Imhotep Virtual Medical School Courseware

Guidebook

A product of the Institute for Minority Physicians of the Future

Designed, Developed and Curated by Marc Imhotep Cray, M.D.

… IMPF core strategy is to identify, inform, recruit, assist, advise and educate promising African-American,

Native-American, and 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.“Come on and chill with

us on the Atlantic Ocean during our annual retreat and at the same time learn what it means to become a

physician, healer, medical scientist and scholar in the 21st century” Native-American, and 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…

Imhotep Virtual Medical School Courseware Guidebook

Institute for Minority Physicians of the Future 2

Institute for Minority Physicians of the Future and IVMS Courseware- Executive Summary

The Purpose and Utility of Imhotep Online Medical School (an interactive pdf download)

One of my favorite proverbs

He, who does not know and knows that he does not know, is lost.

Help Him find Himself

He, who does not know and knows that he does know, needs love.

Love Him

He, who knows and does not know that he knows, needs a teacher.

Teach Him

And he, who knows and knows that he knows, is a master.

Listen to and Learn from Him

Mission Statement

THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE 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 a 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, and once in medical school, provide them with learning aids from

the best medical education communities around the world. 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.

Imhotep Virtual Medical School Courseware Guidebook

Institute for Minority Physicians of the Future 3

Vision Statement

THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE 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 underserved communities. Such communities are more frequently than not

overwhelmingly populated by racial/ethnic minorities.

Core Strategy

THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE’S core strategy is to identify,

inform, recruit, assist, advise and educate promising African-American, Native-American, and 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.

“Come on and chill with us on the Atlantic Ocean during our annual retreat and at the same time learn

what it means to become a healer, medical scientist and scholar in the 21st century “

Who is Dr. Cray?

Marc Imhotep Cray is a Physician (UMDNJ-New Jersey Medical School); Pharmacy School trained

Pharmacologist / Analytical Chemist, Addiction Medicine Specialist, Basic Medical Sciences (BMS) &

Black Studies Master Teacher, Medical Informatics Expert, Webmaster, Medical & Afrikan-Centered

Education Researcher.

·He is formerly Director of Office of Medical Education American International School of Medicine-

Georgetown, Guyana.

·Formerly Associate Professor of Basic Medical Sciences and Campus Curriculum Coordinator

International University of Health Sciences-School of Medicine-Saint Kitts, West Indies (only PBL

Medical School in the Caribbean at the time)

·Dr. Cray is an Expert PBL and Case-Based Learning Tutor / Facilitator

·He has a unique integrated fund of knowledge and eloquence in the seven traditional BMS with USMLE

Step 1 level proficiency in the “4 P’s”-Physiology, Pathophysiology, Pathology and Pharmacology

·Dr.Cray established the first BMS Curriculum Driven Introduction to Clinical Medicine-Clinical Skills

Center (ICM-CSC) in the West Indies

·Dr. Cray is an experienced Medical Web Developer, e-Professor / Online Lecturer

Imhotep Virtual Medical School Courseware Guidebook

Institute for Minority Physicians of the Future 4

·He is an author of several e-articles, e-books and e-magazines (e-Zine), USMLE Tagged Virtual Medical

School Courseware and RBG Communiversity Full CV Below

IMPF Background and Significance

Link to Our Research Project Page

Health disparities across racial and ethnic groups in the United States have been well

documented for over a century. These disparities have remained remarkably persistent in spite of

the changes in many facets of the society over that period. Despite dramatic improvements in

overall health status for the U.S. population in the 20th century, members of many African-

American populations experience worse health along many dimensions compared with the

majority white population (1). Because many minority neighborhoods have a shortage of

physicians (2) and less access to medical care, increasing the supply of minority physicians has

been proposed as an intervention that may help to ameliorate differences in health status...

Medical training for African-Americans first became a topic of policy debate in the United States

in the context of the post-Civil War south as a way to address the health needs of the African-

American community. Disparities between the health status of Whites and African-Americans

have been observed throughout American history. In the antebellum South, slave owners

documented health problems that threatened productivity, and pointed out health disparities

between African-Americans and Whites to reinforce beliefs that “biogenetic inferiority of

blacks” justified slavery (3). Conditions in the South after the Civil War were not dissimilar to

other post war periods, with many blacks left homeless – refugees in search of a place to live and

a way to make a living (4). Lack of food, water and sanitation exacerbated what had already been

extremely poor living conditions. The result was major outbreaks of pneumonia, cholera,

diphtheria, small pox, yellow fever and tuberculosis. Yet, very few white physicians were willing

to see black patients, and very few African-Americans could afford their fees. The education of

African-American physicians and other health professionals was seen as a necessary step to

improve the health of Blacks and to protect the public health of the communities where African-

Americans lived, primarily in the South. African-American medical schools were founded to

address this need. Against the backdrop of sociostructural and institutional racism and legal

segregation, Flexnor (5) echoed both social justice and public health arguments for training black

physicians in his famous report, with the underlying assumption that the best way to meet the

great health needs of black communities in the United States was by providing more black

physicians. His recommendation was to concentrate resources on two black medicals schools

(out of seven) that he believed had the best chance of meeting the standards being set for modern

medical training programs, Howard and Meharry. The preface to his recommendation reflects the

tension between the societal goals for improving access to care by training more black

physicians, while simultaneously maintaining an unstated goal and trend of restricting entry of

blacks into the profession (6). As recently as 1965, only 2% of all medical students were black,

and three-fourths of these students attended Howard or Meharry.

The human rights and civil rights movements, the assassination of Malcolm X, Martin Luther

King Jr., and a rash of urban riots and uprisings woke many White Americans up. And academic

medicine was one the first to respond to the wake-up call. Dr. Jordan Cohn, AAMC President, in

Imhotep Virtual Medical School Courseware Guidebook

Institute for Minority Physicians of the Future 5

his “Bridging the Gap” address, explains the consequences of these sociopolitical events most

eloquently.

“This brought about a significant rise in admissions of minorities to medical schools. This wasn’t

because of scores on the Scholastic Aptitude Test, grade-point averages and Medical College Admission

Test scores of minorities suddenly skyrocketing. Rather, academic medicine began to take affirmative

action to increase racial, ethnic and gender diversity in medical school classes. Enrollment of

underrepresented minorities in U.S. medical schools rose rapidly to about 8% of all matriculates by early

1970. Then progress stalled in the mid-1970s, with admissions remaining flat for the next 15 years. To

make matters worse, the fraction of individuals from the same groups in the U.S. population that were

underrepresented in medicine continued to grow during this period¾minority populations increasing

from 16% in 1975 to 19% in 1990.”

(Source: http://www.smdep.org/ Dr. Jordan Cohn’s AAMC President / Bridging the Gap)

"Increasing diversity of physicians might decrease disparities in

health by three separate pathways"

The first pathway is through the practice choices of minority

physicians, which may lead to increased access to care in

underserved communities. Since the 1970s and 1980s, when

minority students were first admitted to medical schools in large

numbers, a number of studies have examined the practice

patterns of minority physicians compared with white physicians.

Despite their differences, empirical analyses regarding the

practice location and patient population of minority physicians have been remarkable consistent.

Minority physicians tend to be more likely to practice in underserved areas and to have patient

population with a higher percentage of minorities then their white colleague (7-9). Evidence also

suggest that minority physicians tend to have a higher percentage of patient populations with

lower incomes and worse health status and who are more likely to be covered by Medicaid (10-

13).

The second pathway is through improvement in the quality of health

care due to better physician – patient communication and greater cultural

competency. The foundation of this hypothesis is that for many minority

patients, having a minority physician my lead to better health care

because minority physicians may communicate better and provide more

culturally appropriate care to minority patients. If minority physicians

provide high-quality care to minority patients along the interpersonal

dimensions of care, including doctor-patient communications and cultural

competence, this could result in higher patient trust and satisfaction. This

may in turn facilitate better health outcomes (14-21).

The third pathway by which increasing diversity in the health

professions might serve to decrease health disparities is through

improvements in the quality of medical education that may

accrue to medical students as a result of increasing diversity in

medical training. This would expose physicians-in-training to a

Imhotep Virtual Medical School Courseware Guidebook

Institute for Minority Physicians of the Future 6

wide range of different perspectives and cultural backgrounds among their colleagues in medical

school, residency and in practice. Such exposure may provide physicians with experiences and

interactions that will broaden their interpersonal skills and help in their interactions with patients

(22).At the same time minority populations are increasing, data from the American Association

of Medical Colleges show a marked decline in the number of African-Americans and Hispanics

admitted to medical schools (23). These declines coincided with two significant events. First, in

1995, the United States Court of Appeals for the Fifth Circuit in Hopwood v. Texas struck down

as unconstitutional an affirmative action program that had been placed in the University of Texas

law school. In doing so, the court effectively precluded higher education institutions as well as

other entities in the Fifth Circuit, which cover Texas, Louisiana and Mississippi, from taking

race or ethnicity into account in the admissions process. Secondly, the Regents of the University

of California banned the use of race as a factor in admissions. With the passage of Proposition

209, public higher education institutions in California are no longer free to consider race,

ethnicity or gender in admissions decisions, in recruiting programs, or even in planning and

implementing minority-targeted outreach activities, such as tutoring programs and educational

enrichment courses. California, Texas, Mississippi and Louisiana, these four states alone contain

35% of the minority population that remain underrepresented among medical students, and 75%

of those from the Mexican-American community.

REFERENCES

1. Kington, R.S., & Nickens, H.W. (2001) Racial and ethnic differences in health: Recent trends,

current patterns, and future directions. In America becoming: Racial trends and their

consequences, NJ Smelser, WJ Wilson, and F Mitchell. (Eds). Washington, DC, National

Academy Press.

2. Komaromy, M.; Grumbach, K., et al. (1996). The role of black and Hispanic physicians in

providing health care for underserved populations. New England Journal of Medicine; 334, pp.

1305-1310.

3. Savitt, L. (1985). Black health on the plantation: masters, slaves and physicians. In Sickness

and health in America, J. Leavitt & R. Numbers (Eds.) University of Wisconsin Press.

4. Summerville, J. Educating Black Doctors: a History of Meharry Medical College. University,

Alabama: University of Alabama Press, 1983.

5. Flexnor, A. (1910). Medical Education in the United States and Canada. Carnegie Foundation

for the Advancement of Teaching. Merrymount Press: Boston, MA.

5. Starr, P. The Social Transformation of American Medicine. New York: Basic Books, 1982.

7. Rocheleau, B. (1978). Black physicians an ambulatory care. Public Health Reports;

93(3):278282.

8. Lloyd, S.M., & Johnson, D.G. (1982). Practice patterns of black physicians: Results of a

survey of Howard University College of Medicine Alumni. Journal of the National Medical

Association; 74(2), pp. 129-141.

9. Keith, S.N.; Bell, R.M., et al. (1985). Effects of affirmative action in medical schools: A study

of the class of 1975. New England Journal of Medicine; 313, pp. 1519-1525.

10. Davidson, R.C., & Lewis E.L. (1997). Affirmative action and other special consideration

admissions at the University of California, Davis, School of Medicine. JAMA; 278(14), pp.

1153-1158.

Imhotep Virtual Medical School Courseware Guidebook

Institute for Minority Physicians of the Future 7

11. Moy, E.; Bartman, B.A.; & Weir, M.R. (1995). Access to hypertensive care. Effects of

income, insurance, and source of care. Archives of Internal Medicine; 155(14), pp. 1497-1502.

12. Cantor, J.C.; Miles, E.L., et al. (1996). Physician service to the underserved: Implications for

affirmative action in medical education. Inquiry, summer; 33, pp. 167-180.

13. Gray, B. Stoddard, J.J. (1997). Patient-physician pairing: Does racial and ethnic congruity

influence the selection of a regular physician? Journal of Community Health; 22(4), pp. 247-259.

14. Department of Health and Human Services OOMH. (2000). Office of Minority Health

national standards on culturally and linguistically appropriate services (CLAS) in health care.

Federal Register; 65(247).

15. Lavizzo-Mourey, R., & Mackenzie, E.R. (1996). Cultural competence: Essential

measurements of quality for managed care organizations. Annals of Internal Medicine; 124, pp.

919-921.

16. Coleman, M.T., Lott, J.A., & Sharma, S. (2000). Use of continuous quality improvement to

identify barriers in the management of hypertension. 17. American Journal of Medical Quality;

15(2) pp. 72-77.

17. Chinman, M.J.; Rosencheck, R.A.; & Lam, J.A. (2000). Client-case manager racial matching

in program for homeless persons with serious mental illness. Psychiatric Services; 51(10):1265-

1272.

18. Rosenbeck, R., Fontana, A., & Cottrol, C. (1995). Effect of clinician-veteran racial pairing in

the treatment of posttraumatic stress disorder. American Journal of Psychiatry; 152(4), pp. 5550-

5563.

19. Thom, D.H., Ribisl, K.M., Stewart, A.L., et al. Further validation and reliability testing of the

trust in physician scale. Medical Care; 37(5), pp. 510-517.

20. Saha, S., Komaromy, M. et al. (1999). Patient-physician racial concordance and the

perceived quality and use of health care. Archives of Internal Medicine; 159, pp. 997-1004.

21. Morales, L.S., Cunningham, W.E., & Brown, J.A. et al. (1999). Are Latinos less satisfied

with communication by health care providers? Journal of General Internal Medicine; 14, pp.

409-417.

22. Rathore, S.S.; Lenert, L.A. et al. (2000). The effects of patient sex and race on medical

students’ ratings of quality life. American Journal of Medicine, 108(7), pp. 561.566.

23. http://www.smdep.org/

For further study and research see: merican Health Dilemma: Race, Medicine, and Health Care A

in the United States.

E-mail comments to:

Marc Imhotep Cray, M.D.

drcray@imhotepvirtualmed.com

Imhotep Virtual Medical School Courseware Guidebook

Institute for Minority Physicians of the Future 8

IMHOTEP VIRTUAL MEDICAL SCHOOL COURSEWARE CAPSULE

An Institute for Minority Physicians of the Future Product

IVMS Quick Start

WHAT: IMHOTEP VIRTUAL MEDICAL SCHOOL

A digitally tagged and content enhanced replication of the United States Medical Licensure

Examination (Step 1, 2 or 3) Cognitive Learning Objectives. Hyperlinks are authoritative and

reliable public domain reusable learning objects(RLOs), along with well-done PowerPoint-

driven multimedia shows, comprehensive hypermedia basic medical science learning outcomes

and detailed, content enriched learning objectives.

Tools/methods include:

Illustrated HTML Notes and PDF

PPT Presentations /PPS

Concise, Cogent Word Doc

Mini-Tutorials

Animations, Simulations and Videos

Virtual Lavatories

Pictures, Images and Photos

Laboratory Slides and Micrographs

Concept Maps and Schematics

Case-Based Learning (CBL) Exercises

USMLE Mirrored Practice Examinations

Imhotep Virtual Medical School Courseware Guidebook

Institute for Minority Physicians of the Future 9

WHY: IMHOTEP VIRTUAL MEDICAL SCHOOL

IVMS will serve as a gold standard for undergraduate medical education classroom globalization.

ELEVEN (11) UNIQUE FEATURES AND ADVANTAGES that tower over anything available in the

contemporary Web 2.0 undergraduate (BMS) medical education community:

1.1. IMHOTEP VIRTUAL MEDICAL SCHOOL is courseware for independent study; amenable to

periodic updates as the professor’s IT savvy/teaching sophistication evolves and/or the students’

educational needs oscillate/advance

1.2. IMHOTEP VIRTUAL MEDICAL SCHOOL is interactive, inter-relational and versatile, i.e., capable

of being individualized in accordance with teaching objectives, professor preferences and/or student

learning styles.

1.3. IMHOTEP VIRTUAL MEDICAL SCHOOL is the ideal medical student independent study

companion because it’s multi-tool/methodology design and diverse tutor expert points of view cultivates

mastery learning, medical language fluency-building, improved academic performance and long-term

retention.

1.4. IMHOTEP VIRTUAL MEDICAL SCHOOL emits a positive energy that provides the student with

the zeal to develop and maintain good SDL (self-directed learning) habits.

1.5. IMHOTEP VIRTUAL MEDICAL SCHOOL provides the learner with detailed hypermedia study

plans and lessons; which when approached sequentially result in a progressive building of the students’

medical fund of knowledge in an integrated manner.

1.6. IMHOTEP VIRTUAL MEDICAL SCHOOL is developed and designed to facilitate the globalization

of the undergraduate medical education classroom for the purpose of internationalizing teaching and

learning excellence.

1.7. IMHOTEP VIRTUAL MEDICAL SCHOOL is upgradeable; including Online/E-lectures, Faculty

Lecture Archives, E-Board Reviews, Mock Board Exams and Computer-Based Testing (Assessment and

Evaluation Management System).

1.8. IMHOTEP VIRTUAL MEDICAL SCHOOL is particularly useful for medical students in subject

based pre-clinical curricula medical schools, because it is designed to bring the inter-related nature of the

Basic Medical Sciences (BMS) into the clear light of day (horizontal integration). And as a direct

extension, the curriculum provides a lens through which the student can clearly see the BMS foundations

of clinical medicine (vertical integration).

1.9. IMHOTEP VIRTUAL MEDICAL SCHOOL has created over 1,000 foundational RLOs (Reusable

Learning Objects) that serve to introduce core undergraduate medical education subjects, topics,

mechanisms and concepts across all basic science and clinical domains. These learning objects

concomitantly function as portals of entry into our “global medical school classroom”. These digital

classes are to be found all over the world, where all U.S. Medical Schools show-case their contribution to

educating and the training medical students. Our products reflects cutting-edge undergraduate medical

education methodologies and best evidence research data and resources. Consequently, with proper

regards and credits for a colleague’s intellectual property, contents can serve as excellent raw database

Imhotep Virtual Medical School Courseware Guidebook

Institute for Minority Physicians of the Future 10

source for academics to draw from in creating their own lecture notes, slide presentations and evaluations.

And, what is most, should you find an object particularly helpful to your personal learning style,

information regarding commercial versions is at your fingertips.

1.10. IMHOTEP VIRTUAL MEDICAL SCHOOL finally, and what is Trademark, data is always

couched in pearls of wisdom concerning

o CULTURAL COMPETENCY IN MEDICINE,

o MULTICULTURAL CURRICULUM INFUSION IN UNDERGRADUATE MEDICAL EDUCATION,

o MEDICAL ETHIC AND PROFESSIONALISM,

o HEALTH DISPARITY DATA AND RACIAL/ETHNIC MINORITIES AND THE POOR and

surrounded with pictorial snippets of professional medical education community experiences.

1.11. IMHOTEP VIRTUAL MEDICAL SCHOOL IS available in different versions depending on needs:

Premium Services Provided: Individualized Webcam facilitated USMLE Step 1 Tutorials with Dr. Cray starting at $50.00/

hr., depending on pre-assessment. 1 BMS Unit is 4 hr. General Principles and some Organ

Systems require multiple units to complete in preparation to successfully sit for USMLE Step 1.

An Integrated HIGH YIELD FOCUS in Biochemistry/Molecular/Cell Biology, Microbiology /

Immunology, the 4 P’s (Physiology, Pathophysiology, Pathology and Pharmacology) and

Introduction to Clinical Medicine is offered.

Individualized Webcam facilitated USMLE Step 2 Tutorials (CK and CS). Concepts in

EBM (Evidence Based Medicine), all Internal Medicine sub-specialties and Clinical Cores are

offered at the clerkship level.

All e-books and learning tools are provided at no additional cost.

Contact Dr. Cray Today for FREE Demo Session.

drcray@imhotepvirtualmedsch.com

Click here | in About US for demonstration mp3 and video talks (Review of the Autonomic

Nervous System)

Demonstration Step 1 Learning / Teaching Folder:

Cardiovascular System PowerPoint’s, Notes, Curves and Calculations

Join up and let's get to work.

Imhotep Virtual Medical School Courseware Guidebook

Institute for Minority Physicians of the Future 11

VISIT drimhotepTV|for Pre-Med Learning

Institute for Minority Physicians of the Future (IMPF) MCAT Preparation Program

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).

Imhotep Virtual Medical School Courseware Guidebook

Institute for Minority Physicians of the Future 12

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

Imhotep Virtual Medical School Courseware Guidebook

Institute for Minority Physicians of the Future 13

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 matriculates 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.

Imhotep Virtual Medical School Courseware Guidebook

Institute for Minority Physicians of the Future 14

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 My MCAT (A mediawiki powered, open community project to provide free

mcat resources for all students).

List of MCAT topics cover in IVMS Preparation Course

https://www.aamc.org/students/applying/mcat/preparing/

Biology, Chemistry and Physics PowerPoints for Download Compiled by Marc Imhotep Cray, M.D.

To guide your studies see: Medical College Admission Test (MCAT)-Content Outline for

Biological Science Section

Biology Power Points for download Alcohol [2]

Blood [2, 3, 4, 5]

Bones

The Brain [2]

Cell division [2]

Cell membranes [2]

Cell structures [2, 3, 4]

Cells [2, 3, 4, 5, 6]

Chromosome

Circulation [2, 3]

Cloning [2]

Digestion [2]

DNA [2, 3, 4, 5]

Ecology [2]

Electrophoresis

Endocrine and nervous system [2]

Environments [2]

Enzymes [2, 3, 4]

Feeding relationships

Fertilizers and Pesticides

Fish, Amphibians, Reptiles, &

mammals

Fungi

Gel Electrophoresis

Gene Function and Structure

Genetics [2, 3, 4, 5, 6, 7, 8]

Healthy Bodies [2]

Heart [2, 3]

Hedgerows and Monoculture

Hormones

HIV and AIDS [2]

Homeostasis of the body

Human health and disease

Inheritance [2, 3]

Immune System [2, 3]

Kidney

Kingdom [2]

Life Processes

Lipids

Lungs

Mendel's [2]

Meiosis

Monohybrid

Microbes

Microscope [2, 3]

Mitosis

Natural Selection [2]

Nerves [2, 3, 4]

Neurons

Nitrogen cycle [2, 3]

Nutrition [2]

Osmosis & Diffusion

Photosynthesis [2, 3, 4, 5, 6]

Population [2]

Plants [2, 3, 4, 5, 6, 7, 8]

Predators and prey

Proteins [2, 3]

Reproduction [2, 3, 4]

Respiration [2]

Scurvy

Sex Linkage

Sexual Differentiation

Simple Animals [2, 3, 4]

Smoking

Solvents

Structure Skeletal Muscle

Support and locomotion

Symbiosis [2, 3]

The Body

The Human Genome project

Temperature Regulation

Tobacco

Variation and mutation [2]

Vertebrates

Viruses [2]

Xerophytes

Imhotep Virtual Medical School Courseware Guidebook

Institute for Minority Physicians of the Future 15

Chemistry Power Points for download

To guide your studies see: Medical College Admission Test (MCAT)-Content Outline for

Physical Sciences Section

Acids & Bases [2]

Alkali Metals Lab

Alkanes and Alkenes Lab [2]

Atomic model

Atomic Size

Atomic Structure

Balancing [2]

Bohr's Model, Photons

Bonding [2]

Boyle's Law

Calcium Lab

Candle Lab

Cell Potential

Cell Types

Charles's Law

Chemsketch

Combined Gas Law

Combustion

Common Ion

Concentration

Conductivity Lab

Covalent Bonding

Crystals

Electro negativity [2]

Equilibrium Calculations

Equilibrium Law

Esters

Factor Label Method

Foods Lab [2]

Functional Groups

Galvanic Cells

Gas Stoichiometry

Heat of Combustion

Hess's Law [2]

Hybrid Orbitals

Hydrates Lab

Hydrocarbon Models

Hydrocarbon Naming [2]

Ideal Gas Law

Intermolecular Forces

Ionic Bonding

Isomers [2]

Ka, Acid Ionization

Kinetic Molecular Theory

Ksp Solubility

Kw, pH

Lewis Structures

Limiting Reagents [2]

Lone Pairs

Molar Mass

Molar Solutions

Molar Volume Lab

Molecular Formula

Naming [2, 3]

Naming Groups

Net Ionic Equations [2]

Neutralization

Nuclear Energy

Orbital Characteristics

Orbitals

Organic Synthesis

Partial Pressures

Percentage Yield

Periodic Table [2]

Periodic Trends

pH of Salts, Buffers

Physical Properties Lab

Proportions

Quantum Mechanics

Rates of Reaction

Reaction reversibility

Redox

Significant Digits

Solubility

Solubility Curves

Solubility Rules

Solutions

Stoichiometry [2]

Straw Lab

The Activity Series

The Collision Theory

The Mole

Thermo chemical Equations

Thermo chemistry [2]

Titration [2]

Transition State

Types of chemical reactions

VSEPR

Water Treatment

Weighing Gases Lab

Physics Power Points for download

To guide your studies see: Medical College Admission Test (MCAT)-Content Outline for

Physical Sciences Section

Acceleration [2]

Basic space

Circuits [2]

Color [2, 3, 4, 5, 6, 7]

How lightening works

Infrared

Ionizing Radiation [2]

LED

Reflection

Refractions, Lens, and Sight [2,

3, 4]

Resultant forces

Imhotep Virtual Medical School Courseware Guidebook

Institute for Minority Physicians of the Future 16

Density

Diffraction and Interference

Edison's Bright Idea

Electric Fields

Electrical Circuits [2]

Electricity [2, 3, 4, 5, 6, 7, 8, 9,

10, 11, 12, 13, 14, 15, 16, 17, 18,

19, 20, 21, 22, 23, 24]

Electrostatics

Emission spectra

Energy [2, 3, 4, 5, 6]

Fission and Fusion

Flight [2, 3]

Fluids

Forces and Motions [2, 3, 4, 5,

6, 7, 8, 9, 10, 11, 12, 13]

Fossil Fuels

Friction [2, 3, 4]

Gamma-Rays

Gravity [2, 3]

Heat [2, 3, 4, 5, 6, 7, 8, 9, 10,

11, 12, 13, 14, 15, 16, 17, 18, 19,

20, 21]

Lenses

Light [2, 3, 4, 5, 6, 7, 8, 9, 10]

Magnetism [2, 3, 4, 5, 6, 7]

Measuring and Recording

Data

Microwave

Modern Physics

Momentum and Impulse [2]

Motion [2, 3]

Nature of Science

Newton's Laws [2]

Optical Illusions [2, 3, 4, 5, 6,

7, 8]

Optics

Physics Intro, Kinematics,

Graphing

Potential & Kinetic Energy

Pressure, Momentum, and

Impulse

Projectile & Circular Motion,

Torque [2]

Projectile Motion

Properties of Matter

Quantum Physics General

Radio Waves

Radioactive Decay

Rainbows

Rutherford Scattering

Simple machines [2, 3, 4, 5, 6,

7, 8, 9, 10]

Sound [2, 3, 4, 5, 6, 7, 8, 9, 10,

11, 12]

Sound and light

Spectral lines

Spherical Mirrors

Starter conductors and

insulators

Static

Steps of The Scientific Method

Telecommunications [2, 3, 4]

Thermodynamics [2]

The Universe [2, 3, 4, 5, 6, 7, 8,

9, 10, 11, 12]

Transport

Two Source Interference

Two-Dimensional Motion

Ultraviolet

Vectors [2]

Waves [2, 3, 4, 5, 6, 7, 8, 9, 10,

11]

Work, Power, and Energy

Verbal Reasoning

Writing Prompts

Imhotep Virtual Medical School Courseware Guidebook

Institute for Minority Physicians of the Future 17

WHO WAS IMHOTEP Imhotep: Doctor, Architect, High Priest, Scribe and Vizier to King Djoser

(Full Web Page, including an multimedia and free e-Book download)

Background:

On Medicine in Old Egypt [Hamed A Ead]

Medicine in Ancient Egypt - The Asclepion/U. of Indiana (US)

Ancient Egyptian Medicine - Ancient Egyptian Virtual Temple

Medicine in Ancient Egypt Daily Life - Minnesota State Univ. at Mankato

For Every Malady Cure - (EG)

AIDS: Déjà Vu in Ancient Egypt? [RJ Albin]

About Horus [S Cass] - Encyclopedia Mythica

On the Eye of Horus,

What does the pharmacist's symbol "Rx" mean? - The Straight Dope

About the Step Pyramid (of Djoser)

A selected bibliography of Imhotep [R Rashidi],

About The Third Dynasty - TourEgypt

About the Physicians of Ancient Egypt - Per Sekhmet

Just What the Doctor Ordered in Ancient Egypt [I Springer] - Tour Egypt

Objects from the Collection of Ancient Egyptian Art at M.C. Carlos Museum/Emory Univ. (US)

Practical Egyptian Magical Spells [RK Ritner] - U of Chicago

Some Magical Amulets & Gems - U of Michigan/HTI

The Instruction of Ptahhotep (6th dynasty?)

The Papyrology Home Page [JD Muccigrosso]

The Papyrus Archive, including a Medical Prescription, at Duke Univ. (US)

Some brief notes on some famous Medical Papyri (Smith, Ebers, Kahun) ['marrya'] - (IE)

About the Hearst Medical Papyrus - Center for the Tebtunis Papyri, Berkeley (US)

The Edwin Smith Surgical Papyrus - Cyber Museum of Neurosurgery (US)

Imhotep Virtual Medical School Courseware Guidebook

Institute for Minority Physicians of the Future 18

About the Smith and Ebers Papyri – CrystalLinks

About the Edwin Smith Sugical Papyrus [RH Wilkins] - via AANS

Surgery on papyrus [B Morris] - StudentBMJ

An Overview of the Manuscript Collection at the Bibliotheca Alexandrina, and CultNet - Cultural Heritage in the

Digital Age

A Classified Bibliographical Database of Ancient Egytian Medicine and Medical Practice [PA Piccione]

Surgical tools found in 6th dynasty tomb - ArabicNews.com

Papyrology Links - UMich [Photo] Brief Note on the Discovery of Raised Bread - ARIGA

Earliest Egyptian Chemical Manuscripts [prepared by HA Ead]

Electronic Printed/Web-published material - Ruprecht-Karls Universität, Heidelberg (DE)

About the Alexandrian School (Herophilos, Erasistratos) - Univ of Virginia (US)

Marc Imhotep Cray, M.D. Curriculum Vitae

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, informatics, curriculum

development, course management systems i.e. blackboard and webCT

Imhotep Virtual Medical School Courseware Guidebook

Institute for Minority Physicians of the Future 19

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.

Imhotep Virtual Medical School Courseware Guidebook

Institute for Minority Physicians of the Future 20

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.

Imhotep Virtual Medical School Courseware Guidebook

Institute for Minority Physicians of the Future 21

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, NJ

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

6/1980

Imhotep Virtual Medical School Courseware Guidebook

Institute for Minority Physicians of the Future 22

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

Imhotep Virtual Medical School Courseware Guidebook

Institute for Minority Physicians of the Future 23

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.

SELECT 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

Imhotep Virtual Medical School Courseware Guidebook

Institute for Minority Physicians of the Future 24

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

P¬agonists; in biological fluids clenbuterol as a model. Presented at the annual meeting of the American

Academy of Forensic Sciences, Orlando, Fl, 1999.

Credentials

Imhotep Virtual Medical School Courseware Guidebook

Institute for Minority Physicians of the Future 25

Imhotep Virtual Medical School Courseware Guidebook

Institute for Minority Physicians of the Future 26

Imhotep Virtual Medical School Courseware Guidebook

Institute for Minority Physicians of the Future 27

Imhotep Virtual Medical School Courseware Guidebook

Institute for Minority Physicians of the Future 28