Make Plans Now to Attend AACOM's Annual Meeting 

PRELIMINARY PROGRAM SCHEDULE as of 2/4/2010

Accreditation Statement: The University of New England is accredited by the American Osteopathic Association and by Maine Medical Association’s Committee on Continuing Medical Education and Accreditation (CCMEA) to provide continuing medical education for physicians.  The University has designated this activity for a maximum of 19.25 Category 1A osteopathic credits and 19.5 AMA PRA Category 1 Credits™.  Physicians should only claim credit commensurate with the extent of their participation in the activity.  

Wednesday | Thursday | Friday | Saturday | Sunday 

9:00 am – 5:30 pm
Registration

8:00 am – 3:00 pm
COM Day on Capitol Hill
By invitation only; participants selected by COMs.

11:00 am – 4:00 pm
Pre-Conference Workshops
Additional fee required. Workshops include lunch. Please check the appropriate line on your registration form.

Grant Writers’ Workshop
Salon F, Main Level
A panel of expert medical school grant writers will share their successes (and failures) and lead participants through the grant-writing process. Particular skills required to respond effectively to NIH, HRSA and foundation opportunities will be discussed, and participants will leave the workshop with proven grant-writing tools and techniques for the procurement and administration of grants.

Faculty Development Workshop: Effective Communications Skills for Career Advancement and Personal Growth
Salon G, Main Level

• The National Academy of Osteopathic Medical Educators (NAOME) as Faculty Development (communication between professionals and colleges)
  Patricia S. Sexton, DHEd, Associate Professor of Family Medicine, Community and Preventive Health, ATSU/KCOM
  
Effective Precepting (communication between faculty and students)
Stephen S. Davis, PhD, Director, Faculty Development, OU-COM

Promoting Collegiality Among Faculty (communication among faculty)
Luke H. Mortensen, PhD, Professor and Assistant Dean of Faculty Development, DMU-COM

4:30 – 5:45 pm
Opening Plenary Session

• TBA

5:45 – 6:45 pm
Grand Opening Reception/Exhibits and Poster Session

6:30 – 8:30 pm
SOME Steering Committee Dinner

7:30 am – 4:30 pm
Registration

7:30 – 8:00 am
Continental Breakfast/View Exhibits and Posters

8:00 – 9:30 am
Plenary Session

• U.S. Surgeon General Regina Benjamin, MD, MBA (Invited)

9:45 – 10:30 am
Concurrent Sessions:

From the Outside Looking In: Questions and Confusions of Nontraditional Students
Salon F, Main Level
Nontraditional students constitute the fastest-growing demographic of potential applicants to osteopathic medical school programs.  Yet information and advising on how they should best prepare and apply with their varied backgrounds and situations remain elusive.  Scenarios drawn from thousands of nontraditional student comments on OldPreMeds.org, website of the National Society of Non-Traditional Premedical and Medical Students, will be presented in a facilitated workshop for admissions and recruiting staff.

• Richard Levy, MA, Executive Board Member, National Society for Non-Traditional Premedical and Medical Students

Brief Presentations
Focus: Training Models
Salon G, Main Level

Facilitator: TBA

A National Training Model for Medical Reserve Corps (MRC) Competency-Based Training
The Center for Bioterrorism and All-Hazards Preparedness (CBAP) at Nova Southeastern University College of Medicine (NSU-COM) developed, piloted and produced a two-hour online training program for Medical Reserve Corps volunteers. This program was designed to meet the MRC Core Competencies from the Office of the U.S. Surgeon General. Pre- and post-assessment data was collected nationwide. Results of this ongoing training initiative will be presented.

• Cecilia F. Rokusek, EdD, RD, Executive Director of Education, Planning, and Research, NSU-COM
• Leonard A. Levy, DPM, MPH, Associate Dean of Education, Planning, and Research, NSU-COM

A Training Model for Developing Osteopathic Clinical Researchers
This presentation will describe the establishment of the Consortium for Collaborative Osteopathic Research Development (CONCORD), and its affiliated national practice-basedresearch network (PBRN). The dual goals of the CONCORD PBRN project are to train osteopathic physicians to conduct clinical research, and to develop and implement a PBRN focused on osteopathic manipulative treatment (OMT) of musculoskeletal conditions, initially concentrating on chronic low back pain.

