Roseman University's spectRUm magazine

FALL 2018 • Publishing Semiannually | VOLUME 2 • Issue 1

Dimensions of Diversity

Roseman University of Health Sciences A Nevada Non-Profit Corporation 11 Sunset Way Henderson, NV 89014-2333

INSIDE: Early Experiential Learning PG. 4 Diversity (still) Matters PG. 8 Family Medicine PG. 10

Beginning in September of 2019, Roseman University will mark the 20th anniversary of its founding as an innovative non-profit university.

You’re invited to get involved in a year-long celebration of Roseman, our alumni, students and community partners! Visit 20.roseman.edu to share your Roseman stories, submit your ideas for a memorable celebration and stay on top of the latest news!

Established in 1999 as the Nevada College of Pharmacy, Roseman today offers five health sciences degree programs enrolling more than 1,500 students in Nevada and Utah each year. Almost 5,000 Roseman alumni are serving their communities and setting new standards in their professions.

Join the celebration!

HAVE QUESTIONS OR WANT TO SHARE SOME INSPIRED IDEAS?

Reach out to Brenda Griego at (702) 802-2830 or email 20@roseman.edu.

PUBLISHER Jason Roth

DESIGNER Eric Jones

GUEST CONTRIBUTORS

EDITORS Joslyn Hatfield Rachael Thomas

PHOTOGRAPHERS Loretta Campbell Francia Garcia Chase Schmidt

Vanessa Maniago

Brenda Griego Willis Paull, PhD

spectRUm is published two times per year by Roseman University of Health Sciences, Nevada non-profit corporation.

11 Sunset Way, Henderson, NV 89014 | roseman.edu | 702.968.1633 | Š 2018

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Letter from the PRESIDENT Welcome to the November print edition of spectRUm,

Diversity means many things to many people. At Roseman, we often think of the diversity of our programs, designed to meet the needs of students who have varying backgrounds, interests, and circumstances, our student body who draw from 43 different states and 16 countries worldwide and the diversity of learning styles that define the adult learner. This issue celebrates diversity and touches on its many dimensions. As an Institution, we are truly greater than the sum of our parts, all of our many diverse parts.

When we developed the Six-Point Mastery Learning Model almost 20 years ago, it was based on the premise that all students, regardless of their varying learning styles, could (and should given their critical life-saving role) achieve competence and mastery. With this mastery, we could develop better practitioners, who ultimately could serve their communities by helping to achieve better healthcare outcomes for their patients. Almost two decades later, the Model continues to prove that by creating a culture where all students could succeed, we can in fact contribute to the healthcare landscape by providing the very best, most qualified, compassionate and skilled healthcare practitioners. Our students are passing their licensure and board examinations the first time with very high passing rates. Our graduation rates (91% for our PharmD students, 94% for our BSN students, 99% for our DMD students and 100% for our Orthodontic residents in 2016/2017) continue to trend well, showing us that although our curriculum is challenging, the educational tools we use in our Model enable excellence and success.

Roseman has formed many community partnerships since its inception, and more recently, we are working alongside educational partners in both the elementary and high school setting – partners who are also demonstrating excellence and success in their particular educational areas.

Goolsby Elementary, the neighborhood K-5 school close to our Summerlin Campus, has been a Roseman partner for three years now. Goolsby and Roseman faculty collaborate to bring hands-on STEM curriculum into the classroom, helping to inspire the next generation of scientists.

Last year, Goolsby raised the bar by being named a top school for student performance on the CRT standardized tests in English, Math and Science and in October was named a Blue Ribbon School of Excellence by the Department of Education. It was the only school in southern Nevada to receive that honor. We are so proud of Goolsby and the shared desire to inspire our children in the sciences.

Roseman’s College of Medicine through its DiscoverMED program, now in its second year, works with some fine high schools including the Nathan Adelson School, Faith Lutheran, The Meadows and Arbor View High through an innovative program designed to educate and inspire high schoolers in science and specifically in medicine. Students spend the day exploring a single medical case through the eyes of various medical specialties. During four specific lab experiences, collaboration with their classmates and mentoring from College of Medicine faculty and community volunteer physicians, they discover their own skills in critical thinking and discovery. As partners, these schools are demonstrating their desire to push the limits for their students, to expose them to new experiences, to inspire them and to open their minds to new possibilities.

We remain appreciative and honored to work with educational partners along the educational continuum who are committed to both high standards and contributing to our communities.

As leaves change, days become cooler and fall sports fuel our excitement, I wish you a healthy and happy autumn season with loved ones and friends.

Renee Coffman President

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Early Experiential

LEARNING Diverse Learners See, Touch and Hear the Value of Real Experience Roseman University of Health Sciences’ Bachelor of Science in Nursing (BSN) and Accelerated Bachelor of Science in Nursing (ABSN) approach experiential learning differently than many other programs. Leveraging the hands-on and safe environment that is the simulation laboratory, one powerful tool in the Roseman’s Six-Point Mastery Learning Model toolbox, students are exposed to experiential learning very early in the curriculum. Early experiential learning, one of six foundational elements of the Six-Point Mastery Learning Model, places students, irrespective of their program, into an experiential setting early on—via access to patients in the clinical setting, exposure to practice sites, time spent in the simulation lab or through case-based learning.

