Discovery Drive

Discovery Drive News from the Roseman University College of Medicine

2 0 1 6 SUMMER | PUBLISHING SEMIANNUALLY | VOLUME 3 | ISSUE 1

This moment IN TIME

WILL NOT come again.

Join us as we work to advance the needs of our state through the creation of the PUBLISHER Jason Roth EDITOR Rachael Wadley ART DIRECTOR Eric Jones GRAPHIC DESIGNER Rachael Wadley

College of Medicine.

Help us welcome our first class in 2017.

Only together can we ignite the human spirit.

Only together can we provide tomorrow’s tools for success.

ONLY TOGETHER will we succeed.

PHOTOGRAPHERS Francia Garcia Chase Schmidt GUEST CONTRIBUTORS Vanessa Maniago Dr. Mark Penn Jason Roth Rachael Wadley Dr. Stephanie Wragg Discovery Drive is published two times per year

by the Roseman University College of Medicine, 10530 Discovery Drive, Las Vegas, NV 89135. medicine@roseman.edu | 702.802.2831 © 2016

2 | Discovery Drive Summer 2016

Join Roseman on our jour ne y to rethinking medicine by contacting Rebecc a D ukes at 702.802.2854 or r dukes@r oseman.edu.

Greetings from the Dean Welcome to the Summer 2016 issue of Discovery Drive. As we look ahead to the coming months, it is gratifying to reflect on how far the College of Medicine has come since its approval by the Roseman University Board of Trustees in December 2013.

In February, the College of Medicine welcomed a team from the Liaison Committee on Medical Education (LCME) for an official survey visit to evaluate our readiness for preliminary accreditation. We look forward to the LCME’s decision sometime in June. If we receive preliminary accreditation we will be allowed to begin the process of recruiting students for our charter class in Fall 2017. I would like to acknowledge our outstanding College of Medicine team, as well as other colleagues from Roseman University and partners in the community, who played a large role in the survey visit. I greatly appreciate their commitment to the College of Medicine.

As we await the LCME’s decision, the College the Medicine continues to recruit administrators, faculty and support staff to join our growing team, which now stands at 40 faculty and staff members. This issue of Discovery Drive focuses on the importance of recruiting the right people, based on our VALUES, to fulfill the College of Medicine’s mission and vision of excellence in teaching, research and service. I invite you to learn more about some of our newest employees starting on page 13.

We are also continuing to fine-tune our curriculum and educational framework. The curriculum incorporates Roseman’s Six Point Mastery Learning Model, which among many innovations, features a pass/fail model where the passing grade on assessments is set at 90%. The framework to fulfill the mission of our College of Medicine in education, research and patient care includes the development of nine departments. These departments will oversee specific areas of medical education, including curriculum development and assessment, faculty recruitment and retention. Departments support, evaluate and enhance the education of medical students. They also oversee research endeavors and the various types of comprehensive patient care, including primary and specialty care. More about the College of Medicine’s planned departments can be found on page six.

As you will see in this issue, exciting things are happening at the College of Medicine. My thanks again to the dedicated individuals who are helping to shape Roseman’s College of Medicine. If you are not involved yet, I encourage you to reach out to us at Medicine@Roseman.edu. We welcome your participation in helping us develop our educational program, enhance our research efforts, and lay the groundwork for high-quality patient care with clinical practices that respond to the healthcare needs of Southern Nevadans. Ask us how you can be a part. Only together can we create a College of Medicine that will meet the needs of this community.

With appreciation,

Mark A. Penn, MD, MBA Founding Dean College of Medicine

www.roseman.edu/medicine | 3

Only Together Philanthropy plays an integral part in creating that critical margin of excellence for Roseman faculty and students. Only together, with the help of generous donors like Sydney Dang and her husband Steven Tran, can Roseman University move forward and continue to train highly competent and passionate healthcare professionals.

Sydney and Steven recently toured both the

of Roseman and its five academic programs,

Henderson and Summerlin campuses where

patient care services, and the scientific and

they met with Dr. Renee Coffman, president,

clinical research of its faculty.

Scott Stolte, dean of the College of Pharmacy, and Keith MacDonald, Roseman board of

“It’s their dedication to the healthcare field

trustee member.

that helps us advance further, but it’s not possible without the funding from the gov-

“It was a pleasure to have Sydney and Steven visit

ernment or philanthropists,” said Dang.

us. I was immediately struck by their engagement and ideas," said Stolte. "It’s so exciting to talk

It is important to note that Roseman University

the research staff is in trying to find the cure for

with pharmacists who appreciate Roseman’s

focuses heavily on philanthropy because as

the various diseases.”

dedication to excellence and innovation. We have

a not-for-profit private university Roseman

already had conversations since their visit and

does not receive funding from the government.

