School of Medicine ...... 2 Anesthesiology and Perioperative Medicine ...... 25 Department of Anatomy ...... 31 Department of Biochemistry ...... 38 Department of Bioethics ...... 52 Department of Genetics ...... 63 Department of Neurosciences ...... 73 Department of Nutrition ...... 78 Department of Pathology ...... 89 Department of Pharmacology ...... 101 Department of Physiology and Biophysics ...... 111 Doctor of Medicine (MD) ...... 121 Dual Degree Programs ...... 140 Environmental Health Sciences ...... 149 Epidemiology and Biostatistics ...... 152 General Medical Sciences ...... 181 Graduate Programs in the Biomedical Sciences ...... 203 Molecular Biology and Microbiology ...... 206 Molecular Medicine Program ...... 218 School of Medicine Faculty ...... 222 2 School of Medicine

School of Medicine

The mission of the Case Western Reserve • John J.R. Macleod, MB, ChB, DPH, physiology University School of Medicine (http:// professor at Case from 1903 to 1918, shared casemed.case.edu/) is to advance the health the 1923 Nobel Prize in Physiology or Medicine of humankind through the four interrelated for the discovery of insulin. Dr. Macleod components of Education, Research, Clinical Care completed much of his groundwork on diabetes in and Public Service. Cleveland.

School of Medicine faculty lead two programs • Corneille J.F. Heymans, MD, who was a visiting leading to the MD at the School of Medicine, scientist in the Department of Physiology in 1927 including the the longstanding School of Medicine and 1928, received the Nobel Prize in Physiology program also called the University Program, and or Medicine in 1938 for work on carotid sinus the Cleveland Clinic Lerner College of Medicine reflexes. at Case Western Reserve University, also known as the College Program. The School boasts a • Frederick C. Robbins, MD, shared the 1954 longstanding Medical Scientist Training Program Nobel Prize in Physiology or Medicine for or MSTP, and through the School of Graduate his work on the polio virus, which led to the Studies, programs resulting in PhD and MS development of polio vaccines. He received the degrees, as well as certificates in disciplines led by award two years after joining the medical school. faculty in the School of Medicine. Dr. Robbins was active at the school until his death in 2003, at which time he held the titles As a research institution, the School of Medicine of medical school dean emeritus, University has a tradition of national leadership. The School Professor emeritus, and emeritus director of the of Medicine consistently ranks in the top tier of Center for Adolescent Health. the nation’s medical schools for federal research funding from the National Institutes of Health, • Earl W. Sutherland Jr., MD, who had been and is proud of its Clinical Translational Service professor and director of pharmacology from Award in partnership with its affiliates. In fiscal year 1953 to 1963, won the 1971 Nobel Prize in 2010, the School earned more than $340 million in Physiology or Medicine for establishing the grants from the NIH including grants through the identity and importance of cyclic adenosine affiliated Lerner College Cleveland Clinic College of monophosphate (AMP) in the regulation of cell Medicine. Faculty and trainee research is routinely metabolism. reported in the Nation’s top journals, leading to biomedical discoveries and improved health. • Paul Berg, PhD, who earned his biochemistry degree at the university in 1952, received the The School of Medicine engages the community 1980 Nobel Prize in Chemistry for pioneering in public service in many ways. The School of research in recombinant DNA technology. Medicine’s commitment links researchers and medical students to the community. The school’s • H. Jack Geiger, MD, a 1958 alumnus of the faculty provide 90 percent of the indigent health medical school, is a founding member and past care in Cuyahoga County and a majority of the care president of Physicians for Social Responsibility, for indigent patients in Ohio. A major economic which shared the 1985 Nobel Peace Prize as part influence on the northern Ohio area, the School of International Physicians for the Prevention of of Medicine and its affiliated hospitals are among Nuclear War, and Physicians for Human Rights the largest employers of personnel in the area (PHR), which shared the 1997 Nobel Peace Prize and further stimulate the economy by providing as part of the International Campaign to Ban concepts for technology transfer to the business Landmines. sector. On the international level, the School of Medicine has a global health and diseases program • George H. Hitchings, PhD, who had been a focusing on AIDS, tuberculosis, malaria and other biochemistry instructor from 1939 to 1942, shared diseases that directly threaten world health. the 1988 Nobel Prize in Physiology or Medicine The school is very proud of the contributions made for research leading to the development of drugs by its educators and graduates but doesn’t rest on to treat leukemia, organ transplant rejection, gout, its laurels. The curriculum constantly responds to the herpes virus and AIDS-related bacterial and the latest findings in education and medicine and pulmonary infections. sets the pace for other schools. At least eleven Nobel Prize holders have ties to the School of Medicine: Case Western Reserve University 3

• Alfred G. Gilman, MD, PhD, a 1969 graduate of The school was one of the first medical schools in the medical school, shared the 1994 Nobel Prize the country to employ instructors devoted to full- for Physiology or Medicine for identifying the role time teaching and research. Six of the first seven of G proteins in cell communication. women to receive medical degrees from accredited American medical schools graduated from Western • Ferid Murad, MD, PhD, a 1965 graduate of Reserve College (as it was called then) between the medical school, shared the 1998 Nobel 1850 and 1856. Prize in Physiology or Medicine for discoveries concerning nitric oxide as a signaling molecule in Already a leading educational institution for more the cardiovascular system. than a century, in 1952 the School of Medicine initiated the most advanced medical curriculum • Paul C. Lauterbur, PhD, a 1951 graduate of the in the country, pioneering integrated education, a engineering school and a visiting professor of focus on organ systems and team teaching in the radiology at Case in 1993, shared the 2003 Nobel preclinical curriculum. This curriculum instituted Prize in Physiology or Medicine for pioneering a pass/fail grading system for the first two years work in the development of magnetic resonance of medical school to promote cooperation among imaging. students instead of competitiveness, introduced students to clinical work and patients almost as • Peter C. Agre, MD, who completed a fellowship soon as they arrived on campus, and provided free, in hematology at Case while a medical student unscheduled time in an era when doing so seemed at Johns Hopkins, shared the 2003 Nobel Prize unthinkable. Many other medical schools followed in Chemistry for discoveries that have clarified suit, and these components remain at the core of how salts and water are transported out of and the medical school’s curriculum today. into the cells of the body, leading to a better understanding of many diseases of the kidneys, In 1924, the School of Medicine moved into the heart, muscles and nervous system. most modern and best-equipped preclinical science building in the country at that time. That building, donated by Cleveland industrialist Samuel Mather, Two other distinguished alumni have served as remains an integral part of the medical school U.S. surgeon general: Jesse Steinfeld, MD, a 1949 complex. It was named the Harland Goff Wood graduate, was surgeon general from 1969 to 1973, Building in 1993 in honor of the late chair and and David Satcher, MD, PhD, graduated in 1970 professor of biochemistry and former provost of the and was surgeon general from 1998 to 2002. university. Dr. Satcher also served as director of the Centers In 1971, the Health Sciences Center was completed for Disease Control and Prevention from 1993 to to house the university’s medical, dental and 1998, and another medical school graduate, Julie nursing schools, as well as the Health Center Gerberding, MD, M.P.H., followed in his footsteps, Library. In 1994, the health sciences complex was in 2002 becoming the first woman to be named named for now-retired U.S. Congressman Louis CDC director. Stokes. The proximity of these excellent research and educational centers to other prestigious university departments, including science, engineering and social sciences, stimulates History uniquely creative interaction among researchers and educators. Since its founding in 1843, the Case Western Reserve University School of Medicine has been Another giant leap in research capabilities came an innovator in medical education and a leader in the early 1990s, when the Richard F. Celeste in pioneering research. Beginning as the Medical Biomedical Research Building, named for the Department of Western Reserve College (and former Ohio governor, was opened. The $70 million popularly known then as the Cleveland Medical building, attached to the Wood Building, added College), the school moved into its first permanent 154,000 square feet of research space and includes home, in downtown Cleveland, in 1846. In 1915, conference spaces, a lecture hall, public spaces a 20-acre site was secured for a medical center and a cafeteria. in University Circle, the current home of Case The School of Medicine was the first medical school Western Reserve University, its School of Medicine, to provide laptop computers to all its students. and two of the school’s affiliated hospitals, Today, students use their laptops to access the University Hospitals of Cleveland and the Louis entire syllabus as well as numerous electronic Stokes Cleveland Department of Veterans Affairs resources deemed essential by faculty. Students Medical Center. University Circle also is home to have access to the WiFi network at the medical many of the country’s outstanding cultural and school and across campus. Technology is used to educational institutions. enhance, not replace, the faculty-student interaction 4 School of Medicine

that occurs in the classroom, the laboratory and Reserve University, with the first students small group discussions. matriculating in 2004.The "College Track" is a program within the Case Western Reserve In 2002, the School of Medicine became only the University School of Medicine. The Cleveland third institution in history to receive the best review Clinic serves as an outstanding teaching site for possible from the body that grants accreditation all medical students in the School of Medicine, in to U.S. and Canadian medical degree programs, addition to being the site for pre-clinical education in the Liaison Committee on Medical Education. the College Track. Also in 2002, the school built on its tradition of innovation in education when the university and Cleveland Clinic was founded in 1921 by four Case the Cleveland Clinic Foundation entered into an Western Reserve faculty members, three of whom agreement to form the Cleveland Clinic Lerner are counted among the alumni of the Case School College of Medicine of Case Western Reserve of Medicine. Cleveland Clinic’s main campus, University, with the first class matriculating in 2004. where much of the activity associated with the program will occur, is located on 166 acres adjacent Recent boosts in research capabilities came with to the Case Western Reserve campus. the spring 2003 dedication of a new, eight-floor addition to the School of Medicine’s Wood Building, Occupying 50 buildings, the main campus includes which added more than 40,000 square feet to the a hospital, an outpatient clinic, a children’s hospital, medical school, primarily for research laboratories. heart and vascular institute, cancer institute, eye Also as part of the project, 30,000 square feet of institute, research institute and supporting labs and existing laboratory space in the Wood Building was facilities. To better serve the Cleveland suburbs renovated. And in the fall of 2003, the School of with primary care services, Cleveland Clinic Medicine and University Hospitals of Cleveland operates 16 family health centers, nine regional dedicated the new, eight-floor Iris S. and Bert L. hospitals and medical offices throughout Northeast Wolstein Research Building, adding 320,000 square Ohio, staffed with Cleveland Clinic primary care feet of space for up to 700 researchers. physicians, as well as many medical and surgical specialists. State-of-the-art imaging services are available, and several locations contain Affiliated Hospitals pharmacies and outpatient surgery centers that provide same-day surgical services close to home. In 2010, the clinic recorded more than 4.2 million University Hospitals outpatient visits throughout the health system and 155,000 hospital admissions. Among them were University Hospitals serves the needs of patients patients from all 50 states and more than 100 through an integrated network of hospitals, countries. More than 2,800 full-time physicians outpatient centers and primary care physicians. At and scientists and 11,000 nurses represent 120 the core of the health system is University Hospitals medical specialties and subspecialties. For more Case Medical Center. The primary affiliate of Case information, go to http://my.clevelandclinic.org/ Western Reserve University School of Medicine, default.aspx. University Hospitals Case Medical Center is home to some of the most prestigious clinical centers of excellence in the nation and the world, including cancer, pediatrics, women’s health, orthopedics The MetroHealth System and spine, radiology and radiation oncology, neurosurgery and neuroscience, cardiology and The MetroHealth System is one of the largest, most cardiovascular surgery, organ transplantation and comprehensive health care providers in Northeast human genetics. Its main campus includes the Ohio, caring for people in and around Greater internationally celebrated UH Rainbow Babies Cleveland for more than 170 years. This academic & Children’s Hospital, ranked among the top health care system is committed to the communities children’s hospitals in the nation; UH MacDonald it serves by saving lives, restoring health, promoting Women’s Hospital, Ohio’s only hospital for women; wellness, and providing outstanding, lifelong care and UH Seidman Cancer Center, part of the NCI- that is accessible to all. designated Case Comprehensive Cancer Center. For more information, go to www.uhhospitals.org. Affiliated with Case Western Reserve University School of Medicine since 1914, MetroHealth is a center for medical research and education, with all active staff physicians holding CWRU faculty The Cleveland Clinic Foundation appointments. More than 400 primary care and specialty care physicians practice within The In 2002, the university and Cleveland Clinic entered MetroHealth System. At the core of the MetroHealth into an agreement to form the Cleveland Clinic system, is the MetroHealth Medical Center. The Lerner College of Medicine of Case Western system’s main health care provider, research facility Case Western Reserve University 5

and teaching hospital is also home to the region’s Cleveland, East Liverpool, Lorain, Mansfield, New only Level 1 trauma and burn center. However, Philadelphia, Painesville, Ravenna, Sandusky, The MetroHealth System also serves Greater Warren and Youngstown. The medical center Cleveland with more than a dozen urban and serves more than 100,000 individual veterans suburban primary and specialty healthcare centers annually through approximately 11,600 hospital in Cleveland, Strongsville, Westlake, Lakewood, admissions and 1,884,000 outpatient visits. Pepper Pike and Beachwood. An active research program includes activities MetroHealth has received many accolades for funded through the Department of Veterans Affairs its high level of care and the innovation of its and other governmental and private funding physicians. Surgeons at MetroHealth are pioneering sources. Total funding of approximately $21.5 new techniques in minimally-invasive surgery for million annually (from all sources) supports more faster recoveries, while its primary care physicians than 50 principal investigators in a broad range of are developing cutting-edge ways to manage research endeavors. For more information, go to common and chronic diseases through the use of http://www.cleveland.va.gov/ . electronic medical records and a patient-centered medical home model called Partners in Care. Its maternal-fetal medicine specialists are successfully managing the riskiest of pregnancies and saving the tiniest of lives. In addition, MetroHealth is nationally recognized by the American Heart Association for cardiac and stroke care and the cancer center has earned outstanding achievement awards for the treatment of cancer patients. Every year, MetroHealth provides care to more than 28,000 inpatients and delivers approximately 3,000 newborns. More than 790,000 visits are recorded each year in the medical center’s outpatient centers, and patient visits to the emergency department exceed 99,000. To learn more about MetroHealth and its locations and services, visit www.metrohealth.org.

The Louis Stokes Cleveland Department of Veterans Affairs Medical Center

The Louis Stokes Cleveland Department of Veterans Affairs Medical Center (VAMC) is a major teaching hospital of the School of Medicine and is an important site for the education of medical students. The Cleveland VAMC also supports more than 100 residency and fellowship training positions in medicine, surgery, and psychiatry and their subspecialties. Most VAMC physicians hold faculty appointments within the School of Medicine. The affiliation is overseen by the Deans Committee, consisting of the dean, department chairpersons from the School of Medicine, and key VAMC officials. The Cleveland VAMC is a part of the VA Healthcare System of Ohio, linking VA health care facilities in Ohio in an integrated service network. Inpatient care is provided at the Wade Park location and includes medicine, surgery, psychiatry, spinal cord injury, neurology and rehabilitation medicine as well as a nursing home and a domiciliary. Outpatient care is delivered in primary and specialty care clinics located at Wade Park, Akron, Canton, 6 School of Medicine

Institutes and Centers

Advanced Platform Technology Research Center of Excellence

216-791-3800 x6003 Ronald J. Triolo, PhD, Executive Director Gilles Pinault, MD, Medical Director The Advanced Platform Technology (APT) Research Center of Excellence (http:// www.aptcenter.research.va.gov/) is a multi- institutional center composed of investigators from Case Western Reserve University and the Louis Stokes Cleveland Department of Veterans Affairs. Building on the 25+ year history of rehabilitation research in northeast Ohio, the Center was created in 2005 with a $5.0 million award from the Veterans Health Administration [VHA] Rehabilitation Research and Development Service as a national VA Research Center of Excellence. This commitment was subsequently renewed in 2010 for a second 5-year term with an additional award of $5.0 million. An additional $6 million award in 2010 from the State of Ohio’s Department of Development further validated the Center’s ability to achieve its primary mission to serve the clinical needs of veterans with motor, sensory and cognitive deficits and limb loss. The total value of the APT-related research portfolio is presently $45 million. The APT Center is providing leadership to create and deliver innovative devices based on cutting- edge microelectronics, materials and MEMS fabrication and is a catalyst for the discovery and development of new technologies and techniques that can be employed in the rehabilitation process to provide independence for veterans and other individuals with disabilities. These techniques include basic and clinical research programs and the development and administration of new device-based therapies to patients within the emphasis areas of neural interfaces, prosthetics and orthotics, health monitoring & maintenance and enabling technologies. The Center provides affiliated investigators seed funding, administrative support (grants preparation and management, regulatory and statistical support), professional engineering & prototyping and an established quality system for the documentation and control of device design and production. Leveraging its investigators’ exceptional track records in a variety of disciplines, the Center is promoting the translation of its research into clinical and commercial applications. Current clinical applications being investigated include intelligent braces, respiratory support, sensation and control of a prosthetic hand, urinary incontinence, Case Western Reserve University 7

behavioral recovery after traumatic brain injury and, monitoring brain activity.

Case Cardiovascular Center

216-368-3391 Mukesh K. Jain, MD, Director, Case Cardiovascular Research Institute Daniel I. Simon, MD, Director, University Hospitals Harrington-McLaughlin Heart & Vascular Institute Director, Case Cardiovascular Center The Case Cardiovascular Center (CCC) (http:// casemed.case.edu/casecardiovascularcenter/ index.shtm) was established in 2006 with the central mission to develop premier clinical, research, and education programs in heart and vascular disease. The structure of the Center includes clinical (University Hospitals Harrington- McLaughlin Heart & Vascular Institute—UH- HMHVI) and research (Case Cardiovascular Research Institute—CVRI) arms. The UH-HMHVI (http://www.uhhospitals.org/ tabid/2210/default.aspx) is a multi-disciplinary team of nearly 60 full-time faculty members dedicated to (a) the prevention, diagnosis, and treatment of heart and vascular disease to both local and regional patient populations in Northeast Ohio, (b) the education and training of medical students, residents and fellows, and (c) the development of breakthrough medical advancements and practices to deliver superior clinical outcomes. These clinical services range from primary to quaternary levels of expertise and are provided at all the health are facilities within the University Hospitals healthcare system. The clinical programs are organized into 11 program centers that comprise the Institute. The research activities of the CCC are focused on the development of premier research programs that span the full spectrum of activities from basic bench-side research to translational research (“first-in-man”) and clinical trials. The CVRI is focused on basic and translational studies. The Research & Innovation Center (RIC) of the UH- HMHVI is dedicated to innovative clinical trials and applied technology. The major areas of research focus in the CVRI include cardiovascular biology, mechanisms of gene regulation, innate immunity & inflammation, and stem cell & regenerative medicine. Investigators in the CVRI have full access to two laboratories for in vivo research in small and large animals. The RIC oversees all clinical research activities within cardiovascular medicine and surgery and is supported by a lead administrator along with nurse coordinators 8 School of Medicine

and staff to facilitate patient enrollment as well as regulatory/grant activities. Active areas of clinical research include interventional cardiology, vascular medicine, heart failure, electrophysiology, preventive cardiology& rehabilitative medicine, and cardiovascular imaging.

Case Center For Imaging Research

216-844-8076 Jeffrey L. Duerk, PhD, Director Chris Flask, PhD, Scientific Director The CCIR (http://ccir.uhrad.com) is a joint venture between Case Western Reserve University School of Medicine and University Hospitals of Cleveland. The CCIR through its ~40 faculty and state-of- the-art clinical and preclinical imaging capabilities promotes interdisciplinary and translational imaging research. The CCIR also serves as a shared resource for CWRU’s Cystic Fibrosis Center, the Case Comprehensive Cancer Center, the Center for Stem Cell and Regenerative Medicine, and the Clinical and Translational Science Collaborative (CTSC). As the imaging research program at CWRU continues to grow, we strive to make the CCIR imaging capabilities available to the broader research community. This overriding goal has led to a strong collaborative relationship between the CCIR imaging faculty and basic researchers in many disciplines. Preclinical imaging facilities includes four high resolution MRI scanners, a microPET/CT scanner, a microSPECT/CT imaging system, and three bioluminescence/fluorescence systems. In addition,magnetic relaxomtery scanners for high throughput screening of developmental MRI contrast agents, and recent addition of a cryofluorescence imaging system to obtain high resolution, 3D optical imaging capabilities enhance our technologies. CCIR staff provides quantitative image analysis as needed for specific applications. The CCIR clinical imaging research facilities offer a full range of imaging support. The facility includes 4 MRI scanners and one human PET/CT for clinical research studies. The CCIR has also recently completed a $1.2M construction project to create a new radiopharmaceutical facility. Together with our existing cyclotron and radioisotope delivery system, our imaging center now has the capacity to conduct a variety of molecular PET imaging studies from preclinical animal studies all the way to routine clinical studies. Case Western Reserve University 9

The Center for AIDS Research

216-368-0271 Jonathan Karn, PhD, Director Michael Lederman, MD, Co-Director Since its founding in 1994, the Case Western Reserve University/University Hospitals Center for Aids Research (Case CFAR (http://cfar.case.edu/)) has been a center of excellence for both clinical and basic science AIDS research. Investigators participating in the Case CFAR draw on resources from the Case Western Reserve University School of Medicine, University Hospitals Case Medical Center, MetroHealth Medical Center and the Cleveland Clinic Foundation and the Joint Clinical Research Center in Kampala Uganda. As the only NIH-funded CFAR in the Midwestern United States, the CFAR plays an important role in ensuring that cutting-edge AIDS research and well received community outreach is supported in our region of the country. Major strengths in the Case CFAR include international research, especially with respect to research in tuberculosis and HIV malignancy, microbicides, pathogenesis, virology, clinical trials, and training, at the national and international levels. As the first CFAR to make a major investment in international research, we have been able to expand a highly productive and long-standing scientific relationship with Makerere University, Kampala. The Case CFAR shares and supports the mission of the National CFAR program to support a multi-disciplinary environment that promotes basic, clinical, epidemiologic, behavioral, and translational research in the prevention, detection, and treatment of HIV infection and AIDS. The Case CFAR provides: Leadership and strategic planning that promotes and supports outstanding HIV/AIDS research at our participating institutions, laboratory cores with expertise, state-of-the-art instrumentation and technologies; pilot grant awards and mentoring to develop junior faculty interested in HIV; educational and training efforts which encompass the whole range of contemporary HIV/AIDS research; community outreach programs, and the promotion of and participation in collaborative research efforts within the national CFAR network and in Uganda. 10 School of Medicine

The Center for Child Health and Policy at Rainbow Babies & Children’s Hospital

Phone 216-844-6253 Leona Cuttler, MD, Director Ann Nevar, MPA, Supervisor Established in 2007, the Center for Child Health and Policy at Rainbow focuses on major health policy issues that are central to the well-being of children and youth. The Center recognizes that health policy forms a framework for all health care delivery, and that health policy is therefore essential to improving children’s health. In this way, the Center focuses on the nexus between policy and practice of pediatric medicine. The Center fills the need to amalgamate expertise in pediatric medicine and research with expertise in health policy. Operating as a think tank, the Center brings together experts in child health, health finance, law and policy to perform policy analyses, consultations, research, educational programming, and community outreach to advance child health through policy. Work is focused on several areas including: Maternal/Fetal/Newborn Health; Chronic Illness; Quality; and Care Delivery Systems. The Center is the only program devoted to child health policy in Cleveland and one of few nationwide. To date, the Center has accrued many products and achievements including: Ohio Health Policy Researcher of the Year in 2006; Ohio Health Policy Researcher of the Year for Independent Research in 2009; programs designated Centers of Excellence; multiple white papers, reports, and peer-reviewed publications; grants and awards from the National Institutes of Health, The Centers for Disease Control and Prevention, the Ohio Department of Health, the Ohio Department of Job and Family Services, and numerous foundations; and invited/elected memberships in state and national policy committees.

Center For Health Care Research And Policy

216-778-3902 Randall D. Cebul, MD, Director The mission of the Center for Health Care Research & Policy (http://www.chrp.org/) is to: 1) improve the health of the public by conducting research that improves access to health care, increases the quality and value of health care Case Western Reserve University 11

services, and informs health policy and practice; and 2) lead education and training programs that promote these goals. Formally established in 1994, the Center’s mission is carried out by a cross- disciplinary faculty who both lead and collaborate with other scholars in Northeast Ohio and beyond. A core faculty of 17 is extended by affiliated Senior Scholars throughout the university, assisted by an able staff and over 30 grant-supported research associates. The Center’s home at MetroHealth’s Rammelkamp Research and Education Building is an outstanding venue for collaborative research, mentoring of students and junior faculty, and cross-disciplinary seminars. The Center’s research and training focuses in programmatic areas that reflect national health care priorities as well as high impact problems in adults. Center Programs pertain to chronic conditions, especially stroke, obesity and diabetes, and kidney disease. Programs are supported by methods units, including biostatistics and evaluation, health care decision making, and health economics and health policy. Research using clinical informatics capitalizes on growing institutional capacities in electronic medical records (EMR) and clinical decision support. Center faculty view Northeast Ohio as a laboratory for research, recognizing the national relevance of regional challenges and opportunities. For over four years, the Center has served as the administrative home for Better Health Greater Cleveland, an EMR-catalyzed initiative to measure, publicly report, and improve health outcomes for the region’s residents with chronic medical problems. Center faculty also assume leadership roles in federally-supported degree programs in Health Services Research and Clinical Investigation and teach in the core curriculum of the School of Medicine.

The Center for Modeling Integrated Metabolic Systems

216-368-4066 Gerald M. Saidel, PhD, Director The Center for Modeling Integrated Metabolic Systems (MIMS) (http://casemed.case.edu/mims/) combines mathematical modeling, computer simulation, and in vivo experimentation to quantify relationships between cellular metabolism and physiological responses of tissue-organ systems and the whole body. The MIMS Center was inspired by Dr. Marco E. Cabrera (deceased), who together with Prof. Gerald M. Saidel, co-directed this Center. It was established in 2002 with a $11.8 million grant (P50-GM066309) from NIGMS of the National Institutes of Health as a Center of Excellence in Complex Biomedical Systems (later 12 School of Medicine

Systems Biology). The MIMS Center involves multi-disciplinary research teams from Case Western Reserve University, Case Medical Center of University Hospitals of Cleveland, and Cleveland Clinic. The primary aim of the MIMS Center is to develop mechanistic, mathematical models to simulate cellular metabolism in various tissues and organs (i.e., skeletal muscle, heart, brain, and adipose tissue) and to integrate these components in whole-body models. These biologically and physiologically based computational models incorporate cellular metabolic reactions and transport processes of a large number of chemical species. Model parameters quantitatively characterize metabolic pathways and regulatory mechanisms under normal and abnormal conditions including obesity and hypoxia as well as in disease states including type-2 diabetes, cystic fibrosis, and chronic kidney disease. The large- scale, complex mathematical models are solved numerically using sophisticated computational algorithms to simulate and analyze experimental responses to physiological and metabolic changes. Model parameters are optimally estimated by minimizing differences between model simulated outputs and experimental data using large-scale, nonlinear optimization algorithms. Experimentally validated models are used to predict the effects of altering metabolic processes with disease states, pharmacological agents, diet, and physical training.

The Center for Translational Neuroscience

216-368-5473 Robert M. Miller, PhD, Director The goals of the Center for Translational Neuroscience (http://www.case.edu/med/CTN/ index.html) are to develop scientific interactions that promote understanding of the pathology of neurological diseases and to develop novel therapeutic strategies for the treatment of those diseases. The Center pursues these goals through Translational Interest Group meetings and events, and through the Neurological Institute, in the University Hospitals Case Medical Center, where clinicians and investigators have a direct conduit between research and developing treatments. Case Western Reserve University 13

Cleveland Functional Electrical Stimulation(FES) Center

216-231-3257 P. Hunter Peckham, PhD, Executive Director Robert Ruff, MD, PhD, Medical Director The Cleveland Functional Electrical Stimulation Center (FES) is a consortium of three nationally recognized institutions: Department of Veteran Affairs, MetroHealth Medical Center and Case Western Reserve University. Through the support of these partners, the Cleveland FES Center is able to provide a continuum of advancement. The FES Center was created in 1991 with a grant from the the Department of Veteran Affairs. Currently, the FES Center has research funding at the Federal, State and local levels, and additional industry & Foundation funding in excess of $20M in order to achieve it mission. The Cleveland FES Center strives to create a fertile environment in which researchers, engineers and clinicians work in collaboration to develop technological solutions that improve the quality of life of individuals with neurological or muscular skeletal impairments the through the use of functional electrical stimulation and enables the transfer of this technology into clinical deployment. Through the diligent exploration of basic discovery, technology development, and collaboration, the Cleveland FES Center strives to provide those with muscular skeletal or neurological impairments with an option to recover function and enhance life. We will accomplish this by merging cutting edge research. Center members gain access to core facilities located at Case, Louis Stokes VA Medical Center and MetroHealth Medical Center. Within the Cleveland FES Center, basic science and clinical research are highly synergistic and co- exist naturally under one programmatic umbrella. This unique collaboration and interdisciplinary exchange has catalyzed our past successes and is the foundation upon which our future is built; enabling the transfer of this technology into clinical deployment. Current program applications include Spinal Cord Injury, Stroke, Multiple Sclerosis and Parkinson’s Disease.

Institute for Transformative Molecular Medicine

216-368-5725 Jonathan S. Stamler, MD, Director The Institute for Transformative Molecular Medicine (ITMM), which operates under the 14 School of Medicine

combined aegis of Case Western Reserve University and University Hospitals, is composed of physician-scientists and basic discovery researchers who work to acquire fundamental scientific knowledge within the field of molecular medicine. Founded in 2010, the ITMM provides physician-scientists with the opportunity for professional advancement based on their contributions to life sciences, protected from demanding clinical schedules or administrative responsibilities. The mission of the ITMM is to foster the unrestricted pursuit of new knowledge that can be cultivated as the basis for therapeutic innovation, and to inspire new generations of physician-scientists. The operation of the ITMM is based on a new model that unites academic medical centers, physician- and discovery-scientists and commercial partners to maximize the conversion of basic science discoveries into novel, high- value therapeutics. Thus, the ITMM facilitates connectivity between medical disciplines and the basic research community in order to catalyze fundamental discovery and its transformation into therapies that benefit humankind. Creativity and innovation are highly valued in the culture fostered by the ITMM. Expertise in interdisciplinary science is prioritized, including signal transduction, receptor biology, regenerative medicine, RNA biology and chemical biology, in the pursuit of cutting-edge advances that can impact human disease.

The Mt. Sinai Skills and Simulation Center

216-368-0064 Mark I. Aeder, MD, Medical Director The Mt. Sinai Skills and Simulation Center (MSSSC) was initially conceived in response to common concerns over the nationwide increased incidence of medical errors, the rising costs of health care, and the need for improved patient- caregiver communication. Since its founding in 2006, the MSSSC continues to work with an ever expanding list of health care partners to become an integral resource for the education of health care students and professionals in the Northeastern Ohio region and throughout Ohio. The MSSSC and The Institute for Surgical Innovation (ISI) combine to form the Case Western Reserve University Center for Skills and Simulation (CWRU-CSS). Simulation develops confident practitioners who can significantly contribute to the goal of improved patient outcomes. By providing a variety of simulation tools, such as life-like computerized Case Western Reserve University 15

manikins and standardized professionals performing within carefully crafted scenarios, we can replicate the complex environment of the clinical setting. Participation in these specially designed scenarios allows learners to practice the critical skills needed to provide safe, quality care to patients, including communication, technique development, decision making and data analysis. These models have allowed us to have ongoing research projects in education development and intervention and advanced our partnership for the development of new techniques and materials. The MSSSC has all the tools available for simulation training, including Standardized patients – individuals trained to portray situations or conditions; Task trainers – devices uses to teach individual techniques; High fidelity trainers – manikins with programming capabilities;Virtual reality – real life interactive trainers for surgery, cardiology and other disciplines; Second life – avatar interactions in a computerized world; and Hybrid combinations of the above The CWRU-CSS is an American College of Surgeons Level 1 Accredited Educational Institute, During the past five years, the Center has provided educational opportunities and course for learners at all levels from high school students, medical, dental and nursing students at Case Western Reserve University and The Lerner College of Medicine, residents and fellows from training programs at University Hospitals Case Medical Center, The Cleveland Clinic and MetroHealth Medical Center, graduate education for practicing physicians and surgeons, nursing and other health care providers at all levels, first responders including EMS and fire/rescue, flight nurse training and military reserve medical units. The Swetland Center for Environmental Health

Phone 216-368-8521 Dorr G. Dearbon, MD, PhD, Director The Swetland Center for Environmental Health (http://casemed.case.edu/swetland/)is an environmental clinical center within the Department of Environmental Health Sciences of the CWRU School of Medicine, The focus of the Center is on environmental health problems of the Cleveland community, especially as they relate to toxic exposures of children and their families. The Swetland Center has four major components relating to clinical care, research, public health, and medical education. The Center has an Environmental Health Clinic based at UHCMC and conducts clinical-based environmental research fostered by strong relationships with the local public health agencies, which address important local environmental problems including 16 School of Medicine

the built environment and indoor air quality. Medical education is a major component of the Swetland Center where it is developing environmental health as a theme throughout the education of medical students, residents, fellows, and community physicians. This environmental curriculum at CWRU includes yearly medical student community projects for the entire first year class on environmental health concerns. While the Center is relatively new, its Director, Dr. Dearborn, has had housing-related public health and research collaborations with both local health agencies for the past two decades. Neural Engineering Center

216-368-3978 Dominique M. Durand, PhD, Director Kenneth Gustafson, PhD, Associate Director The Neural Engineering Center (http:// nec.cwru.edu) is a coordinated group of scientists and engineers dedicated to research and education at the interface between neuroscience and engineering. Researchers share the common goal of analyzing the function of the nervous system, developing methods to restore damaged neurological function, and creating artificial neuronal systems by integrating physical, chemical, mathematical, biological and engineering tools. The center was started in 2001 and replaced the Applied Neural Control Laboratory started in 1972. The center offers breadth and depth in Neural Engineering research and education in a highly ranked biomedical engineering department and medical school. The center is located on the campus of Case Western Reserve University and its members collaborate with four major hospitals in the Cleveland area. The center provides core facilities in tissue culture, microscopy and histology. Facilities include an electrode fabrication laboratory and surgical suite for acute and sterile surgery, staffed by two full time technicians. Many other facilities such as electronic design, microfabrication and rapid prototyping are also available in collaboration with other closely related centers, the Functional Stimulation Center (FES) and the Advanced Platform development Laboratory (APT). The center also holds several laboratories in neural regeneration, neural interfacing, neural prosthetics, materials for neural interfacing computer modeling and in-vitro electrophysiology. Research occurs at many levels starting from cellular and molecular to animal experimentation and into the clinic. Center members work closely with the partner hospitals and the technology transfer office of CWRU for translation and clinical implementation of solutions restore neural function such as development of electrodes for communication with Case Western Reserve University 17

the nervous system, regenerating neural tissue, restoring function in paralysed patients, preventing seizures, motor disorders, incontinence aspiration or obstructive sleep apnea.

Prevention Research Center for Healthy Neighborhoods

Phone: 216. 368. 1918 Elaine Borawski, PhD, Co-Director Susan Flocke, PhD, Co-Director The Prevention Research Center for Healthy Neighborhoods (PRCHN) at Case Western Reserve University was established in 2009 with a mission to foster partnerships within Cleveland’s neighborhoods for developing, testing, and implementing research strategies to prevent and reduce the burden of chronic disease. Funding from the Centers for Disease Control and Prevention (CDC) supports the PRCHN as part of a broad effort (through 37 Prevention Research Centers in various states) to examine how communities can reduce the risks of chronic health problems by working from within. In addition to new projects, the PRCHN also brings together the prior work done under the Center for Health Promotion Research and the Center for Adolescent Health. The PRCHN has several partners within and outside the University. Faculty from five schools (College of Arts and Sciences, the Frances Payne Bolton School of Nursing, the Mandel School of Applied Social Sciences and the School of Dental Medicine) support the mission of the Center and serve as Affiliated Faculty. Within the community, the Cleveland Department of Public Health and the Cuyahoga County Board of Health, as well as representatives from over 50 community organizations, serve as integral players in the Center’s work. Representatives from these local agencies and organizations serve on the PRCHN’s Network of Community Advisors (NOCA), a group of leaders that act as the advisory body of the PRCHN, offering guidance to carry out goals, providing feedback and bringing neighborhood issues to light. NOCA members work side-by- side with PRCHN leadership to define research questions, determine research designs, and decide how to disseminate or act on the findings. 18 School of Medicine

Skin Cancer Research Institute

216-368-0324 Kevin D. Cooper, MD, Director The Skin Cancer Research Institute (http:// mediswww.case.edu/dept/dermatology/ contact.htm) engages the foremost experts in dermatology and oncology to work collaboratively across disciplines to identify new ways to treat and prevent skin cancers.The Skin Cancer Research Institute (SCRI) at Case Western Reserve University exists to discover causes of skin cancers, prevent skin cancers more effectively, and to develop new therapies for skin cancer treatment. The Department of Dermatology is poised to create a research institute unique in scope on a national scale. Its efforts are validated by generous grant funding from the National Institutes of Health as well as through its continuous stream of groundbreaking discoveries over the past decade. What exists now within this rich infrastructure is an opportunity to transform discovery in skin cancer research. CWRU plans four new centers exclusively dedicated to the study of skin cancer, which will complement existing centers of excellence in the Department. The emerging centers will include a melanoma center, a basal/ squamous cell carcinoma center, a photo medicine center, and an environmental agent center. The Skin Cancer Research Institute has an opportunity to be unique in the nation in its capacity to bring new therapies "from lab to life" by aligning specialized skills and catalyzing new knowledge through these centers.

The Stem Cell Ethics Center

216-368-0881 Insoo Hyun, PhD, Director

The CWRU Stem Cell Ethics Center (http:// www.case.edu/med/bioethics/stemcellethics/) serves as a focal point for campus-wide and international interdisciplinary scholarship and research. Housed in the Department of Bioethics, the Stem Cell Ethics Center provides an avenue to educate policy makers, regulators, and the general public about all forms of stem cell research and their translation to clinical practice. The Stem Cell Ethics Center bridges ethics and biotechnology by providing ethical and technical support, as well as a forum for directed application of stem cell ethics in the complex array of cultural, social, political, and economic issues. Case Western Reserve University 19

assortment of CF mouse models, a Bioanalyte core that measures a range of biomolecules (proteins, lipids, mRNA) from blood, tissues or cell The Visual Sciences Research culture, an Animal Imaging core that uses such Center technologies as MRI, PET and SECT to generate high resolution images of rodents, a Biostatistical Eric Pearlman, PhD, Director core to carry out complex statistical analyses of CF related studies, a Histology core that generates The Visual Sciences Research Center slide-mounted and stained sections of tissues (VSRC) (http://case.edu/med/ophthalmology/ from animal or human samples and a Cell Culture VisualSciencesResearchCenter.html/ core that provides facilities and media for cultured VSRCHomepage.html) was founded at Case cells. These cores facilitate translational, or “bench Western Reserve University in 1996. The to bedside” projects that take very mechanistic, VSRC now comprises a multidisciplinary and basic research on CF-related biochemistry and cell comprehensive research program in vision and biology to in vivo studies in animal models and on ophthalmology, with over 30 members in CWRU to humans. Center members have access to all the departments including Ophthalmology and Visual cores as well as involvement in the weekly seminar Sciences, Anatomy, Biomedical Engineering, series focused on CF or pediatric pulmonary Genetics, Medicine, Molecular Biology & research. Microbiology, Epidemiology & Biostatistics, Neurology, Neurosciences, Pathology, Pediatrics, Pharmacology, Physiology, and Biophysics. VSRC scientists study basic and clinical aspects of the Endowed Lectures eye and involve three interdisciplinary research theme groups: Aging and Diabetes, Retinal Degeneration, and Ocular Immunology. The Publications mission of the Visual Sciences Research Center is to promote the study of basic and clinical problems Publications describing the School of Medicine are of the eye and visual system that may lead to produced by the Office of Development, Alumni improvements in the prevention and treatment Relations, and Communications. Many articles of major blinding disorders worldwide. Through and news reports are accessible via the Web a multidisciplinary and comprehensive research at http://casemed.case.edu under “news and program in vision and ophthalmology involving publications.” The medical school produces an both basic and clinical departments at Case annual report highlighting accomplishments in Western Reserve University, the VSRC seeks to research, education and service. advance the visual sciences at the University and to promote its efforts to the scientific community. For example, AlumniNews produced by the Office of Alumni Relations, features updates to keep alumni connected to past colleagues, current students and happenings at the School of Medicine. Willard A. Bernbaum Cystic This biannual newsletter publishes in the spring Fibrosis Research Center and fall, and all alumni who spent the majority of their time within the School of Medicine (MD 216-368-6896 and PhD alumni) should receive a printed issue in the mail. Copies are also delivered to locations Mitchell Drumm, PhD and Michael Konstan, MD, around the medical school to reach MD and PhD Co-Directors students, and a link to a PDF version is emailed to all students. This university wide-publication is Constance May, Administrative Assistant distributed electronically to all CWRU alumni once The Cystic Fibrosis Research Center (http:// a month. Each school within the university submits cf.case.edu) is a translational center composed one news bullet for publication and can be viewed of investigators from Case Western Reserve online at http://www.cwru.edu/alumni/news/. The University and University Hospitals of Cleveland. Reunion Newsletter is distributed to all alumni who The Center’s research is funded by over $4 million are celebrating milestone reunion years from the in grants from the National Institutes of Health, School of Medicine. This newsletter is published the Cystic Fibrosis Foundation and other sources. three times during the year for celebratory years. The Center provides core facilities and services The third issue each year serves as a follow-up for investigators carrying out research related to on the celebration. This last publication is also cystic fibrosis, including a Clinical Studies core that sent to the next year’s reunion classes to create provides clinical data for research studies and aids momentum and get alumni involved in upcoming in IRB generation and study design, an Animal reunions. Models core that maintains the world’s largest 20 School of Medicine

The William E. Bruner, MD, DSc, Endowed Lectures Lecture in Ophthalmology This lecture was established in 2002 in memory The Nikaan B. Anderson Lecture of the father of Clark E. Bruner and grandfather of William E. Bruner II, MD, a 1975 medical school Established in 1974 by friends of the late professor alumnus, with gifts coming from them as well as of anesthesiology (from 1969 until his death in Susan F. Bruner. 1974), this annual lecture is presented by teachers of the science of anesthesia. The Courtney Burton Frontiers of Medicine Lecture The Claude S. Beck Scholarship Visiting Lectureship This annual lecture is presented by an outstanding individual who has achieved or helped achieve a This lecture, about cardiovascular surgery, significant advance in medicine or a closely related was established in 1989. At what is now known field and whose presentation would be of great as the Case Western Reserve University interest to members of the medical profession. It is School of Medicine, Claude S. Beck, MD, was supported by a fund established in 1993. Courtney demonstrator of surgery in 1924 to 1925; professor Burton Jr., was chair of the board of Oglebay of neurosurgery in 1940; and the first professor of Norton Co. from 1957 until shortly before his death cardiovascular surgery in the United States from in 1992. 1952 until 1965.

The Alfred Cahen Memorial The Richard E. Behrman, MD, Lecture

Lecture In Child Development This lecture series in gastroenterology has been supported by a fund established in 1965 by Lottie Established in 2001 with contributions from friends Cahen, widow of the founder and former president of colleagues of this former School of Medicine of World Publishing Co., in memory of her late dean (1980 to 1989), this annual lecture is delivered husband. by distinguished scholars in child development.

The Frohring Presidential The Jack H. Berman, MD, Lecture Lectureship in Medicine and Established in 1999 by family, friends and Engineering colleagues of this alumnus and associate clinical professor, guest lecturers discuss the basic science Lecturers in medicine and engineering deliver behind disease and its application to patient care this lectureship at the discretion of the University through this program. president thanks to a fund begun in 1993 by Paul R. Frohring.

The Louis A. Bloomfield Memorial Nathan S. Greenfield Family Lecture Visiting Established in 1955 in memory of the Cleveland attorney Theodore R. Bloomfield by his widow and Lecturers in Pharmacology his son, this lecture brings outstanding members of the medical profession from around this country and Through an endowment, Rosalee Greenfield Weiss, abroad to discuss new concepts and developments PhD, and Raymond A. Weiss, PhD, established this in medicine with the medical community and allied annual lecture in 1997 to honor her father, Nathan professions. S. Greenfield, a pharmacist who owned Wade Park Pharmacy in Cleveland from 1914 to 1956; her mother, Corinne Sternheimer Greenfield; and Lynn Stuart Weiss, daughter of the benefactors, who died of cancer in her mid-20s in 1971. Case Western Reserve University 21

Hospitals of Cleveland’s Center for Quality Assessment and Utilization Management. The Zella Hall Lecture This annual lecture or series of lectures is The Clifford L. Kiehn, MD, and presented by one or more distinguished visiting John Desprez, MD, Visiting researchers selected by the dean of the School of Medicine or his or her designee. It/they are made Lecturers in Plastic and possible because of support received in 1998 by Reconstructive Surgery the estate of Zella Hall. These lecturers are distinguished visitors whose presentations advance the study of plastic and reconstructive surgery. The lectureship was The Hanna Lectures established in 1994. Dr. Kiehn is the former head of plastic and reconstructive surgery, and Dr. Desprez Founded in 1913 by G. W. Crile, 1887-0W, in honor followed him in that role. of H. Melville Hanna, philanthropist and founder of the MA Hanna Co., the Hanna Lectures are delivered by distinguished basic scientists from this country and abroad. The Jerome I. Kleinerman, MD, Lectureship in Pulmonary The William D. Holden Lectureship Pathobiology in Surgery This lectureship is named for an internationally respected lung specialist and professor emeritus of Established in 1985 by the members of the pathology at the School of Medicine. Established Department of Surgery of MetroHealth Medical in 2000 by the late Dr. Kleinerman’s daughters, Center in honor of their former chair and Payne friends and colleagues, the lectureship each year Professor of Surgery, this series of lectures in supports a distinguished visiting lecturer whose surgery is delivered by distinguished leaders in presentation advances the study of pulmonary American surgery. pathobiology. The lecturer is selected by a faculty committee that includes members having appointments at MetroHealth Medical Center. The The Lorand V. Johnson Lecture members of the committee are chosen by the dean of the School of Medicine. This lecture, for residents and visiting staff members in ophthalmology, was established in 1967 by the Wright Foundation. The Robert R. Kohn Lecture

The lecture honors an alumnus of the Class of The Kaiser Permanente Endowed 1957 and was established in his memory in 1989 by Lectureship in Bioethics family, friends and colleagues to advance the study of pathology. This lecture is presented by a distinguished visiting lecturer with the goal of advancing the study of bioethics. It was established in 1994. The Lester Krampitz Lecture and Education Fund The Rita Ann Kicher Lecture The fund was established in 1982 by family, friends and colleagues of former faculty member Lester In this annual lecture, established in 1996, a Krampitz, MD, to honor him with a lecture fund distinguished visiting lecturer promotes quality in microbiology. It is intended to facilitate the health care by emphasizing new developments in interchange of ideas, a process Dr. Krampitz, the identification and treatment of life-threatening who joined the faculty in 1946 and retired in 1978, cardiac arrhythmia. Rita Ann Kicher was the believes is vital to scientific research. daughter of Thomas Kicher, PhD, a triple alumnus, long-time faculty member, and dean (1992-1997) of the Case School of Engineering. At the time of her death, she was a systems analyst at University 22 School of Medicine

The Carl H. Lenhart Surgical lecture features a distinguished visiting expert each Lecture year in the Department of Medicine.

Established in 1955 by friends of this alumnus of the Class of 1904, in his memory, this lecture The Henry Z. Sable, MD, PhD, presents outstanding speakers on clinical developments in surgery. Endowment Fund

Established in 1997 by Mrs. Florence M. Sable The Alan Moritz, MD, Endowment in honor of her late husband, who was professor emeritus of biochemistry, this lecture advances Fund the study of biochemistry via a visiting expert selected by the chairperson of the Department of This fund was established in 1991 by friends and Biochemistry. colleagues of the late forensic pathologist, medical school faculty member, and university provost. The Roy Scott Lecture

The Olof H. Pearson, MD, Lecture Established by colleagues, students, family and friends in memory of the former head of the Established in 1999 by family and friends of the late Department of Medicine of MetroHealth Medical endocrinologist, oncologist and faculty member, this Center, this lecture involves an annual two-day visit lecture features a cancer-related topic at the School of a leading cardiologist, who presents the lecture of Medicine. and grand rounds to house officers and students of the School of Medicine. The Robert S. Post, MD, Visiting Lectureship The Robert Sternlicht Visiting Established in 1995 by Dr. Post’s friends and Lecturers in Pharmacology and colleagues in the Community Dialysis Center, in memory of the former faculty member and head of nephrology, this lecture features a distinguished Cancer Biology visiting expert in the field of nephrology. Originally established in 1990 by friends and family and named the Robert Sternlicht Memorial Fund, these lectures feature distinguished experts whose The Edward W. Purnell presentations will advance the study of oncology Lectureship in at the School of Medicine. Lecturers are chosen by the chair of the Department of Pharmacology and the director of the comprehensive cancer Ophthalmology center. Robert Sternlicht was the son of Himan Established in 1991 and named for the late Sternlicht, PhD, associate professor emeritus of physician, surgeon, researcher, and medical school pharmacology. head of ophthalmology, this lecture features a visiting expert in the Department of Ophthalmology. The Merton F. Utter Memorial Lecture The Frederick C. Robbins Lecture Established in 1981 in memory of the former in professor of biochemistry and chair of the Department of Biochemistry, this lecture is the Department of Medicine delivered by a scientist of the highest caliber in Visiting Lecturer a field related to those in which Dr. Utter was interested. Lecturers are chosen by the chair of the Established in 1995 by the Department of Medicine Department of Biochemistry. in honor of Frederick C. Robbins, MD, dean emeritus of the School of Medicine, university professor emeritus, and Nobel Prize winner, this Case Western Reserve University 23

The Austin S. Weisberger Lecture C. Kent Smith, MD Senior Associate Dean for Students Established in 1972 in the Department of Medicine, this lecture honors the memory of the man who, James Young MD at the time of his death in 1970, was the John Executive Dean for Cleveland Clinic Lerner College Huntington Hord Professor and chair of the of Medicine Department of Medicine of the School of Medicine Alan Hull, MD, PhD and University Hospitals. Associate Dean for Curricular Affairs, Cleveland Clinic Lerner College of Medicine Lina Mehta, MD The Harland G. Wood Endowment Associate Dean for Admissions Fund in the Department of Terry M. Wolpaw, MD Biochemistry Associate Dean for Curricular Affairs Robert Daroff MD Established in 1994 in memory of the late chair and Associate Dean for Development professor of biochemistry and former provost of the university, this fund supports an annual Page- Gene H. Barnett, MD Wood symposium, co-sponsored by the School Associate Dean for Faculty Affairs for Cleveland of Medicine and the Cleveland Clinic Foundation, Clinic Lerner College of Medicine featuring a leader in the field of biochemistry, an annual guest lecturer in biochemistry, and an Daniel E. Anker, PhD, JD annual guest lecturer selected by faculty with the Associate Dean for Faculty Affairs and Human rank of assistant professor in the Department of Resources Biochemistry. Alison K. Hall, PhD Administration Associate Dean for Graduate Education

Pamela B. Davis, MD, PhD Jerry M. Shuck, MD, DSc Dean, School of Medicine and Vice President for Associate Dean and Director of Graduate Medical Medical Affairs Education Achilles A. Demetriou, MD, PhD Jill Stanley Vice Dean for Clinical Affairs for the Case Medical Associate Dean for Space and Facilities Planning Center Kathleen N. Franco, MD Daniel Ornt, MD Associate Dean for Admissions and Student Affairs, Vice Dean for Education and Academic Affairs Cleveland Clinic Lerner College of Medicine Carol L. Moss, MS Robert L. Haynie, MD, PhD Vice Dean for External Affairs and VP for Medical Associate Dean for Student Affairs Development Amy Wilson-Delfosse, PhD Christopher Masotti, CPA, MBA Assistant Dean for Basic Science Education Vice Dean for Finance and Administration J. Harry Isaacson, MD Robert H. Miller, PhD Assistant Dean for Clinical Education for Cleveland Vice Dean for Research Clinic Lerner College of Medicine Lisa M. Mencini, CPA, MBA Nicole Addington, CPA Senior Associate Dean and Chief of Staff Assistant Dean for Finance and Planning Murray D. Altose, MD James P. Bruzik, PhD Associate Dean for Louis Stokes Veterans Affairs Associate Dean for Medical Student Research Medical Center Linda M. Graham, MD Alfred Connors, Jr. MD Assistant Dean for Research Education, Cleveland Senior Associate Dean for the MetroHealth System Clinic Lerner College of Medicine 24 School of Medicine

Elizabeth McKinley, MD Assistant Dean for Student Societies Steven Ricanati, MD Assistant Dean for Student Societies Daniel Wolpaw, MD Director of Clinical Programs Siu Yan Scott Interim Registrar Case Western Reserve University 25

Anesthesiology and Perioperative Medicine

Lakeside Hospital Room 2533 measure academic ability, communication skills, http://www.anesthesiaprogram.com clinical aptitude, and personality traits. Howard Nearman, MD, MBA, Chair Laura Bishop, Coordinator, [email protected] Admission to the MSA program requires that the following criteria are met: The Department of Anesthesiology and Perioperative Medicine medical division of the A. Bachelor’s degree from an accredited college or University Hospitals Case Medical Center includes university more than four dozen Attending Anesthesiologists Documentation of each of the prerequisites listed on staff supervising Resident Anesthesiologists and below having been completed with a grade of B or Anesthetists to provide the best patient care. higher within five (5) years prior to the application The Anesthesiologist Assistant Program at deadline at an accredited American or Canadian Case Western Reserve University began in institution of higher learning. For those courses that 1969 and originally awarded a baccalaureate have been repeated, the highest grade will be used degree, evolving into a professional postgraduate in the calculation. curriculum in 1987 and granting the Master of • one semester of biochemistry Science degree. In general, admission to an AA program requires a bachelor’s degree with • one year of biology with laboratory* prescribed prerequisites typical of premedical course work, and successful completion of the • one year of anatomy with laboratory (human MCAT. Application Deadline: October 1 of each preferred) year for admission into June class.The 24-month AA program is accredited by the Commission on • one year of physiology Accreditation of Allied Health Education Programs (CAAHEP) and is based on the Standards for • one year of chemistry with laboratory* Anesthesiologist Assistant Program. Graduates must complete a curriculum which includes 63 • one year of organic chemistry with laboratory* credit hours (six semesters) of classroom and clinical instruction. The first three semesters • one year of physics with laboratory* integrate basic science and clinical instruction. • one year of calculus for premedical/life sciences The program is led by Joseph M Rifici and Matthew OR one semester of calculus I & one semester of Norcia, MD statistics (with a calculus I prerequisite)*

[email protected] • one year of English with expository writing* [email protected]

And more information can be obtained from * If any of the above courses marked with an Laura Bishop, Education Coordinator, Cleveland asterisk were completed (with a grade of B [email protected] or higher) in excess of five (5) years prior to the application deadline, they will meet the CWRU also oversees the Master of Science prerequisite criteria IF the composite score of in Anesthesia Program - Houston, Texas the MCAT is 25 or higher. Campus (for more information, http:// www.anesthesiaprogram.com/houston.htm) A. Medical College Admission Test Master of Science in • minimum composite score of 20 • test must have been completed within 3 years of Anesthesia Degree application deadline

The Master of Science in Anesthesia (MSA) • when the MCAT has been taken more than once, Program mission is to graduate skilled and component scores from different exams may not compassionate anesthesiologist assistants. The be combined admission policy reflects this goal. Applicants are considered on a variety of parameters which Applicants with international undergraduate, graduate or advanced degrees must meet the 26 School of Medicine

standard admission requirements listed above. Patient Monitoring and 2 International application requirements also include Instrumentation II (ANES 441) the TOEFL (Test of English as a Foreign Language) Applied Physiology for 3 OR the IELTS (International English Language Anesthesiologist Assistants I (ANES 456) Testing System) and Education Credential Anesthesia Clinical Correlation I 1 Evaluation Reports for foreign transcripts. (ANES 462) All information must be received by the deadline, Anesthesia Clinical Experience I 3 (ANES 463) October 1st. Candidates participate in interviews Pharmacology for 2 with members of the Admission Committee, which Anesthesiologist Assistants I is comprised of faculty and staff members of the (ANES 475) MSA program. All academic requirements must Fundamentals of Anesthetic 1 be completed satisfactorily before matriculation. Sciences I (ANES 480) Prospective candidates are permitted and Physiological Model-Based 1 encouraged to shadow an anesthetist in the OR. Simulation I (ANES 486) Prior approval for this visitation is required. Minimum Clinical Experience Required = 180 hours The 24-month program includes 63 credit hours (six Applied Physiology for 3 semesters) of classroom and clinical instruction. Anesthesiologist Assistants II The first three semesters integrate basic science (ANES 458) and clinical instruction. During the remaining 3 Anesthesia Clinical Correlation II 1 semesters, students complete month-long rotations (ANES 464) in all subspecialties of anesthesiology: ambulatory Anesthesia Clinical Experience II 4 (ANES 465) surgery, burns and trauma, cardiothoracic Pharmacology for 2 surgery, general surgery, neurosurgery, obstetrics, Anesthesiologist Assistants II pediatrics, surgical intensive care unit. Clinical (ANES 476) training focuses on all types of anesthesia including Clinical Decision Making in 2 general, epidural, spinal and peripheral nerve Anesthesia (ANES 477) blockade. Fundamentals of Anesthetic 1 Sciences II (ANES 481) Instruction is also provided in advanced patient care Physiological Model-Based 1 monitoring techniques and pre-testing, calibration Simulation II (ANES 487) and operation of anesthesia delivery systems Anesthesia Non-Technical Skills 1 and monitors. At Case our personal approach Lab (ANES 488) and rigorous educational standards produce Minimum Clinical Experience compassionate and highly skilled anesthesiologist Required = 260 hours assistants. Patient Monitoring and 2 Instrumentation I (ANES 440) The MSA Program is accredited by the Commission Introduction to Anesthesia (ANES 2 on Accreditation of Allied Health Education 460) Programs (CAAHEP) and is based on the Orientation to Clinical Experience 3 Standards for Anesthesiologist Assistant Programs. (ANES 461) Graduates sit for the Certification Examination Introduction to Physiological 1 Model-Based Simulation (ANES administered by the National Commission for 485) Certification of Anesthesiologist Assistants Minimum Clinical Experience (NCCAA) and co-sponsored by the National Board Required = 120 hours of Medical Examiners (NBME). Year Total: 15 15 8

Additional information may be found on the Master of Science in Anesthesia Program Web Clinical Year Units site at www.anesthesiaprogram.com (http:// Fall Spring Summer www.anesthesiaprogram.com). Anesthesia Clinical Correlation III 1 (ANES 468) Anesthesia Clinical Experience IV 8 (ANES 469) MS Anesthesiology Assistant, Fundamentals of Anesthetic 1 Sciences III (ANES 580) Plan of Study Physiological Model-Based 1 Simulation III (ANES 584) Minimum Clinical Experience Basic Science Year Units Required = 511 hours Fall Spring Summer Anesthesia Clinical Correlation IV 1 Cardiac Electrophysiology (ANES 2 (ANES 470) 403) Case Western Reserve University 27

Anesthesia Clinical Experience V 8 ANES 458. Applied Physiology for (ANES 471) Anesthesiologist Assistants II. 3 Units. Fundamentals of Anesthetic 1 Sciences IV (ANES 581) Continuation of ANES 456. Recommended Physiological Model-Based 1 preparation: ANES 403 and ANES 456. Simulation IV (ANES 585) Minimum Clinical Experience Required = 516 hours ANES 460. Introduction to Anesthesia. 2 Units. Anesthesia Clinical Experience III 4 (ANES 467) Introduction to basic concepts dealing with clinical Ethics, Law and Diversity for 2 anesthesia. Medical terminology, human anatomy, Anesthesiologist Assistants (ANES 490) medical chart interpretation and drug dosage Minimum Clinical Experience calculations. Required = 413 Year Total: 11 11 6 ANES 461. Orientation to Clinical Experience. 3

Units. Total Units in Sequence: 66 Introduction to experience in the operating room with emphasis on the fundamental procedures Total Clinical Hours Required (Basic Science Year) 560 and techniques used in administering an Total Clinical Hours Required (Clincial Year) 1440 anesthetic. Preoperative assessment, IV placement Total Units 2000 techniques, airway management, intraoperative patient care and postoperative management are all Courses emphasized in this course. BLS (basic life support) certification is required for course completion. ANES 403. Cardiac Electrophysiology. 2 Units. Recommended preparation: Acceptance in the M.S.A. program. In this course students will learn basic and advanced Electrocardiogram interpretation using simulators and electrocardiograms to understand ANES 462. Anesthesia Clinical Correlation I. 1 an overview of heart anatomy, function, and Unit. neurophysiology. A series of conferences presented by students that applies to anesthetic theory as it relates to the ANES 440. Patient Monitoring and clinical experience. Specific anesthetic situations Instrumentation I. 2 Units. are emphasized. Recommended preparation: ANES 460. Students are taught the proper balance between circuits and engineering concepts and the clinical application of anesthesia instrumentation. Monitors ANES 463. Anesthesia Clinical Experience I. 3 and devices used in the operating room are Units. studied with respect to principles of operation, calibration, and interpretation of data. A hands-on A continuation of the preparation, observation, laboratory is utilized to maximize direct contact to and hands-on learning format initiated in ANES the instrumentation of the profession. 461. Patient management and technical skills are refined with close attention to the didactic course work. A comprehensive clinical examination is ANES 441. Patient Monitoring and administered at the end of the semester. ACLS Instrumentation II. 2 Units. (Advanced Cardiac Life Support) certification is required for course completion. Recommended Continuation of ANES 440. Recommended preparation: ANES 461. preparation: ANES 440.

ANES 456. Applied Physiology for Anesthesiologist Assistants I. 3 Units.

Basic and applied human systems physiology with emphasis on topics and areas of special concern to the anesthetist. 28 School of Medicine

ANES 464. Anesthesia Clinical Correlation II. 1 ANES 471. Anesthesia Clinical Experience V. 8 Unit. Units.

A spectrum of case presentation conferences A continuation of ANES 469. A comprehensive presented by the students dealing with basic clinical examination is administered at the end of and major problems in anesthesia management. the semester. Recommended preparation: ANES Medical and surgical history of individual patients 469. and the outcomes of anesthesia and surgery are emphasized. Journal Club and Morbidity and Mortality conferences are included. Recommended ANES 475. Pharmacology for Anesthesiologist preparation: ANES 462. Assistants I. 2 Units. Pharmacodynamics, pharmacokinetics, uptake, ANES 465. Anesthesia Clinical Experience II. 4 distribution and action of the volatile and Units. intravenous anesthetics, muscle relaxants, narcotics, hypnotics and other pharmaceuticals A continuation of ANES 463. A comprehensive used in the administration of an anesthetic. Prereq: clinical examination is administered at the end Consent of Department. of the semester. PALS (Pediatric Advanced Life Support) and ACLS (Advanced Cardiac Life Support) certification is required for course ANES 476. Pharmacology for Anesthesiologist completion. Recommended preparation: ANES 463, Assistants II. 2 Units. BLS Certification, ACLS Certification. Continuation of ANES 475. Prereq: ANES 475.

ANES 467. Anesthesia Clinical Experience III. 4 Units. ANES 477. Clinical Decision Making in Anesthesia. 2 Units. Extended exposure to all of the clinical subspecialties of anesthesiology (obstetrics, An introduction to thinking about clinical situations pediatrics, neurosurgery, cardiovascular, etc.). and problems and coming to safe and effective Students alternate through rotations at several area solutions to these problems. This course focuses hospitals. Recommended preparation: ANES 465, on common clinical situations where appropriate ACLS certification and PALS. decision making is important to the outcome of the case. Numerous areas of medicine and anesthesiology will be covered to provide the ANES 468. Anesthesia Clinical Correlation III. 1 student with a wide sampling of decisions Unit. made each day with patient care. This course supplements the other courses offered during the The second-year equivalent of ANES 462. spring semester by integrating and applying basic Recommended preparation: ANES 464. science knowledge to the care of patients. Prereq: Consent of department. ANES 469. Anesthesia Clinical Experience IV. 8 Units. ANES 480. Fundamentals of Anesthetic Sciences I. 1 Unit. A continuation of ANES 467. A comprehensive clinical examination is administered at the end of A continuum of courses over the fall and spring the semester. Recommended preparation: ANES semesters that covers a series of topics in basic 467. medical science with special emphasis on the effect of anesthetics on normal physiology. An examination is administered at the end of each ANES 470. Anesthesia Clinical Correlation IV. 1 semester. Unit.

The second-year equivalent of ANES 464. Recommended preparation: ANES 468. Case Western Reserve University 29

ANES 481. Fundamentals of Anesthetic ANES 488. Anesthesia Non-Technical Skills Lab. Sciences II. 1 Unit. 1 Unit.

A series of topics in basic medical science with In this course the student will learn anesthesia special emphasis on the effect of anesthetics on non-technical skills, which are used integrally normal physiology. An examination is administered with medical knowledge and clinical techniques. at the end of the semester. Prereq: ANES 480. They encompass both interpersonal skills (e.g. communication, team working, leadership) and cognitive skills (e.g. situation awareness, decision ANES 485. Introduction to Physiological Model- making). This course uses modified Crew Resource Based Simulation. 1 Unit. Management techniques taught in the aviation industry and considers the limitations of human Introduction to physiological model-based performance and the nature of human error. The simulation using on-screen computer simulation goals are to train individuals to avoid, capture and and mannequins. Emphasis is placed on improving mitigate against the consequences of error. During appropriate anesthesia-related basic science the course, behaviors shown to minimize errors and knowledge, manual skills in anesthesia machine maximize patient safety are highlighted and then checkout, drug and equipment setup, safety practiced, with feedback being given to students on inspections, and performing anesthesia for their performance. uncomplicated surgical cases.

ANES 490. Ethics, Law and Diversity for ANES 486. Physiological Model-Based Anesthesiologist Assistants. 2 Units. Simulation I. 1 Unit. This course will focus on three topics. First, a An extension of ANES 485 with emphasis on discussion of legal practice as it applies to health improving or exercising knowledge of anesthesia- care including basics of medical jurisprudence, appropriate basic science, the use of more negligence, and how to avoid a lawsuit. Second, a advanced equipment and techniques for discussion of ethical theory including the principles uncomplicated surgical cases with an introduction of medical ethics, do not resuscitate, truth telling, to crisis management. Recommended preparation: and assessment of competence. Last, a discussion ANES 485. on diversity that will focus on the differences and similarities among people and how these factors influence patient care. The final grade will be based ANES 487. Physiological Model-Based on an essay and a multiple choice exam. Simulation II. 1 Unit.

An extension of ANES 486 emphasizing the ANES 499. Clinical Remediation. 1 - 10 Unit. physical techniques aspects of crisis management, team work and rescue in anesthesia, including (Credit as arranged.) Course offered to the student support for and review of training in Basic Life one time during the program of study which Support and Advanced Cardiac Life Support. remediates "C" or below work in a clinical course. Recommended preparation: ANES 486.

ANES 580. Fundamentals of Anesthetic Sciences III. 1 Unit.

The second-year equivalent of ANES 480 and 481. An examination is administered at the end of the semester. Recommended preparation: ANES 480 and 481.

ANES 581. Fundamentals of Anesthetic Sciences IV. 1 Unit.

The second year equivalent of ANES 481. An examination is administered at the end of the semester. Prereq: ANES 580. 30 School of Medicine

ANES 584. Physiological Model-Based Simulation III. 1 Unit.

An extension of ANES 487 emphasizing the physical techniques and aspects of crisis management, team work, and rescue in anesthesia. Prereq: ANES 487.

ANES 585. Physiological Model-Based Simulation IV. 1 Unit.

Extension of ANES 584 emphasizing the physical techniques and aspects of crisis management, team work, and rescue in anesthesia. Prereq: ANES 584.

ANES 599. Clinical Remediation. 1 - 10 Unit.

(Credit as arranged.) Course offered to the student one time during the program of study which remediates "C" or below work in a clinical course. Case Western Reserve University 31

Department of Anatomy

Room WG-46, School of Medicine preparation for subsequent studies in schools of http://www.case.edu/med/anatomy/ medicine,dentistry, and nursing. The knowledge of Daniel Ornt, MD, Interim Chair the human body and its physiological processes Ms. Christine Marshall, Dept Administrator, gained in this program forms a significant [email protected] foundation for physician assistants, physical therapists, dental technicians, and K-12 life The development of independence in research sciences teachers. and experience in teaching are essential factors for scholars. The goal of the Department of Students in this post-baccalaureate program Anatomy is to provide individuals with the skills earning the Master of Science in Applied Anatomy and experiences that will allow them to develop use their rigorous training in the anatomical and maintain successful careers as researchers sciences to establish an academic basis for and teachers. The strengths of both the faculty their application to professional schools. Case and students of the department help lead to the Western Reserve University medical students achievement of this goal. Graduate studies in the earning the joint MD/MS degree program seek Department of Anatomy can lead to the master of advanced training in the anatomical sciences. science degree in applied anatomy. The master’s The joint MD/MS program is undertaken and degree may be obtained as part of a joint degree completed concurrently with the medical curriculum, program for qualified individuals participating particularly if the student enters the graduate in other programs at the university, such as the program during the first year of medical school. joint MD/MS degree. Every graduate student in the Department of Anatomy must successfully Admission complete 21 credits in the core curriculum of Acceptance into the Master of Science in Applied anatomical sciences, human gross anatomy, Anatomy program requires a baccalaureate degree histology, neuroanatomy and embryology. An from an accredited institution and is based on additional two credits offered by the department undergraduate and/or graduate GPAs, results in seminar and research presentations also are of admission examinations (GRE, MCAT, DAT), required. Elective course work and, for the thesis plus letters of recommendation;an Educational M.S. students, laboratory rotations and research, Credential Evaluation and Authentication Report is complete the graduate students’ program of study. required for foreign transcripts plus documentation Research areas of particular strength among faculty (TOEFL) of English language skills for foreign in the Department of Anatomy include biological applicants. This master’s degree also can be anthropology, cell injury, control of respiration, and earned as part of a joint degree program for non-molecular developmental neurobiology. The qualified individuals participating in other programs department has existing collaborative research at CWRU. Acceptance into the joint MD/MS efforts with basic scientists in several clinical program requires that the medical student be in departments, including medicine, orthopedics, good academic standing in the medical curriculum pediatrics, neurology and neurosurgery. at the time of matriculation into the program, and a letter of approval from their respective Associate (‘Society’) Dean of Student Affairs. Each MS Applied Anatomy student in the Applied Anatomy program has a faculty advisor from the Department of Anatomy The Applied Anatomy program was established Graduate Executive Committee which coordinates for students seeking a comprehensive education the program and reviews the graduate Planned in the anatomical sciences, particularly individuals Program of Study for individual students. Contact pursuing careers as medical health professionals the Department of Anatomy for additional program and teachers who desire an advanced degree and application information. to enhance their skills and credentials. The Anatomical Sciences Core Curriculum (ASCC) Degree Requirements courses emphasize the traditional aspects of The Master of Science in Applied Anatomy anatomical structure, function, and nomenclature degree requires a minimum of 30 graduate course with critical aspects of cell and developmental credits. Required courses include 21 credits of biology, biochemistry, and physiology of the Anatomical Sciences Core Curriculum; the cells, tissues, and organs integrated into their remaining credits are elective courses selected to content. The elective courses allow curriculum fulfill individual student interests and goals. Medical flexibility for students to emphasize their diverse students are required to take at least one of the individual interests. The Master of Science Surgical Anatomy courses. A research thesis is in Applied Anatomy serves as an excellent 32 School of Medicine

not required, although research experience may be obtained as elective coursework ANAT 499: Joint MD/MS Applied Independent Study with individual faculty members. Anatomy, Plan of Study Comprehensive written and oral exams covering the basic scientific principles presented in the First Year Units core curriculum must be passed after successful Fall Spring completion of the formal coursework comprising the Histology and Ultrastructure (ANAT 4 Anatomical Sciences Core Curriculum. All degree 412/413) requirements must be completed within five years; Apply to MS program most students complete the program in 11/2-21/2 Gross Anatomy (ANAT 411) 6 years. Tuition or stipends will not be provided for Embryology (ANAT 491) 3 the master of science program (no additional tuition Scientific Presentations (ANAT 497) 1 is required for enrolled medical students). Year Total: 4 10 These specific sequences of classes, while common, are not exclusive and are meant only to Second Year Units exemplify the typical program of study leading to Fall Spring the Master of Science in Applied Anatomy degree. Neurological Anatomy (ANAT 414) 4 The required courses (21 credits) comprising Applied Anatomy Seminar (ANAT 498) 1 the Anatomical Sciences Core Curriculum are MD/MS - Comp Exam (Jan/Feb) specifically delineated, whereas the elective MD/MS - Step I exam courses (9 credits minimum) are not identified MD/MS - Begin clinical/research rotations since they vary significantly between individual Master of Science ASCC Comprehensive students. Students become eligible to take the Examination (January/February) MS Comprehensive Examination upon successful Year Total: 5 completion of the ASCC courses. Total Units in Sequence: 19 Year III & IV (MD/MS): MS Applied Anatomy, Plan of Study MD/MS - continue clinical/research rotations Surgical Anatomy courses (1 clinical block each) First Year Units Surgical Anatomy I Fall Spring Histology and Ultrastructure (ANAT 4 Surgical Anatomy II 412/413) Scientific Presentations (ANAT 497) 1 ANAT 499 Elective Gross Anatomy (ANAT 411) 6 Elective Year IV Year Total: 5 6 Spring: Graduation Second Year Units Fall Spring Courses Neurological Anatomy (ANAT 414) 4 Elective ANAT 312. Basic Histology. 3 Units. Embryology (ANAT 491) 3 Applied Anatomy Seminar (ANAT 498) 1 Fundamental histology course covering microscopic Elective structure, nomenclature, and function of normal MS - Comp Exam (May/June) cells, tissues, and organs (human emphasis) to Summer: MS Graduation (August) provide a sound foundation for bioengineering, pre- Master of Science ASCC Comprehensive medical and pre-dental students. Examination (May/June) Year Total: 4 4

Total Units in Sequence: 19 Case Western Reserve University 33

ANAT 353. Anatomy for the Artist. 3 Units. ANAT 411. Gross Anatomy. 6 Units.

Reflecting the interdisciplinary nature of medical This in-depth, cadaver dissection-based, course illustration, the course will have two complementary covers all aspects of human gross anatomy. The components. Morning sessions will involve course is modeled after a traditional medical instruction in human anatomy followed by direct school gross anatomy curriculum and taught by observation and drawing of that anatomy from the the CWRU School of Medicine, Department of cadaver. The entire body will be covered, including Anatomy faculty. It is divided into three sections: both the internal structures as well as those that thorax and abdomen; pelvis/perineum and limbs/ directly impact the surface anatomy, to provide the back; and head and neck. One hour of lecture will student with a comprehensive understanding of precede 3 hours of dissection laboratory Monday, the human form in its totality. Afternoon sessions Wednesday, and Friday. Lectures and dissection will have students study the perceptual problems labs will cover all human anatomy, and students of drawing from the live model, focusing on the should be prepared to devote more time that the anatomical structure and functionality of the scheduled hours of 1:00 to 5:00pm. Dissection labs skeletal and muscular system. Muscle action and are open 24 hours 7 days a week. Recommended involvement in human movement and form will be preparation: B.A./B.S., or fourth year undergraduate analyzed and applied. science major.

ANAT 375. Human Evolution: The Fossil ANAT 412. Histology and Ultrastructure. 4 Units. Evidence. 3 Units. Comprehensive functional histology course This course will survey the biological and behavioral integrating microscopic identification (’structure plus changes that occurred in the hominid lineage during nomenclature’) of normal cells, tissues, and organs the past five million years. In addition to a thorough with aspects of their cell biology, biochemistry, and review of the fossil evidence for human evolution, physiology (’function’). Topical coverage includes students will develop the theoretical framework in complete (’head-to-toe’) tissue and organ survey evolutionary biology. Recommended preparation: with human emphasis. ANTH 377, BIOL 225. Offered as ANAT 375, ANTH 375, ANAT 475 and ANTH 475. Prereq: ANTH 103. ANAT 413. General Histology Laboratory. 2 Units. ANAT 377. Human Osteology. 4 Units. Microscopic structure of tissues and organs. This course for upper division undergraduates and Laboratory course associated with ANAT 412 (see graduate students will review the following topics: ANAT 412 description). Recommended preparation: human skeletal development and identification; ANAT 312 or ANAT 412 or concurrent enrollment. and forensic identification (skeletal aging, sex identification and population affiliation). Offered as ANAT 377, ANTH 377, ANAT 477 and ANTH 477. ANAT 414. Neurological Anatomy. 4 Units. This course employs a variety of teaching-learning ANAT 391. Embryology. 3 Units. methods--among them lectures, small-group discussions, hands-on "construction" of pathways, A detailed description of development will be and brain dissection. Regional morphology will be presented, focusing mainly on the developing studied via examination of the preserved brain and human. Discussions and presentations will of sections through the CNS; functional systems will also include several developing systems that be "followed" through the spinal cord, brain stem have served as useful models in experimental and/or forebrain. embryology for deciphering mechanisms responsible for producing adult metazoan organisms. Offered as ANAT 391 and ANAT 491.

ANAT 399. Independent Study. 1 - 4 Unit.

Laboratory research project. Student must obtain approval of a supervising Anatomy department professor before registration and list the professor’s name on the schedule card. 34 School of Medicine

ANAT 415. Neurological Anatomy Laboratory. 1 ANAT 431. Statistical Methods I. 3 Units. Unit. Application of statistical techniques with particular This laboratory course provides an adjunct to emphasis on problems in the biomedical sciences. ANAT 414, Neurological Anatomy. It affords the Basic probability theory, random variables, and student the opportunity to learn the complex three- distribution functions. Point and interval estimation, dimensional anatomy of the human central nervous regression, and correlation. Problems whose system from photographs of brain slices and solution involves using packaged statistical sections, from glass slides of human brain sections, programs. First part of year-long sequence. Offered from actual brain slices, and from dissection of as ANAT 431, BIOL 431, EPBI 431, and MPHP the brain. The material will be approached not 431. only through traditional methods of studying regional morphology but also by "following" the components of functional systems through the ANAT 435. Morphometrics of Biological Shape. spinal cord, brain stem, and/or forebrain. Animated, 3 Units. three-dimensional, and color imagery will also be employed. Recommended preparation: ANAT 414 Morphometrics is the measurement of biological or concurrent enrollment. shape. This course will focus on the collection of data, especially landmarks, from biological forms directly and especially via imaging. We ANAT 420. Forensic Pathology. 3 Units. will use best fit and interpolant algorithms (Geometric Morphometrics) to compare two and Forensic Pathology is that discipline where three dimensional landmark configurations of medicine and the law meet. Forensic pathologists an individual over time, different individuals to strive to determine the cause, manner, and each other, and individuals to average forms. The mechanism of death, and how to prevent unnatural results are interpreted with standard multivariate death from occurring. This course reviews the statistical techniques. These tools are especially field of forensic pathology, from sudden natural relevant to applications in medical imaging and death, to homicide, to child abuse. Students other areas of biolometrics. Background in linear will be exposed to an autopsy, and tour a crime algebra and basic statistics is desirable. This laboratory. These tours are mandatory. Grading course is offered every other year, in odd numbered is based on performance on an examination and years. Recommended preparation: multivariate review and presentation of a forensic paper. Actual statistics course, familiarity with linear algebra, and case material will be used. Students are therefore permission of instructor. expected to maintain the highest professional and ethical standards. ANAT 445. Mammal Diversity and Evolution. 3 Units. ANAT 424. Neural Integrative and Regulatory Mechanisms. 3 Units. This course focuses on the morphologic and taxonomic diversity of mammals in a phylogenetic This course is designed as a sequence to context. By the end of the course, students will ANAT 414, Neurological Anatomy, or any other be able to (1) describe the key morphological and "introductory" course in neuroanatomy. Topics physiological features of mammals; (2) identify to be addressed include central regulation of the main anatomical characteristics of all orders pain, the regulation of somatic and visceral and most families of extant, non-volant mammals; motor activity, neurotransmitter substances, the (3) interpret a phylogenetic tree and the data basal forebrain, the blood-brain barrier, levels of used to generate it; (4) appreciate major historical consciousness, sleep-wake mechanisms, cognitive patterns in mammal diversity and biogeography. behaviors and memory. Appreciation of the three- Two lectures and one lab each week; most labs dimensional anatomy and vasculature of the will be specimen-based and will take place at spinal cord and brain will be gained through brain the Cleveland Museum of Natural History. One dissection and study of stained and unstained weekend field trip to Cleveland Metroparks Zoo. sections. Recommended preparation: ANAT 414 or This course satisfies a laboratory requirement for permission. the biology major. Offered as ANAT 445, BIOL 345, and BIOL 445. Prereq: BIOL 214. Case Western Reserve University 35

ANAT 452. Writing a Scientific Paper. 2 Units. ANAT 491. Embryology. 3 Units.

For graduate and post-doctoral students. A detailed description of development will be Participants must have experimental data (not presented, focusing mainly on the developing necessarily complete) with which they will write human. Discussions and presentations will a full scientific paper. Course is limited to two also include several developing systems that participants. have served as useful models in experimental embryology for deciphering mechanisms responsible for producing adult metazoan ANAT 462. Advanced Principles of organisms. Offered as ANAT 391 and ANAT 491. Developmental Biology. 3 Units.

Same as BIOL 362 except the required term paper ANAT 497. Scientific Presentations. 1 Unit. is an NIH-format research proposal. Recommended preparation: BIOL 216. Offered as ANAT 462 and These courses provide a foundation and experience BIOL 462. for making scientific presentations. Scheduled simultaneously with ANAT 498 and students from both courses are present, but the requirements ANAT 467. Topics in Evolutionary Biology. 3 for passing differ. Students in ANAT 497 prepare Units. PowerPoint and poster presentations. Oral presentations by students taking ANAT 498 will The focus for this course on a special topic of occur during the class periods for the remainder of interest in evolutionary biology will vary from one the semester. Students taking 497 and 498 must offering to the next. Examples of possible topics participate in these discussions. Students must take include theories of speciation, the evolution of ANAT 497: Scientific Presentations before ANAT language, the evolution of sex, evolution and 498: Applied Anatomy Seminar. biodiversity, molecular evolution. ANAT/ANTH/ GEOL/PHIL 467/BIOL 468 will require a longer, more sophisticated term paper, and additional class ANAT 498. Applied Anatomy Seminar. 1 Unit. presentation. Offered as ANTH 367, BIOL 368, GEOL 367, PHIL 367, ANAT 467, ANTH 467, BIOL These courses provide a foundation and experience 468, GEOL 467, and PHIL 467. for making scientific presentations. Scheduled simultaneously with ANAT 497 and students from both courses are present, but the requirements ANAT 475. Human Evolution: The Fossil for passing differ. Students in ANAT 497 prepare Evidence. 3 Units. PowerPoint and poster presentations. Oral presentations by students taking ANAT 498 will This course will survey the biological and behavioral occur during the class periods for the remainder of changes that occurred in the hominid lineage during the semester. Students taking 497 and 498 must the past five million years. In addition to a thorough participate in these discussions. Students must take review of the fossil evidence for human evolution, ANAT 497: Scientific Presentations before ANAT students will develop the theoretical framework in 498: Applied Anatomy Seminar. evolutionary biology. Recommended preparation: ANTH 377, BIOL 225. Offered as ANAT 375, ANTH 375, ANAT 475 and ANTH 475. Prereq: ANTH 103. ANAT 499. Independent Study. 1 - 4 Unit.

Laboratory research project. Student must obtain ANAT 477. Human Osteology. 4 Units. approval of a supervising Anatomy department professor before registration and list the professor’s This course for upper division undergraduates and name on the schedule card. graduate students will review the following topics: human skeletal development and identification; and forensic identification (skeletal aging, sex ANAT 503. Readings and Discussions. 1 - 3 identification and population affiliation). Offered as Unit. ANAT 377, ANTH 377, ANAT 477 and ANTH 477. In-depth consideration of special selected topics through critical evaluation of the literature. Student must obtain approval of supervising Anatomy department professor before registration. 36 School of Medicine

ANAT 513. Surgical Anatomy of the Thorax and ANAT 523. Histopathology of Organ Systems. 3 Abdomen. 4 Units. Units.

This course is intended for graduate and fourth- Comprehensive course covering the underlying year medical students interested in surgery and basic mechanisms of injury and cell death, surgical subspecialties. This integrated course will inflammation, immunity, infection, and neoplasia review basic gross anatomy, provide advanced followed by pathology of specific organ systems. training in gross and surgical anatomy, introduce Material will include histological (’structure’) common clinical problems and their anatomical and physiological (’function’) aspects related to consequences, and basic surgical approaches. pathology (human emphasis). Recommended Recommended preparation: ANAT 411 and preparation: ANAT 412 or permission of instructor. permission of instructor. Offered as ANAT 523 and PATH 523.

ANAT 515. Surgical Anatomy: Orthopaedic ANAT 530. Medical Sculpture: Basic Facial Musculoskeletal. 4 Units. Reconstruction. 2 Units.

This orthopaedic musculoskeletal anatomy course This introductory course takes a step-by-step is offered to M.S. in Applied Anatomy students approach to forensic facial reconstruction. Students and fourth year medical students. The course will will study the placement and function of head and familiarize participants with surgical approaches neck muscles and learn about average tissue used to treat musculoskeletal disease. Students will depths. An oil-based clay will be used to add learn to correlate normal and abnormal anatomical muscles and contours to a human skull cast at the findings with radiographical studies. Recommended depth indicated by tissue markers to successfully preparation: ANAT 411. recreate facial features.

ANAT 516. Surgical Anatomy: Head and Neck. 4 ANAT 531. Medical Sculpture: Advanced Facial Units. Reconstruction. 2 Units.

Students will build on their understanding of basic Students must be able to interpret soft tissue data gross, histological, pathologic, and embryonic with a minimal amount of help. Students will be anatomy of the head and neck. Human cadaveric provided a cast human skull on which to complete dissection, radiographic aids, and clinical case a facial reconstruction using an oil-based clay reports of head and neck pathologies will be using tissue depth data information from that skull. studied as to how they can inform the surgical Once completed, a photograph of that individual approach to lesion removal and other therapeutic is available to compare the achieved likeness. A surgical interventions. Students participate in final exercise will have students advance the age approximately one or two surgical intervention labs of the individual using age rendering techniques per week. Each is then followed by a student-led (adaptable to work with fugitives and missing presentation and discussion in a "grand rounds" persons). Recommended preparation: ANAT 530. atmosphere. Surgical approaches covered include: cranial cavity, skull base, orbit, maxillofacial, oral, otic, pharyngeal, and airway. Students are ANAT 610. Oxygen and Physiological Function. required to prepare for, attend and participate 3 Units. in all presentations, dissection sessions, and surgical intervention laboratories. There are two Lecture/discussion course which explores the essay examinations, one at the start of class and significance and consequences of oxygen and another at the end of the course. Recommended oxygen metabolism in living organisms. Topics preparation: ANAT 411, ANAT 412, ANAT 413, to be covered include oxygen transport by blood ANAT 414, ANAT 415, and ANAT 491 and tissues, oxygen toxicity, and mitochondrial permission of instructor. metabolism. Emphasis will be placed on mammalian physiology with special reference to brain oxidative metabolism and blood flow as well as whole body energy expenditure and oxidative stress related to disease. Offered as ANAT 610 and PHOL 610. Case Western Reserve University 37

ANAT 611. Practicum in Human Gross Anatomy. ANAT 614. Practicum in Neurological Anatomy. 1 - 3 Unit. 1 Unit.

A course of study designed especially for the A course of study designed especially for the preparation of teachers that involves the supervised preparation of teachers that involves the supervised practical application of previously studied theory. practical application of previously studied theory. Students accepted into ANAT 611 must participate The graduate student will administer all laboratory in one of three sections of the course (as described sessions, assisting students with identification of below). Participation is defined as preparing a structures and with understanding the functional prosection prior to each dissection laboratory aspects of neuroanatomical pathways. The and being present to teach in each dissection graduate student will meet with the course laboratory. The opportunity exists, at the discretion director once per week to discuss the student’s of the course director, to present classroom performance and progress and to plan for upcoming lectures. Presentation of classroom lectures is class sessions. The course director will assist not required. The teaching experience obtained the student in developing the organizational skills will be obtained in ANAT 411 - Human Gross necessary to be a course director as the student Anatomy. Teaching will be guided, supervised, learns to anticipate questions, define problematic and evaluated by the appropriate faculty from the areas, and recognize varying learning styles. The department of anatomy. The three sections of graduate student will be evaluated by the course ANAT 611 and the subjects covered are: Trunk director with reference to the graduate student’s Gross Anatomy (6 weeks), Musculoskeletal Gross overall progress and performance as a teacher. Anatomy (3 weeks), Head Neck Gross Anatomy (4 Recommended preparation: ANAT 414. weeks). Recommended preparation: ANAT 411 and permission of instructor. ANAT 651. Thesis M.S.. 1 - 9 Unit.

ANAT 612. Practicum in Histology and Master’s Thesis Plan A. Ultrastructure. 2 Units.

A course of study designed especially for the ANAT 701. Dissertation Ph.D.. 1 - 18 Unit. preparation of teachers that involves the supervised practical application of previously studied theory. (Credit as arranged.) Prereq: Predoctoral research The prerequisite knowledge required for ANAT 612 consent or advanced to Ph.D. candidacy milestone. must have been obtained previously in ANAT 412: Histology and Ultrastructure and the associated laboratory ANAT 413: Histology Laboratory. Required participation in ANAT 612 is defined as: 1. Meet weekly with course instructor to (pre)review course material; 2. Attend all ANAT 412 lectures; 3. Participate/assist in all ANAT 413 laboratory sessions. Teaching will be guided, supervised, and evaluated by the course instructor with reference to the graduate student’s overall progress and performance as a teacher. Required prerequisites: ’A’ grades on ANAT 412 and ANAT 413; permission of instructor required. 38 School of Medicine

Department of Biochemistry

Room W-427, School of Medicine Biochemistry faculty study a variety of proteins and http://www.case.edu/med/biochemistry/ enzymes ranging from growth factors to oncogenes. Michael Weiss MD, PhD, Chairman Sakeenah Bari-Harold, Coordinator; [email protected] Structural Biology Biochemistry is the study of the molecular basis of cellular function, making it a central discipline in the The function of a protein is determined by its three- biological sciences. Biochemists ask the question, dimensional structure and interactions. Faculty “How do life processes work at the molecular apply many modern techniques to the determination level?” The Department of Biochemistry offers of macromolecular structure, including X- undergraduate programs leading to the bachelor ray crystallography, and multidimensional of arts degree and bachelor of science degree in heteronuclear NMR, fluorescence, Raman, and biochemistry and graduate programs leading to the circular dichroism spectroscopy. Macromolecules master of science, doctor of philosophy, and dual- under investigation Include, transcarboxylase, degree programs as follows: doctor of medicine/ ribosomes, DNA-protein complexes, and doctor of philosophy degree; doctor of medicine/ neurochemical enzymes. masters of science in biomedical investigation; juris doctor/masters of science in biochemistry. Regulation of Gene Expression The department also participates in several interdisciplinary and interdepartmental programs The elucidation of mechanisms regulating in the School of Medicine and at Case Western gene expression is a major goal of modern Reserve University that provide additional avenues biology. Biochemistry faculty study the control of of study. Research interests within the department transcription by hormones and other regulatory include a spectrum of modern biochemical topics molecules, the interaction between proteins and in six broad areas: enzymology, protein chemistry, DNA, the function of oncogenes, the basal and structural biology, gene expression, cell biology, hormone mediated transcriptional machinery, and and molecular medicine/gene therapy. The the processing and translation of RNA. department has state-of-the-art equipment and facilities for research in modern biochemistry. More complete information about the undergraduate and graduate programs may be obtained by contacting Cell Biology the departmental office or by using the URL above. The control of the metabolism, differentiation and cell signaling within and between cells is an area of active investigation. Research Areas

Research of Department of Biochemistry faculty members covers a broad spectrum of topics Metabolic Regulation from events at the level of electron movement Biochemistry faculty investigate the control in biochemical reactions to the intracellular of metabolism in animals, such as dietary trafficking of proteins. Research in the department and hormonal regulation of gene expression. is broadened by collaborations with faculty in Transgenic murine technology allows the study other university departments and with scientists at of the impact of gene ablation on metabolic other Cleveland research institutions. The specific processes. areas of active research within the department are outlined below. BA Biochemistry I BS Biochemistry I Minor

Proteins and Enzymes

Proteins are components of all living tissue, and their function is critical for life processes. Understanding the chemical mechanisms of enzymatic catalysis is essential for determining the role of individual proteins in human disease. Case Western Reserve University 39

CHEM 223 Introductory Organic Chemistry I 3 Undergraduate Programs or CHEM 323 Organic Chemistry I CHEM 224 Introductory Organic Chemistry II 3 Major or CHEM 324 Organic Chemistry II CHEM 233 Introductory Organic Chemistry Laboratory I 2 The two undergraduate major programs in CHEM 234 Introductory Organic Chemistry Laboratory 2 Biochemistry, BA and BS, are based on the Arts II & Sciences General Education Requirements, but CHEM 301 Introductory Physical Chemistry I 3 differ in amount and intensity of the mathematics MATH 125 Math and Calculus Applications for Life, 4 and physical sciences required. Either degree Managerial, and Social Sci I is excellent for students planning to undertake or MATH 121 Calculus for Science and Engineering I graduate work in biochemistry or in related areas MATH 126 Math and Calculus Applications for Life, 4 Managerial, and Social Sci II of the biomedical sciences. Both the BA and the or MATH 122 Calculus for Science and Engineering II BS programs permit students to follow many PHYS 115 Introductory Physics I 4 options after graduation. Graduates are well or PHYS 121 General Physics I - Mechanics prepared to pursue further studies in the biological PHYS 116 Introductory Physics II 4 sciences, for a career in medicine, for Doctor or PHYS 122 General Physics II - Electricity and Magnetism of Pharmacy programs, for employment in the Total Units 66-68 chemical, pharmaceutical, and biotechnology industries, or as research assistants in research laboratories. The BA has a reduced emphasis on the quantitative aspects of science and makes BA Biochemistry, Sample Plan of available a considerable amount of elective time Study that permits a student to either concentrate on biochemistry even more intensively than the Freshman Units curriculum requires, or pursue other subjects in Fall Spring science or liberal arts. The BS degree is for the Math and Calculus Applications for Life, 4 student who has a particularly strong interest in the Managerial, and Social Sci I (MATH 125) quantitative physical sciences. Principles of Chemistry I (CHEM 105) 3 or Principles of Chemistry for Engineers In both programs, undergraduate research is (CHEM 111) strongly encouraged. As many as nine hours of SAGES Frist Seminar 4 Research in Biochemistry (BIOC 391 Research Independent Activity (PHED 100) 0 - 10 Project) may be credited toward the requirements Genes, Evolution and Ecology (BIOL 214) 4 for graduation. The capstone in Biochemistry (BIOC & Genes, Evolution and Ecology Lab (BIOL 393) is a thesis and presentation of a student’s 214L) undergraduate research studies. Principles of Chemistry II (CHEM 106) 3 or Chemistry of Materials (ENGR 145) Independent Activity (PHED 100) 0 - 10 Bachelor of Arts in Biochemistry SAGES University Seminar I 3 Math and Calculus Applications for Life, 4 Managerial, and Social Sci II (MATH 126) Required Courses: Principles of Chemistry Laboratory (CHEM 2 BIOC 307 General Biochemistry 4 113) BIOC 308 Molecular Biology: Genes and Genetic 4 Cells and Proteins (BIOL 215) 4 Engineering & Cells and Proteins Laboratory (BIOL BIOC 373 Biochemistry Sages Seminar (SAGES 3 215L) Departmental Seminar) Year Total: 15-25 16-26 Biochemsitry elective: 3

BIOC 312 Proteins and Enzymes Sophomore Units BIOC 334 Structural Biology Two approved technical electives in biochemistry 6 Fall Spring BIOC 393 Senior Capstone Experience 3 SAGES University Seminar II 3 Additional Required Courses: Introductory Organic Chemistry Laboratory I 2 BIOL 214 Genes, Evolution and Ecology 4 (CHEM 233) & BIOL 214L and Genes, Evolution and Ecology Lab Introductory Organic Chemistry I (CHEM 3 BIOL 215 Cells and Proteins 4 223)a & BIOL 215L and Cells and Proteins Laboratory Introductory Physics I (PHYS 115) 4 CHEM 105 Principles of Chemistry I 3-04 GER Course 3 or CHEM 111 Principles of Chemistry for Engineers Elective 3 CHEM 106 Principles of Chemistry II 3-04 Introductory Organic Chemistry II (CHEM 3 or ENGR 145 Chemistry of Materials 224)a CHEM 113 Principles of Chemistry Laboratory 40 School of Medicine

Introductory Organic Chemistry Laboratory 2 Bachelor of Science in II (CHEM 234) GER Course 3 Biochemistry Introductory Physics II (PHYS 116) 4 Required Courses: Year Total: 15 15 BIOC 307 General Biochemistry 4

BIOC 308 Molecular Biology: Genes and Genetic 4 Junior Units Engineering Fall Spring BIOC 312 Proteins and Enzymes 3 General Biochemistry (BIOC 307) 4 BIOC 334 Structural Biology 3 Electives 6 BIOC 373 Biochemistry Sages Seminar 3 GER Course 3 Approved Technical Elective in Biochemistry 3 BIOC 393 Senior Capstone Experience 3 Introductory Physical Chemistry I (CHEM 3 301) BIOL 214 Genes, Evolution and Ecology 4 & BIOL 214L and Genes, Evolution and Ecology Lab b 3 Approved Technical Elective BIOL 215 Cells and Proteins 4 GER Course 3 & BIOL 215L and Cells and Proteins Laboratory Electives 6 CHEM 105 Principles of Chemistry I 3-04 Molecular Biology: Genes and Genetic 4 or CHEM 111 Principles of Chemistry for Engineers Engineering (BIOC 308) CHEM 106 Principles of Chemistry II 3-04 Year Total: 16 16 or ENGR 145 Chemistry of Materials CHEM 113 Principles of Chemistry Laboratory 2 Senior Units CHEM 223 Introductory Organic Chemistry I 3 Fall Spring or CHEM 323 Organic Chemistry I CHEM 224 Introductory Organic Chemistry II 3 Electives 6 or CHEM 324 Organic Chemistry II Research Project (BIOC 391) 1 - 9 CHEM 301 Introductory Physical Chemistry I 3 Biochemistry Sages Seminar (BIOC 373) 3 or CHEM 335 Physical Chemistry I Approved Biochemistry or Technical 3 CHEM 302 Introductory Physical Chemistry II 3 Electiveb or CHEM 336 Physical Chemistry II b Approved Biochem or Technical Elective 3 CHEM 233 Introductory Organic Chemistry Laboratory I 2 Electives 6-9 CHEM 234 Introductory Organic Chemistry Laboratory 2 Senior Capstone Experience (BIOC 393) 3 II Year Total: 13-21 12-15 MATH 121 Calculus for Science and Engineering I 4 MATH 122 Calculus for Science and Engineering II 4 Total Units in Sequence: 118-149 or MATH 124 Calculus II MATH 223 Calculus for Science and Engineering III 3 Note: At least the 3 credits of undergraduate or MATH 227 Calculus III research, BIOC 391 Research Project, is minimally MATH 224 Elementary Differential Equations 3 recommended for the Capstone. An additional or MATH 228 Differential Equations 3 credits of BIOC 391 is highly recommended. PHYS 121 General Physics I - Mechanics 4 Students should consult their academic advisers or PHYS 123 Physics and Frontiers I - Mechanics about the elective parts of the curriculum. PHYS 122 General Physics II - Electricity and 4 Magnetism Footnotes or PHYS 124 Physics and Frontiers II - Electricity and Magnetism a Selected students may be invited to take Statistics/data analysis elective 3 CHEM 323 Organic Chemistry I, CHEM 324 PHYS 250 Computational Methods in Physics 3 Organic Chemistry II. STAT 312 Basic Statistics for Engineering and Science STAT 313 Statistics for Experimenters b One of the approved electives in or equivalent Biochemistry taken must be either BIOC Total Units 83-85 312 Proteins and Enzymes or BIOC 334 Structural Biology. BS Biochemistry, Sample Plan of Study

Freshman Units Fall Spring Calculus for Science and Engineering I 4 (MATH 121) Case Western Reserve University 41

Genes, Evolution and Ecology (BIOL 214) 4 Senior Units & Genes, Evolution and Ecology Lab (BIOL 214L) Fall Spring SAGES First Semester 4 Biochemistry Sages Seminar (BIOC 373) 3 Principles of Chemistry I (CHEM 105) 3 Electives 6 or Principles of Chemistry for Engineers Proteins and Enzymes (BIOC 312) 3 (CHEM 111) Research Project (BIOC 391) 1 - 9 Independent Activity (PHED 100) 0 - 10 Senior Capstone Experience (BIOC 393) 3 Principles of Chemistry Laboratory (CHEM 2 Structural Biology (BIOC 334) 3 113) Computational Methods in Physics (PHYS 3 Cells and Proteins (BIOL 215) 4 250) & Cells and Proteins Laboratory (BIOL Basic Statistics for Engineering and Science 3 215L) (STAT 312) Calculus for Science and Engineering II 4 Statistics for Experimenters (STAT 313) (or 3 (MATH 122) equiv) SAGES University Seminar I 3 Electives 6 Principles of Chemistry II (CHEM 106) 3 Statistics/Data Analysis Elective 3 or Chemistry of Materials (ENGR 145) Independent Activity (PHED 100) 0 - 10 Year Total: 13-21 24 Year Total: 15-25 16-26 Total Units in Sequence: 130-158 Sophomore Units Note: At least the 3 credits of undergraduate Fall Spring research, BIOC 391 Research Project, is a b 4 prerequisite to the Capstone. An additional 3 credits General Physics I - Mechanics (PHYS 121) of BIOC 391 is highly recommended. Students Introductory Organic Chemistry Laboratory I 2 (CHEM 233) should consult their academic advisers about the elective parts of the curriculum. Calculus for Science and Engineering III 3 (MATH 223) Footnotes GER Course 3 Introductory Organic Chemistry I (CHEM 3 a a 223) Selected students may be invited to take Introductory Organic Chemistry II (CHEM 3 CHEM 323 Organic Chemistry I, CHEM 324 a Organic Chemistry II. 224) Introductory Organic Chemistry Laboratory 2 b II (CHEM 234) Selected students may be invited to take PHYS 123 Physics and Frontiers I - Elementary Differential Equations (MATH 3 224) Mechanics, PHYS 124 Physics and Frontiers General Physics II - Electricity and 4 II - Electricity and Magnetism in place of Magnetism (PHYS 122)b PHYS 121 General Physics I - Mechanics, GER Course 3 PHYS 122 General Physics II - Electricity and Magnetism. Year Total: 15 15

Junior Units Fall Spring Honors Program General Biochemistry (BIOC 307) 4 SAGES University Seminar II 3 Biochemistry majors who have excellent academic Introductory Physical Chemistry I (CHEM 3 records may be admitted to the department’s 301) Undergraduate Honors Program. To graduate with GER Course or elective 3 departmental honors in biochemistry, a student GER Course 3 must satisfy the following requirements: Introductory Physical Chemistry II (CHEM 3 302) 1. A combined grade point average of at least 3.6 GER Course or elective 3 Elective 3 2. A minimum of 6 credit hours of undergraduate Molecular Biology: Genes and Genetic 4 research BIOC 391 in one laboratory Engineering (BIOC 308) Introduction to Modern Physics (PHYS 221) 3 Year Total: 16 16

42 School of Medicine

3. A BIOC 393 report approved by the physics. Applicants must also have a BA, BS Undergraduate Education Committee of the or equivalent undergraduate degree. As part of department on the basis of the quality of the application process, students are required to the research, the written report, and an oral take the Graduate Record Examination (verbal, presentation. An acceptable report: quantitative and an advanced area test, usually 1. Should follow a standard journal format biology, biochemistry or chemistry). Some students with otherwise excellent qualifications, but lacking some of the prerequisites may be conditionally 2. Should demonstrate the student’s admitted with the understanding that specified understanding of the research area, deficiencies will be made up within a stipulated experimental techniques, goals and time span. Students with advanced training implications of the project (coursework, laboratory research, M. S. degree, etc.) may be given advanced standing. In view of 3. Should show that the student has the length of time necessary to attain an advanced advanced his/her knowledge of the degree, and in order that graduate training may applicable techniques and the underlying be open to students on the basis of merit, and not scientific concepts financial resources, the Program provides financial assistance for graduate students in the MSBR program. These candidates receive a stipend, four weeks of free time, tuition exemption if eligible under graduate school regulations, and health 4. The research mentor must write a letter insurance. Please visit the Department’s web page recommending the student for honors on the (http://www.cwru.edu/med/biochemistry) for details basis of the student’s contribution to the overall about the application process. efforts of the laboratory.

Minor MS Biochemical Research

Required Courses: The program leading to the MS degree in BIOC 307 General Biochemistry 4 biochemical research is uniquely designed BIOC 308 Molecular Biology: Genes and Genetic 4 to provide interested students with sufficient Engineering background and laboratory experience to enable Either: 3 them to function as senior research assistants BIOC 312 Proteins and Enzymes and eventually as laboratory supervisors in BIOC 334 Structural Biology university departments, research institutes, or Approved technical elective in biochemsitry 3 industrial laboratories. Students in this three-year Total Units 14 program receive a stipend, and tuition costs are covered by the department. The students pursue Students may obtain credit for a minor in flexible and individually designed schedules, biochemistry by completing one year of freshman which prepare them for independent research chemistry (including laboratory), one year of organic projects in the second and third years of the chemistry (including laboratory), two semesters of program. The program simultaneously develops approved biology courses, and three semesters of background knowledge and technical skills in didactic courses in biochemistry. modern biochemistry, which can be applied to several career paths. A more complete description of the program, admission policies, and financial aid Masters Degrees is available from the departmental office.

