Discovery Drive - Winter 2016

Discovery Drive News from the Roseman University College of Medicine

2 0 1 6 Winter | Publishing Semiannually | Volume 3 | Issue 2

Inside:

Teaching Diversity of the Human Body PG 8 The Best Teacher is Always a Student PG 10 Las Vegas’ First-Ever CampMed PG 12

17TH ANNUAL SCHOLARSHIP

Golf Tournament Highlights

Thank you to all of the generous donors who helped support Roseman University's 17th Annual Scholarship Golf Tournament, sponsored by Liberty Mutual Insurance. We hope to see everyone next year, October 2, 2017.

1st Place Team – Kevin Swain, Vaughn Miller, Bob McGwire & Dr. Renee Coffman accepting the award on behalf of Dr. Harry Rosenberg

PUBLISHER Jason Roth

Golfers enjoying the beautiful Bear's Best Las Vegas Golf Course

EDITOR Rachael Wadley ART DIRECTOR Eric Jones GRAPHIC DESIGNER Rachael Wadley PHOTOGRAPHERS Francia Garcia Chase Schmidt

The Korte Company Team – Greg Korte, Allan Creel, Jerry Vlarde & Jonathan Fine

GUEST CONTRIBUTORS Vanessa Maniago Mark A. Penn, MD Jason Roth 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 Winter 2016

Rick Sellers from Carpenter Sellers Del Gatto

GR EET IN G S

from the

DEAN

Greetings, Welcome to this edition of Discovery Drive. Several things have happened since our last publication.

In August, the Board of Trustees approved the creation of Roseman University’s Community Cancer Center.

This is the first Center approved by our board that has gone through a rigorous evaluation process established this past year by University administration. Dr. Sanford Barsky, professor and chair of pathology and laboratory medicine, is our inaugural community cancer center director. As we further develop the Center, more information will follow.

In June, the College of Medicine learned that the LCME (Liaison Committee on Medical Education) did not grant us Preliminary Accreditation. Of the 93 elements in the required 12 standards from the LCME, we successfully were in compliance with 92 elements, including curriculum, faculty and staff, facilities, student affairs/admissions, clinical affiliations, and overall structure. All of these met their rigorous standards. We had only one element of noncompliance – not having sufficient sustainable financial resources. The University had provided some foundational dollars, but we needed more, according to the LCME. After a conversation with the LCME we now know more specifically what they are expecting our financial target to be. We also understand other schools have gone through tough times during this era of accreditation. Recognizing it has not been unusual for medical schools to be denied accreditation following the first application, we appreciate the support of Roseman University’s Board of Trustees, the University, community partners, and donors who have embraced our mission and patient-centered values as we continue to work towards accreditation and building a premier College of Medicine to serve the healthcare needs of Southern Nevada.

In September, we resubmitted our application to create an MD-granting medical school. We are again listed on the LCME website (lcme.org) as an applicant school.

As we continue to pursue accreditation, we need your support more than ever. Together we will succeed.

With appreciation,

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

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By Vanessa Maniago

ONLY TOGETHER: Building Roseman's College of Medicine Founded in 1999, Roseman University of Health Sciences has been quietly laying a foundation of excellence and achieving our vision to be a “best in class” institution of higher learning. We are transforming healthcare education by training the next generation of healthcare professionals who serve, collaborate and set new standards in our community. We haven’t done this alone. We have done this working alongside our community partners, by listening to students, creating dynamic partnerships between teacher and student, developing lifelong colleagues and optimizing the power of cross-collaboration and training.

4 | Discovery Drive Winter 2016

With our long-standing shortage of physicians, Roseman University

Roseman will develop clinical practices, offering interprofessional

has been working since 2011 to establish the Roseman University

opportunities for our medical, pharmacy, nursing and dental

College of Medicine, the first private MD-granting medical school

students. Through the LENS program (Longitudinal Experience

in Southern Nevada.

in Neighborhood Service) our medical students will also serve throughout the region at health clinics that treat various populations,

While our state has challenges, we are amidst a period of positive

including underserved patients. Partnerships with non-profit

change that will improve our community’s healthcare indicators and lift

organizations, healthcare providers and physicians will further enable

the overall quality of life of those living in Nevada. With change comes

Roseman medical students to serve the community and residents in

growth, diversification and new energy. As we grow, we create stability

need. This component of our curriculum uniquely trains our students

and resources that are crucial to burgeoning cities like our own.

to work deeply inside, as well as across our community.

