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UCSF Fresno: expanding access to
medical school degrees for Central Valley students
BY BRANDY RAMOS NIKAIDO
Office of Communications — University of California San Francisco Fresno Campus
The UCSF School of Medicine Fresno Regional Campus (UCSF Fresno) extends the reach and impact of the top-ranked UCSF School of Medicine to Fresno, the San Joaquin Valley, and Central California. UCSF Fresno’s mission is to improve health in the region, state, and beyond through teaching, patient care, research, and public service and community partnerships. This includes a commitment to providing high-quality medical education in the region and expanding access to a medical school degree for Valley students.
A great need exists for both primary and specialty physicians in California. In the San Joaquin Valley, the need is even more urgent. There are 47 primary care physicians in the San Joaquin Valley per 100,000 population, in contrast to the recommended 81.
The path to becoming a practicing physician is long and rigorous, taking 11 years or more after high school, depending on the specialty. UCSF Fresno is involved at almost every step of the way – from our longstanding Doctors Academy for high school students who are interested in medical careers, the new SJV-MedBridge pathway for community college students, the recently launched SJV PRIME+ Baccalaureate-to-MD pathway in collaboration with UC Merced, UCSF Fresno residency and fellowship training programs, and UCSF Fresno’s robust continuing medical education portfolio.
To better coordinate and increase the success of existing pathway programs, in summer 2022, UCSF Fresno established the Office of Health Career Pathways (OHCP) within the Department of Undergraduate Medical Education. OHCP provides administrative oversight to all UCSF Fresno pathway programs.
Thanks to long-standing partnerships, state funding, and new collaborations, including with UC Merced, Fresno State, and Valley community colleges, UCSF Fresno is widening the path for local students to become physicians and serve the region that they call home.
UCSF Fresno Doctors Academy
With a focus on addressing the increasing health professional shortage, the Doctors Academy program was established in 1999, by Katherine A. Flores, MD. The program began as a partnership between UCSF Fresno, Fresno Unified School District, and the Fresno County Superintendent of Schools. The first graduating class from the Doctors Academy was in 2003 from Sunnyside High School. The first Caruthers High School graduating class followed in 2010. Middle school programming was introduced through the Junior Doctors Academy program and currently has four school sites that host the program, including Caruthers Elementary, Kings Canyon Middle School, Sequoia Middle School and Terronez Middle School. The UCSF Fresno Doctors Academy programs continue as a partnership with contracting schools. Students from disadvantaged backgrounds are highly encouraged to apply.
All graduating students in the Doctors Academy programs at Sunnyside and Caruthers High Schools received admission to post-secondary institutions. Several Doctors Academy graduates are medical students in the SJV PRIME and three have been accepted into the SJV PRIME+.
“The dedication and commitment from our school sites and community partners are the catalysts that allow us to offer students and their families a wide range of services and opportunities for academic excellence and clinical mentorship experiences,” said Dr. Flores.
“It is because of the collaborative efforts of these strong partnerships that the Doctors Academy students continue to attain their academic goals and are successful applicants to colleges and universities, most with continued aspirations to enter a health profession. We are extremely proud of all our students’ accomplishments and look forward to having them join our Central Valley’s health care provider team in the future.”
San Joaquin Valley Med-Bridge (SJV-MedBridge)
San Joaquin Valley-MedBridge (SJV-MedBridge) is an outreach-focused program that connects community college students in the San Joaquin Valley to the resources, avenues, and mentors that will help them reach their goals and further allow them to explore the world of medicine.
SJV-MedBridge was developed by UCSF Fresno and launched in the fall of 2023, with the encouragement and support of Central Valley Higher Education Consortium Executive Director Ben Duran, EdD, and in partnership with Fresno State, community colleges in the San Joaquin Valley, California Health Sciences University, and multiple medical education programs.
The program was made possible through Senate Bill 40, which was proposed by Sen. Melissa Hurtado (then D-14) in 2021. A native of Sanger, Sen. Hurtado (SD 16) helped fund the establishment of the California Medicine Scholars Program, which is administered by the Foundation for California Community Colleges.
SJV-MedBridge aims to extend and highlight access to various workshops related to medicine and support transfer efforts from community colleges to four-year institutions. The program also encourages and provides networking opportunities to and with experts in the pre-medical community, while fostering a community-focused environment for individuals with a shared interest and passion for medicine.
Each month, students participate in a virtual session and an in-person session, including a simulation day at UCSF Fresno where they learn about CPR, wound care, and ultrasound.