Sydney and Steven were also impressed with

I look forward to this being a long-term

More specifically the University does not receive

Roseman’s Six Point Mastery Learning Model.

relationship with mutual benefit."

any taxpayer dollars.

The Model consists of Classroom as Teacher, Block Curriculum, Early Experiential Learning,

While on the tour, Sydney and Steven saw

Sydney and Steven believe in what Roseman is

Active and Collaborative Learning, Assessment

firsthand the impressive laboratories where

doing and have encouraged family members to

Learning, and Competency-Based Education.

Roseman’s College of Medicine faculty are

apply to the University. With the aging popula-

conducting groundbreaking research focused

tion and the various ailments that individuals

One aspect of Roseman’s Six Point Mastery

on such diseases as Alzheimer’s and cancer.

encounter, the demand for competent and pas-

Learning Model especially stood out to Sydney

sionate healthcare professionals is high. Being a

and Steven, the Block Curriculum, in which

“When we toured the research lab we were lucky

healthcare provider is a way to give back to the

students focus on one academic subject at a time,

to meet Dr. Ronald Fiscus and hear his thoughts

community. Roseman is continually giving back

and must demonstrate competency at 90% or

on Alzheimer’s research,” said Dang. “We person-

to the community, whether it be through events

higher to pass.

ally have family members who died from diabetes

such as health fairs or Roseman graduates in the

complications and cancer; therefore, we fully

fields of pharmacy, nursing, dental, orthodontics,

“I feel that by focusing on one topic at a time,

understand the importance of advancement

and business, entering the workforce.

the students are able to absorb more information

in research.”

and organize that information for later use,” said When asked why they believe in Roseman, Dang

Dang. “In addition, to make sure that the student

Sydney and Steven recognize the importance of

stated “While visiting the Roseman campus, we

really mastered that topic, they have to get at

research, but also that it is not enough to have

witnessed how committed and motivated the

least 90% on their competency test.”

brilliant researchers. Philanthropic gifts and re-

administration is in their students’ education.

search grants are key components in the success

We also toured the labs and saw how dedicated

4 | Discovery Drive Summer 2016

A second component of the Roseman Six Point Mastery Learning Model, Active and

curriculum this year. They have worked with Roseman

Collaborative Learning, also intrigued Sydney and Steven. At Roseman, class time

pharmacy graduates and they support the educational

incorporates a variety of activities to encourage participation and foster student interest,

system as well as the future expansion of the University."

including discussions, case presentations, simulations, debates, group projects, role-playing, seminars, workshops and more.

Roseman is grateful to Sydney and Steven for their generous donation and confidence in the future of Roseman.

“I truly believe that by actively learning something and interacting with other students, the

Only together can we succeed, with gratitude for the

mind is able to retain that information much better. It’s like when a scent or song reminds us

support of a caring and philanthropic community.

of an event that happened years ago. When information needs to be retrieved, the mind can quickly access it. Hand-in-hand with competency testing is assessment learning. By doing

- Rachael Wadley

assessments and receiving immediate feedback, students are able to master the concepts they are learning,” said Dang.

In addition to admiring the Roseman Six Point Mastery Learning Model and the way it elevates student achievement, Sydney and Steven were extremely impressed by Roseman’s facilities. While visiting the Henderson campus, they were fascinated by the classroom design.

“The large classrooms are built such that every student is in close proximity to the instructor,” said Dang. “There are also smaller classrooms which allow students to work together during group projects or discussions.”

In their tour of the Engelstad and Flagship buildings on Roseman’s Summerlin campus,

Only Together Can We Succeed We are grateful for the thoughtful and generous supporters of Roseman University. Every donor has a unique and special reason for their gifts and we are honored to be the beneficiary of this special form of community caring.

Sydney and Steven were captivated by not only the sheer size of the buildings, but the history behind them as well.

“The Engelstad building provides the space needed for biomedical research,” said Dang.

“Being that it once belonged to Nevada Cancer Institute, there’s a lot of history behind it and nothing is more fitting than the creation of a medical education facility to preserve and honor that history.”

