Presbyterian Hospital

Location New York, NY 10032

Phone (212)305-2500

The original P&S hospital affiliate (1911), today a 1,200 bed tertiary care center, one of the world’s foremost medical centers. The 800-bed Milstein Hospital Building opened in 1989

Allen Pavilion

Location
5141 Broadway,
New York, NY 10034

Phone (212)932-5000

This 300-bed community hospital at the northern tip of Manhattan opened in 1988.

New York State Psychiatric Institute and Hospital

Location 1051 Riverside Drive, New York, NY 10032

Phone (212)543-5000

State hospital, among the leading psychiatric centers in the world. A new building opened in June, 1998.

St. Luke’s-Roosevelt Hospital Center

In 1979, Roosevelt Hospital merged with St. Luke’s (incorporated Woman’s Hospital in 1965) to form St. Luke’s-Roosevelt Hospital Center, the largest voluntary nonprofit private hospital in the United States.

Roosevelt Hospital

Location 1000 Tenth Avenue,
New York, NY 10019
Phone (212)523-4000

St. Luke’s Hospital

Location 1111 Amsterdam
Avenue, New York, NY 10025
Phone (212)523-4000

Woman’s Hospital

Location 1111 Amsterdam
Avenue, New York, NY 10025
Phone: (212)523-4000

Harlem Hospital Center

Location
506 Lenox Avenue,
New York, NY 10037

Phone (212)939-1000

A modern, up-to-date municipal hospital, serves the entire Northern region of Manhattan.

Bassett Healthcare

Location Cooperstown, NY 13326

Phone (607)547-3456

One of the finest rural hospitals in the country, serving ten counties in upstate New York, with a full-time faculty of 140 physicians in a multi-specialty group practice setting with over 250,000 outpatient visits annually.

Helen Hayes Hospital

Location West Haverstraw, NY 10993

Phone (914)947-3000

New York State Hospital, specializing in physical medicine and rehabilitation. Leading center for laboratory and clinical investigation of bone disease.

The Stamford Hospital

Location Shelburne Road at West Broad Street, Stamford, CT 06904-9317

Phone (203)276-1000

The Stamford Hospital is a 305-bed, not-for-profit, teaching acute care hospital which is part of Stamford Health System. The Stamford Hospital offers inpatient and outpatient services in medicine, surgery, obstetrics/gynecology, and psychiatry, and is fully accredited. Special features include a Level II Trauma Center/Emergency Department; the Carl & Dorothy Bennett Cancer Center, which offers a full range of outpatient cancer services for patients and families; a bone marrow transplant unit; cancer genetic assessment and risk prevention.

The Stamford Hospital offers medical residency training programs in Internal Medicine, Obstetrics and Gynecology, Surgery, Psychiatry and Family Medicine in conjunction with Columbia University College of Physicians and Surgeons and the Columbia-Presbyterian Medical Center. The hospital also offers a School of Radiology, Clinical Pastoral Education Program and EMS Institute for emergency medical training.

St. Vincent’s Hospital

Location 2800 Main St,
Bridgeport, CT 06606

Phone (203) 576-6000

St. Vincent’s Medical Center is a 391-bed, tertiary-level hospital serving Fairfield and New Haven Counties. It specializes in cardiovascular, oncology, women’s and family, behavioral health and senior services and has a medical staff of 450 physicians.

College of Dental Medicine

The College of Dental Medicine, one of the first dental colleges in the nation to become fully integrated with a research university in a world-renowned medical center, has origins dating to 1852. The College offers the D.D.S. degree as well as postdoctoral specialty education and dual degrees with other schools of the University, including the M.S. with certain specialties, the M.B.A., the M.P.H., and a Ph.D. and M.A. in the MA in Science Education and the M.A. in Biomedical Informatics. Over 2200 applicants recently sought positions in the class of 75 students. The four-year pre-doctoral curriculum is heavily biomedical. The students share much of the first two years of the P&S curriculum; this strong biomedical base serves well to support the medically oriented clinical years of the curriculum.

Community activities are extensive. The College has several off-site community-based facilities and a van for Head Start centers. The College is the major source of oral health care for the northern Manhattan area and offers that care at a reasonable cost. Special populations, including those with complex medical histories, are served through the College's clinics.

Approximately 96% of the D.D.S. students continue into postdoctoral education. Only 2 of the 57 other U.S. dental schools approach that percentage, and only one in three dental graduates in the U.S. match postdoctoral programs. The student body is rich in its diversity; 50% are women, 20% of the Year I class are "under-represented in dentistry" students, and a significant number of matriculating students hold advanced degrees, e.g. M.D., Ph.D., M.A., etc.

The College has a long tradition of excellence in research and supports research experiences with both internal and external short term training grants. Both the D.D.S. and specialty candidates are encouraged to be active participants in on-going clinical and basic science research within the Columbia University Medical Center.

Graduate School of Arts and Sciences

The Graduate School of Arts and Sciences at the College of Physicians and Surgeons of Columbia University offers doctoral (Ph.D.) programs in basic sciences. The Coordinated Doctoral Program in Biomedical Sciences consists of four programs, each with a number of specializations.  The Graduate Program in Cellular, Molecular, Structural and Genetic Studies offers specialized study in:  Biochemistry and Molecular Biophysics; Cell Biology; Genetics and Development; and Microbiology, Immunology and Infection.  The Graduate Program in Mechanisms of Health and Disease offers specialized study in:  Cellular Physiology and Biophysics; Nutritional and Metabolic Biology; Pathobiology and Molecular Medicine; and Pharmacology and Molecular Signaling.  The Graduate program in Neurobiology and Behavior offers specialized study in: Animal Models of Nervous System Disorders; Cellular and Molecular Neuroscience; Neural Development; Neurobiology of Behavior and Cognition; and Theoretical Neuroscience.  The Graduate Program in Biomedical Informatics offers specialized study in:  Bioinformatics; Clinical Informatics; Public Health Informatics; and Translational Informatics.  A Master's Degree Program in Biomedical Informatics is also available.  In addition, through one or more of these doctoral programs students can receive training in multidisciplinary areas in which there is strong expertise across multiple programs, including cancer biology, cardiovascular disease, computational biology, stem cell biology and vision sciences. 

All students in the Coordinated Doctoral Program receive full support for tuition, student health services and medical insurance. Students also receive a generous stipend for their personal use that begins at registration and normally continues throughout the period of graduate study. Both international students and U.S. students are eligible for this support. Currently there are almost 400 Ph.D. students in the Coordinated Doctoral Programs.  Over fifty percent are women and over twenty-five percent are international students from all parts of the world.

The Coordinated Doctoral Programs allow the students to become part of the exciting and highly interactive research community of faculty, graduate students and postdoctoral fellows at the Medical Center. Courses are generally concentrated in the first two years. The first year curriculum emphasizes research rotations in three different laboratories to allow students to experience a range of research topics and potential Ph.D. mentors. At the beginning of the second year, students choose their mentors and begin their research for the Ph.D. degree. The basic sciences faculty are committed to providing a complete graduate education that emphasizes intellectual challenge, supportive guidance, independence and sophisticated training in research. Ph.D. graduates from the Coordinated Doctoral Programs have consistently gone on to become world leaders in biomedical research.

School of Nursing

The School of Nursing, a leader in nursing education for over 110 years, offers programs in advanced practice nursing, research and health policy. Today, students study alongside faculty members who have earned the highest authority of any advanced practice nurses anywhere. It was the first school of nursing to adopt a universal faculty practice plan, the first to award a Master's degree in a clinical nursing specialty, and the first to offer the Doctor of Nursing Practice degree.

The combined degree program allows non-nurse college graduates to accelerate study in baccalaureate nursing and concentrate on master's level courses in advanced practice. The Master of Science degree program offers eleven areas of clinical specialization and six sub-specialties, encompassing primary and specialty care, and prepares skilled practitioners with the research and clinical foundation necessary for leadership in academic nursing and practice. A University Statutory Certificate program is offered to master's prepared advanced practice nurses who wish an additional area of clinical specialization. The DNSc program is a research-intensive curriculum preparing nurse scholars who are ready to conduct research in outcomes and health policy, independently and as part of interdisciplinary teams. The DNP program focuses on the clinical practice of nursing and represents the highest academic preparation for nursing practice. The School has an enrollment of approximately 580 students. Joint degree programs are offered with the School of Public Health (MS/MPH) and the Business School (MS/MBA).

The School maintains four academic research centers: The Center for AIDS Research, the Center for Health Policy, the World Health Organization Collaborating Center for International Development in Advanced Nursing Practice, and the Center for Evidence-Based Practice in the Underserved.

Institute of Human Nutrition

The Institute of Human Nutrition, founded in 1954, is an interdisciplinary unit whose mission is to study all aspects of nutrition that relate to human health. The Institute serves to conduct, coordinate, and lead nutrition research and education activities throughout Columbia University and its affiliated institutions. These activities include basic research, clinical research, public health-preventive medicine programs, and education and training at many levels. A long-standing mission of the Institute is to train individuals for scholarly activities and for positions in universities and research centers that are in the forefront of the movement to advance nutrition as a health science. In addition, the Institute seeks to augment the training of physicians and other health specialists who are interested in emphasizing nutrition in their professions. The Institute functions to coordinate academic nutrition activities being carried out within many administrative units (Faculties, Departments, Centers) within the Columbia University system.

The specific aims of each of these units, the research being conducted within them, and the programs of instruction offered are outlined in other sections of this handbook. Although each unit conducts its own program of research and training, its work is coordinated to achieve two basic goals: conduct research to advance knowledge of nutrition and training in areas of nutrition relevant to the physician and scientist. To achieve this coordination, collaborative research projects among the faculty are frequent, and joint seminars and courses are conducted regularly involving faculty members and students in different departments.

Members of the Institute of Human Nutrition hold appointments in over 18 academic departments and centers within the College of Physicians and Surgeons, the Mailman School of Public Health, and other divisions of the Graduate School of Arts and Sciences. These faculty members, in addition to expertise in their own disciplines, have research and teaching interests in the area of human nutrition relevant to the mission of the Institute of Human Nutrition.

Mailman School of Public Health

The Mailman School of Public Health of Columbia University has been on the cutting edge of public health education since its inception over three-quarters of a century ago. It has assumed leadership in disease prevention and, with equal emphasis, in the active promotion of health for all. It is one of thirty-nine schools of public health in the United States accredited by the Council on Education in Public Health. Currently more than 900 students are enrolled in the degree programs leading to the Master in Public Health (MPH), Master of Science (MS), Doctor of Public Health (DrPH), or Doctor of Philosophy (PhD). Public health, as a profession, naturally interfaces with most professional disciplines that affect the lives of people. The School developed its dual degree programs to encourage students to integrate public health training with other clinical or professional studies. Dual degree programs currently enroll students in a variety of the University’s professional schools, including medicine, dentistry, nursing, occupational therapy, social work, international and public affairs, urban planning, business, and law. Among the overall educational objectives for all graduates of the School is the development of individual competence and improved skills, particularly in;

• Recognizing and defining public health problems, setting priorities and using scientific approaches to problem solving;
• Accumulating appropriate data information, analyzing and interpreting findings, and assessing relevance and validity; and
• Communicating effectively with colleagues and a variety of groups involved in delivering health services.

Public health is inherently interdisciplinary in its research, teaching and service programs. The School is unique in its extensive involvement in direct service delivery programs. The School and several of its Departments are involved in a number of substantial programs that provide public health services directly to populations in need, and in programs that provide ongoing technical assistance to other service-delivery organizations. Furthermore, as is appropriate for a school of public health, many of the School’s research projects focus explicitly on topics that are directly applicable to the delivery of public health services. More and more frequently, the problems and issues that engage the efforts of those working in public health are played out at “center stage” in the global community — the challenges of AIDS, environmental carcinogens, inequities in health care delivery systems, advances in genetics that may radically affect health behavior, the plight of populations displaced by natural disasters or civil strife. These problems are enormous in scope and require our best efforts. They are being addressed daily in the academic programs at the Mailman School of Public Health, and by our faculty and students in their research and in their service activities. At the same time, the Mailman School of Public Health, located in a multi ethnic neighborhood of New York City with a medically underserved population, delivers care at the most immediate local level. Our outreach includes a model Head Start program with a health component, school-based health clinics that aim to provide basic health care and prevent early pregnancy and school dropout, and community health promotion programs to screen for cancer and provide self-help education for the growing number of asthma sufferers in our urban neighborhoods

Programs in Occupational Therapy

The Programs in Occupational Therapy have a long and celebrated history at Columbia University. Consistently being ranked by U.S. News and World Report among the best occupational therapy educational programs in the country, our program has also exceeded accreditation standards (Accreditation Council for Occupational Therapy Education) since its inception in 1941. Our faculty is nationally and internationally recognized.

Columbia University’s Occupational Therapy Programs are known for educating individuals who have distinguished themselves as leaders in the profession, working as master clinicians, educators, researchers, administrators, and consultants. Through the offerings of an entry-level M.S. degree, a post-professional M.S. degree, and the first joint M.S./M.P.H. degree (with the Mailman School of Public Health) in the country, students receive a strong foundation across all practice areas, and work in a variety of clinical and community settings. In addition, we are partnered with Teachers College and offer an Ed.D. program in occupational therapy and motor learning.

Through cutting edge programs, our faculty and students have led the way in defining emerging practice areas and in promoting evidence-based practice and research. The structure of each program, which combines principles of adult learning with professional education, allows for didactic experiences that will prepare occupational therapists to work in and contribute to an ever-changing healthcare arena. Stressing multidisciplinary learning, students are prepared to work collaboratively with professionals of all disciplines. The close faculty-student interactions further allow for solid professional mentorship. Strong ties to fieldwork sites in New York City and across the country facilitate the continuum from theoretical and scientific knowledge, to practical application. Currently, the Programs enroll approximately 100 students each year.

Program in Physical Therapy

Columbia offers an entry-level Clinical Doctorate in Physical Therapy (DPT). The goal of the program is to prepare graduates who are self-directed generalists with clinical problem solving skills. Students graduate with a comprehensive foundation of basic principles in the art and science of physical therapy. With 10.5 full-time faculty and a roster of distinguished adjunct instructors and laboratory assistants from Columbia University Medical Center, students are ensured individualized attention. In recognition of the varied abilities, interests and learning styles of graduate students, the professional curriculum is designed to be flexible and innovative, using a wide variety of learning styles. Emphasis is on an adult methodology that incorporates clinical decision-making, evidence-based practice and self-directed learning activities. Students design and complete a capstone project, collaborating with scientists and clinicians from many parts of the University. The curriculum provides for some specialized skill development through advanced seminars and electives offered during the third year of study. The concept that learning is a lifelong process pervades the educational program. Physical therapists with generalist capabilities are prepared to develop specialty skills, contribute to the leadership and growth of physical therapy, and advance the quality of health care through clinical research. All students participate in a clinical mentorship program during the second year of the curriculum and complete 36 weeks of full-time clinical education. The DPT degree is awarded upon successful completion of both the academic and clinical education components of the curriculum. The program is accredited by the Commission on Accreditation in Physical Therapy Education and is registered with the Department of Education of the State of New York. Class size is limited to approximately 50 students per year.

Dr. Peter Puchner

Dr. Peter Puchner
Chairman, Committee of Advisory Deans
Email: bpuchner@aol.com

Dr. William Macaulay

Dr. William MacaulayJr.
Department of Orthopedic Surgery

Email: wm143@columbia.edu
Phone: (212) 305-6959
Fax: (212) 928-4024
Office: PH11-1146

Dr. Joseph Haddad, Jr.

Dr. Joseph Haddad, Jr.
Department of Otolaryngology/
Head and Neck Surgery

Email: jh56@columbia.edu
Phone: (212) 305-8933
Fax: (212) 326-8475
Office: BHN 5-501

Dr. Mary Sciutto

Dr. Mary Sciutto
Department of Psychiatry

Email: mss15@columbia.edu
Phone: (212) 305-6558
Fax: (212) 305-9657
Office: N.I. Room 1211 

Dr. Alessandra Pernis

Dr. Alessandra Pernis
Department of Medicine

Email: abp1@columbia.edu
Phone: (212) 305-3763
Fax: (212) 305-5052
Office: P&S 9-435

Dr. Donald Quest

Dr. Donald Quest
Department of Neurosurgery

Email: doq1@columbia.edu
Phone: (212) 305-5582
Fax: (212) 305-2026
Office: NI4-440

Clinical Anatomy

Dr. Ernest April

Director

Office: P&S 10-420
Phone: Ext. 5-5631
Email: ewa1@columbia.edu

Dr. Angela Lignelli-Dipple

Radiology
 
Office: MHB3-111
Phone: ext. 5-2511
Email: al270@columbia.edu

We define Clinical Anatomy as that which pertains specifically to the practice of contemporary medicine. An essential pre clinical subject, Clinical Anatomy enables student physicians to acquire the fund of anatomic knowledge necessary for the practice of medicine and the knowledgeable discussion of findings or problems with consulting colleagues. Lectures introduce each laboratory topic, explain conceptual relationships between structure and function, and emphasize important subtleties between the normal and aberrant. The dissection laboratory affords a different and stimulating learning experience. Here small-group preceptor discussions focus the laboratory experience and provide informative interactions with faculty. Appropriate computer-assisted tutorials, developed by our faculty, enhance learning as well as facilitate review. Weekly correlation clinics or radiographic anatomy sessions exemplify anatomic application in the practice of medicine. We emphasize understanding, not memorization.  By course end, student physicians are able to analyze, synthesize and apply clinically relevant anatomical information - goals and skills essential for physical examination as well as proper diagnosis, appropriate therapy and accurate prognosis in patient care.

