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MAMS: A Biochemistry and Molecular Biology Rich Collaborative Bridge Program to Doctoral Graduate and Health Professional School
Author(s) -
Taylor Mark
Publication year - 2018
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.2018.32.1_supplement.535.15
Subject(s) - coursework , medical education , mentorship , pharmacy , curriculum , liberal arts education , osteopathic medicine in the united states , undergraduate research , medicine , psychology , higher education , pedagogy , family medicine , alternative medicine , political science , pathology , law
The Master of Arts in Medical Sciences (MAMS) degree at Heritage University, a predominantly Native American and Hispanic‐serving liberal arts institution, is a one‐year bridge or pipeline program to doctoral graduate and health professional schools. The degree program is operated in collaboration with Pacific Northwest University of Health Sciences College of Osteopathic Medicine and Washington State University College of Pharmacy. MAMS students are typically first generation, minority, late‐blooming, or disadvantaged individuals. Coursework taken alongside first‐year medical students at Pacific Northwest University of Health Sciences as well as first‐year pharmacy students at Washington State University coupled with standardized exam preparation, service‐learning opportunities, mentorship, study strategies, club participation, and access to medical, physician assistant, and pharmacy school faculty/staff/students provide MAMS students with the capability to strengthen their applications as well as demonstrate their readiness for doctoral or professional school study. The curriculum is biochemistry rich and focuses on the molecular basis of health and disease. Topical content covered includes histology, immunology, embryology, microbiology, biochemical metabolism, genetics, pharmacogenomics, medical physiology, and research theory. Additional instruction is provided in medical skills as well as the psychosocial basis of disease and treatment. Delivery of course content utilizes lectures, in‐class discussion, case‐based learning, small‐group learning, computer‐facilitated learning, and laboratory activities to maximize student comprehension of fundamental basic science principles. Since the program's inception in 2012, 100% of students have graduated, 41% of students have been minorities, nearly 90% of graduates have gained admission into a doctoral graduate or health professional school of their choice, and 98% of MAMS students in doctoral or professional programs have remained in good academic standing. MAMS students have been admitted to medical, dental, optometry, pharmacy, podiatry, physician assistant, and doctoral graduate schools. MAMS students admitted to professional schools have achieved equivalent or superior class grades and board scores compared to other admitted students. Overall student satisfaction is running approximately 90%. This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal .