Imhotep Virtual Medical School Courseware Guide Booklet

Click me for a screen shot of the full courseware The Institute for Minority Physicians of the Future Imhotep Virtual Medical School Courseware By Marc Imhotep Cray, M.D. 6/25/2009 …THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE’S core strategy is to identify, inform, recruit, assist, advise and educate promising African-American, Native-American, and Hispanic-American, high school and college students in order to increase the number of minority medical students and PhD candidates in United States medical schools… June 25, 2009 THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE 2 He, who does not know and knows that he does not know, is lost. Help Him find Himself He, who does not know and knows that he does know, needs love. Love Him He, who knows and does not know that he knows, needs a teacher. Teach Him And he, who knows and knows that he knows, is a master. Listen to and Learn from Him Mission Statement THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE is a collective voice of African American, Native American, Hispanic American and progressive European American physicians and medical scientists. IMPF believes that the root cause of minority under-representation in United States medical schools is academic disadvantage borne by lack of access to high-quality high school and college preparation. Consequently, IMPF mission is to become a leading organizational force for parity in medical education by helping minority students develop the skills that will enable them to compete on a more equal footing in the medical school admission process, and once in medical school, provide them with learning aids from the best medical education communities around the world. The Institute for Minority Physicians of the Future elucidates, distills and fuses educational psychology, information technology and June 25, 2009 THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE 3 undergraduate medical education data; and then develops programs, projects and products that serve to increase recruitment, admission and retention (RAR) of under-represented minorities (URM) in major United States medical schools. The ultimate goal being for these students to defend, define and develop medical careers that will be committed to the elimination of health disparities in racial/ethnic minorities and the poor. Vision Statement THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE is a national professional educational organization representing the interest of minority high school and college students with the aptitude and desire to become physicians and medical scientists. Established in 1999, the collective body is committed to the vision of improving the health and well-being of future U.S. generations by increasing the minority physician/medical scientist workforce in such a way that the professions of medicine and biomedical research are reflective of the racial/ethnic profiles of the people physicians and medical scientists will serve. IMPF’s vision is directly linked to the AAMC data minority physicians are four times more likely than are others to practice in underserved communities. Such communities are more frequently than not overwhelmingly populated by racial/ethnic minorities. Core Strategy THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE’S core strategy is to identify, inform, recruit, assist, advise and educate promising African-American, Native-American, and Hispanic-American, high school and college students in order to increase the number of minority medical students and PhD candidates in United States medical schools. “Come on and chill with us on the Atlantic Ocean during our annual retreat and at the same time learn what it means to become a healer, medical scientist and scholar in the 21st century” June 25, 2009 THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE 4 Marc Imhotep Cray is a Physician (UMDNJ-New Jersey Medical School), Pharmacy School trained Pharmacologist /Analytical Chemist, Addiction Medicine Specialist, Basic Medical Sciences (BMS) & Black Studies Master Teacher, Medical Informatics Expert, Webmaster, Medical & Afrikan-Centered Education Researcher. ·He is formerly Director of Office of Medical Education American International School of Medicine-Georgetown, Guyana. ·Formerly Associate Professor of Basic Medical Sciences and Campus Curriculum Coordinator International University of Health Sciences-School of Medicine-Saint Kitts, West Indies (only PBL Medical School in the Caribbean at the time) ·Dr. Cray is an Expert PBL and Case-Based Learning Tutor /Facilitator ·He has a unique integrated fund of knowledge and eloquence in the seven traditional BMS with USMLE Step 1 level proficiency in the “4 P’s”-Physiology, Pathophysiology, Pathology and Pharmacology ·Dr.Cray established the first BMS Curriculum Driven Introduction to Clinical Medicine-Clinical Skills Center (ICM-CSC) in the West Indies ·Dr. Cray is an experienced Medical Web Developer, e-Professor /Online Lecturer ·He is an author of several e-articles, e-books and e-magazines (e-Zine), USMLE Tagged Virtual Medical School Courseware and RBG Street Scholars Think Tank... Complete CV Below Background and Significance Health disparities across racial and ethnic groups in the United States have been well documented for over a century. These disparities have remained remarkably persistent in spite of the changes in many facets of the society over that period. Despite dramatic improvements in overall health status for the U.S. population in the 20th century, members of many African-American populations experience worse health along many dimensions compared with the majority white population (1). Because many minority neighborhoods have a shortage of physicians (2) and less access to medical care, increasing the supply of minority physicians has been proposed as an intervention that may help to ameliorate differences in health status...cont. reading after video intro June 25, 2009 THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE 5 See Dr. Cray on Socioeconomic Status, Race and Health Link to the Narrated Version (Online PowerPoint) of the above Photo Story. Medical training for African-Americans first became a topic of policy debate in the United States in the context of the post-Civil War south as a way to address the health needs of the African-American community. Disparities between the health status of Whites and African-Americans have been observed throughout American history. In the antebellum South, slave owners documented health problems that threatened productivity, and pointed out health disparities between African-Americans and Whites to reinforce beliefs that “biogenetic inferiority of blacks” justified slavery (3). Conditions in the South after the Civil War were not dissimilar to other post war periods, with many blacks