Discovery Drive News from the Roseman University College of Medicine
2 0 1 6 SUMMER | PUBLISHING SEMIANNUALLY | VOLUME 3 | ISSUE 1
This moment IN TIME
WILL NOT come again. Join us as we work to advance the needs of our state through the creation of the PUBLISHER Jason Roth EDITOR Rachael Wadley ART DIRECTOR Eric Jones GRAPHIC DESIGNER Rachael Wadley
College of Medicine. Help us welcome our first class in 2017. Only together can we ignite the human spirit. Only together can we provide tomorrow’s tools for success. ONLY TOGETHER will we succeed.
PHOTOGRAPHERS Francia Garcia Chase Schmidt GUEST CONTRIBUTORS Vanessa Maniago Dr. Mark Penn Jason Roth Rachael Wadley Dr. Stephanie Wragg Discovery Drive is published two times per year
by the Roseman University College of Medicine, 10530 Discovery Drive, Las Vegas, NV 89135. medicine@roseman.edu | 702.802.2831 © 2016
2 | Discovery Drive Summer 2016
Join Roseman on our jour ne y to rethinking medicine by contacting Rebecc a D ukes at 702.802.2854 or r dukes@r oseman.edu.
Greetings from the Dean Welcome to the Summer 2016 issue of Discovery Drive. As we look ahead to the coming months, it is gratifying to reflect on how far the College of Medicine has come since its approval by the Roseman University Board of Trustees in December 2013. In February, the College of Medicine welcomed a team from the Liaison Committee on Medical Education (LCME) for an official survey visit to evaluate our readiness for preliminary accreditation. We look forward to the LCME’s decision sometime in June. If we receive preliminary accreditation we will be allowed to begin the process of recruiting students for our charter class in Fall 2017. I would like to acknowledge our outstanding College of Medicine team, as well as other colleagues from Roseman University and partners in the community, who played a large role in the survey visit. I greatly appreciate their commitment to the College of Medicine. As we await the LCME’s decision, the College the Medicine continues to recruit administrators, faculty and support staff to join our growing team, which now stands at 40 faculty and staff members. This issue of Discovery Drive focuses on the importance of recruiting the right people, based on our VALUES, to fulfill the College of Medicine’s mission and vision of excellence in teaching, research and service. I invite you to learn more about some of our newest employees starting on page 13. We are also continuing to fine-tune our curriculum and educational framework. The curriculum incorporates Roseman’s Six Point Mastery Learning Model, which among many innovations, features a pass/fail model where the passing grade on assessments is set at 90%. The framework to fulfill the mission of our College of Medicine in education, research and patient care includes the development of nine departments. These departments will oversee specific areas of medical education, including curriculum development and assessment, faculty recruitment and retention. Departments support, evaluate and enhance the education of medical students. They also oversee research endeavors and the various types of comprehensive patient care, including primary and specialty care. More about the College of Medicine’s planned departments can be found on page six. As you will see in this issue, exciting things are happening at the College of Medicine. My thanks again to the dedicated individuals who are helping to shape Roseman’s College of Medicine. If you are not involved yet, I encourage you to reach out to us at Medicine@Roseman.edu. We welcome your participation in helping us develop our educational program, enhance our research efforts, and lay the groundwork for high-quality patient care with clinical practices that respond to the healthcare needs of Southern Nevadans. Ask us how you can be a part. Only together can we create a College of Medicine that will meet the needs of this community. With appreciation,
Mark A. Penn, MD, MBA Founding Dean College of Medicine
www.roseman.edu/medicine | 3
Only Together Philanthropy plays an integral part in creating that critical margin of excellence for Roseman faculty and students. Only together, with the help of generous donors like Sydney Dang and her husband Steven Tran, can Roseman University move forward and continue to train highly competent and passionate healthcare professionals. Sydney and Steven recently toured both the
of Roseman and its five academic programs,
Henderson and Summerlin campuses where
patient care services, and the scientific and
they met with Dr. Renee Coffman, president,
clinical research of its faculty.
Scott Stolte, dean of the College of Pharmacy, and Keith MacDonald, Roseman board of
“It’s their dedication to the healthcare field
trustee member.
that helps us advance further, but it’s not possible without the funding from the gov-
“It was a pleasure to have Sydney and Steven visit
ernment or philanthropists,” said Dang.
us. I was immediately struck by their engagement and ideas," said Stolte. "It’s so exciting to talk
It is important to note that Roseman University
the research staff is in trying to find the cure for
with pharmacists who appreciate Roseman’s
focuses heavily on philanthropy because as
the various diseases.”
dedication to excellence and innovation. We have
a not-for-profit private university Roseman
already had conversations since their visit and
does not receive funding from the government.
