fall 2013 - amazon s3...university awarded several accreditations accreditation is an essential...

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feature: Crossing Borders to Serve page 10

course work: Spirituality & Health page 22

research round-up: An Alligator Tale page 23

clinic updates: Multispecialty Clinic Opens in Downers Grove page 25

Midwestern University Mentors Teaching Through Service

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Midwestern University Magazine 2

CONTENTS

4 PrESiDENT’S MESSAGE Kathleen H. Goeppinger, Ph.D. President and Chief Executive Officer Midwestern University

FEATurES

10 CrOSSiNG BOrDErS TO SErvE By Bryan Tune, D.N.P., CRNA (CHS-AZ 2006)

11 MiDwESTErN uNivErSiTy MENTOrS: TEACHiNG THrOuGH SErviCE By Jill Blair-Smith & Tony Johns

13 MOviNG iN THE riGHT DirECTiON Eder Garavito, D.P.T. (CHS-AZ 2013)

14 SEiziNG EvEry OPPOrTuNiTy Renee Advincula, Pharm.D. (CCP 2013)

15 THE MENTOrS’ APPrENTiCE Nicole Mullins, D.O. (AZCOM 2013)

16 SuPPOrT FrOM THE GET-GO Sam Rabor, D.O. (CCOM 2013)

17 PArT OF THE FAMily Lindsey Askins, M.O.T. (CHS-DG 2013)

18 TEACHiNG THE TEACHEr Todd Penn, Pharm.D. (CPG 2013)

19 rEAliziNG A DEFErrED DrEAM Stephanie Mower, D.M.D. (CDMA 2013)

20 iMPASSE lEADS TO HAPPy ENDiNG Christopher Ackerman, M.B.S. (CHS-DG 2013)

21 FirST iN HEr ClASS Erika Anderson, O.D. (AZCOPT)

DEPArTMENTS

5 MiDwESTErN MiNuTE

22 COurSE wOrk Spirituality & Health

23 rESEArCH rOuND-uP An Alligator Tale: Midwestern Researcher Helps Develop First Prosthesis By Karen Mattox

25 CliNiC uPDATES Multispecialty Clinic Opens in Downers Grove New Clinic Website Details Services New at the Glendale Clinics

27 AluMNi iN FOCuS Brian Hoban, PT, M.S., D.P.T., OCS (CHS-DG 2007) Ruth Peace, D.P.M. (CHS-AZ 2010)

29 FrOM THE ArCHivES Former Students Fill Volumes with Praise for CCOM Mentor

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ON THE COvErErika Anderson, O.D., Arizona College of Optometry’s inaugural valedictorian, with her mentor Tina Porzukowiak, O.D.

Midwestern University Magazine Fall 2013

The official magazine of Midwestern University.

Mission

Midwestern University’s historical and sustaining philosophy dedicates the institution and its resources to the highest standards of academic excel-lence to meet the educational needs of the healthcare community.

Governance

BOArD OF TruSTEESWilliam D. Andrews Chair

Sr. Anne C. Leonard, C.N.D. Vice Chair

Gerrit A. van Huisstede Secretary/Treasurer

Kathleen H. Goeppinger, Ph.D. President & Chief Executive Officer

The Honorable Jean L. Baxter, J.D.

Michael J. Blend, Ph.D., D.O.

Janet R. Bolton, CFP, CIMA

John H. Finley, Jr., D.O.

Warren Grayson, J.D.

Gretchen R. Hannan

Kenneth R. Herlin

John Ladowicz, M.B.A.

Kevin D. Leahy

Madeline R. Lewis, D.O.

Robert M. Lockhart, Ph.D.

W. Jay Lovelace

Mayor Elaine M. Scruggs

Paul M. Steingard, D.O. OFFiCErS AND ADMiNiSTrATOrSKathleen H. Goeppinger, Ph.D. President & Chief Executive Officer

Arthur G. Dobbelaere, Ph.D. Executive Vice President & Chief Operating Officer

Gregory J. Gaus Senior Vice President & Chief Financial Officer

Karen D. Johnson, Ph.D. Vice President, University Relations

Dean P. Malone Vice President, Finance

John R. Burdick, Ph.D. Dean, Basic Sciences, & Vice President, Clinic Operations

Mary W. L. Lee, Pharm.D., BCPS, FCCP Vice President & Chief Academic Officer, Pharmacy, Optometry and Health Sciences Education

Angela L. Marty, PHR Vice President, Administration & Human Resources

Dennis J. Paulson, Ph.D. Vice President & Chief Academic Officer, Medical and Dental Education

Thomas A. Boyle, D.O., FACOEP, FACEP Dean, Postdoctoral Education

Teresa A. Dombrowski, Ph.D. Dean of Students, Downers Grove Campus

Nancy F. Fjortoft, Ph.D. Dean, Chicago College of Pharmacy

Russell O. Gilpatrick, D.D.S. Dean, College of Dental Medicine-Arizona

Donald Jarnagin, O.D. Dean, Arizona College of Optometry

Lori A. Kemper, D.O., M.S., FACOFP Dean, Arizona College of Osteopathic Medicine

Ross J. Kosinski, Ph.D. Dean of Students & Community Outreach, Glendale Campus

M.A.J. Lex MacNeil, D.D.S. Dean, College of Dental Medicine-Illinois

Dennis J. McCallian, Pharm.D., FACA Dean, College of Pharmacy–Glendale

Karen J. Nichols, D.O., M.A., MACOI Dean, Chicago College of Osteopathic Medicine

Fred D. Romano, Ph.D., M.S. Dean, Downers Grove Campus, College of Health Sciences

Brian K. Sidaway, D.V.M. Dean, College of Veterinary Medicine

Jacquelyn M. Smith, Ph.D. Dean, Glendale Campus, College of Health Sciences

Editorial StaffDana Fay Director of Communications

Karen Mattox Assistant Director of Communications wriTiNGJill Blair-Smith Tony Johns DESiGN Joanne Davidauskas Chad Worth

Submissions of news items, story ideas, letters and corrections can be made via electronic mail or U.S. postal service to:

DOwNErS GrOvE CAMPuS

Jill Blair-Smith

[email protected]

Midwestern University Magazine 555 31st Street Downers Grove, IL 60515

GlENDAlE CAMPuS

Tony Johns

[email protected]

Midwestern University Magazine 19555 N. 59th Avenue Glendale, AZ 85308



Dear Friends of Midwestern University,

We have much to share with you as we fulfill the mission and vision of Midwestern University through academic excellence, scholarly activity and service to our community. In this fall edition of Midwestern University Magazine, we highlight the vitality of our academic community by first reporting on the excellence of our graduates and the strong influence and impact our faculty has on the students they teach and mentor. I witness daily the devotion our faculty has toward developing strong healthcare professionals while fulfilling their role as research and clinical faculty. Our more than 6,000 full time students are the beneficiaries of the high value we place on having effective teachers in the classrooms, laboratories and clinical settings. I hope that you take the time to read the moving reflections of our students and faculty mentors, and appreciate the difference that they are making in the healthcare community. I find these recollections very insightful and very touching, confirming our belief that the strength of Midwestern University lies in the special faculty and staff that are committed to our mission and vision.

Academic excellence is also externally reviewed and carefully judged by accrediting agencies. Over the past year, nine of our colleges and academic programs went through the very long and detailed accreditation process by outside accreditation agencies. The accreditation process entails a long and detailed self-study and analysis of our outcomes, a site team visit, often for many days, along with exit interviews and finally accreditation board approvals. I am very pleased to share with you that in all nine of our accreditation reviews, all programs met and exceeded the standards set forth by the accreditation body, and all of those fully established colleges and programs received the maximum accreditation allowed, noting that some of the accreditation review boards are not scheduled for another ten years. This has been an amazing outcome and is attributed to our strong curriculums, beautiful and safe campuses, the dedicated faculty and our high standards for academic excellence. I thank our faculty, staff and students for this wonderful track record.

Scholarly activity and service are also highlights of this fall edition of Midwestern University Magazine. I hope you enjoy learning about the many special services we provide and our outreach to the community that fulfills our mission of service. Whether it is celebrating cultural diversity on campus, crossing borders to serve those with medical needs, or organizing a fund raiser benefiting those in need, you will find our faculty and students actively embracing our mission of service.

I thank you for your continued support, contributions and your friendship to me and to the faculty, staff and students of Midwestern University. We are dedicated to serve you and the healthcare needs of our community.

Sincerely,

Kathleen H. Goeppinger, Ph.D. President and Chief Executive Officer

kathleen H. Goeppinger, Ph.D.President and Chief Executive OfficerMidwestern university

university Awarded Several AccreditationsAccreditation is an essential element in all of our colleges and programs. Midwestern

University has been fully accredited by The Higher Learning Commission since 1993 and continues to count on a team of dedicated faculty, staff, and administrators to prepare the necessary documentation and self-studies to earn accreditation for new programs and reaccreditation for existing programs. This year was very busy one for accreditation, and the University is proud to share these accreditation updates:

Chicago College of Pharmacy—accredited, full 8 years

College of Pharmacy-Glendale—accredited, full 8 years

Occupational Therapy (Downers Grove)—accredited, full 10 years

Physical Therapy (Downers Grove)—accredited, full 10 years

Physical Therapy (Glendale)—accredited, full 5 years

Clinical Psychology Program (Glendale)—accredited, full 4 years

Speech-Language Pathology Program—awarded candidacy for accreditation

Arizona College of Optometry—accredited, full 8 years

College of Veterinary Medicine—received Letter of Reasonable Assurance


As a testament to Midwestern

University’s commitment to community service, the University once again earned a spot on the President’s Higher Education Community Service Honor Roll. This year marks the sixth consecutive year that Midwestern has been named to this national honor roll of colleges and universities committed to bettering their communities through

service and service learning. The University received the highest level of recognition: Honor Roll with Distinction. Out of 690 institutions considered for the honor, only 113 received the recognition of Honor Roll with Distinction. The distinction is an indication that Midwestern University displays an outstanding institutional commitment to service and has formed compelling partnerships that produce measurable results.