Clinical Practice I

Dr. Delphine Taylor

Course Director

Office: P&S 3-401
Phone: Ext. 5-0344
Email: dst4@columbia.edu

Dr. Michael J. Devlin

Associate Course Director

Office: 1051 Riverside Dr., Unit 116
Phone: (212) 543-5748
Email: mjd5@columbia.edu

The goal of Clinical Practice is to introduce students to the knowledge, skills and attitudes necessary to translate scientific knowledge into the clinical care of individual patients, and to guide students in their own life transition into the role of the physician. The course includes clinical clerkships, lectures and small groups.

In the first semester, students acquire basic knowledge and skills in medical interviewing, and practice these skills on actors playing patients. In the second semester students learn how to approach the medical literature with a basic understanding of epidemiology and biostatistics. Students also learn about health policy and economics, focusing on what impact the system has on patient access to care and the ability to provide effective care. Lastly, students learn about health promotion and disease prevention, and practice skills in counseling for behavior change. Special lectures devoted to cultural competence and the ethical dimensions of medical care are scheduled throughout the year. Small group sessions provide opportunities to integrate the didactic parts of the curriculum with clinical experiences in clerkships, and also serve as a forum for exploring issues relating to professional development and medical ethics.

Human Development

Dr. Cathy Mendelsohn

Course Director

Office: BB 1502 or 1514,
Phone: Ext. 5-1591, 5-7941
Email: clm20@columbia.edu

The goal of this course is to introduce students to the principles of human embryology, from conception to birth. This should provide a basis for understanding human anatomy, genes that regulate developmental processes and the molecular basis of birth defects. Topics will include the formation of the basic body plan, the origin and division of body cavities, the role of the placenta, early organogenesis, the maturation of organ and sensory systems, and an introduction to molecular mechanisms that orchestrate development.

Neural Science

Dr. Daniel Goldberg

Course Director
Office: PH 7 West
Phone: Ext. 5-1673
Email: djg5@columbia.edu

You will learn the fundamentals of neural science: structures, pathways and mechanisms subserving sensory, motor and higher cognitive functions, how information is transmitted along and between neurons, and symptomatology and etiology of neurological and behavioral disorders. These basics will be enriched with recent information derived from cellular and molecular biological approaches so as to give you an appreciation of the extraordinary potential being developed for the understanding and treatment of disorders of the nervous system and of the techniques by which this potential will be realized. Instruction is by a mix of basic science and clinical lectures, anatomy labs, and research demonstrations.

Psychiatric Medicine I

Dr. Janis Cutler

Course Director
Office: PI 1st Floor, 1303-E
Phone: 543-5552, 543-5556
Email: cutlerj@pi.cpmc.columbia.edu

Dr. Kelli Harding

Assistant Course Director
Office:  PI, 1st Floor, 1303-D
Phone:  543-6801
Email:  kjh2104@columbia.edu

The course consists of lectures and small groups for discussion and interviewing patients. The goals of the course are for students to understand the concepts of depression and psychosis and the psychiatric syndromes that affect mood and thought, including Schizophrenia and Bipolar Disorder.

Science Basic to the Practice of Medicine and Dentistry

Pictured Left to right: Dr. Marc Dickstein, Dr. Michael Gershon and Dr. Patrice Spitalnik

Dr. Marc Dickstein, Course Director

Office: BB 15-1516
Phone: Ext. 5-1857
Email: mld2@columbia.edu

Dr. Michael Gershon, Course Director

Office: P&S 12-513
Phone: Ext. x5-3447
Email: mdg4@columbia.edu

Dr. Patrice Spitalnik

Section Head, Histology
Office: P&S 14-426
Phone: Ext. x2-2911
Email: pfs2101@columbia.edu

Science Basic to the Practice of Medicine provides students with an understanding of fundamental molecular and cellular biology and systems physiology. The course is divided into the following sections:

• Tissues of the body
• Cardiovascular system
• Pulmonary and Renal systems
• GI system
• Metabolism
• Endocrine and Reproductive systems.

In each of these blocks, the knowledge of the structure and function of cells will form the basis for understanding the structure and function of the systems of the body. Emphasis is placed on using this knowledge and understanding to solve clinical and scientific problems.

The course is comprised of a series of core lectures, histology labs, and small group sessions. Lectures explain and highlight important concepts and principles, put material into clinical and historical contexts, and provide a sense of the direction in which a field is moving. Histology labs provide an opportunity for students to learn how the structure of cells, tissues, and organs enable these structures to fulfill their particular functions. Professor’s Rounds, Journal Club, Workshops, and the Case-Based Learning Series represent opportunities for students and faculty to interact in a relatively small groups during which time critical thinking is stressed and application of the core material to either clinical medicine or basic science research are stressed.

Pathophysiology I & II

Dr. Thomas Garrett (pictured)

Course Director
Office: BB15-1516
Phone: Ext. 24116
Email: tjg1@columbia.edu

Dr. Jay Lefkowitch

Associate Course
Director for Pathology
Office: PH 15W-1574
Phone: Ext. 57381
Email: jhl3@columbia.edu

Ms. Betty Carroll

Course Coordinator
Phone: Ext. 59306
Email: ec11@columbia.edu

The Pathophysiology course runs in both semesters of second year.

Pathophysiology I is composed of five sections: Molecular and Cellular Pathology, Immunology, Microbiology/Infectious Diseases, Parasitology and Neuropathology. Each section has an examination for which the student receives a numerical grade. A final grade for the semester is calculated using a weighted average since the sections have significantly different durations.

Pathophysiology II is composed of seven sections: Cardiology, Pulmonary Diseases, Endocrinology, Gastroenterology, Renal Diseases, Oncology, and Hematology.

Each section has an examination for which the student receives a numerical grade. A final grade for the semester is calculated using a straight average for the seven sections since all have a similar duration.

No final examination is held in either semester. However, all students must demonstrate that they have mastered the core competency in all twelve sections. Students who do not demonstrate core competency on an examination will be required to do a make up examination at the discretion of the Second Year Faculty Committee.

Foundations of Clinical Medicine

Dr. Deepthiman Gowda

Course Director
Office: BB 15-1516
Phone: 212-305-2451
Email: dg381@columbia.edu

Dr. Mary Johanna Fink

Associate Course Director
Office: Farrell Clinic, 610 West 158th St.
Phone:  212-544-1880
Email:  mjf2103@columbia.edu

Foundations of Clinical Medicine was determined by asking the question, ‘what clinical skills and knowledge does the P&S student need to confidently enter the Major Clinical Year?' The course, which runs from October to May of the second year, will primarily be taught in Preceptor Groups comprised of four students and one faculty member. The first section of the courseis an intensive training inthenormal physical exam and will take place at Preceptor sites and at CUMC-based physical exam tutorials.

The student will thenwork with hospitalized patients at their Preceptor sites to learn to obtain both complete and hypothesis-driven medical histories and physical exams. The student will learn toorganize histories, physical exams, and laboratory and imaging data into effective write-ups and oral case presentations.  Students will also take turns leading cases in theirPreceptor Groups. Thecases, which will correlate with contentin the Pathophysiology course, will introduce students to clinical reasoning, hypothesis-driven history taking and physical examination, and an application of the concepts ofclinical epidemiology to decision-making.

Clinical Practice II

Dr. Delphine Taylor

Course Director

Office: P&S 3-401
Phone: Ext. 5-0344
Email: dst4@columbia.edu

Dr. Michael J. Devlin

Associate Course Director

Office: 1051 Riverside Dr., Unit 116
Phone: (212) 543-5748
Email: mjd5@columbia.edu

Building on the experiences of first year, Clinical Practice II continues to emphasize the communication skills needed to become an effective and empathic clinician. The first semester focuses on improving interviewing and listening skills geared toward particular clinical situations. To complement material learned in pathophysiology, pharmacology and psychiatry and physical diagnosis, Clinical Practice workshops provide a hands-on approach to addressing substance abuse, chronic pain and disability, and adherence to medical therapy. Students also practice talking to patients and families about bad news and end-of-life issues. In the second semester, Clinical Practice small groups provide students a format to discuss concerns about caring for patients and practice core skills as they transition to the clinical years.

Narrative Medicine Seminar Series

In the second semester, students will participate in the Narrative Medicine Seminar Series, a series of graduate-level small-group seminars in the humanities taught by P&S faculty and faculty from the Morningside campus. Students may choose among seminars in literature, creative writing, history, visual arts, photography, philosophy, and religious studies. Some of the seminars offered in previous years include, The Philosophy of Death, Faith in the Study of Practice of Medicine, Women’s Illness Narratives, Medical Student as a Writer, Fiction Workshop, Photography, Life Drawing, Mindfulness-Based Stress Reduction, and Attending to Movies. For a description of seminars offered previously, go to the Program in Narrative Medicine website at www.narrativemedicine.org/ or CP2 website at www.columbia.edu/itc/hs/medical/cp2

Students may elect to fulfill this requirement instead by enrolling in a main campus course in the humanities in the fall or spring. Course listings on the main campus are available in the Registrar’s office in Black Building or online and must be approved in advance. For more information, contact seminar series director Rita Charon at rac5@columbia.edu

Pharmacology

Dr. Penelope A. Boyden

Course Director

Office: P&S 7-464
Phone: 5-7907
Email: pab4@columbia.edu

The subject of the Pharmacology course is the effects of drugs and chemicals on physiological processes particularly in conditions of disease. Both basic mechanisms of therapeutic and toxic drug actions as well as practical aspects of drug administration to patients are the topics of the lectures and conferences. The course also teaches the vocabulary and concepts necessary for the use of drug therapy in the clinical years of medical school as well as for future practice.

Psychiatric Medicine II

Dr. Janis Cutler

Course Director

Office: PI 1st Floor, 1303-E
Phone: 543-5552, 543-5556
Email: cutlerj@pi.cpmc.columbia.edu

Dr. Kelli Harding

Assistant Course Director

Office:  PI 1st Floor, 1303-D
Phone:  543-6801
Email:  kjh2104@columbia.edu

Skills and knowledge will be built upon those acquired in the first year. Major psychiatric disorders to be discussed will include Anxiety Disorders and Personality Disorders. Normal child and adult psychological development will also be presented. Principles of psychiatric treatment will be introduced. Psychiatric patients will be interviewed in small groups.

Electives In The First Two Years

This section describes electives that are offered to first and second year students through the Dean’s Office. These are in addition to the required clinical selectives of the Clinical Practice I course. Students may also choose to participate in the following clinical electives:

Metropolitan Alumni Clinical Elective

A major objective of this elective is to help first and second year medical students get a better understanding of a particular specialty by spending an afternoon in a clinical setting with a P&S alumnus. The list includes physicians in 29 different specialties ranging from Anesthesiology to Vascular Surgery.

The Role of the Unsung Hero

Objective: To observe an anesthesiologist at work in the O.R. and in patient care.
One student every Saturday and Sunday morning will come in at 7 A.M. and report to the attending on call that day. He/she will have the opportunity to follow that attending, observe surgery from the anesthesiologist’s point of view and interact with residents and patients.

Introduction to Basic Surgical Skills

Objective: To introduce first year students to the basic tools and techniques of surgery.
Two hour small group mid-winter sessions with instruction on suturing, tying knots, and stapling wounds.  E-mail Doris Leddy at DL642@columbia.edu

Introduction to Laparoscopic Surgery and Endoscopy

Objective: To introduce second year students to the "surgical learning lab" using simulation equipment.
Two hour small group late-winter sessions with the opportunity to gain familiarity with the use of virtual instruments, real instruments, and simulated patients.   E-mail Doris Leddy at DL642@columbia.edu

Major Clinical Groups & Sections

The class is divided into 10 groups of approximately 15 students per group. Each of the 10 groups rotates through all clerkships at different times throughout the third year, based on the rotation schedule you chose.

All students will experience the clerkships below:

• Medicine (5 weeks Presbyterian, 5 weeks affiliated hospital)
• Neurology (5 weeks)
• Ob/Gyn (5 weeks)
• Pediatrics (5 weeks)
• Primary Care (5 weeks)
• Psychiatry (5 weeks)
• Subspecialties I (one week of each of the following):
• Neurosurgery
• Ophthalmology
• Otolaryngology
• Anesthesiology
• Vacation
• Subspecialties II
• Urology 2 weeks
• Orthopedics 2 weeks
• Vacation 1 week
• Surgery (5 weeks)

Selecting a Section

Students group themselves into teams of 1 to 4 students per team. Student groups are randomly assigned a number by the Registrar’s Office. The teams with the best (i.e., lowest) lottery numbers have first chance at signing up for the Group (1 through 10). Those with the higher (worse) numbers may find themselves closed out of a more popular section. There is no “best” rotation schedule. Advice is to schedule your preferred rotation in January.

Rotating Through the Affiliates

Each student in a given section is assured of doing the same rotations at the same time as the other members of that section. They may not be assigned to the same preceptor groups, or even to the same hospital. During their Major Clinical Year students can be assigned as follows:

Medicine

All students are assigned to New York-Presbyterian for 5 weeks. The other 5 weeks are spent at one of the following: Harlem, St. Luke’s, Roosevelt, Stamford or the Allen Pavilion.

Pediatrics

Students are assigned to one of the following: New York-Presbyterian or Harlem Hospital.

Obstetrics/Gynecology

All students spend the full five weeks of clerkship at New York-Presbyterian, St. Luke’s/Roosevelt Hospital, or Stamford Hospital.

Primary Care

Sites for the five-week clerkship are: Bassett HealthCare (Cooperstown, NY), The Tulley Center (Stamford, CT), Stamford Hospital (Stamford, CT), Harlem Hospital Center, St. Luke’s/Roosevelt, New York-Presbyterian Hospital, the Bronx VA, NH-Dartmouth —Concord, or Indian Health Service sites in Arizona and New Mexico.

Neurology

Students are assigned either to the Neurological Institute or Harlem Hospital Center.

Psychiatry

All didactic courses are taught at the Psychiatric Institute. Students are assigned for all or most of their clinical work to St. Luke’s, Roosevelt, Creedmoor Psychiatric Center, or the New York State Psychiatric Institute.

Subspecialties I

Otolaryngology, Neurosurgery and Anesthesiology are taught at New York-Presbyterian. Ophthalmology is taught at the Eye Institute.

Surgery

All students are assigned to either New York-Presbyterian, Allen Pavilion, Bassett, or St. Luke’s-Roosevelt Hospital.

Subspecialties II

Urology is taught at New York-Presbyterian. Orthopedics is taught at New York-Presbyterian or St. Luke’s/Roosevelt Hospital Center.

Course Directors and Clerkship Descriptions

About the Fourth Year

While the fourth year is generally elective in nature, it is expected that certain requirements will be met - the first being the completion of at least one intensive advanced clinical clerkship, or equivalent, which will demonstrate the student’s ability safely to care, by themselves, for acutely ill patients 24 hours a day. The second requirement is the completion of one of three “Return to the Classroom” selective months, with lecture/seminar format, which emphasize the foundation of medical knowledge and the critical appraisal of data rather than the day-to-day aspects of patient management. The required “Return to the Classroom” month focuses on one of 3 areas (Clinical Pathology, Pathophysiology, or Pharmacology) and also includes weekly Clinical Practice (CP4) sessions and twice weekly sessions in Biomedical Informatics. The Clinical Practice sessions foster collegial discussion of challenges facing physicians and medicine today. The Biomedical Informatics sessions focus on both concepts and practical skills that will prepare graduating students for the role of informatics in their future clinical careers.

During the third year, the student begins a series of decisions which culminates in a choice of a particular residency program for postgraduate education. During March and April of their third year, the students plan their fourth year elective curriculum. To make the best choices, the students must consider where their interests lie and then decide what to study, at which institution, and at which point in the year.

To help the students become aware of the decisions to be made and the options available, the Senior Associate Dean for Student Affairs (x5-3806) provides information in the form of memoranda and meetings throughout the year. Advisory Deans also provide numerous opportunities for students to meet with and learn about different residencies. At the same time, the student is supported by the class ahead as well as the Dean’s Office.

All fourth year students are required to take the United States Medical Licensing Examination (USMLE II - Clinical Knowledge and Clinical Skills) no later than November 30, 2009. Passing Clinical Knowledge is required of all students for graduation from P&S.

Phone/web registrations are scheduled for April, July, October, and February for fourth year students.

• December of their third year, students meet with the Senior Associate Dean for Student Affairs and with faculty from P&S affiliates for a planning session about the fourth year and discussion of the various elective opportunities.
• In January the Senior Associate Dean commences meetings with each student individually to review their academic achievements and discuss plans for fourth year and residency applications.
• In February, there are a series of meetings at which fourth year students advise the third years on how to plan their elective schedules.
• In April of the third year, students begin the process of telephone/internet registration for fourth-year electives.
• In May, the Senior Associate Dean for Student Affairs meets with the entire class to go over the residency application process step by step.
• In June, students meet in a series of small-group discussion sessions with individual clinical department chairmen and senior faculty in the various specialties in which they may be interested.
• To help students with their decision-making, the P&S elective catalog is available on-line: Web address: (http://cpmcnet.columbia.edu/dept/ps/electives)
• Brochures from residency programs throughout the country are available in the Dean’s Office, as well as evaluations by students who have visited them in previous years.

By the start of their fourth year, all students are involved in registering for the National Residency Matching Program (N.R.M.P.), requesting letters of recommendation from the faculty, and researching on-line programs that might fit their needs. At a meeting with the Senior Associate Dean for Student Affairs, the student selects a faculty advisor in the field of medicine in which the student is interested in pursuing a career. With the help of the advisor, the students identify residency programs they may be interested in and follow the necessary procedures for applying.

Most interviewing for residency programs is done during December and January. By the third week in February, the various programs and applicants across the country have ranked each other in order of preference and submitted their rank order lists to the National Residency Matching Program. Each applicant is then matched to the most preferred program on their rank order list that offers him/her a position, and each program matches the most preferred candidates who accept its offer of a position. The final match is announced on Match Day in March of the fourth year.

