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Obligations, Obstacles, and Opportunities:UAMS at the Turn of the Century

FINAL DRAFT

A Report of the Self-Study of the University of Arkansas for Medical Sciences, prepared for the Commission on Institutions of Higher Education of the North Central Association of Colleges and Schools

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October, 1996

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“Man is most uniquely human when he turns obstacles into opportunities.”-Eric Hoffer, Reflections on the Human Condition

“The reward of one duty is the power to fulfill another.”-George Eliot, Daniel Deronda

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PrefaceThis document reports the principal conclusions of a self-study undertaken by the University of Arkansas for Medical Sciences (UAMS) in preparation for a survey visit on behalf of the Commission on Institutions of Higher Education of the North Central Association of Colleges and Schools. UAMS, which was last visited in the academic year 1986-87, is seeking continuing full accreditation for offering programs throughout the state.This document is in two parts - the body of the report and a volume of appendices, giving the Basic Institutional Data forms and key supporting materials. More extensive supporting documents have been gathered in a Resource Room and will be available to the visiting team, as they have been to the working groups.As a thriving institution in changing times, UAMS is engaged in continuing self assessment and planning. However, there have been a number of major formal efforts over the last two and one half years, which we view as part of this self-study. The most important was the UAMS Six-Year Plan, completed in 1995 and reviewed by the Board of Trustees of the University of Arkansas in the spring of 1996. That document gives many details of campus operations, activities, and plans, and is included as volume three of this self-study report. The second was the development of a university-wide assessment plan, Assessment of Student Academic Achievement, which was completed in June, 1995. The report of this assessment plan is included as the fourth volume. The growing importance of distance learning led to a concept paper on the topic, intended to aid in crystallizing priorities. That document, Remote Possibilities, is also appended. Finally, current statistical information is included in the Basic Institutional Dataform.These self-study activities have called on the energies and resources of many persons from the campus. In addition to the formal members of the major committees, who are listed in Appendix C, special thanks should go to the members of the staff support team, including Timothy Lee, Paul Carter, Tootie Bray, and Edwina Walls Mann. Roberta Lentz made major contributions to the writing of the Six-Year Plan and Remote Possibilities, and Roberta Hall edited this report of the self-study. In addition to Steering Committee members, Jay Menna, Ruth Riley, Jan Hart, and Wayne Gray supplied helpful perspectives on the late drafts.

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Barry D. Lindley, 10/08/15,

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University of ArkansasBoard of Trustees

Lewis E. Epley, Jr., ChairmanFrank W. Oldham, Jr., Ph.D., Vice ChairmanFrances A. Cranford, SecretaryCarl S. Whillock, Asst. SecretaryWilliam E. “Bill” ClarkGary C. GeorgeJoe L. Hargrove, M.D.H. L. Hembree, IIIBart R. LindseyJ. Thomas “Tommy” May

University of ArkansasSystem Administration

B. Alan Sugg, Ph.D., PresidentMilo J. Shult, Ph.D., Vice President for AgricultureJames E. Cofer, M.B.A., Vice President for Finance & AdministrationFred H. Harrison, J.D., General CounselJoyce Wroten, Associate Vice President, University Relations &

Administration

University of Arkansas for Medical SciencesHarry P. Ward, M.D., ChancellorGlen Baker, M.D., Vice Chancellor for Health Care ContractsLarry Bone, Vice Chancellor for Institutional AdvancementCharles Cranford, D.D.S., Vice Chancellor for Regional

ProgramsMichael J. Dwyer, M.S., Executive Director, Campus OperationsW. David Heron, M.B.A., Vice Chancellor for Finance and

AdministrationLinda Hodges, Ed.D., Dean, College of NursingBarry Lindley, Ph.D., Vice Chancellor for Academic Affairs and

Sponsored Research, Dean, Graduate SchoolDavid Lipschitz, M.B.B.Ch.., Ph.D., Director, Center on AgingL. D. Milne, Ph.D., Dean, College of PharmacyRichard A. Pierson, M.B.A., M.H.A.,Vice Chancellor for Clinical

ProgramsJohn Shock, M.D., Director, Jones Eye InstituteKent Westbrook, M.D., Director, Arkansas Cancer Research

CenterCharles White, Director, Human RelationsI. Dodd Wilson, M.D., Executive Vice Chancellor and Dean,

College of Medicine

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Ronald H. Winters, Ph.D., Dean, College of Health Related Professions

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NCA Self-Study Steering Committee

CHAIR: Barry Lindley, Ph.D., Vice Chancellor for Academic AffairsPhillip Berry, M.D., Associate Professor, COMCarolyn Cason, Ph.D., Professor, CONCharles Cranford, D.D.S., Vice Chancellor for Regional ProgramsJames Daly, Ph.D., Chair, Academic Senate, Associate Professor, COMLinda C. Hodges, Ed.D., Dean, CONGreg Kendrick, MS-4, President, Associated Student GovernmentLarry Milne, Ph.D., Dean, COPMike Monaghan, Pharm.D., Assistant Professor, COPMartha Pickett, MHSA, Chair, Department of Nuclear Medicine

Technology, CHRPPat Tank, Ph.D., Professor, COMJon Wolfe, Ph.D., Associate Professor, COPI. Dodd Wilson, M.D., Dean, COMRonald H. Winters, Ph.D., Dean, CHRPBarbara Carrington, M.Ed., Chair, Department of Health Information Management, CHRPRoss Vanderbush, Pharm.D., Clinical Coordinator, Non-traditional Pharm.D. Program, COPLamar Griffeth, M.A., Chair, House of Delegates, Environmental Safety

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TABLE OF CONTENTS

CHAPTER 1 : INTRODUCTION........................................OVERVIEW OF THE UNIVERSITY OF ARKANSAS FOR MEDICAL SCIENCES..................TRANSFORMATIONS OF THE LAST TEN YEARS......................................................SUMMARY OF THE HISTORY OF UAMS ACCREDITATION.........................................SPECIFIC RESPONSES TO THE 1986 SURVEY AND REPORT.....................................

Other details of concerns about resources...................................................THE SELF-STUDY PROCESS.................................................................................

Hearings......................................................................................................THIS REPORT OF THE SELF-STUDY......................................................................THE GENERAL INSTITUTIONAL REQUIREMENTS.....................................................

CHAPTER 2 : OBLIGATIONS: THE SENSE OF MISSION AT UAMS..........................................................................MISSION, ROLE, AND SCOPE...............................................................................DEVELOPMENT OF PURPOSES.............................................................................

College of Medicine.....................................................................................College of Pharmacy....................................................................................College of Nursing.......................................................................................College of Health Related Professions.........................................................Graduate School..........................................................................................

MEETING THE INSTITUTION’S MISSION AND GOALS..............................................College of Medicine (COM)..........................................................................College of Pharmacy (COP)..........................................................................College of Nursing (CON)............................................................................College of Health Related Professions (CHRP).............................................Graduate School..........................................................................................

PUBLICATIONS AND EXTERNAL RELATIONS OF UAMS...........................................SUMMARY.........................................................................................................

Criterion One Strengths identified in Self-Study..........................................Opportunities for Improvement Identified in Self-Study...............................

CHAPTER 3 : PLATFORMS: RESOURCES AND INFRASTRUCTURE..........................................................INTRODUCTION..................................................................................................ADMINISTRATION...............................................................................................

Trustees.......................................................................................................The State Board of Higher Education..........................................................University of Arkansas System.....................................................................UAMS Administration..................................................................................

FACULTY...........................................................................................................College of Medicine.....................................................................................College of Pharmacy....................................................................................College of Nursing.......................................................................................College of Health Related Professions.........................................................Graduate School..........................................................................................

STUDENTS........................................................................................................

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College of Medicine.....................................................................................College of Pharmacy....................................................................................College of Nursing.......................................................................................College of Health Related Professions.........................................................Graduate School..........................................................................................

STUDENT SERVICES...........................................................................................Student Activities and Housing....................................................................Financial Aid................................................................................................Student Health Services..............................................................................Student Governance.....................................................................................

INSTITUTIONAL SUPPORT....................................................................................Library.........................................................................................................Instructional Support Resources..................................................................Computing Services.....................................................................................Public Safety................................................................................................

FINANCIAL RESOURCES......................................................................................Budgeting process.......................................................................................Budget and finance management.................................................................Financial Accountability...............................................................................

PHYSICAL RESOURCES........................................................................................Educational Facilities...................................................................................Administrative Facilities...............................................................................Process for Space Planning, Allocation, and Review....................................Clinical Resources.......................................................................................Research Facilities.......................................................................................Physical Plant..............................................................................................

HUMAN RESOURCES..........................................................................................Employee Benefits.......................................................................................

STRENGTHS AND CONCERNS...............................................................................Strengths.....................................................................................................Concerns......................................................................................................

CHAPTER 4 : MEETING THE OBLIGATION : THE ACADEMIC PROGRAMS...................................................COLLEGE OF MEDICINE......................................................................................

Educational Goals........................................................................................Public Expectations......................................................................................Curriculum Summary...................................................................................Assessment Means.......................................................................................Curriculum Committee................................................................................Curricular Modifications During the Last Ten Years....................................Research Programs......................................................................................Educational Programs Offered to the Public................................................Types of Student Support Programs............................................................Faculty Development....................................................................................Ways Excellence in Teaching is Rewarded...................................................Inter-College Educational Programs...........................................................?ß&’QßÏ€œ¡§‹H¡°€©UÒë©¨”¹1QXœ™íå™£˜‰µ¬ÅÇš¦� � � ��¦ŽÜ£ž–U~;ZõÂBŸv=B�

COLLEGE OF PHARMACY.....................................................................................

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Educational Goals........................................................................................Public Expectations......................................................................................Curriculum Summary...................................................................................Assessment Means.......................................................................................Curriculum Committee................................................................................Curricular Modifications During the Last Ten Years....................................Research Programs......................................................................................Educational Programs Offered to the Public................................................Types of Student Support Programs............................................................Faculty Development....................................................................................Ways Excellence in Teaching is Rewarded...................................................Inter-College Educational Programs............................................................Major Impediments to the Achievement of the Educational Mission............

COLLEGE OF NURSING.......................................................................................Educational Goals........................................................................................Public Expectations......................................................................................Curriculum Summary...................................................................................Assessment Means.......................................................................................Curriculum Committee................................................................................Curricular Modifications During the Last Ten Years....................................Research Programs......................................................................................Educational Programs Offered to the Public................................................Types of Student Support Programs............................................................Faculty Development....................................................................................Ways Excellence in Teaching is Rewarded...................................................Inter-College Educational Programs............................................................Major Impediments to the Achievement of the Educational Mission............

COLLEGE OF HEALTH RELATED PROFESSIONS......................................................Educational Goals........................................................................................Public Expectations......................................................................................Curriculum Summary...................................................................................Assessment Means.......................................................................................Curriculum Committee................................................................................Curricular Modifications During the Last Ten Years....................................Research Programs......................................................................................Educational Programs Offered to the Public................................................Types of Student Support Programs............................................................Faculty Development....................................................................................Ways Excellence in Teaching is Rewarded...................................................Inter-College Educational Programs............................................................Major Impediments to the Achievement of the Educational Mission............

THE GRADUATE SCHOOL....................................................................................Structure of the Graduate School................................................................Educational Goals........................................................................................Curriculum...................................................................................................Assessment means.......................................................................................New programs.............................................................................................Research Programs......................................................................................Types of Student Support Programs............................................................Faculty Development....................................................................................

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Impediments................................................................................................Further Enhancement of the Graduate School.............................................

COLLEGE ADMINISTRATION.................................................................................Registrars and Registration.........................................................................Accounting and Administration....................................................................

CAMPUS-WIDE STUDENT SERVICES.....................................................................Types of Student Support Programs............................................................

RESEARCH CAPABILITIES AND ENVIRONMENT.......................................................FACULTY DEVELOPMENT FOR RESEARCH..............................................................

Mentoring....................................................................................................Visiting professorships as a means of disseminating innovative research ideas/techniques..........................................................................................Research sabbaticals....................................................................................Mechanisms to maintain research productivity of senior faculty.................

POLICIES OR PROGRAMS STIMULATING AND SUPPORTING UNDERGRADUATE RESEARCH........................................................................................................THE EXTENDED CAMPUS AND DISTANCE LEARNING..............................................OVERVIEW OF CLINICAL RESOURCES (I.E., ADEQUACY FOR EDUCATIONAL MISSION). .CONCLUSION.....................................................................................................

CHAPTER 5 : ROBUSTNESS OF THE ORGANIZATION...INTRODUCTION..................................................................................................CHALLENGES.....................................................................................................LEADERSHIP......................................................................................................RESOURCES......................................................................................................RESEARCH RESOURCES......................................................................................

Financial......................................................................................................Changing Federal Funding Priorities...........................................................Changing State Funding Priorities...............................................................Increased Research Capacity.......................................................................Fundraising..................................................................................................

PHYSICAL RESOURCES........................................................................................HUMAN RESOURCES..........................................................................................FURTHER ENHANCEMENT OF THE GRADUATE SCHOOL..........................................RESEARCH EXPANSION.......................................................................................SERVICE...........................................................................................................

Financial......................................................................................................Physical........................................................................................................Human.........................................................................................................

STRUCTURED ASSESSMENT PROCESSES...............................................................General Comments......................................................................................

PLANNING PROCESSES AND INFORMATION FLOW..................................................PLANNING RESULTS...........................................................................................OPPORTUNITIES FOR PLANNING..........................................................................

CHAPTER 6 : WHOLENESS OF THE FABRIC: INSTITUTIONAL INTEGRITY AT UAMS..........................OVERVIEW........................................................................................................DIVERSITY AND EQUITY......................................................................................

Human Relations Office...............................................................................

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Campus-wide Open Hearings.......................................................................Recruitment and Retention..........................................................................Grievances...................................................................................................

APPOINTMENT, PROMOTION AND TENURE............................................................EXTERNAL AND INTERNAL PUBLICS/CONSTITUENCIES...........................................

Community Relations...................................................................................Technology Transfer and the Biomedical Biotechnology Center (BBC)........

POLICIES ON CONFLICT OF INTEREST AND CONFLICT OF COMMITMENT..................COLLABORATIONS/AFFILIATIONS..........................................................................PUBLIC DISCLOSURE AND OPENNESS...................................................................IMPAIRED FACULTY OR STUDENTS.......................................................................ACADEMIC HONESTY..........................................................................................RESEARCH........................................................................................................

Policies and Procedures...............................................................................Use of Animal and Human Subjects.............................................................

FISCAL AFFAIRS.................................................................................................SUMMARY.........................................................................................................

CHAPTER 7 : OPPORTUNITIES OUT OF OBSTACLES: THE PROSPECTS.............................................................BELIEFS ABOUT OURSELVES................................................................................STRATEGIC PRIORITIES.......................................................................................

Transformation of the health care system....................................................Enterprise-wide focus..................................................................................New and Enhanced Educational Programs..................................................More Responsive Support Systems..............................................................

SUMMARY OF CURRENT APPRAISAL AND NEAR-TERM DIRECTIONS............................Campus culture: Focus on a common mission..............................................Strong leadership.........................................................................................Outreach: UAMS as a statewide university..................................................Communications technology in the service of education..............................Inter-college activities..................................................................................Student services..........................................................................................Academic information systems.....................................................................Physical environment...................................................................................Human resources.........................................................................................Fiscal resources...........................................................................................Faculty issues..............................................................................................Continuing evolution of clinical services.....................................................

STRENGTHS......................................................................................................WEAKNESSES....................................................................................................A WORK IN PROGRESS: BY-PRODUCTS OF THE SELF-STUDY.....................................REQUEST FOR STATUS........................................................................................

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Table Of AppendicesBASIC INSTITUTIONAL DATA FORMS AND

AUDITSAPPENDICES

APPENDIX A: UNIVERSITY OF ARKANSAS ADMINISTRATION AND BOARD OF TRUSTEES.......A-1APPENDIX B: UAMS ORGANIZATION CHART..........B-1APPENDIX C: SELF-STUDY COMMITTEES................C-1APPENDIX D: ROLE AND SCOPE...............................D-1APPENDIX E: UAMS GOOD NEIGHBOR PROGRAM. E-1APPENDIX F: CATALOG OF RESOURCE ROOM MATERIALS.................................................................F-1APPENDIX G: VOICES FROM THE CAMPUS.............G-1APPENDIX H: GENERAL INSTITUTIONAL REQUIREMENTS........................................................H-1APPENDIX I: CAMPUS MAP........................................I-1

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Chapter 1 : Introduction

Overview of the University of Arkansas for Medical Sciences The University of Arkansas for Medical Sciences (UAMS) is a public university, Arkansas’ only institution of professional and graduate education devoted solely to the health and biological sciences. First founded as a School of Medicine in 1879, UAMS became a medical sciences campus in 1951 with the addition of the College of Pharmacy. The College of Nursing was established in 1953, and the new University Hospital was built in 1956. The College of Health Related Professions was organized as a separate college within UAMS in 1971. The graduate program was organized in 1943 as an extension of the Graduate School of the University of Arkansas, the main campus at Fayetteville, and was approved for independent status by the Board of Trustees in 1995. The Area Health Education Centers program (AHEC) was established in 1973. The Arkansas Cancer Research Center (ACRC) was established in 1984, the Harvey and Bernice Jones Eye Institute (JEI) was established in 1993, and the Center on Aging in 1996. Today, UAMS, one of the principal components of the University of Arkansas system, has grown into an academic health sciences center that encompasses broad aspects of education, research, and service. The institution offers programs that improve the physical, economic, and intellectual well-being of the citizens of Arkansas.The University of Arkansas system was formed in 1975 and now consists of seven campuses, the Division of Agriculture, and the Archeological Survey. The system is governed by a single Board of Trustees (appointed by the Governor) and headed by the President, whose office is in Little Rock. The original five campuses (Fayetteville, Little Rock, Medical Sciences, Monticello, and Pine Bluff) each had a distinctive mission in baccalaureate, graduate, or professional education and research. The Division of Agriculture includes the Cooperative Extension Service and the Agricultural Experiment Stations, both with a statewide presence. In 1996 two new two-year campuses (Phillips Community College of the University of Arkansas at Helena and the University of Arkansas Community College at Hope) joined. The campuses operate independently, with separate state budgets, but there is a high degree of cooperation under the strong and active leadership of the President and the Board of Trustees.UAMS is composed of four colleges, a graduate school, a university hospital and associated clinical programs, a system

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of Area Health Education Centers (AHECs), three Centers of Excellence, and common support divisions. Because of the requirements of the professional curricula, the colleges operate independently to a substantial extent, and the campus follows a “federation” model, coordinated through the leadership of the Chancellor, to whom the deans report. The size of the campus allows effective cooperation and communication.There are only health-oriented, professional, and graduate programs, almost all with specialized accreditation. As a result, the colleges are well focused on outcomes and continuing self-study; the programs which do not require a bachelor’s degree for admission are dependent on partnerships for pre-professional and general education. This dependence supports a healthy sense of partnership with sister and feeder institutions, especially the University of Arkansas at Little Rock. These partnerships extend also to complementarity in other research, service, and education programs.The title of this report - Obligations, Obstacles, and Opportunities - was carefully chosen to reflect the dominant concerns of the campus, concerns which are manifest in a positive way in the ambience of the UAMS community, which quickly stakes its claim to the spirit of engagement on the part of new faculty and students.There is a pervasive sense of mission - the obligation to the health of the people of the state. UAMS is a state institution, the sole or major source of education in health professions for the state, a major clinical service resource, and the principal safety net for disadvantaged citizens of the state. Along with the University of Arkansas, Fayetteville, and as a roughly equal partner in sponsored support terms, UAMS forms the academic research base for economic development of the state.Obstacles to achieving the mission are presented by poverty, rural isolation, and a history of struggle in an effort to raise the aspirations and improve all levels of education and public services in the state. Arkansas is a poor state, and has a difficult time providing financial support for higher education. In a time of transformations of the health care system, fresh obstacles arise, challenging the fiscal strength of the university and the availability of the best framework of clinical experiences for education.Characteristic of the spirit at UAMS, these obstacles are perceived as forcing choices, and the choice has been to see these obstacles as opportunities. The campus has been marked by entrepreneurship, and has shown a remarkable spirit of growth and vitality. In this time of momentum and change, the atmosphere of mutual regard within the community of scholars has not been shaken.

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Transformations Of The Last Ten Years Educational programs have been marked by judicious

addition of new programs and expansion of existing programs, with total student enrollment growing from 1177 to 1850. Added value is characteristic of our programs, with performance on exit and licensure examinations reflecting substantial increases in national ranking from performance on entrance examinations and qualifications.

Achievement of the state-wide mission has continued to expand and develop, using outreach activities and new technologies to aid in upgrading the skills and opportunities for place-bound professionals.

Rural health needs of Arkansas are being addressed by expansion of residency programs and other Area Health Education Center programs, with increasing retention of graduates in Arkansas and rural areas.

The campus has recently been granted an independent Graduate School, completing its status as a full partner with the University of Arkansas, Fayetteville. Doctoral programs have moved beyond basic biomedical sciences, to include a new Ph.D. in Nursing Science, to begin enrolling students in 1997.

New interdisciplinary approaches are strengthening the clinical services and associated educational programs, such as the Arkansas Cancer Research Center, the Jones Eye Institute, and the Center on Aging.

There has been gratifying and important growth in research capabilities and facilities, with external awards rising from $9 million in 1985-86 to $44 million in 1995-96. The College of Medicine has risen in rank in NIH funding; in the decade ending in 1995, it ranked sixteenth among the 125 medical schools of the AAMC in terms of growth in percentage share of NIH funding.

The campus has led the formation of the Arkansas Biotechnology Association and has a vigorous program in technology transfer.

International connections with schools facing similar issues in caring for the health of their people have developed, including formal agreements with the Volgograd Medical Academy, the University of Indonesia, Harapan-Kita Hospital, and Kaohsiung Medical College in Taiwan.

The physical plant is keeping pace with the increasing capabilities and obligations of the faculty. Research space additions have included over 150,000 square feet in the Biomedical Research Center, additional laboratory space in the Arkansas Cancer Research Center and the Jones Eye Institute, and substantial renovation of laboratories in the



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Shorey Building. Major additions and updating of clinical space include the Ambulatory Care Center, the new University Hospital expansion to open in the summer of 1997, the eleven-story Arkansas Cancer Research Center, and the Jones Eye Institute. Educational space has been expanded by the construction of the Education III Building. In total, over one million square feet have been added. However, program growth continues to challenge the available space, and there will be continuing space needs.

Perceptions about UAMS have shifted from that of a public hospital geared toward indigent care to being considered the institution of choice for severe medical problems, regardless of economic or social status of the patient. UAMS Medical Center has achieved international prominence in some areas, including treatment of multiple myeloma and skull-base tumors. One recognition of this is the recent ranking in US News and World Report [August 5, 1996] of our programs in cancer and otolaryngology. Patients have come to UAMS for treatment from 46 states and 19 countries in the past year.

The number of employees has grown from 3000 to 7000, and UAMS is now one of the three largest single site employers in the state.

Clinical programs and facilities have developed dramatically at the affiliated institutions of Arkansas Childrens Hospital, now among the ten largest in the country, and the John L. McClellan Veterans Affairs Medical Center, largest in the country as measured by patient discharges. Both these institutions are professionally staffed by UAMS faculty.

The revenues to the campus have grown by a factor of 3, and the percentage of state support has declined from 32% to about 13%, although the spirit of legislative support has remained strong, as demonstrated by funding for the Biomedical Research Center and the Area Health Education Centers. State support has continued to increase, and there has never been a reduction for the past two decades. However, the major reasons for growth have been clinical income and sponsored research.

Philanthropic support has contributed in a major way, with a capital campaign now complete at its goal of $63.5 million.

Changes in the health care system continue to present challenges to the fiscal stability and directions of clinical service development and training programs. UAMS has taken measures to provide an adequate patient base and suitable training opportunities. UAMS has developed its own managed care system, QualChoice of Arkansas, and has over 20 contracts with various managed care programs.


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Campus leadership has been recognized nationally. The chancellor recently served as Chair of the Association of Academic Health Centers and the dean of the College of Medicine is current chair of the Council of Deans of the Association of American Medical Colleges. Other deans have comparable stature within their professions: the dean of the College of Health Related Professions has served on the Board of Directors of the Association of Schools of Allied Health Professions and is current chair of the Southern Association of Allied Health Deans at Academic Health Centers. Many faculty have achieved distinction as scholars, serving as presidents or chairs of national and international professional organizations.

Summary of the History of UAMS AccreditationThe University of Arkansas was first accredited by the North Central Association in 1924 and has been continuously accredited since that time. The University of Arkansas for Medical Sciences traces its origin to the 1879 founding of a Little Rock medical school, which took the name of a department of the Arkansas Industrial University, later the University of Arkansas, and came under the control of the University of Arkansas Board of Trustees in 1911. Following the formation of the University of Arkansas System in 1975 and the designation of UAMS as one of the distinct campuses, the accreditation of UAMS continued under that of the University of Arkansas until 1986. Following a self-study and visit by an evaluation team in December, 1986, the Commission on Institutions of Higher Education voted on June 19, 1987, to grant accreditation to the University of Arkansas for Medical Sciences for a ten year period.

Specific Responses to the 1986 Survey and ReportThe 1986 NCA Evaluation Team supplied a helpful analysis and conclusions which were very supportive of the institution, which was deemed to meet all criteria. The team noted many strengths and in addition a number of concerns, most of which had been reflected in the self-study. The specific advice and suggestions to UAMS were as follows: Pharm.D. It was suggested in light of national trends that UAMS should proceed with the planning and implementation of the Pharm.D. Program.The College of Pharmacy at UAMS moved to the Pharm.D. in 1989. The program has full accreditation by the ACPE.



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Promotion and Tenure Policies: It was suggested that the procedures and guidelines for promotion and tenure needed some further clarification.The Board of Trustees Policy 405.1 revised in September of 1994 deals with appointments, promotion, tenure, non-reappointment, and dismissal of faculty. These policies are also clearly outlined in the new Faculty Handbook. Each school develops and clearly informs each faculty member of the appropriate criteria for promotion and tenure.Graduate School Relationship: Members of the team felt that the interrelationship of the Graduate School with the University of Arkansas would eventually prove to be of some concern.The Graduate School at UAMS has achieved independent status.Academic Computing: It was decided that UAMS needed to strengthen its resource base for the support of administrative and academic computingThere has been dramatic growth - for example, from 50 microcomputers on campus in 1986 to 5500 now. The campus growth has continued to stress information technology, however.Research Space: It was noted that additional research space and improvement of existing space could significantly enhance the institutional research enterprise.There have been a number of additions since the last NCA evaluation visit, including the Biomedical Research Center, renovation of the Shorey Building, and new laboratory space in the Jones Eye Institute, the Arkansas Cancer Research Center, Arkansas Childrens Hospital Research Institute, and the VAMC. This represents over 200,000 net square feet of new research space on the core campus alone.Centralized Registrar: The team recommended that UAMS consider the benefits and economies which might result from centralizing registration and enrollment, registrar and similar administrative functions.After extensive deliberations it was decided that UAMS might not achieve a substantial or significant benefit from a centralized registrar. This issue will be addressed in Chapter 4.Registration is now managed through a campus-wide team.Open lines of Communication: It was suggested by the team that emphasis be placed on maintaining open lines of communication with faculty and staff.The lines of communication are well defined and very open at UAMS. There are a number of publications that keep the faculty, students, and other members of the UAMS constituency well informed of the state of the campus. The Chancellor has a


periodic state of the campus address with an open forum for taking questions, comments, and suggestions.Recruitment and retention: A concern of the evaluation team was the declining pool of applicants available for medically-related programs.At the time of the last visit, applications to medical schools were declining severely over the entire nation. This worry has now resolved, and there is strong pressure for admission in all programs.Fringe Benefits Disparities: There were some concerns with disparities in fringe benefits available to different groups of faculty.This issue, discussed below in Chapter 3, remains a matter of concern in some quarters on the campus. However, the fringe benefits for faculty are generally competitive for each discipline nationally.

Other details of concerns about resources These concerns dealt with research space, extramural research support, private fund-raising, dependence on clinical revenues, constraints of the state purchasing and personnel systems, the expansion of the medical school class size, software systems for accounting, recreational facilities for students, and parking space. Many of these matters have already been covered in the ten-year highlights or in the response to suggestions above. We note further that some of these matters are “environmental factors”, beyond the institution’s control, but that in almost every respect dramatic progress has been made, as will be apparent in the body of the self-study report. We have, for example, built the largest parking garage in the state of Arkansas and made numerous other provisions for additional parking. However, yet more parking is needed.

The Self-Study ProcessThe Self-Study actually began with the development of the Six-Year Plan, stemming from activities in the various units in 1994. After completion of the Six-Year Plan and the university-wide assessment plan in 1995, the campus turned to the more traditional aspects of the self-study, now concentrating not only on major emerging themes and new directions, but also examining the operations of existing units and divisions, and developing a further sense of the voices of the campus. Since almost every program on campus has a process of specialized accreditation, there is a continuing atmosphere of self-study, and many of the specialized self-studies were in process or recently completed, forming a further basis for the comprehensive, institution-wide self-study. In preparation for the North Central Association accreditation site visit, the Vice



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Chancellor for Academic Affairs, in consultation with the Chancellor and deans, appointed a Self-Study Steering Committee. The Steering Committee was composed of the deans along with a number of senior faculty, key central administrative personnel, and the leader of the student governing body to insure widespread campus participation. The Steering Committee (See Appendix C) provided oversight and guidance for the five subcommittees selected to carry out the self-study. After reviewing the NCA guidelines for accreditation, it was decided to form a subcommittee to address each of the criteria for accreditation. It was also decided by the Steering Committee that because the institution had just completed a comprehensive planning document (Six-Year Plan) and a new Faculty Handbook that these would serve as part of the basis for the Self-Study.Each of the five subcommittees was chaired by a member of the Steering Committee. These subcommittees were eventually broken down into a number of working groups to facilitate the work of each subcommittee. The chairs of each subcommittee made regular reports to the Steering Committee to ensure participation, reaction, and suggestions. The Steering Committee and the subcommittees met regularly during the 1995-96 academic year and also during the summer when the subcommittee reports were discussed, reviewed, and approved. The campus newsletter, Update, carried an article on the self-study, with a listing of the Committee members and the areas to be addressed. Copies of the self-study in draft form were dispersed throughout the University and were available on-line from the UAMS Home Page on the World Wide Web to ensure maximum input from the university community in terms of suggestions, comments, and feedback.

HearingsInformal input was obtained from members of the campus community through three campus-wide open hearings. The concerns, beliefs, and hopes of the members of the campus community who participated were organized in a collection called “Voices from the Campus”. Copies were circulated to members of the criterion committees. Some of these statements are gathered in an appendix.

This Report of the Self-StudyThis report and its companion, the UAMS Six-Year Plan 1995-2001, are intended to provide a self-examination and map for the future for the faculty, students, and staff of UAMS. A second purpose is to inform our constituencies, including various boards, government officials, and friends. Both documents have been written with this variety of audiences in



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mind. Finally, this report is intended to serve as a primary guide for the Evaluation Team in assessing the fitness of UAMS for continued accreditation, and has been organized to meet those needs.The Six-Year Plan was built to reflect consensus and priorities shared by the entire campus. It moves from broad goals into specific operational strategies. In order to enable concerted work in major strategic directions, the Plan speaks in harmony, if not in unison. In contrast, this report of the self-study will speak, in part, with multiple voices. Although the Steering Committee and the campus leadership have carefully reviewed the summaries of major concerns, considering both strengths and weaknesses for balance, the principal crafters have been the Criterion Committees. Since assessment according to the various criteria is interlocking and overlapping, multiple facets have been viewed on some issues. Because this process and this document are intended to provoke us to deal with internal concerns which may seem of little “strategic” importance, the reader will find some issues expressed in varying ways and with varying weight.The report is organized according to the five criteria, and within each criterion, where appropriate, the colleges have been reviewed individually, reflecting the federation structure of the campus. However, the various committees and working groups have co-operated to share perspectives and ideas, and we are confident that increased mutual understanding has resulted. This process should help us increase our interdisciplinary activities.

The General Institutional RequirementsUAMS, a well-established institution of long standing and high public responsibility, and continuing close scrutiny by constituents and specialized accrediting bodies, is in compliance with all general requirements. This compliance is detailed in Appendix H. The one variance is with respect to general education. UAMS offers only professional programs at the undergraduate level, and generally admits students with general education prerequisites from other accredited institutions. In a few of the programs in the College of Health Related Professions, there are co-requisites for general education. These are taken under cooperative arrangements with UALR or other partner institutions.



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Chapter 2 : Obligations: the sense of mission at UAMSCriterion One: The institution has clear and publicly stated purposes consistent with its mission and appropriate to an institution of higher education.

Mission, Role, and ScopeThe mission of the University of Arkansas for Medical Sciences is to provide excellent educational opportunities for students of the health care professions in a stimulating environment of basic and clinical research, integrated with delivery of superb, comprehensive health care services. All of the various constituents of the University of Arkansas for Medical Sciences pursue this mission through commitment to excellence in education, investigation, and health-care services. A collection of manuals, policies and procedures, publications, public service announcements, fliers, and brochures document the work done to attain this mission. These resource materials for the Self-Study are cataloged in Appendix F. The various academic programs, campus-wide initiatives, regional programs, patient care networks, campus operations, administration and fiscal affairs are manifestations of the mission in action. Adequate and modern physical plants equipped with labs, classrooms, and electronics provide necessary support. Our mission could never be accomplished without good people. The staff works to create an environment that supports productive teaching, learning, and research for faculty and students, and demonstrates a conscientious and compassionate approach to service. Integrity, honesty, and fairness in dealing with people characterize UAMS in the pursuit of its mission. The President and the Chancellor of the University state in a letter prefacing the UAMS Faculty Handbook that “The foundation for a great university is built upon the intellect, character and commitment of its faculty, while the attainment of academic excellence and the preservation of academic freedom depend upon the participation of that same faculty in university governance.” Through well organized governance including the Academic Senate, representing the faculty, the House of Delegates representing staff, and the Associated Student Government organization that represents students, along with appropriate promotion and tenure policies, appeal processes, and protection of students rights, UAMS supports freedom of inquiry for both faculty and students.



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The self-study affirmed that the spirit of free academic inquiry is strong at UAMS in the areas of teaching , research, and service. Teaching and testing of subject matter is the domain of each assigned instructor, who is responsible for the selection and quality of core material. There is official discouragement regarding extensive discussion of issues that are not germane to the topics to be taught (see Faculty Handbook, pp. F-5-6, Section IV.A.13 on Academic Freedom). This policy is not an abridgment of freedom of opinion, since instructors can make peripheral or parenthetic comments if they wish, but is due to the time constraints of professional curricula, which are quite tightly organized, and to general considerations of professional responsibility. Teachers are free to develop any social issues they wish outside the classroom. The freedom to pursue research without administrative constraints or interference has not been an issue at UAMS. Investigators are free to follow whatever lines of inquiry they wish within policy regarding human and animal experimentation and conflict of interest. Freedom of inquiry is more limited by the availability of resources such as grants from government and private institutions. Intramural grants are based primarily on the quality of the research proposals. There are no restrictions on service activity in the community as long as it does not involve questionable ethical and moral behavior unbecoming to UAMS. Many faculty members are active in community affairs and service projects, and no one has yet been told to cease or reduce participation. In several instances there have been efforts by political and community leaders in Arkansas to interfere with UAMS policies that could be construed as abridgment of academic freedom. These have been well handled by the UAMS administration, with support from the governor, without compromising the institution’s academic integrity. There have been no faculty appeals regarding freedom of inquiry and this may be considered evidence that the spirit of inquiry is quite good at UAMS. Self-study of the adherence of UAMS to Criterion One finds that this institution recognizes a clear set of purposes that define its mission. These purposes can be described in five broad areas and are explored in detail in chapter four. Our first purpose is education. Education is the primary role of UAMS. The five academic units of UAMS—the Colleges of Medicine, Nursing, Pharmacy, Health Related Professions, and the Graduate School, plus the University Hospital, the Area Health Education Centers, the Arkansas Cancer Research Center, and the Harvey and Bernice Jones Eye Institute provide a learning environment for students and faculty.The major focus of education at UAMS is on entry-level programs which prepare students to enter various practices. Specialized advanced training in defined areas is also provided



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to enable students to enter particular professional niches. Another essential portion of this mission is to provide continuing professional education to active practitioners. All colleges and departments offer life-long learning opportunities. The UAMS library serves as a resource for all health professionals by maintaining a portfolio of information services to support their needs; it is assisted in this role by outreach through the AHEC Libraries. The second purpose is research. The role of research is central to our campus. UAMS conducts both basic and clinical research in support of our educational missions. The nature of research at UAMS is diverse and includes not only multiple areas of basic biomedical interest and the treatment of disease, but a recognition of the importance of behavioral science research as it applies to patient care and health care policy. Our research emphasis is consistent with mainstream medicine. UAMS is the principal biomedical research center for the state of Arkansas. In its programs of research, UAMS supports and stimulates scholarly inquiry for both faculty and students, with the purpose of maintaining and preserving knowledge, and making discoveries that address the health needs of the state, nation, and the world.These research programs enhance the economic and educational progress of Arkansas through technology transfer and collaborative arrangements with other qualified individuals, groups, companies and institutions. The research mission involves the quest for new information, the organization of known information in new ways, and the sharing of this information with the scientific community.The third purpose is service. UAMS values its mission of service to the general welfare of the state of Arkansas. This service includes action as a partner in science and health areas to all levels of the educational systems of the state. As a leader in health care, the institution provides educational programs, consultations, and technical advice to other institutions, agencies, and local communities for the purpose of improving and maintaining the health of the citizens of Arkansas. The service mission of UAMS is fulfilled by providing comprehensive health care services to meet both the educational needs of students and the special health care needs of the state. Because it is the only academic medical center in Arkansas, a unique role of UAMS, alongside the strong commitment to primary care, is to provide services requiring highly specialized personnel and technology. These services are delivered in an interdisciplinary environment to all Arkansans regardless of their ability to pay.