Sydney is a pharmacy manager at Walmart in Reno, Nev. Sydney and Steven have worked

Roseman is a not-for-profit university and receives no state funding. Tax dollars do not provide operating expenses or salaries for the College or University, so we are especially grateful for those that are passionate about increasing the number of medical doctors in our area and state.

hard for everything that they have and this has led them to appreciate their accomplishments and inspired them to share the rewards of their efforts.

“Growing up having to struggle to get where we are today, we’ve both became very self-motivated individuals,” said Dang. “We believe that hard work and commitment produce positive results, and we’re continually learning new things every day.”

Thanks to you, Roseman will continue to provide excellent health professionals as we eagerly await the opportunity to launch our first class of medical doctors in 2017. You can be a part of this success!

Sydney and Steven have three children, Madison, 11, Jayden, 9, and Brandon, 6.

"Sydney and Steven are an admirable couple, a team of successful, dedicated and accomplished pharmacy managers, raising three children, and owning an educational tutoring business, Mathnasium, in Reno, Nev.," said MacDonald. "In addition to financially supporting Roseman University, they are assisting a niece who begins her College of Pharmacy

Gifts are appreciated and welcomed by contacting Rebecca Dukes at (702) 802-2854 or rdukes@roseman.edu. www.roseman.edu/medicine | 5

Values Drive College of Medicine Architecture In the planning, design and construction phase of any new major endeavor, there’s always a tension between the integration of the status quo, tradition, and innovation, or the “next thing.” As Roseman University’s College of Medicine develops, its underlying foundation has been built upon its core values, with patients at the center, as well as by its design as a community-based medical school. It uses as its footings, the Roseman University of Health Sciences educational philosophy, and the Six Point Mastery Learning Model, which has demonstrated its unique advantages in the education and proficiency of pharmacy, nursing and dental students. The College of Medicine’s curricular architecture draws on both traditional edifices and the support abutments that embody the future of healthcare discovery, education and delivery.

Nine departments form the foundation of the College of

this to succeed, scientists and clinicians must work together

Medicine. Six clinical departments (Pediatrics, Obstetrics/

to create the curriculum, emulating for the students the team

Gynecology, Surgery, Internal Medicine, Psychiatry, and

effort that successful healthcare delivery demands.

Family Medicine) represent the required clinical areas (by the Liaison Committee for Medical Education , LCME) for medi-

In the case of the College of Medicine structure, a desire to

cal students in their third/fourth year clerkship education.

bring students closer to their instructors was paramount.

Neurology, increasingly being recognized as another core

Only with greater access and their active involvement can our

clinical experience for students, is the seventh department.

students learn and thrive. At the heart of Roseman’s Six

Our eighth, Pathology, is joined by the ninth, Biomedical Sci-

Point Mastery Learning Model are immersion, intensity

ences, to form a gathering place in which PhD-level educators

and teamwork that form the basis for true content

and researchers, working alongside physicians, collaborate

mastery. This translates into students evolving

and conduct the groundbreaking translational research

into team-oriented, empathic practicing physi-

that can directly affect patients at the bedside. The “Basic

cians and scientists, modeling the behaviors

Sciences”, including the traditional disciplines of Anatomy,

they have seen in their instructors. Plac-

Biochemistry, Microbiology, Physiology, and Pharmacology

ing practicing physicians alongside the

are explored in the Biomedical Sciences and Pathology areas,

Biomedical Sciences faculty also

side-by-side with the burgeoning fields of molecular biology

allows them to maintain their

and genetics. These foundational sciences provide part of the

practices, evolve as educators

basis of the experiences of medical students, typically in their

and remain involved with

first two years of study. Increasingly, students are engaged in

cutting edge research, allowing for

clinical work at the same time, with significant efforts made

the triangulation of research, patient care

to integrate the basic sciences with clinical experience. For

and education that will yield a rich learning

6 | Discovery Drive Summer 2016

experience for students and faculty. With nine chairs at the table, housed on one campus, we expect the kind of collaboration and communication needed to stay nimble, cohesive and mission-focused.

The College of Medicine architecture also has linkages to today’s hospital and office designs. After experiences with a curriculum that integrates basic science and clinical care, and opportunities to master their clinical skills in a simulated patient care environment, and as they migrate to the largely clinical work taking place over the final two years of medical school, students will more naturally feel the connection between their training on campus and in the patient care settings in which they’ll learn. Hospital and officebased rotations allow physicians in training to see a broad and deep swath of illness, thus preparing them for the kinds of disease they may face as they begin to practice.

With patient care at the center of the College of Medicine’s core values, tradition, innovation and simplicity work hand-in-hand to create a multi-dimensional learning opportunity for physicians in training. This architecture is built upon access and partnership, creating a warm and nurturing home for those who will deliver the next generation of patient care to our community.