The award, which is the highest federal recognition a college or university can achieve for its commitment to service and civic engagement, is presented by the Corporation for National and Community Service (CNCS) in collaboration with the U.S. Department of Education.

Midwestern Named to Service Honor roll

MidwesternMinute


CCOM Student Organizes run for Boston More than 50 Midwestern University students and

faculty members participated in a run in honor of those impacted by the Boston Marathon tragedy. Kris-tin Dement, a third-year CCOM student at Midwestern University, organized the run on Monday, April 22nd to promote unity following the bombings at the Boston Marathon. Ms. Dement ran the Boston Marathon along with her husband, a classmate, and other friends. “Running the Boston Marathon on Monday, April 15th forever changed my life,” Ms. Dement said. “Though the devastation left me cheerless and outraged among countless other emotions, I know I will be stronger for it. I organized a ‘Run for Boston’ one week later to honor those who lost their lives. I will never forget the three individuals who cheered and supported me to cross the finish line just 18 short minutes before their beautiful souls were taken from this Earth. This run was for the spectators who lost so much; they may have been complete strangers to the majority of us running, but they were our biggest fans that day. My goal for this run was to be their biggest fans.” Members of the Midwestern University community

were encouraged to wear clothing associated with Boston and were given blue and gold ribbons—the official colors of this year’s Boston Marathon—prior to the run. “I was over-whelmed by the benefaction our community showed here at Midwestern. All the gratitude and memorable stories shared with me at the run have truly helped me to heal. It was the most I had smiled since that horrifying day,” Ms. Dement added.

veterinary Medicine Begins recruiting StudentsThe new College of Veterinary Medicine on the Glendale Campus

has made steady progress towards its official opening in August 2014. Midwestern University received a Letter of Reasonable Assurance (LRA) in May from the American Veterinary Medical Association (AVMA) Council on Education, which allows the College to begin recruiting students for the Class of 2018. The LRA signifies that Midwestern and the College of Veterinary Medicine are on track to meet standards for accreditation. The College is eligible for provisional accreditation in 2014 and full accreditation in 2018 once it is determined that all standards have been met successfully. Midwestern officially announced plans for the new College in March 2012. The Arizona State Board for Private Postsecondary Education issued a certificate of authority for Midwestern to offer the Doctor of Veterinary Medicine (D.V.M.) degree the following October. In May, the Higher Learning Commission approved the University’s request to offer the D.V.M. degree.

Artist rendition of the Midwestern university veterinary classroom and laboratory building.

Artist rendition of the Midwestern university veterinary clinic.

Midwestern university students and faculty members gather before a run organized in honor of the Boston Marathon tragedy. The run was coordinated by a Midwestern student who participated in the marathon.

Dr. Goeppinger Earns Top HonorsKathleen H. Goeppinger, Ph.D., President and Chief Executive Officer of Midwestern University, received a 2013 Health Care Hero Award for Healthcare Education from the Phoenix Business Journal. Dr. Goeppinger was also awarded the 2013 Healthcare Leadership Award for Education by Arizona Business Magazine and named as one of Arizona’s 50 Most Influential Women in Business by the same publication.


Glendale Campus Hosts SciTech EventMidwestern University spent the spring taking part in the 2013 Arizona SciTech

Festival, a Valley-wide initiative chock full of exciting and fun activities that help Valley residents engage in scientific learning. From sports vision training to high-tech simulation, Renaissance-era anatomy studies, and the science of chocolate, Midwestern’s faculty and students partici-pated with booths, demonstrations, and exhibits to educate the public about modern health science. “Blood, Spit, and Tears: High Tech Healthcare,” a free open house and workshop held in March, gave people interested in the health sciences the chance to try being a dentist, physician, or optometrist. Attendees experienced patient care via high-fidelity simulators, learned how to find forensic clues in the dental simulation lab, and found out how to improve their hand-eye coordination through sports vision training.

MiDwESTErN MiNuTE

Christopher J. Hejmanowski, D.O. (CCOM 1998)

Gallery of Stars Highlights SpeakersThis year, the Chicago College of Osteopathic Medicine (CCOM) developed

a new speakers program to bring talented osteopathic physicians and other healthcare leaders to campus to share their insights with students. The Gallery of Stars lecture series is sponsored by the CCOM Dean’s Office and features a diverse roster of speakers who present on a wide-variety of subjects during a lunch break for students. Speakers this year have included government officials, an executive director of a hospital agency, specialty physicians, and a medical researcher. All have made significant contributions to their field and CCOM students benefit from learning more about their experiences. This spring, CCOM students heard from Christopher J. Hejmanowski, D.O. (CCOM 1998), an ER physician who was deployed with the United States Marines in Iraq where he led a mobile surgical unit moving along the Syrian border. It was here that Dr. Hejmanowski also began to write his first full-length novel, Collider.

inaugural Classes GraduateIn separate commencement ceremonies held at Midwestern University’s

Glendale campus in May, the inaugural graduating classes of the Arizona College of Optometry (AZCOPT) and the College of Health Sciences’ Physical Therapy program received their diplomas. In addition to receiving their Doctor of Optometry (O.D.) degrees, the AZCOPT Class of 2013 also completed their second year of supervised patient care at the Midwestern University Eye Institute, one of three community healthcare facilities on campus.


A Season of Honors for Faculty, StudentsA pril was a month for recognition as Midwestern University faculty and

students continue to shine on the national stage. Two Arizona College of Osteopathic Medicine (AZCOM) faculty members received prestigious awards from the osteopathic medical community. Howard Shulman, D.O., Associate Dean, Postdoctoral Education, received the 2013 Leadership Award from the Association of Osteopathic Directors and Medical Educators (AODME) at their annual meeting. Meanwhile, Katherine Worden, D.O., Clinical Associate Professor, was named the 2012-2013 Osteopathic Educator of the Year by the Arizona Osteopathic Medical Association (AOMA). Also in April, the American Association of Colleges of Osteopathic Medicine (AACOM) named Amber Hull, who started her fourth year at AZCOM in Fall 2013, as National Student D.O. of the Year at the Annual AACOM Awards Banquet in Baltimore, Maryland.

MiDwESTErN MiNuTE

russia Delegation visits Dental Simulation labThe College of Dental Medicine-Illinois (CDMI) hosted a group of six

international members of the Russian-American Dental Association. The Russian delegation was interested in learning about advanced dental technology and the dental education program at Midwestern University. The visiting group also learned about the importance of community service and the opportunity it gives dental students to raise their awareness about the diversity of patients and their dental needs. The CDMI faculty demonstrated some of the most advanced dental technology available in the Midwestern simulation clinic described as instrumental for the successful learning and teaching process. To conclude the visit, the guests were invited to tour a local dental practice office equipped with state-of-the-art technology and advanced equipment.

Members of the russian-American Dental Association enjoyed learning about the technology available in CDMi’s simulation lab.

Students Participate in St. Baldrick’s EventMore than 50 students from all four colleges on the Downers

Grove Campus raised more than $33,000 to battle child-hood cancer as part of a St. Baldrick’s event. Students raised money with the guarantee of getting their heads shaved at the event in sympathy for children who are suffering from the effects of cancer treatments. The St. Baldrick’s Foundation is a charity committed to funding the most promising research to find cures for childhood cancers.

From left to right: Howard Shulman, D.O., Associate Dean, Postdoctoral Education; katherine worden, D.O., Clinical Associate Professor; Amber Hull, MS-iv


MiDwESTErN MiNuTE

Faculty Share Expertise in EcuadorTwo faculty members recently traveled to Ecuador to share their exper-

tise. Donna Cech, PT, D.H.S., PCS, Professor and Program Director, Physical Therapy Program and Mark Kovic, OTD, OTR/L, Assistant Profes-sor, Occupational Therapy Program, accompanied Causes for Change, Intl., a Chicago based service organization, to Milagro, Ecuador in February. Among their many activities, Drs. Cech and Kovic consulted with the University of Milagro regarding development of entry-level career degree programs, provided lectures to university students and local professionals at a conference sponsored by the University of Milagro, lectured at the state hospital regarding the role of OT and PT in rehabilitation, and assisted Causes for Change, Intl., in distributing 440 new wheelchairs. As part of the program to distribute wheelchairs to Ecuadorian citizens, Drs. Cech and Kovic trained members of 16 different Lion’s Club organizations in Ecuador regarding fit and safe use of the wheelchairs. The Lion’s Club organizations then loaded trucks and vans to take chairs into their communities—from the Amazon regions to the Andes to coastal villages.

