This document provides a summary of the State of the School of Medicine address given on January 28, 2015. It begins with remembering colleagues who passed away in 2014. It then acknowledges UAB and SOM leadership. The summary highlights accomplishments in 2014 including leadership recruitment, medical education enhancements like new campus locations and learning communities, and research rankings. Overall faculty size and student statistics are provided. Goals for 2015 include further leadership and faculty recruitment.
This document provides a summary of the State of the School of Medicine address given on January 28, 2015. It begins with remembering colleagues who passed away in 2014. It then acknowledges UAB and SOM leadership. The summary highlights accomplishments in 2014 including leadership recruitment, medical education enhancements, and research funding increases. Goals for 2015 include further leadership and faculty recruitment. Overall student and residency numbers increased with program expansions at regional campuses.
The University of St. Thomas offers a Health Care MBA program that has several distinctive features:
- It has over 20 years of experience educating healthcare professionals.
- It is the only program in the region with dual accreditation from both AACSB and CAHME.
- It has a blended and flexible design with quarterly on-campus sessions and online coursework for flexibility.
- It uses a cohort model to provide collaborative learning across the healthcare industry.
- It includes a 3-day health policy seminar in Washington D.C. to provide an insider view of federal health policy.
Continuous Workforce Development: The Next Rung on the Medical Assistant Care...nhanow
Communication among providers about a patient can be difficult without a central repository for patient data. Lack of information can lead to errors or omissions in treatment, resulting in readmissions to the hospital or long-term care facility. This presentation describes the types of patient information available through health information exchanges and show how increased access to patients’ clinical information fosters smoother transitions of care, especially in a post acute care setting.
This document summarizes the experience of teaching clinical urology to medical learners training as generalists in rural Northern Ontario over the past 25 years. Key aspects include exposing learners to clinics, operating rooms, and clinical research to enrich their skills in a supportive one-on-one environment. Learners also assist with community engagement activities. While challenges include limited resources, the experience benefits learners and helps retain physicians in rural communities through increased skills and comfort managing urological conditions.
A PhD in nursing allows one to advance the field of nursing science through original research. A typical PhD nursing program takes 4-6 years and includes coursework, a research practicum, and a dissertation involving collecting or analyzing original data to answer a new research question. Obtaining a PhD allows nurses to develop the scientific foundation of the discipline, educate future nurses, and improve patient care through applying research findings to clinical practice.
November 2016 Nursing clinics. Essential characteristics nurse clinics and s...Linda Nazarko
This document discusses nurse-led clinics and essential characteristics of advanced nursing practice. It begins by outlining the learning objectives which are to understand how nurse-led clinics fit within advanced nursing practice, determine the characteristics of nurse-led clinics, and understand how to promote the value of nurse-led services. The document then defines advanced nursing practice and discusses core competencies. It addresses the types of nurse-led clinics and services, essential criteria for clinics, and effectiveness and evidence demonstrating positive outcomes of nurse-led care. The presentation emphasizes that advanced nursing practice contributes to developing the nursing profession while enriching patient care.
This document provides a summary of the State of the School of Medicine address given on January 28, 2015. It begins with remembering colleagues who passed away in 2014. It then acknowledges UAB and SOM leadership. The summary highlights accomplishments in 2014 including leadership recruitment, medical education enhancements, and research funding increases. Goals for 2015 include further leadership and faculty recruitment. Overall student and residency numbers increased with program expansions at regional campuses.
The University of St. Thomas offers a Health Care MBA program that has several distinctive features:
- It has over 20 years of experience educating healthcare professionals.
- It is the only program in the region with dual accreditation from both AACSB and CAHME.
- It has a blended and flexible design with quarterly on-campus sessions and online coursework for flexibility.
- It uses a cohort model to provide collaborative learning across the healthcare industry.
- It includes a 3-day health policy seminar in Washington D.C. to provide an insider view of federal health policy.
Continuous Workforce Development: The Next Rung on the Medical Assistant Care...nhanow
Communication among providers about a patient can be difficult without a central repository for patient data. Lack of information can lead to errors or omissions in treatment, resulting in readmissions to the hospital or long-term care facility. This presentation describes the types of patient information available through health information exchanges and show how increased access to patients’ clinical information fosters smoother transitions of care, especially in a post acute care setting.
This document summarizes the experience of teaching clinical urology to medical learners training as generalists in rural Northern Ontario over the past 25 years. Key aspects include exposing learners to clinics, operating rooms, and clinical research to enrich their skills in a supportive one-on-one environment. Learners also assist with community engagement activities. While challenges include limited resources, the experience benefits learners and helps retain physicians in rural communities through increased skills and comfort managing urological conditions.
A PhD in nursing allows one to advance the field of nursing science through original research. A typical PhD nursing program takes 4-6 years and includes coursework, a research practicum, and a dissertation involving collecting or analyzing original data to answer a new research question. Obtaining a PhD allows nurses to develop the scientific foundation of the discipline, educate future nurses, and improve patient care through applying research findings to clinical practice.
November 2016 Nursing clinics. Essential characteristics nurse clinics and s...Linda Nazarko
This document discusses nurse-led clinics and essential characteristics of advanced nursing practice. It begins by outlining the learning objectives which are to understand how nurse-led clinics fit within advanced nursing practice, determine the characteristics of nurse-led clinics, and understand how to promote the value of nurse-led services. The document then defines advanced nursing practice and discusses core competencies. It addresses the types of nurse-led clinics and services, essential criteria for clinics, and effectiveness and evidence demonstrating positive outcomes of nurse-led care. The presentation emphasizes that advanced nursing practice contributes to developing the nursing profession while enriching patient care.
Serene White has over 10 years of experience in healthcare environments including as a certified nursing assistant. She has a Master's degree in Public Health from Kaplan University and certificates in nursing assistance, paralegal studies, and teaching. Her experience includes delivering patient care, assisting in educational programs, and volunteering in emergency preparedness.
Rebecca Gullickson is an experienced nurse educator seeking a position as a Nursing Education Specialist. She has over 30 years of experience in nursing, including as a pediatric nurse, nurse educator, home care nurse, emergency room nurse, and critical care nurse. She is dedicated to nursing education and utilizes evidence-based teaching strategies to advance critical thinking in students. Gullickson has excellent communication and teaching skills, and is skilled at developing individualized education plans to meet students' unique needs. She is anticipated to complete her MSN in Nurse Educator in Summer 2016.
This document discusses several global issues facing the nursing profession and outlines the work of the Global Advisory Panel on the Future of Nursing (GAPFON). It identifies key challenges related to an aging nursing workforce, nurse migration, nursing's public image, demonstrating the cost-effectiveness of nursing, and preparing for disasters and climate change. It then provides details on GAPFON's formation, members, strategy to establish a global nursing vision through regional meetings, and plans to create a summary document and strategic action plans to address issues in leadership, policy, practice, and education.
This document discusses trends and challenges in nursing education. It notes changing demographics like increasing populations and chronic illnesses. Nursing education must adapt, with more flexible delivery, competency-based curriculums, and use of technology. There are also challenges like lack of qualified faculty, infrastructure issues, and competition for clinical placements. Suggested actions include student-centered learning, technology integration, innovative teaching, and preparing students for future complex care needs through interprofessional education and focus on evidence-based practice.
This document discusses the health issues facing international students and how universities and health insurers can better support student health. It notes that international students face cultural and lifestyle changes that impact their health. Common student health problems include sexual health issues, stress, poor nutrition, and lack of health literacy. The document proposes that Bupa, as a health insurer, can form partnerships with universities to implement health and wellness programs addressing these issues. Such programs could see benefits like lower medical claims and higher student attendance. Universities could also differentiate themselves by offering extensive student health services and advice.
NCA Postgraduate Residency Collaborative Session 10 June 6 2017CHC Connecticut
This document provides an agenda for a learning collaborative session on June 6th. It includes discussions on portfolios and reflective journals used to evaluate NP residents, as well as planning for graduation, orientation, and accreditation. It also provides updates on coaching programs and reviews the residency program development process. Coaches are recognized for their work. Questions and celebration will conclude the session.
