June 11, 2025 • 18 mins
Host: Kathleen Spinazzola
Guest: Dr. Randy Kulesza, Dean of the Graduate School of Biomedical Sciences
Kathleen is joined by Dr. Randy Kulesza, Professor Of Anatomy and Dean of the Graduate School of Biomedical Sciences, and they discuss the PhD program in Anatomy Education, which covers gross anatomy, neuroanatomy, embryology, histology, and medical education. The program spans four years, with the first two years focused on learning and the final two on research. Innovative teaching methods include 3D models, social media, and gaming. Graduates often become medical educators, with some becoming surgeons. Dr. Kulesza also highlights the Master of Medical Science (MMS) program, designed for career transitioners, and the Master of Science in Biomedical Science (MSPs) program, which provides research experience for competitive residencies.
Listen In!
Thanks for listening to this episode of LECOM Presents: Heroes In Training
________
Please visit LECOM.edu for to learn more about the educational opportunities available at our institution.
Guest: Dr. Randy Kulesza, Dean of the Graduate School of Biomedical Sciences
Kathleen is joined by Dr. Randy Kulesza, Professor Of Anatomy and Dean of the Graduate School of Biomedical Sciences, and they discuss the PhD program in Anatomy Education, which covers gross anatomy, neuroanatomy, embryology, histology, and medical education. The program spans four years, with the first two years focused on learning and the final two on research. Innovative teaching methods include 3D models, social media, and gaming. Graduates often become medical educators, with some becoming surgeons. Dr. Kulesza also highlights the Master of Medical Science (MMS) program, designed for career transitioners, and the Master of Science in Biomedical Science (MSPs) program, which provides research experience for competitive residencies.
Listen In!
Thanks for listening to this episode of LECOM Presents: Heroes In Training
________
Please visit LECOM.edu for to learn more about the educational opportunities available at our institution.
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:02):
You're listening to lee KOM presents Heroes in Training. The
Lake Erie College of Osteopathic Medicine, also known as LEEKOM,
has been providing training to heroes all across the globe
since nineteen ninety three. This podcast gives you an insider
look at the stories of triumph and hope from both
(00:22):
former students and faculty, helping you decide if lee COOM
is the right choice for your higher education. Let's start
the show.
Speaker 2 (00:35):
Hi, everyone, Welcome back to leecom's Heroes and Training podcast.
Thanks for joining us today. And with us is doctor
Randy Kleza, Professor of Anatomy and Dean of the Graduate
School of Biomedical Sciences. Thanks for being here today, Doctor Colesa,
thank you. So you've been with lee com for a
long time.
Speaker 3 (00:55):
Almost twenty five years. Oh my gosh.
Speaker 2 (00:57):
Can you tell us a little bit about when you started.
Speaker 3 (01:01):
Yeah, I'm I'm born and raised in Earing, Pennsylvania, so
this is my hometown. I went to gann In University
and then I went to West Virginia University for a
PhD in anatomy. I was finishing my PhD. Lee COOM
was hiring for an anatomist. I applied, I interviewed, and
that was in two thousand and two, and I have
(01:21):
been here.
Speaker 2 (01:22):
Oh wow, ever since, and the rest is history.
Speaker 3 (01:25):
The rest is history. Yeah, so this is home. And
my whole goal in going to graduate school was to
teach anatomy at a medical school. And you know what
better opportunity to do it in my hometown and I
get back to my community.
Speaker 2 (01:40):
That is so great. Tell us, tell us a little bit.
Then doctor calls about the anatomy PhD Program, which, as
the dean of the Graduate School of Biomedical Sciences, is
within your purview.
Speaker 3 (01:52):
Correct, right, So we have a doctoral program in anatomy education,
and that provides students opportunity to really become content experts
across all the anatomy disciplines, so that means gross anatomy, neuroanatomy, embryology,
and histology, and also medical education. So our students learn
(02:13):
to become anatomy educators. And so that's really what the
students focus on. They focus on learning anatomy, teaching anatomy
to our medical students, to our masters students, and then
conducting educational research.
