Catching Up with Roy Ziegelstein
An ardent advocate for compassionate care considers ways to build on traditions of excellence in medical training and education in biomedical science.
As he plunges into his new job as vice dean for education at the School of Medicine, cardiologist Roy Ziegelstein, M.D., brings a history of educating medical students and residents about the best ways to provide compassionate, patient-centered medical care while also helping to develop the careers of young scientists.
During his 27-year career at Johns Hopkins, the Sarah Miller Coulson and Frank L. Coulson, Jr., Professor of Medicine has served as co-director of the Aliki Initiative, a program at Johns Hopkins Bayview Medical Center that emphasizes the importance of knowing patients as individuals. He developed the capstone course "Transition to Residency and Internship and Preparation for Life" (TRIPLE), widely recognized for advancing humane and caring attitudes. And he is known for his work in improving doctor-patient communication as well as for his award-winning clinical teaching and basic science research into cardiovascular disease.
Ziegelstein, who succeeds David Nichols, is the medical school's second vice dean for education. The position oversees undergraduate, graduate, residency, postdoctoral and continuing medical education programs as well as the Welch Medical Library. In a two-part interview, the vice dean discusses adjusting medical education to fit society's needs; how, what and how long doctors should be taught; and finding ways to evaluate the school of medicine's educational approaches. Read his interview.
A century ago, Abraham Flexner was commissioned by the Carnegie Foundation to examine American medical education. Flexner found that many medical schools in the United States lacked rigorous admission criteria and that medical students were not appropriately trained in biomedical science, scientific research or the fundamentals of clinical diagnosis and treatment. He recommended sweeping changes in medical education in the United States, and he used Johns Hopkins as a model for what medical schools should be like in this country.
As the 100th anniversary of the Flexner Report approached, Johns Hopkins leaders recognized the tremendous changes in medicine and health care since that report. While there was strong sentiment to preserve the fundamental values and core principles that made our institution the model for the previous century, it was felt that a new curriculum was needed to incorporate the advances in genetics, molecular biology, evidence-based medicine, patient safety and quality, team-based care, health economics, and a greater recognition of the social determinants of health. Out of this was born the new Genes to Society curriculum.
The Genes to Society curriculum is based on the principle that an individual’s phenotype (i.e., his or her observable characteristics or outward manifestations) is dependent on internal and external factors. These factors not only include a person’s unique genetic programming, but also the individual’s social circumstances, family, community and society.
In May 2013, the first class to have completed all four years of the Genes to Society curriculum was graduated from Johns Hopkins. By many measures (e.g., course evaluations, examinations, external accreditation review), Genes to Society has maintained the high standards that made Johns Hopkins a model institution. In addition, though, many educators believe that Johns Hopkins students now enter medical practice with a greater understanding of the importance of both internal and external forces -- from genes to society -- and will therefore be better physicians when they enter the practice of medicine. In this way, Johns Hopkins will continue to train leaders in medicine and biomedical science in the modern era.
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Scholarly Concentrations exposes first year medical students to the scholarly fields, but also cultivates a sense of entrepreneurship by allowing them to build their own research project.
On April 8, 2014, the School of Medicine hosted the annual Scholarship Recognition Event, a wonderful night when students have a chance to say a personal "thank you," and donors have a chance to see the impact on the lives their investment makes. Read more.
Friday, March 21, 2014 was Match Day, the day when students find out where they will launch their medical careers. Watch the 2014 Match Day video. Meet 3 Hopkins medical students who found out where they're going on Match Day.
TIME: Obesity, Nutrition and Behavioral Change. This is the 4th article in the series which is following medical students through their first year in the Genes to Society curriculum. (March 2014)
Where first year medical students learn the science basics: Scientific Foundations of Medicine presents the language and principles of biomedical science that students will be using throughout their study of human health and disease. (February 2014)
The common language of medicine: Human Anatomy. Click here to read more about how the Genes to Society curriculum conducts this fundamental course. (January 2014)
What comes next in the Genes to Society first year curriculum? It's Clinical Foundations of Medicine (CFM). Click here to read more about CFM. (November 2013)
2013 Stethoscope Ceremony and Reception - Tuesday, September 24, 2013, the Class of 2017 was presented with their own stethoscopes, thanks to the Johns Hopkins Medical & Surgical Association. Read more and see photos from this special event. (September 2013)
Ever wondered how our medical students begin their journey at the School of Medicine? It's a course called Health Care Disparities (HCD). Click here to read more about HCD and why it holds the position of the very first course in the Genes to Society curriculum. (September 2013)
Read a "Welcome back" message from President Ronald Daniels to all Hopkins faculty, students and staff. (September 2013)
Students come together to meet a community need - For several years now, the Johns Hopkins University School of Medicine chapter of the Student National Medical Association (SNMA) has developed and run Community Adolescent Sexuality Education (CASE), a program targeted toward eighth grade students that covers topics ranging from decision-making, goal setting, sexually transmitted infections, nutrition and anatomy. (April 2012)
Rewarding Excellence in Education - Learn more about The Institute for Excellence in Education. (March 2012)
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