NEW ACADEMIC PROGRAM – IMPLEMENTATION REQUEST

I. PROGRAM NAME, DESCRIPTION AND CIP CODE

A. PROPOSED PROGRAM NAME AND DEGREE(S) TO BE OFFERED – for PhD programs indicate whether a terminal Master’s degree will also be offered.

Master of Professional Studies in Medical Science (Pathway Scholars Program) We propose developing a Master’s Degree Program that builds on the current Graduate Certificate in Professional Studies in Health Sciences. Expanding the current certificate program to a Master’s degree will enable the students to utilize content and skills in the medical science field. Leadership skills and formal research design will be emphasized in the program. We plan to give students more time in a clinical setting, increase their time with the clinical faculty and expand their research activities. This will be accomplished by adding 1 credit hour each to Bio-Medical Career Exposure I & II, and creating two new courses; Fundamentals of Doctoring and Pathway Scholarly Project. Currently elements of Fundamentals of Doctoring and the Pathway Scholarly Project are folded into the Leadership & Learning I & II courses, we will convert them into their own courses and expand on their existing curricular components. The Pathway Scholarly Project coursework will include study design, evidence based medicine principles and epidemiology essentials. These additions would significantly increase the course hours and exceed the limits of a Graduate Certificate.

B. CIP CODE – go to the National Statistics for Education web site (http://nces.ed.gov/ipeds/cipcode/browse.aspx?y=55) to select an appropriate CIP Code or contact Pam Coonan (621-0950) coonan@email.arizona.edu for assistance.

51.1102 Pre-Medicine/Pre-Medical Studies

C. DEPARTMENT/UNIT AND COLLEGE – indicate the managing dept/unit and college for multi- interdisciplinary programs with multiple participating units/colleges.

This will be a Graduate College program sponsored by the UA College of Medicine – Phoenix. A formal advisory committee has been established to oversee the current certificate program and this committee will continue to oversee the program when it becomes a master’s program. This committee is comprised of leadership faculty from the College of Medicine – Phoenix; College of Medicine – Phoenix Dean, Vice Dean of Academic Affairs, Associate Dean of Student Affairs, Associate Dean of Admissions and Recruitment, and Pathway Scholars Program Director.

II. PURPOSE AND NATURE OF PROGRAM–Please describe the purpose and nature of your program and explain the ways in which it is similar to and different from similar programs at two public peer institutions. Please use the attached comparison chart to assist you.

Designed for Arizona residents who wish to matriculate into medical school, the program will provide a means for students who have been under-resourced for reasons such as socioeconomic status, educational opportunities, geography, or as a first generation college attendee to pursue an education in medicine. The purpose of the Master’s program is to prepare students who possess the qualities that would make them superb physicians, but may lack the foundational skills necessary, for the rigors of medical school. The program incorporates curriculum designed to prepare students for medical school; shadowing physicians in clinical settings, research design, principles of evidence based medicine, critical analysis of medical research publications, and personalized learning plans tailored to individual academic needs. Upon successful completion the goal is for these students to matriculate into the UA COM-P and continue to serve the residents of Arizona as physicians.

Programs of this nature are becoming more prevalent in medical schools across the U.S. to address physician diversity needed to meet the challenges of healthcare disparities. Two such programs for comparison are The University of Arizona, Pre-Medical Admission Program (P-MAP), sponsored by the College of Medicine - Tucson in which students earn a Master degree, and Drexel Pathway to Medicine, offered by the Drexel University, College of Medicine in which students earn a Master’s degree. Both programs prepare students for the academic rigors of medical school curriculum and offer admission to medical school based on successful completion of the program and meeting academic and professional benchmarks. Similar to the Pathway Scholars Program, the goal of both of these programs is to prepare students for success in medical school.

The curriculum for both of these programs incorporates science and leadership training, similar to the Pathway Scholars Program. A major difference is neither of these programs provide an opportunity for real life clinical experience, which the Pathway Scholars Program does. However, both programs provide education in professional patient interaction. Another comparable factor is in regard to a thesis requirement. P-MAP requires students to complete a thesis whereas Drexel’s program does not.

Recruitment for these programs have similar demographic focus. Drexel has no residency requirements for admission, however P-MAP, like the Pathway Scholars Program recruits only Arizona residents.

III. PROGRAM REQUIREMENTS – list the program requirements, including minimum number of credit hours, required courses, and any special requirements, including subspecializations, subplans, theses, internships, etc. Use the comparison chart to explain how your requirements are similar to and different from the two programs at the two public peer institutions to which you compared your program in Section II.