Learning to Lead: can a student society have a positive influence on medical ...JakeMatthews12
This presentation was delievered at the ASME conference in Brighton in 2014 with the results from the BMLS first lecture series. After it was founded in 2012.
The Association for Study of Medical Education.
https://www.asme.org.uk/
Wed16 mr6 1555_matthews
Beth Tompkins is seeking a position as a Nurse Practitioner that allows for professional growth, autonomy, and collaboration. She has over 5 years of experience as an Adult Nurse Practitioner providing primary care and women's health services. Her qualifications include experience evaluating and managing a wide range of health issues, strong communication skills, and expertise developing educational materials.
An Adult/Gerontology Nurse Practitioner seeking a position in California. She has over 7 years of experience as a registered nurse in South Korea and the United States, including in medical intensive care units and community health settings. She holds certifications as an Adult/Gerontology Primary Care Nurse Practitioner and has a MSN from UCLA.
Elena Reyes, PhD, Associate Professor & Director of Behavioral Medicine, Florida State University College of Medicine, Regional Director Southwest Florida
Latino Health Forum 2014
This document discusses the importance of diversity and inclusion in healthcare education and the workforce. It provides definitions for key terms like diversity, inclusion, culture and climate. Research shows that diversity is associated with improved patient care outcomes and experiences. A diverse and inclusive learning environment enriches student education. While underrepresented groups make up a growing portion of the US population, they remain underrepresented in most healthcare professions based on national workforce data. Efforts are needed to recruit and retain a more diverse workforce and student body to provide culturally competent care and meet the needs of an increasingly diverse society.
Brandon Palmer graduated summa cum laude from the University of Illinois in 2012 with degrees in molecular and cellular biology and chemistry. He received his MD from the Medical College of Wisconsin in 2016. As a student, he received several honors and awards for his academic and research accomplishments. He is currently a pediatric resident at Children's Hospital of Wisconsin. His career has included extensive leadership, research, teaching, and volunteer experiences in pediatrics and medical education.
Current trends and issues in nursing education pptiffat aisha
This document outlines objectives and content for a nursing education study. It describes the shift in nursing education from a traditional to collaborative approach. External forces like global issues and internal factors like new degrees are driving changes. Learning theories like Kolb's learning cycle and teaching approaches like problem-based learning are discussed. The document also covers curriculum development, teaching styles, and trends like increased interprofessional collaboration and distance learning.
March 2016 Competency development for advanced nursingLinda Nazarko
This document discusses competency development and revalidation for advanced nursing practice. It aims to help those managing advanced practice nurses understand the components of advanced practice and how to support nurses' skills development. It defines advanced practice nursing and outlines the core competencies including autonomous practice, clinical decision making, and prescribing. It provides guidance on maintaining and enhancing skills through education, mentoring, and experience. It also addresses setting up nurse-led services, developing guidelines, and preparing for revalidation through appraisal and continuing professional development.
John Neal is seeking a full-time position as an instructor or professor of health, wellness, exercise science or fitness. He has over 20 years of experience in these fields, including currently serving as the Multicultural and Diversity Coordinator at Delta College and an Adjunct Instructor in their Health and Wellness Division. Previously, he held roles as a Clinical Exercise Physiologist, Cardiac Surgery Program Coordinator, and Graduate Assistant teaching cardiovascular fitness and strength training. He has advanced degrees in Kinesiology and Rehabilitation Psychology and a proven track record of helping students through advising and teaching roles.
This document is a resume for Katherine M. Ingram, who has over 20 years of experience as a nursing educator and simulation specialist. She has a Bachelor's degree in Nursing, a Master's degree in Nursing Administration and Finance, and several nursing certifications. Her professional experience includes roles managing simulation centers and laboratories, coordinating nursing programs, and clinical nursing. She has extensive experience developing simulation scenarios and training others in simulation methods.
This document summarizes the results of a survey of Māori medical graduates from the University of Otago. It finds that Māori doctors work in a wide range of settings and specialties across New Zealand. Those in senior roles have many involvements in Māori health. Māori doctors reported mixed experiences of expectations and support. While some colleges provide strong support, others need to improve their curriculum and training to better support Māori doctors. Attributes seen as important for Māori doctors included clinical excellence, cultural competency, and broad knowledge of Māori health issues.
Getting the balance right - Adult services role in improving transition Helena Gleeson
Leicester Royal Infirmary Representing RCP YAASG
NHS Improving Quality held an event in London on 31 July 2013 to progress the children and young people transition to adult services work with a focus on turning the rhetoric into practice entitled “Working to Define a Generic Service Specification for Transition”
Clinical Innovation Network April 2015 Webinar: Practice Transformation in Re...PrimaryCareProgress
This document summarizes a webinar on collaborations and innovations in residency education. It featured presentations from several speakers on their experiences with primary care medical home collaboratives and transformations in residency training. The Colorado Family Medicine Residency PCMH Project was highlighted, which involved transforming 9 family medicine and 1 internal medicine residency practices into patient-centered medical homes through practice redesign and curriculum changes. Evaluations found improvements in clinical processes and culture, and residents reported the experience prepared them well for practice and influenced where they chose to work. The webinar concluded with information on the Academic Innovations Collaborative involving 20 teaching practices working to improve outcomes through expert consultation and shared learning.
Documenting Your Leadership/Administration Efforts In a Way That Countstatetomika
Leadership and Administration; April 23, 2019
Mayumi Nakagawa, MD, PhD
Professor of Pathology, College of Medicine
Co-Leader, Cancer Prevention and Population Sciences Program, Winthrop P. Rockefeller Cancer Institute
Drs. Mae and Anderson Nettleship Endowed Chair in Oncologic Pathology
UAMS
Serene White has over 10 years of experience in healthcare environments including as a certified nursing assistant. She has a Master's degree in Public Health from Kaplan University and certificates in nursing assistance, paralegal studies, and teaching. Her experience includes delivering patient care, assisting in educational programs, and volunteering in emergency preparedness.
Rebecca Gullickson is an experienced nurse educator seeking a position as a Nursing Education Specialist. She has over 30 years of experience in nursing, including as a pediatric nurse, nurse educator, home care nurse, emergency room nurse, and critical care nurse. She is dedicated to nursing education and utilizes evidence-based teaching strategies to advance critical thinking in students. Gullickson has excellent communication and teaching skills, and is skilled at developing individualized education plans to meet students' unique needs. She is anticipated to complete her MSN in Nurse Educator in Summer 2016.
This document discusses several global issues facing the nursing profession and outlines the work of the Global Advisory Panel on the Future of Nursing (GAPFON). It identifies key challenges related to an aging nursing workforce, nurse migration, nursing's public image, demonstrating the cost-effectiveness of nursing, and preparing for disasters and climate change. It then provides details on GAPFON's formation, members, strategy to establish a global nursing vision through regional meetings, and plans to create a summary document and strategic action plans to address issues in leadership, policy, practice, and education.
This document discusses trends and challenges in nursing education. It notes changing demographics like increasing populations and chronic illnesses. Nursing education must adapt, with more flexible delivery, competency-based curriculums, and use of technology. There are also challenges like lack of qualified faculty, infrastructure issues, and competition for clinical placements. Suggested actions include student-centered learning, technology integration, innovative teaching, and preparing students for future complex care needs through interprofessional education and focus on evidence-based practice.
This document discusses the health issues facing international students and how universities and health insurers can better support student health. It notes that international students face cultural and lifestyle changes that impact their health. Common student health problems include sexual health issues, stress, poor nutrition, and lack of health literacy. The document proposes that Bupa, as a health insurer, can form partnerships with universities to implement health and wellness programs addressing these issues. Such programs could see benefits like lower medical claims and higher student attendance. Universities could also differentiate themselves by offering extensive student health services and advice.
NCA Postgraduate Residency Collaborative Session 10 June 6 2017CHC Connecticut
This document provides an agenda for a learning collaborative session on June 6th. It includes discussions on portfolios and reflective journals used to evaluate NP residents, as well as planning for graduation, orientation, and accreditation. It also provides updates on coaching programs and reviews the residency program development process. Coaches are recognized for their work. Questions and celebration will conclude the session.