left homeless – refugees in search of a place to live and a way to make a living (4). Lack of food, water and sanitation exacerbated what had already been extremely poor living conditions. The result was major outbreaks of pneumonia, cholera, diphtheria, small pox, yellow fever and tuberculosis. Yet, very few white physicians were willing to see black patients, and very few African-Americans could afford their fees. The education of African-American physicians and other health professionals was seen as a necessary step to improve the health of Blacks and to protect the public health of the communities where African-Americans lived, primarily in the South. African-American medical schools were founded to address this need. Against the backdrop of sociostructural and institutional racism and legal segregation, Flexnor (5) echoed both social justice and public health arguments for training black physicians in his famous report, with the underlying assumption that the best way to meet the great health needs of black communities in the United States was by providing more black physicians. His recommendation was to concentrate resources on two black medicals schools (out of seven) that he believed had the best chance of meeting the standards being set for modern medical training programs, Howard and Meharry. The preface to his recommendation reflects the tension between the societal goals for improving access to care by training more black physicians, while simultaneously maintaining an unstated goal and trend of restricting entry of blacks into the profession (6). As recently as 1965, only 2% of all medical students were black, and three-fourths of these students attended Howard or Meharry. The human rights and civil rights movements, the assassination of Malcolm X, Martin Luther King Jr., , and a rash of urban riots and uprisings woke many White Americans up. And academic medicine was one the first to respond to the wake-up call. Dr Jordan Cohn, AAMC President, in his “Bridging the Gap” address, explains the consequences of these sociopolitical events most eloquently. “This brought about a significant rise in admissions of minorities to medical schools. This wasn’t because of scores on the Scholastic Aptitude Test, grade-point averages and Medical College Admission Test scores of minorities suddenly skyrocketing. Rather, academic medicine began to take affirmative action to increase racial, ethnic June 25, 2009 THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE 6 and gender diversity in medical school classes. Enrollment of underrepresented minorities in U.S. medical schools rose rapidly to about 8% of all matriculants by early 1970. Then progress stalled in the mid 1970s, with admissions remaining flat for the next 15 years. To make matters worse, the fraction of individuals from the same groups in the U.S. population that were underrepresented in medicine continued to grow during this period¾minority populations increasing from 16% in 1975 to 19% in 1990.” (Source: www.AAMC.org Dr Jordan Cohn’s AAMC President /Bridging the Gap)" "Increasing diversity of physicians might decrease disparities in health by three separate pathways" The first pathway is through the practice choices of minority physicians, which may lead to increased access to care in underserved communities. Since the 1970s and 1980s, when minority students were first admitted to medical schools in large numbers, a number of studies have examined the practice patterns of minority physicians compared with white physicians. Despite their differences, empirical analyses regarding the practice location and patient population of minority physicians have been remarkable consistent. Minority physicians tend to be more likely to practice in underserved areas and to have patient population with a higher percentage of minorities then their white colleague (7-9). Evidence also suggest that minority physicians tend to have a higher percentage of patient populations with lower incomes and worse health status and who are more likely to be covered by Medicaid (10-13). The second pathway is through improvement in the quality of health care due to better physician – patient communication and greater cultural competency. The foundation of this hypothesis is that for many minority patients, having a minority physician my lead to better health care because minority physicians may communicate better and provide more culturally appropriate care to minority patients. If minority physicians provide high-June 25, 2009 THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE 7 quality care to minority patients along the interpersonal dimensions of care, including doctor-patient communications and cultural competence, this could result in higher patient trust and satisfaction. This may in turn facilitate better health outcomes (14-21). The third pathway by which increasing diversity in the health professions might serve to decrease health disparities is through improvements in the quality of medical education that may accrue to medial students as a result of increasing diversity in medical training. This would expose physicians-in-training to a wide range of different perspectives and cultural backgrounds among their colleagues in medical school, residency and in practice. Such exposure may provide physicians with experiences and interactions that will broaden their interpersonal skills and help in their interactions with patients (22).At the same time minority populations are increasing, data from the American Association of Medical Colleges show a marked decline in the number of African-Americans and Hispanics admitted to medical schools (23). These declines coincided with two significant events. First, in 1995, the United States Court of Appeals for the Fifth Circuit in Hopwood v. Texas, struck down as unconstitutional an affirmative action program that had been placed in the University of Texas law school. In doing so, the court effectively precluded higher education institutions as well as other entities in the Fifth Circuit, which cover Texas, Louisiana and Mississippi, from taking race or ethnicity into account in the admissions process. Secondly, the Regents of the University of California banned the use of race as a factor in admissions. With the passage of Proposition 209, public higher education institutions in California are no longer free to consider race, ethnicity or gender in admissions decisions, in recruiting programs, or even in planning and implementing minority-targeted outreach activities, such as tutoring programs and educational enrichment courses. California, Texas, Mississippi and Louisiana, these four states alone contain 35% of the minority population that remain underrepresented among medical students, and 75% of those from the Mexican-American community. REFERENCES 1. Kington, R.S., & Nickens, H.W. (2001) Racial and ethnic differences in health: Recent trends, current patterns, and future directions. In America becoming: Racial trends and their consequences, NJ Smelser, WJ Wilson, and F Mitchell. (Eds). Washington, DC, National Academy Press. 