A. CURRENT COURSES AND EXISTING PROGRAMS – list current courses and existing university programs which will give strengths to the proposed program. If the courses listed belong to a department that is not a signed party to this implementation request, please obtain the department head’s permission to include the courses in the proposed program and information regarding accessibility to the course(s) for students in the proposed program. Please see Appendix B for Proposed Curriculum Calendar

MEDP601 – Introduction to Professional Studies in Medical Science (2 Credit Hours): This course will introduce the student to the academic program of Professional Studies in Medical Science. The student will be oriented to campus and coursework policies. The course will prepare the students for future coursework by examining their individual learning style and study strategies in preparation for Fundamentals of Molecular Basis of Life & Disease. The course will orient the student to educational program objectives, milestone expectations, and available academic support. An overview of the academic curriculum, as well as activities and programs promoting participation in healthcare experiences will be presented during the Block/Course. Home Department: College of Medicine – Phoenix Course Learning Objectives:

Describe pathophysiology and genomics of breast cancer and explain how this disease impacts the lives of patients and their families and recognize how physicians influence this impact.

Identify and apply techniques used to give/receive effective feedback

Recognize and discuss how the Educational Program Objectives (EPOs) drive the teaching and assessment within the COM-PHX curriculum.

Recognize the importance of self-directed active learning and how to assess individual learning needs as relevant approaches to learning the science of medicine.

Identify resources available to learn the science and practice of medicine.

Describe medicine as a profession that is guided by sound, basic science knowledge, evidence based medicine and professionalism.

Recognize how the various programs and diversity within the COM-PHX support progressive academic and clinical experiences including

opportunities for service learning, rural and global health experiences and awareness of diverse cultures.

Recognize Medicine as a profession and its potential impact on the lives of patients, families and self.

Describe the criteria by which students are assessed and how this process influences one’s own professional development.

Describe how disease impacts the lives of patients and their families and how physicians influence this impact.

Describe the traditional structure of medical research article

MEDP 618 – Fundamentals of Molecular Basis of Life and Disease (MBLD) 7 Credit Hours: Fundamentals of MBLD will provide students with a foundation in the biomedical and life sciences that will provide them with the tools needed for the subsequent organ/system based curriculum. There will be nine journal club or clinical application sessions (one for each week of the course) in which the students will be required to critically evaluate the article or case presentation. Home Department: College of Medicine – Phoenix Course Learning Objectives:

Recognize the molecular and genetic basis of life and disease.

Recall the properties of the human genome and how its complexity may be analyzed.

Citing specific examples, explain how genetic defects result in human diseases.

Describe the normal structure and function of a typical animal cell.

Describe how cells interact with each other to form tissues and organs during human development.

Define the basic principles of pharmacology including pharmacokinetics, drug response, drug metabolism and pharmacogenomics.

Recall and apply the basic principles of histology to normal tissues and how histology is indicative of pathology.

Recognize the different classes of microbes that affect human health and disease.

Identify components of the innate and adaptive immune response and describe host defenses to pathogen challenge in normal and immunocompromised individuals.

Cite examples of the clinical importance of immunologic mechanisms and define immunological methods used in laboratory medicine and treatment modalities for immune-related diseases.

Define neoplasia and describe the transformation of cells by explaining the action of oncogenes and tumor suppressor genes.

Discuss the role of the behavioral sciences in health and disease.

Describe the basic parameters and importance of public health, population medicine and prevention.

Identify and apply the basic principles of epidemiology and biostatistics.

Recognize the role of bioinformatics in the translation of biological advances into clinical advances.

Identify and articulate fundamental ethical issues in medicine and genetics.

MEDP 620 – Fundamentals of Cardiovascular Hematology (CVHeme) 7 Credit Hours: The Cardiovascular-Hematology Course is designed to provide instruction in the basic and clinical sciences required for examination and treatment of disorders of the Hematology and Cardiovascular Systems. This course will provide a comprehensive and in depth study of these sciences including non-oncologic hematology, cardiovascular electrophysiology and cardiac arrhythmias, cardiac function, peripheral vascular disease, cardiovascular risk factors including lipid physiology and pathophysiology, valvular and coronary artery heart disease and blood pressure control. In addition to the above topics, aspects of pharmacology, imaging, public health, psychosocial aspects of illness, ethics, and health care transformations will be presented. There will be six journal club or clinical application sessions (one for each week of the course) in which the students will be required to critically evaluate the article or case presentation. Home Department: College of Medicine – Phoenix Course Learning Objectives:

Recall and apply core scientific knowledge of normal and abnormal hematology

and cardiovascular system functions required by clinicians to provide complete

health care.

Evaluate and synthesize health related data utilizing problem-solving skills and

active learning strategies.

Critically interpret clinical tests and imaging and identify the appropriate use of

testing in the hematology and cardiovascular domains.

Effectively communicate with members of the health care team using

terminology related to the cardiovascular and hematology systems.

Recognize the psychosocial impact of acute and chronic disease on patients and

families and the various approaches to supporting patients and their families.

Develop and apply medical knowledge principles that will facilitate life-long

learning and continued professional growth.

Demonstrate awareness of and assess information in educational resources

regarding issues of diversity, public health, clinical ethics, delivery of health care,

and biotechnology as they apply to hematology and cardiovascular disease.