The Biochemistry Department offers four Masters The duration of the MSBR program is 33 months. degrees. The three-year Masters of Science Applicants who have been working as full time in Biochemical Research provides training in laboratory technicians may be granted 1 semester laboratory research. The two-year Masters of credit for one full year of work, and up to 2 Science in Biochemistry provides students with semesters credit for two or more years of work. advanced study in biochemistry and related fields. Credit for acceptable didactic coursework may be Two other programs provide advanced study awarded up to a total of 14 hours. All decisions in biochemistry in conjunction with degrees in concerning advanced standing or transfer of credit medicine (MD/MS) and law (JD/MS). will be made by the Graduate Education Committee following acceptance into the program and in Prerequisites for admission into any of the consultation with the advisor. Courses taken to Biochemistry Graduate Programs are one year satisfy other degree requirements (i.e. BA or BS) each of organic chemistry, calculus, biology and may not be transferred for credit. A maximum Case Western Reserve University 43

of 6 hours can be transferred toward the course Thesis M.S. (BIOC 651) 1 - 6 requirements, as set by the Graduate School. The Year Total: 4-9 4-9 program shall not be extended on the basis of work that needs to be completed in order to achieve a Third Year Units publishable result. Fall Spring Summer The degree follows Plan A for the Master’s degree. BIOC Elective 3 The program requires 36 hours of academic credit Thesis M.S. (BIOC 651) 1 - 6 (including both research and didactic courses) BIOC Elective 3 as well as the writing and defense of a thesis. All Thesis M.S. (BIOC 651) 1 - 6 courses must be at the 400 level or higher. The Year Total: 4-9 4-9 course credits include didactic courses (minimum of 12 hours of graded coursework), research (BIOC Total Units in Sequence: 26-68 601) and M.S. thesis research (BIOC 651). BIOC 651 is taken only in the second and third years and requires an examination by the student’s pre- thesis committee and a written thesis. The student’s MS Biochemistry transcript will be annotated M.S. in Biochemical Research, including the title of the student’s The program leading to the MS degree in independent project. biochemistry is designed to provide students with knowledge of the latest advancements in Prior to the student’s matriculation, she/he chooses biochemistry and related fields. It is intended for an academic advisor. In general the selection students who desire to pursue a career not directly process involves communication with those faculty involved with research, such as teaching, or various members who have announced their interest in administrative positions in the pharmaceutical taking a Master’s student. In some cases the industry. Students typically enroll in three courses student may be invited to spend up to a week in for each of four semesters. the prospective advisor’s laboratory to facilitate the decision making process. In the early spring The duration of the MSB program is 21 months; of the first year, pre-thesis committee of three it follows the Plan B for the Master’s degree. The faculty members (at least two of whom must be default advisor for this program is the Graduate members of the Biochemistry faculty) is chosen Advisor, but another advisor may be selected. The by the student, in consultation with the advisor. In student’s progress is monitored by the Biochemistry yearly meetings, this committee provides additional Graduate Advisor and by the Graduate Education scientific expertise, offers support in overcoming Committee. The program requires 36 hours of research difficulties and evaluates the student’s academic credit of which 18 hours must be graded progress in research and course work. coursework. Although a “coursework Masters degree”, students in the program often take 6 to 12 hours of BIOC 601 (Biochemical Research) as part of their requirements. All courses must be at MS Biochemical Research, the 400 level; they must be on the list of approved Plan of Study electives, or be approved by the advisor.

First Year Units Fall Spring Summer MS Biochemistry, Plan of Study General Biochemistry (BIOC 407) 4 First Year Units Biochemical Research (BIOC 1 - 18 601) Fall Spring Summer Molecular Biology: Genes and 4 General Biochemistry (BIOC 407) 4 Genetic Engineering (BIOC 408) BIOC Elective 3 Thesis M.S. (BIOC 651) 1 - 6 BIOC Elective 2-3 Being a Professional Scientist 0 Molecular Biology: Genes and 4 (IBMS 500) Genetic Engineering (BIOC 408) Year Total: 5-22 5-10 BIOC Elective 3 BIOC Elective 2-3 Second Year Units Being a Professional Scientist 0 Fall Spring Summer (IBMS 500) Year Total: 9-10 9-10 Proteins and Enzymes (BIOC 3 412) Thesis M.S. (BIOC 651) 1 - 6 Structural Biology (BIOC 434) 3 44 School of Medicine

Second Year Units BIOC 601 Biochemical Research 18 Fall Spring Summer IBMS 500 Being a Professional Scientist 0 IBIS 600 Exam in Biomedical Investigation 0 Proteins and Enzymes (BIOC 3 412) BIOC Elective 3 BIOC Elective 3 Structural Biology (BIOC 434) 3 JD/MS in Biochemistry BIOC Elective 3 BIOC Elective 2 This program allows students admitted to the School of Law an opportunity to pursue a master Master’s Comprehensive Exam 1 (EXAM 600) of science degree in Biochemistry as part of Year Total: 9 9 an additional year of study. Such training adds expertise to students who anticipate careers in Total Units in Sequence: 36-38 patent law or in areas related to biotechnology or pharmaceutical research. Please see the separate listing in the publication materials provided by the School of Law on this program. MD/MS Biomedical Investigation- Biochemistry Track Entrance into this program is achieved first by acceptance into the CWRU School of Law. Upon The tracks proposed in the joint MD/MS program acceptance, students can then apply to the are derived from existing type B MS programs Biochemistry program for admission into the JD/ at the School of Medicine into a joint program MS program. As a result of participating in the dual with the MD, using a common template. The core degree program, students complete 12 fewer hours activities for this degree include limited credit of law school coursework than they would if they from the medical core curriculum, 3-6 graduate were in the JD program alone. The Department courses in specific tracks, a common seminar of Biochemistry accepts 9 hours of law school series, participation in a common seminar series, classwork in courses dealing with science issues, in scientific integrity training, and a requirement for place of 9 credits of other elective work. Thus, the a special problems project that reflects a full year student will take a total of 27 hours of Biochemistry of research (18 hours of 601 non-graded credits) coursework of which at least 12 hours must be culminating in a written report and examination. letter graded. This program will require 5 years overall to Dual degree students are advised concerning complete the requirements for both degrees. matters related to the JD degree by the Associate Students who wish to join the MD/MS program may Dean for Academic Affairs at the School of Law. In apply to the Program after arriving at the University addition, dual degree students are granted priority any time prior to Fall of their second year of medical registration for upper level courses, ensuring that school. For more information, please see MD Dual they will be able to accommodate their scheduling Degrees. needs in obtaining required classes. Dual degree The Biochemistry track is designed to provide students are advised concerning matters related students with knowledge of the latest advances to the MS in Biochemistry by a JD/MS Advisor as in biochemistry and related fields. It is also designated by the Graduate Education Committee appreciated that a number of courses offered of the Department of Biochemistry. by other departments may be considered “biochemistry” in the broader sense. Depending on the research project, it may be appropriate JD/MS in Biochemistry ( plan B) for the student to substitute one of the courses below in lieu of one of the biochemistry electives. Research Oriented MS* Should this be the case, the student must receive permission from the Graduate Program Advisor for First Year Units this substitution prior to registering for the course. Fall Spring Summer Students in the Biochemistry track must complete: General Biochemistry (BIOC 407) 4 BIOC Elective 3 IBIS 401 Integrated Biological Sciences I 3 BIOC Elective 2-3 IBIS 402 Integrated Biological Sciences II 3 Molecular Biology: Genes and 4 BIOC 412 Proteins and Enzymes 3 Genetic Engineering (BIOC 408) or BIOC 434 Structural Biology BIOC Elective 3 Electives in Biochemistry (graded) 6 BIOC Elective 2-3 Being a Professional Scientist 0 (IBMS 500) Case Western Reserve University 45

Year Total: 9-10 9-10 Total Hours in the Department of Biochemistry: 27 Total Hours in the Dual Degree Program: 103 Second Year Units Fall Spring Summer Proteins and Enzymes (BIOC 3 412) PhD Biochemistry BIOC Elective 3 BIOC Elective 3 The aim of the PhD in biochemistry program is Structural Biology (BIOC 434) 3 to prepare students for careers in teaching and BIOC Elective 3 research in biochemistry. The emphasis of the BIOC Elective 2 doctoral program is on research culminating Master’s Comprehensive Exam 1 in the completion of an original independent (EXAM 600) research project under the guidance of a faculty Year Total: 9 9 member in the biochemistry program. The research areas in the department are described Total Units in Sequence: 36-38 later in this section. In addition to the research activities, graduate students participate in formal JD/MS in Biochemistry courses both within and outside the department, formal and informal seminars, and discussions Coursework Oriented MS of current literature. Schedules are flexible and are individually tailored to each student’s needs. Biochemistry Although students choose from the various tracks within the department, they are broadly trained First Year Units in modern aspects of biochemistry and become Fall Spring Summer familiar with techniques and literature in a variety General Biochemistry (BIOC 407) 4 of areas. Many collaborative projects with other Biochemical Research (BIOC 1 - 18 departments also are available to broaden the 601) spectrum of training offered. Most students select a Molecular Biology: Genes and 4 multidepartmental, integrated curriculum in cellular Genetic Engineering (BIOC 408) and molecular biology in addition to specialized Thesis M.S. (BIOC 651) 1 - 6 courses in biochemistry. Admissions to the Being a Professional Scientist 0 Biochemistry program may be obtained through the (IBMS 500) integrated Biomedical Sciences Training Program, Year Total: 5-22 5-10 by direct admission to the department or via the MSTP program. Second Year Units Fall Spring Summer Prerequisites for admission into any of the Biochemistry Graduate Programs are one year Proteins and Enzymes (BIOC 3 412) each of organic chemistry, calculus, biology and Thesis M.S. (BIOC 651) 1 - 6 physics. Applicants must also have a BA, BS Structural Biology (BIOC 434) 3 or equivalent undergraduate degree. As part of the application process, students are required to Thesis M.S. (BIOC 651) 1 - 6 take the Graduate Record Examination (verbal, Year Total: 4-9 4-9 quantitative and an advanced area test, usually biology, biochemistry or chemistry). Some students Third Year Units with otherwise excellent qualifications, but lacking Fall Spring Summer some of the prerequisites may be conditionally BIOC Elective 3 admitted with the understanding that specified Thesis M.S. (BIOC 651) 1 - 6 deficiencies will be made up within a stipulated BIOC Elective 3 time span. Students with advanced training Thesis M.S. (BIOC 651) 1 - 6 (coursework, laboratory research, M. S. degree, Year Total: 4-9 4-9 etc.) may be given advanced standing. In view of the length of time necessary to attain an advanced Total Units in Sequence: 26-68 degree, and in order that graduate training may be open to students on the basis of merit, and not Years 3 & 4 include completing the upper class financial resources, the Program provides financial legal writing requirement and Professional assistance for graduate students in the MSBR Responsibility in the School of Law. program. These candidates receive a stipend, four weeks of free time, tuition exemption if eligible Successful completion of the program would require under graduate school regulations, and health 103 credits: insurance. Please visit the Department’s web page Total Hours in the School of Law: 76 46 School of Medicine

(http://www.cwru.edu/med/biochemistry) for details Dissertation Ph.D. (BIOC 701) 1-9 about the application process. Proposition I (BIOC 641) 2 Year Total: 5-13 7-15 To earn a PhD in Biochemistry, a student must complete rotations in at least three laboratories followed by selection of a research advisor, and Third Year Units complete Core and Elective coursework including Fall Spring responsible conduct of research as described in the BIOC Elective 3 Course of Study, below. Students who previously Dissertation Ph.D. (BIOC 701) 1-9 completed relevant coursework, (for example, with BIOC Elective 3 a MS) may petition to complete alternative courses. Dissertation Ph.D. (BIOC 701) 1-9 Year Total: 4-12 4-12 In addition, each PhD student must successfully complete a qualifier examination for advancement to candidacy in the form of a short grant proposal Fourth Year Units with oral defense. The qualifier is generally Fall Spring completed in the summer after year two. During Dissertation Ph.D. (BIOC 701) 1-9 the dissertation period, students are expected Dissertation Ph.D. (BIOC 701) 1-9 to meet twice a year with the thesis committee, Year Total: 1-9 1-9 present seminars in the department, and fulfill journal publication requirements. Throughout the Fifth Year Units doctoral training, students are expected to be Fall Spring enthusiastic participants in seminars, journal clubs, and research meetings in the lab and program. Dissertation Ph.D. (BIOC 701) 1-9 Completion of the PhD degree will require 36 hours Dissertation Ph.D. (BIOC 701) 1-9 of coursework (24 hours of which are graded) and Year Total: 1-9 1-9 18 hours of BIOC 701. Total Units in Sequence: 40-120

PhD Biochemistry, Plan of Courses Study BIOC 307. General Biochemistry. 4 Units. Overview of the macromolecules and small § Please also see Graduate Studies Academic molecules key to all living systems. Topics Requirements for Doctoral Degrees include: protein structure and function; enzyme mechanisms, kinetics and regulation; membrane structure and function; bioenergetics; hormone First Year Units action; intermediary metabolism, including Fall Spring pathways and regulation of carbohydrate, Cell Biology I (CBIO 453) 4 lipid, amino acid, and nucleotide biosynthesis Molecular Biology I (CBIO 455) 4 and breakdown. One semester of biology is Biochemical Research (BIOC 601) 1-9 recommended. Offered as BIOC 307, BIOC 407, or Research Rotation in Biomedical and BIOL 407. Prereq: CHEM 223 and CHEM 224. Sciences Training Program (BSTP 400) or Research Rotation in Medical Scientist Training Program (MSTP 400) Structural Biology (BIOC 434) 3 BIOC Elective 3 Biochemical Research (BIOC 601) 1-9 Being a Professional Scientist (IBMS 500) 0 Year Total: 9-17 7-15

Second Year Units Fall Spring Biochemistry Seminar I (BIOC 611) 1 BIOC Elective 3 Biochemical Research (BIOC 601) ((601 for 1-9 pre-candidacy, 701 for post-candidacy)) or Dissertation Ph.D. (BIOC 701) Biochemistry Seminar II (BIOC 612) 1 BIOC Elective 3 Case Western Reserve University 47

BIOC 308. Molecular Biology: Genes and BIOC 393. Senior Capstone Experience. 3 Units. Genetic Engineering. 4 Units. Students will complete their Capstone Projects, An examination of the flow of genetic information begun in BIOC 391. Pertinent research activities from DNA to RNA to protein. Topics include: nucleic will depend on the nature of the student’s project. acid structure; mechanisms and control of DNA, The student will meet regularly with their Capstone RNA, and protein biosynthesis; recombinant DNA; adviser, at least twice monthly, to provide progress and mRNA processing and modification. Where reports, discuss the project, and for critique and possible, eukaryotic and prokaryotic systems guidance. By the end of this course, the student are compared. Special topics include yeast as a will have completed their SAGES Senior Capstone model organism, molecular biology of cancer, and research project, written a project report in the form molecular biology of the cell cycle. Current literature of a manuscript, and presented their project reports is discussed briefly as an introduction to techniques orally in the department and at the Senior Capstone of genetic engineering. Recommended preparation Fair, or its equivalent. Prereq: BIOC 307 and BIOC for BIOC 408 and BIOL 408: BIOC 307 or BIOL 308. 214. Offered as BIOC 308, BIOL 308, BIOC 408, and BIOL 408. Prereq: BIOC 307 or BIOL 215. BIOC 401. Impacts of Intellectual Property on Biomedical Research. 1 Unit. BIOC 312. Proteins and Enzymes. 3 Units. This course will expose students to the challenges Aspects of protein and nucleic acid function and and opportunities related to intellectual property interactions are discussed, including binding when developing biomedical technologies within properties, protein-nucleic acid interactions, the context of nonprofit research institutions. The kinetics and mechanism of proteins and enzymes, course will examine the effects that patent law has and macromolecular machines. Recommended on research strategy, funding availability and follow- Preparation: CHEM 301. Offered as BIOC 312 and on funding availability. Special attention will be paid BIOC 412. Prereq: BIOC 307. to the dynamics between the potential for profit, the need for translational research and institutional and individual conflicts of interest. BIOC 334. Structural Biology. 3 Units.

Introduces basic chemical properties of proteins BIOC 407. General Biochemistry. 4 Units. and discusses the physical forces that determine protein structure. Topics include: the elucidation Overview of the macromolecules and small of protein structure by NMR and by X-ray molecules key to all living systems. Topics crystallographic methods; the acquisition of protein include: protein structure and function; enzyme structures from data bases; and simple modeling mechanisms, kinetics and regulation; membrane experiments based on protein structures. Offered structure and function; bioenergetics; hormone as BIOC 334, BIOL 334, BIOC 434, and BIOL 434. action; intermediary metabolism, including Prereq: BIOC 307. pathways and regulation of carbohydrate, lipid, amino acid, and nucleotide biosynthesis and breakdown. One semester of biology is BIOC 373. Biochemistry Sages Seminar. 3 Units. recommended. Offered as BIOC 307, BIOC 407, and BIOL 407. Prereq: CHEM 223 or CHEM 224. Discussion of current topics in biochemical research using readings from the scientific literature. The goals are for the student: 1) to discuss and critically analyze selections from the biochemical literature; 2) to gain a broader understanding of important topics not formally covered in the didactic courses; and 3) to learn to write in the style of journals in the field of biochemistry. Prereq: BIOC 307 and BIOC 308. Restricted to majors in Biochemistry.

BIOC 391. Research Project. 1 - 9 Unit.

(Credit as arranged.) Offered on a pass/fail basis only. Maximum 9 hours total credit. 48 School of Medicine

BIOC 408. Molecular Biology: Genes and BIOC 415. Nuclear Receptors in Health and Genetic Engineering. 4 Units. Disease. 3 Units.

An examination of the flow of genetic information This course focuses on hormone-gene interactions from DNA to RNA to protein. Topics include: nucleic mediated by the ligand-inducible transcription acid structure; mechanisms and control of DNA, factors termed nuclear hormone receptors. The RNA, and protein biosynthesis; recombinant DNA; class will address the mechanisms of action, and mRNA processing and modification. Where regulatory features, and biological activities of possible, eukaryotic and prokaryotic systems several nuclear receptors. The usage of nuclear are compared. Special topics include yeast as a receptors as therapeutic targets in disease states model organism, molecular biology of cancer, and such as cancer, inflammation, and diabetes will also molecular biology of the cell cycle. Current literature be discussed. The course aims to teach students is discussed briefly as an introduction to techniques to critically evaluate primary literature relevant of genetic engineering. Recommended preparation to nuclear hormone receptors biology, and to for BIOC 408 and BIOL 408: BIOC 307 or BIOL reinforce presentation/discussion skills. Grades 214. Offered as BIOC 308, BIOL 308, BIOC 408, for Undergraduates will be based on midterm, and BIOL 408. final exam; grades for Graduates will be based on midterm, final exam, and presentation of a recently published research article related to the role of BIOC 412. Proteins and Enzymes. 3 Units. nuclear receptors in health and disease. Offered as PHRM 315 and PHRM 415 and BIOC 415. Aspects of protein and nucleic acid function and interactions are discussed, including binding properties, protein-nucleic acid interactions, BIOC 420. Molecular Genetics of Cancer. 3 kinetics and mechanism of proteins and enzymes, Units. and macromolecular machines. Recommended Preparation: CHEM 301. Offered as BIOC 312 and Cancer is a genetic disease, not only in the BIOC 412. Mendelian sense of inheritance, but also in the sense that it is caused by somatic mutation. The targets of mutation are a set of proto- BIOC 413. Advanced Topics in Molecular and oncogenes and tumor suppressor genes whose Biochemical Research Ethics. 0 Units. products govern cellular proliferation, death and differentiation. The objectives of this course are This course offers continuing education in to examine the types of genes that are the targets responsible conduct of research for advanced of mutational activation or inactivation and the graduate students. The course will cover the mechanistic outcome of mutational changes nine federally defined responsible conduct of that lead to oncogenesis. The course will also research (RCR) areas through a combination of probe viral mechanisms of oncogenesis related lectures, on-line course material and small group to the products of cellular proto-oncogenes or discussions. Six 2-hour meetings per semester tumor suppressor genes. In the course of these are planned. Maximum enrollment of 15 students examinations we will explore the genetic and with preference to graduate students in the molecular genetic approaches used to identify and Department of Molecular Biology and Microbiology, study oncogenes and tumor suppressor genes. the Department of Biochemistry, and trainees of the Students should be prepared to present and Cell and Molecular Biology Training Grant. Offered discuss experimental design, data and conclusions as: BIOC 413, MBIO 413. from assigned publications. There will be no exams or papers but the course will end with a full-day, student-run symposium on topics to be decided jointly by students and instructors. Grades will be based on class participation and symposium presentation. Offered as BIOC 420, MBIO 420, MVIR 420, PATH 422, and PHRM 420. Prereq: CBIO 453 and CBIO 455. Case Western Reserve University 49

BIOC 430. Advanced Methods in Structural BIOC 460. Introduction to Microarrays. 3 Units. Biology. 1 - 6 Unit. Microarray technology is an exciting new technique The course is designed for graduate students that is used to analyze gene expression in a wide who will be focusing on one or more methods variety of organisms. The goal of this course is to of structural biology in their thesis project. This give participants a hands-on introduction to this course is divided into 3-6 sections (depending technology. The course is intended for individuals on demand). The topics offered will include X- who are preparing to use this technique, including ray crystallography, nuclear magnetic resonance students, fellows, and other investigators. This spectroscopy, optical spectroscopy, mass is a hands-on computer-based course, which spectrometry, cryo-electron microscopy, and will enable participants to conduct meaningful computational and design methods. Students analyses of microarray data. Participants will gain can select one or more modules. Modules will be an understanding of the principles underlying scheduled so that students can take all the offered microarray technologies, including: theory of modules in one semester. Each section is given in sample preparation, sample processing on 5 weeks and is worth 1 credit. Each section covers microarrays, familiarity with the use of Affymetrix one area of structural biology at an advanced level Microarray Suite software and generation of such that the student is prepared for graduate level data sets. Transferring data among software research in that topic. Offered as BIOC 430, CHEM packages to manipulate data will also be discussed. 430, PHOL 430, and PHRM 430. Importation of data into other software (GeneSpring and DecisionSite) will enable participants to mine the data for higher-order patterns. Participants BIOC 431. Advanced Methods in Structural will learn about the rationale behind the choice of Biology II. 3 Units. normalization and data filtering strategies, distance metrics, use of appropriate clustering choices such This course provides an introduction to biophysical as K-means, Hierarchical, and Self Organizing techniques for graduate students who are Maps. Course Offered as BIOC 460, PATH 460, interested in structural biology and biophysical CNCR 460. Prereq: CBIO 455. chemistry. Offered with BIOC 430, "Advanced Structural Biology I" in alternate years. Advanced Methods I (430) focuses on NMR and optical BIOC 475. Protein Biophysics. 3 Units. spectroscopies. Advanced Methods II deals with protein hydrodynamics and thermodynamics, This course focuses on in-depth understanding of crystallography, and mass spectrometry. the molecular biophysics of proteins. Structural, thermodynamic and kinetic aspects of protein function and structure-function relationships will BIOC 434. Structural Biology. 3 Units. be considered at the advanced conceptual level. The application of these theoretical frameworks Introduces basic chemical properties of proteins will be illustrated with examples from the literature and discusses the physical forces that determine and integration of biophysical knowledge with protein structure. Topics include: the elucidation description at the cellular and systems level. The of protein structure by NMR and by X-ray format consists of lectures, problem sets, and crystallographic methods; the acquisition of protein student presentations. A special emphasis will structures from data bases; and simple modeling be placed on discussion of original publications. experiments based on protein structures. Offered Offered as BIOC 475, CHEM 475, PHOL 475, as BIOC 334, BIOL 334, BIOC 434, and BIOL 434. PHRM 475, and NEUR 475.

BIOC 452. Nutritional Biochemistry and Metabolism. 3 Units.

Mechanisms of regulation of pathways of intermediary metabolism; amplification of biochemical signals; substrate cycling and use of radioactive and stable isotopes to measure metabolic rates. Recommended preparation: BIOC 307 or equivalent. Offered as BIOC 452 and NTRN 452. 50 School of Medicine

BIOC 476. Cellular Biophysics. 4 Units. BIOC 555. Emerging Concepts in Cell Regulation. 3 Units. This course focuses on a quantitative understanding of cellular processes. It is designed This course will cover the general principles of for students who feel comfortable with and are cell regulation with an emphasis on the emerging interested in analytical and quantitative approaches novel mechanisms of signal transduction. The to cell biology and cell physiology. Selected traditional areas of receptor tyrosine kinases, G- topics in cellular biophysics will be covered in protein coupled receptors will be examined but the depth. Topics include theory of electrical and focus will be on the roles novel mechanisms such optical signal processing used in cell physiology, as regulated proteolysis, ubiquitin proteasomal thermodynamics and kinetics of enzyme and degradation, protein acetylation etc. in signal transport reactions, single ion channel kinetics and transduction and gene expression. This will be excitability, mechanotransduction, and transport a literature-based course which will depend on across polarized cell layers. The format consists critical evaluation of research papers, reviews of lectures, problem sets, computer simulations, and accompanied with in-depth discussion. and discussion of original publications. The relevant Recommended preparation: CBIO 453. Offered as biological background of topics will be provided BIOC 555, CLBY 555, and PATH 555. appropriate for non-biology science majors. Offered as BIOC 476, NEUR 477, PHOL 476, PHRM 476. BIOC 599. RNA Structure and Function. 3 Units.

BIOC 519. Molecular Biology of RNA. 3 Units. This course will cover fundamental aspects of modern RNA biology with emphasis on the interplay Selected topics regarding editing, enzymatic of three dimensional structure of nucleic acids and function, splicing, and structure of RNA. Offered as their function. The main focus of the course is on BIOC 519, CLBY 519, and MBIO 519. the recent discoveries that indicate a prominent role of RNA as a major regulator of cellular function. Topics discussed will include an introduction to BIOC 521. Chromatin, Epigenetics, and Disease. RNA structure, folding and dynamics, RNA/RNA 3 Units. and RNA-protein interactions, and role of RNA in catalysis of biological reactions in ribosome and the The Departments of Genetics and Biochemistry role of other catalytic RNAs in tRNA biogenesis, are pleased to announce "Chromatin, Epigenetics, pre-mRNA splicing, and viral replication. The and Disease advanced graduate students. This course also covers the recently discovered RNA course will review the history of chromatin and regulatory switches, large noncoding regulatory cover the relationships between chromatin structure RNAs, and the role of RNA in human diseases and and the processes of transcription, gene silencing, novel, RNA-based therapeutics. Offered as BIOC cell fate determination, DNA methylation, and RNA 599, CLBY 599, and MBIO 599. interference and other biological processes. The course will also cover epigenetic mechanisms and their effects on human disease. The course BIOC 601. Biochemical Research. 1 - 18 Unit. will emphasize critical reading of articles from the primary literature, presentations by students, Credit as arranged. and be predominantly discussion based. Limit: 12 students. Offered as BIOC 521 and GENE 521. BIOC 605. Independent Project in Biochemical Research. 1 - 18 Unit.

Credit as arranged. Limited to students in the M.S. program in biochemical research. Prereq: BIOC 407 and BIOC 601. Case Western Reserve University 51

BIOC 611. Biochemistry Seminar I. 1 Unit. BIOC 701. Dissertation Ph.D.. 1 - 18 Unit.

Student presentations of topics from the current (Credit as arranged.) Prereq: Predoctoral research scientific literature unrelated to the student’s consent or advanced to Ph.D. candidacy milestone. research project. Participants are required to present a seminar.

BIOC 612. Biochemistry Seminar II. 1 Unit.

Discussion of current research.

BIOC 617. Special Topics in Biochemistry. 3 Units.

Special topics courses on areas of current interest in biochemistry.

BIOC 618. Special Topics in Biochemistry. 3 Units.

Special topics courses on areas of current interest in biochemistry.

BIOC 620. Transcription and Gene Regulation. 3 Units.

This course covers mechanisms of transcription that play critical roles in biological processes. It is designed to develop scientific thinking in designing experiments and evaluating the merits of research papers. Students will be able to present two to three 30-minute talks. Topics include: 1) structure and function of RNA polymerases; 2) accessory factors involved in initiation, elongation, and termination; 3) regulation transcription; 4) transcriptional coactivators and corepressors; 5) regulation of transcription factor activity. A take- home exam will be conducted at the final week. Grades will be based on presentations and take- home exam. Offered as BIOC 620 and MBIO 620.

BIOC 641. Proposition I. 2 Units.

Design of research proposal. .

BIOC 643. Proposition II. 2 Units.

Design of research proposal.

BIOC 651. Thesis M.S.. 1 - 6 Unit.

(Credit as arranged.) 52 School of Medicine

Department of Bioethics

Room TA-200, School of Medicine program is designed to provide advance training http://www.case.edu/med/bioethics/bioethics.html in bioethics for students and professionals who Stuart J. Youngner, MD, Susan E. Watson anticipate encountering ethical issues in the course Professor of Biomedical Ethics and Chair of their primary careers. Marie Norris, Program Assistant, [email protected] The 27 credit-hour degree can be earned full-time The Department of Bioethics provides a forum in one year or part-time in up to three years. Core for the study and discussion of ethical issues in courses are taught by department faculty and are medicine. Its mission is to improve public and scheduled so that part-time students can continue professional understanding of the ethical issues their professional responsibilities while completing involved in health sciences research, health care the degree. delivery, and health policy development through teaching, research and community dialogue. The Master of Arts program provides students with a firm understanding of the intellectual content of The department has offices at the Case’s School the study of bioethics, of bioethical literature, and of Medicine and at MetroHealth Medical Center of the underlying philosophical arguments and and has faculty from multiple disciplines, including empirical assumptions that inform it. Students are philosophy, religion, law, political science, taught to understand the institutions and structures anthropology, history, sociology, nursing and of health care and the ethical issues that arise in medicine. medical practice. They are trained to identify and analyze a range of clinical ethics issues. Department faculty teach in both core and elective components of the medical school curriculum, All students pursuing a Master of Arts degree undergraduate courses in ethics, and an intensive in bioethics are required to complete the course in ethics of scientific work for PhD students interdisciplinary core of 12 credit hours (the in the Biomedical Sciences Training Program. The equivalent of four courses) in the first two department also has a highly successful master’s semesters of their first year of study. degree program in bioethics. The courses, BETH 401 Foundations in Bioethics Department faculty have gained international I, and BETH 402 Foundations in Bioethics II, prominence for research in many areas of each six credits, examine 10 basic topic areas biomedical ethics that collectively address the in bioethics: death and dying, the therapeutic concerns of the School of Medicine’s spectrum of relationship, method and theory in bioethics, organ biomedical disciplines. transplantation, health care justice, defining health care needs, reproduction and fertility, families, The Department of Bioethics publishes a babies and children, research ethics and genetics. newsletter, Bioethics Update. Bioethics Update Classes meet two evenings per week for seminar contains information and articles on a variety of sessions (two hours per session). ethical issues of interest to both professional and lay communities. It is published three times a Another required course is BETH 405 Clinical year and features faculty research and activities, Ethics Rotation. This course requires a minimum department events, and master’s degree alumni of 8 hours of clinical experience per week during information. two 10-week rotations. Students spend most of their time observing rounds in relevant services The department has a website where visitors can (intensive care units, pediatrics, geriatrics, etc.) read Bioethics Update online, obtain information with leading clinicians at several area hospital about the master’s degree and PhD programs, and sites. Students must complete rotations at two learn about department and faculty activities: http:// sites. At the conclusion of each rotation, students www.case.edu/med/bioethics/bioethics.html/. are familiar with the clinical, psychological, social, professional, and institutional contexts in which ethical problems arise. Also, they are able to Master of Arts in Bioethics identify, analyze and understand ethical issues as Degree they develop. In addition, all students must complete 12 credit The Department of Bioethics offers a program hours of electives. Electives are selected in leading to the Master of Arts degree in bioethics, consultation with a faculty advisor. Electives must emphasizing the interdisciplinary and inter- enhance the student’s understanding of bioethical professional nature of the field. This graduate Case Western Reserve University 53

issues and must be relevant to the student’s will have specific expertise in the conceptualization, academic goals. design and conduct of empirical research concerning bioethics questions. Graduates will: The department currently offers dual-degree programs with the School of Medicine (MD/MA), • obtain grounding in the philosophical basis of the School of Medicine’s Department of Genetics bioethics to conceptualize and analyze moral (PhD/MA), the School of Law (JD/MA), the Frances problems Payne Bolton School of Nursing (MSN/MA) the School of Medicine’s Public Health program (MPH/ • develop a theoretical perspective to guide their MA) and Mandel School of Applied Social Sciences research (MSSA/MA) at Case. Students must apply and be accepted to each program to qualify. • be proficient in empirical methodologies (both qualitative and quantitative) so that they can Commencing in the fall semester of 2007, the conduct research in bioethics problems department will offer a new research ethics track within the MA program, designed to prepare • become researchers who can develop and specialists who will pursue research ethics-related conceptualize timely and meaningful research work as a primary career (IRB coordinators, questions in bioethics research administration, etc.) or who will use this specialized training to enhance their primary careers (investigators, regulators, etc.). In addition Graduates of the program have a wide range of to the core seminars BETH 401 Foundations in opportunities, including careers as independent Bioethics I and BETH 402 Foundations in Bioethics investigators, serving as a bridge between II, discussed above, the research ethics track will colleagues in the traditional medical humanities and feature a modified clinical ethics rotation, focused those in clinical and basic-science departments, on IRB work and research ethics activities, and four and employment in academic bioethics centers, research ethics electives. clinical and basic science departments in medical schools and schools of public health, government Admission policies conform to those of Case agencies, and public policy institutes. Western Reserve University School of Graduate Studies. In general, an applicant for admission Each student will receive a full scholarship and a and concurrent financial consideration must have $20,000-per-year graduate assistantship. completed application forms on file by March 1 for the fall semester. Course of Study

MA Bioethics, Plan of Study • Minimum of 51 credit hours of course work for candidates with bachelor’s degreesminimum of 42 credit hours for candidates with master’s First Year Units degrees Fall Spring Foundations in Bioethics I (BETH 401) 6 • 18 credit hours of dissertation course work Clinical Ethics Rotation (BETH 405) 1.5 - 3 Elective I 3 • 125 research hours (supervised research Elective II 3 experiences with Department faculty) Foundations in Bioethics II (BETH 402) 6 Clinical Ethics Rotation (BETH 405) 1.5 - 3 • Training in research ethics Elective I 3 • Comprehensive examination preceding Elective II 3 advancement to candidacy Year Total: 13.5-15 13.5-15 • Defense of dissertation proposal Total Units in Sequence: 27-30 • Completion of dissertation PhD in Bioethics • Defense of dissertation

The increasing complexity of the health care system has resulted in a growing need for investigators Core Coursework who can conduct research to address pressing social problems in bioethics. The objective of the (see course descriptions for more information) bioethics doctoral program is to train scholars who 54 School of Medicine

• Foundations in Bioethics I & II PhD Bioethics, Plan of Study • Clinical Ethics Rotation § Please also see Graduate Studies Academic • Advanced Seminar on Methods in Normative Requirements for Doctoral Degrees Bioethics I & II

• Empirical Research Methods and Design in First Year Units Bioethics I & II Fall Spring • Statistical Methods and Data Management in Foundations in Bioethics I - Ph.D. (BETH 3 520) (or elective if student enters with Bioethics I & II equivalent course) Research Design in Bioethics I (BETH 507) 3 • Grant Writing Methods in Normative Bioethics I (BETH 3 505) • Critical Readings in Bioethics Introductory Course in Statistical Methods 3 Foundations in Bioethics II - Ph.D. (BETH 3 • Research hours 521) (or elective if student enters with equivalent course) Additional course work: three credit hours each in Research Design in Bioethics II (BETH 508) 3 advanced statistics, methods and study design, and Methods in Normative Bioethics II (BETH 3 506) theory from the social sciences, and six credit hours Elective 3 of elective courses Clinical Ethics Rotation - Ph.D. (BETH 512) 1.5 Year Total: 12 13.5

Enrollment in the Doctoral Second Year Units Program Fall Spring Grant Writing (BETH 511) 3 The doctoral program is highly selective. Elective 3 Candidates should have a strong theoretical Elective 3 background in the social sciences or philosophy, Elective 3 preferably in the form of a master’s degree in a Critical Readings in Bioethics (BETH 504) 3 relevant discipline or a clinical degree. Candidates also must demonstrate an ability to work with Elective 3 quantitative data and demonstrate promise of Elective 3 integrating theory and empirical application. Elective 3 Year Total: 12 12

Applicants must complete an interview and Third Year Units submit: Fall Spring Dissertation Ph.D. (BETH 701) 1 - 18 • Transcripts (undergraduate and graduate if Dissertation Ph.D. (BETH 701) 1 - 18 applicable) Year Total: 1-18 1-18

• GRE scores — verbal, analytic and quantitative Fourth Year Units sections. Scores will be considered in relation to the applicant’s other credentials. Applicants Fall Spring may submit scores of other standardized tests in Dissertation Ph.D. (BETH 701) 1 - 18 addition to the GRE. Dissertation Ph.D. (BETH 701) 1 - 18 Year Total: 1-18 1-18 • Three letters of recommendation Total Units in Sequence: 53.5-121.5 • A letter to the admission committee detailing the applicant’s general interests in bioethics and the candidate’s past training and current research interests

• Completed Case Western Reserve University graduate school application form Case Western Reserve University 55

Courses BETH 315. International Bioethics: Policy and Practice. 3 Units. BETH 271. Bioethics: Dilemmas. 3 Units. Taught by Case and international faculty, this We have the genetic technology to change nature course will include 7-10 days of intensive didactic and human nature, but should we? We have the and experiential learning in one of several medical technology to extend almost any human "host" countries. Examples of sites include: Free life, but is this always good? Should we clone University of Amsterdam and University of Utrecht humans? Should we allow doctor-assisted suicide in the Netherlands; University of Paris in France; for the terminally ill? This course invites students and Ben Gurion University in Israel. It will afford from all academic disciplines and fields to examine a unique opportunity to gain perspective on current and future issues in bioethics--e.g., theory important bioethics issues in different societies, and methods in bioethics; death and dying; organ i.e., euthanasia, public health policies, access transplantation; genetics; aging and dementia; to healthcare, and stem cell research. At the fertility and reproduction; distributive justice in international site, students will spend 6 hours health care access. The course will include guest per day (5 days) in seminar (involving didactics, lecturers from nationally-known Bioethics faculty. discussion, and guided-observation clinical Offered as BETH 271, PHIL 271. experience). There will be two 3-hour preparatory sessions, required reading, and two 3-hour post trip sessions. Requirements: preparation, attendance, BETH 314. Global Health: India. 3 Units. and class participation, a 12-15 page paper (undergraduate credit) and a 15-20 page paper Bioethics is the study of ethical controversies (graduate credit). Graduate credit will also require arising at the intersection of biology, medicine, students to prepare a presentation for a post- technology, politics, law philosophy, religion and intensive session. Enrollment will be capped at 25. culture. This course will discuss and analyze This course has an additional fee to cover costs the issue of health in India; recognizing that of travel and lodging. Limited scholarships are health is more than the diagnosis and treatment available. Offered as BETH 315 and BETH 415. of a disease. Using three diseases (HIV/AIDS, leprosy and tuberculosis) students will explore the relationship between culture and health care BETH 401. Foundations in Bioethics I. 6 Units. outcomes. Relevant issues addressed in the course include the history of British rule in India, Hinduism, The first of the two required seminar courses, this the Caste system, poverty, access to education course covers five basic topic areas in bioethics: and public policy. Faculty will introduce readings death and dying; health professional-patient on the history of India, medical anthropology, relationship; method and theory in bioethics; organ religion and the law. Students will then be given the transplantation; and ethics and children. The course opportunity to focus on a particular topic, research meets twice weekly and is taught in seminar format the existing literature, present their findings to the by Center faculty members who are experts on class and create a plan to observe the chosen specific topics. Preentry. topic while in India during the Summer semester. Course instructors include Nicole Deming, JD, MA Assistant professor of Bioethics; Deepak Sarma, BETH 402. Foundations in Bioethics II. 6 Units. Ph.D. Associate professor of South Asian Religions; and Gopal Yadavalli, MD Assistant Professor of This course completes the required seminar Medicine and Chief of the Infectious Diseases Clinic core and covers the basic bioethics topic areas: health care justice; defining ’health care needs;’ at the Cleveland VA Medical Center. The course will also invite guest lectures from many different reproduction and fertility ethics; research ethics; departments and schools to share their expertise and ethics in genetics. The course meets twice and experience in the areas of Global Justice, weekly and is taught in seminar format by Center Anthropology, and Human Rights. faculty members who are experts on specific topics. Recommended preparation: BETH 401. 56 School of Medicine

BETH 405. Clinical Ethics Rotation. 1.5 - 3 Unit. BETH 412. Ethical Issues in Genetics/Genomics. 3 Units. In this course students will become familiar with the clinical, psychological, social, professional, This course is designed to familiarize graduate and institutional context in which ethical problems students with the major controversies over arise. This course exposes students to clinical the generation and use of new human genetic cases, to hospital ethics committees and ethics information. Topics will include the spread of consultation programs, to institutional review predictive genetic testing, prenatal diagnosis, boards (IRB), and to hospital policies covering genetic discrimination, human genetic variation the "do not resuscitate" orders (DNR), advance research, eugenics, genetic counseling, and the directives, withdrawal of artificial feeding, organ limits of human gene therapy. The course will be procurement and transplantation, and medical conducted as a seminar, involving discussions futility. Requires minimum of 8 total hours of of readings, guest speakers, and student rotation experience per week during two semester presentations. 10-week rotations. Locations for this course include: MetroHealth Medical Center, University Hospitals of Cleveland, and the Hospice of the Western BETH 414. International Health Research Ethics. Reserve. Recommended preparation: BETH 401 or 3 Units. concurrent enrollment. This course will introduce students in the health and social sciences to key ethical issues that BETH 408. Ethics, Law and Health Research. 3 arise in international health research. The course Units. will include intensive reading and case-based discussion of current ethical and moral quandaries This course focuses on an examination of posed by research conducted in the international issues arising at the juncture of law, ethics, and arena. Five full-day sessions are planned. Each day health research, such as informed consent, the will be divided into a series of formal presentations assessment of risks and benefits, conflict of and active, group-based discussions around topics interest, and scientific misconduct. Particular that include: the historical context of international attention is placed on issues arising in the context health research; current international ethics of study design and community based research. principles, standards, and declarations; key tools To the extent possible, the class will utilize a case- and concepts for unpacking ethical issues in focused approach. international health research; issues in informed consent and conflict of interest; "reasonable availability" and the conduct of clinical trials; cutting- BETH 410. Reproductive Ethics. 3 Units. edge international genetics research; and, the responsibility of researchers to the international Reproductive ethics is a sub-discipline of bioethics health community. Course evaluation is based on that deals with moral issues related to pregnancy, class participation, a written exercise, and a case reproduction, and reproductive health care. analysis. Relevant issues include procreative liberty and reproductive rights, sterilization, contraception, abortion, conscientious refusals by health care professionals to participate in abortions or in other reproductive practices, reproductive genetic testing, prenatal healthcare, birthing practices, in vitro fertilization, surrogacy, gamete and embryos donation, and research involving reproductive materials. Particular attention will be paid to why each of these issues is controversial. Case Western Reserve University 57

BETH 415. International Bioethics: Policy and BETH 419. Ethics and the Business of Practice. 3 Units. Biomedicine. 3 Units.

Taught by Case and international faculty, this Central to current national discourse are concerns course will include 7-10 days of intensive didactic about ethics, costs, and profits in relation to and experiential learning in one of several health care. These concerns are primarily driven "host" countries. Examples of sites include: Free by major shifts in health care during the 20th University of Amsterdam and University of Utrecht century. These shifts include: the transformation in the Netherlands; University of Paris in France; of professional medical practice from a service and Ben Gurion University in Israel. It will afford orientation to a market orientation; the emergence a unique opportunity to gain perspective on of powerful pharmaceutical and health care important bioethics issues in different societies, corporations; the development of new, innovative, i.e., euthanasia, public health policies, access and expensive biomedical technologies by for-profit to healthcare, and stem cell research. At the enterprises. This course will focus on questions international site, students will spend 6 hours about values (e.g., distributive justice, rights, per day (5 days) in seminar (involving didactics, human dignity, community welfare in relation to discussion, and guided-observation clinical the business of medicine. Topics covered include: experience). There will be two 3-hour preparatory 1) commodification in relation to health care; 2) sessions, required reading, and two 3-hour post trip the just distribution of health care goods and sessions. Requirements: preparation, attendance, services in market economies; 3) pharmaceutical and class participation, a 12-15 page paper research, development, and marketing; and 4) (undergraduate credit) and a 15-20 page paper ethical issues in the sale of human body parts (graduate credit). Graduate credit will also require and ethically contentious services (like contract students to prepare a presentation for a post- surrogacy). While course topics will be addressed intensive session. Enrollment will be capped at 25. primarily in reference to the United States, students This course has an additional fee to cover costs will have some opportunity to analyze specific of travel and lodging. Limited scholarships are issues regarding these topics from an international available. Offered as BETH 315 and BETH 415. perspective.

BETH 417. Introduction to Public Health Ethics. BETH 420. Critical Issues in Research Ethics. 3 3 Units. Units.

The course will introduce students to theoretical This course is open to graduate students with and practical aspects of ethics and public health. an interest in health-related research ethics. This course will help students develop the analytical Enrollment preference will be given to Masters- skills necessary for evaluating of ethical issues in level bioethics students in the Research Ethics public health policy and public health prevention, Track (RET). The course provides students treatment, and research. Will include intensive with a comprehensive study of critical issues in reading and case-based discussions. Evaluation research ethics, including the modern history of based on class participation, a written exercise and research ethics in science and medicine, the ethics a case analysis. Open to graduate students with of clinical trial design and conduct, advanced permission from instructors. issues in informed consent, the ethics of animal experimentation, and key issues in genetics research. Coursework will include case studies and in-depth readings to highlight topic areas. Discussions of ethical and regulatory frameworks that influence decision-making, policy development, and the conduct of biomedical and social-behavioral science research will allow students to explore the nuances, gaps, challenges, and concerns present in research, particularly research involving human subjects. Topics will be addressed within the framework of integrating research ethics into the scientific process. Students are expected to lead class discussions and write a course-relevant paper. Enrollment will be limited to 15 students. Class will meet weekly for 3 hours. 58 School of Medicine

BETH 421. Research Ethics Practicum. 1.5 Unit. BETH 425. Stem Cells: Ethics and Policy. 3 Units. The Research Ethics Practicum (80 hours,1.5 CREDITS) is designed to complement the This graduate-level course addresses major theoretical and conceptual training received in the issues in the science, ethics, and politics of stem course, Critical Issues in Research Ethics. By way cell research. Over the past decade, embryonic of a series of campus-wide rotations, students stem cell research has emerged as one of the learn about the practical, everyday side of research world’s most controversial areas of biomedical administration, compliance, and scientific review. research. While new forms of stem cell research Students will work with key staff in research ethics have emerged recently which appear to sidestep centers, and observe their day-to-day operations, the debate over the use of human embryos, these as well as attend institutional review board (IRB) new forms of stem cell research raise a host of and Institutional Animal Care and Use Committee problems in their own right. Furthermore, as stem (IACUC) meetings. They will become familiar cell research marches toward clinical applications with human subjects, animal, and tissue research for patients, the scientific and ethical issues will regulations and policies as these are applied in an continue to evolve in evermore complex directions. institutional/academic research context. Students In order to fully appreciate the ethical and policy will also spend time in a clinical trials unit and issues at the cutting edge of stem cell science, one tour animal care facilities. The practicum has the needs a sound grasp of the science of stem cell following overall objectives: (1) students will be able research. Thus this course is designed to take a to identify, analyze, and understand research ethics science-based approach to the ethics of stem cell issues as they develop in the context of actual research. (No prior knowledge of stem cell biology institutional research governance (2) students is presupposed.) will gain an understanding of methods of ethical research design and implementation. BETH 430. Bioethics in Literature. 1 Unit.

BETH 422. Clinical Ethics: Theory Practice. 3 This course complements the Foundation course in Units. the MA bioethics program by introducing students to narrative literature (fiction, nonfiction and poetry) This course will focus on both theoretical and that addresses ethical issues in medicine. The practical issues in clinical ethics. Clinical ethics material is frequently the work of physicians and will be distinguished from other areas of bioethics patients who narrate their respective experiences. by highlighting distinctive features of the clinical As such, narrative provides direct insights into the context which must be taken into account in clinical practice of modern medicine tested against both ethics policy and practice. Fundamental moral accepted and controversial moral norms and serves and political foundations of clinical ethics will be as a vehicle for discussion and analysis of ethical examined, as will the role of bioethical theory and issues. These issues involve topics such as death method in the clinical context. Topical issues to be and dying, reproduction, pediatrics, women as considered may include informed consent; decision patients and clinicians, public health and medicine capacity; end of life decision making; confidentiality as a profession and its practice as a privilege. and privacy; the role and function of ethics Students will sample the work, among others, committees; ethics consultation; the role of the of William Carlos Williams, Lewis Thomas, Toni clinical ethicist; decision making in various pediatric Morrison, Margaret Atwood, John Donne, Dylan settings (from neonatal through adolescent); the Thomas and Abraham Verghese. role of personal values in professional life (e.g., rights of conscience issues, self disclosure and boundary issues); dealing with the chronically non-adherent patient; ethical issues in organ donation and transplant; health professional-patient communication; medical mistakes; and other ethical issues that emerge in clinical settings. Case Western Reserve University 59

BETH 440. Science and Society Through BETH 503. Research Ethics and Regulation. 2 Literature. 3 Units. Units.

This course will examine the interaction of scientific This course is designed to introduce students investigation and discovery with the society it to the ethical, policy, and legal issues raised by occurred in. What is the effect of science on society research involving human subjects. It is intended and, as importantly, what is the effect of society for law students, post-doctoral trainees in health- on science? An introduction will consider the related disciplines and other students in relevant heliocentric controversy with focus on Galileo. Two fields. Topics include (among others): regulation broad areas, tuberculosis and the Frankenstein and monitoring of research; research in third-world myth, will then be discussed covering the period nations; research with special populations; stem 1800-present. With tuberculosis, fiction, art and cell and genetic research; research to combat music will be examined to understand the changing bioterrorism; scientific misconduct; conflicts of views of society towards the disease, how society’s interest; commercialization and intellectual property; perception of tuberculosis victims changed, and and the use of deception and placebos. Course how this influenced their treatments and research. will meet in once per week for 2 hours throughout With Frankenstein, the original novel in its historical the semester. Grades will be given based on class context will be examined. Using fiction and film, participation and a series of group projects and the transformation of the original story into myth individual short writing assignments. Offered as with different connotations and implications will BETH 503 and CRSP 603 and LAWS 603. be discussed. Most classes will be extensive discussions coupled with student presentations of assigned materials. Offered as PHRM 340, BETH BETH 504. Critical Readings in Bioethics. 3 440, PHRM 440, and HSTY 440. Units. This course will focus on both normative BETH 496. Public Policy and Aging. 3 Units. (traditional) and descriptive (empirical) approaches to bioethics. It will be co-directed by two faculty Overview of aging and the aged. Concepts in members, one with a specialization in normative the study of public policy. Policies on aging and bioethics and one with a specialization in conditions that they address. The politics of policies descriptive bioethics. on aging. Emergent trends and issues. Offered as ANTH 498, BETH 496, EPBI 408, GERO 496, HSTY 480, MPHP 408, NURS 479, NURS 579, BETH 505. Methods in Normative Bioethics I. 3 POSC 480, and SOCI 496. Units. The first of the two required Methods seminars is BETH 501. Advanced Seminar in Bioethics. 3 designed to give graduate students an intensive Units. introduction to the modes of moral reasoning that have been adopted and adapted by contemporary Special topics of interest, such as advanced Bioethics, and the major critical perspectives that studies in theory and method in bioethics, ethics have been brought to bear upon them. and reproduction, the ethics of research with human subjects, religion and medicine, historical perspectives on medical ethics, cross-cultural BETH 506. Methods in Normative Bioethics II. 3 issues in bioethics, or ethics in applied settings Units. such as hospitals and long term care facilities. Seminar typically taught by visiting professor in The second of the two required Methods seminars intensive format. Consult the term roster of courses is designed to give graduate students an intensive for the specific topic. Recommended preparation: introduction to the modes of moral reasoning that BETH 401 or concurrent enrollment. have been adopted and adapted by contemporary Bioethics, and the major critical perspectives that have been brought to bear upon them. 60 School of Medicine

BETH 507. Research Design in Bioethics I. 3 BETH 510. Statistical Methods in Bioethics II. 3 Units. Units.

The first of two empirical research courses The second of two required Statistical Methods will will introduce students to theoretical and focus on basic concepts of distributions of random methodological approaches in the design and variables, point and interval estimation, statistical implementation of empirical research on topics in hypotheses, correlation and regression; and survey biomedical ethics. Students will be provided with a of statistical methods in analysis of variance, comprehensive and robust exploration of empirical categorical data analysis, survival data analysis, models for the development of bioethics research non-parametric methods, generalized linear model and the skills for critically assessing the optimal and multivariate techniques. Students will also be methods for designing studies relevant to ethical introduced to data management strategies and issues in biomedicine. computer applications in database management. Topics in the use of statistical packages will be introduced and used to solve data-intensive BETH 508. Research Design in Bioethics II. 3 problems and projects. Prereq: BETH 509. Units.

The second of two empirical research courses BETH 511. Grant Writing. 3 Units. will introduce students to theoretical and methodological approaches in the design and This course will teach students the fundaments implementation of empirical research on topics in of writing a grant proposal. We will concentrate biomedical ethics. Students will be provided with a on NIH-style applications, although the principals comprehensive and robust exploration of empirical of grant writing can be applied to any venue. models for the development of bioethics research In the process of working through devising a and the skills for critically assessing the optimal research question and study design, students will methods for designing studies relevant to ethical be encouraged to use this as an opportunity to think issues in biomedicine. Prereq: BETH 507. about their dissertation topic. In addition to applying theoretical and research design knowledge gained through their other core course work, the course BETH 509. Statistical Methods in Bioethics I. 3 will also teach students about how to complete Units. application forms and to create a budget. We will also familiarize students with the peer review The first of two required Statistical Methods will process. Each student will produce a draft grant focus on basic concepts of distributions of random application. The students will form a mock peer variables, point and interval estimation, statistical review section and will critique the grants. hypotheses, correlation and regression; and survey of statistical methods in analysis of variance, categorical data analysis, survival data analysis, BETH 512. Clinical Ethics Rotation - Ph.D.. 1.5 non-parametric methods, generalized linear model Unit. and multivariate techniques. Students will also be introduced to data management strategies and In this course students will become familiar with computer applications in database management. the clinical, psychological, social, professional, Topics in the use of statistical packages will be and institutional context in which ethical problems introduced and used to solve data-intensive arise. This course exposes students to clinical problems and projects. cases, to hospital ethics committees and ethics consultation programs, to institutional review boards (IRB), and to hospital policies covering the "do not resuscitate" orders (DNR), advance directives, withdrawal of artificial feeding, organ procurement an transplantation, and medical futility. Requires minimum of 10 total hours of rotation experience per week during two semester 10- week rotations. Locations for this course include: MetroHealth Medical Center, University Hospitals of Cleveland, and the Hospice of the Western Reserve. Recommended preparation: BETH 520/521 or concurrent enrollment. Case Western Reserve University 61

BETH 520. Foundations in Bioethics I - Ph.D.. 3 BETH 604. Advanced Research Ethics Seminar. Units. 0 Units.

The first of the two required seminar courses, this This course meets for two hours each month course covers five basic topic areas in bioethics: and is focused on the following topics and death and dying; health professional-patient the development of the stated competencies: relationship; method and theory in bioethics; organ September Introduction; How to critically analyze transplantation; and ethics and children. The course the literature; Facilitator critique of assigned meets twice weekly and is taught in seminar format manuscript; Designing re-entry projects Critical by Center faculty members who are experts on analysis of literature. October Trainee #1 critique specific topics. of assigned manuscript; Methodological and ethical issues in designing and reviewing research; Trainee presentation of concept papers for BETH 521. Foundations in Bioethics II - Ph.D.. 3 re-entry projects Critical review of research Units. protocols and manuscripts; Issues in designing research. November Trainee #2 critique of The second of the two required seminar courses, assigned manuscript; How to prepare and present this course covers five basic topic areas in professional presentations Critical analysis of bioethics: death and dying; health professional- literature; Oral presentation skills December patient relationship; method and theory in bioethics; Trainee #3 critique of assigned manuscript; organ transplantation; and ethics and children. The Principles of adult education Critical analysis of course meets twice weekly and is taught in seminar literature; Oral presentation skills; Development format by Center faculty members who are experts of teaching skills. January Trainee #1 critique of on specific topics. assigned manuscript; Principles of adult education Critical analysis of literature; Oral presentation skills. February Trainee #2 critique of assigned BETH 602. Special Topics in Bioethics. 1 - 3 manuscript; Developing submissions for IRB review Unit. Critical analysis of literature; Oral presentation Students will explore particular issues and themes skills; Identifying and addressing ethical issues in biomedical ethics in depth through independent in research; Preparation of IRB submissions. study and research under the direction of a faculty March Trainee #3 critique of assigned manuscript; member. Update on development of re-entry projects; Logistical issues related to re-entry projects; Manuscript preparation Critical analysis of literature; BETH 603. Bioethics Research. 6 Units. Oral presentation skills; Implementing research; Preparing work for publication; Negotiation skills. Research leading toward the MD/MA degree is April Re-entry issued Implementing research; Bioethics. Readjustment. This course is only open to trainees in the Fogarty-funded Training Program in International Research Ethics.

BETH 605. Special Study: IRB Administration. 1.5 Unit.

This course is limited to Fogarty-sponsored trainees in the Training Program in International Research Ethics. The course, which meets 1.5 hours per week, focuses on issues relevant to the management and administrations of the various functions of research ethics review committees. Topics to be covered include identification and selection of appropriate community representatives for membership and/or consultation, utilization of independent experts/consultants, recordkeeping, approaches to communication with investigators, and others. Regular guest lectures will be provided by members of the various local IRBs, staff members of local IRBs, and senior investigators. The course will utilize a case-based approach 62 School of Medicine

BETH 701. Dissertation Ph.D.. 1 - 18 Unit.

(Credit as arranged.) Prereq: Predoctoral research consent or advanced to Ph.D. candidacy milestone. Case Western Reserve University 63

Department of Genetics

Biomedical Research Building disease mapping, and the genetic dissection of http://genetics.case.edu/ complex disease, as well as providing clinical care Mark Chance, PhD, Interim Chair and training for postdoctoral fellows and genetic Ms. Clarice Young, Coordinator, [email protected] counseling students. The Department of Genetics embraces a unified The Center for Computational Genomics is an program devoted to outstanding research interdisciplinary research and training program and teaching in all areas of genetics, with involving faculty in the Department of Epidemiology particular emphases on genomics, human and Biostatistics in the School of Medicine and genetics and animal models, development, and in the Department of Electrical Engineering and chromosome structure and function. Faculty Computer Science in the School of Engineering. conduct internationally recognized research The center provides opportunities to combine programs in each of these areas. The also are research in genetics, genomics, epidemiology, committed to training the next generations of biostatistics, computer science, and systems leading genetics researchers. The department biology. has three special programs: the Center for Human Genetics, the Center for Computational Genomics, The Genomic Medicine Institute is a joint program and the Genomic Medicine Institute (descriptions involving the Cleveland Clinic Foundation and appear later in this narrative). Case. Its emphasis involves translating discoveries in basic and clinical research to clinical practice. Programs offered lead to the PhD, combined MD/ The mission is to exploit the discoveries in PhD degree, or MS with a special emphasis in genomics, epidemiology, ethics, pharmacology, either genetic counseling or bioinformatics and genetics and physiology to revolutionize the systems biology. Students are encouraged to practice of medicine. pursue a program of research and study that meets their goals and interests. Advanced courses are offered in specialized areas as outlined later in this MS Genetic Counseling section. Students participate in ongoing journal clubs, The Genetic Counseling Training Program is a research seminars and grand rounds. A program 40 credit hour program that spans four academic of departmental and interdepartmental seminars semesters and an intervening summer. Acquisition by outstanding visiting scientists provides regular and mastery of clinical competencies are reflected exposure to a broad range of current research in in the Program’s didactic coursework, clinical genetics. rotations, thesis process and supplementary experiences. The sequence of medical genetics The department accepts direct on-line applications courses and genetic counseling courses are (see Genetics Web site) to the doctoral program designed to introduce concepts regarding medical by those who have significant prior research genetics, general medical practice, counseling experience in genetics and are committed to theory and clinical skills such that they build from careers in genetics research. Alternatively, the beginning skills to a more advanced skill set in department also participates in the integrated the order needed for clinical experiences. The Biomedical Sciences Training Program (BSTP, goal of the program is to provide students with please see separate listing in this publication the knowledge and clinical skills to function as and/or BSTP Web site). Students interested in competent and caring genetic counselors in a wide pursuing the combined MD/PhD program are range of settings and roles. All of these activities admitted through the Medical Scientist Training enable successful graduates to meet the clinical Program (MSTP, please see separate listing in competencies as outlined by the American Board of this publication). Those students interested in Genetic Counseling (ABGC). careers in genetic counseling may apply directly to the Genetic Counseling Training Program in the Experiential professional training occurs department. concurrently with formal coursework and over the summer between years one and two. Clinical The Center for Human Genetics is an integral part settings include a variety of clinics and inpatient of the Department of Genetics and consists of services at the Center for Human Genetics at both research and clinical laboratories involved in University Hospitals Case Medical Center, the human and clinical genetics. This center supports Genomic Medicine Institute at the Cleveland research and clinical programs focusing on the Clinic, Genetic Services at MetroHealth Medical molecular basis of inherited disease, human genetic Center and Medical Genetics at Akron Children’s 64 School of Medicine

Hospital. Students also rotate through the Center Students are expected to pass both sections for Human Genetics Diagnostic Laboratory which of the examination in order to meet graduation includes experiences in cytogenetics, molecular requirements by the Program. The written portion of genetics, cancer cytogenetics and maternal serum the examination is patterned after the certification screening. Student participation in these and examination given by the American Board of other departmental professional and educational Genetic Counseling. activities such as lectures, seminars, journal club, grand rounds, genetics conferences, and various Students continue to work on data collection and research, counseling and patient management analyses for their theses projects, which should conferences is expected throughout the program. result in a publishable document. They meet with Coursework and clinical experiences are designed the PD periodically to review their progress as to develop the competencies expected by the well as with their thesis committee and of course, ABGC. are meeting with their mentor on a more frequent basis. During the fall semester of second year The First Year the student also attend the National Society of Genetic Counselors annual education meeting. The major activities during the first year consist This provides an opportunity for students to meet of course work (in plan of study below), clinical genetic counselors from across the country, to observations and defining a research question attend scientific sessions to continue adding to and preparing a research proposal. Observational their knowledge base and to meet and discuss clinical rotations begin early in October with job opportunities with prospective employers. students observing in prenatal genetics, cancer Successful completion of the program fulfills the genetics, and general genetics clinics at the curricular and clinical training requirements for program’s three affiliated institutions. Additionally, eligibility to sit for the certification examination given students meet several times over the fall semester by the ABGC. to discuss the thesis process, potential topics and are introduced to the faculty’s research areas of The sequence of courses for students interest. graduating in 2012 is as follows: In addition to continuing clinical observational rotations and thesis work, students continue with course work including an introduction to health MS Plan of Study research methods and more in-depth theory and practice in the psychosocial aspects of counseling during spring semester. First Year Units During the intervening summer of years 1 and 2, Fall Spring Summer students begin clinical rotations at the Medical Intensive: Medical Terminology Genetics Division at Akron Children’s Hospital to and SOM Block 2 lectures gain exposure in various clinical settings including Advanced Medical Genetics: 2 Clinical Genetics (GENE 525) prenatal, general genetics, pediatrics, specialty Advanced Medical Genetics: 2 clinics and cancer genetics clinic. They also rotate Molecular and Quantitative through the Center for Human Genetics Laboratory Genetics (GENE 526) to become familiarized with the clinical aspects of Clinical Practicum in Genetic 3 a diagnostic cytogenetics and molecular genetics Counseling (GENE 532) laboratory. Embryology (online course) Principles and Practices of 3 The Second Year Genetic Counseling (GENE 528) Advanced Medical Genetics: 2 The major focus of the second year is continued Cytogenetics (GENE 524) clinical experiences, research and taking the Intensive: Human Development (1 comprehensive written and oral examination. week) Students also complete their coursework, taking Psychosocial Issues in Genetic 3 one course each semester. Counseling (GENE 529) Health Services Research 3 At the beginning of spring semester in January, Methods (EPBI 461) the students sit for the written comprehensive Family System Interventions 3 examination (covering the didactic and clinical (SASS 517) genetic counseling material covered to date in the Clinical Practicum in Genetic 3 program) and the oral section of the examination, Counseling (GENE 532) which is given shortly after the written portion. Thesis M.S. (GENE 651) 1 Both examinations are intended to allow students () 2 to expand on their knowledge base of human Clinical Practicum in Genetic 3 and medical genetics and genetic counseling. Counseling (GENE 532) Case Western Reserve University 65

Year Total: 12 15 3 followed by a written comprehensive examination in late May or early June. This core course is Second Year Units designed to acquaint students with fundamental Fall Spring Summer principles and methodologies used in modern genetic research. The focus is on similarities and Advanced Medical Genetics: 2 Biochemical Genetics (GENE differences between different model organisms 527) used in genetics research. Also during the Spring or Advanced Medical Genetics: term and continuing into the Summer, students Molecular and Quantitative begin formulating a doctoral research proposal. Genetics (GENE 526) Clinical Practicum in Genetic 4 Counseling (GENE 532) Thesis M.S. (GENE 651) 3 The Second Year and Beyond Ethical and Professional Issues in 2 Genetic Counseling (GENE 530) During the second year, students participate in Clinical Practicum in Genetic 4 a Proposal Writing Workshop (GENE 511 Grant Counseling (GENE 532) Writing and Reviewing Skills Workshop) and take Thesis M.S. (GENE 651) 3 other advanced elective courses. The academic Year Total: 9 9 background and interest of the student largely determines his/her course schedule. The remaining Total Units in Sequence: 48 elective credits can be satisfied by choosing from the courses offered by departmental faculty or participating training faculty from other departments (see List of Courses below). At the end of the second academic year, students must pass an oral proposal defense in order to advance to candidacy for the PhD degree. An outline of the typical course PhD Genetics of study is shown below.

Admissions to the Genetics program may be obtained through the integrated Biomedical Sciences Training Program, by direct admission PhD Genetics, Plan of Study to the department or via the MSTP program. The following summary pertains to most incoming PhD Sample students, regardless of the route through which they enter the program. Exceptions are occasionally § Please also see Graduate Studies Academic made to reflect previous educational experiences Requirements for Doctoral Degrees (e.g., a prior MS degree). Note that combined MD/ PhD students must meet all of the requirements for the PhD degree; requirements for the MD degree First Year Units are described on the MSTP website. Fall Spring Summer Cell Biology I (CBIO 453/455) 4 Complete 3 lab rotations (July 1 to The First Year Dec 15) Choose Ph.D. mentor (end Course work, rotations in at least three laboratories, December) and participation in seminars, journal clubs, and Advanced Eukaryotic Genetics I 3 (GENE 500/504) research meetings are the major activities of Ph.D. Comprehensive exam (end first year students. During the Fall term, most of May or early June) students take a core course in Cell and Molecular Program Directors meet with Biology (CBIO 453 Cell Biology I/CBIO 455 students to discuss status, Molecular Biology I) that is offered jointly for all mentor, Students begin participating Biomedical Sciences Training Program assembling Ph.D. thesis departments. Laboratory rotations begin in early committee July and the choice of a thesis advisor is usually Year Total: 4 3 made at the end of December (see below for more details on Choosing an Advisor). Second Year Units Fall Spring Summer During the Spring term, students take the Genetics Grant Writing and Reviewing 3 core course, Advanced Eukaryotic Genetics Skills Workshop (GENE 511) (GENE 500 Advanced Eukaryotic Genetics I/GENE Elective course (Genetics or 3 504 Advanced Eukaryotic Genetics II), which is other) 66 School of Medicine

Elective course (Genetics or 3 Courses other) Oral Defense of Thesis Proposal GENE 367-1. Commercialization and Intellectual (to be completed by 1st of June) Property Management. 0 Units. Year Total: 6 3 This interdisciplinary course covers a variety Total Units in Sequence: 16 of topics, including principles of intellectual property and intellectual property management, business strategies and modeling relevant to the Year 3: creation of start-up companies and exploitation of IP rights as they relate to biomedical-related Either semester 1 elective course (Genetics or inventions. The goal of this two-semester course is other) 3 credit hrs to address issues relating to the commercialization Total graded courses: 24 credits of biomedical-related inventions by exposing law students, MBA students, and Ph.D. candidates (in genetics and proteomics) to the challenges Year 3.5 onwards: and opportunities encountered when attempting to develop biomedical intellectual property from the Full time research (GENE 701 - 18 credits total) point of early discovery to the clinic and market. Specifically, this course seeks to provide students with the ability to value a given technological advance or invention holistically, focusing on issues that extend beyond scientific efficacy and include Other Requirements patient and practitioner value propositions, legal and intellectual property protection, business Students meet twice per year with Thesis modeling, potential market impacts, market Committee competition, and ethical, social, and healthcare Students meet once per year with Genetics practitioner acceptance. The course will meet over Graduate Education Committee two consecutive semesters--fall and spring--and Genetics Student Seminar (weekly attendance, is six credit hours (three credits each semester). yearly presentation) During these two semesters, law students, MBA Genetics Journal Club (weekly attendance, yearly students, and Ph.D. candidates in genomics presentation in spring semester) and proteomics will work in teams of five (two Genetics Retreat (yearly participation, organized by laws students, two MBA students and one Ph.D. students) candidate), focusing on issues of commercialization Two first-author, peer-reviewed publications and IP management of biomedical-related inventions. The instructors will be drawn from the law school, business school, and technology- transfer office. To be eligible for this course, law students must also have a B.S or equivalent in the life sciences, such as biology, biochemistry, genomics, molecular biology, etc. Offered as LAWS 367, MGMT 467, and GENE 467. Case Western Reserve University 67

GENE 367-2. Commercialization and Intellectual GENE 451. Principles of Genetic Epidemiology. Property Management. 6 Units. 3 Units.

This interdisciplinary course covers a variety A survey of the basic principles, concepts and of topics, including principles of intellectual methods of the discipline of genetic epidemiology, property and intellectual property management, which focuses on the role of genetic factors business strategies and modeling relevant to the in human disease and their interaction with creation of start-up companies and exploitation environmental and cultural factors. Many important of IP rights as they relate to biomedical-related human disorders appear to exhibit a genetic inventions. The goal of this two-semester course is component; hence the integrated approaches of to address issues relating to the commercialization genetic epidemiology bring together epidemiologic of biomedical-related inventions by exposing law and human genetic perspectives in order to answer students, MBA students, and Ph.D. candidates(in critical questions about human disease. Methods of genetics and proteomics) to the challenges and inference based upon data from individuals, pairs opportunities encountered when attempting to of relatives, and pedigrees will be considered. The develop biomedical intellectual property from the last third of the course (1 credit) is more statistical point of early discovery to the clinic and market. in nature. Offered as EPBI 451, GENE 451, and Specifically, this course seeks to provide students MPHP 451. with the ability to value a given technological advance or invention holistically, focusing on issues that extend beyond scientific efficacy and include patient and practitioner value propositions, legal and intellectual property protection, business modeling, potential market impacts, market competition, and ethical, social, and healthcare practitioner acceptance. The course will meet over two consecutive semesters--fall and spring--and is six credit hours (three credits each semester). During these two semesters, law students, MBA students, and Ph.D. candidates in genomics and proteomics will work in teams of five (two law students, two MBA students, and one Ph.D. candidate), focusing on issues of commercialization and IP management of biomedical-related inventions. The instructors will be drawn from the law school, business school, medical school, and technology-transfer office. To be eligible for this course, law students must also have a B.S. or equivalent in the life sciences, such as biology, biochemistry, genomics, molecular biology etc. Offered as MGMT 467, LAWS 367, GENE 467. 68 School of Medicine

GENE 467-1. Commercialization and Intellectual GENE 467-2. Commercialization and Intellectual Property Management. 0 Units. Property Management. 6 Units.

This interdisciplinary course covers a variety This interdisciplinary course covers a variety of topics, including principles of intellectual of topics, including principles of intellectual property and intellectual property management, property and intellectual property management, business strategies and modeling relevant to the business strategies and modeling relevant to the creation of start-up companies and exploitation creation of start-up companies and exploitation of IP rights as they relate to biomedical-related of IP rights as they relate to biomedical-related inventions. The goal of this two-semester course is inventions. The goal of this two-semester course is to address issues relating to the commercialization to address issues relating to the commercialization of biomedical-related inventions by exposing law of biomedical-related inventions by exposing law students, MBA students, and Ph.D. candidates students, MBA students, and Ph.D. candidates(in (in genetics and proteomics) to the challenges genetics and proteomics) to the challenges and and opportunities encountered when attempting to opportunities encountered when attempting to develop biomedical intellectual property from the develop biomedical intellectual property from the point of early discovery to the clinic and market. point of early discovery to the clinic and market. Specifically, this course seeks to provide students Specifically, this course seeks to provide students with the ability to value a given technological with the ability to value a given technological advance or invention holistically, focusing on issues advance or invention holistically, focusing on issues that extend beyond scientific efficacy and include that extend beyond scientific efficacy and include patient and practitioner value propositions, legal patient and practitioner value propositions, legal and intellectual property protection, business and intellectual property protection, business modeling, potential market impacts, market modeling, potential market impacts, market competition, and ethical, social, and healthcare competition, and ethical, social, and healthcare practitioner acceptance. The course will meet over practitioner acceptance. The course will meet over two consecutive semesters--fall and spring--and two consecutive semesters--fall and spring--and is six credit hours (three credits each semester). is six credit hours (three credits each semester). During these two semesters, law students, MBA During these two semesters, law students, MBA students, and Ph.D. candidates in genomics students, and Ph.D. candidates in genomics and proteomics will work in teams of five (two and proteomics will work in teams of five (two laws students, two MBA students and one Ph.D. law students, two MBA students, and one Ph.D. candidate), focusing on issues of commercialization candidate), focusing on issues of commercialization and IP management of biomedical-related and IP management of biomedical-related inventions. The instructors will be drawn from the inventions. The instructors will be drawn from the law school, business school, and technology- law school, business school, medical school, and transfer office. To be eligible for this course, law technology-transfer office. To be eligible for this students must also have a B.S or equivalent in course, law students must also have a B.S. or the life sciences, such as biology, biochemistry, equivalent in the life sciences, such as biology, genomics, molecular biology, etc. Offered as LAWS biochemistry, genomics, molecular biology etc. 367, MGMT 467, and GENE 467. Offered as MGMT 467, LAWS 367, GENE 467.

GENE 488. Yeast Genetics and Cell Biology. 3 Units.

This seminar course provides an introduction to the genetics and molecular biology of the yeasts S. cerevisiae and S. pombe by a discussion of current literature focusing primarily on topics in yeast cell biology. Students are first introduced to the tools of molecular genetics and special features of yeasts that make them important model eukaryotic organisms. Some selected topics include cell polarity, cell cycle, secretory pathways, vesicular and nuclear/cytoplasmic transport, mitochondrial import and biogenesis, chromosome segregation, cytoskeleton, mating response and signal transduction. Offered as CLBY 488, GENE 488, MBIO 488, and PATH 488. Case Western Reserve University 69

GENE 500. Advanced Eukaryotic Genetics I. 3 GENE 508. Bioinformatics and Computational Units. Genomics. 3 Units.

Fundamental principles of modern genetics; The course is designed to provide an understanding transmission, recombination, structure and function of theory and application of computational methods of the genetic material in eukaryotes, dosage for molecular biology research. The course compensation, behavior and consequences of will be divided into four primary sections: DNA chromosomal abnormalities, mapping and isolation methods, protein methods, structure analysis of mutations, gene complementation and genetic (RNA and protein) and phylogenetic analysis. interactions. Recommended preparation: BIOL 362. Special emphasis will be placed on the use and development of tools to search and analyze large amounts of sequence data generated as part of GENE 503. Readings and Discussions in the Genome Projects in human, Drosophila and Genetics. 0 - 3 Units. other eukaryotic organisms. The course offers extensive hands-on computational training using (Credit as arranged.) In-depth consideration of UNIX, Web and PC-based software. As such, for special selected topics through critical evaluation of every hour of lecture material there will be two classic and current literature. corresponding hours of computational laboratory time. In the initial year, enrollment will be limited to five students. Preference will be given to senior- GENE 504. Advanced Eukaryotic Genetics II. 3 level genetics graduate students or post-doctoral Units. fellows. Recommended preparation: GENE 500 and Fundamental principles of modern genetics: GENE 504 or permission of instructor. population and quantitative genetics, dissection of genome organization and function, transgenics, GENE 511. Grant Writing and Reviewing Skills developmental genetics, genetic strategies for Workshop. 3 Units. dissecting complex pathways in organisms ranging from Drosophila and C. elegans to mouse and This is an introductory graduate course in grant human. Recommended preparation: GENE 500 or writing and reviewing skills. During this course each permission of instructor. student will write a research grant on a topic of his or her choice. Proposals may form the basis for the written component of the preliminary examination GENE 505. Genetics Journal Club. 1 Unit. in the Genetics Department. Students will also Genetics Journal Club is a graduate level course participate in editing and reviewing the proposals designed to facilitate discussion of topics in of their classmates. Prereq: GENE 500 and GENE Genetics. Students choose "hot" papers in 504 or consent of instructor. Genetics and present them to their peers. Group presentations are designed to encourage audience GENE 513. Developmental Genetics. 3 Units. participation. The intent of this class is to expose students to cutting edge topics in Genetics and to This course covers the mechanisms of instill teaching and leadership skills. development in the context of the major events of mammalian embryogenesis. The focus is on how genes act in cells to create and pattern the tissues and organs of the adult. Students can expect to acquire a deep understanding of the embryology of mammals, and how genetic manipulations have led to our current understanding of pattering mechanisms. The material will be taught by a combination of self-study exercises, discussions of the primary literature, student presentations, and facilitator guided, student-led, problem-based learning. 70 School of Medicine

GENE 516. Introduction to Clinical Genetics. 3 GENE 525. Advanced Medical Genetics: Clinical Units. Genetics. 2 - 3 Units.

The major focus of this course is to allow graduate Fundamental principles regarding congenital students in Human Genetics to become familiar malformations, dysmorphology and syndromes. with the medical genetics and counseling aspect Discussion of a number of genetic disorders of the genetics evaluation and counseling process. from a systems approach: CNS malformations, It provides the student an opportunity to see an neurodegenerative disorders, craniofacial disorders, application of bench research in the clinical arena skeletal dysplasias, connective tissue disorders, as well as to observe and appreciate the various hereditary cancer syndromes, etc. Discussions also functions, roles and responsibilities of different include diagnosis, etiology, genetics, prognosis and members of the medical genetics team. Course management. includes seminars and clinical observations. GENE 526. Advanced Medical Genetics: GENE 521. Chromatin, Epigenetics, and Molecular and Quantitative Genetics. 2 - 3 Units. Disease. 3 Units. Molecular: Fundamental principles of gene The Departments of Genetics and Biochemistry structure; mechanisms, detection and effects of are pleased to announce "Chromatin, Epigenetics, mutations; imprinting; triplet repeat disorders; X- and Disease advanced graduate students. This chromosome inactivation; application of molecular course will review the history of chromatin and analysis to genotype/phenotype correlations and cover the relationships between chromatin structure gene therapy. Quantitative: Fundamental principles and the processes of transcription, gene silencing, of pedigree analysis, segregation analysis, Bayes cell fate determination, DNA methylation, and RNA theorem; linkage analysis and disequilibrium; risk interference and other biological processes. The assessment and consanguinity. course will also cover epigenetic mechanisms and their effects on human disease. The course will emphasize critical reading of articles from GENE 527. Advanced Medical Genetics: the primary literature, presentations by students, Biochemical Genetics. 2 - 3 Units. and be predominantly discussion based. Limit: 12 students. Offered as BIOC 521 and GENE 521. Fundamental principles of metabolic testing; amino acid disorders; organic acid disorders; carbohydrate disorders; peroxisomal disorders; mitochondrial GENE 523. Embryonic Patterning in disorders; etc. Discussion of screening principles Development. 3 Units. and newborn screening as well as approaches to diagnosis, management and therapy for metabolic This course will focus on current understanding diseases. of patterning mechanisms in animal development. The seminal contributions of Turning Stern, Crick, Lawrence, Wolpert, and Lewis will be covered, GENE 528. Principles and Practices of Genetic as will the most recent advances in the field. Counseling. 3 Units. Models and theory will be considered, in addition to experimental analysis and the identification of Fundamental principles needed for the practicing patterning molecules. The course will end with genetic counselor. Topics include skills in a consideration of how development changes to obtaining histories (prenatal, perinatal, medical, create different adult morphologies over the course developmental, psychosocial and family); pedigree of evolution. construction and analysis, physical growth and development; the genetic evaluation; the physical examination and laboratory analyses; prenatal GENE 524. Advanced Medical Genetics: issues, prenatal screening and diagnosis; and Cytogenetics. 2 - 3 Units. teratogenicity.

Fundamental principles regarding clinical cytogenetics including discussion of autosomal numerical and structural abnormalities; sex chromosome abnormalities; population cytogenetics; mosaicism; uniparental disomy; contiguous gene deletions, and cancer cytogenetics. Case Western Reserve University 71

GENE 529. Psychosocial Issues in Genetic GENE 533. Genetics of Aging. 3 Units. Counseling. 3 Units. Topics covered this course will focus on our Fundamental principles regarding the psychosocial current understanding of the genetic mechanisms aspects of genetic disease and birth defects, its underlying cellular and organismal aging as well psychological and social impact on the individual as age-related diseases. Theories of aging will be and family. Topics include the genetic counseling covered as well as the most recent experimental interview process, issues regarding pregnancy analysis in a variety of systems (yeast, worms, and prenatal diagnosis, chronicity, death and loss. flies, mice, and humans). While aging research has Cultural issues and their impact on the genetic long been primarily descriptive in nature, the most counseling session are addressed. Resources for recent genetic-based experiments are providing the families are also explored. Basic interviewing skills first insights into the molecular pathways involved are presented. Students will have an opportunity with striking similarities across model systems. for practice of skills through role play and actual Recommended preparation: GENE 500, GENE interviewing situations. 504, or consent of instructor.

GENE 530. Ethical and Professional Issues in GENE 534. Neurogenetics. 3 Units. Genetic Counseling. 2 Units. This course will explore how principles of genetics Professional issues inherent in medical genetics can be used as tools to study the complex and genetic counseling are addressed, including organization of the nervous system. Examples ethical, legal, religious, and cultural concepts. will be drawn from all relevant model organisms Fundamental principles of ethics are explored in including nematode, fruit fly, mouse, and human. some depth as they relate to genetic issues, such Meant primarily for students with an interest as autonomy and informed consent; use of the in neuroscience, this course will offer a strong NSGC Code of Ethics is emphasized. Genetic foundation in genetic principles using examples counseling roles and responsibilities and aspects of drawn from the neuroscience literature. Students a career as a professional are explored. in other disciplines, especially genetics, will benefit from the examples to learn important aspects of the neurosciences ranging from behavior to GENE 532. Clinical Practicum in Genetic development. These interdisciplinary features Counseling. 1 - 6 Unit. make this course unique in its offerings and a valuable addition to many students’ course of study. This clinical practicum provides the student an Recommended preparation: CBIO 453 and CBIO opportunity to function as a genetic counselor by 455. Offered as GENE 534 and NEUR 534. preparing for cases; obtaining appropriate histories; determining risks; performing psychosocial assessments; discussing disease characteristics, GENE 537. Microscopy-Principles and inheritance, and natural history; providing Applications. 3 Units. anticipatory guidance and supportive counseling; using medical and community resources; and This course provides an introduction to various follow-up. Students rotate through four clinical types of light microscopy, digital and video areas and one laboratory and will register for a imaging techniques, and their applications to total of 12 hours over the course of the program. biological and biomedical sciences via lectures Recommended preparation: Admission to Genetic and hands-on experience. Topics covered include Counseling Training Program. geometrical and physical optics; brightfield, darkfield, phase contrast, DIC, fluorescence and confocal microscopes; and digital image processing. Offered as GENE 537, MBIO 537, and PHOL 537.

GENE 601. Research in Genetics. 1 - 9 Unit.

(Credit as arranged.)

GENE 651. Thesis M.S.. 1 - 9 Unit.

(Credit as arranged.) Master’s Thesis Plan A. 72 School of Medicine

GENE 701. Dissertation Ph.D.. 1 - 9 Unit.

(Credit as arranged.) Prereq: Predoctoral research consent or advanced to Ph.D. candidacy milestone. Case Western Reserve University 73

Department of Neurosciences

Room E-653, School of Medicine, Robbins Building registered for a total of 9 credit hours each fall and http://neurowww.case.edu/ spring semester until they advance to candidacy (at Lynn Landmesser, PhD, Chair the end of their 2nd year). Students who previously Ms. Katie Wervey, [email protected] completed relevant coursework, for example, with a MS, may petition to complete alternative Understanding how the nervous system develops courses. Each graduate program follows the overall and functions to process information and mediate regulations established and described in CWRU behavior and how it is altered by disease, injury and Graduate Studies and documented to the Regents the environment is one of the most exciting frontiers of the State of Ohio. remaining in biological science. Neuroscience is inherently multidisciplinary and integrative and solving the major outstanding problems will require In addition, each student must successfully knowledge of molecular, cellular, systems, and complete a preliminary exam after year one, behavioral levels of organization. It also requires and a qualifier examination for advancement to a multidisciplinary approach combining the tools candidacy in the form of a short grant proposal of electrophysiology, anatomy, biochemistry and with oral defense. The qualifier is generally molecular biology in studies of animals, brain slices, completed in the summer after year two. During and tissue culture models. the dissertation period, students are expected to meet twice a year with the thesis committee, The department offers a PhD program that provides present seminars in the department, and fulfill interdisciplinary training in modern neurosciences journal publication requirements. Throughout the through a combination of course work, seminars doctoral training, students are expected to be and research experience. Medical students enthusiastic participants in seminars, journal clubs, are encouraged to pursue research projects and research meetings in the lab and program. with neurosciences faculty. Neuroscientists at Completion of the PhD degree will require 36 hours CWRU are using state-of-the art techniques and of coursework (24 hours of which are graded) and instrumentation to study diverse aspects of nervous 18 hours of NEUR 701. system function, including neural circuitry and plasticity, development and regeneration, and cellular and molecular neurobiology. Techniques used include electrical recording and imaging to Plan of Study study the behavior of neurons from ion channels to how they function in awake, behaving animals; § Please also see Graduate Studies Academic molecular genetic approaches to discover the Requirements for Doctoral Degrees roles of specific genes in circuit formation, synaptic function, and in neurological disorders; and anatomical, biochemical, computational, and behavioral methods to understand the normal First Year Units nervous system and how it is affected by disease Fall Spring Summer and injury. Cell Biology I (CBIO 453) 4 Molecular Biology I (CBIO 455) 4 Research in Neuroscience (NEUR 1-9 PhD in Neurosciences 601) or Research Rotation in Biomedical Sciences Training The Neurosciences graduate program has a strong Program (BSTP 400) emphasis on cellular and molecular mechanisms or Research Rotation in Medical that mediate the function and development of the Scientist Training Program (MSTP nervous system. Admissions to the Neurosciences 400) PhD program may be obtained through the Elective graduate course 3-4 integrated Biomedical Sciences Training Program, Neuroscience Seminars (NEUR 1 by direct admission to the department or via the 415) Medical Scientist Training Program. To earn a Research in Neuroscience (NEUR 1-9 PhD in Neurosciences, a student must complete 601) rotations in at least three laboratories, followed Principles of Neural Science 3 (NEUR 402) by selection of a research advisor, and complete Complete preliminary exam by Core and Elective coursework including responsible July 31 conduct of research as described in the plan Begin thesis research of study, below. In general, students must be 74 School of Medicine

Being a Professional Scientist 0 Courses (IBMS 500) Year Total: 9-17 8-17 NEUR 402. Principles of Neural Science. 3 Units.

Second Year Units Lecture/discussion course covering concepts in Fall Spring Summer cell and molecular neuroscience, principles of Elective courses 6-9 systems neuroscience as demonstrated in the Research in Neuroscience (NEUR 1-9 somatosensory system, and fundamentals of the 601) development of the nervous system. This course Elective courses 6-9 will prepare students for upper level Neuroscience Research in Neuroscience (NEUR 1-9 courses and is also suitable for students in 601) other programs who desire an understanding of Complete Qualifier Exam by July neurosciences. Recommended preparation: CBIO 31 453. Offered as BIOL 402 and NEUR 402. Form thesis committee Research Prepare individual fellowship NEUR 405. Cellular and Molecular Neurobiology. application 3 Units. Year Total: 7-18 7-18 Cell biology of nerve cells, including aspects of Third Year Units synaptic structure physiology and chemistry. The application of molecular biological tools to Fall Spring Summer questions of synaptic function will be addressed. Dissertation Ph.D. (NEUR 701) 1-9 Recommended preparation: BIOL 473. Thesis Committee Meetings every 6 months Dissertation Ph.D. (NEUR 701) 1-9 NEUR 408. Functional Neuroanatomy. 3 Units. Advanced Topics in Neuroscience 0 Ethics (NEUR 540) This course is designed to give students a broad Thesis Committe Meetings every appreciation of the various subdivisions, nuclear 6 months groups, and axon tracts in the human brain and Year Total: 1-9 1-9 spinal cord. There will not only be an emphasis on the understanding of the 3-dimensional Fourth Year Units arrangement of neuroanatomical pathways that Fall Spring Summer constitute the major circuits in the CNS but also a Dissertation Ph.D. (NEUR 701) 1-9 current perspective of their functions. Lectures in Thesis committe meetins every 6 this course will be a selected subgroup of those months that constitute the Nervous System Committee of Year Total: 1-9 the 2nd year medical school curriculum. Students taking NEUR 408 will also participate in selected Total Units in Sequence: 34-97 review session, small group conferences as well as lab, which includes a dissection of a human brain. * NEUR 540 Advanced Topics in Neuroscience Ethics is offered every other spring semester (beginning 2008), so can be taken in 3rd or 4th year. Case Western Reserve University 75

NEUR 411. Neurobiology of Disease. 3 Units. NEUR 432. Current Topics in Vision Research. 3 Units. Designed to show how basic research in neuroscience has contributed to the management Vision research is an exciting and multidisciplinary of clinical problems in human neurology and to area that draws on the disciplines of biochemistry, discuss some of the further challenges posed by genetics, molecular biology, structural biology, human disease for research in neurobiology. The neuroscience, and pathology. This graduate level general format will include clinical descriptions of course will provide the student with broad exposure patient presentation, discussion of the disease to the most recent and relevant research currently mechanisms and an analysis of contributions of being conducted in the field. Topics will cover a cellular and systems neuroscience to understanding variety of diseases and fundamental biological of the human disorder. Specific topics to processes occurring in the eye. Regions of the be discussed include Ischemia and Stroke, eye that will be discussed include the cornea, Neurodegenerative Diseases such as Alzheimer’s lens, and retina. Vision disorders discussed Parkinson’s Brain Tumors, Mood Disorders, and include age-related macular degeneration, retinal Demyelinating diseases such as Multiple Sclerosis. ciliopathies, and diabetic retinopathy. Instructors Recommended preparation: NEUR 402 or NEUR in the course are experts in their field and are 405. members of the multidisciplinary visual sciences research community here at Case Western Reserve University. Students will be exposed to NEUR 415. Neuroscience Seminars. 1 Unit. the experimental approaches and instrumentation currently being used in the laboratory and in clinical Current topics of interest in neurosciences. settings. Topics will be covered by traditional Students attend weekly seminars. From this series, lectures, demonstrations in the laboratory and the students prepare critiques. No credit is given for clinic, and journal club presentations. Students less than 75% attendance. will be graded on their performance in journal club presentations (40%), research proposal (40%), and class participation (20%). Offered as NEUR 432, NEUR 425. Stem Cell Biology and Therapeutics. PATH 432, and PHRM 432. 3 Units.

This course is intended to teach current NEUR 435. Vision: Molecules to Perception. 3 understanding of stem cells as it relates to their Units. characterization, function, and physiologic and pathological states. The course will expose The organization, physiology, and function of students to the current understanding of various the vertebrate visual system are considered in types of stem cells, including embryonic and detail. The visual pathway from retina to LGN adult stem cells of various tissues, techniques for and visual cortex is described with an emphasis their isolation and study. Experimental models on circuits that produce successively more and potential biomedical therapeutic applications complex receptive field properties. Classic will be discussed. The course will be taught papers and current literature form the basic by the faculty of the "Center for Stem Cell and course material. Assessment is based on student Regenerative Medicine" who are affiliated with presentations, class participation, and a term paper. multiple departments of Case Western Reserve Recommended preparation: NEUR 402 or consent University, Cleveland Clinic Foundation and the of department. partnering biomedical companies. Offered as NEUR 425 and PATH 425. NEUR 473. Introduction to Neurobiology. 3 Units. NEUR 427. Neural Development. 3 Units. How nervous systems control behavior. Topics include cell commitment, regulation of Biophysical, biochemical, and molecular biological proliferation and differentiation, cell death and properties of nerve cells, their organization into trophic factors, pathfinding by the outgrowing nerve circuitry, and their function within networks. fiber, synapse formation, relationships between Emphasis on quantitative methods for modeling center and periphery in development and the role of neurons and networks, and on critical analysis activity. Offered as BIOL 427 and NEUR 427. of the contemporary technical literature in the neurosciences. Term paper required for graduate students. Offered as BIOL 373, BIOL 473, and NEUR 473. 76 School of Medicine

NEUR 474. Neurobiology of Behavior. 3 Units. NEUR 477. Cellular Biophysics. 4 Units.

In this course, students will examine how This course focuses on a quantitative neurobiologists interested in animal behavior study understanding of cellular processes. It is designed the linkage between neural circuitry and complex for students who feel comfortable with and are behavior. Various vertebrate and invertebrate interested in analytical and quantitative approaches systems will be considered. Several exercises will to cell biology and cell physiology. Selected be used in this endeavor. Although some lectures topics in cellular biophysics will be covered in will provide background and context on specific depth. Topics include theory of electrical and neural systems, the emphasis of the course will be optical signal processing used in cell physiology, on classroom discussion of specific journal articles. thermodynamics and kinetics of enzyme and In addition, students will each complete a project transport reactions, single ion channel kinetics and in which they will observe some animal behavior excitability, mechanotransduction, and transport and generate both behavioral and neurobiological across polarized cell layers. The format consists hypotheses related to it. In lieu of examinations, of lectures, problem sets, computer simulations, students will complete three written assignments, and discussion of original publications. The relevant including a theoretical grant proposal, a one- biological background of topics will be provided page Specific Aims paper related to the project, appropriate for non-biology science majors. Offered and a final project paper. These assignments as BIOC 476, NEUR 477, PHOL 476, PHRM 476. are designed to give each student experience in writing biologically-relevant documents. Classroom discussions will help students understand the NEUR 478. Computational Neuroscience. 3 content and format of each type document. They Units. will also present their projects orally to the entire class. Offered as BIOL 374, BIOL 474, and NEUR Computer simulations and mathematical analysis of 474. neurons and neural circuits, and the computational properties of nervous systems. Students are taught a range of models for neurons and neural NEUR 475. Protein Biophysics. 3 Units. circuits, and are asked to implement and explore the computational and dynamic properties of This course focuses on in-depth understanding of these models. The course introduces students the molecular biophysics of proteins. Structural, to dynamical systems theory for the analysis of thermodynamic and kinetic aspects of protein neurons and neural learning, models of brain function and structure-function relationships will systems, and their relationship to artificial and be considered at the advanced conceptual level. neural networks. Term project required. Students The application of these theoretical frameworks enrolled in MATH 478 will make arrangements will be illustrated with examples from the literature with the instructor to attend additional lectures and integration of biophysical knowledge with and complete additional assignments addressing description at the cellular and systems level. The mathematical topics related to the course. format consists of lectures, problem sets, and Recommended preparation: MATH 223 and MATH student presentations. A special emphasis will 224 or BIOL 300 and BIOL 306. Offered as BIOL be placed on discussion of original publications. 378, COGS 378, MATH 378, BIOL 478, EBME 478, Offered as BIOC 475, CHEM 475, PHOL 475, EECS 478, MATH 478 and NEUR 478. PHRM 475, and NEUR 475. NEUR 479. Seminar in Computational NEUR 476. Neurobiology Laboratory. 3 Units. Neuroscience. 3 Units.

Introduction to the basic laboratory techniques Readings and discussion in the recent literature on of neurobiology. Intracellular and extracellular computational neuroscience, adaptive behavior, recording techniques, forms of synaptic plasticity, and other current topics. Offered as BIOL 479, patch clamping, immunohistochemistry and EBME 479, EECS 479, and NEUR 479. confocal microscopy. During the latter weeks of the course students will be given the opportunity to conduct an independent project. One laboratory and one discussion session per week. Recommended preparation for BIOL 476 and NEUR 476: BIOL 216. Offered as BIOL 376, BIOL 476 and NEUR 476. Case Western Reserve University 77

NEUR 482. Drugs, Brain, and Behavior. 3 Units. NEUR 540. Advanced Topics in Neuroscience Ethics. 0 Units. This course is concerned with the mechanisms underlying neurochemical signaling and the impact This course offers continuing education in of drugs on those mechanisms. The first half of the responsible conduct of research for advanced course emphasizes the fundamental mechanisms graduate students. The course will cover the underlying intra- and extracellular communication nine defined areas of research ethics through a of neurons and the basic principles of how drugs combination of lectures, on-line course material interact with the nervous system. The second half and small group discussions. Six 2-hr meetings of the course emphasizes understanding the neural per semester. Maximum enrollment of 15 students substrates of disorders of the nervous system, and with preference given to graduate students in the mechanisms underlying the therapeutic effects the Neurosciences program. All neurosciences of drugs at the cellular and behavioral levels. This graduate students must complete this course during course will consist of lectures designed to give the their 3rd or 4th year. student necessary background for understanding these basic principles and class discussion. The class discussion will include viewing video NEUR 601. Research in Neuroscience. 1 - 18 examples of behavioral effects of disorders of the Unit. nervous system, and analysis of research papers. The goal of the class discussions is to enhance the critical thinking skills of the student and expose the student to contemporary research techniques. NEUR 651. Master’s Thesis (M.S.). 1 - 6 Unit. Offered as BIOL 382, BIOL 482, and NEUR 482. (Credit as arranged.) Recommended preparation: M.S. candidates only. NEUR 518. Signaling via Cell Adhesion. 3 Units.

Molecular mechanisms by which cells interact with NEUR 701. Dissertation Ph.D.. 1 - 18 Unit. and are regulated by extracellular matrices and Prereq: Predoctoral research consent or advanced other cells. Offered as CLBY 518, MBIO 518, and to Ph.D. candidacy milestone. NEUR 518.

NEUR 534. Neurogenetics. 3 Units.

