From the Penn IUR and Penn GSE sponsored conference: “Preparing Today’s Students for Tomorrow’s Jobs in Metropolitan America: The Policy, Practice and Research Issues" May 25-26, 2011 Organized by Laura Perna, a professor in Penn GSE, and Susan Wachter, a professor in Penn’s Wharton School, “Preparing Today’s Students for Tomorrow’s Jobs” explores the most effective institutional and public-policy strategies to be sure high school and college students and adult learners have the knowledge and skills required for future employment. “The conference addresses such critical questions as: How do we define success with regard to the role of education in preparing students for work?” Perna said. “How well are different educational providers preparing future workers? What is the role of public policy in improving connections between education and work? “It seeks to improve our understanding of several fundamental dimensions of this issue through insights from federal, state and local policy leaders, college administrators and researchers.” Guest speakers include Eduardo Ochoa, assistant secretary of the U.S. Department of Education; former Pennsylvania Gov. Edward Rendell; Lori Shorr, chief education officer to Philadelphia Mayor Michael Nutter; Charles Kolb from the Committee for Economic Development in Washington, D.C.; Claudia Neuhauser from the University of Minnesota; Bethany Krom from the Mayo Clinic; and Harry Holzer from Georgetown University. “Much recent attention focuses on the need to improve high school graduation and college degree completion. But, relatively less attention has focused on whether graduates and degree recipients have the skills and education required by employers,” Perna said. The event is sponsored by the Penn’s Pre-Doctoral Training Program in Interdisciplinary Methods for Field-Based Research in Education, with funding from the U.S. Department of Education’s Institute for Education Sciences in collaboration with Penn’s Institute for Urban Research.

1. Preparing Students for
P i St d t f
Careers in Health Sciences:
An Innovative and Collaborative
Approach
May 26, 2011
Bethany Krom, Mayo School of Health Sciences
Claudia Neuhauser, University of Minnesota

2. ‘The glory of
medicine
is that it is constantly
moving forward, that
g ,
there is always more
to learn.’
‘The ills of today do
not cloud the horizon
of tomorrow but act
as a spur to greater
p g
effort.’
Dr. William J. Mayo

3. Mayo Clinic
First integrated
group practice
Private -
Nonprofit
1,050,000
1 050 000
patients
56,100
employees
Multi-
Multi-campus

4. Mayo Clinic Model of Care
Practice,
Practice Education & Research
Patient focused
Values based

5. Why Education at Mayo Clinic?
Our heritage
Our students
Our staff
Our workforce
To share the
Mayo Clinic Model
of Practice, Education
and Research

6. College of Medicine
Mayo Graduate School
Mayo Medical School
Mayo School of Graduate Medical Education
Mayo School of
Continuous Professional Development
p
Mayo School of Health Sciences

7. College of Medicine
–A t
Anatomy – MayoExpert
– Education – Microskills Lab
Technology
T h l – Offi for Diversity
Office f Di it
– Funding Office – Proceedings
– Hi t
History of Medicine
f M di i – Publications
– Humanities in – Quality Academy
Medicine
M di i – Simulation Center
– Library

8. Medical Education
Integrated & comprehensive
Competency based
Applied learning
pp g

9. Medical Education
HLC & programmatic accreditation
p g
Employment preparation
Mayo Cli i M d l of C
M Clinic Model f Care

10. U.S. Bureau of Labor Statistics
US
2008-
2008-2018
Fastest-
Fastest-Growing Job Sector
– Health Care and Social Assistance 21%
– Average – All Industries 10%

11. Opportunities for
Medical Education
Changing population demographics
Meeting d
M ti and matching th need
t hi the d
Cost of clinical education
Available clinical education sites
Programmatic accreditation
Teaching teamwork
Preparing students for the future
P i t d t f th f t

12. University of Minnesota Rochester
Creation Story
Community need
Minnesota Governor Pawlenty
University proposal
– Innovative & non-duplication
non-
–SSignature programs
– Research
University of Minnesota Rochester
– BS in Health Sciences in 2009
– BS in Health Professions in 2011

