Annual Report Strengthen

2014-15 Annual Report Strengthen. Increase. Enrich. Table of Contents

Department Head’s Message ...... 4 Director’s Message ...... 5. . HCOE STAFF Mission, Goals and Objectives . . . . 6. . The Year in Review ...... 7 . . Jorge A. Girotti, PhD, MA Michael Almodovar Accomplishments ...... 8 . Associate Dean and Director Program Coordinator HCOE Pipeline ...... 9 Raul J. Vasquez, MEd LaHSEP Tracks 1 & 2 Assistant Director Natalia Suarez, MA Medicina Apprentice Academy Program (MAAP) ...... 10 Juan Pablo Mosqueda, MA Hispanic Health Educator - Health Professions Rural Medicina Academy Rural Medicina Academy ...... 11 Education Specialist Annette De La Torre LaHSEP (Tracks 1-3) ...... 12 . Medical Student Initiatives Program Coordinator Medicina Scholars ...... 15 LaHSEP Track 3 Kendy Oláguez, MA Summer Undergraduate Research Director, Pre-college Joanna Lynn Michel, PhD on Health Disparities ...... 16 . and Research Initiatives Assistant Director of the Medicina Fellows ...... 17. . Alicia J. Rodríguez, MEd Urban Medicine Program Health Professions Nancy Martinez Summer Medical Research Education Specialist Administrative Assistant on Health Disparities ...... 18 . Director, Undergraduate Jorge Cavero, MD Urban Medicine ...... 19 Programming Community Outreach Medical Spanish Course ...... 20 Diana Rodríguez, MA Coordinator Associate Director, Academia de Padres Luis R. Munoz, MD, MPH Leadership Institute (APLI) . . . . . 21. Pre-college and Research Community Outreach Initiatives Coordinator Faculty Development ...... 22 . Jessica Barnes, MPH Pilar Ortega, MD Dean’s Scholarship ...... 23 . Research Coordinator Clinical Medical HCOE Scholarship ...... 23 Spanish Instructor Cavero Scholarship ...... 23 . By the Numbers ...... 24 Finances ...... 26. . How to Stay Connected ...... 27 . Contact Us: Hispanic Center of Excellence (HCOE) Phone 312 9. 96 4. 493 Department of Medical Education Fax 312 996. 9922. 990 College of Medicine East, (MC 591) www medicine. uic. edu/hcoe. University of Illinois at Chicago 808 South Wood Street, Room 990 Chicago, Illinois 60612-7333 3 Department Head’s Message

The Department of Medical Education (DME) is very proud conceptual framework of “Multiple Worlds” of family, school and of having the HCOE in our department and of its exceptional peers . Moreover, it is a center of excellence in population health accomplishments . This annual report provides powerful testimony care . For example, the HCOE is a co-investigator on a grant from to the work of the HCOE, in descriptions of its programs and the National Cancer Institute to address cancer care inequities . in documentation of its successes . The HCOE has implemented exemplary programs to recruit and nurture a competitive pool of The HCOE is moving forward to disseminate the results of its Latino students, at the high school, college, and medical school programs, to enhance its national reputation as a leader in health Ilene Harris, PhD level, and to recruit and develop Latino faculty members . Its professions education for Latino students, and more important, to Department Head ultimate goals, through these programs, are to help eliminate help other institutions to develop similar programs . For example, health care disparities by reducing the shortage of Latino in collaboration with other DME faculty members, HCOE staff physicians and also educating culturally competent physicians . are conducting rigorous program evaluations, with the goals of For example, the HCOE sponsors a Clinical Medical Spanish elective studying, documenting and widely disseminating their impressive “ The HCOE open to all fourth year medical students programs and results . For the past three years, HCOE and other DME faculty and staff, have been meeting in monthly sessions to is a center The HCOE is a center of excellence in programs for recruiting forge their collaborative scholarship agendas . These scholarship Latino students into the health professions and in supporting efforts are taking the work of the HCOE to the next level, of of excellence both Latino students and faculty . It is also a center of excellence enhancing their national reputation for leadership in recruiting, in programs in its scholarship related to these programs . For example, in nurturing and producing Latino physicians and health care leaders collaboration with other DME faculty, the HCOE was awarded a to serve the health care needs of the Latino community and the for recruit- National Institute of Health (NIH) grant to study the motivations, nation, and providing guidance for other institutions, nation-wide, beliefs and behaviors of Hispanic high school students interested in achieving these goals . ing Latino in careers in the biomedical and behavioral sciences, using the students into the health professions and in supporting both Latino students and faculty. ”

4 “ Our ultimate task is to instill in these students a deep sense of commitment to the wellbeing of their communities, our communities.” Director’s Message

By the time you finish reading this report, I am sure you will agree short of these collaborative partnerships will be necessary to turn with me about the importance and impact of the work that goes the tide of educational achievement and the ability of our students on in our Center . The personal stories of participants, from the to be the future leaders they deserve to be . Medicina Academy in high school to the Medicina Fellows in medical school, the message is the same: our team and programs Finally, in every annual report, we make an intentional effort to make a difference in young people’s lives . We know that our highlight our efforts with faculty development, and fundraising for task is not just to make Latino youth aware of opportunities to medical student scholarships . Faculty are the lifeline of education become health professionals, not just to guide them on how to at every level . In medical school they also act as mentors and become the most competitive applicants for the next level of role models for the younger generation . Latinos are not well education . Our ultimate task is to instill in these students a deep represented in the faculty ranks and one of our goals is to impact sense of commitment to the wellbeing of their communities, that issue . Part of the goal of all of our research programs is to our communities . expose students to the possibilities of academic work, and we also try to identify and support Latino junior faculty to assist in their Jorge A. Girotti, PhD, MA Another clear message from this report is the number and professional development . Scholarships are essential in reducing Associate Dean commitment of our partners . It is humbling to see how many the debt burden of medical graduates . We are fortunate to have and Director others share our mission of making a difference in the health of so many Latino and other professionals who are able and willing Latinos in Chicago . There is no question in my mind that, without to contribute in this manner . Their foresight completes the circle of these partners, our work would not be possible . The education and important and impactful work at the Center of Excellence . personal development of our youth is everyone’s business . Nothing

5 HCOE MISSION Goals Objectives

To improve the medical care of • Develop a competitive applicant pool of Latinos • Increase the pool of competitive Illinois Latino for medical school admissions, in conjunction with applicants to the UIC College of Medicine by 20% Latinos in Illinois by providing partners within and outside of UIC . from the current baseline .

programs that strengthen the • Enhance the academic performance and overall • Increase the pool of competitive Illinois Latino pipeline and increase the number experience of Latino medical students at UIC . applicants to college by 10% from the current baseline at each Medicina Academy partner school . of Latino applicants pursuing health • Provide opportunities for faculty and student research on Latino health issues for undergraduate • Increase the number of Latino student research careers; enrich the education of and medical students . opportunities on Latino health-related issues . Latino students, with an emphasis • Design curricular initiatives to increase the • Increase the Latino student pass rate on the first on producing linguistically and linguistic and cultural competence of College of attempt in the USMLE Step 1 to 90%, and increase the number who graduate on time to 92% . culturally competent practitioners; Medicine students . and build partnerships with others • Provide faculty development activities to recruit, • Increase the number of tenured Latino faculty at train and retain Latino faculty . UIC and raise the number of Latino faculty on the that share the same vision . tenure track . • Raise funds to support scholarships for Latino medical students . • Introduce and expose students to Latino medical health issues and needs and improve resources for education .