Cooperate and collaborate with team members through verbal and non-verbal

communication to document, present, and discuss information in an organized,

accurate, timely, respectful, and understandable manner.

Show integrity and maintain professional behavior in interacting with faculty,

staff, and peers.

Analyze, explain and discuss medical knowledge as it applies to effective patient

care.

MEDP619A – Leadership & Learning I, 4 Credit Hours: Leadership & Learning in Medicine I (L&L I) is a course for Pathway Scholar students at the University of Arizona College of Medicine - Phoenix (COM-PHX). Designed to enhance leadership, problem solving and academic success in the field of medicine. Students will also participate in Ethics, Cultural Competence, Advocacy and Health care systems structure small group sessions as part of the curriculum. There will be regular journal club reviews in which the students are required to critically evaluate articles of research in medicine. The assessment tool will be provided to the student in advance to facilitate planning for the session. The student will submit their evaluation of articles for grading. Home Department: College of Medicine – Phoenix

Course Learning Objectives:

● Demonstrate leadership ability as an active participant in the promotion of the health and health care of the community

● Demonstrate a teachable attitude, including giving and receiving constructive feedback, being present and accountable, prepared and engaged during all learning workshops and activities

● Demonstrate a commitment to excellence and lifelong learning, recognizing limitations and developing and implementing plans to successfully overcome these limitations

● Identify legal, ethical, and social implications and controversies associated with medical practice

● Identify and articulate fundamental ethical issues in medicine and genetics ● Knowledge of and a commitment to uphold ethical principles ● Demonstrate enhanced study strategies to maintain academic success in the

areas of: time management, note-taking, critical reading, independent study, goal setting, exam preparation and learning style development

● Identify resources available to learn the science and practice of medicine ● Identify academic/personal support resources available at COM-P ● Assess academic abilities and study strategies to ensure academic success ● Identify resources available to prepare for MCAT 2015 ● Assess your problem solving, critical thinking, and knowledge of natural,

behavioral, and social science concepts and principles perquisite to the study of

medicine ● Demonstrate the ability to self-study and apply standardized test-taking

strategies in the areas of Organic Chemistry, General Chemistry, Biology, Biochemistry, Clinical Analysis and Reasoning Skills (CARS), Psychology/Sociology and Physics for purposes of MCAT preparation.

● Develop longitudinal self-study skills that are applicable to USMLE Step 1 preparation.

MEDP619B – Leadership & Learning II, 4 Credit Hours: Leadership & Learning in Medicine II (L&L II) is a course for Pathway Scholar students at the University Of Arizona College of Medicine - Phoenix (COM-PHX). Designed to enhance leadership, problem solving and academic success in the field of medicine. Students will also participate in Ethics, Cultural Competence, Advocacy and Health care systems structure small group sessions as part of the curriculum. There will be regular journal club reviews in which the students are required to critically evaluate articles of research in medicine. The student will submit their evaluation of articles for grading. The student will have a graded assessment tool on the content provided. Home Department: College of Medicine – Phoenix See Leadership & Learning I Course Learning Objectives

MED605A – Bio-Medical Career Exposure I, 2 Credit Hours: The Bio-Med Career Exposure course consists of recurrent timeframes of in-person, hands-on, clinic and lab science experiences. The objective of this coursework will be to give the students hands on clinical experience, working with physicians and patients in rural and under-served areas. Front and back office management principles will be included in the curriculum and we plan to increase clinical hours. Currently students spend 4-5 hours a week at each of our two clinical partner sites; Estrella Women’s Clinic and Wesley Community Health Center. We plan to increase this to 8 hours each week to provide a more in-depth experience in these clinical settings. The proposed additions would increase the course load from 1 credit (currently), to 2 credits. Faculty for this course will include Jonathon Cartsonis, MD and Kathleen Brite, MD. Home Department: College of Medicine – Phoenix

Course Learning Objectives: ● Demonstrate professional behavior and respectful communication in clinical,

academic and community settings; including teachable attitude, giving and receiving constructive feedback, being present and accountable, prepared and engaged

● Describe components of a medical history. ● Accurately obtain vital signs in a clinic-ambulatory setting. ● Observe communication and interpersonal dynamics of healthcare

(interprofessional) teams

● Reflect on the physical, emotional, mental and spiritual aspects (including ethical dilemmas) of illness and healing faced by patients and their families/support systems

● Demonstrate value and empathy for perspectives, stories and experiences of patients, patients’ families, and the physician/healthcare team

● Describe various government and private settings/organizations in existence for patient education, outreach, screening, diagnosis, treatment and support

● Describe positive examples of communication (person-to-person, EHR and other systems-based methods) between primary care and subspecialty care, that promote optimal outcomes for patients

● Self-reflect on the student’s own physical, emotional, mental and spiritual reactions to patient illness; compare and contrast with reactions and self-care techniques demonstrated by clinical role models

● Reflect on clinical experiences in the context of the student’s own career pathway preferences

