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Setup Instructions |
Centers of Excellence Grant Program > FY 2004 Grant Abstracts
Tuskegee University
College of Veterinary Medicine, Nursing and Allied Health
Barbara Diffay, D.V.M.
Tuskegee, AL 36088
(334) 727-8174
FAX (334) 727-8177
diffay@tuskegee.edu
Historically Black College & University Centers of Excellence
- the need to retain and graduate minority veterinary medical students and continue to make them leaders in the field of veterinary medicine in Alabama, the nation, and the world;
- the need to develop a minority faculty pipeline;
- the need to make veterinary medical students aware of the essential role the veterinary medical profession in addressing public and minority health issues;
- the need to train new veterinary medical researchers concerning the growing interaction of humans, animals, and the environment and the dramatic impact those interactions have on public health, particularly that of minority populations;
- the need to improve cultural competence of graduates of TUSVM by continuing to support and expand activities that foster cultural acceptance and sensitivity;
- the need to expand the minority applicant
pool and the number of minority students entering veterinary medicine
at
University
of Arizona
College of Medicine
Francisco A. Garcia, M.D.
1501 Campbell Ave
Tucson, AZ 85724-5018
(602) 631-6571
FAX (480) 368-1452
fcisco@u.arizona.edu
The Arizona
Health Science Center- Hispanic Center of Excellence (HCOE) is grounded
on a solid base established during the past four years in order to become
a premier Hispanic medical research and training center, producing excellent
clinicians and scientists to serve the increasingly complex needs of
The HCOE
coordinates programs and resources with internal and external partners.
Based within the
The HCOE partnership meets the seven goals set forth in the enabling legislation by focusing on two major themes:
- Supporting Hispanic faculty and student recruitment, development, and retention;
- Infusing reciprocal cultural competence into the
training of all physicians at the
Our mission is to improve the health of all Americans by producing the highest quality scholarship with regards to Hispanic health, and by training the next generation of culturally diverse and culturally fluent health care providers.
Stanford
University School of Medicine
Fernando Mendoza, M.D., M.P.H.
750 Welch Road, Suite 325
Palo Alto, CA 94304-5731
(650) 725-8314
FAX (650) 498-5693
Fernando.mendoza@stanford.edu
The Stanford
School of Medicine (SSM) Centers of Excellence purposes are to change
the
Activities to accomplish each objective are listed below:
- Student Performance: Minority student performance will be improved by participation in the Early Matriculation Program, nonacademic and academic advising, mentorship program, tutorial assistance, and a leadership program. A two-quarter USMLE Step 1 board review course will be offered;
- Faculty Development: A URM faculty pipeline program is proposed to increase the pool of URM medical students, residents, and fellows interested in academic careers; centralize recruitment of residents, fellows, and faculty; develop individual academic development plans for junior faculty with department chair and dean’s office collaborations, faculty fellowship program, and a postdoctoral fellowship;
- Information, Curriculum, Cultural Competence: The school’s capacity to offer information related to minority health will be enhanced by numerous activities, courses, and programs such as the expansion of a minority medical information center, minority health care disparities conference, courses on cross-cultural medicine, the PriSMS Program, linguistic competence training (Spanish language and working with interpreters), development of case-based problems for clinical teaching, development of standardized-patient models for teaching and evaluation of cultural competence curriculum, and resident and faculty development course related to teaching cross-cultural medicine.
- Faculty and Student Research: Minority students will have increased opportunities to participate in minority health care research projects through individual assistance from COE methodologist, seminars and courses, the Early Matriculation Program, research stipends, travel funds, partnerships with research centers, and the PriSMS Program;
- Clinical Services Away from Institution: URM students will have increased opportunities to participate in clinical experiences away from Stanford;
- Competitive Applicant Pool: The competitive applicant pool will be increased through the Stanford Comprehensive Health Careers Pipeline. This includes partnerships with middle schools, high schools, community colleges, and undergraduate institutions in the area. At each of these institutions, minority students will be offered information, preparation, role models, mentorship, academic preparation, and clinical exposure for premedical students. In addition, partnerships with the Stanford Medical Youth Science Program and linkages with the Stanford Office of Admissions will expand the applicant pool.
Activities for each objective will be evaluated qualitatively and quantitatively. Data related to name, gender, and race/ethnicity will be maintained in a central tracking system for participants in each objective. The evaluation strategy is designed to provide information in a timely manner as to the success or failure of an activity. The COE’s advisory committee will meet on an annual basis to review the overall performance of the program.
UCLA School of Medicine
Gerald S. Levey, M.D.