2. Komaromy, M.; Grumbach, K., et al. (1996). The role of black and Hispanic physicians in providing health care for underserved populations. New England Journal of Medicine; 334, pp. 1305-1310. 3. Savitt, L. (1985). Black health on the plantation: masters, slaves and physicians. In Sickness and health in America, J. Leavitt & R. Numbers (Eds.) University of Wisconsin Press. June 25, 2009 THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE 8 4. Summerville, J. Educating Black Doctors: a History of Meharry Medical College. University, Alabama: University of Alabama Press, 1983. 5. Flexnor, A. (1910). Medical Education in the United States and Canada. Carnegie Foundation for the Advancement of Teaching. Merrymount Press: Boston, MA. 5. Starr, P. The Social Transformation of American Medicine. New York: Basic Books, 1982. 7. Rocheleau, B. (1978). Black physicians an ambulatory care. Public Health Reports; 93(3):278282. 8. Lloyd, S.M., & Johnson, D.G. (1982). Practice patterns of black physicians: Results of a survey of Howard University College of Medicine Alumni. Journal of the National Medical Association; 74(2), pp. 129-141. 9. Keith, S.N.; Bell, R.M., et al. (1985). Effects of affirmative action in medical schools: A study of the class of 1975. New England Journal of Medicine; 313, pp. 1519-1525. 10. Davidson, R.C., & Lewis E.L. (1997). Affirmative action and other special consideration admissions at the University of California, Davis, School of Medicine. JAMA; 278(14), pp. 1153-1158. 11. Moy, E.; Bartman, B.A.; & Weir, M.R. (1995). Access to hypertensive care. Effects of income, insurance, and source of care. Archives of Internal Medicine; 155(14), pp. 1497-1502. 12. Cantor, J.C.; Miles, E.L., et al. (1996). Physician service to the underserved: Implications for affirmative action in medical education. Inquiry, summer; 33, pp. 167-180. 13. Gray, B. Stoddard, J.J. (1997). Patient-physician pairing: Does racial and ethnic congruity influence the selection of a regular physician? Journal of Community Health; 22(4), pp. 247-259. 14. Department of Health and Human Services OOMH. (2000). Office of Minority Health national standards on culturally and linguistically appropriate services (CLAS) in health care. Federal Register; 65(247). 15. Lavizzo-Mourey, R., & Mackenzie, E.R. (1996). Cultural competence: Essential measurements of quality for managed care organizations. Annals of Internal Medicine; 124, pp. 919-921. 16. Coleman, M.T., Lott, J.A., & Sharma, S. (2000). Use of continuous quality improvement to identify barriers in the management of hypertension. 17. American Journal of Medical Quality; 15(2) pp. 72-77. 17. Chinman, M.J.; Rosencheck, R.A.; & Lam, J.A. (2000). Client-case manager racial matching in program for homeless persons with serious mental illness. Psychiatric Services; 51(10):1265-1272. 18. Rosenbeck, R., Fontana, A., & Cottrol, C. (1995). Effect of clinician-veteran racial pairing in the treatment of posttraumatic stress disorder. American Journal of Psychiatry; 152(4), pp. 5550-5563. 19. Thom, D.H., Ribisl, K.M., Stewart, A.L., et al. Further validation and reliability testing of the trust in physician scale. Medical Care; 37(5), pp. 510-517. 20. Saha, S., Komaromy, M. et al. (1999). Patient-physician racial concordance and the perceived quality and use of health care. Archives of Internal Medicine; 159, pp. 997-1004. June 25, 2009 THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE 9 21. Morales, L.S., Cunningham, W.E., & Brown, J.A. et al. (1999). Are Latinos less satisfied with communication by health care providers? Journal of General Internal Medicine; 14, pp. 409-417. 22. Rathore, S.S.; Lenert, L.A. et al. (2000). The effects of patient sex and race on medical students’ ratings of quality life. American Journal of Medicine, 108(7), pp. 561.566. 23. www.AAMC.org. For further study and research see: American Health Dilemma: Race, Medicine, and Health Care in the United States. IVMS is a product of IMPF, see post below IMHOTEP VIRTUAL MEDICAL SCHOOL COURSEWARE CAPSULE An Institute for Minority Physicians of the Future Product A WEB-BASED UNDERGRADUATE MEDICAL EDUCATION STUDENT COMPANION DESIGNED, DEVELOPED, WRITTEN AND CURATED BY MARC IMHOTEP CRAY, M.D WHAT: IMHOTEP VIRTUAL MEDICAL SCHOOL A digitally tagged and content enhanced replication of the United States Medical Licensure Examination (Step 1, 2 or 3) Cognitive Learning Objectives. Hyperlinks are authoritative and reliable public domain reusable learning objects(RLOs), along with June 25, 2009 THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE 10 well done PowerPoint-driven multimedia shows, comprehensive hypermedia basic medical science learning outcomes and detailed, content enriched learning objectives. Tools/methods include: Illustrated HTML Notes and PDF PPT Presentations /PPS Concise, Cogent Word Doc Mini-Tutorials Animations, Simulations and Videos Virtual Lavatories Pictures, Images and Photos Laboratory Slides and Micrographs Concept Maps and Schematics Case-Based Learning (CBL) Exercises USMLE Mirrored Practice Examinations WHY: IMHOTEP VIRTUAL MEDICAL SCHOOL IVMS will serve as a gold standard for undergraduate medical education classroom globalization. ELEVEN (11) UNIQUE FEATURES AND ADVANTAGES that tower over anything available in the contemporary undergraduate medical education community: 1.1. IMHOTEP VIRTUAL MEDICAL SCHOOL is courseware for independent study; amenable to periodic updates as the professor’s IT savvy/teaching sophistication evolves and/or the students’ educational needs oscillate/advance 1.2. IMHOTEP VIRTUAL MEDICAL SCHOOL is interactive, inter-relational and versatile, i.e., capable of being individualized in accordance with teaching objectives, professor preferences and/or student learning styles. June 25, 2009 THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE 11 1.3. IMHOTEP VIRTUAL MEDICAL SCHOOL is the ideal medical student independent study companion because it’s multi-tool/methodology design and diverse tutor expert points of view cultivates mastery learning, medical language fluency-building, improved academic performance and long-term retention. 1.4. IMHOTEP VIRTUAL MEDICAL SCHOOL emits a positive energy that provides the student with the zeal to develop and maintain good SDL (self-directed learning) habits. 1.5. IMHOTEP VIRTUAL MEDICAL SCHOOL provides the learner with detailed hypermedia study plans and lessons; which when approached sequentially result in a progressive building of the students’ medical fund of knowledge in an integrated manner. 