Speaker 2 (02:28):
And tell our audience, I guess I should back up
a little bit. Maybe you can tell our audience exactly
what the degree the PhD exactly is in terms of anatomy,
education and everything everything that you teach.
Speaker 3 (02:44):
Yeah, so a PhD is is a doctorate in philosophy
and usually in some area, some content area. So for us,
it's really a combination of anatomy and education. And so
again our students become experts in anatomy and teaching, and
(03:05):
really important part of that is educational research. So our
students are really tasked with figuring out how can we
make education better, How can we make it less stressful
for students, how can we make it fun for students,
How can we improve lectures, teaching, learning labs.
Speaker 2 (03:23):
I imagine coming in even as a graduate student, all
of the anatomy is a lot in the beginning, Yes,
there's absolutely, And do what is the nature of the
dissertation process? Then? With the PhD students and anatomy, can
you tell us a bit about that?
Speaker 3 (03:42):
Yeah, So, our PhD program is a four year curriculum,
and so the first two years are really the students
learning the content, learning to become again experts in anatomy
and education. The final two years of the program, the
students are mostly conducting research. So they come up with
a hypothesis, an idea of this intervention in a lecture
(04:05):
or a lab will improve student learning and outcomes in
long term attention. So they spend two years constructing that
and then actually doing it with the students, collecting their data,
and then evaluating their data. So the dissertation is them
really discovering this is a technique that works in a
medical school, in an osteopathic medical school, and then you know,
(04:30):
analyzing all of that and then presenting it to their
committee so we can say, yeah, that's a great idea
and that really worked.
Speaker 2 (04:39):
It must be so exciting for them when they get
to that point in their education when they finally sort
of get to put all of their theory, their hypothesis
into action. Yeah.
Speaker 3 (04:49):
Absolutely, because they're really discovering something and they have a
committee of faculty that help guide them along the way,
making sure that it's something that is really feasible and
something that you know that we think is going to work.
But you know, the end product is I did this
and it really worked well. The students loved it, they
(05:11):
learned by it, and it's something that really sets them
up for their career, right they're an expert in in
you know, in certain aspects of education, right, we can
talk more about those things.
Speaker 2 (05:24):
That's what I was going to ask next, sort of
like are we talking about like new or different methods
of teaching then.
Speaker 3 (05:33):
Or so more about I think integrating maybe techniques or approaches.
So we've had students developed three D models of the
brain and the blood supplied to the brain, and so
traditionally students learn that using pictures in an atlas or
(05:53):
or pictures in their textbook from a lecture. But having
a three D model that they can rotate around and
see three dimensions on their laptop or on their phone, right,
is something that, yeah, that is really really helpful for students.
We've had other students use social media to try and
engage students. Very popular with our students, so using social
(06:15):
media to to help sort of quiz them and engage
them and give them clues on how to study, where
to study, what to study. We've also had a student
use gaming, so they developed a board game for histology
and and then you know, gave it to the students
for them to do in little groups. And you know,
(06:36):
there was something that's maybe not the most exciting content
in a lecture, but then doing it in uh, you know,
in a gaming format was really exciting and really helpful.
And you know it was you know, the student made
a game, right like you know, like Monopoly, but they
made their own histology game, and so that, yeah, it
(06:58):
was exciting for all of us.
Speaker 2 (06:59):
I was going to say, for you, it must be.
It must just be fun every year to see what
kind of innovative things the students just come up with,
especially as we launch, you know, into things like social
media and now three D modeling, and you know, the
world of AI is upon us. There's sort of no
telling what's next, I suppose, right.
Speaker 3 (07:19):
Yeah, And it's you know, we do really try and
let the students come up with the ideas. We don't
give them say we want you to do this, we
want you to pursue this. We want them to find
their interest and to find out, you know, discover what
they think is going to work, and then they own
it and then they're more proud of it in the end.
Speaker 2 (07:38):
And I can imagine, And so what do you see?
Can you tell our audience a bit about what you
see our graduates do. Then after they've finished with you
in their PhD program and anatomy what kinds of things
do they go on to down?