(310)
794-0236
FAX (310) 794-0631
glevey@mednet.ucla.edu
Other
The
The proposed objectives and activities build on the success of the current COE grant: 1) Student Performance: Add new components to four institutionally-funded programs- an enriched pre-matriculation program for Drew, expansion of the Master Study Program, the use of NBME subject exams for USMLE Step1 review, and preventive individual counseling; 2) Faculty Development: Improve strategies for the recruitment of new URM faculty with regular status reporting to departmental chairs and “growing our own” through recruitment of our URM residents; increasing exposure of URM medical students to academic career options and opportunities to teach and do research; a combination of career mentoring and enhanced access to research training opportunities at UCLA and Drew for the advancement of careers of junior URM faculty; 3) Information Resources, Curriculum and Clinical Education: investment to support both the research and educational programs in health care diversity and development of small group exercises and lectures for insertion into multiple courses to further reinforce cultural competency; 4) Faculty and Student Research: summer program including research experience and a seminar series will be funded for 12 URM medical students with funding to present their results at national and regional meetings; research conducted by URM faculty and students will be highlighted on the COE website with links from the library and medical school homepages; 5) Student Training in Providing Health Care Services: all UCLA/Drew students will currently spend 2 months or more in one of the three county medical centers and clinics affiliated with UCLA and Drew, several of which are Health Professional Shortage Areas; 6) Competitive Applicant Pool: expansion of the current COE activities with a partnership with the Allied Health program at Drew University for the purpose of sharing resources to enlarge outreach activities.
In addition to those measures of outcomes associated with each grant objective, the COE plans to continue the following studies of program effectiveness: Is there any evidence that participation in COE activities influenced academic advancement for URM junior faculty members; 2) What are the factors that influence URM medical students and alumni to express an interest in or choose an academic career? 3) How are the minority health care resources from UCLA and Drew medical libraries used? 4) Do a larger number of fourth-year medical students report an adequate amount of minority health and cultural competency material in their curriculum in the final year of the grant than in the first year of the grant? Do ratings differ between URM and non-URM students? 5) Is participation in COE retention programs correlated with higher USMLE Step 1 and 2 scores? 6) Will the high school students targeted in the COE programs report an increased interest in health-related careers than before participating? 7) What percentage of college students who participated in COE programs matriculate in medical or allied health schools?
University
of
School of Medicine
Sandra P. Daley, M.D.
9500
(858) 534-1513
FAX (858) 534-0764
sdaley@ucsd.edu
The University
of
The legislative purposes and objectives include:
- Student Performance: Hispanic students who complete the first year in good academic standing may become a HCOE Scholar at any point in their training. Summer Pre-Entry; year-long Tutorial; USMLE Prep and Review course; Review for Re-examinations; and Standardized Test Preparation and Desensitization Programs.
- Faculty Development: HCOE assists
Departments in recruiting three Hispanic faculty;
Each junior faculty member is assigned an Academic Career Coordinator;
three Hispanic junior faculty attend one of the following faculty development
programs: the
- Information Resources, Clinical Education, Curricula, and Cultural Competence: Complete and implement Computer Assisted Instruction for basic science courses. Medical students enroll in required courses on Hispanic/other URM health issues, and in the Pediatric Border Health Cross Cultural core clerkship.
- Faculty/Student Research: Conduct a course in research methodology and experimental design; Encourage Faculty, Scholars, and other URM students to engage in research on Hispanic and other URM health issues.
- Student Health Services Training: Every student spends at least one-half day/week in health facilities remote from the school providing health services to URM populations. Conduct research, health education, or health promotion activities in URM community sites.
- Competitive Applicant Pool: Conduct year-long in school, after school, and summer academic enrichment programs for 5th grade to college age students as a partner with GEAR UP, Harvey Mudd College, six Community Colleges, San Diego Unified and Sweetwater School Districts. Conduct a Conditional Acceptance Post-baccalaureate program.
The evaluation consists of the collection of quantitative and qualitative data that results in an annual appraisal and analysis of the accomplishments. They include: 1) Number of Hispanics enrolled; HCOE Scholars, advisors and mentors; students enrolled in community based training sites and cultural sensitivity courses; tracking retention, graduation, and performance in courses, clerkships and USMLE; 2) Number of papers, posters, fellowships; 3) Establishment of courses in Computer Assisted Instruction, Cognitive Strategies and Cross Cultural Pediatric clerkship in Border Health. 4) Number of K-12 and community college students; performance on research projects. The outcome evaluation will determine to what extent we achieved our objectives.
University
of
School of Medicine
Michael V. Drake, M.D.
(415) 502-1646
FAX (415) 502-1680
mdrake@medsch.edu
The UCSF HCOE requests funding to continue
its' successful work in Latino medical student and faculty recruitment
and retention.
Through a variety of programs developed both in San Francisco and Fresno,
the UCSF HCOE will allow the continuation and expansion of model courses
and mentoring activities that support the academic success and enhance
the cultural competence of our current Latino medical students. The HCOE
also supports the development of Latino faculty through carefully planned
fellowship activities that focus on both research and health policy issues.
Fellows will be mentored and assisted in research to help ensure their
successful entry into a faculty position at the conclusion of their fellowship.
Furthermore, the grant will allow UCSF to continue providing Spanish language
courses for our students in addition to a Latino Health course in
Pedro J. Lecca, Ph.D.