1.6. IMHOTEP VIRTUAL MEDICAL SCHOOL is developed and designed to facilitate the globalization of the undergraduate medical education classroom for the purpose of internationalizing teaching and learning excellence. 1.7. IMHOTEP VIRTUAL MEDICAL SCHOOL is upgradeable; including Online/E-lectures, Faculty Lecture Archives, E-Board Reviews, Mock Board Exams and Computer-Based Testing (Assessment and Evaluation Management System). 1.8. IMHOTEP VIRTUAL MEDICAL SCHOOL is particularly useful for medical students in subject based pre-clinical curricula medical schools, becauseit is designed to bring the inter-related nature of the Basic Medical Sciences (BMS) into the clear light of day (horizontal integration). And as a direct extension, the curriculum provides a lens through which the student can clearly see the BMS foundations of clinical medicine (vertical integration). 1.9. IMHOTEP VIRTUAL MEDICAL SCHOOL has created over 1,000 foundational RLOs (Reusable Learning Objects) that serve to introduce core undergraduate medical education subjects, topics, mechanisms and concepts across all basic science and clinical domains. These learning objects concomitantly function as portals of entry into our “global medical school classroom”. These digital classes are to be found all over the world, where all U.S. Medical Schools show-case their contribution to educating and the training medical students. Our products reflects cutting-edge undergraduate medical education methodologies and best evidence research data and resources. Consequently, with proper regards and credits for a colleague’s intellectual property, contents can serve as excellent raw database source for academics to draw from in creating their own lecture notes, slide presentations and evaluations. And, what is most, should you find a object particularly helpful to your personal learning style, information regarding commercial versions is at your fingertips. 1.10. IMHOTEP VIRTUAL MEDICAL SCHOOL Finally, and what is Trademark, data is always couched in pearls of wisdom concerning CULTURAL COMPETENCY IN MEDICINE, MULTICULTURAL CURRICULUM INFUSION IN UNDERGRADUATE MEDICAL EDUCATION, MEDICAL ETHIC AND PROFESSIONALISM, HEALTH June 25, 2009 THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE 12 DISPARITY DATA AND RACIAL/ETHNIC MINORITIES AND THE POOR and surrounded with pictorial snippets of professional medical education community experiences. 1.11. IMHOTEP VIRTUAL MEDICAL SCHOOL IS available in different versions depending on needs: Individual (Student) Version International (Medical Teacher Assistant) Version Academic (E-Learning) Version Institutional (Multimedia Center) Version To here Dr. Cray Present /Teaching follow the links below Imhotep Virtual Medical School Demo-From RBGz WiZiQ Virtual Classroom IVMS Medical School Preparation Consultation Services (Online and Face to Face Tutoring /Group and Individualized, USMLE Review/Board Preparation) Imhotep Virtual Medical School (Dr. Cray/bna RBG Street Scholar) is now offering individualized tutoring in the basic and advance biological sciences and Medical School Preparation Consultation Services. If you want to become a physician and you like what you just heard /read, but need to sure up your fun of knowledge in the basic biological sciences we have the capability to be of service. We can best hook up and discuss your needs over at our WiZiQ Virtual Classroom Environment. Join up and let's get to work. Call Dr. Cray at 770-322-1050 June 25, 2009 THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE 13 Preliminary Required Reading for All IVMS Learners Institute for Minority Physicians of the Future (IMPF) OUR STORY IN BRIEF! The Relationship between America, Blacks, Health and Medicine The Medical College Admission Test, commonly known as the MCAT, is a computer-based standardized examination for prospective medical students in the United States and Canada. It is designed to assess problem solving, critical thinking, written analysis, and writing skills in addition to knowledge of scientific concepts and principles. Prior to August 19, 2006, the exam was a paper-and-pencil test; since January 27, 2007, however, all administrations of the exam have been computer-based. June 25, 2009 THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE 14 The MCAT today The exam is offered 25 or more times per year at Prometric centers.[4] The number of administrations may vary each year. Ever since the exam's duration was shortened to 4.5-5 hours, the test may be offered either in the morning or in the afternoon. Some test dates have both morning and afternoon administrations. The test consists of four sections, listed in the order in which they are administered on the day of the exam: * Physical Sciences (PS) * Verbal Reasoning (VR) * Writing Sample (WS) * Biological Sciences (BS) The Verbal Reasoning, Physical Sciences, and Biological Sciences sections are in multiple-choice format. The Writing sample consists of two short essays that are typed into the computer. The passages and questions are predetermined, and thus do not change in difficulty depending on the performance of the test taker (unlike, for example, the Graduate Record Examination). The Physical Sciences section assesses problem-solving ability in general chemistry and physics and the Biological Sciences section evaluates these abilities in the areas of biology and organic chemistry. The Verbal Reasoning section evaluates the ability to understand, evaluate, and apply information and arguments presented in prose style. The Biological Sciences section most directly correlates to success on the USMLE Step 1 exam, with a correlation coefficient of .553 vs .491 for Physical Sciences and .397 for Verbal Reasoning. [5] Predictably, MCAT composite scores also correlate with USMLE Step 1 success. [6] June 25, 2009 THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE 15 Administration Section Questions Minutes Physical Sciences 52 70 Verbal Reasoning 40 60 Writing Sample 2 60 Biological Sciences 52 70 The Physical Sciences section is administered first (prior to the April 2003 MCAT, Verbal Reasoning was the first section of the exam). It is composed of 52 multiple-choice questions related to general chemistry and physics. Exam takers are allotted 70 minutes to complete this section of the exam. The Verbal Reasoning section follows the Physical Sciences section and an optional 10 minute break. Exam takers have 60 minutes to answer 40 multiple-choice questions evaluating their comprehension, evaluation, and application of information gathered from written passages. Unlike the Physical and Biological Sciences sections, the Verbal Reasoning section is not supposed to require specific content knowledge in order to perform well. Prior to the computerization of the MCAT there was a 60 minute lunch break after the Verbal Reasoning section followed by the Writing Sample. With the new Computer-Based Testing format the 60 minute lunch break has been