After many decades that saw little change in how medicine is taught, medical schools are rethinking nearly every facet of physician training. A report analyzes the efforts to better prepare the physicians of the future and presents trends in medical school curricula. These include earlier exposure to patient care, growing focus on the science of health systems, more team-based learning opportunities, shorter times to completion and greater emphasis on new technology.

Medical Education: Health Care Trends 2016 2017 Edition, a report issued by the AMAs Council on Long Range Planning and Development, cites how widespread change already is happening in some areas. Case in point: A survey by the Liaison Committee on Medical Education found the number of schools requiring interprofessional education doubled in less than ten yearsfrom 44 percent in the 2007 2008 school year to 88 percent in 2014 2015.

Harvard Medical School, a member of the AMAs Accelerating Change in Medical Education Consortium, has initiated a set of changes that the report calls one of the most complete curricular reforms since the Flexner Report in 1910. This includes emphasizing learning to learn, beginning with a 14-month pre-clerkship program focusing on the core medical knowledge needed to work in hospitals. In addition, students work in a primary care setting once every other week.

Another member of the consortium, the Mayo Clinic School of Medicine in Rochester, Minn., partnered with Arizona State University to introduce a new core curriculum for first-year medical students that focuses on six domains in the science of health care delivery: high-value care, population-centered care, team-based care, leadership, person-centered care, and health policy, economics and technology. In addition to earning a medical degree, students in the program also have the opportunity to earn a masters degree in Science of Health Care Delivery.

The report also notes significant changes schools outside the AMA consortium. For example, first-year students at Hofstra Northwell School of Medicine begin their training with a nine-week course involving night shifts with emergency medicine technicians, after which they are certified as emergency medical technicians. The goal of the course is to prepare students for changing care models through better understanding of the roles played by other health professionals.

As part of an effort to increase access to care in underserved parts of the state, the Medical College of Wisconsin has created two new medical school campuses, Green Bay and Central Wisconsin, which offer curricula that eliminate summer, midterm and holiday breaks and allow students to graduate in just three years. The programs focus on training surgeons, psychiatrists and primary care physicians who will live and practice in underserved areas following their training.

And the University of California, Irvine School of Medicine offers Health 2.0 + Digital Literacy, an elective course on emerging trends in health care technology and social media. The school offers additional training sessions and workshops on specific emerging technologies, the business of technology and the startup market.

The report also cites more systemic changes taking place in medical education, including through the AMAs Accelerating Change in Medical Education Consortium. Since 2013, the AMA has awarded $2.5 million in grants to 32 member schools, including Harvard, Mayo and others, to pilot changes in curricula. Together, the 32 schools enroll an estimated 19,000 medical students, or 18 percent of all U.S. allopathic and osteopathic medical students.

Experts from the AMA and faculty from 11 of the member schools recently came together to author Health Systems Science, the first textbook to define and codify the third pillar of medical education and provide a framework for its implementation nationwide. Topics include value-based care, patient safety, quality improvement, teamwork and team science, leadership, population health, socio-ecological determinants of health, and health care policy and economics.

Based on these trends, the report includes several predictions about the future of medical education in the U.S. Among these, it cites the growing importance of work-life balance among millennials. Those who choose careers in medicine, it says, will select specialties with less demanding training and time requirements.

The report also analyzes data on:

The findings from this report are included in in the AMAs Education Center. AMA PRA Category 1 Credit is available.

ChangeMedEd 2017, Sept. 14 16 in Chicago, will bring together innovators to transform how future physicians are trained. The meeting, cosponsored by the AMA and the AMA Foundation, seeks to cultivate a community of innovation to create the medical school of the future and further the work of the Accelerating Change in Medical Education initiative. Presentation submissions are welcome.

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Not your grandfather's med school: Changes trending in med ed ... - American Medical Association (blog)

COLUMBIA MU Medical School expansions in Columbia and Springfield would not receive state funding in the 2018 fiscal year under Gov. Eric Greitens' current budget proposal. This comes on the heels of the governor's announcement in January to withhold $4 million of the MU Cooperative Medicine Program's $10 million FY 2017 appropriation.

In the short term, the medical school's projects will proceed as planned, said Weldon Webb, UM associate dean for Springfield Clinical Campus Implementation . The loss of funding would not affect the construction of the Patient-Centered Care Learning Centerat MU, which is expected to be completed this summer.

According to a School of Medicine fact sheet, the $42.5 million, 97,088-square-foot facility will include classrooms, an anatomy lab, a simulation center, patient-based learning labs and educational services. The center is located directly west of the J. Otto Lottes Health Sciences Library and south of Jesse Hall across from Stankowski Field.

However, both the Columbia facility and the new Springfield Clinical Campus that opened in June could face tightened operating budgets and more difficulty hiring faculty and staff if state funding is cut off. Through reserves, Webb said, MU was able to withstand the $4 million withheld by Greitens in January. But getting the legislature to put funding back into the budget for the upcoming fiscal year is a top priority.

Matt Morrow, president and CEO of the Springfield Chamber of Commerce, shared similar sentiments.

"What I hope that we as a community are able to do is have productive conversations with the governor and the legislature," Morrow said. There is a shortage of physicians in the state, especially in the rural areas, Murrow said, and giving students opportunities to fill those jobs helps grow the economy.

The first class of students with a shot at increasing the supply of physicians in the state are currently in their first year at the Springfield facility. MU medical students who spend their first two years at MU can spend their third and fourth years doing clinical rotations at CoxHealth and Mercy hospitals in Springfield as part of a private-public partnership.

Currently, there are nine third-year students in Springfield. MU is expected to admit 32 additional medical students each year as a result of the expansion, eventually pushing the total to 64 third-and-fourth-year students doing clinical training in Springfield.

CoxHealth CEO Steve Edwards recognized the need for budgetary belt-tightening, but reiterated the significance of funding the program.

"We hope that we can find continued funding because this is such a great program for MU and for southwest Missouri," Edwards said. "We want it to not just continue but really be funded more deeply and allowed to really prosper."

Edwards said the Columbia facility is more in need of funding than Springfield's, but that the clinical center wants MU's students to be successful. But despite the long term uncertainty, he said the university has assured him the program will continue through the School of Medicine.

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MU Medical School expansions won't get state funding next year under proposed budget - Columbia Missourian

Several Sanford Burnham faculty members, who have confirmed they are exploring employment outside the institute, met with the dean of UCFs medical school last week to talk about potential job opportunities.

The meetingcomes a year after UCF planned to collaborate with the University of Florida on taking over the facility because Sanford Burnham had decided that it wanted to leave Florida. Theirplans, however, unraveled, and the institutes future in Orlando remains uncertain. So in the past month, scientists atCentral Floridas only nonprofit research institute made it known that they had started looking for jobs and were no longer waiting for their California-based executives to decide what is going to happen to the institute.

Dr. Deborah German extended the invitation to the research institutes faculty so they could meet with her and several scientific leaders at UCF and learn about the College of Medicine and its future plans.Ten of the institutes faculty members took upGermans invitation and met with her last week, she said.

When I opened the meeting, I made it clear to them that I didnt want to do anything to undermine their relationship with Sanford Burnham or encourage them to leave, but if they were planning to leave, especially out of state, I did want them to know that UCF is here, and there might be an opportunity for them here, German said.Its important to keep the research and talent here in Central Florida as much as we can.

