Courses of Instruction I

Student Curriculum
Conjoint Courses
ANATOMY AND NEUROBIOLOGY
ANESTHESIOLOGY
BIOCHEMISTRY
CARDIOTHORACIC SURGERY
DERMATOLOGY
EMERGENCY MEDICINE
FAMILY MEDICINE
GENETICS AND GENOMICS

COURSES OF INSTRUCTION II:
MEDICINE / MICROBIOLOGY / NEUROLOGY / NEUROSURGERY /
OBSTETRICS AND GYNECOLOGY / OPHTHALMOLOGY / ORTHOPAEDIC SURGERY /
OTOLARYNGOLOGY / PATHOLOGY AND LABORATORY MEDICINE / PEDIATRICS / PHARMACOLOGY AND EXPERIMENTAL THERAPEUTICS /
PHYSILOGY AND BIOPHYSICS

COURSES OF INSTRUCTION III:
PSYCHIATRY / RADIOLOGY / REHABILITATION MEDICINE /
SOCIO-MEDICAL SCIENCES AND COMMUNITY MEDICINE / SURGERY /
UROLOGY / DIVISION OF GRADUATE MEDICAL SCIENCES

Professional Objectives

Upon graduation, every student is expected to attain:

• a grounding in basic science that will allow them to keep pace with the rapid advances in science relevant to medicine;
• the motivation, skills, and intellectual resources to be lifelong learners;
• concepts, principles, and practices associated with the ethical and honorable practice of medicine;
• an appreciation for the principles of preventive medicine such as fundamentals of diet and exercise as well as the broader public health perspective; and
• a dedication to advocacy on behalf of their patients at both clinical and societal levels.

The following objectives are designed to measure the attainment of the goals:

Patient Care Students are expected to:

• obtain competent and reliable histories using appropriate interview techniques;
• perform appropriately focused and accurate physical examinations;
• analyze clinical problems and identify relevant issues;
• develop differential diagnoses and evaluation plans;
• employ laboratory tests and imaging technologies in a cost-effective manner;
• integrate and apply data to the management of clinical problems;
• formulate management plans that consider cultural issues in formulating treatment regimens and assessing compliance.

Medical Knowledge Students are expected to:

• demonstrate a fund of knowledge appropriate for academic level;
• demonstrate independent learning from the literature.

Interpersonal and Communication Skills Students are expected to:

• communicate effectively with the most diverse of patient populations; 
• establish trust and communicate well with patients and colleagues;
• reliably and effectively contribute to the health care team;
• deliver effective oral presentations;
• provide clear and accurate patient write-ups.

Professionalism Students are expected to:

• exhibit professional behavior appropriate to their level of training;
• assess and address own learning needs;
• assume an appropriate level of responsibility for patient care and follow up.
• advocate on behalf of patients on both clinical and societal levels.

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Student Curriculum

The curriculum is designed in a traditional preclinical (first two years) and clinical (second two years) pattern. Two of the preclinical courses, Integrated Problems (IP) and Introduction to Clinical Medicine (ICM), begin in the first week to anticipate the transition to the clinical years. Integrated Problems is conducted in a small group, problem-based learning format. It is a student-centered course in which student participation, cooperative group learning, problem solving, and integration of information from concurrent courses are primary features. Introduction to Clinical Medicine is based predominantly in primary care settings where student-to-faculty ratios are as small as 1:1. In the first year, the students explore both the various aspects of the doctor-patient relationship and the relationship of medicine to some of the broader, social issues of our time. In the second year of ICM, communication skills are reinforced and techniques of physical examination are introduced so that students are appropriately prepared for their third-year clerkships. 

Within this larger framework, courses are offered in the traditional biologic disciplines in a stepwise manner. In the first year, Gross Anatomy and Histology emphasize the structure of the human body. Biochemistry, Physiology, and Endocrinology underscore the mechanisms of normal function. Neuroscience, Immunology, and Genetics provide important information from perspectives that are currently in the forefront of medical science. Psychiatry and Essentials of Public Health present, respectively, the spectrum of human development and social organizations in which people participate as professionals, patients, and citizens.   

The first semester of the second year is composed of the traditional courses in Microbiology and Infectious Diseases, Pharmacology, and Pathology. The second semester is devoted to an interdisciplinary course, Biology of Disease, and a course in Psychiatry. Biology of Disease is a systems-based patho-physiology course in which emphasis on the clinical sciences is closely integrated with the basic sciences. 

The third year is the principal clinical clerkship year and is composed of clerkships in Family Medicine, Medicine, Surgery, Obstetrics and Gynecology, Pediatrics, and Psychiatry. Directly supervised clinical work occurs in multiple settings including the medical center hospitals, community hospitals, community health centers and physicians’ offices.

The fourth year is composed of required, four-week courses including Geriatrics, Neurology, Radiology, and a subinternship. The remaining 20 weeks of electives may be scheduled at each student’s discretion. 

