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Semelhante a Emory Pipeline 2011 Information
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Emory Pipeline 2011 Information
- 1. The Pipeline Program “Each one teach one” – Unknown
- 3. Positive transformation in students at each level
- 4. Engaging budding young scholars in hands-on exploration of medical sciences
- 5. Reinforce mastery of health science knowledge and enhance the sense of responsibility to serve the community
- 7. Curriculum Sophomore Year Infectious Disease and Sexual Health Junior Year Neurology and Mental Health Senior Year Cardiology and Preventative Health
- 8. Cohorts & Small Groups Each Cohort 24 HS students 16 Undergrads 4 Med & 4 MPH Each Small Group Sophomore Year 1 Med & MPH 4 Undergrads 4 HS students
- 9. MPH Opportunities Curriculum Teacher Small Group PBL Teaching Monitoring and Evaluation Evaluate Curriculum & Learning Objectives Practicum Fulfillment
- 10. Professional Role Teach medical, public health, and hard science concepts Stimulate interest in the health care field Encourage better consumption of health care Encourage development of organizational and study skills Foster meaningful and beneficial relationships Prepare for college and graduate applications
- 11. Mentorship Role Serve as role models Mentor Undergrads Advice/tips for success in college, etc Answer questions about graduate schools Small group activities
- 12. Benefits Practice teaching and facilitating skills Develop Public Health evaluation skills A chance to bring about a positive change in a student’s life Develop a lasting relationships with both undergraduates and high school students Interact with Emory SOM and RSPH faculty – as well as peers beyond RSPH Potential Practicum
- 13. Application Process All levels involved apply to be in the program Selecting 12 MD and 12 MPH student teachers Online application process Not rigorous. Primarily to determine interests & enthusiasm to teach Applications opens today Sending everyone who signed in an application Email EmoryPipeline@gmail.com for an application
- 14. Application Process Applications opens: Today Application Deadline: Monday 9/12/2011 at Noon Submit to grad.applications@emorypipeline.org Interviews: Monday Sept 26 – 30, 2011 Notifications: October 2011
- 15. Program Timeline Overview Training Day in the Fall December 2011 Case Study Small Group Sessions in the spring Wednesdays between 4-7 p.m. at Emory School of Medicine or at South Atlanta High School Closing Ceremony
- 16. Summary Multi-tiered mentorship program Have a positive impact on a teenager’s life Exposure to Emory faculty Seeking: Curriculum Teachers M&E Analysts Application Deadline: Monday 9/12/2011, Noon
- 17. Contact Pipeline President: Jennifer Spicer (president@emorypipeline.org ) a 4th year MD/MPH student Sophomore Curriculum Coordinators: Laura Kelly (laurakelly3@gmail.com ) a 2ndyear MPH student Erin Duncan (edunca4@emory.edu ) a 4thyear MD/MPH student Junior Curriculum Coordinators: Katharina Van Santen (kvansan@emory.edu ) a 2ndyear MPH student Laura Donovan (ldonov2@emory.edu ) a 4thyear MD student Senior Curriculum Coordinators: Adela Santana (adela.raquel.santana@emory.edu ) a 2ndyear MPH student Matt Topel (mtopel@emory.edu ) a 4th year MD/Master's in Science & Clinical Research student
- 18. Q/A
Notas do Editor
- HistoryProgram created by two Emory med graduates Sam Funt and Zwade Marshall in 2007. Beginning our 5 yearQuote (also a hyperlink to pipeline video) A Pipeline motto, not really sure where it originated. Some say was a method slaves who were denied access to education thought each other and their communityPlay video
- We partner with the Health & Medical Science Academy of South Atlanta High School Reference clips in video-teaching: traumatic brain injury simulationBetter consumers of health: ethics discussion on end of life issues, sophomore module with sexual health moduleMeaningful relationships
- Pre-session lectures w/ dinnerHIV: Dr. Ira SchwartzSexual Health: Dr. Melissa Kottke (OB-GYN) Mental health: Dr. Malhon DelongCardiology: Preventive Health:
- Case Studies are in PBL format. - Heart of PBL is not lecturing students but working and guiding them to discover the information.- Ex. Sophomore cohort presented w/ a case of a young teenager. Students first think she has a flu, then maybe she’s pregnant, then maybe an STI and finally learn she has HIV. - Through their thought process and the various sessions they learn something about all those various hypotheses Module HighlightsSophomore: HIV Case & Video project Junior: Traumatic brain injury session in the sim lab Senior: Echo lab, health fair and other new creative activities
- Cohort4 small groups in each cohort HS student assigned a undergrad mentorMed and mph students mentor the undergrads. In past one med assigned two undergrads but now both med/mph will mentor all the students
- Cohort4 small groups in each cohort HS student assigned a undergrad mentorMed and mph students mentor the undergrads. In past one med assigned two undergrads but now both med/mph will mentor all the students
- How we accomplish the mission of the program. Pairing med/mph in the small groups will help address the scientific and social/behavioral goals of the program
- Role modelsFor some of the HS students in the group, you might be the first med or mph student they know Share experiences and give advice. Ex. Mike my teaching partner met many times with Trung on of the undergrads in my group to give him advice on selecting classes, taking the MCAT,etc. In the past some teachers have even read students’ personal statements
- Lasting RelationshipsMed students giving advice/helping undergrads decide when to take MCAT, etc
- Closing Ceremony- Usually in April