Maureen Clark, MHS, MLIS, LCPC
Assistant Professor & Assistant Information
Services and Clinical Librarian
College of Medicine Homecoming 2015
The COM & LHS
The COMs many programs, students and faculty…
UGME, Residencies & Fellowships, Special MD Programs, The Teaching
Hospital, The Department of Medical Education (Masters in Health
Professions Education), Institute of Patient Safety, International Programs &
Center for Global Health, and Diversity Programs
…are supported by LHS services, instruction, collections, and research expertise
Services, Instruction, Collections,
and Research Expertise
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Curriculum planning & knowledge resources development
Teaching research and evidence acquisition
Mediated searching and evidence acquisition
Clinical Librarian Program
Partnering with researchers on literature reviews, grants, data management
and interprofessional collaborative projects
 Scholarly Communication
LHS Renovation Project:
Re-opening 1st Floor (eta: December 2015). Computers are available to
access health sciences literature. Memory stick required. Call first.
Plans afoot for CEUs
in Literature
Searching for Alumni.
Come and see us!
Thank
You!
Maureen Clark, MHS, MLIS, LCPC
Assistant Professor & Assistant Information Services and Clinical Librarian
Liaison to the College of Medicine – DME, GME, UGME
Clinical Liaison to the University of Illinois at Chicago Hospital & Health Sciences System
(UIHHSS) and the Children's Hospital (CHUI)
Library of the Health Sciences
1750 W. Polk Street (MC 763)
Chicago, Illinois 60612
mdclark@uic.edu
Valerie Dobiesz, MD, MPH, FACEP
Assistant Dean for Residency Preparedness
MATCH DAY 2015
Rachel Yudkowsky, MD, MHPE
Director, Graham Clinical Performance Center &
Associate Professor, Dept. of Medical Education
Using Simulation to Promote
Residency Readiness
The Dr Allan L and Mary L Graham
Clinical Performance Center
Simulation
Readiness for Residency
M3 Graduation
Competency
Exam (GCE)
M4 Essentials of
Clinical Practice &
Professionalism
(ECPP2)
13
Readiness for Residency
Graduation
Competency Exam
(GCE):
Standardized Patient
Encounters
14
Readiness for Residency
Graduation
Competency Exam
(GCE):
Procedural Skills
15
Readiness for Residency
M4 Essentials of
Clinical Practice and
Professionalism
(ECPP):
16
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•
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Angry patient
Sad diagnosis
Sexually aggressive patient
Vaccine refusal
8 Difficult Patient
Scenarios
Readiness for Residency
M4 Essentials of
Clinical Practice and
Professionalism
(ECPP):
Mannequin Code
Scenarios
17
A New Simulation Facility!
18
Simulation Institute
Sim.
1
Sim.
2
Sim.
3
Nurse
Station
Engr.
Innovation
Lab
Task Trainers
Classroom
Large
Sim.5
Sim.
4
Clinical Performance Center
Using Simulation to Promote
Residency Readiness
Rachel Yudkowsky rachely@uic.edu
Abbas Hyderi, MD ’01, MPH
Assistant Dean for Undergraduate
Medical Education
Redesign of the Fourth Year:
Emphasizing the Continuum from Medical
School to Residency
Abbas Hyderi, MD ‘01, MPH
Associate Dean for Curriculum
Associate Professor of Clinical Family Medicine
Core Fourth Year Requirements
• Pathway-Specific
• Sub-Internship
• Transition Courses
16 weeks
4 weeks
4 weeks
– Essentials of Clinical Practice and Professionalism Part 2
1 week
– Laboratory Medicine
2 weeks
– Longitudinal Career Devpt
1 week
• Electives
• TOTAL:
14 weeks
38 weeks
Pathway-Specific Requirements
(4 x 4 = 16 weeks)
Hospital-Based Pathway
• Radiology
•
• Emergency Medicine •
• Medical Selective
•
• Surgical Selective
•
Medical Pathway
Surgical Pathway
Radiology
• Radiology with
Surgery/Anatomy
Emergency Medicine
• Anesthesiology
Dermatology
• Cardiopulmonary
Medical Selective
Selective
• Surgical Selective
Shapiro Institute for Education and Research
Millennium Conference 2015
focused on Post-Clerkship Curriculum
Core Entrustable Professional
Activities for Entering Residency
(CEPAER) Project
A New Paradigm
in Medical Education
Jay Noren, MD
Associate Dean for Leadership Development &
Strategic Communications
Homecoming CME Symposium
September 18, 2015
Jay Noren
9-15-15
29
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Prepare individuals with extensive experience
as practicing clinicians for leadership
integrative roles between practicing clinicians
and healthcare administration
Premise: the “clinician” and “administrator”
perspectives differ --bridge spanning
essential to quality care for individual
patients and the population at large
Jay Noren
9-15-15
30
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Program schedule accommodates mid-career
clinicians’ practice responsibilities:
◦ Predominantly online course delivery one evening per
week
◦ Weekend sessions on-campus once every 4-6 weeks
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Non-traditional management education focused
on unique applications in the health care industry
Cohort approach for shared prior student
healthcare organizational experience
Jay Noren
9-15-15
31
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Special management project directly related
to student’s own health care organization
under the guidance of an executive mentor
All admitted students bring extensive
experience as practicing clinicians
Similar to Executive MBA but focused entirely
on healthcare and healthcare system
Jay Noren
9-15-15
32
Health Policy and Politics
 Law and the Healthcare System
 Managerial Health Economics
 Quality Management in Health
Services
 Marketing of Healthcare Organizations

Jay Noren
9-15-15
33
Healthcare Organizational Leadership
 Healthcare Finance
 U.S. Healthcare System
 Healthcare Human Resources
Management
 Health Information and Decision
Support Systems

Jay Noren
9-15-15
34
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Strategic Management of Healthcare
Organizations
Ethical Issues in Healthcare Policy and
Management
Quantitative Methods for Healthcare
Managers
Health System Epidemiology
Topics in Healthcare Leadership
Special Project Course
Jay Noren
9-15-15
35
Two years: four academic periods of
four courses each
 Predominantly online: one evening
weekly synchronous online session (3
hours)
 Four weekends on campus each
semester
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Jay Noren
9-15-15
36
THANK YOU
Please proceed upstairs to
Room 429 for the
Active Learning Demonstration