P i St d t fP i St d t fPreparing Students for Preparing Students for Careers in Health Sciences:Careers in Health Sciences:Careers in Health Sciences: Careers in Health Sciences:

An Innovative and Collaborative An Innovative and Collaborative ApproachApproachApproachApproach

May 26, 2011May 26, 2011

Bethany Krom, Mayo School of Health SciencesBethany Krom, Mayo School of Health SciencesClaudia Neuhauser, University of MinnesotaClaudia Neuhauser, University of Minnesota

‘The glory of ‘The glory of medicinemedicinemedicinemedicineis that it is constantly is that it is constantly moving forward, that moving forward, that g ,g ,there is always morethere is always moreto learn.’ to learn.’

‘The ills of today do‘The ills of today donot cloud the horizonnot cloud the horizonnot cloud the horizonnot cloud the horizonof tomorrow but actof tomorrow but actas a spur to greater as a spur to greater p gp geffort.’effort.’

Dr. William J. MayoDr. William J. Mayo

Mayo ClinicMayo ClinicMayo ClinicMayo Clinic

First integratedFirst integratedFirst integrated First integrated group practicegroup practicePrivatePrivatePrivate Private --NonprofitNonprofit1 050 0001 050 0001,050,000 1,050,000 patientspatients56,100 56,100 employeesemployeesMultiMulti--campuscampus

Mayo Clinic Model of CareMayo Clinic Model of Care

Practice Education & ResearchPractice Education & ResearchPractice, Education & Research Practice, Education & Research Patient focusedPatient focusedValues based Values based

Why Education at Mayo Clinic?Why Education at Mayo Clinic?Why Education at Mayo Clinic?Why Education at Mayo Clinic?

Our heritageOur heritageOur heritageOur heritageOur studentsOur studentsOur staffOur staffOur workforceOur workforceTo share the To share the Mayo Clinic ModelMayo Clinic ModelMayo Clinic Model Mayo Clinic Model of Practice, Education of Practice, Education and Researchand Researchand Researchand Research

College of MedicineCollege of MedicineCollege of MedicineCollege of Medicine

Mayo Graduate SchoolMayo Graduate SchoolMayo Graduate SchoolMayo Graduate School

Mayo Medical SchoolMayo Medical School

Mayo School of Graduate Medical EducationMayo School of Graduate Medical Education

Mayo School ofMayo School ofContinuous Professional DevelopmentContinuous Professional Developmentpp

Mayo School of Health SciencesMayo School of Health Sciences

College of MedicineCollege of MedicineCollege of MedicineCollege of Medicine

A tA t MayoExpertMayoExpert–– AnatomyAnatomy–– Education Education

T h lT h l

–– MayoExpertMayoExpert–– Microskills LabMicroskills Lab

Offi f Di itOffi f Di itTechnologyTechnology–– Funding OfficeFunding Office

Hi t f M di iHi t f M di i

–– Office for DiversityOffice for Diversity–– ProceedingsProceedings

–– History of MedicineHistory of Medicine–– Humanities in Humanities in

M di iM di i

–– PublicationsPublications–– Quality AcademyQuality Academy

MedicineMedicine–– LibraryLibrary

–– Simulation CenterSimulation Center

Medical EducationMedical Education

Integrated & comprehensiveIntegrated & comprehensiveCompetency basedCompetency basedApplied learning Applied learning pp gpp g

Medical EducationMedical EducationMedical EducationMedical EducationHLC & programmatic accreditationHLC & programmatic accreditationp gp gEmployment preparationEmployment preparationM Cli i M d l f CM Cli i M d l f CMayo Clinic Model of CareMayo Clinic Model of Care

U S Bureau of Labor StatisticsU S Bureau of Labor StatisticsU.S. Bureau of Labor StatisticsU.S. Bureau of Labor Statistics20082008--20182018

FastestFastest--Growing Job Sector Growing Job Sector – Health Care and Social Assistance 21%– Average – All Industries 10%

Opportunities for Opportunities for Medical EducationMedical Education

Changing population demographicsChanging population demographicsM ti d t hi th dM ti d t hi th dMeeting and matching the need Meeting and matching the need Cost of clinical educationCost of clinical educationAvailable clinical education sitesAvailable clinical education sitesProgrammatic accreditationProgrammatic accreditationProgrammatic accreditation Programmatic accreditation Teaching teamworkTeaching teamworkP i t d t f th f tP i t d t f th f tPreparing students for the futurePreparing students for the future

