WWaasshhiinnggttoonn UUnniivveerrssiittyy SScchhooooll ooff MMeeddiicciinnee DDiiggiittaall CCoommmmoonnss@@BBeecckkeerr Washington University School of Medicine Washington University Publications Bulletins 2011 WWaasshhiinnggttoonn UUnniivveerrssiittyy SScchhooooll ooff MMeeddiicciinnee bbuulllleettiinn,, 22001111 Follow this and additional works at: https://digitalcommons.wustl.edu/med_bulletins RReeccoommmmeennddeedd CCiittaattiioonn Washington University School of Medicine bulletin, 2011. Central Administration, Publications. Bernard Becker Medical Library Archives. Washington University School of Medicine, Saint Louis, Missouri. https://digitalcommons.wustl.edu/med_bulletins/112 This Article is brought to you for free and open access by the Washington University Publications at Digital Commons@Becker. It has been accepted for inclusion in Washington University School of Medicine Bulletins by an authorized administrator of Digital Commons@Becker. For more information, please contact [email protected]. BULLETIN OF WASHINGTON UNIVERSITY St. Louis, Missouri School of Medicine October 4, 2011 Calendar Calendar 2011-12 2011 June 17 Friday: Clinic orientation for new third-year students. 20 Monday: Academic year begins for third- and fourth-year classes. 24 Friday: Deadline for registration and initial payment of tuition for the third- and fourth-year classes. July 3 Sunday: Independence Day holiday begins at 5 p.m. 4 Monday: Independence Day observance. August 9 Tuesday: Orientation, matriculation and initial fee payment for the first-year class. 15 Monday: Academic year begins for the first- and second-year classes. 19 Friday: Deadline for registration and initial payment of tuition for the second-year class. September 4 Sunday: Labor Day holiday begins at 5 p.m. 5 Monday: Labor Day observance. November 23 Wednesday: Thanksgiving Day holiday begins at 5 p.m. 24 Thursday: Thanksgiving Day observance. 25 Friday: Holiday for all classes. December 16 Friday: Winter recess begins at 5 p.m. for all classes. 2012 January 3 Tuesday: Classes resume for all students. 6 Friday: Deadline for payment of the balance of tuition for all classes. 15 Sunday: Martin Luther King Jr. Day holiday begins at 5 p.m. 16 Monday: Martin Luther King Jr. Day observance. March 23 Friday: Spring break begins at 5 p.m. for first- and second-year classes. 29 Thursday: Spring break begins at 5 p.m. for third- and fourth-year classes. April 2 Monday: Classes resume for all students. May 6 Sunday: Academic year ends at 5 p.m. for graduating students. 2 11 Friday: Academic year ends at 5 p.m. for the second-year class. 18 Friday: Commencement. 25 Friday: Academic year ends at 5 p.m. for the first-year class. 27 Sunday: Memorial Day holiday begins at 5 p.m. 28 Monday: Memorial Day observance. June 1 Friday: Academic year and clinical clerkships end at 5 p.m. for students in clinical clerkships. Please note: Beginning and ending dates of each academic term will be published with individual class schedules. Schedule of Clerkship and Elective Intervals 2011-12 Final examinations for clinical clerkships are administered at the end of each clerkship. POM III follows the clerkship exams administered at the end of week 12 of each block. Exact date, time and location are announced by the coursemaster. Weeks/Dates 1-4: June 20, 2011 – July 17, 2011 5-8: July 18, 2011 – August 14, 2011 9-12: August 15, 2011 – September 11, 2011 13-16: September 12, 2011 – October 9, 2011 17-20: October 10, 2011 – November 6, 2011 21-24: November 7, 2011 – December 4, 2011 25-28: December 5, 2011 – January 15, 2012 (Winter recess 5 p.m. December 16, 2011 – January 2, 2012) 29-32: January 16, 2012 – February 12, 2012 33-36: February 13, 2012 – March 11, 2012 37-40: March 12, 2012 – April 8, 2012 41-44: April 9, 2012 – May 6 2012 45-48: May 7, 2012 – *June 1, 2012 (*clerkships only) *Clinical clerkships end June 1, 2012, after Practice of Medicine III. 3 Admissions and Educational Program Admissions and Educational Program Mission Statement for Washington University The mission of Washington University is the promotion of learning — learning by students and by faculty. Teaching, the transmission of knowledge, is central to our mission, as is research, the creation of new knowledge. Faculty composed of scholars, scientists, artists, and members of the learned professions serve society by teaching; by adding to the store of human art, understanding, and wisdom; and by providing direct services, such as health care. Our goals are: • to foster excellence in our teaching, research, scholarship, and service; • to prepare students with the attitudes, skills, and habits of lifelong learning and with leadership skills, enabling them to be useful members of a global society; and • to be an exemplary institution in our home community, St. Louis, as well as in the nation and in the world. To this end we intend: • to judge ourselves by the most demanding standards; • to attract people of great ability from all types of backgrounds; • to