MED605B – Bio-Medical Career Exposure II, 2 Credit Hours: The Bio-Med Career Exposure course consists of recurrent timeframes of in-person, observational learning, clinic and lab science experiences. The objective of this coursework will be to give the students hands on clinical experience, working with physicians and patients in rural and under-served areas. Front and back office management principles will be included in the curriculum and we plan to increase clinical hours. Currently students spend 4-5 hours a week at each of our two clinical partner sites; Estrella Women’s Clinic and Wesley Community Health Center. We plan to increase this to 8 hours each week to provide a more in-depth experience in these clinical settings. The proposed additions would increase the course load from 1 credit (currently), to 2 credits. Faculty for this course will include Jonathon Cartsonis, MD and Kathleen Brite, MD. Home Department: College of Medicine – Phoenix See Bio-Medical Career Exposure I Course Learning Objectives

Fundamentals of Molecular Basis of Life and Disease, as well as Fundamentals of Cardiovascular Hematology are comparable to medical school courses minus the thematic methods of Case-based instruction (CBI) or BioPac medical physiology laboratories. This will be the basis of objectively evaluating the ability to meet the rigors of medical school coursework while not requiring the student to repeat the exact course in the subsequent year. The exams in the two above courses will be comparable to real medical school exams.

B. NEW COURSES NEEDED – list any new courses which must be added to initiate the program; include a course prefix, number, title, catalog description and number of units for each of these courses.

MEDP 608 – Fundamentals of Doctoring, 2 Credit Hours: The goals of this course are to introduce students to the clinical skills (medical terminology, physical exam,

medical interview and medical professionalism) along with the integration of these clinical skills with basic science principles necessary for patient interaction in a clinical setting. Additionally, the development of clinical thinking and communication skills is stressed. Learning objectives specific to barriers to good communication from the cultural competence topic will be addressed. Many of our students, due to their educational and socioeconomic backgrounds, have not spent as much time in a clinical setting as most traditional medical school students/applicants. Taking Fundamentals of Doctoring prepares them for success in a clinical setting during their Bio-Medical Career Exposure, as well as success as a first year medical student in their Doctoring course. The level of confidence this course provides our students as they transition to medical school is invaluable. This course is taught by Dr. Moffitt, who will continue to teach them in the Doctoring course as medical students. Home Department: College of Medicine – Phoenix Course Learning Objectives o Demonstrate the ability to obtain in an organized and systematic fashion, an

accurate (patient centered and transition to physician centered) medical history that covers all aspects of the history (e.g., CC, HPI, PMH, SH, FH, ROS) in a timely manner.

o Determine the influences of the patient’s age, sex, socio-economic conditions, culture, race, religious beliefs and ethnicity on the perception of illness, its treatment and appropriately adjust care to address these influences.

o Define the following skills applications and how each is assessed: Patient care, Medical Knowledge, Critical Appraisal and Quality improvement, Interpersonal and communication skills, Oral and written communication skills and Professionalism deportment/attitudes and skill application.

o Demonstrate an understanding of the meaning of, and rationale for, and application of patient-centered (relationship centered) medicine in a clinical encounter.

o Memorize the vocabulary and the review of systems (ROS) in layman terms and medical vernacular and appropriately use in clinical situations in the Doctoring Course.

o Be open to identify strengths, deficiencies, and limits in one’s knowledge and skills

o Actively practice reflection skills in the week following SP encounters; o Review videos and feedback on Learning Space (LS), integrating faculty written

and oral feedback and one’s own self-assessment in a narrative documented in LS, prior to the deadline. (SEV section in LS)

o Set learning and improvement goals (using SMART goals) o Identify and perform learning activities that address one’s gaps in knowledge,

skills, and/or attitudes o Implement faculty-facilitated and personal SEV goals during the subsequent

Doctoring sessions.

o Utilize the Center outside of class time for practice to perfect skills taught in class.

o Demonstrate cooperation, collaboration, communication with peers, standardized patients (SP), staff, and faculty.

o Demonstrate effective listening skills and the ability to elicit and provide information using effective nonverbal, explanatory, questioning, and writing skills.

o Effectively work with peers in teams when appropriate. o Create and sustain a therapeutic and ethically sound relationship with

standardized patients.

