Revenue Planning School of Medicine DJCW UC Riverside Portfolio

School of Medicine Campaign Planning

PHILANTHROPIC REVENUE CAMPAIGN PLANNING
For:

University of California, Riverside’s
School of Medicine

Overview
The UCR School of Medicine will be housed in two buildings located on the University of
California, Riverside main campus. The first building will function as the hub of health
sciences research activities (School of Medicine Research Building) and the second will serve
as the headquarters of educational and administrative activities (School of Medicine
Building).
The current physician shortage, relatively poor regional health metrics, an aging physician
workforce and rapidly growing population combine to create a looming crisis for Inland
Southern California – a metropolitan region where the unemployment and housing
foreclosure rates are among the highest in the nation. Already home to more than 4 million
people, the region’s population by 2030 is projected to grow by more than 50%. Lack of
access to high-quality medical care is particularly acute for underrepresented minorities, who
currently comprise at least 52% of the population, projected to rise to more than 60% by
2030. The recession has also impacted the ability of many people in the region to maintain
health care coverage. Between 2007 and 2009, the number of Inland Empire residents
without insurance increased by 271,000, according to a recent study by the UCLA Center for
Health Policy Research, bringing the percentage of uninsured in Riverside County to 28%
and San Bernardino County to 25.1%.
Numerous studies have confirmed the serious physician shortage in California as a whole,
with Inland Southern California and the Central Valley consistently identified as regions that
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are disproportionately impacted. As noted in the final report of the University of California
Advisory Council on Future Growth in the Health Professions, the state faces a projected
shortage of doctors as high as 17,000 by the year 2015. A recent study from the California
HealthCare Foundation noted that Riverside County is the only California County of more
than 1 million people to have fewer than 100 M.D. physicians per 100,000 populations. In
primary care specialties alone, the shortage is even more acute. The study reported that
Riverside and San Bernardino counties have 36 and 44 primary care M.D. physicians per
100,000 people, respectively, far fewer than the 60 to 80 physicians considered sufficient to
meet demand. As a group, physicians practicing in Inland Southern California do not
reflect the populations they serve; for instance, Hispanics comprise nearly 50% of the
region’s population, but just 7% of the physician workforce. Furthermore, approximately
44% of current physicians in the region are age 55 or older and nearing retirement.

Inland Southern California also fares poorly in several health outcomes compared with other
areas of California. For instance, San Bernardino County ranks 56th of 58 counties in deaths
due to coronary heart disease, while Riverside County ranks 53rd. For deaths due to breast
cancer in females, Riverside County ranks 51st and for deaths due to chronic lower
respiratory diseases, San Bernardino County ranks 50th.

At the same time as the state’s population grew and the physician shortage worsened, the
number of graduates from California’s eight medical schools has actually dropped slightly,
from 1,012 in 1995 to 982 in 2009. University of California medical schools annually receive
4,000 to 6,000 applications to fill classes of 100 to 150 students, leaving many highly
qualified students no options but to leave the inland empire area and train at private medical
schools outside of California; when students return, they generally go into specialty practice
in more affluent areas of the state.

Given current workforce needs, population projections and the long lead time necessary to
train physicians, it is crucial to Inland Southern California that UC Riverside develop the
School of Medicine as soon as feasible in order to avoid:

1. Lost economic productivity of people who die prematurely or whose lives are
shortened due to untreated chronic conditions;

2. Inland Empire worker absenteeism and disability due to adequate healthcare leading
to lower productivity and higher employer cost; and

3. Expensive treatment in hospital emergency rooms, the last-resort health care
providers for uninsured and indigent patients.

4. The exit of highly capable prospective medical students adversely affects the existing
and immediate area’s long-term healthcare needs.

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School of Medicine Philanthropic Campaign Priorities:

A significant investment is required to establish this medical school of extraordinary promise
and potential. It will require philanthropic partnership to fully develop our unique programs,
the recruitment of leading medical educators and of equal importance-a fully developed
pipeline and support programs to ensure that community-minded, qualified students achieve
their medical education aspirations:

I. Core Support

Priority Name: Core Support
School of Medicine
College, School or Unit: Core
Revitalizing Communities
Category:
Priority Aligned with UCR 2020 Strategic Plan
Goal(s):

$20 Million to Support the University of California, Riverside School of Medicine
Core Infrastructure

At the heart of UCR’s school of medicine is our collective priority to secure core support to
establish a medical school of the 21st century – a school with the type of innovation and
fresh thinking that traditional schools have found difficult to incorporate. Unrestricted
discretionary core funds are needed in order that the School of Medicine reach its target of
opening in 2013 and become firmly established in its formative years.

The importance of acquiring core support cannot be overstated; core support will assist us
with our initial outlay of costs, overhead, general day-to-day operations, accounting and
other essential infrastructure that underpins all our activities.

That being said, budgeted items that can be countered by identified expenditures that are
already budgeted, for example, the Dean’s position, would free up significant dollars that
could be redirected and invested into the core infrastructure of the school.

II. Faculty Support

Priority Name: Endowed Chairs, Professorships & Faculty
Support
College, School or Unit: School of Medicine
Category: Faculty Support
Priority Aligned with UCR 2020 Strategic Revitalizing Communities
Plan Goal(s):