Speaker 3 (07:53):
So the majority of our of our students in the
anatomy PhD program are here just for the PhD and
their goal, like mine going into graduate school, was I
want to teach at at a medical school. So we
now have five graduates at medical schools. Our very first
graduate is doctor Lea La Bradtch. She's an assistant professor
(08:15):
in my department, so we're very proud of her. We
have four other graduates who are at medical schools across
the country, both osteopathic and allopathic schools. We have one
student who was a duel enrolled student and that means
that she did her DOO and a PhD at the
same time, and she is currently a head and next
(08:36):
surgeon in Detroit.
Speaker 2 (08:37):
Oh wow wow, very proud. Yeah, I like that. Oh
my gosh.
Speaker 4 (08:46):
Ready to expand your career opportunities and take a leadership
role as a Master's trained healthcare administrator. Lee Coom, an
industry leader and whole person Wellness offers an innovative, fully accredited,
and nationally ranked Masters in Health Services and Minute Stration
degree through lecom's School of Health Services administration. Experiential learning
focuses critical business skills needed to resolve even the most
(09:08):
complex industry challenges surrounding quality of patient centered care and
organizational compliance. It is delivered through a dynamic online learning
platform so you can work on your studies when your
schedule permits. Email Shsa at lecom dot edu to begin
your journey of discovery. Again, that's Shsa at lecom dot edu.
(09:30):
Classes are now forming at lecom. We know wellness and
we are teaching the business of healthcare. This message is
brought to you by Lecom, a nonprofit organization.
Speaker 2 (09:42):
So tell us, doctor Claza. Then, what kinds of things
do you see are sort of in the makeup of
the successful student? What kinds of traits do you see
really aid them get through the process?
Speaker 3 (09:54):
Well, I think when we interview that one thing that
we really look for is passion. We want to see
a really am passionate about anatomy. And I was blinding
to hear them say something along the lines of I
just want to learn everything, because that's how I felt.
I mean, I want to see a little bit of
myself and them, I think, But sure, you want to
see the I want to do this because I enjoy
(10:16):
it and because I love it, And when you have
that passion, it's easy to, you know, to struggle, and
it's easy to to spend the time studying and to
spend the time working hours and hours and hours on
on their dissertation projects or on studying. So the passion
is really the biggest.
Speaker 2 (10:35):
Thing, I think. And can you talk a little bit
about maybe some of the are there are there some
challenges that sort of seem to come up year after year,
or the kinds of things that you know are always
you know, are almost predictably going to be tough when
when students get to a certain part of the process
maybe or I.
Speaker 3 (10:57):
Think two things. One is when they're h when they're
during their first two years, when they're learning anatomy. Our
goal is for them to be medical educators, meaning that
they're going to go to a medical school and teach
the students. So learning the clinical aspect of all those
things is a little hard for them because I don't
want to be I don't want to be a physician,
(11:19):
but you have to know the clinical applications so they
can teach that. So that's a little bit difficult I
think sometimes to get them to really buy into. The
other thing is I think the dissertation and the writing
aspect of it. So once they have all of their
data together, the making it their own, yeah, you know,
their own project, and being an expert not just in anatomy,
(11:43):
but in in gaming or in three D models, right,
and knowing you know, all the literature and research that's
gone into that that that's that doesn't even when I
say it doesn't sound like a lot, but it's that's
a whole year.
Speaker 2 (11:57):
It sounds massive actually when you think about all of
the supporting information, everything that has to be put together
right and tell us how you what's what as what's
your teaching style or how do you approach the teaching
of this class or this program?
Speaker 3 (12:17):
I should say I think I think the approaches the approaches.
It's a small program. So right now we have five
students enrolled in it, so they really get individual attention.
Speaker 2 (12:32):
Which is great.
Speaker 3 (12:33):
The big part of it is as identifying people with
passion and so they don't need the supervision that students
that I don't really want to study anatomy that they need.
