GENERAL INSTRUCTIONS FOR COMPLETING THE DATABASE
Each question in the database is preceded by the relevant LCME accreditation standard. In some cases,
two standards are closely related and the questions are germane for documenting compliance with each of
the two standards. Additional related information is sometimes contained in the responses to questions
that deal with other standards; in those cases, cross-references to the additional information are included
in italics. The cross-references are intended to help self-study groups and the survey team to identify all
relevant data for assessing compliance with standards.
For comprehensive instructions regarding database completion, please refer to the document “Background
and Instructions for Completing the LCME Medical Education Database and Institutional Self-study,”
which is mailed with the hard copy of the database.

The medical school should maintain a master copy of the database. When it becomes necessary to
update database sections after the self-study report has been completed, but prior to the survey visit,
the medical school should create separate database pages containing the updated information only.

Most questions require a narrative answer or the completion of a table; in some cases, it will be
necessary to duplicate a blank table (e.g., to summarize each of the medical school’s clinical teaching
sites). Use as much space as necessary to answer each question completely or to complete the tables.
The tables may be modified to fit school-specific circumstances.

Any supporting documents that are requested in the database (e.g., bylaws, organizational charts,
policy documents) should be compiled in a separate red binder, divided by tabs for each section of the
database; do not include such appended materials in the individual database sections. If the
documents are large, you may send the URL (see the instructions document).

The header on each page should indicate the most recent academic year for which information is
available at the time of the self-study, not the academic year in which the database is being
completed. For visits during 2012-2013, the most-recently-completed academic year might be 20102011 or 2011-2012 (for example, July 1, 2010- June 30, 2011) for self-studies concluding in 20122013. When the requested data are for a different time period than that indicated in the header, the
applicable time period should be included in the response to the question.
If database information is updated after completion of the self-study, the academic year listed in the
header should be changed accordingly and marked with the word “Update” in the header along with
the year shown (e.g., “Update 2012-2013”). Note that changing the header will affect all pages of a
database section; therefore, a fresh (blank) copy of the database section should be used for updates.

If requested information is available from the medical school’s Web site, print a copy of the Web site
information for the master database maintained by the school. Changes to such documents after
completion of the self-study should be printed, stamped “Updated” to indicate that they have been
revised, and included in the updated database. In addition, database pages that list URLs of modified
Web pages should indicate that the Web site information has been altered from the original data
available to the self-study groups.

The database copies sent to the LCME Secretariat should include printed copies of any information
referred to by Web site URL. If the document is long, please include the table of contents and only
the relevant sections. The Secretariat is required to maintain complete print records of all database
information.
LCME/CACMS Medical Education Database 2012-2013
I. Institutional Setting

For U.S. medical schools, most of the Key Quantitative Indicators (Part A of each database section)
can be completed using information contained in the Longitudinal Statistical Summary Report
(LSSR). This report is prepared annually by the AAMC Mission Support staff and sent directly to the
dean.
SPECIAL INSTRUCTIONS FOR SECTION I: INSTITUTIONAL SETTING
No special instructions are included for this section.
BACKGROUND INFORMATION ABOUT THE MEDICAL SCHOOL
a. Insert a copy of the medical school’s current entry in the AAMC Directory of American Medical
Education and indicate the year of the entry.
We have submitted an updated request to be published in the 2013 directory.
LCME/CACMS Medical Education Database 2012-2013
I. Institutional Setting
2
LCME/CACMS Medical Education Database 2012-2013
I. Institutional Setting
Academic Year _2011-2012_
b. Indicate on a separate page any changes in administrative positions or personnel that have
taken place since the directory was published.
Changes in Administrative Positions:
President:
Following the resignation of Dr. William Owen as President of UMDNJ, Dr. Denise V. Rodgers was
named Interim President by the UMDNJ Board of Trustees.
Department and Division or Section Chairs:
Basic Sciences:
Chair, Cell Biology and MolecularMedicine:
Following a national search the interim Chair Dr. Junichi Sadoshima was named the permanent Chair.
This appointment is pending approval by the UMDNJ Board of Trustees.
Chair, Pathology & Laboratory Medicine:
Following the resignation of Dr. Stanley Cohen as Chair (to assume the role of Director, Center for
Biophysical Pathology), Dr. Seena Aisner was named Interim Chair and approved by the UMDNJ Board
Trustees.
Clinical Sciences:
Chair, Anesthesiology:
Following a national search the interim Chair Dr. Melissa Davidson was succeeded by Dr. Alex Bekker as
Chair of Anesthesiology. This appointment was approved by the UMDNJ Board of Trustees.
Chair, Family Medicine:
Following the resignation of the Interim Chair, Dr. Robin Schroeder, Dr. Chantal Brazeau assumed role
of Interim Chair.
Medicine:
Chair, Medicine:
Following a national search, the Interim Chair Dr. Bunyad Haider was succeeded by Dr. Marc Klapholz
as Chair of Medicine. This appointment was approved by the UMDNJ Board of Trustees.
Division Chiefs:
Following the retirement of the Dr. Haggerty, Dr. Ana Natale-Pereira assumed the role of
Chief, Academic Medicine, Geriatrics and Community Programs.
The Division of Pulmonary and Critical Care now includes Allergy, Immunology and Rheumatology with
Dr. Andrew Berman as Chief.
Chair, Neurological Surgery:
Following a national search after the resignation of Dr. Peter Carmel as Chair (to assume the Presidency
of the American Medical Association and the role of Director at NJMS Neurologic Institute of New
Jersey), Dr. Charles Prestigiacomo was named Chair of Neurological Surgery. This appointment was
approved by the UMDNJ Board of Trustees.
Ophthalmology and Visual Science:
The Division of Ophthalmic Pathology was eliminated.
Dr. Monique Roy, assumed the role of the new Division of Retinal Degenerative and Retinal Vascular
Disease.
2
Academic Year _2011-2012_
Orthopaedics:
Following the resignation of Dr. John Capo, Dr. Virak Tan assumed the role of Chief, Hand Injuries and
Disorders.
Chair, Otolaryngology-Head & Neck Surgery:
Following a national search initiated after the designation of Otolaryngology-Head & Neck Surgery as a
new department at NJMS, Dr. Soly Baredes was named Chair following his tenure as Interim Chair. This
appointment was approved by the UMDNJ Board of Trustees.
Pediatrics:
Division Chiefs:
Following the retirement of Dr. Jose R. Antillon, Dr. Claire K.McMahon assumed the role of Chief,
Cardiology.
Chief of the Division of Child Development is currently vacant.
Dr. Noah Kondamudi replaced Dr. Robert Barricella as Chief, Emergency Medicine.
Chair, Physical Medicine & Rehabilitation:
Following the retirement of Dr. Joel DeLisa as Chair, Dr. Patrick Foye was named Interim Chair.
Surgery:
Dr. Alicia Mohr was named Interim Chief, Critical Care.
Chief of the Division of General and Minimally Invasive Surgery is currently vacant.
Associate Dean for Education (new):
Dr. Sangeeta Lamba assumed the role of Associate Dean.
c. Provide a brief history of the medical school, noting any key points in the school’s historical
development. (the information below can be found at http://www.umdnj.edu/about/about03_history.htm)
The New Jersey Medical School (NJMS), founded in 1954, is the oldest school of medicine in the
constellation of health sciences schools which comprise the University of Medicine and Dentistry of New
Jersey (UMDNJ). In 1956, eighty students entered the first class of then Seton Hall College of Medicine
and Dentistry located in the Jersey City Medical Center. In 1965, the State of New Jersey acquired the
Seton Hall College of Medicine and Dentistry, assuming the name of the New Jersey College of Medicine
and Dentistry (NJCMD).
In 1968 the medical school relocated to Newark to temporary facilities. With its relocation, the 1968
“Newark Agreements”, a historic social contract among federal, state and local governments and the
Newark community cleared the way for the construction of a major academic health center in Newark's
Central Ward. With it came the commitment to provide healthcare, educational and employment
opportunities to its largely disadvantaged and minority residents. At the same time, the New Jersey
College of Medicine and Dentistry assumed operation of Newark City Hospital from the city and renamed
it the Harrison S. Martland Medical Unit of NJCMD. In 1970 the Medical and Dental Education Act
established the College of Medicine and Dentistry (CMDNJ) under one Board of Trustees through the
merger of the NJCMD and Rutgers Medical School. The medical school was renamed the New Jersey
Medical School (NJMS).
The Newark campus, which included the Medical Science Building, the dental school building, the
Community Mental Health Center, and the George F. Smith Library of the Health Sciences, was
dedicated on May 10, 1976. The School of Health Related Professions (then called CMDNJ-School of
Allied Health Professions) established on the Newark campus as a separate school. In 1977, NJMS moved
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Academic Year _2011-2012_
to its current location with the opening of the Medical Science Building (MSB) and in 1979 College
Hospital opened replacing Harrison S. Martland. In 1981 the University of Medicine and Dentistry of
New Jersey (UMDNJ) was established and included NJMS as one of its schools and College Hospital as
its core educational and clinical facility. In 1982, College Hospital became University Hospital,
continuing its role as the principal teaching hospital for NJMS.
The UMDNJ-New Jersey Medical School Doctors Office Center opened on the Newark campus, with
dedication ceremonies on June 10, 1992. The UMDNJ-School of Nursing established as the seventh
school of the University in the same year. In 1994, NJMS was the recipient of the Spencer Foreman
Award for Outstanding Community Service, presented by the AAMC in recognition of the School’s
commitment to health of the communities it serves and became the second school in the US to host a
White Coat Ceremony. The University's founding President, Dr. Stanley S. Bergen, Jr., retired and
became Founding President Emeritus. The Martland Building renamed the Stanley S. Bergen Building.
Dr. Stuart D. Cook named President on November 23, 1998. The University established its eighth school,
the UMDNJ-School of Public Health on the Piscataway/New Brunswick campus in collaboration with
Rutgers. A new Master of Public Health Program would be offered in 1999 on the Newark campus in
collaboration with Rutgers-Newark and NJIT. A ground-breaking ceremony for the New Jersey Medical
School International Center for Public Health (ICPH) held in Newark on September 13, 2000. The Public
Health Research Institute (PHRI) relocated from New York into the ICPH building initially as a separate
entity in 2002 and was established as a center of UMDNJ–NJMS in 2006. PHRI’s faculty members study
a broad range of infectious disease issues.
Distributed within the five regional campuses across the state UMDNJ is comprised of the New Jersey
Dental School, School of Health Related Professions, Graduate School of Biomedical Sciences, School of
Nursing, Robert Wood Johnson Medical School, School of Osteopathic Medicine and School of Public
Health.
The University's Board of Trustees approves Corporate Integrity Agreement (CIA) with the Office of the
Inspector General, U.S. Department of Health and Human Services in 2009. CIA marks the last step in a
chain of measures implemented in the University's settlement covering two separate cases relating to
billing actions taken as far back as 1993. The University is currently in year 4 of this agreement which
requires a robust compliance program which includes a Code of Conduct, written policies and procedures,
an education and training component, mechanisms for ongoing monitoring and auditing of UMDNJ's
operations to assess compliance, mechanisms for employees and agents to report incidents of
noncompliance in an anonymous manner, and disciplinary actions. The New Jersey Medical and Health
Sciences Education Restructuring Act passed by the New Jersey Senate and General Assembly on June
28, 2012, and signed by Governor Chris Christie on August 22, 2012. On November 19, 2012 the final
legislation signed by Governor Christie was approved by both the Rutgers Board of Governors and the
Board of Trustees on November 19, 2012 and becomes effective July 1, 2013. This statute transfers all
units of UMDNJ, except University Hospital in Newark and the School of Osteopathic Medicine in
Stratford, to Rutgers University. This historic legislation will strengthen medical and health sciences
education in New Jersey and propel the Rutgers, the state's flagship university, into the very top tier of
national research universities. The resulting integrated organization builds on the rich histories, talent,
and expertise of both institutions and establishes a milestone that begins a promising era for New Jersey.
The individuals who have served as Dean, include: Charles L. Brown, MD (1955-59); James E.
McCormack, MD (1960-66); Arthur J. Lewis, MD (1966); Desmond Bonnycastle, MD, PhD (acting
1967); Rulon Rawson , MD (1967-72); Harold Kaminetsky, MD (acting dean and dean, 1972-74);
Stanley S. Bergen , Jr., MD (acting 1974); Vincent Lanzoni, MD, PhD (1975-87); Stuart D. Cook, MD
(acting 1987-89); Ruy V. Lourenço, MD (December 1989-June 2000); Joel A. DeLisa, MD, MS (interim
July 2000- December 2000); Russell T. Joffe, MD (January 2001-Sept 2005); and Robert L. Johnson, MD
4
Academic Year _2011-2012_
(interim October 2005-2011 and dean 2011-present).
Effective July 1, 2013, the majority of schools, institutions, and centers that currently compose UMDNJ
will transfer to Rutgers University and will be organized within the newly created Rutgers Biomedical
and Health Sciences (RBHS). RBHS will include seven schools from UMDNJ: New Jersey Medical
School, New Jersey Dental School, Robert Wood Johnson Medical School, the School of Nursing, the
School of Health Related Professions, the School of Public Health, and the Graduate School of
Biomedical Sciences, as well as University Behavioral HealthCare. RBHS will also include the following
Rutgers units: Ernest Mario School of Pharmacy; the College of Nursing; the Institute for Health, Health
Care Policy and Aging Research; and any other schools, institutes, or centers as directed by Rutgers
President Robert L. Barchi. The Cancer Institute of New Jersey, one of the nation's 41 National Cancer
Institute-designated Comprehensive Cancer Centers and the only one in New Jersey, will also become
part of Rutgers University. It will be an independent institute within the university.
c. Complete the following table with data from the previous and current full surveys:*
Need the years for both look at previous database.
Previous Survey Year
Current Survey Year
2004
2012
Entering class size
170
178
Total enrollment
693
751
Residents and fellows
568**
559 **
Full-time basic science faculty
147
97
Full-time clinical faculty
378
546
($ in Millions)
Total revenue from tuition and fees
16,229
23,259
University and government appropriations
77,411
66,789
Research/training grants, direct
69,659
79,197
Indirect cost recoveries
16,944
22,387
Practice plan income
64,897
90,433
Revenue from clinical affiliates
83,139
110,362
Other revenues
8,092
2,815
Gifts and endowment
727
2,969
Total revenues
337,098
398,211
* Indicate the year of the previous survey visit in the table. If the data come from a different year,
indicate this year by an asterisk. ** This figure excludes pediatric dental, oral-maxillofascial surgery, and
podiatry residents.
5
Academic Year _2011-2012_
SECTION I. INSTITUTIONAL SETTING
Part A: Key Quantitative Indicators
Please provide the following information. For U.S. medical schools, use the school’s copy of the
Longitudinal Statistical Summary Report (LSSR) as the data source, unless otherwise indicated. Include
data for 2010-2011, if available.
a. Number of vacant department chair positions for each of the following academic years
# of chair
vacancies
2005-06
2006-07
2007-08
3
4
4
2008-09
2009-10
2010-11
2011-12
6
5
10
10
b. Total numbers of students enrolled in medical school-sponsored undergraduate programs;
Master’s and doctoral degree programs in the biomedical sciences; other professional degree
programs; and certificate programs
Undergraduate
programs
(e.g., BA/BS)
Master’s
program(s) in
biomedical
sciences
Doctoral
program(s) in
biomedical
sciences
Other
professional
degree
program(s)
(e.g., MPH,
DrPH)
Certificate
programs
2005-06
2006-07
2007-08
2008-09
2009-10
2010-11
2011-12
157
143
119
148
185
232
187
146
168
160
211
272
315
239
188
175
191
173
196
186
162
20
17
20
20
14
18
17
0
0
12
4
5
4
4
c. Total numbers of residents and clinical fellows on duty in ACGME-accredited programs (for U.S.
medical schools) or in RCPSC or CFPC-accredited programs (for Canadian medical schools) that are the
responsibility of the medical school faculty
Residents
Fellows
2005-06
512
67
2006-07
521
68
2007-08
526
71
2008-09
530
69
6
2009-10
526
68
2010-11
491
65
2011-12
500
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Academic Year _2011-2012_
d. Percentage of graduating medical students who participated in a research project with a faculty
member (Source: AAMC Medical School Graduation Questionnaire)
% participation
2005-06
75.8
2006-07
77.8
2007-08
68.6
2008-09
78.8
2009-10
71.4
2010-11
60.7
2011-12
73.1
e. Percentage of graduating medical students who participated in a service-learning project.
(Source: AAMC Medical School Graduation Questionnaire)
% participation
2008-09
0*
2009-10
20.8
2010-11
22.0
2011-12
80.0
* No response provided.
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Academic Year _2011-2012_
SECTION I. INSTITUTIONAL SETTING
Part B: Narrative Data and Tables
IS-1. An institution that offers a medical education program must engage in a planning
process that sets the direction for its program and results in measurable outcomes.
To ensure the ongoing vitality and successful adaptation of its medical education program to the rapidly changing
environment of academic medicine, the institution needs to establish periodic or cyclical institutional planning
processes and activities. Planning efforts that have proven successful typically involve the definition and periodic
reassessment of both short-term and long-term goals for the successful accomplishment of institutional missions. By
framing goals in terms of measurable outcomes wherever circumstances permit, the institution can more readily
track progress toward their achievement. The manner in which the institution engages in planning will vary
according to available resources and local circumstances, but it should be able to document its vision, mission, and
goals; evidence indicating their achievement; and strategies for periodic or ongoing reassessment of successes and
unmet challenges.
__________________________________________________________________________________
a. Provide a brief statement of the mission and goals of the medical school. When were these last
reviewed and/or revised?
Mission, Vision, Values and Goals of New Jersey Medical School
Approved by Faculty Council November 13, 2012
The Mission of New Jersey Medical School is to meet the needs of the local and global community
through outstanding education, pioneering research, cutting edge clinical care, and public service.
New Jersey Medical School’s Vision is that it aspires to optimize health and social well-being by:
1. Preparing humanistic leaders in global healthcare through education of physicians and scientists,
building on our strength of diversity, hands-on clinical training, urban healthcare programs and
transformative research;
2. Providing cutting edge tertiary and quaternary medical care of distinction, serving patients from
New Jersey and beyond;
3. Enhancing our position as the top biomedical research institution in the State of New Jersey;
4. Advancing the health, education and care of the underserved and vulnerable populations by
preparing a competent and diverse workforce.
New Jersey Medical School Values

