A Institute for Minority Physicians of the Future Product

THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE

MISSION: IMPF is a collective voice of African American, Native American, Hispanic American and progressive European American physicians and medical scientists. IMPF believes that the root cause of minority under-representation in United States medical schools is academic disadvantage borne by lack of access to high-quality high school and college preparation. Consequently, IMPF mission is to become the leading organizational force for parity in medical education by helping minority students develop the skills that will enable them to compete on a more equal footing in the medical school admission process. The Institute for Minority Physicians of the Future elucidates, distills and fuses educational psychology, information technology and undergraduate medical education data; and then develops programs, projects and products that serve to increase recruitment, admission and retention (RAR) of under-represented minorities (URM) in major United States medical schools. The ultimate goal being for these students to defend, define and develop medical careers that will be committed to the elimination of health disparities in racial/ethnic minorities and the poor.

THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE

VISION STATEMENT: IMPF is a national professional educational organization representing the interest of minority high school and college students with the aptitude and desire to become physicians and medical scientists. Established in 1999, the collective body is committed to the vision of improving the health and well-being of future U.S. generations by increasing the minority physician/medical scientist workforce in such a way that the professions of medicine and biomedical research are reflective of the racial/ethnic profiles of the people physicians and medical scientists will serve. IMPF’s vision is directly linked to the AAMC data minority physicians are four times more likely than are others to practice in undeserved communities. Such communities are more frequently than not overwhelmingly populated by racial/ethnic minorities.

THE INSTITUTE FOR MINORITY PHYSICANS OF THE FUTURE:

CORE STRATEGY: IMPF strategy is to identify, inform, recruit, assist, advise and educate promising African-American, Native-American, Hispanic-American, high school and college students in order to increase the number of minority medical students and PhD candidates in United States medical schools.

IVMS Medical School Preparation Consultation Services
(Online and Face to Face Tutoring

/Group and Individualized, USMLE Review/ Board Prep)

RBGz Imhotep Virtual Medical School ( Dr. Cray/ bna RBG Street Scholar) is now offering individualized tutoring in the basic and advance biological sciences and Medical School Preparation Consultation Services. If you want to become a physician and you like what you just heard / read, but need to sure up your fun of knowledge in the basic biological sciences we have the capability to be of service.

We can best hook up and discuss your needs over at our
WiziQ Virtual Classroom Environment.
Join up and let's get to work.

Call Dr. Cray at 770-322-1050

 

Institute for Minority Physicians of the Future

 

Preliminary Required Reading for All IVMS Learners

Institute for Minority Physicians of the Future (IMPF) 

OUR STORY IN BRIEF! The Relationship between America, Blacks, Health and Medicine

The Medical College Admission Test, commonly known as the MCAT, is a computer-based standardized examination for prospective medical students in the United States and Canada. It is designed to assess problem solving, critical thinking, written analysis, and writing skills in addition to knowledge of scientific concepts and principles. Prior to August 19, 2006, the exam was a paper-and-pencil test; since January 27, 2007, however, all administrations of the exam have been computer-based.

The MCAT today

The exam is offered 25 or more times per year at Prometric centers.[4] The number of administrations may vary each year. Ever since the exam's duration was shortened to 4.5-5 hours, the test may be offered either in the morning or in the afternoon. Some test dates have both morning and afternoon administrations.

The test consists of four sections, listed in the order in which they are administered on the day of the exam:

        * Physical Sciences (PS)

        * Verbal Reasoning (VR)

        * Writing Sample (WS)

        * Biological Sciences (BS)

The Verbal Reasoning, Physical Sciences, and Biological Sciences sections are in multiple-choice format. The Writing sample consists of two short essays that are typed into the computer. The passages and questions are predetermined, and thus do not change in difficulty depending on the performance of the test taker (unlike, for example, the Graduate Record Examination).