A fundamental characteristic of the third purpose the sense of responsibility toward patients. UAMS exists to provide appropriate medical treatment to patients. This is an extension of our mission to educate. However, it is an element of our purpose generally accepted in Arkansas since the earliest debate about establishing this campus. It has been self-evident since Abraham Flexner’s original study that medical campuses require the aggregation of large numbers of patients in order to support the clinical elements of teaching. We have recognized and advanced the purpose of providing treatment to patients in the University Hospital of Arkansas and the affiliated clinics of UAMS. With the changing times, patients are being served through carefully crafted programs of outreach as much as at the core campus facilities. Patients are being treated not only at the University Hospital, but in our affiliated hospitals. These include the Arkansas Children’s Hospital (ACH), the Little Rock Veterans Affairs Medical Center (VAMC), the Arkansas Rehabilitation Institute, the Central Arkansas Radiation Therapy Institute (CARTI), and the Arkansas State Hospital. Additional cooperative programs are available through other hospitals and practitioners affiliated with the Area Health Education Centers (AHEC) distributed throughout the state. A further resource for patient care is still emerging—the rural hospitals associated with our Regional Programs. UAMS rises to meet the responsibility to provide health care services in a manner that ensures the long range financial viability and continued quality of its programs, while providing the most cost-effective care possible.Our fourth purpose is related to the third. In addition to our strong educational and service emphasis on primary care, we have long served as a tertiary care referral center for patients in Arkansas. We now find that our focus on developing centers of excellence has increased our tertiary referral capacity. UAMS provides specialized care for certain types of patients, not only in Arkansas, but across the nation, and even throughout the world.Fifth, UAMS accepts a purpose of educating the public about health care issues. The various outreach programs which our colleges initiated long ago are fundamental to meeting this purpose. Programs have been developed to make our educational programs accessible to students whose disadvantaged status would once have placed them outside our reach. Only by educating an increasingly diverse citizenry can we achieve our mission.Finally, although not directly part of the mission, the role of UAMS in the economic life of the community is significant. A major element of the central Arkansas economy, the salaries of a highly educated work force contribute substantially to the regional economy.


UAMS operates in a spirit of partnership with sister campuses within the University of Arkansas system and throughout the state. Our students obtain their initial higher education at other Arkansas institutions, and some take general education courses concurrently with their UAMS programs. The relationship is especially close with the University of Arkansas at Little Rock (UALR). One department of the College of Health Related Professions is joint with UALR. There are extensive research collaborations and joint activities in technology transfer. Higher education within the state and the UA system are guided by Commitment to Quality in Arkansas Higher Education, the 1988 report of the Committee on Higher Education of the Arkansas General Assembly; Rise to Excellence: Higher Education in Arkansas, a 1988 Report by the Carnegie Foundation for the Advancement of Teaching; Quality First: A Strategy for the University of Arkansas, the 1989 report to the UA Board of Trustees; and the Arkansas Higher Education Plan: 1989-1994, the official plan of the State Board of Higher Education (SBHE). The new strategic plan of the SBHE is currently being developed. All of these documents are in the Self Study resource materials, and the official Role and Scope of UAMS from the SBHE document is reproduced in Appendix D.

Development Of PurposesThe UAMS Mission Statement is coordinated with the University of Arkansas’s Mission Statement and was last revisited with modest changes by the Chancellor’s Cabinet during development of the current Six-Year Plan in 1995. The whole plan including the mission statement was presented to the Board of Trustees for approval on March 1, 1996.The mechanism for development of purposes supporting the Mission is the Six-Year Plan. The first phase of this Self-Study was a comprehensive, campus-wide planning effort recorded in the document, UAMS Six-Year Plan, 1995-2001, which is included as part of this report. This is a collection of institutional thinking on maintaining high standards, and ideas for the development of new and creative programs for the future. The process of developing each component of the Six-Year Plan allowed the various units of UAMS to state in an organized format the directions they will take to improve and update their educational, research, and service activities . The work proposed in the former Six-Year Plan was completed in 1994. The new Six-Year Plan was developed for the years 1995-2001. The individual College’s Mission statements, supporting goals, and detailed explanations for the mechanisms (“facilitating strategies”) to achieve the goals can be found in


that document. The goals set by each of the educational units are described below.

College of Medicine The mission of the College of Medicine (COM) is to provide exemplary educational and investigative opportunities in an environment enriched by scholarly activity for medical students and graduate students in the sciences basic to medicine, postdoctoral students in clinical medicine and basic sciences, and practicing physicians. This mission builds upon and supports the mission of UAMS. The College of Medicine has well-developed strategic goals and facilitating strategies in education, research, clinical care, administration, and community service that support this mission. These goals are fully outlined in the Six-Year Plan.

College of Pharmacy The Mission of the College of Pharmacy (COP), supportive of UAMS’s mission, is to provide exemplary and comprehensive pharmaceutical education. At the time the mission was developed, basic goals were developed which are still valid. In addition, long and short range goals were developed within the framework of the Six-Year Plan.The College has replaced the Bachelor of Science program with a Doctor of Pharmacy curriculum. Our first Pharm. D graduates received their degrees in May, 1993. The basic Strategic Goals in Teaching, Research, and Service supportive of and helping to define the mission are: to provide pharmacy education for students drawn primarily from the State of Arkansas; to support the practice of pharmacy in the State of Arkansas by providing qualified graduates for licensure; to support the practice of pharmacy in the State of Arkansas by offering appropriate post-graduate education; to provide continuous improvement of pharmacy education at the University of Arkansas for Medical Sciences; to serve the clinical needs of patients and practitioners through the provision of informational and consultative services; and to advance knowledge through research. These goals were developed during the transition from the baccalaureate degree in pharmacy to the Pharm. D. curriculum, and were debated and approved by the faculty.To facilitate continuous improvement in meeting the College’s main goals, as well as to respond to a changing health care environment, further complementary goals are established within a framework of the Six-Year Plan. These goals currently are: continue to monitor and expand the College’s programs; develop residency and fellowship training programs; develop increased research activity to support a Ph.D. program in



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pharmaceutical sciences; expand the College’s role in providing pharmaceutical care that improves the delivery of pharmacy services within Arkansas; develop and maintain a faculty development program that will assure qualified faculty in all necessary areas.

College of NursingThe UAMS College of Nursing is committed to scholarly excellence in: (1) undergraduate and graduate nursing education, (2) research, and (3) service to the university, the profession, and society.In meeting its educational mission the UAMS College of Nursing provides exemplary and comprehensive educational programs, based on scholarship in education and practice. The College of Nursing offers educational programs to prepare nurses for professional practice, advanced practice, teaching, and administrative roles, thereby enhancing health care for the people in Arkansas. As a leader in the preparation of nurses for advanced health care, the College of Nursing collaborates with Area Health Education Centers (AHECs), other colleges of nursing, and the health care community to provide degree and continuing education programs. The College enhances access to education in this rural, agrarian state by offering programs for nurses through distance education.In meeting its research mission the UAMS College of Nursing advances the body of nursing knowledge through scholarship and research. This community of scholars contributes to nursing science through research activities that are theory testing, theory generating, and of an applied or basic research nature. Scholarship includes the dissemination of research findings and the translation of research into practice.The service mission of the UAMS College of Nursing is accomplished through scholarly participation of faculty and students in academic, professional, and community organizations. Faculty practice as skilled clinicians, consultants, and professional experts in health care organizations and in the community. They also serve as role models for students and other nurses at the local, state, national, and international levels. The strategic goals in teaching, research, and service supportive of the mission of UAMS and the College of Nursing along with their detailed facilitating strategies are found in the Six-Year Plan as well as the 1995-1996 Master Evaluation Plan.

College of Health Related ProfessionsThe College of Health Related Professions (CHRP) mission is achieved through the varied offerings of its twelve departments: Audiology and Speech Pathology, Biomedical



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Instrumentation Technology, Cytotechnology, Dental Hygiene, Dietetics and Nutrition, Emergency Medical Sciences, Health Information Management, Medical Technology, Nuclear Medicine Technology, Radiologic Technology, Respiratory Care, and Surgical Technology. In fulfilling its education mission, the College of Health Related Professions offers education and training opportunities to prepare students of allied health professions to become professionals. These offerings are at certificate, associate, baccalaureate, and master’s levels. The College curricula coordinate the professional coursework with the arts, humanities, and basic and social sciences into a total educational experience that emphasizes life-long learning in the allied health professions. Most general education coursework is taken at partner institutions, either concurrently or prior to admission.Patient and public health education are an important part of the mission of the College of Health Related Professions. In their public service role, selected programs in the College render primary patient care services as part of their educational efforts. These services are provided by students under the supervision of the faculty. Technical advice and consultative services are available from the College to institutions, agencies, and the public throughout the state. The professional service mission of the College includes the offering of continuing education courses and career growth opportunities to practitioners to enhance teaching, administration, and professional skills, as well as assisting in the education and advising of potential allied health students in grades K-16.Research in the College of Health Related Professions involves the educational process as well as professional fields. The research mission involves the quest for new information that addresses the health and health educational needs of the state, and the sharing of this information with the scientific community.The strategic goals in teaching, research, and service supportive of the mission of UAMS and the College of Health Related Professions along with their detailed facilitating strategies are found in the Six-Year Plan. The goals are listed below.Expand multi-credentialling opportunities for practicing allied health professionals; develop allied health programs in new content areas; increase opportunities for advanced education in the allied health professions; expand delivery of and access to current allied health programs.


Graduate SchoolThe Mission of the Graduate School is to provide educational programs leading to advanced degrees in the life sciences. The Graduate School achieves its mission by focusing its efforts in several areas: Educating researchers, educators, and advanced

professionals in the health sciences. Developing new knowledge and techniques fundamental to

advances in health services and biomedical technology. Cultivating an understanding of people in the context of

health and illness. Providing initial and continuing education opportunities for

health science faculties at all institutions in the state. Offering a gateway for health science professionals and

teachers in the state into the universe of knowledge relevant to their practice at the most advanced level and at the highest standard of excellence.

The detailed supporting facilitating strategies of the following goals are detailed in the Six-Year Plan. The goals that support the Mission of the Graduate School are:Maintain a strong, independently accredited graduate school; help strengthen traditional biomedical programs; initiate several new “advanced concept programs”; Identify and build complementary relationships with other graduate schools; expand and enhance recruitment of students; strengthen programs in the social, behavioral, management, and information sciences.

Meeting the Institution’s Mission And GoalsMeeting UAMS’s mission and goals is coordinated at two major levels. First, the Chancellor’s cabinet, which meets weekly and includes the deans, vice chancellors, center directors and invited guests present their opportunities and visions and make decisions and plan for the campus as a whole. The deans also meet monthly to plan and discuss academic issues with the Vice Chancellor for Academic Affairs. Secondly, because of the different roles that each UAMS unit plays in the institution, each unit has different approaches to determining its goals and different mechanisms of assessing their successes or failures. The following is a synopsis of the methodologies each major unit used for developing goals and assessing the effectiveness of their implementation.


College of Medicine (COM)

The process by which goals were developed The goals of the COM were formulated by various committees in consultation with other faculty members and administrators. The mission statement of the COM was the determining force in the formulation of collective goals.

The processes used to include faculty staff, students, and the public Each committee consulted faculty and administrators. Medical student involvement was indirect through the various evaluation instruments the COM uses to evaluate curriculum, support services, etc. Additionally, senior students are required to complete a comprehensive Association of American Medical Colleges Exit Interview, and data generated from this document were evaluated. Medical students can approach faculty and/or administrators at any time if they have comments or questions that relate to their educational experience. Staff have input to the COM through the UAMS House of Delegates and faculty through departmental, committee, and faculty meetings. The Council of Department Chairs of the COM plays a very important executive leadership role in working with the Dean for developing final COM goals as in most policy areas, and the members provide a direct link for their faculty members. The public of the State of Arkansas have input through the legislative system and through personal suggestions and comments made to the COM senior administrators (deans).

Indicators of the degree of meeting the mission The patterns of evidence are derived both on a qualitative and quantitative basis from both internal and external evaluations. Quantitative measures include the scores of students on licensing examinations and on in-house examinations as well as their demonstrated clinical knowledge. The number of students that match in elite residency programs is a measure of quality as well. Faculty are measured by their research productivity, teaching ability, and their clinical contribution to health care. The quality of residency programs is measured by the number of residents who receive board certification in their respective specialties, and on the quality of the clinical care that they render. Patient satisfaction is important to the COM and the clinical services are evaluated on a routine basis by patients.


Circumstances under which mission and goals may be revised Many of the goals are closely related to private, state, and national funding, as well as Medicare and Medicaid payment for clinical services. The goals that have been set are based on projections derived from recent past performances and not on unpromised dollars. However, the issue of competition in the managed care environment is a key point when considering the financial well-being of COM. There is concern as to whether medical schools can compete with health maintenance organizations given the educational mission of medical schools. It takes more time to see patients and teach students and residents than to exclusively see patients.

The process of Self-Study The Self-Study of the COM was carried out by faculty members appointed by the Dean of COM and the Vice Chancellor of UAMS. Each selected faculty member was given assigned tasks that required them to communicate with other faculty members and the administration of the COM. The Self-Study utilized evaluations of students and faculty, as well as the evaluation information obtained for external accrediting bodies, such as the Liaison Committee on Medical Education (LCME). Input from other sources was requested as needed.

College accreditation COM is accredited by the LCME. The last accreditation review was in 1991-92 and resulted in full continuing accreditation for the standard period of seven years. COM and each of its residency programs are separately evaluated by the Accreditation Council for Graduate Medical Education. The continuing education programs are accredited by the ACCME. These accreditations occur in a rotating fashion. There are no expected changes in the accreditation process for COM and the next LCME review is scheduled for 1998-99.

Philosophy of COM towards achieving its mission, goals, role, and scope within UAMSCOM is committed to quality in education, patient care, medical research, and service to the community. The key word is vigilance; COM is careful not to lose sight of its mission.

College of Pharmacy (COP)

The process by which goals were developed The goals of the College of Pharmacy are particularly oriented toward supporting the profession of pharmacy in Arkansas. The first is the basic goals within the COP. Secondly, goals are developed within the frame work of the Six-Year Plan that


support the College’s major goals. The initial process for the development of these goals was a two-day retreat of faculty input, later refined through executive committee deliberation, individual faculty input, then approved by the entire faculty. These COP Six Year Plan goals were integrated with the other colleges to ensure complementarity.

The processes used to include faculty, staff, students, and the public Students have direct input to the administration and goal setting of the College through student officers. These officers sit on standing COP faculty committees including the Curriculum Committee and the Student/Faculty Affairs Committee. Monthly the Dean meets with class officers to discuss issues of interest or concern. Feedback within the profession occurs through several avenues. Most of the faculty are licensed practicing pharmacists and utilize their experiences in the provision of pharmacy services to ascertain and clarify what is important to teach and in service to the public. Additionally, 170 volunteer faculty across the state provided input. These volunteer faculty constantly interact with the core faculty in responding to needs of the public, profession, and students. Further, feedback within the profession occurs by active participation by faculty in local, state, and national pharmacy practice organizations. The Dean of the COP is a standing member of the board of the Arkansas Pharmacist Association . The College has a long standing close working relationship with this instrumental and politically active organization. Faculty input is continuous through various committee activities and an open door policy of the Dean. Goals of the COP are a topic at annual faculty retreats.

Indicators of the degree of meeting the mission The two major indicators used to assess whether the College is meeting its mission has been the graduate success rate on the national licensing exam (NBPLE) and the demand for our graduates in our state and region. Significant other methods are utilized in the self evaluation of meeting its mission. After each didactic or clerkship course, students anonymously evaluate the course, course materials, and the preceptor. This information is forwarded to the instructor, the departmental chairman, and to the Dean for review. Faculty conduct a self-review and are formally reviewed annually by the Departmental Chairman. In our continuing education programs, course evaluations and continuing education surveys are conducted.The COP has a novel and innovative Pharmaceutical Care Encounter Program (PCEP) which is supported by a grant from


the American Association of Colleges of Pharmacy (AACP) as well as the Chancellor’s office. This comprehensive examination requires the integration of pharmacologic knowledge, critical thinking skills, and an ability to effectively communicate knowledge to other health care professionals or patients. Other performance evaluations of the students by faculty are routinely used. Course grades are a simple but effective performance measure. Student evaluations are completed by practicing volunteer faculty during the clerkship phase of the curriculum.Further, the national agency that accredits Colleges of Pharmacy was very complimentary of our ability to bring innovative ideas into reality.

The process of self-study The process for the COP self-study involved formation of nine committees with three committee members on each committee. The committees formed were: goals and objectives, administration and organization, faculty and staff, curriculum, library, physical and clinical facilities, financial, student affairs, and outcomes and evaluation. Only the financial committee was chaired by an administrative faculty, the Dean of COP. The other committee members, including the chairs, were non administrative faculty. Students had input into this process via the student affairs and curriculum committees. The committee reports were brought before the entire faculty where they were discussed and approved.

College accreditation COP was reviewed by the Arkansas Department of Higher Education in October, 1993. The review committee gave a positive review which was passed on to the State Board of Higher Education. Nationally the COP is accredited to the year 2001 by the American Council of Pharmaceutical Education (ACPE), the national accrediting body for colleges of pharmacy. This 7-year accreditation is the longest ACPE grants, and constitutes full accreditation of a mature and successful program. This last accreditation occurred in 1995 after a site visit to UAMS.

Philosophy of COP towards achieving its mission, goals, role and scope within UAMSThe goals and objectives of the COP derive from the mission of the Medical Sciences campus, and are complementary to it. The mission of the COP is to provide exemplary and comprehensive pharmaceutical education. In support of its mission the College offers services consonant with the needs of patients and health practitioners in the state. It also conducts


programs of basic and applied research which will add to pharmaceutical knowledge. Faculty, students, staff, and practicing pharmacists input is a necessary, dynamic, useful, and welcome process into meeting the COP’s mission.

College of Nursing (CON)

The process by which goals were developedThe original work on the College of Nursing Six -Year Plan was completed by a committee with input from faculty. The faculty discussed progress on the six year plan at the Faculty Retreat each fall semester, and the yearly plan is voted on in a Faculty Assembly. The goals of the six year plan for the College of Nursing focus on the three missions of the University: teaching, research, and service.

The processes used to include faculty, staff, students, and the public Since the goals are broad and derived from the mission, administrators solicit input from diverse sources to form the specific objectives related to each goal. While administrators have the responsibility to generate the written objectives, they obtain input from faculty and the various committees and advisory boards of the College. Students serve on the committees, and advisory boards have community members as participants. Also, administrators seek input from employers through the evaluation mechanism (Master Evaluation Plan). The faculty review the six year plan annually at the Faculty retreat and approve the yearly outcomes in the first fall Faculty Assembly.

Indicators of the degree of meeting the mission There are an action plan and outcome measurements for each goal. The evaluation plan for the college includes the six year plan as well as the accreditation criteria for the National League of Nursing. The College of Nursing annual report reflects the annual outcomes of the six year plan, and the evaluation of the college is conducted annually during the summer. The report of this evaluation is presented to the faculty at the Fall Faculty Retreat and changes are made as desired in the yearly outcomes for the six year plan. The CON Evaluation Plan is used as the source for indicators and “patterns of evidence” for meeting the college’s mission and goals. The plan addresses both the National League for Nursing Accreditation Criteria and the Six Year Plan. For every criterion/objective a process and outcome evaluation are described. The description includes what is to be evaluated, the person responsible, the method to be used, the person(s)


receiving the results of the evaluation, and the places where the effects of the evaluation would be documented. The outcome portion of the evaluation is to determine if a predetermined standard has been met. For the annual Outcome Measures for the Six Year Plan, these standards are listed in the plan under the outcome column. The method step would indicate what data are collected. Generally, the process component of the evaluation is qualitative gathered by review of documentation by the program evaluator. Documentation includes: committee and faculty assembly minutes, catalogues, and handbooks, and end of course portfolios. Additionally, the evaluator uses focus groups as part of the process evaluation . Employers of our students are encouraged to give their perceptions of the performance of our graduates. The outcomes are evaluated quantitatively. For many of the standards the data are counts. Examples related to students include numbers of students enrolled, employed as desired, achieving specified levels in outcomes such as communication skills and passing licensure examination. Examples related to faculty include articles published, grants obtained, services performed for the community. Specific examples of qualitative and quantitative measures are found in the Evaluation Plan for the CON.

The process of self-studyThe self-study process relates both to the self-study done as part of the National League for Nursing accreditation and the annual program evaluation. The annual program evaluation is carried out each summer by the Associate Dean for Academic Programs and the Program Evaluator. They report the results to the faculty at the annual retreat and provide faculty and administration with written copies.

College accreditation The baccalaureate program of the CON is approved by the Arkansas State Board of Nursing. This five year approval was received in 1995. All degrees in the CON are accredited by the National League for Nursing. This eight year accreditation review is scheduled for the fall in 1997.

College of Health Related Professions (CHRP)

The process by which goals were developed CHRP is composed of 12 departments, each representing at least one allied health discipline. The process of goal development is focused at the department level. Accordingly, each department is charged with developing its plan in recognition of its own particular circumstances. Periodically,


as the departments proceed in this planned development process, the chairman of the department meets with the dean and associate deans of CHRP to coordinate, guide, and expedite planning. Such meetings are usually in the form of retreats and focus on the established mission statement for both CHRP and UAMS. These meetings emphasize the part of the mission statement that is to be responsive to the needs of the health care community and its patients in Arkansas. Meetings are also held at the campus level among the Chancellor and his cabinet members, during which overall priorities are reassessed and guiding principles to the plan are developed. Information from the Chancellor’s meetings are incorporated at the college level in further meetings with the dean, associate deans, and department chairmen, where final priorities are set for each department and the goals of CHRP as a whole.

The processes used to include faculty, staff, students, and the public Faculty, students, departmental chairmen, practicing professionals, and where constituted, departmental advisory committees, which usually include one lay person, are all part of goal-setting in the CHRP. The Chancellor and his advisers are involved in the decision making process for determining goals for CHRP.

Indicators of the degree of meeting the mission The quantitative and qualitative outcome measures which comprise the assessment program for CHRP include the following: admission requirements, course grades, performance measures, simulated licensure examinations, actual licensure examination results, exit interviews, and evaluation of faculty by students.

Circumstances under which mission and goals may be revised Goals will be modified should the health care environment change in a fashion that demands it. Extensive changes in resources may also cause adjustments of the plans, as might the introduction of radical new health care technology, procedures, or organization. Goals that are no longer appropriate will be discarded while others will be developed to address changing situations and needs. The college has a history of modifying its existing programs, as well as adding new programs, as needs arise.

College accreditation CHRP has undergraduate programs in ten disciplines that are accredited by state and national accrediting agencies. The last review dates for these departments range from 1991 to 1995.


The anticipated next review dates range from 1996 to 2000. In all but one program the accreditation outcome is considered essential for successful operation of the program. CHRP has recently initiated a request for accreditation of a new program in Medical Record Technology in the Department of Health Information Management through the American Health Information Management Association. The site visit is expected in November, 1996.

Graduate School

The process by which goals were developed Prior to 1996, the Graduate School was technically a branch of the Graduate School of the University of Arkansas, Fayetteville, and representatives from our campus met with the Graduate Council on that campus. Further, the Dean of the UAMS Graduate School (formerly Associate Dean of the combined graduate school) met, and continues to meet, with the graduate deans of all the universities in the state for coordination and inter-institutional planning.The Dean of the Graduate School meets regularly with an ad hoc Committee for the Coordination of Doctoral Programs in the Basic Biomedical Sciences to work on issues of joint interest, such as the development of a core curriculum. He meets periodically with the chairs of the basic biomedical science departments and with the Associate Dean for Research of the College of Medicine to explore emerging issues and, with the chair of the Graduate Council, has represented UAMS at meetings of the Graduate Research, Education, and Training group of the AAMC. He also works closely with the deans of the colleges, both within the weekly meetings of the Chancellor’s Cabinet and in monthly deans’ meetings.On the UAMS campus, the Graduate Council (formerly Graduate Committee), with representatives from each program and from the Graduate Student Association, meets on a monthly basis and has worked on a broad range of issues, including ongoing operational matters, but concentrating on structural and evaluative issues in connection with the establishment of a more vigorous governance as an independent unit. The Graduate Faculty meets twice a year.The current form of the Six-Year Plan for the Graduate School, including the formal goals statement, should be seen as a linking document, part of a fabric with the specific college-based goals for the graduate programs of their faculties. The original draft grew out of a wide variety of joint discussions in the forums given above, including review of college plans in process. The goals were originally presented to the Graduate Faculty by the Dean at a full regular faculty meeting and


further developed with the Graduate Council as part of the process of developing the charter, statement of organization, and by-laws for the UAMS Graduate School. All of these documents were approved by the Graduate Faculty, the UAMS Board of Trustees, and the State Board of Higher Education. The draft of the specific Graduate School section of the Six-Year Plan was also widely circulated and finally reviewed in the Chancellor’s Cabinet during the process of final development of the Plan.

Indicators of the degree of meeting the mission The Graduate Council has an active Assessment Committee, which is currently in the process of final revision of an ongoing process of program evaluation, which will be a basic element of tracking the plan. College-specific activities and the other campus-wide and state-wide activities discussed above will also continue. Previously, the graduate program assessment fell under the evaluation structure at UAF, as well as under the evaluative structures of the individual colleges.

The process of self-study Self-study of the graduate programs began within the College framework concurrently with the ongoing activities discussed above. (The process by which certain of the programs carried out self-studies three years ago to address issues of low degree productivity. These self-studies involved data collection and analysis by faculty committees in the affected departments. As a part of the regular Existing Program Review procedure of the Arkansas Department of Higher Education, all doctoral programs performed an extensive self-study this past year. The resulting document was reviewed by an outside panel, and that panel’s report, as well as the program self-study reports, is available in the Resource Room.

College accreditation There is no specialized accreditation of the basic biomedical science graduate programs, which fell under the purview of the NCA review of the University of Arkansas, Fayetteville, in1986, but are now under the general accreditation of UAMS. The master’s programs in Nursing Science and Audiology and Speech Pathology do have specialized accreditation by the appropriate bodies.

Philosophy of the Graduate School towards achieving its mission, goals, role and scope within UAMSThe Graduate School of UAMS functions on a primary foundation of programs developed by faculty with primary appointments, facilities, and budgets integrated into the four


colleges. Accordingly, much of the principal planning, goal development, and operational coordination occurs within the college framework. The Graduate Faculty, its Graduate Council, and the Dean of the Graduate School work together for broad issues transcending those of the individual programs, and for operational matters of quality assurance, comparability of programs, and mutual facilitation.

Publications And External Relations Of UAMSAs part of this self-study, the committee reviewed many of the various publications of the campus; a catalog of these materials is in Appendix F, and the materials themselves are available in the Resource Room. Publications may arise from a variety of sources. Catalogs, student recruitment materials, and student handbooks are issued by each college and by the Graduate School. The Faculty Handbook is the responsibility of the Academic Senate and is periodically updated by a committee of that body. The last revision was released in February, 1996. Various manuals, campus newsletters and outreach publications to the public, friends, and alumni may issue from departments or from Institutional Advancement or Clinical Programs marketing.The Institutional Advancement (IA) division is responsible for UAMS external media relations regarding academic programs and research activities, seeks funds for institutional development, and coordinates some alumni activities. They publish Update, the Journal, materials for fund development, the Economic Impact report, etc. The colleges have further specific alumni relations activities, which in some cases are quite vigorous. For example, the Caduceus Club, the alumni association of COM, has received national recognition.Traditionally, the University Hospital was viewed as the indigent care hospital for the state. Over the last 10-15 years, there has been very vigorous development of private practice, centers of excellence, etc., and Clinical Programs (the University Hospital and associated clinics) has mounted a marketing campaign for the UAMS Medical Center, in order to build a statewide perception of UAMS MC as the premier resource in the state for advanced healthcare. This activity has been managed by the Director of Marketing for Clinical Programs, who coordinates activities with IA. Consult, Housecall, Directions, Referring Physicians Directory, and many of the other publications promoting clinical programs come out of that office, and media relations dealing specifically with patient care issues are also handled there. Some clinical areas, such as the Cancer Center and the Eye Institute, have developed some capacity for their own fund raising, generally well-coordinated with IA and UAMS Medical Center Marketing.


Thus, although one might perceive that in our publications we emphasize clinical activities rather than other aspects of the mission, there is a complete array of publications appropriate to an institution of our type and reflective of our comprehensive mission. The successful marketing activities with respect to clinical programs are a great strength of the campus, directly supporting our growth and yielding great benefit to education and research. There is an ongoing need for careful coordination of the various publication and external relations activities, and to consider strengthening the balance of the UAMS publications program.Outreach to the public is also strengthened by the sponsorship of KUAR and KLRE, local public radio stations, jointly with UALR. Very positive feedback has been received in the year since this sponsorship began, particularly with respect to a UAMS-created daily program intercalated in “Morning Edition,” “Here’s to Your Health,” featuring UAMS faculty from all colleges. Clinical Programs sponsors a weekly physician advice show on KARN and a weekly medical segment featuring UAMS is televised on KATV. They also provide health information through a statewide grant program with the Arkansas Broadcasters Association. Various UAMS units also have health education campaigns. For example, the Arkansas Cancer Research Center has an active “Witness” program in the Mississippi River Delta, to promote breast self-examination, CHRP researchers have worked jointly with the Cooperative Extension Service for nutrition awareness in the schools, and Clinical Programs have sponsored state-wide interactive compressed video conferences for the public in areas such as diabetes.

SummaryAs indicated via published institutional, college and program mission statements, plus periodically revised six year plans, the University of Arkansas for Medical Sciences has clear and publicly-stated purposes, consistent with its mission and appropriate to a post-secondary institution. The process by which the UAMS missions, goals, and objectives are developed and revised is a dynamic responsive process that is measurable and controlled under the direction of competent managers with broad input from faculty, staff , students, patients, and public. This process for consistency in mission while being responsive to changing environmental factors is in place to provide excellent educational opportunities, to provide stimulating basic and clinical research, and to provide comprehensive health care services.It is certain than in the coming years the mixture of constituents comprising UAMS will change, for everything



Get text here - check out grad sch in Chapt 3; work with BDL

changes. The present colleges which exist at UAMS have evolved over 160 years to meet the health needs of Arkansas. To continue to withstand the trials of these changing times, UAMS must be strong, yet flexible, with an indomitable spirit to meet the challenge. The clear mission that drives this university will provide direction and stability as we move into the next millennium.

Criterion One Strengths identified in Self-Study The University of Arkansas for Medical Sciences has a clear

view of its mission. Each College has well developed and focused goals that are supportive of their respective mission statements. The colleges and supporting units goals are all coordinated at the campus level (Chancellors Cabinet) to promote unity of mission.

Central to the mission of UAMS and one of our great strengths is the commitment to excellence in teaching. As the centerpiece to the mission, teaching is supported by the faculty’s service and scholarly activity. Each College has mechanisms in place to evaluate faculty’s teaching ability, effectiveness, and course organization. Teaching excellence is reflected in performance evaluations, faculty awards and student performance on a national level.

In fulfilling our mission of educating health care providers in the state of Arkansas we involve constituencies from all areas of the state. This is accomplished by admissions from geographically diverse points in the state. Further continuing education and distance learning efforts are all aimed at retooling the professionals in their respective fields from the various geographical locations.

UAMS makes its presence known within the State. UAMS is well respected by the legislature, the public, the student population and practicing health care professionals. This is further evidenced by strong faculty and student involvement in the professional organizations as well as a reputation for excellence in specialized practice areas.

The College of Medicine admits students who on average have substantially lower MCAT scores than what is seen nationally. However, through a strong commitment to teaching and equally strong work by the students, the students quickly make up the difference and compete on solid ground thereafter. The College of Pharmacy also excels in its teaching efforts based on the results of Pharmacy’s national licensing board (NBPLE) Further, the College of Nursing pass/fail rate in recent years on national certification is higher than the state average and on par nationally. Finally, the graduates of many programs in the College of Health Related Professions score at very high


national rankings, on both pass rates and on total scores achieved, on their respective licensing, registry, or certification examinations.

Opportunities for Improvement Identified in Self-Study The university could benefit from an aggressive, coherent,

integrated publications program, directed at the full mission range, including building increased public awareness of, and career interest in the strength and diversity of its educational and research programs. A proposed policy emphasizing employee, student, faculty, and client diversity should be a continuing emphasis.

There are considerable differences in the extent to which the various units of UAMS produce health educational materials for the general population. While it is recognized that some medical or health-related specialties readily lend themselves to educating the general public about specific diseases or syndromes, the Criterion One Committee recommends that all colleges, departments, and service units consider expanding their missions in health education of the public where appropriate and in the context of the UAMS mission. This would strengthen the ties of UAMS to the community and help fulfill the institutional mission of letting the public know that UAMS is here to provide exemplary and comprehensive education and training programs for health professions, to offer health and medical services to meet the needs of our patients in the state and region, and to conduct programs of research in human health and disease. It is further recommended that UAMS develop an advertising campaign to make the general public more aware of the UAMS home page. This would be very advantageous to rural areas of the State especially with the developing Internet use in primary and secondary education

Graduate student recruitment needs increased publication and marketing efforts, and medical residency programs might benefit from a strengthened, integrated housestaff recruitment publication program.

Although dramatic increases have been made in basic sciences research, the momentum must be maintained to bring UAMS to its full research potential. The graduate program underpinning UAMS research efforts must be further nurtured and supported.

In the research realm more statistical and research design support for faculty and students is essential.


BLINDLEY, 10/08/15,

BLINDLEY, 10/08/15,

Chapter 3 : Platforms: resources and infrastructureCriterion Two: “The institution has effectively organized the human, financial, and physical resources necessary to accomplish its purposes.”

IntroductionThis chapter presents information about the human and material resources of UAMS. It describes UAMS’ students, faculty, administration, finances, physical resources, and academic resources. Its sections highlight changes in the last ten years and current resource-related issues.

