Harvesting Health: Growing Our Own Health Care Professionals


Published on

Presentation given by Dr. Don Hilty and Michelle Villegas-Frazier from the UC Davis Medical School on the Panel: "Harvesting Health: Growing our own Health Care Professionals" at the Great Valley Center's Sacramento Valley Forum on October 27, 2010 in Chico, CA.

Published in: Education
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • The "big sib" encourages and assists the student with the transition into medical school. The big sib becomes a resource of what to buy (books, medical equipment, etc), how to study for classes (tips, study aides, etc), places around Sacramento, opportunities/outreach and just medical school life in general.
  • Introduced 2003. The colleges bring together smaller groups of students from all four years of medical school to provide support, encouragement and socializing. The 4 colleges are: Iakona, Rouleaux, Viega and HuGE. Each college headed by a college director and 4 career advisors. Students are assigned at random to a college and a career advisor.
  • Wellness Room: yoga, massage chairs, salsa, zamba Student Lounge
  • Harvesting Health: Growing Our Own Health Care Professionals

    1. 1. Harvesting Health: Growing Our Own Health Care Professionals Great Valley Center, Chico, CA Don Hilty, MD Professor of Clinical Psychiatry, UC Davis School of Medicine Director, Rural Program in Medical Education (Rural-PRIME) Co-Director, UC Merced San Joaquin Valley PRIME University of California, Davis, School of Medicine Michelle Villegas-Frazier, MA Manager, Office of Diversity and Community Engagement October 27 th , 2010
    2. 2. The vision of the Office of Diversity at UC Davis School of Medicine is to create an environment where individuals from diverse backgrounds feel included and respected , produce a physician workforce that reflects the diversity of the state of California, and achieve educational and clinical standards of cultural competence that ultimately will reduce health disparities and provide the best care for all patients.
    3. 3. Develop a Pipeline <ul><li>Middle and high school programs </li></ul><ul><li>Undergraduate programs </li></ul><ul><li>Medical School Preparatory Enrichment Program </li></ul><ul><li>Post-baccalaureate programs </li></ul>
    4. 4. Middle and High School Programs <ul><li>Middle and high school visits </li></ul><ul><li>College fairs and career fairs </li></ul><ul><li>Health Professions High School Lecture Series </li></ul><ul><li>Saturday Academy </li></ul><ul><li>Summer Scrubs </li></ul><ul><li>Anatomy lab </li></ul>
    5. 5. Undergraduate Program <ul><li>School visits </li></ul><ul><li>Premedical conferences </li></ul><ul><li>Individual advising </li></ul><ul><li>Premedical advisor training </li></ul>
    6. 6. Medical School Preparatory Enhancement Program <ul><li>Designed to assist economically disadvantaged and educationally and/or socio-economically disadvantaged students: </li></ul><ul><ul><li>Prepare to apply to medical school </li></ul></ul><ul><ul><li>Successfully complete the MCAT exam. </li></ul></ul><ul><li>Winter and spring seminar covers: </li></ul><ul><ul><li>Health care policy, </li></ul></ul><ul><ul><li>How to complete the AMCAS application </li></ul></ul><ul><ul><li>Prepare for the MCAT. </li></ul></ul><ul><li>Summer </li></ul><ul><ul><li>8-week MCAT preparatory class given by Kaplan testing company. </li></ul></ul>
