Miami Dade College’s Medical Campus is located in the heart of Miami’s medical district and offers a variety of associate degree programs as well as certificate programs in healthcare. Each year, more than 7,000 students are guided by a devoted team of faculty who are experts in their field. These programs prepare students of all ages, backgrounds, and abilities for high skill, emerging careers in a relatively short amount of time. Living up to its commitment to excellence, the academic staff integrates students’ classroom learning with unique opportunities to participate in clinical experiences at healthcare facilities, as well as community service initiatives designed for students’ enrichment and the development of the community.
 
Some of the two-year associate in science degree programs offered include Clinical Laboratory Sciences, Emergency Medical Services, Nuclear Medicine, and Health Information Management. Two of the short-term certificate programs include Massage Therapy and Medical Coder Biller Specialist, just to name a few.
 
The Clinical Laboratory Sciences program prepares students to work as part of the health care delivery team in a hospital, private clinical laboratory, or research laboratory. The students acquire extensive knowledge of chemistry, microbiology, serology, hematology, urinalysis, and blood bank practices.
The Emergency Medical Services program provides learning experiences that enable the student to acquire and assimilate the necessary technical competencies to function effectively as a supportive health care provider in the pre-hospital environment. Before entry into the Emergency Medical Services Degree program, students must complete the training as a First Responder, Emergency Medical Technician, and Paramedic.
 
The Nuclear Medicine program prepares students to administer radioactive materials into the human body that are detected by an imaging device known as a gamma camera. The students learn to prepare and administer the tracer radiopharmaceuticals to the patients and record the images using computerized detection systems. Nuclear Medicine Technologists are employed in hospitals, outpatient diagnostic imaging centers, and private physician offices.
 
Health Information Management professionals are in demand in a variety of health care settings. They are experts in health data collection and analysis. The Health Information Management program prepares students to interpret and process health information for research and data collection. Management of computerized health information is emphasized in the curriculum.
 
The Massage Therapy program teaches students therapeutic massage and the manipulation of the soft tissue structures of the body to promote health and wellness. Students also learn to apply manual techniques and adjunctive therapies. The program trains individuals for self-employment and employment in an array of public and private settings, including resorts, physician offices, hospitals, fitness centers, spas, and many more.
 
The Medical Coder-Biller program prepares students to translate diagnoses and procedures into numerical designations (codes). The program involves coding, classifying, and indexing diagnoses and procedures for the purpose of standardization, retrieval, and statistical analysis. The student will also be trained to prepare and file insurance claim forms for reimbursement.


Medicine advances when people volunteer to participate in clinical trials, yet many clinical trial sites fail to enroll a single patient, resulting in wasted time, money and resources in bringing new treatments to market. In fact, studies have shown that approximately half of all clinical research sites enroll one or no patients in their studies, a trend dubbed “zero enrollment.” At a recent national industry conference (Drug Information Association), I presented strategies that investigator sites can employ to limit the number of failed research sites due to zero enrollment, and to improve site efficiency and communication of quality data between sponsors and investigator sites.
 
Consequences of zero enrollment can be devastating to the investigator site, the sponsor, and ultimately to those who would benefit from new, approved drug therapies and treatments. For the investigator site, failure to enroll a single patient results in uncompensated labor costs, wasted time and resources, and a tarnished reputation with the sponsor. For the sponsor, zero enrollment at a site causes the study to fall behind schedule, resulting in a substantial financial loss. Studies show that sponsors lose up to $8 million each day a drug is delayed from market.
 
Successful clinical trials often hinge on a few best practices. Investigator sites can set themselves on a path to success by adopting these strategies:
 
Think before you act. One reason why sites fail to enroll patients is that, too often, sites are selected based on where the investigators are located rather than where the patients are. Once a trial site has been fully activated by a sponsor, an inordinate amount of time and money can be wasted trying unsuccessfully to recruit patients where there are none. Investigator sites can improve efficiency by conducting a thorough feasibility of their available patients by searching their active database study before accepting a protocol.
 
Make the right decisions early in the process. A well-designed feasibility assessment can bring critical factors to the forefront and help an investigator site know when to accept or reject a protocol. Read and dissect a protocol in depth before you agree to get involved. Evaluate if your site is capable and has access to perform required procedures and that the Investigator agrees with the clinical requirements of the study design.
 