Administration

Trustees The University of Arkansas traces its origins to an act of the legislature in 1871, establishing a land grant “Arkansas Industrial University”. The Arkansas Constitution was amended in 1943 to clarify and define the role of the Board of Trustees. This constitutional protection stands as an important guarantee of the independence of the University.The University of Arkansas Board of Trustees is the institution’s principal governing body. The ten Trustees are appointed by the Governor, for staggered ten year terms with the consent of the Senate, with one member appointed from each congressional district, and the balance alumni from the state at large. The trustees oversee the University of Arkansas system, select the president, evaluate the president’s performance, and set or review and approve major system and institutional policies. The Board Policy Manual outlines the role of campus governance for the members of the system, including scope and purpose, authority, and responsibility for the areas of admissions requirements, curriculum and courses, degrees and requirements for degrees, calendars and schedules, academic honors, and student affairs. Portions of this manual are reproduced in the Faculty Handbook, and the complete manual is available in the Library, Chancellor’s and deans’ offices, and the Resource Room.The Board of Trustees, the current membership of which is given in Appendix A, meets at six regular meetings each year, as well as on special occasions as required. Meetings are open to the press and to the public. Regular meetings are rotated through the campuses, and the Board meets on the UAMS campus at least once a year.


Standing committees of the Board include Buildings and Grounds; Fiscal Affairs; Legal, Legislative, and Audit; Personnel; the University Hospital-Board of Trustees Joint Committee; and others as specified in the Policy Manual. The University Hospital-Board of Trustees Joint Committee plays an especially important role with respect to clinical operations, where the growth, complexity, and competitive environment that exists today have placed extra demands on this body, and they have responded with interest and diligence.The Board members are deeply committed to the University, keeping well-informed on affairs of the campuses and on issues in public higher education. They have a healthy respect for academic traditions, as well as pride in the accomplishments of the faculty and students. Their firm and reasoned guidance helps to build a supportive atmosphere, in which the campuses feel both enabled and accountable.The University of Arkansas Foundation is managed by an Executive Director, whose office is in Fayetteville. The Foundation provides the non-profit corporate framework and fiduciary responsibilities for charitable and philanthropic contributions to the University; it does not contract for research or sponsored activities. All expenditures from funds for the purposes of UAMS must be authorized by the Chancellor. The UAMS Foundation Fund, organized under the University of Arkansas Foundation, has an active Board, which is very supportive of UAMS. There is also a coordinated Arkansas Cancer Research Center Foundation Fund Board, similarly valuable to UAMS.

The State Board of Higher EducationHigher education in Arkansas is coordinated by the State Board of Higher Education (SBHE), appointed by the Governor, supported by the staff of the Arkansas Department of Higher Education (ADHE). ADHE collects statistical data on the operation of all public post-secondary institutions in the state, manages the study of proposals for new programs or changes in organization, makes biennial budget recommendations to the Governor and legislature, and in other ways works to promote an accountable and effective system for the state. The SBHE has statutory authority to review and approve all new instructional, research, and service programs and organizational units of the public institutions of higher education in Arkansas.

University of Arkansas SystemThe President is the Chief Executive Officer of the University of Arkansas System, which includes seven individual campuses, the Division of Agriculture, and the Arkansas Archeological


Survey. The President is appointed by and is responsible to the Board of Trustees. Subject to the direction and control of the Board of Trustees and the laws applicable to the University, the President is responsible for the management of the affairs and execution of the policies of the University of Arkansas and all its campuses, divisions, and units of administration. Each campus has a chancellor as its chief executive officer, and the state funds are appropriated directly to the campuses.The President and his staff now have headquarters in Little Rock, about one mile from the UAMS campus. However, there is a plan to move to the Cammack Campus Complex a few miles away, where the President’s residence is already complete. The System office includes the President; Vice Presidents for Agriculture, Finance and Administration, and University Relations and Public Service; the General Counsel and associates; the Internal Audit Department; the Fringe Benefits Section; and support staff. The President meets regularly with the Chancellors as a cabinet and in other formats as required. With the proximity of UAMS to the System office, communications at all levels are easy, open, and frequent.The General Counsel and his associates handle legal matters relating to policy, contracts, and personnel for all the campuses. The work load for this office has increased with the growth and complexity of campus programs, and it has become difficult for them to provide a timely response. However, the quality of the office is high, and the relations with faculty and administrators on the UAMS campus good. Some shift of contractual authority for routine matters and some other types of restructuring might be advantageous to the campuses without diminishing the appropriate oversight from the President’s office.The current President, B. Alan Sugg, has been in office since 1990.

UAMS AdministrationThe Chancellor, Harry P. Ward, M.D., has been the chief executive officer of the campus since 1979. The deans of the four colleges report directly to the Chancellor, as do Vice Chancellors with responsibility for the areas of administration and fiscal affairs, academic affairs and sponsored research, regional programs, clinical contracts, and institutional advancement. The Executive Director of Clinical Programs and the Directors of the Arkansas Cancer Research Center, the Jones Eye Institute, the Center on Aging, Human Relations, and Campus Operations also report directly to the Chancellor. The organization chart is in the Faculty Handbook and is reproduced in Appendix D.


The Chancellor’s Cabinet consists of the above persons and advises the Chancellor on policies and procedures affecting UAMS units and keeps him apprised of appropriate campus matters. The Cabinet meets weekly and is an active group for the exchange of information, the review of major proposals for change, and the coordination of campus policy. The effective operation of this leadership group is a principal factor in the adaptability and success of the programs.The Campus Assembly of UAMS provides a broad base for campus governance through the participation of students, faculty, and staff and is described in the Faculty Handbook. The Assembly is composed of two deliberative bodies, the Academic Senate and the House of Delegates. The Academic Senate is composed of all faculty plus the President of the Associated Student Government. Administrative responsibilities are delegated to the Academic Senate Council. Although there is some faculty representation in the House of Delegates, that body primarily represents the remaining classified employees and staff on campus. This includes the areas of executive, administration, management, professional non-faculty, skilled crafts, service and maintenance, technical, and clerical. The roles of participants and functions of the assembly and standing committees are outlined in the bylaws.The Academic Senate is the legislative body responsible for developing educational policies and programs on the UAMS campus. However, the Constitution of the Campus Assembly, approved by Board Policy, specifically reserves to the individual colleges responsibilities for formulation of curricula, new programs, and admission requirements. As a consequence, the greatest vigor of faculty participation is within their respective colleges. The Academic Senate meets regularly and has active committees on fringe benefits, honors, and other specific issues, such as the maintenance and production of the Faculty Handbook. Its role in inter-college programs was demonstrated by its function as the official decision body for the independence of the Graduate School.

FacultyNumbers of faculty have increased steadily since 1986. The net growth in faculty has been over 50%. The total number of faculty at UAMS in 1995 was 800. The faculty included 320 tenured faculty, 294 faculty on a tenure track, and 176 faculty on a non-tenure track. Of the total, 260 have graduate faculty status.Over 40% of the faculty are tenured with an additional 37% being tenure eligible. Appropriate promotion and tenure policies are defined in the Faculty Handbook and also in each college’s handbook. Turnover in faculty has produced


outstanding recruiting efforts to preserve quality standards and to add new skill and insight. The faculty at UAMS is distinguished by the inclusion of nationally and internationally recognized scholars in many areas. This has contributed to the development of especially prominent clinical programs in such areas as cancer treatment and bone marrow transplants, and strong research in health services, alcoholism and drug abuse, cancer, aging, and neuroscience. The small number of minority faculty members remains a concern. The Office of Human Relations in 1986 listed 438 total faculty with 92% of faculty members being white. In the past ten years the number of minority faculty has tripled with an increase in total faculty of about 55%. The number of women faculty has more than doubled in the last ten years while the total number of overall minority faculty has grown from 27 to 90. UAMS is pleased with the increase in minority faculty, while understanding that there remains a great deal to be done. Part of the ongoing efforts involve the Office of Human Relations and the Affirmative Action Five Year Plan. This is a compendium of plans from the colleges which seek to create a more diverse faculty and student population by aggressive recruiting efforts.This progress has been the result of strong efforts by the deans of the various colleges who placed emphasis on affirmative action programs and appreciation of diversity. Another example of UAMS’ ongoing efforts to increase diversity is the formation of the Cultural Diversity Program and the attendance of senior administrators at a cultural diversity seminar. UAMS feels that it is generally competitive in regional and national averages in faculty compensation when compared with similar regional and national institutions. All deans pay careful attention to surveys specific to their school types. Some examples of evidence to support this can be found in the “Report on Medical School Faculty Salaries” published by the Association of American Medical Colleges, American Association of Pharmacy Colleges, and the American Association of Colleges of Nursing Publication. There are specific areas in which salaries are a problem at UAMS. For example, practice incomes for nurse practitioners are higher than academic positions and have made it difficult for UAMS to compete. State guidelines set maximum salaries for academic positions. Exceptions are allowed for physician faculty, whose salaries may be supplemented above the “line item maximum” from clinical income, and for exceptionally qualified faculty. Up to ten percent of the faculty may be paid up to twenty-five percent above the line item maximum in cases of exceptional qualifications, individually reviewed by the Board of Trustees. This flexibility has allowed UAMS to be generally competitive.


The fringe benefit program is very good. One recurring issue on the campus has resulted from the practice within the College of Medicine of providing additional fringe benefits for many faculty. This major difference is principally in the form of health benefits, from income to the practice plan. This practice is perceived by some faculty of other colleges as creating an unfair differential. There have been many discussions of this differential without resolution. Each academic division has an annual faculty review process. This annual review applies to both tenured and non-tenured faculty and includes an annual report and self-evaluation, peer evaluations, student evaluations of teaching, and the department chair’s evaluation of the faculty member’s performance. This review is required by state law, and a biennial report regarding the process must be filed with the Arkansas Department of Higher Education. The Colleges of Pharmacy and Nursing are in the process of reassessing their appointment, promotion, and tenure guidelines. COP is determining the need for a non-tenure track. CON is making plans for reassessing priorities within faculty for research, service, or teaching as a major focus. All colleges have funds available for faculty development, sabbaticals, and off campus training. To ensure continuing excellence, each college also has a discipline specific faculty development program, and a faculty governance process which ensures faculty involvement in the College’s activities.

College of MedicineFaculty in the COM concentrate on education, patient care, and the supervision of medical students and resident physicians in a network of affiliated hospitals and clinics. These include the Arkansas Children’s Hospital (ACH), Veteran Affairs Medical Center (VAMC), Arkansas Rehabilitation Institute, Central Arkansas Radiation Therapy Institute (CARTI), the Arkansas State Hospital, and the Area Health Education Centers (AHEC). The faculty in the COM hold appropriate terminal degrees and certifications necessary to facilitate exemplary educational opportunities. There were 667 full time faculty in 1995. Of the full time faculty 70% are men and 30% are women. The faculty of COM has a minority faculty percentage of about 2%. In addition more than 1,000 practicing physicians throughout Arkansas serve as voluntary faculty.All professional income of faculty in the College of Medicine is collected through the Medical College Physicians Group or corresponding bodies for pediatricians at Arkansas Childrens Hospital and faculty at the AHECs. A small portion of this income is managed by the Dean of the College of Medicine for program development. This structure has proved beneficial in


providing a base for further development of a clinical enterprise.

College of PharmacyFaculty in the College of Pharmacy nurture an environment of excellence in the pharmaceutical and biomedical sciences. Through sound teaching methods, they demonstrate concern for the communication and acquisition of new knowledge, and encourage the pursuit of new knowledge through research and study. As a service to the citizens of the state, COP maintains the Arkansas Poison and Drug Information Center which is a major source of emergency drug information for Arkansas’ clinical practitioners and citizens. The faculty in the COP hold appropriate terminal degrees and certifications to provide an outstanding arena for pharmaceutical education. The College of Pharmacy has 58 faculty where 71% are men, 29% women, and 7% minority.

College of NursingFaculty in the CON concentrate on a commitment to scholarly excellence in undergraduate and graduate nursing education, research, and service to the university, profession, and society. The faculty in the College of Nursing hold the appropriate terminal degrees and certifications to provide excellent educational and innovative research opportunities. There are 38 full time faculty in the College of Nursing. Of this faculty 8% are men, 92% are women, and 5% minority. Although adjunct faculty are available, the College of Nursing has noted in the Six-Year Plan that they have insufficient faculty. More faculty are needed to handle large numbers of qualified applicants seeking admission to its educational programs, as well as insufficient nurse faculty in the outreach AHEC sites.In contrast to the other colleges, many of the nursing faculty are on academic year (rather than twelve-month) appointments.

College of Health Related ProfessionsThe faculty in CHRP offer educational opportunities in a wide array of programs. Twelve departments offer specific educational programs. CHRP enjoys many affiliations with diverse organizations that enhance the educational and research opportunities available. The faculty in CHRP hold appropriate degrees and certifications necessary to create a superb educational and research environment. There are 37 full-time faculty in CHRP, with 30% men, 70% women and a minority of 3%. CHRP also has a strong cadre of


clinical adjunct faculty and preceptors who provide additional educational expertise.

Graduate SchoolThe faculty of the Graduate School at UAMS hold various appointments in the other colleges; none are appointed separately in the Graduate School. The faculty are committed to providing quality education with a current curriculum that addresses the needs of a competitive marketplace. Graduate appointments are held by 260 faculty members. Election to the Graduate Faculty entails a careful review of credentials by the Graduate Council. Qualifications are established in the bylaws of the Graduate School.

StudentsStudents accepted into all colleges at UAMS must apply for admission and go through a rigorous selection process. There are usually many more applicants than can be admitted to the colleges, since space available is limited in part by facilities used to provide clinical educational experiences. Class size limitations vary among the colleges and are based on guidelines set by specialized accreditations, legislative mandates, and the employment picture for health care professionals. There are some small enrollment programs, particularly within the College of Health Professions, but these represent professions in which UAMS provides the only educational program of that kind in the state. While the quantity of applicants to all colleges is at present more than sufficient, the applicant pool size tends to fluctuate based on the demand for health care professionals in the marketplace. Consequently, this affects the overall quality of the applicant pool. This problem appeared troublesome ten years ago, when national interest in medical school was dropping rapidly. However, competition for admission in almost every program is now quite high. State law requires preference for Arkansas residents in most programs, and historically secondary and college preparation in the state has been uneven or weak. Therefore, with student selection based in part on residency, the overall quality of the students has at times been less than optimal. It is a testament to the faculty and educational level of UAMS that these students prepared in state colleges which exhibit real curricular weaknesses perform at or above the norm in national licensing exams.As is the case with many other colleges and universities around the country, the demographics of the student population have changed over the last several years. In general students are older, more likely to have family responsibilities, and often must work while in school. Consequently, issues of student life


such as recreational facilities and housing are different from those of general campuses. The diversity of the student population has gradually changed over time with many more women being accepted into programs that have traditionally been male dominated, such as pharmacy and medicine. Males have made similar inroads in previously female dominated programs such as nursing.Each college regularly evaluates its admission process and reports to the Arkansas State Board of Higher Education and to its specialized accreditation board the outcome of graduate success. Many of the programs enjoy higher than average pass rates on national certifying or licensing boards and successful employment within the profession. These and other outcomes as reviewed in Assessment of Student Academic Achievement have been instrumental in improving, updating, and revising curricula and program objectives for each of the colleges. Therefore, the quality and quantity of graduating students is sufficient to allow UAMS to fulfill its mission of providing well qualified health professionals to the state of Arkansas.

College of MedicineThere are 566 students enrolled in the COM. Applications to the COM in the fall of 1995 were 902 with 400 of these being in-state. There is strong competition for the 150 positions in each entering class. The undergraduate grade point average for accepted applicants was 3.52 on a 4.00 scale. This was very much in line with the national average of 3.51. Average scores on the MCAT were 9.1, 8.4, and 8.8 respectively, in verbal reasoning, physical sciences, and biological sciences. This was approximately one-half standard deviation below the national norm. Women constitute 39% of the entering class, with minorities making up 16%. The retention of black and other minority students enrolled in COM remains a high priority. There are efforts to improve the recruiting of minority applicants by the COM. These are examined further in Chapter 6.

College of PharmacyThere are 303 students enrolled in COP. This is a 50% increase in the student population from 1986. This increase is due both to an increase in class size and to the addition of a fourth year of study to the curriculum. There is strong competition for the 75 slots in each new student class. The COP changed from a BS Program in 1989 to the Doctor of Pharmacy degree. The first Pharm.D. class was graduated in 1993. The PCAT admissions scores for the entering class were at the 75th percentile when compared with other schools of Pharmacy in our region. The national failure rate on the national


licensing exam (NBPLE) is 12-13%. The failure rate for our COP students have always been significantly lower than the national average. COP students went five years without a single failure; and there has never been a COP student who did not pass on their second attempt.Women constitute 64% of the COP student population with minorities making up about 6% of the total student population. Aggressive recruiting efforts continue within COP for qualified applicants. These recruiting efforts are made in part by the Associate Director of Student Affairs. About 25% of the students have bachelor’s degrees at entry—this is higher than the national average of 20%.

College of NursingThere are 186 undergraduate and 164 graduate students in the College of Nursing. Undergraduate admissions to the College of Nursing are slightly lower than in 1986. This decline in enrollment is due to the decreased demand of the work force and agencies being unwilling to give working RN’s the time off to go to school. These enrollment figures have followed the national trend and have been influenced by changes in the health care system. The average GPA for entering Juniors in 1995 was 3.36. There is not a national average to use as a comparison. CON students’ pass rate on national licensing exams is slightly lower than the national average. These scores have followed the decline in (NCLEX) National Council Licensing Examination scores nationally. However, there has been a marked increase in each of the last three classes. Women constitute about 88% of the student population, men 6%, and minorities 6%. Programs to improve performance by CON students on clinical competency and national licensing exams are well underway along with several curricular changes to enhance performance.

College of Health Related ProfessionsThere are 380 students (Fall, 1996 head count) enrolled in CHRP. Enrollment in CHRP has more than doubled since 1986. Anticipating a greater demand for allied health professionals has spurred this growth. Women constitute about 74% of the student population, men 9%, and minorities 17% . Students of CHRP have consistently surpassed national averages on national licensing exams.

Graduate SchoolThere are 412 students enrolled in the Graduate School, which represents an increase of almost 50% from 1986. There are 18 programs within the Graduate School offering graduate and


doctoral degrees in the biological sciences and advanced health professions. Competition varies among the programs, being very intense in nursing and audiology and speech pathology, and less intense in the research-oriented programs. As part of a national trend there is a limited pool of applicants available for these programs. Development of stronger recruiting strategies is a priority of the Graduate Council. Minority student enrollment is good in some programs, but needs substantial improvement in nursing and in basic medical sciences. Nationally, there is a severe shortage of qualified minority applicants to basic medical science graduate programs. One reason has been the growth of opportunities in medicine and the lack of a corresponding growth in numbers and capability at the earlier educational levels. UAMS faculty have a special commitment to try to improve the pipeline.

Student Services

Student Activities and HousingUAMS provides a variety of student services, coordinated in part by the Student Activities and Housing Office (SAHO). The office is located in the Jeff Banks Student Union, which is part of the student dormitory. Student activities that are coordinated by the SAHO include commencement exercises, advising the Associated Student Government (ASG) Council, assisting with intramural sports, advising for the Caduceus yearbook, and advising for the Medico monthly newspaper. The SAHO also coordinates the Residence Hall Council, the purpose of which is to promote programs and activities for students living in the dormitory. The SAHO also administers the student health insurance program, seeking input from the ASG to select the carrier, advertise the program, and collect information for each of the colleges.The center of UAMS housing is the Jeff Banks Student Union (JBSU). JBSU has approximately 229 rooms for student housing, space for emergency overnight stays for staff, and visiting individuals on campus. The housing facility is approximately 37 years old and has a number of limitations. It includes a computer lab, dedicated to students, with eight microcomputers and a laser printer. Educational programs, as well as word-processing and e-mail and Internet access are available in this lab.There is no student activity center available on campus, but recreational facilities are available at subsidized rates at the Little Rock War Memorial Fitness Center, adjacent to the campus, and at the UALR Donaghey Fitness Center. Jeff Banks Student Dormitory has some facilities for student recreation, although these are limited. There is no proper


student center. Further dormitory problems include deficient recreation facilities, inadequate heating and cooling systems, and a restricted loading and unloading area. There are plans underway to assess the feasibility of providing repairs or additions to JBSU. Assessment of the housing population shows that the majority of students live off campus, and that over 66% of our student population is older than 25. Therefore, issues of campus life are different as compared to a general campus.UAMS has recently hired a new Director of Student Activities and Housing, who has re-organized the staff and initiated a number of improvements. This office now shows promise of a more imaginative and flexible approach to developing the student environment and should be encouraged and supported.Further issues relating to the student services environment are discussed in Chapter 4.

Financial AidUAMS participates in a wide range of state and federal financial aid programs through two financial aid offices on campus. The College of Medicine Financial Aid Office is under the direction of the Dean of the College of Medicine and serves medical students through a location in the college. All other students are served through the UAMS Financial Aid Office located in the Jeff Bank Student Union. This office is under the direction of the Vice Chancellor for Academic Affairs. There is a cordial working relationship between both offices. In most cases a financial aid package that will meet the cost of attendance is provided to all applicants. Both offices can readily provide information on budgets, consumer information, regulatory compliance, and the types and amounts of aid awarded. A major concern in the financial aid area is the heavy debt load of graduates and the increasing reliance on loans without interest subsidies during the time of the student’s enrollment.Student financial aid programs are designed to remove or ease the financial barriers to education. UAMS has two separate financial aid offices. One is located in the College of Medicine specifically for medical students; and the other is under the direction of the Vice Chancellor for Academic Affairs. Students at UAMS are eligible for the full range of financial aid opportunities including federal and state grants, loans, and employment under federal work study. Financial aid officers are available to assist students in completing the appropriate applications which are available in the financial aid offices. An outline of financial aid resources is published in all college catalogs, including any special


scholarships available only through an individual college or profession.

Student Health ServicesStudent/Employee Health Services (SEHS) is located in the Family Medical Center on campus and provides a limited number of health services. Students who have chosen a Family Practice Physician as their preferred provider have access to all services in the Family Medical Center. In addition to medical services, other health services available to students include dental hygiene, pharmacy discounts, limited psychiatric services, and speech, language, and hearing services. Student health services have been a problematic area for the campus, partly because of communications problems and varying perceptions. SEHS has conducted a user survey. Some major goals identified as essential to the success of SEHS were: more convenient hours of service, a need for uniformity of service among the schools, more preventive services, and a more widespread dissemination of services available. The formal organization SEHS views its mission as providing health screening and limited preventive services to students and employees (see descriptions in student handbooks). It has not been staffed or funded to provide acute care services along the model of the traditional college infirmary. It is managed by and located in the Department of Family Medicine, which does accept students as patients in its outpatient clinic. This has led to some confusion as to whether services were to be provided by SEHS. For acute care and most regular medical services, students are expected to make their own arrangements, as independent, often young, adults. However, the college student affairs office gives the students advice, and most services provided by UAMS providers are discounted to insurance. Further, UAMS physicians’ services to medical students are reimbursed by the practice plan for the difference between insurance and the standard collection rate. However, students often have trouble identifying low-cost, available care. There is a sense on campus that we should provide an environment better than that prevailing in the country, rather than one which has all the typical problems faced by young adults.All students are required to provide proof of medical insurance, and a low-cost plan (about $500/year) is provided by a carrier selected by a student committee. This plan is generally considered to provide too low a level of coverage, and discussions are underway to determine how the cost of a better plan might be borne—students are generally reluctant to accept higher premiums.


Mental health services are a further issue, especially because of confidentiality concerns for health professions students. The College of Medicine has provided from its own funds a psychiatrist-staffed service, and some other measures are available in the other colleges. The student affairs offices state a keen desire to identify funding to improve mental health services for all students.An ad hoc group has been gathered by the Vice Chancellor for Academic Affairs to clarify the issues and address possible solutions in this area, and with the recent arrival of the new Director of Student Activities and Housing some further progress is anticipated.

Student GovernanceRepresentation on the Associated Student Government (ASG) includes students from all five colleges with four officers elected by the entire student body. In addition to the student health insurance program, the ASG makes recommendations about campus policy that affects student life at UAMS. ASG members sit on various recruitment committees for several campus administrators and was represented on the NCA Steering Committee by the President of the ASG.Each college also has its own active student government.

Institutional Support

LibraryThe UAMS Library is a key academic support service. The Library’s electronic information systems have expanded significantly since 1986. The OVID system, which provides access to MEDLINE and seven other journal citation databases, was installed in 1991. Although the OVID system initially provided users with good remote access via modem, local area network (LAN) connections, and the Internet, the hardware is now showing the wear and tear of five years of heavy use. Although LAN access is strong, modem and Internet access are increasingly unreliable. The Library is exploring options with the vendor for an alternative platform and expects to complete that migration in 1997. The Library’s online catalog system, installed in 1986 and upgraded in 1992, lacks the functionality of a truly integrated library system, offers no graphical user interface, and falls short of Z39.50 information industry standards for connectivity with the library’s other systems. With the recent approval of funding by the Chancellor for an upgraded system, however, the Library will be able to move forward with implementation of a new integrated library system.


The Library’s Learning Resources Center has expanded into a facility with over fifty computer workstations, numerous interactive video-disc workstations, a local area network which provides LAN to LAN access for campus users, and the beginnings of remote access via modem and Internet. The Library’s World Wide Web page(http://www.library.uams.edu), created in 1996, provides users with information about the library’s services and links to the online catalog and health sciences Internet resources. The Library intends to use the home page as the platform of choice for an integrated approach to its information services. As the campus has become increasingly distributed geographically and distance learning programs have begun to expand, remote access to the Library’s information systems has become critical. With the establishment of the Library’s home page, funding for a new integrated library system, the commitment to strengthen OVID, and the LRC’s remote access plans, the Library is very well positioned to continue its move towards a truly integrated approach to the provision of remote access to its resources.Although the Library’s collections have continued to grow and strengthen since 1986, the rapid expansion of research activity and the introduction of new educational programs such as the College of Nursing doctoral program are placing new demands on the collection. These demands coupled with the continuing problem of journal subscription price inflation and the need to expand the Library’s electronic information resources have forced the Library to leverage its limited collection budget creatively. A new budget line for “leased subscriptions” has been created to acknowledge the ongoing importance of the electronic portion of the collection. In 1993, the Library’s Collection Development Committee initiated an ongoing journal usage survey. Data from this survey, faculty purchase recommendations and interlibrary loan request data are used to guide selection of new titles and cancellation of unused titles. The Library’s Interlibrary Loan/Document Delivery division has begun to use commercial document delivery vendors more frequently and plans to explore ways to link campus users directly with these vendors via the Library’s WWW home page. The Library recently initiated a subscription to the Journal of Biological Chemistry Online, a WWW-based electronic journal. The Library will use its home page as the access point to this journal and anticipates that this trend by journal publishers will continue.The Library’s staff has shifted in number and organization since 1986 with the total number of staff expanding from 37 FTE to 45.6 FTE. Although the nature of the Library’s paraprofessional staff responsibilities has moved to more complex levels due to the increasing automation of the Library’s operations, the state’s job classification system has


not progressed accordingly. This has resulted in low pay grades and salaries and hence high turnover in the 32.6 paraprofessional positions. The Library has upgraded several positions to higher levels by utilizing various administrative job classifications. As a long term solution, the Library has proposed that the three-level Library Academic Technician state job classification series be expanded to a five-tiered classification system that will allow for a true career ladder for the Library’s paraprofessionals. Although library faculty salaries have improved significantly since 1986 and have become more competitive in the south central region, they continue to lag behind national salary standards for academic health sciences librarians.In response to repeated requests from users, the Library initiated evening reference services in 1996. To further extend access to the Library’s Information Access Services Division staff, the Library began an electronic mail reference service so that users may submit reference questions at any time via direct electronic mail or via the electronic mail link on the Library’s home page. The Library is also using the home page as a means of gathering feedback from users by offering an electronic suggestion box. Feedback from users is also gathered via a suggestion book situated by the exit, suggestion boxes in two areas of the library, book and journal purchase recommendation forms available in hard copy and via the Library’s home page, and via the Library Committee. The Library has taken a leadership role in supporting the faculty of the colleges in their understanding and use of educational technology. The Library participates actively in the Self-Directed Learning Program that was create to assist faculty in the development of computer-based learning programs. The Library assists in the training of faculty to use authoring and imaging programs, maintains a Faculty Development Room with hardware and software, and plans the implementation of these programs for the students. The Library is also responsible for the planning and support of the “Friday at Noon” lecture series. Each Friday during the regular school year, Friday at Noon programs feature new educational technologies and creative uses of education technology by UAMS faculty and staff. The Library has reached its limits in terms of space. The Library was originally designed in 1978 for fifteen years of growth with a seating capacity of 470 users and a collection capacity of 150,000 volumes. Eighteen years later, the Library has a seating capacity of 325 users and houses 175,438 volumes. Student seating space is very crowded. The Learning Resources Center computer lab is cramped and increasingly difficult for small group usage by students. Finding an area to situate unprocessed archival materials donated by university


departments is becoming difficult. While the Library’s plan to relocate 30,000 of its lesser used journal volumes to the new campus Off Site Warehouse offers a short-term space solution, it is imperative that the campus begin planning for a new library building in the next few years. The Library’s physical plant (chairs, carpeting) is also showing the wear of almost twenty years of heavy usage. Current campus funding formulas do not provide adequate resources to support the information needs of the expanding research community on campus. The Library recognizes the need to broaden its fiscal support base by expanding its fee-based services, seeking more grants, and creating a “Friends of the Library” group.The UAMS Library is the principal medical library resource for the state. However, each AHEC has a library; the network of AHEC libraries is coordinated through the office of Regional Programs, but resource and professional backup are provided by the UAMS Library. The primary interface for health professionals around the state has been geographically allocated. The UAMS Library is the primary interface for Pulaski County (Little Rock) and the surrounding counties. In the other 66 counties, the AHEC libraries are the primary health information resources. Patrons calling the UAMS Library from outside the nine central counties are referred to their respective AHEC. The libraries in the AHECs also serve students, faculty, and staff. Students on temporary rotations expect services comparable to those in Little Rock, which may require interlibrary loan or FAX transmission. Internet connections to the UAMS campus are available through all the AHECs.There is no coordinated on-line circulation system; since both the AHEC libraries and the UAMS Library are in the process of updating their systems, it would be desirable to have a coordinated process.

Instructional Support ResourcesMany of the necessary physical, human, and financial resources to support the academic programs at UAMS are organized under the division of Academic Affairs. The seven key departments (Academic Services, Educational Development, Media Services, Research Administration, Library, Student Activities and Housing, and Graduate School and Financial Aid), support the common missions of teaching, learning, and research among the faulty and students. An annual report for Academic Affairs is prepared each year and provides a summary of the unit’s mission and structure, routine activities, and success or failure at achieving goals.


Academic ServicesThe Office of Academic Services (OAS) coordinates services related to teaching and learning and the classroom and teaching laboratories. There are three support divisions to coordinate telecommunications, media services, and educational development. To gather input from a broad range of constituencies across the campus, OAS and each of the divisions have established advisory committees. These committees assist in campus wide evaluation of services and provide important insight as to the evolution of curricular needs in response to changes in health professional roles.OAS promotes services via presentations at student and faculty orientations and has developed printed brochures and newsletters describing services to constituencies across the campus and outside the institutional walls. Feedback from customers regarding quality of services or the need for new services are evaluated via customer surveys, advisory committee input, and the Six-Year Plan. An active Total Quality Management (TQM) program is in place in the Media Services division and there are plans to adopt a similar program in the OAS Department as well.Requests for financial resources are systematically tied to recommendations from the advisory committee and to the strategic plan of the department as stated in the Six-Year Plan.

Media ServicesThe division of Media Services is organized as one of the support units under OAS. With its strong commitment to customer service via a vigorous Total Quality Management (TQM) program, this division has positioned itself to actively support the campus needs in all forms of media. An annual report provides an overview of the division’s activities, and internal newsletters ensure ongoing communication among a diverse staff. This division has also established an advisory committee to assist in identifying problems and evaluating long range needs.

TelecommunicationsKey to the UAMS mission is the responsibility to ensure alumni and other providers throughout the state have the ability to improve their professional knowledge and skills. The division of Telemedical Communications as another of the support units with OAS was newly created to respond to the growing demand to extend health education throughout the state. Distributed learning takes place in a variety of locations and practice settings and requires a strong communications infrastructure to support these new modes of education. Accordingly, the


establishment and subsequent growth of telecommunications is a strong feature of the Six-Year Plan.Internally, the division of telemedical communications receives input from an advisory committee and makes use of customer service satisfaction surveys. The role of the telecommunications has expanded outside the institution. UAMS plays an important role in statewide activities, including the Governor’s Advisory Committee on Advanced Communications and Information Technology. Partnering with the Rural Hospital Association, students and practitioners around the state use and have input into the future role of telecommunications in providing health care education. Video-conferencing and Telemedicine are becoming increasingly available, although legal and ethical parameters in telemedicine must still be explored. Within the next few years it is expected that one area of growth will be the concept of a “University without Walls” as distance education comes into its own as practical and useful to the communities distant to Central Arkansas. Second, the placing of receiver videos in homes will break many barriers in both education and clinical practice.Resources to develop this division have been available through a variety of grants, and as a result, enrollment of students from around the state has increased, thus increasing tuition income for UAMS. It has become increasingly important for faculty to develop new skills in education and, concurrently, have access to the resources and supplies to allow this growth to happen. In response to the growth within this division, new equipment is regularly purchased, including an additional broadcasting room.

Educational DevelopmentThe third support division within OAS is the Office of Educational Development. The focus for this office is to provide support for instructional development, evaluation and measurement, and teaching and learning skills. Academic assistance to students is also provided and includes such services as private tutoring and classes to enhance study and test taking skills. Many of these activities, especially private tutoring, are also provided by each of the colleges. In addition to an advisory committee with membership that cuts across all campus sectors, the division is active in two other cross campus committees: the Distance Learning Advisory Committee and the Self-Directed Learning Committee. As can be determined from the committee names, these have become two key educational innovations for many campus units.


In collaboration with COM, the OED has obtained a grant from ADHE to start a Teaching Scholars program to stimulate interest in professional development of faculty for educational careers.At present many of the student and faculty development activities on the campus are decentralized in nature. With an increasing realization that collaboration in education is as important as collaboration in practice, the staff and responsibilities of this division in educational development need to expand, especially in regard to maximizing the effectiveness of limited resources.

Research Administration An important facet of academic services is the ability to provide good research development support. The Office of Research Administration (ORA) was established to support sponsored research efforts of UAMS and has been instrumental in the large increase in funding to the campus (see annual report for ORA). The overall goal of ORA is to smooth the administrative aspects of research, encourage coordination among investigators and project directors, and ensure compliance with the rules and regulations under which the University must operate.To facilitate the above goals, the ORA offers a variety of services. Research administration serves as the central clearance office and assists in calculating budgets, interpreting regulations, obtaining signatures, publishing guidelines, and maintaining permanent administrative records. ORA will assist in obtaining possible funding sources, in proposal development, and advises on legal aspects of inventions, patents, and licenses.

Computing ServicesComputing services is a vital part of the educational framework. The staff of the computing services division has doubled since 1986. The number of installed personal computers has grown from 50 to an astonishing 5,500. One of the concerns of the 1986 survey emphasized a need for more support of administrative and academic computing. The Office of Academic Computing is an integral part of support to faculty and students. Academic Computing is one of five offices under Computing Services and has the primary goal of serving the academic community. Evaluation of services to the community is through the Advisory Committee, periodic surveys of the faculty or students, and follow-up with Help Desk problems. The campus wide newsletter keeps computer users across the campus current with new developments.


