CPR - 1

Course Dates/Calendar overview

January 20 - April 20, 2012

Objective

Assist student to pass USMLE, Step 1.

 
Goals
   

To accomplish these goals, a strong emphasis is placed on group interaction which fosters the development of an individual's sense of responsibility for the success of the entire group. 

Target Student Body

This course is designed for U.S. medical students who have not yet been successful in passing the USMLE, Step 1; especially those with multiple attempts on this exam, and whose scores have not improved significantly upon retaking the exam.  It is not intended for students who have not taken the exam.

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Course Description

This is a 13 week course beginning in January and ending in April.  A number of educational components will fill the weekly hour-by-hour schedule and are briefly described below.  The purpose of the lecture is to introduce the course material, while the remaining sessions are designed to improve information processing skills.

Lecture:  To be presented by experienced CMS faculty to the full group of students.  This content-oriented presentation will include basic didactic lecture presentations, review of multiple-choice examination questions, and summaries of relevant subject areas.  The topics will represent basic science areas heavily tested by the USMLE (research findings, unresolved controversial topics, and interesting exotica will not be covered).  Faculty will be encouraged to integrate some sample exam questions into their presentation--an ideal opportunity for students to compare their thought processes with those of the experts.  

Supplemental Instruction (SI):  This is an interpretation and processing session based on the information presented in lecture, and the discussion is guided by a trained SI leader who attended the same lecture.  During this session, groups of 12 to 15 students review topics covered by the lecturer.  The role of the SI is to make sure that all the students have "heard the same lecture".  To accomplish this, the SI leaders usually formulate short answer essay questions designed to stimulate discussion of the topics of major importance.  The students are given some time to answer the questions individually, and then after discussing them briefly with one or two others in the group, they present their answers to the whole group for more discussion and elaboration.  This is a highly interactive, 'every-student-presents' type of session.

Question Session:  This is a small group session (4-6 students).  The basis is a mixed-subject set of multiple-choice type questions.  The questions are analyzed at length by following a specific protocol.  At the beginning of the course, students may cover only 5 or 6 questions in a two hour period.  The first step in the process is to cover the answers.  Each student then takes turns reading and interpreting the question lead-in, stating their knowledge about the topic, predicting the nature of the answers, and finally defending the answer they selected.  The success of the question group depends largely on the students themselves,  who share the responsibility to critique each other's knowledge and logic.  There is also a question group leader present, whose role is to facilitate this process by assuring precise interpretation and logical thought processes.  The purpose of this session is to make students aware of when faulty reasoning processes and misinterpretation of questions occur and to give them numerous opportunities to correct these errors. Since this is primarily a processing session, reference materials (other than a medical dictionary) are counterproductive and must be avoided.  Where the answer is not obvious or agreed upon by all, students may take turns 'looking up' portions of the subject later on in the evening and briefly reporting to the group the next day.  Questions from all subject areas are covered.

Preview Session:   Students will use the preview sessions to prepare for the next day's lecture.  They are given a list of questions to answer in order to cover background information for the lecture.  Students sign up for individual questions, look up the answers and report to the group.  The goal of the preview session is to develop an overview of the next day's topic by reviewing key concepts and important definitions, and to raise questions that the lecturer will address. A group leader moderates the reports to ensure complete discussion.
 

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Course Content

Weekend Time

For the most part, weekend time will be unstructured.  Students will be encouraged to study in informal groups reviewing, memorizing, and organizing material presented during the preceding week and to work on reinforcing material covered earlier.  Weekend time may occasionally be scheduled for practice examinations (one following each major topic) or review sessions.
 

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Relaxation Training/Stress Management

Throughout the program, information and assistance will be available to train students in physical relaxation techniques and mental approaches to recognizing and managing stress.

Computer-Based Testing

The students will be given the opportunity to take two computerized diagnostic examinations at different times during the review course;  at the start and a week before the end.  The responses to the exam are evaluated for problems with test-taking style; e.g. such factors as amount of time spent per question, response to multiple choice questions vs matching questions, and content mastery in various subject areas.  Given the results of the exam, the students have an objective indication of their strengths and weaknesses and therefore know what needs to be corrected as the course progresses. This examination is prepared and analyzed by Blanc Educational Services & Technologies, a group which works closely with the University of Missouri, Kansas City and the cost of analysis is included in the student's tuition.  Additional computer-based testing is given at the end of each two or three week basic science section of the course which allows students to monitor their progress and to become familiar with testing in a computer-based format.

Course Administration

 
Program Director - Gordon Pullen, Ph.D., Assistant Professor, Department of Physiology and Biophysics and Assistant Dean for Basic Sciences, Undergraduate Studies Office.  Responsible for program administration and planning, student guidance and record keeping, and daily operation of the program.