Showing off one of the new wheelchairs in Ecuador is Donna Cech, PT, D.H.S., PCS, Professor/Program Director, Physical Therapy Program-Downers Grove.

Cuts for kids Provides DonationsIn March, the Glendale Midwestern University Pediatrics Club organized Cuts for Kids,

which offered haircuts from professional stylists to benefit children with special health and social needs in a fun carnival-style atmosphere. 151 ponytails were collected and donated to Locks of Love to make wigs for kids with long-term hair loss, and over $5,000 was raised in support of March of Dimes.

Fair Celebrates DiversityThe second annual Cultural Awareness Fair on the Downers Grove

campus ushered in Black History Month and brought together more than 150 students, faculty, and staff to enjoy a variety of performances and sample a wide-range of ethnic foods. At the event, sponsored by the University Diversity Education Committee, faculty, staff, and students representing an array of cultures provided information, displayed cultural artifacts, and offered a variety of food samples. Countries and cultures represented at the fair included Nigeria, Romania, Indonesia, Poland, India, African American/Soul, China, Taiwan, Italy, Puerto Rico and the Muslim Student Association.

keira High Horse Munstedt holds up a freshly-cut ponytail to be donated to locks of love.


Crossing Borders to ServeBy Bryan Tune, D.N.P., CRNA (CRNA ’06)

Eight-foot walls and armed guards. A prison? No. A hospital.

On the ground in Haiti, I arrive at the volunteer hospital and see a line of Haitians that stretches for what seems like miles down the dirt road. Many of them have traveled for hours, if not days, to get here. I am here with my colleague, friend, and fellow Midwestern alumnus Herbie Duran, M.S.A., CRNA (Class of ‘06), as members of Project Medishare. My “day job” is Nurse Anesthesia Program Director for California’s National University. Here, however, Herbie and I are both teachers and anesthesia providers. The country remains devastated by the 2010 earthquake. Almost a quarter-million people died in the disaster, and an estimated three million more were directly affected. Missions such as Project Medishare continue to flow into Haiti to provide medical and surgical services to the country’s citizens. We also work to increase hospital facility sustainability and train local staff to be able to manage when we leave. The days are long, and the nights are longer. We live on the hospital grounds for the duration. Herbie and I are called to serve for both scheduled surgeries as well as emergency and trauma cases. We also help out as a crisis and critical care resource for the makeshift emergency room and ICUs. Our resources are modest at best. Our available drugs are donated, and many of them are labeled in the language of the donating country. Many of the advanced monitors we are accustomed to in the United States are not available here, so we have to rely on our fundamental training and education that we received at Midwestern University.

This goes beyond the rural experience I have previously had. Even at remote sites such as Indian reservations, the tools at our disposal were so much more plentiful than those available here in Haiti. But we are not unprepared. Herbie and I find that when our clinical experience falls short, our Midwestern education fills in the blanks. Some of the techniques we use in Haiti, we have not used in eight years of clinical practice. It is hard work, demanding work, and yet it is incredibly rewarding. In some situations, this is the art and science of anesthesia stripped to its essentials, a primal level of caregiving and teaching that is helping to rebuild a nation. Herbie and I have learned so much from our experience, and we want others to have the same opportunity. At Midwestern University, we were taught that giving back to the profession, the community, and society as a whole is not simply a perk of being a healthcare provider—it is an integral element, a basic foundation of our lives. Nowhere is this more evident than in nations like Haiti. The skills which we worked so hard to gain are more than a livelihood there—they are lifeblood. They are survival. Every time I think of Haiti, I think that my worst day is nothing compared to many of theirs. I remember exhaustion, strain, and hard work. And I also think of how blessed I feel to have made a difference. We are glad that we went.

FEATurE

A Haitian patient with a traumatic head injury is assessed and transported for care.

From left to right: Bryan Tune, D.N.P., CrNA, staff physician Princia Boyer, M.D., and Herbie Duran, M.S.A., CrNA.


“The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.” –William arThur Ward

It takes drive, commitment, and occasional brilliance to succeed in graduate studies, particularly in the healthcare field. The challenging nature of the health sciences is compounded by long hours of study and practice which demand from aspiring professionals the utmost focus. Perhaps cliché, the axiom nonetheless rings true for the Midwestern University student body that nobody gets through such demanding circumstances alone. For all of the different programs Midwestern offers, the shared goal of the University’s administration and faculty is to make sure that students can rely on those entrusted with their education to backstop them when they are challenged. As a new crop of graduates prepares to venture forth into the world of medicine, Midwestern University Magazine is proud to share nine stories of dedication —of students to their profession, and of faculty to their students.

Midwestern University Mentors Teaching Through Service


Moving in the Right DirectionTHE GrADuATE:

Eder Garavito, D.P.T. (CHS-Az 2013)

THE MENTOr: Donald Shaw, PT, Ph.D., D.Min. Professor, Physical Therapy

Dr. Eder Garavito’s knee did not just hurt—it was a mass of agony and torn ligaments. The wakeboarding

accident he had suffered had turned his knee into something resembling a sausage casing. For a guy whose athletic bent kept him strenuously engaged in sports and physical activity, six months stranded on a couch was nearly incomprehensible. In fact, his whole life up until that point had involved motion—for instance, between birth and elementary school, his family relocated from Texas to Mexico City to Minnesota.

Now, though, instead of skiing or wakeboarding or playing hockey, he had a lot of time on his hands to sit and think. Now, he had plenty of time to figure out what he wanted to do with his life. “I got out of high school and went to community college and didn’t know what I wanted to do,” Dr. Garavito says. Six months of recovery does wonders for focus. As his knee healed, he started going to physical therapy three times a week. “I realized, hey, this is pretty cool,” he says. “They’re getting me back on my feet.” For a personable and outgoing person like Dr. Garavito, the physical therapy process appealed to him. “I’m a very personable person,” he explains. “I like talking to people and being around them. I liked the patient interaction. It seemed like physical customer service.” When Dr. Garavito was finished with physical therapy, he started researching it for himself. Soon, he decided that PT was the career he was looking for and began studying exercise physiology and personal training. In 2010, he enrolled at

Midwestern University as a member of the College of Health Sciences’ inaugural Physical Therapy class. It was at Midwestern that his life took another unexpected direction, thanks to the influence of Dr. Donald Shaw. “I had been begging him for information about his own career,” Dr. Garavito says. “Dr. Shaw took me under his wing and showed me that physical therapy was more than just outpatient orthopedic care.” Dr. Shaw introduced Dr. Garavito to cardiovascular physical therapy during the second year of the three-year program, and it was a revelation for him. Dr. Garavito took to the topic with enthusiasm and respectfully, yet persistently, urged Dr. Shaw to include him in research opportunities. Eventually, Dr. Shaw and Dr. Garavito, along with Kimberly Varnado, PT, D.P.T., Assistant Professor, Physical Therapy, were publishing research and traveling to conferences together. Dr. Garavito threw himself into PT with the same drive that pushed him athletically. He helped develop the first Physical Therapy Club on campus and served as Class President, Co-President, and Student Ambassador. Dr. Shaw’s generous mentoring was a constant source of encouragement through the whole process. “He was the one who guided me through thick and thin,” Dr. Garavito says. “When I reached out to him about anything, he just dropped everything on the spot and said, ‘Let’s talk about this, let me give you some articles to read and some people to talk to.’” After graduating with his inaugural class, Dr. Garavito struck out for Duke University Hospital’s cardiovascular and pulmonary intensive care units. The impulse to push himself and stay in motion, though, may see him eventually returning to Midwestern University to follow in Dr. Shaw’s footsteps. “I have always had an inspiration to teach,” Dr. Garavito says. “I still want to do clinical work, but someday I would love to treat other students the way he treated me and my classmates. He was definitely an example.”

“dr. Shaw took me under his wing and showed me that physical therapy was more than just outpatient orthopedic care.”


Seizing Every OpportunityTHE GrADuATE:

renee Advincula, Pharm.D. (CCP 2013)

THE MENTOrS: Susan Cornell, Pharm.D. Assistant Director, Experiential Education

Marc Scheetz, Pharm.D., M.SC, BCPS Associate Professor, Pharmacy Practice

As an eager first-year Chicago College of Pharmacy (CCP) student, Renee Advincula knew she wanted to leave her

mark on Midwestern University. As a result, she sought out every opportunity and has represented CCP both locally and nationally, developed an ongoing community service program, conducted extensive research projects, presented at national conferences, and served as a leader in several on-campus student pharmacy organizations. “My experience here has been life-changing. I’ve learned so much more about myself and I feel that Midwestern supported everything I wanted to do,” Dr. Advincula said. During her first year at CCP, Dr. Advincula sought out Dr. Susan Cornell to discuss the idea of developing a volunteer opportunity for her fellow student pharmacists. With the support of the American Pharmacists Association-Academy of Student Pharmacists (APhA-ASP) organization, they developed a medication safety and awareness program at the DuPage Community Clinic in Wheaton, IL. “It was almost a serendipitous moment,” Dr. Advincula said. “Dr. Cornell was looking for someone to spearhead a community service project and here I was in my first year saying I want to do something.”

The plan for the clinic involved Dr. Advincula establishing a rotation of volunteer CCP students who could conduct medication safety classes and one-on-one medication therapy management sessions for patients at the free clinic. “We saw there was a need at the clinic for student pharmacists to work with other healthcare professionals to help make sure that patients understood all aspects of their medication,” she said.