In an ever-changing technological society the computing services division has adapted well. However, rapid growth has created a new group of concerns. There is a chronic shortage of computers/updates, particularly in the computer centers serving students. Students have commented that it takes a long time to repair computers or printers. And the local area network (LAN) system on campus has evolved in an unnecessarily complex structure. At present there are 85 LAN’s on campus whereas there are only a handful at campuses much larger than UAMS.UAMS has a state contract for computer purchases, which uses a single vendor in order to maintain good prices, quick vendor service, and standardization to simplify on-campus user support. This arrangement has been very unpopular with faculty, especially researchers. Some feel they can buy equivalent machines at lower cost from other vendors, and resent the limitations of campus support of machines purchased from other sources. The COM research council is working with Computing Services on these matters. There is an Academic Computing Advisory Committee, with representatives from the four deans’ offices, the research community, and the Library. The ACAC is convened by the Director of Academic Computing and regularly attended also by the Assistant Vice Chancellor for Computing Services (who reports to the Vice Chancellor for Finance and Administration) and by the Vice Chancellor for Academic Affairs.The resources include an academic computing lab as primary support for classroom training activities, use of applications such as word-processing, and monitored testing; an open lab for individual use; and several training rooms for clinical and administrative applications, all managed by Computing Services. In addition, the Library supports a Learning Resource Center with 55 computers with a variety of peripherals for computer-based instruction. There are also other dedicated labs, such as the Marvin Lab for anatomy instruction and special purpose resources for physiology and pharmacology.Extensive efforts are underway to promote remote access, LAN-to-LAN connections, and use of the Internet. All colleges are actively using computer-based educational programs to support coursework. The Self-Directed Learning Committee is an inter-college programs to support the development of computer-based resources through production and sharing of templates and various media. Faculty of the various colleges and support units meet to investigate, plan, and develop educational technology. A Faculty Development Room in the LRC holds shared resources for such activity.


Non-Academic Computing ServicesNon-Academic Computing Services includes the following areas of responsibility: Mainframe and PC Hardware Support, Mainframe and PC Application Support, Network Support, Help Desk/Problem Resolution, Rechargeable Services, Information Technology Training.UAMS’ lack of adequate resources in this area was emphasized in the 1986 Accreditation Report. Since that time, Non-Academic Computing Services has taken advantage of the dramatic improvements in cost-effective electronic technology. Computing Services conducted a comprehensive customer service survey during 1995 to assess the opinion of UAMS personnel regarding these services, using a random sample of faculty and staff. The result of this survey was the expression of general satisfaction as to service quality, software, hardware, and network support. Lower levels of satisfaction were recorded in after-hours response time, bid preparation, and work request processing.As to the more business administrative interfaces with Computing Services, 1995 survey respondents were impressed with the basic institutional production applications, e.g. monthly ledger reports, but less pleased with the inability to provide end-user access to and manipulative ability with down-loaded data. This is slowly being corrected with the evolving Data Warehouse.

Public SafetyUAMS makes the safety of students and employees a high priority. The UAMS Police Department employs 37 police officers who meet all state training requirements. There has been a steady decline in crimes reported within the last five years. Members of the UAMS Police Department have received training from the FBI, the Department of Justice, and the Arkansas Law Enforcement Academy to enhance their ability to provide exemplary service to the security of the UAMS constituency and property.

Financial ResourcesUAMS is in sound financial condition and has achieved a modest surplus in the past fiscal years. This has come about due to strong growth in clinical income, philanthropy, and external research funding. The annual revenue available to UAMS in 1995 was $480 million. Revenues from clinical services account for 80%, state support accounts 13%, tuition 2%, and gifts, grants, and contracts for the remaining 5%. The amount of state support has grown modestly during the last decade and there has never


been a decrease in funding from the state. There are modest increases anticipated in state funding. In the last decade the amount of state support as relative to the total operating budget has dropped from about 32% to its current level of 13%. Clinical income is sound, but in a changing healthcare system there are new pressures and pitfalls. UAMS is working aggressively to ensure its financial stability through a variety of contractual arrangements. The state higher education budget, which was traditionally based on a formula, has now begun to include an allocation for productivity incentives, based on a number of outcome measures. UAMS has fared quite well in this process, although the set of measures is dominated by the characteristics of traditional four year campuses concentrating on residential undergraduate education. There are active efforts to include incentives for research and graduate education productivity, as well as for service activities. The current SBHE Strategic Planning Process is intended to address these issues.Act 537 of the Arkansas Legislature established a requirement for Uniform Reporting of academic income and expenditures. Because so many of our programs differ from the traditional single teacher classroom, UAMS has a special framework based on time and effort distribution to meet this requirement. This annual report allocates expenditures to instruction, research, public service, and patient care, with campus-wide service expenditures prorated to the programs by primary faculty and staff effort. While there are many uncertainties in such allocations, it appears that about 27% of the campus expenditures are for activities other than patient care and hence “academic.” If the state funding is allocated chiefly to the academic programs, except for a small line item for indigent care, it appears that 51-65% of the college expenditures for academic programs are covered by state subsidy. This is a new system, and there are not yet historical data to determine trends.

Budgeting processThe Chancellor conducts budget hearings with individual campus divisions in March for each ensuing fiscal year. Depending on the size and complexity of the divisions, budget development begins in December or January, and may include a number of sub-units in the process. Much of the process is automated and uses the computerized Budget Development System described above.The College of Medicine, for example, begins its budgeting cycle shortly after Christmas. Campus guidelines are projected and the administrators and chairs of each of the thirty departments and other support units are notified. Individual


hearings with these individuals are conducted with the Dean and Associate Dean for Administration, beginning in mid-January. Each organizational entity is asked to develop a budget matrix that tabulates individual faculty/staff and other cost items by expected funding source; for the clinical departments, income is projected as well. The chair is also expected to discuss any new and/or expanded programs and their relationship to the College Six-Year Plan. They are also expected to discuss the results of their annual faculty evaluations. This occurs naturally as each faculty member’s salary is discussed during the department’s hearing.Following the Chancellor’s hearing with each campus unit, the respective division prepares its final budget, using the Budget Development System. This is passed electronically from the department to the college to the campus.The State of Arkansas follows a biennial budgeting cycle that begins with the legislative session in the winter every other year. In addition to their annual requests, the campus units prepare every other year a biennial request that is more program-oriented. This is also discussed at the Chancellor’s hearings with his division heads. It is finalized at the Campus level and submitted to the University President, then to the Arkansas Department of Higher Education, and finally to the Governor’s Office in preparation for legislative action the following winter.

Budget and finance managementFiscal affairs at UAMS includes the following service areas: Budget Development, General Accounting, Grants Accounting, Treasurer. An impressive number of improvements have been implemented over the past ten years in these areas, largely the result of expanding technological capabilities and fiscal resource commitments by the campus, with appropriate pressures from the colleges and departments. To highlight a few: (1) The Dun and Bradstreet Financial System was installed in 1988 to provide a computerized system for providing general ledger, accounts payable, personnel, payroll, budgetary control and reporting for the campus units. (2) The Budget Development System was instituted in 1989 to provide a microcomputer database software application for the departments of UAMS to develop their annual operating budgets. It serves as a computational and reporting tool intended to relieve administrators of the clerical tasks of budgeting and to facilitate their decision-making analyses as budgets are formulated. (3) Beginning in 1993, Financial Services began an evolutionary change in the style and substance of reporting to University management—support


schedules were streamlined and more relevant information summarized in easy-to-read tables and crisp explanations of variances and changes in trends. (4) In 1995, UAMS converted from a manual to an automated investment accounting/reporting system. (5) A system of “End-user Access” of general ledger records has recently been made available to allow desktop inquiry of ledger balances. (6) The development of the Data Warehouse was the logical outcome of the need for line managers to access in “user friendly” fashion current financial information in electronic format. A pilot project was begun in December, 1995.

Financial AccountabilityUAMS underwent an independent audit submitted on June 30, 1995 by the accounting firm of Deloitte & Touche of Little Rock. This audit was conducted in accordance with generally accepted auditing standards and Government Auditing Standards, issued by the Comptroller General of the United States. It was their stated opinion that the financial statements presented by UAMS presented fairly in all material respects the financial position of UAMS and the changes in fund balances and the current funds revenues, expenditures and other changes.

Physical ResourcesUAMS has experienced a dramatic growth in the last ten years. The main campus of UAMS was originally contained on 26.4 acres. It was bounded on the north by Markham Street on the east by Elm Street, on the west by Hooper Drive, and on the south by Shuffield Drive. Over the years it has expanded to include the area between Elm and Cedar south from Plateau to 6th and the southern portion of the block between 6th and 7th Streets. In addition, UAMS owns the Westmark Building, located north of Markham, a portion of Freeway Medical Center, and it leases space in numerous facilities within the greater Little Rock area. UAMS’ central campus activities take place in 31 buildings with a total space of about two million square feet. This is an increase of over 1 million square feet in educational, clinical, and research space since 1986. UAMS is extended throughout the state by the AHEC program, and there have been physical improvements in Fayetteville, Fort Smith, and Texarkana since the last review.Coordination of the physical resources on the campus is under the auspices of the division titled Campus Operations. The Executive Director of Campus Operations provides the structure, support, and resource allocations that are necessary to ensure that each department operates at optimum efficiency.


Campus Operations achieves its mission through the operation of several departments. These include the Campus Bookstore, the Construction and Contract Management Office, Environmental Health and Safety, Campus Housekeeping, Public Safety, Telecommunication Services, and the Physical Plant.New buildings placed into service since 1986 include:Jones Eye InstituteArkansas Cancer Research CenterAdult Health ClinicPhysical PlantParking DeckFamily Practice CenterBiomedical Research CenterAnatomy BuildingAmbulatory Care CenterMediplexHRP BuildingEducation III BuildingIn addition, there are a number of construction projects underway such as an expansion of the Ambulatory Care Center, the Clinical Bed Tower, Off-campus warehouse, Distribution Center, expansion of the Boiler House, and plans for Central Arkansas Radiation Therapy Institute. The ED II Building was designed so that two more floors can be added. The Child Study Center and the Computer Center can each accommodate one additional floor, the Jones Eye Institute is capable of four additional floors, and the Arkansas Cancer Research Center is in the process of adding six more floors. The Jones Eye Institute is capable of four additional floors. The ED III Building has capacity for six more floors, the Diagnostic Center three more floors, and the Biomedical Research Center has room for two more floors. A summary of facilities expansion goals can be found in the Six-Year Plan.

Educational Facilities Instructional facilities occupy approximately 25% of the total square footage of available space at UAMS as identified in the 1994 Space Survey. The Education II Building completed in 1977 provides the vast majority of this educational space with the recent assistance of the Education III Building that was completed in early 1995. Although much of the Education II Building is given to the instructional element, it should be noted that the College of Pharmacy offices and administrative areas are located on the entire 6th floor of the Education II Building, the College of Nursing offices and faculty space


occupy the majority of the 5th floor, and the UAMS Medical Center Library is also located in the Education II Building.

Administrative FacilitiesThe central administrative facilities are located in the northwest side of campus on the 1st floor of the University Hospital. This area contains the Chancellor’s suite, central office of the area Health Education Centers, the Director of Campus Operations, Institutional Advancement, and a meeting room for the Board of Trustees. The Office of Research Administration is located in the Biomedical Research Center. Administrative offices of the College of Medicine are located on the first floor of the Hospital, on the southwest side of the building just off the main entrance and adjacent to the Hospital Administration suite. As previously noted, the College of Nursing and the College of Pharmacy are located in the Education II Building on the 5th and 6th floors, respectively. The administrative suite of the College of Health Related Professions is located on the ground floor of the Shorey Building, but the departmental offices are scattered, and substantial benefits would accrue to the morale and efficiency if CHRP could be consolidated. It is apparent that there is shortage and fragmentation of general administrative space.

Process for Space Planning, Allocation, and ReviewSpace planning and coordination occur through a complex, decentralized process. No committee or space planning office exists, although campus operations provides extensive services, and the controller’s office monitors space utilization for various auditing and accounting purposes. Each dean, department or division director tracks the use of space currently assigned to that unit. The majority of space planning and allocation is conducted at the Chancellor’s cabinet level and coordinated through Campus Operations.

Clinical ResourcesApproximately 50% of the available square footage of the UAMS campus is given over to patient care or clinical instructional facilities. These include the University Hospital, the Arkansas Cancer Research Center, the Jones Eye Institute, and the Ambulatory Care Center which houses most outpatient facilities. In addition UAMS programs occupy substantial areas within the Arkansas Children’s Hospital (ACH), and the Little Rock and North Little Rock Veteran Affairs Hospitals. Some programs, especially in CHRP, rely heavily on several other hospitals in the Little Rock area. These affiliations are working well.



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In view of the UAMS commitment to primary care and to statewide support, the facilities of the Area Health Education Centers are a crucial asset. There are six such centers around the state, each with educational facilities of high quality and with strong affiliations with the local health providers. Each AHEC has its own library. Faculty are based in the AHECs, but all are appointed through the academic departments of the colleges and are programmatically integrated into the faculty structure. Thus, the system functions as an extended campus, rather than as a network of branch campuses. Each AHEC has a family medicine clinic operated under its own direction. In addition, one or more hospitals in their areas grant staff privileges to AHEC physicians. These hospital facilities are under control of the hospital boards, who have entered into affiliation agreements with UAMS for teaching facilities.

Research FacilitiesResearch facilities are located in many different buildings on campus. However, the major focus includes the newly opened Biomedical Research Center with its 155,000 square feet, the Barton Research Building and the Shorey Building. Additional research space is located in the Education II Building, Jones Eye Institute, and the Arkansas Cancer Research Center. Additional space is provided in the Arkansas Childrens Hospital Research Institute, which is an affiliate of UAMS and ACH. There has been a dramatic increase in research space of high quality since the last visit in 1986.

Physical PlantThe Physical Plant at UAMS continues to grow and improve as the campus continues to experience significant growth. In 1995 the Physical Plant expended over 169,000 man hours at a worth of $3.46 million. There was an additional 100,000 square feet added to the nearly 2.1 million square feet of campus space when the new ACRC addition came on line. There were approximately 38,919 work orders processed and scheduled in 1995. The Physical Plant Warehouse has a current inventory balance of $265,857. Housekeeping is provided by two outside sources under contract, separately for clinical facilities and the rest of the campus. Performance of housekeeping has been mixed, but the Director of Campus Operations works aggressively with the contractors to improve services.On-campus building and renovation capability is good, but over-taxed by the pace of growth, and there are frustrations with the pace of work. As in many areas of the campus, weaknesses in this regard are growing pains more than chronic


deficits. Use of outside contractors is slowed by the constraints of being a state agency.The state has recently started including critical maintenance funding by formula in its recommendations for the campuses. This shows some promise of helping the campus with the physical environment. Parking on campus is provided for those students who live in the dormitory. Students who live off campus park at War Memorial Stadium or a lot adjacent to the stadium. Complementary shuttle bus service is provided to the off-campus lots, with buses running regularly throughout the day, with more frequent runs in the early morning and late afternoon. Senior students have the option of purchasing parking decals for an open lot on campus, although space is limited. There is a continuing parking shortage for campus visitors, including patients, and it is anticipated that additional parking facilities will be constructed in the near future.

Human ResourcesThe Office of Human Resources is responsible for all aspects of staff employment, compensation, and administration of benefit and retirement programs. With over 7200 employees the workforce of UAMS has increased by over 300% since 1986. In addition the Office of Human Resources has developed an immigration services function to help facilitate permanent residency requests. This was developed in response to widespread recruiting efforts which have led to the employment of research faculty and staff from over 40 countries. Human relations are addressed in Chapter 6 of the self-study. There have been a number of improvements in benefits and compensation programs. Some instances of improved benefits packages include self-insured health and dental coverage, a managed care plan, and individual long-term disability insurance. The State of Arkansas administers compensation practice for approximately 40% of UAMS’ employees. Within state mandated constraints there are a number of positions where UAMS compensation is not competitive. In a number of areas UAMS has succeeded in increasing local authority for compensation management. UAMS has gained State approval of 57 labor rates covering approximately 1,000 jobs unique to UAMS to alleviate instances where the state mandated pay plan is not competitive in the marketplace.In 1995 approximately 80% of unclassified professional staff are in the $19,600-$35,000 salary range. In the classified area, approximately 83% of the secretarial/clerical staff are in the $12,000-$19,600 range. Approximately, 85% of the technical/paraprofessional staff salaries fall between $18,300-


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$32,000. Some 85% of the service maintenance staff salaries are in the range of $10,000-$19,000. This is in contrast to 1986 where 80% of unclassified professional staff fell between $16,000 and $25,000; 83% of secretarial/clerical employees were paid between $7,500 and $13,000; 85% of technical/paraprofessionals were salaried in the range of $10,000 and $19,000; and 85% of the service maintenance category fell in the $7,500-$13,000 range.In spite of the improvement in compensation over the decade, especially in the classified secretarial/clerical and service maintenance groups, there are still a number of classifications that are significantly behind the marketplace. Restrictions upon entry rate salaries for the classified sector continue to plague the campus.

Employee BenefitsPayroll benefits available to both faculty and non-faculty have improved greatly over the past decade, largely the result of providing more options and benefit plan enhancements. These include: Self-Insuring Health and Dental coverage to reduce escalating premiums; the establishment of a Section 125 Cafeteria Plan with Flexible Spending Accounts; provision of individual Long-term Disability Insurance for those whose salaries exceed $100,000; improvement of health coverage through a managed care plan; widening the set of individually-directed options under the University Retirement Plan, e.g. more TIAA/CREF investment options, and addition of Fidelity Investments as an alternative set of mutual fund vehicles.

Strengths and Concerns

Strengths Financial solvency of the institution. This is an important

strength in a time when many university health care settings are facing serious financial difficulties.

Extensive physical improvements to the campus. Examples include the Bed Tower, Education III Building, and the expansion of the Ambulatory Care Center.

Compact campus that allows easy access between clinical settings. This is particularly important for faculty that provide clinical services in addition to their teaching obligations.

Educational Development and academic support services. There has been significant improvement in developmental services provided on campus. OED has hired a new director, increased its staffing, and begun to anticipate needs for distance education and computer based learning.


The telemedicine network and media services and other aspects of Academic Services have a strong customer orientation.

Strong community relationships with other healthcare providers in the city and the state. In addition to the clinical sites at the Veteran Affairs Hospitals and Arkansas Children’s Hospital, many programs have formal affiliations with the other hospitals in central Arkansas and throughout the state.

Accelerating strengths of the clinical programs and the resultant educational opportunities. Testimony to this trend is the recent selection of UAMS as a nationally ranked health care provider in key clinical areas.

Large number of nationally recognized figures among the faculty and administration. Many have held leadership positions in national and international professional organizations.

Internationally recognized scholars on faculty. Strong Regional Programs and distance learning

capabilities. Several areas of excellence, such as the ACRC and the

Jones Eye Institute. These represent a novel approach to campus organization, and are somewhat different from the traditional divisions by discipline. The success of these centers has resulted in financial strength for the campus and is expected to extend to new areas such as geriatrics.

Concerns Student housing and activities. The students at UAMS are

fairly non-traditional, and do not seek the same type of services as might be offered on more traditional campuses. They tend to be very vocationally driven and not especially interested in common social activities. UAMS is investigating several alternative housing opportunities for students that may include privatization of housing.

Uncertainly involving campus construction plans. With the rapid growth on campus, some people feel out of touch depending on the extent to which information is communicated within the colleges. Alternative approaches to communicating the growth and progress on campus should be considered.

Student Health Services. Several factors play into choosing appropriate health service for students. Recent discussions included the level of service desired, affordability, and student responsibility for their own health needs.

Allocation of space. With space at a premium, it is important to use it effectively and be flexible when


opportunities arise. At present no program is critically affected due to lack of space, although the campus is looking at space priorities for the College of Nursing and also for consolidation of the College of Health Related Professions.

Disparities in fringe benefits for faculty. An issue identified during campus forums was the disparity in faculty fringe benefits. Faculty benefits are comparable when comparing the individual colleges to their counterparts in similar academic settings. Because of differences in the ability to earn clinical income, some colleges on campus are able to provide a higher level of benefits to their faculty.

Information systems needs are acute. There is no unified campus faculty data base. Health care is an information intensive industry and the campus is hard pressed to keep up with the demands for handling information to include accounting, clinical information, and reporting capabilities.

Productivity reports required by the Department of Higher Education are not sensitive to clinical and health education.

State support of UAMS has not grown at the same rate as other sources of campus income.

Requests for budgeting increases in the colleges do not always take into consideration that similar increases are also necessary in the related academic support units such as the library, laboratories, or the classroom.

The Library has outgrown its space and is faced with continuing budget needs for serials, in spite of campus efforts to provide increases greater than the general inflation for the campus.

The increase in reliance on computer-based instruction, examinations, word processing and Interact and library access have created greater demand for computer lab facilities. UAMS must plan and implement appropriate methods to match access capacity to needs of students and faculty on campus and at home via dial-up or Internet.


Chapter 4 : Meeting the obligation : the academic programsCriterion Three: The Institution is Accomplishing its Educational and Other PurposesThe University of Arkansas for Medical Sciences (UAMS) achieves its corporate purposes. Progress toward the realization of these purposes is monitored by constant review. This review includes an inspection of the environment in which we operate, and the internal procedures used to accomplish those purposes. The resources that make UAMS successful in this endeavor are the cooperation of its constituent colleges, faculty, and other elements—all involved in the surveillance, planning, execution, and assessment of our purposes. The purposes of UAMS are clear and easily understood. A hierarchy proceeds from the comprehensive institutional mission statement, through goals supportive of that mission, to particular purposes by which goals are reached. The nature of a contemporary academic medical center assures a diversity of goals.Service to patients (primary care and referral) is provided through our clinics and hospitals as a necessary complement to successful clinical teaching, and fulfills a portion of the mission at UAMS. However, most of this chapter will focus on fulfilling the purposes devoted to education and research. By matching creative applications of educational initiatives to needs of the environment, both short-term and permanent, UAMS serves the broader community and fulfills its educational purpose. These educational purposes are accomplished through the colleges and the graduate school at UAMS. The curriculum is fundamental to the mission of each college. Each constituent college has its own curriculum, including institutional processes to ensure regular and consistent review and revision. These will be reviewed in the order of the founding of the colleges: Medicine, Pharmacy, Nursing, and Health-Related Professions. The curriculum of the Graduate School is drawn from those of several colleges, and from collaborative efforts. Clinical instruction in each college relies on cooperation with Regional Programs and affiliated institutions (hospitals, clinics, laboratories, and private practices).


College of Medicine

Educational GoalsThe educational goals of the COM are compatible with the mission of the College. The goal of our undergraduate curriculum is to produce an “undifferentiated MD”; one who has completed a sound and tested educational process in general medicine and in the sciences. Once this process is completed, the “newly-minted M.D.” then continues medical training in one of many medical specialties. Another important educational goal is to motivate our students to be life-long learners of medicine. This has been facilitated by the institution of a computer course that teaches students how to access medical literature. The faculty constantly stress the necessity of life-long learning if physicians wish to deliver optimal health care to their patients.

Public ExpectationsOur educational mission relative to public expectations is to equip our medical students with the knowledge and medical skills sufficient for them to continue their medical training in residency. Ultimately, our students must demonstrate their knowledge and skills by passing both the Step 1 USMLE and in-house examinations such as the OSCE. All required courses and clerkships utilize the National Board of Medical Examiners Subject Examinations for their final course/clerkship examination; provided that the National Board offers a subject examination in their discipline. UAMS College of Medicine is accredited by the LCME as further assurance to the public that our curriculum facilitates medical student acquisition of essential medical knowledge and skills. The COM utilizes both external and internal evaluation measures of student performance to further assures the public of the competency of our graduates.

Curriculum SummaryThe major areas covered in the curriculum of the College of Medicine are identical to essentially all Liaison Committee on Medical Education (LCME) accredited US medical schools. The gross and microscopic structure, function, and biochemistry of the human body are emphasized in Year One. Additionally, our students take the course “ Introduction to the Medical Profession” in the first year, which introduces them to the world of medicine. In Year Two, the pathophysiology of human disease is highlighted, as well as Microbiology, Behavioral Science, Pharmacology, and Medical Ethics. In Year Two, our students learn how to perform the basic medical history and physical examination. In Year Three, students


rotate through the major medical specialties in the context of clerkships of varying length: e.g., Internal Medicine, Pediatrics, Family Medicine, Surgery. In Year Four, students are required to complete eight weeks of primary care selectives in any of the following areas: Internal Medicine; General Pediatrics; Family Medicine; or Geriatrics. Each of these selectives is eight weeks in length. Students must also complete 28 weeks of clinical electives; some are taken at off-campus facilities. The additional curriculum during the first two years is discipline-based. Given the integrative nature of medicine, it would be preferable to teach our students in the first two years using an interdisciplinary approach, i.e., the “Block-Method”. With this in mind, the College of Medicine is assessing the curriculum of the first two years both vertically and horizontally. The College of Medicine has plans to incorporate a new course called Introduction to Clinical Medicine (ICM). The ICM course will serve two functions: to integrate important basic science concepts with clinical medicine, and to integrate the presentation of the basic sciences within the overall curriculum.In Year Three students are exposed to the major specialties in contemporary medicine. In Year Four, students are given the opportunity to select particular experiences in clinical medicine, and may visit various sites to assess potential residency programs.

Assessment MeansOur curriculum is evaluated by students, faculty, and the LCME. Students are required to complete a standard course evaluation tool for both basic science courses and required clinical clerkships. All course and clerkship directors are required to submit a course/clerkship critique to the Dean that details their course/clerkship with emphasis on perceived weaknesses and strengths. Included in the critique should be measures planned to address problems. Each course/clerkship director is required to meet with the Dean, the Associate Dean for Student and Academic Affairs, the Assistant Dean for Medical Education, and their respective chairperson for the purpose of discussing their course/clerkship student-evaluation and critique. Because we are in a pilot phase of external course/clerkship evaluation, we should obtain beneficial critiques. Most of our course/clerkship directors have their own student-evaluation, which is designed to evaluate the faculty teaching effectiveness. The Curriculum Committee functions as a faculty body for the constant monitoring of our curriculum. It would be helpful if the college would institute a peer evaluation system to monitor the educational contributions of our faculty, and an Educator’s


Portfolio to document these contributions for use in the promotions and tenure process.

Curriculum CommitteeThe COM Curriculum Committee members are elected from the teaching departments that head the major course/clerkships, and other representatives from several departments which contribute less in teaching. Membership is for three years and members must attend the monthly meetings to represent their respective department or departments. A sophomore and a senior medical student are appointed to the Curriculum Committee by the Dean of the College, and are given voting privileges.

Curricular Modifications During the Last Ten YearsThe COM instituted a four week required Family Medicine Clerkship in Year Three of the curriculum. This clerkship has received favorable evaluation from students, faculty, and peers. The Objective-Structured Clinical Examination (OSCE) has also been added to the curriculum. All students must pass the OSCE after the completion of courses required for years one and two. The purpose of the OSCE is to affirm that our students have mastered the basics of taking a medical history, giving a physical examination, and relating basic science concepts and principles to basic clinical presentations. Students must pass the OSCE for promotion into year three. Those who fail are afforded two more opportunities to assist them in the successful completion of this examination. All students who complete year-one and year-two courses are required to pass (at the national pass level) the Step 1 United States Medical Licensing Examination (USMLE) before promotion to the junior year. Students who do not pass the Step 1 USMLE of three consecutive administrations are dismissed from the College. This policy was instituted to assure that students who graduate from our medical school have a firm grounding in the sciences basic to the practice of medicine. A relatively small number of students have been dismissed as a result of failure to pass the Step 1 USMLE.At the present time, the COM is piloting an external review program for all required courses and clerkships, patterned after that of the University of Arizona School of Medicine in Tucson. To date, the curriculum committee of the college has completed three external reviews; Pharmacology, Physiology, and the Junior Clerkship in Surgery. In the next academic year Medical Microbiology and Family Medicine courses/clerkships will be evaluated. The reports received have been helpful in determining both strengths and weaknesses of the courses in review.


Research ProgramsThe COM offers students a Summer Research Program, an Honors in Research Program to qualified students, and an M.D./Ph.D. degree program for selected students. These programs expose students to the cutting-edge of basic and applied biomedical research, and stress the link between medicine and science. The COM features Research Day to give graduate students, medical students, and residents an opportunity to present their research. All students are encouraged to submit abstracts. Presentations are judged by a panel of in-house faculty and awards are given for the best presentation by a graduate student, medical student, and resident. A keynote speaker of international reputation is featured, and students are encouraged to attend as many sessions as possible. Involving students in research fulfills our purpose and is a means of facilitating critical scientific thinking in the context of biomedical research.

Educational Programs Offered to the PublicMini-Medical School (MMS) is a program offered by the COM in the spring of the year. MMS consists of free public presentations on biomedical areas of interest. Usually, there are six to eight two-hour sessions held each week with sufficient time for questions. Continuing education units are offered to nurses, teachers, medical technologists, etc., who participate. At the end of each series , the MMS Program is evaluated by survey. To help science teachers in our state offer more advanced science courses, the COM offers a Partners in Health Sciences Program. This program consists of both didactic and laboratory sessions, and is evaluated by a survey of all course offerings. The COM has an association with several health sciences magnet high schools in the State. Many of the COM faculty participate as judges in state science fair programs and assist high school students in planning their projects.

Types of Student Support ProgramsThe COM funds the Office of Medical Student Mental Health Services. This office funds a board certified psychiatrist at 40% effort,to meet the psychological and psychiatric needs of our medical students. This program is evaluated by both the students who have used its services and the psychiatrist who participated. Students are also offered a Step 1 USMLE preparation program (fashioned after the program at the University of Missouri at Kansas City College of Medicine) at the completion of their sophomore year. All students may participate in this program. The success rate of students who have taken this program is good, and students value the


program. For students who failed the Step 1 USMLE, a more intense course between the first and second administration of this examination is given and evaluated by the students and faculty who participate in them. A similar Step 2 USMLE preparation program is also offered. A pre-matriculation program is offered for those accepted students whose applications indicate academic weaknesses. These students are selected on the basis of defined criteria and are asked if they would like to participate in the program the summer before the Fall Term. This program is evaluated by the students and faculty who take part in it. An extensive Freshman Orientation Program is also provided. This program is three days long and covers subjects that relate to being successful in medical school, College polices, and the important issue of ethics in medicine. This program is evaluated by the students, the sophomores who assist with it, and the Assistant Dean for Medicine Education who administers it. The College of Medicine has a student-run organization called the Student Advocacy Council (SAC), which works in concert with the Office of Medical Student Mental Health Services. The issue of psychiatric care of specific students is not discussed with members of SAC, since that would be a breach of patient confidentiality. The SAC assists students in various ways, addressing problems ranging from personal to academic. A lounge area, computing services, parking, a health insurance program, etc., are provided for the students by the COM.

Faculty DevelopmentVarious programs are offered in the realm of faculty development through the Office of Continuing Medical Education and Faculty Development. Workshops and seminars on teaching, promotion, and tenure are provided for the faculty, and evaluated by those who participate, including the Associate Dean for Continuing Medical Education and Faculty Development.

Ways Excellence in Teaching is RewardedGolden Apples are awarded by vote of the medical students for the best teacher in the Freshman year, Sophomore Year, the best clinical teacher, and the best resident-teacher. Each winner receives a $1000 check from the COM Alumni Association. The COM employs a Clinical Educator Track for promotion and tenure of clinical faculty who have requested entry into this track. The same does not hold true for basic science faculty for only one track is available. In general, basic science faculty are promoted and tenured on the basis of their research record of extramural funding and the significance of their scientific publications. In this regard, we are like most


other US medical schools. This is not to say that some of our basic science faculty have not been promoted on the basis of their educational contributions; e.g., excellent teachers and/or excellent course directors; only that the relative weights of their educational and research contributions in the promotion and tenure process are quite disparate.

Inter-College Educational ProgramsUAMS has a collaborative effort with the School of Public Health and Tropical Medicine of Tulane University, that leads to the Masters in Public Health (MPH) Degree. This program is coordinated through Regional Programs. The student (may be a faculty member) completes a defined curriculum which includes classes in Little Rock, AR, and Tulane University. The MPH is conferred by Tulane University.

Major Impediments to the Achievement of the Educational MissionIt is anticipated that the managed health care revolution will have a negative impact on the COM because medical schools can not compete effectively with private medical providers. The paucity of support from the State and the increasing need to make-up the difference with clinical revenues adds to this concern. The greatest concern is financial—will we have the financial resources to maintain and enhance the education of our medical students?

College of Pharmacy

Educational GoalsThe mission of the College of Pharmacy is to provide exemplary and comprehensive pharmaceutical education. Incorporating competency statements into course outcomes statements in each syllabus represents the first step toward that mission. The reciprocal step is developing methods to measure and monitor the outcomes of the educational process. One outcome currently in place is the NBPLE examination. Professional practice competencies identified and tested by the National Boards of Pharmacy Licensing Examination (NBPLE) generally parallel those delineated by the American Council on Pharmaceutical Education (ACPE). In the years since conversion to the entry-level Pharm.D. program, our graduates continue to perform above the national average on the NBPLE examination, with lower than average failure rates. Tracking employment results and salaries for graduates annually, the outcomes obtained have remained satisfactory. Our newest initiative is the development of an ability-based performance assessment called a Pharmaceutical Care Encounters Program


(PCEP). At this time, UAMS is the only College of Pharmacy in the nation using this type of assessment program. The PCEP utilizes standardized participants (similar to those in an OSCE associated with academic medicine) to assess a student’s clinical skills.

Public ExpectationsThe mission of the COP is to prepare individuals to meet the needs of the citizens of the State of Arkansas for practicing pharmacists. Our PCEP testing seeks to document the practice skills of entering pharmacists. Each year, a students’ performance is tracked by the NBPLE, the national standard examination. Employment results and salaries for graduates are tracked, including students who chose to enter graduate school and post-doctoral residencies in specialized areas of pharmacy practice. Survey results are used to support enrollment and curriculum policies.

Curriculum SummaryThe College of Pharmacy curriculum builds on a pre-pharmacy curriculum adopted by the faculty. Our pre-pharmacy curriculum guides the student through introductory courses in mathematics and the natural sciences prerequisite to professional courses in medicinal chemistry and pharmacology. This curriculum also includes basic courses in the humanities and social sciences. The professional curriculum for the Doctor of Pharmacy (Pharm.D.) degree requires four years of full-time study at UAMS. The first three years are devoted to didactic coursework. The final year is spent entirely in experiential rotations involving patient care. Students concentrate on courses in anatomy, physiology, and biochemical principles in the first year. Instruction in the law, history, and ethics of pharmacy are also introduced. The second year finishes instruction in the chemical principles and introduces kinetic principles of drug dosing, and laboratory courses cover the compounding of medications. The third year is involved in Pharmacy Practice Department courses, including business management and a systems survey on drug therapy of disease states. Students choose elective courses in the second year, and in the third year. The fourth year consists of a minimum of eight four-week experiential courses. These are chosen by the student in consultation with the faculty. Four specific rotations are required, with the remainder elective. The elective rotations allow the student instruction in particular aspects of professional practice, and prepare the student for career choices upon graduation.


Assessment MeansFaculty receive the results of student course and instructor evaluation at the completion of each course. Because the three departments differ in course content and methods, each department sets its own questionnaires. These questionnaires are coordinated by the curriculum committee and by the faculty as a whole. Evaluation systems are functional and serve as the basis for fine-tuning individual courses and the curriculum as a whole. If resources are available, faculty development efforts such as seminars on instructional methods are presented.

Curriculum CommitteeThere are eleven members of the COP Curriculum Committee: Two faculty members from each of the three departments (elected by vote of their respective departmental faculty); two students chosen by the Associate Dean for Academic Affairs; two practitioners appointed by the Dean; and the Associate Dean for Academic Affairs as a voting ex officio member. Terms are two years for all parties, except the Associate Dean (indefinite) and students (one year). Members may serve consecutive terms, if reelected.

Curricular Modifications During the Last Ten Years In conjunction with recommendations from the Commission to Implement Change in Pharmaceutical Education, our program for a Bachelor’s Degree in Pharmacy has been replaced by a Doctor of Pharmacy (Pharm.D.) as the sole degree. Major curricular changes occurred during the years 1988-1993, as courses were revised to put in place the didactic material needed to support the doctoral degree. Faculty was increased, particularly in the Department of Pharmacy Practice, to meet the requirements of offering an added year of instruction which is clinical in nature. Since the conversion, the faculty of the College of Pharmacy engaged in a series of annual retreats to refine the new curriculum and ensure that it meets the needs of an entry-level program. The curriculum committee acts for the faculty, receiving requests for changes, preparing proposals for faculty action, and presenting requests and documentation supporting those requests to the faculty. Individual departments designate coordinators for each course taught by a team of instructors. Those coordinators, along with individual instructors in courses taught by a single teacher, arrange for regular evaluation of courses. The results of course evaluations are regularly reviewed by the department chairs and the faculty. The College thereby engages in regular and systematic evaluation of courses and faculty, which can be used to effect continuous improvement in the quality of instruction.