6 The Year in Review Dr. Pilar Ortega, an Emergency It has been a particularly challenging year for all non-profit Finally this past spring, the HCOE joined the UI Cancer Center organizations committed to enhancing the education of students in partnering with the Northwestern University’s Robert H . Medicine throughout the state of Illinois . The uncertainty of the Illinois Lurie Cancer Center and Northeastern University to submit a budget has made it particularly challenging for the Hispanic NCI U54 grant geared towards addressing cancer disparities in physician from Center of Excellence (HCOE) to further expand and provide the underserved minority communities . Participating organizations quality educational programs needed to enrich the experiences from all three universities will form four core groups in order to Illinois Masonic, Latino applicant pool as well as contribute to ensuring the help address the cancer disparities through the U54 grant . The on-time graduation of the current medical student class of the four groups will be the Administrative Core, the Planning and who teaches University of Illinois . Evaluation Core, the Outreach Core, and the Research Core . The HCOE will partake in and help spearhead the Outreach Core the course Nonetheless the Hispanic Center of Excellence was able continue which in turn has four aims: 1) Establish programs and processes its programs despite some mid-year budget cuts . One such that promote robust relationships between the U54 Partnership (Clinical Medical program, the Clinical Medical Spanish course for fourth year and Chicago communities, 2) Develop and implement University of Illinois medical students had a strong showing in its engagement and outreach activities toward cancer health equity, Spanish) has inaugural year . Dr . Pilar Ortega, an Emergency Medicine physician 3) Provide opportunities and linkages for students, trainees and from Illinois Masonic, who teaches the course has not only faculty members to collaborate with the community on cancer not only been been instrumental in its success but has created a new Spanish health equity issues, and 4) Plan and implement NCI National curriculum to be integrated fall 2015 for our undergraduate Outreach Network activities . instrumental pre-medical student program, the Medicina Scholars . The Spanish portion of the Medicina Scholars program will be titled “Temas de The integration of the “Temas de Salud” Medical Spanish for the in its success Salud”, and will cover how to address Spanish speaking patients undergraduate Medicina Scholars program and the partnering through a series of health topics and scenarios . with the university cancer centers for the U54 grant, has been but has created another crucial step in creating pipeline of students striving to become culturally competent medical practitioners . a new Spanish curriculum to be integrated fall 2015 for our undergraduate pre-medical student program, the Medicina Scholars.

7 RECENT ACCOMPLISHMENTS Why Do We Need the

• Since its inception in 2005, 269 students Hispanic Center of Excellence? HCOE Health Professional Pipeline have participated in the Medicina Scholars . 21% have matriculated to • Between 2000 and 2010, the number of Latinos medical or graduate school . in Illinois grew by 33%, greatly outpacing other racial/ethnic groups . PRE-COLLEGE • Since its inception in 1998, over 250 LEVEL medical students have participated in • However, because Latinos lag behind other the Summer Medical Student Research groups in educational and socioeconomic status, health disparities continue to widen . Program . Medicina Academy Apprentice • Forty seven (47) second-year medical • Latinos disproportionally suffer the consequences of manageable diseases such as Program (MAAP) students took advantage of the USMLE asthma and diabetes . Step 1 support program; 94% of them passed the exam on the first attempt, • Cultural and linguistic barriers in health care Rural Medicina Academy the other 6% passed on the second try . settings persist, making it more difficult for Latinos (even for those with insurance) to have • In fall 2014, the work of HCOE regular care . contributed to the enrollment of 54 Latinos in the first-year medical school • Latino doctors are more likely than others to Latino Health Science Enrichment practice in Latino communities, and it has been class, or 17% of the total . This marked shown that Latino patients prefer physicians Program (LaHSEP) / Track 1 UIC #1 in the nation for matriculation from their own background, when they have of Latino medical students . a choice . Latino Health Science Enrichment • In spring 2015 the COM graduated 40 • In Illinois, less than 4% of all physicians are Latino M D. s. comprising about 15% of Latino, although Latinos make up 16% of the Program (LaHSEP) / Track 2 all (263) graduates . state’s population . • Of the 7 medical schools in Illinois, UIC • The pathway to the medical degree (and other Tutoring graduates 50% of all Latino M D. s. . health professions) requires strong preparation in the sciences and ongoing support through • In summer 2012 the Hispanic Center the long and demanding process . of Excellence was awarded a five-year, • A strong preparation for medical school is the $3 4. million federal grant to address result of the early outreach which creates the disparities in minority health care . academic support and awareness of fulfilling FAMILY LEVEL the medical school requirements . Students need • In Fall 2011, the Hispanic Center of guidance as early as the high school level . Excellence was awarded a four-year, $1 million NIH grant to conduct a study • The Hispanic Center of Excellence at UIC Academia de Padres Leadership Institute on high school students’ attitudes, College of Medicine is committed to this motivations, and behaviors related to mission . 8 pursuing health science careers . HCOE Health Professional Pipeline

UNDERGRADUATE MEDICAL SCHOOL FACULTY LEVEL LEVEL LEVEL

Medicina Scholars Medicina Fellows Faculty Fellowship

Rural Medicina Academy USMLE Prep

Latino Health Science Enrichment Urban Medicine Program Program (LaHSEP) / Track 3