The Physical Sciences section assesses problem-solving ability in general chemistry and physics and the Biological Sciences section evaluates these abilities in the areas of biology and organic chemistry. The Verbal Reasoning section evaluates the ability to understand, evaluate, and apply information and arguments presented in prose style. The Biological Sciences section most directly correlates to success on the USMLE Step 1 exam, with a correlation coefficient of .553 vs .491 for Physical Sciences and .397 for Verbal Reasoning. [5] Predictably, MCAT composite scores also correlate with USMLE Step 1 success.[6]

Administration

Section           Questions      Minutes

Physical Sciences     52        70

Verbal Reasoning     40        60

Writing Sample         2          60

Biological Sciences 52        70

The Physical Sciences section is administered first (prior to the April 2003 MCAT, Verbal Reasoning was the first section of the exam). It is composed of 52 multiple-choice questions related to general chemistry and physics. Exam takers are allotted 70 minutes to complete this section of the exam.

The Verbal Reasoning section follows the Physical Sciences section and an optional 10 minute break. Exam takers have 60 minutes to answer 40 multiple-choice questions evaluating their comprehension, evaluation, and application of information gathered from written passages. Unlike the Physical and Biological Sciences sections, the Verbal Reasoning section is not supposed to require specific content knowledge in order to perform well.

Prior to the computerization of the MCAT there was a 60 minute lunch break after the Verbal Reasoning section followed by the Writing Sample. With the new Computer-Based Testing format the 60 minute lunch break has been substituted by an optional 10 minute break. The Writing Sample gives examinees 60 minutes to compose responses to two prompts (30 minutes for each prompt, separately timed). Each essay is graded on a scale of 1 to 6 points twice. The scores from individual essays are added together and then converted to a letter scale of J, the lowest, through T, the highest.

After the Writing Samples, there is an optional 10 minute break followed by the Biological Sciences section. Examinees have 70 minutes to answer 52 multiple-choice questions related to organic chemistry and biology.

 

Scoring

Scores for the three multiple-choice sections range from 1 to 15. Scores for the writing section range alphabetically from J (lowest) to T (highest). The writing section is graded by a human reader and a computerized scoring system. Each essay is scored twice - once by the human reader and once by the computer - and the total writing sample score is the sum of the four individual scores. The total raw score is then converted to an alphabetic scale ranging from J (the lowest) to T (the highest).

The numerical scores from each multiple-choice section are added together to give a composite score. The score from the writing sample may also be appended to the composite score (e.g. 35S). The maximum composite score is 45T but any score over 30P is considered fairly competitive, as this is the average for matriculants to medical school.[7] There is no penalty for incorrect multiple choice answers, thus even random guessing is preferable to leaving an answer choice blank (unlike many other standardized tests). Students preparing for the exam are encouraged to try to balance their subscores; physical, verbal, and biological scores of 12, 13, and 11 respectively may be looked upon more favorably than 14, 13, and 9, even though both amount to the same composite score.

The standard deviation is 2.0-2.3 depending on the year and form of the exam.[8]

 

Policies

Like some other professional exams (e.g. the Law School Admission Test (LSAT)), the MCAT may be voided on the day of the exam if the exam taker is not satisfied with his or her performance. The decision to void must be made before leaving the test center and before seeing the exam results.

The AAMC prohibits the use of calculators, timers, or other electronic devices during the exam.[9] Cellular phones are also strictly prohibited from testing rooms and individuals found to possess them are noted by name in a security report submitted to the AAMC. The only item you may bring into the testing room with you is your photo ID. If you wear a jacket or sweater, it may not be removed in the testing room.[10]

It is no longer a rule that students must receive permission from the AAMC if they wish to take the MCAT more than three times total. The limit with the computerized MCAT is three times per year, with no lifetime limit. An examinee can register for only one test date at a time, and must wait two days after testing before registering for a new test date.

MCAT exam results are made available to examinees approximately thirty days after the test via the AAMC's MCAT Testing History (THx) Web application. Examinees do not receive a copy of their scores in the mail. MCAT THx is also used to transmit scores to medical schools, application services and other organizations (at no cost).

 

Preparation

Like most standardized tests, there are a variety of preparatory materials and courses available. The AAMC itself also offers a select few tests for purchase at their website www.e-mcat.com and one free sample test on their main website at www.aamc.org/mcat.

Approximately half of the students taking the MCAT use a test prep company. Prices for these courses are usually from $1500 - $2000. Students who do not use these courses often rely on material from university text books, MCAT preparation books, sample tests, and free web resources, such as MyMCAT (A mediawiki powered, open community project to provide free mcat resources for all students).