Currently in its first year, the program has enrolled two cohorts for a total of 102 community college students from across eight counties in the San Joaquin Valley.
“We try to eliminate as many barriers as possible to get into SJV-MedBridge,” said Sydney Farnesi, program supervisor. “Qualifications include interest in medicine and completion of 12 units in community college within the San Joaquin Valley. We specifically look for students who do not have a previous bachelor’s degree.”
The goal for SJV-MedBridge is to enroll 50 students each year. Current community college students in the San Joaquin Valley who are driven and seek opportunities to advance into the medical field with a goal of becoming a physician are encouraged to apply to the program. Applications for the next cohort will open in the Summer of 2024.
UCSF San Joaquin Valley Program in Medical Education
The UCSF San Joaquin Valley Program in Medical Education (SJV-PRIME) is a tailored track at the UCSF School of Medicine for students from the Valley who are committed to working with underserved populations in the region at the individual and community levels.
SJV PRIME started in 2011 as a partnership among the UC Davis School of Medicine, UC Merced, UCSF School of Medicine, and UCSF Fresno, with UC Davis serving as the degree-granting institution. UCSF became the degree-granting institution in 2018.
Students in the second class of the UCSF SJV PRIME took part in the 2024 Match, gathering with loved ones, faculty, and staff at a breakfast celebration on March 15 at UCSF Fresno to open the envelopes that would reveal the next step on their paths to becoming physicians.
Match Day takes place annually on the third Friday in March and is the time when soon-to-be medical school graduates across the United States simultaneously learn where they will spend the next several years conducting residency training (the hands-on clinical training under faculty supervision that is required prior to practicing independently).
Seven of the eight SJV PRIME students who participated in this year’s Match will continue their medical education at University of California campuses. Two will stay at UCSF Fresno in Emergency Medicine.
The UCSF Fresno medical residency programs that participated in the National Resident Matching Program received 8,305 residency applications and conducted 1,067 residency interviews for 75 available residency positions.
“We are very excited for our second class of SJV PRIME students on National Match Day,” said Loren Alving, MD, director of UCSF SJV PRIME. “These students are from the Valley, completed two and a half years of medical school in the Valley, and are committed to serving in the Valley. We look forward to great things from them and to one day welcoming them as faculty and as colleagues once they finish their residency and fellowship training.”
SJV PRIME students possess a common desire to provide care and to give back to the communities where they grew up. They also share a calling to promote health equity and mentor Valley students who follow in their footsteps, just as they were mentored.
UCSF Fresno is committed to developing an outstanding physician workforce that reflects Valley communities and improves patient care and access in the region and state. It has long been established that two factors play an essential role in determining where physicians practice: 1) where they grew up, and 2) where they complete their medical education.
By offering Valley students opportunities to complete medical education and training in the San Joaquin Valley, we increase the likelihood they will stay here to practice where they are needed most. Our goal is to recruit, train, and retain highly skilled clinicians and patient advocates for the Valley. UCSF Fresno is the most significant regional contributor to the physician workforce.
Many of our graduates stay in the Central Valley to provide care, continue their education, and teach the next generation.
The historic inaugural California Health Sciences University College of Osteopathic Medicine (CHSU-COM) Class of 2024.
CHSU: successful match rate and
historic inaugural commencement
ceremony held for 66 new physicians
BY RICHELE C. KLEISER
Vice President, Marketing & Communications – California Health Sciences University
With recent commencement exercises for its inaugural class of 2024, the California Health Sciences University College of Osteopathic Medicine (CHSU-COM) concludes a dynamic academic year as the first university of its kind in the Central Valley offering a local option for medical school and a master’s in biomedical sciences to help remedy the shortage of health care services provided in the Valley.
The spring semester alone was filled with celebrating key milestones and achievements most notably Match Day March 15 when the inaugural class of 2024 achieved a remarkable 100 percent residency match rate (medical students learn the residency specialty program they will start after completing medical school).
The university also received news of achieving a seven-year accreditation for the medical school; the first cohort of Master of Science in Biomedical Sciences students graduated May 18; and college’s first doctoral medical degrees were conferred on 66 graduates at the CHSU-COM Commencement and Hooding Ceremony May 19.
