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    <title>Informatics Careers Take Shape in Translational and Clinical Research</title>
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    <published>2010-01-22T17:30:00Z</published>
    <updated>2010-01-22T17:30:00Z</updated>

    <summary>Vitaly Herasevich </summary>
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				Electronic patient data and research repositories mean new opportunities in medical informatics.
			</div><div class="pullquote quote_right"><p>
			Translational and clinical research informatics "are just solidifying as fields, and there's a lot of work out there to be done, a lot of opportunities." --Peter Embi, University of Cincinnati Center for Health Informatics
		</p></div>
		
		
		<p>
			<b>G</b>rowing up in Soviet Belarus, Vitaly Herasevich didn't spend much time with computers. So when he entered medical school in Minsk in 1994, the school's network for tracking patient data proved an alluring novelty. Herasevich quickly learned some computer skills and for 5 years worked on the system, viewing it from both a programmer's and a clinician's perspectives and noting where it could be improved. As he completed medical school, a Ph.D. in cardiac physiology, and then a cardiology fellowship, Herasevich continued to develop his informatics expertise; he even published a Russian-language textbook on the subject.</p>
		<p>That experience straddling informatics and medicine served Herasevich well when he arrived at  <a href="http://www.mayo.edu/">the Mayo Clinic</a> in Rochester, Minnesota, for a postdoctoral fellowship in 2006. He knew by then that he wanted to devote his career to improving information flow in hospitals, and saw plenty of opportunity to do so. In 2007 he won a  <a href="http://ctsa.mayo.edu/education/kl2-career-development.html">career development award</a> from Mayo's National Institutes of Health-supported  <a href="http://ctsa.mayo.edu/index.html">Center for Translational Science Activities</a> and set about building a sepsis sniffer, a computer program that monitors a patient's vital signs and sends out an alert if sepsis, which is an aggressive immune reaction to an infection, or other serious trouble is imminent.</p>
		<p>The symptoms of sepsis -- such as fever and increased heart and breathing rates -- can sneak up on caregivers. Untreated, the condition can kill. "Just a few hours of notification can play a really big role in reducing mortality," says Herasevich, who is now an assistant professor of medicine at the Mayo Clinic. Herasevich's sepsis sniffer is a computer algorithm that taps the critical care unit's stream of real-time patient data and, if it detects indications of sepsis or other serious trouble, alerts nurses or physicians via pager, e-mail, or an alert board. Mayo is now studying whether the sniffer decreases mortality in the hospital's intensive care unit. "This is an exciting field because you can really impact patient outcomes," he says.</p>
		<p>The field Herasevich works in is called medical informatics -- a broad term encompassing a wide swath of careers, from mining genetics databases for disease clues to maintaining electronic patient records in a clinic. Between those two extremes of basic and applied knowledge lie two nascent, rapidly expanding subfields: translational research informatics and clinical research informatics. The former involves helping to move new tests and treatments from the lab to the clinic, and the latter focuses on improving information flow during clinical studies. Leaders say the need for workers in both subfields is exploding.</p>
		<p>"These areas are just solidifying as fields, and there's a lot of work out there to be done, a lot of opportunities," says Peter Embi, director of the  <a href="http://www.uc.edu/chi/index.html">University of Cincinnati Center for Health Informatics</a>.</p>
		
			<h2>New training opportunities</h2>
			<div xmlns="" class="sidebar align-left">
				<div xmlns="http://www.w3.org/1999/xhtml" class="photo align-center-full"><img src="http://sciencecareers.org/get-file.xqy?uri=/aaas/files/uploaded-files/images/2167f8b3-0dcf-407e-80de-279d9f47fc20/KeybrdSteth_Comstock_160.jpg" title="" alt="Keyboard and stethoscope (Comstock)" /></div>
				<p xmlns="http://www.w3.org/1999/xhtml">This is part of an article series for  <a href="http://community.sciencecareers.org/ctscinet/">CTSciNet</a>, the Clinical and Translational Science Network, an online community. These articles are published on both <em>Science</em> Careers and  <a href="http://community.sciencecareers.org/ctscinet/articles/">within CTSciNet</a>. You may also be interested in the CTSciNet groups  <a href="http://community.sciencecareers.org/ctscinet/groups/bioinformaticians/">Bioinformaticians</a> and  <a href="http://community.sciencecareers.org/ctscinet/groups/tmob/">Translational Medicine Ontology and Bioinformatics</a>.</p>
			</div>
			<p>The  <a href="http://www.hhs.gov/">Department of Health and Human Services</a>
				 <a href="http://www.hhs.gov/news/press/2009pres/11/20091124a.html">announced in November</a> that it would give out $80 million from the American Recovery and Reinvestment Act to help colleges and universities develop health information technology courses. Already, some 40 to 50 master's degree and Ph.D.-level medical informatics programs operate in the United States, says William Hersh, chair of the  <a href="http://www.ohsu.edu/ohsuedu/academic/som/dmice/index.cfm">Department of Medical Informatics and Clinical Epidemiology</a> at  <a href="http://www.ohsu.edu/xd/">Oregon Health &amp; Science University</a> in Portland. And there are a handful of informatics fellowships for people who want further training, such as those offered through the  <a href="http://www.nlm.nih.gov/ep/Grants.html">National Library of Medicine</a> and  <a href="http://www4.va.gov/oaa/specialfellows/programs/SF_MedicalInformatics.asp?p=7">the Veterans Administration</a>.</p>
			<p>The aims, goals, and structures of the graduate programs vary widely, but Hersh says all emphasize bridging information technology and medicine. "The technical people like that I know the clinical stuff, and vice versa," says Julie Eckstrand, a research informaticist at the  <a href="http://www.dukehealth.org/">Duke University Health System</a> in Durham, North Carolina.</p>
			<p>There is no traditional training path into medical informatics, notes Eric Perhaslis, vice president for research and development informatics at  <a href="http://www.jnjpharmarnd.com/jnjpharmarnd/">Johnson &amp; Johnson Pharmaceutical Research and Development</a> L.L.C. in Titusville, New Jersey. In fact, if you talk to 10 people in medical informatics, you'll probably hear 10 different stories about how they got there. Physicians, nurses, pharmacists, and computer engineers all find their way into the field.</p>
		
		
			<h2>Improving clinical research</h2>
			<div xmlns="" class="sidebar align-right">
				<div xmlns="http://www.w3.org/1999/xhtml" class="photo align-center-full"><img src="http://sciencecareers.org/get-file.xqy?uri=/aaas/files/uploaded-files/images/ef7806b6-920a-43c1-9ce7-1f91badf0d27/200-CalculatorKeys_160.jpg" title="" alt="Scientific calculator" /></div>
				<p xmlns="http://www.w3.org/1999/xhtml"><b>Quantitative Careers</b>
				</p>
				<p xmlns="http://www.w3.org/1999/xhtml">Also in <em>Science </em>Careers this week:</p>
				<p xmlns="http://www.w3.org/1999/xhtml">
					 <a href="http://sciencecareers.sciencemag.org/career_magazine/previous_issues/articles/2010_01_22/caredit.a1000008">Quantitative Biomedical Careers</a> - Physicists, mathematicians, and others are finding new ways to apply quantitative skills to biomedical sciences.</p>
				<p xmlns="http://www.w3.org/1999/xhtml">
					 <a href="http://sciencecareers.sciencemag.org/career_magazine/previous_issues/articles/2010_01_22/caredit.a1000010">Statistics Serving Biomedicine</a> - Spanish statistician David Rossell supports other biomedical scientists while pursuing his own research.</p>
			</div>
			<p>Khamis Abu-Hasaballah began his career as a biomedical engineer, designing medical devices for a company. During the 1990s dot-com boom, he grew interested in information technology, and over the course of a decade graduated from job to job in the IT department of the  <a href="http://www.uchc.edu/">University of Connecticut Health Center</a> in Farmington while learning basic hospital systems, the ins and outs of electronic health records, and the process of clinical research. "I came into the field not knowing what I needed to know," he says.</p>
			<p>In 2008, Abu-Hasaballah created a new position for himself as his hospital's first clinical research informatician, reporting to the chief information officer. The goal of the new position is basic but vital: to streamline research. For example, Abu-Hasaballah, who has since progressed to assistant vice president for research informatics at the hospital, is building a system to match hospital patients to clinical trials.</p>
			<p>Embi helped build similar software at Cincinnati, which alerts clinical trials intake coordinators when eligible patients pop up in the hospital's data warehouse. Duke's Eckstrand also streamlines clinical trials. She entered the field after spending 20 years as a research pharmacist on new-drug studies. In 2006, Eckstrand saw an opportunity to deploy her clinical research skills in a broader manner, designing systems that automatically move patient data from bedside monitors into research databases. Eliminating manual data entry for clinical trials is a huge time and money saver, Eckstrand says.</p>
			<p>With the tools Eckstrand helped build, physicians and others involved in trials can watch data accumulate in real time, monitor volunteers remotely, and receive alerts about adverse events. "Everyone is keenly aware of how expensive drugs are, and one reason is because clinical trials are hugely inefficient," she says. "There's real tangible value to what we do."</p>
		
		
			<h2>Dealing with data</h2>
			<div class="photo align-left"><img src="http://sciencecareers.org/get-file.xqy?uri=/aaas/files/uploaded-files/images/bcdf77e0-99b2-46d2-8d49-bc794e0d1162/AtulButte_200.jpg" title="Atul Butte" alt="Atul Butte (Lucile Packard Children's Hospital)" /><div class="image-caption">
					<p>Atul Butte</p>
				</div></div>
			<p>At academic medical centers, research informatics offices often operate in a service role, says physician and informatics professor Atul Butte of  <a href="http://med.stanford.edu/">Stanford University School of Medicine</a> in Palo Alto, California. Clinical departments and study investigators act as the customers. "Everyone [doing research] needs help organizing and analyzing data," he says. But for individuals who specialize in translational research informatics, like he does, Butte also sees expanding opportunities "to step out of the service role into a more scientific role."</p>
			<p>At Johnson &amp; Johnson, the informatics shop that Perhaslis helps run focuses almost exclusively on translational informatics. Perhaslis says the goal is to integrate data from lab-dish experiments all the way through end-stage clinical trials. If, say, an unexpected adverse event pops up in a human trial, the informaticians can then sift animal, lab, and human data to investigate the possibility that certain gene variants or other factors predispose patients to the adverse event.</p>
			<p>Given the huge quantities of genomic and proteomics data now being collected by research hospitals, professionals skilled in sifting that data for important signals can generate new knowledge of their own. "There are so many open questions [in medicine] and so much data out there" to be mined, Butte says. Approaching a biomedical problem from the informatics point of view -- for example, Butte is studying which gene variants might predispose children to type 2 diabetes -- allows a researcher to survey the available data without preconceived ideas. In contrast, most lab-based medical researchers focus on a few genes or a particular disease model, blinding themselves to other possibilities, Butte says.</p>
			<p>Butte majored in computer science as an undergraduate and then attended medical school, later finishing a Ph.D. in medical engineering. His code-jockey skills "help tremendously" when designing translational studies, he says. For instance, the  <a href="http://www.ncbi.nlm.nih.gov/">National Center for Biotechnology Information's</a> public repository of gene-expression data,  <a href="http://www.ncbi.nlm.nih.gov/geo/">GEO</a>, now contains 392,000 microarray experiments. "It's the hardest thing to get usable data out of these repositories. At the very least, you need to be able to write some code, write some scripts," Butte says.</p>
			<p>Knowledge of biostatistics, database operation, and computer programming are also important skills, Butte and others say. Butte notes that for a career in translational research informatics, knowledge of genetics and proteomics is just as important as the computer skills, especially as data-management software matures and becomes standardized.</p>
			<p>A diplomat's negotiating skills and a marketer's verbal prowess prove handy, too; Perhaslis and his colleagues spend a lot of time selling and explaining the new resources the team develops. "You need top-notch communications," he says. "The best folks have to be out there making friends."</p>
			<p>"I end up brokering a lot of agreements between different departments and finding compromises," Abu-Hasaballah says. "Being a people person really goes a long way."</p>
			<p>And the best people in his field will also possess a blend of medical knowledge and computer savvy, he says. "You get to be right at the fulcrum of a lot of different fields, which is exciting."</p>
			<div xmlns="" class="sidebar align-center-full">
				<h2 xmlns="http://www.w3.org/1999/xhtml">Selected Informatics Resources</h2>
				<p xmlns="http://www.w3.org/1999/xhtml"><b>Organizations</b>
				</p>
				<p xmlns="http://www.w3.org/1999/xhtml">-  <a href="https://www.amia.org/">American Medical Informatics Association</a> (AMIA)</p>
				<p xmlns="http://www.w3.org/1999/xhtml">-  <a href="http://www.himss.org/ASP/index.asp">Healthcare Information and Management Systems Society</a>
				</p>
				<p xmlns="http://www.w3.org/1999/xhtml">-  <a href="http://www.imia.org/">International Medical Informatics Association</a>
				</p>
				<p xmlns="http://www.w3.org/1999/xhtml"><b>Training and fellowships</b>
				</p>
				<p xmlns="http://www.w3.org/1999/xhtml">-  <a href="http://www.nlm.nih.gov/ep/GrantTrainInstitute.html">University-based Biomedical Informatics Research Training Programs</a> from the National Library of Medicine (NLM)</p>
				<p xmlns="http://www.w3.org/1999/xhtml">-  <a href="https://www.amia.org/informatics-academic-training-programs">Degree Programs, Certificate Programs, Fellowships, and Short Courses</a> (from AMIA)</p>
				<p xmlns="http://www.w3.org/1999/xhtml">-  <a href="https://www.amia.org/informatics/research/agencies.asp">Potential Funding Sources</a> (from AMIA)</p>
				<p xmlns="http://www.w3.org/1999/xhtml">- AMIA's  <a href="https://www.amia.org/10x10/partners/ohsu/description.asp">semester-long training course for health professionals</a>
				</p>
				<p xmlns="http://www.w3.org/1999/xhtml">-  <a href="http://www.nlm.nih.gov/ep/pathway.html">NIH Pathway to Independence (PI) Award (K99/R00)</a> through NLM</p>
				<p xmlns="http://www.w3.org/1999/xhtml">-  <a href="http://www4.va.gov/oaa/specialfellows/programs/SF_MedicalInformatics.asp?p=7">Veterans Administration Advanced Fellowship Program in Medical Informatics</a>
				</p>
				<p xmlns="http://www.w3.org/1999/xhtml"><b>Blogs</b>
				</p>
				<p xmlns="http://www.w3.org/1999/xhtml">-  <a href="http://informaticsprofessor.blogspot.com/">Informatics Professor</a> -- by William Hersh, chair of the Department of Medical Informatics and Clinical Epidemiology at Oregon Health &amp; Science University</p>
				<p xmlns="http://www.w3.org/1999/xhtml">-  <a href="http://healthit.hhs.gov/blog/onc/">Health IT Buzz</a> - by David Blumenthal, the national coordinator for health information technology at the Department of Health and Human Services</p>
				<p xmlns="http://www.w3.org/1999/xhtml">-  <a href="http://oninformatics.com">On Informatics</a> - multiauthor informatics blog from the Oregon Health &amp; Science University</p>
				<p xmlns="http://www.w3.org/1999/xhtml">-  <a href="http://www.clinfowiki.org/wiki/index.php/Main_Page">Clinfowiki</a> - Clinical Informatics Wiki</p>
			</div>
		
	<table class="greyBorder" border="1"><tbody>
				  <tr>
				    <td colspan="2" rowspan="1"><p>
					 <a href="http://brianvastag.net/">Brian Vastag</a> is a science journalist in Washington, D.C.</p></td>
				  </tr>
				  <tr>
				    <td colspan="2" rowspan="1"><p>10.1126/science.caredit.a1000009</p></td>
				  </tr>
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<entry>
    <title>A Scientist&apos;s Infectious Enthusiasm</title>
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    <published>2010-01-01T17:30:00Z</published>
    <updated>2010-01-08T17:47:34Z</updated>

    <summary>(Courtesy, National Science Foundation)</summary>
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				PECASE winner Benjamin tenOever is an unconventional virologist who's working to make his discoveries clinically relevant.
			</div><div class="pullquote quote_right"><p>
			"What's the best microRNA to choose? Which segment should I target? Is it better to target one segment with two microRNAs? Academically, it might not publish very well, but those details are important if you want to make clinical product." -Benjamin tenOever
		</p></div>
		
		
		<p>
			<b>I</b>n late 2007, during the early months of his faculty position at  <a href="http://www.mountsinai.org/Education/School%20of%20Medicine">Mount Sinai School of Medicine</a> in New York City, Benjamin tenOever faced a wrinkle in his research plans. Experienced in looking at how cells respond to viruses, he'd set his sights on microRNA and how these small molecular segments that tweak protein expression might help cells fight off infection. After months of work, the project looked like it might be a dead end: They had found that microRNAs are produced as a virus infects a cell, but those sequences didn't make a difference in how a cell responded to its invader.</p>
		<p>With the dilemma percolating in the back of his mind, tenOever had a eureka moment while shopping with his wife along Lexington Avenue in Manhattan: "Every cell has a pool of microRNAs, even if they didn't target the viruses," he explains. So, he wondered, what if he flipped the idea around and engineered viruses that bound to the existing cellular microRNAs? Instead of trying to harness a cell's microRNAs to fight infection, he would be creating tools to tweak the immune response of an altered vaccine. The strategy could provide a stealth way to build attenuated viruses for producing vaccines.</p>
		<p>Since then, he and his colleagues have modified the sequences of influenza viruses to bind to a natural microRNA expressed in humans and mice, in essence developing a virus that's knocked down by the body's natural microRNA. What's more, the microRNA they chose is not expressed in chickens; therefore, the modified virus reproduces well in chicken eggs, potentially solving a common flu vaccine-production problem. They  <a href="http://www.nature.com/nbt/journal/v27/n6/abs/nbt.1542.html">reported the work</a> in the June issue of <em>Nature Biotechnology</em>.</p>
		<p>Half of  <a href="http://www.mountsinai.org/Research/Centers%20Laboratories%20and%20Programs/Tenoever%20Laboratory">tenOever's lab</a> now works in bioengineering and vaccine development. The work sprung out of tenOever's deeply rooted enthusiasm for viruses and medicine and his grounding in molecular and cellular biology -- and it earned him a 2009  <a href="http://www.whitehouse.gov/the_press_office/PRESIDENT-HONORS-OUTSTANDING-EARLY-CAREER-SCIENTISTS/">Presidential Early Career Award for Scientists and Engineers</a> (PECASE). Now that he has added this new component to his scientific repertoire, tenOever has a foot firmly planted in translational research. "We patent things now," he says. "It's an obvious move toward making products that people can actually use."</p>
		
			<h2>Medicine to viruses</h2>
			<div class="photo align-left"><img src="http://sciencecareers.org/get-file.xqy?uri=/aaas/files/uploaded-files/images/217baf95-82e5-4b29-9223-7aec994f8481/Benjamin_tenOever_200x250.jpg" title="Benjamin tenOever" alt="Benjamin tenOever" /><div class="image-caption">
					<p>Benjamin tenOever </p>
				</div></div>
			<p>Growing up in small-town Ontario, Canada, with a veterinarian father, tenOever was surrounded by medical science from an early age. As an undergraduate at  <a href="http://www.mcgill.ca/">McGill University</a> in Montreal, he planned to become a physician, initially taking the normal round of large, impersonal premed science courses. But when he took an elective course in microbiology, one fantastic professor outlined the workings of bacteriophages, the viruses that attack bacteria, with flair and passion. His interest piqued, tenOever sought out the popular science book, <em>Invisible Invaders: Viruses and the Scientists Who Pursue Them </em>by Peter Radetsky. The book, he says, "changed my life forever."</p>
			<p>After that, he took every microbiology course he could. He proposed an independent study project in 1998, during his last year of his undergraduate work: studying hantaviruses within the rodent population in Montreal. The lethal Sin Nombre variant of hantavirus had emerged in the Southwestern United States years earlier, and tenOever wanted to compare the endemic local virus with that strain. He persuaded a faculty member who had equipment, space, and money (but a different research focus) to sponsor his research project -- on the condition that tenOever apply for a permit from the Canadian government to carry out the work.</p>
			<p>"My last year of undergrad schooling and classes became a side note," he says. "I was essentially the exterminator for McGill." He got permission to set up mouse traps around campus -- in the morgue, in chemistry labs, and in offices where workers stored food in their desk. He got up at 5 a.m. each day to retrieve the traps.</p>
			<p>By the time he heard back from the Canadian government about the permit, he had dissected the lungs of a couple hundred mice. However, because of concerns that he wasn't qualified and didn't have adequate biosafety facilities if he found a dangerous virus, officials apologetically pulled the plug on the project. It was disappointing, he says, "but I was addicted to virology from then on."</p>
		
		
			<h2>An unconventional virologist</h2>
			<p>He stayed at McGill for his Ph.D., working in virologist  <a href="http://www.johnhiscottlab.ca/">John Hiscott's laboratory</a>. But instead of studying viruses using the classical approach -- how a virus replicates -- he studied how a cell recognizes that it is infected. "I had a freezer full of viruses, and I was ecstatic," he says.</p>
			<p>When he looked for a postdoc in 2004, he weighed options, which included working with a more traditional molecular biologist, Tom Maniatis,  <a href="http://www.mcb.harvard.edu/Faculty/faculty_profile.php?f=tom-maniatis">then at Harvard University</a>, or with a virologist,  <a href="http://www.mssm.edu/labs/garcia-sastre/adolfo-garcia-sastre.html">Adolfo Garcia-Sastre</a> at Mount Sinai School of Medicine, whom he'd met through Hiscott in the early days of his Ph.D. He proposed an option that allowed him to work with both. Based primarily at Harvard with Maniatis, tenOever developed a knockout mouse model to study a particular protein, IKK?, that's involved in the immune response to viral infection. He needed a virologist's expertise to study viral infection in vivo, so he brought the knockout mice to Garcia-Sastre's lab to carry out the viral infection studies.</p>
			<p>The work confirmed the expected role of this protein: helping a cell respond to viral infection by producing interferon. In addition, they also found a second -- and possibly more important -- role that they hadn't expected, Maniatis says: IKK? was actively involved in turning on other antiviral genes within a cell. Had tenOever not pursued the viral infection studies at Mount Sinai, he adds, "we simply wouldn't have discovered this [second] role of the kinase, because you'd never detect this in cell culture."</p>
			<p>The work with Garcia-Sastre helped tenOever land a faculty position at Mount Sinai in 2007. With his unconventional virology training -- studying cellular responses to viruses rather than viral infection -- "I've always had something to prove in calling myself a virologist," he says. But he is now surrounded by more virologists than at any other point in his career. TenOever's broader, almost outsider perspective is part of what makes his work creative, Garcia-Sastre says.</p>
			<p>TenOever is always willing to sift through unexpected results, interpret them, and figure out how they might lead to new research directions, says Jasmine Perez, a third-year Ph.D. student who has worked on tenOever's microRNA project from its earliest days. "We call him the Superscientist," she says, "Any project he picks up, he can make something out of."</p>
		
		
			<h2>A translational focus</h2>
			<p>At first, adapting his microRNA project to make it more translational meant puzzling through the question of how to tweak the flu virus's genetic code. In other models, microRNAs bind to untranslated regions of messenger RNA. However, influenza viruses don't contain any spare nucleotides: The viruses translate every bit of their genetic information. Therefore, tenOever and his colleagues had to figure out how to make sequence modifications that still produced functional viral proteins.</p>
			<p>To fund the new approach to the work, tenOever contacted the Army Research Office, which sponsors new technology for vaccine development. The agency was so enthusiastic about the work that they funded the project within months and nominated his work for the PECASE.</p>
			<p>Now that the initial idea has been published, the translational goal has also shifted tenOever's big-picture thinking. As a basic researcher, he has been most interested in looking for ideas that point toward new directions in the field: a new role for a protein or a new understanding of how cellular proteins drive the immune response. But designing solutions to real-world vaccine problems requires him to answer questions that he might not have pursued in the past: "What's the best microRNA to choose? Which segment should I target? Is it better to target one segment with two microRNAs?" tenOever says. "Academically, it might not publish very well, but those details are important if you want to make clinical product."</p>
			<p>While many life scientists react to the growing complexity of the field by focusing narrowly, tenOever is an example of how doing creative science means finding new connections outside your original research niche, says Maniatis, who is now the incoming chair of the  <a href="http://biochemistry.hs.columbia.edu/index.html">Department of Biochemistry and Molecular Biophysics</a> at the Columbia University College of Physicians and Surgeons. "It's clear that the wider your understanding is, the more likely it will be that you will take your research in new directions."</p>
			<p>The basic science of innate immunity and the more translational focus on vaccine development dovetail nicely in his laboratory, tenOever says. And the benefits of carrying out his research at a medical school and at Mount Sinai, in particular, go beyond working among a community of virologists. Although he doesn't currently take advantage of it, affiliation with a hospital offers tenOever access to primary blood and tissue samples, he says. More important for his work, he adds, is that Mount Sinai's Office of Technology and Business Development is particularly supportive of patenting research, making his findings usable to the public and advertising them to companies that might be interested in the technology. The feedback from companies is also valuable, both financially and scientifically. TenOever is already taking advice from researchers in the vaccine industry about the limitations of current products, such as FluMist, so that he can learn how to improve them.</p>
			<p>"It's great that I can make a virus that grows great in eggs and dies in a mouse, but that wouldn't do any good if we didn't, one, have a patent for it and, two, spread the word to a company that might be interested and say, 'Hey, we can give you this technology if you want it,' " he says. Although you don't need to be at a medical school to have a great technology transfer office, tenOever notes, "That, to me, is a very good push toward clinical relevance."</p>
			<p>Photo (top): Three-dimensional image of the <em>Penicillium stoloniferum</em> virus. W.F. Ochoa, UC San Diego; Source: San Diego Supercomputer Center, UC San Diego. (Courtesy, National Science Foundation.)</p>
		
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					 <a href="http://www.sarahannewebb.com/">Sarah A. Webb</a> writes from Brooklyn, New York.</p></td>
				  </tr>
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				    <td colspan="2" rowspan="1"><p>10.1126/science.caredit.a1000001</p></td>
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<entry>
    <title>Translating Lupus Research</title>
    <link rel="alternate" type="text/html" href="http://community.sciencecareers.org/ctscinet/articles/2009/12/translating-lupus-research.php" />
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    <published>2009-12-04T17:30:00Z</published>
    <updated>2009-12-04T17:30:00Z</updated>

    <summary>Barbara Vilen</summary>
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        <![CDATA[<div><div id="article_summary">
				An encounter with a lupus patient crystallized one scientist's concept of "translational research" and fundamentally changed the focus of her lab.
			</div><div class="pullquote quote_right"><p>
			"How can you study basic science mechanisms [in humans] when you don't have enough cells? The only way I can see to do that is to take what we have in the mouse and ask, Does it happen in humans? ??? If we're right, we're golden; if we're wrong, you get a bad track record. We're taking a risk. We might be wrong, but at this point we need to at least try." --Barbara Vilen, UNC
		</p></div>
		
		

<p>It was 2001, immunologist Barbara Vilen's first full year as an assistant professor at the University of North Carolina (UNC), Chapel Hill's  <a href="http://www.med.unc.edu/">School of Medicine</a> and she had already earned a seed grant from the  <a href="http://www.lupusresearchinstitute.org/">Lupus Research Institute</a> (LRI), a patient-funded research foundation. Each year, LRI grant recipients gather to report results and exchange ideas not only with other scientists but also with patients. At Vilen's first such meeting, she noticed one lupus patient listening intently to each talk. At the end of the meeting, the patient presented a check to the foundation--a tangible result of a year of door-to-door fundraising in her community.</p> 

<p>"She's etched in my mind," Vilen says. "It was so important to her that we figure something out. How could you leave there and not want to figure something out? It put a face to the disease."</p>

<p>Vilen planned to continue the work she had started during her postdoctoral research in  <a href="http://www.nationaljewish.org/about/people-search/detail.aspx?doctorID=104">John Cambier's lab</a> at the National Jewish Medical and Research Center in Denver studying the basic signal transduction mechanisms of B cells, the cells that produce antibodies to attack foreign antigens--or in the case of lupus, the body's own cell parts. She had already invested years of training in learning about basic molecular mechanisms and how to study them. </p>

<p>But Vilen couldn't shake the image of that patient seeking treatments for a disease that had defied all attempts at targeted treatments and cures. In time, that encounter with a patient would inspire her to shift away from basic molecular mechanisms and toward work that could be applied to human patients. It's a risky shift and not an easy one, given that Vilen has training and a track record in mouse studies and neither in human research. She's in the midst of that transition, which has presented challenges and satisfactions she never imagined as a basic scientist.</p>


	<h2>Retooling</h2>
	
	<p>The complexity of lupus makes the disease difficult to study. In lupus patients, so-called self-antigens--nucleic acids and proteins found in every cell's nucleus--trigger the creation of antibodies that attack otherwise healthy tissue. But that relatively straightforward picture is clouded by the substantial patient-to-patient variations. For example, patients with antibodies to the so-called Smith Antigen, a ribonucleoprotein complex, tend to have more severe disease symptoms than patients without these antibodies. Adding to the difficulty is the fact that the symptoms are intermittent: Patients might present at the clinic one week feeling fine, but the next week have a "flare"--a sudden worsening that can include swollen, painful joints, fever, rashes, and hair loss. </p>
	
	<p>Scientists know that faulty B cells are the central culprit in the disease, but why and how these cells lose their tolerance to the body's own cells and begin to produce self-antibodies is not well understood. Most immunologists focused on lupus had been exploring what was happening inside the B cell; numerous labs were dissecting its signal transduction pathways. Vilen decided instead to examine what B cells are doing in the secondary lymphoid organs--the lymph nodes and spleen. It is known that B cells spend a lot of their time in specific compartments within these organs. Vilen wanted to know what was happening there.</p>
	
<div class="photo align-right"><img src="http://sciencecareers.org/get-file.xqy?uri=/aaas/files/uploaded-files/images/286e7ff8-9f46-4ec8-9df1-a57484cb0f64/shannon-jones-160.jpg" title="Shannon Jones" alt="Shannon Jones" /><div class="image-caption">Shannon Jones</div></div>
	
	<p>Vilen's lab focused on B cell interactions with macrophages and myeloid dendritic cells, work it did initially in a mouse model. Macrophages and myeloid dendritic cells are among the body's cellular first responders, part of the body's innate immune response to infection. They act in parallel to the body's adaptive immune system, which produces antibodies for long-lasting immune protection, to control the spread of infection. Macrophages and dendritic cells react to antigens by releasing inflammatory cytokines such at interleukin-6 and tumor necrosis factor alpha. Vilen's group showed that, in addition to producing inflammation, these cytokines can shut down the B cells' ability to transform into antibody-secreting cells, which is their key immunological function. </p>
	
	<p>Furthermore, by comparing healthy mice with mice that contain the mouse equivalent of lupus, they discovered that in a normal immune system this B cell???regulatory pathway occurred only when the immune response was activated by self-antigens--and not when it was stimulated by bacterial or viral antigens.  <a href="http://www.jimmunol.org/cgi/content/abstract/175/1/37">They had found a new pathway</a> that stopped autoimmunity cold. In lupus patients, Vilen hypothesized, something must have gone wrong with this normal shutdown mechanism.</p>
	
	<p>"That was a day of joy in the lab," Vilen says. "We showed that you could have an innate immune response, and the na??ve B cells go on to make neutralizing antibody, and the autoreactive B cells at the same time are selectively shut off so you don't get autoimmunity."</p>
	
	<p>With her new interest in application, Vilen wasn't content just to write up her results for a scientific journal; she also applied for patents. She has already received one patent, for using the ideas generated in this research to supress B cell activation in lupus, and has another patent pending. The idea is to override the malfunctioning signals that allow self-antigens to activate B cells. </p>
	
	<p>In addition, as a basic scientist, Vilen might have continued to pursue this research in mice. But her desire to apply her findings to human lupus patients inspired her to test how her lab's findings applied to people by studying the behavior of lupus patients' B cells and their interactions with myeloid dendritic cells in culture. </p>
	
	<p>But the move into humans has proven to be a complex endeavor and, for Vilen, unfamiliar territory. Questions about whom to study became a major issue. "Do we want newly diagnosed patients who've never been on meds? Do we want active patients on meds who are having a flare? Do we want patients who are in remission and are on meds?" she says. "This is when we realized we need a clinical collaborator." </p>
	
	<p>So in 2008, Vilen teamed with UNC rheumatologist  <a href="http://tarc.med.unc.edu/facultymem.php?id=50">Robert Roubey</a> to seek his help in answering such questions--and also to get access to patient blood samples. At about that time, Ph.D. student Shannon Jones also joined Vilen's team. Jones had recently started a then-new program at UNC Chapel Hill to introduce Ph.D. students to clinical medicine, funded by the  <a href="http://www.hhmi.org/">Howard Hughes Medical Institute's</a>  <a href="http://www.hhmi.org/grants/institutions/medintograd.html">Med into Grad initiative</a>. </p>
	
	<p>Jones had direct experience with the disease. "My aunt has lupus," Jones says. "I saw what she went through. Now she's been on corticosteroids [nonspecific anti-inflammatory drugs] for years, and it's taking a toll. We need something else."</p>
	
	<p>One of the first lessons the scientists learned was that patients don't like having their blood drawn--especially patients who aren't feeling well to begin with. "Sick people don't really like to be poked at," Vilen says. "And I agree, I wouldn't want to be poked at either." But to study B cells circulating in the blood stream, they needed at least 60 to 100 ml of blood to retrieve enough B cells to determine whether lupus patients have disruptions to the newly discovered signaling pathway. </p>
	
	<p>Patient samples, they realized, are a precious resource and not easy to obtain. So before they started asking patients to submit to a regular blood draw, they decided to take a step back, to think more carefully about the biology of the disease and how the B cell behavior might be affected by variables such as the stage of a patient's disease and what medications the patients are taking. Those discussions are currently under way. </p>



	<h2>Translational Challenges</h2>

<div class="photo align-left"><img src="http://sciencecareers.org/get-file.xqy?uri=/aaas/files/uploaded-files/images/b80c8817-7b07-4218-877d-15e5ade77c7b/amandawisz-160.jpg" title="Amanda Wisz" alt="Amanda Wisz" /><div class="image-caption">Amanda Wisz</div></div>
	
	<p>Along with defining the patient population it wants to study, the group has been doing parallel work in mice to better define the significant components of B cell self-antigen recognition.  </p>
	
	<p>For example, one of the challenges of trying to move from mouse studies to human studies, Vilen learned, is that the molecular players are different. For instance, a literature search revealed that the compelling mouse data would not translate directly to humans because the B cell receptor the researchers studied in mice, toll-like receptor (TLR) 4, is not very active in human B cells. Instead, human B cells in the lymphoid organs signal mainly through TLR7 and TLR9. </p>
	
	<p>To work out the cast of characters relevant to human macrophage B cell regulation, a second translational research graduate student, Amanda Wisz, joined the group to study TLR7 and TLR9 in mouse models and then in normal human volunteers. "I'm trying to find out if those cell-mediated mechanisms will work on seven and nine and what will the factors be; will they be soluble, like with TLR 4?," Wisz wonders. </p>
	
	<p>Wisz is also shadowing Roubey in the clinic. "He focuses a lot on trying to teach me about clinical presentation and diagnosis," Wisz says. "That I think will be helpful in classifying what kind of patients we'll need" for the clinical phase of their research. Eventually, Vilen and Wisz want to see if TLR7 and TLR9 are dysregulated in lupus patients. </p>
	
	<p>"There's a lot of phenomenology, characterization, and observational studies going on [in human lupus research], and that's important," Vilen says. "But we need to now get down to something nitty-gritty, and how are we going to do that? How can you study basic science mechanisms [in humans] when you don't have enough cells? The only way I can see to do that is to take what we have in the mouse and ask, Does it happen in humans? ??? If we're right, we're golden; if we're wrong, you get a bad track record. We're taking a risk. We might be wrong, but at this point we need to at least try."</p>
	
	<p>The patients are counting on it.</p>






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				    <td colspan="2" rowspan="1"><p>Karyn Hede is a freelance writer in Chapel Hill, North Carolina.</p></td>
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				    <td colspan="2" rowspan="1"><p>10.1126/science.caredit.a0900148</p></td>
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<entry>
    <title>A Recipe for Collaboration</title>
    <link rel="alternate" type="text/html" href="http://community.sciencecareers.org/ctscinet/articles/2009/11/a-recipe-for-collaboration.php" />
    <id>tag:community.sciencecareers.org,2009:/ctscinet//8.2311</id>

    <published>2009-11-13T17:30:00Z</published>
    <updated>2009-11-17T15:26:20Z</updated>

    <summary>(NIH)</summary>
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        <![CDATA[<div><div id="article_summary">
				Serendipity, hard work, and good communication formed the core of an unlikely collaboration that resulted in a new technique for measuring hormone levels.
			</div><div class="pullquote quote_right"><p>
			"This collaboration has been the most fun part of my own research work because I am learning so much. You can really see how different people can work together." --Noha Mousa
		</p></div>
		
		
		<p>
			<b>W</b>hen physician Noha Mousa left Egypt for Toronto to pursue a Ph.D., she didn't foresee wrestling with common extraction protocols to find a practical and patient-friendly method to measure estrogen levels in breast tissue. "It was very time-consuming and very messy," Mousa says. "We really needed a miniature method to do it, and nothing was available."</p>
		<p>Nor did she expect that she would have to seek collaborators to develop new technology. But that's what it took: Mousa and her mentor  <a href="http://www.obgyn.utoronto.ca/faculty/list/All-Faculty/Casper.htm">Robert Casper</a>, an endocrinologist and professor in the  <a href="http://www.obgyn.utoronto.ca/home.htm">Department of Obstetrics and Gynecology</a> at the University of Toronto in Canada, teamed up with the lab of  <a href="http://www.chem.utoronto.ca/staff/WHEELER/">Aaron Wheeler</a>, an assistant professor of chemistry, also at Toronto, to develop a "lab on a chip" technique that prepares and purifies tiny samples of breast tissue and blood so scientists can easily measure estrogen levels. The technique, which in the future may help identify women at increased risk for breast cancer,  <a href="http://stm.sciencemag.org/content/1/1/1ra2.abstract">was published in October</a> in the inaugural issue of  <a href="http://stm.sciencemag.org/">Science Translational Medicine</a>.</p>
		<p>The story of how this collaboration addressed a critical clinical problem highlights the serendipity, hard work, good will, and communication needed to translate exciting technologies to the clinic. "This collaboration has been the most fun part of my own research work because I am learning so much," Mousa says. "You can really see how different people can work together."</p>
		
			<h2>An untestable hypothesis</h2>
			<div class="photo align-left"><img src="http://sciencecareers.org/get-file.xqy?uri=/aaas/files/uploaded-files/images/6d33b12b-1e8e-4e7b-b9dc-dccf4c4221f7/NohaMousa_200.jpg" title="Noha Mousa" alt="Noha Mousa" /><div class="image-caption">
					<p>Noha Mousa</p>
				</div></div>
			<p>When Mousa was in medical school in Egypt, she knew she wanted to be an obstetrician/gynecologist. She became interested in the health of menopausal women while doing her residency at  <a href="http://www.aun.edu.eg/">Assiut University</a> in Egypt and pursuing a master's degree there in natural hormone therapy. She knew she also wanted to do research while practicing medicine. So, when her husband, Mohamed Abdelgawad, was accepted to the Ph.D. program in mechanical engineering at the University of Toronto, Mousa applied for the Ph.D. program there as well and chose to work in Casper's lab.</p>
			<p>Casper, a physician-investigator, studies reproductive science broadly, with a goal of translating basic discoveries into clinical interventions. Mousa joined the lab to work on the role of estrogen and anti-estrogen therapies in reducing the risk of breast cancer among postmenopausal women.</p>
			<p>Casper and Mousa posit that local concentrations of estrogen in the breast play a far more crucial role in cancer risk than circulating levels. "If the circulating levels of estrogen were a critical component of breast cancer risk, we would see the risk drop as women get older," Casper says. "But we know that doesn't happen--breast cancer risk increases in a straight-line fashion as women get older."</p>
			<p>One explanation--the one the researchers embrace--is found in the fact that breast tissue can manufacture its own estrogen via the enzyme aromatase. Drugs that inhibit aromatase are routinely given to breast cancer patients to stymie the growth of estrogen-fueled breast cancers. "If 90% of the risk of cancer comes from local exposure [in the breast], when we add aromatase inhibitors to hormone [replacement] therapy, we should be able to reduce the incidence of breast cancer while preventing the side effects of aromatase inhibitors such as hot flashes and the loss of bone density," Casper says. "It would really be the best of both worlds."</p>
			<p>As they embarked on testing this clinical hypothesis, they discovered, much to their surprise, that existing technology for measuring estrogen in breast tissue was onerous and impractical, requiring patients to submit to biopsies under sedation and requiring the collection of a rather large amount of tissue. After that, several purification steps are required before estrogen can be detected.</p>
			<p>"Patients would never agree to such an invasive process, and we wouldn't be able to monitor estrogen levels in the breast well enough," Mousa says. They had to find a better way to measure local estrogen levels--work that was well outside their areas of expertise. Casper urged Mousa to seek collaborators who could help.</p>
			<p>"One of the things that I learned when I was a fellow was that science is big and you can't be good at everything," Casper says. "You have to focus on what you do well and try to find people who are good at what they do and see if you can find some sort of interaction."</p>
		
		
			<h2>Answers across the dinner table</h2>
			<div class="photo align-left"><img src="http://sciencecareers.org/get-file.xqy?uri=/aaas/files/uploaded-files/images/4d2f04a6-50d5-4f38-8770-f77356187d37/AaronWheeler_200.jpg" title="Aaron Wheeler" alt="Aaron Wheeler" /><div class="image-caption">
					<p>Aaron Wheeler </p>
				</div></div>
			<p>Each night, as Mousa ate dinner with her husband, who was pursuing a Ph.D. in Wheeler's analytical chemistry lab, the couple talked about their research. Abdelgawad was working with digital microfluidic (DMF) devices, which use electrical charges to move minute volumes of liquid on the surface of a microchip smaller than a postage stamp.</p>
			<p>Mousa thought the technology might be able to solve her problem because the device required only a miniscule droplet of fluid and offered complete control of the fluid's behavior and movement. "Theoretically, that meant we could miniaturize any traditional lab experiment," Mousa says. Furthermore, miniaturization would make it possible to use a very small breast tissue sample, such as a fine-needle aspirate. "Fine-needle aspirates and biopsies are frequently used when doctors suspect breast cancer," Mousa says. "Patients tolerate them very well."</p>
			<p>Mousa asked her husband whether he thought DMF devices would work for her. "He kept telling me that they needed to perfect the device before they could think about finding an application," Mousa says. "But, I thought, maybe if you have the application you want to use it for, you could use that to perfect the device." Abdelgawad relented and told Mousa to contact Wheeler about her ideas.</p>
			<p>When Mousa met with Wheeler, she drew a diagram showing all the steps that were required in the traditional method of analyzing estrogen levels in breast tissue. Wheeler was skeptical but knew an exciting problem when he saw one. "I've learned that I need to enthusiastically support students when they have new, creative ideas," he says. "They don't always work, but when they do, it's really worth it."</p>
			<p>Wheeler invited Mousa into the lab and paired her with first-year graduate student Mais Jebrail. "I have to admit to being really intimidated working with a physician when I was a first-year student," Jebrail says. "And one who was married to my colleague."</p>
		
		
			<h2>Learning new tricks</h2>
			<div class="photo align-right"><img src="http://sciencecareers.org/get-file.xqy?uri=/aaas/files/uploaded-files/images/42eb6395-9ebb-432b-b1e8-af8c453b01b9/MaisJebrail_250.jpg" title="Mais Jebrail" alt="Mais Jebrail" /><div class="image-caption">
					<p>Mais Jebrail</p>
				</div></div>
			<p>Mousa wanted to develop the device to accept minute amounts of raw tissue or fluid--in this case, breast aspirate or blood--and then perform any necessary purification steps needed to detect estrogen levels. The collaborators had to work together on every step.</p>
			<p>"I think many times I would tell them that we needed the device to do something, and they would tell me, 'You know, that sounds easy, but it is really very complicated,' " Mousa says, laughing. "I would see the clinical side of things, and it would take them a very long time to explain to me how things work on their side!"</p>
			<p>For example,<b> </b>one of the first hurdles to overcome was the need to perform a liquid-liquid extraction to clean up the samples. That process is similar to making vinaigrette: Vinegar and oil are shaken up together, and as the vinaigrette settles, the vinegar (a water-based liquid) settles to the bottom and the oil floats on top. With a liquid-liquid extraction, the sample is the water-based liquid and an organic solvent serves as the uncharged liquid. When the liquids separate, contaminants in the sample move to the organic solvent, whereas the steroid hormones such as estrogen stay in the water-based liquid.</p>
			<p>"We were really pushing the device to a different level by making it accommodate processes such as liquid-liquid extraction," Jebrail says. Although the DMF device could easily move water around the chip, organic solvents have no charge and cannot be manipulated in this way. They solved that problem by developing a "wall" on the chip with holes in it to contain the organic solvent but allow the water-based sample to move into the solvent and back out again.</p>
			<p>Once they fine-tuned the DMF device to extract and purify estradiol, the detectable form of estrogen, the team put the samples in a mass spectrometer to quantify the estrogen levels. The tests revealed that they had created a reliable method for measuring estrogen in tiny samples of breast tissue or fluid.</p>
			<p>"This collaboration worked so well because Mais is one of the most creative problem solvers I've ever seen, and Noha is just fearless," Wheeler says. "As a clinician, she walks into my lab and takes over working in areas she has never worked before. We did get lucky. It was just a perfect match of problems, people, and technology."</p>
		
		
			<h2>Moving forward</h2>
			<p>As Mousa works to finish up her Ph.D., she and her collaborators are refining the technique further. They believe the technique could be developed as a test that can be performed in a doctor's office to help assess breast cancer risk and determine whether breast cancer therapies are working. The technique could be used to measure other hormones and may in time prove useful in monitoring fertility treatments or risks of other cancers.</p>
			<p>"We've filed a patent on the device, and we are working to quickly move this into the hands of people who know how to commercialize it," Wheeler says. "A couple of my students are graduating, and they are looking at spinning out a company that would develop this for market."</p>
			<p>In addition, a clinical trial is under way, testing whether aromatase inhibitors can reduce the risk of breast cancer in menopausal women on hormone replacement therapy.</p>
			<p>Mousa, who is also working as a clinical fellow in obstetrics and gynecology at Mount Sinai Hospital, and her husband plan to return to Egypt where they will pursue academic careers at Assiut University when they complete their studies. "I hope we will be able to continue this work and collaborate with our wonderful team in Canada," she says.</p>
			<p>While the project will hopefully one day have a profound impact on women's health, it has left an indelible mark on the careers of the collaborators.</p>
			<p>"I really loved that this was a fun project to do," Jebrail says. "I got to meet different groups, but it also allowed me to appreciate what I am doing in the lab. It is so easy to get caught up with research and not see how your work fits into the big picture, and I got to do that at a very early point in my career."</p>
		
	<table class="greyBorder" border="1"><tbody>
				  <tr>
				    <td colspan="2" rowspan="1"><p>Lisa Seachrist Chiu is a science writer in Washington, D.C., and author of <em>When a Gene Makes You Smell Like a Fish: ... and Other Tales about the Genes in Your Body</em>.</p></td>
				  </tr>
				  <tr>
				    <td colspan="2" rowspan="1"><p>10.1126/science.caredit.a0900140</p></td>
				  </tr>
				</tbody></table></div>]]>
        
    </content>
</entry>

<entry>
    <title>Welcome to CTSciNet</title>
    <link rel="alternate" type="text/html" href="http://community.sciencecareers.org/ctscinet/articles/2009/10/welcome-to-ctscinet.php" />
    <id>tag:community.sciencecareers.org,2009:/ctscinet//8.1982</id>

    <published>2009-10-21T14:10:13Z</published>
    <updated>2009-10-23T15:52:25Z</updated>

    <summary>    
      
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    <author>
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      <i>Science</i> Careers announces the launch of the world's
      first online community dedicated exclusively to clinical
      and translational science.
    </div>
    <p>
      CTSciNet, the Clinical and Translational Science Network,
      is a new initiative of <i>Science</i> Careers, AAAS, and
      the <a href="http://www.bwfund.org/">Burroughs Wellcome
      Fund</a>, our sponsor, with assists from a <a href=
      "http://community.sciencecareers.org/ctscinet/partners/">variety
      of partners</a> in the medical science community--including
      <i>Science</i> and its new journal <a href=
      "http://stm.sciencemag.org/"><i>Science Translational
      Medicine</i></a>.
    </p>
    <p>
      CTSciNet aims to encourage and support scientists who wish
      to become a part of the clinical and translational research
      community and, indeed, to assist in building the community
      itself. In the Science Careers tradition, the emphasis of
      CTSciNet is on training and career development. For several
      months, the editors at CTSciNet have worked to build up a
      <a href=
      "http://community.sciencecareers.org/ctscinet/articles/2009/05/ctscinet-article-index.php">
      collection of articles and resources</a> on clinical and
      translational science careers that is already unparalleled
      in its breadth and thoroughness. We will continue to
      nurture that resource in the years to come.
    </p>
    <p>
      Because this is a great challenge--and because there is
      already a lot of scientists eager to address it--we aim to
      be merely a focal point, enlisting the whole community in
      the effort. We're doing that in two ways. First, we are
      <a href=
      "http://community.sciencecareers.org/ctscinet/partners/">forging
      partnerships</a> with the most important medical-science
      organizations and working with them to pool career
      resources specific to clinical and translational science.
      If your organization is interested in contributing to the
      effort, we urge you to join us; just send us <a href=
      "mailto:jaustin@aaas.org?subject=CTSciNet%20Partnership">an
      e-mail</a>.
    </p>
    <div class="photo align-right">
      <img src=
      "http://community.sciencecareers.org/images/logo_ctscinet_250x70.gif"
      title="CTSciNet logo" alt="CTSciNet logo">
    </div>
    <p>
      The other way we're enlisting the community is by convening
      a community, online. We've set up a social-networking
      infrastructure designed to help scientists find other
      scientists with similar or complementary interests, form
      partnerships and collaborations, and discuss career-related
      and scientific issues.
    </p>
    <p>
      Right now, the platform is basic and still in beta. But we
      intend to continue to develop it in the months and years to
      come, ironing out wrinkles, improving usability and, as we
      gain deeper insight into the platform's real potential,
      adding innovative features.
    </p>
    <p>
      So what can you do on CTSciNet? The first step is to
      <a href=
      "https://editcommunity.sciencecareers.org/cgi-bin/mt/mt-cp.fcgi?__mode=register&blog_id=8&return_to=http://community.sciencecareers.org/ctscinet/">
      register</a> and enter a profile. (Note that some of the
      steps that follow are available only to registered users.)
      Next, visit our <a href=
      "http://community.sciencecareers.org/ctscinet/groups/">groups
      page</a> and browse the groups we have already created. If
      there's a new group you'd like to see, <a href=
      "http://sciencecareers.sciencemag.org/community/create_group">
      suggest it</a>. When you find a group that interests you,
      join it. Once you're a member of a group, post a message or
      participate in an existing conversation. Finally, using the
      search box in the header on any page, see if you can locate
      people with similar or complementary interests, based on
      the information in their profiles. Once you've found people
      of interest you can follow them, Twitter-style, and form
      connections. We have created a <a href=
      "http://community.sciencecareers.org/community-tour.php">Community
      Tour</a> to help you get started.
    </p>
    <p>
      We think of the CTSciNet community as an experiment, a
      perpetual work in progress, and a collaboration with its
      members. We've just begun to explore the technology
      ourselves, and to consider how it might develop. Our goal
      is to use the platform to stir the pot, mixing and matching
      trainees and researchers in novel ways and stimulating new
      relationships and ultimately new research.
    </p>
    <p>
      We have high aspirations for CTSciNet. We expect to have an
      informal hand in training the next generation of clinical
      and translational scientists. We want our community to be a
      "place" where scientists can meet, discuss interesting
      problems, and form new collaborations. We expect the
      connections made here, and the ideas that are discussed, to
      contribute to major advances in science and human health.
      We want to be your partner--and to help you find other
      partners--in forging new careers and new science.
    </p>
    <p>
      Jim Austin, Principal Investigator<br>
      Kate Travis, Editor<br>
      Jos&eacute; Fern&aacute;ndez, Community Manager<br>
      CTSciNet
    </p>
    <p>
      Jim Austin is the Editor of <em>Science</em> Careers and the
      Principal Investigator on the CTSciNet project. Kate Travis
      is the editor of CTSciNet. Jos&eacute; Fern&aacute;ndez is
      CTSciNet's community manager.
</p>
<p>
10.1126/science.caredit.a0900132
</p>]]>
        
