BSTP 400. Research Rotation in Biomedical Sciences Training Program. 0 - 9 Units.

IBIS 401. Integrated Biological Sciences I. 1 - 9 Units.

A four-semester sequence encompassing anatomy, biochemistry, physiology, pharmacology, pathology, and microbiology.

IBIS 402. Integrated Biological Sciences II. 1 - 9 Units.

A continuation of IBIS 401.

IBIS 403. Integrated Biological Sciences III. 1 - 9 Units.

A continuation of IBIS 402.

IBIS 411. Clinical Science I. 2 Units.

IBIS 412. Clinical Science II. 2 Units.

IBIS 413. Clinical Science III. 2 Units.

IBIS 434. Integrated Biological Sciences in Medicine. 3 - 6 Units.

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

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

IBIS 501. Advanced Research in Medicine. 6 Units.

The Western Reserve2 Curriculum (WR2) has high expectations for self-directed learning, and seeks to train physician scholars who are prepared to treat disease, promote health and examine the social and behavioral context of health and illness. The WR2 Curriculum integrates basic, clinical and health systems science to prepare students for the ongoing practice of evidence-based medicine in the rapidly changing healthcare environment of the 21st century. Research and scholarship are central to the curriculum and are integrated throughout the four years. The WR2 Curriculum fosters the development of self-directed, life-long learners within an educational environment that features: Facilitated, student-centered learning teams (Case Inquiry), Large group interactive sessions such as team-based learning or didactic sessions that offer a framework or synthesis of a concept area, Anatomy sessions that offer opportunity for dissection and learning using holograms, Early and longitudinal clinical skills training, Patient-based activities, Community-based activities, and Interprofessional collaboration. Available to University Program MD students in year one or year two, and currently enrolled in the MD/MS in Nutrition dual degree program. Prereq: Enrolled in the MD/MS in Nutrition dual degree program.

IBIS 600. Exam in Biomedical Investigation. 0 Unit.

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

IBMS 450. Fundamental Biostatistics to Enhance Research Rigor & Reproducibility. 1 Unit.

This is a required graduate level course for all first year PhD students in the School of Medicine biomedical PhD programs excluding Biomedical Engineering, Population and Quantitative Health Sciences, Molecular Medicine and Clinical Translation Science. This course focuses on providing students with a basic working knowledge and understanding of best practices in biostatistics that can be applied to common biomedical research activities in numerous fields. Weekly sessions involve a combination of basic programming activities, lectures, exercises, hands-on data manipulation and presentation. Topics include experimental design and power analysis, hypothesis testing, descriptive statistics, linear regression, and others with an emphasis on when and in which experimental design a particular test is properly used. The overall goal of the course is to empower students to use these biostatistics to enhance the rigor of their experimental design and reproducibility of their primary data. The major focus is not on theory, but on a practical acquisition of a working knowledge of basic data processing analysis, interpretation, and presentation skills.

IBMS 453. Cell Biology I. 3 Units.

Part of the first semester curriculum for first year graduate students along with IBMS 455. This course is designed to give students an intensive introduction to prokaryotic and eukaryotic cell structure and function. Topics include membrane structure and function, mechanisms of protein localization in cells, secretion and endocytosis, the cytoskeleton, cell adhesion, cell signaling and the regulation of cell growth. Important methods in cell biology are also presented. This course is suitable for graduate students entering most areas of basic biomedical research. Undergraduate courses in biochemistry, cell and molecular biology are excellent preparation for this course. Recommended preparation: Undergraduate biochemistry or molecular biology.

IBMS 455. Molecular Biology I. 3 Units.

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

IBMS 456A. Since You Were Born: Nobel Prize Biomedical Research in the Last 21 Years- Section A. 1 Unit.