So having the people that have passion I think is
a big part of it. And then it's kind of
I think giving them the direction. It's sort of showing
(12:55):
them where the door the doors are and then letting
them discover that and open them themselves homes. And you know,
we do a lot of teaching with them and you know,
seeing them develop, giving them a little bit of feedback
and having them watch us lecture or saying you know what,
I would have done it this way, but giving that
to them and letting them develop that themselves. So it
(13:17):
is a little bit more of a hands off, a
little bit more of a fatherly approach.
Speaker 2 (13:22):
I would say, sure, because you're a teacher, making teachers, right,
sort of creating teachers.
Speaker 3 (13:27):
You want them to have their own.
Speaker 2 (13:29):
Feel some ownership over there.
Speaker 3 (13:31):
Yes, you want them to have their own style.
Speaker 2 (13:33):
Yeah, yeah, but who could not be influenced by you?
So now I thought I would ask you if you
don't mind a little bit about some of the master's
programs that you also oversee, specifically the Master of Medical
Science degree. Can you tell us a little.
Speaker 3 (13:52):
Bit about the Master's of Medical Science degree is really
I think a feeder program to our medical school. So
it's usually students that are either transitioning in their career
which had students that were lawyers and said, you know what,
I want to be a physician. So this is a
good way to sort of get them, you know, baby
steps into you know, into medical school. Students that maybe
(14:16):
didn't have a really strong undergraduate record, and so this
is a way for them to really take some medical
school courses and demonstrate that they know that they can
handle it, but also to demonstrate to them that yes,
I want to do this, that I that I do
want to study this material, and I do want to
work this hard. So it's a it's a year long program.
(14:40):
It does cover many of the courses students take as
as medical students, so anatomy, physiology, pathology, and you know,
students that graduate the program, we know the ones that
come here are excellent medical students. They are very successful
because they know the curriculum, they know the faculty, they
(15:01):
know the campus they have, so they get solid, solid
base to go the I think one of the really
most difficult things in medical school is the transition going
from whatever they were doing before being a medical student.
So students that I'm a mass program get a whole
year of here's what it's going to be like, not
as not one hundred percent, but maybe sixty percent. Yeah,
(15:24):
and so their transition is much easier as as a
medical student. And that's something they always tell us. They
always say MMS was harder than medical school. I don't
think that's really true, but transition.
Speaker 2 (15:38):
Yeah, so that big adjustment.
Speaker 3 (15:40):
And know and students that go to other medical schools
we know are very successful to them, and they often
write us and say, you know, thank you, you know,
thank you for giving us that hard anatomy course because
this was so easy.
Speaker 2 (15:53):
I think it's really a brilliant way to sort of,
like you said, someone who's coming from a completely different
background or you know, just needs to solidify that foundation
a little bit before they go forward in medical school.
It's fantastic. It's a great option. The other one is
the Master of Science and Biomedical Science. Tell us how
how this program is.
Speaker 3 (16:14):
So the MSBs program is a it's a dual enrollment program.
So this is only for students who are already in
the DO program and the goal here is to give
them a research experience.
Speaker 2 (16:28):
Oh I see, Okay.
Speaker 3 (16:31):
So no matter what residency students go into, they have
to do research. And one of the things that helps
our students stand out against all the other students applying
for residencies. Is this research experience. So this is a
it's a structured it's a two and a half year program.
So students start at their second year of medical school, okay,
where they learn how to analyze, how to analyze data,
(16:56):
how to construct a hypothesis, how to write a grant,
how to write a manuscript, how to do the research.
So they have research experiences that come out of it
that they'll have on their application to residency, and then
they have all the skills of a researcher going into that.
It makes their residencies easier because I would.
Speaker 2 (17:15):
Say so right, it gives them a leg up maybe
an aspect of an area that a lot of people
maybe miss out on.
Speaker 3 (17:23):
Well, that's what you know when students always tell us,
like when they're on their their residency interviews, they get
to they have something that they're an expert in, which
is amazing, something that they've researched for two years and
you know, so they get to shine. It's something that
they really get to shine on.
