BEGIN:VCALENDAR VERSION:2.0 PRODID:-//swoogo.com//NONSGML kigkonsult.se iCalcreator 2.41.90// CALSCALE:GREGORIAN UID:36393561-3831-4834-a439-393736303336 BEGIN:VEVENT UID:170b57f76141c2c48cb6d668c158cffc5e6afcd0@swoogo.com DTSTAMP:20260908T004104Z DESCRIPTION:INTRO/BACKGROUND\nThe Duke University School of Medicine Master of Biomedical Sciences Program (MBS)\, an innovative 10-month professiona l postbaccalaureate program\, will enroll its 10th class July 1\, 2024. Th is milestone marks successful outcomes including graduation rates\, enroll ment into medical and other health professional schools\, and employment. Our program recruits a diverse group of students including first-generatio n\, underrepresented (34% Black/AA\, 13% Hispanic/Latino\, 14% Asian\, 2% American Indian/American Native)\, English as a second language\, rural bo rn\, and low socioeconomic status. The program includes rigorous coursewor k in biomedical sciences and patient-facing clinical exposure as Emergency Medical Technicians-Basic. Program strategies for student success include high touch advising for academic success\; access to a learning strategis t and tutorial support\; a course on _learning _fundamentals. Students can choose among several selective courses including one on planning for heal th professional education. They participate in a longitudinal course Essen tials for Practice and Professional Development providing a humanistic vie w of health. Students can access counseling support. The AAMC Competencies for Entering Medical Students are used to design courses and assessments. Learners work in teams deliberately constituted to maximize cognitive div ersity. Students participate in a robust teaming curriculum with facilitat ion of team and personal development to optimize team-based learning. Dive rse Interdisciplinary faculty are physician\, physician assistant\, physic al therapist\, occupational therapist\, psychologist\, and nursing faculty \, and PhDs in the basic sciences.\n\nRELEVANCE\nMBS is a postbaccalaureat e starting its 10th class July 2024. To date 386 graduates\, 2611 of the 2 77 graduates who applied to schools post MBS have been accepted\, 97% to m edical schools.\n\nTARGET POPULATION\nStudents from groups historically un derrepresented in medical\, health professions\, and biomedical sciences. \n\nLESSONS LEARNED\nchallenges and accomplishments\, best practices\, and /or innovations or general program framework description\, transferability \n\n * Placement as program within Duke University School of Medicine (DUSO M) provides opportunities.\n * Students who take MCAT before and after MBS improved on average 20 percentile points.\n * Team based learning optimiz ed by deliberate construction of teams and intensive personal and team dev elopment.\n * Learning specialist and tools such as LASSI have helped to i dentify relevant individualized learning strategies.\n * Although MBS tuit ion is ~ 75% Duke undergraduate and 73% MD tuition\, MBS tuition is still “high” with some\, but limited\, scholarship dollars.\n * Diverse multidis ciplinary/interprofessional passionate faculty.\n * Successful collaborati on with DUSOM research and Health System for gap years clinical and resear ch jobs after MBS.\n * MBS successfully transitioned through covid.\n * Bu dget negotiations are critical.\n * Uncertain impact of SCOTUS decision on race neutral admissions.\n * Would benefit from robust strategic plan for the next decade and specifically plan for faculty transitions\, curricula r enhancements\, improved graduate networking\, and better resourced recru itment. DTSTART:20241001T190000Z DTEND:20241001T194000Z LAST-MODIFIED:20260908T004104Z LOCATION: SEQUENCE:0 STATUS:CONFIRMED SUMMARY:The Duke Master of Biomedical Sciences Program: Updates As We Start Our 10th Class TRANSP:OPAQUE X-ALT-DESC;FMTTYPE=text/html:

Intro/Background
\nTh e Duke University School of Medicine Master of Biomedical Sciences Program (MBS)\, an innovative 10-month professional postbaccalaureate program\, w ill enroll its 10th class July 1\, 2024. This milestone marks successful o utcomes including graduation rates\, enrollment into medical and other hea lth professional schools\, and employment. Our program recruits a diverse group of students including first-generation\, underrepresented (34% Black /AA\, 13% Hispanic/Latino\, 14% Asian\, 2% American Indian/American Native )\, English as a second language\, rural born\, and low socioeconomic stat us. The program includes rigorous coursework in biomedical sciences and pa tient-facing clinical exposure as Emergency Medical Technicians-Basic. Pro gram strategies for student success include high touch advising for academ ic success\; access to a learning strategist and tutorial support\; a cour se on learning fundamentals. Students can choose among several se lective courses including one on planning for health professional educatio n. They participate in a longitudinal course Essentials for Practice and P rofessional Development providing a humanistic view of health. Students ca n access counseling support. The AAMC Competencies for Entering Medical St udents are used to design courses and assessments. Learners work in teams deliberately constituted to maximize cognitive diversity. Students partici pate in a robust teaming curriculum with facilitation of team and personal development to optimize team-based learning. Diverse Interdisciplinary fa culty are physician\, physician assistant\, physical therapist\, occupatio nal therapist\, psychologist\, and nursing faculty\, and PhDs in the basic sciences.

