BEGIN:VCALENDAR VERSION:2.0 PRODID:-//swoogo.com//NONSGML kigkonsult.se iCalcreator 2.41.90// CALSCALE:GREGORIAN UID:65393235-6133-4266-b837-326531346536 BEGIN:VEVENT UID:3747ad9b4bf21d9db9152540bce35b3195e6720f@swoogo.com DTSTAMP:20260616T084609Z DESCRIPTION:PROGRAM INTRODUCTION/BACKGROUND\n\nThe purpose of this innovati on is to instill professionalism in premedical postbaccalaureate students and enhance their professional skills and behavior in medical school and a s future healthcare providers.\n\nThe Graduate Certificate in Molecular an d Biomedical Sciences (GCP) at the FIU Herbert Wertheim College of Medicin e is a pathway program to medical/PA school. There is much evidence in the literature that unprofessional behavior in medical school predicts unprof essional behavior in medical practice. In order to prepare our students to be professional in medical/PA school\, the GCP has developed an innovativ e professionalism program incorporating didactics\, mentoring\, classroom management\, and professionalism assessments.\n\nTARGET POPULATION: The GC P program largely serves minority students who need academic enhancement i n order to gain entrance to and excel in medical school. There has been an average of 40-50 students in each cohort of this 2-semester program over the past 8 years.\n\nBEST PRACTICES\, GENERAL PROGRAM FRAMEWORK\, AND EVAL UATION\n\n * TEACHING: There are two courses: GMS6922/23 Professional Skill s in Medical Sciences I and II. These semester-long courses include lectur es on professionalism\, plagiarism\, medical ethics\, time management\, wo rking in groups\, goal setting\, feedback\, communication\, etc.\n * LEARN ING: Students complete assignments mapped to session learning objectives. They receive constructive feedback on their assignments and develop the sk ills to set specific individual goals during their meeting with their ment ors. They also learn how to give constructive feedback to their peers\, fa culty and during small group work and course evaluations.\n * MENTORING_:_  All students are assigned a faculty mentor and meet with them several tim es each semester.\n * CLASSROOM MANAGEMENT: There is mandatory attendance for each class session and students must come to class dressed in business casual dress. We believe that if one looks professional\, one will act pr ofessionally. Students are provided with frequent\, informal\, low stakes feedback to assist students in their perception of their own professionali sm. \n * EVALUATION: A major component of this integrated professionalism program is the evaluation of professionalism twice a semester while in the program. Students receive formative feedback which does not count for a g rade. Using a rubric\, all teaching faculty and staff give input into the evaluations\, in addition to providing narrative comments. Nine domains of professionalism are assessed\, including 1) Self-directed learning\, 2) C ritical Thinking Skills\, 3) Resilience and Dependability\; 4) Communicati on\; 5) Respect\; 6) Leadership and Teamwork\; 7) Feedback\; 8) Honest\, T rustworthy & Accountable\; 9) Compliance. At the first time point\, >95% o f students met or exceeded expectations for domains 3-9. The first two dom ains showed the most improvement over the course of the program. Self- dir ected learning and critical thinking\, improved from 77%/72% of students m eeting or exceeding expectations at the beginning of the program to 95%/94 % by the end of the program. Anecdotes from med school/PA faculty show the y are impressed with the professionalism of GCP alumni in their programs a t HWCOM and other institutions.\n * All data shows that this program is wo rking. This program is definitely feasible and transferable\, given the in terest of faculty and their time commitment. DTSTART:20241001T190000Z DTEND:20241001T194000Z LAST-MODIFIED:20260616T084609Z LOCATION: SEQUENCE:0 STATUS:CONFIRMED SUMMARY:Implementation of a Novel Integrated Professionalism Curriculum in a Premedical Graduate Program TRANSP:OPAQUE X-ALT-DESC;FMTTYPE=text/html:

Program Introduction/Background

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The purpose of this innovation is to instill professionali sm in premedical postbaccalaureate students and enhance their professional skills and behavior in medical school and as future healthcare providers.