substituted by an optional 10 minute break. The Writing Sample gives examinees 60 minutes to compose responses to two prompts (30 minutes for each prompt, separately timed). Each essay is graded on a scale of 1 to 6 points twice. The scores from individual essays are added together and then converted to a letter scale of J, the lowest, through T, the highest. After the Writing Samples, there is an optional 10 minute break followed by the Biological Sciences section. Examinees have 70 minutes to answer 52 multiple-choice questions related to organic chemistry and biology. June 25, 2009 THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE 16 Scoring Scores for the three multiple-choice sections range from 1 to 15. Scores for the writing section range alphabetically from J (lowest) to T (highest). The writing section is graded by a human reader and a computerized scoring system. Each essay is scored twice -once by the human reader and once by the computer -and the total writing sample score is the sum of the four individual scores. The total raw score is then converted to an alphabetic scale ranging from J (the lowest) to T (the highest). The numerical scores from each multiple-choice section are added together to give a composite score. The score from the writing sample may also be appended to the composite score (e.g. 35S). The maximum composite score is 45T but any score over 30P is considered fairly competitive, as this is the average for matriculants to medical school.[7] There is no penalty for incorrect multiple choice answers, thus even random guessing is preferable to leaving an answer choice blank (unlike many other standardized tests). Students preparing for the exam are encouraged to try to balance their subscores; physical, verbal, and biological scores of 12, 13, and 11 respectively may be looked upon more favorably than 14, 13, and 9, even though both amount to the same composite score. The standard deviation is 2.0-2.3 depending on the year and form of the exam.[8] Policies Like some other professional exams (e.g. the Law School Admission Test (LSAT)), the MCAT may be voided on the day of the exam if the exam taker is not satisfied with his or her performance. The decision to void must be made before leaving the test center and before seeing the exam results. The AAMC prohibits the use of calculators, timers, or other electronic devices during the exam.[9] Cellular phones are also strictly prohibited from testing rooms and individuals found to possess them are noted by name in a security report submitted to the AAMC. The only item you may bring into the testing room with you is your photo ID. If you wear a jacket or sweater, it may not be removed in the testing room.[10] June 25, 2009 THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE 17 It is no longer a rule that students must receive permission from the AAMC if they wish to take the MCAT more than three times total. The limit with the computerized MCAT is three times per year, with no lifetime limit. An examinee can register for only one test date at a time, and must wait two days after testing before registering for a new test date. MCAT exam results are made available to examinees approximately thirty days after the test via the AAMC's MCAT Testing History (THx) Web application. Examinees do not receive a copy of their scores in the mail. MCAT THx is also used to transmit scores to medical schools, application services and other organizations (at no cost). Preparation Like most standardized tests, there are a variety of preparatory materials and courses available. The AAMC itself also offers a select few tests for purchase at their website www.e-mcat.com and one free sample test on their main website at www.aamc.org/mcat. Approximately half of the students taking the MCAT use a test prep company. Prices for these courses are usually from $1500 -$2000. Students who do not use these courses often rely on material from university text books, MCAT preparation books, sample tests, and free web resources, such as MyMCAT (A mediawiki powered, open community project to provide free mcat resources for all students). List of MCAT topics cover in IVMS Preparation Course June 25, 2009 THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE 18 Download Demonstration Presentation http://www.divshare.com/download/6750744-112 The following list of MCAT topics is a brief overview of the topics covered on the biological and physical sciences sections of the Medical College Admission Test as of April 2003. This list is in addition to a section on verbal reasoning items, and two writing samples. * Biology o Molecular biology + Enzymes and metabolism + DNA and protein synthesis + Eukaryotes o Genetics o Microbiology o Generalized eukaryotic cell June 25, 2009 THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE 19 o Specialized eukaryotic cells and tissues o Nervous and endocrine systems o Circulatory, lymphatic system, and immune systems o Respiratory system o Skin system o Digestive and excretory systems o Muscle and skeletal systems o Reproductive system and development * Organic chemistry o The covalent bond o Molecular structure and chemical spectra o Isomers and Stereochemistry o Separations and purifications o Hydrocarbons o Oxygen Containing Compounds + Alcohols + Ethers + Ketones + Aldehydes + carboxylic acids + Acid Derivatives (e.g. acid chlorides, esters, and amides) o Amines June 25, 2009 THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE 20 o Biological molecules o General Concepts in organic chemistry * General chemistry o Electronic structure and periodic table o Bonding o Phases and phase equilibria o Stoichiometry o Thermodynamics and thermochemistry o Rate Processes in chemical reactions -kinetics and equilibrium o Solution chemistry o Acids/bases o Electrochemistry Course Options Topics Listed Above: 30 HD PowerPoint’s on DVD/CD for Self Study: $150 plus Shipping and Handling (Payment in Advance) 30 Online Presentation Sessions/Tutorials/Discussion with Dr. Cray: $1,000 ($500 in Advance and 2nd 500 after 15 Sessions) In addition to IVMS PowerPoints Prepared by Dr. Cray All packets presently include a hot-linked PDF that provides the following PowerPoint downloads : June 25, 2009 THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE 21 IMHOTEP VIRTUAL MEDICAL SCHOOL PRE-MED/MCAT PREPARATION COURSE POWERPOINTS (Compiled by Marc Imhotep Cray, M.D. (From the Chemical, Biological and Physical Science Worldwide Teaching Community) N.B. The outline that follows becomes hot-linked downloadables in course packets. CHEMISTRY POWER POINTS Acids & Bases [2] Alkali Metals Lab Alkanes and Alkenes Lab [2] Atomic model Atomic Size June 25, 2009 THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE 22 Atomic Structure Balancing [2] Bohr's Model, Photons Bonding [2] Boyle's Law Calcium Lab Candle Lab Cell Potential Cell Types