Learning to Lead: can a student society have a positive influence on medical ...JakeMatthews12
This presentation was delievered at the ASME conference in Brighton in 2014 with the results from the BMLS first lecture series. After it was founded in 2012.
The Association for Study of Medical Education.
https://www.asme.org.uk/
Wed16 mr6 1555_matthews
Beth Tompkins is seeking a position as a Nurse Practitioner that allows for professional growth, autonomy, and collaboration. She has over 5 years of experience as an Adult Nurse Practitioner providing primary care and women's health services. Her qualifications include experience evaluating and managing a wide range of health issues, strong communication skills, and expertise developing educational materials.
An Adult/Gerontology Nurse Practitioner seeking a position in California. She has over 7 years of experience as a registered nurse in South Korea and the United States, including in medical intensive care units and community health settings. She holds certifications as an Adult/Gerontology Primary Care Nurse Practitioner and has a MSN from UCLA.
Elena Reyes, PhD, Associate Professor & Director of Behavioral Medicine, Florida State University College of Medicine, Regional Director Southwest Florida
Latino Health Forum 2014
This document discusses the importance of diversity and inclusion in healthcare education and the workforce. It provides definitions for key terms like diversity, inclusion, culture and climate. Research shows that diversity is associated with improved patient care outcomes and experiences. A diverse and inclusive learning environment enriches student education. While underrepresented groups make up a growing portion of the US population, they remain underrepresented in most healthcare professions based on national workforce data. Efforts are needed to recruit and retain a more diverse workforce and student body to provide culturally competent care and meet the needs of an increasingly diverse society.
Brandon Palmer graduated summa cum laude from the University of Illinois in 2012 with degrees in molecular and cellular biology and chemistry. He received his MD from the Medical College of Wisconsin in 2016. As a student, he received several honors and awards for his academic and research accomplishments. He is currently a pediatric resident at Children's Hospital of Wisconsin. His career has included extensive leadership, research, teaching, and volunteer experiences in pediatrics and medical education.
Current trends and issues in nursing education pptiffat aisha
This document outlines objectives and content for a nursing education study. It describes the shift in nursing education from a traditional to collaborative approach. External forces like global issues and internal factors like new degrees are driving changes. Learning theories like Kolb's learning cycle and teaching approaches like problem-based learning are discussed. The document also covers curriculum development, teaching styles, and trends like increased interprofessional collaboration and distance learning.
March 2016 Competency development for advanced nursingLinda Nazarko
This document discusses competency development and revalidation for advanced nursing practice. It aims to help those managing advanced practice nurses understand the components of advanced practice and how to support nurses' skills development. It defines advanced practice nursing and outlines the core competencies including autonomous practice, clinical decision making, and prescribing. It provides guidance on maintaining and enhancing skills through education, mentoring, and experience. It also addresses setting up nurse-led services, developing guidelines, and preparing for revalidation through appraisal and continuing professional development.
John Neal is seeking a full-time position as an instructor or professor of health, wellness, exercise science or fitness. He has over 20 years of experience in these fields, including currently serving as the Multicultural and Diversity Coordinator at Delta College and an Adjunct Instructor in their Health and Wellness Division. Previously, he held roles as a Clinical Exercise Physiologist, Cardiac Surgery Program Coordinator, and Graduate Assistant teaching cardiovascular fitness and strength training. He has advanced degrees in Kinesiology and Rehabilitation Psychology and a proven track record of helping students through advising and teaching roles.
This document is a resume for Katherine M. Ingram, who has over 20 years of experience as a nursing educator and simulation specialist. She has a Bachelor's degree in Nursing, a Master's degree in Nursing Administration and Finance, and several nursing certifications. Her professional experience includes roles managing simulation centers and laboratories, coordinating nursing programs, and clinical nursing. She has extensive experience developing simulation scenarios and training others in simulation methods.
This document summarizes the results of a survey of Māori medical graduates from the University of Otago. It finds that Māori doctors work in a wide range of settings and specialties across New Zealand. Those in senior roles have many involvements in Māori health. Māori doctors reported mixed experiences of expectations and support. While some colleges provide strong support, others need to improve their curriculum and training to better support Māori doctors. Attributes seen as important for Māori doctors included clinical excellence, cultural competency, and broad knowledge of Māori health issues.
Getting the balance right - Adult services role in improving transition Helena Gleeson
Leicester Royal Infirmary Representing RCP YAASG
NHS Improving Quality held an event in London on 31 July 2013 to progress the children and young people transition to adult services work with a focus on turning the rhetoric into practice entitled “Working to Define a Generic Service Specification for Transition”
Clinical Innovation Network April 2015 Webinar: Practice Transformation in Re...PrimaryCareProgress
This document summarizes a webinar on collaborations and innovations in residency education. It featured presentations from several speakers on their experiences with primary care medical home collaboratives and transformations in residency training. The Colorado Family Medicine Residency PCMH Project was highlighted, which involved transforming 9 family medicine and 1 internal medicine residency practices into patient-centered medical homes through practice redesign and curriculum changes. Evaluations found improvements in clinical processes and culture, and residents reported the experience prepared them well for practice and influenced where they chose to work. The webinar concluded with information on the Academic Innovations Collaborative involving 20 teaching practices working to improve outcomes through expert consultation and shared learning.
Documenting Your Leadership/Administration Efforts In a Way That Countstatetomika
Leadership and Administration; April 23, 2019
Mayumi Nakagawa, MD, PhD
Professor of Pathology, College of Medicine
Co-Leader, Cancer Prevention and Population Sciences Program, Winthrop P. Rockefeller Cancer Institute
Drs. Mae and Anderson Nettleship Endowed Chair in Oncologic Pathology
UAMS
Ladonna R. Smith is an experienced registered nurse and nurse practitioner with over 30 years of experience in clinical, educational, and managerial roles. She has worked in various settings including hospitals, clinics, universities, and pharmaceutical companies. Her experience includes clinical roles, patient education, managing teams of nurses, and developing educational programs. She has licenses in multiple states and specializes in conditions like multiple sclerosis.
Medical education is changing to meet the demands of our evolving health care system. One of these changes is the development and implementation of competency-based medical education (CBME).
Postgraduate residency presentation #2 from recruitment to graduationCHC Connecticut
What does the 12-month Nurse Practitioner Residency program look like? This webinar will delve into the details of the structure, design, and content of a 12-month, Federally Qualified Health Center (FQHC) based, postgraduate nurse practitioner residency program. Topics such as recruitment, screening and selection of candidates, core programmatic and curricula elements, and the essential contributions of other staff will be discussed. This webinar will feature speakers from the Community Health Center, Inc.’s first-in-the-nation nurse practitioner residency program and guests from other exemplary programs around the country.
This document summarizes a pilot study conducted at Sensenbrenner Hospital in Kapuskasing, Ontario, Canada. The study aimed to involve medical learners in reviewing and revising the hospital's policy for intravesical BCG therapy for bladder cancer. A medical student conducted research on current practices and policies at various hospitals. They found the current protocol was safe and involved consulting staff on proposed changes. The student felt participating gave back to the community and provided valuable experience with health policy and collaboration. It was concluded learner involvement in policy projects could improve quality of care through updated practices and collaborative learning between practitioners and students.
Enhancing the Student Experience Through Effective PreceptingCHC Connecticut
This webinar discussed enhancing the student experience through effective precepting. It covered how health centers can develop preceptor training programs and dedicated education sites to better support students and preceptors. Specifically, it recommends health centers work with academic partners to create preceptor orientations, clear expectations, compensation, and ongoing support through a clinical coordinator. This formalizes the process and improves communication, record keeping, and the overall experience for preceptors and students compared to informal models.
This document provides a summary of Kate Larson's professional experience and qualifications. She currently serves as the Nursing Supervisor for RN Care Coordination at Mayo Clinic Health System in Southeast Minnesota, where she manages the RN care coordinator program and supervises staff. Previously she worked as a registered nurse in various clinical roles at Mayo Clinic for over 15 years. She holds a Bachelor of Science in Nursing and a Master of Arts in Nursing, and has participated in many quality improvement projects, committees, and presentations throughout her career.