In simulation, students are placing IV’s, inserting catheters, performing wound care and experiencing many of the real-world elements of nursing.

Roseman nursing students put the “E” in “early” in the second “block” of their curriculum, two and a half weeks into the program, with just one block of didactic curriculum behind them. In stark contrast, many other nursing programs sequence their curriculum such that students experience this kind of learning and exposure six months to a year into their program. Not only do students simulate a real-world nursing environment with hands-on skills and practice, but they can learn more about the other practical realities of being a nurse.

“You can teach the didactic all day long every day, but what happens in simulation and the subsequent debriefing, provides not only a safe environment in which to practice, but the chance to understand the realities of being a nurse, delivering patient-centered care amidst ratios, budget, new technology and the other pressures nurses experience,” says Courtney Gormus, Roseman's College of Nursing director, simulation and skills laboratory. Gormus goes on to make a beautiful and visual analogy to the step-by-step learning process students training to be nurses experience. She says that every small step in learning is like the very small turn of a light bulb, building slowly, until at last, the bulb is lit, the increments of learning fused and luminous connections have formed.

This kind of learning is not only powerful and effective, but it works with the varied learning styles that have become engrained in adult learners.

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By Vanessa Maniago

A hallmark of the Six-Point Mastery Learning Model, Roseman coursework is broken up into “blocks” and students progress through their educational journey taking one block at a time. This laser-like focus on complex material removes distraction from competing coursework.

Students focus on one block at a time and must achieve a 90% on their assessment before moving on to the next block. Both the block system, as well as a competency-based approach, form the other elements of the Six-Point Mastery Learning Model.

For nursing students, their second block is Health Assessment and in it students may have up to six patients to assess (some mannequins, some live) requiring them to gather information accurately and then to make decisions quickly about what to do next. Afterwards, students debrief extensively giving them the opportunity for self-reflection, peer input and overall morale building as students learn from one another. Some students may take notes, others may observe, others may role play, providing multiple opportunities to reach students with varied learning styles, not just the kinesthetic learners who may naturally excel in an experiential environment.

The auditory learner may glean more understanding from hearing the content in the first didactic block and then hearing classmates debrief on the exercises. The verbal students may benefit from being the scribe in the exercise, translating concepts and experiences into a writing assignment.

The visual learner may benefit from seeing a case played out in quasireality. Seeing how a nurse cares for a patient, not just reading about it, can allow them to mimic, sequence and commit the learning to memory.

Gormus also integrates case-based learning as a precursor to working in simulation. Review of a case in the classroom, prior to experiencing that case in the simulation lab, allows students to first apply critical thinking skills before experiencing the case as it might happen in the real world, building confidence and helping to further form the luminous connections of understanding.

In addition to building skills through simulation, one might wonder if it’s possible to also experience real emotion, like empathy for instance, when working with plastic, high-definition mannequins named “Sim-Mom,” “Sim-Man” and “Sim-Baby.” Gormus has experienced first-hand how empathy can be built in the simulation lab experience, when she cast a student in the role of the mother of a nine-month old infant with RSV. The “baby,” a life-size, high-definition mannequin, presenting with labored breathing, was well taken care of by nursing students in the lab. Students assessed the patient and eventually made an accurate diagnosis. Throughout the process however, the student playing the role of the mother was virtually ignored, left out of the process, a critical puzzle piece in making a diagnosis.

Who better to report observations of an infant than their parent? The student cast as mother recounted her experience and voiced feelings of being neglected and ignored in the process. Other students reported having no idea how that might have felt but feeling sadness and regret towards their teammate. With the majority of Roseman nursing students not yet parents, this exercise was a powerful lesson in not only patient assessment, but in the importance of the child-parent connection and an empathic approach.

When asked if empathy can be taught, or if it was an inborn trait, Gormus said, “This is a great question and one I hadn’t considered before. Yes, empathy can be taught and simulation allows us to do this, so long as students come in with an open mind and work to not only build skills, but access feelings. I am not sure that lesson would have been so profoundly impactful had it been taught in a lecture.”

As the simulation and skills laboratory director of Roseman’s nursing program, Gormus often witnesses her students building connections of understanding. This may perhaps be even more meaningful to her as she pursues her Advanced Nursing Practice licensure, and ultimately her Doctorate of Nursing Practice. She can see the student experience from her own unique vantage point as both teacher and student.

One of the first tools used in the Roseman SixPoint Mastery Learning Model toolbox, simulation proves to be a powerful spark in catalyzing student learning, working with the various learning styles of students. Simulation, along with other early experiential learning approaches help form connections early, allowing students to build on that learning, driving confidence, competence and mastery. roseman.edu/spectrum | 5

By Vanessa Maniago

ROSEMAN UNIVERSITY

AWARDED GRANTS To Help Bolster Diverse Healthcare Workforce In Underserved Communities

By Jason Roth

Roseman University is committed to educating students from diverse backgrounds to graduate and apply their skills and knowledge as healthcare professionals in areas of greatest need. This includes underserved and rural communities in Nevada, Utah and the surrounding region. Two recent grants received by the Colleges of Pharmacy and Nursing aim to increase the number of pharmacists and nurses in these communities.