Also at the commencement, CHSU Founding President Florence Dunn was awarded an honorary doctorate degree in recognition of her leadership, dedication and service to the university by Dr. John Welty and Dr. Kristin Clark, founding chair and vice chair of the CHSU Board of Trustees, respectively. (President Dunn is a member of the Central Valley Higher Education Consortium Board of Directors, Chancellor Clark is the current chair of the CVHEC board and Dr. Welty, president-emeritus of Fresno State, is CVHEC’s founder and former chair of the board).
Dr. Teresa Hubka, president-elect of the American Osteopathic Association delivered the commencement keynote held at the Save Mart Center.
“The inaugural graduating class of CHSU medical students is significant because it shows local students that they can become doctors without leaving home to study and train,” President Dunn said. “We hope the opportunity to go to an accredited medical school in the Central Valley will encourage and inspire many others to become physicians.”
Accredited by the WASC Senior College and University Commission (WSCUC), California Health Sciences University now has about 500 medical students in attendance and plans to grow to approximately 600 medical students in the next year. In addition to the inaugural class of 2024 medical students graduating this month, the CHSU will matriculate its fifth cohort of about 150 students in July.
The university also offers a one-year Master of Science in Biomedical Sciences (MSBS) program at its College of Biosciences and Health Professions with many of those who graduated this month already receiving acceptance into the CHSU College of Osteopathic Medicine and other medical and dental schools.
The significance of the Inaugural Match Day is worth emphasizing. The festive occasion where the medical students, with loved ones in attendance, opened envelopes revealing the residency specialty program they will start after completing medical school marks the start of each physician’s career with post-graduate medical training.
In a nationwide process that is highly competitive, CHSU-COM’s 65 fourth-year medical students were matched with a wide variety of residencies, including 34 percent located in the Central Valley and 65 percent who will complete their residency in Primary Care, which includes family medicine, internal medicine, and pediatrics.
“Achieving a 100 percent match rate for our inaugural medical students is extraordinary and we are so proud of these future physicians,” said John Graneto, DO, dean of CHSU’s College of Osteopathic Medicine. “Having such a large number of CHSU graduates complete residencies locally, especially in primary care specialties, is an important part of our mission and will help underserved populations have more equitable access to health care.”
Shortly after came the good news that CHSU-COM was granted a seven-year accreditation by the Commission on Osteopathic College Accreditation (COCA). COCA is recognized by the U.S. Department of Education as the accreditor of colleges of osteopathic medicine.
The college had been working towards full accreditation since its inception in 2020 when it unveiled the newly constructed, state-art-of-the-art facility and welcomed the first cohort of medical students.
Based in Clovis, with gorgeous views of the Sierra Nevada mountains, the three-story College of Osteopathic Medicine building incorporates innovative technology throughout. The facility features large classrooms, an Osteopathic Skills lab, a library, plentiful private and collaborative study spaces, a spacious student lounge with Teaching Kitchen, and a Simulation Center.
The Simulation Center includes an inpatient area that resembles a hospital environment and an outpatient area that is like a clinic or doctor’s office. The innovative Simulation Center was meticulously planned to maximize interactive learning. CHSU’s 110-acre campus site provides plenty of space for decades of expansion. The campus could ultimately approach 2,000 students and nearly 300 faculty and staff. Further development of the campus will occur in multiple phases, as new programs and colleges are added for postgraduate health education.
“This accreditation achievement has been long anticipated and brings a sense of pride to the Central Valley,” said Dr. Graneto. “We can now offer local students the opportunity to earn a doctorate degree at an osteopathic medical school that is held to the same high standards as other programs and stay close to home to serve our community.”
To stay up to date with the latest CHSU-COM news and events, visit the university’s website at chsu.edu or follow along on social media: Facebook, Instagram, LinkedIn
See:
CHSU College of Osteopathic Medicine earns seven-year Accreditation – ABC30
Dr. John Spevak (at right), vice president-emeritus of Merced College and currently a regional coordinator for CVHEC, was an English teacher early in his career and now coordinates the English and Math Task Forces for the consortium working directly with community college teachers in the valley’s nine-county region. Here he facilitates the Math Task Force convening in Fresno January 26. For Teacher Appreciation Week, CVHEC reposts this column Dr. Spevak wrote for the Westside Express recently. This occasion is a special time to honor the men and women who lend their passion and skills to educating our children. It’s a chance for parents, caregivers, and community members to celebrate the hard work and dedication of teachers and school staff throughout the year.
Teaching English In A Community College:
Today Versus Yesterday
BY DR. JOHN SPEVAK
CVHEC Regional Coordinator
Vice President-Emeritus – Merced College
The other day I had a conversation with college professors who teach English to community college students (as I taught English at the Los Baños college campus many years ago).
