Specific Brain Responses to Traumatic Stress Linked to PTSD Risk | Newsroom – UNC Health and UNC School of Medicine

Led by Temple University scientists and involving a national collaboration among researchers, a new study shows how decreased hippocampus engagement is associated with the development of posttraumatic stress disorder. Sam McLean, MD, MPH, leads the NIH-funded AURORA study.

CHAPEL HILL, NC Results from the largest prospective study of its kind indicate that in the initial days and weeks after experiencing trauma, individuals facing potentially threatening situations who had less activity in their hippocampus a brain structure critical for forming memories of situations that are dangerous and that are safe developed more severe posttraumatic stress disorder (PTSD) symptoms.

This association between reduced hippocampal activity and risk of PTSD was particularly strong in individuals who had greater involuntary defensive reactions to being startled.

This research, published in the journal JNeurosci, suggests that individuals with greater defensive reactions to potentially threatening events might have a harder time learning whether an event is dangerous or safe. They also are more likely to experience severe forms of PTSD, which include symptoms such as always being on guard for danger, self-destructive behavior like drinking too much or driving too fast, trouble sleeping and concentrating, irritability, angry outbursts, and nightmares.

These findings are important both to identify specific brain responses associated with vulnerability to develop PTSD, and to identify potential treatments focused on memory processes for these individuals to prevent or treat PTSD, said senior author Vishnu Murty, PhD, assistant professor of psychology and neuroscience at Temple University.

This research is part of the national Advancing Understanding of RecOvery afteR traumA (AURORA) Study, a multi-institution project funded by the National Institutes of Health, non-profit funding organizations such as One Mind, and partnerships with leading tech companies. The organizing principal investigator is Samuel McLean, MD, MPH, professor of psychiatry and emergency medicine at the University of North Carolina School of Medicine and director of the UNC Institute for Trauma Recovery.

AURORA allows researchers to leverage data from patient participants who enter emergency departments at hospitals across the country after experiencing trauma, such as car accidents or other serious incidents. The ultimate goal of AURORA is to spur on the development and testing of preventive and treatment interventions for individuals who have experienced traumatic events.

AURORA scientists have known that only a subset of trauma survivors develop PTSD, and that PTSD is associated with increased sensitivity to threats and decreased ability to engage neural structures retrieving emotional memories. Yet how these two processes interact to increase risk for developing PTSD is not clear. To better understand these processes, Murty and colleagues characterized brain and behavioral responses from individuals two weeks following trauma.

Using brain-imaging techniques coupled with laboratory and survey-based tests for trauma, researchers found that the individuals with less activity in their hippocampus and greatest defensive responses to startling events following trauma had the most severe symptoms.

In these individuals, greater defensive reactions to threats may bias them against learning information about what is happening so that they can discern what is safe and what is dangerous, said Bra Tanriverdi, the lead researcher on the study and graduate student at Temple. These findings highlight an important PTSD biomarker focused on how people form and retrieve memories after trauma.

These latest findings add to our list of AURORA discoveries that are helping us understand the differences between individuals who go on to develop posttraumatic stress disorder and those who do not, said McLean, an author on the paper. Studies focusing on the early aftermath of trauma are critical because we need a better understanding of how PTSD develops so we can prevent PTSD and best treat PTSD.

Since initiating our financial support of the AURORA Study in 2016, we remain steadfast in our commitment to helping AURORA investigators make important discoveries and to bridge the gaps that exist in mental health research funding and patient support, said Brandon Staglin, president of One Mind.

Check the AURORA website for Prediction tools, presentations, and publications resulting from AURORA studies.JNeurosciis the official journal of the Society for Neuroscience.

Research and clinical staff at the following institutions were critical in the care of patients and for this research study: Albert Einstein Healthcare, Baystate Medical Center, Beth Israel Deaconess Medical Center, Boston Medical Center, Brigham and Womens Hospital, Cooper Health Institute, Emory University, Henry Ford Health System, Indiana University, Massachusetts General Hospital, Rhode Island Hospital, The Miriam Hospital, St. Joseph Hospital, Temple University, Thomas Jefferson University, University of Massachusetts Chan Medical School, University of Alabama at Birmingham, University of Cincinnati, University of Florida College of MedicineJacksonville, University of Pennsylvania, Vanderbilt University, Washington University in St. Louis, Wayne State University, Ascension St. John Hospital, Wayne State University, Detroit Receiving Hospital, William Beaumont Hospital, Wayne State University, McLean Hospital, University of Missouri-St. Louis, UNC Medical Center, UNC School of Medicine, University of California San Francisco, Northern California Institute for Research and Education, Harvard University Medical School, and Harvard University School of Public Health.

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Bowdoin College Expands Need-Blind Admissions Policy to Include International Students – Bowdoin College

This step is one of many that the College has taken over the past decade to remove barriers for students, and it makes Bowdoin one of just seven institutions nationally with comprehensive need-blind aid policies for all students, regardless of citizenship.

Ensuring access to a Bowdoin education is central to our mission. This commitment to need-blind admission for our international applicants is another important part of a remarkable program of access and affordability that only a few other colleges and universities are able to provide, said Bowdoin College President Clayton Rose.

Bowdoin has long been a leader in eliminating barriers for students, including adopting the countrys first test-optional admissions policy in 1969.

As it seeks to be accessible to all students, regardless of their financial circumstances, the College currently provides students with financial aid awards that meet their full calculated need and has done so without loans since 2008.

Now Bowdoin joins Harvard University, Princeton University, Massachusetts Institute of Technology, Yale University, Dartmouth College, and Amherst College in including all students, regardless of citizenship, under its need-blind admissions policy.

It is critical that a great liberal arts education like Bowdoins be accessible to students from all economic backgrounds and all citizenships, said Claudia Marroquin, senior vice president and dean of admissions and student aid.

This latest policy makes Bowdoins message clearwe welcome the worlds most talented students, regardless of background, and we are doing all we can to support students from admission to graduation, Marroquin said.

Our highest priority is making a Bowdoin education affordable for everyone.

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Bowdoin College Expands Need-Blind Admissions Policy to Include International Students - Bowdoin College

The Arkadelphian : Henderson to partner with NY medical school, two-year campuses – Magnoliareporter

LITTLE ROCK Arkansas Gov. Asa Hutchinson expressed his full confidence, support, and excitement in the future of Henderson State University in a joint news conference Thursday with Henderson chancellor Chuck Ambrose.

Praising the leadership that has worked hard to right the ship to put Henderson State on a good path, Hutchinson said that Ambrose has made tough decisions. He has my support in the decisions hes made. The most important reason for his confidence, Hutchinson said, is Hendersons singular focus on student success and on making college education more affordable, to make it more successful, and to make it more engaged going through the lower grades all the way up to grad school.

Asserting that Henderson will meet the 21st-century workforce needs, Ambrose said that through new partnerships with Arkansas State University, other two-year campuses, and New York Institute of Technology College of Osteopathic Medicine, Henderson will create pathways to high-demand jobs and meeting the needs of our communities.

Based in New York, NYIT-COM is an accredited private medical school with a degree-granting campus in Jonesboro. It is one of the largest medical schools in the U.S.

According to Ambrose, Henderson is involved in creating an I-30 learning community from Saline County to Arkadelphia, including K-12 partners, Arkansas State University-Three Rivers, Saline County Career and Technical Campus, and Henderson.

We will look a little different than higher education around the state, Ambrose said, and thats okay.

CLICK HERE to read more of this article at The Arkadelphian.

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The Arkadelphian : Henderson to partner with NY medical school, two-year campuses - Magnoliareporter

Some students struggle to pay medical school application fees. That’s why the AAMC is expanding eligibility for its Fee Assistance Program – AAMC

As the son of Liberian immigrants, Will Smith knew from a fairly early age that he wanted to help others like him and his family access health care and lead healthier lives. But by the time he earned his undergraduate degree from Notre Dame in Indiana in 2019, he didnt have much money saved up to pay for the MCAT exam or multiple applications to medical school.

Fortunately, Smith had learned about the AAMCs Fee Assistance Program from friends during his junior year of college. For those with a family income at or below 400% of the national poverty level, the program provides free MCAT prep materials, reduced MCAT registration fees, access to the Medical School Admission Requirements (MSAR) database, and a waiver of all AMCAS fees for up to 20 medical school applications.

The Fee Assistance Program really gave me the ability to focus on the MCAT and take the time to see which schools lined up with my interests, says Smith, who applied for assistance in July, took the MCAT in September, applied to schools in October and November, and completed his interviews in December. He matriculated in 2020 and is now a second-year medical student at the University of Cincinnati College of Medicine.

If it were up to me to pay the full amount, the application expenses would have put an extreme burden on me to work longer hours and pay for the study guide, registration, and MSAR, in addition to rent and household bills, he says. My family has had some tough times recently and did not have the money to help out.

When the Fee Assistance Program opens for the current calendar year on Jan. 31, students like Smith will find it even easier to qualify for assistance. Thats because the AAMC has modified two of its eligibility requirements:

A lot of applicants were confused as to why we were requiring parental documents, especially if they were of a certain age. We had applicants saying, Im 40 years old; I have a wife and children. Why are you requiring my parents information? says Shannon Vines, a document processing supervisor with the AAMC services team.

Age 26 was chosen as the cutoff largely because that is the age at which students are no longer considered their parents dependents under such federally funded programs as the Free Application for Federal Student Aid and the Affordable Care Act.

In an effort to open up eligibility even further, the AAMC also modified its requirements around U.S. citizenship. Now, applicants must only show proof of a U.S. address, such as a rental agreement, utility bill, credit card statement, or employer paycheck.

We want to continue to broaden the pool of applicants and provide opportunities for students underrepresented in medicine to have this medical school dream, says Sharifa Dickenson, director of business strategy and client engagement for the AAMC services team.

That belief was also the thinking behind the AAMCs decision in 2015 to open the program to recipients of the Deferred Action for Childhood Arrivals program.

That modification allowed Elizabeth Juarez Diaz to qualify for the program in 2019. Growing up in Mexico, Juarez Diaz immigrated to Minnesota with her mother when she was just a child. Originally a nursing student at St. Catherine University in St. Paul, Juarez Diaz only realized she wanted to be a physician late in her undergraduate studies. She applied to the Fee Assistance Program early in 2019, took the MCAT exam that April, applied to schools in May I applied to 20 schools because thats what the program covered had 10 interviews, and was accepted at five schools.

I was deciding between Washington University and Stanford and ultimately chose Washington University because of its robust training for physician-scientists, says Juarez Diaz, who is now an MD-PhD student at Washington University School of Medicine in St. Louis.

The Fee Assistance Program really made it possible for me to matriculate and also be successful during my interview cycle, she adds, noting that once programs saw you were eligible for the program, they often also reimbursed flight and hotel costs associated with interviewing. Im hoping more students find out about this program and apply.

The AAMC estimates that the new eligibility criteria will enable 1,000 additional students to qualify for assistance. In 2020, 16,000 applicants received $33 million in fee assistance. In 2021, slightly fewer qualified about 13,000.