This course will explore how principles of genetics can be used as tools to study the complex organization of the nervous system. Examples will be drawn from all relevant model organisms including nematode, fruit fly, mouse, and human. Meant primarily for students with an interest in neuroscience, this course will offer a strong foundation in genetic principles using examples drawn from the neuroscience literature. Students in other disciplines, especially genetics, will benefit from the examples to learn important aspects of the neurosciences ranging from behavior to development. These interdisciplinary features make this course unique in its offerings and a valuable addition to many students’ course of study. Recommended preparation: CBIO 453 and CBIO 455. Offered as GENE 534 and NEUR 534. 78 School of Medicine

Department of Nutrition

School of Medicine, Room WG 48 3. apply to dietetic internships or approved http://www.case.edu/med/nutrition/home.HTML experience programs in order to prepare for the Henri Brunengraber, MD, PhD, Chair; Edith Lerner, professional practice of dietetics PhD, Vice Chair Ms. Pamela Woodruff, Coordinator, 4. pursue technical careers in the food or [email protected] pharmaceutical industry The department’s focus is on human nutrition and the application of the science of nutrition This major offers flexibility in course selection within to the maintenance and improvement of health. a framework of general program requirements. Undergraduate programs are designed for The selection of courses depends on the student’s students interested in nutritional biochemistry choice of emphasis. Students wishing to qualify for and metabolism, molecular nutrition, professional admission to professional or graduate programs study in dietetics, public health nutrition, medicine, need to include specific courses considered dentistry or nursing. Graduate programs emphasize prerequisites for admission. Students interested dietetics, public health nutrition, nutritional in applying to dietetic internships must meet biochemistry and molecular nutrition. specific course requirements (Didactic Program in Dietetics) as required by the Commission The Department of Nutrition offers programs on Accreditation for Dietetics Education of the leading to the bachelor of science degree in American Dietetic Association. These requirements nutrition, bachelor of arts degree in nutrition, are met in the courses that comprise the Didactic bachelor of arts degree in nutritional biochemistry Program in Dietetics (DPD). The DPD at Case and metabolism, bachelor of science degree in Western Reserve University is currently granted nutritional biochemistry and metabolism, master Accreditation by the Commission on Accreditation of science degree in nutrition, master of science for Dietetics Education of the American Dietetic degree in public health nutrition, and doctor of Association, 120 South Riverside Plaza, Suite philosophy degree. A nutrition minor is available. 2000, Chicago, IL 60606-6995, 312-899-5400. Specialty programs are available in areas such as A department advisor should be consulted in the maternal and child nutrition or gerontology. The freshman year to plan the dietetics course work. specialty is in addition to the basic graduate degree. Back to top Special announcements describing the various programs and providing additional information are available from the department. Human Nutrition

Human Nutrition | Nutritional Biochemistry and Bachelor of Science degree requires: Metabolism | Minors Required Courses: NTRN 201 Nutrition 3 NTRN 342 Food Science 5 Undergraduate Degrees & NTRN 342L and Food Science Lab NTRN 343 Dietary Patterns 3 (NTRN) NTRN 363 Human Nutrition I: Energy, Protein, Minerals 3 NTRN 364 Human Nutrition II: Vitamins 3 Major Programs NTRN 397 SAGES Capstone Proposal Seminar 3 NTRN 398 SAGES Senior Capstone Experience 3 The undergraduate degree in nutrition is Three nutrition electives chosen from: 9 appropriate for students who wish to: NTRN 328 Child Nutrition, Development and Health 3 NTRN 351 Food Service Systems Management 3 1. pursue graduate programs in nutritional NTRN 360 Guided Study in Nutrition Practice 3 biochemistry, molecular nutrition, dietetics, NTRN 365 Nutrition in Disease 4 public health nutrition or other biomedical NTRN 371 Special Problems * 1-3 sciences NTRN 390 Undergraduate Research * 3-9 NTRN 435 Maternal and Child Nutrition 3 2. enter professional schools of dentistry, NTRN 437 Evaluation of Nutrition Information for 3 medicine, or nursing Consumers NTRN 440 Nutrition for the Aging and Aged 3 NTRN 452 Nutritional Biochemistry and Metabolism 3 Case Western Reserve University 79

NTRN 460 Sports Nutrition 3 or BIOL 340 Human Physiology NTRN 550A Advanced Community Nutrition 3 & BIOL 346 and Human Anatomy Additional Required Courses: Total Units 49 CHEM 105 Principles of Chemistry I 3 * Only one of these courses is permitted CHEM 106 Principles of Chemistry II 3 CHEM 113 Principles of Chemistry Laboratory 2 CHEM 223 Introductory Organic Chemistry I (before 3 NTRN 363) BIOL 214 Genes, Evolution and Ecology 3 Bachelor of Science in Nutrition - BIOL 216 Development and Physiology 4 Human Nutrition Major Plan of Study & BIOL 216L and Development and Physiology Lab or BIOL 340 Human Physiology (EXAMPLE ONLY) & BIOL 346 and Human Anatomy BIOC 307 General Biochemistry 4 First Year Units One of the following: 3 ANTH 319 Introduction to Statistical Analysis in the Fall Spring Social Sciences Principles of Chemistry I (CHEM 105) 3 EPBI 431 Statistical Methods I Nutrition (NTRN 201) 3 PSCL 282 Quantitative Methods in Psychology Frist Seminar SAGES 4 STAT 201 Basic Statistics for Social and Life Sciences Principles of Chemistry II (CHEM 106) 3 Total Units 92-100 Principles of Chemistry Laboratory (CHEM 2 * Only one of these courses is permitted 113) SAGES Breadth Requirements 6 Genes, Evolution and Ecology (BIOL 214) 3 Year Total: 10 14 Bachelor of Arts degree requires: Second Year Units Required Courses: Fall Spring NTRN 201 Nutrition 3 Food Science (NTRN 342) 5 NTRN 342 Food Science 5 & Food Science Lab (NTRN 342L) & NTRN 342L and Food Science Lab Introductory Organic Chemistry I (CHEM 3 NTRN 343 Dietary Patterns 3 223) NTRN 363 Human Nutrition I: Energy, Protein, Minerals 3 University Seminar 3 NTRN 364 Human Nutrition II: Vitamins 3 SAGES NTRN 397 SAGES Capstone Proposal Seminar 3 Development and Physiology (BIOL 216) 4 & Development and Physiology Lab (BIOL NTRN 398 SAGES Senior Capstone Experience 3 216L) Two nutrition electives chosen from the following: 6 University Seminar 3 NTRN 328 Child Nutrition, Development and Health SAGES NTRN 351 Food Service Systems Management Basic Statistics for Social and Life Sciences 3 (STAT 201) NTRN 360 Guided Study in Nutrition Practice Electives 6 NTRN 365 Nutrition in Disease Dietary Patterns (NTRN 343) 3 NTRN 371 Special Problems * Year Total: 15 15 NTRN 390 * Undergraduate Research NTRN 435 Maternal and Child Nutrition Third Year Units NTRN 437 Evaluation of Nutrition Information for Consumers Fall Spring NTRN 440 Nutrition for the Aging and Aged General Biochemistry (BIOC 307) 4 NTRN 452 Nutritional Biochemistry and Metabolism SAGES Breadth Requirements 6 NTRN 460 Sports Nutrition Elective 3 NTRN 550A Advanced Community Nutrition Nutrition Elective 3 Additional required courses: Nutrition Elective 3 CHEM 105 Principles of Chemistry I 3 Elective 3 CHEM 106 Principles of Chemistry II 3 SAGES Capstone Proposal Seminar 3 CHEM 223 Introductory Organic Chemistry I 3 (NTRN 397) BIOC 307 General Biochemistry 4 SAGES Breadth Requirements 6 BIOL 214 Genes, Evolution and Ecology 3 Year Total: 16 15 BIOL 216 Development and Physiology 4 & BIOL 216L and Development and Physiology Lab Fourth Year Units Fall Spring SAGES Senior Capstone Experience 3 (NTRN 398) 80 School of Medicine

Electives 9 Bachelor of Science degree requires: Human Nutrition I: Energy, Protein, Minerals 3 (NTRN 363) Required courses: Human Nutrition II: Vitamins (NTRN 364) 3 NTRN 201 Nutrition 3 Nutrition Elective 3 NTRN 342 Food Science 5 Electives 9 & NTRN 342L and Food Science Lab Year Total: 15 15 NTRN 363 Human Nutrition I: Energy, Protein, Minerals 3 NTRN 364 Human Nutrition II: Vitamins 3 Total Units in Sequence: 115 NTRN 397 SAGES Capstone Proposal Seminar 3 NTRN 398 SAGES Senior Capstone Experience 3 Back to top NTRN 452 Nutritional Biochemistry and Metabolism 3 One nutrition elective at 300-level or above 3 Additional required courses: MATH 121 Calculus for Science and Engineering I 4 Nutritional Biochemistry and MATH 122 Calculus for Science and Engineering II 4 Metabolism or MATH 124 Calculus II MATH 223 Calculus for Science and Engineering III 3 Bachelor of Arts degree requires: or MATH 227 Calculus III MATH 224 Elementary Differential Equations 3 Required courses: or MATH 228 Differential Equations NTRN 201 Nutrition 3 CHEM 105 Principles of Chemistry I 3 NTRN 342 Food Science 5 CHEM 106 Principles of Chemistry II 3 & NTRN 342L and Food Science Lab CHEM 113 Principles of Chemistry Laboratory 2 NTRN 343 Dietary Patterns 3 CHEM 223 Introductory Organic Chemistry I 3 NTRN 363 Human Nutrition I: Energy, Protein, Minerals 3 or CHEM 323 Organic Chemistry I NTRN 364 Human Nutrition II: Vitamins 3 CHEM 224 Introductory Organic Chemistry II 3 NTRN 397 SAGES Capstone Proposal Seminar 3 or CHEM 324 Organic Chemistry II NTRN 398 SAGES Senior Capstone Experience 3 CHEM 233 Introductory Organic Chemistry Laboratory I 2 NTRN 452 Nutritional Biochemistry and Metabolism 3 CHEM 234 Introductory Organic Chemistry Laboratory 2 One nutrition elective at 300-level or above 3 II Additional required courses: BIOL 214 Genes, Evolution and Ecology 3 MATH 125 Math and Calculus Applications for Life, 4 BIOL 215 Cells and Proteins 3 Managerial, and Social Sci I BIOL 216 Development and Physiology 4 or MATH 121 Calculus for Science and Engineering I & BIOL 216L and Development and Physiology Lab MATH 126 Math and Calculus Applications for Life, 4 or BIOL 340 Human Physiology Managerial, and Social Sci II & BIOL 346 and Human Anatomy or MATH 122 Calculus for Science and Engineering II PHYS 115 Introductory Physics I 4 CHEM 105 Principles of Chemistry I 3 or PHYS 121 General Physics I - Mechanics CHEM 106 Principles of Chemistry II 3 or PHYS 123 Physics and Frontiers I - Mechanics CHEM 113 Principles of Chemistry Laboratory 2 PHYS 116 Introductory Physics II 4 CHEM 223 Introductory Organic Chemistry I 3 or PHYS 122 General Physics II - Electricity and Magnetism or CHEM 323 Organic Chemistry I or PHYS 124 Physics and Frontiers II - Electricity and CHEM 224 Introductory Organic Chemistry II 3 Magnetism or CHEM 324 Organic Chemistry II PHYS 221 Introduction to Modern Physics 3 CHEM 233 Introductory Organic Chemistry Laboratory I 2 BIOC 307 General Biochemistry 4 CHEM 234 Introductory Organic Chemistry Laboratory 2 BIOC 334 Structural Biology 3 II or BIOC 312 Proteins and Enzymes BIOL 214 Genes, Evolution and Ecology 3 One of the following BIOL 215 Cells and Proteins 3 STAT 201 Basic Statistics for Social and Life Sciences BIOL 216 Development and Physiology 4 STAT 243 Statistical Theory with Application I & BIOL 216L and Development and Physiology Lab STAT 312 Basic Statistics for Engineering and Science or BIOL 340 Human Physiology STAT 313 Statistics for Experimenters & BIOL 346 and Human Anatomy PHYS 115 Introductory Physics I 4 Total Units 86 or PHYS 121 General Physics I - Mechanics Bachelor of Arts in Nutrition - PHYS 116 Introductory Physics II 4 Nutritional Biochemistry and or PHYS 122 General Physics II - Electricity and Magnetism Metabolism Major - Plan of Study BIOC 307 General Biochemistry 4 BIOC 334 Structural Biology 3 (EXAMPLE ONLY) or BIOC 312 Proteins and Enzymes Total Units 80 Case Western Reserve University 81

Human Nutrition I: Energy, Protein, Minerals 3 First Year Units (NTRN 363) Fall Spring Elective 3 Math and Calculus Applications for Life, 4 Nutrition Elective 3 Managerial, and Social Sci I (MATH 125) Human Nutrition II: Vitamins (NTRN 364) 3 Nutrition (NTRN 201) 3 Structural Biology (BIOC 334) 3 Genes, Evolution and Ecology (BIOL 214) 3 Elective 2 SAGES Frist Seminar 4 Year Total: 15 11 Principles of Chemistry I (CHEM 105) 3 SAGES Breadth Requirements 3 Total Units in Sequence: 120 Cells and Proteins (BIOL 215) 3 Back to top Principles of Chemistry Laboratory (CHEM 2 113) Math and Calculus Applications for Life, 4 Managerial, and Social Sci II (MATH 126) Minor Programs Principles of Chemistry II (CHEM 106) 3 Year Total: 17 15 The basic sequence for a minor program consists:

Second Year Units Required courses: Fall Spring NTRN 201 Nutrition 3 NTRN 343 Dietary Patterns 3 Food Science (NTRN 342) 3 Nine credits selected from: 9 Introductory Organic Chemistry Laboratory I 2 (CHEM 233) NTRN 328 Child Nutrition, Development and Health Introductory Organic Chemistry I (CHEM 3 NTRN 342 Food Science 223) & NTRN and Food Science Lab 342L Development and Physiology (BIOL 216) 4 & Development and Physiology Lab (BIOL NTRN 351 Food Service Systems Management 216L) NTRN 363 Human Nutrition I: Energy, Protein, Minerals Cells and Proteins (BIOL 215) 3 NTRN 364 Human Nutrition II: Vitamins NTRN 365 Nutrition in Disease SAGES University Seminar 3 NTRN 435 Maternal and Child Nutrition Introductory Organic Chemistry II (CHEM 3 224) NTRN 437 Evaluation of Nutrition Information for Consumers Introductory Organic Chemistry Laboratory 2 NTRN 440 Nutrition for the Aging and Aged II (CHEM 234) NTRN 452 Nutritional Biochemistry and Metabolism Dietary Patterns (NTRN 343) 3 NTRN 460 Sports Nutrition Elective 3 NTRN 550A Advanced Community Nutrition University Seminar 3 SAGES Total Units 15 Year Total: 18 14

Third Year Units Didactic Program in Dietetics Fall Spring (DPD) General Biochemistry (BIOC 307) 4 Introductory Physics I (PHYS 115) 4 The following courses must be included in the SAGES Breadth Requirement 6 program. SAGES Capstone Proposal Seminar 3 (NTRN 397) Required courses: Elective 3 BIOC 307 General Biochemistry 4 Introductory Physics II (PHYS 116) 4 BIOL 216 Development and Physiology 4 SAGES Breadth Requirement 6 & BIOL 216L and Development and Physiology Lab Year Total: 14 16 or BIOL 340 Human Physiology & BIOL 346 and Human Anatomy

BIOL 343 Microbiology 3 Fourth Year Units CHEM 223 Introductory Organic Chemistry I 3 Fall Spring One of the following: 3-4 Proteins and Enzymes (BIOC 312) 3 EDUC 304 Educational Psychology SAGES Senior Capstone Experience 3 PSCL 353 Psychology of Learning (NTRN 398) PSCL 357 Cognitive Psychology Nutritional Biochemistry and Metabolism 3 NTRN 201 Nutrition (NTRN 452) 82 School of Medicine

NTRN 342 Food Science is concurrent with course work utilizing local NTRN 343 Dietary Patterns community agencies for direct application of theory NTRN 351 Food Service Systems Management to practice. The final phase of the program is NTRN 360 Guided Study in Nutrition Practice an eight- ten week, full-time experience with a NTRN 363 Human Nutrition I: Energy, Protein, Minerals public health agency that has a strong nutrition NTRN 364 Human Nutrition II: Vitamins component. The student works closely with an NTRN 365 Nutrition in Disease advisor throughout the program, on an individual NTRN 550A Advanced Community Nutrition basis. One of the following: 3 ANTH 215 Health, Culture, and Disease: An In addition to the general public health program, Introduction to Medical Anthropology students may elect to specialize in maternal and SOCI 311 Health, Illness, and Social Behavior child nutrition or gerontology. The gerontology ANTH 480 Medical Anthropology and Global Health I specialty is certified through the Center on Aging One of the following: 3 and Health located on campus. Each specialty ANTH 319 Introduction to Statistical Analysis in the requires additional credits of academic work. A Social Sciences portion of the field experience is specified for either EPBI 431 Statistical Methods I population group. PSCL 282 Quantitative Methods in Psychology STAT 201 Basic Statistics for Social and Life Sciences For students wishing to become eligible to take STAT 243 Statistical Theory with Application I the registered dietitian (R.D.) examination, the STAT 312 Basic Statistics for Engineering and Science program also currently is granted accreditation STAT 313 Statistics for Experimenters by the Commission on Accreditation for Dietetics Total Units 23-24 Education (CADE) of the American Dietetic Association as a dietetic internship. CADE is a specialized accrediting body recognized by the Masters Degrees United States Department of Education. MS Nutrition Coordinated Dietetic Internship/ This degree program offers two options. For those pursuing the thesis option, 30 semester hours of a Master’s Degree Program planned program of study are required, including six to nine semester hours of research, as well as The Coordinated Dietetic Internship/Master’s a final oral defense of the thesis. The non-thesis Degree Program combines academic work with option requires 30 semester hours and a final clinical practice at either of the dietetic internships written, comprehensive examination. at University Hospitals of Cleveland or the Louis Stokes Cleveland Department of Veterans Affairs All candidates are required to take 15 semester Medical Center. A minimum of 27 semester hours of nutrition, including six hours of advanced hours is required. Admission is contingent on the human nutrition. In addition, students are student’s being selected and matched to one of encouraged to pursue complementary studies in the hospitals. Appointment to these internships the biomedical, social and behavioral sciences. The follows the admission procedure outlined by plan of study may vary considerably depending on the Commission on Accreditation for Dietetics the education, goals and specific interests of each Education of the American Dietetic Association. student. Students may elect to focus on nutritional Contact the Department of Nutrition for information biochemistry and metabolism, and molecular regarding application. nutrition. The individual program also may be planned to fulfill the academic requirements for dietetic registration (Didactic Program in Dietetics). MS in Public Health Nutrition Internship Program MS Public Health Nutrition/ General Option: Plan of Study Internship First Year Units The primary goal of this program is to prepare nutrition specialists to function in public health/ Fall Spring Summer community agencies. A minimum of 30 semester Graduate Course: Social and 3 Behavioral Sciences hours of combined academic work and field Advanced Human Nutrition I 4 experience is required to earn the degree. Course (NTRN 433) work focuses on human nutrition, dietetics, and Introduction to Public Health 3 the public health sciences. Field experience Nutrition (NTRN 528) Case Western Reserve University 83

Nutritional Epidemiology (NTRN 3 Investigative Methods in Nutrition (NTRN 1 - 4 529) 561) Advanced Human Nutrition II 3 Seminar in Dietetics II (NTRN 517) 4 (NTRN 434) Advanced Human Nutrition II (NTRN 434) 3 Public Health Nutrition (NTRN 3 Year Total: 5-8 7 530)

Graduate Course: Public Policy 3 Second Year Units Public Health Nutrition Field 1 - 6 Experience (NTRN 531) Fall Summer Year Total: 13 9 1-6 Advanced Human Nutrition I (NTRN 433) 4 Electives: Any NTRN 400 or 500 level 9 Second Year Units courses and/or graduate course in basic science or social science Fall Spring Summer Year Total: 13 Evaluation of Nutrition Information 3 for Consumers (NTRN 437) Total Units in Sequence: 25-28 One of the following: 3 Public Health Nutrition Field 1 - 6 Experience (NTRN 531) Maternal and Child Nutrition 3 MD/MS Biomedical Investigation-- (NTRN 435) Nutrition Track Nutrition for the Aging and Aged 3 (NTRN 440) For Admissions and MD requirements, see the Sports Nutrition (NTRN 460) 3 MD Dual Degree Programs section. This track is Public Health Nutrition Field 1 - 6 Experience (NTRN 531) designed to provide medical students with more in-depth knowledge and research experience in Advanced Public Health Nutrition 1 - 6 Field Experience (NTRN 534) nutrition. Students may elect to focus on nutrition Year Total: 17-27 1-6 biochemistry and metabolism or molecular nutrition or clinical nutrition. The student’s mentor or the Total Units in Sequence: 41-61 Graduate Program Director will assist the student in selecting the appropriate courses for their interests. Maternal and Child Nutrition Option Students in Nutrition must complete:

NTRN 435 Maternal and Child Nutrition 3 NTRN 533 Nutritional Care of Neonate 3 NTRN 551 Seminar in Advanced Nutrition 1 NTRN 532C Specialized Public Health Nutrition Field 1-3 NTRN 601 Special Problems 1-18 Experience IBIS 600 Exam in Biomedical Investigation 0 Total Units 7-9 Certificate in Gerontology Option And 9-10 credits or three courses from those listed below:

NTRN 440 Nutrition for the Aging and Aged 3 GERO 498 Seminar in Gerontological Studies 3 NTRN 433 Advanced Human Nutrition I 4 NTRN 532C Specialized Public Health Nutrition Field 1-3 NTRN 434 Advanced Human Nutrition II 3 Experience NTRN 435 Maternal and Child Nutrition 3 Total Units 7-9 NTRN 437 Evaluation of Nutrition Information for 3 Consumers Coordinated Hospital Dietetic NTRN 438 Trends in Diet Therapy 3 Internship / MS in Nutrition NTRN 440 Nutrition for the Aging and Aged 3 Program NTRN 452 Nutritional Biochemistry and Metabolism 3 NTRN 454 Isotope Tracer Methodology 3 Plan of Study NTRN 455 Molecular Nutrition 3 NTRN 460 Sports Nutrition 3 Internship at University Hospitals, Case Medical NTRN 530 Public Health Nutrition 3 Center OR Louis Stokes Cleveland Department NTRN 533 Nutritional Care of Neonate 3 of Veterans Affairs Medical Center full-time Fall Semester of First Year through Summer Semester.

First Year Units PhD in Nutrition Fall Summer Seminar in Dietetics I (NTRN 516) 4 The PhD degree in Nutrition is awarded for study and research in nutrition. Areas of concentration 84 School of Medicine

are nutritional biochemistry and metabolism, Being a Professional Scientist 0 and molecular nutrition. Admissions to the PhD (IBMS 500) in Nutrition program are obtained through the Year Total: 9 9-20 integrated Biomedical Scientist Training Program (BSTP), by direct admission to the department or Second Year Units via the Medical Scientist Training Program (MSTP). Fall Spring Summer In order to earn a PhD in Nutrition, a student must Advanced Human Nutrition I 4 (NTRN 433) complete rotations in at least three laboratories Nutritional Biochemistry and 3 followed by selection of a research advisor, Metabolism (NTRN 452) completion of Core and Elective coursework, Seminar in Advanced Nutrition 1 including responsible conduct of research, as (NTRN 551) described in the plan of study. Each graduate Investigative Methods in Nutrition 1 - 4 program follows the overall regulations established (NTRN 561) and described in CWRU Graduate Studies and Special Problems (NTRN 601) 1-9 documented to the Regents of the State of Ohio. Seminar in Advanced Nutrition 1 Completion of the PhD degree will require 36 hours (NTRN 551) of coursework (24 hours of which are graded) and Electives: 2 courses - Any NTRN 6 18 hours of NTRN 701. 400 and/or graduate course in SOM basic science departments Investigative Methods in Nutrition 1 - 4 In addition, each student must successfully (NTRN 561) complete a qualifier examination for advancement Special Problems (NTRN 601) 1-9 to candidacy in the form of a short grant proposal Dissertation Ph.D. (NTRN 701) 1-9 with oral defense. During the dissertation Year Total: 10-21 9-20 1-9 period, students are expected to meet twice a year with the thesis committee, present Third Year Units seminars in the department, and fulfill journal publication requirements. Throughout the doctoral Fall Spring Summer training, students are expected to be enthusiastic Seminar in Advanced Nutrition 1 participants in seminars, journal clubs, and (NTRN 551) research meetings in the lab and program. Dissertation Ph.D. (NTRN 701) 1-9 Seminar in Advanced Nutrition 1 (NTRN 551) Dissertation Ph.D. (NTRN 701) 1-9 Plan of Study Year Total: 2-10 2-10

§ Please also see Graduate Studies Academic Total Units in Sequence: 42-99 Requirements for Doctoral Degrees After the third year, student enrolls in one credit of NTRN 701 Dissertation Ph.D., Fall and Spring First Year Units Semesters until graduation. Fall Spring Summer Cell Biology I (CBIO 453) 4 Courses Seminar in Advanced Nutrition 1 (NTRN 551) NTRN 201. Nutrition. 3 Units. Research Rotation in Biomedical 0 Sciences Training Program The nutrients, their functions, food sources, and (BSTP 400) or Research Rotation in Medical factors affecting human needs throughout life. Scientist Training Program (MSTP 400) or Special Problems (NTRN 601) NTRN 328. Child Nutrition, Development and Molecular Biology I (CBIO 455) 4 Health. 3 Units. Advanced Human Nutrition II 3 (NTRN 434) The relationship between nutrition and physical/ Seminar in Advanced Nutrition 1 cognitive growth and development of the child (NTRN 551) from the prenatal period through adolescence, Isotope Tracer Methodology 3 including individuality, maturation and biological (NTRN 454) needs. Nutritional influences (nutrient requirements, or Molecular Nutrition (NTRN 455) food choices, and nutritional/feeding problems) and Investigative Methods in Nutrition 1 - 4 (NTRN 561) effects on health are emphasized. Special Problems (NTRN 601) 1-9 Case Western Reserve University 85

NTRN 342. Food Science. 3 Units. NTRN 363. Human Nutrition I: Energy, Protein, Minerals. 3 Units. Chemical, physical and biological properties of food constituents and their interactions in Chemical and physiological properties of specific food preparation and processing and practical nutrients, including interrelationships and multiple application of processing methods and their effect factors, in meeting nutritional needs throughout the on nutritional quality and acceptability. Prereq: life cycle. Prereq: CHEM 223 and BIOL 216. CHEM 106. NTRN 364. Human Nutrition II: Vitamins. 3 Units. NTRN 342L. Food Science Lab. 2 Units. Chemical and physiological properties of vitamins, Apply knowledge of the physical, chemical, and including interrelationships and multiple factors, in biological aspects of food and food ingredients meeting nutritional needs throughout the life cycle. to actual experimentation with foods. Acquire Prereq: NTRN 363. understanding of how food ingredients and their interactions and the preparation process influence acceptability of the final food product. NTRN 365. Nutrition in Disease. 4 Units. Enhance familiarity with safe food handling during preparation and post-preparation. Coreq: NTRN Application of nutrition principles to the problems of 342. Prereq: CHEM 106. diet in disease. Prereq: NTRN 363 and BIOC 307 or equivalent or consent of instructor.

NTRN 343. Dietary Patterns. 3 Units. NTRN 371. Special Problems. 1 - 3 Unit. Examination of the food supply in the United States as it is affected by production, processing, Independent reading, research, or special projects marketing, government programs, regulation, supervised by a member of the nutrition faculty. and consumer selection. Nutritional evaluation of Prereq: Junior or senior standing. dietary patterns of different cultures. Recommended preparation: NTRN 201 or consent. NTRN 372. Special Problems. 1 - 3 Unit.

NTRN 351. Food Service Systems Management. Independent reading, research, or special projects 3 Units. supervised by a member of the nutrition faculty. Prereq: Junior or senior standing. The application of organizational theory and skills in the preparation and service of quantity food. Laboratory experience in professional food services NTRN 388. Seminar in Nutrition. 1 - 3 Unit. are included. Graduate students will analyze one Prereq: Junior or senior standing. aspect of food service management in depth. Offered as NTRN 351 and NTRN 451. Prereq: Nutrition major or consent of instructor. NTRN 390. Undergraduate Research. 3 - 9 Units.

Guided laboratory research in nutritional NTRN 360. Guided Study in Nutrition Practice. 3 biochemistry or molecular nutrition under the Units. sponsorship of a nutrition faculty member. Methods for the provision of nutrition services to individuals and groups. Principles of professional practice including ethics, standards, and regulatory issues. Recommended preparation: NTRN 363 or NTRN 433 or consent. Prereq: NTRN 201 and NTRN 342 or MS in Nutrition or MS in Public Health Nutrition. 86 School of Medicine

NTRN 397. SAGES Capstone Proposal Seminar. NTRN 434. Advanced Human Nutrition II. 3 3 Units. Units.

In this departmental seminar course, students Emphasis on reading original research literature on will conceptualize, develop and prepare a written vitamins with development of critical evaluation and plan, known as the "Capstone Proposal," for thinking skills. Recommended preparation: NTRN their senior Capstone project (NTRN 398: Senior 433 or consent. Capstone Experience). Discussion will include, but not be limited to basic research principles, different types of research, ethics and IRB procedures. NTRN 435. Maternal and Child Nutrition. 3 Units. The Capstone Proposal shall include the project design, aims, methodology, budget, data analysis Study of current research literature on nutrition and presentation. Upon completion of this course, for pregnancy, lactation, infancy and childhood, students will have confirmed student/Capstone including assessment and requirements. advisor and, if applicable, mentor relationships, Recommended preparation: Nutrition major or written a Capstone proposal and given an oral consent of instructor. presentation of their proposal at a departmental colloquium. Prereq: NTRN 201 and NTRN 342. NTRN 437. Evaluation of Nutrition Information for Consumers. 3 Units. NTRN 398. SAGES Senior Capstone Experience. 3 Units. Reading and appraisal of food and nutrition literature written for the general public, including Students will implement their "Capstone Proposal" books, periodicals, and audio and visual sources. projects as designed in NTRN 397: Capstone Prereq: Graduate standing and Nutrition or Public Proposal Seminar. Pertinent research activities will Health Nutrition major or consent of instructor. depend on the nature of the student’s "Capstone Proposal" project. The student will meet regularly with their Capstone advisor, at least twice monthly, NTRN 438. Trends in Diet Therapy. 3 Units. to provide progress reports, discuss the project, and Evaluation and interpretation of modern concepts for critique and guidance. By the end of this course, of nutrition related to abnormalities requiring dietary the student will have completed their SAGES modifications. Prereq: NTRN 365. Senior Capstone research project and presented their project results/findings orally at the Senior Capstone Fair and at a departmental colloquium. NTRN 440. Nutrition for the Aging and Aged. 3 Prereq: NTRN 397. Units.

Consideration of the processes of aging and needs NTRN 399. Senior Project. 3 Units. which continue throughout life. The influences of food availability, intake, economics, culture, Formal investigation of a topic in nutrition physical and social conditions and chronic disease culminating in a paper and oral presentation. as they affect the ability of the aged to cope with Requires definition of a problem, evaluation of the living situations. Recommended preparation: scientific literature and delineation of problem- Nutrition major or consent of instructor. solving approaches. Recommended preparation: Twenty-one hours of Nutrition. NTRN 446. Advanced Maternal Nutrition: Special Topics. 3 Units. NTRN 433. Advanced Human Nutrition I. 4 Units. Analysis of the problems commonly associated Emphasis on reading original research literature with high-risk pregnancies and fetal outcome. in energy, protein and minerals with development Discussion of causes, mechanisms, management of critical evaluation and thinking skills. and current research. Recommended preparation: Recommended preparation: NTRN 201 and CHEM NTRN 435 or consent. 223 and BIOL 348 or equivalent. Case Western Reserve University 87

NTRN 451. Food Service Systems Management. NTRN 516. Seminar in Dietetics I. 4 Units. 3 Units. Study of scientific basis for clinical and community The application of organizational theory and skills nutrition practice and developments in food service in the preparation and service of quantity food. systems management. Recommended preparation: Laboratory experience in professional food services Dietetic internship. are included. Graduate students will analyze one aspect of food service management in depth. Offered as NTRN 351 and NTRN 451. Prereq: NTRN 517. Seminar in Dietetics II. 4 Units. Nutrition major. Study of scientific basis for clinical and community nutrition practice and developments in food service NTRN 452. Nutritional Biochemistry and systems management. Recommended preparation: Metabolism. 3 Units. Dietetic internship.

Mechanisms of regulation of pathways of intermediary metabolism; amplification of NTRN 528. Introduction to Public Health biochemical signals; substrate cycling and use Nutrition. 3 Units. of radioactive and stable isotopes to measure metabolic rates. Recommended preparation: BIOC Philosophy, objectives, organization, and focus 307 or equivalent. Offered as BIOC 452 and NTRN of government and voluntary agencies with 452. emphasis on nutrition components. Recommended preparation: Public health nutrition majors only.

NTRN 454. Isotope Tracer Methodology. 3 Units. NTRN 529. Nutritional Epidemiology. 3 Units. Stable and radioactive isotopes in metabolic research concentrating on the design of in-vitro and This course uses epidemiology as a tool for in-vivo investigative protocols using mostly stable assessing potential causal associations between isotopes and mass spectrometric analysis; critical dietary excesses, deficiencies and imbalances to interpretation of data from the recent literature; and the prevalent chronic diseases. It addresses the pathway identification and kinetics. Recommended epidemiologic aspects of nutrition related chronic preparation: BIOC 407. diseases, for example, the multi-factorial nature of etiology. Recommended preparation: Statistics and Public Health Nutrition students only. NTRN 455. Molecular Nutrition. 3 Units.

Nutrient control of gene expression in mammalian NTRN 530. Public Health Nutrition. 3 Units. cells and deregulation of expression of these genes. The molecular basis of nutrition-related Analysis of public health programs in government diseases, such as diabetes mellitus, PKU, and and voluntary health agencies and the effect of LDL-receptor deficiency, will be discussed. The legislation. Emphasis on integration with other application of genetic manipulation to metabolism disciplines working in public health settings and the and nutrition will be evaluated. Recommended role of a public health nutritionist. preparation: BIOC 407. NTRN 531. Public Health Nutrition Field NTRN 460. Sports Nutrition. 3 Units. Experience. 1 - 6 Unit.

Study of the relationships of nutrition and Individually planned public health experience. May food intake to body composition and human be concurrent with course work in local agencies performance. Laboratory sessions include or in blocks of full-time work with a city, county, or demonstrations of body composition and fitness state health agency. Prereq: Open to public health measurements and participation in a research nutrition students only. Consent of instructor. project. Recommended preparation: NTRN 363 or NTRN 433 or consent. NTRN 532A. General Nutrition Care. 1 - 3 Unit.

Individually arranged clinical experience. 88 School of Medicine

NTRN 532C. Specialized Public Health Nutrition NTRN 561. Investigative Methods in Nutrition. 1 Field Experience. 1 - 3 Unit. - 4 Unit.

Individually arranged clinical experience. Prereq: Research methods appropriate for nutrition. Public Health Nutrition students only. Consent of Methods for conducting research in nutrition and instructor. food sciences, food service management and dietetics. Designing research proposals. Prereq: Nutrition major. NTRN 532D. Hospital Dietetics. 1 - 3 Unit.

Individually arranged clinical experience. NTRN 601. Special Problems. 1 - 18 Unit.

NTRN 532E. Clinical Research: Methods in Nutrition and Metabolism. 3 Units. NTRN 651. Thesis M.S.. 1 - 18 Unit.

Individually arranged. NTRN 701. Dissertation Ph.D.. 1 - 18 Unit. NTRN 533. Nutritional Care of Neonate. 3 Units. Prereq: Predoctoral research consent or advanced Nutritional assessment and management of high- to Ph.D. candidacy milestone. risk newborns with emphasis on prematurity and low birth weight. Review of current literature coordinated with clinical experience in the neonatal intensive care unit. Issues on follow-up included. Recommended preparation: NTRN 435 or consent.

NTRN 534. Advanced Public Health Nutrition Field Experience. 1 - 6 Unit.

Individually planned advanced public health experience. Prereq: Open to public health nutrition students only.

NTRN 550A. Advanced Community Nutrition. 3 Units.

Development of skills needed by the community dietitian. Emphasis on effective tools for service development and delivery. Recommended courses of action for the professional.

NTRN 550B. Seminar: Dietetics. 1 Unit.

NTRN 551. Seminar in Advanced Nutrition. 1 Unit.

Ph.D. students meet weekly to discuss topical journal articles. Students gain experience in critical evaluation of research and develop presentation/ communication skills. Discussion of research integrity and ethics. Students participate in departmental seminars with invited speakers. Case Western Reserve University 89

Department of Pathology

Wolstein Research Building 5537 supervisor to begin studies as a part-time student. http://www.case.edu/med/pathology/ Courses are available as an employee fringe Clifford V. Harding, MD, PhD, Chair benefit (up to 6 credits per semester for Fall and Ms. Christy Kehoe, Student Affairs, Spring, and 3 credits for Summer) and can only be [email protected] taken as limited by the fringe benefit regulations. The clinical, research, and educational activities of A formal application for this program must the Case Department of Pathology are centered be submitted to the graduate school. Prior to at the Case School of Medicine and University submission of this application, the employee, Hospitals Case Medical Center (UHCMC). The the supervisor, and the Director of the Pathology core components of the department are the Basic Graduate Program must meet to review and Science Pathology Program at Case School facilitate the student’s application for admission. of Medicine and the three clinical divisions of Pathology at University Hospitals Health System This program can lead to an M.S. degree through (UHHS), including the Division of Anatomic Plan A. Required core courses include CBI0 453 Pathology at UHCMC, the Division of Clinical (4 credits), CBIO 455 (4 credits), PATH 510 (4 Pathology at UHCMC, and the UHHS Pathology credits), and participation in a seminar course Division of Community Hospitals. In addition, our (PATH 511 and/or PATH 512) for at least one affiliates include the Cuyahoga County Coroner’s semester. CBIO 453, CBIO 455 and PATH 510 Office, the Pathology Department at the Louis must be taken as graded courses (not P/F). Stokes Veteran’s Administration Medical Center, Plan A requires a minimum of 27 total coursework and the Pathology Department at MetroHealth credits. In addition to the required core courses, Medical Center. Research laboratories of the the student must take a minimum of 6 credits of department are located in the Wolstein Research PATH 651 Thesis, which involves research in the Building and Institute of Pathology. Both are laboratory of the supervisor (who serves as the situated adjacent to University Hospitals of M.S. Thesis Mentor) and thesis preparation. The Cleveland, the primary teaching hospital of the student must register for at least one credit of PATH Case School of Medicine and the location of the 651 every semester until graduation. A GPA of 2.75 department’s Pathology Residency Program. or better must be maintained for a terminal M.S. World-class research is conducted in the (Students considering using the M.S. in Pathology department in biomaterials biocompatibility, as a "stepping stone" to the Ph.D. degree must cancer biology, immunology, neuropathology maintain a GPA of 3.0 or better.) An M.S. thesis and neurodegenerative disease, outcomes must be prepared based on the research, and the research, and tissue injury and healing. The student must pass an M.S. Degree Examination in department’s research activities are characterized which the thesis is defended. by highly cooperative and collaborative interactions within the department, and with many other departments at Case and its affiliated institutions. MD/MS Biomedical Investigation-- In FY 2010, the department’s annual external research grant support totaled $16,377,000, Pathology Track including $10,572,000 in NIH funding, placing the Department of Pathology 20th nationally amongst For Program Admissions and MD requirements, 95 medical school pathology departments. For see MD Dual Degree Programs. This track is information about graduate programs, please designed to provide students with an in-depth see http://www.case.edu/med/pathology/training/ understanding of the cellular basis of disease or graduate.html. immunity. During the first year of medical school the student should identify a mentor and begin planning coursework and a research project leading to the MS degree. Because the background and Masters Degrees interest of applicants varies widely, members of the Program Oversight Committee will assist each MS in Pathology student in designing an individualized schedule of graduate courses for any track. A program leading to the Master of Science degree in Pathology is available to laboratory staff who are Students are expected to complete at least two employed by Case Western Reserve University. graduate courses (3 credits each or total 6 credits) Students in this program must be full-time university before beginning the laboratory research period employees and must have the agreement of their (year 3), and students should take three graduate 90 School of Medicine

courses before the research period if this is Graduate course* 3 possible. For students to receive graduate credit MD Curriculum for any medical coursework (as IBIS credit, e.g. Special Problems (PATH 601) 1-3 IBIS 403), they must register at the beginning of (optional) the semester. Students in the MD/MS joint degree Year Total: 3 1-3 program must attain a cumulative GPA of 3.0 in

the graduate courses. Students in this program may participate in any of the three tracks of the Second Year Units Department of Pathology Graduate Program. Fall Spring Summer Integrated Biological Sciences III 6 For information about the Pathology Track in the (IBIS 403) MD/MS program, contact Dr. James Anderson Graduate Course* 3 216-368-0279 or at [email protected] MD Curriculum or Dr. Clive Hamlin 216-368-0512 or at * 3 [email protected]. Graduate Course Year Total: 9 3

Students in the Pathology track must complete: Third Year Units Fall Spring Summer PATH 601 Special Problems 18 Special Problems (PATH 601) 8 PATH 511 Experimental Pathology Seminar I 1 or PATH 512 Experimental Pathology Seminar II Special Problems (PATH 601) 7 IBIS 600 Exam in Biomedical Investigation 0 Experimental Pathology Seminar I 1 (PATH 511) And 9 credits from the Pathology courses or Experimental Pathology listed below or other Approved courses. Other Seminar II (PATH 512) department’s graduate level course may be Exam in Biomedical Investigation 0 (IBIS 600) accepted provided it is appropriate to the student’s Year Total: 8 8 project and is approved by his/her Thesis Committee or the Graduate Program Director in Pathology. Fourth Year Units Fall Spring Summer PATH 410 Aging and the Nervous System 1 MD Curriculum PATH 412 Theories of Aging and Longevity 1 MD Curriculum PATH 415 Cytoskeleton and Disease 1 Year Total: PATH 416 Fundamental Immunology 4 PATH 417 Cytokines: Function, Structure, and 3 Fifth Year Units Signaling Fall Spring Summer PATH 430 Oxidative Stress and Disease Pathogenesis 1 MD Curriculum PATH 432 Current Topics in Vision Research 3 PATH 444 Neurodegenerative 3 MD Curriculum Diseases:Pathological,Cell. & Molecular Year Total: Perspectives PATH 477 Cellular and Molecular Basis of Immune 3 Total Units in Sequence: 32-34 Dysfunction PATH 480 Logical Dissection of Biomedical 3 Investigations * 15 graded credits of graduate school courses PATH 481 Immunology of Infectious Diseases 3 should be taken in the first 2 years, including PATH 488 Yeast Genetics and Cell Biology 3 IBIS 403 (6 credits) and three PATH graduate PATH 510 Basic Pathologic Mechanisms 4 courses (3 credits each). Students may defer PATH 525 Transport and Targeting of Macromolecules 3 in Health and Disease a maximum of one 3-credit hour course to Year 3.

Example Plan of Study of Minimum Coursework: PhD in Pathology

PhD Training in the Pathology Graduate Program First Year Units occurs in three tracks that share a common core Fall Spring Summer curriculum but provide additional track-specific MD Curriculum curricular offerings. This provides a cohesive program that addresses the specific needs of Case Western Reserve University 91

different Pathology-related areas of research Basic Pathologic Mechanisms 4 training. Section II of the handbook “Pathology PhD (PATH 510)* Program” describes core features of the program Fundamental Immunology (PATH 4 that are shared and provides detailed descriptions 416)* of the three training tracks: Experimental Pathology Seminar 1 II (PATH 512) · Molecular and Cellular Basis of Disease Training Thesis committee chosen; preproposal meeting scheduled Program (MCBTP) Special Problems (PATH 601) 1-9 · Immunology Training Program (ITP) Being a Professional Scientist 0 (IBMS 500) · Cancer Biology Training Program (CBTP) Year Total: 8-17 10-18

To earn a PhD in Pathology, a student must Second Year Units complete rotations in at least three laboratories followed by selection of a research advisor, and Fall Spring Summer complete Core and Elective coursework including Experimental Pathology Seminar I 1 responsible conduct of research as described in the (PATH 511) Course of Study, below. Students who previously MCBDTP Track Elective 3 completed relevant coursework, (for example, with MCBDTP Track or other Elective 3 a MS) may petition to complete alternative courses. Special Problems (PATH 601) 1-9 Each training track follows the overall regulations Thesis proposal defense and advancement to candidacy within established and described in CWRU Graduate + Studies and documented to the Regents of the next 9 months State of Ohio. Completion of the PhD degree will Experimental Pathology Seminar I 1 require 36 hours of coursework (24 hours of which (PATH 511) Electives (Core, MCBDTP track or 4-6 are graded) and 18 hours of PATH 701. other) In addition, each PhD student must successfully Special Problems (PATH 601) 1-9 complete a qualifier examination for advancement or Dissertation Ph.D. (PATH 701) Thesis proposal defense and to candidacy in the form of a short grant proposal advancement to candidacy must with oral defense. The qualifier is generally ++ be completed completed in the summer after year two. During Year Total: 8-16 6-16 the dissertation period, students are expected to meet twice a year with the thesis committee, present seminars in the department, and fulfill Third Year Units journal publication requirements. Throughout the Fall Spring Summer doctoral training, students are expected to be Experimental Pathology Seminar I 1 enthusiastic participants in seminars, journal clubs, (PATH 511) and research meetings in the lab and program. Dissertation Ph.D. (PATH 701)** 1-9 Experimental Pathology Seminar 1 II (PATH 512) § Please also see Graduate Studies Academic Dissertation Ph.D. (PATH 701)** 1-9 Requirements for Doctoral Degrees Year Total: 2-10 2-10

Fourth Year Units Fall Spring Summer Molecular and Cellular Basis Experimental Pathology Seminar I 1 of Disease Training Program (PATH 511) Dissertation Ph.D. (PATH 701)** 1-9 (MCBTP) Experimental Pathology Seminar 1 II (PATH 512) ** 1-9 First Year Units Dissertation Ph.D. (PATH 701) Year Total: 2-10 2-10 Fall Spring Summer

* 4 Cell Biology I (CBIO 453) Fifth Year Units * 4 Molecular Biology I (CBIO 455) Fall Spring Summer Research Rotation in Biomedical 0 - 9 Experimental Pathology Seminar I 1 Sciences Training Program (PATH 511) (BSTP 400)^ Dissertation Ph.D. (PATH 701)** 1-9 Mentor and track chosen 92 School of Medicine

Experimental Pathology Seminar 1 Immunology Journal Club II (PATH 512) (required this semester) Dissertation Ph.D. (PATH 701)** 1-9 Thesis proposal and advancement to candidacy within Year Total: 2-10 2-10 9 months+

Experimental Pathology Seminar 1 Total Units in Sequence: 44-127 II (PATH 512) Electives (Core, ITP Track or 4-6 * Alternate courses for MSTP students: IBIS other)** 401-404. MSTP students in the MCBDTP Special Problems (PATH 601) 1-9 do not need to take CBIO 453 Cell Biology or Dissertation Ph.D. (PATH 701) I, CBIO 455 Molecular Biology I, PATH 510 Immunology Journal Club Basic Pathologic Mechanisms or PATH 416 (required this semester) Fundamental Immunology although PATH Thesis proposal defense and 416 Fundamental Immunology may still be advancement to candidacy must taken as a Track Elective be completed++ Year Total: 8-16 6-16 ^ Alternate course is MSTP 400 Research Rotation in Medical Scientist Training Third Year Units Program for MSTP students and PATH 601 Fall Spring Summer Special Problems for direct admit students Experimental Pathology Seminar I 1 (PATH 511) Dissertation Ph.D. (PATH 701)*** 1-9 Immunology Journal Club Immunology Training (required this semester) Experimental Pathology Seminar 1 Program (ITP) II (PATH 512) Dissertation Ph.D. (PATH 701)*** 1-9 First Year Units Immunology Journal Club Fall Spring Summer (required this semester) Year Total: 2-10 2-10 Cell Biology I (CBIO 453) 4

Molecular Biology I (CBIO 455) 4 Research Rotation in Biomedical 0 - 9 Fourth Year Units Sciences Training Program Fall Spring Summer ^ (BSTP 400) Experimental Pathology Seminar I 1 Immunology Journal Club (PATH 511) (optional this sememster) Dissertation Ph.D. (PATH 701)*** 1-9 Mentor and Track chosen Immunology Journal Club Basic Pathologic Mechanisms 4 (required this semester) (PATH 510) Experimental Pathology Seminar 1 Fundamental Immunology (PATH 4 II (PATH 512) 416) *** 1-9 Experimental Pathology Seminar 1 Dissertation Ph.D. (PATH 701) II (PATH 512) Immunology Journal Club Immunology Journal Club (required this semester) (optional this semester) Year Total: 2-10 2-10 Special Problems (PATH 601) 1-9 Thesis committe chosen; Fifth Year Units preproposal meeting scheduled Fall Spring Summer Being a Professional Scientist 0 (IBMS 500) Experimental Pathology Seminar I 1 (PATH 511) Year Total: 8-17 10-18 Dissertation Ph.D. (PATH 701) 1-9

Immunology Journal Club Second Year Units (required this semester0 Fall Spring Summer Experimental Pathology Seminar 1 Experimental Pathology Seminar I 1 II (PATH 512) (PATH 511) Dissertation Ph.D. (PATH 701)*** 1-9 ITP Track Elective 3 Immunology Journal Club Electives (Core, ITP Track or 3 (required this semester) other)** Special Problems (PATH 601) 1-9 Case Western Reserve University 93

Year Total: 2-10 2-10 CBTP Track Elective 3 Electives (Core, CBTP track or 3 Total Units in Sequence: 44-127 other)** Special Problems (PATH 601) 1-9 * Alternate courses for MSTP students: IBIS Thesis proposal defensse and 401-404. MSTP students in the ITP do advancement to candidacy with not need to take CBIO 453 Cell Biology I, next 9 months+ CBIO 455 Molecular Biology I or PATH 510 Experimental Pathology Seminar 1 Basic Pathologic Mechanisms. PATH 416 II (PATH 512) Fundamental Immunology is required for Electives (Core, CBTP track or 4-6 MSTP students in the ITP unless they have other)** sufficient prior immunology background as Special Problems (PATH 601) 1-9 determined by the ITP Chair and curriculum or Dissertation Ph.D. (PATH 701) coordinators (e.g. Drs. Harding and Nedrud) Thesis proposal defense and advancement to candidacy must ^ Alternate course is MSTP 400 Research be completed++ Rotation in Medical Scientist Training Year Total: 8-16 6-16 Program for MSTP students and PATH 601 Special Problems for direct admit students. Third Year Units ** PATH 520 Basic Cancer Biology and the Fall Spring Summer Interface with Clinical Oncology + PATH 521 Experimental Pathology Seminar I 1 Special Topics in Cancer Biology and Clinical (PATH 511) Oncology is included as a Track Elective for Dissertation Ph.D. (PATH 701)*** 1-9 ITP students Experimental Pathology Seminar 1 II (PATH 512) Dissertation Ph.D. (PATH 701)*** 1-9 Year Total: 2-10 2-10 Cancer Biology Training Fourth Year Units Program (C BTP) Fall Spring Summer Experimental Pathology Seminar I 1 First Year Units (PATH 511) Fall Spring Summer Dissertation Ph.D. (PATH 701)*** 1-9 * Experimental Pathology Seminar 1 Cell Biology I (CBIO 453) 4 II (PATH 512) Molecular Biology I (CBIO 455)* 4 Dissertation Ph.D. (PATH 701)*** 1-9 Research Rotation in Biomedical 0 - 9 Year Total: 2-10 2-10 Sciences Training Program ^ (BSTP 400) Mentor and track chosen Fifth Year Units Basic Pathologic Mechanisms 4 Fall Spring Summer (PATH 510) Experimental Pathology Seminar I 1 Basic Cancer Biology and the 3 (PATH 511) Interface with Clinical Oncology Dissertation Ph.D. (PATH 701)*** 1-9 (PATH 520) Experimental Pathology Seminar 1 Special Topics in Cancer Biology 1 II (PATH 512) and Clinical Oncology (PATH 521) *** 1-9 Being a Professional Scientist 0 Dissertation Ph.D. (PATH 701) (IBMS 500) Year Total: 2-10 2-10 Experimental Pathology Seminar 1 II (PATH 512) Total Units in Sequence: 44-127 Special Problems (PATH 601) 1-9 Thesis committe chosen: prepropsal committee meeting scheduled Year Total: 8-17 10-18

Second Year Units Fall Spring Summer Experimental Pathology Seminar I 1 (PATH 511) 94 School of Medicine

funding mechanism that supports this level * Alternative courses for MSTP students: IBIS of tuition, registration should be for the full 9 401-404. MSTP students in the CBTP do credits during semesters when grant support not need to take CBIO 453 Cell Biology I, for tuition will be available, until a total of 18 CBIO 455 Molecular Biology I, PATH 510 credits of PATH 701 is accumulated, after Basic Pathologic Mechanisms, or PATH 416 which registration should be for only 1 credit Fundamental Immunology, although PATH of PATH 701 each semester until graduation. 416 Fundamental Immunology may still be Even prior to advancing to candidacy, if taken as a Track Elective. a student has completed 36 "foundation" credits of graduate courses (at least 24 of ^ Alternate course is MSTP 400 Research which must be graded courses), the student Rotation in Medical Scientist Training should enroll in as many credits of PATH 701 Program for MSTP students with PATH 601 as possible up to a maximum of 6 credits Special Problems for direct admit students with the remaining credits to be graded courses or PATH 601. In the semester in ** PATH 416 Fundamental Immunology is which the student advances to candidacy, included as a Track Elective for CBTP any PATH 601 credits for that semester students that are beyond the 36 "foundation" credits should be converted to PATH 701 by petition + Petition to convert 601 credits to 701 credits to Graduate Studies. Students registering for semester in which advancement occurs for PATH 601, PATH 651 or PATH 701 must indicated their thesis advisor as the ++ Once 36 credits including 24 graded credits Instructor. If a Class Section does not exist have been completed, register for up to 6 with your Thesis Advisor as Instructor, please credits of PATH 701 Dissertation Ph.D. per see the Student Affairs Coordinator to add semester. Also petition to convert as many the Section in order for you to register. 601 credits as possible to 701 credits for NOTE: Schedule beyond year 5 will generally semester in which advancement occurs be the same as year 5. # Exception: Take 1-3 credits of PATH 701 Dissertation Ph.D. if this will accelerate graduation. Also, take 1 credit of PATH 701 Courses Dissertation Ph.D. if the PhD thesis will be completed in the summer semester (including PATH 390. Undergraduate Research in Cancer anytime after the end of the spring semester) Biology, Immunology, or Pathology. 1 - 3 Unit.

*** Important: Students should take the Students undertake a research project directly following steps to reduce charges to related to ongoing research in the investigator’s/ their mentor and department: AFTER instructor’s laboratory. Written proposal outlining ADVANCE TO CANDIDACY, IT IS NO research topic, a schedule of meetings and format LONGER NECESSARY TO REGISTER and length of final written report to be prepared FOR 9 CREDITS PER SEMESTER TO prior to registration for credit. Recommended MAINTAIN FULL-TIME STUDENT STATUS. preparation: One year of college chemistry and In the first semester after advancement to consent of instructor. candidacy, students should register only for the number of credits of PATH 701 Dissertation Ph.D. needed to bring their total PATH 395. Selected Readings in Immunology, number of accumulated credits of PATH 701 Cancer Biology, or Pathology. 1 - 3 Unit. to 9by the end of the semester (and should register for no other courses). In subsequent Relevant readings and literature search on semesters, students should register for only particular immunology, cancer biology or pathology 1 credit of PATH 701 (and no other courses), topic(s) chosen by the student and directed by the except that in the final semester registration instructor. Written proposal outlining chosen topic, should be for the number of credits of PATH type of work to be done, a schedule of meetings 701 needed to complete a total of 18 credits and format and length of final written report to be by the end of the semester. EXCEPTION: prepared prior to registration for credit. IT IS IMPORTANT TO MAXIMIZE THE NUMBER OF path 701 CREDITS THAT CAN BE COMPLETED DURING PERIODS WHERE TRAINING GRANT SUPPORT IS AVAILABLE. If the student is on the NIH T32 training grant of NRSA award or other Case Western Reserve University 95

PATH 410. Aging and the Nervous System. 1 PATH 417. Cytokines: Function, Structure, and Unit. Signaling. 3 Units.

Lectures and discussion on aspects of neurobiology Regulation of immune responses and differentiation of aging in model systems; current research of leukocytes is modulated by proteins (cytokines) on Alzheimer’s, Parkinson’s, and Huntington’s secreted and/or expressed by both immune and diseases. non-immune cells. Course examines the function, expression, gene organization, structure, receptors, and intracellular signaling of cytokines. Topic PATH 412. Theories of Aging and Longevity. 1 include regulatory and inflammatory cytokines, Unit. colony stimulating factors, chemokines, cytokine and cytokine receptor gene families, intracellular Insight into current theories of aging of molecules, signaling through STAT proteins and tyrosine cells, extracellular elements and their relationship phosphorylation, clinical potential, and genetic to lifespan in human beings and other vertebrates. defects. Lecture format using texts, scientific Lecture/journal club format. reviews and research articles. Recommended preparation: PATH 416 or equivalent. Offered as BIOL 417, CLBY 417, and PATH 417. PATH 415. Cytoskeleton and Disease. 1 Unit.

Discussion of recent papers that have added to PATH 419. Reproductive Immunology. 3 Units. knowledge of normal cytoskeletal functions and their alterations in disease. This will be a lecture and literature-based course that will include classic and recent publications. The course will cover subjects related to the PATH 416. Fundamental Immunology. 4 Units. cellular and molecular biology of fertilization Introductory immunology providing an overview of and development of the placenta and fetus in the immune system, including activation, effector humans and how this process is affected by mechanisms, and regulation. Topics include the maternal immune system. Specific areas of antigen-antibody reactions, immunologically discussion will include mechanisms by which the important cell surface receptors, cell-cell antigenically foreign placenta and fetus create interactions, cell-mediated immunity, innate an apparent state of maternal immune tolerance, versus adaptive immunity, cytokines, and basic the physiologic role of endogenous retroviruses molecular biology and signal transduction in B in trophoblast differentiation, the participation of and T lymphocytes, and immunopathology. Three maternal and placental cytokines in pregnancy, the weekly lectures emphasize experimental findings effects of maternal alloimmune and autoimmune leading to the concepts of modern immunology. An responses on differentiation of the trophoblast additional recitation hour is required to integrate the and development of the placenta/fetus, the core material with experimental data and known development and effects of fetal lymphocyte immune mediated diseases. Five mandatory 90 microchimerism in maternal tissues, and a minute group problem sets per semester will be variety of current controversies in Reproductive administered outside of lecture and recitation Immunology. Recommended preparation: PATH meeting times. Graduate students will be graded 416 or equivalent, or permission of the instructor. separately from undergraduates, and 22 percent of the grade will be based on a critical analysis of PATH 420. The Rhetoric of Science. 3 Units. a recently published, landmark scientific article. Offered as BIOL 316, BIOL 416, CLBY 416, and In this course, we shall analyze both written PATH 416. Prereq: Graduate standing and consent and oral communication of scientific results in of instructor. order to understand the principles of effective exposition. The students will be expected to attend selected seminars and to participate in writing and speaking exercises. The goal of the course is to improve the written and oral communication skills of the students. Instructor approval is required for registration. Recommended preparation: Completion of the first year of the Biomedical Scientist Training Program. 96 School of Medicine

PATH 422. Molecular Genetics of Cancer. 3 PATH 430. Oxidative Stress and Disease Units. Pathogenesis. 1 Unit.

Cancer is a genetic disease, not only in the Oxidative stress and free radicals are implicated Mendelian sense of inheritance, but also in the in a number of disease processes including aging, sense that it is caused by somatic mutation. arthritis, emphysema, Alzheimer’s disease and The targets of mutation are a set of proto- cancer. Lecture course with discussion of recent oncogenes and tumor suppressor genes whose studies concerning the formation and destructive products govern cellular proliferation, death and mechanisms of free radicals in the context of differentiation. The objectives of this course are various disease processes. Students read assigned to examine the types of genes that are the targets papers and discuss these in class. of mutational activation or inactivation and the mechanistic outcome of mutational changes that lead to oncogenesis. The course will also PATH 432. Current Topics in Vision Research. 3 probe viral mechanisms of oncogenesis related Units. to the products of cellular proto-oncogenes or tumor suppressor genes. In the course of these Vision research is an exciting and multidisciplinary examinations we will explore the genetic and area that draws on the disciplines of biochemistry, molecular genetic approaches used to identify and genetics, molecular biology, structural biology, study oncogenes and tumor suppressor genes. neuroscience, and pathology. This graduate level Students should be prepared to present and course will provide the student with broad exposure discuss experimental design, data and conclusions to the most recent and relevant research currently from assigned publications. There will be no exams being conducted in the field. Topics will cover a or papers but the course will end with a full-day, variety of diseases and fundamental biological student-run symposium on topics to be decided processes occurring in the eye. Regions of the jointly by students and instructors. Grades will eye that will be discussed include the cornea, be based on class participation and symposium lens, and retina. Vision disorders discussed presentation. Offered as BIOC 420, MBIO 420, include age-related macular degeneration, retinal MVIR 420, PATH 422, and PHRM 420. Prereq: ciliopathies, and diabetic retinopathy. Instructors CBIO 453 and CBIO 455. in the course are experts in their field and are members of the multidisciplinary visual sciences research community here at Case Western PATH 425. Stem Cell Biology and Therapeutics. Reserve University. Students will be exposed to 3 Units. the experimental approaches and instrumentation currently being used in the laboratory and in clinical This course is intended to teach current settings. Topics will be covered by traditional understanding of stem cells as it relates to their lectures, demonstrations in the laboratory and the characterization, function, and physiologic and clinic, and journal club presentations. Students pathological states. The course will expose will be graded on their performance in journal club students to the current understanding of various presentations (40%), research proposal (40%), and types of stem cells, including embryonic and class participation (20%). Offered as NEUR 432, adult stem cells of various tissues, techniques for PATH 432, and PHRM 432. their isolation and study. Experimental models and potential biomedical therapeutic applications will be discussed. The course will be taught PATH 435. Tissue Engineering and by the faculty of the "Center for Stem Cell and Regenerative Medicine. 3 Units. Regenerative Medicine" who are affiliated with multiple departments of Case Western Reserve This course will provide advanced coverage of University, Cleveland Clinic Foundation and the tissue engineering with a focus on stem cell- partnering biomedical companies. Offered as NEUR based research and therapies. Course topics 425 and PATH 425. of note include stem cell biology and its role in development, modeling of stem cell function, controlling stem cell behavior by engineering materials and their microenvironment, stem cells’ trophic character, and state-of-the-art stem cell implementation in tissue engineering and other therapeutic strategies. Offered as EBME 425 and PATH 435. Prereq: EBME 325 or equivalent or graduate standing. Case Western Reserve University 97

PATH 444. Neurodegenerative PATH 480. Logical Dissection of Biomedical Diseases:Pathological,Cell. Molecular Investigations. 3 Units. Perspectives. 3 Units. PATH 480 is an upper level graduate course This course, taught by several faculty encompassing discussion and critical appraisal members, encompasses the full range of of both published and pre-published research factors that contribute to the development of papers, book chapters, commentaries and review neurodegeneration. Subjects include pathological articles. Emphasis will be placed on evaluating aspects, neurodegeneration, genetic aspects, the logical relationships connecting hypotheses protein conformation and cell biology in conditions to experimental design and experimental data such as Alzheimer’s disease, Parkinson’s disease, to conclusions drawn. Thus, the course will aim amyotrophic lateral sclerosis and prion diseases. to develop students’ capacities for independent Students read assigned primary literature and thinking and critical analysis. Half of the course present and discuss these in class. will be devoted to an analysis of fundamental conceptual issues pertaining to immunology, but this material will be applicable to a wide variety of PATH 460. Introduction to Microarrays. 3 Units. fields. The other half of the course will be devoted to the analysis of papers that have been submitted Microarray technology is an exciting new technique for publication ( with the students acting as primary that is used to analyze gene expression in a wide reviewers of these papers). Our expectation is variety of organisms. The goal of this course is to that this course will have practical relevance for give participants a hands-on introduction to this students by providing them with methods to review technology. The course is intended for individuals their own prepublication manuscripts and eliminate who are preparing to use this technique, including common errors. It should also give students the students, fellows, and other investigators. This tools to question widely held beliefs in diverse is a hands-on computer-based course, which biomedical fields. Recommended preparation is will enable participants to conduct meaningful completion of the C3MB curriculum and 2nd year or analyses of microarray data. Participants will gain higher graduate school training. Previous exposure an understanding of the principles underlying to immunology and molecular biology will be helpful microarray technologies, including: theory of but not required. sample preparation, sample processing on microarrays, familiarity with the use of Affymetrix Microarray Suite software and generation of PATH 481. Immunology of Infectious Diseases. data sets. Transferring data among software 3 Units. packages to manipulate data will also be discussed. Importation of data into other software (GeneSpring Lectures and discussion on the immune response and DecisionSite) will enable participants to mine to infectious organisms, including bacteria, viruses the data for higher-order patterns. Participants and parasites. Emphasis on human responses will learn about the rationale behind the choice of but includes discussions of animal models. Other normalization and data filtering strategies, distance topics include vaccines and infections in immuno- metrics, use of appropriate clustering choices such compromised hosts. Recommended preparation: as K-means, Hierarchical, and Self Organizing PATH 416 or consent of instructor. Offered as Maps. Course Offered as BIOC 460, PATH 460, MVIR 481 and PATH 481. CNCR 460. PATH 486. HIV Immunology. 3 Units. PATH 477. Cellular and Molecular Basis of Immune Dysfunction. 3 Units. This course will examine the unique immunology of HIV disease. The course content will include Lectures and student presentations focusing the study of HIV pathogenesis, immune control, on immunologic mechanisms of tissue injury, immune dysfunctions, HIV prevention and immune disorders of the immune response and diseases of restoration. Students will be expected to attend immunocompetent cells. Hypersensitivity, allergy, lectures and participate in class discussions. immune complex disease, immune deficiency, A strong emphasis will be placed on reviewing lymphoma and multiple myeloma discussed from scientific literature. Students will be asked to help chemical, cellular and physiological perspectives. organize and to administer an HIV immunology Recommended preparation: PATH 416 or consent journal club and will be asked to prepare a written of instructor. proposal in the area of HIV immunology. Offered as PATH 486 and MBIO 486. Prereq: PATH 416 or permission from the instructor. 98 School of Medicine

PATH 487. Cell Biology of the Nucleus. 3 Units. PATH 520. Basic Cancer Biology and the Interface with Clinical Oncology. 3 Units. Discussion of current cell biology research on the structure and functions of the nuclear envelope, the This is an introductory cancer biology course that matrix and chromatin. Recommended preparation: is intended to give students a broad and basic CBIO 453 and CBIO 454 or consent of instructor. overview of Cancer Biology and Clinical Oncology. Offered as CLBY 487 and PATH 487. The course will cover not only fundamental principles of cancer biology, but will also highlight advances in the pathobiology and therapeutics of PATH 488. Yeast Genetics and Cell Biology. 3 cancer. Classes will be of lecture and discussion Units. format, with emphasis on critically reading original journal articles. The specific topics presented This seminar course provides an introduction to will include carcinogenesis, oncogenes, tumor the genetics and molecular biology of the yeasts suppressor genes, genetic epidemiology, DNA S. cerevisiae and S. pombe by a discussion of repair, growth factor action/signal transduction, current literature focusing primarily on topics in apoptosis, cell cycle control, cell adhesion, yeast cell biology. Students are first introduced angiogenesis, tumor cell heterogeneity, metastasis, to the tools of molecular genetics and special chemotherapy, photodynamic therapy, gene features of yeasts that make them important therapy, signal transduction inhibitor therapy, model eukaryotic organisms. Some selected topics chemoprevention, and clinical oncology of the include cell polarity, cell cycle, secretory pathways, breast, prostate, lymphatic tissue, colon and other vesicular and nuclear/cytoplasmic transport, related malignancies. Course grades will be from mitochondrial import and biogenesis, chromosome participation/discussion, presentation and mid-term/ segregation, cytoskeleton, mating response and final exams. Recommended preparation: CBIO 453 signal transduction. Offered as CLBY 488, GENE and CBIO 455. Offered as PATH 520 and PHRM 488, MBIO 488, and PATH 488. 520.

PATH 510. Basic Pathologic Mechanisms. 4 PATH 521. Special Topics in Cancer Biology Units. and Clinical Oncology. 1 Unit.

An interdisciplinary introduction to the fundamental This one credit hour course in Cancer Biology is principles of molecular and cellular biology as they intended to give students an opportunity to do relate to the pathologic basis of disease. Lectures, independent literature research while enrolled laboratories, conferences. in PHRM 520/PATH 520. Students must attend weekly Hematology/Oncology seminar series and write a brief summary of each of the lectures PATH 511. Experimental Pathology Seminar I. 1 attended. In addition, students must select Unit. one of the seminar topics to write a term paper Weekly discussions of current topics and research which fully reviews the background related to by students, staff and distinguished visitors. the topic and scientific and clinical advances in that field. This term paper must also focus of Clinical Oncology, have a translational research PATH 512. Experimental Pathology Seminar II. 1 component, and integrate with concepts learned Unit. in PHRM 520/PATH 520. Pharmacology students must provide a strong discussion on Therapeutics, Weekly discussions of current topics and research while Pathology students must provide a strong by students, staff and distinguished visitors. component on Pathophysiology of the disease. Recommended preparation: CBIO 453 and CBIO 455, or concurrent enrollment in PHRM 520 or PATH 520. Offered as PATH 521 and PHRM 521. Case Western Reserve University 99

PATH 522. Skeletal Biology. 3 Units. PATH 524. Cell Biology of Neurodegenerative Disorders. 3 Units. This is an advanced graduate level course for students interested in the morphogenesis, structure, PATH 524 is a course on neurodegenerative function, and maintenance of the skeletal system disorders intended for graduate, MSTP, first and taught jointly by faculty from Case Western Reserve second year medical students, and interested University (CWRU), Cleveland Clinic Foundation senior members of the community. This course will (CCF), and the Northeastern Ohio Universities bridge the gap between molecular mechanisms College of Medicine (NEOUCOM). It will meet at the cellular level with disease presentation twice per week for 90 minutes per session. The and therapeutic strategies for a limited set of format will include an overview of the topic by the neurodegenerative conditions. The subject matter responsible faculty, followed by a discussion of is intended to excite and prepare graduate and important papers on the topic. The students will be medical students for a career in translational expected to discuss the papers for each session research, and provide the necessary background and grading will be based on those discussions. for PATH 525, a more advanced seminar The intent of the course is to enable students to course on neurodegenerative disorders. This understand the important problems in skeletal course will introduce the students to common biology and both classical and modern approaches neurodegenerative disorders of protein misfolding for solving them. and metal mis-metabolism. Following an introductory lecture, the students will read assigned contemporary literature on a specific topic and PATH 523. Histopathology of Organ Systems. 3 discuss recent scientific reports in the class. The Units. course will cover topics related to Alzheimer’s disease, Parkinson’s disease, Amyotrophic Comprehensive course covering the underlying lateral sclerosis, Multiple sclerosis, Friedreich’s basic mechanisms of injury and cell death, ataxia, disorders or iron metabolism, disorders inflammation, immunity, infection, and neoplasia of copper metabolism, multiple system atrophy, followed by pathology of specific organ systems. metabolic disturbances including hypoglycemia and Material will include histological (’structure’) hepatic encephalopathy, toxic disorders including and physiological (’function’) aspects related to alcoholism, and other disorders of interest to the pathology (human emphasis). Recommended students. Students will be expected to participate preparation: ANAT 412 or permission of instructor. actively in class and defend a proposal for the final. Offered as ANAT 523 and PATH 523.

PATH 525. Transport and Targeting of Macromolecules in Health and Disease. 3 Units.

Each class includes introductory lecture, followed by student participation in interactive discussion of 3 to 5 research publications. At the end of the course, the students are expected to submit a paper or a short research proposal on any of the topics discussed during the course. Recommended preparation: CBIO 453, CBIO 454, CBIO 455, and CBIO 456. Offered as CLBY 525 and PATH 525. 100 School of Medicine

PATH 555. Emerging Concepts in Cell Regulation. 3 Units.

This course will cover the general principles of cell regulation with an emphasis on the emerging novel mechanisms of signal transduction. The traditional areas of receptor tyrosine kinases, G- protein coupled receptors will be examined but the focus will be on the roles novel mechanisms such as regulated proteolysis, ubiquitin proteasomal degradation, protein acetylation etc. in signal transduction and gene expression. This will be a literature-based course which will depend on critical evaluation of research papers, reviews and accompanied with in-depth discussion. Recommended preparation: CBIO 453. Offered as BIOC 555, CLBY 555, and PATH 555.

PATH 601. Special Problems. 1 - 18 Unit.

Research on the nature and causation of disease and on host factors which tend to protect against disease. Special courses and tutorials in subspecialty areas of general and/or systemic anatomic and/or clinical pathology.

PATH 651. Thesis M.S.. 1 - 18 Unit.

PATH 701. Dissertation Ph.D.. 1 - 18 Unit.

Prereq: Predoctoral research consent or advanced to Ph.D. candidacy milestone. Case Western Reserve University 101

Department of Pharmacology

Room W-321, School of Medicine of recombinant DNA and hybridoma technology, http://pharmacology.case.edu/ in situ hybridization histochemistry, fluorescence Krzysztof Palczewski, PhD, Chair cell sorting, NMR and mass spectroscopy, X-ray Ms. Cami Thompson, Coordinator, [email protected] crystallography, and cryo electron microscopy. The Department of Pharmacology offers training leading to MS, PhD or MD/PhD degrees for highly qualified post-undergraduate candidates committed Masters Degrees to academic research careers in the biomedical sciences. Adequate preparation in the biological Although training efforts by the Department of sciences, mathematics, organic chemistry, and Pharmacology are primarily directed toward the physics or physical chemistry is a prerequisite for award of the PhD degree, training for the MS admission. degree is offered also in a variety of contexts. For example, research assistants in the Department Multidisciplinary training, carried out by faculty who seek educational advancement may pursue in pharmacology and other basic science the MS degree via Plan A (thesis) or Plan B departments, emphasizes molecular, cellular, (coursework only). Medical students who seek to physiological, and clinical aspects of the specialize in Pharmacology during the scholarly pharmacological sciences. Areas of faculty research component of their preclinical program expertise include drug/xenobiotic metabolism; may pursue the MS degree. Employees in the receptor-ligand interactions, and biochemical Biotechnology Industry may seek advanced training reaction mechanisms; cell biology of signaling in Pharmacology by pursuing the MS degree at pathways; structure-function of membrane Case. Finally, a PhD candidate who is unable to components; endocrine and metabolic regulation; complete the PhD requirements for extraordinary cell surface and nuclear receptors, hormonal reasons may petition to have earned credits regulation of gene expression; cancer biology and transferred to fulfill MS degree requirements. therapeutics, bacterial and viral pathogenesis, neuroscience/neuropharmacology, and drug resistance. Masters Plan B (Coursework, MS Students who desire the combined MD/PhD direct admit) degrees are admitted to the Medical Scientist Training Program (MSTP, please see separate This program is aimed at students who seek a listing in this publication). These students Master’s Degree but do not intend to specialize in participate in the two-year integrated preclinical research following their Master’s work. To satisfy curriculum of the School of Medicine (University the requirement for a Comprehensive Exam for Program), which features clinical correlation of the MS Degree, students register for 1 credit of basic biologic concepts. Combined degree students EXAM 600 during their final semester and sit for a who select the PhD in pharmacology undertake a integrative essay question-style examination on the series of advanced courses, research rotations, content of the required coursework. A total of 27 preliminary examinations and dissertation research credit hours are required (see below). in the same manner as that described for the PhD program. The advancement of understanding and practice of therapeutics is based on research. Therefore all students in degree programs in Pharmacology Facilities are expected to become involved in independent research and scholarship. Registration for PHRM The Department of Pharmacology occupies 601 requires a pre-arrangement with a faculty about 25,000 net square feet distributed among mentor who will oversee the combination of study several locations, namely the Biomedical Research and bench research and proscribe the basis for Building, the School of Medicine Harland Goff satisfactory performance, including oral and written Wood Building and the adjacent Wood Research reports. With pre-approval of the Departmental Tower, as well as facilities in the West Quad Director of Graduate Studies, a student’s study plan Bldg. Facilities include extensive chromatographic may substitute additional specific advanced courses and tissue culture facilities, a transgenic mouse to replace PHRM 601 credits. laboratory, imaging and confocal microscopy equipment, and ready access to specialized research techniques, including various aspects C. Sample Plan of Study for Plan B 102 School of Medicine

Thesis M.S. (PHRM 651) 1 First Year Units Principles of Pharmacology I (PHRM 401) 3 Principles of Pharmacology II: The 3 Fall Spring Molecular Basis of Therapeutics (PHRM Cell Biology I (CBIO 453) 4 402) Molecular Biology I (CBIO 455) 4 Thesis M.S. (PHRM 651) 3 Principles of Pharmacology I (PHRM 401) 3 Year Total: 9 9 Principles of Pharmacology II: The 3 Molecular Basis of Therapeutics (PHRM Second Year Units 402) Independent Study and Research (PHRM 1 Fall Spring 601) Pharmacology Seminar Series (PHRM 511) 1 Year Total: 8 7 PHRM Elective 3 Thesis M.S. (PHRM 651) 5 Second Year Units Pharmacology Seminar Series (PHRM 511) 1 Fall Spring PHRM Elective 3 Pharmacology Seminar Series (PHRM 511) 0 - 1 Thesis M.S. (PHRM 651) 5 PHRM Elective 3 Year Total: 9 9 Independent Study and Research (PHRM 2 601) Total Units in Sequence: 36 Pharmacology Seminar Series (PHRM 511) 0 - 1 PHRM Elective 3 Independent Study and Research (PHRM 1 601) Master’s Comprehensive Exam (EXAM 1 MD/MS Biomedical Sciences-- 600) Pharmacology Year Total: 5-6 5-6

Total Units in Sequence: 25-27 For Program Admissions information and MD requirements, see MD Dual Degree Programs. A sample plan of study for the Pharmacology track is below. Masters Plan A (Research, direct admit) First Year Units Fall Spring Summer In addition to the course requirements below, Integrated Biological Sciences I 1 - 9 candidates for this degree are required to submit (IBIS 401) an acceptable written thesis based on their original Integrated Biological Sciences II 1 - 9 research, and register for at least 9 credit hours of (IBIS 402) PHRM 651 (master’s dissertation research). The Independent Study and Research 3 acceptability of the thesis will be determined by (PHRM 601) (Optional) an oral examination administered by the student’s Year Total: 1-9 1-9 3 Thesis Advisory Committee. This committee must be chaired by a member of the primary Faculty of Second Year Units Pharmacology, and it should include the research Fall Spring Summer mentor and two other faculty members (total of Integrated Biological Sciences III 1 - 9 four faculty members, two from the Department of (IBIS 403) Pharmacology). As above, a minimum of 27 credit Principles of Pharmacology I 3 hours are required. For these students, passing the (PHRM 401) final exams in PHRM 401 and PHRM 402 satisfies Pharmacology Seminar Series 1 the requirement for a Comprehensive Exam for the (PHRM 511) MS Degree. Principles of Pharmacology II: The 3 Molecular Basis of Therapeutics (PHRM 402) Required courses for Plan A Advanced Elective Course 3 complimentary to research focus First Year Units Being a Professional Scientist 0 (IBMS 500) Fall Spring Year Total: 5-13 6 Cell Biology I (CBIO 453) 4 Molecular Biology I (CBIO 455) 4 Case Western Reserve University 103

Third Year Units among the tracks is based on the area of research Fall Spring Summer expertise of the thesis advisor and the student’s interest in specific coursework. The four tracks Independent Study and Research 9 (PHRM 601) are: Cancer Therapeutics, Membrane Biology and Pharmacology Seminar Series 1 Pharmacology, Molecular Pharmacology and Cell (PHRM 511) Regulation, and Translational Therapeutics. Pharmacology Seminar Series 1 (PHRM 511) The PhD degree is awarded to students who Independent Study and Research 9 complete a research project leading to two original (PHRM 601) and meritorious scientific contributions that are Exam in Biomedical Investigation 0 submitted for publication to leading journals in the (IBIS 600) field of study; at least one manuscript must be Year Total: 10 10 accepted for publication before scheduling the PhD thesis defense. Completion of the PhD degree will Fourth Year Units also require 36 hours of coursework (24 hours of which are graded) and 18 hours of PHRM 701. Fall Spring Summer Medical School Curriculum Medical School Curriculum Year Total: Core course requirements for the PhD in Pharmacology Fifth Year Units Fall Spring Summer The first year consists of the Core curriculum in Cell Medical School Curriculum Biology and Molecular Biology (CBIO 453, CBIO 455) and research rotations, as well as a scientific Medical School Curriculum ethics course (15 credit hours). This is included with Year Total: the additional 15 formal course credit hours which are required in Pharmacology as listed and then Total Units in Sequence: 36-60 described below.

PHRM 400 Research Experience in Pharmacology 0-1 CBIO 453 Cell Biology I 4 PhD in Pharmacology CBIO 455 Molecular Biology I 4 PHRM 401 Principles of Pharmacology I 3 Students seeking the PhD degree are admitted PHRM 402 Principles of Pharmacology II: The 3 directly into the Department of Pharmacology Molecular Basis of Therapeutics through the Molecular Therapeutics Training PHRM 511 Pharmacology Seminar Series 0-1 Program, through the Biomedical Sciences Training Two advanced electives (from the Advanced Track 6 offerings) Program, each of which provides an introduction to Prelim I Comprehensive Examination many related training areas within the biomedical Formal Workshop on Biostatistics field during the first year, or through the Medical PHRM 525 Topics in Cell and Molecular Pharmacology0-18 Scientist Training Program (MSTP). Total Units 20-40 The PhD program is divided into three phases. The first phase allows students to follow an integrated Plan of Study first-year sequence of course work that involves § a core curriculum in cell and molecular biology. Please also see Graduate Studies Academic In addition, the first year includes three research Requirements for Doctoral Degrees rotations that allow the students to sample areas of research and become familiar with faculty members and their laboratories. Selection of a specific First Year Units training program and thesis advisor is made before Fall Spring Summer the end of the first year. The second phase involves Cell Biology I (CBIO 453) 4 a two part course in intensive Pharmacology study, Molecular Biology I (CBIO 455) 4 oral presentations and laboratory experience, Research Rotation 2,3***Rotation 1 which cumulates in a comprehensive written takes place during Summer prior to First Year exam designed to challenge students to apply key Fall Semester concepts in new context. Independent Study and Research 1-9 After advancing to PhD candidacy by passing the (PHRM 601) comprehensive written exam, students select one Selection of Thesis Advisor of four advanced tracks in Pharmacology. Choice Principles of Pharmacology I 3 (PHRM 401) 104 School of Medicine

Principles of Pharmacology II: The 3 PHRM 309. Principles of Pharmacology. 3 Units. Molecular Basis of Therapeutics (PHRM 402) Principles of Pharmacology introduces the basic Independent Study and Research 1-9 principles that underlie all of Pharmacology. The (PHRM 601) first half of the course introduces, both conceptually Pharmacology Seminar Series 0 - 1 and quantitatively, drug absorption, distribution, (PHRM 511) elimination and metabolism (pharmacokinetics) Being a Professional Scientist 0 (IBMS 500) and general drug receptor theory and mechanism Year Total: 9-17 7-16 of action (pharmacodynamics). Genetic variation in response to drugs (pharmacogenetics) is integrated into these basic principles. The second Second Year Units half of the course covers selected drug classes Fall Spring Summer chosen to illustrate these principles. Small group/ Advanced Tracke Elective 13 recitation sessions use case histories to reinforce Independent Study and Research 1-9 presentation of principles and to discuss public (PHRM 601) perceptions of therapeutic drug use. Recommended Pharmacology Seminar Series 0 - 1 preparation for PHRM 409: Undergraduate degree (PHRM 511) in science or permission of instructor. Graduate Prelim I (During January, Year 2) students will be expected to critically evaluate Admission to candidacy articles from the literature and participate in a Pharmacology Seminar Series 0 - 1 separate weekly discussion session. Offered as (PHRM 511) PHRM 309 and PHRM 409. Prereq: CHEM 223 and Advanced Track Elective 2 3 CHEM 224 or EBME 201 and EBME 202 or BIOL Dissertation Ph.D. (PHRM 701) 1-9 116 and BIOL 117 Topics in Cell and Molecular 0 - 18 Pharmacology (PHRM 525) Grant writing workshop PHRM 315. Nuclear Receptors in Health and Prelim II Thesis Proposal (by 2 Disease. 3 Units. Sept. 30, Yr 3) Year Total: 1-10 4-13 2-20 This course focuses on hormone-gene interactions mediated by the ligand-inducible transcription Total Units in Sequence: 23-76 factors termed nuclear hormone receptors. The class will address the mechanisms of action, regulatory features, and biological activities of Courses several nuclear receptors. The usage of nuclear receptors as therapeutic targets in disease states PHRM 301. Undergraduate Research. 1 - 18 Unit. such as cancer, inflammation, and diabetes will also be discussed. The course aims to teach students to critically evaluate primary literature relevant to nuclear hormone receptors biology, and to reinforce presentation/discussion skills. Grades for Undergraduates will be based on midterm, final exam; grades for Graduates will be based on midterm, final exam, and presentation of a recently published research article related to the role of nuclear receptors in health and disease. Offered as PHRM 315 and PHRM 415 and BIOC 415. Case Western Reserve University 105

PHRM 340. Science and Society Through PHRM 402. Principles of Pharmacology II: The Literature. 3 Units. Molecular Basis of Therapeutics. 3 Units.

This course will examine the interaction of scientific This course focuses on human physiology of organ investigation and discovery with the society it systems that are involved in determining the time occurred in. What is the effect of science on society course of drug action in vivo (pharmacokinetics). and, as importantly, what is the effect of society Emphasis will be placed on fundamental principles on science? An introduction will consider the of pharmacokinetics, including the absorption, heliocentric controversy with focus on Galileo. Two distribution, metabolism, and excretion of drugs. broad areas, tuberculosis and the Frankenstein Mathematical concepts needed to understand myth, will then be discussed covering the period appropriate administration of drugs and maintaining 1800-present. With tuberculosis, fiction, art and therapeutic concentrations of drugs in the body will music will be examined to understand the changing be discussed. A second broad area of emphasis is views of society towards the disease, how society’s on fundamental principles of drug action within the perception of tuberculosis victims changed, and body (pharmacodynamics), including drug-receptor how this influenced their treatments and research. theory, log dose-response relationships, therapeutic With Frankenstein, the original novel in its historical index, receptor turnover, and signal transduction context will be examined. Using fiction and film, mechanisms. This is a highly interactive course in the transformation of the original story into myth which faculty lectures are minimized and student- with different connotations and implications will directed learning in emphasized. An animal be discussed. Most classes will be extensive laboratory explores the actions of cardiovascular discussions coupled with student presentations of drugs in an in vivo setting. This 3-credit hour course assigned materials. Offered as PHRM 340, BETH meets 6 hours per week mid-February through 440, PHRM 440, and HSTY 440. April.

PHRM 400. Research Experience in PHRM 403. Public and Professional Views of Pharmacology. 0 - 1 Units. Modern Therapeutics. 3 Units.

Research rotation in pharmacology. This course will present the students with headline news stories from the popular press along with pertinent published articles from the scientific PHRM 401. Principles of Pharmacology I. 3 literature. The object is to engage the students Units. in critical evaluation of the scientific literature and news reports to discern the scientific basis This course focuses on the chemical and for decisions such as removal of drugs from the biochemical properties of therapeutic agents, market. The course will focus on topics such as molecular mechanisms of therapeutic action Cox-2 Inhibitors and Heart Disease, Antidepressant including kinetic and thermodynamic principles of Use for Adolescents, and Parkinson’s Disease and enzyme catalysis and drug-receptor interactions, Stem Cell Therapy, among others. Evaluation will signal transduction, the genetic basis of disease be based on participation in student-led discussion states, and interindividual variation in response sessions, weekly topical quizzes, and on written to drugs. The primary learning objective is to critiques of the primary literature. develop a self-directed, critical approach to the evaluation and design of experimental research in the broad context of specific diseases. This is a team-taught course involving focal lectures by faculty followed by student-directed learning experiences including discussion, problem solving applications, and primary literature presentations. A laboratory exercise introduces experimental methodologies widely applied during the study of molecular interactions between therapeutic agents and receptor targets to reinforce fundamental principles of molecular drug action. This 3 credit hour course meets 6 hours per week during the first half of the Spring semester (January through mid- February). 106 School of Medicine

PHRM 409. Principles of Pharmacology. 3 Units. PHRM 415. Nuclear Receptors in Health and Disease. 3 Units. Principles of Pharmacology introduces the basic principles that underlie all of Pharmacology. The This course focuses on hormone-gene interactions first half of the course introduces, both conceptually mediated by the ligand-inducible transcription and quantitatively, drug absorption, distribution, factors termed nuclear hormone receptors. The elimination and metabolism (pharmacokinetics) class will address the mechanisms of action, and general drug receptor theory and mechanism regulatory features, and biological activities of of action (pharmacodynamics). Genetic variation several nuclear receptors. The usage of nuclear in response to drugs (pharmacogenetics) is receptors as therapeutic targets in disease states integrated into these basic principles. The second such as cancer, inflammation, and diabetes will also half of the course covers selected drug classes be discussed. The course aims to teach students chosen to illustrate these principles. Small group/ to critically evaluate primary literature relevant recitation sessions use case histories to reinforce to nuclear hormone receptors biology, and to presentation of principles and to discuss public reinforce presentation/discussion skills. Grades perceptions of therapeutic drug use. Recommended for Undergraduates will be based on midterm, preparation for PHRM 409: Undergraduate degree final exam; grades for Graduates will be based on in science or permission of instructor. Graduate midterm, final exam, and presentation of a recently students will be expected to critically evaluate published research article related to the role of articles from the literature and participate in a nuclear receptors in health and disease. Offered as separate weekly discussion session. Offered as PHRM 315 and PHRM 415 and BIOC 415. PHRM 309 and PHRM 409. PHRM 420. Molecular Genetics of Cancer. 3 PHRM 412. Membrane Transport Processes. 3 Units. Units. Cancer is a genetic disease, not only in the Membranes and membrane transporters are Mendelian sense of inheritance, but also in the absolutely required for all cells to take up nutrient, sense that it is caused by somatic mutation. maintain membrane potential and efflux toxins. The targets of mutation are a set of proto- This course will consider the classification and oncogenes and tumor suppressor genes whose structure of membrane transport proteins and products govern cellular proliferation, death and channels, examine the common mechanistic differentiation. The objectives of this course are features of all systems and the specific features of to examine the types of genes that are the targets different classes of transporter. Understanding the of mutational activation or inactivation and the physiological integration of transport processes into mechanistic outcome of mutational changes cell homeostasis and consideration of transporters that lead to oncogenesis. The course will also and channels as drug targets will be a goal. probe viral mechanisms of oncogenesis related Course format is minimal lecture, primarily student to the products of cellular proto-oncogenes or presentations of primary literature papers. Offered tumor suppressor genes. In the course of these as PHOL 412, PHRM 412. Prereq: CBIO 453 and examinations we will explore the genetic and CBIO 455. molecular genetic approaches used to identify and study oncogenes and tumor suppressor genes. Students should be prepared to present and discuss experimental design, data and conclusions from assigned publications. There will be no exams or papers but the course will end with a full-day, student-run symposium on topics to be decided jointly by students and instructors. Grades will be based on class participation and symposium presentation. Offered as BIOC 420, MBIO 420, MVIR 420, PATH 422, and PHRM 420. Prereq: CBIO 453 and CBIO 455. Case Western Reserve University 107

PHRM 430. Advanced Methods in Structural PHRM 434. Mechanisms of Drug Resistance. 3 Biology. 1 - 6 Unit. Units.

The course is designed for graduate students Resistance to drugs is an important health concern who will be focusing on one or more methods in the new millennium. Over the past century, of structural biology in their thesis project. This modern medicine has developed and prescribed course is divided into 3-6 sections (depending drugs for various ailments and diseases with on demand). The topics offered will include X- known therapeutic benefit. Since the discovery ray crystallography, nuclear magnetic resonance of antibiotics by Dr. Fleming, we have struggled spectroscopy, optical spectroscopy, mass with a new complication in infectious diseases, spectrometry, cryo-electron microscopy, and development of drug resistance. This course computational and design methods. Students will focus on and compare the drug resistant can select one or more modules. Modules will be mechanisms selected by viruses, bacteria, scheduled so that students can take all the offered parasites, fungi, and tumor cells. Topics to be modules in one semester. Each section is given in covered include antiretroviral resistance (e.g., 5 weeks and is worth 1 credit. Each section covers AZT and protease inhibitors), antibiotic resistance one area of structural biology at an advanced level (e.g., B-lactams), resistance to chemotherapeutic such that the student is prepared for graduate level agents, and resistance to anti-malarial drugs (e.g., research in that topic. Offered as BIOC 430, CHEM chloroquinone). Offered as MBIO 434, MVIR 434, 430, PHOL 430, and PHRM 430. and PHRM 434.

PHRM 432. Current Topics in Vision Research. 3 PHRM 440. Science and Society Through Units. Literature. 3 Units.

Vision research is an exciting and multidisciplinary This course will examine the interaction of scientific area that draws on the disciplines of biochemistry, investigation and discovery with the society it genetics, molecular biology, structural biology, occurred in. What is the effect of science on society neuroscience, and pathology. This graduate level and, as importantly, what is the effect of society course will provide the student with broad exposure on science? An introduction will consider the to the most recent and relevant research currently heliocentric controversy with focus on Galileo. Two being conducted in the field. Topics will cover a broad areas, tuberculosis and the Frankenstein variety of diseases and fundamental biological myth, will then be discussed covering the period processes occurring in the eye. Regions of the 1800-present. With tuberculosis, fiction, art and eye that will be discussed include the cornea, music will be examined to understand the changing lens, and retina. Vision disorders discussed views of society towards the disease, how society’s include age-related macular degeneration, retinal perception of tuberculosis victims changed, and ciliopathies, and diabetic retinopathy. Instructors how this influenced their treatments and research. in the course are experts in their field and are With Frankenstein, the original novel in its historical members of the multidisciplinary visual sciences context will be examined. Using fiction and film, research community here at Case Western the transformation of the original story into myth Reserve University. Students will be exposed to with different connotations and implications will the experimental approaches and instrumentation be discussed. Most classes will be extensive currently being used in the laboratory and in clinical discussions coupled with student presentations of settings. Topics will be covered by traditional assigned materials. Offered as PHRM 340, BETH lectures, demonstrations in the laboratory and the 440, PHRM 440, and HSTY 440. clinic, and journal club presentations. Students will be graded on their performance in journal club presentations (40%), research proposal (40%), and class participation (20%). Offered as NEUR 432, PATH 432, and PHRM 432. 108 School of Medicine

PHRM 466. Cell Signaling. 3 Units. PHRM 506. Central Nervous System Pharmacology. 3 Units. This is an advanced lecture/journal/discussion format course that covers cell signaling Principles of neurotransmission in the central mechanisms. Included are discussions of nervous system: the pharmacology of drug- neurotransmitter-gated ion channels, growth factor induced alterations in these central systems and receptor kinases, cytokine receptors, G protein- neurochemical basis of behavior and selected coupled receptors, steroid receptors, heterotrimeric neurological and psychiatric diseases. Lecture G proteins, ras family GTPases, second messenger seminar. cascades, protein kinase cascades, second messenger regulation of transcription factors, microtubule-based motility, actin/myosin-based PHRM 511. Pharmacology Seminar Series. 0 - 1 motility, signals for regulation of cell cycle, signals Units. for regulation of apoptosis. Offered as CLBY 466 and PHOL 466 and PHRM 466. Current topics of interest in the pharmacologist sciences.

PHRM 475. Protein Biophysics. 3 Units. PHRM 513. Structural Journal Club. 1 Unit. This course focuses on in-depth understanding of the molecular biophysics of proteins. Structural, Current topics of interest in structural biology, and thermodynamic and kinetic aspects of protein protein biophysics. Offered as PHOL 513 and function and structure-function relationships will PHRM 513. be considered at the advanced conceptual level. The application of these theoretical frameworks will be illustrated with examples from the literature PHRM 520. Basic Cancer Biology and the and integration of biophysical knowledge with Interface with Clinical Oncology. 3 Units. description at the cellular and systems level. The This is an introductory cancer biology course that format consists of lectures, problem sets, and is intended to give students a broad and basic student presentations. A special emphasis will overview of Cancer Biology and Clinical Oncology. be placed on discussion of original publications. The course will cover not only fundamental Offered as BIOC 475, CHEM 475, PHOL 475, principles of cancer biology, but will also highlight PHRM 475, and NEUR 475. advances in the pathobiology and therapeutics of cancer. Classes will be of lecture and discussion PHRM 476. Cellular Biophysics. 4 Units. format, with emphasis on critically reading original journal articles. The specific topics presented This course focuses on a quantitative will include carcinogenesis, oncogenes, tumor understanding of cellular processes. It is designed suppressor genes, genetic epidemiology, DNA for students who feel comfortable with and are repair, growth factor action/signal transduction, interested in analytical and quantitative approaches apoptosis, cell cycle control, cell adhesion, to cell biology and cell physiology. Selected angiogenesis, tumor cell heterogeneity, metastasis, topics in cellular biophysics will be covered in chemotherapy, photodynamic therapy, gene depth. Topics include theory of electrical and therapy, signal transduction inhibitor therapy, optical signal processing used in cell physiology, chemoprevention, and clinical oncology of the thermodynamics and kinetics of enzyme and breast, prostate, lymphatic tissue, colon and other transport reactions, single ion channel kinetics and related malignancies. Course grades will be from excitability, mechanotransduction, and transport participation/discussion, presentation and mid-term/ across polarized cell layers. The format consists final exams. Recommended preparation: CBIO 453 of lectures, problem sets, computer simulations, and CBIO 455. Offered as PATH 520 and PHRM and discussion of original publications. The relevant 520. biological background of topics will be provided appropriate for non-biology science majors. Offered as BIOC 476, NEUR 477, PHOL 476, PHRM 476. Case Western Reserve University 109

PHRM 521. Special Topics in Cancer Biology PHRM 528. Classic and Contemporary and Clinical Oncology. 1 Unit. Approaches to Drug Discovery. 3 Units.

This one credit hour course in Cancer Biology is This course will provide the student with a deeper intended to give students an opportunity to do understanding of the mechanism of drug action and independent literature research while enrolled target validation. The first portion of the course will in PHRM 520/PATH 520. Students must attend describe the basis for classical approaches in drug weekly Hematology/Oncology seminar series discovery that include kinetic and thermodynamic and write a brief summary of each of the lectures analyses for small molecule interactions with attended. In addition, students must select enzymes and receptors. The second portion of one of the seminar topics to write a term paper the course will describe new technologies and which fully reviews the background related to agents such as interference RNA and peptoids as the topic and scientific and clinical advances in therapeutic agents. The final section will describe that field. This term paper must also focus of pre-clinical and clinical trials as well as practical Clinical Oncology, have a translational research issues for start-up companies and licensing component, and integrate with concepts learned agreements. in PHRM 520/PATH 520. Pharmacology students must provide a strong discussion on Therapeutics, while Pathology students must provide a strong PHRM 555. Current Proteomics. 3 Units. component on Pathophysiology of the disease. Recommended preparation: CBIO 453 and CBIO This course is designed for graduate students 455, or concurrent enrollment in PHRM 520 or across the university who wish to acquire a PATH 520. Offered as PATH 521 and PHRM 521. better understanding of fundamental concepts of proteomics and hands-on experience with techniques used in current proteomics. Lectures will PHRM 525. Topics in Cell and Molecular cover protein/peptide separation techniques, protein Pharmacology. 0 - 18 Units. mass spectrometry, bioinformatics tools, and biological applications which include quantitative Individual library research project under the proteomics, protein modification proteomics, guidance of a pharmacology sponsor. Projects interaction proteomics, structural genomics and will reflect the research interest of the faculty structural proteomics. Laboratory portion will involve sponsor, including molecular endocrinology, practice on the separation of proteins by two- neuropharmacology, receptor activation and signal dimensional gel electrophoresis, molecular weight transduction, molecular mechanisms of enzyme measurement of proteins by mass spectrometry, action and metabolic regulation. peptide structural characterization by tandem mass spectrometry and protein identification using computational tools. The instructors’ research PHRM 527. Pathways to Personalized Medicine. topics will also be discussed. Recommended 3 Units. preparation: CBIO 453 and CBIO 455. Offered as PHRM 555 and SYBB 555. This is a course of independent study designed to take the student from the bedside to the bench and back again. Students will select a problem from a list of important therapeutic issues related to variability in drug responsiveness and design a research program to elucidate its molecular, biochemical, genetic and pathophysiological basis. The resulting research proposal is expected to be multidimensional and include molecular, cellular, whole animal and clinical investigations. To guide the process students will assemble a mentoring group including at least one member of the Translational Therapeutics Track Faculty, a clinician working in the clinical realm in which the problem originates and a basic scientist with relevant experience. The written proposal will be defended orally. Recommended preparation: 1st year Pharm Graduate required courses. 110 School of Medicine

PHRM 600. Preparation for Qualifying Exam. 1 Unit.

Students pursuing the M.S. or Ph.D. degrees in Pharmacology are required to prepare systematically for the comprehensive qualifying exam by reviewing the concepts of cellular and molecular biology and pharmacology. The qualifier is comprised of a two-part written exam administered simultaneously to all eligible students. It is designed to evaluate their understanding of concepts presented in the various core courses. It also assesses their skills in critical reading of research articles and design of experiments. The division into two parts allows each student to receive feedback on deficient areas and work toward improvement on the second segment. Eligibility: Students may register for the exam when they have fulfilled two criteria: (a) Successful completion (grade B or better) in all of the Core Courses, and an overall GPA of 3.0 or better. (b) Satisfactory performance in all research rotations and consistent research effort in the thesis laboratory as documented formally by the Ph.D. mentor. No student on probation may sit for the Qualifying Exam (Prelim I). Prereq: CBIO 453 and CBIO 455 and PHRM 401 and PHRM 402.

PHRM 601. Independent Study and Research. 1 - 18 Unit.

PHRM 651. Thesis M.S.. 1 - 18 Unit.

PHRM 701. Dissertation Ph.D.. 1 - 18 Unit.

Prereq: Predoctoral research consent or advanced to Ph.D. candidacy milestone. Case Western Reserve University 111

Department of Physiology and Biophysics

Room E-524, School of Medicine courses and flexible electives allow students to http://physiology.case.edu/ focus their work in key areas of medical physiology, Walter F. Boron, MD, PhD, Chair including Anatomy, Biochemistry, or Pharmacology. Ms. Jean Davis, Coordinator, [email protected] Graduates of the Medical Physiology Master’s Program also can pursue careers in basic and The Department of Physiology and Biophysics at clinical research, research administration, teaching Case is a multidisciplinary department that takes or management in academia, the pharmaceutical great pride in its history of conducting research and biotechnology industries, private research and training graduate students. The department institutions, government science or regulatory includes 20 Primary and 33 Secondary faculty agencies, or medicine and health care. members, more than 25 post-doctoral associates, and 34, full-time PhD, MD/PhD, and Master of Science degree students. The training programs are designed to provide a mentored training MS Medical Physiology - Type B environment that maximizes faculty-student Non-Thesis Option interaction. First Year Units As outlined below, the department offers PhD, MD/PhD and Master of Science degrees. These Fall Spring programs are tailored to prepare students for Physiology and Biophysics Departmental 1 successful careers in biomedical, pharmaceutical Seminar (PHOL 498) and industrial research. The department offers Medical Physiology I (PHOL 481) 6 multiple graduate-level programs, each of which Translational Physiology I (PHOL 483) 2 uses state-of-the-art molecular, cell biology, and Elective 6 biophysical approaches to study physiological Physiology and Biophysics Departmental 1 questions at a variety of different organizational Seminar (PHOL 498) levels. The goal is to provide an outstanding Medical Physiology II (PHOL 482) 6 training opportunity. The major goals of the Translational Physiology II (PHOL 484) 2 PhD and Tech Masters programs are to provide Independent Study (PHOL 451) 1 - 18 students with a broad knowledge base in organ Being a Professional Scientist (IBMS 500) 0 systems and integrated physiology and in-depth Elective 3 expertise and outstanding research potential in Year Total: 15 13-30 the fields of cellular and molecular physiology and molecular and cellular biophysics. These goals Total Units in Sequence: 28-45 are accomplished using a series of foundation and advanced topic courses, skill development courses, laboratory rotations and thesis research. MS Physiology - Type A Thesis The MS in Medical Physiology program is a post- baccalaureate program designed to help students Option prepare for admission to medical, dental, pharmacy, or veterinary school or for opportunities to work in The Department of Physiology and Biophysics the biotechnology industry. encourages research staff members to expand their critical research knowledge and skills by enrolling in our Master’s of Science in Physiology and Biophysics program. This Tech Master’s Masters Degrees Program, is specifically designed for staff working full time. Each employer has their own policy on The Master’s Program in Medical Physiology is allowing staff to take classes and enroll in graduate designed for students with at least a bachelor’s programs. CWRU’s policy is to allow staff, with their degree in a chemical, physical, or biological supervisor’s permission, to take up to 6 credit hours science who are seeking advanced training in the per term, with tuition being covered by CWRU as physiological sciences, typically in preparation for part of the employee benefit package. Staff are admission to a professional medical program (e.g. expected to make up the time they spend in class Medical School, Dental School). The program is during the day after hours. flexible in duration. It can take as little as 1 year (2 semesters, 9 months) to complete the required First Year Units 30 credit hours of course work. However, students who wish to decompress the program can take 14 Fall Spring months or more to complete the requirements. Core Cell Structure and Function (PHOL 432) 3 112 School of Medicine

Proteins and Nucleic Acids (PHOL 456) 3 admission to the department or via the MSTP Physiology and Biophysics Departmental 1 program. Seminar (PHOL 498) Laboratory Research Rotation (PHOL 505) 3 To earn a PhD in Physiology and Biophysics, Membrane Physiology (PHOL 468) 3 a student must complete rotations in at least Cell Signaling (PHOL 466) 3 three laboratories followed by selection of a Physiology of Organ Systems (PHOL 480) 4 research advisor, and complete Core and Elective Physiology and Biophysics Departmental 1 coursework including responsible conduct of Seminar (PHOL 498) research as described in the course of study, Being a Professional Scientist (IBMS 500) 0 below. Students who previously completed relevant Laboratory Research Rotation (PHOL 505) 3 coursework, for example with a MS, may petition Elective 3 to complete alternative courses. Each graduate Year Total: 13 14 program follows the overall regulations established and described in CWRU Graduate Studies and documented to the Regents of the State of Ohio. Total Units in Sequence: 27 Completion of the PhD degree will require 36 hours of coursework (24 hours of which are graded) and 18 hours of PHOL 701. MD/MS Biomedical Investigation-- Physiology Track In addition, each student must successfully complete a qualifier examination for advancement This track offers training in physiology and to candidacy in the form of a short grant proposal biomedical laboratory technology, including with oral defense. The qualifier is generally emphasis on mentored independent research completed in the summer after year two. During training which includes both laboratory experience the dissertation period, students are expected and formal course work in modern laboratory to meet twice a year with the thesis committee, methodology and instrumentation. present seminars in the department, and fulfill Students in Physiology and Biotechnology track journal publication requirements. At the completion must complete: of the program, successful defense of a doctoral dissertation is required. Throughout the doctoral training, students are expected to be enthusiastic PHOL 498 Physiology and Biophysics Departmental 1 participants in seminars, journal clubs, and Seminar research meetings in the lab and program. PHOL 601 Research 1-18 IBIS 600 Exam in Biomedical Investigation 0 And 9 credits from this course list: § Please also see Graduate Studies Academic Requirements for Doctoral Degrees PHOL 432 Cell Structure and Function 3 PHOL 456 Proteins and Nucleic Acids 3 PHOL 466 Cell Signaling 3 PHOL 468 Membrane Physiology 3 PHOL 480 Physiology of Organ Systems 4 Plan of Study for PhD in Cell and PHOL 530 Technology in Physiological Sciences 3 Molecular Physiology *

First Year Units PhD in Physiology and Fall Spring Summer Cell Biology I (CBIO 453) 4 Biophysics Membrane Physiology (PHOL 3 468) Laboratory Research Rotation 3 The Physiology and Biophysics Graduate Program (PHOL 505) provides comprehensive training leading to the Proteins and Nucleic Acids (PHOL 3 PhD degree and MD/PhD degrees. This program 456) has three tracks of study with emphasis on Cell Physiology and Biophysics 1 and Molecular Physiology, Structural Biology Departmental Seminar (PHOL and Biophysics, and Organ Systems Physiology. 498) Admissions to the Physiology and Biophysics Laboratory Research Rotation 3 program may be obtained in the integrated (PHOL 505) Biomedical Sciences Training Program, by direct Physiology of Organ Systems 4 (PHOL 480) Case Western Reserve University 113

Physiology and Biophysics 1 Physiology and Biophysics 1 Departmental Seminar (PHOL Departmental Seminar (PHOL 498) 498) Laboratory Research Rotation 3 Laboratory Research Rotation 3 (PHOL 505) (PHOL 505) Cell Signaling (PHOL 466) 3 Being a Professional Scientist 0 Being a Professional Scientist 0 (IBMS 500) (IBMS 500) Year Total: 11 14 Year Total: 14 14 Second Year Units Second Year Units Fall Spring Summer Fall Spring Summer Physiology and Biophysics 1 Physiology and Biophysics 1 Departmental Seminar (PHOL Departmental Seminar (PHOL 498) 498) Research (PHOL 601) 1-9 Research (PHOL 601) 1-9 Physiology and Biophysics 1 Physiology and Biophysics 1 Departmental Seminar (PHOL Departmental Seminar (PHOL 498) 498) Research (PHOL 601) 1-9 Research (PHOL 601) 1-9 Year Total: 2-10 2-10 Year Total: 2-10 2-10 Third Year Units Third Year Units Fall Spring Summer Fall Spring Summer Physiology and Biophysics 1 Physiology and Biophysics 1 Departmental Seminar (PHOL Departmental Seminar (PHOL 498) 498) Dissertation Ph.D. (PHOL 701) 1-9 Dissertation Ph.D. (PHOL 701) 1-9 Physiology and Biophysics 1 Physiology and Biophysics 1 Departmental Seminar (PHOL Departmental Seminar (PHOL 498) 498) Dissertation Ph.D. (PHOL 701) 1-9 Dissertation Ph.D. (PHOL 701) 1-9 Year Total: 2-10 2-10 Year Total: 2-10 2-10 Total Units in Sequence: 33-65 Total Units in Sequence: 36-68 Footnotes Footnotes * After pass qualifying exam - full-time thesis * After pass qualifying exam - full-time thesis research (701) - 18 total credit hours total research (701) - 18 total credit hours total

Program of Study for PhD in Plan of Study for PhD in Structural Organ Systems and Integrated Biology and Biophysics * Physiology *

First Year Units First Year Units Fall Spring Summer Fall Spring Summer Cell Biology I (CBIO 453) 4 Cell Biology I (CBIO 453) 4 Physiology and Biophysics 1 Proteins and Nucleic Acids (PHOL 3 Departmental Seminar (PHOL 456) 498) Membrane Physiology (PHOL 3 Proteins and Nucleic Acids (PHOL 3 468) 456) Physiology and Biophysics 1 Membrane Physiology (PHOL 3 Departmental Seminar (PHOL 468) 498) Protein Biophysics (PHOL 475) 3 Laboratory Research Rotation 3 Cellular Biophysics (PHOL 476) 4 (PHOL 505) Elective 3 Physiology of Organ Systems 4 (PHOL 480) 114 School of Medicine

Physiology and Biophysics 1 PHOL 398. Physiology and Biophysics Departmental Seminar (PHOL Departmental Seminar. 1 Unit. 498) Laboratory Research Rotation 3 Weekly one-hour reviews from invited speakers (PHOL 505) describing their research. Students will present Cardiovascular Physiology (PHOL 3 literature reviews or summaries of their research. 514) Cardio-Respiratory Physiology 3 (PHOL 519) PHOL 412. Membrane Transport Processes. 3 Being a Professional Scientist 0 (IBMS 500) Units. Year Total: 14 14 Membranes and membrane transporters are absolutely required for all cells to take up nutrient, Second Year Units maintain membrane potential and efflux toxins. Fall Spring Summer This course will consider the classification and Physiology and Biophysics 1 structure of membrane transport proteins and Departmental Seminar (PHOL channels, examine the common mechanistic 498) features of all systems and the specific features of Research (PHOL 601) 1-9 different classes of transporter. Understanding the Physiology and Biophysics 1 physiological integration of transport processes into Departmental Seminar (PHOL 498) cell homeostasis and consideration of transporters and channels as drug targets will be a goal. Research (PHOL 601) 1-9 Course format is minimal lecture, primarily student Year Total: 2-10 2-10 presentations of primary literature papers. Offered as PHOL 412, PHRM 412. Prereq: CBIO 453 and Third Year Units CBIO 455. Fall Spring Summer Physiology and Biophysics 1 Departmental Seminar (PHOL PHOL 419. Applied Probability and Stochastic 498) Processes for Biology. 3 Units. Dissertation Ph.D. (PHOL 701) 1-9 Physiology and Biophysics 1 Applications of probability and stochastic processes Departmental Seminar (PHOL to biological systems. Mathematical topics will 498) include: introduction to discrete and continuous Dissertation Ph.D. (PHOL 701) 1-9 probability spaces (including numerical generation Year Total: 2-10 2-10 of pseudo random samples from specified probability distributions), Markov processes in Total Units in Sequence: 36-68 discrete and continuous time with discrete and Footnotes continuous sample spaces, point processes including homogeneous and inhomogeneous Poisson processes and Markov chains on graphs, * After pass qualifying exam - full-time thesis and diffusion processes including Brownian research (701) - 18 total credit hours total motion and the Ornstein-Uhlenbeck process. Biological topics will be determined by the interests of the students and the instructor. Likely topics include: stochastic ion channels, molecular Courses motors and stochastic ratchets, actin and tubulin polymerization, random walk models for neural PHOL 351. Independent Study. 1 - 6 Unit. spike trains, bacterial chemotaxis, signaling and genetic regulatory networks, and stochastic This course is a guided program of study in predator-prey dynamics. The emphasis will be physiology textbooks, reviews, and original articles. on practical simulation and analysis of stochastic Guided laboratory projects to reproduce and extend phenomena in biological systems. Numerical classical physiological experiments are offered to methods will be developed using both MATLAB the undergraduate science major. This course is and the R statistical package. Student projects will being offered in conjunction with the Graduate level comprise a major part of the course. Offered as course PHOL 451. Students are required to consult BIOL 319, EECS 319, MATH 319, BIOL 419, EBME with the faculty member whose work they have 419, and PHOL 419. interest in and plan their individual experience. Case Western Reserve University 115

PHOL 430. Advanced Methods in Structural PHOL 456. Proteins and Nucleic Acids. 3 Units. Biology. 1 - 6 Unit. The goal of this course is to provide a basic The course is designed for graduate students working knowledge of protein structure/function who will be focusing on one or more methods and molecular biology. The course begins with of structural biology in their thesis project. This a discussion of protein structure and enzyme course is divided into 3-6 sections (depending catalysis followed by protein purification and on demand). The topics offered will include X- characterization. The course then addresses ray crystallography, nuclear magnetic resonance concepts relating to the application of modern spectroscopy, optical spectroscopy, mass molecular biology techniques. Students are taught spectrometry, cryo-electron microscopy, and how to clone genes and use these clones in animal computational and design methods. Students and cell-based studies. The overall goal is to can select one or more modules. Modules will be provide students with an understanding of proteins scheduled so that students can take all the offered and genetic approaches that can be used in modules in one semester. Each section is given in experimental work and to facilitate comprehension 5 weeks and is worth 1 credit. Each section covers of the scientific literature. Offered as BIOL 457 and one area of structural biology at an advanced level PHOL 456. such that the student is prepared for graduate level research in that topic. Offered as BIOC 430, CHEM 430, PHOL 430, and PHRM 430. PHOL 466. Cell Signaling. 3 Units. This is an advanced lecture/journal/discussion PHOL 432. Cell Structure and Function. 3 Units. format course that covers cell signaling mechanisms. Included are discussions of This course provides knowledge regarding cell neurotransmitter-gated ion channels, growth factor structure and function, chiefly in mammalian cells receptor kinases, cytokine receptors, G protein- but also in relevant model systems. The basic coupled receptors, steroid receptors, heterotrimeric structure of the cell is discussed, as are various G proteins, ras family GTPases, second messenger systems that regulate this structure. Topics to be cascades, protein kinase cascades, second covered include DNA transcription, translation messenger regulation of transcription factors, and protein synthesis, intracellular transport, cell microtubule-based motility, actin/myosin-based interaction with the external environment, cell motility, signals for regulation of cell cycle, signals cycle regulation, cell death and differentiation, for regulation of apoptosis. Offered as CLBY 466 signal transduction, and cell specialization and and PHOL 466 and PHRM 466. organization into tissues. The course emphasizes lectures and problem-based discussions with an emphasis on faculty-directed student self-learning. PHOL 468. Membrane Physiology. 3 Units. The major goals of this course are to provide students with a working knowledge of the cell to This student-guided discussion/journal course facilitate understanding of the scientific literature, focuses on biological membranes. Topics and to familiarize students with current techniques discussed include thermodynamics and kinetics in cell biology. of membrane transport, oxidative phosphorylation and bioenergetics, electro-physiology of excitable membranes, and whole and single channel PHOL 451. Independent Study. 1 - 18 Unit. electrophysiology, homeostasis and pH regulation, volume and calcium regulation. Offered as CLBY Guided program of study using physiology 468 and PHOL 468. textbooks, research reviews, and original research articles. An independent laboratory research project may also be included. 116 School of Medicine

PHOL 475. Protein Biophysics. 3 Units. PHOL 480. Physiology of Organ Systems. 4 Units. This course focuses on in-depth understanding of the molecular biophysics of proteins. Structural, Our intent is to expand the course from the current thermodynamic and kinetic aspects of protein 3 hours per week (1.5 hour on Monday and function and structure-function relationships will Wednesday) to 4 hours per week (1.5 hours on be considered at the advanced conceptual level. Monday and Wednesday plus 1 hour on Friday). The application of these theoretical frameworks Muscle structure and Function, Myastenia gravis will be illustrated with examples from the literature Sarcopenia; Central Nervous System, (Synaptic and integration of biophysical knowledge with Transmission, Sensory System, Autonomic description at the cellular and systems level. The Nervous System, CNS circuits, Motor System, format consists of lectures, problem sets, and Neurodegenerative Diseases, Paraplegia Nerve student presentations. A special emphasis will Compression); Cardiovascular Physiology be placed on discussion of original publications. (Regulation of Pressure flow; Circulation, Cardiac Offered as BIOC 475, CHEM 475, PHOL 475, Cycle, Electrophysiology, Cardiac Function, PHRM 475, and NEUR 475. Control of Cardiovascular function, Hypertension); Hemorragy, Cardiac Hypertrophy Fibrillation; Respiration Physiology (Gas Transport and PHOL 476. Cellular Biophysics. 4 Units. Exchange, Control of Breathing, Acid/base regulation, Cor Pulmonaris Cystic Fibrosis, This course focuses on a quantitative Sleeping apnea Emphysema); Renal Physiology understanding of cellular processes. It is designed (Glomerular Filtration, Tubular Function/transport, for students who feel comfortable with and are Glomerulonephritis, Tubulopaties); Gastro- interested in analytical and quantitative approaches Intestinal Physiology (Gastric motility, gastric to cell biology and cell physiology. Selected function, pancreas and bile function, digestion topics in cellular biophysics will be covered in and absorption, Liver Physiology; Pancreatitis, depth. Topics include theory of electrical and Liver Disease and cirrhosis); Endocrine Physiology optical signal processing used in cell physiology, (Thyroid, Adrenal glands, endocrine pancreas, thermodynamics and kinetics of enzyme and Parathyroid, calcium sensing receptor, Cushing transport reactions, single ion channel kinetics and and diabetes, Reproductive hormones, eclampsia); excitability, mechanotransduction, and transport Integrative Physiology (Response to exercise, across polarized cell layers. The format consists fasting, feeding and aging). For all the classes, the of lectures, problem sets, computer simulations, student will receive a series of learning objective and discussion of original publications. The relevant by the instructor to help the students address and biological background of topics will be provided focus their attention to the key aspects of the organ appropriate for non-biology science majors. Offered physiology (and physiopathology). The evaluation as BIOC 476, NEUR 477, PHOL 476, PHRM 476. of the students will continue to be based upon the students’ participation in class (60% of the grade) complemented by a mid-term and a final exam (each one accounting for 20% of the final grade). Offered as BIOL 480 and PHOL 480. Case Western Reserve University 117

PHOL 481. Medical Physiology I. 6 Units. PHOL 482. Medical Physiology II. 6 Units.