I came away from that conversation thanking my lucky stars I taught in the 1970s and 80s — and not today.
When I taught my first English class at the Los Baños Campus of Merced College in 1971, life was good, and so was teaching. I enjoyed sharing my love of reading and writing with the students gathered in my classroom.
I appreciated the many times when the students, young and old, expressed their increased enjoyment of reading and writing as a result of being in my class. There were many lively, interpersonal interactions.
When I gave writing assignments, I knew my students were responding with their own thoughts and ideas, which often were the result of questions they asked in class. I appreciated the growth I saw as students became more proficient writers, as well as more thoughtful readers.
And I enjoyed it when students came into my office and engaged in thoughtful conversations, with questions that enabled them to explore ideas in more depth.
Today, however, for all professors in community colleges but especially those who teach English, teaching has become much harder and less interpersonal.
Today’s community college English professors have to navigate and endure six challenges I never had to face: “bot students,” having to teach online, the lingering consequences of COVID, two new state regulations and (most recently) artificial intelligence.
I don’t know how they do it. But listening to them, I realize they persist while keeping their love for English and their passion for helping students succeed.
“Bot students” was a term that was new to me. My colleagues explained these are fraudulent or fake students, names and student ID numbers of nonexistent people that show up on class lists. Bot students are the work of sophisticated cyber-scammers trying to illegally collect financial aid.
One English professor told me he noticed 30 names on his first class roll sheet, only to find that just five of them were real.
College technology administrators are doing everything they can to distinguish real students from bot or fake students, but scammers keep finding new ways for bot students to appear on class roles, especially for online classes.
This brings up another current challenge for community college professors—teaching online. Currently about 50 percent of community college students prefer taking courses online instead of in person. For a professor to keep her or his job, this almost always results in being required to teach one or more classes online.
Teaching online, something I never had to do as an English instructor, is much different from teaching in person, especially after two years of COVID, during which the only classes were online.
Good online teachers really have to work to get interactions between themselves and their students. And they have to make sure the students’ work is truly their own.
COVID also created another challenge. During the pandemic, most high schools were reluctant to give Fs to students because many students had insurmountable challenges to online access. In many cases students passed courses just by virtually showing up.
After COVID, a lingering challenge for community college professors is the “COVID” approach many students have about passing the course. They ask their professors, “You mean I have to do the work?”
For California community college English teachers there is still another challenge. A few years ago, the state legislature passed regulations which essentially eliminated remedial English classes. Overall, it was a good idea, because too many students gave up when they had to keep taking remedial courses.
This created a new challenge for English professors. How do they help students who have had limited success in writing become proficient writers in one semester? Good college English teachers have found ways, but it requires much more time and energy than I spent teaching to make this happen.
Meanwhile, recent state legislation also makes it easier for community colleges to offer college classes to high school students on their high school campuses. This was another good idea, enabling more and more students to get a head start on college.
At schools where there are few if any high school teachers with master’s degrees in English, many community college English professors needed to travel to the high schools to teach those college courses.
Finally, here comes artificial intelligence (AI), which makes it much easier for real community college students to cheat by submitting essays generated by a computer and not by their own minds.
Today’s professors, especially in English courses, have to find ways to determine whether a student’s writing is truly his or her own. This is especially challenging when teaching online courses.
Whew, I’m exhausted just listing the challenges today’s community college English professors face that I didn’t 40 years ago.
All of this makes me appreciative and proud of my current English teaching colleagues. The community college English professors I know are determined to meet all these challenges even though it takes much more time and effort to teach English today than “in my day.”
I salute my current English colleagues who continue to do such an important job, making college students better readers and writers and giving them greater opportunities to succeed in college, in careers and in life.
See the original Westside Express version (March 29, 2024 )
CVHEC blogs by Dr. John Spevak :
WHAT THE CV-HEC IS HAPPENING BLOG (September 2023): Teachers
WHAT THE CV-HEC IS HAPPENING BLOG (December 2023): The gift of math
The road to Orosi, California typifies the rich rural areas of Central California where CVHEC and College Bridge are reaching
out to provide Math Bridge services that help prepare high school students for college. (Tom Uribes photo)
Math Bridge campaign identifies nearly
1,000 students for college-level math courses
BY DR. NICOLE KORGIE
Vice President of Operations – College Bridge
The Central Valley Math Bridge project is off and running as 13 committed high school partners with College Bridge and the Central Valley Higher Education Consortium are completing a student recruitment campaign that has identified nearly 1,000 students ready to take on college math and nearly half of those indicating their interest to participate.