The project was so popular, Dr. Advincula had to manage a wait list of both students and patients who wanted to participate in the program. “It was a great experience in terms of being able to understand who I am as a pharmacist and the immense impact we can have on our patients.” Dr. Advincula is especially pleased that the clinic will continue and has even expanded since her initial involvement. “Dr. Cornell showed me that a great idea can be made into something bigger with the help of a determined and passionate group of people,” she added. Dr. Advincula also gained a wealth of experience from her extensive three-year research program on multi-drug resistant infectious diseases at Northwestern Memorial Hospital with Dr. Marc Scheetz. “He’s encouraged me to present our research at the American Society of Health Systems Pharmacists national conference, during my second year. He taught me early on that I could do things that I might not necessarily feel comfortable with and, if I put my mind to it, I could definitely succeed.” In fact, the lessons she learned from Dr. Scheetz had an even greater influence outside of Northwestern Memorial Hospital as she pursued other leadership opportunities. “He helped me understand that I could be a leader in different ways,” she said. Dr. Advincula tested her leadership skills by representing pharmacy students as a national leader for the APhA-ASP. On campus, she was the Province Regional Meeting Chair of the Kappa Psi Pharmaceutical Fraternity and organized a regional meeting in Downers Grove for more than 300 students and pharmacists. She also served as President of the Phi Lambda Sigma Leadership Society. “So many people have created such remarkable opportunities for me. They helped me gain confidence and solidify the person I am now,” she said. “Having these mentors and knowing they were supporting me 100 percent makes me feel like I can do so much with my life. I don’t think I’d be half the person I am today without their help.”

“all these people have created such remarkable opportunities for me. They helped me gain confidence and solidify the person i am now.”


The Mentors’ ApprenticeTHE GrADuATE:

Nicole Mullins, D.O. (AzCOM 2013)

THE MENTOrS: william Devine, D.O. NMM residency Director, Arizona College of Osteopathic Medicine

Dana Devine, D.O. Clinical Associate Professor, Pathology, Arizona College of Osteopathic Medicine

In her first class on Osteopathic Manipulative Medicine, 2013 AZCOM graduate Nicole Mullins approached

Steven Culley, who was teaching the class, with a question. “Dr. Culley…” she began. “No,” he replied, “it’s just Steve.” “Oh, I’m sorry,” she apologized. “Dr. Steve…” “No,” he said, “it’s just Steve. I’m not a doctor.” It turns out that Steven—who went on to receive his D.O. degree from AZCOM in 2011—was an OMM Fellow, not a professor. “I couldn’t believe it,” Dr. Mullins recalls. “I thought, ‘You can be a student and do this? Awesome!’” OMM Fellowship, which later became AZCOM’s OMM Scholar program, is a three-year program that adds an extra year of medical school study to an aspiring D.O.’s

classwork. OMM Scholars delve deeply into osteopathic technique and serve as student teachers during their tenure… the perfect fit for Dr. Mullins. “I love to teach and I love the subject matter,” Dr. Mullins says. “I see the intensive value it has applied in broader practice. Being a teacher, you’re forced to be a better student. You have to be honest with yourself about what you do and don’t know, and it always moves you forward.” Her desire to become an OMM Scholar was born in her first year, when she spent her Wednesdays with Dr. William Devine in OMM class. Dr. Devine’s willingness to engage, his likability, and his obvious skill appealed to Dr. Mullins. “That was the moment I decided,” she says. “The more I was around him and saw the amazing things he could do,

the more I was sold on the idea of being an OMM Scholar. “Dr. Devine is one of those guys who has pretty much seen everything and knows how to approach something, and yet when he’s given something new, he always has another thing to try or direction to go. His clinical acumen is amazing.” In her second year, Dr. Mullins encountered Dr. Devine’s wife Dana in her pathology courses. “Dr. Dana,” as Dr. Mullins calls her, seemed to be a polar opposite of her spouse, countering his easygoing, effusive humor with a sharp, dry wit. But Dr. Mullins says that Dr. Dana shares her husband’s exceptional people skills. “She has a way of relating to people, making things so teachable. She takes her stories and makes them applicable to people who lack the background in the subject—it makes them stick and drives them home,” says Dr. Mullins. “After every lecture I would be down at the front of the podium asking her questions. She was always patient and kind and took extra time to talk with those of us who wanted to know more.” Even as Dr. Mullins worked in her Emergency Medicine rotation, she still felt comfortable asking the Drs. Devine for advice and insight. She also had the chance to team-teach with Dr. Bill Devine outside of Midwestern. As an OMM Scholar and a mentor herself, Dr. Mullins appreciates having faculty mentors of her own. “One of the biggest attractors to me about medicine is that you never know everything,” she says. “There is always something to strive for and to learn. “A mentor can take many forms—someone you go to for advice, someone you look up to, or someone who inspires you to be better. No matter what shape your mentor takes, it is important to have that idea that you can always be better and always do more. “They are the people who are at that next level, and that’s what you want to become and where you want to go.”

“They are the people who are at that next level, and that’s what you want to become and where you want to go.”


Support from the Get-GoTHE GrADuATE:

Sam rabor, D.O. (CCOM 2013)

THE MENTOr: John Graneto, D.O., M.Ed. Chair, Clinical integration

Years before he was a student at Midwestern University, Sam Rabor, D.O. (CCOM 2013), had the benefit of

being mentored by Dr. John Graneto. “I met Dr. Graneto in his capacity as an emergency room physician and at the time I didn’t know he was so involved with Midwestern University,” Dr. Rabor said. The two worked together for three years in the emergency room of Swedish Covenant Hospital. After graduating

from the University of Illinois at Chicago, Dr. Rabor took a job as an emergency room technician to help him decide if he wanted to pursue a career in medicine. He enjoyed working in the emergency room and decided to apply to medical school. “Once Dr. Graneto knew I wanted to go into medicine, he started giving me advice and help without me even asking. He let me observe more procedures and let the other doctors know that I wanted to go to medical school, so they were supportive of me as well. It was pretty amazing from the get-go,” he said. Dr. Graneto reviewed his application and encouraged him to enroll in Midwestern University’s biomedical science program to strengthen his science background. In his first year of that program, Dr. Rabor applied and was accepted into the Chicago College of Osteopathic Medicine (CCOM). While a student at CCOM, Dr. Graneto encouraged Dr. Rabor to take on leadership roles in the Emergency Medicine club and as the national president of the Student Osteopathic Medical Association (SOMA). “He fortified my leadership ability by giving me opportunities and encouragement from the very beginning,” Dr. Rabor said. “From the start of my medical education, he was opening avenues for me.”

Dr. Rabor recounts how Dr. Graneto would create opportunities for him and other students to interact with current residents and would introduce him as someone who was going to be a great resident one day. “He had that much faith in me getting into a residency position. That spoke volumes for me,” Dr. Rabor shared. According to Dr. Rabor, Dr. Graneto consistently instills in his students a drive to succeed. “He’s never hard on students, but you know he has these expectations whether they are spoken or unspoken.” Like many students before him, Dr. Rabor said there was a time when he hit a bump on the road to becoming a physician. “I wasn’t sure if I wanted to go into Emergency Medicine or look at other options, so I gave Dr. Graneto a call and he said ‘let’s meet.’ We met at a coffee shop and we talked. It was a great help in terms of me straightening out and focusing on what I wanted to do with my future,” Dr. Rabor said. “I can always count on him to give me honest advice.” This summer, Dr. Rabor began an emergency medicine residency as St. James in Olympia Fields and hopes to stay involved CCOM in the future. “I’d like to eventually take a very similar professional path as Dr. Graneto. He’s able to be both in the clinical world and active in an academic role. He’s a role model to me in how I want to see myself down the line,” Dr. Rabor said. Although he credits Dr. Graneto for opening many doors for him, Dr. Rabor said it never felt like Dr. Graneto was duty-bound to help him. “If you were to ask Dr. Graneto what our relationship was, I don’t think he’d call it a mentorship,” Dr. Rabor said. “It’s more of a mutual liking and I think that’s the best kind of mentor to have—someone who doesn’t feel like they are obligated to give advice.” That advice has served Dr. Rabor well on his journey to become a physician and will most likely continue into the future as well. “It is unique that my interaction with Dr. Graneto started well before medical school and continued through it,” he said. “It will probably be a lifelong relationship.”

“From the start of my medical education, dr. Graneto was opening avenues for me.”


Part of the FamilyTHE GrADuATE:

lindsey Askins, M.O.T. (CHS-DG 2013)

THE MENTOrS: kimberly Bryze, Ph.D., OTr/l Program Director, Occupational Therapy

Susan Cahill, Ph.D., OTr/l Assistant Professor, Occupational Therapy

During the summer as Lindsey Askins, M.O.T. (CHS-DG 2013) completes her fieldwork and begins her career

as an occupational therapist, she hopes to bring with her some of the important lessons she learned from two of her faculty mentors. Lessons that include the value of laughter, how to care for others, and, of course, a wealth of technical knowledge that is vital to a career in occupational therapy. According to Ms. Askins, Drs. Kimberly Bryze and Susan Cahill on the Downers Grove Campus have provided not only an excellent education but also tremendous support and friendship throughout her studies. “I’ve always looked up to them and their knowledge base. They both have a pediatric background, which is an area I really want to work in, and they have so much

experience,” she said. “They also are so approachable and down-to-earth. They are experts in the field, but they always treated me like I was already their peer.” A sensory integration elective class with Dr. Bryze particularly helped Ms. Askins decide to focus on pediatric OT. “Dr. Bryze is such an expert when it comes to kids and you can just tell that she’s seeing so much more,” she said. A highlight of the course was a visit from a six-year-old boy with sensory integration challenges. Ms. Askins and her class worked to create therapeutic activities for the boy in the OT lab on campus. “I really feel like that was a great experience because Dr. Bryze was there to help us

along, but at the same time she stood back and let us lead the session. With Dr. Bryze, it’s not all about productivity and what needs to get done; her goal is for us to really understand the information.” Ms. Askins recalls going with Dr. Bryze to Horizon House, a non-profit organization in Peru, Illinois that provides residential and day services to adults with disabilities. As part of this experience, students observe and interact with the clients in their home and work environments to analyze how they function in their daily activities and routines. After consulting with Dr. Bryze, the students presented their findings and recommendations to the staff at Horizon House. “Dr. Bryze really takes the time to see what the clients need and helps them make changes to be more successful. She’s so nurturing that people are just drawn to her.” During her research project, Ms. Askins had the opportunity to receive support and guidance from another OT faculty member, Dr. Cahill. She particularly admired Dr. Cahill’s sense of humor and her ability to make a research project meeting fun. “We would meet about our research project and spend hours laughing and sharing stories,” she said. “Dr. Cahill is so knowledgeable about OT and she’s great at showing us how to bring in that fun factor when working with kids,” Ms. Askins added. “That’s something I will definitely use in my future practice.” In addition, Ms. Askins relied on Dr. Cahill to provide extra support. “I wanted to become more familiar with assessments before going out on rotations and I asked her for help. She took the time to pull out all the assessments and explain different things about each one,” Ms. Askins said. “I think she takes a lot of time with students either one-on-one or in groups to get us whatever we need. She always goes that extra step.” Both her mentors have paved the way for her future success as an OT and they’ve had a lot of fun along the way. “In the OT program, we are like a family. Dr. Bryze and Dr. Cahill are definitely a huge part of that,” she said. “They are such great role models for me.”

“i’ve always looked up to drs. Bryze and Cahill and their knowledge base. They both have a pediatric background, which is an area i really want to work in, and they have so much experience.”


Teaching the TeacherTHE GrADuATE:

Todd Penn, Pharm.D. (CPG 2013)

THE MENTOr: Jeffrey Barletta, Pharm.D., FCCM vice Chair, Pharmacy Practice, College of Pharmacy–Glendale

Dr. Todd Penn knows better than most students do what teaching methods are most effective. Thirteen

years of teaching experience will do that for you. “How can you solve this? How can you arrive at the solutions?” Dr. Penn asks. “What are you going to do if this happens? You have to help students learn the tools to solve their own problems by themselves, because someday you won’t be there for them. So how do they get to the next step?”

Dr. Penn received a bachelor’s degree in music and education and a master’s degree in music. He taught public school for 13 years in Arizona—six years as a music teacher, and then seven as a fourth-grade teacher. “I actually taught in downtown Phoenix,” he says. “I worked with kids who were sometimes harder to teach, kids on the lower side of socioeconomic status, sometimes kids with behavior problems and learning disabilities. They needed a lot of attention and time.” The demands of teaching in that environment wore on him over the years, and eventually he decided he wanted to try something new while he still could be proud of his legacy. “I found myself getting tired,” he says, “and I wanted to leave on a high note with good memories. I didn’t want to be one of those teachers who spent all day yelling at the kids.”

Dr. Penn decided to go into pharmacy. He had always been interested in science and medicine, and he thought pharmacists had the best part of the job. “Physicians have to break the bad news about a disease or condition,” he says. “Pharmacists help manage it. I appreciated that pharmacy was more proactive than reactive.” When he arrived at Midwestern University, Dr. Penn wanted a challenge. His years of teaching had given him firm ideas about effective learning. When he began working with Dr. Jeffrey Barletta, he found a teacher who shared his philosophies. “He has a way of diffusing tense situations with humor,” Dr. Penn says. “He has the ability to motivate you to want to do better without belittling you. He also is very hands-on and encouraged me to be the same. We worked beyond simple theoretical knowledge.” Like his own students years ago, Dr. Penn found that he flourished under Dr. Barletta’s high expectations. “When I started a rotation with him, he made it very clear,” he remembers. “I could make this another rotation or I could push and make it almost into a residency. That’s a step above what was expected of a typical student. And he was willing to spend the extra time to tailor the experience to what I wanted to do. That was so invaluable. “When I went on my interviews for residencies, I was so much better prepared. They were asking me clinical questions where it wasn’t about the right answer, it was if I could think logically through a problem and figure out a solution. Dr. Barletta pushed me as hard as I wanted to be pushed.” Now that he has graduated, Dr. Penn will be heading to Michigan to start his residency with an eye toward a second-year residency in critical care. Even as he leaves the classroom, Dr. Penn has not ruled out returning to it. “The residency program I participated in has a teaching certificate and program that allows me to work with pharmacy students. I’ve had several people mention that teaching pharmacy would be a really good niche for me.”

“dr. Barletta has the ability to motivate you to want to do better without belittling you. he also is very hands-on and encouraged me to be the same. We worked beyond simple theoretical knowledge.”


Realizing a Deferred DreamTHE GrADuATE:

Stephanie Mower, D.M.D. (CDMA 2013)

THE MENTOrS: laurence Johns, D.D.S., M.S.D. Assistant Professor, College of Dental Medicine-Arizona

louis Sommerhalter, D.D.S. Clinical Care Coordinator, Midwestern university Dental institute

Dental school was always going to be hard. Dr. Stephanie Mower already knew that; her husband,

Mike, had the prior experience to prove it. Nevertheless, with a house full of kids and a husband working full-time, four years of dental school might have seemed too challenging. Not so. “Mike and I were talking,” Dr. Mower says. “We have been married almost 21 years this year, and out of those 21 years one or the other of us has been in school 17 of those years. It’s pretty normal for our family.” Dr. Mower had stopped going to school soon after getting married and went to work full-time to put Mike through dental school. Before long, she and Mike had a home and a growing family. It might have been easy for Dr. Mower simply to be content with what she has. After all, Mike makes a great living, and being a mom has never been a job heavy on spare time. However, she did not lose sight of her goals—

she only delayed them. Before enrolling at Midwestern, she went back to school to complete her undergraduate work. Then, one diploma nearly in hand, she set her sights on another one. “I always knew I would go back—it just took me a while,” she says. Two doctors in particular, Dr. Laurence Johns and Dr. Louis Sommerhalter, gave her the confidence to develop her skills in a demanding hands-on environment. Dr. Johns, an Assistant Professor who specializes in

endodontics, also happens to live a couple of streets away from her. “I think because I know Dr. Johns on a personal level, he made a special impact on me,” Dr. Mower says. “When it came time to practice procedures, he explained things well, taught me some tricks, and then trusted me to do it on my own. That method of teaching students gives them confidence. “We’re all hard workers; we got here because we wanted to be here, or we wouldn’t have put ourselves through this craziness. But until we actually do things we don’t know for sure that we can do them.” Dr. Sommerhalter, a Clinical Care Coordinator at the Midwestern University Dental Institute, stood out for his willingness to go an extra mile to help his students. Dr. Mower remembers one night when Dr. Sommerhalter stayed late to help her and other students prepare for upcoming exams. “He had been at the Clinic at five in the morning helping students,” she remembers. “Then he stayed after for hours helping us with mouth preparation. It might seem small, but it meant a lot to us because we were coming up on our boards and needed to practice. “I remember him saying, ‘You can do this. You know what you are doing.’ That was very encouraging, and it meant a lot.” Drs. Sommerhalter and Johns may not be done mentoring her even though she walked across the stage at commencement in May. Her ambition is to buy her own dental practice and get right to work. With a half-century of private practice experience between them, the two doctors could be invaluable counselors. “I’ve been looking around,” she says. “I may decide at some point that I don’t need all that stress. But at this point, that’s what I’d like to do. We’ll see how the cards lay out.”

“i am surrounded by mentors.” “They stay after if i need them to, they go the extra mile, and they coach me through.”


