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health, health services and policy research, and molecular basis of medi-

School of Medicine cine. Students may pursue a scholarly concentration through the Scholars
Track or the Original Research Track. In the Scholars Track, students
must complete course work and demonstrate, for example through a term
Dean: Philip Pizzo paper, the ability to think critically within the methodological domain.
Senior Associate Dean for Medical Education: Julie Parsonnet Students in the Original Research Track complete required course work
Senior Associate Dean for Research: Daria Mochly-Rosen and pursue an independent, faculty-mentored research project, concluding
Senior Associate Dean for Research and Training: Harry B. Greenberg with write-up of the project. Such an original research project typically
requires extension of the curriculum beyond the traditional four years.
The School of Medicine offers courses of study leading to the M.S., Although students may apply their scholarly concentration methods to
Ph.D., and M.D. degrees. any medical field, some School of Medicine multidisciplinary centers
are associated with academies that provide opportunities for structured

School of Medicine
UNDERGRADUATE PROGRAMS application of scholarly concentration methodologies to a content area.
At the undergraduate level, a number of the school’s courses are open These centers include: the Cancer Center; the Cardiovascular Institute;
to any registered Stanford student who has fulfilled the prerequisites, the Neuroscience Institute; the Institute of Immunity, Transplantation and
subject to the usual limits of course enrollment and faculty approval. In Infection; and Women’s Health at Stanford. Students may also conduct a
the classroom, the school offers courses targeted to undergraduates as well traveling scholars project overseas.
as graduate-level courses where advanced undergraduates with a strong Students with interests in medical research as a career are urged to
background in the life sciences are welcome. Among these offerings are investigate opportunities available under the auspices of the Medical
many Stanford Introductory Seminars for freshmen and sophomores; Scientist Training Program (MSTP). Stanford also participates in a joint
interested students are encouraged to peruse the complete list of these Master of Public Health program with the University of California, Berke-
offerings in the “Stanford Introductory Seminars” section of this bulletin ley, which requires an additional year to complete. Details about these
or at http://www.stanford.edu/group/introsems/. programs may be found at http://med.stanford.edu/combined_degree/.
Stanford recognizes the diversity of the United States and California
populations and is committed to representing this diversity in the medical
GRADUATE PROGRAMS student class. Provided an applicant to the school has completed the basic
M.S. AND PH.D. PROGRAMS courses in physics, chemistry, and biology, the choice of an undergraduate
The School of Medicine is home to graduate programs covering a major may reflect other interests, including the arts and humanities. Course
broad range of disciplines within biomedicine leading to Ph.D. or M.S. work in biochemistry and the behavioral sciences is recommended because
degrees. All of these programs focus on interdisciplinary training with of their importance in understanding medicine. Extracurricular activities
in-depth investigation of an original problem of fundamental importance and breadth of interests and experiences play an important role in the se-
to bioscience. Each degree program sets its own curriculum, but many lection of students from among those applicants having superior records.
courses are taught by groups of faculty from multiple programs and depart- The M.D. degree requires 13 quarters of full tuition; the joint M.D./
ments. Flexibility is a priority to ensure that all students obtain the best Ph.D. degree requires 16 quarters. All additional quarters are charged at
possible training for pursuing careers in their areas of interest. Admission the reduced Terminal Medical Registration (TMR) tuition rate, which
is through one of about 15 home programs. These home programs enable is $1,990 per quarter in 2006-07. Completion of the M.D. degree must
students to carry out dissertation research and training with School of be achieved within six years, unless a petition is granted to extend this
Medicine faculty, as well as investigators in the departments of Biologi- time frame. For further details on the M.D. degree, including admission
cal Sciences and Biophysics in the School of Humanities and Sciences. requirements, see http://med.stanford.edu/md/admissions/.
Detailed information on School of Medicine M.S. and Ph.D. programs,
curricula, and research can be found at http://med.stanford.edu/ms/ and MULTIPLE-Degree PROGRAMS
http://med.stanford.edu/phd/. Application information may be obtained Medical Scientist Training PROGRAM
from Graduate Admissions, Office of the University Registrar, Stanford
University, 630 Serra Street, Suite 120, Stanford, CA 94305-6032, or at The Medical Science Training Program (MSTP) provides medical
http://gradadmissions.stanford.edu/. students with an opportunity to pursue an individualized program of re-
search and course work leading to both the M.D. and Ph.D. degrees. It is
M.D. PROGRAM designed to equip students for careers in academic investigative medicine,
The School of Medicine seeks to attract students who are passionate and emphasizes individualization of curricular and research programs for
about scholarship and wish to improve the health of the world’s people each trainee. Training for a combined M.D./Ph.D. should include the same
through research, innovation, and leadership. The Stanford M.D. curricu- content encountered by students who pursue each degree separately, but
lum provides education in biomedical and clinical sciences along with study the total training time should be less than the sum of the time normally
and independent research through scholarly concentrations. Emphasis is required for each degree. The flexible curriculum at Stanford University
placed on interdisciplinary learning, with streamlined content and meld- School of Medicine allows each student, in consultation with a preceptor
ing of basic science and clinical instruction across the curriculum. Blocks and other advisers, to pursue a plan of study that satisfies the requirements
of unscheduled time allow for individual or group study, participation in for the M.D. degree and allows performance of doctoral-level research
elective courses, research, and reflection. Alternative pathways through leading to the Ph.D. Students interested in joining MSTP are considered
the curriculum include an option of a fifth or sixth year of study as well for admission at the time of their application to the School of Medicine
as opportunities for pursuing a second ­degree, such as an M.P.H. or Ph.D. M.D. program and are asked to provide supplemental information relevant
Broad clinical science education occurs throughout the curriculum to their research background. Current Stanford M.D. students may also
with exposure to patient care and the practice of medicine beginning on apply for admission to the MSTP. Further information regarding admission
the first day of medical school. Students may begin clinical clerkships as may be obtained from the MSTP administrator; general details about the
early as May of the second year. All medical students complete formal MSTP may be found at http://mstp.stanford.edu.
clinical experiences in medicine, surgery, pediatrics, obstetrics-gynecol- Master of science in medicine PROGRAM
ogy, family medicine, psychiatry, neurology, and critical care.
Scholarly concentrations offer opportunities for training in research The Master of Science in Medicine program admits Ph.D. students
methodologies that can be applied to a medical field of interest. The who have a commitment to translational research, but are not interested
scholarly concentrations include bioengineering, biomedical ethics and in becoming clinicians. The goal of the program is to train researchers in
medical humanities, biomedical informatics, clinical research, community human biology and disease so they are more able to translate new scientific