MEDP 615 – Pathway Scholarly Project (Longitudinal) 2 Credit Hours: This course aims to teach critical inquiry, research methods, teamwork, information literacy, communication, lifelong learning and research ethics. Students develop their interest areas with Scholarly Project Advisors who assist in pairing each student with a research mentor. The student and mentor work collaboratively on the chosen research topic. At the end of the year the project culminates in a prospectus and presentation to a panel prior to completion of the program. College of Medicine – Phoenix students are required to complete a four year Scholarly Project. When students successfully matriculate from the Pathway Scholars Program into medical school they can, transition their research into their medical school Scholarly Project. This will enable mentors increased continuity working with students on their research. Secondary to preliminary data from the certificate program students will be encourage to continue the same research subject when they matriculate as medical students they are not only prepared to be successful in their Scholarly Project, but they are ahead as they have already spent one year conducting research and working with the Scholarly Project staff and Director, Matt McEchron, PhD. The director and staff remains the same for both the Pathway Scholarly Project and the Medical School Scholarly Project. Course Learning Objectives: • Execute a thorough investigation of a medical question using reliable medical

sources and critical thinking skills • Demonstrate effective verbal and written communication through the

construction of a research question, background significance and rationale and methodological approach

• Demonstrate teamwork and effective communication with the Scholarly Project team and mentor during the construction and implementation of an effective research plan designed to acquire new medical information

• Demonstrate the ability to use PubMed and other scholarly sources to develop the background, rationale, and research question for your scholarly project

Develop initial draft of Scholarly Project Prospectus

Pathway SP Trajectory of Milestones Fall: 1. Present research interests 2. Mentor pairing 3. Literature search assignments 4. Research question and hypothesis Spring: 5. Complete CITI Program online training 6. Mentor and director approved prospectus 7. Deliver satisfactory presentation 8. Write their intended prospectus that would be submitted to IRB

Home Department: College of Medicine – Phoenix

C. REQUIREMENTS FOR ACCREDITATION -- describe the requirements for accreditation if the program will seek to become accredited. Assess the eligibility of the proposed program for accreditation.

We will not be seeking program accreditation

D. Campus and Location Offering – indicate on which campus(es) and at which location(s) this program will be offered (this includes the Online campus).

This program will be delivered on the College of Medicine – Phoenix campus. The Bio-Medical Career Exposure courses will be delivered at our clinical partner sites in the Phoenix metropolitan area.

IV. STUDENT LEARNING OUTCOMES AND ASSESSMENT

A. STUDENT OUTCOMES – describe what students should know, understand, and/or be able to do at the conclusion of this program of study.

● Student Learning Outcomes –

● The student will be able to describe and use medical ethics in decision making as they approach medical dilemmas in healthcare.

● The student will recall and describe elements learned in MBLD and CVHeme to successfully build upon subsequent coursework.

● The student will demonstrate professionalism and excellent interpersonal communication skills during BioMed Career Exposure.

● The students will understand the fundamentals of leadership skills as it pertains to the profession of medicine.

● The student will understand their individual learning style and be able to map out successful study strategies as it pertains to the rigors of medical education

● The student will be familiar with medical research design ● New course expected outcomes

● Currently students participate in components of the COM-P Doctoring course. We wish to formalize this coursework. Many Pathway students, due to their educational and socioeconomic backgrounds, have not had the opportunity to spend as much time work in a clinical setting as most traditional medical school students. Providing them with Fundamentals of Doctoring prior to their Bio-Medical Career Exposure course prepares them for patient interaction as well as history and physical exam skills.

● Program Outcomes

● The current certificate program has had one graduating class. All 10 students from this first cohort successfully matriculated into the College of Medicine – Phoenix as first year medical students, Class of 2019. The second cohort are active in the curriculum, we have had no attrition.

B. STUDENT ASSESSMENT -- provide a plan for assessing intended student outcomes while the students are in the program and after they have completed the degree.

To successfully complete the program and earn a Master of Professional Studies in Medical Science a student must pass each course and maintain a 3.0 GPA (or higher). The following courses will be assessed by letter grade: Introduction to Professional Studies in Medical Science, Fundamentals of Molecular Basis of Life and Disease, Fundamentals of Cardiovascular-Hematology and Leadership & Learning I and II. The following courses will be assessed by pass/fail: Biomed Career Exposure I and II, Fundamentals of Doctoring and Pathway Scholarly Project. Courses that are assessed by pass/fail utilize a behavioral competency assessment. An example of a behavioral assessment form can be found as Appendix C. Students receive a “mid” evaluation (formative) and an “end” evaluation (summative) in each of these courses.

To matriculate into medical school students must receive a grade of 3.0 “B” or higher in the Fundamentals of Molecular Basis of Life and Disease and Fundamentals of Cardiovascular-Hematology courses and receive a “pass” in all pass/fail courses.

Additionally, any student who did not meet the minimum MCAT score upon acceptance must sit for the MCAT 2015 and achieve the minimum score required for medical school. This minimum threshold has not yet been determined due to the new MCAT 2015 exam and limited results.

