Posts Tagged ‘medical education’

Analysis of Utilizing LPBI Group’s Scientific Curation Platform as an Educational Tool: New Paradigm for Student Engagement

Author: Stephen J. Williams, Ph.D.



Use of LBPI Platform for Educational Purposes

Goal:  to offer supplemental information for student lessons in an upper level Biology course on Cell Signaling and Cell Motility with emphasis on disease etiology including cancer, neurological disease, and cardiovascular disease.

Course:  Temple University Department of Biology course Cell Signaling and Motility Spring semester 2019. Forty five students enrolled.

Methodology:  Each weekly lesson was presented to students as a PowerPoint presentation.  After each lesson the powerpoint presentation was originally meant to be disseminated to each class-registered student on the students Canvas account.  Canvas is a cloud based Learning Management Software developed by educational technology company Salt Lake City, Utah company Infrastructure, Inc.  According to rough figures, Canvas® charges a setup fee and at least $30 per user (for a university the size of Temple University: 55,000 students at $30 each = 1.6 million a semester for user fees only).

As a result of a technical issue with uploading the first week lesson on this system, I had informed the class that, as an alternative means, class presentation notes and lectures will be posted on the site www.pharmaceuticalintelligence.com as a separate post and searchable on all search engines including Google, Twitter, Yahoo, Bing, Facebook etc. In addition, I had informed the students that supplemental information, from curated posts and articles from our site, would be added to the class lecture post as supplemental information they could use for further reading on the material as well as helpful information and reference for class projects.

The posted material was tagged with #TUBiol3373 (university abbreviation, department, course number) and disseminated to various social media platforms using our system.  This allowed the students to enter #TUBiol3373 in any search engine to easily find their lecture notes and supplemental information.

This gave students access to lectures on a mobile platform which was easily discoverable due to our ability to do search engine optimization. (#TUBiol3373 was among the first search results on most popular search engines).

From a technical standpoint,  the ease at which posts of this nature can be made as well as the ease of including links to full articles as references as well as media has been noted.  Although students seem to navigate the Canvas software with ease, they had noticed many professors have issues or problems with using this software, especially with navigating the software for their needs.   LBPI’s platform is an easily updated, accessible, and extensive knowledge system which can alleviate many of these technical issues and provide the added value of incorporating media based instructional material as well as downloadable file and allow the instructor ability to expound on the presented material with commentary.  In addition due to the social nature of the platform, feedback can be attained by use of curated site statistics and commentary sections as well as online surveys.



After the first week, all 45 students used LBPI platform to access these lecture notes with 17 out of 45 continuing to refer to the site during every week (week 1-4) to the class notes.  This was evident from our site statistics as well as number of downloads of the material.  The students had used the #TUBIol3373 and were directed to the site mainly from search engines Google and Yahoo.  In addition, students had also clicked on the links corresponding to supplemental information which I had included, from articles on our site.  In addition, because of the ability to incorporate media on our site, additional information including instructional videos and interviews were included in lecture posts, and this material was easily updated on the instructor’s side.

Adoption of the additional material from our site was outstanding, as many students had verbally said that the additional material was very useful in their studies.  This was also evidenced by site statistics owing to the secondary clicks made from the class lecture post going to additional articles, some not even included as links on the original post.

In addition, and  more important, students had incorporated many of the information from the additional site articles posted and referenced in their class group projects.  At end of semester a survey was emailed to each student  to assess the usefulness of such a teaching strategy. Results of the polling are shown below.

Results from polling of students of #TUBiol3373 “Cell Signaling & Motility” Class

Do you find using a web based platform such as a site like this an easier communication platform for posting lecture notes/added information than a platform like Canvas®? (5 votes)

Answer Votes Percent  
Yes 2 40%  
Somewhat but could use some improvement 2 40%  
No 1 20%  
Did not use web site 0 0%  


Do you find using an open access, curated information platform like this site more useful than using multiple sources to find useful extra study/presentation materials? (6 votes)

Answer Votes Percent  
Yes 5 83%  
No 1 17%  


Did you use the search engine on the site (located on the top right of the home page) to find extra information on topics for your presentations/study material? (5 votes)

Answer Votes Percent  
Yes 4 67%  
No 1 17%  
Did not use web site 1 17%  


Were you able to easily find the supplemental information for each lecture on search engines like Google/Yahoo/Bing/Twitter using the hashtag #TUBiol3373? (6 votes)

Answer Votes Percent  
Yes I was able to find the site easily 4 67%  
No 1 17%  
Did not use a search engine to find site, went directly to site 1 17%  
Encountered some difficulty 0 0%  
Did not use the site for supplemental or class information 0 0%  


How did you find the supplemental material included on this site above the Powerpoint presented material for each of the lectures? (7 votes)

Answer Votes Percent  
Very Useful 4 57%  
Did not use supplemental information 2 29%  
Somewhat Useful 1 14%  
Not Useful 0 0%  

How many times did you use the information on this site (https://www.pharmaceuticalintelligence.com) for class/test/project preparation? (7 votes)

Answer Votes Percent  
Frequently 3 43%  
Sparingly 2 29%  
Occasionally 1 14%  
Never 1 14%  