Impasse Leads to Happy EndingTHE GrADuATE:

Christopher Ackerman, M.B.S. (CHS-DG 2013)

THE MENTOrS: Michael Fay, Ph.D. Program Director, Biomedical Sciences

walter Prozialeck, Ph.D. Department Chair of Pharmacology

Phenomenal” is how Christopher Ackerman, M.B.S. (CHS-DG 2013) sums up his experience as a

biomedical science student at Midwestern University. However, enrolling in the program was something of a happy accident. After his original plan of going to medical school following his graduation from Frostburg State University in Maryland didn’t work out, he admits to being at a bit of a loss of what to do next. “I knew I wanted to be a physician, but I wasn’t accepted into CCOM or other medical programs,” he said. “It was a huge disappointment.” However, a well-timed email from Dr. Michael Fay inviting him to consider the University’s biomedical science master’s degree program made all the difference. “At the time I had no idea of what I was going to do and it’s because of Dr. Fay’s message that I’m here. I’ve never lived this far from home. It was something that I

thought I should try and it worked out really well,” he said. Now, two years later with a wealth of additional knowledge and experience, he’s closer to making his dream of becoming a physician come true. This fall, he begins a doctor of osteopathic medicine program at Edward Via College of Osteopathic Medicine in South Carolina. During his time at Midwestern, two faculty mentors had a huge impact on shaping Mr. Ackerman’s future and helping him meet his goals. From that initial email, Dr. Fay has helped propel him forward. “Although I don’t have day-to-day interaction with Dr. Fay, he’s been there every step of the way with me,” he said. “Whenever I talk

to him, I leave with more confidence. He’s a great faculty member who taught all of us in the program the tools we needed to better ourselves.” According to Mr. Ackerman, Dr. Fay also stressed the importance of professionalism and encouraged his students to set high goals. “He always told us from the very beginning that the harder we pushed ourselves, the better the outcome will be.” Mr. Ackerman worked hard in various leadership roles on the College of Health Sciences Executive Council, collaborating with fellow students to organize community events such as Halloween Fest, Easter Fest, and Breakfast with Santa, and providing support to other campus organizations and events. Another turning point in his education was selecting Dr. Walter Prozialeck as his research advisor. The two bonded over similar childhood experiences—growing up in rural areas in the northeast and sharing a love of outdoor activities. Mr. Ackerman and Dr. Prozialeck collaborated on several research projects on cadmium toxicity and, as a result, have had the opportunity to present their findings at national research meetings and will publish articles about their joint research in the months to come. “The most critical thing I learned from him was to always push myself one step further,” Mr. Ackerman said. “With Dr. Prozialeck, you never say ‘I’m done,’ because he’ll always say, ‘what’s the next step.’ He did that in the research lab and in terms of my medical school applications. I think he’s been a very big influence on why I got into medical school.” Although his initial plans did not involve a master’s degree program, Mr. Ackerman couldn’t be more pleased with the results. “Coming to Midwestern University, I thought it was just going to be school work, study, do some research and that would be it,” he said. “But in terms of everything else that Midwestern offers, there’s so much more I was able do. Coming to Midwestern University ended up being a great thing. It’s a happy ending.”

“

“dr. Fay always told us from the very beginning that the harder we pushed ourselves, the better the outcome will be.”


First in Her ClassTHE GrADuATE:

Erika Anderson, O.D. (AzCOPT 2013)

THE MENTOr: Tina Porzukowiak, O.D., FAAO Clinical Associate Professor, Midwestern university Eye institute

Dr. Erika Anderson walked across the Midwestern University Auditorium stage as the Arizona College

of Optometry’s first valedictorian. Not a bad outcome for a former oil field geologist and one-time phlebotomist. “I don’t have this amazing story about an inspirational optometrist or an eye problem that inspired me to become an optometrist,” she says. “I had a biology and chemistry degree and wasn’t sure what I wanted to do. I took the MCAT after seeing my first dead body in an ambulance, and it didn’t go well because I think subconsciously I didn’t want to be a doctor and end up seeing more of them.” After shadowing an optometrist who was a family friend, Dr. Anderson discovered she enjoyed the experience enough to pursue optometry as a career. “One of my friends laughed at me,” she says, “because I couldn’t even put my contact lenses in correctly the first time I got them.”

When Dr. Anderson began her studies at Midwestern University, Dr. Tina Porzukowiak was an adjunct faculty member working at an HMO in Sun City, Arizona. Dr. Porzukowiak came to the University every Friday to teach the Clinical Methods I course, and Dr. Anderson was the first student she met. “She was and is a very strong-willed and smart woman,” Dr. Anderson recalls of her first impression of Dr. Porzukowiak. “I liked her when I met her and I could tell she was very good at what she did. She always tried to answer any of my questions, even if they were silly, just to help me learn faster.”

Dr. Anderson got the opportunity to shadow Dr. Porzukowiak at her clinic starting in her second year, and then during her third year she began assisting on actual patient cases. “You could tell she was highly motivated and eager to learn about ocular disease,” Dr. Porzukowiak says of Dr. Anderson. As they got to know one another, Drs. Anderson and Porzukowiak discovered a shared interest in neuro-opthalmic disease – disorders in vision caused by irregularities in the connections between the eyes and the brain. “Dr. Anderson was one of the top neuro-opthalmic students in her class,” Dr. Porzukowiak says, “so I selected her and other top students in that area to work on a clinical case poster. The poster was shown first at the Kenneth A. Suarez Research Day on campus, and then we were also able to present it at the American Academy of Optometry meeting in Phoenix.” Dr. Anderson’s drive to learn about her profession continues to impress Dr. Porzukowiak. “She still stays in contact with me,” she says. “She’s very excited about what she’s learning in her postdoctoral residency about ocular disease. I admire her passion for lifelong learning.” Dr. Porzukowiak’s mentorship will stay with Dr. Anderson long past her classroom work. “I think that Midwestern and AZCOPT have made a great effort to hire doctors who are well-trained, want to teach, and want to continue learning,” Dr. Anderson says. “I think the only way to keep up with the health professions is to understand that you need to continue learning even after you leave school. “Dr. Porzukowiak has taught me that lifelong learning is essential to being a great doctor and to continue to love and be passionate about your job and your patients. I have never heard a patient have a negative thing to say about her. That inspires me to make sure my patients know that I also care about their well being as a patient and an overall person, just as each and every one of Dr. Porzukowiak’s patients do.”

“The only way to keep up with the health professions is to understand that you need to continue learning even after you leave school.”


COurSE wOrk: A quick look at interesting

courses being offered at Midwestern University.Spirituality & Health

Class Notes:

Spiritual beliefs are important to a lot of patients, whether that be specific practices or a more general feeling about the interaction between spirituality and health. Students also have their own spiritual histories and current beliefs to take into account. “I think the ultimate goal for the course is to look at how students perceive spirituality as a part of their patient care and how they can address the patient’s spirituality while maintaining their professional pharmacy role,” said Dr. Cryder.

According to Dr. Cryder, it’s important for future healthcare professionals to understand their spiritual background and biases. “They need to take a moment to think about how they will or will not address spirituality in their future interactions with patients. A lot of people put an emphasis on holistic care and treating the whole patient, and I think that spirituality is one piece where you can bring humanity into the interaction.”

Class Assignments (a sample):

SPiriTuAl GENOGrAM

Directions: Conduct a spiritual genogram with one of your classmates

Activity: Students interview each other about the beliefs of their parents and grandparents and look for trends. This exercise provides a way for students to learn more about a belief system that may be different from their own and share their own personal histories.

Outcomes: “A lot of people aren’t comfortable talking about spiritual beliefs and think it’s one of those things that people say not to ask about,” said Dr. Cryder. “But, just getting students talking about spirituality increases their comfort levels.”

PATiENT iNTErviEw

Directions: Complete a patient interview and spiritual assessment

Activity: Subject can be a family member, someone from the community, a neighbor, etc. as long they have a medical condition that can be assessed along with their spirituality. “We tailor it down to a four-domain assessment. It’s not that we are trying to change what the patient believes, but instead we want to screen them to see what their beliefs are and if that impacts any health concerns,” Dr. Cryder said. “I tell students it is similar to taking someone’s social history.”

Outcomes: “Starting the conversation led to a lot more information that students didn’t expect, even for people that they’ve known for years,” Dr. Cryder said.

Course Evaluation

“I have already applied the things I have learned in this course in my pharmacy rotations. We had guest speakers from Alcoholics Anonymous talk to the class and I used the knowledge I gained from them and applied it to the patients I interacted with on my clinical psychology rotation. It was a great learning experience.” said Anne-Marie Mondo, Pharm.D. (CCP 2013).

“I really enjoyed this course because it mixed cultural anthropology (of sorts) with pharmacy. I don’t think there are many other courses available to pharmacy students that let you really explore other cultures in a way that will be helpful to your future career,” said Sandy Naegele, Pharm.D. (CCP 2013). “I enjoyed learning about meditation gardens and how much they can help patients with healing. It was interesting because the first rotation site I was at had just completed building a new meditation garden for their patients.”

Course Title: Spirituality and Health

Location: Downers Grove Campus

Prereqs: Chicago College of Pharmacy. Elective class for third-year pharmacy students

Faculty: Brian Cryder, Pharm.D., BCACP, Associate Professor, Department of Pharmacy Practice

Course Description: The Spirituality and Health elective course enables students to enhance their patient care skills by examining the relationship between spirituality and health. Students also gain the knowledge essential to under-standing the role of spirituality and religion in healthcare.