University of Minnesota Rochester University of Minnesota Rochester Creation StoryCreation StoryCreation StoryCreation Story

Community needCommunity needCommunity needCommunity needMinnesota Governor Pawlenty Minnesota Governor Pawlenty University proposalUniversity proposalUniversity proposalUniversity proposal–– Innovative & nonInnovative & non--duplicationduplication

SS–– Signature programsSignature programs–– ResearchResearch

University of Minnesota RochesterUniversity of Minnesota Rochester–– BS in Health Sciences in 2009BS in Health Sciences in 2009–– BS in Health Professions in 2011BS in Health Professions in 2011

PREPARING STUDENTS AT THE PREPARING STUDENTS AT THE UNIVERSITY OF MINNESOTA UNIVERSITY OF MINNESOTA ROCHESTERROCHESTER

About the University of About the University of MinnesotaMinnesota

Founded in 1851, the University Founded in 1851, the University yyof Minnesota is a presence of Minnesota is a presence throughout the state with five throughout the state with five campuses and numerous campuses and numerous ppresearch and outreach centers. research and outreach centers. Rochester campus missionRochester campus mission–– The University of MinnesotaThe University of MinnesotaThe University of Minnesota The University of Minnesota

Rochester promotes learning and Rochester promotes learning and development through personalized development through personalized education in a technologyeducation in a technology--enhanced enhanced

i t [ ]i t [ ] Th U i it fTh U i it f Rochesterenvironment. […] environment. […] The University of The University of Minnesota Rochester serves as a Minnesota Rochester serves as a conduit and catalyst for leveraging conduit and catalyst for leveraging intellectual and economic resourcesintellectual and economic resources

Rochester

intellectual and economic resources intellectual and economic resources in Rochester and southeastern in Rochester and southeastern Minnesota Minnesota […].[…].

University of Minnesota Rochester University of Minnesota Rochester ( )( )(UMR)(UMR)

Established in 2006Established in 2006Small campusSmall campus–– Center for Learning Center for Learning

InnovationInnovation–– No departmentsNo departments

Focus on health sciencesFocus on health sciencesPPProgramsPrograms–– B.S. in Health SciencesB.S. in Health Sciences–– B.S. in Health ProfessionsB.S. in Health Professions–– Ph.D. and M.S. programs in Ph.D. and M.S. programs in

biomedical informatics and biomedical informatics and computational biology computational biology p gyp gy

–– Partnership programsPartnership programs

University of Minnesota Rochester University of Minnesota Rochester ( )( )(UMR)(UMR)

Established in 2006Established in 2006Small campusSmall campus–– Center for Learning Center for Learning

InnovationInnovation–– No departmentsNo departments

Focus on health sciencesFocus on health sciencesPPProgramsPrograms–– B.S. in Health SciencesB.S. in Health Sciences–– B.S. in Health ProfessionsB.S. in Health Professions–– Ph.D. and M.S. programs in Ph.D. and M.S. programs in

biomedical informatics and biomedical informatics and computational biology computational biology p gyp gy

–– Partnership programsPartnership programs

The Changing Face of Health The Changing Face of Health SSSciencesSciences

P li dP li dPersonalized Personalized medicinemedicineImportance of Importance of ppsociety and society and culturecultureCollaborativeCollaborative

Genomic Data

Drug Design Collaborative Collaborative environmentenvironmentEvidenceEvidence--based based decision makingdecision making

Drug Design

decision makingdecision making–– DataData--rich rich

environmentenvironmentSource: Flickr®

www.biochem.arizona.edu

Need for Curricular ChangesNeed for Curricular ChangesNeed for Curricular ChangesNeed for Curricular ChangesUnderstanding not only the complexity of Understanding not only the complexity of g y p yg y p yliving systems but also the complexity of living systems but also the complexity of human behavior and societies in a culturally human behavior and societies in a culturally diverse worlddiverse worlddiverse worlddiverse worldDeeper preparation in quantitative and Deeper preparation in quantitative and analytical thinkinganalytical thinkingy gy gCollaborative skillsCollaborative skillsOral/written communication skillsOral/written communication skillsAbility to effectively and critically evaluate Ability to effectively and critically evaluate informationinformationWorking in diverse and global teamsWorking in diverse and global teamsWorking in diverse and global teamsWorking in diverse and global teams