Each division and department of the School of Medicine offers a number of electives. These may embrace a spectrum of activities ranging from lectures, seminars, and other formal coursework to clinical instruction or supervised individual research. The final elective program for any given student is developed in conjunction with a faculty adviser with whose advice, guidance, and approval the student develops his or her specific program. Electives may include formal coursework in other Schools and Colleges of Boston University and other approved educational institutions in the Boston area or elsewhere. Clinical and research electives in other medical schools or medical-school-affiliated hospitals in this country or abroad are permitted after the division or department at the Boston University School of Medicine has confirmed the educational value of the elective and has given its formal approval.

The School of Medicine participates in the Community Partnerships Program which is a joint program with Northeastern University, The Department of Health and Hospitals of the City of Boston, and several neighborhood health centers in which students spend a significant portion of curriculum time learning within neighborhood health centers and their communities. Many of the courses or parts of the courses described above may be fulfilled through this program. The health centers and communities may be viewed as an extended campus that provide relationships and experiences for students over the four-year curricular continuum. The Introduction to Clinical Medicine courses, sections of the Integrated Problems Course, sections of the required third-year clerkships, plus specific fourth-year electives are sequenced in an integrated, multidisciplinary fashion.

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Conjoint Courses

The nervous system is approached from the point of view of anatomy, physiology, and neurology. In the anatomy practical classes, brains and spinal cords are dissected, and cytology of neurons, together with the distribution of the more important tracts, are studied in microscopic sections. Practical classes and demonstrations are also held which deal with selected aspects of the physiology of the nervous system and with clinical correlation. Thus, the course presents an integrative concept of the central nervous system and its functions. Dr. Sandell and associates

Second Year Biology of Disease

This course is a systems-based, pathophysiology course. There are a total of twelve instructional blocks. The individual blocks are internally organized by a block manager who uses faculty from several basic science and clinical departments to provide an integrated educational experience. Students learn systemic pathology and clinical pharmacology. The course emphasizes anatomic, biochemical and physiologic principles. The faculty reinforce the case approach in clinical medicine, which involves the thought process in approaching clinical problems, the means by which clinical information is obtained, the vocabulary used in the clinical setting, and knowledge of specific disease entities.

First and Second Years  Integrated Problems

This course, which incorporates problem-based learning, uses clinical problems to stimulate student thinking and learning of the natural and social sciences. The material to be learned is part of the subject matter of concurrent, traditional courses. Students participate in small groups of 6–8 each and are expected to identify the problems in the cases to be investigated and to develop a cooperative system of finding and sharing the information needed to understand the problems. The faculty for the course are derived from virtually every department in the school and work as facilitators with their individual groups to be sure that each member of the group is participating and learning. The groups meet once a week throughout the first two years. Dr. Rogers and Dr. Shaw, Coordinators

Introduction to Clinical Medicine A set of courses to be offered over a two-year continuum. ICM-1 develops student skills and understanding of the doctor-patient relationship. Issues that will be explored will include the ethical principles of the relationship, the subjective experience and meaning of the encounter, the meaning of professional identification, and the socio-cultural issues of effective relationship. ICM-2 emphasizes adult and pediatric interviewing and physical examination including the ability to present, orally and in writing, a patient profile that uses a bio-psycho-social construct. Dr. Stanfield, Coordinator ICM-1 and ICM-2

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Graduate training in the Department of Anatomy & Neurobiology is focused in two major areas: (1) Systems/Cognitive Neuroscience and (2) Foundations of the Anatomical Sciences. The first area centers on the investigation of the structure and function of cerebral systems—from cells to behavior to neuroimaging—in animal models of normal development, prenatal malnutrition, brain plasticity, cerebrovascular disease, and normal aging. A major emphasis includes the study of developmental disorders, and in particular, autism and Williams’s syndrome. Specific areas of research include the neural basis of age-related impairment in memory and executive function; neurobiological bases of language and behavioral dysfunction in autism; electrical and morphological properties of neurons; structural and chemoneuroanatomy of the spinal cord, retina, hippocampus, and basal ganglia; neurobiology of sleep and circadian rhythms; neurobiology and neuropsychology of alcohol and cocaine abuse; development of visual cortex and retina; neurobiology of cell death signaling; gene expression in successful vs. unsuccessful aging; functional neuroimaging, and neurobiological consequences of hypertensive cerebrovascular disease. The second area centers on the education of students in the traditional disciplines of the morphological sciences—Gross Anatomy, Microscopic Anatomy, and Neuroanatomy—as well as in the more specialized science of these disciplines. Education in these three domains is not limited to the evolving body of factual knowledge, but most importantly includes education in the art and cognitive skills integral to them, as well as mastery of teaching skills in the anatomical and biomedical sciences at large through our “Vesalius” program.