German is one of the few if not the only local leader who has publicly acknowledged the impending departure of the faculty and met with them as a group to discuss jobs.

For a community thats intent on growing itslife science cluster, the impact of losing Sanford Burnham scientists extends far beyond the agreement that their parent institutionsigned with local and state officials a decade ago for $350 million in incentive dollars, which is mostly spent by now.

With their exodus, Lake Nona Medical City and Central Florida will lose their only non-university-based hub for basic scientific research and discovery, which also has established itself as one of the leaders in metabolic research.

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Despite the success of its scientists, Sanford Burnham officials say they began looking for an exit strategy because the site has been suffering from financial losses because of the recession, declining federal research dollars and dwindling incentive funds.

Sanford Burnham was planning to transfer the building and operations to the University of Florida, but those plans fell through in late October. Then state officials said that Sanford Burnham should pay back $77.6 million in funds for breaching its 2006 contract. The institute disagreed.There have been no recent updates from either side.

Aside from the political battle, no clear solution has emergedto savethe institute.

German was hesitant to takecredit for being one of the few Central Florida leaders to arrange a meeting with the institutes faculty in an effort to show themthat Central Florida wants them to stay.She said others may have been working behind the scenes or havent received the attention.

On Tuesday, Orlando city officials said they hadno update regarding plans for the research center and county officials said the same last week.

Developers ofLake Nona and its Medical City said they have tried to be a strong partner.

Tavistock has been helpful and cooperative every step of the way, and we stand ready to assist with solutions that respect the talent pool and employee base at the facility; however, we do not control the outcome, said Rasesh Thakkar, senior managing director of Tavistock Group.

German is embarking on her second decade here in the journey toestablisha top-tier medical school she built from the ground up. Her focus is now on growing the schools clinical and research enterprises.

The college is in the process of getting the states approval to build a hospital next door. And German isnt losing site of growing the colleges research arm.

Every year we have a few opportunities to bring in faculty, and I wanted to make sure that the good people who are already here know that in addition to opportunities out of state, there might be opportunities here, she said.

nmiller@orlandosentinel.com, 407-420-5158,@naseemmiller

More: Coverage of Sanford Burnham's departure from Medical City

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Sanford Burnham faculty meet with UCF medical school dean - Orlando Sentinel

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Greitens' budget plan won't fund MU Medical School | Miami Herald Miami Herald Gov. Eric Greitens' budget proposal for the state's 2018 fiscal year won't fund the new expansions for the University of Missouri Medical School in Columbia and ... MU Medical School expansions won't get state funding next year under proposed budgetColumbia Missourian all 102 news articles »

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Greitens' budget plan won't fund MU Medical School | Miami Herald - Miami Herald

DAYTON The Wright State University Boonshoft School of Medicine and Premier Health will present a bariatric symposium, A Comprehensive Approach to Weight Loss, March 4, from 9 a.m. to 3 p.m., in the Bieser Auditorium of the Berry Building at Miami Valley Hospital in Dayton.

The bariatric symposium will explore the latest updates in nutritional guidelines, operative procedures and patient management for the bariatric surgery patient.

The symposium has been designed for physicians, surgeons, advanced practice nurses, registered nurses, psychologists, social workers, dietitians, allied health professionals who care for bariatric patients, medical fellows, medical residents and medical students.

Participants will learn about weight loss treatment options and the components of a comprehensive weight loss program, the spectrum of care for the bariatric patient and the roles of various health care providers in the care of the bariatric patient.

Guest speakers will be registered nurse Kellie Armstrong, manager of the Center for Bariatric Surgery at the Miriam Hospitals Center for Bariatric Surgery in Providence, Rhode Island; Dr. Dene Berman, clinical professor, WSU School of Professional Psychology, and adjunct professor, Department of Sociology, Anthropology, and Social Work, University of Dayton; Dr. Mukul Chandra, clinical associate professor, Department of Internal Medicine, WSU Boonshoft School of Medicine, cardiologist, Miami Valley Cardiologists Inc., and director, Preventive Cardiology and Clinical Research, Miami Valley Hospital; Theresa Gasper, bariatric patient; Kimberly Maloomian, lead dietitian, the Miriam Hospitals Center for Bariatric Surgery in Providence, Rhode Island; Dr. Joe Northrup, bariatric surgeon, Premier Health; Dr. Joon Shim, assistant professor, Department of Surgery, WSU Boonshoft School of Medicine, minimally invasive and bariatric surgeon, Wright State Physicians, director of the Heartburn Center, Miami Valley Hospital, and bariatric symposium chairman; Dr. Mujeeb Siddiqui, clinical assistant professor, Department of Surgery, WSU Boonshoft School of Medicine, and bariatric surgeon, Premier Health; and Mr. Siva Vithiananthan, associate professor of surgery (clinical), Brown University Alpert Medical School, site director for the surgical residency and medical student programs, the Miriam Hospital, Providence, Rhode Island, and chief of minimally invasive and bariatric surgery, the Miriam Hospital, Providence, Rhode Island.

Information about continuing medical education credits for this activity is available at medicine.wright.edu/bariatric-symposium.

To register for the symposium, go to medicine.wright.edu/bariatric-symposium. For information, call 937-208-2144 or email tmcory@premierhealth.com.

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Med school hosts bariatric symposium - Sidney Daily News (subscription)

February 07, 2017 at 5:00 am |

(Courtesy photo) Madeline Suppiger of Sandpoint has been accepted into the medical school at the University of Washington in Seattle, Wash

Madeline Suppiger of Sandpoint has been accepted into the medical school at the University of Washington in Seattle, Wash. Suppiger will graduate from Washington University in St. Louis in May 2017 with a bachelors degree in world health and biology.

She attended Washington University, one of the most selective and rigorous universities in the country, on a full academic scholarship.

While at Washington University, Suppiger studied overseas in South Africa and Madagascar. She participated in medical research projects at Washington University Medical School and spent a summer semester studying organic chemistry at Harvard in Boston, Mass.

Suppiger is a lifelong resident of Bonner County and attended Lake Pend Oreille School District schools from kindergarten through twelfth grade.

A 2013 graduate of Sandpoint High School, she was valedictorian of her high school class. While in high school, Suppiger participated in Health Occupations, academic competition teams, and athletics.

She has earned numerous academic awards throughout high school and college including the deans list at Washington University, NASA Aerospace Scholar, and was picked by Gov. Butch Otter as one of two delegates from Idaho to the National Youth Science Camp in 2013. As a high school athlete, she made eight trips to state competition in track, volleyball, and soccer. Her SHS teams in soccer won a state championship in 2009 and finished as runner-up twice.

She is the daughter of Sally and Gary Suppiger of Cocolalla.

Notified of her acceptance promptly after her medical school interview in January 2017, she will represent Idaho in the WWAMI program at University of Washington School of Medicine.

The University of Washington School of Medicine is one of Americas top-ranked medical schools. Currently it is the only medical school serving the states of Washington, Idaho, Montana, Alaska and Wyoming. Suppiger is one of 230 students to be admitted from the five state region for the class of 2021. She will start medical school in August 2017.

After four years of medical school and additional years of residency training, Suppiger said she hopes to return to Idaho and practice clinical medicine in North Idaho.