List of MCAT topics cover in IVMS Preparation Course

Download Demonstration Presentation

http://www.divshare.com/download/6750744-112

The following list of MCAT topics is a brief overview of the topics covered on the biological and physical sciences sections of the Medical College Admission Test as of April 2003. This list is in addition to a section on verbal reasoning items, and two writing samples.

 

    * Biology

 

          o Molecular biology

                + Enzymes and metabolism

                + DNA and protein synthesis

                + Eukaryotes

          o Genetics

          o Microbiology

          o Generalized eukaryotic cell

          o Specialized eukaryotic cells and tissues

          o Nervous and endocrine systems

          o Circulatory, lymphatic system, and immune systems

          o Respiratory system

          o Skin system

          o Digestive and excretory systems

          o Muscle and skeletal systems

          o Reproductive system and development

    * Organic chemistry

          o The covalent bond

          o Molecular structure and chemical spectra

          o Isomers and Stereochemistry

          o Separations and purifications

          o Hydrocarbons

          o Oxygen Containing Compounds

                + Alcohols

                + Ethers

                + Ketones

                + Aldehydes

                + carboxylic acids

                + Acid Derivatives (e.g. acid chlorides, esters, and amides)

          o Amines

          o Biological molecules

          o General Concepts in organic chemistry

 

    * General chemistry

          o Electronic structure and periodic table

          o Bonding

          o Phases and phase equilibria

          o Stoichiometry

          o Thermodynamics and thermochemistry

          o Rate Processes in chemical reactions - kinetics and equilibrium

          o Solution chemistry

          o Acids/bases

          o Electrochemistry

 

Course Options

 

Topics Listed Above: 

30 HD PowerPoint’s on DVD/CD: $300 plus Shipping and Handling (Payment in Advance)

30 Online Presentation Sessions/ Tutorials/ Discussion With Dr. Cray: $1,000 ($500 in Advance and 2^nd 500 After 15 Sessions)

 

Self Study, I’m not a Physics Expert/Tutor

* Physics

          o Translational motion

          o Force and motion, gravitation

          o Equilibrium and momentum

          o Work and energy

          o Waves and periodic motion

          o Sound

          o Fluids and solids

          o Electrostatics and electromagnetism

          o Electronic circuit elements

          o Light and geometrical optics

          o Atomic and nuclear structure

          o Basic concepts and general techniques

 

 

Dr Cray’s (Your Tutor) CV

Marc Imhotep Cray, M.D.

 

EXPERIENCE

5/2004-Present Institute for Minority Physicians of the Future(IMPF)

Founder and Director Office of Medical Education

IMPF mission is to become the leading organizational force for parity in medical education by helping minority students develop the skills that will enable them to compete on a more equal footing in the medical school admission process. IMPF elucidates, distills and fuses educational psychology, information technology and undergraduate medical education data. We develop Computer Mediated Medical Education(CMME) programs, projects and products that serve to increase recruitment, admission and retention (RAR) of under-represented minorities (URM) in major United States medical schools. The ultimate goal being for these students to defend, define and develop medical careers that will be committed to the elimination of health disparities in racial/ethnic minorities and the poor.

Ø 5/2003-5/2004 International University of Health Sciences-School of Medicine

Associate Professor Basic Medical Sciences

St Kitts, West Indies

· My responsibilities included teaching all the basic medical sciences, curriculum development ,conducting educational research and evaluation, faculty development, various student recruitment ­admission ‑retention (RAR) projects.Specialized training in E-learning, infomatics,curriculum development,course management systems ie blackboard and webCT

 

Ø 1/1999‑5/2003 American International School of Medicine

Atlanta, GA and Ocean View, Guyana

· Director Office of Medical Education and Associate

· Professor of Pharmacology and Medicine

· I provided leadership and academic support to the School of Medicine by planning, developing and implementing innovative curricula across the continuum of medical education. My responsibilities also included teaching, conducting educational research and evaluation, faculty development, various student recruitment ­admission ‑retention (RAR) projects.