• John C. Licciardone, DO, MS, MBA, Executive Director, The Osteopathic Research Center, UNTHSC/TCOM
• Cathleen B. Kearns, Administrative Director, The Osteopathic Research Center, UNTHSC/TCOM

The Role and Value of the Basic Sciences in Medical Education: Summary Report of the IAMSE Flexner Revisited Study Group
Salon H, Main Level
In celebration of the centennial of Flexner’s report on medical education, the International Association of Medical Science Educators (IAMSE) initiated a study to examine the role and value of the basic sciences in medical education today.  After collecting perspectives from a variety of medical educators and constituent groups over the past three years, researchers have found that much of Flexner’s vision is as pertinent today as it was in 1910.  This presentation will provide a summary of the project’s findings.

• Edward P. Finnerty, PhD, Associate Professor of Physiology/Pharmacology/Director, Human Patient Simulation, DMU-COM
• Mark A.W. Andrews, PhD, Professor of Physiology, LECOM

9:45 – 11:45 am
AACOM Board of Deans Retreat
By invitation only.

Council of Osteopathic Student Government Presidents Executive Board Meeting

Challenge Session on Health Literacy
Brookside, Lower Level

Facilitator: TBA

9:45 – 11:25 am
Health Literacy and Patient Safety: A Clear Health Communication Mandate
Sponsored by the UNE-Maine Geriatric Education Center, HRSA grant D31HPO8845-03

This workshop will introduce health literacy, plain language and clear health communication, with a focus on patient safety. It will include a DVD, slides and a hands-on exercise. Participants will:

1. Define literacy and health literacy
2. Identify population groups most at risk for limited health literacy skills
3. Identify and discuss two evidence-based communication techniques that improve patient understanding and patient safety
4. Consider how awareness and concern about patient health literacy plays a role in practice 

• Sue Stableford, MPH, MSB, Director, Health Literacy Institute, Center for Health Policy, Planning & Research, University of New England

11:25 – 11:45 am
The NYCOM Health Literacy Project
This brief presentation will describe NYCOM’s development of a health literacy curriculum and the production of bilingual parallel text patient outreach materials on multiple topics and languages.

• Chellappa Kumar, PhD, Chief Information Officer, NYCOM/NYIT

10:45 – 11:45 am
Concurrent Sessions

The Creation of a New Curriculum – Encouraging Specific Career Objectives
Salon F, Main Level
How would medical college curriculum change if the goal was narrowed from teaching toward all medical specialties to focusing on one classified group? How would the college support the students toward a career that offers low financial reimbursement and declining prestige? Colleagues will create an “accelerated” curriculum engaged with the challenge of reinforcing, promoting and supporting students who are dedicated to primary care medicine, comparing it to the Primary Care Scholars Pathway at LECOM.

• Richard A. Ortoski, DO, Chair, Primary Care Education; Clinical Director, Primary Care Scholars Pathway, LECOM
• Christine S. Kell, PhD, Associate Dean of Preclinical Education; Professor of Microbiology, LECOM
• Richard Raymond, PhD, Director of the Primary Care Scholars Pathway; Professor of Pathology, LECOM

The Five Doors to Excellence in Assessment
Salon G, Main Level
Both selected response assessments and complex performance assessments need to be designed in a comprehensive approach. This panel will examine individual assessment instruments as well as the system for determining grades.