    7. 7. Post-baccalaureate Programs <ul><li>A summer session on learning skills and MCAT preparation </li></ul><ul><li>An academic year of upper division science courses </li></ul><ul><li>Comprehensive advising on the medical school application process </li></ul><ul><li>Comprehensive academic counseling, advising and psycho-social support. </li></ul><ul><li>To promote active learning we provide a multi-dimensional focus throughout the year on three main areas: Learning Skills, Test Taking Strategy, and Goal Setting. </li></ul>
    8. 8. How to Pick A College <ul><li>Explore your options </li></ul><ul><li>Ask yourself… </li></ul><ul><ul><li>Which campuses have academic programs that most interest me? </li></ul></ul><ul><ul><li>Do I want to be on a large urban campus or a smaller, more intimate one? </li></ul></ul><ul><ul><li>Do I want to be close to home? </li></ul></ul><ul><ul><li>Would I rather be near museums and big-city shopping or places to hike, ski or surf? </li></ul></ul><ul><li>Experience up close </li></ul><ul><li>Be flexible </li></ul>
    9. 9. Internet Resources <ul><li>www.universityofcalifornia.edu </li></ul><ul><li>www.calstate.edu/students/ </li></ul>
    10. 10. Health Professions Options <ul><li>Multiple options </li></ul><ul><li>Best way to know how is to obtain “hands on experience” </li></ul><ul><li>www.oshpd.ca.gov/HWDD/HealthCareerExploration.html </li></ul><ul><li>www.aspiringdoctors.com </li></ul>
    11. 11. How to Develop your Pathway into Medicine <ul><li>Multiple pathways </li></ul><ul><li>Comprehensive reviews </li></ul>
    12. 12. <ul><li>Academic preparation </li></ul><ul><li>Extracurricular activities </li></ul><ul><li>Passion </li></ul><ul><li>Clinical experiences </li></ul><ul><li>Research experiences </li></ul>How to Develop your Pathway into Medicine
    13. 13. Medical Education <ul><li>Our goal is to train competent and compassionate physicians who will address the health care needs of individuals, families, and communities through collaborative approaches to patient-centered care.   </li></ul><ul><li>We guide students toward mastery of seven major competencies: </li></ul><ul><li>Patient care </li></ul><ul><li>Knowledge </li></ul><ul><li>Interpersonal and communication skills </li></ul><ul><li>Professionalism </li></ul><ul><li>System-based practices </li></ul><ul><li>Life long learning </li></ul><ul><li>Practice-based learning </li></ul>
    14. 14. Medical Education con’t <ul><li>Competency-based: Instructional framework and assessment methods are linked with graduation competencies, educational program objectives, and course objectives </li></ul><ul><li>Integrative: An integrative block curriculum weaves content in the basic sciences and clinical medicine around multi-disciplinary themes and common clinical presentations </li></ul><ul><ul><li>The longitudinal doctoring curriculum promotes stage-appropriate development of clinical and professional skills while integrating core principles of patient-centered care, behavioral medicine, population medicine, ethics, and socio-economics </li></ul></ul>
    15. 15. Medical Education con’t <ul><li>Innovative: Excellent basic science and clinical faculty are dedicated to student-centered teaching </li></ul><ul><ul><li>Rich mixture of stimulating teaching methods and technologies promote learning through discovery and collaboration </li></ul></ul><ul><ul><li>Emphasis on self-directed and interactive small-group learning, frequent formative feedback, and self assessment </li></ul></ul><ul><ul><li>Standardized patients and simulation technologies used extensively for learning and assessment </li></ul></ul><ul><li>Flexible: Opportunities for career exploration, research, and community service </li></ul><ul><ul><li>Elective credit offered for participation in student-run, community clinics </li></ul></ul>