- Vanessa Maniago

www.roseman.edu/medicine | 7

What distinguishes a good medical school from a great one? It’s the resources that allow it to effectively fulfill its mission, achieve its vision, and serve its community.

While capital investment for facilities and equip-

inside these facilities and out in our community

“With a decision on our accreditation expected

ment are required during the start up phases of

that teach, discover, innovate and provide care

in the near future, we are now entering a second

a medical school, some of the most significant

that truly make a difference.”

phase of development, which requires significant funding to bring in additional talented admin-

costs, at this stage of our growth, come from hiring the very best administration, faculty and

To date, Roseman University, a non-profit, private

istrators and faculty, as well as critical support

staff; those who share the institution’s values and

institution that does not rely on taxpayer funding,

staff, both from our local community and from

who are committed to creating programs that

has invested progressively in the College of

across the country,” said Dr. Penn.

focus on the success of students and who desire

Medicine. It has acquired the Summerlin campus

to provide the very best care for patients.

and funded the hiring of a core team of faculty

A prime example is the recruitment and hiring of

and administrators to oversee the first phase of

department chairs, says Penn. Individuals who

“The path to medical school greatness requires

development of the College of Medicine. This

take on this role in senior academic leadership

major financial resources to invest in human

includes establishing of clinical partnerships,

require strong leadership and management skills

capital,” said Dr. Mark A. Penn, founding dean of

developing of its curriculum, strategic planning,

to face the challenges of a rapidly changing and

the College of Medicine. “Buildings and state-of-

and guiding the college through the rigorous ac-

increasingly complex healthcare and medical

the-art facilities are essential, but it is the brains

creditation process.

education environment.

8 | Discovery Drive Summer 2016

“The College of Medicine will have nine depart-

ial commitment of community-minded individuals

members who appreciate the entrepreneurial

ments – Pediatrics, OB/Gyn, Surgery, Internal

make philanthropy a fundamental part of the

spirit of high impact, non-profit endeavors.”

Medicine, Psychiatry, Family Medicine, Neurol-

growth and prosperity of a medical school.

- Jason Roth, MBA

ogy, Biomedical Sciences and Pathology. Each department requires a leader to guide faculty

Unrestricted contributions help the College

and research, recruitment and retention, and to

of Medicine apply funding towards its great-

administer the academic infrastructure, while

est needs during the start up phase, before

also inspiring innovation,” added Dr. Penn. “A de-

students arrive and before tuition revenue

partment chair’s role in the College of Medicine is

is realized. Similarly, chair and faculty

absolutely vital.”

endowment opportunities help the College of Medicine fund the hiring of the very

Likewise, recruitment of expert faculty to work in

best medical education professionals to join

each department will be ramping up in the com-

in carrying out the College of Medicine’s

ing months. This includes basic science faculty,

mission and vision. Endowment funding

who also conduct research, as well as clinical

offers not only donors the opportunity to

faculty from various disciplines who will play an

give and support an area of medicine near

important role in developing medical students’

and dear to their heart, it also offers the

clinical skills while also providing outstanding

leaders in funded positions the confidence

care for patients throughout Southern Nevada.

of sustainability that allows them to focus on innovation and discovery.

At all of the great medical schools across the country, the generosity of dedicated benefactors

“Southern Nevadans have an opportunity

make it possible to recruit and retain the best

to help shape the future of healthcare in

faculty, and conduct innovative biomedical

our region,” said Dr. Penn. “Private colleges

sciences research. Although federal and founda-

of medicine, like Roseman, do not typically

tion research dollars have been and will continue

receive state funding. Creativity, tenacity

to be a component of the equation, the philan-

and efficiency are critical to success. So is

thropic investment and intellectual entrepreneur-

the support of like-minded community

People are always an organization’s greatest and most key asset. We all recall fondly those selfless teachers who changed the course of our lives and are part of the person we’ve become today. Rarely do we have the chance to say thank you to them after our education is completed. Giving provides the opportunity to honor those educators that made a difference in our lives by helping those coming behind us. We welcome the opportunity to explore how your gift could support a faculty member, provide educational materials, resources and spaces in which to learn and practice 21st century medicine. It’s a whole new medical world out there. Join us by contacting Rebecca Dukes at (702) 802-2854 or rdukes@roseman.edu.

www.roseman.edu/medicine | 9

Teaching the Human Body: An Integrated Approach At the College of Medicine, the approach to teaching the anatomical sciences will be integrated. The approach follows trends in medical education that promote packaging of information in specific organ-based contexts, in contrast to teaching specific disciplines independently of one another. This means that the teaching will take place at relevant moments in the program, where a specific organ system is the focus of study.