Stanford Bulletin, 2006-07 | 


discoveries into useful medical advances. Students offered admission into MED 108Q. Human Rights and Health—Stanford Introductory Semi-
any Ph.D. program at Stanford may apply for admission to the master’s nar. Preference to sophomores. History of human-rights law. Topics such
program. During their first five quarters, students take basic biomedical as: the health status of refugees and internally displaced persons; child
science courses with Stanford M.D. students. The School of Medicine M.D. labor; trafficking in women and children; torture; poverty, the environ-
curriculum is presented in a succinct format that allows time for students ment, and health; access to clean water; domestic violence and sexual
to concurrently complete their Ph.D. course requirements and lab rota- assault; and international availability of drugs. International conventions
tions. By early in their second year, students choose a lab for their Ph.D. on human rights as background for social and political changes that could
thesis research and complete their medical course work. They also elect a improve the health of groups and individuals. Optional opportunities to
clinical mentor to discuss translational research needs and help to arrange observe at sites where human rights and health are issues.
a short clinical experience. Upon completion of the Ph.D., participating 3 units, Win (Laws, A)
students receive an M.S. in Medicine. Details about the program can be
MED 118Q. Coronary Heart Disease, Pathophysiology, and Treat-
found at http://msm.stanford.edu.
school of MEDICINE

