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

IMPF INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE HOME OF IMHOTEP VIRTUAL MEDICAL SCHOOL | drimhotep http://www.imhotepvirtualmedsch.com/Undergraduate Medical Education committed to the elimination of health disparities in U.S. racial /ethnic minorities and the poor.IVMS Minority Health Education Blog

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: drimhoteptvs Channel @ You Tube Page 2

Institute for Minority Physicians of the Future Marc Imhotep Cray, M.D. Founder and Director, OME Mission, Vision and Core StrategyMission StatementTHE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE is a collective voice ofAfrican American, Native American, Hispanic American and progressive EuropeanAmerican physicians and medical scientists. IMPF believes that the root cause ofminority under-representation in United States medical schools is academicdisadvantage borne by lack of access to high-quality high school and collegepreparation. Consequently, IMPF mission is to become a leading organizationalforce for parity in medical education by helping minority students develop the skillsthat will enable them to compete on a more equal footing in the medical schooladmission process, and once in medical school, provide them with learning aidsfrom the best medical education communities around the world . The Institute forMinority Physicians of the Future elucidates, distills and fuses educationalpsychology, information technology and undergraduate medical education data;and then develops programs, projects and products that serve to increaserecruitment, admission and retention (RAR) of under-represented minorities (URM)in major United States medical schools. The ultimate goal being for these studentsto defend, define and develop medical careers that will be committed to theelimination of health disparities in racial/ethnic minorities and the poor.Vision StatementTHE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE is a nationalprofessional educational organization representing the interest of minority highschool and college students with the aptitude and desire to become physicians andmedical scientists. Established in 1999, the collective body is committed to thevision of improving the health and well-being of future U.S. generations byincreasing the minority physician/medical scientist workforce in such a way that theprofessions of medicine and biomedical research are reflective of the racial/ethnicprofiles of the people physicians and medical scientists will serve. IMPF’s vision isdirectly linked to the AAMC data minority physicians are four times more likely thanare others to practice in undeserved communities. Such communities are morefrequently than not overwhelmingly populated by racial/ethnic minorities.Core StrategyTHE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE’S core strategy is toidentify, inform, recruit, assist, advise and educate promising African-American,Native-American, and Hispanic-American, high school and college students in orderto increase the number of minority medical students and PhD candidates in UnitedStates medical schools.“Come on and chill with us on the Atlantic Ocean during our annual retreatand at the same time learn what it means to become a healer and medicalscholar in the 21st century”. Page 3

Institute for Minority Physicians of the Future Marc Imhotep Cray, M.D. Founder and Director, OMEUndergraduate medical education tutorials and USMLEpreparation (Steps 1, 2 and 3) in a Web 2.0 environment ABOUT IMHOTEP VIRTUAL MEDICAL SCHOOL / A Institute for Minority Physicians of the Future ProductA WEB-BASED UNDERGRADUATE MEDICAL EDUCATION STUDENT COMPANIONDESIGNED, DEVELOPED,WRITTEN AND CURATED BY MARC IMHOTEP CRAY, M.DWHAT IS IMHOTEP VIRTUAL MEDICAL SCHOOLA digitally tagged and content enhanced replication of the United States MedicalLicensure Examination (Step 1, 2 or 3) Cognitive Learning Objectives. Hyperlinksare authoritative and reliable public domain reusable learning objects(RLOs), alongwith web interactive PowerPoint-driven multimedia shows, comprehensivehypermedia basic medical science learning outcomes and detailed, content enrichedlearning objectives.Tools/methods include:Illustrated HTML Notes and PDFPPT Presentations /PPSConcise, Cogent Word Document NOTESMini-TutorialsAnimations, Simulations and VideosVirtual LabatoriesPictures, Images and PhotosLaboratory Slides and MicrographsConcept Maps and SchematicsCase-Based Learning (CBL) ExercisesUSMLE Mirrored Practice Examinations CLICK HERE TO VISIT OUR BASIC MEDICAL SCIENCES TUTORIALS LIBRARY DR. CRAYS MERLOT PROFILE RESEARCH PROJECT HOME PAGE Page 4