Sydney and Steven were also impressed with
I look forward to this being a long-term
More specifically the University does not receive
Roseman’s Six Point Mastery Learning Model.
relationship with mutual benefit."
any taxpayer dollars.
The Model consists of Classroom as Teacher, Block Curriculum, Early Experiential Learning,
While on the tour, Sydney and Steven saw
Sydney and Steven believe in what Roseman is
Active and Collaborative Learning, Assessment
firsthand the impressive laboratories where
doing and have encouraged family members to
Learning, and Competency-Based Education.
Roseman’s College of Medicine faculty are
apply to the University. With the aging popula-
conducting groundbreaking research focused
tion and the various ailments that individuals
One aspect of Roseman’s Six Point Mastery
on such diseases as Alzheimer’s and cancer.
encounter, the demand for competent and pas-
Learning Model especially stood out to Sydney
sionate healthcare professionals is high. Being a
and Steven, the Block Curriculum, in which
“When we toured the research lab we were lucky
healthcare provider is a way to give back to the
students focus on one academic subject at a time,
to meet Dr. Ronald Fiscus and hear his thoughts
community. Roseman is continually giving back
and must demonstrate competency at 90% or
on Alzheimer’s research,” said Dang. “We person-
to the community, whether it be through events
higher to pass.
ally have family members who died from diabetes
such as health fairs or Roseman graduates in the
complications and cancer; therefore, we fully
fields of pharmacy, nursing, dental, orthodontics,
“I feel that by focusing on one topic at a time,
understand the importance of advancement
and business, entering the workforce.
the students are able to absorb more information
in research.”
and organize that information for later use,” said When asked why they believe in Roseman, Dang
Dang. “In addition, to make sure that the student
Sydney and Steven recognize the importance of
stated “While visiting the Roseman campus, we
really mastered that topic, they have to get at
research, but also that it is not enough to have
witnessed how committed and motivated the
least 90% on their competency test.”
brilliant researchers. Philanthropic gifts and re-
administration is in their students’ education.
search grants are key components in the success
We also toured the labs and saw how dedicated
4 | Discovery Drive Summer 2016
A second component of the Roseman Six Point Mastery Learning Model, Active and
curriculum this year. They have worked with Roseman
Collaborative Learning, also intrigued Sydney and Steven. At Roseman, class time
pharmacy graduates and they support the educational
incorporates a variety of activities to encourage participation and foster student interest,
system as well as the future expansion of the University."
including discussions, case presentations, simulations, debates, group projects, role-playing, seminars, workshops and more.
Roseman is grateful to Sydney and Steven for their generous donation and confidence in the future of Roseman.
“I truly believe that by actively learning something and interacting with other students, the
Only together can we succeed, with gratitude for the
mind is able to retain that information much better. It’s like when a scent or song reminds us
support of a caring and philanthropic community.
of an event that happened years ago. When information needs to be retrieved, the mind can quickly access it. Hand-in-hand with competency testing is assessment learning. By doing
- Rachael Wadley
assessments and receiving immediate feedback, students are able to master the concepts they are learning,” said Dang. In addition to admiring the Roseman Six Point Mastery Learning Model and the way it elevates student achievement, Sydney and Steven were extremely impressed by Roseman’s facilities. While visiting the Henderson campus, they were fascinated by the classroom design. “The large classrooms are built such that every student is in close proximity to the instructor,” said Dang. “There are also smaller classrooms which allow students to work together during group projects or discussions.” In their tour of the Engelstad and Flagship buildings on Roseman’s Summerlin campus,
Only Together Can We Succeed We are grateful for the thoughtful and generous supporters of Roseman University. Every donor has a unique and special reason for their gifts and we are honored to be the beneficiary of this special form of community caring.