Required Courses

First Year Gross Anatomy This is a comprehensive gross anatomy class that integrates developmental morphology into a regional study of the human body. The course is divided into three sections: 1. back and limbs; 2. thorax, abdomen, and pelvis; and 3. head and neck. Students are introduced to surface anatomy, embryology, and radiological anatomy as a way of beginning their study of physical diagnosis. Throughout all three sections of the course, clinicians are invited to discuss their specialty as it concerns morphology. Additionally, clinical correlates are often discussed to help students bridge the gap between the academic side of medicine and their eventual clinical interactions with patients. The goals of the course are to: introduce students to normal gross and developmental anatomy, have students develop an understanding of spatial relationships that will be essential for interpreting images from a variety of biomedical imaging formats, have students function as cooperative members of a medical dissecting team displaying professional behavior and effective interpersonal skills, and have students communicate accurately and concisely with medical professionals using accepted anatomical terminology. Drs. Hoagland, Hoyt, Moss, Nandy, Payne, Siwek and Ms. Ach

Microscopic Anatomy (Histology) Lectures and laboratory work are designed to introduce the student to the nomenclature, structure, and function of human cells, tissues, and organs. The course is divided into two sections: cells and tissues, and organs. Lecture material is directed toward basic concepts and recent advances in cell biology. All phases of microscopic investigation are covered. The laboratory portion focuses on detailed light microscopic examination of tissue sections. A loan collection of microscopic slides is provided for each student. Audiovisual aids are also available. Goals for the course include: appreciation of the arrangements of cells and extracellular materials as they unite to form tissues and organs, understanding of structure-function relationships, and development of a normal base of organ morphology which will be necessary for diagnosing pathologic conditions. Drs. Luebke, Riedl, Rosene, Sandell, Soghomonian, and Vaughan

Faculty

Professor and Chairman

Mark B. Moss, MA, PhD

Professor

Waterhouse Professor Emeritus

Arthur M. Lassek, MS, PhD, MD

Waterhouse Professor

Alan Peters, PhD

Research Professor

Kalidas Nandy, PhD, MD
Sergei P. Sorokin, MD

Visiting Professor

Paul Cornwell, MA, PhD

Adjunct Professor

Professor Emeritus

Martin L. Feldman, MA, PhD

Associate Professor

Research Associate Professor

Charles L. Zucker, PhD

Adjunct Associate Professor

Douglas A. Cotanche, PhD

Assistant Professor

Research Assistant Professor

Adjunct Research Assistant Professor

John M. Butler, MSc, PhD

Instructor

Lecturer

Harold S. Reitman, MD

Joint Faculty

Professor

Thomas F. Freddo, PhD, OD
Professor of Ophthalmology

Thomas L. Kemper, MD
Professor of Pathology and Laboratory Medicine

John F. O'Connor, MD
Professor of Radiology

Mary C. Williams, PhD
Professor of Medicine

Associate Professor

George P. Whitelaw, MD
Associate Professor of Orthopedic Surgery

Research Assistant Professor

Jennifer I. Luebke, PhD
Associate Professor of Psychiatry

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Required Courses

All students receive four hours of seminars on anesthesiology during their surgical clerkship.

Elective Courses

There is a two-week elective in anesthesiology at Boston Medical Center. Detailed objectives, both didactic and clinical, have been developed for this course, which is given to each student on the first day of the rotation.

Every day the student is assigned to a senior resident and a staff anesthesiologist. The student makes pre-op rounds to evaluate the patient’s status, discusses anesthetic plans with staff and patients, and participates in the peri-operative management. Particular attention is given to airway management, but all aspects of intra- and post-operative management are covered, such as fluid electrolyte and acid base balance, pain management, and the multiple technical aspects, such as regional anesthesia, arterial cannulation, etc. Students are provided the opportunity to develop experience with and evaluate the effectiveness of the numerous physiological monitors utilized in the practice of anesthesiology. Minitutorials with various faculty on a variety of topics are included at Boston Medical Center. Participation in departmental conferences is required. An oral patient presentation is given at the end of the rotation. Both the student’s clinical performance and the case presentation are the basis of evaluation. All elective requests must be submitted through the chairman’s office.

Fourth Year

Two- or four-week electives are available for which detailed and comprehensive objectives have been developed. Students are given exposure to all types of anesthesia and actively participate in the pre-, intra-, and post-operative management of the cases under supervision of senior residents and staff anesthesiologists. Participation in department conferences is required. An oral presentation is required at the end of the rotation. The student’s clinical performance, participation in conferences and case presentation are the basis for evaluation. Staff

Faculty

Associate Professor and Chairman

Keith P. Lewis, MD

Professor

Donald H. Lambert, PhD, MD

Professor Emeritus

John C. Snow, MD

Associate Professor

Robert H. Bode, MD
J. Fredrik Hesselvik, PhD, MD
Rafael Ortega, MD
Eric T. Pierce, PhD, MD

Clinical Associate Professor

Thieu Duong, MPH, MD
Kathleen C. Hittner, MD

Assistant Professor

Clinical Assistant Professor

Adjunct Assistant Professor

Luca M. Bigatello, MD

Adjunct Clinical Assistant Professor

Mark E. Stoker, MD

Adjunct Research Assistant Professor

Richard C. Havel, MA, EdD

Instructor

Joint Faculty

Associate Professor

Richard C. Dennis, MD
Associate Professor of Surgery

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Required Courses

First Year Biochemistry The course examines the nature of the chemical processes that occur in the living cell. Particular emphasis is placed on proteins, enzymes, lipids, carbohydrates, nucleic acids, their synthesis, structure, metabolism, and function in mammalian systems. The role of the nucleus, mitochondria, and other cellular components is studied. Application of biochemistry in clinical experience is presented. This course provides the conceptual grounding in biochemistry required to understand future advances in medicine. Staff

