Duke University School of Medicine Proposal for a Master of Biomedical Sciences October 2, 2014 Kathryn M. Andolsek, M.D., M.P.H. Professor, Community & Family Medicine Assistant Dean for Premedical Education Edward G. Buckley, M.D Vice Dean for Education Professor and Interim Chair, Ophthalmology Joseph A. Jackson, M.D. Assistant Professor, Pediatrics Linda S. Lee, Ph.D. Associate Professor of the Practice of Medical Education Director, Master of Biomedical Sciences Program Leonard E. White, Ph.D. Associate Professor, Orthopaedic Surgery Director of Education, Duke Institute for Brain Sciences Table of Content TABLE OF CONTENT ...................................................................................................................2 SUBSTANTIVE CHANGE CHECKLIST .............................................................................................5 A. OVERVIEW OF THE FIELD AND PROGRAM CONTEXT ...............................................................7 B. KEY FEATURES OF THE PROPOSED DEGREE PROGRAM: A SYNOPSIS ..................................... 14 C. RATIONALE: WHY SHOULD DUKE UNIVERSITY LAUNCH THE MASTER OF BIOMEDICAL SCIENCES PROGRAM? ............................................................................................................. 17 D. GLOBAL CONSIDERATIONS FOR THE PROGRAM ................................................................... 28 E. VISION ................................................................................................................................29 F. PROGRAM STRUCTURE ........................................................................................................ 33 G. COMPARISON WITH EXISTING PROGRAMS .......................................................................... 43 H. CURRICULUM CONSIDERATIONS ......................................................................................... 47 I. PROFESSIONAL COMPONENTS, ACCREDITATION, ASSESSMENT ............................................. 58 J. FACULTY, STAFF, AND RESOURCE REQUIREMENTS ................................................................ 65 K. FINANCIAL CONSIDERATIONS .............................................................................................. 69 L. ENDORSEMENTS, COMMITMENTS, AND SUPPORT ............................................................... 74 M. FIVE YEAR STUDENT, FACULTY, AND RESOURCES PROJECTIONS .......................................... 78 N. STUDENTS .......................................................................................................................... 82 O. GENERAL CHARACTERISTICS OF THE APPLICANT POOL ......................................................... 87 P. OPPORTUNITIES AVAILABLE TO GRADUATES ....................................................................... 88 REFERENCES ........................................................................................................................... 89 APPENDICES ........................................................................................................................... 95 APPENDIX 1: IDENTIFIED COMPETITORS .................................................................................. 96 APPENDIX 2: MBS MISSION AND VALUES STATEMENT ............................................................. 97 APPENDIX 3 – PHYSICIAN COMPETENCIES .............................................................................. 100 APPENDIX 4 – MBS PROGRAM DEVELOPMENT ADVISORS, CONSULTS, AND RESOURCE FACULTY ............................................................................................................................................. 104 APPENDIX 5: INITIAL (2011) PROFESSIONAL MASTER’S DEGREE ADVISORY COMMITTEE ......... 109 APPENDIX 6: ELECTIVE COURSE DESCRIPTIONS ...................................................................... 110 APPENDIX 7: PROGRAM DEVELOPMENT TIMELINE ................................................................. 113 APPENDIX 8 – PEER INSTITUTIONS – “TOP TEN PLUS”............................................................. 116 APPENDIX 9: SCREEN CAPTURES – SELECTED PROGRAMS ....................................................... 117 2 APPENDIX 10: DUKE MASTER OF BIOMEDICAL SCIENCES (FAQS) ............................................. 121 APPENDIX 11: RESPONSE TO CLINICAL SCIENCES FACULTY COUNCIL JANUARY 23, 2014 .......... 126 APPENDIX 12: RESPONSE TO MASTER’S ADVISORY COUNCIL APRIL 30, 2014 .......................... 130 APPENDIX 13: RESPONSE TO MASTER’S ADVISORY COUNCIL AUGUST 27, 2014 ...................... 144 APPENDIX 14: LETTERS OF SUPPORT, ENDORSEMENT, AND COMMITMENT ............................ 154 APPENDIX 15: FACULTY CURRICULA VITAE ............................................................................. 