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In May, the College of Pharmacy was awarded a $25,000 grant from CVS Health to raise awareness of pharmacy careers and increase the number of Hispanic/Latino applicants to the College’s Doctor of Pharmacy program.

The grant also provides resources to the College of Pharmacy to support the Hispanic/ Latino population by improving access to education, career opportunities and healthcare. In August, CVS increased the grant award to $125,000 to fund the initiative over five years.

“We have a very diverse student population in the Roseman University College of Pharmacy, but Hispanic and Latino students continue to be underrepresented, as they are in the pharmacy profession overall,” said Dr. Helen Park, assistant dean for admissions and student affairs for Roseman University’s College of Pharmacy. “Through this partnership with CVS Health, we look forward to enhancing our outreach to the growing Hispanic populations, in Nevada and neighboring states, to raise awareness of pharmacy careers and the educational opportunities to become a pharmacist.”

Although Hispanics are the largest ethnic minority in the country—nearly 18 percent of the nation’s total population, according to latest Census data—they make up only 4.6 percent of the pharmacist workforce and two percent of pharmacy students for the incoming class in 2016.

“In Nevada and Utah, where Roseman University campuses are located, the Hispanic population comprises 28 percent and 13 percent of the total state population, respectively.

Seventy-six percent of Hispanics in Nevada and 66 percent of Hispanics in Utah do not speak English at home. Having additional Spanish-speaking pharmacists can help improve health literacy among this growing population,” said Dr. Susan Nguyen, assistant professor of pharmacy practice and clinical pharmacist with Volunteers in Medicine of Southern Nevada. “This is especially important because recent studies show that Hispanics have the lowest medication adherence compared to other groups in the U.S., which can have serious public health consequences as the population continues to grow.”

With CVS Health’s support, Roseman University will establish a pathway for Hispanic undergraduate students to learn about pharmacy education and careers and establish a pipeline of Spanish speaking students to enter the field of pharmacy with a desire to serve the Hispanic community.

Initiatives will include interactive “Dia de la Farmacia” events to introduce the pharmacy profession to prospective students and CVS Health as a potential future employer.

Spanish-speaking student pharmacists will also be deployed into local Hispanic/Latino communities to increase access to health screenings and education.

“CVS Health’s commitment to diversity is deeply rooted in our purpose of helping people on their path to better health,” said David Casey, vice president, workforce strategies and chief diversity officer for CVS Health. “For our company to thrive, we need innovative partnerships with institutions like the Roseman University College of Pharmacy, to help produce a highly trained, culturally diverse future healthcare workforce for companies like CVS Health.”

Also in August, the U.S. Health Resources and Services Administration (HRSA) Division of Nurse Education, Practice, Quality and Retention (NEPQR) awarded $2.8 million to Roseman University’s College of Nursing to recruit and train undergraduate nursing students and current Registered Nurses to practice to the full scope of their license in community-based, primary care settings.

The College of Nursing will implement a Registered Nurses in Primary Care (RNPC) training program in order to achieve a sustainable primary care nursing workforce equipped with the competencies necessary to address pressing national public health issues; even the distribution of the nursing workforce; improve access to care; and improve population health outcomes.

The training programs will be implemented at both Roseman University’s Nevada and Utah Campuses and the surrounding communities within rural and underserved areas.

Nursing students will be provided with in-depth information and knowledge concerning community based primary care initiatives; chronic disease prevention strategies; healthcare needs of vulnerable and under-

served populations; rural healthcare; mental health and substance abuse conditions; childhood obesity; and the need for interprofessional healthcare collaboration.

According to Dr. Jené Hurlbut, Roseman College of Nursing professor serving as project director and principal investigator, students identified as RNPC undergraduate students will receive clinical training within the fundamentals of nursing and community mental health nursing blocks. The training will occur at facilities that are located in areas that are designated medically underserved with a focus on primary care. Additionally, RNPC students will have an opportunity to complete their practicum in underserved primary care settings with diverse patient populations.

The Roseman College of Nursing has clinical affiliations with William Bee Ririe Critical Access Hospital and Rural Health Clinic in Ely, Nevada, Tsehootsooi Medical Center in Fort Defiance, Arizona, and a partnership with the Utah Center for Rural Health who will facilitate clinical experiences in rural areas of Utah, yielding graduates ready to practice in community-based primary care teams that impact rural and underserved populations. It is anticipated that additional clinical affiliation agreements will be added in both Nevada and Utah to further support the increase in RNPC students in coming years.

Dr. Hurlbut says, Roseman College of Nursing will collaborate with county health departments and other health organizations that support interprofessional team competencies to be able to offer a robust array of training for practicing RNs. These professional development trainings will address primary care competencies, leadership training, healthcare needs of rural and underserved populations, chronic disease prevention and various mental health topics.