A New Science of LearningA New Science of LearningA New Science of LearningA New Science of LearningLearning with understandingLearning with understanding–– Textbooks emphasize facts and tests Textbooks emphasize facts and tests

emphasize memorizationemphasize memorization–– Organization of knowledge around Organization of knowledge around

conceptsconceptsconcepts concepts –– “useful knowledge”“useful knowledge”

PrePre--existing knowledgeexisting knowledge–– Construction of new knowledgeConstruction of new knowledgegg–– Role of misconceptionsRole of misconceptions

Active LearningActive Learning–– MetacognitionMetacognitiongg–– Control of one’s learningControl of one’s learning

Cognitive science approach (late Cognitive science approach (late 1950s)1950s)

Source: NRC 2000 How People Learn

NRC 2003: BIO 2010NRC 2003: BIO 2010NRC 2003: BIO 2010NRC 2003: BIO 2010

Preparing futurePreparing futurePreparing future Preparing future biomedical researchersbiomedical researchers–– Deeper preparation in the Deeper preparation in the

physical and physical and mathematical sciencesmathematical sciencesInterdisciplinaryInterdisciplinary–– InterdisciplinaryInterdisciplinary

–– Research focusedResearch focused–– New pedagogyNew pedagogyNew pedagogyNew pedagogy

Top Down to ParticipatoryTop Down to ParticipatoryTop Down to ParticipatoryTop Down to ParticipatoryOld Hierarchical ModelOld Hierarchical Model——pushing informationpushing informationpushing informationpushing information–– Knowledge dissemination from Knowledge dissemination from

expert to laypersonexpert to laypersonLi it d t fLi it d t f–– Limited access to sources of Limited access to sources of informationinformation

New Participatory ModelNew Participatory Model——posting and pulling informationposting and pulling information

CommunicationCommunication–– CommunicationCommunication–– SharingSharing–– CollaborationCollaboration–– MobilityMobility

Alberts & Hayes 2003. Power to the Edge

UMR Model of EducationUMR Model of EducationUMR Model of EducationUMR Model of EducationUMR has no departmentsUMR has no departmentsThe The Center for Learning Innovation (CLI) is Center for Learning Innovation (CLI) is the the single single academic academic unitunitThe CLI promotes a learnerThe CLI promotes a learner--centered, technologycentered, technology--enhanced, enhanced, conceptconcept driven and communitydriven and community integrated learningintegrated learningconceptconcept--driven, and communitydriven, and community--integrated learning integrated learning environmentenvironmentFaculty Faculty from across disciplines deliver a synergistic academic from across disciplines deliver a synergistic academic program, the B.S. in Health Sciences, to prepareprogram, the B.S. in Health Sciences, to prepare students forstudents forprogram, the B.S. in Health Sciences, to prepare program, the B.S. in Health Sciences, to prepare students for students for a wide variety of a wide variety of careers in the health sectorcareers in the health sector–– Design faculty (T/TT) Design faculty (T/TT) design, implement, and deliver the design, implement, and deliver the

curriculum and have curriculum and have a mandate a mandate to to engage in research on engage in research on learninglearninglearninglearning

–– StudentStudent--based faculty (instructors) implement and deliver the based faculty (instructors) implement and deliver the curriculum and serve as tutorscurriculum and serve as tutors

Emphasis on comprehensive assessmentEmphasis on comprehensive assessmentp as s o co p e e s e assess e tp as s o co p e e s e assess e t

Pathways to CareersPathways to CareersPathways to CareersPathways to CareersB.S. in Health Sciences B.S. in Health Professions

CapstoneB.S. in Health Professions

B.S. in Health SciencesCommon Lower Division

Transfer

Exploration in lower divisionExploration in lower divisionCommon curriculumCommon curriculum–– Common curriculumCommon curriculum

–– Capstone developmentCapstone developmentIntegrated exposure to careersIntegrated exposure to careers–– Moving beyond “doctors and nurses”Moving beyond “doctors and nurses”Moving beyond doctors and nursesMoving beyond doctors and nurses

