Hispanic Association of Colleges & Universities, October 2018

Dr. Waleska Crespo Rivera, PresidentDr. José Ginel Rodríguez Irizarry

Dean of MedicineDr. Nereida D. Díaz Rodríguez

Dean of Academic Affairs

Dr. Iris Parrilla BoriaSecond-Year Coordinator

Dr. José L. Oliver SostreClinical Skills Curriculum Coordinator

SERVING HIGH-RISK HISPANIC MEDICAL STUDENTS TO BE SUCCESSFUL

Acknowledgements

No conflict of interest with the organization or with any of its sponsors.

Results are in part an outcome of a Title V-Hispanic Serving Institution grant award#P031S100023.

ObjectivesAt the end of this workshop participants will:1. Engage in an analysis of strategies and

opportunities to support high risk Hispanic students performance.

2. Reflect and share how you would have addressed similar challenges at your home institutions.

3. Share strategies that were successful for improving student performance outcomes at our institution.

Workshop Structure

Activity Time/ minutes

Introduction 5Universidad Central del Caribe background and institutional profile

5

Case scenario 5 Small group discussion 10 Large group presentation 20How the UCC addressed the challenge 15 Outcomes and Conclusions 15

UCC background

1976- 1986

School of Medicine

(1976)Associate Degree

in Radiologic Technology

(1977)

1986-1996

Graduate Program in Biomedical

Sciences (1989)

Graduate Program in Substance

Abuse Counseling (1996)

m 1996-2006

Post-Associate Degree

Certificates in Mammography,

Ultrasound, Computerized

Tomography and Magnetic

Resonance

2006-2016Bachelor of Science in Diagnostic

Imaging (2006)

PhD in Cellular and Molecular

Biology (2009)PhD in

Neurosciences and MS in

Neurosciences (2011)

2017-2027

Doctor of Chiropractic

(2018)Associate Degree

in ClinicalTherapeutic

Massage(2019)

Accreditations/License

• PR-CE Operations license

1976

• Liaison Committee on Medical Education

1979

• Middle States Commission on Higher Education

1997

Our mission

To prepare high-quality and committed health professionals to meet the health needs of the community in its biological, physical and social

context with a humanistic focus and a high sense of moral obligation.

DIVERSITYINFOGRAPHIC

29%

71%

0%

10%

20%

30%

40%

50%

60%

70%

80%

Undergraduate Graduate/First Professional

UCC Enrollment By Student Level in Fall 2017

* Total enrollment in Fall 2017 n=466; Undergraduate n=136 and graduate/First professional n=330.

Student body characteristics

91% Retention Rate• First-time, full-time bachelor’s seeking student

51% Graduation Rate• Graduation rate cohort as percent of undergraduate

total entering students

Are full-time students•72% of undergraduates and 100% of graduate

National mean: 31.2 UCC mean: 22.3Source: AAMC

22.3

The 2012 LCME Accreditation process

31.2

USMLE Step 1 First-time takers pass rate

Based on this case scenario

Working in small groups respond to the following questions:

•1. Have you faced a similar situation in your home institutions?•2. What strategies have you used in your institution to address this comparable situation?

•Orange card-Admissions•Green card-Curriculum, Teaching and Learning•Yellow card-Student Support Services

SUCCESSFUL APPROACHES AT DIFFERENT LEVELS

Admissions

Curriculum & Teaching

and Learning

Student Support Services

Changes at Admissions

Setting new standards at admissions

• Minimum MCAT score at 492• Since 2012 minimum GPA at 3.0 and SGPA at 2.75• Inclusion of diversity indicators• Admissions Interview process

• Since AY 2012-2013 transitioned to the new MMPI

491.5

494.3

497.4

480

485

490

495

500

505

2016 2017 2018

Tota

l MCA

T M

ean

Scor

e

Source: AAMCNote: Number of matriculants for Year 2017: 21,338. MCAT mean (SD): 510.4 (6.6)