But we cannot do it alone. We need your help now. Only together

Roseman is partnering with local hospitals to increase the number of

can we get to the next step. We must continue to attract, inspire

residency positions in Nevada. Growing the number of residencies –

and collaborate with the best, most talented faculty, volunteers,

termed “graduate medical education” or GME – is imperative to

stakeholders, philanthropists and community visionaries.

meet the future healthcare needs of our state. With more residency positions, our students have a greater chance of staying in-state to

We invite you to join us in the next chapter of transformation. Help us

practice medicine.

bring a new College of Medicine to Southern Nevada. Work with us to be a part of the solution. Together we will make this a reality.

Our goal is to have the charter class of 60 medical students begin classes in the College of Medicine by the summer of 2018 at our Summerlin

OUR CHALLENGE:

Campus in the Englestad Research and the Breakthrough Buildings.

A COMMUNITY WITH POOR INDICATORS We all know Southern Nevadans need more physicians. Changing demographics and the evolving healthcare landscape are making the current physician shortage in Nevada even more dire. In a ranking of U.S. states by the number of physicians per 100,000 population, Nevada ranks 48th. Our state’s ranking for physicians in all specialties is also low and it will get worse as physicians retire. Currently, one out of four doctors in Nevada is age 60 or over. We need to provide both our well and sick neighbors with more locally based, talented, compassionate and highly qualified medical partners. While we have made strides in our community to address these indicators, we have more work to do.

Roseman University’s College of Medicine is one part of the solution in addressing these needs.

THE SOLUTION: COLLABORATION AND HARD WORK

Join us as a member of the Charter Class Contributors (giving from December 2013 – August 2018) of the College of Medicine, at the following levels: COLLEGE OF MEDICINE DONOR RECOGNITION SOCIETIES Visionary $10,000 - 24,999 Trailblazer $5,000 - 9,999 Pacesetter $2,500 - 4,999 Pioneer

$1,000 - 2,499

Explorer

$500 - 999

Groundbreaker

$1 - 499

ROSEMAN’S COLLEGE OF MEDICINE The College of Medicine at Roseman University of Health Sciences will 1) educate competent, caring and ethical physicians, 2) conduct biomedi-

Only together can we succeed. Thank you!

cal, translational and clinical research that advances solutions to the healthcare needs of the communities that Roseman serves and 3) provide high-quality, patient-centered care and service to our neighborhoods.

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JOIN US

in the NEXT CHAPT

IGNITING THE HUMAN SPIRIT: OUR FOUNDATION, OUR PEOPLE

Attracting and retaining leaders and faculty through Endowed Chairs, Founders’ Circle (Naming of a Department) and Endowed Professorships THE POWER OF RESEARCH

Research endowments in the areas of greatest need

6 | Discovery Drive Winter 2016

TER of TRANSFORMATION

Support the College of Medicine’s most pressing priorities CLASSROOM AS TEACHER: INNOVATIVE AND INSPIRING LEARNING SPACES

Learning Classrooms, Anatomy Laboratory, Simulation Facility, Learning Communities, Conference Spaces, New Technology SERVING THE COMMUNITY: EMBEDDING PHYSICIANS

Community Healthcare Clinics; L.E.N.S (Longitudinal Experience in Neighborhood Service) program to connect students to neighborhoods throughout their training INSPIRING THOSE THAT INSPIRE OTHERS: TEACHING SUPPORT

Faculty development, Teaching Academy and in-service training and materials SUPPORTING STUDENTS: ENABLING SUCCESS

Learning Communities; Full and partial scholarships for students; Staff support for student advising, counseling (career/academic and mental health)

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ANATOMY LAB:

Teaching Diversity of the Human Body

By Jason Roth

The Roseman University College of Medicine Anatomy Lab will serve our future medical students where they will learn to explore the complex, elegant, and subtle structures of the body.

