From increasing the use of sepsis bundles to streamlining diagnostic test ordering to improving patient satisfaction with consent procedures, medical students at the Ohio State University College of Medicine develop projects to solve real-world patient safety risks in clinical settings.

This coursework is part of the college’s four-year health system science studies focused on safety, quality and how different healthcare professions and specialties collaborate to Excellerate patient care.

Rather than having health professionals wait to learn certain concepts until later on in their careers, some medical schools are beginning to incorporate patient safety into curricula so graduates enter the workforce more fully prepared.

“Why wait for a physician or a nurse or someone to be in practice for years before allowing them to take a course like this or receive certification?” said Dr. Frank Filipetto, dean of the Texas College of Osteopathic Medicine. ”Let's not have them develop bad habits.”

However, medical schools must convince students and academic leaders that patient safety is worth prioritizing. Schools looking to implement safety curricula face barriers including student disinterest and uneven internal support for devoting resources to these initiatives.

“The biggest challenge was convincing students that they needed this curriculum and because it’s a change, and they don't see other medical schools doing this,” Filipetto said. “I’ve had students say, ‘I don't need to learn this.’” To counter these objections, professors explain how studying safety advantages students by enhancing their skills, in addition to benefiting patients, he said.

The Texas College of Osteopathic Medicine is among the innovators in this area. The school decided a few years ago to emphasize safety so students understand the importance of preventing harm, Filipetto said.

“My vision back then was: We really need to change the way healthcare is being delivered in this country because we have significant issues with medical errors and patient safety issues that result in death,” he said.

With assistance from the Institute for Healthcare Improvement and SaferCare Texas, the college first developed a curriculum and a pilot program to prepare 10 students for an IHI exam to qualify them for a Certified Professional in Patient Safety designation. Nine students passed on their first try, exceeding expectations, Filipetto said.

The Texas College of Osteopathic Medicine refined its safety curriculum and now requires a two-week course and the exam during the third year of medical school. Ninety-eight percent of graduates depart with patient safety certifications, according to the college.

Students learn about the foundations of patient safety, including hospital leadership, a culture of reporting adverse events, and measuring and improving performance. They also study how to identify root causes of safety failures to inform solutions.

More than 5,000 individuals have earned Certified Professional of Patient Safety designations since the exam debuted in 2012, said IHI Vice President Patricia McGaffigan. Since the Texas College of Osteopathic Medicine began its program, its graduates represent about 10% of those who have passed the test, she said. The IHI is seeking additional academic partners to expand its efforts, she said.

At the Ohio State University College of Medicine, health systems science students take a four-year course completing IHI quality and patient safety modules and engaging in group work to apply the lessons to clinical scenarios, said Dr. Philicia Duncan, program director of the school’s applied health systems science course.

During their final year, students engage in quality improvement projects that identify areas where care could be improved and work with faculty and others on quality and safety initiatives such as a campaign to reduce vaccine hesitancy.

The university ultimately wants safety incorporated into the entire curriculum, Duncan said. “That's almost looked at as a niche area,” she said. “Once it's demonstrated that patient safety and quality is more a fabric of medical education and medical practice, then that would help the program's success.”

The University of Michigan Medical School takes a similar approach that is personalized for students based on their interests and future specialties, said Dr. Jawad Al-Khafaji, director of patient safety and quality improvement. Students also work on projects emphasizing measures to prevent adverse events, he said.

“We've had quite a few very impactful projects that ended up changing some of the practices even here at the University of Michigan” and at Veterans Health Administration facilities, said Al-Khafaji, who practices internal medicine at the VA Ann Arbor Healthcare System.

Medical school graduates who are certified in patient safety are attractive to employers because so few physicians have been formally educated on the subject, Filipetto said. Newly minted doctors with this background are prepared to perform duties such as participating in patient safety and quality committees, he said.

Trying to recruit first year medical students to join the patient safety elective over an area like global public health is difficult because most have no idea of what patient safety and quality improvement are or why they are important, Al-Khafaji said.

In addition to persuading students, advocates for patient safety education face skepticism from academic leaders, said Lillee Gelinas, director of patient safety at the Texas College of Osteopathic Medicine.