There are two points of success for this program. The first measure of success is indicated by any student who completes the Master of Professional Studies in Medical Science program and matriculates into medical school. The second, and ultimate, measure of success is any student who is successful in completing medical school and matching into a residency. To date, the College of Medicine – Phoenix has a 100% success rate for matching graduating students into residency. The requirements to complete medical school are as follows:

Completing and successfully passing of all required courses

Successfully passing USMLE (United States Medical Licensing Examination) Step 1, Step 2 CK (Clinical Knowledge) and Step 2 CS (Clinical Skills)

Successfully passing of Year 3 OSCE ( Observed Structured Clinical Exam)

Must ultimately achieve a Level 2 (3 levels being assessable with Level 1 being unacceptable) or higher in all behavioral competencies

Successful completion of an educational experience in a rural or medically underserved population

Completion of all educational requirements within six years from matriculation date

All ten students from the existing certificate program’s inaugural cohort, Class of 2015, have matriculated into medical school and 8 of 10 are demonstrating success as medical students to date. Two students are meeting medical school requirements but have demonstrated potential for at-risk academic behavior, these students have required retake exams in at least 2 courses. The Pathway team works closely with Student Affairs to recognize areas of opportunity within the Pathway curriculum that could help further success of its students as they transition to medical school. These departments meet quarterly, along with the program’s Advisory Committee, to discuss the progress of Pathway alumni in the medical school curriculum. This process will continue as the program becomes a Master of Professional Studies in Medical Science.

V. STATE'S NEED FOR THE PROGRAM

A. HOW DOES THIS PROGRAM FULFILL THE NEEDS OF THE STATE OF ARIZONA AND THE REGION? -- INCLUDE AN EXPLANATION OF THE PROCESS OR SOURCE FOR

ARRIVING AT ALL NUMBERS USED IN THIS SECTION

1. IS THERE SUFFICIENT STUDENT DEMAND FOR THE PROGRAM? --.

The program seeks to increase the diversity in the physician workforce for a variety of reasons but most importantly to address the health disparity issues. Recruiting and retaining a diverse physician body is one of several goals in addressing the health disparity gap according to AAMC. The U.S. physician workforce diversity remains constituent with prior years with approximately 8.9 percent of physicians identifying as black or African-American, American Indian or Alaska Native, and Hispanic or Latino. However, these changes are not keeping pace with the nation’s demographic shift. Although blacks and African-Americans comprise 13 percent of the nation, they account for only 4 percent of the physician workforce. 1. U. S. Census Bureau Accessed September 11, 2014.http://quickfacts.census.gov/qfd/states/00000.html 2. Association of American Medical Colleges, Diversity in Medical

Education: Facts & Figures 2014. http://aamcdiversityfactsandfigures.org/section-ii-current-status-of-us-

physician-workforce/#ref1

Recognizing that students who have had disadvantages for a variety of reasons allows for a perspective of empathy to a disadvantaged patient population.

What is the anticipated student enrollment for this program? (Please utilize the following tabular format).

5-YEAR PROJECTED ANNUAL ENROLLMENT

1st Year 2nd Year 3rd Year 4th Year 5th Year

Number of Majors

10 10 12 (anticipated increase of UACOMP enrollment)

12 12

2. What is the local, regional and national need for this program? Provide market analysis data or other tangible evidence of the need for and interest in this program This might include results from surveys of current students, alumni, and/or employers or reference to student enrollments in similar programs in the state or region. Include an assessment of the employment opportunities for graduates of the program during the next three years.

The overarching goal would be to matriculate the students into medical school. Given that success, the Residency Match for the University of Arizona, College of Medicine Phoenix has been 100% since its initial cohort graduated. A student of the Pathways Scholars Program not matriculating, either by will or not meeting set criteria yet completing the master’s program would be equipped with a greater skill set for research assistant and or healthcare administration staff positions. Given that the program is new and the priority goal for the program is matriculation into medical school, this will require monitoring and development for position outside of medical school.

3. Beginning with the first year in which degrees will be awarded, what is the anticipated number of degrees that will be awarded each year for the first five years? (Please utilize the following tabular format).

PROJECTED DEGREES AWARDED ANNUALLY

1st Year 2nd Year 3rd Year 4th Year 5th Year

Number of Degrees

10 10 12 12 12

IV. APPROPRIATENESS FOR THE UNIVERSITY -- Explain how the proposed program is consistent with the University mission and strategic direction statements of the university and why the university is the most appropriate location within the Arizona University System for the program. Please explain how this proposed program is consistent with the College strategic plan.

The Master of Professional Studies in Medical Science is consistent with the strategic plan in identifying and bolstering students that will go on to meet the goals of health-care education, research, patient care and service for Arizonans and their neighbors currently, and in future generations. This program is consistent with the university’s own Arizona Health Sciences Center’s “5 Year AHSC Goals”. Specifically, the goal to Increase AHSC diversity amongst student and faculty to meet the diverse populations of Arizona. This strategic plan is spearheaded by Dr. Joe G.N. “Skip” Garcia, Senior Vice President for Health Sciences.

V. EXISTING PROGRAMS WITHIN THE ARIZONA UNIVERSITY SYSTEM

A. Arizona University System -- List all programs with the same CIP code definition at the same academic level (Bachelor's, Master's, Doctoral) currently offered in the Arizona University System. (Please utilize the following tabular format).