Clinical Practice IV

Constance Park, M.D., Ph.D.

Course Director

Email: cmp4@columbia.edu

In Clinical Practice IV students return to the classroom for weekly discussions during their Back to the Classroom Selective. Goals of this course are 1.) To provide an opportunity for students to reflect on their profession, their goals, and their training while considering the mission of medicine and what it means to them as individuals. 2.) To encourage habits of open communication between colleagues as they work together to identify and address contemporary challenges in medicine throughout their careers. 3.) To explore major challenges facing medicine today. The four sessions are:

• Challenges and Strategies in Disease Prevention: Life style changes, cardiovascular disease, and stroke.
• Our Changing Health Care System: Economics, Organization and Ethical Challenges.
• The Physician and Patients near Death: Loss and grief, healing and curing, what can be done when nothing can be done.
• Selective Topics with attention to self-care. These include Physical Therapy, Pain Management, Human Rights, Economics, Nutrition, and Topics in Complementary and Alternative Therapeutics.

Clinical Months

Students are required to complete a total of eight electives. Five of the eight electives must be clinical and five must be completed at Columbia and/or its affiliated hospitals. All students must have one sub-internship/advanced clinical clerkship and one “Return to the Classroom” selective. No more than two months of electives in a particular specialty are permitted.

Research

Students interested in research may spend two or more months on a research project. As recipient of a National Institutes of Health award to encourage student research, P&S is able to offer a number of funded Research Fellowships to fourth year students undertaking a research project. Research programs now underway in P&S are described in Chapter 12.

Electives at P&S

The College of Physicians and Surgeons, through its affiliated hospitals (Bassett HealthCare, Harlem, Helen Hayes, New York-Presbyterian, Stamford and St. Luke’s-Roosevelt) offers in its Elective Catalog over 300 electives, covering an extraordinary range of areas in both research and clinical medicine.

Web address: http://cpmcnet.columbia.edu/dept/ps/electives

Preceptorships

An elective that has grown in popularity with P&S students is the preceptorship, a resurgence of the old apprentice system, whereby a student selects a preceptor in a given field and stays with that person throughout the working day and night, for an entire month. Currently more than four out of every five fourth year students select preceptorships for one or more months. Most of these preceptorships, some 150 months, are in clinical medicine; however, as many as 60 fourth year student-months are spent in research preceptorships.

Fellowship in Urban Medicine and Immigrant Health

Focusing on Manhattan’s lower east side, this fellowship, established by the Center for the Study of Society and Medicine at P&S, is designed to help future physicians understand the unique health care plight of immigrants; it encourages them to pursue careers in Primary Care.

Extramural Programs

Students may spend three months at extramural programs, that is, at Institutions not affiliated with the College of Physicians and Surgeons. Each year, approximately three out of every four P&S students take one or more electives away - at other U.S. medical schools and in countries throughout the world.

International Exchange Programs

The following is a list of international medical schools that have formal exchange programs with the College of Physicians and Surgeons at Columbia University.

Class Faculty Committees

Three faculty committees are appointed by the Dean to review and evaluate the academic progress of each student:

1. The First Year Faculty Committee
2. The Second Year Faculty Committee
3. The Clinical Faculty Committee

Each Committee consists of a chairperson appointed by the Dean and the course directors of that segment of the curriculum, and others designated by the Dean.

First and Second Year Faculty Committees

Promotion

In order to be promoted to each successive year of the medical curriculum, a student must have passed every section of every course in the preceding year.

Grades

At the conclusion of each course, the course director must submit promptly to the Dean’s Office a final grade. In first and second year the grades are Pass/Fail for each student.  A failing grade indicates an inadequate mastery of the essential material of the course as determined by the department or course faculty.  Additional comments are optional. An additional evaluation form may be used by any course director. This form will be made available to the students at the end of the course for their inspection. The academic progress for each student is reported to the appropriate Class Faculty Committee at each of its meetings.

Warning Letters

If, during a course, it is determined that a student’s performance is unsatisfactory, and that the student is in danger of failing the course, the course director shall inform the student by email or letter indicating this and offering assistance; copies of these letters are sent to the student’s Advisory Dean and the Senior Associate Dean for Student Affairs. These letters shall not be used for evaluations relating to postgraduate education nor for evaluative purposes other than in the course of origin.

First Year Curriculum Academic Progress Policy

Students are strongly encouraged to attend all classes and small groups at which the synthesis of knowledge occurs. To be promoted to the second year, students must pass each section of each course and all courses in the first year curriculum.

Exams are scheduled by the Committee of First Year Faculty Course Directors in the summer preceding the academic year. Personal events should not be scheduled at the time of exams. There are cumulative exams in the Histology laboratory practical. Make-up exams for exams missed due to acute student illness, family emergency or extenuating circumstances, may be given at the discretion of the Course Director at any time during the academic year, without the approval of the First Year Faculty Committee.

Remediation after failure of an exam or missed exam other than mentioned above, in a course or a section of a course may be offered only after approval by the First Year Faculty Committee. Each student is permitted a maximum of two such course remediations per year. Such re-examinations may be written or oral, at the discretion of the Course Director. A summer make-up course requirement is equal to a make-up exam.

Students who are having academic difficulty will be offered support services that are available in the College, including but not limited to mentoring, consultations to identify potential difficulties which may be contributing to the student’s lack of success, and other services deemed to enhance the student’s opportunity for success.

Final grades in each course will be pass or fail. At the end of the academic year, the First Year Faculty Committee will decide which students are promoted or failed at a meeting of the entire Committee. If a student is deemed to have insufficient knowledge to be promoted to the second year, the First Year Faculty Committee may recommend correction of this perceived deficiency by remediation for a short period and re-examination in the failed course prior to starting the next curriculum, by repetition in a summer course, or by repetition of the entire first year curriculum without exemption from any course. Faculty may terminate the matriculation of any student who does not pass all courses and of any student whom faculty believes to be unprepared to move forward in the curriculum.

Students who are failing at the end of the first semester may, at the discretion of the First Year Faculty Committee, be offered the opportunity to leave the academic program and re-enter the College’s first year curriculum the following academic year after having met requirements of the Committee to correct those factors which may be affecting the student’s performance. Provision of such an opportunity is not automatic.

If a student disagrees with the decisions of the First Year Faculty Committee, the student may appeal that decision to the Committee, accompanied by their Advisory Dean, and another member of the Faculty of the College as advocate.

If the Committee reaffirms their original decision, the student may appeal the decision to the Dean of the Faculty of Medicine, who may refer the matter to the Executive Committee of the Faculty Council.

Second Year Curriculum Academic Progress Policy

Students are strongly encouraged to attend all classes. Participation in small groups is mandatory as this is where the synthesis of knowledge occurs.

Exams are scheduled by the Committee of Second Year Faculty Course Directors in spring preceding the academic year. Personal events should not be scheduled at the time of scheduled exams.

To be promoted to the third year, students must pass each section of each course and all courses in the second year curriculum. Re-examination after failure of an exam in a course or a section of a course may be offered only after approval by the Second Year Faculty Committee. Each student is permitted a maximum of two such re-examinations per year, including all courses. Such re-examinations may be written or oral, at the discretion of the Course Director.

Make-up exams for exams missed due to acute student illness, family emergency or extenuating circumstances may be given at the discretion of the Course Director without the approval of the Second Year Faculty Committee.

Students who are having academic difficulty will be offered support services that are available in the College, including but not limited to, mentoring, consultations to identify potential difficulties which may be contributing to the student’s lack of success, and other services deemed to enhance the student’s opportunity for success.

Grades are weighed by the number of hours in each course. Final grades in each course will be pass or fail. At the end of the academic year, the Second Year Faculty Committee will decide which students are promoted or failed at a meeting of the entire Committee. If a student is deemed to have insufficient knowledge to be promoted to the Major Clinical Year, the Second Year Faculty Committee may recommend correction of this perceived deficiency by remediation for a short period and re-examination in the failed course prior to starting the next curriculum, or by repetition of the entire second year curriculum without exemption from any course.

Students who are failing at the end of the first semester may, at the discretion of the Second Year Faculty Committee, be offered the opportunity to leave the academic program and recommence the second year curriculum the following academic year after having met requirements of the Committee directed to correcting those factors which may be affecting the student’s performance. Provision of such an opportunity is not automatic. Students who are failing several courses at the end of the first semester may be dismissed at the end of the first semester with termination of the student’s matriculation and without the opportunity to re-enter the second year curriculum.

If a student disagrees with the decisions of the Second Year Faculty Committee, the student may appeal that decision to the Committee, accompanied by their Advisory Dean, and another member of the Faculty of the College as advocate.

If the Committee reaffirms their original decision, then the student may appeal the decision to the Dean of the Faculty of Medicine, who may refer the matter to the Executive Committee of the Faculty Council.

Failures

At the end of the academic year, the final grades for all courses in that year are reviewed by the Class Faculty Committee. If a student has failed one course, the Class Faculty Committee will determine how that failure can be corrected, that is either:

1. by re-examination on the recommendation of the department,
2. by the successful completion of a remedial program,
3. by the successful completion of an appropriate course in the failed discipline at an institution selected by the Committee, or
4. the Committee may require repeat of the entire curriculum if it feels the student is not adequately prepared. Students required to repeat a year of the curriculum must pay full tuition and fees.

Re-examination after failure of a course shall be undertaken only after completion of the academic year and on the recommendation of the Class Faculty Committee.

If a student has failed more than one course, the respective Class Faculty Committee, after considering the student’s total academic performance for the year, will decide whether re-examinations will be permitted, whether remedial work or courses will be acceptable, or whether the year will be considered to have been failed. In the event of the latter, the Committee may then recommend either repetition of the year or termination of matriculation at the College.

Remedial Work

Remedial work in courses may be offered at the discretion of the department. Remedial work to correct a course failure is at the direction of the Class Faculty Committee on the recommendation of the department.

Appeal Mechanisms

If a student questions the recommendation of a Class Faculty Committee, a request for reconsideration may be made to the chairperson of the Committee, who will arrange a meeting of the Committee at which the student and his/her Advisory Dean and/or another member of the medical school faculty may appear. If a student is dissatisfied with the decision of the Committee on appeal, he or she may request a review by the Dean and the Executive Committee of the Faculty Council.

Monitored Status

Students may be promoted to the next year on monitored academic status as deemed necessary by the Class Faculty Committee for any reason the Committee judges sufficient. Monitored status entails regular review of a student’s performance in each course during the following year to identify early any potential problems. Course directors may then intercede with tutors, guidance and other support systems to improve the student’s learning experiences and ensure their academic success.

Clinical Faculty Committee

Responsibilities

The Clinical Faculty Committee evaluates the progress of students in the clinical years and is responsible for the certification of students for the Doctor of Medicine degree. In evaluating the progress of students in the clinical curriculum, the overriding concerns of the Committee are the welfare and lives of patients. Decisions on termination of matriculation, repetition of a year, or part thereof, or delay in graduation are made only after thorough review of the student’s record and appraisal of the student’s professional behavior and potential for satisfactory performance.

Grades

All P&S courses in the clinical curriculum are graded for the University Transcript using grades of Honors, High Pass, Pass and Fail. The course evaluation form asks faculty to describe the components of total performance and to do so with frankness. Common descriptive terminology is essential in the development of an informative and useful narrative record of student performance.

Readers of an academic record should be able to develop a clear picture of performance trends and levels. Critical in the student’s quest for post-graduate placement is the Dean’s letter, called the Medical Student Performance Evaluation, which is constructed from the complete academic record. The language of this record must be understandable to those writing letters in order that they may convey to program directors an accurate description of the student’s performance. The Committee encourages faculty to take all necessary steps to provide narrative evaluations which fulfill this purpose.

Promotions

In order to be promoted to the elective curriculum, a student must pass all required clerkships of the Major Clinical Year. Failure of more than one clerkship, or evidence of a weak overall record may lead to failure of the Major Clinical Year. One or more grades of Low Pass, problems with professionalism, or a combination of these are evidence of weak performance.

Failures and Marginal Performances

If a student fails a clerkship, the Committee will require repetition of that clerkship. If a student fails more than one clerkship, the Committee may declare a failure of the Major Clinical Year. A weak overall record, as described above, may also lead to a failure of the Major Clinical Year. Consistent problems with professionalism may also lead to failure of the Major Clinical Year.

Decisions of the Committee will be reached after a thorough consideration of the reasons for failing or marginal performance(s) and after a review of the student’s total academic record. The number and duration of clerkships failed will be important factors in the Committee’s considerations. Failure of the Major Clinical Year may result in:

• Repetition of the entire Major Clinical Year
• Repetition of specific clerkships
• A plan of remediation targeting deficiencies
• Termination of matriculation of the student

Students required to repeat a year of the curriculum must pay full tuition and fees.

Elective/Selective Curriculum

In the fourth year the Committee reviews all elective/selective course failures and weak elective/selective performances. If a student fails an elective/selective course, the Committee will require repetition of the same course or the undertaking of a comparable academic program. If a student fails two elective/selective courses, the Committee may declare the fourth year a failure. The Committee may terminate the student’s matriculation or delay graduation until the student has acquired requisite knowledge and skills in programs designed and monitored by the Committee. If a student fails an elective course which has been directed by the Committee for correction of deficiencies noted in a clerkship performance, the Committee may, after thorough consideration of the academic record, terminate the student’s matriculation or delay the student’s graduation.

Student Feedback

The Committee encourages course directors to provide students with clear statements of objectives and performance expectations in each required clerkship and in each elective course. Students should be advised in a clear and timely fashion of deficiencies in performance during the course of each academic program. Mid course feedback is required with signed acknowledgement by the student. Faculty should recommend the steps needed to strengthen performance and should assist students in the achievement of performance expectations. In the clinical curriculum, discussions between students, preceptors (attendings) and course directors should generally take the place of warning letters comparable to those sent in the basic science curriculum. If a student fails to appreciate the seriousness of his/her academic problems and fails to take the recommended steps to correct performance, the course director may elect to send the student an official warning letter.

United States Medical Licensing Examination, USMLE

In order to graduate P&S, students must pass USMLE Step 1 and Step 2 Clinical Knowledge Exams. Step 2 Clinical Skills Exam must be taken, but passing it is not a requirement for graduation. The deadline for taking Step 2 Clinical Knowledge and Clinical Skills Exams is November 30. The Clinical Faculty Committee will delay the graduation of any student who has failed to pass Steps 1 and 2 Clinical Knowledge. The Committee will facilitate the student’s efforts in preparing for re-examination after failure on a United States Medical Licensing Examination. If a student fails to pass one or more of these Steps on routine re-examinations, the Committee may terminate the student’s matriculation. Students may have a maximum of three attempts on each part. Failure of USMLE Step 1 or 2 CK on three attempts will result in termination of matriculation. Students must pass Step 1 and 2, including CS, to be eligible for Step 3, which is taken during residency.

Graduation

Before certifying students for the Doctor of Medicine degree, the Committee must be assured that students have acquired the knowledge, skills, and attitudes essential for the safe assumption of responsibility for patient care in postgraduate education. The Committee will not certify for graduation any student whom it believes to be unsuited for the practice of medicine.

Appeal Mechanisms and Monitored Status

This is the same as above under First and Second Year Class Faculty Committees.

Leaves of Absence

P&S expects that all candidates for the M.D. degree will normally be in attendance during consecutive periods until completion of the requirements for the degree. A leave of absence at the request of a student may be granted by the Senior Associate Dean for Student Affairs. Requests for leaves must be submitted in writing to the Dean stating the reasons for the requested leave and the anticipated date of return. Leaves of absence will be granted by the Dean only in exceptional circumstances to students who have not completed the first semester.

A leave of absence may be granted if a student is unable to continue medical studies because of illness or emergency family problems. For medical or psychiatric illnesses, documentation determined to be appropriate by the Office of the Dean must be submitted.

Students in their first year who are required to take a leave of absence or who have been approved for a requested leave of absence may be required by the Dean to receive review and approval from the First Year Faculty Committee prior to resuming their studies. Such review does not guarantee readmission. Students approved for readmission will start at the beginning of the first year curriculum.

Leaves of absence for military service are granted if the student is called or ordered to active duty or conscripted. A student seeking such a leave should contact the Dean. 

In most cases, leaves are granted for a maximum of one year. Extensions for extended military service or continued recuperation from illness may be granted on a case by case basis. After two years, a student on a leave of absence may have their matriculation terminated; the student would be permitted to apply for readmission at a later time.

The Dean may stipulate conditions for the granting of a leave and for students on leave, the Dean may stipulate conditions for return, including an administrative evaluation described here and/or a review by the admissions committee or appropriate faculty committee.

This leave of absence policy operates as a supplement to the Unviersity Leave of Absence Policies outlined in FACETS. 

Suitability for the Practice of Medicine

Granting of the degree, M.D., signifies that the holder is a physician prepared to enter postgraduate education for the eventual practice of Medicine and to care for all patients. First Year Faculty, Second Year Faculty, and Clinical Faculty Committees of the College of Physicians and Surgeons oversee the progress of students in the College of Physicians and Surgeons.

This Faculty must be assured that students display good judgment, a sense of responsibility and morality, sensitivity and compassion for patients and individual needs, along with the ability to synthesize and apply knowledge, and to demonstrate that they are capable of becoming safe, effective physicians. Safety in the care of patients is the overriding concern of the Faculty of Medicine at P&S. These Faculty Committees have the final decision on a medical student’s suitability for the practice of Medicine.

Administrative Evaluation

The Office of the Dean of the Faculty of Medicine, acting either on behalf of a faculty committee or its own behalf may request, at any time an administrative evaluation of a P&S student by a consulting psychiatrist or other mental health professional chosen by P&S. This evaluation serves to address academic, personal, and/or behavioral concerns that may have been brought to the attention of the Dean’s Office. A failure to comply with a request for an administrative evaluation may affect a student’s academic status within P&S. The content of the evaluation is confidential and is not available to the student. It may be shared with those administrators and faculty that the Office of the Dean deems appropriate.