Ø 6/1999‑3/2002 The Primary Care Center

Decatur, GA

· Physician & Director of Clinical Diagnostic Services

· I provided comprehensive medical care in an ambulatory setting; including diagnosis, treatment, follow‑up and referrals. I was also the Director of Clinical Services. In this capacity, I was responsible for coordinating the execution of all ancillary diagnostic services for the center.

Ø 2/1997‑8/1998 Morehouse School of Medicine

Atlanta, GA

· Senior Research Associate

· Under a NASA commission grant, I worked in the Clinical Pharmacology Unit/Clinical Analytical Laboratory. My responsibilities included providing research support in the areas of qualitative and quantitative analysis using GC/MS and HPLC.

Ø 7/1994‑12/1996 Royce Occupational Health Group

Milledgeville, GA

· Medical Director

· At Royce we provided occupational healthcare to employees of companies in the greater Milledgeville area. We also provided comprehensive ambulatory medical services.

Ø 6/1993‑12/1996 Georgia Regional Hospital of Atlanta

Atlanta, GA

· Medical Emergency House Physician

· I was the weekend hospital physician. My responsibilities included evaluating, admitting, and treating all psychiatric admissions. I lodged on the hospital premises from Friday night to Monday morning.

Ø 41990‑4/1991 Morehouse School of Medicine

Atlanta, GA

· Adjunct Instructor Cork Institute

· I lectured in the area of Addiction Medicine to medical students and residents at the medical school for the Cork Institute on Black Alcohol and Drug Abuse.

Ø 6/1991‑4/1992 Morehouse School of Medicine

Atlanta, GA

· PGY‑2 Psychiatry

· I trained in the MSM Psychiatry Residency Training Program during it first year in existence.

Ø 3/1990‑4/1991 Morehouse School of Medicine

Atlanta, GA

· Research Associate/ Programs Coordinator

· I worked for the Department of Community Health and Preventive Medicine/Health Promotion Resource Center. I coordinated all community health awareness programs. Our primary focus was on diseases that most significantly impacted minority and poor communities such as HIV/AIDS, substance abuse and violence.

Ø 7/1986‑1/1989 Committee of Interns and Residents NYC, New York

· Educational Coordinator & Lecturer in Pham & Medical Therapeutics

· I planned, developed, implemented and coordinated the medical licensure review course and lectured in pharmacology and therapeutics.

Ø 7/1986‑1/1989 Harlem Community Medical Clinic

NYC, New York

· General Medicine Private Practice

· I provided comprehensive medical care for the Harlem community. I diagnosed and treated the gamut of outpatient medical problems.

Ø 7/1984 ‑6/1985 Columbia Presbyterian College of Physicians and Surgeons at Harlem Hospital Medical Center

NYC, New York

Intern in Internal Medicine

This was my postgraduate training experience in medicine.

EDUCATION

Professional

6/1992 Morehouse School of Medicine/

Cork Institute Atlanta, GA On Black Alcohol and Drug Abuse

I trained in and studied Addiction Medicine as it impacts minorities and poor communities.

6/1984

UMDNJ‑New Jersey Medical School Newark, NJ

Medical Doctor Degree

American Medical School education.

6/1984

UMDNJ‑NJMS Biomedical Research Center Newark, N

I studied basic and clinical pharmacology research protocols, procedures and modalities.

6/1980

Massachusetts College of Pharmacy

Boston, MA

I studied pharmaceutical science comprehensively leading to a Bachelor of Science in pharmacy.

AFILIATIONS

4/1999 ‑ Present Association of Black Cardiologists/Member

12/1986 ‑ Present American Medical Association/Member

6/1986 ‑ Present National Medical Association/Member

SKILLS

Microsoft Office Advanced Currently used 10 years

Medical Web Master Expert +4 years

Medical Infomatics Expert

PUBLICATIONS AND TECHNICAL REPORTS

Cray, M.I. "Alcohol Abuse and Alcoholism Among Blacks in Georgia" Medical Association of Georgia

New , Fall 1986, Vol. 5, No. 2, pp. 94‑98.

Cray, M.I. "Approaches in the Prevention of Black Adolescent Substance Abuse" Journal of Minority

Health, April 1988, Vol. 14, pp. 14‑18.

Cray, M.I. "The SMART (Students Making Abstinence Real Tight) Curriculum ‑ An Alcohol and

Other Drug Abuse and AIDS Prevention Educational Manual" Morehouse School of

Medicine/Health Promotion Resource Center, December 1990.