Integrity

Excellence

Diversity

Humanism

Compassion

Professionalism

Leadership

Innovation
New Jersey Medical School has committed to 4 Goals that will serve as the focus of its activities and
investments over the next 5 years. These include:
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Academic Year _2011-2012_
1. Deliver outstanding, compassionate, coordinated patient care to meet complex health care needs of our
region and beyond.
2. Build on our prominence in biomedical research that promotes innovative clinical, population-based
and translational research programs
3. Develop innovations in education to prepare students and trainees from diverse backgrounds to be
collaborative practitioners of medicine, educators and researchers with a focus on the health of
underserved and vulnerable populations.
4. Share our successes internally and externally in ways that build the strength of NJMS and generate
pride in our institution.
b. Provide an executive summary of the medical school’s current strategic plan, if any. Note if the
strategic plan was developed independently of or in collaboration with the parent university or the health
system.
The New Jersey Medical School Strategic Plan (the Plan) charts the strategic direction of NJMS for a five
year period, from December 2012 to December 2017. This document provides the School with a
background understanding of the process undertaken in its creation, as well as the “lens” through which
the school would continue to conduct self-assessment and examination. The Plan clearly states the
Mission, Vision and Values of NJMS, re-committing ourselves to diversity, integrity, excellence,
humanism, compassion, professionalism, leadership and innovation.
The Plan considers the strengths, challenges, opportunities and threats facing NJMS today, and taking
these into account, and outlines NJMS’ future in terms of attainment of the following four (4) Goals.
These goals serve as the focus of our activities and investments over the next five years:
1. Deliver outstanding, compassionate, coordinated patient care to meet complex health care needs
of our region and beyond.
2. Building on our prominence in biomedical research that promotes innovative clinical, populationbased and translational research programs.
3. Develop innovations in education to prepare students and trainees from diverse backgrounds to be
collaborative practitioners of medicine, educators and researchers with a focus on the health of
underserved and vulnerable populations.
4. Share our successes internally and externally in ways that build the strength of NJMS and
generate pride in our institution.
Following each Goal, a rationale, select supporting strategies and measures of success are articulated.
The supporting strategies are designed to be broad institutional activities in support of the goal, and were
not designed to be task-lists or project plans to achieve the Goal.
This Strategic Plan has received broad NJMS support from the Dean, the Senior Management Team, the
Institutional Planning and Development Committee and the Faculty Council. While the Strategic plan
was developed independent of the University, the Dean engaged in regular conversations with the
.
c. Date of most recent review and/or revision of the strategic plan:
5/2011
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Academic Year _2011-2012_
d. How often is the strategic plan reviewed and/or revised?
Every five years. Beginning in 5/2011, a new strategic plan initiative was undertaken and
approved in November 2012.
e. Briefly summarize or outline the planning process for the strategic plan, including the main
participants and the names or titles of individuals or groups whose approval is required to
finalize and approve it.
NJMS Strategic Planning Process
Immediately following the March 2011 appointment of Dr. Robert Johnson as permanent Dean following
his interim status, Dr. Johnson articulated his vision of a process which would encourage as many
individuals as possible to begin thinking about New Jersey Medical School’s collective future. In May of
2011, as part of his inaugural address, Dean Johnson launched his “New Beginnings” strategic planning
process. He designated a core team including Dr. Anne Mosenthal and Dr. Vivian Bellofatto as steering
committee co-chairs. A Steering Committee consisting of 31 members was formed, and it was their task
to “morph” the vision into a process that created a mechanism to look at our School differently than the
ways we had been used to. Rather than assess our success in terms of our mission areas: Teaching,
Research, Clinical Care and Community Service, we gauged our progress through the following Work
Groups:
o
o
o
o
o
o
o
Integration and Alignment (22 members)
Education (21 members)
Faculty Recruitment, Retention and Leadership (16 members)
Branding and Image (25 members)
Funds Flow and Incentives (17 members)
Integrated Multi-Specialty Faculty Practice (17 members)
3,000-Foot View (5 members)
This helped us to think outside the comfort zones of our Mission areas, and assess ourselves in a crossfunctional way.
As this important work was being done, decisions were being made regarding the future of our parent
organization, the University of Medicine & Dentistry of New Jersey, and we had to determine how we
would continue our successes in a number of differing, often-times competing scenarios. As we neared
the end of our process, the Governor of the State of New Jersey signed legislation which stated that most
of the schools of UMDNJ, including NJMS, were to be incorporated into Rutgers University. This restructuring also includes a new governance structure for University Hospital as an independent state
entity, which would remain a state hospital and the Principle Teaching Hospital for NJMS. It provided
for the possibility of University Hospital’s affiliation with a non-profit health system. While these events
have created some transitions within the organization, they provide NJMS with a significant opportunity
for culture change, growth and a new direction.
The Strategic Planning process established a strategic direction for New Jersey Medical School that
guides our actions, activities, and investments over the next five years in ways that strengthen our
regional, national, and international reputation as leaders in academic medicine.
The Dean’s charge to the steering committee, which originally had 31 members and included
representation from the NJMS faculty, staff, administration and student body, University Physician
Associates (UPA) a separately incorporated faculty practice plan, University Hospital administration, and
Graduate School of Biomedical Sciences faculty and students, is outlined below:
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Academic Year _2011-2012_

Redefinition of the school’s mission and vision while maintaining its core values of discovery,
educational excellence, diversity and service to the community;

Creation of a sense of optimism and transformation to a stronger, unified organization focused on
a common purpose;

Wide engagement of diverse groups of faculty, staff and students at all levels, in imagining a new
direction for themselves and our institution;

Development of an innovative, achievable strategic plan which would position NJMS for success
in the rapidly changing University and healthcare environment.
To examine the Dean’s charge, the steering committee held a kick-off summit in June 2011 in which the
following themes emerged:





Educating physicians and scientists to serve a diverse global community, as required by the
evolving healthcare environment;
Integrating our clinical practice across all departments;
Transitioning to a financially strong medical school;
Increasing recognition of the talents and missions of NJMS through strengthening our brand;
Developing and aligning a unified mission and vision.
Following this, the steering committee established Work Groups to design an inclusive and collaborative
process involving faculty, academic department chairs, deans, students, faculty practice representatives
and hospital leadership to identify and develop:




The School’s strengths and weaknesses;
Strategic assumptions about our future;
The current state of NJMS—our strengths and the challenges we face; and
Goals and supporting strategies for our Strategic Plan.
In July 2012, the school-wide New Beginnings Strategic Planning Retreat was held. Retreat invitees
included representatives from all NJMS constituencies. Specifically, participants included NJMS senior
leadership, academic department leadership, clinical and basic science faculty, administrative staff,
graduate and medical students representatives, UPA practice plan leadership and affiliate leadership.
The retreat included a review of each Work-Group’s final report and recommendations for the key
strategies which addressed priorities and common goals. These extensive efforts put forth by the Work
Groups and the larger retreat with over 100 participants guided and informed the development of the
strategic plan.
The final draft of the Strategic Plan was presented and approved by the Institutional Planning and
Development Committee, a standing committee of the NJMS Faculty Council, on November 7, 2012.
The Strategic Plan was then approved by the NJMS Faculty Council on November 13, 2012.
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Academic Year _2011-2012_
IS-2. A medical education program should be, or be part of, a not-for-profit institution
legally authorized under applicable law to provide medical education leading to the M.D.
degree.
___________________________________________________________________________________
a. Year of formation:
1954
b. State (province) of organization or incorporation:
New Jersey
c. Type of entity (check one):
X
Not-for-profit corporation
For-profit corporation
Limited liability company
Other, describe below
If the medical school is part of a for-profit/investor-owned company, provide the name and location of the
parent company; a copy of its most recent audited financial statement; and copies of its three most recent
Form 10-Ks filed with the Security and Exchange Commission, if publicly traded. Also provide a copy of
its most recent annual report.
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Academic Year _2011-2012_
IS-3. If a U.S. medical education program is not a component of a regionally accredited
institution, the parent institution for the program must achieve institutional accreditation
from the appropriate regional accrediting body.
The LCME is recognized by the U.S. Department of Education as an accrediting agency for medical education
programs leading to the M.D. degree. Because the LCME is not recognized as an institutional accrediting agency, it
lacks standing to accredit stand-alone medical schools as institutions of higher education.
Institutional accreditation is granted by regional accrediting agencies and is required to qualify for federal financial
assistance programs authorized under Title IV of the Higher Education Act. Some regional accrediting bodies grant
"pre-accreditation" as a first step to achieving full accreditation. In such circumstances the attainment of preaccreditation status would meet the requirements of this standard.
__________________________________________________________________________________
a. Accredited by the following regional accrediting body (check one):
X Middle States Association of Colleges and Schools
New England Association of Schools and Colleges
North Central Association of Colleges and Schools
Northwest Commission on Colleges and Universities
Southern Association of Colleges and Schools
Western Association of Schools and Colleges
b. Current institutional accreditation status:
Accredited
c. Year of next regional accreditation survey:
2017
UMDNJ submitted its Periodic Review Report in June, 2012. As discussed previously, the New Jersey
Medical and Health Sciences Education Restructuring Act passed by the New Jersey Senate and General
Assembly on June 28, 2012, and signed by Governor Chris Christie on August 22, 2012, becomes
effective July 1, 2013. This statute transfers all UMDNJ units, except University Hospital in Newark and
the School of Osteopathic Medicine in Stratford, to Rutgers University. Rutgers University Periodic
Review Report is due June, 2013.
13
Academic Year _2011-2012_
IS-4. The manner in which an institution that offers a medical education program is
organized, including the responsibilities and privileges of administrative officers, faculty,
medical students, and committees must be promulgated in programmatic or institutional
bylaws.
___________________________________________________________________________________
a. Provide a copy of the faculty bylaws that apply to the medical school or the URL of the Web
site at which they can be viewed.
http://njms.umdnj.edu/faculty_org/NJMSBylawsapproved-BOT3211.cfm Appendix 1
b. Date of the most recent bylaws revision:
3/2011
c. Describe the process for approval of bylaws changes.
The New Jersey Medical School has a detailed set of bylaws that are reviewed periodically by the Bylaws committee. Changes approved by this committee are posted on the faculty organization website
discussion group and are brought for final discussion by the entire faculty at a faculty organization
meeting. Following discussions and a vote, the by-laws are presented to the faculty council of NJMS for
approval and then, through the Dean to the Board of Trustees for final approval.
The approved bylaws are found at http://njms.umdnj.edu/faculty_org/NJMSBylawsapprovedBOT3211.cfm
d. Briefly describe how the bylaws are made available to the faculty.
Upon approval by the University Board of Trustees, they are available on the NJMS website,
http://njms.umdnj.edu/faculty_org/index.cfm
14
Academic Year _2011-2012_
IS-5. The governing board responsible for oversight of an institution that offers a medical
education program must have and follow formal policies and procedures to avoid the
impact of conflicts of interest of members in the operation of the institution and its
associated clinical facilities and any related enterprises.
There must be formal policies and procedures at the institution to avoid the impact of conflicts of interest (e.g., the
requirement that a board member recuse him or herself from any discussion and vote relating to a matter where there
is the potential for a conflict of interest to exist). The institution also must provide evidence (e.g., from board
minutes, annual signed disclosure statements from board members) that these policies and procedures actually are
being followed. Some conflicts related to personal or pecuniary interests in the operation of the institution may be so
pervasive as to preclude service on the governing board.
IS-6. Terms of governing board members of an institution that offers a medical education
program should be overlapping and sufficiently long to permit them to gain an
understanding of its program.
During our last accreditation visit in March 2005, we received a citation regarding IS-5. Both the
UMDNJ-New Jersey Medical School and Robert Wood Johnson Medical School provided a progress
report dated August 24, 2006 to the LCME secretaries detailing the steps put in place to assure
compliance with the standard. Executive Order #65, signed by Acting Governor Codey on November 15,
2005, prohibited every president and governing board member of a State University or State College and
every member of their immediate family from doing business with the University or College. Every
UMDNJ trustee was required to comply and file an Executive Order 65 Disclosure Form. At the time,
three members, including the chair, resigned from the board due to actual or perceived conflicts of
interest. The progress report was accepted by the LCME committee.
The policies and procedures that are currently in place are described under IS-6 and the website and
relevant appendices are also included.
a. Provide the name of the governing board with responsibility for the medical school.
Kevin M. Barry, M.D.
b. Check all units for which this governing board is directly responsible:
X
X
X
X
Parent University
Health Science Center
Medical School
Other (describe below)
Behavior Health Care Network
c. Provide the names and the occupations/affiliations of the current governing board members, along
with their dates of initial appointment. If the medical school is, or is part of, a for-profit/investor-owned
company, identify any board members who are shareholders/investors in the holding company for the
medical school. If the medical school is part of a for-profit/investor-owned company, does it have a
subsidiary board whose members are not shareholders/investors in order to reduce opportunities for
conflicts of interest? Provide the names and occupations/affiliations of the members of the subsidiary
board.
15
Academic Year _2011-2012_
Trustee
Appointment
Reappointment
Kevin M. Barry,
M.D.
Chairperson
January 2007
2010
(seat change assumed role
as Chair)
Mary Ann
Christopher, RN,
MSN, FAAN
Vice Chairperson
June 2006
Kevin M. Covert,
Esq.
March 2007
2012
Honeywell
International
101 Columbia Road
AB-2
Morristown, NJ 07962
David Critchley*
December 2010
2015
United Union of
Roofers,
Waterproofers, &
Allied Workers
385 Parsippany Road
Parsippany, NJ 07054
Michael
Critchley, Jr.,*
June 2007
2011
Critchley, Kinum
&Vazquez, LLC
September 2010
2014
Infecdetect LLC
151 Brooks Bend
Princeton, NJ 08540
Bradford W.
Hildebrandt
June 2007
2011
Hildebrandt Consult
25 Angel Place
Somerset, NJ 08873
Marilyn Penny
Joseph
February 2011
2015
Panasonic
Corporation of North
America
One Panasonic Way,
3G-7
Ira P. Monka,
DO, MHA,
September 2010
2013
The Medical Institute
of New Jersey
11 Saddle Road
Cedar Knolls, NJ
07927
Esq.
Christine Grant,
J.D., MBA
December 2007
Initial
Expiration
2010
2007
Affiliation
Anesthesia Associates
of Morristown
264 South Street
Morristown, NJ 07960
Visiting Nurse Service
of New York
107 East 70th Street
New York, NY 10021
(deleted)
16
Academic Year _2011-2012_
Mary E. O’Dowd,
MPH
March 2011
Ex-Officio
Commissioner, NJ
Department of Health
and Senior Services
Market Street & John
Fitch Plaza
CN 360
Trenton, NJ 08625
*Trustees are appointed by the Governor of New Jersey and the Legislature; appointment is ratified by the
New Jersey State Senate. These two trustees are distant relatives and were not considered to present a
conflict of interest as deemed not to h
d. Year of the governing board chair’s initial appointment as chair and length of the board chair’s
term(s) of office.
Year of initial appointment: September 2010
Length of term(s) of office: Four Years
e. Summarize the procedures for the appointment and renewal of governing board members, including
the procedures for the chair. Describe the length of members’ terms, the number of times that a member
can be reappointed, and the system for staggering of appointments, if appropriate.
The Board shall be composed of 19 voting members. The Governor shall designate one of the voting
members as chairman of the Board. The Board shall select such other officers from among its members
as shall be deemed necessary. A voting member shall serve for a term of five years and shall serve until
his success is appointed and has qualified. In the case of the initial terms of the additional members of the
Board appointed pursuant to P.L. 2006, c.95 three members shall serve for a term of five years, three
members shall serve for a term of four years, and two members shall serve for a term of three years. Any
vacancies in the voting membership of the Board occurring other than by expiration of term, shall be
filled in the same manner as the original appointment but for the unexpired term.
Effective July 1, 2013, the majority of schools, institutions, and centers that currently compose UMDNJ
will transfer to Rutgers University and will be organized within the newly created Rutgers Biomedical
and Health Sciences (RBHS). RBHS will include seven schools from UMDNJ: New Jersey Medical
School, New Jersey Dental School, Robert Wood Johnson Medical School, the School of Nursing, the
School of Health Related Professions, the School of Public Health, and the Graduate School of
Biomedical Sciences, as well as University Behavioral HealthCare. RBHS will also include the following
Rutgers units: Ernest Mario School of Pharmacy; the College of Nursing; the Institute for Health, Health
Care Policy and Aging Research; and any other schools, institutes, or centers as directed by Rutgers
President Robert L. Barchi. The Cancer Institute of New Jersey, one of the nation's 41 National Cancer
Institute-designated Comprehensive Cancer Centers and the only one in New Jersey, will also become
part of Rutgers University. It will be an independent institute within the university.
The UMDNJ Board of Trustees will be dissolved effective July 1, 2013. As per the “New Jersey Medical
and Health Sciences Education Restructuring Act,” a new campus advisory board will be formed.
(http://ru-umdnjtogether.rutgers.edu/): “21. Notwithstanding the provisions of N.J.S.18A:65-25 or any
other section of law to the contrary, the campus advisory board of Rutgers University-Newark shall:
a. advise the president and the board of governors of Rutgers, The State University on
the selection of the Rutgers University-Newark chancellor; b. propose capital projects and bonding for
Rutgers University-Newark to the board of governors of Rutgers University; and c. propose an annual
budget for Rutgers University-Newark to the board of governors of
17
Academic Year _2011-2012_
Rutgers University.”
f. Provide copies of the policies and procedures intended to prevent or address financial and other
conflicts of interest among governing board members (including recusal from discussions or decisions if a
potential conflict occurs) and describe the strategies for dealing with actual or perceived conflicts of
interest if they arise. Provide examples to illustrate that these policies are being followed.
UMDNJ Board (Recusals)
Example 1:
Finance, Investment, and Administration Committee Report, provided by Mr. X
Finance, Investment, and Administration Committee Report, provided by Mr. X: Upon
recommendation, the Board accepted the Finance, Investment, and Administration Committee
Executive Summary. Mr. X submitted to the Board a Resolution for the approval of seven contracts.
BE IT RESOLVED, that the University of Medicine and Dentistry of New Jersey Board of
Trustees, upon recommendation of the Finance, Investment and Administration Committee, accepts,
ratifies and approves the aforementioned contracts and leases. Mr. X recused himself and left the
room prior to the vote on the JFK Occupational Health contract. He returned to the room after the
vote on this matter was complete. BE IT RESOLVED, that the University of Medicine and
Dentistry of New Jersey Board of Trustees, upon recommendation of the Finance, Investment and
Administration Committee, accepts, ratifies and approves the aforementioned contract.
Example 2:
Legal Committee Report, provided by Mr. Y
Following the discussion in Executive Session, the Board approved the recommendations of the
Legal Committee regarding the following items:
Authorization for Claims A, B, C, D and E. Dr. Z recused himself from the authorization for
Claim B.
The New Jersey State Ethics Commission has adopted the Uniform Ethics Code
(http://web.njcu.edu/committees/self-study/Uploads/uniformcodeofethicswebcopy.pdf), Appendix 2, and
it requires that members of governing boards of state universities file Conflict Of Interest forms annually
(Executive Order 64 can be found at (http://www.state.nj.us/ethics/forms/college/), Appendix 3 and the
statute can be found at http://www.nj.gov/ethics/statutes/conflicts/index.html, Appendix 4.
The Director of Ethics Programs for UMDNJ monitors this process to ensure that the Board of Trustees
adheres to the deadline stipulated by the State Ethics Commission. In addition, each Trustee must
undergo ethics training (http://www.nj.gov/ethics/training/online/index.html), Appendix 5 upon
appointment to the Board. Thereafter, the entire Board receives an annual ethics briefing and must
undergo training as required under the University Corporate Integrity Agreement. The State Ethics
Commission reviews the filing by each member of the Board, and if there are any questions or issues,
there is further inquiry to the Board member through the University’s Ethics officer to seek resolution.
When concerns regarding conflict of interest on the Board have arisen in the past, the Board member is
given a choice between recusal or an alternate management plan. The individual may also choose to
resign from the Board of Trustees.
18
Academic Year _2011-2012_
IS-7. Administrative officers and members of the faculty must be appointed by, or on the authority
of, the governing board of the medical education program or its parent institution.
Briefly describe the role of the governing board in the appointment of the administrative officers and the
faculty of the medical school.
The appointment of administrative officers (designated within our system as faculty administrators) and
faculty of New Jersey Medical School (NJMS) occurs in a two tiered manner, the first tier occurring
within NJMS and the second tier occurring at the University level by or on behalf of the UMDNJ Board
of Trustees. The UMDNJ Board of Trustees reserves the power to appoint faculty, and has delegated
such responsibility of approval for junior title faculty, voluntary faculty and non-tenured faculty to the
Executive Vice President for Academic and Clinical Affairs. All faculty actions that are deliberated and
voted upon by the main governing body of NJMS, the Faculty Council, are considered recommendations
to the UMDNJ Board of Trustees.
Within NJMS, faculty members are appointed through a series of committees, starting at the departmental
level. Once a faculty candidate has been tendered an offer, the department conducts a vote of the senior
title faculty. If the faculty candidate is a junior titled faculty member, the faculty is presented to the
Faculty Council. If the faculty candidate is proposed as a senior title faculty, the faculty candidate is
presented to the Faculty Committee on Appointments and Promotions. This route for appointment is
followed for faculty candidates regardless of the senior faculty vote, with the two respective bodies
serving as both the recommending and the appealing bodies of a senior title faculty departmental vote.
The Faculty Council shall be composed of the Dean, the President, the Past President, the President-Elect
and the two Vice Presidents of the Faculty Organization; and the chair or acting chair of all academic
departments of the UMDNJ-NJMS. In addition, a number of members of the faculty equal to the number
of departmental chairs shall serve on the Faculty Council. The at-large membership shall be elected
according to Article VII, Title A, Section 2, and are eligible for re-election. Two representatives of the
volunteer faculty shall be elected to the Faculty Council by the at-large members. Four students, one from
each year, shall be elected to the Faculty Council by each individual class, and one house officer shall be
elected by membership of the house officers' organization. Student and house officer members may
participate in discussions and balloting on all issues except faculty appointments and promotions. All
Chairs of the faculty standing committees shall be ex officio, non-voting members (in the event the chairs
are not current members of the Faculty Council).
Faculty Council has delegated part of its responsibility for senior title faculty actions to a specific
committee, the Faculty Committee on Appointments and Promotions (FCAP). FCAP is composed of
senior title faculty with comparable representation of both basic science and clinical departments.
Department chairs are not eligible to be selected to FCAP. FCAP membership is selected by the
Committee on Committees which consists of the Dean, Vice Dean and the Faculty Organization Officers.
FCAP is presided over by a chair who is a full professor. FCAP evaluates proposed appointments and
promotions for senior title faculty only, irrespective of track. The FCAP vote, which occurs by secret
ballot, serves as a recommendation to Faculty Council. Faculty Council retains the discretion to endorse
or override the recommendation of FCAP.
The second tier of the faculty appointment process occurs at the University level. Senior title faculty who
are proposed for tenure or the tenure track are first evaluated by a committee known as the Dean’s
Committee and also a pre-committee of the Board of Trustees known as the Academic Affairs
Committee. The Dean’s Committee is comprised of all of the Deans of the respective schools of UMDNJ.
The Academic Affairs Committee is comprised of three UMDNJ Board of Trustees members who
approve actions to be forwarded to the full Board; the meeting is attended by Deans from each of the
19
Academic Year _2011-2012_
eight academic schools, the President, the Executive Vice President for Academic and Clinical Affairs,
the Vice President for Academic Affairs, and the Vice Presidents for Legal Management and AA/EEO.
The UMDNJ Board of Trustees approves all faculty actions for senior title faculty who are proposed
either for tenure or tenure track, and for administrative appointments. The approval for the remaining
faculty appointments have been delegated by the UMDNJ Board of Trustees to the Executive Vice
President for Academic and Clinical Affairs for administrative approval.
Faculty administrators must have an underlying faculty appointment, on which their administrative
appointment rests. The underlying faculty appointment follows the process described above. The
Academic Affairs Committee and the full Board of Trustees approves all faculty administrator
appointments.
Relevant URLs:
New Jersey Medical School Bylaws http://njms.umdnj.edu/docs/NJMSBylaws2011.pdf
New Jersey Medical School Faculty Committee on Appointments and Promotions Guidelines
http://njms.umdnj.edu/faculty_org/documents/FCAPGuidelinesSeptember2009withcorrections4232012.p
df
UMDNJ Bylaws http://www.umdnj.edu/acadweb/Bylw9-99.pdf
20
Academic Year _2011-2012_
IS-8. The chief official of a medical education program, who usually holds the title "dean,"
must have ready access to the university president or other official of the parent institution
who is charged with final responsibility for the program and to other institutional officials
as are necessary to fulfill the responsibilities of the dean's office.
IS-9. There must be clear understanding of the authority and responsibility for matters
related to the medical education program among the vice president for health affairs, the
chief official of the medical education program, the faculty, and the directors of the other
components of the medical center and the parent institution.
The Dean of New Jersey Medical School attends the following regularly-scheduled meetings with the
President, as well as additional meetings that occur on an ad-hoc basis.
1- One-on-One Meeting with the President: Monthly
2- Meeting with the President and other UMDNJ Deans: Bi-monthly (every other week)
3- Meeting with the President and the University Hospital CEO: Monthly
4- President’s Executive Management Team Meeting: Monthly
5- Attendance at UMDNJ Board of Trustees Meeting: Monthly
In addition, the Dean of New Jersey Medical School and the University President (Interim) communicate
regularly by telephone at least two to three times per week. Also, the Dean has clear and open lines of
communication with the University Vice President for Academic Affairs with regular interaction either by
telephone or in person occurring on an ad hoc basis as issues arise.
For matters related to the New Jersey Medical School medical education program, the authority and
responsibility of the University (parent institution), the Dean of New Jersey Medical School, the Chairs of
the New Jersey Medical School Academic Departments and their faculty, and University Hospital are
described in the UMDNJ bylaws and the NJMS bylaws.
According to the NJMS bylaws, the Committee on Curriculum, Academic Programs and Policies shall be
the central integrated body of faculty, students and administrators charged with design, evaluation,
revision, approval and oversight of the curriculum and overall educational program. It can be found at the
Faculty Organization link, http://njms.umdnj.edu/faculty_org/NJMSBylawsapproved-BOT3211.cfm,
page 20: 4.6.5. It shall make recommendations to the Dean and to the Faculty Council regarding
implementation of these programs. The Dean or his/her designee, namely the Vice Dean (the position of
Senior Associate Dean no longer exists), in concert with the Committee, will have responsibility for the
overall leadership, management and implementation of the curriculum.
Under the University of Medicine and Dentistry of New Jersey (UMDNJ) bylaws
(http://www.umdnj.edu/acadweb/Bylw9-99.pdf) page 3, Section 2, the Dean:
2.1 Under the President and the Senior Vice President for Academic Affairs, the
Dean shall be the chief academic and administrative officer of a school of UMDNJ
21
Academic Year _2011-2012_
with primary responsibility for implementing the mission of the school. The Dean's
duties and powers shall include the following:
2.1.1 primary responsibility for the school's educational, research, health care
and service programs, for the development of teaching and research affiliations,
for administration of the school, for promotion of the school's development and
effectiveness, and for maintaining accreditation with appropriate groups or
agencies;
2.1.2
evaluation and final approval of curricula;
a. Provide the position description for the dean and, if applicable, the vice president for health affairs or
equivalent.
The Dean of New Jersey Medical School provides entrepreneurial leadership for its academic, research,
and clinical programs; provides an opportunity to guide an outstanding medical school within a
dedicated health sciences university to its next levels of achievement. The Dean has direct management
oversight for University Hospital and driving the development of robust clinical service lines is critical.
The chief executive officer of University Hospital reports to the Dean. The Dean establishes and
implements the strategic goals of the School and works closely with department chairs and faculty to
achieve the School‘s mission in alignment with that of the University. He is expected to strengthen the
academic, clinical and research enterprises and work to maximize productivity in all areas. The Dean
also leads recruitment for NJMS and retention strategies for NJMS‘s talented faculty, ensure the
continued success of the research enterprise, develop shared programs with other UMDNJ
Schools, and represent the School within the University, with other higher education institutions, local
hospitals, public/private entities, and the community. At the time of his appointment the Dean reported
to Dr. Denise V. Rodgers, Executive Vice President for Academic and Clinical Affairs, who assumed
the role of Interim President for UMDNJ on January 1, 2012.
The Dean must have an appropriate board certification in a recognized specialty and scholarly and
professional accomplishments, which qualify for a professorship with tenure, and a national and/or
international reputation in a medical sciences discipline. The Dean must have a demonstrated record of:
exceptional leadership in a senior level academic position in a complex medical school environment
including experience in development and management of clinical, translational, and/or basic science
programs; budget and grants management; strategic planning experience; recruitment and retention of
strong academic leaders, clinicians, physician-scientists and other researchers; experience in healthcare
delivery systems and knowledge of relationships between university and community- based programs
and practices; previous success in development and fundraising efforts; experience in the management
of faculty practice plans; experience in working with health care and/or faculty associated labor
unions; and excellent interpersonal, organizational and administrative skills.
Once the decision was made to develop a master clinical services agreement with University Hospital
employing the use of consultants the University made the decision that the Dean would no longer has
direct oversight of University Hospital. He continues to have the leadership teams from both NJMS and
University Hospital meet on a weekly basis.
b. Supply a chart showing the relationships among the members of the medical school and university
administrations and the administrations of other schools and colleges, institutes, centers, etc. Include, if
appropriate, information about the reporting relationships for the director(s) of any teaching hospitals
owned or operated by the medical school or university and of the medical faculty practice plan. If the
medical school is part of a for-profit/investor-owned company, the chart should describe the reporting
relationship that the dean or other senior academic officers have with the board of directors or officers of
the corporation.
22
Academic Year _2011-2012_
http://www.umdnj.edu/oppmweb/university_policies/structure/index.htm
c. Describe any compensation or other arrangements (including, but not limited to, shareholder status)
that the dean or other senior academic officers have which are dependent upon the financial success of the
medical education program.
The Dean’s compensation nor that of any other senior academic officer is dependent upon the financial
success of the medical education program.
23
Academic Year _2011-2012_
IS-10. The chief official of a medical education program must be qualified by education
and experience to provide leadership in medical education, scholarly activity, and patient
care.
___________________________________________________________________________________
Provide a brief resumé of the dean’s academic and administrative experience. In the Appendix 6, provide
the dean’s full curriculum vitae.
Robert L. Johnson, MD, FAAP
THE SHARON AND JOSEPH L. MUSCARELLE ENDOWED DEAN
Robert L. Johnson, MD, FAAP received his M.D. from the College of Medicine & Dentistry of New
Jersey in Newark, N.J. and completed a research fellowship in Adolescent Medicine at New York
University Medical Center – Bellevue. Dr. Johnson is the Sharon and Joseph L. Muscarelle Endowed
Dean, Professor in the Department of Pediatrics and the former Chair; holds a secondary appointment as
Professor of Psychiatry and continues to serve as the Director for the Division of Adolescent and Young
Adult Medicine at the New Jersey Medical School of the University of Medicine and Dentistry of New
Jersey.
Dr. Johnson has become a well-recognized spokesperson for adolescent issues. He annually addresses many
local, state, national and international audiences and frequently appears on television and radio. He has
published widely, and he conducts an active schedule of teaching, research and clinical practice at the New
Jersey Medical School. Dr. Johnson’s books include: The Race Trap: Smart Strategies for Effective Racial
Communication in Business and in Life, which addresses the pitfalls commonly encountered in
communications across the racial divide and Strength for Their Journey: 5 Essential Disciplines African
American Parents Must Teach their Children and Teens, a guide for parents of African American teens.
Over his academic career, he has received numerous honors and awards.
Dr. Johnson has served in numerous capacities at national, regional and state levels. These include: Chair,
Newark Ryan White Planning Council; Chair, Male Involvement Advisory Committee, Department of
Health & Human Services, Region II; Member of the Division of Behavioral and Social Science and
Education National Advisory Board, National Research Council-National Academy of Sciences; Member
of Task Force on Community Preventive, Centers for Disease Control and Prevention.
Dr. Johnson has served as the Principal Investigator on numerous federal, private and state grants for over
30 years, dedicating his work towards the development of outreach programs to enhance services
addressing Adolescent and Young Adult physical and mental health, Sexuality and Sexually Transmitted
Infections, Violence, Delinquency, and Substance Abuse. His research programs have received funding
awards from a wide-range of sponsorships including the Robert Wood Johnson Foundation, Johnson &
Johnson Community Health Care Program, National Institutes of Health and New Jersey Department of
Health. Since 1997, Dr. Johnson has been awarded over $52 million dollars of grant funding.
His dedication towards clinical outreach programs has addressed health issues affecting minority
adolescents and their family members in the Newark Community and beyond. He has pioneered programs
such as Peer Outreach Workers Educating Risk-Takers (POWER) with a goal towards the education,
promotion, and demonstration of strategic planning for healthy behaviors among teens (13-19) who are at
risk for contracting and transmitting sexually transmitted infections, such as HIV. This program has
provided modernized and culturally appropriate services and materials through prevention education.
Another notable achievement in clinical outreach established by Dr. Johnson is the S.T.A.R.T.
(Screening, treatment and Risk Reduction for Teens) Program. As part of the Division of Adolescent and
24
Academic Year _2011-2012_
Young Adult Medicine (DAYAM), this program focuses on the treatment of HIV positive adolescents
and young adults.
Other valuable outreach efforts have included the EMS Youth Trauma Initiative, The Young Fathers
Program, and the Youth Violence Prevention Project, all funded by both State and private funding
agencies. In addition, he has been instrumental in raising funds that support the infrastructure at New
Jersey Medical School, serving as Principal Investigator on two NIH-funded construction grants. Through
his efforts, NJMS was awarded a $14.9 million grant to modernize the NJMS Central Research Animal
Facility.
25
Academic Year _2011-2012_
IS-11. The administration of an institution that offers a medical education program should
include such associate or assistant deans, department chairs, leaders of other
organizational units, and staff as are necessary to accomplish its mission(s).
There should not be excessive turnover or long-standing vacancies in the leadership of the institution.
Areas that commonly require administrative support include admissions, student affairs, academic affairs,
educational affairs/curriculum, faculty affairs, graduate education, continuing education, relationships
with clinical affiliates, research, business and planning, and fund-raising.
___________________________________________________________________________________
a. Attach a chart showing the organizational structure of the dean’s office.
b. List the percent of effort contributed by each associate and assistant dean to the administrative
support of the medical school and, for each, indicate his or her date of appointment to the administrative
position. Indicate if any associate/assistant dean position is being filled on an interim basis. If there are
interim appointments for positions in the dean’s office, describe the status of recruitment to fill the
positions on a permanent basis.
26
Academic Year _2011-2012_
Maria L. Soto-Greene, M.D., Vice Dean (Academic and Diversity Affairs), - 84% (9-2005), includes
diversity related activities, formerly Chief of Staff (2004-2005) and Senior Associate Dean for
Education (2001-2004)
David Alland, M.D. Assistant Dean for Clinical Research - 9% (7-2008)
Suzanne Atkin, M.D., Associate Dean for Clinical Affairs, University Hospital - 85% (1-2005)
Stephen R. Baker, M.D., Associate Dean for Graduate Medical Education – 35% (6-2001)
Melissa Davidson, M.D., Assistant Dean for Graduate Medical Education – 40% (3-2007)
Richard Feinberg, PhD, Assistant Dean for Basic Science Education and Faculty Development –
100% (12-2010), formerly the Assistant Dean for Educational Resources and Faculty Development
– 100%.
Sangetta Lamba, MD, Associate Dean for Education – 90% (11-12)
Assistant Dean for Educational Evaluation & Research (vacant July 2012) current responsibilities
overseen in part by Steve Keller. PhD – 20% (July 2012), position will change to Director of
Educational Evaluation.
Julie Ferguson, M.P.A., Assistant Dean for Student Affairs/Director, Registrar’s Office – 100%
(12-2003)
William C. Gause, Ph.D., Senior Associate Dean for Research - 57% (1-2004)
Christine M. Gerula, M.D., Assistant Dean for Careers in Medicine – 20% (6/2009)
James M. Hill, Ph.D., Associate Dean for Student Affairs100% (8-2010), previously served in an
interim capacity from (5/2009-7/2010), prior to this, he was Assistant Dean for Academic
Development and Student Affairs
George Heinrich, MD, Associate Dean for Admissions –100% (7-2004)
Deborah Lazzarino, Ph.D., Assistant Dean for Research Administration – 93% (1-2011)
Carol Newlon, PhD, Associate Dean for Faculty Affairs – 35% (7-2011)
David L. Roe, M.B.A., Associate Dean and Chief Financial Officer – 100% (6-2002)
Gregory J. Rokosz, D.O., J.D., FACEP, Associate Dean for Education at Saint Barnabas Medical
Center – 5% (9-08)
Joshua Rosenblatt, M.D., Associate Dean for Education at Newark Beth Israel Medical Center –
5% (7-08)
Kendell R. Sprott, M.D., J.D., Senior Associate Dean for Clinical Affairs – 55% (6-2008)
Andrew Thomas, PhD, Senior Associate Dean, Graduate School of Biomedical Sciences 30% (42009)
c. Indicate the term of appointment for department chairs and the number of times that the appointment
can be renewed.
According to the NJMS bylaws, Section 2, pages 4-5 – Departmental Chairs
(http://njms.umdnj.edu/faculty_org/NJMSBylawsapproved-BOT3211.cfm), at least once every five
(5) years or at any time during the term of a departmental chair, a review and evaluation of the
department and of the stewardship of the chair may be initiated by the Dean. The Dean may also
initiate such a review under the following circumstances: if requested by the Faculty Council, or upon
petition by over 50% of the departmental faculty of full academic rank. A review of the stewardship
of each chair shall, in any event, occur at least ninety days prior to the expiration of the chair's term.
A Committee for review shall be appointed by the Dean with the approval of the Faculty Council, and
the committee will contain no member of the department concerned. The committee shall take steps
to ensure that the faculty and other appropriate constituencies have opportunity for input to the review
and evaluation. At the conclusion of the review process, which ordinarily should not exceed sixty