13. PREPARING STUDENTS AT THE
UNIVERSITY OF MINNESOTA
ROCHESTER

14. About the University of
Minnesota
Founded in 1851, the Universityy
of Minnesota is a presence
throughout the state with five
campuses and numerous
p
research and outreach centers.
Rochester campus mission
– The University of Minnesota
Rochester promotes learning and
development through personalized
education in a technology-enhanced
technology- Rochester
environment. [ ] Th University of
i t […] The U i it f
Minnesota Rochester serves as a
conduit and catalyst for leveraging
intellectual and economic resources
in Rochester and southeastern
Minnesota […].

15. University of Minnesota Rochester
(
(UMR) )
Established in 2006
Small campus
– Center for Learning
Innovation
– No departments
Focus on health sciences
Programs
Programs
– B.S. in Health Sciences
– B.S. in Health Professions
– Ph.D. and M.S. programs in
biomedical informatics and
computational biology
p gy
– Partnership programs

16. University of Minnesota Rochester
(
(UMR) )
Established in 2006
Small campus
– Center for Learning
Innovation
– No departments
Focus on health sciences
Programs
Programs
– B.S. in Health Sciences
– B.S. in Health Professions
– Ph.D. and M.S. programs in
biomedical informatics and
computational biology
p gy
– Partnership programs

17. The Changing Face of Health
Sciences
Sciences
Personalized
P li d
medicine
Importance of
p
Genomic Data
society and
culture
Drug Design Collaborative
environment
Evidence-
Evidence-based
decision making
Source: Flickr®
www.biochem.
arizona.edu
– Data-rich
Data-
environment

18. Need for Curricular Changes
Understanding not only the complexity of
g y p y
living systems but also the complexity of
human behavior and societies in a culturally
diverse world
Deeper preparation in quantitative and
analytical thinking
y g
Collaborative skills
Oral/written communication skills
Ability to effectively and critically evaluate
information
Working in diverse and global teams

19. A New Science of Learning
Learning with understanding
– Textbooks emphasize facts and tests
emphasize memorization
– Organization of knowledge around
concepts
– “useful knowledge”
Pre-
Pre-existing knowledge
– Construction of new knowledge
g
– Role of misconceptions
Active Learning
– Metacognition
g
– Control of one’s learning
Cognitive science approach (late
1950s)
Source: NRC 2000 How People Learn

20. NRC 2003: BIO 2010
Preparing future
biomedical researchers
– Deeper preparation in the
physical and
mathematical sciences
– Interdisciplinary
– Research focused
– New pedagogy

21. Top Down to Participatory
Old Hierarchical Model—
Model—
pushing information
– Knowledge dissemination from
expert to layperson
– Li it d access t sources of
Limited to f
information
New Participatory Model—
Model—
posting and pulling information
– Communication
– Sharing
– Collaboration
– Mobility
Alberts & Hayes 2003. Power to the Edge

22. UMR Model of Education
UMR has no departments
The Center for Learning Innovation (CLI) is the single
academic unit
The CLI promotes a learner-centered, technology-enhanced,
learner- technology-
concept-driven
concept-driven, and community-integrated learning
community-
environment
Faculty from across disciplines deliver a synergistic academic
program, the B.S. in Health Sciences, to prepare students for
a wide variety of careers in the health sector
– Design faculty (T/TT) design, implement, and deliver the
curriculum and have a mandate to engage in research on
learning
– Student-based faculty (instructors) implement and deliver the
Student-
curriculum and serve as tutors
Emphasis o co p e e s e assess e t
p as s on comprehensive assessment

23. Pathways to Careers
B.S. in Health Sciences B.S. in Health Professions
Capstone
B.S. in Health Sciences Transfer
Common Lower Division
Exploration in lower division
– Common curriculum
– Capstone development
Integrated exposure to careers
– Moving beyond “doctors and nurses”
doctors nurses
Finish in Four