The College also developed a doctorate-completion program in a non-traditional format, which allows practicing pharmacists with a bachelor’s degree to obtain the additional coursework and clinical practica to receive the Pharm.D. degree. This program has been carefully reviewed by the ACPE and the ADHE and has received high praise.

Research ProgramsThe COP offers regular summer research opportunities for students, including the Nelson Voldeng Award Program. Interested students can become involved in faculty research as research assistants. The COP also offers elective courses in Independent Study for students who wish to explore research interests. A Ph.D./Pharm.D. joint degree program is being developed.

Educational Programs Offered to the PublicThe COP offers American Counsel on Pharmaceutical Education (ACPE)-accredited continuing education programs for pharmacists. All programs are evaluated by the participants at the time programs are completed. A Continuing Education Committee involves the College, the State Board of Pharmacy, and the Arkansas Pharmacists Association in selecting topics and overseeing the evaluation process. The Continuing Education program receives its accreditation from the ACPE, separate and apart from the COP. The COP offers other services of direct benefit, one of which is the Poison and Drug Information Center. This program, located on the UAMS campus and staffed by COP faculty, provides 24-hour a day public access to drug information experts. The center answers individual inquiries for drug information, as well as providing professional support in cases of suspected poisonings. Students in the required course of Chemical Addiction present outreach to public schools across the state on topics of poisoning prevention and drug abuse. UAMS students are encouraged to speak at schools in their hometowns, in order to individualize the presentations. Faculty provide frequent informational programs on the use of drugs and the avoidance of poisonings, “brown bag” medication counseling events, and cholesterol and diabetes screening. Faculty and students are active in presenting public service television announcements about the nature and value of pharmacy to the public health. Faculty in the Department of Pharmacy Practice are engaged in a grant-funded project to promote service learning among students through a project involving direct participation in community groups.


Types of Student Support ProgramsStudent services in the College of Pharmacy are provided through the Office of the Associate Dean for Academic Affairs. The office is supported by the Registrar and the Associate Director of Student Affairs. The Associate Dean is responsible for the compilation and production of the College catalog, Student Handbook, college calendar, class schedules, room and laboratory scheduling, the admissions process, scholastic standing, student academic advising, and coordinates student financial aid. Rules and regulations for the College are distributed to all students during the First-Year Orientation process.Academic advising is centralized in the office of the Associate Dean for Academic Affairs. Volunteer faculty serve as mentors to students in the First Year, assisting them in adapting to the College, and advising them in the choice of elective courses and rotations in later years. Self-government is a significant element of student life. The largest student organization is the Academy of Students of Pharmacy(ASP) chapter. The ASP president chairs monthly meetings of student officers with the Dean. Matters of common interest and problems are discussed at these meetings, either achieving immediate resolution or laying plans for solving the problem. This process is central to the Dean’s open door policy. All students involved in the process of problem identification and resolution are independently chosen by the classes and organizations. Faculty support Chapter activities in a number of ways, including attending Chapter meetings, helping with projects (especially with the patient counseling competition), and providing special help and advice whenever requested. There is no honor system to which students are responsible. Newly adopted procedures for academic, disciplinary, and grievance matters are specified in the Student Handbook. At present, space constraints in the College of Pharmacy prevent assignment of office space to student organizations, but COP provides the following: file cabinets for four organizations, display cases, conference rooms for meetings, and the use of computers, photocopiers, and FAX facilities. The small student lounge available for meetings is furnished and equipped with computers and bulletin boards. Although not an extracurricular activity, the College has a unique relationship with SYNCOR, Inc., through which several students have had the opportunity to pursue their interest in Nuclear Pharmacy, in an experience not available in other schools. This program is indicative of SYNCOR’s commitment to education, for the structure of the program allows the student instruction and practical laboratory


experience, with professional and social interaction at all levels of the sponsoring corporation. The student population has changed to include more married, non-traditional older students, and single students with families. This group has more responsibilities outside of school work and a less flexible schedule than younger, single students. Many students commute from other locations, which tends to isolate them socially and academically. Little Rock offers many opportunities for employment, and many students have jobs, reducing the time available for extracurricular activities or study. The president of the second year class estimated that 90-95% of that class was employed outside the College. The College of Pharmacy actively seeks to encourage open communication among students, faculty, and the administration. The College presently has sufficient personnel to meet the service requirements of its current student body. Students are consulted within the College on a regular basis. In the past four years, student representatives have been added as voting members to the Curriculum Committee and the Student Affairs Committee. Regular lunch meetings between the Dean and the officers of the classes have proven quite successful as a means to minimize student frustration and disillusionment. The College of Pharmacy urgently needs an entity separate from the College of Medicine for referral of its students. Pharmacy students have experienced serious delays in obtaining health and counseling services. The advent of mandatory drug screening programs in rotation sites creates emergencies where lack of adequate referral services have serious consequences. It is the sense of the College that this must be resolved without delay. It will be necessary to establish an agreement with a defined source for counseling services. In parallel with concerns about counseling referral, the College faces other serious challenges from policies at rotation sites. Students must conform to new and invasive requirements, including drug testing, vaccinations, testing for infectious diseases, and others. There is a potentially coercive element in these trends. The College must secure timely notification of test results, and must guarantee that all information and action deriving from such requirements remains confidential. These extra demands may overtax the existing system for services.

Faculty DevelopmentFaculty development has been targeted as a deficiency in this College in the recent Self-Study prepared for the 1995 Site Visit for Accreditation by the American Council on


Pharmaceutical Education (ACPE). Plans are in progress to improve faculty development opportunities within the College. Proposed areas of exploration include a formal faculty mentoring program. A more extensive orientation program for new faculty is to emerge from the recent adoption of a collegiate Governance document. The Associate Dean for Academic Affairs has made formal contact with the Director of the Office of Educational Development to take part in founding a faculty development initiative.

Ways Excellence in Teaching is RewardedFaculty showing exceptional improvement in the evaluations of their teaching are given higher annual salary increases than those who do not. The Dean of the COP has made it clear that no one will achieve tenure who is not a good teacher. Excellence in teaching is recognized annually in a series of awards whose recipients are chosen by the students. The various student organizations sponsor five awards: Outstanding Biopharmaceutical Sciences Teacher, Outstanding Department of Pharmaceutics Teacher, Outstanding Department of Pharmacy Practice Teacher, Outstanding Senior Clinical Faculty Instructor, and Teacher of the Year. Nominees are presented to all classes late in the Spring semester. The student officers inform the Awards Committee of the results in time for the Spring Awards Convocation.

Inter-College Educational ProgramsInter-college programs are limited in the COP. The chief contact our students have with instruction from other colleges occurs as part of the P-4 experiential rotation courses.

Major Impediments to the Achievement of the Educational MissionThe COP achieved a successful transition to the Pharm.D. Program. All Colleges of Pharmacy in the US must make this transition by the year 2000, thus ending conferral of the B.S. in Pharmacy. Those who have not made the transition will not be eligible for reaccreditation, graduates would not be eligible to sit for the NBPLE, and could not be licensed. We have gained an important lead in this regard. At present, about 25% of pharmacy colleges in the US have completed this transition. The COP faces concerns about the levels of manpower and the numbers of graduates needed to fulfill the needs of the State of Arkansas. It is imperative for the COP to maintain staffing levels which will support continued levels of student enrollment. The success of the Pharm. D. Program is measured by the ability of its graduates to provide patient care beyond the dispensation of medications.


One remediable impediment is the lack of depth within specialty areas of practice within our college. An increase in the number of faculty skilled in delivering care related to defined disease states would allow development of areas of excellence in teaching as well as research. These areas should echo similar strengths in the other colleges and in graduate programs. A need exists for more extensive computer facilities for teaching and testing. Current facilities require multiple test administration sessions to accommodate current class sizes. This process is time-consuming and costly—two disincentives to exploring applications of new technology for instruction.

College of Nursing

Educational GoalsThe UAMS College of Nursing provides exemplary and comprehensive educational programs, based on scholarship in education and practice. The College offers educational programs to prepare nurses for professional practice, advanced practice, teaching and administrative roles, thereby enhancing health care for the people of Arkansas. As a leader in the preparation of nurses for advanced practice, the College collaborates with the Area Health Education Centers and the health care community to provide degree and continuing education programs. The College enhances access to education in this rural, agrarian state by offering programs for nurses through distance education. The College of Nursing offers a Bachelor of Nursing (BSN) and a Master of Nursing Science (MNSc). The role of the baccalaureate graduate is a professional nurse generalist who performs the beginning level of professional nursing care for individuals, families, groups, and communities in a variety of settings. The role of the master’s graduate is advanced nursing practice such as clinicians, administrators, and educators who provide specialized nursing care of individuals, families, groups, and communities in a variety of settings. The Doctor of Philosophy in Nursing (Ph.D.) will be offered starting in the fall of 1997.The College advances the body of nursing knowledge through scholarship in research. The community of scholars contributes to nursing sciences through research activities that are theory testing, theory generating, and of an applied or basic research nature. Scholarship includes the dissemination of research findings and the translation of research into practice.The service mission is accomplished through scholarly participation of faculty and students in academic, professional, and community organizations. Faculty practice as skilled clinicians, consultants, and professional experts in health care


organizations and in the community. Faculty serve as role models for students and other nurses at the local, state, national, and international levels.

Public ExpectationsThe curriculum in the College of Nursing was developed using national standards from the National League for Nursing, the American Association of Colleges of Nursing, the American Nurses Association and various specialty organizations. Students are objectively evaluated in each theory and practicum course. Students are evaluated for outcomes throughout the curriculum in the following areas: critical thinking, communication, therapeutic nursing interventions, scholarship and service. Evaluation occurs using standardized tests: e.g. Watson-Glaser Critical Thinking Appraisal Inventory, NLN Diagnostic Examination, Mosby AssessTest, as well as the Junior and Senior Competency Evaluations. All baccalaureate graduates are required to pass the National Council Licensure Examination for RN (NCLEX) before they can practice as a registered nurse.All graduate students complete an Outcomes Portfolio verifying knowledge and skills in critical thinking, communication, therapeutic nursing interventions, scholarship, and services as a requirement for graduation. Graduates of the master’s practitioner specialties must pass national certification before they can obtain a license for advanced practice in Arkansas.

Curriculum SummaryThe curriculum for the programs in the College of Nursing is based on the nursing paradigm of Person, Environment, Health and Nursing. Additionally, the curriculum is based on the subconcepts of health patterns, development, communication, critical thinking, ethics, and role development. In the undergraduate curriculum the concepts of the paradigm and the subconcepts are integrated at three levels: foundations level, junior level, and senior level. The role of the three levels are: beginning professional role, direct care provider, and direct care provider and coordinator of care, respectively. The focus for the first level is the knowledge and skill for basic nursing care of individuals in a variety of settings; the second level is the nursing care of individuals in a context of family in a variety of settings; and the third level is the nursing care of individuals, families, groups and communities in a variety of settings. The concepts of the paradigm and subconcepts are integrated in each course, as outlined in the course objectives. The graduate curriculum is organized in the areas of Advanced Nurse Practitioner, Administration, and Education.


Assessment MeansThe evaluation plan for the College of Nursing is based on the College’s yearly goals, the Six-Year Plan, and the criteria of the accrediting body, the National League for Nursing. This annual evaluation is conducted in the summer, presented to the faculty at the fall faculty workshop, and curriculum changes are made as necessary throughout the academic year. The plan requires input from many sources including faculty, clinical agencies, and students.Every course taught in the College is evaluated each semester by faculty and students. The College surveys one and five year graduates of the undergraduate and graduate programs regarding the curriculum. Annually, focus groups are held with representatives of the agencies that hire most of the graduates from the College of Nursing. The College has a structured plan for evaluating learning outcomes among students graduating from the nursing programs. This evaluation involves standardized tests, competency evaluations, and licensing/certifying examinations.

Curriculum CommitteeThe Curriculum Committee of the College of Nursing is composed of six faculty members. Two are elected from each of three departments in the College. For each department, one faculty member has a primary role in the graduate program, and the other in the undergraduate program. The chair is elected by the committee, and the Associate Dean for Academic Programs is an ex-officio member. There are three student representatives, one junior, one senior, and one from the graduate program.

Curricular Modifications During the Last Ten YearsIn 1990, the College of Nursing implemented a revised baccalaureate curriculum. The major changes included the addition of a theory and practicum course in the nursing care of older adults, a research course, an issues course, and a theory and practicum course in either a critical care or ambulatory care senior elective. In 1994, the content in the issues course was integrated into the existing course, Professionalism and Concepts of Nursing Practice, and a course was added that focused on the physiological aspects of health problems across the life span. Further revisions were implemented in the summer of 1996: a second foundations theory and practicum course, increased credit in health assessment, and the deletion of the elective courses. Because of the changes in the health care system today, the community based learning experiences have been increased throughout the baccalaureate curriculum.In 1992, the bridge process to the master’s program was


implemented for RNs who have a baccalaureate degree in a field other than nursing. The prospective student may submit a portfolio verifying knowledge and experience in the senior level courses of older adult, leadership and management, and community health nursing, or may take the theory and practicum courses. The 15 credits must be validated or successfully completed before the students can take more than the core courses in the graduate program.The child health and nursing administration specialties were added to the graduate program in 1990 and the neonatal specialty in 1992. The family nurse practitioner specialty was implemented in 1993. At the fall semester of 1996, the clinical nurse specialties in adult health, child health, perinatal nursing and gerontology were changed to adult nurse practitioner or CNS-case manager, pediatric nurse practitioner or CNS-case manager, women’s health nurse practitioner, and gerontology nurse practitioner. This was a considered response to a perceived trend of downsized inpatient programs, with reciprocal expansion of service in the community setting.

Research ProgramsResearch utilization is incorporated into every course offered in the College of Nursing and can be verified by the course objectives. All undergraduate students take a three hour research course that focuses on learning about the research process, reading the literature, and identifying the implications of research for nursing care. Students demonstrate scholarship through the presentation of a poster reflecting a critique of the research literature on a selected nursing intervention. All clinical courses focus on using research-based nursing interventions in the care of clients.All master’s students take two, three hour research courses. One course places its focus on the research process and critiquing nursing research literature to identify nursing problems that need further investigation, and the other on the utilization of research as a basis for advanced nursing practice. Electives are available for graduate students who want to further develop their research skills by completing a thesis or research project.

Educational Programs Offered to the PublicEducational programs for the public are offered through the Office of Continuing Education in the College of Nursing; however, the College of Nursing has limited, organized offerings for the public. In the fall of 1995, a series of four lectures titled “My Parents-Myself” were open to the public. This series was designed for persons with aging parents. Another program is planned for the 1996-97 academic year on mind-body complementary therapies.


Types of Student Support ProgramsThe College of Nursing has a Nursing Education Success Program. The focus of this program is three-fold: (1) pre-admission summer workshop to assist students with study/math/test taking skills and information necessary for them to be eligible for admission to the baccalaureate program, (2) pre-matriculation workshop presented in the summer to newly admitted juniors who might be at academic risk or need a review of math skills, study skills, etc. before attending the first nursing classes, (3) and the mentoring program which provides at-risk students with nurse mentors throughout their nursing education.The faculty serve as a resource or referral resource to students currently in the program. Students may be referred to the Office of Educational Development for assistance with study/testing skills when needed. The College designates two faculty advisors for each class in the baccalaureate program. These faculty provide support to the class and individual students throughout their nursing education.Starting fall 1996, a formal tutoring program will be in place where graduate students will be available to tutor undergraduate students who are at risk for successful completion of courses in the baccalaureate program. This program will be evaluated in May 1997.The Director of the Nursing Education Success Program conducts a formal evaluation of her programs. The Dean and Associate Dean for Academic Programs meet once a month with the officers for this formal evaluation. The Dean and Associate Dean for Academic Programs meet monthly with the officers of the junior, senior, and master’s classes to receive input from the students about all programs offered by the College of Nursing.

Faculty DevelopmentTeaching clinics are offered to the faculty of the College of Nursing four times a year on a variety of topics: writing test items, developing test blueprints, use of creative teaching strategies, critical thinking, use of technology such as computer assisted instruction and interactive video disc programs in classroom instruction. These programs are not evaluated on a formal basis, but input from faculty provide direction for the topics selected for the teaching clinics.Once or twice a year, the College supports faculty development workshops. Workshops have been presented on clinical evaluation, creative teaching strategies, problem solving/critical thinking and Kolb’s learning styles, process and policies of writing for publication, cultural sensitivity, and National Council Licensure Examination Review Workshop, to


name a few. These workshops are evaluated using a standard continuing education evaluation form. The input is used when planning future faculty development opportunities. All of our faculty are encouraged to attend national and regional workshops that would assist with their teaching. Faculty attend national and international meetings of the American Nurses Association, National League for Nursing, Sigma Theta Tau, as well as specialty organizations to obtain current information pertinent to nursing education.

Ways Excellence in Teaching is RewardedFaculty in the College of Nursing are evaluated annually in each of the three missions of teaching, research, and service. If budget resources allow, merit increases are given for outstanding performance and for furthering the goals of the College. Two teaching awards are given annually at the fall faculty workshop. Winners for these awards are selected by their peers. Students honor faculty by selecting individuals for classroom and clinical teaching excellence. Teaching criteria are part of the tenure and promotion process, so the ultimate reward for teaching excellence is promotion and/or tenure in the College.

Inter-College Educational ProgramsThe College of Nursing has received grant funds to participate in an interdisciplinary program called “University Affiliated Programs”. The purpose of the program is to work in interdisciplinary teams for the purpose of teaching, service, and research which focus on the care of individuals who are developmentally delayed or have special needs.The College, in cooperation with the nursing programs at the University of Central Arkansas and Arkansas State University, also received three grants from the Arkansas Department of Higher Education to develop a telecommunications system so nursing education could be delivered to the more rural areas of the state by interactive video.Both of these programs are evaluated through course and faculty evaluations each semester. The students taking nursing courses by telecommunication have been compared to students taking courses on campus and no differences were found.

Major Impediments to the Achievement of the Educational MissionThe College of Nursing has experienced some difficulty recruiting faculty for the graduate program because the educational salaries are lower than practice salaries for nurses with advanced degrees. The health care arena is changing so fast it is difficult to keep the curriculum current. This presents


a challenge to the faculty and the Curriculum Committee. Standards and guidelines for the National League for Nursing, American Nurses Association and the American Association of Colleges of Nursing are used to ensure the curriculum remains current.The availability of office and classroom space at UAMS is problematic. There is not enough office/conference space for the growing number of faculty in the CON. Classroom space is limited at times when other colleges need large blocks of space for testing/orientation at the same time space is needed for laboratory experiences for nursing students. Even though this is usually resolved between colleges, scheduling remains difficult at times.

College of Health Related Professions

Educational GoalsThe departments within the CHRP produce graduates at the entry level in their professional disciplines who are eligible to test for professional registry, licensure, and/or certification. The educational goal of the programs is to have 100% of the graduates become employable, achieve their respective credentials, and serve at a high level of professional competence. Our programs strive to produce graduates who are productive members of the health care team, can earn a respectable salary, and make good citizens who appreciate and participate in life-long learning.

Public ExpectationsAll programs in the CHRP, except Biomedical Instrumentation Technology, undergo a professional accreditation process, which typically includes a self-study and site visit. As mentioned, several programs have an Advisory Committee comprised partly of end-users and frequently a public (lay) member who function to advise on curricular and programmatic issues.

Curriculum SummaryThe CHRP is comprised of twelve academic departments representing fourteen allied health specialties. The academic programs include four Certificate programs, eight Associate of Science Degree programs, five Bachelor of Science Degree programs, one Post-Bachelor’s Certificate, and two Master of Science Degree programs. The academic requirements of these programs range from one semester to four or more years. Almost all of the programs stipulate prerequisites for admission that must be completed at another general education institution. Some programs are available at extended campus


sites (AHECs), and associated hospitals in the state: Texarkana, Fayetteville, Springdale, Rogers, and Pine Bluff, AR. These extended sites help to serve traditional and non-traditional students and practicing professionals, who seek to continue their education.Audiology, Speech-Language Pathology, Biomedical Instrumentation Technology, Cytotechnology, Dental Hygiene, Diagnostic Medical Sonography, Dietetics and Nutrition, Emergency Medical Sciences, Health Information Management, Medical Technology, Nuclear Medicine Technology, Radiologic Technology, Respiratory Care, and Surgical Technology constitute the allied health specialties represented within CHRP. Each curriculum in the college is separate and distinct from the others, but all represent recognized allied health disciplines. In addition, many curricula are related in that they share prerequisite courses; and in some cases, they even offer inter-disciplinary courses. Nuclear Medicine Technology and Radiologic Technology students take inter-disciplinary courses together in management and ethics. The Six-Year Plan for the CHRP includes the expansion of multi-credential opportunities for practicing allied health professionals. This proposal will include interdisciplinary or “core” courses for students seeking multiple allied health credentials in various combinations of Medical Technology, Nuclear Medicine Technology, Radiologic Technology, and Respiratory Care.

Assessment Means Dental Hygiene, Nuclear Medicine Technology, Radiologic Technology, and Respiratory Care are programs that are competency-based. A basic defined level of performance is required on each skill taught in the program. These skills are often identified by a professional curriculum guide, a national job task analysis, or by the credential examination matrix. Course work is evaluated by students, faculty, graduates, employers, and sometimes by Advisory Committees. Other assessment methods include faculty retreats and the use of Medical Directors or Medical Advisors to aid in the evaluation of the curriculum, as well as faculty teams who plan and implement curricular changes. CHRP department chairmen are pleased with the assessment methods currently in place.

Curriculum CommitteeThe CHRP Curriculum Committee is comprised of eight members; no more than two can be from the same department. Two of the members selected serve as department chairmen. The previous year’s Curriculum Committee Chairman is an ex officio member. One of the members must be a CHRP representative to the UAMS Graduate Committee. All


members, except the ex officio member, who serves for one year, serve a three-year term. Before the beginning of each Fall semester, the dean sends all faculty members a list of open committee positions. Each faculty member indicates their top three preferences for serving on specific standing committees. The chairmen review the requests and recommend appointments to the dean. The dean, associate deans, and chairmen, review the preferences and make appointments according to established composition-rules.

Curricular Modifications During the Last Ten YearsThe curricula in each of the departments of the CHRP are dynamic. Changes are made based on accreditation requirements, changes in professional direction and scope of practice; as well as periodic needs assessments and the results of a variety of student, graduate, and employer-evaluation systems. In addition, several programs have Advisory Committees comprised of external clinical site supervisors and end-users. These groups provide feedback to the programs concerning the functionality of the curriculum and the need for additions or deletions of course offerings. Once a curricular change is made the department making that change is responsible for evaluating the results. Evaluation methods include credential examinations, graduate and employer -survey, and student-evaluation of courses and instructors. CHRP has made numerous curricular changes during the past 10 years to keep UAMS current with the changes in health and medical technology.

Research ProgramsCourses in research methodologies and/or journal-writing are offered by the Departments of Audiology and Speech Pathology, Cytotechnology, Dietetics and Nutrition, Nuclear Medicine Technology, and Radiologic Technology. These courses are required by respective accreditation agencies and/or the educational level of the program.

Educational Programs Offered to the PublicThe CHRP academic departments offer numerous continuing education opportunities for practitioners in Arkansas, all of which are evaluated by the participants at the conclusion of each session. It is also noteworthy that the CHRP works in conjunction with the COM on the annual Parkview Health Sciences Magnet School Project. Representatives from the two colleges review the evaluations and revise accordingly, working with Parkview faculty members.


The AHEC-affiliated program faculty of CHRP at Texarkana and Pine Bluff assist in MASH (Medical Applications of Science in Health ) programs offered to high school students during the summer. Some CHRP faculty advise local high school students in the planning and implementation of science fair projects. In all departments, the CHRP faculty are active in community projects such as health fairs, health care screenings and presentations to school groups. Some programs and/or faculty have been featured on TV and radio spots designed to inform the public about the health care concerns addressed by a particular allied health profession.

Types of Student Support ProgramsApplicants and students currently enrolled in CHRP programs have access to a wide range of support systems. Many are available campus-wide, but others are unique to the needs of particular programs. The CHRP does not employ a formal evaluation of student services, though individual departments use resource surveys to evaluate some services. When a particular concern is identified by a student that cannot be readily resolved, the chairman brings the concern to the attention of the CHRP Executive Committee (composed of department chairs and deans) and an action plan is implemented. In the course of an accreditation site visit, site-visitors interview students and graduates about the student services available to them. Any deficiencies are communicated to the committee.

Faculty DevelopmentA variety of developmental assistance is available to CHRP faculty. For example, computer classes are offered to teach the use of software. “Friday at Noon” seminars keep faculty apprised of changes in computer technology as it relates to student instruction. Consultative services provided by the Office of Educational Development and Media Services are used by CHRP faculty. The CHRP sponsors outside speakers to present workshops on topics of interest. Members of the faculty are active in their state, regional, and national professional organizations, and many hold elected and other key positions in these organizations on the state and national level. These CHRP faculty have the opportunity to attend state, regional and national meetings, and frequently present posters or provide presentations.

Ways Excellence in Teaching is RewardedEach year faculty are evaluated by students, their chairman, their peers, and through the use of a Faculty Self-Assessment



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which includes a documentation of their teaching activities. Some departments have teaching awards that are presented annually by the students in their program. Teaching excellence is a key factor in determining merit pay increases for all CHRP faculty, and merit raises are recommended by their chairman during annual budget hearings with the Dean. Faculty can meet, in part, the criteria for promotion and tenure by the demonstration of excellence in teaching.

Inter-College Educational ProgramsThe University of Arkansas at Little Rock (UALR) and UAMS-CHRP collaborate on the Audiology and Speech Pathology and Biomedical Instrumentation programs. These relationships are evaluated on a continuing basis through periodic meetings of the faculty and deans from each campus.

Major Impediments to the Achievement of the Educational MissionDepartment chairmen do not report any serious impediments to the achievement of their educational missions. Some departments do, however, occasionally have difficulty obtaining contemporary laboratory equipment for their courses. This is partially due to the rapid rate of technological advancement and the high cost of such equipment. Some departments need additional faculty positions and space. The college would benefit from a facility that allows consolidation of administration and faculty offices in the same area. As the CHRP continues to add programs and expand offerings to sites other than Little Rock, the college has recognized the need for an Admissions Director. Finally, those programs that rely heavily on the cooperation of health care institutions to provide clinical sites for student experiences have had to address the important issue of health care reform. For most departments, this has translated into a need to reduce the number of affiliations and/or increase the number of program faculty available to the clinical site for direct student supervision.

The Graduate SchoolGraduate education has been a constituent element of UAMS for fifty years. During this time one hundred seventy-seven students have graduated with Ph.D.’s and one thousand fifty-four with Master’s Degrees in various specialties. Although there has been a long tradition in graduate education, UAMS has not operated as an independent campus. Although UAMS became a separate campus of the University of Arkansas system in 1975, the Graduate School did not. It


was decided that the Graduate School would remain a part of the University of Arkansas at Fayetteville for purposes of academic administration. The Vice Chancellor for Academic Affairs held the title of Associate Dean of the Graduate School, and UAMS had two voting members on the University of Arkansas Graduate Council. Course offerings at UAMS were contained in the University of Arkansas Graduate Catalog and this campus utilized a Graduate Committee to refer academic items to the Graduate Council in Fayetteville for final action.As graduate programs on both campuses grew in size and complexity, this arrangement became more difficult. In 1989 UAMS produced the initial edition of the UAMS Graduate Catalog. This catalog was specific to UAMS and made clear distinctions between the UAMS and Fayetteville campuses. In November of 1994 the UAMS Graduate Committee approved a draft resolution to begin the separation process. In March of 1995 a proposed statement of organization and bylaws was approved by the UAMS Graduate Committee and submitted to the Graduate Faculty for discussion. The Graduate Faculty and, subsequently, the Academic Senate, voted unanimously to request approval of the Statement of Organization and Bylaws by the University of Arkansas Board of Trustees. At its April 28, 1995 meeting the Board approved an independent graduate school on the UAMS campus, and the SBHE subsequently approved the organizational change.

Structure of the Graduate SchoolFollowing the recent independence of the Graduate School, little structural change has occurred, for the Graduate School has operated relatively autonomously for many years. The Graduate School is headed by the Dean; this position is currently held by the Vice Chancellor of Academic Affairs. The Graduate School Office maintains student records, conducts registration, and works for the general administrative support of graduate programs. The Graduate Council, made up of elected representatives from each graduate program and a representative from the Graduate Student Association, has responsibility for the academic aspects of the graduate school. The Graduate Council reviews applications for graduate faculty status, reviews new course offerings by the programs, and evaluates applications for new graduate programs. In addition, the Graduate Council has developed a program for periodic evaluation of graduate programs on a rotating basis. This review process is intended to point out strengths and weakness in each program with feedback on recommendations for improving programs. This may involve specific recommendations to the programs as well as recommendations to the administration for the allocation of resources to overcome identified weaknesses.


The graduate programs are supported by basic science faculty within the College of Medicine, and by members of the faculties of Pharmacy, Nursing, and the College of Health Related Professions. The Graduate School offers M.S. and Ph.D. programs in Anatomy, Biochemistry and Molecular Biology, Interdisciplinary Toxicology, Microbiology and Immunology, Pharmacology, and Physiology and Biophysics. M.S. programs are also available in Audiology and Speech Pathology, Clinical Nutrition, Occupational and Environmental Health, Pathology, and Pharmaceutical Sciences. There are a Master of Nursing Science and a Ph.D. in Nursing Science. The Graduate School has received approval to offer interdisciplinary programs in Neuroscience and Immunopathology. The curriculum of each program is developed by the faculty in that program and approved by the Graduate Council. The clinical programs such as Nursing and Audiology and Speech Pathology also have external reviews of curriculum by appropriate accrediting agencies. Graduate programs include Interdisciplinary Toxicology, taught by an affiliated group of faculty from various disciplines. One of our more exciting assets is affiliation with the National Center for Toxicological Research in nearby Jefferson, Arkansas. The staff of scientists and equipment resources available to our faculty and students at NCTR are important strengths of our graduate program.

Educational GoalsThe mission of the Graduate School has been outlined in Chapter 2. The curricula meet this mission by providing instruction in fundamental knowledge as well as advanced instruction in state of the art research and methodologies and clinical practice. With respect to public expectations, the graduate programs at UAMS provide students with the advanced training they need to be competitive in the job market and to bring high quality skills to a rural state.

CurriculumFaculty keep their curriculum current and state of the art so that students receiving degrees will be able to compete in the marketplace. Just two examples of this are 1) the recent restructuring of the Masters of Nursing Science program to meet current demands in this competitive field; and 2) the development of a track in Neuroscience jointly in four of the Ph.D. programs. For those Ph.D. programs offered by Departments in the College of Medicine (Anatomy, Biochemistry and Molecular Biology, Interdisciplinary Toxicology, Microbiology and Immunology, Pharmacology, and Physiology and Biophysics) the most significant curricular change has been to develop a set of core courses (one or two in


each department) which would serve the needs of students in all the departments for developing a broad based knowledge in the basic medical sciences. At this time students in all programs are required to take at least two of the core courses outside their own department. Students’ evaluations of these courses has resulted in modifications of the content of several of these courses. However, evaluation of the program of core courses is more difficult and will require several more years to determine their effectiveness.

Assessment meansAll programs are regularly assessed within their colleges as part of the annual report process. Further, the Graduate Council has developed a framework for systematic program evaluation. The professional programs also have evaluation as part of specialized accreditation.These same basic science programs have conducted self-studies as part of external evaluation by the Arkansas Department of Higher Education. While the ADHE found all the programs acceptable, several strengths and weaknesses were noted.

New programsRecently developed programs include the M.S. in Clinical Nutrition, Occupational and Environmental Health, and Genetic Counseling. There are also the new Ph.D. in Nursing Science and the Ph.D. tracks in Immunopathology and Neuroscience, mentioned above.

Research ProgramsA strong component of graduate education at UAMS is range and quality of research opportunities. The significant increase in extramural funding at UAMS over the last decade provides resources for the development of modern research laboratories in both clinical and basic sciences. Graduate students are given more opportunities to participate in high quality research. These research programs are of vital importance to the educational mission of the Graduate School, for many graduates will pursue career opportunities at research institutions. Those who choose other paths will benefit from exposure to the rigorous training that competitive research provides.

Types of Student Support ProgramsProgrammatic resources are made available through the deans of each college at UAMS, who prepare budget requests for evaluation by the Chancellor. Students are supported by a variety of mechanisms. State stipend support and tuition



Page: 82Need other new programs - immunopath, neuroscience, OEH, MSGC, MSCN, etc.

remission are provided through the deans of the colleges and the Graduate School office respectively. In addition, students are supported through research grants and other scholarships and fellowships. The Graduate School Office manages travel awards for graduate students and the allocation of graduate student research funds (small supplemental grants to assist in the dissertation research). These funds are awarded competitively through a faculty committee. In addition to financial support, each student receives counseling and direction from his/her major faculty advisor. By the very nature of graduate education, students receive close one-on-one guidance throughout their stay at UAMS.

Faculty DevelopmentGraduate School Faculty have their primary appointments in each of the colleges at UAMS. Faculty development and evaluation are handled by the colleges.

ImpedimentsRecent self-studies have sketched the strengths and shortcomings of current graduate programs. It is time to burnish the former and remedy the latter. We recognize this as a long-term process of development. The graduate faculty members in the various colleges have started a process which promises to enhance the entire educational process at UAMS. When the Arkansas Department of Higher Education surveyed our graduate programs in April, 1996, the report of the independent visiting team was favorable. Appraising the value and vigor of our programs, the self-study prepared for this visit recited the strengths and weakness of each program. Strengths noted include: 1) The diverse nature of the faculty in the six basic science departments provides a broad range of educational and research opportunities for graduate students; 2) Recent efforts to develop interdisciplinary programs have provided new opportunities for faculty and students to work at the cutting edge of scientific research and education; 3) The increase in extramural funding in several of the departments provides needed resources for a stimulating environment where students can participate in nationally competitive research and be better equipped to compete for jobs upon graduation; 4) The move toward developing a set of core courses in the curriculum of each of the programs as well as the development of interdisciplinary programs has improved collaboration and cooperation among these programs; and 5) Construction of the new Biomedical Research Center and renovation of other research facilities have improved research opportunities at UAMS.


Weaknesses noted in the departmental self studies include: 1) Several departments noted the need for more and better qualified applicants and suggested a coordinated centralized recruiting effort. At the AAMC GREAT conference, it was reported that many medical schools around the country are moving toward a single unified recruiting program for all graduate programs. 2) The core courses developed by the programs should be evaluated for expansion into a true core curriculum for all graduate students in the basic science departments. This has been discussed by the faculty and administration, but at the present time there is still resistance from individual programs. 3) A good quality statistics program needs to be developed to meet the needs of the students to prepare them with the tools they will need to design and evaluate research projects. This weakness has been studied and several options are being considered to address all the colleges needs for teaching and research: the development of a collaborative arrangement with faculty at UALR and/or the development of a program in statistics. The remedies proposed are within our resources. The team made clear its satisfaction that the UAMS Graduate School had become independent within the University of Arkansas system. This was a necessary initial step toward strengthening this area of UAMS. The abilities and interest of our graduate faculty are good, as is the commitment to graduate education Continued growth of research funding is essential, especially in departments which have not completed re-building. In part because of geographic issues and national perceptions of Arkansas, UAMS does not attract many of the highest caliber students, since we do not enjoy a high national reputation as an established research institution. Institutional support of graduate student stipends has been expanded, but other sources will be required for the size of graduate programs and the scale of research needed at UAMS. Our pool of students tends to be regional, rather than national, although UAMS attracts considerable numbers of foreign students. Finally, the distribution of our graduates to employment outside Arkansas is limited.The Criterion One Committee recommended that the Graduate School work directly with degree-granting programs to promote the educational opportunities available through UAMS. Given the small staff of the Graduate School, it is recommended that an additional staff person, familiar with advanced degree education, be hired to implement this goal. This individual should work together with the UAMS Development Office to ensure adequate delivery of informational material to both the applicant population, as well as the general population. In addition, this individual should also be involved with the elaboration of the World Wide Home


Page for the Graduate School to be sure that all programs are well represented. Each of these areas have room for improvement. Change will probably be gradual, particularly in view of restricted growth in research funding on a national level. It may even be appropriate that our student pool and distribution of graduates remain relatively regional. We recognize our responsibility to a relatively poor state, to provide career opportunities, economic development, and faculty enrichment for feeder schools.