Leila Amiri, PhD, assistant dean for admissions and recruitment at the University of Illinois College of Medicine in Chicago, is also happy to see the eligibility criteria widened. Her school encourages applications from immigrant and underrepresented populations and has accepted more of these students in recent years.

Im just really happy that the AAMC is moving forward with this initiative and making [medical school] more accessible to these students, she says. The individuals who tend to be admitted to medical school are from the more affluent parts of our society. This will impact a small cohort of students, but for those students, its important.

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Some students struggle to pay medical school application fees. That's why the AAMC is expanding eligibility for its Fee Assistance Program - AAMC

What doctors wish patients knew about the impact of caffeine – American Medical Association

Many people cant imagine starting their day without a cup of coffee or tea. Consuming caffeine can even help people get through that afternoon slump. About 85% of adults consume 135 milligrams of caffeine daily in the U.S. This is equivalent to 12 ounces of coffee, which is the most common source of caffeine for adults.

Caffeine is a chemical stimulant that can be found naturally in coffee beans, tea leaves, cacao beans, guarana berries and yerba mate leaves and quickly boosts alertness and energy levels.

Caffeine can also be made synthetically and added to drinks, food, tablets and supplements. Yet while caffeine is often talked about for its negative effect on sleep and anxiety, it can offer some benefits too. Three physicians share what to know about caffeine.

The AMAsWhat Doctors Wish Patients Knew series provides physicians with a platform to share what they want patients to understand about todays health care headlines.

In this installment, three AMA members shared what doctors wish patients knew about caffeine. They are:

Pay attention to consumption

The amount of caffeine in brewed coffee can vary greatly depending on the type of bean, the amount of grind, the size of the particles, the brew time and other factors pertaining to the source, said Dr. Kilgore. And then, of course, tea and soft drinks tend to have less caffeine.

Most people have safely under 400 milligrams a day, which is what the Food and Drug Administration considers safe, she said.

Of course, if you're getting jittery, it's too much caffeine, said Dr. Clark. But, in general, about two 8-ounce cups of coffee should be the limit because a cup of coffee has between 100 and 200 milligrams of caffeine.

Try small, frequent doses

One of the things that people don't realize is, if you think of it as a medicine, then the best way to use it is in small, frequent doses, said Dr. Kilgore. So, 20 milligrams to 100 milligrams at a time as opposed to the standard American mug of coffee.

And then just getting it into your brain a small amount at a time, she added, noting that if you're home with the increase of telework and things like that it might be easy to just serve yourself a little bit at a time throughout the day.

Then, when you start to feel your mental performance lagging, take it a little bit moreup until 2 p.m., Dr. Kilgore said.

Caffeine may help depression

In low doses, caffeine may help depression, said Dr. Clark. The reason is because caffeine stimulates dopamine, which is a chemical in your brain that plays a role in pleasure motivation and learning.

Low levels of dopamine can make you feel tired, moody and unmotivated, among other symptoms, she said. But having more dopamine helps patients with depression by improving their mood.

How it is metabolized varies

Caffeine is rapidly absorbed, typically within 45 minutes, and is metabolized in the liver at rates subject to significant genetic variability, said Dr. Devries.

It is highly metabolized with about 3% or less being excreted in the urine, said Dr. Kilgore. The half-life of the drug typically is around four to five hours, but it can range dramatically from as quickly as an hour and a half to as much as nine hours, depending on genetic factors and coadministration with other medications, including oral contraceptives, and smoking.

Smokers have massively increased clearance, so they will keep it around for a shorter time, she added, noting that pregnancy gets greatly reduced metabolism, so women need to watch how much caffeine theyre drinking.

With insomnia, limit caffeine

Fortunately, typical intake of caffeine within the range of most coffee and tea drinkers has minimal risk, apart from perhaps difficulty sleeping for some, Dr. Devries said.

The obvious side effect is that it can cause insomnia because it is intentionally trying to keep someone awake, said Dr. Kilgore. In people who dont regularly drink caffeine, theyre the most vulnerable to the insomnia component.

When people drink it regularly, they sort of learn what they can do, but in general its best not to drink after about 2 p.m., she said. But some people will be able to drink it right before bed if theyre a chronic user, so it just depends on their own experience.

Coffee and tea have health benefits

Coffee and tea are true feel-good stories in nutritionwe like them, and they like us back, said Dr. Devries. Both coffee and tea are linked to a host of health benefits, including reduced risk of cardiovascular disease, lower risk of type 2 diabetes and improved longevity.

Most of the benefits are noted with intake in the range of 25 cups per day, he added, noting the source of the benefits, beyond caffeine, are a wide range of biologically active polyphenolschemicals with powerful antioxidant and anti-inflammatory properties.

Caffeine can help with exercise

It actually can help exercise as well, said Dr. Kilgore. It's shown to improve endurance and speed as well as just having a decreased perception of fatigue.

By using caffeine in different forms, people might be able to maintain exercise longer in a session, she said, noting that athletes often will take it intentionally before they exercise.

Some people may feel anxious

There are concerns about increasing anxiety for some people, said Dr. Clark. This is because caffeine is a stimulant and it stimulates some of the chemicals in your brain, speeding everything up.

Even in moderate amounts it can cause jitteriness and anxiety, said Dr. Kilgore, noting that caffeine can also increase respiratory rate, heart rate and blood pressure, which is most often fine in normal people, but if they have a light health condition it should be under consideration.

Brewing method affects cholesterol

Interestingly, brewing method does matter, said Dr. Devries, noting that unfiltered coffee made with a French press or Turkish style and, to a lesser extent, espresso, are associated with a small but significant increase in LDL cholesterol that does not occur with filtered coffee.

The reason is that filtered coffee removes much of the cafestol, a compound naturally found in coffee that raises blood cholesterol levels, he added.

There can be withdrawals

The most common concern about coffee is that it has a withdrawal syndrome, said Dr. Kilgore. When this occurs, people feel like they need to keep using it, even if they don't need it that particular day for its intended benefit of increasing alertness; and that withdrawal effect can happen as soon as 12 hours after the last coffee in people who use it regularly.

It can last up to one to two days if intentionally stopped after prolonged use, she added, noting that some effects can last even up to nine or 10 days with headache, nervousness and fatigue.

Too much may lead to headaches

If you consume too much caffeine, it can also cause headaches, said Dr. Clark. This is often in addition to feeling nervous and anxious.

But caffeine can also sometimes help headaches, she said, noting that for some people, it can actually treat their headaches or migraines.

Caffeine can also be used medically to treat headache because it improves the absorption of other analgesics, said Dr. Kilgore. It actually causes vasoconstriction. That by itself can also make the headache go away. So, it can cause headaches, and it can also help.

Weight gain may be decreased

Caffeine can actually decrease weight gainnot necessarily cause weight loss, said Dr. Kilgore. It increases your base metabolic rate and can suppress appetite a bit, which is useful if someone's thinking of trying to be careful about their weight.

The important thing, of course, is that in the United States so much of our coffee has all this added cream and sugar, which adds to weight gain, she said. So that really only pertains to black coffee, which has two calories a cup.Because it can make you feel less hungry and reduce cravings, but then for people who always have sugar in their coffee it probably increases cravings because of the sugar, Dr. Kilgore added.

Decaf is not free of caffeine

Decaffeinated coffee has only slightly lower levels of polyphenols than regular coffee, Dr. Devries said. Because of the preservation of high polyphenol levels, the association of decaffeinated coffee intake with improved longevity remains.

It is important to point out that decaffeinated coffee isnt zero caffeine, but certainly much less, said Dr. Kilgore. A lot of people think it's without caffeine, but it's not. It's about 2 to 15 milligrams, so certainly far less than caffeinated.

But even if you went to decaf, you would probably have some withdrawal symptoms if you dont withdraw judiciously, she added.

Try to avoid energy drinks

The more serious risks of caffeine are mostly related to heavy consumption from use in energy drinks and in supplement form, said Dr. Devries. Anxiety and unsafe behaviorsespecially in adolescentsare associated with energy drink use.

High blood pressure, palpitations and arrhythmias are other possible risks with high intake of supplemental caffeine, he added.

Dont cut caffeine right away

Its important to know how much you're drinking in the first place, so really be honest with yourself about how much youre drinking and keep track of it for a few days, said Dr. Kilgore. This will allow you to get a true sense of how much caffeine youre consuming.

If you need to reduce the amount of caffeine you are consuming, slowly decrease your intake, said Dr. Clark. This means you can do half caffeinated or you can mix in some decaffeinated beverages in sodas and coffee.

Dont cut out caffeine completely all of a sudden because them you may experience some bad withdrawal syndromes, she said. If you need help with how to decrease your intake or youre getting headaches when youre trying to go off caffeine, talk to your doctor.

Decrease intake if pregnant

For people who are pregnant, you should decrease your intake of caffeine, said Dr. Clark. This is because the caffeine does go to the baby and can speed up the babys heart rate.

Additionally, the baby can become dependent on caffeine and have withdrawals when the baby is born, she said. Thats why you should dramatically limit your caffeine intake when pregnant. The American College of Obstetrics and Gynecology recommends that those who are pregnant limit caffeine intake to less than 200 milligrams per day.

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What doctors wish patients knew about the impact of caffeine - American Medical Association

Wall to direct pediatric and adolescent orthopedics Washington University School of Medicine in St. Louis – Washington University School of Medicine…

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Pediatric hand specialist also will be orthopedic surgeon-in-chief at St. Louis Childrens

Lindley B. Wall, MD, a professor of orthopedic surgery and a member of the Department of Orthopaedic Surgery's hand and microsurgery service, has been named director of the Division of Pediatric and Adolescent Orthopedics at Washington University School of Medicine in St. Louis.

Lindley B. Wall, MD, a professor of orthopedic surgery and a member of the Department of Orthopaedic Surgerys hand and microsurgery service, has been named director of the Division of Pediatric and Adolescent Orthopedics at Washington University School of Medicine in St. Louis. Wall also has been named orthopedic surgeon-in-chief at St. Louis Childrens Hospital.

Wall is a national leader in the treatment of pediatric hand and upper-extremity congenital deformities and spasticity conditions. She also treats fractures and complex nerve injuries affecting the upper limbs. Wall has advanced the understanding of and therapies for these conditions through qualitative research focused on patient and caregiver expectations in these unique populations.

Dr. Wall is a national leader in pediatric hand surgery, and in her new position, she will drive excellence throughout the entire pediatric orthopedic program, said Regis J. OKeefe, MD, PhD, the Fred C. Reynolds Professor of Orthopaedic Surgery and head of the Department of Orthopaedic Surgery. Dr. Wall has been a key member of our hand and microsurgery service for a decade, and her leadership and commitment will enable the Division of Pediatric and Adolescent Orthopedics at Washington University to continue its ascent among the top programs in the country.

Wall succeeds Charles A. Goldfarb, MD, a professor of orthopedic surgery who now is serving as the departments executive vice chair.