Medical Student Responsibilities

Taken from Recommendations and Guidelines for Students from the Organization of Student Representatives (AAMC)

Students are expected to demonstrate dedication to acquiring knowledge, skills, both cognitive and non-cognitive, and attitudes necessary to provide competent medical care. Students are expected to be responsible for their medical education and take an active role in the planning of their medical education. A student shall be dedicated to providing competent medical service with compassion and respect for human dignity. In all instances, the student must maintain the dignity of the person, including respect for the patient’s modesty and privacy.

1. Nondiscrimination: It is unethical for a student to refuse to participate in the Care of a person based on race, religion, ethnicity, socioeconomic status, gender, age, or sexual preference. It is also unethical to refuse to participate in the care of a patient solely because of medical risk, or perceived risk, to the student. It is not, however, unethical for the pregnant student to refuse to participate in activities that pose a significant risk to her fetus.
2. Confidentiality: The patient’s right to the confidentiality of his or her medical record is a fundamental tenet of medical care. The discussion of problems or diagnoses of a patient by professional staff/medical students in public violates patient confidentiality and is unethical. Under no circumstances can any medical record be removed from the institution, nor is photocopying of the record permitted. For presentations or rounds, students are permitted to extract information but not copy wholesale parts of the chart.
3. Professional Demeanor: The student should be thoughtful and professional when interacting with patients and their families. Inappropriate behavior includes the use of offensive language, gestures, or remarks with sexual overtones.

   Students should maintain a neat and clean appearance, and dress in attire that is generally accepted as professional by the patient population served.

   Under pressure of fatigue, professional stress or personal problems, students should strive to maintain composure. The student should seek supportive services when appropriate.

4. Misrepresentation: A student should accurately represent herself or himself to patients and others on the medical team. Students must never introduce themselves as “Doctor” as this is clearly a misrepresentation of the student’s position, knowledge and authority.
5. Honesty: Students are expected to demonstrate honesty and integrity in all aspects of their education and in their interactions with patients, staff, faculty and colleagues. They may not cheat, plagiarize or assist others in the commission of these acts. The student must assure the accuracy and completeness of his or her part of the medical record and must make a good-faith effort to provide the best possible patient care. Students must be willing to admit errors and not knowingly mislead others or promote himself or herself at the patient’s expense. The student is bound to know, understand and preserve professional ethics and has a duty to report any breach of these ethics by other students or health care providers through the appropriate channels. The student should understand the protocol of these channels.
6. Consultation: Students should seek consultation and supervision whenever their care of a patient may be inadequate because of lack of knowledge and/or experience.
7. Conflict of Interests: When a conflict of interest arises the welfare of the patient must at all times be paramount. A student may challenge or refuse to comply with a directive if its implementation would be antithetical to his or her own ethical principles when such action does not compromise patient welfare. Gifts, hospitality or subsidies offered by medical equipment, pharmaceutical or other manufacturers or distributors should not be accepted if acceptance would influence the objectivity of clinical judgment. Student interactions with commercial interests should conform to the American Medical Association (AMA) guidelines.
8. Sexual Misconduct: The student will not engage in romantic, sexual or other nonprofessional relationships with a patient, even at the apparent request of a patient, while the student is involved with the patient’s care. The student is not expected to tolerate inappropriate sexual behavior on the part of other medical personnel or patients.
9. Impairment: The student will not use alcohol or drugs in a manner that could compromise patient care. It is the responsibility of every student to protect the public from an impaired colleague and to assist a colleague whose capability is impaired because of ill health. The student is obligated to report persons of the health care team whose behavior exhibits impairment or lack of professional conduct or competence or who engage in fraud or deception. Such reports must conform to established institutional policies.
10. Criticism of Colleagues: It is unethical and harmful for a student to disparage without good evidence the professional competence, knowledge, qualification or services of a colleague to a review (judicial) body, staff, students or a patient. It is also unethical to imply by word, gesture or deed that a patient has been poorly managed or mistreated by a colleague without tangible evidence.

    Professional relations among all members of the medical community should be marked with civility. Thus, scholarly contributions should be acknowledged, slanderous comments and acts should be avoided, and each person should recognize and facilitate the contributions of others to the community.

    The medical student will deal with professional, staff and peer members of the health team in a cooperative and considerate manner.

11. Research: The basic principle underlying all research is honesty. Scientists have a responsibility to provide research results of high quality, to gather facts meticulously, to keep impeccable records of work done, to interpret results realistically, not forcing them into preconceived molds or models, and to report new knowledge through appropriate channels. Co-authors of research reports must be well-enough acquainted with the work of their co-workers that they can personally vouch for the integrity of the study and validity of the findings and must have been active in the research itself. Plagiarism is unethical. To consciously incorporate the words of others, either verbatim or through paraphrasing, without appropriate acknowledgement is unacceptable in scientific literature.
12. Evaluation: Students should seek feedback and actively participate in the process of evaluating their teachers (faculty as well as house staff). Students are expected to respond to constructive criticism by appropriate modification of their behavior. When evaluating faculty performance, students are obliged to provide prompt, constructive comments. Evaluations may not include disparaging remarks, offensive language or personal attacks, and should maintain the same considerate, professional tone expected of faculty when they evaluate student performance.
13. Teaching: The very title “Doctor” - from the Latin docere, “to teach” - implies a responsibility to share knowledge and information with colleagues and patients. It is incumbent upon those entering this profession to teach what they know of the science, art and ethics of medicine. It includes communicating clearly with and teaching patients so that they are properly prepared to participate in their own care and in the maintenance of their health. The following are not specific responsibilities of students; they are physicians’ responsibilities, although students are frequently asked to take these on.
14. Disclosure: In general, full disclosure is a fundamental ethical requirement. The patient must be well informed to make health care decisions and work intelligently in partnership with the medical team. Information that the patient needs for decision making should be presented in terms the patient can understand. If the patient is unable to comprehend, for some reason, there should be full disclosure to the patient’s authorized representative.
15. Informed Consent: Students are to understand the importance of the obligation to obtain informed consent from patients, but are not responsible for obtaining such consent. It is the physician’s responsibility to ensure that the patient or his/her surrogate be appropriately informed as to the nature of the patient’s medical condition, the objectives of proposed treatment alternatives and risks involved. The physician’s presentation should be understandable and unbiased. The patient’s or surrogate’s concurrence must be obtained without coercion.

Medical students who fail to maintain the highest degree of personal and professional integrity or whose behavior is not in keeping with achieving both cognitive and non-cognitive skills will be subject to review, disciplinary action and possible dismissal from the College of Physicians and Surgeons.

Violations of these standards are considered to be very serious breaches of professional conduct. Examples of such violations include substance abuse, harassment of patients, faculty, staff or other students, breach of patient confidentiality, falsification of records, unexcused absence, refusal to participate in the care of a patient, and abuse of civil law, hospital rules and University rules governing conduct. Examples of abuse of civil law include sexual harassment, assault, or any other unprofessional behavior. Students must obey all civil laws at all times. Behavior both inside and outside the institution will be held to the same high standards.

Students must be punctual and reliable and maintain a neat and clean appearance with dress and attire that is accepted as professional. Students shall be punctual, reliable and conscientious in fulfilling their professional duties, including attendance at lectures, examinations and all parts of all clinical clerkships.

Dean’s Discipline Procedures

1. Notice of the Charges by Office of Dean for Student Affairs
1. Ordinarily in writing
1. Specifies nature of charges
1. Requires student to attend a disciplinary hearing
2. Opportunity to be Heard (Hearing)
1. Student informed of evidence
2. Student asked to respond
3. Student right to offer own evidence including:
1. other relevant witnesses
2. relevant documents
3. written submission
1. Fact-finding rather than adversarial courtroom-type proceedings:
1. Attorneys not present (although students are free to consult attorneys)
2. No formal cross-examination of witnesses or objecting to evidence.
3. Written Determination After Hearing
4. Right to Appeal to the Dean of the College of Physicians and Surgeons
1. Appeal must be made within [7] days of student’s notification of determination.
2. Appeal must be in writing and clearly state grounds for appeal.
3. Normally, Dean considers only written record; no new factual investigation.
4. Standard of appeal: Whether decision made and discipline imposed are reasonable under all of the circumstances.
5. No further appeal within the University.

I. Standards for Conduct in the Teacher-Learner Relationship

As a medical school which trains women and men who will be entrusted with the lives and well being of others, P&S is aware that it bears a special responsibility to assure that it’s students learn in an environment that fosters mutual respect and the values of professionalism, ethics and humanism in the practice of medicine. An environment conducive to learning requires that faculty, students and administrative and support staff treat each other with civility. The members of the faculty, however, bear special responsibility to assure that students are treated fairly and with respect in all settings where students are educated: the classroom, the laboratory, on patient rounds, at the bedside, in the operating room. Whether they wish to or not, faculty are the individuals on whom students model their own behavior. In addition, they often hold the key to students’ career advancement through their control of student evaluations and references.

Special care must be taken by faculty not to abuse the authority they exercise in the educational setting, to treat all students fairly, and to avoid exploiting or appearing to exploit their students. The quality and worth of a Columbia medical education rests not only in the excellence of the content and the skills that are taught, but in the examples provided of humane and ethical physicians and scientists who respect their colleagues in health care delivery, patients and one another. There is no place in the College of Physicians and Surgeons for incivility, verbal or physical abuse, exploitation or mistreatment of students or one another. Personal humiliation and the use of psychological or physical punishment are unacceptable as teaching methods.

Increasingly, the CUMC community is a diverse body of faculty, students and staff, and it is the expectation of the College that everyone will carry out their responsibilities in a manner that is professional and respectful of this diversity. This expectation extends also to residents, nurses and other health professionals in the medical center who because of their roles in the delivery of health care participate in the process of educating future physicians.

The following are examples of behaviors that P&S considers unacceptable:

• Physical or sexual harassment or abuse
• Discrimination or harassment based on race, gender, age, ethnicity, sexual orientation or disability
• Speaking in disparaging ways about an individual including humor that demeans an individual or a group
• Sending students on inappropriate errands
• Loss of personal civility: shouting, displays of temper, publicly or privately abusing, belittling or humiliating a student
• Use of grading or other forms of evaluation in a punitive or retaliatory manner

Students are also expected to be respectful of one another and of the faculty, staff and support staff that they encounter in the classroom and the clinical setting.

II. Procedures for Reporting and Investigating Violations

The following procedures apply to students enrolled in the MD program or in the MD/PhD program during their MD years. Students enrolled in other Schools and programs should refer to their Office of Student Affairs for information and direction. Students enrolled in the biomedical PhD program through the Graduate School of Arts and Sciences should follow the procedures established by that School which are available through the Office of Graduate Student Affairs.

P&S believes that the standards of appropriate conduct in the educational setting are generally respected and practiced throughout the Columbia University Medical Center and the College of Physicians and Surgeons. P&S recognizes, however, that there are occasions when the intensity and pace of study and work, and the differing expectations that members of it’s pluralistic, diverse community bring to their work and study, may lead to perceived or to real incidents of inappropriate behavior on the part of faculty towards students. When this happens, P&S is committed to establishing the facts through a fair process which respects the rights and confidentiality of the involved parties. This process will be the responsibility of a faculty Committee on Civility in the Learning Environment which will be chaired by a faculty member appointed by the Vice-President/Dean.

Students who wish to come forward and report inappropriate behavior on the part of a faculty or staff member may do so without fear of retaliation or reprisal, and with the assurance that complete confidentiality will be maintained unless the situation is such that there is a potential of immediate harm to the student or others.

In reporting such violations there are a number of avenues that students can follow.
Discriminatory Behavior, Sexual or Physical Harassment:Students who experience behavior they believe to be discriminatory, or who are the subjects of sexual or physical harassment should consult the University guidelines and procedures established for handling these complaints and contact the University offices designated to work with students on these issues. These guidelines and procedures are published annually in FACETS, the University’s Student Handbook, and can also be found on the Provost’s website. Students who wish to report other incidents of inappropriate behavior may do so to the Dean of Students; the Dean of Diversity and Minority Affairs; the Director of the Center for Student Wellness; the University Ombudsperson; a Special Advocate (see below) or to the Chair of the Committee on Civility in the Learning Environment.

• The Office of Sexual Misconduct Prevention and Education (OSMPE): Students who wish to file a complaint of sexual misconduct against another student may do so by contacting OSMPE at (212) 304-7028 (Columbia University Medical Center Campus) or (212) 854-1717 (Morningside Campus). For further information on the Columbia University Sexual Misconduct Policy, as well as how to file a complaint, visit the website at www.columbia.edu/cu/sexualmisconduct
• Special Advocates: To provide students with the opportunity to discuss a situation informally and in complete confidence before initiating, or in lieu of initiating a formal inquiry, the School has established a panel of special advocates, faculty selected for their personal qualities of maturity, empathy, integrity and judgment whose personal histories and experience reflect the histories and experience of the diverse student body. Students who seek the assistance and counsel of a special advocate are assured that all discussions will be confidential and that no one else will be contacted without the permission of the student unless the situation holds a potential of immediate harm to the student or to others. It is the student who will decide whether or not to carry the matter to the Faculty Committee on Civility in the Learning Environment. Names of members of this panel are available from the Office of the Dean.
• Committee on Civility in the Learning Environment: The Faculty Committee on Civility in the Learning Environment is a new standing committee which the School has established to respond to reports of inappropriate behaviors where the student wishes an inquiry and gives permission for the committee to contact the member of the faculty whose behavior is being questioned. A student can ask the Committee to consider an incident at any time, whether or not she or he has been working with a special advocate. The members of the Committee, all faculty, will be appointed from the Faculty of Medicine by the Dean with the concurrence of the Executive Committee of the Faculty Council. In order to preserve students’ confidentiality there will be no standing student member of the Committee. However, students who bring an incident to the attention of the Committee may have their Class Ethics Committee representative sit as a member for the consideration of the particular incident. In addition, students may request that a special advocate attend the Committee during the investigation of the incident.

The Committee will conduct its inquiry with fairness and with respect for the confidentiality of all parties. Its findings will be presented in the form of a written report to the student, the faculty member and the Dean who may refer it to the Executive Committee of the Faculty Council. Recommendations for appropriate action may be made consistent with Columbia University Policies and Statutes.

The Committee on Civility in the Learning Environment will also advise the Vice-President/Dean on any measures that, in their judgment, need to be taken to reinforce the standards of conduct.

III. Requirements for Dissemination and Education

P&S realizes that it is not enough to simply articulate a policy. That policy must be widely circulated to students, faculty and staff and reaffirmed and reinforced through continuing and continuous education in a number of venues.

All medical students will receive a copy of the Standard and Procedures upon registering and it will be discussed during orientation, class meetings and in the monthly meetings of student representatives with the Dean. The Standard and Procedures will be prominently posted, together with the names of the special advocates, on the websites and bulletin boards where students receive their information.

Each course director, clerkship director and residency director will be responsible for seeing that the Standard and Procedures are made known to their teaching faculty and to all students at the start of each course, clerkship or rotation. Chairmen and Directors will be responsible for seeing that the policy and procedures are known to their faculty and discussed at departmental/center meetings and that it is discussed at all orientations of ward attendings and house staff.

The Committee on Civility in the Learning Environment will be responsible for recommending to the Vice-President/Dean further steps to foster an environment conducive to learning. The Special Advocates will meet as a group periodically with the Vice-President/Dean to assess their experiences (with no discussion of specific cases) with a view to seeing whether any patterns or problems have emerged that may need to be addressed on a school-wide basis.

The School will continue to develop and foster educational programs as needed and as experience under this policy dictate.

IV. Appeal

Either the student or the faculty member may appeal the decision of the Dean to the Provost. Findings of fact, remedies granted the student and penalties imposed on the faculty member are all subject to appeal. A written appeal must be submitted to the Provost within 15 working days of the date of the letter informing them of the Dean’s decision.

Normally the Provost takes no longer than 30 working days to evaluate an appeal. The Provost usually confines his or her review to the written record but reserves the right to collect information in any manner that will help to make his or her decision on the appeal.

The Provost will inform both the student and the faculty member of his or her decision in writing. If the Provost decides that the faculty member should be dismissed for cause, the case is subject to further review according to the procedures in Section 75 of the University Statutes, as noted above. Otherwise, the decision of the Provost is final and not subject to further appeal.

The P&S Club, Then and Now…

The P&S Club is the most active and comprehensive student activities organization in American medical education. Founded by Nobel Peace laureate John Mott in 1894, the Club currently sponsors over 50 extracurricular activities. These organizations represent P&S students’ vast interests and talents, including athletics, the performing arts, student advocacy, and community service. The Club’s fluid nature allows new activities to arise as students’ interests evolve. By providing P&S students with outlets for their various talents, the P&S Club adds substantial depth to a program otherwise devoted to scientific and clinical disciplines. While all P&S students are members of the P&S Club, participation is open to all members of the Columbia University Medical Center community, including students, faculty, administrators, and personnel.

Since its creation, the P&S Club has been committed to contributing to the community at the local and global levels. In 1917 the P&S Club made one of its first community contributions by raising funds to purchase a steam launch, which was loaded aboard an ocean steamer that delivered medical services to Eskimo and Indian fishermen on isolated islands along the Labrador coast. In addition to the steam launch, the P&S Club has sent medical textbooks overseas to Greece, Afghanistan, Korea, Guatemala and Haiti and participated in the Mercy Project of 1969, which provided medical treatment for children from the Biafran-Nigerian war zone. Recently, the Club has been involved in many local activities. The Columbia Student Medical Outreach Program (CoSMO) provides an open clinic for the uninsured in the Washington Heights area; the Musicians’ Guild members present an annual concert that benefits the Washington Heights Head Start program; and the Black and Latino Student Organization (BALSO) work with the Family Medicine Minority Caucus to do community-oriented primary care education in Washington Heights. To emphasize the importance of health care providers’ understanding and working with the local and global communities, many of the Clubs’ organizations collaborated to host “The Community Pulse” conference. This conference demonstrates the P&S students’ and the Club’s dedication and concern for the communities in which they work and live.