This course is one of four sections that will cover major advances in biomedical research by review of Nobel Prize-winning topics from the past 21 years. Each section will cover 8 Nobel prize topics (1 topic/2 hour session/week for 8 weeks). Students will read critical research papers of the Nobel prize scientist(s) in preparation for guided in-class discussion led by the faculty mentor. The IBMS 456A section will cover Nobel Prizes related to the areas of Genetics & Genome Science, Systems Biology & Bioinformatics, and RNA Biology. These include: 1) 2012 Prize, J. Gurdon and S. Yamanaka: Mechanisms of pluripotent stem cell development and reprogramming; 2) 2010 Prize, R. Edwards: Development of in ,vitro fertilization; 3) 2009 Prize, E. Blackburn, C. Greider, andJ Szostack: Mechanisms of chromosome protection by telomeres and telomerase; 4) 2009 Prize, Y. Ramakrishnan, T. Steitz, and A. Yonath: Structure/function analysis of ribosomes; 5) 2007 Prize, M. Capecchi, M. Evans, and O. Smithies: Discovery/development of transgenic and gene-deletion methods in mice; 6) 2006 Prize, A. Fire and C. Mello: Discovery/development of RNA interference-gene silencing methods; 7) 2006 Prize, R. Kornberg: Mechanisms of eukaryotic transcription; 8) 1995 Prize, E. Lewis, C. Nusslein-Volhard, and W. Wieschaus: Mechanisms of genetic control in early embryonic development.

IBMS 456B. Since You Were Born: Nobel Prize Biomedical Research in the Last 21 Years- Section B. 1 Unit.

This course is one of four sections that will cover major advances in biomedical research by review of Nobel Prize-winning topics from the past 21 years. Each section will cover 8 Nobel prize topics (1 topic/2 hour session/week for 8 weeks). Students will read critical research papers of the Nobel prize scientist(s) in preparation for guided in-class discussion led by the faculty mentor. The IBMS 456B section will cover Nobel Prizes related to the areas of Molecular Biology & Microbiology, Molecular Virology, Pathology-Immunology, and Cell Biology. These include: 1) 2016 Prize, Y. Ohsumi: Mechanisms of Autophagy; 2) 2015 Prize, W. Campbell, S. Omura, and Y. Tu: Therapies against roundworms & malaria; 3) 2011 Prize, B. Beutler, J. Hoffman, and R. Steinman: Mechanisms underlying innate immunity and adaptive immunity; 4) 2008 Prize, H. zur Hausen, F. Barre-Sinoussi, and L. Montagnier: Discovery of human immunodeficiency virus and oncogenic papilloma viruses; 5) 2008 Prize, O. Shimomura, M. Chalfie, and R. Tsien: Discovery/development of green fluorescent protein for biological applications; 6) 2005 Prize, B. Marshall and J. Warren: Discovery of Helicobacter pyloris as pathogenic mechanism in peptic ulcers/gastritis; 7) 1999 Prize, G. Blobel: Mechanisms of protein sorting and subcellular trafficking; 8) 1996 Prize, P. Doherty and R. Zinkernagel: Mechanisms of cell-mediated immune defense.

IBMS 456C. Since You Were Born: Nobel Prize Biomedical Research in the Last 21 Years- Section C. 1 Unit.

This course is one of four sections that will cover major advances in biomedical research by review of Nobel Prize-winning topics from the past 21 years. Each section will cover 8 Nobel prize topics (1 topic/2 hour session/week for 8 weeks). Students will read critical research papers of the Nobel prize scientist(s) in preparation for guided in-class discussion led by the faculty mentor. The IBMS 456B section will cover Nobel Prizes related to the areas of Biochemistry, Nutrition, Pharmacology, and Pathology-Cancer. These include: 1) 2015 Prize, T. Lindahl, P. Modrich, and A. Sancar: Mechanisms of DNA Repair; 2) 2014 Prize, E. Betzig, S. Hell, W. Moerner: Development of super-resolution fluorescence microscopy; 3)2012 Prize, R. Lefkowitz and B. Kobilka: Structure/function analysis of G protein-coupled receptors; 4) 2004 Prize, A. Ciechanover, A. Hershko, and I. Rose: Mechanisms of ubiquitin-mediated protein degradation; 5) 2003 Prize, P. Lauterbur and P. Mansfield: Development of magnetic resonance imaging (MRI) methods; 6) 2002 Prize, S. Brenner, H.R. Horvitz, and J. Sulston: Mechanisms for genetic regulation of organ development and programmed cell death: 7) 2002 Prize, J. Fenn, K. Tanaka, and K. Wuthrich: Development of mass spec and NMR methods for biological macromolecules; 8) 2001 Prize, L. Hartwell, T. Hunt, and P. Nurse: Mechanisms of cell cycle regulation.