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$15 Million to Support University of California, Riverside School of Medicine
Endowed Chairs, Professorships & Faculty
Endowed chairs, professorships and faculty for the School of Medicine are necessary in
order to attract internationally acclaimed distinguished faculty in support of his/her teaching,
research, and service activities; it is also essential in order to build one of the very best,
collaborative and innovative schools of medicine. Other endowments will give us the
flexibility to invest in professional development and to respond quickly to changing research
and academic needs.
The faculty continues to be stretched by the demands of continual research funding and
managing intensive projects while serving an increasingly diverse student body. The clear
need to enlarge the faculty competes with providing support for current faculty in Resources
to support faculty time for mentoring, students and fellows, and supporting priority
academic and medical health practices.
UCR’s faculty comprise rising stars, inspirational teachers, prolific researchers, gifted
visionaries, engaging lecturers, and dedicated mentors, our esteemed faculty will create and
sustain our strong academic programs, draw world-class students, attract other eminent
scholars and remain the heart and soul of the University of California, Riverside.
Private support in the form of endowed chairs and professorships will further help us attract
and retain superlative faculty by providing supplemental non-salary resources that support
and augment their research and scholarship endeavors. Professorships also reward
promising, creative young faculty, who receive additional funding for a specified period of
time to support their teaching, research, or community service activities. Endowed chairs
and professorships honor preeminent, established scholars who are leaders in their fields and
whose contributions are critical to maintaining UCR’s excellence.
Going forward, providing additional funds for assistant professors and Department Chairs
have been a priority and some progress has been made, especially with the former.
Insufficient financial support for Department Chairs has been one barrier to building an
optimally effective academic management team. It is crucial that Chairs have sufficient time
set aside as well as resources available to support faculty and staff. Use of endowed chairs
and department heads thus can strengthen academic management while recruiting and
retaining leading medical and health physicians and scholars.

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III. Student Support & Programs

Priority Name: Student Support for Pipeline & Scholarship
Programs
College, School or Unit:
Category: School of Medicine
Priority Aligned with UCR 2020 Strategic
Plan Goal(s): Student Support & Programs
Revitalizing Communities

$15 million to University of California, Riverside School of Medicine Student Support
& Pipeline Programs

Overview of funding Support Needed for Pipeline & Loan to Scholarship Programs:

 Expand pipeline initiatives to effectively increase the number of disadvantaged
(socioeconomically and/or educationally) middle school, high school, and
community college students who matriculate into four-year universities

 Augment academic support initiatives to dramatically increase the number of
disadvantaged UCR undergraduates who graduate with BA/BS degrees and
matriculate into postgraduate health profession programs,

 Improve the diversity and cultural competency of UCR School of Medicine students,
 Develop a unique Longitudinal Ambulatory Clinical Experience (LACE) for UCR

second- and third-year medical students, and
 Launch the Medical Education Reward Incentive Track (MERIT) Program to

enhance the number of UCR School of Medicine graduates who choose primary
care, OB/GYN, psychiatry or general surgery residencies and later practice in
underserved Inland Southern California communities.

Endowed support for pipeline programs –for both programmatic expenses and personnel
needed to administer the programs) – will enable us to increase the size of existing programs
and create new initiatives to broaden the pipeline into medical school, motivating more
students to choose health-related careers. Specifically, these funds will:

 Establish a summer camps, Medical Leaders of Tomorrow, to stimulate interest in
higher education and medicine among middle school and high school students,

 Expand our Health Sciences Partnership outreach to high schools
 Solidify support for the fledgling Future Physicians Leaders program created by

Senior Associate Dean Raul Ruiz, M.D., for high school, community college,
university and medical school students,
 Reestablish, with a focus on Inland Southern California, the Community College
Outreach Program, to motivate as many students as possible to transfer to UCR and
complete undergraduate degrees,

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 Grow FastStart, a summer bridge program for incoming UCR freshmen interested in
medical and health careers

 Stabilize funding for the Medical Scholars Program, named an exemplary practice for
improving health workforce diversity, and enable the program to broaden activities
in professional development, research experience and personalized advising, and

 Increase the number of students in the Premedical Postbaccalaureate Program to
increase the number of medical school matriculants from educationally and/or
socioeconomically disadvantaged backgrounds.

Pipeline Program Goal Length
Medical Leaders of Stimulates interest in higher education and Annual One Week Program
Tomorrow
Health Sciences medicine as career goal Throughout Academic year
Partnership Encourage academic/ extracurricular prep for
Future Physician Year-round activities, including
Leaders career in health care summer physician shadowing,
Develop “home grown” physician leaders
Community College committed to serving their communities community service, annual
Outreach conference
FastStart Enhance transfer pathway from community
colleges to UCR undergrad study Throughout Academic year
Medical Scholars
Program Provide bridge into UCR for incoming Five weeks Summer
Premedical freshmen who aspire to a career in health care
Postbaccalaureate Year-round Activities
Program Boost UCR graduation rates; promote
MERIT Program entrance to med school Academic year (program
currently in third year of
Improve student competitiveness for
entrance to med school operation)
All 4 years of medical school
Incentivize graduates to practice in primary
care or shortage specialties

Endowed student support will also enable us to initiate an innovative loan-to-scholarship
program, Medical Education Reward Incentive Track (MERIT) Program to incentivize
medical students who demonstrate superior commitment to practice in Inland Southern
California in primary care and short-supply specialties

Our model of outreach and engagement begins at an earlier stage than most because we
believe that if we are to effectively engage students in the sciences and prepare them for
successful admission to medical school, we must begin focusing our efforts as early as
middle school, where national studies have shown U.S. students begin to fall behind their
peers. A report from the President’s Council of Advisors on Science and Technology
released in September 2010 highlighted the progressively diminishing rate of success in the
sciences, technology and mathematics that begins in the fifth grade, leading to merely a third
of U.S. eighth graders testing as proficient in these areas. We cannot hope to bring a
meaningful change to these grim statistics by only devoting support and resources to
students who have already beaten the odds. By the time these students have reached high
school, we have already lost a large number of them who had the potential to succeed but

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lacked the support and encouragement necessary to avoid succumbing to their statistical
destiny. Middle school is also a pivotal time when the life aspirations of young people begin
to take shape and we intend to capitalize on this energy to expose students to the excitement
and rewards of a career as a physician.

Our middle school strategy broadens the student pipeline programs, which currently begin
with high school and extend through undergraduate study. Furthermore, for students who
ultimately enroll in the UCR School of Medicine, we will solidify their commitment to
serving underserved communities with compassion and cultural competence, emphasizing
primary and preventive medical care and chronic disease management through a unique
Longitudinal Ambulatory Clinical Experience (LACE). Finally, we propose a groundbreaking
financial support program to remove the barrier that keeps so many medical students from
practicing in lesser compensated primary care or short-supply specialties – the areas in which
more physicians are acutely needed in Inland Southern California.