• India Broyles, EdD, Associate Professor for Medical Education, UNECOM
• Evelyn Schwalenberg, DO, Assistant Professor of Medicine; Director, Predoctoral Education; Director of Faculty Development; Chairperson, Department of Medicine, UNECOM
• Elisabeth M. Del Prete, DO, Chair, Family Medicine, UNECOM
• Amina Sadik, PhD, MS, Associate Professor of Basic Sciences, TUNCOM
• Polly E. Leonard, DO, Director of Medical Education, Kent Hospital

Brief Presentations
Focus: Clinical Education
Salon H, Main Level

Facilitator: TBA

A Multi-Modal Evaluation Protocol as a Catalyst for Clerkship Quality Enhancement
Given the diversity of hospitals, ambulatory centers and preceptor offices within our third- and fourth-year clerkships, quality assurance remains a major challenge.  There is an "unevenness" among training sites with regard to both clinical experiences and educational activities.  NYCOM has developed a "Multi-Modal" Clerkship Evaluation Protocol to promote quality assurance and enhance clerkship education.

• Abraham M. Jeger, PhD, Associate Dean, Clinical Education, NYCOM/NYIT
• Leonard B. Goldstein, DDS, PhD, Director, Clerkship Education, NYCOM/NYIT
• Doreen F. Meinberg, MPS, Education Evaluation Coordinator, NYCOM/NYIT
• Barbara B. Friedman, MA, MPA, Medical Educator, NYCOM/NYIT

Enhancing Preceptor Evaluation: Assessment of Learning with Linkages to AOA Competency Metrics
As DMU-COM considered transitioning to electronic preceptor evaluations in 2007-08, the opportunity to examine current practices and enhance the preceptor evaluation process overall by clinical affairs generated a different paradigm for assessment of learning. New assessment practices were put in place, and AOA competency metrics were created from the new instrument. After a full year of implementation and evaluation, an overview/results of new assessment of learning practices will be highlighted. 

• Glenna J. Ewing, EdD, Associate Dean for Academic Quality and Medical Education Research, DMU-COM
• Dana C. Shaffer, DO, Senior Associate Dean for Clinical Affairs, DMU-COM

Central Iowa's Multidisciplinary Community Consortium for Clinical Research Training
The AAMC Clinical Research Taskforce and NIH have both called for all medical students, residents and practicing physicians to receive training in clinical research skills. To date, the majority of allopathic and all osteopathic medical schools have been unable to secure CRTP funding. DMU-COM is committed to developing a CRTP to train competency-based community clinical investigators by joining forces with its teaching hospitals, nursing/pharmacy colleges and state/local public health agencies.

• Theodore W. Rooney, DO, Director of Clinical Research, DMU-COM
• Bryan Larsen, PhD, University Dean of Research, DMU-COM

12:00 noon – 2:00 pm
AACOM Council Leadership Lunch
By invitation only.

NBOME Luncheon

2:00 – 3:00 pm
Concurrent Sessions

Geriatrics Curriculum Infusion into Undergraduate Osteopathic Medical Education
Salon F, Main Level 
In this session, UNTHSC/TCOM and UMDNJ-SOM will share their competency-based geriatrics curriculum integration programs, mapping and outcomes.

• Janice A. Knebl, DO, MBA, Project Director, Chief of Geriatrics, UNTHSC/TCOM
• David Farmer, PhD, Program Director, Reynolds Geriatric Education and Training in Texas Program, UNTHSC/TCOM
• Thomas J. Fairchild, PhD, Vice President, Office of Strategy and Measurement, UNTHSC/TCOM
• Anita Chopra, MD, Director of the New Jersey Institute for Successful Aging at UMDNJ, UMDNJ-SOM
• Pam Basehore, MPH, Associate Director of Education and Assistant Professor, UMDNJ-SOM

Brief Presentations
Focus: Pedagogical Techniques
Salon G, Main Level

Facilitator:TBA

Engaging Distant Learners in Synchronous Education—Lessons Learned/Best Practices
Since July 1, 2009, MSU-COM has been successfully presenting 10 to 15 hours per week of synchronous distance education at its three sites.  This presentation will summarize the discoveries that have resulted from this experience regarding faculty acceptance, student satisfaction, learner engagement techniques and technology support elements. We will offer suggestions that attendees can apply to improve distance learning at their own academic institutions.