“The two most common questions we get—not just from medical schools, but other health profession schools—are: ‘How much does it cost and where does it fit in the curriculum?’” Gelinas said. “We can't answer that. The schools have to look at their own curriculum and where it fits. But the main message is: You can't just sprinkle the subject of safety and quality into other courses.”

Academic leaders often are reluctant to borrow best practices from other schools or from third parties, and contend they must create safety programs in-house from scratch, said Stephanie Mercado, CEO of the National Association for Healthcare Quality.

“One of the big misconceptions that I've experienced working with academic organizations is that they think that there's a benefit to having a custom program built by their organization,” Mercado said. “They believe it represents a secret sauce, that they are bringing something to the market that no one else has," she said.

“Programs who are trying to develop this de novo are going to miss the opportunity to have their students meet their peers where they're at,” Mercado said. “They need to be speaking the same language, the same vocabulary, the same toolkit, and we do that by aligning to a standard.”

Getting into medical school is not easy. In 2018, only 41% of all applicants were accepted, with a low MCAT score listed as the “biggest application deal-breaker” in the application. For students who are applying to medical school with a lower-than-average GPA or MCAT score, they might be weighing their options to see if there are is another way to earn the title of “doctor.”  

There are dozens of medical specialties out there and various degrees associated with the medical field. There is more to the name “doctor” then you might realize. However, the terms “doctor” and “MD” are often used as synonyms, but this is not always the case. Licensed physicians can hold either an MD or DO degree. For students who are debating which path into medicine they want to take, they might be wondering why one is right for them and is one better than the other?

MD Vs. DO: Different Approaches

Both allopathic (MD) and osteopathic (DO) medical schools instruct their students in the necessary scientific foundations to become licensed physicians. However, the approaches the two schools take are very different. To obtain your medical doctor degree (MD), you must attend an allopathic medical school. Allopathic medicine uses science to diagnose and treat any medical conditions.

Osteopathic medicine is a little less-known and takes a more holistic approach.  Doctors who receive their DO degree study something called osteopathic manipulative treatment (OMT), a method that involves moving muscles and joints to promote healing. When OMT fits within a patient’s treatment plan, it can be used to complement drugs or surgery, adding another dimension to medical care.

Physicians with both an MD and a DO are licensed in all 50 states to practice medicine, perform surgeries and prescribe medication.

MD Vs. DO: Education

There are more than 152 accredited U.S. allopathic colleges, whereas there are just 35 accredited colleges of osteopathic medicine. Naturally, that means that there are more MDs than DOs, with roughly 25% of all doctors receiving their degree from an osteopathic medical school. The National Resident Matching Program surveyed all active medical school students who participated in the 2018 Main Residency Match. The number of seniors who attended allopathic medical school in 2018 numbered at 18,818 whereas the students of osteopathic medical schools numbered at just 4,275.

There is a stigma surrounding DOs and the level of work and academic success you must have achieved to be accepted. Years ago, it was believed that earning a degree in osteopathic medicine versus allopathic medicine was the more easily-accessible path to becoming a doctor.

As the gap has lessened, it can be just as difficult to be admitted into a DO program compared to an MD one. The average MCAT score for matriculants into a medical school was a 510.4, on the other hand, the average MCAT scores for matriculants into a college of osteopathic medicine averaged around 502.2.  

Once they enter into their respective medical schools, the path to becoming a doctor is very similar. Both MDs and DOs have earned bachelor’s degrees and then attend a four-year medical school. While in med school, they both learn the same basic knowledge regarding anatomy, physiology and pharmacology.

DOs spend an additional 200 hours learning about nerves, muscles, bones and how the connection between them will affect their patients’ overall health. When doctors of osteopathic medicine enter into the workforce, they can incorporate that training into their day-to-day patient interactions if they choose.

MD Vs. DO: Exams

The allopathic and osteopathic paths to becoming a doctor begin to split once the students take their licensing exams. Students at allopathic schools take the USMLE series, while osteopathic students often take the COMLEX sequence. Both of these exams are three-step exams and prospective doctors take them between the end of their second year of medical school and their first year of residency.

However, DOs can take the USMLE exam as well as the COMLEX sequence. While it does add considerably to the student’s workload, it is worth it if they are considering a residency program that requires the USMLE.