This comprehensive pipeline will vastly expand the capabilities of the medical school and
extend the reach beyond the Medical Scholars Program (MSP) and FastStart, the medical
school’s two signature pipeline programs that have together been designated as exemplary
practice programs by the Connecting the Dots Initiative: A Comprehensive Approach to
Increase Health Professions Workforce Diversity in California. According to the findings,
both programs demonstrate UCR’s commitment to enhancing options for UR
(underrepresented) students and create conditions for them to succeed in college and
beyond. Both MSP and FastStart address the pivotal undergraduate phase of the pipeline to
a career in medicine. While they have been exceptionally effective in helping students
complete their undergraduate degrees and prepare for successful entry into medical school,
their focus is limited to the undergraduate phase of the medical education continuum.

Creating an early sense of possibility for young people at the middle school level and beyond
will guarantee the most forward-looking medical school educational experience. The UCR
medical school’s pipeline programs for middle school, high school and community college
students in “Imagining Your Future in Medicine” will distinctly serve students in Inland
Southern California. The intent of these programs is to enhance the competitiveness of
students for admission to UCR as undergraduates and admission to the UCR School of
Medicine and to increase the likelihood of students remaining in the region to practice
primary care medicine. The admissions philosophy of the medical school will emphasize the
selection of students with diverse intellectual and life experiences – including service
mindedness – as well as broad academic backgrounds that will prepare future physicians for
interacting with increasingly diverse patient populations, many of which are medically
underserved.

a) Medical Leaders of Tomorrow

Numerous analyses of education in the STEM fields (science, technology, engineering and
mathematics) – which underpin academic preparation for medical school – have highlighted
the declining performance of U.S. students compared to students internationally. U.S.

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students in the 4th, 8th and 12th grades perform progressively lower in their science and
mathematics proficiency as they move up in grade level, with large interest and achievement
gaps between minority and non-minority students. These findings led the President’s
Council of Advisors on Science and Technology to recommend, in part, that opportunities
be created to inspire STEM interest in students through individual and group experiences
outside the classroom. The diversity of students prepared for medical school ultimately
suffers because too many students are not exposed to science; consequently, they do not
take rigorous science and mathematics coursework during high school. As a result, they are
either unqualified for admission with a four-year college program or arrive under-prepared,
subsequently falling behind in their academic performance during college due to the need to
take remedial coursework. These students face many challenges, and without the mentorship
or support needed to overcome these obstacles, may simply give up on their aspirations for a
college education or even drop out of school before earning a high school diploma.

To help stem this “leakage,” and to enrich the pipeline to medical school with a diversity of
students underrepresented in medicine, we propose a one-week residential summer camp
titled “Medical Leaders of Tomorrow,” a concept created by recent UCR graduate Jaime
Matute, founder of the UCR Latinos in Science Summer Camp and modeled in part on the
Summer Health Careers Institute, directed by the Sonoma County Healthcare Workforce
Development Roundtable, a health career training program for selected bilingual and
bicultural middle and high school students. During a recent two-year period, the Sonoma
County program had 42 students complete the program and interface with more than 200
volunteer health care professionals.

Each year, the Medical Leaders of Tomorrow activities include presentations on science and
health care topics. Mentorship and networking will be provided by college students, medical
students, staff and faculty. The college students serve as mentors, tutors and resident
advisors, guiding students through each component of the summer program. Evaluations
from the UCR Latinos in Science Summer Camp revealed that the experience heightened
student motivation to improve their academic performance in the sciences and helped clarify
how science is applied to real world solutions, suggesting that this one-week “camp”
experience should be expanded and grown as there is immense need.

The path to a student’s academic success does not rely strictly on the student’s performance
but the active and strategic involvement of parents, through outreach activities such as open
houses, orientations and bridge programs.1 For this reason, the conference will have a
parent education component on the final day, giving parents the opportunity to understand
the expectations in higher education and student life on a university campus, which in turn
will inspire them to be a stronger support system and advocate in their child’s educational
experience. Parents will attend workshops on financial aid (including income qualifications
for Pell grants and Cal Grants, how to fill out the Free Application for Federal Student Aid
and identifying privately funded scholarship programs), college admissions requirements, and

1 McCarron, Graziella Pagliarulo and Inkelas, Karen Kurotsuchi (2006). The Gap between Educational
Aspirations and Attainment for First-Generation College Students and the Role of Parental Involvement.
Journal of College Student Development, Vol. 47, No. 5.

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career opportunities. Together, the parent and student components of the summer camp will
provide critical information to increase college attendance by these future medical leaders.
The parent workshops, in particular, address one of the recommendations of the Sullivan
Commission on Diversity in the Healthcare Workforce to promote opportunities for parents
to participate in the education and learning experiences of their children.2

b) Health Sciences Partnership for Disadvantaged Student Development
The Health Sciences Partnership for Disadvantaged Student Development (HSP) is
collaboration between UCR and eight area high schools through their Health Academy
Programs. At least 50% of students enrolled in Health Academy programs must meet
specific “at risk” criteria, such as irregular school attendance, poor academic achievement
and economic disadvantage. Enrollment in these programs is racially and ethnically diverse
because these factors disproportionately affect students of color. The Division of Biomedical
Sciences’ HSP program, established in 2000, received its initial funding from the National
School-to-Career Program, established by the 1994 Federal School-to-Work Opportunities

2 The Sullivan Commission (2004). Missing Persons: Minorities in the Health Professions: A Report of the
Sullivan Commission on Diversity in the Healthcare Workforce.

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Act that provided more than $1.5 billion over five years to support career preparation
activities in U.S. public schools. The Division of Biomedical Sciences has continued to
support the HSP programmatic activities described below, but a lack of funding in recent
years has precluded formal evaluation of the program.

