Vocational. Still-Well Wellness Model. In this Issue: Summer 2007

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1 Vocational The primary objective of the vocational team is to help medical students make vocational choices in medicine that produce the most satisfying results for doctor and patient. To achieve this objective, the vocational team provides opportunities for students to examine various specialties, subspecialties, and careers within healthcare. These activities may include career fairs, career counseling/testing services, mentoring opportunities, residency selection/process/ protocol, Pathway Program, etc. Published quarterly by the Still-Well Committee for A.T. Still University. Editorial Board Wendy Pinkerton Lynda Crossgrove Joni Newland Erin Sellers ATSU is an equal opportunity/ affirmative action employer. Still-Well Wellness Model We have focused on all seven wellness areas throughout this year. In this issue, Still-Well Team Leaders tell us what each team has accomplished and how this has impacted the students to embrace the I am my own first patient theme of the student wellness program at ATSU. Started in 1991, the program focuses on body (physical development), mind (intellectual, enviromental, and vocational development), and spirit (emotional and spiritual development). In this Issue: Careers in Medicine...2 ASHS career fairs...3 Still-Well Social Team BBQ...Insert Still-Well logo...insert Still-Well Banquet & Physical Team...Insert Still-Well Emotional Team events...insert Still-Well Intellectual Team events...4 Upcoming events...4

2 Careers in Medicine ATSU Vocational Program for D.O. Students ATSU career planning The D.O. program offers an online resource, Careers in Medicine (CiM), a liaison and the Society Program for career planning. The CiM website is the core of our vocational program and will be explained in detail. CiM workshops, two per year for each class, will be offered on Tuesday beginning in the fall quarter, 2007, for first and second-year students. MS III testing provides the final opportunity for CiM workshops. Workshops will be led by the CiM liaison, Tim Tucker, director, student resources. There will be some CiM updates in the Still-Well component of the Complete DOctor course. Mentors are a fundamental component of CiM and play a role in choosing a specialty. Society mentors are especially valuable resources to students for directly applicable information in the selection and outcome of their choice for specializing. Physicians helpful to students in their choice of medicine as a career or ATSU as a school are excellent sources for experience and guidance. Also, attending physicians and residents on rotations are the most practical example of mentors available to students making a specialty decision. Finally, professors who demonstrate professionalism and good decision-making skills are excellent mentors to ATSU students. Many influence the patients served by new physicians Careers in Medicine is a four-year career planning program designed by the Association of American Medical Colleges. The program is helpful to D.O. students in their career planning and in finding the specialty that fits them best. Research has found people working in fields that match their interests, values, and personality are happier, more satisfied with their work and are more effective on the job. Many people, including professors, mentors, and advisors, help with the choice, indirectly influencing the lives of patients served by these new physicians. What is careers in medicine? Careers in Medicine (CiM) is a four-step program designed to assist students in understanding their options for choosing a specialty and applying to a residency program. CiM can be used as a self-managed course through the website or as part of the career/specialty guidance programs provided by the school. The most effective approach includes a combined effort led by the school s career planning staff. CiM uses a career development method that is widely accepted throughout higher education. In this model, career planning and development is a four-stage process: 1) Understanding Yourself; 2) Exploring Options; 3) Choosing a Specialty; 4) Getting into Residency There are several decision points in the professional life of a medical student where choices must be Tucker made about such matters as specialty and practice type. The first comes near the end of medical school when students must choose a specialty for their residency training. While some students begin medical school with well-conceived ideas of the specialty they will pursue, many will change their minds several times. Some graduates recall changing career choice each time they rotated to a new clerkship. In contrast, many students have focused so intently on preparing for medical school, the notion of choosing a specialty seems quite remote. For those individuals, CiM offers a structured, organized way of thinking about this process one step at a time, thereby providing them with an opportunity to think systematically about their options. In fact, choosing a medical specialty and developing a clear vision of one s future is an evolutionary process; it takes time to digest information and advice. Students who use this program will be learning the tools necessary to make their own informed decisions, based on information about themselves, information about career options, and their own determination of which options fit them best. The program is organized in modules allowing the student to work at his/ her own pace during the four years of medical school. Understanding yourself This phase involves addressing the questions: Who am I and what do I want to do in my medical career? Students will examine their values, interests, skills, environmental factors, and personality through several interactive exercises. The goal for students is to achieve self-understanding by examining what s important to them, what they like to do, and what skills they have or plan to develop. Through the CiM website and school-sponsored activities, students complete a thorough self-assessment, receive specialty suggestions matching their assessment results (where available), and develop a Personal Profile. Students will use this profile throughout the program, and update it periodically during their lifetime. This is the foundation of the program. The Personal Profile is confidential; only the student has access to his or her online self-assessment results. Exploring options In the second phase, students refine their self-assessments and begin gathering information about medical specialties. 2