These two exams might cover similar topics, but they are a bit different in the testing style. In general, allopathic students are better prepared for taking the USMLE examinations and tend to do better than osteopathic students. The mean USMLE Step 1 Score for all matched U.S. allopathic seniors was 233 while the mean USMLE Step 1 Score for all matched US osteopathic seniors was 227.

Ultimately, the student needs to assess their own individual goals and interests when deciding if they should take the USMLE. The USMLE will increase the number of programs the student can apply to and will deliver them greater access to more specialized programs. However, depending on the residencies the student is interested in, the USMLE might not be necessary for an osteopathic student.

Osteopathic students should be confident that they will do well on the USMLE before committing to taking it. According to the 2018 NRMP (National Resident Matching Program) Program Director, of the 1,333 programs surveyed, only 2% said that the USMLE was not required. Thirty percent of the program directors said they would never admit a student who failed the USMLE on their first attempts, and 58% said they would seldom admit a student who failed.

Of those schools, 46% of programs said that they do use the COMLEX-USA exam when considering which applicants to invite for an interview. Taking the USMLE helps put the students on an even playing field; the directors can compare the students more easily if they have all taken the same exam.  

MD Vs. DO: Residency

According to the National Resident Matching Program, allopathic seniors preferred the specialties of radiology, neurological surgery, orthopedic surgery, and plastic surgery. They least preferred to match with a residency in pathology, family medicine, or internal medicine.

On the other hand, osteopathic medical seniors preferred family medicine, pathology, physical medicine and rehabilitation, and psychiatry more than other specialties. They were less likely to apply for a residency in otolaryngology, plastic surgery, radiation oncology, and orthopedic surgery.

Overall, 91.8% of US allopathic seniors matched with their preferred specialty. 82.6% of US osteopathic seniors paired with their preferred specialty.

As of 2019, MD students could only match with programs that were accredited by the Accreditation Council for Graduate Medical Education (ACGME) and DO students could match with residencies that are accredited by either the ACGME or the American Osteopathic Association (AOA). However, this is all about to change. In July of 2020, the accreditation councils will merge to form a single GME Accreditation system, allowing MD and DO students to apply to any residencies.

The purpose of this merger is to create a more consistent method of evaluating residencies. It will affect both current and future DO students, who no longer will have a safe haven of residencies that only DO students can apply to. That means that allopathic students will have more opportunities open to them, perhaps at the expense of weaker DO students.

When choosing between DO and MD, you should consider what you want your future specialty to be, as your chances of matching with your desired program can increase depending on if you go to an allopathic or osteopathic medical school. Being a DO does not make you any worse or better of a doctor. Your residency and your action will determine that, not what letters follow your name.

Research for this article was contributed by Moon Prep college counselor, Lindsey Conger.

Prerequisite Courses Required by Most Medical Programs

• Biology with lab (1 academic year)
• Chemistry with lab (1 year of each): General Chemistry, Organic Chemistry
• Biochemistry
• Physics with lab (1 academic year)
• Mathematics (one mathematics course, not including statistics). NOTE: statistics is highly recommended for many schools; check potential schools for specific math requirements and recommendations in advance of application.
• Humanities, Social Studies and English (2 academic years and/or social sciences to include one course in English composition or equivalent writing emphasis).
• AP and IB credit will be accepted to fulfill the above prerequisites. AP and IB credits must appear on your college or university transcript with the course name and number of credits awarded.
• An eligible MCAT is required, meaning one that is taken from one to three years prior to the year in which the applicant seeks matriculation to medical school. Many schools will base their decisions on the applicants most accurate eligible MCAT.
• Citizenship status
• Other qualifiers: schools will require a cumulative total GPA, as reported by AMCAS, the minimum requirements vary and a cumulative MCAT score of the most accurate MCAT, minimum requirements also vary with schools. NOTE: minimum qualifiers are subject to change from one admission cycle to the next. Some medical schools recommend courses in addition to the prerequisite courses listed here, so applicants should check potential schools for any additional recommended coursework as far in advance of application deadlines as possible.
• Additional requirements: BS or BA prior to matriculating in medical school, however, no particular major is required. NOTE: May not be required for D.O. but it is dependent on the school.