Summer Undergraduate Research Medical Spanish Program on Health Disparities

MCAT Prep Summer Medical Research on Medical Disparities

Academia de Padres Leadership Institute

9 2% 2% BY THE NUMBERS Medicina Academy 2% Total Enrolled: 121 5% Completed Apprentice Program (MAAP): Program: 22 18% Continuing Cohorts 2-4 Program*: 86 71% Female: 96 79% 14% Male: 25 21% Program Description Hispanic/Latino Developed in 2009 in partnership with Chicago Origin: 105 87% HIGH SCHOOLS high schools, MAAP is a 4-year premedical program for 1st Generation REPRESENTED Latino high school students interested in biomedical Nationality of College Bound**: 100 83% careers . The purpose of the program is to initiate an Program • Back of the Yards College educational pathway into medical school by investing % Preparatory HS 74 AVERAGE PROGRAM HOURS in the preparation of Latino high school students Participants • Benito Juarez aspiring to become physicians and to assist with their Cohorts 2 - 4: Mexican Community Academy development and transition to college . A total of 40 113 hours per participant • Chicago Academy HS students are selected from partner and non-partner Puerto Rican Cohort 5 : • Chicago Hope Academy high schools are selected for each cohort, during their Ecuadorian 80 hours per participant freshman year, to participate in this undergraduate • Cristo Rey Jesuit HS Other Nationality level training program . The program takes place on a • Curie Metropolitan HS PARTNERS AND monthly basis and has a two-part curriculum that consists Multinational • DePaul College Prep COLLABORATORS of fieldtrips, seminars/lectures, workshops, lab sessions, Did Not Report • American Heart • Dwight D . Eisenhower HS and Red Cross certification courses that help to prepare Association • Elmwood Park HS students for biomedical careers . • American Red Cross • Farragut Career Academy HS • Hancock High School Program Highlights & • Benito Juarez Community Academy • Instituto Health Sciences Accomplishments STUDENT EXPERIENCES Career Acadmy • Illinois Heart Rescue (ILHR) • Students attended monthly seminars with Aylin Chagolla • Jones College Prep HS Medicina Academy • Illinois Latino Council on three major courses in each session: • Kennedy HS Apprentice Program Higher Education (ILACHE) 1) medical & lab, 2) higher education, • Maria HS and 3) inter/intrapersonal development . • Illinois Student Assistance • Mother McAuley Liberal Commission (ISAC) • Parents of students (Cohort 5) in their 1st My experience in the Medicina Arts High School year of the program also attended monthly Academy Apprentice Program • Instituto Health Sciences (MAAP) has been amazing and • Noble Street College Prep seminars . A total of 37 parents took part in Career Academy continues to be that way . MAAP from the very beginning of the • Northside College Prep HS the sessions . is such a unique experience that program . It has made my college • Latino Medical Student I will never forget . The medical • Riverside Brookfield HS • The program provided training with process go more smoothly now as Association courses, given by current medical a senior and allowed me to feel • Solorio Academy HS certifications in Babysitting and Childcare, students, have given us an insight • UIC Career Center more comfortable about going • St . RIta of Cascia HS First Aid, and CPR . as to what is taught in medical to college . The guidance and • UIC College Prep school . From the research projects, knowledge of the HCOE staff, who • UIC College Prep HS • 25% of students attended the Illinois Latino High School to the readings and the dissections, are more than willing to help in • Waukesha North HS (WI) Council on Higher Eduction (ILACHE) Annual all this has strengthened my goal any way possible, has truly made • UIC Urban Medicine • Whitney Young Magnet HS Conference held at Northeastern Illinois to work and become a doctor my experience worthwhile . A Program University . someday . The higher education million thanks to HCOE and MAAP . courses have prepared me so much • 11 students went on to participate in the 10 Latino Health Science Enrichment Program during Summer 2015 . BY THE NUMBERS Total Enrolled: 41 Program Rural Medicina Academy Participants: 54 100% STUDENT EXPERIENCES Female: n/a n/a Jessica Santiago Male: n/a n/a Hispanic/Latino The RMA’s newest team member Origin: 33 62% Summer Scholars Science and Health is Jessica Santiago, a former participant of the 2015 RMA Participants DESCRIPTION Immersion Program Summer Scholars program, and Fluent in Spanish: 24 44% 6-week intensive program (SHIP) current program coordinator for the Science & Health Immersion Participants for high school seniors and at Rockford’s Rural Medicine Satisfied DESCRIPTION Program (SHIP) . Jessica graduated (RMED) program . Jessica would undergraduate students from Judson University in May with Program: n/a n/a Science and Health Immersion like to become a family physician interested in health professions . 2015 with a Bachelor’s degree in and work with global non- Summer Scholars takes place Program (SHIP) is an 8-week Biology . She is planning to take governmental organizations KEY PARTNERSHIPS at the UI-Rockford campus . in-school program for high the Medical College Admissions such as Doctors Without Borders Test (MCAT) in spring 2016 and • Latino Medical Student Curriculum tracks covered are school students in rural and in order to travel to developing hopes to be part of the University countries to help others in need . Association - Rockford 1) Public Health; 2) Professional urban counties . Curriculum of Illinois College of Medicine Chapter, Rockford, IL Skills Development; 3) Health tracks covered are 1) Public Health; 2) Professional Skills • Rockford Public School Careers & Health Sciences Development; 3) Health District 205, Rockford, IL Exposure; 4) College & Health Professions Schools Prep . Careers & Health Sciences EXAMPLE SUMMER Summer Scholars collaborates Exposure; 4) College Prep . SCHOLARS PROJECTS with the Latino Medical SHIP is implemented by RMA Student Association, the Urban staff and medical students . An Environmental Community Health Program, the College of Two SHIPs were implemented Assessment (Rural versus Pharmacy, and the Department in academic year 2014-2015 Urban): An ethnographic (one rural/one urban) . Science & project which took place in of Biomedical Sciences . Rockford and Mendota, IL . Health Rural RMA: STATS STATS Immersion Summer Public Health Campaigns: Medicina 20 participants enrolled • 34 participants Program Scholars Hand sanitizer use, dental • • 16 (47%) Latino/Hispanic Academy hygiene, and first aid kit use • 18 (90%) completed (SHIP) • 8 (24%) rural campaigns were created . • 15 (75%) high school • 17 (85%) Latino/Hispanic • 14 (41%) bilingual Seed Germination Science • 9 (45%) rural English/Spanish Project: An agro-science project • 15 (75%) female • 8 program hours per in which students planted • 10 (50%) bilingual participant seeds and monitored their English-Spanish growth for 5 weeks . • 90 program hours per participant

11 LaHSEP The Latino Health Science STUDENT EXPERIENCES Enrichment Program (LaHSEP) LaHSEP Track 1 Liliana Leon (Back of the Yards) is a 6-week summer academic College Prep / Track 1 enrichment program open to High School students It is difficult for me to put into and incoming UIC freshman words how much I love my LaHSEP from the Chicagoland and family . Being a part of this summer neighboring suburbs . The Program Description enrichment program has been one overall goal of this program The focus of Track 1 is for freshman and sophomore high school of the best experiences of my life . I went to running club, which was is to offer Latino students Not only did I learn ACT skills and created by mentors to join students students to prepare for the ACT . Participants will take part in strategies, but I also developed into a holistic approach to their together and allow us to know each courses that enhance their science reasoning, mathematics, and a more mature student . Many of my educational development other outside of class . I had a blast writing skills . Students also take part in an investigative team fellow LaHSEP classmates and myself getting to know participants from the through a three track process project under the supervision of undergraduate student mentors to will be first generation college other track, and I was able to unwind that develops and prepares prepare and deliver professional presentations . students and this summer, we after having a long day . I’m thankful participants in specific areas were taught essential information for the relationships I made with (ACT, Research, or transition that will guide us to college . The the staff, some of whom became my mentors showed us how to properly to UIC) . Program Highlights & Accomplishments running buddies . The LaHSEP bond approach adults and highlight our that was formed this past summer • Students went on five (5) educational that included UIC (east specialties during interviews . I was is indestructible and I will cherish all BY THE NUMBERS campus), University of Wisconsin-Madison, Argonne National accepted with opened arms and I the memories that were made . I will was able to express myself around Total Enrolled: 41 Laboratory, DePaul University and The Chicago Lighthouse . definitely be reapplying to LaHSEP my classmates without the fear of and I hope that next summer will be Completed • Students conducted research on each of the following topics: being ridiculed . After school hours, just as amazing as my last . Program*: 38 93% student life; health disparities in Chicago; environmental science; Female: 32 78% healthy eating options; and Latinos in the medical field . Male: 9 22% • Students’ performance in science and mathematics was assessed HIGH SCHOOLS REPRESENTED (18) Hispanic/Latino in their ACT classes through pre-and post- assessments . On Origin: 39 95% average, mathematics scores increased by 9 18. points and science Back of the Yards College Morton Freshman Center Preparatory HS Ogden International HS 1st Generation scores by 5 21. points . Benito Juarez Community Academy Riverside Brookfield HS College Bound**: 35 80% • 54% of students took part in focus groups post their Carl Sandburg HS Senn HS Participants participation in the program . Participants mentioned mentors, Farragut Career Academy HS Social Justice HS Fluent in Spanish: 17 41% medical lab sessions, higher education preparation, fieldtrips and Instituto Health Sciences UNO Major Hector P . Garcia HS strategies toward ACT testing as major impacts of the program . Career Academy AVERAGE PROGRAM HOURS UNO Rogers Park HS Jones College Prep HS 210 hours per participant Von Steuben Metropolitan Lemont HS Science Center Nationality of Lincoln Park HS PARTNERS/ 12% 5% Whitney M . Young Magnet HS COLLABORATORS Program Morton East HS • American Red Cross • Argonne National Laboratory Participants CHICAGO NEIGHBORHOODS & SUBURBS REPRESENTED (23) • Claudia Vera, MD 2% Arcadia Terrace Kelvyn Park West Lawn • Daniel Vera, MD Mexican Back of the Yards Lakeview West Ridge Brighton Park Lemont West Town • DePaul University % Puerto Rican • Jenie Nepomuceno, MD 5 Cicero Little Village Multinational Edgewater Lyons • (HOLA) Gage Ridge Marquette Park • The Chicago Lighthouse Other nationality Garfield Park Mid-North District • UIC College of Nursing Did Not Report Heart of Chicago Orland Park • UIC Medical Students Irving Park Pilsen 12 • University of Wisconsin - 76% Jefferson Park Rogers Park Madison BY THE NUMBERS Total Enrolled: 30 7% 10% Completed LaHSEP Track 2 Program*: 29 97% 3% Female: 24 80% 77% Male: 6 20% 3% Hispanic/Latino Origin: 27 90% Program Description Mexican 1st Generation The focus of Track 2 is for junior and senior students in high school Nationality of Peruvian College Bound**: 24 80% to develop their research skills . Participants learn research methods Program Multinational Participants and develop their research skills by learning to analyze, synthesize, Participants Other nationality Fluent in Spanish: 13 43% and interpret information . Throughout the research program students conduct their own research project, complete a literature Did not report AVERAGE PROGRAM HOURS review and create a professional presentation . 210 hours per participant