Views of #TUBiol3373 lessons/posts on www.pharmaceuticalintelligence.com                    


Lesson/Title Total # views # views 1st day # views 2nd day % views day 1 and 2 % views  after 1st 2 days
Lesson 1 AND 2 Cell Signaling & Motility: Lessons, Curations and Articles of reference as supplemental information: #TUBiol3373 60 27 15 93% 45%
Lesson 3 Cell Signaling And Motility: G Proteins, Signal Transduction: Curations and Articles of reference as supplemental information: #TUBiol3373 56 12 11 51% 93%
Lesson 4 Cell Signaling And Motility: G Proteins, Signal Transduction: Curations and Articles of reference as supplemental information: #TUBiol3373 37 17 6 48% 31%
Lesson 5 Cell Signaling And Motility: Cytoskeleton & Actin: Curations and Articles of reference as supplemental information: #TUBiol3373 13 6 2 17% 15%
Lesson 8 Cell Signaling and Motility: Lesson and Supplemental Information on Cell Junctions and ECM: #TUBiol3373 16 8 2 22% 13%
Lesson 9 Cell Signaling: Curations and Articles of reference as supplemental information for lecture section on WNTs: #TUBioll3373 20 10 3 28% 15%
Curation of selected topics and articles on Role of G-Protein Coupled Receptors in Chronic Disease as supplemental information for #TUBiol3373 19 11 2 28% 13%
Lesson 10 on Cancer, Oncogenes, and Aberrant Cell Signal Termination in Disease for #TUBiol3373 21 10 2 26% 20%
Totals 247 69 46 31% 62%


Note: for calculation of %views on days 1 and 2 of posting lesson and supplemental material on the journal; %views day1 and 2 = (#views day 1 + #views day 2)*100/45 {45 students in class}

For calculation of %views past day 1 and 2 = (total # views – day1 views – day2 views) * 100/45

For calculation in total column last two columns were divided by # of students (45) and # of posts (8)


Overall class engagement was positive with 31% of students interacting with the site during the course on the first two days after posting lessons while 61% of students interacted with the site during the rest of the duration of the course.  The higher number of students interacting with the site after the first two days after lecture and posting may be due to a higher number of students using the posted material for study for the test and using material for presentation purposes.

Engagement with the site for the first two days post lecture ranged from 93% engagement to 22% engagement.  As the class neared the first exam engagement with the site was high however engagement was lower near the end of the class period potentially due to the last exam was a group project and not a written exam.  Students appeared to engage highly with the site to get material for study for the written exam however there still was significant engagement by students for purposes of preparation for oral group projects.  Possibly engagement with the site post 2 days for the later lectures could be higher if a written exam was also given towards the end of the class as well.  This type of analysis allows the professor to understand the level of class engagement week by week.

The results of post-class polling confirm some of the conclusions on engagement.  After the final grades were given out all 45 students received an email with a link to the poll.  Of the 45 students emailed, there were 20 views of the poll with 5-7 answers per question.  Interestingly, most answers were positive on the site and the use of curated material for learning and a source of research project material.   It was very easy finding the posts using the #classname and most students used Google to find the material, which was at the top of Google search results.  Not many students used Twitter or other search engines.  Some went directly to the site.  A majority (71%) found the material useful or somewhat useful for their class presentations and researching topics.

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3D-printed body parts could replace cadavers for medical training

Reporter: Irina Robu, PhD

Even though, the 3-D printing based tissue modeling is still in early phases it is considered a promising approach for anatomy training. Models that are produced on a computer screen can be reproduced as tangible objects that students can examine and even dissect. According to a recent report in Medical Science Educator, the latest advancement in 3D printing can revolutionize how anatomy students learn.

For now, human cadavers have been the norm for studying human anatomy but they come with financial and logistical concerns both on storage and disposal. However, with the advancement of custom designed 3D organs, made possible by using 3D printing the need to keep large collection of physical models are reduced. With just a 3D printer, a digital model of the organ needed to study can be reproduced either with resin, thermoplastics, photopolymers and other material. Different materials can be used to allow construction of complex models with hard, soft, opaque and transparent conditions. The printed body parts will look exactly the same as the real thing because they are falsely colored to help students distinguish between the different parts of the anatomy including ligaments, muscles and blood vessels. Medical schools and hospitals around the world would be able to buy just an arm or a foot or the entire body depending on their training need.

Furthermore, to customizing anatomy lessons, 3D printed models can be used for teaching pathology/radiology by comparing CT images of the organs to their 3D-printed counterparts which students can examine and understand. Yet, the methods of 3D printing vary by materials used, resolution accuracy, long term stability, cost, speed and more. The printer cost is still a concern at this point partly because 3D bioprinters cost thousands of dollars nonetheless the cost is dropping due to the introduction of innovative printing materials.

Therefore, in order for 3-D printing to become more widely used, costs must be reduced while resolution must continue to improve. Instructors can potentially print one model per student in a material of their choosing that can be dissected. And no matter how much medical science moves with the times, there would always be the requisite skeleton model in the corner of most anatomy rooms.