It is an honor to have the opportunity to serve the Division of Pediatric and Adolescent Orthopedics in this new role, Wall said. I look forward to working with St. Louis Childrens Hospital to continue to elevate orthopedic care for children by developing new and exciting clinical programs and initiatives, and increasing our geographic reach.

Wall earned her undergraduate degree from Duke University before earning a medical degree and completing her residency in orthopedics at Washington University. She subsequently completed the Mary S. Stern Hand Surgery Fellowship in Cincinnati. After a pediatric hand surgery fellowship at the orthopedics hospital Scottish Rite for Children in Dallas, she returned to Washington University in 2013 as a faculty member in orthopedics. In 2017, she earned a masters of science in clinical investigation from the university.

An author on more than 80 peer-reviewed research papers, Wall was nominated and elected to the national medical honor society Alpha Omega Alpha in 2011. She also is a member of several professional organizations, including the American Academy of Orthopaedic Surgery, the American Society for Surgery of the Hand, and the Pediatric Orthopedic Society of North America. Wall is an associate editor for The Journal of Hand Surgery (American Volume) and a reviewer for the Journal of Bone & Joint Surgery.

Washington University School of Medicines 1,700 faculty physicians also are the medical staff of Barnes-Jewish and St. Louis Childrens hospitals. The School of Medicine is a leader in medical research, teaching and patient care, and currently is No. 4 in research funding from the National Institutes of Health (NIH). Through its affiliations with Barnes-Jewish and St. Louis Childrens hospitals, the School of Medicine is linked to BJC HealthCare.

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With Roe v. Wade on the Line, BU Will Continue Abortion Education Regardless of Ruling – BU Today

Its the first day of classes after the holidays and Elisabeth Woodhams is already wading into one of the toughest topics in academia. Abortion isnt the most technically demanding procedure for medical studentsits the politics and ethics that make it a minefield.

Woodhams, a School of Medicine assistant professor of obstetrics and gynecology, actually gives back-to-back abortion lectures, by Zoom, to 60-plus students. Its a lot more education on the subject than was being offered only a decade ago, when abortion rights were not under the legal fire that they are today. And that change was driven not by the school, but by students

Her first lecture reviews the medical aspects and is mandatory for MED second-years. She invites questions about the ethics of abortion, but stresses that her goal is to discuss the subjects clinical aspects. Chief of family planning at Boston Medical Center, MEDs teaching hospital and Bostons safety-net hospital, she runs down the list of drugs used to induce medical abortions, the steps in performing surgical abortions, and the microscopic risks to the procedure (Its safer than having your wisdom teeth pulled). She profiles the most common abortion patient: poor, white, already the mother of a child, self-described as religious.

Her second lecture is optionalmost of the students stick around for itand covers the sociopolitical landscape. Access is always the lens for abortion providers, she says, reviewing the Supreme Courts pending decision on a Mississippi law restricting abortion after 15 weeks of pregnancy. (Roe v. Wade, the Supreme Courts landmark 1973 ruling legalizing abortion, made the procedure legal before the fetus could survive outside the womb, typically about 23 weeks.) Woodhams also notes the ongoing judicial wrangling over Texas recent, approximately six-week ban.

These lectures, prefaced by another mandatory one on contraception, are a heftier introduction to abortion than when Woodhams joined MEDs faculty in 2014, at which point students received a single 45-minute talk on abortion and contraception. I tried to do that talk, she tells BU Today. It was incredibly hard. It ran way over. And then the students said, This is nonsense. We need more education than this.

Their activism led to the current program, which includes, beyond the lectures, exposure to abortion for most (though not all) students during their third-year clerkship. Whether they see the procedure depends on where they do their clerkships, which are medical students temporary assignments in various hospital specialties.

That exposure is more than many peer schools provide.

Long before the fracas over Mississippi and Texas, schools tiptoed gingerly around abortion, with more than half declining to offer any clinical training, according to one survey. Even MEDs curriculum, while bolstered from years ago, could be better, says Rose Al Abosy (MED23), a board member of Medical Students for Choice, a Philadelphia advocacy group with a MED chapter.

Clinical exposure is haphazard, Al Abosy says: I was assigned to BMC for my third-year clerkship. I actually just finished OB-GYN. And I did not see an abortion procedure. I was just never assigned to the abortion clinic. She witnessed the procedure only because Medical Students for Choice runs an immersion program at BMCs clinic, where a student can provide emotional support to those patients, should they want that, she says.

On the lecture front, Dr. Woodhams is amazing. She does a really, really fantastic job, Al Abosy says. But it was really disappointing that the sociopolitical context [talk] is the one thats made not mandatory. If you dont understand what patients are going through in order to get to a place where theyre even in front of a physician to ask for those medications, you dont understand what its like to get abortion care in this country.

Al Abosys bottom-line assessment of MEDs training: while there have been a lot of improvementsone in four women has an abortion by the time theyre in their 40s. And so this is a clinical, medical procedure that 25 percent of women are experiencing at some point in their reproductive lives, and it is allotted an hour in our pre-clinical [curriculum]. And it is actually relatively easy to not get in-person clinical experience with it at all.

If you dont understand what patients are going through in order to get to a place where theyre even in front of a physician to ask for those medications, you dont understand what its like to get abortion care in this country.

In an ideal world, people walking out of medical school with an MD should have a sense of what the abortion procedure looks like surgically, and what counseling regarding abortion looks like.

A SCOTUS reversal of Roe would leave abortion policy to each state. MED students hoping to be providers obviously would have to study geography for which states still permitted the procedure. Massachusetts would be one. The Bay State last year enacted a law codifying abortion rights in anticipation of a possible Roe reversal.

That would not change the type of education we give, the services that we offer, no matter what happens in the Supreme Court, says Rachel Cannon (SAR08, SPH19), a MED assistant professor of obstetrics and gynecology.

If Roe does get overturned, she says, all that does is make education 10,000 times more important.You have to triple your efforts in education about this, because now you need to make sure that [students] understand how to facilitate patients who have self-induced abortions, recognizing the complications and the obstacles for those patients who have to travel great distances to find legal abortion.

As with the general population, some students might have moral objections to this particular surgery. And as at other medical schools, BU students who might be assigned to an abortion can opt out, Woodhams says.

I dont know of any students that have tried to opt out, Al Abosy says. MED attracts many students interested in social justice, Cannon adds, and with a growing number of US abortions performed on poor women, she says, In my experience, most students have wanted to participate in this care.

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New Dell Med Dual-Degree Program Brings Humanities Focus to Medical Education – UT News – UT News | The University of Texas at Austin

AUSTIN, Texas As part of its groundbreaking Leading EDGE curriculum,Dell Medical School at The University of Texas at Austin will offer its students a new dual-degree masters program in humanities, health and medicine in collaboration with the universitys College of Liberal Arts.

The humanities-focused dual degreeone of eight now offered by Dell Medis designed to produce physician leaders who bring humanistic knowledge, skills and frameworks to their work caring for patients, collaborating with other health professionals and addressing challenges and opportunities within the health system.

According to designers of the curriculuma team led by Phillip Barrish, professor of English and associate director for health and humanities at the University of Texas Humanities Institutethe Master of Humanities, Health and Medicine is founded on the premise that the methods and substance of the humanities and arts have the power to transform health and health care for all by enhancing human connections; deepening capacity for empathy, self-reflection and creativity; and improving understanding of the cultural, historical and social contexts in which health, illness and care occur.

This dual-degree opportunity reflects growing appreciation that exposure to the humanities in medical education helps physicians in all kinds of ways, including becomingmore empathic and supporting their ability to relate to and communicate withpatients beyond their disease processes, said Beth Nelson, M.D., Dell Meds associate dean of undergraduate medical education and interim chair of medical education. For those of us in medicine, a connection to the arts and humanities offers a broader perception and potential for improving overall wellness.

Dell Med students are able to pursue dual degrees during their third year, or Growth Year, which differentiates the schools curriculum by allowing students to individualize their experience in Innovation, Leadership and Discovery. Dell Meds dual-degree programs are structured to allow students to earn both degrees simultaneously in approximately four academic years. This new program will officially open to medical students in fall 2022.

The inherently interdisciplinary nature of the health humanities and the flexibility of the degree program means that medical students will be able to draw on the expertise of faculty from departments across the College of Liberal Arts and beyond, said Barrish. Students can choose to develop a concentration in fields such as disability studies, medicine and narrative, the history of medicine, health communication, culture and health, and health equity, among others.

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My familys poverty nearly kept me from applying to medical school – The Boston Globe

So I searched for how to become a doctor on the used laptop I had bought on eBay and found that one needed to complete four years of college, four years of medical school, three to seven years of residency, and a few more years of fellowship in the case of choosing a subspecialty. Not only were the training demands high but only a tiny percentage of applicants were accepted to medical school each year. I had never met someone who had gone through the process.

My mind raced. How could I commit to a path that required at least 11 years of training before I would reach a level of financial security that enabled me to provide for myself and my family? How could I commit to a path defined by such uncertainty? At the time, I didnt even know about the exorbitant costs of applying to medical school, which include the application fees, test prep materials, and flights to visit schools. Some students, lacking the resources for these things, end up not applying at all.

I decided that I couldnt take the risk. Sacrificing my dream, my passion, for a more financially secure path made more sense. I could graduate in four years and earn at least three times as much per year as my parents made. It struck me as the deal of a lifetime. So when I opened the USC folder on acceptance day, I was being welcomed not as a premed student but as an engineer.

An introductory engineering course confirmed what I already knew: I did not enjoy the work. I craved classes that examined the human condition. I wondered how the brains neural circuitry operated, how the human gut absorbed nutrients, and how I could ultimately use that knowledge to heal patients. I called a few friends from high school, and then my parents. Hiding my anxiety and downplaying how unalterable I considered my decision, I was careful bringing it up. My parents, to my great relief, encouraged me to pursue my dream. T lo puedes hacer You can do it they said repeatedly.

Despite all the sacrifices my family had already made for me, they were prepared to make more this time by choosing to stand by me on a path with no guarantees of my success. Whereas I had made my initial choice based on a hard calculus of financial need and a sense of responsibility to them, their encouragement hinged on love. They just wanted their son all of their sons to be happy. That evening, I committed to the path of medicine. Nearly four years later, I received an acceptance letter from Harvard Medical School.

A few months ago, I spoke with a group of mostly low-income students in Boston about my decision to go into medicine. In our virtual Q&A session, they didnt ask me about my life as a medical student. Instead, they asked how I chose the long road to a medical degree over the lure of a four-year degree that would have allowed me to support my family sooner. I told them that when I chose engineering over premed, it was because I grappled with this very dilemma. Low-income students greatly desire to give back to their families and communities, and I wonder how many will heed my message to follow their passion into medicine.

Many of these students will become successful professionals in other fields. I lament that when they let go of their dreams, medicine loses yet another sorely needed doctor raised in the communities we aim to serve, communities that have been disproportionately affected by the pandemic. Their choice not to enter this field worsens the existing doctor shortage in America, where physicians of color and those from low-income backgrounds are significantly underrepresented. About 5 percent of todays doctors are Black, 5 percent are Latinx, and another 5 percent are from the lowest household-income quintile. How many future doctors do we lose when students make this agonized choice not to pursue their dream of a medical degree?