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Suppiger admitted to UW medical school - Bonner County Daily Bee

Original publish date: July 10, 2016

Officials at the University of Texas were in a celebratory mood last week with the final opening days of the Dell Medical School, and rightfully so.

Its been a long road for UT 135 years, to be exact.

The struggle to bring a medical school to Austin makes the implications of this weeks opening crystal clear for this community: A single policy decision can change the course of history.

In 1881, the Texas Legislature via a voter referendum decided to build an academic institution in the states capital and a medical school in Galveston. That choice had the unforeseen effect of helping stabilize the Galveston economy once its position as a commercial center was wiped out by the hurricane of 1900. Investors fled and port commerce moved to Houston, but the medical school remained.

In Austin, that same decision left the capital city without the health and economic benefits that accrue to a city conducting medical research and training its own doctors. In 2016, Central Texans still travel to Galveston for state-of-the-art treatments that cannot be obtained anywhere else in the state.

With the first 50 students finishing their first week on the Forty Acres at Dell Medical School, it remains to be seen whether the political decisions that reversed that 135 years of history will pay off for the state of Texas and the residents of Travis County who voted to help foot the bill for the medical schools creation.

Austins aspirations for a comprehensive medical school have been in the works for decades. However, political will and economic realities never seemed to align political interest would always wane when the economy would inevitably sputter.

But in the late 2000s, Sen. Kirk Watson began pushing, first for more medical residencies and then later a full-throttle partnership between the university, Seton Healthcare Family and Central Health. In 2011, Watson laid out a complex but workable plan that would replace the aging city-owned hospital with one more suitable for full-scale medical education, modernize the existing clinic system and ensure the university of a continual flow of money to support the care of Travis County residents and develop the program.

At the time he said: Weve got to resist the temptation to keep waiting, watching and wishing. Weve got to throw out the past and reject the old excuses. We must not tell ourselves that somehow, sometime, some better deal will come along. It wont. This is the moment. This is our chance.

Rather than pursue full funding from the Legislature, Watson helped rally the call for a Travis County ballot initiative. If voters approved a tax increase, he argued, the region would add another economic driver and benefit from the research and clinical studies that stemmed from the work of the schools students and faculty.

WE SAID: Medical school in Austin a win-win proposition

So, in fall 2012, Travis County voters did their part, approving the measure, which added 5 cents to every property owners tax rate. And so, now begins the wait to see if that calculated risk will pay off.

The stakes are high. UT officials say the new medical school will develop a brand-new health care system to replace the current model that includes high costs, unpredictable outcomes and vast racial and economic disparities. On the surface, the face of this inaugural class is promising. According to Dell Medical School officials, 22 percent of the class identifies as an underrepresented minority (African-American, Hispanic or Native American), beating the national average of 13 percent. At the same time, the average MCAT score was in the 88th percentile; nationally the average is 83 percent, according to the American Medical Association.

That Dell Medical School has come this far is in no small part due to community goodwill goodwill toward the university, goodwill toward former Austin mayor and now senator Watson, goodwill toward the idea of a better medical future for rich and poor alike. Watson is absolutely correct that if this community had waited on the Legislature to fully fund the medical school, chances are high that Austin would still be waiting rather than welcoming its first class of future doctors.

But the gamble has come with critics as the city has continued to struggle with affordability and other governmental entities vie for property tax revenue to fund their own projects. Every group, whether it is Austin public schools, Austin Community College, Travis County or the city of Austin, has its own needs and a diminishing public appetite to pay for them with property taxes.

OTHERS SAID: Central Health needs a shot of accountability

Talking about the need of investment is easier than waiting for it to pay off. It will be four years before this class will graduate and start its residential training, which hopefully will lead to medical practices in Austin or in underserved Texas communities. It takes years, sometimes decades, to measure outcomes and develop a track record for success that builds a reputation like that at UT Medical Branch.

UTMB started with 23 students. Today it has more than 3,700. Austin had to start somewhere. We agree with Travis County Judge Sarah Eckhardt, who said, Were going to have to be really vigilant and honest about this partnership to assure the economic benefit works hand in glove with the improvement of health outcomes all the way down the economic ladder.

The 5 cents voters approved in 2012 is now actually 4.6 cents, according to Central Health officials. Last year, that amount raised $61.8 million, $35 million of which goes directly to the medical school. The rest is being used to leverage federal grants for health care programs in the county, according to Ted Burton, spokesman for Central Health.

Its important for all the partners UT, Central Health and Seton to keep the community up to date on their progress, while Travis County residents wait for our investment to start paying off. Its the only way to ensure there will continue to be goodwill for other important investments in the future.

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Welcome, Dell Medical School Travis County is counting on you - MyStatesman.com

The Jacobs School of Medicine and Biomedical Sciences continues to bolster its faculty and increase its diversity as it prepares to move downtown, said Michael E. Cain, MD.

Published February 7, 2017

As the countdown to the opening of the new Jacobs School of Medicine and Biomedical Sciences downtown begins to be measured in months instead of years, the school continues to grow and diversify its faculty ranks, attract outstanding students and enhance its research productivity.

Those were among the key points highlighted by Michael E. Cain, MD, vice president for health sciences and medical school dean, during his 11th annual state-of-the-school address, Jan. 31 at the UB Clinical and Translational Research Center (CTRC).

Cain also noted the importance of the continued review and updating of medical school policies, implementation of a strategic plan for medical curriculum and a system for continuous quality improvement of the medical curriculum in anticipation of the Liaison Committee on Medical Educations (LCME) site visit in April 2019 as part of the schools accreditation process.

We have had a progressive planned increase in the number of faculty over the last several years, Cain said. Our commitment to the LCME is that by 2020 we will have 860 full-time faculty to meet the increased teaching needs of our increased class size of 180 students.

The largest increase has occurred in clinical departments and faculty on the clinical track, which mirrors the trend in other medical schools throughout the country, he noted.

When I arrived here 11 years ago, one of the findings was that we were a predominantly gray-haired faculty with a large proportion of professors and that we were missing youth, Cain said.

I am pleased that over the last five or six years the largest portion of our faculty that have been added are at the assistant professor level. While we still have a very healthy group at the associate and professor level, we have a nice group of youth that has joined the school.

Cain said the school has made strides in increasing the number of women and those traditionally underrepresented in medicine Native American, Hispanic-American and African-American both in medical students and faculty.

He credited Margarita L. Dubocovich, PhD, senior associate dean for diversity and inclusion; David A. Milling, MD, senior associate dean for student and academic affairs; Charles M. Severin, PhD, MD, associate dean for medical education and admissions, along with the Admissions Committee, for very rapidly coming together and dramatically changing the approach to the way we identify and admit candidates for the degree of doctor of medicine.

Cain also pointed out the school will add approximately 80 new faculty members during the next two years.

We are going to pay very close attention in making sure those faculty recruits enhance our diversity in both women and in traditional underrepresented minorities, he said.

Through curricula changes, through partnerships with associations in the community and by increased grant support that actually deals with health care disparities, we are becoming impressive in the number of things we as an institution do to make sure that our medical school does, in fact, look like America, Cain said.

Cain noted several important milestones as construction of the new medical school building on the Buffalo Niagara Medical Campus nears completion.

The timeline for us to gain access is such that people should be able to start moving into the new building in October, with a progressive ramp-up leading us to have full operations in January 2018, he said.