EXAMPLE STUDENT Program Highlights & Accomplishments RESEARCH PROJECTS • Students came from 23 different high schools, with 30% of Centeno, B ., Esparza, I ,. Garcia, J ,. students attending schools residing outside of the city of Chicago . STUDENT EXPERIENCES Hajdarovic, S ,. Jaimes, J ,. & Mercado, J . (2015, August) . Association Between At- • Students gained new knowledge in research designs, research Jeremiah Jaimes tainable Air Quality In the Chicagoland methodology, research ethics, sampling, basic quantitative and Track 2 Area & Socioeconomic Status. Poster qualitative data analysis, as well as validity and reliability . session presented at the Annual LaHSEP Research Forum at the University of • 97% of the students presented their professional research Being part of the Latino Health Illinois at Chicago, Chicago, IL posters at the annual LaHSEP Research Forum . & Science Enrichment Program (LaHSEP) experience, truly is Calderon, A ,. Huerta, B ,. Mohamed, Z ,. • During the evaluation of Track 2 students reported the unforgettable . Spending most your Morales, D ,. Murillo, I ,. & Soy, T . (2015, summer vacation at the University August) . Frequency of Hypertension following major aspects: 1) the program helped them develop composite score from a 17 to a of Illinois at Chicago doing work Among the Latino and White Population their knowledge in research as well as presentation and 25 . LaHSEP had impacted my life might not be appealing to many in the Chicagoland Area. Poster session in such a positive manner that it communication skills; 2) felt medical courses with active learning teenagers; or at least it wasn’t presented at the Annual LaHSEP seemed illogical to not go for a Research Forum at the University of components (i e. . lab sessions/anatomy lab) provide them further for me . However, my school third and final year . I applied to Illinois at Chicago, Chicago, IL counselor somehow convinced knowledge in the sciences; and 3) appreciated being in a unique Track Two and was admitted once me to apply and to my surprise I program with other goal-oriented and like-minded individuals more . LaHSEP Track Two proved to was accepted to the program the PARTNERS/ that were also interested in medicine . be more vigorous than Track One, summer before my sophomore COLLABORATORS but proved to be very beneficial . year . As a participant of LaHSEP The knowledge I gained from the • American Red Cross HIGH SCHOOLS REPRESENTED (23) track one, not only did I enhance research courses facilitated AP • Argonne National Laboratory my test taking abilities for the • ASPIRA Early College HS • Morton East HS courses that I am currently taking, ACT, but I also gained a sense of • Claudia Vera, MD • Bremen Community HS • Northside College Preparatory HS and without a doubt will benefit empowerment . By the end of my • Daniel Vera, MD me greatly when pursuing a post- • Central HS • Phoenix Military Academy HS first year of LaHSEP I was very goal • DePaul University secondary education . Through • Christian Liberty Academy • Plainfield South HS oriented and driven . I had become • Health Oriented Latino the use of ACT prep courses, infatuated with the whole concept • DePaul College Prep • Prosser Career Academy HS higher education courses, research Association (HOLA) of LaHSEP and the Hispanic • Dwight D . Eisenhower HS • Rickover Naval Academy HS courses, and personal development • The Chicago Lighthouse Center of Excellence . The summer courses not only does LaHSEP • UIC College of Nursing • Eric Solorio Academy HS • Sullivan HS before my junior year I re-applied better you as a student but also • University of Wisconsin - • Farragut Career Academy • UIC College Prep HS and once again got admitted . I as an aspiring individual . LaHSEP • UNO Major Hector P . Garcia MD HS enhanced my motivation, self- Madison • Fenwick HS is far more than a mere program, esteem, and testing abilities even • Golder College Prep • Von Steuben Metropolitan LaHSEP is a close knit family that further . Thanks to LaHSEP Track • Instituto Health Sciences Career Science Center pushes you to overcome obstacles One I was able to boost my ACT Academy • Whitney M . Young Magnet HS and obtain your dreams . 13 • Lincoln Park HS BY THE NUMBERS Total Enrolled: 29 Completed LaHSEP Track 3 Program*: 28 100% Female: 18 64% Male: 10 36% Hispanic/Latino Origin: 28 100% Program Description 1st Generation HCOE in partnership with the Latin American Recruitment and College- Educational Services Program (LARES) at UIC is offering a summer Attending**: 24 82% academic enrichment program for incoming first year pre-medicine Participants students . The Latino Health Science Enrichment Program (LaHSEP) Fluent in Spanish: 23 82% gives participants the opportunity to engage in pre-health STUDENT EXPERIENCES Participants workshops, develop Chemistry, Math and English skills and also learn Damian Andrade about college transition and resources on the UIC campus . Satisfied Track 3 with Program: 28 100% Program Highlights & Accomplishments AVERAGE PROGRAM HOURS I am the first child in my family 195 hours per participant • All 28 students successfully completed a chemistry research to go to college . I was born and project by the end of the program . raised in Chicago and the one goal I am determined to complete 17% of students currently volunteer at the University of Illinois . • is to become a physician . Having Pre-Calculus/Calculus level math graduated high school recently, Students received Bystander Intervention training through the that introduced concepts I never • I needed help to smooth the “Having graduat- Campus Advocacy Network (CAN) at UIC . learned about in high school transition going into college . Pre-Cal, but helped me a lot in my ed high school • 5 students received training in checking vitals, assessing BMI, Since I knew I was attending UIC, first semester math course . The the Latino Health and Science chemistry section was the class I recently, I needed and providing Diabetes prevention education through the Enrichment Program (LaHSEP) Alivio Medical Center “Keeping Healthy Campaign” . felt was the most helpful . If there’s help to smooth the was there to help me with this one thing you should do, it is to • 8 students received the President’s Award, which is one of task . The English portion helped pay attention in the chemistry transition going strengthen my essay writing and section . General Chemistry I is the most prestigious scholarships awarded to UIC students reading skills, perfect for the into college. exemplifying outstanding academic performance and much like the chemistry course large amount of reading and taught in LaHSEP Track III, the only Since I knew I was representing diversity in the State of Illinois . writing assigned in college-level difference were the topics covered . English classes . The mathematics If there is one experience I don’t attending UIC, portion was centered around regret doing, it’s being in LaHSEP . the Latino Health and Science Enrichment Pro- gram (LaHSEP) was there to help 14% me with this task.” Nationality of - Damian Andrade Program Mexican Participants Other Hispanic 86% 14 4% BY THE NUMBERS 2% 15% Total Enrolled: 96 1% Continuing Medicina Scholars Program*: 56 85% Graduated Nationality of from Program**: 27 28% Female: 65 68% Program Male: 31 32% Program Description Participants Hispanic/Latino Established in 2005, this 3-year program guides and supports Origin: 96 100% Latino undergraduate students interested in the medical 78% Mexican 1st Generation profession, with the ultimate goal of preparing students to Puerto Rican College- become competitive applicants for medical school admissions . Columbian Attending***: 71 74% Each group partakes in a series of professional development/ Other Hispanic Participants medical seminars designed to expand their familiarity with Fluent in Spanish: 96 100% the health field . The curriculum specifically provides a strong Multiple Nationalities foundation in the history of medicine, professionalism, public AVERAGE PROGRAM HOURS health policy, cultural competence, health disparities, primary 150 hours per participant and specialized care, and issues and guidelines for medical school admissions processes . Additionally, Scholars are required to take STUDENT RESEARCH part in academic advising and community service activities . STUDENT EXPERIENCES PRESENTATION TOPICS Daniel Cavazos Addressing the Importance of Social Capital in Education with a Focus on Program Highlights & Accomplishments Latino-Pre-med Students by William • Over 70 students attended the AAMC Minority Student I recently graduated from UIC Benavides Medical Career Fair at McCormick Place and the Bridging the this Fall 2015 with a BS Chemistry degree . Entering UIC with a Developing a Rodent Model of the Gap Symposium at UIC . Balloon Analog Risk Task by Suarez, pre-med track in mind, on top Javier; McMurray, Matthew and Roit- • Medicina Scholars are a part of the following student of a BS Chemistry major ahead of me was quite intimidating . man, Jamie organizations: Health Oriented Latino Association, Latino is by no means easy . There are a In the end, I earned a 4 0. GPA, Premedical Student Association, Society of Future Physicians, million barriers which could have Hyperfiltration is associated with the multiple research publications, distracted me from the goal of development of microalbuminuria Peer Health Exchange, etc . and acceptance into medical gaining acceptance into medical in patients with sickle cell anemia by school . I owe much of my Vazquez Benjamin, Shah Binal, Zhang • Medicina Scholars volunteer with some of the following clinics/ school . Fortunately, the staff at success to the staff at HCOE . Xu, Lash James P ,. Gordeuk Victor R ,. hospitals: CommunityHealth Clinic, University of Illinois at HCOE had spent hours on end They were constantly stressing Saraf Santosh L . with me advising in areas of course Chicago Hospital & Health Sciences System, Ann & Robert H . the importance of academic work, research, scholarships, and Lurie Children’s Hospital of Chicago, MacNeal Hospital, Rush excellence, seeking research, and preparation of my medical school community service . The number University Medical Center, University of Chicago Medical application . If it were not for Alicia of opportunities the staff emailed Center, etc . and her staff, I am not certain if provided no excuse for why I could I would be in the position I am Students were accepted to the following health professional not have built a solid resume . • today . I have gained acceptances The monthly meetings for three schools: University of Illinois at Chicago College of Medicine, to multiple medical schools, but years educated me on healthcare Northwestern University Feinberg School of Medicine, Loyola the support system I have built at topics necessary to understand as University Chicago Stritch School of Medicine, Rush Medical UIC through HCOE has convinced a future physician . In particular, me there is no other medical College & Rush College of Nursing at Rush University, Harvard the knowledge of the lack of school I could possibly choose to University Harvard Medical School, Rosalind Franklin University healthcare access in the Latino attend . I plan on continuing in the community was motivating to of Medicine and Science, Southern Illinois University Dental pipeline program to the next level succeed as a student, in order Medicine, and Depaul University School of Nursing as a medical school student serving to one day become a physician as a mentor for incoming Medicina fighting health disparities . Scholars . However, the undergraduate track 15 Students’ Level of Confidence Regarding BY THE NUMBERS