The S/L/A/M Collaborative (SLAM)’s Post

🌟 Exciting News for Ultrasound and Radiography Programs! 🌟 Are you looking to boost your passing rates and equip your students for success on their registry examinations? Look no further! Introducing Prepry, the ultimate preparatory application designed specifically for ultrasound and radiography students. With Prepry Review, you can now monitor student performance, view trends, and remediate as needed to ensure your students achieve industry-leading results. Our educator dashboard provides full control over your program, allowing you to create assignments, standardize your curriculum, and much more! Here’s why Prepry is the go-to choice for institutions and programs: 1️⃣ Strengthen and Sustain Core Knowledge: Our active learning resources, grounded in cognitive science, seamlessly integrate with your curriculum to enhance teaching materials and engage learners effectively. By solidifying knowledge application, we help boost academic performance and ensure students are optimally prepared for their exams. 2️⃣ Real-Time, Actionable Insights: With Prepry’s advanced data analytics capabilities, you can monitor real-time progress and achievements. Detailed reports and national benchmarks offer insights to refine study strategies and tailor teaching methods, optimizing learning outcomes for all students. 3️⃣ Achieve Educational Objectives: Our SmartAnalytics delivers comprehensive performance metrics, revealing educational trends and gaps. This critical data assists institutions in achieving their curricular goals by enhancing the learning experience for all students, especially those who may be struggling. And the results speak for themselves: 99% Passing Rate Over 40,000 Students Served More than 5 Million Questions Answered Plus, our Exam Simulator offers a vast array of exam-like questions and essential facts, allowing students to take unlimited mock exams to better prepare for the real thing. Don’t miss out on this opportunity to improve program outcomes and produce more healthcare professionals with confidence. Enhance your journey as a medical imaging educator with Prepry! Ready to experience the Prepry difference? Get your free educator demo and price quote now! info@prepry.com www.prepry.com #Ultrasound #Radiography #Prepry #Education #Radiographystudent #HealthcareProfessionals #Success #RegistryExaminations #ExamPreparation #Ultrasoundeducation #Educators #Xraystudent #Ultrasoundstudent

MOA Accredited Education - What It Means to You Why are some of the MOA lectures now listed as “Accredited by the MOA under approval from LARA and the Michigan Board of Optometry”? Don’t lectures have to be accredited through COPE? NO! Educational lectures used for Michigan licensure renewal DO NOT need to be accredited through COPE. In May 2023, LARA and the Michigan Board of Optometry granted approval in the Optometry General Rules for the MOA to accredit educational lectures held at MOA events. All MOA accredited lectures (in-person, virtual live, and On Demand) can be used toward the required 40 hours of education for Michigan licensure renewal. Do CE hours accredited by the MOA count towards the required 40 hours of education for my re-licensure? YES! All courses offered by the MOA count towards the required 40 hours of education. This includes all courses offered at Winter Seminar, GLEC, Fall Seminar and On Demand courses available on the MOA website. Why do courses appear as "non-COPE" in my OE Tracker account? MOA provides you with the same easy access through your OE Tracker account for the credits you have earned because the MOA reports your attendance to ARBO as a non-COPE accredited lecture. Although these lectures appear in your OE Tracker account as "non-COPE", these courses do apply towards your CE requirements for Michigan license renewal!

Susan Lai and David Johnson, AIA, LEED AP, leaders in our sciences and education practices, explore the evolutions of medical education in a recent Gensler blog post. “In response to the need for patient-centered care administered by interprofessional teams, health-science education has been rapidly moving towards what is called “case-based learning.” In medical school settings, this change is shifting the curriculum away from teaching basic science in a didactic mode and moving towards a hands-on experiential learning model that promotes lifelong learning, open inquiry, teamwork, and critical thinking.” https://lnkd.in/gqP-X5em

UC Learning Lab inspires College of Medicine to SIT | University of Cincinnati Although the efficacy of the SIT approach for healthcare innovation has been written up in journal articles and demonstrated through dozens of new devices and drugs on the market, every so often a new generation needs to experience a “proof of concept”. We are grateful that University of Cincinnati’s Leaning Lab has been Systematic Inventive Thinking’s sandbox for such activities for many years. Just last weekend, another group of faculty members and students got together to “test drive” SIT to ideate new solutions around the Pulse Ox device in hospitals. While a short ideation session will never be enough to create an innovation that can be driven to implementation, it is a great format for demonstrating that the approach really does push people to ideate within the Sweet Spot – ideas that are disruptive enough to be truly exciting, while also being down-to-earth so that their feasibility is high. The Learning Lab achieved that objective with such a successful activity. Once again, great job, UC! #innovationhub #innovationinhealthcare #SITinnovation #UC

Discover how one university in Mexico is revolutionizing medical education to prepare the doctors of tomorrow.