encourage faculty and students to be bold, independent, and creative thinkers; • to provide the infrastructure to support teaching, research, scholarship, and service for the present and for future generations. School of Medicine Mission and Vision Statements Our Mission Washington University School of Medicine will lead in advancing human health through outstanding clinical care, innovative research and the education of tomorrow’s leaders in biomedicine. Our Vision In leading the advancement of human health, Washington University School of Medicine will: • Cultivate excellence, collegiality, and diversity • Attract the most talented people and enable their development • Lead the evolution of change in biomedicine • Enhance our intellectual and technological environment to foster exceptionally creative science and education • Develop and maintain excellent clinical programs to provide outstanding care • Observe the highest standards of ethics and integrity • Apply advances in science and medicine to the betterment of humanity Approved June 24, 2008 by the Executive Faculty 4 Objectives of the Educational Program for Medical Students Washington University School of Medicine provides students with a supportive, stimulating and challenging environment in which to acquire a thorough foundation in scientific medicine and develop skills, professional attitudes and personal commitments necessary for the practice of medicine at the highest possible level of excellence. In addition, the medical school fosters a commitment to collegiality, respect of individuality, community involvement and leadership through many extracurricular organizations and activities supported by the school. The educational program is designed to ensure that each graduating student will demonstrate the following: • Knowledge of core concepts and principles of human biology. • Knowledge of the scientific foundations of medicine and medical practice including disease pathogenesis and treatment, illness prevention and health maintenance. • Proficiency in applying the scientific method to the practice of medicine including the processes of problem identification, data collection, hypothesis formulation and the application of deductive reasoning to clinical problem-solving. • Knowledge of human behavior and an understanding of the impact of ethnic and cultural characteristics, socioeconomic factors, and other social factors on the practice of medicine. • Proficiency in obtaining an appropriate medical history, performing a physical examination, and performing basic procedures necessary for the practice of medicine. • Cognitive skills essential to the formulation of clinical questions, critical evaluation of scientific and clinical data, and effective application of this data to clinical problem-solving. • Efficient and effective utilization of educational resources and proficiency in acquisition and assimilation of new information and practices. • Recognition that there is uncertainty in clinical decision-making. • Recognition that information and practices in clinical medicine can become obsolete and should be modified and refined based on new (evidence-based) information. • Effective oral and written communication skills with patients and their families, members of the academic and medical communities and other members of the community at large. • Commitment to provide compassionate care for all people. • Dedication to inquiry and to life-long learning through self-education and self-assessment and active participation as teachers of patients, colleagues and members of the community. • Appreciation of the essential role of biomedical research in the advancement of medicine and a commitment to the spirit of collaboration and support of basic science and clinical research efforts. • Dedication to high standards of professional integrity and ethical behavior in clinical practice and biomedical research. Description of Undergraduate Medical Education Program by Year First Year The first-year curriculum focuses on the acquisition of a core knowledge of human biology, as well as on an introduction to the essentials of good patient care. Diversity among matriculants in undergraduate background and in approaches to learning is recognized and fostered. The courses are graded Pass/Fail, and a variety of didactic means are made available including lectures, small groups, extensive course syllabi, clinical correlations and a Lotus Notes computerized curriculum database. The Practice of Medicine I uses regular patient interactions and integrative cases to teach students to skillfully interview and examine patients, as well as the fundamentals of bioethics, health promotion/disease prevention, biostatistics and epidemiology. An optional summer research program between the first and second year provides an opportunity for students to explore various areas of basic science or clinical research. Second Year 5 The second-year curriculum is focused on human pathophysiology and pathology. Through