Faculty

Professor and Chairman

Carl Franzblau, PhD

Professor

Research Professor

Catherine E. Costello, MS, PhD
Edward J. Modest, PhD

Adjunct Professor

Professor Emeritus

Associate Professor

Research Associate Professor

Adjunct Associate Professor

Geraldine Waloga, PhD

Adjunct Research Associate Professor

David R. Janero, PhD

Assistant Professor

Research Assistant Professor

Adjunct Assistant Professor

Adjunct Research Assistant Professor

Instructor

Adjunct Instructor

Laurie Halloran, MS

Joint Faculty

Professor

Barbara A. Corkey, PhD
Professor of Medicine

Martin Feelisch, MA, PhD
Professor of Medicine

G. Graham Shipley, PhD
Professor of Physiology and Biophysics

Vassilis I. Zannis, PhD
Professor of Medicine

Research Professor

David Atkinson, PhD
Professor of Physiology and Biophysics

John Bernardo, MD
Professor of Medicine

David M. Center, MD
Professor of Medicine

Vincent Falanga, MD
Professor of Dermatology

Douglas V. Faller, PhD, MD
Professor of Medicine

Louis C. Gerstenfeld, PhD
Professor of Orthopedic Surgery

John R. Murphy, MS, PhD
Professor of Medicine

Professor Emeritus

Daniel Deykin, MD
Professor Emeritus of Medicine

Associate Professor

Jerome S. Brody, MD
Professor of Medicine

Gordon L. Snider, MD
Maurice B. Strauss Professor of Medicine

Research Associate Professor

James A. Hamilton, PhD
Professor of Physiology and Biophysics

James L. Kirkland, MSc, PhD, MD
Associate Professor of Medicine

Mary J. Murnane, MPhil, PhD
Associate Professor of Pathology and Laboratory Medicine

Hee-Young Park, PhD
Research Associate Professor of Dermatology

Sander J. Robins, MD
Professor of Medicine

Jacqueline Sharon, MA, MPhil, PhD
Professor of Pathology and Laboratory Medicine

Qiang Yu, PhD
Associate Professor of Medicine

Research Assistant Professor

Clinton T. Baldwin, MS, PhD
Professor of Pediatrics

Ronald H. Goldstein, MD
Professor of Medicine

Zhijun Luo, MSc, PhD, MD
Assistant Professor of Medicine

Richard Mandel, MA, PhD
Associate Professor of Pathology and Laboratory Medicine

Gwynneth D. Offner, PhD
Associate Professor of Medicine

Nader Rahimi, MS, PhD
Research Assistant Professor of Ophthalmology

Remco A. Spanjaard, MS, PhD
Associate Professor of Otolaryngology

Russell L. Widom, PhD
Assistant Professor of Medicine

Instructor

Rosemary Elliott-Bryant, MD
Instructor in Neurology

Research Instructor

Mary T. Walsh, PhD

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The Department of Cardiothoracic Surgery at the Boston Medical Center offers the fourth-year medical student an opportunity to participate fully in the clinical service. During this period, the student will have contact with patients admitted for cardiac and thoracic operations. The student will be responsible for performing history and physical examinations and will have the opportunity to review the preoperative cardiac catheterization data and angiography material before surgery. Opportunities for participation in the operating room will provide the student with direct knowledge of techniques of cardiopulmonary bypass, a variety of valve replacements, including bioprosthetic valves, prosthetic valves, and homograft valves, as well as extensive experience in coronary artery bypass surgery techniques including new, minimally invasive procedures. The rotation will also include responsibilities in the intensive care unit, directed toward the use of the intra-aortic balloon pump, inotropic drug support, antiarrhythmic drugs, and hemodynamic monitoring. A period of rotation of approximately four to six weeks would be most ideal for the student. Opportunities to observe research in the cardiothoracic research laboratories or to participate in clinical research are also possible.

Faculty

Professor and Chairman

Richard J. Shemin, MD

Professor

Benedict D. T. Daly, MD
Harold L. Lazar, MA, MD

Associate Professor

Oz M. Shapira, MD

Assistant Professor

Curtis T. Hunter, MD
Richard Murphy, MBA

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The mission of the Boston University Department of Dermatology is to serve as a leader in teaching, research, and patient care relevant to skin diseases. We are committed to education and to generating new knowledge about normal and diseased skin. Depending on project availability, one- to two-month electives are offered in oncology, preventive oncology, and dermatopharmacology (clinical trials). Drs. Demierre, Geller, and Phillips

We strive to meet the highest standards of ethics and academic excellence. Ultimately, we hope that our work will advance the health of our community.