Sydney and Steven were captivated by not only the sheer size of the buildings, but the history behind them as well. “The Engelstad building provides the space needed for biomedical research,” said Dang. “Being that it once belonged to Nevada Cancer Institute, there’s a lot of history behind it and nothing is more fitting than the creation of a medical education facility to preserve and honor that history.” Sydney is a pharmacy manager at Walmart in Reno, Nev. Sydney and Steven have worked
Roseman is a not-for-profit university and receives no state funding. Tax dollars do not provide operating expenses or salaries for the College or University, so we are especially grateful for those that are passionate about increasing the number of medical doctors in our area and state.
hard for everything that they have and this has led them to appreciate their accomplishments and inspired them to share the rewards of their efforts. “Growing up having to struggle to get where we are today, we’ve both became very self-motivated individuals,” said Dang. “We believe that hard work and commitment produce positive results, and we’re continually learning new things every day.”
Thanks to you, Roseman will continue to provide excellent health professionals as we eagerly await the opportunity to launch our first class of medical doctors in 2017. You can be a part of this success!
Sydney and Steven have three children, Madison, 11, Jayden, 9, and Brandon, 6. "Sydney and Steven are an admirable couple, a team of successful, dedicated and accomplished pharmacy managers, raising three children, and owning an educational tutoring business, Mathnasium, in Reno, Nev.," said MacDonald. "In addition to financially supporting Roseman University, they are assisting a niece who begins her College of Pharmacy
Gifts are appreciated and welcomed by contacting Rebecca Dukes at (702) 802-2854 or rdukes@roseman.edu. www.roseman.edu/medicine | 5
Values Drive College of Medicine Architecture In the planning, design and construction phase of any new major endeavor, there’s always a tension between the integration of the status quo, tradition, and innovation, or the “next thing.” As Roseman University’s College of Medicine develops, its underlying foundation has been built upon its core values, with patients at the center, as well as by its design as a community-based medical school. It uses as its footings, the Roseman University of Health Sciences educational philosophy, and the Six Point Mastery Learning Model, which has demonstrated its unique advantages in the education and proficiency of pharmacy, nursing and dental students. The College of Medicine’s curricular architecture draws on both traditional edifices and the support abutments that embody the future of healthcare discovery, education and delivery.
Nine departments form the foundation of the College of
this to succeed, scientists and clinicians must work together
Medicine. Six clinical departments (Pediatrics, Obstetrics/
to create the curriculum, emulating for the students the team
Gynecology, Surgery, Internal Medicine, Psychiatry, and
effort that successful healthcare delivery demands.
Family Medicine) represent the required clinical areas (by the Liaison Committee for Medical Education , LCME) for medi-
In the case of the College of Medicine structure, a desire to
cal students in their third/fourth year clerkship education.
bring students closer to their instructors was paramount.
Neurology, increasingly being recognized as another core
Only with greater access and their active involvement can our
clinical experience for students, is the seventh department.
students learn and thrive. At the heart of Roseman’s Six
Our eighth, Pathology, is joined by the ninth, Biomedical Sci-
Point Mastery Learning Model are immersion, intensity
ences, to form a gathering place in which PhD-level educators
and teamwork that form the basis for true content
and researchers, working alongside physicians, collaborate
mastery. This translates into students evolving
and conduct the groundbreaking translational research
into team-oriented, empathic practicing physi-
that can directly affect patients at the bedside. The “Basic
cians and scientists, modeling the behaviors
Sciences”, including the traditional disciplines of Anatomy,
they have seen in their instructors. Plac-
Biochemistry, Microbiology, Physiology, and Pharmacology
ing practicing physicians alongside the
are explored in the Biomedical Sciences and Pathology areas,
Biomedical Sciences faculty also
side-by-side with the burgeoning fields of molecular biology
allows them to maintain their
and genetics. These foundational sciences provide part of the
practices, evolve as educators
basis of the experiences of medical students, typically in their
and remain involved with
first two years of study. Increasingly, students are engaged in
cutting edge research, allowing for
clinical work at the same time, with significant efforts made
the triangulation of research, patient care
to integrate the basic sciences with clinical experience. For
and education that will yield a rich learning
6 | Discovery Drive Summer 2016
experience for students and faculty. With nine chairs at the table, housed on one campus, we expect the kind of collaboration and communication needed to stay nimble, cohesive and mission-focused. The College of Medicine architecture also has linkages to today’s hospital and office designs. After experiences with a curriculum that integrates basic science and clinical care, and opportunities to master their clinical skills in a simulated patient care environment, and as they migrate to the largely clinical work taking place over the final two years of medical school, students will more naturally feel the connection between their training on campus and in the patient care settings in which they’ll learn. Hospital and officebased rotations allow physicians in training to see a broad and deep swath of illness, thus preparing them for the kinds of disease they may face as they begin to practice. With patient care at the center of the College of Medicine’s core values, tradition, innovation and simplicity work hand-in-hand to create a multi-dimensional learning opportunity for physicians in training. This architecture is built upon access and partnership, creating a warm and nurturing home for those who will deliver the next generation of patient care to our community. - Vanessa Maniago
www.roseman.edu/medicine | 7
What distinguishes a good medical school from a great one? It’s the resources that allow it to effectively fulfill its mission, achieve its vision, and serve its community.