The new school offers a 178 percent increase in educational space for our medical students and most of those increases occur in the small classroom area, Cain said. This is by design as we reshape the vision of our medical curriculum.

Cain also noted the remarkable synergism between Kaleida Health and the school of medicine that began with the CRTC in 2012.

He said it escalated into collaboration with John R. Oishei Childrens Hospital and with Conventus and actually impacted the design of the new medical school building, creating three new interconnected facilities where we eliminate needless redundancies.

Cain noted the 12 practice plans with theUBMD physicians group co-located on the fourth floor of the Conventus building will start seeing their first patients there when the building opens in March.

Conventus fifth floor will house academic offices for:

Those offices are currently located at Women and Childrens Hospital of Buffalo on Bryant Street and will move to the Conventus building in conjunction with the opening of the Oishei Childrens Hospital, scheduled for November.

The schools sponsored-program research expenditures continue to climb, Cain said.

In 2016, they totaled $51.3 million and are expected to increase to $53.4 million in 2017, he noted.

If intramural funding sources are included, the figure climbs to $76.5 million for 2016. Adding in research funding procured by full-time faculty working at Roswell Park Cancer Institute (RPCI) and the Buffalo VA Medical Center elevates the total to almost $131 million.

Cain said the $16 million Clinical and Translational Science Award (CTSA) the medical school received from the National Institutes of Health is being renamed the University at Buffalo Clinical and Translational Science Institute (CTSI) to differentiate it from the other 63 centers in the national CTSA Consortium.

The CTSI includes:

Cain touted the success of translational pilot studies funded by the CTSI since the grants inception.

The extramural funding that resulted from a $600,000 investment over three years was quite remarkable, he said. The return on investment was $7.9 million of in-the-bank National Institutes of Health (NIH) grants, so its a 13-to-1 return on investment.

Beginning in 2017, the CTSI, together with resources provided by UB and RPCI, will enable $600,000 a year to be available for pilot studies.

Cain said the CTSI continues to work on streamlining the clinical research process and enhancing recruitment to clinical trials.

The CTSI also supports a mentoring program designed to train investigators from diverse backgrounds and develop the next generation of leaders in translational research.

After a rigorous NIH-style review process, two scholars have been selected and funded in the KL2 Mentored Career Development Program and three BTC scholars have been funded though institutional awards.

The Genome, Environment and Microbiome (GEM) Community of Excellence has resulted in a new source of $190,000 worth of funding available to faculty for innovative pilot studies that allows them to gather preliminarydata that could be converted to a larger, more sustainable grant from the NIH or another funding organization.

In 2016, five teams were selected for pilot grant projects:

In 2016, the medical school received 4,490 applications, 2.9 percent more than in 2015. Of those, 576 were selected for interviews.

We had our highest yield yet, thus requiring us to write only 307 letters of acceptance to fill our class of 149 students, Cain said.

The vast majority, or 88 percent of the freshman class, comes from New York. Forty-four percent of the class hails from Western New York.

The overall undergraduate GPA for the class is 3.73, higher than the national average.

This is a remarkably impressive group of students, Cain said.

Cain noted the Office of Graduate Medical Education, under the direction of Roseanne C. Berger, MD, senior associate dean of graduate medical education, has attained institutional accreditation with commendation and no citations for deficiencies.

The school currently has 65 programs accredited by the Accreditation Council for Graduate Medical Education.

Additionally, graduate programs in diagnostic radiology, family medicine (osteopathic), gynecologic oncology and obstetric anesthesiology are currently seeking accreditation.

Berger has put together several collaborations with adjunct teaching facilities most notably the Royal College of Physicians (RCP), the University of Toronto Center for Quality Improvement & Patient Safety and the UB School of Management Accelerated MBA for Residents/Fellows.

UB recently marked the 10-year anniversary of its collaboration with the RCP and Cain noted that 200 UB faculty members in 17 departments have participated through 400 educational initiatives.

Cain also highlighted the increase in the number of matches to UBs residency programs from 116 in 2012 to 171 in 2016. He noted that 99 percent of UBs residency positions were filled in 2016.

The number of UB medical school graduates filling those residency positions continues to climb as well, with 49, or 29 percent, matching at UB in 2016.

UB faculty is becoming recognized more and more, both internationally and nationally, Cain said.

He noted that a large proportion of medical school faculty has been recognized recently through the SUNY Distinguished program, as well as the UB Distinguished and the UB Exceptional Scholars program.

Faculty honored at SUNY and UB levels in 2016 included:

There has also been an increased recognition of our faculty physicians, Cain said, noting the largest number yet of UMBD faculty 73 were recognized by Castle Connolly as Americas Top Doctors in 2016.

The Office of Inclusion and Cultural Enhancement continues to put together a remarkable group of programs that further the schools commitment to support diversity and inclusion in education, research and clinical care, Cain said.

These include:

These are powerful programs that we have now in Buffalo, programs that came about because of the energies we have developed through the Office of Inclusion and Cultural Enhancement, he said.

Three new initiatives have also been undertaken:

In 2016, the Office of Communications bolstered recruitment efforts by writing 135 news stories for the schools website and publishing 501 mentions showcasing external media coverage highlighting UB faculty, Cain said.

In terms of user engagement, the schools website generated 1,945,846 page views in 2016, almost double the amount of 1,004,123 in 2015.

Location data also shows the schools website is being accessed from around the world, with thousands of sessions initiated in the following top 10 countries: United States, India, Canada, the United Kingdom, Russia, Pakistan, China, the Philippines, Germany and the Netherlands.

Additionally, the office launched new websites for the:

In other 2016 news, Cain reported:

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Medical School's Impending Move Downtown Focus of Cain's Address - UB School of Medicine and Biomedical Sciences News

COLUMBIA, Mo. (AP) Gov. Eric Greitens' budget proposal for the state's 2018 fiscal year won't fund the new expansions for the University of Missouri Medical School in Columbia and Springfield.

The information came on the heels of the governor's January announcement to withhold $4 million of the MU Cooperative Medicine Program's $10 million appropriation for the current fiscal year, the Columbia Missourian (http://bit.ly/2knyQoa ) reported.

The Columbia facility and the new Springfield Clinical Campus that opened in June could face tight operating budgets and increased difficulty hiring faculty if state funding is halted, said Weldon Webb, the university's associate dean for Springfield Clinical Campus Implementation.

Webb said the medical school's expansions will proceed as planned for now, and that the funding loss won't affect construction of the university's Patient-Centered Care Learning Center. The $42.5 million facility is expected to be complete this summer, and it is expected to have classrooms, an anatomy lab, a simulation center, patient-based learning labs and educational services.

Springfield Chamber of Commerce President Matt Morrow said getting funding into the budget for the next fiscal year is priority.

"What I hope that we as a community are able to do is have productive conversations with the governor and the Legislature," Morrow said.

He said giving students the opportunity to fill Missouri's physician shortage, especially in rural areas, will help grow the economy.

The university is expected to admit 32 additional medical students each year because of the expansion, with the hopes that all 64 third- and fourth-year students will do clinical training in Springfield. Currently, the Springfield campus only has nine third-year students.