UCC Mean Score Total MCAT by Entering Year

Changes at Admissions

Setting new standards at admissions

• Minimum MCAT score at 492• Since 2012 minimum GPA at 3.0 and SGPA at 2.75• Inclusion of diversity indicators• Admissions Interview process

• Since AY 2012-2013 transitioned to the new MMPI

Changes at Curriculum, Teaching and Learning

Curriculum• Mapping of curricular content for all courses• Alignment of courses objectives with USMLE Step 1

and Step 2 content outline• Identification of gaps and redundancies

• Identification of content areas of lower performance on previous National tests

• Review of teaching strategies, time allotted, placement of those topics in the curriculum continuum

Changes at Curriculum & Teaching and Learning

Comprehensive Faculty Development Plan

Faculty Developmentneeds assessment survey

Faculty workshops addressing:

• Student-centered strategies

•PBL, CBL, TBL•Enhanced use of technology

•Online Modules•Recording of lectures•Use of virtual patients•Test Item writing skills

Faculty showcase activity demonstrating and sharing innovative teaching strategies used by UCC as well as other medical schools.

Faculty access to commercial question bank.

Teaching & Learning

Teaching & Learning• Title V Grant provided funds for:

• Classrooms equipped with smart boards• Additional small group rooms• Renovation of testing facilities (Computers

Laboratories) and MdCSTC• Green screen for lecture recordings

• Promoted use of flipped classrooms to facilitate discussion of clinical cases, active learning exercises, and formative quizzes

Changes at Curriculum & Teaching and Learning

Technologically Equipped Classrooms

More spaces for small group learning

Renovated Computer Laboratories

Multidisciplinary Clinical Skills Training Center

A Telehealth Reccording Unit

Changes at Student Support ServicesStudent Support Services

• In 2010 the university established a PMP• The faculty mentoring and academic advising

programs were revamped together with strong academic monitoring

• Since 2012 all students were provided with free access to a commercial test questions bank and comprehensive self assessment tests

• All tests administered in a renovated facility for web-based and digital tests

• In 2012 the university established a mental hygiene clinic

PUTTING THE PIECES TOGETHER!

86

94 94

0

10

20

30

40

50

60

70

80

90

100

2016 2017 2018

Perc

ent

Graduation Year

Graduation rate at 6 years

UCC Percent Passing of Examinees Taking USMLE Step 1for the First Time by Year

8286 88

9691

97

86

0

10

20

30

40

50

60

70

80

90

100

2011 2012 2013 2014 2015 2016 2017

Perc

ent P

assin

g

Yearn = 68n = 60 n = 63 n = 58 n = 57 n = 59 n = 56

Beginning in 1/1/2014, the passing score increased to 192 (from 188); Beginning in 1/1/2010, the passing score for Step 1 increased to 188 (from 185); Beginning in May 2011, the NBME stop reporting the 2-digit scores

UCC Mean Score of Examinees Taking USMLE Step 1for the First Time by Year

203

210212

220

216 216

213

185

195

205

215

225

2011 2012 2013 2014 2015 2016 2017

Perc

ent P

assin

g

Yearn = 68n = 60 n = 63 n = 58 n = 57 n = 59 n = 56

Beginning in 1/1/2014, the passing score increased to 192 (from 188); Beginning in 1/1/2010, the passing score for Step 1 increased to 188 (from 185); Beginning in May 2011, the NBME stop reporting the 2-digit scores

UCC Match Results by Graduation Year

Georgetown University VA Hospitals Yale School of Medicine

Ohio State College of Medicine

University of South Florida Harvard Medical College

Our student are matching at…

Conclusions

UCC high-risk Hispanic medical students can

attest of a robust success story.

UCC demonstrated a strong commitment to

produce excellent physicians from

diverse backgrounds to enrich the

healthcare workforce.

The Universidad Central del Caribe building future health through education,

research and service