• Kari A. Hortos, DO, Associate Dean, MSUCOM-Macomb University Center, MSUCOM

Small Group Facilitator Connoisseurship
How to facilitate small group learning is a teaching skill that develops with experience and training.  Becoming a connoisseur requires years of education, training and experience.  Accelerating this process through a condensed synopsis of tips and feedback mined from years of weekly facilitator meetings and student feedback is just the sort of stimulus that can be used to rapidly move or jump toward becoming an expert!

• Stephen S. Davis, PhD, Director, Faculty Development, OUCOM

Student-Adopted Roles in Small-group Patient Simulation Sessions
This session will describe how first- and second-year medical students self-select roles in patient simulation sessions.  Data indicate that the majority of students participate in multiple tasks in each simulation and throughout the academic year.  A small group of students neglected to participate in some significant tasks associated with the simulation (e.g., the medical interview).  The reasons for these decisions and their impact on the simulation will be discussed. 

• Diane R. Karius, PhD, Associate Professor of Physiology/Director, Human Patient Simulation, KCUMB-COM

A Model for Early Intervention in Medical Education: Collaboration, Enhancement and Evaluation
Salon H, Main Level
A comprehensive program to identify and assist students who struggle requires collaboration. The goals of the TCOM Early Intervention Model include helping students reach their academic goals, increasing students’ awareness of resources, bridging gaps between academic and student affairs, and easing the transition into medical school. Presenters will describe key components of the program, and participants will leave with a framework for implementation at their home campuses.

• Katy Kemp, MEd, Director, Center for Academic Performance, UNTHSC/TCOM
• Chiana Diggs, BA, Learning Specialist, Center for Academic Performance, UNTHSC/TCOM

2:00 – 4:30 pm
Council for Information and Technology Meeting

Council of Osteopathic Medical Student Services Officers Meeting

Society of Osteopathic Medical Educators Council Meeting

3:00 – 3:30 pm
Break/View Exhibits and Posters

3:30 – 4:30 pm
Concurrent Sessions 

A Case-Based Teaching Model for Integrating OPP into the Six NBOME Competencies
Brookside, Lower Level
Participants will experience a case-based teaching model incorporating osteopathic principles and practice into a non-musculoskeletal case and will discuss how this model could be incorporated into their training program. It addresses all NBOME competencies.

• Barbara Arcos, DO, Chair and Assistant Professor of Family Medicine, NSU-COM 

Two-Year Evaluation of the Office of Minority Health’s Continuing Education Program: A Physician’s Practical Guide to Culturally Competent Care
Salon F, Main Level
To ensure that all people receive equitable and effective treatment in the health care system, and to support the U.S. health care workforce in combating racial/ethnic disparities, the DHHS’ Office of Minority Health has developed A Physician’s Practical Guide to Culturally Competent Care: The Cultural Competency Curriculum Modules, an online interactive continuing education program. A rigorous evaluation was conducted to determine the program’s impact on physician's knowledge, attitudes and skills. In this session, the presenters will share the program and its impact.

• Guadalupe Pacheco, MSW, Special Assistant to the Director, Project Officer, Office of Minority Health, U.S. Department of Health and Human Services
• Ann S. Kenny, MPH, BSN, RN, Senior Principal, Business Program Manager, and Project Director, SRA International, Inc.

Brief Presentations
Focus:  Examining Practices to Enhance Learning
Salon G, Main Level

Facilitator: TBA

Premedical Shadowing: Seeing Light in the Growing Darkness
The AACOM website states “colleges of osteopathic medicine encourage applicants to learn more about the profession by identifying an osteopathic physician to follow.”  Recently, however, medical, legal and institutional policies have reduced these opportunities. In this presentation, panelists will discuss benefits of and barriers to premedical shadowing and will share how physicians can provide experiences that allow students to gain knowledge about being an osteopathic physician.

• Brian Earley, DO, Assistant Professor, ATSU/KCOM
• David Deci, MD, Associate Professor, University of Florida

Developing the Informed Consumer of Osteopathic Medical Education
Giving and receiving professional touch has been a necessary component of osteopathic training since its origin. An increasing number of students are now seeking non-medical deferment from full participation in clinical skills and OMM labs. WVSOM has developed a program to create an "informed consumer" of osteopathic medical education with a DVD and an admissions statement that details the expectation of full participation in all labs. This helps applicants decide if osteopathic medicine is right for them.