CIP

CODE1

PROGRAM

LOCATION

University & Site

PROGRAM

ACCREDITATION?

YES/NO

1

2

Contact Pam Coonan (621-0950) coonan@email.arizona.edu for CIP Code information.

Curricular Affairs (and the Graduate College for graduate programs) will determine if you are required to complete a comparison chart to discuss the ways in which the proposed program differs from University of Arizona programs.

Currently there are no programs with the same CIP code at the University of Arizona.

VI. EXPECTED FACULTY AND RESOURCE REQUIREMENTS

A. FACULTY

1. Current Faculty -- List the name, rank, highest degree, primary department and estimate of the level of involvement of all current faculty members who will participate in the program. If proposed program is at the graduate level, also list the number of master's theses and doctoral dissertations each of these faculty members have directed to completion. Attach a brief vita for each faculty member listed.

● Maria Manriquez, MD, FACOG, Associate Professor, COM-P: Dr. Manriquez is the Pathway Scholars Program Director and Course Director for Leadership & Learning I & II. Her duties at COM-P include OBGYN Clerkship Director and Longitudinal Curriculum Topic Director for Cultural Competency. 0.5 of her FTE is dedicated to the Pathway Scholars Program. Dr. Manriquez currently mentors three MD candidate in their Scholarly Projects, one will complete in May, 2016.

● Elaine Niggemann, MD, MSN, Associate Professor, COM-P Internal Medicine. Dr. Niggemann is Director of the Fundamentals of Cardiovascular Hematology course and Co-Director for the Introduction to Professional Studies in Medical Science Course. Dr. Niggemann’s other COM-P roles include Director of the Cardiovascular Hematology course and Director of the Pulmonary Renal Acid-Base course.

● Kurt Gustin, PhD, Associate Professor, COM-P Basic Medical Sciences: Dr. Gustin is Director of the Fundamentals of Molecular Basis of Life and Disease and Molecular Basis of Life and Disease courses. Dr. Gustin currently mentors one MD candidate in their Scholarly Project, which will complete in 2018.

● Matthew McEchron, PhD, Professor, COM-P Medicine Administration: Dr. McEchron will be Director of the Pathway Scholarly Project course. Dr. McEchron is Director of the Scholarly Project Years 1-4. Dr. McEchron currently mentors one MD candidate in their Scholarly Project, which will complete in 2017.

● Steve S. Stapczynski Jr., MD, Professor, COM-P Emergency Medicine. Dr. Stapczynski will be Co-Course Director of the Pathway Scholarly Project course. Dr. Stapczynski’s other COM-P roles include Director of Emergency Medicine Independent Study and Co-Course Director of Scholarly Project Years 1-4. Dr. Stapcsynzki has mentored one MD

candidate to completion of their Scholarly Project and currently mentors two MD candidates.

● Tara K. Cunningham, EdD, Assistant Professor, COM-P Academic Affairs. Dr. Cunningham is Co-Director of the Introduction to Professional Studies in Medical Science course. Dr. Cunningham’s other COM-P roles include Associate Dean of Admissions and Recruitment and Co-Director of the Office of Diversity and Inclusion. Dr. Cunningham currently mentors one MD candidate in their Scholarly Project which will conclude in 2017.

● Kathleen J. Brite, MD, Clinical Assistant Professor, COM-P Family, Community & Preventative Medicine. Dr. Brite is Co-Director of the Biomedical Career Exposure Course, her other university roles include Director of Family Community Medicine Clerkship and Site Director for the Wesley Center. Dr. Brite currently mentors two MD candidates in their Scholarly Projects, both will conclude in 2016.

● Jonathan Z. Cartsonis, MD, Clinical Assistant Professor, COM-P Family, Community & Preventative Medicine. Dr. Cartsonis is Co-Director of the Biomedical Career Exposure course. Dr. Cartsonis is also the Director of the Rural Healthcare Elective at COM-P.

● Marci P. Moffitt, MD, Professor, COM-P Internal Medicine. Dr. Moffitt will be Director of Fundamentals of Doctoring. Dr. Moffitt is the Doctoring Director at COM-P.

2. Additional Faculty – Describe the additional faculty needed during the next three years for the initiation of the program and list the anticipated schedule for addition of these faculty members.

No additional faculty will be required

3. Current Student and Faculty FTEs -- Give the present numbers of Student FTE (identify number by graduate and undergraduate students) and Faculty FTE in the department or unit in which the program will be offered.

The existing Professional Studies in Health Sciences certificate program Faculty FTE of 0.65 will remain as the program transitions to a master’s program.

Faculty FTE: ● Maria Manriquez, MD – 0.50 FTE

● Kathleen Brite, MD – 0.10 FTE

● Jonathan Cartsonis, MD – 0.05 FTE

Student FTE is 0.58. This FTE is allocated for student tutors during the academic year.

4. Projected Student and Faculty FTEs -- Give the proposed numbers of Student FTE and Faculty FTE for the next three years in the department or unit in which the program will be offered.