Application Process:

Students apply to medical school by completing and submitting a primary application through a central application service (AMCAS or AACOMAS). This service standardizes the information from the application and forwards it to the medical schools indicated by the applicant. The next step of the application process is the secondary application. In secondary applications, medical schools request additional information from students, such as letters of evaluation and responses to essay questions. Some medical schools automatically invite all applicants to complete secondary applications, while others only invite applicants who meet minimum GPA and MCAT score criteria to complete them. Interviews normally take place between September and February for acceptance the following fall (although some schools continue to interview into the spring). Most admissions offers are made during fall and winter terms but some schools, including OHSU, continue to make offers through spring term (and even later in some cases for applicants who are admitted from wait lists).

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These sites include a wealth of information about all aspects of training and testing:

Welcome to Testosterone HQ—Men's Health's guide to the exciting, complicated, and revolutionary world of testosterone. For everything you need to know about T, click

IF YOU’RE NOTICING that your sex drive isn’t what it used to be, or that you’re struggling to get through your workouts, or that you're just feeling down, your testosterone levels could be to blame. Low testosterone can cause many symptoms, and several factors can contribute to a deficiency.

As a refresher, testosterone is the main male sex hormone that’s mainly produced in the testicles, according to the American Urological Association (AUA). Maintaining testosterone levels is crucial for many bodily functions: “Maintaining muscle mass, maintaining bone density, libido, proper sex function, keeping your motivation and drive, proper mood stabilization, and also even red blood cell production, which is something a lot of people don't think about,” says William Nall, D.O., an osteopathic board-certified physician in neuromusculoskeletal medicine.

Sometimes, the body doesn’t produce enough testosterone, a condition known as hypogonadism. You're considered to have a testosterone deficiency or low testosterone (also known as low-T) when your levels are less than 300 nanograms per deciliter (ng/dL), according to AUA; other guidelines consider it low at 264.

Low-T is more common as you age, but several other things can lower your testosterone, too.

“The prevalence of testosterone deficiency ranges anywhere from 2 percent to 10 percent of the population and represents approximately 16 million men in the United State alone,” says Darshan Patel, M.D., assistant professor of urology at the University of California San Diego’s Men’s Health Center.

Here’s a look at some signs that your testosterone is low, factors that lower your testosterone, and what you should do if you think yours isn't where it should be.

When your testosterone is low, you might experience a variety of symptoms, according to AUA. These include:

These can be signs of other health conditions, as well. So, if you’re experiencing any of these symptoms, it’s important to talk to your doctor about how you’re feeling and get your concerns investigated as well as get your testosterone levels checked.

What Can Lower Your Testosterone

Low testosterone can be caused by many different factors—some you’re born with, and some are influenced by your lifestyle or changes to your health over time. Here are some of the most common causes of low-T:

Getting older

Low testosterone is a natural part of aging. Dr. Nall says men tend to hit their hormonal peak in their 30s. After 40, testosterone starts to drop. “Then, it takes a pretty big dive around age 50 and starts to go down,” he adds.

Total testosterone levels tend to decline about 1.6 percent a year, and roughly 20 percent of men over 60 have levels that would qualify as low.

The reason for the drop is that aging can deteriorate hypothalamic-pituitary functioning, which keeps your hormones balanced, and may dim the number and responsiveness of cells in the testicles that are responsible for testosterone and sperm production.

It's also possible that levels don't drop in some men. Research from a while back found that testosterone levels might not decline in older men who are in good health.

Excess weight

Obesity and being overweight are linked to low testosterone. There are a few mechanisms at play, Dr. Patel says.

It’s thought that leptin, a hormone found in fat cells, inhibits testosterone production. Excess fat deposits also increase estradiol (an estrogen hormone), leptin, and adipokines (molecules produced by fat cells), which affect the pituitary gland that tells the testicles how much testosterone to make, he explains.

The relationship between weight and testosterone is a “vicious cycle,” Dr. Nall says. Low testosterone can cause fatigue and even depression, which likely decreases someone's urge to work out or generally stay active, which can affect weight.