When low-income students who yearn for a career in medicine struggle with how they can afford to pursue their dream, the burden is on them. They can apply for scholarships, and they can take out loans. But the burden should not be on them alone. We need the medical education system, which includes medical schools, the Association of American Medical Colleges, and the National Board of Medical Examiners, to ease the costs of applying to medical school and being a medical student including paying thousands of dollars for licensing exams and their preparatory materials. Anti-poverty legislation, such as the expansion of tax credits under the Build Back Better plan, and programs that bridge the mentorship gap between students and doctors are also required now more than ever. The more low-income students meet doctors whose life stories and struggles mirror their own, the more the field of medicine will be diversified and will benefit.

The trade-off I made that day more than eight years ago to abandon the surer thing, engineering, for the far less sure one, becoming a doctor, still nags at me. I still worry about my familys finances. I worry about their health, too. I know that people from marginalized communities like mine tend to die relatively young. When will I be able to return home, fix their air conditioner, oven, and the run-down car they should not be driving? How will my lack of financial contribution over the years while Ive been in school affect them?

When I feel weighed low by these questions, I remember the words my parents uttered that day: T lo puedes hacer. Its what I tell the students I speak to, too.

David Velasquez is a student of medicine, public policy, and business at Harvard University.

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My familys poverty nearly kept me from applying to medical school - The Boston Globe

Former President Schlissel offered teaching, research slots at University of Michigan – Detroit Free Press

Fired University of Michigan President Mark Schlissel could be in an university classroom next fall, according to letters obtained by the Free Press.

It's part of a plan that would see him becoming a part of the university's faculty. The offer is outlined in letters sent to Schlissel onThursday from the leaders of U-M's medical school and the College of Literature, Science and the Arts. It's unknown whether Schlissel has accepted the terms.

Schlissel was fired as presidentearlier this monthafter aBoard of Regentsinvestigation into a violation of the school's new supervisor relationship policy. The investigation into Schlissel is continuing, including looking at whether he misused university funds in support of his relationship with an employee.

For 20 years, Schlissel ran a immunobiologylab. He earned both M.D. and Ph.D. degrees at the Johns Hopkins University School of Medicine.He is a board-certified internist.

More: U-M investigating whether Schlissel misused university funds in support of relationship

More: University of Michigan President Mark Schlissel fired by board after investigation

More: How 3 Michigan university presidents who are doctors prepared for coronavirus

More: Former U-M President Mark Schlissel's presidential contract

The contract offer calls for a total of $185,000 in salary.

His previous contract called for him to be paid as a senior faculty member when he left the presidency, but no less than 50% of the $927,000 base pay of his last year as president. But that contract was voided when the university fired him for cause.

U-M spokesman Rick Fitzgerald confirmed the moves to the Free Press.

"Mark Schlissel is entitled to a faculty position, with tenure, that was granted as part of his initial U-M employment agreement and confirmed in his most recent agreement," Fitzgerald said.

Schlissel's firing did not strip his faculty appointments. Under the plan, he would be a professor ofmolecular, cellular and developmental biology in the College of Literature, Science, and the Arts,and microbiology and immunology in the Medical School, with tenure. Fitzgerald said those departments would determinewhat his initial duties will be.

"This is the normal process for any faculty member returning to faculty duties from an administrative appointment."

The letters, which the Free Press obtained from a source not authorized to share them, spell out more of the details.

While his teaching requirement one class a year if doing research and two classes per year if not doing research won't start until the 2022-23 school year, he will need to get going on his research. He will also need to work on getting grants.

"Your appointment will be on a twelve-month basis with major effort to be determined by discussion with the chair and followed up in writing," the letter from university official Bethany Moore said. "Established research-active faculty in the Department of Microbiology & Immunology are expected to support a minimum of 50% of their academic salary on research grants."

He would also be expected to serve on faculty committees and mentor students.

Under the voided contract, once Schlissel was done with being president, he would have gotten another $2 million from the school to set up his lab.

David Jesse was a 2020-21 Spencer Education Reporting Fellow at Columbia University and the 2018 Education Writer Association's best education reporter. Contact David Jesse: 313-222-8851 or djesse@freepress.com. Follow him on Twitter: @reporterdavidj. Subscribe to the Detroit Free Press.

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Former President Schlissel offered teaching, research slots at University of Michigan - Detroit Free Press

A different kind of consult: pro-bono community health consulting by med students – Modern Healthcare

Since 2015, groups of medical students at the Northwestern Feinberg School of Medicine in Chicago have been working diligently to answer a single question: How can we improve healthcare at the system level?

Medical students have and always will be expected to provide personalized, high-quality care to their patients. But amid all the studying, rotations, research and clinical volunteering, there is another area of professional growth and healthcare activism emerging that allows students to promote broader change across the healthcare system: community health consulting.

A group of students at Feinberg, now more than 50 in any given year, have been providing pro-bono strategy consulting services to community clinics and healthcare not-for-profits for more than six years as members of Second Opinions, a 501(c)(3) not-for-profit student organization founded by a trio of management consultants-turned-physicians. Second Opinions aims to promote system-level change in healthcare by pairing medical students with local healthcare organizations to support a variety of administrative and strategic initiatives.

Groups of four to five Second Opinions members work together on discrete projects for four months at a time, tackling problems in areas ranging from clinical workflow analysis to healthcare and not-for-profit economics. Current projects include helping one local community clinic improve its mammogram referral network and assisting a second clinic in the creation of an equitable sliding scale payment system for uninsured patients. While our projects are based on set timelines, we establish follow-up procedures in which we continue working with clients on emerging issues. This continuity-of-care approach is crucial across all levels of healthcare and is what drew many of us to medicine in the first place.

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Second Opinions shines brightest in its work to improve outcomes for underserved populations. Amid rising costs and legislative volatility in healthcare, Free and Charitable Clinics (FCCs) as well as Federally Qualified Health Centers (FQHCs) have led the way in providing accessible care to underinsured or uninsured Americans. To help them overcome their greatest obstacles, quantifying community impact and obtaining funding, our group recently created a reimbursement valuation tool to determine the monetary and quality-adjusted life years (QALY) values of services provided by free clinics as well as the value of appropriately averted emergency department visits.

The impact of our valuation tool started locally but soon gained national traction. First, we presented to the Illinois Association of Free and Charitable Clinics, a cluster of just over 40 FCCs. Soon, our team was presenting to board members of the National Association of Free and Charitable Clinics, an organization of over 1,400 FCCs. This information has important implications for how healthcare resources get distributed, and our work quantifying averted downstream costs and disease strengthened the case for investing in these providers.

System-level change does not have to occur on a national scale. The work can start by aiding a local women's health clinic in the transition from paper records to an efficient electronic health record system so that more underrepresented Chicagoans can be seen each day. It can be performing community health needs assessments for neighboring clinics that operate in Chicago's West and South Sides, or even helping our own institution expand the reach of its pediatrics mobile health program.

Through experiences like this, our medical student members learn how to effect change on system-level healthcare issues and leave empowered to help both individual patients and the systemequipped to care for the forest and the trees. The problems we face are complex and open-ended, and our members are challenged to find ways to measure system performance and enact change through policy, workflow improvements, and clinical protocols that benefit entire patient populations, particularly underserved ones. This is a tall order, but as medical students, our advantage is that we are always intimately observing from the inside with a fresh perspective and a passion for creative innovation.

Our members grew up in an era marked by healthcare disparities and inefficiencies. The dysfunction of our American healthcare system is broadcast to us throughout medical school. We are ready to innovate, and we believe physicians should always have a seat at the table when it comes to improving the healthcare system and operating the business of healthcare. Our members are eager to provide actionable recommendations and create solutions to problems that burden the same underrepresented patients we hope to care for in clinics and hospitals throughout our careers. We also realize we have much to learn. Our members remain humble, ready to begin each project by listening for as long as it takes to adequately understand the scope of the issue at hand. Most of all, our members are creativeunafraid to invent solutions where there is no precedent to guide them.

We encourage medical trainees across the country to join in our efforts to promote community health through strategy work. There is space for anyone who is dedicated to community health to help, and we are excited to support others with this important work. System-level change is difficult but powerful, so help where you are needed and get creative. And if you need a Second Opinions consult, you know who to page.

Drs. Cecil Qiu, Liz Nguyen and Benjamin Peipert contributed to this article. All graduated from Northwestern University Feinberg School of Medicine. Qiu is a resident at Johns Hopkins University School of Medicine, Nguyen is a resident at Stanford University School of Medicine, and Peipert is a resident at Duke University School of Medicine.

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A different kind of consult: pro-bono community health consulting by med students - Modern Healthcare

‘These books shaped the practice of medicine’: VCU Libraries acquires large collection of rare medical texts, illustrations and documents – VCU News

By Brian McNeill

VCU Librarieshas acquired a treasure trove of thousands of rare medical books, manuscripts, silhouettes and prints, providing researchers with the opportunity to explore the history and evolution of medicine in its earliest printed form.

The collection of Joseph Lyons Miller (1875-1957) who practiced medicine in Thomas, West Virginia, while serving as medical director of the Davis Coal and Coke Co. and as surgeon to the Western Maryland Railroad Co. includes 2,250 books, published from 1500 to 1946; 78 silhouettes; 3,500 prints; as well as approximately 400 manuscript items, including correspondence, account ledgers, medical student notes and essays with a significant portion related to Virginia and Virginia physicians.

The Joseph Lyons Miller Collection contains remarkable first and second editions of books dating back to 1500, as well as prints and records, saidTeresa L. Knott, associate dean for VCU Libraries and director of theVCU Health Sciences Library. These books shaped the practice of medicine, nursing and public hygiene. Many are artifacts themselves offering beautiful illustrations, interesting printing techniques and insight into medical history.

Arthur L. Kellermann, M.D., senior vice president for VCU Health Sciences and CEO of VCU Health System, said he had a recent opportunity to see the Miller Collection and was struck by its beauty, historical significance and power.

I am proud and grateful for the team who worked so hard to bring the Miller Collection back to VCU Libraries, Kellermann said.

The acquisition is a homecoming for the collection, which Miller began building as a student at the University College of Medicine, which merged with the Medical College of Virginia in 1913 and was a precursor of the VCU School of Medicine.

In 1927, Miller formally offered to donate the collection to the Richmond Academy of Medicine on the condition that the organization would build a permanent home for it with a fireproof library. William T. Sanger, Ph.D., president of the Medical College of Virginia, proposed the institutions cooperate via a public-private partnership that led to the construction of the Richmond Academy of Medicines first permanent facility at 1200 E. Clay St., built in tandem alongside and connected to VCUs health sciences library that opened in 1932. The collection was available in the building for 56 years, until it was relocated in 1988 to the Virginia Historical Society, now the Virginia Museum of History and Culture.

