FUNCTIONS AND STRUCTURE OF A MEDICAL SCHOOL On… · Web viewThe LCME is recognized by the U.S. Department of Education as an accrediting agency for educational programs, specifically

GENERAL INSTRUCTIONS FOR COMPLETING THE DATABASE

Each question in the database is preceded by the relevant LCME accreditation standard. In some cases two standards are closely related, and the questions are germane for documenting compliance with each of the two standards. Additional related information is sometimes contained in the responses to questions that deal with other standards; in those cases, cross-references to the additional information are included in italics. The cross-references are intended to help self-study groups and the survey team identify all relevant data for assessing compliance with standards.

For comprehensive instructions regarding database completion, please refer to the document “Background and Instructions for Completing the LCME Medical Education Database and Institutional Self-Study,” available on the LCME web site at: http://www.lcme.org/database.htm.

The school should maintain a master database that contains all of the information used for the self-study. When it becomes necessary to update database sections after the self-study report is complete but prior to the survey visit, the school should create a separate database containing the updated information only.

Most questions require a narrative answer or completion of a table; in some cases, it will be necessary to duplicate a blank table (for example, to summarize each of the school’s clinical teaching sites). Use as much space as necessary to answer each question completely, or to complete the tables.

Any supporting documents that are requested in the database (e.g., bylaws, organizational charts, policy documents) should be compiled in a separate (red) binder, divided by tabs for each section of the database; do not include such appended materials in the individual database sections.

The header on each page should indicate the most recent academic year for which information is available at the time of the self-study, not the academic year in which the database is being completed; in most cases, the year for which information is available will be academic year 2005-06 for self-studies concluding in 2006-07. When the requested data are for a different time period than that indicated in the header, the applicable time period should be included in the response to the question.

If database information is updated after completion of the self-study, the academic year listed in the header should be changed accordingly, and marked with the word “Update” in the header along with the year shown (e.g., “Update 2006-07”). Note that changing the header will affect all pages of a database section; therefore, a fresh (blank) copy of the database section should be used for updates.

If requested information is available from the school’s web site, make sure to print a copy of the web site information for the master database maintained by the school. Changes to such documents after completion of the self-study should be printed and stamped “Updated” to indicate that they have changed, and included in the updated database. In addition, database pages that list URLs of modified web pages should indicate that the web site information has been altered from the original data available to the self-study groups.

The database copies sent to the LCME Secretariat should include printed copies of any information referred to by website URL. The Secretariat is required to maintain complete print records of all database information.

Most of the Key Quantitative Indicators (Part A of each database section) can be completed using information contained in the Longitudinal Statistical Summary Report. This report is prepared annually by the AAMC Section for Institutional, Faculty, and Student Studies, and sent directly to the dean.

SPECIAL INSTRUCTIONS FOR SECTION I: INSTITUTIONAL SETTING

No special instructions are included for this section.

Academic Year 2005-06

BACKGROUND INFORMATION ABOUT THE SCHOOL

a. Insert a copy of the school’s current entry in the AAMC Directory of American Medical Education.

(Submitted 6/26/2006)University of South Florida College of Medicine12901 Bruce B. Downs Boulevard, MDC 2Tampa, Florida 336124742813-974-0054 (Health Sciences); 974-2196 (Dean's office); 974-3886 (FAX) Web site: http://hsc.usf.edu/medicine/

The College of Medicine was opened for the instruction of students in 1971. It is an integral part of the University of South Florida (USF) and is located on the campus. The medical college is part of the University of South Florida Health Sciences Center.

Type: public2005-06 total enrollment: 458Clinical facilities: USF College of Medicine Medical Clinic, Tampa General Hospital, James A. Haley Veterans Affairs Hospital, All Children's Hospital, Shriners Hospital for Children, USF Psychiatry Center, H. Lee Moffitt Cancer Center and Research Institute, Bay Pines Veterans Affairs Medical Center.

University Officials

President Judy Lynn Genshaft, Ph.D.

Vice President, USF HealthStephen K. Klasko, M.D., M.B.A.

Chief Operating Officer Mohamed S. KastiAssociate Vice President, Communications & Marketing Michael J. HoadAssociate Vice President, Business Affairs and Technology Joann M. StrobbeAssociate Vice President for Continuing Professional Development Deborah Sutherland, Ph.D.Associate Vice President for Faculty and Academic Affairs John S. Curran, M.D.Associate Vice President for Interdisciplinary Oncology S. Clifford Schold, Jr., M.D.Associate Vice President for International Programs Ann DeBaldo, M.D.Associate Vice President for Multidisciplinary Research & University Collaborations Phillip J. Marty, Ph.D.Associate Vice President for Health Law, Policy and Safety Jay Wolfson, Dr.PHAssociate Vice President for Strategic Planning, Analysis and Operations Patricia C. Haynie, Ph.D.Associate Vice President for Clinical Quality Improvement Michael T. Parsons, M.D.Senior Associate Vice President for Research Abdul Rao, M.B.B.S., D.Phil.Assistant Vice President of Development/USF Health Beth HultAssistant Vice President, Information Technology and CIO James McKenzieAssistant Vice President for Operations and Facilities John P. Liston, Jr.

Medical College Administrative Staff

DeanStephen K. Klasko, M.D., M.B.A.

Vice Dean, Clinical Affairs Robert J. Belsole, M.D.

LCME Medical Education Database 2006-07 I. Institutional Setting 3

http://hsc.usf.edu/medicine/


Vice Dean, Educational Affairs Paul M. Wallach, M.D.Vice Dean for Research, Graduate and Postdoctoral Affairs Abdul Rao, M.B.B.S., D.Phil.Senior Executive Associate Dean for Faculty and Academic Affairs John S. Curran, M.D.Associate Dean for Business Affairs and Technology Joann M. StrobbeAssociate Dean for Clinical Affairs and Venture Development William Marshall, M.D.Associate Dean for Continuing Professional Development Deborah Sutherland, Ph.D.Associate Dean for Diversity Initiatives Marvin T. Williams, Ph.D.

Associate Dean for Postdoctoral and Graduate AffairsMichael J. Barber, D.Phil., Interim

Associate Dean for Graduate Medical Education & Veterans Affairs Peter J. Fabri, M.D.Associate Dean for International Affairs John Sinnott, M.D.Associate Dean for Research Lynn Wecker, Ph.D.Associate Dean for Student Affairs and Admissions Steven C. Specter, Ph.D.Assistant Dean for Clinical Outreach Heidi M. Stephens, M.D.Assistant Dean for Clinical Finance Karen M. BurdashDirector of Admissions Robert L. LarkinDirector of Area Health Education Center Cynthia S. Selleck, D.S.N.Director of Business Affairs Jean G. NixonDirector of Compliance Patricia J. BickelExecutive Director of USF Physicians Group Joseph M. Jackson

Department and Division or Section Chairs

Basic Sciences

Molecular Medicine Larry P. Solomonson, Ph.D.Molecular Pharmacology and Physiology Bruce G. Lindsey, Ph.D.Pathology and Cell Biology Santo V. Nicosia, M.D.

Clinical Sciences

Anesthesiology Enrico M. Camporesi, M.D.Dermatology Neil A. Fenske, M.D.Family Medicine H. James Brownlee, M.D.Interdisciplinary Oncology S. Clifford Schold, Jr., M.D.Internal Medicine Allan L. Goldman, M.D. Allergy Richard F. Lockey, M.D. Cardiology Anne B. Curtis, M.D. Digestive Diseases and Nutrition Patrick G. Brady, M.D. Emergency Medicine David J. Orban, M.D. Endocrinology Robert V. Farese, M.D. General Internal Medicine/Ambulatory Richard P. Hoffman, M.D. General Internal Medicine/Inpatient Michael T. Flannery, M.D. Geriatric Medicine Claudia Beghe, M.D. Infectious Disease John T. Sinnott, M.D. Medical Ethics and Humanity Robert M. Walker, M.D. Medical Practice Management Richard P. Hoffman, M.D. Nephrology Jacques A. Durr, M.D. Physical Medicine and Rehabilitation Steven G. Scott, M.D. Pulmonary, Critical Care and Occupational Medicine David A. Solomonson, M.D. Rheumatology Frank B. Vasey, M.D.



Neurology Peter B. Dunne, M.D.Neurosurgery Harry R, van Loveren, M.D.

Obstetrics-Gynecology David L. Keefe, M.D.Ophthalmology Peter R. Pavan, M.D.Orthopedics In RecruitmentSMART Program Lawrence J. Lemak, M.D.

OtolaryngologyThomas McCaffrey, M.D., Ph.D.

Pediatrics Robert M. Nelson, Jr., M.D.Physical Therapy, School of W. Sandy Quillen, Ph.D.Psychiatry and Behavioral Medicine Francisco Fernandez, M.D.

RadiologyMartin L. Silbiger, M.D. (Interim)

Surgery Richard C. Karl, M.D. General/Tampa General Hospital Alex S. Rosemurgy, M.D. General/VA Reginald L. Peniston, M.D. Orthopedic Surgery Robert J. Belsole, M.D. Pediatric Surgery Charles N. Paidas, M.D. Plastic Surgery David J. Smith, Jr., M.D. Surgical Oncology Richard C. Karl, M.D. Trauma Lewis M. Flint, M.D. Vascular Dennis F. Bandyk, M.D.

b. Indicate on a separate page any changes in administrative positions or personnel that have taken place since the directory was published.

The descriptions and titles under “a” above represent the institutional submission 6/23/2006 to the AAMC for publication in the 2006/07 Directory of American Medical Education. The most current listing of personnel and their positions and reporting lines is shown below:

University Officials

President Judy Lynn Genshaft, Ph.D.Vice President, USF Health Stephen K. Klasko, M.D., M.B.A.Associate Vice President for Faculty and Academic Affairs John S. Curran, M.D.Senior Associate Vice President for Research Abdul Rao, M.B.B.S., D.Phil.