Required Courses

Second Year Three days of the course Biology of Disease are devoted to the skin. Lectures are given on the anatomy and physiology of the skin, the skin manifestations of internal disease, prevention and detection of skin cancer, the process and diseases of keratinization, contact dermatitis, infections of the skin, acne, diseases of the hair and nails, sweating and circulation, pigmentation, fungus infections, allergy and photoallergy, viral diseases, atopic diseases, papulosquamous diseases, skin tumors, and manifestations of AIDS. Dr. Yaar

Electives

Fourth Year One to six months of full-time electives are offered in clinical and/or laboratory-based dermatologic research.

During the one-month clinical elective, students participate in general activities of the department, attend resident and staff conferences, work in clinics of various hospitals, and participate in inpatient consultation rounds. Special didactic sessions are provided by the senior resident staff and close interaction with the faculty is encouraged. Drs. Loo, Kurban

A basic research elective (for a minimum of three months) can be arranged in cutaneous molecular and cell biology. Previous laboratory experience is helpful but not required. Dr. Gilchrest and associates

Dermatopathology

The elective is designed to give the highly motivated student exposure to the practice of dermatopathology. Much time will be spent in periodically supervised independent study of dermatopathology teaching sets. The students will attend several weekly dermatopathology conferences given by the dermatopathology faculty and fellows, as well as related conferences in the dermatopathology department including Grand Rounds, clinical-pathologic correlation sessions, and clinical dermatology lectures. At the end of the elective, the student will informally present an interesting biopsy specimen chosen by the faculty, with the option of preparing a brief report suitable for publication. Drs. Bhawan, Goldberg, Stefanato, Byers

International Graduate Dermatology Programs

Diploma in Dermatology (1 year)
Master of Science in Dermatology (2 years)
Master of Science in Dermapathology (2 years)
Doctorate in Dermatology (3–4 years)

The diploma and master’s programs in Dermatology involve, respectively, twelve and twenty-four months of full-time study for international medical graduates. The programs are intended for physicians from outside the U.S. who have or will have major responsibility for dermatologic care and education in their homelands, but who cannot obtain the required dermatologic training there. In general, these individuals are identified by their home institutions as potential leaders. Entrance requirements include a medical degree from a recognized university, fluency in written and spoken English, and at least one year’s experience in the practice of medicine with an emphasis in dermatologic disease. Degree candidates may concentrate in either clinical dermatology or dermapathology. In addition to supervised clinical rotations, students receive instruction at lectures, seminars, and small-group teaching sessions; preparation of written reports regarding specific disease entities; and periodic written and oral examinations. The doctorate program requires completion of the master’s program (or its equivalent at another accredited university) followed by 12 to 24 months of additional study, including original research and a thesis dissertation. Drs. Kurban, Bhawan, and Gilchrest

Faculty

Professor and Chairman

Barbara A. Gilchrest, MD

Professor

Jag Bhawan, MBBS
H. Randolph Byers, PhD, MD
Vincent Falanga, MD
Nellie Konnikov, MD
Amal K. Kurban, MD
Tania J. Phillips, MBBS
Thomas M. Ruenger, MD
Mina Yaar, MD

Herbert Mescon Professor Emeritus

Peter E. Pochi, MD

Clinical Professor

G. Robert Baler, MD
Donald J. Grande, MD

Adjunct Professor

Howard K. Koh, MPH, MD

Clinical Professor Emeritus

Lawrence A. Norton, MD

Associate Professor

Marie-France Demierre, MD
Lynne J. Goldberg, MD

Clinical Associate Professor

Glenn A. Dobecki, MD
Michael T. Rosenbaum, MD

Research Associate Professor

Vladimir A. Botchkarev, PhD, MD
Mark S. Eller, PhD
Alan C. Geller, MPH, RN
Hee-Young Park, PhD

Adjunct Associate Professor

Karen M. Emmons, MA, PhD
Raj K. Kubba, MBBS
Dany J. Touma, MD

Assistant Professor

Evangelos V. Badiavas, PhD, MD
Cynthia A. Golomb, MD
Christine M. Hayes, MD
James K. Herstoff, MD
Manuel Iriondo, MD
Satori Iwamoto, MA, PhD, MD
Niels C. Krejci-Papa, MD
Richard A. Laws, MD
Daniel S. Loo, MD
Anita Pedvis-Leftick, MD
Arash Radfar, PhD, MD
Catherine M. Stefanato, MD

Clinical Assistant Professor

Eva M. Balash, MD
George Blumental, MD
Alfred S. Lanes, MD
Caroline S. Wilkel, MD

Adjunct Assistant Professor

Ibrahim H. Gadadari, MSc, MBBCh, MD
Issam R. Hamadah, MD
Asha Kubba, MBBS

Adjunct Research Assistant Professor

Donald R. Miller, MS, ScD

Instructor

John J. Croke, MD
Daihung Va Do, MD
Paula M. Moskowitz, PhD, MD

Clinical Instructor

Randy Berger, MD
Allen I. Berliner, MD
David S. Greenstein, MD
Helen A. Raynham, DPhil, MBBChB
Alan S. Rockoff, MD
Deborah A. Scott, MD
Nadia K. Sherline, MPH, MD
David J. Taub, MD