Additional Resources

Medical Science Educator, June 2015, Volume 25, Issue 2, pp 183–194| Cite as

Anatomical Models: a Digital Revolution



Goodbye to Cadavers?



3-D Printing: Innovation Allows Customized Airway Stents



Exploring 3-D Printing’s Potential in Renal Surgery



How 3-D Printing Is Revolutionizing Medicine at Cleveland Clinic


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Outstanding Awards in Medical Education

Curator: Larry H. Bernstein, MD, FCAP


Medical Faculty Awards


The Harold Amos Medical Faculty Development Program of The Robert Wood Johnson Foundation, formerly known as the Minority Medical Faculty Development Program, was created to increase the number of faculty from historically disadvantaged backgrounds who can achieve senior rank in academic medicine or dentistry and who will encourage and foster the development of succeeding classes of such physicians and dentists. Four-year postdoctoral research awards are offered to historically disadvantaged physicians and dentists who are committed to developing careers in academic medicine and to serving as role models for students and faculty of similar background.

The program defines the term “historically disadvantaged” to mean challenges facing individuals because of their race, ethnicity, socioeconomic status, or other similar factors.

The program was renamed and expanded in 2004 in honor of Harold Amos, Ph.D., who was the first African-American to chair a department, now the Department of Microbiology and Medical Genetics, of the Harvard Medical School. Dr. Amos worked tirelessly to recruit and mentor countless numbers of minority and disadvantaged students to careers in academic medicine and science. He was a founding member of the National Advisory Committee of the Robert Wood Johnson Foundation’s Minority Medical Faculty Development Program in 1983, and served as the Program’s National Program Director between 1989 and 1993. Dr. Amos remained active with the program until his death in 2003.

The program was further expanded in 2012 to include dental medicine.

Each Amos Scholar selected (up to nine each year) will receive an annual stipend up to $75,000, complemented by a $30,000 annual grant toward support of research activities. Each Scholar will study and conduct research in association with a senior faculty member located at an academic medical center or dental school noted for the training of young faculty and pursuing lines of investigation that are of interest to the Scholar. Scholars are expected to spend at least 70% of their time in research activities.

A distinguished National Advisory Committee assists the Foundation with the program. While these awards are intended to provide four years of support, the National Advisory Committee reviews the progress of each Scholar after the first two years to determine the appropriateness of continuing funding for the full duration of the award.


The Harold Amos Medical Faculty Development Program (AMFDP) opened its doors in 1983 to its first cohort of eight physicians, beginning a three-decade commitment to mentoring individuals from historically disadvantaged and underrepresented backgrounds to become leaders in the field of academic medicine and science. Thirty years and 250 alumni later, program graduates are full professors, chairs of departments, leaders of Institutes within the National Institutes of Health, and individuals nationally and internationally known for their valuable contributions to biomedical research, health services research, and clinical investigation.

At its 2013 annual meeting and reunion, AMFDP celebrated its 30th anniversary. Current scholars and alumni gathered in Atlanta for research presentations, panel discussions, networking and a speed-mentoring event for pre-health and health-profession students. They also honored James R. Gavin III, MD, PHD, who stepped down as national program director after serving in that role for 20 years. Dr. Gavin is succeeded by David S. Wilkes, MD, a Harold Amos program alumnus (’91) who serves as the executive associate dean for research affairs and the August M. Watanabe Professor of Medical Research at the Indiana University School of Medicine. Dr. Wilkes will be the third director in the program’s history.

Risa Lavizzo-Mourey
RWJF President and CEO

“[The scholars’ dedication to their work] is inspiring ‐ not only to me and to everyone at the Foundation, but also to the succeeding classes of physicians and dentists [they are] mentoring. Their unflagging commitment to fostering the development of young medical and dental students keeps this program strong. It creates a next generation of outstanding young physicians and dentists with the skills, the confidence, and the sense of mission to excel and to inspire others in turn.”

James R. Gavin
Former National Program Office Director

“We envisioned this program to have the ability to fulfill a very lofty ambition: to change the face of American medicine. We’ve succeeded beyond what I expected because of what our scholars have done… the impact and the influence that they’ve had. But that has inspired me to dream even bigger. I think we’re ready to move to the next level.”

Alpha Omega Alpha Honor Medical Society, a professional medical organization, recognizes and advocates for excellence in scholarship and the highest ideals in the profession of medicine. Alpha Omega Alpha is to medicine what Phi Beta Kappa is to letters and the humanities and Sigma Xi is to science. Our values include honesty, honorable conduct, morality, virtue, unselfishness, ethical ideals, dedication to serving others, and leadership. Members have a compelling drive to do well and to advance the medical profession and exemplify the highest standards of professionalism.

Fifty-seven members of Alpha Omega Alpha have been Nobel laureates:


2012, Robert J. Lefkowitz (Student Member, 1965)
For studies of G-protein-coupled receptors

2003, Peter Agre (Alumnus Member, 1997)
For the discovery of water channels.

2003, Roderick MacKinnon (Student Member, 1982)
For structural and mechanistic studies of ion channels.

1989, Thomas Cech (Honorary Member, 2011)
For the discovery of catalytic properties of RNA.

