Rural Track orientation Fall 2015

Agenda Who we are Background Mission and goals Curriculum overview Expectations Resources

Who we are Mark Deutchman “Dr. D” Melanie DeHerrera Rural Track Director Oversees program Creates curriculum Advise/mentor students Colorado AHEC Director Professor in Dept of Family Medicine Associate Dean for Rural Health Rural Track Program Coordinator Provide administrative support Manage budget/pay bills Coordinate logistics for RT curriculum, summer activities, and student events

Background info Rural Track started in 2005 We were the first track and a model for others Cohort of 20-25 MD and PA students per year Funded by Colorado Trust and Colorado Health Foundation We are nationally known and a model for others

What we are working on Student Recruitment Program Improvement Pipeline programs Involvement with admissions Program Improvement Program Sustainability Actively pursuing long-term funding Recruiting for Asst Director Measuring Results Survey students and grads annually Compiling, analyzing, and publishing data

results 82% are in primary care 61% are in Family Medicine 50% are in rural practice and 30% are in rural practice in Colorado. Map updated Dec 2014 Need to revise to include new graduates

Residency Match Results of Rural Track Graduates   2009 Grads 2010 Grads 2011 Grads 2012 Grads 2013 2014 2015 Totals Family Medicine 7 (5 in CO) 6 (2 in CO) 8 (2 in CO) 4 (1 in CO) 11 4 5 45 Pediatrics 2 (1 in CO) 1 (in CO) Internal Medicine 3 (2 in CO) 2 12 Med Peds Emergency Medicine 3 (1 in CO) 16 General Surgery 1 in CO 6 Other 5 (1 in CO) 3 (1 in CO) 9 29 Total (8 in CO) 18 (7 in CO) 23 (4 in CO) (6 in CO) (5 in CO) 114

Mission of the Rural Track Increase the number of CUSOM graduates who eventually enter and remain in practice in rural Colorado Offer information and experiences that will help you make informed decisions about your future career directions Pillars Colorado Rural Underserved Primary care The slide shows the overall strategy. The tactics are: Forming a cohort of like-minded people whose interests are normal in an abnormal environment Providing a safe environment to explore your questions Myth-busting about rural: both positive and negatives Creating a “can-do” mindset in a “can’t do environment” Objectives: Understand the range of medical specialties that can be practiced in rural communities of various sizes as well as the breadth and depth of knowledge and skills required of those specialties in a rural environment.  They will be able to use that understanding to help guide your own career choices.  Understand the interplay between professional life, personal life, family life and community life that is unique to being a rural professional.  Be able to use that understanding to inform your future lifestyle choices. Develop a positive attitude about your ability to learn new skills through early clinical experience and hands-on skills workshops. Experience personal and professional mentorship with professionals who are currently in, or have been in rural practice. Understand ethical aspects of the complex medical and personal relationships (dual relationships) that arise when living and working in a rural area. Be able to describe the economic models available to finance rural medical practice including your own future employment models. Have the skills to identify public health and occupational health problems that exist in a rural community in which you live or work.

Curriculum overview Rural-focused seminars and workshops in Year 1 and 2 Rural Grand Rounds monthly lunch lectures Social events and NWSS Summer Interdisciplinary Rural Immersion Week Summer Rural Preceptorship (MD) Ongoing mentorship Extended rural clinical rotations in Year 3 3 month Integrated Longitudinal Medicine Clerkship (MD) 2 month rural FM rotation

Curricular threads Clinical Skills Clinical Knowledge Community Engagement and Public Health Professional Ethics Business and Finance Clinical skills because you will need to be able to cover many clinical procedures that in urban locations would be sent to subspecialists. Clinical knowledge about a broad range of health topics and knowing how to find new information, since most or you are by nature and of necessity, generalists. Community engagement and Public health  because “rural” is a lifestyle choice as much as it is a career choice and you will invariably have multiple professional and community roles.  You will also need to be able to recognize and attend to the needs of people within the context of the larger community and economy. Professional ethics since you will have complex dual relationships with patients, friends and family. Business and finance because you will have to make and manage enough money to support yourself and family, live well and save for emergencies and for retirement.

Student Expectations Participate in majority of Rural Track activities (at least 80%) Let us know when you can’t attend Complete annual surveys and post-graduation follow-up One-on-one meeting with RT faculty at least once per year Appoint 2 MD and 1 PA student per class to be RT “co-presidents” About 14 sessions during Phase I About 13 sessions during Phase II About 3 Phase III and IV intersessions Total about 60 hours over 4 years Immersion is about 30 hours 4-week preceptorship is about 160 hours

resources Canvas Email or call us