Nursing has long included an educational role in patient care. Major developments established patient education standards and recognized teaching as a nursing function. Current trends emphasize empowering patients through self-management education and preparing nurses for evolving health education roles. However, barriers like lack of time challenge effective teaching. Ongoing research aims to improve teaching methods and evaluate educational outcomes.
Nursing has long included an educational component, with patient teaching recognized as a core nursing function. The nurse educator role has evolved in several ways, such as through the establishment of standards and mandates requiring patient education. While nurses face barriers to effective teaching like lack of time, their role as educator extends beyond patient teaching to include students, staff and the public. Ongoing issues involve ensuring education is tailored to diverse learners and coordinated between healthcare teams.
This presentation summarizes a study conducted by researchers at the University of Notre Dame Australia that used the Harvard Medical School-Cambridge Integrated Clerkship tool to measure attributes of professionalism in final year medical students. The study found that female students scored higher than male students in patient-practitioner orientation, though there was no significant difference between students in metropolitan versus rural clinical schools. The researchers concluded the pilot study provided a baseline to measure the effects of longitudinal integrated clerkships on professionalism attributes in the medical curriculum going forward.
Why Form a Health Professions Training Program at Your Federally Qualified H...CHC Connecticut
Health Professions Students in FQHCs - Why Form a Health Professions Training Program at Your Federally Qualified Health Center?
This webinar will make a case for the benefits of having health professions students in your health center on both the financial and workforce infrastructure of a FQHC. Participants will be guided through the successes and challenges of hosting health professions students by highlighting model programs.
This webinar was present March 8, 2016 at 3:00 PM Eastern Time
Ileana G. Muñoz is a Doctor of Pharmacy candidate at the University of South Florida College of Pharmacy with an anticipated graduation date of May 2017. She holds a Bachelor of Science in Molecular Biology and Microbiology from the University of Central Florida, with minors in Sociology and Psychology. Ms. Muñoz has extensive leadership experience in pharmacy student organizations and has participated in various pharmacy practice experiences, including rotations in geriatrics, ambulatory care, and institutional and community pharmacy settings. She is a member of several professional pharmacy organizations.
Bryan P. Baker is a Doctor of Physical Therapy candidate at Springfield College anticipated to graduate in May 2016. He has extensive clinical experience in orthopedic physical therapy settings and is pursuing an orthopedic residency program. His objective is to obtain a full time position that will allow him to further develop his treatment skills and participate in a mentorship program. He maintains professional certifications and memberships and has a strong academic record.
Lauren Bishop has been accepted to several post-baccalaureate pre-medical programs and hopes this presentation will help her decide which to attend. The programs discussed are at Mississippi College, University of Pennsylvania, American University, and Barry University. She also provides information on requirements for admission to medical school at the Medical University of South Carolina and the career of a surgeon. Organizing this information has helped her evaluate how each graduate program prepares her for acceptance into medical school and her goal of becoming a surgeon.
Professor Stephanie Watts presents the MSU BEST program, one of 17 national programs funding by NIH to assist and mentor graduate students for careers other than academia
Student Affairs and Academic Support Directors Meeting, Sept. 19, 2017
Speakers: Debbie Beck, Pam Bowers, Scott McDonald, Kim McMahon, Anna Edwards and Dennis Pruitt
A critical transition point for entry into the professoriate is a postdoctoral experience. In the STEM and biomedical science fields, one or more years of work as a postdoc are increasingly required for advancement into tenure-track faculty positions, but according to recent NSF data only 8.3 percent of postdoctoral scholars in those fields were from underrepresented backgrounds. Furthermore, underrepresented postdocs are not entering tenure-track faculty positions in sufficient numbers, especially at research-intensive institutions. During this webinar, we will explore known barriers to minority postdoc success as well as the efficacy of national programs designed to advance them to the professoriate (e.g. NIH IRACDA). Speakers will also highlight successful regional programs, such as the Carolina Postdoctoral Program for Faculty Diversity. The webinar will conclude with information about a proposed action item to partner with national stakeholders to evaluate the impact of diversity programs on postdoctoral scholars.
This document discusses how to increase social accountability in medical education. It outlines the global consensus for social accountability of medical schools which includes responding to health needs in society, reorienting education accordingly, strengthening governance, and using evaluation. It questions how to inspire students' social conscience, best assess the development of social accountability in students, and how community participation can increase social accountability.
The University of Florida received over $181 million in National Institutes of Health funding in 2016, making it the top public university in Florida. It received over $166 million in 2015. The university has major research hospitals and medical schools, and collaborates with other top institutions on healthcare and medical research.
This document provides information about the Department of Otolaryngology at UAB including the faculty members, number of residents, research conducted by residents, benefits provided to residents, and follow up information on previous residents. It lists the 20 faculty members in the department and their specialties. It also outlines the educational opportunities, conferences, benefits, and responsibilities of the residency program.
Leadership Training Opportunities for Women at UAB and Nationallyuabsom
The document summarizes various leadership training opportunities for women, including those presented by Dr. Cynthia Brown. It provides details on national programs from the AAMC and Harvard, as well as local opportunities through UAB Medicine, including the Quality and Safety Academy, Healthcare Leadership Academy, and certificates in healthcare quality and safety. Speakers at the event included Drs. Gibson, Brown, Walters, Booth, Hicks, Heath and Fouad who shared their experiences in leadership training.
Peter L. Slavin, M.D., 2015 Leadership in Academic Medicine Lectureuabsom
Peter L. Slavin, M.D., president of Massachusetts General Hospital, presented “The Future of Academic Medicine” on Thursday, Aug. 6 as the featured speaker for the 2015 Leadership in Academic Medicine Lecture, sponsored by UAB Medicine.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
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The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Setup Warehouse & Location in Odoo 17 Inventory
State of the school
1. #SOTSOM15
State of the School of Medicine
January 28, 2015
Selwyn M. Vickers, M.D., F.A.C.S.
Dean, UAB School of Medicine
Senior Vice President for Medicine
2. #SOTSOM15
In Memoriam 2014
James Pittman, M.D.
former dean
UAB School of Medicine
In 2014, we said goodbye to some dear friends and colleagues
Gayle Stephens, M.D.
professor emeritus,
Department of Family and Community
Medicine; former dean, Huntsville Regional
Medical Campus
H. Cecil Coghlan, M.D.
retired professor emeritus,
Division of Cardiovascular Disease
Hugh Shingleton M.D.
retired former chair,
Department of Obstetrics and Gynecology
James Caulfield, M.D.
retired professor emeritus, Department of
Pathology
Sang Han, M.D.
retired,
Department of Radiology
Jiri Vitek, M.D.
retired,
Department of Radiology
5. #SOTSOM15
Welcome
Accomplishments in made in 2014 :
Leadership and Recruitment
• Medical education
• Research
• Clinical programs
• AMC21 Reload and its impact across the broad
SOM mission
6. #SOTSOM15
SOM Snapshot
Right now in the School of Medicine and UAB
Medicine:
– 781 medical students on 4 campuses
– 950 residents in 4 program sites
– 1,000+ people receiving care inside UAB Hospital
– 2,321 appointments scheduled at The Kirklin Clinic
– 4,415 ongoing research studies
– 1,956,049.73 square feet of space
7. #SOTSOM15
Faculty
• The School of Medicine employs 1,318* full-
time faculty
• 111 of those joined UAB in 2014
*figures as of Jan. 14 , 2014
8. #SOTSOM15
Recruitment
Mitchell Cohen, M.D.
• Chair of Pediatrics and Physician-in-Chief of Children’s of
Alabama
• Renowned specialist in children’s digestive disorders.
Ravi Bhatia, M.D.
• Director of the Division of Hematology and Oncology and
deputy director of the UAB Comprehensive Cancer Center.
• Specializes in leukemia research, specifically studying the role
of stem cells as it relates to blood cell cancer progression
9. #SOTSOM15
Recruitment
Smita Bhatia, M.D., MPH
• Director of the Institute for Cancer Outcomes and Survivorship,
associate director of cancer outcomes research in
Comprehensive Cancer Center, vice chair for outcomes in the
Department of Pediatrics and co-director of the Center for
Outcomes and Effectiveness Research and Education
• Making significant contributions in identifying chronic health
issues in cancer survivors
James J. Cimino, M.D.