1980, Paul Berg (Honorary Member, 1992)
For his fundamental studies of the biochemistry of nucleic acids, with particular regard to recombinant-DNA.

1946, Wendell M. Stanley (Honorary Member, 1938)
For the preparation of enzymes and virus proteins in a pure form.

Physiology or Medicine

2011, Bruce A. Beutler(Faculty Member, 2012)
For the discovery of the dendritic cell and its role in adaptive immunity.

2011, Ralph M. Steinman (Student Member, 1968)
For the discovery of the dendritic cell and its role in adaptive immunity.

2009, Carol W. Greider (Faculty Member, 2009)
For the discovery of how chromosomes are protected by telomeres and the enzyme telomerase.

2002, Sydney Brenner (Honorary Member, 1993)
For discoveries concerning genetic regulation of organ development and programmed cell death.

2001, Sir Paul Maxime Nurse (Honorary Member, 2000)
For discoveries of key regulators of the cell cycle.

2000, Paul Greengard (Honorary Member, 2002)
For discoveries concerning signal transduction in the nervous system.

2000, Eric R. Kandel (Alumnus Member, 1969)
For discoveries concerning signal transduction in the nervous system.

1998, Robert F. Furchgott (Faculty Member, 1967)
For discoveries concerning nitric oxide as a signaling molecule in the cardiovascular system.

1998, Louis J. Ignarro (Faculty Member, 1990)
For discoveries concerning nitric oxide as a signaling molecule in the cardiovascular system.

1998, Ferid Murad (Student Member, 1963)
For discoveries concerning nitric oxide as a signaling molecule in the cardiovascular system.

1997, Stanley B. Prusiner (Student Member, 1968)
For his discovery of prions—a new biological principle of infection.

1994, Alfred G. Gilman (Student Member, 1968)
For the discovery of G-proteins and the role of these proteins in signal transduction in cells.

1992, Edwin G. Krebs (Student Member, 1943)
For discoveries concerning reversible protein phosphorylation as a biological regulatory mechanism.

1989, Harold E. Varmus (Student Member, 1964)
For the discovery of the cellular origin of retroviral oncogenes.

1986, Stanley Cohen (Faculty Member, 1987)
For discoveries of growth factors.

1986, Rita Levi-Montalcini (Honorary Member, 1970)
For discoveries of growth factors.

1985, Michael S. Brown (Student Member, 1965)
For discoveries concerning the regulation of cholesterol metabolism.

1985, Joseph L. Goldstein (Student Member, 1963)
For discoveries concerning the regulation of cholesterol metabolism.

1982, Sir John R. Vane (Honorary Member, 1989)
For discoveries concerning prostaglandins and related biologically active substances.

1981, Torsten N. Wiesel (Honorary Member, 1992)
For discoveries concerning information processing in the visual system.

1980, Baruj Benacerraf (Student Member, 1944)
For discoveries concerning genetically determined structures on the cell surface that regulate immunological reactions.

1978, Daniel Nathans (Student Member, 1953)
For discoveries concerning nitric oxide as a signaling molecule in the cardiovascular system.

1978, Hamilton O. Smith (Alumnus Member, 1979)
For discoveries concerning nitric oxide as a signaling molecule in the cardiovascular system.

1977, Roger C. Guillemin (Faculty Member, 1967)
For discoveries concerning the peptide hormone production of the brain.

1975, David Baltimore (Honorary Member, 1987)
For discoveries concerning the interaction between tumor viruses and the genetic material of the cell.

1975, Renato Dulbecco (Honorary Member, 1993)
For discoveries concerning the interaction between tumor viruses and the genetic material of the cell.

1974, George E. Palade (Honorary Member, 1993)
For discoveries concerning the structural and functional organization of the cell.

1972, Gerald M. Edelman (Student Member, 1953)
For discoveries concerning the chemical structure of antibodies.

1971, Earl W. Sutherland, Jr. (Student Member, 1940)
For his discoveries concerning the mechanisms of the action of hormones.

1969, Salvadore E. Luria (Honorary Member, 1985)
For discoveries concerning the replication mechanism and the genetic structure of viruses.

1966, Charles B. Huggins (Student Member, 1951)
For his discoveries concerning hormonal treatment of prostatic cancer.

1962, James D. Watson (Honorary Member, 1994)
For discoveries concerning the molecular structure of nucleic acids and its significance for information transfer in living material.

1960, Sir Frank M. Burnet (Honorary Member, 1963)
For the discovery of acquired immunological tolerance.

1959, Severo Ochoa (Honorary Member, 1947)
For the discovery of the mechanisms in the biological synthesis of ribonucleic acid and deoxyribonucleic acid.

1959, Arthur Kornberg (Student Member, 1940)
For the discovery of the mechanisms in the biological synthesis of ribonucleic acid and deoxyribonucleic acid.

1958, Joshua Lederberg (Honorary Member, 1982)
For his discoveries concerning genetic recombination and the organization of the genetic material of bacteria.

1956, Dickinson W. Richards (Student Member, 1922)
For discoveries concerning heart catheterization and pathological changes in the circulatory system.

1955, Axel H. Theorell (Honorary Member, 1960)
For his discoveries concerning the nature and mode of action of oxidation enzymes.