“The provision of healthcare is changing from an exclusive acute care focus, to one that encompasses a community and primary care context. Nursing education needs to reflect these trends and prepare graduates to meet the future demands of healthcare, including those of underserved and rural populations,” said Hurlbut. “It is exciting that the HRSA grant will allow us to create a sustainable model that can be shared with other nursing education programs.”

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DIVERSITY (still) MATTERS IN HIGHER EDUCATION A Look at the Nevada System of Higher Education (NSHE) Southern Nevada Diversity Summit & LGBTQ+ Student Experience

By Joslyn Hatfield

Down a crowded corridor abuzz with the din of fluorescent lights and muttered early morning greetings, Erik Dillon stands surveying the landscape of the 2018 NSHE Southern Nevada Diversity Summit. The daylong event held annually at Nevada State College was developed to address the opportunities and challenges related to all aspects of diversity and introduces topics that promote research and debate in higher education. Dillon, the director of admissions and enrollment for Roseman University's College of Nursing was invited to deliver a presentation focusing on gender identity.

A topic, as he will tell you, critical to facilitating an enriching student experience for LGBTQ+ students in higher education. spectRUm caught up with Erik while he was preparing for the Summit to find out more about this one of a kind event and his involvement in it.

1. Can you tell me a little bit about the event and how it came to be?

Roseman University was invited to attend. Given our diverse student and staff populations, it seemed a natural fit. As the staff advisor for the LGBTQA+ student organization, I immediately saw synergies between the content of the forum and the 8 |

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foundational principles of the University and our LGBTQA+ student organization. It just made good sense to get involved.

2. This event is in its seventh year, have you been involved before?

This is my first year both as a participant and presenter. I’ve heard amazing things about the event, but my schedule to this point has not allowed me to attend. I am excited to immerse myself in the full experience. Now more than ever, I think it is important to not only embrace diversity, but actively nurture it.

3. Who should attend this event?

Everyone can benefit from this event.

The agenda is extremely broad in scope, tackling everything from race and gender identification to sexual orientation and cultural nuances among diverse communities. For my part, there are known disparities for LGBTQ+ individuals in higher education. The only way to combat that is to fight fear and intolerance by nurturing our inquisitive nature and having real conversations (even when they are difficult). There are now (and there will always be) hot button issues that spark intense emotions surrounding the LGBTQ+ experience. So it is really about bridging the gap and getting over our fear of offending others to truly learn about their experience as individuals.

4. Why is this event necessary?

How much time do you have? (laughs) It’s important on several different levels. At the high level, it’s important because acceptance of the LGBTQ+ experience has evolved fairly rapidly in the last five to 10 years. Don’t get me wrong, the ground work for recent “wins” was laid generations ago. But, in terms of local, national and global rights for LGBTQ+ individuals, the last decade has been very formative.

And of course, as a result healthcare has changed. The system itself and individual healthcare providers are faced with new scenarios, new patient populations and coworkers “OUT” in the professional setting. As the landscape changes, it’s critical that health sciences and higher education evolve with it.

On the individual level, it comes down

(4. cont.) to preparation. At Roseman, we focus on preparing our students for a broad range of clinical scenarios reflective of what they will encounter in clinical practice.

This includes providing proper assessment and care to LGBTQ+ individuals while remaining respectful and professional.

Something as simple as appropriate pronouns or terminology can have a significant impact on patient outcomes because it can, for example, encourage more accurate patient self-report, which in turn, can help practitioners provide better care for patients.

5. Who would benefit the most from the content of this event?

Faculty, staff, students, anyone in a leadership role, HR, really everyone would benefit.

It provides the perfect opportunity for self-assessment to determine where you are as an individual and where you need/want to be. For instance, early in my career, I was not necessarily OUT at work. I eventually realized I was wasting a huge opportunity to help others by remaining in the closet.

What if, by simply living my truth, I was able to be an example for a student seeking to live theirs? Of course, I feared retaliation or the impact it might have on my career to be OUT. But, if I hide who I am, I am doing a disservice to anyone who might look up to me. Higher education is slowly coming to

the realization that LGBTQ+ individuals are just people. And, they need to see themselves represented at all levels. An event like this is great for initiating self-evaluation.

6. The slogan for the event is - Equity, Identity, and Intersectionality. What exactly does that mean?

In the simplest terms, equity in higher education means access. Access to information, opportunities and support.

Identity is quite literally defined as the distinguishing character or personality of an individual. Who we are and who we aren’t and how that plays into our human experience. Each of us is a compilation of many identity traits (i.e. race, religion, sexuality, gender). As it relates to higher education, it is critical that each element of our identity is valued and recognized.

Intersectionality is perhaps one of the most misunderstood words in the human language.

The term was coined by legal scholar Kimberlé Crenshaw in a 1989 essay that asserts that antidiscrimination law, feminist theory, and antiracist politics all fail to address the experiences of black women because of how they each focus on ONLY a single factor. It has since been more broadly adopted to describe the complex and cumulative way that the effects of different forms of discrimination (i.e. racism, sexism, classism and homophobia) combine, overlap and intersect—especially in the experiences of marginalized people or groups.

7. Your presentation focuses on LGBTQ+ issues in higher education looking at disparities throughout the academic lifecycle.