Research Skills Before & After the Program Total Enrolled: 11 Summer Undergraduate Research 10 Completed Program*: 10 91% Program on Health Disparities Female: 9 82% 8 9 8 Male: 2 18% Hispanic/Latino 6 Origin: 11 100% Program Description 1st Generation The HCOE Summer Undergraduate Research Program on Health 6 College- Disparities (SURPHD) was established in 2010, and is a 10-week 4 Attending**: 10 91% summer research experience for junior and senior college students 4 Participants in order to introduce them to the field of health disparities research . Fluent in Spanish: 11 100% Selected candidates are matched with UIC faculty engaged in research 2 3 3 Participants projects related to Latino or other minority health disparities such as Satisfied diabetes, cancer, asthma, obesity, and kidney disease . Students learn 0 with Program: 10 91% skills to complete their own research project and presentation, such BEFORE AFTER BEFORE AFTER BEFORE AFTER as conducting appropriate literature searches, testing a hypothesis, Number of students Number of students Number of students AVERAGE PROGRAM HOURS interpreting preliminary data and findings, and appraise the outcomes very confident in very confident in very confident of research . Above all, this program aims to ultimately improve the using a scientific interpreting in writing a 350 hours per participant approach to solve a results in a publishable quality of healthcare by providing students with practical knowledge health problem in the future research scientific EXAMPLES OF STUDENT of research applications and its importance in the medical field and the community project manuscript RESEARCH PROJECTS treatment of patients . Latina Sexual Minority Women: How does minority stress affect their Program Highlights & Mental Health CHICAGO STUDENT EXPERIENCES Examining the cognitive abilities of COMMUNITIES Accomplishments Estefania Perez male and female C57BL/6J mice through REPRESENTED Six students work was accepted, reversal learning • • Albany Park however only five students received a This year I am a senior at Prognostic Immunohistochemical Benedictine University . I was first Biomarkers in the Development of • Logan Square travel scholarship to attend and present part of HCOE’S Medicina Scholars Esophageal Adenocarcinoma in Barrett their research work to SACNAS National • Brighton Park Program which introduced me to Esophagus Conference in October in Los Angeles . all the resources and knowledge NON-CHICAGO At least 6 out of 11 students continued necessary to prepare me during KEY PARTNERSHIPS • PARTICPANTS BY working with their mentor after the my undergraduate education the classroom and apply it as a pre-med . This past summer to investigate a pathological • UIC Health Sciences Library program ended . COUNTY I participated in the Summer problem . SURPHD challenged me • UIC College of Nursing • Cook County Undergraduate Research Program to think critically and analytically . on Health Disparities (SURPHD) Besides adding to my development • UIC College of Dentistry • Lake County here at HCOE . Under the guidance as a researcher, this program also • UIC College of Medicine of pathologist Dr . Grace Guzman, changed my view on medicine I investigated the use of prognostic and healthcare . I learned that – Dept . of Pathology 9% biomarkers in the progression health is not merely the absence – Dept . of Infectious Diseases of Gastrointestinal Reflux of disease and that other Disease (GERD) to Esophageal frequently overlooked factors – Sickle Cell Lab Adenocarcinoma (EAC) . This past like socioeconomic status greatly 9% October I had the opportunity to impact health . SURPHD helped • UIC College of Applied Mexican Nationality of share and present my research at me see medicine from a different Health Sciences Exercise Lab Program Ecuadorian the SACNAS National conference perspective and helped me in Washington, DC . This research develop skills that are going to be Guatemalan 16 Participants 82% experience allowed me take important for me to contribute to the knowledge learned from the field of medicine in the future . BY THE NUMBERS Total Enrolled: 23 Continuing Medicina Fellows 35% Program*: 9 100% Graduated from Program**: 10 100% Female: 12 63% 4% Male: 7 37% Program Description Hispanic/Latino The Medicina Fellows Program is a two year program which 4% Origin: 19 100% prepares students to become physician leaders in Latino health and 57% 1st Generation serve in Latino communities . The program helps 1) Increase student College- awareness of health beliefs, behaviors, and risk factors affecting Attending***: 7 37% Latino communities, 2) explore various medical specialties, Mexican Participants 3) Provides supportive services to increase competitiveness for Nationality of Cuban Fluent in Spanish: 17 89% residency programs, 4) enhance student personal leadership skills, Program Participants 5) and strengthen students’ academic and professional networks . Participants Puerto Rican Satisfied Other Hispanic with Program: 19 100% Program Highlights & Accomplishments AVERAGE PROGRAM HOURS • Several guest speakers included: Dr . Adrienne Segovia and 16 hours per participant Dr . James Finkel from the Office of the Medical Examiner of Cook County . They discussed careers in Pathology . Dr . Pilar KEY PARTNERSHIPS Ortega presented on careers in Emergency Medicine . Dr . Patti STUDENT EXPERIENCES • Esperanza Health Clinic Chico presented on careers in Family Medicine . Isabelle Sanchez Fellows Cohort 2 • UIC, Department of • One (1) Medicina Fellow was selected for the GE Family Care Emergency Medicine (PLCP) program this summer in Nashville . I’ve been involved with HCOE • UIC, Department of • One (1) Medicina Fellow was selected for the GE-National ever since the first year medical Psychiatry Medical Fellowships Primary Care Leadership Program . school, there was no question that I wanted to be involved with • UIC, Department of Surgery • Two (2) Medicina Fellows were selected for The Kaiser their medical student pipeline view of the field of medicine, but • UIC, Department of Permanente Introduction to Integrated Healthcare Program program - Medicina Fellows . My in California . experience with the program so it has also provided me with the Undergraduate Medical support and resources I need to Education far has been nothing short of phenomenal . I have been given succeed in school and in building • UIC, the opportunity to learn about a competitive background for Urban different medical specialties residency and my future . Most from young professionals who importantly, this past summer Medicine through the Medicina Fellows Program were in my shoes just years ago, as well as prominent physicians Program I met Dr . Juan Guerra who have built successful careers who recruited me for the Kaiser in clinical practice and research . Permanente Introduction to In addition, we are exposed to Integrated Health Care Program . the potential career options we I had the opportunity to spend have as physicians - outside of the summer at Kaiser Permanente the simple clinician paradigm in California shadowing several - such as academic and private doctors in various specialties . I practice, community-based and couldn’t be more grateful for the translational research, and public program and the friends it has policy, to name a few . Not only brought into my life . has this program expanded my 17 BY THE NUMBERS Medical Students Who Reported “Very Confident” or “Totally Confident” Regarding the Research Skills Total Enrolled: 10 Summer Medical Graduated Before & After the Program from Program*: 10 100% Research on Health Disparities Female: 1 10% 10 Male: 9 90% 8 80% Hispanic/Latino 6 70% Origin: 8 80% Program Description 50% 50% 1st Generation The HCOE Summer Medical Student Research on Health Disparities 4 College- is a 10-week program that introduces sophomore medical students 2 30% Attending**: 3 30% to the field of biomedical and clinical research . Participants work 20% Participants with UIC faculty who conduct research focused on Hispanic or 0 Fluent in Spanish: 6 60% other minorities . Also, throughout the summer they take part in BEFORE AFTER BEFORE AFTER BEFORE AFTER weekly seminars presented by distinguished faculty on a variety of Confidence in Writing Confidence in Confidence in Working AVERAGE PROGRAM HOURS research topics, and they have their own work critiqued by a Summary of the Conducting a Literature Independently to 400 hours per participant Main Points of a Review on a Health- Formulate Own Ideas for a well established investigators . Participants receive support after Research Article Related Topic Research Project the program to present their research at appropriate local or EXAMPLE STUDENT national conferences . RESEARCH PRESENTATIONS Acculturation and Mortality in Hispanics: Results from the NHANES III Mortality Program Highlights & Accomplishments Follow Up by Liz Zavala (Department of STUDENT EXPERIENCES Medicine/Division of Nephrology) • 30% of students submitted their research abstracts for academic journal publications . Elizabeth Zavala Reducing the “No-Show” Rate in UIC M2 Prostate Cancer Patients by Raymond Rojas • 80% of students felt that they learned a lot from other members (Department of Urology) in their research/lab team . Out-of-Hospital Cardiac Arrest Survival & This summer I had the privilege Neurologic Outcomes in Illinois by Adrian • 80% of students were encouraged by the mentor to present of participating in the Hispanic Boscolo-Hightower (Department of their findings at a research lab meeting . Center of Excellence Summer Emergency Medicine) Research Fellowship . The • 90% of students reported that they could analyze and Fellowship allowed me to work interpret data appropriately by the end of the program . 90% alongside Dr . Claudia Lora in statistical data . I participated in the Department of Medicine/ weekly seminars that introduced “ …this experience of students reported that they could analyze and interpret different components of research data appropriately by the end of the program . 90% of Division of Nephrology, where has inspired me to we investigated acculturation and was able to hear and learn from students reported that they could analyze and interpret data and its influence on all-cause and other medical researchers as they continue working with appropriately by the end of the program . cardiovascular mortality in Mexican shared their phenomenal work and Americans . We looked at various research experience with us . At the my mentor to further measurements of acculturation to end of the program I presented my develop my skills investigate its role in the decreased first oral presentation on the work all-cause mortality documented my mentor and I had produced as a researcher, as I Nationality of Mexican % in previous studies, as well as and received incredibly valuable 30 feedback from Dr . Bartholomew Cuban investigate its association with now hope to include Program cardiovascular mortality in Mexican and other physicians engaged in Columbian Americans . Through the ten week research . As someone who had never research in my career Participants considered engaging in research Other Hispanic program, I gained insights into the as a future physician.” mechanisms that may influence before, this experience has inspired and affect various aspects of health me to continue working with my - Elizabeth Zavala 10% and health outcomes in Latinos . mentor to further develop my skills I was able to learn and develop as a researcher, as I now hope to research skills; I learned how to include research in my career as a 18 50% think critically, conduct literature future physician . 10% reviews, and analyze and interpret