Associate Vice President for Multidisciplinary Research & University Collaborations Phillip J. Marty, Ph.D.

Associate Vice President, Business Affairs and Technology Joann M. Strobbe, M. Ed.Assistant Vice President, Information Technology and CIO James McKenzie

Chief Operating Officer Mohamad Kasti, Associate Vice President, Communications & Marketing Michael J. HoadAssistant Vice President of Development/USF Health Beth HultAssistant Vice President for Operations and Facilities John P. Liston, Jr.



Associate Vice President for International Programs Ann DeBaldo, M.D.Associate Vice President for Clinical Quality Improvement Michael T. Parsons, M.D.Associate Vice President for Interdisciplinary Oncology S. Clifford Schold, Jr., M.D.Associate Vice President for Health Law, Policy and Safety Jay Wolfson, Dr.PHAssociate Vice President for Strategic Planning, Analysis and Operations Patricia C. Haynie, Ph.D.Associate Vice President for Continuing Professional Development Deborah Sutherland, Ph.D.

Medical College Administrative Staff

Dean Stephen K. Klasko, M.D., M.B.A.Vice Dean, Clinical Affairs Robert J. Belsole, M.D.

Executive Director of USF Physicians Group Joseph M. Jackson, M.B.A.Associate Dean for Clinical Affairs and Venture Development William Marshall, M.D.Associate Dean, Quality Initiatives Michael Parsons, M.D.

Assistant Dean for Clinical Outreach Heidi M. Stephens, M.D.Director of Compliance Patricia J. Bickel

Vice Dean, Educational Affairs Paul M. Wallach, M.D.Associate Dean for Undergraduate Medical Education Bryan Bognar, M.D.Associate Dean for Graduate Medical Education & Veterans Affairs Peter J. Fabri, M.D.Associate Dean for Student Affairs and Admissions Steven C. Specter, Ph.D.

Director of Admissions Robert L. LarkinAssociate Dean for Academic Enrichment Deanna Wathington, M.D.Director, Health Sciences Center Library Beverly Shattuck, M.S., M.B.A.Associate Dean for Continuing Professional Development Deborah Sutherland, Ph.D.Director of Area Health Education Center Cynthia S. Selleck, D.S.N.Director, School of Physical Therapy W. Sandy Quillen, PT Ph. D.

Vice Dean for Research, Graduate and Postdoctoral Affairs Abdul Rao, M.B.B.S., D.Phil.Associate Dean for Research Lynn Wecker, Ph.D.Associate Dean for Postdoctoral and Graduate Affairs Michael J. Barber, D.Phil., Interim

Senior Executive Associate Dean for Faculty and Academic Affairs John S. Curran, M.D.Associate Dean, Business Affairs and Technology Joann M. Strobbe, M. Ed.

Assistant Dean for Clinical Finance Karen M. BurdashDirector of Business Affairs Jean G. Nixon

Chief Operating Officer Mohamad Kasti, Associate Dean for Diversity Initiatives Marvin T. Williams, Ph.D.Associate Dean for International Affairs John Sinnott, M.D.

Department and Division or Section Chairs

Basic Sciences



Molecular Medicine Larry P. Solomonson, Ph.D.Molecular Pharmacology and Physiology Bruce G. Lindsey, Ph.D.Pathology and Cell Biology Santo V. Nicosia, M.D.

Clinical Sciences

Anesthesiology Enrico M. Camporesi, M.D.Dermatology Neil A. Fenske, M.D.Family Medicine H. James Brownlee, M.D.Interdisciplinary Oncology S. Clifford Schold, Jr., M.D.Internal Medicine Allan L. Goldman, M.D.

Allergy Richard F. Lockey, M.D. Cardiology Anne B. Curtis, M.D. Digestive Diseases and Nutrition Patrick G. Brady, M.D. Emergency Medicine David J. Orban, M.D. Endocrinology Robert V. Farese, M.D. General Internal Medicine/Ambulatory Richard P. Hoffman, M.D. General Internal Medicine/Inpatient Michael T. Flannery, M.D. Geriatric Medicine Claudia Beghe, M.D. Infectious Disease John T. Sinnott, M.D. Medical Ethics and Humanity Robert M. Walker, M.D. Medical Practice Management Richard P. Hoffman, M.D. Nephrology Jacques A. Durr, M.D. Physical Medicine and Rehabilitation Steven G. Scott, M.D. Pulmonary, Critical Care and Occupational Medicine David A. Solomonson, M.D.

Rheumatology Frank B. Vasey, M.D.Neurology Peter B. Dunne, M.D.Neurosurgery Harry R, van Loveren, M.D.Obstetrics-Gynecology David L. Keefe, M.D.Ophthalmology Peter R. Pavan, M.D.Orthopedics In RecruitmentSMART Program Lawrence J. Lemak, M.D.Otolaryngology Thomas McCaffrey, M.D., Ph.D.Pediatrics Robert M. Nelson, Jr., M.D.Physical Therapy, School of W. Sandy Quillen, Ph.D.Psychiatry and Behavioral Medicine Francisco Fernandez, M.D.Radiology Martin L. Silbiger, M.D. (Interim)Surgery Richard C. Karl, M.D.

General/Tampa General Hospital Alex S. Rosemurgy, M.D. General/VA Reginald L. Peniston, M.D. Orthopedic Surgery Robert J. Belsole, M.D. Pediatric Surgery Charles N. Paidas, M.D. Plastic Surgery David J. Smith, Jr., M.D. Surgical Oncology Richard C. Karl, M.D. Trauma Lewis M. Flint, M.D. Vascular Dennis F. Bandyk, M.D.



c. Provide a brief history of the school, noting any key points in the school’s historical development.

USF is among the 20 largest comprehensive research-intensive universities in the United States and is a member of the State University System of Florida. Founded in 1956, USF opened its doors in 1960 to 2,000 students. Today, the university serves over 42,600 students with nearly 200 programs at the undergraduate, master's, specialty, and doctoral levels including the M.D. USF is now comprised of nine colleges and a network of regional campuses in Tampa, St. Petersburg, Sarasota, and Lakeland. President Judy Genshaft assumed office in July 2000.

With a growing academic reputation and a dedicated faculty, USF has become a model urban, comprehensive, research-intensive university for the 21st Century. The University has surpassed $290-million in annual awards as research and contracts and is poised to become one of the top 50 public research universities in America as ranked in the elite group of the top American Research Universities. The College of Medicine is a major star in research growth in the last decade. USF's libraries contain about 1.6 million volumes, as well as vast computer links to hundreds of library data bases and the World Wide Web.

The College of Medicine was authorized by a legislative act on June 23, 1965; initial appropriations were authorized in 1967, and Dean Donn Smith was appointed in November 1969. The initial class entered on September 8, 1971. During that period, Dean Smith developed an academic plan, received approval for federal funds, recruited the first departmental chairmen, achieved provisional accreditation from the Liaison Committee on Medical Education (LCME), developed professional relationships with area hospitals, and selected the first class of students.

The College of Medicine is one of the partners of USF Health, which was created in 2005 as a partnership between the Colleges of Medicine, Nursing, Public Health and the USF Physicians Group. In 1965, the colleges of medicine and nursing had been founded as the “Medical Center,” renamed the “Health Sciences Center” in 1987 after the addition of public health, and now “USF Health” in 2005. USF Health is governed by USF vice president, Stephen K. Klasko, who is also dean of the College of Medicine.

Since 1971, the USF Health Sciences Center (HSC) has graduated 4,995 nurses, 2,622 physicians, and 1860 public health professionals and trained some 2570 resident physicians. The program in medical sciences has awarded 187 Ph.D. degrees and 56 Masters degrees have been awarded (1999-2005). USF has trained more than 20% of the private doctors in Hillsborough County. Currently the Health Sciences Center and USF offer degrees in medicine, nursing, public health, audiology and communicology, rehabilitation counseling, and medical technology. The School of Physical Therapy within the College of Medicine enrolled its first students in Fall 1999 and graduated 100 students with the M.S.P.T degree. In 2005, the School of Physical Therapy matriculated 32 D.P.T. students with a three-year course of study partially integrated with medicine, leading to this first professional degree in Florida’s State University System.

USF's 377 faculty physicians performed 223,046 out-patient visits and 31,139 in-patients in 34 hospitals and clinics during 2004-05. In addition, faculty physicians provided $33 million in uncompensated and charity medical care last year. USF faculty physicians treat 64% of the patients at Tampa General Hospital. More than 100 full-time faculty physicians were ranked by their peers as being among the “Best Doctors in America”, a selective national guide, and represent 1/3 of the Tampa Bay Region’s physicians identified for this honor. USF nursing and medical students routinely surpass national averages on licensing exams. USF, through its College of Medicine, is a leading Medical Research Center with over $57.7 million (2004/05) in annual grants and contracts.

Clinical sites for education that have been developed include the following:



On or immediately adjacent to the medical college campus are the USF Medical Clinics (primary site for outpatient instruction), the H. Lee Moffitt Cancer Center and Research Hospital (a designated NCI cancer center with 129 beds servicing 6,273 inpatient admissions and 212,254 outpatient visits), and the James A. Haley Veterans Administration Hospital (320 beds with an average daily census of 245.9 and 15,000 of 1,500,000-system outpatient visits involving students). All serve as major sites for instruction of undergraduates, resident physicians, and clinical practice and research of the faculty. All are in walking distance of the medical college buildings with the USF Medical Clinics, an integral part of the College of Medicine physical plant. The James A. Haley VA and the Moffitt Cancer Center are physically connected by covered walkways through the College of Medicine.

Tampa General Hospital (818 acute-care and 59 rehabilitation beds, 36,819 discharges in fiscal year 2004) is located on Davis Island in downtown Tampa approximately 13 miles and 22 minutes from the campus. A full-service hospital, it serves as a principal teaching site for undergraduate clerkships, electives and graduate medical education. Outpatient clinics of the Tampa General Hospital are physically located approximately 10 minutes from campus and are known as Genesis (Obstetrics/Gynecology 17,455 outpatient visits and Pediatrics 8,067 outpatient visits 2004) and Health Park (30th Street) Specialty Clinic, respectively. Students and residents are present at both sites, and the projected number of outpatient visits for 2005 is 8160. The Genesis Clinic is operated and directed by faculty and serves as a major teaching site.

Additional principal teaching sites are All Children’s Hospital (216 operating beds, 9,275 discharges, and 243,770 outpatient visits for fiscal year 2004/2005 with students/residents participating primarily in the inpatient services) in St. Petersburg (26 miles - 40 minutes) and Bay Pines VA hospital (fiscal year 2005 - 229 beds [181 med/surgery, 14 observation, and 34 special programs] 142 nursing home beds) , 9,927 inpatient discharges and 939,767 outpatient visits (most not involving students/residents) near Madeira Beach (30 miles - 45 minutes). The children's hospital shares the responsibility for inpatient and outpatient instruction in pediatrics with Tampa General Hospital and an adjacent departmental outpatient teaching site at 17 Davis Blvd.

Geographic Distribution of Principal Clinical Sites



The College of Medicine provides elective opportunities through Gulfcoast North AHEC in Dade City and Gulfcoast South AHEC in Sarasota. Both are approximately 1 hour’s drive and provide unique opportunities relevant to community and rural health training.

The College of Medicine has embarked on an aggressive building program with the development of the two patient-care centers expected for completion in 2007. The Center for Advanced Health Care (USFHealth North – 194,400 square feet) on the USF campus and the Center for Advanced Health Care South (USFHealth South – 130,000 square feet) adjacent to the Tampa General Hospital will bring significant medical outreach to this community and region. Each site will be characterized by implementation of the latest technology in health care including an integrated electronic health record, a patient-centered focus in an educational environment for faculty, students and residents with an emphasis on quality, and provision of exemplary time-sensitive compassionate care. Construction at both sites has commenced as of July 2006.



The historical progress from a community-oriented clinical education facility to a center of health care with national prominence in education, health care and research is a natural development of progression in the unique Tampa Bay regional environment with support from the community leadership.



SECTION I. INSTITUTIONAL SETTING

Part A: Key Quantitative Indicators

Please provide the following information, using your school’s copy of the Longitudinal Statistical Summary Report as the data source.

a. Number of vacant department chair positions

1999-2000 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06

3 3 3 5 2 2 1

b. Total numbers of enrolled master’s and doctoral students in graduate programs in the biomedical sciences (Per Curran email 1/5/06)

1999-2000

2000-01 2001-02 2002-03

2003-04 2004-05 2005-06

Master’s 0 0 0 1 29 56 56Doctoral 96 97 88 96 92 95 88

c. Total numbers of residents and clinical fellows on duty in ACGME-approved programs that are the responsibility of the medical school faculty

1999-2000 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06Residents 289 382 401 405 411 397 427ACGME Fellows

93 99 110 96 102 100 120

Non ACGME Fellows

6 14 19 19 21 25 30

Total 388 495 530 520 534 522 577

Note: These data do not match prior LSSR. Prior filed data were inconsistent with definition. Data in this table are audited and verified as of 12/19/2005

d. Percentage of graduating students who participated in a research project with a faculty member

1999-2000 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06USF 62.4% 58.4 % 61.9% 56.0% 50.9% 53.5% 58.7*

* Based on currently available, but incomplete, MSGC results.



SECTION I. INSTITUTIONAL SETTING

Part B: Narrative Data and Tables

IS-1. Each medical school must engage in a planning process that sets the direction for the institution and results in measurable outcomes.

To assure ongoing vitality and successful adaptation to the rapidly changing environment of academic medicine, schools need to establish periodic or cyclical institutional planning processes or activities. Planning efforts that have proven successful in medical schools and other professional or business milieus typically involve the definition and periodic reassessment of both short-term and long-range goals for the successful accomplishment of institutional missions. By framing goals in terms of measurable outcomes wherever circumstances permit, a school can more readily track progress toward their achievement. The manner in which a school engages in institutional planning will vary according to available resources and local circumstances, but all schools should be able to document their vision, mission, and goals; evidence indicating their achievement; and strategies for periodic or ongoing assessment of successes and unmet challenges.

___________________________________________________________________________________

a. Provide a brief statement of the mission and goals of the medical school.

The mission of the College of Medicine is to provide for the education of students and professionals of the health and biomedical sciences through the creation of a scholarly environment that fosters excellence in the lifelong goals of education, research activity and compassionate patient care.

Goal #1 The USF College of Medicine will deliver the kind of creative and innovative education that produces “practice ready” physicians, physical therapists and other health and biomedical sciences professionals and instills within them the knowledge, skills and attitudes required for the realistic challenges of contemporary medicine.

Goal # 2 The USF College of Medicine will advance collaborative learning and discovery through significantly expanded basic science, translational and clinical research that contributes to improved preventive, diagnostic and therapeutic outcomes.

Goal # 3 The USF College of Medicine will achieve fiscal self-sufficiency and a stable economic base through the establishment of entrepreneurial academic, research, and clinical programs.

Goal # 4 The USF College of Medicine will be a community of faculty, staff and students who are passionate about their work and who uphold the highest academic and ethical standards.

Goal # 5 The USF College of Medicine will be the keystone in a network of institutions, programs and individuals that collaborate to provide innovative, high quality, compassionate, accessible health care.



b. Provide an executive summary of the current medical school strategic plan, if any:

See Section I, Appendix IS- 1b.LCME Medical Education Database 2006-07 I. Institutional Setting 14


c. Date of most recent review or revision of the strategic plan: Fall 2005

2005-06

d. How often is the plan reviewed or revised?

Institutional planning is a continuing process through on-going review. More specifically, the USF/COM Strategic Plan 2005/06 – 2009/10 was developed and guided by the USF Strategic Plan 2002-2007 and the HSC Strategic Direction Setting Process 2001-2004. When the USF Strategic Plan is updated and/or revised or if USF Health develops a plan that departs from the current Blueprint for Strategic Action, the COM Strategic Plan will be reviewed to determine what revision and/or update is appropriate to assure that it is consistent with and supportive of the plans of the university and USF Health.

In addition, a retreat is scheduled for April 2007 in order to review the Strategic Plan and incorporate LCME feedback. Retreats will be scheduled every 12-24 months thereafter to review and revise the strategic plan. A completely new iteration will not be expected until 2010/2011.

Under VP/Dean Klasko’s leadership, annual retreats and monthly standing meetings of COM leadership such as the Strategic Advisory Committee and the vice deans, for example, will focus on immediate and longer term issues that face USF Health and the College of Medicine. Both are appropriate forums to address institutional planning and assessment of the committee’s progress. These forums will help in modifying goals, expectations, and strategies.

e. Briefly summarize or outline the planning process, including the main participants and the names or titles of individuals or groups whose approval is required to finalize the plan.

The COM Strategic Plan, 1997-2000, provided guidance during the period of review by the LCME in 1999 and during the period of change that followed. In March 2001, under the leadership of the Vice- President for Health Sciences and College of Medicine Dean Robert Daugherty, the faculty and staff of the Health Sciences Center (HSC) began a comprehensive process to redefine priorities and direction for the HSC. The steering committee, the work groups, and participating committees were comprised of faculty and staff of all three colleges, and several HSC-wide “retreats” were held to assure broad participation of students, staff, and faculty. A leadership development process was initiated within each college.

Concurrent with the HSC Direction Setting committee, the university developed and adopted the 2002-07 Strategic Plan. The planning effort was very broad-based. A task force of faculty, students, trustees, staff, alumni, and community representatives identified areas of strength, opportunity, and objectives and proposed new vision, values, mission, and goals statements for the university, colleges, and administrative units. These were adopted by the Board of Trustees administrative units and subsequently adopted by the Board of Trustees. The University Strategic Plan appropriately includes actions, initiatives, and accountability measures for the COM and HSC.

In July 2005, Dr. Stephen Klasko was appointed Vice President for Health Sciences and Dean of the College of Medicine. Under Dean Klasko’s leadership, the COM embarked upon the creation and implementation of a Blueprint for Strategic Action. The highly-collaborative process involved over one-hundred faculty and staff from all departments and programs across the college. In the first phase, a fact-based overview of the COM’s status, which included an analysis of the college’s history and an assessment of its present strengths, weaknesses, opportunities, and threats, was developed. In the



second phase, a number of Strategic Work Groups were created. Each was charged with identifying specific activities required to close the gap between the current achievements of the college and the collegiate aspirations. Aggressive action plans were developed; Strategic Work Groups became operational in a variety of forms; these developments are the bases of the Strategic Plan 2005/06 – 2009/10.

Included throughout these planning processes are the chairs of the COM departments, the officers of the Faculty Council, the associate deans, the dean/vice president and students, faculty, and staff in general. The Strategic Plan 2005/06 – 2009/10 was presented to COM Executive Leadership, Faculty Council, departmental chairs, and in departmental and student meetings; it was posted on the college web-site for over three weeks with a link for comment. The final document was approved by Dean Klasko.



IS-2. A medical school should be part of a not-for-profit university or chartered as a not-for-profit institution by the government of the jurisdiction in which it operates.

Accreditation will be conferred only on those programs that are legally authorized under applicable law to provide a program of education beyond secondary education.

___________________________________________________________________________________

a. Year of initial chartering: 1956

b. Type of charter (check one):

X Not-for-profitCommercial, for profit



IS-3. If not a component of a regionally accredited institution, a U.S. medical school must achieve institutional accreditation from the appropriate regional accrediting body.