The anatomy lab will utilize cadavers to provide a "first patient" experi-

The training of compassionate healers begins in the anatomy lab.

ence for our students that is memorable and respectful of the person,

Medical students will discover that a stranger to them, in one last act,

and that provides a variety of perspectives regarding the human body.

has entrusted their body to their hands just as patients will someday entrust their lives and well-being to their hands. Our body donation

In the course of working with their cadavers, medical students will

program will begin and end with respect of the person and their fam-

learn the texture, flexibility, and weight of all the different tissues of the

ily. This is demonstrated with an opening ceremony to launch the pro-

body. They will learn that each body is unique and special and that a

gram, and at the end of each year, a memorial service will take place

story was told through their life. This enhances conversations regard-

to honor those that dedicated their bodies to the mission of better

ing the uniqueness and diversity of the human body.

understanding and learning about the human body. These ceremonies

8 | Discovery Drive Winter 2016

will include our medical students and faculty, and the family/friends

cine. Giving options include naming opportunities, like Founder

of the individual. The ceremony, conducted by the students, will

of the Anatomy Lab. There are also giving options that will provide

convey respect and reverence. The students will use their creativity

tables, surgical equipment, monitors, and simulation and anatomical

and energy to provide appropriate readings, singing, instrumentals,

models. Donations like these will go a long way towards enhancing

and special moments of connection to the family or friends that are

the College of Medicine’s mission.

in attendance on behalf of that person. Students will light a candle together with the loved one, to recognize and thank the person who

For additional questions and how you can make a contribution

was to them a “teacher of anatomy.” Together, through our body do-

please contact Steven Peralta at speralta@roseman.edu or call 702-

nation program, our future medical students and donors will make a

802-2873. Mr. Peralta can provide more specific information on the

lasting impact on medicine’s future.

amounts required for various needs.

Those of you who are willing to make our anatomy lab a reality for our students are invited to make a donation to the College of Medi-

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The

Best Teacher is ALWAYS

a Student

By Vanessa Maniago

When a journey across nine schools, over 50 medical school and graduate level classes taught, and three countries prepares you for a position and challenge for which you’re perfectly suited, some might say you’ve reached the pinnacle of professional growth.

But Dr. Chris Burns, associate professor of biomedical sciences at Roseman University’s College of Medicine, won’t ever stop learning.

He’s approached every stop on his colorful journey with an open mind and a desire to evolve his skill set; a fine example of a teacher who truly remains a lifelong student of his profession.

As a child in Upstate New York, Dr. Burns

off to college, he enjoyed the long train rides of

on” learning experiences stood out compared

often witnessed his mother, a special educa-

fall color and dense forests from New York to

to lectures. Dr. Burns went on to complete

tion teacher, working with her students in

Montreal, where he completed his undergrad-

his post-doctoral work at Oxford University,

his family’s kitchen. He saw her patience and

uate degree at McGill University. He pursued

where he grew his love for “crisps” and foggy

adaptability to various learning styles and her

his PhD at Indiana University in Bloomington,

seaside towns. With a growing curiosity about

ability to lift her students to new heights. As

an inclusive college town with a curriculum

educational and teaching strategies, Dr. Burns

a young man, Burns had a natural affinity to

rooted in tradition. It was then that he noticed

sought to bridge his passion for science and his

science and a desire to see the world. Setting

the power of experiential learning. His “hands

growing interest in education.

10 | Discovery Drive Winter 2016

Dr. Burns accepted his first teaching position

based work, teacher and peer feedback and

at the Medical College of Georgia in Au-

application of core concepts in small-group

gusta. Dr. Burns learned from his colleagues,

assignments (the underpinnings of Roseman’s

tenured educators, while at the same time

Six-Point Mastery Learning Model). Certifi-

adapting his own style of teaching to fit his

cation as a trainer in the TBL Collaborative

experiences as a student. He saw his students

enabled Dr. Burns to share his knowledge and

thrive when they were more actively involved

enthusiasm, by allowing him to teach other

in the learning process by using diagramming

educators across multiple disciplines and

for more visual learners, group questioning,

topic matter. Eager to set this in motion,

and references to clinical applications that

Dr. Burns set out to Big Ten School, University

drove relevance and thus greater understand-

of Illinois College of Medicine, to help faculty

ing. With six years of teaching experience,

on four different campuses apply TBL across

Dr. Burns went south to Florida Atlantic

their courses. It was at that moment when

University, a burgeoning new school with an

Dr. Burns decided to step onto the other side,

open-minded culture dedicated to creating a

to be a student again and trained as a health-

university of excellence and innovation. Dr.

care practitioner. “As a full-time medical

Burns sought to adapt the learning model to

educator, I had never had a patient. I also had

include more active learning. His students lit

not been a student in a long time. I saw these

up with inspiration, and Dr. Burns’ gratifica-

as barriers to effective teaching.” Working as

tion led him to make an important decision,

an emergency medical technician alongside

to follow his true love of teaching full-time.

fire, police, and other healthcare workers, Dr. Burns saw the symphony of interprofes-

Roseman students through “team-teaching” with faculty from the Colleges of Nursing and Pharmacy. In this approach, various disciplines unite to provide students understanding for different practical applications. Working across Roseman, providing patient care as an EMT and building Roseman’s College of Medicine curriculum, perfectly leverages his life’s work to date.