NEWS: Senior leaders at LUHFT have signed an agreement with the University of Liverpool to advance plans for an Academic Health Sciences Campus on the site of the former Royal Liverpool University Hospital. The facility would house the University’s medical, dental, nursing and allied health professional students, enabling new opportunities for interprofessional learning, thereby enhancing students’ clinical understanding and professional development within the context of a clinical team. It would also feature flexible teaching spaces, clinical teaching facilities and simulation facilities, such as mock wards and patient homes, supported by state-of-the-art IT to train students to be part of a workforce that will increasingly use robotics, artificial intelligence and data. James Sumner, Chief Executive of LUHFT, said: “A new clinical skills and health education facility would significantly improve and modernise the quality of health education for the next generation of health care workers across multiple professions, including medicine, dentistry, nursing and the allied health professions. It offers opportunities for collaboration and partnership in clinical research and innovation for the benefit of the NHS across the region, which is essential for improving the care and treatment we deliver whilst also helping to tackle challenges, such as the health inequalities within the Liverpool City Region.” Read more: https://lnkd.in/eP2S6spm

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The convergence of chiropractic and medical professions through co-credentialing in continuing education is rapidly becoming a cornerstone of modern healthcare education. It is not that uncommon anymore. As a faculty member at the University of Buffalo's Jacobs School of Medicine, I'm at the forefront in the development of this evolution, observing and submitting educational courses to receive dual accreditation from CCE-accredited chiropractic colleges, the Federation of Chiropractic Licensing Boards, and the Accreditation Council on Continuing Medical Education. I am seeing this happen more and more in healthcare, it is actually not that surprising. Now the focus needs to be on the faculty teaching those courses and how recently the content has been updated. This commitment to updated and faculty driven interprofessional education, is why the National Spine Management Group has taken the next step and has partnered with Parker University to develop a pioneering Master's Degree in Interprofessional Spine Management. Join us as we lead the charge in this educational revolution, fostering a shared language of care for improved patient outcomes. #InterprofessionalEducation #SpineManagement #Chiropractic #MedicalCollaboration #ContinuingEducation #HealthcareInnovation

"There isn't a future as a top-ranked, highly regarded medical center without these facilities being upgraded ... It's either going to happen or ... it won't really matter because you're going to have a mediocre institution, with mediocre results and mediocre effects — and then you can do whatever you want with it." As an industry expert, I believe that upgrading the facilities of the University of Minnesota's medical center is crucial for their future success. The current facilities, while reputable, are outdated and pose a risk to the university's standing as a top-ranked medical center. The proposed new state-of-the-art medical center would not only help attract and retain top physicians and researchers but also ensure that the institution remains competitive in the ever-evolving healthcare landscape. By investing in the next generation of world-class facilities, the university is taking proactive steps towards maintaining its national rankings and reputation in academic health. Failure to upgrade the facilities would not only jeopardize the institution's progress but also hinder its ability to deliver quality care and achieve remarkable outcomes. It is imperative that we support the creation of a future facility fund to make this vision a reality.

Promotion and Tenure Policies and Practices at U.S. Medical Schools: Is Tenure Irrelevant or More Relevant Than Ever? "Promotion and tenure (P&T) have been common mechanisms to support and nurture faculty at higher education institutions and, therefore, have been of continual interest to medical school faculty and administrators. In the last decade, significant changes in the academic medicine sector have occurred, including new medical schools, mergers and acquisitions of academic hospitals and health systems, and institutional and societal efforts to address systemic racism and inequality." In this article, William T. Mallon EdD and Natalya Cox, MPH, review the prevalence of tenure systems at U.S. MD-granting medical schools; trends in the use of such systems for full-time basic science and clinical faculty; models of including diversity, equity, and inclusion criteria in P&T standards; and alterations to introduce greater flexibility into the P&T process. Read the article here: https://ow.ly/cHit50Rv8iX. #academicmedicine #medicaleducation #promotion #tenure #faculty