191 3 The Duke University School of Medicine (SOM) proposes an innovative one-year professional master’s degree, which integrates graduate level human biological sciences with skill development in critical thinking, communication and teamwork. The degree will enhance the scientific and professional preparation of students aspiring to a career in the health professions or in a related field requiring graduate level biomedical sciences. This will be accomplished by providing a combination of multidisciplinary graduate level coursework, immersive patient-centered service learning, individualized electives, advising, and professional development. The curriculum design is grounded in an extensive body of literature that defines the state of the art in both substance and pedagogy in health professions education. The Faculty are committed to extending intellectual development beyond the narrow, traditional definitions of scholarship that are limited to discovery, to Ernest L. Boyer’s expanded typology that includes the scholarship of integration, the scholarship of application, and the scholarship of teaching. This will be evident through innovations in pedagogy and interdisciplinary curricula. The Program leadership is committed to demonstrating value and respect for our students and their resources, and to minimizing students’ potential debt burden. We will do this by keeping tuition and fees well within the range charged by other pre-professional programs; by dedicating at least fifteen percent of annual tuition revenue to scholarships; by including financial planning (including debt management) in the professional skills curriculum; by seeking additional philanthropic support, especially for students historically underrepresented in the health professions; and by cultivating employment opportunities for our graduates through deliberate outreach to business, industry, and non-profit entities. Students who complete the prescribed course of study will be awarded a Master of Biomedical Sciences (MBS) degree by the School of Medicine. 4 Substantive Change Checklist 5 6 A. Overview of the Field and Program Context College graduates who are interested in pursuing further study in the health sciences often matriculate directly to a health professions school. Increasingly however, students are pursuing additional educational opportunities that increase their intellectual development, provide in-depth graduate level training, and lay a foundation for success in their professional goals. We describe the principles that guide most Post-baccalaureate Premedical Programs, Special Master’s Programs and Professional Science Master’s Programs to provide context and to differentiate the proposed Duke Master of Biomedical Sciences from these entities. Post-baccalaureate premedical programs Post-baccalaureate premedical program is the broad, generic term used to characterize a wide variety of markedly dissimilar educational opportunities. These programs are broadly designed to boost the preparation of a growing and increasingly diverse population seeking careers in medicine or other health professions. 1-11 The term “post-bac” is generally understood to be a program in which students take coursework, at the undergraduate and/or graduate level, primarily to meet medical school prerequisites. In general, these programs enable potential aspirants to medical and other health professions schools such as, physical therapy, physician assistant, dentistry, and podiatry to complete additional coursework in the foundational basic sciences, demonstrate the ability to succeed in advanced studies, and prepare for national admissions examinations. Some programs target special populations such as those underrepresented in health careers as a strategy to increase the diversity of the healthcare workforce.2,4,5,8,10,12-15 Master’s degree programs Special Master’s Programs. These master’s degree programs include one- and two-year programs, which vary as to specificity of the degree awarded, e.g. MS in Biomedical Imaging, MS in Anatomy or Physiology, as opposed to a MA or MS in “Medical” Sciences. Georgetown University established a Special Master’s Program in Physiology in 1975, the first program of its kind.16 Students in these programs complete a limited number of medical school courses with medical students and/or complete a concurrent curriculum with medical school faculty and individualized advising. 3,16-18 Programs such as Georgetown’s are typically referred to as “Special Master’s Programs” (SMPs) by premedical advisers and medical schools admissions’ officers, and the term characterizes many aspects of the program we propose. 2,9,10,16-18 Professional Science Master’s. “Professional Science Master’s” (PSM) degree programs 7 programs