Under the chairmanship of Dr. Carmen Ortiz-Neu, the P&S Club Faculty Advisory Board maintains a guiding role in the Club while the Student Cabinet, with the support of the Director of Student Activities, is fully responsible for the planning, budgeting, and managing of all organizations and activities. The current Student Cabinet members are Hadi Halazun '09, Co-President; Daniel Stephens '09, Co-President; Cornelia Griggs '10, Co-Vice President; Geoffrey Konopka ‘10, Co-Vice President; Paula Brady '11, Secretary; Daniel Pizzarello '11, Treasurer. In addition to overseeing the day-to-day activities of the student organizations, the Cabinet is also responsible for planning the Club’s annual events such as Orientation, Club Fair, Supernight, and TeamwoRx.

The P&S Club is independently funded. Though generous donations from alumni, parents, and faculty, as well as a substantial grant from the P&S Alumni Association and the Koerber Endowment, the P&S Club is able to sustain its various student organizations and execute its annual events. We sincerely thank these contributors, for it is only with their support that the P&S Club continues to function in its vital role.

P&S Club Faculty Advisory Board

Chair: Carmen Ortiz-Neu, M.D.
P&S Alumni Association Representative: Jacqueline A. Bello, M.D.
Vice Chairman and Treasurer: Jay H. Lefkowitch, M.D.

Term of Office 2006-2009

Jonathan E. Aviv, M.D.
Jeanine D’Armiento, M.D., Ph.D.
Pamela Flood, M.D.
Thomas J. Garrett, M.D.
Edgar M. Housepian, M.D.
David D. Markowitz, M.D.
Delphine Taylor, M.D.

Term of Office 2005-2008

Matthew N. Bartels, M.D.
Katarina Eisinger, M.D.
Dickson D. Despommier, Ph.D.
Danielle E. Engler, M.D.
Pamela F. Gallin, M.D.
Arnold P. Gold, M.D.
Jay H. Lefkowitch, M.D.
John Loeb, M.D.
James M. McKiernan, M.D.
William B. Macaulay, M.D.
Eric Marcus, M.D.
Thomas Q. Morris, M.D.
Donald O. Quest, M.D.

Term of Office 2007-2010

Richard Ambron, M.D.
Saundra A. Curry, M.D.
Marc L. Dickstein, M.D.
Blair Ford, M.D.
Joseph Haddad, Jr., M.D.
Mark A. Hardy, M.D.
Linda D. Lewis, M.D.
Liza Pon, Ph.D.
Andrew L. Wit, Ph.D.

Ex-Officio

Andrew G. Frantz, M.D.
Linda D. Lewis, M.D.
Lisa A. Mellman, M.D.
Father Daniel Morrissey
Anke L. Nolting, Ph.D.
Brian Paquette
Ellen Spilker
Liv E. Vesely
Elizabeth Williams

A Message from the Presidents

Hadi Halazun ’09
Co-President

Daniel Stephens ‘09
Co-President

Welcome to P&S and to New York, the greatest city on earth! Your academic accomplishments have landed you at one of the best medical schools in the country. At the P&S Club, we recognize that Columbia also draws students who are well rounded with diverse interests outside of medicine. Our job is to find an outlet and a direction for that creative energy and to provide a forum for you to express yourself beyond the confines of the classroom.

Did you ever think that during medical school you could learn to salsa, develop your own photographs, or even learn to play rugby? How about refining your wine palate for the wonderful cuisine in New York? With over 50 clubs and over 100 years of experience, the P&S Club is the most active and comprehensive organization for extracurricular activities in American medical education. Whether your talents lie in music, theatre, art, athletics, politics, or community service, we are confident that you will be able to pursue your interests in as rigorous or as relaxed a fashion as you would like. Maybe you have just enough time to be an extra in the upcoming musical production. Perhaps you want to try scoring the winning soccer goal. If we do not already have a way to meet your needs, we invite you to propose and organize a new club. We’re always enthusiastic to hear your ideas.

Being a part of the P&S Club experience is open to all P&S students. The P&S Club is your doorway to a full and exciting extracurricular student life. We are driven by your needs and are maintained through your participation.

Once again, welcome to the P&S experience. We look forward to seeing you at the P&S Club to help continue this amazing tradition at Columbia. Please visit our Web site: http://psclub.columbia.edu

Co-Vice President: Cornelia Griggs '10  Co-Vice President: Geoffrey Konopka ‘10  Secretary: Paula Brady '11  Treasurer: Daniel Pizzarello ‘11

American Medical Association Medical Student Section (AMA)

Elizabeth Inkellis '11, Brett Youngerman '11

The Medical Student Section of the AMA is dedicated to representing medical students, improving medical education, developing leadership, and promoting actvisim for the health of America. With nearly 50,000 members, it is the largest and most influential organization of medical students in the country.

There are many opportunities to become involved on the local level (Columbia P&S chapter), the county level (NY County Medical Society), the state level (Medical Society of the State of New York Medical Student Section, “MSSNY-MSS”), and the national level (AMA-MSS). At every level, you will have the opportunity to interact with physicians and other medical students across the country.

Each member receives JAMA, AMA News, the News of NY, discounts on textbooks, car rentals, airfares, insurance, and other benefits. Multiple-year memberships receive the AMA Drug Evaluation Guide, an invaluable reference for pharmacology in the classroom and on the wards. The AMA-MSS is extremely supportive (morally and financially) of student projects and promotes attendance at all their conventions.

As an added benefit of membership, the AMA helps provide free housing opportunities throughout the Community Welcoming Program for fourth-year AMA member medical students as they interview for Residency. The program was created to help students cut down on interviewing costs, get to know the community surrounding their potential residency program, and introduce them to the local medical community. This program has been extended to provide housing for students taking the USMLE Step 2 CS. Because of the cost burden this examination puts on students, the AMA is working to alleviate expenses by providing an overnight stay in an AMA member’s house.

Events sponsored by the P&S chapter of AMA this year will include lecture series and debates that focus on pertinent and controversial medical issues, community service projects targeted to combat the increasing incidence of obesity in our society and other social causes, social get-togethers, and more.

We welcome new & old P&S students, so come get involved!

American Medical Students' Association (AMSA)

Jamie Conniff '11, Victoria Manuelli '11, Beth Marhoffer '11, Nick Yagoda '11, Brett Youngerman '11

With over 30,000 members, AMSA is the largest independent national organization of medical students. Students will find many opportunities to get involved and learn about important healthcare issues at the local, regional, and national levels. AMSA offers an eye-opening experience to the many career paths and possibilities available to physicians-in-training. If you are devoted to a specific interest in health or want to learn about all sorts of health-related topics, you’ll find a place in AMSA.

Events sponsored by AMSA include educational seminars, socials, a lobby day trip to D.C., and the annual conference. Students also have the chance to participate in national AMSA task forces, including Action Committees on Medical Education, Health Policy, Community and Public Health, Advocacy and Minority Affairs, Global Health, and Legislative Affairs.

Each member receives a subscription to AMSA’s monthly journal, The New Physician, as well as access to travel discounts, a Visa card with generous benefits, auto insurance, and student loans.

Come join a nationwide, self-governed group of medical students energized with the belief that we have a voice and can make a difference!

American Medical Women’s Association (AMWA)

Angela Pugliese '11, Khadeen Cheesman '11

AMWA is an advocate for women’s health issues from both patient and caregiver perspectives. We promote recognition and appreciation of women’s contributions to medicine of the past, present, and future. AMWA believes that all women’s perspectives and concerns regarding medicine and health care must be heard. We recognize the importance of a women’s support network and sense of community in the pursuit of improving health care in its constant evolution. AMWA organizes lunches, talks and trips to promote awareness and increase knowledge of medical students about women’s health.

Asian Pacific American Medical Students Association (APAMSA)

Elise Ng '11, Kai Huang '11

The Asian Pacific Students Association (APAMSA) consists of Asian and non-Asian students from all Medical Center schools. Our purpose is to celebrate Asian culture and to foster awareness of health issues in the Asian-American community. Our current and past activities have included:

Asian-American faculty and student dinners, minority bone marrow drives, a Reach-Out-and-Read program at the Chinatown clinic, mentoring pre-med students at the Morningside campus, dim sum outings to Chinatown, Lunar New Year dinner, and attendance at the annual Asian Pacific American Medical Students Association National Conference.

Bard Hall Players

Lee Hingula '11, Shannon Nees '11

If you love theater, Bard Hall Players is for you! BHP is the most active medical center theater company in the country and one of the largest extracurricular groups on the Columbia University Medical Center Campus. Since 1963, BHP has been doing the impossible-producing three fully-mounted theatrical productions each academic year.

Drawing on the creativity, design, and performance skills of students and faculty from all corners of the Medical Center Campus, BHP creates entertainment of high artistic quality that also manages to be great fun for all involved.

Recent productions include Guys and Dolls, West Side Story, The Importance of Being Earnest, Rosencrantz and Guildenstern are Dead, The Inspector General, Twelfth Night, The Heidi Chronicles, The Taming of the Shrew, and Grease. From Shakespeare to Stoppard, Much Ado About Nothing to Anything Goes, The Bard Hall Players bring a love of theater and the joy of performance to P&S

Beerchus: Beer Appreciation Club

Catherine Chang '11, Reid Ravin '11

Beer is the oldest alcoholic beverage in human history, as such, it deserves our respect. Beerchus is P&S’s Beer Appreciation Club. Twice per semester, we hold tastings celebrating ales, porters, lagers, and lambics- and we have a great time doing it. Each tasting features an informative slide show explaining the story of a given beer, why it tastes the way it does, and why it is special. Themes this past year have included: “Beers of the WWII Allied Powers,” “The American Microbrew,” and “German and Belgian Beers That You Really Ought to Know.” We explore the science of beer as well as the history of beer in culture and society and educate members on how to properly taste and savor a brew. We are a relatively new club and we always welcome new ideas on tasting themes, events, or fund raisers. 

Big Brothers Big Sisters

Marco Russo '11, Tyler Gray '11

The Big Brothers/Sisters club is a mentoring program for Washington Heights middle and high school students. The club meets once every three weeks with students from Washington Heights at P&S. The club schedule is specifically organized around both the first and second year P&S classes and exams. Currently the program has 15 medical students each of whom is matched with an eighth grader.

The club has recently been integrated as part of a newly established health oriented middle/high school, sponsored by Columbia University, a local nonprofit organization, and the Gates Foundation. The Gates Foundation is currently funding the construction of a new building for the middle/high school on 158th street. Additionally, each summer we have a fund raiser called 'Race for the Kids', which is a 5k walk/run at Riverside park. Last summer we raised over $1,200 for the club through Race for the Kids.

Black and Latino Student Organization (BALSO)

Sabra Lewey '11, Safiya Richardson '11, Adjoa Smalls-Mantey '11, Tiffany Young '11

The Black and Latino Student Organization is an active chapter of the Student National Medical Association and the National Boriqua Latino Health Organization. We are an organization dedicated to the recruitment, support and graduation of students from ethnic groups traditionally underrepresented in medicine and other health sciences. To achieve these goals, BALSO offers peer and faculty counseling to its members as well as mentorship to pre-medical students and students from local high schools. BALSO sponsors social and cultural events open to all members of the Columbia-University Medical Center community, including an annual Jazz Mixer, film nights and monthly lunches. We also work to promote awareness about the complex health issues facing under served communities by sponsoring talks and workshops on health care topics and cultural competency. All members of the CUMC community are invited and welcomed.

Chess Club

Alex Hawson '11

The P&S Chess Club is a small but active group of students interested in chess. We are comprised of players of all levels of ability. We meet informally a few times a month to play chess. At our meetings we play casual games, speed games, and more formal timed games. The highlight of the year is the annual student versus faculty chess tournament in which P&S students play a series of games against sometimes rusty but always talented faculty members. In the end, this year’s tournament was a draw. So, join the club, improve your chess game, and help us beat the faculty next year!

Cinema Heights

It’s 11:00 am. You’re sitting in Alumni Auditorium listening to your third lecture of the morning. You’re a little “tired” from your happy night before. All around you, your friends are sleeping peacefully. It’s a beautiful day outside. The lecturer drones on. You wonder to yourself “What am I doing here?” Do you need to reaffirm your choice of career? Rededicate yourself to the study of medicine? Reenergize your commitment to self-sacrifice? No. You need to escape. Imagine an Alumni Auditorium where you actually forget about medicine for a while. A warm, safe place where you relax with your friends. The smell of popcorn in the air. As the lights dim, you reach out and take the hand of the cute person next to you. The movie starts and you are far away from signal transduction pathways and the nephron. This is no fantasy, it’s Cinema Heights (a.k.a. Tuesday Night Film Club).

Coffeehouse

Elizabeth Inkellis '11, Craig See '11 

Coffeehouse is a unique opportunity for students to share their talents in the relaxed company of friends. On these special evenings, Bard Hall Main Lounge is transformed into an elegant (well, sort of) venue at which punk and heavy metal “rock out” with classical and jazz, poetry is recited alongside stand-up comedy, and a cappella music intertwines in a bizarre yet strangely compelling do-si-do with modern dance; occasionally even some Meat Loaf may be heard above the melodious din of ice cream trucks and car alarms outside. Always a great study break, Coffeehouse is the perfect time to sit back, relax and enjoy free talent and refreshment while socializing with students from other years and schools.

Columbia Christian Fellowship

William Freed-Pastor '10, Abraham Kim '10, Natalia Mendoza '11 

Columbia Christian Fellowship (CCF) is an inter-denominational, student-run organization that encourages students to grow in their personal relationship with Jesus Christ. If you’d like to explore the Bible, CCF is a great place to ask questions. All are welcome to the weekly meetings, which include Bible study, singing, prayer, food, and a great time. CCF includes students in the medical, dental, graduate, nursing, occupational therapy, physical therapy, and public health schools, as well as friends and spouses.

Various speakers, including medical missionaries, practicing medical professionals in NYC, and others address the group. In addition, CCF has hosted a weekend retreat where students enjoyed a change of scenery, fun, food, and a chance to dig deeper into their faith. Likewise, Columbia students join Christians from other medical schools throughout the NYC area to tackle various service projects and enjoy worshipping together.

Medical school is an exciting and challenging time. Along with gaining a tremendous amount of knowledge, students find that their values and convictions are continually tested. As John R. Mott, the founder of the P&S Club (and Nobel Peace Prize Laureate), said, “let us...gather around...Jesus Christ, and let him revise our plans, and if need be our lives.

Columbia Medical Review

Benjamin Bjerke-Kroll ’09, Qing Wang ’10 (editors)

The Columbia Medical Review is a student-run, peer-reviewed medical journal, currently published annually. The editorial board is composed entirely of medical, dental, and public health students who receive guidance from a faculty advisory board. The journal primarily publishes articles written by students and others in the CUMC community. The Review provides a

unique opportunity for students to manage and edit a medical journal and to author articles

for publication.

The Columbia Medical Review encourages all students to submit articles for publication, independently or with the guidance of a faculty mentor. The journal publishes clinical and clinically-oriented basic science reviews, original research reports, case reports and issues affecting

the practice of medicine. Students who wish to serve as members of the editorial board are

always welcome. For more information and to submit work, please visit our website at

http://www.columbiamedicalreview.org

Columbia Student Medical Outreach (CoSMO)

Christopher Hale '09, Magni Hamso '09

CoSMO is a free, student-run, primary care clinic at the 21 Audubon UrgiCare Center. Every Saturday, and the second Thursday of the month, students from the schools of medicine, public health, social work, and nursing work together to provide uninsured residents of Washington Heights and Northern Harlem with comprehensive services that address the physical, social and behavioral aspects of health.

CoSMO is a unique environment for students at all levels of their training, with a focus on service learning. The resident-free learning environment allows senior medical student to have direct access to the attendings and to begin to teach each other, as well as the first- and second-year students. The senior clinicians are able to coach junior clinicians in taking histories and physicals, including taking vitals, drawing blood, presenting to attendings, and completing a note. For many junior clinicians this is the first time they have such an active role in patient care. For many senior clinicians, this is their introduction to teaching in a clinical setting and to the impact of limited finances on the provision of medical care.

Through grants, donations, and dedication of personal time, CoSMO is able to provide patients with complete histories and physicals, health education, social work services including screening for government and private assistance programs, prescription drugs, laboratory testing, diabetes equipment, x-rays, cancer screening (prostate, colorectal, breast, and cervical), and a 24-hour call service in the event of an emergency. At a nominal cost, we also provide the patients with referral to specialists, cardiac diagnostic testing, and advanced imaging (CT, MRI, and ultrasound).

For further information please see our website, www.cosmoprimarycare.org. If you are interested in volunteering, please email hr@cosmoprimarycare.org.

Creative Rounds

Paula Brady '11

Creative Rounds is an amorphous but lovable community of writers and artists that exists within the CUMC community. Every month, we meet to share works of creative writing and visual art that we’ve produced. Occasionally, published physician-writers from around the country attend our meetings to share their unique perspectives with us. All members of the CUMC community are welcome to attend and participate in our fun and informal gatherings.