Lecturer

David S. Feingold, MD

Joint Faculty

Associate Professor

Paul Toselli PhD, MD
Associate Professor of Biochemistry

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First Year Introduction to Emergency Medicine

This elective is open to all first-year students. This course teaches students the fundamental approach to a variety of emergency conditions both outside and inside the hospital. There are twelve modules which span Basic Life Saving to trauma management. Four procedure modules teach intubation, CPR, plaster splinting, and intravenous placement. All students observe a shift in the Boston Medical Center Emergency Department and ride the Boston EMS ambulances. Course objectives are to provide the basic clinical tools to better understanding relevant pathophysiology concepts in emergency medicine, and to create a foundation for future emergency medicine courses. Dr. Medzon and Dr. Kahn

Third Year Advanced Cardiac Life Support

Through a series of didactic and practical sessions, students are taught how to identify and manage cardiac emergencies. Skill stations include airway management, disrythmia identification, and megacode. Students learn how to use cardiac medications and the defibrillator. Specific objectives include the recognition and management of myocardial infarction, tachycardia, bradycardia, ventricular fibrillation, asystole, pulseless electrical activity, and cardiogenic shock. Students who successfully complete this course will be certified by the American Heart Association. Dr. Bracken

Fourth Year Emergency Medicine Clinical Elective Students spend four weeks in the Boston Medical Center emergency department, a level I trauma center, and take an active role in the initial evaluation and treatment of patients in conjunction with the residents and attending staff. Field exposure to the pre-hospital care system is provided through observation on Boston EMS ambulances.

Students participate in daily departmental conferences, present a short conference, and attend a didactic lecture series designed specifically for students interested in Emergency Medicine. Dr. Schneider

Combined Emergency Medicine Clinical and Research Clerkship

This elective is a combination of the 403.3 Emergency Medicine and the 403.33 Emergency Medicine Research Electives. This elective is for the highly motivated student with an interest in both the clinical and research aspects of emergency medicine. Students will split their time between assigned clinical shifts in the ED and emergency medicine research. Students will be assigned a faculty investigator who will mentor them in the research aspect of this elective. It is expected that students will assist with a number of ongoing studies in the department. In addition, individuals will also have a specific study that will be their primary area of focus. We expect the length of this elective will increase the likelihood that a student’s involvement will make them candidates for authorship when the study is ultimately published. Drs. Feldman and Schneider

Third Year Interclerkship in Emergency Medicine

Students spend one week in the Department of Emergency Medicine. The goal of this clerkship is to allow interested third-year students early exposure to the clinical practice of emergency medicine. They integrate the clinical skills they have learned on other clerkships into the approach to the emergency patient. Teaching methods include a series of lectures, labs, and clinical sessions. Drs. Kahn and Medzon

First Year through Fourth Year Emergency Medicine Research

This four-week elective is for the highly motivated student with an interest in Emergency Medicine. Students arrange with the course director to assist investigators with design, data collection, and statistical analysis. Students work closely with the investigator and accomplish various tasks on their own. Dr. Feldman

Faculty

Professor and Chairman

Jonathan S. Olshaker, MD

Professor

Edward Bernstein, MD
Peter Moyer, MD

Associate Professor

Robert G. Dart, MD
James A. Feldman, MD
Niels K. Rathlev, MD

Clinical Associate Professor

Joseph H. Kahn, MD

Assistant Professor

Luther Kristian Arnold, MD
Miriam Aschkenasy, MD
William Baker, MD
Kathryn H. Brinsfield, MD
Robert S. Chang, MD
Steven G. Crespo, MD
Andreas Dewitz, MD
K. Sophia Dyer, MD
William G. Fernandez, MPH, MD
Michelle Fisher Keane, MD
Thea L. James, MA, MD
Judith A. Linden, MD
Kerry McCabe, MD
Ron Medzon, MD
Supriya Dinesh Mehta, MS, PhD
Elizabeth Mitchell, MD
Todd C. Rothenhaus, MD
Andrew S. Ulrich, MD

Clinical Assistant Professor

Steven F. Fisher, MD
Henry J. Grazioso, MD
Richard S. Herman, MD
Brendan G. Magauran, MD
Christina Moreau, MD
Janet Lynne Orf, MS, NP
Terry A. Patinkin, MD
Anna Sinclair, MA, MBBChir

Research Assistant Professor

Patricia Mitchell, RN

Adjunct Assistant Professor

Benjamin J. Kerman, MD

Instructor

John R. Jones, MD
Robert Lowenstein, MD
Jeffrey I. Schneider, MD
Rishi Sikka, MD

Clinical Instructor

David Bond, BS
Mark E. Bracken, MD
Peter K. Celluci, MD
John T. Dammin, MD
Terry Anne Davies, MS
Mary K. Day, MD
Karen DeFazio, MD
Dale J. Ellenberg, MD
Jennifer Emerson, MSN, FNP
John J. Foley, MD
Julianne P. Huber, MD
Frederick N. Jones, MD
Elizabeth Kelliher, MSN
John M. King, MS
Clara B. Safi, MS, RN
Sharon R. Sloan, MD