Schedule: Some of the topics and guest lecturers who speak to the class about their area of expertise include:

Hospital Chaplain—Role of the Chaplain on the Medical Team

Healing Touch Therapist—Complimentary Therapies Involving Spirituality

Understanding the Bereavement Process—Spirituality in End of Life Care

Alcoholics Anonymous—Spirituality and Addictions

Fasting—Impact on Health and Medication


On Monday, April 10, a 7-foot long alligator is carried over to a swimming pool in Scottsdale, AZ, gently

placed into the water, and encouraged to swim. He wobbles a little, rights himself, sinks a little, then rights himself again. Flashbulbs and video cameras roll all around. Usually, alligators are excellent swimmers, but this one, known as Mr. Stubbs since he arrived at the Phoenix Herpetological Society (PHS) in 2005 with his tail bitten off, could only dog paddle—until he became the world’s first alligator with a prosthetic tail. Mr. Stubbs tolerates the human interaction and lies quietly in the cold pool. As the staff encourage him, he starts to swim, adjusting to the foreign object now attached to him. An orange water wing “floatie” also helps to steady him as he learns to propel himself in the water again using a tail after eight years without one. “In water, an alligator’s tail is its only propulsion mechanism,” says Justin Georgi, Ph.D., Associate Professor of Anatomy at Midwestern University. “It may take a few months or even years for him to re-learn how to swim.” Dr. Georgi, an expert in reptile locomotion, started working with PHS in 2009-2010, and spent the past year studying, planning, and working with a team at PHS and the Center for Orthopedic Research and Education (CORE Institute) to create a prosthetic tail for Mr. Stubbs.

“It was a one-of-a-kind opportunity for me,” he says. “I already had all this data on how normal alligators walk.” Using a motion capture system for about six weeks last Fall, Dr. Georgi attached markers on Mr. Stubbs in several locations (using double-sided toupee tape, which is safe for use on skin and stays in place in damp conditions), then took infrared video with six cameras as Mr. Stubbs walked through a filming area just a little larger than a desk. “He didn’t mind for the most part,” says Dr. Georgi. “He’s already interacted a lot and is quite docile and easy to handle. He just closes his eye and waits for you to finish.” Once Dr. Georgi ran the motion capture data through his software, he got an idea of just how abnormal Mr. Stubbs’ locomotion really was; while normal alligators move forward in a stable straight line, Mr. Stubbs moved his hips around a lot, with both his legs and pelvis swinging out to compensate for the lack of a tail. Both Dr. Georgi and the staff at PHS were concerned that without a tail, he would suffer postural and spinal complications leading to premature death (alligators usually live to be 70). So they built a new tail. After gathering data to determine how the tail needed to move, Dr. Georgi moved to step two: determining the shape and size of the tail and creating a mold. For five or six weeks in his lab at Midwestern, he studied cadaveric alligator specimens to

rESEArCH rOuND-uP

An Alligator Tale:Midwestern Researcher Helps Develop First Prosthesis


determine tail weight, density, size measurements, center of mass, and other needed physical data to create an actual tail that would fit Mr. Stubbs like a glove. Finally, working with the CORE Institute to create the design and biomaterials, the team built an alligator-colored version that was just over four feet long, made out of DragonSkin©, a lightweight flexible silicone material. The first time they put the prototype tail on him, Mr. Stubbs stood and started walking. “We had been expecting it might take some time, but we all just looked at each

other and said, ‘Wow, a hundred-fold improvement!’ We could tell he was instantly more comfortable and we knew we were on the right track.” And Mr. Stubbs? “He had no concern for the tail whatsoever,” beams Dr. Georgi. “It was probably a relief in terms of effort for him despite the extra 30% in body mass because the postural shifts were such a release.” A month later, in May, Mr. Stubbs was still doing well and continuing to learn to utilize his new tail. In fact, the team went back into action to build a “summer tail” that will fit more closely during the hot months when he loses a lot of fat from his back-end after winter. And Dr. Georgi couldn’t be happier with his progress. “He even recently tail-slapped a volunteer,” he enthuses, “which means he is starting to integrate the tail into how he perceives his body.” (The volunteer was not injured.) The team will be tracking Mr. Stubbs for several years to see if he continues to improve, but for now, it’s a very happy tale all around.

“he even recently tail-slapped a volunteer—which means he is starting to integrate the tail into how he perceives his body.” – Justin Georgi, Ph.d.

Justin Georgi, Ph.D., has done field research with alligators for eight years. Although he’s had no close calls or ever felt in danger, he has learned to read their behaviors through experience.

what sounds do alligators make? Grown alligators will hiss when angry or scared, and babies will chirp and squeak to get their mothers’ attention. At very large body sizes, the hiss becomes more of a loud, full-throated, rumbling growl. One of the largest gators at PHS gets very agitated whenever the dumpster truck comes by because he mistakes the sound for the growl of a rival gator!

How do you know if you’re being threatened? If an alligator sticks his nose up in the air and display his throat, he’s taking a defensive posture and challenging a threat. One alligator I worked with was smaller than the rest and he threw my data off a little by always walking around with his nose in the air to try to stick up for himself.

why does he look sleepy? A calm, passive alligator that is comfortable with his surround-ings will often close his eyes and rest.

Should i watch out for the tail? Watch out for the alligator’s body: if it is straight, he is not too concerned with your presence. If it is curled around, he may be about to swipe at you with his head or tail-whip you!

what’s the best way to approach? A side approach is best so you can control both the head and the tail. Being in front of an alligator is ok if you’re not going to get close and you have time to escape a lunge by moving to the side. But you should not approach the gator from the front if you are not in a position to grab a safe part of the critter to protect yourself. If it is a really large crocodilian, approaching from behind is typical because you will need to jump onto its back and use your body weight to help control it.

is he going to bite me? If an alligator’s mouth is open, usually he is just regulating his temperature. Most crocodilians have a reflex that if you tap them pretty hard on the nose, they will open their mouth, which can be useful for feeding.

How fast can they go? Very, very fast in very short bursts, and only in straight lines. Their initial burst of speed is faster than a person can go, but only lasts a moment. If you get chased by an alligator, run to the side!

Justin Georgi, Ph.D. with Mr. Stubbs—the world’s first alligator with a prosthetic tail.


Multispecialty Clinic Opens in Downers Grove

Midwestern University unveiled its new Clinical Campus in Downers Grove this summer and began welcoming patients to the Dental Institute. Community members and local dignitaries attended an open house in July and toured the new facility. The 193,000 square-foot Multispecialty Clinic allows Midwestern University students the opportunity to enhance their education by addressing patient needs under the close guidance of experienced faculty members. The Dental Institute was the first clinic to open and includes 216 dental operatories. The Dental Institute is one of only three University-affiliated dental clinics in Illinois and is home to some of the most advanced technology and diagnostic tools available. Student dentists in their final years of extensive professional training treat patients under the close supervision of our licensed faculty who have many years of private practice experience. The University will also establish other patient-care operations including a family medicine practice, a Speech-Language Institute, patient education services from the Chicago College of Pharmacy, and a variety of other patient services at the clinic.

New Clinic website Details Services The University created a new clinic website— www.mwuclinics.com to promote the wide-range of healthcare services available to the public at our clinics in Downers Grove, IL and Glendale, AZ. The easy-to-navigate site incorporates several videos that explain the patient-experience to members of the community and communicates the unique aspect of their care as part of the educational experience for our students.

The clinic website also includes detailed information on everything a first-time patient may want to know including how to make an appointment, payment options, patient testimonials, a faculty directory, and the benefits of becoming a patient at one of the Midwestern clinics. The new website accomplishes this by providing easy-to-navigate information about the clinics and a series of videos for each specialty area.

CliNiC uPDATES


TOTAL PATIENT COUNT BY YEAR TOTAL YEARLY PATIENT TREATMENTS

15,7672011

18,7472012

131,1502011

155,1502012

New At The Glendale Clinics

A SNAPSHOT OF Our PATiENTS

GLENDALE

NUMBER OF PATIENTS IN 2012TOWN

HOMETOWNS OF OUR PATIENTS

PHOENIX

PEORIA

SUN CITY

SURPRISE

SUN CITY WEST

SCOTTSDALE

GOODYEAR

ANTHEM

BUCKEYE

9,342

7,222

3,478

1,958

1,386

1,137

1,038

347

339

333

The Midwestern University Multispecialty Clinic now offers Obstetrics/Gynecology services at the new Women’s Health Clinic.

The Eye Institute is offering occupational therapy with the completion of low vision rehabilitation. Therapy takes place in the patient’s daily environment such as their home, car, or workplace.

New dental laser technology is available at the Dental Institute as a gentle alternative for drilling and use of anesthesia when treating certain cavities. The option is available for pediatric and special-needs patients.

The Foot and Ankle Clinic recently acquired a new, state-of-the-art diagnostic ultrasound machine for assessing soft tissue injuries, inflammation, and masses. It is noninvasive, painless, and uses no radiation.


AluMNi iN FOCuS–DOwNErS GrOvE

Brian Hoban PT, M.S., D.P.T., OCSName: Brian Hoban PT, M.S., D.P.T., OCS (CHS-DG 2007)

Title/work Organization Name: Physical Therapist at Loyola University Health System, Adjunct faculty at Midwestern University, Adjunct faculty at Loyola University Chicago

Education: Bachelor of Science, Exercise Physiology and Master of Science, Exercise Physiology, University of Illinois at Chicago; Doctor of Physical Therapy, Midwestern University (2007)

Family: Married, one dog

residence: Chicago, IL River West neighborhood

Professional Memberships: American Physical Therapy Association, Illinois Physical Therapy association, APTA, Orthopedic section

Describe what you do: At Loyola, I evaluate patients, plan and implement effective physical therapy programs based upon physical assessment, clinical judgment, and psychological sensitivity for outpatients; and provide patient education, consultation, and discharge planning. At Midwestern University, I serve as an adjunct faculty member for orthopedics, modalities, anatomy and simulated clinic courses for the Downers Grove Physical Therapy Program.

why did you decide to go into this field? I chose the field of physical therapy because you can truly make a difference in an individual’s life and bring them back to optimal functionality. Physical therapy is not just ‘do this’ or ‘do that’ and send them on their way.

what is the hardest thing about your job? When I am not able to make a difference in a patient’s condition. Patients seek our skills to help them feel better. It is disappointing when I can’t do that, no matter what the reason.

what is the most rewarding thing about your job? Guiding someone from a difficult time in their life, helping them to achieve their goals and return to optimal health.