No additional Faculty or Student FTE will be required.

B. LIBRARY

1. Acquisitions Needed -- Describe additional library acquisitions needed during the next three years for the successful initiation of the program.

No additional Library Acquisitions will be needed

C. PHYSICAL FACILITIES AND EQUIPMENT

1. Existing Physical Facilities -- Assess the adequacy of the existing physical facilities and equipment available to the proposed program. Include special classrooms, laboratories, physical equipment, computer facilities, etc.

The existing physical facilities and equipment at the College of Medicine – Phoenix are adequate for program needs. There is classroom space to conduct lectures and small group sessions for Introduction to Professional Studies in Medical Science Leadership & Learning, Fundamentals of Cardiovascular Hematology, Fundamentals of Molecular Basis of Life and Disease and the Scholarly Project courses. The Fundamentals of Doctoring course will take place in the existing doctoring suites with all equipment provided to the students.

2. Additional Facilities Required or Anticipated -- Describe physical facilities and equipment that will be required or are anticipated during the next three years for the proposed program.

No additional facilities or equipment will be necessary.

D. OTHER SUPPORT

1. Other Support Currently Available -- Include support staff, university and non-university assistance.

The program will utilize the existing Professional Studies in Health Sciences Graduate Certificate support staff. This includes a Coordinator (1.0 FTE), Learning Specialist (0.5 FTE) and Administrative Associate (1.0 FTE).

2. Other Support Needed, Next Three Years -- List additional staff needed and other assistance needed for the next three years.

1. The promotion of Coordinator to Assistant Director to reflect the management of the complex curriculum and liaison to University of Arizona, graduate college main campus and UACOMP, this will maintain its current 1.0 FTE.

VII. FINANCING

A. SUPPORTING FUNDS FROM OUTSIDE SOURCES --List.

● Arizona Community Foundation - $25,000 annually ● Arizona Public Service (APS) - $25,000 annually

● BlueCross BlueShield of Arizona - $25,00 annually

● UnitedHealthcare - $25, 000 annually

● Give Today! Donations through the UA Foundation - $2,000 annually

Given the socio-economic background of many of the students and the mission of the program it is the goal of the College of Medicine – Phoenix to keep program costs to a minimum, while still requiring an investment on the student’s behalf to demonstrate commitment. Currently students are responsible for $2,500 in tuition to be paid in two installments (per semester) of $1,250. The College of Medicine – Phoenix has been, and will continue to contribute $2,500 for each student. Several community partnerships within the state of Arizona have been developed to subsidize the remainder of the program expenses. Current Community Partners are UnitedHealthcare, BlueCross BlueShield of Arizona, Arizona Community Foundation, APS and Sundt & DPR Construction. These community partners have indicated their intent to continue supporting the program to keep the cost of the program to $2,500 for each student. The College of Medicine – Phoenix and the Development team are working to establish continued funding for medical school. Recognizably the program recruits from a disadvantage pool of students all efforts are directed in providing the student a level field to demonstrate their ability to succeed. The founding principles included not increasing the indebtedness of an already expensive commitment to become physicians. Many of our students are come from socioeconomically disadvantaged backgrounds and are therefore eligible to apply for existing College of Medicine – Phoenix scholarships. Given their backgrounds the scholarship committee has been more compelled to give PSP alumni scholarships as first year medical students. One member of our first cohort did obtain the largest COM-P scholarship awarded for the 2015-2016 academic year.

B. BUDGET PROJECTIONS FORM -- Complete the budget projections form describing the current departmental budget and estimating additional costs for the first three years of operation for the proposed program. Please note that these costs for each

year are incremental costs, not cumulative costs. Include in this budget the anticipated costs for support for instruction, administration of the program, graduate students, marketing, the support discussed in Section VI-D.2, and any other costs that will be needed. Budget Projections Form Attached

VIII. OTHER RELEVANT INFORMATION

IX. REQUIRED SIGNATURES: Managing Unit Administrator: ____________________________________________________________________

(name and title)

Managing Administrator’s Signature: _________________________________________ Date:

Managing Unit Administrator: ____________________________________________________________________ (name and title)

Managing Administrator’s Signature: _________________________________________ Date:

Managing Unit Administrator: ____________________________________________________________________ (name and title)

Managing Administrator’s Signature: _________________________________________ Date:

Dean’s Signature: ________________________________________________ Date:

Dean’s Signature: ________________________________________________ Date:

All programs that will be offered through distance learning must include the following signature:

Joel Hauff, Associate Vice President of Student Affairs & Enrollment Management/Academic Initiatives and

Student Success

Signature: ________________________________________________ Date:

All programs that will be offered fully online must include the following signature:

Vincent Del Casino Jr., Vice Provost for Digital Learning and Associate Vice President of Student Affairs &

Enrollment Management

Signature: ________________________________________________ Date:

Note: In some situations signatures of more than one unit head and/or college dean may be required.