1954, Thomas H. Weller (Student Member, 1940)
For the discovery of the ability of poliomyelitis viruses to grow in cultures of various types of tissue.

1954, Frederick C. Robbins (Faculty Member, 1967)
For the discovery of the ability of poliomyelitis viruses to grow in cultures of various types of tissue.

1953, Fritz A. Lipmann (Honorary Member, 1955)
For his discovery of co-enzyme A and its importance for intermediary metabolism.

1950, Philip S. Hench (Alumnus Member, 1925)
For discoveries relating to the hormones of the adrenal cortex, their structure and biological effects.

1947, Carl F. Cori (Honorary Member, 1950)
For the discovery of the course of the catalytic conversion of glycogen.

1944, Joseph Erlanger (Alumnus Member, 1909)
For discoveries relating to the highly differentiated functions of single nerve fibers.

1944, Herbert S. Gasser (Student Member, 1915)
For discoveries relating to the highly differentiated functions of single nerve fibers.

1943, Edward A. Doisy (Honorary Member, 1930)
For his discovery of the chemical nature of vitamin K.

1936, Otto Loewi (Honorary Member, 1942)
For discoveries relating to chemical transmission of nerve impulses.

1934, George H. Whipple (Alumnus Member, 1909)
For discoveries concerning liver therapy in cases of anemia.

1934, George R. Minot (Student Member, 1911)
For discoveries concerning liver therapy in cases of anemia.

1923, Frederick G. Banting (Honorary Member, 1923)
For the discovery of insulin.

1923, John J. R. Macleod (Honorary Member, 1923)
For the discovery of insulin.

Eleven of the nineteen Surgeons General of the United States have been members of Alpha Omega Alpha:

Hugh S. Cumming (University of Virginia, 1922, Alumnus)

Thomas Parran, Jr. (University of Columbia, 1940, Honorary)

Leonard A. Scheele (Wayne State University, 1947, Honorary)

Leroy Edgar Burney (Indiana University, 1960, Alumnus)

William H. Stewart (Louisiana State University School of Medicine in New Orleans, 1972, Faculty)

Jesse Leonard Steinfeld (Virginia Commonwealth University, 1979, Faculty)

Julius B. Richmond (University of Illinois, 1938, Student)

C. Everett Koop (Weill Cornell Medical College, 1989, Alumnus)

Antonia C. Novello (University of Puerto Rico, 1987, Alumnus)

David Satcher (Case Western Reserve University, 1969)

Richard Carmona (University of California, San Francisco, 1980)

Vivek H.Murthy (Yale University School of Medicine, 2003)

National Physician of the Year Awards

The National Physician of the Year Awards recognizes both physicians and leaders in health care whose dedication, talents and skills have improved the lives of countless thousands of people throughout the world. This event is a tribute not only to the awardees but to the excellence of the many thousands of practicing physicians throughout the nation.

John K. Castle, Chairman, and Dr. John J. Connolly, President and CEO, hosted the tenth annual National Physician of the Year Awards on March 23, 2015 at the historic Pierre Hotel in New York City.

2015 National Physician of the Year Awardees

Lifetime Achievement

Michael M.E. Johns, M.D.
Professor, Schools of Medicine and Public Health
Chancellor (2007-2012)
CEO, Woodruff Health Sciences Center (1996-2007)
Emory University

John B. Mulliken, M.D.
Professor of Surgery
Harvard Medical School
Co-Director, Vascular Anomalies Center and Director, Craniofacial Centre
Boston Children’s Hospital

Clinical Excellence

Henry Brem, M.D.
Harvey Cushing Professor
Professor of Neurosurgery, Ophthalmology, Oncology and Biomedical Engineering
Director, Department of Neurosurgery
Director, Hunterian Neurosurgical Research Laboratory
Johns Hopkins University School of Medicine

Kimberly Brown, M.D.
Division Head
Division of Gastroenterology/Hepatology
Henry Ford Healthcare System

Fabrizio Michelassi, M.D., FACS
Lewis Atterbury Stimson Professor and Chairman of Surgery
Weill Cornell Medical College
NewYork-Presbyterian/Weill Cornell Medical Center

National Health Leadership

Anthony and Jeanette Senerchia
The Anthony Senerchia Jr. ALS Charitable Foundation Inc.
and the Ice Bucket Challenge


AAMC Awards

2014 Awards Recipients

NewYork-Presbyterian Hospital


Years before the Affordable Care Act, NewYork-Presbyterian Hospital (NYP) began pioneering models for accountable population-based health care in Washington Heights-Inwood, a predominantly underserved Hispanic neighborhood of more than 200,000. Today, NYP is refining its successful model for adaptability to neighborhoods across the United States. Integral to NYP’s journey is its significant investment in the healthy future of neighborhood children and adolescents. In partnership with Columbia University Medical Center, NYP built a network of school-based health clinics that provide mental health and primary care services to more than 7,000 students.

Learn more about NewYork-Presbyterian Hospital

Charles L. Bardes, M.D.


