Vocational - A.T. Still University

Vocational
The primary objective of
the vocational team is to help
medical students make vocational
choices in medicine that produce
the most satisfying results for
doctor and patient.
To achieve this objective,
the vocational team provides
opportunities for students to
examine various specialties, subspecialties, and careers within
healthcare. These activities
may include career fairs, career
counseling/testing services,
mentoring opportunities,
residency selection/process/
protocol, Pathway Program, etc.
Summer 2007
Published quarterly by the
Still-Well Committee for
A.T. Still University.
Editorial Board
Wendy Pinkerton
Lynda Crossgrove
Joni Newland
Erin Sellers
ATSU is an equal opportunity/
affirmative action employer.
Still-Well Wellness Model
We have focused on all seven wellness areas
throughout this year. In this issue, Still-Well Team
Leaders tell us what each team has accomplished
and how this has impacted the students to embrace
the “I am my own first patient” theme of the student
wellness program at ATSU. Started in 1991, the
program focuses on body (physical development),
mind (intellectual, enviromental, and vocational
development), and spirit (emotional and spiritual
development).
In this Issue:
Careers in Medicine..........................................................2
ASHS career fairs...............................................................3
Still-Well Social Team BBQ.......................................Insert
Still-Well logo............................................................Insert
Still-Well Banquet & Physical Team.........................Insert
Still-Well Emotional Team events............................Insert
Still-Well Intellectual Team events...................................4
Upcoming events...............................................................4
Still-Well Newsletter
Careers in Medicine
ATSU Vocational Program for D.O. Students
ATSU career planning
The D.O. program offers an online resource, Careers in
Medicine (CiM), a liaison and the Society Program for career
planning. The CiM website is the core of our vocational
program and will be explained in detail. CiM workshops,
two per year for each class, will be offered on Tuesday
beginning in the fall quarter, 2007, for first and second-year
students. MS III testing provides the final opportunity for
CiM workshops. Workshops will be led by the CiM liaison,
Tim Tucker, director, student resources. There will be some
CiM updates in the Still-Well component of the Complete
DOctor course.
Mentors are a fundamental component of CiM and play
a role in choosing a specialty. Society mentors are especially
valuable resources to students for directly applicable information in the selection and outcome of their choice for specializing. Physicians helpful to students in their choice of medicine as a career or ATSU as a school are excellent sources
for experience and guidance. Also, attending physicians and
residents on rotations are the most practical example of mentors available to students making a specialty decision. Finally,
professors who demonstrate professionalism and good decision-making skills are excellent mentors to ATSU students.
Many influence the patients served by new physicians
Careers in Medicine is a four-year career planning program designed by the Association of American Medical
Colleges. The program is helpful to D.O. students in their
career planning and in finding the specialty that fits them
best. Research has found people working in fields that match
their interests, values, and personality are happier, more
satisfied with their work and are more effective on the job.
Many people, including professors, mentors, and advisors,
help with the choice, indirectly influencing the lives of
patients served by these new physicians.
What is careers in medicine?
Careers in Medicine (CiM) is a four-step program designed to assist students in understanding their options for
choosing a specialty and applying to a residency program.
CiM can be used as a self-managed course through the
website or as part of the career/specialty guidance programs
provided by the school. The most effective approach includes
a combined effort led by the school’s career planning staff.
CiM uses a career development method that is widely
accepted throughout higher education. In this model, career
planning and development is a four-stage process:
1) Understanding Yourself;
2) Exploring Options;
2
3) Choosing a Specialty;
4) Getting into Residency
There are several decision points
in the professional life of a medical student where choices must be
Tucker
made about such matters as specialty and practice type. The first comes near the end of medical
school when students must choose a specialty for their residency training. While some students begin medical school
with well-conceived ideas of the specialty they will pursue,
many will change their minds several times. Some graduates
recall changing career choice each time they rotated to a new
clerkship.