Speaker 2 (17:42):
You know, they can really sorry about it. I'm feel
strong about it. That's terrific, that's amazing. Actually, so this,
I would say that probably comes highly recommended then in
your in your mind, right, that.
Speaker 3 (17:53):
Would highly recommend.
Speaker 2 (17:54):
It goes without saying then, well, and.
Speaker 3 (17:57):
Especially for students that are looking for a competitive of residency, right,
that's yeah. And we've had students in that program match
into voter layeringology and surgery and some other really competitive residencies,
so it's definitely helped them get those spots.
Speaker 2 (18:14):
Yeah, that's terrific. All right, Well, thanks everyone for joining
us today. Thank you doctor Kleza. That's a lot of amazing,
really great information, so we appreciate your time. We'll see
you next time. Like subscribe our channels, our Facebook, YouTube,
and Instagram, and of course if you want more information
about le Com, you can always go to www dot
(18:37):
le com dot edu. Thanks again everyone, we'll see you
next time.
You're listening to lee KOM presents Heroes in Training. The
Lake Erie College of Osteopathic Medicine, also known as LEEKOM,
has been providing training to heroes all across the globe
since nineteen ninety three. This podcast gives you an insider
look at the stories of triumph and hope from both
(00:22):
former students and faculty, helping you decide if lee COOM
is the right choice for your higher education. Let's start
the show.
Speaker 2 (00:35):
Hi, everyone, Welcome back to leecom's Heroes and Training podcast.
Thanks for joining us today. And with us is doctor
Randy Kleza, Professor of Anatomy and Dean of the Graduate
School of Biomedical Sciences. Thanks for being here today, Doctor Colesa,
thank you. So you've been with lee com for a
long time.
Speaker 3 (00:55):
Almost twenty five years. Oh my gosh.
Speaker 2 (00:57):
Can you tell us a little bit about when you started.
Speaker 3 (01:01):
Yeah, I'm I'm born and raised in Earing, Pennsylvania, so
this is my hometown. I went to gann In University
and then I went to West Virginia University for a
PhD in anatomy. I was finishing my PhD. Lee COOM
was hiring for an anatomist. I applied, I interviewed, and
that was in two thousand and two, and I have
(01:21):
been here.
Speaker 2 (01:22):
Oh wow, ever since, and the rest is history.
Speaker 3 (01:25):
The rest is history. Yeah, so this is home. And
my whole goal in going to graduate school was to
teach anatomy at a medical school. And you know what
better opportunity to do it in my hometown and I
get back to my community.
Speaker 2 (01:40):
That is so great. Tell us, tell us a little bit.
Then doctor calls about the anatomy PhD Program, which, as
the dean of the Graduate School of Biomedical Sciences, is
within your purview.
Speaker 3 (01:52):
Correct, right, So we have a doctoral program in anatomy education,
and that provides students opportunity to really become content experts
across all the anatomy disciplines, so that means gross anatomy, neuroanatomy, embryology,
and histology, and also medical education. So our students learn
(02:13):
to become anatomy educators. And so that's really what the
students focus on. They focus on learning anatomy, teaching anatomy
to our medical students, to our masters students, and then
conducting educational research.
Speaker 2 (02:28):
And tell our audience, I guess I should back up
a little bit. Maybe you can tell our audience exactly
what the degree the PhD exactly is in terms of anatomy,
education and everything everything that you teach.
Speaker 3 (02:44):
Yeah, so a PhD is is a doctorate in philosophy
and usually in some area, some content area. So for us,
it's really a combination of anatomy and education. And so
again our students become experts in anatomy and teaching, and
(03:05):
really important part of that is educational research. So our
students are really tasked with figuring out how can we
make education better, How can we make it less stressful
for students, how can we make it fun for students,
How can we improve lectures, teaching, learning labs.
Speaker 2 (03:23):
I imagine coming in even as a graduate student, all
of the anatomy is a lot in the beginning, Yes,
there's absolutely, And do what is the nature of the
dissertation process? Then? With the PhD students and anatomy, can
you tell us a bit about that?