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The Graduate Certificate in Molecular and Biomedical Sciences ( GCP) at the FIU Herbert Wertheim College of Medicine is a pathway program to medical/PA school. There is much evidence in the literature that unprof essional behavior in medical school predicts unprofessional behavior in me dical practice. In order to prepare our students to be professional in med ical/PA school\, the GCP has developed an innovative professionalism progr am incorporating didactics\, mentoring\, classroom management\, and profes sionalism assessments.

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Target Population: The G CP program largely serves minority students who need academic enhancement in order to gain entrance to and excel in medical school. There has been an average of 40-50 students in each cohort of this 2-seme ster program over the past 8 years.

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Best Practices\, Gen eral Program Framework\, and Evaluation

\n\n BEGIN:VALARM UID:62386335-6238-4263-b939-646538393665 ACTION:DISPLAY DESCRIPTION:PROGRAM INTRODUCTION/BACKGROUND\n\nThe purpose of this innovati on is to instill professionalism in premedical postbaccalaureate students and enhance their professional skills and behavior in medical school and a s future healthcare providers.\n\nThe Graduate Certificate in Molecular an d Biomedical Sciences (GCP) at the FIU Herbert Wertheim College of Medicin e is a pathway program to medical/PA school. There is much evidence in the literature that unprofessional behavior in medical school predicts unprof essional behavior in medical practice. In order to prepare our students to be professional in medical/PA school\, the GCP has developed an innovativ e professionalism program incorporating didactics\, mentoring\, classroom management\, and professionalism assessments.\n\nTARGET POPULATION: The GC P program largely serves minority students who need academic enhancement i n order to gain entrance to and excel in medical school. There has been an average of 40-50 students in each cohort of this 2-semester program over the past 8 years.\n\nBEST PRACTICES\, GENERAL PROGRAM FRAMEWORK\, AND EVAL UATION\n\n * TEACHING: There are two courses: GMS6922/23 Professional Skill s in Medical Sciences I and II. These semester-long courses include lectur es on professionalism\, plagiarism\, medical ethics\, time management\, wo rking in groups\, goal setting\, feedback\, communication\, etc.\n * LEARN ING: Students complete assignments mapped to session learning objectives. They receive constructive feedback on their assignments and develop the sk ills to set specific individual goals during their meeting with their ment ors. They also learn how to give constructive feedback to their peers\, fa culty and during small group work and course evaluations.\n * MENTORING_:_  All students are assigned a faculty mentor and meet with them several tim es each semester.\n * CLASSROOM MANAGEMENT: There is mandatory attendance for each class session and students must come to class dressed in business casual dress. We believe that if one looks professional\, one will act pr ofessionally. Students are provided with frequent\, informal\, low stakes feedback to assist students in their perception of their own professionali sm. \n * EVALUATION: A major component of this integrated professionalism program is the evaluation of professionalism twice a semester while in the program. Students receive formative feedback which does not count for a g rade. Using a rubric\, all teaching faculty and staff give input into the evaluations\, in addition to providing narrative comments. Nine domains of professionalism are assessed\, including 1) Self-directed learning\, 2) C ritical Thinking Skills\, 3) Resilience and Dependability\; 4) Communicati on\; 5) Respect\; 6) Leadership and Teamwork\; 7) Feedback\; 8) Honest\, T rustworthy & Accountable\; 9) Compliance. At the first time point\, >95% o f students met or exceeded expectations for domains 3-9. The first two dom ains showed the most improvement over the course of the program. Self- dir ected learning and critical thinking\, improved from 77%/72% of students m eeting or exceeding expectations at the beginning of the program to 95%/94 % by the end of the program. Anecdotes from med school/PA faculty show the y are impressed with the professionalism of GCP alumni in their programs a t HWCOM and other institutions.\n * All data shows that this program is wo rking. This program is definitely feasible and transferable\, given the in terest of faculty and their time commitment. TRIGGER:-PT15M END:VALARM END:VEVENT END:VCALENDAR