Charles's Law Chemsketch Combined Gas Law Combustion Common Ion Concentration Conductivity Lab Covalent Bonding Crystals Electro negativity [2] Equilibrium Calculations Equilibrium Law Esters Factor Label Method June 25, 2009 THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE 23 Foods Lab [2] Functional Groups Galvanic Cells Gas Stoichiometry Heat of Combustion Hess's Law [2] Hybrid Orbitals Hydrates Lab Hydrocarbon Models Hydrocarbon Naming [2] Ideal Gas Law Intermolecular Forces Ionic Bonding Isomers [2] Ka, Acid Ionization Kinetic Molecular Theory Ksp Solubility Kw, pH Lewis Structures Limiting Reagents [2] Lone Pairs Molar Mass Molar Solutions Molar Volume Lab June 25, 2009 THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE 24 Molecular Formula Naming [2, 3] Naming Groups Net Ionic Equations [2] Neutralization Nuclear Energy Orbital Characteristics Orbitals Organic Synthesis Partial Pressures Percentage Yield Periodic Table [2] Periodic Trends pH of Salts, Buffers Physical Properties Lab Proportions Quantum Mechanics Rates of Reaction Reaction reversibility Redox Significant Digits Solubility Solubility Curves Solubility Rules June 25, 2009 THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE 25 Solutions Stoichiometry [2] Straw Lab The Activity Series The Collision Theory The Mole Thermo chemical Equations Thermo chemistry [2] Titration [2] Transition State Types of chemical reactions BIOLOGY POWER POINTS DNA [2, 3, 4, 5] Ecology [2] Electrophoresis Endocrine and nervous system [2] Environments [2] Enzymes [2, 3, 4] Feeding relationships Fertilizers and Pesticides Fish, Amphibians, Reptiles, & mammals Fungi Gel Electrophoresis June 25, 2009 THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE 26 Gene Function and Structure Genetics [2, 3, 4, 5, 6, 7, 8] Healthy Bodies [2] Heart [2, 3] Hedgerows and Monoculture Hormones HIV and AIDS [2] Homeostasis of the body Human health and disease Inheritance [2, 3] Immune System [2, 3] Kidney Kingdom [2] Life Processes Lipids Lungs Mendel's [2] Meiosis Monohybrid Microbes Microscope [2, 3] Mitosis Natural Selection [2] Nerves [2, 3, 4] June 25, 2009 THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE 27 Neurons Nitrogen cycle [2, 3] Nutrition [2] Osmosis & Diffusion Photosynthesis [2, 3, 4, 5, 6] Population [2] Plants [2, 3, 4, 5, 6, 7, 8] Predators and prey Proteins [2, 3] Reproduction [2, 3, 4] Respiration [2] Scurvy Sex Linkage Sexual Differentiation Simple Animals [2, 3, 4] Smoking Solvents Structure Skeletal Muscle Support and locomotion Symbiosis [2, 3] The Body The Human Genome project Temperature Regulation Tobacco June 25, 2009 THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE 28 Variation and mutation [2] Vertebrates Viruses [2] Xerophytes PHYSICS POWERPOINTS Acceleration [2] Basic space Circuits [2] Color [2, 3, 4, 5, 6, 7] Density Diffraction and Interference Edison's Bright Idea Electric Fields Electrical Circuits [2] Electricity [2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24] Electrostatics Emission spectra Energy [2, 3, 4, 5, 6] Fission and Fusion Flight [2, 3] Fluids June 25, 2009 THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE 29 Forces and Motions [2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13] Fossil Fuels Friction [2, 3, 4] Gamma-Rays Gravity [2, 3] Heat [2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21] How lightening works Infrared Ionizing Radiation [2] LED Lenses Light [2, 3, 4, 5, 6, 7, 8, 9, 10] Magnetism [2, 3, 4, 5, 6, 7] Measuring and Recording Data Microwave Modern Physics Momentum and Impulse [2] Motion [2, 3] Nature of Science Newton's Laws [2] Optical Illusions [2, 3, 4, 5, 6, 7, 8] Optics Physics Intro, Kinematics, Graphing Potential & Kinetic Energy June 25, 2009 THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE 30 Pressure, Momentum, and Impulse Projectile & Circular Motion, Torque [2] Projectile Motion Properties of Matter Quantum Physics General Radio Waves Radioactive Decay Rainbows Reflection Refractions, Lens, and Sight [2, 3, 4] Resultant forces Rutherford Scattering Simple machines [2, 3, 4, 5, 6, 7, 8, 9, 10] Sound [2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12] Sound and light Spectral lines Spherical Mirrors Starter conductors and insulators Static Steps of The Scientific Method Telecommunications [2, 3, 4] Thermodynamics [2] The Universe [2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12] Transport June 25, 2009 THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE 31 Two Source Interference Two-Dimensional Motion Ultraviolet Vectors [2] Waves [2, 3, 4, 5, 6, 7, 8, 9, 10, 11] Work, Power, and Energy X-Rays Self Study, I’m not a Physics Expert/Tutor * Physics o Translational motion o Force and motion, gravitation o Equilibrium and momentum o Work and energy o Waves and periodic motion o Sound o Fluids and solids o Electrostatics and electromagnetism o Electronic circuit elements June 25, 2009 THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE 32 o Light and geometrical optics o Atomic and nuclear structure o Basic concepts and general techniques Notes 1. McGaghie, William C. (2002-09-04). "Assessing Readiness for Medical Education". Journal of the American Medical Association 288 (9): 2. 1085–1090. doi:10.1001/jama.288.9.1085. PMID 12204076. 3. Medical College Admission Test Will Convert to Computer-Based Format 4. http://www.kaptest.com/oneoff/mcat-test-change/computer-based-mcat-information.jhtml What is changing on the MCAT?] 5. "2007 Completely Computerized MCAT Exam". Association of American Medical Colleges. http://www.aamc.org/students/mcat/cbtreg.htm. 6. "Undergraduate Institutional MCAT Scores as Predictors of USMLE Step 1 Performance". Acad Medicine. 2002. http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=pubmed&cmd=Retrieve&dopt=AbstractPlus&list_uids=12377692&query_hl=18&itool=pubmed_docsum. 7. "Adult Learners: Relationships of Reading, MCAT, and USMLE Step 1 Test Results for Medical Students". Education Resources Information Center. April 2002. http://eric.ed.gov/ERICWebPortal/Home.portal?_nfpb=true&_pageLabel=RecordDetails&ERICExtSearch_SearchValue_0=ED464943&ERICExtSearch_SearchType_0=eric_accno&objectId=0900000b800710dd. 8. "Facts: Applicants, Matriculants and Graduates". Association of American Medical Colleges. http://www.aamc.org/data/facts/2004/2004mcatgpa.htm. 9. "MCAT Scores and GPAs for Applicants and Matriculants, 1994-2005". AAMC. http://www.aamc.org/data/facts/2005/2005mcatgpa.htm. Retrieved on 2007-05-26. 