The impact Math Bridge is having on education in the region is seen in one general characteristic of these students: they were likely NOT to have taken an advanced math course, or even math at all, in their senior year.
Now, as more high school students graduate with solid/advanced math skills though Math Bridge, more students will find success in college and career, filling vital local workforce needs.
The participating high schools stretching across the Valley’s nine-county region from Taft to Stockton are partnering with six community college members of CVHEC to offer the math dual enrollment courses at their respective campuses beginning next fall (student breakdown in parenthesis. The community colleges and their participating feeder schools are::
DELTA COLLEGE: Stagg High School, Weber Academy;
MERCED COLLEGE: Atwater High, Buhach Colony High School, Golden Valley High School, Livingston High School, Mariposa High School;
REEDLEY COLLEGE: Dinuba High School, Orosi High School, Sanger High School, Sanger West High School;
TAFT COLLEGE: Taft High School;
WEST HILLS COLLEGE LEMOORE: Riverdale High School.
The campaign: no longer running from math!
The nearly 1,000 Central Valley students from these high schools identified as great prospects to participate in Math Bridge have solid academic GPA’s — between 2.3 – 3.4 — but have struggled in high school math.
Beginning at Taft High School in January, the prospective students were presented with information about Math Bridge and the benefits of participating such as allowing these students to complete a college level math course before they graduate from high school.
While you may think that many if not all students who fear or dislike math would run screaming if presented with the opportunity to take a college level math course, you may now re-think that: of the nearly 1,000 students identified, NEARLY HALF completed a form AFFIRMING their interest in participating in Math Bridge. They expressed a desire to take on the challenge of college level math that the Math Bridge project provides the high school including extensive support to help students pass the course.
For the upcoming academic year, all Math Bridge partner sites will offer a statistics course though their local community college. Math Bridge will be working with the college faculty and high school math teacher at each site to ensure that appropriate support services are provided to the students in the course.
We are currently following up with the 500 students who completed the interest form in the recruitment sessions to ensure that they meet with their school counselor to confirm that Math Bridge is the correct option for them for senior year and their post-secondary goals.
To date, 230 students have signed up. And we’re not done yet as Dinuba and Stagg have yet to begin their student recruitment process so even more students will be given this opportunity by the time we provide a final enrollment number in a future update.
Prepping participant high schools for Math Bridge
As this student recruitment campaign wraps up this spring, we now move into the support phase for the educators from the high school participants with a special event May 3 in Fresno to help prepare teachers for the Math Bridge project’s launch in the fall semester.
On that day, College Bridge will host our Math Bridge Instructional Planning Meeting where college and high school math instructors and their support teams (math coaches, chairs, supporting faculty) will collaborate with our project team around the who, how, when, where and what for the Math Bridge courses to be taught in Academic Year 2024-2025.
Activities for the day will include reviewing curriculum, assessments and commonalities between college courses and any necessary local differences. We will also review the requirements for instructors to earn the project stipend as well as calendaring all future planning and collaboration times per college service area.
It is understandable that some feel the slight mention of math is enough to squash any conversation but the groundbreaking role these Central Valley high schools and their community college partners are taking on with College Bridge and CVHEC is a new level of excitement for educators seeking to arm their students for a successful higher education experience.
BACKGROUND: College Bridge’s mission is to identify and eliminate barriers that prevent underrepresented students from progressing to and through college specifically focusing on Black, Latino, low-income and rural students. One of its two objectives is to expand strategic dual enrollment partnerships to serve low-income, rural and Latino students in California’s Central Valley. In December 2022, College Bridge was awarded a five-year $4 million US Department of Education grant for the Dual Enrollment Math Bridge Project so six CVHEC community colleges could provide college-level math classes that will improve and support college readiness for underprepared students in the colleges’ respective service areas. In April 2023, the project received a $1,075,340 award from the California Regional K-16 Education Collaboratives Grant Program through two Central Valley K-16 programs – the Fresno-Madera K-16 Collaborative and the Tulare-Kings College & Career Collaborative. Then in December 2023, a $2,196,928 federal grant was awarded for expansion of the College Transition Bridge project that, among other features, will advance collaboration with CVHEC’s Central Valley Transfer Project and its college course-planning software, Program Pathway Mapper, as well as with consortium member colleges.