While capital investment for facilities and equip-
inside these facilities and out in our community
“With a decision on our accreditation expected
ment are required during the start up phases of
that teach, discover, innovate and provide care
in the near future, we are now entering a second
a medical school, some of the most significant
that truly make a difference.”
phase of development, which requires significant funding to bring in additional talented admin-
costs, at this stage of our growth, come from hiring the very best administration, faculty and
To date, Roseman University, a non-profit, private
istrators and faculty, as well as critical support
staff; those who share the institution’s values and
institution that does not rely on taxpayer funding,
staff, both from our local community and from
who are committed to creating programs that
has invested progressively in the College of
across the country,” said Dr. Penn.
focus on the success of students and who desire
Medicine. It has acquired the Summerlin campus
to provide the very best care for patients.
and funded the hiring of a core team of faculty
A prime example is the recruitment and hiring of
and administrators to oversee the first phase of
department chairs, says Penn. Individuals who
“The path to medical school greatness requires
development of the College of Medicine. This
take on this role in senior academic leadership
major financial resources to invest in human
includes establishing of clinical partnerships,
require strong leadership and management skills
capital,” said Dr. Mark A. Penn, founding dean of
developing of its curriculum, strategic planning,
to face the challenges of a rapidly changing and
the College of Medicine. “Buildings and state-of-
and guiding the college through the rigorous ac-
increasingly complex healthcare and medical
the-art facilities are essential, but it is the brains
creditation process.
education environment.
8 | Discovery Drive Summer 2016
“The College of Medicine will have nine depart-
ial commitment of community-minded individuals
members who appreciate the entrepreneurial
ments – Pediatrics, OB/Gyn, Surgery, Internal
make philanthropy a fundamental part of the
spirit of high impact, non-profit endeavors.”
Medicine, Psychiatry, Family Medicine, Neurol-
growth and prosperity of a medical school.
- Jason Roth, MBA
ogy, Biomedical Sciences and Pathology. Each department requires a leader to guide faculty
Unrestricted contributions help the College
and research, recruitment and retention, and to
of Medicine apply funding towards its great-
administer the academic infrastructure, while
est needs during the start up phase, before
also inspiring innovation,” added Dr. Penn. “A de-
students arrive and before tuition revenue
partment chair’s role in the College of Medicine is
is realized. Similarly, chair and faculty
absolutely vital.”
endowment opportunities help the College of Medicine fund the hiring of the very
Likewise, recruitment of expert faculty to work in
best medical education professionals to join
each department will be ramping up in the com-
in carrying out the College of Medicine’s
ing months. This includes basic science faculty,
mission and vision. Endowment funding
who also conduct research, as well as clinical
offers not only donors the opportunity to
faculty from various disciplines who will play an
give and support an area of medicine near
important role in developing medical students’
and dear to their heart, it also offers the
clinical skills while also providing outstanding
leaders in funded positions the confidence
care for patients throughout Southern Nevada.
of sustainability that allows them to focus on innovation and discovery.
At all of the great medical schools across the country, the generosity of dedicated benefactors
“Southern Nevadans have an opportunity
make it possible to recruit and retain the best
to help shape the future of healthcare in
faculty, and conduct innovative biomedical
our region,” said Dr. Penn. “Private colleges
sciences research. Although federal and founda-
of medicine, like Roseman, do not typically
tion research dollars have been and will continue
receive state funding. Creativity, tenacity
to be a component of the equation, the philan-
and efficiency are critical to success. So is
thropic investment and intellectual entrepreneur-
the support of like-minded community
People are always an organization’s greatest and most key asset. We all recall fondly those selfless teachers who changed the course of our lives and are part of the person we’ve become today. Rarely do we have the chance to say thank you to them after our education is completed. Giving provides the opportunity to honor those educators that made a difference in our lives by helping those coming behind us. We welcome the opportunity to explore how your gift could support a faculty member, provide educational materials, resources and spaces in which to learn and practice 21st century medicine. It’s a whole new medical world out there. Join us by contacting Rebecca Dukes at (702) 802-2854 or rdukes@roseman.edu.