Testicular problems

Since the testicles are the main producers of testosterone, any damage or condition affecting the organs can affect testosterone.

This can include having undescended testicles from early childhood that were never corrected or Klinefelter syndrome, an abnormality of sex chromosomes, according to the Mayo Clinic.

Infections or injuries to the testicles can cause hypogonadism, too.

Pituitary disorders

Problems with the pituitary gland or hypothalamus, which are parts of the brain that tell the testicles to produce testosterone, can lower your levels of the hormone. This might include Kallmann’s syndrome, which is a brain development abnormality, or a pituitary disorder that might interfere with normal testosterone production, according to the Mayo Clinic.

Chronic health conditions

Some inflammatory diseases, like tuberculosis and sarcoidosis, as well as HIV and AIDS impact the hypothalamus and pituitary gland and can affect testosterone levels, according to the AUA. Autoimmune diseases, such as rheumatoid arthritis and lupus, are also linked with testosterone deficiency.

Not getting enough sleep

Testosterone levels peak between 3 a.m. and 8 a.m. for men with traditional sleep patterns, Dr. Patel says. When you don’t get enough sleep, a situation many Americans are chronically in, your testosterone levels can decline.

One small study of 10 healthy young men found that just one week of not getting enough sleep negatively affected testosterone levels. Getting just five hours of sleep a night decreased their T by 10 to 15 percent. Aim for seven or more hours of shut-eye a night.

What you eat

A healthy diet can help keep your testosterone levels in check and help prevent Low-T.

“I typically recommend my patients stick with a healthy, balanced diet avoiding saturated fats and processed sugars,” Dr. Patel says. “Eating a diet with high saturated fats and processed sugars can lead to caloric excess and weight gain that can lower testosterone.”

A 2022 analysis published in the journal Nutrition and Health found that high-protein and low-carb diets decreased testosterone by 37 percent. A low-carb, moderate-protein diet didn’t show consistent effects on T levels.

Certain drugs and medications

Chemotherapy and radiation therapy can cause testosterone deficiency.

Substance and drug abuse, such as alcohol, opioids, and anabolic-androgenic steroids, can affect testosterone production and interfere with testicular and hypothalamic-pituitary function, research shows. Nicotine and amphetamines also affect T levels. But hypogonadism is usually reversible when you stop using these substances.

What to Do if You Think Your Testosterone Is Low

If you suspect that your testosterone is low, talk to your doctor about any symptoms that you’re having, Dr. Nall urges.

Your doctor will likely check your T levels, which involves two blood tests performed in the morning when testosterone levels are highest. Most doctors diagnose low testosterone based on these test results and your symptoms and often prescribe testosterone replacement therapy, Dr. Patel says.

Erica Sweeney is a writer who mostly covers health, wellness and careers. She has written for The New York Times, HuffPost, Teen Vogue, Parade, Money, Business Insider and many more.

Tuesday, Jan 24, 2023 6:32 PM Updated Tuesday, Jan. 24, 2023 8:13 PM

© Provided by Indian Country Today

MUCKLESHOOT INDIAN TRIBE

CLASS SPECIFICATION

The Muckleshoot Tribe is an Equal Opportunity Employer but does practice Indian Preference hiring in accordance with Public Law 93-638, the Indian Self Determination and Education Act. Per MIT Policies, employees must pass a pre-employment Alcohol and Drug test and be free of drugs and alcohol.

JOB TITLE: Medical Director – Lead Physician

JOB CODE: 101316 

SAP/GRADE: ESS/12 C

AREER LEVEL: M5 

STATUS: Salaried

LICENSES OR CERTIFICATIONS REQUIRED: Current Washington State Physician license; Certification from either the American Board of Family Practice or American Board of Osteopathic Family Physicians; DEA license; BLS certification; DEA waiver to prescribe Buprenorphine or ability to obtain within 90 days..

SAFETY SENSITIVE: YES 

CONTRACT: YES

POSITION REPORTS TO: Executive Health Director

JOB SUMMARY: The Medical Director for the Muckleshoot Tribe understands the needs of the people in regards to their physical, mental and emotional health. In order to ensure continuity of care, the Medical Director has a clear understanding of all Health & Wellness Center programs available to accomplish high quality health care. An understanding of addiction, including its manifestations and trends as well the ability to implement effective treatment for all age groups in collaboration with Muckleshoot Behavioral Health is critical to this position. Develop an effective partnership with Community Outreach and Educational programs so that every day efforts are cemented to prevention and wellness for Tribal families.