24. B.S. IN HEALTH SCIENCES

25. Key Features I
Rigor and relevance
Connecting to their life experiences
Integrated career exploration
– Exposure to professionals in the field
Community integration
– Service learning
Fostering learning in a networked world (cyberlearning)
– Creative problem solving with authentic data sets
– Learning outside the classroom
Collaborative tools
Curriculum accessible from anywhere
Lifelong skills and adaptability
– Collaboration
– Oral/written communication
– C iti l thi ki /
Critical thinking/reasoning
i

26. Key Features II
Common and integrated lower division academic
curriculum
i l
– Statistics and philosophy
– Ethics
– Sociology and psychology
– Chemistry, physics, biology
– History, literature
y
Integrated writing
Project-
Project-based
Integrated career exploration
– Year-long exploration with expert panels
Year-
Upper division capstone

27. Integrated Career Exploration
•Integration across the disciplines
Integration
•Integrated and personalized career
exploration

28. Upper Division Capstone
Cohesive set of courses and experiences to prepare students for the
career of their choice
– Research (University, Research Institutes, Mayo Clinic,…)
– Allied Health Certificate (Partnership with Mayo Clinic)
– Internship (
p (Partnerships with industry, community organizations,…)
p y, y g , )
Sophomores
– Career explorations and professional panels
Sophomores/Juniors: Capstone preparation seminar
– Th
Thematic Seminars
ti S i
Juniors
– MCAT, PCAT, GRE,…
– Capstone proposal
Seniors
– Capstone

29. Thematic Seminar: Hope, Hype, Communication and
Medicine
Instructor:
Instructor: Professor Molly Dingel
This course seeks to illuminate the role played by a variety of
different professions including doctors nurses technicians, and
professions, doctors, nurses, technicians
medical journalists, in communicating medical knowledge to patients
journalists,
and the public. In the first half of the course, we will explore how
medical knowledge is translated between patients and healthcare
providers,
providers, with a focus on the intersection of medical knowledge
and hope: when is hope useful for patients? Can hope cloud a
hope:
patient’s ability to assess and understand their prognosis, treatment
options, or decision to participate in clinical trials? In what ways can
hope interfere with realistic conversations between healthcare
providers and patients about death? What are differences in how a
variety of healthcare providers communicate to patients about hope
and death? In the second half of the course, we will focus on the
relationship between scientific and media discourse. Students will
discourse.
examine the process of science/medical writing in the media, and
explore how science and medicine get translated and communicated to
a broader public audience. In this part of the course, students will
complete an in-depth comparison of a media story and the original
in-
scientific research and press releases to identify the ways
discourses changes as information moves into the public realm.

30. B.S. IN HEALTH
PROFESSIONS

31. Goals
Prepare students for health profession
careers
Address identified regional needs in health
professions
Provide th
P id pathways f transfer students
for t f t d t
upon completion of identified lower
division
di i i coursework k

32. Key Features I
Program will be j
g jointly delivered by UMR and
y y
Mayo School of Health Sciences faculty
University of Minnesota Rochester will provide
student services and academic coursework to
complement the clinical education provided by
Mayo School of Health Sciences
Mayo School of Health Sciences will provide the
clinical education (both didactic and clinical
(both
rotations) as well as student services and full
access to Mayo resources available to Mayo
students
First class admitted for Fall 2011

33. Key Features II
2-year certificate programs
– Echocardiography
– Sonography
– Radiography
– Respiratory C
R i t Care
Identified regional need
Junior admitting
Same entry requirements for all tracks
S t i t f ll t k
– Students do not decide on track as freshmen
Shared responsibilities
– Leveraging each other’s strengths
– Avoiding duplication
B.S. degree prepares students to advance in their profession
and to continue their education

34. Discussion
http://www.mayoclinic.com/ http://www.r.umn.edu/