Speaker 3 (03:42):
Yeah, So, our PhD program is a four year curriculum,
and so the first two years are really the students
learning the content, learning to become again experts in anatomy
and education. The final two years of the program, the
students are mostly conducting research. So they come up with
a hypothesis, an idea of this intervention in a lecture
(04:05):
or a lab will improve student learning and outcomes in
long term attention. So they spend two years constructing that
and then actually doing it with the students, collecting their data,
and then evaluating their data. So the dissertation is them
really discovering this is a technique that works in a
medical school, in an osteopathic medical school, and then you know,
(04:30):
analyzing all of that and then presenting it to their
committee so we can say, yeah, that's a great idea
and that really worked.
Speaker 2 (04:39):
It must be so exciting for them when they get
to that point in their education when they finally sort
of get to put all of their theory, their hypothesis
into action. Yeah.
Speaker 3 (04:49):
Absolutely, because they're really discovering something and they have a
committee of faculty that help guide them along the way,
making sure that it's something that is really feasible and
something that you know that we think is going to work.
But you know, the end product is I did this
and it really worked well. The students loved it, they
(05:11):
learned by it, and it's something that really sets them
up for their career, right they're an expert in in
you know, in certain aspects of education, right, we can
talk more about those things.
Speaker 2 (05:24):
That's what I was going to ask next, sort of
like are we talking about like new or different methods
of teaching then.
Speaker 3 (05:33):
Or so more about I think integrating maybe techniques or approaches.
So we've had students developed three D models of the
brain and the blood supplied to the brain, and so
traditionally students learn that using pictures in an atlas or
(05:53):
or pictures in their textbook from a lecture. But having
a three D model that they can rotate around and
see three dimensions on their laptop or on their phone, right,
is something that, yeah, that is really really helpful for students.
We've had other students use social media to try and
engage students. Very popular with our students, so using social
(06:15):
media to to help sort of quiz them and engage
them and give them clues on how to study, where
to study, what to study. We've also had a student
use gaming, so they developed a board game for histology
and and then you know, gave it to the students
for them to do in little groups. And you know,
(06:36):
there was something that's maybe not the most exciting content
in a lecture, but then doing it in uh, you know,
in a gaming format was really exciting and really helpful.
And you know it was you know, the student made
a game, right like you know, like Monopoly, but they
made their own histology game, and so that, yeah, it
(06:58):
was exciting for all of us.
Speaker 2 (06:59):
I was going to say, for you, it must be.
It must just be fun every year to see what
kind of innovative things the students just come up with,
especially as we launch, you know, into things like social
media and now three D modeling, and you know, the
world of AI is upon us. There's sort of no
telling what's next, I suppose, right.
Speaker 3 (07:19):
Yeah, And it's you know, we do really try and
let the students come up with the ideas. We don't
give them say we want you to do this, we
want you to pursue this. We want them to find
their interest and to find out, you know, discover what
they think is going to work, and then they own
it and then they're more proud of it in the end.
Speaker 2 (07:38):
And I can imagine, And so what do you see?
Can you tell our audience a bit about what you
see our graduates do. Then after they've finished with you
in their PhD program and anatomy what kinds of things
do they go on to down?
Speaker 3 (07:53):
So the majority of our of our students in the
anatomy PhD program are here just for the PhD and
their goal, like mine going into graduate school, was I
want to teach at at a medical school. So we
now have five graduates at medical schools. Our very first
graduate is doctor Lea La Bradtch. She's an assistant professor
(08:15):
in my department, so we're very proud of her. We
have four other graduates who are at medical schools across
the country, both osteopathic and allopathic schools. We have one
student who was a duel enrolled student and that means
that she did her DOO and a PhD at the
same time, and she is currently a head and next
(08:36):
surgeon in Detroit.
Speaker 2 (08:37):
Oh wow wow, very proud. Yeah, I like that. Oh
my gosh.