www.roseman.edu/medicine | 9
Teaching the Human Body: An Integrated Approach At the College of Medicine, the approach to teaching the anatomical sciences will be integrated. The approach follows trends in medical education that promote packaging of information in specific organ-based contexts, in contrast to teaching specific disciplines independently of one another. This means that the teaching will take place at relevant moments in the program, where a specific organ system is the focus of study. The discipline of anatomy is composed of gross anatomy, histology, developmental anatomy and neuroanatomy and all are important components of a medical education program. The disciplines complement each other because they approach body structures from the macroscopic and microscopic perspectives. Together, they help build a picture of the structure and function of various parts of the human body.
10 | Discovery Drive Summer 2016
“It makes sense for the students to learn the
those topics. In the laboratory, proven teaching
The bone experts will provide similar guidance
anatomy of the bones and arrangement of the
methods will be used. The long tradition of
in terms of bone and muscle organization. The
skeletal muscles during the musculoskeletal
small groups of students assigned to work with
checklist experts will be responsible for ensuring
system course,” said Dr. Willis Paull, professor
a cadaver will be respected. The advantage of
that the items of study are covered and that the
of biomedical sciences and interim chair of the
this approach is that the small group of students
cadaver is left in a state of readiness for the next
Department of Biomedical Sciences. “For ex-
works together over time with the same cadaver:
stage of study, as Dr. Paull highlights, “We are
ample, the students can better retain the clinical
students build rapport with each other because
incorporating the active and collaborative learning
aspects of joint disorders like arthritis and how
each student is assigned a rotating role during
Roseman is known for, because it promotes long-
the muscles react in those conditions, if they
the laboratory time. In addition, the students
term retention and understanding by students.”
correlate those clinical aspects with the anatomy
build a rapport with the cadaver in terms of
at the same time.”
understanding its function and importantly,
Faculty interactions will focus primarily on small
developing an understanding of the cadaver as
group collaborations. As faculty circulate in the
Dr. Paull was recruited to participate in populat-
the first patient as they embark on their medical
laboratory, their role is to work with students
ing the medical program with the anatomical and
career. The longitudinal courses of the program
to integrate the classroom knowledge with the
neurological sciences, bringing his experience
will teach the concepts of respect and empathy
activity in the laboratory. Faculty can also assist
from an extensive career with seven medical
with the patient, while the laboratory will be one
in highlighting features of interest in a cadaver,
schools. Together with Dr. Rouel Roque, a profes-
of the many settings where students will apply
such as when a student in the dissecting role
sor of the Department of Biomedical Sciences
the concepts to all patients and individuals they
reveals a structure or an associated pathology
and long-time anatomy educator, they form the
interact with.
that is of interest to all students.
“We are incorporating the active and collaborative learning Roseman is known for, because it promotes long-term retention and understanding by students.”
“I see my role as the facilitator of the student
anatomical sciences expertise in our program. An additional complement is how we will overlay developmental anatomy to provide an even more relevant context. Used interchangeably with the word development, both terms refer to the study of how cells grow and become functional in the
discussion in their small group while they are in the laboratory. I can also help identify structures of interest to the class and use our instructional technology so everyone can see the structure by focusing an overhead camera and projecting the image on the laboratory monitors,” said Roque.
embryo, the young and the older body. Taken together, the disciplines offer a medical student
Within the small groups of students, each will
a solid basis for the study of both normal and
have specific responsibilities on a rotating basis.
Finally, the anatomy laboratory will also be
disease processes in the human body.
The roles include dissection, imaging expert,
equipped with anatomical models. Models pro-
bone expert and checklist expert. The students
vide the additional three-dimensional perspective
What does this mean for the medical program in
assigned to dissection will be responsible for
needed to integrate location, size and relation-
the College of Medicine? On a day-to-day basis
revealing the various structures that are being
ship of structures and will be used for teaching
during the year one and two courses, students
studied at the time. The image experts will guide
and consolidation of knowledge. Our medical
will be engaged with all the disciplines. During
the group through correlations of the cadaver
students will therefore approach the anatomical
classroom time, students and faculty will work
structures with their appearance on imaging
sciences through the proven complementary
both on topics that introduce the disciplines and
techniques currently used. Modern medicine
approaches of classroom teaching and faculty
then reinforce that knowledge. That reinforce-
relies heavily on imaging: with surgical tech-
interaction, and experiential learning with the
ment will be ongoing and use regular assessment
niques becoming less invasive even in cases
cadavers and anatomical models.
so students can gauge the progress of their learn-
of complex medical problems, the correlation
ing at all times. Depending on the organization of
of images with the anatomical structures
the specific organ system, students will work in
becomes even more an important part of
the anatomy laboratory to explore and verify
training of the medical students.
