Th week I m t th Microsoft Partners n Learning serving a US judge fr th International Competition nd m blown away frm th mzng innovations.

Wht mt impressive tht although many nrdbl uses f Microsoft products r included tht anything nd everything here. Oddly enough, I h seen Google, Apple, nd t bt anything rt f a classroom wth many learning experiences.

Th purpose judges t recognize th best 21st century learning n th classroom based upon th current research. I n personally attest tht th rubrics h n product bias, although r teacher here uses Microsoft n m way. (bt hntl, wh doesnt Microsoft something n thr classroom)

I m finding tht thr r tons f one note uses nd th nw office 360 h m pretty mzng things built n! Ok, more frm m later.

I kd Microsoft Teach Tec Blogger, Rob Bayuk t write a guest post bt wht happening here. Here goes.

Today 100 educators frm 25 states arrived n Seattle fr th Microsoft Partners n Learning 2011 U.S. Innovative Education Forum (IEF). Th IEF rt f a worldwide program designed t shine a spotlight n m f th worlds top educators nd provide thm th opportunity t collaborate, exhibit nd share innovative tech-infused projects thve done wth students. Over th past year educators applied nd th 100 educators wr chosen representing ll K-12 subjects nd grade levels. Whl attending th event educators wll l participate n a number f unique professional learning activities.

Ten finalists frm th U.S. event wll b chosen t represent th United States t th Partners n Learning Global Forum n Washington, DC n November. Th global event expected t attract more thn 700 teachers, school leaders, press nd education thght leaders frm more thn 75 countries.

On th agenda fr th teachers over th two day forum hosted n Microsofts main campus n Redmond, WA wll b project exhibitions evaluated b a panel f judges frm education nd education-related fields, learning excursions t m f Seattles best known historical nd cultural landmarks such th Space Needle nd Pike Pl Market whr collaborative teams f educators wll rt project-based activities based n thr experiences, nd hands-n technology workshops using Microsofts latest programs fr education.

Th group wll l hear two inspiring keynote speeches n Thursday nd Friday b Dr. John Medina, author f th Nw York Times bestseller Brain Rules: 12 Principles fr Surviving nd Thriving t Work, Home, nd School nd Dr. Jane McGonigal, world-renowned game designer nd author f Reality Broken: Wh Games Mk U Better nd Hw Th Cn Change th World wll deliver th closing keynote.

Both f th keynote presentations wll b streamed live through th Partners n Learning Facebook page. Lk th page t watch th streaming nd gt th details n whn th wll b streamed live th wll nt b recorded. W wll l stream thm through r IEF web site nd f d lk t follow along n Twitter follow m @TeachTec nd watch fr #msftpil.

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Education Screen

When Kent Carter was looking for a medical school to continue his studies, one of the factors he considered was how diverse his future campus might be.

"When I applied, I made sure to include my past involvement in LGBT activities in my applications," said Carter, a second year medical student at the Paul L. Foster School of Medicine. "At some schools where I interviewed, when I got to that part of the interview, their entire demeanor toward me changed. They became very negative toward me. I made the decision when I applied that I don't want to be at a place where it was going to be an issue. When I came here, there were no issues and that made me feel more positive about coming here."

The Texas Tech University Health Sciences Center El Paso created an Office of Diversity Affairs three years ago led by Jessica Caldern-Mora and Mayra Morales and recently launched the Safe Zone LGBT Allies training.

"Safe Zone training is something that's done in various undergrad and graduate school campuses around the country," said Caldern-Mora, senior director of the Office of Diversity Affairs. "We started a Gay and Straight Campus Alliance in 2012 and that was initiated by our office and current third-year medical students. They came on to campus and saw a need for this type of group."

The Safe Zone program was created to develop, enhance and maintain environments in workplaces, schools and other social settings that are culturally competent and supportive to LGBT (lesbian, gay, bisexual, transgender) individuals.

"It's about creating a welcoming, inclusive environment for gays, lesbians, bisexual or transgender individuals rather they be patients or colleagues," Caldern-Mora said. "It's about increasing the capacity to address the issues faced by the LGBT population and to train allies, individuals who serve as advocates on campus."

Since the Safe Zone program began in September, more than 170 medical and nursing students, faculty, residents and staff have been through the training.