6th &
(202) 806-5431
FAX (202) 234-1375
plecca@howard.edu
Other
This proposal
seeks to continue the initially funded
Objectives to be achieved during the grant period include:
- Student Performance- increase on the on-time graduation rate in the Pharm.D. program from the current 70 percent to 90 percent, and improve the first time pass rate of students on the North American Pharmacy Licensure Exam (NAPLEX) from the current 96 percent to 97 percent (National average), and 100 percent on their second attempt;
- Faculty Development- increase the number of African American and Hispanic faculty in the School of Pharmacy from the current 10 to 12; establish a Teaching and Learning Scholars Program designed to provide faculty development; train post-doctoral pharmacists in pharmaceutical care development programs resulting in promotion by title at CPNAHS;
- Information Resources, Clinical Education, Curricula, and Cultural Competence- enhance student proficiency in computer technology; 90 percent of courses will be offered online; enhance the professional practice program by providing a structured, accurate, and efficient means for both faculty and preceptors to adequately evaluate students; incorporating cultural competence course in core courses;
- Faculty/Student Research- continue development and implementation of a student research program including the matching of faculty/researchers with students in active projects addressing minority health issues; and 100 percent of newly hired faculty trainees will be paired with senior investigators participating in research relevant to minority health;
- Student Health Services Training- increase the number of interdisciplinary clerkships, at specified community based health facilities that provide health services to a significant number of URM students from the current 66 to 90; develop a health- oriented course in Spanish for Pharmacy students; and,
- Competitive Applicant Pool- increase
the number of African American male students enrolled in the College’s
pharmacy program from the current 47 to 60; increase the number of competitive
Relying on formative and summative evaluation methodology, activities will be evaluated on the basis of the specified outcomes of the program’s objectives, each of which is measurable, time framed and outcome oriented. The academic and experiential quality of the program, and participant (students, faculty, and fellows) progress in the program, will be evaluated.
Henry Lewis III, Pharm.D.
Room 201
(850) 599-3301
FAX (850) 599-3731
henry.lewisiii@famu.edu
Other
The Florida A&M University College of Pharmacy and Pharmaceutical Sciences (FAMU) Center of Excellence (COE) aggressively recruits African American students in high schools and junior colleges nationwide who are interested in pharmacy as a career. The presence of COE at FAMU will help us build on existing strengths in recruitment and retention of both URM students and URM junior faculty.
A six-week, daily summer enrichment program (called Project JUMPSTART!)
will give year 01 and 02 students a JUMPSTART in general chemistry and
organic chemistry prior to taking those courses. “
A cultural competency lecture series with eight-invited lecture
speakers annually has been incorporated into an existing pharmacy student
forum held bi-weekly. Lecture topics will enhance students’ professional
readiness and cultivate an awareness of longstanding disparities in health
status that affect racial and ethnic minority groups. Moreover,
preceptors who provide clinical experiences in sites remote from FAMU
campus will infuse cultural competence into the clerkship training experience
as it relates to providing pharmaceutical care to diverse racial and ethnic
populations. Information resources will be improved by providing students
at off-campus training sites dial-up access to computer resources at the
Drug Information Center (DIEC) on the main campus in
Morehouse School of Medicine
Angela L.
(404) 752-1651
FAX (404) 752-1512
franklin@msm.edu
Other
Morehouse School of Medicine (MSM) is a historically Black institution established to recruit and train minority and other students as physicians and biomedical scientists committed to the primary health-care needs of the underserved in this country. The MSM Center of Excellence program will address the following legislative purposes-
Student Performance: MSM will establish a Student Mastery Program designed to train students to adapt to systematic critical and analytic thinking strategies, as well as an Integrated Review Course for “at risk” students to reduce the number of basic science students needing to repeat/remediate coursework from the 2000 number of 5 per year to 1 per year by 2005.
Faculty Development: MSM will focus its efforts on improving the skills and productivity of its faculty through a structured Faculty Development program. MSM will conduct faculty development workshops throughout the year in 6 week sessions for MSM faculty, provide a longitudinal faculty development program to a select group of MSM and community physicians, and expand the existing faculty development program to provide specific opportunities for basic science faculty.
Information Resources, Curricula, Cultural Competence, and Clinical
Education: MSM provides access to information and resource support
such as library references, journals, and publications through its
Faculty and Student Research: MSM will development a student information tracking system for gathering data and information on graduating medical students that have been involved in research; assist in developing minority scientists via seminars/symposiums, technical workshops, grantsmanship and scientific writing sessions to increase the percentage of faculty.
Student Training in Providing Health Care Services: MSM will carry out a program to train students in providing health services to a significant number of URMs through training provided in community based health facilities by providing a required rural health rotation for senior medical students.