How did you decide on this topic?

Identity in the LGBTQ+ community is a topic that has gotten a lot of attention of late (and rightfully so). Throughout my career in higher education I have had the unique opportunity to observe and facilitate several aspects of the student experience. I can tell you unequivocally, that not understanding and valuing identity brings about a level of disparity in academia.

For instance, something as fundamental as the application process, is extremely heteronormative and can have significant consequences for LGBTQ+ students and prospects (not to mention the limitations this presents for data collection). There is still work to be done and academia can sometimes be slow to change. But, an event like the NSHE Diversity Summit is evidence that educational institutions in southern Nevada are committed to the pursuit of diversity in higher education. That in and of itself is encouraging.

8. Can you give me some examples of what good student support looks like? How do universities know if they are hitting the mark?

Good support starts with understanding the needs of your student populations. And, not just academically. Consistently collecting data on student needs and acting upon it is ideal. Beyond that the key is representation.

How diverse are members of your staff? Can students see themselves in the university community? Are there services, clubs and student organizations representative of one or more aspects of a student’s identity? At a high level inclusivity and diversity in curriculum is critical. This can certainly be a challenge, but one that I believe is worth it.

Visibility and inclusion also mean a lot.

For instance, at the Henderson Campus, our Library team approached the LGBTQA+ student organization about a LGBTQ+ history and culture display during October (when PRIDE celebrations take place in Las Vegas). It’s a simple gesture, but is hugely impactful for our LGBTQ+ students.

In fact, a gesture like this can be a significant differentiator for the University. I had a recent conversation with a student who shared that their decision to pursue a degree at Roseman was partially influenced by the way in which the University embraces diversity.

That’s an example (albeit anecdotal) of Roseman hitting the mark. Of course, we can always be better (laughs). But, it demonstrates efforts made to cultivate a positive and empowering student experience within our Roseman community. It’s not really all that surprising. A sense of belonging is a key fundamental of human motivation…

Just ask Maslow.

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Family MEDICINE

By Jason Roth

In the world of medicine, the Family Medicine physician plays a critical role in providing primary care and ensuring the wellness of patients of all ages. From preventative care, managing common health problems, diagnosing emerging conditions and managing chronic diseases, Family Medicine physicians can be considered the quarterback of a patient’s healthcare team.

“Family physicians are unique in the primary care arena in that their training is specifically focused on care of all individuals,” said Dr. Thomas Hunt, Roseman University's College of Medicine chair of Family Medicine. “We are community-focused and on the front lines addressing health issues common in our patient populations.”

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Given the important role family physicians play in healthcare, the growth of Family Medicine is vital to answering our community’s problem with access to high-quality, cost-effective healthcare. Currently, our state ranks 48th in the nation for primary care physicians per 100,000 residents, says Dr. Mark Penn, dean of Roseman University’s College of Medicine and himself a family medicine physician. “Family medicine will be an emphasis, among other specialties in short supply in our region, as we develop the College of Medicine curriculum and plan for admitting students upon receiving accreditation,” said Penn. “It’s also important for the College of Medicine to work with our hospital partners to develop family medicine residency programs in the state. The majority of medical residents eventually practice in the city in which they completed their residency training.”

The College of Medicine is collaborating with the Valley Health System to develop a Family Medicine residency training program.

Dr. Hunt is serving as the program’s director. Recently, funding for simulation equipment and other training needs was obtained through the State of Nevada’s Office of Science, Innovation and Technology Graduate Medical Education (GME) New and Expanded Grant program, created by Governor Brian Sandoval and established by the Legislature in 2015 and bolstered in 2017.

“Slated to begin the summer of 2019, the residency program will enroll 10 residents per year for this three-year training program.

Upon completion of the residency these physicians will be eligible to become board certified. The expectation is that these doctors will stay and serve our communities,” said Hunt.

According to Dr. Penn, Roseman University’s College of Medicine will be community-based, meaning that it will partner with local community hospitals, physicians and other healthcare providers.

It will also have clinical affiliations with many hospitals in the region. The establishment of family medicine residency programs at area hospitals is not only important for training doctors after graduating from medical school, but critical in the training of undergraduate medical students who will also receive clinical training at the same facilities.

In addition to its collaborative efforts to build Family Medicine residency opportunities in southern Nevada, Roseman University’s College of Medicine has added Family Medicine patient care to its Roseman Medical Group practice in Spring Valley. Dr. Elena Garcia and Dr. Christine Quartuccio-Carran recently joined the practice, offering patients preventative/well visits, sports physicals, women’s healthcare, chronic disease management, sick visits and other patient care services. Both of these physicians also serve as faculty members in the College of Medicine.

Dr. Garcia has practiced Family Medicine in southern Nevada for over 15 years. A board certified family physician, she received her Doctor of Medicine at the Medical College of Wisconsin.

Dr. Garcia completed her residency program at the University of Nevada, Reno, School of Medicine Family Medicine Residency Program here in Las Vegas.