Institute for Minority Physicians of the Future Marc Imhotep Cray, M.D. Founder and Director, OMEWHY 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 educationclassroom globalization.ELEVEN (11) UNIQUE FEATURES AND ADVANTAGES that tower over anythingavailable 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 sophisticationevolves and/or the students’ educational needs oscillate/advance1.2. IMHOTEP VIRTUAL MEDICAL SCHOOL is interactive, inter-relational andversatile, i.e., capable of being individualized in accordance with teachingobjectives, professor preferences and/or student learning styles.1.3. IMHOTEP VIRTUAL MEDICAL SCHOOL is the ideal medical student independentstudy companion because it’s multi-tool/methodology, design and diverse tutorexpert points of view cultivates mastery learning, medical language fluency-building, improved academic performance and long-term retention.1.4. IMHOTEP VIRTUAL MEDICAL SCHOOL emits a positive energy that providesthe student with the zeal to develop and maintain good SDL (self-directed learning)habits.1.5. IMHOTEP VIRTUAL MEDICAL SCHOOL provides the learner with detailedhypermedia study plans and lessons; which when approached sequentially result ina 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 facilitatethe globalization of the undergraduate medical education classroom for the purposeof internationalizing teaching and learning excellence.1.7. IMHOTEP VIRTUAL MEDICAL SCHOOL is upgradeable; including Online/E-lectures, Faculty Lecture Archives, E-Board Reviews, Mock Board Exams andComputer-Based Testing (Assessment and Evaluation Management System).1.8. IMHOTEP VIRTUAL MEDICAL SCHOOL is particularly useful for medicalstudents in subject based pre-clinical curricula medical schools, becauseit isdesigned to bring the inter-related nature of the Basic Medical Sciences (BMS) intothe clear light of day (horizontal integration). And as a direct extension, thecurriculum provides a lens through which the student can clearly see the BMSfoundations of clinical medicine (vertical integration). Page 5

Institute for Minority Physicians of the Future Marc Imhotep Cray, M.D. Founder and Director, OME1.9. IMHOTEP VIRTUAL MEDICAL SCHOOL has created over 1,000 foundationalSCORM-compliant RLOs (Reusable Learning Objects) that serve to introduce coreundergraduate medical education subjects, topics, mechanisms and concepts acrossall basic science and core clinical domains. These learning objects concommintelyfunction as portals of entry into our “global medical school classroom”. These digitalclasses are to be found all over the world, where all U.S. Medical Schools show-casetheir contribution to educating and the training medical students. Our productsreflects cutting-edge undergraduate medical education methodologies and bestevidence research data and resources. Consequently, with proper regards andcredits for a colleague’s intellectual property, contents can serve as excellent rawdatabase source for academics to draw from in creating their own lecture notes,slide presentations and evaluations. And, what is most, should you find a objectpatticularly helpful to your personal learning style, information regardingcommericial versions is at you fingertips.1.10. IMHOTEP VIRTUAL MEDICAL SCHOOL Finally, and what is “trademark”, OurBasic Medical Science (BMS) data is always couched in pearls of wisdom:CULTURAL COMPETENCY IN MEDICINE,MULTICULTURAL CURRICULUM INFUSION IN UNDERGRADUATE MEDICALEDUCATION,MEDICAL ETHIC AND PROFESSIONALISM,HEALTH DISPARITY DATA AND RACIAL/ETHNIC MINORITIES AND THEPOOR and surrounded with pictorial snippets of professional medical educationcommunity experiences.1.11. IMHOTEP VIRTUAL MEDICAL SCHOOL is available in different versionsdepending on needs:Individual (Student) VersionInternational (Medical Teacher Assistant) VersionAcademic (E-Learning) VersionInstitutional (Multimedia CENTER) Version Page 6

Institute for Minority Physicians of the Future Marc Imhotep Cray, M.D. Founder and Director, OMEIMHOTEP VIRTUAL MEDICAL SCHOOL COMPONENTSRAPID OVERVIEW / REVIEW LEARNING OUTCOMES COMPONENT (I)A BASIC MEDICAL SCIENCES (BMS) MASTER-MAP DEVELOPED FROM THE USMLECOGNITIVE LEARNING OBJECTIVES EXTENDED OUTLINE. ENHANCED WITHDEFINITIONS, TAXONOMY AND HORIZONITALLY INTEGRATED BMS SUBJECT-TOPICCLASSIFICATION FOR PURPOSES OF MEDICAL FLUENCY-BUILDING. CDC OFFICE OF MINORITY HELTH OMH : NATIONAL STANDARDS FOR CULTURALLYAND 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 WITHCONCISE PDF AND/OR WORD DOCS.USMLE STEP 1 WEB MAPS COMPONENT (III)A CONTENT ENRICHED REPLICATION OF THE USMLE COGNITIVE LEARNINGOBJECTIVES; 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. INKEEPING WITH THE USMLE STEP 1 OBJECTIVES THESE MEDICAL STUDENTINDEPENDENT STUDY COMPANIONS ARE COMPRISE TWO PARTSGENERAL PRINCIPLES STUDY COMPANIONS (GPSCs)ORGAN SYSTEM S STUDY COMPANIONS (OSSCs)Imhotep Virtual Medical School: Courseware Guidebook for DownloadOnline Coures Demonstration: IVMS Autonomic and CardiovascularPharmacology Page 7