The discipline of anatomy is composed of gross anatomy, histology, developmental anatomy and neuroanatomy and all are important components of a medical education program. The disciplines complement each other because they approach body structures from the macroscopic and microscopic perspectives. Together, they help build a picture of the structure and function of various parts of the human body.

10 | Discovery Drive Summer 2016

“It makes sense for the students to learn the

those topics. In the laboratory, proven teaching

The bone experts will provide similar guidance

anatomy of the bones and arrangement of the

methods will be used. The long tradition of

in terms of bone and muscle organization. The

skeletal muscles during the musculoskeletal

small groups of students assigned to work with

checklist experts will be responsible for ensuring

system course,” said Dr. Willis Paull, professor

a cadaver will be respected. The advantage of

that the items of study are covered and that the

of biomedical sciences and interim chair of the

this approach is that the small group of students

cadaver is left in a state of readiness for the next

Department of Biomedical Sciences. “For ex-

works together over time with the same cadaver:

stage of study, as Dr. Paull highlights, “We are

ample, the students can better retain the clinical

students build rapport with each other because

incorporating the active and collaborative learning

aspects of joint disorders like arthritis and how

each student is assigned a rotating role during

Roseman is known for, because it promotes long-

the muscles react in those conditions, if they

the laboratory time. In addition, the students

term retention and understanding by students.”

correlate those clinical aspects with the anatomy

build a rapport with the cadaver in terms of

at the same time.”

understanding its function and importantly,

Faculty interactions will focus primarily on small

developing an understanding of the cadaver as

group collaborations. As faculty circulate in the

Dr. Paull was recruited to participate in populat-

the first patient as they embark on their medical

laboratory, their role is to work with students

ing the medical program with the anatomical and

career. The longitudinal courses of the program

to integrate the classroom knowledge with the

neurological sciences, bringing his experience

will teach the concepts of respect and empathy

activity in the laboratory. Faculty can also assist

from an extensive career with seven medical

with the patient, while the laboratory will be one

in highlighting features of interest in a cadaver,

schools. Together with Dr. Rouel Roque, a profes-

of the many settings where students will apply

such as when a student in the dissecting role

sor of the Department of Biomedical Sciences

the concepts to all patients and individuals they

reveals a structure or an associated pathology

and long-time anatomy educator, they form the

interact with.

that is of interest to all students.

“We are incorporating the active and collaborative learning Roseman is known for, because it promotes long-term retention and understanding by students.”

“I see my role as the facilitator of the student

anatomical sciences expertise in our program.

An additional complement is how we will overlay developmental anatomy to provide an even more relevant context. Used interchangeably with the word development, both terms refer to the study of how cells grow and become functional in the

discussion in their small group while they are in the laboratory. I can also help identify structures of interest to the class and use our instructional technology so everyone can see the structure by focusing an overhead camera and projecting the image on the laboratory monitors,” said Roque.

embryo, the young and the older body. Taken together, the disciplines offer a medical student

Within the small groups of students, each will

a solid basis for the study of both normal and

have specific responsibilities on a rotating basis.

Finally, the anatomy laboratory will also be

disease processes in the human body.

The roles include dissection, imaging expert,

equipped with anatomical models. Models pro-

bone expert and checklist expert. The students

vide the additional three-dimensional perspective

What does this mean for the medical program in

assigned to dissection will be responsible for

needed to integrate location, size and relation-

the College of Medicine? On a day-to-day basis

revealing the various structures that are being

ship of structures and will be used for teaching

during the year one and two courses, students

studied at the time. The image experts will guide

and consolidation of knowledge. Our medical

will be engaged with all the disciplines. During

the group through correlations of the cadaver

students will therefore approach the anatomical

classroom time, students and faculty will work

structures with their appearance on imaging

sciences through the proven complementary

both on topics that introduce the disciplines and

techniques currently used. Modern medicine

approaches of classroom teaching and faculty

then reinforce that knowledge. That reinforce-

relies heavily on imaging: with surgical tech-

interaction, and experiential learning with the

ment will be ongoing and use regular assessment

niques becoming less invasive even in cases

cadavers and anatomical models.

so students can gauge the progress of their learn-

of complex medical problems, the correlation

ing at all times. Depending on the organization of

of images with the anatomical structures

the specific organ system, students will work in

becomes even more an important part of

the anatomy laboratory to explore and verify

training of the medical students.