In addition to serving as a faculty member in the College of Medicine and caring for patients at Roseman Medicine Group, Dr. Quartuccio-Carran serves with Dr. Hunt as the associate program director of the Valley Health System Family Medicine Residency Program. Practicing for six years, Dr. Quartuccio-Carran graduated from Touro University Nevada, College of Osteopathic Medicine with her Doctor of Osteopathic Medicine. She completed her residency training at the same program as Dr. Garcia.

“With the addition of Drs. Garcia and Quartuccio-Carran, we’ve established a strong foundation for Family Medicine in the Roseman Medical Group,” said Dr. Hunt. “In the future we look forward to additional Roseman Medical Group locations in Clark County providing primary care services to the wide, diverse patient population that is southern Nevada.”

VALUES: DISCOVERY

PATIENTS are at the center of our College of Medicine’s VALUES and are the reason we strive for excellence in medical education, research, and patient care services. This month the focus is on DISCOVERY. As with any modern medical school, discovery of new knowledge is a primary objective. It not only refers to basic scientific laboratory research, but also includes many other endeavors.

Clinical trials that enhance the well being of our patients and the efficacy of their treatment are other components of discovery. Collaborative research efforts with other medical institutions should be included in the definition of discovery as well.

Rosemans University's College of Medicine has basic research programs studying various types of cancer, eye disease, vaccine treatment for rheumatoid arthritis and breast cancer. Roseman Medical Group is also planning to conduct clinical trials. Collaborations with Touro University Nevada and City of Hope are also part of the College of Medicine’s discovery.

Another part of discovery is the development of new partnerships. The College of Medicine is in the process of establishing collaborative relationships with the Department of Medicine at the UNLV School of Medicine and the Cleveland Clinic Lou Ruvo Center for Brain Health.

As the College of Medicine continues to develop, we anticipate increasing the number of basic and clinical scientists in the research group, expanding the areas of research and continuing to develop basic core research facilities.

By Willis Paull, PhD Interim Chair of Department of Biomedical Sciences Roseman University College of Medicine

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DIVERSITY in DENTISTRY

By Rachael Thomas

Roseman University’s College of Dental Medicine (CODM) partnered with New York University (NYU) Langone Dental Medicine three years ago to provide a one-year Advanced Education in General Dentistry (AEGD) residency program at our South Jordan Campus.

“The goal of the affiliation with the NYU Langone Dental Medicine AEGD residency program is to develop patient-centered clinicians with the ability to provide comprehensive oral healthcare for a wide patient population,” says Erin Greene, DDS, AEGD program director.

According to the American Dental Association (ADA) an AEGD residency program “is a planned, sequential postdoctoral training program specifically designed to meet the needs of recent [dental] graduates who want to enhance their skills as general practitioners.”

In the future, this AEGD residency program will expand to the Henderson, Nev. Campus.

In preparation for the residency program, on November 6, the Henderson Campus will grow again with the addition of a new dental clinic adjacent to the CODM’s Orthodontic Clinic. The clinic will offer general dentistry to complement the affordable, high-quality orthodontic care already being offered, providing patients one location for comprehensive dental care. The clinic is accepting patient appointments via phone at 702-968-5222.

Roseman’s patient population is diverse, but so are Roseman’s residents. Because of this diversity, patient-centered dental care is provided to a broad demographic, helping to create a positive experience and outcome, with greater impact on the communities Roseman Dental serves.

Meet two current residents, Daniel Rodriguez and Pablo Bautista.

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DANIEL RODRIGUEZ Daniel Rodriguez, Roseman Class of 2018 Doctor of Dental Medicine graduate, grew up in Laguna Niguel, California and Aguascalientes, Mexico.

Why did you choose to do the AEGD residency program?

I worked really hard in dental school and feel that I got a very good education. Despite all that I had learned, I realized I wanted to expand my skill set. I saw a trend in a lot of the faculty and dentists in the community whom I admired. The majority of them did residencies. I knew I wanted to do the complex type of dentistry that they were doing and that I also wanted to practice in a more rural setting. I decided that it would be beneficial to do a residency. Now three months into my residency I am loving it and am so grateful I chose to come to Roseman. I've had an awesome experience.

What have you learned by providing dental care to undeserved or uninsured patients?

I grew up without dental insurance. As such, I have been able to better relate to a lot of my patients. I have learned that behind every tooth there is a human being with fears and personal problems. I've learned to be more empathetic and to never give up on them because change doesn't just happen in a one hour visit every six months. I've learned to be encouraging and to constantly strive to find new ways to educate my patients.

How has your experience been while at Roseman?

Amazing! Our director, staff and assistants are amazing. We have great faculty who are super nice and willing to help us out in any way. We have a great support system.

When Rodriguez has completed his one-year residency program he will start working to repay his four-year commitment with the

National Health Service Corp (NHSC), due to a four-year scholarship he received while in dental school at Roseman University.

PABLO BAUTISTA From Brasilia, Brazil to Roseman University, Pablo Bautista joins Roseman with a Doctor of Dental Medicine degree from Sao Paulo State University.

Why did you choose to do the AEGD residency program?

The AEGD residency program is a wonderful chance to update and improve any dentist`s knowledge and skills. In addition, in my case as an international dentist it is one of the requirements to get a dental license in the United States.