Physiology is the dynamic study of life. It describes Physiology is the dynamic study of life. It describes the vital functions of living organisms and their the vital functions of living organisms and their organs, cells, and molecules. For some, physiology organs, cells, and molecules. For some, physiology is the function of the whole person. For many is the function of the whole person. For many practicing clinicians, physiology is the function of practicing clinicians, physiology is the function of an individual organ system. For others, physiology an individual organ system. For others, physiology may focus on the cellular principles that are may focus on the cellular principles that are common to the function of all organs and tissues. common to the function of all organs and tissues. Medical physiology deals with how the human body Medical physiology deals with how the human body functions, which depends on how the individual functions, which depends on how the individual organ systems function, which depends on how the organ systems function, which depends on how the component cells function, which in turn depends component cells function, which in turn depends on the interactions among subcellular organelles on the interactions among subcellular organelles and countless molecules. Thus, it requires an and countless molecules. Thus, it requires an integrated understanding of events at the level of integrated understanding of events at the level of molecules, cells, and organs. Medical Physiology molecules, cells, and organs. Medical Physiology I is a lecture course (3, 2 hr. lectures/week). It is II is a lecture course (3,2hr. lectures/week). It is the first of a two-part, comprehensive survey of the second of a two-part, comprehensive survey physiology that is divided into four blocks: Block of physiology that is divided into five blocks: Block 1 covers the physiology of cells and molecules, 5 covers the physiology of the urinary system; signal transduction, basic electrophysiology, and Block 6 covers the gastrointestinal system; Block muscle physiology; Block 2 covers the nervous 7 covers the endocrine system, Block 8 covers system; Block 3 covers the cardiovascular system, reproduction, and; Block 9 covers the physiology of and; Block 4 covers the respiratory system. everyday life. Grading in the course will be based Grading in the course will be based on performance on performance on multiple choice/short essay on multiple choice/short essay examinations examinations administered at the end of each block administered at the end of each block with each with each examination weighted according to the examination weighted according to the number of number of lectures contained in that block lectures contained in that block. 118 School of Medicine

PHOL 483. Translational Physiology I. 2 Units. PHOL 484. Translational Physiology II. 2 Units.

Physiology is the dynamic study of life, describing Physiology is the dynamic study of life, describing the vital functions of living organisms and their the vital functions of living organisms and their organs, cells, and molecules. For some, physiology organs, cells, and molecules. For some, physiology is the function of the whole person. For many is the function of the whole person. For many practicing clinicians, physiology is the function of practicing clinicians, physiology is the function of an individual organ system. For others, it focuses an individual organ system. For others, it focuses on the cellular principles that are common to on the cellular principles that are common to the function of all organs and tissues. Medical the function of all organs and tissues. Medical physiology deals with how the human body physiology deals with how the human body functions, which depends on how the individual functions, which depends on how the individual organ systems function, which depends on how the organ systems function, which depends on how the component cells function, which in turn depends component cells function, which in turn depends on on the interactions among subcellular organelles the interactions among subcellular organelles and and countless molecules. Translational Physiology countless molecules. Translational Physiology II will I will explore examples of how the latest basic explore examples of how the latest basic research research in physiology and biophysics is being in physiology and biophysics is being applied to the applied to the treatment of human disease. For treatment of human disease . For example, while example, while the students are studying the basic the students are studying the basic physiology of principles of cardiovascular physiology, they will the urinary system, they will also be investigating also be investigating how these principles are how these principles are being applied to treat/ being applied to treat/cure human cardiovascular cure human kidney disorders such as renal failure, disorders such as congestive heart failure, high blood pressure, glomerular disease, polycystic coronary artery disease, high blood pressure, kidney disease, etc. Translational Physiology II is a etc. Translational Physiology I is a lecture course lecture course (1, 2hr lecture/week) taught primarily (1,2 hr lecture/week) taught primarily by clinical by clinical faculty. It is the first of a two-part course faculty. It is the first of a two-part course that that follows the topics being simultaneously covered follows the topics being simultaneously covered in the Medical Physiology II course. It is divided into in the Medical Physiology I course. It is divided five blocks: Block 5 covers the physiology of the into four blocks: Block I covers the physiology of urinary system, Block 6 covers the gastrointestinal cells and molecules, signal transduction, basic system; Block 7 covers the endocrine system, Block electrophysiology, and muscle physiology; Block 8 covers reproduction, and; Block 9 covers the 2 covers the nervous system; Block 3 covers the physiology of everyday life. Grading in the course cardiovascular system, and; Block 4 covers the will be based on performance on multiple choice/ respiratory system. Grading in the course will short essay examinations administered at the end be based on performance on multiple choice/ of each block with each examination weighted short essay examinations administered at the end according to the number of lectures contained in of each block with each examination weighted that block. Coreq: PHOL 482. according to the number of lectures contained in that block. PHOL 498. Physiology and Biophysics Departmental Seminar. 1 Unit.

Weekly one-hour reviews by invited speakers of their research. Students present literature reviews or summaries of their research.

PHOL 505. Laboratory Research Rotation. 3 Units.

One-semester experience in a selected faculty research laboratory designed to introduce the student to all aspects of modern laboratory research including the design, execution and analysis of original experimental work. Recommended preparation: Consent of instructor and scheduled laboratory. Case Western Reserve University 119

PHOL 512. Skeletal Biology. 3 Units. PHOL 522. Special Topics in Cardiac Electrophysiology. 3 Units. This is an advanced graduate level course for students interested in the morphogenesis, structure, Introduction to current topics in cellular cardiac function, and maintenance of the skeletal system electrophysiology and cardiac ion channel structure, taught jointly by faculty from Case Western Reserve function, and regulation. The format includes University (CWRU), Cleveland Clinic Foundation informal lectures as well as student presentations (CCF), and the Northeastern Ohio Universities and class discussion of current literature. College of Medicine (NEOUCOM). It will meet twice per week for 90 minutes per session. The format will include an overview of the topic by the PHOL 530. Technology in Physiological responsible faculty, followed by a discussion of Sciences. 3 Units. important papers on the topic. The students will be expected to discuss the papers for each session This lecture/discussion/journal course focuses and grading will be based on those discussions. on techniques in the physiological sciences. The intent of the course is to enable students to Topics include spectroscopy, microscopy, and understand the important problems in skeletal electrophysiology. The theory and practice are biology and both classical and modern approaches covered with an emphasis on examples taken from for solving them. the scientific literature.

PHOL 513. Structural Journal Club. 1 Unit. PHOL 537. Microscopy-Principles and Applications. 3 Units. Current topics of interest in structural biology, and protein biophysics. Offered as PHOL 513 and This course provides an introduction to various PHRM 513. types of light microscopy, digital and video imaging techniques, and their applications to biological and biomedical sciences via lectures PHOL 514. Cardiovascular Physiology. 3 Units. and hands-on experience. Topics covered include geometrical and physical optics; brightfield, The goal of this course is to provide the student darkfield, phase contrast, DIC, fluorescence with a solid foundation in cardiovascular physiology and confocal microscopes; and digital image and pathophysiology. The course will begin by processing. Offered as GENE 537, MBIO 537, and providing a solid foundation in the structure, PHOL 537. phenotype and function of cardiac and vascular muscle. In addition, electrophysiology and metabolism will be addressed. Both basic PHOL 601. Research. 1 - 18 Unit. physiology and more advanced topics, such as pathophysiology, will be covered using a journal Cellular physiology laboratory research activities club format. (Twice weekly; 1.5hrs/class.) Student that are based on faculty and student interests. participation is required. PHOL 610. Oxygen and Physiological Function. PHOL 519. Cardio-Respiratory Physiology. 3 3 Units. Units. Lecture/discussion course which explores the This course is designed to integrate systemic, significance and consequences of oxygen and cellular and molecular aspects of cardio-respiratory oxygen metabolism in living organisms. Topics systems in physiological and pathophysiological to be covered include oxygen transport by blood states. The course requires prior knowledge of tissues, oxygen toxicity, and mitochondrial basic physiology of the cardiovascular systems. metabolism. Emphasis will be placed on Extensive student participation is required. mammalian physiology with special reference to Instructors provide a brief overview of the topic brain oxidative metabolism and blood flow as well followed by presentation and critical appraisal of as whole body energy expenditure and oxidative recent scientific literature by students. stress related to disease. Offered as ANAT 610 and PHOL 610.

PHOL 651. Thesis M.S.. 1 - 18 Unit. 120 School of Medicine

PHOL 701. Dissertation Ph.D.. 1 - 18 Unit.

Prereq: Predoctoral research consent or advanced to Ph.D. candidacy milestone. Case Western Reserve University 121

Doctor of Medicine (MD)

content and appropriateness of the educational Programs Leading to MD program and curriculum leading to the MD degree. The faculty elects the majority of the members Today, applicants can choose from three paths to of the Committee on Medical Education; student obtain a medical degree at Case Western Reserve representatives also serve on this committee and its University: the University Track, the College Track curriculum councils. (Cleveland Clinic Lerner College of Medicine of Case Western Reserve University), and the Medical The operational responsibility for the medical Scientist Training Program. Students in all three curriculum is invested in curriculum councils that programs: report to the Committee on Medical Education. There are five Curriculum Councils: (a) the • are introduced to clinical work and patients Curriculum Monitoring Council (University track), almost as soon as they arrive on campus. (b) the Medical Science Education Council (University track), (c) the Clinical Curriculum • learn medicine using an integrated, organ Council (University track), (d) the Curriculum system-based approach. Steering Council (College track), and (e) the Joint Clinical Oversight Group. These councils are • are treated as junior colleagues by faculty responsible for the strategic planning, content, members. design, selection of teaching leadership, and oversight of the curriculum, student assessment • are taught the science of medicine infused with and program evaluation. the skills of communication and compassion.

• learn how to learn, a skill they will call on throughout their careers in the quickly changing Expectations for Personal and field of medicine. Professional Characteristics

Educational Authority Students are evaluated on knowledge base, clinical skills and professional behavior and attitudes. The Governance of the educational programs leading following characteristics are evaluated throughout to the medical degree resides in the Faculty the medical curriculum, and students are expected of Medicine. Each class of students selects to adhere to these standards in both their academic representatives who become voting members and personal pursuits: of the Faculty of Medicine. The faculty of the School of Medicine is responsible for the content, Interpersonal relationships: Provides supportive, implementation and evaluation of the curriculum. educational and empathetic interactions with The dean of the School of Medicine serves as its patients and families, and is able to interact chief academic officer with overall responsibility effectively with "difficult" patients. Demonstrates to the university for the entire academic program. respect for and complements roles of other The vice dean for education and academic affairs professionals, and is cooperative, easy to work carries the dean’s academic and administrative with, commanding respect of the health care team. authority and has direct supervisory responsibility Initiative: Independently identifies tasks to over the units that lead and support the curriculum. be performed and makes sure that tasks are The faculty’s Committee on Medical Education completed. Performs duties promptly and efficiently, (CME) evaluates, reviews and makes and is willing to spend additional time, assume new recommendations concerning overall goals responsibilities, and able to recognize the need for and policies of the School’s medical education help and ask for guidance when appropriate. program which includes the University and College Dependability: Completes tasks promptly and well. tracks. Acting for the faculty, the Committee on Present on time and actively participates in clinical Medical Education is responsible for 1) the formal and didactic activities. Always follows through and approval and adoption of the School’s educational is exceptionally reliable. program objectives and ongoing monitoring to ensure that the objectives serve as guides for Attitude: Is actively concerned for others. Maintains establishing curriculum and provide the basis a positive outlook toward assigned tasks. for evaluating program effectiveness; 2) the Recognizes and admits mistakes. Seeks and review class cohort performance in each track’s accepts criticism, using it to improve performance. competencies; and 3) the evaluation of the overall 122 School of Medicine

Integrity and honesty: Demonstrates integrity. Is jurisdictions establishes its policies, eligibility and honest in professional encounters. Adheres to requirements for the practice of medicine within its professional ethical standards. boundaries pursuant to statutory and regulatory provisions. The degree of doctor of medicine Tolerance: Demonstrates exceptional ability to awarded by Case Western Reserve University is accept people and situations. Acknowledges her or an academic degree and does not provide a legal his biases and does not allow them to affect patient basis for the practice of medicine. care. Function under stress: Consistently maintains professional composure and exhibits good clinical The Electronic Curriculum judgment in stressful situations. Appearance: Always displays an appropriate The School of Medicine has developed an professional appearance. integrated electronic curriculum for all four years of the medical curriculum that contains a list of learning objectives as well as the resources that allow the students to achieve the objectives. Graduation These resources include references to traditional textbooks and journal articles, original textual A medical student who has satisfactorily met the material, PowerPoint files, illustrations, animations, standards and achievement levels for the core videos, audio files, and links to Internet-based competencies of the medical school track in which learning resources (including original journal articles he or she is enrolled may be granted the degree in electronic format). These resources are made of doctor of medicine (M.D.) by Case Western available on the Internet by an NT/Internet server Reserve University, provided that: system. 1. He or she has been registered at Case Students have access to the Internet and the Western Reserve University School of electronic curriculum from their assigned personal Medicine for at least four academic years, desks via fiber optic Ethernet connection to or has transferred to the University Track CWRUnet and via wireless access when away from after two years at another accredited medical their desks. school.

2. The Committee on Students for the University Track or the Medical Student Promotions Medical Student and Review Committee for the College Track approves his or her record of performance, Organizations and the faculty recommends him or her to the trustees for graduation. The list of organizations and activities available to medical students continually evolves to 3. He or she has discharged all financial reflect the interests of current students. http:// obligations to the university and to the track in casemed.case.edu/csr/organizations.html which he or she is enrolled. 4. He or she has taken the U.S. Medical Admission Licensing Examination (USMLE) Steps 1 and 2 and the USMLE Step 2 Clinical Skills Examination, and has obtained a There are three paths to a medical degree at Case minimum passing score on the examinations Western Reserve University School of Medicine: as determined by the USMLE Composite the University Track, the Cleveland Clinic Lerner Committee. The requirements for graduation College of Medicine of Case Western Reserve of any class may be altered by action of the University (College Track), and the Medical faculty of the School of Medicine. Scientist Training Program (MSTP). Inquiries about admission and application should be addressed to the appropriate office: Licensure

Licensure to practice medicine in the United States and its territories is a privilege granted by the individual licensing boards of the states and territories. Each licensing board of the individual Case Western Reserve University 123

Office of Admissions-University Track Admissions Criteria School of Medicine, 10900 Euclid Avenue, Cleveland, Ohio 44106-4920 Although academic credentials are important in the admissions process, high grades and a high score Phone: 216-368-3450 or casemed- on the MCAT are not the only criteria for admission. [email protected] Just as important are interpersonal skills, exposure to medicine, well-roundedness and qualities such as professionalism, empathy and leadership ability. Offices for Medical Education- The School of Medicine includes a widely diverse College Track student body.

Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, 9500 Euclid Academic Requirements Avenue NA21, Cleveland, Ohio 44195 In order to understand modern biomedical Phone: 216-445-7170 or 866-735-1912 or information, you must have a solid foundation in the [email protected] basic sciences. At a minimum, you should engage in the following coursework: • Biology - Students ordinarily satisfy this Medical Scientist Training requirement if they’ve taken a one-year Program biology course, including lab, that stresses molecular and quantitative concepts. Courses in School of Medicine taxonomy, botany and ecology will not satisfy this Case Western Reserve University,10900 Euclid requirement. Avenue, Cleveland, Ohio 44106-4936 • General/Inorganic and Organic Chemistry Phone: 216-368-3404 or [email protected] - Students normally meet this requirement if they’ve completed a one-year course in basic chemistry with lab and a one-year course in Getting Started organic chemistry with lab. • Basic Physics- Students generally satisfy this Students wishing to apply to any MD program at requirement if they’ve taken a one-year course in the School of Medicine must initiate the process on physics with lab. the internet through the American Medical Colleges Application Service (AMCAS). Visit AMCAS (https:// • Writing skills- Students typically meet this www.aamc.org/students/applying/amcas/) to learn requirement if they’ve taken one semester of more about the medical school application process. an introductory course in expository writing. The committee will consider other courses that required extensive writing, however. Admissions Process • Biochemistry- A course in biochemistry is required of all students applying to the After the American Medical College Application Cleveland Clinic Lerner College of Medicine Service (https://www.aamc.org/students/applying/ Program. It is not required (although highly amcas/) (AMCAS) receives an applicant’s electronic recommended) for those applying to the application, he or she receives an e-mail directing University Track and MSTP . him or her to the CWRU School of Medicine online secondary (final) application where the applicant • Calculus - One year of college Calculus is can designate to which MD track(s) they wish to required for students applying to the Medical apply. Applicants should complete this secondary Scientist Training Program. application as instructed. After the applicant has submitted the secondary application and all supporting materials, the appropriate admissions If these pre-requisites were not fulfilled at an committee will review the information and decide accredited, four-year, degree-granting American whether to invite the applicant for an interview. After or Canadian college or university, you should be the interview, the committee will decide whether to prepared to take at least 1 year of challenging, extend an offer of admission. Applicants are notified of the committee’s decision no later than May 1. 124 School of Medicine

upper level sciences at one of these institutions Also, the University Track offers a number of merit prior to application. scholarships annually to each class though its Dean’s Scholars program and David Satcher, If all science pre-requisites were taken at a MD, PhD-Rubens Pamies, MD Minority Student community college we strongly recommend that Scholarship program. These scholarships, which you take at least of year of upper-level sciences vary in annual amounts are awarded for up to from an accredited four-year degree granting four years for selected students. Application for university within the United States or Canada. If a the scholarships is by invitation of the admissions few science pre-requisite courses were taken at a committee. Recipients are students with records of community college we will evaluate them on a case- exceptional academic and personal achievement. by-case basis. ______AP credits are acceptable for physics and general chemistry. They are not acceptable for organic chemistry or biology. If a student does have AP biology credits, they must complete two upper To Those Currently in College level biology courses to satisfy the premedical requirements. The admissions committee gives preference As an undergraduate, students should pursue to candidates who will have completed the a major in a subject of their own choosing; requirements for a bachelor of arts or bachelor of they should not structure their undergraduate science degree before entering medical school. experiences in an attempt to sway the medical Most accepted candidates rank in the top one-third school admissions committee. Most applicants of their classes, and a large proportion of them to medical school, however, are chemistry or have outstanding scholastic records. biological science majors. The committee’s main considerations are the ______overall quality of college performance and general ability and potential. In most instances, applicants are given priority if they have completed all minimum academic requirements and have taken Financial Aid the MCAT by the time they submit their AMCAS applications. Although no special emphasis is About 70 percent of the university’s medical placed on the applicant’s major / field of study, the students receive some financial aid based strictly committee strongly favors the concept of a broad, on financial need. It’s impossible to provide precise general college education. figures on financial aid before each specific Students who have been out of college a year or situation is completely analyzed, but here is a more: description of the general aspects of the process: Those who have been out of college for a year or The School of Medicine adheres to the unit loan more are encouraged to apply. Approximately half concept used by most private medical schools. of the students at the School of Medicine have a Under this concept, if a student qualifies for year or more between the time they graduate from financial aid, he or she is expected to obtain a college and the time they enter medical school, specific portion of his or her support from outside and about 10 percent of them begin medical school sources such as a Federal Direct Loan, savings and when they are 30 years old or older. family. Once the student obtains this amount, the remaining aid would be provided through School of Those two or more years removed from full- Medicine resources, up to the amount determined time college course work should plan to take to be his or her reasonable need. The school’s challenging, advanced-level (junior-, senior- or contribution would be a combination of loan and graduate-level) courses in the biological sciences to scholarship, with the exact ratio determined by the prepare for entry. student’s particular circumstances. All students within the College Track receive full scholarship covering tuition and fees. Programs Overview of the University such as the Medical Scientist Training Program, Track the MD/PhD in health services research program, and others offer financial support for participants. For more information, see other entries in this The University Track curriculum always has publication and contact the specific program. reflected the most current educational principles, practices, and knowledge.. In the 1950s the School of Medicine was the first to introduce the organ systems approach to teaching the basic sciences. Case Western Reserve University 125

In July 2006, the University Track launched the research and scholarship and complete an MD Western Reserve2 Curriculum (WR2) to develop thesis prior to graduation. a learner-centered and self-directed curriculum framework and implement dynamic small group Electronic resources make the most of classroom learning teams. Students learn in an environment time while improving opportunities for self- that fosters scientific inquiry and excitement. The directed learning and capitalizing on the innovative School prepares students for the ongoing practice technology available at Case Western Reserve of evidence-based medicine in the rapidly changing University. healthcare environment of the 21st century. A key component of the University Track is the The WR2 Curriculum has high expectations for unscheduled time on Thursday mornings and self-directed learning, and seeks to train physician weekday afternoons. Students use this time for scholars who are prepared to treat disease, self-directed learning as well as to pursue a joint promote health and examine the social and degree, take electives, participate in interest behavioral context of illness. It interweaves four groups, shadow a practicing physician, or become themes - 1) research and scholarship, 2) clinical active in student organizations. mastery, 3) teamwork and leadership, and 4) civic Each student in the University Track is a member professionalism and health advocacy to prepare of one of the following advising societies: Emily students for the ongoing practice of evidence- Blackwell Society, Frederick Robbins Society, based medicine in the rapidly changing healthcare David Satcher Society, or Joseph Wearn Society. environment of the 21st century. Each society is headed by an advising dean, Scholarship and clinical relevance are the who helps the students navigate the curriculum, benchmarks for learning, and clinical experiences advises them on residency and career planning, and biomedical and population sciences education and writes their dean’s letters. The society deans are integrated across the four years of the hold regularly scheduled small group and individual curriculum. The WR2 Curriculum also creates meetings with the students. The society deans are an independent, educational environment where all members of the faculty of the School of Medicine learning is self-directed and where student and participate actively in the educational programs education primarily occurs through: of the school. Some aspects of the curriculum are coordinated through the societies. 1. facilitated, small-group student-centered discussions

2. large group interactive sessions such as Team- The University Track in Detail Based Learning or didactic sessions that offer a framework or synthesis The Western Reserve2 Curriculum (WR2) has high expectations for self-directed learning, and seeks to 3. interactive anatomy sessions train physician scholars who are prepared to treat disease, promote health and examine the social 4. clinical skills training and behavioral context of illness. It interweaves 5. patient-based activities four themes of research and scholarship, clinical mastery, teamwork and leadership, and civic professionalism and health advocacy, to prepare Clinical experiences begin in the first week of students for the ongoing practice of evidence- the University Track when students participate in based medicine in the rapidly changing healthcare community-based health care field experiences. In environment of the 21st century. the second month of medical school, students begin the Rotating Apprenticeship in Medicine Program Scholarship and clinical relevance are the (RAMP). This program involves students in several benchmarks for learning, and clinical experiences patient care settings. In January of the first year, and biomedical and population sciences education the Community Patient Care Preceptorship are integrated across the curriculum. The (CPCP) rotations begin. Each student works with WR2 Curriculum also creates an independent, a community physician one afternoon a week for 3 educational environment where learning is self- months. directed and where student education primarily occurs through: Research and Scholarship begin early in the curriculum with special sessions led by faculty 1. facilitated, student-centered learning teams engaged in cutting edge research. In the summer following year one, the majority of students engage 2. large group interactive sessions such as Team- in summer research opportunities. All students Based Learning or didactic sessions that offer participate in a mentored 16-week experience in a framework or synthesis of a concept area 126 School of Medicine

3. interactive anatomy sessions 7. Every student has an in-depth mentored experience in research and scholarship. 4. clinical skills training 8. Recognizing the obligations of physicians 5. patient-based activities to society, the central themes of public health, civic professionalism and teamwork & leadership are woven through the curriculum. Education throughout the Four Years Is Centered on: 9. The systems issues of patient safety, quality medical care, and health care delivery are 1. Fostering experiential and interactive learning emphasized and integrated throughout the in a clinical context; curriculum.

2. Stimulating educational spiraling by revisiting 10. Students acquire a core set of competencies concepts in progressively more meaningful in the knowledge, mastery of clinical skills and depth and increasingly sophisticated contexts; attitudes that are pre-requisite to graduate medical education. These competencies are 3. Promoting integration of the biomedical and defined, learned and assessed and serve as population sciences with clinical experience; a mechanism of assessment of the school’s success. 4. Transferring concepts and principles learned in one context to other contexts; Curricular Composition 5. Enhancing learning through deliberate practice, or providing learners with direct observation, The four years of the WR2 Curriculum are divided feedback, and the opportunity to practice in into four major components, each of which focuses both the clinical environment and in the CWRU on health as well as disease. School of Medicine’s Mt. Sinai Skills and Simulation Center. Foundations of Medicine and Health The Western Reserve2 Curriculum has 10 Guiding Principles: This component is made up of six curricular blocks.

1. The core concepts of health and disease The first block – Becoming a Doctor - is five weeks prevention are fully integrated into the in duration, and gives students an understanding of curriculum. population health and the doctor’s role in society. Typically students begin their medical education 2. Medical education is experiential and by studying basic science at the molecular level, emphasizes the skills for scholarship, critical and are often not fully aware of the relevance that thinking, and lifelong learning. this knowledge has in their future education as physicians or how it relates to the actual practice 3. Educational methods stimulate an active of medicine. This curricular block focuses on interchange of ideas among students and how physicians can act as advocates for their faculty. patients in the health care system; how social and environmental factors impact health; and 4. Students and faculty are mutually respectful the importance of population health. Medical partners in learning. students participate in an Extensive Care Unit, an experiential, longitudinal, service learning project 5. Students are immersed in a graduate school intended to introduce them to key population health educational environment characterized by concepts including epidemiology, biostatistics, flexibility and high expectations for independent community assessment, health risk behavior, and study and self-directed learning. social-environmental determinants of health. 6. Learning is fostered by weaving the scientific The next five blocks in the Foundations of Medicine foundations of medicine and health with clinical and Health are comprised of basic science experiences throughout the curriculum. These education complemented by clinical immersion scientific foundations include basic science, experiences, early contact with patients in clinical clinical science, population-based science, and preceptorships and simulated clinical experiences. social and behavioral sciences. Subject matter is integrated across entire biological systems, which permits faculty in the different disciplines to leverage teaching time to convey Case Western Reserve University 127

content and concepts common to their disciplines. (which can be taken at any point from March of Content is divided into the following blocks: the second year onward), students acquire the intellectual tools needed to formulate research • The Human Blueprint: Comprised of endocrine, questions, critically assess scientific literature and reproductive development, genetics, molecular continue the life-long pursuit of learning that is biology, and cancer biology. a critical aspect in the careers of all physicians and physician/scientists. The research project • Food to Fuel: Encompasses gastro-intestinal culminates in a thesis, which is written in the system, nutrition, energy, metabolism and format of a manuscript of the leading journal in the biochemistry. particular area of interest. • Homeostasis: Includes cardiovascular system, pulmonary system, renal system, cell regulation, and pharmacology. Clinical Experiences

• Host Defense and Host Response: Focuses on The clinical curriculum cuts across all four years of host defense, microbiology, blood, skin, and the the medical school curriculum, and can be divided auto-immune system. into three areas of involvement:

• Cognition, Sensation and Movement: 1. Foundations of Clinical Medicine: Comprised of neurosciences, mind, and the This segment of the clinical curriculum runs musculoskeletal system. longitudinally through the Foundations of Medicine and Health and seeks to develop a broad range of clinical and professional capabilities. FCM develops Several themes stretch longitudinally across these the necessary skill sets through 4 separate, but blocks, including anatomy, histopathology and integrated programs: radiology, as well as clinical mastery. Teamwork, interprofessional collaboration and bioethics are • Tuesday Seminars: Course continues the theme likewise incorporated longitudinally. of “doctoring” begun in Block 1 through the Year 1 and Year 2 curriculum. Topics examined Blocks 2-6 follow a common pattern. Each block include the relationship between the physician has a Clinical Immersion Week and each has a and the patient, the family and the community; Reflection and Integration Week. During the Clinical professionalism; healthcare disparities; Immersion Week, students leave the classroom cultural competence, quality improvement; law and enter the clinical setting to see the relevance of and medicine; medical error/patient safety, the basic science they have been studying as the development of mindful practitioners and end of concepts are used in the setting of patient care. life issues. The Reflection and Integration week is the final week of blocks 2-6. During this week, no new • Communications in Medicine: Course is material is introduced. Learning activities are comprised of seven workshops running through planned to help students spiral back to concepts Year 1 and Year 2 that focus on the range of introduced earlier in the block by presenting these skills needed for effectively talking with patients concepts again, sometimes in new contexts, and including the basic medical interview, educating now integrated with other concepts previously patients about a disease, counseling patients for learned. End of block assessment takes place health behavior change, and presenting difficult during the reflection and integration week. news and diagnosis.

• Physical Diagnosis: Course runs throughout Research and Scholarship Year 1 and Year 2 and includes: Physical Diagnosis 1 introducing the basic adult exam The WR2 Curriculum is in concert with CWRU’s to Year 1 students for one session per week emphasis on research and scholarship to for eight weeks, Physical Diagnosis 2 in depth encourage student career development in the areas regional exams in various formats during Year of clinical investigation and population research. 1 and Year 2, and Physical Diagnosis 3 in Year The practice of medicine is becoming increasingly 2 where students spend five session doing evidence and science-based, and research teaches complete histories, physicals and write ups on students a way of framing questions and developing patients they see in an in-patient setting. an approach to answering them. The focus on research and scholarship provides medical students with opportunities to pursue individualized areas • Patient-based Programs: RAMP: Rotating of interest in great depth. Through this 16-week, Apprenticeships in Medical Practice is a Year mentored experience in research and scholarship 1 course where students rotate through patient 128 School of Medicine

care encounters in multiple settings. This course MetroHealth, CCF, and Kaiser for Basic Core is designed to expose students to various 2 only) for an entire 8-16 week experience, clinical settings to enhance observational and facilitating meaningful educational relationships reflection skills in the context of the doctor/patient and support. relationship and the role of physicians in society. CPCP: Community Patient Care Preceptorship • Advanced Core Rotations: These consist of during either Year 1 or Year 2 students spend 2 separate, required 4-week rotations that can 11 afternoons in a community physician’s office be completed in any order at any of our partner developing and reinforcing medical interviewing, hospitals. The domains for these experiences are physical exam and presentation skills (written and Aging and Society and Undifferentiated/Emergent oral) with ongoing mentorship from a preceptor Care. All rotations in a domain share the same and an innovative online curriculum. learning objectives, but the specific content varies from site to site depending on clinical and educational strengths. These rotations can be 2. Core Clinical Rotations: accomplished any time during the 3rd and 4th year. In all Core Clinical Rotations, students experience both breadth and depth in clinical care, and clinical experiences are developmental, with opportunities 3. Advanced Clinical and Scientific Studies to reinforce, build upon, and transfer knowledge and skills. Clinical learning is also integrated across Advanced clinical and scientific studies provide disciplines whenever possible, and the roles of students with flexible learning opportunities that basic science, civic professionalism, scholarship, support ongoing professional development and and population health in clinical care are evident residency preparation and planning: throughout the clinical curriculum. Students • Two Acting Internships are required: one in likewise have patient care responsibilities that are Internal Medicine, Surgery, Pediatrics, or progressive in sophistication and increasing in Inpatient Family Medicine, and one in an area of amount as their level of clinical skill and knowledge student choice. increases, and all core clinical competencies are addressed and assessed using common methods • One Acting Internship and all electives can applied at the clinical sites at which rotations occur. potentially be done outside of the CWRU system. • Basic Core Rotations: Beginning in March of their second year, students have the opportunity • Students are encouraged to augment their to begin their core clinical rotations. These interest in scholarship through rotations and rotations are organized in blocks of that integrate activities that focus on sciences basic to medicine core specialties in at one site for 8 or 16 weeks. as well as clinical rotations. Basic Core 1 combines Internal Medicine and Surgery for 16 weeks, Basic Core II combines Evaluation and Assessment Pediatrics, Family Medicine, and OB/Gyn for 16 weeks, and Basic Core 3 combines Neuroscience Student assessment in the WR2 Curriculum is and Psychiatry for 8 weeks. Each of these designed to accomplish three goals: clinical rotations is offered at all of the School of Medicine’s hospital affiliates (including University 1. drive the types of conceptual learning and Hospitals of Cleveland, the Cleveland Clinic scientific inquiry that are goals for the WR2 Foundation, MetroHealth Medical Center and the Curriculum Louis Stokes VA Medical Center), and the Basic Core 2 rotation is also offered as a longitudinal 2. assess whether students have attained the integrated clerkship at Kaiser Permanente. level of mastery set for each phase of the curriculum

These Core Clinical Rotations, launched in 3. prepare students for medical licensure July 2006 and modified in 2009, represent an integrated approach to clinical education that is shared by students from both the University These three goals are accomplished through and College tracks of the Medical School. multiple assessment methods. Students engage in clinical learning with basic science correlation through patient-based 1. Independent study and inquiry are hallmarks of experiences that are developmental and WR2 through assessment strategies that are provide opportunities to acquire, reinforce, formative, focus on the synthesis of concepts, build upon, and transfer knowledge and skills. and promote student responsibility for the In the Basic Cores, students are based one of the four affiliated healthcare systems (UH/VA, Case Western Reserve University 129

mastery of skills and material. The following longer throughout the Foundations of Medicine assessments are used in Foundations of and Health. The final CAT reflects material Medicine and Health: across all curriculum blocks. These formative tests enable students to gain perspectives on 2. Assessment of students’ participation in weekly their overall progress and preparedness for the Case Inquiry (IQ) groups by faculty facilitators, USMLE Step 1. utilizing observable behavior anchors and focusing on contributions to team process 8. Student progress in Foundations of Clinical and content, critical appraisal skills, and Mastery is measured by small group facilitator professional behaviors. assessment in the Seminars of Clinical Practice, direct observation of skills, preceptor 3. Synthesis Essay Questions (SEQs). Weekly, evaluation of patient-based activities, and formative, open book concept reasoning OSCE examinations. exercises in which students are given a brief written clinical scenario and asked to explain 9. Personal Learning Plan. During the Block, a clinical phenomenon and its basic science students review learning objectives and reflect underpinnings. Throughout a teaching block, on their learning, identifying their strengths students complete SEQs at the end of each and areas for further study. A reflective essay week. They compare their own answers to an is completed that links to pieces of evidence, ‘ideal’ answer and receive feedback from their accumulated throughout the block, to support IQ group facilitator. areas of strength and areas for further growth that have been identified. Students, working 4. Summative Synthesis Essay Questions with their Society Deans develop a plan for (SSEQs), or exercises that measure what further learning. students know at specific points in their education, are closed book exercises with approximately 5 clinical vignettes that take The WR2 Curriculum provides students with a an estimated 3-4 hours to complete. These focused education that that is faculty directed SSEQs are based on the synthesis essays and student centered. Classroom hours are students have been assigned throughout the limited. The content of WR2, organized across block. In the final week of the block SSEQs biological systems, provides students with an present concepts from previous exercises in integrated view of medicine and health and an new contexts and require concept integration. understanding of how the basic sciences and These summative exercises are scheduled at clinical practice relate to one another. The flexibility the end of each large teaching module (every of WR2 permits students to explore in depth an 3-4 months) and are graded by faculty. area of interest to them alongside a mentor. The curriculum places great emphasis on the social and 5. Structure Practical Exercises. These behavioral context of health and disease as well as assessments occur in the final week of blocks on population medicine which will prepare students 2-6 and assess anatomy, histo-pathology to face the emerging challenges of today’s health and radiology through clinical scenarios and care system. questions that require anatomic localization and histo-pathologic identification.

6. Self-Assessment Multiple Choice Questions Assessment for Promotion and (MCQs). Throughout each 12 week teaching Graduation block students are required to complete MCQs. These are drawn from the School of Medicine’s The faculty of the School of Medicine is charged extensive bank of questions which are mapped with assessing student performance, including to learning objectives for the block. Students knowledge, skills and personal characteristics that use these MCQs throughout the block as a are important qualities of a responsible, competent study aid and method of self-assessment. and humane physician. This responsibility is delegated by the faculty to the Committee on 7. Cumulative Achievement Tests (CAT). At the Students, a standing committee of the faculty of end of each block, students complete a secure medicine, with a majority of its members faculty- formative MCQ achievement test, based on elected. content covered in the current teaching block as well as on content from each previous The Committee on Students reviews the block. These exams are designed utilizing performance of every medical student in the test question resources available through University Track during each of the four years, the National Board of Medical Examiners determines each student’s continuing status (NBME). Tests will become progressively as a student in the school, and recommends candidates for graduation. The committee reviews 130 School of Medicine

a medical student’s total performance, which includes the usual indices such as formal grades The College Track in Detail and assessments, as well as the professional attitudes and behavior manifested by the student. Training the Physician Medical education entails the mastery of didactic, Investigators of Tomorrow: A theoretical, and technical matters as well as the demonstration of appropriate professional Synopsis of the Program and interpersonal behavior, sensitivity, sense of responsibility and ethics, and the ability to Recognizing the critical shortage of physicians comport oneself suitably with patients, colleagues engaged in research, the College Track offers and co-workers. To be eligible for promotion an educational program that provides medical and graduation, students must complete the students with the necessary skills and knowledge requirements and perform satisfactorily in all to enter academic residencies and pursue components of the curriculum. Medical students successful careers as basic, translational or in the University Track are graded "satisfactory" clinical investigators and expert doctors – without or "identified for remediation" in the first two years requiring them to complete an advanced degree and as "honors"/ "commendable"/ "satisfactory"/ in addition to the MD. Graduates are expected "unsatisfactory"/ "incomplete" in the clerkships to be scientifically inquisitive, to be life-long of the third and fourth years. There is no class learners, to be independent thinkers with excellent ranking. teamwork skills, to have broad-based research knowledge as well as strong clinical acumen, Medical students must obtain a passing score on and to be reflective practitioners of medicine the United States Medical Licensing Examination and science who take a critical approach to self- (USMLE) Step 1, Step 2 Clinical Knowledge (CK) assessment and self-improvement. All three and Step 2 Clinical Skills(CS) to be eligible for components of the curriculum – basic science, graduation. clinical and research– in addition to the advising and assessment processes have been created to support the development of these attributes in our Overview of the College Track medical students. The basic science curriculum applies adult The Cleveland Clinic Lerner College of Medicine learning principles, building on problem-based (CCLCM) is a distinct track within the School of learning (PBL) to create an early link between Medicine. In 2002, Cleveland Clinic and CWRU clinical problems and basic science learning and formed an historic partnership to collaborate in to help students develop their skills in hypothesis education and research through creation of the generation, critical thinking, self-identification CCLCM. As stated in the affiliation agreement of learning objectives, oral presentation and between the two institutions, “the principal teamwork. Almost all faculty-student contact time purpose and educational mission of the College involves some form of active learning – graduate shall be to attract and educate, in specially school-style seminars and problem sets rather designed programs, a limited number of highly than lectures, case-based anatomy sessions qualified persons who seek to become physician using prosections and cross-sectional images investigators and scientists who will advance rather than full cadaver dissections, interactive biomedical research and practice.” To achieve this lab sessions rather than demonstrations, and mission, the CCLCM selects students with a desire journal clubs. To support this educational model, to pursue careers as physicians and researchers, curriculum schedules provide extensive time for educates them to be excellent doctors, nurtures independent study. The basic science curriculum their curiosity about science and medicine, provides is organ-system based, with the disciplines of them with substantive research experience and anatomy/embryology, biostatistics/epidemiology, core research skills, and offers financial support cell biology, histology, imaging, immunology, to ensure that excess debt does not preclude their pathology, pharmacology, physiology, infectious ability to follow careers in research and medicine. disease, oncology, genetics, evidence based medicine, bioinformatics and ethics designated as curricular threads woven through every organ- based basic science course and extending into the year 3-5 clinical curriculum. Learning objectives for the thread disciplines are used to determine the organ system curriculum structure in the first two years, with the goal of providing a logical, coherent two-year curriculum in each of these topics basic to medicine. Courses in Year 1 focus on normal human structure and function; in Year 2, courses Case Western Reserve University 131

focus on pathophysiology of disease. Later, in to an experienced basic or translational research Years 3 through 5, students revisit advanced basic preceptor who integrates the student into all science concepts in their core clinical rotations, activities in his/her lab and provides guidance and clinical electives, and College track specific pullout feedback to the student in such areas as working sessions. effectively with the lab team, research design, data analysis, and oral and written presentations The clinical curriculum begins in the fall of the of research. During the second summer, each first year contiguous with the first basic science student develops a similar relationship with an course in Year 1. At its foundation is a continuity experienced clinical researcher who includes the teaching and learning experience with a primary student as an active participant in one or more care preceptor and his/her patients throughout ongoing research projects. Students are exposed the first two years. Students spend one half-day to a broad range of basic, translational and clinical every other week in Year 1 and one half-day every researchers during the first two years – during the week in Year 2 with the same preceptor. During summer research blocks, during weekly research Year 1, students learn core clinical skills in doctor- seminars (Advanced Research in Medicine series), patient communications and physical diagnosis at Deans’ Dinners where they discuss research in sessions linked whenever possible to the basic careers with the speakers over dinner following a science courses (e.g., learning the cardiac and lung formal presentation of the speaker’s research, and exams during the Cardiovascular and Respiratory in class during basic science and clinical courses. Sciences course and the basic neurological exam Students then select a research advisor for the during the Neural and Behavioral Sciences course) master’s level research project on which they will and then practice those skills with real patients spend 12 to 15 months during the last three years in their preceptors’ offices on alternate weeks. of medical school. Once they have mastered the basics of the history and physical, they begin to apply their skills to The College uses a unique approach to student more complete evaluations of ambulatory patients assessment designed to enhance student learning with direct observation and feedback from their and to promote self-directed learning. There are preceptors. By the end of Year 2, students are no grades for any course or rotation, and no capable of performing a complete history and class ranking. Instead, each student is expected physical and confidently evaluating adults with to attain a defined level of achievement in each common outpatient problems. of 9 competencies. Seven of these defined competencies encompass the 6 core competencies In Year 2, students spend a second half-day each defined for all US graduate medical education week in sessions focused on building advanced programs accredited by the ACGME (Accreditation clinical skills or clinical activities designed to Council for Graduate Medical Education) as well complement concomitant basic science systems as research and personal development. Starting topics (e.g., a session in the Diabetes Clinic during on the first day of medical school, students begin the week devoted to learning about Diabetes). The collecting evidence of their progress in achieving other key component of the clinical curriculum in the standards in each of the 9 competencies and Years 1 and 2 is the weekly Foundations of Clinical reflecting on how the evidence demonstrates their Medicine Seminar Series. This course focuses development as doctors and researchers – the two on principles of leadership and their application interrelated professional roles for which they are to medical practice, professionalism and ethics, preparing. health care systems, population medicine, and provides a setting for students to reflect on their One of the principles of the College is that experiences and observations of the health care assessment drives learning – that a curriculum system. In Years 3 through 5, students in CCLCM designed to foster self-directed learning and participate in the same core clinical experiences achievement of competencies is ineffective if as students in CWRU’s University Track. Friday assessment focuses on what the “teacher” said afternoon sessions in Years 3-5 bring CCLCM in class and factual recall. Therefore the College students together regardless of clinical location and uses a student-centered, student-driven approach focus on program-specific topics in research and to assessment with strong support from faculty human values. members (the physician advisors) who know the students well and guide them as they develop skills During all five years there is close mentoring and self-confidence as self-directed learners. and advising relationships between students and faculty. To ensure this happens, at the beginning Students gather a broad range of types of evidence of medical school each student is assigned a over their five years of study and work as partners physician advisor who serves as the student’s with their physician advisors to review the evidence partner and guide in navigating and mastering the and their reflections, to create individual learning curriculum throughout all five years. Each advisor plans to address areas of relative weakness, has a limited number of students. In addition, and to tailor the curriculum to build on their areas during the first summer, each student is assigned of particular strength. Evidence of achievement 132 School of Medicine

and reflections on progress in their professional sequence of hypotheses, experiments, links to prior development are collected in electronic Student studies or other fields of investigation, serendipities, Portfolios and used to document readiness for successes and failures that lead to new research promotion and graduation from the program. By findings. ARM 1 also helps students appreciate training our students in accurate self-assessment the interaction between basic and clinical research and developing their reflective ability, we intend – how basic science discoveries translate into to send them out of medical school already skilled changes in the clinical care of patients and how in the kind of independent, self-directed learning clinical observations or research findings result in habits that will be required of them as residents and new directions in basic science research. In ARM throughout the rest of their professional lives. 2, the Year 2 College students and the Year 2 Molecular Medicine PhD students join to participate in presentations which are linked to the basic science content each week but are more focused CCLCM’s Foundation: A on current research projects and development of Comprehensive Research well constructed research questions. The sessions Curriculum take on the format of a formal research presentation at a scientific meeting. Several times during the The research curriculum begins on the first day year the students are divided into four groups to of medical school with the basic and translational develop research hypotheses and design research research block and extends throughout all methods to evaluate the hypotheses. five years of the College Track. Every student participates actively in a “bench” project in the first Deans’ Dinners are held 3 times a year separately summer, prepares an oral presentation describing for the first and second year classes to provide the project in the format used at most scientific students the opportunity to attend a formal research meetings, and develops a mock research proposal seminar by a distinguished physician investigator, that extends the summer research project to the followed by dinner and an informal question and next research question. In addition, students learn answer period to learn how that investigator the basic principles of research design and data achieved success in his/her career. This is an analysis, ethics of the use of animals in research, opportunity to discuss different career options and and critical appraisal and interpretation of the pathways, the challenges of balancing research basic science research literature in a journal and clinical work, and approaches to balancing club. At the end of the summer students formally career and family or other interests. The goal is present their research project and findings to to provide role modeling as a supplement to the students and preceptors. Linked with the summer advising and mentoring systems in CCLCM, helping research curriculum is a core curriculum in basic students gain an early understanding of the various biochemistry, cell biology, molecular biology and approaches that can lead to successful careers in genetics. research for physicians. The second summer is devoted to clinical By the end of Year 2, each student has experienced research. Course work focuses on applied medical basic and clinical research first-hand, has met a biostatistics, clinical epidemiology including large number of investigators with different research appropriate design and analysis of various kinds of interests, has developed essential research skills, clinical research protocols, and ethical issues such and is ready to choose an advisor to supervise as human subjects protection including a discussion and support his/her research project. A Thesis of an Institutional Review Board (IRB) proposal Committee made up of the research advisor with members of the IRB. Each student participates and two or more additional faculty supervise actively in an ongoing clinical research project and approve the student’s research proposal, and writes an original clinical research protocol to progress, and final master’s level thesis that must extend the summer research project to the next be completed by February 15 of Year 5. research question, prepares an oral presentation The last three years of the curriculum are describing the proposed research protocol, and specifically designed to provide flexibility to formally presents this proposal at the end of the students in scheduling their research and clinical summer. rotations. Working together, the student, research During the remainder of Years 1 and 2, students advisor and physician advisor tailor the curriculum participate in Advanced Research in Medicine to the student. Students complete their research (ARM), a weekly series of highly interactive projects in one 12- to 15-month block of time. research seminars linked to the content of the basic Every student regardless of the overall schedule science courses. In Year 1 ARM 1 is designed to will continue to engage in clinical experiences at provide students opportunities for interaction with least one half-day per week during blocks devoted a wide range of successful investigators to help primarily to research – to ensure that students them understand the “process of discovery” – the maintain clinical skills and contact with patients, develop a deeper appreciation of the connection Case Western Reserve University 133

between advances in biomedical research and before class and self-assess their understanding patient care, and have the opportunity to reflect on of the readings. They then work together in class their ongoing development as both physicians and to solve complex problems related to what they researchers. have studied. Tuesday mornings are devoted to focused discussions and presentations related to Throughout all five years of medical school, the science topics discussed that week or introduce research topics are integrated with basic science students to key concepts in areas such as genetics, and clinical content. Learning objectives for oncology, and bioinformatics. problem-based learning (PBL) cases in the basic science courses include identifying the latest Students meet each Friday for a journal club advances in what is known about the basic science aimed at enhancing skills in critically assessing underlying a specific disease, with students the basic science research literature. Each week, encouraged by their facilitators to think about how two students present an article they choose with they could go about finding the answer. Some of their research preceptor that is related to their the core basic science concepts are learned from summer project. The other students are expected studying journal articles rather than textbooks, to read the articles carefully and come prepared so students appreciate the research that led with questions. Each presenter works with a faculty to current accepted basic science knowledge. facilitator to review the paper and presentation Evidence-based practice is emphasized in the before journal club. Using feedback from faculty clinical curriculum and students are expected to and other students on their presentations and on identify clinical questions for which the evidence is the questions they ask of others, students begin lacking and think about ways to obtain it. to hone their communication skills and develop confidence participating as speakers in this setting. The primary focus of the Year 1 Basic and Curriculum Timeline: Years 1 and 2 Translational Research Block is the summer research project. Students are assigned to Students begin Year 1 with a one week Orientation a summer research preceptor with attention in which they are formally welcomed to the to individual preferences for either specific profession of medicine by the Deans and their research areas or specific preceptors. An on-line physician advisors. The week includes individual compendium of research opportunities facilitates meetings with the student’s summer research student identification of preceptors. They are preceptor and physician advisor, an introduction expected to engage fully in all activities in the to the unique assessment system and the Student preceptor’s research group, such as special lab Portfolio, and an introduction to the summer meetings or journal clubs, in addition to working curriculum and its expectations. A White Coat on their defined project. At the end of week 1, Ceremony that commemorates the entry of all they submit a draft plan for their summer research students in both the CCLCM and University Tracks project and review it with their preceptor to set the into the CWRU School of Medicine highlights the expectations for the summer. During the summer week. students also develop a brief “mock” research The Basic and Translational Research Block proposal that extends their research project. At occupies the first 10 weeks of Year 1 and includes the end of week 5, they submit a draft outline of a course reviewing core concepts in cell biology, their brief research proposal. The final document is molecular biology and biochemistry. Scheduled due in week 9. During week 10, students present classes occur 4 days a week for 2 hours, with the their projects orally in the format used at many remainder of each day devoted to independent scientific meetings – a 10-minute presentation with study and hands-on experience in the lab of audiovisuals followed by 5 minutes for questions. the student’s summer research preceptor. This Thus, in addition to actually working on a “bench” block sets the stage for active learning in the project, students are guided by their preceptors in rest of the curriculum. Throughout the core basic developing a number of other key skills. Students science course and all the basic science courses, receive feedback from their preceptors, other each week has a conceptual “theme” within members of the lab team, and peers on their which more detailed learning objectives fall. All contributions in the lab and their written and oral assignments and scheduled activities are designed presentations. to help students master the core concepts for At the end of the summer, students schedule their the week. Mastery is defined as being able to first formal meeting with their physician advisors explain the concepts and to apply them to new to review the evidence in their Student Portfolios, or different problems or situations, rather than to discuss their reflections on their development simply “listing” all the factual details. Sessions in their new professional roles, and to review their for the core basic science course are held on learning plans to address any specific weaknesses Monday, Wednesday and Friday mornings and or gaps they have identified. They review feedback students are expected to study background material on their activities in small group and journal club, 134 School of Medicine

lab work, mock grant proposal, oral presentations anatomical structures that might be injured and their and scientific writing. This evidence is provided relationship to one another. by their summer preceptors, peers, and self- assessments of their mastery of the core basic Histology is also integrated into the basic science science concepts. Just as the interactive learning courses, with students using a computer based in class sets the stage for research and the rest of virtual microscopy system rather than a mechanical the curriculum, the first summer sets the stage for microscope to look at slides. This allows students student success in the unique assessment process not only to scan slides but also to see slide used in College tract. annotations and related gross and radiographic images. Specific learning objectives for histology Each week of the Year 1 and 2 basic science are included in PBL cases in addition to seminars courses is organized around a theme that devoted to histology. The goal is for students to provides a focus of learning for the students and understand the gross and histological structures of an opportunity to integrate when possible the each organ system in relation to its function, rather basic science, clinical, and research curriculum than as isolated anatomical facts. For example, components. For example, the theme of the on during the week in CRS1 devoted to the theme, week of the Gastrointestinal System 1 course is “The Heart as a Pump,” students learn the structure “Liver, Gallbladder, and Pancreas”. The Problem- and anatomical relationships of the 4 chambers Based Learning (PBL) case focuses on a patient of the heart and heart valves and the histological who takes an overdose of acetaminophen and appearance of myocardial cells while they are alcohol and subsequently develops liver failure. studying the physiological concepts of preload, Students learn normal liver function as they explore afterload and contractility. this case. (All PBL cases used in the curriculum are based on real cases at the Cleveland Clinic.) In addition to Anatomy/Embryology, Imaging, The case provides the frame work for the anatomy and Histology, the other “threads” in Year 1 and other seminar sessions which focus on liver, include cell biology, pharmacology, physiology, gallbladder and pancreas anatomy, histology, bioinformatics, evidence-based medicine, genetics, drug elimination, and genetics. Friday Advanced and ethics, building on the core concepts from the Research in Medicine session is a meeting of the summer in specific relation to each organ system. Liver Transplant Selection Committee attended In CRS1, students learn not only the molecular by all the students where research, bioethics, and structures and functions of a- and b-receptors clinical care are integrated in the discussion of liver but also the pharmacology of endogenous and transplant applicants. During Years 1 and 2 the exogenous agonists and antagonists of these topics of the 3 Dean’s Dinners for each class are receptors as they study myocardial contractility also coordinated with the basic science course and and physiological regulation of blood pressure. weekly theme. They learn the biochemical pathways involved in aerobic and anaerobic production of ATP as The first basic science course in Year 1, they study determinants of oxygen delivery to Cardiovascular and Respiratory Sciences 1 myocardial cells, concepts they will revisit and (CRS1), is a 7-week course in which students learn build upon during subsequent courses when they basic concepts of the normal structure and function study skeletal muscle metabolism during exercise of these systems. There are 14 hours of scheduled and the role of the liver in maintenance of normal curricular time each week in the basis science blood glucose levels. They study physiology courses, including 6 hours devoted to PBL cases of the heart, lungs, red blood cells and plasma and 8 hours devoted to other activities such as labs, as an integrated system providing oxygen and seminars, and problem sets. removing carbon dioxide, supporting metabolic needs of the entire body. During each course, Throughout Year 1, anatomy, imaging, and students return to the core concepts they mastered embryology are integrated into the basic science in previous courses, using those concepts as courses with information presented in two ways a framework for building their understanding – self-directed learning modules that cover basic of the human organism as a whole. The basic anatomical information (and are available online), science curriculum continues with Gastrointestinal and Case Directed Anatomy Sessions on Monday System (4.5 weeks), Endocrinology and mornings for which students study clinical cases Reproductive Biology (4 weeks), Renal Biology designed to introduce anatomical concepts and (3 weeks), Musculoskeletal Sciences (3 weeks), facts before coming to the lab. In the lab, students Neurological and Behavioral Sciences (5 weeks), rotate among a number of stations using cadaver and Hematology, Immunology and Microbiology prosections to demonstrate anatomy relevant (7 weeks). Each basic science course focuses to the cases and radiological images such as 3- on normal structure and function, relating back dimensional CT scans. For example, a case of a to previous courses and preparing students for patient who has suffered a penetrating injury to concepts in future courses. the chest may be used to focus students on the Case Western Reserve University 135

Starting in the fall of Year 1, the Basic and data sets and a Clinical Epidemiology course Translational Research Summer Block’s Friday focusing on formulation of scientific questions, journal clubs are replaced by Advanced Research study design, clinical trials, and legal and ethical in Medicine 1, a weekly series of research seminars issues in research including human subjects’ in which students are exposed to a wide range protection. The coursework requires significant of basic and clinical research topics in interactive class preparation for students, thus there is an discussions with accomplished investigators to equal balance in time and effort between the class focus on the process of discovery. Presentations work and research project in the Year 2 summer. are linked closely with the basic science curriculum Journal club sessions on Fridays focus on articles in order to reinforce core basic science concepts, from the clinical research literature, with students help students feel confident in questioning the using knowledge gained from Biostatistics and investigators based on what they are learning at Epidemiology to help them analyze the papers. the time, and illustrate the process whereby new Feedback from peers and faculty facilitators help biomedical discoveries change clinical practice. students enhance their presentation skills and ability to critically read and present scientific Foundations of Clinical Medicine (FCM) papers. Students complete the second summer begins at the same time as the first basic science with a comprehensive range of clinical research course and continues throughout Years 1 and skills and knowledge, complementing their basic 2. The guiding principle is that early exposure to research experience in the first summer and patients, with direct observation and feedback preparing them to engage in basic, translational or by experienced faculty physicians, is optimal for clinically oriented research for their thesis. real time assessment and feedback of student clinical skills. FCM has 3 interrelated components – For the remainder of Year 2, students return to clinical skills training, patient care experiences, and the same organ-system based basic science Foundation of Clinical Medicine Seminar Series. curriculum they studied in Year 1, this time The FCM Seminar Series is a two-year continuum focusing on learning the pathophysiology of addressing professionalism, ethics, leadership common diseases. Immunology, Pathology, and its application to the care of patients and the Oncology, Infectious Disease/Microbiology, and practice of medicine, evidence-based medicine, Biostatistics/Epidemiology are now integrated health care systems and patient safety introduced as threads throughout the Year 2 basic science to students primarily through the humanities. curriculum. The first basic science course is Musculoskeletal Sciences (2 weeks), followed by Core clinical skills training occurs every other Neurological and Behavioral Sciences (6 weeks), week from September through January and is Endocrinology and Reproductive Biology coordinated with the organ systems under study. (4.5 weeks), Cardiovascular and Respiratory On alternate weeks, students practice the basic Sciences (7 weeks), Hematology (4 weeks), skills they just learned with standardized patients in Gastrointestinal System (4 weeks), and Renal the classroom by conducting histories and physical Biology (4 weeks). Anatomy and embryology exams with real patients and writing chart notes seminars are conducted less often during Year on the previous week under the supervision of 2, usually 1-3 sessions per course. The clinical their longitudinal preceptors. Starting in February, curriculum continues to be closely linked to the students are exposed to special aspects of the basic science courses. Students spend one half- history and physical for geriatric and pediatric day every week in their primary care longitudinal patients, while continuing to work on basic skills preceptor’s office. An additional clinical half-day is every other week with their preceptors. They also added and students see patients who demonstrate begin to take on more patient care responsibility the pathophysiology being studied that week. Some in preparation for their weekly clinics with the of the additional half-days are devoted to learning same preceptor in Year 2. An Objective Structured advanced clinical skills (the gynecologic and Clinical Examination (OSCE) with feedback from urologic exams, evaluation of geriatric and pediatric preceptors is used to help students chart their patients with common problems) and an exposure progress in mastering core skills. near the end of Year 2 to the acute care setting Year 2 begins with the 9-week Clinical Research helps to prepare students for Year 3. Foundations Block. Students work with a preceptor in an active of Clinical Medicine Seminar Series begins in clinical research environment on an ongoing September of Year 1 and ends in March of Year 2. project, continuing to develop their skills in building Students also participate in two OSCEs, one at the relationships with members of a research team. beginning of Year 2 to help students identify skills They also write a mock clinical research proposal to address over the year and the second at the end that extends the research question on which the of Year 2 to help students document their skills for student is working during the summer. Scheduled their portfolio and to prepare for the USMLE Step coursework occupies 2 hours each weekday and 2 CS Examination. After classes end in mid-May, includes a rigorous immersion in Biostatistics with students using statistical software to analyze real 136 School of Medicine

students have 6 weeks available to study for and approach to clinical education that is shared by take the USMLE Step 1 Examination. students from both the University and College tracks of the Medical School. Students engage By the end of Year 2, students have engaged in clinical learning with basic science correlation actively in both basic and clinical research, learned through patient-based experiences that are and practiced a wide range of research skills and developmental and provide opportunities to acquire, selected a research advisor for their thesis projects. reinforce, build upon, and transfer knowledge and They have extensive experience in self-directed skills. In the Basic Cores, students are based one learning both independently and in teams and have of the four affiliated healthcare systems (UH/VA, mastered core basic science concepts related to MetroHealth, CCF, and Kaiser for Basic Core 2 human health and disease. They are comfortable only) for an entire 8-16 week experience, facilitating “doctoring” adult outpatients and competent in meaningful educational relationships and support. the complete history, physical examination, oral and written presentations, and basic clinical skills Advanced Core Rotations: These consist of 2 such as reading EKGs. Perhaps most important, separate, required 4-week rotations that can be they have learned to accurately assess their own completed in any order at any of the Cleveland strengths and weaknesses and create learning hospitals. The domains for these experiences plans for themselves – preparing them to succeed are Aging and Society and Undifferentiated/ in the next three years of the curriculum and a Emergent Care. All rotations in a domain share the lifetime of professional practice. same learning objectives, but the specific content varies from site to site depending on clinical and educational strengths. These rotations can be Curriculum Timeline: Years 3 through 5 accomplished any time during the 3rd and 4th year. Advanced Clinical and Scientific Studies The clinical curriculum for the College Tract is the same as the University tract. In all Core Clinical Advanced clinical and scientific studies provide Rotations, students experience both breadth and students with flexible learning opportunities that depth in clinical care, and clinical experiences are support ongoing professional development and developmental, with opportunities to reinforce, residency preparation and planning: build upon, and transfer knowledge and skills. Clinical learning is also integrated across disciplines • Two Acting Internships are required: one in whenever possible, and the roles of basic science, Internal Medicine, Surgery, Pediatrics, or civic professionalism, scholarship, and population Inpatient Family Medicine, and one in an area of health in clinical care are evident throughout student choice. the clinical curriculum. Students likewise have patient care responsibilities that are progressive • One Acting Internship and all electives can in sophistication and increasing in amount as their potentially be done outside of the CWRU system. level of clinical skill and knowledge increases, and all core clinical competencies are addressed and • Students are encouraged to augment their assessed using common methods applied at the interest in scholarship through rotations and clinical sites at which rotations occur. activities that focus on sciences basic to medicine as well as clinical rotations. Basic Core Rotations: Beginning in July of their third year, students have the opportunity to begin their core clinical rotations. These rotations are The last three years are purposely designed as a organized in blocks of that integrate core specialties flexible continuum of core clinical rotations, clinical and other electives, and research – to allow each in at one site for 8 or 16 weeks. Basic Core 1 combines Internal Medicine and Surgery for 16 student to individualize the curriculum to address weeks, Basic Core II combines Pediatrics, Family his/her own career goals, learning needs and Medicine, and OB/Gyn for 16 weeks, and Basic research interests. Each student plans the last Core 3 combines Neuroscience and Psychiatry for three years with the advice of his/her physician 8 weeks. Each of these clinical rotations is offered and research advisors. Required clinical rotations at all of the School of Medicine’s hospital affiliates are the same for students in both of CWRU’s (including University Hospitals of Cleveland, the MD Tracks and include experiences in medicine, Cleveland Clinic Foundation, MetroHealth Medical family medicine, pediatrics, surgery, obstetrics Center and the Louis Stokes VA Medical Center), and gynecology, psychiatry and neurosciences. and the Basic Core 2 rotation is also offered Students may elect core rotations at any of as a longitudinal integrated clerkship at Kaiser CWRU’s affiliated medical centers – the Cleveland Permanente. Clinic, the Louis Stokes VA Medical Center, MetroHealth Medical Center and Case Medical These Core Clinical Rotations, launched in July Center/University Hospitals of Cleveland. 2006 and modified in 2009, represent an integrated Case Western Reserve University 137

Every CWRU student must pass the CWRU Clinical directions article, patient materials, artwork) that Skills Examination and USMLE Step 2 CK (Clinical is relevant to the field and has the potential for Knowledge) and CS (Clinical Skills) Examinations distribution. to graduate from the CWRU School of Medicine. Students take OSCEs similar in format and content The Student Portfolio: Competency-Based to the USMLE Step 2 CS Examination as part of Assessment and Reflective Practice routine assessments of their clinical skills beginning The College’s approach to student assessment in Year 1 and are well prepared for the CWRU is based on two key educational concepts Clinical Skills Examination and USMLE Step 2 CS –“competency-based assessment” and “reflective Examination by the time they have completed the practice.” Competency-based assessment required clinical rotations. These examinations emphasizes the need for every student to achieve must be completed by the end of Year 4. Students the broad range of required learning outcomes must take the USMLE Step 2 CK Examination by th by providing an appropriate curriculum, learning December 31 of their 5 year. resources, and regular formative assessments. No grades are assigned in the College Track during Students spend 12 to 15 months during the last the 5 year program; when a student achieves the three years on their mentored research project, standards for a all competencies, they are assigned including preparation and defense of a masters’ a “Meets or Exceeds” (“ME”) for each course on level thesis. Students are encouraged to complete their transcript. Assessment of student performance their research in one block of time; however, is criterion-referenced, not norm-referenced; in unusual circumstances students under the students are not compared to one another but to guidance of their Physician and Research Advisors faculty-defined standards of achievement. A full and with permission from the Research Education range of assessment methods are used to profile Committee may divide their research over the learning outcomes. Reflective practice emphasizes final three years, depending on the student’s that learning is dependent upon the integration research project and clinical interests. During of reflection and experience. Professionals learn time devoted primarily to research, students by reflecting on their experiences both during the spend one half-day each week in related clinical experiences (“reflection-in-action”) and after the activities. Students must complete all required experiences (“reflection-on-action”) and by using thesis research rotations by December 31 of these reflections to develop new knowledge and Year 5 and defend the Research Thesis within 3 skills. We have designed an assessment process months of research completion, but no later than that helps our students develop their reflective February 15 of Year 5. Within these guidelines, practice skills – the ability to accurately describe, students and their advisors are encouraged to be analyze and evaluate their performance and to as creative as possible in designing the final 3- identify and follow through on effective learning year continuum. Research may be conducted with plans. We are committed to helping every student faculty research advisors at any CWRU campus or achieve our competency standards and develop in some instances with advisors at other institutions reflective practice skills through frequent formative (e.g., the NIH) with approval from the Research assessments and close advising. Education Committee. Student research may focus on clinical, translational or basic research. Some Evidence of achievement for each of the College students may wish to engage in health services Track’s 9 competencies is collected and managed research, research in biomedical ethics, or other in an electronic portfolio. Students and their areas relevant to the advancement of biomedical advisors share access to the e-Portfolio database of science and the care of patients in addition to the evidence and thus can track and document student more “traditional” research areas. progress in meeting our nine competencies. A broad range of types of evidence are collected from The Integrated Sciences Concentration (ISC) is the learning experiences in the research, basic designed to provide medical students with an in- science, and clinical curriculum. depth exposure to an area of medical interest, with an emphasis on integration of sciences basic to During research blocks, research preceptors, medicine with clinical medicine in a multidisciplinary journal club facilitators, other members of the lab approach. The ISC program lasts 8-12 weeks team, problem solving session facilitators, and (consecutive or non-consecutive) and is designed student peers provide written assessments of both to partially overlap with ongoing elective clinical individual work and teamwork in the lab, written rotations. The ISC provides students with exposure and oral presentations, and critical thinking and to numerous faculty in an area of clinical interest, reasoning skills. Written research proposals and allows time for the consideration of future directions reports and the final thesis are also included in the of the field of interest, and allows for a creative e-Portfolio. process of “designing your own curriculum”. The culmination of the ISC is a document generated by During the basic science courses, students the student that can take a variety of forms (future complete weekly online quizzes called Self 138 School of Medicine

Assessment Questions (SAQs) that cover the Committee that determines if the evidence breadth of knowledge for each week’s theme at the presented by the student indicates a level of level of factual recall and simple application of the achievement sufficient for promotion to the next facts. Faculty design the SAQs so that students year of the program (or graduation). Students who are actively participating and studying should are expected to choose not only their best expect to know at least 80% of the answers; the examples of their work, but more importantly individual results of the SAQs are available only evidence demonstrating their growth across to the students, but students are encouraged the year in specific competencies. We want to to contact the course director for help with any graduate students who recognize areas needing difficulties they are having. Students have the improvement, identify an approach to addressing option of repeating the SAQs to assess their them, and can show that they have now achieved retention of this basic science knowledge. At the that skill as well as those students who excel in end of each week, students complete 1-2 open specific areas throughout the year. Graduates of book Concept Appraisals (CAPPs) designed to CCLCM will have not only achieved a defined level determine if they have mastered the concepts of achievement of each of the 9 competencies, they for that week well enough to apply them to new will also have developed their reflective ability to or different problems or situations in brief, well- accurately assess their own strengths and areas organized, clearly written essay(s). CAPPs are needing improvement. The assessment process designed to assess depth of knowledge in key is designed to enhance student learning and the concept areas. Other evidence is provided by PBL student portfolio enables students to document facilitators and peers who provide assessments of their progress in the achievement of defined performance in PBL sessions. competencies. Assessments in the clinical curriculum include written feedback on performance from longitudinal preceptors and other faculty physicians and Graduation Requirements Summary for residents, results of OSCEs, patient logs the College Track documenting breadth of clinical exposure, patient journals in which students record their reflections A medical student who has satisfactorily completed on specific patients and their problems, self all the required work in CCLCM may be granted the assessments of videotaped interviews with patients degree of Doctor of Medicine (M.D.) with Special (both standardized and real), and feedback from Qualifications in Biomedical Research by Case patients and other health care providers. Western Reserve University, provided that: Students are expected to meet regularly their 1) He/she has been registered at Case Western physician advisors to discuss their progress. Reserve University School of Medicine for at least Several times each year, they are required to five academic years and not more than 6 years for review their assessment evidence in relation CCLCM. to expected levels of achievement in the 9 2) CCLCM Medical Student Promotions and Review competencies and write Formative Portfolios Committee approve his/her record of performance composed of structured reflective essays on how including thesis, and the faculty recommends him/ the evidence demonstrates their development her to the School of Medicine’s Committee on as doctors and researchers. Based on this Students for graduation. analysis, they develop learning plans to address areas needing improvement. The essays include 3) He/she has discharged all financial obligations judgments on whether previously established to Case Western Reserve University and to the learning goals have been achieve and reflections program in which he/she is enrolled. on the process of achieving these goals. Students discuss these materials with their physician 4) He/she has passed the U.S. Medical Licensing advisors during Formative Assessment meetings. Examination (USMLE) Step 1, USMLE Step 2 During the last three years, students submit Clinical Knowledge (CK) and Step 2 Clinical Skills learning plans on a bi-annual basis, and meet with (CS). their physician advisor to review their progress. Students are expected to assume more and more 5) He/she has passed the CWRU School of responsibility and independence in accurate self- Medicine Clinical Skills Examination. assessment, in developing learning plans and following through on addressing their own learning 6) The Research Thesis and Defense has been needs, and in recognizing and building on their own completed within 3 months after completing strengths. research or by February 15th of the 5th year, At the end of Year 1 and 2 and Year 4, students whichever is earlier. assemble a Summative Portfolio for review by the Medical Student Promotions and Review Case Western Reserve University 139

7) In Years 3-5 every CCLCM student completes a total of 146 weeks in the following activities:

- 56 weeks of required clinical experience o 40 weeks: Basic Cores I, II, and III o 8 weeks: Two Advanced Cores o 8 weeks: Two Acting Internships - 48 weeks of research - 2 weeks of Capstone Course in Year 5 - 26 weeks of electives (8-12 weeks may be used to complete the optional Integrated Sciences Concentration) 140 School of Medicine

Dual Degree Programs

Bioethics section, call 216-368-6196, or e-mail Dual Degree Programs with [email protected]. the MD The degree programs listed in this section may MD/MBA require admission to another school at the university in addition to or instead of the School of Medicine. Each school may have different Case Western Reserve University’s School of deadlines and requirements for admissions. Medicine and Weatherhead collaborate to offer Please contact the other schools separately using the dual MD/MBA degree program. The MD/ information provided under that school’s listing in MBA provides physicians with the management this publication. Additional dual degree programs knowledge and skills necessary to deal with not including the MD are also offered through the rapid changes in the health care industry and the medical school’s departments. Several certificate economy. Students may complete the four-year programs are also offered in General Medical MD program and the two-year MBA program in Sciences five academic years by completing 57 MBA credit hours plus all requirements for the MD program. dual-degree candidates may start the MBA/MD program at either school. MBA/MD students MD/PhD (MSTP) may enroll only on a full-time basis. dual-degree students must receive both the MD and the MBA degrees simultaneously upon completion of degree The Medical Scientist Training Program leading requirements at both schools in order to receive the to the MD/ PhD in various biomedical programs is dual degree. listed in above grey tab. MD/MBA applicants must meet all admission requirements of the School of Medicine and Weatherhead, including taking both the MCAT and MD/JD the GMAT and completing separate applications to both schools. MD students may apply to the This program, offered in conjunction with Case MD/MBA program as late as the beginning of Western Reserve University School of Law, may be the third semester of medical school. Students completed in six years. The JD portion requires the are expected to take one full year of study in one completion of 88 credit hours of study. Admission is program followed by one full year of study in the through the School of Medicine and the School of other. The completion of the remaining MBA credit Law. For more information about the JD portion of requirements will be determined in partnership the program, visit the Law School section, call the with the student’s society dean and the Full-Time law school admissions office at 216-368-3600 or MBA Program Director. Additional information 800-756-0036, or e-mail [email protected]. may be obtained from the School of Medicine at 216-368-3450. Throughout the dual-degree program, MD/MBA MD/MA in Bioethics students continue to register in the first school they attended. After completion of both degree The 27-credit-hour Master of Arts in Bioethics programs, two separate diplomas are awarded. program, including a 12-hour foundations Course work for both programs must be completed within six years of the date of initial enrollment in course taken during the first year of medical school, emphasizes the interdisciplinary and either program. interprofessional nature of the field. It is designed to provide advance training in bioethics for those who anticipate encountering ethical issues in the MD/MS in Applied Anatomy course of their primary careers. Medical school students complete the bioethics program while pursuing their medical degrees; no additional time The core curriculum of this 30-hour, non-thesis is required. Admission for the master’s degree master of science master of science in applied portion is through the Case Western Reserve anatomy degree program integrates aspects of University School of Graduate Studies. For more modern molecular biochemistry, cell biology and information about the MA requirements, visit the physiology with the traditional aspects of anatomical Case Western Reserve University 141

structure and nomenclature of cells, tissues satisfy the research requirement in non-contiguous and organs. Electives allow students to pursue semesters. individual interests in special areas of research and health care. The program is excellent preparation Each track within the joint MD/MS Program has for those preparing for biomedical careers or those specific course requirements, described in each planning to pursue a PhD Additional details and graduate department MS section. Available tracks a sample course of study are described in the include: Biochemistry, Clinical Research (CRSP), Anatomy section of the General Bulletin. Epidemiology, Nutrition, Pathology, Pharmacology, Physiology & Biotechnology. As a minimum, graduation requires successful completion of 9 graded credits of graduate courses, 6 graded MD/MS Biomedical credits of IBIS medical curriculum, 18 non graded credits of research, and additional non graded Investigation credits for departmental seminar and the exam and zero credits for scientific integrity training The goal of the joint MD/ Masters of Science in (IBMS 500 or CMED 500) in the program. Students Biomedical Investigation program at Case School are required to pass an examination (IBIS 600) of Medicine is to train medical students in basic or established for each student, generally reflecting clinical research approaches so that the physician the preparation and oral defense of a written report graduate may conduct research to advance health. on the project. Students will earn a plan B type MS from Graduate Studies, and the name of the joint degree will reflect For more information please contact the the particular track pursued by the student (eg MD/ College Program Advisor Dr. Dennis Stacey MS Biochemistry). The tracks proposed in this joint [email protected], the University Program Advisor MD/MS program are derived from existing type B Dr. William Merrick [email protected] MS programs at the School of Medicine into a joint program with the MD, using a common template. Typical Plan of Study The core activities for this degree include limited credit from the medical core curriculum, 3-6 First Year Units graduate courses in specific tracks, participation in a common seminar series, scientific integrity Fall Spring Summer training, and a requirement for a special problems Integrated Biological Sciences I 3 project that reflects a full year of research (18 hours (IBIS 401) of 601 non-graded credits) culminating in a written Integrated Biological Sciences II 3 (IBIS 402) report and examination. Students are anticipated to complete all graduate courses before entering the Some tracks begin research - 601 3 research year, allowing full focus on the research Year Total: 3 3 3 experience. Thus, this program will require 5 years overall to complete the requirements for both Second Year Units degrees. Students who wish to join the MD/MS Fall Spring Summer program may apply to the Program after arriving at Track-specified Grad Course 3 the University any time prior to Fall of their second Track-specified Grad Course 3 year of medical school. Track-specified Grad Course 3 Exam in Biomedical Investigation 0 For students to receive graduate credit for medical (IBIS 600) coursework, they must register for IBIS credit Being a Professional Scientist 0 (see below) in advance of the preclinical medical (IBMS 500) school semester. Students are likely to complete or Scientific Integrity in Biomedical the required two semesters of research 601 after Research (CMED 500) the pre-clinical years in medical school, although Year Total: 6 3 the research could occur in other years. Before initiating full time research, the trainee must submit Third Year Units a final Program plan to the Program Oversight Fall Spring Summer Committee that summarizes the courses taken, Research - Track Specific 601 9 the proposed thesis topic, and the names and Research - track specific 601 6-9 credentials of the MS Thesis Committee. During the research period, the student is expected to Year Total: 9 6-9 participate in track-specific graduate activities including retreats, student talks, journal clubs and other program functions. Only under unusual circumstances will the student be allowed to 142 School of Medicine

Fourth Year Units PhD in biomedical engineering. The total program Fall Spring Summer takes seven to eight years to complete. Students receive full financial support throughout the entire Medical School Curriculum - no credit program. This includes all tuition costs, health Medical School Curriculum - no service fees, computer fees and an annual stipend. credit For more information, see the Biomedical Year Total: Engineering section, call 216-368-4094; or e-mail

[email protected] . Fifth Year Units Fall Spring Summer Medical School Curriculum - no credit Medical Scientist Training Medical School Curriculum - no credit Program (MSTP) Year Total: A combined MD/PhD program in biomedical Total Units in Sequence: 33-36 sciences, the Medical Scientist Training Program Departmental Seminar is also taken for 1 credit (MSTP), is available for students desiring research hour - timing depends upon the track. careers in medicine and related biosciences. This program takes seven to eight years to complete, depending on the time needed to complete the PhD dissertation research. Financial support includes a stipend and full tuition support. MD/PhD in Health Policy and Candidates must meet established prerequisites Health Services Research for admission to both the School of Medicine and the School of Graduate Studies. Criteria include This program prepares students for careers in demonstrated capabilities in research and superior academic medicine, health policy, public health, undergraduate academic credentials. Applicants and/or health care management. An important area must have either U.S. citizenship or permanent of focus within this training program is methods residency status to be considered for admission and issues in study design that pertain to research to the MSTP. Information can be obtained by examining the health and health care problems of contacting the MSTP program ([email protected]) or urban and vulnerable populations. from the program website (http://mstp.cwru.edu/). Admissions are coordinated via the School of Application to and acceptance in the PhD program Medicine admissions program and the AMCAS in Health Policy/Health Services Research follows application.. admission to the School of Medicine. Dual- degree students are fully integrated with graduate The first two years of the MSTP are centered on the students in other tracks within the Department University Program pre-clinical core medical school of Epidemiology and Biostatistics. Dual-degree curriculum, which occupies five mornings each students typically complete the PhD coursework week. Afternoons are include time for graduate and the dissertation requirement by their end of courses and/or research rotations, as well as their fifth year after matriculation, with the MD clinical training, thus integrating the medical school awarded at the end of the seventh year. Support and graduate school experiences. The next three for tuition and a stipend is available for a limited to four years are devoted to completion of graduate number of students each year. courses and PhD thesis research in one of the multiple MSTP-affiliated graduate programs. During For more information, see Epidemiology and the PhD phase, MSTP students participate in Biostatistics section or contact the departmental the MSTP Clinical Tutorial, a program designed coordinator for Graduate Studies, Ms. Alicia to enhance clinical skills and allow students to Boscarello at 216-368-5957 or by e-mail at develop connections between their research and [email protected]. clinical interests (this further addresses the goal of integrating medicine and science). After completion of the PhD program, students return to medical school for two years to complete clinical clerkships Physician-Engineer Training and finish the MD curriculum. Program (PETP) The program is administered by the MSTP Steering Committee, which consists of faculty The Physician-Engineer Training Program (PETP) from both basic science and clinical departments. is a dual-degree program leading to an MD and a Its functions include selecting candidates for Case Western Reserve University 143

admission, designing and administering the • All PhD work, including dissertation defense and program curriculum, advising students and publications, to be completed before starting the evaluating student progress. 3rd year medical curriculum Please see the Doctor of Medicine (MD) page for information about the MD curriculum. Year 7 • Third year MD curriculum (core clinical MSTP Program by Year clerkships)

Year 1 Year 8 • University Program MD curriculum • Fourth year MD curriculum (completion of core clinical clerkships if necessary, clinical and • Summer research rotation research electives)

• One graduate course or research rotation each semester (fall and spring) The Medical Scientist Training Program in detail Year 2 • University Program MD curriculum General Description

• Summer research rotations (1 or 2) The Case Medical Scientist Training Program (MSTP) provides training for future physician- scientists by integrating well-developed curricula • Graduate course or research rotation in the fall in science and medicine. Unique aspects of the semester program include the integration of graduate school and medical school in many phases of the program to optimize dual-degree training, and a high degree Year 3 of student involvement in running the program. • PhD program The MSTP includes three major phases of training. First phase: During the first two years, each student completes the first two years of the University Year 4 Program medical school curriculum, including early clinical experiences, completes at least three • PhD program research rotations, takes graduate courses, and chooses his or her PhD graduate program and • MSTP Clinical Tutorial thesis lab. During the summers before the first two years of medical school, students complete research rotations. During the fall and spring semesters of year one and the fall semester of year Year 5 two, students take a graduate course or complete a • PhD program research rotation. Second phase: During the PhD phase, students • Optional MSTP Clinical Tutorial complete all requirements of their PhD program. They also participate in the MSTP Clinical Tutorial for at least one year in a patient-based clinical specialty. A second year of MSTP Clinical Tutorial Year 6 (If Needed) is optional. • PhD program Third phase: In the final phase, students complete years three and four of the University Program • Optional MSTP Clinical Tutorial medical school curriculum. The focus is clinical training, but research electives can be taken for part of year four. 144 School of Medicine

Although each of these three phases has a different Plan of Study focus, opportunities exist for students to pursue both research and clinical training in each phase. First Year Units The philosophy of the Case MSTP is to integrate Fall Spring medicine and science throughout the program as much as possible. Integrated Biological Sciences I (IBIS 401) 1 - 9 Clinical Science I (IBIS 411) 2 The Case MSTP is run by faculty, students and Research Rotation in Medical Scientist 0 - 9 staff. The MSTP Council is a body of students that Training Program (MSTP 400)* plans and runs certain aspects of the program. The Integrated Biological Sciences II (IBIS 402) 1 - 9 administrative director, program coordinator, and Clinical Science II (IBIS 412) 2 program assistant have many important roles and Research Rotation in Medical Scientist 0 - 9 run the day-to-day management of the program. Training Program (MSTP 400)* The co-director is involved in decisions at all levels Year Total: 3-20 3-20 of the program and is the primary advisor for students in the first two years of the program. The Second Year Units director is responsible for all aspects of the program and is available to students for advice at any stage. Fall Spring The MSTP Steering Committee makes decisions Integrated Biological Sciences III (IBIS 403) 1 - 9 on MSTP policy, curriculum planning, student Clinical Science III (IBIS 413) 2 admissions, approval of mentors and evaluation of Research Rotation in Medical Scientist 0 - 9 students. Training Program (MSTP 400)* Graduate School courses 3-4 Incoming MSTP students are expected to enter 601 Research (in specific program) 5-6 the program on July 1. The MSTP summer retreat, Year Total: 3-20 8-10 usually held in early July, provides an important

orientation to the program and includes sessions and workshops for program and professional Total Units in Sequence: 17-70 development. * MSTP 400 or an appropriate graduate school course. If a 4-credit graduate course is taken, registration in IBIS 401, 402 or 403 is Advising System reduced to 3 units The program director provides advising to students in all phases of the program. The MSTP co-director IBIS 401: Integrated Biological Sciences I, IBIS advises students in the first two years on research 402: Integrated Biological Sciences II and IBIS 403: rotations and course work. Students may also Integrated Biological Sciences III are 3-4 credits meet with an MSTP Steering Committee member each. IBIS 411: Clinical Science I, IBIS 412: Clinical representing an area of research interest or with Science II, and IBIS 413: Clinical Science III are 2 the MSTP director. During the PhD training period, credit hours each. In contrast to their fellow medical mentoring is provided by the thesis advisor and students, MSTP students are graded during years thesis committee, which includes a member of the one and two of the medical school curriculum for MSTP Steering Committee and a member with an these graduate courses, which provide graduate MD MSTP students are full members of the medical school credit for the medical school curriculum. school class and enter one of the four societies of These grades are for graduate school purposes and the University Program when they matriculate in do not affect standing in the medical school. the program. The society dean provides important advice for matters concerning the MD curriculum. In addition to the medical curriculum, students take MSTP 400 Research Rotation in Medical Scientist Classes and Research Rotations in Years One and Training Program or one 3-4 credit graduate school Two course per semester in the first two years. Graduate During years one and two of the University courses are scheduled in the afternoon in the fall Program, MSTP students register for 9 credit hours and spring semesters to avoid conflict with the of graduate course work each semester. medical school curriculum. MSTP students will be registered for MSTP 400 during the summer terms before each of the first two years of medical school. Students also may complete a research rotation instead of a graduate school course during the fall or spring semester. Case Western Reserve University 145

Scientist) during the spring semester of their The PhD Phase second year in the program.. After completion of the second year of medical Clinical Tutorial, Clinical Refresher Course and school, each student chooses a PhD thesis mentor, Years Three and Four of Medical School joins a specific PhD program, and completes any remaining graduate school course work and other During the PhD thesis phase, MSTP students take requirements for the PhD degree. The following the MSTP Clinical Tutorial, which provides a unique training programs are affiliated with the MSTP. (If longitudinal part-time clinical experience. The the training program is not itself an independent MSTP Clinical Tutorial is a year-long course that PhD program, the program through which it is enhances clinical skills for year three of medical offered is indicated in parentheses.) school. It also serves a special career development objective by allowing students to balance medical • Biochemistry and scientific interests and explore the connections between these areas. The MSTP Clinical Tutorial, • Biology offered during the PhD phase, is an example of the integration of science and medicine in the Case • Biomedical Engineering MSTP. An optional MSTP Clinical Refresher course • Cancer Biology (Pathology) may be taken before the start of year three. After completion of the PhD, MSTP students are enrolled • Cell Biology in medical school to complete the requirements for the MD (see description provided for the University • Chemistry Program).

• Developmental Biology (Genetics and MSTP Activities Neurosciences) The MSTP supports several activities that enhance the scientific and professional development of • Epidemiology students. These activities also foster a vibrant and collegial MSTP community with a strong sense of • Genetic and Molecular Epidemiology mission in the training of physician scientists. (Epidemiology) Summer retreat: The annual MSTP summer • Genetics retreat is a two-day event focusing on scientific presentations, professional development and • Immunology (Pathology) program planning for the upcoming academic year. • Mechanical and Aerospace Engineering Winter retreat: This retreat occurs in January or February. Students in their research years • Molecular Biology and Microbiology present their thesis work through an oral or poster presentation. • Molecular Virology MSTP Student Council coordinates many activities • Pathology of the Case MSTP. The Council meets once each month to discuss activities that are run by different • Neurosciences student committees. The overall goals of the MSTP Student Council are to identify objectives for the • Nutrition program, to allow students to initiate programs to enhance the MSTP, to encourage increased • Pharmacology student involvement in the operation of the MSTP, • Physician Engineer Training Program and to enhance development of leadership skills (Biomedical Engineering) of MSTP students. The president, vice president and secretary are all elected for a one-year period. • Physiology and Biophysics Committees are led by 1-3 committee chairs who take charge of committee activities and coordinate • Systems Biology and Bioinformatics the involvement of other students in the committee activities. All students are welcome and encouraged to participate in the various committees and to All MSTP students are required to take a one-week attend the student council meetings. Recent ethics course (IBMS 500: Being a Professional Council committees and other program activities have included the following: 1.Monthly Dinner Meeting Committee 146 School of Medicine

This committee is responsible for planning monthly Plans events for involvement of MSTP students in dinner meetings, selecting topics, speakers, and community service. menus. The series is organized by students and is attended by students, Steering Committee 7. Social Committee members and research mentors. Invited speakers This important committee plans fun events (students, faculty, alumni and outside speakers) throughout the year! address issues pertinent to research, professional issues, career development or other topics of 8. Student Representative to Faculty Council interest. The informal environment at these gatherings promotes social and professional One student is selected to represent the MSTP on interactions. Faculty Council. 2. Agre Society 9. Student Representative to the Committee on Medical Education The Agre Society at Case Western Reserve University serves to advance understanding of 10. Representative to the Graduate Student biomedical research by clinical residents, fellows Senate and MSTP students. The society is sponsored and organized by the Department of Medicine, 11. MSTP Women’s Committee UHCMC, and its activities involve residents and Women in the MSTP organize luncheons or other fellows from clinical training programs at Case- meetings to discuss issues that face women affiliated hospitals, MSTP students in all phases pursuing careers in science. Students may invite of the program, and associated faculty. The main a successful woman scientist who provides a role focus of the Agre Society is a series of informal model as a physician scientist. monthly dinner meetings The design of the Agre Society promotes interactions between MSTP Scientific meetings: The program strongly students, residents and fellows with interests in encourages students to present their research at biomedical research, allowing these groups to national or international meetings and provides enrich each other with their different experiences financial support to pay for part of meeting travel and viewpoints. The program helps clinical expenses (other funding is obtained from the residents and fellows to learn about research and research mentor). In addition to the general meeting identify potential mentors within the wider Case support for all students, each year two students are research community. It also helps MSTP students offered the opportunity to attend the annual MD/ to understand the clinical context of their research PhD national student conference in Colorado or the and enables them to form contacts with people at American Physician Scientist Association annual more advanced stages of training. The society is meeting in Chicago, with all expenses paid by the named for Peter Agre, MD, a medicine resident in MSTP. the University Hospitals of Cleveland/VA program in the mid 1970’s who won the Nobel Prize in Research symposia: MSTP students are Chemistry in 2003 for the discovery of aquaporins. encouraged to present their research at Case student symposia, including the annual graduate 3. Communications and Webpage Committee student symposium and the Irwin H. Lepow Student Research Day. These symposia feature a nationally This committee organizes communications and the recognized keynote speaker, and students have Case MSTP website content. the opportunity to interact extensively with the 4. Summer Retreat Committee noted scientist. A committee awards prizes for outstanding student presentations. This committee plans the summer retreat. Assessment of MSTP Students 5. Intro to MSTP Students in the MSTP are assessed for the medical This committee organizes events for first year school component of the program in the same MSTP students, to integrate them into the program manner as students in the University Program, with and the community. the exception that grades are awarded for those courses in the MD curriculum in years one and two 6. Community Service Committee that receive graduate school credit and are used to satisfy requirements for the PhD degree. Students must satisfactorily complete all requirements for both the MD and the PhD. Case Western Reserve University 147

IBIS Courses IBIS 415. Clinical Science I. 1 - 9 Unit.

IBIS 401. Integrated Biological Sciences I. 1 - 9 Unit. IBIS 416. Clinical Science II. 1 - 9 Unit. A four-semester sequence encompassing anatomy, biochemistry, physiology, pharmacology, pathology, and microbiology. IBIS 417. Clinical Science III. 1 - 9 Unit.

IBIS 402. Integrated Biological Sciences II. 1 - 9 Unit. IBIS 418. Clinical Science IV. 1 - 9 Unit. A continuation of IBIS 401.

IBIS 424. Integrated Biological Sciences in IBIS 403. Integrated Biological Sciences III. 1 - 9 Medicine. 6 Units. Unit. This course is open only to candidates enrolled A continuation of IBIS 402. in the M.D./M.S. program (University plan). Registration is for the Spring semester of the second year in medical school. The course IBIS 404. Integrated Biological Sciences IV. 0 - 9 will cover the areas of cardiology, pulmonary, Units. hematology, renal physiology and gastroenterology. A continuation of IBIS 403. Assessment will be by examination (to include quizzes, multiple choice questions, and essays). Recommended preparation: First three semesters IBIS 405. Integrated Biological Sciences I. 1 - 9 of medical school and currently a medical student in Unit. good standing.

IBIS 434. Integrated Biological Sciences in IBIS 406. Integrated Biological Sciences II. 1 - 9 Medicine. 6 Units. Unit. This course is open only to candidates enrolled in the M.D./M.S. program (College plan). Registration is for the Spring semester of the second year IBIS 407. Integrated Biological Sciences III. 1 - 9 in medical school. The course content includes Unit. the areas of hematology, gastroenterology and renal physiology. Students will also be required to participate in Process of Discovery. Assessment of performance will be through reaching required IBIS 408. Integrated Biological Sciences IV. 1 - 9 levels of competency for the medical areas Unit. identified above and by the evaluation of a term paper. Recommended preparation: First three semesters of medical school and currently a medical student in good standing. IBIS 411. Clinical Science I. 2 Units.

IBIS 412. Clinical Science II. 2 Units.

IBIS 413. Clinical Science III. 2 Units.

IBIS 414. Clinical Science IV. 0 - 2 Units. 148 School of Medicine

IBIS 435. Integrated Biological Science in Medicine-University. 6 Units.

This course is open only to candidates in the MD/ MS program (University Plan). Registration is typically for the Spring semester of the second year in medical school. The course content includes the areas of hematology, gastroenterology and renal physiology. (Students will also be required to participate in Process of Discovery.) Assessment of performance will be through reaching required levels of competency for the medical areas identified above and by the evaluation of a term paper. Recommended preparation: First three semesters of medical school and currently a medical student in good standing.

IBIS 451. Clinical Science (for M.D./M.A. Bioethics Students). 3 Units.

IBIS 461. Clinical Science (for M.P.H./M.D. Students). 1 - 6 Unit.

IBIS 466. Medical School Electives (for M.P.H./ M.D. Students). 1 - 6 Unit.

IBIS 600. Exam in Biomedical Investigation. 0 Units.

Students are required to pass an examination established for each student, generally reflecting the preparation and oral defense of a written report on the project. Prereq: Must be enrolled in MD/MS Biomedical Investigation program.

MSTP Courses

MSTP 400. Research Rotation in Medical Scientist Training Program. 0 - 9 Units.

All students must complete research rotations in a minimum of three different MSTP-approved laboratories and submit rotation reports and rotation evaluations for each to the MSTP office. All three of the rotations must be completed before the beginning of each student’s third year of the program. The main purpose of research rotations is to aid the student in selecting a laboratory for their thesis work. Case Western Reserve University 149

Environmental Health Sciences

Room W-G19, School of Medicine Also, for Plan B, it’s recommended that the student http://casemed.case.edu/dept/evhs/evhs.htm take CBI0453 & CBI0455 Correlated Cirriculum Dorr G. Dearborn, PhD, MD, Department Chair in Cell & Molecular Biology [8 Credits] or BIOC Ariann Richner, [email protected] 407 General Biochemistry [4 Credits] & BIOC 408 Molecular Biology: Genes & Genetic Engineering [4 The Department of Environmental Health Sciences Credits]. is devoted to the study of the fundamental mechanisms responsible for disease processes Of the 27 semester hours of coursework required initiated or aggravated by environmental agents. for the MS degree, 9 hours of credit are fulfilled by Indoor and outdoor environments consist of the EVHS Core Curriculum. This Core Curriculum complex interacting systems. These systems is comprised of three 3 credit courses: EVHS 429 require the development of new approaches “Introduction to Environmental Health”, EVHS to understanding the basis of their action. This 401 “Fundamentals of Environmental Health realization was the impetus for the creation of Sciences: Biochemical Toxicology” and EVHS 402 the department. Current research interests of “Fundamentals of Environmental Health Sciences: the faculty include chemical and environmental Risk Assessment”. Finally, as part of the 12 credits carcinogenesis, genetic and reproductive of Core Courses, a student must take a Statistics toxicology, cytogenetics, radiation biology, and Course of their choosing (must be approved clinical and forensic toxicology. by the Department). Past examples include: EPBI441 Biostatistics I [3 Credits], EPBI414 Intro The Department of Environmental Health to Statistical Computing [3 Credits] or EPBI431 Sciences offers the MS degree and an MD/MS Statistical Methods [3 credits]. program for students who have received formal acceptance to the School of Medicine and are The required course list as follows: interested in expanding their training in the area of environmental health sciences. This program EVHS 401 Fundamentals of Environmental Health 3 allows students to complete the requirements for Sciences: Biochemical Toxicology both degrees within a four-year period. EVHS 402 Fundamentals of Environmental Health 3 Sciences: Risk Assessment EVHS 405 Effects of Exposure to Env Toxins 3 MS Environmental Health EVHS 429 Introduction to Environmental Health 3 EVHS 435 Environmental Health Law and Policy 3 Science EVHS 502 Genetic Toxicology II: DNA Damage and 3 Repair EVHS 506 Independent Study in Environmental Health 1-6 The Master of Science degree program is Sciences designed to increase the student’s knowledge EVHS 510 Molecular Oncology 3 of environmental health science as well as to EVHS 651 Master’s Thesis Research 1-9 provide a firm foundation in the life sciences. The program is multidisciplinary and emphasizes cancer biology, environmental toxicology, and nutrition Courses and toxicology. It is based on a core classroom curriculum in the biological sciences, including EVHS 401. Fundamentals of Environmental biochemistry, biostatistics, microbiology, genetics, Health Sciences: Biochemical Toxicology. 3 molecular biology, pharmacology, epidemiology, Units. and toxicology. This course details the fundamentals of biochemical Currently, a student can obtain a MS with a thesis toxicology. Specific topics include oxidation- based on an individual research project [Plan A] reduction reactions, Phase I and II xenobiotic or may obtain a MS based solely on course work metabolism and mechanisms of cellular toxicity. and a comprehensive exam [Plan B]. Both degrees Also, this course focuses on pharmacology. require completion of 27 semester hours of credit. General principles of pharmacology, drug Under Plan A, up to 9 of the 27 semester hours transport and absorption, drug metabolism, can be obtained through research. Students also neuropharmacology, immunopharmacology and prepare a written thesis and complete an oral pharmacokinetics are discussed. defense for a Plan A Degree. Completion of a Plan B, MS Degree, requires satisfactory performance on a written comprehensive exam taken after the student has finished their 27 hours of coursework. 150 School of Medicine

EVHS 402. Fundamentals of Environmental EVHS 435. Environmental Health Law and Health Sciences: Risk Assessment. 3 Units. Policy. 3 Units.