University students (mostly science majors) mentor high school students in an effort to
enhance the pathway for students who seek and are preparing for medical careers, an
approach that has proven effective in other programs designed to increase health care
workforce diversity, such as the Science Educational Equity Program and STEM Initiative at
California State University, Sacramento and the Health Workforce Transformation Program
of Cope Health Solutions, both cited as exemplary programs.3 In the UCR program, 20-25
undergraduate students and 3-5 medical students work with local high school students
(about 75 students per high school per year comprised of both new and continuing
students). High school students benefit from one-on-one or small group counseling and
mentoring from college-level science students. They also visit colleges and universities to
learn about the educational requirements and opportunities for future health care careers.
The student mentor program is a challenging and rewarding experience for the UCR
students while also encouraging socioeconomically and/or educationally disadvantaged high
school students, which includes students for whom English is a second language, students
enrolled in low-performing high schools and students raised in a single-parent household or
in poor neighborhoods.

The second HSP component is the Faculty-to-Faculty Collaboration in which UCR faculty
and high school educators discuss the academic preparation of students aspiring to attend
the University of California. Discussion focuses on several disciplinary areas that should be
gateways to a successful college experience but are often gatekeepers: English, mathematics,
biology, and chemistry. In addition, monthly meetings between HSP and Health Academy
administrators allow for regular discussion on how to engage the students in the learning
process and on helping students develop solid academic skills to succeed in college and in
their careers.

With endowed support the UCR School of Medicine aims to increase by 50% endowed
mentorship support the number of currently participating high schools (listed below), most
of which are located in socioeconomically and/or educationally disadvantaged communities,
and increase the number of activities in which these students engage:

 A.B. Miller High School, Fontana
 Canyon Springs High School, Moreno Valley
 Cathedral City High School, Cathedral City
 La Sierra High School, Riverside
 Palm Springs High School, Palm Springs
 San Bernardino High School, San Bernardino

3 The Public Health Institute, The California Endowment, UC Berkeley School of Public Health (2008).
Profiles in Leadership: A Review of Exemplary Practices to Increase Health Professions Workforce
Diversity in California.

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 Valley View High School, Moreno Valley
 Vista del Lago High School, Moreno Valley
c) Future Physician Leaders

Future Physician Leaders (FPL), a community-based collaborative in the Coachella Valley,
was launched in 2009 by Dr. Raul Ruiz, an emergency room physician raised in Coachella by
farmworker parents and who recently was appointed in the UCR medical school as Senior
Associate Dean for Community Engagement and Partnerships. The goal of the program is
to develop more high-quality “home grown” physician leaders who serve the community
with social responsibility in order to achieve optimal community health, wellness and health
care access. The Coachella Valley branch involves nearly 10 community partners in addition
to the School of Medicine, including Clinicas de Salud del Pueblo, the Coachella Valley
Economic Partnership (CVEP) Pathways to Success, Desert Regional Medical Center and
Eisenhower Medical Center. With endowed support we will be able to sustain and grow the
Coachella Valley FPL program and support creation of the Riverside-San Bernardino branch
of Future Physician Leaders to serve the urban areas of western Riverside and San
Bernardino counties.

Students targeted in this program are those who attend high schools, community colleges,
and universities in the region, as well as UCR medical students. The level of student
participation in the collaborative expands with each higher educational level. The program is
comprised of three components:

 Workshops, presentations and group discussions: Covering a variety of topics in
health care – such as career options, regional health care issues and health care
disparities as well as promoting academic success, leadership and professional
development. In addition, annual dinners will bring all students (high school,
community college, university and medical school) together with physicians, nurses
and health care leaders in order to foster mentorship relationships. The concept of
mentor relationships between physicians and students is modeled, in part, on the
mentorship program of the Family Practice Residency Program of the White
Memorial Medical Center called Jóvenes Para La Salud, a career preparation program
that exposes Latino high school students to career opportunities in medicine and
heath care.

 Community service and leadership: This component aims to expose students at
all levels to the virtues of service. Past activities have had students give health talks in
their churches, perform blood pressure and diabetes screenings with the Flying
Doctors, and work with the Volunteers in Medicine Free Flu Vaccine Campaign.
They have also participated in the Coachella Valley Healthcare Initiative community
forums and health care summits, and assisted in creation of the regional Coachella
Valley Healthcare Access and Wellness Strategic Plan. Medical students take on
significant leadership roles in the design and execution of community projects,
directing the work of high school and pre-med students.

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 Summer Shadowing Program: For six weeks, selected pre-med students
(community college and four-year University) shadow physicians for four hours one
day each week. Students have observed in places such as primary care clinics, the
emergency department, operating rooms, catheterization labs, hemodialysis centers
and radiology suites. The experience exposes students to the “physician’s life” and
the patient-doctor interaction, thereby inspiring them to continue on their path to
becoming physician-leaders.

We also envision expansion of FPL in the creation of a comprehensive Annual Future
Physician Leaders Conference to inspire and encourage students at an early age to become
future physician leaders in the Inland Empire. We propose that the annual conference will be
piloted in the first year in the Coachella Valley, a geographic “island” where FPL already has
awareness in the high schools and at the area’s community college, College of the Desert. In
the second year, we propose adding an annual conference in the western areas of Riverside-
San Bernardino counties.