A dedicated humanist and physician educator, Dr. Bardes has received 27 teaching awards, making him the most decorated teacher in the history of Weill Cornell Medical College. His exemplary career in medical education includes serving as the medicine clerkship director for more than 17 years, until he recently transitioned to focus his efforts on implementation of the school’s new medical education curriculum. Colleagues, students, and patients attest that Dr. Bardes’ success as a medical educator can be attributed to his thoughtfulness and keen awareness of the varied elements that comprise a whole and complete person, in addition to his ability to convey these insights to others.
Learn more about Dr. Bardes
Watch the video spotlight on Dr. Bardes

Bernard Karnath, M.D.


A devotee of Sir William Osler, Dr. Karnath is an enthusiastic educator and zealous advocate for patient-centered medicine. Since joining the University of Texas Medical Branch at Galveston (UTMB) faculty in 1997, he has been heavily involved in developing multiple educational curricula and ensuring that it imparts in students the art of the practice and the value of bedside diagnostic skills. Dr. Karnath has a passion for clinical care, which is evident in his dedication to patients. In addition to his clinical practice, he volunteers at St. Vincent’s clinic, the UTMB student-run, free clinic that cares for the medically underserved in Galveston County.
Learn more about Dr. Karnath
Watch the video spotlight on Dr. Karnath

Randall King, M.D., Ph.D.


A consummate researcher, Dr. King initiates investigation and innovation in the laboratory, classroom, and across the curriculum at Harvard Medical School, where he is the Harry C. McKenzie Professor of Cell Biology. Among other achievements, he spurred the development of a postdoctoral training program for scientists interested in education careers, created a fully annotated syllabus with detailed learning objectives for each activity, and established patient clinics to integrate basic science with clinical medicine. Dr. King was also an integral member of a task force that resulted in a major curriculum redesign of the four-year M.D. program. He is a proven leader in educational innovation.
Learn more about Dr. King
Watch the video spotlight on Dr. King

Emma A. Meagher, M.D.


Dr. Meagher has a reputation for being a tireless teacher, mentor, and curricular innovator. In 1999, she redesigned the medical school’s formerly fragmented pharmacology curriculum and developed a global online pharmacology curriculum as part of a partnership with Coursera. Her efforts resulted in a highly effective approach that ensures integrated pharmacology education across all four years of medical education at Perelman School of Medicine at the University of Pennsylvania, where she serves as associate professor. Dr. Meagher’s exceptional talent as an educator has been recognized many times over by her students, fellow faculty, school administrators, and the university.
Learn more about Dr. Meagher
Watch the video spotlight on Dr. Meagher

Cynthia Haq, M.D.


Growing up in Indiana and Pakistan, Cynthia Haq, M.D., took great interest in people around her who were living in poverty. Today, at the University of Wisconsin School of Medicine and Public Health and around the world, she is known for her humanistic and compassionate care of medically underserved populations. Her commitment to improving global health is steadfast. Since her first job as a practicing physician, Dr. Haq has been committed to providing high-quality, patient-centered health care to the most marginalized world citizens, and she helped establish the first family medicine residency programs in Pakistan, Uganda, and Ethiopia.
Learn more about Dr. Haq
Watch the video spotlight on Dr. Haq

Lisa Cooper, M.D., M.P.H.


Dr. Cooper revolutionized the nation’s understanding of how race and ethnicity affect health and patient care. Through her work at Johns Hopkins University School of Medicine, she has identified precise inequities in how racial and ethnic minority patients perceive their health care providers and access the health system. She also has worked diligently to achieve health parity by partnering with these minority populations on community-tailored solutions. The Liberian-born internist’s passion for human dignity and equality began during childhood, when she was witness to and victim of discrimination and violence. Dr. Cooper remains a tireless and dedicated advocate for justice and human equality.
Learn more about Dr. Cooper
Watch the video spotlight on Dr. Cooper

  1. Eugene Washington, M.D., M.Sc.


Since 1979, Dr. Washington, dean of David Geffen School of Medicine at UCLA, has coupled his passion for a better health and health care future with his exceptional talents in clinical investigation, public policy, and leadership to improve the lives of millions of Americans, particularly the medically underserved. A quintessential public servant, he has worked to improve the nation’s health by holding posts with the Centers for Disease Control and Prevention, two academic health centers, and multiple professional and government boards and committees.
Learn more about Dr. Washington
Watch the video spotlight on Dr. Washington

James P. Allison, Ph.D.


As an adolescent, Dr. Allison was a fiercely inquisitive and challenging student—often arguing with his teachers on creationism. Fortunately, his natural inclinations were nurtured and he grew up to be a skilled scientist at The University of Texas MD Anderson Cancer Center where his staunch determination has revolutionized cancer treatment. Dr. Allison’s mother died of lymphoma when he was 11, he lost more than one uncle to cancer, and in 2005, his brother died of prostate cancer, a disease he himself has survived. His tenacity in discovering how science benefits the patient makes him a highly sought-after researcher.
Learn more about Dr. Allison
Watch the video spotlight on Dr. Allison

James O. Woolliscroft, M.D.