- Stephanie Wragg, PhD
www.roseman.edu/medicine | 11
College of Medicine Values – Integrity In each issue of Discovery Drive I focus on an element of the College of Medicine’s values, which were created to reflect our deep understanding that patients, within the context of their community, are at the center of everything we do. Each value is equally vital and, when viewed as a whole, demonstrate the type of students, faculty, and staff that the College of Medicine endeavors to attract. To date, my insight on the importance of “Com-
be part of the College of Medicine is expected to
“Do no harm.” This directive encompasses
petence” and “Compassion” have been shared. In
be a person of integrity who accomplishes the
the broad scope of patient care. The complex
this issue I would like to focus on “Integrity,” the
obligations of his or her personal and professional
waters of a diverse society are continually being
attribute of honesty and morality.
life in a manner that is consistent with and
confronted by each of us. We need to be certain
accountable to one another.
we are anchored in the bedrock of competence, compassion, and the principles of integrity,
The patient-physician relationship is one that depends on not only the best clinical care, but
Ideally, each College of Medicine employee
often involves educating, advocating and counseling.
and student will follow his or her conscience
In the medical profession, integrity is fundamen-
consistently and with certainty. Concurrently,
tal. Integrity breeds trust, and patients cannot be
each person should respect the personal and
adequately cared for without trust in their physi-
professional values, including the integrity of his
cian. Patients seek physicians whom they view as
or her colleagues, peers and patients. This can be
a professional who is honest and reliable.
challenging when physicians and students have
and "Do no harm." - Mark Penn, MD, MBA
College of Medicine VALUES
differing religious, cultural, or personal beliefs We can teach our students to become competent
than their patients. They will need to find balance
in knowledge, skills and attitudes in their path
and do what are best practices for patients.
of becoming a physician. We can teach about integrity, but the College of Medicine cannot
Today’s healthcare landscape is complex. The
make someone have integrity. Integrity is what
practice of medicine is one where the care of pa-
someone brings to the table. Integrity is an in-
tients sometimes collides with business interests.
trinsic value that students, faculty and staff will
Consequently, the integrity of physicians plays a
need to bring into the College of Medicine. What
crucial role in ensuring that each patient gets the
does this mean? It means that while everyone’s
best care, regardless of their social or income
beliefs naturally differ, each person we recruit to
status. It has been said that physicians should,
12 | Discovery Drive Summer 2016
COM PETENCE COMPA SSION INT EGRITY D I VERSITY RESP E CT COMMU N ICATION COMMUNI T Y DI SCOVERY
New Brain Power When building a College of Medicine, it is about the brain power behind the operation. Roseman is excited to welcome 12 new additions to our human capital. Alan Greenberg, MD, FACP - Professor and Chair, Department of Internal Medicine Dr. Greenberg is board certified in internal medicine and infectious diseases with over 30 years of experience in the practice of these fields and is a fellow of the American College of Physicians. His entire career has been based at municipal teaching hospitals initially on the East Coast, and for the last 13 years in Las Vegas. He has been a residency program director, mentored resident clinical research projects that have been presented in national scientific meetings, and is a frequent recipient of the best clinical teacher awards. His professional interests are centered on antibiotic steward and prevention and treatment of hospital acquired infections. Working with local, state and federal officials, Dr. Greenberg recently helped establish an Ebola evaluation unit for the Las Vegas area. Jennifer Haley - Executive Administrative Assistant to Dr. Mark Penn, Founding Dean of the College of Medicine and Chancellor, Summerlin Campus Jennifer holds a doctorate degree in industrial/organizational psychology from George Mason University and a bachelor’s degree in psychology and business management from North Carolina State University. She moved to Las Vegas right after graduate school and became an analyst for both Harrah’s Entertainment and Aristocrat Technologies. Jennifer then made a change to the non-profit world and worked for Nevada Cancer Institute. There she was responsible for a broad scope of activities related to donor stewardship. Susan Heltsley, CMA, MBA - Assistant Dean for Finance and Administration Susan earned both her bachelor's degree in accounting and masters in business administration from Saint Martin’s University. She is a licensed certified public accountant in the state of Washington and holds the designation of certified management accountant. She has served as the vice president of finance/chief financial officer at Saint Martin’s University. She has worked as a management consultant, in Washington state government guiding the budget process for the Governor’s office, the Liquor Control Board and the Department of Transportation, and for Russell Investment Group as their project planning manager for seven years. She brings more than 25 years of budget, accounting, reporting and process improvement experience to the College of Medicine. Jack Lazerson, MD - Adjunct Professor of Pediatrics Dr. Lazerson is professor emeritus at the University of Nevada, board certified in pediatric hematology/oncology, whose area of expertise is in the clinical care of patients with inherited and acquired hemostatic disorders. A graduate of Chicago Medical School, he trained at Stanford University and completed a senior fellowship in biochemistry at the University of Washington before becoming a faculty member at Stanford University. There he initiated the basic concepts behind comprehensive care and home infusion programs for patients with hemophilia and has been a leader and director in the development of the comprehensive care multidiscipline team approach to inherited hemostatic disorders including hemophilia and von Willebrand’s disorder. Trained in pediatrics and biochemistry he has applied the principles of basic science to clinical medicine and the care of pediatric patients, developing educational programs for patients and their families as well as medical students and residents.