The Annual Future Physician Leaders Conference will include talks by leading physician-
leaders in the region and workshops on such topics as preparing for college, financial aid,
study skills and time management, hands-on assistance and support in preparing a
competitive medical school application and how to write a personal statement. There will be
leadership development sessions on public speaking, policy development, goals and strategy
development, cultural competency, advocacy, and tactics for completing a community
service project. Lectures on community leadership will likewise be available with topics
related to improving community health, health care access, and reducing health care
disparities. We will also include a track dedicated to health-related issues pertinent to high
school and university students such as stress reduction, nutrition and healthy eating and
sleep habits.

d) Community College Outreach Program

The UCR School of Medicine considers local community colleges to be a rich source of
prospective future medical students to help diversify the health care workforce. The
Community College Outreach Program (CCOP), established in 2007 but operating without
extramural funds for the last two years, is collaboration between the Division of Biomedical
Sciences and the UCR Transfer Resource Center. The program provides transfer workshops,
campus visits, individual and group advising, and access to the Medical Scholars Program
resources once students transfer to UCR. Since the Community College Outreach Program
was established, 100 community college transfer students have been recruited into the
Medical Scholars Program (described below), but only 25 within the last two years, due to a
lack of extramural funding for the program during that time. Nevertheless, with its own
resources, the Division of Biomedical Sciences has maintained working relationships with
many of the local community colleges, including three in Riverside County and two in San
Bernardino County. Because of our outreach to local community colleges, nearly 20% of
students participating in the Medical Scholars Program are community college transfers.

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Although the number base of transfer students having already graduated from UCR is still
small, approximately 67% did so with a science degree, compared to a graduation rate of
60% for all transfer students in the sciences at UCR. Of the 70 Medical Scholars Program
transfer graduates, 43 are underrepresented minorities (30, or 69.8%, graduated with science
degrees). Fifteen transfer alumni are in medical school or have been recently admitted and
nine of them are underrepresented minorities. Among the medical schools offering
admission to our transfer students have been Harvard, the University of Minnesota, Meharry
Medical College, Western University, UCLA, and the UCR/UCLA Thomas Haider Program
in Biomedical Sciences (8 students). Endowed support will enable the School of Medicine to
reinvigorate this program and expand efforts to recruit more transfer students to UCR and
into the Medical Scholars Program for academic, career, and personal development support.

e) FastStart

FastStart is an intensive 5-week residential summer program for 24 socioeconomically
and/or educationally disadvantaged incoming UCR freshmen who have aspirations for a
career in health care and are committed to practice in underserved communities. Students
are provided with daily instruction in mathematics, biology, and chemistry to better prepare
them for the gateway science classes in college. Student performance in these gateway
courses determines how students will fare in the upper division science courses that most
U.S. medical schools, including UCR, require for admission. The program also includes
workshops in study skills, campus resources, ethics, and other enrichment opportunities, as
well as the opportunity to visit local health care facilities and see doctors at work. FastStart
students also receive critical mentoring from student staff, which provide academic, and
adjustment guidance as well as advice on how to succeed in this competitive field. Summer
enrichment programs, like FastStart and the Science Education Equity Program at CSU
Sacramento, are effective at building cooperative and supportive student cohorts and
enhancing student success.

FastStart was initiated in 1999 and averages 24 students per summer. For a recent three-year
period, the average UCR freshman had a combined SAT score of 1556 (max score is 2400),
while the average SAT score for FastStart students was 1449 (and only 1413 for FastStart
underrepresented minority students). However, over those same three years, 89.1% of
FastStart students passed the introductory chemistry class and 87.9% passed the
introductory biology class the first time they took it. By contrast, typical cumulative pass
rates for these courses are approximately 75% and 65% respectively, a number that includes
students who passed these classes on their second or third try. These results are highly
significant since student performance in gateway science classes often determine whether
they will continue in their pursuit of a science-related career.4 Even more important,
FastStart students are almost twice as likely to graduate from UCR with a science degree as
non-FastStart students. Along with the Medical Scholars Program described below, FastStart
has been named an “Exemplary Practice Program” by the Public Health Institute’s

4 Drane, Denise, Smith, H. David, Light, Greg, Pinto, Larry and Swarat, Su (2005). The Gateway Science
Workshop Program: Enhancing Student Performance and Retention in the Sciences through Peer-
Facilitated Discussion. Journal of Science Education and Technology, Vol. 14, No. 3

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“Connecting the Dots” Initiative. Funding support is requested to increase by 50% the
number of students admitted into FastStart each year.

f) Medical Scholars Program

The Medical Scholars Program (MSP) is an experimental learning community designed to
provide academic, personal and professional development support for disadvantaged
students in the sciences with the goal of increasing their graduation rates and promoting
their entrance into medical school or other health profession postgraduate programs. The
program utilizes holistic mentoring and advising approaches to develop personalized
academic plans based on student’s academic preparation, outside responsibilities (work,
family, etc.), and career plans. Also important is providing key resources (e.g., study groups

and academic coaches for gateway science courses, peer mentorship and positive
encouragement by staff and faculty) at critical transition points in the student’s academic
career (entering UCR as freshman or transfer student, preparing to apply to graduate or
professional schools, etc.). Professional and career development are promoted to inspire
leadership and a sense of community service, both within the MSP community and to
underserved communities.

Over its seven-year history, nearly 500 students have participated in MSP, with more than

50% of the students from underrepresented minority groups and 65% the first in their
families to attend a four-year university. Of the 238 MSP alumni through 2011, 104 have

pursued graduate and professional studies. Of those 104 students, (47% underrepresented
minorities), 53 are enrolled in or have completed M.D. training programs, four are enrolled

in or have completed D.O. training programs, and 13 are enrolled in postbaccalaureate
programs. MSP alumni have also gone on Ph.D. and M.S. programs, physician assistant

training programs, M.P.H. programs, and pharmacy and optometry schools. This high
success rate is attributed in part to the

holistic approach to student advising and “The support and family environment [of the
counseling, providing key resources and

mentorship throughout each student’s Medical Scholars Program] continued to

education, and involving our students in a help during my postbaccalaureate year at

community of learning including UCR which was crucial to me achieving my

encouraging students to take on long awaited goal of being accepted into
leadership responsibilities. medical school.” ---Regina Inchausti

Although the Division of Biomedical Sciences has received some funding to initiate this
program from multiple sources, sustainability requires a better mixture of funding sources.