• Inaugural director of the Informatics Institute and co-director
of the Center for Clinical and Translational Science
• National leader in the burgeoning field of biomedical
informatics
10. #SOTSOM15
Dean’s Leadership Team
Anupam Agarwal, M.D.
Executive Vice Dean
• Developed outline for the Pittman Scholar program
• Review of large P and U grants
• Lead evaluation of Lung Transplant program
• Leader on many major Medical School recruitment and retention
efforts
• Liaison between department chairs, center directors and the Dean
11. #SOTSOM15
Hughes Evans, M.D., Ph.D.
Senior Associate Dean, Medical Education
• Oversight for:
– Full accreditation by LCME
– Multiple Mini-Interviews to enhance our holistic admissions
– Re-organization of GME to meet CLER and Next
Accreditation System guidelines and prepare for successful
CLER visit
– New campus opening for 5 MS3 students in Montgomery;
Tuscaloosa longitudinal integrated curriculum
Dean’s Leadership Team
S. Dawn Bulgarella, CPA, MSHA
CFO, UAB Medicine
• Oversees contracts negotiations for major medical school
recruits
• Financial leader for SOM and HS, UAB Medicine
• Helped developed background & foundation for Academic
Enrichment Fund
12. #SOTSOM15
Dean’s Leadership Team
Mona Fouad, M.D., MPH
Senior Associate Dean, Diversity and Inclusion
• Established the Diversity Task Force. The top priority for this
group is the development of a departmental strategic plan for
diversity.
• Developed Diverse Scholar Program.
• Hosted AAMC Chief Diversity Officer Dr. Marc Nivet in January
• Implementing Women in Medicine Program
David Rogers, M.D., MHPE
Senior Associate Dean, Faculty Affairs and Professional Development
• Facilitated a revision of the School of Medicine Appointment,
Promotion and Tenure document
• Identified a Faculty Recruitment and Awards Program Manager
• Led the “People” Task Force review of recruitment, development
and retention of School of Medicine Research Faculty
• Collaborated in a comprehensive audit of leadership
development programs in UAB Medicine and UAB
• Co-Chaired the AMC-21 Satisfaction/Engagement Committee
13. #SOTSOM15
Dean’s Leadership Team
Robert P. Kimberly, M.D.
Senior Associate Dean, Clinical and Translational Research
• Led grant renewal application for the CCTS
• Recruited inaugural director, Informatics Institute
• Recruited inaugural director, Clinical Trials Office
• Formalized CCTS partnership with the UAB
Comprehensive Cancer Center for Phase I clinical
trials unit
Etty (Tika) Benveniste, Ph.D.
Interim Senior Associate Dean, Research Administration and Development
• Identified 12 areas of focus to fund high impact research and
improve graduate education issues
• Created 3 RFAs for the following areas:
− 2015 SOM Planning Grants for Multi-Investigator Programs
− Blue Sky (Innovator) Awards:
− Incentive for 1 R01 Investigators to Submit 2nd R01
• Developed incentive for T32 Grant Submissions
14. #SOTSOM15
Regional Campus Leaders
Robert M. Centor, M.D.
Huntsville Regional
Campus
Richard H. Streiffer, M.D.
Tuscaloosa Regional
Campus
Wick Many Jr., M.D.
Montgomery Regional
Campus
17. #SOTSOM15
Recognition
This year two exemplary leaders
stepped down from leadership
positions:
• Sergio Stagno, M.D. after 25
years as chair of Pediatrics
• Kirby Bland, M.D. after 15
years as chair of Surgery and
surgeon-in-chief of UAB
Hospital
18. #SOTSOM15
Recruitment Efforts
2015 Recruitment goals:
• Associate Dean for Global Health
• Chair of the Department of Surgery
• Chair for Biomedical Engineering
• Director of the Personalized Medicine Institute
• 8-10 funded investigators
20. #SOTSOM15
LCME Accreditation
• 8 full years of accreditation granted after a
rigorous, two-year self-study process!
• This could not have been done without the
work of Drs. Hughes Evans, Bob Rich, Craig
Hoesley, Laura Kezar and Kristina Panizzi
Woodley and the work of their team in
preparation for the intensive visit last March
21. #SOTSOM15
• SOM commended in 2 areas:
– Diverse scope of medical student electives
– Present and anticipated financial stability
• 2 citations:
– Dependence on lectures during preclinical years
rather than self-directed or active learning
– Reported faculty observations of students’ core
clinical skills low in some clerkships
LCME Accreditation
22. #SOTSOM15
• 3,764 applications for the class
matriculating in 2015
– 483 from Alabama
• Interviewing approximately 420
applicants
– Conducted 288* interviews to date
*as of Jan. 16; number does not include interviews for Early Medical School
Acceptance Program and Rural Medical programs
Admissions
Nathan Smith, M.D.
Assistant Dean for Admissions
23. #SOTSOM15
Enhancement of Holistic Admissions
Multiple Mini-Interview
• Interview tool to evaluate an applicant’s abilities beyond
academics
• Presented individually with series of realistic scenarios
– Eight minutes to discuss answers to questions
• Considers empathy, ethical decision making, communication
and teamwork
• Added to admissions process, fall 2014
Admissions
24. #SOTSOM15
Learning Communities
• Small groups of students dedicated to a
specific academic purpose
–11 learning communities to date
–60 students (15-20 students per class)
• Three primary roles:
–Longitudinal and peer mentoring
–House wellness training and programs
–Provide a sense of community
25. #SOTSOM15
• Unique opportunity to teach
copings skills for pressures of
medical school
• Facilitates interaction with
faculty and older students
• Students assigned to an LC
before arriving on campus;
stay in the same LC all four
years
• 42 % (66) of AAMC member
schools offer similar programs
Learning Communities
26. #SOTSOM15
• Prompted by student request for integration
of service learning into curriculum
• Task force led by Erin Snyder M.D.
– Composed of students and faculty, representation
from multiple campuses
• Team currently developing specific
recommendations
Service Learning
27. #SOTSOM15
Service learning is a method of teaching that
combines classroom instruction with meaningful
community service. This form of learning
emphasizes critical thinking and personal
reflection while encouraging a heightened sense
of community, civic engagement and personal
responsibility.
Service Learning
28. #SOTSOM15
Albert Schweitzer Fellowship
• Early planning stages for an ASF chapter, comprised of several UAB schools
as well as other area graduate schools
– Currently 13 ASF chapters in the US, very few in the South
• Schweitzer Foundation Program: A national program focusing on
leadership development in service learning
– Graduate-level students
– Competitive application process
– Recipients implement service project of their own design
• Fellowship connects students to reasons for pursuing medicine
– Builds resilience and association with what it means to be a patient
– Opportunity to learn about health disparities, cultural competency
and social determinants of health
Service Learning
29. #SOTSOM15
Regional Campus Leaders
Robert M. Centor, M.D.
Huntsville Regional
Campus
Richard H. Streiffer, M.D.
Tuscaloosa Regional
Campus
Wick Many Jr., M.D.
Montgomery Regional
Campus
30. #SOTSOM15
Piloting innovative third year curriculum
– the Tuscaloosa Longitudinal
Community Curriculum (TLC2)
– Rather than 1-2 months in each area,
students work with community
physicians and follow patients through a
disease or diagnosis in:
• Pediatrics
• Internal medicine
• Surgery
• Family medicine
• Psychiatry
• Ob-gyn
• Neurology
– Gives students an immersive,
community-based experience
Tuscaloosa Regional Campus
31. #SOTSOM15
Montgomery Regional Campus
• Opened in May 2014
with it’s first 5, third-
year medical
students
• 20 more students will
join the campus in
spring 2015
32. #SOTSOM15
• 40th anniversary in February
– Established in 1971 as part
of the University of
Alabama in Huntsville
– Began training residents in
family medicine in 1973
– Third-year medical students
started in 1974
• Huntsville faculty currently
train 70 third- and fourth-year
medical students and 60
residents
– 36 in family medicine and
24 in internal medicine.