MAJOR TASKS AND RESPONSIBILITIES: This list is intended only to illustrate the various types of work that may be performed. The omission of specific statements does not exclude them from the position if the work is similar, related or logical assignment to the position.

1. Directs and is responsible for overseeing the HWC Pharmacy program. Works closely and directly with the Pharmacy Manager to ensure the highest level of competency and service to patients.

2. Supervises Radiology services.

3. Facilitates completion of and evaluates regularly scheduled Provider Peer Review Audits both internal and external. This is a requirement that is mandated by the Accreditation Association for Ambulatory Health Care (AAAHC) Guidelines. Ensures that all reports and feedback are immediately incorporated into daily processes to ensure the highest standards of healthcare for patients.

4. Consistently analyzes medical provider care plans to insure all aspects of health care delivery are optimal for patients.

5. In addition to AAAHC Accreditation committee functions, participates in all development and maintenance of Quality Assurance efforts. Assures compliance with multiple accrediting and auditing agency guidelines

6. Provides managerial supervision to all direct reports including extensive monitoring, mentoring, auditing records, individual meetings, weekly group case management meetings and collaborative clinic team meetings.

7. Serves on and contributes to monthly Contract Health Service (CHS) meetings and is available to respond to emergent evaluations and approval requests on a daily basis if needed.

8. Remains available in partnership to all HWC Managers and Directors for short term problem resolutions and execution of long term goals.

9. Leads and facilitates the building of a close collaborative bridge with HWC Behavioral Health and Chemical Dependency Program to effectively integrate all services necessary to achieve optimal treatment of mental health conditions and addiction in all age groups.

10. Leads collaboration with the Suboxone treatment team consisting of selected medical providers and certified chemical dependency counselors.

11. Provides effective Community Health Education through formal collaboration with Behavioral Health, Dental, Pharmacy, Wellness and Community Health Representatives. Serves to integrate these services through leadership and team development.

12. Collects data pertaining to patient assessment in a complete and systematic manner. Effectively evaluates patient subjective data, objective findings, laboratory data and historical information to develop appropriate plan of care.

13. Provides leadership and collaboration with health care team to ensure quality patient care. Consults with other medical staff and providers in coordinating health care services for MIT patients.

14. Sets clear medical priorities and delegates responsibilities and facilitates ongoing medical evaluation.

15. Practices within the parameters of licensure and demonstrates accountability for own professional conduct.

16. Provides accurate and thorough documentation of patient data on the PCC and appropriate evaluation forms. Reviews information provided by support staff to include health risk factors, chief complaint and historical data.

17. Provides patient education to patients as well as family members in a sensitive and culturally appropriate manner. Offers choices and opportunities for patient input for health care and honors patient decisions.

18. Maintains strict confidentiality when dealing with all Personal Health Information. Follows HIPAA policies and procedures at all times.

19. Because of the Tribe's commitment to community service and the well-being of it's members, each employee may be expected to perform a wide range of office and field duties from time to time. Such duties may or may not be related to their regular responsibilities.

EXTENT OF JOB AUTHORITY:

NUMBER OF INITIAL DIRECT REPORTS: 6

SCOPE OF MANAGEMENT AUTHORITY:

§ Director

HIRING DECISIONS: Yes

DISCIPLINARY ACTIONS: Yes

TERMINATION DECISIONS: Yes

EDUCATION, EXPERIENCE AND TRAINING FOR POSITION (required and preferred):

Required:

· Graduation from an accredited university or college with a Doctor of Medicine (MD) or Doctor of Osteopathy (DO) degree.

· Completion/certification of postgraduate medical training (residency) in Family Practice or Internal Medicine.

· Minimum of five (5) years of experience working in an outpatient clinic.

· Five (5) years of experience supervising medical providers.

SPECIFIC SKILLS/KNOWLEDGE/ABILITIES REQUIRED FOR POSITION:

· Ability to observe and obtain subjective patient data and evaluate based on clinical information and symptomatology.