Institute for Minority Physicians of the Future Marc Imhotep Cray, M.D. Founder and Director, OMESOCIO-EDUCATIONAL NETWORK AT NINGhttp://drimhotep.ning.com/EXPERIENCE 5/2004-Present Institute for Minority Physiciansof the Future(IMPF)Founder and Director Office of Medical EducationIMPF mission is to become the leading organizationalforce for parity in medical education by helping minoritystudents develop the skills that will enable them tocompete on a more equal footing in the medical schooladmission process. IMPF elucidates, distills and fuseseducational psychology, information technology andundergraduate medical education data. We developComputer Mediated Medical Education(CMME) programs,projects and products that serve to increase recruitment,admission and retention (RAR) of under-representedminorities (URM) in major United States medical schools.The ultimate goal being for these students to defend, Join Our Networkdefine and develop medical careers that will becommitted to the elimination of health disparities in drcray@imhotepvirtualmedsch.comracial/ethnic minorities and the poor. Page 8

Institute for Minority Physicians of the Future Marc Imhotep Cray, M.D. Founder and Director, OMEØ 5/2003 to 5/2004 International University of Health Sciences-School ofMedicineAssociate Professor Basic Medical SciencesSt Kitts, West Indies• My responsibilities included teaching all the basic medical sciences, curriculumdevelopment, conducting educational research and evaluation, faculty development,various student recruitment ¬admission retention (RAR) projects. Specializedtraining in E-learning, informatics, curriculum development, course managementsystems i.e. blackboard and webCTØ 1/1999 to 5/2003 American International School of MedicineAtlanta, 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 byplanning, developing and implementing innovative curricula across the continuumof medical education. My responsibilities also included teaching, conductingeducational research and evaluation, faculty development, various studentrecruitment ¬admission retention (RAR) projects.Ø 6/1999 to 3/2002 The Primary Care CenterDecatur, GA• Physician & Director of Clinical Diagnostic Services• I provided comprehensive medical care in an ambulatory setting; includingdiagnosis, treatment, follow-up and referrals. I was also the Director of ClinicalServices. In this capacity, I was responsible for coordinating the execution of allancillary diagnostic services for the center.Ø 2/1997 to 8/1998 Morehouse School of MedicineAtlanta, GA• Senior Research Associate• Under a NASA commission grant, I worked in the Clinical PharmacologyUnit/Clinical Analytical Laboratory. My responsibilities included providing researchsupport in the areas of qualitative and quantitative analysis using GC/MS and HPLC.Ø 7/1994 to 12/1996 Royce Occupational Health GroupMilledgeville, GA• Medical Director• At Royce we provided occupational healthcare to employees of companies in thegreater Milledgeville area. We also provided comprehensive ambulatory medicalservices. Page 9

Institute for Minority Physicians of the Future Marc Imhotep Cray, M.D. Founder and Director, OMEØ 6/1993 to 12/1996 Georgia Regional Hospital of AtlantaAtlanta, 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 premisesfrom Friday night to Monday morning.Ø 4/1990 to 4/1991 Morehouse School of MedicineAtlanta, GA• Adjunct Instructor Cork Institute• I lectured in the area of Addiction Medicine to medical students and residents atthe medical school for the Cork Institute on Black Alcohol and Drug Abuse.Ø 6/1991 to 4/1992 Morehouse School of MedicineAtlanta, GA• PGY 2 Psychiatry• I trained in the MSM Psychiatry Residency Training Program during it first year inexistence.Ø 3/1990 to 4/1991 Morehouse School of MedicineAtlanta, GA• Research Associate/ Programs Coordinator• I worked for the Department of Community Health and PreventiveMedicine/Health Promotion Resource Center. I coordinated all community healthawareness programs. Our primary focus was on diseases that most significantlyimpacted minority and poor communities such as HIV/AIDS, substance abuse andviolence.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 reviewcourse and lectured in pharmacology and therapeutics.Ø 7/1986 to 1/1989 Harlem Community Medical ClinicNYC, New York• General Medicine Private Practice• I provided comprehensive medical care for the Harlem community. I diagnosedand treated the gamut of outpatient medical problems.Ø 7/1984 to 6/1985 Columbia Presbyterian College of Physicians andSurgeons at Harlem Hospital Medical CenterNYC, New YorkIntern in Internal MedicineThis was my postgraduate training experience in medicine. Page 10