Huntsville Regional Campus
33. #SOTSOM15
• 781 total students* on 4 campuses
• 98 percent placed in residency on Match Day
• 161 graduated in May
• 186 new students in the first year class
• 950 residents across 4 program sites
SOM Student Stats
* as of 9/8/14
34. #SOTSOM15
Graduate Medical Education
CLER VISIT
• Staff from the ACGME performed the first Clinical Learning
Environment Review (CLER) at UAB Hospital on August 26-28,
2014.
• Residents accompanied the site visitors to patient care areas to
interview staff and observe hand-off procedures.
• The emphasis of the visit is on the responsibility of the
sponsoring institutions for the quality and safety of the
environment for learning and patient care.
• The information collected on the first round of CLER visits will
results in a national framework for assessment that includes
comparison data
• CLER visits will occur approximately every 18 months
35. #SOTSOM15
Office of Interprofessional Education: Launching
interprofessional simulation sessions in every
preclinical organ module and several clerkships;
rolling out on all regional campuses
The only medical school in the country
that has accomplished this!
Interprofessional Education
Robert R. Rich, M.D.
Associate Vice President,
Interprofessional Education
36. #SOTSOM15
Since Oct. 2014, OIPS has
• Facilitated training and faculty
development
• Signed affiliation with the
Center for Medical Simulation in
Boston
• Provided Ebola care team
training and mock Code Stroke
in the UAB Health System
• Conducted outside review of
Clinical Skills Center
• Implementing simulation to
other UAB Health schools
− simulation now in every
semester of BSN nursing
curriculum
Interprofessional Simulation
Marjorie Lee White, M.D.
Director, Office of
Interprofessional Simulation
39. #SOTSOM15
UABSOM NIH Rankings and Trends
18 17 19
22 22
25 25
28 29 31
R² = 0.9679
0
10
20
30
UABSOMNIHRank
(a) Blue Ridge estimated ranking at 33 because JHS departments
were not included in the total. The corrected rank is shown.
(b) Estimated using NIH data and including Mayo. Identical to rank
released by Blue Ridge more recently.
40. #SOTSOM15
Strategic, Step-Wise Progression to NIH Top 10
31
$134M
20
$180M
15
$250M
10
$300M
Step 1.
Have at least 3
departments in top 15
3 Tiers of Funding:
Consortiums and Centers - U (2-5 new awards)
Collaborate – P60, P50, P20, P01 (10-20 new awards)
Recruit and Grow New R01 investigators (50-75 new awards)
Step 2.
Have at least 6 departments
in top 15
Step 3.
Have at least 6 departments in the top 10
and another 6 in top 20
UAB
BROADLY INCLUSIVE OF
ALL FEDERAL AWARDS
The Promise of UAB Medicine: Poised to Lead in
this New Era
41. #SOTSOM15
Source: Federation of American Societies for Experimental Biology Office of Public Affairs
30.1 Billion
2014
Future of Academic Medicine
42. #SOTSOM15
20.6%
26.2%
27.1%
16.7%
17.4% 15.3%
19.2%
25.9% 25.5%
16.3%
17.8%
14.9%
18.6%
22.0% 22.0%
15.0%
17.0%
13.0%
0%
5%
10%
15%
20%
25%
30%
1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012
SuccessRate
Success Rates for New (Type 1) Applications,
Including First-time R01 Award
Research Project Grants (Type 1)
R01 Equivalent (Type 1) Awards
First-time R01 Equivalent Award
Source: Federation of American Societies for Experimental Biology Office of Public Affairs
Future of Academic Medicine
43. #SOTSOM15
Proposals Submitted (All Types)
1608
1735
0
250
500
750
1000
1250
1500
1750
2000
Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sep
NumberofExtramuralSubmissions FY13 FY14
44. #SOTSOM15
FY14 NIH Grant Dollars (in millions) by Series
R
$77.4
T
$4.0
P
$26.8
U
$42.0
F
$0.6
K
$5.6
45. #SOTSOM15
NIH Ranking
18 17 19
22 22
25 25
28 29 31
26
0
10
20
30
UABSOMNIHRank
(a) Blue Ridge estimated ranking at 33 because JHS departments were not
included in the total. The corrected rank is shown.
(b) Estimated using NIH data and including Mayo. Identical to rank
released by Blue Ridge more recently.
(c) BlueRidge has not linked Case Western and Cleveland Clinic. Actual
ranking should be 27.
50. #SOTSOM15
Strategic, Step-Wise Progression to NIH Top 10
31
$134M
20/10
$180M
15
$250M
10
$300M
Step 1.
Have at least 3
departments in top 15
3 Tiers of Funding:
Consortiums and Centers - U (2-5 new awards)
Collaborate – P60, P50, P20, P01 (10-20 new awards)
Recruit and Grow New R01 investigators (50-75 new awards)
Step 2.
Have at least 6 departments
in top 15
Step 3.
Have at least 6 departments in the top 10
and another 6 in top 20
UAB
BROADLY INCLUSIVE OF
ALL FEDERAL AWARDS
The Promise of UAB Medicine: Poised to
Lead in this New Era
#26
51. #SOTSOM15
• Personalized Medicine
• Informatics
• Fundamentals of Basic Science Discovery
• Inflammation, Infection and Immunity
• Population Health, Health Disparities and
Outcomes Effectiveness Research
Research Focus Areas
52. #SOTSOM15
• Cross-cutting
• Aligned with strategic scientific priorities for
federal funding
• Where we can/should be nationally prominent
• Not disease or organ specific
Selection Criteria
54. #SOTSOM15
• Partnership with Hudson-Alpha allowed
for the creation of the UAB-Hudson
Alpha Center for Genomic Medicine
• Recruited Haydeh Payami, Ph.D.
• Significant contributions
– DNA methylation profiling reveals novel diagnostic
biomarkers in renal cell carcinoma. BMC Medicine.
December 4, 2014. (Rick Myers, Ph.D.)
– Genetic variants associated with warfarin dose in
African-American individuals: a genome-wide
association study. The Lancet. June 5, 2013. (Nita
Limdi, Pharm.D, Ph.D.)
Personalized Medicine
55. #SOTSOM15
• Recruited James Cimino, M.D.
• Collecting, representing, storing,
retrieving and processing data to
improve human health
• Partnering with the UAB Center
for Clinical and Translational
Science
• Transforming UAB into a learning
health-care system
Informatics
56. #SOTSOM15
• Fuels translational ideas and research
• Strengthens our overall research
program
• Significant contributions
– Neurosensory perception of environmental cues
modulates sperm motility critical for fertilization.
Science May 16, 2014. (Mike Miller, Ph.D) Miller was
recently selected as one of 60 finalists for Howard
Hughes Medical Institute.
– Histone H2A.Z subunit exchange controls
consolidation of recent and remote memory. Nature
November 27, 2014. (David Sweatt, Ph.D.)
Basic Science Discovery
57. #SOTSOM15
• Tremendous immunology and
microbiology programs at UAB
• Increasing interest in the
microbiome and autoimmune
diseases
• Significant contributions
– Allelic-dependent expression of an activating Fc
receptor on B cells enhances humoral immune
responses. Science Translational Medicine.
December 18, 2013. (Bob Kimberly, M.D., & Jeffrey
Edberg, Ph.D.)
Inflammation, Infection &
Immunity
58. #SOTSOM15
• One of the best health disparities
and outcomes group in the
country
• Important nationally and here at
home
• Significant contributions
– Validation of the atherosclerotic cardiovascular
disease Pooled Cohort risk equations. JAMA.
March 29, 2014. (Paul Muntner, Ph.D. & Monika
Safford, M.D.)
Population Health, Disparities &
Outcomes
59. #SOTSOM15
Pittman Scholars
James A. Pittman, Jr., M.D., Scholars Program established
this year to support recruitment and retention of highly
competitive junior faculty members
• Provide ~$12,500 a year to support research activity or
scholarly enrichment
• Assistant professors (tenure track or non-tenure track)
within five years of their initial appointment
• Nominated by their chair
• Received 11 applicants
60. #SOTSOM15
André Ballesteros-Tato, Ph.D.
Division of Clinical Immunology & Rheumatology
(DOM)
Beatriz León-Ruiz, Ph.D.
Department of Microbiology
Lizhong Wang, Ph.D.