    </content>
</entry>

<entry>
    <title>Perspective: Three Crucial Questions When Applying to M.D.-Ph.D. Programs</title>
    <link rel="alternate" type="text/html" href="http://community.sciencecareers.org/ctscinet/articles/2009/10/perspective-three-crucial-questions-when-applying-to-md-phd-programs.php" />
    <id>tag:community.sciencecareers.org,2009:/ctscinet//8.1912</id>

    <published>2009-10-16T17:30:00Z</published>
    <updated>2009-10-16T17:30:00Z</updated>

    <summary>(Comstock)</summary>
    <author>
        <name>mtadmin</name>
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    <category term="biomedical" label="Biomedical" scheme="http://www.sixapart.com/ns/types#tag" />
    <category term="graduate" label="Graduate" scheme="http://www.sixapart.com/ns/types#tag" />
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        <![CDATA[<div><div id="article_summary">
				Is an M.D.-Ph.D. program right for me? Where should I apply? Where should I go?
			</div><div class="pullquote quote_right"><p>
			Medical schools and graduate schools have fundamentally different goals. Medical schools focus on teaching the art and science of the practice of medicine. Graduate school, on the other hand, is intended to train you in the art and science of investigation.
		</p></div>
		
		
		<p>
			<b>I</b> talk to a lot of undergraduates about applying to M.D.-Ph.D. programs. Three questions come up repeatedly: Is attending an M.D.-Ph.D. program  <a xmlns:y="" href="#Q1">the right choice for me?</a>  If I decide that is what I want to do,  <a xmlns:y="" href="#Q2">where should I apply?</a>  If I have a choice,  <a xmlns:y="" href="#Q3">where should I go?</a> 
		</p>
		<p>The experience of applying to M.D.-Ph.D. programs is very different from applying to college. The issues are different, the stakes are higher, and the long-term career implications are much greater. This article will answer the questions above, drawing on my experiences as an M.D.-Ph.D. student, an M.D.-Ph.D. program director, a physician-scientist, and a mentor, as well as conversations with other program directors and administrators who in their outreach efforts get asked the same questions.</p>
		<div class="photo align-left"><img src="http://sciencecareers.org/get-file.xqy?uri=/aaas/files/uploaded-files/images/1e0e0edb-aaf3-49c0-92a7-f7a73c188394/SkipBrass_200.jpg" title="Lawrence &quot;Skip&quot; Brass" alt="Lawrence &quot;Skip&quot; Brass" /><div class="image-caption">
				<p>Lawrence "Skip" Brass</p>
			</div></div>
		
			<h2>Question #1: Is an M.D.-Ph.D. program the right choice for me?<a xmlns:y="" id="Q1"> </a>
			</h2>
			<p>The answer to this question depends on your interests and career plans. Do you want to be a physician-investigator? Is doing research and making discoveries really important to you? If so, is the field you hope to work in one that is traditionally associated with Ph.D.-level training? For example, if you know that you want to do basic research and run a lab in the biological sciences, the appropriate graduate degree is a Ph.D. However, if you intend to do clinical research, a master's degree (in combination with your medical degree) may be what you need. You can pursue a master's degree either during medical school or after completing residency training.</p>
			<p>Although you don't need to know precisely what research project you want to tackle 20 years from now, you do need to decide before you apply to M.D.-Ph.D. programs whether a Ph.D. is the appropriate preparation for you.</p>
			<p>Before applying to M.D.-Ph.D. programs, you also need to decide under which broad discipline your interests fall: Biomedical sciences? Engineering? Social sciences? Economics? Anthropology? Most current and past M.D.-Ph.D. students (nearly 90% in a recent survey) pursue Ph.D.s in the biomedical sciences. The next largest percentage is in engineering fields. The remaining 5% or so are in diverse fields including the social sciences, humanities, economics, anthropology, and epidemiology. Moving within a general field (for example, molecular biology to immunology) is common and done easily. Moving between entirely different disciplines (for example, engineering to economics) happens much less frequently and may be more difficult.</p>
			<p>Medical schools and graduate schools have fundamentally different goals. Medical schools focus on teaching the art and science of the <em>practice</em> of medicine. Although they may include wonderful opportunities to do research, most of the curriculum is about training you to be a clinician, not about preparing you for a research career. Graduate school, on the other hand, is intended to train you in the art and science of <em>investigation</em>, including the skills needed to be an independent investigator. Medical schools emphasize the acquisition and application of existing knowledge; graduate schools emphasize the discovery of new knowledge.</p>
			<p>M.D.-Ph.D. programs integrate medical school and graduate school training to make you an effective physician-investigator, working to discover and apply new knowledge about the mechanisms, diagnosis, and treatment of human disease. Their goal is to help you become a true chimera: a physician whose skills and interests are informed by his or her training as an investigator, and an investigator whose research interests are informed by a deep understanding of people, their biology, and their disorders. Combined degree programs are intended to be preparation for a research-driven career; most M.D.-Ph.D. graduates spend much more time on research than on clinical practice and are employed in academia or at research institutions and in industry. Is that where you are headed?</p>
			<p>Of course, M.D.-Ph.D. programs are not the only way to become a physician-scientist. Many physician-investigators who did not go to graduate school have enjoyed successful careers; some have even won Nobel Prizes. So why bother with an M.D.-Ph.D. program? Why not just go to medical school? This is a question I hear a lot, especially from undergraduates receiving well-meant advice from scientists who completed their training some time ago.</p>
			<p>Things have changed since then. Recall the point made earlier: 4-year medical schools do not normally include research training. If you choose to attend medical school but not an M.D.-Ph.D. program, you will end up spending considerable time as a postdoc after your clinical training learning how to do research. Consider the data: M.D.s and M.D.-Ph.D.s who successfully compete for their first National Institutes of Health (NIH) grant typically reach that point at approximately the same age. Avoiding an M.D.-Ph.D. program won't save you time if you intend to be a scientist.</p>
			<p>If you are sure you want to be a physician but less sure about your goal of becoming a physician-investigator, start medical school. If you change your mind about the role of research in your future career, you may be able to transfer into an M.D.-Ph.D. program at the same school. If not, you can complete your research training after medical school. Conversely, if you are sure you want to be a scientist but less convinced that you want to be a doctor, go to graduate school. You may be able to transfer into an M.D.-Ph.D. program before you start your thesis project, or you can go to medical school after you complete graduate school. It takes longer that way and is more expensive, but it is definitely doable.</p>
			<p>Summing up: M.D.-Ph.D. programs are a wonderful option if 1) your goal is to become a physician-investigator, 2) you have the necessary academic credentials and research experience prior to applying, and 3) you make the decision early enough to apply as a combined degree candidate.</p>
			<p>
				<b>See also:</b>
			</p>
			<p>-  <a href="http://community.sciencecareers.org/ctscinet/articles/2009/10/questions-and-answers-pursuing-an-md-phd.php#FAQ2">Why get a Ph.D. with an M.D.?</a>
			</p>
			<p>-  <a href="http://community.sciencecareers.org/ctscinet/articles/2009/10/questions-and-answers-pursuing-an-md-phd.php#FAQ3">What research areas can I pursue?</a>
			</p>
			<p>-  <a href="http://community.sciencecareers.org/ctscinet/articles/2009/10/questions-and-answers-pursuing-an-md-phd.php#FAQ11">What if I decide to pursue an M.D.-Ph.D. after starting medical school?</a>
			</p>
			<div xmlns="" class="sidebar align-center-full">
				<h2 xmlns="http://www.w3.org/1999/xhtml">"An unexpected fork in the road"</h2>
				<p xmlns="http://www.w3.org/1999/xhtml">For all the work you'll do during your bachelor's degree and the careful consideration you'll put into choosing the right doctoral program, it's important to remember that you've only just set out on the journey--and you can change routes.</p>
				<p xmlns="http://www.w3.org/1999/xhtml">"I was very anti-premed when I was in college," says Karla Leavens, now a 5th-year student in the  <a href="http://www.med.upenn.edu/mstp/">M.D.-Ph.D. program</a> at the University of Pennsylvania. "I really loved biology and science." But during her junior year, she took an endocrinology course and discovered that she really enjoyed the clinical application of biology. At that point, she hadn't taken the MCAT or otherwise prepared to apply to medical school, so she went ahead with graduate school applications and continued with her initial plan for a career in research. "I never figured I could switch [degree programs], but I figured I could get some sort of training--go to med school afterwards or ... take some clinically oriented classes," she says.</p>
				<p xmlns="http://www.w3.org/1999/xhtml">After she started her Ph.D. in the  <a href="http://www.med.upenn.edu/camb/cbp.shtml">cell biology and physiology program</a> at Penn, she noticed that many people were doing both clinical work and research--and that was the path she decided to take. She took the MCAT the summer after starting at Penn and applied to the M.D.-Ph.D. program that fall. The following year, 2 years after starting her Ph.D., she entered the M.D.-Ph.D. program. "It really helps to keep options open," Leavens advises. "Ultimately, it's your life and your career, and you have to decide what that is."</p>
				<p xmlns="http://www.w3.org/1999/xhtml">Jonathan Brestoff is taking a somewhat nontraditional route as well but in a different direction: He wrapped up his first year in Penn's M.D.-Ph.D. program this summer and is now taking a year out to do a master's of public health degree at University College Cork in Ireland on a  <a href="http://www.us-irelandalliance.org/wmspage.cfm?parm1=34">George J. Mitchell Scholarship</a>.</p>
				<p xmlns="http://www.w3.org/1999/xhtml">"My goal is to understand public health policy better," Brestoff says. "I'm planning to use that knowledge to take scientific concepts in the future in my career and translate that into public health policies, in addition to therapeutics and treatment strategies."</p>
				<p xmlns="http://www.w3.org/1999/xhtml">A key requirement of Brestoff's scholarship was the support of his academic program, which is led by Lawrence "Skip" Brass (author of the accompanying Perspective). "In general, programs try to be as flexible as they can. I think we have to do that," Brass says. He advises students who are considering a different degree program, Ph.D. discipline, or any kind of nontraditional path to talk to their advisers as soon as possible to find out what the options are.</p>
				<p xmlns="http://www.w3.org/1999/xhtml">"I try to do what most other program directors do, having made a commitment to a student when they matriculated," Brass says. "I try to help them get as far as possible on the path that they choose, even if there is an unexpected fork in the road." -<em>-Kate Travis</em>
				</p>
			</div>
		
		
			<h2>Question #2: Where should I apply?<a xmlns:y="" id="Q2"> </a>
			</h2>
			<p>This question is often reduced to "how many" and "which ones," but there is much more to it than that. M.D.-Ph.D. program applicants can choose from among 70 to 80 programs, 42 of which currently receive financial support from NIH in the form of an  <a href="http://www.nigms.nih.gov/Training/InstPredoc/PredocOverview-MSTP.htm">NIGMS Medical Scientist Training Program (MSTP) grant</a>.</p>
			<p>In 2007, the average candidate applied to 10 different programs, but some applied to only one program, and one applied to 90! Applying to M.D.-Ph.D. programs can be time-consuming and--when the costs of interview visits are factored in--quite costly. (If the cost of applying is an issue for you, please note that many schools offer to waive application fees for candidates in financial need, and some will subsidize or even completely cover interview costs.) I advise applying to approximately the mean number of schools--10--rather than either extreme.</p>
			<p>The decision of where to apply should be informed by the strength of your qualifications. M.D.-Ph.D. admissions committees are looking for strong academic and research credentials, along with exceptional letters of recommendation from faculty members with whom you did research, and a well-articulated reason for becoming a physician-investigator. They will also look at whether you have had experiences in the clinical setting to confirm your decision to go to medical school. Assess your chances realistically, and seek knowledgeable, objective advice.</p>
			<p>What should you look for in a program? There is no single answer to this question; the answer will depend largely on what factors are important to you. Here are some things to consider:</p>
			<p>
				<b>1)</b>
				<b>Research infrastructure:</b> All medical schools train physicians, but some have made a large investment in the faculty and infrastructure needed to do research. Those are the places where you are most likely to end up working, and arguably they are the places that you should experience as a trainee.</p>
			<p>
				<b>2)</b>
				<b>Role models:</b> Role models are important for any professional career. Look for medical centers that employ physician-scientists.</p>
			<p>
				<b>3)</b>
				<b>Training support:</b> The presence of an NIH MSTP grant doesn't guarantee that the program is the right one for you, nor does the absence of an MSTP grant mean that the program is less worthy of your consideration. However, MSTP status does guarantee that the program will be subjected to regular external review and critical feedback.</p>
			<p>
				<b>4)</b>
				<b>Curriculum integration:</b> In the early days of M.D.-Ph.D. programs (40 years ago), the curriculum was basically the sum of medical school and graduate school; there were few cross-connections between the two. Now it is generally accepted that the best way to train students for well-integrated careers as physician-investigators is to blend the training elements together as much as possible. Different schools do this in different ways and to different extents.</p>
			<p>
				<b>5)</b>
				<b>Presence of an appropriate Ph.D. program:</b> If your plan is to obtain a Ph.D. in cell and molecular biology, biochemistry, or the neurosciences, you will find programs everywhere. If you seek a Ph.D. in bioengineering, sociology, health care economics, or anthropology (to name a few less-common disciplines), your choices may be more limited. Not every M.D.-Ph.D. program offers opportunities in these areas, either because they are not located at a university that offers doctoral training in them or because the medical school is not currently partnering with the school or department involved. Be sure to check before you apply.</p>
			<p>
				<b>6)</b>
				<b>Perceived difficulty in obtaining admission:</b> My usual advice to even the strongest candidates is to apply to schools with a range of selectivity. Every year I see candidates who are accepted by one highly competitive program but rejected by another program that is equally or less competitive. There are the obvious objective metrics, such as mean grade point average and MCAT scores; but considerable weight is given to the interviews, which are highly subjective.</p>
			<p>No M.D.-Ph.D. program is easy to get in to, but some are definitely tougher than others. It is emphatically not true that you need a 4.0 GPA and 40 on the MCATs to be a successful M.D.-Ph.D. candidate, though your chances grow more remote if your GPA is below 3.5 and your MCAT scores are below 30. I usually advise undergrads to take the test early enough that there is time to take it again before applying.</p>
			<p>
				<b>7)</b>
				<b>Program size:</b> The current average size of an M.D.-Ph.D. program is about 90 students; but programs vary enormously, with a range from about 25 to about 180 students. That's as few as three new students a year on up to 30. There are advantages and disadvantages associated with all sizes of programs, and this is one of the things that you will want to ask about when you visit.</p>
			<p>Be an informed consumer; consult a variety of resources and people to gather information. Mentors and role models who are physician-scientists can be particularly helpful. If you can identify someone whose career has the elements that you hope to have in yours, ask him or her how they came to be where they are. Program directors and administrators of the programs you're interested in are usually happy to answer questions about physician-investigator training in general, as well as about their own programs. Other candidates (past and present) may share their experiences, but keep in mind that their perspective, however well meant, may be limited. You should definitely consult more than one source.</p>
			<p>Your college's prehealth adviser may also be able to answer questions, especially if you are at a college that regularly sends candidates to M.D.-Ph.D. programs. You may find answers to some of your questions on the Association of American Medical Colleges' Web site,  <a href="http://www.aamc.org/students/considering/research/start.htm">Considering a Career in Medical Research</a>, which contains links to the programs as well as some highly useful advice. Web sites for the individual programs will describe the program and its guiding philosophy and provide links to the constituent Ph.D. programs and information about activities sponsored by the program.</p>
			<p>Finally, try to learn as much as you can about M.D.-Ph.D. training before your first interview visit. Read about the programs that you are visiting before you arrive and have some idea about faculty members whom you might like to meet. Some schools will even ask for your requests before your visit and arrange for you to meet with those faculty members. They do this in part to help you learn about the school and in part to see whether your interests fit within the range of faculty interests in the Ph.D. program. Take notes on your visits and impressions; months may pass between when you visit a school and when you have to make a decision to enroll.</p>
			<p>
				<b>See also:</b>
			</p>
			<p>-  <a href="http://community.sciencecareers.org/ctscinet/articles/2009/10/questions-and-answers-pursuing-an-md-phd.php#FAQ10">What factors should I consider when applying to and selecting an M.D.-Ph.D. program?</a>
			</p>
			<p>-  <a href="http://community.sciencecareers.org/ctscinet/articles/2009/10/questions-and-answers-pursuing-an-md-phd.php#FAQ12">What are the prerequisites for applying to M.D.-Ph.D. programs?</a>
			</p>
			<p>-  <a href="http://community.sciencecareers.org/ctscinet/articles/2009/10/questions-and-answers-pursuing-an-md-phd.php#FAQ13">What will M.D.-Ph.D. admissions committees be looking for in my application?</a>
			</p>
			<p>-  <a href="http://community.sciencecareers.org/ctscinet/articles/2009/10/questions-and-answers-pursuing-an-md-phd.php#FAQ15">What is the interview process like?</a>
			</p>
			<div xmlns="" class="sidebar align-center-full">
				<h2 xmlns="http://www.w3.org/1999/xhtml">Be prepared--for the unexpected</h2>
				<p xmlns="http://www.w3.org/1999/xhtml">You will do a lot of research, interviewing, and soul-searching when deciding what degree program to pursue, which school to attend, and which research area to go in to. No matter how much you prepare, though, there are some things you'll have to learn along the way.</p>
				<p xmlns="http://www.w3.org/1999/xhtml">Alex Chavez is from a family of physicians and wasn't particularly concerned with the clinical-care aspect of medical school before starting the M.D.-Ph.D. program at Penn, where he's now in his 6th year. Nevertheless, he learned a valuable lesson about patient care in the rotations he and his peers did in their first 2 years of medical school: "That's where I learned I really didn't like it," he says. "I'm glad I know now, though. It makes me try harder [in my research]."</p>
				<p xmlns="http://www.w3.org/1999/xhtml">Chavez plans to do a residency in pathology (which tends to involve little direct patient care) and then get back to his research in DNA repair. He has no regrets about his decision to pursue dual degrees. "I do value my medical knowledge," he says. "I think the way we think is different from the way regular physicians or regular scientists think."</p>
				<p xmlns="http://www.w3.org/1999/xhtml">Jonathan Brestoff was struck by the contrast between his medical school classes and his Ph.D. classes in his first year of the M.D.-Ph.D. program. "I was surprised at how medical school was so memorization-oriented and wasn't focused much on how biological processes work," he says. "In the couple of graduate classes I've had so far, ... the orientation is much more critical about research."</p>
				<p xmlns="http://www.w3.org/1999/xhtml">One thing medical students often aren't prepared for is failure in the lab, says  <a href="http://www.med.upenn.edu/apps/faculty/index.php/g20000320/p13610">David Raizen</a>, an assistant professor of neurology at Penn. "You're going to fail, no matter how top-notch a scientist you are. You're going to come across a problem where the hypothesis is wrong, or technically you can't get things to work," he says. "If that happens for the first time in the third year of your thesis, you're going to be in trouble because you're not going to know how to deal with it."</p>
				<p xmlns="http://www.w3.org/1999/xhtml">The best way to prepare, he says, is to spend time in the lab learning how science works, what works and what doesn't, and how to troubleshoot when things go wrong. "When you're measured by metrics such as grades or MCATS or GREs or SATs, then it's much easier to succeed because you have a defined goal you can work toward," Raizen says. "But the metrics in science are much more nebulous and harder to define. And sometimes the skills that are important in the lab are not the same skills needed to make that perfect grade point average." <em>--K.T.</em>
				</p>
				<p xmlns="http://www.w3.org/1999/xhtml">Kate Travis is the editor of CTSciNet, the Clinical and Translational Science Network. Interviews were conducted at the University of Pennsylvania School of Medicine Combined Degree Program Annual Retreat on 5 August 2009.</p>
			</div>
		
		
			<h2>Question #3: Where should I go?<a xmlns:y="" id="Q3"> </a>
			</h2>
			<p>Let's look ahead a bit. Most people apply in the summer and fall, interview in the winter, and make a final decision in the spring when they see what offers they have received. Some candidates find that deciding where to go is straightforward; as offer(s) come in, they use their personal "wish list" to decide which offers to hold on to and which ones to either set aside or not wait for. Others find this decision exceedingly difficult and go down to the wire before making their final choice.</p>
			<p>Here are some of the factors that might go into making that choice. You may have others. Keep in mind that everyone weights these factors differently.</p>
			<p>
				<b>1)</b>
				<b>Impressions. </b>Begin with all of the attributes listed in Question #2 that informed your decision about where to apply. Compare your notes on what the school was really like with your reasons for applying to it. You will likely find that some programs moved up on your wish list and others moved down.</p>
			<p>
				<b>2)</b>
				<b>Community.</b> What did you think of the students you met when you did your interview visit? The students who enter with you are likely to have similar characteristics. Did they seem committed to the goal of becoming a physician-investigator? Were they happy with their choice of an M.D.-Ph.D. program? Did they make you feel welcome?</p>
			<p>
				<b>3)</b>
				<b>Geography.</b> Is the location one where you would like to live for an average of 8 years? Is housing available and affordable on your stipend? Are your nonscholarly interests well-represented?</p>
			<p>
				<b>4) The two (or more) body problem.</b> Do you have a significant other who is also applying to schools and has to end up with an offer in the same location? Or, if your partner will be looking for a job, is her or she likely to find something suitable in that location?</p>
			<p>
				<b>5) Outcomes. </b>The goal of an M.D.-Ph.D. program is to train physician-investigators. Most programs do pretty well at this; but if a program's outcomes data show that large numbers of their graduates are in full-time private practice, you should be concerned. Ask about this during your interview or afterward if it didn't come up.</p>
			<p>
				<b>6)</b>
				<b>The perception of prestige.</b> Many candidates use their sense of the university's prestige or <em>US News and World Report</em> rankings to decide where to go, just as they did when applying to college. My advice is to not put too much weight on those rankings. Pick the program that seems the most appealing to you after you weigh all the factors.</p>
			<p>Conversely, there are some factors that should have less weight in your decision-making process:</p>
			<p>
				<b>1)</b>
				<b>The program that accepts you first.</b> The first offer will undoubtedly fill you with a sense of relief that someone wants you, but it may not be the program that best fits your goals and dreams. If it is, then go for it. If not, be patient and see what other options appear.</p>
			<p>
				<b>2) The size of the stipend.</b> One of the really great things about being accepted into an M.D.-Ph.D. program is that most of them offer fellowships that cover tuition for medical school and graduate school and offer a stipend that can be anywhere from $20,000 to $30,000 per year. Don't spend too much time weighing differences in stipend amounts. Ask the students in the program whether the stipend that they receive is adequate for the costs of living in the community where the school is located.</p>
			<p>
				<b>3)</b>
				<b>Time to degree.</b> Although some programs claim that their students finish faster than students in other programs, data from a recent survey of 61 M.D.-Ph.D. programs show that the average time is 8 years, with little variation.</p>
			<p>
				<b>4)</b>
				<b>The presence or absence of a particular faculty member.</b> Some candidates seek training with a particular faculty member whose interests (and/or fame) aligns particularly well with their goals. However, most candidates seek programs with broad strengths, recognizing that their interests may change as they learn about new fields and new problems.</p>
			<p>
				<b>5) Location as an index of how good the program is. </b>Geography may be very important to you for personal or family reasons, but don???t assume that all of the great programs are located in just one part of the country. It isn't true.</p>
			<p>Summing up: Applying to M.D.-Ph.D. programs can be a daunting process; it will consume much of your time and energy during the year you do it. I have tried to demystify the process and help you prepare for it. I hope it helps, because I believe that a physician-investigator is one of the very best careers a person can have.</p>
		
	<table class="greyBorder" border="1"><tbody>
				  <tr>
				    <td colspan="2" rowspan="1"><p>Lawrence "Skip" Brass is a professor of medicine and pharmacology at the  <a href="http://www.med.upenn.edu/">University of Pennsylvania School of Medicine</a>, associate dean and director of Penn's  <a href="http://www.med.upenn.edu/educ_combdeg/">Combined Degree and Physician Scholar Programs</a>, past president of the National Association of M.D.-Ph.D. Programs, and former chair of the  <a href="http://www.aamc.org/members/great/start.htm">AAMC GREAT Group's</a>
					 <a href="http://www.aamc.org/members/great/mdphd/start.htm">section on M.D.-Ph.D. training</a>.</p></td>
				  </tr>
				  <tr>
				    <td colspan="2" rowspan="1"><p>10.1126/science.caredit.a0900124</p></td>
				  </tr>
				</tbody></table></div>]]>
        
    </content>
</entry>

<entry>
    <title>Questions and Answers: Pursuing an M.D.-Ph.D.</title>
    <link rel="alternate" type="text/html" href="http://community.sciencecareers.org/ctscinet/articles/2009/10/questions-and-answers-pursuing-an-md-phd.php" />
    <id>tag:community.sciencecareers.org,2009:/ctscinet//8.1892</id>

    <published>2009-10-14T20:39:25Z</published>
    <updated>2009-10-15T20:38:56Z</updated>

    <summary>  </summary>
    <author>
        <name>Association of American Medical Colleges</name>
        <uri>https://editcommunity.sciencecareers.org/cgi-bin/mt/mt-cp.fcgi?__mode=view&amp;blog_id=8&amp;id=2155</uri>
    </author>
    
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        <category term="Biomedical" scheme="http://www.sixapart.com/ns/types#category" />
    
        <category term="CTSciNet" scheme="http://www.sixapart.com/ns/types#category" />
    
        <category term="Career Advice" scheme="http://www.sixapart.com/ns/types#category" />
    
        <category term="Undergraduate" scheme="http://www.sixapart.com/ns/types#category" />
    
