Browsing by Subject "Rural Health Care"

Now showing 1 - 3 of 3
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    Interview with James Boulger
    (University of Minnesota, 2016) Boulger, James; Tobbell, Dominique
    James Boulger begins the interview discussing his educational background. He briefly discusses his first academic job at the new Medical College of Ohio at Toledo in the late 1960s and his decision to move to the University of Minnesota-Duluth (UM-D) Medical School in the early 1970s. Boulger describes the work done to get the school ready for the first class of students; the experiences of the charter class; and the experiences of the faculty—including the challenges they encountered—running the medical school in its first few years. He discusses the different expectations and priorities of the UM-Twin Cities Medical School and its faculty compared to the expectations and priorities of the UM-D Medical School and the state’s rural clinicians and legislators. Boulger discusses the move on the UM-D campus to unionize the faculty; the establishment of the first curriculum and the Department of Family Medicine at UM-D Medical School; various UM-D Medical School deans; the decision by the UM-D Medical School to use community physicians as clinical faculty; and the responsibility of a land-grant university to the people of Minnesota. Next, Boulger discusses Robert Carter’s departure as first dean of UM-D Medical School, the appointment of Arthur Aufderheide as interim dean, John LaBree as dean, and Boulger’s term as interim dean. Boulger describes the strategies that were used to recruit students committed to family medicine and rural practice and the strategies used to recruit Native American students to UM-D Medical School; and reflects on the changes in family medicine in rural and urban practice settings over the past forty years, particularly in terms of what procedures family medicine physicians are performing. Boulger goes on to discuss the relationship between UM-D Medical School and the Duluth area hospitals—Miller-Dwan Hospital, Saint Mary’s Hospital, and Saint Luke’s Hospital—and the establishment of the graduate medical education at these hospitals; the relationship of the medical school to the rest of the UM-D campus; and how the UM-D Medical School faculty balance their teaching, research, and service responsibilities and expectations and whether the balance of those expectations changed once the Duluth and Twin Cities campuses merged. Next Boulger discusses his second two tenures as interim dean. During his second stint, Boulger describes dealing with difficult retrenchments, while during his third stint, he describes trying to marshal support to convert UM-D to a four-year medical school. Boulger next discusses the establishment of the Center for Rural Mental Health Studies, telemental health, and telemedicine; and the Rural Medical Scholars Program.
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    Interview with Paul Quie
    (University of Minnesota, 2011-03-21) Tobbell, Dominique A.; Quie, Paul
    Paul Quie begins by discussing his background, including his childhood, why he went into medicine, his education, and being drafted into the Navy. He discusses his experiences as a student at Yale Medical School, as an intern at the Minneapolis General Hospital, as a pediatrician in the Navy, and doing research at the Rockefeller Institute in New York in the early 1960s. He describes medical developments in the 1950s; the environment in the UMN Medical School in the 1950s; the American Legion professorship; his research; collaboration between Pediatrics, Medicine, and Surgery in the 1960s; the UMN Pediatrics Department; the College of Medical Sciences deans; the faculty practice issue and Robert Howard; leadership at the UMN health sciences; the strict full-time model in Pediatrics in the 1960s; the relationship between the UMN and private practitioners in Minneapolis and St. Paul; the effort to establish a second medical school in the Twin Cities; and the establishment of the Department of Family Practice at UMN. He also discusses medical specialization in the US; the establishment of the Children’s Hospital; the medical school curriculum revisions in the 1960s; the reorganization of the health sciences in the 1960s; the Korea Project; the Program in Human Sexuality; the pediatric infectious diseases program at Red Lake at the Indian Reservation; the transsexuality program in the late 1960s and early 1970s; the appointment of Konald Prem as chair of the Department of Obstetrics and Genecology in 1976; retrenchments in the early 1980s; the NIH; the early history of HIV/AIDS; the Center for Bioethics; and the Rural Physician Associate Program. He talks about Lewis Thomas; Irvine McQuarrie; John Anderson; Harold Diehl; Robert Howard; Neal Gault; Lyle French; John Westerman; Richard Chilgren; his brother, Al Quie; and Jack Verby.
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    Interview with Randall D. Seifert
    (University of Minnesota, 2013-08-05) Klaffke, Lauren E.; Seifert, Randall D.
    Dr. Randall Seifert begins his interview by describing his early life and education, including his pursuit of a Pharm.D. and a postdoc in pharmacokinetics at the University of Minnesota. He then discusses his work in North Dakota. He reflects on changing trends in pharmacy hospital practice, ways to build sustainable clinical practices, and problems pharmacists face in smaller communities. He then describes the various positions he held in Southern California, particularly his work for California Clinical Trials and Health Net. He then describes his return to the University of Minnesota in 2005, including his work on the implementation of medication therapy management benefits for the City of Duluth and it adoption by U-Plan at the University of Minnesota. He then discusses the following topics: relationships between the Twin Cities and Duluth campuses of the College of Pharmacy; current trends in pharmacy education; efforts to recruit Native American students; his work with Marilyn Speedie and her leadership as dean; Frank Cerra’s leadership as vice president of the Academic Health Center; relations between medical and pharmacy students at UMN Duluth; collaborations between schools and colleges in the health sciences; and his work with the State Legislature. He concludes with his ideas for interprofessional communication in education.