The LCME is recognized by the U.S. Department of Education as an accrediting agency for educational programs, specifically for the accreditation of medical education programs leading to the M.D. degree. Because the LCME is not recognized as an institutional accrediting agency, it lacks standing to accredit stand-alone medical schools as institutions of higher education.

Institutional accreditation is granted by regional accrediting agencies, and is required to qualify for federal financial assistance programs authorized under Title IV of the Higher Education Act. Some regional accrediting bodies grant “pre-accreditation” as a first step to achieving full accreditation. In such circumstances the attainment of pre-accreditation status would meet the requirements of this standard.

___________________________________________________________________________________

a. Regional accrediting body (check one):

Middle States Association of Colleges and Schools

New England Association of Colleges and Schools

North Central Association of Colleges and Schools

Northwest Association of Schools and CollegesX Southern Association of Colleges and Schools

Western Association of Schools and Colleges

b. Current institutional accreditation status: Accredited

c. Year of next regional accreditation survey:

2014-15



IS- 4. The manner in which the medical school is organized, including the responsibilities and privileges of administrative officers, faculty, students and committees must be promulgated in medical school or university bylaws. ___________________________________________________________________________________

a. Provide a copy of the faculty bylaws that apply to the medical school, or the URL of the web site where they can be viewed.

Faculty Bylaws are available at Faculty Council Web Site: http://www.hsc.usf.edu/medicine/faculty_council/faculty+bylaws.html

See Section I, Appendix IS-4 contains relevant pages.

b. Date of their most recent revision: September

2005

c. Briefly describe how they are communicated to the faculty.The faculty members actively participate in a shared-governance model with the administration of the College of Medicine through a process that identifies, either jointly or separately, items in need of amendment or revision through the following process: the Committee on Bylaws shall annually review these Bylaws, consider proposed changes, and make recommendations regarding such changes to the Executive and Faculty Councils. The committee is composed of five members of the Core Faculty, at least two of whom are members of the Basic Science Faculty and at least two of whom are members of the Clinical Science Faculty.

Proposed bylaws revisions are presented at one or more of the monthly Faculty Council meetings for discussion, suggested revision, and recommendations for adoption as they may be amended. The faculty council as a representative body votes and makes recommendation to the dean concurrently with transmission to the Executive Council for consideration and their separate recommendation to the dean for adoption or rejection. The process works well with deliberation, negotiation, and development of consensus with endorsement by the dean and promulgation to the faculty by email and through the Faculty Council website: http://www.hsc.usf.edu/medicine/faculty_council/.


http://www.hsc.usf.edu/medicine/faculty_council/

http://www.hsc.usf.edu/medicine/faculty_council/faculty+bylaws.html


IS- 5. The governing board responsible for oversight of the medical school must have and follow formal policies and procedures to avoid the impact of conflicts of interest of members in the operation of the school, its associated hospitals, or any related enterprises. (revised per June 2005 revision)

IS-6. Terms of governing board members should be overlapping and sufficiently long to permit them to gain an understanding of the programs of the medical school.

There must be formal policies and procedures to avoid the impact of conflicts of interest, such as the requirement that a board member recuse him/herself from any discussion or vote relating to a matter where there is a potential for a conflict of interest to exist. The school also must provide evidence (for example, from board minutes, annual signed disclosure statements from board members) that these policies and procedures actually are being followed. Some conflicts related to personal or pecuniary interests in the operation of the school may be so pervasive as to preclude service on the governing board. (added per June 2005 revision.)

___________________________________________________________________________________

a. Check any units for which the governing board is directly responsible:

X Parent UniversityHealth Science CenterMedical SchoolOther (describe below)

b. Name of board chair

Rhea F. Law, CEO Fowler, White, Boggs, Banker P.A.

c. Year of board chair’s appointment

June 1, 2006

d. Summarize the procedure for appointment and renewal of university or health science center board members, including the chair. Describe the length of term for members and staggering of appointments, if appropriate. Note any specific policies intended to prevent or address conflicts of interest among board members (including recusal from discussions or decisions if a potential conflict occurs), and strategies for dealing with actual or perceived conflicts of interest if they arise. Board of Trustees/members and chair: (Operating Procedures of USF/BOT Article I) The Board of Trustees shall be composed of thirteen persons, six members appointed by the

Board of Governors. The other two members shall be the president of a University of South Florida Student Government Association and the president of the University of South Florida Senate.

Board of Trustees’ members who are appointed by the governor and Board of Governors shall be appointed for staggered 5-year terms.

The president of a University of South Florida Student Government Association will serve a one-year (1) term, unless re-elected by the respective constituents and the president of the Faculty Senate will serve concurrent with the term of the president under the Faculty Senate bylaws.



The chairperson is elected by the board at its first regular meeting after July 1 and serves a 2-year term immediately upon election. The chairperson is eligible for election for one additional consecutive term.

The board does not engage in operating the university, but rather sets policy. No contracts have come before the board for approval where one board member might have a conflict. All Board meetings are publicly announced and attended by the University’s General Counsel should a question arise.

e. If the medical school has its own board of trustees, or is overseen directly by a subcommittee of the university or health science center board, provide a separate description for appointment and renewal of its members, conflict of interest policies, and strategies for dealing with actual or perceived conflicts of interest.

Not Applicable



IS- 7. Administrative officers and members of a medical school faculty must be appointed by, or on the authority of, the governing board of the medical school or its parent university. ___________________________________________________________________________________

Briefly describe the role of the governing board in the appointment of administrative officers and faculty of the medical school.

The role of the governing board of the University of South Florida (Board of Trustees) in the appointment of administrative offices and faculty of the medical college is articulated in the following three Florida Statutes:

Florida Statute 1001.74(19) provides that “Each board of trustees shall establish the personnel program for all employees of the university, including the president, pursuant to the provisions of chapter 1012 and in accordance with rules and guidelines of the State Board of Education, including: compensation and other conditions of employment, recruitment and selection, non reappointment, standards for performance and conduct, evaluation, benefits and hours of work, leave policies, recognition and awards, inventions and works, travel, learning opportunities, exchange programs, academic freedom and responsibility, promotion, assignment, demotion, transfer, tenure and permanent status, ethical obligations and conflicts of interest, restrictive covenants, disciplinary actions, complaints, appeals and grievance procedures, and separation and termination from employment.

Florida Statute 1001.74(21) provides for the selection of the university president. “Each board of trustees shall appoint a presidential search committee to make recommendations to the full board of trustees, from which the board of trustees may select a candidate for ratification by the State Board of Education.”

Florida Statue 1001.75(3) provides that the university president shall “Establish and implement policies and procedures to recruit, appoint, transfer, promote, compensate, evaluate, reward, demote, discipline, and remove personnel, within law and rules of the State Board of Education and in accordance with rules or policies approved by the university board of trustees.”



IS-8. The chief official of the medical school, who usually holds the title “dean,” must have ready access to the university president or other university official charged with final responsibility for the school, and to other university officials as are necessary to fulfill the responsibilities of the dean’s office.

The president meets weekly with the members of her cabinet at the level of vice-president. The dean of the College of Medicine as concomitant vice president has direct access to the President at the weekly cabinet meetings and as needed. The dean/vp Health Sciences also acts as provost in all academic matters for the three colleges in the Health Sciences Center now known as USF Health and independently makes recommendations for promotion and tenure for USF Health faculty.

IS-9. There must be clear understanding of the authority and responsibility for medical school matters among the vice president for health affairs, the dean of the medical school, the faculty, and the directors of the other components of the medical center and university. _________________________________________________________________________

a. Provide a job description for the dean and, if applicable, the vice president for health affairs or equivalent.

JOB DESCRIPTION

VICE PRESIDENT, USF HEALTH

DEAN, COLLEGE OF MEDICINE

UNIVERSITY OF SOUTH FLORIDA

The Dean of the College of Medicine also serves as the Vice President for USF Health, and reports directly to the president of the University. USF Health has, as its core, the three colleges of Public Health, Nursing and Medicine, including a School of Physical Therapy as well as the healthcare delivered by its clinicians.

As Dean, he/she develops goals and objectives for the College of Medicine, develops academic programs and ensures the operational means to implement these goals.

The responsibilities of the Dean are defined in the following areas:

1. Academic Program: The Dean is responsible for the supervision of the academic program in both basic and clinical medical sciences related to the education and training of undergraduate and graduate medical education trainees, the maintenance of compliance with standards of accreditation of the Liaison Committee in Medical Education (LCME), the supervision of curricular innovations in the program in medical education, and to assure the development and operation of an exemplary program in graduate medical sciences.

2. Students: The students of the College of Medicine include all who participate in our educational offerings across the spectrum of undergraduate, graduate, and continuing medical education, and graduate studies (masters, PhD, and postdoctoral fellows). The Dean will establish the academic standards by which students are chosen to matriculate as undergraduate and graduate students in conjunction with the standards and maintenance of accreditation by the LCME and other accrediting bodies. Students are chosen for matriculation as undergraduate and graduate students



with assurance of equal opportunity to qualified persons regardless of race, color, sex, or creed. The content and quality of the curriculum and all clinical experiences are the ultimate responsibility of the Dean as delegated to and through Vice Deans/Associate Deans, Departmental Chairs, Program Directors, committees, and the faculty of the College of Medicine. The Dean shall be responsible for the development of processes whereby uniformity is assured in the evaluation by the faculty of the students and the students of the faculty. The Dean shall initiate all actions necessary to achieve and maintain accreditation. All student services will report to the Dean or the Dean’s designee; these include, but are not limited to, Admissions, Financial Aid, Student Advocacy/Advising, Diversity, and the Office of the Registrar.

3. Faculty: The Dean has the responsibility for the appointment of a faculty that will develop and maintain quality programs in the areas of teaching, research, and service. The Dean will assure an environment of scientific inquiry that will be responsive to faculty, program development, and assurance of a supportive environment which includes equitable assignment, evaluation, and faculty development program to enhance the College of Medicine through achievements of the faculty.