We are near the end of the pilot project funding for MSP – and loss of significant funding
now would cripple our momentum. This could result in the loss of key staff members
instrumental in developing this program, as well as the collapse of critical research and
scholarship funding occurring just at the time the new School of Medicine doors open. An
infusion of funding at this juncture would not only ensure continued evolution of MSP but
provide opportunities to initiate new and/or expanded efforts in research training,

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professional development training, and academic and career based personalized advising for
our students.

g) Premedical Postbaccalaureate Program

As reported by Grumbach and Chen,5 “postbaccalaureate premedical programs appear to be
an effective intervention to increase the number of medical school matriculates from
disadvantaged and underrepresented groups.” Nearly 50% of the postbac participant cohorts
studied by the authors came from homes where the highest parental education was high
school and two-thirds of the participants self-identified as black and Latino, with these
postbac cohorts having significantly higher odds of matriculating into medical school than
the control group. We recently developed our own Premedical Postbaccalaureate Program at
UC Riverside based on, and in collaboration with, the other five UC medical school postbac
programs, ensuring that we built around best practices, including preparation in
study/test/interviewing skills, MCAT preparation, seminars on topical health care issues and
research/clinical experiences. The UCR program currently recruits six to seven educationally
and/or socioeconomically disadvantaged students per year who have strong interpersonal
skills and a passion to help the underserved but need assistance in improving their science
coursework and performance on the MCAT. The postbac program provides these students
with intensive MCAT preparation during the summer, followed by enrollment in upper
division science courses at UCR during the academic year (with financial support to help
them cover fees). Postbac students also participate in clinical volunteer activities and attend
seminars related to health care topics, such as health care disparities. They receive
personalized advising and counseling to prepare for the medical school application process,
in such areas as writing the personal statement and preparing for medical school admissions
interviews. In the first two years of the program 13 Postbaccalaureate students enrolled, 11
of them underrepresented minorities. Three of these students have been admitted and/or
enrolled in the UCR/UCLA Haider Program, choosing UCR over additional admissions
offers from such medical schools as UC Irvine and Howard University. An additional eight
will take the MCAT and plan to apply to allopathic medical schools in the next admissions
round. Two are completing Master of Science programs.

Currently, recruitment into the program is restricted to students who are UCR graduates and
who qualify as educationally and/or socioeconomically disadvantaged. The program seeks
students who are committed to practicing in underserved communities of California, with a
particular focus on Inland Southern California. With endowed student support, the medical
school plans to serve a total of 12 to 15 students each year – approximately double the
current number – and open the program to bachelor’s degree holders from other area
institutions, including California State University campuses where students encounter great
difficulty in qualifying for admission to a UC medical school. This program currently has
very modest, internal funding support, thus the School of Medicine seeks support to
continue and expand this program. As part of the program, we plan to provide tuition

5 Grumbach, Kevin and Chen, Eric (2006). Effectiveness of University of California Postbaccalaureate
Premedical Programs in Increasing Medical School Matriculation for Minority and Disadvantaged
Students. The Journal of the American Medical Association, Vol. 296, No. 9.

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support for their coursework, which is critical for these students who do not qualify for
traditional financial aid (e.g. Pell grants, federal loans).

h) Scholarship MERIT Program

We understand the financial challenges students face when making the decision to pursue an
education in medicine. With average indebtedness for students attending public medical
schools approaching $150,000, new physicians are finding it increasingly difficult to choose
to practice in high-need communities in primary care specialties, which tend to have lower
salaries than non-primary care specialties. Some loan forgiveness/repayment programs, most
funded by federal and/or state funding sources, are available in the U.S. with terms typically
providing a year of forgiveness/repayment for each year served in a Medically Underserved
Area (MUA) or Health Professions Shortage Area (HPSA).

The UCR School of Medicine is proposing a novel “loan-to-scholarship” program, which
would attract to the medical school the most outstanding, mission-oriented future
physicians.

UCR medical students designated as awardees in a proposed Medical Education Reward
Incentive Track (MERIT) program will begin their medical education without the worry of
accumulating debt, as long as they fulfill the loan forgiveness requirements, thus solidifying
their intention to practice in underserved areas and making elective clerkship choices that
reinforce their intended career goals.

With endowed support selected students would receive a loan to cover all required university
fees not covered by other need-based financial aid sources for all four years of medical
school. These merit-based loans/scholarships –will be awarded to students from an
educationally and/or socioeconomically disadvantaged background, based on a holistic
profile that takes into account academic accomplishments, cultural competency and a
commitment to practice medicine in Inland Southern California. Additional criteria will
include: a demonstrated commitment to advance culturally responsive care and diversity
through community service, clinical volunteerism or research;

Preference will be given to those students with fluency in a second language in addition to
English. The student awardees will be selected by a committee of medical school faculty, and
chaired by Neal L. Schiller, Senior Associate Dean for Student Affairs.

UCR already has the infrastructure in place to implement a loan/scholarship forgiveness
program. Currently, the university has other scholarship/loan opportunities in non-medical
disciplines. If the loan recipient does not meet the requirements for loan forgiveness, then a
5% annual interest rate is applied to the loan balance, which is locked in for a period of three
years and adjustable every three years. UCR is proposing that this payback condition would
apply to School of Medicine loan/scholarship recipients if the student does not meet the
award criteria.

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The major requirements of the MERIT awards would be that the loans will convert to
outright scholarships – in essence, become forgivable – for students who practice in Inland
Southern California (Riverside, San Bernardino and Imperial counties) in the primary care
specialties of family medicine, internal medicine, general pediatrics or general
medicine/pediatrics, or in the short-supply specialties of obstetrics/gynecology, general
surgery or psychiatry.

For instance, this region would need to more than double the current number of physicians
in psychiatry by 2030 to match California’s ratio of these specialists to the population.

Loan forgiveness will be on a one-to-one basis; that is, for each year of medical practice in
accordance with the award criteria, one year of loan repayment would be forgiven. Loan
repayment programs typically begin following all residency training; in this program, we also
propose that loan forgiveness begin after students complete residency training, but add the
stipulation that practice be in one of the designated areas of need in our catchment area. For
awardees that enter a residency training program outside of the designated specialties, loan
repayment would start after graduation from medical school. The loan would also have to be
repaid if, after primary residency training, a student begins practice outside of Inland
Southern California.