    16. 16. School of Medicine Student Groups <ul><li>Academic Medicine Integrated Organization </li></ul><ul><li>(AMIGOs) </li></ul><ul><li>American Medical Student Association (AMSA) </li></ul><ul><li>American Medical Women’s Association (AMWA) </li></ul><ul><li>Anesthesiology Student Interest Group (ASIG) </li></ul><ul><li>Business of Medicine SIG </li></ul><ul><li>Christian Medical Fellowship </li></ul><ul><li>Diving Medicine Student Interest Group </li></ul><ul><li>Education Student Interest Group (ED SIG) </li></ul><ul><li>Emergency Medicine (EMSIG) </li></ul><ul><li>Family Medicine Interest Group </li></ul><ul><li>FMIG </li></ul><ul><li>Filipino Americans In Medicine (FAIM) </li></ul><ul><li>Flying Samaritans at UCD SOM </li></ul><ul><li>(Flying SAM SIG) </li></ul><ul><li>Global Health SIG (GHSIG) </li></ul><ul><li>Healthy Bodies/Healthy Minds </li></ul><ul><li>Interfaith SIG </li></ul><ul><li>Integrative Medicine </li></ul><ul><li>(Students for Integrative Med) </li></ul><ul><li>Internal Medicine (IMSIG) </li></ul><ul><li>In Vivo Literary Magazine </li></ul><ul><li>Latino Medical Student Association (LMSA) </li></ul><ul><li>LGBT People in Medicine </li></ul><ul><li>Medical InterCultural Opportunities for Students (MEDICOS-Kenya) </li></ul><ul><li>Medical InterCultural Opportunities for Students (MEDICOS-Nicaragua) </li></ul><ul><li>Medical Student for Choice (MSFC) </li></ul><ul><li>Neurology & Neurosurgery SIG </li></ul><ul><li>(Neuro SIG) </li></ul><ul><li>Nutrition SIG </li></ul><ul><li>Obstetrics and gynecology SIG </li></ul><ul><li>Ophthalmology SIG </li></ul><ul><li>Orthopaedic Surgery/Sports Medicine SIG </li></ul><ul><li>Pathology Student Interest Group </li></ul><ul><li>(PathSIG) </li></ul><ul><li>Pediatric Student Interest Group (PedSIG) </li></ul><ul><li>Peer Support Group </li></ul><ul><li>Psychiatry Student Interest Group </li></ul><ul><li>Public Health Student Interest Group (PHSIG) </li></ul><ul><li>Quality Improvement & Patient Safety </li></ul><ul><li>Radiation Oncology Student Interest Group </li></ul><ul><li>Rural SIG </li></ul><ul><li>Student National Medical Association (SNMA) </li></ul><ul><li>Surgery SIG </li></ul><ul><li>Wilderness Medicine SIG </li></ul>
    17. 17. “ Big-Sib” Program
    18. 18. The Colleges For Advising Iakona Rouleaux Viega HuGE
    19. 19. Student-run Clinics <ul><li>Each have a special primary population/focus, but is not exclusive to just that population </li></ul><ul><li>All have a common system: Undergrads + med students + preceptors </li></ul><ul><li>Med students see patients (interview, physical exam, tests) and consult with preceptors for assessment and plan </li></ul><ul><li>Co-Director and officer positions available in all </li></ul>
    20. 20. Healthy Bodies, Healthy Minds WELLNESS ROOM Student Lounge
    21. 21. Rural-PRIME A Solution to the Provider Shortage in Rural California Don Hilty, MD, Director Suzanne Eidson-Ton, MD, MPH, Co-Director Thomas Nesbitt, MD, MPH, Associate Vice-Chancellor for Strategic Technologies & Alliances Sneha Patel, Manager Rebecca Miller, Coordinator
    22. 22. <ul><li>Longitudinal training in rural health, Years 1-5 </li></ul><ul><li>Supplemental training in public health, culture, and informatics </li></ul><ul><li>New facilities and distance learning technologies for students in rural practice settings (“smart classroom”) </li></ul><ul><li>MA in Public Health or Medical Informatics, Year 4 </li></ul>How UC Davis Will Do It Innovative training program fully integrated into our existing curriculum … but with