Its exciting to see the collection return to the corner of 12th and Clay streets, Knott said.

Until 33 years ago, the Miller Collection was available to VCU Libraries personnel who helped organize and present the collection, through the double doors connecting the library and the Richmond Academy of Medicine building, now the Wright Center for Clinical and Translational Research, she said. Most importantly, Health Sciences Library special collections materials were acquired based on having the Miller Collection readily accessible. The collections complement each other like two interlocking pieces.

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'These books shaped the practice of medicine': VCU Libraries acquires large collection of rare medical texts, illustrations and documents - VCU News

17th Symposium on COVID-19: What Have We Learned? How Can We Use What We Have Learned? – Touro College News

An online webinar, the 17th Coronavirus (COVID-19) Symposium is sponsored byNew York Medical Collegeof the Touro College and University System. Continuing Medical Education credits are available upon request.

A presentation by the Center for Disaster Medicine of New York Medical College of the Touro College and University System.

by Edward C. Halperin, M.D., M.A.Chancellor and CEO, Professor of Radiation Oncology, Pediatrics and History, New York Medical College | Provost for Biomedical Affairs, Touro College and University System

byRobert Amler, M.D., MBADean, School of Health Sciences and Practice, Vice President for Government Affairs, New York Medical College | Former Regional Health Administrator, U.S. Dpartment of Health and Human Services | Former Medical Epidemiologist, Centers for Disease Control and Prevention (CDC)

by Marisa A Montecalvo, M.D.Medical Director, Health Services, New York Medical College | Infectious Disease Specialist

byMill Etienne, M.D., M.P.H., FAAN, FAESVice Chancellor for Diversity and Inclusion, Associate Dean for Student Affairs, Associate Professor of Neurology and Medicine, School of Medicine House Advisory Dean, New York Medical College

byTami Hendriksz, DO, FACOP, FAAPDean and Chief Academic Officer, Professor of Pediatrics, Touro University California College of Osteopathic Medicine

byDaniel ShallitDirector of Global Store Development for New York City, Long Island and New Jersey, Starbucks and Princi Italian Bakery Real Estate/Development | Co-Chair of the Real Estate Entrepreneurship Advisory Board, Touro College Graduate School of Business

Hosted by Alan Kadish, M.D.Cardiologist | President, Touro College and University System | President, New York Medical College

Responses will be provided to the questions submitted in advance of the webinar. Questions may be submitted tocovid19updates@touro.edu

Register in advance for the webinar

This meeting has been approved for 1.5 CME credits by the Office of Continuing Medical Education, New York Medical College free of charge as a community service to our Healthcare Providers.

Accreditation Statement:New York Medical College is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians.

Target Audience:Hospital-based physicians; Community physicians; Nurses; Pharmacists; Medical Students; Residents/Fellows; Public Health; Other Healthcare Providers; and Press.

Credit Designation:The New York Medical College designates this live activity for a maximum of 1.5AMA PRA Category 1 Credits. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Disclosure Statement:All activity faculty and planners participating in continuing medical education activities provided by New York Medical College are expected to disclose to the audience any significant support or substantial relationship(s) with commercial entities whose products are discussed in their presentation and/or with any commercial supporters of the activity. In addition, all faculty are expected to openly disclose any off-label, experimental, or investigational use of drugs or devices discussed in their presentations.

Commercial Support:There is no outside funding for this activity.

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17th Symposium on COVID-19: What Have We Learned? How Can We Use What We Have Learned? - Touro College News

Dr. Bruce T. Liang Named Interim CEO of UConn Health – UConn Today – UConn Today

On Thursday, Jan. 27 the UConn Health Board of Directors held a special meeting to endorse the Universitys appointment of Dr. Bruce T. Liang as UConn Healths Interim CEO and Executive Vice President of Health Affairs. His appointment is effective Feb. 1.

He will serve as successor to Dr. Andrew Agwunobi, CEO of UConn Health since 2015, who will assist with the transition until he leaves later in February for a new position in private industry.

I am humbled and honored to be asked to serve as the Interim CEO of UConn Health and with the privilege to work with our Interim President Dr. Radenka Maric, Liang told the board.

Liang is an internationally recognized cardiovascular physician-scientist and national leader in academic medicine. He will continue to serve as dean of UConn School of Medicine and the Ray Neag Distinguished Professor of Cardiovascular Biology and Medicine. Liang first joined UConn Health in 2002 as a physician-scientist faculty member and was appointed dean of the medical school in 2015. As dean he has led to new heights UConns advancement of medicine, medical education, and research.

The board has come to know Dr. Liang over the last many years. We know of his great talent, vision and commitment to the mission of the medical school as well as UConn Health, said Sanford Cloud, Jr., chairman of the UConn Health Board of Directors. He is well-qualified to be named interim executive vice president.

Liang shared his excitement to have the opportunity to work more broadly with such excellent leaders at UConn Health and its Schools.

I hope to fulfill the great potential and promise of UConn Health, Liang said. We will strive to advance the very positive trajectory in our tripartite missions of excellence in quality and safety of clinical care, of continuing growth as the single-largest source of physicians, dentists, surgeons, and public health experts for the state of Connecticut. Also, continue to grow as a science and innovation hub in collaboration with our colleagues at UConn Storrs, the School of Dental Medicine, and our close partner The Jackson Laboratory.

We will also advance the missions of community collaboration with our faculty, staff, and students who provide valuable volunteer services ranging from vaccination collaborations with community healthcare workersto serving the underserved communities.

During the special meeting, Cloud also thanked departing CEO Agwunobi for his exemplary service to UConn Health.

Andy, we all want to thank you for your outstanding leadership over the last several years. You have led the transformation of UConn Health in every way, including its growth. You have been an extraordinary leader. We wish you the very best, said Cloud.

Andy leaves behind a very, very powerful legacy here, said UConn Board of Trustees Chairman Daniel Toscano.

I am grateful to Dr. Andy for his transformative leadership at UConn Health, Liang said.

In 2021, Liang led the School of Medicines 50th anniversary celebration of its generational community impact in producing five decades of new physicians, surgeons, scientists, and community leaders to serve the state of Connecticut and beyond while increasing diversity and health equity in academic medicine. In fact, U.S. News & World Report has named it as one of the 10 most diverse medical schools in the nation, as 23% of its student body are from underrepresented groups in medicine.

Under Liangs leadership the medical school has received record-breaking research grant funding of over $100 million year after year. He also has overseen the schools successful implementation of a new-age, team-based and patient-centered four-year curriculum since 2016, better preparing future physicians for the rapidly evolving health care field. In fact, UConn was the first medical school in the nation to eliminate lectures, and continues to offer early, hands-on clinical care exposure at the very start of medical school, along with the integration of basic sciences education. The school also has completed several successful LCME accreditation surveys under Liangs leadership, and is highly ranked nationally among public medical schools as No. 30 in primary care and No. 31 in research by U.S. News & World Report.

As an active researcher, Liangs cutting-edge translational research contributions have advanced scientific knowledge about heart disease. His research has been continuously funded since 1986 by the NIH, the American Heart Association, and the US Department of Defense. He is widely published in the areas of cardiac myocyte, intact heart biology, and heart failure translational research. His latest research investigations have developed a new potential medication for advanced heart failure patients. This research, jointly performed with scientists at the NIH, has received patents from the United States and European Union.

Liang is a fellow of the American Association for the Advancement of Science (AAAS), American College of Cardiology, and the American Heart Association, and is an elected member of the American Society for Clinical Investigation, the Association of University Cardiologists, the Council on Clinical Cardiology and Basic Cardiovascular Sciences, and the Connecticut Academy of Science and Engineering. He has been consistently named one of Americas Top Doctors and Best Doctors in America for cardiovascular disease care.

Prior to joining UConn Health in 2002, for 13 years he served the University of Pennsylvania School of Medicine as associate professor of medicine and pharmacology. Liang received his bachelors degree from Harvard in biochemistry and molecular biology and his medical degree from Harvard Medical College. He completed his internal medicine internship and residency training at the Hospital of the University of Pennsylvania and cardiology fellowship training at Brigham and Womens Hospital and Harvard Medical School.

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Dr. Bruce T. Liang Named Interim CEO of UConn Health - UConn Today - UConn Today

UMass Chan Medical School offering $25 gift cards for participation in COVID at-home test study – MassLive.com

People taking at-home COVID-19 tests now have the chance to get paid for it thanks to a University of Massachusetts Chan Medical School study.

The study will look at the performance of new at-home tests, according to Sarah Willey, a spokesperson for the school.

Researchers are hoping to enroll 1,300 participants, to obtain a minimum number of results that test positive for disease, she said.

Participants will have to download the MyDataHelps app, answer questions and perform three types of COVID-19 tests at home over one to two days, according to Willey.

The tests will be provided at no costs and once participants use them, they will have to mail their sample to a lab for PCR testing.

Once all the steps are completed the participants will be provided with a standard $25 gift card, Willey said.

Anyone in the U.S. over the age of two can participate, except those in Arizona due to lab limitations.

Participants will receive their results two to five days after shipping, according to Willey.

The study is part of the RADx digital Independent Test Assessment Program (ITAP), which helps researchers confirm the performance of new rapid antigen testing, as they seek to bring more high-quality tests to market, Willey said.

UMass Chan researchers have also evaluated the impact of the SayYes! COVID Test program in Michigan where 500,000 free at-home rapid antigen tests were distributed to residents of Ann Arbor and Ypsilanti in the summer of 2021.

According to the study, which has not been peer-reviewed, during the delta variant surge two months after the program, infection rates were significantly lower in the cities that received the at-home tests.

Its clear that at-home rapid antigen tests are useful, and they have tremendous value at an individual level in terms of how people decide to live their lives in the pandemic, but also provide invaluable information to experts at a population health level, Dr. Apurv Soni, assistant professor of medicine at UMass Chan and principal investigator on the study.

Soni is also the principal investigator for this latest at-home test study.

Anyone interested in participating can download the MyDataHelps app to sign up.

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UMass Chan Medical School offering $25 gift cards for participation in COVID at-home test study - MassLive.com

FTC announces settlement with for-profit medical school alleged to have engaged in deceptive marketing – Consumer Finance Monitor

The FTC has announced a stipulated order of judgment in a lawsuit that it recently filed against Saint James School of Medicine, a for-profit medical school located in the Caribbean, together with its operator and financiers. The $1.2 million judgment will be used toward refunds and debt cancellation for students who financed their education within the past five years.

In its complaint, the FTC alleged that Saint James and its operators violated the FTC Act, the TSR, the Holder Rule, and the Credit Practices Rule. The FTC specifically alleged that Saint James lured consumers with false guarantees of student success, and made false or unsubstantiated representations regarding potential students likelihood of matching into residency programs upon graduation The FTC further alleged that the Defendants financing contracts contain language attempting to waive consumers rights under federal law and omit legally-mandated disclosures.