Dr. Woolliscroft has been leading medical education transformation for more than three decades. He quickly earned a reputation as a pioneer in medical education upon joining the University of Michigan Medical School faculty in 1980, where he now serves as dean and the Lyle C. Roll Professor of Medicine. Dr. Woolliscroft is a talented mentor who inspires in others a passion for educating. He was among the first to advocate for moving the paradigm of medical education from knowledge acquisition to performance-based metrics, and to champion community settings as core sites for training medical students.
Learn more about Dr. Woolliscroft
Watch the video spotlight on Dr. Wooliscroft



2013 Awards Recipients

University of Wisconsin School of Medicine and Public Health


Since matriculating its first class in 1908, the University of Wisconsin School of Medicine and Public Health (UWSMPH) has dedicated itself to the “Wisconsin Idea”—the notion that the boundaries of the campus are the boundaries of the state. Ever since, UWSMPH has viewed itself as a means to elevate the health of all Wisconsinites through excellent community service in three areas: community partnerships, translational research endeavors, and medical education.

Learn more about the University of Wisconsin School of Medicine and Public Health

Deborah E. Powell, M.D.


Abraham Flexner’s enduring legacy for medical education has been a steadfast commitment to improving medical education. The same can be said of Dr. Powell, dean emerita and professor of laboratory medicine and pathology at the University of Minnesota Medical School, who has spent her career of more than 40 years championing competency-based medical education.

Learn more about Dr. Powell

Stuart Slavin, M.D., M.Ed.


Dr. Slavin has demonstrated a passion for medical education and curricular design during his 26 years in academic medicine. As professor of pediatrics and associate dean for curriculum at the Saint Louis University School of Medicine, Dr. Slavin teaches as much as he works behind the scenes to shape the school’s education program. He recently spearheaded a comprehensive restructuring plan for the four-year undergraduate medical curriculum that was quickly approved and began to be implemented this academic year.

Learn more about Dr. Slavin

Roy Ziegelstein, M.D.


Dr. Ziegelstein of The Johns Hopkins University School of Medicine is regarded as “the doctor’s doctor,” and his record of teaching accomplishments honors that clinical mastery. He currently is vice dean for education and the Sarah Miller Coulson and Frank L. Coulson Jr. Professor of Medicine at Johns Hopkins and executive vice chairman in the Department of Medicine at Johns Hopkins Bayview Medical Center.
Learn more about Dr. Ziegelstein

Cynthia Lance-Jones, Ph.D.


As associate professor of neurobiology and assistant dean for medical student research at the University of Pittsburgh School of Medicine, Dr. Lance-Jones interacts closely with medical students in their first and second years. Her teaching ability is recognized by students not only through outstanding evaluations and attendance to her lectures, but also by the fact that she is one of only three faculty members students request each year to provide review sessions for the United States Medical Licensing Examination Step 1 exam.

Learn more about Dr. Jones

Mikel Henry Snow, Ph.D.


In addition to being professor of cell and neurobiology and chair and director of medical education at Keck School of Medicine of the University of Southern California, Dr. Snow is the director of anatomy, the role for which his students know him best. An innovative and involved educator, he is known for his dynamic, comprehensive lectures and his original study materials, which he continually works to edit and improve.

Learn more about Dr. Snow

Lee Todd Miller, M.D.


The career of Dr. Miller has been guided by his passions for pediatrics, medical education, and addressing health care disparities in underserved communities both at home and abroad. At the David Geffen School of Medicine at the University of California, Los Angeles, he is an esteemed role model and teacher, demonstrating warmth and humanism at all levels.

Learn more about Dr. Miller

Huda Akil, Ph.D.


Dr. Akil once wrote a commentary about being a Syrian girl growing up in Damascus and her dream of becoming a scientist. Today, not only is Dr. Akil the Gardner C. Quarton Professor of Neurosciences in Psychiatry at the University of Michigan Medical School and co-director and senior research professor at the university’s Molecular and Behavioral Neuroscience Institute, but she is a pioneer of what is now called “systems neuroscience,” the understanding of the neurobiology of emotions and the interplay of pain, anxiety, depression, stress, and substance abuse.

Learn more about Dr. Akil

Gilbert S. Omenn, M.D., Ph.D.


Dr. Omenn has made significant contributions to the health and health care of Americans by doing everything from leading major public health studies and initiatives to forming actual health policy for the nation. A leader on the national stage, Dr. Omenn has held high-level government appointments during the administrations of Presidents Nixon, Ford, Carter, Reagan, Clinton, and Obama. He also has served as professor of internal medicine, human genetics, and public health at the University of Michigan (U-M) Medical School since 1997 and as CEO of the U-M Health System and executive vice president for medical affairs.

Learn more about Dr. Omenn

Aaron Shirley, M.D.


Becoming the first African-American resident at the University of Mississippi Medical Center (UMMC) in 1965 was just the beginning of the trailblazing career of Dr. Shirley. As the former chairman of community health services at UMMC, he served on the faculty for more than four decades. In 1970, he co-founded the Jackson Hinds Comprehensive Health Center for low-income and uninsured patients that became a model for federally funded community health centers nationwide. Dr. Shirley’s most visible legacy may be the first-of-its-kind Jackson Medical Mall, a once empty and vandalized shopping mall that he believed could become a one-stop shop for medical care and other public services. The mall opened in 1996.