lectures, small group discussions, laboratory exercises and independent study, students acquire broad, detailed knowledge of mechanisms of disease pathogenesis, clinopathological relationships and fundamental principles of therapy. The Practice of Medicine II course continues students’ introduction to the fundamentals of patient care and emphasizes organizing and interpreting clinical information to form a problem list, differential diagnosis and treatment plan. Students also learn how to accurately document and concisely present clinical information. Supervised clinical experiences and small group discussions further engender development of the professional attitudes and high ethical standards required for the third-year clinical clerkships. Third Year The overall goal of the third year is implementation of fundamental interactive clinical skills necessary for the practice of medicine at the highest possible level of excellence. Students achieve this goal by participating in intensive, closely supervised training experiences in the core clinical clerkships involving inpatient and ambulatory settings and interactions with patients who present a spectrum of emergent, urgent, routine and chronic clinical problems. Through these experiences, students exhibit growth and maturation in their abilities to take medical histories, perform complete physical examinations, synthesize findings into a diagnosis, formulate treatment plans and document and present information in a concise, logical and organized fashion. During the clinical clerkships, students learn to use the biomedical literature and other educational resources in the service of their patients and in self-directed learning. Students also use their personal experiences and rapidly expanding knowledge of human behavior and ethnic, cultural, socioeconomic and other social factors to develop their own personal standards of compassionate, respectful and ethical behavior in the practice of medicine. Fourth Year The overall goals of the fourth year are to consolidate, enhance and refine the basic clinical skills developed during the clinical clerkships and to explore specialty areas within the field of medicine. This is accomplished by providing each student with optimal preparation for selecting and pursuing graduate medical education opportunities in his/her chosen field of medical practice and/or research. Students may select from a broad array of clinical rotations and research experiences and may arrange extramural experiences. History The education of physicians at Washington University began in 1891. Under an ordinance enacted April 14, 1891, establishing a Medical Department of Washington University, the St. Louis Medical College (an independent medical college in St. Louis) was brought under the wing of the well-established University. The faculty of the college eagerly agreed to the union, stating "Most of the great medical schools of the world have always been integrant departments of universities, and the examples which America furnishes give added testimony to the fructifying influence of the contact of students and teachers of professional schools with the workers in universities." Eight years later, the Missouri Medical College (another independent college in the city) also joined Washington University, and thus the two most famous medical colleges in the city were merged with the University. In 1909, Abraham Flexner began a survey of 155 medical schools in the United States and Canada for the Carnegie Foundation for the Advancement of Teaching. The survey created a national sensation. Some schools collapsed, others pooled their resources, while still others reorganized. The Medical School of Washington University did not escape criticism. In the report Flexner made to Henry Smith Pritchett, Ph.D., president of the Carnegie Foundation for the Advancement of Teaching and former professor of astronomy at Washington University, he said that one of two courses must be adopted: "The department must be either abolished or reorganized." Dr. Pritchett mailed the report to Robert S. Brookings, a St. Louis merchant who was president of the Board of Directors of Washington University. Brookings was shocked and immediately went to New 6 York to see Flexner, demanding proof that the conditions were as bad as described. Both returned to St. Louis and the two men went through the School. In less than two hours, Brookings was convinced that drastic action was necessary if the School was to be one of the foremost institutions of medical education and research. The meeting in 1909 of Brookings and Flexner was of unsurpassed significance in the history of the Washington University School of Medicine, for it led to the complete reorganization of the School and the establishment of the present Medical Center. Abraham Flexner inspired the dream of a model medical school; Robert Brookings accepted the challenge, and with the energy and vision which characterized all his enterprises, made the dream a reality. No time