IBMS 456D. Since You Were Born: Nobel Prize Biomedical Research in the Last 21 Years- Section D. 1 Unit.

This course is one of four sections that will cover major advances in biomedical research by review of Nobel Prize-winning topics from the past 21 years. Each section will cover 8 Nobel prize topics (1 topic/2 hour session/week for 8 weeks). Students will read critical research papers of the Nobel prize scientist(s) in preparation for guided in-class discussion led by the faculty mentor. The IBMS 456D section will cover Nobel Prizes related to the areas of Neuroscience, Physiology & Biophysics, and Pathology-Molecular Basis of Disease. These include: 1) 2014 Prize, J. O'Keefe, M-B. Moser, and E. Moser: Mechanisms of nerve cell spatial positioning in the brain; 2) 2013 Prize, J. Rothman, R. Scheckman, and T. Sudhof: Mechanisms of intracellular vesicle trafficking and biomolecule secretion; 3) 2004 Prize, R. Axel and L. Buck: Structure/function of odorant receptors and organization of olfactory system; 4) 2003 Prize: P. Agre and R. MacKinnon:Structure/function analysis of channel proteins in cell membranes; 5) 2000 Prize, A. Carlsson, P. Greengard, and E. Kandel: Mechanisms of signal transduction in the nervous system; 6) 1998 Prize, R. Furchgott, L. Ignarro, and F. Murad: Discovery/mechanisms of nitric oxide as signaling molecule in cardiovascular system; 7) 1997 Prize, S. Prusiner: Discovery/prions as new biological principle of infection in neurological disease; 8) 1997 Prize, P. Boyer, J Walker, and J. Skou: Mechanisms of mitochondrial ATP synthesis and Na, K-ATPase pump function.

IBMS 500. On Being a Professional Scientist: The Responsible Conduct of Research. 1 Unit.

The goal of this course is to provide graduate students with an opportunity to think through their professional ethical commitments before they are tested, on the basis of the scientific community's accumulated experience with the issues. Students will be brought up to date on the current state of professional policy and federal regulation in this area, and, through case studies, will discuss practical strategies for preventing and resolving ethical problems in their own work. The course is designed to meet the requirements for "instruction about responsible conduct in research" for BSTP and MSTP students supported through NIH/ADAMHA institutional training grant programs at Case. Attendance is required.

IBMS 501. Responsible Conduct of Research for Advanced Trainees. 0 Unit.

The life of a professional scientist is complicated, and it is not always easy to know how to "do the right thing" with regard to their data, colleagues, and subjects. Responsible Conduct of Research (RCR) is an essential component of research knowledge. Active thought about the issues of RCR should occur throughout a scientist's career. Instruction in RCR should be appropriate to the career stage of the individuals receiving training. All doctoral students in the School of Medicine receive initial RCR training in their second semester and NIH requires another intense exposure if doctoral students are four years beyond their initial training. The goal of this course is to provide fifth year biomedical doctoral students with additional RCR training by exposing them to a variety of research ethics topics through lectures and small group discussions led by professional scientists and ethicists. Students will be brought up to date on the current state of professional policy and federal regulation regarding research (where these exist), and will discuss practical strategies for preventing and resolving ethical problems in their own work. This course is designed for predoctoral graduate students that are in their fifth year of graduate studies and MSTP students that are in their fourth year of their PhD phase of study. These sessions are also appropriate for postdoctoral trainees.

MGRD 310. Introduction to Clinical Inquiry (IQ). 3 Units.

This course is designed for pre-allied health students to introduce key overarching medical topics, including bioethics, public health and health disparities, as well as to integrate key MCAT topics from other courses into a clinically applicable context. Further, select human anatomy and physiology topics will be introduced. An important component of this course is the IQ process, which will reinforce scientific inquiry, self-reflection and constructive criticism. This course will have limited enrollment and is by permission only. Offered as MGRD 310 and MGRD 410.

MGRD 311. Introduction to Clinical Inquiry (IQ) II. 3 Units.