___

Information from: Columbia Missourian, http://www.columbiamissourian.com

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Greitens' budget plan won't fund MU Medical School - The Daily Progress

BUIES CREEK - Along with 66 other Campbell University medical students, Rachel Cutlip received notice Monday on where she's going to be doing her residency training in emergency medicine.

The 25-year-old student from southern Maryland will be furthering her medical education at Inspira Medical Center Vineland in Vineland, New Jersey.

"I'm from the country, and it's very rural," Cutlip said, "and I love Vineland."

She plans to pursue a career in the area of ultrasound, which, as she said, can be used for many things besides pregnancies.

Once Cutlip completes her residency at Inspira, the red-haired coed hopes to work in a hospital in a distinctly rural setting.

"This is a culmination of four years of hard work," Cutlip said. "This is where you find out what specialty you're going to be a physician in."

Match Day 2017 arrived Monday at the Jerry M. Wallace School of Osteopathic Medicine, marking a significant achievement for the university and its inaugural class of medical students.

For the celebratory social, many of the students from this first class of 156 returned to campus from the five regional clinical campuses throughout the state, where they have completed their third and fourth years of medical school in clinical rotations.

"I asked the good Lord to let me live to see this day, and I'm thankful for it," Campbell President Jerry M. Wallace told the roughly 100 students, family members and staff who had gathered. "I want to live a little longer so I can have a Campbell physician become my physician."

Dr. John Kauffman Jr., the dean of the medical school, started out with his congratulations in the upstairs lecture hall of the School of Osteopathic Medicine.

Match Day traditionally ranks among the most exciting days of the medical school experience.

"This is another really big day at the creek," Kauffman said. "Another milestone on your journey to becoming a physician. Your hard work and dedication has led you to this point. But your journey is really only about half over. You've got another three to five years ahead of you, but how exciting."

Once they graduate in May, the students become student doctors.

Once they begin residency training at their respective medical facilities across the United States, they morph into resident physicians.

"Medical school - you learn so much," 27-year-old Brooke Williams of Winston-Salem said. "Residency is your bread and butter, and that's when you really develop as a physician."

Williams learned Monday that her long and arduous journey to become a doctor in the area of internal medicine will continue at Franciscan St. James Health - Olympia Fields, just outside of Chicago.

Williams had been close with her mother's sister, Cassandra Jones, who died from sickle cell disease when Brooke was in the eighth grade.

"I promised I would go into the field of medicine," she said. "Since the eighth grade, I've always said I wanted to go to med school."

Besides the 67 medical students who were matched into residencies on Monday, 10 students learned in December where they were going through a military residency match. The military match takes place first.

As for the remaining students from this inaugural Campbell medical school class, they will find out their places of residency over the next month or so. March 17 looms as the next big Match Day.

Campbell's School of Osteopathic Medicine opened in August 2013. From the get-go, the mission of the medical school at the Baptist-affiliated university in Buies Creek has been to train its students in a Christian environment to care for rural and underserved populations in North Carolina and beyond.

During his remarks, Wallace spoke of how, four years ago, the school had become the first school of medicine in the state in more than 35 years.

"I believe the best is yet to be, for you and for the people you will serve, in bringing healthcare - C-A-R-E - not bringing commodity care, to the people of this nation," he said. "And we certainly do need it."

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Match Day arrives for medical students at Campbell University - Fayetteville Observer

More than 20 British medical students at a Sudan university have abandoned their studies and joined the Islamic State in Syria and Iraq.

The students, mostly children of medical professionals from the U.K., appear to be among the largest group collectively recruited by ISIS, according to an investigative report by BritainsSunday Times.

IRAQI ARMY ENGAGES IN PSYCHOLOGICAL WARFARE: CORPSES LYING IN THE STREETS

The recruits, including three sets of siblings as well as five women, were enrolled at Sudans University of Medical Sciences and Technology in Khartoum studying to be doctors dentists and pharmacists.

Most of the students were of British-Sudanese origin.

Sudan is one of seven countries named under a travel ban to the U.S. by US President Donald Trump, just weeks after the outgoing Obama administration had said it would lift sanctions against the North African nation in response to the countrys fight against the Islamic State and other terrorist groups.

British authorities believe the recruits entered Islamic State territories in phases beginning March 2015, and most have been deployed by ISIS in medical facilities controlled by the group in Raqqa and Deir Ezzor, Syria and Mosul, Iraq.

In total, 27 UMST students and graduates are believed to have joined ISIS with at least six reported dead. Four or five of those are believed to have been from the British contingent according to The Times.

Click for more from The Foreign Desk.

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ISIS targets medical school recruits in Sudan - Fox News

Longtime University of Texas donors Joe and Teresa Lozano Long (center) have given $25 million to the UT Health Science Center in San Antonio. They are pictured with William Henrich, the center's president, and participants in a scholarship program funded by the couple.

A roundup of notable gifts compiled by The Chronicle:

Joe and Teresa Lozano Long gave $25 million for medical programs and scholarships at the research and education campus in San Antonio.

The couple directed $20 million of the gift to the Presidents Endowment for Faculty Excellence in Medicine, $4 million to endow scholarships for medical students, and $1 million to endow the position of dean.

The Longs both earned doctorates from the University of Texas at Austin. They started their careers as high-school teachers. Mr. Long later became a lawyer and a banker. Ms. Long served as a consultant for the Texas Education Agencys State Compensatory Education program, the U.S. Education Departments Office of Migrant Education, and the federal Head Start program.

Charles and Helen Schwab donated $25 million to construct a new building for the Department of Music and the Sacred Music at Notre Dame program.

Mr. Schwab founded investment firm the Charles Schwab Corporation. The new building will be named for Ms. Schwabs brother, Joseph ONeill III, a Notre Dame alumnus and university trustee.

Jeffrey Feil and his family donated $12.5 million to the New York medical school to create a new student center with spaces for classes, collaborative projects, advanced patient-care training, and student activities.

Mr. Feil leads the Feil Organization, a New York real-estate company that was started by his father. The family has given about $90 million to Weill Cornell to date.

Margaret McDermott gave $10 million to endow undergraduate research in the Hobson Wildenthal Honors College, named, at the donors request, for the universitys chief academic officer.

Ms. McDermott is the widow of Eugene McDermott, a geophysicist who co-founded Texas Instruments and helped start the Graduate Research Center of the Southwest, which later became UT Dallas. He died in 1973.

Judith Blake pledged $8 million for scholarships for students in the business college and to support those participating in the universitys Shoals Marine Laboratory and its Northeast Passage program, which pursues barrier-free recreation opportunities for people with disabilities.

Ms. Blake is a retired marketing executive and 1977 graduate of the university. She mentors students and teaches classes on beverage management. Ten years ago she endowed a scholarship fund for business students, to which this new gift is added.

Linda La Kretz Duttenhaver and her father, Morton La Kretz, committed $6 million to establish the La Kretz Research Center at Sedgwick Reserve, a site for ecological education and study. Some of the money will endow a professorship and fellowships for graduate students conducting research at the reserve.

Ms. Duttenhaver, a public-relations executive, graduated from the university in 1977 and gave it $2 million in 2014 to renovate a ranch house on the Sedgwick Reserve that hosts visiting researchers.

Mr. La Kretz founded Crossroads Management, a property-management company.

Usha and Mahadeb Kundu gave more than $5 million for academic programs and equipment for researchers at the universitys College of Health, which will be named for the donors.

Ms. Kundu is a physician and her husband is an engineer. He earned his MBA from the university in 1992 and served as an adjunct professor there from 1984 to 1986.

To learn about other big donations, see our database of gifts of $1 million or more, which is updated throughout the week.

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Gifts Roundup: $25 Million Donation Boosts U. of Texas Medical School - Chronicle of Philanthropy (subscription)

The University of Texas Rio Grande Valley School of Medicine has identified 50 prospective students for its second class.

Of the 50 students matched, 45 are from Texas and 11 of those are from the Rio Grande Valley. Seven are from Hidalgo County, two are from Cameron County and two are from Starr County.

The average MCAT score for matched applicants was 507, which is in the 76th percentile nationally. The average grade point average is about a 3.5 on a 4.0 scale.

We are delighted with the students who matched with us, said Dr. Steven A. Lieberman, interim dean of the UTRGV School of Medicine. Not only are they academically gifted, but they also have a passion to serve the people of the Valley. We are truly fortunate to attract students who will represent the best of what our profession stands for: both a keen mind and a big heart.

This is the first time the School of Medicine has matched with students from Starr County, said Betty Monfort, The UTRGV School of Medicines senior associate dean for Admissions and Enrollment Management.

The out-of-state prospective students are from California, Utah, North Carolina and Washington.

This is a very high-caliber class, Monfort said.

The School of Medicine received 3,950 completed applications and interviewed 320 students for 50 seats.

The medical school then ranked applicants for admission. Applicants, as well, ranked the medical schools to which they applied, in order of preference, should they be accepted to those schools. The rankings from the medical school and applicants were then sent to the Texas Medical and Dental Schools Application Service a centralized application processing service for all first-year medical students applying to public medical, dental and veterinary schools to be matched.

Because students have until the first day of orientation to decline the acceptance offer, The UTRGV School of Medicine is not yet releasing names of the top 50 students with whom they matched, Monfort said.

Orientation for the new medical students starts July 5.

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UTRGV med school matches with 50 students for its second cohort ... - Brownsville Herald

Elizabeth Renstrom for TIME

Nearly a quarter of doctors practicing in the United States did their medical training in another countrya fact many patients seem to hold against them.

Prior studies have shown that people view doctors who trained outside of their home country less favorably than the homegrown kind. But a new study published in The BMJ finds that reputation is far from warranted: Foreign-trained physicians practicing in the U.S. had slightly better patient survival rates than their American-trained colleagues.

Some patients are concerned about the quality of care from foreign-medical graduates, says Dr. Yusuke Tsugawa, research associate at the department of health policy and management at Harvard T.H. Chan School of Public Health, who led the study. That is, I think, unfair without looking exactly at whether their performance is as good as the U.S. medical graduates.

Tsugawa and his teamwho also recently found that patients cared for by female physicians had better outcomes than those of male doctorslooked at more than one million hospital admissions made by adults aged 65 on Medicare between 2011 and 2014, as well as where their physicians had trained. They adjusted for several characteristics of doctors and patients that could skew the results, like a patients race and diagnosis, and then compared the two categories of doctors within the same hospital and across different hospitals.

Either way, foreign-trained doctors had the edge. Patients who saw a foreign-trained doctor had a slightly lower rate of death (11.2%) compared to patients of U.S. medical graduates (11.6%).

That difference may sound small, but the authors point out that if the care were equal, one persons life would be saved out of every 250 patients.

The authors also found no difference in readmission rates between the two groups, and that foreign-trained doctors had a somewhat higher cost of careabout $47 per admission, suggesting a slightly higher intensity of care.

We're setting a really high bar for foreign trained doctors to come to the U.S. to practice, Tsugawa says. They have to pass three exams, which cost more than $3,000. Foreign medical school graduates have about a 50% chance of matching into a residency program in the U.S., while graduates of American medical schools match at a rate north of 90%. And in most cases, international students have to do their residency again in the U.S., meaning that the foreign-trained doctors who eventually practice in the U.S. are among the best trained and most competitive, Tsugawa says.

Foreign-trained doctors are also more likely to serve rural and under-staffed parts of the country, places not many U.S. medical graduates want to go and practice, he says. According to the findings of the study, international doctors also tend to care for patients with more chronic conditions.

What we found was that they are providing high-quality care and bringing value to the U.S. healthcare system, says Tsugawa, who hopes that medical school graduates from countries outside of the U.S. will continue to practice in America. "If we're turning away high-quality doctors from outside the U.S.," he says, "maybe we are compromising the quality of care."

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Doctors Who Trained Abroad Are Better at Their Jobs, Study Says - TIME

Students learn through interactive and problem-solving methods at the University of Vermont medical school.

By Felice J. Freyer Globe Staff February 01, 2017

BURLINGTON, Vt. The doctors of tomorrow eight of them huddle at the conference table, puzzling over the case of a girl whose growth has mysteriously slowed. What could be wrong? A genetic syndrome? An enzyme insufficiency? A brain tumor?

The students have scrawled their hypotheses on adhesive paper stuck to the wall, with other lists of clinical data and, most important, the knowledge they must acquire.

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To outsiders, medical school may conjure up images of a cavernous amphitheater with a white-coated, white-haired professor holding forth. But in a small classroom at the University of Vermonts medical school, the professor has little to say.

This classroom is a pioneer in a nationwide movement to ensure that medical education produces the kind of doctors todays patients need physicians who are good at listening, fact-finding, critical thinking, and collaborating.

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Toward that end, the school has pledged to eliminate all lectures by 2019.

Nearly all medical schools are reducing lecture time and moving toward these interactive modes of learning. But Vermonts Robert Larner, M.D. College of Medicine, propelled by a gift from an alumnus, is going the furthest and the fastest with its 2019 goal.

Sometimes, the best approach to something isnt the most comfortable, said Dr. William B. Jeffries, senior associate dean for medical education. Students are comfortable with lectures because they provide them with a guide to material thats on the test. Faculty are comfortable with lectures because they already did it last year.

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But Jeffries, who loves to lecture and even wrote book chapters on how to do it, said the evidence is clear that students perform better in an environment where theyre asked to do something instead of listen to something.

Much of what is taught by a professor merely talking, he said, is forgotten within weeks, and sometimes is obsolete within years.

Lisa Howley, senior director of educational affairs at the Association of American Medical Colleges, said she was unaware of any other medical school pledging to eliminate lectures.

Caleb Kenna for the Boston Globe

Major Munson, Julia Powelson, and Matthew Shear took part in a class in Vermont.

Already, less than half of the learning experiences at Vermonts medical school take the form of lectures. Its an upheaval that has variously thrilled and burdened professors and surprised and challenged students, but is one that, university officials say, promises to elevate a new generation of skilled and compassionate physicians.

Medical school has traditionally been divided into two years of classroom learning and two years of clinical clerkships, in which students rotate through health care facilities. Years ago, the University of Vermont shortened the second year, so that students start their clerkships earlier.

Now, the latest innovations focus on those not-quite-two-years of didactic learning, trying several types of teaching methods, with students working in small groups to tackle problems and applying what they know. For example, in a flipped classroom, students digest the materials such as a short video, an animated PowerPoint, or a reading before coming to class; in class, they gather in groups of six to answer assigned questions.