• James Kribs, DO, Chairperson, Department of Osteopathic Principles and Practice, WVSOM

Perceived and Assessed Outcomes of a Cardiovascular Pharmacology Patient
The availability of human patient simulation models (HPS) has allowed medical school faculty to expand the repertoire of approaches to teaching beyond simply the lecture format. In the current study, self-perceived and assessed learning of pharmacologic clinical concepts were compared, both before and following, an HPS intervention with medical student participants (n=960). The study results suggest that HPS interventions significantly (p<0.05) enhance student learning and understanding.

• Luke H. Mortensen, PhD, Professor and Assistant Dean of Faculty Development, DMU-COM
• Glenna J. Ewing, EdD, Associate Dean for Academic Quality and Medical Education Research, DMU-COM

Three Blind Mice, See How We Run: A Global Perspective on Osteopathic Medical Education and Practice
Salon H, Main Level
Globally, there are rapidly changing developments in osteopathic education and practice. As U.S. schools look at "international medicine," they are largely blind to emerging trends of those who share the title of their profession; a problem that is most often reciprocal. There are many challenges facing our profession as we expand our educational experiences into global settings. Knowledge of the osteopathic profession in other countries can help educators better prepare students to work and learn abroad.

• Zachary Comeaux, DO, Professor, Division of Osteopathic Principles and Practice; Family Practice Physician, OMM Specialty Clinic, WVSOM

5:00 – 6:00 pm
An Evening with the Capitol Steps
One hour of political hilarity! The Capitol Steps began as a group of Senate staffers who set out to satirize the very people and places that employed them.  

7:30 am – 4:30 pm
Registration

7:30 – 8:00 am
Continental Breakfast/View Exhibits and Posters

8:00 – 9:30 am
Plenary Session

• Lloyd Michener, MD, Chair and Professor of Community & Family Medicine and Director, Center for Community Research, Duke University School of Medicine

9:45 am – 10:30 am
Concurrent Sessions

Brief Presentations
Focus: Statistical Analysis
Salon F, Main Level

Facilitator: TBA

Demographic Effects on COMLEX Performance
NBOME has undertaken a study exploring the main effects and their interactions among three demographic variables (Race, English-as-First-Language, Gender) on performance at each of three COMLEX levels. Further analysis will examine whether the effects of the three demographic variables are consistent from school to school and from year to year. The final results will provide osteopathic schools and educators in-depth details of the existing differences among those different demographic groups. 

• Feiming Li, PhD, Psychometrician, National Board of Osteopathic Medical Examiners
• Linjun Shen, PhD, MPH, Vice President of Testing and Research, National Board of Osteopathic Medical Examiners

Assessing Variation in Preceptor Evaluations
What proportion of the variation in student grades is due to preceptor characteristics? Using widely employed multi-level modeling techniques, this presentation will focus on sources of variation in clerkship grading.

• Mark R. Speicher, PhD, MHA, Associate Dean for Academic Affairs, AZCOM

Utilizing Standardized Patient Programs to Bring Death and Dying Issues to Life
Salon G, Main Level
The myriad issues around the death of a patient are explored at PCOM in a one-day curriculum that incorporates an interesting mix of reality and simulation. Medical students visit elders in their homes. Later, they experience the unexpected “death” of one patient in a mock code. They are challenged with how to break bad news; words to use or avoid; how to comfort; how to deal with silence, grief, relief, denial, anger or sudden exit; who can view the body, and how to appropriately interpret an Advance Directive.