ment—Stanford Introductory Seminar. Preference to sophomores. Known


factors promoting the atherosclerotic process, and the pathologic changes
COURSES that characterize clinical coronary artery disease. The development of
The following courses are open to undergraduates or graduate students. arterial disease and the consequences of coronary occlusion, including
Additional courses may also be available; see http://www.med.stanford. heart attack, cardiac rhythm disturbance, and congestive heart failure.
edu/education/ for more information. Treatment modalities such as cardiac medications, coronary surgery,
and angioplasty.
STANFORD INTRODUCTORY SEMINARS 3 units, Spr (Stertzer, S)
MED 70Q. Cancer and the Immune System—Stanford Introductory
Seminar. Preference to sophomores. Myths and facts surrounding the idea UNDERGRADUATE AND GRADUATE
that the immune system is capable of recognizing malignant cells. The INDE 136. Foundations of Bioethics—Classic articles, legal cases, and
biological basis and function of effector arms of the immune system; how foundational concepts. Theoretical approaches derived from philosophy.
these mechanisms may be used to investigate the biological basis and po- The ethics of medicine and research on human subjects, assisted repro-
tential therapy of cancer. How the immune system functions. WRITE-2 ductive technologies, genetics, cloning, and stem cell research. Ethical
3 units, Spr (Negrin, R) issues at the end of life.
3 units, not given this year
MED 87Q. Women and Aging—(Same as HUMBIO 87Q.) Stanford
Introductory Seminar. Preference to sophomores. Biology, clinical is- INDE 245. Women and Health Care—Lecture and seminar series.
sues, social and health policies of aging; relationships, lifestyles, and Topics of interest to women as health care consumers and providers. The
sexuality; wise women and grandmothers. Sources include scientific historical role of women in health care with current and future changes.
articles, essays, poetry, art, and film. Service-learning experience with 1-2 units, Aut (Grudzen, M; Massion, C; LeBaron, S)
older women. GER:EC-Gender
MED 147/247. Community and Clinical Research Skills—(Graduate
5 units, Win (Winograd, C)
students register for 247.) Pragmatic skills for the design, implementation,
MED 88Q. Dilemmas in Current Medical Practice—Stanford Introduc- and analysis of structured interviews, focus groups, survey questionnaires,
tory Seminar. Preference to sophomores. Social, political, scientific, and and field observations. Strengths and limitations of study designs. How
economic forces influencing medical practice. Spiraling costs, impaired to construct interview and focus group questions, moderate focus groups,
access to health care, and disillusionment toward the health care system. analyze data using qualitative software, design surveys, and interpret
Attempts by government and medical insurers to control costs through commonly used statistical analysis.
managed care and health maintenance organizations. Medical education 2 units, Win (Kiernan, M; Fortmann, S)
and how it has affected the practice of medicine. Alternative health care,
MED 199. Undergraduate Research—Students undertake investiga-
preventive medicine, and the doctor-patient relationship. The paradox of
tions sponsored by individual faculty members. Prerequisite: consent of
health in America: why do so many people who are healthy feel unhealthy?
instructor.
Optional observation of instructors in their medical practices.
1-18 units, Aut, Win, Spr, Sum (Staff)
3 units, Aut (Croke, J; Jones, H)
MED 207. History of Medicine—Weekly lectures that trace the develop-
MED 93Q. The AIDS Epidemic: Biology, Behavior, and Global Re-
ment of Western medical tradition from Babylonian, Egyptian, and Greek
sponses—Stanford Introductory Seminar. Preference to sophomores.
ancient cultures to the present.
How the discovery of the causative agent and the modes of transmission
1 unit, Win (Camargo, C)
of HIV fueled a quest for prevention, treatments, and a vaccine. Discover-
ies in biology, biotechnology, epidemiology, and medicine during the last MED 242. Physicians and Human Rights—Weekly on how human
20 years. Hypotheses about the origins of HIV as a human disease; the rights violations affect health. Topics include torture, domestic violence,
spread of AIDS and HIV; social, political, and economic consequences regional conflict and health, sweat shops, rape, and war. Guest speakers.
of the epidemic; and national and global responses. 1 unit, Win (Laws, A)
3 units, Aut (Katzenstein, D)
MED 255. The Responsible Conduct of Research—Forum. How to
MED 94Q. Hormones, Health, and Disease—Stanford Introductory identify and approach ethical dilemmas that commonly arise in bio-
Seminar. Preference to sophomores. Hormones’ roles in maintaining medical research. Issues in the practice of research such as in publication
health; how abnormalities in hormones cause disease. Topics include: the and interpretation of data, and issues raised by academic/industry ties.
pituitary, the master gland; thyroid hormones and metabolism; insulin and Contemporary debates at the interface of biomedical science and society
diabetes; adrenal steroids and hypertension; vitamin D, parathyroid hor- regarding research on stem cells, bioweapons, genetic testing, human
mone, calcium, and osteoporosis; sex hormones, birth control, pregnancy, subjects, and vertebrate animals. Completion fulfills NIH/ADAMHA
and menopause; androgens, erectile dysfunction, and athletic performance; requirement for instruction in the ethical conduct of research. Recom-
cholesterol, obesity, and cardiovascular risk. Recommended: background mended: research experience.
in human biology and physiology. 1 unit, Aut, Win, Spr, Sum (Tobin, S)
3 units, Win (Feldman, D)