The MERIT program will provide the financial incentive needed to recruit highly qualified
and service-oriented students for whom we already compete with private medical schools
able to offer extraordinarily generous scholarship support. Most importantly, it will keep
these students in Inland Southern California to practice medicine in this underserved region.
The following table illustrates how we propose structuring the program.

i) An Educational Innovation – The Longitudinal Ambulatory Clinical Experience

Ideally, medical education should reflect the nature of health care delivery in both content
and context, yet most traditional medical schools have continued to emphasize hospital-
centered clerkships for their third- and fourth-year medical students. The reality is that most
people who seek medical care do so in an ambulatory setting, with approximately two-thirds
of those seeing a primary care physician. The UCR medical school’s distributed model for
clinical training will entail partnerships with a variety of practice groups, community clinics
(including Federally Qualified Health Centers), and hospitals to provide students the
educational advantage of training with diverse patient populations in a variety of settings.
The UCR School of Medicine is developing a Longitudinal Ambulatory Clinical Experience
(LACE), which will be distinctive in spanning the second and third years of medical school,
and which will:

 Emphasize core clinical attributes (patient history taking, physical examination,
presentation, preventive care/wellness, doctor-patient interaction and
professionalism) and continuity of care,

 Provide students with a sustained mentor-mentee relationship with community-
based primary care providers, and

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 Bridge pre-clinical with clinical training and content.

Various models of the longitudinal ambulatory clinical experience are employed in a small
proportion of the nation’s medical schools, with these continuity experiences providing
students an exceptional opportunity for establishing relevant and meaningful contact with
patients, physician preceptors and other health care professionals and for enabling students
to preserve the patient-centered idealism with which they entered medical school. In the
UCR School of Medicine, second-year students will begin their longitudinal ambulatory
clinical experience seeing a panel of patients and being supervised by a physician. This
program will continue throughout the third year, preferably in the same office or clinic,
where they will continue to provide care, under supervision, to the same panel of patients.

LACE presents a number of educational and logistical challenges, including maintaining
educational quality across numerous clinical sites and effectively scheduling students with
their preceptors in a manner that enhances student contact with his or her “panel” of
patients (whose appointment schedules are likely to vary considerably).

In advance of the opening of the UCR medical school, we have assumed management of the
campus Medical and Health Careers Program, currently operated by the UCR College of
Natural and Agricultural Sciences with a portfolio of approximately 4,000 undergraduates.
This program is being broadened so that students receive holistic, individualized professional
development services to help them become stronger candidates for professional training
programs in medicine, nursing, pharmacy, dentistry, optometry and other health professions.
Services will continue to include application workshops, career advising, information
sessions on health care careers, and linkages to research and community-based activities. The
School of Medicine plans to significantly strengthen the peer mentoring aspect of the
program and focus on providing an individualized approach to advising that is similar to that
provided by the Medical Scholars Program. To ensure this approach, the program will report
directly to the Senior Associate Dean for Student Affairs, who also directs the Medical
Scholars Program.

With endowed student and scholarship pipeline support, the UCR School of Medicine will
go beyond traditional medical school student development approaches by building a
sequential and comprehensive pathway to inspire and transform the lives of young people in
Inland Southern California’s ethnically diverse school systems to become physicians.

“Imagining Your Future in Medicine” will be the theme that unites the UCR medical
school’s pipeline programs to address student needs that are distinctive at each phase of the
path toward becoming a physician – middle school, high school, community college,
university, and medical school. There will be continuity between the individual pipeline
programs; for example middle school students will be encouraged to continue their
participation through high school and into their undergraduate studies and medical school.

The medical school intends to welcome students into the pipeline at any juncture of their
educational pathway, recognizing that young people develop and act on their goals at

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different stages of their development. Once students join the pipeline, the medical school
will provide a seamless pathway for academic preparation and enrichment that prepares
students for entry into medical training and ultimately residency, particularly in primary care
and short-supply specialties, as illustrated below.

I. Research

Priority Name: School of Medicine Population Based
Health Outcomes, Cardiology,
College, School or Unit: Neurosciences & Cancer Research
Category:
Priority Aligned with UCR 2020 School of Medicine
Strategic Plan Goal(s):
Research

Revitalizing Communities

$15 Million to support University of California, Riverside School of Medicine
Population Based Health, Cardiology, Neurosciences and Cancer Research

Inspired by global, societal and our community needs, faculty research is needed in the
following areas:

 Population Based Health
 Cardiology
 Neurosciences
 Cancer

Cardiovascular disease, cancer and neurological diseases continue to disproportionately
affect countless Americans. Despite advancement in preventions and treatments, these
diseases remain the leading causes of mortality and carry an increasing burden to patients,
care givers and the health care system.

Research conducted on cardiovascular disease, cancer and neurological disorders are
particularly important to the School of Medicine; research into the critical role of
inflammation in the onset or progression of disease, and the molecular mechanisms of
central nervous system neurological disease is also vital.

Developing and linking our research with educators and future physicians will directly and
positively affect patient care in and around the Inland Empire and beyond.

Research in the area of population-based health is likewise essential. For the senior faculty
position in population health based outcomes, the School of Medicine plans to recruit a
nationally known researcher to launch and direct the Center for Promotion of Healthy
Communities (referenced below) the successful candidate will be charged with bringing to
the medical school additional faculty and professional researchers to build a core of expertise
in population health research, training, innovation and outreach.

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II. Capital/Facilities

Priority Name: School of Medicine Capital, Facilities
Equipment & Telemedicine
College, School or Unit:
Category: School of Medicine
Priority Aligned with UCR 2020
Strategic Plan Goal(s): Capital
Revitalizing Communities

$15 million to support University of California, Riverside School of Medicine Capital,
Facilities, Equipment & IT/Telemedicine

Cranes, bulldozers, and a corps of construction workers converged onto the UCR campus
several months ago signaling the ambitious School of Medicine Medical Education Building
expansion project designed to dramatically enhance the experience of medical students and
staff for decades to come.