• Katherine E. Galluzzi, DO, CMD, Professor and Chair, Department of Geriatrics, PCOM
• Ruth D. Thornton, PhD, Professor and Chair, Department of Biochemistry/Molecular Biology, PCOM

Recruiting Students in Tough Economic Times
Sponsored by the Council of Osteopathic Medical Admissions Officers and the Marketing and Communications Advisory Council
Salon H, Main Level
This discussion will explore how economic conditions affect professional school admission.  For many professional schools, when employment opportunities disappear, job seekers turn into college applicants.  If application numbers are rising, how do professional schools attract the best candidates?  For undergraduate schools, the credit crunch has meant decreasing numbers of applicants.  Will professional schools face an impact by changes in undergraduate enrollment?

• Michelle Rahman, Associate Dean of Admissions, University of Richmond School of Law
• Julie James, Assistant Director of Admissions, George Washington University School of Medicine

9:45 – 11:45 am
Administrator Development Workshop  
Management Skills for Academic Medicine Leaders
Amphitheater, Lower Level
This session will focus on critical skill sets for academic medicine leaders.

Economics 101:  What a CFO Wishes Academic Deans Knew About Finance and Accounting
In this special workshop, Peter Doulis and Dr. Ken Veit will provide some common financial/accounting terminology, with definition of common terms and usual accounting processes, and then will describe some cases that historically have proven to be potential points of controversy between the academic offices and finance departments. There will be time to discuss and share both successes and horror stories.

• Kenneth J. Veit, DO, MBA, Dean, PCOM
• Peter Doulis, CPA, CFO, PCOM

Nuts and Bolts of Giving an Unexpected Brief Talk
It is important for leaders to have the ability to speak extemporaneously, and to be able to excite and hold an audience while conveying a message.  This part of the Administrator's Workshop will provide tips and tools on public speaking and afford opportunities for those attending the workshop to practice these skills.

• Michael D. Adelman, DO, JD, Dean, WVSOM

Council of Development and Alumni Relations Professsionals Meeting

10:45 – 11:45 am
Concurrent Sessions

Brief Presentations
Focus: Global and Basic Education
Salon F, Main Level

Facilitator: TBA

Evaluation Model for Evaluating Global Medical Mission Trips at the Virginia College of Osteopathic Medicine
The VCOM Global Medical Mission program supports student acquisition of knowledge and skills that fulfill the VCOM mission and provides experiences that reinforce VCOM core values. An evaluation model was developed for the Global Medical Mission program to assess mission program effectiveness and student development of skills in underserved care and public and community health. This evaluation demonstrates the success of the VCOM Global Medical Mission program.

• Dixie Tooke-Rawlins, DO, Dean and Executive Vice President, VCOM
• H. Dean Sutphin, PhD, Assistant Vice President for International and Appalachian Outreach, VCOM

WHO Research Scholars: Developing Global Health Educators and Leaders
Des Moines University has created an innovative program to offer World Health Organization research internships as a third-year rotation option. Elements of the design, selection process and outcomes will be shared. The goal is to create physicians who are competent in evidence-based clinical research, aware of global health issues and motivated to become educators of the future. Participants will be asked to share models and ideas from their schools.

• Yogesh Shah, MD, CMD, Associate Dean for Global Health, DMU-COM
• Theodore W. Rooney, DO, Director of Clinical Research, DMU-COM

Using Human Patient Simulators (HPS) to Teach Basic Science Principles
Various educational formats, such as journal article review, problem-based learning and human patient simulators (HPS), are aimed at increasing student outcomes in a variety of medical settings.  This study was designed to assess the effectiveness of these formats as supplemental materials to the basic science curriculum in the first year of undergraduate medical education. The results indicate that participating in the HPS experience increased retention of basic scientific information.

• Matthew K. Henry, PhD, Associate Professor, DMU-COM
• Jeffrey Gray, PhD, Associate Professor, DMU-COM

Brief Presentations
Focus: Impacting Health Outcomes
Salon G, Main Level

Facilitator: TBA

An Osteopathic Approach to Facilitating Shared Vision and Interprofessional Education
This presentation will focus on the Dean's vision and leadership role in the development of a university-wide interprofessional education curriculum at Western University of Health Sciences (Western U).  The discussion will focus on how the principles, competencies and tenets of osteopathic medicine combined with the Dean's vision and leadership style were  in the process and how the college implemented its innovative interprofessional education program.