This course is the second semester in a 2 semester series designed for pre-professional health students to introduce key overarching medical topics, including bioethics, public health and health disparities, as well as to integrate key MCAT topics from other courses into a clinically applicable context. Further, select human anatomy and physiology topics will be introduced. An important component of this course is the IQ process, which will reinforce scientific inquiry, self-reflection and constructive feedback. Offered as MGRD 311 and MGRD 411.

MGRD 330. Introduction to Robotic Process Automation (RPA). 1 Unit.

Robotic Process Automation (RPA) is the fastest-growing software segment, growing at 63% in 2018. Many organizations are exploring or have implemented RPA. New college graduates will be a key driver in the future of automation. Students will be provided a comprehensive introduction to RPA centered on these fundamentals: overview of RPA, use of the technology, benefits and risks, and applications, process improvement and application to various work processes/industries. The course also includes guidelines on selecting the appropriate processes, workload and people implications, tools for automation, and strategies for successful implementations. It begins by introducing basic RPA concepts, the course then outlines how to apply these concepts to real working environment. UiPath is the primary software for students to practice and do group projects. The course is primarily intended for undergraduate students (in at least their junior year) who want to kick-start their career in this high-demand domain, have an interest in learning how to improve and want to use software to accelerate processes. Basic programming knowledge of any development language (C#, .Net, VB, Java, etc.) is beneficial but not required. Prereq: Undergraduate Junior or Senior standing.

MGRD 401. PREP-aring for Success in a Biomedical PhD Program. 1 Unit.

This course is designed to prepare NIH Postbaccalaureate Research Education Program (PREP) Scholars for the rigors of a biomedical PhD program. This is a two-semester series (with MGRD 402 offered in the spring) that will help PREP Scholars navigate the biomedical PhD program application and admissions process, improve their application credentials, and prepare them for success in top biomedical PhD programs throughout the nation. Students receive scientific research training, instruction and experience in reading the primary literature, develop oral and written communication skills, and participate in professional development activities. Students will prepare a professional scientific abstract, submit it to a national meeting, prepare a scientific poster presentation on their research and present that research poster at a national meeting. Students will be graded on their quality of their work and the overall level of participation in class. This course is for the eight students accepted and enrolled in the PREP program as of July of each year

MGRD 402. PREP-aring for Success in a Biomedical PhD Program. 1 Unit.

This course is designed to prepare NIH Postbaccalaureate Research Education Program (PREP) Scholars for the rigors of a biomedical PhD program. This is a two-semester series (with MGRD 401 offered in the fall) that will help PREP Scholars navigate the biomedical PhD program application and admissions process, improve their application credentials, and prepare them for success in top biomedical PhD programs throughout the nation. Students continue receiving scientific research training, instruction and experience in reading the primary literature, developing oral and written communication skills, and participating in professional development activities. This semester, students will learn the skills necessary for professional interviews. They will also be exposed to grant writing including determining the proper available grant funding mechanisms, developing a testable hypothesis, generating compelling aims, and searching of relevant literature. They will prepare professional presentation of a journal article. They will also prepare and orally present their own research at our Annual PREP Research Day. Students will be graded on their quality of their work and the overall level of participation in class.

MGRD 410. Introduction to Clinical Inquiry (IQ). 3 Units.

This course is designed for pre-allied health students to introduce key overarching medical topics, including bioethics, public health and health disparities, as well as to integrate key MCAT topics from other courses into a clinically applicable context. Further, select human anatomy and physiology topics will be introduced. An important component of this course is the IQ process, which will reinforce scientific inquiry, self-reflection and constructive criticism. This course will have limited enrollment and is by permission only. Offered as MGRD 310 and MGRD 410.

MGRD 411. Introduction to Clinical Inquiry (IQ) II. 3 Units.

This course is the second semester in a 2 semester series designed for pre-professional health students to introduce key overarching medical topics, including bioethics, public health and health disparities, as well as to integrate key MCAT topics from other courses into a clinically applicable context. Further, select human anatomy and physiology topics will be introduced. An important component of this course is the IQ process, which will reinforce scientific inquiry, self-reflection and constructive feedback. Offered as MGRD 311 and MGRD 411.

MGRD 425. Leadership and Professional Development Skills for Biomedical Sciences. 0 Unit.