Competitive Applicant Pool: Through the efforts of the Premedical Scholars Program (PMSP) as well as other HCOP supported activities, the MSM expects to increase the number students participating in the PMSP gaining acceptance to health professions schools from the 2000 total of 4 per year to 7 per year by 2005. Each student enrolled in various courses will be assigned a biweekly review time with the Director of Counseling Services. Students will be required to complete a reporting form that tracks their progress in the course and the completion of each intended behavioral objective identified in the individualized plan. The MSM staff will use a printout from each student’s diagnostic exam, online database questions, and final simulated exam to monitor progress and ensure completion. Each student will be provided a copy of the printout to use as feedback in preparation for the Boards.
University of Hawaii at Manoa
John A. Burns School of Medicine
Benjamin B. C. Young, M.D.
1960 East-West Road, Biomed T101
Honolulu, HI 96822
(808) 956-6435
FAX (808) 956-6588
tanakak@hawaii.edu
With the health status of Native Hawaiians in such a dismal state and showing no apparent signs of improvement (and in some instances getting worse) it is the mission of the Native Hawaiian Center of Excellence (NHCOE) to improve the health of indigenous Hawaiians which will be accomplished through research, education, service, and training of Native Hawaiians in various health professions. The NHCOE consists of the five following components:
Recruitment: The emphasis of this component is to develop a competitive applicant pool of Native Hawaiian Students for careers in the health professions. The John A. Burns School of Medicine (JABSOM) faced a formidable task in the early years because there was no viable or competitive pool of applicants among Native Hawaiians. A systematic effort was put together under the NHCOE and projected for anticipated high yields in the 1990s. The increase in the numbers of applicants to health professional schools is due in no small part to the steady and dogged labors of the recruitment team.
Retention: The thrust of this component is to enhance the academic performance of Native Hawaiian students and insure their success through medical school. Since its inception, the NHCOE retention staff has improved Native Hawaiian medical student test performance and graduation rates.
Faculty Development: The NHCOE has focused
on the expansion of Native Hawaiians in the JABSOM faculty. This
has not been easily accomplished because of serious financial set backs
which have faced the entire State of
Curriculum Development: This component of the NHCOE strives to incorporate and introduce Native Hawaiian health issues into the JABSOM curriculum. This will be done through a review of the current JABSOM curriculum, a revision of health care problems to focus on major health risks among Native Hawaiians, an improvement in Native Hawaiian information materials, and the development of Native Hawaiian simulated patients for use in tutorials.
Research: The goal of this component is to encourage Native Hawaiians to develop research skills and conduct research on Native Hawaiian health issues. The research component accomplishes this by facilitating medical student and junior faculty research on Native Hawaiian health issues through placement in ongoing Native Hawaiian research projects and/or through technical assistance on original projects pertaining to Native Hawaiian health.
University of Illinois at Chicago
College of Medicine
Jorge A. Girotti, Ph.D.
1853 West Polk Street, Room 151 CMW (m/c 786)
Chicago, IL 60612
(312) 996-4493
FAX (312) 996-3548
jorgeg@uic.edu
The
The COE proposes to address the six legislative purposes for the Centers of Excellence:
- Student Performance – increase the percentage of Hispanic students who pass the USMLE on their first attempt from 81 percent to 90 percent; Evaluation: Review Course for First-Time Takers of the USMLE-Step 1: increase first-time pass rate to 95 percent or greater;
- Faculty Development – increase the number of new, tenure-track Hispanic junior faculty members in the College by a total of three; Evaluation: Hispanic Faculty Fellowships: effective transition of each fellow into a tenure-track position within the department or a department at another institution;
- Information Resources, Clinical Education, Curricula, and Cultural Competence – develop informational resources that address Hispanic health issues and that are available to all College faculty, residents and students; Evaluation: Develop a Library on Hispanic Health Issues and Develop Section on Informational Resources in the HCOE Web site and the use of these resources by faculty and students;
- Faculty/Student Research – To increase number of Hispanic students engaged in research projects relevant to Hispanic and other minority health issues from the current average of 8 per year to at least 15 per year; Evaluation: Summer Research Fellowships: increase the number of Hispanic students participating in the Medical Student Research Forum;
- Student Training in Providing Health Care Services – increase the percentage of Hispanic preceptors in the Longitudinal Primary Care component of Essentials of Clinical Medicine from the current 10 percent to 15 percent by the third year of the grant period; Evaluation: LPC Hispanic Preceptor Recruitment and Development Campaign: Achieve a goal of 15 percent Hispanic preceptors;
- Competitive Applicant Pool –
increase the number of eligible Hispanic applicants from
University of Kansas Medical Center
Iral D. Porter, M.A., M.B.A.