    23. 23. Doctoring 1 Environmental Health Agricultural Health Rural Health Small Groups & Cases (rural physicians participate) Preceptorships in Rural/Migrant Clinics <ul><li>Rural-PRIME Orientation </li></ul><ul><li>Rural-PRIME Seminar </li></ul><ul><ul><li>Rural vs. Urban Models of Healthcare Delivery </li></ul></ul><ul><ul><li>Rural Culture </li></ul></ul><ul><ul><li>Telemedicine, Medical Informatics, & Simulation </li></ul></ul><ul><li>Visits to Rural Practice Sites </li></ul><ul><li>Rural SIG Activities </li></ul>6-week Break Early August 2 nd week January Mid December Mid May Metabolism/ Reproduction/ Endocrinology, Pathophysiology Pharmacology Human Structure/Function Year 1
    24. 24. Doctoring 2 Population-based Health Rural Health Small Groups & Cases (rural physicians participate) Exposure to Rural Practice via Preceptorships Patient Diagnosis & Treatment Planning USMLE1 Neuroscience Systemic Pathology Pharmacology Cardiology Pulmonary Nephrology Musculo- Skeletal Hematology Oncology <ul><li>Rural-PRIME </li></ul><ul><li>Graduate Advising on Master’s Degree </li></ul><ul><li>Seminars: Rural Health, Culture, Telemedicine and </li></ul><ul><li>Skills and Procedures at the Center for Virtual Care </li></ul><ul><li>Research: Didactics on Project Design & Development </li></ul>Year 2
    25. 25. Surgery Pediatrics Ob/Gyn Psychiatry Primary Care Standard Clerkship OR 4 wk RURAL & Ortho/ General Inpatient 4 wk RURAL rotation & Inpatient/ University OB/GYN Rotation 8 wk RURAL rotation <ul><li>Doctoring 3 </li></ul><ul><li>Epidemiology, Toxicology </li></ul><ul><li>Population-based Health, Economics of Medicine </li></ul><ul><li>Doctor-Patient Communication, Cultural Sensitivity </li></ul><ul><li>Rural Health Small Groups/Cases (rural physicians & students participate via telemedicine) </li></ul>ATLS–Advanced Trauma Life Support ALSO–Advanced Life Support in Obstetrics 4 wk RURAL rotation & Inpatient, PICU, Oral Health, & Child Ab. 4 wk RURAL rotation & Integrated Behavioral Health & Telepsych P/NALS–Ped./Neonatal Advanced Life Support Standard Clerkship & Telemedicine Consults & Visits to Subspec’ts Year 3 Telemedicine Consults & Visits to Subspec’ts Medicine ACLS-Advanced Life Support
    26. 26. <ul><li>Masters </li></ul><ul><ul><li>Public health, medical informatics or other </li></ul></ul><ul><ul><li>Locale: UC Davis or other </li></ul></ul><ul><li>Seminar </li></ul><ul><ul><li>Present one another’s projects </li></ul></ul><ul><ul><li>Advising </li></ul></ul><ul><li>Coursework </li></ul><ul><ul><li>Didactics: in-person or distance education </li></ul></ul><ul><ul><li>Clinical: skills seminars and volunteering </li></ul></ul><ul><li>Field work </li></ul><ul><ul><li>Data collection </li></ul></ul><ul><ul><li>Other </li></ul></ul>Year 4
    27. 27. <ul><li>Clinical Rotations </li></ul><ul><li>Electives: option to shift rural </li></ul><ul><li>Rotations Applying Specialty Expertise to Primary Care or Specialty Rotations </li></ul><ul><li>Didactics </li></ul><ul><li>Special Study Module (Elective): option to shift rural </li></ul><ul><li>Other Medical Informatics (e.g., Telemedicine, Handheld Devices, Electronic Health Record) </li></ul>Scholarly Project in Public Health or Informatics (Complete) <ul><li>Advising </li></ul><ul><li>Residency Selection </li></ul><ul><li>Career Planning </li></ul>Year 5 <ul><li>Doctoring 4 Teaching or MS “Chief” </li></ul><ul><li>Contemporary topics: Economics of Healthcare, Practice Management, Team-based Practice & Life-long Learning Strategies, and Special Topics (e.g., Emergency Medical Transport System or Extended Care/Hospice Care in rural areas) </li></ul><ul><li>Liaison between RP MS and administration, seminar </li></ul>