With only a small percentage of medical schools innovating towards TBL learning,

The University of Virginia, an almost two

sional skills work to help patients. Dr. Burns

hundred year-old institution, offered Burns

transferred this enthusiasm and discovery

an extraordinary opportunity to further chal-

directly to his students.

how our state’s future physicians will learn.

to direct the final iteration of the traditional

With a desire to use his new experiences

to a new generation of physicians who

medical microbiology course, redefining how

and skills in a burgeoning school with a

microbiology could be taught while simulta-

blank canvas, Dr. Burns set out to Central

neously leading creation of a new integrated

Michigan’s College of Medicine to help

infectious diseases course. Dr. Burns used di-

them succeed in integrating a hybrid TBL/

plomacy and discovery to evolve the teaching

Problem-Based Learning model. Students

strategies used. Working with his colleagues,

had the benefit of both structured facilitator

he fully integrated Team-Based Learning,

led classes and facilitator-free learning. He

often called TBL. He championed the “early

saw meteoric improvements in communication

adopters” while observing thriving students

and understanding, while also seeing his stu-

who took more active responsibility for their

dents continue to take on more responsibility

own educational journey. This groundswell

for their learning. Dr. Burns’ commitment to

of positive student response and improved

creating effective interdisciplinary learning

performance began to persuade the skeptics.

and a desire to create in an environment

lenge his skill set. Dr. Burns was recruited

Dr. Burns is a critical player in determining His influence will undoubtedly contribute have increased demands to work in interprofessional teams using a variety of problem solving to produce better outcomes for patients.

A marathon runner, a healthcare provider, and medical educator, Dr. Burns never stops learning or adapting. Life’s student won’t ever reach a pinnacle, rather an unending journey of discovery and evolution.

of innovation led him to his position at TBL relies on student preparation before

Roseman University’s College of Medicine.

class to provide the baseline for classroom learning that includes individual and group

Dr. Burns has already had an impact on

roseman.edu | 11

ENGAGING EXPERIENCES

Drive Academic Career Choices

By Jason Roth

How might your life have changed when you were a teen if you were given an opportunity to try out a career, succeed at a challenge and be guided by role models in that career? A select group of rising ninth graders had a chance to find out after participating in Las Vegas' first-ever CampMed this past July.

“Students entering high school are at a

He brought with him his enthusiasm for

medical experts from Las Vegas, local

critical point in their academic lives and

pre-college science programming upon

hospitals, and other educators and healthcare

career choices. Providing them with

relocation to Las Vegas.

professionals under the auspices of and with

positive experiences that encourage learning

the overall support of AHEC.

and inspire interest in professional careers

With the support of Dr. Penn and

can make a significant difference in their

Dr. Rosenthal's experience of engaging

The inaugural class of CampMed teens spent

future success,” said Dr. Mark Penn,

students in healthcare enrichment activities,

two and a half days reading x-rays, analyz-

founding dean of the College of Medicine.

CampMed began to take shape in the spring

ing lab cultures and clinical data, describing

during conversations with the Desert Mead-

medical symptoms and experiencing a patient

The innovative CampMed enrichment

ows Area Health Education Center (AHEC).

case as a physician. They were challenged to

program was spearheaded in Las Vegas by

The result was a collaborative program that

find the diagnosis for their patient, who was

Dr. Ken Rosenthal, professor of basic medical

included support, mentors and instructors

suffering from an infectious disease.

science and director of microbiology and im-

from Roseman University of Health Sciences,

munology at Roseman University College of

Touro University Nevada, UNLV School of

“On their first day, the class was introduced

Medicine. Dr. Rosenthal established a similar

Medicine, Clark County Medical Society,

to the medical profession, clinical problem

program in Ohio more than 25 years ago that

University of Nevada, Reno School of

solving, immunology, as well as their

continues to run successfully each summer.

Medicine, and community physicians and

‘patients,’” said Dr. Rosenthal. “They arrived

12 | Discovery Drive Winter 2016

for the second day dressed appropriately

their patients and learned how to gather

in maturity and self confidence amongst the

in scrubs and met with physician mentors

clinical data and understand relevant

participants over the course of the program.”

who led small groups of students through

clinical sciences.

five different lab simulations that helped them explore and diagnose their patient.”