3901 Rainbow Boulevard
Kansas City, KS 66160-7120
(913) 588-1236
FAX (913) 588-1399
iporter@kumc.edu
Other
The University of Kansas Medical Center (KUMC) proposes to expand on the extraordinary efforts and successes of its past five years. Since its inception in 1998, The University of Kansas Center of Excellence for Minority Medical Education has: 1) combined with the Health Careers Pathways Program to develop a K-20 Pipeline to ensure a competitive applicant pool: 2) retained and graduated 95% of its underrepresented minority (URM) students; 3) increased its URM faculty from 24 (1998) to 39 (2003) – a) recruited eight and developed twelve tenure-track faculty, with 100% (3) receiving tenure in a timely fashion, and b) retained 89.2% of its URM hired since 1995; 4) incorporated twenty-eight new modules addressing issues of culture and ethnicity in all four years of the curriculum and residency and implemented a Cultural Competence elective (year II); 5) increased by 565 the number of publications on health care issues relating to underserved populations; 6) assisted the School of Medicine in providing opportunities for 175 of its students each year to be trained in off-site health care settings (physicians’ offices and clinics) serving large numbers of minority patients in surrounding urban and in rural areas (HPSAs) throughout the state of Kansas; and 7) provided opportunities for forty-seven (47) URM students and their faculty mentors to participate in research on health care issues affecting minority populations.
Xavier University
College of Pharmacy
Wayne T. Harris, Ph.D.
1
(504) 483-7421
FAX (504) 485-7930
wharris@xula.edu
Historically
Xavier University (XU) of
While XU continues to lead the country in graduating African American pharmacists, there remains a severe shortage of minority pharmacists assuming academic and/or leadership positions in the profession. The COE program proposed for the next three years has been targeted to achieve the following: 1) creating a more competitive applicant pool of URM students through cooperative programs with high schools, and college math/science programs; 2) establishing an academic support and leadership development programs for URM pharmacy students; 3) maintaining the adequate quality and quantity of faculty by having a highly competitive reward system and a faculty development program; 4) maintaining and upgrading all information resources including technological resources; 5) increasing the opportunities for faculty and student research through the COE Scholars Program, the Clinical Research Center, and the Environmental Toxicology Program; and 6) creating a formalized program for training students in health services for minority patients.
The COE program will be evaluated each semester in the following areas of academic performance, professionalism leadership, and active participation in all COE Scholar’s activities; successful completion of remedial courses, passing of diagnostic exams with a score of 70 percent or better, completion of the course curriculum in four years; evaluation of faculty development activity plans; evaluation of on-line references services available to faculty and students.
Harvard Medical School
Joan Y. Reede, M.D.
164 Longwood Avenue, Room 210
Boston, MA 02115-5818
(617) 432-2413
FAX (617) 432-3834
joan_reede@hms.harvard.edu
Other
The COE’s six programmatic areas of focus are:
- Student Performance: To build upon the student’s academic successes, the COE will provide learning skills counseling and USMLE preparation. Working in conjunction with Harvard Medical School (HMS) residency training directors, the COE will review effective strategies to enhance URM recruitment;
- Faculty Development: The COE will enhance communication to URM faculty by providing a web-based listing of available faculty positions, a web-based calendar of cross-Harvard career development seminars, and a database of sponsored research/funding opportunities related to minority health/health disparities. The COE will also provide learning counseling to assist URM residents, fellows and junior faculty in passing the Step III and Board exams, and will offer a career development series that targets URM residents, fellows and junior faculty;
- Information Resources and Cultural Competence: The COE will develop and implement a pilot formal training program in cross-cultural competency for HMS students and residents. In addition, there will be cross-cultural competency workshops held for residency training program directors and core clinical clerkship directors;
- Faculty and Student Research: A database, directory and bibliography will be created of all Harvard-affiliated investigators with workforce issues;
- Student Training in Providing Health Care Services: The COE seeks to enhance the students’ knowledge of community-based minority health facilities and opportunities through the creation of a directory of community-based health care facilities and community health-related organizations; and
- Pipeline Programs: To increase HMSs outreach to the competitive applicant pool, the COE will build on one of HMS current pipeline programs that hosts Boston Public Schools middle school students for a day of presentations, panel discussions about educational paths, and partnering of individual students with researchers.
The evaluation of the COE will be measured based on an annual summary report of COE activities, highlighting successes, obstacles, and points of collaboration, will be presented to the Dean’s Executive Council on Diversity. Student graduation rates, attrition, Step I and Step II first, second and third time passage rate and Step I and Step II mean scores will continue to be collected and monitored.
Wanda D. Lipscomb, Ph.D.
A234 Life Sciences Building
(517) 353-7140
FAX (517) 432-1051
lipscom3@msu.edu
Other
The College of Human Medicine (CHM) is one of five health professions schools at Michigan State University (MSU). CHM is committed to prepare physicians who value the doctor-patient relationship, respect and value diversity, and seek to provide quality health care for the underserved. CHM has a national reputation as a medical school that promotes minority medical education with a current underrepresented minority (URM) student enrollment of 23 percent. CHM has steadily graduated URM physicians to address the issues of inequity.
The following objectives will be implemented at the CHM:
Student Performance-Implementation of tutorials, Supplemental Instruction, Individual Assessments, Q-Bal Groups, Question Groups, Cooperative Learning Study Groups, Skills Instruction, USMLE Preparation – system reviews, computerized question bank, seminars on success strategy, and mentors to assist students in academic performance areas.
