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["PLFSOM Mission Statement (LCME Standard 1)","PLFSOM Vision Statement (LCME Standard 1 -- queried in the DCI under 1.1)"]
["The mission of the Texas Tech University Health Sciences Center El Paso Paul L. Foster School of Medicine is to provide exceptional educational and development opportunities for our diverse learning community, advance knowledge through research and innovation, and serve the needs of our border region and beyond.","The vision of the Texas Tech University Health Sciences Center El Paso Paul L. Foster School of Medicine is to promote wellness and relieve suffering through excellence in clinical service, innovation, and leadership in border health care."]

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[]
[null,"GOAL 1. Excellence in Academics"]
[null,"Objective 1.1: Enhance and expand mission-focused student recruitment efforts (Aligned with TTUHSCEP Objective 1.1: Enhance student recruitment and improve student success)"]
[]
[null,"Strategies","Metrics/Targets+C5","LCME Standards","Responsibility for Data Collection","Outcomes - 2021","Recommendations / Interventions","Outcomes - 2022","Recommendations / Interventions","Outcomes - 2023","Recommendations / Interventions","Outcomes - 2024","Outcome Status ","Recommendations / Interventions"]
[null,"1.1.1 Implement an LCME-compliant enrollment expansion plan to reach 150 incoming students by AY 2026.","Metric: Number of new 1st-year students enrolled annually from AY 2021-26\nTarget: New MS1 matriculants: 117 (AY 2021), 124 (AY 2022), 131 (AY 2023), 139 (AY 2024), 148 (AY 2025), 150 (AY 2026)\n","4.1, 5.3, 5.4, 5.11, 5.12","Admissions - Perry\n",null,null,"EY 20: target-110 outcome- 110;EY 21: target-117 outcome- 117; EY 22: target-124 outcome-124","The slower pace in the increase of class size is intentional to ensure necessary resources are in place to best support a robust med ed program and student success.","EY23: target-131 adjusted to 124 based on LCME rule change; outcome met- 124","Target was met based on new guidelines for class size expansion implemented by LCME. New targets have been established and submitted for approval to LCME. 124 (EY24), 138 (EY25&26),  150 (EY27)","EY24: target- 124 based on LCME outcome met- 124","Met","Target was met based on new targets for class size expansion at approved by LCME: 124 (EY24), 138 (EY25&26), 150 (EY27)"]
[]
[null,"1.1.2 Enhance efforts to recruit outstanding medical students that meet the school’s mission and diversity goals by increasing awareness of the school, its mission, and its unique educational program.","Metric: Number of mission-oriented college recruitment events annually\nTarget: Increase number of mission-oriented annual college recruitment events by 5% annually\n","3.3, 10.3, 10.6","Admissions - Perry",null,null,"Target met/exceeded\nEY 2020: 39 events; EY 2021: 70; EY 2022: 36 as of 6/22 - there has been a 79% increase in the number of these events that well exceeds target of 5% ",null,"EY23: 42 as of 8/1 -  a 17% increase that exceeds target of 5% ",null,"EY24: 42 as of 8/1 -  a 17% increase that exceeds target of 5% ","Met","Continued increase in # of events is unrealistic given costs of event registration, travel etc. Suggest changing goal to reflect ongoing participation in recruitment events that align with mission and have record of successful outcomes (contacts, enrollment etc.)"]
[]
[null,null,"Metric: Number of secondary applications received annually\nTarget: Increase number of secondary applications received in proportion with TMDSAS application trends [revised 2023]","3.3, 10.3, 10.6","Admissions - Perry",null,null,"EY 2020: 3224; EY 2021: 3727 (target met); EY 2022: 3132 (target of 3913 not met)","Target in 2021 met, but behind in 2022. Continue efforts to meet and exceed target","EY23: 2945 (target of 3288 not met)","Suggest to revisit target expansion plan to met state and/or national application trends, ongoing growth rate is impractical","EY24: 3017 (5% increase would be 3092 per original target, using suggested TMDSAS trend which was a 1% decrease from EY23 to EY24 cycle we improved)","In Progress","Suggest changing target: Increase number of secondary applications received in proportion with TMDSAS application trends "]
[]
[null,null,"Metric: Optimize CRM admissions platform to improve communications and engagement with prospective student applicants\nTarget: Increase # of new profiles and recruitment communications by 5% annually              ","3.3, 10.3, 10.6","Admissions - Perry",null,null,"Target was met/exceeded\nEY 2020: 2; EY 2021: 675; EY 2022: 1100 ",null,"EY23: 2485 (target 1155)","Currently utilizing Banner Recruit as CRM, exploring move to Slate for CRM","EY24: 3142 (target: 2609)","Met","Banner Recruit has been retired, in process of implementing Slate for CRM purposes, ongoing challenges with communication and implementation plan, # represents contacts collected but unable to establish new profiles until SLATE is complete"]
[]
[null,null,"Metric: Review the admissions process including applicant screening, interviewing, scheduling, and committee review to maintain alignment with national best practices [revised 2023]\nTarget: Conduct interviews per AAMC recommendations (1:5 ratio) and increase the number as needed to accommodate the class size expansion plan [revised 2023]\nTarget: Maintain or increase the number of interviewed and enrolled candidates based on PLFSOM mission and diversity statements [revised 2023]","3.3, 10.2, 10.3, 10.4, 10.6","Admissions - Perry",null,null,"El Pasoan: EY 20: 59/25; EY 21: 64/27 ; EY 22: 59/23 \nLHS+ :EY 20: 156/23; EY 21: 178/38 ; EY 22: 163/40\nBC:EY 20: 94/23; EY 21: 113/35 ; EY 22: 95/32\nURM: EY 20: 202/33; EY 21: 238/47 ; EY 22: 224/48\nTotal Interviewed: : EY 20: 649; EY 21: 613 ; EY 22: 612\nScreened: EY 20: 3192; EY 21: 3656 ; EY 22: 3109","Continue targeted recruitment efforts to increase number of enrollees from these categories. Continue efforts for expansion of pipeline programs.","El Pasoan: EY23- Interviewed 55/ Enrolled 32 \nLHS+: EY23- Interviewed 181/ Enrolled 44\nBC: EY23-Interviewed 92/ Enrolled 41\nURM: EY23-Interviewed 227/Enrolled 59\nTotal Interviewed: EY23: 614 (target 620)\nScreened: EY23: 2739","Met expansion targets in almost all categories for interviewed and enrolled, continue to struggle with interviewer recruitment resulting in not meeting goal of 620 interviews, Suggest revising Metric & Targets (should be swapped) and change # of interviewers to # of interviews based on class size ","El Pasoan: EY24- Interviewed 47/ Enrolled 26\nLHS+: EY24- Interviewed 120/ Enrolled 40\nBC: EY24-Interviewed 75/ Enrolled 43\nURM: EY24-Interviewed 157/Enrolled 44\nTotal Interviewed: EY24: 614 (target 620)\nScreened: EY24: 2929","In Progress","Suggest editing Metric: Ensure admissions process: applicant screening, interviewing, scheduling, and committee evaluation maintains alignment with national best practices and FSOM mission \nTarget: Conduct annual review processes to ensure compliance and alignment with national standards\nTarget: Conduct number of interviews per AAMC recommendations (1:5 ratio) and increase the number as needed to accommodate the class size expansion plan \nTarget: Maintain or increase the number(s) of interviewed and enrolled candidates based on PLFSOM mission and diversity statements "]
[]
[null,"Objective 1.2: Improve student success (Aligned with TTUHSCEP Objective 1.1: Enhance student recruitment and improve student success)",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null," "]
[]
[null,"Strategies","Metrics/Targets","LCME Standards","Responsibility for Data Collection","Outcomes - 2021","Recommendations / Interventions","Outcomes - 2022","Recommendations / Interventions","Outcomes - 2023","Recommendations / Interventions","Outcomes - 2024","Outcome Status ","Recommendations / Interventions"]
[null,"1.2.1 Foster student success through proactive student services programming (Aligned with TTUHSCEP Strategy 1.1.5: Foster student success through proactive school based success programs, i.e., leveling courses, academic counseling.)","Metric: 4-year graduation rate\nTarget: 4-year graduation rate of 85% by 2026 (national benchmark)\n",8.4,"OSA - Martin (residency match rates)\nOME - Francis (for USMLE outcomes and clerkship remediation data); Dr. Hogg (for pre-clerkship remediation data); Francis for student satisfaction data;\nOIRE - Herber-Valdez/Martin Garcia (graduation rates)",null,null,"Behind (73% - 84%) – 4-yr average of 80%","Need for better ways to early identify students at risk and strengthening of support services to help them succeed.","4-year rates for AY 2019-2020, AY 2020-2021, AY 2021- 2022, and AY 2022-2023 are 73%, 78%, 77%, and 67%\n","Root cause analysis for all students who do not graduate in  4 years to determine future interventions for success.  Continue to build pre-matriculation coursework. New sessions in Year 1 for study strategies and success. Continue to implement increase in tutoring services across all 4 years, including peer tutors and peer coaches and block chiefs. Increased mental health support services through OSSSE.\n\nSee tab, 1.2.1 Foster Graduation Rates (On-Time, 5-Years and 6-Years) 2012-2023  \n\nConsider adding a new metric: 5-year graduation rate ","4-year rates for AY 2019-2020, AY 2020-2021, AY 2021- 2022, AY 2022-2023, and AY 2023-2024 are 73%, 78%, 77%, 67% and 79% respectively.","In Progress","4-year graduation rate improved considerably in AY 2023-2024. Efforts are continuing to identify risk factors for delayed progression and provide support. Data analysis comparing students who progress on time to third year and those who are delayed due to low CBSE score or fail on Sept 1 completed in collaboration with BECL on data from Class of 2026. Significant factors found in admission data were MCAT, age and reapplicant status. A predictive formula was developed to identify  students at the time of admission who may need support. Data from end of unit grades was also analyzed for ongoing tracking and ideal average score was calculated to be 76 across units. Students with score averages between 65 (passing ) and 76 were at higher risk of failure to achieve passing score on CBSE and Step 1 and thus, a higher risk of delayed progression.     \n\nConsider editing goal to 5 year graduation rate given change to pass/fail Step 1 and increase in LOA for supplemental research and educational experiences."]
[]
[null,null,"Metric: 5-year graduation rate\nTarget: 5-year graduation rate of 76.8% by 2026 (comparing to state and national benchmarks) [revised/added 2023]\n",8.4,null,null,null,null,null,"5-year rate for AY 2022-2023 is 91%","See email from Dr. Herber-Valdez from 8/11/2023 12:23 (attached). See tab, 1.2.1 Email Dr. Herber-Valdez","5-year graduation rate for 2019-2020, AY 2020-2021, AY 2021- 2022, AY 2022-2023 and AY 2023-2024 were 94%, 84%, 88%, 91% and 88% respectively. Statewide 5 year graduation rate 74% AY 22-23. ","Met","Same strategies as above."]
[]
[null,null,"Metric: 6-year graduation rate\nTarget: 6-year graduation rate of 95% by 2026 (national benchmark)",8.4,null,null,null,"Behind (84% to 95%) - 6-yr average: 92%","Recs as above","• For Fall 2017 entering students, the 6-year graduation rate is 90%\n• For Fall 2018 entering students, the 6-year graduation rate is 91% (please note the 6-year graduation rate for this cohort can still change as it can include students graduating in AY 2023-24)\n• For Fall 2019 entering students, we don’t yet have information to calculate a 5 or 6-year graduation rate as it would need to include students graduating in AY 2023-24 and 2024-25","Same strategies as above.","6-year graduation rate for 2019-2020, AY 2020-2021, AY 2021- 2022, AY 2022-2023 and AY 2023-2024 were 92%, 95%, 86%, 90% and 95% respectively. ","Met","Same strategies as above. "]
[]
[null,null,"Metric: USMLE Step 1 first-time pass rate\nTarget: USMLE Step 1 first-time pass rate at or above nationally-benchmarked projections (2019 AAMC MCAT Validity Data Report)",8.4,null,null,null,"4-yr average 95% which is below the national average of 96.5%","Recs as above. In addition, need for curricular enhancements in the pre-clerkship phase to highlight high-yield content and provide more resources and assessment tools aligned with NBME content and style of questions. ","USMLE Step 1 Annual report for calendar year 2022 demonstrated school pass rate of 96% compared with a national pass rate of 93%. (The trend for pass rates in  2021, 2020, 2019:  PLFSOM:91, 100, 95 National:96, 97, 97)","New GPAS policy requiring passing score on the CBSE prior to sitting for Step 1 in an effort to identify those who are struggling prior to taking the exam.","USMLE Step 1 Annual report for calendar year 2023 demonstrated school pass rate of 95% compared with a national pass rate of 92%. (The trend for pass rates in  2022, 2021, 2020, 2019:  PLFSOM:96, 91, 100, 95 National:93, 96, 97, 97)","Met"]
[]
[null,null,"Metric: USMLE Step 2-CK first-time pass rate\nTarget: USMLE Step 2-CK first-time pass rate at or above nationally-benchmarked projections (2020 AAMC MCAT Validity Data Report)",8.4,null,null,null,"Target met\n5-yr average 98% which is at the national average of 98%",null,"USMLE Step 2 Interim School Report from July 1, 2022 to February 18, 2023 demonstrated a school pass rate of 96% compared to a national pass rate of 97% for first time examinees. (The trend for pass rate AY 21-22, AY 20-21, AY 19-20, AY 18-19: PLFSOM:98, 97, 97, 97 National:99, 99, 98, 98","Data for Class of 2024 received thus far is encouraging with scores for 96 students reported, the pass rate is 100% and the average is 252. ","USMLE Step 2 Interim School Report from July 1, 2023 to February 17, 2024 demonstrated a school pass rate of 98% compared to a national pass rate of 97% for first time examinees. (The trend for pass rate AY 22-23, AY 21-22, AY 20-21, AY 19-20, AY 18-19: PLFSOM:99, 98, 97, 97, 97 National:98, 99, 99, 98, 98","Met"]
[]
[null,null,"Metric: USMLE Step 2-CK score\nTarget: USMLE Step 2-CK score at or above nationally-benchmarked projections (2020 AAMC MCAT Validity Data Report)",8.4,null,null,null,"Target met\nAs above",null,"USMLE Interim School Report from July 1, 2022 to February 18, 2023 demonstrated a school mean score of 235 (SD 10) compared to the national mean of 245 (SD 15).(The trend for score AY 21-22, AY 20-21, AY 19-20, AY 18-19: PLFSOM:241 (14), 242 (15), 239 (14), 238 (16) National:247 (15),245 (15), 245(16), 243(16)","Monitor as scores for the current year are encouraging. 96 students have taken the exam with an average of 252 and no failures.  ","USMLE Interim School Report from July 1, 2023 to February 17, 2024 demonstrated a school mean score of 245 (SD 13) compared to the national mean of 245 (SD 16).(The trend for score AY 22-23, AY 21-22, AY 20-21, AY 19-20, AY 18-19: PLFSOM:247(14), 241 (14), 242 (15), 239 (14), 238 (16) National:248(15), 247 (15),245 (15), 245(16), 243(16)","Met"]
[]
[null,null,"Metric: Overall Residency match rate  \nTarget: Target: Overall residency match rate at or above national average (NRMP Benchmark data)                      ",8.4,null,null,null,"Target met\n4-yr average is 98.65% which is above the national average of 92.9%",null,"Match rates for 2019, 2020, 2021, 2022, 2023 are:\n99%, 99%, 100%, 99%, 97%\n\nNational Match rate for US MD seniors was 93.7% in 2023 \n","OSA implementing a career advising program for year 1 through 4. Also recruiting and training faculty advisors. ","AY 2023-24 PLFSOM Graduates: 114\nNumber of Graduates matching a residency program: 112\n2024 Match Rate PLFSOM: 98%                                 \nNational Match rate 2024 US Seniors 93.8%","Met"]
[]
[null,null,"Metric: USMLE Step 3 first-time pass rate\nTarget: USMLE Step 3 first-time pass rates at or above national benchmarks",8.4,null,null,null,"3-yr average is 96% which is below the national average of 98%","Need to enhance curriculum in the content areas of transition to residency and preparedness to function as an intern. ","USMLE Step 3 School Report demonstrates a school pass rate of 99% compared to a national pass rate of 98% for first time examinees who graduated in 2020. This is an improvement from a school pass rate of 97% compared to a national pass rate of 98% for first time examinees who graduated in 2019. (Pass rate trends 2019, 2018, 2017: PLFSOM:97\n96, 96: National:98, 98, 98)","Continue to monitor","USMLE Step 3 School Report demonstrates a school pass rate of 98% compared to a national pass rate of 98% for first time examinees who graduated in 2021. (Pass rate trends 2020, 2019, 2018, 2017: PLFSOM:99, 97 96, 96: National:98, 98, 98, 98)","Met"]
[]
[null,null,"Metric: Remediation rate (number of students remediating 1 or more units, courses, or clerkships) \nTarget: Average unit/course/clerkship remediation rates below comparative annual remediation rates for AY 2015-20 cycle",8.4,null,null,null,"% students remediating AY 2021-22 (average AY 2015-21): MS1: 23% (33.7%); CEYE: 21% 6.2%); MS2: 10% (14.3%); MS3: 0 (2.75%); MS4: 1.1% ( 0.4%)","Although, the overall number of students remediating in Years 1&2 has decreased, there is a notable increase in the # of students who failed CEYE in AY 2021-22 which needs attention and further root cause analysis. Similarly, there was an increase in the number of MS4 students needing remediation in 2021-22 that also needs to be addressed. ","%students remediating 1 or more pre-clerkship units/course MS1: AY22-23: 31%; AY 21-22: 23%; AY 20-21: 33%; AY19-20: 33%; CEYE: AY22-23: 12%; AY 21-22: 21%; AY 20-21: 6%; AY18-19: 7%; MS2: AY22-23: 21%; AY 21-22: 10%; AY 20-21: 11%; AY19-20: 4%;  %students who failed 1 or more clerkships MS3: AY 22-23: 3.6%; AY 21-22: 0; AY 20-21: 6.8%; AY 19-20: 5.1% MS4:AY 22-23: 1.1%; AY 21-22: 1.1%; AY 20-21: 0%; AY 19-20: 1.2%; ","Early intervention by college mentors, course directors and Director of Student Success. Development of student performance dashboards. Collaborate with AVP of SSSE.\n\nConsider adding a new metric: Data on non-progression between Year 1 and Year 2 and Year 3 and Year 4 and why this occurs ","%students remediating 1 or more pre-clerkship units/course MS1: AY23-24: 22% AY22-23: 31%; AY21-22: 23%; AY20-21: 33%; AY19-20: 33%; CEYE: AY23-24: 19%; AY22-23: 12%; AY21-22: 21%; AY20-21: 6%; AY18-19: 7%; MS2: AY23-24: 11%; AY22-23: 21%; AY21-22: 10%; AY20-21: 11%; AY19-20: 4%                                      \n\nCLERKSHIP: MS3: AY 23-24: 1.8%;AY 21-22: 0; Average 2015-2020: 2.75%;  MS4: AY23-24: 3.4%;  AY21-22: 1.1%; Average 2015-2020: 0.4%.","In Progress","Pre-Clerkship unit remediation rates are currently lower than the AY 2015-21 cycle; however, CEYE remediation rates remain elevated compared to pre-pandemic numbers. One causal factor for higher 1st-time fail rates on the CEYE may be the discontinuation of SPM cumulative testing in AY21-22. \n\nPre-Clerkship recommendations:\n- reinstate SPM cumulative testing\n- introduce weekly SPM cumulative formative assessments\n- enhance quality of feedback on formative assessments (answer explanations)\n- add narrative feedback on student engagement in formative assessment program\n- continue faculty-student tutoring activities ('Tuesday afternoon club')\n- develop and refine empirical predictive models to better identify 'at risk' students based on pre-matriculation and academic performance data\n- continue to develop student performance dashboards\n- add required self-directed learning activities                                                                                                                        \n-enhanced programming with the Medical Student Teaching Center                                                    \n \nCLERKSHIP: Remediation rate for MS3 is wit+C5in target; Remediation for MS4 above goal. 4 students out of 117 remediated (1 Sub I and 3  electives)- 1 for mental health reasons and 3 for inadequate work/professionalism issues. Investigate programming for transitioning to residency successfully.                                                                                               \n\nCLERKSHIP: Remediation rates for MS3 and MS4 year are within the target range. Resources provide for all students include 2 self assessment vouchers for each NBME subject exam and 2 CCSE vouchers for preparation for Step 2 in addition to UWorld and OnLineMedEd subscriptions."]