• Clinton E. Adams, DO, MPA, Vice President for Clinical Affairs and Dean, Western U/COMP

Use of a Standardized Patient Continuity Experience to Teach Assessment and Care of Patients with Chronic Illness
This presentation will describe an educational initiative focused on teaching medical trainees how to effectively provide continuity care for patients at risk for or living with diabetes, with a particular focus on patient education, patient empowerment and the physician-patient partnership, through a Standardized Patient Continuity experience. Components of the newly developed curriculum, including on-line modules, correlating SP cases and evaluation tools, will be described.

• Lucia B. Weiss, MS, Assistant Professor, UMDNJ-SOM
• Frank A. Filipetto, DO, Associate Professor, UMDNJ-SOM

The Social Mission and Production of Medical Schools: A Footprinting Tool for Educational Advocacy
Policymakers are interested in the educational requirements needed to support health reform.  Concurrently, given contracted funding, schools will need to demonstrate how they are meeting regional needs.  Medical school footprinting is a tool educators can use to enhance advocacy.  In this session, the presenters will discuss how to assess the impact of medical schools, make maps using a web-based footprinting tool, and use those maps in policy discussions.

• Winston Liaw, MD, MPH, Fellow, Virginia Commonwealth University
• Andrew Bazemore, MD, MPH, Assistant Director, Robert Graham Center
• Stephen Petterson, PhD, Senior Health Policy Researcher, Robert Graham Center
• Imam Xierali, PhD, Health Geographer, Robert Graham Center

The Use of Simulators in an OMS1 Class
Salon H, Main Level
By the end of their first year, many students are “just-ready” to begin integrating what they have learned about science, the H&P, and professionalism into rudimentary patient care experiences. The simulator adds an element of realism to urgent medical conditions and allows students to use their knowledge in a safe environment. Presenters will offer a method for planning, implementing and optimizing a course using medical simulators that COM faculty with limited simulation experience can successfully adapt at their own institutions. A simulator will be used during the presentation.

• Lori A. Kemper, DO, MS, Dean, AZCOM
• Mark R. Speicher, PhD, MHA, Associate Dean for Academic Affairs, AZCOM

10:45 am – 5:15 pm
Council of Osteopathic Medical Admissions Officers Meeting

11:45 am – 12:15 pm
View Exhibits and Posters

12:15 – 2:30 pm
Table Topics Discussion Lunch
For all attendees.

2:45 – 3:45 pm
Concurrent Sessions

Student Financial Planning:  “What Happens after I Graduate?”
Sponsored by the Council of Osteopathic Student Government Presidents and the Council of Student Financial Aid Administrators
Salon F, Main Level
This session will focus on how students can keep their student loans in "good standing" during the transition from medical school into the PGY-1 year and all the "decision points" that follow.  It will include a Q&A.

• Paul S. Garrard, Student Loan Portfolio Management and Higher Education Financial Services Consultant
• Sharon L. Howard, Director of Financial Aid, WVSOM
• Adam Hunt, OMS III, MSUCOM
• Other panelist to be announced

A Model Medical Informatics Curriculum for Osteopathic Predoctoral Education
Sponsored by the Society of Osteopathic Medical Educators
Salon G, Main Level

• Bruce D. Dubin, DO, JD, Dean, RVUCOM
• Jeffrey A. Suzewits, DO, Associate Dean of Clinical Education Affairs, ATSU/KCOM
• Elaine Soper, PhD, Associate Dean, Assessment and Educational Development , WVSOM 

Beyond Flexner:  Using Innovation to Foster Change in OME:  One School’s Experience to Date
Salon H, Main Level
This session will focus on the educational model at ATSU/SOMA that implements a clinical presentation curriculum at nationally-distributed community health center sites.  Differences in structure, governance, curriculum and delivery modes between this model and a traditional model will be presented, as will as the challenges and solutions of implementing this model.