· Ability to evaluate and treat symptoms and disease processes presented in family practice environment.

· Able to communicate effectively in the English language in person, by phone and in writing.

· Competent in geriatric medicine and managing patients on multiple medications.

· Knowledge of human systems, growth and development, basic nutrition, behavioral, psycho-social and family systems.

· Competent in pharmacology and therapeutics.

· Able to respond, intervene and direct emergency situations in a calm and professional manner.

· Skilled in pediatrics with demonstrated ability in treating childhood diseases, performing well-child exams and knowledge of vaccines.

· Adept at evaluating and treating women's health issues.

· Competent in identifying and treating chronic diseases to include diabetes, CVD, asthma, etc.

· Demonstrates knowledge of CDC, Department of Health, OSHA/WISHA, and AAAHC credentialing standards as they apply to the health care environment.

· Demonstrates understanding of insurance and billing procedures to include coding documentation.

· Demonstrates positive interpersonal relations skills in dealing with fellow providers, supervisors, directors and staff.

· Strong supervisory and leadership skills to cultivate healthy and high functioning teamwork and performance among direct reports.

· Able to work with a variety of ethnic groups in a positive manner.

· Able to maintain a high degree of integrity in all dealings with patients, staff, and community

PHYSICAL REQUIREMENTS: Work is performed mostly in a clinic setting. Continuously uses vision, sight and hearing. Frequently sits, stands, walks, climbs stairs, bends at the waist, drives, reaches with hands and arms and/or talks. Requires manual dexterity for computer work and routine paperwork. Occasionally lifts and/or carries up to 50 lbs. May be required to push/pull up to 250 lbs. May occasionally be exposed to moving mechanical parts and/or biohazardous waste materials.

http://www.muckleshoot.nsn.us/human-resources/employment.aspx

© Provided by Sherman-Ada KXII Longtime Ardmore residents Dr. James and Regina Turrentine have pledged $500,000 to the Oklahoma State University College of Osteopathic Medicine to establish scholarships for Oklahoma students with a preference for those from Ardmore, Stigler and the surrounding counties.

STILLWATER, Okla. (KXII) - Longtime Ardmore residents Dr. James and Regina Turrentine have pledged $500,000 to the Oklahoma State University College of Osteopathic Medicine to establish scholarships for Oklahoma students with a preference for those from Ardmore, Stigler and the surrounding counties.

According to a press release from the Oklahoma State University, Dr. Turrentine remained involved in the osteopathic medicine community throughout his career and was the recipient of the Oklahoma Osteopathic Association’s “Outstanding and Distinguished Service Award.” He believes his family’s gift is an investment in Oklahomans.

“We hope it will help to educate Oklahomans close to home, and that they will stay close to home to practice medicine,” Dr. Turrentine said. “Osteopathic medicine has a strong history in rural Oklahoma, and we want it to continue.”

Dr. Johnny Stephens, president of OSU Center for Health Sciences, said the Turrentines’ gift will support OSU-CHS’s focus to serve rural communities in the state.

“All of us at OSU Center for Health Sciences are incredibly grateful for the generosity of Dr. and Mrs. Turrentine,” said Dr. Stephens. “The impact of their gift will be felt by our students for decades to come and allows us to continue to fulfill our mission of educating physicians for rural and underserved Oklahomans. This legacy the Turrentines have created is truly immeasurable.”

The Turrentines were high school sweethearts who started from humble beginnings in Stigler — Dr. Turrentine’s childhood home didn’t have running water, according to the press release. Together, their commitment to education blossomed in high school.

“I was valedictorian, and he was president of his class,” Mrs. Turrentine said. “In high school, we had supportive teachers and received encouragement from our school family.”

The press release states the Turrentines care deeply about the well-being of their community and the state. Mrs. Turrentine served as a member of the Board of Regents at Murray State College and was the founder and director of the Ardmore Beautification Council. Leadership Oklahoma recognized her with the Community Leadership Excellence Award in 2004. Mrs. Turrentine is a retired teacher who taught in Missouri and Oklahoma. Education is important to the Turrentines and their legacy is an expression of gratitude to a profession that has been good to them.