was lost in making changes. The Bulletin of the Medical School for July 1910 made the following statement: "The Corporation of the University, becoming convinced that in no other direction could greater service be rendered than through a great, modern medical school, determined to reorganize the School and to place it in the front rank of American medical institutions. It has called to the heads of a number of leading departments the ablest men it could secure." When Robert A. Barnes died in 1892, he left a will which directed the trustees of his estate to use $840,000 for the erection and equipment of a hospital "for sick and injured persons, without distinction of creed, under the auspices of the Methodist Episcopal Church, South." Investigation by the trustees into the cost of building a modern hospital convinced them that the sum was not large enough to build an efficient, fireproof building, and they therefore invested the trust. By 1912 the value had increased to $2 million, a sum which permitted the building of a hospital and left an endowment greater than the original fund. At the same time the trustees were studying hospital construction, Robert Brookings was studying medical schools. It was apparent to everyone concerned that the two projects, the building of a medical school and the construction of a modern hospital, were so interrelated that the purpose of each would be more successfully fulfilled by an affiliation. A medical school would provide a highly trained staff and would assure the most modern methods and superior laboratory facilities for the hospital. A teaching hospital would give patients superior care and, at the same time, provide the essential clinical experience consistent with modern medical teaching methods. In the spring of 1912, construction was begun on the medical school and hospital buildings which today form the nucleus of the present center. The laboratories were moved from their old quarters in downtown St. Louis into the new buildings on Euclid Avenue and Kingshighway Boulevard during the summer of 1914, and late in the fall of the same year the activities of the Washington University Hospital were transferred to Barnes Hospital. Concomitantly, the St. Louis Children’s Hospital, then located on Jefferson Avenue, became affiliated with the School of Medicine and moved to its new quarters in the Medical Center. On April 28, 29 and 30, 1915, exercises were held to celebrate the completion of this group of buildings designed to promote the practice, the teaching and the progress of medicine. The dedication ceremonies marked what Dr. William H. Welch of The Johns Hopkins University called "one of the most significant events in the history of medical education in America." Robert S. Brookings, the one man most responsible for the reorganization, voiced the hope that "our efforts will contribute, in some measure, to raising the standard of medical education in the West, and that we will add, through research activities, our fair quota to the sum of the world’s knowledge of medicine." These prophetic words have been realized. In the ensuing years, the Medical Center has continued to grow, and now its facilities are among the best in the world. With the increase in size of the physical plant there has come a substantial increase in the number of the faculty; the expansion has been made without compromise to the standards that marked the early development of the Medical Center. As a result, significant achievements in both research and clinical areas have been steadily recorded. 7 Faculty Washington University School of Medicine has one of the finest faculties of any medical school in the nation. Recognized for their distinguished achievements in original research, 10 faculty members are among the fellows of the prestigious National Academy of Sciences; 24 belong to its Institute of Medicine. Seventeen Nobel laureates have been associated with the School of Medicine. During fiscal year 2010, 144 members of the faculty held individual or career development awards: 100 from the National Institutes of Health 2 from Abbott Laboratories 2 from the AGA Foundation for Digestive Health and Nutrition 1 from the Agency for Healthcare Research and Quality 1 from the American Geriatrics Society 1 from the American Glaucoma Society 12 from the American Heart Association 1 from the American Heart Association (Midwest Affiliate) 1 from the American Roentgen Ray Society 2 from the U.S. Army 1 from the ASCO Cancer Foundation 1 from the American Society for Nutrition 3 from the American Society of Hematology 1 from the American Vascular Association 1 from the Arthritis Foundation 11 from the Burroughs Wellcome Fund 1 from the Centers for Disease Control 2 from the Children’s Discovery Institute 1 from the Crohn’s and Colitis Foundation 2 from the Doris Duke Charitable Foundation 2 from the Howard Hughes Medical Institute 1 from Indiana University 1 from the Juvenile Diabetes Research Foundation International 3 from the Leukemia and Lymphoma