Texas Tech University Health Sciences Center El Paso's Office of Diversity Affairs is creating "Safe Zones" for the LGBT community. (Mark Lambie - El Paso Times)

"After the training, we provide all of our health care professional a rainbow pin so they can wear on their white coats to show that the are LGBT friendly," Caldern-Mora said. "We also give them placards and students place them on their lockers and physicians put them on their office door so we are seen more around campus so the LGBT population can see that we are an open campus."

Caldern-Mora said she does not have statistic on how many LGBT individuals are on campus.

More here:

Safe Zone LGBT Allies training makes a difference at Paul L. Foster School of Medicine

People have asked for the last 15 years, Vijay, how did you come up with pretending like youre black to get into medical school? That was crazy, huh?

Uh, yeah, it was. But at the time it seemed like a good idea. I had toed the line in school my whole life. I sailed through a prestigious prep school with great grades. Had always been a model student. But college? Well, it was like Disneyland so many rides to take, so much fun to have. I joined a fraternity and committed a great deal of effort to fun. But about halfway through, I had an epiphany and it scared the crap out of me.

I wanted to be a doctor. Yes, its kind of a cultural thing, but Im also totally American, grew up in Boston and even got my middle name from Jo Jo White, one of the Celtics stars. My immigrant folks loved basketball. But I wanted to be a doctor mainly because my mom was a doctor and she was universally loved by her patients. I was immensely proud of her.

One of my closest friends, nicknamed Boots Indian-American like me shared my dream.

But what happened to Boots next chilled me to my marrow. He began applying to medical schools and we both figured he would sail through, get many interviews and then have his pick. Boots was a year older and medical school was everything he had worked for since starting at the University of Chicago. His grades and test scores were better than mine because, unlike me, he actually studied. But when he applied to 15 medical schools, got only two interviews and was accepted to exactly zero schools, he felt like a college running back who thinks hell go to the Patriots in the second round and is stunned when hes relegated to playing in the CFL.

Vijay Chokal-Ingams hair grew back after he had been accepted to and attended medical school. Hes pictured here in his white coat in 2002.Photo: Vijay Chokal-Ingam

My moment of clarity came at 3 in the morning at the Golden Nugget Diner on the North Side of Chicago as we sobered up from a party. He admitted his predicament and once I picked my jaw off the table, I resolved that I would do anything within reason to avoid his fate. Or maybe not within reason.

Now I was terrified. What were my chances of admission to medical school?

In the early 1990s, the Division of Community and Minority Programs of the Association of American Medical Colleges devised Project 3,000 by 2000. This program set the quantitative target (a quota official or unofficial) of increasing minority enrollment in US medical schools from 1,584 to 3,000 between 1990 to 2000.

Many medical schools, including St. Louis University, where I eventually attended, jumped on this program. But the question was whether, in order to achieve their quantitative goal, medical schools were compromising their academic standards, or were they simply going to aggressively recruit minority students? The work of Ward Connerly and Ellen and Jerry Cook suggested that many of the medical schools, especially those in the University of California system, chose the former option. The data suggested that the medical schools were discriminating against their Asian-American and white students and in favor of their black and Hispanic applicants.

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Mindy Kalings brother: Why I faked being black

VCU Medical Center Dogs On Call
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"The Gym" - Medical School MMI Interview Practice Question #1 (2015)
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Postgraduate studies in pain management
at the Sydney Medical School and the Pain Management Research Institute (PMRI).

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Mindy Kaling #39;s brother Fakes being black to get into medical school
The revelation comes as Vijay Chokal-Ingam, who is of Indian descent, is pitching a book about his experiences as a "hard-partying college frat boy who discovered the seriousness and complexity...

By: lovelyti2002

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Mindy Kaling's brother Fakes being black to get into medical school - Video

"Hand Sanitizer" - Medical School MMI Interview Practice Question #9 (2015)
Full MMI Practice Question playlist in order: http://mmi.coursegrinder.com Examining the MMI practice scenario "Hand Sanitizer". ===== If you have a question please write it in the comments...

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TAKE ME to Chruch GOOD FRIDAY EASTER SUNDAY freshprogressbeauty
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Medical School Series 3 | How to Apply to Medical School
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Story highlights Vijay Chokal-Ingam says he pretended to be black to get into medical school He says the experience showed him that affirmative action is a flawed system

The revelation comes as Vijay Chokal-Ingam, who is of Indian descent, is pitching a book about his experiences as a "hard-partying college frat boy who discovered the seriousness and complexity of America's racial problems while posing as a black man."