According to the FTC, Saint James misrepresented the Medical License Exam Pass Rate, claiming 96.77% FIRST TIME USMLE STEP 1 PASS RATE. The FTC alleged that since 2017, only 35% of Saint James students who have completed the necessary coursework passed the USMLE Step 1 exam. The FTC also alleged that Saint James misrepresented the residency match rate, the percentage of medical school seniors who are accepted for residencies, stating Saint James falsely advertised their residency match rate was 83% (since 2018, the average match rate for Saint James students has been 63%).

With regard to Saint James financers, the FTC alleged that the financing contracts did not include federally required language under the Holder Rule and failed to provide the cosigners with the required Notice to Cosigner.

The proposed judgment also requires Saint James and its co-defendants to request tradeline deletion from consumer reporting agencies for Saint James students who financed their education through the corporate defendants within the past five years. The judgment prohibits Saint James and its financers from continuing the alleged misrepresentations and engaging in further violations of law. Additionally, the judgment permanently restrains and enjoins the defendants from extending credit to a consumer unless the Notice to Cosigner Disclosure [] has been given to the cosigner prior to becoming obligated.

In response to the FTCs announcement of the proposed judgment, the director of Saint James issued a statement explaining the schools decision to enter into a settlement despite its strong disagreement with the FTCs approach. The director stated:

[W]e did not want a lengthy legal process to distract from our mission of providing a quality medical education at an affordable cost. However, we have added additional language and clarifications any time the USMLE pass rate and placement rates are mentioned. We are committed to being an industry leader for transparency and accountability and hope that our efforts will lead to lasting change throughout the for-profit education industry.

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FTC announces settlement with for-profit medical school alleged to have engaged in deceptive marketing - Consumer Finance Monitor

Should medical errors be criminalized? This Fort Worth medical school offers another way – KERA News

Vanderbilt nurse RaDonda Vaught was chatting with a mentee the day after Christmas in 2017 when she typed the first two letters of her patients prescription into the drug cabinet monitor: V-E.

She wanted Versed, a sedative to help the 75-year-old patient a woman hospitalized for a brain bleed relax before her final scan. Instead, she selected vecuronium, a drug that causes paralysis. Vecuronium was Vaughts top search result, and she didnt check the label before administering it.

Within the hour, her patient had no pulse. In fewer than 12, she had died. Later, the patients medical examiner report would identify her cause of death: acute vecuronium intoxication, an error for which Vaught would, just last month, be criminalized.

In the decades since patient safety surfaced as a research priority, no official count of accidental patient deaths exists, but some experts estimate the number in the U.S. could be in the hundreds of thousands each year. The system is not improving, said Lillee Gelinas, a nurse and course director for patient safety at the Texas College of Osteopathic Medicine. And you have to back up and say, Why?

Since 2019, before Vaughts conviction swept national headlines, Gelinas and her colleagues at the medical school have worked to answer that question. One solution, she said, is academic which is why, in 2020, the Texas College of Osteopathic Medicine became the only medical school in the world to require its students to take the internationally recognized Certified Professional in Patient Safety exam.

At the end of the day, we are committed to developing safe providers of the future, she said. Its our responsibility and accountability to our community.

An epidemic of preventable harm

The second chapter of the seminal report, To Err is Human: Building a Safer Health System begins somberly: Health care is not as safe as it should be.

The 1999 report, published by the organization now known as the National Academy of Medicine, estimated that as many as 98,000 hospitalized Americans die each year from medical errors. The insights galvanized the patient safety movement as we know it today, Gelinas said.

More recent studies expand those estimates. In 2016, an analysis from Johns Hopkins University School of Medicine suggested that number could be more than 250,000 people each year, making medical error the third leading cause of death in the U.S. before the pandemic.

The uncertainty comes, in part, from the continued lack of a nationwide reporting system, which the To Err is Human report recommended. By 2015, just over half of the states, including Texas, required hospitals but not necessarily clinics or outpatient providers to report preventable harm.

The bottom line: The amount of preventable harm and death is too many, Gelinas said. Her boss and the dean of the Texas College of Osteopathic Medicine, Dr. Frank Filipetto, calls it an epidemic.

Were carrying germs from patient to patient

Dr. Conner Reynolds was scribing for an emergency room physician in Waco when he noticed the physicians smartphone.

He would remove it from his pocket for every patient, calculating risk scores and checking treatment options first for the diarrhea patient, then the stroke patient, then the heart attack patient. Following protocol, the physician would wash his hands in between, but he didnt clean his phone.

Were carrying germs from patient to patient, Reynolds pointed out. He and the physician looked at each other. Is this OK? Is this something we need to consider?

The question led Reynolds, who was in college at the time, to pursue a research study on health care student cell phone use when he enrolled at the Texas College of Osteopathic Medicine. The results reflected his physicians behavior: Overall, health care students were likely to use their phones in the restroom and wash their hands afterward; however, they cleaned their phones less than once a week.

Reynolds, along with Gelinas, presented the research at the Institute for Healthcare Improvements national conference in late 2018. There, he learned about the Certified Professional in Patient Safety credential, an accolade that could only be earned by health professionals with three to five years of direct clinical experience under their belts.

The criteria excluded medical students, who typically start clinical rotations in year three and therefore wouldnt be eligible to sit for the exam until at least their second year in residency.

And we all sort of sat down and asked ourselves, Why in the world would we want to send providers out into health care, let them learn bad habits and then, five years later, teach them the right way to do things? Reynolds remembers.

He calls it a Eureka moment, and it aligned with the hiring of Filipetto, a staunch patient safety advocate, as dean of the medical school.

Tools to identify when theres problems in the system

The day after Filipetto had his tonsils removed as a 6-year-old, he felt something strange in the back of his throat. It was a piece of gauze, unintentionally left behind, and he started choking on it.

That was terrifying, he remembers. My parents didnt know what to do. Luckily, I was able to cough it up after a minute or two, but that was what we would call a near-miss.

Years later, when he was applying to become dean, patient safety was part of his platform. We know that people make mistakes. Theyre not intentional, he said. Its impossible to prevent human error, but how do we create a system whereby the system either catches that or where bad outcomes dont occur?

The patient safety component was part of a larger curriculum shift Filipetto had advocated: the inclusion of health systems science to a traditional spate of courses like anatomy and clinical skills. Health systems science takes a birds-eye view of health care delivery, requiring a critical look at how health professionals work together.

You want a (medical) student thats a systems thinker, that doesnt just think siloed You also want somebody that has an open mindset, said Dr. Janet Lieto, who directs the health systems science curriculum at the medical school.

After the Eureka moment, Lieto and Gelinas set to work creating a patient safety course for the schools medical students. Their first priority: collaborating with the Institute for Healthcare Improvement, an organization that provides educational resources for the Certified Professional in Patient Safety exam.

To prove that medical students could, indeed, pass the exam before three years of clinical experience, they received permission from the Certification Board to pilot a patient safety course with 10 students nine of whom passed the exam on the first try. The national average is 70%.

Texas College of Osteopathic Medicine

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Once the Institute for Healthcare Improvement and the Certification Board gave the go-ahead, the college received the necessary approvals to incorporate patient safety into the schools curriculum. Less than two years after the Eureka moment, in July 2020, the Texas College of Osteopathic Medicine became the only medical school in the world that requires its students to take the patient safety certification exam before graduating.

The Institute for Healthcare Improvement tracks data on every person who has passed the exam, a spokesperson told the Fort Worth Report. She confirmed the Texas College of Osteopathic Medicines globally unique status.

On the institutes website, Texas list of certified professionals vastly overshadows that of other states. After nearly 500 medical students have taken the patient safety course, the schools pass rate is 98%.

The course itself spans just two weeks, about eight hours a day, during a medical students third year, Gelinas said. The cost to each student, which covers the training materials and the exam, is about $900. When they pass the exam, students can add C.P.P.S. to their white coats.

When Reynolds, who passed the exam in 2021, applied for residency programs, the initials came up again and again in his interviews. Now, as a resident at JPS Health Network, hes helping his colleagues develop safer systems to protect their patients.

The initials after the name isnt the most important thing, Lieto said. The most important thing is giving them those tools to identify when theres problems in the system.

We can eliminate preventable death

Charlene Murpheys head ached when she checked into the emergency room at Vanderbilt University Medical Center in Nashville, Tennessee. It was Christmas Eve 2017, and Murphey had been shopping earlier that day, according to a Centers for Medicare & Medicaid Services report.

The 75-year-old lived about 30 miles away, in a suburb called Gallatin, and had had her share of health troubles: Guillain-Barre syndrome, lupus and breast cancer, but her prognosis looked hopeful. A CT image revealed bleeding in her brain, but her condition improved, and by Dec. 26, she was almost ready to leave. Before her final scan, Murphey mentioned she was claustrophobic, and her physician prescribed Versed to calm her nerves.

Months after Murphey died from vecuronium intoxication, the Centers for Medicare & Medicaid paid Vanderbilt University Medical Center a surprise visit.

Inspectors found the hospitals policies lacked guidance about when and how to monitor patients after administering high-alert drugs like vecuronium. The report also determined the hospital lacked adequate safety measures to prevent providers from accidentally acquiring such medicines from the drug cabinet. Finally, the hospital had not reported the error to the Tennessee Department of Health, a requirement by state law.

So when people talk about safety, I worry that they just see that (Vaught) made this mistake, Lieto said. You have to ask why and when you come down to it, its usually a system error or a process error in addition to a human error. And thats the piece that people forget about.

Vaughts criminal conviction in late March undercuts a key component of patient safety, Gelinas said: Just culture, or an environment where people feel safe to discuss mistakes without fear of punishment. This one case, the criminalization of medical error, has really put a chilling effect on a lot of the progress that weve made, she said.

A patient safety course like the one at the Texas College of Osteopathic Medicine acknowledges that, while people make mistakes, good systems can prevent bad outcomes. Gelinas hopes more and more medical schools come to adopt a similar strategy; she and Lieto are scheduled to present their success at the Institute for Healthcare Improvements Patient Safety Congress in May.

So long as it involves humans, health care will never be free of errors, she said. But it can be free of preventable death.

Whats the problem?

Although no official count of accidental patient deaths exists, some experts estimate the number in the U.S. could be in the hundreds of thousands each year.

Whats a possible solution?

Since 2020, the Texas College of Osteopathic Medicine has required its medical students to take a patient safety course and the Certified Professional in Patient Safety exam before graduating. The requirement involves a collaboration between the school and the Institute for Healthcare Improvement.

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Should medical errors be criminalized? This Fort Worth medical school offers another way - KERA News

New exhibit takes Urban Arts Space visitors ‘Behind the White Coat’ – Columbus Alive

Elizabeth Auckleys early interest in science convinced her she wanted to become a doctor, but she also loved visual art. Auckley took painting classes in high school, and in college at Ohio State, she added an art history major while taking pre-med courses. It scratched the arts itch a bit, but she didnt create anything herself duringthose undergrad years.

Auckley remained at Ohio State for medical school, and it was there she discovered Humanism in Medicine, a student-led organization that recognizes the humanities as an essential part of medical practice studies.