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Relevance
\nMBS is a postbaccal aureate starting its 10th class July 2024. To date 386 graduates\, 2611 of the 277 graduates who applied to schools post MBS have been accepted\, 97 % to medical schools.

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Target Population
\n Students from groups historically underrepresented in medical\, health pro fessions\, and biomedical sciences.

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Lessons Learned
\nchallenges and accomplishments\, best practices\, and/or innov ations or general program framework description\, transferability

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  • Placement as program within Duke University School of Medicine (DUS OM) provides opportunities.
    • \n
  • Students who take MCAT before and af ter MBS improved on average 20 percentile points.
    • \n
  • Team based lea rning optimized by deliberate construction of teams and intensive personal and team development.
    • \n
  • Learning specialist and tools such as LAS SI have helped to identify relevant individualized learning strategies.\n
  • Although MBS tuition is ~ 75% Duke undergraduate and 73% MD tuitio n\, MBS tuition is still “high” with some\, but limited\, scholarship doll ars.
    • \n
  • Diverse multidisciplinary/interprofessional passionate facu lty.
    • \n
  • Successful collaboration with DUSOM research and Health Sys tem for gap years clinical and research jobs after MBS.
    • \n
  • MBS succ essfully transitioned through covid.
    • \n
  • Budget negotiations are cri tical.
    • \n
  • Uncertain impact of SCOTUS decision on race neutral admis sions.
    • \n
  • Would benefit from robust strategic plan for the next dec ade and specifically plan for faculty transitions\, curricular enhancement s\, improved graduate networking\, and better resourced recruitment.
    • \n BEGIN:VALARM UID:65303563-3566-4735-b033-356636323231 ACTION:DISPLAY DESCRIPTION:INTRO/BACKGROUND\nThe Duke University School of Medicine Master of Biomedical Sciences Program (MBS)\, an innovative 10-month professiona l postbaccalaureate program\, will enroll its 10th class July 1\, 2024. Th is milestone marks successful outcomes including graduation rates\, enroll ment into medical and other health professional schools\, and employment. Our program recruits a diverse group of students including first-generatio n\, underrepresented (34% Black/AA\, 13% Hispanic/Latino\, 14% Asian\, 2% American Indian/American Native)\, English as a second language\, rural bo rn\, and low socioeconomic status. The program includes rigorous coursewor k in biomedical sciences and patient-facing clinical exposure as Emergency Medical Technicians-Basic. Program strategies for student success include high touch advising for academic success\; access to a learning strategis t and tutorial support\; a course on _learning _fundamentals. Students can choose among several selective courses including one on planning for heal th professional education. They participate in a longitudinal course Essen tials for Practice and Professional Development providing a humanistic vie w of health. Students can access counseling support. The AAMC Competencies for Entering Medical Students are used to design courses and assessments. Learners work in teams deliberately constituted to maximize cognitive div ersity. Students participate in a robust teaming curriculum with facilitat ion of team and personal development to optimize team-based learning. Dive rse Interdisciplinary faculty are physician\, physician assistant\, physic al therapist\, occupational therapist\, psychologist\, and nursing faculty \, and PhDs in the basic sciences.\n\nRELEVANCE\nMBS is a postbaccalaureat e starting its 10th class July 2024. To date 386 graduates\, 2611 of the 2 77 graduates who applied to schools post MBS have been accepted\, 97% to m edical schools.\n\nTARGET POPULATION\nStudents from groups historically un derrepresented in medical\, health professions\, and biomedical sciences. \n\nLESSONS LEARNED\nchallenges and accomplishments\, best practices\, and /or innovations or general program framework description\, transferability \n\n * Placement as program within Duke University School of Medicine (DUSO M) provides opportunities.\n * Students who take MCAT before and after MBS improved on average 20 percentile points.\n * Team based learning optimiz ed by deliberate construction of teams and intensive personal and team dev elopment.\n * Learning specialist and tools such as LASSI have helped to i dentify relevant individualized learning strategies.\n * Although MBS tuit ion is ~ 75% Duke undergraduate and 73% MD tuition\, MBS tuition is still “high” with some\, but limited\, scholarship dollars.\n * Diverse multidis ciplinary/interprofessional passionate faculty.\n * Successful collaborati on with DUSOM research and Health System for gap years clinical and resear ch jobs after MBS.\n * MBS successfully transitioned through covid.\n * Bu dget negotiations are critical.\n * Uncertain impact of SCOTUS decision on race neutral admissions.\n * Would benefit from robust strategic plan for the next decade and specifically plan for faculty transitions\, curricula r enhancements\, improved graduate networking\, and better resourced recru itment. TRIGGER:-PT15M END:VALARM END:VEVENT END:VCALENDAR