- Stephanie Wragg, PhD

www.roseman.edu/medicine | 11

College of Medicine Values – Integrity In each issue of Discovery Drive I focus on an element of the College of Medicine’s values, which were created to reflect our deep understanding that patients, within the context of their community, are at the center of everything we do. Each value is equally vital and, when viewed as a whole, demonstrate the type of students, faculty, and staff that the College of Medicine endeavors to attract.

To date, my insight on the importance of “Com-

be part of the College of Medicine is expected to

“Do no harm.” This directive encompasses

petence” and “Compassion” have been shared. In

be a person of integrity who accomplishes the

the broad scope of patient care. The complex

this issue I would like to focus on “Integrity,” the

obligations of his or her personal and professional

waters of a diverse society are continually being

attribute of honesty and morality.

life in a manner that is consistent with and

confronted by each of us. We need to be certain

accountable to one another.

we are anchored in the bedrock of competence, compassion, and the principles of integrity,

The patient-physician relationship is one that depends on not only the best clinical care, but

Ideally, each College of Medicine employee

often involves educating, advocating and counseling.

and student will follow his or her conscience

In the medical profession, integrity is fundamen-

consistently and with certainty. Concurrently,

tal. Integrity breeds trust, and patients cannot be

each person should respect the personal and

adequately cared for without trust in their physi-

professional values, including the integrity of his

cian. Patients seek physicians whom they view as

or her colleagues, peers and patients. This can be

a professional who is honest and reliable.

challenging when physicians and students have

and "Do no harm."

- Mark Penn, MD, MBA

College of Medicine VALUES

differing religious, cultural, or personal beliefs We can teach our students to become competent

than their patients. They will need to find balance

in knowledge, skills and attitudes in their path

and do what are best practices for patients.

of becoming a physician. We can teach about integrity, but the College of Medicine cannot

Today’s healthcare landscape is complex. The

make someone have integrity. Integrity is what

practice of medicine is one where the care of pa-

someone brings to the table. Integrity is an in-

tients sometimes collides with business interests.

trinsic value that students, faculty and staff will

Consequently, the integrity of physicians plays a

need to bring into the College of Medicine. What

crucial role in ensuring that each patient gets the

does this mean? It means that while everyone’s

best care, regardless of their social or income

beliefs naturally differ, each person we recruit to

status. It has been said that physicians should,

12 | Discovery Drive Summer 2016

COM PETENCE COMPA SSION INT EGRITY D I VERSITY RESP E CT COMMU N ICATION COMMUNI T Y DI SCOVERY

New Brain Power When building a College of Medicine, it is about the brain power behind the operation.

Roseman is excited to welcome 12 new additions to our human capital.

Alan Greenberg, MD, FACP - Professor and Chair, Department of Internal Medicine Dr. Greenberg is board certified in internal medicine and infectious diseases with over 30 years of experience in the practice of these fields and is a fellow of the American College of Physicians. His entire career has been based at municipal teaching hospitals initially on the East Coast, and for the last 13 years in Las Vegas. He has been a residency program director, mentored resident clinical research projects that have been presented in national scientific meetings, and is a frequent recipient of the best clinical teacher awards. His professional interests are centered on antibiotic steward and prevention and treatment of hospital acquired infections. Working with local, state and federal officials, Dr. Greenberg recently helped establish an Ebola evaluation unit for the Las Vegas area.

Jennifer Haley - Executive Administrative Assistant to Dr. Mark Penn, Founding Dean of the College of Medicine and Chancellor, Summerlin Campus Jennifer holds a doctorate degree in industrial/organizational psychology from George Mason University and a bachelor’s degree in psychology and business management from North Carolina State University. She moved to Las Vegas right after graduate school and became an analyst for both Harrah’s Entertainment and Aristocrat Technologies. Jennifer then made a change to the non-profit world and worked for Nevada Cancer Institute. There she was responsible for a broad scope of activities related to donor stewardship.

Susan Heltsley, CMA, MBA - Assistant Dean for Finance and Administration Susan earned both her bachelor's degree in accounting and masters in business administration from Saint Martin’s University.

She is a licensed certified public accountant in the state of Washington and holds the designation of certified management accountant. She has served as the vice president of finance/chief financial officer at Saint Martin’s University. She has worked as a management consultant, in Washington state government guiding the budget process for the Governor’s office, the Liquor Control Board and the Department of Transportation, and for Russell Investment Group as their project planning manager for seven years. She brings more than 25 years of budget, accounting, reporting and process improvement experience to the College of Medicine.