I think medicine is an art in itself, so having some kind of artistic background, it really becomes part of your medical practice, said Auckley, a third-year student at OSUs College of Medicine. Thinking about medical education, it's such a jam-packed four years, and there's a lot to learn here. It's a very rigorous curriculum, so there's always the argument that if you're adding in humanities education, are you taking out some valuable science portion?

A lot of the 20th century medical education ideas about medicine removed the humanities aspect and just focused on diseases as an organ system, separating the personalization of disease. Now, we think that really was not the right way to do things. So the focus of the 21st century is moving medicine back to more of a balance keeping the humanities side of personalization and deconstructing the hierarchy of the physician-patient relationship.

Through Humanism in Medicine, Auckley met Phillip Anjum, a fourth-year medical student, videographer and photographer. Anjum approached Auckley with a collaborative concept. His idea was to take portraits of our classmates in a setting outside of medicine, showing how they like to spend their time, what they identify with as a person, not as a medical student, said Auckley, who would then add paint to Anjums canvas-printed, black and white photos. "He wanted me to paint the color back in over the prints as a symbol of the personalization and the complexity of each person, really highlighting who they are outside of medicine.

From 2020 through March of 2022, Auckley and Anjum worked together on the project, and today (Tuesday, April 26), theircollaboration debuts at OSUs Urban Arts Space Downtown. Titled Behind the White Coat, the exhibition runs through May 7.

Anjum and Auckley wanted to use translucent layers of paint, a technique that usually calls for watercolor, which doesnt work well on canvas. So instead, Auckley tried a new method of thinning oil paint to create a similar effect. I ended up putting washes on each portraitin the style of watercolor, but with oil paint, she said. There's an old saying that your painting is only as good as the drawing. Painting is really my love; I'm OK at drawing, but it's not what I love to do. This project took away the drawing aspect. I was basically given a stencil Phil's beautiful photographs.

The project also gave Auckley newfound confidence and a reignited fire for making art, even during medical school. I really didn't think that I would come back to art [now]. I thought it probably would be later down the line when I have more time in my career or when I retired, she said. Having it in a gallery like this is unimaginable. … I'm glad I got some courage built up in me to do it.

Auckley also hopes the exhibition, and the ideas behind it, can benefit other students and the medical profession as a whole. Physician burnout and stress a lot of that arcs back to how your medical school experience was, she said. We hope that by showing these portraits, we can encourage people to live their lives as who they are and still enjoy their hobbies and their personal lives and families and friends, and realize that's a part of everyone's lives and not something that you have to hide.

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New exhibit takes Urban Arts Space visitors 'Behind the White Coat' - Columbus Alive

Perelman School of Medicine 2022 Teaching Awards | University of Pennsylvania Almanac – Almanac

Perelman School of Medicine 2022 Teaching Awards Deans Award for Excellence in Clinical Teaching (at an Affiliated Hospital)

The Deans Award for Excellence in Clinical Teaching was established in 1989 to recognize clinical teaching excellence and commitment to medical education by outstanding faculty members from affiliated hospitals. One or more Deans Awards are given annually, the recipients being selected on the advice of a committee composed of faculty and students.

Judd Flesch is an assistant professor of clinical medicine in the department of medicines division of pulmonary, allergy, and critical care. He graduated from the Perelman School of Medicine in 2006 and subsequently completed his internal medicine residency, chief residency, and pulmonary/critical care fellowship at the Hospital of the University of Pennsylvania. During his fellowship, he also served as the Mayock Chief Fellow. He joined Penns faculty in January 2014 and has served as an associate program director of the Internal Medicine Residency Program and site director at Penn Presbyterian Medical Center (PPMC) for the past eight years. In addition to overseeing clinical rotations at PPMC, Dr. Flesch also oversees the mentorship program for residents. He is passionate about clinical teaching, working with residents, fellows, and medical students in both inpatient and outpatient settings. In addition to his educational roles, Dr. Flesch is active in clinical operations leadership at PPMC, serves on the department of medicine Professionalism Committee, and is the co-director of the Penn Medicine Program for LGBTQ Health.

Temitayo Ogunleye is an associate professor of clinical dermatology and the associate director of diversity, equity, and inclusion in the department of dermatology. She received her medical degree from the Perelman School of Medicine, completed her residency training in dermatology at the University of Michigan, and trained at the University of Pennsylvania as a clinician educator fellow to further her interests in medical education and develop her current niches of skin color and hair disorders. Dr. Ogunleye received a masters degree in healthcare innovation from Penn in 2021 and was appointed as medical director of the dermatology clinic at the Perelman Center for Advanced Medicine in January 2022. She plays an active role in medical education, interacting with both medical students and residents in her clinics and on inpatient consultations at Penn Presbyterian Medical Center. She is a member of her departments Clinical Competency Committee and serves as a GME Ombudsperson. She is also a faculty leader of the Faculty Forums committee of the Alliance of Minority Physicians, a resident-led organization comprised of residents, fellows, and attending physicians who are underrepresented in medicine and committed to creating a diverse workforce. A former trainee commented, (she) is simply the best. She is kind, courteous, charismatic. She is a great teacher andI love working with her.

Carla R. Scanzello is an associate professor of medicine in the division of rheumatology at the Perelman School of Medicine, and section chief of rheumatology at the Corporal Michael J. Crescenz VA Medical Center (CMCVAMC) in Philadelphia. Dr. Scanzello received her medical and graduate degrees from Temple University School of Medicine in Philadelphia, completed her residency training at New York-Presbyterian/Weill Cornell Medical Center, and her rheumatology fellowship at the Hospital for Special Surgery in New York. She joined Penn and the CMCVAMC in 2013, where she established a laboratory focused on osteoarthritis therapeutic development within the Translational Musculoskeletal Research Center, which she now co-directs. In addition to her research pursuits, she is dedicated to education of clinical trainees. She regularly supervises rheumatology fellows in their weekly VA clinics and participates as a faculty member in PSOMs Cell & Tissue Biology and Mechanisms of Disease and Therapeutic Interventions courses. She teaches medical students and trainees from multiple specialties and primary care rotating through the rheumatology clinics at the CMCVAMC. This includes bedside teaching within the CMCVAMC Multi-Disciplinary Osteoarthritis Clinic, which she co-established. In partnership with colleagues in endocrinology and radiology, she co-organizes quarterly conferences in metabolic bone disorders for trainees at the CMCVAMC. In all these settings, she encourages trainees to set educational goals for themselves to foster a lifetime of self-directed learning and to collaboratively engage colleagues from other specialties to optimize inter-disciplinary care for patients. As former trainees have commented, Dr. Scanzello is an outstanding teacher. She regularly helps fellows develop learning goals and then revisits these to check in on progress. I appreciate that she takes into account my learning goals and actively incorporates these into her teaching styleShe is a great role model as a rheumatologist.

Nicole Washington is an assistant professor of clinical pediatrics within the department of pediatrics at the Perelman School of Medicine and an attending physician with the division of general pediatrics at the Childrens Hospital of Philadelphia (CHOP). Dr. Washington received her BA in Spanish and her medical doctorate from the University of Virginia. She completed her pediatric residency training at CHOP. After completing her residency, she served as a pediatric chief resident for the hospital and the pediatric residency program. Dr. Washington remains active in the pediatric residency program, serving as one of the associate program directors and an integral member of the Intern Selection Committee; she also is currently the chair of the American Board of Pediatrics Education and Training Committee. Dr. Washington is one of the faculty mentors of the Alliance of Minority Physicians, a resident-led organization at CHOP comprised of residents, fellows, and attending physicians who are underrepresented in medicine and committed to creating a diverse workforce. Dr. Washington has mentored countless residents, medical students, and undergraduate students with a strong dedication to ensuring their personal and professional growth. Dr. Washington is also committed to her own professional growth and improvement, and is currently enrolled in the College of Liberal & Professional Studies Master in Organizational Dynamics Program. She plans to share this new knowledge and growing expertise with her trainees to further their leadership development.

This award was established by the department of anesthesia in 1984. As a pioneer in the specialty of anesthesia and chair of the department from 1943 to 1972, Dr. Dripps was instrumental in the training of more than 300 residents and fellows, many of whom went on to chair other departments. This award is to recognize excellence as an educator of residents and fellows in clinical care, research, teaching, or administration.

David Aizenberg is an associate professor of clinical medicine in the division of general internal medicine. He came to Penn in 2007 as an intern and stayed on to complete his residency and a chief resident year. He then joined the faculty and continued to have an active role within the internal medicine residency. Dr. Aizenberg enjoys optimizing learning environments and has led several educational innovations, including transitioning the program into a block scheduling system and designing and implementing a theme-based ambulatory curriculum. In 2018, Dr. Aizenberg left Penn to lead the Drexel/Hahnemann University Hospital internal medicine residency as its program director. During the unexpected closure of Hahnemann, Dr. Aizenberg advocated on behalf of all the residents and fellows impacted by this crisis and helped them to find receiving programs. Dr. Aizenberg returned to Penn in 2020 and joined the GME leadership team as director of assessment and professional development. In this role, he helps programs improve their assessment systems and coaches struggling housestaff. Dr. Aizenberg continues to be clinically active in outpatient primary care and the inpatient wards at PPMC.

Created in 1987 by the Blockley Section of the Philadelphia College of Physicians, this award is given annually to a member of the faculty at an affiliated hospital for excellence in teaching modern clinical medicine at the bedside in the tradition of William Osler and others who taught at Philadelphia General Hospital.

Sean Harbison is a native Philadelphian, having spent almost his entire education and professional career within blocks of Broad Street. After earning his BA in biology from LaSalle College, Dr. Harbison attended Temple University School of Medicine and completed general surgery training at the Graduate Hospital and at Memorial Sloan Kettering Cancer Center in New York. He has served as a faculty attending surgeon and professor of surgery at Graduate Hospital, Temple University Hospital and, most recently, in the department of surgery at the Perelman School of Medicine, where he focuses on educational roles at each institution. For the past 8 years he has served as an associate clerkship and sub-internship director in the department of surgery, and he recently earned a masters degree in medical education from Penn. He has had his teaching prowess recognized by multiple teaching awards, including induction into AOA Medical Honor Society (2005), three Penn Pearl Awards (1995, 2017, 2021), and the Deans Award for Clinical Teaching (1997). A former student stated, I hope to emulate your style with patients and students when Im a physician: Thank you for making me feel like a valued team-member and [for] an inspired learning experience.

This award was established in 1981 as a memorial to Leonard Berwick by his family and the department of pathology. It recognizes a member of the medical faculty who in his or her teaching effectively fuses basic science and clinical medicine. It is intended that this award recognize persons who are outstanding teachers, particularly among younger faculty.

