Title of Effective Practice: - California Postsecondary Education ...

More documents

Recommendations

Info

Direct Connection to Policy Area 5 of The Illinois Commitment Graduate Medical Education Programs Review Southern Illinois University - School of Medicine What issue or need is addressed by the effective practice? In addition to educating medical students, medical schools provide specialty training to clinical residents and fellows through graduate medical education programs. Conducted in partnership with the medical school’s affiliated teaching hospitals, these programs train physicians for the region. While the number of federally supported residency and fellowship positions is fixed, the medical school and teaching hospitals may adjust the allocation of federally supported positions to better meet the region’s needs. Description of the effective practice: Clinical residents and fellows practice medicine alongside attending physicians and learn their specialties while they provide patient care. Clinical residents and fellows immediately contribute to the region’s health care system and often remain in the region to practice medicine once their training concludes. As such, graduate medical education programs directly impact the region’s health care system. Along with its Springfield-based affiliated teaching hospitals – Memorial Medical Center and St. John’s Hospital – SIU School of Medicine operates seventeen clinical residencies and ten fellowships in fourteen primary disciplines. The federal government provides primary funding for the graduate medical education programs through Medicare. The Graduate Medical Education Programs Review project was a comprehensive internal review of the region’s needs for medical specialists and the adequacy of the medical school’s clinical residencies/fellowship programs to meet these needs. The review was conducted by the dean and provost, the associate dean for graduate medical education programs, and the associate provost for external and health affairs. The team surveyed the medical school clinical chairs, clinical residency/fellowship program directors, and senior hospital administrators; and assessed supply and demand for existing residencies/fellowships, quality and regulatory issues, and potential for growth. The group prepared recommendations regarding changes in the current allocation of residency/fellowship positions and a set of priorities for new or expanded programs. How does this practice achieve sustainability? The school’s graduate medical education programs have enjoyed long-standing support from the affiliated hospitals and the medical school, and federal funding for the residency/fellowship positions. This review was sanctioned by the hospitals and the school and supports the region’s needs for physician specialists. The Graduate Medical Education Programs Review is an example of the medical school’s commitment to preparing physicians for central and southern Illinois, demonstrating the Southern at 150: Building Excellence Through Commitment strategy for service to the region. What are the results/measurable outcomes? This review may be assessed by how effectively it influences changes to the school’s graduate medical education programs. The number of these programs and residents/fellows within them will be monitored and assessed in relationship to regional demand for the specialties associated with them. Contact Information Name: Karen Broquet, M.D. Email: kbroquet@siumed.edu Phone: (217) 545-8852 150
Direct Connection to Policy Area 5 of The Illinois Commitment Honors College Chicago State University What issue or need is addressed by the effective practice? The Honors College at Chicago State University began in August, 2004, with the goals of recruiting, retaining and graduating highly talented and motivated students. Description of the effective practice: The Honors College addresses the above issue in two closely related ways: • The creation and maintenance of a strong and supportive peer group—a community—within which students can realize their full potential, and • A specially-designed general education curriculum that employs interdisciplinary and team-taught courses, which is designed both to challenge students and to insure that they leave the university with a first-class liberal education. Each group of incoming freshman forms a cohort and participates together in Honors classes and social events. Socialization includes the value placed on community and university service in addition to strong academic achievement. Ceremonies and social events are used to strengthen the social