Institute for Minority Physicians of the Future Marc Imhotep Cray, M.D. Founder and Director, OMEEDUCATIONProfessional6/1992 Morehouse School of Medicine/Cork Institute Atlanta, GA On Black Alcohol and Drug AbuseI trained in and studied Addiction Medicine as it impacts minorities and poorcommunities6/1984UMDNJ-New Jersey Medical School Newark, NJMedical Doctor DegreeAmerican Medical School education.6/1984UMDNJ NJMS Biomedical Research Center Newark, NJI studied basic and clinical pharmacology research protocols, procedures andmodalities.6/1980Massachusetts College of PharmacyBoston, MAI studied pharmaceutical science comprehensively leading to a Bachelor of Sciencein pharmacy.AFILIATIONS4/1999 Present Association of Black Cardiologists/Member12/1986 Present American Medical Association/Member6/1986 Present National Medical Association/MemberSKILLSMicrosoft Office Advanced Currently used 10 yearsMedical Web Master Expert +8 yearsMedical Infomatics ExpertPUBLICATIONS AND TECHNICAL REPORTSCray, M.I. "Alcohol Abuse and Alcoholism Among Blacks in Georgia" MedicalAssociation of GeorgiaNew , Fall 1986, Vol. 5, No. 2, pp. 94 98.Cray, M.I. "Approaches in the Prevention of Black Adolescent Substance Abuse"Journal of MinorityHealth, April 1988, Vol. 14, pp. 14 18.Cray, M.I. "The SMART (Students Making Abstinence Real Tight) Curriculum AnAlcohol andOther Drug Abuse and AIDS Prevention Educational Manual" Morehouse School ofMedicine/Health Promotion Resource Center, December 1990. Page 11

Institute for Minority Physicians of the Future Marc Imhotep Cray, M.D. Founder and Director, OMECray, M.I. "Addiction Medicine for Rising Second Year Medical Students" MorehouseSchool ofMedicine/Cork Institute on Black Alcohol and Drug Abuse Prevention, July 1991.Cray, M.I. "Towards Culturally Appropriate Treatment of African Americans" HealthNews,March/April 1993, Vol. 6. No. 1.Technical Report Relationships Between HIV/AIDS and Atypical Pneumonias atGrady MemorialHospitals Medical Resource Management . August 1994.Technical Report Heafth Systems Development for Substance Abuse and MentalHealth atCharter Hospitals Medical Resource Management , June 1995.Technical Report Tuberculosis Infection and Need for HIV Testing at Fulton CountyHealthDepartment Medical Resource Management, January 1996.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. Page 12

Institute for Minority Physicians of the Future Marc Imhotep Cray, M.D. Founder and Director, OMEABSTRACTS  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.  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 ive never met quite a Physician like you...After you left, i tried to be a mini-Dr. Cray...id try to perfect myself in Medicine and id constantly try to challenge myself and you were the greatest pioneer in my life to bring me to where I am today..Im so glad were connected again!...Thanks for believing in me...I still remember my first days of medical school, where you were always picking on me and id come to your office asking you why youd single me out..but i now thank you for that...My passion is inunderserved medicine and i couldnt ask for a better program that would better equip mefor my mission...I Love You Dr. Cray and you will forever remain close in my heart...Love &Prayers...-GeE-” Page 13

Institute for Minority Physicians of the Future Marc Imhotep Cray, M.D. Founder and Director, OMECredentials Page 14

Institute for Minority Physicians of the Future Marc Imhotep Cray, M.D. Founder and Director, OME Page 15

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 770-322-1050 drcray@imhotepvirtualmedsch.com Page 18

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

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