Faculty Development-Implementation of faculty recruitment plan and delivery of a varied faculty development plan that includes mentors, academic advisory committee, faculty fellowship opportunities in areas of teaching, service, leadership, and research, support for participation in professional organizations, development in health disparities research.
Information Resources, Clinical Education, Curricula, and Cultural Competence-Expansion of electronic information resources, informatics and technology training, development of web sites and list serves, training on the use of resources and search engines, addition of new curricular components targeting six pre-clinical courses, formalization of clinical preceptorships in underserved areas, implementation of medical Spanish course, implementation of course in health care disparities research.
Faculty and Student Research-Seminars and training in research methods and design, participation by visiting scholars in health disparities research, works in progress round table, writing groups, research mentors, collaborative research projects, cultural diversity research experience for students.
Student Training in Providing Health Services-Preclinical
student preceptorship at community clinic and
ambulatory care training sites in five
The Evaluation Team will develop a coordinated evaluation plan that
includes project-specific evaluation. Reporting will focus on successes
and problems encountered as part of the logistics of project implementation,
assessment of the effectiveness of the design principles and outcomes
related to Centers of Excellence objectives. The evaluation plan
also includes an evaluation of the overall program, which focuses on the
effective coordination and integration of the multiple projects collaborating
as part of Centers of Excellence. An important aspect of the evaluation
is monitoring evaluation activities across specific projects to promote
integration with on-going activities within the
Joycelyn Dorscher,
M.D.
Duluth, MN 55455
(218) 726-7235
FAX (218) 726-8948
jdorsche@d.umn.edu
The University of Minnesota Native American
Center of Excellence (UM COE) proposes a continued COE consortium
of two UM Academic Health Center Schools: School of Medicine Duluth (SOMD)
and School of Medicine Twin Cities (SOMTC). With this proposal, University
of Minnesota Duluth Masters of Social Work Department would join the consortium
to provide clinical social work students with American Indian health content.
SOMD is the lead school with over twenty years of promoting Native American/American
Indian medical education. UM COE/Center of American Indian and Minority
Health was an initial program to develop a comprehensive educational pipeline,
the Indian Health Pathway (IHP) spanning kindergarten students to tenure-track
faculty and was among the original Native American COEs first funded in 1991. Since then, 91 American Indian
medical students have matriculated. The IHP continues to promote pre-health
and health professions programs and content in consortium schools and
supporting partners in the
University of Montana
School of Pharmacy and Allied Health Sciences
Lori Morin, M.B.A.
341 Skaggs Building
Missoula, MT 59812-1532
(406) 243-4621
FAX (406) 243-4209
morin@selway.umt.edu
The
Institutional Commitment: Programs for disadvantaged students at UM include: African American Studies (1968-present); Native American Studies (1969-present); TRIO support for Upward Bound (1966-present); Educational Opportunity Program (1979-present); GTE 1991 FOCUS grant to recruit AI/AN into math and science; the 1994 Bridges to the Baccalaureate Degree grant to recruit minorities into research; the 1995 Department of Education grant to fund the McNair Scholars program to increase minorities with doctoral degrees; the 1994 NSF Systemic Initiative for Montana Mathematics & Science; and the 1995 NSF Systemic Teacher Excellence Preparation. In 1972 and 1973, SPAHS received funding under the American Indian Careers in Health and Special Health Careers Opportunities programs, respectively, and in 1993 for the HCOP project through the DHHS. Institutional support (cash and in-kind) for minority programs has increased from $114,482 in 1993-94 to $554,897 for 2000-01. UM President Dennison and SPAHS Dean Forbes have made campus diversity and minority programs support an institutional priority. UM and Montana University Systems (MUS) units have endorsed a statewide "Minority Achievement Plan".
Needs Assessment:
Omofolasade Kosoko-Lasaki,
M.D.
(402) 280-2600
FAX (402) 280-2599
Other
Student Performance- The Pre-matriculation
Program will preview the first year curriculum and will enhance the passing
rate for first year URM students from 82 percent to 90 percent.
The Retention and Success Program will include personal and academic development
courses throughout all four years of medical school; it will expand the
progression rate of URM students from 80 percent to 91 percent and will
increase the retention rate from 93 to 95 percent. The Office of
Academic Advancement will provide a
Faculty Development- CUSOM will raise the number of URM faculty in tenure-track positions from 26 to 31 over three years. The Office of Faculty Affairs will solicit new recruits and offer start up packages. CUSOM will ensure that at least 90 percent of junior faculty will continue on tenure track by implementing the Faculty Development and Mentoring Model and by encouraging junior faculty to participate in development programs. Senior faculty will provide junior faculty with mentoring, reviews of objectives, and evaluation of progress.