This course presents an overview of the This course will introduce students to environmental scientific approaches used to determine whether law and policy, with a focus on federal environmental agents are potentially dangerous environmental law. The goal of the course is to to people. In this course, criteria utilized for enable students to understand the distinctive establishing exposure limits is presented. A variety characteristics of a regulatory agency, where of assays which can be employed to assess the scientific insights must be channeled through the impact of environmental exposure on normal and paths set out by law. Students will consider how genetically susceptible individuals are studied. federal statutes are implemented through agency These include: numerous animal tests, short term regulations, and the role of courts in overseeing toxicity and mutagenicity tests, functional assays, the regulatory process. Substantive statutes we will molecular techniques to delineate mechanisms of consider include the Clean Air Act, the Clean Water action, epidemiology studies and controlled clinical Act, the Safe Drinking Water Act, the regulation of trials. Recommended preparation: EVHS 429. hazardous wastes and the cleanup of contaminated sites, and a range of federal statutes regulating chemical manufacturing/use and the workplace. EVHS 405. Effects of Exposure to Env Toxins. 3 The course includes an overview of the common Units. law concepts of torts and nuisance. Prereq: EVHS 429 or permission of instructor. This course provides an introduction to toxic agents found in the environment and presents an overview of chemical and physical agents which have acute EVHS 502. Genetic Toxicology II: DNA Damage toxic and/or genotoxic effects on cells. Toxicity, and Repair. 3 Units. mutagenicity, carcinogenicity, teratogenicity and the potential for exposure to these agents through This course provides an in-depth consideration environmental, occupational and medicinal routes of agents which alter DNA directly or indirectly are discussed. This topic will be covered at both through effects on its synthesis and examines the molecular and the clinical level. Discussion of the mechanisms and repair processes through clinical cases will be included. Prereq: EVHS 401 which cells respond to this damage. The class and EVHS 402. consists of formal lectures which introduce each topic, and analysis of up-to-date literature on topics representative of major current areas of EVHS 429. Introduction to Environmental interest in this field. Topics covered include fidelity Health. 3 Units. of DNA replication, excision repair, mismatch repair, transcription-linked repair, SOS repair This is a survey course of environmental health and recombinational repair. Other DNA damage topics including individual, community, population, responses controlling decision points between DNA and global issues. Introduction to risk management, repair and apoptosis are also considered. Agent- important biological mechanisms, and age and specific DNA damage, such as that caused by developmental impacts are covered in an overview agents leading to bulky adducts, AP sites, base- fashion. A practical inner city home environment base mismatches and damage to DNA bases, experience is included. Offered as EVHS 429 and are considered in the context of specific repair MPHP 429. processes responding to these DNA insults in procaryotes and eukaryotes. Recommended preparation: EVHS 401 and 402.

EVHS 506. Independent Study in Environmental Health Sciences. 1 - 6 Unit. Case Western Reserve University 151

EVHS 510. Molecular Oncology. 3 Units.

This course explores the role of environmental factors in causing alterations in cellular mechanisms which lead to cancer. Emphasis is placed on genetic and other regulatory alterations leading to cell transformation. The possible role of oncogenes and suppressor genes in these processes and the mechanisms through which chemotherapy and immunotherapy manifest toxicity for cancer cells are considered.

EVHS 651. Master’s Thesis Research. 1 - 9 Unit.

EVHS 701. Dissertation Ph.D.. 1 - 9 Unit.

(Credit as arranged.) Prereq: Predoctoral research consent or advanced to Ph.D. candidacy milestone. 152 School of Medicine

Epidemiology and Biostatistics

Room W-G57, School of Medicine http://epbiwww.case.edu/ Robert C. Elston, PhD, Chair Masters Programs Alicia Boscarello, Student Affiars Coordinator, [email protected] MS Biostatistics The Department of Epidemiology and Biostatistics draws on the core disciplines of Epidemiology, Biostatistics, and Public Health Statistics is a discipline that provides tools for to help support students in developing the making decisions under conditions of uncertainty. knowledge, skills and competencies needed to Biostatistics applies the discipline to medical assume positions of leadership with the ultimate and biological data, and it is an essential goal of advancing the public’s health. Through component of most medical research. The study challenging coursework and both independent and of biostatistics includes design and analysis of collaborative research opportunities, students will experimental studies, such as clinical trials, and non-experimental studies, theory of probability and develop a thorough understanding of the multiple determinants of population health outcomes; the statistics, mathematical and statistical modeling, individual and structural factors that may lead and knowledge of methodology used to evaluate to disparities in those outcomes; and the way in the properties of statistical procedures. It also which specific policies and interventions influence includes a competency in computers, which the nature and impacts of population health encompasses programming, statistical software determinants. use, and database management. The Department of Epidemiology and Biostatistics The mission of the Masters Program in Biostatistics offers the following degrees: is to enroll and train outstanding students in the core discipline of biostatistics. The faculty and • Doctor of Philosophy (PhD) students in this program are committed to teaching and learning the theory and application of the • Masters (MS) essential and modern statistical methods used in the biomedical sciences. • Master of Public Health (MPH) Biostatistics is a dynamic field of study and an integral part of medical and public health research. Faculty and Research Those who earn the MS in Biostatistics are equipped for careers in academia, government, Department faculty are nationally recognized and and industry, or to enter doctoral programs in have more than $9.5 million in grants that support biostatistics. The study of biostatistics includes projects including HIV/TB research in Uganda, design and analysis of experimental studies, the search for genes that cause disease, cancer such as clinical trials, and non-experimental prevention and control, studies of interventions studies, theory of probability and statistics, to change human behaviors that promote good mathematical and statistical modeling, and health, design of clinical trials, studies to change knowledge of methodology used to evaluate the high-risk behaviors related to AIDS, studies of properties of statistical procedures. It also includes public policies concerning the health of the elderly, a competency in computers, which encompasses and cost/benefit studies of medical interventions. programming and statistical software use and The department has offices at the university, computing. the Memory and Aging Center, the Prevention Research Center for Healthy Neighborhoods Courses specific to this program include (PRHCN), the Louis Stokes Cleveland Department mathematical statistics, generalized linear models, of Veteran’s Affair Medical Center, and MetroHealth multivariate statistics, survival analysis, categorical Medical Center, the latter nationally recognized data analysis and non-parametric statistics, among as a premier public hospital. The department also others. In addition, the Department of Epidemiology maintains a scientific computer center comprised of and Biostatistics offers a wide array of courses 15 servers. Several very large national health care in population health sciences, including global and demographic databases (including Medicare, health epidemiology, genetic epidemiology and Medicaid, and Vital Statistics databases) are stored bioinformatics, health behavior and preventative on the servers and are used for faculty and student science, and healthcare organization, outcomes, research and educational projects. and policy. Plentiful research opportunities exist within the department and numerous research Case Western Reserve University 153

centers across the university, and ongoing research The advisor must confirm that this requirement is is discussed during seminars and frequent informal satisfied. No more than 3 credit hours of graduate meetings with faculty. level course work in these areas may count toward the minimum for the M.S. degree. Concurrently, students will master the rigorous scientific and analytic methods necessary to be Required Non-Credit Seminar Courses at the forefront of efforts to not only describe, but effectively evaluate and improve the population’s Attending the non-credit research seminars (EPBI health. Student- and faculty-led seminars provide 501 and 503) is integral to a biostatistics student’s an ongoing mechanism for keeping abreast of professional development; thus they are required current literature and identifying important areas of of every enrolled student. They provide an informal research and collaborative opportunities. Students forum for students and faculty to discuss and often are considered junior colleagues of the faculty who sharply debate important professional and scientific will develop the capacity to work independently issues not typically covered in regular coursework. in a supportive environment. The Department operates within a strong interdisciplinary framework Comprehensive Exam involving faculty within the department, the school of medicine, and across the entire university, as The domain of coverage for the written well as leaders in health care institutions and health comprehensive exam is the material contained oriented organizations and agencies throughout the in the core courses excluding the Practicum in wider community. Biostatistical Science (EPBI 602). The exam is offered once per year and typically involves two Graduates from accredited universities and colleges days. will be considered for admission to the department. All applicants must satisfy both CWRU and department requirements for graduate admission. The MS program in Biostatistics consists of a 21- credit core curriculum and 15 credits of electives. General Requirements

Students must satisfy the requirements of the School of Graduate Studies as stated in the http:// www.case.edu/bulletin/09-11/index.htm site, as MS Biostatistics, Sample Plan well as those outlined by the Biostatistics program. To complete the M.S. degree program, students of Study must pass a written comprehensive examination (Master’s Plan B). Our MS program does not offer a MS Plan A, Master’s thesis option. First Year Units Fall Spring Minimum Program Requirements are as follows Statistical Methods I (EPBI 431) 3 Theoretical Statistics I (EPBI 481) 3 • Core curriculum (21 credits) Epidemiology: Introduction to Theory and 3 Methods (EPBI 490) • Electives (15 credits) Research Seminar (EPBI 501) 0 • Active participation in Departmental and Seminar in Biostatistics (EPBI 503) 0 Biostatistics seminar series Statistical Programming (EPBI 415) 3 Statistical Methods II (EPBI 432) 3 • Written comprehensive exam Theoretical Statistics II (EPBI 482) 3 Research Seminar (EPBI 501) 0 Seminar in Biostatistics (EPBI 503) 0 Course Requirements Year Total: 9 9 A cumulative grade point average of at least 2.75 is required to obtain a master’s degree. A minimum Second Year Units of 36 credit hours is required and at most 3 credit Fall Spring hours of prerequisites. Where applicable, students Survival Data Analysis (EPBI 435) 3 are encouraged to design reading electives in Biomedical Science Elective* 3 their area of interest. To assure the appropriate Biostatistics Elective** 3 background for the Biostatistics MS program each Categorical Data Analysis (EPBI 453) 3 student must have completed or take three credit Practicum (EPBI 602) 3 hours in one or more of the following scientific Biostatistics Elective** 3 areas: biology, human behavior or social sciences. 154 School of Medicine

Year Total: 9 9 access, cost/effectiveness, and certainty of quality of care to all individuals Total Units in Sequence: 36 Students in Health Service Research must *The following courses can be selected, upon complete: advisor approval, as an Elective (15 credits): IBIS 401 Integrated Biological Sciences I 3 EPBI 441 Biostatistics I 3 IBIS 402 Integrated Biological Sciences II 3 EPBI 443 Multivariate and High Dimension 3 EPBI 460 Introduction to Health Services Research 3 EPBI 442 Biostatistics II 3 EPBI 461 Health Services Research Methods 3 EPBI 444 Communicating in Population Health 2 EPBI 490 Epidemiology: Introduction to Theory and 3 Science Research Methods EPBI 445 Research Ethics in Pop Health Sciences 1 EPBI 431 Statistical Methods I 3 EPBI 450 Clinical Trials and Intervention Studies 3 EPBI 432 Statistical Methods II 3 EPBI 451 Principles of Genetic Epidemiology 3 EPBI 501 Research Seminar 0 EPBI 452 Statistical Methods for Genetic 3 EPBI 601 Master’s Project Research 18 Epidemiology IBIS 600 Exam in Biomedical Investigation 0 EPBI 453 Categorical Data Analysis 3 EPBI 458 Statistical Methods for Clinical Trials 3 EECS 458 Introduction to Bioinformatics 3 EECS 459 Bioinformatics for Systems Biology 3 Master of Public Health (MPH)

Master of Public Health Program Administrative MD/MS Biomedical Director Investigation--Epidemiology Case Western Reserve University and Health Services Research 10900 Euclid Avenue, W-G74 Tracks Cleveland, Ohio 44106-4945 (216)368-3128 - phone For information on Program Admissions and MD requirements, see the MD Dual Degrees section. (216)368-2286 - fax Epidemiology. This track includes the search for [email protected] - e-mail factors causing disease in humans and the study of the occurrence and distribution of diseases A Master of Public Health degree is designed to in human populations. The field of epidemiology prepare students to address the broad mission also is concerned with the education of the public of public health, defined as “enhancing health in and strategies for adopting good health behavior human populations, through organized community practices effort,” utilizing education, research and community service. Public health practitioners are prepared to Students in Epidemiology must complete: identify and assess the health needs of different populations, and then to plan, implement and evaluate programs to meet those needs. It is the IBIS 401 Integrated Biological Sciences I 3 task of the public health practitioner to protect and IBIS 402 Integrated Biological Sciences II 3 promote the wellness of humankind. The master EPBI 490 Epidemiology: Introduction to Theory and 3 Methods of public health program prepares students to EPBI 491 Epidemiology: Case-Control Study Design 3 enhance health in human populations through and Analysis organized community effort. Graduates are qualified EPBI 492 Epidemiology: Cohort Study Design and 3 to work in local and state health departments, Analysis universities and colleges, hospitals, ambulatory EPBI 431 Statistical Methods I 3 medical centers, non-profit organizations, and EPBI 432 Statistical Methods II 3 the insurance and pharmaceutical industries. The EPBI 501 Research Seminar 0 program seeks to attract a rich mix of students, EPBI 601 Master’s Project Research 18 including those pursuing degrees in medicine, IBIS 600 Exam in Biomedical Investigation 0 nursing, dentistry, law, social work, bioethics, management and other fields, as well as students Health Services Research. This trackfocuses on holding undergraduate degrees. the description, analysis and evaluation of the The CWRU MPH Program has a two-year organization; staffing; financing; utilization; and curriculum requiring 42 credit hours. Eighteen delivery of health care, with emphasis on equity of Case Western Reserve University 155

credits are accumulated in six core required Public Health Management and Policy 3 courses, representing the fundamental domains (MPHP 439) of public health: biostatistics, epidemiology, Building a Public Health Project (MPHP 0 environmental health sciences, health services 507) administration, public health history and social and Major Course #1 3 behavioral sciences. Students receive nine credits Year Total: 9 12 for three courses in the major of their choice, six credits for two elective courses, and nine credits Second Year Units for the “Capstone Experience,” a public health Fall Spring field practicum encompassing one semester of the Major Course #2 3 MPH program. The MPH seminar program, a two- Major Course #3 3 semester sequence, is taken for no credit. Previous Elective course 3 experience or education pertaining to public health Elective course 3 may increase the student’s flexibility in course Public Health Capstone Experience (MPHP 9 selection. Students may also enroll part-time and 652) take courses over a three to five year period. Year Total: 12 9 NOTE: Students who matriculated prior to fall 2007 are still held to the 36 credit hour curriculum. Total Units in Sequence: 42

Requirements: Majors

Core required courses (18 credits): Currently, four different majors (a.k.a. tracks) are offered by the CWRU MPH Program: Population MPHP 405 Statistical Methods in Public Health (students 3 in the Population Health Research major may take MPHP Health Research, Global Health, Health Policy & Management, and Health Promotion & Disease 431: Statistical Methods I in place of MPHP 405) Prevention. Each major has a required course or MPHP 406 History and Philosophy of Public Health 3 courses (in addition to the core required courses), MPHP 411 Introduction to Health Behavior 3 plus selective offerings to be combined for a total MPHP 429 Introduction to Environmental Health 3 of 9 credit hours in major coursework. Students MPHP 439 Public Health Management and Policy 3 develop a Capstone project relevant to the major MPHP 490 Epidemiology: Introduction to Theory and 3 area to expand and apply the knowledge of the Methods subject. Individual emphasis will differ from student Capstone Experience: to student within each major. MPHP 652 Public Health Capstone Experience 9 Major - choose one major and take 9 credits within that 9 MPH students can also choose to expand the major emphasis and depth of their program of study Population Health Research Major by electing to do a double major plan of study. Global Health Major For the double major, the student chooses two Health Policy & Management Major areas (two majors) of equal emphasis and takes 3 Health Promotion & Disease Prevention Major courses in each area (this requires the student to Electives 6 take a minimum of 45 credit hours). The student’s MPHP 506 The Future of Public Health 0 Capstone project must embrace and integrate both MPHP 507 Building a Public Health Project 0 emphases., and no double-counting of credits can take place. Students choosing to do the double major plan of study should also work closely with MPH Sample Plan of Study (full- an advisor to ensure optimal course selection time): and foster the evolution of a successful Capstone project. First Year Units Fall Spring Statistical Methods in Public Health (MPHP 3 Population Health Research Major 405) The Future of Public Health (MPHP 506) 0 Coordinator - Mendel Singer, PhD History and Philosophy of Public Health 3 Learning Objectives: (MPHP 406) Epidemiology: Introduction to Theory and 3 ·Working knowledge of epidemiologic principles, Methods (MPHP 490) terminology, and tools Introduction to Health Behavior (MPHP 411) 3 Introduction to Environmental Health 3 (MPHP 429) 156 School of Medicine

·Working knowledge of the primary analytic methods employed in both prospective and Select 2 of 3 as Required major courses: retrospective studies relating to population health INTH 401 Fundamentals of Global Health 3 MPHP 447 Global Health: Outbreak Investigation in 3 ·Understand the most common study designs used Real-Time in public health and/or clinical research MPHP 484 Geographic Medicine and Epidemiology 1-3 Select remaining major course from list below: ·Gain familiarity with some of the key advanced MPHP 467 Comparative and Cost Effectiveness 1 concepts in one of the subspecialties of population Research health (e.g. epidemiology, health services research, MPHP 475 Management of Disasters Due to Nature, 3 outcomes research) War, or Terror MPHP 491 Epidemiology: Case-Control Study Design 3 Courses: and Analysis MPHP 492 Epidemiology: Cohort Study Design and 3 Analysis Required major course: MPHP 508 Ethics, Law, and Epidemiology 3 MPHP 491 Epidemiology: Case-Control Study Design 3 MPHP 510 Health Disparities 3 and Analysis ANTH 461 Urban Health 3 Select other major courses from list below: ANTH 480/481 Medical Anthropology and Global Health I 3 MPHP 421 Health Economics and Strategy 3 ANTH 511 Seminar in Anthropology and Global Health: 3 MPHP 432 Statistical Methods II 3 Topics MPHP 450 Clinical Trials and Intervention Studies 3 LAWS 224 International Law 2 MPHP 458 Statistical Methods for Clinical Trials 3 LAWS 349 International Trade and Development 3 MPHP 460 Introduction to Health Services Research 3 MGMT 460 Managing in a Global Economy 3 MPHP 467 Comparative and Cost Effectiveness 1 Research MPHP 474 Principles of Practice-Based Network 3 Research Health Care Policy & Administration MPHP 484 Geographic Medicine and Epidemiology 1-3 Major MPHP 492 Epidemiology: Cohort Study Design and 3 Analysis Coordinator - Jessica Berg, JD, MPH EPBI 414 Introduction to Statistical Computing 3 EPBI 451 Principles of Genetic Epidemiology 3 Learning Objectives: EPBI 452 Statistical Methods for Genetic 3 Epidemiology To improve population health through leadership by EPBI 459 Longitudinal Data Analysis 3 developing knowledge, ability and skills to lead care EPBI 461 Health Services Research Methods 3 improvement, including: EPBI 515 Secondary Analysis of Large Health Care 3 ·Knowledge of social science through theories Data Bases and how they can be used to understand the NURS 631 Advanced Statistics: Multivariate Analysis 3 organization of health care (health economics, sociology, organization theory, social psychology) Global Health Major ·To understand the role of the manager, organizational control and design, relationships with Coordinator - Daniel Tisch, PhD, MPH professional workers, adaptation to change and public accountability Learning Objectives: ·To understand and be able to use management ·Develop a global perspective on health and techniques including quality improvement, small diseases group leadership, budgeting, cost effectiveness, ·Learn to design, execute, analyze, and evaluate and decision supports global health research or projects ·Able to analyze a public health problem, ·Acquire skills to understanding and communicate recommend solutions, make a public presentation, meaningfully with colleagues from distant fields of and carry out improvements global health Courses: ·Learn to integrate multiple objectives in global health across academic and applied disciplines Required major course: MPHP 468 The Continual Improvement of Healthcare: 3 ·Understand ethical and regulatory issues for global An Interdisciplinary Course health research Select remaining major courses from list below: MPHP 408 Public Policy and Aging 3 Courses: MPHP 421 Health Economics and Strategy 3 MPHP 456 Health Policy and Management Decisions 3 Case Western Reserve University 157

MPHP 467 Comparative and Cost Effectiveness 1 Research PhD Epidemiology and MPHP 475 Management of Disasters Due to Nature, 3 War, or Terror Biostatistics MPHP 508 Ethics, Law, and Epidemiology 3 MPHP 510 Health Disparities 3 MPHP 532 Health Care Information Systems 3 The PhD Program in Epidemiology and POSC 483 Health Policy and Politics in the United 3 Biostatistics draws on the core disciplines States of biostatistics and epidemiology to support HSMC 420 Health Finance 3 students in developing the knowledge, skills and EPBI 592 Special Topics in Epidemiology 1-10 competencies needed to assume positions of LAWS 228 Public Health Law 2 leadership with the ultimate goal of advancing the BETH 417 Introduction to Public Health Ethics 3 public’s health. Students accepted into the PhD program will master the rigorous scientific and analytic methods necessary to be at the forefront of Health Promotion & Disease Prevention efforts to not only describe, but effectively evaluate Major and improve the public’s health. The Department operates within a strong interdisciplinary framework Coordinator - Erika Trapl, PhD involving faculty within the department, the school of medicine, and across the entire university, as Learning Objectives: well as leaders in health care institutions and health oriented organizations and agencies throughout the ·Describe models and theories of health behavior wider community. as they relate to health promotion and disease prevention Student- and faculty-led seminars provide an ongoing mechanism for keeping abreast of current ·Identify multi-factorial causes of health behavior literature and identifying important areas of and disease research and collaborative opportunities. Students ·Demonstrate knowledge and skills necessary to are considered junior colleagues of the faculty who support behavior change will develop the capacity to work independently in a supportive environment. The Department ·Apply principles and practice of effective health operates within a strong interdisciplinary framework communication involving faculty within the department, the school of medicine, and across the entire university, as ·#Describe development, implementation, and well as leaders in health care institutions and health evaluation of programs that promote healthy oriented organizations and agencies throughout the lifestyle and behaviors wider community. Courses:

Required major course: Graduates from accredited universities and colleges will be considered for admission to MPHP 433 Community Interventions and Program 3 Evaluation the department. All applicants must satisfy both CWRU and department requirements for Select remaining major courses from list below: graduate admission. Upon acceptance into the MPHP 413 Health Education, Communication, and 3 PhD program, each student will be assigned an Advocacy academic advisor, who will guide the student MPHP 464 Obesity and Cancer: Views from Molecules 3 through department and graduate school to Health Policy regulations, assist him or her in designing the MPHP 474 Principles of Practice-Based Network 3 initial planed program of study, and track the Research student’s progress toward degree completion MPHP 475 Management of Disasters Due to Nature, 3 War, or Terror All incoming PhD students take a required 36-credit MPHP 485 Adolescent Development 3 core curriculum, which includes a 24-credit common MPHP 508 Ethics, Law, and Epidemiology 3 core, 12-credit concentration core, and 6-credits of MPHP 510 Health Disparities 3 electives from one of four areas of concentration: ANTH 461 Urban Health 3 Genetic Epidemiology and Bioinformatics, Global Health Epidemiology, Health Behavior and Prevention Science, and Health Care Organizations, Outcomes and Policy (see descriptions below). 158 School of Medicine

On completion of all core requirements, concentration when applying for admission students take a qualifying examination to the program, must do so by no later than that leads to advancement to candidacy. the end of the second semester (for full- When ready to embark upon the Doctoral time students) or 18 credit hours of core dissertation , the student must choose coursework, and meet all the requirements a research advisor to have the major of the chosen concentration. Applying to a responsibility for facilitating, guiding, and concentration after matriculation OR changing advising the student in his or her research. concentrations after initial admission does not guarantee acceptance into the concentration. Curriculum Some concentrations may have additional prerequisites beyond those required for The Doctor of Philosophy degree in the entrance into the PhD program (i.e., at least Department of Epidemiology and Biostatistics is one course in calculus), or additional non- comprised of the following components: coursework requirements (i.e., applied research experience). • Basic Core Curriculum (24 credits) Electives (6 credits) Electives are chosen in conjunction with • Specialization/Concentration Core consultation with the student’s academic Curriculum (12 credits) advisor.

Seminars (0 credits) • Electives (6 credits) Attending research seminars is integral to our graduate program and your professional • Seminar Requirements (501 & 502, development. Students are required to attend weekly research seminars. These seminars 503, 504, 505, or 506) provide a forum for students to develop skills in scientific presentation, thought and communication, and balance general and • Passing the Qualifying Exam concentration-specific speakers and topics. Meeting locations may vary from week to week depending upon the speaker. • Portfolio Presentation Portfolio Presentation • Dissertation (18 credits) The purpose of the portfolio presentation is to give the doctoral student, faculty and other doctoral students an opportunity to consider the progress, achievements and goals of the Basic Core Curriculum (24 credits) presenting student. However, it is neither an examination nor a formal checklist of activity. The basic core curriculum is designed to The presentation is an opportunity for the provide PhD students with a strong foundation presenting student to review her/his study in epidemiology and biostatistics, together and career goals and for the faculty to offer with health service research - the fields that feedback and advice to the student regarding comprise population health sciences - and progress toward her/his goals. One way for the the methodological and analytic training to student to think about the portfolio presentation conduct a rigorous, high quality dissertation is to imagine that (s)he is being interviewed for in the student’s selected specialization or an academic or research position. In such a concentration. Specialization/Concentrations (12 credits) The PhD coursework requirement also consists of concentrated studies within one of four substantive areas offered within the department: Genetic Epidemiology and Bioinformatics, Global Health Epidemiology, Health Behavior and Prevention Science, and Health Care Organizations, Outcomes and Policy. Most PhD students will specify a concentration when they apply to the program; those who do so will have better chance of acceptance. Students who do not directly specify a Case Western Reserve University 159

circumstance, the student would explain why Second Year Units (s)he has the background and skills that would qualify her/him for the position. Fall Spring Essence of Multilevel Statistical Modeling, 1 Generally, the Portfolio Presentation is given Including Repeated Measures Analysis after Advancement to Candidacy but prior to the (EPBI 436) dissertation proposal defense. Essence of Classical Multivariate Analysis 1 (EPBI 437) Dissertation (18 credits) Essence of Structural Equation Modeling 1 (EPBI 438) After passing the qualifying examination and Design and Measurement in Population 3 completing all course work, the student should Health Sciences (EPBI 465) choose a dissertation topic and find a faculty Concentration core or elective 3 member with an appointment in the Department Research Seminar (EPBI 501) 0 who is willing to be his/her research advisor. Seminar in Genetic Epidemiology and 0 Bioinformatics (EPBI 502) or Seminar in Biostatistics (EPBI 503) PhD Epidemiology & or Seminar in Health Care Organization, Outcomes and Policy (EPBI 504) Biostatistics, Sample Plan of or Seminar in Global Health Epidemiology (EPBI 505) Study or Seminar in Health Behavior and Prevention Research (EPBI 506) § After completing core curriculum, students Please also see Graduate Studies Academic take a qualifying exam to pass into Requirements for Doctoral Degrees candidacy. Concentration coursework 9 Year Total: 9 9

Total Units in Sequence: 36 First Year Units Fall Spring Year 3 + -- Complete remaining hours of elective Epidemiology: Introduction to Theory and 3 coursework, Portfolio, and 18 hours of Dissertation Methods (EPBI 490) Research Research Seminar (EPBI 501) 0 Seminar in Genetic Epidemiology and 0 Bioinformatics (EPBI 502) or Seminar in Biostatistics (EPBI 503) or Seminar in Health Care Organization, Areas of Concentration Outcomes and Policy (EPBI 504) or Seminar in Global Health Epidemiology (EPBI 505) Genetic Epidemiology and or Seminar in Health Behavior and Bioinformatics Prevention Research (EPBI 506) Statistical Methods I (EPBI 431) 3 Students enrolled in the Genetic Epidemiology and Introduction to Population Health (EPBI 3 Bioinformatics Concentration will learn to design 440) and conduct epidemiological studies investigating Statistical Methods II (EPBI 432) 3 the genetic and environmental influences on Communicating in Population Health 2 disease. Genetic epidemiology combines genetics, Science Research (EPBI 444) epidemiology, and biostatistics. Bioinformatics Research Ethics in Pop Health Sciences 1 (EPBI 445) involves the use of sophisticated statistical and data mining tools to analyze genomic, epigenomic, and Introduction to Health Services Research 3 (EPBI 460) proteomic data. Research Seminar (EPBI 501) 0 Special study designs and statistical methods Seminar in Genetic Epidemiology and 0 are required to explore genetic influences in Bioinformatics (EPBI 502) or Seminar in Biostatistics (EPBI 503) epidemiologic studies, and this field continues to or Seminar in Health Care Organization, evolve as molecular and computational technology Outcomes and Policy (EPBI 504) evolves. Furthermore, studies have moved beyond or Seminar in Global Health Epidemiology associations strictly between trait and DNA (EPBI 505) or Seminar in Health Behavior and sequence, and now incorporate gene-environment Prevention Research (EPBI 506) interaction, RNA/gene expression, copy number Year Total: 9 9 variants, epigenetics, and proteomics. Thus, today’s genetic epidemiologists must be able to take 160 School of Medicine

multidisciplinary approaches to the evaluation of from which these populations arise is strongly genetics in disease pathogenesis. encouraged. Researchers in many diverse areas are interested in incorporating genetics into their studies of disease pathogenesis, so this field is in Health Behavior and Prevention demand. Currently the field is moving towards the Science development of predictive models incorporating genetic polymorphisms, so this field is central to Health behavior and prevention research involves translational and personalized medicine. After the systematic study of factors that modify finishing training in this area, students may become behaviors related to disease risk and health collaborators with other basic and clinical scientists promotion. This involves the development and who are interested in examining genetic effects testing of intervention programs designed to on their respective phenotypes, may become change behavior and reduce the onset and impact methodologists and develop new statistical/ of various diseases and programs designed to bioinformatic approaches appropriate for obtaining improve quality of life. Students enrolled in a genetic information, or may lead their own research concentration in Health Behavior and Prevention related to the genetics of specific complex traits. Science will train and conduct research on the psychological, social and ecological influences of health-related behaviors linked to the prevention of chronic disease, focusing not only on individual- Global Health Epidemiology level health and health behavior change, but more The World Health Organization (WHO) and the broadly to include multi-level, socio-ecological US Institute of Medicine (IOM) defines Global influences from interpersonal relationships and Health as “health problems, issues, and concerns families, to organizations (school, work, religion), that transcend national boundaries, may be neighborhoods and communities, and policy. influenced by circumstances or experiences in other Research opportunities for HBPS students are countries, and are best addressed by cooperative plentiful across campus, both with EPBI faculty and actions and solutions”. We believe that, at its through established research centers within the core, Global Health (and more broadly, population university, such as the Prevention Research Center health sciences) is built upon the disciplines of for Healthy Neighborhoods, Center for Reducing epidemiology and biostatistics. The unifying theme Health Disparities, Practice-Based Research of this concentration is the relatedness of health Networks, Swetland Center for Environmental across diverse geographic areas and communities Health, Case Comprehensive Cancer Center and the application of epidemiology in the context of (Prevention and Control Program), and the Center related disciplines to define, quantify, and address on Urban Poverty and Community Development. health determinants, measurements, and trends. The Prevention Research Center for Healthy CWRU is a recognized leader in Global Health Neighborhoods, through its Training and Mentoring research and education. Academic opportunities and Research Development Cores, have built- in the field of Global Health are extensive and in opportunities for students to become part have been formally organized through the of research teams, attend seminars, brown- CWRU Framework for Global Health with nine bag discussions and participate in collaborative departments, five schools and The Center for exchanges with community research partners. Global Health and Diseases at CWRU. Recognizing that Global Health is not limited to international settings or “developing countries”, the concentration also recognizes neglected diseases and vulnerable Health Care Organization, populations within the USA that transcend cultural Outcomes, and Policy boundaries Students in the Health Care Organization, The spirit of this concentration is advanced, Outcomes, and Policy concentration will be innovative training to invite and strengthen prepared to design and carry out research in the brightest new researchers in the field of alternative models for the organization and delivery global health. To accomplish this to the highest of care; quality, cost-effectiveness and comparative degree possible, we take advantage of our own effectiveness of care; disparities in receipt or connections within the University, our deep outcomes of care; translation of evidence-based resources in Global Health professionals. Since practice into guidelines and evaluation of their real- the focus of this concentration is the development world applications; and health policy analysis and research of impact in a global perspective of health, implementation. Students in this concentration will prior or current experience in cultural settings acquire a solid grounding in the conduct of rigorous multidisciplinary studies applying quantitative, Case Western Reserve University 161

qualitative and mixed methods, and specialized EPBI 414. Introduction to Statistical Computing. competencies in key areas, viz., large database 3 Units. analysis; cost-effectiveness and comparative effectiveness analysis; health economics; health This course introduces the use of computers in policy and management; and other advanced epidemiologic investigations and biostatistical methods such as hierarchical linear modeling; applications. Topics covered include the use of structural equation modeling; instrumental variable the Internet to access and obtain publicly available analysis; analysis of weighted survey data; and databases, database and spreadsheet concepts, spatial analysis of data. and developing a sound approach to analysis planning and implementation. The majority of the There is a nationally recognized need for course will focus on instruction in the use of SAS researchers prepared to lead or collaborate on software for advanced database management and the types of studies students in this concentration manipulation and basic statistical analyses, with would be prepared to conduct. Placements of parallel applications in R to exploit its features. past graduates of our department who focused Primary emphasis is on developing the knowledge their studies in this area indicate that a variety and familiarity required for running these particular of employment opportunities exist in academia, programs in connection with data collection, industry, and government. This concentration analysis, and presentation of results in clinical is closely related to research in comparative studies. Students will be required to complete effectiveness, disparities, and health care quality, assignments using personal computers using all three of which reflect national funding priorities. Windows operating systems and/or computer For example, over one billion in federal research systems maintained by the department. Students dollars has recently been devoted to the funding should expect weekly assignments to reinforce comparative effectiveness research. lecture concepts. Knowledge of basic statistics in beneficial, as this course does not teach statistical analysis; but it is not vital to learning the material in EPBI Courses this course. EPBI 408. Public Policy and Aging. 3 Units. EPBI 415. Statistical Programming. 3 Units. Overview of aging and the aged. Concepts in the study of public policy. Policies on aging and Programming with R and SAS, emphasizing conditions that they address. The politics of policies sound practices and covering numerical methods on aging. Emergent trends and issues. Offered commonly used in statistical science. R is a high- as ANTH 498, BETH 496, EPBI 408, GERO 496, level, open-source platform now vital in statistical HSTY 480, MPHP 408, NURS 479, NURS 579, computing, especially for creating and sharing POSC 480, and SOCI 496. applications that implement new and customized methods. SAS is a comprehensive commercial software system that is widely used in biomedical EPBI 411. Introduction to Health Behavior. 3 research. Topics include effective programming Units. style and structure, R for customized graphics, Monte Carlo simulation and bootstrapping, Using a biopsychosocial perspective, an overview numerical optimization and root finding. Previous of the measurement and modeling of behavioral, experience in R and SAS is advised, but students social, psychological, and environmental literate in other languages (e.g., Java, C++) are factors related to disease prevention, disease encouraged to enroll. Prereq: EPBI 414. management, and health promotion is provided. Offered as EPBI 411 and MPHP 411. Prereq: Enrollment limited to MPH students (Plan A or Plan EPBI 419. Topics in Urban Health in the United B) and EPBI students or consent. States. 3 Units.

This course examines patterns of urban health and disease across the life course among marginalized populations and communities. We will examine the socio-environmental contexts that impact health status (i.e., racism, health disparities, neighborhood context, and environmental stressors). Readings from epidemiology, sociology, and public health literature will provide a foundation for the multiple factors and processes that impact health. Offered as EPBI 419 and MPHP 419. 162 School of Medicine

EPBI 431. Statistical Methods I. 3 Units. EPBI 435. Survival Data Analysis. 3 Units.

Application of statistical techniques with particular Basic concepts of survival analysis including hazard emphasis on problems in the biomedical sciences. function, survival function, types of censoring; non- Basic probability theory, random variables, and parametric models; extended Cox models: time distribution functions. Point and interval estimation, dependent variables, piece-wise Cox model, etc; regression, and correlation. Problems whose sample size requirements for survival studies. solution involves using packaged statistical Prereq: EPBI 432. programs. First part of year-long sequence. Offered as ANAT 431, BIOL 431, EPBI 431, and MPHP 431. EPBI 436. Essence of Multilevel Statistical Modeling, Including Repeated Measures Analysis. 1 Unit. EPBI 432. Statistical Methods II. 3 Units. A brief introduction to statistical models to handle Methods of analysis of variance, regression studies having observational units (cases) at and analysis of quantitative data. Emphasis on multiple levels (hierarchies). In particular, cases computer solution of problems drawn from the are often nested within groups, such as distinct biomedical sciences. Design of experiments, power communities, healthcare centers, or schools. of tests, and adequacy of models. Offered as BIOL Because the cases are not independent, ordinary 432, CRSP 432, EPBI 432, and MPHP 432. Prereq: statistical models (EPBI 432) are not appropriate. EPBI 431 or equivalent. In addition, some research questions suggest case-level analyses; others suggest group- level analyses. Longitudinal and other repeated EPBI 433. Community Interventions and measures analyses can be formed by taking the Program Evaluation. 3 Units. measurements to be nested within independent cases. Methods include the basic "summary This course prepares students to design, measure" approach and mixed linear model conduct, and assess community-based health methods, such as random coefficient regression interventions and program evaluation. Topics models. Examples and wise use of software (R include assessment of need, evaluator/stakeholder and SAS) are stressed in order to develop a strong relationship, process vs. outcome-based objectives, conceptual understanding of the models. This data collection, assessment of program objective course joins EPBI 437 and 438 as the three-step achievement based on process and impact, cost- "essence" series in advanced statistical methods benefit analyses, and preparing the evaluation required for the PhD in Population Health Science. report to stakeholders. Recommended preparation: Prereq: EPBI 432 or requisites not met permission. EPBI 490, EPBI 431, or MPHP 405. Offered as EPBI 433 and MPHP 433. EPBI 437. Essence of Classical Multivariate Analysis. 1 Unit. EPBI 434. Community Engaged Research: Principles, Methods and Applications. 3 Units. A brief introduction to classical multivariate analysis methods: data visualization, two-group discriminant Community-engaged research is a partnership analysis via Hotelling’s test, principal components approach to research that equitably involves and exploratory factor analysis, cluster analysis. community members, organization representatives, Examples and wise use of software (R and and academic researchers in all aspects of SAS) are stressed in order to develop a strong the research process. This course is designed conceptual understanding of the methods. This to provide an overview of community-based course joins EPBI 436 and 438 as the three-step participatory research (CBPR) and will familiarize "essence" series in advanced statistical methods students with the core principles, concepts and required for the PhD in Population Health Science. methods as it applies to health-related outcomes. Prereq: EPBI 432 or requisites not met permission. Using a class format that includes lectures, discussion, case studies, small group exercises and fieldwork projects, we will examine and discuss key methodological considerations in each phase of the research process from partnering with communities to planning for research, data gathering, and dissemination of results. Examples of applications in both public health and clinical settings will be highlighted. Case Western Reserve University 163

EPBI 438. Essence of Structural Equation EPBI 443. Multivariate and High Dimension. 3 Modeling. 1 Unit. Units.

Brief introduction to classic "linear structural Matrix algebra. Multivariate normal distribution. relations" (LISREL) formulation of structural Multivariate analysis of variance (MANOVA) and equation models: Building them to address specific covariance (MANCOVA). Repeated measures, research aims. Fitting and assessing the goodness growth curve and profile analysis. Canonical of the fit. Prudent interpretations. Examples and correlation analysis. Principal components analysis. wise use of software (MPlus) are stressed in order Discrimination/classification and clustering. Prereq: to develop a strong conceptual understanding. This EPBI 432 course joins EPBI 436 and 437 as the three-step "essence" series in advanced statistical methods required for the PhD in Population Health Science. EPBI 444. Communicating in Population Health Prereq: EPBI 432 or requisites not met permission. Science Research. 2 Units. Doctoral seminar on writing journal articles to report EPBI 440. Introduction to Population Health. 3 original research, and preparing and making oral Units. and poster presentations. The end products are ready-to-submit manuscripts and related slide This course introduces graduate students to the and poster presentations for the required first- multiple determinants of health including the year research project in the PhD program in the social, economic and physical environment, health Department of Epidemiology and Biostatistics. services, individual behavior, genetics and their While this course provides a nucleus for this interactions. It aims to provide students with the endeavor, students work intensively under the broad understanding of the research development supervision of their research mentors, who guide and design for studying population health, the all stages of the work including providing rigorous prevention and intervention strategies for improving editorial support. Seminar sessions are devoted to population health and the disparities that exist in rigorous peer critiques of every stage of the projects morbidity, mortality, functional and quality of life. and to in-depth discussions of assigned readings. Recommended preparation: PhD students in the Department of Biostatistics and Epidemiology. Non- EPBI 441. Biostatistics I. 3 Units. PhD EPBI students permitted if space available. Fluency in English writing (e.g., in accord with the Sampling techniques and statistical methods Harbrace College Handbook). Prereq: EPBI 431 applicable to data derived from sampling surveys. and EPBI 490. Coreq: EPBI 432 Principles of random sampling, stratification, systematic sampling, and cluster sampling. Emphasis on sampling problems encountered in EPBI 445. Research Ethics in Pop Health surveying human populations. Recommended Sciences. 1 Unit. preparation: EPBI 432. This one-credit hour course is designed to address key elements in research ethics as they EPBI 442. Biostatistics II. 3 Units. apply to the Population Health Sciences. The course includes readings, lectures, discussions This course deals with the basic concepts and and peer presentations in the following areas: applications of nonparametric statistics. Topics personal, professional and financial conflict of will include distribution-free statistics, one sample interest; policies regarding human subjects; safe rank test, the Mann-Whitney and Kruskal Wallis laboratory practices; mentor/mentee responsibilities tests, one sample and two sample U-statistics, and relationships; collaborative research; peer asymptotic relative efficiency of tests, distribution- review; data acquisition and laboratory tools; free confidence intervals, point estimation and management, sharing and ownership of data; linear rank statistics. Recommended preparation: research misconduct; responsible authorship and EPBI 441. Offered as EPBI 442 and MPHP 442. publication; the role of the scientist in society; contemporary ethical issues in biomedical research; and the environmental and societal impacts of scientific research. 164 School of Medicine

EPBI 446. Experimental Design for Biomedical EPBI 448. Genetic Analysis Programs. 3 Units. Sciences. 3 Units. Theory underlying software developed specifically This course deals with basic problems of the design for the genetic analysis of family data. The course and analysis of experiments with emphasis on will focus mainly on the programs in the S.A.G.E. experiments conducted in the biomedical sciences. (Statistical Analysis for Genetic Epidemiology) Topics will include completely randomized and program package, but will also cover other balanced incomplete block designs. Latin and programs that are available. Use of these programs Graeco-Latin squares, factorial experiments and to determine genetic components of complex traits response surface and mixture designs. In addition and writing up reports summarizing the results. to analysis and interpretation of results from Recommended preparation: EPBI 452 and EPBI experiments, optimization of design parameters, 457. using second-order models will be covered. The course is intended for graduate students and investigators who are engaged in biomedical EPBI 450. Clinical Trials and Intervention research. Prereq: EPBI 432 or MPHP 432 or BIOL Studies. 3 Units. 432 or consent of instructor. Issues in the design, organization, and operation of randomized, controlled clinical trials and EPBI 447. Global Health: Outbreak Investigation intervention studies. Emphasis on long-term in Real-Time. 3 Units. multicenter trials. Topics include legal and ethical issues in the design; application of concepts This course provides a trans-cultural, trans- of controls, masking, and randomization; steps disciplinary, multimedia learning experience by required for quality data collection; monitoring for analyzing historical and real-time data from the evidence of adverse or beneficial treatment effects; annual dengue endemics and sporadic epidemics elements of organizational structure; sample size in Puerto Rico and Brazil. A rigorous problem- calculations and data analysis procedures; and centered training in the epidemiology, prevention, common mistakes. Recommended preparation: treatment, and control of infectious diseases using EPBI 431 or consent of instructor. Offered as EPBI real-time and historical surveillance data of endemic 450 and MPHP 450. and epidemic Dengue in Bahia, Brazil. This is an advanced epidemiology course in which core material will be primarily taught through reading EPBI 451. Principles of Genetic Epidemiology. 3 assignments, class discussion, group projects, Units. and class presentations. The course will utilize the online web-based communication and learning A survey of the basic principles, concepts and technology to create a single classroom between methods of the discipline of genetic epidemiology, the CWRU and international partners with unique which focuses on the role of genetic factors complementary skills. In addition to joint classroom in human disease and their interaction with lectures across sites, student groups will also environmental and cultural factors. Many important perform smaller-scale video conference meetings human disorders appear to exhibit a genetic for assigned group projects, thus creating strong component; hence the integrated approaches of international connections for the students, faculty, genetic epidemiology bring together epidemiologic and our institutions. Note: Due to the complexities and human genetic perspectives in order to answer of time zones for this international course, the critical questions about human disease. Methods of course will begin at 8:00a.m. until the U.S.A. inference based upon data from individuals, pairs adjusts clocks for Daylight Savings Time (unlike of relatives, and pedigrees will be considered. The Brazil). Therefore, classes after the second week of last third of the course (1 credit) is more statistical March will begin at 9:00a.m. Offered as: EPBI 447, in nature. Offered as EPBI 451, GENE 451, and INTH 447, and MPHP 447. Prereq: EPBI 490. MPHP 451. Prereq: EPBI/MPHP 431 and EPBI/ MPHP 490 or MPHP 405. Case Western Reserve University 165

EPBI 452. Statistical Methods for Genetic EPBI 458. Statistical Methods for Clinical Trials. Epidemiology. 3 Units. 3 Units.

Analytic methods for evaluating the role of genetic This course will focus on special statistical methods factors in human disease, and their interactions and philosophical issues in the design and analysis with environmental factors. Statistical methods for of clinical trials. The emphasis will be on practically the estimation of genetic parameters and testing important issues that are typically not covered of genetic hypotheses, emphasizing maximum in standard biostatistics courses. Topics will likelihood methods. Models to be considered will include: randomization techniques, intent-to-treat include such components as genetic loci of major analysis, analysis of compliance data, equivalency effect, polygenic inheritance, and environmental, testing, surrogate endpoints, multiple comparisons, cultural and developmental effects. Topics sequential testing, and Bayesian methods. Offered will include familial aggregation, segregation as EPBI 458 and MPHP 458. Prereq: EPBI 432 or and linkage analysis, ascertainment, linkage MPHP 432. disequilibrium, and disease marker association studies. Recommended preparation: EPBI 431 and EPBI 451. EPBI 459. Longitudinal Data Analysis. 3 Units. This course will cover statistical methods for the EPBI 453. Categorical Data Analysis. 3 Units. analysis of longitudinal data with an emphasis on application in biological and health research. Descriptive and inferential methods for categorical Topics include exploratory data analysis, response data with applications: bivariate data; models feature analysis, growth curve models, mixed- for binary and multinomial response variables, effects models, generalized estimating equations, with emphasis on logit models; loglinear models and missing data. Prereq: EPBI 432. for multivariate data; model fitting using the maximum likelihood approach; model selection and diagnostics; and sample size and power EPBI 460. Introduction to Health Services considerations. Topics in repeated response data Research. 3 Units. as time allows. Recommended preparation: EPBI 441. This survey course provides an introduction to the field of Health Services Research and an overview of key health services research concepts EPBI 454. Population Genetics for Genetic and methods, including conceptual frameworks Epidemiology. 3 Units. and models; outcomes research; risk adjustment; disparities in health care; policy/health care This course will cover basics of population genetics systems; cost and cost-effectiveness; quality of life, (mutation, migration, natural selection) as well as process improvement; patient satisfaction; patient topics such as random mating populations and safety; health economics; statistical modeling inbred populations. Emphasis will be placed on techniques; and qualitative research methods. migration studies and on linkage disequilibrium Offered as EPBI 460 and MPHP 460. mapping. Measures on linkage disequilibrium, methods for linkage disequilibrium mapping of disease genes and the use of isolated versus outbred population in linkage of disequilibrium mapping will be discussed. Recommended preparation: EPBI 431.

EPBI 457. Genetic Linkage Analysis. 3 Units.

Methods of analyzing human data to detect genetic linkage between disease traits, discreet and continuous, and polymorphic markers. Both model-based maximum likelihood (lod score) and model-free robust methods will be discussed. Additional topics covered will include measures of informativeness, multipoint analysis, numerical methods and mod score analysis. Prereq: EPBI 432. Coreq: EPBI 451. 166 School of Medicine

EPBI 461. Health Services Research Methods. 3 EPBI 465. Design and Measurement in Units. Population Health Sciences. 3 Units.

This is a course in research methods focusing This course focuses on common design and on practical issues in the conduct of health measurement approaches used in population services research studies. Topics include: an health sciences research, building on introductions overview of health services research; ethics to these approaches provided in pre-requisite in health services research; proposal writing courses. Students will develop in-depth knowledge and funding; the relationship between theory of these approaches through readings, lectures, and research; formulating research questions; discussions, class presentations, and hands-on specifying study design and study objectives; applications. Applications will focus on primary data conceptualizing and defining variables; validity collection in multiple settings and across varying and reliability of measures; scale construction; populations. Prereq: EPBI 440 and EPBI 431 and operationalizing health research relevant variables EPBI 490 and EPBI 432 and EPBI 460 and EPBI using observation, self and other report, and 444 and EPBI 445. secondary analysis; formatting questionnaires; developing analysis plans; choosing data collection methods; sampling techniques and sample size; EPBI 467. Comparative and Cost Effectiveness carrying out studies; preparing data for analysis; Research. 1 Unit. and reporting of findings. Comparative effectiveness research is a cornerstone of healthcare reform. It holds the EPBI 462. Computation Methods in Genetic promise of improved health outcomes and Epidemiology. 3 Units. cost containment. This course is presented in a convenient 5-day intensive format in June. Methods for computing genetic likelihoods and There are reading assignments due prior to estimating genetic parameters; Elston-Stewart the 1st session. Module A, Days 1-2: Overview algorithm, IBD computation; Markov chain Monte of comparative effectiveness research (CER) Carlo methods; Gibbs sampling; Newton-Raphson; from a wide array of perspectives: individual E-M algorithm. Prereq: EPBI 457 and EPBI 482. provider, institution, insurer, patient, government, and society. Legal, ethical and social issues, as well as implications for population and public EPBI 464. Obesity and Cancer: Views from health, including health disparities will also be a Molecules to Health Policy. 3 Units. component. Module B, Day 3: Introduction to the various methods, and their strengths, weaknesses This course will provide an overview of the and limitations. How to read and understand CER components of energy balance (diet, physical papers. Module C, Days 4-5: Cost-Effectiveness activity, resting metabolic rate, dietary induced Analysis. This will cover costing, cost analysis, thermogenesis) and obesity, a consequence of clinical decision analysis, clinical decision analysis, long term positive energy balance, and various quality of life and cost-effectiveness model. The full types of cancer. Following an overview of energy 3-credit course is for taking all 3 modules. Modules balance and epidemiological evidence for the A or C can be taken alone for ! credit. Modules A obesity epidemic, the course will proceed with and B or Modules B and C can be taken together an introduction to the cellular and molecular for a total of 2 credits. Module B cannot be taken biology of energy metabolism. Then, emerging alone. If taking for 2 or 3 credits, some combination research on biologically plausible connections and of term paper, project and/or exam will be due 30 epidemiological associations between obesity and days later. Offered as EPBI 467 and MPHP 467. various types of cancer (e.g., colon, breast) will be presented. Finally, interventions targeted at decreasing obesity and improving quality of life EPBI 468. The Continual Improvement of in cancer patients will be discussed. The course Healthcare: An Interdisciplinary Course. 3 Units. will be cooperatively-taught by a transdisciplinary team of scientists engaged in research in energy This course prepares students to be members of balance and/or cancer. Didactic lectures will be interprofessional teams to engage in the continual combined with classroom discussion of readings. improvement in health care. The focus is on The paper assignment will involve application of working together for the benefit of patients and course principles, lectures and readings. Offered as communities to enhance quality and safety. Offered EBPI 464, MPHP 464. as EPBI 468, MPHP 468, NURS 468. Case Western Reserve University 167

EPBI 471. Statistical Aspects of Data Mining. 3 EPBI 474. Principles of Practice-Based Network Units. Research. 3 Units.

Linear regression, least squares, shrinkage, Practice-based research networks (PBRNs) are model selection. Scatterplot smoothing, additive organizations of community-based healthcare models. Generalized linear and generalized additive practices that engage in clinical research and models. Regression trees, MARS, projection pursuit practice improvement. In the U.S., there are regression. Decision theory, linear discriminant more than 100 of these dynamic, collaborative analysis, logistic regression, classification tree. organizations that enable the translation of research Aggregating models. Bagging and boosting. Prereq: into practice and practice into research. They EPBI 442. also frequently engage in developing and refining methods to improve healthcare quality. This course is designed to provide students with a EPBI 472. Special Topics in Statistical Genetics. foundation in PBRN methods and principles, 1 - 4 Unit. including: introduction to PBRNs, methods for collaborating with community practices, PBRN- Various topics in statistical genetics will be building strategies, PBRN data collections methods, discussed, depending on student interest statistical issues in network research, community- and needs. Examples of topics are paternity based participatory research, human subjects’ and zygosity testing, path analysis for genetic protection issues in PBRNs, quality improvement epidemiology, the analysis of racial admixture research in PBRNs, funding for PBRN research, and modeling such phenomena as imprinting and writing PBRN research findings for publication. and anticipation. The course will consist of four Each 2.5 hour class session will feature a lecture modules. A student may, in consultation with followed by a discussion of readings from the the instructor, elect to take 1 - 4 modules for the literature. Students will develop a PBRN research corresponding amount of credit. Recommended or quality improvement proposal during the preparation: EPBI 452. semester. Offered as EBPI 474, FAMD 474, and MPHP 474. EPBI 473. Integrative Cancer Biology. 3 Units. EPBI 476. Introduction to sequencing data Nonlinear mathematical representations of cancer analysis. 3 Units. relevant processes will be analyzed and used to interpret data where available. Stochastic This is a 3 credit-hour cross-disciplinary course processes will be introduced for tumor cell numbers focusing on the analysis of high throughput and DNA double strand breaks. SEER, A-bomb, sequencing data. In this course, the following will omic and cytometry data will be analyzed. be covered: (1) basic genetics knowledge, (2) advanced next generation sequencing technology, (3) the use of R and perl, and (4) hands-on experience of analyzing different types of large sequencing data (e.g., SNP calling, chi-seq, RNA-seq, and methyl-seq). Upon completion of the course, the students are expected to (1) master basic knowledge and skills in several different disciplines: genetics, programming, and sequencing data analysis, and (2) be able to make significant contributions to collaborative projects by providing meaningful and accurate analysis for sequencing data. Graduate students from the following departments are encouraged to take this course: Department of Epidemiology and Biostatistics, Department of Electronic Engineering and Computer Science, Department of Genetics and Department of Biomedical Engineering. Prereq: EPBI 414 and EPBI 431. Coreq: EPBI 432. 168 School of Medicine

EPBI 477. Internship at Health-Related EPBI 481. Theoretical Statistics I. 3 Units. Government Agencies. 3 Units. Topics provide the background for statistical This independent study course will incorporate inference. Random variables; distribution and a one-semester-long internship at health-related density functions; transformations, expectation. government agencies (Ohio Department of Health, Common univariate distributions. Multiple Ohio Department of Job and Family Services, or random variables; joint, marginal and conditional Cleveland City Health Department). The choice of distributions; hierarchical models, covariance. the agency will depend on the student’s academic Distributions of sample quantities, distributions of interests and research goals. The objective is to sums of random variables, distributions of order develop a level of familiarity with the organizational statistics. Methods of statistical inference. Offered and operational aspects of such agencies, and to as STAT 345, STAT 445, and EPBI 481. Prereq: gain an understanding of agencies’ and bureaus’ MATH 122 or MATH 223 or Coreq: EPBI 431. interactions with the legislative body, as well as the processes of developing, implementing, managing, and monitoring health initiative. The instructor EPBI 482. Theoretical Statistics II. 3 Units. and the liaison persons at the agencies will be responsible for planning structured encounters of Point estimation: maximum likelihood, moment interns with key administrators and policy makers, estimators. Methods of evaluating estimators and to select a research project, based on the including mean squared error, consistency, "best" intern’s research interests and the agencies’ unbiased and sufficiency. Hypothesis testing; research priorities. Interns will be required to submit likelihood ratio and union-intersection tests. a draft of the report to the instructor at the end Properties of tests including power function, bias. of the semester. The approved, final report will Interval estimation by inversion of test statistics, be submitted to the agency. The project will be use of pivotal quantities. Application to regression. evaluated for its methodological soundness and Graduate students are responsible for mathematical rigor. Students will be required to be at the agency derivations, and full proofs of principal theorems. one day a week. Recommended preparation: EPBI Offered as STAT 346,STAT 446, and EPBI 482. 515. Offered as EPBI 477 and MPHP 477. Prereq: STAT 345 or STAT 445 or EPBI 481.

EPBI 480. Introduction to Mathematical EPBI 483. Causal Inference. 3 Units. Statistics. 3 Units. This course covers concepts and methods for An introduction to statistical inference at an causal inference in health research. The ideas intermediate mathematical level. The concepts and approaches introduced in this course take of random variables and distributions, discrete us beyond standard statistical methods such as and continuous, are reviewed. Topics covered regression analysis, and have applications in both include: expectations, variance, moments, the observational and randomized studies. Specific moment generating function; Bernoulli, binomial, topics include potential outcomes, causal diagrams, hypergeometric, Poisson, negative binomial, confounding, propensity scores, instrumental normal, gamma and beta distribution; the central variables, treatment noncompliance, mediation limit theorem; Bayes estimation, maximum analysis, sensitivity analysis, and structural likelihood estimators, unbiased estimators, equations models. Prereq: EPBI/MPHP/BIOL 432 sufficient statistics; sampling distributions (chi- or equivalent. square, t) confidence intervals, Fisher information; hypothesis testing, uniformly most powerful tests and multi-decision problems. Prereq: MATH 122, MATH 124 or MATH 126. Case Western Reserve University 169

EPBI 484. Geographic Medicine and EPBI 491. Epidemiology: Case-Control Study Epidemiology. 1 - 3 Unit. Design and Analysis. 3 Units.

This course focuses on the epidemiology, This course builds upon EPBI 490 with a prevention, treatment, and control of tropical comprehensive study of the concepts, principles, and parasitic diseases. Emphasis will be placed and methods of epidemiologic research. The on the triad of agent, host, and environment for course content specifically focuses on the case- infectious disease impacting global health. Three control study design and provides a framework for distinct modules will focus on specific examples the design, analysis, and interpretation of case- such as malaria, helminths, bacteria, or viruses. control studies. Rigorous problem-centered training Active class participation is required through includes exposure measurement, subject selection, discussions, case studies, and group projects. validity, reliability, sample size and power, effect Recommended preparation: EPBI 490, EPBI 491 modification, confounding, bias, risk assessment, and a microbiology course or consent of instructor. matching, and logistic regression. Individual and Offered as EPBI 484, INTH 484, and MPHP 484. group data projects will be analyzed using SAS statistical software. Offered as EPBI 491 and MPHP 491. Prereq: EPBI/MPHP 490. EPBI 485. Likelihood Theory Applications. 3 Units. EPBI 492. Epidemiology: Cohort Study Design This course introduces contemporary likelihood and Analysis. 3 Units. theory and its applications in solving statistical problems. The course will cover maximum This course provides a comprehensive introduction likelihood theory; profile-, pseudo-, quasi- likelihood to the cohort study. Particular emphasis is placed theory, and generalized estimating equations. on cohort study design and cohort data analysis. We will use these likelihood theories in modeling The course will cover the conceptual framework and inference. Although we will rely on statistical underlying cohort studies, planning and conducting theory and mathematics, the course is more a cohort study, basic concepts of time, exposure about developing statistical thought process in and outcome, and methods in the analysis of addressing real-world statistical challenges. We will longitudinally collected data. Analytic methods apply computational approaches in understanding covered in the class include, but are not limited to: estimation and making likelihood based inferences. analysis of age, period, and cohort effects, analysis There will be a midterm project in this course which of incidence rates, analysis of repeated measures, will allow you to determine independent statistical and analysis of time-to-event data. Students will research working in your own content area. The have the opportunity to conduct analysis of data course is taught at the doctoral level, and much obtained from an actual cohort study using a of the theory is illustrated through applications. statistical package of their choice. Offered as EPBI Prereq: EPBI 482, STAT 446 or equivalent. 492 and MPHP 492. Prereq: EPBI 431 and EPBI 490 or equivalents. EPBI 490. Epidemiology: Introduction to Theory and Methods. 3 Units. EPBI 493. Chronic Disease Epidemiology. 3 Units. This course provides an introduction to the principles of epidemiology covering the basic This course is intended for graduate students methods necessary for population and clinic- in epidemiology and M.P.H. students who are based research. Students will be introduced interested in chronic disease epidemiology and to epidemiologic study designs, measures of prevention. The course will cover: 1) overview of disease occurrence, measures of risk estimation, concepts in chronic disease epidemiology and and casual inference (bias, confounding, and etiology, study design in epidemiologic research, interaction) with application of these principles and causal inference; 2) major chronic diseases to specific fields of epidemiology. Classes will in the U.S. populations and prevention; and 3) be a combination of lectures, discussion, and in- cancer screening. For each specific disease of class exercises. It is intended for students who interest, the lecture is structured according to 4 have a basic understanding of the principals of major components: 1) basic epidemiology; 2) risk human disease and statistics. Offered as EPBI factors and etiology; 3) prevention (and screening); 490 and MPHP 490. Prereq or Coreq: EPBI 431 or and 4) controversies and future research. Offered requisites not met permission. as EPBI 493 and MPHP 493. Prereq: EPBI 490 or equivalent. 170 School of Medicine

EPBI 494. Infectious Disease Epidemiology. 1 - 3 EPBI 500. Design and Analysis of Observational Unit. Studies. 3 Units.

The epidemiology, prevention and control An observational study investigates treatments, of representative infectious disease models. policies or exposures and the effects that they Emphasis on the triad of agent, host, and cause, but it differs from an experiment because environment and the molecular and genetic basis the investigator cannot control assignment. We of agent and host interaction in the population. introduce appropriate design, data collection and Recommended preparation: EPBI 490, EPBI 491, analysis methods for such studies, to help students and a microbiology course or consent of instructor. design and interpret their own studies, and those Offered as EPBI 494, INTH 494, and MPHP 494. of others in their field. Technical formalities are minimized, and the presentations will focus on the practical application of the ideas. A course EPBI 497. Cancer Epidemiology. 1 - 3 Unit. project involves the completion of an observational study, and substantial use of the R statistical This is a 1-3 credit modular course in cancer software. Topics include randomized experiments epidemiology and is intended for graduate students and how they differ from observational studies, in epidemiology and biostatistics, environment planning and design for observational studies, health, MPH students and MD or MD/PhD students. adjustments for overt bias, sensitivity analysis, The course will consist of 3 five-week modules: 1) methods for detecting hidden bias, and focus introduction to cancer epidemiology (study design, on propensity score methods for selection bias etiology and causal inference, cancer statistics adjustment, including multivariate matching, and cancer biology); 2) site-specific discussions stratification, weighting and regression adjustments. of various cancers involving natural history of Recommended preparation: a working knowledge disease and risk factors and etiology and 3) cancer of multiple regression, some familiarity with logistic prevention and screening and cancer survivorship. regression, with some exposure to fitting regression Each of the modules is worth 1 credit hour for a models in R. Offered as CRSP 500 and EPBI 500. total of 3 credit hours. Offered as: EPBI 497 and MPHP 497. EPBI 501. Research Seminar. 0 Units.

EPBI 499. Independent Study. 1 - 18 Unit. This seminar includes faculty and guest-lecturer presentations designed to introduce students to ongoing research at the University and elsewhere. Seminars will emphasize the application of methods learned in class, as well as the introduction of new methods and tools useful in research.

EPBI 502. Seminar in Genetic Epidemiology and Bioinformatics. 0 Units.

Presentation of original research or recent journal publications by faculty and students.

EPBI 503. Seminar in Biostatistics. 0 Units.

Presentation of original research or recent journal publications by faculty and students in the area of Biostatistics. Case Western Reserve University 171

EPBI 504. Seminar in Health Care Organization, EPBI 506. Seminar in Health Behavior and Outcomes and Policy. 0 Units. Prevention Research. 0 Units.

This seminar is designed to enhance the This seminar is designed to enhance the academic professional development of students in the and professional development of students in the Health Care Organization, Outcomes and Policy Health Behavior Prevention Research (HBPR) concentration of the Department of Epidemiology concentration in the Department of Epidemiology and Biostatistics and provide them with practical and Biostatistics. The seminar is comprised information, experiences and guidance to foster of a journal club style in which current and their academic success. Students will 1) develop classic research literature in health behavior the ability to critically appraise the health services and prevention research is critically evaluated. research literature; 2) gain experience in organizing Also, talks are given by students, faculty, and and delivering oral presentations based on invited guests. These activities give students the published literature and their own research opportunity to improve their ability to: 1) critically endeavors; 3) be exposed to role models and evaluate research literature in HBPR; 2) lead receive coaching on career development through effectively a discussion of a research article; and lecture and discussion involving experienced 3) organize and deliver oral presentations based faculty from within and outside the division; 4) on published literature and their own research receive didactic training and hands-on experience endeavors. Some sessions are devoted to didactic with career-related tasks and skills such as grant training and hands-on experience with career- writing and proposal evaluation, article review, and related tasks and skills such as grant writing, effective participation in professional meetings; and proposal evaluation, and manuscript review. The hear faculty from within and outside the department specific content of the seminar for any given describe their research. The specific content of the semester will be determined jointly by the students seminar for any given semester will be determined and faculty in HBPR. Enrollment is required of all jointly by HCOOP students and faculty. Enrollment PhD students in the HBPR concentration of the is limited to students in the HCOOP division of the Department of Epidemiology and Biostatistics; Department of Epidemiology and Biostatistics. however is open to all interested students.

EPBI 505. Seminar in Global Health EPBI 508. Ethics, Law, and Epidemiology. 3 Epidemiology. 0 Units. Units.

This seminar examines a broad range of This course is designed to provide epidemiology topics related to infectious disease research students with basic knowledge about the ethical in international settings. Areas of interest are and legal principles underlying epidemiological certain to include epidemiology, bioethics, medical research. This is not a public health law class. anthropology, pathogenesis, drug resistance, Issue papers are assigned on a weekly basis. Each vector biology, cell and molecular biology, vaccine issue paper requires that the student analyze the development, diagnosis, and socio-cultural factors situation depicted and apply the principles learned. contributing to or compromising effective health Some issue papers may require that the student care delivery in endemic countries. Speakers will draft a proposed rule, a portion of legislation, or a include a diverse group of regional faculty and post- document such as an informed consent form. Other doctoral trainees, as well as visiting colleagues exercises may require that students critique an from around the world. Students will be asked to existing agency rule or legislation. Offered as EPBI read a journal article written by the speaker and 508 and MPHP 508. Prereq: EPBI 490 and EPBI then discuss this article with the speaker after their 491 or equivalents. seminar. 172 School of Medicine

EPBI 510. Health Disparities. 3 Units. EPBI 515. Secondary Analysis of Large Health Care Data Bases. 3 Units. This course aims to provide theoretical and application tools for students from many disciplinary Development of skills in working with the large- backgrounds to conduct research and develop scale secondary data bases generated for interventions to reduce health disparities. The research, health care administration/billing, or other course will be situated contextually within the purposes. Students will become familiar with the historical record of the United States, reviewing content, strength, and limitations of several data social, political, economic, cultural, legal, and bases; with the logistics of obtaining access to data ethical theories related to disparities in general, bases; the strengths and limitations of routinely with a central focus on health disparities. Several collected variables; basic techniques for preparing frameworks regarding health disparities will and analyzing secondary data bases and how be used for investigating and discussing the to apply the techniques to initiate and complete empirical evidence on disparities among other empirical analysis. Recommended preparation: subgroups (e.g., the poor, women, uninsured, EPBI 414 or equivalent; EPBI 431 or EPBI 460 and disabled, and non-English speaking populations) EPBI 461 (for HSR students). will also be included and discussed. Students will be expected to develop a research proposal (observational, clinical, and/or intervention) rooted EPBI 592. Special Topics in Epidemiology. 1 - 10 in their disciplinary background that will incorporate Unit. materials from the various perspectives presented throughout the course, with the objective of Short, intensive courses on current research topics, developing and reinforcing a more comprehensive statistical analyses, methodological issues or approach to current practices within their fields. intervention approaches related to epidemiology, Offered as CRSP 510, EPBI 510, MPHP 510, particularly infectious disease, chronic disease, NURS 510, and SASS 510. behavioral and social epidemiology. Course hours and requirements vary by topic each semester.

EPBI 512. Reproductive and Perinatal Epidemiology. 1 - 3 Unit. EPBI 601. Master’s Project Research. 1 - 18 Unit.

This course provides an overview of the biology, risk factors, and epidemiologic methods related to reproductive and perinatal outcomes. The EPBI 602. Practicum. 1 - 3 Unit. course will be divided into three one-credit This course focuses on the skills needed to modules: 1) female reproductive health (e.g. become an effective statistical consultant. The puberty, menstrual cycle function, gynecological course objectives are: to learn the role of the disorders, menopause); 2) pregnancy (e.g. consulting statistician and the accompanying fecundity, pregnancy complications, birth outcomes, responsibilities and ethical considerations, congenital malformations, infant mortality); and to develop the ability to interact with clients 3) male reproductive health (e.g. fecundity, male and elicit the information required to provide reproductive malformations, testicular dysgenesis consulting expertise, to learn general strategies syndrome, erectile dysfunction). The course will be for approaching consulting problems that can be a combination of lectures and class discussions. applied to a wide range of problems in medical Recommended preparation: EPBI 490 and EPBI areas, and the develop expertise in areas needed 431 or the equivalent. by consulting biostatistician. These include database architecture, data quality control, record keeping for potential audits, statistical techniques, and report generation.

EPBI 651. Thesis M.S.. 1 - 18 Unit.

EPBI 701. Dissertation Ph.D.. 1 - 18 Unit.

Prereq: Predoctoral research consent or advanced to Ph.D. candidacy milestone. Case Western Reserve University 173

MPHP Courses MPHP 406. History and Philosophy of Public Health. 3 Units. MPHP 306. History and Philosophy of Public Health. 3 Units. The purpose of this course is to introduce students to the science and art of public health through an The purpose of this course is to introduce students understanding of the history and philosophies that to the science and art of public health through an represent its foundation. Students will learn about understanding of the history and philosophies that the essentials of public health and applications represent its foundation. Students will learn about of those precepts throughout history and in the the essentials of public health and applications present. The course will examine public health of those precepts throughout history and in the case histories and controversies from the past and present. The course will examine public health present, in order to better understand solutions for case histories and controversies from the past and the future. Offered as MPHP 306 and MPHP 406. present, in order to better understand solutions for Prereq: Enrollment limited to MPH students (Plan A the future. Offered as MPHP 306 and MPHP 406. or Plan B) and EPBI students or instructor consent. Prereq: Enrollment limited to juniors and seniors only. MPHP 408. Public Policy and Aging. 3 Units.

MPHP 313. Health Education, Communication, Overview of aging and the aged. Concepts in and Advocacy. 3 Units. the study of public policy. Policies on aging and conditions that they address. The politics of policies Historical, sociological, and philosophical factors on aging. Emergent trends and issues. Offered that have influenced definitions and the practice of as ANTH 498, BETH 496, EPBI 408, GERO 496, health education and health promotion are studied. HSTY 480, MPHP 408, NURS 479, NURS 579, Advanced concepts in health communication theory POSC 480, and SOCI 496. will also be explored. This course is designed to education, motivate, and empower undergraduate and graduate students to become advocates for MPHP 411. Introduction to Health Behavior. 3 their own health, the health of their peers, and the Units. health of the community. Offered as MPHP 313 and MPHP 413. Using a biopsychosocial perspective, an overview of the measurement and modeling of behavioral, social, psychological, and environmental MPHP 405. Statistical Methods in Public Health. factors related to disease prevention, disease 3 Units. management, and health promotion is provided. Offered as EPBI 411 and MPHP 411. Prereq: This one-semester survey course for public health Enrollment limited to MPH students (Plan A or Plan students is intended to provide the fundamental B) and EPBI students or consent. concepts and methods of biostatistics as applied predominantly to public health problems. The emphasis is on interpretation and concepts rather MPHP 413. Health Education, Communication, than calculations. Topics include descriptive and Advocacy. 3 Units. statistics; vital statistics; sampling; estimation and significance testing; sample size and power; Historical, sociological, and philosophical factors correlation and regression; spatial and temporal that have influenced definitions and the practice of trends; small area analysis; statistical issues health education and health promotion are studied. in policy development. Examples of statistical Advanced concepts in health communication theory methods will be drawn from public health practice. will also be explored. This course is designed to Use of computer statistical packages will be education, motivate, and empower undergraduate introduced. Prereq: Enrollment limited to MPH and graduate students to become advocates for students (Plan A or Plan B) and EPBI students only. their own health, the health of their peers, and the All others require instructor consent. health of the community. Offered as MPHP 313 and MPHP 413. 174 School of Medicine

MPHP 419. Topics in Urban Health in the United MPHP 432. Statistical Methods II. 3 Units. States. 3 Units. Methods of analysis of variance, regression This course examines patterns of urban health and and analysis of quantitative data. Emphasis on disease across the life course among marginalized computer solution of problems drawn from the populations and communities. We will examine the biomedical sciences. Design of experiments, power socio-environmental contexts that impact health of tests, and adequacy of models. Offered as BIOL status (i.e., racism, health disparities, neighborhood 432, CRSP 432, EPBI 432, and MPHP 432. Prereq: context, and environmental stressors). Readings EPBI 431 or equivalent. from epidemiology, sociology, and public health literature will provide a foundation for the multiple factors and processes that impact health. Offered MPHP 433. Community Interventions and as EPBI 419 and MPHP 419. Program Evaluation. 3 Units. This course prepares students to design, MPHP 421. Health Economics and Strategy. 3 conduct, and assess community-based health Units. interventions and program evaluation. Topics include assessment of need, evaluator/stakeholder This course has evolved from a theory-oriented relationship, process vs. outcome-based objectives, emphasis to a course that utilizes economic data collection, assessment of program objective principles to explore such issues as health care achievement based on process and impact, cost- pricing, anti-trust enforcement and hospital benefit analyses, and preparing the evaluation mergers, choices in adoption of managed care report to stakeholders. Recommended preparation: contracts by physician groups, and the like. EPBI 490, EPBI 431, or MPHP 405. Offered as Instruction style and in-class group project focus on EPBI 433 and MPHP 433. making strategic decisions. The course is directed for a general audience, not just for students and concentration in health systems management. MPHP 439. Public Health Management and Offered as ECON 421, HSMC 421, and MPHP 421. Policy. 3 Units. This course is designed to introduce students MPHP 429. Introduction to Environmental to the basics of health policy-making and Health. 3 Units. includes a background on the basic structure and components of the US Health Care System This is a survey course of environmental health (such as organization, delivery and financing). topics including individual, community, population, It will also cover introductory concepts in public and global issues. Introduction to risk management, health management, including the role of the important biological mechanisms, and age and manager, organizational design and control, and developmental impacts are covered in an overview accountability. We will address relevant legal, fashion. A practical inner city home environment political and ethical issues using case examples. experience is included. Offered as EVHS 429 and At the end of the course, students will understand MPHP 429. how health policy is developed and implemented in various contexts, and the challenges facing system- wide efforts at reform. This is a required course for MPHP 431. Statistical Methods I. 3 Units. the MPH degree. Grades will be based on a series of assignments. Prereq: Enrollment limited to MPH Application of statistical techniques with particular students (Plan A or Plan B) and EPBI Students or emphasis on problems in the biomedical sciences. instructor consent. Basic probability theory, random variables, and distribution functions. Point and interval estimation, regression, and correlation. Problems whose MPHP 442. Biostatistics II. 3 Units. solution involves using packaged statistical programs. First part of year-long sequence. Offered This course deals with the basic concepts and as ANAT 431, BIOL 431, EPBI 431, and MPHP applications of nonparametric statistics. Topics 431. will include distribution-free statistics, one sample rank test, the Mann-Whitney and Kruskal Wallis tests, one sample and two sample U-statistics, asymptotic relative efficiency of tests, distribution- free confidence intervals, point estimation and linear rank statistics. Recommended preparation: EPBI 441. Offered as EPBI 442 and MPHP 442. Case Western Reserve University 175

MPHP 447. Global Health: Outbreak MPHP 451. Principles of Genetic Epidemiology. Investigation in Real-Time. 3 Units. 3 Units.

This course provides a trans-cultural, trans- A survey of the basic principles, concepts and disciplinary, multimedia learning experience by methods of the discipline of genetic epidemiology, analyzing historical and real-time data from the which focuses on the role of genetic factors annual dengue endemics and sporadic epidemics in human disease and their interaction with in Puerto Rico and Brazil. A rigorous problem- environmental and cultural factors. Many important centered training in the epidemiology, prevention, human disorders appear to exhibit a genetic treatment, and control of infectious diseases using component; hence the integrated approaches of real-time and historical surveillance data of endemic genetic epidemiology bring together epidemiologic and epidemic Dengue in Bahia, Brazil. This is and human genetic perspectives in order to answer an advanced epidemiology course in which core critical questions about human disease. Methods of material will be primarily taught through reading inference based upon data from individuals, pairs assignments, class discussion, group projects, of relatives, and pedigrees will be considered. The and class presentations. The course will utilize the last third of the course (1 credit) is more statistical online web-based communication and learning in nature. Offered as EPBI 451, GENE 451, and technology to create a single classroom between MPHP 451. the CWRU and international partners with unique complementary skills. In addition to joint classroom lectures across sites, student groups will also MPHP 456. Health Policy and Management perform smaller-scale video conference meetings Decisions. 3 Units. for assigned group projects, thus creating strong international connections for the students, faculty, This seminar course combines broad health care and our institutions. Note: Due to the complexities policy issue analysis with study of the implications of time zones for this international course, the for specific management decisions in organizations. course will begin at 8:00a.m. until the U.S.A. This course is intended as an applied, practical adjusts clocks for Daylight Savings Time (unlike course where the policy context is made relevant to Brazil). Therefore, classes after the second week of the individual manager. Offered as HSMC 456 and March will begin at 9:00a.m. Offered as: EPBI 447, MPHP 456. INTH 447, and MPHP 447. MPHP 458. Statistical Methods for Clinical MPHP 450. Clinical Trials and Intervention Trials. 3 Units. Studies. 3 Units. This course will focus on special statistical methods Issues in the design, organization, and operation and philosophical issues in the design and analysis of randomized, controlled clinical trials and of clinical trials. The emphasis will be on practically intervention studies. Emphasis on long-term important issues that are typically not covered multicenter trials. Topics include legal and ethical in standard biostatistics courses. Topics will issues in the design; application of concepts include: randomization techniques, intent-to-treat of controls, masking, and randomization; steps analysis, analysis of compliance data, equivalency required for quality data collection; monitoring for testing, surrogate endpoints, multiple comparisons, evidence of adverse or beneficial treatment effects; sequential testing, and Bayesian methods. Offered elements of organizational structure; sample size as EPBI 458 and MPHP 458. calculations and data analysis procedures; and common mistakes. Recommended preparation: EPBI 431 or consent of instructor. Offered as EPBI MPHP 460. Introduction to Health Services 450 and MPHP 450. Research. 3 Units. This survey course provides an introduction to the field of Health Services Research and an overview of key health services research concepts and methods, including conceptual frameworks and models; outcomes research; risk adjustment; disparities in health care; policy/health care systems; cost and cost-effectiveness; quality of life, process improvement; patient satisfaction; patient safety; health economics; statistical modeling techniques; and qualitative research methods. Offered as EPBI 460 and MPHP 460. 176 School of Medicine

MPHP 464. Obesity and Cancer: Views from MPHP 468. The Continual Improvement of Molecules to Health Policy. 3 Units. Healthcare: An Interdisciplinary Course. 3 Units.

This course will provide an overview of the This course prepares students to be members of components of energy balance (diet, physical interprofessional teams to engage in the continual activity, resting metabolic rate, dietary induced improvement in health care. The focus is on thermogenesis) and obesity, a consequence of working together for the benefit of patients and long term positive energy balance, and various communities to enhance quality and safety. Offered types of cancer. Following an overview of energy as EPBI 468, MPHP 468, NURS 468. balance and epidemiological evidence for the obesity epidemic, the course will proceed with an introduction to the cellular and molecular MPHP 474. Principles of Practice-Based biology of energy metabolism. Then, emerging Network Research. 3 Units. research on biologically plausible connections and epidemiological associations between obesity and Practice-based research networks (PBRNs) are various types of cancer (e.g., colon, breast) will organizations of community-based healthcare be presented. Finally, interventions targeted at practices that engage in clinical research and decreasing obesity and improving quality of life practice improvement. In the U.S., there are in cancer patients will be discussed. The course more than 100 of these dynamic, collaborative will be cooperatively-taught by a transdisciplinary organizations that enable the translation of research team of scientists engaged in research in energy into practice and practice into research. They balance and/or cancer. Didactic lectures will be also frequently engage in developing and refining combined with classroom discussion of readings. methods to improve healthcare quality. This The paper assignment will involve application of course is designed to provide students with a course principles, lectures and readings. Offered as foundation in PBRN methods and principles, EBPI 464, MPHP 464. including: introduction to PBRNs, methods for collaborating with community practices, PBRN- building strategies, PBRN data collections methods, MPHP 467. Comparative and Cost Effectiveness statistical issues in network research, community- Research. 1 Unit. based participatory research, human subjects’ protection issues in PBRNs, quality improvement Comparative effectiveness research is a research in PBRNs, funding for PBRN research, cornerstone of healthcare reform. It holds the and writing PBRN research findings for publication. promise of improved health outcomes and Each 2.5 hour class session will feature a lecture cost containment. This course is presented in followed by a discussion of readings from the a convenient 5-day intensive format in June. literature. Students will develop a PBRN research There are reading assignments due prior to or quality improvement proposal during the the 1st session. Module A, Days 1-2: Overview semester. Offered as EBPI 474, FAMD 474, and of comparative effectiveness research (CER) MPHP 474. from a wide array of perspectives: individual provider, institution, insurer, patient, government, and society. Legal, ethical and social issues, as well as implications for population and public health, including health disparities will also be a component. Module B, Day 3: Introduction to the various methods, and their strengths, weaknesses and limitations. How to read and understand CER papers. Module C, Days 4-5: Cost-Effectiveness Analysis. This will cover costing, cost analysis, clinical decision analysis, clinical decision analysis, quality of life and cost-effectiveness model. The full 3-credit course is for taking all 3 modules. Modules A or C can be taken alone for ! credit. Modules A and B or Modules B and C can be taken together for a total of 2 credits. Module B cannot be taken alone. If taking for 2 or 3 credits, some combination of term paper, project and/or exam will be due 30 days later. Offered as EPBI 467 and MPHP 467. Case Western Reserve University 177

MPHP 475. Management of Disasters Due to MPHP 479. Teaching Population Health and Nature, War, or Terror. 3 Units. Community Assessment. 3 Units.

The purpose of this course is to make participants This course allows students to function in a aware of the special needs of children and families teaching and leadership role in population health in disaster situations and understand public health education and conduct of a multilevel community approaches to address these needs. The learning assessment of underserved neighborhoods objectives for this course are: 1) Identify the most in Cleveland. During the course, students will important problems and priorities for children in function as facilitators of small groups (8 to 9 disaster situations, 2) Identify the organizations students) of first year medical students during most frequently involved in providing assistance the Population Health block of their medical in disaster situations and define their roles and curriculum. Community assessment, also known strengths, 3) Describe the reasons why children as the "Extensive Care Unit" project will include 1) are among the most vulnerable in disaster events, semi-structured interviews with Key Community 4) Conduct emergency nutritional assessments for Contacts; 2) an environmental scan of the assigned children, 5) Develop health profiles on displaced neighborhood; 3) analysis of publicly available data; children and plan interventions based on results, and 4) analysis of youth risk behavior survey data. 6) Define common psychosocial issues of children All data analysis will be mentored by course faculty. and the means to address them, 7) List basic In addition, students will be involved with facilitation points of international law including the Geneva of a pandemic influenza tabletop exercise. Students Convention that relate to all persons involved in will participate in an intensive training prior to disaster situations, 8) List important security issues, facilitation responsibilities; and each week will both 9) Appreciate ethical issues involved in disaster debrief the community assessment sessions and situations and employ skills of cross cultural plan for the next weekly session. communication, 10) Recognize and respond to special issues for children involved in biological and chemical terrorist attacks. MPHP 480. Health Systems Management in Primary Care. 3 Units.

MPHP 477. Internship at Health-Related Goal - To develop a deeper understanding of Government Agencies. 3 Units. components of the health system that influence and provide shape to the environment in which health This independent study course will incorporate care is delivered and about the implementation a one-semester-long internship at health-related of systems-based strategies that foster better government agencies (Ohio Department of Health, processes and/or outcomes of health care delivery. Ohio Department of Job and Family Services, or Cleveland City Health Department). The choice of the agency will depend on the student’s academic MPHP 481. A Primer of Dental Public Health. 3 interests and research goals. The objective is to Units. develop a level of familiarity with the organizational and operational aspects of such agencies, and to This course introduces students to principles and gain an understanding of agencies’ and bureaus’ issues in dental public health. In addition to the interactions with the legislative body, as well as the principles, students will learn about contemporary processes of developing, implementing, managing, issues impacting dental public health, oral and monitoring health initiative. The instructor epidemiology , dental health care systems, and oral and the liaison persons at the agencies will be health promotion. To facilitate the understanding responsible for planning structured encounters of of oral health promotion, students will gain a basic interns with key administrators and policy makers, understanding of the common oral diseases. and to select a research project, based on the Prereq: MPHP 306 or MPHP 406 and MPHP 490 or intern’s research interests and the agencies’ EPBI 490. research priorities. Interns will be required to submit a draft of the report to the instructor at the end of the semester. The approved, final report will be submitted to the agency. The project will be evaluated for its methodological soundness and rigor. Students will be required to be at the agency one day a week. Recommended preparation: EPBI 515. Offered as EPBI 477 and MPHP 477. 178 School of Medicine

MPHP 484. Geographic Medicine and MPHP 491. Epidemiology: Case-Control Study Epidemiology. 1 - 3 Unit. Design and Analysis. 3 Units.

Adolescent Development can be viewed as the MPHP 492. Epidemiology: Cohort Study Design overriding framework for approaching disease and Analysis. 3 Units. prevention and health promotion for this age group. This course will review the developmental tasks of This course provides a comprehensive introduction adolescence and identify the impact of adolescent to the cohort study. Particular emphasis is placed development on youth risk behaviors. It will build on cohort study design and cohort data analysis. a conceptual and theoretical framework through The course will cover the conceptual framework which to address and change adolescent behavior underlying cohort studies, planning and conducting to promote health. Offered as ADHT 485 and a cohort study, basic concepts of time, exposure MPHP 485. and outcome, and methods in the analysis of longitudinally collected data. Analytic methods covered in the class include, but are not limited to: MPHP 490. Epidemiology: Introduction to analysis of age, period, and cohort effects, analysis Theory and Methods. 3 Units. of incidence rates, analysis of repeated measures, and analysis of time-to-event data. Students will This course provides an introduction to the have the opportunity to conduct analysis of data principles of epidemiology covering the basic obtained from an actual cohort study using a methods necessary for population and clinic- statistical package of their choice. Offered as EPBI based research. Students will be introduced 492 and MPHP 492. Prereq: EPBI 431 and EPBI to epidemiologic study designs, measures of 490 or equivalent. disease occurrence, measures of risk estimation, and casual inference (bias, confounding, and interaction) with application of these principles MPHP 493. Chronic Disease Epidemiology. 3 to specific fields of epidemiology. Classes will Units. be a combination of lectures, discussion, and in- class exercises. It is intended for students who This course is intended for graduate students have a basic understanding of the principals of in epidemiology and M.P.H. students who are human disease and statistics. Offered as EPBI interested in chronic disease epidemiology and 490 and MPHP 490. Prereq or Coreq: EPBI 431 or prevention. The course will cover: 1) overview of requisites not met permission. concepts in chronic disease epidemiology and etiology, study design in epidemiologic research, and causal inference; 2) major chronic diseases in the U.S. populations and prevention; and 3) cancer screening. For each specific disease of interest, the lecture is structured according to 4 major components: 1) basic epidemiology; 2) risk factors and etiology; 3) prevention (and screening); and 4) controversies and future research. Offered as EPBI 493 and MPHP 493. Prereq: EPBI 490 or equivalent. Case Western Reserve University 179

MPHP 494. Infectious Disease Epidemiology. 1 - MPHP 506. The Future of Public Health. 0 - 3 3 Unit. Units.

The epidemiology, prevention and control This course provides a forum for students to of representative infectious disease models. examine topics critical to the future of public health Emphasis on the triad of agent, host, and in a structured and progressive format. Utilizing the environment and the molecular and genetic basis expertise of public health practitioners, students of agent and host interaction in the population. will gain insight into core public health issues in an Recommended preparation: EPBI 490, EPBI 491, interdisciplinary, discussion-oriented seminar. The and a microbiology course or consent of instructor. course begins with an introduction to Informatics, Offered as EPBI 494, INTH 494, and MPHP 494. Technology, Leadership, and Communication in Public Health then moves to focused examinations of various methodologies, theories, and approaches MPHP 497. Cancer Epidemiology. 1 - 3 Unit. used in the field. This foundation informs the final third of the semester, during which ethical issues, This is a 1-3 credit modular course in cancer policy concerns, and specific topics are critically epidemiology and is intended for graduate students examined. The major class projects include the in epidemiology and biostatistics, environment development of an electronic portfolio, relevant health, MPH students and MD or MD/PhD students. topic presentations and discussions. The course will consist of 3 five-week modules: 1) introduction to cancer epidemiology (study design, etiology and causal inference, cancer statistics MPHP 507. Building a Public Health Project. 0 - and cancer biology); 2) site-specific discussions 3 Units. of various cancers involving natural history of disease and risk factors and etiology and 3) cancer This course is designed to walk students through prevention and screening and cancer survivorship. the process of creating a Capstone Project, form Each of the modules is worth 1 credit hour for a "idea to field". Specific topics to be covered include: total of 3 credit hours. Offered as: EPBI 497 and identifying a project, creating a project plan, how MPHP 497. to effectively work in the community, program design, evaluation, ethical issues in community research, creating an analytic plan, survey design, MPHP 499. Independent Study. 1 - 18 Unit. and writing results. Major class projects include completing an IRB application or completing a grant application for your own project. The last two weeks of class center around attending and discussing the MPHP 502. International Health Practice. 3 Capstone Presentations of graduating students. Units.

This course aims to provide practical knowledge MPHP 508. Ethics, Law, and Epidemiology. 3 to prepare students to serve and study for Units. international health work particularly in complex humanitarian emergencies. The course is organized This course is designed to provide epidemiology and discussed from the perspective of health care students with basic knowledge about the ethical professional. This course is intended for graduate- and legal principles underlying epidemiological level students in medicine, nursing, public health, research. This is not a public health law class. social work, and medical anthropology. Historical Issue papers are assigned on a weekly basis. Each development of the discipline, key methodological issue paper requires that the student analyze the issues, and essential principles in key topics will be situation depicted and apply the principles learned. discussed in multidisciplinary approach. Offered as Some issue papers may require that the student FAMD 502 and MPHP 502. draft a proposed rule, a portion of legislation, or a document such as an informed consent form. Other exercises may require that students critique an existing agency rule or legislation. Offered as EPBI 508 and MPHP 508. Prereq: EPBI 490 and EPBI 491 or equivalent. 180 School of Medicine

MPHP 510. Health Disparities. 3 Units. MPHP 652. Public Health Capstone Experience. 1 - 9 Unit. This course aims to provide theoretical and application tools for students from many disciplinary Public health field practicum, involving a placement backgrounds to conduct research and develop at a community-based field site, and a Master’s interventions to reduce health disparities. The essay. The field placement will provide students course will be situated contextually within the with the opportunity to apply the knowledge and historical record of the United States, reviewing skills acquired through their Master of Public Health social, political, economic, cultural, legal, and academic program to a problem involving the ethical theories related to disparities in general, health of the community. Students will learn to with a central focus on health disparities. Several communicate with target groups in an effective frameworks regarding health disparities will manner; to identify ethical, social, and cultural be used for investigating and discussing the issues relating to public health policies, research, empirical evidence on disparities among other and interventions; to identify the process by subgroups (e.g., the poor, women, uninsured, which decisions are made within the agency or disabled, and non-English speaking populations) organization; and to identify and coordinate use will also be included and discussed. Students of resources at the placement site. The Master’s will be expected to develop a research proposal essay represents the culminating experience (observational, clinical, and/or intervention) rooted required for the degree program and may take the in their disciplinary background that will incorporate form of a research thesis, an evaluation study, or materials from the various perspectives presented an intervention study. Each student is required throughout the course, with the objective of to formally present the experience and research developing and reinforcing a more comprehensive findings. In any semester in which a student is approach to current practices within their fields. registered for MPHP 652 credit, it is required that Offered as CRSP 510, EPBI 510, MPHP 510, the student attend the Community Health Research NURS 510, and SASS 510. and Practice (CHRP) group at a minimum of two sessions per 3 credits. CHRP is held once a week for approximately an hour and a half for the duration MPHP 532. Health Care Information Systems. 3 of fall, spring, and summer semesters. MPHP 652 Units. credit is available only to Master of Public Health students. This course covers concepts, techniques and technologies for providing information systems to enhance the effectiveness and efficiency of health care organizations. Offered as HSMC 432, MIDS 432, and MPHP 532. Case Western Reserve University 181

General Medical Sciences http://Contact: Main contact information is listed Research programs extend to CWRU affiliates separately under each Center MetroHealth Medical Center (the region’s county hospital) and Louis Stokes Veterans Affairs Hospital The Division of General Medical Sciences was and to 13 community medical centers operated established in 1986 to provide an organizational by University Hospitals and Cleveland Clinic. home for units pursuing interdisciplinary research As a consortium cancer center, the Case CCC and education objectives. The division is the has become a powerful example of the potential equivalent of an academic department, and its generated by complementary institutions coming constituent units are characterized as centers. The together for the benefit of research and discovery, Dean of the School of Medicine serves as the chair patient treatments and community impact. of the division; each center is led by a director. Through its partners, Case CCC programs extend The unique nature of each of the General Medical throughout northern Ohio to offer residents access Sciences centers is described in the paragraphs to cancer care and a wide range of clinical trials, below. (Centers are listed in alphabetical order by and participation in community outreach, cancer full title). prevention and cancer survivorship initiatives.