days, the recommendations of the review committee are to be submitted to the Dean and through the
Dean to the chair and to the members of the department. Departmental members of full academic
rank, upon receipt of the report, will meet [within approximately ten (10) working days] and shall, by
27
Academic Year _2011-2012_
secret ballot, vote to accept or reject the report and forward the results and recommendations to the
Dean. The Dean may reappoint a departmental chair after formal consultation with the department, or
may declare the chair vacant. However, chairs serve at the pleasure of the Dean without regard to
term or review. In the case of a vacancy, the Dean may appoint an acting (or interim) chair after
formal consultation with the members of the department. The interim chair shall serve at the will and
pleasure of the Dean.
d. Indicate the date of appointment for each currently sitting department chair.
Departments with Permanent Chairs
NAME
DATE
Anesthesiology
5/2012
Biochemistry & Molecular Biology
6/1996
Cell Biology & Molecular Medicine
11/2012
Internal Medicine
3/2012
Microbiology & Molecular Genetics
6/2004
Neurosurgery
1/2012
Obstetrics, Gynecology & Women’s Health
11/1985
Ophthalmology & Visual Sciences
1/1994
Orthopaedics
7/2009
Otolaryngology Head and Neck Surgery
10/2012
Pharmacology & Physiology
9/1997
Preventive Medicine & Community Health
1/2001
Radiation Oncology
11/2008
Radiology
11/1990
e. List the departments that are currently without a permanent chair and the date on which the last
permanent chair left office. Describe the status and timelines of recruitments to fill vacant chair positions.
Departments without Permanent Chairs
NAME
*Emergency Medicine
DATE
3/2008 Search will be
relaunched
Family Medicine
8/2011
Neurology and Neurosciences
6/2011 Search underway
Pathology and Laboratory Medicine
1/2012
Pediatrics
1/2006 Search Concluded
Psychiatry
4/2008 Search Concluded
Physical Medicine & Rehabilitation
6/2012 Search on-going
Surgery
7/2011 Search underway
*Emergency medicine was established as a new department in 2008. The chair serves as the
academic chair with a chief of service designated by University Hospital that addresses the dayto-day clinical operations. On two separate occasions, the search committee presented finalist
(2010 and 2011) and an offer was made. Ultimately, one candidate decided to stay with the
institution and the other accepted another position. A new search is planned for the summer of
2013.
f.
Briefly describe how, how often, and by whom the performance of chairs is reviewed.
28
Academic Year _2011-2012_
Under the NJMS Bylaws (Article II, Title B, Section 2), the Dean evaluates the department chairs on
annual basis. Additionally, a five-year stewardship review is required
g. Briefly describe the budgetary authority of department chairs and the sources of funding for
departmental budgets.
Under a mission-based funding model implemented at NJMS in 2003, academic department chairs have a
great responsibility and authority with respect to managing their School allocations. They have a large
measure of control over the number of faculty and administrators and they can re-allocate from salary to
non-salary or from non-salary to salary upon request.
At the same time that NJMS designed and implemented a mission-based funding model, the School ended
"use-it-or-lose-it" budgeting at NJMS: once the model determines the allocation to each department, each
academic department will retain unspent allocation across fiscal year lines. In addition, under-spending
will not trigger a reduction in the allocation in subsequent year(s): the mission-based funding model is
driven by measures of output, not measures of expense.
The funds that the School allocates to Departments via the mission-based funding model are specifically
for School-related effort: the metrics that drive the model’s output are dominated by quantity of funded
research; the quantity and quality of the department’s undergraduate medical school teaching program;
and service on School committees. The model’s funds are derived from State appropriation, tuition and
fees, indirect cost recovery on grants, taxes on the faculty practice, and other revenues including overhead
fees on residency and other affiliate relationships.
Separate from the School’s mission-based funding formula, the School provides program-specific funds
related, for instance, to department chair and other faculty recruitments. The School also distributes a
fraction of the indirect cost recovery, by formula, to the academic departments as well as a fraction of the
overhead monies derived from the School’s residency programs.
Also separate from the School’s funding described above are the funds allocated by University Hospital
for clinicians’ salary support. UH allocates a fixed annual sum and the School distributes those funds to
the academic departments in support of clinicians’ salaries.
In addition to the School and University Hospital funding outlined above, academic departments derive
important additional funds from a number of sources, including the directs on sponsored program funding
(grants), physician earnings on practice billings and collections, and medical service agreements with
other institutions.
See also Part A, item (a.) in this section of the database.
29
Academic Year _2011-2012_
IS-12. Medical students should have opportunities to learn in academic environments that permit
interaction with students enrolled in other health professions, graduate, and professional degree
programs and in clinical environments that provide opportunities for interaction with physicians in
graduate medical education and continuing medical education programs.
These academic, graduate medical education, and continuing medical education programs should contribute to the
learning environment of the medical education program. Periodic and formal review of these programs culminating
in their accreditation by the appropriate accrediting bodies would provide evidence of their adherence to high
standards of quality in education, research, and scholarship. Whenever appropriate, medical students would be able
to participate in selected activities associated with these programs in order to facilitate achievement of their personal
and professional goals.
___________________________________________________________________________________
Graduate Education
a. Indicate the number of students enrolled in Master’s and doctoral programs taught by medical school
faculty. Include degree programs in the biomedical sciences and other programs (e.g., biomedical
engineering, public health) that are taught by medical school faculty.
Newark Campus of the UMDNJ- Graduate School of Biomedical Sciences (GSBS)
GSBS has three divisions, one associated with each medical school campus of UMDNJ. Each of the
Divisions functions autonomously with its own Executive Council and independent budget. The
Newark Division of GSBS is overseen by the Senior Associate Dean for GSBS at NJMS, who reports
to the GSBS Dean for academic matters, but also works with the Dean of NJMS on operational and
shared resource issues. There is also a Senior Associate Dean for GSBS at NJDS, but all of the
Newark GSBS programs are run through the GSBS at NJMS office.
The Newark campus of GSBS is in the process of migrating from basic science department-based
PhD programs to a smaller number of more broadly based interdisciplinary PhD programs. The latter
are designed to increase the involvement of clinical research faculty and facilitate collaborative and
translational training opportunities. Because students only started to matriculate into the
interdisciplinary programs in the fall of 2011, there are still a significant number of students in the
department-based programs. However, with the exception of Biomedical Engineering, these
programs have ceased admitting new students and their enrollments will decrease as the enrollment in
the interdisciplinary programs increases. Approximately 30 new PhD students matriculate into
GSBS-Newark each year. In addition to the PhD programs, GSBS-Newark offers the thesis-based
Master of Science and the non-thesis Master of Biomedical Sciences degrees, as well as some
graduate certificate programs. There are also a number of dual degrees, the most prominent of which
is the MD/PhD, which is described in more detail in IS-14. The MD/PhD program provides one of the
most important pathways through which medical students become involved in the institution's
research mission and exposed to GSBS students. However, there is also a robust summer research
program for medical students and a new MD with Thesis program that provides a year-long research
internship.
GSBS does not appoint its own primary faculty other then faculty administrators. More than 90% of
the graduate faculty members on the Newark campus have their primary appointments in NJMS
departments or centers of NJMS and the remainder are in the dental school. Graduate student teaching
is a normal expectation of medical school faculty and the number of courses and teaching hours do
not interfere with the assigned educational activities in the medical school. Moreover, the efforts of
graduate students in faculty laboratories represent an important part of the research enterprise of the
medical school.
30
Academic Year _2011-2012_
Below is the GSBS enrollment data for the Spring 2012 semester. Please note the exact numbers
fluctuate because the PhD and MS students graduate throughout the academic year.
Program
Master’s
Students
Departmental Programs
Biochemistry & Mol Biology
Cell Biol. & Molec. Medicine
Pathology and Exper. Immunol.
Microbiology & Molec genetics
Pharmacology & Physiology
Oral Biology
Neuroscience
Biomedical Engineering
Interdisciplinary Programs
Biomedical Sciences (Interdisciplinary)
Molecular Biology, Genetics & Cancer
Cell. Biol., Neuroscience & Physiology
Infection, Immiunity & Inflamation
Master of Biomedical Sciences
Master of Science
Certificate-Pharmacological Sciences
Certificate- Stem Cell Biology
MD/PhD (with NJMS)
Total students enrolled
Certificate
Students
Doctoral
Students
14
14
15
16
22
8
11
14
1
34
9
7
8
273
85
4
359
4
22
194
Newark Campus of the UMDNJ-School of Public Health (SPH)
The Newark Campus of the UMDNJ-SPH offers the MPH degree in the areas of Dental Public
Health, Quantitative Methods (Biostatistics and Epidemiology), and Urban Health Administration.
Many of the students pursue dual degrees in collaboration with faculty from UMDNJ's New Jersey
Medical School (NJMS), New Jersey Dental School (NJDS), Graduate School of Biomedical
Sciences (GSBS), and School of Nursing (SN) as well as Rutgers University's College of Nursing.
Students pursuing doctoral degrees (both PhD and DrPH) in Epidemiology are mentored by Newark
Campus SPH faculty. In addition to degree programs, the Newark campus offers certificate programs
in Clinical Epidemiology, General Public Health and Public Policy and Oral Health Services
Administration.
The majority of the faculty including the Chair at the SPH-Newark Campus Department of
Quantitative Methods have their primary appointments at NJMS as well as the Associate Dean of the
Newark Campus, who is also the Chair of the Department of Preventive Medicine and Community
Health at NJMS.
The MD/MPH dual degree program allows students who are attending NJMS to complete an MPH
degree while they are enrolled in medical school, taking an extra year of training (for the MPH)
usually between their second and third year. Most SPH classes are offered in the evening on the
UMDNJ-SPH Newark campus during summer, fall and spring semesters. NJMS students who are not
formally enrolled in the dual degree program are also welcome to register for courses as a visiting
student.
31
Academic Year _2011-2012_
NJMS faculty and staff are encouraged to pursue degrees, an SPH certificate or to register for specific
courses of interest on the Newark Campus of the SPH.
SPH enrollment data for the 2010-2011 Academic Year, broken down by semester:
Program
# Students
# Students
# Students
Total for
Fall 2011
Spring 2012 Summer 2012
AY 2012
Certificate and Non28
26
15
69
matriculated Students
MPH only
62
83
43
188
MS/MPH (with GSBS)
7
7
4
18
MD/MPH (with NJMS)
9
11
2
22
PhD
6
6
0
12
DrPH
1
2
1
4
113
135
65
Total enrolled
233
b. Are there university or medical school policies that require regular review of graduate education
(Master’s, doctoral) programs? If so, include a copy of the policy or related documents in the Appendix.
The UMDNJ-Graduate School of Biomedical Sciences Academic Program Review which delineates
the process for review of the program is discussed under c. and can be found in the Appendix 7.
The UMDNJ- School of Public Health is accredited by the Council on Education for Public Health
(http://www.ceph.org/pg_about.htm).
Both UMDNJ GSBS and SPH are also reviewed as part of the UMDNJ Middle States Accreditation.
c. Describe the process used for review of doctoral programs in the biomedical sciences.
During the last survey, we received a citation because of “the absence of regular internal or external
reviews of the graduate programs in the Graduate School of Biomedical Sciences (GSBS) prevents
validated assurance that those programs maintain consistent high standards of educational quality”. In
order to address this citation, and to meet the need for rigorous external program evaluation on a
regular basis, GSBS initiated a periodic program of Academic Program Review using a self-study
mechanism and external experts. The reviews are conducted separately for each campus on a rotating
basis, allowing for a new review of each GSBS division every 6 years. GSBS at NJMS was reviewed
in 2007, with an overall positive outcome. A copy of the summary report and cover letter from the
external reviewers can be found in Appendix 8. This external review of the GSBS programs was
communicated to LCME with a follow up letter from the LCME accepting our process.
The following is excerpted from the GSBS Academic Program Review policy, which is attached in its
entirety in the Appendix 7:
The major purpose of Graduate Program Review at the UMDNJ-Graduate School of Biomedical
Sciences (GSBS) is to ensure that programs are functioning at the highest possible levels of
academic quality and are operating in ways that are consistent with the missions of the
University and the GSBS. The process of Graduate Program Review serves as a means to inform
faculty, administrators, students, and University governance bodies with respect to the relative
merits and areas of needed improvement in particular programs. In this sense, Graduate
Program Review is a tool for critical reflection and change.
32
Academic Year _2011-2012_
Graduate Program Reviews involve a process of self-study complemented by a site visit and
critique by external experts. The review process is grounded in both university-wide standards
and criteria specific to discipline-based and interdisciplinary programs. Upon acceptance of the
self-study by the Dean of the Graduate School, an external review panel is organized. The panel
consists of three members, all external to GSBS, at least two of whom are senior faculty members
from other universities with recognized expertise in graduate education. The external review
panel meets initially with the Dean and Senior Associate Dean of the GSBS division to discuss the
self-study and orient the panel to the program. They then meet separately with program directors
and key faculty representatives from each program. The review panel also meets with graduate
students (as a group with representatives from each program). At the conclusion of the two day
visit, the panel submits an interim report during a meeting of the Dean, Senior Associate Dean,
Program Directors, Chairs and Student Representatives. The final report (due within two weeks
of completion of the site visit) is subsequently sent to the Dean and the Executive Vice President
for Academic and Clinical Affairs, together with an action plan for any changes recommended.
The UMDNJ- School of Public Health is accredited as a graduate school of public health by the
Council on Education for Public Health (CEPH). The last review by CEPH in 2007 resulted in an
accreditation term of 7 years. The Council on Education for Public Health (CEPH) is an independent
agency recognized by the US Department of Education to accredit schools of public health and public
health programs offered in settings other than schools of public health. These schools and programs
prepare students for entry into careers in public health. The primary professional degree is the Master
of Public Health (MPH) but other master's and doctoral degrees are offered as well. The Council is a
private, nonprofit corporation with APHA and ASPH as its two corporate members. The affairs of the
corporation are directed by a 10-member board. As an independent body, the board is solely
responsible for adopting criteria by which schools and programs are evaluated, for establishing
policies and procedures, for making accreditation decisions, and for managing the business of the
corporation. Source: http://www.ceph.org/pg_about.htm
Graduate Medical Education
a. For each clinical facility at which one or more medical students take a required core clerkship rotation
(except ambulatory, community-based sites), mark a “+” if residents in an ACGME-accredited program
(for U.S. medical schools) or in an RCPSC or CFPC-accredited program (for Canadian medical schools)
are involved in medical student education in that clerkship rotation at that site; place a “–” for any
clerkship rotation offered at that site in which there are no residents.
Clinical
Facility Name
UMDNJ
University
Hospital
Hackensack
University
Medical Center
St. Barnabas
Medical Center
Newark Beth
Israel Medical
Center
Veterans
Administration
Family
Medicine *
Internal
Medicine
+
Obstetrics/
Gynecology
+
Pediatrics
+
+
+
+
+
+
+
+
+
+
+
+
+
Psychiatry/
Neurology
+
Surgery
+
(Psychiatry)
+
+
33
+
+
Academic Year _2011-2012_
Health Care
System
Mountainside
+
Hospital
UMDNJ+
Behavioral
Healthcare
Greystone Park
+
Psychiatric
(Psychiatry)
Hospital
Medical
Center
Bergen
+
Regional
(no longer a
Medical Center
teaching site)
Morristown
+
Hospital
* Students learn family medicine in family medicine preceptor ambulatory sites. These preceptors have
been long term volunteer faculty who are experienced in clerkship education.
b. If the medical curriculum does not include a separate required clerkship rotation in one or more of the
above disciplines (e.g., when the curriculum includes an integrated experience for some medical
students), describe these students’ interactions with residents, including the residents’ specialties and the
settings in which these interactions occur.
The Psychiatry/Neurology Clerkship is administered by both departments who have residents in each
discipline. Students spend 4 weeks in psychiatry and 4 weeks in neurology, which includes neurosurgery.
There is only one final grade issued for this clerkship.
c. Provide the number of residents who are the responsibility of the medical school’s faculty, by training
program, including those programs at affiliated hospitals at which residents are taught by medical school
faculty. (Note: If the medical school operates geographically separate clinical instructional
sites/campuses, provide a separate table for each site.)
PGY-1
Specialty of Training Program
Anesthesiology
Diagnostic Radiology
Emergency Medicine
Internal Medicine
Allergy/Immunology
Cardiology
Dermatology
Endocrinology
Gastroenterology
Geriatrics
Hepatology
Total
Residents
# Clinical Fellows
(In ACGMEApproved Program)
#Clinical
Fellows
(In NonACGME
Accredited
Programs)
27
18
24
110
6
41
3
10
6
2
9
2
3
34
Academic Year _2011-2012_
Infectious Disease
Interventional Cardiology
Nephrology
Pulmonary Critical Care
Medicine – Pediatrics
Neurology
Child Neurology
Vascular Neurology
Neuromuscular Medicine
Neurosurgery
Neuroendovascular
Neuroradiology
Obstetrics and Gynecology
(OB/GYN)
OB/GYN-Maternal Fetal
Medicine
OB/GYN-Reproductive
Endocrinology & Infertility
Ophthamology
Orthopedics
Orthopedics Hand Surgery
Orthopedics Musculoskeletal
Oncology
Orthopedics Trauma and
Reconstructive Surgery
Otolaryngology
Pathology
Pediatrics
Pediatrics Infectious Disease
Pediatrics Medical Genetics
Physical Medicine and
Rehabilitation (PMR)
PM&R-Musculoskeletal
Medicine
PM&R-Pediatric
PM&R-Spinal Cord Injury
Preventive Medicine
Psychiatry
Child Psychiatry
Surgery
Plastic Surgery
Surgical Critical Care-Trauma
Urology
TOTAL
6
2
6
9
4
4
15
16
3
1
1
2
13
3
6
24
1
3
15
29
6
1
1
1
1
2
4
15
10
13
48
1
1
28
3
1
1
2
29
4
63
4
9
18
2
8
509
118
63
10
NOTE: The table (above) includes housestaff engaged in research or other activities outside of the usual
clinical training programs, resulting in higher totals than reported on the LSSR.
35
Academic Year _2011-2012_
d. Describe the mechanism(s) used for oversight and coordination of graduate medical education,
including the evaluation and allocation of training positions. Note any programs currently on probation,
as well as any programs whose size is being substantially expanded or reduced.
The UMDNJ-New Jersey Medical School ensures that its ACGME-accredited medical education
programs are in substantial compliance with the relevant Program Requirements in the following ways:
Every ACGME-accredited program goes through an Internal Review (aka Mid-Cycle Review) at the midpoint of the accreditation cycle in which the program is reviewed according to the ACGME Institutional
and Program Requirements. The process includes the program’s completion of the ACGME Program
Information Form (PIF) as if it were undergoing a formal ACGME site visit. Following review of the PIF
and all supporting documents, the Internal Review Committee conducts separate interviews with
representative residents from each level of training; with representative faculty including hospital site
director; and with the Program Director (PD) and department chair. A report is generated and reviewed at
the GMEC. If the Internal Review Committee finds that a program is NOT in substantial compliance
with a particular program requirement or the institutional requirements, the Program Director is instructed
to correct the deficiency with the support of the Graduate Medical Education Committee (GMEC).
Follow-up of corrective actions is determined by the GMEC and is dependent upon the nature and
severity of the deficiencies. Support is provided to the PD by the Designated Institutional Official (DIO)
and the Assistant Dean for GME (ADGME) in the correction of deficiencies. If necessary, a follow-up
focused Internal Review is done by the original Internal Review Committee and again a report is written
and presented to the GMEC.
Each and every time an ACGME-accredited program completes a Program Information Form (PIF) for
submission to the ACGME for an upcoming site visit, the DIO and ADGME review the completed PIF
and attachments BEFORE it is sent to the ACGME. The PIF is reviewed for completeness, accuracy, and
compliance with the requirements. Dr. Stephen Baker, Associate Dean for Graduate Medical Education
and DIO, reviews each ACGME accreditation letter and/or report for each of the ACGME accredited
programs as soon as it is received. Dr. Baker meets with the PD in a timely fashion if any citations or
concerns are stated in the letter. They discuss and develop a plan to address and correct any deficiencies.
The GMEC reviews and discusses each ACGME accreditation letter and determines the plan for followup of corrective actions. The GMEC meets monthly.
An annual GME program report is prepared by the Associate Dean for Graduate Medical Education
(Designated Institutional Official) and is presented at the University Hospital Medical Staff Executive
Committee. This report is distributed to all major participating affiliate training sites.
Individual program size is based on the capacity of each program to offer an educational experience for
each resident that is consistent with both New Jersey Medical School and accreditation standards.
Program directors seeking to increase their total program complement must submit a request to the
Associate Dean for Graduate Medical Education that outlines a sound educational rationale and funding
source. The request is evaluated by the Associate Dean for Graduate Medical Education and is presented
for final approval by the Graduate Medical Education Committee. If a new position is approved and
exceeds the maximum program complement established by the accrediting agency (i.e. ACGME) the
program submits request for approval to the accrediting agency prior to recruiting for the position.
All GME programs are currently accredited. There are no programs on probation.
New Jersey Medical School’s sponsorship of the Family Medicine program was transferred to Hoboken
University Medical Center in May 2010. NJMS had sponsored this program for over a decade. This
program was based at Hoboken and its outpatient center with clinical rotations to other facilities within
NJMS. The outstanding receivable was substantial (multimillion dollars) and the financial viability of the
hospital was in question (the hospital did in fact declare bankruptcy several months later and was
36
Academic Year _2011-2012_
purchased by another hospital system). NJMS leadership, which included the DIO, Dean, Vice Dean,
CFO, and Director of Clinical Academic Operations, determined that allowing the residency positions to
remain in the match would commit NJMS to a program whose primary site (Hoboken) was in financial
jeopardy, leaving NJMS financially, administratively and programmatically vulnerable, which in turn
could affect all of the other GME programs. The decision was therefore made to withdraw from the match
with the intent to close the program. The DIO maintained communication with the NRMP throughout this
process. In May 2010, final steps were taken to transfer sponsorship from NJMS to Hoboken, which
included DIO discussions with the ACGME who recommended this transfer in lieu of program
termination. Final transfer was accomplished effective July 1, 2010.
e. For each accredited institution, provide the following information regarding ACGME/RCPSC/CFPC
institutional review of graduate medical education programs sponsored by the medical school or its major
teaching hospital(s):
Date of Last
ACGME/RCPSC/CFPC
Institutional Review
May 8, 2012
Status
Date of
Next Review
Accredited
October 1, 2015
Continuing Medical Education
a. If the medical school or its clinical affiliates are accredited by the ACCME/RCPSC to sponsor
continuing medical education for physicians, indicate each sponsoring organization’s current
accreditation status, the length of accreditation granted, and the year of the next accreditation review.
Program Sponsor
UMDNJ-Center for
Continuing and
Outreach Education
Length of
Accreditation Term
Accreditation Status
ACCME:
Accreditation with
Commendation
Six years
Year of Next Review
2016
b. Describe the opportunities available to medical students for participation in continuing medical
education programs. Is student participation in any continuing medical education programs expected or
required?
Medical students are permitted and expected to attend regularly scheduled series during their clerkship
rotations, as well as any continuing education seminar/conference sponsored by an individual department.
New Jersey Medical School in conjunction with the Center for Continuing and Outreach Education
(CCOE) sponsors the following regularly scheduled series:
Advances in Pediatrics Grand Rounds
Allergy & Immunology Grand Rounds
Anesthesiology Grand Rounds
Cardiac Catheterization Clinical Conference
Emergency Medicine Grand Rounds & Journal Club
Head & Neck Tumor Conference
Infectious Disease Case Conference
Medical Clinical Pathology Case Conference
Medicine Grand Rounds
37
OB/GYN Grand Rounds
Ophthalmology Grand Rounds
Oral & Maxillofacial Surgery Seminar Series
Otolaryngology Grand Rounds
Plastic Surgery Academic Conference
Preventive Medicine & Public Health Grand
Rounds
Psychiatry Grand Rounds & Case
Conferences
Surgical Grand Rounds
Trauma Grand Rounds
Academic Year _2011-2012_
Medicine, Morbidity & Mortality Conference
Neurology Chief of Staff Grand Rounds
Neurology Grand Rounds
Tuberculosis Grand Rounds
Urology Grand Rounds
Several NJMS departments also collaborate with CCOE to develop half, full, or multi-day continuing
education activities that take place both on and off campus, as well as print or web-based enduring
materials. These departments include Otolaryngology, Radiology, Neurosurgery, Urology, and
Preventive Medicine and Community Health.
c. Number of Weekly Offerings.
NJMS, in conjunction with CCOE, currently sponsors 23 regularly scheduled series that are certified for
AMA PRA Category 1 Credit™. Nineteen are held on a weekly basis, with the remainder occurring
monthly, semimonthly, or bimonthly.
See also Part A, items (b.) and (c.) in this section of the database.
38
Academic Year _2011-2012_
IS-13. A medical education program must be conducted in an environment that fosters the
intellectual challenge and spirit of inquiry appropriate to a community of scholars.
IS-14. An institution that offers a medical education program should make available
sufficient opportunities for medical students to participate in research and other scholarly
activities of its faculty and encourage and support medical student participation.
The institution is expected to provide an appropriate number and variety of research opportunities to accommodate
those medical students desiring to participate. To encourage medical student participation, the institution could, for
example, provide information about available opportunities, offer elective credit for research, hold research days, or
include research as a required part of the curriculum. Support for medical student participation could include
offering or providing information about financial support for student research (e.g., stipends).
New Jersey Medical School (NJMS) is dedicated to making significant contributions to the body of
biomedical knowledge and serves as a leading research and teaching institution. The mission is to
enhance and strengthen research support services for the NJMS scientific community. The goals are to
build strong resources for research with a particular emphasis on building translational research programs.
Our research enterprise has successfully supported a wide range of sponsored programs, including
federal, state and private grant funded research. The Research office provides an infrastructure to
facilitate research and research-related activities for faculty, administration, students and staff at NJMS.
The Office provides investigators with administrative support for intra- and extramural research grant
funding and contracts. In addition to individual investigator grant initiatives, faculty receive financial and
administrative support to develop multi-investigator training, instrumentation, and center and program
project grants, including inter-departmental research teams crossing basic and clinical research
programs. To enable the research enterprise, the office works with Legal Management and various
biomedical compliance offices to meet federal, state and university policies on all research grants and
contracts.
The Research Office continually provides information to NJMS faculty on new funding initiatives and
regulatory policies that could potentially impact their research programs. It is also dedicated to providing
mentoring and training opportunities for research faculty, students and administrative staff in support of
their research and scholarly endeavors, which includes a formal mentoring program for junior faculty and
postdoctoral students. In addition, the Research Office has developed a MD with Thesis Program that
offers a unique opportunity for NJMS students to conduct original research during their medical school
training. To provide continual scholarly interchange, the Office sponsors and organizes research symposia
at the local and national levels. Scholarly achievements are publicized through website postings,
newsletters, and news publications.
To help sustain the research and training programs, the Office provides cutting edge research equipment
and expertise by supporting research core facilities, as well as aggressively pursuing funding
opportunities for new facility construction and the acquisition of shared instrumentation allowing us to
stay current with expanding research technologies. For example, we were awarded a $14.9M NIH ARRA
construction grant to renovate and build a state of the art animal research facility. This includes the
infrastructure for a live animal imaging facility that will support preclinical translational studies.
Over the last several years we have also been successful in obtaining a number of NIH Shared
Instrumentation Grants, which are housed in our Core facilities. This is an indication of both the high
quality of the NIH funded investigators and the Core Facility administrative expertise.
NJMS also provides bridge and seed grant programs, partly funded by the Dean’s office, to support both
individual and multi-investigator initiatives. These monies, while modest, have been deemed important in
39
Academic Year _2011-2012_
assisting research projects that are able to compete for NIH and other outside funding.
It should also be noted that over the last three years NJMS investigators have brought in more than
$150M in NIH funding, representing an unprecedented growth in our research enterprise. Our research
funding encompasses important areas of clinical therapeutic need, with expertise in cardiovascular,
infectious, inflammatory, neurological, ophthalmologic and cancer diseases. Many faculty at NJMS are
leaders in their field and have recently published in high impact journals such as the New England Journal
of Medicine, Cell and Nature Medicine. The Research Office supports current and new research programs
through continued support of the core facilities and participates in the recruitment of new research faculty
to improve and expand on our areas of educational, scientific, and medical expertise.
Over the last several years, we have invested in additional administrative and infrastructure support that
our clinical departments need to build their research enterprise. To address those needs we developed core
facility resources and a strategic planning initiative to enhance the support for both young clinical
researchers as well as more senior research faculty. For example, we have invested in building a Center
for Clinical and Translational Science that lends support to clinical researchers at both an administrative
and operational level, from protocol writing, budget and grant proposal development through the patient
care record management and regulatory requirements in running clinical trials. This center includes a
fully operational Clinical Research Unit as well as an Office of Clinical and Research Administration. In
addition, we have developed a core facility service that supports grant management at the departmental
level, with both pre award development and post award monitoring, to address the specific needs of
clinical departments whose administrators have limited grant experience.
Future areas of improvement identified during our strategic planning process included: developing more
platforms for information exchange across departments and between clinician and scientists; identifying
additional translational research areas for development; building stronger clinical outcomes and
implementation research; and enhancing IT support for patient databases to be used in research studies.
We have also enhanced our support of several interdepartmental centers that include faculty from both
basic and clinical departments. These centers focus on specific research areas of excellence at NJMS and
bring together both basic and clinical researchers in a structured program emphasizing translational
research. Finally, it should be noted that the Finance Office distributes department funding using a
mission-based model, which factors in research activity and the faculty have access to a research
extramural incentive program which provides additional salary support up to a maximum of $15,000 if
$30,000 of the investigator’s salary is on a grant.
a. If not already described in the response to standard IS-1, briefly summarize institutional goals and
priorities relating to research and scholarship.
The strategic plan approved on November 13, 2012 by faculty council sets forth the following goal for
research:
The rational reads as follows: ‘It is through advances in biology that patient care, treatment, outcomes and
quality of life are improved in our community. Advances are made through research excellence in focused
areas of biomedical research. The keys to discovery require multi-disciplinary experimental projects that
benefit from the expertise of scientists and clinicians with different expertise and knowledge base.
Collaborative biomedical research increases the success for intellectual property development, extramural
grant support, reputation of the medical expertise for innovation and excellence in ‘state of the art’
medical education and care.
40
Academic Year _2011-2012_
By developing the Institute of Urban Health and Research, it will provide the structural framework and
the bridging for the integration of the efforts of our physicians and scientists to improve the quality of life
in our community.”
Goal #2: Build on our prominence in biomedical research that promotes innovative, clinical, populationbased and translational research programs.
Select Supporting Strategies
1. Build on our current strengths to incentive collaborative innovation and interdisciplinary research.
2. Improve research infrastructure and increase investment to further strengthen the institutional
biomedical research enterprise and enhance collaborative efforts with biotech and pharmaceutical
industries.
3. Establish an Institute of Urban Health and Research focusing on patient-centered outcomes,
comparative effectiveness, health services and translational research in diseases and injuries
affecting urban populations.
4. Foster collaboration both within the University and with external partners; within the university,
provide financial support for physician-scientists development
5. Invest in Information Technology and physical infrastructure on the Newark campus to provide
an environment conducive to innovative and productive collaborations.
6. Improve funding for research by expanding the scope and responsibilities of the Center for
Clinical and Translational Sciences (CTS) to (1) increasing industry partnerships and (2)
increasing relationships with CROs.
Measures of Success:






Increase publications in high impact journals, increase NIH funding, expanded research contracts
with industry and new intellectual property development.
Recognition of the NJMS Institute of Urban Health and Research as a state-wide resource for
expertise in the areas of patient-centered outcomes, comparative effectiveness, health services
delivery and translational research.
Increased inter-departmental and inter-school research collaborations resulting in an increase in
the number of multi-investigator/multi-site grant awards.
Improved information technology resources available for the use of investigators in analyzing,
managing and sharing research data.
Improved human resources and physical infrastructure in areas where research is conducted.
An expanded CTS resulting in increased industry partnerships and relationships with CROs.
b. Briefly describe the opportunities available for medical student participation in research, including the time
periods when students may do so, the average number of students in the base year who were involved in each type
of program (e.g., M.D./Ph.D., M.D./M.S., summer research, year-out research), and the funding sources that are
available to support student participation. Note if there is a research requirement for all medical students (e.g., a
thesis or required research/scholarly project).
New Jersey Medical School has several long- standing programs and one newly initiated program to support
medical student participation in research. The programs are described below:
MD/PhD Program
The Interdisciplinary MD/PhD Program is designed as a seven-year integrated experience. The first two years
consist primarily of pre-clinical medical school courses. MD/PhD students attend journal club and other scientific
activities during their first two years at NJMS. Laboratory rotations are performed in the summer prior to entering
41
Academic Year _2011-2012_
medical school and/or following the first year. Years 3-5 generally involve full time research towards the PhD
degree in a chosen laboratory, with a limited number of advanced graduate courses taken with other PhD students
during the initial research year. The final two years of the program focuses on clinical experience through
completion of the third and fourth year of medical school. Coordination between the clinical and research years is
designed to facilitate a smooth transition between aspects of the Program.
Requirements for admission to the MD/PhD Program include a strong academic record, letters of
recommendation (including at least one from a research mentor), evidence of ability to succeed in a research
environment, and competitive MCAT scores (GRE scores are not required). Application is made through
AMCAS to New Jersey Medical School. During the NJMS application process, a supplemental application to the
MD/PhD Program is be required.
The MD/PhD Program was co-founded by the New Jersey Medical School (NJMS) and the Graduate School of
Biomedical Sciences (GSBS). These schools are strategically located in close proximity to other New York and
New Jersey academic and pharmaceutical research institutions, providing a dynamic clinical and research
environment. NJMS provides a superb clinical education experience through its facilities at University Hospital
and other affiliated hospitals in Essex, Morris and Bergen Counties. In addition, NJMS is associated with a
variety of state-of-the-art treatment and research facilities. These include the New Jersey State Trauma Center, the
Center for Fertility and Reproductive Medicine, the Center for Human Molecular Genetics, the Global
Tuberculosis Center, the Center for Emerging and Re-emerging Pathogens, the Cancer Center and the
International Center for Public Health in Science Park. Laboratory experiences in the Program provide a thorough
foundation in the theoretical and practical aspects of biomedical research. Research opportunities are available in
a wide range of fields including molecular biology, biochemistry, bioinformatics, cell biology, immunology,
molecular genetics, microbial pathogenesis, pathology, physiology, pharmacology and neurosciences. The
research programs are well supported by numerous core facilities, including animal care, transgenic mice, mass
spectrometry, molecular resource, microscopic imaging and computing services, as well as the George F. Smith
library.
MD/PhD Scholarships are provided to all matriculants in the Program. Scholarships include tuition waivers and a
stipend during all years in the Program. The current stipend for students in NJMS years 1 and 2 is $20,000 and
26,500 for NJMS years 3 and 4.
MD with Thesis Program
The M.D. with Thesis Program is a relatively new program approved for implementation in AY2011-12 by our
curriculum committee and subsequently faculty council. It offers a unique opportunity to NJMS medical students
to conduct original research of excellent quality during their medical school training. The student is expected to
devote one year exclusively to independent research that is laboratory, clinical or population-based. The
additional year of research experience provides students the opportunity to study a certain subject in depth. The
Program is specifically designed for a rigorous development in scientific thinking, including a thorough
understanding of research methodology and scientific writing. The Program is highly suited to students who plan
a career in Academic Medicine. The M.D. with Thesis Program is administered through the Office of the Senior
Associate Dean for Research in conjunction with the Office of Education. The program is operated by a
Committee consisting of representative faculty members from basic and clinical sciences departments and
overseen by the Director of Graduate Medical Research Program who also oversees the MD/PhD program
reporting to the Senior Associate Dean for GSBS-N.
Students selected to the program have to be academically strong with previous research experience. The specific
objectives are: training in research skills, critical thinking and formulation of a hypothesis, designing experiments
that will allow for testing of the hypothesis, critical evaluation of data, and skills required to communicate
scientific findings.
The student may receive a stipend during the research year subject to available funding by the research mentor.
During the research year the student is enrolled in the NJMS Scholars Program. The student is not charged tuition
during the research year; however, student fees are assessed. Each student must remain in good academic standing
42
Academic Year _2011-2012_
in order to remain enrolled in the research program. With the permission of their research mentor and the
Associate Dean for Students Affairs, students may cross-enroll in courses offered by GSBS-N or UMDNJ-School
of Public Health. Participation in the M.D. with Thesis Program and/or cross-enrolled coursework cannot fulfill
any requirements for the Doctor of Medicine degree program. Program has hosted two students to date.
Scholar’s Program
Several opportunities are available to NJMS students to take a year off to perform research. These include
fellowships from the Howard Hughes Medical Institute and the National Institutes of Health. Students specifically
interested in cardiovascular research have the opportunity to take a research year that is funded by the American
Heart Association, Founders Affiliate.
The Office of Research and Sponsored Programs (ORSP), Summer Student Research Program
(http://njms.umdnj.edu/research/orsp/ssr.cfm)
The ORSP Summer Student Research Program began in 1968. The ORSP-SSRP funding source is
provided by an annual grant from the UMDNJ Foundation, donations from the NJMS Alumni and Faculty
Organization., and research support for targeted students by the Hispanic Center of Excellence. The
program provides a unique eight-week research experience for New Jersey Medical School's first and
second-year medical students as well as undergraduate students enrolled in our combined BS/MD sevenyear program. Over the eight-week period the participants are exposed to the dynamic nature of
biomedical science. During this time they learn about the methodology and results of laboratory/clinical
research, sharpen diagnostic skills and learn the value and limits of experimental results. Participation
also allows the students to develop a close working relationship with their mentor. Participation in the
Summer Student Research Program is often the student's first research experience. It provides an
opportunity for each student to evaluate the possibility of an academic career in medicine as well as
appreciate the value and importance of biomedical research to tomorrow's physicians.
After completing eight weeks of research in the respective laboratories, students present their research
projects at the Summer Student Research Poster Symposium held in early August. At the Symposium
students are interviewed and required to explain the results displayed in their poster presentation.
In the summer of 2011 there were a total of 28 Students in the program and 32 Faculty mentors from
across the basic science and clinical departments. Another 6 students were funded by the Hispanic Center
of Excellence to conduct research and one who received HCOE funding is already included in the
Summer Student Research Program. The overall total for the summer of 2011 who were sponsored by
NJMS was 34.
Summer Student Research Program participants have presented their research at national student research
meetings. Several have received awards for platform or poster presentations of their work. This valuable
experience occasionally captivates a student and determines a new career course that includes a lifetime
commitment to biomedical research.
Cancer Summer Student Research Program
(http://njmsuhcc.umdnj.edu/home/index.php/summer-research-program.html)
The Cancer Education Summer Student Research Program has been in existence at NJMS since 1969 and is
supported through an NCI Cancer Education Program Grant. The summer program also begins the first week in
June and ends the last week of July. This program, which has been continuously funded by the NCI for 42 years,
provides a unique eight-week research experience for New Jersey Medical School's first and second-year medical
students as well as undergraduate students enrolled in our combined BS/MD seven-year program to participate in
oncology related summer programs and lectures series. In the summer of 2011 there were a total of 30 Students in
the program with 20 Faculty Mentors.
43
Academic Year _2011-2012_
Students also have the opportunity to participate in research activities on a volunteer basis throughout the
academic school year and via the work-study option. These projects are posted all year round for interested
students on the ORSP website as well as the Student Financial Aid website.
Department-based research opportunities
There are many and varied research opportunities for students at the department level. There are several
mechanisms by which students can engage in research beyond the summer programs. Formally, students
can register for credit bearing research electives approved the CAP2 (curriculum committee).
Additionally, students may propose a research elective using our independent study mechanism which
allows a student to tailor their research endeavor with a particular faculty investigator. On average, a
dozen (12) students utilize this process. The following is a list of research electives by department and the
number of students enrolled in each elective in 2011-12.
Research in Anesthesia
Research in Family Medicine
Neurosciences Research
Introduction to Women's Health Research
Orthopaedics Research
Research in Psychiatry
Research in Physical Medicine and Rehabilitation
Sports Medicine/Musculoskeletal Research
Otolaryngology Research
Topics in Surgical Research
Research in Historical Medicine
Research in Urology
Translational Experience in Laboratory Medicine (3rd years)
Sports Medicine/Musculoskeletal Research (3rd years)
8
7
3
1
3
9
5
3
4
26
36
4
2
2
In addition, students have many informal/extracurricular opportunities to work with individual faculty
members on specific projects. Students are welcome to join a basic science or clinical faculty member
engaged in scholarly activities. As an example, the table below describes the range of student
participation in research for the Department of Medicine.
Table 1
2009-2010
26
9
6
8
No. students participating in research projects
No. student first-authored publications
No. student co-authored publications
No. peer-reviewed abstracts presented
national/international meetings
No. student peer-reviewed abstracts local/regional
meetings
No. students abstracts presented Department of
Medicine Research Day
No. students with extramural funding
No. students with intramural funding
2010-2011
36
14
3
10
2011-2012
26
10
3
4
TOTAL
88
33
12
22
4
5
3
12
7
9
5
21
2
3
1
6
1
3
4
12
c. Describe how medical students are informed about opportunities for participation in research.
44
Academic Year _2011-2012_
All first year students are sent an e-mail informing them about the programs and the availability of
projects. Summer Program information is posted to the respective program websites as well as
distributed on campus via brochures left in Office of Research and Sponsored Programs and Office of
Admissions. Projects may include a small stipend and other projects are available thru work-study or
volunteerism. Every year by the end of February, new projects are posted for the upcoming prospective
Summer Program Participants. Research opportunities are made available to the students at
http://njms.umdnj.edu/research/orsp/ssr.cfm.
These research opportunities are competitive with a limited number of stipend funded projects. Students
are required to complete an application, attach a copy current CV and include a brief statement indicating
any prior research experience and state how it relates to the current project. Each year Student Affairs
hosts a presentation to students regarding electives and information regarding summer programs is
presented. In addition, the Office for Diversity and Community Engagement targets students
underrepresented in medicine reinforcing the availability of summer research opportunities sponsored by
Office of Research and Sponsored Programs, the Hispanic Center of Excellence and other external
organizations.
See also Part A, item (d.) in this section of the database.
45
Academic Year _2011-2012_
IS-14-A. An institution that offers a medical education program should make available
sufficient opportunities for medical students to participate in service-learning activities and
should encourage and support medical student participation.
"Service-learning" is defined as a structured learning experience that combines community service with preparation
and reflection. Medical students engaged in service-learning provide community service in response to communityidentified concerns and learn about the context in which service is provided, the connection between their service
and their academic coursework, and their roles as citizens and professionals.
"Sufficient opportunities" means that medical students who wish to participate in a service-learning activity will
have the opportunity to do so. To encourage medical student participation, institutions could, for example, develop
opportunities in conjunction with relevant communities or partnerships, provide information about available
opportunities, offer elective credit for participation, or hold public presentations or public forums. Support for
medical student participation could include offering or providing information about financial and social support for
medical student service-learning (e.g., stipends, faculty preceptors, community partnerships).
___________________________________________________________________________________
a.
Is there a school requirement that medical students participate in a service-learning experience,
either as part of a regular course or clerkship rotation or as a selective? If so, describe the opportunities
for participation and reflection on the experience
NJMS does not require students to participate in service-learning; however, it is strongly encouraged
and highly regarded by our students and faculty. The NJMS curriculum committee is currently
discussing whether service learning will be a medical education requirement based upon a review of
the education wide Goal#4: Commitment to the health of the community and appreciation of social
and cultural diversity.
b.
Briefly describe the opportunities for medical student participation in voluntary service-learning
activities. Include the types of service-learning opportunities that are available and the general level of
student involvement
Service-learning is a key element of the medical education experience at NJMS. Through a rich array of
opportunities supported by the medical school, students are able to provide service in response to the
needs of the underserved community in Newark, NJ and beyond. Faculty participation guides the
connection between the service provided and academic coursework. The service-learning opportunities
listed below prepare the NJMS students for continued community service during their professional
careers. NJMS also recognizes that it may not capture the full scope of all activities housed within the
many student organizations and interest group.
The following is a list of service-learning opportunities at NJMS:
Community Service Initiatives:

Student Health Advocates for Resources and Education (SHARE):
o Early Start Mentoring Program - Matches medical student mentors with elementary
students.
o Voices of SHARE - A noncredit elective that provides engaging lectures on issues
pertinent to the Newark community.
o Relations in Education and Community Health (REACH) – Fosters education of the
community through outreach and health fairs.
o Student Sight Savers - A multi-faceted student run organization offered to medical
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Academic Year _2011-2012_
o
o
o
o
students, which focuses on the field of ophthalmology.
Student Family Health Care Clinic (SFHCC) - One of the oldest institutions at
UMDNJ. Established after the 1967 riots to meet the needs of the medically
underserved, this student-run clinic offers free, quality health care to the Newark
community.
Partnership in Newark Advocating Community Leader's Empowerment (PINACLE) Aims to educate and empower members of the Newark community by providing useful
information about pressing medical issues and by training religious community leaders
in disease prevention and treatment so that they may teach their members.
Students Teaching AIDS to Students (STATS) – Community outreach program
providing HIV education.
New Moms - Pairs medical students with pregnant teens who attend the University
Hospital's OB/GYN clinic, and act as mentors, liaisons, and advocates throughout their
pregnancy.

Students Learning about Medicine (SLAM) - Educates and exposes students at Barringer High
School to opportunities in the biomedical sciences.

Dr. Richard Pozen and Ann Silver Pozen Community Scholars Program – supports’ and
encourages medical student participation in community service projects locally, regionally, and
internationally. Since 2008, 35 medical students have been recipients of the Pozen Community
Service Scholarship Awards.

The Healthcare Foundation Center for Humanism and Medicine at New Jersey Medical School
– aims to advance the field of humanism by creating a “network” or nucleus of caring
physicians who personify humanism in action. Through a specialized curriculum and through
the Scholars’ projects they also influence their peers and instructors. Projects include:
o All EARS – students spend time with patients at University Hospital who frequently
have no one. They have provided invaluable support to end of life patients.
o Apostle’s House - a shelter for women and children located in Newark. A reading
room was implemented with everything from fresh paint, books and a computer.
o Project H.I.G.H. (Humanism is Good Health)
o Vocal Chords A Cappella group outreach to sick patients

Mini-Med outreach for residents of The Kintock Group (transitional residence for offenders reentering the community) and The Renaissance House (a residence for troubled adolescents and
women suffering from substance abuse) located in Newark.
Mini-Medical School
Student Organizations – Various NJMS student organizations and local chapters of national
organizations conduct their own community service and engagement activities. These include,
but are not limited to:
a. American Medical Association
b. American Medical Women’s Association
c. American Medical Student Association
d. Asian American Physicians of Indian Origin
e. Asian Pacific American Medical Student Association
f. Student National Medical Association
g. Christian Medical and Dental Association
h. Muslim Students Association
i. Project Pediatrics
j. Global Health Alliance


47
Academic Year _2011-2012_
k. Jewish Medical Society
l. Cross-Cultural and Integrative Medicine Interest Group
In addition, there are a number of faculty sponsored activities in which students have participated or are
welcome to participate.
Select Faculty Sponsored Initiatives provided in Spring 2011:
 Teaching Internships whereby departmental research students assist in teaching science and math
to high school students at Science Park High School.
 Laboratory Techniques Course developed with science teacher at Science Park HS that allows
high school juniors to learn about science in a laboratory (at NJMS) and theoretical (at Science
Park HS) setting.
 Participation in the "Partners in Science Program" ran by the Liberty Science Center, offering
summer laboratory research internships to high school students.
 Blood drives (in partnership with Red Cross)
 Provide autopsy support for community medical examiners
 Statewide Lead Prevention Consortium
 Irvington-Newark-East Orange-Paterson Lead Prevention Consortium
 Newark Department of Health – NJMS Department of Preventive Medicine and Community
Health Partnership
 New Jersey Poison Information and Education System Community Outreach and Public
Education in Poison Prevention
 Newark Collaboration for Childhood Immunization
 r'Kids Immunization Project in Collaboration with East Orange, Irvington, and Orange
 Medical Missions (Haiti, India)
 Telemedicine screening for eye disease
 Children’s RESPIRA Education Program
 A psychiatric resident-run free clinic for the community’s indigent population.
 Liver Disease Early Diagnostic Program, Access to Care For Liver Disease ( Hepatitis B,
Hepatitis C and Liver Cancer)
 Liver Disease Survey Kiosks in Irvington, Newark and Jersey City in multiple language
 TRAUMA:
o Safe Kids Program(Gear Up Games, International Walk to School Day, i.e.)
o Photojournalism Project
o Pedestrian Safety Program
o Outreach with the FBI to run a Community Training Center
o Outreach to run New Dimensions in Trauma Nursing and Summer Youth Scholars
Program
c. Describe how medical students are informed about opportunities to participate in service-learning
activities.
The SHARE Center student leadership, the umbrella organization for community service for 7
suborganizations, promotes service learning activities throughout the year. Students are made aware of
these activities, in person via student organization leaders, postings to bulletin boards located outside the
lectures and on B and C levels of the Medical Science Building, electronic monitors, and their website
(http://njms.umdnj.edu/community/shareweb/index.cfm). The Office for Diversity and Community
Engagement provides guidance, faculty advisors, and infrastructure support permitting program specific
continuity across the years. This office also sends announcements throughout the year for the various
48
Academic Year _2011-2012_
service learning, research, and scholarship availability. It directly supports student initiated service
projects with endowed funds made available by alumni donor, Dr. Richard and Mrs. Sylvia Pozen. In
addition, the Office of Student Affairs and the Office of the Vice Dean via the student listserv makes
students aware of summer internship positions, summer research and community service learning
opportunities as well as scholarship information. Information is sent throughout the year as it becomes
available.
d. Describe how student participation in service-learning activities is encouraged, supported, and
acknowledged. Include information about the sources and levels of funding available for such activities.
As previously discussed, NJMS has a long tradition of service dating back to 1967 when the student body
launched it first student run clinic, the Student Family Health Care Center (SFHCC). We are quite proud
of being the oldest student clinic in the nation. In recent years, students have published their work and/or
presented at national meetings including the Society for Student-Run Free Clinic meetings. The
Department of Family Medicine provides the faculty leader and administrative support. The department
of Family Medicine for many years provided the clinical space. Moving forward, the Department of
Internal Medicine will provide the space which is larger. The funding to support the clinic comes from
the Dean ($5,000 annually), the Alumni Office ($5,000), grants (currently a $5,000 grant from the
American Psychiatric Foundation to do mental health screening at SFHCC), and fundraising by students.
In addition there is funding from a five year grant (2011-2016) from the Health Resources Services
Administration entitled: “Teaching innovative primary care practice models in a student-run free clinic).
This grant provides nearly $200,000 per year to develop Patient Centered Medical Home and quality
assurance activities as well as community outreach and interprofessional collaboration at the clinic.
There is institutional in-kind support from the faculty advisors and faculty who volunteer throughout the
year to provide clinical supervision at the SFHCC. This includes faculty from the departments of family
medicine, medicine and emergency medicine.
Additionally, faculty volunteer their effort as advisors to the student led sub-organizations that are part of
SHARE as well as supervision and guidance to the many community service projects.
Dr. and Mrs. Pozen provided a $1 million dollar endowment to promote service learning opportunities for
NJMS students. Given the economy, we typically have $21,000 to fund student initiated service projects
either throughout the academic year or in the summer. While the students have typically been rising
second years we have also had fourth year students. As a Pozen Scholar, students complete an abstract,
poster, and in person presentation during the annual visit with Dr. and Mrs. Pozen.
Throughout the years, the Healthcare Foundation Center for Humanism and Medicine, is also an endowed
office which support named humanism scholars and associates (other medical students) with limited
financial (NEED Dollar amount) and/or administrative support. There is a dedicated program
administrator.
Dean’s Commitment for SHARE provides for a maximum of $18,000 for the leaders to participate in
developing their skills as future leaders the summer prior to their second year.
49
Academic Year _2011-2012_
NOTE THAT STANDARD IS-15 HAS BEEN DELETED.
50
Academic Year _2011-2012_
IS-16. An institution that offers a medical education program must have policies and practices to
achieve appropriate diversity among its students, faculty, staff, and other members of its academic
community, and must engage in ongoing, systematic, and focused efforts to attract and retain
students, faculty, staff, and others from demographically diverse backgrounds.
The LCME and the CACMS believe that aspiring future physicians will be best prepared for medical practice in a
diverse society if they learn in an environment characterized by, and supportive of, diversity and inclusion. Such an
environment will facilitate physician training in:




Basic principles of culturally competent health care.
Recognition of health care disparities and the development of solutions to such burdens.
The importance of meeting the health care needs of medically underserved populations.
The development of core professional attributes (e.g., altruism, social accountability) needed to provide
effective care in a multi-dimensionally diverse society.
The institution should articulate its expectations regarding diversity across its academic community in the context of
local and national responsibilities, and regularly assess how well such expectations are being achieved. The
institution should consider in its planning elements of diversity including, but not limited to, gender, racial, cultural,
and economic factors. The institution should establish focused, significant, and sustained programs to recruit and
retain suitably diverse students, faculty members, staff, and others.
_____________________________________________________________________________________
a. Provide a copy of all current institutional (medical school and/or university) mission statement(s) and
policies that are related to assuring a diverse student body, faculty, and staff.
i. Describe the process by which these statements and policies were developed, approved, and
implemented at the institution.
ii. Describe how these statements and policies are made known to current and prospective
applicants, students, employees, faculty, and staff.
The Newark community, comprised largely of minorities, faces issues related to health disparities,
educational attainment and poverty. NJMS’ commitment to minorities and disadvantaged students is closely
intertwined with the University’s formal pledge to the city under the 1968 “Newark Agreements”, to
provide educational and employment opportunities to its largely disadvantaged residents. This commitment
materialized in 1972 with the establishment of the Office of Minority Student Affairs whose primary goal
was the development of a competitive undergraduate minority/disadvantaged applicant pool for careers in
medicine and other health professions. For four decades, NJMS has worked to build a pipeline sponsoring
summer academic enrichment and pre-matriculation programs. Recognizing the importance of developing
individuals at a younger age, NJMS’ work with high school students began in 1981. In 1991, coinciding
with the award of our first Hispanic Center of Excellence (HCOE) grant, it became apparent that
academic intervention should be comprehensive and occur at different stages of a student’s development.
NJMS further enhanced its commitment by developing programs to specifically address the needs of
Hispanic students at the pre-college, undergraduate, medical school and faculty level. We also began our
work in cultural competency leveraging the goals of this federal grant. In 1992, the Office of Minority
Affairs became the Office of Special Programs with a broader, more structured approach to the pipeline.
This was the impetus for refinement of institutional policies and programs that broadly targeted students
who were underrepresented in medicine or economically disadvantaged. With the restructuring of our
pipeline programs in 1996 and the implementation of partnerships, a student can go from 6th grade
through professional school without interruption of support.
51
Academic Year _2011-2012_
Over the years, NJMS has broadened its definition of diversity to include groups who are underrepresented
in medicine. While NJMS considers gender, racial, cultural, and economic factors in its planning elements
of diversity for its pipeline programs, it is not limited to these factors. The specific groups whose
representation in the NJMS student body and faculty identified to add value to the learning environment
has been defined as those under-represented in medicine with a focus on our community as well as New
Jersey and the nation. These are African-Americans, Hispanics that include Portuguese and Brazilians
(based on self-description and their representation in our community), women and those individuals who
identify as LGBT. Currently, NJMS is in alignment with the AAMC Group on Diversity and Inclusion’s
definition of diversity which states “diversity as a core value embodies inclusiveness, mutual respect, and
multiple perspectives and serves as a catalyst for change resulting in health equity. In this context, we are
mindful of all aspects of human differences such as socioeconomic status, race, ethnicity, language,
nationality, sex, gender identity, sexual orientation, religion, geography, disability and age.”
In 2012, the Office of Special Programs was renamed the Office for Diversity and Community
Engagement (ODACE) in recognition of the breadth and depth of the programs that also support student
run community service initiatives, the many non-credit electives that build on diversity, and the
Healthcare Foundation Center for Humanism and Medicine. This commitment to diversity has been
embedded through the NJMS strategic plans over the decades.
The NJMS Strategic Plan approved in November 2012 continues to have diversity as a core value with
defined strategies and measures underscoring the importance and strength that our students and faculty
have placed on diversity. This process began in April 2011 with a “New Beginnings” strategic planning
steering committee charged by Dr. Robert Johnson, Dean. This committee consisted of faculty,
administrators and students. Subcommittees were created that led to broader engagement, which
ultimately culminated in a school wide retreat with over 100 individuals in attendance. The process and
retreat was facilitated by CFAR, an outside consulting firm. The plan was presented and approved by the
NJMS Institutional Planning and Development committee (standing committee of NJMS) and final
approval by Faculty Council, the governing body of NJMS.
NJMS’ level of commitment to diversity is not only supported by our mission statement but also by our
vision and value statements as stated below.
Mission
The New Jersey Medical School is an academic, biomedical research and healthcare enterprise whose
mission is to meet the needs of the local and global community through outstanding education, pioneering
research, state-of-the-art clinical care, and public service.
Vision: NJMS aspires to optimize health and social well-being by:
1. Preparing humanistic leaders in global healthcare through outstanding education of physicians
and scientists, building on our strength of diversity, hands-on clinical training, urban
healthcare programs and transformative research.
2. Providing cutting edge tertiary and quaternary medical care of distinction, serving patients
from New Jersey and beyond.
3. Enhancing our position as the top biomedical research institution in the State of New Jersey.
4. Advancing the health, education and care of the underserved and vulnerable populations by
preparing a competent and diverse workforce.
Values: In pursuit of our mission and vision, we value:
·
Integrity
·
Excellence
·
Diversity
52
Academic Year _2011-2012_
·
·
·
·
·
Humanism
Compassion
Professionalism
Leadership
Innovation
Specifically, Strategic Goal #3 addresses diversity: “Develop innovations in education to prepare students
and trainees from diverse backgrounds to be collaborative practitioners of medicine, educators and
researchers with a focus on the health of underserved and vulnerable populations.” It recognizes that:
“Academic medicine must stay apace with the rapidly changing US healthcare system and
address the anticipated physician shortage and increasing complexity of health care needs as
highlighted in the Lancet Commission’s: A Global Independent Commission November 2010
publication entitled “Health professionals for a new century: transforming education to strengthen
health systems in an independent world”.
Select Supporting Strategies:
o Supporting programs to develop future talented and diverse students in the sciences through our
relationships with K-12 institutions, undergraduate programs and other medical schools.
o Recruit, develop and retain a diverse faculty in order to maintain an optimal learning
environment.
Measures of Success include:
o Funding opportunities secured to support our diverse educational mission.
o Benchmarks established to ensure diversity among our student body, trainees, and faculty
including their advancement and presence in leadership roles.
Diversity is also embedded in the mission of our admissions statement and approved by the Admissions
Committee in keeping with our strategic plans in the past and present: “to select a talented and diverse
class of students who vigorously contribute to and care for the school community and society as a whole.
In selecting candidates, a balanced consideration is given to attributes such as academic excellence, life
experiences, resilience, personal growth and maturity; as well as various other dimensions such as
socioeconomic status, languages spoken, gender, race and ethnicity. Qualities of integrity, humanism, and
passion are considered as these factors may influence an applicant's potential to succeed in medical school
and are critical to their growth as physician-leaders. We are committed to fostering diversity in the
medical profession and actively recruit students with varied backgrounds and experiences. Our focus on
cultural competency ensures that students who graduate from NJMS will be well-prepared to take care of
an increasingly diverse patient population.” It can be found at:
http://njms.umdnj.edu/admissions//prospective/index.cfm
The same mission carries through two other key Offices. Our Office for Diversity and Community
Engagement whose mission is “to develop individuals underrepresented in medicine and other health
professions, as well as to champion cultural competency, community service, and humanism in all aspects
of medical education”. It can be found at: http://njms.umdnj.edu/education/odace/index.cfm and the
Office of Faculty Affairs assure the extension of this mission into the faculty. It recognizes that diversity
enhances our ability as an academic community to foster innovation and excellence. Diversity creates and
cultivates the optimal learning environment for our students and trainees and establishes a spirit of
inclusiveness. This enhances NJMS’ effort to respond to the need for a diverse healthcare workforce that
addresses the diversity of today’s patients (http://njms.umdnj.edu/faculty_affairs/index.cfm).
At the residency, student and faculty levels we have also focused on cultural competency training as part
of our curriculum goal #4 (A Commitment to the Health of the Community and Appreciation of Social
53
Academic Year _2011-2012_
and Cultural Diversity) and New Jersey licensure requirements
(http://www.state.nj.us/lps/ca/bme/press/cultural.htm) and reads as follows:

“In 2005 the Legislature enacted law requiring the New Jersey Board of Medical Examiners in
consultation with the Commission on Higher Education to prescribe requirements, by regulation,
for physician training in cultural competency. (See N.J.S.A. 45:9-7.2 and 7.3) The regulations
relating to cultural competency training were adopted in their final form on April 7, 2008. (See
N.J.A.C. 13:35-6.25)”

“The legislation requires that all medical schools in New Jersey provide include instruction to
their current and future students in cultural competency. This instruction is required as a
condition of receiving a diploma from a college of medicine in New Jersey. New Jersey medical
schools are also required to provide cultural competency CME instruction for licensed physicians
who were not required to and did not receive cultural competency training in their medical school
curriculum. The required curriculum in cultural competency training has become more prevalent
in medical schools since 2005. The curriculum required can not be assumed to be included in
medical, osteopathic and podiatric schools operating outside of New Jersey. “
Prospective applicants, students, faculty, employees and others are made aware of our commitment to
diversity through our website presence including Office of Admissions, Office for Diversity and
Community Engagement, and Office of Faculty Affairs. First year students also receive information about
our programs and initiatives during orientation. Faculty and residents are recruited annually to participate
as role models, mentors and provide clinical shadowing for student participants in our diversity related
programs. The latter would not be possible without the endorsement and support received by University
Hospital (UH) administration and their employees. This is reflected in a formal partnership agreement
between NJMS, UH, undergraduate, pre-college and community based entities. The importance of
workforce diversity is introduced to new residents as part of their orientation. Residents are informed
about the need for a diverse healthcare workforce that addresses the diversity of today’s patients.
b. Describe how the institution defines or characterizes diversity for its students, faculty, and staff.
What dimensions of diversity are considered? If different definitions apply to any of these institutional
constituencies, provide each relevant definition. In the context of the definition of diversity, describe how
institutional policies related to diversity are put into practice in each of the following areas:
As stated under IS-16 a.i., the specific groups whose representation in the NJMS student body and faculty
identified to add value to the learning environment have been defined as those underrepresented in
medicine with a focus on our community as well as New Jersey and the nation. These are AfricanAmericans, Hispanics which includes Portuguese and Brazilians (based on self-description and their
representation in our community), women and those individuals who identify as LGBT. We have further
subdivided these for ease of tracking and terminology. We use underrepresented in medicine (AfricanAmerican, Hispanic, and Native American) and women. For LGBT, we are track activities since we do
not require that students self-identify. It is also important to note that many of our pipeline programs serve
economically disadvantaged students (New Jersey Educational Opportunity Fund program) and also first
generation college and community college students. These are tracked at the undergraduate levels and we
have not established a formal mechanism for tracking matriculated students other than if than those who
have been in our pipeline.
i. Student recruitment, selection, and retention:
NJMS has been quite effective in establishing programs to broaden diversity among medical school
applicants. As evidenced by the broad range of programs available to our diverse student population,
54
Academic Year _2011-2012_
NJMS students have the opportunity to mentor and be role models to the Newark community stimulating
interest in a career in healthcare and medicine.
Through close partnerships and collaboration between the Offices of Admissions; Diversity and
Community Engagement; Education; and Student Affairs, NJMS has gained a greater capacity in
understanding and managing diversity assuring that we make admission to NJMS more accessible to
potential applicants of diverse backgrounds. We have also launched an extensive network of partnerships.
These are presented in greater detail under MS-8. Moreover, NJMS further accomplishes this aim through
the holistic review of applicants.
Diversity continues to be up-front and center in establishing an applicant pool. The Office of Diversity
and Community Engagement is the organizational locus for enrichment programs ranging from precollege through pre-matriculation levels and are described in detail under MS-8. Below is a list of the
programs. The total number of participants from 2008 through 2011 was 2806 (duplicated count since a
student can participate in more than one program in any given year and across the years).
Pre-College
Young Explorers - NJMS SMART Initiative
ChemPros - NJMS SMART Initiative
Biotrek - NJMS SMART Initiative
Fantastic Voyage - NJMS SMART Initiative
Enviroquest – NJMS SMART Initiative
Mission Health - NJMS SMART Initiative
Biomedical Apprenticeships - NJMS SMART Initiative
NJMS Pre-Medical Honors Program
The Public Health Research Institute Summer High School Research Internship Program
The Hispanic Center of Excellence Summer Youth Scholars Program (SYSP)
Undergraduate Programs
AAMC Robert Wood Johnson Foundation Summer Medical & Dental Education Program
Northeast Regional Alliance (NERA) MedPrep Scholars Program
Hispanic Center of Excellence in partnership with Rutgers University (New Brunswick) Success in the
Sciences (SIS) Program
Pre-matriculated/Matriculated Programs
Freshman Introduction to Resources and Skills Training (F.I.R.S.T)
In addition to the aforementioned programs, a number of student organizations are actively engaged in
service. These community outreach and education activities target underrepresented minorities and other
disadvantaged groups represented in our community. These include activities led by the Healthcare
Foundation Center for Humanism and Medicine, the local chapters of national student organizations such
as the Student National Medical Association (SNMA), SHARE Center Early Start Mentoring Program,
Pozen Scholars program, and the Latino Medical Student Association (LMSA).
NJMS continues to rank amongst the most diverse medical schools in the U.S. for students and faculty.
55
Academic Year _2011-2012_
Table 1 was copied from the AAMC Missions Management Tool 2012 prepared for UMDNJ-New Jersey
Medical School. This provides us with a six (6) year average through 2010. NJMS student body is both
cohesive and diverse, valuing its representation of women and non-traditional students and a wide variety
of cultural and ethnic backgrounds. NJMS takes pride in the accomplishments of all its students,
providing an environment of openness and freedom to express and enjoy their cultural identity and those
of fellow students. NJMS has, however, experienced a modest downward trend in its diversity leading to
an increased focus on the development of the pipeline, through recruitment and targeted strategies, with a
particular focus on women and African-American men.
Over the past 5 years, NJMS established and sustained major pipeline programs, increased its partnerships
and collaborations with community-based organizations, public schools, universities, and community
health agencies. These programs have significantly enhanced the applicant pool, and NJMS has been
successful in tracking pipeline program graduates. The pipeline programs have been successful in
contributing to a more diverse medical student applicant pool for NJMS and the other medical schools,
both allopathic and osteopathic
56
Academic Year _2011-2012_
Our partnership with Rutgers Success in Science is a model collaboration where academic advising and
strategic approaches have resulted in more competitive undergraduate applicants. We have developed
relationships and/or partnerships with Educational Opportunity Fund Directors (responsible for
economically disadvantaged students) and Minority Association of Pre-Health Students (MAPS) chapters
in 21 communities and four-year undergraduate institutions through extensive outreach. Our focus on
community colleges helps student’s transition to four-year institutions, increasing their competitiveness.
Over the past 5 years, NJMS established and sustained major pipeline programs, increased its
partnerships and maintained its longstanding relationships with over 50 community-based
organizations, public schools, community colleges, universities and student pre-health organizations.
These programs have significantly enhanced the applicant pool, and NJMS has tracked our
undergraduate participants. The pipeline programs have been successful in contributing to a
more diverse medical student applicant pool for NJMS and other medical schools, both
allopathic and osteopathic. Between 2010 and 2011, 421 students participated in undergraduate
enrichment program. (See MS-8), and although many are still in college, 72 have entered
medical and/or ostheopathic schools, and in 2012, 56 pipeline students entered medical school.
The Admissions Office has an Admission Diversity Plan that applies the holistic review process, which
seeks to attract well-qualified students from diverse backgrounds who are committed to academic
excellence, clinical service and research. NJMS leverages federal and private dollars combined with
significant in-kind institutional support for its pipeline programs and recruitment activities, as well as
activities related to its partnerships. There are dedicated staff members from NJMS for all such programs.
These recruitment efforts have resulted in a total enrollment of African-American and Hispanic students
of 129/751 or 17% and women (includes minorities) of 308/751 or 41% in 2011-12. Of the 129 students,
43 or 26% are products of NJMS pipeline programs. While we cannot formally document the number of
LGBT students, our work with the NJMS student group reveals a visible upward trend. Our Vice Dean,
past chair of the AAMC Group on Diversity and Inclusion, has spearheaded an environment of broader
inclusiveness at NJMS. LGBT students are on our admissions committee, in our MD/PhD program, and
engaged in increasing LGBT health related topics in our required and non-credit curriculum. In addition,
our student organization has been re-invigorated renaming the club, OUT@NJMS. Through our work
locally and nationally our LGBT students are invited and plan to network with NY area medical schools
on LGBT activities. IN 2011, our LGBT students launched a non-credit elective addressing sexual health
in medicine. The non-credit elective format is a commonly accepted and valued method of incorporating
topics that students deem important as part of their experience at NJMS. This elective addresses LGBT
sexual health topics alongside general sexual health topics, sending the message that both are equally
important. Furthermore, to support LGBT students, NJMS has actively sought to have faculty
development activities including workshops and grand rounds. Presently, there are ongoing efforts to
provide a safe environment where students and faculty are able to “come out”. Our ultimate goal is to
make data collection possible which can inform future strategies and programs.
Table 4 reflects the changes over the past three years among women and underrepresented in medicine
(African-American, Hispanic, and American Indian) students, faculty and residents. The self-description
for the resident data was changed in 2010, in part accounting for the changes in Hispanics since they now
report by race and ethnicity, selecting more than one category.
While our current total student enrollment reflects a strong diversity we have experienced a downward
trend in the number of African-American (female to male disparity), and Hispanic matriculants. While
women are well represented in the NJMS total student body, we have also witnessed a downward trend.
For each targeted group, we have provided our trend data, pipeline activities, and strategies that are in
progress or planned.
57
Academic Year _2011-2012_
Underrepresented in Medicine (Black, American Indian, & Hispanic)
Table 2
Graduating
Class
Total
Applicants
2009
2010
2011
2012
2013
2014
2015
2016
4,057
4,331
4,803
4,332
***3926
***3451
***3312
***3457
URM
838
(155 NJ)
867
(153 NJ)
975
(166 NJ)
775
(140 NJ)
702
(174 NJ)
634
(163 NJ)
525
(167 NJ)
645
(192 NJ)
Blacks
528
(96 NJ)
525
(85 NJ)
574
(112 NJ)
454
(83 NJ)
433
(112 NJ)
376
(97 NJ)
302
(86 NJ)
370
(100 NJ)
American
Indians
18
(4 NJ)
21
(2 NJ)
22
(3 NJ)
12
(1 NJ)
7
(1 NJ)
5
(2 NJ)
9
(3 NJ)
9
(4 NJ)
Hispanics
292
(55 NJ)
321
(66 NJ)
369
(51 NJ)
309
(56 NJ)
262
(61 NJ)
253
(64 NJ)
214
(78 NJ)
266
(88 NJ)
Total Offers of
Acceptance
415
417
409
395
***384
***371
368
358
URM
125
(48 NJ)
113
(55 NJ)
109
(52 NJ)
87
(53 NJ)
57
(34 NJ)
94
(68 NJ)
74
(51 NJ)
82
(71 NJ)
Blacks
67
(26 NJ)
58
(30 NJ)
53
(23 NJ)
42
(26 NJ)
28
(19 NJ)
49
(37 NJ)
30
(22 NJ)
35
(32 NJ)
American
Indians
0
1
(1 NJ)
1
(1 NJ)
1
(1 NJ)
Hispanics
58
(22 NJ)
54
(24 NJ)
56
(29 NJ)
45 (27
NJ)
29
(15 NJ)
45
(31 NJ)
43
(28 NJ)
46
(38 NJ)
Matriculated
170
170
178
194
***171
***178
178
178
URM
53
(31NJ)
42
(30 NJ)
37
(25 NJ)
36
(30 NJ)
28
(22 NJ)
36
(33 NJ)
29
(22 NJ)
36
(34 NJ)
Blacks
26
(17 NJ)
19
(15 NJ)
15
(9 NJ)
17
(15 NJ)
12
(11 NJ)
17
(16 NJ)
14
(13 NJ)
14
(13 NJ)
American
Indians
Hispanics
0
27
(14 NJ)
0
0
23
(15 NJ)
0
0
22
(16 NJ)
0
0
19
(15 NJ)
0
0
16
(11 NJ)
0
19
(17 NJ)
0
15
(9 NJ)
1
(1 NJ)
21
(20 NJ)
Table 2 above shows the trend over the past 8 years for underrepresented in medicine (African-American,
Hispanic and Native American) applicants for the respective entering classes. We continue to track
American Indians as part of our social responsibility. The opportunity for NJMS to engage students who
identify as American Indians is through our Robert Wood Johnson Foundation Summer Medical and
Dental Education Program (RWJF-SMDEP) which brings 80 undergraduate students each summer to our
campus from across the nation.
For the entering (graduating) classes of 2009 (2013), 2010 (2014), 2011 (2015), NJMS experienced a
steady decline in the total number of underrepresented applicants. This coincided with the Board of
Trustees decision in 2008 to require a one year NJ residency status in order to become eligible for in-state
tuition. Out-of-state tuition is almost $20,000 higher. On a slightly more positive note, the number of
New Jersey underrepresented individuals applying and accepted to NJMS has steadily increased. The
entering class of 2012 has garnered the most NJ underrepresented applicants (192) and acceptances (71)
over the 8 year period with increases largely attributed to Hispanics. We attribute this increase to our
pipeline programs and increased outreach to students in the tri-state area as part of our Northeast Regional
Alliance Med Prep Scholars program with Mount Sinai, Columbia, and the Staten Island Area Health
Education Center as well as the RWJF Summer Medical and Dental Education national program.
58
Academic Year _2011-2012_
Although we are beginning to see increases, the number matriculating has not kept pace, particularly, with
African American males and Puerto Rican applicants in general.
In response to the decline in African-Americans, in particular men, NJMS launched a new initiative in
November, 2012 “Men of Distinction Chapter.” Committee members include African-American and
Hispanic male faculty, residents and alums that are charged with assisting NJMS in the recruitment,
development, and retention of African American and Hispanic males. They will provide guidance on
effective strategies to attract, develop, and graduate men who have become significantly underrepresented
in medicine as well as serve as role models and mentors for matriculated students. The Office for
Diversity and Community Engagement continues to: (1) work closely with the Office of Admissions in
increasing the school’s recruitment outreach to collegiate pre-med advisors from the tri-state area; (2)
mentor and develop pipeline students through the Northeast Regional Alliance Med Prep Program: a 3year summer enrichment program for underrepresented, as well as economically and educationally
disadvantaged students interested in medicine, and the longstanding RWJF SMDEP programs; and (3)
provide drop in consultations to any student interested in applying to NJMS (see MS-8).
Women Applicant to Matriculate Trends
Table 3
Graduating Class
Total Applicants
Males
Females
% Female
2009
4,057
1,904
2,149
52%
2010
4,331
2,083
2,248
51%
2011
4,803
2,306
2,497
51%
2012
4,332
2093
2239
51%
2013
3926
1895
2028
51%
2014
3451
1641
1810
52%
2015
3312
1679
1633
49%
2016
3457
1770
1682
48%
Offers of Acceptance
Males
Females
% Female
415
196
219
52%
417
215
202
48%
409
201
208
50%
395
216
179
45%
384
206
178
46%
371
184
187
50%
368
193
175
47%
358
193
165
46%
Matriculated
Males
Females
% Female
170
86
84
49%
170
95
75
44%
178
94
84
47%
194
121
73
37%
171
97
74
43%
178
94
84
47%
178
110
68
38%
178
113
65
36%
Women have traditionally represented 44-47% of the class. The data on women matriculates was
discussed by the admissions committee and presented to Faculty Council, our governing body, in October
2012. This was driven by the concern that for two years in a row, our women matriculates were much
lower than in many of the previous years. Table 3 shows the trends over the past 8 years including the
entering class of 2012 (graduation, 2016). While the absolute numbers have declined over time, the % of
female applicants and offers of acceptance has remained consistent. For those women who were accepted
for the entering class of 2012, but decided to attend other schools, the preponderance matriculated at
Robert Wood Johnson Medical School, our sister school, and NY area medical schools. It should be noted
that the majority of the applicants to NJMS are NJ residents. Past strategies have included NJMS female
students calling accepted applicants. The admissions committee has and continues to discuss recruitment
strategies for women. Some of the initiatives include:
•
•
•
•
•
Increased interaction during visits
Increase female faculty/student participation in admissions process
Ongoing efforts to improve “appeal” of NJMS
Assess competitiveness with other institutions
Proactively address potential concerns
59
Academic Year _2011-2012_
•
•
•
Survey matriculates and students who were accepted and withdrew
Partner with AMWA student chapter
Highlight the accomplishments of women students and faculty
The Office for Diversity and Community Engagement led by our Vice Dean continues to engage our Out
@ NJMS LGBT student chapter by supporting panel discussions and admissions seminar that will be held
in the spring of 2013.
Our diversity efforts also encompass providing the highest level of student support that culminates in
student retention and graduation rates for the targeted groups. To achieve this, there is a strong
partnership between the Offices of Diversity and Community Engagement and the Office of Student
Affairs. These begin at the pre-matriculation level with our Freshman Introduction to Resources, Skills
and Training program where the student also meets with the Center for Academic Success and
Enrichment (C.A.S.E.). This Center was established in 2007 to assist students in their transition into and
through medical school and with their development as physicians. Its mission is to develop and
implement programs to further the academic goals of NJMS and to track the success of individual
students in meeting these goals. Students who have difficulty meeting these goals are identified by the
Center and are assessed to determine what interventions are needed to assist them in securing their
academic success. CASE provides or where appropriate oversees these interventions. CASE develops and
provides training experiences to assist the student body as a whole with the various transitions involved in
developing into a physician as well as their USMLE preparation. CASE also works with the Office of
Education to create training programs for faculty that will further enrich the academic climate and
potential of the student.
Particular focus is placed on those matriculants who participated in the FIRST program and those
identified as underrepresented in medicine. Students receive an individual assessment of academic
strengths, weaknesses and learning styles during FIRST and meet with Drs. Karl and Hill, Office of
Student Affairs, to have a learning and psychosocial history taken to assess for any potential problems
that might impede the student's success once school begins. This evaluation covers the student's previous
academic history and any psychosocial problems that might need intervention. CASE tracks the student
progress throughout the four-year curriculum; provided relevant workshops and consultations. This
included tutoring and standardize test-taking support funded by the Hispanic Center of Excellence, Health
Careers Opportunity Program grant and other resources. This has helped students enhance their critical
thinking and problem solving skills in preparation for the United States Medical Licensing Exams.
The assessment also includes a review of the student's language history and skills. In our experience biand multilingual students frequently have difficulty managing the timing constraints on shelf and board
exams. This is particularly evident in students who have recently immigrated or who have only been
speaking English for a few years. Depending on the students linguistic history formal testing may be done
to assess whether reading speed and accuracy is impacted. If there is evidence of difficulty in this area a
program is developed to assist the student in acclimating to reading English at the rate usually required on
NBME exams.
To assess the effective of our interventions we track the progress of our underrepresented students
separately, for the entering class of 2007, our overall retention rate for these students (African-American,
Hispanic and Native American) is 92%. NJMS continues to enjoy a high retention rate.
ii. Financial Aid:
60
Academic Year _2011-2012_
Recognizing the importance of financial aid, NJMS participates in numerous federal, state; Universitybased and privately sponsored programs
http://www.umdnj.edu/studentfinancialaid/app_process/major_programs.htm. These include
Scholarships and Loans for disadvantaged students, Primary Care Loan and Educational Opportunity
Fund. The Office of Student Affairs works closely with the Office of Financial Aid in meeting the current
and emerging needs of students. It does not track students according to race/ethnicity or gender. NJMS,
however, through it Office of Diversity and Community Engagement works with Financial Aid and
Office of Student Affairs to address the emerging needs of any underrepresented and/or any pipeline
student (those who have participated in any pre-college or undergraduate program).
The New Jersey Medical School, as a federal grantee on a number of diversity related grants, is required
to report financial aid support for the targeted group. For example, during the competitive renewal for our
Hispanic Center of Excellence grant in May 2012, we provided information indicating that all
matriculated Hispanic students were afforded financial aid. The breakdown of the types of support for the
79 (based on total enrollment) was: 8% self-pay, 51% scholarships/grants, 3% tuition waiver (MD/PhD)
and 90% student loans. Please note that these categories are not mutually exclusive. In addition, students
are eligible to receive scholarships provided by the dean, alumni association and other donors. These
include the HealthCare Foundation Humanism Scholarship, NJMS Alumni Association Scholarships, and
the New Jersey Health Foundation (that includes Foundation of UMDNJ). For AY 12-13, the Dean
approved six (6) $10,000 Academic Excellence scholarships. Because it was late in the cycle, five (5)
$5,000 scholarships were awarded. Our commitment is such that no student goes without the aid needed
to support their medical education.
iii. Educational Program
NJMS has long recognized that developing and enhancing cultural competency is a life-long commitment
and an on-going process to better understand ourselves and to communicate and work effectively across
cultures. While our faculty and students have always taken pride in their ability to care for the
underserved it was not until 1991 when NJMS was awarded the Hispanic Center of Excellence that we
began to track our cultural competency education. The first programming began in 1992 in the form of
non-credit electives and has over the decades developed into a longitudinal curriculum, consisting of
didactic and experiential sessions. In 2004, the New Jubilee Curriculum, (last comprehensive revision),
set forth as one of our six curricular goals: Goal #4: A Commitment to the Health of the Community and
Appreciation of Social and Cultural Diversity. This has provided the platform for developing students
who value diversity and can be advocates for the community and provide cross-cultural care to
underserved populations. The educational programs are also coupled with faculty development and now
extend across the entire academic community inclusive of pipeline students at all levels, medical students,
residents, faculty and administrators.
The pre-clinical courses and clerkship rotations in which students learn about issues related to diversity,
health equity and cultural competence in health care can be appreciated in the tables provided under ED21-22. While there are a number of non-credit electives offered in the first two years, a few are
particularly noteworthy. The Medical Interpreter elective (addresses the needs of the Limited English
Proficient and low health literacy populations); Human Sexuality in Medicine (addresses the needs of the
LGBT population) and a new Student Family Health Care Center grant initiative (addresses the needs of
Newark’s underserved populations).
In addition, as part of the cultural competency curriculum, service learning continues to be a major benefit
allowing students to practice their newly acquired cultural competency skills. For AY 2012-13, the
curriculum committee approved a longitudinal service learning elective, which includes self-reflection.
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iv. Faculty/staff recruitment, employment, and retention
Faculty:
NJMS leadership, faculty and administrators have long recognized the importance of having a diverse
faculty in both caring for our patients as well as enhancing the learning environment. For decades, NJMS
has sought to achieve the highest level of diversity amongst its faculty focusing on women and minorities
as those underrepresented in medicine. Our challenge continues to mirror the nation in the retention of
minority faculty and their overrepresentation among junior academic ranks (see v. Faculty Development).
In recent years, NJMS has been quite successful in the recruitment of a diverse group of faculty.
In April 2011, the Dean charged a “New Beginnings” strategic planning committee. In addition, with the
Dean’s support, NJMS collaborated with the American Association of Medical Colleges (AAMC) and a
cohort of twelve other US medicals in administering the Faculty Forward Engagement Survey to our fulltime and part-time faculty in the fall of 2011. This confidential survey is designed to assess levels of
medical school faculty engagement and satisfaction with their places of employment. NJMS obtained an
excellent response rate; 385 of 550 faculty invited (66.4%) responded to the survey, 5% better than the
cohort as a whole.
We received the results of the survey in April 2012. The Faculty Forward Steering Committee has begun
to delve into the very robust data set supplied by this survey. A preliminary review reveals that NJMS
scored higher than the cohort on the question, ‘I feel that the workplace culture at NJMS cultivates
diversity’. Our newly approved strategic plan continues to support our recruitment and development of a
diverse faculty. For the first time, it addresses our residents and fellow trainees. Also, Strategic Goal #3
acknowledges the impact a critical mass of diverse faculty can have in attracting more diverse students to
the health professions, the learning environment, shaping institutional policies and practices, serving as
role models and championing research on healthcare disparities, to name a few. The newly approved plan
puts forth as a supporting strategy: “recruit, develop, and retain a diverse faculty in order to maintain an
optimal learning environment.” The corresponding measure of success is: “Benchmarks established to
ensure diversity among our student body, trainees, and faculty including their advancement and presence
in leadership roles.”
At the same time, the dean charged the chair search committees to provide him with candidates for
leadership positions that are inclusive of women and minorities given the number of vacancies. NJMS
redoubled its efforts to achieve a diverse applicant pool for all leadership positions. Members of Chair
search committees are carefully selected to include women and underrepresented minorities. Thus, search
committee members are also able to serve as recruiters of diverse candidates. Each search committee
meets with the associate dean for faculty affairs who addresses diversity and unconscious bias. The
recruitment process actively reaches outside of standard networks. Ads are placed in journals that target
minorities and women for job-specific positions. Job descriptions offer a clear sense of institutional
climate.
Specific Websites targeted:
Latpro.com
Goldsea.com
Diversity.com
AMA/Women’s Congress through AMA
ELAM
Table 1 from AAMC Missions Management Tool 2012 prepared for UMDNJ-New Jersey Medical
School addresses the diversity of our full time, paid faculty through 2010. It should be noted that only a
few faculty from our affiliated hospitals who are co-terminus with funding are included in this count. Our
Faculty demographics placed NJMS just above the 70th percentile for women and minority (undercounted
in the report since it only reflects full time Hispanic, African-American, American Indian, and Alaskan
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Native) faculty when compared to other medical schools. Table X, section c, provides a three-year trend
for faculty.
The concept of Growing Our Own continues to be important. A snapshot of the faculty in March 2012
revealed that of the 79 full and part-time minority faculty, 28 or almost 35% are either alumni and/or
residency training program graduates. Between April and October 2012, we lost four (4) minority faculty:
one retired, one after almost 20 years left to practice in a rural community, and one moved to volunteer
status and one took another academic position. However, since July 2012, NJMS has recruited 9 new
African-American and Hispanic faculty (seven full-time, two part-time); 4 of whom are NJMS alums
and/or residents who were part of the pipeline to academia. One is the recipient of a HRSA loan
repayment for which NJMS is providing matching funds. Our challenge will be to continue to strive for
the highest retention.
Residents:
As a result of ACGME competencies (IV.A.5.d and e professionalism), NJ licensure mandates,
and our curriculum Goal #4 (A Commitment to the Health of the Community and Appreciation of
Social and Cultural Diversity) our resident efforts have centered on cultural competency and
health equity training for all trainees. Residents receive this training during the new housestaff
and fellows orientation, noon conferences, and grand rounds. There were a total of 448 residents
and 62 fellows (duplicated counts based on grand rounds attendance) that received cultural
competency training from 2009-2012. Moreover, 177 (2010-11) and 186 (2011-12) new
residents/fellows received training during the annual New Housestaff Orientation.
We have worked hard to retain our graduates who are underrepresented in graduate medical education
programs. At the residency/fellowship program level we have not had a systematic approach to the extent
we have had for medical students and faculty Currently NJMS offers 46 residency and fellowship training
programs. Residents and fellow are considered employees of the University. As such demographic
information is collected by Human Resources. In 2010-2011, UMDNJ Human Resources introduced a
new in-take form which separated race and ethnicity. Possibilities for the inconsistencies in the data (See
Table 4 ) regarding race and ethnicity include: 1) how the self-description was categorized and 2) an
absolute decline, or 3) both. The representation of women and African-American trainees has remained
steady; however, the number of Hispanic trainees has significantly decreased over the past 3 years
keeping in mind that Hispanics can be represented along any of the racial categories. For AY 2012-2013,
the Assistant Dean for Graduate Medical Education is conducting a program director’s survey to include
current strategies and perceived barriers. This will serve to raise awareness (unconscious bias) and to
develop strategies and metrics using program specific criteria based upon our newly approved strategic
plan. NJMS acknowledges the impact that a diverse resident/fellow workforce can have on medical
education, serving as role models and contributing to patient care. In continuing to grow our own we also
plan to target trainees in our programs for faculty positions. Specifically, we will discuss careers in
academia, their professional development, faculty vacancies at NJMS and the Centers of Excellence
Consortium institutions.
Future strategies include a visiting student elective program which invites students from diverse
backgrounds during their last year of medical school to apply for senior elective rotations at
NJMS. Women and men will be defined according to those specialties in which they are underrepresented
such as women in radiology and orthopeadics and men in obstetrics and gynecology. Another strategy is
an annual residency showcase targeting students from diverse backgrounds particularly those students
from groups underrepresented in medicine. Participants will have the opportunity to hear panel
discussions with Program Directors and current residents.
v. Faculty development
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It is imperative that we not only recruit a diverse faculty but also develop them to succeed. It is through
their representation and advancement that their voices can result in meaningful change. Therefore, a
number of faculty development activities take place under our federally funded Hispanic Center of
Excellence that included individualized and group training and has been strongly endorsed by the
department chairs. During 2009-2012, activities ranged from grant writing; how to publish workshops;
sessions on enhancing negotiation skills; quantitative methods; specialized lab training; and department
seminars in the respective discipline. Participation in national meetings and conferences enabled
collaborations with other investigators resulting in grant submissions and invitations to national and
international meetings, a requirement of promotion to senior title ranks. Several of the faculty trainees
were sponsored to attend small, intensive invitation only meetings. Five faculty attended the AAMC
Minority Faculty Development program that is uniquely tailored for the advancement of faculty
underrepresented in medicine providing an additional opportunity for networking.
A Centers of Excellence Consortium on Minority Faculty Development consisting of NJMS led by Dr.
Soto-Greene, Vice Dean and Principal Investigator of the Hispanic Center of Excellence, Mount Sinai
School of Medicine, Meharry Medical College, University of Pennsylvania School of Medicine,
University of Texas Medical Branch at Galveston, and University of Puerto Rico School of Medicine was
established in July 2012. The overall goal of the COE Consortium is to increase the collective capacity to
attract, develop, and retain underrepresented physician and biomedical scientists for successful careers in
academic medicine within a community of institutions committed to advancing diversity. Each partner
will sponsor a faculty development seminar annually over 5 years. The sessions may be conducted with
the use of technology such as skype and video conferencing to permit maximum participation. The faculty
development seminar targets junior faculty and advanced fellows. In addition to the enhancement of
faculty skills, as a result of the faculty development conferences/activities, this partnership plans to: 1)
establish external mentoring opportunities, 2) provide access to new databases and patient populations for
research purposes, and 3) foster peer networking and peer collaborations. Partners hold quarterly
conference calls to discuss faculty development and inter-institutional mentoring opportunities for junior
faculty. Faculty will have access to a compendium of programs, mentors and resources by June 2013.
Sample topics include: Understanding and writing grants, How finance drives your institution; How to get
published; Successful medical research approaches: Opportunities in Academic medicine; Mapping your
academic career; Exploring leadership roles in medical education; The influential role of department
chairs and division chiefs in advancing institutional diversity and, Having difficult conversations.
Our approach includes collaborative mentors both inside and outside of the institution. NJMS’ Junior
Faculty Mentorship Program and HCOE Faculty Development Programs are the cornerstone to retaining
a diverse faculty. In addition informal social networks create venues to socialize, share stories, and
celebrate diversity. This creates a sense of community and belonging which enhances retention.
Moreover, as a federally funded Centers of Excellence, retention is further addressed with the following
guidelines:







Mentorship…Mentorship…Mentorship!!!
Individualized Academic Plan is a must
Beware and protect against the "culture" tax
Establish clear timelines for achievement of the goals delineated in Academic Plan
Provide opportunities for development which must include protected time
Be specific regarding requirements and progress towards attainment of promotion and/or tenure
Be flexible
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In the past three years, these efforts have resulted in the promotion of three minority faculty to associate
professor and two others recruited into or placed on the tenure track. One assumed the role of division
chief, who was also a HCOE medical student.
vi. Liaison activities with community organizations
The New Jersey Medical School enjoys partnerships, collaborations and liaison activities with a broad
range of community organizations. These specifically address our education, pipeline development and
service activities. Under the sections above (i. and iii.) and IS-14 we have put forth some of the
relationships. We also partner with the Staten Island Area Health Education Center as part of the
Northeast Regional Alliance; and the North Hudson Community Action Corp., a large Federally Qualified
Health Center which serves as a clerkship rotation site and also refers students to our pipeline programs.
The 4th year public health clerkship also works with a number of community organizations for medical
student placement.
The STUDENT FAMILY HEALTH CARE CENTER (SFHCC) has been providing care to Newark’s
uninsured and underinsured residents since 1967. Students join the clinic in their first year with third year
students assuming the role of team leader. It provides a unique opportunity to care for those who often
have no other place to go. Students enhance their understanding of the complexities of the delivery of care
when access, language, education, and other socioeconomic factors are involved. This clinic is offered
two evenings a week. Approximately (30-40 %) of clinic patients are Spanish-speaking. Implemented
this year, the SFHCC has partnered with Casa Israel: older adult medical day care center, therapeutic and
recreational services, primary and preventive health care (120 clients/day), La Casa de Don Pedro
Community Centers: youth, family and counseling assistance, adult development including a Hispanic
women’s resource center, senior programs and domestic violence (5 sites), St. James Social Services
Corp: after school youth programs, workforce development training, feeding programs, computers for
seniors, food pantry (10,000 clients/year), Vision of Hope Community Development Corp: juvenile
delinquency, substance abuse, domestic violence, lack of affordable housing, legal help, child care,
feeding program, ex-offenders re-entry, Fairmount Homeless Shelter: nighttime shelter, evening meals
for about 40 homeless men and women who need on-site basic primary clinical care for acute and chronic
diseases, Newark Now: 15 Family Success Centers providing residents with tools to improve their
neighborhoods. There is need for increased health literacy and health education for all clients. Two
agencies have predominantly Spanish-speaking clients.
MINI MEDICAL SCHOOL OUTREACH works with the residents of The Kintock Group
(transitional residence for offenders re-entering the community) and The Renaissance House (a
residence for troubled adolescents and women suffering from substance abuse) located in Newark.
STUDENTS LEARNING ABOUT MEDICINE (SLAM), sponsored by the Latino Medical Student
Association, serving as role models to 9-12th graders attending University High and East Side High
School with a large Hispanic population exposing them to health professions. The VOICES OF SHARE
a year long elective brings together the diverse community outreach and educational programs directed by
or affiliated with SHARE Center, our student community service umbrella organization. It consists of an
educational lecture series and a community service requirement. Each lecture will focus on an issue to the
Newark community and enhancing the understanding of our minority community. STATS (Students
Teaching AIDS to Students) works with children and adolescents affected by HIV and AIDS through
mentoring and tutoring. Early Start Mentoring Program (ESMP) pairs mentors with at-risk Newark
elementary school children. PINACLE (Partnership in Newark Advocating Community Leader's
Empowerment) aims to educate and empower using a train-the-trainer model. The partners represent
various religious organizations located in our community.
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c.Based on the institution’s definition of diversity and the LCME standard that “medical schools should
consider in their planning elements of diversity including, but not limited to, gender, racial, cultural and
economic diversity,” report in the table below information regarding the percentage of enrolled students
In keeping with the University, NJMS reports the racial, ethnic and gender categories provided in Table 5
section c. (see below). As stated under IS-16 a.i., the specific groups whose representation in the NJMS
student body and faculty identified to add value to the learning environment have been defined as those
under-represented in medicine with a focus on our community as well as New Jersey and the nation.
These are African-Americans, Hispanics that include Portuguese and Brazilians (based on self-description
and their representation in our community), women and those individuals who identify as LGBT. While
NJMS has been reporting on residents it is only now that we have included them as a strategic group that
will address diversity more holistically.
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Table 4
Ethnicity/Race/Year
First year Students
All Students
Faculty
Residents
2009-2010
N=185 M=103 F=82
N=750 M=428 F=322
N=648 M=403 F=245
N=619 M=335 F=284
Hispanic
20 (10.8%)
85 (11.3%)
30 (4.6%)
73 (11.8%)
Black/African American
15 (8.1%)
69 (9.2%)
35 (5.4%)
58 (9.4%)
American Indian/Alaskan Native
0 (0%)
2 (0.27%)
0 (0%)
0 (0%)
Asian/Pacific Islander
78 (42.2%)
291 (38.8%)
172 (26.5%)
228 (36.8%)
White
61 (33%)
254 (33.9%)
406 (62.7%)
252 (40.7%)
Other
11 (6%)
49 (7.9%)
5 (0.8%)
8 (1.3%)
Ethnicity/Race/Year
First year Students
All Students
Faculty
Residents
2010-2011
N=186 M=100 F=86
N=754 M=431 F=323
N=643 M=397 F=246
N=607 M=325 F=282
Hispanic
21 (11.3%)
83 (11%)
30 (4.7%)
55 (9.1%)
Black/African American
17 (9.1%)
61 (8.1%)
35 (5.4%)
63 (10.4%)
American Indian/Alaskan Native
0 (0%)
0 (0%)
0 (0%)
0 (0%)
Asian/Pacific Islander
74 (40%)
300 (40%)
176 (27.4%)
227 (37.4%)
White
56 (30%)
259 (34.3%)
397 (61.7%)
254 (41.8%)
Other
18 (9.7%)
51 (6.8%)
5 (0.8%)
8 (1.3%)
Ethnicity/Race/Year
First year Students
All Students
Faculty
Residents
2011-2012
N=183 M=113 F=70
N=751 M=443 F=308
N=643 M=395 F=248
N=594 M=320 F=274
Hispanic
16 (8.7%)
71 (9.5%)
29 (4.5%)
46 (7.7%)
Black/African American
14 (7.7%)
58 (7.7%)
35 (5.4%)
55 (9.3%)
American Indian/Alaskan Native
0 (0%)
0 (0%)
0 (0%)
0 (0%)
Asian/Pacific Islander
73 (40%)
302 (40.2%)
174 (27%)
241 (40.6%)
White
61 (33.3%)
260 (34.6)
396 (61.6%)
246 (41.1%)
19 (10.4%)
60 (8.0%)
9 (1.4%)
6 (1.0%)
Other
See also information for standard ED-21 and standard MS-8 in Section III: Medical Students
END OF SECTION I
67