The newly anointed BDs left the program At the end of the day, each group became

with a new set of like-minded, intelligent

specialists in their final lab field and prepared

friends, a positive peer group, connections to

Dr. Rosenthal added, students learned to

a Grand Rounds presentation. These presen-

strong mentors among the CampMed faculty,

differentiate normal from abnormal lungs on

tations were delivered the following morning

and a promise of future programs to reinforce

x-rays and experienced a working model of

to peers, parents and faculty as part of the

the foundation established in CampMed.

the human lung. They explored neurological

closing activities. Finally, this inaugural class

connections for their patients’ symptoms

of CampMed students was awarded BD cer-

“CampMed is a positive step to motivate local

and viewed sample slides to determine the

tificates, affirming their success in becoming

students to consider careers in healthcare,

likelihood of an infection.

"Beginning Doctors."

reinforce their potential for success and ultimately become Las Vegas’ future physicians,”

Physician mentors taught basic diagnostic

“CampMed fulfilled its goals,” said

skills and students practiced on each

Dr. Rosenthal. “Faculty and mentors com-

other, asked questions to better understand

mented on the visible changes they observed

said Dr. Rosenthal.

roseman.edu | 13

Roseman University of Health Sciences 2016 Diversity & Inclusion Community Advisory Board Susan Brager, County Commissioner Clark County, Nevada Michael Dimengo, CEO The Center Cary Huddleston, Workforce Training /Sales Vegas PBS Rex Liu, DDS Family Cosmetic Dentistry Rogelio Machuca, MD Machuca Family Medicine Maria Marinch, Executive Director, Office of Community Relations, Diversity & Multicultural Affairs College of Southern Nevada Jeff McMillan, DDS Orthodontist Gia Moore, Director Magnet Schools & Career and Technical Academies Clark County School District Felicia Ortiz, President/CEO PM Solutions Consulting Senator Pat Spearman State of Nevada Aurora Wong, Coordinator Hep B Free Las Vegas Becky Penn, Program Coordinator Roseman University College of Medicine Mark A. Penn, MD, Founding Dean - College of Medicine & Chancellor, Summerlin Campus Roseman University College of Medicine Vicky VanMeetren, Special Advisor to the Dean for Community Engagement Roseman University College of Medicine

College of Medicine Values: Diversity

By Mark A. Penn, MD Diversity is a very important part of our College of Medicine VALUES. Our College of Medicine Statement on Diversity and Inclusion reads: “The responsibility for the achievement of diversity and inclusion lies within all of us.

Roseman University College of Medicine believes in developing an environment that results in the recruitment and retention of a diverse faculty, staff, and student population. The College of Medicine is a place for respecting individual beliefs and encouraging open dialogue of different perspectives.”

According to Nivet, M, et al (Academic

We need more diversity in many of our health

Medicine 2016 – A Diversity and Inclusion

professions. As an example, data indicates

Framework for Medical Education),

that in Nevada we have great need for physi-

“Diversity embodies inclusiveness, mutual

cians in general, and more specifically those

respect and multiple perspectives, and serves

from Hispanic, African-American and Native

as a catalyst for change resulting in health

American Indian backgrounds.

equity. In this context, diversity includes all

VALUES COMPETENCE C OMP A SSION IN T EGRIT Y D I VERS IT Y RE SP E CT COMMU N IC ATION COMMUNI T Y DI S COV E RY

aspects of human differences such as socio-

Ideally and essentially it is important that we

economic status, race, ethnicity, language,

have a diverse group of people in our College

nationality, sex, gender identity, sexual

of Medicine that mirrors the community we

orientation, religion, geography, disability,

serve. An essential outcome of a diversified

and age, among others.

physician workforce is that it will be better prepared to improve access to healthcare and

"Inclusion is a core element for successfully

healthcare disparities.

achieving diversity. Inclusion is achieved by nurturing the culture and climate of the

To assist us with our diversity and inclusion

institution through professional development,

mission we have created a College of Medi-

education, policy, and practice. The objective

cine Diversity and Inclusion Community

is creating a climate that fosters belonging,

Advisory Board. I thank each one of them for

respect, and value for all and encourages

their commitment to our college. Adhering

engagement and connection throughout the

to our Values will insure that we have a wel-

institution and community.”

coming and respectful attitude to all people.