10. "MCAT Exam Frequently Asked Questions". Association of American Medical Colleges. http://www.aamc.org/students/mcat/about/faqs.htm. 11. "MCAT Exam Testing Experience FAQ". Association of American Medical Colleges. http://www.aamc.org/students/mcat/testexpfaq.htm#18. June 25, 2009 THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE 33 Marc Imhotep Cray, M.D. Marc Imhotep Cray MD 1917 Taffeta Trail Lithonia, Georgia 30058 Primary Phone: (770) 322-1050 Secondary : (404) 752-1617 impfome@yahoo.com "I' work with and teach on and learn frommy students at all stages of the physician development process, from High School to M.D." June 25, 2009 THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE 34 Stages Pre-medical Medical school Sub-internship Internship Residency Fellowship Board certification Licensure Continuing medical education Pathways Medicine (MD) Osteopathic (DO) International (IMG) Degrees Doctor of Medicine Doctor of Osteopathic Medicine MD/PhD or DO/PhD Exams MCAT COMLEX Step 1, 2CE, 2PE, 3 USMLE Step 1, 2CK, 2CS, 3 June 25, 2009 THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE 35 Regulatory bodies Association of American Medical Colleges American Association of Colleges of Osteopathic Medicine National Resident Matching Program National Matching Service Accreditation Council for Graduate Medical Education Liaison Committee on Medical Education Commission on Osteopathic College Accreditation Accreditation Council for Continuing Medical Education American Osteopathic Association American Medical Association Student groups American Medical Student Association Alpha Omega Alpha Sigma Sigma Phi Student National Medical Association June 25, 2009 THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE 36 Research and documentation that follows was compiled by this e-Zine author and originally published in RBG Street Scholars Multimedia e-Book in 2008 http://rbgsstt.livejournal.com/On Medicine in Old Egypt [Hamed A Ead] Medicine in Ancient Egypt -The Asclepion/U. of Indiana (US) Ancient Egyptian Medicine -Ancient Egyptian Virtual Temple Medicine in Ancient Egypt Daily Life -Minnesota State Univ. at Mankato For Every Malady Cure -(EG) AIDS: Déjà Vu in Ancient Egypt? [RJ Albin] About Horus [S Cass] -Encyclopedia Mythica On the Eye of Horus, What does the pharmacist's symbol "Rx" mean? -The Straight Dope June 25, 2009 THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE 37 About the Step Pyramid (of Djoser) A selected bibliography of Imhotep [R Rashidi], About The Third Dynasty -TourEgypt About the Physicians of Ancient Egypt -Per Sekhmet Just What the Doctor Ordered in Ancient Egypt [I Springer] -Tour Egypt Objects from the Collection of Ancient Egyptian Art at M.C. Carlos Museum/Emory Univ. (US) Practical Egyptian Magical Spells [RK Ritner] -U of Chicago Some Magical Amulets & Gems -U of Michigan/HTI The Instruction of Ptahhotep (6th dynasty?) The Papyrology Home Page [JD Muccigrosso] The Papyrus Archive, including a Medical Prescription, at Duke Univ. (US) Some brief notes on some famous Medical Papyri (Smith, Ebers, Kahun) ['marrya'] -(IE) About the Hearst Medical Papyrus -Center for the Tebtunis Papyri, Berkeley (US) The Edwin Smith Surgical Papyrus -Cyber Museum of Neurosurgery (US) About the Smith and Ebers Papyri – CrystalLinks About the Edwin Smith Sugical Papyrus [RH Wilkins] -via AANS Surgery on papyrus [B Morris] -StudentBMJ An Overview of the Manuscript Collection at the Bibliotheca Alexandrina, and CultNet -Cultural Heritage in the Digital Age A Classified Bibliographical Database of Ancient Egytian Medicine and Medical Practice [PA Piccione] Surgical tools found in 6th dynasty tomb -ArabicNews.com Papyrology Links -UMich [Photo] Brief Note on the Discovery of Raised Bread -ARIGA Earliest Egyptian Chemical Manuscripts [prepared by HA Ead] Electronic Printed/Web-published material -Ruprecht-Karls Universität, Heidelberg (DE) About the Alexandrian School (Herophilos, Erasistratos) -Univ of Virginia (US) June 25, 2009 THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE 38 Marc Imhotep Cray, M.D. Curriculum Vitae EXPERIENCE 5/2004-Present Institute for Minority Physicians of the Future(IMPF) Founder and Director Office of Medical Education IMPF mission is to become the leading organizational force for parity in medical education by helping minority students develop the skills that will enable them to compete on a more equal footing in the medical school admission process. IMPF elucidates, distills and fuses educational psychology, information technology and undergraduate medical education data. We develop Computer Mediated Medical Education(CMME) programs, projects and products that serve to increase recruitment, admission and retention (RAR) of under-represented minorities (URM) in major United States medical schools. The ultimate goal being for these students to defend, define and develop medical careers that will be committed to the elimination of health disparities in racial/ethnic minorities and the poor. Ø 5/2003-5/2004 International University of Health Sciences-School of Medicine Associate Professor Basic Medical Sciences St Kitts, West Indies June 25, 2009 THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE 39 · My responsibilities included teaching all the basic medical sciences, curriculum development, conducting educational research and evaluation, faculty development, various student recruitment admission -retention (RAR) projects. Specialized training in E-learning, informatics, curriculum development, course management systems i.e. blackboard and webCT Ø 1/1999-5/2003 American International School of Medicine Atlanta, GA and Ocean View, Guyana · Director Office of Medical Education and Associate · Professor of Pharmacology and Medicine · I provided leadership and academic support to the School of Medicine by planning, developing and implementing innovative curricula across the continuum of medical education. My responsibilities also included teaching, conducting educational research and evaluation, faculty development, various student recruitment admission -retention (RAR) projects. Ø 6/1999-3/2002 The Primary Care Center Decatur, GA · Physician & Director of Clinical Diagnostic Services · I provided comprehensive medical care in an ambulatory setting; including diagnosis, treatment, follow-up and referrals. I was also the Director of Clinical Services. In this capacity, I was responsible for coordinating the execution of all ancillary diagnostic services for the center. Ø 2/1997-8/1998 Morehouse School of Medicine Atlanta, GA · Senior Research Associate June 25, 2009 THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE 40 · Under a NASA commission grant, I worked in the Clinical Pharmacology Unit/Clinical Analytical Laboratory. My responsibilities included providing research support in the areas of qualitative and quantitative analysis using GC/MS and HPLC. Ø 7/1994-12/1996 Royce Occupational Health Group Milledgeville, GA · Medical Director · At Royce we provided occupational healthcare to employees of companies in the greater Milledgeville area. We also provided comprehensive ambulatory medical services. Ø 6/1993-12/1996 Georgia Regional Hospital of Atlanta Atlanta, GA · Medical Emergency House