3 These tasks include conducting research, reviewing information on various specialties, and speaking with practicing physicians. The goal is to add to their self-understanding by learning about the various specialties. Information about conducting exploratory research is available through the website, which includes extensive information on 112 specialty areas. These Specialty Pages contain profiles of the values, interests, skills, and other pertinent information about physicians practicing in the specialty areas. Students can begin to match their assessment results to the major specialty areas. It is during this career exploration when students will begin to narrow their specialty options. Choosing a specialty Students select their primary specialties and begin exploring and selecting residency training programs. There are two decision-making matrix tools available through the website that use the self-assessment results and information the student has gathered through exploring specialties. These tools provide the student with a framework for making objective and logical specialty and residency program decisions. By the end of this step, students will use them in applying for residency and completing the Match. Getting into residency With graduation approaching, it s time for students to review the results of their assessments and specialty choice decisions, and to put together an effective implementation plan. This phase is focused on applying and interviewing for residency programs, and completing the Match. Before students move on to residency, thereby completing the CiM program, it is a good idea to do a final review of both their specialty decisions and of the next steps on the road to becoming a physician. Most of the Match information in the CiM program is designed for allopathic residencies, useful to students who pursue allopathic or dual residencies. Otherwise, osteopathic students will want to pursue DOonline.org or work with the dean of regional affairs. Program components There are four major components and activities to the CiM program for advisors and liaisons to incorporate into their campus programs: The website is a comprehensive resource, providing the self-assessment, career exploration and decision-making tools which form the core of the CiM program. Students will receive a password in their first workshop. The Student Guide provides a basic outline of the program and a timeline for career planning activities. Individual Career Advising is provided on a regular basis by faculty and staff using a non-directive approach. CiM Workshops and other educational programs, such as specialty panels, provide students with hands-on, interactive activities to supplement their career exploration and planning. Tim Tucker, M.S.P.H. Vocational Team Leader ASHS career fairs help students plan ahead Every year Mesa Student Services plans and coordinates ATSU s annual ASHS Career Fair held in the spring. Representatives from companies all across the country have attended the career fairs with good news for our students; their skills are wanted and needed in the work force! All ASHS students are invited to attend the career fairs whether they are just starting their education, or getting ready for graduation. The career fair gives students an opportunity to see what options they have upon graduation and what employers are looking for. There are some ASHS graduates who attend the event representing their employer or their own company including Lisa Herrmann, OT 01, with her company, Creative Life Skills Development. It s encouraging for the current students to see those who have graduated and been successful in their field commented one ATSU employee, it helps make all the hard work and endless tests bearable. As part of the event, students are offered free food provided by Straight A Coffee and raffle prizes including a Westcor Shopping Centers gift certificate. Many of the vendors offer additional prizes as well. Erin Sellers Mesa Student Services Still-Well Editorial Board Member 3

4 Still-Well Intellectual Team events Upcoming events The Intellectual Team held a creative writing contest in March to create an outlet from studying and work. Students, faculty, and staff got their creative juices rolling with their pens, pencils, or laptop and either entered the flash fiction (100 to 1,000 words) or the poetry (35 lines or less) contest. Entries were judged on organization, creativity, and general readability. The winners in the flash fiction category: First place Chipmunks and Good Health by Suzanne Gales, Adjunct Instructor, ATSU Second place Cross-legged and Cookie Free by Lindsay Lombardo, OMS II Third place Tito: El Mejor Ladron de Alajuela by Jonathan Terry, OMS II Honorable Mention Infinite Space by Scott Kemp, OMS I The winners in the poetry category: First place Child Like by Scott Kemp, OMS I Second place t = 0 by Lukasz Polisiakiewicz, OMS I Third place Filling by Hal Schwartzstein, OMS I Honorable Mention Para Clasificarlo by Jonathan Terry, OMS II The Still-Well Intellectual Team held a Humanities in Medicine spring art exhibition. The exhibition was held in Kirksville, Missouri at the ATSU s Kirksville College of Osteopathic Medicine Heritage Hall & Still National Osteopathic Museum, April This show was open to all ATSU employees, ATSU-KCOM students and their partners. All media, two- and three-dimensional, were accepted. Entered pieces had to be the original work of the submitting artist. Leo Choe, OMS I, as Best of Show (drawing of student heart on caffeine) received a $30 gift card from Wal-Mart; Marchyarn Mahathanaruk, OMS II, First Honorable Mention (two piece design with stethoscope) received a $20 gift card from Wal-Mart; and Violet Onkoba, OMS II, Second Honorable Mention (silver tiger etching) received a Museum t-shirt. Julia McNabb, D.O. Intellectual Team Leader ATSU students admiring the art exhibit. Arizona Campus July 23 ASDOH White Coat Ceremony August 2 SOMA White Coat Ceremony August 4 ASHS Graduation August 27 ASHS New Student Orientation Missouri Campus July 9 Biomedical Sciences New Student Orientation July ATSU Reunion in Michigan August 17 KCOM New Student Orientation Colorful painting by Melody Aanderud, spouse of student Paul Aanderud, OMS II. 4