On his website, AlmostBlack.com, Chokal-Ingam says he hatched the plan in 1998 after realizing in college that his grades weren't going to be good enough to get into med school as an Indian-American.

"So, I shaved my head, trimmed my long Indian eyelashes, and applied to medical school as a black man," he wrote on the website. "My change in appearance was so startling that my own fraternity brothers didn't recognize me at first."

Actress Mindy Kaling's brother says his sister isn't happy with his plans for a book about affirmative action.

He says he joined an organization for black students and applied to schools using his middle name, JoJo.

The plan had some drawbacks, said Chokal-Ingam, who describes himself now as a "professional resume writer, interview coach, and graduate school application consultant."

"Cops harassed me. Store clerks accused me of shoplifting. Women were either scared of me or couldn't keep their hands off me," he wrote. "What started as a devious ploy to gain admission to medical school turned into a twisted social experiment."

He says it worked. Despite a relatively mediocre 3.1 college grade-point average and a good-but-not-great score of 31 on the Medical College Admission Test, Chokal-Ingam claims he was wooed by several top medical schools.

He even posts documents on his website to bolster his claims, including an enthusiastic letter from a dean at the Emory University School of Medicine congratulating him on his "excellent scores" on the MCAT.

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I faked being black to get into medical school

April 10, 2015, 4 a.m.

THE man charged with convincing the federal government of the need for the proposed Murray Darling Medical School argues it would breathe new life into inland northern Victoria and western NSW.

Charles Sturt University and La Trobe University are seeking to address medical staff shortages in their regions through the proposed establishment of the Murray Darling Medical School. Photo: File

THE man charged with convincing the federal government of the need for the proposed Murray Darling Medical School argues it would breathe new life into inland northern Victoria and western NSW.

Charles Sturt University (CSU) and La Trobe University have appointed Mark Burdack to lead the next stage of their bid for a medical school, noting he played a key role in securing cash for the CSU School of Dentistry and Health Sciences and community dental clinics in five communities, including Dubbo.

The universities are seeking approval for a new medical school at Orange, Bendigo and Wagga Wagga campuses in an effort to address rural medical workforce shortages in the regions.

It would allow rural students an opportunity to study medicine without having to leave the regions for a metropolitan university.

Mr Burdack has taken up the reins of the bid with enthusiastic argument as to why inland northern Victoria and western NSW "must have their own medical school".

Firstly, he thinks it's unfair that students in major cities have a broad range of choices to study medicine on their home turf, as opposed to rural students who have "no local options".

"If we want a rural health and medical workforce, we need to give rural and Indigenous students more options closer to home," he said.

Original post:

Rural medical schools are a breath of life for the west

Dr. Raj Mangrulkar and medical student Jesse Burk-Rafel at the University of Michigan Medical School. Good communication skills, teamwork and adaptability will help doctors thrive through swift changes in medical science, Mangrulkar says. Leisa Thompson/Courtesy of University of Michigan Medical School hide caption

Dr. Raj Mangrulkar and medical student Jesse Burk-Rafel at the University of Michigan Medical School. Good communication skills, teamwork and adaptability will help doctors thrive through swift changes in medical science, Mangrulkar says.

Medicine has changed a lot in the past 100 years. But medical training hasn't until now. Spurred by the need to train a different type of doctor, some top medical schools around the U.S. are tearing up the textbooks and starting from scratch.

"We haven't taught people how to be specific about working in teams, how to communicate with peers and colleagues and how to communicate to the general public about what's going on in health care and medicine."

- Dr. Erin McKean, surgeon and teacher, University of Michigan Medical School

Most medical schools still operate under a model pioneered in the early 1900s by an educator named Abraham Flexner.

"Flexner did a lot of great things," says Dr. Raj Mangrulkar, associate dean for medical student education at the University of Michigan Medical School. "But we've learned a lot and now we're absolutely ready for a new model."

Michigan is one of many med schools in the midst of a major overhaul of their curricula.

For example, in a windowless classroom, a small group of second-year students is hard at work. The students are not studying anatomy or biochemistry or any of the traditional sciences. They're polishing their communication skills.

In the first exercise, students paired off and negotiated the price of a used BMW. Now they're trying to settle on who should get credit for an imaginary medical journal article.

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Medical Schools Reboot For 21st Century