    
    <content type="html" xml:lang="en-us" xml:base="http://community.sciencecareers.org/ctscinet/">
        <![CDATA[    <div id="article_summary">
      This guide, adapted from AAMC, provides answers to
      frequently asked questions about M.D.-Ph.D. programs.
    </div>
    <h2>
      Quick links:
    </h2>
    <p>
      1. <a href="#FAQ1">What is M.D.-Ph.D. training?</a><br>
      2. <a href="#FAQ2">Why get a Ph.D. with an M.D.?</a><br>
      3. <a href="#FAQ3">What research areas can I
      pursue?</a><br>
      4. <a href="#FAQ4">What is the curriculum like in
      M.D.-Ph.D. programs?</a><br>
      5. <a href="#FAQ5">How long will it take to complete the
      M.D.-Ph.D.?</a><br>
      6. <a href="#FAQ6">How long will it take to complete
      training after I graduate?</a><br>
      7. <a href="#FAQ7">What is a research residency?</a><br>
      8. <a href="#FAQ8">What are my career prospects?</a><br>
      9. <a href="#FAQ9">What financial support is
      available?</a><br>
      10. <a href="#FAQ10">What factors should I consider when
      applying to and selecting an M.D.-Ph.D. program?</a><br>
      11. <a href="#FAQ11">What if I decide to pursue an
      M.D.-Ph.D. after starting medical school?</a><br>
      12. <a href="#FAQ12">What are the prerequisites for
      applying to M.D.-Ph.D. programs?</a><br>
      13. <a href="#FAQ13">What will M.D.-Ph.D. admissions
      committees be looking for in my application?</a><br>
      14. <a href="#FAQ14">How do I apply?</a><br>
      15. <a href="#FAQ15">What is the interview process
      like?</a><br>
      16. <a href="#FAQ16">What is the notification process?</a>
    </p><a name="FAQ1" id="FAQ1"></a>
    <h2>
      1. What is M.D.-Ph.D. training?
    </h2>
    <p>
      M.D.-Ph.D. programs provide training in both medicine and
      research. They are specifically designed for those who want
      to become research physicians, also known as
      physician-investigators or physician-scientists. Graduates
      of M.D.-Ph.D. programs often go on to become faculty
      members at medical schools, universities, and research
      institutes.
    </p>
    <p>
      Regardless of where they eventually work, M.D.-Ph.D.
      candidates are trained for careers in which they will spend
      most of their time doing research, in addition to caring
      for patients. The M.D.-Ph.D. dual career is busy,
      challenging, and rewarding, and it offers opportunities to
      do good for many people by advancing knowledge, developing
      new treatments for diseases, and pushing back the
      boundaries of the unknown.
    </p><a name="FAQ2" id="FAQ2"></a>
    <h2>
      2. Why get a Ph.D. with an M.D.?
    </h2>
    <p>
      M.D.-Ph.D. training organizes the experimental and clinical
      thinking of the physician-scientist. This synergy enables a
      physician-scientist to recognize new ways that clinical
      care or the understanding of disease mechanisms will
      benefit from research and to mount the appropriate effort.
      Likewise, the synergy achieved in dual-degree training
      enables the physician-scientist to see how the results of
      research discoveries and insights can be converted into
      clinically significant outcomes.
    </p>
    <p>
      A practical benefit is that most M.D.-Ph.D. programs pay
      candidates a stipend and tuition scholarships during the
      training years. The financial support for those willing to
      undertake M.D.-Ph.D. training recognizes the additional
      time that a student must spend in training for this career.
      The extent of this support varies among programs. For
      example, some programs only support U.S. citizens and
      permanent residents.
    </p>
    <div class="sidebar align-right">
      <img src=
      "http://community.sciencecareers.org/mt-static/support/assets_c/2009/02/aamc_logo-thumb-75xauto-235.jpg"
      title="AAMC logo" alt="AAMC logo">
      <div class="image-caption">
        <p>
          This Q&amp;A is an edited extract from the Association
          of American Medical Colleges' Web site <a href=
          "http://www.aamc.org/students/considering/research/start.htm">
          Considering a Career in Medical Research</a> and is
          reproduced here with permission. Portions of both
          documents were previously published on Science Careers
          as <a href=
          "http://sciencecareers.sciencemag.org/career_magazine/previous_issues/articles/2003_10_31/noDOI.16083605582833029302">
          "An FAQ for M.D.-Ph.D. Applicants."</a>
        </p>
      </div>
    </div><a name="FAQ3" id="FAQ3"></a>
    <h2>
      3. What research areas can I pursue?
    </h2>
    <p>
      Most M.D.-Ph.D. candidates earn their Ph.D. in biomedical
      laboratory disciplines such as cell biology, biochemistry,
      genetics, immunology, pharmacology, physiology,
      neuroscience, or biomedical engineering. The names of
      departments and graduate programs vary from school to
      school. At some schools, M.D.-Ph.D. trainees can also do
      their graduate work outside of the laboratory disciplines
      in fields such as computational biology, economics,
      epidemiology, health care policy, anthropology, sociology,
      or the history of medicine. Differences as to which
      graduate degree programs are offered and the quality of
      these programs are important elements to consider in
      applying for M.D.-Ph.D. training.
    </p><a name="FAQ4" id="FAQ4"></a>
    <h2>
      4. What is the curriculum like in M.D.-Ph.D. programs?
    </h2>
    <p>
      Although curricula vary, the educational courses and topics
      presented to medical school students are similar among
      M.D.-Ph.D. programs, because students must pass Step I and
      Step II of the <a href="http://www.usmle.org/">United
      States Medical Licensing Examination</a>. In contrast,
      graduate school activities are more varied, because
      graduate curricula and research opportunities differ by
      faculty expertise within a program. Thus, research
      experiences obtained during graduate school training are
      one of the differences among M.D.-Ph.D. programs.
    </p>
    <p>
      Different programs have adopted a variety of approaches to
      integrate medical and graduate curricula for M.D.-Ph.D.
      training. The overall goal is to reduce total training
      time. The typical track is often termed the "2-3-2" or
      "2-4-2" track, reflecting the number of years that a
      student participates in each of the three sections of
      M.D.-Ph.D. training. In most programs, trainees master
      basic science courses, followed by an intense period of
      Ph.D. research and completion of the thesis. Clinical
      training is often the final component of the program--a
      feature dictated by the need to be prepared for clinical
      residencies.
    </p>
    <p>
      There are many variations on this general approach. For
      example, some programs offer significant integration
      between graduate school and medical school courses in years
      1 and 2. The degree of clinical involvement during the
      basic science phase of training also varies among programs,
      as does the integration of clinical experiences during
      Ph.D. training. The structure and flexibility of training
      curricula is another factor that applicants should consider
      when choosing a program.
    </p><a name="FAQ5" id="FAQ5"></a>
    <h2>
      5. How long will it take to complete the M.D.-Ph.D.?
    </h2>
    <p>
      Most M.D.-Ph.D. students complete the requirements for the
      dual degrees within 7 or 8 years. Some students complete
      the program in 6 years, while others may take longer than 8
      years. The variation is due to the amount of time required
      to complete Ph.D. requirements, because one cannot predict
      the progress of research or the amount of time needed to
      develop into an independent investigator, the primary goal
      of Ph.D. training.
    </p>
    <p>
      Note that the average time to complete a biomedical Ph.D.
      in the United States is about 6 years. Thus, if pursued
      independently, obtaining a dual degree would take about 10
      years. By integrating the didactic components of training,
      dual-degree students complete the program in 7 or 8 years
      on average.
    </p><a name="FAQ6" id="FAQ6"></a>
    <h2>
      6. How long will it take to complete training after I
      graduate?
    </h2>
    <p>
      The career of each M.D.-Ph.D. graduate is uniquely based
      upon research and clinical interests, but in general,
      graduates spend 3 to 7 years in specialty and subspecialty
      clinical and research training--that is, residency and
      fellowship.
    </p>
    <p>
      In the past, M.D.-Ph.D. graduates traditionally entered
      residency programs in medicine, pediatrics, or pathology.
      However, the clinical specialty choices of current
      graduates are more diverse, with many graduates pursuing
      residency training in neurology, psychiatry, radiology,
      radiation oncology, and even surgery and surgical
      specialties.
    </p>
    <p>
      After completing their specialty clinical training (e.g.,
      in medicine or pediatrics), most physician-scientists
      pursue subspecialty clinical training (e.g., cardiology or
      hematology-oncology) and postdoctoral research that
      typically combines protected research time with intensive
      clinical training.
    </p><a name="FAQ7" id="FAQ7"></a>
    <h2>
      7. What is a research residency?
    </h2>
    <p>
      There are a growing number of so-called research residency
      programs that have been specially developed to foster the
      career development of physician-scientists. These are
      highly structured programs in which research is fully
      integrated into the clinical training. These programs
      differ in their overall structure, but all offer the
      following:
    </p>
    <p>
      - Shortened residency (specialty) training; in general, the
      integrated programs allow trainees to shorten their
      residency by 1 year, depending on the field of
      specialty;<br>
      - Integrated research and clinical training; programs
      usually offer mentoring for trainees to choose a lab early
      in their training process, so they can embark on their
      research right away when they start full-time in the
      lab;<br>
      - Guaranteed subspecialty fellowship position in the
      trainee's desired field; this is not offered at all
      institutions; and<br>
      - Special financial support; a few combined programs also
      offer support toward both salary and research.
    </p>
    <p>
      The American Physician Scientists Association maintains a
      list of these <a href=
      "http://www.physicianscientists.org/careers/training/residency">
      residency opportunities</a>
    </p><a name="FAQ8" id="FAQ8"></a>
    <h2>
      8. What are my career prospects?
    </h2>
    <p>
      According to a recent study from the National Association
      of M.D.-Ph.D. Programs, about 75% of U.S. M.D.-Ph.D.
      graduates are in academic medicine or pharmaceutical
      company positions that make use of their interests in both
      patient care and research.
    </p>
    <p>
      An M.D.-Ph.D. physician-scientist is typically a faculty
      member at an academic medical center who spends 70% to 80%
      of his or her time conducting research, though this can
      vary with specialty. Their research may be lab-based,
      translational, or clinical. The remaining time is often
      divided between clinical service, teaching, and
      administrative activities.
    </p>
    <p>
      Thus, most M.D.-Ph.D. graduates pursue a career in which
      most of their time is spent on research. This research
      typically is conducted at academic medical centers,
      research institutions like NIH, or in the
      pharmaceutical/biotech industry. With career advancement,
      many M.D.-Ph.D. graduates ascend to significant leadership
      roles in academic medical centers, industry, government,
      and private organizations, reflecting their broad
      experience in health care and research.
    </p>
    <div class="sidebar align-left">
      <p>
        <b>Important Resources</b>
      </p>
      <p>
        AAMC: <a href=
        "http://www.aamc.org/students/considering/research.htm">Careers
        in Medical Research</a>
      </p>
      <p>
        U.S. Medical School <a href=
        "http://www.aamc.org/students/considering/research/mdphd/">
        M.D.-Ph.D. Programs</a>
      </p>
      <p>
        <a href=
        "http://www.nigms.nih.gov/Training/InstPredoc/PredocOverview-MSTP.htm">
        Medical Scientist Training Program Overview</a> (NIGMS)
      </p>
      <p>
        <a href="http://www.physicianscientists.org/">American
        Physician Scientists Association</a>
      </p>
    </div><a name="FAQ9" id="FAQ9"></a>
    <h2>
      9. What financial support is available?
    </h2>
    <p>
      More than 40 universities around the country offer
      M.D.-Ph.D. students a tuition scholarship and stipend from
      the National Institutes of Health's (NIH's) Medical
      Scientist Training Program (MSTP). Most M.D.-Ph.D.
      programs, whether supported by MSTP funds or not, support
      trainees with a stipend and tuition scholarship during
      medical school and graduate school training. However, there
      are variations on the amount or length of time that
      students are supported. For example, some programs limit
      the total numbers of years that the stipend and tuition are
      provided. Programs may also provide some support for travel
      to scientific conferences or for research expenses.
    </p>
    <p>
      Although most M.D.-Ph.D. programs offer substantial support
      for their students, there are additional resources
      available for supporting M.D.-Ph.D. trainees. Most take the
      form of competitive applications submitted by the trainee
      and their research mentor. These include fellowships from
      private sources and from a number of NIH institutions as
      F30/31 National Research Service Awards predoctoral
      fellowships. See also AAMC's list of <a href=
      "http://www.aamc.org/students/considering/research/mdphd/fundingformdphd.pdf">
      funding opportunities for M.D.-Ph.D. trainees</a>.
    </p><a name="FAQ10" id="FAQ10"></a>
    <h2>
      10. What factors should I consider when applying to and
      selecting an M.D.-Ph.D. program?
    </h2>
    <p>
      Although the overall goals of M.D.-Ph.D. training programs
      are the same, the training approach and environment vary
      substantially among programs. Some of these differences,
      such as geographic region or size of the school, will help
      guide you in your selection of programs. Other
      factors--such as the attitude of faculty and students, or
      the physical proximity of laboratories and hospitals--can
      only be appreciated by visiting an institution.
    </p>
    <p>
      Because M.D.-Ph.D. programs take 7 to 8 years to complete,
      it is highly advisable to apply to and interview at
      multiple institutions. Although there is no magic number,
      it is not uncommon for students to apply to 10 or more
      programs.
    </p>
    <p>
      Choosing a program is a highly individualized process.
      Suggestions for consideration include:
    </p>
    <p>
      - the graduate training disciplines offered and range of
      faculty interests;<br>
      - the medical school curriculum, including the clinical
      components and how they are integrated with graduate
      training;<br>
      - program size;<br>
      - perceived competitiveness of an institution;<br>
      - personal interactions among students and faculty;<br>
      - faculty accessibility;<br>
      - program leadership and administration;<br>
      - success of previous trainees; and<br>
      - geographic location.
    </p><a name="FAQ11" id="FAQ11"></a>
    <h2>
      11. What if I decide to pursue an M.D.-Ph.D. after starting
      medical school?
    </h2>
    <p>
      The majority of M.D.-Ph.D. programs will consider
      applications from internal M.D. students; many will also
      consider applications from Ph.D. candidates early in
      training. For an overview, see AAMC's <a href=
      "http://www.aamc.org/students/considering/research/mdphd/faqtable.pdf">
      Summary of M.D.-Ph.D. Programs and Policies</a>. However,
      at most institutions, the number of slots for such students
      is limited, and these applications may be considered with
      the full pool of applicants for that year. In most cases,
      it is advisable to apply for M.D.-Ph.D. training as soon as
      you're convinced that this is the proper path to pursue.
    </p>
    <p>
      On the other hand, for most schools participating in the
      <a href="http://www.aamc.org/students/amcas/">American
      Medical College Application Service</a> (AMCAS), the M.D.
      application is completed as part of the M.D.-Ph.D.
      application. Thus, many schools allow students to indicate
      whether they wish to be considered for M.D.-only admission
      if the M.D.-Ph.D. application is not successful. Schools
      differ greatly in how admissions committees function. In
      some cases, the M.D.-Ph.D. committee is entirely separate
      and makes decisions independent of the medical school
      admissions committee. Thus, a student interested in
      pursuing an M.D. at a particular institution, regardless of
      their M.D.-Ph.D. status, is advised to make their wishes
      clear by following up as the process proceeds.
    </p><a name="FAQ12" id="FAQ12"></a>
    <h2>
      12. What are the prerequisites for applying to M.D.-Ph.D.
      programs?
    </h2>
    <p>
      Prerequisites for applying to M.D.-Ph.D. programs, which
      include the coursework required for medical school
      admissions, can be accessed at the schools' Web sites or
      through the <a href=
      "http://www.aamc.org/students/applying/msar.htm">Medical
      School Admission Requirements</a>. Successful medical
      school and M.D.-Ph.D. applicants pursue undergraduate
      majors in many fields, not just the sciences.
    </p>
    <p>
      Although only U.S. citizens and permanent resident
      applicants are supported by the predoctoral MSTP federal
      grants, a number of institutions will consider foreign
      M.D.-Ph.D. applicants. For an overview, see AAMC's <a href=
      "http://www.aamc.org/students/considering/research/mdphd/faqtable.pdf">
      Summary of M.D.-Ph.D. Programs and Policies</a>.
    </p>
    <p>
      Applicants are expected to demonstrate academic excellence
      in their undergraduate coursework. The median GPA for
      students entering M.D.-Ph.D. programs in 2008 was 3.7.
      However, this number varies among institutions, so the
      range of accepted GPAs is quite broad. Admissions
      committees consider the undergraduate institution and the
      difficulty of coursework undertaken in evaluating the GPA.
      The median combined MCAT score for 2008 entering M.D.-Ph.D.
      candidates was 34. Again, there is a significant range in
      scores among institutions.
    </p>
    <p>
      In general, GPA and MCAT scores must be competitive with
      those of successful medical school applicants at a given
      institution. In addition to the MCAT, some institutions and
      graduate programs require GRE scores for M.D.-Ph.D.
      applicants.
    </p><a name="FAQ13" id="FAQ13"></a>
    <h2>
      13. What will M.D.-Ph.D. admissions committees be looking
      for in my application?
    </h2>
    <p>
      By far the most important factor in selecting M.D.-Ph.D.
      applicants is evidence of a passion for research. This
      translates to one or more substantial and significant
      research experiences in which a student has worked on his
      or her own project with input into how the work is
      accomplished. Successful applicants are those who
      understand and appear capable of meeting the demands and
      responsibilities of an M.D.-Ph.D. program. Applicants can
      demonstrate this in different ways, including an honors
      research thesis, recurring summer experiences, or a
      full-time research experience after graduation. A
      significant number of M.D.-Ph.D. applicants have spent one
      or more years doing postgraduate research to confirm their
      desire for a career in research.
    </p>
    <p>
      Similarly, M.D.-Ph.D. applicants are generally expected to
      have some experience in the clinical realm such as
      volunteer work, shadowing, or specific training (e.g.,
      EMT). Such experience conveys to the admissions committees
      knowledge of what it means to provide health care and a
      true interest in the clinical environment. Other beneficial
      and well-regarded experiences include leadership
      activities, teaching, and humanitarian and other community
      service activities. Such experiences demonstrate a
      motivation toward helping people and being a leader in a
      given field.
    </p><a name="FAQ14" id="FAQ14"></a>
    <h2>
      14. How do I apply?
    </h2>
    <p>
      Nearly all M.D.-Ph.D. programs participate in the <a href=
      "http://www.aamc.org/students/amcas/start.htm">AMCAS
      application proces</a>s. Students designate themselves as
      Combined M.D.-Ph.D. Training Applicants and complete two
      additional essays in the AMCAS form: one related to why
      they are interested in M.D.-Ph.D. training, and the other
      highlighting their significant research experiences.
    </p>
    <p>
      Many schools require individual secondary applications, and
      all schools require letters of recommendation. Applicants
      are encouraged to make sure that one or more of these
      letters comes from a research mentor who can speak to the
      applicant's abilities and commitment to research. Details
      about the specific number of required letters, secondary
      applications, submission of transcripts, and fees will be
      found on the school's Web site.
    </p><a name="FAQ15" id="FAQ15"></a>
    <h2>
      15. What is the interview process like?
    </h2>
    <p>
      Programs vary widely in how interviews are conducted.
      Applicants are advised to check program Web sites for
      details.
    </p>
    <p>
      M.D.-Ph.D. admissions committees typically consist of a mix
      of physician-scientists and basic scientists. Although the
      degree of involvement varies substantially, the M.D.
      admissions committee, which typically is comprised of
      clinical and medical teaching faculty, may also play a
      major role in the M.D.-Ph.D. admissions process. Thus,
      candidates will be expected to discuss their research
      interests as well as convey their clinical experiences.
    </p><a name="FAQ16" id="FAQ16"></a>
    <h2>
      16. What is the notification process?
    </h2>
    <p>
      As program admissions committees come to decisions,
      applicants are notified of their status. Applicants are
      asked to acknowledge acceptances within a defined period of
      time and are allowed to hold more than one acceptance
      consistent with AMCAS policies.
    </p>
    <p>
      Most programs will also place a number of applicants on
      waitlist status, in anticipation of changes in their roster
      that occur as students make final decisions and commit to
      one institution.
    </p>
    <p>
      Accepted applicants are encouraged to take advantage of
      "revisit" opportunities and to be punctual in notifying
      schools of decisions to withdraw.
    </p>
    <p>
      AAMC <a href=
      "http://www.aamc.org/students/applying/policies/applicants.htm">
      Recommendations for Medical School and M.D.-Ph.D.
      Applicants</a> provides guidance, but communication between
      accepted students and institutions is also required.
    </p>
    <p>
      10.1126/science.caredit.a0900127
    </p>
]]>
        
    </content>
</entry>

<entry>
    <title>Welcome Science Translational Medicine Readers</title>
    <link rel="alternate" type="text/html" href="http://community.sciencecareers.org/ctscinet/articles/2009/10/welcome-science-translational-medicine-readers-1.php" />
    <id>tag:community.sciencecareers.org,2009:/ctscinet//8.1871</id>

    <published>2009-10-08T16:28:09Z</published>
    <updated>2009-10-08T20:31:56Z</updated>

    <summary>
      
    </summary>
    <author>
        <name>CTSciNet Staff</name>
        <uri>https://editcommunity.sciencecareers.org/cgi-bin/mt/mt-cp.fcgi?__mode=view&amp;blog_id=8&amp;id=2016</uri>
    </author>
    
    
    <content type="html" xml:lang="en-us" xml:base="http://community.sciencecareers.org/ctscinet/">
        <![CDATA[<div id="article_summary">We welcome readers of Science Translational Medicine to the CTSciNet community. </div>
<p>CTSciNet, the Clinical and Translational Science Network, is a new initiative of Science Careers, AAAS, and <a href="http://www.bwfund.org/">the Burroughs Wellcome Fund</a>, our sponsor, with assists from a <a href="http://community.sciencecareers.org/ctscinet/partners/">variety of partners</a> in the medical science community--including Science's exciting new journal, <a href="http://stm.sciencemag.org/">Science Translational Medicine</a>. </p>
<p>As Elias Zerhouni, chief scientific adviser of <i>Science</i> Translational Medicine, writes in the journal's <a href="http://stm.sciencemag.org/content/1/1/1ed1.full">opening editorial</a>, "The creation of a redefined discipline of translational medicine will require the emergence of a new and vibrant community of dedicated scientists, collaborating to fill knowledge gaps and dissolve or circumvent barriers to improved clinical medicine." To that end, and as announced on 15 May in <a href="http://www.sciencemag.org/cgi/content/full/324/5929/855">a <i>Science</i> editorial</a>, CTSciNet aims to encourage and support scientists who wish to become a part of this community and, indeed, to assist in building the community itself. </p>
<p>In the <i>Science</i> Careers tradition, the emphasis of CTSciNet is precisely on training and career development. CTSciNet exists to keep current and aspiring scientists attuned to the most important career-related developments in clinical and translational science and to help them identify the skills they'll need to move science and medicine forward. For months, CTSciNet has been building up <a href="http://community.sciencecareers.org/ctscinet/articles/2009/05/ctscinet-article-index.php">a collection of articles and resources</a> on clinical and translational science careers that's already unparalleled in its breadth and thoroughness and that will continue to grow in the years to come. The focus is not on the science itself but on all the components of a successful scientific career. </p>
<div class="photo align-right"><img title="STM logo" alt="STM logo" src="http://community.sciencecareers.org/ctscinet/stm_150.jpg" /> </div>
<p>Because this is a great challenge--and because there are already a lot of scientists eager to address it--we aim to be a focal point and to enlist the whole community in the effort. We're doing that in two ways. First, we are <a href="http://community.sciencecareers.org/ctscinet/partners/">forging partnerships</a> with the most important medical-science organizations and working with them to pool career resources specific to clinical and translational science. We hope to involve as many people and organizations as possible in building this collective career resource. If your organization is interested in contributing to the effort, we urge you to join us; just <a href="mailto:jaustin@aaas.org?subject=CTSciNet%20Partnership">send us an e-mail</a>. </p>
<p>The other way we're enlisting the community in this effort is by convening, well, a community. We've set up a social-networking infrastructure designed to help scientists find other scientists with similar or complementary interests, form partnerships and collaborations, and discuss career-related and scientific issues. We hope you'll <a href="https://editcommunity.sciencecareers.org/cgi-bin/mt/mt-cp.fcgi?__mode=register&amp;blog_id=8&amp;return_to=http%3A%2F%2Fcommunity.sciencecareers.org%2Fctscinet%2F">register</a>, post a profile, join a few groups, and start some conversations. If there's a particular area of science you'd like to discuss and you don't see it covered yet, <a href="http://sciencecareers.sciencemag.org/community/create_group">request a new group</a> and we'll create it for you. (You must be registered to request a new group.) </p>
<p>Right now, the platform is basic and still in beta. But we intend to continue to develop it in the months and years to come, improving usability and, as we gain deeper insight into the platform's real potential, adding innovative features. We've created <a href="http://community.sciencecareers.org/community-tour.php">a Community Tour</a> to help you get started.<br /><br />We have high aspirations for CTSciNet. We hope to have an informal hand in training the next generation of clinical and translational scientists. We hope our community will provide a "place" for scientists to meet, discuss interesting problems, and form collaborations--and use the online community in new and unexpected ways. We fully expect the connections made on our virtual pages, and the ideas that are discussed there, to contribute to major scientific advances. We want to be your partner--and to help you find other partners--in forging new careers and new science. </p>
<p>Jim Austin, Principal Investigator<br />Kate Travis, Editor<br />Jose Fernandez, Community Manager<br />CTSciNet </p>
<p>Jim Austin is the Editor of <i>Science</i> Careers and the Principal Investigator on the CTSciNet project. Kate Travis is the editor of CTSciNet. Jose Fernandez is CTSciNet's community manager.</p><br /><p>10.1126/science.caredit.a0900123<br /> </p>]]>
        
    </content>
</entry>

<entry>
    <title>Destigmatizing Depression</title>
    <link rel="alternate" type="text/html" href="http://community.sciencecareers.org/ctscinet/articles/2009/10/destigmatizing-depression.php" />
    <id>tag:community.sciencecareers.org,2009:/ctscinet//8.1801</id>

    <published>2009-10-02T17:30:00Z</published>
    <updated>2009-10-21T15:21:00Z</updated>

    <summary></summary>
    <author>
        <name>mtadmin</name>
        <uri>https://editcommunity.sciencecareers.org/cgi-bin/mt/mt-cp.fcgi?__mode=view&amp;blog_id=8&amp;id=1</uri>
    </author>
    
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        <category term="Americas" scheme="http://www.sixapart.com/ns/types#category" />
    
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        <category term="Graduate" scheme="http://www.sixapart.com/ns/types#category" />
    
        <category term="Issues &amp; Perspectives" scheme="http://www.sixapart.com/ns/types#category" />
    