 Even if you don’t feel comfortable sharing your own art/poetry/fiction/nonfiction works, you’re welcome to come to our meetings if only to observe, absorb, and offer constructive criticism. We like seeing new faces and hearing new ideas. Whether you’re an amateur wordsmith or an experienced draftsman, a published poet or a first-time photographer, consider joining our supportive and inclusive group

Ethics Club

Jared Kushner '11

The P&S Ethics Club meets monthly to mull over current ethical issues in medicine. Topics span a wide gamut: practical- the medical student's role in the hospital; societal- treatment rationing in our healthcare system; esoteric- elective limb amputation procedures. Our goal is to create a forum where non-experts can express and hear comments and opinions that supplement and give a perspective to our scientific education, thus providing a framework for evaluating the tough decisions ahead. Additionally, we sponsor two Ethics Night events: in the fall third and fourth year students relate troubling scenarios they face in hospital and in the spring a speaker addresss the medical community followed by a student-faculty dinner. Come join us in debate and discussion!

Food Club

Adrienne Gerken '11

Food Club is the premier club for P & S students who love all things food. The club periodically meets as a group to cook meals with an emphasis on technique and culinary education. We also make group trips to the local greenmarket and discuss where to find certain ingredients in Washington Heights. If you enjoy food and cooking, or just want to improve your skills, come to one of our meetings and meet some like-minded people.

Free Weight Club

Peter Sculco '09, Adam Leicher '09, Alex McLawhorn '09, Chris Vorys '09, Abraham Kim '10, Trevor Scott ’10, David Levy '11

The Free Weight Club boasts the largest membership of any P&S Club and is conveniently located in the basement of Bard Hall. Filled with weight-training and cardiovascular equipment, it is the ideal place to enhance your physique while blowing off the stress of Anatomy Lab and the wards. Membership fees are nominal compared to other NYC fitness clubs, and these go toward buying new equipment and making improvements to the facilities. Recent improvements include a new treadmill and stationary bike, a new universal gym, a 42’’ plasma TV, and near total renovation of the facilities including new paint, flooring, and ceiling among other things. The newly installed Grade A stereo system allows you to listen to your inspirational music of choice from your own iPod or newly installed XM radio, all while developing a body that would make Frank Netter proud. Quit procrastinating and join now at the P&S Club Office. Don’t be caught in the FWC without a membership or you may face the wrath of the officers.

Integrative Medicine Club

Robin Friedlander '11, Carling Ursem '11

Treating illness and optimizing health, acute care and preventative medicine, mind and body: all of these are essential to a vision of total health, but Western medicine looks at only one half of the picture. Integrative medicine combines Western medicine with Eastern, holistic, nutrition-based, and other healing modalities, with the goal of achieving it all. The Integrative Medicine Club promotes integrative medicine at P&S and throughout CUMC, by bringing speakers to campus to lecture on topics such as meditation, yoga, stem cell plasticity, nutrition, and funtional medicine, and by holding events such as an acupunture seminar where students and faculty can experience Eastern medicine for themselves. Intergrative medicine is one of the most quickly growning fields in health care. For those interested, just curious, or already versed in integrative, the IMC hopes to help you learn more, and aims to inspire a broader conception of what it means to be healthy at Columbia.

International Health Organization (IHO)

Cristina Fernandez '11, Ramon Millan '11

The International Health Organization is one of the largest and most active student groups in the CUMC community. We raise the profile of global health issues here on campus as well as send as many students abroad as possible in the first, second and fourth years of medical school. IHO hosts speakers, events and monthly seminars to broaden awareness of world health issues, careers in global health, and international experiences for medical students. A special focus is to convince students that global health embraces all medical specialties- from primary care to neurosurgery.

Events in the 2006-7 year included monthly Tropical Medicine Grand Rounds, where experienced clinicians shared how to treat conditions not commonly encountered in the US; a ‘Surgery Overseas’ dinner; talks on clinical health in conflict zones, international eye health, and international obstetrics; Infectious Disease rounds in the hospital for first and second year students; a visit to a simulated MSF refugee camp; awareness on World AIDS Day; and community health activities in Washington Heights. Most excitingly we began a partnership with Jeffrey Sachs’ Earth Institute and the Millennium Villages Project-several P&S first years will participate in public health projects throughout Africa, and fourth year students will do clinical electives at those sites. Also, we help send students overseas through the Tropical Medicine elective in the 4th year to various sites throughout the world.

The IHO is affiliated with REMEDY, a student-run organization that recovers equipment and supplies discarded by the Hospital. The link to REMEDY allows Columbia students and doctors who are going abroad to bring a valuable donation with them.

Karate Club

Matt Merguerian '10, Jung-Wei Fan GSAS, Dan Rubin '10, Daphne Anastasiades GSAS

The P&S Karate Club is dedicated to the study of Shito-ryu style Karate-do. We are the only martial arts group at P&S, and are one of the most active clubs on campus, meeting twice a week, year-round. Each session consists of 1 to 2 hours of intense physical conditioning. Whether you have no prior martial arts training or already hold a black belt in multiple disciplines, you are welcome to come train with us; at each session, we drill both as an entire class and then as small groups divided according to experience level.

The study of martial arts provides one of the most balanced workouts possible; with regular practice, a student can build strength, endurance, speed and flexibility. It is a great way to release stress, clear your mind, and move your body after hours of sitting around in the library. Karate can also be appreciated on an assthetic level, an aspect which is most evident through the performance of kata; the choreographed sequences of nuanced physical forms.

Our club is associated with the USA Shitokai, which is a part of the larger World Shitoryu Karate-do Federation. Our instructor has studied karate for over 25 years, holds a 3rd degree black belt, and has successfully competed in international tournaments throughout the Western Hemisphere.

Lambda Health Alliance

Bryan McColgan '11, Matt Truesdale '10

The Lambda Health Alliance provides a supportive space for Gay, Lesbian, Bisexual, Transsexual and Queer (GLBTQ) people at the Health Sciences campus and works to increase visibility of GLBTQ issues in medicine. We organize social events, panel discussions, lectures and film festivals. A recent panel discussion addressed issues of diversity in the medical system from the perspective of several care providers. Lambda is also committed to fostering mentorships between GLBTQ students and faculty. Our membership includes students, faculty and staff from all of the schools at the CUMC campus.

Lang Youth Medical Program

Christopher Lawton '11, Sneha Mantri '11, Matthew Pagano '11

Lang Youth is a six-year science education and mentoring program for middle school students that puts the hospital’s educational resources to work for young people in Washington Heights. The mission of the Lang Youth Medical Program is to inspire, support, and motivate young people representative of the neighborhood surrounding Washington Heights to realize their college and career aspirations, especially in the health sciences. One of the program’s main objectives is to create meaningful mentoring relationships with medical students, residents, faculty, staff, and administrators. Students attend programs every Saturday during the school year and for four weeks during the summer. Students can become involved as advisors during the weekly program or as mentors during lunches, bowling trips, movie nights, etc.

For more information, contact us at 212-305-0806 or email Erin at ers9013@nyp.org.

Medical Students for Choice

Lindsay Alpert '11

Medical Students for Choice is a national organization that works to ensure that individuals have access to the full range of reproductive heath care options. We also aim to make these important issues a standard part of medical education and residency training. Recent events at the Columbia chapter have included a speaker on the state of abortion in America today and a celebration of Roe v. Wade's 35th anniversary.

Mott Hall Science Mentoring Program

Jesse Richardson-Jones GSAS

A quality science education provides children with the tools they will need to succeed professionally and lead healthy lives. Student physicians and scientists at Columbia have enormous potential to help surrounding New York public schools motivate and inspire their students to succeed in the sciences. The mission of this club is to help public school students from Northern Manhattan obtain an outstanding science education. We are currently recruiting Columbia grad students, med students and post-docs to mentor local 7th grade students at the Mott Hall School, IS 223 in the setting of their science classroom as they complete their school science fair projects.

The program runs for twelve weeks every spring semester, and consists of once-weekly, ninety-minute sessions where the mentors assist students directly in their science class at Mott Hall. Mentors are directed by the science teacher, and work toward the defining goal of helping students complete each stage of their school science fair project. The program culminates in a school-wide science fair held at nearby City University, judged by volunteers from the Columbia scientific community. Judging of the final science fair provides an additional opportunity for Columbia students who could not commit to weekly sessions to participate in the program on a one-time basis.

Musicians’ Guild

Richard Atkinson '11, Austin Chiang '11, Matthew Piazza '11

The P&S Musicians’ Guild, a division of the P&S Club, is the umbrella organization for musical events at Columbia University Medical Center campus. With over 250 members, we produce an annual orchestra concert and monthly “Musical Mondays,” in Bard Hall Main Lounge. If you are interested in performing at a Musical Monday, please contact one of the Guild coordinators. We also organize a benefit concert in the spring for the Head Start Program here at Columbia. Proceeds help to fund early education for neighborhood children. Membership is open to anyone who would like to be active in musical activities at P&S, even if you are not affiliated with the medical center. For our member’s convenience, a directory of guild members with an interest in performing can be found here. All musical styles and instruments are represented in the Guild...and membership is free! If you would like to join, please contact one of the coordinators.

P&S Choir

David McLeod GSAS '09, Danny Concepcion GSAS '11

Founded in January 1999, the P&S Choir is a co-ed group of 15-20 singers representing all schools of the Columbia University Medical Center Campus. We are devoted to performing diverse, challenging, and fun pieces while providing a low-key, low-stress outlet for those who love to sing. The choir meets for rehearsals once a week, on Tuesday evenings at 7:00 pm in the Bard Hall music rooms. We have two major performances per year: a holiday concert in early December and a spring concert in late April or early May. In the past, we have performed at P&S Coffeehouses and holiday parties, and we also go caroling in Milstein Hospital during the holiday season. Our musical repertoire ranges from madrigals and classical choral masterpieces to folk pieces and contemporary classics. A recent concert featured not only Queen’s “Bohemian Rhapsody”, but also “Sure on this Shining Night” by Samuel Barber, among other pieces. Over the years we have performed pieces by Palestrina, Rachmaninoff, Purcell, Offenbach, Brahms, Billy Joel, and many others.

Auditions are held in September and January and are open to all, regardless of prior singing
experience.

P&S Roadrunners

Tyler Gray '11, John Karl '11

Did you know that our beautiful medical center is smack in the middle of the most park-dense area of Manhattan? That you can run to a medieval art museum, along the Hudson, or to New Jersey without even leaving your neighborhood? Whether you are lacing up your sneakers for the first time or training for your next marathon, the P&S Roadrunners Club has a place (and a running buddy) for you. We aim to keep you speedy, sleek, and stress-free throughout the med school years, regardless of your previous experience. Group runs, races, running workshops, and the occasional pasta dinner are all part of the program, and new project ideas are always welcome. Come join us!

P&S Squared (P&S Partners & Spouses)

Robyn Castle '11

P&S Squared has been set up to provide an opportunity for P&S students with partners and spouses to get together in an informal atmosphere. Medical school can be a stressful experience for both students and their partners. P&S2 provides a support network for couples who are sharing the strain that medical school can place on relationships. P&S2 hold regular get-togethers such as potluck dinners, bowling nights, and other nights on the town.

P&S Tours

D. Tyler Coyle ’10, Abby Chiverton ’09

Did you know that P&S ... was the first medical school in the colonies to give an MD, was the home of lasers in medicine, is where rubber gloves were invented, claims Dr. Spock, Armand Hammer, the first doctor in space and Buckaroo Banzai!

Are you interested in learning more about the history of P&S? Would you like to share your feelings about P&S with prospective students over a free lunch? Want to show applicants around our campus? If the answer to any one of these questions is yes, then we want YOU!

We are the group responsible for running the admissions tours. You may feel that you still need more time to get your own bearings but we have found that the quickest way to really get to know the campus is to help with the tours. Interested first years are paired up with second, third, and fourth year students who “show them the ropes.”

In addition to learning facts about P&S, it’s a great opportunity to get advice from upper class students and hear what awaits you in the coming years. First years are especially helpful to new applicants since they are still close to the application process themselves. We have a brand new tour and lunch schedule and are always looking for ideas to make the P&S interview day as great as possible, so your feedback is welcome and appreciated (especially since you just went through it)!

The interviewing season will start soon. If you think you’d like to join us in showing off P&S, please sign up at the P&S Admissions office.

Photography Club

Thanks to generous alumni support, the well-equipped David and Virginia Garfein Memorial Darkroom located on the first floor of Bard Hall offers experienced photographers and newcomers alike the opportunity to produce black & white photographs. In addition to keeping its doors open to anyone who is interested, including the Second Year Narrative Medicine Seminar, the P&S Photo Club encourages all of its members to participate in shows throughout the year. Many members contributed their work to various photography shows at the Faculty Club, as well to our fund raiser show for CoSMO held at the Kolb Annex in March of 2006. The P&S Photo Club plans to expand its presence on- and off-campus in the upcoming years and hopes that all who are interested join. Remember, 8 x 10s make great gifts, and carrying your black camera in New York City looks, oh, so chic.

Physicians for Human Rights, P&S Chapter

Alexandra Svoronos '11, Nick Yagoda '11

Physicians for Human Rights (PHR) is a national organization made up of health professionals committed to advancing human rights and improving global health by advocating for improved health access, as well as, justice and dignity for all. A few of the many issues we tackle are the human rights issues surrounding the HIV pandemic, advocacy for child rights, improving inhumane conditions at prisons and detention centers, providing medical care for torture survivors and asylum seekers, and the removal of landmines, a project for which PHR shared the Nobel Peace Prize in 1997.

The Columbia Chapter of PHR strives to promote awareness of these and other problems by organizing talks and facilitating student involvement in volunteer projects aimed at alleviating human rights abuse.

We also hope to create connections between human rights-minded students and faculty. Last year’s events included campus events focused on torture, HIV/AIDS and sex workers’ rights. PHR also collaborated with other student groups to create a forum for student activism for World AIDS Day.

In the coming year PHR will offer students a large number of opportunities to contribute to meaningful advances in human rights. We plan to organize more speakers on various issues as well as continue to expand our projects. These include panel discussion about careers for health professionals in human rights and how students can get involved now, lecturers who will discuss their work promoting human rights, the opportunity to contribute to ongoing research and advocacy projects with PHR and through collaborations with other Non-Governmental Organizations (NGOs), as well as shadowing opportunities with health professionals working to protect human rights. Of course, input and involvement is welcome and we encourage any and all health sciences students interested in these issues to get involved in the coming year.

Public Health Interest Group

The Public Health Interest Group is an organization through which medical students can gain knowledge of public health concerns, participate in public health outreach projects and interact with public health students and professionals in the Mailman School of Public Health. It serves as a forum for discussion of public health issues including health disparities, international health, urban and rural community health, environmental health and other topics pertinent to both local and global public health concerns. The Public Health Interest Group is an important resource for medical students interested in pursuing a Masters in Public Health.

Raphael Jewish Society/Hillel at CUMC

Allison Pollard '11

Rafael is the medical center affiliate of Hillel. We are a student-run organization that promotes Jewish awareness through social events for the holidays and also through perspectives in the health fields. Some of our events include Jewish Theatre and Coffee Night. Food is always kosher (and delicious!) and discussion always thought-provoking.

Reflexions Literary & Art Magazine

Paula Brady '11, Rochelle Hartley '11, Christine Hsieh '11

Reflexions is the literary and visual art magazine of the Columbia University Medical Center. The magazine features health and non-health themed poetry, fiction, narratives, photography and art. Submissions are accepted from CUMC students, faculty and staff, who also are involved in the selection, editing and layout process. Reflexions is published in the spring and is widely distributed throughout the hospital and Columbia academic community. We are currently expanding to print both a fall and spring issue. Please address inquiries and submissions to cumc-reflexions@columbia.edu

Rugby Football Club

Jonathan Watling '11, Conor O'Brien '11, Jeff Ware '11, Charlie Wittenberg '11

Whether you are a superstar ex-jock looking for one last fleeting moment of glory, someone in search of a new game and a good time, or simply a fed-up student in need of an outlet for your aggressions, the P&S Rugby Club is ready to welcome you to our ranks. Gargantuan size and psychotic demeanor are not necessary, only a willingness to have a great time and an eagerness to learn. There are positions on the “pitch” for people of all sizes. You will be amazed at how quickly you pick up the game and begin beating more experienced teams.

By joining the P&S Rugby Club, you will become part of a long winning tradition. As the only intercollegiate team at P&S, rugby receives tremendous support from the medical center community. Our opponents include other medical and business schools as well as various club teams around the city. In addition, each fall we host the legendary John Wood Memorial Tournament, an event that undoubtedly will attract a sizeable chunk of your envious classmates.

Most importantly, you will enjoy a camaraderie and social tradition unparalleled by any sport. Each match ends with a toast to our opponent and singing songs that would make grizzled old sailors blush. This is a great chance to get to know your colleagues from all P&S classes in a less than academic setting.

Practices are generally low key and instructional and do not conflict with academic responsibilities. Games occur on Saturday afternoons in the fall and a team trip down south in the spring is always memorable. Coaching is provided by the more experienced members of the team.

If you read this far, you are interested. Come out and give it a shot, no commitment required. Look for signs posted in August.

**For further Information about the P&S Rugby Club, please email team president Jonathan Watling at jpw2128@columbia.edu

Smile Train, CUMC Chapter

Gary Linkov '11, Ken Zi Wang CDM '10

The Smile Train, CUMC Student Chapter intends to provide students of the Columbia College of Physicians and Surgeons and the College of Dental Medicine with an opportunity to participate in one of the most progressive charity organizations of our time. The Smile Train is a non-profit international organization that focuses on providing free cleft lip and palate surgery to children in underdeveloped countries, who would never otherwise receive it. The benefits of the simple surgical procedure are many and range from improvement of the child’s feeding and speech ability to better self-esteem and integration in society. The Smile Train focuses on teaching and empowering local doctors by bringing in technology that allows cleft surgeries to be done safely and cost-effectively. All public donations go towards funding these programs and a single surgery costs as little as $250. In addition, scholarships for fourth year abroad rotations may be awarded to members of the chapter at the discretion of the Smile Train Foundation. The mission of this chapter is four-fold:

• To create awareness for cleft and other congenital anomalies at home and abroad,
• Educate the local community about our cause and provide helpful information for families with affected children,
• Become involved with our local cleft care center,
• Help impoverished children across the world receive Smile Train assisted surgeries.