  | Stanford Bulletin, 2006-07


MED 262. Economics of Health Improvement in Developing Coun-
tries—(Same as HUMBIO 121.) Application of economic paradigms
and empirical methods to health improvement in developing countries.
Emphasis is on unifying analytic frameworks and evaluation of empirical
evidence. How economic views differ from public health, medicine, and
epidemiology; analytic paradigms for health and population change; the
demand for health; the supply of health; the role of health in international
development. Prerequisites: background in economics and statistics, and
consent of instructor.
5 units, Win (Miller, N)
MED 272A. Biodesign Innovation: Needs Finding and Concept

School of Medicine
Creation—(Same as BIOE 374A, OIT 384, ME 374A.) Two quarter
sequence. Strategies for interpreting clinical needs, researching literature,
and searching patents. Clinical and scientific literature review, techniques
of intellectual property analysis and feasibility, basic prototyping, and
market assessment. Student entrepreneurial teams create, analyze, and
screen medical technology ideas, and select projects for development.
3-4 units, Win (Yock, P; Makower, J; Zenios, S; Milroy, J)
MED 272B. Biodesign Innovation: Concept Development and Imple-
mentation—(Same as BIOE 374B, OIT 385, ME 374B.) Two quarter
sequence. Concept development and implementation. Early factors for
success; how to prototype inventions and refine intellectual property. Lec-
tures, guest medical pioneers, and entrepreneurs about strategic planning,
ethical considerations, new venture management, and financing and li-
censing strategies. Cash requirements; regulatory (FDA), reimbursement,
clinical, and legal strategies, and business or research plans.
3-4 units, Spr (Yock, P; Makower, J; Zenios, S; Milroy, J)
MED 276. Careers in Biomedical Technology—Career tracks in bio-
medical technology for medical, life science, engineering, business, and
law students. Industry professionals describe career tracks, current roles,
and industry perspectives.
1-2 units, Aut, Spr (Popp, R; Yock, P)
MED 289. Introduction to Bioengineering Research—(Same as BIOE
390.) Preference to medical and bioengineering graduate students. Bio-
engineering is an interdisciplinary field that leverages the disciplines of
biology, medicine, and engineering to understand living systems, and
engineer biological systems and improve engineering designs and human
and environmental health. Topics include: imaging; molecular, cell, and
tissue engineering; biomechanics; biomedical computation; biochemical
engineering; biosensors; and medical devices. Limited enrollment.
1-2 units, Aut, Win (Taylor, C)
MED 299. Directed Reading in Medicine—Prerequisite: consent of
instructor.
1-18 units, Aut, Win, Spr, Sum (Staff)
MED 399. Graduate Research—Students undertake investigations
sponsored by individual faculty members. Prerequisite: consent of in-
structor.
1-18 units, Aut, Win, Spr, Sum (Staff)

Stanford Bulletin, 2006-07 | 

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