Jack Lazerson, MD - Adjunct Professor of Pediatrics Dr. Lazerson is professor emeritus at the University of Nevada, board certified in pediatric hematology/oncology, whose area of expertise is in the clinical care of patients with inherited and acquired hemostatic disorders. A graduate of Chicago Medical School, he trained at Stanford University and completed a senior fellowship in biochemistry at the University of Washington before becoming a faculty member at Stanford University. There he initiated the basic concepts behind comprehensive care and home infusion programs for patients with hemophilia and has been a leader and director in the development of the comprehensive care multidiscipline team approach to inherited hemostatic disorders including hemophilia and von Willebrand’s disorder. Trained in pediatrics and biochemistry he has applied the principles of basic science to clinical medicine and the care of pediatric patients, developing educational programs for patients and their families as well as medical students and residents.

www.roseman.edu/medicine | 13

Willis K. Paull, PhD - Professor of Biomedical Sciences and Interim Chair, Biomedical Sciences Dr. Paull received his bachelor’s and master’s degrees from Montana State University and his PhD in anatomy from the University of Southern California. He has been a faculty member in medical schools at the University of Vermont, Medical College of Georgia, Tulane University, University of Missouri-Columbia, Florida State University, Florida Atlantic University and now Roseman University. He has served as department chairman on three occasions and also as vice dean for faculty affairs, research and graduate programs. His research interests are in the field of neuroendocrinology where he has published 86 scientific papers and had numerous NIH and NSF grants which funded his program. In 2003, Dr. Paull changed his career direction and has had the pleasure of assisting Florida State University, Florida Atlantic University and now Roseman University in starting their medical schools. He has been active in the development of new curricula and writing of self-studies for the accreditation process. Dr. Paull has received numerous teaching awards from the medical schools where he has taught.

Steven Peralta, JD - Director of Philanthropy Steven Peralta holds a juris doctorate degree from Seattle University School of Law and a bachelor’s degree from the University of Washington. He was the co-founder and chief operations officer for Healthcare Preparatory Institute before joining Roseman University. While there he oversaw the departments of admissions, marketing, faculty development and career services. He also served as the chief marketing officer for Academy Medical Equipment, Inc. Prior to arriving in Las Vegas, Steven started his career in the Corporate Legal Department of State Farm Insurance Companies and at the law firm of Fuller & Fuller.

Rouel S. Roque, MD - Professor of Biomedical Sciences Dr. Roque received his doctor of medicine degree from the University of the Philippines and completed his postdoctoral research training in cell biology at the Medical College of Georgia. He earned his first faculty appointment as assistant professor of cell biology and genetics at the University of North Texas Health Science Center where he served in various capacities including assistant department chair, director of gross anatomy and Willed Body Program, and graduate advisor in cell biology. He was the director of anatomy and the founding director of the Medical Health Sciences Program at Touro University Nevada. He has taught and served as course director of human gross anatomy and embryology to first year medical students for more than 25 years, in addition to teaching the other anatomical disciplines to allied health students and graduate students in biomedical sciences. Dr. Roque has been an active funded researcher for more than 30 years with expertise in stem cell biology and neuroscience. He has published more than 50 peer-reviewed papers and two patent applications.

Christine Rose, MA - Administrative Assistant, Academic Affairs, Assistant to Dr. Robert Eaglen, Associate Dean of Academic Affairs & Assistant to Dr. Stephanie Wragg, Assistant Dean of Curriculum and Assessment Chrissy joined the College of Medicine as Academic Affairs Administrative Assistant in April of 2015. With previous positions at Cal Poly, San Luis Obispo as well as University of California, Davis, she brings to Roseman ample experience working in higher education. Prior to joining Roseman, Ms. Rose was working in the Department of Pathology at the UC Davis Medical Center.