Put the work in on the front end. If a site does accept a clinical study, provide a standard work-flow, identify protocol barriers, and set realistic projections.
 
Track and measure performance. Investigator sites must track and measure the study’s performance and plan to make critical adjustments along the way. Select metrics that are meaningful to the sponsor and that can be improved upon, and use the data to improve decision-making, alter staff ratios, and communicate with sponsors. Metrics to consider tracking may include: planned verse actual enrollment; enrollment rate; retention of subjects; number of queries; query resolution time; screen failure rate; percentage of evaluable subjects; and start-up time.
 
Be transparent. Two-way, ongoing communication between the research sponsor and the investigative site is critical to the success of any clinical trial. Provide a high level of transparency into your study performance metric to get a quick dash-board view that is easily interpreted.
 
Sites that dedicate time up front on feasibility assessments will yield rewards on the back end. By creating site metrics to measure performance and allowing results to guide the improvement of inefficiencies, investigator sites will avoid the pitfalls of zero enrollment, build lasting partnerships with study sponsors, and make a positive contribution to the advancement of medicine.        
 


The health care industry continues to experience growing pains as it strives to implement information technology (IT) solutions to manage its growing data needs. Health care organizations need to have an electronic health record (EHR) system up and running or face the risk of stringent penalties by 2015. The Bureau of Labor Statistics states that during 2012 to 2014, the HIT job market will grow approximately 24% each year. Dice.com states that during 2011 to 2012, HIT jobs increased by18%, and health data positions are expected to grow over 20% from 2010 to 2020.
 
The federal government through its Office of the National Coordinator (ONC) for Health Information Technology (HIT), U.S. Department of Health and Human Services will spend approximately $118 million during 2010 to 2015 to train nearly 40,000 HIT workers to fill the increasing demand for health care savvy IT workers.
 
HIT skills include both clinical and managerial aspects. A combination of IT skills and how health care organization function are necessary for success in the fast paced HIT marketplace. Managing IT projects including systems, networks, and data systems are core functions expected of health care IT professionals. Managing projects such as implementing an EMR are highly sought after skills.
 
According to Richard Katz, CEO HRMS, West Hollywood California, the number one set of skills for HIT professionals is project management. Biomedical Informatics includes database management, management information systems skills, telecommunications skills and project management skills. Project management skills have been employed for thousands of years. When the pyramids were built they didn’t just put some blocks together, they developed a plan that addressed the scope, had a set amount of time to complete the project, and had a budget. The HIT project management team usually consists of well-trained individuals who complete the tasks that make the finished project a success. Scope, time, budget, and quality are crucial elements for HIT project managers. The project management processes include initiating, planning, executing, monitoring and controlling, and closing. Project management knowledge areas include: integration; scope; time; cost; quality; human resources; communications; risk; procurement; and stakeholder management.
 
As an assistant professor at Nova Southeastern University’s (NSU) College of Osteopathic Medicine’s (COM) Biomedical Informatics Program (M.S.B.I.), I am frequently asked, what skills students will learn in NSU’s M.S.B.I. Program. When I explain that students take required courses such as Management Information Systems in Health Care and Clinical Decision Support Systems to build knowledge and skills in the areas HIT, and Information Systems Project Management in Health Care where students learn project management science, they are pleased, and seem eager to learn more about the NSU M.S.B.I. Program.
 
 


John McFadden, Ph.D., has been named interim dean of Barry University’s College of Health Sciences by Provost Linda Peterson.
 
“We are delighted that Dr. McFadden has agreed to take on the role of interim dean of the College during this important transition,” Dr. Peterson said. Dr. McFadden replaces Pegge Bell, PhD, RN, who retired from the dean position this summer.
 
Dr. McFadden, who has been at Barry since 1998 when he was an adjunct faculty member, received his PhD in Nursing from Barry in 2008. Prior to this appointment, he was the director of the anesthesiology program from 2005 to 2008, and most recently served as the associate dean and chair for the Division of Clinical and Administrative Health Science Programs. He successfully expanded the College’s use of distance learning technology to offer programs in multiple locations throughout Florida, meeting the state’s demand for more health care professionals. In 2008, he was named Program Director of the Year by the American Association of Nurse Anesthetists (AANA).
 