What have you learned by providing dental care to underserved or uninsured patients?

It is always a pleasure to serve people in need.

They express their gratitude with their smiles. It keeps me motivated, willing to learn more and improve myself as a person and as a dentist.

How has your experience been while at Roseman?

My experience while in Roseman has been awesome. Compassion, respect, and state-ofthe-art dentistry are some of the attributes that make Roseman a special place. I could not have had a better experience.

Pablo plans on practicing dentistry once he is done here at Roseman.

Rodriguez and Pablo are just two of Roseman's four AEGD residents. When the program expands officially to the Henderson Campus, the University will have six AEGD residents.

This expansion allows Roseman Dental to touch more lives and help those who are uninsured or underinsured with their necessary dental needs in not only Utah, but now Nevada.

ALUMNI MAKING A DIFFERENCE Anna Cowdin, DMD

Roseman’s Six-Point Mastery Learning Model attracts motivated and talented students, who graduate to become leaders in their fields.

Below, learn about alumna Anna Cowdin, who received her Doctor of Dental Medicine degree from Roseman in 2018 and is already making an impact in her profession through Nomad Dental, her mobile tiny dental house in Dallas, Texas.

Why did you want to become a dentist, and why at Roseman?

My uncle was an orthodontist and I thought he was the coolest. That’s where my love for everything teeth-related was born. I applied to schools all over the country and after my interview at Roseman, I loved the block schedule, the professors I met and the location. When I was accepted, the choice was easy.

Tell us about your Roseman experience.

With only 80 in my class, I knew everyone and got to know a lot of them very well. The block schedule allowed me to focus on each subject while actually having a life outside of school.

My favorite part of Roseman is really the professors because they treat you like an equal.

Roseman has done an amazing job of selecting faculty and they really make the school what it is. Dr. Brian Jones is such an amazing professor and he is a big reason I actually felt confident enough to go out on my own. Dr. Ryan Jones and Dr. Howard are professors turned friends.

Dr. Erin Greene is my #dentistgoals and I hope to be as much of a boss lady as she is one day.

Why Dallas, and why a tiny mobile dental house?

My whole family lives in Dallas and I met my husband, Adam, in Dallas, so it’s home for us.

I’ve wanted to start a mobile dental clinic since before dental school and I chose a tiny house because people already are familiar with them.

Many suggested I retrofit a bus or van, but these come with many mechanical problems and retrofitting is much more expensive. With our trailer, if the truck breaks down, we just get a different truck to pull it. The Nomad tiny house also allowed us to be completely off grid. We bring all our own water and power to each location so we can park anywhere.

What is most satisfying (and frustrating) about your practice?

The most satisfying thing is owning my own office. It is very rewarding to imagine, design, build, then run your own office. It’s also fun to know that if I decide I want to move out of Dallas, I can take my office with me! The most frustrating thing has been educating the public on who we are and what we do. We always have people standing outside pointing, taking photos and staring, but they’re too shy to come inside.

Dentistry has been the same way for so long that it just takes time to educate the public on how it can be different.

What’s next for you professionally?

Please tell us about your family.

My husband and I have been married for almost four years and we have an (almost) two-year-old daughter, Emerson and a fourmonth-old son, Dillard. Adam is from Austin and works for AT&T when he’s not working on Nomad and Flossy Fix with me. Flossy Fix is a dental hygiene subscription box. Subscribers to our service fill out a survey and I hand pick products specifically for them. You can sign up at www.flossyfix.com.

What family members or friends would you like to thank?

My husband is #1 since he has been sticking it out with me every day. A big thank you goes to my parents for raising me with big ideas and encouraging me to pursue them. I wouldn’t have even started pursuing Nomad if it wasn’t for my clinic partner, Jake Andersen. Dalton Pigman and I spent hours in our conference room talking about business, Nomad, and life in general. Kemia Zeinali and Dimple McNamara were there during all the building issues.

You can’t do anything without the support of family and friends and I definitely need them!

Read more about Anna at roseman.edu and Nomad-Dental.com. Do you know a Roseman alum who’s making a difference? Share the news with marketing@roseman.edu!

Our grand plan is to build a bunch of these tiny dental offices and sell them to people, franchise them or hire associates to run them. The design and building process comes with an expensive learning curve so we’re hoping to help people skip that step and just jump right into doing some dentistry.

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ROSEMAN UNIVERSITY OF HEALTH SCIENCES BOARD OF TRUSTEES Welcomes Two New Members RICK SMITH President and CEO RDS Enterprises With over 30 years of experience in commercial real estate markets throughout the Southwest, Rick Smith is president and CEO of RDS Enterprises and Affiliate Management & Development Advisors.

Together, they represent real estate investment, development, transactional structure, joint venture and public/private investment formation. Smith also is licensed as a broker in Nevada and California.

ANNETTE LOGAN-PARKER Co-Founder, President and CEO Cure 4 The Kids Foundation Annette Logan-Parker is co-founder, president and CEO of Cure 4 The Kids Foundation (C4K), Nevada’s first and only tax-exempt childhood cancer treatment center. Logan-Parker oversees the strategic direction for the Las Vegas based, $30+ million non-profit. She is known for pioneering and directing the efforts to transform the way children with cancer in Nevada receive healthcare by creating the original mission and vision of C4K in 2006.