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Willis K. Paull, PhD - Professor of Biomedical Sciences and Interim Chair, Biomedical Sciences Dr. Paull received his bachelor’s and master’s degrees from Montana State University and his PhD in anatomy from the University of Southern California. He has been a faculty member in medical schools at the University of Vermont, Medical College of Georgia, Tulane University, University of Missouri-Columbia, Florida State University, Florida Atlantic University and now Roseman University. He has served as department chairman on three occasions and also as vice dean for faculty affairs, research and graduate programs. His research interests are in the field of neuroendocrinology where he has published 86 scientific papers and had numerous NIH and NSF grants which funded his program. In 2003, Dr. Paull changed his career direction and has had the pleasure of assisting Florida State University, Florida Atlantic University and now Roseman University in starting their medical schools. He has been active in the development of new curricula and writing of self-studies for the accreditation process. Dr. Paull has received numerous teaching awards from the medical schools where he has taught. Steven Peralta, JD - Director of Philanthropy Steven Peralta holds a juris doctorate degree from Seattle University School of Law and a bachelor’s degree from the University of Washington. He was the co-founder and chief operations officer for Healthcare Preparatory Institute before joining Roseman University. While there he oversaw the departments of admissions, marketing, faculty development and career services. He also served as the chief marketing officer for Academy Medical Equipment, Inc. Prior to arriving in Las Vegas, Steven started his career in the Corporate Legal Department of State Farm Insurance Companies and at the law firm of Fuller & Fuller. Rouel S. Roque, MD - Professor of Biomedical Sciences Dr. Roque received his doctor of medicine degree from the University of the Philippines and completed his postdoctoral research training in cell biology at the Medical College of Georgia. He earned his first faculty appointment as assistant professor of cell biology and genetics at the University of North Texas Health Science Center where he served in various capacities including assistant department chair, director of gross anatomy and Willed Body Program, and graduate advisor in cell biology. He was the director of anatomy and the founding director of the Medical Health Sciences Program at Touro University Nevada. He has taught and served as course director of human gross anatomy and embryology to first year medical students for more than 25 years, in addition to teaching the other anatomical disciplines to allied health students and graduate students in biomedical sciences. Dr. Roque has been an active funded researcher for more than 30 years with expertise in stem cell biology and neuroscience. He has published more than 50 peer-reviewed papers and two patent applications. Christine Rose, MA - Administrative Assistant, Academic Affairs, Assistant to Dr. Robert Eaglen, Associate Dean of Academic Affairs & Assistant to Dr. Stephanie Wragg, Assistant Dean of Curriculum and Assessment Chrissy joined the College of Medicine as Academic Affairs Administrative Assistant in April of 2015. With previous positions at Cal Poly, San Luis Obispo as well as University of California, Davis, she brings to Roseman ample experience working in higher education. Prior to joining Roseman, Ms. Rose was working in the Department of Pathology at the UC Davis Medical Center. Ken S. Rosenthal, PhD - Professor of Biomedical Sciences and Director of Microbiology and Immunology Dr. Rosenthal received his bachelor’s degree in chemistry from the University of Delaware, master’s degree and PhD in biochemistry from the University of Illinois and was an American Cancer Society post-doctoral fellow at the Dana Farber Cancer Institute, Harvard Medical School. He has received funding from the N.I.H., the American Cancer Society, and the Pharmaceutical and Biotech Industry for the development and study of vaccines, immunomodulators, antibacterial and antiviral drugs, as well as mechanisms of pathogenesis of herpes simplex virus. With Dr. Dan Zimmerman of CEL-SCI, he is a co-holder