[]
[null,null,"Metric: Student satisfaction with Student Services programming (academic counseling, peer tutoring, student counseling services, accessibility services, etc.) \nTarget: Student satisfaction with medical school support and services at or above the national average (AAMC Y2Q and GQ questionnaires)",8.5,null,null,null,"GQ: Overall student satisfaction with Student Services was 50.3% at PLFSOM versus 73.4% national average; Y2Q: Overall student satisfaction with Student Services was 69.3% at PLFSOM versus 76% national average","Need to strengthen student services across all areas, such as academic and financial counseling, tutoring, and mentoring. Conduct periodic student surveys and focus groups to gauge progress and work with OSA and Student Services on interventions that better meet students needs and support their success. ","GQ 2023: academic counselling 64.3 (national mean 75.6); tutoring 73.6 (national mean 73.6); overall satisfaction with career planning services 50.8 (national average 66.9);  financial aid 75.4 (national average 74.6) mental health services 63 (32.6 in GQ 2022) (national average 73.1) Y2Q 2022: academic counselling 55.6 (national average 69.8); Tutoring 75.5 (national average 75.5); Faculty mentoring 49.2 (national mean 73.3); student mental health services 56.7 (national mean 64.9) financial aid 60.4 (national mean 66.6)","While there has been improvement in some areas, satisfaction is still below goal. Faculty mentoring, in particular, requires attention as it has been flat for the last 2 years on the Y2Q. OSA is launching a new program for mentors and advisors based on the AAMC Careers in Medicine. The new LASSO program is about to launch at the institutional level. Monitor our in house surveys closely to look for signs of improvement in real time.  Mental health services: Now, two psychologists share 1.0 FTE to provide coverage daily, Monday through\nFriday, on campus. When enrollment rises, to meet the number of students seeking services plan is to increase to one full-time psychologist and one\npart-time psychologist for a total of approximately 1.5 FTE.","GQ 2024: satisfied+very satisfied: academic counselling 47 (national: 75.3); tutoring 73.3 (national: 75.8); overall satisfaction with career planning services 36.4 (national: 68.1);  financial aid 73.3 (national:75.6) mental health services 52 (national: 76) process for requesting accommodations: 46.2 (national: 43.9) accommodations made available 53.9 (national:43.8)Y2Q 2023: academic counselling 59.3 (national: 73); Tutoring 82.9 (national: 77); Faculty mentoring 79.2 (national: 75.4); student mental health services 62.6 (national: 68.9) financial aid 69.7 (national: 67.5)","In Progress","Add info from Dr. Martin/college mentors and faculty course -may want to add info; PLFSOM collaborating with OSSE on improvement in these areas at the institutional level."]
[]
[null,"Objective 1.3:  Promote student achievement through a commitment and dedication to continuous innovation in education and teaching  (Aligned with TTUHSCEP Objective 1.3: Promote student achievement through a commitment and dedication to continuous innovation in education and teaching)"]
[]
[null,"Strategies","Metrics/Targets","LCME Standards","Responsibility for Data Collection","Outcomes - 2021","Recommendations / Interventions","Outcomes - 2022","Recommendations / Interventions","Outcomes - 2023","Recommendations / Interventions","Outcomes - 2024","Outcome Status ","Recommendations / Interventions"]
[null,"1.3.1 Conduct a phased review and implementation of the PLFSOM curriculum revision plan beginning AY 2021 and progressing to full implementation by AY 2026","Metric: Implementation of the PLFSOM curriculum revision plan\nTarget: All points of the PLFSOM curriculum revision plan updated, reviewed and approved by the Curriculum and Educational Policy Committee (CEPC) and implemented by AY 2026\n","Curriculum revision: Standard 8, especially 8.1, 8.2, 8.3, and 8.4; Learning environment: 3.5, 3.6","OME - Hogg, Francis",null,null,"PRE-CLERKSHIP PHASE:*\n1) Integrated clinical presentation-based curricular model and associate instructional week/cycle has been maintained.\n2) WCEs have been converted to 'TBL-like' format. Critical TBL elements still missing include graded iRAT/tRATs and graded application exercises. The addition of these missing elements was proposed by the pre-clerkship committee for AY 2022-23, however this has faced strong opposition from the students as of July 2022.\n3) Clinical scheme presentations have been converted into asynchronous format, however many do not have a 'professionally-produced' look and feel (e.g., some are simply video recordings of prior lectures). \n4) Firecracker remains integrated with the curriculum, and this includes a weekly formative Firecracker quiz. In addition, students have access to a weekly formative quiz on ExamSoft based on 'in-house' questions. The number of session-based assessments is increasing as faculty transition their teaching approaches to active-learning pedagogies.\n5) The pre-clerkship committee piloted a weekly summative individual/group quiz activity during AY2020-2021 and AY2021-2022. Presumably due to the low overall grade weighting assigned to these activities (cumulatively 10% of unit grade), student iRAT performance was unsatisfactory. The pre-clerkship committee proposed transitioning to regular graded iRAT/tRAT and application exercise-based assessments for the weekly 'TBL-like' activities, however this has faced strong opposition from the students as of July 2022.\n6) The 'Foundations Path' idea has been tabled/abandoned due to issues with Federal Financial Aid for students on a decelerated pathway (per Dr. Brower).\n7) The proposal to shorten the pre-clerkship phase from 22 to 18 months was indefinitely postponed due to concerns about its potential impact on pre-clerkship academic success (per Dr. Ogden)\n8) An earlier and expanded 18-month clerkship phase (concluding with a flexible 25-week testing, remediation, early elective, and scholarship block                                                    9) Transition to a LIC model                                                        10) Retention of a highly modular and flexible 4th year focused on success in the transition to residency","Goal 6 deemed non-feasible due to lack of funding. Goals 7 and 8 have been determined as non-feasible considering the lower than the national  Step 1 scores on average and the fact that our students need more support and time to build their foundational knowledge to be successful in their clerkships and residency.                                                                                          Efforts continue in the pre-clerkship phase to reach goals as initially set.                                                                                      In the clerkship phase, the LIC model has been fully implemented and the evaluation of the model is currently in progress.\n\n*Text colors in the cell G40 and H40 represent status of goals (green - reached; yellow/brown: behind; red: non feasible","1) The integrated clinical presentation-based curricular model and associated instructional week/cycle has been maintained. To improve content integration in the first two weeks of the introductory IHD unit for AY 2022-23, the clinical presentation schemes ‘Dehydration in a Child’ and ‘Poor Growth’ were replaced with ‘The Periodic Health Exam & Preventive Healthcare’ and ‘The Well Child Exam / Poor Growth’, respectively.\n2) WCEs continue to be delivered in a 'TBL-like' format. Critical TBL elements still missing include graded iRAT/tRATs and graded application exercises. The addition of these missing elements was proposed by the pre-clerkship committee for AY 2022-23, however this was met with strong opposition from the students. Learning group size for this activity was reduced by 50% by interleaving duplicate instances of WCEs with College Colloquium. This change was met with favorable learner feedback. This adjustment to the weekly scheduling format required the suspension of a 2-hour dedicated weekly iRAT/tRAT quiz activity (see (5) below).  \n3) Some clinical scheme presentations have been converted into asynchronous format, however many do not have a 'professionally-produced' look and feel (e.g., some are simply video recordings of prior lectures). The school will need to secure additional dedicated clinician time devoted to improving the quality of these asynchronous materials in collaboration with our full-time instructional designer. It was proposed at the AY 2022-23 EVU policy retreat to include clinician time associated with development/improvement of the asynchronous clinical scheme material in the revised EVU compensation model.\n4) On the basis of student feedback, Firecracker was discontinued and replaced with AMBOSS, a 3rd-party learning platform that contains >2,700 Step 1 practice questions and is integrated with ANKI, a free and extensive digital flash-card resource to support spaced learning and retrieval. In addition, students have access to a weekly formative quiz on ExamSoft based on 'in-house' questions. In response to student requests for more assessment-level feedback, the Department of Medical Education created individual student feedback dashboards on ExamSoft that contain ‘Strengths and Opportunities’ reports for every weekly ExamSoft formative quiz and every ExamSoft end-of-unit summative exam. With the support of student TAs and in collaboration with the Director for Student Success, the department is also completing the first phase of transitioning ‘session-level’ quizzes from an unsupported Adobe Flash-based platform (iSpring) to Elentra. The department plans to pilot Elentra-based quizzing and performance feedback with session-level quizzes during AY 2023-24. It is anticipated that access to custom student-facing performance dashboards on Elentra will require additional funding.\n5) The pre-clerkship committee piloted a weekly summative individual/group quiz activity during AY 2020-2021 and AY 2021-2022. Presumably, due to the low overall grade weighting assigned to these activities (cumulatively 10% of unit grade), student iRAT performance was unsatisfactory. The pre-clerkship committee proposed transitioning to regular graded iRAT/tRAT and application exercise-based assessments for weekly 'TBL-like' activities, however this faced strong opposition from the students. The weekly summative iRAT/tRAT activity was discontinued for AY 2022-23 due to student feedback as well as calendar scheduling issues associated with splitting WCEs in to 2x2hr cohorts (see (2) above). Surprisingly, subsequent student feedback voiced support for re-introducing this weekly summative quizzing activity, and the pre-clerkship committee is exploring options for how this could be achieved. In addition, the pre-clerkship committee has voiced interest in transitioning from unit- to semester-based grading with more frequent lower stakes summative assessments. The Office of Medical Education has recommended that the implementation of such a plan be delayed until after the next LCME accreditation site visit in 2025.\n6) The 'Foundations Path' idea has been tabled/abandoned due to issues with Federal Financial Aid for students on a decelerated pathway (per Dr. Brower). This component of the original 10-point plan has not been revisited in the last few years.\n7) The proposal to shorten the pre-clerkship phase from 22 to 18 months was indefinitely postponed due to concerns about its potential impact on pre-clerkship academic success (per Dr. Ogden, Provost). As discussed in point (5) above, the pre-clerkship committee has voiced an interest in transitioning from unit- to semester-based grading, with the potential for shortening the pre-clerkship phase via the consolidation of several dedicated end-of-unit exam weeks. Various semester schedule prototypes/models will be developed and discussed by the pre-clerkship committee with the intent to launch changes after the LCME accreditation site visit in 2025","PRECLERKSIP: 1) Establish a prioritized list of clinical scheme materials for asynchronous module development. Work with relevant clinical dept. chairs and assigned faculty to secure time for material development in collaboration with DME instructional designer.\n2) Revise, enhance WCE instructional materials to promote active learning, teamwork, and student engagement in the classroom.\n3) Work with AMBOSS to determine feasibility of creating customized weekly formative assessments that are aligned with the pre-clerkship curriculum.\n4) Initiate a pilot using the Elentra platform  to develop and deliver formative quizzes and individualized student performance feedback.\nCLERKSHIP\nAnalyze from first year of full implementation of LIC curriculum and identify areas for improvement in subsequent years. ","PRE-CLERKSHIP:\n1) Development of professional quality clinical scheme presentation modules has been hampered by limited clinical faculty availability due to increased clinical demands. However, this remains a key priority area of the PLFSOM curriculum revision plan.\n2) A working group of basic science and clinician educators was established to improve the WCE instructional materials. WCE materials for the CVR and RNL units were completely revised to a ‘TBL-like’ format to make them more engaging and interactive. The group also wrote a WCE facilitator guide to help train faculty who are unfamiliar and/or inexperience with the TBL method. Student evaluations of the WCE activities were improved compared to prior years.\n3) Technical issues with AMBOSS prevented the creation of customized formative AMBOSS quizzes during AY 2023-24. \n4) A pilot was initiated to deliver formative quizzes through the Elentra platform, however the planned release of an Elentra student performance dashboard did not take place. Given the superiority of ExamSoft’s assessment and student feedback platform, and with the school’s longer-term commitment to Elentra in question, the pilot was discontinued.                                                                                                                                                                                                                                                                        \n\nCLERKSHIP: Overall satisfaction rates for the integrated clerskhips in AY 2023-2024 Fall semester were: IM 94.1%, FM 90%, Psychiatry 96.2%, Neurology 88.2%, OB/GYN 98.2%, Surgery 92.9%, Pediatrics 96.9%, EM Mind & Medicine 96.1%, EM OPSEF 98.2%. Overall satisfaction rates in Spring semester were: IM 100%, FM 98%, Psychiatry 98.3%,  OB/GYN 93.5%, Surgery 74.5%, Neurology 90.7%, EM OPSEF 97.9%, EM Mind & Medicine 98.1%. ","In Progress","PRE-CLERKSHIP: \n1) Continue to develop professional quality clinical scheme presentation modules to the extent possible. Strategies include: (1) prioritization of scheme modules that can be developed by faculty within the Department of Medical Education who have the appropriate clinical background and expertise; (2) protecting time for specific faculty in the clinical departments, ideally with EVU-based department compensation for these efforts.\n2) Continue the work started by the WCE working group to revamp the case materials for two other SPM units.\n3) As an alternative to AMBOSS based formative quizzes, initiate a pilot with the recently launched NBME customized assessment services formative quiz builder (CAS Practice Option) with a target of one customized NBME practice quiz per SPM unit.   \n\nCLERKSHIP: Satisfaction in the Surgery clerkship dropped in Spring compared to Fall semester. There was a new clerkship director in Fall who left unexpectedly in Spring semester. Surgery has made improvements in scheduling with teams rather than individual faculty. Will monitor the effects. Overall satisfaction was very good in AY 2023-2024. Work continues on improving scheduling and continuity with supervisors. "]
[]
[null,null,"Metric:  Improvement plans for areas of low performance and/or low satisfaction in the pre-clerkship and clerkship phases of the curriculum\nTarget: Annually implement an improvement plan for at least one area of low performance and/or low satisfaction in the pre-clerkship and clerkship phase of the curriculum","Curriculum revision: Standard 8, especially 8.1, 8.2, 8.3, and 8.4; Learning environment: 3.5, 3.6","OME - Hogg, Francis",null,null,"PRE-CLERKSHIP PHASE:\n1) The pre-clerkship curriculum committee expressed deep dissatisfaction with overall student disengagement from the pre-clerkship SPM curriculum during AY2021-22. Two primary factors are believed to underlie this shift in behavior: (1) The transition of our end-of-unit summative exams from 'in-house' questions to NBME customized assessments; and (2) A pedagogical transition from didactic lecture presentations to active-learning sessions. To address this, the pre-clerkship curriculum committee has proposed the following improvement plan:\n(a) Launch a 'hybrid' end-of-unit assessment plan comprising a 2-part, equally weighted assessment, with one part comprised on in-house assessment items and the other part consisting of NBME items.\n(b) Add regular graded assessments to TBL-based SPM activities (including graded iRAT/tRATs and application exercises). \nThe above improvement plan has faced strong opposition from the students as of July 2022.                                                                                                        CLERKSHIP PHASE                                                                                                              Strength of the new LIC model: Integration of disciplines in a longitudinal fashion with dedicated teaching faculty and residents                                               Areas of improvement: Need for more continuity of experiences and additional teaching faculty; addition of content such as social justice, health system sciences; enhance the transition to residency  content with more hands-on and procedural opportunities to better prepare students for residency; improve scheduling to ensure variable and adequate experiences in all clerkships for all students; continue to adjust NBME exam scheduling to allow more time between exams; continue to adapt curriculum and regular meetings with students, faculty, CDs, and chairs to address learning environment concerns real-time; increase and strengthen existing surveys and procedures in place to better identify and address student concerns.\n\n                                                                                                                                                                                                        ","Continue regular communications and seek more opportunities through meetings with the student reps and townhall meetings with the entire class (MS1 - MS4) to strengthen channels of communication between leadership, faculty, students, and staff. Efforts are ongoing to refine the curriculum in ways that satisfies the students and creates a strong curriculum that supports student success and well-being. In addition, meetings with the course/clerkship directors are in place to address student concerns real-time. New curricular areas are integrated in the curriculum (e.g., social justice topics) to better align with current medical education trends. Faculty development efforts continue and topics such as implicit bias, mitigation of bias in narrative assessments, teaching skills, and learning climate are ongoing and more sessions are being offered. There has been ongoing communication and meetings have been taking place with clinical departments, including chairs to address concerns real-time and share student feedback and GQ data. OME had created a dashboard with faculty evaluation data to help faculty access their evaluation real-time as they become available and allow time for improvement when needed. Department chairs have also access to their faculty data on the dashboard. ","Suggestions: \nPRE-CLERKSHIP dissatisfaction from students regarding the change to in house and NBME in addition to a separate grade for anatomy practical.        \nPRE-CLERKSHIP PHASE:\n1)  Student performance based on external benchmarks has trended positively. MS1 students for the Class of 2025 achieved a mean score of 48.2 on the end-of-year 1 NBME CBSE exam, which ranks at the 74th percentile nationally for year 1 examinees. The MS2 cohort achieved a USMLE Step 1 first time pass rate in 2022 of 96% versus 93% nationally, along with mean and median performances that were above national standards.\n2) The pre-clerkship SPM summative exams were effectively transitioned to a hybrid format for AY 2022-23, with students required to achieve a passing score for each of two main components: (i) an NBME-based component consisting of retired Step 1 questions; and (ii) an in-house component consisting of an anatomy practical and a computer-based exam. The biggest area of low student satisfaction was related to the requirement that students achieve passing scores for each of the two separate components in order to pass an SPM unit. Following extensive discussions with the student curriculum committee, and after reviewing student outcomes data, the pre-clerkship committee voted to revise the grading so that students are now required to achieve a passing score based on the 50:50 weighted average of the two individual components. This proposal was met with favorable student feedback.\n3) The pre-clerkship curriculum committee approved a proposal for the SCI course to launch a graded weekly TBL activity in the SCI II Spring semester, with each weekly iRAT/tRAT performance constituting 2% of the overall course grade (total of 20%). This was subsequently reviewed and approved by the CEPC. The pre-clerkship curriculum committee will be reviewing the progress and outcomes of this pilot to assess its applicability to other components of the curriculum including the SPM course. CLERKSHIP: In house evaluations demonstrate low satisfaction with some sessions in the Intersession. The sessions with < 70% positive ratings were: library session  67% positive, SCI session 39% positive, and the updates in basic science sessions 65% positive.","PRECLERKSIP: consider discussion of the assessment plan - change to average score for NBME and in house questions with anatomy practical counting for % of the  in house exam. In addition, development of an ILP for the pre-clerkship phase that could be  guided and focused on specific areas for improvement based on student performance 1) Monitor student assessment outcomes with revised SPM grading model.\n2) Monitor student engagement and performance outcomes with revised SCI grading model.  CLERKSHIP – review feedback with the presenters of the 3 sessions with the lowest positive ratings and implement an improvement plan for each session.","PRE-CLERKSHIP\n1) Student performance based on external benchmarks continues to show positive outcomes. MS1 students for the Class of 2025 achieved a mean score of 43.7 on the end-of-year 1 NBME CBSSA exam, which positions the class at approximately the 64th percentile nationally for year 1 examinees. The MS2 cohort achieved a USMLE Step 1 first time pass rate in 2023 of 95% versus 92% nationally, along with other performance measures (mean, median and mode) above the national average.\n2) The pre-clerkship curriculum committee received CEPC approval to change SPM unit grading to a 50:50 weighted average between NBME and in-house components. Subsequent student percent agreement to SPM unit evaluation item “I am satisfied with the methods used to evaluate my performance” increased from 64% to 83% in aggregate. Overall percentage of students required to remediate one or more SPM units decreased from 31% to 22% (MS1) and 21% to 11% (MS2).\n3) A smooth implementation of the weekly TBL activity for SCI II (‘Introduction to Clinical Research; Evidence-Based Medicine’) with graded iRATs/tRATs was hampered by technical difficulties with the Elentra TBL platform. Student feedback in the course evaluation was mixed, with some students commenting on the technical problems and others commenting on the extra effort and difficulty associated with the ‘flipped classroom’ approach (initial student resistance to the flipped classroom model is widely documented in the educational literature). Student performance on the related content on the final SCI II exam improved by 5-10% as compared to the year prior to the TBL intervention.   \n4) Students have expressed some dissatisfaction with the school’s lack of lecture recordings. Faculty have expressed concern that recording in-class learning activities will negatively impact student attendance, and undermine the effectiveness of non-mandatory ‘flipped classroom’ activities that rely on student participation.\n5) Student pass rates on the CEYE (MS1) and CBSE (MS2) are below internal benchmarks (as outlined above in 1.2.1 ‘Remediation rates’)                                                                                                                                                                                                         CLERKSHIP: November Intersession was updated to include a high fidelity simulation that was well received, Spring Intersession; Basic science and library session received low satisfaction scores at 64.8% and 63% respectively despite changes made. SCI sessions that were rated poorly were discontinued. Additional area for improvement is the perception of mid-clerkship feedback. Delivery of Mid-clerkship feedback is tracked and entered in Elentra and ePortfolio. This is required for all students across all clerkships. However, there is perception by students in some clerkships that they did not receive it - for example, response to the question \"I was provided with mid-clerkship feedback\" was FM 100%, IM 96%, Psychiatry 100%, OB/GYN 100%, Surgery 45%, Pediatrics 100%, Neurology 68.5%, EM OPSEF 83.3%, EM Mind & Medicine 90.7% in the Spring semester. ","In Progress","PRE-CLERKSHIP\n1) Continue with revised grading model for SPM; monitor associated student satisfaction and performance measures. \n2) Continue with implementation of weekly graded TBL activities in SCI II, and expand TBL activities into SCI III as approved by the CEPC; monitor associated student satisfaction and performance measures.\n3) Launch recording initiative for synchronous SPM learning activities including didactic lectures and ‘flipped’ sessions. Monitor associated student feedback and in-class participation.\n4) Implement cumulative testing in SPM to address CEYE and CBSE performance concerns as also described in 1.2.1 ‘Remediation rates’. Monitor associated remediation rates and student performance on cumulative assessment material.       \n\nCLERKSHIP\nContinue to revise the offerings during Intersession. In particular, the basic science and library sessions continue to have low rating. Consider new format that is more interactive. Additional area for improvement is the perception of mid-clerkship feedback in surgery, Neurology and EM. Clerkship directors aware and have been asked to  change the format of the meeting to ensure that all students know the purpose of the meeting and have an opportunity to ask questions and report and discuss difficulties they are experiencing. "]
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[null,null,"Metric: Measure and resolve learning environment issues identified on course/clerkship evaluations and the graduation questionnaire\nTarget: Educational environment satisfaction elements of the AAMC Y2Q and GQ at or above national benchmarks ","Curriculum revision: Standard 8, especially 8.1, 8.2, 8.3, and 8.4; Learning environment: 3.5, 3.6","OME - Hogg, Francis",null,null,"Please see above cell G41","Please see above cell H41","GQ: There are two learning environment scales: Emotional climate 9.0 which is between the 10th and the 25th % nationally; Student-Faculty Interaction 13.5 which is between the 10th and 25th % nationally.  This is an improvement compared to 2022 results where Emotional climate score was 6.7 (lower than the 10Th nationally) and the Student-Faculty Interaction 10.5 (lower than the 10th % nationally)","Continue to open dialogue with the students through class meetings, discussions with SCEC and check-in meetings with SGA and classes. Promote positive attitude among faculty and growth mindset among the students. Faculty development in best practices for teaching Generation Z. ","GQ: There are two learning environment scales: Emotional climate 8.2 which is less than the 10th% nationally; Student-Faculty Interaction 12 which is less than the 10th % nationally. Y2Q:   Emotional climate 8.3 which is less than the 10th% nationally; Student-Faculty Interaction 13.1 which is between the 10th and 25th % nationally                                                          Clerkship phase review conducted in AY 2022-2023  ","In Progress","PLFSOM MS3 students are participating in the Kern National Network Demonstration Project for Flourishing in Medicine which is focusing on constructive dialogue and conflict resolution. There are also plans for a consult with Dr Sosland, Vice Chancellor, Leader and Culture Development. Administration and faculty continue to hold class meetings and work to promote a positive attitude and growth mindset. Also under consideration are additional focus groups with all classes to determine major issues and brainstorm solutions.                                                                                                                                    \nLearning environment continues to warrant close monitoring. Continue efforts for improvement through clerkship directors, chairs and departments, and residents as teachers training. OSA has worked to enhance mechanisms for early reporting of mistreatment to deal with issues in real time. There is now a QR code on student hang tags that links to a reporting website. Training for faculty regarding learning environment."]
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[null,"1.3.2 Enhance faculty professional development opportunities with a focus on high-impact learning strategies, current teaching techniques, curriculum design, educational technology, and student-centered pedagogical approaches (Aligned with TTUHSCEP Strategy 1.3.2: Promote faculty development related to innovations in teaching through faculty development programs that are tailored to each school’s needs)","Metric: # faculty participating annually in internal and external faculty development programs/workshops focused in medical education\nTarget: Increase number of faculty completing internal or external faculty development programs/workshops in medical education by 5% per year          \nTarget: Host one or more annual faculty/staff training workshops from external experts on effective pedagogical approaches and/or utilization of educational technology tools in curriculum development and delivery\n","4.5, 5.1, 8.5","OME - Hogg, Francis\nOAA - Williams (?)\nOFD - Mulla (?)",null,null,"Target met. The number of faculty participating in 2019-20 was lower due to COVID-19 pandemic when may sessions had to be cancelled\n\n# faculty participating (target an increase by 5% per year): AY 2017-18: 220; AY 2018-19: 295 (231); AY 2019-20: 116 (309); AY 2020-21: 316 (309); AY: 2021-22: 492 (324)",null,"# internal (external) faculty participating in faculty development program/workshops AY 21-22: 138 (7), AY 22-23: 164 (3)The number of faculty completing internal faculty development programs/workshops in medical education increased by 15.17%.Three annual faculty/staff training workshops from external experts on effective pedagogical approaches and/or utilization of educational technology tools in curriculum development and delivery were held. Note: The information provided for internal (external) faculty participating in faculty development program/workshops under 'outcomes 2023' is as unique values of faculty attending the program.  In outcomes 2022, this was tracked as the number of faculty per program, which will result in counting a faculty more than once if they attend multiple sessions .The Office of Faculty Development does not hold records of faculty attending external faculty development programs or workshops.","Consider a new metric related to the % of full time faculty participating in the Faculty Development workshops. ","Outcome AY 2023-2024: A total of 59 faculty participated this past academic year in internal faculty development programs/workshops that were focused on medical education: This is a decrease from 99 participants in AY 2022-2023.                 \n\nOutcome for target 2: Three annual faculty/staff training workshops from external experts on effective pedagogical approaches and/or utilization of educational technology tools in curriculum development and delivery were held.","In Progress","The number of faculty members at the PLFSOM has decreased in the past few years. This may be one of the reasons why the metric reported above (the number of faculty participating in internal faculty development programs/workshops in medical education decreased between AY 22-23 and AY 23-24). An additional possible metric (in addition to tracking the number of faculty) would be the percentage of faculty members who participated in internal faculty development programs/workshops dealing with medical education. The percentage would account for differences in the number of faculty across time; to clarify, it would take into account the changing number of faculty members year to year. However, we understand that enumerating the number of faculty members who are employed on any given day may be a challenge."]
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[null,null,"Metric:  Evaluations of faculty development activities focused on education\nTarget:   Participant surveys indicate overall satisfaction with faculty development programs pertaining to medical education/teaching/instructional ","4.5, 5.1, 8.5","OME - Hogg, Francis\nOAA - Williams (?)\nOFD - Mulla (?)",null,null,"Target met\nFaculty evaluations indicate high levels of satisfaction with the FD programs pertaining to medical education/teaching/instruction. From survey results: FD improved ___ (response rate): teaching skills (76%); improved teaching of clinical skills for learners (72.2%); helped apply different types of instruction for learners (79%); overall FD had a positive impact on my career (84% strongly agree/agree)",null,"Overall satisfaction rate on participant surveys: AY 21-22: 89.54% AY 22-23:93.22",null,"Overall satisfaction rate on participant surveys: AY 22-23: 88.20% and AY 23-24: 89.63%","Met","Participant surveys indicate overall satisfaction with faculty development programs pertaining to medical education/teaching/instructional. Increase by 1.62% (89.63% in AY 23-24 vs 88.20% in AY 22-23)."]
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[null,"1.3.3 Enhance student opportunities for student led research [added 2023]","Metric: # of distinct student-authored peer-reviewed presentations (regional, national, international), # of distinct student-authored peer-reviewed publications [added 2023]\nTarget: Establish and track 3-year rolling average based on student research publication data (system being developed under SARP); Subsequent targets TBD [added 2023]\n","3.2, 7.3",null,null,null,null,null,null,"•SARP publication data from dashboards once it is established\n•Student Research Handbook will include specific needs and expectations for SARP students (in progress)\n•Students are looking to distinguish themselves in residency applications, develop ways to get them more interested in research","Research Opportunities:\nOur program offers students a comprehensive array of opportunities to engage deeply in research, thereby fostering a culture of inquiry and innovation. Through initiatives like Mini-Grants, Travel Awards, and the Distinction in Research and Scholarships, we support and encourage student-led research activities.\nMini-Grants: We provide competitive annual funding through Mini-Grants, enabling students mentored by PLFSOM faculty to embark on SARP projects. These grants offer financial support for one year, with the potential for extension, helping students delve into their research interests and gain valuable experience in their fields.\nTravel Awards: To further bolster research engagement, our Travel Awards fund students presenting their research at conferences and symposia. These awards cover registration fees, transportation, and lodging, ensuring that financial constraints do not hinder students from sharing their work and networking with peers and professionals.\nDistinction in Research and Scholarships: Our Distinction in Research and Scholarship (DIRS) recognizes FSOM students who have excelled in the SARP course and exhibited exceptional dedication and skill in scholarship and research. This accolade acknowledges those who go beyond the basic requirements, reflecting a higher level of commitment to academic excellence.","In Progress","We plan on creating a new submission portal designed to streamline the process of submitting scholarly activities and research outcomes. This portal will allow students to easily share their achievements in poster presentations, oral presentations, and publications. By capturing this data, we will be able to compile and report our collective findings annually, highlighting the impressive work and contributions of our student community. This initiative not only fosters a culture of academic excellence but also ensures that student research is recognized and celebrated."]
[null,null,"Metric: Students graduating with Distinction in Research and Scholarship (DIRS) [added 2023]\nTarget: Establish and track 3-year rolling average; subsequent target TBD [added 2023]\n","3.2, 7.3",null,null,null,null,null,null,null,"Over the span of five years, the Distinction in Research and Scholarship (DIRS) Program experienced a notable evolution in both participation and achievement rates among graduating classes from 2020 to 2024. In 2020, the program saw 19 applicants, with 2 students earning the prestigious DIRS distinction. The following year, 2021, had fewer applicants, with 10 students applying, and only 1 receiving the distinction. The trend started to shift in 2022, where the number of applicants rose to 21, resulting in 3 awardees. This upward trajectory continued in 2023, with 20 students applying and 7 securing the distinction, marking a significant increase in the award rate. The year 2024 marked the peak of this trend, with the highest participation of 22 applicants and an impressive 13 students being awarded the distinction. Overall, the data reflects a gradual increase in both the number of applicants and the number of awardees, culminating in the class of 2024 achieving the highest levels of participation and success in the DIRS Program.","Met"]
[null,null,"Metric: Publication/dissemination of new Student Research Handbook (see recommendations/interventions from 2023 review) [added 2023]\nTarget: Release/dissemination of handbook by fall of 2024 [added 2023]","3.2, 7.3",null,null,null,null,null,null,null,"We introduced the Student Research Handbook at the MS1 Student Orientation in August 2024 and shared it at the MS2 Student Orientation later that month. The Student Handbook, along with the Mentor Manual, is accessible on the SARP Webpage. Additionally, we will distribute hard copies of the Student Handbook to all MS1 students for their reference.","Met"]
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[null,"Objective 1.4:  Prepare future health professionals for enhanced team-based care to improve health outcomes for individuals and the communities being served (Aligned with TTUHSCEP Objective 1.4)"]
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[null,"Strategies","Metrics/Targets","LCME Standards","Responsibility for Data Collection","Outcomes - 2021","Recommendations / Interventions","Outcomes - 2022","Recommendations / Interventions","Outcomes - 2023","Recommendations / Interventions","Outcomes - 2024","Outcome Status ","Recommendations / Interventions"]
[null,"1.4.1 Integration of inter-professional education (IPE) into the curriculum of the medical school, including didactic, case-based, and simulation activities (Aligned with TTUHSCEP Strategy 1.4.1)","Metric: % of first year medical students who receive training in the matriculation Education Collaborative (IPEC) competencies in an IPE format\nTarget: Maintain 100% medical student participation in training in the IPEC competencies, including interprofessional roles and responsibilities, ethical decision making, teamwork and communication.\n",7.9,"OME - Francis\nDME - Rosenthal",null,null,"Target met\n100% of MS1 receive training in the IPEC Competencies in an IPE format. There are 3 annual activities that accomplish this – IPE Roles and Responsibilities TBL, TeamSTEPPS training and simulations, and an IPE ethical case based discussion on the opioid epidemic. These activities are mandatory for MS1.\n",null,"Target met\n100% of MS1 receive training in the IPEC Competencies in an IPE format. There are 3 annual activities that accomplish this – IPE Roles and Responsibilities TBL, TeamSTEPPS training and simulations, and an IPE ethical case based discussion on the opioid epidemic. These activities are mandatory for MS1","IPE is the QEP plan for the institution","Target met: 100% of MS1 students receive training in the IPEC competencies in an IPE format. There are 3 annual core events that accomplish this - IPE Roles and Responsibilities, TeamSTEPPS training and simulations and an IPE ethical case based discussion on the opioid epidemic. These activities are mandatory for MS1 students. ","Met","IPE is the QEP plan for the institution and an institutional office was formed to support the activities. "]
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[null,null,"Metric: % of pre-clerkship medical students attending classes with dental students to learn with and from each other\nTarget: 100% of pre-clerkship medical students attend class and learn in collaboration with dental students during Society, Community and the Individual (SCI) class.\n",7.9,"OME - Francis\nDME - Rosenthal",null,null,"Target met\n100% of MS1s have an integrated SCI experience with D1 students for Immersion and for the SCI I and SCII. This is 3 weeks full time in July and then @ 1 hour per week throughout their Academic Year.",null,"Target met\n100% of MS1s have an integrated SCI experience with D1 students for Immersion and for the SCI I and SCII. This is 3 weeks full time in July and then @ 1 hour per week throughout their Academic Year","IPE is the QEP plan for the institution","Target met: 100% of MS1s have an integrated SCI experience with D1 students for Immersion and for the SCI I and SCII. This is 3 weeks full time in July and then @ 1 hour per week throughout their Academic Year","Met"]
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[null,null,"Metric: % of clerkship phase students participating in cross-institutional IPE training in caring for populations with special needs, such as care of the homeless, transgender and refugee populations\nTarget: 100% of clerkship phase students participating in cross-institutional IPE training in caring for populations with special needs, such as care of the homeless, transgender and refugee populations\n\n",7.9,"OME - Francis\nDME - Rosenthal",null,null,"Target met\n100% of MS3 participate in a session at UTEP during their Pediatric clerkship as a required activity.",null,"Target met\n100% of MS3 participate in a session at UTEP during their Pediatric clerkship as a required activity","IPE is the QEP plan for the institution","Target met: 100% of MS3 participate in a session at UTEP during their Pediatric clerkship as a required activity","Met"]
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[null,null,"Metric: Expand IPE activities in the simulation setting \nTarget: Develop at least one new collaboration in the simulation center with another health profession during the 4th year boot-camp by 2025 ",7.9,"IPE - Crawford, Benavides",null,null,"This is still in planning stages. Attempted to work with SON in AY 2021-2022 but the activities did not fit with SON goals. ","Continue to explore combined activity with other health professions and plan to pilot test in next 12 to 18 months.","Still in planning stages",null,"A new activity was pilot tested in Bootcamp as an IPE activity with nursing students in a high fidelity simulation with IPE objectives related to patient handover. During round 3 of Bootcamp in Spring 2024, 22 MD and 55 RN students participated. Issues were identified related to IT and patient flow.","Met","Plan to implement a follow-up pilot with 1 to 2 rounds of Bootcamp in Spring 2025 to work out issues in patient flow and technical issues. "]
[]
[null,"1.4.2 Enhance opportunities for IPE collaborative practice in authentic clinical and community settings (Aligned with TTUHSCEP Strategy 1.4.2)","Metric: % of clerkship phase students participating in clinical experiences on an interprofessional team with IPE goals and objectives in addition to discipline specific goals and objectives\nTarget: 100% of clerkship students by 2025 \n\n",7.9,"IPE - Crawford, Benavides",null,null,"This has been discussed but full scale implementation has not occurred. IPE is now the QEP for the school and planning for the QEP will overlap with this target. A pilot test was discussed preliminarily with UTEP School of Pharmacy since UTEP Pharmacy students rotate with the medical students on the Internal Medicine hospital service. Plans are in progress for pilot testing this program in the next 12 months.","Continue efforts and collaboration with UTEP for full scale implementation by 2025. ","Still in planning stages",null,"Clerkship students participate on teams during inpatient IM rotations with UTEP Pharmacy students. This is currently limited to 1 to 2 out of 5 IM teams. ","In Progress","Continue to work toward 100% participation in a clinical setting. Create a set of options and goal is participation in one of the options for 100% of students. "]

{"sheet":"Goal_2_Clinical Affairs","index":2,"n_rows":24,"n_cols":14,"rows_kept":24,"cut":false,"hidden":false,"merged":[[1,1,1,3],[2,1,2,3],[5,1,23,1]]}
[]
[null,"GOAL 2. Excellence in Clinical Affairs"]
[null,"Objective 2.1: Expand presence and programs"]
[]
[null,"Strategies","Metrics/Targets","LCME Standards","Responsibility for Data Collection","Outcomes - 2021","Recommendations / Interventions","Outcomes - 2022","Recommendations / Interventions","Outcomes - 2023","Recommendations / Interventions","Outcomes - 2024","Outcome Status ","Recommendations / Interventions"]
[null,"2.1.1  Expand the scope and reach of our clinical services \n\n\n","Metric: Implement doxy.me as a common platform for telemedicine ambulatory encounters\nTarget: Implementation of doxy.me as the preferred telemedicine platform at all TTUHSCEP/PLFSOM operated clinical facilities by the end of FY 2022\n",5.5,"Badillo\nCruz-Flores",null,null," (COMPLETED) ",null," (COMPLETED) ",null,null,"Completed"]
[]
[null,null,"Metric: Through SB 11 - increase the number of Child/Adolescent Behavioral Health visits in our region\nTarget: 10% increase in visits/year over the duration of this 5-year plan",5.5,"Badillo\nCruz-Flores",null,null," (COMPLETED) ",null," (COMPLETED) ",null,null,"Completed"]
[]
[null,null,"Metric: New surgical specialty clinic in NE El Paso to open in spring 2022\nTarget: In 2022, 1,000 clinic visits are anticipated\n",5.5,"Badillo\nCruz-Flores",null,null,"Will open January 2023","Delay due to supply chain issues","Delay due to supply chain issues","To open January 2024","Opened late July 2024. Expected to reach 1,000 clinic visit by July 2025","Met"]
[]
[null,null,"Metric:  Expand ambulatory practices in UMC El Paso facilities\nTarget 1: Place cardiology and surgical specialties in FY 2022",5.5,"Badillo\nCruz-Flores",null,null," (COMPLETED) ",null," (COMPLETED) ",null,null,"Completed"]
[]
[null,null,"Metric: Surgery - Vascular, ENT, and Physiatry\nTarget:  Start Physiatry and Vascular programs in FY 2021 and ENT in FY 2022 ",5.5,"Badillo\nCruz-Flores",null,null," (COMPLETED)\nA recruitment firm has been engaged for ENT; vascular and psychiatry programs have been started",null,"Recruited 2 ENT surgeons.  \nPhysiatry program ended and will restart 2024.",null,"Planning has been moved to 2025. Hiring initiatives are in places. Physiatry has been moved to Ortho and recruitement efforts are in place.\nVascular: 33% of hiring initiatives have been completed. Recruitment efforts are in place for two more physicians. \nENT: one ENT surgeon has been hired; recruitment efforts in place for audiologist.","In Progress"]
[]
[null,null,"Metric: Cardiovascular Medicine - Structural heart interventions, Venous stenting\nTarget: Start late FY 2022 with 10% increase year over year",5.5,"Badillo\nCruz-Flores",null,null," (COMPLETED) \nStructural heart and venous stenting has begun. Volumes may not be as expected due to the need for a hybrid lab and additional operating rooms at University Medical Center",null,"Work in conjunction with UMC, to develop Cardiology Service Line.  Planning to begin in 2024.",null,"Cardiovascular service line has been implemented. ","Completed"]
[]
[null,null,"Metric: Oncology - Cancer Center\nTarget:  Additional oncologists to start late FY 2022",5.5,"Badillo\nCruz-Flores",null,null," (COMPLETED) \nTwo additional oncologists to start August & September 2022",null,"Planning will begin in 2024 for a stand alone Cancer Center","Ahmed Alshaban: Hired 09/01/2022\nSatish Maharaj: Hired 07/31/2022","Planning began in 2024. Continuing recruitment efforts. ","In Progress"]
[]
[null,null,"Metric: Neuroscience: infusion center and MS center of excellence \nTarget: Seek Level III Epilepsy designation and MS Center of Excellence in 2023",5.5,"Badillo\nCruz-Flores",null,null,"Postponed to 2024",null,"Work in conjunction with UMC to develop Neuro-Sciences Service Line.  Planning to begin in 2024","Will not seek Level III Epilepsy designation or MS Center of Excellence due to loss of faculty.","Development of agreements for an infusion center are ongoing. \n\nWill not seek Level III Epilepsy designation or MS Center of Excellence due to loss of faculty.","In Progress"]
[]
[null,null,"Metric: Women's Health\nTarget:  Work in conjunction with UMC to develop Women's Health Service Line",5.5,"Badillo\nReddy",null,null,"New Goal 2024",null,"Planning to begin in 2024",null,"We developed a new way to support UMC by covering L&D for their private physicians when needed which was a significant improvement in women's health\nUMC received El Paso’s first and only Level 4 designation for its maternal care, the highest possible rating from the Texas Department of State Health Services.  ","Completed"]
[]
[null,null,"Metric: Orthopedics and Rehabilitation\nTarget: Work in conjunction with UMC to develop Orthopedics Service Line.  Begin Physiatry Orthopedic program.",5.5,"Badillo\nRajani",null,null,"New Goal 2024",null,"Planning to begin 2024",null,"Physiatry has been moved to Ortho and recruitement efforts are in place. Recruitmentt efforts ongoing. ","In Progress"]

{"sheet":"Goal_3_Research","index":3,"n_rows":29,"n_cols":18,"rows_kept":29,"cut":false,"hidden":false,"merged":[[0,1,0,3],[8,1,8,3],[1,1,1,10],[15,1,15,10],[1,15,1,17]]}
[null,"GOAL 3. Excellence in Research"]
[null,"Objective 3.1:  Provide an environment to advance excellence in basic, clinical, translational and population health research"]
[]
[null,"Strategies","Metrics/Targets","LCME Standards","Responsibility for Data Collection","Outcomes - 2021","Recommendations / Interventions","Outcomes - 2022","Recommendations / Interventions","Outcomes - 2023","Recommendations / Interventions","Outcomes - 2024","Recommendations / Interventions","Outcomes - 2025","Recommendations / Interventions","Outcomes - 2024","Outcome Status ","Recommendations / Interventions"]
[null,"3.1.1 Each department develops and submits a detailed 5 year research growth plan and budget with input from research leadership","Metric: Research growth plans submitted to research leadership\nTarget: 100% of departments to submit a growth plan in the first two years\n","3.2, 4.2","Clegg\n",null,null,"Dr. Clegg has been attending the departmental reviews where each department is presenting their 5 year research goals/objectives/milestones","Requesting yearly updates from the departments be submitted to Dr. Clegg for her review and analysis to determine barriers and opportunities which may impact goal achievement ","Departmental meetings continue to be held with Dr. Clegg regarding barriers to research and new research opportunities.  \nDepartments are not organically providing updates - a survey is being developed which will be sent to depart chairs in order to obtain this information more uniformly and in a timely manner.","Departmental research survey is under development to facilitate this process.  Additionally, the office of research has completely re-designed their webpage and provided content to guide anyone on this campus points of contact and 'how to' detailed information on how to engage in research.",null,null,null,null,"Establishing a process for bidirectional communication by attending departmental research council meetings","In Progress"]
[]
[null,"3.1.2 Attract and retain outstanding faculty researchers with expertise in clinical, basic, translational, and population health that includes research start-up funds\n","Metric: Number of scientists hired with these qualifications\nTarget: Ten faculty hired by 2026 with expertise in research and prior indication of successful funding\n","3.2, 4.2","Clegg\nLakshmanaswamy",null,null,"Very little progress has been made on this front - it is very difficult to recruit faculty who engage in research and who are clinicians - currently, the office of research has no funds to assist in preparing or supporting start up packages","Working with the Department Chairs to actively be involved in hiring of new faculty and to promote/encourage/support hiring of faculty already engaged in research","Two faculty recruit task forces have been charged to recruit a Director for Center of Emphasis for Neurosciences and a Director for Center of Emphasis in Diabetes and Metabolism.  Jobs will be posted by end of August and the committees are charged with having a short list of candidates to Dr. Lange by the end of the year.","Dr. Clegg and Dr. Raj are on the search committees.",null,null,null,null,"Faculty interviews are ongoing. Office of Research is addressing barriers to retention with regards to research.","In Progress"]
[]
[null,"Objective 3.2:  Build a cohort of extramurally funded researchers "]
[]
[null,"Strategies","Metrics/Targets","LCME Standards","Responsibility for Data Collection","Outcomes - 2021","Recommendations / Interventions","Outcomes - 2022","Recommendations / Interventions","Outcomes - 2023","Recommendations / Interventions","Outcomes - 2024","Recommendations / Interventions","Outcomes - 2025","Recommendations / Interventions","Outcomes - 2024","Outcome Status ","Recommendations / Interventions"]
[null,"3.2.1 Increase the number of mid-level and senior investigators in all research areas to advance research program growth","Metric: Number of extramurally funded mid-level and senior investigators\nTarget: Five extramurally funded mid-level and senior investigators by 2026\n","3.2, 4.2","Clegg\nLakshmanaswamy",null,null,"There is an ongoing effort to help faculty with their grant submissions to increase the percentage who are funded - a grant writing course was taught, the VPR reads and edits most grant submission to enhance fundability, external grant reviewer have been provided to the faculty free for their use, seminars are presented to enhance different aspects of the grants to increase probability of funding ","Baselines have been established in which to measure increased research submission/funding/engagement of the faculty.  Initial survey sent regarding research challenges and opportunities, follow up survey planned to gauge change from baseline","Faculty search committees have been charged with providing Dr. Lange a short list of viable candidates by the end of 2023.",null,null,null,null,null,"Interviews are ongoing. A research dashboard was created that identify faculty and their research interests. Will facilitate collaborations among researchers at Texas Tech Health El Paso","In Progress"]
[]
[null,"3.2.2 Expand the Centers of Emphasis by including faculty with expertise from all schools","Metric: Number of faculty with affiliations with the Centers of Emphasis \nTarget: At least five new affiliations for each Center of Emphasis by 2026\n","3.2, 4.2","Clegg\nLakshmanaswamy",null,null,"There is an ongoing effort to help faculty collaborate with individuals internally and externally to the institution.  SEED monies have been provided to entice/enhance research with UTEP, joint research meetings are offered on an annual basis to facilitate collaboration with UTEP, annual research symposiums are provided to showcase the types of research activities within the institution","In the process of developing research dashboards which will be internally and externally facing to provide information as to the faculty's interests and expertise with respect to research","Research dashboards have been developed and are continuing to be developed.  SEED monies have been given to assist with research growth. UTEP and TTUHS are working on developing a neuroscience center for excellence, a white paper has been drafted and will be presented to Presidents Wilson and Lange.  ",null,null,null,null,null,"Dashboards include faculty expertise from all schools","Met"]
[]
[null,"Objective 3.3: Develop a centralized research development core to facilitate research and scholarship among SOM faculty"]
[]
[null,"Strategies","Metrics/Targets","LCME Standards","Responsibility for Data Collection","Outcomes - 2021","Recommendations / Interventions","Outcomes - 2022","Recommendations / Interventions","Outcomes - 2023","Recommendations / Interventions","Outcomes - 2024","Recommendations / Interventions","Outcomes - 2025","Recommendations / Interventions","Outcomes - 2024","Outcome Status ","Recommendations / Interventions"]
[null,"3.3.1 Develop a collaboration to establish a Clinical and Translational Science Award (CTSA) Program hub","Metric: Clinical and Translational Science Award (CTSA) Program hub collaboration\nTarget: Clinical and Translational Science Award (CTSA) Program hub collaboration by 2026\n","3.2, 4.2","Clegg\nLakshmanaswamy",null,null,"Discussions are just beginning between UT Houston and their CTSA and TTUHSC.  Additional talks are being arranged to  develop collaboration/CTSA with UTSW.  There is a perceived lag in progress on this goal due to change in leadership within the VPR's office.","Participate in discussions with UT Houston and UTSW with respect to partnering with their CTSA","Application was submitted to UT Houston Health and NIH for TTUHSC El Paso to become officially a member of the UT Houston Health CTSA.  Areas of affiliation will include development of a Clinical Research Unit, a biobank for a tissue repository, and shared data repository. Funding recommendation will be announced in the Fall 2023.",null,null,null,null,null,"Grant was awarded. Funding for six years in collaboration with UTSA. Will allow the development of clinical researcher coordinator office. Will also fund faculty to do research. NIH grant buys out their time so they can engage in research (one researcher funded to date: K-12)\n\nFive million per year allotted to several institutions","Met"]
[]
[null,"3.3.2 Research leadership to seek external funding to facilitate research program infrastructure development\n","Metric: Number of extramural infrastructure building or center grants submitted\nTarget: Two extramural research infrastructure building or center grants submitted at the end of 5 years\n","3.2, 4.2","Clegg\n",null,null,"Areas are being identified as to where to target grant funding submissions to build the infrastructure.  Currently working on a congressional appropriations bill to provide 5 mil to support equipment/infrastructure development","The VPR will develop funding proposals/outlines and submit to Dr. Lange to gain institutional support and buy in - Philanthropy/ regional support will be identified - working with Dr. Lange, the VPR will developed detailed infrastructure needs/asks to be presented to funding agencies/opportunities","Dr. Raj obtained a $6 Million CPRIT grant to pay for the tissue biorepository. Congresswomen Escobar provided $3 Million to develop rural health outreach infrastructure to include monies to develop server space, data storage, and computational analysis which will assist in growing data analysis for our researchers.",null,null,null,null,null,"More money submitted from Escobar; Grant submitted to CPRIT to support infrastructure","Met"]
[]
[null,"3.3.3 Develop centralized expertise for research design, study development and implementation, survey design, data collection, management, analysis and regulatory guidance\n","Metric: Number of research projects completed, and manuscripts and grants submitted utilizing centralized resources\nTarget: Ten scholarly products submitted with centralized resource use per year in years 2 to 5\n\n","3.2, 4.2","Clegg\nLakshmanaswamy",null,null,"We are in the process of setting up tissue repositories and data repositories for sharing of data and tissues across and outside the institution.  Research IT is developing dashboards to allow for quick queries on research metrics. Standardized documents have been generated for the faculty to use for their grant submissions such as institutional resources.  BECL is housed in the Office of Research and provides free statistical resources for all faculty to use.  Office of Research has hired two clinical research coordinators for the faculty to use free of charge for their clinical research trial needs","VPR is working with the OR IT Director in order to develop a tracking system to track faculty publication and grant submissions/awards/metrics","We continue to make progress in developing the infrastructure for the tissue repositories and data repositories.  Research IT has transformed into Research Data Management - and in so doing, we are partnering and developing large data bases to facilitate research.  Dashboards are being build and the research website has been completely transformed in order to provide the faculty in one location all of the information needed to engage in research on this campus. We are in the process of centralizing clinical research coordinators and are developing standardize operating procedures for conducting clinical trials. Research expenditures have increased as indicated by 2 new RO1's, 2 ACS grants, increased funding from private/extramural funds.",null,null,null,null,null,"Progress on this initiative is ongoing \nCEURIS journal subscription allows us to submit 20 manuscripts from our institution at no cost. This facilitates research by reducing the costs associated with submission.","In Progress"]
[]
[null,"3.3.4 Facilitate the use of clinic data from population health informatics and EMR health systems to improve the clinical and public health practice","Metrics: A team to facilitate the use of clinical data\nTarget: Recruit and develop a team to facilitate the use of clinical data by 2024\nMetrics: Number of manuscripts and grants submitted with utilization of clinical research informatics expertise \nTarget: Manuscripts/grants submitted 5% increase per year with utilization of clinical research informatics expertise in Years 3-5\n","3.2, 4.2","Clegg\nThomas O'Neill/Victor Quiroz\n\n",null,null,"There has been changes in leadership and this has stalled our efforts - new leadership is now in place and the initial meeting has taken place - there are many issues to address - the current data in the data base has not been certified and there is no data dictionary making the data near impossible to use - Dr. O'Neil is aware of this and is working on a solution","Research IT will be reaching out to other institutions to determine how this is being done externally to TTUHSC El Paso and will begin to develop partnerships with data-mining software and research companies","The Office of Strategic Health Informatics and the Office of Research are working together and vetting our current research data set. The objective is to centralize the IRB's  internal EMR data requests to facilitate  access and compliance. Bob Shehan has brought the NIH ALL of Us database to campus and with this, we have partnered with Baylor health who are providing us recommendations and best practices for how to use the data in the All of Us platform.  Significant strides have been made to provide large data sets to the faculty and students to facilitate their research options.",null,null,null,null,null,"Initiatives from 2023 are ongoing. \nOffice of Research IT support has been restructured as IT Data Management. Charged with centralizing all databases our institution is subscribed to. Will facilitate search processes across databases. \nSix faculty members from PLFSOM have been noted as the most cited in their respective fields. (Clegg, Lange, Palmer, Murkejee, Macallum, one more pending)","In Progress"]
[]
[null,"3.3.5 Develop structured research mentoring and development program to create a multidisciplinary cohort of early stage investigators","Metric: Number of early-stage investigators submitting extramural grants, managed early-stage research projects and manuscripts\nTarget: Five early-stage investigators to submit an extramural grant by year 5\n","3.2, 4.2, 4.5","Clegg",null,null,"I wish more progress has been made on this front - it is critical in order for us to move forward on research - a course on grant writing was provided - sadly, the attendance was low - continued efforts are under way to help the faculty move forward on their research - Dr. Clegg is meeting with each department and their members to again encourage effort regarding research and to tell the faculty the types of research opportunities are available to them ","Develop a mentorship program where junior faculty are mentored by senior/successful grant writers.  Mentors will be tasked to encourage and support grant submissions from junior faculty","In the new research website, there is information on how to develop a mentor/mentee relationship.  Additionally, we are developing a list of mentors complete with their research interests and expertise. Recently, faculty have been awarded several large grants which is an indication their research portfolio is significantly improving, we have 2 NIH R15s, 2 NIH R01s, large CPRIT and 2 ACS grants have also been awarded to faculty.  There has been a significant increase in research expenditures from the last fiscal year.",null,null,null,null,null,"Research website have been redone and now includes a mentorship page. This work is done in collaboration with Faculty Development","Met"]
[]
[null,"3.3.6 Expand the PLFSOM capabilities for large database research through participation in national data-science collaborative\n","Metric: Cerner Learning Health Network Collaboration with physician-scientists\nTarget: Join the Cerner Learning Health Network, October 2021, Expand data-science expertise across campus to collaborate with physician-scientists for research purposes, October 2022\n","3.2, 4.2","Clegg",null,null,"We have been working on combining our data with a large Cerner databased - but, as previously indicated - our data have not been validated and there is no data dictionary - an initial meeting has happened between research IT and Dr. O'Neil - moving forward on this objective can not occur until the data has been validated - this is outside the office of research's hands at this moment ","Collaborations being established between the OR IT Director and Dr. O'Neil on how best to move forward","The Office of Strategic Health Informatics began validating clinical data elements of the HealtheIntent EDW platform for accuracy, completeness, and cleanness for internal research purposes and external data contributions.  This will help us  identify data dictionaries and acquire operational knowledge to potentially expand our participation in a national data science collaborative. The estimated data validation completion is expected to be finalized by the end of calendar year 2023. In addition, we are developing a list of all large datasets which are available for faculty use on this campus.  Connections have been made between Research Data Management and Dr. O'Neil and progress has been made in enhancing our research platforms to enable our faculty to more readily engage in research.","Estimated completion of data validation for HealtheIntent EDW platform by the end of 2023",null,null,null,null,"Office of Research has been redesigned to be data-management driven with expertise in access to Cerner and other EMRs. Partnership with UT Houston will allow us to align our EMR with other institutions to facilitate sharing deidentified data ","Met"]

{"sheet":"Goal_4_Outreach & Engagement","index":4,"n_rows":30,"n_cols":18,"rows_kept":30,"cut":false,"hidden":false,"merged":[[3,15,3,17],[1,1,1,9],[3,1,3,10],[25,1,27,1],[22,1,22,3],[8,1,12,1],[14,1,16,1],[18,1,20,1]]}
[]
[null,"GOAL 4. Excellence in Outreach and Engagement"]
[]
[null,"Objective 4.1: Enhance PLFSOM’s mission-based regional-to-global outreach and engagement"]
[]
[null,"Strategies","Metrics/Targets","LCME Standards","Responsibility for Data Collection","Outcomes - 2021","Recommendations / Interventions","Outcomes - 2022","Recommendations / Interventions","Outcomes - 2023","Recommendations / Interventions","Outcomes - 2024","Recommendations / Interventions","Outcomes - 2025","Recommendations / Interventions","Outcomes - 2024","Outcome Status ","Recommendations / Interventions"]
[null,"4.1.1 Increase engagement with regional educational partners","Metric: Number of activities/programs with local universities, community colleges and local/regional K-12 systems/programs\nTarget: Increase activities/programs with regional educational partners year over year",3.3,"OOCE - de la Rosa\nAdmissions - Perry\nRosenthal","74 Activities/ 2,539 Participants","Continuing Monitoring ","103 Activities/ 4,765 Participants","Continue Monitoring","110 Activities/9,707 Participants** (Dr. Perry Data) \n2 Activities/75 Participants (Dr. Rosenthal Data) \n","Continue to monitor. On track to exceed previous years numbers.\n",null,null,null,null,"162 Activities/10,507 Participants (Admissions Data from Dr. Perry)\n\nSchool and Univ partners- medical students have participated in outreach in various elementary -high school and in UTEP HOPE health fairs as documented in the 100 Hour Club (Dr. Rosenthal Data) ","Met","Continue to monitor. Consider adjusting expectations to maintain/expand activities but not expect unsustainable growth.\n\nSCI- Continue to look for opportunities for partnership with educational leaders "]
[]
[null,"4.1.2 Increase engagement with public and community-based health service organizations","Metric: Number of activities/programs and participants in collaboration with disease support groups, public and community health organizations, tribal organization, and Federally Qualified Health Centers\nTarget: Increase number of activities/program and participants year over year ","3.3, 6.5, 6.6","OOCE - de la Rosa\nAdmissions - Perry\nRosenthal","243 Activities/233 Participants","Continue Monitoring","235 Activities/ 1,462 Participants","OOCE Summit was postponed for FY 2022 and targeted to be held again in FY2023.  An OOCE Symposium exclusively with patient support organizations is targeted for FY 2024. However we anticipate meeting with patient support organizations in 2023 in preparation for the 2024 Symposium","OOCE: 258 Activities/1004 Participants (FQHC - 2 Activities/8 Participants (4.1.2 Metric 1D FQHC;  OOCE Reported: 151 Activities/ 996 Participants (891 Disease Support Groups & 105 Public and Community Health Organizations)**\nOOCE Summit postponed until 2024\nOOCE Symposium with patient support groups postponed until 2025\n\nSCI: 160 Medical (and Dental) students visited La Fe, Project Vida, and Centro San Vicente and 40 students visit Beaumont Hospital during the SCI Immersion, July 2023. 136 Medical and 60 Dental Students met with @ 80 Key Informants in various community -\nbased organizations in the Paso del Norte region in Jul. 2023.  - 100 Hour Club: Service reported in Alzheimer Association. Ronald McDonald House, \nGigi's Playhouse among named Patient Support Organizations.   ","Continue to monitor. On track to exceed previous years numbers.\nContinue planning efforts for 2024 OOCE Summit in Fall\nContinue OOCE Meetings with Paso Del Norte Foundation for 2025 Symposium planning\nDevelop institutional volunteer tracking platform for TTUHSC El Paso faculty, students, staff to track community service outside of annual institutional events.\n\n",null,null,null,null,"OOCE: 2024 Up to 8/31/24- 196 Activities 1268* Participants; (FQHC - 1 Activities/4 Participants 4.1.2 Metric 1D FQHC;  OOCE Reported 195 Activities/1264 Participants (1128 Disease Support Groups/136 Public and Community Health Organizations)(* data still pending to apply to these numbers for 2024 up to 8/31/24) \n\nSCI: 135 Medical (and 60 Dental) students visited La Fe, Project Vida, Centro San Vicente, the Veterans Administration Hospital and the Beaumont Hospital during the SCI Immersion, July 2024.     The same 135 Medical (and 60 Dental) students) met with @ 80 Key Informants in 12 communities in various community -based organizations in the Paso del Norte region in SCI Immersion in July 2024.  Approximately 30% of these Key Informants serve in health care organizations.  100 Hour Club: Service reported in RotaCare Clinic Alzheimer Association, Baptist Clinic, Clinica HOPE, Compadres Therapy, Inc, Gigi's Playhouse, Hospice of El Paso, Make-A-Wish Foundation, and the Westside Free Clinic.  In addition they served in TTUHSC EL Paso's MSRC and MRTC programs  ","Met","Continue to monitor and work to exceed previous year numbers; Continue with 2025 OOCE Work plan with focus on 2025 Symposium. \nFinal development  of institutional Volunteer Tracking Platform for TTUHSC El Paso faculty, residents, staff  to track personal community service outside of institutional events (pending final review by HR with anticipated launch in September 2024)\nContinue planning efforts for another OOCE Summit with community partners  \nCollaborate with \"Think Tank\" to host a West Texas Symposium in 2025 at TTUHSC El Paso\nSCI- form a campus-community advisory group to coordinate with  planning Immersion, the Service Symposium, and other community-engaged activities for ongoing bi-direction planning and coordination \nDevelop institutional volunteer tracking platform for TTUHSC El Paso faculty, students, staff to track community service outside of annual institutional events.\n\nDiscuss with PLFSOM dean and President the reinstatement of PLFSOM (and other schools  e.g. WLHSODM ) the recognition of 100 hour club participants at Graduation Ceremonies  "]
[]
[null,null,"Metric: Number of AHEC activities/programs and participants\nTarget:  Increase number of AHEC activities/programs and participants year over year","3.3, 6.5, 6.6","OOCE - de la Rosa\nAdmissions - Perry\nRosenthal","24 Activities/ 1,547 Participants (El Paso Only)","*FY 2021 numbers dropped significantly due to covid event cancellations ","46 Activities/ 19,877 Participants (El Paso Only)","Continuing Monitoring","38 Activities/21,854 Participants*","Continue to monitor. On track to exceed previous years numbers.",null,null,null,null,"As of August 2024 - 4 Activities - 379 Participants (Based on Academic year term from June to July ) *","Met","Continue to monitor. On track to exceed previous years numbers."]
[]
[null,null,"Metric: PLFSOM student community service hours and entities served\nTarget: Increase  number of community service hours and entities year over year","3.3, 6.5, 6.6","OOCE - de la Rosa\nAdmissions - Perry\nRosenthal","28 Activities/ 302 Participants\n18,586 service hours from Class of 2021-2025  \n27 Community Orgs Served","Develop more agency names in software or report OTHER to track all organizations - expand staffing and support; include full campus community ","Report is cumulative - See 2021 Outcomes\n\nAgency list expanded.  In Software updates we have added a place where student can note what OTHER they are serving with. Guidelines updated to better address student needs.\n","Continue to develop infrastructure to support student service across campus.  Expand program to all schools in next 2 years; consider expansion to faculty in staff in next 4-5 years.   ","19 Service Sites/ 350 entries in this period, 126 are \"Other.\"  \n\n 1741 Service Hours Reported by medical students in Jan 1-June 31, 2023; for the same period in 2022 there were 5350 hours. (Fall 2021: 6247 Fall 2022: \n4411; Fall 2023 in process).  Analysis of MS1 hours only reveals that in AY 21-22 there were 4122 hours reported whereas in AY 22-23 there were HALF as many hours reported with only 2051 hours served and documented.     ","The School needs to continue to foster a strong pro-service environment to support student outlets for growth and community connections.  Students reported that in the preclerkship years in AY 22-23, students resisted many service activities due to a \"double\" testing approach adopted to Unit Exams.  This approach is being dropped as of AY 23-24. It is  also possible that the recent change in 100 Hour Club Service recognition no longer featured at the Graduation may have had an impact in service and/or reporting.  A deeper analysis of the data should be undertaken following this academic\n year.  Student interviews and/or focus groups are also warranted to better understand the trend esp. if it continues. ",null,null,null,null,"100 HOUR CLUB REPORT - Jan 1 -June 30 2024 : 3890 Hours; this is more than twice the hours for same period last year. Service sites include clinical and non-clinical organizations such as schools, religious organizations and other community -based organizations.  Just over 40% (1650 hours) for this 6 month period includes were served in three(3) large clinical programs. Of those 1650 hours:  Rotacare Clinic had 45% (761); the Student-run Medical Clinic had 40% (649) and the Migrant and Refugee Transitional Clinic has 15% (241) hours. In this period 30 student-identified service sites reported hours including 2 sites not identified in 2023 (Borderland Rainbow Center, Centro SIn Fronteras).  Of hours in this period, 25% (908) were in agencies identified as \"Other\" with included a high of 55 hours in the Builders  Without Borders UTAH program.    Recent IT updates have improved data management of the 100 Hour Club software. ","Met","Within the Medical School and Institution: Continue annual review of service sites with Student Service Chairs and update the featured service sites within the 100 Hour Club database. Increase coordination between the Medical School's elected Service Chairs and Hunt's appointed Service Chairs to align processes in the 2 schools.  Explore expansion opportunities to work with the Nursing School and the Graduate School to support those students in documenting and reflecting on their service and practice-based learning service learning. Work with OOCE to continue coordination overall esp. with regard to service tracking data bases and community outreach activities. Continue 100 Hour Club software refinement.   Outside the Institution: Develop improved mechanisms for identifying service activities and sharing them with the campus community.  Develop an advisory group to help promote and sustain service learning and community -engaged research opportunities for medical and all students on the campus including fostering IPE service and research opportunities. "]
[]
[null,"4.1.3: Enhance engagement with binational and global partners","Metric: Number of PLFSOM faculty and student participants in programs in affiliation with a binational/global partner\nTarget: Increase  number of PLFSOM faculty and student participants in programs in affiliation with a binational/global partner\n                      \n","6.5, 6.6","OOCE - de la Rosa\nFrancis (GQ data)\nFennelly","12 ODIGH Activities \n4 Participants\nThe 5-year average (2017-2021) for participation of PLFSOM students in global health programs is 14.7%."," *International travel cancelled due to COVID. Offered virtual programming only 4 attended\n\nIn 2021, 14.3% of PLFSOM students participated in global health programs compared with 15.4% nationally.","12 ODIGH Activities\n 2 Participants*","Request for a written recommendation to the PLFSOM Dean by the Global Health Council to expand border openings and re-evaluate current hybrid model. ","12 ODIGH Activities\n0 Participants for International Travel as of 8/2023\n\nSeveral reports of binational migrant and refugee service hours reported to the 100 Hour Club.  One Service Learning Symposium presentation of a new student -driven faith-based Anapra service project given in Feb 2023.","With the implementation of the Global Health Education Program, the number of participants will increase as the program ages. The program is accepting MS1's and will fund a portion of the Global Health elective during the 4th year. \n\n\n\n",null,null,null,null,"2024- 2 PLFSOM 4th year students participated in a global health rotation. International travel was taken to Bolivia and the Himalayans.                                                                                                                                                                                                                                                                                                2025- 9 total students: 7 of the cohort 1 (for the GHEP) students and 2 PLFSOM MS4 students have registered to embark on a GH rotation. ","Met","Expand efforts to Ecuador, Vietnam (3rd MOU) Collaborative Program, Namibia, and Australia. \n\nRecruitment of AVP  Global Health as 1/1/2024 and subsequent restructuring and renaming of  OGH &S due to Proposition 17  will refocus this portion of PLFSOM/TTUHSCELPASO mission to expand Binational and International efforts on student and Resident learning opportunities"]
[]
[null,null,"Metric: AAMC Graduate Questionnaire (GQ) data relating to PLFSOM student participation in global health programs\nTarget: AAMC GQ PLFSOM student participation rate in global health programs","6.5, 6.6","OOCE - de la Rosa\nFrancis (GQ data)\nFennelly","58 PLFSOM students responded to the 2021 GQ","GQ Data is provided only as a percentage of students participating in Gqnot as percentage or number of students \"participating in global health program\".  ","Pending release of GQ Results","Consider eliminating the GQ as a source of data for this metric or consider eliminating this metric. ","PLFSOM: Yes - 54.7%\nAll Medical Schools: Yes – 40.0%","Consider adding the AAMC GQ Question as new metric: Regardless of location do you plan to care primarily for underserved populations?",null,null,null,null,"2024 GQ - 19.3% indicated they participated in a global health experience compared to national average 12.9% ","Met","Expand efforts to Ecuador, Vietnam (3rd MOU) Collaborative Program, Namibia, and Australia. "]
[]
[null,"4.1.4 Support PLFSOM student, faculty, and staff community engagement consistent with PLFSOM’s mission and vision","Metric: Maintain and continuously monitor and improve the SCI and service learning programs\nTarget: Annual review of the community engagement components of the SCI course by the Office of Medical Education and the Curriculum and Educational Policy Committee (with generation of action items and responsibility for monitoring follow-through)\nTarget: Annual review of the service learning program by the Office of Medical Education, the Office of Community Outreach and Engagement (OCOE), and student representatives identified by the OCOE (with generation of action items and responsibility for monitoring follow-through)","4.1, 4.5","OOCE - de la Rosa\nRosenthal","Established recurring monthly meetings with Course Director for SCI and VP for OOCE to discuss SCI outreach.\n\nAnnual report to CEPC initiated by Course Director on associated community outreach activities for SCI. \nOne annual day-long Service Learning Symposium is held in the Spring. \n\nBi-annual review meetings (or more) held with Foster class Elected Service Chairs for each Class (4 chairs; each with college reps reporting to them. ","Work to coordinate efforts between SCI in the medical and dental schools and between SCI and the OOCE and other groups on campus working to serve the community.   ","Ongoing recurring meetings with SCI Course Director and SCI Course Director and VP for OOCE; \n\nAnnual CEPC report on SCI scheduled July 2022 (pending); \n\nC.A.R.E.S. group identified as student representatives for review of service learning recommendations on SCI received (i.e. MLK improvements; Corazon de Oro improvements; longitudinal service learning projects) \n","Continue work to coordinate efforts between SCI \nin the medical and dental schools and between SCI and the OOCE and other groups on campus working to serve the community. \n\nConsider a shared staff position to support community work,    \n\nDevelop a community-based advisory group to support community work cooperative between SCI and OOCE. \n","Recurring meetings with SCI Course Director have been initiated; \nAnnual CEPC SCI report pending\n","Follow up with SCI Course Director on SCI CEPEC annual report status for 2023.",null,null,null,null,"Recurring meetings with SCI Course Director are ongoing; Spring -Summer 2024 proposal developed for expanding role of coordination of Service Learning by SCI to an Institutional level; with the proposed expansion it is proposed there be an integration of service learning with research opportunities featuring community -based participatory research; an advisory body of local and regional community members and researchers is also proposed; Service Learning report in preparation for October 2024 for CEPC review ","Met","Expansion and integration of Service Learning programming to an Institutional-level under the auspices of the OOCE to be led by PLFSOM SCI Course team in coordination with all schools esp. the WLHSDM SCI Course team. NEW center/program to focus on fostering BOTH Service Learning and Community-Engaged Research "]
[]
[null,null,"Metric: Enhance Discussions coordinated by OCOE with institutional faculty affairs and human resources leadership regarding strategies that facilitate the tracking and recognition of faculty and staff community engagement that is consistent with the TTUHSCEP and PLFSOM mission statements\nTarget: Report with discussion and development of recommendations at the 2022 TTUHSCEP and/or PLFSOM leadership retreats\n",null,"OOCE - de la Rosa\nRosenthal","Faculty and staff outreach activities  identified by OOCE campus wide survey performed in 2021  (255 respondents); \n\nOOCE Community Engagement Survey August 2021\n\nCommunity Faculty of the Year Presentation December 3, 2020 2021 \nCommunity Faculty of the Year Award Nominations July 2021\n\n\n","Recommendation to initiate formal coordinated by OOCE with Faculty Affairs and Human Resources leadership regarding strategies that facilitate the tracking and recognition of faculty and staff community engagement consistent with TTUHSC EP and PLFSOM mission statements. ","Meeting with Faculty Affairs\nand Human Resources leadership scheduled August 2022  to facilitate \ntracking and recognition of faculty\ncommunity engagement. \n\nCommunity Faculty of the Year Award  Presentation held November  20, 2021 \n(4 participants*)\n\n  Shannon Medical Center CME Meeting 7/2022\n\nCommunity Faculty Appreciation Dinner with CME August 25, 2022 (150 participants*)","Meetings pending","Shannon Medical Center site visit with current and prospective community faculty. 3/2023\n\nMeetings with Faculty Affairs to collaborate on community faculty recruitment status updates and processes (4 activities as of 5/2023)\n\nOOCE Community Engagement Survey launched 8/2023\n\nOOCE Community Faculty Appreciation Dinner with CME scheduled for Friday, November 17, 2023 \n\n","Continue collaborative meetings with Faculty Affairs to maintain current status updates on community\nfaculty recruits. \n\nContinue visits to Shannon Medical Center ",null,null,null,null,"Seminole Hospital Site Visit with Leadership to discuss possible collaboration for clerkships and community faculty opportunities. 5/2024 \nContinued meetings with Faculty Affairs to collaborate on community faculty recruitment status updates and processes. \n(2 activities as of 9/2023) \nMeetings with Medical Education Clerkship group to discuss community faculty needs and status reports (4 Activities)\nCommunity Faculty Appreciation Dinner with CME - November 17, 2023 - (1 activity approx. 25 CF participants) \nCoordination of Faculty/Staff service tracking platform developed by IT and the OOCE and the student-focused FSOM SCI Course developed 100 Hour Club software that is now actively implemented for use in both PLFSOM and WLHSDM ","Met","Continue coordination; explore opportunities for media campaigns targeted to the campus community about these platforms and to the community about hours contributed and service undertaken "]
[]
[null,"Objective 4.2: Expand Community-Based Clinical Instruction"]
[]
[null,"Strategies","Metrics/Targets","LCME Standards","Responsibility for Data Collection","Outcomes - 2021","Recommendations / Interventions","Outcomes - 2022","Recommendations / Interventions","Outcomes - 2023","Recommendations / Interventions","Outcomes - 2024","Recommendations / Interventions","Outcomes - 2025","Recommendations / Interventions","Outcomes - 2024","Outcome Status ","Recommendations / Interventions"]
[null,"4.2.1 Align community-based faculty recruitment and retention with clinical instruction (UME)/training (GME)","UME\nMetric: Office of Medical Education and the Office of Outreach & Community Engagement implements a collaborative system for annually reporting and addressing programmatic community-based clinical instruction needs (with staffing estimates)\nTarget: System for annually reporting and addressing programmatic community-based clinical instruction needs implemented by Summer 2022\n\n\n","4.1, 4.5","OOCE - de la Rosa\nOME - Francis, Hogg","9 Activities\n5 Projects\n206 Participants","Discussions are in progress between OME and pre-clerkship, clerkships, Faculty Affairs, and the Office of Outreach and Engagement on how to formalize the process and create collaborative system that is shared by all stakeholders. ","9 Activities\n6 Projects\n83 Participants","Discussions held and dates assigned to generate recommendations and recruiting priorities for undergraduate medical education. \n\nA documented formalized process will be requested.  \n","27 Activities\n3 Projects\n88 Participants\n","Continue to monitor. On track to exceed previous years numbers. \nDocumented formalized process has been implemented. \n\nSee tab 4.2.1 UME and GME Program Needs Assessment Algorithms\n ",null,null,null,null,"9 Activities (as of 9/23 to 8/24)\n4 Projects \n473 Participants \n\n","Met","Continue to monitor with hopes to expand efforts to accommodate UME educational program needs  \n\nOn June 28, 2024 a memo (Attached) was submitted to the Office for Community and Outreach Engagement with the survey data on residency program needs including the priority level based on specific criteria "]
[]
[null,null,"GME\nMetric: Clinical departments with GME programs and the Office of Outreach & Community Engagement implement a collaborative system for annually reporting and addressing programmatic community-based clinical instruction needs\nTarget: System for annually reporting and addressing programmatic community-based clinical instruction needs implemented by Summer 2022","4.1, 4.5","OOCE - de la Rosa\nOME - Francis, Hogg","2 Projects/ 12 Participants","GME and OOCE have identified mechanisms for needs assessment and prioritization of recruitment of community based clinical faculty. ","2 Activities\n6 Projects\n 46 Participants","Discussions held and dates assigned to generate recommendations and recruiting priorities for graduate medical education.\n\n A documented formalized process will be requested. ","6 Activity\n1 Project\n21 Participants\n","Continue to monitor. On track to exceed previous years numbers. \nDocumented formalized process has been implemented. ",null,null,null,null,"1 Activity as of 6/2024\n6 Participants \n\nThe results of this survey have been  presented at the GMEC\n• Program directors have been advised also promptly report any community faculty needs as they occur","Met","Continue to monitor with hopes to expand efforts to accommodate GME educational program needs  "]
[]
[null,"4.2.2 Increase the systematic participation of community-based practices and sites in clinical instruction (UME)/training (GME)","Metric: Enhanced collaboration with federally-qualified health clinics (FQHC) in clinical education(La Fe, Project Vida, Centro San Vicente, PCHS) and other in-patient services/rotations [revised for 2024]\nTarget: PLFSOM educational program leadership to meet in 2022 with FQHC medical directors to explore the potential for collaboration in community-based clinical education (La Fe, Project Vida, Centro San Vicente, PCHS, others) \nTarget: Establish collective and/or center-specific frameworks for communication and collaboration with regional FQHCs (by the end of 2022)\n\n","4.1, 4.5","OOCE - de la Rosa\nOME - Francis, Hogg","2 Activities\n5 Projects\n 63 Participants ","Established quarterly meetings with FQHC medical directors (La Fe, Project Vida, Centro San Vicente); Required outreach to PCMH; Establish FQHC recruiting presentations at Family Medicine and Psychiatry Residency didactics. ","9 Activities\n6  Projects\n82 Participants","Coordinate yearly site visits to Big Bend to facilitate  collaborative programs with Sul Ross University, PCMH, Big Bend Regional Hospital; \nRecruit TTUHSC El Paso community faculty for Rural Health Rotations (Dental, Nursing, and Medical) ","4 Activities\n0 Projects\n27 Participants \n","Continue to monitor. On track to exceed previous years numbers. \nDocumented formalized process has been implemented. ",null,null,null,null,"1 Project \n","Met","New Affiliation Agreement with San Vicente. 1 faculty appointment for FM. \n\nContinue to monitor with hopes to expand collaborative efforts to accommodate clerkship educational program needs "]

{"sheet":"4.2.1 Community Faculty Survey","index":5,"n_rows":12,"n_cols":11,"rows_kept":12,"cut":false,"hidden":false,"merged":[]}
["Program Name","Do you have any mandatory rotations that require the support of a community faculty?","Can you please list the rotation(s) that have this need?","Have you identified the community faculty that will be able to help out?","Have you contacted the community faculty already?","Can you please provide details about the conversation you have had with this community faculty?","Have you talked to the community faculty about compensation?","Can you briefly explain the educational rationale for the rotation(s) that require community faculty support?","How many months of the year will this rotation be required?","What PGY level(s) is this rotation for?","How many residents or fellows will be assigned to this rotation each month?"]
["Texas Tech University Health Sciences Center El Paso/The Hospitals of Providence Transmountain Campus Transitional Year Program ","Yes","Ambulatory rotation (Family Medicine clinic), Emergency medicine, ICU, Internal Medicine ward rotation","Yes","Yes","Dr. Victor Villalobos -family medicine agreed for the rotation , Dr.Goldstein  -ER physician agreed for EM rotation , Internal Medicine wards -Dr. Farooq Ahmad , Dr. Ortega agreed for IM ward rotation . ","Yes","These are mandatory rotations for TY residents and currently we do not have Texas Tech Faculty able to provide these rotations at TM campus . ","EM -4 weeks, Family Medicine clinic -> 4-6 weeks, IM wards16 weeks,  ","TY is a one year program and our residents are considered at the level of PGY-1 ","1-2 residents "]
["Psych TM","Yes","Primary Care: FM or IM. At TT TM the department of IM has no capacity to take rotators from psychiatry, family medicine can only take psych rotators for FM wards. We need outpatient primary care rotations.  -Neurology: currently doing outpatient with Dr. Eze, so far i't's ok, but ideally they need one month outpateint and one month consults at a hospital  ",null,null,"Curently doing:  1 month EM (can't do more than that)  2 months FM (duty hours concern)  1 month VA (but having difficulties with doing oboarding like 5 times per resident)  We need to look for another primary care rotation ",null,"Requirement from ACGME is 4 months of primary care. at TM the other programs and even Emergency Medicine has told us they can't offer us positions in the future because IM residency is growing, and transitional year is starting. Please Help","4 months","PGY-1","1-2"]
["Transmountain Psychiatry Residency Program ","Yes","Inpatient Psychiatry  Neurology  Primary Care ( IM, EM)  Psychiatry Emergency Services  Forensic Psychiatry  Addiction Psychiatry  Consultation Liaison Psychiatry  Sleep Medicine  ","Yes","Yes","Mention of the residency program  Describe the goals, objective and requirements for supervising faculty.  Talk about the programs leadership  Involvement in faculty development, faculty scholarly work, didactic lectures, etc..",null,"ACGME requires that our program offer rotations in certain areas of psychiatry that are not offered by the institution and or other departments are unable to take on our residents due to not having the appropriate amount of faculty to supervise residents. ","This can very from 1-12 months depending on the rotation, faculty need, and requirement per ACGME","PGY1-PGY4","1-16"]
["Psychiatry","Yes"]
["Internal Medicine-TM","Yes"]
["Sports Medicine Fellowship","Yes","Radiology (MSK) and Sports Orthopedics","Yes","Yes","We have a continued relationship with radiology and orthopedics.",null,"Yes.  We do not have enough MSK radiologists with TTUHSC as well as sports ortho.",1,4,1]
["Surgery","Yes","Clapp-Minimally Invasive Surgery  Gomez-Colorectal Surgery","Yes","Yes","Longstanding established relationships",null,"Dr. Clapp has a busy community bariatric practice and Dr. Gomez has a busy community colorectal practice, which exposes residents to surgery outside of the academic setting.","2-3","PGY4","1, but not always on the rotation"]
["TTUHSC Psychiatry Alberta","Yes","Inpatient Psychiatry","Yes","Yes","We would like to expand the inpatient rotation in private psychiatric hospitals like Rio Vista.",null,"Inpatient psychiatry is mandatory for the trainees. Current, El Paso Psychiatric Center is the only place for our trainees. ","6 months at least.","PGY 1","2-3"]
["Family Medicine Transmountain","Yes"]
["Child and Adolescent Psychiatry Fellowship","Yes","Inpatient child and adolescent psychiatry","Yes","Yes","The faculty has been involved in the rotation for several years ",null,"Mandatory rotation to provide experience and education in child and adolescent inpatient psychiatry",4,"PGY 4",2]
["Family Medicine","Yes","Hospice / Promotora","Yes","Yes","This is a continued partnership with Hospice and the Promotoras."]

{"sheet":"Goal_5_Stewardship","index":6,"n_rows":42,"n_cols":18,"rows_kept":42,"cut":false,"hidden":false,"merged":[[0,1,0,3],[10,1,10,3],[4,1,6,1],[1,1,1,10],[17,1,17,10],[1,15,1,17],[17,15,17,17],[30,15,30,17],[33,1,39,1],[26,1,28,1],[20,1,24,1],[30,1,30,10]]}
[null,"GOAL 5. Excellence in Stewardship"]
[null,"Objective 5.1:  Promote PLFSOM brand awareness, and actively cultivate the school's opportunities for development"]
[]
[null,"Strategies","Metrics/Targets","LCME Standards","Responsibility for Data Collection","Outcomes - 2021","Recommendations / Interventions","Outcomes - 2022","Recommendations / Interventions","Outcomes - 2023","Recommendations / Interventions","Outcomes - 2024","Recommendations / Interventions","Outcomes - 2025","Recommendations / Interventions","Outcomes - 2024","Outcome Status ","Recommendations / Interventions"]
[null,"5.1.1 Collaborate with the TTUHSCEP Office of Institutional Advancement to increase philanthropic/private-source support for the medical school and foster lifelong relationships with key stakeholders","Metric: Annual philanthropic income designated to the school of medicine (new gifts and endowment-based income as reviewed by the Office of Institutional Advancement at the annual institutional leadership retreat)\nTarget: Increase annual private funding to PLFSOM by 2% year over year","5.1,5.3","IA - Tawney",null,null,"FSOM FY20 – Total Income: $4,874,844 ($3,019,775 endowment earnings/$1,855,069 gift income)\nFSOM FY21 – Total Income: $4,137,934 ($2,998,465 endowment earnings/$1,139,469 gift income)                                                              FSOM FY 22 - Total Income: $4,690,607 ($3,195,911 endowment earnings/$1,494,696 gift income)                                                              FSOM FY 23 - Total Income: $5,419,706 ($3,327,891 endowment earnings/$2,091,815 gift income)\n","Year over year fundraising has increased specific to FSOM. The one exception was the increase in 2020 when we celebrated and focused on the FSOM 10th anniversary scholarship campaign. With steady increases each year and the slight decrease during the COVID timeframe of FY21, we have exceeded our goal in FY23. An increase can also be found in privately funded research dollars as a result of improved collaboration with SP and Dr. Raj along with IA hire of an additional writer","FSOM FY 23 - Total Income: $5,419,706 ($3,327,891 endowment earnings/$2,091,815 gift income)",null,null,null,null,null,"Annual philanthropic income\n     •  Fiscal year 2023 \n          o Gifts/grants - $2,084.553  \n          o Endowment earnings - $3,542,104\n     •  Fiscal year 2024 through July 31\n          o Gifts/grants - $1,816,322 \n          o Endowment earnings - $2,855,886 ","Met"]
[]
[null,null,"Metric: Establish processes through which the medical school can most effectively collaborate with IA to periodically review and update the school's development goals and opportunities\nTargets: \n1. Annual discussion of this objective by Institutional Advancement and medical school leadership under a standing agenda item for the annual PLFSOM leadership retreat; \n2. Reaffirmation or clarification of processes through which PLFSOM will collaborate with IA as per this metric (per annual PLFSOM leadership retreat minutes)\n","5.1,5.3","IA - Tawney",null,null,"Since adopting this metric as part of the strategic plan, IA VP is on the schedule of the retreats starting in 2022 to discuss and elicit input from FSOM faculty and staff during the annual retreat. Feedback received included engaging retirement age faculty with giving and resident alumni email collection and outreach. The IA development team is working with this age group on possible planned gifts and pledges. We send annual appeals and communications as well as host an annual resident event. ",null,"The IA development team is working with this age group on possible planned gifts and pledges. We send annual appeals and communications as well as host an annual resident event. ",null,null,null,null,null,"Recommended process is to meet quarterly with PLFSOM leadership to review goals and progress to date in meeting goals\n     1. Discuss fiscal needs and vision for PLFSOM, and ways of exploring and utilizing new private gift opportunities\n     2. Coordinate PLFSOM linkage to fiscal management and databases, such as scholarship and alumni management tools, as they come on-line. ","Met"]
[]
[null,"5.1.2 Monitor and enhance brand awareness for the medical school","Metric:  Internal survey on brand recognition and awareness for PLFSOM and TTP EP developed by the collaboration of TTUHSC El Paso Communications and Marketing collaborate with the Office of Institutional Research and Effectiveness (OIRE)\nTarget: Present annual overview of brand awareness initiatives for PLFSOM and TTP EP at leadership retreat along with survey impressions and key take-always for improvement in subsequent year\n",5.0999999999999996,"IA - Tawney",null,null,"Since adopting this metric as part of the strategic plan, IA VP has worked with OIRE to begin conducting and planning an internal survey scheduled for fall 2022. these results will be shared at the annual retreat for 2023. ","Recommendation to update and conduct the survey annually. Social media is the primary channel where most awareness is garnered.","The survey results found that there is not a major awareness internally for the various campaigns conducted that include FSOM initiatives. ",null,null,null,null,null,null,"Not Reported"]
[]
[null,"Objective 5.2: Ensure informed financial decision making "]
[]
[null,"Strategies","Metrics/Targets","LCME Standards","Responsibility for Data Collection","Outcomes - 2021","Recommendations / Interventions","Outcomes - 2022","Recommendations / Interventions","Outcomes - 2023","Recommendations / Interventions","Outcomes - 2024","Recommendations / Interventions","Outcomes - 2025","Recommendations / Interventions","Outcomes - 2024","Outcome Status ","Recommendations / Interventions"]
[null,"5.2.1 Ensure the medical school's leadership and Faculty Council are periodically informed of the school's financial status and priorities, and of anticipated financial challenges, and opportunities","Metric: Briefings by finance for the leadership of school offices and departments during annual budget prep and, collectively, during the school's annual leadership retreat\nTarget: All school leaders are briefed twice yearly regarding the financial status of the school as outlined in the metric\n",5.4,"Badillo",null,null,"All PLFSOM leaders were briefed at least twice during the 2021-22 AY regarding the financial status of the school as follows:  \n- during the 2022 budget planning 04/04/22 - 05/13/22 with Department, 04/22/22 with Dean and VPCA\n- during the 2022 PLFSOM leadership retreat and regular discussions during Chairs meeting (07/11/22)\n\n",null,"PLFSOM leaders were briefed multiple times during the year about the status of their department finances.",null,null,null,null,null,"• A financial summary was presented at the FSOM Strategic Plan Mini-Retreat on September 26th which provided an update on FY23\n• A summary of the Clinical Affairs productivity was presented on April 26th at the Strategic Planning and Leadership Meeting.  Although the focus was not on the finances the information presented is relevant to the financial state of the FSOM.\n• Met with Dr. Lange on May 7th to discuss the FY25 FSOM Budget","Met"]
[]
[null,"5.2.2 Optimize the structure and utilization of medical student fees (based on the TTUHSCEP Global Fee Document/GFD)","Metric: Responses to the TTU System audit dated 1/29/2021\nTargets: \n1. All PLFSOM offices managing student fee-based funds report on strategies for expending accumulated fund balances; \n2. PLFSOM completes a cost-based update of its student fees for incorporation in the TTUHSCEP GFD proposal; \n3. PLFSOM implements updated student fees based on approval of the TTUHSCEP GFD proposal\n",12.1,"Badillo\nSSSE - Harrell",null,null,"All targets were met:  \nAll PLFSOM offices managing student fee-based funds reported on strategies for expanding accumulated fund balance on or before the end of the budget cycle. Policy was finalized April 2021 to include quarterly reviews with fund managers to ensure spending plans are met\n ",null,"PLFSOM allocates student-fees to the appropriate departments and monitors their expenditures.\n\nOSSSE engaged in activities to reduce the amount of fund balance, and these activities will continue over FY2023-2024.","Additional funding controls have been put in place for FY2024.  An allocation will be made to SGA in FY24 that will be allocated by an SGA-formed Campus Activities Committee and approved by the leadership in OSSSE. Guidance will be given that expenditures have to be co-curricular, leadership development, wellness initiative, or community engagement in nature.",null,null,null,null,"The institution has made commendable progress in reducing excessive balances, as evidenced by a significant decline in the total student fee fund balances. TTUHSC El Paso total student fees decreased from $3,912,437 in FY2020 to $2,269,494 in FY2023, representing a 42% decrease. Student fees at the PLFSOM dropped from $886,991 in FY2020 to $282,991 in FY2023, a 68% decrease.","Met"]
[]
[null,"Objective 5.3 Ensure adequate space to meet the needs of the medical school \n"]
[]
[null,"Strategies","Metrics/Targets","LCME Standards","Responsibility for Data Collection","Outcomes - 2021","Recommendations / Interventions","Outcomes - 2022","Recommendations / Interventions","Outcomes - 2023","Recommendations / Interventions","Outcomes - 2024","Recommendations / Interventions","Outcomes - 2025","Recommendations / Interventions","Outcomes - 2024","Outcome Status ","Recommendations / Interventions"]
[null,"5.3.1 Monitor and optimize the utilization of educational space resources to provide a safe, effective, and collaborative learning environment across the undergraduate and graduate medical education programs","Metric: PLFSOM space utilization, by location, room type, and time of day (compared to institutional capacity) per TTUHSCEP EMS\nTarget: Annual review by the OME with report of analysis and findings to the Dean (or designee/CAO) -- with related target for 5.3.2 below\n","Standard 5, especially 5.4, 5.5, 5.7, 5.9, 5.11","IT - Sanchez\nOME - Francis\nSSSE - Harrell\nOAA - Williams-Burns",null,null,"IT met with key EMS users from all schools on 10/15/21 and 12/14/21 to discuss gaps in processes and the needs for room reservation optimization.  PO to upgrade EMS optimization was recently issued and the project planning is in process.","Weekly or Monthly Classroom reservation report to be sent to Provost or assigned Associate Dean to review and ensure proper use of classrooms by schools.","EMS Upgrade was canceled due to vendor issues. \n\nA list of student concerns related to recreational, study, and lounge spaces has been collected.","Begin assessment of alternate vendor to provide existing services by August 2024. Continue to provide weekly EMS reservation reports to coordinators. (Danny) \n\nOSSSE develop a detailed report on space allocations in these areas and submit a report to the administration with recommendations for addressing student space concerns.",null,null,null,null,"Created an Advisory group for classroom technology to discuss room reservation/utilization priorities and concerns.","Met","Address concerns that arise from the Advisory group meetings."]
[]
[null,null,"Metric: Student survey/evaluation data (responses relating to adequacy of facilities)\nTarget: Annual review by the OME with report of analysis and findings to the Dean (or designee/CAO) -- with related target for 5.3.2 below\n","Standard 5, especially 5.4, 5.5, 5.7, 5.9, 5.11","IT - Sanchez\nOME - Francis\nSSSE - Harrell\nOAA - Williams-Burns",null,null,"In 2021, the PLFSOM student satisfaction (very satisfied/satisfied combined)  with: Library Services was 76.5% (national average 87.2%); the Computer Resource Center: 75.5% (national average 84.6%); with study space was 54% (national average 81.7%); study relaxation space was 39.6% (national average 68.4%)","Continue efforts to enhance library services to  better support the medical educational program. Continue to look for and allocate more resources to create more and improve existing  spaces for student studying and relaxation. ","In 2023, OIRE conducted a survey demonstrating the PLFSOM student satisfaction (very satisfied/satisfied) was: Cleanliness of campus buildings 97.7%; Classroom environment (95.3%); Student lounge space (84.1%); Quality of equipment in lab facilities (95.8%); campus security (95.4%); Availability of parking (25.3%); Overall adequacy of library services (98.6%); and Study facilities available in the library (93.2%)","We have shown marked improvement in several key areas from the previous year's survey. Refreshed ~50 PCs in Library",null,null,null,null,"In 2024, OIRE conducted a survey demonstrating the PLFSOM student satisfaction (very satisfied/satisfied/somewhat satisfied) was: \nCleanliness of campus buildings (100%; n=81); \nClassroom environment (97.6%; n=80); \nStudent lounge space (82.9%; n=68); \nQuality of equipment in lab facilities (95.7%; n=66); \nCampus security (98.8%; n=80); \nAvailability of parking (68.3%; n=56); \nOverall adequacy of library services (98.4%; n=60); and \nStudy facilities available in the library (89.1%; n=57)","Met","Overall, there have been improvements in most areas compared to the previous year’s survey. However, study facilities available in the library may have slightly decreased due to growth in student class sizes."]
[]
[null,null,"Metric: Development by PLFSOM of an enterprise curriculum platting solution (e.g. Banner) to promote full use of the EMS system to optimize the availability of educational spaces\nTargets: \n1. Systems analysis and Academic IT recommendations rendered to the Dean (or designee/CAO) by May 2022; \n2. Solution development and testing during AY2022-23; \n3. Implementation in advance of AY2023-24","Standard 5, especially 5.4, 5.5, 5.7, 5.9, 5.11","IT - Sanchez\nOME - Francis\nSSSE - Harrell \nOAA - Williams-Burns",null,null,"Purchase of EMS optimization module was delayed due to funds.  PO was issued recently and IT project plan, assessment and recommendations will be presented by Fall 2022 /",null,"Requested work was added to PO and requested from vendor but vendor issues caused EMS Optimization project to be canceled.\n\nThis development is pending partially due to a shortage in staff (OAA) to address the necessary data processes needed within Banner, the connections of data flow to EMS, and then implementation of the optimization feature.","Begin assessment of alternate vendor to provide services by August 2024. As an enterprise, were not prepared for optimization due to business rules in Banner that will filter down to the optimization process.",null,null,null,null,"Created an Advisory group for classroom technology to discuss room reservation/utilization priorities and concerns. \n","Met","Rosie Sanchez will further discuss with Dr. Woodall and Dr. Williams-Burns alternate options. Hopefully by December 2024 we will assess options identified in EMS or other vendor."]
[]
[null,"5.3.2 Monitor and optimize the utilization of connectivity/conferencing resources to provide a safe, effective, and collaborative learning environment across the undergraduate and graduate medical education programs","Metric: Student survey/evaluation data (responses relating to adequacy of connectivity/conferencing resources)\nTarget: Annual review by the OME with report of analysis and findings to the Dean (or designee/CAO) -- with related target for 5.3.1 above\n","5.6, 5.9","IT - Sanchez\nOME - Francis",null,null,"From an internal survey conducted by OIRE, PLFSOM student overall satisfaction with access and use of WebEx was 82.9% and with Zoom 88.4%; 74.3% of students were satisfied with the wifi access on campus. There are no national benchmarks for comparison.","Continue to work with IT to strengthen our IT infrastructure to ensure a robust med ed program that meets student needs and is aligned with current med ed curricular trends.","Ease of access to WebEx conferencing was 89.2% (n=74)\nZoom: We removed this item from this year’s survey. It was added during the pandemic, but WebEx is the only institutionally supported platform and Zoom licenses are limited and not widely distributed. \nReliability of wireless connection to HSC-Air (wifi) on campus was 74.7% (n=75)\n","Continue to work with IT to strengthen our IT infrastructure to ensure a robust med ed program that meets student needs and is aligned with current med ed curricular trends.",null,null,null,null,"In 2024, OIRE conducted a survey demonstrating the PLFSOM student satisfaction (very satisfied/satisfied/somewhat satisfied) was: \nEase of access to WebEx conferencing was 87.3% (n=55); Reliability of wireless connection to HSC-Air (wifi) on campus was 70.3% (n=45)","In Progress","The survey has shown a slight percentage decrease, which may be a result of reduced use of web conferencing tools for learning events that were previously relied upon during the COVID pandemic."]
[]
[null,null,"Metric: Periodic studies by IT regarding network and wi-fi utilization/capacity in education spaces\nTarget: Annual review by the OME with report of analysis and findings to the Dean (or designee/CAO) -- with related target for 5.3.1 above\n","5.6, 5.9","IT - Sanchez\nOME - Francis",null,null,"IT monitoring system sends notifications if any network devices, including wireless access points, surpasses the predetermine thresholds for resources utilization or if they become unresponsive for more than 30 seconds. In addition,  IT Network Operations performs periodic connectivity reports to measure the adequacy of Wi-Fi.    Various hardware was upgraded through out various classrooms during 2021-2022 to improve functionality and integration of systems.  "," IT to attend student council meetings on a quarterly basis to address any concerns with connectivity and conferencing resources","Reports of wireless and network health can be found in the following BOX link: https://ttuhscep.box.com/s/j3dfqlzg610yrr7n56wr1caoc55hfdhi","Will begin sending weekly reliability reports to department. After feedback, could alter frequency.\n\nWill reach out to student council once more to inquire if IT presence would be welcome at meetings. Could decide it is non-issue as mentioned previously.",null,null,null,null,"Only 3 months of Wi-Fi monthly reports had been provided due to (Meraki) systems firmware upgrades. Our Managing Director for network solutions has placed a work ticket request with the vendor to assist in providing a solution.","In Progress","Due to dependency on Meraki technical support, monthly reporting will continue after a solution is provided by the vendor."]
[]
[null,"Objective 5.4: Ensure adequate technology and information security needs are in place to support the mission of the institution  "]
[]
[null,"Strategies","Metrics/Targets","LCME Standards","Responsibility for Data Collection","Outcomes - 2021","Recommendations / Interventions","Outcomes - 2022","Recommendations / Interventions","Outcomes - 2023","Recommendations / Interventions","Outcomes - 2024","Recommendations / Interventions","Outcomes - 2025","Recommendations / Interventions","Outcomes - 2024","Outcome Status ","Recommendations / Interventions"]
[null,"5.4.1 Coordinate IT platforms and software to promote systems integration and data integrity in support of the educational mission across UME and GME","Metric: Complete the implementation of Elentra as the medical school's primary UME learning management system\nTarget: All PLFSOM courses mapped and resourced in Elentra by the end of AY2021-22\n",5.9,"OAA - Williams-Burns\nIT - Sanchez\nGME - Meza\nClinical Informatics - O'Neill, Quiroz",null,null,"Included AY 2021-22 All PLFSOM courses have been mapped  and resourced in Elentra golive completed on May 2021.",null,"Information Technology Associate Managing Director of Academic Technology sends mapping monthly to Associate Managing Director for Academic Services. \n\nElentra continues to provide the functionality for UME learning management system. Additionally, curriculum in courses continues to be fine-tuned in Elentra.",null,null,null,null,null,"IT provides monthly curriculum mapping reports to our Office of Medical Education Director for review. In turn the reports have identified areas of improvement by exposing discrepancies in the curricular mapping.\n\n","Met","The Office of Medical Education is sending requests to Elentra, asking for assistance in correcting the mapping discrepancies to accurately reflect the curriculum."]
[]
[null,null,"Metric: All initially planned Elentra-related retirements and integrations of other systems/applications completed by the end of AY2021-22\nTarget: Completion of all PLFSOM academic IT system modifications as outlined in timeline provided by Academic IT at the time Elentra moved into the production environment (Spring 2021)",5.9,"OAA - Williams-Burns\nIT - Sanchez\nGME - Meza\nClinical Informatics - O'Neill, Quiroz",null,null,"PLFSOM academic IT system modifications to ePortfolio to access data from Elentra were completed, along with clerkship reports and dashboards. TTAS (Assessment forms), Scheduler (Clerkship Rotations) and CHAMP (Curriculum Management) applications have been retired. ","Retire Oplog application (student logging of patient encounters), as soon as Elentra provides the needed features.","TTAS application has been retired from end user prospective (active for document retention purposes), Scheduler retired from end user perspective, same applies to CHAMP, replaced by Elentra. \n\n","While Elentra has provided additional functionality, the Oplog application will not be retired this year",null,null,null,null,"CHAMP curriculum management system has been decommission on January 5th, 2024. \nElentra has not provided all the requirements for patient encounter logging; therefore, the Op-log application will not retire and has upgraded to a newer version. \nElentra is still pending Banner integration.","Met","As part of the upgraded version, Op-Log has integrated with the student portfolio for ease of use and continue to add functionality that aligns with the medical school accreditation requirement."]
[]
[null,null,"Metric: Review and analysis of academic IT platforms supporting GME (New Innovations, MyEvaluations, etc.)\nTargets: \n1. Report by Academic IT and the Office of GME to the Dean (or designee/CAO) by May 2022; \n2. Findings to be discussed with GMEC by the Fall of 2022",5.9,"OAA - Williams-Burns\nIT - Sanchez\nGME - Meza\nClinical Informatics - O'Neill, Quiroz",null,null,"Process:  \na)   A survey was submitted to all the program coordinators inquiring about MyEvaluations  Residency Management Software use. \nb)  We obtained a utilization report from MyEvaluations of our residency program usage.  \nFindings:\na)  We received a total of 16 responses\nb)  31.25% answered they used MyEvaluations RMS for all software needs and 68.75% answered they use it for the majority of their RMS needs.\nc)  81.25% answered they use another program in addition to MyEvaluations.  The majority of the other programs use were for entering case logs, schedules, document storage, and evaluations.\nd)  Recommendations made to improve MyEvaluations included making it more user friendly and making it more functional.\nAnalysis:\na)  MyEvaluations is not a complete RMS system.\nb)  To our knowledge there is no complete RMS system in the market.\nc)  Barriers to allow any RMS system to have full functionality will require ACGME to allow connectivity and access to their system.\nd)  Overall, we consider our target achievement as 'Yellow'","These findings will be reported to the GMEC and to the Dean for their feedback and recommendations of an action plan.","These findings were reported to the GMEC August 2022 and to the Dean for their feedback and recommendations of an action plan. At this time there is no intention to replace the current RMS software used by Alberta Campus (MyEvaluations) or Transmountain Campus (MedHub) as none of them  has shown to offer any significant advantage over the other. ","In addition the Alberta Campus is going to purchase (MyGME fiscal) scheduled to be implemented this year.\n\nGME to review the use of Elentra as a platform to use for shifts, learning materials and resident assessments as well as program evaluations",null,null,null,null,"o Over the years TT has evaluated at least 3 different residency management software platforms (MyEvaluations, New Innovations and MedHub) for their functionality and advantages over each other.  The consensus is that they offer minimal differences to justify a change\n\nMyGME Fiscal was not purchased nor implemented. Pending for UMC to purchase this add-on for MyEvaluations.\n\no The Alberta Campus continues to use MyEvaluations and the Transmountain Campuses MedHub","Met","Will continue efforts to follow up with GME Director on the purchasing status."]
[]
[null,null,"Metric: The Office of Clinical Informatics and TTUHSCEP IT to perform a gap analysis of the IT infrastructure needed to support educational experiences in 1. telemedicine, 2. telehealth visits, and 3. population health\nTargets: \n1. Completion of gap analysis and development of recommendations by Clinical Informatics for presentation to the Dean by January 2023; \n2. Discussion analysis and recommendations at the 2023 TTUHSCEP leadership retreat for integration with institutional perspectives",5.9,"OAA - Williams-Burns\nIT - Sanchez\nGME - Meza\nClinical Informatics - O'Neill, Quiroz",null,null,"The Office of Clinical Informatics was dissolved and while the new Office of Strategic Health Informatics (OSHI) has assumed some of its responsibilities, this metric was not conveyed as part of the transition. The OSHI could support IT in implementation of the gap analysis and ensuring that governance of these systems are in line with the objectives of OSHI and the clinical users. ","Organize meeting to discuss what is needed from each representative to quickly achieve this metric by the proposed deadline. Proposed to be a discussion point at the first Clinical IT Systems Users Group Meeting","As mentioned previously, The Office of Clinical Informatics was dissolved and while the Office of Strategic Health Informatics (OSHI) has assumed some of its responsibilities, this metric is not included in the operational objectives of the department. ","Propose holding a meeting with stakeholders to define project objectives and identify the best departmental areas where this metric aligns with.",null,null,null,null,null,"In Progress","Will continue efforts to follow up with Dr. O'Neill CMIO on the status."]