Finish in FourFinish in Four

B.S. IN HEALTH SCIENCESB.S. IN HEALTH SCIENCESB.S. IN HEALTH SCIENCESB.S. IN HEALTH SCIENCES

Key Features IKey Features IKey Features IKey Features IRigor and relevanceRigor and relevanceConnecting to their life experiencesConnecting to their life experiencesConnecting to their life experiencesConnecting to their life experiencesIntegrated career exploration Integrated career exploration –– Exposure to professionals in the field Exposure to professionals in the field

Community integrationCommunity integrationCommunity integrationCommunity integration–– Service learningService learning

Fostering learning in a networked world (cyberlearning)Fostering learning in a networked world (cyberlearning)–– Creative problem solving with authentic data setsCreative problem solving with authentic data setsCreative problem solving with authentic data setsCreative problem solving with authentic data sets–– Learning outside the classroomLearning outside the classroom

Collaborative tools Collaborative tools Curriculum accessible from anywhereCurriculum accessible from anywhere

Lifelong skills and adaptabilityLifelong skills and adaptability–– CollaborationCollaboration–– Oral/written communicationOral/written communication

C iti l thi ki / iC iti l thi ki / i–– Critical thinking/reasoningCritical thinking/reasoning

Key Features IIKey Features IIKey Features IIKey Features IICommon and integrated lower division academic Common and integrated lower division academic

i li lcurriculumcurriculum–– Statistics and philosophyStatistics and philosophy–– EthicsEthics–– Sociology and psychologySociology and psychology–– Chemistry, physics, biologyChemistry, physics, biology–– History, literatureHistory, literatureyy

Integrated writingIntegrated writingProjectProject--basedbasedIntegratedIntegrated career explorationcareer explorationIntegrated Integrated career explorationcareer exploration–– YearYear--long exploration with expert panelslong exploration with expert panels

Upper division capstoneUpper division capstone

Integrated Career ExplorationIntegrated Career Exploration

•Integration across the disciplinesIntegration across the disciplines•Integrated and personalized career exploration

Upper Division CapstoneUpper Division CapstoneUpper Division CapstoneUpper Division CapstoneCohesive Cohesive set of courses and experiences to prepare students for the set of courses and experiences to prepare students for the career of theircareer of their choicechoicecareer of their career of their choicechoice–– Research (University, Research Institutes, Mayo Clinic,…)Research (University, Research Institutes, Mayo Clinic,…)–– Allied Health Certificate (Partnership with Mayo Clinic)Allied Health Certificate (Partnership with Mayo Clinic)–– Internship (Partnerships with industry, community organizations,…)Internship (Partnerships with industry, community organizations,…)p ( p y, y g , )p ( p y, y g , )

SophomoresSophomores–– Career explorations and professional panelsCareer explorations and professional panels

Sophomores/Juniors: Capstone preparation seminarSophomores/Juniors: Capstone preparation seminarTh ti S iTh ti S i–– Thematic SeminarsThematic Seminars

JuniorsJuniors–– MCAT, PCAT, GRE,…MCAT, PCAT, GRE,…–– Capstone proposalCapstone proposalCapstone proposalCapstone proposal

SeniorsSeniors–– Capstone Capstone

Thematic Seminar: Thematic Seminar: Hope, Hype, Communication and Hope, Hype, Communication and MedicineMedicine