A seasoned healthcare executive, Logan-Parker brings the ability to balance strategic decisions and financial discipline with a hands-on approach to leadership—resulting in strong employee, patient, and physician satisfaction. Logan-Parker’s dedication and commitment to her original mission has led C4K from a grassroots startup to the prestigious recognition as #2,603 of the 2018 Inc. Magazines 5,000 fastest growing companies in America.

Logan-Parker is an intentional disrupter, always inspiring the organization to be more innovative; she pushes for extreme creativity, and she delights in the assignment of doing what others consider impossible. She challenges her team to be excellent by focusing on the difference between what is and what should be…and they have risen to the occasion. C4K holds the Gold Standard of accreditation from The Joint Commission for their clinical operation as well as the premier clinical laboratory accreditation from COLA—ensuring that the children of Nevada receive the highest quality of healthcare available. Since the inception of C4K, over 45,000 patients have been cared for and not one child has been turned away for their family’s inability to pay for medical care.

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Fall 2018

During the late 1990’s, Smith led commercial development and transactional activities as vice president of American Nevada Corp., developer of the 8,400-acre Green Valley master-planned community.

Prior real estate experience includes senior management positions in acquisition and development for Emkay Development Co. in Newport Beach, and as president of Emkay Financial Services. In the late 1980’s, Smith was senior vice president and chief operating officer for IDM Development, developer of the World Trade Center in Long Beach.

Prior to joining American Nevada, Smith was owner and CEO of RDS Associates, an integrated group of commercial real estate companies in Southern California. His southern Nevada experience includes development of commercial properties throughout the Valley.

Smith has served as speaker, panelist and commentator in numerous real estate venues and has been quoted frequently in local and regional business and real estate publications. As keynote speaker at North Las Vegas State of the City Conference, Smith defined and helped launch the City’s international award-winning “Cheyenne Technology Corridor,” where he partnered in developing that City’s first mixed-use retail, office and industrial-tech business park, the 40acre CheyenneWest Corporate Center. In years past, Smith served as featured speaker for the Michigan Bar Association’s Real Estate Conference. His article “Mixed-Use Development” was published in the quarterly Development publication of the National Association of Industrial and Office Properties (NAIOP).

Smith’s trade and civic associations are numerous. He was founder of the National Mixed-Use Development Forum for NAIOP in Washington, D.C., and is past president of the Southern Nevada Chapter of NAIOP. Named by In Business Las Vegas among the “Who’s Who” in Southern Nevada Real Estate, Smith chaired the Executive Advisory Council of the UNLV Lied Institute for Real Estate Studies, 2012-2016.

He is past chair of the Henderson Chamber of Commerce Board of Directors and is a graduate of both, the Leadership Henderson and the Leadership Las Vegas programs.

Roseman University’s College of Medicine Campaign:

BREAKTHROUGH in MEDICINE! A private, not-for-profit institution – not supported by Nevada taxpayers – Roseman University of Health Sciences has invested more than $30 million in creating a community-based College of Medicine, helping it take important steps in its development.

Now, we need YOU to help us take the next step in raising $66 million of our $150 million campaign to achieve accreditation.

Founded in Henderson, Nevada in 1999, Roseman University has been a transforming force in healthcare for our region for almost 20 years. Nearly 5,000 pharmacy, nursing, dental medicine and healthcare business alumni have made their mark across Nevada, Utah and beyond, providing competent and compassionate care, increasing healthcare access, and improving the health and well-being of the communities they serve.

This is the time for a Breakthrough in Medicine! Nevada’s need for physicians in all specialties, including primary care, is critical. Roseman University's College of Medicine was established to be part of the solution, by educating a new generation of competent, caring and ethical physicians, conducting biomedical, translational and clinical research that advances solutions to the healthcare challenges in our communities, and providing high-quality, patient-centered care and service to our neighborhoods.

Inspired by the College of Medicine’s mission, vision and values, members of our community have invested almost $12 million.

We are grateful to the Engelstad Family Foundation for their lead gift of $10 million.

Now, we need YOU to help us take the next step.

Contact Steven Peralta, JD, Director of Philanthropy, at 702-802-2873 or speralta@roseman.edu.

10530 Discovery Drive | Las Vegas, NV 89135 | 702-802-2841

medicine.roseman.edu

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STAND TOGETHER

for scholarships with other Roseman alumni and friends by making a gift online in support of the next generation of caring, competent and passionate healthcare providers.

On November 12-16, visit roseman.edu to support the Week of Thanks(Giving)! Double the power of your gift by helping us earn matching gifts from benefactors! Choose your impact—support scholarships for students in the Dental Medicine, Orthodontics, MBA, Nursing or Pharmacy programs. Or, support all students through the Roseman University General Scholarship Fund! The challenge to raise $10,000 for scholarships begins Monday, November 12!

Learn more at giving.roseman.edu/giving-week!