Speaker 4 (08:46):
Ready to expand your career opportunities and take a leadership
role as a Master's trained healthcare administrator. Lee Coom, an
industry leader and whole person Wellness offers an innovative, fully accredited,
and nationally ranked Masters in Health Services and Minute Stration
degree through lecom's School of Health Services administration. Experiential learning
focuses critical business skills needed to resolve even the most
(09:08):
complex industry challenges surrounding quality of patient centered care and
organizational compliance. It is delivered through a dynamic online learning
platform so you can work on your studies when your
schedule permits. Email Shsa at lecom dot edu to begin
your journey of discovery. Again, that's Shsa at lecom dot edu.
(09:30):
Classes are now forming at lecom. We know wellness and
we are teaching the business of healthcare. This message is
brought to you by Lecom, a nonprofit organization.
Speaker 2 (09:42):
So tell us, doctor Claza. Then, what kinds of things
do you see are sort of in the makeup of
the successful student? What kinds of traits do you see
really aid them get through the process?
Speaker 3 (09:54):
Well, I think when we interview that one thing that
we really look for is passion. We want to see
a really am passionate about anatomy. And I was blinding
to hear them say something along the lines of I
just want to learn everything, because that's how I felt.
I mean, I want to see a little bit of
myself and them, I think, But sure, you want to
see the I want to do this because I enjoy
(10:16):
it and because I love it, And when you have
that passion, it's easy to, you know, to struggle, and
it's easy to to spend the time studying and to
spend the time working hours and hours and hours on
on their dissertation projects or on studying. So the passion
is really the biggest.
Speaker 2 (10:35):
Thing, I think. And can you talk a little bit
about maybe some of the are there are there some
challenges that sort of seem to come up year after year,
or the kinds of things that you know are always
you know, are almost predictably going to be tough when
when students get to a certain part of the process
maybe or I.
Speaker 3 (10:57):
Think two things. One is when they're h when they're
during their first two years, when they're learning anatomy. Our
goal is for them to be medical educators, meaning that
they're going to go to a medical school and teach
the students. So learning the clinical aspect of all those
things is a little hard for them because I don't
want to be I don't want to be a physician,
(11:19):
but you have to know the clinical applications so they
can teach that. So that's a little bit difficult I
think sometimes to get them to really buy into. The
other thing is I think the dissertation and the writing
aspect of it. So once they have all of their
data together, the making it their own, yeah, you know,
their own project, and being an expert not just in anatomy,
(11:43):
but in in gaming or in three D models, right,
and knowing you know, all the literature and research that's
gone into that that that's that doesn't even when I
say it doesn't sound like a lot, but it's that's
a whole year.
Speaker 2 (11:57):
It sounds massive actually when you think about all of
the supporting information, everything that has to be put together
right and tell us how you what's what as what's
your teaching style or how do you approach the teaching
of this class or this program?
Speaker 3 (12:17):
I should say I think I think the approaches the approaches.
It's a small program. So right now we have five
students enrolled in it, so they really get individual attention.
Speaker 2 (12:32):
Which is great.
Speaker 3 (12:33):
The big part of it is as identifying people with
passion and so they don't need the supervision that students
that I don't really want to study anatomy that they need.
So having the people that have passion I think is
a big part of it. And then it's kind of
I think giving them the direction. It's sort of showing
(12:55):
them where the door the doors are and then letting
them discover that and open them themselves homes. And you know,
we do a lot of teaching with them and you know,
seeing them develop, giving them a little bit of feedback
and having them watch us lecture or saying you know what,
I would have done it this way, but giving that
to them and letting them develop that themselves. So it
(13:17):
is a little bit more of a hands off, a
little bit more of a fatherly approach.
Speaker 2 (13:22):
I would say, sure, because you're a teacher, making teachers, right,
sort of creating teachers.
Speaker 3 (13:27):
You want them to have their own.
Speaker 2 (13:29):
Feel some ownership over there.
Speaker 3 (13:31):
Yes, you want them to have their own style.
Speaker 2 (13:33):
Yeah, yeah, but who could not be influenced by you?
So now I thought I would ask you if you
don't mind a little bit about some of the master's
programs that you also oversee, specifically the Master of Medical
Science degree. Can you tell us a little.