InstructorInstructor:: Professor Molly DingelProfessor Molly DingelThis course seeks to illuminate the This course seeks to illuminate the role played by a variety of role played by a variety of different professions including doctors nurses technicians anddifferent professions including doctors nurses technicians anddifferent professions, including doctors, nurses, technicians, and different professions, including doctors, nurses, technicians, and medical journalistsmedical journalists, , in communicating medical knowledge to patients in communicating medical knowledge to patients and the public. In the first half of the course, we will explore and the public. In the first half of the course, we will explore how how medical knowledge is translated between patients and healthcare medical knowledge is translated between patients and healthcare providersproviders with awith a focus on the intersection of medical knowledgefocus on the intersection of medical knowledgeprovidersproviders, with a , with a focus on the intersection of medical knowledge focus on the intersection of medical knowledge and hopeand hope: : when is hope useful for patients? Can hope cloud a when is hope useful for patients? Can hope cloud a patient’s ability to assess and understand their prognosis, treatment patient’s ability to assess and understand their prognosis, treatment options, or decision to participate in clinical trials? In what ways can options, or decision to participate in clinical trials? In what ways can hope interfere with realistic conversations between healthcarehope interfere with realistic conversations between healthcarehope interfere with realistic conversations between healthcare hope interfere with realistic conversations between healthcare providers and patients about death? What are differences in how a providers and patients about death? What are differences in how a variety of healthcare providers communicate to patients about hope variety of healthcare providers communicate to patients about hope and death? In the second half of the course, we will focus on the and death? In the second half of the course, we will focus on the relationship between scientific and media discourserelationship between scientific and media discourse Students willStudents willrelationship between scientific and media discourserelationship between scientific and media discourse. . Students will Students will examine the process of science/medical writing in the media, and examine the process of science/medical writing in the media, and explore how science and medicine get translated and communicated to explore how science and medicine get translated and communicated to a broader public audience. In this part of the course,a broader public audience. In this part of the course, students will students will complete an incomplete an in depth comparison of a media story and the originaldepth comparison of a media story and the originalcomplete an incomplete an in--depth comparison of a media story and the original depth comparison of a media story and the original scientific research and press releases scientific research and press releases to identify the ways to identify the ways discourses changes as information moves into the public realm.discourses changes as information moves into the public realm.

B.S. IN HEALTHB.S. IN HEALTHB.S. IN HEALTH B.S. IN HEALTH PROFESSIONSPROFESSIONS

GoalsGoalsGoalsGoals

PreparePrepare students for health professionstudents for health professionPrepare Prepare students for health profession students for health profession careerscareersAddressAddress identified regional needs in healthidentified regional needs in healthAddress Address identified regional needs in health identified regional needs in health professionsprofessionsP idP id th f t f t d tth f t f t d tProvide Provide pathways for transfer students pathways for transfer students upon completion of identified lower upon completion of identified lower di i i kdi i i kdivision courseworkdivision coursework

Key Features IKey Features IKey Features IKey Features IProgram will be jointly delivered by UMR and Program will be jointly delivered by UMR and g j y yg j y yMayo School of Health Sciences facultyMayo School of Health Sciences facultyUniversity University of Minnesota Rochester will provide of Minnesota Rochester will provide student services andstudent services and academic courseworkacademic coursework totostudent services and student services and academic coursework academic coursework to to complement the clinical education provided by complement the clinical education provided by Mayo School Mayo School of Health of Health SciencesSciencesMayoMayo School of Health Sciences will provide theSchool of Health Sciences will provide theMayo Mayo School of Health Sciences will provide the School of Health Sciences will provide the clinical education (clinical education (both didactic both didactic and clinical and clinical rotations) as well as student services and full rotations) as well as student services and full access toaccess to Mayo resourcesMayo resources available to Mayoavailable to Mayoaccess to access to Mayo resources Mayo resources available to Mayo available to Mayo studentsstudentsFirst class admitted First class admitted for Fall 2011for Fall 2011

Key Features IIKey Features IIKey Features IIKey Features II22--year certificate programs year certificate programs –– EchocardiographyEchocardiography–– SonographySonography–– RadiographyRadiography

R i t CR i t C–– Respiratory CareRespiratory CareIdentified regional needIdentified regional needJunior admittingJunior admittingS t i t f ll t kS t i t f ll t kSame entry requirements for all tracksSame entry requirements for all tracks–– Students do not decide on track as freshmenStudents do not decide on track as freshmen

Shared responsibilitiesShared responsibilitiesLeveraging each other’s strengthsLeveraging each other’s strengths–– Leveraging each other’s strengthsLeveraging each other’s strengths

–– Avoiding duplicationAvoiding duplicationB.S. degree prepares students to advance in their profession B.S. degree prepares students to advance in their profession and to continue their educationand to continue their educationand to continue their educationand to continue their education

DiscussionDiscussionDiscussionDiscussion

http://www.mayoclinic.com/ http://www.r.umn.edu/http://www.mayoclinic.com/ http://www.r.umn.edu/