Further Enhancement of the Graduate SchoolThe recent completion of our Biomedical Research Center provides good earnest of the future role of graduate study on this campus. The bridge linking this building to our core campus symbolizes the connection recognized between basic research and the purposes of education and patient care. A parallel development is the establishment of an interest group affiliated in exploring the clinical and behavioral dimensions of health care. The Center for Outcomes Research and Effectiveness (CORE) represents an alliance among scholars from all our college faculties to investigate the value and cost-effectiveness of therapies.

College AdministrationIn order to carry out our educational purposes, UAMS maintains a coherent system that protects the interests of students in each educational program. These systems vary among the colleges, but are characterized by a common emphasis on providing reliable service adapted to the needs of each college.

Registrars and Registration The function of Registrar is performed in different ways in the various colleges of UAMS. Within this pattern of uniqueness, the registrars perform a core of common tasks. All Registrars are full-time employees of their respective colleges. Each is a member of the American Association of College Registrars and Admissions Officers (AACRAO). The appropriate guidelines of AACRAO are available in each office; and are used to guide policy and operations. In the Colleges of Pharmacy and Nursing the Registrar has faculty status, in other colleges, this is not the case. Other differences exist, but each college meets its obligations to faculty, students, and graduates. The registrars maintain the integrity of student academic records. Each office is properly secured, and key access to the office and all records is restricted to the registrar (and



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designated employees supervised by the registrar in some cases) and the chief academic officer of the college. The processing of records emphasizes security and privacy. Student applications and supporting documents are assembled and secured by the registrar (CON, COP, Graduate School), by admissions officers for individual CHRP programs, and by the Admissions Department (COM). Once a student accepts admission and enrolls, the admission packet is held by the registrar in each college, who opens the individual’s permanent academic record. The student may at any time inspect his or her own individual record. Administrators, course faculty and college committees have access to the record through the registrars. The registrar collects and records all grades in each college, and is responsible for generating and distributing reporting forms, and receiving the forms complete with grades for each class. The registrar verifies that all class enrollees have received a grade, been withdrawn, or that incompletes are reported, and enters grades into each student’s permanent record.Registrars perform the record-keeping functions related to graduation. They provide lists of students who have completed degree requirements to individual faculty, transform the student record into a permanent record, and handle all requests for academic information about graduates. After graduation, at times set by the individual colleges (except CHRP), the registrar is responsible for microfilming the permanent records of graduates. Two copies of the film are made, one retained in secure storage in the registrar’s office, the second held in a bank safe deposit box. CHRP is shifting from permanent paper storage to CD-ROM storage. In the College of Medicine, the functions of Registrar and Director of Admissions are separate, performed by two persons. The Registrar is assisted by staff. The College of Pharmacy’s Registrar works alone, microfilming all permanent records using a camera borrowed from the Graduate School. The College of Nursing has two FTE staff to assist its Registrar. This office handles admissions for both the undergraduate and (large) graduate professional program, and engages in extensive recruitment and pre-admission counseling of students in area colleges. The College of Nursing has its own microfilm camera, and makes its own permanent records. The Registrar of the College of Health Related Professions is assisted by an Admissions Officer and other staff. Individual degree and certificate programs perform their own admissions functions, then coordinate record-keeping with the Registrar. The Graduate School Registrar has one FTE staff person, is concerned with foreign student visas, traditional admissions issues, and microfilms its own permanent records.


The Registrar’s work is performed at UAMS in a way that ensures reliable and secure records to support admission, progress to degrees, and permanent reference after graduation. The several registrars and a small group of other persons with parallel needs and interests have for years collaborated at UAMS. The initial discussions on a centralized record keeping/data base occurred in late 1988 at the Vice Chancellor’s Advisory Council. In the Fall of 1989 there was the first utilization of the OASIS data base. This was initially set up to facilitate registration and campus clearance at the time of graduation.At approximately this time, the Arkansas Department of Higher Education began to move away from paper reports and starting requiring electronically transmitted reports. The OASIS system evolved into a central record keeping system (although not a true registrar function) for reporting purposes and both centralized and college specific institutional reporting. With each succeeding year, as refinements were added to the system, a user group consisting primarily of the various college registrars began to meet on an ad hoc basis.These meetings evolved into the current Academic Information and Reporting Team(AIR Team). AIR Team meets monthly, minutes are kept of each meeting and policy matters such as registration dates (with approval of the associate deans), reporting dates, and modifications to the system are acted on by consensus of the group. Although this group is not a central registrar it does function as a centralized registration management and record maintenance function. Membership is the same as the earlier group, including Registrars and representatives from Security, the Library, and the Treasurer’s office, and others as appropriate.Although it is not strictly a centralized registrar function, the OASIS system does serve as a centralized repository of records. It allows a uniform campus reporting for institutional studies while allowing each college the flexibility to tailor specific reports as needed.The campus currently has what can be termed (with the exception of the College of Medicine) a centralized registration management system. Although not directed by a centralized registrar, the process is managed by staff from the Academic Computing area.An Applications System Manager and an Applications System Analyst set up and tear down all data processing support needed for each registration. These individuals are present throughout all college registrations, and are available for system maintenance in the event of any down time. They are also responsible for the maintenance of the mechanism whereby the Treasurer’s Office collects, posts, and reconciles


the collection of tuition and fees. In essence, although the campus does not have a centralized registrar, Academic Computing combined with the Institutional Reporting Office serves as a centralized registration manager and custodian of campus records.As this system has evolved, the Vice Chancellor for Academic Affairs has provided ongoing support in the form of room in the dorm designated to store centralized registration computers and equipment. The Vice Chancellor has continued to fund, through Academic Computing, upgrades to equipment needed to process a centralized registration function.The development and continuation of OASIS into the AIR Team demonstrates important features of the colleges which compose UAMS. The independence of the colleges is demonstrated, and the flexibility of the governance process in the acceptance of different approaches regarding record-keeping functions created an atmosphere that promoted creativity in solving problems, and the ability to work together toward a common goal. The collaboration and cooperation exhibited here is a good illustration of how UAMS functions. The existing system of independent Registrars at UAMS have regularly and reliably served the needs of the various constituencies at UAMS. This demonstrates the strengths of a successful program. Access for persons with disabilities to the Graduate School Registrar’s office, accessible by stairs only, is a deficiency in the department that needs to be corrected.

Accounting and Administration In addition to campus-level fiscal management, colleges and departments provide additional administrative support. A business manager performs the research accounting and administration activities in the Colleges of Health Related Professions, Pharmacy and Nursing. In all cases, this person reports to the dean. In the College of Medicine the management of fiscal affairs is handled through the Office of the Associate Dean for Administration. The associate dean for administrative affairs in the CHRP is responsible for research administrative activities and reports to the dean. Each month, the associate dean for administrative affairs receives copies of the grant budgets, which he examines and records. Every six months each faculty person involved in research completes a Time and Effort Activity Report Certification Form which allows the Comptroller’s Office to keep accounts of the sponsored projects which use restricted funds. Research which is not funded is handled by faculty members as part of their job assignment. Additional research


time is allocated by the dean, and interested faculty can make requests for additional time through their department chair.

Campus-Wide Student ServicesThe office of Student Activities and Housing, currently staffed by a Director, an Assistant Director, an Administrative Assistant, and an Accounting Technician, coordinates the following student activities:1) Commencement exercises for all colleges2) The Associated Student Government Council3) Student intramural sports4) The Caduceus yearbook5) The Medico monthly newspaper6) The Residence Hall Council (promotes programs and activities for students and other residents of the dormitory). 7) Administering the campus student insurance program.The Associated Student Government Council (ASG) is composed of students elected from all colleges. The Council develops policy concerning student life at UAMS and promotes activities which may interest all students, such as student intramural sports. Because of the scarcity of recreational facilities on campus, students receive discounts to use the fitness centers at UALR and War Memorial, but many students have expressed frustration at not being able to afford this cost.The Banks Residence Hall Council, composed of the nine Resident Assistants and a representative from each of the student floors addresses issues of concern to building residents including housekeeping, maintenance, rental rates, and building security.

Types of Student Support ProgramsAcademic advisement/counseling Child Care facilitiesDormitory housingDental Hygiene services Athletic ticketsEducational Development servicesEmergency telephonesFinancial Aid servicesFood servicesHealth servicesIdentification cardsLaundryLibrary services


Computer searchesInterlibrary loansLearning resource centerMail serviceMinority student assistancePersonal counselingPharmacy servicesPublicationsRecreational servicesReligious OpportunitiesSpeech, language, hearing clinicTranscript servicesUniversity BookstoreUniversity Gift Shop

Research Capabilities and Environment Resources (space and equipment) ManagementThe Colleges of Medicine and Pharmacy have no committee to manage space and equipment resource issues. Departmental Chairmen negotiate research and office space needs for individual faculty members with the deans of the two colleges. New faculty members are generally provided recruitment packages that provide funds for reasonable equipment purchases. Established Faculty are expected to obtain extramural grant support for their ongoing equipment needs. The College of Medicine Research Council is allocated a small budget for shared equipment purchase each year, and receives small grant applications for that purpose. These applications are prioritized by its subcommittee on research fund allocation.If there is a perceived problem for space and equipment within these two colleges, a faculty person discusses the problem with his/her Chairman. In the College of Medicine, the Chairman may discuss it with either the Dean or Associate Dean for Research. In the College of Pharmacy, the Department Chair would go directly to the Dean. Ultimately, all space questions are decided by the deans or the Chancellor if the deans’ resources are inadequate.In the College of Nursing, the Dean’s Administration Advisory Council (DAAC) manages these issues. Faculty members with a perceived need notify the Associate Dean for Research and Evaluation who then brings the issue before the DAAC.In the College of Health Related Professions the Executive Committee (EC) of the College, composed of the twelve Department Chairs, the Dean, and four associate deans, discusses equipment and college space needs at its regular


meetings. In addition, during each year’s departmental budget review, space needs are identified and discussed by the Department Chairs with the Dean, who prioritizes needs after these discussions. Once the list is agreed upon, it becomes part of the annual budget presentation of the college made by the Dean and Associate Dean of Administrative Affairs to the Chancellor. Equipment is purchased as money becomes available, either through the college’s regular operating budget or by special allocation from the Chancellor.

Faculty Development for Research

MentoringIn the College of Medicine, mentoring is the responsibility of the Department Chairmen. Most chairmen do not support the concept of a college-wide formal mentoring program. However, an informal group known as the Women’s Faculty Caucus has developed on campus to provide mentoring support for young women faculty members. This activity has been supported by the Associate Dean for Research and the Associate Dean for Continuing Medical Education. The Associate Dean for CME and Faculty Development periodically offer programs designed to help new faculty members with all aspects of their career, including research. In the College of Pharmacy, mentoring is the responsibility of the Department Chairmen. The College of Nursing has a formal research mentoring program for new faculty members.In the College of Health Related Professions, no formal research mentoring program for new faculty exists.

Visiting professorships as a means of disseminating innovative research ideas/techniquesNearly all academic units on campus have a formal seminar program, with multiple speakers each year discussing the latest research ideas, techniques, and processes. Speakers are recruited from outside and inside the institution. The College of Medicine has a Dean’s Distinguished Lectureship that brings in several nationally recognized scientists each year.The College of Nursing has a specific research forum held six times a year for the purpose of disseminating research ideas and techniques.In the CHRP, college and department funds can be used to invite guest lecturers and sponsor visiting professors. Several departments, especially the ones with graduate programs, invite nationally known faculty to UAMS.


Research sabbaticalsThe University of Arkansas system does not identify a formal sabbatical mechanism, but there is a policy of “off-campus duty assignment” which serves essentially the same purpose. Individual faculty members may apply for approval of an off-campus assignment of up to six months with full salary or twelve months with half salary. The policy can be found on page 36 of the Faculty Handbook and is codified under “University wide Administrative Memorandum 435.4.” Colleges use this memorandum as a guide for requesting leave. Such requests must be approved by the Department Chairman, the Dean of the college, the Chancellor and the University Board of Trustees.The College of Nursing has further guidelines for this purpose. The program is run by the Associate Dean for Research and Evaluation. Financial support for this program exists in the form of faculty salary, research assistant time, and equipment.

Mechanisms to maintain research productivity of senior facultyIn the College of Medicine, faculty whose extramural research funding has recently ceased and who are seeking new sources can be supported for short periods of time from funds available to the Research Council under the Bridging Funds Policy. This provides support for no longer than two years to a faculty member to enable him/her to maintain a laboratory while seeking to reestablish outside support. After this short-term support is exhausted, faculty are in danger of losing assigned laboratory space to others who have external support, and their research is no longer considered viable.The Department of Family and Community Medicine has jointly funded research development with the AHECs. An epidemiologist was assigned to consult, design, administer, and evaluate research projects with faculty in the AHECs. In the College of Pharmacy, no formal mechanisms to maintain research productivity of senior faculty exist.In the College of Nursing, an Intramural Grant program is in place for this purpose.The CHRP has no formal mechanism for encouraging research activity in its senior faculty. Most of the faculty in the college do not have terminal research degrees; they are teachers and clinicians who provide a good deal of professional service but conduct little research.



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Policies Or Programs Stimulating And Supporting Undergraduate ResearchThe College of Medicine Associate Dean for Research has a few budgeted summer research slots for undergraduate students. Also, many of the basic science and clinical departments budget similar positions for undergraduate students from funds available to them.In the College of Pharmacy, employment of students in laboratories is encouraged and supported. It is felt this both stimulates and supports undergraduate research.In the College of Nursing, the SILO program and direct College of Nursing funds are used to stimulate and support undergraduate research.In the CHRP, there are no college-wide policies or programs for supporting undergraduate research. Each department encourages scholarship relevant to its own discipline. Undergraduates may be required to prepare research papers, conduct special projects, or make presentations based upon research, attend professional meetings, etc.

The Extended Campus and Distance LearningMost educational programs of UAMS are accomplished on our campus in Little Rock. However, a significant element of instruction occurs in settings created by our Regional Programs. The Regional Programs have reached a remarkable state of maturity, unique from those found in other academic medical centers. Up to this time, we have regarded such programs as outreaches for education and patient care. It is clear that in the context of radically changing patterns of reimbursement, the Regional Programs offer a promising resource worth aggressive development. They offer the educator access to patients who in time will not be admitted to an old-model teaching hospital. They offer that patient access without burdensome travel a high level of medical care. Regional Programs offer the student in a remote area and the established practitioner who cannot afford the time to travel to a central campus, access to excellent instruction. The theme of access flowing from the center out to interested parties across the state, and reciprocally back from them to UAMS, can be traced with equal validity in areas of research. The potential for further development is grounded on a solvent tradition, extending back over twenty years. That potential appears to be limited only by our capacity for innovation. As the only comprehensive academic health sciences center in Arkansas, the University of Arkansas for Medical Sciences (UAMS) has long been committed to training health care professionals for practice in rural areas and in helping to meet



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the health care service needs across Arkansas. Each college within UAMS engages in on-going efforts to provide student instruction, public service programs and continuing education for practitioners across the state. To accomplish this goal, the colleges utilize resources provided by the UAMS Regional Programs.The UAMS Regional Programs is an organizational unit which brings four interrelated, rural focused, statewide programs under one centrally coordinated umbrella. The Executive Director of the Area Health Education Centers (AHEC) also serves as the Vice Chancellor for Regional Programs and as such, reports directly to the Chancellor.Regional Programs are dependent upon community hospitals, volunteer faculty and a vast network of collaborative partners including private clinics, health departments, community health centers, mental health facilities, social service agencies, chambers of commerce, local businesses and various vocational/community colleges and universities statewide. Through these partnerships, the resources needed to ensure appropriate program development, implementation, modification, and continuation are systematically monitored and evaluated by those very agencies and individuals for whom the program exists.UAMS Regional Programs include the Area Health Education Centers (AHEC), the Rural Hospital Program, and the Delta Health Education Center, and professional components of a campus-wide telemedicine initiative.The AHEC Program at UAMS was founded in 1973, through the combined efforts of the Governor, the State Legislature and UAMS, as the primary educational outreach arm of UAMS and the principal means of decentralizing medical and other health professions education throughout the State. Six separate centers (El Dorado, Fayetteville, Fort Smith, Jonesboro, Pine Bluff and Texarkana) serve as training sites for students in the fields of medicine, nursing, pharmacy and various health related professions, as well as for medical residents specializing in family practice. Each AHEC has an AHEC Director who reports to the Executive Director.Each AHEC extends its programs into a multiple county service area making comprehensive programs and services accessible to potential students and rural providers in virtually all locations in Arkansas. Affiliated rural clinical sites are also integral parts of the AHEC training experiences in five of the six AHECs. Quality educational experiences in community settings away from the academic medical center expose students and residents to practice opportunities and realities in underserved rural communities, helping to encourage rural practice choices. The teaching ambience that results, as well


as an AHEC library service and continuing education offerings, all serve to enhance the professional environments and support systems in participating communities and aid in provider retention.The AHECs’ historical purpose was to provide primary care physicians to patients in Arkansas. In meeting this purpose, the AHEC has become indispensable to training physicians in two of the four specialties which define primary care. For example, the AHEC system now provides the adult medicine rotation sites for all family physician training conducted through the College of Medicine. It is also a significant resource for the adult medicine residency program. (Pediatrics and OB/GYN is, of course, taught at Arkansas Children’s Hospital and the University Hospital of Arkansas and its clinics, respectively.)Within the past 10 years, the AHEC has been responsive to the other colleges at UAMS. It is the source of most adult medicine rotations for the Doctor of Pharmacy students. It is also a vital source of teaching sites for the young and vigorous Nurse Practitioner Program in the College of Nursing. AHEC sites are also used as preceptorship sites for nurse practitioners who receive their education through distance learning modalities (primarily the interactive video network) in all sites across the state. The AHEC office also supports summer preceptorships for new sophomore medical students. Finally, certain College of Health Related Professions programs are resident within the AHEC. There is a Radiologic Technology program in Texarkana and Fayetteville and a Respiratory Care program in Texarkana and Pine Bluff. Each of these programs are separately accredited by the appropriate professional group, but are supported by a central administration. Additionally, AHEC-affiliated hospitals in Texarkana, Fayetteville, and Pine Bluff provide laboratory and clinical facilities for students in the Medical Technology program.The AHEC-based faculty are appointed through the colleges’ academic departments, and all academic programs are integrated or coordinated with the core programs in Little Rock, reporting to the deans. The AHEC System has evolved over the past 10 years to meet the needs identified by the communities it serves. The roles of teaching, service and research central to UAMS continue to be expanded to rural Arkansas through the existence of the AHECs. The AHECs function very much like a “set of railroad tracks” in which “cars” with compatible features can travel from the central campus to virtually any area in the state and back again.


The foundation of the Arkansas AHEC Program rests on the partnerships that have been developed with organizations and communities throughout the state. The partners of UAMS provide classroom and clinical facilities, long term financial commitments to the programs, many supportive services at their expense, and both contractual and voluntary faculty for the educational programs delivered at each site. These faculty are secondary to the full-time paid faculty based at each of the AHECs, but they are essential in delivering the programs that have been developed. An important element of the success of the Arkansas AHEC Program is the stable funding that exists. Funding comes from various sources: 40% from state budgets, 40% from professional fees earned in clinical care, and the remaining 20% from affiliated hospitals, gifts, grants, and contracts with agencies such as the Arkansas Department of Health.Important partners include other universities and community colleges in various regions of the state. Nursing and allied health programs are identified and developed through local planning and strengthened by collaborations with institutions sharing our educational objectives.From the beginning, Regional Programs have developed programs based on local needs. There is no common template, no one-size-fits-all for a set of programs. There are universal principles, and there are universal processes, but no universal set of programs. Programs only exist if they are justified by the needs within their respective region. A broad scope of programs has been developed, beginning with undergraduate students, continuing through post-graduate (as exemplified by graduate medical and nursing education) and then on to life-long learning programs delivered regularly at each of the principal sites. Libraries (learning resource centers) have been developed in each of the six principal regions of the state and the delta region. These facilities provide support for local students and practitioners. They rely on the UAMS Library for resources and professional support, but are administered separately.Distance learning using two-way interactive video comes as a natural extension of the earlier programming. Faculty previously sent by car or plane can now deliver many of the educational programs more efficiently using the two-way video network. Although interactive compressed video has played a decisive role in bringing educational programming to the AHECs and other sites, in order to provide a learning environment rich in educational resources it is also necessary to provide other learning modalities at the sites. These modalities include computer-based instruction programs, Internet access, bibliographic searching and retrieval, full-text resources, video and audiotape capabilities. Based on the


programs supported at each location, students should have access to any or all of these modalities of learning to ensure that students located away from the central campus experience the appropriate spectrum of learning opportunities. Software and hardware should be selected and implemented to give full support to the educational program.The Telemedicine and Distance Learning Coordinating Committee, chaired by the Assistant Vice Chancellor for Academic Services, has served for interchange and coordinated planning in these areas. Academic programs have also mounted evaluation components. However, continued development of coordination, planning, and evaluation will be important for optimal use of these technologies. It is necessary to focus on learning outcomes and appropriate blends of technology, rather than being driven by a single technology. Remote Possibilities, included with this Self-Study report, outlines some of the guiding visions and principles for distance learning at UAMS.Clinical consults are delivered over much of the same network used for distance learning. This “Telemedicine” network is developing rapidly in close collaboration with the Rural Hospital Program. The UAMS video network allows delivery of educational programs and expert consultation to the doorstep of practitioners previously isolated.Health care practitioners in small towns in Arkansas will perish unless they become a part of a health care network that combines their primary care with secondary and tertiary care located in larger regional cities and in Little Rock. Likewise, they will languish if their educational support system is not vertically integrated in the same manner linking them with the principal institution in the state charged with their continuing education. Hospitals in Arkansas have demonstrated that they wish to be a part of an educational network with features similar to the vertically integrated health care delivery system. UAMS has both an opportunity and a responsibility to assist in the development of health related programs within members of the University of Arkansas System. The system comprises traditional colleges, selected community colleges, and UAMS. Thoughtful collaboration and integration of these programs will enhance the opportunities for students to more easily pursue health careers that start in the community college and then progress to UAMS.An example of the above is now being pursued as Phillips County Community College was added to the U of A System July 1, 1996. Collaborations between that college and the UAMS College of Health Related Professions enhance the offerings at PCCC, and will allow new courses to become available to students in Helena through two-way video linkages.


Multiple affiliations through Regional Programs enhance the educational offerings in a community. Helena exemplifies a community in Arkansas whose local hospital is affiliated through the Rural Hospital Program The Delta Health Education Center addresses special educational needs among the more impoverished populations, and now a third affiliation, with Phillips County Community College, has been developed. The sum of these three affiliations is a meaningful presence of UAMS in an isolated Arkansas community delivering programs not previously accessible. Helena is a model of the commitment of an academic health center to rural communities’ educational needs.

Overview of Clinical Resources (i.e., adequacy for educational mission)In the College of Medicine, there is no single committee which determines the adequacy of clinical resources. The faculty primarily serve in one of three hospitals, the University Hospital, the Arkansas Children’s Hospital and the VA Hospital. The University Hospital is under the UAMS umbrella and, thus, the chancellor controls those resources. The VA and the ACH are under separate control and our involvement is governed by affiliation agreements and contracts. Clinical resources available in the University Hospital are largely controlled by University Hospital administration and the Chancellor. They are advised by the Hospital Medical Board, which meets monthly.The faculty, as a group, are represented by Medical College Physicians Group (MCPG), the faculty practice plan of the College of Medicine. The MCPG board meets monthly and reports to the dean. At the present time, the College of Medicine is in the process of forming a group practice, which will replace MCPG.In the College of Pharmacy, no formal committee or faculty body assesses the adequacy of research/clinical resources.In the College of Nursing, the Faculty Research and Development Committee is charged with this task.In the CHRP, each department chair is responsible for addressing these needs for his/her specific disciplines. The Dean participates in the securing of clinical or research resources as needed by the department.

ConclusionUAMS diligently pursues excellence in teaching, research, and patient care. In so doing it directly accomplishes its central institutional purposes. The conscientious accomplishment of this trust directly meets its obligations to those who support


the institution. The fulfillment of these formal duties enables the institution to accomplish a broad purpose of stewardship in the broader community. Such a purpose is difficult of definition, but UAMS accepts the role and expects to continue to perform well in its collateral roles in the future. Our duty to this state and to its people is to exhibit good husbandry of resources. We feel that we do so. We recognize a further duty, which must remain always slightly beyond our reach. We must retain our focus on identifying and meeting the needs of this state and it people which lie beyond their horizons. They created our institution. They have certain expectations of it. We are motivated in our most creative hours by individual visions of how best to live the scholarly life. We are governed in our best hours of daily service by diligence in serving the individual students and patients who present themselves to us in this relationship of trust.


Chapter 5 : Robustness of the organizationCriterion Four: The institution can continue to accomplish its purposes and strengthen its educational effectiveness.

IntroductionThe University of Arkansas for Medical Sciences operates in a manner true to its mission and, over time, has established the human, financial, and physical resources which allow it to accomplish its purposes. A study of previous Six-Year Plans and supporting documents reveals that this has happened through planned, deliberate efforts by faculty and administration. The Colleges of Medicine, Pharmacy, Nursing, Health Related Professions, the Graduate School, and the affiliated clinical institutions form a federation with a focus on health-related education, research, and service. The academic and clinical units provide excellent educational opportunities for students, where the liberal arts are integrated with biological, physical, and behavioral sciences. Students are exposed to a stimulating environment of basic and clinical research working hand in hand with health care services. This singleness of purpose has proven effective in the fulfillment of the mission at UAMS.All the colleges and the graduate school have the same needs for support systems in terms of educational and clinical facilities. For instance, the library serves students at many levels of study. Competition for the same resources is sometimes a concern. However, leadership decisions have resulted in improvements which support professional and graduate education at all levels. The strength, stability, and foresight of campus leadership coupled with a scholastically powerful faculty provide the institution with a solid foundation of human support. This chapter will discuss the main sources of challenge, the leadership, the resources, and the governance structures by which institutional assessment and planning prepare UAMS for future success.

ChallengesAmong the major, critical internal factors and environmental trends which will be formative of our future at UAMS, four will be of special significance. Each creates a few “special opportunities”, and concrete responses which emerged as recommendations during the Six-Year Plan and the self-study.


I. There has been dramatic, opportunity-driven growth in our decentralized institution at a time of increasing external regulatory, economic, and competitive pressure.This growth has created the opportunity to utilize management information resources for more efficient and responsive planning, conduct, and reporting of business, and it is essential for UAMS to formulate a coherent management information strategy. The pressures of competition make this a critical success factor for the near future.II. We are entering a time of redefinition of professional roles and boundaries, diversification of the professional workforce, and high institutional stress.These changes create both the opportunity and the necessity to consider new educational models, which are multi-professional and population, community, health-oriented. Education needs greater flexibility in pace, programming, and methodology of instruction and assessment - “managed learning.”UAMS, in common with most institutions of higher education, needs better support of adaptive faculty career paths. For both of these reasons, we have already strengthened the Office of Educational Development and are exploring a number of paths - multi-credentialling in allied health fields; inter-college collaboration in the standardized patient program, Clinical Skills Lab design, and programming for the proposed Multi-Purpose Educational Outreach Center; and an Inter-College Curriculum Task Force, which will examine new content areas and approaches, including possible multi-professional clinical practica, especially in the community setting.III. There are persistent, continued problems of access for students and patients (geographic and economic isolation) at a time of severe competition among providers, coupled with rapid expansion of communications technology.The resulting opportunities for UAMS include emphasis on educating locally rooted, community-oriented providers; supplying information resources and consultative backup to minimize isolation of rural front-line providers; and using our dedication to mission and technological capability to bridge competing providers for the sake of the health needs of the people. Thus, we will continue to develop our technological infrastructure in a cost effective manner; strengthen the didactic soundness of distance learning; and develop a sound business plan for telemedicine.IV. The economic pressures of competition in the health industry and the continuing limitations of growth in state support will place a substantial premium on strategic moves, diversification of support, and institutional perspectives on the part of all components.


The institutional characteristics which have provided us with the successes of this past decade will thus be increasingly important.

LeadershipStability in leadership has been a major strength on the UAMS campus. Dr. Harry P. Ward, Chancellor since 1979, has directed this campus through seventeen years of constant growth in programs and facilities. Our deans have a combined service record of fifty-two years: Dr. Linda Hodges, Dean of Nursing—seven years, Dr. I. Dodd Wilson, Dean of Medicine—ten years, Dr. Larry Milne, Dean of Pharmacy—eighteen years, Dr. Ronald Winters, Dean of Health Related Professions—fourteen years, Dr. Barry Lindley, Associate Dean of the Graduate School(now Dean since independence has been achieved)--three years. Dr. Charles Cranford, Vice Chancellor for Regional Programs and Executive Director of the AHECs has been here eleven years. Richard Pierson, Executive Director of Clinical Programs, has been here fifteen years. All of these individuals were recruited outside Arkansas, bringing new ideas and leadership practices. These individuals form an effective leadership team, working together to achieve common goals. Longevity at the Chancellor’s and Dean’s levels of the administration should not be taken as a sign of stasis. Within the past six years the College of Medicine has hired ten new chairmen for clinical and pre-clinical departments and five hundred and forty-seven new faculty. The College of Nursing has hired two new chairmen and forty-seven new faculty. The College of Pharmacy has hired two new chairmen and twenty-one new faculty. The College of Health Related Professions has hired seven new chairmen and thirty-four new faculty. This is one method the leadership has chosen to strengthen the educational programs of this institution.One visible example of the effectiveness of leadership on this campus is the high number of construction projects that have been recently completed or which are in progress. Within the past 3 years several major patient care and teaching facilities have been completed. These include the Biomedical Research Center, the Education III Building, the Jones Eye Institute, the Emergency Room expansion, and the Cancer Research Center expansion. Other major projects include an 8 floor Patient Bed Tower, the Ambulatory Care Center expansion, and a major clinical expansion of inpatient and outpatient facilities at Arkansas Children’s Hospital. All of these facilities have a positive influence on the educational programs on this campus.The administrative structure of this campus hinges on the leadership of the Chancellor. One concern is to determine


what effect a change in this office would have on the day to day operation and the long term goals of this campus. The Chancellor’s Cabinet counsels the Chancellor, and this should cushion any change, but this process is invisible to the average faculty member.

Resources The campus-wide infrastructure which supports the educational, research and clinical missions of UAMS is described in Chapter 3. Although the total revenues have increased dramatically, UAMS has become more dependent on clinical revenues to fund its educational programs. Changes in state and federal funding priorities undermine the financial future of education. To offset this relative decrease in outside support, UAMS has developed strategies to increase philanthropic endowment of departments, chairs, and programs. There are strategies in place to pursue legislative relief, revise the tenure system, improve accounting systems, provide mechanisms for shared risk, and to develop ways to reduce costs. These plans address the expected impact of decreased physician revenues which are inevitable in the managed care environment.Even though financial uncertainty is a prevailing concern, the expression of insecurity is hard to find on the UAMS campus. With so many building projects going on, construction cranes have become a permanent part of the skyline. Physical resources supporting educational objectives reinforce the basic sciences (Education III Building, Biomedical Research Center) and clinical programs (Bed Tower, ACC, ACRC, Jones Eye Institute). The growth of the physical plant has been planned and governed by an infrastructure which channels collegiate, departmental, programmatic, and individual needs from inception to implementation. Future building projects include a new warehouse, a campus-wide energy update, a new AHEC in Texarkana, and many others.UAMS has an internationally recognized faculty which is well-supported by over 7000 employees. The recruitment and retention of faculty, staff, and students is enhanced by a competitive salary structure, generous benefits, and excellent support services. The maintenance of a core faculty with modest turnover is a major strength of the UAMS system, and is the single most important factor contributing to the institution’s ability to deliver educational experiences of high value. The most important human resource of the educational process is the student body, which numbers over 1800. Recruitment of students has been enhanced through the development of partnerships with area high school teachers. These teachers


are brought to the campus each summer to upgrade their skills in basic science education. Minority recruitment into all colleges has been successful. The College of Medicine’s Office of Minority Affairs is active and supports programs for other professions as well. In addition, each of the other colleges has specific programs to encourage and support minority student interest and development. The Student Activities Office located in the Jeff Banks Student Union coordinates support of student life on campus. The goal of this office is to promote campus-wide activities and involve students from all four colleges and the graduate school. While each college plans activities which are held for the benefit of its own students, this office coordinates activities and publications and makes them available to all UAMS students.

Research Resources

FinancialResources dedicated to research development have resulted in explosive growth at UAMS over the past 10 years. Externally sponsored program funding has tripled since 1988, indicating strong programs which are reflected in their international stature. Cancer treatment, transplantation, ophthalmology, neurosurgery, and orthopaedics have brought national and international recognition to UAMS and Arkansas. With $7.8 million in gifts from corporations, foundations, and individual donors, coupled with a $2 million state appropriation, UAMS completed the Arkansas Cancer Research Center (ACRC) in 1989. In 1990, a $5.5 million gift launched UAMS’s first capital campaign making it possible to build the Harvey and Bernice Jones Eye Institute. This has tripled the space originally available for clinics, ophthalmic diagnostic procedures, and one-day surgery. The $63.5 million Capital Campaign is now completed, its goal achieved.The leading research strengths at UAMS include health services research, alcohol and drug abuse, cancer, neuroscience, and geriatrics—each having at least $2 million in funded projects. The National Science Foundation’s (NSF) Experimental Program to Stimulate Competitive Research (EPSCoR) made it possible to expand UAMS’s geriatric and neuroscience research programs. New faculty and department chairs have been added to expand cell and molecular biology programs, and outstanding research activity in oncology continues. UAMS has been awarded a National Institutes of Health (NIH) training grant to develop several alcohol and drug abuse programs. A major goal in the previous Six-Year Plan was to embark on major research efforts with other institutions such as the National Center for Toxicological Research (NCTR) in Pine Bluff. UAMS has expanded efforts in toxicology,


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creating strong joint research programs with NCTR. UALR is also an active research partner.

Changing Federal Funding PrioritiesChanges in government support of research threatens our continued success. In 1993, the National Institutes of Health (NIH) received extra support for research on a few specific diseases, but the funding for basic research did not keep up with inflation. Many of the institutes can support fewer than one-in-six research projects deemed worthy by expert reviewers. Moreover, applications for new NIH research project grants have become more competitive than ever before. Even federal research programs considered relevant to industry may be constrained by efforts to balance the federal budget and reduce the role of government.

Changing State Funding PrioritiesAt the local level, the State of Arkansas has funded several initiatives since 1987 to enhance its research and development (R&D) resources with a demonstrated interest in biotechnology. This support has coincided with increased external support for research in the state’s colleges and universities, construction of new research and education facilities on its university campuses, increased awareness of the value of research to the state’s economy, and increasing investment by the state’s traditional and well-established industries in new government/industry/university partnerships. The new Arkansas Biotechnology Association, founded as a result of UAMS initiatives, is one example of several public/private sector initiatives being implemented to improve and expand the research enterprise and diversify the economy of Arkansas.

Increased Research CapacityContinued growth of research at UAMS will require either increased numbers of graduate students or innovative alternative approaches to increase research manpower. Increased funding sources will be necessary to support this program growth. The new challenges of health care also call for broader programs of research and graduate education in areas such as nursing science, biomedical engineering, social, behavioral, and management sciences. These programs will require extensive inter-institutional collaborations.Building the research capacity will produce economic benefits, and strengthen the traditional roles of the university faculty in teaching and service. More targeted research has brought increased industry funding to some areas, and mechanisms recently established will continue that upward trend in non-federal external support. The push for a clinical teaching base


and revenue from patient care requires the recruiting of more clinician-scientists and clinicians . UAMS must ensure that it can provide an environment that supports these people and their productive research efforts.In summary, although the state and national economies have experienced a general upswing in recent years, economic growth has not kept pace with the increasing cost of higher education in health fields and health care expenses. The outlook for substantial growth in state funding for the Six-Year Plan period is not encouraging. Salary, Maintenance, and Operations budgets for the campus lag behind the current level of inflation and prospects for increased public funding (especially through federal grant programs) seem likely to be curtailed during this time of political debate on balanced budgets, deficit reduction, and spending cuts. Meanwhile, the cost of doing business in terms of higher education and health care costs is expected to exceed whatever modest increases in funding might be approved from tax-based appropriations. Therefore, it is imperative that private and/or alternate sources of funding become an even greater share of the future revenue profile for UAMS.

FundraisingThrough capital campaigns, planned giving programs, and annual fund activities, the Institutional Advancement Division seeks funding opportunities and private gift support for UAMS from corporations, foundations, and individuals. The division also generates non-technical grant proposals for consideration by public and private audiences and individuals through its staff research, writing, and production capabilities.Meanwhile, Institutional Advancement faces two principal challenges; 1) organize the wrap-up of the current capital campaign, and 2) plan an orderly transition from a historical focus on one major campaign to an ongoing program focus that is based on planned giving. Although Annual Fund activities will continue to be a basic element of development activities, planned and deferred giving programs will become the primary means of attaining major resources for UAMS in the future. After the success of the first phase of the building campaign for the Arkansas Cancer Research Center, this and other emerging centers of excellence at UAMS began recruiting their own professional fundraising staff and assigned program-specific development programs and communication activities to them. At present, several new, independent, decentralized advancement models have emerged outside of, yet parallel to the activities organized by the Institutional Advancement Division.



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Physical ResourcesGreatly needed research space has been acquired since the previous accreditation visit. The Biomedical Research Center, completed in 1993, added 155,000 square feet of space including 85 laboratories and six conference rooms. Research space needs have been further alleviated by the provision of research laboratories in the Jones Eye Institute and the ACRC expansion. In addition, the second of four floors of the Arkansas Children’s Hospital Research Institute is nearing completion. The Shorey Building renovation will further upgrade space, but additional research space is under consideration to keep up with growth of funding and the development of new programs. Already funded and designed, the construction of the Children’s Nutrition Center at Arkansas Children’s Hospital is about to begin. The expansion of the Ambulatory Care Center is slated for completion in Spring, 1997, and the University Hospital Tower is scheduled for completion in Winter, 1998. While these are not research buildings per se, they will expand facilities in which clinical research and teaching may be conducted. Other plans for future research include the selection of “Clusters of Excellence” that might be located in designated facilities. Opportunities will be dependent upon the development of areas of excellence by the faculty and financial support from private and public (state and federal) funding. One possible “cluster” identified in 1995 included Geriatrics, Musculoskeletal, and Neuroscience. Studies of research space will be reevaluated after completion of the expansion of the ACRC and the renovation of the Shorey Building. The possibility of a public-private research park and a neurobiology research institute should be included in this study. The construction of a Center on Aging is being actively explored due to the possibility of external funding, combined with an institutional priority for development in this area.

Human ResourcesHuman resources for research development are keeping pace with facility expansion. Several new programs have been developed and existing programs have been enhanced to reflect the needs of the state and region. The number and quality of students in biomedical graduate programs has increased from 60 to more than 100 over the past six years. New inter-institutional/inter-disciplinary programs have been encouraged; the current Master of Science in Occupational and Environmental Health is just one example. A Master of Science degree program in Clinical Nutrition has been developed. A Ph.D. in Nursing Science has been approved by the Arkansas Department of Higher Education, and an allied health program



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in Medical Record Technology (Health Information Management) has been started. To sustain such programs, it is necessary to increase the recruitment of strong research-oriented faculty who are already funded or who will be able to generate funding in a short time. Incentive can be generated by providing attractive start-up packages, as well as space and other inducements. The research productivity of faculty who do not have active research programs must be improved by helping them develop relationships with faculty involved in strong research programs.

Further Enhancement of the Graduate SchoolBuilding upon its strong history, the UAMS Graduate School will need to address four primary challenges within the next six years: 1) building a sense of identity and unique mission; 2) developing a system of productive collaborations with other institutions for research, education, and the development of students; 3) maintaining a critical mass of enrollment in programs that reflect the UAMS tradition of research excellence; and 4) developing advanced concept programs that anticipate emerging trends in health sciences and health services that will serve Arkansas and the nation in the next century.

Research ExpansionCollege-specific plans for research expansion are detailed in the Six-Year Plan. Coordination of planning efforts takes place in the University-Wide Research Planning Council, which meets periodically under the aegis of the Vice Chancellor for Academic Affairs, and includes the associate deans or directors of research for the colleges and centers, the chief research officers of Arkansas Childrens Hospital Research Institute and the VA, and the Director of Research Administration. The Office of Research Administration (ORA) was established at UAMS in 1984 to administer external sponsored research efforts. The ultimate goal of ORA is to increase the quality and amount of external sponsored research at UAMS. These planning processes are enhanced by the Institutional Advancement (IA) Division, a primary support unit of UAMS, ensuring the viability of UAMS as a world-class teaching, research, and clinical institution. IA provides fundraising, public relations and marketing, and services to increase public understanding of and financial support for UAMS. IA uses the resources of three separate departments: University Development, University Relations, and Donor Records. They also act as the UAMS liaison to the University of Arkansas Foundation, Inc.



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Energetic planning by these groups in conjunction with research leadership at UAMS has resulted in a number of strategic goals and objectives which are described in the Six-Year Plan. Briefly, these objectives include a major increase in external funding, a plan to enhance core research support functions, and the continued development of campus-wide centers for basic and clinical research. This should aid in the recruiting of well-funded, outstanding investigators. A program for replacing and purchasing needed research equipment is being developed. The establishment of a Clinical Research Center funded by NIH and the development of strong collaborations between UAMS and NCTR are goals to be achieved. Since the Office of Research Administration (ORA) was started more than 10 years ago, there has been a dramatic transformation in the level of proposal activity and focus on the part of UAMS faculty on research. This is reflected in the increase that has occurred in sponsored programs. The resources necessary for these expansions call for closer coordination between the Office of Institutional Advancement and the Office of Research Administration, particularly with regard to more aggressive work with foundations. UAMS is planning major research equipment enhancements to establish a distinctive position with regard to its research activities and to attract new investigators. By the end of the next decade, sponsored awards should exceed $75 million per year. This level will build on growing research outside the College of Medicine and the expansion of clinical centers, inter-college programs, and inter-institutional programs and consortia. Further strengthening of the administrative infrastructure is necessary in order that investigators can achieve maximum productivity in developing and monitoring grant proposals. It may be desirable to explore the establishment of an affiliated Research Institute or Foundation to allow greater flexibility and responsiveness in working with commercial sponsors.Enhancement of intercollegiate research initiatives will be facilitated by establishing an enhanced faculty development program in grant writing and by providing seminars and informational materials on grant development, research literature review, publication, and presentation by using the combined strengths of ORA, the Library, Office of Educational Development, and Media Services.Another objective, to stimulate and facilitate external funding or multi-investigator research programs, can be achieved by working with research associate deans to build local interactions and awareness of mutual interests: invigorate the UAMS-wide Research Planning Council (representatives from all colleges, the VAMC, Arkansas Children’s Hospital Research


Institute, the ACRD, and the Jones Eye Institute); study other successful academic health centers; identify potential target areas and critical success factors; establish an inter-university research committee representing UAMS, UALR, ACH, NCTR, the VAMC, and the Agricultural Experiment Station(AES), and other appropriate groups to encourage collaborative research efforts.

Service

FinancialPerhaps the most visible resource which allows UAMS to continue to accomplish its missions are those dedicated faculty members and staff engaged in the delivery of health care. As UAMS continues to grow and expand its services, the collaborative efforts of all university offices and departments will be critical during the anticipated period of health care changes. The university anticipates continued financial growth through an increase in its clinical revenue base centered upon planned expansions to the Arkansas Cancer Research Center, the Area Health Education Centers, the Ambulatory Care Center, the Jones Eye Institute, the Central Arkansas Radiation Therapy Institute, the new Hospital Tower, the Arkansas Children’s Hospital, and UAMS’s entry into managed care.Other financial strategies include: shifting the emphasis of fund generation to a planned and deferred giving system; strengthening the UAMS commitment to technology transfer and commercial sponsorships; creating centers of excellence which will attract qualified researchers and business partnerships; linking UAMS academic endeavors with other public and private institutions in the state toward shared financial and physical resources.The growth of managed care, possible changes to physician supply policy, a greater concern for primary health care, and anticipated changes in the way medical education will be financed offer new challenges to the way UAMS views its financial future and prepares to accomplish its mission and strengthen its effectiveness.

PhysicalThe following structures on campus are designed to accommodate additional vertical expansion for the delivery of expanded services: the Child Study Center, the Jones Eye Institute, the Arkansas Cancer Research Center, the Diagnostic Center, the Ambulatory Care Center and the Education III Building. Additionally, plans for expansion including the new Hospital Tower, additions to the MRI facility, additions to the Arkansas Children’s Hospital, and the establishment of a new


Central Arkansas Radiation Therapy Institute facility are unfolding in all areas of the campus. As expansion of the physical space on campus is realized, increased use of clinical services should generate increased clinical revenues. Further development of UAMS facilities will help propel the image of the university as an institute providing “world class clinical care,” thereby increasing the number of patient referrals for inpatient and outpatient services.

HumanAlong with the growth of improved facilities and heightened clinical services, an increase in human resources is needed to staff and provide these additional services. In 1996, UAMS employed approximately 7000 individuals at both on-site and off-site locations. It is anticipated that by the year 2000, an additional 3000 professional and non-professional employees will be added to the university. Growth in clinical faculty, primary care providers, and support staff need to keep pace with the rapid expansion of patient services. It is anticipated that more employees will have their primary work assignment at off-site locations such as the Area of Health Education Centers and other Regional Programs. The new group practice plan in the COM and participation by medical leaders in the development of a UAMS-sponsored HMO assure that UAMS is in a position to offer the appropriate balance of primary care physicians and specialists necessary to provide high-quality service to Arkansas.

Structured Assessment Processes

General CommentsTo assure that the allocation of resources to the educational, research and service projects actually results in the accomplishment of stated objectives, well-defined assessment processes are in place. Assessment at UAMS plays several roles: 1) assessment of individuals as an on-going tool for improvement and professional development, 2) outcome or “commencement” assessments of individuals as a gate-keeping approach to maintenance of professional standards, 3) summaries of assessment data as a tool for measuring program effectiveness and productivity and for enabling continuous program improvement, and 4) global analysis as a guide to mission realization.The details of assessment of student academic achievement are covered in the university-wide assessment plan.



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Planning Processes and Information FlowPlanning for the UAMS campus is best illustrated by the breadth and detail of the institution’s Six-Year Plan. Inclusive in this plan are priorities for fiscal, physical, human resources, students, research, and service initiatives consistent with the needs of the state of Arkansas and the mission and goals of UAMS.The Chancellor’s Cabinet is an integral part of this planning process. Meeting on a weekly basis with the Chancellor of UAMS, and other invited officials, the respective deans, vice chancellors, and center directors bring their needs and visions for their own colleges and collectively make decisions and plan for the campus as a whole. The deans also meet on a monthly basis with the Vice Chancellor for Academic Affairs to discuss more narrow academic issues. In most instances, this planning process assures that the individual colleges are meeting the goals of the institution as a whole and that an interdisciplinary approach to meeting those goals is attempted. Administration of the specific programs of student and program evaluation is based primarily in the various college administrations. Infrastructure is supported wherever possible through centralized departments providing services for efficient sharing. One example is the computerized test scoring and administration of the Clinical Skills Assessment Center currently being developed. In some instances specialized programs may be developed within one College and shared with others. An example of this is the Standardized Patient program developed by the College of Medicine for the OSCE. The Office of Educational Development has provided an evaluation consultation, and their staff are also assisting the College of Pharmacy. The centralized services report to the Vice Chancellor for Academic Affairs, who once a month, convenes the Vice Chancellor’s Advisory Committee (VCAC), consisting of the associate deans of the colleges. This group provides a forum for shared experience, collaborative problem solving, and joint development of new approaches. The various central support services have active advisory committees of front line faculty members. Faculty from the respective colleges have input into the planning process. As each dean presents his or her Six-Year Plan, input, and in most instances, faculty approval is sought before presentation to the Chancellor. The exception to this may be budgetary in nature, especially as it would apply to colleges which do not have a formal faculty practice plan.Assessment data is also rolled back into the planning process. In addition to its obvious use for following the progress of individuals, summaries of assessment data have wide use by the institution and the colleges. Annual reports are sent to the Chancellor from the different colleges. Results of exit


interviews with accreditation survey teams are followed by detailed review of the final reports. Discussion of assessment data at cabinet and faculty meetings, curriculum committee meetings, and summer retreats, are examples of opportunities used to discuss assessment information and to determine what improvements need to be made.

Planning ResultsThere are many examples of good planning at UAMS. One example is the process that resulted in the new Biomedical Research Center. In response to needs expressed by the deans and faculty, some of which were also highlighted in the previous NCA review, the Chancellor presented to a legislative committee the need for research space as a chief priority of UAMS. Through a remarkable vision and collaboration of trustees, legislators, and UAMS leaders, legislative resolve was built and carried through with a new tax (requiring 75% affirmative vote in both houses) to fund the construction of the Biomedical Research Center.The responsibility and authority for planning was given to a group of faculty actively engaged in biomedical science. They comprised a broad representation of all the colleges. This group, headed by Dr. Charles Winter of the College of Medicine, was given a free hand to make decisions regarding all phases of the building process from budget, site selection, choice of architect and engineers, and the choice of functional and aesthetic features to be included in the design. The group toured several recently designed research laboratory buildings across the country and incorporated desirable features into their plan. A consortium approach for architect/engineer/site planner was chosen since no single company had the necessary experience. Expertise and creativity were criteria for the choice of consortium members. After the planning process, it was decided that a committee would be too unwieldy to make all the construction-related decisions, so the Chairman, with advice from Physical Plant, assumed the decision-making role thereafter.The Biomedical Research Center was widely recognized as a need on this campus and the planning process began from the Administrative level—this was not the case with the Education 3 Building. Planning for Ed3 began in the Department of Anatomy, College of Medicine. Two members of the faculty recognized the need for new dissection and morgue facilities to support Gross Anatomy education on this campus. A plan for a dissection laboratory was drafted and the suggestion made that it be built at the present site of Ed3. This proposal called for a one story building which would be devoted to the teaching of gross anatomy. This proposal was submitted to the Dean of


the College of Medicine and through him presented to the Chancellor’s Cabinet.Several years passed before the Education Building III proposal rose to the top of the project list. During this time, others involved in the assessment of educational space needs recommended that the one story building be expanded to multiple floors to include educational space for general campus use. The Chancellor appointed a committee composed of members from several of the colleges to plan the building, including the initiators of the plan. The planning committee outlined the project, selected an architectural firm, and worked with them to refine the building plans. The Chancellor and his construction planning group were responsible for the financial details of the project. Once construction began, the building planning committee selected one of the original designers to work with the architects and contractors as a campus representative, along with an individual from the campus construction office who supervised the construction. Originally, one level was to be shelled space because of lack of funds. However, the associate deans, working with the Vice Chancellor for Academic Affairs, developed such a compelling case for additional classroom and lecture hall space that additional funds were allocated and a fine addition to general instructional space completed. This rather complex method of conceiving, designing and constructing a new educational facility is an example of how all levels of the administration work together to execute a building plan.

Opportunities for PlanningWhile planning processes have served the needs of many, a few programs have remained outside the consideration of the key committees. Such is the case in the College of Health Related Professions. A formal, comprehensive assessment of CHRP space needs on the UAMS campus has not been made. When space needs have developed within a particular area or areas of CHRP, ad hoc solutions have been developed, but comprehensive solutions have been lacking. The most recent proposal resulted in the College being allocated part of the eighth floor in the Shorey Building to house the departments of Health Information Management and Cytotechnology along with elements of the departments of Dental Hygiene, Audiology, and Speech Pathology. Work on renovating this space is in progress with occupancy expected in time for the Spring 1997 semester. Although this provides welcome relief, it does little to solve the problems associated with the wide dispersion of CHRP faculty. It is estimated that the College of Health


Related Professions would need approximately 27,000 net square feet in order to coalesce most of its departments into a single area on campus and provide some selected expansion in needed areas of its departments, offices, classrooms, and laboratories. This compares with the actual total space of about 25,000 net square feet now occupied separately by all the elements that would combine into such a unit. This goal could be accomplished by a free-standing building, part of a new building, or space on one or more floors of an existing building. To date, no plans for a CHRP “home” exist.Other parts of this self-study report have called attention to the need for concerted planning for information technology, to build on the substantial gains of the past decade and meet the growing pains accompanying the success of UAMS.


Chapter 6 : Wholeness of the fabric: institutional integrity at UAMSCriterion Five: The institution demonstrates integrity in its practices and relationships.

OverviewThe University of Arkansas for Medical Sciences (UAMS) emphasizes in the mission statement the commitment to patient-centered care, education, and research. An awareness of individual worth, a fundamental value of the campus, is central to the goals in diversity, equity, and honesty which contribute to the overall integrity of the institution.UAMS has a proud history and ethical tradition of meeting their goals in education, research, and service to patients. Centers of Excellence have been established in several specialties and patients are referred to these from all over the state and sometimes the world. The Area Health Education Centers (AHEC) and their Rural Health Programs contribute to UAMS’ ability to serve the larger community including the recent advancements in the provision of telemedicine consultations. There is access for patients in need regardless of their ability to pay. These centers also contribute to meeting the goals of excellence in education and research.During the Self-Study, the Criterion Five Committee conducted a review of the issues and practices related to institutional integrity. These included specific policies regarding grievances; nondiscrimination and affirmative action; sexual harassment; appointments, promotions, and tenure of faculty; human relations; recruitment, selection, and retention of students; and human resources policies. Published materials, internal documents, and policies were examined for the presence of ethical expressions of the UAMS values and beliefs. These materials were studied to determine if the institution’s practices and relationships were consistent and effective. Sources for this review have been placed in the resource room and contain information on the equitable use of financial, physical and human resources. These sources demonstrate a commitment to excellence, and the use of the ethical belief system adopted by UAMS in planning throughout the institution at all levels of human relations, and a willingness to change in order to live up to the UAMS commitments to patients, the community, students, faculty, and staff.


Diversity And Equity

Human Relations Office

Anti-discrimination and Affirmative ActionThe Director of Human Relations has the responsibility to implement, coordinate, and monitor the UAMS commitment to adhere to federal and state laws relating to all civil rights and non-discrimination issues (Annual report of the Human Relations Office). He serves as the grievance officer with the primary purpose of seeing that all institutional policies and procedures are implemented impartially and/or without bias. These include specific policies on anti-discrimination and affirmative action (UAMS Administrative Guide, 3.1.10 and 4.5..01 and Faculty Handbook, G 2) The Director submits annual reports regarding the activities of the office. For instance, in the 1995 report he cites that 93 complaints from staff requiring investigation were submitted involving 29 departments and one college. Only eight of these required the formal grievance process for recommendations. Two of these were decided in favor of the employee, three were decided in favor of the action taken by management, and the disposition of three cases is pending. There were also 175 complaints that only involved meeting with the complainant, listening and offering suggestions, directions, and options for solving the problems. This report offers clear evidence that the system is working.

Sexual Harassment PolicyA policy on sexual harassment was put in place on November 1, 1993 (Administrative Guide, 3.1.05 and Faculty Handbook, G 2). Complaints regarding sexual harassment were included in the annual report from the Human Relations office discussed above. There were only two complaints of the 93 cited above that involved accusations of sexual harassment. There were 7 complaints of sexual harassment in the report from Human Resources that covered this policy from the time of implementation to the present. These reports include actions taken such as reprimands and terminations. The reports are available in the Evidence Room. The policy mandates that all employees attend an educational program on sexual harassment.

Equal Employment Opportunity Commission (EEOC)There is a report available that covers the statistics on all the complaints filed with the EEOC from 1980 through 1995 (Charges of Discrimination Filed and Litigation). There were 181 charges filed over the past 15 years and 118 ( 65%)



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showed no evidence of discrimination with only four charges(2.2%) showing evidence of discrimination. There were 13 negotiated settlements and three right-to-sue letters issued. There are 14 charges from 1994-95 still pending. Considering the time period involved, there was no conclusion that this was a major problem, but there are still some concerns regarding issues of diversity. The Human Relations Officer notes that there are ongoing efforts underway to educate employees and change “attitudes”. The policy mentioned above outlines measures to take including sensitivity training in response to these behaviors. The Chancellor has created a Diversity Committee and a Cultural Diversity Director has been hired. A workshop on Cultural Diversity was held for senior administration this summer.

Campus-wide Open HearingsIt seems apparent that there exists a perception among some employees that compensation packages for non-classified employees were not comparable among the colleges and units. A need to implement annual performance evaluations for all non-classified personnel was expressed.A concern about an inequity in salary scales for non-faculty was indicated, resulting in UAMS being non-competitive.In terms of this criterion, there were several strengths cited. These included the Good Neighbor program to be discussed later in this document and the progress in the development of sexual harassment and diversity policies.

Recruitment and Retention

Faculty and StaffRecruitment and retention of faculty and staff are carried out under the policies of anti-discrimination and affirmative action. All advertising is reviewed to assure that this policy statement is included. There is diversity in the employment of staff and faculty with more success in staff employment than faculty. This appears to be more evident at the lower pay levels (See federal 1995 Fall Staff Survey). To increase this diversity, there is an ongoing effort in recruiting staff and faculty. Kids Kollege is a day care facility on campus which is available to faculty and staff for children from 6 weeks to 5 years of age.An Employee Assistance Program (EAP) is available to faculty and staff which provides behavioral health services. These include assessment and short term counseling for employees with personal problems that are impacting on their work performance. (see Administrative Policy 3.1.09)


StudentsStudents are recruited and evaluated for admission under the policies of nondiscrimination and affirmative action. This policy is stated clearly in the respective catalogs. There is an effort to increase this diversity and strategies are in place to effect this goal. For instance, in CHRP there is an African-American professional who recruits for the college’s 12 academic departments throughout the state. He works with feeder schools in the Delta and other parts of the state to enhance the students’ chances of success, guiding them in their preparation and applications. This same individual also works with some of the admissions committees for the various departments. When the student has been admitted, he can receive counseling and advice on study skills. The colleges sponsor events where prospective students can visit and ask questions. After students are admitted, they have faculty advisors in each of the schools. If more assistance is needed with study skills or tutoring, there is an office of educational development available.The College of Medicine has a Minority Affairs staff with 3 full time and 3 part time employees. The current programs to enhance recruitment of underrepresented minority medical students include visits to 14 colleges and universities in the state to provide individual advising for prospective students; a Summer Science Program for undergraduate minority college students with many of these later accepted at UAMS; a Bridging the Gap Program for 10th and 11th grade students with program content of 50% academic skills classes and 50% in research topics; a Minority Junior High School Outreach Program jointly sponsored by the Colleges of Health Related Profession, Medicine, Nursing and Pharmacy to familiarize them with health care careers. The programs for retention of medical students include PREPARE which is designed to enhance the chances of nontraditional matriculants to successfully complete medical school with emphasis on first year courses; USMLE Step 1 Preparatory Course that reviews the basic science courses; USMLE Part 1 Review Course offered to all students who do not pass the Part 1. The full annual report from the Minority Affairs office and reports of each of the above programs are in the Evidence Room for review.

GrievancesGrievance policies and procedures are published and available throughout the campus for staff, students (catalogs and student handbooks), and faculty (Faculty Handbook, G 3). These are similar in content, for all contain due process considerations and have been approved by legal staff. All schools reported that, when tested, they meet the needs of those participating in



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the grievance process. For instance, the COP stated that the strengths for the student grievances were: the Dean supported the recommendations, students were well represented on the committee, and there was ample time for students to present their cases. A weakness was described as “the answers are crisp and there is difficulty offering remediation, if ever appropriate”. CHRP reported that it had only needed to use this process once in 14 years and though it served the purpose, revision was needed to clarify the time frames. The new grievance policy was published in the current catalog, but has yet to be tested. The Director of Human Relations Officer, who is involved in grievance processes, reports that most complaints can be answered in the informal process and rarely go to the formal grievance procedure.

Appointment, Promotion and TenureBoard of Trustees Policy 405.1, revised September 16, 1994, deals with appointments, promotions, tenure, non-reappointment, and dismissal of faculty. Each Dean retains a copy of this and it can be found in its entirety in the Faculty Handbook (F 1). The appeals process is outlined along with basic guidelines. The schools develop appropriate criteria which are subject to approval, to guide the members of that school’s APT committee. Each of the schools reported that this revised process works well with no problems identified. It was noted by the COP that a strength of the process is that the faculty member who receives a negative recommendation has two more chances before his/her peers before the decision reaches the Chancellor. Both librarians and educational development specialists within OED are eligible for faculty rank and tenure, and these units have guidelines and processes similar to those of the colleges.An annual review of faculty performance is carried out with an oral conference followed by a written evaluation. These are to be used in guiding the tenure track faculty in their progress. In reviewing this process, it was felt to be working well in some areas, but with instances of delay in timely evaluations in other areas of the campus. In order to remedy this, a formal reporting mechanism for completion of all required faculty evaluations within a specified time frame was put in place.

External And Internal Publics/Constituencies

Community RelationsA Good Neighbor policy has been put in effect and involves a close working relationship with the Capitol View/Stifft Station Neighborhood Association (see the formal Good Neighbor Program policy in Appendix E. Achievements and cooperative



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efforts in addition to the program discussed above include a host of collaborations. Of particular note are the Rockefeller Lecture Series; the Walter Morris series of lectures on the Philosophy of Neuroscience; a collaboration with KUAR, the public radio station, with sponsorship of science related and health education programs; telemedicine, distance learning opportunities, free cancer education programs, access to the UAMS Medical Library, and an outreach dental program that targets Delta communities to provide free dental care in elementary schools in cooperation with the Arkansas National Guard. Members of the faculty and administration of UAMS are participants in community activities including the United Way, the Arkansas Arts Council, the Director of the Our House board, a member of the Girl Scouts Council, a liaison to the Mayor, painting houses through the Paint Your Heart Out program, and the Race for the Cure to raise funds for breast cancer research. The House of Delegates for employees has a committee for neighborhood improvement which sponsors cleanup days .

Technology Transfer and the Biomedical Biotechnology Center (BBC).The University of Arkansas has a constructive policy on ownership of intellectual property (Faculty Handbook, page F-36), which provides for sharing of net proceeds of royalty and license income and is designed to foster technology transfer. There is a System-wide committee to review and coordinate such activities, currently chaired by the Vice Chancellor for Academic Affairs and Sponsored Research from UAMS, and working through the office of the General Counsel. The UAMS campus also has a distribution policy to maximize the “front-end” share of the faculty member and to allocate the campus share between the campus-wide pool and the colleges. A campus-wide Patent and Copyright Committee reviews disclosures and makes recommendations to the Chancellor concerning release of rights or seeking of patent protection through the University of Arkansas. The Biomedical Biotechnology Center was created in 1994, to promote technology development in Arkansas through identification and management of valuable intellectual property on the UAMS campus and in the community; the design and formation of unique research alliances between state institutions, creation of state of the art education and training programs that promote biological technology, and by cultivation of dynamic relationships with industry that encourage technology transfer and new business development. BBC provides the infrastructure support for technology transfer, research collaborations between faculty and industry, and a research alliance with other institutions in Arkansas.


Technology transfer refers to transfer of a property right, usually through a licensing arrangement, or the execution of a research contract. The most dramatic form of technology transfer from universities is the creation of new businesses. Policies to govern this endeavor are being developed. It is envisioned that royalty payments derived from this process will be used for further research support and to generate income for inventors. The BBC is developing an information server for access by all faculty and the public. The database contains information on faculty expertise, licensable technology, and University capabilities. This information is accessible through computer links across the nation. The educational programs offered by the center will promote awareness of biomedical technology, and will provide training for persons interested in biotechnology careers. The programs will work with the press, local government, public school system, and University of Arkansas Business and Law Schools. The center has formed several research alliances to encourage biotechnology collaborations in Arkansas. Scientists at the National Center for Toxicological Research in Jefferson, Arkansas, and the University of Arkansas at Fayetteville have been meeting with scientists at UAMS to share in technologies and develop joint programs that promote unique areas of concentration. Some of the policies used by the center include: UAMS Patent Policy; Policy on Conflict of Commitment and Conflict of Interest; Inventor’s Handbook, a Guide to Patents and Copyright Law, Policy and Procedures; Agreement for transfer of biological materials.

Policies on Conflict of Interest and Conflict of CommitmentThere is a strong policy on conflict of interest in place. (Faculty Handbook, F 37). Any regular outside employment must be disclosed and approved. The policy attempts to define and regulate situations in which an employee’s private interest might diverge from his or her professional judgment or obligation to the institution. It forbids certain arrangements that involve direct financial gain and requires that others be disclosed and reviewed. Regular reports are required from those individuals who have received approval for outside employment. Procedures are defined for an independent review of potential conflicts of interest and for appeal of decisions to the Conflict of Interest Committee, a standing committee of the university. The policy on conflict of commitment was adopted October 1, 1995 (Faculty Handbook, F 37) It strives to balance the primary obligation of the professional staff to the day-to-day work of the institution with the value of certain “outside”



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activities such as consulting, contributing to the professional literature, participating in professional societies, serving on review panels, and so on. Such activities are encouraged as having value to the institution as well as to the employee and to society, but their scope is limited to the traditional standard of about 20% of the employee’s time. The policies on conflict of interest and conflict of commitment appear to be a reasonable attempt to reconcile the desire of professional staff to pursue economically and professionally rewarding activities with their primary loyalty to the institution and to scientific objectivity. However, the policy on conflict of commitment is new and needs to be evaluated in practice.

Collaborations/AffiliationsContracts, letters of appointment, and affiliation agreements were reviewed. The Office of Sponsored Research reported that contracts were used for most institutional collaborations, but memoranda of agreements were the instruments used for relationships between UA campuses and state agencies. No problems were identified with these relationships. There is a joint Master of Public Health degree program with the Tulane University School of Public Health and Tropical Medicine. The degree is awarded by Tulane, and it collects the tuition. The degree requirements are established by Tulane faculty, who teach the courses in Arkansas. Some UAMS and UALR faculty have been given adjunct faculty appointments to assist with the program. The administrative costs to develop the program in Arkansas have been largely covered by a HRSA grant to Tulane, with a subcontract to UAMS. The cooperation grew out of an affiliation agreement between Tulane University Medical Center and UAMS, encouraged by Regional Programs, which has assisted in providing field experiences for Tulane students. The offering of this program has been certified by the ADHE. Affiliation agreements are made between the appropriate individuals at the clinical sites and at UAMS, typically the deans and the Chancellor. These formal documents have to be approved by the University’s General Counsel. Requests for minor modifications to be made by the clinical site can be handled with the approval of the General Counsel. In general, collaborations are established for fixed periods of time, usually two years, at which time it can be renewed. There are mechanisms built in so either party can terminate the agreement with appropriate notice. There are numerous affiliation agreements in place covering a wide variety of sites that can be used to assist in the education of students at UAMS. These include hospitals, community health centers,



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Indian Health Services, research institutes, managed care facilities, and long term care facilities.In conclusion, UAMS collaborates with many and varied institutions to support its mission according to the code of ethics commonly accepted by the academic community. The overall internal and external perceptions are positive with a high degree of community and legislative support. Few significant conflicts have been encountered and these were resolved by the parties to the collaboration according to their stated goals of maintaining an environment of quality improvement.

Public Disclosure and OpennessThe University of Arkansas and the UAMS campus conduct their affairs openly. Board meetings are open to media and the general public. The Chancellor reports regularly to the entire campus giving well publicized addresses and answering questions. He meets weekly with the executive cabinet comprised of top administrators and deans. In turn, each of these communicates with their respective groups. There is an Academic Senate that holds open meetings, a House of Delegates comprised of representative employees, and each college has a student government organization which meets regularly. Currently, UAMS is undergoing Project Redesign activities. All employees are kept informed of the progress of these activities and employees are encouraged to participate and submit ideas. Open hearings were held regarding major changes to elicit comments and ideas from everyone. Concerns voiced in these meetings were studied and the many strengths identified were acknowledged. This same policy was used to gain input for this self-study.All publications are developed with accuracy of content a major concern (see samples of these publications in the resource room). These include the monthly campus wide Update, designed to keep employees and volunteers informed, and a quarterly Journal (see list, Faculty Handbook, J 1). Catalogs are developed by each school independently. These catalogs plus student handbooks for each college and the Faculty Handbook developed by the Academic Senate were reviewed for policies and accuracy of content. Each of the colleges reported frequent revisions so that the materials published were current and accurate. For instance, CHRP reported that their catalog is checked by three administrators and each chairman before being printed. The information regarding each school is accurate, but the associate dean group is working on standardizing the format and content of the catalogs. The Graduate School catalog is in the language of


the main UA campus, since independence for the Graduate School from UAF was recently granted.

Impaired Faculty Or StudentsThere are policies regarding impaired students and employees due to substance abuse in the Administrative Guide (4.4.06) with a related policy on Drug-free Awareness Statement (4.4.05). The same policy is published in the various student handbooks and in the Faculty Handbook (H 6). Essentially, it is considered a disease and the affected individual is advised to seek help. Employees including faculty can use the Employee Assistance Program (EAP) or the Employee Health Services and students are referred to Student Health Services at which time they will receive the appropriate interventions. It was noted that only the COM and the CHRP had qualified persons designated for counseling students. The COP considered this a weakness because their students are uncomfortable seeing a resident on Psychiatric Service when they might be making a clinical rotation with the same person. No other problems were cited with this process. None of the schools reported significant problems with substance abuse. The COP has a required course which began in the 1970’s as Drug Abuse and Public Health, and has been changed to Addiction as an Illness. The COP received an award for this course in 1989, for UAMS is the only school that offers a required course such as this in the U. S.

Academic HonestyThe schools have policies on honor codes relating to test taking, academic dishonesty, academic integrity, and behavior on clinicals. These are outlined in the appropriate student handbooks and noted in the tables of content. There have been no serious problems in this regard, but it continues to be monitored. The faculty have policies regarding these issues published in the Faculty Handbook (page F32) as an important element in the guidelines for research.

Non-cognitive and Ethical Behavior EvaluationsThere are policies on non-cognitive behavior expectations published in the student handbooks of each college. CHRP also reports that there are departmental policies published by the degree programs which outline behaviors expected in the classroom and on clinical rotations. Consequences are carefully spelled out. These behaviors are evaluated and no major problems have been identified regarding compliance with these policies. Each professional component provides education on their specific Code of Ethics. In the COM there is a Medical Ethics


course required. In their orientation there is a mandatory session on ethics which is related to a ceremony for the incoming students where they receive their “white coats”. This is a new development and the goal is to emphasize the importance of integrity and ethical behavior from the beginning of their COM education forward. After that there are periodic, voluntary, “brown bag” lunches where ethical concerns can be discussed without fear of censure. The CHRP has at least four degree programs where courses are required which include units on ethics.

Research

Policies and ProceduresUAMS has a comprehensive set of policies and procedures in place to guide the ethical conduct of its faculty, students, staff, and administrators. The policy regarding misconduct in science upholds the basic research values of truthfulness, honesty, and full disclosure. It follows, but in some ways exceeds the requirements of the National Institutes of Health (NIH). The UAMS policies and procedures set forth researchers’ responsibilities and outline detailed procedures to be followed in case of alleged wrongdoing. One allegation has been investigated under the current guidelines, and the policies were found to be appropriate and useful in facilitating and guiding the committee’s work.UAMS policy needs updating to provide for coordination with similar policies at the VAMC and Arkansas Childrens Hospital. This updating awaits clarification of the federal guidelines. On-campus policies regarding standards for research record-keeping need to be prepared.