Co-Director - Karen DiMario, M.S., Instructor, Department of Cell Biology and Anatomy. Responsible for student guidence, program consistency and planning, and daily operation of the program.
 
Program Consultant - Michael Moninger, Ph.D.  He is a consultant with many years of experience as Director of Academic Support Services at the University of Wisconsin, School of Medicine in Madision, WI. While not physically present, he is a valuable resource for educational best practices. He is on campus to teach the entire Behavioral Science component of the review course.
 
Program Counselor - LaVerne Urich, Psy. D.  Responsible for helping students develop practical and efficient study plans to overcome academic weaknesses, for encouraging them to recognize and manage stress, and for assisting with personal confidential counseling as needed.

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Location

At the main campus building (3333 Green Bay Road, North Chicago, IL  60064) students will have access to the University Learning Resource Center, which includes the Library, Audiovisual Laboratory, computer question banks, etc. The majority of sessions, however, will take place in a separate building on campus. For additional information call us at (847)578-8603 or email Dr. Gordon Pullen at gordon.pullen@rosalindfranklin.edu.

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Application Procedure

If you are interested in applying to the CPR course, first go to application materials, which lets you know what to submit;  then go to application form, type in your information, print the form on your screen and send it to:

Gordon Pullen, PhD
Educational Affairs
Rosalind Franklin University
3333 Green Bay Road
North Chicago, IL  60064

 If you would rather talk to us directly, call us at (847) 578-8603.
 
If you are interested in information about housing on campus, please contact the Office of Student Housing as soon as possible (email is campus.housing@rosalindfranklin.edu). Space is limited and will be assigned on a first come, first served basis. They can also recommend housing options within short distances of the school but a vehicle will usually be required.

Tuition for the course is $6000 (housing is not included with this fee), and is due within the first 2 weeks of the program start date. If tuition is not paid before the end of the program, the Rosalind Franklin University Business Office will bill the individual for the amount due, with the addition of 18% interest until the bill is paid in full. Tuition may also be paid by credit card, if done by phone, email or fax (not permitted in person); please contact Marcia Ketterman in the business office for instructions at 847-578-8639 (Fax # 847-578-3434).

Back to the top of the page.

CPR - 1

Course Dates/Calendar overview

January 20 - April 20, 2012

Objective

Assist student to pass USMLE, Step 1.

 
Goals
   

To accomplish these goals, a strong emphasis is placed on group interaction which fosters the development of an individual's sense of responsibility for the success of the entire group. 

Target Student Body

This course is designed for U.S. medical students who have not yet been successful in passing the USMLE, Step 1; especially those with multiple attempts on this exam, and whose scores have not improved significantly upon retaking the exam.  It is not intended for students who have not taken the exam.

Back to the top of the page.  
 

Course Description

This is a 13 week course beginning in January and ending in April.  A number of educational components will fill the weekly hour-by-hour schedule and are briefly described below.  The purpose of the lecture is to introduce the course material, while the remaining sessions are designed to improve information processing skills.

Lecture:  To be presented by experienced CMS faculty to the full group of students.  This content-oriented presentation will include basic didactic lecture presentations, review of multiple-choice examination questions, and summaries of relevant subject areas.  The topics will represent basic science areas heavily tested by the USMLE (research findings, unresolved controversial topics, and interesting exotica will not be covered).  Faculty will be encouraged to integrate some sample exam questions into their presentation--an ideal opportunity for students to compare their thought processes with those of the experts.  

Supplemental Instruction (SI):  This is an interpretation and processing session based on the information presented in lecture, and the discussion is guided by a trained SI leader who attended the same lecture.  During this session, groups of 12 to 15 students review topics covered by the lecturer.  The role of the SI is to make sure that all the students have "heard the same lecture".  To accomplish this, the SI leaders usually formulate short answer essay questions designed to stimulate discussion of the topics of major importance.  The students are given some time to answer the questions individually, and then after discussing them briefly with one or two others in the group, they present their answers to the whole group for more discussion and elaboration.  This is a highly interactive, 'every-student-presents' type of session.

Question Session:  This is a small group session (4-6 students).  The basis is a mixed-subject set of multiple-choice type questions.  The questions are analyzed at length by following a specific protocol.  At the beginning of the course, students may cover only 5 or 6 questions in a two hour period.  The first step in the process is to cover the answers.  Each student then takes turns reading and interpreting the question lead-in, stating their knowledge about the topic, predicting the nature of the answers, and finally defending the answer they selected.  The success of the question group depends largely on the students themselves,  who share the responsibility to critique each other's knowledge and logic.  There is also a question group leader present, whose role is to facilitate this process by assuring precise interpretation and logical thought processes.  The purpose of this session is to make students aware of when faulty reasoning processes and misinterpretation of questions occur and to give them numerous opportunities to correct these errors. Since this is primarily a processing session, reference materials (other than a medical dictionary) are counterproductive and must be avoided.  Where the answer is not obvious or agreed upon by all, students may take turns 'looking up' portions of the subject later on in the evening and briefly reporting to the group the next day.  Questions from all subject areas are covered.