Joint Faculty

Associate Professor

Judith Bernstein, MSN, PhD
Associate Professor of Maternal and Child Health

Sigmund J. Kharasch, MD
Associate Professor of Pediatrics

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First Year The Department of Family Medicine directs one of the sub-options in the first-year Introduction to Clinical Medicine course. Each student is placed in a family physician’s office for fourteen sessions over the spring semester. This one-on-one mentoring program allows students to directly observe and participate in patient care in an outpatient setting in a family physician’s office. Students are able to start learning the skills involved in interviewing and examining patients while developing a relationship with one physician in the community. In addition to going out to offices, students are provided with a series of workshops where they learn how to take vital signs, use the ophthalmoscope and otoscope, begin learning an approach to the care of the child, and a variety of other topics. Family Medicine faculty also serve as small group leaders for ICM-1 discussion group learning activities. Dr. Harvey

Second Year Faculty from the Department of Family Medicine serve as teachers in the ICM-2 physical diagnosis course. These sessions are designed to give second-year medical students experience in doing complete history and physical examinations. By the end of the four sessions, each student will have done four complete history and physical examinations. Students receive their patient assignment, do the patient work-up in the morning, prepare for a presentation in the midday, then meet with their family medicine instructor for approximately two hours in the afternoon. By the end of this experience, students are expected to have the clinical skills necessary to start their third-year clerkships.

Third Year The Family Medicine Clerkship is a six-week rotation which is based at outpatient clinical family practice sites affiliated with the department (Family Medicine Center at BMC, Central Maine Medical Center, and the Maine Primary Care Association), community health centers (South Boston, Codman Square, East Boston, and Harvard Street), and private group practices in and around Boston and on Cape Cod. At these sites, clerks follow a curriculum which provides for a detailed, systematic observation of student’s history-taking, physical examination, clinical reasoning, and patient education skills by the principal preceptor on the rotation. Clerks are given significant responsibility for patient care. Students must complete a case report, which entails a home visit, genogram of the visited family, and a preventive medicine plan for the patient. This outpatient experience is complemented by four didactic small group sessions at BMC, based on comprehensive analysis of a simulated family. Students are also required to do work online in the form of journals and evidence-based medicine searches. These discussions cover a wide range of topics including pediatrics, adult medicine, OB/GYN, and preventive medicine. Students are evaluated by the preceptors at the clinical sites, and on the final day of the clerkship, return to the department, where they interview standardized patients, write progress notes on these interviews, and take a final examination based on the simulated family and an accompanying book of readings. Dr. Shaw

Fourth Year Fourth-year students have the opportunity to expand their exposure to Family Medicine by participating in one of our Family Medicine Electives. Elective openings include inpatient and outpatient experiences at a variety of locations, including the Family Medicine Inpatient Team at Boston Medical Center, Lawrence Memorial Hospital, Central Maine Medical Center, and Fitchburg Family Practice at Leominster Hospital. A subinternship in family medicine is offered at Boston Medical Center through the department. This subinternship satisfies the requirement for the fourth-year subinternship.

For more information, please see the Fourth-Year Elective Bulletin or visit the department website at www.bu.edu/familymed.

Faculty

Professor and Chairman

Larry Culpepper, MPH, MD

Professor

John F. McCahan, MD

Clinical Professor

Mark B. Mengel, MPH, MD
Robert Schwartz, MD

Research Professor

Veerappa K. Chetty, MA, MA, PhD

Adjunct Professor

Thomas D. Lasater, PhD

Associate Professor

Mary C. Cerreto, PhD
Brian W. Jack, MD
Peter F. Shaw, MPhil, PhD
John M. Wiecha, MPH, MD

Clinical Associate Professor

John A. Danis, MD
James R. Melloh, MD

Adjunct Associate Professor

Carole A. Shea, MS, PhD

Assistant Professor

Jennifer K. Carroll, MPH, MD
Colleen T. Fogarty, MD
Josephine R. Fowler, MS, MS, MD
Thomas T. Gilbert, MPH, MD
Laura N. Goldman, MD
Thomas C. Hines, MD
Christopher S. Manasseh, MBBS
Charles T. Williams, MD

Clinical Assistant Professor

Aliza Acker-Bernstein, MD
Jeanne F. Arnold, MD
Jeremiah D. Frank, MD
Avra Goldman, MD
Joseph W. Gravel, MD
Peter F. Jeffries, MD
Timothy J. Pollard, MD
Stanley E. Sagov, MD
Deborah A. Taylor, MA, PhD
Richard L. Zizza, MD

Adjunct Assistant Professor

Robert B. Saper, MD

Adjunct Clinical Assistant Professor

Susan Black, MD
Alan B. Douglass, MD
Susan K. Hadley, MD
John G. Kidd, MD
Thomas J. McLarney, MD
Gregory P. Shields, MA, MD

Instructor

Donna Cohen, MD
Christina T. Holt, MA, MD
Jeffrey F. Markuns, MD
Christine Odell, MD
Ruth A. Potee, MD