The larger, modernized facilities are greatly needed not only to accommodate an increasing
demand for medical students but also to enhance education experience providing state-of-
the-art facilities that support training, facilitate study of new techniques and treatments,
and bring students closer to what they will experience at the patient’s bedside.

Although some of our early plans have been adjusted according to our budget, prudent fiscal
management, combined with careful cost cutting measures, have put us in a strong position
to finish on time and on schedule. However, we were forced to omit the medical education
entry way and foyer for the medical education building that was included in our early plans.

The medical education entry way and foyer for the medical education building is perhaps
one of the most important capital investments needed immediately. The foyer entryway will
give students their first and long-lasting impression of their future in medicine.

Additionally, the unique geographic and demographic circumstances of Inland Southern
California present the opportunity to build a medical school tightly aligned with regional
health care needs. The framework for addressing this aspect of the medical school mission
will be the Center for Promotion of Healthy Communities. The center will address the
health care challenges of Inland Southern California through innovative, research-based
approaches involving community partnerships, prevention and proactive health
screening/monitoring, and the design and implementation of novel health care delivery
models. Pilot projects will be undertaken to implement findings likely to have a positive
impact on disease prevention and treatment as well as health care access and delivery
systems.

Also planned is a Center for Healthy Aging, located at UCR’s Palm Desert Graduate Center.
As conceived, the center would provide selected clinical/consultative services to seniors,

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serving as a platform for educational and research activities for the medical school, and
developing innovative health care models applicable to geriatric medicine generally.
Discussions how the delivery of services at this particular location is continuing to evolve,
they might include lectures on health promotion, wellness programs that promote
appropriate exercise, diet, adult education/intellectual stimulation, and integrative medicine.

Finally, developing ambulatory in both the Riverside area and Desert area to train medical
students and medical residents, treat patients without regard to their ability to pay; develop
residency training programs and clinical clerkships in partnership with our affiliates are
essential in to rich educational experience for our students. These first ambulatory clinics
would additionally require a comprehensive IT and telemedicine infrastructure.

IT & Telemedicine surrounding our ambulatory clinics will involve a tremendous amount of
resources, planning and coordination, but will have far reaching rewards and benefits.

University of California, Riverside School of Medicine Impacts

We are proud of the specific, measurable and positive impacts that the UCR School of
Medicine will comprise including:

 Expansion of health care access to underserved populations through the training and
deployment in Inland Southern California of more primary care physicians.

 Fusion of intellectual resources and community action to improve the health of
people living in the region.

 Influx of additional federal research funds to fuel an expanded basic, translational
and clinical research enterprise, including population health research.

 Construction of facilities estimated at nearly $500 million over the next decade.
 Attraction of additional visitors to the region for medical school-organized meetings,

conferences and scientific symposia – visitors who will need lodging, restaurant
meals, local transportation and entertainment.
 Opportunities for new business development in the biosciences and high-tech
industries. The research enterprise of the medical school – building on an already
strong foundation of fundamental health sciences research – will help complete the
innovation pipeline from discovery to new business development to bedside.
 Creation of new jobs necessary to support annual enrollment of 320 medical
students, 170 residents and 160 graduate students by 2021.

National data suggest that Inland Southern California would experience a measurable boost
in economic development by the presence of a medical school. According to a 2007 report
of the Association of American Medical Colleges, every dollar spent by a medical
school/teaching hospital indirectly generates an additional $1.30 when it is “re-spent” on
other businesses or individuals, resulting in a total impact of $2.30 per dollar.6

6 Association of American Medical Colleges (2007). The Economic Impact of AAMC-Member Medical
Schools and Teaching Hospitals, 2005. Conducted for the AAMC by Tripp Umbach.

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Building the new University of California, Riverside School of Medicine in the diverse and
rapidly growing Inland Southern California region presents the unparalleled opportunity to
revolutionize physician training and develop a workforce with the principal mission to
deliver culturally competent, patient-centered, community-based care that will lead to a
healthier Inland Southern California population.

Beyond the clear social benefits of expanding medical education in Inland Southern
California, the medical school will create a new economic stimulus for the region. UC
Riverside’s economic impact on the state of California in 2006-07 was more than $1 billion,
with more than 70% of that impact in Riverside and San Bernardino counties.7 The School
of Medicine will stimulate additional positive benefits through the creation of new jobs,
direct spending by the medical school for capital development, goods and services, spending
by medical school employees and students, and the concomitant generation of additional tax
revenue.

National data suggest that Inland Southern California would experience a measurable boost
in economic development by the presence of a medical school. According to a 2007 report
of the Association of American Medical Colleges, every dollar spent by a medical
school/teaching hospital indirectly generates an additional $1.30 when it is “re-spent” on
other businesses or individuals, resulting in a total impact of $2.30 per dollar.8

Total Philanthropic Campaign Support:

Campaign Priority Campaign Funding
Required

1. Core Support $20 Million
2. Endowed Chairs, Professorships & Faculty $15 Million

Support $15 Million
$15 Million
3. Student Support & Programs $15 Million

4. Research
5. Facilities & Capital

Total Campaign Funding $80 Million

What is being undertaken by the UCR School of Medicine is truly transformative, and
critically necessary. For the first time, young people in our region and beyond will visualize
themselves as physicians committed to serving vulnerable patient populations while residents
living in Inland Southern California will be the direct beneficiaries of an expanded, culturally
competent primary care physician workforce.

7 UCR Facts and Impacts (2009), http://www.ucr.edu/about/pdf/facts.pdf.
8 Association of American Medical Colleges (2007). The Economic Impact of AAMC-Member Medical

Schools and Teaching Hospitals, 2005. Conducted for the AAMC by Tripp Umbach.

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