This course is designed to give graduate students in the biomedical and health sciences an opportunity to reflect on their professional skills and develop skills in the area of leadership, teamwork, critical thinking, creativity and problem solving.

MGRD 475. Foundations of Career Exploration for Masters. 0 Unit.

This course is designed to help encourage and guide masters level graduate students in the biomedical and health sciences through proactive career planning by equipping them with information, resources, confidence, and self-assessment tools necessary to make informed career choices. Through this course, students will complete self-assessment exercises and participate in career exploration activities such as informational interviewing, researching and presenting summaries of career pathways, and attending a career panel. Students will culminate all that they learn in a final individual development plan (IDP) poster session where the students present at least two careers of interest, career related SMART goals and self-assessment information in a visual IDP format. Through this course, students will reflect on their personal career goals and skills and learn how they fit into a satisfying career.

MGRD 500. Foundations of Career Exploration for PhDs. 0 Unit.

This course is designed to help encourage and guide graduate students in the biomedical and health sciences through proactive career planning by equipping them with information, resources, confidence, and self-assessment tools necessary to make informed career choices. Through this course, students will complete self-assessment exercises and participate in career exploration activities such as informational interviewing, researching and presenting summaries of career pathways, and attending a career panel. Students will culminate all that they learn in a final individual development plan (IDP) poster session where the students present at least two careers of interest, career related SMART goals and self-assessment information in a visual IDP format. Through this course, students will reflect on their personal career goals and skills and learn how they fit into a satisfying career.

MGRD 525. Independent Study for PREP Scholars. 1 Unit.

Independent Study for PREP Scholars enables the Scholar to undertake study of advanced topics in biomedical research science that are not offered as standing courses at Case Western Reserve University. Generally, the Scholar(s) work closely with their primary research mentor to explore the background research literature and current results of the Scholar's research project. A guided program of study using research reviews, primary research papers, discussions, critiques, and grant-writing sessions will ultimately result in written research proposal that focuses on specific aims or goals of the project and the research strategy including the background, significance, innovation, and experimental approach. This is a one-credit graded course that requires approximately 15h of total contact time for the semester and 3-4 hours of outside work each week. The purpose of this course is to provide knowledge and experience in fellowship grant writing, with a focus on the F31 application. This course is for the students accepted and enrolled in the PREP program.

MGRD 529. FDA Regulation in Entrepreneurship and Clinical Research. 1 - 3 Units.

The FDA Regulation in Entrepreneurship and Clinical Research course is designed to provide foundational knowledge in the FDA approval and regulatory process while highlighting scientific, clinical, ethical, and other related emergent factors for consideration. The course includes a series of lecture-based classes delivered by content experts and interdisciplinary team-based learning discussions of case studies designed for the application of lecture content. Students who elect to take the course for three credits as opposed to one credit will go through the process of reviewing an example Investigational New Drug (IND) or Investigational Drug Exemption (IDE) Application (midterm project) and preparing an IND or IDE for submission (final project) with the guidance of nationally renowned experts in FDA regulation and law. The primary goal of this course is that upon completion, students will be able to take the knowledge gained from content experts and apply it to facilitate the movement of their current or future technologies through the FDA approval process. Offered as CRSP 529 and MGRD 529 and PHRM 529 and RGME 529.

MGRD 530. Regulatory Strategy and FDA Communications. 3 Units.

The Regulatory Strategy and FDA Communications course is a class structured to give students the knowledge and resources to generate strategic approaches for regulated medical products in the US. These include drug products, medical devices, biologic products, and combination products. The course will review common sources for regulatory intelligence gathering and their applicability to each type of medical product. Additionally, students will be tasked to craft a fully formed regulatory strategy for a medical product of their choosing to reinforce their learning and understanding of course concepts. Proposed strategies include pre-development testing of possible market products as well as post-market corporate development plans. Additionally, FDA regulatory requirements for product development and marketing and FDA communication mechanisms will be covered as well as common types of meetings conducted. Students will learn to integrate key timepoints, communications, and/or meetings for the development of their regulatory strategies. Prereq: CRSP 529 or MGRD 529 or PHRM 529 or RGME 529.

MGRD 531. Patent Law and the Biomedical Sciences. 1 Unit.