In contrast, many students have focused so intently on
preparing for medical school, the notion of choosing a specialty seems quite remote. For those individuals, CiM offers
a structured, organized way of thinking about this process
one step at a time, thereby providing them with an opportunity to think systematically about their options.
In fact, choosing a medical specialty and developing a
clear vision of one’s future is an evolutionary process; it
takes time to digest information and advice. Students who
use this program will be learning the tools necessary to make
their own informed decisions, based on information about
themselves, information about career options, and their own
determination of which options fit them best. The program
is organized in modules allowing the student to work at his/
her own pace during the four years of medical school.
Understanding yourself
This phase involves addressing the questions: “Who am
I and what do I want to do in my medical career?” Students
will examine their values, interests, skills, environmental
factors, and personality through several interactive exercises.
The goal for students is to achieve self-understanding by examining what’s important to them, what they like to do, and
what skills they have or plan to develop. Through the CiM
website and school-sponsored activities, students complete a
thorough self-assessment, receive specialty suggestions matching their assessment results (where available), and develop
a Personal Profile. Students will use this profile throughout
the program, and update it periodically during their lifetime.
This is the foundation of the program. The Personal Profile
is confidential; only the student has access to his or her
online self-assessment results.
Exploring options
In the second phase, students refine their self-assessments
and begin gathering information about medical specialties.
Summer 2007
Still-Well Newsletter
These tasks include conducting research, reviewing information on various specialties, and speaking with practicing
physicians. The goal is to add to their self-understanding by
learning about the various specialties. Information about
conducting exploratory research is available through the website, which includes extensive information on 112 specialty
areas. These Specialty Pages contain profiles of the values,
interests, skills, and other pertinent information about physicians practicing in the specialty areas. Students can begin to
match their assessment results to the major specialty areas. It
is during this career exploration when students will begin to
narrow their specialty options.
Choosing a specialty
Students select their primary specialties and begin exploring and selecting residency training programs. There are two
decision-making matrix tools available through the website
that use the self-assessment results and information the student has gathered through exploring specialties. These tools
provide the student with a framework for making objective
and logical specialty and residency program decisions. By
the end of this step, students will use them in applying for
residency and completing the Match.
Getting into residency
With graduation approaching, it’s time for students to
review the results of their assessments and specialty choice
decisions, and to put together an effective implementation
plan. This phase is focused on applying and interviewing
for residency programs, and completing the Match. Before
students move on to residency, thereby completing the CiM
program, it is a good idea to do a final review of both their
specialty decisions and of the next steps on the road to
becoming a physician. Most of the Match information in the
CiM program is designed for allopathic residencies, useful to
students who pursue allopathic or dual residencies. Otherwise, osteopathic students will want to pursue DOonline.org
or work with the dean of regional affairs.
Program components
There are four major components and activities to the
CiM program for advisors and liaisons to incorporate into
their campus programs:
• The website is a comprehensive resource, providing the
self-assessment, career exploration and decision-making
tools which form the core of the CiM program. Students
will receive a password in their first workshop.
• The Student Guide provides a basic outline of the program and a timeline for career planning activities.
• Individual Career Advising is provided on a regular basis
by faculty and staff using a non-directive approach.
• CiM Workshops and other educational programs, such as
specialty panels, provide students with hands-on, interactive activities to supplement their career exploration and
planning.
Tim Tucker, M.S.P.H.
Vocational Team Leader
ASHS career fairs help students plan ahead
Every year Mesa Student Services plans and coordinates
ATSU’s annual ASHS Career Fair held in the spring.
Representatives from companies all across the country have
attended the career fairs with good news for our students;
their skills are wanted and needed in the work force! All
ASHS students are invited to attend the career fairs whether
they are just starting their education, or getting ready for
graduation. The career fair gives students an opportunity
to see what options they have upon graduation and what
employers are looking for. There are some ASHS graduates
who attend the event representing their employer or their
own company including Lisa Herrmann, OT ’01, with her
company, Creative Life Skills Development. “It’s encouraging for the current students to see those who have graduated and been successful in their field …” commented one
ATSU employee, “… it helps make all the hard work and
endless tests bearable.” As part of the event, students are
offered free food provided by Straight A Coffee and raffle
prizes including a Westcor Shopping Centers gift certificate. Many of the vendors offer additional prizes as well.