BY THE NUMBERS Total Enrolled: 93 Continuing Urban Medicine Program*: 72 80% Graduated from Program**: 18 20% Female: 61 68% Male: 29 22% Program Description Hispanic/Latino Each year students participate in six to eight in-class seminars that Origin: 24 27% develop and enhance their understanding of urban health issues . In preparation for each seminar, students read scholarly articles and AVERAGE PROGRAM HOURS reports to build their health disparities knowledge base . During the 60 hours per participant first year students begin a longitudinal rotation in a local community organization or social service agency that continues through EXAMPLES OF their fourth-year of medical school . The goal of this rotation is to LONGITUDINAL learn how to collaborate effectively with communities to improve COMMUNITY ROTATION population health while providing first-hand experience with (LCR) STUDENT PROJECTS community-based program design, implementation and evaluation . Paso a Paso in Humboldt Park – Providing 4-week nutrition and wellness STUDENT EXPERIENCES programs for diabetic and pre- Program Highlights & Accomplishments diabetic women through the Diabetes Jason Hernandez Empowerment Center • 24 M1 UIC medical students and 5 M2 U of I Rockford students Young Doctors Program in North participated in our annual bus tour of Chicago neighborhoods, Lawndale – Inspiring middle school which highlights various community organizations that Jason Hernandez was born and kids to consider health careers through are working to improve health conditions in underserved raised in the Chicago-land area . interactive weekly science sessions at He graduated from Bolingbrook neighborhoods . Lawndale Community Church High School in 1999 and attended • In April our graduating medical students participated in our College of DuPage, Joliet 10-day Policy and Advocacy Forum; a culmination of their 4 years Junior College, and Benedictine University . He earned an EMT, in the UMed Program aimed to prepare them to be physician- year of medical school, Jason was medical assisting degree, bachelors involved in research with the leaders and patient advocates and engage in changing laws to in health science, then continued department of orthopaedics and improve the conditions of disadvantaged patients at Benedictine for a Masters in demonstrated great interest in the Clinical Exercise Physiology (2010) . • 8 UMed students participated in a Culinary Medicine Workshop community . This is evident with Being familiar with the hard work his involvement in UIC’s Urban using a nutrition curriculum licensed from the Tulane University and dedication needed to become Medicine program (UMED) and School of Medicine, Glodring Center for Culinary Medicine . a medical doctor, Jason attended the Hispanic Center of Excellence UMed partnered with the nutrition department at UIC to teach full-time classes while working (HCOE) . Along with three other our students how to cook healthy meals for low income patients as a full-time surgical support medical students, Jason has been technician at a local hospital and and advise them on how to improve their diets . Of the 2014 actively involved in teaching and as an active physical fitness trainer . mentoring a cohort of high school class, 2 students became Alpha Omega Alpha inductees . Upon graduating from Benedictine students that have shown interest • Of the 2014 class, 2 students became Alpha Omega University with his Masters, Jason in medicine . The aim of this Alpha inductees . was employed as an exercise program is to see all the students physiologist for a rehabilitation finish their undergraduate facility . It was his interest in education and pursue a career exercise that sparked his endeavor in medicine to help increase the to pursue medicine, in particular, number of the Latino physician sports medicine . During his first workforce . 19 Simple history The offering of this Medical Spanish Course course is particularly Complex history significant since History of present illness it is the first real step the Center Program Description Past medical history has taken toward The purpose of the course is to increase medical student comfort Past surgical history directly addressing level with Spanish-language interviews, examination, and patient education . It will provide ample experience in live and simulated Psych history the language barrier Spanish patient interviews, supervision of interview styles and Spanish-language skills, discussion of common diagnosis, procedural through its pipeline of Family history consent, treatment plans, and patient education in Spanish to Latino students. empower medical students to practice medicine with the nationally Social history growing monolingual Spanish-speaking patient population . Program Highlights & Accomplishments Sexual history BY THE NUMBERS • Students demonstrated significant improvement in comfort level Review of Systems Total Enrolled: 29 with all aspects of the medical interview based on pre-course and Completed post-course survey evaluations . Medications Program*: 29 100% • 100% of students completed the voluntary anonymous pre-course Female: 19 75% survey and 86 2%. completed the post-course survey . Allergies Male: 10 25% Hispanic/Latino “ The instruction “ The course was excellent. 0 20% 40% 60% 80% 100% Origin: 8 21% and the in-class It allowed me time to practice Change from Pre- to Post- in Students’ AVERAGE PROGRAM HOURS feedback were very my Spanish OUT LOUD, Pre-course 80 hours per participant Comfort Level with Specific Aspects of Medical non-judgmental which is very different than Spanish Patient-Provider Communication Post-course and helpful.” self-learning at home.”