Notable Achievements/Major Accomplishments: Board Certification in Orthopedics by The American Board of Physical Therapy Specialties (ABPTS).

volunteer Organizations/Community involvement: I’m involved with the Illinois Physical Therapy Association Mentorship Program iMap, which pairs new professional member (less than five years experience) with a more experienced member to encourage professional growth.

Favorite quote: ‘Learn from yesterday, live for today, hope for tomorrow. The important thing is not to stop questioning.’ –Albert Einstein

Philosophy: Treat every patient as an individual and empower them to be part of their progression back to full functionality.

Favorite hobbies: Running, cooking, scuba diving, and hockey

what’s the best advice you ever received? The harder you work the luckier you get. If you love your work, you never work a day in your life.

Favorite travel destination: Ireland. I grew up with stories of the beauty from my parents who emigrated from there. When I went there I was blown away by the beauty of the landscape and the people. It was wonderful to see where my parents came from.

what do you listen to in the car? 93.1 WXRT and NPR (National Public Radio)

who do you admire the most? John Hoban—my father. He left Ireland at the age of 17 during a very bad time in Ireland economically. He came to America on his own and worked relentlessly for the American dream. He met my mother, Eileen and they raised nine children together (I am number nine). He is still working at age 76, by choice. The most important thing I ever received from anyone is the work ethic my parents gave me.

if you weren’t in your current field, what would you be doing? Marine biologist or chef.


AluMNi iN FOCuS–GlENDAlE

Ruth Peace, D.P.M.Name: Ruth Anne Peace, D.P.M. (CHS-AZ 2010)

Title/work Organization Name: Podiatrist, Kaiser Permanente

Education: Bachelor of Science, The George Washington University (2004); Doctor of Podiatric Medicine, Arizona School of Podiatric Medicine, Midwestern University (2010)

Family: Married eight years to Randy J. Peace

residence: Richmond, California

Professional Memberships: American College of Foot and Ankle Surgeons, American Podiatric Medical Association, California Podiatric Medical Association

Describe what you do: I completed my three-year Podiatric Surgery residency training program in June 2013. I have been trained in all aspects of foot and ankle surgery including treatment for elective and non-elective foot and ankle conditions, reconstruction, total ankle arthroplasty, trauma, diabetic limb salvage, minimal incision techniques, pediatrics, Ponseti clubfoot casting, arthroscopy, wound care, and sports medicine. In August, I began working for Kaiser Permanente and will be performing all aspects of foot and ankle conservative and surgical care.

why did you decide to go into this field? Being involved with sports from a young age, I was always interested in human anatomy and knew I wanted to go into the medical field. Injuring my foot during my first collegiate volleyball season, I learned the importance of proper rehabilitation and the impact of a lower extremity injury. I enjoy the technical skills required for performing surgery and the interactions I have with patients.

what is the hardest thing about your job? The hardest part about being a foot and ankle surgeon is telling a patient they need to lose part or all of their foot. With the growing diabetes epidemic, the number of patients presenting with severe foot infections is increasing.

what is the most rewarding thing about your job? Witnessing the joy in individuals as they return to their desired activities from a pre-injured condition is most rewarding. I find the day rewarding when individuals can go back to living their normal lives or even doing things they were previously unable to do.

Notable Achievements/Major Accomplishments: I had the opportunity to attend The George Washington University on a Division-I volleyball scholarship and graduated magna cum laude. From there I attended

Midwestern University, where I received multiple academic honors, including the Michael L. Stone Outstanding Professional Conduct Award. Through my residency training I have been involved with research and have published two papers. I currently serve on the Alumni Senate for Midwestern University as the Podiatric Medicine representative.

Favorite quote: “We shall never know all the good a simple smile can do.” –Mother Teresa

Philosophy: “Don’t be afraid to try. It really doesn’t matter if you fail or drop the ball. The only real losers quit or never try at all.” This was taken from a poem written by Harry Cordellos, a blind man who doesn’t allow his handicap to keep him from sky-diving, waterskiing, and running marathons. He is a man who uses his gifts and pushes them to the limit.

Favorite Hobbies: I enjoy hiking and spending time outdoors with my family.

what’s the best advice you ever received? “No one can ever take away your education.” –Felicia Langer, my grandmother.

Favorite travel destination: Northern California Wine County.

what do you listen to in the car? Oldies and country.

who do you admire the most? My mother is the epitome of love, selflessness, hard work, and dedication. She has been my role model throughout my personal and professional life.

if you weren’t in your current field, what would you be doing? If I did not go into Podiatry, I would most likely have pursued a career in physical therapy and athletic training.


Former Students Fill volumes with Praise for CCOM Mentor

Throughout the years, Midwestern University has been fortunate to be home to some truly great faculty mentors who have made

a real difference in the lives and careers of their students. W. Fraser “Chicky” Strachan, D.O. (CCOM 1930) mentored thousands of students during his tenure as an anatomy professor at CCOM. Dr. Strachan’s long and successful service to the College began in 1931 and ended with his retirement in 1973. During that time, he served as an educator, advisor, and friend to his students. For his retirement, Robert A. Kistner, D.O. (CCOM 1941) solicited alumni to send their personal anecdotes, thanks, fond memories, and good wishes. More than 1,000 alumni responded to Dr. Kistner’s request, filling three bound volumes which were given to Dr. Strachan as a gift.

Here are few excerpts from some of those letters:

“The smell of formaldehyde, the sight of the blue coat, the deliberate actions of a man small in stature, the familiar saying, ‘according to Woodburne,’ the complimentary attitude, the dedicated anatomist, the truly great osteopathic physician, are all small phrases which express my appreciation to a great man and my friend.”– Dennis L. Streeter, D.O. (CCOM 1971)

“There has been no better foundation than basic anatomy in the practice of osteopathic medicine and no better instructor than Dr. Strachan.”

– Mitchell Kasovac, D.O. (CCOM 1963)

“By the sparkle in your eye, somehow we got the idea that you thought anatomy was absolutely fascinating and your enthusiasm for your subject and for learning was contagious! We know you cared about your students as individuals, and that they would mature into individuals who would have inner resources to serve humanity as they ought.”

– Jean Turkish, D.O. (CCOM 1969)

“It is my good fortune to be one of the more than a thousand students who you have helped educate for the practice of osteopathic medicine. We all must be eternally grateful for your patience and effort.”

– Norman J. Larson, D.O. (CCOM 1935)

Annual Fund Enduring, Tradition, Support

■ Cash Gi�s and Pledges

You may also make a pledge payable in installments. Please make checks payable to Midwestern University.

■ Online Visit www.midwestern.edu to give online.

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Please check with your human resources department to

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recipient in your estate plan.

555 31st Street Downers Grove, IL 60515

19555 North 59th Avenue Glendale, AZ 85308

800-962-3053 • [email protected]

As alumni and �iends of the colleges of Midwestern University, you are a valued part of our healthcare community. With your support, we can continue to recruit quality students, retain and a�ract exceptional faculty, and prepare tomorrow’s healthcare team.

Please carefully consider making a gi� to the Midwestern Annual Fund and help us continue the tradition and promise that makes the MWU experience so special. Any gi� you make will impact at every level of the University.

Midwestern UniversityEducating Tomorrow's Healthcare Team

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555 31st Street | Downers Grove, IL 60515

F irst day of class, I stood in front of it. The pool was empty,

completely empty. Newly accepted, I was eager to start the journey. Came the end of first year, I completed the basics: anatomy, physiology, and osteopathic principles.

I stood in front of the pool again; I still could not see my full reflection. More materials to learn, more experience to gain, and pathology, not my favorite class to take.

But each moment of learning — from class or from outside, from volunteering or from lecture slides, from standardized patients to colleagues’ explanations — is a droplet of water forming a puddle at the bottom of that pool.

I stood in front of Sahuaro Hall, at the water pool, again. Now I see myself: in a short white coat with a fancy name tag. The reflection is clear: I am a physician in training. It may seem so far, but in fact I am very near.

I could not see myself before; the pool was empty and dry but with each drop of water, the pool fills up in a blink of an eye. Each drop of water, let it be big or small, slowly and collectively form, without our awareness or instant recall.

Next time you stand in front of that pool, remind yourself: without a collection of water drops, big or small, there won’t be a reflection, not at all.

Let it be big or small. The reflection of you is a collection of droplets, that you have gathered to become.

by Jimmy Tam Huy Pham, M.H.S., M.A., AZCOM ‘15

This poem was inspired by a painting titled “Reflections” by Malcom Blazer, which is on display in Glendale Hall, Midwestern University–Glendale Campus. Reprinted from

The Journal of the American Osteopathic Association. ©2013 American Osteopathic Association. Reprinted with the consent of the American Osteopathic Association.

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