Erin Sellers
Mesa Student Services
Still-Well Editorial Board Member
Summer 2007
3
Still-Well Newsletter
Still-Well Intellectual Team events
Upcoming events
Arizona Campus
ATSU students admiring the art exhibit.
The Intellectual Team held a creative writing contest in March to create an
outlet from studying and work. Students, faculty, and staff got their creative
juices rolling with their pens, pencils, or laptop and either entered the flash
fiction (100 to 1,000 words) or the poetry (35 lines or less) contest. Entries were
judged on organization, creativity, and general readability. The winners in the
flash fiction category:
First place – “Chipmunks and Good Health” by Suzanne Gales, Adjunct
Instructor, ATSU
Second place – “Cross-legged and Cookie Free” by Lindsay Lombardo, OMS II
Third place – “Tito: El Mejor Ladron de Alajuela” by Jonathan Terry, OMS II
Honorable Mention – “Infinite Space” by Scott Kemp, OMS I
The winners in the poetry category:
First place – “Child Like” by Scott Kemp, OMS I
Second place – “t = 0” by Lukasz Polisiakiewicz, OMS I
Third place – “Filling” by Hal Schwartzstein, OMS I
Honorable Mention – “Para Clasificarlo” by Jonathan Terry, OMS II
The Still-Well Intellectual Team held a “Humanities in Medicine”
spring art exhibition. The exhibition was held in Kirksville, Missouri at
the ATSU’s Kirksville College of Osteopathic Medicine Heritage Hall
& Still National Osteopathic Museum, April 19-21. This show was open
to all ATSU employees, ATSU-KCOM students and their partners. All
media, two- and three-dimensional, were accepted. Entered pieces had to
be the original work of the submitting artist.
Leo Choe, OMS I, as Best of Show (drawing of student heart
on caffeine) received a $30 gift card from Wal-Mart; Marchyarn
Mahathanaruk, OMS II, First Honorable Mention (two piece design with
stethoscope) received a $20 gift card from Wal-Mart; and Violet Onkoba,
OMS II, Second Honorable Mention (silver tiger etching) received a
Museum t-shirt.
Julia McNabb, D.O.
Intellectual Team Leader
4
Summer 2007
July 23 – ASDOH White Coat
Ceremony
August 2 – SOMA White Coat
Ceremony
August 4 – ASHS Graduation
August 27 – ASHS New Student
Orientation
Missouri Campus
July 9 – Biomedical Sciences
New Student Orientation
July 27-28 – ATSU Reunion
in Michigan
August 17 – KCOM New Student
Orientation
Colorful painting by Melody Aanderud, spouse of
student Paul Aanderud, OMS II.
Still-Well Newsletter
Still-Well Banquet and Physical Team
Master of Ceremonies, Paul Fagan, OMS II
The 12th annual Still-Well banquet was attended by 170 A.T. Still
University students, spouses, and
faculty/staff. Paul Fagan, OMS II, was
the master of ceremonies. Piano music
was performed by Theresa Nguyen,
OMS I. Ron Gaber and Dan Martin
acknowledged the Still-Well Committee
and the Wellness Team Leaders. A slide
show summarizing “the year of campus
life” was shown. All Still-Well student
participants received a wellness pin or
staff to recognize their participation.
The photo above is the Still-Well Steering Committee. Pictured from left to
right: Front row: Ron Gaber; Georgia
Marsh, OMS I; Beth Poppre; Wendy
Pinkerton; Thuy Tran, OMS I; Lynda
Crossgrove; Julia McNabb, D.O.