Case Comprehensive Cancer Center for Clinical Center Investigation

Phone: 216-844-8797 Phone: 216-368-3286 http://cancer.case.edu http://cci.case.edu/cci/index.php/Main_Page Stanton L. Gerson, MD, Director, Case Pamela Davis, MD, PhD, Director Comprehensive Cancer Center James Spilsbury, PhD, Academic Development Anne M. Duli, MPA, Associate Director, Research Core Director Administration and Finance Denise Babineau, PhD, Statistics Sciences Core The Case Comprehensive Cancer Center (Case Director CCC) is one of only 40 National Cancer Institute- designated Comprehensive Cancer Centers Guo-Qiang Zhang, PhD, Medical Informatics in the country. The Case CCC integrates the Division Chief cancer research activities of the largest biomedical research and health care institutions in Ohio – Case The Center for Clinical Investigation (CCI) was Western Reserve University (CWRU), University founded in 2007 and is part of Case Western Hospitals Case Medical Center and Cleveland Reserve University School of Medicine’s Division Clinic - under a single leadership structure. of General Medical Sciences. The CCI serves The Center is internationally recognized for its as the academic home of Cleveland’s Clinical & discoveries in cancer cell signaling; cancer genetics Translational Science Collaborative, a partnership in colon cancer, Barrett’s Esophagitis, leukemias of 4 local institutions (Case Western Reserve and brain tumors; drug discovery and innovative University, the Cleveland Clinic Foundation, the therapeutics; stem cell research; GU malignancies; MetroHealth System, and University Hospitals) and and cancer prevention and early detection. member of a national consortium of approximately 60 institutions funded by the National Institutes The Case CCC has over 300 collaborating of Health to increase the efficiency and speed scientists and physicians who have successfully of clinical and translational research across the competed for over $170 million in annual country. funding. These investigators are organized into nine interdisciplinary scientific programs and The CCI’s mission is to enhance clinical and have access to 19 Scientific Core Facilities. A translational research efforts across the Cleveland unified clinical research effort consisting of 11 area by: (1) spurring advances in knowledge of multidisciplinary clinical disease teams develop risk factors, outcomes and treatment effectiveness and prioritize clinical trials among the partner in the population; (2) facilitating the transfer of institutions. A certificate in clinical oncology for K12 scientific advances to the community; and (3) participants is available (see Certificates). developing a new generation of clinical researchers equipped with the skills needed to efficiently design, 182 School of Medicine

implement and interpret novel studies that address semantic web technology in support of clinical important public health questions. To accomplish research. its mission, the CCI provides computer systems and applications support for basic science and The Statistical Sciences Core provides data clinical research activities and works closely with management and statistical support on study basic science and clinical investigators in the design and data analysis. Members who provide CWRU Schools of Medicine, Nursing, and Dental data management consist of skilled data managers Medicine, as well as the University Hospitals Case and programmers who consult and collaborate Medical Center, Cleveland Clinic Foundation, and with investigators on data collection instrument MetroHealth System . The CCI has supported development and coding, database development hundreds of clinical research and epidemiology and administration, data cleaning and quality projects, including local and national multicenter, assurance, statistical programming, and dataset longitudinal studies. The CCI has three cores that preparation. Members providing statistical support work together to provide fully integrated research collaborate and consult with clinical investigators support to all investigators: Academic Development on proposal development, study design, study Core, Division of Research Informatics, and monitoring, and data analysis. The Statistical Statistical Sciences Core. Sciences Core currently consists of 1 PhD biostatistician, 2 MS biostatisticians, and 2 data The Academic Development Core manages the managers, each with several years of collaborative Master’s Degree Program in Clinical Research experience in an academic medical center. (Clinical Research Scholars Program - see "Clinical Statistical software packages that are supported Research MS" tab above) and is responsible for by the CCI Statistical Sciences Core include SAS, the development of doctoral degree and certificate SPSS, R/S-Plus, JMP, NCSS PASS, Minitab, and programs in clinical research. The Academic Stata. Development Core also delivers seminars and short courses in clinical research and works to coordinate educational activities in interdisciplinary clinical research across the CTSC’s institutional members. Center for Global Health and The programs target investigators and other key members of the research team, including data Diseases managers and study coordinators. Training efforts in research design, research data management, Phone: 216-368-6321 statistical sciences, statistical software, and scientific communication are emphasized. In http://www.case.edu/orgs/cghd/index.html addition, a Certificate in Clinical Investigation is James W. Kazura, MD, Director available (see Certificates) The Center for Global Health and Diseases links The Division of Medical Informatics is primarily the numerous international health resources of the charged with developing informatics solutions to University, its affiliated institutions, and the northern many of the barriers clinical investigators face in Ohio community in transdisciplinary programs of efficiently processing, storing and sharing research research and education related to global health. data; and with providing informatics tools and The scope of the Center’s activities also includes infrastructure for the CCI and the larger research education and service as these are related to community. In order to meet these goals, the molecular, clinical and population studies of human Division of Medical Informatics develops data health and disease. standards for research database development and data management that aim to maximize the value The Center is currently a national leader in National (accuracy, completeness, availability, security) of Institutes of Health-supported studies of the research data, develops technological solutions and major infectious diseases of developing countries. tools in support of the other CCI cores, develops Cutting-edge approaches are implemented in tools and systems to facilitate understanding of order to examine the molecular, genetic and research data (including data dictionaries, data immunologic basis of susceptibility to infectious sharing tools, and repositories for biological data) diseases of public health significance - malaria, and conducts research in new methodologies for river blindness, lymphatic filariasis, schistosomiasis, clinical research informatics, clinical and health HIV and other viral diseases such as Rift Valley informatics, comparative effectiveness research, fever. Clinical research in endemic countries is information discovery, data integration, data mining, concerned with testing and implementing cost- and translational research. The Division of Medical effective public health interventions that are aimed Informatics staff consists of research programmers at the control of malaria and Neglected Tropical and systems analysts with not only a wide range Diseases (worm infections of children, elimination of technical expertise, but with experience using of lymphatic filariasis). The Center has ongoing research and educational collaborations with Case Western Reserve University 183

academic and governmental institutions in Papua New Guinea, Kenya, Brazil and several other countries in Sub-Saharan Africa. Educational programs sponsored by the Center include Center for Proteomics and electives in international health, population biology, and genetics of infectious diseases (available to Bioinformatics undergraduate, graduate and professional school students), a weekly World Health Interest Group Phone: 216-368-1490 (WHIG) seminar series, overseas rotations for graduate and professional school students, and http://proteomics.case.edu/default.aspx training programs at the university and abroad for Biomedical Research Building, Ninth Floor scholars from developing countries (with support Mark R. Chance, PhD, Director from the Fogarty International Center at NIH). The Case Center for Proteomics and Bioinformatics A certificate in Global Health is available (see (CPB) in the School of Medicine was established in Certificates). 2005. The CPB was created, in part, to strengthen Cleveland’s presence in modern proteomics, bioinformatics, systems biology, structural biology and mass spectrometry research. One Center for Medical Education of the primary goals of the CBP is to develop an infrastructure of sophisticated equipment that Phone: 216-368-1948 facilitates and maximizes shared equipment usage, as well as to offer a wide array of proteomics Daniel B. Ornt, MD, Director, CME services including 2D gel and mass spectrometry Klara K. Papp, Ph.D., Director, CAML analyses. Theodore Parran, MD, Medical Director, Continuing The CPB has expanded its vision to include Medical Education education of graduate students in systems biology and bioinformatics. The Center for Proteomics and The Center for Medical Education (CME) provides Bioinformatics developed a graduate program in an organizational home for faculty and various Systems Biology and Bioinformatics in collaboration teaching and learning programs in the School of with Schools and Departments across the campus. Medicine. The Systems Biology and Bioinformatics (SYBB) graduate program has been approved by the Ohio The Center for the Advancement of Medical Board of Regents and the first cohort of students Learning (“CAML”) operates its programs under will begin in the fall of 2011. For more information the auspices of the CME. CAML supports and regarding the SYBB graduate program please see promotes the development of teaching and lifelong- "Systems/Bioinformatics" tab above. You may also learning skills among students, faculty, staff, visit http://bioinformatics.case.edu/. residents, and alumni. CAML pursues research into educational innovations to advance our knowledge Proteomics entails the in depth structural analysis of medical learning and teaching. The Center of individual proteins in human and animal offers workshops to faculty locally, regionally, and cells. In studying proteins and their changes, nationally to enhance faculty teaching, research bioinformatics enables researchers to take an and evaluation skills. CAML also coordinates the integrated -omics approach for discovering design, development and implementation of the networks involved in human disease. The School evaluation of the medical school’s curriculum. of Medicine established the Center for Proteomics and Bioinformatics to perform research to better The CME is also the home for the fully-accredited understand the genetic and environmental bases Continuing Medical Education program for the of disease as well as provide new technologies to School of Medicine. The Medical Director is a diagnose diseases such as cancer, heart disease, faculty member in the CME, and the program is and diabetes. The CPB has three divisions: jointly sponsored with University Hospitals Case Proteomics and Bioinformatics, Bioinformatics, Medical Center. and Macromolecular Structure to enhance the The Center also sponsors appointments, both capabilities of the CPB. The Division of Proteomics full- and part-time, for some faculty whose role and Genomics was established to support research is predominantly focused on teaching medical in protein and gene expression analysis, protein students. These include community clinicians who and gene modifications, and protein interactions in welcome medical students into their clinics and a wide variety of biological contexts and develop practices. new tools in proteomics and genomics research. The Division of Bioinformatics was established to support interdisciplinary research and training 184 School of Medicine

in many areas of bioinformatics including include the development of courses, practica, and analysis of DNA and protein sequences, protein supervisory experiences appropriate for medical interaction networks, linkage and association students, residents, and fellows. studies for simple and complex traits, and gene and protein expression profiles. The Division of Macromolecular Structure was established to support interdisciplinary research in new methods The Center for RNA Molecular of structure determination, the combination of computational and experimental structural biology Biology approaches, and developing and maintaining infrastructure for macromolecular structure Phone: 216-368-1852 determination. This Division works closely and coordinates their activities with faculty and http://www.case.edu/med/rnacenter/home.htm Departments across the University who use Timothy W. Nilsen, PhD, Director structural information to understand function as well as other centers that provide leadership in The Center for RNA Molecular Biology is a free Structural Biology and Biophysics. standing academic unit in the basic sciences within the School of Medicine at Case Western Reserve The CPB has 8000 sq. feet of laser, spectroscopy, University. The RNA Center was established in spectrometry, cell culture, and biochemistry the mid-nineties as a core entity in recognition of th laboratory space, residing on the 9 floor of the the strong cadre of research laboratories devoted Biomedical Research Building at CWRU School of to studying post-transcriptional mechanisms of Medicine. The CPB has a full complement of mass gene expression focusing on various aspects of spectrometry and proteomics facilities available, RNA Biology. The RNA Center is composed of including the following major mass spectrometry 11 primary faculty members and 10 secondary equipment: Thermo Fisher LTQ Orbitrap XL ETD members. with a Dionex UltiMate 3000 parallel nano HPLC system, Thermo Fisher LTQ Orbitrap Velos with The RNA Center contains the largest concentration a Waters nanoACQUITY UPLC system, Thermo of RNA molecular biologists in the nation. Fisher TSQ Quantum Ultra Triple Quad Mass Collectively, the faculty of the RNA Center cover Spectrometer with a Dionex UltiMate 3000 Rapid almost every aspect of RNA research. Current Separation LC (RSLC), and a Thermo Fisher research in the Center focuses on several of these Fourier Transform LTQ mass spectrometer with problems ranging from extremely basic questions high resolution and ppm mass accuracy for top- such as the mechanism of RNA catalysis and how down and bottom-up proteomics capabilities proteins interact with RNA to the roles of RNA operated with a Dionex UltiMate 3000 parallel nano processing in disease. Specific research interests HPLC system. The CPB has a full suite of available include splicing and its regulation, RNA editing, computational resources including: Proteus Module tRNA maturation, mechanisms of translation Software from Genologics for automated data regulation, RNA degradation, RNA trafficking, RNA acquisition and analysis, Rosetta Elucidator, interference and regulation of gene expression by Ingenuity and Metacore protein annotation microRNAs and non-coding RNAs. databases, and BioWorks and Mascot MS for mass spectrometry (MS) database searches. Collectively, the RNA Center provides a valuable resource for collaborative efforts within the The CPB also offers a wide range of seminars, University and its affiliated institutions the Cleveland workshops, and possibilities for individual training. Clinic Foundation, and University Hospitals System. These activities are posted on the CPB Web site. In addition, the official journal of the RNA Society For a list of services and to explore opportunities “RNA” was founded and continues to be housed in to collaborate, please visit the Web site: http:// the RNA Center. The RNA Center has also recently proteomics.case.edu/default.aspx or e-mail: launched the “Core Facility for RNA Technology” [email protected]. which provides the CWRU community with the ability to incorporate RNA research into their programs. This includes the technical expertise associated with next-generation sequencing and Center for Psychoanalytic subsequent bioinformatic analysis. The members of the RNA Center have an excellent funding record Child Development and the research performed is regularly published in highly visible journals such as Science, Nature, The Center for Psychoanalytic Child Development Molecular Cell, NSMB, Molecular Cell, etc. In is to be led by a child psychoanalyst affiliated with addition, a comprehensive laboratory manual on the Hanna Perkins Center for Child Development, located in Shaker Heights, Ohio. The Center’s goals Case Western Reserve University 185

RNA technology has been co-authored by the Donald E. Hricik, MD, co-director Center’s director, Dr. Nilsen. Walter Boron, MD, PhD, co-director Kidney disease is the ninth leading cause of death according to the Centers for Disease Control data. Center for Science, Health Care of the approximately 500,000 patients who are being treated with dialysis [artificial kidney machine] and Society or who received a kidney transplant consumed almost 1% of the federal budget in 2008. Up to 13 Phone: 216-368-2059 million U.S. residents have evidence of serious kidney disease http://casemed.case.edu/cshs/ The Center for the Study of Kidney Biology Nathan A. Berger, MD, Director and Disease uses state-of-the-art experimental approaches to define mechanisms of kidney biology Recognizing that the successful futures of Case and disease within the rich, research environment Western Reserve University, the City of Cleveland, of the CWRU School of Medicine. The Center’s and the County of Cuyahoga are integrally related, mission is to accelerate discovery and its translation the Center for Science, Health and Society for treatment and cure of kidney disease in an (CSHS) was created in 2002 to focus the efforts interdisciplinary environment. The faculty is an of the University and the city in a significant new accomplished and highly interactive group of collaboration to impact the areas of health and investigators and consists of investigators in the healthcare delivery systems through community adult or pediatric Divisions of Nephrology in CWRU- outreach, education, and health policy. The Center, affiliated hospitals and other clinical and basic based in the School of Medicine, with university scientists, all of whom actively study kidney biology wide associations is engaging the many strengths and disease. Research interests of the faculty of the University and the community to Improve the include glomerular development and disease, health of the community; educate and empower epithelial cell biology and ion transport, tubular the community to become better consumers physiology, genetic epidemiology, health services of healthcare and more informed and stronger research, renal transplantation, health disparities advocates for healthcare policy and legislation in research and clinical trials. Research faculty apply their own interests; and encourage members of cellular, molecular biological, genetic, genomic and the community enter careers in the biomedical epidemiological methods to in vitro models, animal workforce and healthcare professions. models and/or patients. Training opportunities are The Center has engaged the community at the available for undergraduate, pre- and post-doctoral level of the individual and the neighborhood, in students. public and private schools, at civic and faith-based organizations, and at the level of governmental agencies and community leadership to identify community problems, perceptions, assets and National Center for resources; advise the community of faculty skills, Regenerative Medicine assets and expertise; and, catalyze that community service based scholarship that benefits community interests and promotes mutual enhancement. Phone: 216-368-3614 The Center coordinates the Scientific Enrichment http://stemcellcenter.case.edu Opportunity outreach program that brings Cleveland high school students on campus in the summer. Stanton L. Gerson, MD, Director Jeremy Rich, MD, PhD, co-Director Center for the Study of Michel Gilkey, MBA, acting Executive Director Kidney Biology and Disease The Center for Regenerative Medicine is a multi- institutional center composed of investigators from Case Western Reserve University, University Phone: 216-778-4993 Hospitals Case Medical Center, the Cleveland John R. Sedor, MD, co-director Clinic, Athersys, Inc., and The Ohio State University. Building on over 30 years of experience Tyler Miller, MD, co-director in adult stem cell research in northeast Ohio, the Center was created in 2003 with a $19.4 million award from the State of Ohio as a Wright Center of Innovation. An additional $8M award in 2006 186 School of Medicine

from the State of Ohio’s Biomedical Research Core Courses and Thesis and Commercialization Program (BRCP) was successfully completed and enabled 3 new Requirement clinical trials to enroll patients. In 2009, $5M was CRSP 401 Introduction to Clinical Research Summer 3 awarded by the Ohio Third Frontier (OTF) Research Series Commercialization Program (RCP) which further CRSP 402 Study Design and Epidemiologic Methods 3 validated the Center’s ability to achieve its mission CRSP 431 Statistical Methods I 3 to utilize human stem cell and tissue engineering CRSP 412 Communication in Clinical Research (Part 1 technologies to treat human disease. In 2010, $1M 1) was awarded to the NCRM by the OTF Biomedical CRSP 413 Communication in Clinical Research (Part 1 Program (OTFBP) to advance the clinical treatment 2) of spinal cord injury, and a $2.1M OTF Wright IBMS 500 Being a Professional Scientist 0 Program Project (WPP) award was made to create CRSP 603 Research Ethics and Regulation 2 a consortium of quantitative analysis imaging CRSP 651 Clinical Research Scholars Thesis 9 systems for stem cells. Total Units 22

Recommended Courses Clinical Research Scholars CRSP 406 Introduction to R Programming 2 Program (CRSP) CRSP 432 Statistical Methods II 3 CRSP 500 Design and Analysis of Observational 3 Visit our website http://casemed.case.edu/CRSP Studies Total Units 8 The Clinical Research program is designed for individuals with an existing degree in medicine, Each scholar is encouraged to develop his/her dentistry, nursing, or an allied science such as own area of concentration based on personal pharmacy or biomedical engineering. Moreover, interests and needs. Typical areas of concentration a track has also been established for medical include: Clinical Research Trials, Health Services students interested in obtaining dual MD/MS Research and Outcomes, and Multidisciplinary/ degree. The program seeks individuals committed Translational Clinical Research. Please consult with to a career in clinical investigation in an academic CRSP faculty and your Research Mentor on which or related environment. The program consists of a electives will best suit your needs. total of 36 credits: 27 credit hours of coursework, 9 credit hours of mentored research and a formal oral thesis defense. The curriculum offers both The choices of electives include but are focus and flexibility. Focus is provided through not limited to: a core curriculum (11 credit hours) highlighting clinical research methods, the ethical conduct of CRSP 410 Independent Study in Clinical Research 1-3 research, and a seminar series that introduces the CRSP 501 Working in Interdisciplinary Research 1 skills necessary for scholarly success. Students Teams typically have special interests in a particular CRSP 502 Leadership Development 2 area of clinical research, both clinically and CRSP 503 Innovation and Entrepreneurship 1 methodologically. This program facilitates pursuit CRSP 504 Managing Research Records - A System’s 2-3 of different methodological interests guided by Approach seasoned CWRU research faculty and addressed CRSP 505 Investigating Social Determinants of Health 2-3 partly with choice of appropriate electives (16 credit CRSP 510 Health Disparities 3 hours). Requirements for the dual MD/MS degree EPBI 411 Introduction to Health Behavior 3 differ to reflect integration with the medical school EPBI 450 Clinical Trials and Intervention Studies 3 curriculum. Most graduates of this program are EPBI 458 Statistical Methods for Clinical Trials 3 currently working in academic medical settings, with EPBI 467 Comparative and Cost Effectiveness 1 smaller numbers located in research positions in Research the private sector or private practice. MS Clinical Research, Plan of CRSP Curriculum Study

36 credit hours are required for completion of this Prep Year Units Master of Science in Clinical Research degree. Fall Spring Summer CRSP Program starts in the Summer Term of First Year Case Western Reserve University 187

Year Total: CMED 403 Introduction to Clinical Epidemiology 3 or CRSP 402 Study Design and Epidemiologic Methods First Year Units CMED 404 Clinical Research Seminars (*) 1 or CRSP 412 Communication in Clinical Research (Part 1) Fall Spring Summer CMED 405 Clinical Research Seminars (*) 1 Elective 2-3 or CRSP 413 Communication in Clinical Research (Part 2) Study Design and Epidemiologic 3 CMED 450 Clinical Trials 3 Methods (CRSP 402) or EPBI 450 Clinical Trials and Intervention Studies Communication in Clinical 1 Research (Part 1) (CRSP 412) CMED 458 Statistical Modeling with Applications in 3 Clinical Research Statistical Methods I (CRSP 431) 3 or EPBI 458 Statistical Methods for Clinical Trials Communication in Clinical 1 CMED 500 Scientific Integrity in Biomedical Research 0 Research (Part 2) (CRSP 413) or IBMS 500 Being a Professional Scientist Design and Analysis of 3 Observational Studies (CRSP CMED 601 Clinical Research Project 18 500) IBIS 600 Exam in Biomedical Investigation 0 Statistical Methods II (CRSP 432) 3 Program Advisors: Dr. Dennis Stacey (College Elective 3 students) and Dr. William Merrick (University Introduction to Clinical Research 3 students). Summer Series (CRSP 401) Introduction to R Programming 2 Registration permits for all CMED courses can be (CRSP 406) obtained from Dr. Ticknor’s office. Year Total: 9-10 10 5

Second Year Units Certificate in Global Health Fall Spring Summer Clinical Research Scholars Thesis 3 Ronald Blanton, MD (CRSP 651) Elective 3 216/368-4814 Clinical Research Scholars Thesis 3 (CRSP 651) The Certificate is the centerpiece of the Framework Clinical Research Scholars Thesis 3 for Global Health Curricula comprised of faculty (CRSP 651) from across the Case Western Reserve University Being a Professional Scientist 0 campus, whose objective is to promote education (IBMS 500) in global health issues. Nearly every department Year Total: 6 3 3 at CWRU offers multiple educational activities in global health. Rather than attempt to own all of Total Units in Sequence: 36-37 these activities, the group at CWRU (representing Anthropology, Bioethics, Biology, Biostatics/ Epidemiology, Mathematics, Medicine, Nursing, MD/MS Biomedical Investigation- Engineering) elected to develop a structure within which each department could develop Clinical Research Track independently while taking advantage of what the For information about Program Admission and others had to offer. The organizing structure for MD requirements, please see MD Dual Degrees this became the certificate program rather than a section. The Clinical Research track includes formal separate degree. This approach recognizes that instruction in methods common to all fields of student’s need to graduate within a recognized clinical investigation along with mentored research. discipline as well as recognition of a student’s In addition to medical school credits, students must focus, time and effort in training. complete the track-specific courses and electives Each student in the Certificate program will be listed below. grounded in global health by a core course (INTH All students in this track must complete the CRSP 301/401) that will allow them to understand Core Curriculum or equivalents: concepts and vocabulary across disciplines and that will facilitate meaningful communication with others based in a different discipline. In addition to IBIS 434 Integrated Biological Sciences in Medicine 6 the Certificate, the Framework for Global Health (**or IBIS 401 and 402) Curricula had identified and is annotating all global CMED 401 Intro to Clinical Research and Scientific 3 Writing health related courses at CWRU. It has supported or CRSP 401 Introduction to Clinical Research Summer Series CMED 402 Statistical Science for Medical Research 3 or CRSP 431 Statistical Methods I 188 School of Medicine

the recent revival of Medical Spanish and new or EECS Special Topics courses and electives in Global Health. 397/600 Complete a heal related modeling project with global Requirements for Certificate in Global Health: perspective (may be substituted with other course work). Anthropology Contact: David Gurarie – [email protected], 216/368-2857 Undergraduate: Medicine

INTH 301 Fundamentals of Global Health 3 ANTH 215 Health, Culture, and Disease: An 3 INTH 401 Fundamentals of Global Health 3 Introduction to Medical Anthropology INTH 4002 - Medical School course - Major Tropical ANTH 359 Introduction to International Health 3 Pathogens And one elective selected from list of approved electives in INTH 5001 - Medical School course - Orientation to the Anthropology Department International Health Compete global health related project (may be student’s Graduate: thesis or may be substituted with other course work) Contact: Ronald Blanton – INTH 401 Fundamentals of Global Health 3 [email protected], 216/368-4814 ANTH 459 Introduction to International Health 3 ANTH 511 Seminar in Anthropology and Global Health: 3 Nursing Topics And one elective selected from list of approved electives in Undergraduate: the Anthropology Department Contact: Janet McGrath – INTH 301 Fundamentals of Global Health 3 [email protected], 216/368-2287 NURS 372 Health in the Global Community 3 NURS 394 Global Health Seminar 3 Bioethics Complete a global health related project (may be substituted with other course work) INTH 401 Fundamentals of Global Health 3 Graduate: BETH 414 International Health Research Ethics 3 And complete one elective selected from list of approved INTH 401 Fundamentals of Global Health 3 electives in the Bioethics Department NURS 394 Global Health Seminar 3 Contact: Insoo Hyun – [email protected], EPBI 484 Geographic Medicine and Epidemiology 1-03 216/368-8658 ((Choose either one or another approved Epidemiology course)) Epidemiology/Biostatics or EPBI 494 Infectious Disease Epidemiology Complete a global health related project (may be substituted with course work) INTH 401 Fundamentals of Global Health 3 EPBI 484 Geographic Medicine and Epidemiology 1-3 Contact: Elizabeth Madigan, EPBI 494 Infectious Disease Epidemiology 1-3 [email protected], 216/368-8532 And complete an epidemiology research project with global perspective (may be substituted with other course work). Biology Contact: Daniel Tisch – [email protected], 216/368-0875 INTH 301 Fundamentals of Global Health 3 or INTH 401 Fundamentals of Global Health Math/Applied Math specialization: Approved electives Engineering related courses Contact: Christopher Cullis– INTH 301 Fundamentals of Global Health 3 [email protected], 216/368-5362 or INTH 401 Fundamentals of Global Health EPBI/ANAT/ Statistical Methods I (A basic course in 3 Engineering BIOL 431 Epidemiology or Biostatistics) or EPBI 490 Epidemiology: Introduction to Theory and INTH 301 Fundamentals of Global Health 3 Methods or EPBI 491 Epidemiology: Case-Control Study Design and or INTH 401 Fundamentals of Global Health Analysis Approved electives Engineering related courses MATH 449 Dynamical Models for Biology and Medicine 3 Contact: N. Sree Sreenath – [email protected], 216/368-6219 Mandel School of Applied Social Sciences Case Western Reserve University 189

the period of mentored laboratory training, the INTH 401 Fundamentals of Global Health 3 Scholars develop original hypothesis-based SSWM 546 International Social Work 3 experiments related to disease mechanisms at Additional MSASS elective from approved list a molecular or cellular level. As the Scholars Contact: Sharon Milligan – build on their laboratory conclusions to create [email protected], 216/368-2335 and implement clinical trials, they are mentored by clinical investigators. Clinical trials are aimed at developing new methods for diagnosis and testing promising ideas for novel therapeutic Certificate in Cancer Biology interventions. These components come together with the Scholar’s presentations at a national 216.844.5375 conference, publications in peer review journals and application for independent funding as a physician Stanton Gerson, MD, Director scientist. Lyn M. Haselton, MPA, Training Program Manager This two-year certificate program is administered through the Case Comprehensive Cancer Center. Case Comprehensive Cancer Center The overall goal of the K12 CORP certificate [email protected] program is to foster interdisciplinary training in clinical and translational oncology therapeutic http://cancer.case.edu/training research for physicians. Upon completion of this 15-19 hour two year training, scholars will earn the The Clinical Oncology Research Career K12 CORP Certificate. Development Program (CORP) provides interdisciplinary training in clinical and translational The formal didactic program includes a course oncology research for clinical oncology junior in responsible conduct IBMS 500 (0) or CRSP faculty physicians who are interested in pursuing 603 (2 hr); CNCR 501 (Translational Cancer academic research careers as physician scientists. Research Course (1 hr/semester); and one This training addresses the need for clinician elective (1-3). Additional required activities include investigators to translate fundamental cancer Clinical Protocol Tutorials, Intensive Mentored research discoveries into medical care of cancer Research Project, Ongoing seminars, Meetings and patients. Eligible candidates are physicians Presentations; and applications for independent (MD, DO or MD/PhD) with a clinical training funding. background in one of a number of oncology disciplines, including medical, surgical, pediatric, Formal Didactic Curriculum Coursework *: dermatological, gynecological and radiation oncology. Scholars select one of three areas of IBMS 500 Being a Professional Scientist 0 concentration: or CRSP 603 Research Ethics and Regulation CNCR 501 Translational Cancer Research A (All four 1 • Mechanism Based Therapeutics and Clinical modules required, one each semester of the Trials program (501-1, 501-2, 501-3, 501-4)) *Additionally, choose one course from following • Stem Cell Biology and Hematopoietic Malignancy core courses for credit towards certificate: Clinical Trials CRSP 401 Introduction to Clinical Research Summer 1-3 Series • Prevention, Aging and Cancer Genetics and CRSP 402 Study Design and Epidemiologic Methods 3 Clinical Trials EPBI 450 Clinical Trials and Intervention Studies 3 EPBI 458 Statistical Methods for Clinical Trials 3 BIOC 460 Introduction to Microarrays 3 The Scholars’ individual training plan consists of a CRSP 406 Introduction to R Programming 2 2-year certificate program which includes a didactic CRSP 413 Communication in Clinical Research (Part 1 curriculum designed to provide basic background 2) CRSP 412 Communication in Clinical Research (Part 1 and highly individualized advanced training in both 1) clinical and methodological components of clinical CRSP 500 Design and Analysis of Observational 3 and translational cancer research. Studies CRSP 501 Working in Interdisciplinary Research 1 Each Scholar is co-mentored by both a basic or Teams behavioral scientist and a clinical investigator. EPBI 411 Introduction to Health Behavior 3 A mentoring committee comprised of faculty in the Scholar’s focus of oncology research provides additional guidance and support. During 190 School of Medicine

be responsible for keeping track of the courses they Certificate in Clinical take. Research Required Courses: James Spilsbury, PhD, Director CRSP 401 Introduction to Clinical Research Summer 3 Natalie Malone, Education Coordinator Series CRSP 402 Study Design and Epidemiologic Methods 3 Center for Clinical Investigation CRSP 431 Statistical Methods I 3 IBMS 500 Being a Professional Scientist 0 Web site: http://casemed.case.edu/CRSP Exit Standards: Students who complete all required [email protected] coursework will submit a checklist to the Center for Clinical Investigation notifying the Center for (216) 368-2601 Clinical Investigation’s Education Administrator/ Manager that all coursework is completed. This The Clinical Research Certificate program is a administrator will verify with the registrar’s office four course, 9 credit hour program. Students who that all requirements have been met and will then successfully complete the required coursework will issue a certificate to the enrollee, documenting receive a Certificate in Clinical Research issued by completion of the program. the Center for Clinical Investigation. Coursework includes: Introduction to Clinical and Translational Research; Study Design and Epidemiologic Methods; Statistical Methods 1. Students are also Systems Biology and required to successfully complete the 0-credit hour Bioinformatics MS and PhD course IBMS 500 Being a Professional Scientists, which covers the ethical conduct of research. Credit Programs hour requirements and the breadth of curricula of

existing certificate programs in clinical research th were also considered. The examined programs BRB 9 Floor Admin West, School of Medicine range in from 6 to 18 required credit hours and http://bioinformatics.case.edu/ covered similar information. Phone: (216) 368-1490 Admissions will be administered by the Center for Clinical Investigation. Individuals who want Director: Mark Chance, PhD to participate in the program will complete an application form that includes a brief personal The Center for Proteomics and Bioinformatics statement describing the reason(s) for seeking offers multidisciplinary training leading to a MS clinical research training and a recent CV or or PhD in Systems Biology and Bioinformatics resume. Per CWRU School of Graduate Studies (SYBB). The program’s faculty cohort includes requirements, individuals who are not already faculty from 12 departments and 4 schools graduate-degree-seeking students at CWRU across the CWRU campus. The fundamental core must submit to the School of Graduate Studies competencies of the SYBB program include: genes a completed non-degree application form. and proteins; bioinformatics and computational Individuals who are not faculty, staff, or employees biology; and quantitative analysis and modeling with of CWRU must also submit a transcript or copy an emphasis on molecular systems biology. of their diploma, documenting completion of a baccalaureate degree. Once accepted into the The Systems Biology and Bioinformatics PhD Certificate program, participants will register for the program at CWRU offers trainees the opportunity courses through the Student Information System. to combine both experimental and computational The program will have rolling admissions, and or mathematical disciplines to understand complex students will be able to start taking courses in the biological systems. The SYBB program will train summer, fall, or spring semester. The coursework scientists who are able to generate and analyze for the Certificate will be listed on the official CWRU experimental data for biomedical research and to transcript. However, the Certificate in Clinical develop physical or computational models of the Research will be issued by the Center for Clinical molecular components that drive the behavior of Investigation, not the University, and will not appear a biological system. The goal of the program is to on the official CWRU transcript. produce scientists who are familiar with multiple disciplines and equipped to conduct interdisciplinary Performance Standards: A grade of B or higher in research. each graded course will be required for successful completion of the Certificate program. Enrollees will The SYBB participating departments and centers include: Case Western Reserve University 191

• Biology the examination is conducted by a committee of at least three members of the university faculty. • Biomedical Engineering

• Center for Proteomics and Bioinformatics Masters Degree Plan B Summary • Electrical Engineering and Computer Science The minimum requirements for the master’s degree • Epidemiology and Biostatistics under Plan B are 30 semester hours of course work (with at least 18 semester hours of course • Genetics work at the 400 level or higher) and a written comprehensive examination or major project with • Mathematics report to be administered and evaluated by the program steering committee. The coursework • Physiology and Biophysics must include EECS 459, PHRM 555, and SYBB 501. The curriculum plan must be approved by • Pharmacology the program steering committee and include appropriate coverage of the core competencies in Program Competencies genes and proteins, bioinformatics, and quantitative modeling and analysis. The specific academic requirements of the SYBB Program are intended to provide students with a required core curriculum in Systems Biology and a set of electives designed both to assure Sample Plan of Study for MS minimum competencies in three Fundamental Degree Core Competencies and equip them for their particular thesis research discipline. Each trainee Plan of Study includes required courses as well will be guided in a course of study by a mentoring as electives. committee to ensure the completion of training in the program competencies as well as maintenance First Year Units of a focus on molecular systems theory. Fall Spring Fundamental Core Competencies Cell Structure and Function (PHOL 432) 3 Proteins and Nucleic Acids (PHOL 456) 3 • Genes and proteins Introduction to Bioinformatics (EECS 458) 3 Biomedical Informatics and Systems 0 • Bioinformatics and Computational Biology Biology Journal Club (SYBB 501) Bioinformatics for Systems Biology (EECS 3 • Quantitative Analysis and Modeling 459) Current Proteomics (PHRM 555) 3 Thesis MS (SYBB 651) 3 Masters Degree Plan A Summary Year Total: 9 9

The minimum requirements for the master’s degree Second Year Units under Plan A are 21 semester hours of course work plus a thesis equivalent to at least 9 semester Fall Spring hours of registration for 30 hours total. These must Statistical Methods I (EPBI 431) 3 include EECS 459, PHRM 555, and SYBB 501, and Applied Probability and Stochastic 3 a minimum of 9 hours of SYBB 651. The curriculum Processes for Biology (BIOL 419) plan must be approved by the program steering Biomedical Informatics and Systems 0 committee and include appropriate coverage of Biology Journal Club (SYBB 501) the core competencies in genes and proteins, Thesis MS (SYBB 651) 3 bioinformatics, and quantitative modeling and Biomedical Informatics and Systems 0 Biology Journal Club (SYBB 501) analysis. At least 18 semester hours of course work, in addition to thesis hours, must be at the Thesis MS (SYBB 651) 3 400-level or higher. Year Total: 9 3

Each student must prepare an individual thesis that Total Units in Sequence: 30 must conform to regulations concerning format, quality, and time of submission as established by the dean of graduate studies. For completion of master’s degrees under Plan A, an oral examination (defense) of the master’s thesis is required, where 192 School of Medicine

PhD Program Summary Systems Biology and 3 Bioinformatics Research (SYBB 601) The Systems Biology and Bioinformatics program Being a Professional Scientist 0 differs from current CWRU programs in the (IBMS 500) comprehensive requirement for an understanding of Year Total: 10-18 10-18 biological systems, bioinformatics, and quantitative analysis & modeling. The program includes a set of required core courses including Bioinformatics Second Year Units for Systems Biology (EECS 459) and Current Fall Spring Summer Proteomics (PHRM 555), a Biomedical Informatics Structural Biology (BIOL 434) 3 and Systems Biology Journal Club (SYBB 501), Protein Biophysics (PHOL 475) 3 and an individualized course of study that includes Biomedical Informatics and 0 at least six additional courses, a course in the Systems Biology Journal Club Responsible Conduct of research (IBMS 500), a (SYBB 501) qualifier exam, a PhD Thesis, and oral defense Systems Biology and 3 Bioinformatics Research (SYBB consistent with CWRU requirements. The total 601) credits required for the PhD is at least 54 credits Advanced Methods in Structural 3 (24 grade graduate courses, 12 pre-dissertation Biology (BIOC 430) research credits, and at least 18 dissertation Biomedical Informatics and 0 research credits) and is consistent with a traditional Systems Biology Journal Club graduate program. Admissions to this program (SYBB 501) may be obtained through the integrated Biomedical Systems Biology and 6 Sciences Training Program, by direct admission to Bioinformatics Research (SYBB the department or via the Medical Scientist Training 601) Program. Year Total: 9 9

Third Year Units Sample Plan of Study for PhD Fall Spring Summer Dissertation PhD (SYBB 701) 1-9 Degree Dissertation PhD (SYBB 701) 1-9 Year Total: 1-9 1-9 § Please also see Graduate Studies Academic Requirements for Doctoral Degrees Fourth Year Units Fall Spring Summer Plan of study includes required courses as well Dissertation PhD (SYBB 701) 1-9 as electives. Dissertation PhD (SYBB 701) 1-9 Year Total: 1-9 1-9 First Year Units Fall Spring Summer Fifth Year Units Cell Structure and Function 3 Fall Spring Summer * (PHOL 432) Dissertation PhD (SYBB 701) 1-9 Proteins and Nucleic Acids (PHOL 3 Dissertation PhD (SYBB 701) 1-9 * 456) Year Total: 1-9 1-9 Introduction to Bioinformatics 3 (EECS 458) Total Units in Sequence: 44-108 Biomedical Informatics and 0 Systems Biology Journal Club * Students admitted into program via BSTP (SYBB 501) would take BSTP 400 for research rotations; Systems Biology and 1-9 Bioinformatics Research (SYBB students admitted via MSTP would take 601) MSTP 400 for research rotations Bioinformatics for Systems 3 Biology (EECS 459) Current Proteomics (PHRM 555) 3 Systems Biology and 1-9 Bioinformatics Research (SYBB 601/651) Biomedical Informatics and 0 Systems Biology Journal Club (SYBB 501) Case Western Reserve University 193

PHYS/BIOL Statistical Methods for Scientific Research 3 Required Core Courses for MS 561 EBME 300/ Dynamics of Biological Systems: A 3 and PhD programs MATH 449 Quantitative Introduction to Biology

EECS 459 Bioinformatics for Systems Biology 3 PHRM 555 Current Proteomics 3 CMED Courses SYBB 501 Biomedical Informatics and Systems 0 Biology Journal Club CMED 401. Intro to Clinical Research and SYBB 601 Systems Biology and Bioinformatics 1-18 Scientific Writing. 3 Units. Research SYBB 651 Thesis MS (For MS Students only) 1-18 This seminar brings in numerous experts to SYBB 701 Dissertation PhD (For PhD students only) 1-18 cover a variety of essential issues and concepts in clinical research and scientific writing. The overarching goal is for students to produce a short Elective Courses for MS and PhD but well-crafted research proposal. Topics for programs reading and discussion include general principles of research design and proposal development; Genes and Proteins Courses key concepts and issues in biostatistical science for study planning, data management, analysis, EPBI/GENE/ Principles of Genetic Epidemiology 3 interpretation, and presentation; modern medical MPHP 451 library informatics; ethical issues in clinical CLBY/BIOC/ Emerging Concepts in Cell Regulation 3 research and necessary rigmarole; technical writing CLBY/PATH emphasizing research proposals; designing studies 555 of diagnostic tests; outcomes research and medical PHOL/CHEM/ Protein Biophysics 3 decision making; clinical genomics research. PHRM/BIOC/ NEUR 475 PHOL 432 Cell Structure and Function 3 CMED 402. Statistical Science for Medical PHOL 456 Proteins and Nucleic Acids 3 Research. 3 Units. PHOL 480 Physiology of Organ Systems 4 CBIO 453 Cell Biology I 4 A rigorous, practical introduction to core concepts CBIO 455 Molecular Biology I 4 and methods in statistical planning, managing, and analyzing data, and interpreting and communicating biostatistical information. Seminar sessions: discuss Bioinformatics and Computational readings, work through realistic examples using Biology Courses popular commercial software. Project sessions: individuals in small groups discuss their own EPBI 415 Statistical Programming 3 examples and receive on-the-spot feedback, BIOL/EECS Applied Probability and Stochastic 3 Topics: types of data and common distributions; 419 Processes for Biology database and statistical software; understanding PHRM/PHOL/ Advanced Methods in Structural Biology 1-6 and describing data with simple statistics and CHEM/BIOC effective tables and graphics; statistical transforms 430 (log, logit) and what they imply, basic inference EECS 458 Introduction to Bioinformatics 3 tests, confidence intervals, and related sample- NEUR 478/ Computational Neuroscience 3 BIOL 378/ size analyses involving categorical data (analyzing COGS/MATH proportions), ordinal data (analyzing ranks), 378/BIOL 478/ continuous data (analyzing means), and time- EBME 478 to-event data with censoring. A substantial GENE 508 Bioinformatics and Computational 3 introduction to statistical modeling unifies seemingly Genomics diverse methods to induce a cohesive, flexible, and broad understanding of biostatistics. Medical students enrolled in CRSP must complete CCLCM Quantitative Analysis and Modeling Introduction to Clinical Research, IBIS 431 and IBIS 490 to satisfy the CRSP 401, 402 and 403 series. EPBI 431 Statistical Methods I 3 Prereq: Must be enrolled in School of Medicine. EPBI 432 Statistical Methods II 3 EPBI 471 Statistical Aspects of Data Mining 3 EPBI 473 Integrative Cancer Biology 3 MATH 441 Mathematical Modeling 3 194 School of Medicine

CMED 403. Introduction to Clinical CMED 406. Introduction to Database Epidemiology. 3 Units. Programming Base SAS. 0 Units.

Using multiple learning modalities, including case- Using the SAS Data Step as a programming based seminars, computer-based interactive language. Creating temporary and permanent SAS learning, journal club, and readings from texts as datasets, exchanging datasets with other software well as contemporary clinical literature, students (e.g. Excel, Jmp, R), checking and manipulating will receive a rigorous introduction to methods of data, sorting and merging, producing reports, research in clinical epidemiology. Topics to be Effective programming style. This is not a course in covered will include human subjects protections; statistical analysis. Prereq: Must be enrolled in the legal and ethical components of clinical research; School of Medicine and consent of CCLCM Office. measures of disease frequency; basics of clinical study design; nature of and analysis of risk factors; cohort study design and analysis; case-control CMED 407. Basic Research Ethics. 3 Units. study design and analysis; confounding; interaction; bias; survey research; diagnostic tests; disease Examine the ethical issues of clinical research screening; design, analysis, and reporting of clinical involving human subjects. Topics include research trials; meta-analysis; decision analysis; cost- versus clinical practice, informed consent, effectiveness analysis; and a brief introduction to therapeutic misconception, risk reduction, health services research. Medical students enrolled vulnerability and subject selection, recruitment and in CRSP must complete CCLCM Introduction to inducement. Clinical Research, IBIS 431, and IBIS 490 to satisfy the CRSP 401, 402, and 403 series. Prereq: Must be enrolled in School of Medicine. CMED 450. Clinical Trials. 3 Units. Design, organization and operation of randomized CMED 404. Clinical Research Seminars. 1 Unit. controlled clinical trials and intervention studies. Topics include legal and ethical issues in design; The Clinical Research Seminars series is intended application of concepts of controls; masking and to give students a broad exposure to issues unique randomization; steps required for quality data to clinical research as well as career development. collection; monitoring for evidence of adverse Students attend seminars on relevant clinical or beneficial treatment effects; elements of research topics offered either on the Case or organizational structure; sample size calculations CCF campuses, and will write a short summary of and data analysis procedures and mistakes. each seminar attended. A total of 12-14 one-hour Prereq: Must be enrolled in School of Medicine. seminars per semester is required for successful completion of the course. Students are expected to take two semesters. Prereq: Must be enrolled in CMED 458. Statistical Modeling with School of Medicine and consent of CCLCM Office. Applications in Clinical Research. 3 Units. Statistical modeling methods and strategies for CMED 405. Clinical Research Seminars. 1 Unit. analyzing data in clinical research, including randomized and non-randomized clinical The Clinical Research Seminars series is intended trials. Standard Normal-theory, logistic, and to give students a broad exposure to issues unique Cox proportional hazard regression methods, to clinical research as well as career development. emphasizing that these tools provide a unified Students attend seminars on relevant clinical schema to use linear models for continuous research topics offered either on the Case or and categorical predictors of outcomes that are CCF campuses, and will write a short summary of continuous, binary, or time-to-event with censoring. each seminar attended. A total of 12-14 one-hour Repeated measures analysis using summary seminars per semester is required for successful measures versus modern mixed models. Spline completion of the course. Students are expected models for non-linear relationships. Extending the to take two semesters. Prereq: Must be enrolled in logistic model for ordinal outcomes. Propensity School of Medicine and consent of CCLCM Office. analysis. Software: R. Prereq: Must be enrolled in School of Medicine and consent of CCLCM Office. Case Western Reserve University 195

CMED 460. Foundations of Clinical Medicine. 3 CNCR Courses Units. CNCR 460. Introduction to Microarrays. 3 Units. Students meet weekly to learn, examine, and discuss issues related to their future societal and Microarray technology is an exciting new technique professional roles as physicians. Topics covered that is used to analyze gene expression in a wide include population health, medical errors and variety of organisms. The goal of this course is to patient safety, cultural competence, health care give participants a hands-on introduction to this disparities, quality improvement, pain management, technology. The course is intended for individuals ethical and legal issues in medicine, leadership, who are preparing to use this technique, including and professionalism. Prereq: Must be enrolled in students, fellows, and other investigators. This School of Medicine and consent of CCLCM Office. is a hands-on computer-based course, which will enable participants to conduct meaningful analyses of microarray data. Participants will gain CMED 499. Independent Study in Clinical Trials. an understanding of the principles underlying 3 Units. microarray technologies, including: theory of sample preparation, sample processing on A survey of the various aspects of clinical trial microarrays, familiarity with the use of Affymetrix investigation to provide the student a first-hand Microarray Suite software and generation of perspective on the day-to-day conduct of clinical data sets. Transferring data among software investigation from the perspective of investigating packages to manipulate data will also be discussed. physicians, clinical trial coordinators, compliance Importation of data into other software (GeneSpring and regulatory officers, and core laboratory and DecisionSite) will enable participants to mine personnel. Students will develop a specific plan with the data for higher-order patterns. Participants the course directors that will total 40-50 hours of will learn about the rationale behind the choice of discussion and direct participation. Prereq: CMED normalization and data filtering strategies, distance 450. Must be enrolled in the School of Medicine and metrics, use of appropriate clustering choices such consent of CCLCM Office. as K-means, Hierarchical, and Self Organizing Maps. Course Offered as BIOC 460, PATH 460, CMED 500. Scientific Integrity in Biomedical CNCR 460. Research. 0 Units.

This course covers a wide variety of topics in CNCR 501. Translational Cancer Research A. 1 ethics for biomedical researchers including Unit. Institutional Review Boards for human and animal In this course Case K12 Paul Calabresi Scholars experimentation, requirements of the Health will learn about the steps to receive an IRB Insurance Portability and Accountability Act approval for their research proposal and clinical (HIPAA), informed consent, and de-identification trials; how to design and conduct clinical trials- of patient data in research databases. Issues of designing a protocol, developing a research data ownership, responsibilities of authorship, question, the purpose of the LOI, funding and and conflicts of interest are also discussed. budge issues, working with pharmaceutical Prereq: Enrolled in School of Medicine. Must have companies; essential writing skills for successfully completed 1.5 years. submitting a manuscript for publication in a peer reviewed journal. The class will discuss Social CMED 601. Clinical Research Project. 1 - 18 Intelligence and the Biology of Leadership by Unit. Goleman and Boyatzis; the scholars will learn about the Case Cancer Center Core Facilities services Clinical research project leading toward the and resources which are available for their research completion of a type B Masters of Science in projects. Topics also include the expectations of Biomedical Investigation - CRSP. the K12 CORP program and essential elements for advancing their academic and research career. Recommended preparation: Acceptance to Case K12 Clinical Oncology Career Development Training Program as Paul Calabresi Research Scholar. 196 School of Medicine

CNCR 502. Translational Cancer Research B. 1 CNCR 504. Translational Cancer Research D. 1 Unit. Unit.

In this course Case K12 Paul Calabresi Scholars In this course Case K12 Paul Calabresi Scholars will learn how to manage clinical trials; including will discuss an article on essential components staffing, multi or single site, contracting issues, of leadership in an academic and clinical setting; translation and incorporation of laboratory research/ how to advance their clinical research career to the correlative science into clinical trials design, getting level that they can present at the ASCO national involved with ECOG. The scholars will learn about conference; learn how to present research and mentored and independent funding resources, clinical trials progress orally and written to peers/ how to select the appropriate mechanism, and faculty for evaluation by making two PowerPoint strategies for successful grant submissions and presentations: one to the class and their two K12 resubmissions. They will learn how to present mentors and a second to the K12 CORP Advisory research and clinical trials progress orally and Committee for written evaluation. Both of these written to peers/faculty for evaluation my making sessions will be video taped and a copy of the tape two PowerPoint presentations: on to the class and will be reviewed with the scholar. Each scholar will their two K12 mentors and a second to the K12 also provide a written summary of their research CORP Advisory Committee for written evaluation. and date along with their goals for the next 12 Both of these sections will be video taped and a months on April 1. Recommended preparation: copy of the tape will be reviewed with the scholar. Acceptance to Case K12 Clinical Oncology Career Each scholar will also provide a written summary Development Training Program as Paul Calabresi of their research to date along with their goals for Research Scholar. the next 12 months on April 1. Recommended preparation: Acceptance to Case K12 Clinical Oncology Career Development Training Program as Paul Calabresi Research Scholar. CRSP Courses

CNCR 503. Translational Cancer Research C. 1 CRSP 401. Introduction to Clinical Research Unit. Summer Series. 1 - 3 Unit.

In this course each Case K12 Paul Calabresi This course is designed to familiarize one with the Scholar will present a summary of their experience language and concepts of clinical investigation from attending either the ASCO/AACR or ASH and statistical computing, as well as provide Clinical Trial Protocol Writing Workshop; two opportunities for problem-solving, and practical sessions will cover how to write a research application of the information derived from the proposal-hypothesis, specific aims, methods, and lectures. The material is organized along the study design. Each scholar will write a sample internal logic of the research process, beginning research proposal which will be critiqued by the with mechanisms of choosing a research question other members of the class; two sessions will cover and moving into the information needed to design the organization and analysis of biostatistic data the protocol, implement it, analyze the findings, and used in research. One of these sessions will be draw and disseminate the conclusion(s). Prereq: a working session based on the scholar’s own M.D., R.N., Ph.D., D.D.S., health professionals. data. The scholars will learn about the essential components and issues in developing a successful career in clinical and translational research. CRSP 402. Study Design and Epidemiologic Recommended preparation: Acceptance to Case Methods. 3 Units. K12 Clinical Oncology Career Development Training Program as Paul Calabresi Research This course will cover the methods used in the Scholars. conduct of epidemiologic and health services research and considers how epidemiologic studies may be designed to maximize etiologic inferences. Topics include: measures of disease frequency, measures of effect, cross-sectional studies, case-control studies, cohort studies, randomized controlled trials, confounding, bias, effect modification, and select topics. Recommended preparation: CRSP 401 or permission of instructor. Case Western Reserve University 197

CRSP 406. Introduction to R Programming. 2 CRSP 410. Independent Study in Clinical Units. Research. 1 - 3 Unit.

This course will introduce students to programming Independent Study in Clinical Research enables with R. Major topics will include session the student to undertake study of advanced topics management, R data structures, indexing and in clinical research that are not offered as standing conditional selection, combining and restructuring courses at Case Western Reserve University. The data frames, data aggregation, reading and student (s) and a member of the Clinical Research writing data, basic statistical functions, and R Scholars Program faculty, or another faculty traditional graphics. Students will also learn member at CWRU, submit a 1-2 page proposal for R programming conventions as they relate to independent study to the CRSP Program Director. preparing data for statistical analysis. Small The proposal should include a descriptive title research datasets will be used in class examples (e.g., research method or clinical topic area) to be and in homework assignments. Each class will studied; a list of up to 5 student-centered objectives include a demonstration of new concepts followed of the study; how the subject matter will be learned; by a computer lab with exercises designed to and how success in achieving the objectives will be reinforce the concepts introduced. measured (e.g., manuscript, essay, grant proposal, or other written product; examination, etc). It is expected that there will be at least one contact hour CRSP 407. Logistic Regression and Survival per week for each credit hour requested. Analysis. 3 Units.

This course introduces two commonly used CRSP 412. Communication in Clinical Research statistical modeling techniques found in the (Part 1). 1 Unit. medical, epidemiologic, and public health research fields; logistic regression and survival analysis. The Sound research only has strong impact when course emphasizes summarizing and analyzing communicated effectively to various types of binary and time-to-event outcomes. The focus readers, listeners, and viewers. This requires is on establishing a foundation for when and knowing what receivers need and expect. CRSP how to use these modeling techniques as well 412 focuses on writing. CRSP 413 deals with as an understanding of interpreting results from preparing and delivering oral, poster, and online analyses. Two course projects will involve problem presentations, mock grant reviewing (to learn what specification, data collection, analysis, and reviewers expect), and modern statistical graphics presentation. Students will use R statistical software and tables. Prereq: CRSP 401 or equivalent. extensively. Planned topics include contingency tables, logistic regression models and diagnostic measures, analyzing ordinal outcomes, estimating CRSP 413. Communication in Clinical Research of the survival curve, Cox proportional hazard (Part 2). 1 Unit. regression models and diagnostic measures, and sample size estimation. Software: R version 2.9.1 Sound research only has strong impact when installed on the student’s lap top. Prereq: CRSP communicated effectively to various types of 403 and CRSP 406. readers, listeners, and viewers. This requires knowing what receivers need and expect. CRSP 412 focuses on writing. CRSP 413 deals with preparing and delivering oral, poster, and online presentations, mock grant reviewing (to learn what reviewers expect), and modern statistical graphics and tables. Prereq: CRSP 401 or equivalent.

CRSP 431. Statistical Methods I. 3 Units.

Application of statistical techniques with particular emphasis on problems in the biomedical sciences. Basic probability theory, random variables, and distribution functions. Point and interval estimation, regression, and correlation. Problems whose solution involves using packaged statistical programs. First part of year-long sequence. Offered as ANAT 431, BIOL 431, EPBI 431, and MPHP 431. 198 School of Medicine

CRSP 432. Statistical Methods II. 3 Units. CRSP 501. Working in Interdisciplinary Research Teams. 1 Unit. Methods of analysis of variance, regression and analysis of quantitative data. Emphasis on This course will assist learners to understand computer solution of problems drawn from the why and how different professional disciplines, biomedical sciences. Design of experiments, power each representing a body of scientific knowledge, of tests, and adequacy of models. Offered as BIOL must work together to develop and disseminate 432, CRSP 432, EPBI 432, and MPHP 432. knowledge. Learners will develop a set of skills specific to being an effective member and leader of an interdisciplinary research team, including CRSP 500. Design and Analysis of working with different value and knowledge sets Observational Studies. 3 Units. across disciplines, running effective meetings, managing conflict, giving and receiving feedback, An observational study investigates treatments, and group decision-making techniques. Using policies or exposures and the effects that they the small group seminar approach and case cause, but it differs from an experiment because studies, learners will practice individual and the investigator cannot control assignment. We group communication, reflective and self- introduce appropriate design, data collection and assessment techniques, and engage in experiential analysis methods for such studies, to help students learning activities regarding effective teamwork in design and interpret their own studies, and those interdisciplinary research teams. Techniques to of others in their field. Technical formalities are increase group creativity and frame new insights minimized, and the presentations will focus on will be discussed. Recommended preparation: K the practical application of the ideas. A course grant Appointment or permission of instructor. project involves the completion of an observational study, and substantial use of the R statistical software. Topics include randomized experiments CRSP 502. Leadership Development. 2 Units. and how they differ from observational studies, planning and design for observational studies, Leadership Assessment and Development is adjustments for overt bias, sensitivity analysis, for participants to learn a method for assessing methods for detecting hidden bias, and focus their knowledge, abilities, and values relevant to on propensity score methods for selection bias management; and for developing and implementing adjustment, including multivariate matching, plans for acquiring new management related stratification, weighting and regression adjustments. knowledge and abilities. The major goals of Recommended preparation: a working knowledge this course include generating data through a of multiple regression, some familiarity with logistic variety of assessment methods designed to reveal regression, with some exposure to fitting regression your interests, abilities, values, and knowledge models in R. Offered as CRSP 500 and EPBI 500. related to leadership effectiveness; learning how to interpret this assessment data and use it to design/plan developmental activities; small group sharing of insights from the various assessments. Recommended preparation: K grant appointment or consent of instructor. Case Western Reserve University 199

CRSP 503. Innovation and Entrepreneurship. 1 CRSP 505. Investigating Social Determinants of Unit. Health. 2 - 3 Units.

The purpose of this module is to acquaint and The biopsychosocial model highlights the inter- ultimately engage clinical researchers with the related roles that biological, psychological, and business of innovation and entrepreneurship. social factors play in health and illness. This course Goals include: (1) to provide researchers with is geared towards clinical research scholars who many of the skills that they would need to translate would like to incorporate aspects of the "social academic research into commercial uses; (2) to context" in their research. The course will examine sensitize clinical researchers to the goals of the the conceptualization, measurement, and effects business community and facilitate their ability of several key socio-cultural determinants of health to work with the private sector on technology and illness. Sample studies that incorporate social development; and (3) to make clinical researchers determinants of health will be reviewed. The course aware of the processes of academic technology will also consider strategies and techniques to development and transfer. Sessions consist of conduct clinical research involving social factors in lectures and case discussion facilitated by the socially and ethnically diverse settings. Students instructor. Some sessions include members of will be encouraged to develop a prototypical the business community as guest lecturers. As an study design to incorporate social determinants example, students will discuss the financing of new in their research. To earn an optional third credit companies with local venture capitalists. Student hour for this course, students will be required to products include the evaluation of the commercial complete additional assignments tailored to the potential of a university technology in which they students’ research needs and interests upon mutual apply their new knowledge about commercialization agreement with the instructor at the beginning of of scientific discoveries. the course. Recommended preparation: CRSP 401.

CRSP 504. Managing Research Records - A CRSP 510. Health Disparities. 3 Units. System’s Approach. 2 - 3 Units. This course aims to provide theoretical and This course will provide an approach to managing application tools for students from many disciplinary data for research studies. Major topics include a backgrounds to conduct research and develop discussion of a research study system including interventions to reduce health disparities. The database design and development, data course will be situated contextually within the management, and clinical data management; how historical record of the United States, reviewing to evaluate the data needs of a study including social, political, economic, cultural, legal, and the impact of required regulations; summary of ethical theories related to disparities in general, key regulations; the role of the data manager with a central focus on health disparities. Several including protocol review, development of a data frameworks regarding health disparities will management plan, CRF design, data cleaning, be used for investigating and discussing the locking studies and ensuring best practices. Each empirical evidence on disparities among other session will include a lecture, class discussion, and subgroups (e.g., the poor, women, uninsured, student presentation. disabled, and non-English speaking populations) will also be included and discussed. Students will be expected to develop a research proposal (observational, clinical, and/or intervention) rooted in their disciplinary background that will incorporate materials from the various perspectives presented throughout the course, with the objective of developing and reinforcing a more comprehensive approach to current practices within their fields. Offered as CRSP 510, EPBI 510, MPHP 510, NURS 510, and SASS 510. 200 School of Medicine

CRSP 603. Research Ethics and Regulation. 2 INTH 401. Fundamentals of Global Health. 3 Units. Units.

This course is designed to introduce students This course seeks to integrate the multiple to the ethical, policy, and legal issues raised by perspectives and objectives in global health research involving human subjects. It is intended by investigating how the disciplines of Biology, for law students, post-doctoral trainees in health- Medicine, Anthropology, Nursing, Mathematics, related disciplines and other students in relevant Engineering analyze and approach the same set of fields. Topics include (among others): regulation international health problems. Students will develop and monitoring of research; research in third-world a shared vocabulary with which to understand nations; research with special populations; stem these various perspectives from within their own cell and genetic research; research to combat discipline. The focus sites will emphasize issues bioterrorism; scientific misconduct; conflicts of related to the health consequences of development interest; commercialization and intellectual property; projects, emergency response to a health care and the use of deception and placebos. Course crisis and diseases of development in presence of will meet in once per week for 2 hours throughout underdevelopment. Offered as INTH 301 and INTH the semester. Grades will be given based on class 401. Prereq: Graduate student. participation and a series of group projects and individual short writing assignments. Offered as BETH 503 and CRSP 603 and LAWS 603. INTH 447. Global Health: Outbreak Investigation in Real-Time. 3 Units.

CRSP 651. Clinical Research Scholars Thesis. 1 This course provides a trans-cultural, trans- - 18 Unit. disciplinary, multimedia learning experience by analyzing historical and real-time data from the CRSP Thesis M.S. annual dengue endemics and sporadic epidemics in Puerto Rico and Brazil. A rigorous problem- centered training in the epidemiology, prevention, treatment, and control of infectious diseases using real-time and historical surveillance data of endemic INTH Courses and epidemic Dengue in Bahia, Brazil. This is an advanced epidemiology course in which core INTH 301. Fundamentals of Global Health. 3 material will be primarily taught through reading Units. assignments, class discussion, group projects, and class presentations. The course will utilize the This course seeks to integrate the multiple online web-based communication and learning perspectives and objectives in global health technology to create a single classroom between by investigating how the disciplines of Biology, the CWRU and international partners with unique Medicine, Anthropology, Nursing, Mathematics, complementary skills. In addition to joint classroom Engineering analyze and approach the same set of lectures across sites, student groups will also international health problems. Students will develop perform smaller-scale video conference meetings a shared vocabulary with which to understand for assigned group projects, thus creating strong these various perspectives from within their own international connections for the students, faculty, discipline. The focus sites will emphasize issues and our institutions. Note: Due to the complexities related to the health consequences of development of time zones for this international course, the projects, emergency response to a health care course will begin at 8:00a.m. until the U.S.A. crisis and diseases of development in presence of adjusts clocks for Daylight Savings Time (unlike underdevelopment. Offered as INTH 301 and INTH Brazil). Therefore, classes after the second week of 401. Prereq: Junior or senior. March will begin at 9:00a.m. Offered as: EPBI 447, INTH 447, and MPHP 447. Case Western Reserve University 201

INTH 484. Geographic Medicine and SYBB Courses Epidemiology. 1 - 3 Unit. SYBB 459. Bioinformatics for Systems Biology. This course focuses on the epidemiology, 3 Units. prevention, treatment, and control of tropical and parasitic diseases. Emphasis will be placed Description of omic data (biological sequences, on the triad of agent, host, and environment for gene expression, protein-protein interactions, infectious disease impacting global health. Three protein-DNA interactions, protein expression, distinct modules will focus on specific examples metabolomics, biological ontologies), regulatory such as malaria, helminths, bacteria, or viruses. network inference, topology of regulatory networks, Active class participation is required through computational inference of protein-protein discussions, case studies, and group projects. interactions, protein interaction databases, topology Recommended preparation: EPBI 490, EPBI 491 of protein interaction networks, module and protein and a microbiology course or consent of instructor. complex discovery, network alignment and mining, Offered as EPBI 484, INTH 484, and MPHP 484. computational models for network evolution, network-based functional inference, metabolic pathway databases, topology of metabolic INTH 494. Infectious Disease Epidemiology. 1 - 3 pathways, flux models for analysis of metabolic Unit. networks, network integration, inference of domain- domain interactions, signaling pathway inference The epidemiology, prevention and control from protein interaction networks, network models of representative infectious disease models. and algorithms for disease gene identification of Emphasis on the triad of agent, host, and dysregulated subnetworks network-based disease environment and the molecular and genetic basis classification. Offered as EECS 459 and SYBB 459. of agent and host interaction in the population. Recommended preparation: EPBI 490, EPBI 491, and a microbiology course or consent of instructor. SYBB 501. Biomedical Informatics and Systems Offered as EPBI 494, INTH 494, and MPHP 494. Biology Journal Club. 0 Units.

The purpose of this journal club is to provide an INTH 551. World Health Seminar. 1 Unit. opportunity for students to critically discuss a wide variety of informatics and systems biology This seminar (also called the World Health Interest topics and to present their works in progress. A Group) examines a broad range of topics related wide range of informatics and systems theory to infectious disease research in international approaches to conducting biomedical research settings. Areas of interest are certain to include will be accomplished through the guided selection epidemiology, bioethics, medical anthropology, of articles to be discussed during the club. pathogenesis, drug resistance, vector biology, Potential articles will be chosen from scientific cell and molecular biology, vaccine development, journals including: Nature, Science, BMC diagnosis, and socio-cultural factors contributing to Bioinformatics, BMC Systems Biology, the Journal or compromising effective health care delivery in of Bioinformatics and Computational Biology, and endemic countries. Speakers will include a diverse the Journal for Biomedical Informatics. During group of local faculty, post-doctoral and graduate journal presentations, trainees will be expected student trainees, as well as visiting colleagues from to lead a discussion of the article that leads to around the world. the critical evaluation of merit of the article and its implication for biomedical informatics and systems biology. The Journal Club will also provide a forum for trainees to present proposed, on-going, and completed research. Trainees will attend and participate in the Journal Club throughout their tenure in the program. The Journal Club will meet twice a month and each trainee will be required to present one journal article and one research in progress presentation yearly. The Journal Club will also include sessions where issues related to the responsible conduct of research are reviewed and extended. 202 School of Medicine

SYBB 555. Current Proteomics. 3 Units.

This course is designed for graduate students across the university who wish to acquire a better understanding of fundamental concepts of proteomics and hands-on experience with techniques used in current proteomics. Lectures will cover protein/peptide separation techniques, protein mass spectrometry, bioinformatics tools, and biological applications which include quantitative proteomics, protein modification proteomics, interaction proteomics, structural genomics and structural proteomics. Laboratory portion will involve practice on the separation of proteins by two- dimensional gel electrophoresis, molecular weight measurement of proteins by mass spectrometry, peptide structural characterization by tandem mass spectrometry and protein identification using computational tools. The instructors’ research topics will also be discussed. Recommended preparation: CBIO 453 and CBIO 455. Offered as PHRM 555 and SYBB 555.

SYBB 600. Special Topics. 1 - 18 Unit.

SYBB 601. Systems Biology and Bioinformatics Research. 1 - 18 Unit.

(Credit as Arranged)

SYBB 651. Thesis MS. 1 - 18 Unit.

(Credit as Arranged)

SYBB 701. Dissertation PhD. 1 - 18 Unit.

(Credit as Arranged) Prereq: Predoctoral research consent or advanced to Ph.D. candidacy milestone. Case Western Reserve University 203

Graduate Programs in the Biomedical Sciences

School of Medicine, RM TG-1 Graduate Admissions to School of http://casemed.case.edu/gradprog Alison K. Hall, PhD, Associate Dean Medicine Programs [email protected] Graduate students are admitted to our programs through several streams, including the Biomedical Office of Graduate Education (http:// Sciences Training Program (http://www.case.edu/ casemed.case.edu/gradprog/) med/BSTP/), the Medical Scientist Training Program (http://mstp.cwru.edu/), dual-degree Alison K. Hall, PhD, Associate Dean initiatives, and direct admission to specific programs (please see individual program entries Phone: (216) 368-5655 under their affiliated department pages). The School of Medicine is proud to administer a large number of doctoral, masters, professional and certificate graduate programs in the biomedical Student Affinity Groups sciences, described fully in this bulletin under their departmental or center affiliations. The Office Graduate students interact in vibrant groups of Graduate Education provides support and in the School of Medicine, including the information on the graduate and postdoctoral Biomedical Graduate Student Organization (http:// training programs in the School of Medicine, as well casemed.case.edu/gradprog/bgso.cfm) and the as professional skill development and training grant Minority Graduate Student Organization (http:// proposal support. casemed.case.edu/gradprog/mgso.cfm), as well as university-wide student organizations such as the Case Western Reserve University School Graduate Student Senate (http://gss.case.edu/). of Medicine has a strong commitment to the In addition, doctoral students in the School of importance of diversity in its research and Medicine organize the annual Biomedical Graduate educational programs. The CWRU community Student Symposium (http://filer.case.edu/org/bgss/ celebrates how our individual diversity in race, site/Home.html). ethnicity, gender, country of origin, sexual orientation or gender identity enhance our work together. CWRU programs welcome diverse individuals, including those individuals of racial Biomedical Sciences Training and ethnic groups underrepresented in biomedical Program (BSTP) science, those with physical disabilities, and those with disadvantaged backgrounds. Phone: (216) 368-3347 http://www.case.edu/med/BSTP/ Common Academic Requirements Martin Snider, PhD, Director Each graduate program follows the overall Debbie Noureddine, Coordinator regulations established and described in Graduate Studies Academic Requirements pages and The Biomedical Sciences Training Program (BSTP) documented to the Regents of the State of Ohio. offers common admissions to most biomedical In particular, students and faculty are directed to PhD degree programs at CWRU School of sections regarding Academic Requirements for Medicine. The BSTP comprises eleven graduate Master’s and Doctoral Degrees regarding total and programs in the School of Medicine with more graded course requirements, dissertation advisory than 200 faculty based in both basic science committees, maintenance of quality-point average, and clinical departments. Students in the BSTP and other general aspects of graduate study at have the opportunity to study within any research CWRU. Within those overall expectations, a specific discipline represented in the training programs. This course of study for each graduate program is opportunity gives students a tremendous range required and described in each degree plan of of research choices. It also provides a distinct study. advantage over traditional programs, which restrict choices of research area and faculty advisors. 204 School of Medicine

Admissions Research Rotations

Students usually apply in the fall or winter The research rotations allow students to explore and begin their studies the following summer. research areas and become familiar with faculty The application deadline is January 15th, but members and their laboratories. The main purpose applications will be considered by the Admissions of these rotations is to aid students in selecting Committee as soon as they are complete. In a laboratory for their thesis work. Students are general a year of biology, organic chemistry encouraged to begin their rotations in July. Doing and mathematics through calculus are required, so gives them the opportunity to complete one and biochemistry and molecular biology are rotation during the summer before classes begin strongly recommended. We also seek students at the end of August. A minimum of three rotations with strong quantitative training who may have must be completed during the year. majored in physics or math and are interested in our Structural Biology track or Systems Biology and Bioinformatics programs. Depending on Choosing a Thesis Advisor preparation, we may suggest additional biology coursework once graduate training begins.This During the first year, students select an advisor background prepares most students for success in for the dissertation research. Each student also our programs. joins the training program with which the advisor is affiliated. Once a student has chosen a program, the specific requirements of that program are Research Experience and followed to obtain the PhD The emphasis of Recommendations the PhD work is on research, culminating in the completion of an original, independent research Experience performing original research is thesis. essential. This might stem from an undergraduate honors thesis, summer research internships, or a technical position after graduation. Letters of Participating Training Programs recommendation from research mentors that describe creativity, hardwork and promise in • Biochemistry science are very important. • Cell Biology

Exams • Molecular Biology and Microbiology

The GRE general test is required. Recent classes • Molecular Virology have earned an average of 70th percentile in each area. A GRE subject test is desirable, but • Molecular and Cellular Basis of Disease and is not required. The Test of English as a Foreign Immunology Language (TOEFL) is required for foreign students • Molecular, Developmental, and Human Genetics unless they are from an English-speaking country or have a degree from University program where • Neurosciences the instruction is primarily in English. • Nutritional Sciences The First Year • Pharmacological Sciences Coursework • Physiology and Biophysics • Systems Biology and Bioinformatics Students take an integrated series of courses in Cell and Molecular Biology (CBIO 453, CBIO455). These two courses offered in the fall semester Training faculty, course offerings and individual emphasize the molecular approaches that form degree requirements are described in detail in the the basis of modern biology. Qualified students separate listings for each of these programs. also may take more specialized elective courses. All students complete the IBMS 500 "Being a Once an advisor is selected, the student becomes Professional Scientist" introduction to Responsible a member of a PhD Program and fulfills the specific Conduct of Research. requirements of that program. All PhD programs have similar requirements, including an original thesis, coursework, examinations, publications in Case Western Reserve University 205 scientific journals with lead authorship, seminars IBMS Courses and journal clubs and other activities. IBMS 500. Being a Professional Scientist. 0 Units. BSTP Courses The goal of this course is to provide graduate BSTP 400. Research Rotation in Biomedical students with an opportunity to think through their Sciences Training Program. 0 - 9 Units. professional ethical commitments before they are tested, on the basis of the scientific community’s accumulated experience with the issues. Students will be brought up to date on the current state of professional policy and federal regulation in this area, and, through case studies, will discuss CBIO Courses practical strategies for preventing and resolving CBIO 453. Cell Biology I. 4 Units. ethical problems in their own work. The course is designed to meet the requirements for "instruction Part of the first semester curriculum for first year about responsible conduct in research" for BSTP graduate students along with CBIO 455. This and MSTP students supported through NIH/ course is designed to give students an intensive ADAMHA institutional training grant programs at introduction to prokaryotic and eukaryotic cell Case. Attendance is required. structure and function. Topics include membrane structure and function, mechanisms of protein localization in cells, secretion and endocytosis, the cytoskeleton, cell adhesion, cell signaling and the regulation of cell growth. Important methods in cell biology are also presented. This course is suitable for graduate students entering most areas of basic biomedical research. Undergraduate courses in biochemistry, cell and molecular biology are excellent preparation for this course. Recommended preparation: Undergraduate biochemistry or molecular biology.

CBIO 455. Molecular Biology I. 4 Units.

Part of the first semester curriculum for first year graduate students along with CBIO 453. This course is designed to give students an intensive introduction to prokaryotic and eukaryotic molecular biology. Topics include protein structure and function, DNA and chromosome structure, DNA replication, RNA transcription and its regulation, RNA processing, and protein synthesis. Important methods in molecular biology are also presented. This course is suitable for graduate students entering most areas of basic biomedical research. Undergraduate courses in biochemistry, cell and molecular biology are excellent preparation for this course. Recommended preparation: Undergraduate biochemistry or molecular biology. 206 School of Medicine

Molecular Biology and Microbiology

Room W200, School of Medicine Medicine page of General Bulletin) can also pursue http://www.case.edu/med/microbio/index.htm these three PhD programs. Jonathan Karn, PhD, Reinberger Professor, Chairman Ms. Brinn Omabegho, Manager, [email protected] The Department of Molecular Biology and PhD Requirements Microbiology provides a focus within the School of Medicine for the study of the growth and Students entering through BSTP are encouraged development of microorganisms at the molecular to begin the first of three research rotations during level. The Department is home to three PhD the summer before the start of the fall semester. programs: Cell Biology, Molecular Biology and During the fall semester most first-year students Microbiology, and Molecular Virology. participate in the Core Curriculum in Cell and Faculty have nationally-funded research programs. Molecular Biology (C3MB), an integrated course Many faculty serve on study sections of national which provides formal instruction in modern cell and agencies, publish in the most prestigious journals, molecular biology. Some exceptional students with serve as editors of journals, and take leadership strong backgrounds, such as a previous Master’s positions in throughout Case School of Medicine. Degree, may be eligible to be exempted from part We also enjoy numerous collaborations with faculty of the Core Curriculum, and instead enroll in one or in the Departments of Biochemistry, Neuroscience, more advanced courses during the fall semester. and Genetics, the Case Comprehensive Cancer These students may be eligible to apply for the Center, the Visual Sciences Research Center, the transfer of credit from their previous institution Center for AIDS Research, and the Center for RNA (please visit this URL: http://www.cwru.edu/provost/ Molecular Biology, and the Department of Cell gradstudies/). Transfer credit must be requested Biology at the Lerner Research Center at CCF, prior to beginning coursework at CWRU. because of our shared research interests. All these A student who chooses a thesis advisor from activities create a vibrant scientific environment. Cell Biology, Molecular Biology Microbiology or Research areas include the study of normal cell Molecular Virology can become a member of one functions, microbial systems, viruses, and infectious of these three programs. To earn a PhD in these diseases. It is only by developing a thorough fields, a student must complete rotations in at understanding of the fundamental biology of cells least three laboratories followed by selection of a and pathogenic microbes, their host organisms, and research advisor, completion of 400-level graduate how the two interact during infection that improved Core and Elective coursework including responsible strategies for prevention and treatment of infectious conduct of research as described in the course of diseases can be achieved. study. Each graduate program follows the overall regulations established and described in CWRU Graduate Studies and documented to the Regents PhD in Cell Biology, of the State of Ohio. Students in each program are expected to attend Molecular Biology and the joint student seminars (MBIO 435/MVIR 435/ Microbiology, Molecular CLBY 435) for at least 3 semesters (3 credit hours). Continued participation in the seminars after Virology completion of this requirement is encouraged. Up to 4 credit hours can be allocated to the seminar course (one credit per semester). The Department of Molecular Biology and Microbiology is home to three PhD programs: Cell Molecular Biology and Microbiology/ Molecular Biology, Molecular Biology and Microbiology, and Virology and Cell Biology students should take Molecular Virology. Admissions for all three of the MBIO 450/MVIR 450/CLBY450, Cells and these programs occurs through the common PhD Pathogens course. admissions program, the Biomedical Sciences Training Program (See "Graduate Programs" link In addition, Cell Biology Students entering in on the School of Medicine General Bulletin page for 2009 or later must take two of the three following a complete description of the BSTP). In addition, fundamental courses: Topics in Cell Biology (CLBY students in the Medical Scientist Training Program 422); Cell Biology and Human Disease (CLBY526/ (MSTP - see "Dual Degree Programs" on School of Case Western Reserve University 207

MBIO526); or Yeast Genetics and Cell Biology Seminar in Molecular Biology/ 1 (CLBY 488). Microbiology (MBIO 435) or Seminar in Molecular Biology/ Beyond that, any combination of graduate courses Microbiology (CLBY 435) or Seminar in Molecular Biology/ from within or outside the department can be used Microbiology (MVIR 435) to fulfill the requirement as long as the planned Elective graduate coursework 3-4 program of study has the approval of the student’s Research in Molecular Biology 1-9 advisor and committee. and Microbiology (MBIO 601) or Special Problems (CLBY 601) To earn a PhD, a student must complete rotations or Research (MVIR 601) in at least three laboratories followed by selection Being a Professional Scientist 0 of a research advisor, and complete Core and (IBMS 500) Elective coursework including responsible conduct Year Total: 9-18 5-14 of research as described in the Course of Study, below. Students who previously completed relevant Second Year Units coursework, (for example, with a MS) may petition Fall Spring Summer to complete alternative courses. Each graduate program follows the overall regulations established Seminar in Molecular Biology/ 1 Microbiology (MBIO 435) and described in CWRU Graduate Studies and or Seminar in Molecular Biology/ documented to the Regents of the State of Ohio. Microbiology (CLBY 435) or Seminar in Molecular Biology/ In addition, each PhD student must successfully Microbiology (MVIR 435) complete a qualifier examination for advancement Elective graduate coursework 3-4 to candidacy in the form of a short grant proposal Research in Molecular Biology 1-9 with oral defense. The qualifier is generally and Microbiology (MBIO 601) completed in the summer after year two. During or Special Problems (CLBY 601) the dissertation period, students are expected or Research (MVIR 601) Seminar in Molecular Biology/ 1 to meet twice a year with the thesis committee, Microbiology (MBIO 435) ((3 present seminars in the department, and fulfill semesters required)) journal publication requirements. Throughout the or Seminar in Molecular Biology/ doctoral training, students are expected to be Microbiology (CLBY 435) enthusiastic participants in seminars, journal clubs, or Seminar in Molecular Biology/ Microbiology (MVIR 435) and research meetings in the lab and program. Elective graduate coursework 3-4 Research in Molecular Biology 1-9 and Microbiology (MBIO 601) or Special Problems (CLBY 601) Plan of Study or Research (MVIR 601) Year Total: 5-14 5-14 § Please also see Graduate Studies Academic Requirements for Doctoral Degrees Total Units in Sequence: 24-60

First Year Units Third Year: Either semester, complete elective Fall Spring Summer coursework so that total graded courses = 24 Cell Biology I (CBIO 453) 4 credits; Research credits switch from 601 to 701 Molecular Biology I (CBIO 455) 4 once passed into candidacy Seminar in Molecular Biology/ 1 Microbiology (MBIO 435) Third Year + Full-time thesis research (701) - 18 ((optional)) total credit hours total or Seminar in Molecular Biology/ Microbiology (CLBY 435) or Seminar in Molecular Biology/ Microbiology (MVIR 435) Research Rotation in Biomedical 0-9 Sciences Training Program (BSTP 400) or Research Rotation in Medical Scientist Training Program (MSTP 400) 208 School of Medicine

CLBY Courses CLBY 435. Seminar in Molecular Biology/ Microbiology. 1 Unit. CLBY 416. Fundamental Immunology. 4 Units. Graduate students will attend the departmental Introductory immunology providing an overview of seminar given by all graduate students in the the immune system, including activation, effector Department of Molecular Biology and Microbiology, mechanisms, and regulation. Topics include in the Molecular Virology Program, and in the antigen-antibody reactions, immunologically Cell Biology Program, as well as give a seminar important cell surface receptors, cell-cell on their own thesis research. Students will be interactions, cell-mediated immunity, innate evaluated by the faculty member in charge of that versus adaptive immunity, cytokines, and basic student’s seminar with input from the students’ own molecular biology and signal transduction in B thesis committee. After each seminar, the student and T lymphocytes, and immunopathology. Three presenter will meet with other graduate students for weekly lectures emphasize experimental findings peer-review of the content, delivery, and style of the leading to the concepts of modern immunology. An seminar. Peer reviewers will also be evaluated for additional recitation hour is required to integrate the the quality of their input. Offered as CLBY 435 and core material with experimental data and known MBIO 435 and MVIR 435. immune mediated diseases. Five mandatory 90 minute group problem sets per semester will be administered outside of lecture and recitation CLBY 450. Cells and Pathogens. 3 Units. meeting times. Graduate students will be graded separately from undergraduates, and 22 percent Modern molecular cell biology owes a great of the grade will be based on a critical analysis of debt to viral and bacterial pathogens as model a recently published, landmark scientific article. systems. In some instances pathogens operate Offered as BIOL 316, BIOL 416, CLBY 416, and by faithful mimicry of host proteins, and other PATH 416. Prereq: Graduate standing. cases represent the result of extensive molecular tinkering and convergent evolution. This course will also explore numerous mechanisms utilized CLBY 417. Cytokines: Function, Structure, and by pathogens to subvert the host and enhance Signaling. 3 Units. their own survival. Topics covered include nuclear regulatory mechanisms, protein synthesis and Regulation of immune responses and differentiation stability, membrane-bound organelles, endocytosis of leukocytes is modulated by proteins (cytokines) and phagocytosis, and factors that influence cell secreted and/or expressed by both immune and behavior such as cytoskeleton rearrangements, non-immune cells. Course examines the function, cell-cell interactions, and cell migration. Additional expression, gene organization, structure, receptors, topics include cell signaling and CO-evolution of and intracellular signaling of cytokines. Topic pathogens and host cell functions. Students are include regulatory and inflammatory cytokines, expected to come to class prepared to discuss colony stimulating factors, chemokines, cytokine pre-assigned readings consisting of brief reviews and cytokine receptor gene families, intracellular and seminal papers from the literature. Student signaling through STAT proteins and tyrosine assessment will be based on effective class phosphorylation, clinical potential, and genetic participation (approximately 80%) and successful defects. Lecture format using texts, scientific presentation of an independent research topic reviews and research articles. Recommended (approximately 20%). Offered as CLBY 450, MBIO preparation: PATH 416 or equivalent. Offered as 450, MVIR 450. Prereq: CBIO 453 and CBIO 455 or BIOL 417, CLBY 417, and PATH 417. permission of instructor.

CLBY 422. Topics in Cell Biology. 3 Units.

This team-taught seminar course focuses on 3-4 distinct areas of contemporary cell biology. Faculty will present context and overview, but most time will be devoted to a close reading of the literature and discussion by students in a round table format. Recommended preparation: CBIO 453 and CBIO 455. Case Western Reserve University 209

CLBY 466. Cell Signaling. 3 Units. CLBY 511. Cell Biology Seminar. 1 Unit.

This is an advanced lecture/journal/discussion The Cell Biology Seminar provides a forum for format course that covers cell signaling presentation and discussion of contemporary issues mechanisms. Included are discussions of in Cell Biology. Students, fellows, local faculty and neurotransmitter-gated ion channels, growth factor guest speakers present both research talks and receptor kinases, cytokine receptors, G protein- journal clubs. coupled receptors, steroid receptors, heterotrimeric G proteins, ras family GTPases, second messenger cascades, protein kinase cascades, second CLBY 512. Cell Biology Seminar. 1 Unit. messenger regulation of transcription factors, microtubule-based motility, actin/myosin-based The Cell Biology Seminar provides a forum for motility, signals for regulation of cell cycle, signals presentation and discussion of contemporary issues for regulation of apoptosis. Offered as CLBY 466 in Cell Biology. Students, fellows, local faculty and and PHOL 466 and PHRM 466. guest speakers present both research talks and journal clubs.

CLBY 468. Membrane Physiology. 3 Units. CLBY 518. Signaling via Cell Adhesion. 3 Units. This student-guided discussion/journal course focuses on biological membranes. Topics Molecular mechanisms by which cells interact with discussed include thermodynamics and kinetics and are regulated by extracellular matrices and of membrane transport, oxidative phosphorylation other cells. Offered as CLBY 518, MBIO 518, and and bioenergetics, electro-physiology of excitable NEUR 518. membranes, and whole and single channel electrophysiology, homeostasis and pH regulation, volume and calcium regulation. Offered as CLBY CLBY 519. Molecular Biology of RNA. 3 Units. 468 and PHOL 468. Selected topics regarding editing, enzymatic function, splicing, and structure of RNA. Offered as CLBY 487. Cell Biology of the Nucleus. 3 Units. BIOC 519, CLBY 519, and MBIO 519.

Discussion of current cell biology research on the structure and functions of the nuclear envelope, the CLBY 525. Transport and Targeting of matrix and chromatin. Recommended preparation: Macromolecules in Health and Disease. 3 Units. CBIO 453 and CBIO 454 or consent of instructor. Each class includes introductory lecture, followed Offered as CLBY 487 and PATH 487. by student participation in interactive discussion of 3 to 5 research publications. At the end of the CLBY 488. Yeast Genetics and Cell Biology. 3 course, the students are expected to submit a Units. paper or a short research proposal on any of the topics discussed during the course. Recommended This seminar course provides an introduction to preparation: CBIO 453, CBIO 454, CBIO 455, and the genetics and molecular biology of the yeasts CBIO 456. Offered as CLBY 525 and PATH 525. S. cerevisiae and S. pombe by a discussion of current literature focusing primarily on topics in yeast cell biology. Students are first introduced to the tools of molecular genetics and special features of yeasts that make them important model eukaryotic organisms. Some selected topics include cell polarity, cell cycle, secretory pathways, vesicular and nuclear/cytoplasmic transport, mitochondrial import and biogenesis, chromosome segregation, cytoskeleton, mating response and signal transduction. Offered as CLBY 488, GENE 488, MBIO 488, and PATH 488. 210 School of Medicine

CLBY 526. Cell Biology and Human Disease. 3 CLBY 599. RNA Structure and Function. 3 Units. Units. This course will cover fundamental aspects of This course is designed to provide broad base of modern RNA biology with emphasis on the interplay knowledge regarding cell structure and function. of three dimensional structure of nucleic acids and The basic structure of the cell will be discussed, their function. The main focus of the course is on as will the various functional systems that are the recent discoveries that indicate a prominent role superimposed upon and interact with this structure. of RNA as a major regulator of cellular function. The course will discuss organelle biogenesis, Topics discussed will include an introduction to materials movement inside cells, cell interaction RNA structure, folding and dynamics, RNA/RNA with the external environment, cell cycle and and RNA-protein interactions, and role of RNA in cell death regulation, cytoskeleton dynamics, catalysis of biological reactions in ribosome and the quality control mechanisms, and basic signal role of other catalytic RNAs in tRNA biogenesis, transduction concepts. The course will also pre-mRNA splicing, and viral replication. The discuss how abnormal cell function may lead course also covers the recently discovered RNA to human disease, and how basic cell function regulatory switches, large noncoding regulatory may be harnessed by intracellular pathogens to RNAs, and the role of RNA in human diseases and provide favorable intracellular environments for novel, RNA-based therapeutics. Offered as BIOC replication. The major goals of this course are 599, CLBY 599, and MBIO 599. to provide students with a working knowledge of the cell to facilitate understanding of the scientific literature, and to familiarize students with modern CLBY 601. Special Problems. 1 - 18 Unit. experimental approaches in cell biology. The course will rely heavily on student participation. This is the listing for independent research. Students will be provided with study guides with the Students should enroll in this course once they expectation they will come to class prepared to lead have selected their laboratory for Ph.D. research. interactive group discussions with minimal input The number of credit hours depends on how many from instructors. Offered as: CLBY 526, MBIO 526, didactic courses they are following at the same MVIR 526. time. Once they have passed their qualifying examination they should register for CLBY 701.

CLBY 555. Emerging Concepts in Cell Regulation. 3 Units. CLBY 701. Dissertation Ph.D.. 1 - 18 Unit.

This course will cover the general principles of This is the listing for independent research toward cell regulation with an emphasis on the emerging the Ph.D. The number of credit hours depends on novel mechanisms of signal transduction. The how many didactic courses students are following traditional areas of receptor tyrosine kinases, G- at the same time. Students may register for this protein coupled receptors will be examined but the course only once they have passed their qualifying focus will be on the roles novel mechanisms such examination. Prereq: Predoctoral research consent as regulated proteolysis, ubiquitin proteasomal or advanced to Ph.D. candidacy milestone. degradation, protein acetylation etc. in signal transduction and gene expression. This will be a literature-based course which will depend on critical evaluation of research papers, reviews and accompanied with in-depth discussion. MBIO Courses Recommended preparation: CBIO 453. Offered as MBIO 399. Undergraduate Research. 1 - 3 Unit. BIOC 555, CLBY 555, and PATH 555. Permits qualified undergraduates to work in a faculty member’s laboratory. Case Western Reserve University 211

MBIO 413. Advanced Topics in Molecular and MBIO 434. Mechanisms of Drug Resistance. 3 Biochemical Research Ethics. 0 Units. Units.

This course offers continuing education in Resistance to drugs is an important health concern responsible conduct of research for advanced in the new millennium. Over the past century, graduate students. The course will cover the modern medicine has developed and prescribed nine federally defined responsible conduct of drugs for various ailments and diseases with research (RCR) areas through a combination of known therapeutic benefit. Since the discovery lectures, on-line course material and small group of antibiotics by Dr. Fleming, we have struggled discussions. Six 2-hour meetings per semester with a new complication in infectious diseases, are planned. Maximum enrollment of 15 students development of drug resistance. This course with preference to graduate students in the will focus on and compare the drug resistant Department of Molecular Biology and Microbiology, mechanisms selected by viruses, bacteria, the Department of Biochemistry, and trainees of the parasites, fungi, and tumor cells. Topics to be Cell and Molecular Biology Training Grant. Offered covered include antiretroviral resistance (e.g., as: BIOC 413, MBIO 413. AZT and protease inhibitors), antibiotic resistance (e.g., B-lactams), resistance to chemotherapeutic agents, and resistance to anti-malarial drugs (e.g., MBIO 420. Molecular Genetics of Cancer. 3 chloroquinone). Offered as MBIO 434, MVIR 434, Units. and PHRM 434. Cancer is a genetic disease, not only in the Mendelian sense of inheritance, but also in the MBIO 435. Seminar in Molecular Biology/ sense that it is caused by somatic mutation. Microbiology. 1 Unit. The targets of mutation are a set of proto- oncogenes and tumor suppressor genes whose Graduate students will attend the departmental products govern cellular proliferation, death and seminar given by all graduate students in the differentiation. The objectives of this course are Department of Molecular Biology and Microbiology, to examine the types of genes that are the targets in the Molecular Virology Program, and in the of mutational activation or inactivation and the Cell Biology Program, as well as give a seminar mechanistic outcome of mutational changes on their own thesis research. Students will be that lead to oncogenesis. The course will also evaluated by the faculty member in charge of that probe viral mechanisms of oncogenesis related student’s seminar with input from the students’ own to the products of cellular proto-oncogenes or thesis committee. After each seminar, the student tumor suppressor genes. In the course of these presenter will meet with other graduate students for examinations we will explore the genetic and peer-review of the content, delivery, and style of the molecular genetic approaches used to identify and seminar. Peer reviewers will also be evaluated for study oncogenes and tumor suppressor genes. the quality of their input. Offered as CLBY 435 and Students should be prepared to present and MBIO 435 and MVIR 435. Prereq: CBIO 453 and discuss experimental design, data and conclusions CBIO 455. from assigned publications. There will be no exams or papers but the course will end with a full-day, student-run symposium on topics to be decided MBIO 445. Molecular Biology and Pathogenesis jointly by students and instructors. Grades will of RNA and DNA Viruses. 3 Units. be based on class participation and symposium presentation. Offered as BIOC 420, MBIO 420, Through a combination of lectures by Case faculty MVIR 420, PATH 422, and PHRM 420. Prereq: and guest lecturers, along with student discussion CBIO 453 and CBIO 455. of current literature, this course emphasizes mechanisms of viral gene expression and pathogenesis. RNA viruses to be discussed include positive, negative, and retroviruses. DNA viruses include SV40, adenovirus, herpes, papilloma, and others. Important aspects of host defense mechanisms, antiviral agents, and viral vectors will also be covered. Students will be evaluated based on their quality of presentation of course papers assigned to them and their overall participation in class discussions. Offered as MBIO 445 and MVIR 445. 212 School of Medicine

MBIO 446. Virus-Host Interactions. 3 Units. MBIO 486. HIV Immunology. 3 Units.

Viruses and their hosts have co-evolved for millions This course will examine the unique immunology of years and, as a result, viruses have evolved of HIV disease. The course content will include intricate and fascinating mechanisms for evading the study of HIV pathogenesis, immune control, host defenses. Understanding how viruses interact immune dysfunctions, HIV prevention and immune with the host is fundamental to counteracting or restoration. Students will be expected to attend preventing viral infections. For example, viruses lectures and participate in class discussions. that fail to block host defenses are avirulent and A strong emphasis will be placed on reviewing candidates for vaccines. Emerging viral infections scientific literature. Students will be asked to help are a major public health concern and a subject of organize and to administer an HIV immunology this course. The course consists of lectures and journal club and will be asked to prepare a written in-depth analysis of published studies on virus- proposal in the area of HIV immunology. Offered as host interactions. Outstanding local and external PATH 486 and MBIO 486. lecturers from across the U.S. will participate in teaching this course. In addition, students will deliver one presentation to the class during the MBIO 488. Yeast Genetics and Cell Biology. 3 course. Offered as MBIO 446 and MVIR 446. Units. This seminar course provides an introduction to MBIO 450. Cells and Pathogens. 3 Units. the genetics and molecular biology of the yeasts S. cerevisiae and S. pombe by a discussion of Modern molecular cell biology owes a great current literature focusing primarily on topics in debt to viral and bacterial pathogens as model yeast cell biology. Students are first introduced systems. In some instances pathogens operate to the tools of molecular genetics and special by faithful mimicry of host proteins, and other features of yeasts that make them important cases represent the result of extensive molecular model eukaryotic organisms. Some selected topics tinkering and convergent evolution. This course include cell polarity, cell cycle, secretory pathways, will also explore numerous mechanisms utilized vesicular and nuclear/cytoplasmic transport, by pathogens to subvert the host and enhance mitochondrial import and biogenesis, chromosome their own survival. Topics covered include nuclear segregation, cytoskeleton, mating response and regulatory mechanisms, protein synthesis and signal transduction. Offered as CLBY 488, GENE stability, membrane-bound organelles, endocytosis 488, MBIO 488, and PATH 488. and phagocytosis, and factors that influence cell behavior such as cytoskeleton rearrangements, cell-cell interactions, and cell migration. Additional MBIO 513. Bacterial Virulence and Host topics include cell signaling and CO-evolution of Interactions. 3 Units. pathogens and host cell functions. Students are expected to come to class prepared to discuss The goal of this seminar course is to familiarize pre-assigned readings consisting of brief reviews students with bacterial virulence mechanisms and and seminal papers from the literature. Student how they interact with the host. The focus will be on assessment will be based on effective class current literature pertaining to this field. While the participation (approximately 80%) and successful molecular basis of bacterial virulence mechanisms presentation of an independent research topic will be the main focus, some time will be spent on (approximately 20%). Offered as CLBY 450, MBIO the host immune response. Topics covered will 450, MVIR 450. Prereq: CBIO 453 and CBIO 455 or include adhesins/pili, secretion mechanisms, AB permission of instructor. toxins, bacterial invasion and intracellular survival, regulation of virulence gene expression. Prereq: CBIO 453 and CBIO 455 or equivalent courses.

MBIO 518. Signaling via Cell Adhesion. 3 Units.

Molecular mechanisms by which cells interact with and are regulated by extracellular matrices and other cells. Offered as CLBY 518, MBIO 518, and NEUR 518. Prereq: CBIO 453 and CBIO 455. Case Western Reserve University 213

MBIO 519. Molecular Biology of RNA. 3 Units. MBIO 522. Protein Phosphorylation and Cell Regulation. 3 Units. Selected topics regarding editing, enzymatic function, splicing, and structure of RNA. Offered as This intensive seminar course will emphasize BIOC 519, CLBY 519, and MBIO 519. signaling pathways mediated by protein phosphorylation/dephosphorylation. Bacterial signaling mediated by histidine/aspartate MBIO 520. Principles of Microbiology. 3 Units. phosphorylation and regulation of cellular physiological events will be reviewed. Then This course provides lectures and small group eucaryotic cell signaling will be reviewed from discussions of the cellular and molecular the surface of the cell and into the nucleus. This mechanisms by which certain bacteria, viruses, includes receptor-dependent phosphorylation/ and parasites execute normal and pathologic dephosphorylation reactions, cytoplasmic signaling conditions in human hosts. The biology, genetics, intermediates, protein translation processes and physiological properties of these infectious dependent upon phosphorylation, and nuclear agents are considered in light of the mechanisms regulatory events with emphasis on transcriptional by which they induce pathogenic conditions in their mechanisms. In addition to faculty lectures, human hosts. The course is intended for graduate students will be reviewing the current literature students advanced beyond the core curriculum of and will present a research proposal based on the course work in molecular biology and microbiology current concepts in the field that they choose to areas of specialization. Prereq: CBIO 453 and cover. Offered as MBIO 522 and MVIR 522. Prereq: CBIO 455. CBIO 453 and CBIO 455.

MBIO 521. HIV and AIDS: Research and Care. 3 MBIO 524. Trends in Prokaryotic Cell and Units. Developmental Biology. 3 Units.

AIDS and HIV disease represent a continuing Did you know the (i) all building blocks for the medical challenge both here in the U.S. and eukaryotic cytoskeleton are also present in abroad. Currently there are over 25 million people prokaryotes, that (ii) bacteria rely on dynamic actin- worldwide who are living with AIDS. Basic research like structures to segregate chromosomes/plasmids into HIV also represents one of the major focuses and regulate cell polarity, that (iii) oscillating waves of contemporary virus and immunological research. of cyclin-like regulators control progression of the This course is designed to expose both M.D. bacterial cell cycle, that (iv) a novel secondary and Ph.D. students to the major problems in HIV messenger, cyclic di-GMP, has been identified research. Because of the multidisciplinary nature of that triggers a physiological and morphological AIDS research, the course will span the spectrum transition in bacteria and (v) that bacterial cell-cell from fundamental molecular biology to clinical interactions can elicit morphological changes that translational research. All students (no matter what bear remarkable similarities to organogenesis in their degree course) will be given an opportunity flies, worms, and vertebrates? In this advanced to participate in outpatient HIV care and also to graduate course, recent insights on the cell and participate in a scientific research project. Offered developmental biology of prokaryotes will be as MBIO 521 and MVIR 521. Prereq: CBIO 453 and discussed and analogies drawn to those that exist CBIO 455. in eukaryotes. Studies on the bacterial model organisms Escherichia coli, Bacillus subtilis, Caulobacter crescentus, Vibrio spp, Myxococcus xanthus and Streptomyces coelicolor have altered our view of the bacterial cell, demonstrating that at the most fundamental level cells operate in a remarkable similar way, regardless of whether they contain a nucleus or not. 214 School of Medicine

MBIO 525. Advances in Biological Imaging. 3 MBIO 537. Microscopy-Principles and Units. Applications. 3 Units.

Sometimes the smallest fish can make the biggest This course provides an introduction to various splash. Aequorea victoria is a tiny jellyfish that types of light microscopy, digital and video likes to turn blue light into green, and in doing so imaging techniques, and their applications to has inspired arguably the greatest renaissance biological and biomedical sciences via lectures in Cell Biology since the invention of the electron and hands-on experience. Topics covered include microscope. The green fluorescent protein (GFP) geometrical and physical optics; brightfield, from this bioluminescent hydromedusa has been darkfield, phase contrast, DIC, fluorescence used to light up everything from Christmas trees and confocal microscopes; and digital image to bunny rabbits to viral particles. If a picture is processing. Offered as GENE 537, MBIO 537, and worth a thousand words a movie is worth at least PHOL 537. a few hundred pictures and GFP, as well as its many derivatives, affords the average molecular biologist the opportunity to direct the movie of his MBIO 599. RNA Structure and Function. 3 Units. life’s study. This advanced graduate course will focus on the theory and application of fluorescent This course will cover fundamental aspects of microscopy to modern Biology. Lectures will modern RNA biology with emphasis on the interplay discuss microscope technologies, fluorescent of three dimensional structure of nucleic acids and probes, live cell reagents and practical limitations their function. The main focus of the course is on to current technologies. Student run sessions will the recent discoveries that indicate a prominent role review current literature and discuss innovative of RNA as a major regulator of cellular function. applications of the technology. Prereq: CBIO 453 Topics discussed will include an introduction to and CBIO 455. RNA structure, folding and dynamics, RNA/RNA and RNA-protein interactions, and role of RNA in catalysis of biological reactions in ribosome and the MBIO 526. Cell Biology and Human Disease. 3 role of other catalytic RNAs in tRNA biogenesis, Units. pre-mRNA splicing, and viral replication. The course also covers the recently discovered RNA This course is designed to provide broad base of regulatory switches, large noncoding regulatory knowledge regarding cell structure and function. RNAs, and the role of RNA in human diseases and The basic structure of the cell will be discussed, novel, RNA-based therapeutics. Offered as BIOC as will the various functional systems that are 599, CLBY 599, and MBIO 599. superimposed upon and interact with this structure. The course will discuss organelle biogenesis, materials movement inside cells, cell interaction MBIO 601. Research in Molecular Biology and with the external environment, cell cycle and Microbiology. 1 - 18 Unit. cell death regulation, cytoskeleton dynamics, quality control mechanisms, and basic signal transduction concepts. The course will also discuss how abnormal cell function may lead MBIO 620. Transcription and Gene Regulation. 3 to human disease, and how basic cell function Units. may be harnessed by intracellular pathogens to This course covers mechanisms of transcription provide favorable intracellular environments for that play critical roles in biological processes. replication. The major goals of this course are It is designed to develop scientific thinking in to provide students with a working knowledge of designing experiments and evaluating the merits of the cell to facilitate understanding of the scientific research papers. Students will be able to present literature, and to familiarize students with modern two to three 30-minute talks. Topics include: 1) experimental approaches in cell biology. The structure and function of RNA polymerases; 2) course will rely heavily on student participation. accessory factors involved in initiation, elongation, Students will be provided with study guides with the and termination; 3) regulation transcription; 4) expectation they will come to class prepared to lead transcriptional coactivators and corepressors; 5) interactive group discussions with minimal input regulation of transcription factor activity. A take- from instructors. Offered as: CLBY 526, MBIO 526, home exam will be conducted at the final week. MVIR 526. Grades will be based on presentations and take- home exam. Offered as BIOC 620 and MBIO 620. Prereq: CBIO 453 and CBIO 455. Case Western Reserve University 215

MBIO 651. Thesis M.S.. 1 - 18 Unit. MVIR 434. Mechanisms of Drug Resistance. 3 Units.

Resistance to drugs is an important health concern MBIO 701. Dissertation Ph.D.. 1 - 18 Unit. in the new millennium. Over the past century, modern medicine has developed and prescribed Prereq: Predoctoral research consent or advanced drugs for various ailments and diseases with to Ph.D. candidacy milestone. known therapeutic benefit. Since the discovery of antibiotics by Dr. Fleming, we have struggled with a new complication in infectious diseases, development of drug resistance. This course will focus on and compare the drug resistant MVIR Courses mechanisms selected by viruses, bacteria, MVIR 420. Molecular Genetics of Cancer. 3 parasites, fungi, and tumor cells. Topics to be Units. covered include antiretroviral resistance (e.g., AZT and protease inhibitors), antibiotic resistance Cancer is a genetic disease, not only in the (e.g., B-lactams), resistance to chemotherapeutic Mendelian sense of inheritance, but also in the agents, and resistance to anti-malarial drugs (e.g., sense that it is caused by somatic mutation. chloroquinone). Offered as MBIO 434, MVIR 434, The targets of mutation are a set of proto- and PHRM 434. oncogenes and tumor suppressor genes whose products govern cellular proliferation, death and MVIR 435. Seminar in Molecular Biology/ differentiation. The objectives of this course are Microbiology. 1 Unit. to examine the types of genes that are the targets of mutational activation or inactivation and the Graduate students will attend the departmental mechanistic outcome of mutational changes seminar given by all graduate students in the that lead to oncogenesis. The course will also Department of Molecular Biology and Microbiology, probe viral mechanisms of oncogenesis related in the Molecular Virology Program, and in the to the products of cellular proto-oncogenes or Cell Biology Program, as well as give a seminar tumor suppressor genes. In the course of these on their own thesis research. Students will be examinations we will explore the genetic and evaluated by the faculty member in charge of that molecular genetic approaches used to identify and student’s seminar with input from the students’ own study oncogenes and tumor suppressor genes. thesis committee. After each seminar, the student Students should be prepared to present and presenter will meet with other graduate students for discuss experimental design, data and conclusions peer-review of the content, delivery, and style of the from assigned publications. There will be no exams seminar. Peer reviewers will also be evaluated for or papers but the course will end with a full-day, the quality of their input. Offered as CLBY 435 and student-run symposium on topics to be decided MBIO 435 and MVIR 435. jointly by students and instructors. Grades will be based on class participation and symposium presentation. Offered as BIOC 420, MBIO 420, MVIR 445. Molecular Biology and Pathogenesis MVIR 420, PATH 422, and PHRM 420. Prereq: of RNA and DNA Viruses. 3 Units. CBIO 453 and CBIO 455. Through a combination of lectures by Case faculty and guest lecturers, along with student discussion of current literature, this course emphasizes mechanisms of viral gene expression and pathogenesis. RNA viruses to be discussed include positive, negative, and retroviruses. DNA viruses include SV40, adenovirus, herpes, papilloma, and others. Important aspects of host defense mechanisms, antiviral agents, and viral vectors will also be covered. Students will be evaluated based on their quality of presentation of course papers assigned to them and their overall participation in class discussions. Offered as MBIO 445 and MVIR 445. Prereq: CBIO 453 and CBIO 454 and CBIO 455 and CBIO 456. 216 School of Medicine

MVIR 446. Virus-Host Interactions. 3 Units. MVIR 521. HIV and AIDS: Research and Care. 3 Units. Viruses and their hosts have co-evolved for millions of years and, as a result, viruses have evolved AIDS and HIV disease represent a continuing intricate and fascinating mechanisms for evading medical challenge both here in the U.S. and host defenses. Understanding how viruses interact abroad. Currently there are over 25 million people with the host is fundamental to counteracting or worldwide who are living with AIDS. Basic research preventing viral infections. For example, viruses into HIV also represents one of the major focuses that fail to block host defenses are avirulent and of contemporary virus and immunological research. candidates for vaccines. Emerging viral infections This course is designed to expose both M.D. are a major public health concern and a subject of and Ph.D. students to the major problems in HIV this course. The course consists of lectures and research. Because of the multidisciplinary nature of in-depth analysis of published studies on virus- AIDS research, the course will span the spectrum host interactions. Outstanding local and external from fundamental molecular biology to clinical lecturers from across the U.S. will participate in translational research. All students (no matter what teaching this course. In addition, students will their degree course) will be given an opportunity deliver one presentation to the class during the to participate in outpatient HIV care and also to course. Offered as MBIO 446 and MVIR 446. participate in a scientific research project. Offered Prereq: MVIR 445 as MBIO 521 and MVIR 521.

MVIR 450. Cells and Pathogens. 3 Units. MVIR 522. Protein Phosphorylation and Cell Regulation. 3 Units. Modern molecular cell biology owes a great debt to viral and bacterial pathogens as model This intensive seminar course will emphasize systems. In some instances pathogens operate signaling pathways mediated by protein by faithful mimicry of host proteins, and other phosphorylation/dephosphorylation. Bacterial cases represent the result of extensive molecular signaling mediated by histidine/aspartate tinkering and convergent evolution. This course phosphorylation and regulation of cellular will also explore numerous mechanisms utilized physiological events will be reviewed. Then by pathogens to subvert the host and enhance eucaryotic cell signaling will be reviewed from their own survival. Topics covered include nuclear the surface of the cell and into the nucleus. This regulatory mechanisms, protein synthesis and includes receptor-dependent phosphorylation/ stability, membrane-bound organelles, endocytosis dephosphorylation reactions, cytoplasmic signaling and phagocytosis, and factors that influence cell intermediates, protein translation processes behavior such as cytoskeleton rearrangements, dependent upon phosphorylation, and nuclear cell-cell interactions, and cell migration. Additional regulatory events with emphasis on transcriptional topics include cell signaling and CO-evolution of mechanisms. In addition to faculty lectures, pathogens and host cell functions. Students are students will be reviewing the current literature expected to come to class prepared to discuss and will present a research proposal based on the pre-assigned readings consisting of brief reviews current concepts in the field that they choose to and seminal papers from the literature. Student cover. Offered as MBIO 522 and MVIR 522. assessment will be based on effective class participation (approximately 80%) and successful presentation of an independent research topic (approximately 20%). Offered as CLBY 450, MBIO 450, MVIR 450. Prereq: CBIO 453 and CBIO 455 or permission of instructor.

MVIR 481. Immunology of Infectious Diseases. 3 Units.

Lectures and discussion on the immune response to infectious organisms, including bacteria, viruses and parasites. Emphasis on human responses but includes discussions of animal models. Other topics include vaccines and infections in immuno- compromised hosts. Recommended preparation: PATH 416 or consent of instructor. Offered as MVIR 481 and PATH 481. Case Western Reserve University 217

MVIR 526. Cell Biology and Human Disease. 3 Units.

This course is designed to provide broad base of knowledge regarding cell structure and function. The basic structure of the cell will be discussed, as will the various functional systems that are superimposed upon and interact with this structure. The course will discuss organelle biogenesis, materials movement inside cells, cell interaction with the external environment, cell cycle and cell death regulation, cytoskeleton dynamics, quality control mechanisms, and basic signal transduction concepts. The course will also discuss how abnormal cell function may lead to human disease, and how basic cell function may be harnessed by intracellular pathogens to provide favorable intracellular environments for replication. The major goals of this course are to provide students with a working knowledge of the cell to facilitate understanding of the scientific literature, and to familiarize students with modern experimental approaches in cell biology. The course will rely heavily on student participation. Students will be provided with study guides with the expectation they will come to class prepared to lead interactive group discussions with minimal input from instructors. Offered as: CLBY 526, MBIO 526, MVIR 526.

MVIR 601. Research. 1 - 18 Unit.

Grade of S/U only.

MVIR 701. Dissertation Ph.D.. 1 - 18 Unit.

Grade of S/U only. Prereq: Predoctoral research consent or advanced to Ph.D. candidacy milestone. 218 School of Medicine

Molecular Medicine Program

Lerner Research Institute, ND-46 format. The topic of the grant can be in a related http://www.lerner.ccf.org/molecmed/phd/ area of investigation to the student’s research Paul DiCorleto, PhD, Chair but cannot resemble projects that are ongoing in Ms. John Pounardjian, Recruiting Coordinator, the laboratory of the Research Advisor. At least [email protected] one aim of this proposal will consist of a specific translational or clinical aim. The Molecular Medicine PhD Program is a unique collaborative graduate training opportunity that All efforts should be made to complete the Ph.D. integrates medical knowledge into graduate within four years. All students are expected to training. The goal of this program is to produce submit two or more first-authored primary research scientists trained in translational research - basic publications in peer-reviewed scientific journals. or applied research relevant to human health and At least one manuscript should be accepted for disease that can lead to new understanding of publication prior to the thesis defense. disease, clinical and diagnostic tools, medications, and therapies. PhD Program Requirements This program is funded by the Howard Hughes Medical Institute "Med Into Grad" initiative and Coursework is consistent with National Institutes of Health Roadmap directives. Students begin in July by first taking MMED 410 Introduction to Human Physiology and Students train rigorously to apply basic science Disease. The student will follow a progressive discoveries to human health and to the causes curriculum including Cell Biology; Metabolism and and treatments of human disease. The mastery Pharmacology; Nucleic Acids, Gene Expression of competencies necessary to translate scientific and Gene Regulation; Infection and Immunity; and observations from the research bench to clinical Mammalian Genetics. The core series concludes care is the focus of this PhD program. Graduates with a course in Principles of Clinical Research will be well prepared to collaborate with physicians for the Ph.D. Investigator, and a mentored Clinical and for the challenge of using molecular and Experience. cellular biology to advance human health.

PhD in Molecular Medicine Research Rotations The research rotations allow the student to sample Admission into the Molecular Medicine PhD areas of research and become familiar with faculty program is obtained through application directly to members and their laboratories. The main purpose the program. Graduate students complete didactic of these rotations is to aid the student in selecting coursework, independent research, and other a laboratory for the thesis work. Students will begin doctoral requirements to earn the PhD. Students their rotations in July. A minimum of three rotations complete three laboratory rotations (starting mid- must be completed during the year. July) among the laboratories of training faculty, and are exposed to trainer research projects during the Frontiers of Molecular Medicine seminar and journal club series taken the first summer and each Choosing a Thesis Advisor semester thereafter. After the second semester of the first year students During subsequent years, students will devote select an advisor for the dissertation research. the majority of their time to thesis research, while The emphasis of the Ph.D. work is on research, attending advanced graduate courses, seminars, culminating in the completion of an original, and journal clubs. Advanced elective courses may independent research thesis. be chosen from any department or program on campus, with the approval of the graduate program director and the student’s thesis committee. Students must take a total of 36 semester hours of courses and maintain a B average. The qualifying exam will be comprised of preparing and defending a grant application in the NIH/NRSA Case Western Reserve University 219

Plan of Study Year Total: 1-9 1-9

§ Please also see Graduate Studies Academic Total Units in Sequence: 28-60 Requirements for Doctoral Degrees Third Year: Complete elective coursework so that total graded courses = 24 credits; Research credits switch from 601 to 701 once passed into candidacy. Minimum of 1 credit of 701 is required * All required coursework is listed each semester thereafter for a total of 18 credits in this plan to graduate. Total of 6 graded credits of advanced electives are required to graduate. First Year Units Forth Year and beyond: Full-time Thesis Research Fall Spring (701) Research Rotations (MMED 400)** Starts in 0 July

Frontiers in Molecular Medicine Seminar 1 Courses (MMED 404)** Starts in July Introduction to Human Physiology and 4 MMED 400. Research Rotations. 0 Units. Disease (MMED 410)** Starts in July Research rotations are conducted to expose Cell Biology (MMED 415) 2 the student to several laboratory environments, Metabolism and Introduction to Principles of 2 Pharmacology (MMED 412) a variety of research problems and numerous laboratory techniques as well as to assist them in Research Rotations (MMED 400) 0 the selection of their Research Advisor. Rotations Frontiers in Molecular Medicine Seminar 1 (MMED 404) will begin immediately upon enrollment and Nucleic Acids, Gene Expression, and Gene 2 continue through the second semester of the Regulation (MMED 413) first year. Usually rotations will last 12 weeks, Host Defense: Infection and Immunity 2 however if a student decides that he/she is not (MMED 416) interested in the assigned laboratory a shorter Mammalian Genetics (MMED 414) 2 rotation is appropriate. The student is responsible Year Total: 9 7 for arranging each rotation with an approved trainer with the consultation of the Graduate Second Year Units Program Director. To assist in this endeavor, the Graduate Program Director will provide a list Fall Spring of approved trainers who have space, time and Seminars in Advanced Research in 1 money to support a graduate student. During Medicine (MMED 504) the rotation, students are expected to participate Principles of Clinical and Translational 4 Research (MMED 501) in all lab and departmental activities, e.g., lab Clinical Experience (MMED 612) 2 meetings and seminars. At the completion of a rotation the student is required to submit a Dissertation Research (MMED 601) 1 - 9 written Rotation Report including an outline of Advanced Electives (approved by program ** credits vary the problem being studied, a description of the director) experimental approaches, a discussion of the Seminars in Advanced Research in 1 results of performed experiments as well as future Medicine (MMED 504) directions. Dissertation Research (MMED 601) 1 - 9 Advanced Electives (approved by program ** credits vary director) MMED 404. Frontiers in Molecular Medicine Year Total: 8-16 2-10 Seminar. 1 Unit.