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of patents for LEAPS anti-herpes simplex virus vaccines and has developed LEAPS vaccines to treat cancer and autoimmune diseases. He has been an organizer and presenter at each of the GTCBIO Vaccines: All Things Considered Meetings and Section Editor for ‘Basic Microbiology and Immunology’ in the journal, Infectious Diseases in Clinical Practice. He has been editor and a primary author of "Medical Microbiology," author of "Rapid Reviews of Microbiology and Immunology," "Review of Medical Microbiology," and Medical Microbiology and Immunology Flash Cards. He is a master teacher of the NEOMED Master Teacher’s Guild and primary developer of MEDCAMP and other pre-college science education programs. Judith Rosenthal, PhD - Assistant Professor of Psychiatry Dr. Rosenthal has over 35 years of experience in psychology and related fields including work in private practice, residential geriatric settings, management training, leadership training, executive and organizational development. She served as CEO of a social service and behavioral health non-profit, director of educational services, organizational and executive development for a regional health center, and consultant to healthcare, Fortune 100 organizations and US Navy. Her clinical work includes individual therapy, relationship counseling, transitional counseling, disability assessment, consultations for genetic testing and group interventions for eating disorders. She has been involved in competency analysis and development from its inception and has created and delivered competency based and outcome based models of curricula and assessment programs. She has designed and presented numerous professional training programs, skill based trainings and community workshops on a wide range of topics including interpersonal communication, stress management, career-personal balance, guest relations, motivation and effective leadership and management. She is currently licensed to practice psychology in Nevada and Ohio. Dr. Rosenthal has been an active volunteer in her professional and lay communities serving in numerous leadership positions. She currently serves as co-VP of development for Hadassah Southern Nevada. Mira Sarsekeyeva, MD - Associate Professor of Ob/Gyn Dr. Sarsekeyeva holds a medical doctor degree and numerous certificates of post-graduate training from the department of continuing education at Harvard University Medical School, Imperial College School of Medicine approved by the Royal College of Physicians, London, UK, and Ben-Gurion University of the Negev in Tel-Aviv - Beersheba, Israel. Prior to her current position at Roseman University, she served as an associate professor of OB/GYN, college master and director of the clinical skills and simulation center at California Northstate University College of Medicine; as clinical assistant professor, director of foundations of medicine course, director of institutional competency assessment program, director of endocrinology/ reproduction course, and director of standardized patient program at Charles Schmidt College of Medicine at Florida Atlantic University and University of Miami Miller School of Medicine. She has publications in clinical medicine, health sciences, medical education and has been involved in the development of a new interprofessional educational model with a geriatric mentor-educator at Florida Atlantic University. Her research interest include medical education, clinical interprofessional education and assessment of competence. Kimberly D. Smith - Administrative Assistant for Student Affairs and Admissions Kimberly, prior to Roseman University, was the university registrar for University Administration at West Coast University, where she collaborated and managed the strategic planning, policy implementation and procedural oversight of registrar related duties. She was the LA Metro registrar for DeVry University and later became the Pomona Metro registrar. She spent eight years as the associate registrar for the School of Business and Education at the University of Redlands where she was responsible for the conferral of degrees, evaluation of files for prospective students coming into the school and the evaluation of transfer credits. Additionally she worked for the Art Institute of the Inland Empire, Sanford Brown College, Pitzer College, California State University, Fullerton, and University of Nevada, Las Vegas.
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ROSEMAN UNIVERSITY and LIBERTY MUTUAL
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SCHOLARSHIP GOLF TOURNAMENT Monday, Oct. 3rd at Bear’s Best Las Vegas Love to golf and want to make a difference in the lives of students? Roseman University’s Annual Golf Tournament has raised over $1 Million to support student scholarships! Join us with your foursome or sponsorship underwriting. To learn more visit www.roseman.edu/golf or call 702-802-2870 Pricing Sponsorships starting at $500 Golf starting at $775 Dinner Only tickets available for $60
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