    28. 28. UC Merced San Joaquin Valley PRIME A Solution to the Provider Shortage in the Valley Frederick J. Meyers, MD, MACP Executive Director, Medical Education & Academic Planning UC Merced Medical Education and Health Sciences Executive Associate Dean, UC Davis School of Medicine Don Hilty, MD, Co-Director Sneha Patel, Manager Rebecca Miller, Coordinator
    29. 29. UC Merced San Joaquin Valley-PRIME <ul><li>Joint UC Davis initiative with UC Merced </li></ul><ul><li>Innovative training for future physicians </li></ul><ul><li>Community-based research, educational and engagement experiences in the SJ Valley </li></ul><ul><li>Partnerships with Valley health systems </li></ul>
    30. 30. The Need for Health Professionals <ul><li>Highest rate of uninsured, under-insured, publicly insured in California </li></ul><ul><li>Shortage of primary care and specialist physicians highest in the state </li></ul><ul><li>Two of the poorest counties in the nation – if considered as a separate state, would be the poorest in the country </li></ul><ul><li>$845 million spent annually by Valley residents on health care services outside of the region </li></ul><ul><li>One of the lowest rates of college education per capita in the state </li></ul>California is estimated to have a shortage of up to 17,000 physicians by 2014
    31. 31. UC Merced San Joaquin Valley- PRIME Years 1-2 <ul><li>Basic science, pre-clinical and clinical experiences of the UC Davis School of Medicine </li></ul><ul><li>Didactic (e.g. seminar) and experiential learning (e.g. PBL) focused on SJ Valley health </li></ul><ul><li>Precepting and longitudinal clinic in the SJ Valley </li></ul><ul><li>Summer research or community engagement project between years 1-2 in the SJ Valley </li></ul>
    32. 32. Valley - PRIME Years 3-4* <ul><li>Clerkships and year 4 selectives and electives in the SJ Valley </li></ul><ul><ul><li>Hospitals and clinics from Stockton to Bakersfield </li></ul></ul><ul><ul><li>Urban and rural sites approved by application process and detailed review </li></ul></ul><ul><ul><li>Interest expressed from UCSF-Fresno, Mercy Merced, Children’s Hospital and other sites </li></ul></ul><ul><ul><li>* Starting the pilot year as a 4-year program with a suggested master’s in a fifth year </li></ul></ul>
    33. 33. Special Appreciation <ul><li>UC Merced </li></ul><ul><ul><li>Chancellor Kang </li></ul></ul><ul><ul><li>Provost Alley </li></ul></ul><ul><ul><li>Vice Provost Ojcius </li></ul></ul><ul><li>HSRI </li></ul><ul><ul><li>Jan Wallander </li></ul></ul><ul><ul><li>Andy Li Wang </li></ul></ul><ul><li>COE </li></ul><ul><ul><li>Maria Pallavicini </li></ul></ul><ul><ul><li>Jan Wallander </li></ul></ul><ul><ul><li>Faculty Senate </li></ul></ul><ul><li>Congressmen Cardozza & Costa </li></ul><ul><li>UC Davis </li></ul><ul><ul><li>VC/Dean Pomeroy </li></ul></ul><ul><ul><li>Rural-PRIME </li></ul></ul><ul><ul><li>Thomas Nesbitt </li></ul></ul><ul><ul><li>Faculty Senate </li></ul></ul><ul><li>UCOP </li></ul><ul><ul><li>Jack Stobo </li></ul></ul><ul><ul><li>Cathryn Nation </li></ul></ul><ul><li>UCSF/UCSF-Fresno </li></ul><ul><ul><li>David Irby </li></ul></ul><ul><ul><li>Joan Voris </li></ul></ul><ul><li>SJ Valley Coalition </li></ul>