Soccer Club

The P&S soccer club caters to all of the soccer buffs here at P&S. During the fall and spring months we play outdoors at Riverside Park once a week. We also play there as often as the weather permits during the spring months. All year long, we play weekly indoor games at the Bard Athletic Center. For those with a more competitive edge, we play in an intramural league (outdoors in the fall, indoors in the spring). All members of the CUMC community are welcome to join us.

Social Dance Club

Laura Vogel '11

The Social Dance Club is proudly one of the most popular clubs at P&S. We offer several dance workshops over the course of the year, each focusing on a particular dance. We’ve explored salsa, merengue, rhumba, Argentinian tango, cha-cha, foxtrot, swing and waltz. Workshops start off with the most basic steps, but by the third or fourth lesson, you will be twirling and dipping to the music. Classes are taught by an experienced instructor from one of the big Manhattan dance studios. All members of the medical center community are invited. No previous experience or partner required - so come join us!

Society of Bacchus

Nelly Parisot '11, Kristen Anderson '11, Craig See '11 

The P&S Club’s forum for wine enthusiasts invites you to relax in an atmosphere of conviviality and connoisseurship, whether you’re a vin amateur or an aficionado. The Society organizes themed tastings, presented by industry experts and enthusiastically critiqued by a wide spectrum of our P&S community, students and physicians alike.

As each year comes to an end, members of the Society of Bacchus gather in The Faculty Club with their friends Perignon and Clicquot to enjoy a delectable assortment of ‘bubblies’ for The Champagne Dinner.

Whether you’re new to the worldwide circle of oenophiles, or hope to impress others with your virtuoso palate and olfactory acumen, we hope you’ll join us for an “evening of sips.”

South Asian Health Sciences Association (SAHSA)

Vijay Yerubandi '10, Punita Bhansali GSAS '12, Ripla Arora GSAS '12, Apurvi Mehta MSHP '09

SAHSA’s mission is to organize community resources and promote cultural activities for South Asians and others interested in South Asia. SAHSA encompasses all students from the various schools on the medical center campus. Projects in past years have included welcome mixers, South Asian speakers, Diwali and Holi celebrations, movie nights, cultural shows, a World AIDS Day project, charity projects, a Big Sib Program and pot lucks. We are also planning on continuing our collaboration with South Asian graduate organizations on the Morningside Campus to foster a larger South Asian community.

Specialty Interest Groups

By being a member of the Specialty Interest Group (SIG), students will have the opportunity to explore their interests without committing to a certain specialty. This umbrella organization oversees subcommittees, each representing different specialties such as the Steven Z. Miller Pediatrics Society and the Ophthalmology Interest Group, and allows students to explore various disciplines as well as encourages them to see how the disciplines interrelate. Additionally, the subcommittees will be fluid by nature and have the ability to be active or inactive depending upon current student interest. Each subcommittee will have to meet four specific criteria:

• Demonstrate broad appeal (membership from each class)
• Have departmental support (financial and/or other)
• Initially approved by the P&S Club officers
• Obtain approval for large event funding from the P&S Club officers

Squash Club

Tyler Gray '11, Kyle Eudailey '11

Our goal is to encourage people to learn and play squash, to make use of the facilities we are lucky enough to have right in Bard Athletic Center. We will be running several clinics throughout the year to teach beginners the rules and basics of squash as well as tournaments and round-robins for players of all skill levels. We are also working with the Business School and Law School to arrange some inter-graduate school play, and perhaps against the undergraduate college and other area universities.

Striding for Better Health Club

Catherine Chang '11, Arielle Rodman '11, Reid Ravin '11

Striding for Better Health is a club through which P&S students can volunteer to help teenagers from the Washington Heights Community become more physically active and health conscious. The goal is to have fun and foster an enjoyment of exercise, as well as promote healthy habits, particularly in kids who may be at risk for health problems exacerbated by a sedentary lifestyle. We work with 5th-8th graders involved in the Police Athletic League (PAL) after-school program at the 168th Street Armory. The girls and boys in the program receive both academic counseling and athletic time in the gym, and a group of Columbia Medical students has been going over to the PAL every Monday afternoon to play sports and games during the afterschool gym time. So far it has been a great success with both boys and girls literally begging for more gym time. We start out with a fun warm-up each week and play games that keep the kids (and us!) moving around while keeping as many as possible involved. Some favorites include various tag games, and basketball and soccer games. We try to encourage medical students with experience in a particular sport to help us run appropriate drills and team play so the kids in the program can experience a “team practice” of sorts in various sports. Striding for Better Health is a great way for the P&S student to get a little exercise, play games with kids, hone their teaching skills, and have a positive impact on the community.

Student for a National Health Plan (SNHP)

Adrienne Gerken '11, Judy Griffin '11, Erika Marulanda '11, Chloe Slocum '11

Students for a National Health Program is a not-for-profit organization of physicians, medical students and other health care professionals that support a national health insurance (NHI) program. Specifically, we believe that a single-payer system (where the government finaces health care, but keeps the delivery of health care to mostly private control) is the only solution to solving the United States' many health care problems: 46 million citizens with no health insurance, many more with only limited coverage, skyrocketing health insurance premiums, malpractice costs, long-term care issues, and relatively poor health indicators, when compared to similar industrialized nations.

We believe that the current malaise afflicting health policy debate will be short lived; that bold and articulate advocacy for national health insurance can coalesce the broad constituency for change. Please join us in insisting that medicine be a public service, not a business.

The Ultrasounds

Darrick Li '11

Did you sing a cappella in college and you can’t get enough? Maybe you used to sing in choir and wanted to try something new. Even if you never sang in a group before, you should all consider trying out for the Ultrasounds. We regularly perform at Coffeehouses and school events, and we like to keep the time commitment to an hour and a half a week. We are a co-ed group and welcome all members of the CUMC community.

Triathalon Club

Jun Mitsumoto '11, Jonathan Watling '11

The Triathalon Club strives to encourage a high fitness lifestyle in busy medical students. We guide members through the specifics of cross-training and endurance physiology, as well teaching better swimming, cycling and running. Our training program will prepare anyone for their first triatholon, but racing is NOT required to participate in our excellent clinics and fun group workouts. To learn more, get in touch with us anytime.

Walker Percy Society

Kelly Fahl ’10

P&S takes pride in the fact that many of its students and faculty are poets, writers, journalists and avid readers. Named in honor of the 1941 P&S graduate, the club offers a forum for the appreciation of literature and life. We invite students, faculty, and literary enthusiasts from the community at large to monthly informal discussions of short stories or poems. We also host and co-host events that promote literature and the arts at P&S. In past years we made trips to the 92nd Street Y for readings by Tom Stoppard and Pat Barker. In conjunction with the Program for Humanities in Medicine, we also have enjoyed readings on campus by writers Junot Diaz, Michael Ondaatje and Richard Selzer.

Water Polo Club

Peter Chalmers ’10

The P&S water polo club offers the opportunity for competitive aquatic exercise to all CUMC members. Weekly scrimmages are held in the BAC pool, including drills to improve passing and shooting. These are currently held on Wednesday evenings at 8 PM. Games are friendly and informal. All members of the CUMC community are welcome to play.

Contributors to the P&S Club 2007-2008 Fund Appeals

Students and P&S Committees

From the CU Senate on down, students play an active role in the government and administrative life of the University. At P&S, student representatives serve on every major committee with the exception of the Faculty Committees concerned with review of individual student records. The various committees, their responsibilities and membership are listed below:

Columbia University Senate

As chief policy-making body of the University, recommends policy to Board of Trustees for issues concerning more than one division of the University.

• Composition: Faculty/1 Student from P&S for a two-year tenure.

Admissions Committee

Functions include evaluating and implementing admissions policies; evaluating prospective students and providing them with information about P&S.

• Composition: Faculty/one third year student/one fourth year student.

Alumni Relations Committee

Students and alumni work together in addressing students’ needs and concerns - The Committee also undertakes various projects such as career forums, mentoring programs, alumni visiting programs and many more.

• Composition: P&S Alumni, two students from each year.

Bard Hall Commons Advisory Committee

Concerned with the common areas of Bard Hall, including the Bard Athletic Club and activity rooms. Meets monthly to formulate policy for the Commons.

• Composition: Columbia University Medical Center administration, one administrative and one student representative from each school on campus, Associate Director of Housing, P&S Club.

Curriculum Committee

Concerned with all matters concerning curricular affairs, including review and evaluation of courses and formulation of proposals for curricular changes.

• Composition: Faculty/two students from each year.

Dean’s Advisory Committee

Meets monthly; with direct access to the Dean, serves as the main channel of communication between Dean and students; considers a broad range of issues of concern to students; has direct access to Dean, bypassing bureaucracy.

• Composition: Dean of Faculty, Senior Associate Dean for Student Affairs, six students from each class, including Financial Aid and Ethics Committees’ members.

Ethics Committee

Called into session at the discretion of the Dean or on recommendation of students.

• Composition: Faculty, three students - one each from second, third and fourth years, also sit on Dean’s Advisory Committee.

Financial Aid Committee

Surveys the class regarding budget, draws up a budget for the class; organizes a joint Financial Aid/Alumni fund raising phonathon; organizes letter writing campaigns and Congressional visits related to Federal and New York State for legislation.

• Composition: Director, Associate Director for Student Financial Planning and two students from each class who also sit on the Dean’s Advisory Committee.

Housing Committee

Concerned with the housing needs of the Columbia University Medical Center community.

• Composition: Broad sector of the academic community; faculty, students, and staff.

Library Committee

Meets with Associate Dean for Scholarly Resources and the library director regularly to consider matters of concern to students such as hours, facilities, computerization.

• Composition: Associate Dean for Scholarly Resources, Library staff, one student from each year.

P&S Club

Organizes and provides P&S’ extracurricular programs. Includes Bard Hall Players, athletics, AMSA. All P&S students are automatically members.

• Composition: Faculty Advisory Board; President, fourth year student; Vice-President, third year; Secretary/Treasurer, second year; representatives from first year.

Public Safety Task Force

Meets once a month; concerned with implementation of measures to improve and increase security on the Columbia University Medical Center Campus.

• Composition: Columbia University Medical Center administration, Senior Associate Dean for Student Affairs, Director of Public Safety, administrative staff, two P&S students, and other CUMC staff.

Student Health Services Committee

Meets once a month; sets ongoing review and revision of programs to meet health needs of student body.

• Composition: Director, Faculty, Administrative Staff of Student Health Service; one student from each class.

Student Wellness Committee

The goal of the P&S Student Wellness Committee is to foster the overall well-being of each student at the College of Physicians and Surgeons (P&S). The committee addresses the emotional, physical, academic, and professional concerns of medical students by:

• Representing the wellness concerns of the P&S medical student body within the larger context of the Columbia University system.
• Ensuring that all P&S medical students are properly informed of currently available support services, particularly during anticipated times of stress.
• Continuously evaluating the appropriateness of student support services relative to student needs and effect change when and where it is required.
• The P&S Student Wellness Committee meets once monthly. Between these monthly meetings individual classes/programs meet with the advisor to plan events and discuss specific class/program concerns.
• Composition: Director of the Center for Student Wellness, 3 elected students from each year (1 male, 1 female, 1 MD/PhD)

On Campus Housing

More than 1,000 students reside in Medical Center accommodations, a practical and cost-effective way to live in Manhattan. Students who live on campus have the opportunity to take advantage of the resources that both Columbia University and New York City have to offer.

All newly accepted medical students are eligible to apply for University housing at the Medical Center. Housing is offered to single students-those who are seeking accommodations only for themselves, and student couples-those who are seeking accommodations for themselves and their spouse/domestic partner.

Students must maintain full time matriculated status throughout their stay in CUMC housing. Students will be asked to leave University housing if their status drops to part-time. October and February graduates have until the end of the month in which they graduate to move out of University housing. May graduates are required to move out by the last day of their contract/lease.

Housing for First Year Students

Single Student Housing

All first year single students are guaranteed housing in Bard Hall for their first year of medical school. Bard Hall is an 11-story building that contains dormitory style rooms with community bathrooms, student lounges, the campus athletic facility and roof top terraces overlooking the Hudson River and the George Washington Bridge. The building is also home for students enrolled in the College of Dental Medicine and the Schools of Nursing and Public Health. The University’s Faculty-in-Residence also resides in the building.

Student Couples Housing

Housing for couples is available to married couples and couples living in domestic partnership. Domestic partners are defined as two individuals who live together in a long-term relationship of indefinite duration, have an exclusive commitment to each other’s welfare and share financial obligations. Accommodations must be occupied by both the student and their spouses or domestic partner. Documentation is required to qualify as a married couple or as domestic partners. Housing is allocated on a non-discriminatory basis.

Student couples live in typical apartment style accommodations in Bard-Haven Towers, 106 and 154 Haven Avenue. The three towers serve as the landmark feature of Medical Center housing where student couples live in spacious, unfurnished junior and full-size one-bedroom apartments. Students seeking a more typical New York experience reside at the 106 Haven Avenue Residence, a classic New York style walk-up, or the 154 Haven Avenue Residence.

Housing for Continuing Students

Single Student Housing

Students living in Bard Hall (dorm housing) are issued a housing option package in March. This packet outlines a student’s housing options for the upcoming academic year.

Students living in Bard-Haven Towers, 106 & 154 Haven Residences (apartment housing) are issued standard New York City leases with additional riders that pertain to Columbia University. Lease renewal information is distributed to all student tenants in April. Unit rental rates are subject to annual increase at that time.

Students living in Bard-Haven Towers, 106 & 154 Haven Residences may request to sublet if they will be participating in an approved academic field work or research away from the University or will not be on campus during the summer or intercession when they are not registered for classes. Sublet guidelines and the Application for Permission to Sublet are available from the Office of Housing Services. The application should be submitted for approval at least 30 days prior to the requested sublet date.

Student Couples Housing

Applications for students seeking couples housing for their second, third and fourth years of medical school are distributed and accepted from February 1 to March 30. Applications received by the March 30th deadline are randomly numbered to establish the order in which applicants will be assigned. Assignments are made by matching each applicant’s preference with unit available. Move-in occurs in August. In the event that there are more applications than housing units, the remaining applications are wait listed. Applications remain active until August 31.

Post Graduate Housing

May graduates who reside in University housing and will continue after graduation as post-doctoral research fellows or residents at Presbyterian Hospital may apply to continue in University housing. Applications are distributed by the Housing Office in mid-March. Upon approval, post grads are required to vacate their single student-designated apartment and are reassigned a studio apartment in Tower III or 154 Haven Avenue Residence. Post grads who reside in student couple’s housing may remain in their current accommodation. Continued housing is offered for a maximum of one year.

Community Housing

Most medical students look for an apartment within walking distance of the Medical Center. Besides being convenient, these apartments generally have lower rents than those downtown. Apartment hunting tips, local apartment listings and advice on when and where to look are provided by the Office of Housing Service’s off-campus resource officer.

Residential Services

Telecommunications

A campus-wide telecommunication system provides service to all residential buildings. A variety of features are offered including five digit on-campus dialing, voicemail and 3 way conference calling. You may keep your telephone number if you move to another campus residence.

Computing

All residential units are wired which means that you are able to connect a properly configured computer and network adapter card to the Campus computer network. Residents can call the Information Commons at 305-Help for assistance or can register their computer’s hardware address online at http://cumc.columbia.edu/it/getting_started/resnet.html.

Residential Building Access

The residential buildings are staffed with 24 hour security personnel. Students must present medical center identification to enter all campus buildings. Student’s spouses/partners are issued an access I.D. for the building in which they reside.

Visitors

Residents are welcome to have visitors. Your visitor should report to the security/doorman desk in your building. You will be called by staff to announce the arrival of your visitor and to confirm that you are home. Your visitor will not be given access to the building if you are not in. Each visitor will be asked to leave a photo I.D. and will be issued a Visitor Pass. It is not permissible to have a permanent visitor/guest in your room/unit. Under no circumstance will Housing Office personnel issue your visitor a key to your room/apartment or let your visitor into your unit when you are away.

When you invite a visitor to campus, you assume responsibility for his/her behavior. In addition, your visitor is responsible for following all University rules and regulations as would any other member of the living community. Visitor privileges may be revoked as a result of inappropriate behavior by you or your visitor. Policy violations will be referred to the Housing Administration and to the Dean of Students of the host’s school if necessary.

Delivery men are not permitted in the residential buildings. Residents must come down to the security/doorman desk to accept a delivery.

Center for Parkinson Disease and Other Movement Disorders

Dr. Stanley Fahn, Director , fahn@movdis.cis.columbia.edu
Clinical research involving most aspects of movement disorders: dystonia and tardive syndromes; clinical pharmacology; genetics of movement disorders; clinical and surgical trials of new therapies for Parkinson disease, dystonia and myoclonus; rating scales; and experimental therapeutics for movement disorders.

Dr. Blair Ford, ford@movdis.cis.columbia.edu
Clinical research on Parkinson disease, dystonia, tremor, Tourette syndrome and other movement disorders, including trials of new pharmacological agents, and surgical approaches to Parkinson disease and tremor.

Dr. Steven Frucht, sf216@columbia.edu
Clinical research in the phenomenology and experimental therapeutics of movement disorders, including Parkinson disease, myoclonus, dystonia, chorea and tics. Current projects include clinical trials of new treatments for Parkinson disease, evaluation and development of new treatments for myoclonus, and evaluation and treatment of focal task-specific dystonias, including musician’s dystonia.

Dr. Paul Greene, pg12@columbia.edu
Clinical phenomenology of movement disorders, experimental therapeutics for Parkinson disease, (including transplantation techniques) and botulinum toxin therapy for dystonia.