Third Year Units In the Frontiers in Molecular Medicine Seminar Fall Spring series, faculty from the department of Molecular Medicine and guest lecturers will discuss ongoing Dissertation Ph.D. (MMED 701) 1 - 9 translational research. Advanced Electives (if necessary)** credtis vary

Dissertation Ph.D. (MMED 701) 1 - 9 Advanced Electives (if necessary)** credits vary 220 School of Medicine

MMED 410. Introduction to Human Physiology MMED 415. Cell Biology. 2 Units. and Disease. 4 Units. The course will include a combination of interactive The purpose of this course is to give an introduction lectures and problem-based learning. Each week to the physiology of the major human organ will conclude with at least one clinical correlation systems, as well as selected associated where the weekly topic is presented in the context pathophysiologies. The course will provide a of a clinical problem. Topics to be covered physiological basis for subsequent study and include: cell structure and organelles, prokaryotes/ research in Molecular Medicine. The integration of eukaryotes; intracellular compartments and protein clinical faculty into the course will emphasize the sorting; receptors/endocytosis/rafts; the nucleus; importance of bringing scientific knowledge to bear cell communication; and mechanics of cell division. on clinical problems, a theme which will be stressed throughout the Molecular Medicine curriculum. The course will also acquaint students with medical MMED 416. Host Defense: Infection and terminology. Immunity. 2 Units. The course will include a reading program, MMED 412. Metabolism and Introduction to lectures, and weekly problem-based student-led Principles of Pharmacology. 2 Units. presentations. Weeks 1 and 2 are dedicated to establishing the scope of the field and forming The course will include a combination of interactive vocabulary. Week 3 and part of Week 4 will cover lectures and problem-based interactive seminars. immune mechanisms. The remainder of the course Each week will conclude with at least one clinical will deal with clinical aspects of immunobiology. correlation where the weekly topic is presented On a regular basis Clinical Correlations, relevant in the context of a clinical problem. Topics to be to weekly topics, are integrated into the material. covered include: carbohydrate metabolism; amino Topics to be covered include: biology and molecular acid and nucleotide metabolism; lipid metabolism biology of infectious agents; fundamentals of and lipoproteins; regulation of metabolism; and immunology; innate and adaptive responses to principals of pharmacology. infection, immune effector mechanisms; and clinical aspects of immunobiology. MMED 413. Nucleic Acids, Gene Expression, and Gene Regulation. 2 Units. MMED 501. Principles of Clinical and Translational Research. 4 Units. The course will include a combination of interactive lectures and problem-based learning. Each week To give an introduction to the ethical, statistical, will conclude with at least one clinical correlation methodologic and informatics basis of clinical where the weekly topic is presented in the context and translational research. Topics will include of a clinical problem. Topics to be covered include: the history of clinical and translational research, DNA structure, chromosome structure, replication regulatory aspects of human subjects research, and repair; RNA synthesis and RNA processing, the clinical trials study design, conflicts of interest, organization of eukaryotic genes and the genetic human subjects recruitment, research and code and translation; and gene regulation. publication ethics, technology transfer, biobank construction and utilization, and clinical and research database construction and utilization. In MMED 414. Mammalian Genetics. 2 Units. addition, students will be introduced to principles of biostatistics and clinical epidemiology relevant The course focuses on genetics, genomics, and to clinical and translational research and gain bioinformatics, and it will include a combination expertise in statistical tool using problem based of interactive lectures, problem-based learning learning sets. and a week-long group project. Topics to be covered include: genetic variation; linkage studies; association studies; complex traits, linkage disequilibrium, the Hap Map, pharmacogenetics; genome-wide expression studies; and mouse models for human disease, and bioinformatics. Case Western Reserve University 221

MMED 504. Seminars in Advanced Research in MMED 701. Dissertation Ph.D.. 1 - 9 Unit. Medicine. 1 Unit. Research leading toward the Ph.D. dissertation in The goal of Advanced Research in Medicine 2, Molecular Medicine. Recommended preparation: Friday Research Seminars (ARM2), is to facilitate Advancement to candidacy in MMED. Prereq: student understanding of the bidirectional nature Predoctoral research consent or advanced to Ph.D. of research and to instill excitement about the way candidacy milestone. in which novel research results in advances in clinical medicine. A series of 18 accomplished, well- respected researchers will interact with students for 60 minutes per week, challenging the students to think about novel research questions and their relationships to current clinical challenges linked thematically to the theme of the week. The emphases of ARM2 Friday Research Seminar is on the content of the research and how this research may impact and change clinical practice in the future. Each week, a student from the class will be assigned to moderate the session. The student moderator will introduce the speaker and will be responsible for assuring that adequate interactive discussion occurs. In addition, four sets of 2-week sessions each will be devoted to small group sessions. The goal of the 2-week sessions is for the students to develop a research plan directly related to the organ system featured in the presentations.

MMED 601. Dissertation Research. 1 - 9 Unit.

Research leading toward the Ph.D. dissertation in Molecular Medicine.

MMED 612. Clinical Experience. 2 Units.

Each student will be assigned a Clinical Mentor who will co-advise the student and serve on both the Qualifying Examination Committee and Thesis Committee. The Clinical Mentor will develop an individualized curriculum for the student in consultation with the Thesis Research Mentor and Program Director. The curriculum will be organized around the integrated, multidisciplinary disease groups at the Clinic. The students will attend and actively participate in the regularly scheduled multidisciplinary clinical conference organized by their disease group (most meet for one hour every week or every other week), usually involving a combination of case presentations and research presentations. At the conclusion of the semester the student will make a presentation to the group focused on a relevant translational research problem. The Clinical Mentor will also organize a series of supervised site visits (with Mentor) to various locations where students will observe clinician interactions with patients to better understand the disease from the patient perspective and to disease-related diagnostic and research laboratories. 222 School of Medicine

School of Medicine Faculty

Associate Dean for Faculty Affairs for Cleveland Administration Clinic Lerner College of Medicine Pamela B. Davis, MD. PhD Daniel Anker, PhD. JD Dean, School of Medicine, and Vice President for Associate Dean for Faculty Affairs and Human Medical Affairs Resources Achilles A. Demetriou, MD. PhD Alison Hall, PhD Vice Dean for Clinical Affairs for the University Associate Dean for Graduate Education Hospitals Case Medical Center Jerry M. Shuck, MD. DSc Daniel Ornt, MD Associate Dean and Director for Graduate Medical Vice Dean for Education and Academic Affairs Education Carol L. Moss, MS Jill Stanley Vice Dean for External Affairs and VP for Medical Associate Dean for Space and Facilities Planning Development Kathleen Franco, MD Christopher D. Masotti, CPA. MBA Associate Dean for Admissions and Student Affairs, Vice Dean for Finance and Administration Cleveland Clinic Lerner College of Medicine Robert H. Miller, PhD Robert Haynie, MD. PhD Vice Dean for Research Associate Dean for Student Affairs and Assistant Dean for Student Societies Lisa M. Mencini, CPA. MBA Senior Associate Dean and Chief of Staff Amy Wilson-Delfosse, PhD Assistant Dean for Basic Science Education Murray D. Altose, MD Senior Associate Dean for Louis Stokes Veterans J. Harry Isaacson, MD Affairs Medical Center Assistant Dean for Clinical Education for Cleveland Clinic Lerner College of Medicine Alfred Connors, Jr.. MD Senior Associate Dean for the MetroHealth System Nicole Addington, CPA Assistant Dean for Finance and Planning C. Kent Smith, MD Senior Associate Dean for Students and Assistant James P. Bruzik, PhD Dean for Student Societies Assistant Dean for Medical Student Research James Young, MD Linda M. Graham, MD Executive Dean, Cleveland Clinic Lerner College of Assistant Dean for Research Education for Medicine Cleveland Clinic Lerner College of Medicine Alan Hull, MD. PhD Elizabeth McKinley, MD Associate Dean for Curricular Affairs, Cleveland Assistant Dean for Student Societies Clinic Lerner College of Medicine Steven Ricanati, MD Lina Mehta, MD Assistant Dean for Student Societies Associate Dean for Admissions Daniel Wolpaw, MD Terry Wolpaw, MD Director of Clinical Programs Associate Dean for Curricular Affairs Siu Yan Scott Robert Daroff, MD Interim Registrar Associate Dean for Development Gene H. Barnett, MD Case Western Reserve University 223

Basic Science Departments Department Of Biochemistry Department Of Anatomy Michael Weiss, MD, PhD Chair Amiya Banerjee, PhD Daniel B. Ornt, MD Interim Chair Professor Ita KaisermanAbramof, PhD Paul Carey, PhD Professor Professor Scott Simpson, PhD Richard Hanson, PhD Professor Professor Darin Croft, PhD William Merrick, PhD Associate Professor Professor Michael Katz, MD, PhD David Samols, PhD Associate Professor Professor Hue-Lee Kaung, PhD Robert Silverman, PhD Associate Professor Professor Joseph Miller, PhD Michael Weiss, MD, PhD Associate Professor Professor Ronald Przybylski, PhD Yu-Chung Yang, PhD Associate Professor Professor William Bligh-Glover, MD Marian Harter, PhD Assistant Professor Associate Professor John Fredieu, PhD Qing-Xin Hua, PhD Assistant Professor Associate Professor Barbara Freeman, PhD Hung-Ying Kao, PhD Assistant Professor Associate Professor Charles Maier, PhD Nelson Phillips, PhD Assistant Professor Associate Professor Susanne Wish-Baratz, PhD Marianne Pusztai-Carey, PhD Assistant Professor Associate Professor Bruce Latimer, PhD Menachem Shoham, PhD Adjunct Associate Professor Associate Professor Christopher Hernandez, PhD Martin Snider, PhD Adjunct Assistant Professor Associate Professor Kathleen Jung, MS Focco Van den Akker, PhD Adjunct Assistant Professor Associate Professor Amanda Almon, MS Jonathan Whittaker, MD Adjunct Instructor Associate Professor Betty Gatliff, BA Vivien Yee, PhD Adjunct Instructor Associate Professor Kenneth Spano, MD Barbara Bedogni, PhD Adjunct Instructor Assistant Professor Robin Dhillon, MD Steven Sanders, PhD Clinical Senior Instructor 224 School of Medicine

Assistant Professor Adjunct Professor Yanwu Yang, PhD Jennifer Fishman, PhD Assistant Professor Adjunct Assistant Professor Zhu-li Wan, PhD John Huss, PhD Instructor Adjunct Assistant Professor Ifeanyi Arinze, PhD Nicholas King, PhD Adjunct Professor Adjunct Assistant Professor Cheng-Ming Chiang, PhD Kathryn Weise, MD Adjunct Associate Professor Adjunct Assistant Professor Anton Komar, PhD Jason Gatliff, PhD Adjunct Assistant Professor Adjunct Instructor Natasha Mesinkovska, MD, PhD Thomas Harter, PhD Adjunct Instructor Adjunct Instructor Richard Zellner, JD Adjunct Instructor Department Of Bioethics Stuart Youngner, MD Chair Department Of Biomedical Patricia Marshall, PhD Engineering Professor Stuart Youngner, MD Jeffrey Duerk, PhD Chair Professor Patrick Crago, PhD Mark Aulisio, PhD Professor Associate Professor Jeffrey Duerk, PhD Insoo Hyun, PhD Professor Associate Professor Dominique Durand, PhD Nicole Deming, JD Professor Assistant Professor Robert Kirsch, PhD Aaron Goldenberg, PhD Professor Assistant Professor Melissa Knothe Tate, PhD Michelle McGowan, PhD Professor Assistant Professor Zheng-Rong Lu, PhD Suzanne Rivera, PhD Professor Assistant Professor Roger Marchant, PhD Dena Davis, PhD Professor Adjunct Professor P. Peckham, PhD Eric Juengst, PhD Professor Adjunct Professor Gerald Saidel, PhD Maria Lopez de la Vieja, PhD Professor Adjunct Professor David Wilson, PhD Thomas Murray, PhD Professor Eben Alsberg, PhD Associate Professor James Basilion, PhD Case Western Reserve University 225

Associate Professor Adjunct Assistant Professor Steven Eppell Jill Kawalec, PhD Associate Professor Adjunct Assistant Professor Miklos Gratzl, PhD Arden Nelson, PhD Associate Professor Adjunct Assistant Professor Kenneth Gustafson, PhD Aaron Nelson, MD Associate Professor Adjunct Assistant Professor Erin Lavik, PhD Mark Pagel, PhD Associate Professor Adjunct Assistant Professor Andrew Rollins, PhD Marc Penn, MD, PhD Associate Professor Adjunct Assistant Professor Dustin Tyler, PhD Gabriela Voskerician, PhD Associate Professor Adjunct Assistant Professor Horst von Recum, PhD Luis Gonzalez, MD, PhD Associate Professor Adjunct Instructor Xin Yu, PhD Michael Southworth, BS Associate Professor Adjunct Instructor Jeffrey Capadona, PhD Assistant Professor Department Of Environmental Efstathios Karathanasis, PhD Assistant Professor Health Sciences Anirban Sen, PhD Assistant Professor Dorr Dearborn, MD Chair

Nicole Steinmetz, PhD Dorr Dearborn, MD, PhD Assistant Professor Professor Richard Burgess, MD, PhD Lynn Singer, PhD Adjunct Professor Professor William Landis, PhD G. McCoy, PhD Adjunct Professor Associate Professor Frans Van der Helm, PhD Lawrence Quang, MD Adjunct Professor Assistant Professor William Dupps, MD, PhD Dale Cowan, MD, PhD Adjunct Associate Professor Clinical Professor Thomas Hering, PhD Paul Howard, PhD Adjunct Associate Professor Adjunct Associate Professor A. Ajiboye, PhD Robert Mermelstein, PhD Adjunct Assistant Professor Adjunct Associate Professor Elizabeth Hardin, PhD Robert Naismith, PhD Adjunct Assistant Professor Vincent Hetherington, MD 226 School of Medicine

Adjunct Associate Professor Associate Professor Kathleen Fagan, MD Ethan Singer, PhD Adjunct Assistant Professor Associate Professor Arthur Varnes, PhD Kathleen Smyth, PhD Adjunct Assistant Professor Associate Professor Iwona Yike, PhD Jinbo Fan, PhD Adjunct Assistant Professor Assistant Professor Robert Igo, PhD Assistant Professor Department Of Epidemiology Leila Jackson, PhD And Biostatistics Assistant Professor Nora Nock, PhD Robert Elston, PhD Chair Assistant Professor

Robert Binstock, PhD Tomas Radivoyevitch, PhD Professor Assistant Professor Sara Debanne, PhD Abdus Sattar, PhD Professor Assistant Professor Robert Elston, PhD Catherine Stein, PhD Professor Assistant Professor Sudha Iyengar, PhD Daniel Tisch, PhD Professor Assistant Professor Sana Loue, PhD Erika Trapl, PhD Professor Assistant Professor Duncan Neuhauser, PhD Nathan Morris, PhD Professor Instructor Ralph O’Brien, PhD J. Sunil Rao, PhD Professor Adjunct Professor Alfred Rimm, PhD Christopher Whalen, MD Professor Adjunct Professor Mark Schluchter, PhD Gerald Beck, PhD Professor Adjunct Associate Professor Xiaofeng Zhu, PhD Terrence Allan, MA Professor Adjunct Assistant Professor Jeffrey Albert, PhD Mahbat Bahromov, MD Associate Professor Adjunct Assistant Professor Elaine Borawski, PhD John Barnard, PhD Associate Professor Adjunct Assistant Professor Scott Frank, MD Roger Bielefeld, PhD Associate Professor Adjunct Assistant Professor Pingfu Fu, PhD Matthew Carroll, JD Associate Professor Paul Jones, PhD Associate Professor Siran Koroukian, PhD Case Western Reserve University 227

Adjunct Assistant Professor Adjunct Instructor Gyungah Jun, PhD Emma Larkin, PhD Adjunct Assistant Professor Adjunct Instructor Courtney Montgomery, PhD Elizabeth Larkin, MS Adjunct Assistant Professor Adjunct Instructor Ezekiel Mupere, PhD Katherine Nagel, M PH Adjunct Assistant Professor Adjunct Instructor Heather Ochs-Balcom, PhD Ashok Panneerselvam, PhD Adjunct Assistant Professor Adjunct Instructor Michael O’Donnell, PhD Julia Patterson, M PH Adjunct Assistant Professor Adjunct Instructor Douglas Rowland, PhD Laura Santurri, M PH Adjunct Assistant Professor Adjunct Instructor Ajay Sethi, PhD Adjunct Assistant Professor Division Of General Medical Sivakumaran Theru Arumugam, PhD Adjunct Assistant Professor Sciences Melissa Zullo, PhD Adjunct Assistant Professor Cancer Center Shelley Francis, PhD Adjunct Senior Instructor Stanton Gerson, MD Director

Francis Afram-Gyening, MD James Jacobberger, PhD Adjunct Instructor Professor Ronald Blidar, M Ed Jill Barnholtz-Sloan, PhD Adjunct Instructor Associate Professor David Bruckman, MS David Danielpour, PhD Adjunct Instructor Associate Professor Karen Butler, MS William Schiemann, PhD Adjunct Instructor Associate Professor Nancy Callahan, M PH Martina Veigl, PhD Adjunct Instructor Associate Professor Jean Frank, M PH John Pink, PhD Adjunct Instructor Assistant Professor Patricia Heilbron, MS Patrick Leahy, PhD Adjunct Instructor Assistant Professor Sandi Hurley, BSN Shuying Sun, PhD Adjunct Instructor Assistant Professor Christopher Kippes, MS Kishore Guda, PhD Adjunct Instructor Instructor Kristina Knight, M PH Lois Myeroff, PhD Adjunct Instructor Wornie Reed, MD Adjunct Professor Yan Xu Adjunct Associate Professor 228 School of Medicine

Professor Peter Zimmerman, PhD Center For Clinical Professor Investigation Brian Grimberg, PhD Assistant Professor Pamela B. Davis, MD, PhD Amy Hise, MD Director Assistant Professor

Denise Babineau, PhD Lisa Reimer, PhD Assistant Professor Senior Instructor Satya Sahoo, PhD Penny Holding, PhD Assistant Professor Adjunct Assistant Professor James Spilsbury, PhD Charles Kegley, PhD Assistant Professor Adjunct Assistant Professor Angelle LaBeaud, MD Rong Xu, PhD Assistant Professor Adjunct Assistant Professor Philip Cola, MA Maria Pujana, MD Adjunct Assistant Professor Adjunct Instructor Robert DiLaura, MBA Adjunct Assistant Professor Center For Proteomics And James Levine, MD, PhD Adjunct Professor Bioinformatics Mark Chance, PhD Director

Center For Medical Education Mark Chance, PhD Professor Daniel B. Ornt, MD Director Jean-Eudes Dazard, PhD Klara Papp, PhD Assistant Professor Associate Professor Rob Ewing, PhD Theodore Parran Jr., MD Assistant Professor Associate Professor Masaru Miyagi, PhD David Goldstein, MD Assistant Professor Clinical Instructor Wuxian Shi, PhD Assistant Professor John Tilton, MD Center For Global Health And Assistant Professor Diseases Sichun Yang, PhD Assistant Professor James Kazura, MD Director Elizabeth Yohannes, PhD Instructor Ronald Blanton, MD Professor Jen Bohon, PhD Instructor James Kazura, MD Professor Janna Kiselar, PhD Instructor Christopher King, MD, PhD Professor Sayan Gupta, PhD Instructor Charles King, MD Case Western Reserve University 229

Joan Schenkel, MS Instructor Center For Science, Health, And Society Center For RNA Molecular Nathan A. Berger, MD Director Biology Donald Anthony, MD Associate Professor Timothy Nilsen, PhD Director Maureen McEnery, PhD Associate Professor Pieter De Haseth, PhD Professor Kenneth Kutina, PhD Adjunct Professor Timothy Nilsen, PhD Professor Stuart Schnider, MD, PhD Adjunct Assistant Professor James Bruzik, PhD Associate Professor Diane Sanofsky, Adjunct Instructor Jonatha Gott, PhD Associate Professor Michael Harris, PhD Associate Professor Department Of Genetics Eckhard Jankowsky, PhD Mark Chance, PhD Interim Chair Associate Professor Kristian Baker, PhD Charis Eng, MD, PhD Assistant Professor Professor Jeffrey Coller, PhD Peter Harte, PhD Assistant Professor Professor Ahmad Khalil, PhD Helen Salz, PhD Assistant Professor Professor Donny Licatalosi, PhD Mark Adams, PhD Assistant Professor Associate Professor Saba Valadkhan, MD, PhD Ronald Conlon, PhD Assistant Professor Associate Professor Mark Caprara, PhD Patricia Conrad, PhD Adjunct Assistant Professor Associate Professor Patricia Maroney, BS Hua Lou, PhD Instructor Associate Professor Guangbin Luo, PhD Associate Professor Anne Matthews, PhD Associate Professor Shawn McCandless, MD Associate Professor Kurt Runge, PhD Associate Professor Feng Tie, PhD 230 School of Medicine

Associate Professor Adjunct Associate Professor Georgia Wiesner, MD Nancy Wolf, MD Associate Professor Adjunct Instructor Arthur Zinn, MD, PhD Elyce Carson, MS Associate Professor Clinical Instructor Christine Curtis, PhD Leslie Cohen, MS Assistant Professor Clinical Instructor Thomas La Framboise, PhD Duane Culler, PhD Assistant Professor Clinical Instructor Anna Mitchell, MD, PhD Sarah Grimes, MA Assistant Professor Clinical Instructor Peter Scacheri, PhD Amanda Hahn, MS Assistant Professor Clinical Instructor Paul Tesar, PhD Laura Konczal, MD Assistant Professor Clinical Instructor Zhenghe Wang, PhD Heather Mikesell, MS Assistant Professor Clinical Instructor Aravinda Chakravarti, PhD Aditi Parikh, MD Adjunct Professor Clinical Instructor Terry Hassold, PhD Patty Taneja, MS Adjunct Professor Clinical Instructor Patricia Hunt, PhD Chris Wensel, MS Adjunct Professor Clinical Instructor Marcelo Jacobs-Lorena, PhD Adjunct Professor Department Of Molecular Terry Magnuson, PhD Adjunct Professor Biology And Microbiology A. Matera, PhD Adjunct Professor Jonathan Karn, PhD Chair

Joseph Nadeau, PhD Susann Brady-Kalnay, PhD Adjunct Professor Professor Robert Nicholls Cathleen Carlin, PhD Adjunct Professor Professor Stuart Schwartz, PhD Piet de Boer, PhD Adjunct Professor Professor Huntington Willard, PhD Jonathan Karn, PhD Adjunct Professor Professor Stephanie Sherman, PhD Jacek Skowronski, MD, PhD Adjunct Associate Professor Professor Matthew Warman, MD Jo Ann Wise, PhD Professor Erik Andrulis, PhD Assistant Professor David McDonald, PhD Case Western Reserve University 231

Assistant Professor Leonard Golding, MD Professor Liem Nguyen, PhD Assistant Professor Thomas Hamilton, PhD Professor Arne Rietsch, PhD Assistant Professor Vincent Hascall, PhD Professor David McPheeters, PhD Instructor Stanley Hazen, MD, PhD Professor Patrick Viollier, PhD Adjunct Assistant Professor Warren Heston, PhD Professor Janet Houghton, PhD Department Of Molecular Professor Medicine Philip Howe, PhD Professor Paul DiCorleto, PhD Chair Donald Jacobsen, PhD Professor William Baldwin, MD, PhD Professor Damir Janigro, PhD Professor Cornelia Bergmann, PhD Professor Satish Kalhan, MD Professor Ernest Borden, MD Professor Sadashiva Karnik, PhD Professor Martha Cathcart, PhD Professor Vinod Labhasetwar, PhD Professor Guy Chisolm, PhD Professor Xiaoxia Li, PhD Professor Peter Chumakov, MD, PhD Professor Donal Luse, PhD Professor Paul DiCorleto, PhD Professor Keith McCrae, MD Professor Donna Driscoll, MD Professor Thomas McIntyre, PhD Professor Thomas Egelhoff, PhD Professor Laura Nagy, PhD Professor Robert Fairchild, PhD Professor Richard Padgett, PhD Professor James Finke, PhD Professor Edward Plow, PhD Professor Claudio Fiocchi, MD Professor Jun Qin, PhD Professor Paul Fox, PhD Professor Richard Ransohoff, MD Kiyotaka Fukamachi, MD, PhD Professor Candece Gladson, MD Professor 232 School of Medicine

Professor Associate Professor Jeremy Rich, MD Veronique Lefebvre, PhD Professor Associate Professor Ganes Sen, PhD Zong-Ming Li, PhD Professor Associate Professor Subha Sen, PhD Cameron McIntyre, PhD Professor Associate Professor Roy Silverstein, MD Ron Midura, PhD Professor Associate Professor Jonathan Smith, MD Richard Morton, PhD Professor Associate Professor Dennis Stacey, PhD Dianne Perez, PhD Professor Associate Professor Vincent Tuohy, PhD William Smith, MS Professor Associate Professor Qing Wang, PhD Antonie van den Bogert, PhD Professor Associate Professor Qingyu Wu, MD, PhD David Van Wagoner, PhD Professor Associate Professor Ping Xia, PhD Taolin Yi, MD, PhD Professor Associate Professor Riqiang Yan, PhD Guang Yue, PhD Professor Associate Professor Alexandru Almasan, PhD Maciej Zborowski, PhD Associate Professor Associate Professor Suneel Apte, MD Jay Alberts, PhD Associate Professor Assistant Professor Kathleen Berkner, PhD Micheala Aldred, PhD Associate Professor Assistant Professor Margot Damaser, PhD Mark Aronica, MD Associate Professor Assistant Professor Maria Febbraio, PhD Kewal Asosingh, PhD Associate Professor Assistant Professor Elizabeth Fisher, PhD Kulwant Aulak, PhD Associate Professor Assistant Professor Jan Jensen, PhD Venkaiah Betapudi, PhD Associate Professor Assistant Professor John Kirwan, PhD Tatiana Byzova, PhD Associate Professor Assistant Professor Bruce Lamb, PhD Anthony Calabro, PhD Case Western Reserve University 233

Assistant Professor Assistant Professor Unnikrishnan Chandrasekharan, PhD Jeongwu Lee, PhD Assistant Professor Assistant Professor Qiuyun Chen, PhD Wei Li, MD, PhD Assistant Professor Assistant Professor Suzy Comhair, PhD Daniel Lindner, MD, PhD Assistant Professor Assistant Professor James Crish, PhD Jinbo Liu, PhD Assistant Professor Assistant Professor Carol de la Motte, PhD Tao Lu, PhD Assistant Professor Assistant Professor Kathleen Derwin, PhD Patrick Ma, MD Assistant Professor Assistant Professor Joseph DiDonato, PhD Alana Majors, PhD Assistant Professor Assistant Professor Aaron Fleischman, PhD Nicola Marchi, PhD Assistant Professor Assistant Professor Neetu Gupta, PhD Edward Mayten, MD, PhD Assistant Professor Assistant Professor Dolores Hambardzumyan, PhD Jocelyn McDonald, PhD Assistant Professor Assistant Professor Saikh Haque, PhD Christine McDonald, PhD Assistant Professor Assistant Professor Jane Hoover-Plow, PhD Booki Min, PhD Assistant Professor Assistant Professor George Hoppe, PhD Saurav Misra, PhD Assistant Professor Assistant Professor Arie Horowitz, PhD Christine Moravec, PhD Assistant Professor Assistant Professor Linda Hsi, PhD Eain Murphy, PhD Assistant Professor Assistant Professor Marcia Jarrett, PhD Stephen Nicholls, MD, PhD Assistant Professor Assistant Professor Trine Jorgensen, PhD Tomoaki Ogino, PhD Assistant Professor Assistant Professor Hitoshi Komuro, PhD Marie-Odile Parat Salvado, PhD Assistant Professor Assistant Professor Gary Koski, PhD Eugene Podrez, MD, PhD Assistant Professor Assistant Professor Andrea Ladd, PhD Sathyamangla Prasad, PhD 234 School of Medicine

Assistant Professor Instructor Ofer Reizes, PhD Aimin Wang, PhD Assistant Professor Instructor Takao Sakai, MD G. Valentin Borner, PhD Assistant Professor Adjunct Assistant Professor Ephraim Sehayek, MD Bibo Li, PhD Assistant Professor Adjunct Assistant Professor David Serre, PhD Assistant Professor Department Of Neurosciences Susan Staugaitis, MD, PhD Assistant Professor Lynn Landmesser, PhD Chair Olga Stenina, PhD Assistant Professor Evan Deneris, PhD Professor Hisashi Tanaka, MD, PhD Assistant Professor Alison Hall, PhD Professor Charles Tannenbaum, PhD Assistant Professor David Katz, PhD Professor Dawn Taylor, PhD Assistant Professor Diana Kunze, PhD Professor Julie Tebo, PhD Assistant Professor Lynn Landmesser, PhD Professor Angela Ting, PhD Assistant Professor Gary Landreth, PhD Professor Ramon Tiu, MD Assistant Professor Robert Miller, PhD Professor Anna Valujsikih, PhD Assistant Professor Jerry Silver, PhD Professor Kai Wang, MD Assistant Professor Benjamin Strowbridge, PhD Professor Philip Williams, PhD Assistant Professor Bruce Trapp, PhD Professor Valentin Yakubenko, PhD Assistant Professor Richard Zigmond, PhD Professor Bin Zhang, PhD Assistant Professor David Friel, PhD Associate Professor Alan Zhu, PhD Assistant Professor Heather Broihier, PhD Assistant Professor Pieter Faber, PhD Instructor Roberto Galan, PhD Assistant Professor Judith Mack, PhD Gemma Smith, PhD Assistant Professor Daniel Wesson, PhD Case Western Reserve University 235

Assistant Professor Adjunct Associate Professor Karl Herrup, PhD Anne Raguso, PhD Adjunct Professor Adjunct Assistant Professor Wendy Macklin, PhD Richard Koletsky, MD Adjunct Professor Clinical Assistant Professor Guillermo Pilar Victoria Adeleke, M PH Adjunct Professor Adjunct Instructor Phyllis Allen, MS Adjunct Instructor Department Of Nutrition Janet Anselmo Adjunct Instructor Henri Brunengraber, MD, PhD Anika Avery-Grant, MA Chair Adjunct Instructor Henri Brunengraber, MD, PhD Cynthia Bayerl Professor Adjunct Instructor Maria Hatzoglou, PhD Jennifer Bier, MS Professor Adjunct Instructor Hope Barkoukis, PhD Mark Bindus, BS Associate Professor Adjunct Instructor Paul Ernsberger, PhD Suzanne Bogert, MS Associate Professor Adjunct Instructor Edith Lerner, PhD Josephine Cialone, MS Associate Professor Adjunct Instructor Danny Manor, PhD Rachel Colchamiro, BS Associate Professor Adjunct Instructor Isabel Parraga, PhD Cheri Collier, MS Associate Professor Adjunct Instructor James Swain, PhD Janice Davis, MS Associate Professor Adjunct Instructor Alison Steiber, PhD Helen Dumski, BS Associate Professor Adjunct Instructor Colleen Croniger, PhD Maureen Faron, B PH Assistant Professor Adjunct Instructor Michelle Puchowicz, PhD Marcy Fenton, M PH Assistant Professor Adjunct Instructor Guofang Zhang, PhD Denise Ferris, PhD Assistant Professor Adjunct Instructor Mary Kavanagh, MA Cynthia Finohr, BS Senior Instructor Adjunct Instructor Jane Korsberg, MS Michelle Fox, MS Senior Instructor Carolyn Hodges, MS Instructor Stephen Previs, PhD 236 School of Medicine

Adjunct Instructor Adjunct Instructor Lorna Fuller, MS Lauren Melnick, MS Adjunct Instructor Adjunct Instructor Deborah Gammel, MS Christine Munoz, BS Adjunct Instructor Adjunct Instructor Diana Garrison, BS Linda Novak-Eedy, BS Adjunct Instructor Adjunct Instructor Brenda Garritson, MS Lisa Ogg, BS Adjunct Instructor Adjunct Instructor Melinda Gedeon, BS Michelle Ogurwale, MS Adjunct Instructor Adjunct Instructor Martha Halko, MS Laura Otolski, MS Adjunct Instructor Adjunct Instructor Samia Hamdan, M PH Alison Patrick, M PH Adjunct Instructor Adjunct Instructor Brigette Hires, PhD Valerie Poirier, BS Adjunct Instructor Adjunct Instructor Karen Horvath, BS Barbara Pryor, MS Adjunct Instructor Adjunct Instructor Claire Hughes, MS Jacqueline Rohr, BS Adjunct Instructor Adjunct Instructor Lisa Isham, MS Anna Rostafinski, M PH Adjunct Instructor Adjunct Instructor Jennifer Kernc, BS Jo Ann Ruggeri, BS Adjunct Instructor Adjunct Instructor Natalia Kliszczuk-Smolilo, BS Maryanne Salsbury, BS Adjunct Instructor Adjunct Instructor Katherine Koch, MS Joanne Samuels, BS Adjunct Instructor Adjunct Instructor Jennifer Kravec, BS Sharon Sass, BS Adjunct Instructor Adjunct Instructor Perri Kushan, BS Najeebah Shine, MS Adjunct Instructor Adjunct Instructor Lois Lenard, BS Susan Shubrook, BS Adjunct Instructor Adjunct Instructor Janelle L’Heureux, MS Suzanne Silverstein, MA Adjunct Instructor Adjunct Instructor Patricia Liang-Tong, BS Barbara Sipe, MS Adjunct Instructor Adjunct Instructor Anita Martin, M PH Gil Sisneros, M PH Case Western Reserve University 237

Adjunct Instructor Professor Donna Skoda, MA John Nedrud, PhD Adjunct Instructor Professor Mary Kay Solera, MS Neena Singh, MD, PhD Adjunct Instructor Professor Lura Spinks, MS Man-Sun Sy, PhD Adjunct Instructor Professor Ann Stahlheber, MS Alan Tartakoff, PhD Adjunct Instructor Professor Denise Tabar, MS Shu Guang Chen, PhD Adjunct Instructor Associate Professor Alicia Thomas, MS Clive Hamlin, PhD Adjunct Instructor Associate Professor Felicia Vatakis, MS Feng Lin, PhD Adjunct Instructor Associate Professor Sarah Walden, MS Qingzhong Kong, PhD Adjunct Instructor Associate Professor Marisa Warrix, MS Robert Petersen, PhD Adjunct Instructor Associate Professor Melissa Wilson, BS Theresa Pizarro, PhD Adjunct Instructor Associate Professor Diane Yates, BS Jiri Safar, MD Adjunct Instructor Associate Professor Wendy Youmans, MS Xiongwei Zhu, PhD Adjunct Instructor Associate Professor Sharon Zwick-Hamilton, MS Nicholas Ziats, PhD Adjunct Instructor Associate Professor Wenquan Zou, PhD Associate Professor Department Of Pathology Derek Abbott, MD, PhD Assistant Professor Clifford Harding, MD, PhD Chair Brian Cobb, PhD Pierluigi Gambetti, MD Assistant Professor Professor Laxminarayana Devireddy, PhD Clifford Harding, MD, PhD Assistant Professor Professor Mark Jackson, PhD M. Medof, MD, PhD Assistant Professor Professor Hyoung-gon Lee, PhD Vincent Monnier, MD Assistant Professor David Sell, PhD 238 School of Medicine

Assistant Professor Department Of Pharmacology Pamela Wearsch, PhD Assistant Professor Krzysztof Palczewski, PhD Chair XingJun Fan, PhD Instructor Andreas Engel, PhD Professor Gareth Hardy, PhD Instructor Charles Hoppel, MD Professor Silvio Notari, PhD Instructor Michael Maguire, PhD Professor Xinglong Wang, PhD Instructor John Mieyal, PhD Professor Paul Lehmann, MD, PhD Adjunct Professor Noa Noy, PhD Professor Dennis Templeton, MD, PhD Adjunct Professor Krzysztof Palczewski, PhD Professor Miriam Weiss, MD Adjunct Professor Ruth Siegel, PhD Professor Liliana Berti-Mattera, PhD Adjunct Associate Professor Chris Dealwis, PhD Associate Professor Magdalena Tary-Lehmann, MD Adjunct Associate Professor Ruth Keri, PhD Associate Professor Mark Barcelo, MD Adjunct Assistant Professor Janos Kerner, PhD Associate Professor Kelly Drew, PhD Adjunct Assistant Professor Paul MacDonald, PhD Associate Professor Sanjay Pimplikar, PhD Adjunct Assistant Professor Monica Montano, PhD Associate Professor Kathleen Allen, MD Clinical Assistant Professor Johannes von Lintig, PhD Associate Professor Raj Rolston, MD Clinical Assistant Professor Amy Wilson-Delfosse, PhD Associate Professor Curtis Jones, MS Clinical Instructor Anthony Berdis, PhD Assistant Professor Linda Luke, BS Clinical Instructor Diane Dowd, PhD Assistant Professor James Wentzel, Clinical Instructor W. John Durfee, MD Assistant Professor Zhaoyang John Feng, PhD Assistant Professor Yoshikazu Imanishi, PhD Assistant Professor Jason Mears, PhD Case Western Reserve University 239

Assistant Professor Professor Vera Moiseenkova-Bell, PhD Matthias Buck, PhD Assistant Professor Associate Professor Shasta Sabo, PhD Andrea Romani, MD, PhD Assistant Professor Associate Professor Derek Taylor, PhD Corey Smith, PhD Assistant Professor Associate Professor You-Wei Zhang, PhD Sudha Chakrapani, PhD Assistant Professor Assistant Professor Hui Jin, PhD Margaret Chandler, PhD Instructor Assistant Professor Rachel Mann, PhD Christopher Ford, PhD Instructor Assistant Professor Mariana Rosca, MD Harry Gill, PhD Instructor Assistant Professor John Nilson, PhD Tingwei Mu, PhD Adjunct Professor Assistant Professor Michael Reed, PHM D Xin Qi, PhD Adjunct Professor Assistant Professor Subrata Haldar, PhD Rajesh Ramachandran, PhD Adjunct Associate Professor Assistant Professor Julian Stelzer, PhD Assistant Professor Department Of Physiology Patrick Wintrode, PhD And Biophysics Assistant Professor Mark Parker, PhD Walter Boron, MD, PhD Chair Instructor

Walter Boron, MD, PhD Yuehan Zhou, MD Professor Instructor George Dubyak, PhD Arthur Brown, MD, PhD Professor Adjunct Professor Joan Fox, PhD Richard Eckert, PhD Professor Adjunct Professor Stephen Jones, PhD Masao Ikeda-Saito, PhD Professor Adjunct Professor Joseph LaManna, PhD Jian-Ping Jin, PhD Professor Adjunct Professor Thomas Nosek, PhD David Moore, MD, PhD Professor Adjunct Professor William Schilling, PhD Nanduri Prabhakar, PhD Professor Witold Surewicz, PhD 240 School of Medicine

Adjunct Professor Associate Professor William Stanley, PhD Peter Adamek, MD Adjunct Professor Assistant Professor Susanne Mohr, PhD Anjali Adur, MD Adjunct Associate Professor Assistant Professor Frank Sonnichsen, PhD Michael Altose, MD, PhD Adjunct Associate Professor Assistant Professor Kim Chan, PhD Maura Berkelhamer, MD Adjunct Assistant Professor Assistant Professor George Farr, PhD Ronald Cechner, PhD Adjunct Assistant Professor Assistant Professor Marc Pelletier, PhD Kathleen Cho, MD Adjunct Assistant Professor Assistant Professor Andrew Resnick, PhD David Conger, MD Adjunct Assistant Professor Assistant Professor Liming Chen, PhD Barbara Dabb, MD Adjunct Instructor Assistant Professor David Dininny, MD Assistant Professor Department of Susan Dumas, MD Anesthesiology and Assistant Professor Perioperative Medicine, Carl Forrest, MD University Hospitals Case Assistant Professor Erin Furey, MD Medical Center and Cleveland Assistant Professor Veterans Affairs Hospital Sherine Ghafoori, MD Assistant Professor Howard Nearman, MD Chair Mark Goldfinger, MD Assistant Professor Helmut Cascorbi, MD, PhD Professor Josh Goldner, MD Assistant Professor Jeffrey Grass, MD Professor Evan Goodman, MD Assistant Professor Howard Nearman, MD Professor Raymond Graber, MD Assistant Professor Vinod Sahgal, MD Professor Adam Haas, MD Assistant Professor Salim Hayek, MD, PhD Associate Professor Lisa Hacker, MD Assistant Professor James Reynolds, PhD Associate Professor Irving Hirsch, MD James Rowbottom, MD Associate Professor Paul Tripi, MD Case Western Reserve University 241

Assistant Professor Assistant Professor Abdallah Kabbara, MD Rachel Schlesinger, MD Assistant Professor Assistant Professor Al-Amin Khalil, MD Subhalakshmi Sivashankaran, MD Assistant Professor Assistant Professor Scott Klein, MD John Stork, MD Assistant Professor Assistant Professor John Klick, MD David Wallace, MD Assistant Professor Assistant Professor Timothy Ko, MD Mark Zahniser, MD Assistant Professor Assistant Professor Ann Lawrence, MD Soozan Abouhassan, MD Assistant Professor Instructor E. Leon-ruiz, MD Sylvia Ashour, MD Assistant Professor Instructor Lora Levin, MD Tracy Bartone, MD Assistant Professor Instructor Agnes Lina, MD Katya Chiong, MD Assistant Professor Instructor Peter Matgouranis, MD Gary Jones, MS Assistant Professor Instructor Heather McFarland, MD Matthew Kellems, MD Assistant Professor Instructor Patrick McIntyre, MD Jana Kirilcuk, MD Assistant Professor Instructor Sheryl Modlin, MD Marin Mannix, MD Assistant Professor Instructor Girish Mulgaokar, MD Michael Nichols, MS Assistant Professor Instructor Matthew Norcia, MD Rodnina Pinto, MD Assistant Professor Instructor Annemarie Norenberg, MD Donald Woods, MD Assistant Professor Instructor Susan Raphaely, MD Assistant Professor Louis Stokes Cleveland VA Joseph Rifici, M ED Assistant Professor Medical Center Faculty Eliot Ro, MD Assistant Professor Ali Mchaourab, MD Associate Professor Kasia Rubin, MD David Kazdan, MD Assistant Professor George Bause, MD Clinical Associate Professor Richard Layman, MD 242 School of Medicine

Adjunct Assistant Professor Clinical Instructor Amrita Chadha, MD David Biel, MS Clinical Assistant Professor Clinical Instructor Arpan Desai, MD Regina Bruno, MS Clinical Assistant Professor Clinical Instructor Charles Duvall, MS Thomas Bruno, BS Clinical Assistant Professor Clinical Instructor Gareth Kantor, MD Kevin Busdiecker, BS Clinical Assistant Professor Clinical Instructor Deborah Lawson, BS Christopher Caldwell, MS Clinical Assistant Professor Clinical Instructor Michael Patrick, MS Matthew Ciotti, MS Clinical Assistant Professor Clinical Instructor David Rapkin, MD Thomas Cole, MS Clinical Assistant Professor Clinical Instructor David Zagorski, MA Steven Ditto, MD Clinical Assistant Professor Clinical Instructor Mohamed Abdalla, MD Dana Doll, MD Clinical Assistant Professor Clinical Instructor Faisal Arain, MD Janice Douglas, M PH Clinical Assistant Professor Clinical Instructor Alma Hoxha, MD Alyson Finamore, MS Clinical Assistant Professor Clinical Instructor Kenneth Moss, MD James Fortman, MD Clinical Assistant Professor Clinical Instructor Edward Noguera, MD James Gavacs, BA Clinical Assistant Professor Clinical Instructor Omar Omar, MD Vincent Gillen, MS Clinical Assistant Professor Clinical Instructor Fares Raslan, MD Yelena Goyzman, MS Clinical Assistant Professor Clinical Instructor Ranga Venna, MD Maggie Green, MS Clinical Assistant Professor Clinical Instructor Arthur Arciaga, PhD Gina Haber, MS Adjunct Instructor Clinical Instructor Sherryl Adamic, M PH Roy Haber, MS Clinical Instructor Clinical Instructor Jafar Ali, MD Dan Hladky, BS Clinical Instructor Clinical Instructor Daniel Bates, MS Megan Isbell, MS Case Western Reserve University 243

Clinical Instructor Clinical Instructor Allison Johns, MS Angelique Scott, MS Clinical Instructor Clinical Instructor Kellye Kaufman, MS Aaron Sikowitz, MS Clinical Instructor Clinical Instructor Anthony Koury, MS Carie Twichell, MS Clinical Instructor Clinical Instructor Gregory Kychun, BS Alison Umina, M PH Clinical Instructor Clinical Instructor Todd Lewis, MD Judith Wolkoff, BS Clinical Instructor Clinical Instructor Michael Lilly, M PH George Yung, MD Clinical Instructor Clinical Instructor Jennifer Loomis, MS Surendra Adusumulli, MD Clinical Instructor Clinical Instructor Joseph Mader, MS Clinical Instructor Department of Gregg Mastropolo, MS Clinical Instructor Anesthesiology, Cleveland Scott McAndrew, MS Clinic Lerner College of Clinical Instructor Medicine Michael McDermott, MS Clinical Instructor David L. Brown, MD Chair Matthew McKinney, MS Clinical Instructor Mohamed Attala, MD Professor Gregory Menendez, M PH Clinical Instructor David Brown, MD Professor Joseph Peachman, MS Clinical Instructor Jianguo Cheng, MD, PhD Professor Stephanie Polutnik, MS Clinical Instructor D. Doyle, MD, PhD Professor Dan Rankin, BS Clinical Instructor Colleen Koch, MD Professor Jeffrey Ratino, MS Clinical Instructor Andrea Kurz, MD Professor Leslie Ray, MS Clinical Instructor Michael Licina, MD Professor Romnii Ross, MS Clinical Instructor Nagy Mekhail, MD Sarah Russell, M PH 244 School of Medicine

Professor Assistant Professor Paul Murray, PhD Andra Duncan, MD Professor Assistant Professor Michael Roizen, MD Wael Esa, MD, PhD Professor Assistant Professor Kathleen Rosen, MD Ehab Farag, MD Professor Assistant Professor Daniel Sessler, MD Ursula Galway, MD Professor Assistant Professor Michael Stanton-Hicks, MD Marco Maurtua, MD Professor Assistant Professor Norman Starr, MD Leif Saager, MD Professor Assistant Professor John Tetzlaff, MD Sherif Zaky, MD, PhD Professor Assistant Professor Basem Abdelmalak, MD Harendra Arora, MD Associate Professor Clinical Associate Professor Maged Argalious, MD Teresa Dews, MD Associate Professor Clinical Associate Professor Rafi Avitsian, MD Douglas Mayers, MD, PhD Associate Professor Clinical Associate Professor Michelle Capdeville, MD Sara Spagnuolo, MD Associate Professor Clinical Associate Professor Alexandru Gottlieb, MD Priya Kumar, MD Associate Professor Clinical Assistant Professor Samuel Irefin, MD Daniel Leizman, MD Associate Professor Clinical Senior Instructor Jerome O’Hara, MD Associate Professor Department of Brian Parker, MD Associate Professor Anesthesiology, MetroHealth Peter Schoenwald, MD Medical Center Associate Professor Alparslan Turan, MD Tejbir Sidhu, MD Chair Associate Professor Charles Smith, MD Sabri Barsoum, MD Professor Assistant Professor Brendan Astley, MD Kenneth Cummings, MD Assistant Professor Assistant Professor Norman Bolden, MD Jacek Cywinski, MD Assistant Professor Anthony Chang, MD Case Western Reserve University 245

Assistant Professor Clinical Senior Instructor Samuel DeJoy, MD Aditya Reddy, MD Assistant Professor Clinical Senior Instructor Cynthia Dietrich, MD Pete Kaluszyk, M ED Assistant Professor Adjunct Instructor Maureen Harders, MD Assistant Professor Department of Dermatology, Matthew Joy, MD Assistant Professor University Hospitals Case Charles Lind, MD Medical Center Assistant Professor Jessica Lovich-Sapola, MD Kevin Cooper, MD Chair Assistant Professor Kevin Cooper, MD Maria Loy, MD Professor Assistant Professor Mahmoud Ghannoum, PhD Arnold Morscher, MD Professor Assistant Professor Neil Korman, MD, PhD Alfred Pinchak, MD, PhD Professor Assistant Professor Elma Baron, MD Kanwaljit Sidhu, MD Associate Professor Assistant Professor Kefei Kang, MD Tejbir Sidhu, MD Associate Professor Assistant Professor Thomas McCormick, PhD Donald Voltz, MD Associate Professor Assistant Professor Susan Nedorost, MD Karl Wagner, MD Associate Professor Assistant Professor Jeremy Bordeaux, MD Michael Bassett, MD Assistant Professor Senior Instructor Jorge Garcia-Zuazaga, MD Jennifer Eismon, MD Assistant Professor Senior Instructor Meg Gerstenblith, MD Michael Howkins, MD Assistant Professor Senior Instructor Kimberly Hollandsworth, MD Cristian Prada, MD Assistant Professor Senior Instructor Kord Honda, MD Augusto Torres, MD Assistant Professor Senior Instructor Pratima Karnik, PhD Kutaiba Tabbaa, MD Assistant Professor Clinical Assistant Professor Jay Klemme, MD Saebom Lee, MD Assistant Professor Minh Lam, PhD Assistant Professor Kurt Lu, MD 246 School of Medicine

Assistant Professor Clinical Associate Professor Pranab Mukherjee, PhD Donald Schermer, MD Assistant Professor Clinical Associate Professor Joan Tamburro, MD Malcolm Ke, MD Assistant Professor Adjunct Assistant Professor Marie Tuttle, MD Lian-Jie Li, MD Assistant Professor Adjunct Assistant Professor Nicole Ward, PhD Paradi Mirmirani, MD Assistant Professor Adjunct Assistant Professor David Bickers, MD Marnita Sandifer, PhD Adjunct Professor Adjunct Assistant Professor Craig Elmets, MD Seth Stevens, MD Adjunct Professor Adjunct Assistant Professor Jean Krutmann, MD Hideaki Sugiyama, MD, PhD Adjunct Professor Adjunct Assistant Professor Hans Merk, MD Jaye Benjamin, MD Adjunct Professor Clinical Assistant Professor Hasan Mukhtar, PhD Harold Blumenthal, MD Adjunct Professor Clinical Assistant Professor Gary Wood, MD Robert Brody, MD Adjunct Professor Clinical Assistant Professor Beno Michel, MD Carol Burg, MD Clinical Professor Clinical Assistant Professor MaryMargaret Chren, MD Renuka Diwan, MD Adjunct Associate Professor Clinical Assistant Professor Robert Brodell, MD Faith Durden, MD Clinical Associate Professor Clinical Assistant Professor Anthony Castrovinci, MD Esti Gumpertz, MD Clinical Associate Professor Clinical Assistant Professor Robert Eppes, MD Cecelia Hamilton, MD Clinical Associate Professor Clinical Assistant Professor Robert Haber, MD Curtis Hawkins, MD Clinical Associate Professor Clinical Assistant Professor Fred Hirsh, MD Stephen Helms, MD Clinical Associate Professor Clinical Assistant Professor Leonard Katz, MD Amy Kassouf, MD Clinical Associate Professor Clinical Assistant Professor Barry Lamkin, MD Chi-Sown Ko, MD Clinical Associate Professor Clinical Assistant Professor Eliot Mostow, MD William Krug, MD Case Western Reserve University 247

Clinical Assistant Professor Associate Professor George Kuffner, MD Marlene Willen, MD Clinical Assistant Professor Associate Professor James Libecco, MD Pamela Davis, MD Clinical Assistant Professor Assistant Professor Kenneth Lloyd, MD Lisa Gelles, MD Clinical Assistant Professor Assistant Professor Jenifer Lloyd, MD William Love, MD Clinical Assistant Professor Assistant Professor William Mirando, MD Paul Hazen, MD Clinical Assistant Professor Clinical Professor Steven Taub, MD Timothy Chang, MD Clinical Assistant Professor Clinical Assistant Professor Janet Wieselthier, MD Robert Corwin, MD Clinical Assistant Professor Clinical Assistant Professor Rajesh Agarwal, PhD Conley Engstrom, MD Adjunct Assistant Professor Clinical Assistant Professor Mushtaq Khan, MD Prakash Khandekar, MD Clinical Assistant Professor Clinical Assistant Professor Michael Mancuso, MD Vernon Sackman, MD Clinical Senior Instructor Clinical Assistant Professor Nina Petroff, MD Karen Turgeon, MD Clinical Senior Instructor Clinical Assistant Professor Monte Fox, MD Harry Winfield, MD Clinical Instructor Clinical Assistant Professor Lydia Parker, MD Louis Kish, MD Clinical Instructor Clinical Senior Instructor Lynn Ryan Williams, MD Joyce Lender, MD Clinical Instructor Clinical Senior Instructor Richard Ranchoff, MD Clinical Senior Instructor Department of Dermatology, Judith Andreano, MD MetroHealth Medical Center Clinical Instructor Julie Dong-Kondas, MD Stephen C. Somach, M.D Interim Clinical Instructor Chair Arlene Rosenberg, MD Bryan Davis, MD Clinical Instructor Professor Constance Sutter, MD Christine Jaworsky, MD Clinical Instructor Professor Alice Jeromin, MD Jonathan Bass, MD Adjunct Instructor Associate Professor Stephen Somach, MD Department of Emergency Medicine, University 248 School of Medicine

Hospitals Case Medical Clinical Senior Instructor Deepprett Singh, MD Center and Veterans Affairs Clinical Senior Instructor Hospital Steven Bowers, MD Clinical Instructor Edward A. Michelson, MD Chair Marion Carroll, MD Barry Brenner, MD Clinical Instructor Professor James Cohen, MD David Cheng, MD Clinical Instructor Associate Professor Catherine D’Abramo, MD Edward Michelson, MD Clinical Instructor Associate Professor Anthony Daher, MD Vicken Totten, MD Clinical Instructor Associate Professor Louis Horwitz, MD Dennis Guy, MD Clinical Instructor Assistant Professor Andrew Luxenberg, MD Rafi Israeli, MD Clinical Instructor Assistant Professor Richard Nelson, MD Gerald Maloney, MD Clinical Instructor Assistant Professor Lawrence Porter, MD Edmundo Mandac, MD Clinical Instructor Assistant Professor Lauren Portman, MD Jessica Resnick, MD Clinical Instructor Assistant Professor Erica Remer, MD Susan Schardt, MD Clinical Instructor Assistant Professor Harold Robinson, MD Yael Taub, MD Clinical Instructor Assistant Professor Roy Seitz, MD Saurin Bhatt, MD Clinical Instructor Instructor Robert Smarsch, MD Carrie Cregar, MD Clinical Instructor Instructor Ata Ulhaq, MD Clinical Instructor Suzanne White, MD Louis Stokes Cleveland VA Clinical Instructor Medical Center Faculty Susan Zwiebel, MD Clinical Instructor Robert Wolford, MD Associate Professor Imran Tahir, MD Clinical Assistant Professor James Black, MD Clinical Senior Instructor Mohammad Marouf, MD Case Western Reserve University 249

Department of Emergency Assistant Professor Jon Schrock, MD Medicine, MetroHealth Assistant Professor Medical Center Michael Smith, MD Assistant Professor Charles Emerman, MD Chair Melissa Tscheiner, MD Rita Cydulka, MD Assistant Professor Professor Nicole Wallis, MD Charles Emerman, MD Assistant Professor Professor Thomas Waters, MD Jonathan Glauser, MD Assistant Professor Associate Professor Sandra Werner, MD Robert Jones, MD Assistant Professor Associate Professor Erin Broderick, MD Thomas Lukens, MD, PhD Senior Instructor Associate Professor Emily Dodge, MD Jonathan Siff, MD Senior Instructor Associate Professor Daniel Hagerty, MD Lance Wilson, MD Senior Instructor Associate Professor Katherine Manzon, MD Craig Bates, MD Senior Instructor Assistant Professor Jeffrey Pennington, MD Thomas Collins, MD Senior Instructor Assistant Professor Joseph Piktel, MD Lynn Dezelon, MD Senior Instructor Assistant Professor Alix Rosenstein, MD David Effron, MD Senior Instructor Assistant Professor Sara Stout, MD Boris Garber, MD Senior Instructor Assistant Professor Christopher Wyatt, MD Brendan Hawthorn, MD Senior Instructor Assistant Professor Rahi Kapur, MD Assistant Professor Department of Family Sara Laskey, MD Medicine, University Assistant Professor Maya Myslenski, MD Assistant Professor Sandra Najarian, MD Assistant Professor Thomas Noeller, MD Assistant Professor Janet Poponick, MD Assistant Professor Kristen Schmidt, MD 250 School of Medicine

Hospitals Case Medical Assistant Professor William Keck, MD Center Adjunct Professor George Kikano, MD Chair Robert Blankfield, MD Clinical Professor Louise Acheson, MD Stephen Flynn, MD Professor Clinical Professor Jason Chao, MD Sharon Hull, MD Professor Adjunct Associate Professor Kathy Cole-Kelly, M SW Amy Lee, MD Professor Adjunct Associate Professor George Kikano, MD Henry Bloom, MD Professor Clinical Associate Professor Peter De Golia, MD Fred Jorgensen, MD Associate Professor Clinical Associate Professor Darrell Hulisz, MD Thomas Mettee, MD Associate Professor Clinical Associate Professor Li Li, MD, PhD Michael Rowane, MD Associate Professor Clinical Associate Professor Sybil Marsh, MD Edward White, MD Associate Professor Clinical Associate Professor Lynda Montgomery, MD Esa Davis, MD Associate Professor Adjunct Assistant Professor Masahiro Morikawa, MD Mona Rizkallah, PhD Associate Professor Adjunct Assistant Professor Lyla Blake-Gumbs, MD Stephen Sroka, PhD Assistant Professor Adjunct Assistant Professor Alan Cadesky, MD Sharon Weyer, MSN Assistant Professor Adjunct Assistant Professor Wanda Cruz-Knight, MD Edward Bope, MD Assistant Professor Clinical Assistant Professor James Cunagin, MD Karen Borneman, MD Assistant Professor Clinical Assistant Professor Sonja Harris-Haywood, MD Leanne Chrisman-Khawam, MD Assistant Professor Clinical Assistant Professor Gunnur Karakurt, PhD Janeen Drazdik, MD Assistant Professor Clinical Assistant Professor Vanessa Maier, MD David Eberlein, MD Assistant Professor Clinical Assistant Professor Mary Step, PhD Andrew Franko, MD Assistant Professor Cheryl Thompson, PhD Assistant Professor James Werner, PhD Case Western Reserve University 251

Clinical Assistant Professor Clinical Assistant Professor Kenneth Goodman, MD Othman Shemisa, MD, PhD Clinical Assistant Professor Clinical Assistant Professor Laura Green, PhD Virginia Simons, MS Clinical Assistant Professor Clinical Assistant Professor Germaine Hahnel, MD Sandra Snyder, MD Clinical Assistant Professor Clinical Assistant Professor Mukesh Jain, MD, PhD Kornelia Solymos, MD Clinical Assistant Professor Clinical Assistant Professor Nadim Karam, MD Hava Tabenkin, MD Clinical Assistant Professor Clinical Assistant Professor Patricia Kellner, MD John Thomas, MD Clinical Assistant Professor Clinical Assistant Professor Mark Komar, MD George Thomas, MD Clinical Assistant Professor Clinical Assistant Professor Conrad Lindes, MD Harold Thomas, MD Clinical Assistant Professor Clinical Assistant Professor Charles MacCallum, MD Robert Truax, MD Clinical Assistant Professor Clinical Assistant Professor Richard Mc Burney, MD Robert Tupa, MD Clinical Assistant Professor Clinical Assistant Professor Lisa Navracruz, MD Carl Tyler, MD Clinical Assistant Professor Clinical Assistant Professor Roger Oakes, MD Jack Valancy, MBA Clinical Assistant Professor Clinical Assistant Professor Linda Post, MD Richard Weinberger, MD Clinical Assistant Professor Clinical Assistant Professor Brenda Powell, MD Stephen Weirich, MD Clinical Assistant Professor Clinical Assistant Professor Ann Reichsman, MD Robert Whitehouse, MD Clinical Assistant Professor Clinical Assistant Professor Lee Resnick, MD Eric Boose, MD Clinical Assistant Professor Clinical Senior Instructor Daniel Reynolds, MD Angela Brinkman, MD Clinical Assistant Professor Clinical Senior Instructor J. Richard, MD Annette Cosentino-Bressi, MD Clinical Assistant Professor Clinical Senior Instructor Carl Robson, MD Nicholas Davis, MD Clinical Assistant Professor Clinical Senior Instructor William Schultz, MD Timothy Fetterman, MD 252 School of Medicine

Clinical Senior Instructor Clinical Senior Instructor Molly Friedman-Verdun, MD John Tumbush, MD Clinical Senior Instructor Clinical Senior Instructor Eileen Garven, BS Elizabeth Turbett, MD Clinical Senior Instructor Clinical Senior Instructor Harry Gebert, MD James Turbett, MD Clinical Senior Instructor Clinical Senior Instructor James Gibbs, MD Heather Ways, MD Clinical Senior Instructor Clinical Senior Instructor Donald Goddard, MD Marlene Weinstein, MD Clinical Senior Instructor Clinical Senior Instructor Gwen Haas, MD, PhD Judith Weiss, MD Clinical Senior Instructor Clinical Senior Instructor Brant Holtzmeier, MD Lawrence Wilson, MD Clinical Senior Instructor Clinical Senior Instructor Delbert Hoppes, MD John Zangmeister, MD Clinical Senior Instructor Clinical Senior Instructor Alla Kirsch, MD Jeanne Hitch, Clinical Senior Instructor Adjunct Instructor Richard Kucera, MD Ghassan Abdallah, MD Clinical Senior Instructor Clinical Instructor Lori Leonard, MD Feyisayo Adeyina, MD Clinical Senior Instructor Clinical Instructor Louis Leone, MD Douglas Angerman, MD Clinical Senior Instructor Clinical Instructor Constance Magoulias, MD Rochele Beachy, MD Clinical Senior Instructor Clinical Instructor Joy Marshall, MD Richard Below, MD Clinical Senior Instructor Clinical Instructor Sami Moufawad, MD John Bertsch, MD Clinical Senior Instructor Clinical Instructor Swee Ng, MD, PhD Harold Bowersox, MD Clinical Senior Instructor Clinical Instructor Mark Rood, MD Daria Dreboty-Cerimele, MD Clinical Senior Instructor Clinical Instructor Eileen Saffran, MSW Charles Garven, MD Clinical Senior Instructor Clinical Instructor A. Diana Smith Randolph Heinle, MD Clinical Senior Instructor Clinical Instructor Jay Taylor, MD Bradley Hillard, MD Case Western Reserve University 253

Clinical Instructor Clinical Instructor Erin Hillard, MD Beth Sersig, MD Clinical Instructor Clinical Instructor Allison Hohenberger, MD Grace Song, MD Clinical Instructor Clinical Instructor Susan Joy, MD Jessica Strasburg, MD Clinical Instructor Clinical Instructor Erick Kauffman, MD Khin Zan Tha, MD Clinical Instructor Clinical Instructor Julie Keller, MD Paul Thomas, MD Clinical Instructor Clinical Instructor Pamela Lancaster, MD Philip Tomsik, MD Clinical Instructor Clinical Instructor David Lash, MD Oscar Velez, MD Clinical Instructor Clinical Instructor Elizabeth LeMaster, MD Colette Willins, MD Clinical Instructor Clinical Instructor Anne Lombardo, MD Karen Winter, MD Clinical Instructor Clinical Instructor Mathew Mark, MD John Wirtz, MD Clinical Instructor Clinical Instructor Sean McNeeley, MD Larry Witmer, MD Clinical Instructor Clinical Instructor Janet Merlack-Maiocco, MSN Ann Marie Witt, MD Clinical Instructor Clinical Instructor Beena Minai, MD Cynthia Zelis, MD Clinical Instructor Clinical Instructor Carol Noall, MD Clinical Instructor Department of Family Elizabeth O’Dair, MD Clinical Instructor Medicine, Cleveland Clinic Matthew Pawlicki, MD Foundation Clinical Instructor Michelle Platz, MD John Hickner, MD Chair Clinical Instructor John Hickner, MD Tod Podl, MD Professor Clinical Instructor Lisa DeSantis, MD Elizabeth Ranasinghe, MD Assistant Professor Clinical Instructor Aphrodite Papadakis, MD Kim Robusto, MD Assistant Professor Catherine Sheridan, MD Clinical Assistant Professor 254 School of Medicine

Department of Family Instructor Jaspinder Dhillon, MD Medicine, MetroHealth Instructor Medical Center Michelle Dietz, MD Instructor James Campbell, MD Christopher Gillespie, MD James Campbell, MD Instructor Professor Melanie Leu, MD Christine Alexander, MD Instructor Associate Professor Karim Lopez, MD Robert Kelly, MD Instructor Associate Professor Hemalatha Senthilkumar, MD Christine Antenucci, MD Instructor Assistant Professor Amy Zack, MD Mary Corrigan, MD Instructor Assistant Professor Joseph Baker, MD Jaividhya Dasarathy, MD Senior Instructor Assistant Professor Nathan Beachy, MD Gaby El-Khoury, MD Senior Instructor Assistant Professor Iyabode Adebambo, MD Christine Fischer, MD Clinical Associate Professor Assistant Professor Anne Wise, MD Wayne Forde, MD Clinical Assistant Professor Assistant Professor Fassil Gemechu, MD Eric Friess, MD Clinical Senior Instructor Assistant Professor Daniel Shank, MD Kenneth Frisof, MD Clinical Senior Instructor Assistant Professor Ethel Smith, MD Joseph Labastille, MD Clinical Senior Instructor Assistant Professor Antoinette Abou-Haidar, MD Sheng Liu, MD Clinical Instructor Assistant Professor Rebecca Lowenthal, MD Mary Massie-Story, MD Clinical Instructor Assistant Professor James Misak, MD Assistant Professor Michael Raddock, MD Assistant Professor Satinderpal Sandhu, MD Assistant Professor Michael Seidman, MD Assistant Professor Douglas Van Auken, MD Assistant Professor Wendy Cicek, MD Case Western Reserve University 255

Department of Medicine, Professor Mukesh K. Jain, MD University Hospitals Case Professor Medical Center John Johnson, MD Professor Richard Walsh, MD Chair Richard Josephson, MD Baha Arafah, MD Professor Professor Timothy Kern, PhD Keith Armitage, MD Professor Professor Hillard Lazarus, MD Eric Arts, PhD Professor Professor Michael Lederman, MD Ali Askari, MD Professor Professor Alan Levine, PhD Nathan Berger, MD Professor Professor Nathan Levitan, MD W. Henry Boom, MD Professor Professor Charles Malemud, PhD Amitabh Chak, MD Professor Professor Sanford Markowitz, MD, PhD Fabio Cominelli, MD, PhD Professor Professor Neal Meropol, MD Brenda Cooper, MD Professor Professor Richard Miller, MD Gregory Cooper, MD Professor Professor Hugo Montenegro, MD Marco Costa, MD, PhD Professor Professor Daniel Ornt, MD Thomas Dick, PhD Professor Professor Ileana Pina, MD Clark Distelhorst, MD Professor Professor Robert Salata, MD James Fang, MD Professor Professor Alvin Schmaier, MD Michel Farah, MD Professor Professor W. Sedwick, PhD Saul Genuth, MD Professor Professor Daniel Simon, MD Stanton Gerson, MD Professor Professor Michael Smith, MD Brian Hoit, MD Professor Donald Hricik, MD Professor Faramarz Ismail-Beigi, MD, PhD 256 School of Medicine

Professor Associate Professor Bruce Stambler, MD Afshin Dowlati, MD Professor Associate Professor Jonathan Stamler, MD Barry Effron, MD Professor Associate Professor Kingman Strohl, MD Pingfu Feng, MD, PhD Professor Associate Professor Zahra Toossi, MD Steven Fisher, MD Professor Associate Professor Erik Van Lunteren, MD Pierre Gholam, MD Professor Associate Professor Albert Waldo, MD Barbara Gripshover, MD Professor Associate Professor Richard Walsh, MD Carla Harwell, MD Professor Associate Professor Jay Wish, MD Rana Hejal, MD Professor Associate Professor Terry Wolpaw, MD Douglas Hess, PhD Professor Associate Professor Daniel Wolpaw, MD Christina Hirsch, MD Professor Associate Professor Richard Wong, MD Karen Horowitz, MD Professor Associate Professor Jackson Wright, MD, PhD Gerard Isenberg, MD Professor Associate Professor Donald Anthony, MD, PhD Jeffry Katz, MD Associate Professor Associate Professor Mauricio Arruda, MD Tom Lassar, MD Associate Professor Associate Professor Joshua Augustine, MD Lili Liu, MD, PhD Associate Professor Associate Professor Joseph Baar, MD, PhD Judith Mackall, MD Associate Professor Associate Professor Bruce Berger, MD Shigemi Matsuyama, PhD Associate Professor Associate Professor David Bobak, MD Reena Mehra, MD Associate Professor Associate Professor Carolyn Cacho Bowman, MD Carl Orringer, MD Associate Professor Associate Professor David Canaday, MD Jose Ortiz Case Western Reserve University 257

Associate Professor Assistant Professor Anthony Post, MD Rajesh Chandra, MD Associate Professor Assistant Professor Cheng-Kui Qu, MD, PhD Cindylou Connell, MD, PhD Associate Professor Assistant Professor Mahboob Rahman, MD Matthew Cooney, MD Associate Professor Assistant Professor Jeffrey Renston, MD Frederick Creighton, MA Associate Professor Assistant Professor Robert Schilz, MD, PhD Linda Cummings, MD Associate Professor Assistant Professor Scott Sieg, PhD Michael Cunningham, MD Associate Professor Assistant Professor Richard Silver, MD Elliott Dasenbrook, MD Associate Professor Assistant Professor Paula Silverman, MD Ismail Dreshaj, MD, PhD Associate Professor Assistant Professor Michael Simonson, BA Ashley Faulx, MD Associate Professor Assistant Professor Ajay Sood, MD Scott Fulton, MD Associate Professor Assistant Professor Carlos Subauste, MD Yong Gao, PhD Associate Professor Assistant Professor G. Atkins, MD, PhD Joseph Gibbons, MD Assistant Professor Assistant Professor Dahlia Awais, MD Robert Goldstein, MD Assistant Professor Assistant Professor Hiram Bezerra, MD Lloyd Greene, MD Assistant Professor Assistant Professor Kenneth Bodziak, MD Saptarsi Haldar, MD Assistant Professor Assistant Professor Joseph Bokar, MD, PhD Austin Halle, MD Assistant Professor Assistant Professor Rebecca Boxer, MD Anne Hamik, MD, PhD Assistant Professor Assistant Professor Ivan Cakulev, MD Mariel Harris, MD Assistant Professor Assistant Professor Erica Campagnaro, MD Chunfa Huang, PhD Assistant Professor Assistant Professor Teresa Carman, MD Lamia Ibrahim, MD 258 School of Medicine

Assistant Professor Assistant Professor Marta Jakubowycz, MD Aaron Proweller, MD, PhD Assistant Professor Assistant Professor Joseph Jozic, MD Diana Ramirez-Bergeron, PhD Assistant Professor Assistant Professor Tamila Kindwall-Keller, MD Amy Jo Ray, MD Assistant Professor Assistant Professor Henry Koon, MD Benigno Rodriguez, MD Assistant Professor Assistant Professor Armand Krikorian, MD Roxana Rojas, MD Assistant Professor Assistant Professor Smitha Krishnamurthi, MD Noah Rosenthal, MD Assistant Professor Assistant Professor Debra Leizman, MD Jayakumar Sahadevan, MD Assistant Professor Assistant Professor Tracy Lemonovich, MD Huda Salman, MD Assistant Professor Assistant Professor Zhiyong Lin, PhD Joel Saltzman, MD Assistant Professor Assistant Professor Michelle Lisgaris, MD Panos Savvides, MD Assistant Professor Assistant Professor Ganapati Mahabaleshwar, PhD Can Shi, PhD Assistant Professor Assistant Professor Sri Krishna Mohan, MD Ilke Sipahi, MD Assistant Professor Assistant Professor Lavinia Negrea, MD Qi-An Sun, PhD Assistant Professor Assistant Professor Marvin Nieman, PhD Lois Teston, MD Assistant Professor Assistant Professor Charles Nock, MD Sapna Thomas, MD Assistant Professor Assistant Professor Cynthia Owusu, MD Yunmei Wang, PhD Assistant Professor Assistant Professor Aparna Padiyar, MD Van Warren, MD Assistant Professor Assistant Professor Sahil Parikh, MD Gregory Warren, MD Assistant Professor Assistant Professor Mariana Petrozzi, MD Patrick Whelan, MD Assistant Professor Assistant Professor Tanyanika Phillips, MD William Wolf, MD Case Western Reserve University 259

Assistant Professor Instructor Jonathan Wynbrandt, MD Prasun Mishra, MD Assistant Professor Instructor Benjamin Young, MD Helen Moinova, PhD Assistant Professor Instructor David Zidar, MD, PhD Mohammad Sohail, MD Assistant Professor Instructor Aaron Kistemaker, MD Evi Stavrou, MD Senior Instructor Instructor Karen Parker, MD, PhD Willem van Heeckeren, MD, PhD Senior Instructor Instructor Rosetta Rowbottom, MD Senior Instructor Louis Stokes Cleveland VA Bindu Shah, MD Senior Instructor Medical Center Faculty Vasu Sidagam, MD Senior Instructor Murray Altose, MD Professor Riaz Ahmad, MD Instructor David Aron, MD Professor Dileep Atluri, MD Instructor Robert Bonomo, MD Professor Paolo Caimi, MD Instructor Curtis Donskey, MD Associate Professor Lopamundra Das, PhD Instructor Yngve Falck-Ytter, MD Associate Professor Maria Espinosa, MD Instructor Thomas Hornick, MD Associate Professor Stephen Fink, PhD Instructor Margaret Kinnard, MD Associate Professor Mazen Jarach, MD Instructor Susan Kirsh, MD Associate Professor Wei Jiang, MD Instructor Thomas Knauss, MD Associate Professor Ravneet Kaleka, MD Instructor Scott Ober, MD Associate Professor Upendra Raj Kaphle, MD Instructor Clifford Packer, MD Associate Professor Nathan Langer, MD Instructor Mamta Singh, MD Rom Leidner, MD 260 School of Medicine

Associate Professor Assistant Professor Lisa Arfons, MD Marina Silveira, MD Assistant Professor Assistant Professor Sarah Augustine, MD Simran Singh, MD Assistant Professor Assistant Professor Julio Barcena, MD Deepjot Singh, MD Assistant Professor Assistant Professor David Blumenthal, MD Marion Skalweit, MD, PhD Assistant Professor Assistant Professor Teresa Dolinar, MD Todd Smith, MD Assistant Professor Assistant Professor Jihane Faress, MD Usha Stiefel, MD Assistant Professor Assistant Professor Jonathan Goldberg, MD Brook Watts, MD Assistant Professor Assistant Professor Mauricio Hong, MD Elizabeth Weinstein, MD Assistant Professor Assistant Professor Anselma Intini, MD Gopala Yadavalli, MD Assistant Professor Assistant Professor Frank Jacono, MD Jinhua Zhao, MD Assistant Professor Assistant Professor Megan McNamara, MD Robin Jump, MD, PhD Assistant Professor Senior Instructor Ronda Mourad, MD Federico Perez, MD Assistant Professor Senior Instructor Sally Namboodiri, MD Mark Carlson, MD Assistant Professor Adjunct Professor Arabi Naso, MD Shih-Ann Chen, MD Assistant Professor Adjunct Professor Muralidhar Pallaki, MD Jeffrey Kern, MD Assistant Professor Adjunct Professor Helen Pelecanos, MD Charles Landefeld, MD Assistant Professor Adjunct Professor Mathilde Pioro, MD Stuart Le Grice, PhD Assistant Professor Adjunct Professor Indiresha Ramachandra, MD Edward Lesnefsky, MD Assistant Professor Adjunct Professor Mary Ann Richmond, MD Adel Mahmoud, MD, PhD Assistant Professor Adjunct Professor Amy Schechter, MD Roy Mugerwa, MD Case Western Reserve University 261

Adjunct Professor Adjunct Professor Reynold Panettieri, MD David Shlaes, MD, PhD Adjunct Professor Adjunct Professor Massimo Pinzani, MD, PhD Michael Cho, PhD Adjunct Professor Adjunct Associate Professor Susan Redline, MD Richard Fortinsky, PhD Adjunct Professor Adjunct Associate Professor Scot Remick, MD John Foulds, PhD Adjunct Professor Adjunct Associate Professor David Stevens, MD Sally Hodder, MD Adjunct Professor Adjunct Associate Professor James Willson, MD C. Kent Kwoh, MD Adjunct Professor Adjunct Associate Professor Sidney Wolfe, MD David Litaker, MD Adjunct Professor Adjunct Associate Professor Robert Botti, MD Scott Mader, MD Clinical Professor Adjunct Associate Professor Robert Cameron, MD Rafael Mattera, PhD Clinical Professor Adjunct Associate Professor Peter DeOreo, MD Mary Mazanec, MD Clinical Professor Adjunct Associate Professor Kevin Geraci, MD Vincent Pompili, MD Clinical Professor Adjunct Associate Professor Edgar Jackson Jr., MD Robert Wallis, MD Clinical Professor Adjunct Associate Professor Lawrence Kent, MD Philip Anderson, MD Clinical Professor Clinical Associate Professor Joseph Krall, MD Arman Askari, MD Clinical Professor Clinical Associate Professor Frederic Lafferty, MD Steven Bass, MD Clinical Professor Clinical Associate Professor Richard Levy, MD Edmond Blades, MD Clinical Professor Clinical Associate Professor Lawrence Martin, MD James Boyle, MD Clinical Professor Clinical Associate Professor Adrian Schnall, MD Hadley Clarren, MD Clinical Professor Clinical Associate Professor Harris Taylor, MD Mark Cooper, MD Clinical Professor Clinical Associate Professor Louis Rice, MD Richard Creger, PhD 262 School of Medicine

Clinical Associate Professor Adjunct Assistant Professor Robert Haynie, MD, PhD Miguel Quinones-Mateu, PhD Clinical Associate Professor Adjunct Assistant Professor Todd Locke, MD Ismail Ahmed, MD Clinical Associate Professor Clinical Assistant Professor John Marshall, MD Nadim Al-Mubarak, MD Clinical Associate Professor Clinical Assistant Professor Mahmood Pazirandeh, MD Mirza Baig, MD Clinical Associate Professor Clinical Assistant Professor Franklin Plotkin, MD Cynthia Bamford, MD Clinical Associate Professor Clinical Assistant Professor John Sheehan, MD Agustus Beck, MD Clinical Associate Professor Clinical Assistant Professor Joseph Sopko, MD William Benish, MD Clinical Associate Professor Clinical Assistant Professor Gary Rosenthal, MD George Bernstein, MD Adjunct Associate Professor Clinical Assistant Professor Zuhayr Madhun, MD Shyam Bhakta, MD Clinical Associate Professor Clinical Assistant Professor Georgia Anetzberger, PhD Dorothy Bradford, MD Adjunct Assistant Professor Clinical Assistant Professor Kenneth Covinsky, MD Patrick Bray, MD Adjunct Assistant Professor Clinical Assistant Professor James Finigan, MD Robert Brenner, MD Adjunct Assistant Professor Clinical Assistant Professor John Gunstad, PhD Stephen Burgun, MD Adjunct Assistant Professor Clinical Assistant Professor Joel Hughes, PhD Sudhakar Chandurkar, MD Adjunct Assistant Professor Clinical Assistant Professor Said Ibrahim, MD Richard Chmielewski, MD Adjunct Assistant Professor Clinical Assistant Professor Moses Joloba, MD Richard Christie, MD Adjunct Assistant Professor Clinical Assistant Professor Edward Katongole-Mbidde, MD, PhD Robert Cirino, MD Adjunct Assistant Professor Clinical Assistant Professor Harriet Mayanja-Kizza, MD Walter Clark Jr., MD Adjunct Assistant Professor Clinical Assistant Professor Peter Mugyenyi, MD David Cogan, MD Adjunct Assistant Professor Clinical Assistant Professor Cissy Mutuluuza, MD John Coletta, MD Case Western Reserve University 263

Clinical Assistant Professor Clinical Assistant Professor Lloyd Cook, MD Emil Hayek, MD Clinical Assistant Professor Clinical Assistant Professor Eleanor Davidson, MD David Headen, MD Clinical Assistant Professor Clinical Assistant Professor Brendan Duffy, MD Kimberly Huck, BSN Clinical Assistant Professor Clinical Assistant Professor Fadi El-Atat, MD Atul Hulyalkar, MD Clinical Assistant Professor Clinical Assistant Professor Emmanuel Elueze, MD Osama Ibrahim, MD Clinical Assistant Professor Clinical Assistant Professor Donald Epstein, MD Ida Jahed, MD Clinical Assistant Professor Clinical Assistant Professor Howard Epstein, MD Andrew Jimerson, MD Clinical Assistant Professor Clinical Assistant Professor Naim Farhat, MD Matthew Kaminski, MD Clinical Assistant Professor Clinical Assistant Professor Elizabeth Fine, MD Catherine Keating, MD Clinical Assistant Professor Clinical Assistant Professor Douglas Flagg, MD Jennifer Kidd, MD Clinical Assistant Professor Clinical Assistant Professor Samuel Friedlander, MD Richard King, MD Clinical Assistant Professor Clinical Assistant Professor Bartolomeo Giannattasio, MD Thomas King, MD Clinical Assistant Professor Clinical Assistant Professor David Gottesman, MD Jonathan Klarfeld, MD Clinical Assistant Professor Clinical Assistant Professor Thomas Graber, MD Kent Knauer, MD Clinical Assistant Professor Clinical Assistant Professor Giesele Greene, MD Michael Koehler, MD Clinical Assistant Professor Clinical Assistant Professor Ewa Gross-Sawicka, MD Deforia Lane, PhD Clinical Assistant Professor Clinical Assistant Professor Thomas Gruen, MD James Lane Jr., MD Clinical Assistant Professor Clinical Assistant Professor Vinay Gudena, MD Andrew Liu, MD, PhD Clinical Assistant Professor Clinical Assistant Professor Abdul Haji, MD Bruce Lowrie, MD Clinical Assistant Professor Clinical Assistant Professor Gregory Hall, MD Charles Mbanefo, MD 264 School of Medicine

Clinical Assistant Professor Clinical Assistant Professor Michael McKenna, MD Jonathan Scharfstein, MD Clinical Assistant Professor Clinical Assistant Professor Rajendra Mehta, MD Mark Shaffer, MD Clinical Assistant Professor Clinical Assistant Professor Romeo Miclat, MD Eric Shapiro, MD Clinical Assistant Professor Clinical Assistant Professor Sanford Miller, MD Bruce Sherman, MD Clinical Assistant Professor Clinical Assistant Professor Janet Morgan, MD David Smith, MD Clinical Assistant Professor Clinical Assistant Professor Jay Morrow, MD Richard Stein, MD Clinical Assistant Professor Clinical Assistant Professor Kenneth Nekl, MD William Steiner II, MD, PhD Clinical Assistant Professor Clinical Assistant Professor John Nemunaitis, MD John Stephens, MD Clinical Assistant Professor Clinical Assistant Professor Michael Nochomovitz, MD Krishnan Sundararajan, MD Clinical Assistant Professor Clinical Assistant Professor Janet O’Hara, MD Adnan Tahir, MD Clinical Assistant Professor Clinical Assistant Professor Mohammed Osman, MD Amir Taraben, MD Clinical Assistant Professor Clinical Assistant Professor Michael Pollack, MD Clarence Taylor, MD Clinical Assistant Professor Clinical Assistant Professor Mona Reed, MD Kimberly Thomsen, MD Clinical Assistant Professor Clinical Assistant Professor Robert Richardson, MD Hakon Torjesen, M PH, MD Clinical Assistant Professor Clinical Assistant Professor David Rosenberg, MD Emmanuel Tuffuor, MD Clinical Assistant Professor Clinical Assistant Professor Allan Rosenfield, MD Melanie Tyler, MD Clinical Assistant Professor Clinical Assistant Professor Elizabeth Roter, MD Arthur Van Dyke, MD Clinical Assistant Professor Clinical Assistant Professor Stephen Rudolph, MD, PhD Mohammed Varghai, MD Clinical Assistant Professor Clinical Assistant Professor Satnam Sandhu, MD Hazel Veloso, MD Clinical Assistant Professor Clinical Assistant Professor Suzanne Schaffer, MD Matthew Wayne, MD Case Western Reserve University 265

Clinical Assistant Professor Clinical Senior Instructor David Weiner, MD Shelby Cash, MD Clinical Assistant Professor Clinical Senior Instructor Charles Wellman, MD Byron Coffman, MD Clinical Assistant Professor Clinical Senior Instructor Thomas Wilson, MD James Coviello, MD Clinical Assistant Professor Clinical Senior Instructor Peter Yang, MD Ronald Cowan, PhD Clinical Assistant Professor Clinical Senior Instructor Eric Yasinow, MD Thomas Craig, MD Clinical Assistant Professor Clinical Senior Instructor Elizabeth Kern, MD Debra DeJoseph, MD Adjunct Assistant Professor Clinical Senior Instructor Daniel Brustein, MD Anthony Dota, MD Clinical Assistant Professor Clinical Senior Instructor Hanspreet Kaur, MD Margaret Eckstein, MD Clinical Assistant Professor Clinical Senior Instructor Gerald Strauss, PhD Michael Eckstein, MD Clinical Assistant Professor Clinical Senior Instructor Moses Kamya, MD Donald Eghobamien, MD Adjunct Senior Professor Clinical Senior Instructor Jay Alagarsamy, MD Evelyn Erokwu, MD Clinical Senior Instructor Clinical Senior Instructor Elizabeth Babcox, MD John Eyre, MD Clinical Senior Instructor Clinical Senior Instructor Ronald Bacik, MD Frederick Harris, MD Clinical Senior Instructor Clinical Senior Instructor John Baniewicz, MD Katarzyna Hause-Wardega, MD Clinical Senior Instructor Clinical Senior Instructor Jill Barry, MD George Hawwa, MD Clinical Senior Instructor Clinical Senior Instructor Robert Bellamy, MD Marwan Hilal, MD Clinical Senior Instructor Clinical Senior Instructor Nancy Beller, MD Alan Hirsh, MD Clinical Senior Instructor Clinical Senior Instructor Jyoti Bhatt, MD Karen Hummel, MD Clinical Senior Instructor Clinical Senior Instructor Barry Brooks, MD David Hutt, MD Clinical Senior Instructor Clinical Senior Instructor Christopher Cartellone, MD Philip Junglas, MD 266 School of Medicine

Clinical Senior Instructor Clinical Senior Instructor Georgianna Kates, MD Andrew Parchman, MD Clinical Senior Instructor Clinical Senior Instructor Prashanth Katrapati, MD David Parris, MD Clinical Senior Instructor Clinical Senior Instructor Sona Kirpekar, MD Brenda Perryman, MD Clinical Senior Instructor Clinical Senior Instructor Michael Kirsch, MD Sheldon Polster, MD Clinical Senior Instructor Clinical Senior Instructor Douglas Kohler, MD Gopi Prithviraj, MD Clinical Senior Instructor Clinical Senior Instructor Alan Kravitz, MD Jayati Rakhit, MD Clinical Senior Instructor Clinical Senior Instructor Marie Kuchynski, MD Arnold Rosenzweig, MD Clinical Senior Instructor Clinical Senior Instructor Praveer Kumar, MD Raymond Rozman Jr., MD Clinical Senior Instructor Clinical Senior Instructor James Loveland, MD Steven Schwartz, MD Clinical Senior Instructor Clinical Senior Instructor Ghai Lu, MD James Senft, MD, PhD Clinical Senior Instructor Clinical Senior Instructor John Ludgin, MD Iram Siddiqui, MD Clinical Senior Instructor Clinical Senior Instructor Lonnie Marsh, MD Roxana Stanescu, MD Clinical Senior Instructor Clinical Senior Instructor Nancy McBride, MD Richard Stein, MD Clinical Senior Instructor Clinical Senior Instructor Rupal Mehta, MD Denise Stern, MD Clinical Senior Instructor Clinical Senior Instructor Daniel Mendlovic, MD Jameelah Strickland, MD Clinical Senior Instructor Clinical Senior Instructor Jill Miller, MD Kathryn Tawney, MD Clinical Senior Instructor Clinical Senior Instructor Mohammad Moayeri, MD Daniela Tcaciuc, MD Clinical Senior Instructor Clinical Senior Instructor Brian O’Leary, MD Richard Tomm, MD Clinical Senior Instructor Clinical Senior Instructor Peter Oppelt, MD Kevin Trangle, MD Clinical Senior Instructor Clinical Senior Instructor Mukul Pandit, MD Steven Turoczi, MD Case Western Reserve University 267

Clinical Senior Instructor Clinical Instructor Miriam Vishny, MD Mehrdad Asgeri, MD Clinical Senior Instructor Clinical Instructor Gregory Watts, MD Nabil Azar, MD Clinical Senior Instructor Clinical Instructor Jason Weingart, MD Haitham Azem, MD Clinical Senior Instructor Clinical Instructor Stephanie Whitko, MD Samia Baaklini, MD Clinical Senior Instructor Clinical Instructor Erika Whitney, MD Benson Babu, MD Clinical Senior Instructor Clinical Instructor Mourad Fanous, MD Mohan Bafna, MD Clinical Senior Instructor Clinical Instructor Patria Gerardo, MD Harigopal Balaji, MD Clinical Senior Instructor Clinical Instructor Amy Hirsch, MD Cynthia Balina, MD Clinical Senior Instructor Clinical Instructor Gregory Stefano, MD Mitchell Ballin, MD Clinical Senior Instructor Clinical Instructor Kristen Arseneau, MS Richard Banozic, MD Adjunct Instructor Clinical Instructor Diana Atwiine, MD John Baron, MD Adjunct Instructor Clinical Instructor Josaphat Byamugisha Tamar Bejanishvili, MD Adjunct Instructor Clinical Instructor Grace Muzanye, MD Mark Bergman, MD, PhD Adjunct Instructor Clinical Instructor Francis Ssali, MD Barbara Berman, MA Adjunct Instructor Clinical Instructor Sarah Zalwango, MD Cristiana Boieru, MD Adjunct Instructor Clinical Instructor Rami Abbass, MD Rita Bonomo, MD Clinical Instructor Clinical Instructor Satya Acharya, MD Delorise Brown, MD Clinical Instructor Clinical Instructor Tosaddaq Ahmed, MD Roy Buchinsky, MD Clinical Instructor Clinical Instructor May Al-Abousi, MD Denise Carter-O’Gorman, MSW Clinical Instructor Clinical Instructor Bennie Allison, MD Kenneth Challener, MD 268 School of Medicine

Clinical Instructor Clinical Instructor Vincent Dalessandro, MD Jane Hart, MD Clinical Instructor Clinical Instructor Paula Deuley, MD Antoaneta Ilieva, MD Clinical Instructor Clinical Instructor Elliot Dickman, MD, PhD Belagodu Kantharaj, MD Clinical Instructor Clinical Instructor Robert Dohar, MD Meera Kaphle, MD Clinical Instructor Clinical Instructor Raimantas Drublionis, MD Kamal Khalafi, MD Clinical Instructor Clinical Instructor Donald Ebersbacher, MD Parisa Khatibi, MD Clinical Instructor Clinical Instructor Ruben Escuro, MD Glenn Kluge, MD Clinical Instructor Clinical Instructor Gregg Faiman, MD Martine Kowal, MA Clinical Instructor Clinical Instructor Sandra Fakult, MD Shreeniwas Lele, MD Clinical Instructor Clinical Instructor Scott Feudo, MD Anju Lele, MD Clinical Instructor Clinical Instructor Denise Finkelstein, MD Wen-An Lin, MD Clinical Instructor Clinical Instructor Judah Friedman, MD Patrick Litam, MD Clinical Instructor Clinical Instructor Darci Friedman, MD Sean Lyons, MD Clinical Instructor Clinical Instructor Jason Fritz, MD Taras Mahlay, MD Clinical Instructor Clinical Instructor Philip Gigliotti, MD M.B. Mamlouk, MD Clinical Instructor Clinical Instructor Dennis Grossman, MD Chenguttai Manohar, MD Clinical Instructor Clinical Instructor Debra Guerini, MD Renee Mapus, MD Clinical Instructor Clinical Instructor Ramesh Gundapaneni, MD Scott Massien, MD Clinical Instructor Clinical Instructor Khodanpur Guruprasad, MD Elizabeth Mease, MD Clinical Instructor Clinical Instructor Ghassan Haddad, MD Mark Melamud, MD Case Western Reserve University 269

Clinical Instructor Clinical Instructor Michael Menolasino, MD Jon Reisman, MD Clinical Instructor Clinical Instructor Yasser Mikhail, MD Paul Rosman, MD Clinical Instructor Clinical Instructor Josephine Mikhail, MD Jack Rzepka, MD Clinical Instructor Clinical Instructor William Mills, MD Roopa Sankar, MD Clinical Instructor Clinical Instructor Yoram Moyal, MD Donna Sexton, MD Clinical Instructor Clinical Instructor Valji Munjapara, MD Stephen Shaw, MD Clinical Instructor Clinical Instructor Madeleine Murphy, MSN Jay Sidloski, MD Clinical Instructor Clinical Instructor Priti Nair, MD Blazenka Skugor, MD Clinical Instructor Clinical Instructor Irina Papirova, MD Gabriel Stanescu, MD Clinical Instructor Clinical Instructor Hoon Park, MD Jason Stern, MD Clinical Instructor Clinical Instructor Anil Patel, MD Elaine Stevens, Clinical Instructor Clinical Instructor Charles Pavluk, MD Tea Tchelidze, MD Clinical Instructor Clinical Instructor Gil Peleg, MD Senthil Thambidorai, MD Clinical Instructor Clinical Instructor Roman Petroff, MD Robin Thomas, MD Clinical Instructor Clinical Instructor Latha Pillai, MD Kandasamy Umapathy, MD Clinical Instructor Clinical Instructor Jacqueline Ponsky, MA Priyadharshini Umapathy, MD Clinical Instructor Clinical Instructor Andrei Popescu, MD, PhD Virginia Vatev, MD Clinical Instructor Clinical Instructor Franklin Price, MD S Venkatasubramanian, MD Clinical Instructor Clinical Instructor Eshwar Punjabi, MD Felix Vilinsky, MD Clinical Instructor Clinical Instructor Amy Reese, MD Claudia Villabona, MD 270 School of Medicine

Clinical Instructor Department of Medicine, Franjo Vladic, MD Clinical Instructor Cleveland Clinic Lerner Jennifer Vollweiler, MD College of Medicine Clinical Instructor Brian Mandell, MD, PhD Alan Wiggers, MD Clinical Instructor David Adelstein, MD Barbara Williams, MD Professor Clinical Instructor Robin Avery, MD Brian Wolovitz, MD Professor Clinical Instructor John Bartholomew, MD Carlos Zevallos, MD Professor Clinical Instructor Brian Bolwell, MD Frank Aguayo, ASSC Professor Clinical Instructor David Bronson, MD Smyma Nassar Antoun, MD Professor Clinical Instructor George Budd, MD Sheikh Asaduzzaman, MD Professor Clinical Instructor Leonard Calabrese, MD Melissa Cappaert, MA Professor Clinical Instructor William Carey, MD Maissaa Janbain, MD Professor Clinical Instructor Jeffrey Cohen, MD Richard Leseman, ASSC Professor Clinical Instructor Edward Copelan, MD Aimee Mandapat, MD Professor Clinical Instructor Elaine Dannefer, PhD Attila Nemeth, MD Professor Clinical Instructor Mellar Davis, MD Augustus Policarpio, MD Professor Clinical Instructor Robert Dreicer, MD Susan Sangiorgi, BS Professor Clinical Instructor Raed Dweik, MD Ramakant Sharma, MD Professor Clinical Instructor Stephen Ellis, MD Joseph Singh, MD Professor Clinical Instructor Serpil Erzurum, MD Anush Wadhwa, MD Professor Clinical Instructor Kathleen Franco-Bronson, MD Professor Ram Ganapathi, PhD Professor Gary Hoffman, MD Professor Peter Imrey, PhD Case Western Reserve University 271

Professor Professor Matt Kalaycio, MD William Peacock, MD Professor Professor Samir Kapadia, MD Derek Raghavan, MD, PhD Professor Professor Michael Kattan, PhD Stephen Rao, PhD Professor Professor Donald Kirby, MD Richard Rudick, MD Professor Professor Allan Klein, MD Bo Shen, MD Professor Professor Bret Lashner, MD Randall Starling, MD Professor Professor Richard Lederman, MD, PhD James Stoller, MD Professor Professor Kerry Levin, MD John Sweetenham, MD Professor Professor A. Lincoff, MD David Taylor, MD Professor Professor Sharon Mace, MD Christine Taylor, PhD Professor Professor Jaroslow Maciejewski, MD Stewart Tepper, MD Professor Professor Roger Macklis, MD James Thomas, MD Professor Professor Donald Malone, MD E. Tuzcu, MD Professor Professor Brian Mandell, MD, PhD Bruce Wilkoff, MD Professor Professor Thomas Marwick, MD, PhD Jeffrey Wisnieski, MD Professor Professor Arthur Mc Cullough, MD James Young, MD Professor Professor Atul Mehta, MD Loutfi Aboussouan, MD Professor Associate Professor Ravi Nair, MD Anjali Advani, MD Professor Associate Professor Steven Nissen, MD Mina Chung, MD Professor Associate Professor Nancy Obuchowski, PhD Chad Deal, MD 272 School of Medicine

Associate Professor Associate Professor Milind Desai, MD Mark Mayer, MD Associate Professor Associate Professor Tanya Edwards, MD Daniel Mazanec, MD Associate Professor Associate Professor Nancy Foldvary-Schaefer, MD Todor Mazgalev, PhD Associate Professor Associate Professor Paul Ford, PhD Neil Mehta, MD Associate Professor Associate Professor Robert Fox, MD Barbara Messinger-Rapport, MD, PhD Associate Professor Associate Professor Frederick Frost, MD Franklin Michota, MD Associate Professor Associate Professor James Gebel, MD Deborah Miller, PhD Associate Professor Associate Professor Steven Gordon, MD Sherif Mossad, MD Associate Professor Associate Professor Ajay Gupta, MD David Peereboom, MD Associate Professor Associate Professor Leslie Heinberg, PhD Emilio Poggio, MD Associate Professor Associate Professor Roberts Hobbs, MD Curtis Rimmerman, MD Associate Professor Associate Professor Alan Hull, PhD Brian Rini, MD Associate Professor Associate Professor J. Isaacson, MD Mikkael Sekeres, MD Associate Professor Associate Professor Karen James, MD Norman So, MD Associate Professor Associate Professor Roop Kaw, MD Wai Hong Tang, MD Associate Professor Associate Professor Martin Kohn, PhD George Tesar, MD Associate Professor Associate Professor Jennifer Kriegler, MD Donald Underwood, MD Associate Professor Associate Professor Carol Langford, MD John Vargo, MD Associate Professor Associate Professor Alan Lichtin, MD Gregory Videtic, MD Associate Professor Associate Professor Steven Mawhorter, MD Nizar Zein, MD Case Western Reserve University 273

Associate Professor Assistant Professor Ume Abbas, MD Toufik Djemil, PhD Assistant Professor Assistant Professor Manmeet Ahluwalia, MD Steve Dorsey, MD Assistant Professor Assistant Professor Moises Auron-Gomez, MD Rakesh Engineer, MD Assistant Professor Assistant Professor Charles Bae, MD Ronan Factora, MD Assistant Professor Assistant Professor Pelin Batur, MD Tatiana Falcone, MD Assistant Professor Assistant Professor Jocelyn Bautista, MD Anne Flamm, JD Assistant Professor Assistant Professor Scott Bea, Psy D Donald Ford, MD Assistant Professor Assistant Professor Robert Bermel, MD Thomas Fraser, MD Assistant Professor Assistant Professor Mandeep Bhargava, MD Zhenghong Fu, PhD Assistant Professor Assistant Professor Saundra Bierer, PhD Jorge Garcia, MD Assistant Professor Assistant Professor Karen Broer, PhD Morton Goldman, MD Assistant Professor Assistant Professor David Bullard, MD Heather Gornik, MD Assistant Professor Assistant Professor Caroline Casserly, MD Eiran Gorodeski, MD Assistant Professor Assistant Professor Samuel Chao, MD Aric Greenfield, MD Assistant Professor Assistant Professor Soumya Chatterjee, MD John Greskovich, MD Assistant Professor Assistant Professor Kendalle Cobb, MD Abdo Haddad, MD Assistant Professor Assistant Professor Scott Cooper, MD, PhD Rula Hajj-Ali, MD Assistant Professor Assistant Professor Hamed Daw, MD Adrian Hernandez-Diaz, MD, PhD Assistant Professor Assistant Professor Firmin Deibel, PhD Joel Holland, MD Assistant Professor Assistant Professor Sevag Demirjian, MD Eileen Hsich, MD 274 School of Medicine

Assistant Professor Assistant Professor M. Husni, MD Gennady Neyman, PhD Assistant Professor Assistant Professor Fredric Hustey, MD Kathrin Nicolacakis, MD Assistant Professor Assistant Professor Lara Jehi, MD Mark Niebauer, MD, PhD Assistant Professor Assistant Professor Xian Jin, MD, PhD Craig Nielson, MD Assistant Professor Assistant Professor Stacey Jolly, MD Amy Nowacki, PhD Assistant Professor Assistant Professor Matthew Karafa, PhD Robert O’Shea, MD Assistant Professor Assistant Professor Sangeeta Kashyap, MD Malika Ouzidane, PhD Assistant Professor Assistant Professor Takhar Kasumov, PhD Mayur Pandya, MD Assistant Professor Assistant Professor Sumita Khatri, MD Mansour Parsi, MD Assistant Professor Assistant Professor Shakuntala Kothari, MD Nathan Pennell, MD, PhD Assistant Professor Assistant Professor Ajay Kumar, MD Michael Phelan, MD Assistant Professor Assistant Professor Deborah Kwon, MD Lori Posk, MD Assistant Professor Assistant Professor Steve Landers, MD Richard Pressler, MD Assistant Professor Assistant Professor Yu-Shang Lee, PhD Jose Provencio, MD Assistant Professor Assistant Professor Mandy Leonard, Phm D John Queen, MD Assistant Professor Assistant Professor Ching-Yi Lin, PhD Frederic Reu, MD Assistant Professor Assistant Professor Gwendolyn Lynch, MD Michael Rocco, MD Assistant Professor Assistant Professor K.V. Menon, MD Cristina Rodriguez, MD Assistant Professor Assistant Professor Anita Misra-Hebert, MD Jerrold Saxton, MD Assistant Professor Assistant Professor Sankar Navaneethan, MD Jesse Schold, PhD Case Western Reserve University 275

Assistant Professor Assistant Professor Jennifer Sekeres, D PH Amy Windover, PhD Assistant Professor Assistant Professor Dale Shepard, MD, PhD Jun-Yen Yeh, PhD Assistant Professor Assistant Professor Rabin Shrestha, MD Naichang Yu, PhD Assistant Professor Assistant Professor Nabin Shrestha, MD Li Zhang, PhD Assistant Professor Assistant Professor Andrea Sikon, MD Georgiana Cheng, MD Assistant Professor Senior Instructor Stephen Smith, MD Lilian Gonsalves, MD Assistant Professor Clinical Professor Ronald Sobecks, MD Phillip Hall, MD Assistant Professor Clinical Professor Roderick Spears, MD Joseph Nally, MD Assistant Professor Clinical Professor Timothy Spiro, MD Klaus Sellheyer, MD Assistant Professor Clinical Professor Kevin Stephans, MD Robert Chatburn, ASSC Assistant Professor Adjunct Associate Professor Brian Stephany, MD Cynthia Deyling, MD Assistant Professor Clinical Associate Professor Le-Chu Su, MD, PhD Wilma Fowler-Bergfeld, MD Assistant Professor Clinical Associate Professor Jinny Tavee, MD Dan Neides, MD Assistant Professor Clinical Associate Professor Rahul Tendulkar, MD Alexander Rae-Grant, MD Assistant Professor Clinical Associate Professor Kathryn Teng, MD Mary Rensel, MD Assistant Professor Clinical Associate Professor Marisa Tungsiripat, MD Patrick Sweeney, MD Assistant Professor Clinical Associate Professor David Van Duin, MD Amir Hamrahian, MD Assistant Professor Adjunct Assistant Professor Esteban Walker, PhD Daniel Allan, MD Assistant Professor Clinical Assistant Professor Xiaofeng Wang, PhD M. Alraies, MD Assistant Professor Clinical Assistant Professor Douglas Wilkinson, PhD Rubin Bahuva, MD 276 School of Medicine

Clinical Assistant Professor Clinical Assistant Professor Jan Bautista, MD Richard Devans, MD Clinical Assistant Professor Clinical Assistant Professor Henry Blair, MD Laura Dorr-Lipold, MD Clinical Assistant Professor Clinical Assistant Professor Tricia Bravo, MD Michelle Drerup, Psy D Clinical Assistant Professor Clinical Assistant Professor Matt Bunyard, MD Suzanne Engel-Kominsky, MD Clinical Assistant Professor Clinical Assistant Professor Scott Burg, MD Kristen Englund, MD Clinical Assistant Professor Clinical Assistant Professor Brent Burkey, MD Martina Ferraro, MD Clinical Assistant Professor Clinical Assistant Professor Olivia Cai, MD Hanna Freyle, MD Clinical Assistant Professor Clinical Assistant Professor Robert Cain, MD Abby Goulder Abelson, MD Clinical Assistant Professor Clinical Assistant Professor John Campbell, MD Thomas Gretter, MD Clinical Assistant Professor Clinical Assistant Professor Thadeo Catacutan, MD David Gugliotti, MD Clinical Assistant Professor Clinical Assistant Professor Phillip Catanzaro, MD, PhD Victor Hajjar, MD Clinical Assistant Professor Clinical Assistant Professor Stephen Chen, MD Aaron Hamilton, MD Clinical Assistant Professor Clinical Assistant Professor Suzan Cheng, MD Brian Harte, MD Clinical Assistant Professor Clinical Assistant Professor Bonita Coe, MD Stephen Hayden, MD Clinical Assistant Professor Clinical Assistant Professor Cathy Cooper, MD Eileen Herbert, MD Clinical Assistant Professor Clinical Assistant Professor Timothy Crone, MD Kevin Hopkins, MD Clinical Assistant Professor Clinical Assistant Professor Phillip Cusumano, MD Leonard Horwitz, MD Clinical Assistant Professor Clinical Assistant Professor Roman Dale, MD John Jewell, MD Clinical Assistant Professor Clinical Assistant Professor Jorgelina de Sanctis, MD Robert Juhasz, MD Clinical Assistant Professor Clinical Assistant Professor Irene Dejak, MD Saurabh Kandpal, MD Case Western Reserve University 277