Preview Session:   Students will use the preview sessions to prepare for the next day's lecture.  They are given a list of questions to answer in order to cover background information for the lecture.  Students sign up for individual questions, look up the answers and report to the group.  The goal of the preview session is to develop an overview of the next day's topic by reviewing key concepts and important definitions, and to raise questions that the lecturer will address. A group leader moderates the reports to ensure complete discussion.
 

Back to the top of the page.  

Course Content

Weekend Time

For the most part, weekend time will be unstructured.  Students will be encouraged to study in informal groups reviewing, memorizing, and organizing material presented during the preceding week and to work on reinforcing material covered earlier.  Weekend time may occasionally be scheduled for practice examinations (one following each major topic) or review sessions.
 

Back to the top of the page.

Relaxation Training/Stress Management

Throughout the program, information and assistance will be available to train students in physical relaxation techniques and mental approaches to recognizing and managing stress.

Computer-Based Testing

The students will be given the opportunity to take two computerized diagnostic examinations at different times during the review course;  at the start and a week before the end.  The responses to the exam are evaluated for problems with test-taking style; e.g. such factors as amount of time spent per question, response to multiple choice questions vs matching questions, and content mastery in various subject areas.  Given the results of the exam, the students have an objective indication of their strengths and weaknesses and therefore know what needs to be corrected as the course progresses. This examination is prepared and analyzed by Blanc Educational Services & Technologies, a group which works closely with the University of Missouri, Kansas City and the cost of analysis is included in the student's tuition.  Additional computer-based testing is given at the end of each two or three week basic science section of the course which allows students to monitor their progress and to become familiar with testing in a computer-based format.

Course Administration

 
Program Director - Gordon Pullen, Ph.D., Assistant Professor, Department of Physiology and Biophysics and Assistant Dean for Basic Sciences, Undergraduate Studies Office.  Responsible for program administration and planning, student guidance and record keeping, and daily operation of the program.

Co-Director - Karen DiMario, M.S., Instructor, Department of Cell Biology and Anatomy. Responsible for student guidence, program consistency and planning, and daily operation of the program.
 
Program Consultant - Michael Moninger, Ph.D.  He is a consultant with many years of experience as Director of Academic Support Services at the University of Wisconsin, School of Medicine in Madision, WI. While not physically present, he is a valuable resource for educational best practices. He is on campus to teach the entire Behavioral Science component of the review course.
 
Program Counselor - LaVerne Urich, Psy. D.  Responsible for helping students develop practical and efficient study plans to overcome academic weaknesses, for encouraging them to recognize and manage stress, and for assisting with personal confidential counseling as needed.

Back to the top of the page.  
 

Location

At the main campus building (3333 Green Bay Road, North Chicago, IL  60064) students will have access to the University Learning Resource Center, which includes the Library, Audiovisual Laboratory, computer question banks, etc. The majority of sessions, however, will take place in a separate building on campus. For additional information call us at (847)578-8603 or email Dr. Gordon Pullen at gordon.pullen@rosalindfranklin.edu.

Back to the top of the page.  
 

Application Procedure

If you are interested in applying to the CPR course, first go to application materials, which lets you know what to submit;  then go to application form, type in your information, print the form on your screen and send it to:

Gordon Pullen, PhD
Educational Affairs
Rosalind Franklin University
3333 Green Bay Road
North Chicago, IL  60064

 If you would rather talk to us directly, call us at (847) 578-8603.
 
If you are interested in information about housing on campus, please contact the Office of Student Housing as soon as possible (email is campus.housing@rosalindfranklin.edu). Space is limited and will be assigned on a first come, first served basis. They can also recommend housing options within short distances of the school but a vehicle will usually be required.

Tuition for the course is $6000 (housing is not included with this fee), and is due within the first 2 weeks of the program start date. If tuition is not paid before the end of the program, the Rosalind Franklin University Business Office will bill the individual for the amount due, with the addition of 18% interest until the bill is paid in full. Tuition may also be paid by credit card, if done by phone, email or fax (not permitted in person); please contact Marcia Ketterman in the business office for instructions at 847-578-8639 (Fax # 847-578-3434).

Back to the top of the page.