PowerPoint Presentation

VCOM- Carolinas Campus Accepted Students Day

Ronald Januchowski, D.O.Associate Dean for Medical Education

1Block ScheduleB1 Foundations Aug - Oct 2014B2 Musculoskeletal Oct Dec 2014B3 NeurologyJan April 2015B4 Cardiopulmonary Apr Jun 2015

B5 Gastrointestinal Endocrine Aug Oct 2016B6 Reproductive, Renal Oct Dec 2016B7 Hematology, DermatologyJan Apr 2016B8 Comprehensive ReviewApr Jun 2016

Break at end of each block (unless remediating)

COMLEX Level 1 before starting 3rd year rotationsOffice of Medical Education & Instruction Med Ed Specialist assigned to each class, and will follow your class through subsequent yearsResponsible for all postings to Scholar: all lecture Powerpoints and other materials (e.g., syllabi)Responsible for all exam gradingSite for turning in all SDL workAll lectures recorded to VCOM TV, but attendance is mandatoryComputer-based testing

Typical Week at VCOM

Another Typical Week at VCOM

Weekly eventsTestingLaboratoryMicrobiologyPrimary Care / OMMAnatomyOther highlights from Year 1 & 2Early Clinical ExperiencesTutoringProfessor office hoursMission tripsResearch opportunitiesEarly Clinical ExperiencesEvery Friday starting at the end of Block 5Out of classroom experiences to advance clinical knowledgeExamplesICU shadowingEMT ride alongPelvic model programLearning OpportunitiesFree TutoringPeerProfessorsSmall group learning (SGL)Student directed learning (SDL)Office HoursTeacher- Move from primary role as a dispenser of information to orchestrator of learning and helping students turn information into knowledge, and knowledge into wisdom. Learn how to learnThe 21st century requires knowledge generation, not just information delivery, and schools need to create a culture of inquiry.

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VCOM Carolinas has a great mix of seasoned & junior faculty.

I have no particular talentI am merely inquisitive

Clinical Rotations3rd Year Clinical Rotations are assigned and are four weeks each

Students request their preferred site locations and sites are assigned

It is essential to know where the student is in regard to prior knowledge of the content. This translates to the work place, too. What kinds of similar jobs have your new hires had? Obviously you cannot talk with each individual student, but you can look to aggregates. You know their entrance demographics (GPA, science background, standardized test scores, age = generation, many programs (med, OT, NA) give the Kolb Learning Style Inventory so you know the main kind of learner in the cohort. I know it is impossible to teach to all learning styles all the time and to meet each individual student where they are in the content pool, but raising awareness that there are real differences is really important. By letting the students know that you are aware of learning styles and differences and front loading them how they can flex if your method of teaching doesnt meet their style is important. It says this is a partnership. He knows there are different perspectives133rd Year Core RotationsFamily MedicineInternal Medicine IInternal Medicine IISurgeryOB/GYNPediatricsUnderserved CareGeriatricsPsychiatryDiagnostics (on campus / digital training)

This is the piece of the teacher responsibility which I believe has the biggest impact on the success of the learner. It is much more than knowing the content! It involves a personal history of how you got to be the content expert. How did you put together the pieces?? What basic scaffolding did you create in your learning? How did you embrace the rigor of the program? What were the content connections that you made which were the most helpful in making sense of the material and reducing the volume?? These are key! The student starting out in nursing school, or med school, or PT probably doesnt have enough knowledge to put it together. You add the rigor, volume, family, and other stressors, and often they over look the most obvious pieces in their learning. You modeling it can have a huge impact for them. In the beginning it may be you have to be very explicit, and then as they grow in knowledge and experience, it will become more implicit.

More hits on topics push it into long term memory. I call it the three-hit hypothesis. Preview is the first hit. Our questions at the beginning is a preview as well as an assessment of where the learner is. The lecture material, the PBL, journal articles, simulation lab, etc, is the learning experience, then a review in a group discussion, a review quiz, , etc will be the third hit through review144th Year Selectives and ElectivesEmergency MedicineMedical Selectives (2 months)Surgical selectives (2 months)Electives (2 months-AOA approved site)Electives (2 months approved site)Research and Thesis (one month)

North Carolina REGIONIncludes North Carolina Gastonia and Charlotte region and South CAROLINA South Charlotte region

Gaston Memorial

Springs MemorialClinical training SitesUPSTATE REGION

Wallace Thompson in Union

Clinical training Sites UPSTATE REGION

Laurens County HospitalClinton, South Carolina

Central Region

Moncrief Army Hospital

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Eastern RegionEastern Region

Auburn (Opeilika, Alabama)Pilot

Special Considerations for Site AssignmentsSpecial child care considerationsChildren in schoolIll spouse or child requiring specialized carePersonal Illness/care that can only be obtained in a specific regionMarried couples requesting to be together

As a partner in the learning process, it assumes the learner will engage and explore new ways to try studying. We all begin where we last found success. But if that is not efficient or expedient in our new program, we must adapt and try new strategies. As a learner, we need to know how we learn best so we can play to that area. If you dont know your learning style, find out. The M1s all take the Kolb Learning Style Inventory when they enter med school. OTs take it when they enter. NA take it, too. I have listed a free web sit where you can all take a learning style questionnaire and find out where your learning strengths lie. This is one more way that teachers can better meet the student where they are and it also allows the student more knowledge on how they can adapt when the teacher doesnt teach to their learning style. Remember it is a partnership. Sometimes teachers teach to your style and other times you must flex to get the content to the place where you can take it in a more active form for you. One cannot expect to be served your education. You must figure out how best to put together your mental model.23LogisticsMost sites do not provide housing for core studentsCore regions will have all core rotations (except Diagnostics back on campus)VCOM-TV and internet based itemsCore sites will have reference materials / books availableTimelineTimelineGRADUATE!

QUESTIONS?