Ken S. Rosenthal, PhD - Professor of Biomedical Sciences and Director of Microbiology and Immunology Dr. Rosenthal received his bachelor’s degree in chemistry from the University of Delaware, master’s degree and PhD in biochemistry from the University of Illinois and was an American Cancer Society post-doctoral fellow at the Dana Farber Cancer Institute, Harvard Medical School. He has received funding from the N.I.H., the American Cancer Society, and the Pharmaceutical and Biotech Industry for the development and study of vaccines, immunomodulators, antibacterial and antiviral drugs, as well as mechanisms of pathogenesis of herpes simplex virus. With Dr. Dan Zimmerman of CEL-SCI, he is a co-holder

14 | Discovery Drive Summer 2016

of patents for LEAPS anti-herpes simplex virus vaccines and has developed LEAPS vaccines to treat cancer and autoimmune diseases. He has been an organizer and presenter at each of the GTCBIO Vaccines: All Things Considered Meetings and Section Editor for ‘Basic Microbiology and Immunology’ in the journal, Infectious Diseases in Clinical Practice. He has been editor and a primary author of "Medical Microbiology," author of "Rapid Reviews of Microbiology and Immunology," "Review of Medical Microbiology," and Medical Microbiology and Immunology Flash Cards. He is a master teacher of the NEOMED Master Teacher’s Guild and primary developer of MEDCAMP and other pre-college science education programs.

Judith Rosenthal, PhD - Assistant Professor of Psychiatry Dr. Rosenthal has over 35 years of experience in psychology and related fields including work in private practice, residential geriatric settings, management training, leadership training, executive and organizational development. She served as CEO of a social service and behavioral health non-profit, director of educational services, organizational and executive development for a regional health center, and consultant to healthcare, Fortune 100 organizations and US Navy. Her clinical work includes individual therapy, relationship counseling, transitional counseling, disability assessment, consultations for genetic testing and group interventions for eating disorders. She has been involved in competency analysis and development from its inception and has created and delivered competency based and outcome based models of curricula and assessment programs.

She has designed and presented numerous professional training programs, skill based trainings and community workshops on a wide range of topics including interpersonal communication, stress management, career-personal balance, guest relations, motivation and effective leadership and management. She is currently licensed to practice psychology in Nevada and Ohio.

Dr. Rosenthal has been an active volunteer in her professional and lay communities serving in numerous leadership positions.

She currently serves as co-VP of development for Hadassah Southern Nevada.

Mira Sarsekeyeva, MD - Associate Professor of Ob/Gyn Dr. Sarsekeyeva holds a medical doctor degree and numerous certificates of post-graduate training from the department of continuing education at Harvard University Medical School, Imperial College School of Medicine approved by the Royal College of Physicians, London, UK, and Ben-Gurion University of the Negev in Tel-Aviv - Beersheba, Israel. Prior to her current position at Roseman University, she served as an associate professor of OB/GYN, college master and director of the clinical skills and simulation center at California Northstate University College of Medicine; as clinical assistant professor, director of foundations of medicine course, director of institutional competency assessment program, director of endocrinology/ reproduction course, and director of standardized patient program at Charles Schmidt College of Medicine at Florida Atlantic University and University of Miami Miller School of Medicine. She has publications in clinical medicine, health sciences, medical education and has been involved in the development of a new interprofessional educational model with a geriatric mentor-educator at Florida Atlantic University. Her research interest include medical education, clinical interprofessional education and assessment of competence.

Kimberly D. Smith - Administrative Assistant for Student Affairs and Admissions Kimberly, prior to Roseman University, was the university registrar for University Administration at West Coast University, where she collaborated and managed the strategic planning, policy implementation and procedural oversight of registrar related duties. She was the LA Metro registrar for DeVry University and later became the Pomona Metro registrar. She spent eight years as the associate registrar for the School of Business and Education at the University of Redlands where she was responsible for the conferral of degrees, evaluation of files for prospective students coming into the school and the evaluation of transfer credits. Additionally she worked for the Art Institute of the Inland Empire, Sanford Brown College, Pitzer College, California State University, Fullerton, and University of Nevada, Las Vegas.

www.roseman.edu/medicine | 15

ROSEMAN UNIVERSITY and LIBERTY MUTUAL

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ANNUAL

SCHOLARSHIP GOLF TOURNAMENT Monday, Oct. 3rd at Bear’s Best Las Vegas Love to golf and want to make a difference in the lives of students?

Roseman University’s Annual Golf Tournament has raised over $1 Million to support student scholarships!

Join us with your foursome or sponsorship underwriting.

To learn more visit www.roseman.edu/golf or call 702-802-2870 Pricing Sponsorships starting at $500 Golf starting at $775 Dinner Only tickets available for $60

roseman.edu College of Medicine | 10530 Discovery Drive | Las Vegas, NV | 89135 ROSEMAN UNIVERSITY IS ANON-PROFIT WITH A 501(C)(3) DESIGNATION (TAX ID#88--0435559). CONTRIBUTIONS ARE TAX DEDUCTIBLE AS PROVIDED BY LAW.