        <category term="Life &amp; Career" scheme="http://www.sixapart.com/ns/types#category" />
    
        <category term="Postdoc" scheme="http://www.sixapart.com/ns/types#category" />
    
    <category term="academic" label="Academic" scheme="http://www.sixapart.com/ns/types#tag" />
    <category term="americas" label="Americas" scheme="http://www.sixapart.com/ns/types#tag" />
    <category term="biomedical" label="Biomedical" scheme="http://www.sixapart.com/ns/types#tag" />
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    <content type="html" xml:lang="en-us" xml:base="http://community.sciencecareers.org/ctscinet/">
        <![CDATA[<div><div id="article_summary">
				Medical students and physician-scientist trainees suffer from high rates of depression and often are reluctant to admit to their condition.
			</div><div class="pullquote quote_right"><p>
			"People with mental illness have much less insight than they would normally. I've seen this over and over again with healthcare professionals that as soon as they get depressed they explain it away as unworthiness or something else." --Alice Flaherty
		</p></div>
		
		
		<p>
			<b>I</b>t's not easy being the poster child for depressed physicians, but Alice Flaherty wears the role with aplomb. She relishes the opportunity to share her experiences with the world. Flaherty was featured in a recent article in  <a href="http://www.nytimes.com/2009/03/17/science/17prof.html">The New York Times</a> and in  <a href="http://doctorswithdepression.org/">a documentary film</a> on depression among medical professionals produced by the  <a href="http://www.afsp.org/">American Foundation for Suicide Prevention</a> (AFSP), and she openly discussed a major depressive episode that eventually hospitalized her in her 2004 best-selling book,  <a href="http://www.houghtonmifflinbooks.com/booksellers/press_release/flaherty/">The Midnight Disease: The Drive to Write, Writer's Block, and the Creative Brain</a>.</p>
		<p>Flaherty speaks in a rapid-fire staccato about her still-born twin sons, lost after a difficult pregnancy more than 10 years ago, as she was about to start the residency portion of the  <a href="http://www.hms.harvard.edu/md_phd/">Harvard-MIT M.D.-Ph.D. program</a>. A postpartum depression morphed into mania and an eventual diagnosis of bipolar disorder. As a psychiatrist in training, Flaherty was fascinated by her own disease and began speaking publicly about her travails. During that time, she was approached by her peers and discouraged from talking about her mental illness.</p>
		<div xmlns="" class="sidebar align-left">
			<p xmlns="http://www.w3.org/1999/xhtml">
				<b>Alice Flaherty</b> will answer your questions about depression throughout October on  <a href="http://community.sciencecareers.org/ctscinet/">CTSciNet</a>, the Clinical and Translational Science Network, in the discussion group, " <a href="http://community.sciencecareers.org/ctscinet/groups/maintaining_mental_health/">Maintaining Your Mental Health</a>."</p>
		</div>
		<p>"One thing that appalled me is how many doctors told me I should hush it up," says Flaherty, who today is an assistant professor in the Neurology Department at  <a href="http://hms.harvard.edu/hms/home.asp">Harvard Medical School</a> in Boston and directs a fellowship program at  <a href="http://www.mgh.harvard.edu/">Massachusetts General Hospital</a>.</p>
		<p>She didn't listen. And as she reached out, she found that her experiences resonated with other students who were isolated, enveloped in their own malaise. They began to seek her out and share their own experiences with depression. Their stories convinced her that there was an undercurrent of depression among a significant portion of her profession that no one wanted to talk about publicly.</p>
		<p>"The more I talked, the more I met all these people who were saying, 'Oh yeah, I had all these problems when I was a resident or when I got my first job.' And they had never talked to anybody, so it was a sort of a relief for them that I was out of the closet," she says.</p>
		
			<h2>A common problem</h2>
			<div class="photo align-left"><img src="http://sciencecareers.org/get-file.xqy?uri=/aaas/files/uploaded-files/images/0d7f064d-6588-418d-8608-0aed42fd123c/200-AliceFlaherty_150x160.jpg" title="Alice Flaherty" alt="Alice Flaherty" /><div class="image-caption">
					<p>Alice Flaherty</p>
				</div></div>
			<p>Depression among medical trainees is well-documented. A recent large-scale survey of medical students and residents at six major medical schools revealed that one in five have mild to severe depression, a rate 15% to 30% higher than the general public. One out of every 17 even said they had thought about suicide.  <a href="http://journals.lww.com/academicmedicine/Fulltext/2009/02000/Depressive_Symptoms_in_Medical_Students_and.34.aspx">The study</a>, reported in the journal  <a href="http://journals.lww.com/academicmedicine/pages/default.aspx">Academic Medicine</a> in February, brought to the fore the problem of depression among students immersed in the rigors of medical training.</p>
			<p>"Certainly, medical school, residency, Ph.D. training, all those kinds of advanced degrees are set up with a lot of expectations, and by and large the people that are doing them are driven," says Deborah Goebert, a psychiatrist at the  <a href="http://manoa.hawaii.edu/">University of Hawaii, Manoa,</a> and lead investigator of the study. These stressors, along with lack of sleep, financial concerns, and family pressures, can push people into an episode of clinical depression, she says.</p>
			<p>Goebert says she initiated the study because an internal, anonymous survey of medical students at the University of Hawaii had revealed high rates of depression and suicidal thoughts, as well as a reluctance to seek counseling, despite the availability of a student counseling service. Goebert says the university actually stopped that study because of the alarming rate of depression and immediately began brainstorming ideas to address it. Within a year, they had set up a confidential service geared for medical students. The medical school now includes, throughout the curriculum, an explicit emphasis on the role of well-being, she says. The investigators are planning a follow-up study to measure the impact of the school's interventions.</p>
			<div class="photo align-right"><img src="http://sciencecareers.org/get-file.xqy?uri=/aaas/files/uploaded-files/images/f70bbe12-67e2-4384-94f2-376dca2c1379/DyrbyeLiselotte_200.jpg" title="Liselotte Dyrbye" alt="Liselotte Dyrbye" /><div class="image-caption">
					<p>Liselotte Dyrbye</p>
				</div></div>
			<p>
				 <a href="http://www.annals.org/cgi/content/abstract/149/5/334">A similar study</a> that specifically addressed the relationship between burnout and suicidal thoughts found half of the 4287 surveyed medical students were feeling burned out and 11% had thought about suicide in the previous year, a figure substantially higher than that in the general population.</p>
			<p>"It's sort of like you are standing on a diving board as a medical student and you are right at the end and you are doing okay, but then something happens in your personal life and you just tip over," says Liselotte Dyrbye, an internist at  <a href="http://www.mayo.edu/">the Mayo Clinic</a> in Rochester, Minnesota, and lead investigator of the study, which appeared in the  <a href="http://www.annals.org/">Annals of Internal Medicine</a>.</p>
			<div xmlns="" class="sidebar align-center-full">
				<h2 xmlns="http://www.w3.org/1999/xhtml">Recognizing Symptoms of Depression<a xmlns:y="" id="box1"> </a>
				</h2>
				<p xmlns="http://www.w3.org/1999/xhtml">According to AFSP, the core symptoms of depression are depressed mood or loss of interest or pleasure in usual activities during a 2-week period, as well as:</p>
				<p xmlns="http://www.w3.org/1999/xhtml">- change in appetite or weight</p>
				<p xmlns="http://www.w3.org/1999/xhtml">- change in sleeping patterns</p>
				<p xmlns="http://www.w3.org/1999/xhtml">- speaking and/or moving with unusual speed or slowness</p>
				<p xmlns="http://www.w3.org/1999/xhtml">- decrease in sexual drive</p>
				<p xmlns="http://www.w3.org/1999/xhtml">- fatigue or loss of energy</p>
				<p xmlns="http://www.w3.org/1999/xhtml">- feelings of worthlessness, self-reproach, or guilt</p>
				<p xmlns="http://www.w3.org/1999/xhtml">- diminished ability to think or concentrate, slowed thinking, or indecisiveness</p>
				<p xmlns="http://www.w3.org/1999/xhtml">Diagnosing depression among medical or doctoral students is often difficult because they "are all so tough and high-functioning," says Christine Moutier, a practicing psychiatrist and assistant dean for student affairs at the University of California, San Diego (UCSD), School of Medicine. "You can't use the usual standard of being disabled by symptoms. You have to use other measures such as how much distress there is, how much energy is this [depressed feeling] taking up, what's the severity of what they are dealing with internally, because usually it is hidden from their functional world."</p>
				<p xmlns="http://www.w3.org/1999/xhtml">Telling symptoms within the medical community include:</p>
				<p xmlns="http://www.w3.org/1999/xhtml">- low sense of personal achievement and loss of connection to and sense of meaning in one's work</p>
				<p xmlns="http://www.w3.org/1999/xhtml">- pessimism and cynicism</p>
				<p xmlns="http://www.w3.org/1999/xhtml">- depersonalization of patients and feeling emotionally exhausted by patient interactions</p>
				<p xmlns="http://www.w3.org/1999/xhtml">
					<em>Source/additional information:  <a href="http://www.afsp.org/">American Foundation for Suicide Prevention</a>
					</em>
				</p>
				<p xmlns="http://www.w3.org/1999/xhtml">--K.H.</p>
			</div>
			<p>One problem is that the culture and environment of graduate and medical schools often discourage the acknowledgment of mental illness--and, by extension, discourage seeking treatment, says Laurie Raymond, director of the office of advising resources at  <a href="http://hms.harvard.edu/hms/home.asp">Harvard Medical School</a>. She says that, of the 250 to 270 medical students she counsels per year, about 45 of them are diagnosed with mild to severe depression. She has counseled graduate students in the medical sciences as well.</p>
			<p>Indeed, the problem in basic science might be even worse. "My observation is that the people in the research world who have made it have had to work extraordinarily hard, and there is even less psychological talk in that world than there might be in the clinical world," she says. "My impression is that it is harder for them to ask for help."</p>
			<p>For M.D.-Ph.D. students, the stresses of the extended training period, along with having to move back and forth from the clinical to the research worlds, can bring on bouts of depression, and certain transitions can be particularly difficult, says Michael Kerry O'Banion, director of  <a href="http://www.urmc.rochester.edu/smd/mstp/">the M.D.-Ph.D. program</a> at the  <a href="http://www.rochester.edu/">University of Rochester</a>. (O'Banion is also a member of  <a href="http://community.sciencecareers.org/ctscinet/">CTSciNet's</a> Board of Advisers.)</p>
			<p>"As they are starting their graduate years, they see that they are no longer a part of the community of medical students who are continuing in their education," he says. "So after 4 years in the graduate program, you might be mired in figuring out your thesis work, but people who you became very close to in medical school are now graduating and departing. For some M.D.-Ph.D. students, there can be a significant loss of a support system that they may have developed."</p>
			<div xmlns="" class="sidebar align-center-full">
				<h2 xmlns="http://www.w3.org/1999/xhtml">Signs of Suicide Crisis</h2>
				<p xmlns="http://www.w3.org/1999/xhtml">
					 <a href="http://www.afsp.org/index.cfm?page_id=05147440-E24E-E376-BDF4BF8BA6444E76">According to AFSP</a>, a suicide crisis is a time-limited occurrence signaling immediate danger of suicide. Suicide risk, by contrast, is a broader phrase that includes factors such as age, gender, psychiatric diagnosis, past suicide attempts, and traits such as impulsivity. The signs of crisis<b> </b>are:</p>
				<p xmlns="http://www.w3.org/1999/xhtml">- <b>Precipitating event</b>: A recent event that is particularly distressing such as the loss of a loved one or a career failure.</p>
				<p xmlns="http://www.w3.org/1999/xhtml">- <b>Intense affective state in addition to depression</b> such as desperation (anguish plus urgency regarding the need for relief), rage, psychic pain or inner tension, anxiety, guilt, hopelessness, or acute sense of abandonment.</p>
				<p xmlns="http://www.w3.org/1999/xhtml">- <b>Changes in behavior,</b> including speech suggesting the individual is close to suicide. Such speech may be indirect. Be alert to statements such as, "My family would be better off without me." Sometimes those contemplating suicide talk as if they are saying goodbye or going away.</p>
				<p xmlns="http://www.w3.org/1999/xhtml">- <b>Actions</b> as varied as buying a gun or suddenly putting one's affairs in order.</p>
				<p xmlns="http://www.w3.org/1999/xhtml">- <b>Deterioration in functioning</b> at work or socially, increasing use of alcohol, other self-destructive behavior, loss of control, and rage explosions.</p>
				<p xmlns="http://www.w3.org/1999/xhtml">In an acute crisis,  <a href="http://www.afsp.org/index.cfm?fuseaction=home.viewPage&amp;page_id=F2F25092-7E90-9BD4-C4658F1D2B5D19A0">AFSP recommends</a> the following: Do not leave the person alone. Take the person to an emergency room or walk-in clinic at a psychiatric hospital. If a psychiatric facility is unavailable, go to your nearest hospital or clinic. If the above options are unavailable, call 911 or the National Suicide Prevention Lifeline at 1-800-273-TALK (8255).</p>
				<p xmlns="http://www.w3.org/1999/xhtml">
					<em>Source/additional information:  <a href="http://www.afsp.org/">AFSP</a>,  <a href="http://www.suicidepreventionlifeline.org/GetHelp/Default.aspx">National Suicide Prevention Lifeline</a>
					</em>
				</p>
				<p xmlns="http://www.w3.org/1999/xhtml">--K.H.</p>
			</div>
		
		
			<h2>Getting over the fear of asking for help</h2>
			<p>One of the biggest fears medical students face in seeking treatment for depression is being branded as unfit to be doctors and having a medical board question their ability to practice medicine. Such fears are common among students--and may be well-founded, because some state medical licensing boards can require formal psychiatric evaluations of applicants who report being treated for mental illness. However, most states are now guided by "enlightened policy in which mental illness is treated the same as any physical illness," says John Herman, director of the Massachusetts medical licensing board.</p>
			<p>Herman says that if an individual is being treated and their depression is under control, the Massachusetts medical licensing board does not need to hear about it. "We are only interested if [a condition] is impairing, impeding, or interfering, and rendering the care of patients less safe," he says. (An article in the June 2009 issue of  <a href="http://journals.lww.com/academicmedicine/pages/articleviewer.aspx?year=2009&amp;issue=06000&amp;article=00031&amp;type=fulltext">Academic Medicine</a> lists each state's medical board's stance on questioning applicants about mental health issues.)</p>
			<p>Not getting treated and having patient care suffer is a much more serious issue. Caregivers who have untreated depression can exhibit a disconnect, a depersonalization of patients that can hamper patient care, Herman says. (See the box above,  <a xmlns:y="" href="#box1">"Recognizing Symptoms of Depression."</a> ).  Licensing boards are concerned with whether the physician is competent to practice medicine; an untreated depression could render a physician unsafe to practice.</p>
			<p>"People with mental illness have much less insight than they would normally," Flaherty says. "I've seen this over and over again with health care professionals that as soon as they get depressed, they explain it away as unworthiness or something else."</p>
			<div xmlns="" class="sidebar align-center-full">
				<h2 xmlns="http://www.w3.org/1999/xhtml">Ways to Combat Mild Depressive Episodes</h2>
				<p xmlns="http://www.w3.org/1999/xhtml">
					<b>Guard your sleep. </b>A December 2008 Institute of Medicine report on resident duty hours says physicians should be getting at least 5 hours of continuous sleep after 16 hours of work. Seven to 8 hours per night is ideal.</p>
				<p xmlns="http://www.w3.org/1999/xhtml">
					<b>Don't give up outside activities. </b>People who give up activities and outlets they enjoy such as exercise, music, or art while in graduate school or medical training are more likely to report emotional distress, according to Liselotte Dyrbye, an internist and investigator at the Mayo Clinic in Rochester, Minnesota, who has studied suicidal thoughts among U.S. medical students. "You have to figure out how to incorporate into your life those outside things that give you pleasure," she says.</p>
				<p xmlns="http://www.w3.org/1999/xhtml">
					<b>Seek a trusted mentor and support from peers.</b> Having a mentor and peer support can help provide perspective when things aren't going well.</p>
				<p xmlns="http://www.w3.org/1999/xhtml">
					<b>Carve out time for family</b>
					<b>and friends. </b>Having an outlet away from work can provide needed respite. Isolating yourself is a danger sign for depression, says Christine Moutier,<b> </b>associate clinical professor of psychiatry and assistant dean for student affairs at the UCSD School of Medicine.</p>
				<p xmlns="http://www.w3.org/1999/xhtml">
					<b>Find a way to process conflict.</b> If you're struggling with experiments or feeling overwhelmed, find an outlet to help you elucidate and deal with the issue. Keep a journal or talk it out with friends or family.</p>
				<p xmlns="http://www.w3.org/1999/xhtml">
					<b>Seek professional counseling.</b> Talking with a trained professional will help you decide whether what you are experiencing is a transient episode or something more serious, Moutier says. "It can be done in a way that is completely confidential," she says. "Some doctors will opt not to use their insurance and to seek care outside of their hospital setting."</p>
				<p xmlns="http://www.w3.org/1999/xhtml">Don't allow yourself to suffer, Moutier adds: Help is available to you. "I don't know a single person, personally, who's had to deal with an adverse consequence because of their seeking appropriate care."</p>
				<p xmlns="http://www.w3.org/1999/xhtml">
					<em>Source/additional information:  <a href="http://www.iom.edu/?ID=60449">Resident Duty Hours: Enhancing Sleep, Supervision, and Safety</a>
					</em>
				</p>
				<p xmlns="http://www.w3.org/1999/xhtml">--K.H.</p>
			</div>
			<p>With some students, cultural factors can make it more difficult to seek help, says Alan Kent, who was director of medical student counseling and career services at the University of Washington, Seattle, for 8 years. Students from rural areas and international students are often reluctant to acknowledge their emotional states, he says. "I learned from one of the students that there is no word for 'depression' in the Chinese language." Many Asian cultures equate depression with mental instability, or "craziness," making people from these cultures less likely to seek help.</p>
			<div class="photo align-left"><img src="http://sciencecareers.org/get-file.xqy?uri=/aaas/files/uploaded-files/images/ef28acd7-33b4-47ed-a35e-7e1626742c5e/ChristineMoutier_200x250.jpg" title="Christine Moutier" alt="Christine Moutier" /><div class="image-caption">
					<p>Christine Moutier </p>
				</div></div>
			<p>To alleviate students' concerns, the university offers a dedicated, confidential counseling service for medical students. A similar program at the medical school at UCSD recently expanded to include residents and faculty. It allows students to seek confidential help outside the hospital where they are training.</p>
			<p>Friends and colleagues are often unwilling to intervene. "This is the landscape of reality in 2009," says Christine Moutier, associate clinical professor of psychiatry and assistant dean for student affairs at the UCSD School of Medicine. "People have been so afraid to do something or say something if they notice that a colleague is suffering or impaired because you don't want to be seen as narcing on somebody. But we are trying to promote a culture where we actually care enough to reach out and help each other out. We are sometimes the last ones to realize that there is something treatable going on."</p>
			<p>Flaherty says it's important to have a trusted mentor or colleague who can act as a sounding board and then be willing to listen to advice to seek professional help.</p>
			<p>Flaherty herself followed the advice of a trusted mentor, who reached out to her when she was in the throes of depression and advised her to seek professional care. Now she runs a busy neurology laboratory at Harvard and is director of the movement disorders fellowship program at Massachusetts General Hospital. She is raising healthy twin girls and treats patients, many of them medical professionals. She has no regrets about going public with her bout of mental illness, which is now controlled with medication. She even partly credits her job in the psychiatry department at Harvard to her vocal advocacy of psychiatric treatment. "Only good things came to me because I talked about it," she says.</p>
			<p>Photo (top):  <a href="http://www.flickr.com/photos/aegishjalmur/2288932018/">Sara Bjork</a>
			</p>
		
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				  <tr>
				    <td colspan="2" rowspan="1"><p>Hede is a freelance writer in Chapel Hill, North Carolina.</p></td>
				  </tr>
				  <tr>
				    <td colspan="2" rowspan="1"><p>10.1126/science.caredit.a0900118</p></td>
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<entry>
    <title>A Physician-Researcher Thrives in the Balance</title>
    <link rel="alternate" type="text/html" href="http://community.sciencecareers.org/ctscinet/articles/2009/09/a-physician-researcher-thrives-in-the-balance.php" />
    <id>tag:community.sciencecareers.org,2009:/ctscinet//8.1633</id>

    <published>2009-09-11T17:30:00Z</published>
    <updated>2009-09-11T17:30:00Z</updated>

    <summary>Regan Theiler (Susan Henry Photography)</summary>
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				Regan Theiler balances her clinical work in the delivery room with lab research on infectious diseases.
			</div><div class="pullquote quote_right"><p>
			"This career path is not for someone who wants to have a big, happy family and go on three vacations a year with them and eat dinner with them every night. It's just not going to happen. [But] I wouldn't trade it for anything." --Regan Theiler
		</p></div>
		
		
		<p>
			<b>O</b>n a typical Thursday recently, Regan Theiler saw 19 patients at a private clinic in the morning, then spent the afternoon growing placental tissue in her lab. That weekend, she could look forward to being on call, delivering babies late into the night. Monday, she would be in the lab again.</p>
		<p>Her career is a fast-paced balancing act between science and medicine. But Theiler, 35, an assistant professor of obstetrics and gynecology at the  <a href="http://www.utmb.edu/">University of Texas Medical Branch (UTMB) in Galveston</a>, thrives on this contrast between the delivery room and the laboratory. Both feed her "high-stakes, high-intensity personality type," she says, but in different ways: one is physical and calls for quick decision-making; the other is intellectual and requires a long vision.</p>
		<p>Establishing this balance has demanded Theiler's unwavering dedication, often in the face of both professional and personal obstacles. But it seems to be working. Not only is she an accomplished researcher, but "she is a very talented clinician as well," says  <a href="http://www.gynob.emory.edu/bio_jamieson_denise.cfm">Denise Jamieson</a>, an ob-gyn and epidemiologist at  <a href="http://www.emory.edu/home/index.html">Emory University</a> and the  <a href="http://cdc.gov/">Centers for Disease Control and Prevention</a>, both in Atlanta. "It is a very unusual combination."</p>
		
			<h2>A scientist goes to medical school</h2>
			<p>Theiler went to college at  <a href="http://www.depaul.edu/">DePaul University</a> in Chicago, Illinois, and planned to become a doctor, but a summer internship made her passionate about scientific research. She considered continuing on to a Ph.D. program when she graduated in 1996, but she noticed that the doctoral students she knew were struggling to find jobs. The prospect "that you could have a doctorate and postdoctoral experience and still have no job security and be dependent on begging the government for money was really unattractive to me," she says.</p>
			<p>Fortunately, "I didn't have to choose," she says. She decided to pursue both an M.D. and a Ph.D. at the  <a href="http://mstp.med.wisc.edu/">University of Wisconsin School</a> of Medicine and Public Health, knowing that she could always practice medicine if a research career didn't work out. "The medicine was almost a security blanket to make me marketable when I came out," she says.</p>
			<p>As with most M.D.-Ph.D. programs, hers required her to start with 2 years of medical school coursework, then do her Ph.D. (which took her 3 years), and then return to medical school for clinical rotations. "Medical school was difficult in ways I didn't anticipate it would be," Theiler says. She had always been unconventional--"I'm gay and I'm very liberal and I'm very pro-choice," she says--and she found the medical school environment to be stiflingly conservative. She got a clear message: Get in line. "I really resented that in the beginning," she says.</p>
			<p>Scientists seemed to be more tolerant of her punky, alternative style than doctors were. "Scientists are sort of embraced for being weird and creative," she says. What's more, she had developed a deep attachment to laboratory work, and she missed it when she was away studying medicine. In the beginning, a student job in a laboratory gave her a scientific "home," but lab work was impossible during her rotations. Without the balance, she was miserable.</p>
		
		
			<h2>Finding her niche</h2>
			<div xmlns="" class="sidebar align-left">
				<div xmlns="http://www.w3.org/1999/xhtml" class="photo align-center-full"><img src="http://sciencecareers.org/get-file.xqy?uri=/aaas/files/uploaded-files/images/8aa9abe8-dcd3-495f-b3b5-dafd8677ebba/ReganTheilerMedSchool_200.jpg" title="" alt="Regan Theiler in medical school" /></div>
				<p xmlns="http://www.w3.org/1999/xhtml">Regan Theiler's liberal attitude and punky wardrobe were considered unconventional among medical school students.</p>
			</div>
			<p>She came to love the medical work when she homed in on her specialty, obstetrics and gynecology, in her 3rd year of medical school. She had assumed it would be "touchy-feely" but she found that it was tough and fast-paced, like her. Unlike in internal medicine, if there's a problem, "I can almost always fix it, and I can often fix it today," she says. "That's very gratifying."</p>
			<p>What's more, as an ob-gyn, she could follow her liberal, pro-choice principles even as she adopted the more conservative image of a doctor. "Of course, I can't show up in cutoff jeans and piercings and combat boots and a shaven head and be expected to be allowed to just do surgery on someone who doesn't know me," she says. "That's reasonable."</p>
			<p>She was also attracted by the major scientific questions that are still outstanding in women's reproductive health. "We have very little idea what causes basic phenomena," she says. She hoped that she could fill a relatively unoccupied niche: obstetric virology. She had just finished her dissertation on a common obstetrics-related virus called cytomegalovirus (CMV), which can cause miscarriage, birth defects, and other problems if the mother is infected during pregnancy. "It was sort of fortuitous ... because I had no idea that I was going to go into ob-gyn."</p>
			<p>During her residency at Emory University, which she began in 2003, Theiler knew that bench research was out of the question, because being on call would prevent her from going to the lab at the necessary intervals. "So I decided to use that time as sort of a postdoctoral experience in clinical research," she says. She approached Jamieson to serve as her faculty mentor for a clinical research project about CMV.</p>
			<p>Jamieson tried to discourage Theiler at first. "I thought [her proposed project] was far too ambitious" for someone doing a residency, Jamieson says. Residents are expected to do 80 hours of clinical work each week, which leaves little time to sleep, much less to conduct research. And ob-gyn is a particularly demanding specialty because doctors can be called on to deliver babies at all hours. But Jamieson soon found out that Theiler "doesn't allow external barriers to get in the way," Jamieson says. "She proved me wrong."</p>
			<p>Newborns are not routinely tested for CMV infection, but 1 in 750 children is born with or develops permanent disabilities such as vision loss and mental disabilities due to congenital CMV, according to the Centers for Disease Control and Prevention. Theiler wanted to know whether newborns could be noninvasively screened using their umbilical cord blood. For her research project, Theiler would go to the hospital, make a list of newborns, and send nurses to collect stored cord-blood samples for those babies. In her lab, Theiler found that by testing these cord-blood samples, she could detect undiagnosed CMV infections. In many cases, "the docs in the nursery never thought of CMV" as the cause of their young patients' symptoms, she says. Because treating these infections could help, Theiler now advocates the routine screening of all newborns for CMV, although "that's still controversial," she says.</p>
		