“ This course was excellent. I walked in with a shaky knowledge of Spanish but now I feel far more prepared.”

20 Academia de Padres BY THE NUMBERS Leadership Institute (APLI): Total Enrolled: 26 Completed Cohort 2 Program*: 24 92% Female: 25 96% Male: 1 4% Program Description Hispanic/Latino APLI is a leadership-training program created with the purpose Origin: 26 100% to develop parents/ legal guardians to become informed Participants consumers empowered with the tools to best support their child’s Fluent in Spanish: 7 27% development, interests, and educational trajectory in biomedical and health science careers . As with our other programs at the AVERAGE PROGRAM HOURS Hispanic Center of Excellence, the purpose of APLI is to provide “ APLI has helped me understand the various 100 hours per participant a quality experience by providing parents/legal guardians with a resources available for a student and the holistic support system developed through monthly seminars based KEY PARTNERSHIPS on the five pillars: empowerment, leadership, health awareness, importance of health & the continuation for • American CPR and Safety parenting, and community outreach . a college degree. It gave me the tools to help Training LLC my daughter…” Program Highlights & Accomplishments • American Heart Association -Maria E. Ibañez • Illinois Latino Council on • Parents attended courses related to: health awareness, Higher Education (ILACHE) parent-child communication, higher education, interpersonal development, and Zumba . • 24 parent participants were certified in First-Aid and PARENT EXPERIENCES Cardiopulmonary Resuscitation (CPR) . María del Rosario Rodriguez • 7 parents from Cohort 2 re-applied and participated in Cohort 3 . • 92% of the participants took part in the Bridging the Gap: Mi nombre es María del Rosario Emerging Health Issues in Underrepresented Minorities Rodríguez, soy casada, tengo dos hijos, Eduardo de 12 años conference held at the UIC Forum . y Jessenia de 16 años . He sido • 38% of the participants took part in the Illinois Latino Council parte de la Academia de Padres on Higher Education (ILACHE) Annual Conference held at Leadership Institute en la explican los diferentes recursos Universidad de Illinois por 3 años . para fondos que existen y como Northeastern Illinois University and 3 parents were selected to Estoy completamente agradecida present a worshop entitled: Successful Partnerships to Increase hacer uso de ellos, de lo cual, yo porque yo soy de México y mi hija no tenía conocimiento y estaba Social and Cultural Capital for Tomorrow’s Health Professional. será la primera generación de mi 4% muy preocupada porque no sabía familia que asistirá a la Universidad cómo íbamos a pagar la educación en Estados Unidos . Yo no sabía de mis hijos . También nos explican nada respecto al proceso y gracias la vida de los estudiantes en la a este programa tengo una Universidad y es una manera de visión de lo que es la educación entender y comprender mejor a Nationality of superior en este país . Asimismo nuestros hijos . Por ultimo quiero 96% Mexican he tenido la oportunidad de mencionar que los talleres son Program aprender paso a paso todo lo impartidos en mi idioma, el Honduran que es el procedimiento para español . Esto me facilita para Participants lograr que mis hijos entren a la comprender más rápido y hacer Universidad . Por ejemplo, nos preguntas eficaces . 21 “ The HCOE Faculty Development accepted my application as a Neonatology faculty with an Program Description interest in research The Faculty Development Program provides a foundation for the success of underrepresented Latino physicians in the in informatics University of Illinois Hospital and Health Science Systems . and community Since its establishment in 2012, the Faculty Development outreach. I am Fellowship has been promoting the growth and advancement of Latino faculty through a program targeted and tailored very grateful to to the specific needs of the enrolled faculty . Our goal is to the HCOE first cultivate and enrich faculty members to become academic leaders in their medical field . The retention of this talented because of their faculty is crucial to our institution . mission and vision but also because Program Highlights & Accomplishments it has provided me • Our current fellow is participating in a super-fellowship in clinical informatics and leading a hospital-wide project to with two essential improve provider efficiency through an innovative software resources focusing on the digitization of patient charting . In addition, for career he’s the current Chair of the Golden Hour committee looking at the quality of care in newborns and their first six hours development. of life . Also, he’s leading a project in Costa Rica to raise Education and awareness of child abuse, and is working on an academic collaboration to improve the outcomes on nosocomial time.” infections . - Dr. Hernan Sierra • As for our former fellows, they continue to enhance their careers . Last year one of them was awarded a three- year grant through the Human Resources and Service Administration (HRSA) to create and implement new modules related to “Geriatric Education for Primary Care”, ranging from sleep problems in the elderly to palliative and hospice care . Furthermore, she’s working on a quality improvement project in Home Based Primary Care (HBPC) at Jesse Brown Veterans Administration Medical Center (JBVAMC) concerning strategies to promote vaccination among these group of patients . She’s also a member of the Dementia and the Palliative committees at the VA . • A second former fellow, has been appointed Assistant Program Director in the department of Obstetrics and 22 Gynecology . Dean’s Scholarship HCOE Scholarship Cavero Scholarship