The eight students contemplating the growth-stunted child were taking a different approach. They were engaged in a problem-based learning course for second-year students in which they confront a real-life case with the knowledge they have.

In addition to slowed growth, the girl, who was 11, had delayed puberty, abnormally low blood pressure, loss of appetite, and headaches that awakened her at night.

After analyzing the case, each student selected a topic to research for the next class. Then, they came back and taught one other. One student, for example, outlined all the conditions that can delay puberty; another walked through the causes of headaches.

When it came time for a diagnosis, the students used a computer program that links to the childs medical records (stripped of identifying information), to reenact the investigation of her case. They can request a test, and if the childs physician had ordered that test, the results will be displayed.

After tossing around several ideas and checking several tests, they agreed the next step was an MRI of her brain. They called up the girls MRI results to display on a large screen. One of their hypotheses was unmistakably confirmed: a tumor on the pituitary gland.

The professor, Dr. Patricia A. King, better known as the faculty facilitator, said this process promotes lifelong learning and collaboration.

King trains other faculty members in how to run a problem-based learning course. Some find it difficult to give up so much control. Often, she said, the hardest part is how not to say anything, when you really want to say a lot. But the knowledge, King said, sticks better when the students discover it on their own.

Julia McGinty, one of the students who diagnosed the 11-year-old girl, said thats often true she finds she doesnt need to review topics she has learned in an interactive format.

Still, she observed, some topics do better at being adapted to the interactive format than others, and some students prefer to learn on their own, at their own pace.

Marie Kenney is one of those students. Now in her second year, Kenney didnt know about the curriculum changes Vermont was planning when she applied. She would prefer more, not fewer, lectures.

Because my learning style is more solo than group-based, I find that lectures are a lot more valuable to me, she said. Discussing in class what she has already learned on her own seems redundant.

Soraiya Thura, a third-year medical student and the student representative on the universitys Board of Trustees, said that as professors struggled to learn the new formats, they sometimes stumbled, and the experience fell flat.

But when the classes worked well, Thura said, I walked out feeling like I had a much better grasp on the information.

Thura said she felt well-prepared for the first of her medical board exams, the notorious Step One that second-year students must pass before they can begin their clerkships.

Jeffries points to evidence that students ace exams after learning with the new methods, including a 2014 review of 225 studies of science, engineering, and mathematics instruction. An internal study at Vermonts medical school found that test scores went up when team-based learning was introduced.

These efforts have been bolstered by gifts from Dr. Robert Larner, a 1942 alumnus for whom the medical school was named last year. Larner donated $100 million over the past 30 years for medical education and curriculum development.

Last year, the 99-year-old Larner bequeathed $66 million to establish an endowment that, after his death, will provide about $4 million every year to pursue educational reform.

All four medical schools in Massachusetts are reexamining their curriculums and employing alternatives to lectures.

The Boston Globe

From Left, Jodi Hard, Tessa Lawrence, Jeff Endicott, Heather Wright, Julia Powelson, Matthew Shear, and Major Munson during a simulation laboratory exercise.

Harvard Medical School introduced a new curriculum in August 2015; now, only one-fifth of teaching hours occur as lectures.

The Tufts University School of Medicine has a mixture of small-group and lecture formats, and is planning a complete curriculum revision.

At the University of Massachusetts Medical School, students shadow doctors starting in their first year and work in teams with nurses and other professionals.

But no Massachusetts medical school is ready to abandon lectures, believing that such presentations are sometimes the best way to deliver certain material.

Dr. Douglas H. Hughes, associate dean for academic affairs at the Boston University School of Medicine, favors a mix of methodologies, to accommodate different learning and teaching styles.

Hughes said other schools are watching how the Vermont experiment goes.

Theyre pushing the envelope, and thats great, he said. It takes courage to be an early adopter. But Hughes prefers to learn from Vermonts experience before leaping into lecture-free education. If you put all your eggs in one basket and it doesnt work, its hard to retreat from that, he said.

Told of such skepticism, Jeffries, the Vermont dean, said the evidence is clear that students dont learn well from lectures. Why continue offering them when there are more effective methods?

Lectures are an efficient way to deliver knowledge, Jeffries said. But knowledge is fleeting. Knowledge is a constantly developing commodity in your brain that needs to be nurtured, developed, and overhauled routinely. Thats the skill that you need your physician to have.

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Who needs lectures? Vermont medical school chooses other ways ... - The Boston Globe

Ilana Fischer, Kathryn Brown, Nithya Vijayakumar Published 6:50 p.m. ET Feb. 1, 2017 | Updated 6:56 p.m. ET Feb. 1, 2017

Health and Human Services Secretary-designate, Rep. Tom Price, R-Ga., right, accompanied by Sen. Johnny Isakson, R-Ga., testifies on Capitol Hill in Washington, Tuesday, Jan. 24, 2017, at his confirmation hearing before the Senate Finance Committee.(Photo: Andrew Harnik, AP)

Today, the Senate Finance Committee advanced President Donald Trumps nominee for Secretary of Health and Human Services, Tom Price (R-Ga), to a full Senate vote. Not a single Democrat was present.

We as medical students at Prices alma mater, University of Michigan Medical School, share many of the concerns that prompted the boycott, which Democrats implemented following a reportfrom the Wall Street Journal that Price had falsely denied purchasing privileged stock options during his testimony before the Senate Finance Committee. As Senator Elizabeth Warren pointed out during the hearing, Prices broader decision to actively trade in health stocks while writing policy that could affect them raises serious questions about potential conflicts of interest and about [his] judgment.

Prices failure to disclose his financial interests, along with his political record, concern us as medical students. His positions are inconsistent with what we are taught in our medical training.

Roughly a year ago at a public University of Michigan event, Price expressed concern when asked about the possibility of a Donald Trump presidency. When I hear Trump saying things like Ill just do XYZ without seemingly any regard for the legislative branch, it gives me some thought.

Just days into Trumps presidency it seems that Prices concerns were correct, and yet, he has remained silent after recent executive orders that demonstrate contempt for constitutional checks and balances.

As future physicians, we are also concerned about Prices values. Prices political record demonstrates a disregard for patient welfare, which should be absolutely disqualifying for the position of Secretary of HHS. It also stands in stark contrast to what we are taught each day in medical school.

Price opposes even modest restrictions on the sale of automatic weapons and ammunition designed to reduce gun-related deaths, despite research that the presence of a gun in the home greatly increases the risk of homicide and suicide. This evidence is strong enough that the relationship between firearms and suicide is tested on our exams.

Price voted against reauthorization of the Violence Against Women Act (VAWA) in 2013, and he has voted against legalizing gay marriage and legislation protecting LGBTQ victims of hate crimes. As third- and fourth-year students, we are taught to ask our patients if they feel safe at home, and how to connect them with resources if they are in a dangerous situation.

Price is a member of the Association of American Physicians and Surgeons, a fringe group that opposes Medicare and Medicaid has raised questions about mandatoryvaccinations. Price opposes federal funding for Planned Parenthood, one of the nations leading providers of screenings for cancer and sexually transmitted infections, and has repeatedly voted to limit access to vital reproductive health services, including contraception and abortion. Just this month, first year medical students learned about the importance of pelvic exams and cervical cancer screenings, and how to perform them.