The Dean is responsible to allocate fiscal resources in accordance with the goals and objectives of the College of Medicine. The allocation of all resources including time, space, and economic resources to the Department is the responsibility of the Dean. In addition, the Dean shall assure the effective oversight of the Academic Promotions and Tenure Committee (APT) and the appointment and support of all other faculty committees necessary to fulfill the college mission. The VP/Dean is responsible for the approval of promotion and tenure recommendations.

4. Research: The Dean of the College of Medicine will assist the departments in achieving their research missions concordant with the mission of the College of Medicine by establishing an intellectual environment with resources assigned to foster research and the maintenance of a scholarly environment of inquiry.

5. Fiscal: The Dean is responsible for the preparation of the legislative budget for the College of Medicine and subsequent oversight of the use of these resources.

6. Practice Plan: The VP/Dean is the CEO of the practice plan and will develop a budget derived

from USFPG resources that shall be used in support of the academic programs of the College of Medicine.

7. Contracts and Grants: The VP/Dean of the College of Medicine shall serve as the authorizing authority for all contracts and grants.

8. Service: The supervision of quality services to patients within all areas of clinical practice and teaching is the responsibility of the Dean. In addition, the Dean is responsible for the oversight of all service and community service activities of the faculty.

b. Supply a chart showing the relationships between the medical school and university administration, other schools and colleges, institutes, centers, etc. Include, if appropriate, the reporting relationships for the director of any teaching hospitals owned or operated by the medical school or university.





IS-10. The dean must be qualified by education and experience to provide leadership in medical education, scholarly activity, and care of patients. ___________________________________________________________________________________

Attach a brief resume of the dean’s academic and administrative experience (not a full curriculum vitae).

STEPHEN K. KLASKO, M.D., M.B.A.

17234 Emerald Chase Drive Tampa, Florida 33647

(813) [email protected]

PROFESSIONAL EXPERIENCE

University of South FloridaVice President for USF Health, August 2004 to presentDean, College of Medicine, August 2004 to presentCEO, USF Physicians Group, August 2004 to present Responsible and accountable for Colleges of Medicine, Nursing, Public Health and the

USF Physicians Groupwith a budget of $600 million.

Oversee $170 million USF Health research enterprise. Responsible for educational efforts for over 1,800 undergraduate, graduate and

professional students. In College of Medicine, primarily responsible for all clinical, resident, education and

administrative activities of the college.

Drexel University College of Medicine, June 2000-August 2004Dean, June 2003 to August 2004CEO, Drexel University Physicians, Vice Dean, Drexel University College of Medicine, June 2000 to June 2003Director Graduate Medical Education, Pennsylvania region, Tenet Healthcare Corp Operational and strategic responsibility for large Philadelphia medical school and

clinical practice group. Financial, managerial, and clinical leadership for a faculty group comprising 500

physicians generating $120 million in revenue. Responsible for all business development, quality initiatives, revenue cycle and

programmatic developmentfor the full time faculty.

Responsible for entire graduate medical education budget and multidisciplinary residency program.

President, Board of Directors, Lehigh Valley Physician Group, Allentown, PA, May 1996 to June 2000

Responsible for directing the activities of the board of 18 physicians and administrators representing a multi-specialty group practice of 290 physicians with annual revenues of $90 million.

Lehigh Valley Hospital, Allentown, PA, Department of Obstetrics & GynecologyChairman, 1996 to 2000Interim Chairman, 1995-1996



Vice Chairman, 1991-1995Residency Program Director, 1991-2000 Provided executive leadership for a department comprising 50 physicians generating

$30 million in annual revenue. Led through hands-on involvement in financial affairs, professional/support staff

administration, service planning, patient care, quality improvement and peer review. Reported directly to the CEO of Lehigh Valley Health Network, an organization with a

$350 million operating budget, and served as a member of senior management for the network.

Partner, Valley OB/GYN Associates, 1982 to 1991 Maintained a successful obstetric-gynecologic practice generating over $3 million per

year in revenues. Served as business manager, responsible for capital purchases, hiring, contract negotiations, etc.

ACADEMIC APPOINTMENTS Professor with Tenure, Department of Obstetrics & Gynecology, University of

South Florida College of Medicine August 2004 to present Professor with Tenure, Department of Obstetrics & Gynecology, Drexel

University College of Medicine 2000 to 2004 Professor, Department of Obstetrics and Gynecology, Penn State

University/Hershey Medical Center1995 to 2000

HEALTHCARE CONSULTING Principal, North Group, Inc. , 1997 to 2004

Led this corporation which provided a full continuum of consulting and communication services.

BUSINESS DEVELOPMENT Founding President, Spirit of Women, 1997 to present

National coalition of hospitals and healthcare facilities in over 55 U.S. cities joined together to advance the cause and business of women’s health.

Director, Trexlertown Women’s Health Mall, 1998 to 2000Developed a new multidisciplinary ambulatory wellness center, creating a concierge service philosophy, and integrating complementary health providers with traditional medicine across disciplines.

EDUCATION M.B.A. Wharton Executive Program, University of Pennsylvania, Philadelphia,

PA, 1996 (Director’s Honor List) M.D. Hahnemann University, Philadelphia, PA, 1978 B.S., Chemistry and Biology, Lehigh University, Bethlehem, PA, 1974

POST GRADUATE TRAINING Resident in Obstetrics and Gynecology, HealthEast Teaching Hospital, 1978 to

1982

CERTIFICATION AND LICENSURE Diplomate, American Board of Obstetrics and Gynecology, 1984

Pennsylvania MD 022242-EFlorida ME0055311Recertification- 2004, 2006

SELECTED AWARDS



Institute of Healthcare Strategy and Marketing, Keynote Award for Optimistic Future Program, 2002

Council of Resident Education in Obstetrics & Gynecology, National Faculty Award for Excellence, 2000

Association of Professors of Gynecology and Obstetrics, National Faculty Award for Medical Student Education, 1999

Wharton Business School, University of Pennsylvania, Philadelphia, PA, Directors MBA Honors, 1998

Department of Obstetrics & Gynecology, Lehigh Valley Hospital, Teacher of the Year, 1990

BOARD ACTIVITIES Spirit of Women, Board of Directors, Cleveland, OH, 2004 to present Lehigh University P.C. Rossin College of Engineering & Applied Science -

Bethlehem, PA, 2004 to present Tampa General Hospital - Tampa, FL, 2004 to present Moffitt Cancer Center - Tampa, FL, 2004 to present Spirit of Women. Advisory Board - Cleveland, OH, 2005 to present Association of Professors of Gynecology and Obstetrics Medical Education

Foundation - Washington, DC, 2003 to present Challenger Corporation, Board of Directors, 2001 to present Philadelphia Obstetric Society, Board of Directors, 1997 to 2004 Casa Guadalupe, Advisory Board, 1995 to 2002 United Way Campaign, President, 1998 to 2000 Camp Pinemere Association, Board of Directors, President, 1998 to 2000 Maimonides Society, Board, President, 1997 to 1999

SELECTED PROFESSIONAL MEMBERSHIPS Association of Professors of Gynecology and Obstetrics Member, Governance 100 for Health Care Leadership Fellow, American College of Obstetrics and Gynecology Council of Resident Education in Obstetrics and Gynecology American College of Physician Executives Society of Laparoendoscopic Surgeons Maimonides Society American Medical Association

ADMINISTRATIVE ACITIES Oral Examiner, American Board of OB-GYN, 2000 to present Faculty Member, The Governance Institute, 1998 to present President, Greater Philadelphia OB/GYN Review Course, 1993 to 2002

SELECTED PUBLICATIONS Klasko, SK & Ekarius, JA: Collision Course: The Privatization of Graduate

Medical Education, Academic Medicine; Accepted for publication, 2006 English, D; Klasko, SK & Sanberg, PR: Elusive mechanisms of “Stem Cell” –

mediated repair of cerebral damage. Experimental Neurology (in press), 2006. Sanberg, PR; Willing, AE; Garbuzova-Davis S; Saporta, S; Liu, G; Davis Sanberg, C

Bickford, PC; Klasko, SK; & El-Badri, NS: Cord blood transplantation for neural repair: from the bench-top to the clinic. Annals of the New York Academy of Sciences, 1049:67-83, 2005.

Sanberg, PR; English, DK; Hakki, A; Cameron, DF; Garbuzova-Davis, S; Willing, AE; Henning, R; Klasko, SK; & El-Badri, NS: Concepts in cell therapy: From cord blood to Sertoli cells. Cellular Transplants: From Lab to Clinic, Academic Press (in press) 2005.



Klasko, SK: Mamas, Don’t Let Your Babies Grow Up To Be OB/GYNs. OBG Management. July 2003

Klasko, SK: Family Practice and OBGYNS-A Tropical Aquarium or a Den of Piranhas American Journal of Forensic Medicine, January 2002.

Klasko, SK, Haley P, and Kaufman M: Psycho logic Effects of Hysterectomy. Primary Psychiatry, 1998.

SELECTED NATIONAL PRESENTATIONS AAMC Group on Institutional Affairs---The Entrepreneurial Academic Model,

Chicago, 2006 The Governance Institute---Enhancing Creativity in Future Health Care Leaders or

What We Forgot to Teach in Medical School, Palm Beach, 2006 The Governance Institute---“What Can We Learn From the Future That Will Help Us

Create a Better Present for Health Care?”, Scottsdale, 2005 American College of Physician Executives---The Physician As Negotiator, Boston,

2005 American College of Obstetricians and Gynecologists---OB-GYNs as Negotiators:

Getting What You Deserve Through Creative Negotiations, San Francisco, 2005 Maine Health---Back to an Optimistic Future: Enhancing Quality and Creative

Negotiation Among Future Health Care Leaders, Bar Harbor, 2005 AAMC Group on Institutional Advancement---Optimistic Future: Enhancing

Creativity in Future Health Care Leaders, New Orleans, 2005

PERSONAL INTERESTS PADI Open Water Scuba Certified Private Pilot License—Single Engine Land Enjoy running marathons—Chicago Marathon (1990), Taylor Wineglass Marathon

(1991), New York City Marathon(1992), Marine Corps Washington D.C. Marathon (1993), Dublin Marathon, Leukemia Team in Training (1998), Philadelphia Marathon (2001)



IS-11. The medical school administration should include such associate or assistant deans, department chairs, leaders of other organizational units, and staff as are necessary to accomplish the missions of the medical school.