Back Row: Lynda Konecny; Dan
Martin; Maggie Wilson, D.O.; Seth
Gunderson, OMS II; Tim Tucker; Paul
Fagan, OMS II
The physical team coordinated the
March 21, 22, and 28 fitness assess-
ments of 145 students and spouses.
The performance/fitness tests conducted included HT/WT/BP, Body
Composition, Waist-to-Hip measurement, VO2 Max, Vertical Jump, Agility,
Trunk Flexibility, Abdominal Endurance, Grip Strength, and Upper Body
Strength/Endurance.
Dan Martin, M.A.
Still-Well Coordinator
Physical & Environmental Team Leader
Still-Well Logo
History
The Still-Well logo was designed in 1992, approximately one year
after the wellness program started. The logo was designed through
the collaborative efforts of Jeff Thomas, Design Coordinator; Dan
Martin, Director of Thompson Campus Center; and Ron Gaber,
Vice President and Dean of Students.
Design Interpretation
The logo was designed to show a person balancing objects thus
referring to the importance of a balanced approach to wellness. The
logo has seven distinct parts representing the seven areas of wellness.
These parts include three colored objects at the top of the logo,
two lines representing the arms and legs of a person, a circle for the
head, and the background. The logo is surrounded by a circle of
words emphasizing the seven areas of wellness.
Summer 2007
Still-Well Newsletter
Still-Well Social Team BBQ at 1000 Hills
Justin Cutler, Debbie Cutler, and Broedy Cutler
The student body of ATSU-KCOM enjoyed a relaxing BBQ at Swimmer’s Point in 1000 Hills State Park on Friday, April 20. Dan Martin
and Still-Well Social Team Leader, Georgia Marsh, brain-stormed the
idea in January and finally had the dream realized in the spring. Dan
chose a pavilion with a wonderful view overlooking the lake. With the
help of the Social Team, meat and condiments were purchased and everyone was asked to carry in a dish to share. A line to the parking lot soon
formed waiting for burgers, brats, and hot dogs, and more than enough
extra dishes completed the meal. David Herndon helped Dan grill for the
better part of two hours until almost all the meat was gone. A naturalist provided tours of the historical petroglyphs. Later, guest lecturer, Dr.
Crow, gave a special OMM session after the BBQ by the lake. The BBQ
was an incredible success with over 200 in attendance including students,
their families, and friends, thereby providing an opportunity for students
to socialize with each other outside of school.
Georgia Marsh, OMS I
Social Team Leader
Still-Well Emotional Team events
Jason Dutton, OMS II and AyJy Bhardwaj, OMS II
Throughout the year, the Still-Well Emotional Team
coordinated events designed to assist students in dealing
with the plethora of emotions they will see, feel, and experience. To that end, students participated in the December 12,
2006, “Treats in the Commons,” which was co-sponsored by
Alumni Services and KCOM Faculty and Staff. Faculty and
staff spread a little holiday cheer by donating their time and
treats. Students enjoyed the scrumptious snacks and were
reminded that the holidays were just around the corner.
To show Missouri Campus students compassion and
provide nourishment during their final exams, faculty and
staff once again donated food and time for the March 7,
“Soups & Salads Luncheon.” There were many different and
delicious soups, salads, bread, and crackers for the students
to choose from.
How do you make your own stress ball? Students found
out by filling balloons
with rice or corn meal
at the Emotional
Team’s “Make Your
Own Stress Ball”
event on May 7.
This summer, the
Emotional Team will
sponsor a water play
day for students, faculty, and staff. Teams
can challenge each
other to a game of
Left to Right: Eugene Bukhman, OMS II,
water balloon dodge
and Laura Smith, OMS I
ball, water bomb tag,
or a water battle. There will also be other fun water activities
and games. This event will be a great time to get outdoors
and relieve stress through play. Additional information will
be sent out by email advertising the time and date.
Lynda Konecny, M.S.
Emotional Team Leader
Summer 2007