Together we will make a difference.

14 | Discovery Drive Winter 2016

College of Medicine: New Hires Karen Crouch Administrative Assistant, Office of Clinical Affairs Karen Crouch brings to the College of Medicine’s Office of Clinical Affairs a wealth of knowledge and experience.

Prior to joining the college, Crouch worked for the State of Nevada as a certified contract manager. Previously, she served as an executive assistant for the City of Oak Harbor, Washington, city clerk and planning services coordinator for the City of Carmel-by-the-Sea, California, and administrative assistant for the Public Utilities Commission in Agana, Guam. Her eclectic background includes certification as a municipal clerk, education in accounting, certification as a reserve police officer, and risk management training. She also has a nursing degree.

Alvin Lin, MD Associate Professor of Family Medicine Dr. Alvin Lin is a board certified family physician and geriatrician who has practiced in Nevada since 2003. He has held academic positions at several medical schools dating back to 1998. Previously, Dr. Lin served as assistant clinical professor at the Brody School of Medicine in Greenville, North Carolina and associate professor at the University of Nevada, Reno School of Medicine (UNRSOM). His many accomplishments include serving as president of the Nevada Academy of Family Physicians (NAFP) from 2013 to 2014, representing Nevada as an alternate delegate to the American Academy of Family Physicians (AAFP) Congress of Delegates and chairing the AAFP National Geriatric review course since 2012. He has also directed post-graduate geriatric medicine at UNRSOM, and receiving numerous Top Doctor awards. Dr. Lin has lectured and published nationally on many topics related to the fields of geriatrics and health and is involved with many local non-profit organizations, including vice chair of the NAFP Foundation, the Clark County Alzheimer’s Action Network, HepB Free Las Vegas, and the Lion’s Health First Foundation. Dr. Lin earned his MD from the Bowman Gray School of Medicine at Wake Forest University in Winston-Salem, NC. Jaya Pamidimukkala, PhD Associate Professor of Biomedical Sciences Dr. Jaya Pamidimukkala received her doctorate in Pharmacology in 1998 from the University of Houston, College of Pharmacy. She completed her postdoctoral training at the University of Missouri-Columbia in 2001 and continued as an assistant research professor at Dalton Cardiovascular Research Center, University of Missouri. She joined the faculty ranks at Touro University Nevada in 2006 to teach Pharmacology in the Osteopathic Medicine & Physician Assistant programs.

For the past two decades, Dr. Pamidimukkala’s research has been directed towards understanding the pathology underlying hypertension and the influence of factors such as sex hormones, obesity and inflammation. She has previously been a recipient of American Heart Association (AHA) post-doctoral fellowship and AHA Beginning Grant-in-Aid. She has several peer-reviewed publications and has presented at national and international conferences. Since her first faculty appointment, she has also been actively involved in teaching and mentoring post-doctoral fellows, graduate and undergraduate students. She continues to pursue her research interests and is currently studying the role of inflammation in the development of cardiovascular disease in adiponectin deficient mice. In addition to teaching and research, Dr. Pamidimukkala has served on many institutional committees including IACUC, Research, Graduate Affairs Committee and DO Admissions Committee. She is an active member of American Heart Association & American Physiological Society.

roseman.edu | 15

N E I G H B O R H O O D H E A LT H S E R I E S

A 360 On Diabetes

Thursday, November 17, 2016 – 5:30 to 7 p.m.

Roseman University Summerlin Campus One Breakthrough Way, Las Vegas, NV 89135 Vasudha Gupta PharmD, BCACP

The presentation will focus on the basics of diabetes, including differentiation between type 1 and type 2 diabetes, signs and symptoms of high blood sugar, diagnosis and management. The presenter will have an emphasis on lifestyle modifications for patients with either prediabetes or diabetes as well as discuss some ways to eat healthy during the Holidays!

Sponsored by

Register at speakers.roseman.edu or by calling 702-802-2872 Upcoming Neighborhood Health Series Events Thursday, December 15 5:30 – 7 p.m.

Thursday, January 19 5:30 – 7 p.m.

Thursday, February 16 5:30 – 7 p.m.

“Cardiovascular Health: Diet, Exercise, Disease, Diagnosis”

"Getting the Most From Your Provider Visits”

"Where do tomorrow's doctors come from? The medical education process that shapes them."

roseman.edu | @rosemanuhs

College of Medicine | 10530 Discovery Drive | Las Vegas, NV 89135