There should not be excessive turnover or long-standing vacancies in medical school leadership. Medical school leaders include the dean, vice/associate deans, department chairs, and others where a vacancy could negatively impact institutional stability, especially planning for or implementing the educational program. Areas that commonly require administrative support include admissions, student affairs, academic affairs, faculty affairs, graduate education, continuing education, hospital relationships, research, business and planning, and fund raising.

___________________________________________________________________________________

a. Attach a chart showing the organization of the dean’s office.

b. List the percent of effort which each associate and assistant dean contributes for the administrative support of the medical school.



Name Title Admin Percent 2005 Univ Year

Joann Strobbe Associate Dean, CFO 90%Karen Burdash Assistant Dean Finance 100%Marvin T. Williams Ph.D. Assoc Dean Diversity Initiatives 25%John Sinnott M.D. Assoc Dean International Affairs 40%Abdul Rao, M.D, D. Phil. Vice Dean Research 90%Joseph Krzanowski, Ph.D. Assoc Dean Graduate Affairs 40%William Marshall M.D. Assoc Dean Clinical Research 80%Robert Belsole, M.D. Vice Dean Clinical Affairs 80%Richard Hoffman, M.D., Assoc Dean Clinical Outreach 25%Michael Parsons, M.D. Assoc Dean Quality 50%Paul Wallach M.D. Vice Dean Education 90%Deanna Wathington, M.D. Assoc Dean Academic Enrichment 50%Steven Specter, Ph.D. Assoc Dean Student Affairs 75%Carolyn Nicolosi, M.S. Asst Dean Student Affairs 100%Bryan Bognar, M.D. Assoc Dean Undergraduate Medical Education 80%John S. Curran M.D. Exec Assoc Dean Academic Affairs 85%Peter J. Fabri, M.D. Assoc Dean Graduate Medical Education 25%W. Sandy Quillen, Ph.D. Assoc Dean Physical Therapy 80%

c. Indicate the term of appointment for department chairs, and the number of times it can be renewed.

Department chairs are appointed for a contract term of one year, annually renewable. They serve in the administrative role at the pleasure of the dean of the College of Medicine.

d. Briefly describe how and how often the performance of chairs is reviewed.

The chairs are evaluated annually by the dean in accordance with performance criteria developed as a result of extensive meetings with the dean and the chairs. A graphic outline of the process follows:



e. Briefly describe the budgetary authority of department chairs, and the sources of funding for departmental budgets.

The departmental chairs develop budgets with their staff and have the opportunity to present to the chief financial officer for review. State funds are provided primarily on a cost-to-continue basis; the clinical departments have both an academic budget with state funds primarily consisting of salary commitments and a practice-plan related budget which is required to be recast approximately at midpoint and both are reviewed on a monthly basis after initial goals are set. The college is in the midst of developing an asset investment management system (AIMS) which will fundamentally alter the budgeting process and allocate funds to specific missions of education, research, and clinical care within the constraints of funds available. Details are provided in the financial section.

All chairs have an annual review process with the dean, COO, and CFO of the College of Medicine, in which financial resources and budgetary information are reviewed and discussed (along with academic and research issues). The chairs are responsible for establishing goals for the upcoming year as they relate to financial resources and are evaluated on such. Quarterly, if there is a budget variance that exceeds 5% on clinical resources, the chair and departmental administrator are required to document that variance. This is presented to the Finance Committee of the Board of Directors of the practice plan. If a department has an under-recovery, the chair must present an operational and financial plan to the Finance Committee, to be approved by the Executive Management Committee of the USFPG.


Decide on Bonus & rewards for performance

Performance Rating Agree on goals

Input from Executive staff on:Financial PerformanceLeadershipFaculty/staff DevelopmentEngagementResearch

Department EvaluationIndividual Leadership Evaluation

FormalReview

Self EvaluationReleaseDesign

Format

Design Simple formatInput & ModifyPresent to All Meet with chairs

Annual Reviews and Goals Alignments Process

InputELT

BonusReward


The chair submits financial and business plans to recruit new faculty and presents a budget for year 1 and year 2 to provide information on budgetary needs. This plan is also approved by the CFO and the Executive Management Committee for clinical funding plans and by the CFO and the Senior Associate Vice Dean for Research Dean for Basic Science funding plans.

See also Part A, item (a.) in this section of the database.



IS-12. A medical school should be a component of a university offering other graduate and professional degree programs that contribute to the academic environment of the medical school.

There should be regular and formal review of all graduate and professional programs in which medical school faculty participate, to foster adherence to high standards of quality in education, research, and scholarship, and to facilitate the progress and achievement of the trainees.

___________________________________________________________________________________

a. Numbers of students enrolled in PhD and master’s programs (in basic sciences and other related disciplines, such as biomedical engineering, medical informatics) and postgraduate fellows receiving further training:

Department or Program Master’s Students Doctoral Students Postdoctoral FellowsMedical Sciences (Fall 2005) 29 88Masters Bioinformatics & Computational Biology

10 0

Masters Bioethics & Humanities 17 0Post Doctoral Fellows All Programs (Fall 2005)

100

b. Average time to complete:

Master’s degree 1.5 yearsDoctoral degree 5 years

c. Describe any procedures to provide systematic review or evaluation of the graduate education programs (PhD, master’s). Note any major successes or significant problems identified in the most recent such review.

The faculty of the College of Medicine, represented by the Graduate Medical Sciences Education and Graduate Student Affairs Committee, regularly evaluates the graduate program. A major college retreat on 8/27/2002 with follow-up by faculty on 10/2/2002 has led to the development of the Multidisciplinary Biomedical Sciences (MBS) track that combines strong biomedical sciences training with increased research opportunities for graduate students.

Several external reviews of the graduate program have also occurred since the last accreditation visit.

1997: The program underwent a review by the Board of Regents (Group of Reviewers – Medical Science was reviewed by Dr. Ainsworth Hagen, Chair Pharmacology, University of South Dakota)

Recommendations for more financial support – this has increased substantially Recommendation for computer support – students now have computers available from the

graduate office (29 available)

2001: The program was evaluated by the University of South Florida [New president] – (Outside reviewer from Medical College of Georgia – Dr. Willie Cauldwell)

Recommendations for development of an interdisciplinary program – this has been done (Multidisciplinary Biomedical Sciences)



2004: The SACS Accreditation process for the University of South Florida included a review of the graduate program. The university and graduate Ph.D. programs received reaffirmation of their accreditation in 2004.

2006: An external review of the graduate program was completed in March 2006 with the Graduate Programs Task Force Committee Recommendations developed on 04-10-06 and distributed to the faculty. Limited summary and anticipated actions follow:

The biomedical graduate doctoral program in the College of Medicine was recently evaluated by external examiners (Dr. Roger Chalkley from Vanderbilt University School of Medicine and Dr. Alan Yates from Ohio State University College of Medicine). A task force of faculty and graduate students was established and prioritized the recommendations.

Priorities in the following two broad categories were developed:

General/Admissions

Programs/Curriculum

For each category, and for the purpose of defining a timeline and a roadmap, the priorities have been classified under the following three different time frames:

Short-term (1-6 months) included actions appointing an interim dean for Graduate and Postdoctoral Affairs, restricting doctoral student admissions to only the interdisciplinary program, renaming the graduate program (Graduate Program in Integrated Biomedical Sciences) and establishing uniform policies of doctoral student admissions.

Intermediate-term (6-12 months) included developing guidelines for conferring Graduate Faculty status, reviewing the roles of certificate and master’s programs, reorganizing the MD/PhD program, developing a bridge-funding policy for graduate student stipends and integrating more problem-solving and analytical thinking components into core graduate courses.

Long-term (12-18 months) included improving student facilities, establishing a graduate student seminar series, increasing the number of funded graduate advisors and developing a “universal” graduate student handbook.

The emphasis is to create a distinguished Biomedical Graduate Program which gives USF Health an unequivocal advantage in the recruitment and retention of students and gives graduates better professional opportunities upon their graduation.



IS-12-A. Medical students should learn in clinical environments where graduate and continuing medical education programs are present.

In order to link medical student education to the later stages of the medical education continuum, medical students should spend time in settings where graduate and continuing medical education programs are present. It is expected that medical students will participate, where appropriate, in the activities associated with these programs. The graduate and continuing medical education programs at training sites where medical students are located should be accredited by the appropriate accrediting bodies.

___________________________________________________________________________________

a. For each clinical facility where one or more students take a required core clerkship (except ambulatory, community-based sites), mark a (+) if residents in ACGME-accredited programs are involved in medical student education in that clerkship; place a (–) for any clerkships offered where there is no resident participation.

Note that USFCOM has an integrated clerkship format. The first chart below reflects our integrated curriculum, the second chart reflects a traditional clerkship format. Sites where we do not use residents for a specific clerkship are represented with “n/a”.