• Douglas L. Wood, DO, PhD, Dean, ATSU-SOMA
• Trudy Kuo, PhD, Assistant Dean for Assessment, ATSU-SOMA
• Albert Simon, PA-C, DHSc, Vice Dean, ATSU-SOMA

 2:45 – 5:15 pm
Council of Osteopathic Student Government Presidents Meeting

Marketing and Communications Advisory Council Meeting

Workshop for Deans
By invitation only.

3:45 – 4:15 pm
Last Chance to View Exhibits and Posters

4:15 – 5:15 pm
Concurrent Sessions

Introduction to an Application-Oriented Curriculum
Salon F, Main Level
UNTHSC’s Application Oriented Curriculum (ACO) uses learning sciences principles to create a more efficient and effective approach to the development of clinically relevant (patient care and knowledge-based) competencies. Presenters will demonstrate how they conduct the AOC’s core instructional methodology, the Clinical Integration Lab (CIL) – a large, classroom-based exercise designed to support students as they develop the comprehension and application capabilities underlying clinically relevant competencies.

• Frank J. Papa, DO, PhD, Assistant Dean, UNTHSC/TCOM
• Michael W. Oglesby, PhD, Year Two Curriculum Director, UNTHSC/TCOM

Connecting the Dots:  Preparation for Third- and Fourth-Year Rotations
Sponsored by the Council of Osteopathic Student Government Presidents and the Educational Council on Osteopathic Principles
Salon G, Main Level
There is a perception of an “OMM Problem” in 3^rd and 4^th year at the colleges of osteopathic medicine.  Not enough OMM is easily available to students, and preceptors who do not primarily practice OMM are often uncomfortable teaching OMM.  “Connecting the Dots” is a program to bring OMM into the clinical curriculum so that it is an integral part of the  medical care that patients receive at an osteopathic training site.

• William F. Morris, D.O.  Associate Professor, OPP, ATSU/SOMA
• Student Respondents:
  Kate Menssen, OMS III, LECOM-FL
  Clara Lee, OMS II, TOUROCOM-NY    

Brief Presentations:
Focus: Especially for Students
Salon H, Main Level

Facilitator: TBA

Finding a Faster Route to Practice
This presentation will include an examination of two types of educational tracks used by medical students seeking a faster route to practice: 1) “3+3” programs that combine the final year of medical school with the first year of a primary care residency, and 2) graduating from medical school after only three years.  The presenter will explore why and how medical schools might wish to implement a three-year curricular option.

• Philip Eskew, JD, MBA, OMSII, WVSOM

Rural Practice - What Factors Influence Physicians to Make this Choice?
This presentation will include an updated overview of published programs showing factors that have demonstrated success, outlining an innovative partnership between the Area Health Education Centers (AHEC) Network and Georgia Campus – Philadelphia College of Osteopathic Medicine.

• Paul Evans, DO, Dean, GA-PCOM

Dancing with Broken Bones: Race, Class and Terminal Illness in the Inner City
Those challenged by economic and racial barriers are especially marginalized near the end of life. As they come from different backgrounds, there is a divide that separates physicians from patients. Trust, suspicion and poor communication often define their relationship. This presentation will discuss patients confronting the end-of-life experience; argue that cultural competence is a necessary professional skill; and describe a home-based curriculum designed to promote empathic understanding.

• David Wendell Moller, PhD, Chair, Department of Bioethics, KCUMB-COM

5:30 – 8:00 pm
AACOM Awards Banquet/Adjourn

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Rooms available for Saturday meetings; for more information, contact Beth Martino at 301-968-4189 or bmartino@aacom.org.

8:00 am – 12:00 noon
Registration

8:00 am – 3:00 pm
AACOM Board of Deans Meeting

8:00 am – 6:00 pm
Council of Osteopathic Student Government Presidents Meeting

1:00 pm – 4:00 pm
Health Professions Recruitment Fair
(Open to all high school and college students, parents, pre-health advisors, school administrators, and other interested individuals)

1:30 am – 3:30 pm
Medical School Workshops - Concurrent Sessions  (30 minutes each)

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7:00 am - 12:00 noon
Council of Osteopathic Student Government Presidents Meeting

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