Maureen Clark, MHS, MLIS, LCPC Assistant Professor & Assistant Information Services and Clinical...

Maureen Clark, MHS, MLIS, LCPC Assistant Professor & Assistant Information Services

and Clinical Librarian

College of Medicine Homecoming 2015

The COM & LHSThe COMs many programs, students and faculty…

UGME, Residencies & Fellowships, Special MD Programs, The Teaching Hospital, The Department of Medical Education (Masters in Health Professions Education), Institute of Patient Safety, International Programs & Center for Global Health, and Diversity Programs

…are supported by LHS services, instruction, collections, and research expertise

Services, Instruction, Collections, and Research Expertise

Curriculum planning & knowledge resources development Teaching research and evidence acquisition Mediated searching and evidence acquisition Clinical Librarian Program Partnering with researchers on literature reviews, grants, data management

and interprofessional collaborative projects Scholarly Communication

LHS Renovation Project: Re-opening 1st Floor (eta: December 2015). Computers are available to access health sciences literature. Memory stick required. Call first.

Plans afoot for CEUs in Literature Searching for Alumni.

Come and see us!

Thank You!

Maureen Clark, MHS, MLIS, LCPC Assistant Professor & Assistant Information Services and Clinical Librarian

Liaison to the College of Medicine – DME, GME, UGMEClinical Liaison to the University of Illinois at Chicago Hospital & Health Sciences System

(UIHHSS) and the Children's Hospital (CHUI)

Library of the Health Sciences1750 W. Polk Street (MC 763)

Chicago, Illinois 60612mdclark@uic.edu

Valerie Dobiesz, MD, MPH, FACEPAssistant Dean for Residency Preparedness

MATCH DAY 2015

Rachel Yudkowsky, MD, MHPEDirector, Graham Clinical Performance Center &Associate Professor, Dept. of Medical Education

Using Simulation to Promote Residency Readiness

The Dr Allan L and Mary L Graham Clinical Performance Center

Simulation

Readiness for Residency

13

M3 Graduation Competency Exam (GCE)

M4 Essentials of Clinical Practice & Professionalism

(ECPP2)

Readiness for Residency

14

Graduation Competency Exam

(GCE):Standardized Patient

Encounters

Readiness for Residency

15

Graduation Competency Exam

(GCE):Procedural Skills

Readiness for Residency

16

M4 Essentials of Clinical Practice and

Professionalism(ECPP):

8 Difficult Patient Scenarios

• Angry patient• Sad diagnosis• Sexually aggressive patient• Vaccine refusal

Readiness for Residency

17

M4 Essentials of Clinical Practice and

Professionalism(ECPP):

Mannequin Code Scenarios

A New Simulation Facility!

18

Simulation Institute

Task Trainers

Classroom LargeSim.5

NurseStation

Sim.1

Sim.2

Sim.3

Sim.4

Engr.Innovation

Lab

Clinical Performance Center

Using Simulation to Promote Residency Readiness

Rachel Yudkowsky rachely@uic.edu

Abbas Hyderi, MD ’01, MPHAssistant Dean for Undergraduate

Medical Education

Abbas Hyderi, MD ‘01, MPHAssociate Dean for Curriculum

Associate Professor of Clinical Family Medicine

Redesign of the Fourth Year: Emphasizing the Continuum from Medical

School to Residency

Core Fourth Year Requirements

• Pathway-Specific 16 weeks• Sub-Internship 4 weeks• Transition Courses 4 weeks

– Essentials of Clinical Practice and Professionalism Part 2 1 week – Laboratory Medicine 2 weeks– Longitudinal Career Devpt 1 week

• Electives 14 weeks• TOTAL: 38 weeks

Pathway-Specific Requirements(4 x 4 = 16 weeks)

Hospital-Based Pathway• Radiology• Emergency Medicine• Medical Selective• Surgical Selective

Medical Pathway• Radiology• Emergency Medicine• Dermatology• Medical Selective

Surgical Pathway• Radiology with

Surgery/Anatomy• Anesthesiology• Cardiopulmonary

Selective• Surgical Selective

Shapiro Institute for Education and Research

Millennium Conference 2015focused on Post-Clerkship Curriculum

Core Entrustable Professional Activities for Entering Residency (CEPAER) Project

A New Paradigm in Medical Education

Jay Noren, MDAssociate Dean for Leadership Development &

Strategic Communications

Jay Noren 29

UIC Clinician Executive Master of Healthcare Administration Program (CEMHA)

Co-Sponsors: College of Medicine and School of Public Health

Homecoming CME SymposiumSeptember 18, 2015

9-15-15

Jay Noren 30

Prepare individuals with extensive experience as practicing clinicians for leadership integrative roles between practicing clinicians and healthcare administration

Premise: the “clinician” and “administrator” perspectives differ --bridge spanning essential to quality care for individual patients and the population at large

9-15-15

CEMHA:Program Goals and Concept

Jay Noren 31

Program schedule accommodates mid-career clinicians’ practice responsibilities: ◦ Predominantly online course delivery one evening per

week◦ Weekend sessions on-campus once every 4-6 weeks

Non-traditional management education focused on unique applications in the health care industry

Cohort approach for shared prior student healthcare organizational experience

9-15-15

Key Program Characteristics

Jay Noren 32

Special management project directly related to student’s own health care organization under the guidance of an executive mentor

All admitted students bring extensive experience as practicing clinicians

Similar to Executive MBA but focused entirely on healthcare and healthcare system

9-15-15

Key Program Characteristics

Jay Noren 33

Health Policy and Politics Law and the Healthcare System Managerial Health Economics Quality Management in Health Services

Marketing of Healthcare Organizations

9-15-15

Courses

Jay Noren 34

Healthcare Organizational Leadership

Healthcare Finance U.S. Healthcare System Healthcare Human Resources Management

Health Information and Decision Support Systems

9-15-15

Courses

Jay Noren 35

Strategic Management of Healthcare Organizations

Ethical Issues in Healthcare Policy and Management

Quantitative Methods for Healthcare Managers

Health System Epidemiology Topics in Healthcare Leadership Special Project Course

9-15-15

Courses

Jay Noren 36

Two years: four academic periods of four courses each

Predominantly online: one evening weekly synchronous online session (3 hours)

Four weekends on campus each semester

9-15-15

Program Scheduling

THANK YOU

Please proceed upstairs to Room 429 for the

Active Learning Demonstration