Integrated Curriculum

Site

Primary Care and Special

Populations

Inpatient Medicine

and Pediatrics

Neuropsychiatry†

Emergent and

Urgent Care

Newborn and

Maternal Care

Surgical Care

Critical Care

Tampa General Hosp

n/a + + + + + +

Haley VA Hosp

+ + + n/a n/a + +

Moffitt + n/a n/a n/a n/a + +All Children’s Hosp

+ + n/a n/a n/a n/a n/a

Bay Pines VA Hosp

n/a n/a + n/a n/a + n/a

St. Joseph’s n/a n/a n/a n/a n/a n/a +USF Medical Clinic

+ n/a - n/a n/a n/a n/a

Harbourside Tower

n/a n/a n/a n/a n/a + n/a

Univ Psych Center

+ n/a + n/a n/a n/a n/a

17 Davis Clinic

+ n/a n/a n/a n/a n/a n/a

30th Street Clinic

n/a n/a + n/a n/a n/a n/a

Genesis Clinic

+ n/a n/a n/a + n/a n/a



Traditional Curriculum

Site Fam Med Int Med Ob/Gyn Peds Psych Surgery Neuro* Critical

CareTampa General Hosp

n/a + + + + + + +

Haley VA Hosp n/a + n/a n/a + + + +Moffitt n/a + + n/a n/a + + +All Children’s Hosp

n/a n/a n/a + n/a n/a n/a n/a

Bay Pines VA Hosp

n/a n/a n/a n/a + + + n/a

St. Joseph’s n/a n/a n/a n/a n/a n/a n/a +USF Medical Clinic

- + - - n/a n/a n/a n/a

Harbourside Tower

n/a n/a n/a n/a n/a + n/a

Univ Psych Center n/a n/a n/a n/a + n/a n/a n/a17 Davis Clinic n/a n/a n/a + n/a n/a n/a n/a30th Street Clinic n/a n/a n/a n/a n/a n/a n/a n/aGenesis Clinic n/a n/a + n/a n/a n/a n/a n/a *Required 4th year student rotation †Neurology portion for 3rd year students

b. Number of house officers that are the responsibility of your faculty, by training program (Note: If the school operates geographically separate clinical campuses, provide a separate table for each campus):

TOTAL RESIDENT & FELLOW COUNT YEAR: 2005-2006

PROGRAM Subspecialty PGY - 1Total Residents

ACGME Fellows

Non-ACGME Fellows

Anesthesiology 7 53 0 1 Pain Management 0 3 0 Critical Care 0 1 0Emergency Medicine 5 17 Family Medicine 8 24 Internal Medicine 29 71

Allergy & Immunology 4

Cardiovascular Disease 9

Dermatology 9 Dermatopathology 1 Endo Metabolisim 1



Geriatric Medicine 4 Gastroenterology 8 Hem/Onc 18 Infectious Disease 9 Nephrology 6

Preventative and Occupational Medicine 6

Pulm-Critical Care 10 Rheumatology 2 Bone Marrow 1Med-Peds 4 15 Neurology 0 15 0 0 Pain 2 Headache 0Neurosurgery 2 11 Spine Neuro-oncology 1 Skull 1OB/GYN 5 20 0 0 Oncology 4 Maternal Fetal 0Ophthalmology 0 11 0 0 Cornea 0 Glaucoma 0 Retina 1Otolaryngology 2 10 0 0 Head & Neck 0Pathology 3 12 0 0 Cytopathology 1 Forensic 1 Pediatric 1 Surgical Pathology 2Pediatrics 21 52 0 0 Neonatal-Perinatal 2

Allergy & Immunology 5

Physical Medicine & Rehabilitation 2 7 Spinal Cord Injury 1 Psychiatry 7 27 0 0 Addiction 0 Child & Adolescent 6 Geriatric 1

Psychosocial & Palliative 1

Radiology 0 27

Vascular & Interventional 6

Musculoskeletal LCME Medical Education Database 2006-07 I. Institutional Setting 38


Surgery 9 38 1 Burn 1 Breast 2 Hand 2 Surgical Oncology 8 Urology 2 11 0 Vascular 2 Advanced GI 1 Colon-Rectal Surgery 1 Critical Care 1 Plastic 3 6 Bariatric 2

Other Programs Other Subs PGY-1Total Residents

ACGME Fellows

Non-ACGME Fellows

Totals 109 427 120 30

c. Describe the mechanism used for oversight and coordination of graduate medical education, including evaluation and allocation of training positions. Note any programs currently on probation, as well as programs being substantially expanded or reduced in size. Identify any programs experiencing difficulty in filling positions.

The University of South Florida College of Medicine sponsors 63 postgraduate training programs of which 49 are accredited by the ACGME as either primary or advanced residencies. The GME program is overseen by the Office of Graduate Medical Education, led by the associate dean/designated institutional official. The GMEC (Graduate Medical Education Committee) is the official oversight body and is a duly-constituted committee of the Faculty Council. This committee meets quarterly and reviews all pertinent information regarding accreditation, curriculum, and evaluation of all training programs. In addition, four subcommittees of the GMEC address Agreements, Program Agreements, and Contracts (APC), Internal Program Review (IPRS), Selection, Supervision, Hours, and Employment (SSHE), and Education, Environment and Grievances (ESEG).

The core program in anesthesiology was placed on probation two years ago and, after full review and consideration and extensive discussion with the RRC and ACGME leadership, the program is being withdrawn as of July 1, 2008 with all current residents notified as of July 3, 2006. Options for each current resident are currently being explored to minimize the disruption of their educational process. There is the full intent to address all material weaknesses and to reinitiate it as a new program before July 1, 2008.

We have applied for new programs in orthopedics (10 positions), and advanced cardiology (interventional, electrophysiology) totaling 4 positions. Orthopedics will be site-visited in fall 2006. Interventional cardiology was approved and EP cardiology will be considered at the fall meeting of the Internal Medicine RRC.

All programs are filled regularly with appropriate matches. Occasional, single unfilled positions are immediately filled in the process. Last year, there was one such position. These positions are not consistent in type of program but appear to be a consequence of the statistical nature of the match.



d. Provide the following information regarding ACGME Institutional Review of graduate medical education programs sponsored by the school or its major teaching hospital(s):

Date of Last ACGME Institutional Review

Status Date of Next Review

7/19/2005 Continued 10/2008

e. If the medical school or its clinical affiliates are accredited by the ACCME to sponsor continuing medical education for physicians, indicate each program’s current accreditation status, length of accreditation granted, and year of the next accreditation review.

Program Sponsor Accred. Status Length of Accred. Term Year of Next ReviewUniversity of South Florida College of Medicine

Accreditation with Commendation

Six Years November 2008

f. Describe how CME programs contribute to the education of medical students.

The University of South Florida Continuing Professional Development (CPD) program recognizes the needs addressed in the AAMC report entitled “Educating Doctors to Provide High Quality Medical Care: A Vision for Medical Education in the United States” and is moving rapidly to support the continuum of education for undergraduate medical education (UME) students with the call to emphasize the establishment of adult-learning patterns reinforcing competency-based medical education and a commitment to life-long learning. Students are actively invited to attend regularly-scheduled conferences (RSCs) and local CME events sponsored by the College of Medicine and its faculty. Commitment to working with the Office of Educational Affairs in reinforcing the recently developed “USF CARES” core competencies for students entering into competency-based resident physician education is the focus. USF is currently in final negotiations for the development of a 100,000 square-foot Center for Advanced Medical Learning and Simulation in the Research Park which will enable students, resident physicians, and practicing physicians to learn in a simulation and virtual hospital environment. The USF CPD program closely monitors recommendations of the Conjoint Committee on Continuing Medical Education and the American Board of Medical Specialties requirements for maintenance of certification. During its last reaccreditation cycle, the USF CME program received a 6-year reaccreditation with commendation and is committed to continuing as a major national provider of CME with an emphasis on integrating its endeavors through all components of medical education.

There are opportunities provided for student attendance at faculty activities which include the following:

The Dean’s Lecture Series presented on evenings on a quarterly basis Departmental Seminar Series (RSCs) Moffitt Grand Rounds and Seminar Series External Dissertation Examination Speakers Series Local Symposia organized or co-sponsored by faculty/USF On-line courses on Prevention of Medical Errors and Updates on Domestic Violence and

HIV/AIDS

Our plan is to develop incentives which will encourage medical student participation in these activities by recognizing attendance in their individual portfolios and incorporation in individual student evaluations as a form of additional learning experience which is unique and assists in the process of developing life long



learning to assure competency as well as the encouragement of collegiality with one’s colleagues as a part of the development of professionalism.

See also Part A, item (c.) in this section of the database.



IS-13. The program of medical education leading to the MD degree must be conducted in an environment that fosters the intellectual challenge and spirit of inquiry appropriate to a community of scholars. ___________________________________________________________________________________

a. If not described in response to standard IS-1, briefly summarize institutional goals and priorities relating to research and scholarship.

Faculty, staff, and students in the College of Medicine are engaged in many areas of biomedical research. Institutional and faculty initiatives and direction-setting processes have identified four areas of current or emerging research strength as initial targets for investment in infrastructure and human talent.

Neurosciences Cardiovascular Allergy, immunology, and infectious diseases Cancer biology

These research thrusts are interdisciplinary as they promote teams that span both basic and clinical departments within the college and HSC and will drive new collaborative relationships with researchers across the USF campus and with many partners in our community and throughout the state, the nation, and the world.

To facilitate the interdisciplinary involvement of faculty in the college, the above four areas are organized by “signature program.” Infrastructure and financial support are provided to each of the areas and are led by both a clinician and a basic scientist. Seed funds are provided and each of the signature programs has held strategic-planning retreats to develop both short-term and long-term objectives. Seminar series, conferences, journal clubs, and colloquia to discuss common areas of research interest are some of the activities of these signature programs. Each signature program has an advisory committee of faculty and administrators to oversee and facilitate the work of the program.