Speaker 3 (13:52):
Bit about the Master's of Medical Science degree is really
I think a feeder program to our medical school. So
it's usually students that are either transitioning in their career
which had students that were lawyers and said, you know what,
I want to be a physician. So this is a
good way to sort of get them, you know, baby
steps into you know, into medical school. Students that maybe
(14:16):
didn't have a really strong undergraduate record, and so this
is a way for them to really take some medical
school courses and demonstrate that they know that they can
handle it, but also to demonstrate to them that yes,
I want to do this, that I that I do
want to study this material, and I do want to
work this hard. So it's a it's a year long program.
(14:40):
It does cover many of the courses students take as
as medical students, so anatomy, physiology, pathology, and you know,
students that graduate the program, we know the ones that
come here are excellent medical students. They are very successful
because they know the curriculum, they know the faculty, they
(15:01):
know the campus they have, so they get solid, solid
base to go the I think one of the really
most difficult things in medical school is the transition going
from whatever they were doing before being a medical student.
So students that I'm a mass program get a whole
year of here's what it's going to be like, not
as not one hundred percent, but maybe sixty percent. Yeah,
(15:24):
and so their transition is much easier as as a
medical student. And that's something they always tell us. They
always say MMS was harder than medical school. I don't
think that's really true, but transition.
Speaker 2 (15:38):
Yeah, so that big adjustment.
Speaker 3 (15:40):
And know and students that go to other medical schools
we know are very successful to them, and they often
write us and say, you know, thank you, you know,
thank you for giving us that hard anatomy course because
this was so easy.
Speaker 2 (15:53):
I think it's really a brilliant way to sort of,
like you said, someone who's coming from a completely different
background or you know, just needs to solidify that foundation
a little bit before they go forward in medical school.
It's fantastic. It's a great option. The other one is
the Master of Science and Biomedical Science. Tell us how
how this program is.
Speaker 3 (16:14):
So the MSBs program is a it's a dual enrollment program.
So this is only for students who are already in
the DO program and the goal here is to give
them a research experience.
Speaker 2 (16:28):
Oh I see, Okay.
Speaker 3 (16:31):
So no matter what residency students go into, they have
to do research. And one of the things that helps
our students stand out against all the other students applying
for residencies. Is this research experience. So this is a
it's a structured it's a two and a half year program.
So students start at their second year of medical school, okay,
where they learn how to analyze, how to analyze data,
(16:56):
how to construct a hypothesis, how to write a grant,
how to write a manuscript, how to do the research.
So they have research experiences that come out of it
that they'll have on their application to residency, and then
they have all the skills of a researcher going into that.
It makes their residencies easier because I would.
Speaker 2 (17:15):
Say so right, it gives them a leg up maybe
an aspect of an area that a lot of people
maybe miss out on.
Speaker 3 (17:23):
Well, that's what you know when students always tell us,
like when they're on their their residency interviews, they get
to they have something that they're an expert in, which
is amazing, something that they've researched for two years and
you know, so they get to shine. It's something that
they really get to shine on.
Speaker 2 (17:42):
You know, they can really sorry about it. I'm feel
strong about it. That's terrific, that's amazing. Actually, so this,
I would say that probably comes highly recommended then in
your in your mind, right, that.
Speaker 3 (17:53):
Would highly recommend.
Speaker 2 (17:54):
It goes without saying then, well, and.
Speaker 3 (17:57):
Especially for students that are looking for a competitive of residency, right,
that's yeah. And we've had students in that program match
into voter layeringology and surgery and some other really competitive residencies,
so it's definitely helped them get those spots.
Speaker 2 (18:14):
Yeah, that's terrific. All right, Well, thanks everyone for joining
us today. Thank you doctor Kleza. That's a lot of amazing,
really great information, so we appreciate your time. We'll see
you next time. Like subscribe our channels, our Facebook, YouTube,
and Instagram, and of course if you want more information
about le Com, you can always go to www dot
(18:37):
le com dot edu. Thanks again everyone, we'll see you
next time.
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