[]
[null,"5.4.2 Monitor and enhance IT security and data management related to PLFSOM programs/operations","Metric: Incorporation of reporting on IT security and data management issues affecting PLFSOM programs into leadership briefings/annual retreat\nTargets: \n1. Initiation of briefings by IT security and data management leaders in 2022, to include identification of action items; \n2. Tracking of action items at subsequent annual PLFSOM leadership briefings\n",5.9,"IT - Rodriguez\nGraham\n",null,null,"IT Security is included in the Institutional Compliance Committee where institutional data is shared with the committee such as Phishing attempt data and potential concerns related to IT Security.  In addition, IT security reports findings and strategy to CIO. ",null,"Links for Agenda to Privacy Committee and Institutional Compliance Committee can be found at the following link: https://ttuhscep.box.com/s/zyrjm8z5nppef0eaye38fbn3cynjtiro","Continue to work with IT to strengthen our IT Cybersecurity posture to ensure a robust program that meets institutional needs and is aligned with current curricular trends.",null,null,null,null,"Agenda Items are updated","Met"]

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[null,"GOAL 6. Excellence in Culture"]
[null,"Objective 6.1:  Recruit, develop, and retain highly qualified and diverse leaders, faculty and staff to fulfill the teaching, clinical service and scholarship missions of the school"]
[]
[null,"Strategies","Metrics/Targets","LCME Standards","Responsibility for Data Collection","Outcomes - 2021","Recommendations / Interventions","Outcomes - 2022","Recommendations / Interventions","Outcomes - 2023","Recommendations / Interventions","Outcomes - 2024","Outcome Status ","Recommendations / Interventions"]
[null,"6.1.1 Ensure adequate number of faculty and staff to support strategically identified academic areas\n\n","Metric: Needs assessment for faculty and staff to support the identified academic areas\nTarget: Needs assessment to be completed by 2022        ",4.0999999999999996,"Fac Affairs - Aung\nOME - Francis, Hogg\n",null,null,"Faculty Affairs and Office of Medical Education have not yet conducted a needs assessment",null,"FACULTY: A needs assessment was completed and included in class size expansion request to Liaison Committee for Medical Education (LCME) in 2023.    STAFF: HR has not yet conducted school-wide assessment",null,null,"Completed"]
[]
[null,null,"Metric: Number of faculty and staff to support the identified academic areas\nTarget: Number of faculty and staff new hires aligns with the needs identified in respective academic areas                 ",4.0999999999999996,"Fac Affairs - Aung\nOME - Francis, Hogg\n",null,null,"Office of Medical Education has not conducted a needs assessment for any of the elements in 6.1.1.",null,"FACULTY: A needs assessment with the number of faculty members available to address academic needs was included in the report to Liaison Committee for Medical Education (LCME) in 2023.    STAFF: HR has not yet conducted school-wide assessment",null,null,"Completed"]
[]
[null,"6.1.2 Invest in faculty and staff by providing professional development opportunities to support each person in reaching his/her greatest potential","Metric: Number of individuals trained in leadership and professional development programs\nTarget: Increase the number of staff and faculty participating in formal and leadership and professional programs \n\n\n",4.5,"Fac Dev - Mulla\nFac Affairs - Aung\n",null,null,"FACULTY: See tab 6.1.2      STAFF: Data for individual tracking unavailable (HR notes there may be opportunities staff have taken/provided outside of HR)",null,"Faculty: 174 \nStaff: 68\nTotal: 242  \nThe number of PLFSOM staff and faculty participating in leadership and professional program increased by 1.26% (comparing the 242 participants from AY2022-2023 against the previous 239 from AY2021-2022)\nSee tab 6.1.2 Faculty Trained\n\nDr. Lange & Dr. Tawney's Leadership Course: 20 Participants\nSimple Truths of Leadership Trainings: 538 Participants\nSee tab 6.1.2 Individuals Trained",null,"Decrease of 16.42% considering a current unique count of 168 faculty and staff offered by the Office of Faculty Development in the current AY 23-24, versus the previous value of 201 faculty and staff in the AY 22-23:\n\n","Completed","The number of PLFSOM staff and faculty participating in leadership and professional programs decreased by 16.42% (considering a current unique count of 168 faculty and staff in the current AY 23-24, VS the previous value of 201 faculty and staff in the AY 22-23)\n\nThese numbers do not take into account the fluctuating population of faculty and staff on campus. If the number of staff leaders and faculty employed by TTUHSCEP has decreased over time (between 2022 and 2024), then we may expect that the number of faculty and staff members participating in leadership and professional development programs to also decrease over time. Also, faculty and staff may have attended external professional development programs during this period and hence were not interested in certain similar sessions that were offered by the Office of Faculty Development. Furthermore, some of the sessions that we offered during AY 2022-2023 were similar to those offered by us during AY 2023-2024 and hence individuals may have not attended both sessions. For example, on February 21, 2023, we hosted a session entitled Creating Surveys Using Qualtrics. On February 20, 2024, we hosted a session called The Basics of Creating Surveys Using Qualtrics.   "]
[]
[null,null,"Metric:  Number of faculty members participating in the Mid-Point Tenure and/or Promotion Review\nTarget: Increase the number of faculty members participating in the Mid-Point Tenure and/or Promotion Review in comparison to the previous academic year",4.5,"Fac Affairs - Aung\n",null,null,"See tab 6.1.2",null,"Participants: 30\nSee tab 6.1.2 Individuals Trained\n",null,"N/A - The mid-point review cycle dates shifted, so there is no data to report for this period.","Not Reported"]
[]
[null,"6.1.3 Retain highly valued faculty and staff by implementing programs that recognize faculty and staff\n","Metric: List of faculty and staff award recipients as awarded by TTUHSC El Paso and/or TTU System\nTarget: Compilation of faculty and staff award recipients by 2022\n",4.0999999999999996,"Fac Affairs - Aung\n",null,null,"See tab 6.1.3",null,"Values-Based Culture Award winners as of August 2023 (all Staff)\nAccountability: Victor M. Medina\nRespect: Alejandro Fornelli \nService: Adrian Cazares           \nTeamwork: Elena Miranda \nIntegrity: Jessica Kenerson \nAdvancement: Cyd Goldfarb \nSee tab 6.1.3 Awards and Retention",null,"Values-Based Culture Awards winners for May 2024\nAccountability: Sandra Bernal (Staff)\nRespect: Austin Adams (Faculty)\nService: Loretta Flores (Staff)\nTeamwork (tie): Marcos Ortega (Faculty) and Maribel Meza (Staff)\nIntegrity: Cynthia Ramirez (Staff)\nAdvancement: Cynthia Gallardo (Staff)","Completed"]
[]
[null,null,"Metric: Annual faculty and staff retention rates\nTarget: Establish a baseline ",4.0999999999999996,"Fac Affairs - Aung\n",null,null,"FACULTY: See tab 6.1.3  STAFF: Not readily available through HR; manual tracking will begin in FY23",null,"One year retention rate:\nFaculty: 89.1%\nStaff: 80.4%\nSee tab 6.1.3 Awards and Retention    \n",null,"Faculty:  Data reconciliation pending (OIRE and Faculty Affairs) \nStaff:  Pending review by HR ","In Progress"]
[null,null," "]
[null,"Objective 6.2: Promote a culture of wellness "]
[]
[null,"Strategies","Metrics/Targets","LCME Standards","Responsibility for Data Collection","Outcomes - 2021","Recommendations / Interventions","Outcomes - 2022","Recommendations / Interventions","Outcomes - 2023","Recommendations / Interventions","Outcomes - 2024","Outcome Status ","Recommendations / Interventions"]
[null,"6.2.1 Create a work environment that supports healthy living and work-life-family balance","Metric: Assess and track faculty and staff wellness health indicators/behaviors through ongoing surveys and other feedback methodologies. \nTarget: Establish baseline for faculty and staff wellness health indicators/behaviors by 2023","3.5, 3.6, 5.7, 12.3, 12.4","Fac Affairs - Aung\n\n",null,null,"STUDENTS: Implementation of Health Minds Survey (University of Michigan agreement) to assess student mental health and wellbeing – April 2022; SSSE is working with FSOM student on their SARP to evaluate and assess data            \nFACULTY: Faculty Wellness Assessment (2020), Baseline Data  STAFF: No data available",null,"STAFF: Maintained by ERS/BCBS – HR is pending response from our wellness coordinator\nSTUDENTS: Healthy Minds Study was an OSSSE driven project and not conducted again in FY23 \nFACULTY: Faculty Wellness Assessment (2020), Baseline Data - See tab 6.2.1 Faculty Wellness Assessment Summary ",null,"Faculty: Target met; Baseline Data established through Faculty Wellness Assessment Summary ","Completed"]
[]
[null,null,"Metric: Track institutional policies and programs available to support healthy food options, physical activity, fitness challenges, and  healthy lifestyle behavior awareness behaviors\nTarget: Compile report of institutional policies and programs available by 2023 ","3.5, 3.6, 5.7, 12.3, 12.4","Fac Affairs - Aung\n\n\n",null,null,"STUDENTS: See list of policies and programs (PDF);  \nFACULTY: See list of policies and programs (PDF)  \nSTAFF: See comments","HR: Staff wellness program policies and reports would need to be developed as there isn’t currently a designated wellness program for staff.","Staff: EAP (Employee Assistance Program) \nHealth and Wellness Presentations – 8 total offered online (via ERS)\nWellness Pulse Check Survey (via ERS) \nCulture and Wellness Assessment (via ERS)\nFaculty: Wellness Sessions – 7\nWellness Series – 4\nBC/BS of Texas and ERS Wellness programs - 5\nSee tab 6.2.2 Wellness Education \n\nPolicies: \nMental Well-Being (EAP HSC EP OP 70.38)\nLactation policy (HSCEP OP 70.42)\n","HR: Staff wellness programs currently only offered via ERS/BCBS. Carol Garcia is coordinating an October 2023 wellness event for staff – which we hope to do annually","Global Perspective Film Series -2\nGlobal Perspective Lecture Series-1\nRise and Restore A Day of Mental Wellness-2\n\nFaculty: Wellness Series – 1\nGlobal Perspective Film Series -2\nGlobal Perspective Lecture Series-1\nRise and Restore A Day of Mental Wellness-2\nBC/BS of Texas and ERS Wellness programs - 5, List Below: \n-Tobacco Cessation Program (ERS)\n-Weight Management Program (BC/BS of Texas Healthselect)\n-Fitness and Whole Health Programs (BC/BS of Texas Healthselect)\n-Health Tools, Trackers and Coach (BC/BS of Texas Healthselect)\n-Digital Self-Management Programs (BC/BS of Texas Healthselect)\n\nPolicies: \nMental Well-Being (EAP HSC EP OP 70.38)\nLactation policy (HSCEP OP 70.42) \nWorkplace Wellness (HSCEP OP 70.61)","Completed"]
[]
[null,null,"Metric:  Adoption of institutional wellness policies and enhancement of programs to support healthy food options, physical activity, fitness challenges, and promote awareness of healthy lifestyle behaviors\nTarget:  The refinement of institutional policies and enhancement of wellness programs by 2025","3.5, 3.6, 5.7, 12.3, 12.4","Fac Affairs - Aung\n\n\n",null,null,"N/A - Phase II",null,"Healthy Food Options Update:  East End Catering vendor is providing grab-n-go meals on campus; expanded healthy menu options will be offered in Fall 2023.  Procurement for a second vendor is on hold pending assessment of volume/demand.",null,"Healthy Food Options Update:  East End Catering vendor is providing grab-n-go meals on campus.  A kitchen has been added to expand the menu to include hot meals from a menu that changes daily.  No known plans to add a second vendor at this time.","Completed"]
[]
[null,"6.2.2 Develop and sustain ongoing educational programs related to wellness","Metric: Number of wellness educational programs that are made available to faculty, staff and students\nTarget: Compile report and establish baseline of the educational programs and sessions related to wellness by 2022 \n","3.5, 3.6, 5.7, 12.3, 12.4","Fac Affairs - Aung\nStudent Affairs - Martin\nSSSE - Harrell\n\n",null,null,"STUDENTS: 71 Wellness Events or Activities in 2021-22 (See PDF)     \nRESIDENTS/FELLOWS: 1 Annual Wellness Event co-sponsored by IA; GMEC does not monitor the # of wellness activities developed by individual programs  \nFACULTY: 11 wellness themed educational sessions were offered through the Faculty Wellness Program in FY22   \nSTAFF: Employee Assistance Program; No other data available","Further programming related to students holistic well-being needs to continue to expand as student enrollment continues to grow. Development of student wellness champions would aid in the utilization of available programming related to wellness. ","Students: 67 Wellness Events or Activities in 2022-23\nFaculty: 9 Wellness themed educational sessions were offered through the Faculty Wellness Program in FY23 \nStaff: 4 programs\nSee tab 6.2.2 Student Services-Wellness Events Programming 22-23 and tab 6.2.2 Wellness Education",null,"Staff: Wellness programming offered through ERS/BCBSTX, Wondr, and Catapult\n\nStudents: Pending from Student Services  \n\nFaculty: One (1) Wellness themed educational session was offered through the Faculty Wellness Program","In Progress"]
[]
[null,null,"Metric: Number of faculty, staff and students that participate in wellness themed educational sessions\nTarget: Compile report of the number of faculty, staff and students that participate in wellness-themed educational sessions by 2022\n\n","3.5, 3.6, 5.7, 12.3, 12.4","Fac Affairs - Aung\nStudent Affairs - Martin\nSSSE - Harrell\n\n",null,null,"STUDENTS: See report with attendees for Student Wellness Programming in Academic Year 2021-22\nRESIDENTS/FELLOWS: GMEC does not monitor the # of learners participating in programming offered by individual programs\nFACULTY: 173 faculty members participated in sessions  offered through the Faculty Wellness Program in FY22\nSTAFF: No data available in HR; (HR cites confidentiality of EAP participation)","Increase student utilization for wellness themed programming which may include offering after hour sessions and lunch time sessions. ","Students: 692 attendees at 67 Events  Faculty:  198 faculty participated in sessions offered through the Faculty Wellness Program in FY23 \nStaff: Wondr enrollment (currently)– 49 participants and Catapult virtual checkups (since launch of clinics) – 34 participants ",null,"ERS/BCBSTX\nTotal Enrollment = 2,110\nEmployees = 1,210\nSpouses = 233\nDependents = 667\n\nWondr \nParticipants = 55\n\nCatapult \nVirtual checkups = 35\n\nStudents: Pending from Student Services\n\nFaculty: 33 faculty members participated in a wellness themed educational session through Faculty Wellness Series\nSee tab for data on 6.2.2 number of participants (faculty, staff and students)","In Progress"]
[]
[null,"Objective 6.3: Build a supportive, inclusive, and value-based culture where everyone in the campus community feels valued and thrives"]
[]
[null,"Strategies","Metrics/Targets","LCME Standards","Responsibility for Data Collection","Outcomes - 2021","Recommendations / Interventions","Outcomes - 2022","Recommendations / Interventions","Outcomes - 2023","Recommendations / Interventions","Outcomes - 2024","Outcome Status ","Recommendations / Interventions"]
[null,"6.3.1 Assess the work climate to identify strengths and opportunities to enhance the organizational culture ","Metric: Number of respondents/response rate to the AAMC StandPoint Faculty Engagement Survey\nTarget: AAMC StandPoint Faculty Engagement Survey Response Rate by 2021 ",null,"Fac Affairs - Aung\nIC - Conkovich",null,null,"AAMC StandPoint Faculty Engagement Survey administered in 2021 with PLFSOM survey response rate of 83.0% (253/305)",null,"Completed in 2021\n",null,"Completed in 2021","Completed"]
[]
[null,null,"Metric: AAMC StandPoint Faculty Engagement Survey\nTarget: The assessment of strengths and opportunities to enhance the organizational culture by 2021",null,"Fac Affairs - Aung\nIC - Conkovich",null,null,"School's survey results were shared with the department chairs and associate/assistant dean in 2021 for assessment of strengths and opportunities to enhance the organizational culture. Department specific reports are being shared with corresponding department chairs.",null,"Department specific survey results have been included in departmental reviews for department chairs to address opportunities to enhance the organizational culture. ",null,null,"Completed"]
[]
[null,null,"Metric: The integration of Values-Based Culture elements into all leadership, faculty, and staff annual evaluation forms. [revised for 2024]\nTarget: Revise form templates to include Values Based Culture elements by 2022. [revised for 2024]",null,"Fac Affairs - Aung\nIC - Conkovich",null,null,"LEADERSHIP:  Templates revised to include values-based culture and DEI;\nFACULTY: Values-Based Culture assessments incorporated into Annual Faculty Evaluation Form; \nSTAFF: Templates revised to include values-based culture and DEI",null,"Inclusion of values-based culture assessments in performance evaluation instruments was completed in 2022.   Due to compliance with new state law related to Senate Bill 17, inclusion of Diversity, Equity, and Inclusion (DEI) elements is under review for compliance with state law by January 1, 2024. ",null,null,"Completed"]
[]
[null,"6.3.2 Reaffirm the school's commitment to a culture of collaboration and collegiality among leaders, faculty, staff, and learners [revised for 2024]","Metric: Candidate yield reports of underrepresented candidates diverse in background, thought, and perspective selected for faculty, staff and students. [revised for 2024]\nTarget: Compile and establish baseline of underrepresented candidates diverse in background, thought, and perspective selected for faculty, staff, and students by 2023. [revised for 2024]\n\n\n\n",null,"Fac Affairs - Aung\nHR - Erickson\nAdmissions - Perry\nIC - Conkovich\n",null,null,"RESIDENTS/FELLOWS: GMEC/Office of GME do not monitor this data: Programs have individual program access to this data via ERAS every year until the end of May so Program Directors may be asked to track this",null,"Faculty, Staff, Students; See tab 6.3.2 Diverse Candidates and PDF 6.3.2 Scorecard ",null,null,"Completed"]
[]
[null,null,"Metric: Development of programs accessible to all faculty and staff to include professional development of underrepresented faculty and staff. [revised for 2024] \nTarget: Compile and establish baseline of professional development programs accessible to all faculty and staff to include underrepresented faculty and staff. [revised for 2024]  ",null,"Fac Affairs - Aung\nHR - Erickson\nAdmissions - Perry\nIC - Conkovich\n",null,null,"STUDENTS:  No professional development programs focusing on women and minority\nRESIDENTS/FELLOWS: No residency program-developed activities of this kind\nFACULTY: WIMS professional development programs; pending additional data from Faculty Development ",null,"Number of Presentations/Sessions offered FY23: 35 \nSee tab 6.3.2 Professional Dev Programs for Women and Minority",null,null,"Completed"]

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[]
["Date","Event Name","Faculty","Student","Staff","No Response","Total Attended"]
["2024-08-22","Faculty Wellness Series - Discovering the Inner Self: A Journey Towards Emotional Well-Being ",33,0,0,0,33]
["2024-05-31","Global Perspective Lecture Series: Addressing Compassion Fatigue: Taking Care of Yourself While Caring for Others",10,5,5,5,25]
["2024-05-31","Rise and Restore a Day of Mental Wellness Day (Yoga and Meditation)",2,23,13,10,48]
["2024-05-31","Rise and Restore a Day of Mental Wellness Day: Chill and Cherish Shaved Ice and Gratitude Jars ",8,7,79,10,104]
["2023-07-21","Global Perspective Film Series: Happy ",4,4,13,3,24]
["2023-09-08","Global Perspective Film Series: The Listeners",2,2,18,15,37]