Department of Genetics
J. Michael Wells, M.D.
Division of Pulmonary, Allergy & Critical Care
Medicine (DOM)
Adam R. Wende, Ph.D.
Division of Molecular & Cellular Pathology (DOP)
Inaugural Pittman Scholars
63. #SOTSOM15
UAB Health System
Will Ferniany, Ph.D.
CEO
Reid Jones
COO
Dawn Bulgarella
CFO
Loring Rue, M.D.
Chief Medical Officer
Don Lilly
Sr. Vice President
David Randall
Sr. Vice President of Strategic
Planning and Business Development
65. #SOTSOM15
UAB Health Services Foundation
James Bonner, M.D.
President
Patricia Pritchett
Executive Vice
President
Mike Heckman
CFO
Marty Box
Executive Director,
Human Resources
Charles Fry
General Counsel
66. #SOTSOM15
UAB Health System
• RCO Development
• Evolution Funds Flow
• Volume to Value: quality scores,
readmissions, mortality, reductions
variations in care
• Foundations for the Future
67. #SOTSOM15
UAB Hospital and The Kirklin Clinic
Patient Data
Inpatient Discharges: 49,149
Total Beds: 2,262
Babies Delivered: 4,087
Outpatient Visits: 1.2 million
Number of Specialties: More than 33
Source: UAB School of Medicine Annual Report
68. #SOTSOM15
Population Health*
RCOs
UAB MEDICINE
Patient Experience*
HCAHPS/CCHAPS
Per Capita Cost*
CMS
Triple Aim*
UAHSF UABHSUABSOM
QUALITY
EFFECTIVE
CARE
FUNDS FLOW
Clinical Care
EFFICIENT
CARE
SAFETYQUALITY
Value Based Purchasing
69. #SOTSOM15
Kidney Transplant Chain
• the longest kidney-
transplant chain ever
recorded in the United
States
• began in December
2013
• matched 34 living
donors with 34
recipients
Kidney Transplant Chain
71. #SOTSOM15
• UAB eMedicine launched in August 2014
• Alabama’s 1st medical provider to provide online
diagnosis and treatment of common conditions:
– Cold, sinus infection, sore throat, influenza
– Allergies
– Pink eye
– Bladder infection
UAB eMedicine
72. #SOTSOM15
Results
• Total uabemedicine.com site visits: 111,193
• Total encounters initiated: 2,536
• Total completed visits: 700 (28% completion rate)
– Of those who were triaged out of program or self-abandoned
the system during the visit, ~5% of patients completed a face to
face visit at UAB (Urgent Care or Prime Care) within 2 weeks*
• 40% of eMedicine patients are brand new to the UAB system
*Based on data from 1st 6 weeks of program
UAB eMedicine
73. #SOTSOM15
Children’s of Alabama
Mike Warren,
CEO, Children’s of Alabama
Patient Data
Inpatient Discharges: 13,993
Patient Days: 86,502
Emergency Department Visits: 55,062
Outpatient Visits: 659,914
Surgical Patients (inpatient and
outpatient): 22,937
Source: Children’s of Alabama Annual Report
74. #SOTSOM15
NICU and Neonatology
• 175 NICU beds
• Specialized services available
‒ extracorporeal membrane oxygenation
‒ multidisciplinary care for premature babies with
congenital heart disease
‒ pediatric cardiac surgery
‒ neonatal endoscopic surgery
‒ transplantation of heart, liver, kidney and bone
marrow
UAB/COA is the largest Level IV Neonatal ICU service
in the U.S.
75. #SOTSOM15
• UAB, together with COA, is the only
university that has been selected by the
National Institutes of Health to be a
participating center in the three NIH
perinatal clinical research networks
– Two based in the Division of Neonatology in
the Department of Pediatrics
– The NICHD Maternal-Fetal-Medicine Units
Network based in the Department of
Obstetrics and Gynecology
NICU and Neonatology
Waldemar A. Carlo,
Director, Division of Neonatology
76. #SOTSOM15
New Renal Care Center opens February 2015
• Alabama’s only pediatric dialysis center
• Provides: Hemodialysis, Home Hemodialysis,
Peritoneal Dialysis, Continuous Renal Replacement
Therapy, Aquapheresis, Plasmaphersis
• Leadership: Sahar Fathallah, M.D., Suzanne White, R.N.
• Research and Quality Improvement
− National leader in 4 research trials
− Quality Improvement Program
Pediatric Nephrology
77. #SOTSOM15
Pediatric Nephrology
• Only pediatric renal transplant program in Alabama
• 4th busiest in the U.S. in 2014
‒ 25-30 per year
‒ 537 since founding
Renal Transplant Program
• USNWR: best transplant outcomes in the U.S.
• Research
− New immune suppression protocols
− Reduction of CV risk
− Improvement in medication adherence
− Post transplant viral infections
78. #SOTSOM15
Regional Care Organizations
RCO Population: 108,167
Est. Premium: $348,021,160
Avg. Premium per Eligible:
$268.12/month
RCO Population: 56,417
Est. Premium: $202,461,070
Avg. Premium per Eligible:
$299.06/month
RCO Population: 103,500
Est. Premium: $363,792,890
Avg. Premium per Eligible:
$292.91/month
RCO Population: 194,250
Est. Premium: $799,981,390
Avg. Premium per Eligible:
$343.19/month
RCO Population: 156,750
Est. Premium: $525,240,430
Avg. Premium per Eligible:
$279.23/month
*Premium assumes no RX risk, but includes savings
assumptions and administrative costs. Estimates
provided by Alabama Medicaid 7/22/2014.
Region A
Region C
Region E
Region B
Region D (?)
UAB 80%
UAB 60%UAB 60%UAB 60%UAB 80%
UAB TPA
80. #SOTSOM15
AMC 21
Four pillars under the AMC 21 Strategic Plan:
• Satisfaction / Engagement
• Quality
• Finance
• Advancement of Knowledge
Each of these pillars has an impact across the
tripartite mission of the SOM.
81. #SOTSOM15
SOM Board of Visitors
• Inaugural meeting held September 2014
• Advises on strategy, philanthropic initiatives and
community engagement and of providing
independent perspectives on SOM initiatives
• Creates advocates for the SOM
AMC 21: Engagement
83. #SOTSOM15
Office for Diversity and Inclusion
Mona Fouad, M.D., M.P.H.
Senior Associate Dean for Diversity and Inclusion
Carlton Young, M.D.
Assistant Dean for Medical Student Diversity and Inclusion
Samuel Almódovar, M.D.
Chair, UAB Dean’s Council for Graduate Medical
Education Subcommittee on Diversity,
Multicultural Affairs and Inclusion
AMC 21: Quality
84. #SOTSOM15
SOM Office for Diversity and Inclusion
• SOM Department Liaisons
– Resource in the development of department strategic
plans
• Women in Medicine
– Includes ELAM alumna and department representatives
• Visiting Scholar Program
• Marc Nivet, Ed.D., M.B.A. – AAMC Chief Diversity Officer,
January 20-21, 2015
AMC 21: Quality
85. #SOTSOM15
SOM Office for Diversity and Inclusion
• Success will be assessed through:
‒ Recruitment
‒ Retention
‒ Career Development
‒ Faculty Engagement/Climate Survey
• Underrepresented Minorities
– 7.7 % current faculty
– 8.2 % medical students
• Gender
− 64.5 % men
− 33.5 % women
AMC 21: Quality
86. #SOTSOM15
SOM Office of Diversity and Multicultural Affairs
• Minority Pipeline Programs
− Middle and High School
− Undergraduate
− Post Graduate
• Diversity Education Programs
• URiM Recruitment
• Service and Outreach
• Student Advocacy and Support
• Diversity Training
AMC 21: Quality
87. #SOTSOM15
AMC 21: Quality
Facilities
• Joint Health Sciences (JHS)
facilities being identified for
upgrades in preparation for
a bond issue
• In 2015, Dr. Vickers will be
visiting multiple spaces in
the SOM footprint to see
needed updates
88. #SOTSOM15
AMC 21: Quality
Patient Care
• Commitment to providing the best care to our patients
• Demonstrated improvements in observed to expected mortality,
with 5 consecutive months below 1.0.