Clinical Assistant Professor Clinical Assistant Professor Ossam Khan, MD Robert Patrick, MD Clinical Assistant Professor Clinical Assistant Professor Richard Kim, MD Holly Pederson, MD Clinical Assistant Professor Clinical Assistant Professor Margaret Kranyak, MD Anbazhagan Prabhakaran, MD Clinical Assistant Professor Clinical Assistant Professor Richard Kratche, MD Kathleen Quinn, MD Clinical Assistant Professor Clinical Assistant Professor Collin Kroen, MD Michael Rabovsky, MD Clinical Assistant Professor Clinical Assistant Professor Daesung Lee, MD Anuradha Ramaswamy, MD Clinical Assistant Professor Clinical Assistant Professor Vincent Lee, MD Susan Rehm, MD Clinical Assistant Professor Clinical Assistant Professor W. Lefferts, MD Sheila Rice Dane, MD Clinical Assistant Professor Clinical Assistant Professor Angelo Licata, MD, PhD Todd Rich, MD Clinical Assistant Professor Clinical Assistant Professor Donald Long, MD Bindu Sangani, MD Clinical Assistant Professor Clinical Assistant Professor Gilbert Lowenthal, MD Privanka Sharma, MD Clinical Assistant Professor Clinical Assistant Professor Sudhir Manda, MD Anita Shivadas, MD Clinical Assistant Professor Clinical Assistant Professor Lisa Marsh, MD Kumarpal Shrishrimal, MD Clinical Assistant Professor Clinical Assistant Professor Anthony Mastroianni, MD Vaishali Singh, MD Clinical Assistant Professor Clinical Assistant Professor Cyndee Miranda, MD David Streem, MD Clinical Assistant Professor Clinical Assistant Professor Ali Mirza, MD Daniel Sullivan, MD Clinical Assistant Professor Clinical Assistant Professor William Morris, MD Ghayyath Sultan, MD Clinical Assistant Professor Clinical Assistant Professor Vijaiganesh Nagarajan, MD Daniel Sweeney, MD Clinical Assistant Professor Clinical Assistant Professor Ghaith Noaiseh, MD Nabil Tadross, MD Clinical Assistant Professor Clinical Assistant Professor Mital Patel, MD Babak Tousi, MD 278 School of Medicine

Clinical Assistant Professor Department of Medicine, Thomas Tulisiak, MD Clinical Assistant Professor MetroHealth Medical Center Ali Usmani, MD M. Michael Wolfe, MD Chair Clinical Assistant Professor Andrew Vassil, MD Robert Bahler, MD Clinical Assistant Professor Professor Vicente Velez, MD Randall Cebul, MD Clinical Assistant Professor Professor Maria Giselle Velez, MD Alfred Connors, MD Clinical Assistant Professor Professor Carmen Vermont, MD Neal Dawson, MD Clinical Assistant Professor Professor Oussama Wazni, MD J. Donahue, MD Clinical Assistant Professor Professor Christopher Whinney, MD Mark Dunlap, MD Clinical Assistant Professor Professor Cynthia White, PhD Douglas Einstadter, MD Clinical Assistant Professor Professor Jeanne Zuber, MD Tariq Haqqi, MD Clinical Assistant Professor Professor Irene Druzina, MD Elizabeth Kaufman, MD Clinical Senior Instructor Professor Richard Lang, MD Muhammad Khan, MD Clinical Senior Instructor Professor Santhosh Thomas, MD William Lewis, MD Clinical Senior Instructor Professor Ashish Atreja, MD E. McFadden Jr., MD Clinical Instructor Professor Keith Fuller, MD Michael McFarlane, MD Clinical Instructor Professor Dileep Nair, MD Kevin Mullen, MD Clinical Instructor Professor Judith Scheman, PhD Elizabeth O’Toole, MD Clinical Instructor Professor Rahul Seth, MD Alice Petrulis, MD Clinical Instructor Professor Deborah Tepper, MD Julia Rose, PhD Clinical Instructor Professor David Rosenbaum, MD Professor Jeffrey Schelling, MD Professor John Sedor, MD Case Western Reserve University 279

Professor Associate Professor Ashwini Sehgal, MD Thomas Love, PhD Professor Associate Professor Nora Singer, MD Thomas Murphy, MD Professor Associate Professor Edward Sivak, MD Gregory Norris, MD Professor Associate Professor Bingcheng Wang, PhD Timothy O’Brien, MD Professor Associate Professor Dennis Auckley, MD James Pile, MD Associate Professor Associate Professor Stanley Ballou, MD Kara Quan, MD Associate Professor Associate Professor Leslie Bruggeman, PhD Marcia Silver, MD Associate Professor Associate Professor Ottorino Costantini, MD Philip Spagnuolo, MD Associate Professor Associate Professor Edward Crum, MD Joan Trey, MD Associate Professor Associate Professor Isabelle Deschenes, PhD Thomas Vrobel, MD Associate Professor Associate Professor Roy Ferguson, MD Edward Warren, MD Associate Professor Associate Professor Robert Finkelhor, MD Peter Wiest Associate Professor Associate Professor James Finley, MD, PhD Cheung Yue, MD Associate Professor Associate Professor Nicola Helm, MD Sajat Agarwal, MD Associate Professor Assistant Professor Michael Infeld, MD Mahi Ashwath, MD Associate Professor Assistant Professor David Kaelber, MD, PhD Ann Avery, MD Associate Professor Assistant Professor Robert Kalayjian, MD Jeffery Becker, MD Associate Professor Assistant Professor Mildred Lam, MD Mary Behmer, MD Associate Professor Assistant Professor Kenneth Laurita, PhD Shari Bolen, MD Associate Professor Assistant Professor Nora Lindheim, MD Patricia Campbell, MD 280 School of Medicine

Assistant Professor Assistant Professor Aleece Caron, PhD Jaya Goel, MD Assistant Professor Assistant Professor Grace Cater, MD Peter Greco, MD Assistant Professor Assistant Professor Roy Chung, MD D.R. Gunawardena, MD Assistant Professor Assistant Professor JohnBuck Creamer, MD Maryanne Haddad, MD Assistant Professor Assistant Professor Catherine Curley, MD Jennifer Hanrahan, MD Assistant Professor Assistant Professor Joseph Daprano, MD Michael Harrington, MD Assistant Professor Assistant Professor Hallie DeChant, MD Michelle Hecker, MD Assistant Professor Assistant Professor Alberto Diaz, MD Paul Hergenroeder, MD Assistant Professor Assistant Professor Carolyn Dziwis, MD Corrilynn Hileman, MD Assistant Professor Assistant Professor Matthew Eisen, MD Edward Horwitz, MD Assistant Professor Assistant Professor Dalia El-Bejjani, MD Khaled Issa, MD Assistant Professor Assistant Professor Corinna Falck-Ytter, MD Darwin Jeyaraj, MD Assistant Professor Assistant Professor Edward Feldman, MD Joseph Joyner, MD Assistant Professor Assistant Professor Eckhard Ficker, PhD Hemangi Kale, MD Assistant Professor Assistant Professor Daniel Friedman, MD Patricia Kao, MD Assistant Professor Assistant Professor Thomas Fuller, MD Tariq Khan, MD Assistant Professor Assistant Professor Sanjay Gandhi, MD Vidya Krishnan, MD Assistant Professor Assistant Professor George Gelehrter, MD David Kuentz, MD Assistant Professor Assistant Professor Ellen Gelles, MD Karen Kutoloski, MD Assistant Professor Assistant Professor Michele Geraci, MD Kenneth Lane, MD Case Western Reserve University 281

Assistant Professor Assistant Professor Joyce Lee-Iannotti, MD Aleksandr Rovner, MD Assistant Professor Assistant Professor Matthew Lyons, MD Shane Rowan, MD Assistant Professor Assistant Professor Marina Magrey, MD Stephanie Sadlon, MD Assistant Professor Assistant Professor Charles Mahan, MD Raja Shekhar Sappati-Biyyani, MD Assistant Professor Assistant Professor David Mansour, MD David Schnell, MD Assistant Professor Assistant Professor John Maxwell, MD Eileen Seeholzer, MD Assistant Professor Assistant Professor Christopher McCoy, MD Ziad Shaman, MD Assistant Professor Assistant Professor Laurie McCreery, MD, PhD Brenda Smith, MD Assistant Professor Assistant Professor Elizabeth McKinley, MD Michael Snell, MD Assistant Professor Assistant Professor Hui Miao, PhD Linda Spinelli, MD Assistant Professor Assistant Professor Jane Nwaonu, MD Joseph Sudano, PhD Assistant Professor Assistant Professor John O’Toole, MD John Thornton, MD Assistant Professor Assistant Professor Holly Perzy, MD Julia Thornton, MD Assistant Professor Assistant Professor Diana Pi, MD Sharon Wagamon, MD Assistant Professor Assistant Professor Suma Prakash, MD Jamile’ Wakim-Fleming, MD Assistant Professor Assistant Professor Brian Putka, MD E. Walker, MD Assistant Professor Assistant Professor Kathleen Quealy, MD Sherrie Williams, MD Assistant Professor Assistant Professor Chingleput Ranganathan, MD Mojtaba Youssefi, MD Assistant Professor Assistant Professor Steven Ricanati, MD Thomas Zipp, MD Assistant Professor Assistant Professor Jeffrey Rosenberg, MD Ohad Ziv, MD 282 School of Medicine

Assistant Professor Clinical Associate Professor Paul Drawz, MD Karen Bowman, PhD Senior Instructor Clinical Assistant Professor Paul Gale, MD Anita Cheriyan, MD Senior Instructor Clinical Assistant Professor Sandra Glagola, MD Timothy Gallagher, MD Senior Instructor Clinical Assistant Professor David Jones, MD Cheryl Weinstein, MD Senior Instructor Clinical Assistant Professor Maya Merheb, MD Thomas Ginley, MD Senior Instructor Clinical Senior Instructor Henry Ng, MD Teresa Gula, MD Senior Instructor Clinical Senior Instructor Adam Perzynski, PhD Shin-mou Hsu, MD Senior Instructor Clinical Senior Instructor Rupesh Raina, MD Annette Kyprianou, MD Senior Instructor Clinical Senior Instructor Anita Redahan, MD Richard Lavi, MD Senior Instructor Clinical Senior Instructor Lisa Allshouse, MD J. McEachern, MD Instructor Clinical Senior Instructor Lindsey Bloe, MS Olurotimi Mesubi, MD Instructor Clinical Senior Instructor Diethra Cox, MD William Riebel, MD Instructor Clinical Senior Instructor Karen Kea, MD Louise Sieben, MD Instructor Clinical Senior Instructor Helen Kollus, MD Janeen Beck Leon, MS Instructor Adjunct Instructor Paul Manning, MD Rebekah Chapnick, MD Instructor Clinical Instructor Martin Ryan, MD Elizabeth Lucas, MD Instructor Clinical Instructor G. Olds, MD Lubna Salman, MD Adjunct Professor Clinical Instructor Carol Blixen, PhD Howard Simon, MD Adjunct Associate Professor Clinical Instructor Krzysztof Kowalski, PhD Clinical Associate Professor Nelson Mostow, MD Case Western Reserve University 283

Department of Neurological Clinical Assistant Professor Rishi Goel, MD Surgery, University Hospitals Clinical Assistant Professor Case Medical Center Pete Poolos, MD Clinical Assistant Professor Warren R. Selman, MD Chair Boo Yoo, MD Alan Cohen, MD Clinical Senior Instructor Professor Shenandoah Robinson, MD Professor Department of Neurology, Warren Selman, MD University Hospitals Case Professor Medical Center Nicholas Bambakidis, MD Associate Professor Anthony J. Furlan, MD Chair David Dean, PhD Associate Professor Thomas Chelimsky, MD Professor David Hart, MD Associate Professor Robert Daroff, MD Professor Andrew Sloan, MD Associate Professor Michael DeGeorgia, MD Professor Steven Fulop, MD Assistant Professor Michael Devereaux, MD Professor Seth Hoffer, MD Assistant Professor Philip Fastenau, PhD Professor Jonathan Miller, MD Assistant Professor Anthony Furlan, MD Professor Bashar Katirji, MD Louis Stokes Cleveland VA Professor Richard Leigh, MD Medical Center Faculty Professor Irvine Mc Quarrie, MD, PhD Alan Lerner, MD Associate Professor Professor Barry Hoffer, MD, PhD Samden Lhatoo, MD Adjunct Professor Professor Benedict Colombi, MD Hans Luders, MD, PhD Clinical Professor Professor J. Dakters, MD David Preston, MD Professor David Riley, MD Professor Lisa Rogers, MD Professor Cathy Sila, MD Professor Peter Whitehouse, MD, PhD 284 School of Medicine

Professor Assistant Professor Barbara Shapiro, MD, PhD Wei Xiong, MD Associate Professor Assistant Professor Edward Westbrook, MD Janice Zimbelman, PhD Associate Professor Assistant Professor Shahram Amina, MD Lianhua Bai, MD, PhD Assistant Professor Instructor Christopher Bailey, PhD Tina Blitz, MD Assistant Professor Instructor Marek Buczek, MD, PhD Kui Xu, MD Assistant Professor Instructor Vikram Dhawan, MD Yan Yang, MD Assistant Professor Instructor Gerald Grossman, MD Assistant Professor Louis Stokes Cleveland VA Steven Gunzler, MD Assistant Professor Medical Center Faculty Mustafa Kahriman, MD Assistant Professor Janis Daly, PhD Professor Kitti Kaiboriboon, MD Assistant Professor Robert Ruff, MD, PhD Professor Daniel Koontz, MD Assistant Professor John Stahl, MD, PhD Professor Mohamad Koubeissi, MD Assistant Professor Mark Walker, MD Associate Professor Daniel Miller, MD Assistant Professor Brian Koo, MD Assistant Professor Paula Ogrocki, PhD Assistant Professor Amani Ramahi, MD Assistant Professor Svetlana Pundik, MD Assistant Professor Ronald Riechers, MD Assistant Professor Sophia Sundararajan, MD, PhD Assistant Professor Stephen Selkirk, MD, PhD Assistant Professor Tanvir Syed, MD Assistant Professor John Conomy, MD Clinical Professor Curtis Tatsuoka, PhD Assistant Professor Marian Patterson, PhD Adjunct Associate Professor Colleen Tomcik, MD Assistant Professor Michael Schoenberg, PhD Adjunct Associate Professor Benjamin Walter, MD Rose Marie Dotson, MD Case Western Reserve University 285

Clinical Associate Professor Department of Neurology, Donald Mann, MD Clinical Associate Professor MetroHealth Medical Center Ziad Ahmed, MD Joseph Hanna, MD Chair Adjunct Assistant Professor Jonathan Jacobs, PhD Joseph Hanna, MD Adjunct Assistant Professor Associate Professor Hatem Murad, MD Marc Winkelman, MD Adjunct Assistant Professor Associate Professor Adriana Tanner, MD Michael Bahntge, MD Adjunct Assistant Professor Assistant Professor Peter Bambakidis, MD Clinical Assistant Professor Department of Ophthalmology Cynthia Griggins, PhD Clinical Assistant Professor and Visual Sciences, Ashwani Joshi, MD University Hospitals Case Clinical Assistant Professor Medical Center Brian Maddux, MD, PhD Clinical Assistant Professor Jonathan Lass, MD Chair

Sagarika Nayak, MD David Bardenstein, MD Clinical Assistant Professor Professor Marie Tani, MD Jeffrey Bloom, MD Clinical Assistant Professor Professor Leonard Weinberger, MD Suber Huang, MD Clinical Assistant Professor Professor Norton Winer, MD Jonathan Lass, MD Clinical Assistant Professor Professor Kathryn Bryan, PhD Ram Nagaraj, PhD Adjunct Instructor Professor Melissa Butson, MS Eric Pearlman, PhD Adjunct Instructor Professor Thomas Fritsch, MD Irina Pikuleva, PhD Adjunct Instructor Professor Rami Hachwi, MD William Reinhart, MD Clinical Instructor Professor Annette Janus, MD Loretta Szczotka-Flynn, MD Clinical Instructor Professor Jeffrey Miles, MD, PhD James Bates, MD Clinical Instructor Associate Professor Deborah Reed, MD Beth Ann Benetz, MA Clinical Instructor Associate Professor Julie Belkin, MD 286 School of Medicine

Assistant Professor Clinical Associate Professor Akiko Maeda, MD, PhD Ronald Krasney, MD Assistant Professor Clinical Associate Professor Faruk Orge, MD Jeffrey Robin, MD Assistant Professor Clinical Associate Professor Paul Park, PhD Kathleen Lamping, MD Assistant Professor Clinical Associate Professor Annapurna Singh, MD Philip Shands, MD Assistant Professor Clinical Associate Professor Thomas Stokkermans, PhD Richard Wyszynski, MD Assistant Professor Clinical Associate Professor Johnny Tang, MD Mikhail Linetsky, PhD Assistant Professor Adjunct Assistant Professor Shawn Wilker, MD David Adams, MD Assistant Professor Clinical Assistant Professor Tadao Maeda, MD, PhD Carl Asseff, MD Senior Instructor Clinical Assistant Professor Natalia Mast, PhD Thomas Chi, MD Senior Instructor Clinical Assistant Professor Sara Schoeck, MD James Dailey, MD Senior Instructor Clinical Assistant Professor Kristina Thomas, MD Lorri Effron, MD Senior Instructor Clinical Assistant Professor Stephen Kaufman, MD Clinical Assistant Professor Louis Stokes Cleveland VA Augustine Kellis, MD Medical Center Faculty Clinical Assistant Professor Harvey Lester, MD Edward Burney, MD Clinical Assistant Professor Professor Lisa Lystad, MD Stacia Yaniglos, PhD Clinical Assistant Professor Associate Professor Matthew Mak, MD William Bruner, MD Clinical Assistant Professor Clinical Professor David Mitchell, MD Lawrence Singerman, MD Clinical Assistant Professor Clinical Professor Raja Narayanan, MD Stefan Trocme, MD Clinical Assistant Professor Clinical Professor Rajeev Kumar Pappuru, MD Daniel Weidenthal, MD Clinical Assistant Professor Clinical Professor Bernard Perla, MD Nicholas Zakov, MD Clinical Professor Marc Abrams, MD, PhD Case Western Reserve University 287

Clinical Assistant Professor Clinical Senior Instructor Jack Plotkin, MD Katherine Jacobs, MD Clinical Assistant Professor Clinical Senior Instructor Mark Pophal, MD Manasvee Kapadia, MD Clinical Assistant Professor Clinical Senior Instructor Kekunnaya Ramesh, MD David Pugh, MD Clinical Assistant Professor Clinical Senior Instructor Varsha Rathi, MD Llewelyn Rao, MD Clinical Assistant Professor Clinical Senior Instructor Douglas Ripkin, MD Adam Rovit, MD Clinical Assistant Professor Clinical Senior Instructor Martha Snearly, MD Robert Stern, MD Clinical Assistant Professor Clinical Senior Instructor Mukesh Taneja, MD Christine Thorne, MD Clinical Assistant Professor Clinical Senior Instructor Pravin Vaddavalli, MD William Yeakley, MD Clinical Assistant Professor Clinical Senior Instructor Douglas Webb, MD Seroj Aggarwal, MD Clinical Assistant Professor Clinical Instructor Michael Coseriu, MD Mary Gerhart, MD Clinical Assistant Professor Clinical Instructor Terry Daniel, MD John Hahn, MD Clinical Assistant Professor Clinical Instructor Patabi Seetharaman, MD Gene Johnson, MD Clinical Assistant Professor Clinical Instructor Michael Shaughnessy, MD Rohit Khanna, MD Clinical Assistant Professor Clinical Instructor Eric Stocker, PhD Annie Mathai, MD Clinical Assistant Professor Clinical Instructor Stuart Terman, MD R. MURALEEDHARA, MD Clinical Assistant Professor Clinical Instructor Ravi Berger, MD Somasheila Murthy, MS Clinical Senior Instructor Clinical Instructor Joseph Coney, MD Milind Naik, MD Clinical Senior Instructor Clinical Instructor Carrie Davis, MD Sangita Patel, MD Clinical Senior Instructor Clinical Instructor Jonathan Eisengart, MD Marena Patronas, MD Clinical Senior Instructor Clinical Instructor Judith Gerblich, MD Harsha Birur Rao, MD 288 School of Medicine

Clinical Instructor Associate Professor Sirisha Senthil, MD Edward Rockwood, MD Clinical Instructor Associate Professor James Vendeland, MD Paul Rychwalski, MD Clinical Instructor Associate Professor William Wiley, MD Jonathan Sears, MD Clinical Instructor Associate Professor Kathleen Zielinski, MD Sherry Ball, PhD Clinical Instructor Assistant Professor Vera Bonilha, PhD Assistant Professor Department of Opthalmology, Richard Gans, MD Cleveland Clinic Lerner Assistant Professor College of Medicine Shari Martyn, MD Assistant Professor Chair vacant Priyadarshin Senanayake, PhD Assistant Professor John Crabb, PhD Professor Rishi Singh, MD Assistant Professor Joe Hollyfield, PhD Professor David Meisler, MD Clinical Professor Peter Kaiser, MD Professor Andreas Marcotty, MD Clinical Assistant Professor Ronald Krueger, MD Professor Michael Millstein, MD Clinical Assistant Professor Neal Peachey, PhD Professor David Sholiton, MD Clinical Assistant Professor Andrew Schachat, MD Professor Arun Singh, MD Department of Orthopaedics, Professor University Hospitals Case Elias Traboulsi, MD Professor Medical Center Steven Wilson, MD Professor Randall Marcus, MD Chair Bela Anand-Apte, PhD Daniel Cooperman, MD Associate Professor Professor Stephanie Hagstrom, PhD Victor Goldberg, MD Associate Professor Professor Roger Langston, MD Richard Grant, MD Professor Edward Greenfield, PhD Case Western Reserve University 289

Professor Assistant Professor Matthew Kraay, MD Michael Salata, MD Professor Assistant Professor Randall Marcus, MD Jochen Son-Hing, MD Professor Assistant Professor John Shaffer, MD Glenn Wera, MD Professor Assistant Professor George Thompson, MD Guang Zhou, PhD Professor Assistant Professor John Wilber, MD A. Greenwald, PhD Professor Adjunct Professor Nicholas Ahn, MD Kath Bogie, PhD Associate Professor Adjunct Assistant Professor Christopher Furey, MD James Dennis, PhD Associate Professor Adjunct Assistant Professor Patrick Getty, MD James Brodell, MD Associate Professor Clinical Assistant Professor Donald Goodfellow, MD Dennis Brooks, MD Associate Professor Clinical Assistant Professor Stephen Lacey, MD Mark Froimson, MD Associate Professor Clinical Assistant Professor Thomas Mc Laughlin, MD Michael Eppig, MD Associate Professor Clinical Instructor Brian Victoroff, MD Audley M. Mackel, MD Associate Professor Clinical Instructor James Anderson, MD Susan Stephens, MD Assistant Professor Clinical Instructor Jason Eubanks, MD Assistant Professor Department of Orthopaedics, Allison Gilmore, MD Assistant Professor MetroHealth Medical Center Reuben Gobezie, MD Assistant Professor Brendan Patterson, MD Chair

Raymond Liu, MD Michael Keith, MD Assistant Professor Professor Shana Miskovsky, MD Ronald Triolo, PhD Assistant Professor Professor Shunichi Murakami, MD, PhD Harry Hoyen, MD Assistant Professor Associate Professor William Petersilge, MD Brendan Patterson, MD 290 School of Medicine

Associate Professor Brian McDermott, PhD Assistant Professor John Sontich, MD Associate Professor Rod Rezaee, MD Assistant Professor Heather Vallier, MD Associate Professor Maroun Semaan, MD Assistant Professor Kevin Malone, MD Assistant Professor Robert Sprecher, MD Assistant Professor Roger Wilber, MD Assistant Professor Michael Broniatowski, MD Clinical Associate Professor John Feighan, MD Clinical Assistant Professor Sam Kinney, MD Clinical Associate Professor Kevin Kilgore, PhD Clinical Instructor Abdul Abbass, MD Clinical Assistant Professor Charles Cassady, MD Department of Clinical Assistant Professor Otolaryngology – Head and Toribio Flores, MD Neck Surgery, University Clinical Assistant Professor Steven Goldman, MD Hospitals Case Medical Clinical Assistant Professor Center A. Reisman, MD Clinical Assistant Professor James Arnold, MD Chair Richard Ruggles, MD Clinical Assistant Professor James Arnold, MD Professor William Witt, MD Clinical Assistant Professor Pierre Lavertu, MD Professor Catherine Kate Krival, PhD Clinical Senior Instructor Cliff Megerian, MD Professor Christy Pappas, MA Clinical Senior Instructor Melvin Strauss, MD Professor Robin Piper, Clinical Senior Instructor Harvey Tucker, MD Professor Diana Ponsky, MD Clinical Senior Instructor Kumar Alagramam, PhD Associate Professor Erin Redle, PhD Clinical Senior Instructor Nicole Maronian, MD Associate Professor Andrea Sterkel, MS Clinical Senior Instructor Gail Murray, PhD Associate Professor Hassan Abbass, MD Clinical Instructor David Stepnick, MD Associate Professor Fadi Abbass, MD Qing Zheng, MD Associate Professor Jonathan Baskin, MD Assistant Professor Case Western Reserve University 291

Clinical Instructor Clinical Associate Professor Christine Boyer, MS David Bennhoff, MD Clinical Instructor Clinical Assistant Professor Bert Brown, MD Julie Bonko, MD Clinical Instructor Clinical Assistant Professor Melissa Carter, MS Andrea Jarchow, MD Clinical Instructor Clinical Assistant Professor Ellen Cobler, MS Stephani Ackerman, MA Clinical Instructor Clinical Instructor Amanda Gorodeski, MS Deborah Cherpillod, MA Clinical Instructor Clinical Instructor Theresa McLeod, MA Madeleine Lenox, MD Clinical Instructor Clinical Instructor Tracey Newman, MA Jane Mackall, MA Clinical Instructor Clinical Instructor Gina Nicastro, MA Adnan Mourany Clinical Instructor Clinical Instructor Nicole Orsini, MS Sue Phillippbar, MA Clinical Instructor Clinical Instructor Leslie Schulman, MA Michael Starkey, MS Clinical Instructor Clinical Instructor Andrew Stein, MD Raymond Votypka, MD Clinical Instructor Clinical Instructor Sanford Timen, MD Rebecca Warnock, MA Clinical Instructor Clinical Instructor Lindsey Zombek, MS Clinical Instructor Department of Pathology, University Hospitals Case Department of Medical Center Otolaryngology – Head and Neck Surgery, MetroHealth Cliff Harding, MD, PhD Chair Medical Center Fadi Abdul-Karim, MD Professor Joseph Carter, MD Chair James Anderson, MD, PhD Professor Joseph Carter, MD Associate Professor Mark Cohen, MD Professor Steven Houser, MD Associate Professor Beverly Dahms, MD Freedom Johnson, MD Assistant Professor Mohamed Hamid, MD, PhD 292 School of Medicine

Professor Assistant Professor Neil Greenspan, MD, PhD Michael Yang, MD Professor Assistant Professor Michael Jacobs, MD, PhD Shulin Zhang, MD, PhD Professor Assistant Professor David Kaplan, MD, PhD Lan Zhou, MD, PhD Professor Assistant Professor Gregory MacLennan, MD Ashokkumar Patel, MD Professor Instructor Raymond Redline, MD Erica Steele, MD Professor Instructor Gretta Jacobs, MD Associate Professor Louis Stokes Cleveland VA Catherine Listinsky, MD Associate Professor Medical Center Faculty Howard Meyerson, MD Associate Professor Steven Emancipator, MD Professor Linda Sandhaus, MD Associate Professor Prema Gogate, MD Assistant Professor Joseph Willis, MD Associate Professor Medhat Hassan, MD, PhD Assistant Professor Philip Bomeisl, MD Assistant Professor Suja Subramanyan, MD Assistant Professor Dawn Dawson, MD Assistant Professor John Lowe, MD Adjunct Professor Katharine Downes, MD Assistant Professor George Perry, PhD Adjunct Professor Said Khayyata, MD Assistant Professor Roslyn Yomtovian, MD Adjunct Professor Wendy Liu, MD, PhD Assistant Professor Aiman Zaher, MD Clinical Professor Christine Schmotzer, MD Assistant Professor Maryann Fitzmaurice, MD, PhD Adjunct Associate Professor Harry Taylor, MD Assistant Professor Nadia Kaisi, MD Clinical Associate Professor David Wald, MD, PhD Assistant Professor William Katzin, MD, PhD Clinical Associate Professor Jay Wasman, MD Assistant Professor Elizabeth Balraj, MD Wei Xin, MD, PhD Case Western Reserve University 293

Adjunct Assistant Professor Department of Pathology, Michael Snape, PhD Adjunct Assistant Professor Cleveland Clinic Lerner Rose Beck, MD, PhD College of Medicine Clinical Assistant Professor Kandice Kottke Marchant, MD, Nasir Butt, PhD Adjunct Instructor PhD Harmeet Kaur, PhD Andrew Fishleder, MD Adjunct Instructor Professor Suneeti Sapatnekar, MD, PhD John Goldblum, MD Adjunct Instructor Professor Mohammad Tahir, PhD Manjula Gupta, PhD Adjunct Instructor Professor Asad Ahmad, MD Geraldine Hall, PhD Clinical Instructor Professor Yilan Chang, MD, PhD Eric Hsi, MD Clinical Instructor Professor Mark Christopher, MD Kandice Kottke, MD, PhD Clinical Instructor Professor Dhanlaxmi Desai, MD Marvin Natowicz, MD, PhD Clinical Instructor Professor Rosemary Farag, MD Richard Prayson, MD Clinical Instructor Professor Louis Levine, MD Gary Procop, MD Clinical Instructor Professor Ellen Luebbers, MD E. Rodriguez, MD Clinical Instructor Professor Afreen Moonda, MD Raymond Tubbs, MD Clinical Instructor Professor Prabha Murthy, MD Belinda Yen-Lieberman, PhD Clinical Instructor Professor Heather Raaf, MD Steven Billings, MD Clinical Instructor Associate Professor Mark Rodgers, MD James Cook, MD, PhD Clinical Instructor Associate Professor James Westra, MD Donna Hansel, MD, PhD Clinical Instructor Associate Professor Cristina Magi-Galluzzi, MD, PhD Associate Professor Brian Rubin, MD, PhD Associate Professor Bin Yang, MD, PhD Associate Professor Ming Zhou, MD, PhD Associate Professor 294 School of Medicine

Andrea Arrossi, MD Associate Professor Assistant Professor Michael Ip, PhD Christine Booth, MD Associate Professor Assistant Professor Timothy Beddow, MD Longwen Chen, MD, PhD Assistant Professor Assistant Professor Dan Cai, MD Andres Chiesa-Vottero, MD Assistant Professor Assistant Professor Amer Khiyami, MD Deborah Chute, MD Assistant Professor Assistant Professor Brenda Nicholes, PhD Xiuli Liu, MD, PhD Assistant Professor Assistant Professor Rania Rayes, MD Rish Pai, MD, PhD Assistant Professor Assistant Professor Joram Sawady, MD Bettina Papouchado, MD Assistant Professor Assistant Professor Michael Tyrkus, PhD Deepa Patil, MD Clinical Instructor Assistant Professor Thomas Plesec, MD Assistant Professor Department of Pediatrics, J. Rowe, MD University Hospitals Case Assistant Professor Medical Center Lynn Schoenfield, MD Assistant Professor Michael W. Konstan, MD Carmela Tan, MD Assistant Professor Jill Baley, MD Professor Lisa Yerian, MD Assistant Professor Brian Berman, MD Professor Ilka Warshawsky, MD, PhD Clinical Associate Professor Gisela Chelimsky, MD Professor Leona Cuttler, MD Department of Pathology, Professor MetroHealth Medical Center Pamela Davis, MD, PhD Professor Joseph Tomashefski, MD Chair Mitchell Drumm, PhD Professor Lawrence Kass, MD Professor Avroy Fanaroff, MD Professor Moonja Park, MD Professor Thomas Gerken, PhD Joseph Tomashefski, MD Professor Ronald Cleveland, PhD Case Western Reserve University 295

Professor Professor Maureen Hack, MD Deanne Wilson-Costello, MD Professor Professor Douglas Kerr, MD, PhD Martha Wright, MD Professor Professor Michael Konstan, MD Elizabeth Allen, MD Professor Associate Professor Rina Lazebnik, MD Michael Anderson, MD Professor Associate Professor John Letterio, MD Jeffery Auletta, MD Professor Associate Professor Carole Liedtke, PhD Christine Barry, PhD Professor Associate Professor Richard Martin, MD Nancy Bass, MD Professor Associate Professor Yousif Matloub, MD Mireille Boutry, MD Professor Associate Professor Grace McComsey, MD James Chmiel, MD Professor Associate Professor Karen Olness, MD Kenneth Cooke, MD Professor Associate Professor Nancy Roizen, MD Calvin Cotton, PhD Professor Associate Professor Carol Rosen, MD Deanna Dahl-Grove, MD Professor Associate Professor Mark Scher, MD Katherine Dell, MD Professor Associate Professor Robert Stern, MD Michael Dell, MD Professor Associate Professor Eileen Stork, MD Jonathan Fanaroff, MD Professor Associate Professor H. Taylor, PhD Lydia Furman, MD Professor Associate Professor Philip Toltzis, MD Howard Hall III, PhD Professor Associate Professor Ingrid Tuxhorn, MD Thomas Kelley, PhD Professor Associate Professor Michele Walsh, MD Amanda Kelly, MD Professor Associate Professor Michiko Watanabe, PhD Carolyn Landis, PhD 296 School of Medicine

Associate Professor Assistant Professor Ethan Leonard, MD Manish Bansal, MD Associate Professor Assistant Professor Lia Lowrie, MD Monika Bhola, MD Associate Professor Assistant Professor Anne Lyren, MD Aparna Bole, MD Associate Professor Assistant Professor Anna Mandalakas, MD Tracey Bonfield, PhD Associate Professor Assistant Professor Lolita Mc David, MD Denise Bothe, MD Associate Professor Assistant Professor Mary Nock, MD Susan Bowen, PhD Associate Professor Assistant Professor Ernest Siwik, MD Susannah Briskin, MD Associate Professor Assistant Professor Judy Splawski, MD Elizabeth Brooks, MD, PhD Associate Professor Assistant Professor Robyn Strosaker, MD Karen Camasso, MD Associate Professor Assistant Professor Ximena Valdes, MD Laura Caserta, MD Associate Professor Assistant Professor Beth Vogt, MD Daniel Craven, MD Associate Professor Assistant Professor Christopher Wilson, PhD Moira Crowley, MD Associate Professor Assistant Professor Max Wiznitzer, MD Arlene Dent, MD Associate Professor Assistant Professor Sanjay Ahuja, MD Rachel Egler, MD Assistant Professor Assistant Professor Atiye Aktay, MD Frank Esper, MD Assistant Professor Assistant Professor Yasser Al-Khatib, MD Reinaldo Garcia-Naveiro, MD Assistant Professor Assistant Professor Amer Al-Nimr, MD Danielle Goetz, MD Assistant Professor Assistant Professor Jennifer Anderson, PhD Deborah Gold, MD Assistant Professor Assistant Professor Ravi Ashwath, MD Blanca Gonzalez, MD Assistant Professor Assistant Professor Ann Mary Bacevice, MD Rose Gubitosi-Klug, MD, PhD Case Western Reserve University 297

Assistant Professor Assistant Professor Haitham Haddad, MD Sara Lee, MD Assistant Professor Assistant Professor Meeghan Hart, MD Karen Lidsky, MD Assistant Professor Assistant Professor Rebecca Hazen, PhD Brett Luxmore, MD Assistant Professor Assistant Professor Maria Herran, MD Peter MacFarlane, PhD Assistant Professor Assistant Professor Anna Maria Hibbs, MD Sarah MacLeish, DO Assistant Professor Assistant Professor Craig Hodges, PhD Amy Maneker, MD Assistant Professor Assistant Professor Jane Holan, MD Stephen Maricich, MD, PhD Assistant Professor Assistant Professor Claudia Hoyen, MD Katherine Mason, MD Assistant Professor Assistant Professor Alex Huang, MD, PhD Sharon Meropol, MD Assistant Professor Assistant Professor Lisa Humphrey, MD Laura Milgram, MD Assistant Professor Assistant Professor Katherine Josie, PhD Lynn Milliner, MD Assistant Professor Assistant Professor Beth Kaminski, MD Dararat Mingbunjerdsuk, MD Assistant Professor Assistant Professor Prabha KC, PhD Ross Myers, MD Assistant Professor Assistant Professor David Kenagy, MD Kabita Nanda, MD Assistant Professor Assistant Professor Leigh Kerns, MD Sumana Narasimhan, MD Assistant Professor Assistant Professor Brendan Kilbane, MD Mary Patrinos, MD Assistant Professor Assistant Professor Elia Margarita Knight, MD Connie Piccone, MD Assistant Professor Assistant Professor Michaela Koontz, MD Angela Robinson, MD Assistant Professor Assistant Professor Oleg Kovalenko, MD Regina Rosace, MD Assistant Professor Assistant Professor Shanna Kralovic, MD Jerri Rose, MD 298 School of Medicine

Assistant Professor Assistant Professor Kristie Ross, MD Abigail Glick, MD Assistant Professor Instructor Souheir Saker, MD Cynthia Bearer, MD PhD Assistant Professor Adjunct Professor Sandhya Sasi, MD Melvin Berger, MD PhD Assistant Professor Adjunct Professor Asim Shahid, MD Steven Czinn, MD Assistant Professor Adjunct Professor Eli Silver, MD Claire Doerschuk, MD Assistant Professor Adjunct Professor Jeffrey Solomon, MD Seong-Jin Kim, PhD Assistant Professor Adjunct Professor David Speicher, MD Doris Evans, MD Assistant Professor Clinical Professor Duncan Stearns, MD Marilee Gallagher, MD Assistant Professor Clinical Professor Anne Stormorken, MD Daniel Kramer, MD Assistant Professor Clinical Professor James Strainic, MD Fred Rothstein, MD Assistant Professor Clinical Professor Steven Strausbaugh, MD Daniel Flannery, PhD Assistant Professor Adjunct Associate Professor Rachel Tangen, PhD Amy Heneghan, MD Assistant Professor Adjunct Associate Professor Erika Tress, MD Srivieng Pairojkul, MD Assistant Professor Adjunct Associate Professor Patrice Tyson, MD Phonethep Pholsena, MD Assistant Professor Adjunct Associate Professor Naveen Uli, MD Donald VanDevanter, PhD Assistant Professor Adjunct Associate Professor Nachman Ullman, MD Isaiah Wexler, MD, PhD Assistant Professor Adjunct Associate Professor Gulgun Yalcinkaya, MD Amitai Ziv, MD Assistant Professor Adjunct Associate Professor Syed Zaidi, PhD Bill Clem, MD Assistant Professor Clinical Associate Professor Assem Ziady, PhD Ira Davis, MD Assistant Professor Clinical Associate Professor Teresa Zimmerman, MD Andrew Garner, MD, PhD Case Western Reserve University 299

Clinical Associate Professor Adjunct Assistant Professor Arthur Lavin, MD Khampe Phongsavath, MD Clinical Associate Professor Adjunct Assistant Professor Jeffrey Lazarus, MD Ayman Saleh, MD Clinical Associate Professor Adjunct Assistant Professor James Leslie, MD Bounnack Saysanasong Kham, MD Clinical Associate Professor Adjunct Assistant Professor Morris Levinsohn, MD K. Sengmanivong, MD Clinical Associate Professor Adjunct Assistant Professor Michael Michael, MD Madhumita Sinha, MD Clinical Associate Professor Adjunct Assistant Professor Emory Petrack, MD Ronald Strauss, MD Clinical Associate Professor Adjunct Assistant Professor Michael Saalouke, MD William Sweeney, MS Clinical Associate Professor Adjunct Assistant Professor Shelly Senders, MD Kristine Torjesen, M PH Clinical Associate Professor Adjunct Assistant Professor Hurikadale Sundaresh, MD Qin Wang, PhD Clinical Associate Professor Adjunct Assistant Professor Douangdao Aloun, MD Jon-Ano White, MD Adjunct Assistant Professor Adjunct Assistant Professor Tarif Bakdash, MD Adebowale Adedipe, MD Adjunct Assistant Professor Clinical Assistant Professor Beau Batton, MD Alan Alexander, MD Adjunct Assistant Professor Clinical Assistant Professor Iqbal Choudhry, MD Priscilla Ancheta, MD Adjunct Assistant Professor Clinical Assistant Professor Ibrahim Haddad, MD Robin Benis, MD Adjunct Assistant Professor Clinical Assistant Professor Eva Holsinger, MD John Bennet, MD Adjunct Assistant Professor Clinical Assistant Professor Kathleen Laing, PhD Viera Bernat, MD Adjunct Assistant Professor Clinical Assistant Professor Soudaline Maniphon, MD Jane Black, MD Adjunct Assistant Professor Clinical Assistant Professor Timothy Myers, BS Elizabeth Bucchieri, MD Adjunct Assistant Professor Clinical Assistant Professor Mary Ann O’Riordan, MS Diane Burgin, MD Adjunct Assistant Professor Clinical Assistant Professor Khamseng Philavong, MD Michele Carrouzzo, MD 300 School of Medicine

Clinical Assistant Professor Clinical Assistant Professor Thelma Citta-Pietrolungo, MD Daniel Hostetler, MD Clinical Assistant Professor Clinical Assistant Professor Maria Coutinho, MD Robert Hostoffer, MD Clinical Assistant Professor Clinical Assistant Professor Conleth Crotser, MD Howard Jacobs, MD Clinical Assistant Professor Clinical Assistant Professor Barbara Davis, MD Kelly Joyce, MD Clinical Assistant Professor Clinical Assistant Professor Lyn Dickert-Leonard, MD Naguib Khalil, MD Clinical Assistant Professor Clinical Assistant Professor Susan Dykeman, MD Manmohan Khosla, MD Clinical Assistant Professor Clinical Assistant Professor Barbara Ekelman, PhD Susan Klein, MD Clinical Assistant Professor Clinical Assistant Professor Douglas Fall, MD Nancy Klein, PhD Clinical Assistant Professor Clinical Assistant Professor Sarah Friebert, MD J. Lucker, MD Clinical Assistant Professor Clinical Assistant Professor Rachel Garber, MD Delbert Mason, MD Clinical Assistant Professor Clinical Assistant Professor Ernesto Gerardo, MD Richard Moore, MD Clinical Assistant Professor Clinical Assistant Professor Deborah Ghazoul, MD Cheryl Morrow-White, MD Clinical Assistant Professor Clinical Assistant Professor Cindy Gherman, MD Alexander Namrow, MD Clinical Assistant Professor Clinical Assistant Professor Gregory Golonka, MD Scot Occhionero, MD Clinical Assistant Professor Clinical Assistant Professor Charles Griffin Jr., MD Thomas Phelps, MD Clinical Assistant Professor Clinical Assistant Professor Richard Grossberg, MD Keith Ponitz, MD Clinical Assistant Professor Clinical Assistant Professor Elizabeth Hagen, MD Zane Saalouke, MD Clinical Assistant Professor Clinical Assistant Professor Elizabeth Hellerstein, MD Troy Sands, MD Clinical Assistant Professor Clinical Assistant Professor Joanne Hempel, MD Reshma Shah, MD Clinical Assistant Professor Clinical Assistant Professor Andrew Hertz, MD Theodore Sher, MD Case Western Reserve University 301

Clinical Assistant Professor Clinical Senior Instructor Robert Stephens, MD Emmelyne St Germaine, MD Clinical Assistant Professor Clinical Senior Instructor Dieter Sumerauer, MD Selah Mohammed Alsalehi, MD Clinical Assistant Professor Adjunct Instructor Thomas Taxman, MD Eva Bhadra, MD Clinical Assistant Professor Adjunct Instructor Haig Tcheurekdjian, MD Deborah Bonem, MS Clinical Assistant Professor Adjunct Instructor John Trudeau, MD Vivian McCallum, M LS Clinical Assistant Professor Adjunct Instructor David Walker, MD Susan McGrath, PhD Clinical Assistant Professor Adjunct Instructor Heng Wang, MD, PhD Philippa Mudido, MD Clinical Assistant Professor Adjunct Instructor William Washington, MD M. Srour, MD Clinical Assistant Professor Adjunct Instructor Thomas Wasserbauer, MD Eddie Wills, MD Clinical Assistant Professor Adjunct Instructor Diana Wasserman, MD Mahmoud Abouel Soud, MD Clinical Assistant Professor Clinical Instructor Steven Wexberg, MD Babu Achanti, MD Clinical Assistant Professor Clinical Instructor Tara Williams, MD Amy Alt-Coan, MD Clinical Assistant Professor Clinical Instructor Daniel Worthington, MD Mala Appachi, MD Clinical Assistant Professor Clinical Instructor Delia Di Gregorio, MD Henedine Aquino, MD Clinical Senior Instructor Clinical Instructor Marc Feldman, MD Heather Arnett, MD Clinical Senior Instructor Clinical Instructor Daniel Fuller, MD Catherine Arora, MD Clinical Senior Instructor Clinical Instructor Elliot Herscher, MD Mervat Aziz, MD Clinical Senior Instructor Clinical Instructor Randal Huff, MD Janet Benish, MD Clinical Senior Instructor Clinical Instructor Andrea Mann, MD Anita Bhardwaj, MD Clinical Senior Instructor Clinical Instructor Bharati Rao, MD Joseph Borus, MD 302 School of Medicine

Clinical Instructor Clinical Instructor David Bowe, MD Naser Danan, MD Clinical Instructor Clinical Instructor Maria Brawner, MD Callisto Daniel, MD Clinical Instructor Clinical Instructor Joann Brewer, MD Amy Daso, MD Clinical Instructor Clinical Instructor Deborah Brindza, MD M. Stacia Dearmin, MD Clinical Instructor Clinical Instructor Heidi Bryson, MD Jana Doone Clinical Instructor Clinical Instructor Jane Buroker, MD Nicholas Dreher, MD Clinical Instructor Clinical Instructor Diane Butler, MD Stephen Dutko, MD Clinical Instructor Clinical Instructor Daniel Callisto, MD Sara Eapen, MD Clinical Instructor Clinical Instructor Peter Cantanzano, MD Joy Ertel, MD Clinical Instructor Clinical Instructor Elizabeth Carpenter, MD Pamelynn Esperanza, MD Clinical Instructor Clinical Instructor Amy Carruthers, MD Mark Evans, MD Clinical Instructor Clinical Instructor Constancia Castro, MD Lynne Eversman, MD Clinical Instructor Clinical Instructor Lisa Cherullo, MD Ann Failinger, MD Clinical Instructor Clinical Instructor Laura Cifra-Bean, MD Daniel Fax, MD Clinical Instructor Clinical Instructor Valerie Coats, MD Aviva Fax, MD Clinical Instructor Clinical Instructor Jennifer Cochran, MD Michael Fedak, MD Clinical Instructor Clinical Instructor Marcia Columbro, MD Elizabeth Feighan, MD Clinical Instructor Clinical Instructor Lanla Conteh, MD Douglas Fleck, MD Clinical Instructor Clinical Instructor Lydia Cook, MD Joji Gacad, MD Clinical Instructor Clinical Instructor Cathleen Coyne, MD G. Gascoigne, MD Case Western Reserve University 303

Clinical Instructor Clinical Instructor Edward Gaydos, MD Peggy Kaminski, MD Clinical Instructor Clinical Instructor Mark Gipson, MD Theresa Kammerman, MD Clinical Instructor Clinical Instructor Ellen Graber, MD Jon Kannensohn, MD Clinical Instructor Clinical Instructor Mary Greenberg, MD Vidula Khadilkar, MD Clinical Instructor Clinical Instructor Anna Grinberg, MD Bilquis Khan, MD Clinical Instructor Clinical Instructor Katherine Griswold, MD Julie Knapp Clinical Instructor Clinical Instructor Amy Grube, MD Esther Kofman, MD Clinical Instructor Clinical Instructor Julie Gunzler, MD, PhD Alla Kolkin, MD Clinical Instructor Clinical Instructor Angela Hardman, MD Nafisa Kondru, MD Clinical Instructor Clinical Instructor Mary Harrison, MD Tetyana Kovalenko, MD Clinical Instructor Clinical Instructor Julie Hertzer, MD Beverly Landry, MD Clinical Instructor Clinical Instructor James Hill, MD Diane Lester, MD Clinical Instructor Clinical Instructor David Hornick, MD Michelle Levy, MD Clinical Instructor Clinical Instructor Meade Ignacio-Francisco, MD Julia Libecco, MD Clinical Instructor Clinical Instructor Kari Jacono, MD Tracy Lim, MD Clinical Instructor Clinical Instructor Joseph Jamhour, MD Nancy Lisch, MD Clinical Instructor Clinical Instructor Jeffrey Jinks, MD Heidi Littman, MD Clinical Instructor Clinical Instructor Eva Johnson, MD Mark Malinowski, MD Clinical Instructor Clinical Instructor Constance Judge, MD Jennifer Marcy, MD Clinical Instructor Clinical Instructor Stephen Jurak, MD Rebecca Marsick, MA 304 School of Medicine

Clinical Instructor Clinical Instructor Laura Mason, MD Shelly Pesick, MD Clinical Instructor Clinical Instructor Raichal Mathew, MD Brian Postma, MD Clinical Instructor Clinical Instructor Alison Matthews, MD Ginna Priola, MD Clinical Instructor Clinical Instructor George Mc Pherson, MD Anthony Pucell, MD Clinical Instructor Clinical Instructor Brenda McGhee, MD Kade Raghupathy, MD Clinical Instructor Clinical Instructor Michelle McMillan, MD Umarani Ramachandran, MD Clinical Instructor Clinical Instructor Jeff McRaven, MD Shakuntala Rao, MD Clinical Instructor Clinical Instructor Stacey Memberg, MD, PhD Justin Rich, MD Clinical Instructor Clinical Instructor Sherry Milner, MD Dawn Riebe, MD Clinical Instructor Clinical Instructor Joanne Mortimer, MD Laurel Roach-Armao, MD Clinical Instructor Clinical Instructor Martha Myers, MD Rosemary Robbins, MD Clinical Instructor Clinical Instructor K. Nagaprakash, MD Gina Robinson, MD Clinical Instructor Clinical Instructor Wendy Nelson-Brown, MD Lilia Rosenstein, MD Clinical Instructor Clinical Instructor Ann Nevar, MS Barbara Rowane, MD Clinical Instructor Clinical Instructor Margarita Neyman, MD Heather Sanders, MD Clinical Instructor Clinical Instructor Linda Orosz, MD Victor Sandoval, MD Clinical Instructor Clinical Instructor Halina Padarev, MD, PhD Jill Sangree, MD Clinical Instructor Clinical Instructor Fred Pearlman, MD Andrea Scheid, MD Clinical Instructor Clinical Instructor John Pecorak, MD Jaya Shah, MD Clinical Instructor Clinical Instructor Gerhard Perz, MD Avani Shah, MD Case Western Reserve University 305

Clinical Instructor Clinical Instructor Alla Sherman, MD Bradley Weinberger, MD Clinical Instructor Clinical Instructor Neha Sheth, MD J. Wertman, MD Clinical Instructor Clinical Instructor M. Skoch, MD Carly Wilbur, MD Clinical Instructor Clinical Instructor A.J. Skrinska, MD Terry Wiseman, MD Clinical Instructor Clinical Instructor Ernest Smoot, MD Kholoud Wishah, MD Clinical Instructor Clinical Instructor Alan Spiegel, MD Lloyd Yeh, MD Clinical Instructor Clinical Instructor Maya Srivastava, MD Brian Zack, MD Clinical Instructor Clinical Instructor Cynthia Strieter, MD Andrea Zets, MD Clinical Instructor Clinical Instructor Akari Tichavakunda, MD Joan Zoltanski, MD Clinical Instructor Clinical Instructor Paul Trombley, MD Clinical Instructor Department of Pediatrics, Kevin Turner, MD Clinical Instructor Cleveland Clinic Lerner James Underwood, MD College of Medicine Clinical Instructor Eriks Usis, MD Robert Wyllie, MD Chair Clinical Instructor Johanna Goldfarb, MD Kathleen Utech, MD Professor Clinical Instructor Eric Kodish, MD Kimberly Vacca, MD Professor Clinical Instructor Larry Latson, MD Nilla Vibhakar, MD Professor Clinical Instructor Michael Macknin, MD Rosita Villaneuva, MD Professor Clinical Instructor Gregory Plautz, MD Ryan Vogelgesang, MD Professor Clinical Instructor Elaine Wyllie, MD Anita Watson, MD Professor Clinical Instructor Robert Wyllie, MD Charles Weber, MD Professor Kenneth Zahka, MD 306 School of Medicine

Professor Assistant Professor Jalal Abu-Shaweesh, MD M. Lonzer, MD Associate Professor Assistant Professor Gerard Boyle, MD Sumit Parikh, MD Associate Professor Assistant Professor John Carl, MD Shannon Phillips, MD Associate Professor Assistant Professor Ariel Feldstein, MD Wendy Van Ittersum, MD Associate Professor Assistant Professor John Glazer, MD Qin Yao, MD Associate Professor Assistant Professor Daniel Lebovitz, MD Elizabeth Imrie, MD Associate Professor Clinical Professor Lourdes Prieto, MD Charles Davis, MD Associate Professor Clinical Associate Professor Ricardo Rodriguez, MD Thomas Edwards, MD Associate Professor Clinical Associate Professor Ellen Rome, MD William Michener, MD Associate Professor Clinical Associate Professor Camille Sabella, MD Firas Saker, MD Associate Professor Clinical Associate Professor Allison Brindle, MD Jeffrey Schwersenski, MD Assistant Professor Adjunct Assistant Professor Lara Danziger-Isakov, MD William Zaia, MD Assistant Professor Adjunct Assistant Professor Francine Erenberg, MD Christine Carter-Kent, MD Assistant Professor Clinical Assistant Professor Thomas Frazier, PhD Deborah Friedman, MD Assistant Professor Clinical Assistant Professor Kimberly Giuliano, MD L. Gowans, MD Assistant Professor Clinical Assistant Professor Alex Golden, MD Ann Marie Kalata-Cetin, MD Assistant Professor Clinical Assistant Professor Sabine Iben, MD Sigmund Norr, MD, PhD Assistant Professor Clinical Assistant Professor Skyler Kalady, MD Rita Pappas, MD Assistant Professor Clinical Assistant Professor Jyoti Krishna, MD Kadakkal Radhakrishnan, MD Assistant Professor Clinical Assistant Professor Yoav Littner, MD Angelique Redus-McCoy, MD Case Western Reserve University 307

Clinical Assistant Professor Associate Professor Robert Weiss, MD Sharon Groh-Wargo, PhD Clinical Assistant Professor Associate Professor Lucy Andrews-Mann, MSN Deepak Kumar, MD Clinical Instructor Associate Professor Jacalyn Hazen, MD Maroun Mhanna, MD Clinical Instructor Associate Professor Joseph Lock, MD Robert Needlman, MD Clinical Instructor Associate Professor David Roberts, MD Associate Professor Department of Pediatrics, Margaret Stager, MD MetroHealth Medical Center Associate Professor David Bar-Shain, MD Nazha Abughali, M.D. Interim Assistant Professor Chair Hulya Bukulmez, MD David Birnkrant, MD Assistant Professor Professor Susan Carlin, MD Ben Brouhard, MD Assistant Professor Professor Akhilesh Chouksey, MD Barbara Cromer, MD Assistant Professor Professor Irene Dietz, MD Mary Kumar, MD Assistant Professor Professor Chantal Dothey, MD John Moore, MD Assistant Professor Professor Philip Fragassi, MD Terry Stancin, PhD Assistant Professor Professor Irwin Jacobs, MD Dennis Super, MD Assistant Professor Professor Kristin Kaelber, MD, PhD Nazha Abughali, MD Assistant Professor Associate Professor James Leu, MD Marc Collin, MD Assistant Professor Associate Professor Garey Noritz, MD Carol Crowe, MD Assistant Professor Associate Professor Andre Prochoroff, MD Mark Feingold, MD Assistant Professor Associate Professor Elie Rizkallah, MD Abdulla Ghori, MD Assistant Professor Susan Santos, MD 308 School of Medicine

Assistant Professor Clinical Instructor Biju Thomas, MD Kumar Swamy, MD Assistant Professor Clinical Instructor Lisa Brand, MD Namita Swarup, MD Instructor Clinical Instructor Harry Kiefer, MD Instructor Department of Physical James Quilty, MD Clinical Professor Medicine & Rehabilitation, Sudhir Mehta, MD MetroHealth Medical Center Clinical Associate Professor Samar Bashour, MD Gary Clark, MD Chair Clinical Senior Instructor John Chae, MD Sophia Orraca-Tetteh, MD Professor Clinical Senior Instructor Gary Clark, MD Ingrid Anderson, MD Professor Clinical Instructor Anthony DiMarco, MD Kathryn Corrigan, MD Professor Clinical Instructor Gregory Nemunaitis, MD Laurie Ekstein, MD Professor Clinical Instructor Chester Ho, MD Elaine Fitzgerald, MD Associate Professor Clinical Instructor Shu Huang, MD Gwen Glazer, MD Associate Professor Clinical Instructor Patrick Murray, MD Eleanor Gottesman, MD Associate Professor Clinical Instructor Mary Vargo, MD Nada Haddad, MD Associate Professor Clinical Instructor James Begley, MD Deborah Kohrman, MD Assistant Professor Clinical Instructor Scott Campea, MD Marina Lazbin, MD Assistant Professor Clinical Instructor Elizabeth Dreben, PhD Swati Patel, MD Assistant Professor Clinical Instructor Michael Harris, MD Candis Platt-Houston, MD Assistant Professor Clinical Instructor Clay Kelly, MD Wasim Saadeh, MD Assistant Professor Clinical Instructor Shamsi Lashgari-Saegh, MD Suzanne Scharfstein, MD Assistant Professor Daniel Malkamaki, MD Assistant Professor Melvin Mejia, MD Case Western Reserve University 309

Assistant Professor Clinical Assistant Professor Kyung Nam, MD Akira Yamada, MD Assistant Professor Clinical Assistant Professor Mary Roach, PhD Assistant Professor Department of Psychiatry, Lynne Sheffler, MD Assistant Professor University Hospitals Case Kip Smith, PhD Medical Center Assistant Professor Daniel Tran, MD Robert Ronis, MD Chair Assistant Professor David Agle, MD Richard Wilson, MD Professor Assistant Professor Joseph Calabrese, MD Jihad Jaffer, MD Professor Senior Instructor Richard Corradi, MD Maarten Ijzerman, PhD Professor Clinical Assistant Professor Claire Ernhart, PhD R. Krupkin, MD Professor Clinical Assistant Professor Robert Findling, MD Professor Department of Plastic Lois Friedman, PhD Professor Surgery, University Hospitals Margaret Kotz, MD Case Medical Center Professor Matig Mavissakalian, MD Bahman Guyuron, MD Chair Professor Arun Gosain, MD Phillip Resnick, MD Professor Professor Bahman Guyuron, MD Robert Ronis, MD Professor Professor Devra Becker, MD Martha Sajatovic, MD Assistant Professor Professor David Rowe, MD Kathleen Clegg, MD Assistant Professor Associate Professor Hooman Soltanian, MD Mary Dell, MD Assistant Professor Associate Professor Ali Totonchi, MD Jeffrey Janata, PhD Assistant Professor Associate Professor Lu-Jean Feng, MD Joseph Locala, MD Clinical Associate Professor Associate Professor Bryan Michelow, MD Stephen Noffsinger, MD 310 School of Medicine

Associate Professor Assistant Professor Maria Pagano, PhD Jeanne Lackamp, MD Associate Professor Assistant Professor Luis Ramirez, MD Jennifer Levin, PhD Associate Professor Assistant Professor Susan Stagno, MD David Liebenthal, PhD Associate Professor Assistant Professor Francoise Adan, MD Paul Minnillo, PhD Assistant Professor Assistant Professor Luis Amunategui, PhD Farah Munir, MD Assistant Professor Assistant Professor Joseph Bedosky, PhD Christine Nocjar, PhD Assistant Professor Assistant Professor Cathleen Cerny, MD Susan Padrino, MD Assistant Professor Assistant Professor Yael Crawford, PhD Patrick Runnels, MD Assistant Professor Assistant Professor Christina Delos-Reyes, MD Martha Schinagle, MD Assistant Professor Assistant Professor Philipp Dines, MD, PhD Seong Shim, MD, PhD Assistant Professor Assistant Professor John Fisher III, MD Edwin Shirley, PhD Assistant Professor Assistant Professor Stephen Ganocy, PhD Robert Stansbrey, MD Assistant Professor Assistant Professor Keming Gao, MD, PhD Sara West, MD Assistant Professor Assistant Professor David Hahn, MD Cheryl Wills, MD Assistant Professor Assistant Professor Marcie Hall, MD Amin Jaina, MD Assistant Professor Senior Instructor Steven Hampl, PhD Peter Corpus, MD Assistant Professor Senior Instructor John Heather, MD Aaron Ellington, PhD Assistant Professor Senior Instructor John Hertzer, MD Andrew Hunt, MD Assistant Professor Senior Instructor David Kemp, MD Leslie Koblentz, MD Assistant Professor Senior Instructor Susan Kimmel, MD Irina Korobkova, MD Case Western Reserve University 311

Senior Instructor Senior Instructor Michael Magiera, MD Alan Castro, MD Senior Instructor Senior Instructor Nora McNamara, MD Julie Harmon, MD Senior Instructor Senior Instructor Molly McVoy, MD Angel Hatchett, MD Senior Instructor Senior Instructor Stefani Parrisbalogun, MD Raul Hizon, MD Senior Instructor Senior Instructor Rebecca Schlachet, MD Elias Khawam, MD Senior Instructor Senior Instructor Tiffany Thomas, MD Richard Mason, MD Senior Instructor Senior Instructor Karen Tien, PhD Pamela Zalewski, MD Senior Instructor Senior Instructor Soloman Zaraa, DO Xiaoyan Zhang, MD Senior Instructor Senior Instructor Michael Hogan, PhD Adjunct Professor Louis Stokes Cleveland VA Herbert Meltzer, MD Medical Center Faculty Adjunct Professor Norman Clemens, MD George Jaskiw, MD Clinical Professor Professor Stephen Levine, MD Peter Goyer, MD Clinical Professor Associate Professor Richard Lightbody, MD Elizabeth Pehek, PhD Clinical Professor Associate Professor Charles Malone, MD David Blank, MD Clinical Professor Assistant Professor Sylvia Rimm, PhD Linda Bond, MD Clinical Professor Assistant Professor Rene McGovern, PhD Peijun Chen, MD, PhD Adjunct Associate Professor Assistant Professor Craig Stockmeier, PhD Natalia Eisenberg, MD Adjunct Associate Professor Assistant Professor Melvin Chavinson, MD George Jurjus, MD Clinical Associate Professor Assistant Professor Mary Ellen Davis, MD P. Konicki, MD Clinical Associate Professor Assistant Professor A. Dowling Jr., MD Ana Martinez, MD Assistant Professor William Semple, PhD Assistant Professor Elaine Campbell, MD 312 School of Medicine

Clinical Associate Professor Clinical Assistant Professor Thomas Eppright, MD Pauline Benjamin, PhD Clinical Associate Professor Clinical Assistant Professor Matthew Fuller, PhD Kurt Bertschinger, MD Clinical Associate Professor Clinical Assistant Professor Murray Goldstone, MD Aaron Billowitz, MD Clinical Associate Professor Clinical Assistant Professor James Jacobsohn, MD Gregory Boehm, MD Clinical Associate Professor Clinical Assistant Professor Elisabeth Koss, PhD Ivy Boyle, MD Clinical Associate Professor Clinical Assistant Professor Leslie Lothstein, PhD Kathryn Burns, MD Clinical Associate Professor Clinical Assistant Professor Patricia Martin, MD Vara Camden, PhD Clinical Associate Professor Clinical Assistant Professor Roknedin Safavi, MD Robert Chwast, PhD Clinical Associate Professor Clinical Assistant Professor Douglas Smith, MD Cristinel Coconcea, MD Clinical Associate Professor Clinical Assistant Professor Jane Timmons-Mitchell, PhD Nicolete Coconcea, MD Clinical Associate Professor Clinical Assistant Professor Jose Camerino, MA Sandra Curry, PhD Adjunct Assistant Professor Clinical Assistant Professor Marilyn Davies, PhD Daniel Deutschman, MD Adjunct Assistant Professor Clinical Assistant Professor Franklin Hickman, PhD Constance Ebong, MD Adjunct Assistant Professor Clinical Assistant Professor Michael Manos, PhD Diane Eden, MD Adjunct Assistant Professor Clinical Assistant Professor Daniel Weinberger, MD Patrick Enders, MD Adjunct Assistant Professor Clinical Assistant Professor Robert Alcorn, MD David Feldman, MD Clinical Assistant Professor Clinical Assistant Professor Sarah Aronson, MD Midori Fiocchi, MD Clinical Assistant Professor Clinical Assistant Professor Zev Ashenberg, PhD Barbara Fleming, PhD Clinical Assistant Professor Clinical Assistant Professor Virginia Ayres, PhD Mark Frankel, MD Clinical Assistant Professor Clinical Assistant Professor Leonard Barley, MD Lois Freedman, MD Case Western Reserve University 313

Clinical Assistant Professor Clinical Assistant Professor Frederick Frese, PhD Marilyn Malkin, PhD Clinical Assistant Professor Clinical Assistant Professor Richard Friedell, MD Loralee Marsh, MD Clinical Assistant Professor Clinical Assistant Professor Javier Galvez, MD Ruth Martin, MD Clinical Assistant Professor Clinical Assistant Professor Peter Geier, MD Kay Mc Kenzie, MD Clinical Assistant Professor Clinical Assistant Professor Ye-Fan Glavin, PhD Allan McLaughlin, MD Clinical Assistant Professor Clinical Assistant Professor Patricia Goetz, MD Claudia Metz, MD Clinical Assistant Professor Clinical Assistant Professor Robert Goldberg, PhD Jacqueline Miller, MD Clinical Assistant Professor Clinical Assistant Professor Deborah Gould, MD Douglas Moore, PhD Clinical Assistant Professor Clinical Assistant Professor Samia Hasan, MD Sherrod Morehead, PhD Clinical Assistant Professor Clinical Assistant Professor Susan Hatters-Friedman, MD Steven Neuhaus, PhD Clinical Assistant Professor Clinical Assistant Professor Andrew Hoffman, PhD Samuel Nigro, MD Clinical Assistant Professor Clinical Assistant Professor Marc Horwitz, MD Artura Olivera, MD Clinical Assistant Professor Clinical Assistant Professor Anna Janicki, MD Gary Pagano, MD Clinical Assistant Professor Clinical Assistant Professor Barbara Kaufman, MD David Pincus, PhD Clinical Assistant Professor Clinical Assistant Professor Otto Kausch, MD Amir Poreh, PhD Clinical Assistant Professor Clinical Assistant Professor Elizabeth Koby, MD James Pretzer, PhD Clinical Assistant Professor Clinical Assistant Professor Vesna Kutlesic, PhD James Psarras, MD Clinical Assistant Professor Clinical Assistant Professor Kay Levine, PhD Candace Risen, MSW Clinical Assistant Professor Clinical Assistant Professor Monica MacDougall, MD George Ritz, PhD Clinical Assistant Professor Clinical Assistant Professor Martin Macklin, MD, PhD Barbara Rodriguez, MD 314 School of Medicine

Clinical Assistant Professor Clinical Assistant Professor Ellen Rosenblatt, MD Nancy Adams, PhD Clinical Assistant Professor Clinical Assistant Professor Norman Roulet, MD Heather Chapman, PhD Clinical Assistant Professor Clinical Assistant Professor William Rowane, MD Homai Cupala, MD Clinical Assistant Professor Clinical Assistant Professor Farid Sabet, MD Omar Elhaj, MD Clinical Assistant Professor Clinical Assistant Professor John Sanitato, MD Paul Emery, MD Clinical Assistant Professor Clinical Assistant Professor Henry Scali, MD Helen Hattab, MD Clinical Assistant Professor Clinical Assistant Professor Daniel Schweid, MD Pythias Jones, MD Clinical Assistant Professor Clinical Assistant Professor Harry Sivec, PhD John Kenny, PhD Clinical Assistant Professor Clinical Assistant Professor Joy Stankowski, MD Catherine Nageotte, MD Clinical Assistant Professor Clinical Assistant Professor Joel Steinberg, MD Terry Washam, MS Clinical Assistant Professor Clinical Assistant Professor Cynthia Taylor, MD Peter Barach, PhD Clinical Assistant Professor Clinical Senior Instructor Terry Tobias, PhD Howard Bonem, PhD Clinical Assistant Professor Clinical Senior Instructor Cynthia Vrabel, MD Carol Cavey, MD Clinical Assistant Professor Clinical Senior Instructor Anne Warren, MD Edward Dutton, MD Clinical Assistant Professor Clinical Senior Instructor Mark Warren, MD Philip Fischer, MD Clinical Assistant Professor Clinical Senior Instructor Carl Weitman, PhD Stacey Foerstner, PhD Clinical Assistant Professor Clinical Senior Instructor Diane Wetzig, PhD Stephen Grcevich, MD Clinical Assistant Professor Clinical Senior Instructor Denton Wyse, MD Richard Hill, MD, PhD Clinical Assistant Professor Clinical Senior Instructor Suzanne Yang, MD Nathaniel Johns, MD Clinical Assistant Professor Clinical Senior Instructor Stephen Zinn, MD Przemyslaw Kapalczynski, MD Case Western Reserve University 315

Clinical Senior Instructor Adjunct Instructor J. Konieczny, PhD Brenda Altose, MD Clinical Senior Instructor Clinical Instructor Sunita Kumar, MD Vassili Arkadiev, MD Clinical Senior Instructor Clinical Instructor Carol Macknin, MD Michael Aronoff, PhD Clinical Senior Instructor Clinical Instructor Noah Miller, MD Rimvydas Augis, PhD Clinical Senior Instructor Clinical Instructor Emmanuel Nwajei, MD Jane Belkin, MA Clinical Senior Instructor Clinical Instructor George Schmedlen, PhD Miriam Boraz, MD Clinical Senior Instructor Clinical Instructor Robert Schweid, PhD James Bukuts, MD Clinical Senior Instructor Clinical Instructor Sherif Soliman, MD Joselita Chua, MD Clinical Senior Instructor Clinical Instructor Thomas Svete, MD Larissa Elgudin, MD Clinical Senior Instructor Clinical Instructor Khoa Tran, MD David Falk, PhD Clinical Senior Instructor Clinical Instructor Eduardo Vazquez, MD William Fikter, MD Clinical Senior Instructor Clinical Instructor Brooke Wolf, MD Gretchen Gardner, MD Clinical Senior Instructor Clinical Instructor Jane Domb, MD Ingrid Geerken, PhD Clinical Senior Instructor Clinical Instructor Joan Lederer, MD Kenneth Gerstenhaber, PhD Clinical Senior Instructor Clinical Instructor Monica Proctor, MD Sara Goldman, MD Clinical Senior Instructor Clinical Instructor Nabila Rizk, MD Linda Gross, MD Clinical Senior Instructor Clinical Instructor Jennifer Roche-Desilets, MD Judith Hirshman, MD Clinical Senior Instructor Clinical Instructor Elizabeth Del Paggio, MS Ray Isackila, MS Adjunct Instructor Clinical Instructor Debra Hrouda, MS Evanne Juratovac, MS Adjunct Instructor Clinical Instructor Barbara Streeter, MS Daniel Keaton, MD 316 School of Medicine

Clinical Instructor Clinical Instructor Janet Kemp, MD Jes Sellers, PhD Clinical Instructor Clinical Instructor Louis Klein, MD Janet Sharp, MA Clinical Instructor Clinical Instructor Zinaida Lebedeva, MD Jonathan Sirkin, MD Clinical Instructor Clinical Instructor Jeffrey Longhofer, PhD Sylvester Smarty, MD Clinical Instructor Clinical Instructor Mark Lovinger, PhD Jeffrey Smith, MD Clinical Instructor Clinical Instructor Scott Martin, MD James Srp, MS Clinical Instructor Clinical Instructor Patricia Masterson, PhD Libbie Stansifer, MD Clinical Instructor Clinical Instructor Bruce Merkin, MD Laura Steinberg, MD Clinical Instructor Clinical Instructor Sarah Nagle-Yang, MD Elizabeth Stern, MD Clinical Instructor Clinical Instructor Jonathan Nehrer, MD M. Suresky, MSN, ND Clinical Instructor Clinical Instructor Erica New, MD Daksha Trivedi, MD Clinical Instructor Clinical Instructor F. Noveske, MD Leslie Walker, MD Clinical Instructor Clinical Instructor James Pallas, MD Brian Welsh, MD Clinical Instructor Clinical Instructor Judith Pitlick, MA Joy Wyatt, PhD Clinical Instructor Clinical Instructor Daniel Polster, MD Margaret Zerba, PhD Clinical Instructor Clinical Instructor Emilia Powell, MD Sybille Marqua, MD Clinical Instructor Clinical Instructor Laura Rocker, MD George Serna, PhD Clinical Instructor Clinical Instructor Sam Schwendiman, MD Clinical Instructor David Scott, MD Clinical Instructor Samuel Selekman, MSW Case Western Reserve University 317

Department of Psychiatry, Assistant Professor James Yokley, PhD MetroHealth Medical Center Assistant Professor Ewald Horwath, MD Chair Olufunke Fajobi, MD Instructor Stephen Ruedrich, MD Ronald Immerman, MD Professor Clinical Senior Instructor Robert Segraves, MD, PhD Samir Mourad, MD Professor Clinical Senior Instructor Abraham Wolf, PhD Adit Adityanjee, MD Professor Clinical Instructor William House, PhD Mahboob Ahmed, MD Associate Professor Clinical Instructor Kathleen Segraves, PhD Syed Ahmed, MD Associate Professor Clinical Instructor Carol White, PhD Michael Carlisle, MD Associate Professor Clinical Instructor Karen Brocco-Kish, MD Muhammad Momen, MD Assistant Professor Clinical Instructor Kamal Dass, MD Eden Santiago-Lee, MD Assistant Professor Clinical Instructor Anita Gantner, PhD Navneet Sidhu, MD Assistant Professor Clinical Instructor Howard Gottesman, MD Assistant Professor Lendita Haxhiu-Erhardt, MD Department of Radiation Assistant Professor Oncology, University Toni Johnson, MD Assistant Professor Hospitals Case Medical Florence Kimbo, MD Center Assistant Professor Mitchell Machtay, MD Chair Nanet Lopez-Cordova, PhD Assistant Professor Mitchell Machtay, MD Mary Miller, MD, PhD Professor Assistant Professor Nancy Oleinick, PhD Britt Nielsen, MA Professor Assistant Professor Barry Wessels, PhD Harry Pollock, MD Professor Assistant Professor Janice Lyons, MD Thomas Swales, PhD Assistant Professor Martha Tisdale, PhD Assistant Professor Robert Weiss, MD 318 School of Medicine

Associate Professor Department of Radiology, Jason Sohn, PhD Associate Professor University Hospitals Case Min Yao, MD, PhD Medical Center Associate Professor Pablo R. Ros, MD, PhD Valdir Colussi, PhD Assistant Professor Jeffrey Duerk, PhD Ravindra Kulasekere, PhD Professor Assistant Professor Robert Gilkeson, MD Charles Kunos, MD, PhD Professor Assistant Professor John Haaga, MD Chunhui Luo, PhD Professor Assistant Professor Charles Lanzieri, MD Louis Novak, MD Professor Assistant Professor James O’Donnell, MD Scott Welford, PhD Professor Assistant Professor Pablo Ros, MD, PhD Silviu Marcu, MS Professor Instructor Carlos Sivit, MD Yuxia Zhang, MS Professor Instructor Robert Tarr, MD Timothy Kinsella, MD Professor Adjunct Professor Barbara Bangert, MD Syed Akber, PhD Associate Professor Adjunct Assistant Professor James Basilion, PhD Douglas Einstein, MD, PhD Associate Professor Adjunct Assistant Professor Agata Exner, PhD Thomas Evans, PhD Associate Professor Adjunct Assistant Professor Peter Faulhaber, MD Kunjan Pillai, MS Associate Professor Adjunct Assistant Professor Mark Griswold, PhD Rodney Ellis, MD Associate Professor Clinical Assistant Professor Zhenghong Lee, PhD Robert Fine, MD Associate Professor Clinical Assistant Professor Joseph Li Puma, MD Jerald Katcher, MD Associate Professor Clinical Assistant Professor Lina Mehta, MD Mehran Saboori, MD Associate Professor Clinical Assistant Professor Raymond Muzic, PhD Fredrick Barton, MD Associate Professor Clinical Instructor Dean Nakamoto, MD Associate Professor Raj Paspulati, MD Associate Professor Mark Robbin, MD Case Western Reserve University 319

Associate Professor Assistant Professor Jeffrey Sunshine, MD, PhD Nina Klein, MD Associate Professor Assistant Professor Yanming Wang, PhD Kevin Lie, MD Associate Professor Assistant Professor Recai Aktay, MD Holly Marshall, MD Assistant Professor Assistant Professor Nami Azar, MD Timothy Moore, MD Assistant Professor Assistant Professor Sheila Berlin, MD Andrew Myers, MD Assistant Professor Assistant Professor Kristine Blackham, MD Anne Nicklas-Coffey, MD Assistant Professor Assistant Professor James Brennan, MD Ronald Novak, PhD Assistant Professor Assistant Professor Michael Coffey, MD Matthew Passalacqua, MD Assistant Professor Assistant Professor Joseph Crawford, MD Ramya Pham, MD Assistant Professor Assistant Professor Jon Davidson, MD Sharyl Pickering, MD Assistant Professor Assistant Professor Baz De Baz, MD Donna Plecha, MD Assistant Professor Assistant Professor Katherine Drummond, MD John Prologo, MD Assistant Professor Assistant Professor Chris Flask, PhD Pejavar Rao, PhD Assistant Professor Assistant Professor Donald Gordon, MD Peter Sachs, MD Assistant Professor Assistant Professor Vikas Gulani, MD, PhD Pauravi Vasavada, MD Assistant Professor Assistant Professor Edward Hsiao, MD Molly Yohann, MD Assistant Professor Assistant Professor Daniel Hsu, MD Hazel Young, MD Assistant Professor Assistant Professor Rachana Jain, MD Peter Young, MD Assistant Professor Assistant Professor Robert Jones, MD Nicole Seiberlich, PhD Assistant Professor Instructor Efstathios Karathanasis, PhD Chunying Wu, PhD Instructor 320 School of Medicine

Louis Stokes Cleveland VA Clinical Assistant Professor Mark Tie, MD Medical Center Faculty Clinical Assistant Professor Nannette Alvarado, MD Manju Vijayvargiya, MD Assistant Professor Clinical Assistant Professor Craig George, MD Dayna Weinert, MD Assistant Professor Clinical Assistant Professor Preet Kang, MD Lee Zeiszler, MD Assistant Professor Clinical Assistant Professor Neil Iverson, MS George Cheronis, MD Instructor Clinical Assistant Professor Ann-Marie Broome, PhD Ali Kassaie, MD Adjunct Assistant Professor Clinical Assistant Professor Joseph Richey II, BE Ronald Lew, MD Adjunct Assistant Professor Clinical Assistant Professor Chandra Batchu, MD Hossam Kamel Saad, MD, PhD Clinical Assistant Professor Clinical Assistant Professor Maria Beltran, MD John Sampliner, MD Clinical Assistant Professor Clinical Assistant Professor Theodore Castele, MD Voravan Shotelersuk, MD Clinical Assistant Professor Clinical Assistant Professor Arezou Faraji, MD Guruprasad Srinath, MD Clinical Assistant Professor Clinical Assistant Professor Ahmad Hatami, MS Victor De Marco, MD Clinical Assistant Professor Clinical Senior Instructor Luis Landeras, MD Leonard Kahn, MD Clinical Assistant Professor Clinical Instructor William Littman, MD Clinical Assistant Professor Department of Radiology, Antonio Luna, MD Clinical Assistant Professor Cleveland Clinic Lerner Luis Mendoza, MD College of Medicine Clinical Assistant Professor Robert Porter, MD Gregory Borkowski, MD Clinical Assistant Professor Richard Brunken, MD Christopher Pozza, MA Professor Clinical Assistant Professor Manuel Cerqueira, MD Ramon Ribes, MD Professor Clinical Assistant Professor Brian Herts, MD Daniel Rockey, MD Professor Clinical Assistant Professor Thomas Masaryk, MD Carol Shamakian, MD Case Western Reserve University 321

Professor Clinical Associate Professor Michael Modic, MD Andrew Tievsky, MD Professor Clinical Associate Professor Erick Remer, MD Frank DiFilippo, PhD Professor Clinical Assistant Professor Paul Ruggieri, MD Todd Emch, MD Professor Clinical Assistant Professor Murali Sundaram, MD Ferdinand Hui, MD Professor Clinical Assistant Professor Hakan Ilaslan, MD Dong Kim, MD Associate Professor Clinical Assistant Professor Paul Schoenhagen, MD Andrea Magen, MD Associate Professor Clinical Assistant Professor Manzoor Ahmed, MD Betty Obi, MD Assistant Professor Clinical Assistant Professor Erik Beall, PhD Rupan Sanyal, MD Assistant Professor Clinical Assistant Professor Pallab Bhattacharyya, PhD Alison Smith, MD Assistant Professor Clinical Assistant Professor Namita Gandhi, MD Todd Stultz, MD Assistant Professor Clinical Assistant Professor Steve Huang, MD, PhD Noushin Vahdat, MD Assistant Professor Clinical Assistant Professor Stephen Jones, MD, PhD Assistant Professor Department of Radiology, Joshua Polster, MD Assistant Professor MetroHealth Medical Center Shetal Shah, MD Assistant Professor Robert Ferguson, MD Chair

Naveen Subhas, MD Mark Rzeszotarski, PhD Assistant Professor Professor Joseph Veniero, MD Andrew Goldberg, MD Assistant Professor Associate Professor Judy Blebea, MD Michael McNamara, MD Clinical Professor Associate Professor Gregory Borkowski, MD Anthony Minotti, MD Clinical Professor Associate Professor David Einstein, MD Adam Blum, MD Clinical Professor Assistant Professor Paul Grooff, MD Rachna Dutta, MD Assistant Professor Christine Eckhauser, MD Assistant Professor Vikas Jain, MD 322 School of Medicine

Assistant Professor Professor Donn Kirschenbaum, MD James Liu, MD Assistant Professor Professor Alexander Kondow, MD Neal Rote, PhD Assistant Professor Professor Melissa Myers, MD Karen Ashby, MD Assistant Professor Associate Professor Dubravka Oravec, MD Helene Bernstein, MD, PhD Assistant Professor Associate Professor Avram Pearlstein, MD Nancy Judge, MD Assistant Professor Associate Professor Rajiv Shah, MD Sam Mesiano, PhD Assistant Professor Associate Professor Judith Simon, MD Steven Waggoner, MD Assistant Professor Associate Professor Stephen Tamarkin, MD Ali Ahmady, PhD Assistant Professor Assistant Professor Lee Tseng, MD Corinne Bazella, MD Assistant Professor Assistant Professor Steven Reed, MD Jane Corteville, MD Clinical Senior Instructor Assistant Professor Jill Schieda, MD Nancy Cossler, MD Clinical Senior Instructor Assistant Professor Sharif Kershah, MD Robert DeBernardo, MD Clinical Instructor Assistant Professor Angelina Gangestad, MD Assistant Professor Department of Reproductive Kimberly Gecsi, MD Biology, University Hospitals Assistant Professor Case Medical Center Sheldon Gillinov, MD Assistant Professor James Liu, MD Chair Justin Lappen, MD Assistant Professor Marjorie Greenfield, MD Professor Margaret Larkins-Pettigrew, MD Assistant Professor William Hurd, MD Professor Susan Lasch, MD Assistant Professor Sheryl Kingsberg, PhD Professor Sangeeta Mahajan, MD Assistant Professor Noam Lazebnik, MD Tia Melton, MD Case Western Reserve University 323

Assistant Professor Clinical Assistant Professor Lisa Perriera, MD Method Duchon, MD Assistant Professor Clinical Assistant Professor Jay Pinkerton, MD Judith Evans, MD Assistant Professor Clinical Assistant Professor Kimberly Resnick, MD Willam Hahn, MD Assistant Professor Clinical Assistant Professor Roya Rezaee, MD Israel Henig, MD Assistant Professor Clinical Assistant Professor Tatiana Sanses, MD Pamela Hetrick, MSN Assistant Professor Clinical Assistant Professor George Van Buren, MD Richard Holzheimer, MD Assistant Professor Clinical Assistant Professor Martin Wieczorek, MD Rachel Kay, MS Assistant Professor Clinical Assistant Professor Kristine Zanotti, MD David Klausner, MD Assistant Professor Clinical Assistant Professor Ralph Gwatkin, PhD Irwin Kornbluth, MD Adjunct Professor Clinical Assistant Professor James Goldfarb, MD Ellen Margles, MS Clinical Professor Clinical Assistant Professor Vivian von Gruenigen, MD Gretchen Mettler, MSN Adjunct Associate Professor Clinical Assistant Professor Michael Gyves, MD Sangithan Moodley, MD Clinical Associate Professor Clinical Assistant Professor Thomas Janicki, MD Iola Pustelnik, MA Clinical Associate Professor Clinical Assistant Professor Milton Linden, MD Elizabeth Ruzga, MSN Clinical Associate Professor Clinical Assistant Professor Jacob Palomaki, MD Yogesh Shah, MD Clinical Associate Professor Clinical Assistant Professor Laszlo Sogor, MD, PhD Leslie Stroud, MSN Clinical Associate Professor Clinical Assistant Professor Anthony Bacevice Jr., MD Stacie Weil, MD Clinical Assistant Professor Clinical Assistant Professor David Burkons, MD Samir Ahuja, MD Clinical Assistant Professor Clinical Instructor Celina del Cunanan, MSN Katherine Austinson, MSN Clinical Assistant Professor Clinical Instructor Laura David, MD Timothy Barrett, MD 324 School of Medicine

Clinical Instructor Clinical Instructor Sandra Bellin, MD Karen Jaffe, MD Clinical Instructor Clinical Instructor Mary Blank, MD Nancy Johnson, MD Clinical Instructor Clinical Instructor Kelly Buchanan, MD Penola Jones, MD Clinical Instructor Clinical Instructor Shahid Butt, MD Fadi Khoury, MD Clinical Instructor Clinical Instructor J Cameron, MD Steven Klein, MD Clinical Instructor Clinical Instructor Ann Campbell, Michael Koroly, MD Clinical Instructor Clinical Instructor Mark Chapman, MD Ori Kushnir, MD Clinical Instructor Clinical Instructor Jeffrey Christian, MD Robert Lucas, MD Clinical Instructor Clinical Instructor Bradley Dennis, MD Patricia McNamara, MD Clinical Instructor Clinical Instructor Johnny Erkins, MD Lori Mullen, MD Clinical Instructor Clinical Instructor Deborah Gerson, MD Earle Pescatore, MD Clinical Instructor Clinical Instructor Reza Ghayuri, MD Stanley Post, MD Clinical Instructor Clinical Instructor Lauren Goetz, MS Laura Rauser, MD Clinical Instructor Clinical Instructor Rhoda Goldschmidt, MD Mitchell Reider, MD Clinical Instructor Clinical Instructor Mary Haerr, MD Barbara Rhoads, MD Clinical Instructor Clinical Instructor Alane Haney, MD Daniel Rzepka, MD Clinical Instructor Clinical Instructor Debra Hanson, MSN Sherilyn Sage, MD Clinical Instructor Clinical Instructor Richard Harlan, MD Barbara Shagawat, MD Clinical Instructor Clinical Instructor Tonya Heyman, MD Joseph Shawi, MD Clinical Instructor Clinical Instructor Shin Huang, MD Phillip Shuffer, MD Case Western Reserve University 325

Clinical Instructor Professor Sarah Smith, MD Brian Mercer, MD Clinical Instructor Professor Marc Snelson, MD Peter Rose, MD Clinical Instructor Professor Maurice Soremekun, MD Jennifer Bailit, MD Clinical Instructor Associate Professor Sarah Spengler, MS Thomas Frank, MD Clinical Instructor Associate Professor Peggy-Jeanne St Clair, MD Stephen Myers, MD Clinical Instructor Associate Professor Janette Stephenson, MD Abdelwahab Shalodi, MD Clinical Instructor Associate Professor Yolanda Thigpen, MD Bradley Stetzer, MD Clinical Instructor Associate Professor Katherine Tufts, MSN Marie Blossom, MD Clinical Instructor Assistant Professor Paula Usis, MD Kenneth Edelman, MD Clinical Instructor Assistant Professor Sandhia Varyani, MD Paula Hendryx, MD Clinical Instructor Assistant Professor David Vexler, MD Judette Louis, MD Clinical Instructor Assistant Professor Margie Wenz, MD Sally MacPhedran, MD Clinical Instructor Assistant Professor Mistie Winkfield, MSN Jeffrey Mangel, MD Clinical Instructor Assistant Professor Nancy Wollam-Huhn, MD Amy Merlino, MD Clinical Instructor Assistant Professor C.K. Woo, MD Robert Pollard, MD Clinical Instructor Assistant Professor Ahmad Razi, MD Assistant Professor Department of Reproductive Dianne Schubeck, MD Biology, MetroHealth Medical Assistant Professor Center William Todia, MD Assistant Professor William J. Todia, MD Interim Chair Steven Weight, MD Assistant Professor Khalid Ataya, MD Professor Thaddeus Waters, MD Patrick Catalano, MD Professor Leroy Dierker, MD Professor Sylvie Hauguel-de Mouzon, PhD 326 School of Medicine

Senior Instructor Professor Maureen Busher, MD Raymond Onders, MD Instructor Professor Sara Gradisar, MD Jeffrey Ponsky, MD Instructor Professor Gregory Kitagawa, MD James Schulak, MD Instructor Professor Alfida Ramahi, MD Jerry Shuck, MD, PhD Clinical Assistant Professor Professor Deborah Freeman, MD Mark Aeder, MD Clinical Instructor Associate Professor Jonathan Funk, MD Bradley Champagne, MD Clinical Instructor Associate Professor Sarah Kane, MD Jeffrey Hardacre, MD Clinical Instructor Associate Professor Alicia Mandujano, MD Leena Khaitan, MD Clinical Instructor Associate Professor Laura Vricella, MD Philip Linden, MD Clinical Instructor Associate Professor Jeffrey Marks, MD Associate Professor Department of Surgery, Yuri Novitsky, MD University Hospitals Case Associate Professor Medical Center Marjie Persons, MD Associate Professor Jeffrey Ponsky, MD Chair Todd Ponsky, MD Associate Professor Edward Barksdale, MD Professor Harry Reynolds, MD Associate Professor John Blebea, MD Professor Michael Rosen, MD Associate Professor Adnan Cobanoglu, MD Professor Alan Saber, MD Associate Professor Conor Delaney, MD, PhD Professor Edmund Sanchez, MD Associate Professor Achilles Demetriou, MD, PhD Professor Robert Shenk, MD Associate Professor Jerry Goldstone, MD Professor Christopher Siegel, MD, PhD Associate Professor Vikram Kashyap, MD Professor Scott Wilhelm, MD Julian Kim, MD Case Western Reserve University 327

Associate Professor Assistant Professor Henry Baele, MD Yakov Elgudin, MD, PhD Assistant Professor Assistant Professor Arie Blitz, MD Melanie Lynch, MD, PhD Assistant Professor Assistant Professor Scott Boulanger, MD Gilles Pinault, MD Assistant Professor Assistant Professor Anthony DeRoss, MD Diana Whittlesey, MD Assistant Professor Assistant Professor Rosemary Leeming, MD James Sampliner, MD Assistant Professor Clinical Professor Eric Marderstein, MD Thomas Stellato, MD Assistant Professor Clinical Professor Jason Robke, MD Robert Boova, MD Assistant Professor Clinical Associate Professor Juan Sanabria, MD Amitabh Goel, MD Assistant Professor Clinical Associate Professor Carsten Schroeder, MD Helmut Schreiber, MD Assistant Professor Clinical Associate Professor Sharon Stein, MD Jeffrey Boyko, MD Assistant Professor Clinical Assistant Professor John Wang, MD Howard Darvin, MD Assistant Professor Clinical Assistant Professor Virginia Wong, MD Vladimir Dubchuk, MD Assistant Professor Clinical Assistant Professor Kenneth Woodside, MD Carlos Garcia, MD Assistant Professor Clinical Assistant Professor Steve Schomisch, PhD Mark Goldberg, MD Instructor Clinical Assistant Professor Cathy Graham, MD Clinical Assistant Professor Louis Stokes Cleveland VA John Jasper, MD Medical Center Faculty Clinical Assistant Professor Tanmay Lal, MD Frederick Cason, MD Clinical Assistant Professor Associate Professor Alan Markowitz, MD Jessie Jean-Claude, MD Clinical Assistant Professor Associate Professor James Persky, MD Joel Peerless, MD Clinical Assistant Professor Associate Professor Jeffrey Robbins, MD Brian Cmolik, MD 328 School of Medicine

Clinical Assistant Professor Professor Howard Kimmel, MD Tommaso Falcone, MD Clinical Senior Instructor Professor Donald Kushner, MD Victor Fazio, MD Clinical Senior Instructor Professor Donna Vecchione, MD Stuart Flechner, MD Clinical Senior Instructor Professor Seth Eisengart, MD John Fung, MD, PhD Clinical Instructor Professor Jessica Perse, MD Jeffrey Goldberg, MD Clinical Instructor Professor Lisa Rock, MD David Goldfarb, MD Clinical Instructor Professor Johnie Rose, MD, PhD Linda Graham, MD Clinical Instructor Professor John Henderson, MD Professor Department of Surgery, Tracy Hull, MD Cleveland Clinic Lerner Professor College of Medicine Joseph Iannotti, MD, PhD Professor John Fung, MD Chair J. Jones, MD Professor Ashok Agarwal, PhD Professor Jihad Kaouk, MD Professor Robert Ballock, MD Professor Eric Klein, MD Professor Matthew Barber, MD Professor Joung Lee, MD Professor Gene Barnett, MD Professor Bruce Lytle, MD Professor Michael Benninger, MD Professor Constantine Mavroudis, MD Professor Edward Benzel, MD Professor Robert McLain, MD Professor William Bingaman, MD Professor Tomislav Mihaljevic, MD Professor Eugene Blackstone, MD Professor Charles Miller, MD Professor Steven Campbell, MD, PhD Professor Anthony Miniaci, MD Daniel Clair, MD Professor Joseph Crowe, MD Professor Richard Drake, PhD Case Western Reserve University 329

Professor Professor Drogo Montague, MD R. Walsh, MD Professor Professor George Muschler, MD Mark Walters, MD Professor Professor Craig Newman, PhD James Zins, MD Professor Professor Patrick O’Hara, MD Daniel Alam, MD Professor Associate Professor Francis Papay, MD Kenneth Angermeier, MD Professor Associate Professor Marie Paraiso, MD Cynthia Austin, MD Professor Associate Professor Richard Parker, MD Wael Barsoum, MD Professor Associate Professor Raymond Rackley, MD Eren Berber, MD Professor Associate Professor Thomas Rice, MD Nina Desai, PhD Professor Associate Professor Joseph Sabik, MD Brian Donley, MD Professor Associate Professor Philip Schauer, MD Matthew Eagleton, MD Professor Associate Professor William Seitz Jr., MD A. Gillinov, MD Professor Associate Professor Daniel Shoskes, MD Howard Goldman, MD Professor Associate Professor Maria Siemionow, MD Roy Greenberg, MD Professor Associate Professor Allan Siperstein, MD Sharon GrundfestBroniatowsi, MD Professor Associate Professor Nicholas Smedira, MD John Jelovsek, MD Professor Associate Professor Ezra Steiger, MD Steven Lietman, MD Professor Associate Professor Bernard Stulberg, MD Sean Lyden, MD Professor Associate Professor Lars Svensson, MD, PhD Kresimira Milas, MD Professor Associate Professor Anthony Thomas, MD Claudio Milstein, PhD 330 School of Medicine

Associate Professor Assistant Professor Charles Modlin, MD Jonathan Emery, MD Associate Professor Assistant Professor Peter Rasmussen, MD Pedro Escobar, MD Associate Professor Assistant Professor Edmund Sabanegh, MD Khaled Fareed, MD Associate Professor Assistant Professor Timur Sarac, MD Ruth Farrell, MD Associate Professor Assistant Professor Mark Schickendantz, MD Stephen Fening, PhD Associate Professor Assistant Professor Anthony Stallion, MD Ryan Goodwin, MD Associate Professor Assistant Professor Michael Steinmetz, MD Matthew Kalady, MD Associate Professor Assistant Professor Andrew Stephenson, MD Paul Krakovitz, MD Associate Professor Assistant Professor Roy Temes, MD Matthew Kroh, MD Associate Professor Assistant Professor Holly Thacker, MD Katherine Lee, MD Associate Professor Assistant Professor Sandip Vasavada, MD David Levy, MD Associate Professor Assistant Professor Michael Vogelbaum, MD, PhD Robert Lorenz, MD Associate Professor Assistant Professor Judith White, MD, PhD Andre Machado, MD, PhD Associate Professor Assistant Professor Benito Alvarez, MD David Magnuson, MD Assistant Professor Assistant Professor Samantha Anne, MD Tara Mastracci, MD Assistant Professor Assistant Professor Federico Aucejo, MD Jennifer McBride, PhD Assistant Professor Assistant Professor Anthony Avallone, MD Margaret McKenzie, MD Assistant Professor Assistant Professor Ryan Berglund, MD Chad Michener, MD Assistant Professor Assistant Professor Stacy Brethauer, MD Jamie Mitchell, MD Assistant Professor Assistant Professor Luca Cucullo, PhD Courtenay Moore, MD Case Western Reserve University 331

Assistant Professor Clinical Assistant Professor Cristiano Quintini, MD Michael Bloomfield, MD Assistant Professor Clinical Assistant Professor Beri Ridgeway, MD Natalie Bowersox, MD Assistant Professor Clinical Assistant Professor Tomasz Rogula, MD, PhD Diane Brown-Young, MD Assistant Professor Clinical Assistant Professor Steven Rosenblatt, MD George Coseriu, MD Assistant Professor Clinical Assistant Professor Joseph Scharpf, MD Louis Damico, MD Assistant Professor Clinical Assistant Professor Gaurang Shah, MD Russell DeMicco, MD Assistant Professor Clinical Assistant Professor Sunita Srivastava, MD John DiFiore, MD Assistant Professor Clinical Assistant Professor Robert Stein, MD John Dorsky, MD Assistant Professor Clinical Assistant Professor Natalie Drake, MD Clinical Assistant Professor Adjunct and Clinical Faculty Gretchen Fisher, MD Clinical Assistant Professor Shih-Chieh Chueh, MD PhD Clinical Professor William Forsythe, MD Clinical Assistant Professor Robert Dimeff, MD Clinical Professor Michael Gong, MD PhD Clinical Assistant Professor Robert Katz, MD Clinical Professor Pascal Jarjoura, MD Clinical Assistant Professor Elliot Philipson, MD Clinical Professor Hanna Lisbona, MD Clinical Assistant Professor Tom Abelson, MD Clinical Associate Professor Sanford Luria, MD Clinical Assistant Professor Richard Freeman, MD PhD Clinical Associate Professor James Merlino, MD Clinical Assistant Professor Majida Jassani, MD Clinical Associate Professor Kevin Muise, MD Clinical Assistant Professor Michael Joyce, MD Clinical Associate Professor Carmen Paradis, MD Clinical Assistant Professor Robert Kiwi, MD Clinical Associate Professor Barry Peskin, MD Clinical Assistant Professor Michael E. Anderson, MD Clinical Assistant Professor Julian Peskin, MD Kathleen Ashton, PhD Clinical Assistant Professor Medhat Askar, MD PhD 332 School of Medicine

Clinical Assistant Professor Clinical Instructor Arthur Porter, MD Neil Gibson, MD Clinical Assistant Professor Clinical Instructor Vicki Reed, MD Carlos Higuera, MD Clinical Assistant Professor Clinical Instructor Allen Roth, MD Douglas Johnston, MD Clinical Assistant Professor Clinical Instructor Kamrooz Sanii, MD John Klein, MD Clinical Assistant Professor Clinical Instructor Bashir Sankari, MD Eric Lamarre, MD Clinical Assistant Professor Clinical Instructor Robert Shapiro, MD Michael Lee, MD Clinical Assistant Professor Clinical Instructor Womack Stokes, MD Craig Lewis, MD Clinical Assistant Professor Clinical Instructor Luay Susan, MD David Lott, MD Clinical Assistant Professor Clinical Instructor Sharom Sutherland, MD Mena Mesiha, MD Clinical Assistant Professor Clinical Instructor Alvin Wee, MD Sumon Nandi, MD Clinical Assistant Professor Clinical Instructor Charlotte Frires, MSN Elisa Ross, MD Adjunct Instructor Clinical Instructor John Iafelice, MD James Ruda, MD Adjunct Instructor Clinical Instructor Vikram Attaluri, MD John Ryan, MD Clinical Instructor Clinical Instructor Michael Bloomfield, MD Mary Samplaski, MD Clinical Instructor Clinical Instructor John Bottros, MD Paula Schaffer-Polakof, MD Clinical Instructor Clinical Instructor Christina Ching, MD Alexis Shafii, MD Clinical Instructor Clinical Instructor Edward Cho, MD Armine Smith, MD Clinical Instructor Clinical Instructor Joshua Coleman, MD Selvon St. Clair, MD, PhD Clinical Instructor Clinical Instructor Kevin El-Hayek, MD Vairavan Subramanian, MD Clinical Instructor Clinical Instructor Katie Geelan-Hansen, MD Anil Thomas, MD Clinical Instructor Nakul Vakil, MD Clinical Instructor Case Western Reserve University 333

Department of Surgery, Assistant Professor Natalie Joseph, MD MetroHealth Medical Center Assistant Professor Christopher Brandt, MD Interim Bram Kaufman, MD Chair Assistant Professor Jeremy Lipman, MD Christopher Brandt, MD Assistant Professor Professor Amy McDonald, MD Mark Malangoni, MD Assistant Professor Professor Daniel Medalie, MD Edward Mansour, MD Assistant Professor Professor Sean Nagel, MD Christopher McHenry, MD Assistant Professor Professor Michael Prokopius, MD John Spirnak, MD Assistant Professor Professor William Roscoe, MD Thomas Steinemann, MD Assistant Professor Professor Christopher Smith, MD Charles Yowler, MD Assistant Professor Professor Donald Stephens, MD John Alexander, MD Assistant Professor Associate Professor Jeff Ustin, MD James Anderson, MD Assistant Professor Associate Professor Kimberly Cingle, MD Bruce Averbook, MD Senior Instructor Associate Professor Megan Holmes, MD Jeffrey Claridge, MD Senior Instructor Associate Professor John Como, MD Associate Professor Adjunct and Clinical Faculty Matt Likavec, MD Associate Professor William Annable, MD Clinical Associate Professor Paul Priebe, MD Associate Professor Fred Plecha, MD Clinical Associate Professor Jean Stevenson, MD Associate Professor William Cappaert, MD Clinical Assistant Professor Walter Cha, MD Assistant Professor Anthony Forde, PhD Clinical Assistant Professor Kurt Dinchman, MD Assistant Professor Roland Philip, MD Clinical Assistant Professor Robert Geertman, MD, PhD Assistant Professor James Rambasek, MD Clinical Assistant Professor Christopher Haas, MD Assistant Professor Ahmad Shatila, MD Clinical Assistant Professor Roderick Jordan, MD Neil Sika, PhD 334 School of Medicine

Clinical Senior Instructor Instructor Dominick Adornato, MD Sanjeev Shukla, PhD Clinical Instructor Instructor Stanley Berman, PhD Clinical Instructor Louis Stokes Cleveland VA Ihor Danko, MD Clinical Instructor Medical Center Faculty William Evanko, MD Clinical Instructor Nehemia Hampel, MD Professor Scott Jamerson, MD Clinical Instructor Jeffrey Kosman, MD Adjunct and Clinical Faculty Clinical Instructor Jack Elder, MD Clinical Professor Department of Urology, Mani Menon, MD University Hospitals Case Clinical Professor Medical Center Craig Zippe, MD Clinical Professor Firouz Daneshgari, MD, PhD Chair Layton Kest, MD Clinical Associate Professor Donald Bodner, MD Professor Kevin Banks, MD Clinical Assistant Professor Firouz Daneshgari, MD Professor Michael Barkoukis, MD Clinical Assistant Professor Jonathan Ross, MD Professor Arturo Basa, MD Clinical Assistant Professor Edward Cherullo, MD Associate Professor Michael Berte, MD Clinical Assistant Professor Sanjay Gupta, PhD Associate Professor Lawrence Gervasi, MD Clinical Assistant Professor Adonis Hijaz, MD Associate Professor Julian Gordon, MD Clinical Assistant Professor Milton Lakin, MD Associate Professor Gregory Kondray, MD Clinical Assistant Professor Lee Ponsky, MD Associate Professor Frederic Levine, MD Clinical Assistant Professor Mark Stovsky, MD Associate Professor S. Mahoney III, MD Clinical Assistant Professor Guiming Liu, MD, PhD Assistant Professor Melissa Reigle, MD Clinical Assistant Professor Hui Zhu, MD Assistant Professor Robert Seymour, MD Clinical Assistant Professor Cengiz Altuntas, PhD Tim Sidor, MD Case Western Reserve University 335

Clinical Assistant Professor David Turk, MD Clinical Assistant Professor Lawrence Wolkoff, MD Clinical Assistant Professor Marc Cymes, MS Clinical Instructor 336 Index

Index

A Anesthesiology and Perioperative Medicine ...... 25 D Department of Anatomy ...... 31 Department of Biochemistry ...... 38 Department of Bioethics ...... 52 Department of Genetics ...... 63 Department of Neurosciences ...... 73 Department of Nutrition ...... 78 Department of Pathology ...... 89

Department of Pharmacology ...... 101 Department of Physiology and Biophysics ...... 111 Doctor of Medicine (MD) ...... 121 Dual Degree Programs ...... 140 E Environmental Health Sciences ...... 149 Epidemiology and Biostatistics ...... 152 G General Medical Sciences ...... 181 Graduate Programs in the Biomedical Sciences ...... 203 M Molecular Biology and Microbiology ...... 206 Molecular Medicine Program ...... 218 S School of Medicine ...... 2 School of Medicine Faculty ...... 222

Table of Contents