Society 2 from NARSAD 2 from the National Science Foundation 1 from the Pew Charitable Trust 1 from Pfizer Pharmaceuticals 1 from the Prevent Cancer Foundation 1 from the Radiological Society of North America 3 from the Robert Wood Johnson Foundation 1 from Saint Louis University 1 from the Shock Society 1 from Southern Illinois University Edwardsville 1 from the Susan G. Komen Breast Cancer Foundation 2 from the Thoracic Surgery Foundation for Research and Education 1 from the University of California, San Francisco Pew Foundation Scholars Program 1 from the University of Utah 1 from the W.M. Keck Foundation 1 from an anonymous foundation The School of Medicine has 15 faculty members with Method to Extend Research in Time (MERIT) status, a special recognition given to only a few NIH grantees, which provides long-term, uninterrupted financial support to investigators who have demonstrated superior achievement during previous research projects. 8 In 2010-11, the School employed 1,684 full-time, salaried faculty members in its 20 preclinical and clinical departments. The clinical departments are further strengthened by 1,394 part-time faculty members, a group of physicians who practice their medical specialties in St. Louis and are members of one or more of the staffs of the hospitals in the Washington University Medical Center. Students The School of Medicine attracts a student body of exceptional quality. The 2010 entering class of 121 students was selected from a pool of 3,837 applicants. The School is a national institution with 38 states plus the District of Columbia and 8 countries represented in the current enrollment. In 2011, the School conferred the MD degree upon 91 individuals. In addition, one student received the MD/MA/MSCI degree, four students received the MD/MA degrees, two students received the MD/MSCI degrees, and 17 students graduated with the MD/PhD degrees. Graduating students who participated in the 2011 National Residency Matching Program matched in programs recognized for high quality and selectivity. In the Alphabetical List of Students area of the Register of Students section, the graduates are listed by name, hometown, undergraduate and graduate schools attended and year of degree, type of postgraduate residency program, name of hospital and the city in which it is located. The student body of the School of Medicine numbers 606 medical students. Programs also are conducted for 745 students who are pursuing graduate degrees in communication sciences, clinical investigation, occupational therapy, physical therapy, psychiatric epidemiology or genetic epidemiology. The Division of Biology and Biomedical Sciences has extensive graduate training programs for 608 students seeking the Doctor of Philosophy degree in areas of Biochemistry; Computational and Systems Biology; Developmental, Regenerative and Stem Cell Biology; Evolution Ecology and Population Biology; Human and Statistical Genetics; Immunology; Molecular Biophysics; Molecular Cell Biology; Biochemistry; Molecular Genetics and Genomics; Molecular Microbiology and Microbial Pathogenesis; Neurosciences; and Plant Biology. Teaching Facilities The 164-acre Washington University Medical Center, spread over portions of 17 city blocks, is located along the eastern edge of Forest Park in St. Louis. Along the western edge of the park is the 169-acre Danforth Campus of the university. All campuses (North, West, Danforth and Medical) are connected by the MetroLink light rail system. The Danforth Campus and the Medical Campus are also connected by the Washington University Gold MetroBus. Students, faculty and staff can access both of these modes of transport with a free U-Pass, obtained from the Transportation Office, along with their Washington University identification badge. The medical center was incorporated in 1962. It now consists of Washington University School of Medicine, Barnes-Jewish Hospital, St. Louis Children’s Hospital, Barnard Hospital and Central Institute for the Deaf and is affiliated with BJC HealthCare. Two integral units of the medical center are the world-famous Mallinckrodt Institute of Radiology (MIR) and the Center for Computational Biology. The Medical Center generates an annual financial impact of more than $3.5 billion for the St. Louis area, according to an economic model maintained by the St. Louis Regional Commerce and Growth Association. With more than 20,000 employees, the combined Medical Center institutions are among the largest employers in the metropolitan area. Unprecedented growth has occurred at the medical center over the past 14 years. At the School of Medicine alone during the past five years, more than $162 million has been expended on renovation and new construction. Capital improvements and strategic purchases have added approximately 1 million square feet of space to the medical school during this same period. In the most recent fiscal year, more than $106 million of capital improvements were made at the School. Recently completed is 9