		
			<h2>Walking the line</h2>
			<p>When she finished her residency in 2007, Theiler discovered that all of that balancing had left her feeling unbalanced. "I was exhausted and really burned out and ... flat broke." Although she loved science, she wondered if it wouldn't be better to abandon research and go into private practice, through which she could make a lot of money and live more comfortably.</p>
			<p>Fortunately, she found an opportunity at UTMB that gives her the flexibility and support that she dreamed of. UTMB has a unique combination of world-famous virology and obstetrics programs. It also participates in the  <a href="http://grants.nih.gov/grants/guide/rfa-files/RFA-HD-09-026.html">Women's Reproductive Health Research (WRHR) Career Development Program</a>, through which the National Institutes of Health supports early-career physician-scientists for up to 5 years. As a WRHR Scholar, Theiler has been able to establish her laboratory and research program while practicing medicine in UTMB's clinics and at  <a href="http://www.google.co.uk/url?sa=t&amp;source=web&amp;ct=res&amp;cd=1&amp;url=http%3A%2F%2Fwww.plannedparenthood.org%2F&amp;ei=Xo2nSuryOp2hjAeBj8GlCA&amp;usg=AFQjCNFWd-o_FZ9t0enqQQOJiUcr9ytp_Q&amp;sig2=dNKN0YtcZIAnvkLn6fIdgA">Planned Parenthood</a>.</p>
			<p>Theiler describes her research not as "translational" but as "dissectional." That is, instead of taking laboratory findings to clinical settings, she goes the other direction, taking placental and embryonic tissues from her practice to her lab to do basic research on how they work. Currently, she's using the tissue to study the role of a molecule that she suspects may be involved in the establishment of pregnancy and the initiation of labor. In another line of research, she is infecting placental tissue with lymphocytic choriomeningitis virus, which, like CMV, can cause birth defects in a fetus. The purpose is to better understand the placenta's immune response. Once researchers have that basic understanding, she says, it will be possible to start real translational research that will lead to better treatments.</p>
			<p>Theiler is now in her 3rd year of the WRHR program, and the next step for her is to secure a major research grant. Many clinician-researchers feel pressure to spend more time in the clinic because seeing patients makes money for the university. "I can make $1000 for the department in 45 minutes doing a C-section; I can cost the department thousands of dollars in 1 day doing a big experiment," she says. Fortunately, Theiler says, UTMB supports her research as well as her clinical work. "I'm lucky," she says.</p>
			<p>Although Theiler's dual career works very well for her, she admits that it has come with sacrifices. One long-term relationship ended in part because Theiler's long hours and frequent moves were hard on her partner. "This career path is not for someone who wants to have a big, happy family and go on three vacations a year with them and eat dinner with them every night. It's just not going to happen," she says. But "I wouldn't trade it for anything."</p>
		
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				    <td colspan="2" rowspan="1"><p>Chelsea Wald is a freelance science writer in New York City.</p></td>
				  </tr>
				  <tr>
				    <td colspan="2" rowspan="1"><p>10.1126/science.caredit.a0900110</p></td>
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<entry>
    <title>Dealing With Debt</title>
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    <id>tag:community.sciencecareers.org,2009:/ctscinet//8.1634</id>

    <published>2009-08-28T17:30:00Z</published>
    <updated>2009-08-28T17:30:00Z</updated>

    <summary></summary>
    <author>
        <name>mtadmin</name>
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				Education debt can make it difficult for physician-scientists to stay on a research course.
			</div><div class="pullquote quote_right"><p>
			"If you want to be the person who is setting the standard of care and changing the paradigm of the way we treat disease, then stay in academic medicine. Don't let debt be a distracter that determines your future career." --Christine Chung
		</p></div>
		
		
		<p>
			<b>A</b>s the new millennium got under way, Robert Vonderheide was poised to become a star clinical researcher at a top research institution. He had become a Doctor of Philosophy in immunology as a  <a href="http://www.rhodesscholar.org/">Rhodes scholar</a> at the University of  <a href="http://www.ox.ac.uk/">Oxford </a>in the United Kingdom and an M.D. at  <a href="http://hms.harvard.edu/hms/home.asp">Harvard Medical School</a> in Boston, and he had completed a 3-year residency and a research fellowship, all in support of his dream of running his own research laboratory. But just as his goal seemed within sight, he was tempted by the siren song of industry, which offered a lucrative career--and a quick end to the burden of tens of thousands of dollars in medical school debt.</p>
		<p>"When you are a junior faculty [member] and you have a family and children and large medical school debts, even if you want to be a physician-scientist, the thought of private practice or industry definitely crosses your mind," says Vonderheide, who is now an associate professor of medicine and an investigator at the  <a href="http://www.afcri.upenn.edu/">Abramson Family Cancer Research Institute</a> at the  <a href="http://www.upenn.edu/">University of Pennsylvania</a>.</p>
		<p>Medical school debt, which has been increasing at a rate of 6% to 7% per year since 2000, now stands at an average of $155,000 among American medical school graduates, according to the  <a href="http://www.aamc.org/">Association of American Medical Colleges</a> (AAMC). Debt on this scale is a burden for nearly all graduates, but it is especially onerous for those who choose a career in academic research and whose incomes are generally much lower than physicians in private practice or even clinical-practice peers at university hospitals.</p>
		<p>Vonderheide was able to turn away from the temptation of industry, thanks to the educational loan repayment that came with the  <a href="http://www.damonrunyon.org/">Damon Runyon Cancer Research Foundation</a>
			 <a href="http://www.damonrunyon.org/for_scientists/more/clinical_investigator_award_overview">Clinical Investigator Award</a> he received in 2000. "Because of the kind of translational work I was doing, I was interacting with a lot of industry folks, and so there were a lot of informal discussions" about job opportunities in industry, Vonderheide says. "But really, those sorts of notions dissolved in my head when I knew that I had an option to pay off my loans."</p>
		
			<h2>Effect of debt on career choices</h2>
			<div class="photo align-right"><img src="http://sciencecareers.org/get-file.xqy?uri=/aaas/files/uploaded-files/images/23a2c001-19f0-4142-bd9c-b86eaf2c6a37/RobertVonderheide_200.jpg" title="Robert Vonderheide" alt="Robert Vonderheide" /><div class="image-caption">
					<p>Robert Vonderheide</p>
				</div></div>
			<p>The goal of the Damon Runyon award--the first clinical scientist grant program to offer loan repayment--is to help retain physician researchers who otherwise might choose a different career path. Of 48 awards made since 2000, one-third of recipients have requested loan-repayment assistance ranging from a few thousand dollars up to $80,000, according to Yung Lie, scientific director of the foundation. "As far as trying to make a living, it's difficult for someone at that age to make the decision to go into research when they could take a high-paying job as a clinician," Lie says.</p>
			<p>The impact of student debt on career choice has been a concern of academic leaders since the early 1990s, when a series of commentaries published in medical journals warned of a serious drought in the physician-scientist pipeline unless something was done to help recruit and retain people on that career path. Responding to those calls, Damon Runyon began to offer loan repayment, and in 2000 the  <a href="http://www.nih.gov/">National Institutes of Health</a> extended its<b> </b>
				 <a href="http://www.lrp.nih.gov/">Loan Repayment Program</a> (LRP)--which until that time had been available only to intramural NIH investigators--to medical scientists at universities and medical centers.</p>
			<p>Text  <a xmlns:y="" href="#more">continues below</a> .</p>
			<div xmlns="" class="sidebar align-center-full">
				<h2 xmlns="http://www.w3.org/1999/xhtml">Navigating the debt maze</h2>
				<p xmlns="http://www.w3.org/1999/xhtml">Current loan-repayment options are insufficient to meet the needs of all physician-scientists carrying significant debt, but with persistence, the majority of clinicians bound for research careers can expect to see their medical school debt substantially reduced by these programs. Success rates for loan-repayment programs run about one in three, but more than half of applicants are eventually admitted to a program, with those who need it most succeeding the most often.</p>
				<div xmlns="http://www.w3.org/1999/xhtml" class="photo align-center-full"><img src="http://sciencecareers.org/get-file.xqy?uri=/aaas/files/uploaded-files/images/feca2c75-215e-49ab-b309-eea80a01b7fa/LRPApplicants_550x490.jpg" title="This chart shows the total number of applicants and the total number of successful applications to the NIH Clinical Research Loan Repayment Program. Source: NIH, LRP Information Center" alt="Chart, Total number of applicants and the total successful applications to the NIH Clinical Research Loan Repayment Program." /><div class="image-caption">
						<p>This chart shows the total number of applicants and the total number of successful applications to the NIH Clinical Research Loan Repayment Program. Source:  <a href="http://www.lrp.nih.gov/about_the_programs/clinical.aspx">NIH, LRP Information Center</a>
						</p>
					</div></div>
				<p xmlns="http://www.w3.org/1999/xhtml">The  <a href="http://www.lrp.nih.gov">NIH-LRP</a> is available to U.S. citizens and permanent residents who have completed a doctoral program (M.D., Ph.D., D.O., D.D.S., D.M.D., or Pharm.D.) and who spend at least 50% of their time conducting clinical or patient-oriented research. The program is competitive, with about one-third of applicants receiving loan repayment in 2008 (see chart). Recipients are chosen based on need (their educational debt must be greater than 20% of their annual salary) and their potential to pursue a long-term career in research.</p>
				<p xmlns="http://www.w3.org/1999/xhtml">Loan repayment is offered for a 2-year term, with a cap of $35,000 per year--an amount that some say is not keeping pace with the rate of debt students are now incurring. In 2002, the mean medical student loan debt was $104,000; 6 years later it was up to $155,000, and the terms of NIH loan repayment have not changed since its inception. Recipients are eligible to apply for a 2-year renewal, if needed. Recipients are required to remain engaged in research during the entirety of the 2-year term.</p>
				<p xmlns="http://www.w3.org/1999/xhtml">The application procedure is similar to an NIH grant application, with applicants expected to provide a statement of career and research interests, letters of recommendation, and evidence of research support and the ability to complete the proposed research. The application period is from 1 September to 1 December, and all eligibility requirements and application information is available on the extramural  <a href="http://www.lrp.nih.gov/about_the_programs/index.aspx">Loan Repayment Programs</a> Web site.</p>
				<p xmlns="http://www.w3.org/1999/xhtml">Ruth L. Kirschstein National Research Service Award recipients, either individual postdoctoral fellows (F32) or institutional trainees (T32), are eligible for loan repayment during the 2nd year of NRSA support if the recipient files for and receives an extension of the NRSA service payback requirement. Find more information on those requirements  <a href="http://grants1.nih.gov/training/payback.htm">at the NRSA Web site</a>.</p>
				<p xmlns="http://www.w3.org/1999/xhtml">AAMC's  <a href="http://www.aamc.org/programs/first/">Financial Information, Resources, Services and Tools (FIRST) program</a> has on its home page a useful 15-minute slide show called "The Economics of Becoming a Doctor," which outlines loan and repayment options. Julie Fresne, AAMC director of student/resident debt management services, says FIRST will soon offer an online debt organizer that will keep track of loans and include a repayment calculator.</p>
				<p xmlns="http://www.w3.org/1999/xhtml">
					 <a href="http://www.ibrinfo.org/">IBRinfo</a> is a nonprofit arm of the Project on Student Debt that helps medical students navigate two new federal loan programs: Income-Based Repayment and Public Service Loan Forgiveness.</p>
				<p xmlns="http://www.w3.org/1999/xhtml">Finally, AAMC  <a href="http://www.aamc.org/programs/first/students/repaymentoptions.htm">maintains a list of federally funded loan repayment options</a>.</p>
			</div>
			<p>
				<a xmlns:y="" id="more"> </a>
			</p>
			<p>Such programs appear to be working. A recent study of the impact of NIH's extramural loan-repayment program from its inception to 2007 demonstrated that investigators who had participated in the loan-repayment program were more likely to apply for and receive NIH grant support than were nonfunded applicants. Between 2003 and 2007, the extramural loan-repayment program funded slightly more than half of 9820 applicants.</p>
			<p>NIH's  <a href="http://www.nigms.nih.gov/Training/InstPredoc/PredocInst-MSTP.htm">Medical Scientist Training Program</a> (MSTP) allows students in 43 M.D.-Ph.D. programs to avoid much of the debt they would otherwise incur. Tuition and fees are waived in these programs, and students receive a stipend to assist with living expenses. Many more M.D.-Ph.D. programs funded from other sources, including grants and institutional funds, offer essentially full coverage for medical school tuition and also provide a stipend.</p>
			<p>But not all M.D.-Ph.D.s emerge from their studies debt free. Almost two-thirds of 1833 M.D.-Ph.D. graduates between 2000 and 2006 had amassed at least some educational debt, with 11% owing more than $100,000, according to a  <a href="http://jama.ama-assn.org/cgi/content/full/300/10/1165?ijkey=70e619e5bafce0e692d49afd4cb294dfa5d78314">2008 study of M.D.-Ph.D. graduates</a> published in <em>The</em>
				<em>Journal of the American Medical Association </em>(<em>JAMA</em>). Many students take out loans to cover living expenses, particularly if they are attending medical school in high cost-of-living areas such as New York City, Boston, or San Francisco. In addition, the medical residency years often coincide with starting a family, Lie says, and some students take out loans to cover child-care and other living expenses.</p>
			<p>Vonderheide is concerned that, as medical school debt reduces the number of M.D.s in the pool of physician-scientists, MSTP and other M.D.-Ph.D. programs will become the only way physician-scientists are trained. "We should not say that in order to be a physician-scientist you have to have a Ph.D. or go through the MSTP program," he says.</p>
			<p>In the 2008 <em>JAMA</em> study, graduates with less than $100,000 in debt were more likely to report planning a research career. "Our research showed loan-repayment programs really might promote greater interest in research careers," says Donna Jeffe, lead investigator of the <em>JAMA</em> study and a health behavior researcher at  <a href="http://www.wustl.edu/">Washington University</a> in St. Louis, located in Missouri.</p>
		
		
			<h2>Loan-repayment programs</h2>
			<div class="photo align-left"><img src="http://sciencecareers.org/get-file.xqy?uri=/aaas/files/uploaded-files/images/76afcf90-9fcd-4e05-857e-4f4ccf7153f1/ChristineChung_200.jpg" title="Christine Chung" alt="Christine Chung" /><div class="image-caption">
					<p>Christine Chung </p>
				</div></div>
			<p>For Christine Chung, a Korean immigrant who funded her entire higher education with loans, the NIH Loan Repayment Program made the difference between choosing an academic career and opting for a more lucrative career in private medical practice.</p>
			<p>"In your last year of fellowship, you get all these e-mails and flyers and calls from headhunters about making $500,000 in private practice in a beautiful city," Chung says. "You get bombarded by all these opportunities of making money. The reason I stayed in research is, when I was a 2nd-year fellow, my division chief forwarded me an e-mail saying the NIH is starting a loan-repayment program." She says she had calculated that it would take her 30 years to repay her $140,000 in loans. With interest, the total would come to more than half a million dollars.</p>
			<p>"I am a Korean-American, and in my culture having a debt is just not acceptable," she says. "It was very emotionally and morally bothersome that I had borrowed all this money. ... I wanted to have a better life, and I did what I needed to do, but it was very stressful."</p>
			<p>Chung, who was on the physician-scientist pathway at the  <a href="http://www.unc.edu/">University of North Carolina, Chapel Hill</a>, and is now an assistant professor of medicine at the  <a href="https://medschool.vanderbilt.edu/">Vanderbilt University School of Medicine</a> in Nashville, received loan repayment from NIH and later supplemented that with loan repayment as a Damon Runyon scholar. She finally became debt-free in 2008, more than 20 years after taking out her first student loan.</p>
		
		
			<h2>Rule changes</h2>
			<p>Compounding the problem of repaying medical school loans, in 2007 Congress changed the rules for repaying the most common federally subsidized student loans. Beginning in July 2009, most medical students will no longer be able to defer loan repayment during their medical residency years. Using a new income-based repayment program, graduates will be expected to start paying off their loans as residents. For those under extreme financial constraints, a "forbearance" during residency is still possible, but loans, which did not formerly accrue interest during deferment, now begin accruing interest immediately upon graduation.</p>
			<p>For Vonderheide, the thought that he might have been forced to start repaying his loans during residency is painful. "I lived next door to the Mass. General [hospital] because I couldn't afford a car," he says. "Any more financial obligations could have made a major impact."</p>
			<p>Loans have become more complex in recent years, and it can be difficult for students to manage their debt after graduation. "One of the most painful things with my student loans was that one company would sell [my loan] to another and the rules would change, and you could be missing a payment or not know that you owe a payment," says Vered Stearns, assistant professor of oncology at the  <a href="http://www.hopkinskimmelcancercenter.org/">Sidney Kimmel Comprehensive Cancer Center</a> of the Johns Hopkins School of Medicine in Baltimore, Maryland. "You have so much going on, and you're so busy, and all of a sudden you don't know who you are paying and when. I consolidated my loans at least a couple of times to try to get a lower rate--so you have to be constantly involved."</p>
			<p>But for many clinical investigators, incurring debt is just part of the sacrifice to pursue their life's passion.</p>
			<p>"If you want to be the person who is setting the standard of care and changing the paradigm of the way we treat disease, then stay in academic medicine," says Chung. The debt is going to be there, she added, but there are programs and resources out there to help. "Don't let debt be a distracter that determines your future career."</p>
			<p>Photo (top): <a href="http://www.photos8.com/cash_money-wallpapers.html">Photos8.com</a>
			</p>
		
	<table class="greyBorder" border="1"><tbody>
				  <tr>
				    <td colspan="2" rowspan="1"><p>Karyn Hede is a freelance writer in Chapel Hill, North Carolina.</p></td>
				  </tr>
				  <tr>
				    <td colspan="2" rowspan="1"><p>10.1126/science.caredit.a0900104</p></td>
				  </tr>
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</entry>

<entry>
    <title>Perspective: Top 10 Tips to Maximize Your Mentoring</title>
    <link rel="alternate" type="text/html" href="http://community.sciencecareers.org/ctscinet/articles/2009/08/perspective-top-10-tips-to-maximize-your-mentoring.php" />
    <id>tag:community.sciencecareers.org,2009:/ctscinet//8.1351</id>

    <published>2009-08-14T17:30:00Z</published>
    <updated>2009-08-14T17:30:00Z</updated>

    <summary>(Comstock Medical)</summary>
    <author>
        <name>mtadmin</name>
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				Cultivating and nurturing your mentoring relationships are essential, particularly in the complex landscape of clinical and translational research.
			</div><div class="pullquote quote_right"><p>
			Remember that you--the mentee--own the mentoring relationship. You need to bring your energy, passion, vision, and enthusiasm for the complex and challenging tasks we encounter in scientific research, especially the groundbreaking, novel approaches encountered in accelerating the translation from discovery to improved clinical practice.
		</p></div>
		
		
		<p>
			<b>M</b>entoring has transitioned from being a nice thing to have to being essential for people on the academic career path, especially in a landscape in which team science dominates and multidisciplinary/transdisciplinary approaches have become the norm, as they have in translational science. In a career with basic, clinical, and even entrepreneurial components, a single mentor is rarely sufficient: Building a team of mentors is a good investment in yourself and your career.</p>
		<p>So how can you maximize the benefits of your personal and professional relationships with one or more mentors? With thanks--and apologies--to David Letterman, below is my top-10 list of tips for a mentoring "tune-up."</p>
		
			<h2>10. Know your goals.</h2>
			<p>As a mentee, you need to be in the driver's seat of your mentoring relationships--not in the passenger seat while your mentor makes all the important choices about your career. To have that control, you need to do a personal inventory and know your career goals. You need to be able to articulate where you would like to go over the next period of your career and beyond and share what passions you have for a particular research field. Once you've articulated your goals clearly, your mentor will be better able to advise and guide you on possible steps and opportunities.</p>
			<p>By knowing your goals, you will be in control of the path that you choose to take--and are more likely to be satisfied with your career decisions.</p>
		
		
			<h2>9. Choose the best mentor(s) to meet your goals.</h2>
			<p>The world of clinical and translational research requires the support of individuals with varying expertise in diverse scientific and professional languages. You will probably need not just one but several mentors to be successful in achieving your research and career goals. For example, if you are an accomplished physician who specializes in infectious diseases but now want to move into understanding the epidemiology and behavioral aspects of infectious diseases such as swine flu, you will need training, guidance, and support in a wide range of new disciplines. You may even decide you need to learn the language of computational modeling to better understand the spread of an outbreak of the H1N1 virus--and you'll need a mentor who can teach and guide you on that path. It is up to you to find the best individuals to serve as mentors who will best meet your needs.</p>
			<p>How do you know who to ask to serve as your mentor(s)? Start with a clear understanding of your goals for a given mentoring relationship, such as gaining more experience working with patients or learning a particular technique. Once you know your goals, look around for experienced individuals who can help you meet some of those objectives, who are good listeners, and who are generous with their time.</p>
			<p>A good mentor will likely welcome the opportunity to assist you in achieving your personal vision and professional goals. The opportunity to mentor you can be a great source of personal and professional satisfaction for your mentor.</p>
		
		
			<h2>8. Begin mentoring relationships by discussing mutual goals and expectations.</h2>
			<p>Perhaps you and your mentor have collaborated together before--or perhaps not. Either way, it's important to understand the framework and assumptions that each of you brings to the "mentoring table." As you "set the table"--that is, as you identify the tools and resources you will need to move forward--be sure to encourage a discussion of each other's goals for the relationship. You and your mentor(s) should have a frank discussion of expectations: Start with a discussion of how frequently you will meet in person and communicate via phone or e-mail and set up a means of contact in case of an urgent issue. Be sure to keep this discussion two-way, both mentee and mentor listening attentively and seeking to understand each other's unique perspective.</p>
			<p>Addressing these issues at the beginning of a mentoring relationship helps avoid difficulties that can arise later on, when one party thinks that the other party isn't living up to his or her end of the bargain.</p>
		
		
			<h2>7. Practice the highest standards of professionalism.</h2>
			<p>Although this sounds simple, at the core of mentoring is a commitment of trust and mutual respect between the mentee and the mentor. It is essential that the mentee and the mentor mutually agree that their discussions will be kept confidential--and this commitment to a safe environment will enable a mentee to try out preliminary ideas and directions that he or she may want to explore before sharing in a wider venue. Take care to respect the boundaries of this relationship by being a true professional colleague.</p>
		
		
			<h2>6. Learn to accept and give feedback.</h2>
			<p>The good news in a mentoring relationship is that you will receive feedback and insight from a knowledgeable and caring colleague. Many times this feedback will confirm that you are on the right track and/or be congratulatory when you have achieved a successful milestone to celebrate together. But sometimes the feedback will be less than flattering. You need to be receptive to both kinds, positive and negative, and learn to accept feedback that's intended to improve your performance, your work, or your path.</p>
			<p>The key is to learn to listen carefully to this constructive feedback, make adjustments, then seek more feedback so that you can continue to improve yourself and your lab. Also, pay attention to how your mentors offer constructive criticism and notice how you react to it. Good feedback is an art form that takes practice to deliver and be heard. It won't be long before you need this skill.</p>
		
		
			<h2>5. Recognize that your path is your responsibility.</h2>
			<p>You've set out your goals, found the ideal mentor, launched a relationship, and even learned how to take full advantage of feedback from your mentor. But remember that you--the mentee--own the mentoring relationship. You need to bring your energy, passion, vision, and enthusiasm for the complex and challenging tasks we encounter in scientific research, especially the groundbreaking, novel approaches encountered in accelerating the translation from discovery to improved clinical practice. Remember that you direct your research program--and the best mentors are there to challenge you by asking great questions.</p>
		
		
			<h2>4. Practice good communication.</h2>
			<p>Learning to communicate effectively is a lifelong challenge, particularly for those who have chosen the translation of ideas into tangible experiments and actions that have an impact as a career path. Mentoring relationships thrive on good communication--remember that your mentor cannot read your mind!</p>
			<p>Take time to keep your mentor up to date on how things are going (or not going), provide feedback on how well a strategy or approach you tried worked (or failed), and try not to overinterpret a comment from your mentor--who is probably just as busy as you are. Stick to the facts and make sure you keep in touch!</p>
		
		
			<h2>3. Consider a periodic mentor checkup.</h2>
			<p>Mentoring relationships can benefit from a regular evaluation. As a mentee, you should evaluate whether this relationship is still helping you. If you look forward to meeting with your mentor(s) and can't wait to share your latest results, all is going well. But even when all is going well, you might need to make a change in your mentoring team to meet your changing needs--particularly if your work crosses discipline boundaries, the hallmark of the clinical and translational science fields. The ability to judge when you need a new mentor is evidence of your growing maturity as an investigator.</p>
		
		
			<h2>2. Avoid burning bridges if it is time to move on.</h2>
			<p>Move on with care if your mentoring checkup reveals that you need a different set of mentors to meet your and your research project's needs. Assigning blame or fault to your mentor(s) is rarely a good professional strategy.</p>
			<p>If a mentoring relationship has gone sour, perhaps because of a lack of trust, a lack of follow-up or commitment, or poor communication, don't become the victim of a "tor-mentor." Consider focusing your energy and efforts by carefully reviewing your goals, finding the best mentor(s) to meet those goals, and being clear on goals and expectations with your new mentor(s). Avoid the blame game and be the professional who places trust, mutual respect, integrity, and confidentiality as the highest standard for your mentoring relationships.</p>
		
		
			<h2>1. Enjoy the ride of mentoring relationship with a trusted colleague.</h2>
			<p>Over time, you will change from being a mentee to being a mentor yourself. The scientists and clinicians who once served as your mentors will become your trusted and valued colleagues--individuals, much like yourself, who have common passions and interests and a dedication to advancing the field of knowledge in basic, clinical, and/or translational research.</p>
			<p>Treasure these colleagues. They understand the challenges and surprises that come with research careers. Be sure to find time to laugh together and learn from your mentor's wisdom, strength, and commitment to creating the future--your future!</p>
		