Price voted to repeal the Affordable Care Act. Every day we see patients who are afraid of reduced access to medications they need, high co-pays for life-saving procedures, and losing their health insurance entirely. Price has also remained silent on Trumps immigration ban, which has already prevented international physicians with valid visas from returning to the United States.

Individually, many of these positions are in direct conflict with our medical education, and in aggregate, they are inconsistent with physician values and best practices to assure the health and well being of the patients we serve. Prices record reveals a politician bent on reducing federal regulation in healthcare and a disregard for the interests of patients. These actions violate the ethical responsibilities of a physician, which include ensuring that all people, including the elderly, veterans, women, the LGBTQ community, immigrants, victims of violence, and all patients who are economically and socially disadvantaged can easily access high-quality, affordable health care. Prices conflicts of interest and voting record contradict our values as future physicians and students of University of Michigan Medical School. We urge the Senate to reject Prices nomination to lead the U.S. Department of Health and Human Services.

The authors are joined by Ann Soliman, Hannah Cottrell, Whit Froehlich, also students at the University of Michigan Medical School, in signing on to this guest column.

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Tom Price's actions inconsistent with medical school teachings - Detroit Free Press

Elizabeth Blackwell, the first woman to earn a medical degree in the United States, was accepted to Geneva Medical College in 1847 as a joke.

"The faculty, assuming that the all-male student body would never agree to a woman joining their ranks, allowed them to vote on her admission," according to Blackwell's biography on the National Institutes of Health website. "As a joke, they voted 'yes,' and she gained admittance."

She graduated in 1849 and practiced medicine in New York into the late 1870s. She and her sister, Emily Blackwell, and a third doctor, Marie Zakrzewska, opened the New York Infirmary for Women and Children in 1857, which also provided training for female doctors.

RELATED: TRENDING LIFE & STYLE NEWS THIS HOUR

Friday is Blackwell's birthday (she would turn 196 this year), and a group of doctors has established Feb. 3 as National Women Physicians Day to celebrate the progress made since Blackwell's era and to call attention to the challenges still in place.

"We're celebrating the female physicians who pioneered to get us here and trying to raise awareness about the bias that still exists," said Hala Sabry, a California-based doctor who founded Physician Mom Group, the organization that brainstormed National Women Physicians Day.

Sabry, 38, is a mom of three kids under 4. She established Physician Mom Group to establish a sense of community in the midst of a grueling work schedule and find answers to such questions as, "How many nannies do I need?"

Sabry is an osteopathic emergency physician, and she said it's not unusual for patients to assume she's a nurse, even after she has introduced herself.

"I have 'doctor' on my badge and all over my scrubs, and I introduce myself saying, 'I'm Dr. Sabry. I'm going to be your doctor today," she said. "I answer all their questions, answer all the family's questions and tell them a diagnosis, and when I ask if they have any questions, they'll say, 'When is the doctor going to be here?'"

The bias isn't limited to patient interactions. A study published last year in JAMA Internal Medicine reported significant wage disparity between male and female physicians. After adjusting for age, experience, specialty and faculty rank, Harvard Medical School and Massachusetts General Hospital researchers found the average pay gap between men and women was $19,878 a year. Before adjusting for those factors, the gap averaged $51,315 a year.

On the positive side, almost half of all medical students are women, according to the Association of American Medical Colleges. And it's safe to assume they're no longer being admitted as a practical joke.

Sabry hopes to build on that progress and chip further away at the outdated assumptions that women play second fiddle to men in medicine.

"It's important to maintain the progress, so every little girl who dreams of becoming a doctor won't hesitate because of her gender," she said.

A worthy goal, and a lovely birthday gift to Dr. Blackwell.

hstevens@chicagotribune.com

Twitter @heidistevens13

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Honoring women doctors, 170 years after medical school 'joke ... - Chicago Tribune

Here is the only list you need to educate yourself on combined degree programs for med students. From the MD/PhD to the MD/MBA, we know it all.

Considering an MD? Read our overview of the training youll receive at an allopathic med school so you know what to expect in medical school.

What are Step 1, Step 2, and Step 3? Learn about the USMLE board exam for medical school students.

Learn how to balance your time wisely as a pre-med, complete your pre-med requirements, and position yourself for a fantastic medical school application.

Learn when and how to study for the MCAT with our MCAT study guide. Well help you make the right MCAT study schedule for your medical school goals.

Our test-taking tips will help you capitalize on your MCAT prep. Use these 8 MCAT strategies when you are tackling the science sections.

On the MCAT timing is everything. Learn how to read through science and CARS passages faster and more efficiently.

Learn everything you need to know about retaking the MCAT, and expert tips for deciding if you really need a redo.

What are good MCAT scores? Well, it depends on the rest of your medical school application. Learn how MCAT scoring affects your chances for admission.

A clear MCAT time management strategy helps you stay calm and work smarter. Learn how to pace yourself on the MCAT and get the score you need.

The Princeton Review debunks the 4 most common MCAT myths, so you can conquer the MCAT and boost your score.

Check out our list of the best pre-med majors, and learn how your major can help you on the MCAT.

Are you MCAT ready? Take our MCAT quiz and test your knowledge of exam format, sections, and question types you can expect on the MCAT.

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Medical School Advice | The Princeton Review

UT Southwestern Medical School is one of four medical schools in the University of Texas System and one of the nations top medical schools. UT Southwestern admits approximately 230 students each year, and admission is highly competitive. Were looking for the best and the brightest, the most intellectually curious, and the most caring and compassionate future physicians.

Since our founding in 1943, weve graduated more than 11,000 physicians. This year alone, the Medical School will train about 1,000 medical students and 1,500 clinical residents.

Our graduates have distinguished themselves at top medical facilities around the world, advancing the cause of medicine, furthering their careers, and adding luster to a UT Southwestern degree. In fact, one Medical School graduate won a Nobel Prize.

The Medical School is located in the 387-acre Southwestern Medical District, just minutes from downtown Dallas. The medical district is home to two UTSouthwestern University Hospitals, William P. Clements Jr. University Hospitaland Zale Lipshy University Hospital; as well as Parkland Memorial Hospital one of the nations top public hospitals and Children's Medical Center, a national leader in pediatric care. All are used to train Medical School students.

Along with educating the physicians of tomorrow to care for future generations of patients, UT Southwestern is a leading research facility (more than $400 million in annual funding). We are home to some of the countrys foremost medical minds. UT Southwestern's faculty includes more members of the prestigiousNational Academy of Sciencesthan all other academic medical centers in Texas combined.

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About the School: Medical School UT Southwestern, Dallas, TX

At MCW, our alumni lead the pack in providing top quality care and the latest medical innovations for their patients and their communities.

We offer numerous choices for students to select the medical education experience that best fits your lifestyle, whether you prefer to live in a large city featuring numerous arts and entertainment options or in Northern and Central Wisconsin where a rich cultural offering combines with limitless outdoor recreation opportunities. We also offer a Master of Science in Anesthesia Anesthesiologist Assistant Program at our Milwaukee campus, which you can learn about here.

Our innovative model of medical education, offering both three and four year degree options, combines more than a century of rich traditions with cutting-edge technologies and team-based learning models. Additionally, early clinical experience at some of the regions highest-quality hospitals and clinics will allow you to experience a large variety of patient cases and learn from leading physicians in the community.

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MCW: Medical School