“We have had a great life in the osteopathic profession, and we have been part of it for a long time,” Dr. Turrentine said. “We’ve never looked back. It’s been great.”

Dr. Turrentine said their own story inspires them to deliver in meaningful ways.

“We really started out with nothing,” Dr. Turrentine said. “Life has been good to us. For some reason, we’ve had a guiding hand that put us in the right direction. We want to leave a legacy and a better world. This is a way we can continue to educate future osteopathic physicians.”

“We are always looking to do one step better,” Mrs. Turrentine said.

Mrs. Turrentine reflects on Dr. Turrentine’s career and the communities he served with fondness, states the press release.

“It was exciting to watch his career grow,” she said. “He lived for his medicine and his patients. We still can’t go to the grocery store, or anywhere, without someone stopping to talk to him.”

According to the press release, Dr. Turrentine earned his Doctor of Osteopathic Medicine from Kansas City College Osteopathy and Surgery and Doctor of Pharmacy from the University of Oklahoma. Mrs. Turrentine received her Bachelor of Science in education from the University of Oklahoma.

Since OSU began the College of Osteopathic Medicine more than 50 years ago, the Turrentines have been supporters of its commitment to prepare physicians to practice in rural Oklahoma, according to the press release.

“When they started the program, we jumped in,” Dr. Turrentine said. “We are all for it.”

PR Newswire

WICHITA, Kan., Jan. 10, 2023

WICHITA, Kan., Jan. 10, 2023 /PRNewswire/ -- Kansas College of Osteopathic Medicine at Kansas Health Science Center, Kansas' first osteopathic medical school and located in downtown Wichita, has expanded its leadership team by appointing David Ninan, DO, as dean and chief academic officer and Kimberly Long, Ph.D., as the chief administrative officer.

Dr. Ninan has been serving as interim dean since July 2022. His selection as dean and chief academic officer follows a nationwide search and thorough review of candidates by the non-profit's search advisory committee.

Dr. Ninan joined the KansasCOM faculty in March 2021 as the assistant dean of curriculum innovation and education. His career in medical school education includes experience in curriculum development, classroom instruction, overseeing residency programs, and serving on a national review committee for the Accreditation Council for Graduate Medical Education.

"It became very clear that Dr. Ninan's authentic leadership, commitment to the development of an exemplary curriculum, and forward thinking—particularly related to technology and residency placement—is exactly what KHSC-KansasCOM needs at this moment in time and for the foreseeable future," said Tiffany Masson, Psy.D, president of KHSC-KansasCOM. "Dr. Ninan has demonstrated a strong commitment to the development of KHSC-KansasCOM and continues to bring new ideas that will only bolster our efforts toward having a long-lasting impact on our community."

Dr. Long is filling the newly created position of chief administrative officer after serving as associate dean for academic affairs. She was hired in April 2021. In this new role, Dr. Long will continue to work alongside Dr. Ninan in academic affairs with a focus on academic operations. In addition, she will oversee facilities and human resources and work to develop the next institutional strategic plan.

"I look forward to leveraging the many talents and skills Drs. Ninan and Long bring to their roles and to their continued collaboration to support the many areas of growth for KHSC-KansasCOM," Dr. Masson said.

About Kansas Health Science Center: 
Kansas Health Science Center is a nonprofit organization committed to developing strong, innovative education programs in emerging areas of health care. KHSC opened the Kansas College of Osteopathic Medicine in 2022 to positively impact the health landscape in Wichita and the state of Kansas through directly addressing the disparity in access to health care. KHSC is part of TCS Education System, a nonprofit, integrated system that works collaboratively to advance institutional sustainability, student success, and community impact. Learn more.

About Kansas College of Osteopathic Medicine: 
Kansas College of Osteopathic Medicine's inaugural class started in August 2022. Implementing a curriculum that is student focused, patient centered, and community based, the mission of the nonprofit institution is to train the osteopathic physician of the future to provide effective, empathetic, and innovative care to optimize the health of patients and their communities. Located in downtown Wichita, KansasCOM is the first osteopathic medical school in the state of Kansas. Learn more.

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SOURCE Kansas Health Science Center