5 Still-Well Banquet and Physical Team Master of Ceremonies, Paul Fagan, OMS II The 12th annual Still-Well banquet was attended by 170 A.T. Still University students, spouses, and faculty/staff. Paul Fagan, OMS II, was the master of ceremonies. Piano music was performed by Theresa Nguyen, OMS I. Ron Gaber and Dan Martin acknowledged the Still-Well Committee and the Wellness Team Leaders. A slide show summarizing the year of campus life was shown. All Still-Well student participants received a wellness pin or staff to recognize their participation. The photo above is the Still-Well Steering Committee. Pictured from left to right: Front row: Ron Gaber; Georgia Marsh, OMS I; Beth Poppre; Wendy Pinkerton; Thuy Tran, OMS I; Lynda Crossgrove; Julia McNabb, D.O. Back Row: Lynda Konecny; Dan Martin; Maggie Wilson, D.O.; Seth Gunderson, OMS II; Tim Tucker; Paul Fagan, OMS II The physical team coordinated the March 21, 22, and 28 fitness assessments of 145 students and spouses. The performance/fitness tests conducted included HT/WT/BP, Body Composition, Waist-to-Hip measurement, VO2 Max, Vertical Jump, Agility, Trunk Flexibility, Abdominal Endurance, Grip Strength, and Upper Body Strength/Endurance. Dan Martin, M.A. Still-Well Coordinator Physical & Environmental Team Leader Still-Well Logo History The Still-Well logo was designed in 1992, approximately one year after the wellness program started. The logo was designed through the collaborative efforts of Jeff Thomas, Design Coordinator; Dan Martin, Director of Thompson Campus Center; and Ron Gaber, Vice President and Dean of Students. Design Interpretation The logo was designed to show a person balancing objects thus referring to the importance of a balanced approach to wellness. The logo has seven distinct parts representing the seven areas of wellness. These parts include three colored objects at the top of the logo, two lines representing the arms and legs of a person, a circle for the head, and the background. The logo is surrounded by a circle of words emphasizing the seven areas of wellness.

6 Still-Well Social Team BBQ at 1000 Hills Justin Cutler, Debbie Cutler, and Broedy Cutler The student body of ATSU-KCOM enjoyed a relaxing BBQ at Swimmer s Point in 1000 Hills State Park on Friday, April 20. Dan Martin and Still-Well Social Team Leader, Georgia Marsh, brain-stormed the idea in January and finally had the dream realized in the spring. Dan chose a pavilion with a wonderful view overlooking the lake. With the help of the Social Team, meat and condiments were purchased and everyone was asked to carry in a dish to share. A line to the parking lot soon formed waiting for burgers, brats, and hot dogs, and more than enough extra dishes completed the meal. David Herndon helped Dan grill for the better part of two hours until almost all the meat was gone. A naturalist provided tours of the historical petroglyphs. Later, guest lecturer, Dr. Crow, gave a special OMM session after the BBQ by the lake. The BBQ was an incredible success with over 200 in attendance including students, their families, and friends, thereby providing an opportunity for students to socialize with each other outside of school. Georgia Marsh, OMS I Social Team Leader Still-Well Emotional Team events Jason Dutton, OMS II and AyJy Bhardwaj, OMS II Throughout the year, the Still-Well Emotional Team coordinated events designed to assist students in dealing with the plethora of emotions they will see, feel, and experience. To that end, students participated in the December 12, 2006, Treats in the Commons, which was co-sponsored by Alumni Services and KCOM Faculty and Staff. Faculty and staff spread a little holiday cheer by donating their time and treats. Students enjoyed the scrumptious snacks and were reminded that the holidays were just around the corner. To show Missouri Campus students compassion and provide nourishment during their final exams, faculty and staff once again donated food and time for the March 7, Soups & Salads Luncheon. There were many different and delicious soups, salads, bread, and crackers for the students to choose from. How do you make your own stress ball? Students found out by filling balloons with rice or corn meal at the Emotional Team s Make Your Own Stress Ball event on May 7. This summer, the Emotional Team will sponsor a water play day for students, faculty, and staff. Teams can challenge each other to a game of water balloon dodge ball, water bomb tag, or a water battle. There will also be other fun water activities and games. This event will be a great time to get outdoors and relieve stress through play. Additional information will be sent out by advertising the time and date. Lynda Konecny, M.S. Emotional Team Leader Left to Right: Eugene Bukhman, OMS II, and Laura Smith, OMS I