The College of Medicine is committed to significantly growing its basic science, translational, and clinical research enterprises that contribute to improved preventive, diagnostic, and therapeutic outcomes in the field of medicine. Performance assessment and accountability are essential parts of our plan. No single metric offers a complete picture of the “state” of research at an institution. Biomedical research is expensive and requires a substantial infrastructure, so NIH rankings and “indirect cost” rates offer information about an important type of peer-reviewed research. As USF moves toward its goal of being a top-50 public research university, the College of Medicine should strive to increase its ranking among all medical schools in National Institutes of Health extramural funding from a rank of 79 (2004 Expenditures) to a rank of 60 by July 1, 2010. Achieving this goal will require doubling of NIH awards above and beyond the expected increase of universities currently ahead of USF. Other important indicators include citations of peer-reviewed publications, the number and quality of students and fellows who choose to study at the institution, and awards and prizes.

Four primary strategic initiatives have been identified in order to achieve the above research goals. These goals include the following:

To improve resources of and financial support for research in the College of Medicine; To establish a research environment that encourages national prominence; To employ world-class researchers; and To improve research facilities and equipment.



b. Summarize institutional efforts or programs to address research ethics, scientific misconduct, conflicts of interest, and human subjects protection. Which administrative units oversee such programs, and who are their target audiences?

The College of Medicine holds a K-30 award that has provided for the development of a Masters Degree in Clinical Research. Part of the program requires coursework such as “Regulatory and Ethical Issues in Clinical Research.” This course is available to all faculty and students in the college. The Office of Research and the Department of Internal Medicine plan a Clinical Research Seminar series semi-annually that will address all the above topics. The college participates in appointing committee members to the USF Health Conflict of Interest Committee and the committee, through its administrative members, provides information to faculty about the need to comply with reporting conflict-of-interest. The Office of Research holds several workshops annually that address all the above topics in orientation sessions to new faculty, in seminars to faculty that help improve their skills in grant-writing and being Principal Investigators of external awards, in workshops that address building clinical-research programs, and in several specialized lunch-bag meetings with research administrators and coordinators that address research compliance issues. Other offices on campus also provide on-going workshops and seminars that address the above topics. The USF Office of Research Compliance holds numerous sessions on research integrity, scientific misconduct, human subjects protection, and conflicts of interest. The office is also responsible for following-up on specific issues or allegations that come to their attention. Involving faculty in the Health Sciences Center, the COM Office of Research also becomes frequently engaged by providing informal reviews of the issues or allegations. Several courses in the Doctoral Program in Medicine have sessions that address the ethics of conducting human and animal research. A medical ethicist provides this type of education in the medical school curriculum. Finally, faculty are asked to participate in the Profession of Medicine program with first-year medical students presenting a case study that address the above issues.

As indicated above, graduate students receive training on research ethics and integrity as part of their doctoral training. They are also required to complete the NIH web-based program on human subject’s protections before beginning their research (if the work includes human subjects).

All faculty conducting human-subjects research are required to complete a program approved by the university on human subject’s protection. A number of courses are provided to meet this requirement which also includes the NIH web-based program. The USF Office of Research Compliance maintains a data base of faculty who present certification as having completed this training. In order to process a study involving human subjects through one of our Institutional Review Boards, this certification needs to be current.

Over the last two years, extensive efforts on the part of the College of Medicine administration have been made to inform faculty of conflicts-of-interest in research. An extensive policy is maintained by USF Health and requires faculty disclosure of any commitment and financial conflicts-of-interest. Financial conflicts-of-interest are reviewed by a USF Health Conflict of Interest Committee to determine the most appropriate action regarding a study. Human subjects studies are scrutinized carefully. Appropriate management plans are required before a proposed study is processed through the Institutional Review Board.

The College of Medicine and USF Health, in particular, have developed a code of conduct and expectations for faculty and staff and established an Office of Compliance which is increasingly incorporated in all activities of the Colleges of Medicine, Public Health, and Nursing with full participation by the respective colleges through representation on the Professional Integrity Advisory Committee (PIAC) Committee. Full details are available at: http://hsc.usf.edu/pio/professional+integrity+program.html


http://hsc.usf.edu/pio/professional+integrity+program.html


See also information for standards FA-5 and FA-8 in Section IV of the database, and Part A, item (e .) in Section V of the database.



IS-14. Students should have the opportunity to participate in research and other scholarly activities of the faculty. ___________________________________________________________________________________

Briefly describe the opportunities for medical students to participate in research, including the times when students may do so, the general level of student involvement, and funding available for such activities.

For about fifteen years, the COM Office of Research has sponsored a Summer Research Program to first-year medical students who are matched with COM faculty members. For the last several years, 30-40 percent of each class has participated in this experience.

The Summer Research Program includes eight weeks of full-time work in COM laboratories or clinical research settings on a variety of research projects. Students are required to write an abstract of their work, provide a report at the end of the summer and present at the next USF Health Research Day, as well as at other scientific meetings. Some of the students are continuing projects they already started with faculty members during their first year, and most projects will require further work in the future. Many will have the potential for publication and presentations, once complete. The Dean’s Office provides a modest summer stipend to each student who participates in this program.

To supplement the above program, the COM Office of Research holds an American Heart Association grant to support a summer research experience for medical students. Each year, three medical students are selected for this experience in a COM laboratory conducting cardiovascular-related research. The AHA fellows are required to present their research at an AHA seminar, submit and present at the annual USF Health Research Day, and develop a manuscript for publication. The AHA fellows frequently continue their research while completing their medical school training. The Office of Research follows the individuals who participated in the program and has identified a number who continued their research interests well beyond their residency and fellowship training and into their clinical practice.

During the fourth year of medical school, students also have an opportunity to continue or engage in research interests under the guidance of a faculty member in the college. A number of students who participate in the summer program after the first year of medical school continue their research interests during the fourth year through this elective opportunity.

See also Part A, item (d.) in this section of the database.



IS-15. All medical school faculty members should work closely together in teaching, research, and health care delivery.

Because the education of both medical students and graduate physicians requires an academic environment that provides close interaction among faculty members, those skilled in teaching and research in the basic sciences must maintain awareness of the relevance of their disciplines to clinical problems. Conversely, clinicians must maintain awareness of the contributions that basic sciences bring to the understanding of clinical problems. These reciprocal obligations emphasize the importance of collegiality among medical school faculty across disciplinary boundaries and throughout the continuum of medical education.

___________________________________________________________________________________

Describe any organized activities or events that promote faculty collaboration in the achievement of the school’s missions, such as integrated teaching efforts, collaborative research projects or programs, or faculty development activities. Note any obstacles (such as geographic separation) that may impede collaboration and describe how they are mitigated.

Research and Scholarly Activity

Through the USF Health Strategic Blueprint for Research, a number of activities have been facilitated to enhance interdisciplinary research at USF Health and the College of Medicine. These activities include the following:

● Improving resources of and financial support for research in the College of Medicineo A new senior associate vice president for USF Health Research, and vice dean for

research has been appointed to aggressively improve research support in the College of Medicine and USF Health.

o As a result, significant resources have been secured from our central research office on campus through overhead funds to increase the support available to invest in the COM research enterprise. Much of these funds will go into a research enhancement fund that will target specific needs of the college.

● Establishing a research environment that encourages national prominenceo The senior associate vice president has facilitated the adoption of policies that are

expected to create a much more supportive environment for research in the COM. Some of the supportive policies include the following:

Bridge-funding for both faculty and doctoral students Performance-incentive program Research-enhancement fund Development of signature programs with infrastructure support and seed capital Reorganization of the basic sciences departments to enhance interdisciplinary

research Reorganization of the clinical research enterprise in the college Restructuring of clinical research in several affiliates of the college Promotion of research programs through annual performance reviews for both

basic and clinical faculty Targeted funds to increase the number of research cores in the college

o USF Health Office of Research and the COM Office of Research have supported a number of interdisciplinary collaborations across its units and the universities including the following:

Neurosciences Signature ProgramLCME Medical Education Database 2006-07 I. Institutional Setting 46


Cardiovascular Signature Program Allergy, Immunology, and Infectious Diseases Signature Program Cancer Biology Signature Program Patient Safety Initiative with COM, CON, COPH, and the VA Hospice, palliative care, and end-of-life issues Biomedical Engineering Initiative Florida Prevention Research Center Biodefense/emerging infectious diseases Cell therapy and regenerative medicine Florida Alzheimer’s Center and Research Institute Aging Initiative Pepin Heart Institute Collaborative NASA Space Research Initiative● Recruitment of world-class scholars

o New faculty has been employed that have strong research programs. Additional recruitments are underway to further strengthen research at the College of Medicine. Each recruitment is expected to have external funding and have translational research activity that would provide opportunities for collaboration for students, residents/fellows, and other faculty (both clinical and basic sciences)

USF Health Office of Research also works with the COM Committee on Research to plan the annual USF Health Research Day usually scheduled for the later part of February each year. Students and faculty are provided opportunities to present their research at this event. Approximately 150 presentations are given each year with about 70 percent coming from students (both pre and post). We also have a featured speaker on a topic of current national/international interest to the HSC.

The COM Office of Research also worked with a faculty committee to organize a Cardiovascular Research Symposium expected to be held annually. Nearly 50 researchers from across the HSC and community provided presentations related to CV research. The faculty committee continues to meet and is engaged in planning research seminars and future symposia.

With support from Pfizer, the COM Office of Research sponsored a two-day grant-writing workshop (May 21-22, 2004) for faculty, staff, and students in HSC and USF. Faculty from other universities in the state were also invited. Featured speakers included Dr. Anthony Coelho, Director, NIH Office of Extramural Programs, Dr. Craig Hanis, Health Sciences Center, University of Texas, and Dr. John Sleasman, USF. For the NIH program held on the first day, attendance was approximately 250. For the second day of more intense grant-writing presentations, attendance was limited to 75 individuals. Aspects of this program are available online and are provided in seminars and workshop throughout the year by the Office of Research.

END SECTION I


Documents

FUNCTIONS AND STRUCTURE OF A MEDICAL SCHOOL On… · Web viewThe LCME is recognized by the U.S. Department of Education as an accrediting agency for educational programs, specifically