This course is designed for graduate students in the School of Medicine but graduate students from other schools will also be offered course enrollment. We will explore the fundamental principles of patent law generally and, in several classes, apply these principles to biomedical discoveries, including pharmaceuticals, diagnostics, devices, and biologics. The specific patent law topics covered include an exploration of the patent document itself, the major patentability requirements, how to obtain a patent and patenting drafting strategies with a focus on biomedical-related inventions, the rights associated with an issued patent, the Hatch-Waxman Act and generic competition as applied to pharmaceutical patents, and issues associated with access to medicines for the developing world. Familiarization with patent law is crucial for graduate students who aspire to be biomedical researchers that can leverage the knowledge learned during this course to protect their intellectual property, incentivize innovation, navigate legal complexities, and maximize the societal benefits of their biomedical discoveries. It equips researchers with the tools and knowledge needed to advance their work and contribute to the field while also considering ethical, legal, and commercial aspects. Prereq: CRSP 529 or MGRD 529 or PHRM 529 or RGME 529.

MGRD 610. Internship in Biomedical Sciences. 0 - 9 Units.

This course is an ungraded (pass/fail) internship. Students are expected to identify a potential internship that will enhance their career in a meaningful way. For example, a student interested in education might choose to work with the Great Lakes Science Center to develop and help deliver content for a medical-themed summer camp. Students interested in getting a job in industry may find a company in their field and intern with them. Research experiences within CWRU or affiliated hospitals MAY be appropriate only if the student wouldn't otherwise get those experiences in their program and it would significantly help their career. Therefore, all internships must be identified and approved by the course director and, if counting as an elective toward their degree, their program director, prior to enrolling. All students must identify an internship mentor at the location of their internship. The course director will check in with their mentor regularly to ensure an appropriate experience for student as well as the hosting institution. Credits depend on the scope of the internship. For each credit you are enrolled in, you will be expected to work at least 50 hours. So, in other words, if you register for 9 credits in one semester, you will be expected to work a total of at least 450 hours, or about 11-12 weeks full time. Thus, the number of credits registered should coincide with the agreed upon scope of the internship. In order to pass this course, students will be expected to keep, and submit weekly, a reflection log. In addition, students will be expected to present on their experiences, including what they did and what they learned, at an end of the semester, and their internship mentor, program director and other students in this course will be invited to attend this public presentation. Students who do not meet the criteria for hours worked, miss more than 2 of the weekly reflections or do not do an end of the semester presentation will receive a failing grade.

MGRD 701. Dissertation Ph.D.. 1 - 9 Units.

Research experience in a selected faculty research laboratory designed for international exchange students doing PhD dissertation research. Prereq: Predoctoral research consent or advanced to Ph.D. candidacy milestone.

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

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

MSTP 401. Introduction to MSTP. 0 Unit.

Focus and Scope of Course: The course examines the unique challenges that MSTP students face as they navigate a dual degree program. The course will explore strategies that successful MSTP students employ, including mentor choice, time management, strategy and networking. The course will also offer exposure to the various resources available at CWRU for medical and graduate students. Lastly, through journal clubs and formal lecturing, the critical thinking required of an MSTP student will be explored. Objectives: Students will be able to -Employ successful strategies for research rotation set-up and mentor choice -Enunciate strategies for the reconciliation of dual career training with an emphasis on networking, granting and timing -Employ the critical thinking required for manuscript critique and employ successful strategies in both oral and written presentation. Required Texts: None, however, manuscripts may be assigned and will be provided in pdf format. Format and Expectations: As the class is meant to be in dialogue format, meaningful class participation is expected and required. An individual cannot participate if he or she is absent, therefore, attendance is required. If there is a conflict with a required medical school assignment or activity, the medical school activity takes precedence, and attendance in the MSTP course will be waived for that session. Individual students will at times be assigned responsibility for leading the discussion relevant to specified readings. It is expected that all students will complete the readings and assignments prior to the start of the class at which the reading was assigned. Grading: Grading will be Pass/Fail. If students are present at all sessions (excepting when required for an alternative activity at the medical school and excepting excused absences with permission from the instructor), and if the student makes an attempt at a meaningful contribution to the discussion, it is anticipated that all students will pass.