	<table class="greyBorder" border="1"><tbody>
				  <tr>
				    <td colspan="2" rowspan="1"><p>Joan M. Lakoski, Ph.D., is the associate vice chancellor for academic career development at the University of Pittsburgh Health Sciences in Pennsylvania. She is also the founding and executive director of the Office of Academic Career Development, associate dean for postdoctoral education, and co-director of the University of Pittsburgh Clinical Scholars Training Program. She is a key national leader in the field of mentoring and mentor training in clinical and translational sciences, including the unique aspects of team mentoring.</p></td>
				  </tr>
				  <tr>
				    <td colspan="2" rowspan="1"><p>10.1126/science.caredit.a0900101</p></td>
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</entry>

<entry>
    <title>Basic Scientists in the Clinic</title>
    <link rel="alternate" type="text/html" href="http://community.sciencecareers.org/ctscinet/articles/2009/07/basic-scientists-in-the-clinic.php" />
    <id>tag:community.sciencecareers.org,2009:/ctscinet//8.1133</id>

    <published>2009-07-10T17:30:00Z</published>
    <updated>2009-07-16T18:00:38Z</updated>

    <summary>(Comstock Medical)</summary>
    <author>
        <name>mtadmin</name>
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				Opportunities for Ph.D. scientists to interact with patients appear to be growing.
			</div><div class="pullquote quote_right"><p>
			"It's important for residents, fellows, and postdocs to understand that [this disease] is not just a biochemical problem, not just a genetic problem, a molecular, or cellular problem. It's a human problem." --Frederick Kaplan
		</p></div>
		
		
		<p>
			<b>P</b>osters of children line the hallway leading to Eileen Shore's  <a href="http://www.med.upenn.edu/orl/people/shore.shtml">laboratory</a> at the  <a href="http://www.med.upenn.edu/">University of Pennsylvania School of Medicine</a>. Every day, the faces remind her lab workers why they're slinging test tubes: to cure a pair of disorders in which bone grows where it shouldn't. The rare, debilitating genetic diseases, fibrodysplasia ossificans progressiva (FOP) and progressive osseous heteroplasia, strike in childhood and lead to years of pain and early death. </p>
		<p>Shore is a Ph.D. scientist, and yet she and her lab members know most of the patients and families who come to Penn to see orthopedist Frederick Kaplan, one of the few clinicians who specializes in the diseases. Working closely with Kaplan, Shore and her postdoctoral fellows and graduate students attend patient examinations, host lab tours for families, and generally stay connected to the small, close-knit FOP community. </p>
		<p>"They all get to interact with patients at some point," Shore says of her team. "Having the patient contact makes the research much more personal. You start thinking you're doing this to help this person with a name."</p>
		<p>Before inviting lab members to the clinic, Kaplan asks a family's permission--and has always gotten a "yes." Kaplan introduces the scientists and their work before examining a patient, usually a child, as the scientists observe, ask questions, and chat with patients and families. "I bring them in as important partners," Kaplan says of the bench scientists. </p>
		<p>Kaplan and Shore say the close connection they've forged between lab and patient is unusual, perhaps even unique. Yet opportunities for lab scientists to interact with patients appear to be growing at academic medical centers. Expanding graduate programs in translational medicine send lab-bound students to the clinic and invite patients into the classroom. Informal interactions on an ad hoc, lab-by-lab basis--such as those in Shore's lab--are also possible. The arrangement is embraced by patients and their families. "I've never had anyone question me ... about why these scientists are there," Kaplan says. "And in fact, [the families] are often disappointed when they come to see me and [the scientists] are not there." </p>
		<p>Says Kaplan: "It's important for residents, fellows, and postdocs to understand that [this disease] is not just a biochemical problem, not just a genetic problem, a molecular, or cellular problem. It's a human problem."</p>
		
			<h2>Refocusing research</h2>
			<div class="photo align-left"><img src="http://sciencecareers.org/get-file.xqy?uri=/aaas/files/uploaded-files/images/56510a0b-b77f-4581-a101-892a85fa9117/MichaelDyer_200x250.jpg" title="Michael Dyer" alt="Michael Dyer (St. Jude Children's Research Hospital)" /><div class="image-caption">
					<p>Michael Dyer</p>
				</div></div>
			<p>Lab scientists who've met patients say the experience enriches their research and points them toward more clinically relevant questions.</p>
			<p>Michael Dyer, a Ph.D. biologist who studies the childhood eye cancer retinoblastoma at  <a href="http://www.stjude.org/">St. Jude Children's Research Hospital</a> in Memphis, Tennessee, says a day with patients back in 2004 was the "single most important event" in his career. Before that day, Dyer had spent years working in medical schools but had "never once met a physician, or a patient, or their family." Then, at the invitation of clinicians at St. Jude, Dyer met with patients and their families. Dyer asked the clinicians if the 1986 discovery of the gene responsible for retinoblastoma--a milestone discovery in basic research, as it was the first human-disease gene to be cloned--had made a difference in the lives of the patients. "They said it's had no impact at all," Dyer says. "That was a big eye-opener, and it really made me think, 'Why was that?' " </p>
			<p>Meeting children who had lost eyes to retinoblastoma motivated Dyer to build a clinically relevant research program. So far, he's been successful. He quickly helped develop the first mouse model of retinoblastoma, identified potential new treatments for the disease, and moved new therapies into clinical trials. The patient connection "shifted the focus of my lab to try to bridge that gap" between the lab and the clinic, he says. </p>
		
		
			<h2>Classroom opportunities</h2>
			<p>A burgeoning crop of new programs in translational medicine aims to instill the importance of the patient connection in budding scientists. In 2006, the  <a href="http://www.hhmi.org/">Howard Hughes Medical Institute</a> (HHMI) funded 13 such programs, which operate at the certificate, master's degree, and Ph.D. levels. (See " <a href="http://sciencecareers.sciencemag.org/career_magazine/previous_issues/articles/2008_12_19/caredit.a0800182">Programs Aim to Train Translational Scientists</a>.") HHMI plans to announce additional sites for the program, called  <a href="http://www.hhmi.org/grants/institutions/medintograd.html">Med Into Grad</a>, later this year. </p>
			<div class="photo align-right"><img src="http://sciencecareers.org/get-file.xqy?uri=/aaas/files/uploaded-files/images/7042639d-1ab7-464b-8601-fd4b9d021530/AnnaPoukchanski_200.jpg" title="Anna Poukchanski" alt="Anna Poukchanski" /><div class="image-caption">
					<p>Anna Poukchanski </p>
				</div></div>
			<p>At the  <a href="http://www.clevelandclinic.org/cclcm/">Cleveland Clinic Lerner College of Medicine</a> in Ohio, students in the  <a href="http://www.lerner.ccf.org/molecmed/phd/">molecular medicine Ph.D. program</a> choose a clinical mentor in addition to a thesis mentor. Together, the student and the clinical mentor design a relevant patient-oriented agenda. For instance, if the student chooses a prostate cancer project for her thesis, "she would link up with a prostate cancer doctor, and he would teach her all about urology," says Martha Cathcart, director of graduate education at the Cleveland Clinic . "She would see prostate cancer patients, she would go to radiation therapy, ... she would go to pathology, she would see how to diagnose the disease."</p>
			<p>In translational medicine programs, patients often visit classes to describe what living with their disease is like. Anna Poukchanski, a student in  <a href="http://msm.stanford.edu/">Stanford University's Masters of Medicine program</a>, recalled a woman with polycystic kidney disease visiting one of her disease-oriented classes. The woman's kidneys weighed 20 pounds apiece, and people often asked her if she was pregnant. "It was very humbling," says Poukchanski, who plans to study infectious parasites for her Ph.D. in microbiology and immunology. </p>
			<p>Each program is unique. At Stanford, for example, students must first be admitted as Ph.D. candidates. Then they apply separately to the Masters of Medicine program, which takes just six students a year. For their first five quarters, students enroll in many 1st-year medical school courses--such as gross anatomy--in addition to their Ph.D. coursework. It's a heavy load, but Poukchanski says it made her appreciate the challenges physicians face. </p>
			<p>Graduate students attend grand rounds in some programs, such as the one hosted by the Institute for Molecular Medicine (IMED) at the University of California, Los Angeles (UCLA). These sessions, in which physicians present case details, don't afford direct patient contact, but they offer Ph.D. students a chance to find holes in diagnosis and treatment that their research might help fill. Michael Teitell, a professor at IMED, says grand rounds expose Ph.D. students to "the phraseology of medicine," clinical problem solving, differential diagnosis, and state-of-the-art patient care. </p>
			<p>Teitell added that the visceral response of seeing disease processes up close can help motivate students. "They are shocked when they see someone cutting across a coronary artery and they hear a crunching sound, and the cross section is a pinhole where the blood should be flowing. It's eye-opening."</p>
		
		
			<h2>Doctorate-patient relationship</h2>
			<div class="photo align-right"><img src="http://sciencecareers.org/get-file.xqy?uri=/aaas/files/uploaded-files/images/4f31bdef-694d-4ada-8b64-854686b19c27/EileenShore_200.jpg" title="Eileen Shore" alt="Eileen Shore" /><div class="image-caption">
					<p>Eileen Shore </p>
				</div></div>
			<p>Whenever members of Shore's lab visit the clinic, an M.D.--usually Kaplan--is present. Likewise, patients who visit classes consent and waive their right to anonymity. Shore says that anyone who works with patient materials--even if they never meet a patient--has to complete an online course provided by the university explaining federal patient privacy rules as spelled out in the  <a href="http://www.hhs.gov/ocr/privacy/index.html">Health Insurance Portability and Accountability Act</a> of 1996. At UCLA, all patient identifiers are masked when scientists or Ph.D. students attend grand rounds and hear case presentations, Teitell says. </p>
			<p>Professors in translational medicine programs say they hope the patient focus will help speed new discoveries into the clinic. HHMI is tracking the 200-plus students in the programs they fund, measuring how many papers they co-author with physicians, for instance. Ben Barres, a neuroscientist and the director of Stanford's program, says, "My hope is that they become better scientists, better biomedical researchers, and that they do way more disease-oriented research" than they otherwise would. </p>
			<p>Once scientists start interacting with patients, they may face a dilemma familiar to physicians. It's easy to "get too emotionally involved," Shore says. "It's a fine line, and you want a certain amount of objectivity. Still, you start thinking about these people as your friends. ... It does make you feel differently about why you're doing what you're doing. You know that if you can find a drug that would slow progression of bone, it will really have an impact on people's lives." </p>
			<div xmlns="" class="sidebar align-center-full">
				<h2 xmlns="http://www.w3.org/1999/xhtml">Translational Ph.D. Programs and Related Training</h2>
				<p xmlns="http://www.w3.org/1999/xhtml">
					<b>
						 <a href="http://www.hhmi.org/grants/institutions/medintograd.html">HHMI Med into Grad programs</a>:</b>
				</p>
				<p xmlns="http://www.w3.org/1999/xhtml">-  <a href="http://peir.path.uab.edu/medintograd/cat_index_29.shtml">University of Alabama, Birmingham</a> (Ph.D. in Translational Research and Drug Discovery)</p>
				<p xmlns="http://www.w3.org/1999/xhtml">-  <a href="http://www.bcm.edu/tbmm/">Baylor College of Medicine</a> (Translational Biology &amp; Molecular Medicine Ph.D.)</p>
				<p xmlns="http://www.w3.org/1999/xhtml">-  <a href="http://www.lerner.ccf.org/molecmed/phd/">Cleveland Clinic Lerner College of Medicine/Case Western Reserve University</a> (Molecular Medicine Ph.D.)</p>
				<p xmlns="http://www.w3.org/1999/xhtml">-  <a href="http://www.hms.harvard.edu/dms/Leder_Human_Biology/Program.html">Harvard Medical School</a> (Leder Medical Sciences Program)</p>
				<p xmlns="http://www.w3.org/1999/xhtml">-  <a href="http://hst.mit.edu/gems">Massachusetts Institute of Technology</a> (Graduate Education in Medical Sciences)</p>
				<p xmlns="http://www.w3.org/1999/xhtml">-  <a href="http://medintograd.rice.edu/">Rice University</a> (Ph.D. training in Translational Bioengineering for Cancer Diagnostics and Therapeutics)</p>
				<p xmlns="http://www.w3.org/1999/xhtml">-  <a href="http://msm.stanford.edu/">Stanford University School of Medicine</a> (Master of Science in Medicine)</p>
				<p xmlns="http://www.w3.org/1999/xhtml">-  <a href="http://www.ucdmc.ucdavis.edu/imbs">University of California, Davis</a>, School of Medicine (Integrating Medicine into Basic Science)</p>
				<p xmlns="http://www.w3.org/1999/xhtml">-  <a href="http://medicine.ucsd.edu/molpath/hhmi.html">University of California, San Diego, School of Medicine</a> (Integrating Medical Knowledge into Graduate Training)</p>
				<p xmlns="http://www.w3.org/1999/xhtml">-  <a href="http://www.med.unc.edu/medintograd">University of North Carolina, Chapel Hill</a> (Program in Translational Medicine)</p>
				<p xmlns="http://www.w3.org/1999/xhtml">-  <a href="http://www.med.upenn.edu/gtms/">University of Pennsylvania School of Medicine</a> (Graduate Training in Medical Sciences Certificate Program)</p>
				<p xmlns="http://www.w3.org/1999/xhtml">-  <a href="http://depts.washington.edu/molmed/">University of Washington</a> (Molecular Medicine Training Program)</p>
				<p xmlns="http://www.w3.org/1999/xhtml">-  <a href="http://www.bbs.yale.edu/mrsp/index.html">Yale University</a> (Medical Research Scholars Program)</p>
				<p xmlns="http://www.w3.org/1999/xhtml">
					<b>Other programs: </b>
				</p>
				<p xmlns="http://www.w3.org/1999/xhtml">-  <a href="http://cmm.jhmi.edu/index.php?title=Home">Johns Hopkins University School of Medicine</a> (Graduate Program in Cellular and Molecular Medicine)</p>
				<p xmlns="http://www.w3.org/1999/xhtml">-  <a href="http://www1.wfubmc.edu/molmed/">Wake Forest University School of Medicine</a> (Molecular Medicine and Translational Science Graduate Degree)</p>
				<p xmlns="http://www.w3.org/1999/xhtml">-  <a href="http://www.mayo.edu/mgs/cts.html">Mayo Clinic College of Medicine</a> (Clinical and Translational Science)</p>
				<p xmlns="http://www.w3.org/1999/xhtml">-  <a href="http://www.urmc.rochester.edu/ctsi/links/PhDinTBS2.cfm">University of Rochester</a> (Translational Biomedical Science Ph.D.)</p>
				<p xmlns="http://www.w3.org/1999/xhtml">
					<em>Note: This program list was originally published in the article " <a href="http://sciencecareers.sciencemag.org/career_magazine/previous_issues/articles/2008_12_19/caredit.a0800182">Programs Aim to Train Translational Scientists</a>."</em>
				</p>
			</div>
		
	<table class="greyBorder" border="1"><tbody>
				  <tr>
				    <td colspan="2" rowspan="1"><p>Brian Vastag is a freelance science journalist in Washington, D.C.</p></td>
				  </tr>
				  <tr>
				    <td colspan="2" rowspan="1"><p>10.1126/science.caredit.a0900085</p></td>
				  </tr>
				</tbody></table></div>]]>
        
    </content>
</entry>

<entry>
    <title>Perspective: Speed Networking for Scientists</title>
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    <published>2009-06-12T17:30:00Z</published>
    <updated>2009-07-16T18:01:02Z</updated>

    <summary> (Amelia Panico for Weill Cornell Medical College)</summary>
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        <![CDATA[<div><div id="article_summary">
				Speed networking can be an effective way to promote new research collaborations.
			</div><div class="pullquote quote_right"><p>
			"It was kind of fun, it was kind of light. It wasn't a Gordon Conference. ... It was just, 'Let's see if we can make a connection and then take it further if we need to.' " --Brian Kelly
		</p></div>
		
		
		<p>
			<b>F</b>inding new research partners can be a challenge for basic scientists and clinical researchers, as it may require them to step outside of their daily commitments. But it's important: Meeting scientists from other disciplines can spark a new research idea or open the door to a solution to a problem that has seemed intractable. </p>
		<p>The Weill Cornell Medical College  <a href="http://www.med.cornell.edu/ctsc/">Clinical and Translational Science Center</a> (CTSC), headed by Julianne Imperato-McGinley, took a novel approach to overcoming the challenge of forming scientific relationships: We organized a "speed networking" event that brought together researchers from CTSC's institutions-- <a href="http://www.med.cornell.edu/">Weill Cornell Medical College</a>,  <a href="http://www.mskcc.org/">Memorial Sloan-Kettering Cancer Center</a>, the  <a href="http://www.hss.edu/">Hospital for Special Surgery</a>,  <a href="http://www.hunter.cuny.edu/">Hunter College</a>, and  <a href="http://www.cornell.edu/">Cornell University</a>--and from three New York-area community hospitals. </p>
		<p>Our so-called Translational Research Bazaar, which took place in October, used a format popularized by speed dating: Two groups of people--in this case, basic scientists and clinical/translational researchers--sit on opposite sides of a table and chat for a few minutes until a bell rings, signaling that it's time to move on and strike up a new conversation. This process continues until everyone in one group has met everyone in the other group. The goal, for translational research as for dating, is to find a match.</p>
		<p>More than 80 people registered for the event, and follow-ups with the attendees suggest it worked as planned: Eighty-five percent of participants said they met at least one potential collaborator, and seven pairs of researchers applied for internal pilot funding. Word has gotten out: Other institutions and organizations have contacted us hoping to learn how to run their own events. </p>
		<p>This article is intended to provide suggestions for putting together your own speed-networking event, using ours as an example. It includes some reflections on a few things we'll do differently next time. You will no doubt adapt these instructions to your institution, limitations, audience, and desired outcomes. We hope you find our experience useful.</p>
		<div xmlns="" class="sidebar align-center-full">
			<h2 xmlns="http://www.w3.org/1999/xhtml">Why speed networking?</h2>
			<p xmlns="http://www.w3.org/1999/xhtml">Although speed dating was invented by a Los Angeles, California, rabbi as a way for Jewish singles to meet, speed dating and its cousin, speed networking, were rapidly and widely adopted in New York City. That seems fitting, quips Brian Kelly, director of the Cornell Center for Technology, Enterprise and Commercialization at Weill Cornell Medical College: New York is a city where "you're going to know the guy who delivers your Chinese food better than the guy who lives next door." The same can be said of large research institutions such as Weill Cornell, he says: "People on the fourth floor here don't know what happens on the fifth floor."</p>
			<p xmlns="http://www.w3.org/1999/xhtml">Kelly was on the team that wrote the grant proposal for Weill Cornell's Clinical and Translational Science Award, which they received from the National Institutes of Health (NIH) in September 2007. At a brainstorming session for the project in the summer of 2006, Kelly and his colleagues were thinking of innovative ways to promote new collaborations among researchers across CTSC's diverse institutions. Kelly had just read an article on speed dating in New York City, so he suggested it as something they could apply in the context of CTSC. None of the proposals, he says, "hit home in terms of the ability to get to know your neighbor as well as speed networking." Julianne Imperato-McGinley,
principal investigator of the CTSC, picked up on the suggestion and incorporated it into the grant proposal.</p>
			<p xmlns="http://www.w3.org/1999/xhtml">Once CTSC had its funding, Weill Cornell hired consultant Louise Holmes, an employment-skills consultant (and the author of the accompanying Perspective), to plan what would be called the Translational Research Bazaar. "There were very few, if any, examples of speed networking with this particular demographic," she says. So she watched YouTube videos of speed-networking events and attended a Manhattan Chamber of Commerce speed-networking event to get a feel for the setup and flow. But there was one question those events couldn't answer: Would the scientists buy into it? </p>
			<p xmlns="http://www.w3.org/1999/xhtml">"We didn't know what to expect," says Imperato-McGinley, CTSC's principal investigator. <em>- Kate Travis</em>
			</p>
			<p xmlns="http://www.w3.org/1999/xhtml">
				<b>Read more about the scientists who attended the event in the boxes below.</b>
			</p>
		</div>
		
			<h2>Getting People There</h2>
			<p>We had an enthusiastically supportive advisory team that believed in this idea, but a speed-networking event for researchers at Weill Cornell was untried and untested. Would anyone attend? Would it be successful? We had no idea, but we worked up a plan and sallied forth. </p>
			<div xmlns="" class="sidebar align-left">
				<p xmlns="http://www.w3.org/1999/xhtml">
					 <a href="http://sciencecareers.sciencemag.org/get-file.xqy?uri=/aaas/files/uploaded-files/images/fc55fb45-9bea-4fae-a26b-5d3d812158e2/SpeedNetPoster_full.jpg">
						<img src="http://sciencecareers.org/get-file.xqy?uri=/aaas/files/uploaded-files/images/bb569df9-4f69-47bc-892b-39927eaa4931/SpeedNetPoster_200.jpg" title="" alt="" />
					</a>The poster advertising the Clinical and Translational Science Center's Translational Research Bazaar. Poster design by Stan Povelikin (Click on image for full-size display.)</p>
			</div>
			<p>Two months before the event, we sent out a "save the date" e-mail broadcast with a subject-line teaser, "Find new research partners. Your funding may depend on it!" We were encouraged by an immediate flurry of "sign me up" responses and continued the e-mail campaign once a week until the final 3 weeks, when we accelerated our campaign.</p>
			<p>Budget limitations meant that print advertising was out of the question, though we did invest in one poster. We worried that the Halloween-themed design was too cute for the serious business of science but went ahead anyway and attached it to our e-mail announcements, along with a request that recipients print it and post it in their departments. It attracted attention, which is what we needed.</p>
			<p>People were required to register ahead of time by completing a form and sending it in via fax or e-mail. Because the purpose of our event was to help researchers find each other, we decided to gather key intelligence. In addition to the usual contact information, institution, and department, we asked three questions:</p>
			<dl><dt /><dd>
					
						<p>1.       What is your top research interest?</p>
					
					
						<p>2.       What expertise are you looking for in a research partner?</p>
					
					
						<p>3.       What can you offer a research partner?</p>
					
				</dd></dl>
			<p>One week before and again 2 days before the event, we sent a reminder message with the event time, location, and specific instructions that everyone should bring a single-page information sheet about themselves. No one did.</p>
			<p>In hindsight, and looking ahead to our next event, I'd recommend requiring that registrants complete an online bio with photo, contact information, and responses to the three questions about their research priorities and needs. Then, immediately following the event, I'd send a "thank you" follow-up with a link to these bios on a Web site. The photos will be a big help to the attendees, who will have met dozens of people in a short time. Taking a cue from online dating, that database would allow researchers--whether or not they attended the event--to peruse other researchers' interests and strengths to look for a match. </p>
			<div xmlns="" class="sidebar align-center-full">
				<h2 xmlns="http://www.w3.org/1999/xhtml">From Research Question to Grant Application</h2>
				<p xmlns="http://www.w3.org/1999/xhtml">Stefano Rivella's research group takes a multidisciplinary approach to finding new drugs and potential gene therapies for Cooley's anemia, an inherited disease in which a mutation in the beta-globin gene prevents patients from making enough hemoglobin, the oxygen carrier molecule. Those afflicted with the disease require lifelong blood transfusions. The laboratory is already fairly heterogeneous, with researchers from a wide range of disciplinary backgrounds. </p>
				<p xmlns="http://www.w3.org/1999/xhtml">But when Rivella's group, based at Weill Cornell Medical College, made an interesting observation about the mutations in the beta-globin gene, the corresponding mutant RNA molecules, and their effect on gene transfer, Rivella realized that he and his lab lacked the expertise to further study RNA's role in the disease.</p>
				<p xmlns="http://www.w3.org/1999/xhtml">That was last autumn--about the time Rivella received an e-mail advertising the Translational Research Bazaar. "Chances to really talk with scientists not in your specific field are not too common. I thought [the bazaar] was a good opportunity to meet someone, and so I embraced it with a positive spirit," says Rivella, an associate professor in genetic medicine in Weill Cornell's Department of Pediatric Hematology-Oncology. </p>
				<p xmlns="http://www.w3.org/1999/xhtml">Rivella met someone at the research bazaar who "was exactly what I was looking for": Nancy Greenbaum, a structural biologist at Hunter College in New York City who specializes in RNA. Rivella and Greenbaum continued talking in the weeks after the event, later bringing in computational biologist Alain Laederach of the Wadsworth Center at the New York State Department of Health. The trio has now submitted an NIH Challenge Grant that will start with the computational biology of these mutant RNAs (Laederach), their structure (Greenbaum), and their effect on the phenotype and gene transfer of Cooley's anemia (Rivella).</p>
				<p xmlns="http://www.w3.org/1999/xhtml">It's a research project that may have never come together, or at least come together as quickly, if it hadn't been for the speed-networking event. "The bottom line is, if you don't meet people, you will never find someone who can find you new information and a new vision," Rivella says. "Breakthroughs can only happen if you acknowledge that you don't know everything." <em>- K.T.</em>
				</p>
			</div>
			<p>More than 80 people signed up for our free event--but one-third of the registrants didn't show up. This wasn't unexpected--everyone is busy and things come up. Fortunately, many new people appeared on the day of the event to register onsite. So be prepared to be flexible.</p>
		
