Maureen Clark, MHS, MLIS, LCPC Assistant Professor & Assistant Information Services and Clinical Librarian

College of Medicine Homecoming 2015

The COM & LHS The COMs many programs, students and faculty… UGME, Residencies & Fellowships, Special MD Programs, The Teaching Hospital, The Department of Medical Education (Masters in Health Professions Education), Institute of Patient Safety, International Programs & Center for Global Health, and Diversity Programs …are supported by LHS services, instruction, collections, and research expertise

Services, Instruction, Collections, and Research Expertise  Curriculum planning & knowledge resources development  Teaching research and evidence acquisition  Mediated searching and evidence acquisition  Clinical Librarian Program  Partnering with researchers on literature reviews, grants, data management and interprofessional collaborative projects  Scholarly Communication

LHS Renovation Project: Re-opening 1 st Floor (eta: December 2015). Computers are available to access health sciences literature. Memory stick required. Call first. Plans afoot for CEUs in Literature Searching for Alumni. Come and see us!

Thank You! Maureen Clark, MHS, MLIS, LCPC Assistant Professor & Assistant Information Services and Clinical Librarian Liaison to the College of Medicine – DME, GME, UGME Clinical Liaison to the University of Illinois at Chicago Hospital & Health Sciences System (UIHHSS) and the Children's Hospital (CHUI) Library of the Health Sciences 1750 W. Polk Street (MC 763) Chicago, Illinois

Valerie Dobiesz, MD, MPH, FACEP Assistant Dean for Residency Preparedness

MATCH DAY 2015

Rachel Yudkowsky, MD, MHPE Director, Graham Clinical Performance Center & Associate Professor, Dept. of Medical Education

Using Simulation to Promote Residency Readiness The Dr Allan L and Mary L Graham Clinical Performance Center

Simulation

Readiness for Residency 13 M3 Graduation Competency Exam (GCE) M4 Essentials of Clinical Practice & Professionalism (ECPP2)

Readiness for Residency 14 Graduation Competency Exam (GCE): Standardized Patient Encounters

Readiness for Residency 15 Graduation Competency Exam (GCE): Procedural Skills

Readiness for Residency 16 M4 Essentials of Clinical Practice and Professionalism (ECPP): 8 Difficult Patient Scenarios Angry patient Sad diagnosis Sexually aggressive patient Vaccine refusal

Readiness for Residency 17 M4 Essentials of Clinical Practice and Professionalism (ECPP): Mannequin Code Scenarios

A New Simulation Facility! 18

Simulation Institute Task Trainers Classroom Large Sim.5 Nurse Station Sim. 1 Sim. 2 Sim. 3 Sim. 4 Engr. Innovation Lab

Clinical Performance Center

Using Simulation to Promote Residency Readiness Rachel Yudkowsky

Abbas Hyderi, MD ’01, MPH Assistant Dean for Undergraduate Medical Education

Abbas Hyderi, MD ‘01, MPH Associate Dean for Curriculum Associate Professor of Clinical Family Medicine Redesign of the Fourth Year: Emphasizing the Continuum from Medical School to Residency

Core Fourth Year Requirements Pathway-Specific16 weeks Sub-Internship 4 weeks Transition Courses 4 weeks – Essentials of Clinical Practice and Professionalism Part 2 1 week – Laboratory Medicine 2 weeks – Longitudinal Career Devpt1 week Electives14 weeks TOTAL:38 weeks

Pathway-Specific Requirements (4 x 4 = 16 weeks) Hospital-Based Pathway Radiology Emergency Medicine Medical Selective Surgical Selective Medical Pathway Radiology Emergency Medicine Dermatology Medical Selective Surgical Pathway Radiology with Surgery/Anatomy Anesthesiology Cardiopulmonary Selective Surgical Selective

Shapiro Institute for Education and Research Millennium Conference 2015 focused on Post-Clerkship Curriculum

Core Entrustable Professional Activities for Entering Residency (CEPAER) Project A New Paradigm in Medical Education

Jay Noren, MD Associate Dean for Leadership Development & Strategic Communications

Homecoming CME Symposium September 18, Jay Noren29

 Prepare individuals with extensive experience as practicing clinicians for leadership integrative roles between practicing clinicians and healthcare administration  Premise: the “clinician” and “administrator” perspectives differ --bridge spanning essential to quality care for individual patients and the population at large Jay Noren30

 Program schedule accommodates mid-career clinicians’ practice responsibilities: ◦ Predominantly online course delivery one evening per week ◦ Weekend sessions on-campus once every 4-6 weeks  Non-traditional management education focused on unique applications in the health care industry  Cohort approach for shared prior student healthcare organizational experience Jay Noren31

 Special management project directly related to student’s own health care organization under the guidance of an executive mentor  All admitted students bring extensive experience as practicing clinicians focused entirely on healthcare and healthcare system  Similar to Executive MBA but focused entirely on healthcare and healthcare system Jay Noren32

 Health Policy and Politics  Law and the Healthcare System  Managerial Health Economics  Quality Management in Health Services  Marketing of Healthcare Organizations Jay Noren33

 Healthcare Organizational Leadership  Healthcare Finance  U.S. Healthcare System  Healthcare Human Resources Management  Health Information and Decision Support Systems Jay Noren34

 Strategic Management of Healthcare Organizations  Ethical Issues in Healthcare Policy and Management  Quantitative Methods for Healthcare Managers  Health System Epidemiology  Topics in Healthcare Leadership  Special Project Course Jay Noren35

 Two years: four academic periods of four courses each  Predominantly online: one evening weekly synchronous online session (3 hours)  Four weekends on campus each semester Jay Noren36

THANK YOU Please proceed upstairs to Room 429 for the Active Learning Demonstration