bonds within and between cohorts and serve as vehicles for frequent interactions between students and faculty. These include: • Honors Orientation Luncheon where older students meet and orient younger students. • The Honors Induction Ceremony, an evening event recognizing incoming students and their families attended by university administrators, faculty and staff, and established Honors students. Older students lead incoming students in reciting of the Honors College Pledge, and the new students receive Honors College pins and certificates of induction. • The Dean’s Winter Reception, a social gathering of students and faculty held at the dean’s residence at the beginning of the spring semester. • The End-of-Year Party, a light-hearted social gathering for students and faculty. The Honors College teaches a 39 hour general education sequence, the Honors Core Curriculum, which stimulates and challenges students but does not add extra courses to their majors. The Core Curriculum was designed by a group of 12 faculty members and the dean, all of whom teach the courses. The curriculum features interdisciplinary and team-taught courses. For example, Social Inquiry, brings into the classroom professors of anthropology, psychology and sociology. Honors College recruiting efforts are targeted at AP programs, International Baccalaureate programs and high school honor societies. The admission requirements are a high school GPA of 3.5, or a composite ACT score of 23 or above, or graduation in the top 10% of the high school class. Students are expected to maintain a cumulative GPA of 3.25 to remain in good standing. How does this practice achieve sustainability? The College met its goal of retaining 75% of the first cohort from their freshman to sophomore years. Two of the three students who left the Honors College are still at Chicago State; thus, the College retained 92% of its freshman students at the university. For the second cohort, 72% of students were retained in the Honors College from freshman to sophomore year, and 93% were retained at CSU. The applicant pool has increased by approximately 33% each year since the College first opened. The College is presently investigating the degree to which membership in the Honors College is a principal or contributing factor to students’ decisions to matriculate at Chicago State University. What are the results/measurable outcomes? Both formal and informal surveys indicate that Honors students are very satisfied with the community they are building. At the end of the 2004/2005 academic year, Honors students had an average GPA of 3.36, with a median GPA of 3.65. Based on the performance of the second cohort, it is likely that those figures will rise somewhat by the end of the 2005/2006 academic year. Contact Information Name: Dr. Richard G. Milo Email: rmilo@csu.edu Phone: (773) 995-3801 151
Page 1:
COMPENDIUM OF INSTITUTIONAL EFFECTI
Page 5:
Overview The Compendium of Institut
Page 8 and 9:
Direct Connection to Policy Area 1
Page 10 and 11:
Page 12 and 13:
Page 14 and 15:
Page 16 and 17:
Page 18 and 19:
Page 20 and 21:
Page 22 and 23:
Page 24 and 25:
Page 26 and 27:
Page 28 and 29:
Page 30 and 31:
Page 32 and 33:
Page 34 and 35:
Page 36 and 37:
Page 38 and 39:
Page 40 and 41:
Page 42 and 43:
Page 44 and 45:
Page 46 and 47:
Page 48 and 49:
Page 50 and 51:
with regard to candidate performanc
Page 52 and 53:
Page 54 and 55:
Page 56 and 57:
Page 58 and 59:
Page 60 and 61:
Page 62 and 63:
Page 64 and 65:
Page 66 and 67:
Page 68 and 69:
Page 70 and 71:
Page 72 and 73:
Page 74 and 75:
Page 76 and 77:
Page 78 and 79:
Page 80 and 81:
Page 82 and 83:
Page 84 and 85:
Page 86 and 87:
Page 88 and 89:
Page 90 and 91:
86 Illinois will increase the numbe
Page 92 and 93:
Page 94 and 95:
Page 96 and 97:
Page 98 and 99:
Page 100 and 101:
Page 102 and 103:
Page 104 and 105: Direct Connection to Policy Area 4
Page 160 and 161: How does this practice achieve sust
Page 182 and 183: Description of the effective practi
Page 200 and 201: What are the results/measurable out
Page 204 and 205:
Page 206 and 207:
Page 208 and 209:
Page 210 and 211:
Page 212 and 213:
Page 214 and 215:
Page 216 and 217:
Page 218 and 219:
Page 220 and 221:
Page 222 and 223:
What are the results/measurable out
Page 224 and 225:
Page 226 and 227:
Page 228 and 229:
Contact Information Name: Christine
Page 230 and 231:
Western Illinois University Campus
Page 232 and 233:
IC Title of Effective Practice Inst
Page 234 and 235:
Page 236 and 237:
show all

Title of Effective Practice: - California Postsecondary Education ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?