV/AIDS and Atypical Pneumonias at Grady Memorial Hospitals Medical Resource Management . August 1994. Technical Report Heafth Systems Development for Substance Abuse and Mental Health at Charter Hospitals Medical Resource Management , June 1995. Technical Report Tuberculosis Infection and Need for HIV Testing at Fulton County Health Department Medical Resource Management, January 1996. IMPF and IVMS Courseware- Executive Summary-2014 Updates Page 12
  • Institute for Minority Physicians of the Future Marc Imhotep Cray, M.D. Founder and Director, OME SOME PROFESSIONAL PRESENTATIONS  Cocaine: Pharmacology and Toxicology; Morehouse School of Medicine, Family Practice Residency Training Program, October 1985.  Psychoactive Drugs: Mechanisms of Action in Addiction; Morehouse School of Medicine, Family Practice Residency Training Program, January 1986.  Substance Abuse and Chemical Dependency in Africa n Americarvs~, A Public Health Approach to Treatment and Prevention; Georgia Minority Health Association Annual Health Education Conference, Hilton Hotel, Atlanta, Georgia, June 1990.  Alcoholism and Drug Addiction in Black Americans: An Epidemiologic Review; Georgia Department of Human Resources/Division of Public Health, Allied Health Professionals Training Workshop, Omni International Hotel, Atlanta, Georgia, January 1991.  HIV/AIDS in Intravenous Drug Abusers: Strategies for Prevention AIDS Atlanta Educational Training Workshop, Atlanta, Georgia, September 1992.  Culturally Appropriate Treatment for African Americans: Morehouse School of Medicine/Health Promotion Resource Center Training Conference, December 1992. Clinical Presentations of Persons with HIV/AIDS: Fulton County Health Department Annual Training Conference, May 1993.   Medical Problems Confronting African Arnerican in the 21st Century, Georgia Association of Black Health Professional, Sixth Annual Conference, Hilton Hotel, Atlanta, Georgia, June 1995. ABSTRACTS  Abukhalaf IK, Cray MI, Chidebelu Eze E, von Deutsch DA, and Potter DE. Quantitation of clenbuterol in plasma and urine specimens using GC MS. Presented at the joint meeting of the Society of Forensic Toxicologists and The International Association of Forensic Toxicologists (TIAFT), Albuquerque, NM, 1998.  Von Deutsch DA, Chen W D, Pitts SA, Wineski LE, Klement BJ, Joseph E, Potter DE, Nokkaew C, George B, Cray MI, Nguyen T, and Paulsen DF. Muscle specific effects of clenbuterol on protein density and wet weight in soleus and plantaris muscles of mature, hindlimb suspended rats. ASGSB Space Biol. Bull. (Abstr), 1998.  Von Deutsch DA, Abukhalaf IK, Cray MI, Aboul Enein Hy, Grace T, Oster R, Pitts SA, Wineski LE, Chiclebelu Eze E, Paulsen DF, and Potter DE. Clenbuterol levels in rate plasma and tissue using GC/MS and EIA. ASGSB Space Biol. Bull. (Abstr), 1998. IMPF and IVMS Courseware- Executive Summary-2014 Updates Page 13
  • Institute for Minority Physicians of the Future  Marc Imhotep Cray, M.D. Founder and Director, OME Abukhalaf IK, von Deutsch DA, Cray MI, Potter D, and Mozayani A. A sensitive method for quantifying P¬agonists; in biological fluids clenbuterol as a model. Presented at the annual meeting of the American Academy of Forensic Sciences, Orlando, Fl, 1999. One Student’s Testamonial “I often thought about you during medical school..where you were..what you were doing...wishing for just your presence..your presence always brought out the best in me, gave me confidence to undertake any burdensome load ahead...I had wished many times for you to be continually there..but you were, in Spirit..I could honestly say i've never met quite a Physician like you...After you left, i tried to be a mini-Dr. Cray...i'd try to perfect myself in Medicine and i'd constantly try to challenge myself and you were the greatest pioneer in my life to bring me to where I am today..I'm so glad we're connected again!...Thanks for believing in me...I still remember my first days of medical school, where you were always picking on me and i'd come to your office asking you why you'd single me out..but i now thank you for that...My passion is in underserved medicine and i couldn't ask for a better program that would better equip me for my mission...I Love You Dr. Cray and you will forever remain close in my heart...Love & Prayers...-GeE-” IMPF and IVMS Courseware- Executive Summary-2014 Updates Page 14
  • Institute for Minority Physicians of the Future Marc Imhotep Cray, M.D. Founder and Director, OME Credentials IMPF and IVMS Courseware- Executive Summary-2014 Updates Page 15
  • Institute for Minority Physicians of the Future IMPF and IVMS Courseware- Executive Summary-2014 Updates Marc Imhotep Cray, M.D. Founder and Director, OME Page 16
  • Institute for Minority Physicians of the Future IMPF and IVMS Courseware- Executive Summary-2014 Updates Marc Imhotep Cray, M.D. Founder and Director, OME Page 17
  • Institute for Minority Physicians of the Future IMPF and IVMS Courseware- Executive Summary-2014 Updates Marc Imhotep Cray, M.D. Founder and Director, OME Page 18
  • Institute for Minority Physicians of the Future Marc Imhotep Cray, M.D. Founder and Director, OME Marc Imhotep Cray MD 1917 Taffeta Trail Lithonia, Georgia 30058 770-291-0582 drcray@imhotepvirtualmedsch.com IMPF and IVMS Courseware- Executive Summary-2014 Updates Page 19