Dr. Elan D. Louis, edl2@columbia.edu
Clinical, epidemiological, and genetic aspects of essential tremor, Parkinson disease and Huntington disease.

Dr. Cheryl Waters, cw345@columbia.edu
Clinical drug trials for Parkinson disease. Clinical research on other parkinsonian syndromes and movement disorders.

Laboratories for The Study of Cellular Mechanisms of Neurodegeneration: The Morris Udall Center for Parkinson Disease Research

Dr. Asa Abeliovich, aa900@columbia.edu
The study of the molecular basis of midbrain dopamine neuron function and survival. Midbrain dopamine neurons are thought to play key roles in learned and addictive behaviors and degeneration of these neurons underlies Parkinson disease.

Dr. Robert E. Burke, rb43@columbia.edu
Studies of mechanisms of programmed cell death in models of neurodegeneration related to disorders of the basal ganglia, especially parkinsonism. Studies are conducted both in vivo and in vitro, utilizing immunohistochemistry, quantitative morphologic analysis, in situ hybridization, differential display, receptor autoradiography, and enzyme assays.

Dr. William Dauer, kd2165@columbia.edu
Research focuses on creating and characterizing genetic mouse models of basal ganglia disease, generated through the use of gene targeting. The present emphasis is on the characterizing DYT1 and alpha-synuclein mutants, using anatomic, biochemical and behavioral approaches. Additionally, the laboratory is also involved in strategies that allow region and temporal-specific expression of pathogenic protein in the nervous system.

Dr. Serge Przedborski, sp30@columbia.edu
Study of toxin-induced damage to neurotransmitter systems pertinent to movement disorders such as Parkinson disease and Huntington disease. Modes of cell death and free radical-induced toxicity are also investigated. SOD1 mutant transgenic mice serve as a model for amyotrophic lateral sclerosis. Methods include transgenic mice, immunohistochemistry, in situ hybridization, quantitative morphology, receptor binding, HPLC, classical histology.

Dr. David Sulzer, ds43@columbia.edu
Study of dopamine synaptic plasticity and its pharmacological manipulation by drugs used for treatment of Parkinson disease and schizophrenia, as well as modulation by intrinsic synaptic proteins. Investigations also include mechanisms of addictive-drugs associated with dopamine systems and cell culture models of catecholamine neurotoxicity and neurodegeneration. Methods include electrophysiology, electrochemistry, HPLC, quantitative microscopy, molecular biology and neuronal cell culture.

Laboratories For The Study Of Motor Control

Drs. John Krakauer, jwk18@columbis.edu
Pietro Mazzoni, pm125@columbia.edu
The neurological mechanisms underlying the initiation and control of reaching movement are studied by kinematic, electromyographic analyses, PET, and fMRI in normal humans and patients with cerebral or cerebellar lesions. Deficits in kinematic control are analyzed following a variety of focal lesions, typically stroke. Recovery and restoration of function are emphasized.

Dr. Seth Pullman, sp31@columbia.edu
Clinical neurophysiologic techniques are used to quantify motor disability and study motor control in patients with neurologic disease. These techniques include kinesiologic and EMG methods; reaction and movement time analyses; transcranial magnetic stimulation of the cortex in conjunction with peripheral stimuli; evoked craniofacial and limb evoked motor recovery curves after multiple stimuli; and backaveraging techniques linking EEG to EMG activity. The effects of treatment such as use of intramuscular botulinum toxin injection are also evaluated using physiologic methods. Artificial neural network and engineering techniques are being developed to analyze and quantify movement disorders.

Stroke Center And Neurovascular Center Clinical Research Programs

Dr. Mitchell S. Elkind, mse13@columbia.edu
Stroke risk factors and prevention. Focus on different inflammatory markers and infections, such as C. pneumoniae and periodontal disease, as potential causes of atherosclerosis and ischemic stroke. Use of high-resolution duplex doppler ultrasonography as a measure of stroke risk. Clinical trials of neuroprotectants and surgical hemicraniectomy for acute stroke, and antiplatelet and other therapies for stroke prevention.

Dr. Randolph S. Marshall, rsm2@columbia.edu
Behavioral and physiologic investigation of early hemispheric ischemia in patients undergoing therapeutic carotid balloon test occlusions. Evaluation of visual-spatial dysfunction using behavioral and functional imaging methodologies.

Dr. Jay P. Mohr, jpm10@columbia.edu
Research is focused on clinical, radiologic and pathologic correlations of clinical stroke syndromes; doppler studies and cerebral hemodynamics of large-artery disease; arteriovenous malformations (AVMs); studies of the course and outcome of stroke and its various subtypes; cardiac and hematologic risk factors of stroke; and modification of stroke outcome by specific therapies tested in multi-center trials.

Dr. Ralph L. Sacco, rls1@columbia.edu
Research focuses on stroke prevention and risk factor detection, design and conduct of clinical tnials, and neurological outcomes following stroke. The Northern Manhattan Stroke Study (NOMASS) is an NIH funded cohort study of stroke in the community. Dr. Sacco is also co director of the Neuroepidemiology Training Program.

Dr. Clinton Wright, cbw7@columbia.edu
Study of the effect of different forms of vascular disease on cognitive impairment and decline in a population-based study.

Cerebral Localizaion Laboratory

Drs. Ronald M. Lazar, ral22@columbia.edu
Randolph S. Marshall, rsm2@columbia.edu
A clinical research unit dedicated to investigation of the behavioral outcomes of strokes and related vascular diseases. Computerized assessment of stroke patients’ behaviors, functional magnetic resonance imaging, superselective arterial amobarbital (Wada) testing, and transcranial Doppler ultrasonography allow measurement of cerebral plasticity with principal focus on the brain’s abilities to compensate for injury.

Basic Research Laboratory

Dr. E. Sander Connolly, ecs5@columbia.edu
Dr. Augusto Parra, ap2138@columbia.edu
Mechanisms of ischemic injury. Cellular and molecular neuroprotective mechanisms and new therapeutic strategies.

The H. Houston Meritt Center for Neuromuscular Disorders Muscle Disease Molecular

Dr. Eduardo Bonilla, eb19@columbia.edu
Research involving the ultrastructure of membrane systems in normal and diseased human muscle. Procedures utilized involve transmission electron microscopy, immunocytochemistry, and in situ hybridization.

Dr. Mercy Davidson, mmd2@columbia.edu
Morphological, biochemical, molecular genetic and electrophysiological analyses of mitrochondrial encephalomyopathies using transmitochondrial cybrids, skeletal myoblasts, cardiomyocytes and neuronal cells. Studies of tissue-specific effects of mutations associated with these diseases on normal development and function; and cell culture models for devising potential therapeutic strategies.

Dr. Salvatore DiMauro, sd12@columbia.edu
Biochemical and DNA investigations of human metabolic myopathies, including disorders of glycogen metabolism, lipid metabolism, and mitochondrial function.

Dr. Michio Hirano, mh29@columbia.edu
Molecular biology of neuromuscular disorders. Positional cloning techniques are applied to autosomal disorders affecting the mitochondrial genome. Investigations of mutations of mitochondrial DNA in human cardiomyopathies.

Dr. Eric A. Schon, eas3@columbia.edu
Molecular genetic studies of neuromuscular disorders. Current work includes analysis of respiratory chain genes (cytochrome c oxidase) mutations of mitochondrial DNA in human disease, and in vitro gene therapy.

Muscle And Nerve Pathology Laboratory

Dr. Arthur P. Hays, aph1@columbia.edu
Morphologic studies of diabetes and other neuropathies and motor neuron diseases.

Eleanor and Lou Gehrig MDA/ALS Center

Dr. Hiroshi Mitsumoto, Director, hm265@columbia.edu
The Center provides a multidisciplinary team approach for patients with ALS and their families. Comprehensive services include access to medical and psychosocial management, innovative therapeutic clinical trials, basic and clinical research, and expertise in palliative and biomedical care.

Dr. Paul Gordon, phg8@columbia.edu
Neuromuscular clinical research, ALS clinical trials and electromyography.

Dr. Petra Kaufmann, pk88@columbia.edu
Muscular dystrophies, mitochondrial myopathies, other genetic diseases of muscle.

Clinical Neurophysiology Laboratories Clinical Neuromuscular Physiology Center

Dr. Clifton L. Gooch, clg33@columbia.edu
Understanding diseases of nerve and muscle through electrophysiologic analysis of peripheral nervous system function in patients. Active areas of research include motor unit number estimation in amyotrophic lateral sclerosis (ALS) and related diseases; electrophysiologic assessment of experimental drug effects; single fiber electromyography and its applications in humans and animal models; quantitative electromyography in myopathic and neuropathic disease; development and application of novel electrophysiologic computerized techniques in EMG; and innovative electrophysiologic techniques for clinical and research applications. The laboratory also provides clinical diagnostic services for a wide and varied population of both inpatients and outpatients at the New York-Presbyterian Hospital and the Neurological Institute.

Clinical Autonomic Dysfunction Laboratory

Dr. Louis H. Weimer, lhw1@columbia.edu
Clinical evaluation of central and peripheral causes of dysautonomia and autonomic failure, including autonomic neuropathy, multiple system atrophy, and orthostatic intolerance. Techniques include cardiovascular reflex testing, heart rate variability, tilt-table testing, power spectral analysis, and sudomotor estimation. Quantification of small somatic pain and temperature nerve fiber function in peripheral neuropathy and selective small fiber neuropathy.

EEG And Evoked Potential Laboratories

Dr. Ronald G. Emerson, rge2@columbia.edu
Generator sources of evoked potentials; sensory processing by the central nervous system; evoked potentials in neurological disorders; technological and systems development. Dipole models of epileptiform discharges; patterns of seizure propagation.

Comprehensive Epilepsy Center

Dr. Frank Gilliam, Director, Comprehensive Epilepsy Center, fg2124@columbia.edu
Clinical and translational research of most therapeutic techniques in epilepsy, as well as comorbid conditions effects on health outcomes in epilepsy; the neurobiology of depression in epilepsy.

Clinical Research

Dr. Carl W. Bazil, cwb11@columbia.edu
Investigational trials of novel anticonvulsant drugs; relationship between neurological diseases (especially epilepsy) and sleep; effects of anticonvulsant drugs on sleep and sleep disorders; outcome of epilepsy surgery.

Dr. Hyumni Choi, hc323@columbia.edu
Dr. Lawrence J. Hirsch, ljh3@columbia.edu
Outcomes of epilepsy surgery. Continuous EEG monitoring in NICU patients. Clinical phenomenology and clinical-electrographic correlation studies of non-convulsive status epilepticus. Clinical pharmacology of antiepileptic drugs.

Dr. Steven C. Karceski, sck33@columbia.edu
New approaches to the surgical treatment of extratemporal localization-related epilepsies. Treatment options and decision making. Comparative value of different antiepileptic drug regimens.

Dr. Alison Pack, ap390@columbia.edu
The treatment of women with epilepsy. The treatment of adolescents with epilepsy. Bone and reproductive health in persons with epilepsy.

Dr. Stanley Resor, srr1@columbia.edu
Dr. Tina Shih,
Socioeconomic disparities, patient outcomes research in epilepsy.

Neuroepidemiology

Dr. W. Allen Hauser, wah1@columbia.edu
Neuroepidemiology of seizures and epilepsy syndromes with specific interests in identifying and quantitating risk factors for seizure occurrence, prognosis, and the consequences of head trauma. Epidemiology of status epilepticus.

Dr. Dale Hesdorffer, dch5@columbia.edu
Studies of the association between MRI-detected brain abnormalities and development among children with febrile seizures. Studies of the impact of acute management of severe brain injury on outcomes (in collaboration with the Brain Trauma Foundation). Studies of medical comorbidity associated with epilepsy.

Dr. Ruth Ottman, ro6@columbia.edu
Family and genetic studies of epilepsy. Identification of gene defects in relation to seizure/epilepsy phenotypes and seizure susceptibility. Linkage analysis and delineation of susceptibility genes for human epilepsy.

Dr. Melodie Winawer, mw211@columbia.edu
Family and genetic studies of epilepsy. Problems in phenotype definition.

Basic Epilepsy Research

Dr. Helen Scharfman, scharfman@helenhayeshosp.org
Electrophysiological and neuroanatomical studies in experimental models of epilepsy and epileptogenesis. Mechanisms of epileptic brain damage and functional consequences of brain lesions. Physiological effects of growth factors and neurotrophins. Neurogenesis as a consequence of seizures and its role in epileptogenesis.

Dr. Guy M. McKhann, II, gm317@columbia.edu
Roles of astrocytes in epilepsy; studies of glia-neuron interactions.

Aging and Dementia

This group provides in-patient consultation services for patients with cognitive and behavioral disorders and staffs the Memory Disorders Clinic at the Psychiatric Institute. Residents are encouraged to elect rotations on this service. Research interests in behavioral disorders and dementia primarily focus on degenerative diseases such as Parkinson disease, Alzheimer disease, Huntington disease and stroke. Neurologic, psychiatric and neuropsychologic functions are assessed. Current projects include studies of dementia in Parkinson disease, use of brain imaging in dementia, clinical trials and epidemiology of Alzheimer disease and related disorders; natural history of HIV; cognitive performance in children with complex metabolic disorders. Aging and dementia rounds are held weekly at Columbia-Presbyterian Medical Center and monthly at Harlem Hospital Center. The research activities of the Division of Aging and Dementia are integrated closely with those of the Sergievsky Center, and all divisional faculty hold appointments in the Sergievsky Center.

Dr. Karen S. Marder, Director, ksm1@columbia.edu
Investigations of genetic influences in families of probands with early-onset compared to late-onset Parkinson disease. Multicenter investigation of risk factors for the development of dementia in HIV. Clinical trials of new therapeutic agents in Huntington disease. Longitudinal study of subjects at risk for developing Huntington disease.

Field work and clinical and basic research utilizing an extended kindred with Huntington disease living in Venezuela, including genotype/phenotype analyses. The Huntington Disease Center of Excellence provides experience in clinical care, psychotherapy and genetic counseling. Clinical trial of Coenzyme Q10 and remacemide in Huntington disease. Activities relating to the ethical, legal and social implications of the Human Genome Project.

Dr. Mark W. Albers, mwa28@columbia.edu
Laboratory research mapping the circuits that underlie odor discrimination in mice using genetic markers of olfactory neurons and genetic sensors of neuronal activation; cellular and molecular changes in these neurons induced by experience-dependent learning. Studies using transgenic models of Alzheimer disease to study how olfactory stimuli are processed.

Dr. Karen L. Bell, klb1@columbia.edu
Development of new clinical treatments for Alzheimer disease. Currently Conducting research for the prevention of Alzheimer disease in individuals with mild cognitive impairment. Other research interests include understanding barriers that minorities face in receiving clinical care for dementia and cognitive loss, and developing mechanisms to recruit minorities into clinical research.

Dr. Lucien Coté, lcote@sergievsky.cpmc.columbia.edu
Epidemiology and genetics of Parkinson disease. Studies of depression and dementia in Parkinson disease.

Dr. Laurence C. Honig, lh456@columbia.edu
Clinical studies of Alzheimer disease. Clinical-pathological correlations in Alzheimer disease and related dementias.

Dr. Jennifer Manly, jjm71@columbia.edu
Epidemiology and genetics of Parkinson disease. Studies of depression and dementia in Parkinson disease.

Dr. Richard Mayeux, rpm2@columbia.edu
see Sergievsky Center

Dr. Scott Small, sas68@columbia.edu
Correlations of memory and changes in the hippocampal formation using functional magnetic resonance imaging in normal aging and in Alzheimer disease.

Dr. Nancy S. Wexler, wexlern@pi.cpmc.columbia.edu
Genetic and field studies of Huntington disease in Maricaibo, Venezuela.

The G.H. Sergievsky Center

The Gertrude H. Sergievsky Center uses traditional and genetic epidemiologic approaches to the study of neurologic disorders. The areas of major interest include adverse reproductive outcomes, epilepsy and seizure disorders, degenerative diseases of the nervous system, developmental disorders of the nervous system, and neurological disorders of major public health impact. Allied disciplines in the health sciences include biostatistics, human genetics, neurology, obstetrics, pediatrics, physiology, psychiatry, psychology, and social sciences. The faculty of a federally funded training program in neuroepidemiology are located primarily within the Sergievsky Center.

Dr. Richard Mayeux, rpm2@columbia.edu
Director, G.H. Sergievsky Center and Co-Director, Taub Institute for Alzheimer Disease.

Epidemiology and Genetics of Alzheimer Disease and Parkinson Disease

Dr. Steven M. Albert, sma10@Columbia.edu
Epidemiologic studies investigating the cognitive basis of functional competency of patients with HIV, Alzheimer disease and ALS. Ongoing studies of disease-related changes contributing to patient quality of life, nursing home placement, hospitalization and home care costs.

Dr. Jennie Kline, jkk3@columbia.edu
Epidemiology of spontaneous abortion; chromosomal disorders including trisomy; autism and other selected developmental disorders.

Dr. Ruth Ottman, ro6@columbia.edu
Neuroepidemiology and genetic studies of epilepsy, Parkinson disease and ALS.

Dr. Nicole Schupf, ns24@columbia.edu
Genetic epidemiology of Down syndrome and Alzheimer disease.

Dr. Zena Stein, zas2@columbia.edu
Epidemiology of mental retardation and developmental brain diseases.

Dr. W. Allen Hauser, wah1@columbia.edu
Associate Director (see Neuroepidemiology under the Comprehensive Epilepsy Center).

Dr. Karen S. Marder, ksm1@columbia.edu
(see Aging and Dementia)

Dr. Karen L. Bell, klb1@columbia.edu
(see Aging and Dementia)

Dr. Laurence C. Honig, lh456@columbia.edu
Dr. Elan D. Louis, edl2@columbia.edu
(see Movement Disorders)
Dr. Scott Small, sas68@columbia.edu
(see Aging and Dementia)