Information Resources- A new library coordinator will create and manage a Multicultural Health Information Resource Center (MHIRC); the coordinator will double the number of URM educational materials in this center and will construct and monitor an MHIRC website.
Curriculum, Clinical Settings, and Cultural Competence- CUSOM will initiate changes in all four years of the medical curriculum to enhance URM health care issues; for example, faculty will integrate URM educational materials into all modalities.
Faculty and Student Research- In three years, CUSOM will increase the number of URM students participating in research on URM health issues from an average of two students to an average of five. Also, we will augment the number of URM research projects from four to seven.
Student Training in Providing Health Care Services- CUSOM will increase URM clinical experiences from 326 to 406 hours. URM students will be granted first priority to enhance their exposure to URM patients.
Competitive Applicant Pool- CUSOM will expand the current efforts supported by HCOP and HPPI to raise the number of URM students in the first class of medical school for 16 (14 percent) to 21 (18 percent) in three years.
University of Medicine & Dentistry of New Jersey
Maria Soto-Greene, M.D.
185 South Orange Avenue, MSB A-550
Newark, NJ 07103
(973) 972-3762/3763
FAX (973) 972-3768
sotogrml@umdnj.edu
The New Jersey Medical School (NJMS) is one of eight schools that
comprises the
Objective 1: Address the academic performance and the retention rate of NJMS Hispanic students. This will be accomplished by: 1a) Sustaining the Hispanic student graduation at 94 percent over the next three years. This goal is chosen because it would approach parity with the non-minority graduation rate and is based on our average Hispanic enrollment; and 1b) increase USMLE , Step 1 pass rate on the first attempt from 83 percent to 94 percent over the next three years. 100 percent will pass on their second attempt.
Objective 2: Address the recruitment, training, and retention of Hispanic faculty. 2a) Increase Hispanic faculty from 23 to 29 over the next three years. The addition of two faculty members in 2002, three in 2003, and one in 2004, will lead us to our goal.
Objective 3: Address information resources, curricula, and
clinical experiences for
Objective 4: Addresses faculty and student research on health issues affecting the Hispanic community. 4a) six Hispanic first year medical students will participate in research training each year throughout the three-year grant period; 4b) three of the six proposed faculty trainees recruited during this three year cycle will attain independent grant funding by the end of the grant period; and 4c) 100 percent of newly hired Hispanic faculty trainees will be paired with senior investigators over the grant cycle.
Objective 5: Provide at least 37 or 50 percent of all Hispanic medical student health services training in ambulatory preceptorships located in predominantly Hispanic communities over the next three years.
Objective 6: Address the number and competitiveness of the Hispanic applicant pool in order to increase the enrollment of Hispanic students at NJMS. 6a) seven or 50 percent of Summer Undergraduate MCAT participants will achieve a composite score of 23 or greater each year over the next three years;
All programs will include both summative (outcome) and formative (process) evaluation components. For each of these program objectives, we have defined specific long-range target figures to increase the recruitment, retention, and training of Hispanics students and faculty. In addition, we will evaluate each individual component of the project to determine effective implementation. Mechanisms, both qualitative and quantitative, will serve to identify program strengths and weaknesses, providing a basis for program refinement and modifications.
Gary C. Butts, M.D.
One Gustave L. Levy Place
Annenberg Building 5-16, Box 1257
New York, NY 10029
(212) 241-8276
FAX (212) 369-6013
gary.butts@mssm.edu
Other
Mount Sinai School of Medicine (MSSM) was incorporated in 1963,
on the campus of the
The MSSM proposes the following objectives to meet the legislative agenda as outlined by the Centers of Excellence grant program:
- Development of “academic profiles” for students beginning with URM participants in the SEP pre-matriculation program and entering MSSM and support these students with enhance curricular and academic supports to maximize their academic potential, increasing success rates with medical school exams and courses, USMLE, and timely graduation from medical school;
- CMCA will implement a variety of targeted activities, supported by a Faculty Advisory Council (FAC) and Office of Recruitment and Retention (ORR), aimed at local, regional and national recruits as well as motivated, rising stars from our resident and medical school “pipelines.”
- CMCA will facilitate access to academic, public health, and minority health data to contribute to knowledge of healthcare access, service delivery, and health outcomes disparities through development and implementation of a website.
- CMCA will partner with the MSSM Office of Medical Student Research Opportunities and develop specific academic relationships with medical school departments to support increased participation of URM medical students in research. All newly recruited URM faculty and eight existing URM faculty will develop a mentored research project and participate in a structured program, which draws a partnership with the MSSM Clinical Research Training Program to develop research, presentation, and publication skills and develop a NIH proposal;
- CMCA will work with the Department of Community Medicine to develop early exposure to effectively recruit URM students to the MSSM-MSCM program;
- CMCA will draw on its comprehensive HCOP initiative which includes a comprehensive year round high school enrichment program, a collegiate Summer Research Fellowship Program, and a focused MCAT review course. The MED-BOUND program is created to select the highest achieving students from this pool for early submission to MSSM. Coordination between COE and HCOP activities will be provided through CMCA, where both programs will be administered. In addition, we will implement aggressive outreach strategies and establish five new merit and need-based URM scholarships. These activities will be supplemented with aggressive outreach to perspective medical school applicants.
