From its inception, Johns Hopkins has been dedicated to the physician-scientist. The Hopkins tri-emblem represents the three core values of the institution: teaching, patient care, and research.
Our program believes that the training of a physician-scientist begins with fundamental preparation in core disciplines. Thus, we advise students to focus primarily on medicine while in medical school, and research while in graduate school. However, we also take important steps to ensure that students are exposed to the intersection of both worlds early in their training, as well as given the professional and career development advice they need to succeed.
Rather than adding additional coursework to the curriculum, we choose to give students opportunities to work with and learn from faculty who themselves juggle the various hats of a researcher and physician. Below, you will find a year-by-year guide to clinical/research integration in our program, with descriptions following the tables.
First Year
| Clinical: |
First Year Medical Curriculum (see Clinical Training, left) |
| Research: |
(Optional) Rotation Before First Year |
Annual Retreat |
Selected Discussion Groups |
| Professional: |
Ethics Seminars |
Patient, Physician, and Society |
Second Year
| Clinical: |
Second Year Medical Curriculum (see Clinical Training, left) |
| Research: |
Rotation Before Second Year |
Annual Retreat |
Selected Discussion Groups |
| Professional: |
Ethics Seminars |
Patient, Physician, and Society |
Third Year and Beyond
| Clinical: |
Herlong Rounds |
Longitudinal Clinic |
| Research: |
Graduate Coursework and Thesis Lab |
| Professional: |
GrantCraft Seminar Series |
Selected Discussion Groups: As part of the medical school curriculum, students select a small group discussion section of approximately 10-15 students that best matches their interests. Many students, including MD-PhDs, select sections that focus on bringing basic science and research discussion into the medical curriculum. Often, these sections are guided by leading researchers: for example, National Academy of Sciences member Peter Devreotes leads a Cell Biology Section.
GrantCraft Seminar Series: Taught by Dr. Donna Vogel, who has 25 years of experience evaluating grants with the National Institutes of Health, this seminar series introduces students to the world of competitive grant-writing, with insider's tips on what makes a succesful application.
Longitudinal Clinic: Developed specifically for MD-PhD's during their research years, the translational clinic is a year-long clinical rotation that allows students to maintain and hone their medical skills in a variety of specialities and clinical care settings. Students enjoy that they are able to build long-term relationships with patients, faculty, and staff much more effectively than during other rotations, which only last 4-8 weeks.
Herlong Rounds: Monthly presentation by Hopkins faculty, most often MD-PhDs, of an interesting clinical teaching case from their practice. Intended primarily for students in research labs to maintain their diagnostic skills, but all students are invited.
Patient, Physician, and Society: A medical school course that integrates social, cultural, and interpersonal aspects of medicine with the medical science curriculum. Beginning with the medical class of 2013, students will also have the opportunity to take selectives which highlight an area of interest, including health disparities, global health, and patient safety.
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