Genes to Society 101 | A Brief Overview

(calming piano music)>>The curriculum is called
Gene’s to the Society because we recognize that
the individual variability had really two large sources. One was genetic make up of each person and the second was the cumulated environmental experiences of each person. So, to do one without the
other made no sense at all, and we’re very fortunate at Johns Hopkins to have a superb school of public health. As well as a superb medical school. So, we are well equipped
to present, and teach and educate in both sort of
basic biology of medicine, as well as, more social
issues that span a population rather than individual
than individual patients. We try to pull all of that together. Decrease the lecture time, increase the sort of,
computerized learning tools that are now available,
increase simulations emphasizing patient safety
and cross cutting themes like professionalism
across the four years. And we also built in some novel things, that’s sort of a chronic
concern about medical education is that in the old style where you sort of had two years of
basic science exposure. First year was normal basic science. The second was abnormal,
was pathology basically. And then two clinical years and many students, during
their basic science years would say well you know
I’m really interested in laying on the hands, why do I need to understand the Krebs cycle? And so, it was only until after they got the wards and had
the experience of managing a patient, let’s say in
diabetic ketoacidosis, where the Krebs cycle is not working in many different ways. They would say, “Oh gee, I wish I had paid
attention to first year “when I was studying the Krebs cycle.” So, we get them in touch
with their patients as quickly as possible in the first year. And then we built in these
inner sessions between blocks of time in all four years. In the first two years, the inner sessions focus on clinical topics, giving them another window
on clinical activities in the first two years. And the second two years, the inner sessions focus on basic science. Being leader in medicine requires one to be a leader in biomedical research and we certainly feel like we are among the leaders in biomedical research. And I think we all think that this is something that separates Johns Hopkins from many other places that one could get a medical education. And so, we think it’s
enormously important, not only in terms of
informing the students but also giving them a certain rigor in the way they think about problems and in the way they
evaluate the literature, and scientific trends
and all sorts of things. So, the scientific
education that they receive is enormously important. And we didn’t want to sacrifice on that. On the other hand, we
did want to spread it out so that they were more receptive to it. And they heard it at different stages so perhaps, more likely to
carry it forward with them over the subsequent
decades of their career. (calming electronic music) Changing a medical curriculum
is really a big deal. It’s like turning a gigantic oil tanker. It really is hard, there
are so many people involved. We have to realize at Hopkins is that we’re fortunate enough to attract a very top notch medical student. So, they’re excellent when
they walk in the door. So, it’s not good enough to say that when they leave they’re excellent, because they were excellent
when they came in. We have to show that what we’ve given them is something that will allow them to take advantage of their
talents, their enormous talents. And improve medicine over
the next four generations. I think I speak for the school to say that we’re in for the duration. We have along tradition of excellence and we wanna maintain it.

Leave a Reply

Your email address will not be published. Required fields are marked *