		
			<h2>Event logistics </h2>
			<p>We reserved a room that could accommodate 100 people. In an effort to keep the noise down so people could hear their partner across the table, we put our tables end to end lengthwise in two parallel rows with a wide space between them. Each line of tables had a row of chairs on each side, with partners facing one another across the table. </p>
			<div class="photo align-center-full"><img src="http://sciencecareers.org/get-file.xqy?uri=/aaas/files/uploaded-files/images/6d819c74-2362-4f76-913d-203d598e4837/SpeedNetTables_600x300.jpg" title="The tables at the speed-networking event were set up to minimize noise, maximize easy movement around the tables, and facilitate conversation." alt="Two rows of tables used for speed networking (Amelia Panico for Weill Cornell Medical College)" /><div class="image-caption">
					<p>The tables at the speed-networking event were set up to minimize noise, maximize easy movement around the tables, and facilitate conversation.</p>
				</div></div>
			<p>We set up a microphone to be sure our signal to switch partners every 3 minutes would be heard over the din. I recommend a room with good acoustics and an excellent sound system. We had two large speakers strategically placed in the room, but once the event started, the noise level was very high. Forty-four intense, focused, simultaneous conversations ensured that one voice, even over a microphone, wasn't enough to get people's attention. Instead, we used a cowbell. </p>
			<p>As participants arrived, we gave each a nametag and a canvas bag that included a pad of paper, a pencil, "dance cards," information about incentives CTSC was offering participants (including an additional $5000 in core services for a funded research project that originated from the research bazaar), and a bottle of water. The water was vital, as these people were about to spend the next 2 hours talking almost nonstop. The "dance cards" were color-coded to match the side of the table people sat on, and they listed the names and top research interests of each registrant, with a blank line to scribble a quick note. </p>
			<p>We escorted clinicians to one side of the table and basic scientists to the other, with the help of six volunteer assistants. The assistants played a critical role throughout the event; I wouldn't attempt something like this without them. We also instructed the volunteers ahead of time to watch the emcee for cues to switch partners, because they might not hear the cue over the din.</p>
			<div xmlns="" class="sidebar align-center-full">
				<h2 xmlns="http://www.w3.org/1999/xhtml">Finding the Right Match</h2>
				<p xmlns="http://www.w3.org/1999/xhtml">Susan Vannucci also had a mission at the Translational Research Bazaar: to find a collaborator for research she's doing on how different interventions help newborns recover from hypoxic-ischemic brain damage that occurs in the womb. Vannucci's research uses an animal model to study this type of acute injury, and she needed someone who could help her study the effects of different substrates in live, brain-damaged rats.</p>
				<p xmlns="http://www.w3.org/1999/xhtml">"There's been such an explosion of techniques that you can't do it all yourself," says Vannucci, research professor of neuroscience in pediatrics/newborn medicine at Weill Cornell Medical College. </p>
				<p xmlns="http://www.w3.org/1999/xhtml">At the research bazaar she met Carl Le, head of the animal imaging core at Memorial Sloan-Kettering Cancer Center. His facility provides magnetic resonance imaging on small animals--just what Vannucci needed to move her project forward. "This is what was perfect about the CTSC arrangement: You had people with techniques and people with questions. And in the best of all possible worlds, they found each other," Vannucci says.</p>
				<p xmlns="http://www.w3.org/1999/xhtml">After the event, Le and Vannucci applied for a $25,000 Novel Technologies Award from CTSC and got it. They also received a coupon for $5000 of core services--an incentive CTSC offered to any successful Novel Technologies Award application from a collaboration formed at the research bazaar. </p>
				<p xmlns="http://www.w3.org/1999/xhtml">"This forum suits quite well bench-to-bedside type of research because it bridges pretty big field gaps," Le says. "There are a lot of barriers to doing collaborative work across institutes, especially when you do clinical work. From the top level if they support cross-institutional efforts, then I think that will make life a lot easier for us." <em>- K.T.</em>
				</p>
			</div>
			<p>We gave participants explicit instructions about how the speed networking would work--e.g., "If you're seated on SIDE B, when you hear the signal, you need to get up and move one chair to the right"--then gave them a sample of the cowbell sound that would cue them to change partners. We began by giving each pair 2 minutes to speak. After three rounds, the participants insisted on more time, so we acquiesced and gave them 3 minutes to quickly introduce themselves to one another and state their primary research interest and need. </p>
			<p>We also encouraged them, when meeting someone with whom they discovered no common interest, to refer the person to a colleague. </p>
			<div xmlns="" class="sidebar align-right">
				<div xmlns="http://www.w3.org/1999/xhtml" class="photo align-center-full"><img src="http://sciencecareers.org/get-file.xqy?uri=/aaas/files/uploaded-files/images/13955aff-974b-4190-b419-2cb14435350f/Fornier_Feinstein_200.jpg" title="" alt="Paul Feinstein and Monica N. Fornier (Amelia Panico for Weill Cornell Medical College)" /></div>
				<p xmlns="http://www.w3.org/1999/xhtml">Monica N. Fornier, breast oncologist at Memorial Sloan-Kettering Cancer Center, meets Hunter College biologist Paul Feinstein at the Translational Research Bazaar in October. Bonus  <a href="http://www.youtube.com/watch?v=WaUUuKAOYRA">video clip from the event</a>  provided by Louise Holmes.</p>
			</div>
			<p>More recommendations: Provide participants with a complete set of instructions ahead of time. In your instructions, tell the participants what to expect overall, give them explicit guidance on the logistics, tell them how any incentives will work, what specific follow-up evaluation and tracking activities you plan, and why this is important. Also let them know when they can expect access to the full contact data and photos of their fellow participants. Definitely provide participants with easy-to-carry bags, a dance card, water, and a pencil. </p>
		
		
			<h2>During the Event</h2>
			<p>Our Translational Research Bazaar was scheduled for midafternoon. After opening remarks and instructions, we planned 90 minutes for the speed-networking activity, followed by an hour for the wine-and-cheese reception. We had trouble sticking to the plan exactly as envisioned. After more than an hour of rapid-fire conversations, during which each person had already met 25 other people, everyone was exhausted and begging for a break, so we took one--5 minutes. That slowed the momentum and a few people left, leaving us with holes in our seating arrangements and some scrambling to do. Next time I'd either keep the speed networking to an hour, or perhaps schedule a 15-minute beverage-and-snack break about 45 minutes in, followed by another 40 minutes of speed networking, and then by a reception. </p>
			<p>By the end of the speed networking, the collective energy, adrenaline, and enthusiasm in the room was surging and people had ideas they were anxious to discuss. The wine-and-cheese hour that followed turned out to be a critical and powerful element of the Research Bazaar. People could unwind and carry on a more relaxed conversation with people they'd identified as potential collaborators. </p>
			<div xmlns="" class="sidebar align-center-full">
				<h2 xmlns="http://www.w3.org/1999/xhtml">Generating Buzz </h2>
				<p xmlns="http://www.w3.org/1999/xhtml">Organizers and contributors to the planning of the research bazaar were pleased with the event overall. "It was kind of fun, it was kind of light. It wasn't a Gordon Conference," says Brian Kelly of the Cornell Center for Technology, Enterprise &amp; Commercialization. "It wasn't highly pressured. ... It was just, 'Let's see if we can make a connection and then take it further if we need to.' "</p>
				<p xmlns="http://www.w3.org/1999/xhtml">"It was very exciting. For me it was an eye opener even though I knew how it was planned. I thought it was extremely powerful," says Robert Dottin, director of the Center for Study of Gene Structure and Function at Hunter College. Dottin wasn't looking for research collaborators, but he joined the speed-networking rotation anyway, talking with 40 clinicians and suggesting potential collaborators from within his center. </p>
				<p xmlns="http://www.w3.org/1999/xhtml">Dottin has been something of an ambassador for the speed-networking event, bringing it up during his frequent talks around the country. Raphael D. Isokpehi was in the audience when Dottin discussed social networking and speed networking at a clinical and translational informatics networking meeting in February. Isokpehi, director of the Center for Bioinformatics &amp; Computational Biology at Jackson State University in Mississippi, says what appealed to him about speed networking was "the opportunity to meet a lot of people within a short space of time."</p>
				<p xmlns="http://www.w3.org/1999/xhtml">"In most cases when you go to a conference or a meeting, you don't get to meet all the people there," Isokpehi says. "I just felt that 3 minutes' interaction with someone could lead to potentially strong research opportunities or networking opportunities, or in the case of students, [the value] could be in finding mentors, or developing new research topics."</p>
				<p xmlns="http://www.w3.org/1999/xhtml">Isokpehi took the idea to organizers of the MidSouth Computational Biology and Bioinformatics Society annual meeting, who had been looking for activities that students could participate in. They decided to integrate a speed-networking session into the program so students could meet with potential employers. Isokpehi and his colleagues then used the speed-networking format during Bioinformatics Awareness Month in April at Jackson State in an event intended to introduce small-business owners to professionals and faculty members at the university. Isokpehi and the organizers of both events already plan to integrate speed-networking sessions into both meetings next year.</p>
				<p xmlns="http://www.w3.org/1999/xhtml">"Speed networking brings that face-to-face interaction that you can't get from the online avenues," Isokpehi says. <em>- K.T.</em>
				</p>
				<p xmlns="http://www.w3.org/1999/xhtml">
					<em>Kate Travis is the editor of CTSciNet, the Clinical and Translational Science Network at </em>Science <em>Careers.</em>
				</p>
			</div>
			<p>We anticipated that most of the people who came would be early-career scientists. Instead, we ended up with scientists from every career stage. We had a nice balance of clinical and basic researchers from all of our five CTSC partner institutions and several affiliated community hospitals, representing many disciplines. </p>
			<p>We were gratified by the enthusiasm displayed by the 88 scientists in the room, none of whom had ever participated in such an event. They had no idea what to expect, but they dove right in with a spirit of fun. Conversations were immediate, focused, and intense--and loud. </p>
		
		
			<h2>Final advice</h2>
			<p>Decide ahead of time what outcomes you desire and how you'll track them. We were clear on ours: We wanted new research partnerships across disciplines, among our partner institutions, and between basic and clinical scientists. We have a talented CTSC Evaluation Team who helped us create a strategy to track the number of "new partners" who submitted grant proposals over the course of the following year. Tracking is challenging because our participants came from seven institutions, but follow-up surveys and phone calls have produced results. </p>
			<p>We continue to hear from people excited about the new research opportunities that opened up for them after the event by talking with someone they probably wouldn't have met without stepping outside of their usual research network. </p>
			<p>Will we do it again this year? Absolutely. The Clinical and Translational Science Center Second Annual Translational Research Bazaar is scheduled for October 2009. </p>
		
	<table class="greyBorder" border="1"><tbody>
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				    <td colspan="2" rowspan="1"><p>Louise Holmes is a special projects consultant at the Weill Cornell Medical College Clinical and Translational Science Center in New York City. She is a founding partner of Nine Work Lives, a company that helps people develop the agility to thrive during periods of rapid change. </p></td>
				  </tr>
				  <tr>
				    <td colspan="2" rowspan="1"><p>10.1126/science.caredit.a0900075</p></td>
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    <title>Perspective: Traversing the Bridge Years--Advice for Future Physician-Scientists</title>
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    <published>2009-05-15T17:30:00Z</published>
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        <![CDATA[<div><div id="article_summary">
				Crossing the bridge between clinical training and a research career requires careful, early, strategic thinking.
			</div><div class="pullquote quote_right"><p>
			"If your career goal is to be in academia and do research, then you will need to complete your training as a physician and an investigator so that you can be employed in a setting where your choices--not those of your department chair--determine your career mix."
		</p></div>
		
		
		<p>
			<b>E</b>arning two doctorates in a physician-scientist training program is a real accomplishment, but chances are that after graduation you will still be faced with several additional years of training before obtaining your first independent position. This article is about developing a successful strategy to cross the bridge that connects graduation and independence. </p>
		<p>The message is about making decisions and asking yourself an important question: How do I want to spend my professional time 10 or more years from now? Ideally, planning should not wait until the summer before residency and postdoc applications are due. In fact, planning should begin soon after you begin the M.D.-Ph.D. program of your choice.</p>
		<p>To demystify the path across the bridge, I have divided it into five steps: 1) deciding on your career goals, 2) deciding whether those goals require additional training, 3) deciding which clinical field (if any) best fits your goals and talents, 4) picking your residency (or postdoc) carefully, and 5) thinking like a department chair. </p>
		
			<h2>Step 1. Decide where you want to go <em>before</em> you go there.</h2>
			<p>As far as I know, there are no TV programs about the lives of physician-scientists; most of us who chose this career path did so because we encountered and became enchanted with the idea of integrating medicine and research. Many of us were fortunate to have role models who were "triple threats": successful researchers, doctors, and educators. Our goal was to be like them. The first big step in successfully traversing the bridge is deciding whether that is still your goal--then choosing a bridge that will take you there. Do you still want research and the quest for new knowledge to be the main focus of your career? </p>
			<p>This is the question that causes every M.D.-Ph.D. program director to hold his or her breath as we await your answer. We want the answer to be a resounding "Yes!" because it validates our wisdom in selecting you and our success in mentoring you. However, the choice has to be yours, not ours. A research career can be wonderful, but you really have to want it. A recent survey of the alumni of 24 M.D.-Ph.D. programs, conducted by the National Association of M.D.-Ph.D. programs and the Association of American Medical Colleges Section on M.D.-Ph.D. Training, showed that about two-thirds (66%) of the alumni who had completed all of their training were in academia [1]. Another 14% were working at research institutes or in industry. Most reported spending at least some of their time doing research, but--and this is a critical point--only 65% of those in academia reported devoting at least half of their professional time to research. I would argue that although it is still possible to be a true chimera (physician, scientist, and educator), research has to be the top priority within the mix if it is important to you to succeed as an investigator. Choosing a mix in which a minor fraction of your time is set aside for research usually means that, eventually, you'll have zero time for research.</p>
			<p>What does this have to do with traversing the bridge from M.D.-Ph.D. school to independence? You have to choose the right path as you cross the bridge. If your career goal is to be in academia and do research, then you will need to complete your training as a physician and an investigator so that you can be employed in a setting in which <em>your</em> choices--not those of your department chair--determine your career mix. If you have decided to be a full-time clinician, then your decision is primarily one of picking the clinical field that best fits your talents and interests. </p>
		
		
			<h2>Step 2: Decide if your goals require more training.</h2>
			<div class="photo align-left"><img src="http://sciencecareers.org/get-file.xqy?uri=/aaas/files/uploaded-files/images/1e0e0edb-aaf3-49c0-92a7-f7a73c188394/SkipBrass_200.jpg" title="Lawrence &quot;Skip&quot; Brass" alt="Lawrence &quot;Skip&quot; Brass" /><div class="image-caption">
					<p>Lawrence "Skip" Brass</p>
				</div></div>
			<p>For most, this is an easy decision. If you plan to practice medicine as even a small part of your career mix, you will need additional medical training, a license, and, in most cases, board certification. In the survey of M.D.-Ph.D. alumni mentioned above, nearly all (96%) chose to complete their clinical training by doing a residency or fellowship. Because nearly all M.D.-Ph.D. program alumni (about 90%) who are in academia have their primary appointment in a clinical department rather than in a basic science department, this makes perfect sense. On the other hand, it makes little sense to spend 3 to 5 years in full-time clinical training as a resident if you don't intend to use it--and don't forget that board certifications require regular renewal.</p>
			<p>If you do intend to do research later, do you need more research training? Yes. Graduate school for scientists is like medical school for physicians: It's a great start, but not more than that. Mentored postgraduate research time is when you gain increasing independence, practice the skills you will need to run your own shop, and demonstrate to your future employer that your success as a graduate student wasn't a fluke.</p>
			<p>Furthermore, depending on your interests, the research training you received in graduate school may not be broad enough, or it might not be the right kind. The typical current M.D.-Ph.D. student is training in a biomedical laboratory science. But when program alumni were asked to list the type(s) of research that they do, nearly as many checked the boxes for translational and patient-oriented research as for basic research. They may have done a thesis with a translational focus, but few will have received training in the requirements for doing modern patient-oriented research, which includes large doses of epidemiology, statistics, and human-subject trial design.</p>
		
		
			<h2>Step 3: Decide which clinical field (if any) best fits your career goals and talents.</h2>
			<p>If you decide that you wish to do both research and clinical care, then you should carefully consider your answers to the following questions before deciding on a clinical field: </p>
			<p>
				<em>Will my future department chief truly value research, or will he or she place a higher priority on clinical care?</em> Some fields and some department chairs have a greater commitment to research than others. Some fields, especially those that are very procedure-oriented, demand considerably more practice time to maintain clinical proficiency. One can be proficient in a subspecialty of internal medicine or pathology with only intermittent clinical service time. It is harder to make the same statement about neurosurgery or any other field dominated by procedures that require constant practice. In theory, one can become a physician-investigator in any clinical field, but the data from the M.D.-Ph.D. survey show that some fields have done a better job of nurturing new investigators than others. It is not hard to find out this information for the fields that intrigue you. When you look around, ask how many of the M.D.-Ph.D. students who entered that field are still physician-investigators and how many of them ended up in private practice. </p>
			<p>
				<em>Will I have the very large amount of protected time needed to succeed as an investigator?</em> Protected time will remain important throughout your career, but it is absolutely essential when you are getting started. If you are in a clinical department with large service requirements or with a high malpractice insurance rate, pressures on your protected time can quickly become overwhelming. If you intend to be in a clinical department, it is essential to consider its culture and values. In other words, you have to look beyond the glitz and consider what is actually going on.</p>
			<p>
				<em>Have I adequately explored my clinical choices from the faculty perspective and not just the medical student or resident perspective?</em> The usual medical student experiences are unlikely to reveal much about the experience of being a faculty member in a particular field. Consider for a moment the typical physician-scientist attending on a pediatrics service. She may spend 80% of her time in her lab, 10% of her time teaching, and only 10% of her time on an inpatient service. Your contact with her may be limited to attending rounds, and your conversations will probably be about the patients that you share. In other words, you'll have a partial look at 10% of her professional life and no look at the other 90%. How can you make an important career decision without knowing more? </p>
			<p>So take advantage of opportunities to spend extended time--beyond those limited clinical duties--with physician-scientists who work in clinical fields you are considering. Some M.D.-Ph.D. programs offer organized ways to do this, working with you to develop a list of areas that you wish to explore and then pairing you up with physician-scientists who are working in that area. At the University of Pennsylvania Medical School, we call this the Clinical Connections program. In the 6 years we have offered it, I have seen more students approach graduation with a clear choice of what to do next and far fewer with an undigested list of options and a look of desperation. If your program doesn't offer something similar, talk to your program director about other ways that you can get the career guidance that you need. These experiences will be enormously valuable as you narrow your choices. Don't wait until you have defended your thesis, returned to medical school, and are weeks away from submitting residency applications. Explore your options while you are in graduate school working on your thesis project.</p>
		
		
			<h2>Step 4: Pick your residency (or postdoc) carefully.</h2>
			<p>It is hoped that by the time you have reached step #4, you have decided whether you need to do a residency. If you have decided to forgo additional clinical training in favor of a postdoc, seek advice on the best labs in which to train. Start gathering this information well in advance of graduating. It is not unusual for popular labs to book postdocs a year in advance. How well you do as a postdoc will be critical to finding a job afterward. Prospective employers will want to know that you can be productive and successful as a scientist. Your selection of a mentor when you are a postdoc is critical. Seek someone with a strong record of success as an investigator and a mentor. Look for postdoctoral fellowships that are designed to encourage and develop independence and have at least the potential of a permanent position if things go well.</p>
			<p>Chances are, however, that you will be heading off to a residency before returning to research as a fellow. If so, here are some points to consider: First, note whether the residency program views the training of future physician-scientists as an important part of its mission. Second, find programs that attract physician-scientists so that you won't be surrounded solely by future full-time clinicians. They may be terrific people, but their goals are different from yours.</p>
			<p>If you intend to be a physician-investigator, one of your goals should be to get back to research as soon as possible. For most residents, it is unrealistic to think you can do meaningful research while working in a hospital 60 hours a week, including night call. But you can connect with the scientific community at the medical center where you are training by attending seminars, talking to investigators, and networking. When available, short-tracking your residency is an option worth considering. Short-tracking in a field like internal medicine (historically the most popular choice for future physician-scientists) means trading off a year of general internal medicine training for more time as a subspecialty fellow. As a future faculty member, your specialty training--not your generalist training--is far more likely to be what you will be doing clinically, so there are compelling reasons to get to it as quickly as possible. </p>
			<p>Keep in mind that you don't have to do a residency and fellowship at the same place. You don't even necessarily have to do the clinical phase and the research phase of your fellowship at the same place, although you will have to complete all of the clinical requirements for board certification, and those will likely extend through your research years. Pick a clinical/research fellowship that offers access to great investigators and strong specialty training. Be sure to ask at your interviews whether you have the option of doing research with investigators in other departments and divisions. Always remember that your accomplishments during the research phase of your fellowship will be key to getting the job offer of your dreams.</p>
			<p>A question that I hear frequently is whether graduating from an M.D.-Ph.D. program is an advantage when applying to residencies. The answer is an unequivocal "Yes, but. ???" Accomplishments always count, but different clinical fields value research potential differently. Even if a department chair is hunting for future physician-scientists for the faculty, residency directors are usually clinicians. They are looking for capable candidates who can thrive as residents, take good care of patients, and not exacerbate the residency director's incipient ulcer. Especially in popular fields, they may use Step 1 of the United States Medical Licensing Examination board scores and grades in core clinical rotations to screen applicants within a large pool. If they look at your publication record at all, they probably won't do it until later in the process. </p>
			<p>You have to have done well clinically to impress them. Doing well in research does not necessarily translate to doing equally well in the world of clinical medicine, where important decisions often have to be made quickly and based upon incomplete information. As mentioned above, some fields offer a physician-scientist track, which goes by many names. If so, view it as a plus but make sure the director of that track doesn't have to argue for admitting you to the residency <em>despite</em> your clinical performance as a 3rd-year medical student!</p>
		
		
			<h2>Step 5: Think like a department chair.</h2>
			<p>One of the really great things about a career as a physician-scientist is that you get paid to do something you love to do. Of course, to do that, someone has to hire you, protect your time for research, give you space, and provide a million-dollar start-up package. The good news is that jobs are likely to be there. (See also " <a href="http://sciencecareers.sciencemag.org/career_magazine/previous_issues/articles/2008_12_05/caredit.a0800174">The Job Outlook for Physician-Scientists</a>.") </p>
			<p>The number of individuals emerging from medical schools each year who become physician-scientists (M.D.-Ph.D. or M.D.) has barely been enough to maintain a steady level. Meanwhile, the age of the average physician-scientist continues to rise [2]. The number of people emerging from M.D.-Ph.D. programs per year (500 to 600) is small and shows little sign of increasing. If you divide this number by the number of clinical specialties, it becomes obvious why the competition for young physician-investigators with promise can be so fierce. As previously mentioned, most physician-scientists working in academia have their primary appointment in a clinical department. That is where the growth has been for the past 25 years [3].</p>
			<p>So, if the jobs are there, what do you have to do to make sure that you exit the bridge years with an offer or two in your pocket? Think like a department chair. Hiring new tenure-track faculty members is expensive, and, at best, it will be several years before you can cover your costs by bringing in research grants. The people who hire you will want to be as certain as possible that you will succeed. The search committee members will ask themselves: How well did you do as a graduate student? Did you continue to do well when you reentered the lab as a postdoc/fellow? Have you acquired the skills needed to flourish as an independent investigator? Did you select (and complete) interesting projects? Have you published quality manuscripts? Do you write well and can you give a coherent seminar? Did you compete successfully for peer-reviewed training awards, such as the National Institutes of Health  <a href="http://grants1.nih.gov/training/F_files_nrsa.htm">F-awards</a> and  <a href="http://grants1.nih.gov/training/careerdevelopmentawards.htm">K-awards</a>? Will you arrive at your first faculty position with some grant funding in hand, or will you be starting from scratch? </p>
			<p>Consider all of these questions yourself and, if the answers are not reflected in your CV, be prepared to address them in your cover letter and in an interview. Even better, recognize these generic issues as far in advance as possible and make sure that you receive the training and mentoring you need so you'll shine. </p>
			<p>This means you should be very thoughtful about the mentor you choose when you reenter research. Does he or she have a track record of success that will create an environment in which you can thrive? Will his or her letter of recommendation carry a lot of weight? Mentors can help to open doors, including doors to job interviews. Ultimately, it will be up to you to succeed by working hard, but first the door has to open.</p>
		
		
			<h2>Final thoughts</h2>
			<p>If you are like most people emerging from an M.D.-Ph.D. program, you will enter the bridge years between graduation and independence somewhere in your late 20s and depart them in your mid- to late-30s. This is also a period when you may be getting married or starting a family. "Lifestyle" is a word that comes up frequently in conversations about residency choices for physicians, independent of whether they are physician-scientists. Everyone has to decide for themselves how they will balance their professional commitments with the other important parts of their lives. </p>
			<p>My advice has always been that any career path that includes keywords such as "scientist" or "physician" is likely to be demanding. Combining them as a physician-scientist is not likely to be less demanding. Physicians in clinical practice can choose to work reduced hours, but current expectations placed on physician-scientists make that hard to do. Ultimately, <em>you</em> have to make the choice of what you will be and how you will do it. My goal as a program director and in this essay is to help you reach your goals and fulfill the dreams you had when you applied to physician-scientist training programs. I wish you the very best of success as you traverse the bridge to what for me remains a wonderful career.</p>
		
		
			<h2>References</h2>
			<p>1. L. F. Brass, M. H. Akabas, L. D. Burnley, D. M. Engman, C. A. Wiley, O. A. Andersen. An analysis of career choices made by graduates of 24 M.D.-Ph.D. programs. <em>Manuscript submitted.</em>
			</p>
			<p>2. T. J. Ley and L. E. Rosenberg,  <a href="http://jama.ama-assn.org/cgi/content/full/294/11/1343">The physician-scientist career pipeline in 2005: build it, and they will come</a>. <em>JAMA</em>
				<b>294</b>, 1343 (2005).</p>
			<p>3. <em>U.S. Medical School Faculty </em>(Association of American Medical Colleges, Washington, D.C.), available at  <a href="http://www.aamc.org/data/facultyroster/reports.htm">http://www.aamc.org/data/facultyroster/reports.htm</a>
			</p>
		
	<table class="greyBorder" border="1"><tbody>
				  <tr>
				    <td colspan="2" rowspan="1"><p>Lawrence "Skip" Brass is a professor of medicine and pharmacology at the  <a href="http://www.med.upenn.edu/">University of Pennsylvania School of Medicine</a>, associate dean and director of Penn's  <a href="http://www.med.upenn.edu/educ_combdeg/">Combined Degree and Physician Scholar Programs</a>, past president of the National Association of M.D.-Ph.D. Programs, and former chair of the  <a href="http://www.aamc.org/members/great/start.htm">AAMC GREAT Group's</a>
					 <a href="http://www.aamc.org/members/great/mdphd/start.htm">section on M.D.-Ph.D. training</a>.</p></td>
				  </tr>
				  <tr>
				    <td colspan="2" rowspan="1"><p>10.1126/science.caredit.a0900061</p></td>
				  </tr>
				</tbody></table></div>]]>
        
    </content>
</entry>

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