The Hopkins MD-PhD Program emphasizes the role of student-faculty relationships in developing the scientific and clinical skills of young physician-scientists. Books and classrooms are only one part of the education required to become a leader in the biomedical field, the training for which occurs mostly in hospitals and laboratories with one-on-one mentorship from the leaders themselves.
The collaborative, teaching-centered atmosphere at Hopkins means most faculty are enthusiastic about taking an active role in their student’s development. Students have numerous opportunities to interact with faculty from the moment they set foot on campus:
MD-PhD Committee - The MD-PhD Committee is comprised of faculty members who have chosen to take a more active role in the education of our MD-PhD Students, and are responsible for program oversight, admissions, and student mentorship. Many members are physician-scientists themselves, and they all share a passion for mentoring and educating Hopkins students.
Colleges Faculty – Each student entering first year of medical school is assigned to one of four colleges in our College Advising System, and paired with a faculty advisor for the duration of their training at Hopkins. The advisor is responsible for clinical skills training, mentoring students through career and life decisions, and helping students tap into the vast resources available here at Hopkins.
Interdisciplinary Structure – Hopkins was founded as a school, a hospital and a research institute. Unlike other programs whose affiliated schools, research departments, and hospitals are separate organizations, Hopkins owns and operates each part of the Johns Hopkins Medical Institutions. Many MD-PhD faculty have appointments in a clinical department (such as Medicine or Urology) and a basic science department (such as Biological Chemistry) , as well as an affiliation with several interdisciplinary graduate programs (such as Cellular and Molecular Medicine). Researchers, physicians, and physician-scientists work side-by-side, attend the same conferences, work in the same buildings, and teach the same students. We feel this leads to a collaborative, open environment where scientists and physicians are encouraged to work together and to take an active role in all aspects of a student’s education, at the bench and at the bedside.
Section Leaders – As part of the medical school curriculum, students select a small group discussion section of approximately 10-15 students that best match 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, Lasker Award winner Carol Greider leads a discussion on telomeres.
Dr. Siliciano, Sharon Welling, and Bernadine Harper – Program Director Robert Siliciano M.D. Ph.D., Sharon Welling, Director of Finance and Administration, and Bernadine Harper, Administrative Assistant, have made great efforts to encourage a familial, friendly atmosphere in the Program, whether by meeting with students to discuss career plans late into the night or baking cookies for our weekly lunches.
Thesis Advisor and Committee – Students are automatically accepted into all graduate programs in the school, and thus have an enormous range of options for selecting their thesis laboratory and committee members.