SCHOLARSHIP RECIPIENT SCHOLARSHIP RECIPIENT SCHOLARSHIP RECIPIENT SCHOLARSHIP RECIPIENT S Cynthia Beltran Katherine Venegas Daniel Gonzalez Lydiesther Martinez Cynthia grew up in Mundelein, Michael Nunez Katherine Venegas is a St . Charles, Daniel Gonzalez, a native from Illinois and graduated from IL native in her second year of Brookfield, IL and a first generation Jasmine Partida Northwestern University with study at the College of Medicine . college graduate, did not always want Heriberto Rodriguez, Jr. a degree in Biological Sciences . A stint in politics at the White to become a physician . Since at an early She is a first-generation college Yuri Zermeno House inspired her to pursue a age he gravitated towards mathematics graduate and the first in her family career in medicine in order to and physics, it seemed natural that he to pursue medicine . During her In 2006 the Cavero Scholarship was coach patients and families one- would follow the path of an engineer . undergraduate career, Cynthia established by Dr . Jorge Cavero in order on-one towards building healthy However, early exposure to the field immersed herself in a variety of to create a scholarship fund which futures . Katherine serves as a and little interest in advanced subjects healthcare volunteer experiences annually awards five scholarships for board member of the UIC Student dissuaded him from pursuing it . It was with New Life Volunteering Society, medical school . Dr . Jorge Cavero and Run Free Clinic, connecting only by chance taking a biology class the Mather Pavilion, and the Lake his wife Dr . Kristine Cieslak continue to uninsured patients with quality and the help of a friend‘s mother who County Health Department . Most contribute to the mission of the College medical care at CommunityHealth worked in hospital administration, importantly through shadowing, of Medicine and Hospital, by providing Clinic . This year, she is investing that he began to steer a path towards her physician mentors helped her our diverse medical students the time learning about HIV care in medicine . It was through his studies of see the importance of bilingual guidance needed to excel as physicians the Latino community through a an EMT, his countless hours of hospital doctor-patient relationships and serving our community . service learning partnership with volunteering and shadowing, and how she could emulate that in her Project Vida in Little Village . Both finding mentors who epitomized the future career . She is interested in opportunities connect her to the substantial impact one can have, that Neurology, Ophthalmology, and Latino patient population she Daniel found it most rewarding and Internal Medicine . She is currently aims to serve through her career . important to aid in communicating the Community Outreach Co-chair Someday, she hopes to utilize with Spanish speaking patients in the for the Student Interest Group in all that her patients teach her to healthcare setting . For Daniel, it was Neurology . design more accessible, higher a calling from the increasing need for quality health systems . Latino doctors to speak and identify with the growing Latino population . 23 2014 Latino First Year Students By The Numbers *OUT OF 132 ACCREDITED U.S. MEDICAL SCHOOLS

50 54

10 11 Average Number Students Number of Latino First Year 0 of UIC Latino University of Illinois *National Average Matriculants College of Medicine 56.6 UIC College of Medicine vs. the National Average 60 2015 50 40.7 Illinois Latino Total Enrollees 40 30.7 300 30

20 250

10 200

Average number of UIC Latino Marticulants Average 0 163 1992-2001 2002-2011 2012-2014

Entering Year 150

Total Latino Enrollees Total 100

41 50 38 21 19 17 7

UIC SIU Rush Loyola Rosalind Chicago- Franklin Pritzker Northwestern 24 Total Participants by Pipeline Level

% of HCOE Participants by Illinios Area of Residency

11% 65%

24%

High School Undergraduate Graduate/ Parent Faculty Medical School

241 partipants 139 partipants 148 partipants 24 partipants 3 partipants Chicago Suburbs Rural

BY THE NUMBERS INFORMATION (Refers to numbers/percentages outlined on pages 10-22): CONTINUING PROGRAM statistics are only relevant to multi-year programs . This includes participants who have completed one year of the program, but will continue to participate in the program . 1ST GENERATION COLLEGE BOUND includes participants whose parents have not yet completed a 2 or 4-year college degree in the United States . COMPLETED PROGRAM is defined by the completion of all program requirements and program activities .

25 Finances HRSA GRANT The purpose of the Centers of Excellence (COE) grant program is to assist eligible health professions schools to support education and training enhancement programs to increase opportunities for underrepresented minority (URM) individuals to enter and HCOE Grants successfully complete a health professions academic program . COEs are intended to demonstrate an institutional commitment PRE-COLLEGE RESEARCH GRANT to URM populations by improving the level of skilled URM health professions faculty and health professions students, providing The Center was awarded a research grant from the National research and exposure to minority health issues, and progress Institutes of Health (NIH) in 2011 to study high school students’ towards eliminating health disparities . The COE programs will serve attitudes, motivations, and behaviors related to pursuing health as resources for future health professions students and faculty to science careers . In addition, the study seeks to test whether the improve their cultural competency and experience providing health Multiple Worlds’ Model (Phelan et al, 1991) can predict Hispanic services to URM individuals . students’ educational trajectories . The study involves a longitudinal mixed-method design with multi- site cohorts of high school students . Currently, there are five local high schools that are participating in the project . These include: The purpose of the % • ASPIRA Mirta Ramirez Computer Academy 2 16% Centers of Excellence % Benito Juarez Community Academy 1 (COE) grant program • DePaul College Prep is to assist eligible • • Instituto Health Sciences Career Academy % health professions 7 • UIC College Prep schools to support Overall, this study will provide new knowledge on Hispanic education and students’ attitudes and motivations toward pursuing health science training enhancement careers, as well as provide insight on the factors that may enable, FY 2014 HCOE influence, or deter Hispanic students from entering the field . We State Expenses programs to increase believe these findings will inform future health science enrichment opportunities for programs serving Latino high school students and serve as an 74% Programming/ underrepresented interventional model across the United States . Student Support minority (URM) Supplies/Equipment individuals to enter Publications/Printing Travel/Transportation and successfully 15% Personnel complete a health professions academic 45% program. 40% FY 2014 State Funding Sources HRSA NIH 26 for HCOE How to Stay Connected

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