Katharine Bar is an assistant professor of medicine in the division of infectious diseases and a physician-scientist studying novel approaches to HIV prevention and cure. Her translational research program fuses a virology laboratory studying the basic mechanisms of viral pathogenesis with clinical trials of HIV and SARS-CoV-2 interventions. Dr. Bar is an engaged teacher in both her clinical and research roles at Penn and through her leadership in national scientific organizations. She precepts medical trainees and leads multiple small group sessions for medical students, internal medicine residents, and infectious disease fellows. She is also an active teacher of cell and molecular biology graduate students, for whom she co-directs a journal club format class centered on HIV. Through her laboratory, she serves as a formal mentor for multiple students and an informal mentor to many additional trainees, in particular women pursuing basic and translational research careers. Outside of Penn, she is known as a dynamic speaker who communicates complex concepts in an engaging manner. A physician-scientist trainee mentored by Dr. Bar wrote, Dr. Bar has consistently mentored me through graduate and clinical phases of my development as a physician-scientist, always reminding me of the duality of my training. I have witnessed Dr. Bars tailored mentorship of numerous friends who are graduate students, medical trainees, and budding physician-scientists. She assesses a mentees needs and meets them at their level. Her advice is honest, thoughtful, and based on her wealth of experience as a successful physician-scientist.

This award was established in 2000 by the Penn/VA Center for Studies of Addiction and the department of psychiatry. Scott Mackler is known for his excellence in teaching medical students, residents, post-doctoral fellows, nurses, and other Penn faculty in many different departments in the area of substance abuse.

Subhajit Chakravorty is an assistant professor of psychiatry at the Perelman School of Medicine and a staff physician at the affiliated Corporal Michael J. Crescenz Veterans Affairs Medical Center (CMCVAMC). He completed his medical school training at the University College of Medical Sciences, Delhi, India. He trained in psychiatry at the University of Pittsburgh and completed his sleep medicine training and a master of science in translational research at the University of Pennsylvania. In addition, he completed his addiction research and clinical care fellowship at the affiliated CMCVAMC. He is certified in psychiatry, sleep medicine, and addiction medicine. He attends to patients in sleep medicine at the Hospital of the University of Pennsylvania and addiction psychiatry at CMCVAMC.

His program of research focuses on developing personalized treatment interventions for insomnia comorbid with alcohol use disorder and their underlying mechanisms for change. Additionally, he is interested in understanding how alcohol use interfaces with sleep-related disorders.

The Deans Award for Excellence in Basic Science Teaching was established in 1988 to recognize teaching excellence and commitment to medical student teaching in the basic sciences. One or more Deans Awards are given annually, the recipients being selected on the advice of a committee comprised of faculty and students.

Rahul Kohli is an associate professor of medicine in the division of infectious disease, with a secondary appointment in the department of biochemistry and biophysics. Dr. Kohli obtained his MD and PhD from Harvard Medical School, after which he completed his internal medicine residency at Penn and his post-doctoral fellowship and clinical infectious disease training at Johns Hopkins University. The chief objective of his research group has been to probe DNA modifying enzymes and using approaches rooted in enzymology and chemical biology. The enzymes targeted by his groups studies catalyze the purposeful modification of the genome and are central to host-pathogen interactions or to epigenetics. Dr. Kohlis work has been recognized through support from the Burroughs Wellcome Fund, the Doris Duke Foundation, the Rita Allen Foundation and an NIH Directors New Innovator Award, among others. He has been elected to the American Society for Clinical Investigators (ASCI) and has received the American Chemical Society (ACS) Pfizer Award in Enzyme Chemistry. At Penn, Dr. Kohli is dedicated to the mission of training the next generation of physician-scientists grounded in basic science. Since 2014, he has served as an associate program director of the Penn MD/PhD program. His roles in the program include supporting combined degree students in the Biochemistry and Molecular Biophysics Graduate Group and being the course director for Topics in Molecular Medicine, a course aimed at introducing all first-year combined degree students to cutting edge basic science work with medical implications.

This award was established in 1997 to recognize outstanding teaching by allied health professionals (e.g.; nurses, physicians assistants, emergency medical technicians). The recipient is selected on the advice of a committee composed of faculty and students.

Michelle Jackson has nearly 15 years of experience as a clinician working in the field of individual, couple, and family therapy. She holds a BA in womens studies and philosophy from Temple University and an MSS in clinical social work from the Bryn Mawr College Graduate School of Social Work and Social Research. Currently, Ms. Jackson is an attending faculty member in the Psychiatry Residency Assessment Clinic for third-year residents at Penn. She adds family and systems perspectives to the overall discussion of patients presenting for care and also ensures that residents consider race, gender, sexual orientation, social class, and cultural background for all of their new and on-going patients. Ms. Jackson was on the clinical faculty of the Center for Couples and Adult Families in the department of psychiatry at Penn Medicine until 2019. In that position, she collaborated with the clinical director and other colleagues to provide therapy for a wide variety of family life cycle transitions, adjustment and mood disorders, and relationship concerns. In addition to her work at Penn, Ms. Jackson has been a valued instructor for undergraduate, graduate, and post-graduate students since 2014. She has taught in the department of psychology at Philadelphia University (now part of Thomas Jefferson University), in the Rutgers University School of Social Work, in the Couple and Family Therapy program at Thomas Jefferson University, and in the post-graduate certificate program at Council for Relationships. Known for her enthusiasm and dynamism in the classroom, Ms. Jackson is sought after as a student advisor, professional mentor, and clinical supervisor.

This award was established in 2015 to recognize clinical teaching excellence and commitment to medical education by outstanding housestaff. One award is given annually. The recipient is selected on the advice of a committee composed of faculty and students.

Stphane Vie Guerrier is a senior internal medicine resident at the University of Pennsylvania. She graduated from the Perelman School of Medicine in 2019. After she completes her residency in June of 2022, she will join Penns department of endocrinology as a fellow. She enjoys working alongside Penns hardworking and inquisitive medical students, who teach her unexpected lessons every day.

The Michael P. Nusbaum Graduate Student Mentoring Award was established in 2017 to honor Mikey Nusbaum as he stepped down from his role as Associate Dean for Graduate Education and director of Biomedical Graduate Studies.

Christopher Hunter is the Mindy Halikman Heyer Distinguished Professor of Pathobiology in Penns School of Veterinary Medicine. Dr. Hunter has been a mentor far beyond the borders of his own laboratory, through the T32 grant he leads, the courses he directs, and the regular connection with students across several graduate groups. Dr. Hunters thoughtful advice has guided several generations of biomedical graduate studies (BGS) students through their PhD education and beyond. His dedication to mentoring students and guiding them in reaching their scholarly potential exemplifies the type of scientist and mentor that Mikey Nusbaum represents.

The Jane M. Glick Graduate Student Teaching Award was established in 2009 by the Glick family in remembrance of Jane Glick and her dedication to the Biomedical Graduate Studies (BGS) programs.

Dan Beiting is an assistant professor of pathobiology in Penns School of Veterinary Medicine. Dr. Beitings creation of a new teaching model within Biomedical Graduate Studies through the development of the CAMB 714 DIY Transcriptomics course and his innovative approach to deliver biostatistics training with the BIOM 610 course will have a lasting impact on quantitative training for BGS students for years to come. His dedication to these efforts exemplifies the type of scientist/educator that Jane represented.

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Perelman School of Medicine 2022 Teaching Awards | University of Pennsylvania Almanac - Almanac

The Major Findings of Harvards Report on Its Ties to Slavery – The New York Times

In 2019, Harvards president, Lawrence S. Bacow, appointed a committee of faculty members to investigate the universitys ties to slavery, as well as its legacy. Discussions about race were intensifying across the country. Students were demanding that the names of people involved in the slave trade be removed from buildings. Other universities, notably Brown, had already conducted similar excavations of their past.

The resulting 134-page report plus two appendices was released Tuesday, along with a promise of $100 million, to create an endowed fund to redress past wrongs, one of the biggest funds of its kind.

Here are some of its key findings and excerpts.

The report found that enslaved people lived on the Cambridge, Mass., campus, in the presidents residence, and were part of the fabric, albeit almost invisible, of daily life.

Over nearly 150 years, from the universitys founding in 1636 until the Massachusetts Supreme Judicial Court found slavery unlawful in 1783, Harvard presidents and other leaders, as well as its faculty and staff, enslaved more than 70 individuals, some of whom labored on campus, the report said. Enslaved men and women served Harvard presidents and professors and fed and cared for Harvard students.

The committee found at least 41 prominent people associated with Harvard who enslaved people. They included four Harvard presidents, such as Increase Mather, president of the university from 1692 to 1701, and Benjamin Wadsworth, president from 1725 to 1737; three governors, John Winthrop, Joseph Dudley and John Leverett; William Brattle, minister of First Church, Cambridge; Edward Wigglesworth, professor of divinity; John Winthrop, professor of mathematics and natural philosophy; Edward Hopkins, founder of the Hopkins Foundation; and Isaac Royall Jr., who funded the first professorship of law at Harvard.

While New Englands image has been linked in popular culture to abolitionism, the report said, wealthy plantation owners and Harvard were mutually dependent for their wealth.

Throughout this period and well into the 19th century, the university and its donors benefited from extensive financial ties to slavery, the report said. These profitable financial relationships included, most notably, the beneficence of donors who accumulated their wealth through slave trading; from the labor of enslaved people on plantations in the Caribbean islands and in the American South; and from the Northern textile manufacturing industry, supplied with cotton grown by enslaved people held in bondage. The university also profited from its own financial investments, which included loans to Caribbean sugar planters, rum distillers, and plantation suppliers along with investments in cotton manufacturing.

Early attempts at integration met with stiff resistance from Harvard leaders who prized being a school for a white upper crust, including wealthy white sons of the South.

In the years before the Civil War, the color line held at Harvard despite a false start toward Black access, the report said. In 1850, Harvards medical school admitted three Black students but, after a group of white students and alumni objected, the schools dean, Oliver Wendell Holmes Sr., expelled them.

Harvard faculty members played a role in disseminating bogus theories of racial differences that were used to justify racial segregation and to underpin Nazi Germanys extermination of undesirable populations.

In the 19th century, Harvard had begun to amass human anatomical specimens, including the bodies of enslaved people, that would, in the hands of the universitys prominent scientific authorities, become central to the promotion of so-called race science at Harvard and other American institutions, the report said.

The bitter fruit of those race scientists remains part of Harvards living legacy today.

One of those race scientists was the naturalist and Harvard professor Louis Agassiz, who commissioned daguerreotype portraits of enslaved people Delia, Jack, Renty, Drana, Jem, Alfred, and Fassen in an attempt to prove their inferiority. The report does not mention that Tamara Lanier, a woman who has traced her ancestry to Renty, had challenged Harvards ownership of the portraits, saying that the images of Renty and his daughter Delia, taken under duress, are the spoils of theft.

Until as recently as the 1960s, the legacy of slavery lived on in the paucity of Black students admitted to Harvard.

During the five decades between 1890 and 1940, approximately 160 Blacks attended Harvard College, or an average of about three per year, 30 per decade, the report said. In 1960, some nine Black men numbered among the 1,212 freshman matriculants to Harvard College, and that figure represented a vast improvement over the prior decades.

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The Major Findings of Harvards Report on Its Ties to Slavery - The New York Times