Cray, M.I. "Addiction Medicine for Rising Second Year Medical Students" Morehouse School of

Medicine/Cork Institute on Black Alcohol and Drug Abuse Prevention, July 1991.

Cray, M.I. "Towards Culturally Appropriate Treatment of African‑Americans" Health News,

March/April 1993, Vol. 6. No. 1.

Technical Report Relationships Between HIV/AIDS and Atypical Pneumonias at Grady Memorial

Hospitals Medical Resource Management . August 1994.

Technical Report Heafth Systems Development for Substance Abuse and Mental Health at

Charter Hospitals ‑Medical Resource Management , June 1995.

Technical Report Tuberculosis Infection and Need for HIV Testing at Fulton County Health

Department ‑Medical Resource Management, January 1996.

PROFESSIONAL PRESENTATIONS

Cocaine: Pharmacology and Toxicology; Morehouse School of Medicine, Family Practice Residency Training Program, October 1985.

Psychoactive Drugs: Mechanisms of Action in Addiction; Morehouse School of Medicine, Family Practice Residency Training Program, January 1986.

Substance Abuse and Chemical Dependency in Africa n‑Americarvs~, A Public Health Approach to Treatment and Prevention; Georgia Minority Health Association Annual Health Education Conference, Hilton Hotel, Atlanta, Georgia, June 1990.

Alcoholism and Drug Addiction in Black Americans: An Epidemiologic Review; Georgia Department of Human Resources/Division of Public Health, Allied Health Professionals Training Workshop, Omni International Hotel, Atlanta, Georgia, January 1991.

HIV/AIDS in Intravenous Drug Abusers: Strategies for Prevention‑ AIDS Atlanta Educational Training Workshop, Atlanta, Georgia, September 1992.

Culturally Appropriate Treatment for African‑Americans: Morehouse School of Medicine/Health Promotion Resource Center Training Conference, December 1992.

Clinical Presentations of Persons with HIV/AIDS: Fulton County Health Department Annual Training Conference, May 1993.

Medical Problems Confronting African ‑Arnerican in the 21st Century, Georgia Association of Black Health Professional, Sixth Annual Conference, Hilton Hotel, Atlanta, Georgia, June 1995.

ABSTRACTS

Abukhalaf IK, Cray MI, Chidebelu‑Eze E, von Deutsch DA, and Potter DE. Quantitation of clenbuterol in plasma and urine specimens using GC‑MS. Presented at the joint meeting of the Society of Forensic Toxicologists and The International Association of Forensic Toxicologists (TIAFT), Albuquerque, NM, 1998.

Von Deutsch DA, Chen W‑D, Pitts SA, Wineski LE, Klement BJ, Joseph E, Potter DE, Nokkaew C, George B, Cray MI, Nguyen T, and Paulsen DF. Muscle‑specific effects of clenbuterol on protein density and wet weight in soleus and plantaris muscles of mature, hindlimb‑suspended rats. ASGSB Space Biol. Bull. (Abstr), 1998.

Von Deutsch DA, Abukhalaf IK, Cray MI, Aboul‑Enein Hy, Grace T, Oster R, Pitts SA, Wineski LE, Chiclebelu‑Eze E, Paulsen DF, and Potter DE. Clenbuterol levels in rate plasma and tissue using GC/MS and EIA. ASGSB Space Biol. Bull. (Abstr), 1998.

Abukhalaf IK, von Deutsch DA, Cray MI, Potter D, and Mozayani A. A sensitive method for quantifying P­agonists; in biological fluids ‑ clenbuterol as a model. Presented at the annual meeting of the American Academy of Forensic Sciences, Orlando, Fl, 1999.

Marc Imhotep Cray MD

1917 Taffeta Trail

Lithonia, Georgia 30058

Primary Phone: (770) 322‑1050

Secondary : (404) 752‑1617

impfome@yahoo.com

 

"I' work with and teach on  and learn frommy students

at all stages of the physician development process,

from High School to M.D."

Stages

Pre-medical

Medical school

Sub-internship

Internship

Residency

Fellowship

Board certification

Licensure

Continuing medical education