Multiple methods will be used to evaluate each of the six legislative
agendas, careful benchmarks will be used to both
track and assess progress toward achievement of particular component goals.
At the programmatic level, evaluation activities will focus on the ability
of COE to do what is proposed, the soundness of the tracking system created,
the quality of networks created both within and among the MSSM and
University of North Carolina-Chapel Hill
School of Medicine
Larry D. Keith, M.S.
MacNider Building, Room 322, CB 7530
Chapel Hill, NC 27599-7530
(919) 966-7673
FAX (919) 966-2027
larryk@med.unc.edu
Other
The University of North Carolina Chapel Hill (UNC) as a publicly funded institution is obligated to serve the citizens of the State, who constitute a large and diverse population. The mission of the medical school is to render service to the people and institutions of the state. To accomplish this mission the goals of the UNC Center of Excellence (COE) are to enhance the academic performance of underrepresented minority (URM) students, strengthen the cultural competence of medical school graduates, recruit additional URM faculty, and support student and faculty research on minority health issues.
The UNC COE specific objectives are as follows:
- Student performance-Provide additional services to improve URM student performance in coursework and on licensing and other required exams.
- Faculty development-Provide additional salary support to enable recruitment of additional URM faculty; provide faculty development programs; and identify and recruit URM residents with promise to become academic physicians at UNC.
- Information resources, clinical education, curricula, and cultural competence-Build print and web-based information resources related to minority health issues to improve the ability of faculty, students, and practitioners to address these issues; provide URM students with clinical education in underserved areas; and help faculty develop skills in teaching students to provide culturally competent care.
- Faculty and student research-Promote URM student interest in research related to minority health issues and health disparities and provide mentoring by faculty to develop research skills; promote faculty research related to minority health issues.
- Student training in providing health care services-Increase URM student exposure to patients in underserved/minority communities; develop the clinical knowledge and skills of URM physician role models/teachers in community settings.
- Competitive applicant pool-Continue existing programs funded by HCOP to consistently increase the competitive URM applicant pool and integrate these programs under the COE umbrella.
Evaluation will be accomplished through the use of the COE Comprehensive Information Management System (CPMS), a comprehensive database of participants and programs, with data collected, entered, and analyzed regularly.
Harold C. Thompson III, D.O.
030 Grosvenor Hall
(740) 593-2249
FAX (740) 593-0892
Other
The Center of Excellence (COE) at Ohio University College of Osteopathic
Medicine (OU-COM) strives to be a leader and an exemplary model for the
education of primary care physicians. Of OU-COM graduates, 56 percent
practice primary care medicine, and many of these provide care in medically
underserved rural and urban areas. OU-Com has worked to set a strong
example of cultural diversity as the only COE in
The COE has made tremendous strides in increasing the number of disadvantaged and underrepresented minority (URM) graduates over the course of the past decade. Since 1993, URM applications are up 36.5%; matriculations up 14%; retention up 8%; and delayed graduations are down 12%. The COE stands poised to further advance the HRSA national workforce goals in the future. From 1995 to 2002, the number of URM students admitted to OU-COM increased by 150 percent. The COE will initiate new institutional affiliations to further increase the number of applicants and strengthen the competitiveness of the applicant pool.
The COE at OU-COM prepares URM osteopathic physicians to serve in multicultural health settings as clinicians, researchers, educators and mentors. The COE will actively advance recruitment and mentorship and create a new junior faculty track to ensure URM faculty success. This COE will expand multicultural holdings and minority health linkages and strengthen culturally-sensitive curricular development.
The COE will increase URM faculty and student research skills and research into health care issues affecting URM and underserved populations. Initiatives include appointing research mentors for all junior URM faculty, creating a network linking OU-COM students and faculty with URM medical educators and researchers and establishing a student research club.
Working with OU-COM’s Centers for Osteopathic Research and Education (CORE), the COE will identify additional health care facilities where URM students will complete clinical rotations in community-based settings that serve a significant number of URM patients. Year two URM students will also participate in a summer externship in similar clinical practices.
OU-COM and
University of Oklahoma Health Sciences Center
College of Medicine
Philip A. McHale, Ph.D.
PO Box 26901
Oklahoma City, OK 73190
(405) 271-8000, ext. 46199
FAX (405) 271-7382
Philip-mchale@ouhsc.edu
The Native American Center of Excellence Consortium (COE) was established
at the University of Oklahoma Health Sciences
Center in
The performance of matriculated students is carefully monitored by program staff and faculty mentors, and students with academic difficulty are provided with tutors and/or counseling. Faculty development efforts include stimulation of students to consider careers in academia, as well as support for developing faculty. There are presently 16 Native American medical and dental <