Physician · I was the weekend hospital physician. My responsibilities included evaluating, admitting, and treating all psychiatric admissions. I lodged on the hospital premises from Friday night to Monday morning. Ø 41990-4/1991 Morehouse School of Medicine Atlanta, GA · Adjunct Instructor Cork Institute · I lectured in the area of Addiction Medicine to medical students and residents at the medical school for the Cork Institute on Black Alcohol and Drug Abuse. Ø 6/1991-4/1992 Morehouse School of Medicine Atlanta, GA · PGY-2 Psychiatry · I trained in the MSM Psychiatry Residency Training Program during it first year in existence. Ø 3/1990-4/1991 Morehouse School of Medicine Atlanta, GA June 25, 2009 THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE 41 · Research Associate/Programs Coordinator · I worked for the Department of Community Health and Preventive Medicine/Health Promotion Resource Center. I coordinated all community health awareness programs. Our primary focus was on diseases that most significantly impacted minority and poor communities such as HIV/AIDS, substance abuse and violence. Ø 7/1986-1/1989 Committee of Interns and Residents NYC, New York · Educational Coordinator & Lecturer in Pham & Medical Therapeutics · I planned, developed, implemented and coordinated the medical licensure review course and lectured in pharmacology and therapeutics. Ø 7/1986-1/1989 Harlem Community Medical Clinic NYC, New York · General Medicine Private Practice · I provided comprehensive medical care for the Harlem community. I diagnosed and treated the gamut of outpatient medical problems. Ø 7/1984 -6/1985 Columbia Presbyterian College of Physicians and Surgeons at Harlem Hospital Medical Center NYC, New York Intern in Internal Medicine This was my postgraduate training experience in medicine. EDUCATION Professional 6/1992 Morehouse School of Medicine/Cork Institute Atlanta, GA On Black Alcohol and Drug Abuse I trained in and studied Addiction Medicine as it impacts minorities and poor communities. 6/1984 June 25, 2009 THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE 42 UMDNJ-New Jersey Medical School Newark, NJ Medical Doctor Degree American Medical School education. 6/1984 UMDNJ-NJMS Biomedical Research Center Newark, NJ I studied basic and clinical pharmacology research protocols, procedures and modalities. 6/1980 Massachusetts College of Pharmacy Boston, MA I studied pharmaceutical science comprehensively leading to a Bachelor of Science in pharmacy. AFILIATIONS 4/1999 -Present Association of Black Cardiologists/Member 12/1986 -Present American Medical Association/Member 6/1986 -Present National Medical Association/Member SKILLS Microsoft Office Advanced Currently used 10 years Medical Web Master Expert +4 years Medical Infomatics Expert PUBLICATIONS AND TECHNICAL REPORTS Cray, M.I. "Alcohol Abuse and Alcoholism Among Blacks in Georgia" Medical Association of Georgia June 25, 2009 THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE 43 New , Fall 1986, Vol. 5, No. 2, pp. 94-98. Cray, M.I. "Approaches in the Prevention of Black Adolescent Substance Abuse" Journal of Minority Health, April 1988, Vol. 14, pp. 14-18. Cray, M.I. "The SMART (Students Making Abstinence Real Tight) Curriculum -An Alcohol and Other Drug Abuse and AIDS Prevention Educational Manual" Morehouse School of Medicine/Health Promotion Resource Center, December 1990. Cray, M.I. "Addiction Medicine for Rising Second Year Medical Students" Morehouse School of Medicine/Cork Institute on Black Alcohol and Drug Abuse Prevention, July 1991. Cray, M.I. "Towards Culturally Appropriate Treatment of African-Americans" Health News, March/April 1993, Vol. 6. No. 1. Technical Report Relationships Between HIV/AIDS and Atypical Pneumonias at Grady Memorial Hospitals Medical Resource Management . August 1994. Technical Report Heafth Systems Development for Substance Abuse and Mental Health at Charter Hospitals -Medical Resource Management , June 1995. Technical Report Tuberculosis Infection and Need for HIV Testing at Fulton County Health Department -Medical Resource Management, January 1996. PROFESSIONAL PRESENTATIONS Cocaine: Pharmacology and Toxicology; Morehouse School of Medicine, Family Practice Residency Training Program, October 1985. Psychoactive Drugs: Mechanisms of Action in Addiction; Morehouse School of Medicine, Family Practice Residency Training Program, January 1986. June 25, 2009 THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE 44 Substance Abuse and Chemical Dependency in Africa n-Americarvs~, A Public Health Approach to Treatment and Prevention; Georgia Minority Health Association Annual Health Education Conference, Hilton Hotel, Atlanta, Georgia, June 1990. Alcoholism and Drug Addiction in Black Americans: An Epidemiologic Review; Georgia Department of Human Resources/Division of Public Health, Allied Health Professionals Training Workshop, Omni International Hotel, Atlanta, Georgia, January 1991. HIV/AIDS in Intravenous Drug Abusers: Strategies for Prevention-AIDS Atlanta Educational Training Workshop, Atlanta, Georgia, September 1992. Culturally Appropriate Treatment for African-Americans: Morehouse School of Medicine/Health Promotion Resource Center Training Conference, December 1992. Clinical Presentations of Persons with HIV/AIDS: Fulton County Health Department Annual Training Conference, May 1993. Medical Problems Confronting African -Arnerican in the 21st Century, Georgia Association of Black Health Professional, Sixth Annual Conference, Hilton Hotel, Atlanta, Georgia, June 1995. ABSTRACTS Abukhalaf IK, Cray MI, Chidebelu-Eze E, von Deutsch DA, and Potter DE. Quantitation of clenbuterol in plasma and urine specimens using GC-MS. Presented at the joint meeting of the Society of Forensic Toxicologists and The International Association of Forensic Toxicologists (TIAFT), Albuquerque, NM, 1998. Von Deutsch DA, Chen W-D, Pitts SA, Wineski LE, Klement BJ, Joseph E, Potter DE, Nokkaew C, George B, Cray MI, Nguyen T, and Paulsen DF. Muscle-specific effects of clenbuterol on protein density and wet weight in soleus and plantaris muscles of mature, hindlimb-suspended rats. ASGSB Space Biol. Bull. (Abstr), 1998. Von Deutsch DA, Abukhalaf IK, Cray MI, Aboul-Enein Hy, Grace T, Oster R, Pitts SA, Wineski LE, Chiclebelu-Eze E, Paulsen DF, and Potter DE. Clenbuterol levels in rate plasma and tissue using GC/MS and EIA. ASGSB Space Biol. Bull. (Abstr), 1998. Abukhalaf IK, von Deutsch DA, Cray MI, Potter D, and Mozayani A. A sensitive method for quantifying Pagonists; in biological fluids -clenbuterol as a model. Presented at the annual meeting of the American Academy of Forensic Sciences, Orlando, Fl, 1999. Marc Imhotep Cray MD 1917 Taffeta Trail Lithonia, Georgia 30058 June 25, 2009 THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE 45 Primary Phone: (770) 322-1050 Secondary : (404) 752-1617 impfome@yahoo.com