As an associate professor, Dr. McFadden has taught a variety of courses in Barry’s anesthesiology, biomedical sciences, and podiatry programs. He has served on numerous University committees, including faculty welfare, information technology, intercultural activities, and institutional effectiveness. Dr. McFadden also played a key leadership role in the recent establishment of the College’s classroom and office space in Hollywood, Florida.
 
Dr. McFadden has served on numerous national committees and on the boards of professional organizations, including his recent completion of a term on the board of directors of the AANA. He has published his work in peer-reviewed journals and book chapters, and lectures extensively, both nationally and internationally, on evidence-based practice, health care leadership, bioethics, and clinical anesthesia. Dr. McFadden has two decades of experience in accreditation, serving as both a surveyor and consultant for hospital and professional educational accrediting bodies.
 
“It is my honor to be serving in this position for Barry,” Dr. McFadden said. “I realize this is a unique opportunity to expand my work with our talented faculty, staff, and student body.”
 
Dr. McFadden earned a bachelor’s degree in nursing from Gwynedd-Mercy College in Pennsylvania. He holds master’s degrees in nurse anesthesia and health care administration from St. Joseph’s University in Philadelphia and a master’s degree in nursing from the University of Tennessee.
 
As the interim dean of Barry University’s College of Health Sciences, Dr. McFadden now oversees the administration of nearly 20 degree programs and specializations. The College offers undergraduate degrees in cardiovascular perfusion, clinical biology, and nursing; master’s degrees in anesthesiology, biomedical sciences, clinical biology, health services administration and public health, nursing, and occupational therapy; the PhD in nursing; and the Doctor of Nursing Practice.
 
“Our goal is to prepare the next generation of health care leaders who are able to confidently address the challenges of our system and the unique needs of our patients,” Dr. McFadden said.
 
 
 


Currently, holders of an entry level Certified Respiratory Therapist credential (CRT) issued by the National Board of Respiratory Care (NBRC), are eligible to practice in the United States. However, the advanced level Registered Respiratory Therapy (RRT) credential has become the entry requirement by most hospitals nationwide. The latter has created urgency for CRTs to finish the educational courses required to become RRT eligible.
 
As early as 2007, The American Association for Respiratory Care has concentrated efforts in identifying the new roles and responsibilities of a Respiratory Therapist for the year 2015 and beyond. A motion was set forth to establish the RRT credential as the entry level Standard of Practice. Between 2008 and 2010, the AARC held different meetings related to changes in health care geared to diminish cost and improve quality of service, and for the implementation of an educational plan to ensure that RTs acquire the knowledge, clinical expertise and the demeanor to be in compliance with the demands of an advanced level practitioner.
 
Credentialed RRTs have obtained the knowledge and skills necessary to perform assessment-based care, and design, evaluate and implement critical, floor, and home care respiratory therapy protocols. In turn, this knowledge allows for more autonomy in their scope of practice and has earned them the recognitionof the medical staff, Registered Nurses, Physical Therapists, government regulators, and third party payers. In addition, the prestige and financial rewards for Respiratory Therapists at the state and national level will gain momentum as the number of RRTs increases, and the CRT credential disappears. Finally, an RRT credential is fast becoming the prerequisite for candidates aspiring to supervisor, educator, and management positions within the profession.
 
Florida National University (FNU), in its constant effort to assist the community it serves, is following the recommendations received from Respiratory Care Department Directors from several health care facilities in Miami-Dade, Broward and Monroe counties. Also, FNU follows recommendations from its Advisory Board as well as the guidelines of the National Board for Respiratory Care (NBRC) and the American Association for Respiratory Care (AARC), and to this effect has created an admission procedure that will provide an alternative to facilitate active CRTs who aspire to complete their educational requirements mandated by the NBRC to become eligible to challenge the RRT credentialing
exams.
 
Other benefits from earning an RRT credential include the possibility of getting a higher salary and expanding the scope of practice as well as the enhancing worth of the individual. Our Respiratory Therapy Program is accredited by the Commission on Accreditation for Respiratory Care (CoARC) and by the Southern Association of Colleges and Schools Commission on Colleges (SACS-COC). FNU will pursue the possibility of partnering with local force work boards to provide to practicing CRTs with the possibility of obtain financial assistance to complete and meet NBRC requirements to earn their RRT credential.