Clinical Instructor

Joseph A. Ackil, DO
Spencer R. Amesbury, MD
Richard J. Aubry, MD
Mari J. M. Bentley, MPH, MD
Alex R. Bingham, MD
Adrian V. Blake, MD
Lyle G. Bohlman, MD
Ivy Brackup, MA, MD
William R. Brandon, MPH, MS, MD
Bari-Sue Brodsky, MD
Stephen Buchanan, MD
Geoffrey M. Burns, MA, MD
Edmond Claxton, MD
Denise Cogle, OD
Gerald P. Corcoran, MD
Henry A. D’Angelo, MD
Jon E. Desguin, MD
Michael N. Doupe, MD
Alan Drabkin, MBChB
Jocelyn C. Duffy, MD
Michael A. Edwards, MD
Philip I. Elkin, MPH, MD
Christine Farrell-Riley, MD
Leonard M. Finn, MD
William F. Fishbaugh, MD
Michael J. Folino, MSW, DO
Ryan A. Gorman, DO
Donald M. Green, MD
James G. Guerrine, MD
David M. Gunther, MA, MD
Lana Habash, MD
Nanette C. Harvey, MD
Elise M. Henricks, MD
Laura L. Hershorin, MD
Theodor T. Herwig, MD
Miriam Hoffman-Kleiner, MD
Renee A. Hoffmann, MBBCh
Peter B. Hope, MD
Alexandra B. Houck, MD
Lorraine K. Hurley, MD
Martin Iser, MD
Martha Karchere, MPH, MD
Sara Beth Karp, MD
Barry N. Kaye, MD
Paul O. Ketro, MD
Laura C. Knobel, MD
Anya Koutras, MD
Mark F. Lepore, MD
Cathleen G. London, MD
Maurice Martin, MD
Miguel A. Martinez, MD
Elizabeth M. Maziarka, MD
David R. McBride, MD
Daniel J. McCullough, MPhil, MD
Antonia McGuire, MPH
Cheryl A. McSweeney, MD
Scott D. Miner, MD
Ann Marie Morvai, MD
Jody A. Naimark, MD
Philip B. Nedelman, MD
Guy Nuki, MD
Matthew A. Pecci, MD
Joseph Peppe, MD
Roger A. Pompeo, MD
Renata Ratusznik-Martin, MD
Danice Rinderknecht, MD
John A. Scorza, MS, MD
Mary L. Scott, MD
Patricia A. Sereno, MPH, MD
Philip Severin, MD
David Shamblaw, MD
Richard A. Sheff, MD
Robert M. Shiner, MD
Robert E. Singer, MD
Surender Singh, MBBS
Matthew Siu, MD
David L. Smith, MD
Sara A. Tepperberg, MPH, MD
Beatrix S. Thomas, MPH, MD
Parra Tomkins, MD
Tu-Mai D. Tran, MD
Stephen M. Tringale, MA, MD
Robert Weinstein, MD
Rachel Wheeler, MD
Jane A. Williams-Vale, MD

Joint Faculty

Professor

William J. Bicknell, MPH, MD
Professor of International Health

Clinical Assistant Professor

Richard L. Kalish, MPH, MS, MD
Clinical Assistant Professor of Medicine

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The Genetics and Genomics department was created in early 2002 to provide a nexus for a variety of ongoing genetic projects at BUMC, to begin a new initiative in studies of genome instability and cancer, and to spearhead the use of genome-wide microarray analysis at the medical school.

The department is building in two areas: i) the molecular biology of the chromosome and related diseases; and ii) genomics and bioinformatics. The chromosome area will include faculty working on DNA repair, cell cycle, apoptosis and cancer using a variety of model organisms. The genomics and bioinformatics group will provide the intellectual Framework needed to facilitate the use of these genomic technologies by all interested researchers at BUSM as well as to carry out their own research programs. These new initiatives will be closely interwoven with existing strengths in human genetics at the medical center and with the biomedical engineering department and Bioinfomatics program at the BU Charles River Campus.

First Year The educational objectives of the Human Genetics course are to communicate to students the fundamental facts of genetics and all of the important concepts, mechanisms, and principles that will be important in the practice of medicine, whether primary care or any other specialty. In addition, students are exposed to ethical, legal, and social issues intrinsic to clinical genetic evaluation and testing.

Faculty

Professor and Chairman

Michael F. Christman, PhD

Adjunct Professor

Stephen Naylor, MSc, MS, PhD
Fred E. Regnier, PhD

Associate Professor

Baltazar D. Aguda, PhD
Cyrus Vaziri, PhD

Assistant Professor

Shoumita Dasgupta, MS, PhD
Alan G. Herbert, PhD, MBChB
Landon L. Moore, PhD
Beth A. Sullivan, PhD

Research Assistant Professor

Norman P. Gerry, PhD
Marc Lenburg, PhD

Joint Faculty

Professor

Lindsay Farrer, PhD
Professor of Medicine

Associate Professor

Jeffrey M. Milunsky, MD
Associate Professor of Pediatrics

Assistant Professor

Kenneth H. Albrecht, PhD
Assistant Professor of Medicine

Sam Thiagalingam, MS, PhD
Assistant Professor of Medicine

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