Use of Animal and Human Subjects.Research in an academic medical center involves the use of animal and human subjects. UAMS is committed to the proper and respectful use of animals, using them only when necessary to gain significant knowledge and minimizing any pain, discomfort, or suffering the animal might experience. The institution has clearly defined policies and procedures that meet all national standards for such research. Our policy on the use of animals in research complies with the Public Health Service Policy on the Care and Use of Laboratory Animals, the Animal Welfare Act, and the NIH Guide for the Care and Use of Laboratory Animals. UAMS has been fully accredited by the American Association for Accreditation of Laboratory Animal Care since 1973 and is committed to maintaining this accreditation. All investigators, technicians, and students involved in animal research must review institutional policy


and receive training in the proper use of laboratory animals. The policy and procedures for reporting violations of animal welfare policies is given to every researcher. Concerns may be addressed to the principal investigator, to an official of the Division of Laboratory Animal Medicine (DLAM), or a member of the Institutional Animal Care and Use Committee (IACUC). If not satisfied with the response, the person making the complaint may file a written report with the Committee. Both the DLAM and the IACUC oversee and monitor animal care and use. Members of both groups indicate that the reporting mechanisms are used and that concerns are effectively addressed. The DLAM is appropriately funded, and the administration is responsive to identified needs.UAMS is committed to protecting the rights and welfare of all persons who volunteer to participate as subjects in biomedical research. The Human Research Advisory Committee (HRAC) must approve any research involving human subjects at this institution or its affiliated hospitals. The Committee, which meets monthly, is composed of 25 members, at least one of whom is a lay member with no ties to the institution. Each research study that is approved must be reviewed yearly until it is completed, unless earlier review is required. The Committee must review any changes to a research project and evaluate all reports of adverse effects or deaths. Subjects are given the phone number of the HRAC to report problems, ask questions about their rights, or express any concerns about their participation in a research study. The HRAC is subject to, and is in full compliance with, regulations of the US Department of Health and Human Services (USDHHS) and of the Food and Drug Administration (FDA). The work of the Committee is subject to unannounced audit by the FDA, the last audit occurred several years ago and showed no serious problems. The Committee’s workload is heavy with about 30 new research proposals and 70-80 continuing reviews. The addition of a second office employee has improved the processing of research proposals and the Committee is considering strategies, such as additional meetings, for handling the increased volume. In conclusion, UAMS has a comprehensive set of policies, procedures, and guidelines in place to promote integrity in scientific research, grant administration, and financial affairs. These regulations reflect the core values of truthfulness and objectivity in research, protection of the rights and welfare of human and animal subjects of research, commitment to the mission of the institution, proper accounting for financial transactions, and respect for law. The institution has mechanisms in place for detecting problems in each of these areas, and the mechanisms are functioning well. In addition, UAMS is in good standing with all external oversight agencies.


Fiscal AffairsA public institution must exhibit integrity in its financial transactions. UAMS conducts its own annual audit and, as a member of the University of Arkansas System, the campus is subject to system-level audits. System auditors are available to help resolve a suspected or potential problem (for example, if a property inventory indicates possible fraud, the Board of Trustees can send them to take a surprise audit). There is a yearly external audit. The internal controls and system of checks and balances seem adequate. No negative findings were discovered from any audit last year. Although there seem to be no material weaknesses, the bureaucratic structure of a state agency sometimes proves cumbersome. Unfortunately, this problem is beyond the control of the institution. Conversion to an electronic system would be beneficial, but funding for such an expensive undertaking is currently unavailable. The institution can identify and respond to manageable problems. For example, the turnover rate of employees in the auditor’s office was so high there were delays in the preparation and dissemination of budget reports to external funding agencies from the Office of Sponsored Research. Salaries were adjusted to make them competitive with the local marketplace and staffing in the auditor’s office has stabilized.Financial Aid Services are conducted according to federal guidelines. There are scholarships, grants, loans, and federal work study programs available to those qualified. Documentation is collected to justify decisions made. We are under the single audit act. The department is in good standing with oversight agencies.

SummaryThe self-study process for this criterion has made visible the strengths at UAMS in conducting practices and relationships with integrity. There are excellent policies, procedures, and guidelines published in reference documents to inform those involved with UAMS and to guide our ethical behavior in the decision making processes. In addition to our strengths we have identified some opportunities to improve, actions have already been taken in some areas, in others, problems remain to be resolved. Strengths identified, their opportunities for improvement, and actions to be taken include the following: The Cultural Diversity committee and the new Director of

Cultural Diversity are considered to be strengths. The reports from the Director of Human Relations reveal progress in areas of nondiscrimination, but there needs to


be continued work on “attitudes” since differences in cultural values, beliefs, and behaviors continue to contribute to some workplace discord. Hiring a Director and conducting a workshop for senior administrators to heighten awareness are steps in the right direction. Further actions will be initiated for this is a long term continuing improvement process.

The efforts in recruitment and retention of minority students have been generally successful.

The Good Neighbor Program is considered a strength. Early efforts to address concerns of geographic neighbors are proving successful. These programs will continue to grow.

Policies concerning biotechnology and business development are a strength. Some of these policies are still being developed, and will need to be disseminated to the appropriate persons when they are adopted.

The success of the grievance policies and procedures is a clear strength. The availability of the Director of Human Relations for consultation is seen as a plus that contributes to the fact that the informal system greatly mitigates the need for implementing the formal grievance process in most cases. The formal grievance process when needed meets the needs of all concerned in the majority of cases. Ongoing actions include continued monitoring of this vital process with revisions being made when necessary.

The policies and procedures for Research and Grants Administration are a strength for the University. The mechanisms in place assure that the integrity of the research practice and the conduct of the many productive collaborations are carried out. The development of the Biomedical Biotechnology Center is a strength for the UAMS campus and for Arkansas. The fact that the UAMS campus is in good standing with all oversight agencies is further evidence of its integrity in research practice. Monitoring of the process continues as does the development of the BBC policies and procedures.

Opportunities for improvement in addition to the above include: Counseling and assistance programs for students. Student

counseling services are not available for students in all academic programs. Students with known or suspected substance abuse problems are especially vulnerable and in need of organized, systematic, available, confidential services. Only two of the colleges have qualified professionals available to counsel their students. There are some concerns about using the student health services since the referrals are to the UAMS psychiatric services and


may involve persons who could be encountered in the clinical rotation experiences.

Faculty and administrator performance review procedures need to be further developed and monitored. The self-study reveals that this review is not uniformly conducted across all units of the University. Feedback obtained through such processes helps identify individual strengths and point to specific needs for development. A formal reporting mechanism upon completion of required evaluations has been instituted and further actions will be considered.

There is a need for improved access for disabled students to Jeff Banks Student Union, the Graduate School offices, and lift services in the library where there are problems with physical barriers.

The conclusions after the self-study directed toward Criterion Five confirmed our faith in the institution’s ability to conduct its activities in an ethical fashion while accomplishing the various aspects of its professed mission of providing excellence in patient care, education, and research for Arkansas and beyond. Opportunities to improve continue to exist and one of the great strengths of UAMS is its awareness of these, its willingness to change and continue to take action in improving the quality of all of its affairs.


Chapter 7 : Opportunities out of obstacles: the prospects The self-study has resulted in three sets of outcomes: a sense of the strengths and values of the campus; strategic priorities for the decade ahead; and operational concerns for the immediate future. In addition, a number of concrete activities have been catalyzed by this examination of our campus, which we view, to some extent, as by-products of our self-study.

Beliefs about ourselvesAs mentioned in Chapter 1, during the open campus hearings, people were encouraged to supply anonymous “belief statements” in order to give the various committee members a concrete sense of the pride and concerns of the campus community. We felt that it would be enlightening to move away from the global or philosophical concepts that tend to dominate efforts to formalize a statement, to achieve more immediacy. Some of these statements are gathered in Appendix G, and we invite the reader to visit them. They support the sense of the complexity and liveliness of UAMS and serve as a healthy counterbalance to our efforts at more formal statements, which are grounded in the way we, as individuals, see ourselves as a corporate enterprise.

Strategic prioritiesThe major strategic thrusts for the campus were the primary focus of the Six-Year Plan, and highlights from the concluding section of the Overview can serve here as well. Further details and explications can be found in that document, pp. 17-20 and throughout. Among the major strategic principles are the following:

Transformation of the health care systemThe changing economics of health care will call for all academic health centers to re-invent their structures, their relationships to other institutions, and their educational approaches.

Enterprise-wide focusThe academic, research, and clinical units of UAMS are collaborators in the institutional mission, with a strong unity of purpose, commitment to coherent planning, and emphasis on cooperation:


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UAMS serves as a gateway to world class clinical care for Arkansans.

We produce a workforce of health professionals in a distributed access care environment.

In its role as the only academic health center in Arkansas, UAMS has strong regional outreach programs.

UAMS is centrally located within the state and has strong relationships with other institutions.

We maintain a strong clinical base for the educational setting.

We support the biomedical, biotechnology industry. We encourage and support science education in the state.

New and Enhanced Educational Programs Changing professional roles will require UAMS not only to

develop new programs in selected areas, but also to pursue vigorous curriculum evolution in all existing programs. Programmatic changes will be necessary in health professions, particularly in social, behavioral, and management sciences, in information science, and in bioengineering.

Programs will need to be much more flexible in terms of course scheduling and in the ways they meet individuals’ career goals; moreover, performance will be measured by student outcomes rather than by faculty assessment of resources used. Such a pattern of education calls for special efforts in instructional and assessment support and faculty development, with major implications for academic support services.

Learning will be seen as a life-long continuum in a complex environment of varying service settings and multi-professional teamwork. Major curriculum reforms that cut across traditional college and professional boundaries to become more centered on population, patient, and student/provider needs will be necessary. Infrastructure support for curriculum reform will be essential for UAMS to keep pace with national and international developments in education.

Learning will take place in a variety of geographic areas and practice settings. A strong communications infrastructure, remote information access, expanded library capabilities, and expanded faculty development efforts will need to be built to support new modes of instruction and interaction. Distance education activities will be strengthened dramatically.

Mounting independent capabilities in these areas on the UAMS campus will require much in the way of resources, so


consortial approaches to implementation should be explored. Inter-institutional cooperation holds much promise for program growth because this makes it possible to use resources more efficiently. Cooperation with the University of Arkansas at Little Rock and other institutions will be expanded, both in terms of sharing infrastructure resources and in developing complementary programs. UAMS’s formal affiliations with academic health centers in other countries will also be increased as part of this effort.

More Responsive Support SystemsOver the years, UAMS has evolved into what might be referred to as a “federation” of semi-autonomous units. Due to the complexity of the health care environment that is anticipated within the next decade, and the interdependence that exists among the clinical, research, and educational missions, UAMS must strengthen the healthy sense of partnership between its mission and service units. This can be done by developing mechanisms that encourage academic and service units to work more closely together toward common goals that concentrate on creating a renewed focus of overall institutional efficiency. Part of this will involve establishing process redesign across units and departments, and promoting an institution-wide focus on quality.

Summary of current appraisal and near-term directionsThe self-study uncovered an optimistic assessment of the progress and prospects of UAMS, coupled with a constructive commitment to addressing the opportunities for improvement. Turning obstacles into opportunities is more than a catch-phrase at UAMS, because of the coordination of mission.

Campus culture: Focus on a common missionOne of the principal defining characteristics of UAMS is the federation of programs about a common mission: the obligation to the health of the people of Arkansas. The constructive sense of obligation is a focusing and unifying theme. There are diverse educational programs within the context of this common mission, ranging from post-secondary certificates through doctoral, post-graduate, and continuing education, and extending even to targeted education of the public on health-related matters.There is a common purpose of socializing students to the health care system. The presence of patients on the campus sets an atmosphere of ethics and economics, anchoring the learning in the real world of the professions. Students are


taught to put the patient first, to focus on concern for others, and to embody the highest standards of professional behavior.On a general campus, even with many of the same types of programs, there would be differing relationships and integration. At UAMS, for example, the Executive Director of Clinical Programs, the Vice Chancellor for Regional Programs, and the deans of the colleges all sit together as peers with a common mission. On many general campuses, deans may be in differing reporting lines to the president, and the clinical operations may even be separate corporations.The traditional degree programs are intense, often immersion programs, resulting in more content in less time than on a general campus. Thus, students have less time for contemplation and culture, less unfocused time.Students have a vocational certainty. Essentially all graduates are immediately employable and are highly directed and motivated.Racial diversity of the student body is essential to capitalize on the human potential of the state, as well as to provide health professionals who will serve all the people. Efforts to date show gratifying progress, but we need more improvement in graduate studies and some of the professions. The student bodies are varied in age, educational preparation level, life stage, and defined career aspirations. Even with the common focus on health, there is little involvement in a unified student or alumni culture--no intercollegiate sports, and few common activities.

Strong leadershipA recurring theme from the participants in the self-study was the recognition that the continuity and quality of the leadership of the campus have been critical success factors. The accomplishments of the last ten years have produced momentum, which continues to be guided in strategic directions.Communications on campus have been good, and there is a wide sense of community. Although planning is sometimes perceived as uncoordinated, many levels and parties participate in almost every significant decision. The lack of formal planning offices and structures may actually have favored a robust process. As growth continues, changes in scale may require changes in process, and future operations may benefit from some structural changes.Recently, the strength of the leadership that exists at all levels at UAMS was demonstrated. During the absence of the Dean of the College of Pharmacy, temporarily disabled due to a serious accident, the faculty and staff successfully handled the


business of the college. We are confident that all UAMS colleges and divisions have depth of this sort.It is almost certain that the campus will see a large scale turnover of top leadership over the next decade, given the ages and length of tenure of all principal campus leaders--chancellor, deans, vice chancellors, and directors. Thus, new campus executives will need to work out new solutions, and the campus will be challenged to maintain the sense of mutual respect and tacit understanding that arises through experienced partnerships.

Outreach: UAMS as a statewide universityUAMS enjoys strong support from legislators throughout the state, and is perceived as a strong central resource in cutting-edge health care and advanced professional education. Its presence is also felt throughout the state in educating place-bound professionals, supporting health care institutions, and reaching out to the public. The AHECs and Rural Hospital Program give a tangible base for this presence, growing from offering community-based clinical rotations to a broad array of constituents. Partnerships with other institutions, including the new community colleges of the University of Arkansas System, and distance learning activities have enriched this base and now are reaching into more and more locales and almost certainly will even reach into the homes of some students in the years ahead.The Statement of Affiliated Status of UAMS should be amended to reflect the current scope of offering health professions educational programs throughout the state. The outreach activities have been continuously monitored, both by our own activities and by specialized accreditation, and the quality of the offerings is well-ensured.

Communications technology in the service of educationUAMS has been the leader within the state in developing the use of interactive compressed video for educational and telemedicine purposes. These activities have been carried out in an effective partnership with other institutions and have been carefully coordinated on the campus by the Telemedicine and Distance Learning Coordinating Committee. We anticipate a continuing evolution of the blend of technologies and a focus on the learning outcomes at the students’ minds, rather than on the “broadcasting” from the instructor.Faculty have been innovators in these programs, and the service units have been pressed to maintain the capabilities for education; on the clinical service side, infrastructure has led utilization.


UAMS needs to enhance the campus-wide organization of information services in order to enable far-sighted, yet cost-effective development of information and communications infrastructure.

Inter-college activitiesIn the past there was less crossing over college boundaries by sharing of faculty, working on joint programs, and planning together. This atmosphere is changing; examples to show this are in the Center on Aging, the ACRC, extensive contributions by COM faculty to CHRP programs, joint appointments, and research collaboration for COP, CON, and COM; the Center for Outcomes Research and Effectiveness, and recent outreach proposals for community-based clinical education.Education of health professionals is increasingly concerned with informatics, remote access, case-based or problem-based learning, population perspectives, knowledge of health care economics and systems, dealing with professional stress, and teamwork. The colleges will need to work together to develop common approaches and resources in these areas. It may continue to prove most effective to deal with students in specialized programs, but the multi-professional character of the health care team suggests that the campus should consider selective development of integrative clinical practica.

Student servicesUAMS has made substantial progress in providing a supportive environment for our student populations, but significant challenges remain. The student health system, recreational facilities, housing, counseling, and wellness programs all need continuing attention. Indeed, given the statewide character of our mission and activities, the low percentage of residential students, with their varied life stages, creates a profound challenge for developing an effective and meaningful model of student services for UAMS. Specific issues of student services have been addressed in chapter 5.

Academic information systemsInformation systems in general are a pervasive concern on contemporary campuses. Specific areas of concern at UAMS include clinical information systems and administrative systems (finance, personnel, etc.). Of immediate concern is the need to improve the system of registration, strengthening our capability for institutional reporting in an atmosphere of steadily increasing demands for such data, and establishing a common faculty database. The self-study dwelt on the issues of the “federal” system of registrars. In spite of the apparent complexity of such a system, it is perceived as a strength in


providing a responsive service for the various groups of students and faculty. The very special needs of the professional curricula still call for a decentralized system, but substantial architectural improvements and cost-effective changes should be possible, particularly in the registration process.

Physical environmentUAMS now finds itself in a substantially improved position. Space developments and needs have been thoroughly reviewed in the Six-Year Plan and in the body of this self-study. The biggest improvements have been in research space, clinical facilities, and classrooms, where the increases have been dramatic. There is some lack of a “campus” feeling. The physical plant is a dense cluster of buildings, with no Commons, no faculty lounge, no good place for cultural events, little green space. Yet, to some extent, the campus offers a real world setting for health care, and this may contribute to the professional education of the students.Major space needs over the next decade will include an auditorium and other capabilities of the Multipurpose Educational Outreach Complex, faculty offices, additional research space for “non-bench” research, administrative offices, and parking. In the outreach sites (AHECs, rural hospitals) there may be increasing space conflicts caused by program growth and clinical pressures.The campus also needs to enhance its capabilities in space planning and allocation; the pattern which has served in the past grows increasingly strained as the scale of the campus grows.

Human resourcesThe staff of UAMS are generally loyal and effective, and there have been significant efforts to provide appropriate services such as child care and counseling. The administration of personnel matters and handling of grievances are professional and service-oriented. State constraints on personnel practices are generally perceived as a hindrance to effective operation, although the state has been cooperative in meeting some of the health care industry issues. Within the campus compensation practices show some variance, and an improved compensation plan for non-classified employees would be advantageous to the sense of equity among employees.

Fiscal resourcesThe campus has been fortunate in maintaining adequate clinical income for continued expansion and improvement. Financial management has been careful and meets a high


standard of care and integrity. The long range prospects are uncertain, and continued careful focus on sound planning and exploration of opportunities will be essential. Financial projections for the state do not suggest any major increases in state support. We are fortunate that the infrastructure is basically sound, since its many needs will be met only by exceptional diligence in identifying philanthropic support, creative partnerships, and enhanced revenue streams.

Faculty issuesThe faculty are of very high quality, of national and international standing, and come from a variety of backgrounds which enrich the institution.Significant progress has been made in enabling competitive salary limits, but the limited growth of state funding has prevented salary practices which would meet the targets of the deans relative to regional and national norms. Continued efforts are warranted to improve the general salary levels, both by identifying revenue sources and by improving incentives, restructuring, and enhancing productivity. Fringe benefits are generally competitive if viewed in terms of comparability to peer institutions on a profession-specific basis. However, differences in treatment of fringe benefits among the colleges continue to be a source of unhappiness among the various faculties.

Continuing evolution of clinical servicesUAMS has changed dramatically as a clinical provider; widely perceived a decade ago as primarily an indigent care hospital, it is now considered a premier resource for advanced clinical care. Its growth, reputation and fiscal soundness are major strengths in providing a first class educational and research setting.As primary care practitioners become “gatekeepers,” and as tertiary specialties become cost centers rather than revenue generators, UAMS must develop and implement a comprehensive strategy for the evolution of all clinical programs from tertiary care referral centers to an integrated health care delivery system with strong centers of clinical excellence, a broad tertiary competency, and a primary care network. UAMS must also be equipped to support its enormous information management needs; it must build better facilities, and it must function more closely as an integrated entity where physicians, other health professionals, hospital and clinical administration, and the networking/affiliate structure all work in concert.


Strengths UAMS has been successful in providing high quality

graduates in all professions, with outstanding commitment to primary care, in numbers appropriate to the needs of the state, and with good retention in the state.

Distance learning and outreach activities at UAMS are serving place-bound students and professionals, addressing rural access issues, and leading the state in the application of telecommunications technology for such purposes. These programs have been characterized by careful assessment and faculty preparation.

The Regional Programs, including the Area Health Education Centers, have passed their twentieth anniversary as one of the premier programs in the country. They furnish the context for one of the nation’s largest family medicine training programs, with demonstrated success in providing physicians to rural Arkansas.

Educational programs have continued to evolve in an innovative and healthy way, tailored to the needs of the state.

The faculty are the strongest in the history of the institution, with many scholars of national and international distinction.

There has been outstanding growth in research excellence and funding.

As the paramount health resource in the state, UAMS clinical programs have achieved recognition for the treatment of complex illness, and enjoy international prominence in selected areas, while still functioning as the principal safety net for the citizens of Arkansas.

The physical plant has been transformed, both quantitatively and qualitatively.

The institution is fiscally strong and has moved decisively to maintain relationships and contracts to maintain a competitive position in health care.

Support services have steadily improved in the face of tremendous growth.

The leadership is stable, committed, and dedicated to the institution’s mission and to human values in the workplace.

There is pride in the balance of commitment to the components of the UAMS mission.

Esteem for the institution and support for its mission in the community and state are remarkably strong among


the public, trustees, legislators, government officials, partner institutions, and friends.

Intra-institutional barriers to the development of cooperative programs across traditional unit boundaries are uncommonly low.

Weaknesses Faculty ethnic and racial diversity remains below desired

levels, in spite of continuing efforts. Restoring productivity of faculty who have reached or

dropped from career plateaus is a concern, particularly with the end of mandatory retirement.

Continued development of research activities in the College of Pharmacy will be essential for the college to maintain its momentum and to achieve its goals in graduate education and faculty strength.

The College of Nursing faces pressures for faculty and research space and for salary improvements to remain competitive with clinical practice.

The College of Medicine is concerned about vulnerability to the consequences of managed care, in terms of both fiscal strength and provision of optimal teaching environments.

Physical consolidation of the faculty and administrative offices for the College of Health Related Professions would produce significant increases in morale, productivity, and synergism.

Diversity of the student body, particularly by race, falls short in selected areas, reflective of nationwide interest, supply, and perception problems, in spite of generally reassuring success in increasing representation of minority students.

Secondary and college preparation of entering students often falls below national standards, and continued partnerships to improve aspirations and science education in the state are essential.

The Graduate School needs to increase recruitment efforts and to design integrated and/or cooperative programs.

Student services continue to provide difficult challenges; improvements are necessary in counseling, health services, and insurance. Some progress has been made in these areas, especially for medical students.

Student and visitor housing may need attention over the next decade.


The institution needs a way to enable systematic budgeting of capital improvements for administrative, research, and instructional equipment and facilities.

In spite of the transformation of the physical plant, there are serious needs ahead—increased parking, improved access for disabled individuals, an auditorium, consolidated administrative space, library expansion, and the Multipurpose Educational Outreach Center.

A master traffic and people-movement plan is needed. Classroom space is limited and needs expansion if

maximum flexibility of scheduling is to be provided for part-time students.

In spite of admirable efforts to keep pace with growth, there are chronic concerns about physical plant costs, housekeeping, and security.

While computing and information resources have responded valiantly to the growing demands; the campus needs a comprehensive plan to rationalize the network and mail, establish a better framework for user support, improve the business systems, and improve campus-wide academic and administrative data systems.

An institutional research/reporting office should be established and empowered to coordinate the development and maintenance of suitable data policies and systems for planning and academic reporting needs.

Improvement of the clinical information systems is a critical success factor for continuing competitive performance of the clinical programs.

Compensation practices for non-academic staff need to be addressed in an equitable, campus-wide structure.

The constraints on contracting, purchasing, and personnel practices of the state agency structure continue to hamper flexibility in a fast-paced, competitive environment for clinical services and research.

The limited resources available from the state have forced a heavy reliance on other sources of income, principally clinical.

A work in progress: by-products of the self-studyCampus awareness has been heightened by our planning activities of the past three years, and resolve has been crystallized by this self-study. UAMS has in place a number of activities related to the issues listed above. These range from


a planning activity to assess the soundness of privatizing student housing through a university-wide Academic Information and Registration Team, to an Inter-College Curriculum Coordinating Committee. These concrete activities are identified in various places in this report and can be further described during the site visit. New leaders for various support units have been recruited and brought to campus, where a continuous process of improvement is embodied in the campus.We are convinced that UAMS will continue to serve its mission well and to justify the pride and confidence of the people of the state.

Request for StatusThe University of Arkansas for Medical Sciences requests continued accreditation by the North Central Association for educational programs in the health professions and related sciences through the doctoral level, to be offered both at the core campus in Little Rock and throughout the state of Arkansas. The continued development of programs in outreach centers by faculty who are integrated into the college structure has now moved well beyond the earlier scope of clinical rotations and has been strongly validated by specialized accreditation visits and by continuing self-appraisal. Providing access for place-bound students and professionals is a clear responsibility of our mission and essential for educating health professionals who will practice in rural areas, and the strategic framework for these efforts is manifest in the institution’s planning documents. We request also an exemption from prior approval for offering existing programs at new sites throughout the state of Arkansas.


INDEX

—A—Academic freedom, 9Academic health center(s), 127,

128Academic Honesty, 121Academic Information and

Reporting Team (AIR Team), 87Academic Senate, 9, 25, 31, 32,

81, 120, 121Access, 127, 128Accreditation, iii, 2, 5, 7, 8, 18, 20,

21, 22, 23, 24, 36, 67, 78, 79, 82, 105, 110, 122, 131

ACRC, 1Admissions, 2, 6, 15, 22, 32, 34,

35, 36, 74, 77, 86, 87, 115Affiliations, 35, 56, 80, 97, 128AHEC, 1, 4, 10, 12, 14, 34, 35, 43,

44, 51, 53, 71, 77, 78, 92, 93, 94, 95, 96, 101, 102, 108, 113, 130, 132, 134

American Council of Pharmaceutical Education (ACPE), 5, 20, 65, 67, 69

Annual faculty review, 33Applicants, 6, 34, 35, 36, 37, 38,

39, 84Area Health Education Centers

(AHEC), 1, 3, 4, 10, 12, 14, 34, 71, 93, 94, 108, 113, 134

Arkansas Biotechnology Association, 3, 104

Arkansas Cancer Research Center (ACRC), 1, 3, 10, 26, 30, 31, 51, 52, 53, 103, 105, 108

Arkansas Childrens Hospital, 4, 34, 53, 106, 122

Arkansas Department of Higher Education (ADHE), 20, 30, 33, 46, 50, 67, 75, 82, 84, 87, 106, 120

Arkansas State Board of Nursing, 22

Assessment, iii, 24, 36, 39, 61, 66, 72, 77, 79, 82, 109, 110, 128

Assessment of Student Academic Achievement, iii, 36

Associated Student Government, 9, 38, 41, 89

Audit, 50, 52, 123, 124

—B—Biomedical Research Center, 3, 4,

51, 52, 53, 84, 85, 101, 102, 105, 110, 111

Biotechnology industry, 128Board of Trustees, iii, 1, 5, 13, 24,

29, 30, 33, 52, 81, 92, 117, 124

—C—Campus Operations, 31, 51, 52,

53, 54Capital campaign, 4, 103, 104, 105Catalogs, 115, 116, 120Chancellor, 4, 6, 7, 9, 13, 16, 18,

19, 22, 23, 24, 29, 30, 31, 39, 40, 41, 47, 49, 50, 52, 53, 80, 81, 83, 87, 88, 90, 91, 92, 93, 96, 97, 100, 101, 106, 109, 110, 111, 115, 117, 120, 129, 130

Chancellor’s Cabinet, 13, 23, 24, 31, 101, 109, 111

Clinical programs, 134Clinical Resources, 53, 97College of Health Related

Professions (CHRP), 1, 4, 12, 15, 22, 27, 35, 37, 52, 57, 76, 81, 86, 90, 94, 97, 101, 112, 135

College of Medicine (COM), 3, 4, 13, 16, 17, 18, 23, 27, 33, 34, 36, 39, 40, 46, 47, 49, 52, 59, 60, 61, 62, 63, 64, 69, 78, 81, 82, 86, 87, 88, 90, 91, 92, 94, 97, 101, 102, 107, 109, 110, 111, 116, 121, 122, 131, 135

College of Nursing (CON), 1, 14, 15, 20, 21, 27, 34, 37, 42, 52, 57, 70, 71, 72, 73, 74, 75, 76, 86, 90, 91, 92, 94, 97, 101, 135

College of Pharmacy (COP), 1, 5, 13, 18, 27, 34, 36, 52, 64, 65, 66, 67, 68, 69, 86, 90, 91, 92, 97, 101, 110, 130, 135

Communications, 128Community Relations, 117Compensation, 33, 54, 55, 115,

133Computing, 5, 46, 47, 48, 63, 87,

88, 136Computing Services, 46, 47, 48Continuing education, 14, 15, 16,

18, 19, 27, 67, 71, 75, 78, 93, 94, 96, 129

Cooperative efforts, 127, 128


Criterion Five, 113, 126Criterion Four, 99Criterion One, 9, 10, 26, 28, 85Criterion Three, 59Criterion Two, 29Curriculum, 128

—D—Distance education, 128Distance learning, iii, 27, 41, 46,

56, 93, 94, 96, 100, 117, 131Diversity, 27, 33, 36, 59, 113, 114,

115, 124, 130, 135Doctoral degrees, 38Dormitory, 38, 39, 54, 89

—E—Educational Development, 44, 45,

56, 69, 74, 79, 89, 100, 107, 110Educational technology, 43, 47EEOC, 114Enrollment, 2, 6, 35, 37, 38, 39,

45, 65, 70, 106

—F—Facilities, 134Faculty compensation, 33Faculty development, 14, 46, 63,

66, 69, 75, 107, 128Faculty Handbook, 5, 7, 9, 10, 25,

29, 31, 32, 91, 114, 116, 117, 119, 120, 121

Faculty salary, 92Financial Aid, 39, 44, 89, 124Fringe benefits, 6, 32, 33, 52, 54,

55, 57, 102, 104, 133Fund-raising, 25, 52, 104, 105,

106, 107

—G—General Counsel, 31, 120General education, 2, 8, 12, 15, 77General Institutional

Requirements, 8Graduate Council, 23, 24, 25, 35,

38, 80, 81, 82Graduate School, 1, 3, 5, 10, 16,

23, 24, 25, 32, 35, 38, 44, 59, 80, 81, 82, 83, 84, 85, 86, 88, 99, 101, 106, 121, 125, 135

Grievances, 116

—H—Health Services, 39, 56, 63, 120,

121

Home page, 7, 28, 41, 42, 85House of Delegates, 9, 17, 32, 117,

120Housing, 36, 38, 39, 56, 89, 132,

136Human Resources, 54, 106, 114,

133Human Subjects, 122

—I—Immigration, 54Impaired faculty or students, 121Information technology, 5, 112Infrastructure, 128Institutional Advancement, 25, 52,

104, 105, 106, 107Insurance, 40Integrated health care delivery

system, 134Integrity, 9Intellectual property, 118International, 128

—J—Jeff Banks Student Union, 38, 102,

125Journals, 41, 42, 43, 78

—L—Learning Resources Center, 41, 43Legislature, 27, 29, 30Liaison Committee on Medical

Education (LCME), 18, 60, 61Library, 29, 41, 42, 43, 44, 47, 57,

87, 89, 95, 107, 117Library services, 128

—M—Maintenance, 17, 32, 54, 55, 87,

102, 109, 136MCAT, 27, 36Media Services, 44, 56Minority faculty, 32, 34Minority recruitment, 32, 34, 35,

36, 38, 102, 116, 124, 135Mission, 1, 2, 3, 9, 10, 11, 12, 13,

14, 15, 16, 17, 18, 19, 20, 21, 22, 24, 25, 26, 27, 28, 36, 40, 44, 45, 51, 59, 60, 64, 65, 71, 82, 83, 97, 99, 100, 106, 109, 113, 120, 123, 126, 127, 129, 132, 135

Mission Statement, 13


—N—National League for Nursing, 21,

22, 71, 72, 75, 76North Central Association, i, iii, 4,

7

—O—OSCE, 60, 61, 65, 110Outcomes, 128Outreach, 128

—P—Patent and Copyright Committee,

118PCAT, 37Ph.D. Programs, 3, 14, 62, 67, 71,

80, 81, 82, 83, 106Pharm.D., 5, 37, 65, 66, 67, 70Philanthropic support, 4Physical Resources, 51, 105Poison and Drug Information

Center, 34, 67President, 1, 9, 30, 31, 41, 50Primary care, 134Productivity, 17, 24, 48, 92, 106,

109, 133, 135Promotion and tenure, 5, 9, 32, 33,

62, 64, 75, 79Public Health, 64Public health education, 15Public outreach, 1, 2, 3, 8, 9, 12,

15, 17, 18, 19, 20, 25, 26, 27, 29, 30, 49, 60, 62, 67, 74, 76, 79, 82, 93, 104, 105, 107, 108, 117, 118, 120, 123, 129, 130, 135

Public Safety, 48, 51Publications, 6, 9, 25, 27, 64, 120

—Q—Quality, 129

—R—Recreational facilities, 6, 36, 38,

89, 132Recruitment, 16, 25, 28, 41, 86,

90, 102, 106, 113, 116, 124, 135Regional Programs, 12, 43, 56, 59,

64, 93, 94, 95, 97, 101, 109, 120, 129, 134

Registrar, 6, 86, 87, 88Registration, 6, 81, 87, 88, 132Research, 1, 2, 3, 4, 5, 6, 9, 10, 11,

12, 13, 14, 15, 17, 18, 20, 25, 26, 27, 28, 30, 31, 32, 33, 34,

35, 38, 42, 43, 44, 46, 47, 48, 49, 51, 53, 54, 59, 62, 64, 67, 70, 71, 73, 75, 78, 82, 83, 84, 85, 88, 90, 91, 92, 95, 97, 99, 102, 103, 104, 105, 106, 107, 109, 110, 111, 113, 116, 117, 118, 120, 121, 122, 123, 125, 126, 127, 129, 131, 132, 133, 134, 135, 136

Research Administration, 44, 46, 52, 106, 107

Research space, 5, 6, 51, 53, 105, 110, 132, 135

Revenue, 48, 104, 108, 133, 134Royalty and license income, 118

—S—Sabbaticals, 91Science education in primary and

secondary schools, 128Space planning, 52, 53, 132State Board of Higher Education

(SBHE), 12, 20, 24, 30, 36, 49, 81

Statistics, iii, 28, 30, 84Steering Committee, 7, 8, 41Student government, 18, 68, 70Student health, 38, 41, 125, 132Student Services, 38, 63, 67, 74,

79, 83, 89Students, 18, 20, 35, 37, 39, 43,

47, 60, 61, 62, 63, 65, 67, 68, 69, 73, 74, 75, 82, 83, 99, 115, 125, 129, 130

—T—Teaching, 9, 11, 14, 15, 17, 20, 27,

33, 34, 44, 45, 53, 55, 59, 61, 64, 69, 70, 71, 75, 79, 84, 93, 94, 95, 97, 101, 104, 106, 111, 135

Technology transfer, 3, 11, 12, 108, 118

Telecommunications, 44, 45, 75, 134

Telemedicine, 45, 96, 131Tenure, 5, 9, 32, 33, 61, 64, 69, 75,

79, 102, 113, 117, 130Tertiary care, 12, 96, 134

—U—UALR, 8, 12, 26, 38, 80, 84, 89,

103, 108, 119UAMS Medical Center, 25Undergraduate research, 92Uniform Reporting, 49


University Hospital, 1, 3, 10, 11, 25, 29, 52, 53, 94, 97, 105

University of Arkansas Foundation, 30, 107

University of Arkansas System, 1, 5, 12, 29, 30, 80, 84, 91, 96, 123, 131

University of Arkansas, Fayetteville (UAF), 2, 3, 23, 24

—V—Veterans Affairs Medical Center, 4,

11Vice Chancellor for Academic

Affairs, 7, 16, 39, 40, 47, 80, 88, 106, 110, 112

Voices from the Campus, 7

—W—World Wide Web, 7, 41


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