Loring W. Rue III, M.D.
Chief Medical Officer
UAB Medicine
89. #SOTSOM15
AMC 21: Quality
Patient Care
• Additionally, we continue to improve our composite score on
the UHC Quality and Accountability Scorecard
– A composite measure of our performance on Mortality,
Effectiveness, Safety, Equity, Patient Centeredness and
Efficiency
• Over the past 4 years, our overall rank has risen significantly
as we’ve continued to improve the care provided to our
patients
91. #SOTSOM15
Patient Care
• To support communication between doctors and patients,
UAB Medicine deployed Emmi, interactive post-discharge
phone calls and corresponding multimedia programs that
encourage patients’ additional learning about their health
condition to improve care transitions and reduce readmission
rates
• Communications involve the patient’s “Circle of Care” who
can help patients manage their conditions proactively
AMC 21: Quality
92. #SOTSOM15
Patient Care
UAB Care
• UAB’s clinical effectiveness program
• Kicked off in the spring of 2014
• A focal point for performance improvement across the health
system
• In its first 9 months, the work of UAB Care has resulted in
improvements in several clinical outcome measures while
realizing cost savings of over $9M. These include sepsis, heart
failure, and hip and femur fracture care redesigns to name a
few.
AMC 21: Quality
94. #SOTSOM15
Patient Care
UAB Care Sepsis Project
• Purpose: Evaluate the use of an electronically-calculated Early
Warning Score (EWS) in addition to or in place of the current
sepsis rule/ sepsis alert
– Sepsis is a major cause of clinical deterioration but not the
ONLY cause.
– EWS may help identify non-septic patients who deteriorate
(respiratory failure, bleeding, etc.).
– Validated in surgical populations
AMC 21: Quality
95. #SOTSOM15
Patient Care
UAB Care Sepsis Project
• 1,014 patients enrolled through November 30, 2014.
• In October a pilot project was launched on 2 inpatient
hospital units to improve our ability to identify and treat
deteriorating patients using an EWS.
– The pilot was extended to additional units in November
and December.
• The score is derived from vital signs (temperature, heart rate,
respiratory rate, systolic BP), level of alertness, oxygen
saturation and administration of supplemental oxygen.
AMC 21: Quality
96. #SOTSOM15
AMC 21: Finance
FY 2014 SOM Sources of Funds
Federal Grants (Direct)
$158M
26%
Other Grants (Direct )
$35.7M
6%
Clinical Enterprise
(UH, HSF, HS)
$158.3M
26%
IER
$33.2M
6%
Tuition (Gross)
$20.4M
3%
State Appropriations $83.4M
14%
Philanthropy
$26.6M
4%
Other
$84.1M
14%
97. #SOTSOM15
AMC 21: Finance
FY 2014 SOM Use of Funds
Grants
$193.8M
35%
Space
$31.3M
6%
SOM Infrastructure $9.5M
2%Investment & Other
$26.1M
5%
Regional Campus, Depts,
Centers
$284M
52%
98. #SOTSOM15
AMC 21: Finance
• Total raised: $555,018,330
• Total raised in December 2014:
$16,814,085 – the biggest
month of the calendar year
Shirley Salloway Kahn, Ph.D.
Senior Vice President for
Development, Alumni and External
Relations
*Figures as of Dec. 31, 2014
99. #SOTSOM15
Total raised for SOM: $366,100,178
• 66 % of all funds raised
Of the total for SOM:
• $62.5M for programmatic support
• $7M for facilities
• $177.9M for faculty support
• $98.6M for research and innovation
• $19.8 for student support
AMC 21: Finance
Virginia Gilbert Loftin
Executive Director of
Development and Strategic
Planning,
School of Medicine
*Figures as of Dec. 31, 2014
100. #SOTSOM15
Development: Major Gifts
• $3.4M from Finley Family for a leadership scholarship and to
name the Reynolds-Finley Historical Library
• $7M from the Hugh Kaul Foundation to name the
Personalized Medicine Institute
• $5M for pediatric initiatives from Children’s of Alabama
• $3.75M for Ophthalmology from Dowd and Susan Ritter,
Research to Prevent Blindness and the EyeSight Foundation
• $3.5M for pediatric oncology, breast cancer, and the Institute
for Innovation/Entrepreneurship from the Goodrich Family
• $1.5M from the Anderson Family to Urology, Neurosurgery
and Nephrology
AMC 21: Finance
101. #SOTSOM15
Development: Outreach
• Alumni receptions in
Anniston, Dothan, Mobile,
Huntsville, Tuscaloosa,
Montgomery; Capital City
Medical Society reception
in Montgomery
AMC 21: Finance
102. #SOTSOM15
Academic Enrichment Fund (AEF)
• Strategic and directed commitment from the clinical
enterprise of UAB Medicine to support academic
programmatic growth
• Specifically targeted to grow nationally competitive academic
research programs
• Annual reporting of AEF investments with appropriate levels
of transparency, oversight, accountability, and return on
investment
• Annual Goal $55M
• Multi-year ramp up to achieve goal
• $21.5M expected in FY 2015
AMC 21: Finance
103. #SOTSOM15
Three Key Themes and Emerging Priorities for 21ST Century Medicine: Funding
Priorities for Recruitment and Growth
Personalized
Medicine, Genomics,
And Informatics
I3,Fundamentals of
Basic Science
Outcomes, Health
Disparities,
Population
Health
NIH Common Fund NIH Common Fund NIH Common Fund
Cancer Education Neurosciences
Cardiovascular Diseases Bioenergetics Primary Care ,Global Health
Diabetes, Obesity and
Metabolism
Regenerative Medicine and
Global Health
Transplantation
UABSOM Thematic Priorities
NIH Roadmap NIH Roadmap NIH Roadmap
AMC 21: Finance
104. #SOTSOM15
• Incentive for Investigators to Submit 2nd R01
• T32, K and F Awards
• Building Research Teams to Submit Multi-PI Grants, P01 and U
Grants
• Graduate Student Support
• Innovator Awards
• Consider Emerging Areas
• Tissue Sample Availability/IRB Issues
• Celebrate Successes/Low cost suggestions
• Research Infrastructure/Cores
• Increase effectiveness of Administrative Units
AMC 21:
Advancement of Knowledge
105. #SOTSOM15
AMC 21:
Advancement of Knowledge
2015 Strategic Recruitments
• Associate Dean for Global Health
• Chair of the Department of Surgery
• Chair of the Department of Biomedical Engineering
• Director of the Personalized Medicine Institute
• 8-10 funded investigators
106. #SOTSOM15
Global Health & International Relations
• Lead development of partnership with South African MRC,
Peru, Zambia, Oman and Saudi Arabia; partnership with Chug
Shan Medical School in Taiwan
• Rubin Pillay, M.D, Ph.D., M.B.A., Assistant Dean for Global
Health Innovation
AMC 21:
Advancement of Knowledge
107. #SOTSOM15
Strategic Objectives for 2015
• Sustained growth in academic programs
• Fiscal management in all aspects
• Strategic communications and faculty
engagement
For 2015
108. #SOTSOM15
At the end of the day what we do in UABSOM and UAB
Medicine matters for Alabama and beyond
• Leadership: emphasis on excellence and collaboration for the
benefit of the patient
• Discovery: advancing the understanding of human biology and
developing applications to improve health
• Social responsibility: fundamental commitment to access to
care for all people
• Education: meeting the local, regional and global need for
healthcare professionals and researchers
For 2015
109. #SOTSOM15
SOM Snapshot
Right now in the School of Medicine and UAB
Medicine:
– 781 medical students on 4 campuses
– 950 residents in 4 program sites
– 1,000+ people receiving care inside UAB Hospital
– 2,321 appointments scheduled at The Kirklin Clinic
– 4,415 ongoing research studies
– 1,956,049.73 square feet of space
Miracles occur everyday for our patients through
execution of great care, new discoveries in our labs and
new found insights by our trainees!
110. #SOTSOM15
Q & A
@UABSOM
#SOTSOM15
Tweet your questions
How will you contribute to the Miracles at
UAB that affect the lives of those whom we
serve in 2015?