Learn more about Dr. Shirley



TMA Physicians Award Six Outstanding Science Teachers  

May 1, 2015

The Texas Medical Association (TMA) named six Texas science teachers winners of the 2015 TMA Ernest and Sarah Butler Awards for Excellence in Science Teaching. Three first-place prizes were awarded today at TexMed, the association’s annual conference, in Austin. Three second-place awards will be presented in upcoming local ceremonies. These educators help create tomorrow’s physicians by inspiring students in the field of science.

First-Place Winners:

Patricia Kassir of The Bendwood School in Houston, Joseph Morris of All Saints’ Episcopal School in Fort Worth, and Anna Loonam of Bellaire Senior High School in Bellaire are this year’s elementary, middle, and high school first-place winners. (See winner bios below.)TMA awards each top recipient a $5,000 cash prize, and each winner’s school receives a $2,000 resource grant toward its science programs.

Second-Place Winners:

Second-place winners are Laura Wilbanks of Whiteface Elementary School in Whiteface, Carol Raymond of E.A. Young Academy in North Richland Hills, and Theresa Lawrence of Friendswood High School in Friendswood. Second-place winners’ schools each receive a $1,000 resource grant to enhance science classroom learning.

TMA believes awards like this that encourage excellent science teaching are important, as only 32 percent of Texas eighth-graders have achieved proficiency in science, according to the National Science Foundation’s Science and Engineering Indicators 2014 report. Through this award, TMA hopes to help improve these numbers by recognizing innovative teachers and providing them resources to continue motivating and engaging students. Eventually, TMA believes, some of these inspired students will choose medicine as a career. Some already have: Several TMA physician leaders were once taught by teachers who later won this award.

Science professionals fromThe University of Texas Charles A. Dana Center chose finalists from all the nominees, and physicians from TMA’s Educational Scholarship, Loan, and Awards Committee selected the winners.

Patricia Kassir — Elementary School First-Place Winner

Mrs. Kassir teaches the gifted and talented program for medical science to grades 3-5 at The Bendwood School in Houston. She teaches because she wants to “improve the lives of others and foster understanding.” Mrs. Kassir’s career spans decades, disciplines, languages, and countries, including two years teaching English at an Islamic school in Lebanon. An immigrant to America at the age of 7, Mrs. Kassir speaks English, Spanish, French, and some Arabic, and is an expert at reaching out and connecting to students regardless of their background or socioeconomic status. Classes with Mrs. Kassir are filled with debates and interactive labs, from “CSI”-style frog “autopsies” to a mock medical school. “A teacher like Mrs. Kassir is a rarity,” says Jana Bassett, principal at The Bendwood School. “We often joke that as we all age, her students will be addressing our medical needs.” In no place is this more evident than Mrs. Kassir’s own children, who are pursuing their own paths in science, the oldest of whom is a first-year medical student at Baylor College of Medicine.

Joseph Morris — Middle School Winner

Mr. Morris teaches seventh grade life science at All Saints’ Episcopal School in Fort Worth. “I want students to walk into my classroom and immediately become wide-eyed and drawn to something that sparks their curiosity,” he says. “I want questions to fill their minds like, ‘What is that? How does that work?’ and one of my favorites, ‘What is that smell?’ To which I always answer, ‘THAT… is the smell of FUN!’ ” His dedication to his students extends outside the classroom. Together with another All Saints’ teacher, Mr. Morris mentored the school’s Solar Car Club as they built a solar-powered car and drove it from Texas to California for the national Solar Car Challenge. During the two-year long project that earned the team a second-place finish, Mr. Morris’ students learned valuable skills like teamwork, problem solving, and fund raising. “He doesn’t just teach science,” says fellow All Saints’ teacher Lyle Crossley, PhD. “Joe also models and teaches character and integrity.”

Anna Loonam — High School Winner

Mrs. Loonam teaches advanced placement biology at Bellaire Senior High School in Bellaire. She is described as a “legend” within the Bellaire community. Mrs. Loonam encourages students to design their own science experiments, cultivate plants on the school’s “green roof,” and create mini-movies explaining difficult science concepts. “I firmly believe in providing students with opportunities to ‘do science,’ ” she says. Each year, she introduces students to the scientific community by taking them to the Sam Rhine Genetics Update Conference, and hosting Genetics Night, where students explain their research of a genetic disorder to peers, parents, teachers, doctors, medical students, and administrators from Baylor College of Medicine. “As a medical school teacher of a number of Mrs. Loonam’s former students, I have seen first-hand that she is a transformative and innovative teacher who created an intellectual legacy,” says Joseph Kass, MD, JD, a neurology professor at Baylor College of Medicine and father to a student in Mrs. Loonam’s class.

The TMA Ernest and Sarah Butler Awards for Excellence in Science Teaching are supported by the TMA Foundation, the philanthropic arm of TMA, thanks to an endowment established by Dr. and Mrs. Ernest C. Butler of Austin and additional gifts from physicians and their families.

TMA is the largest state medical society in the nation, representing more than 48,000 physician and medical student members. It is located in Austin and has 110 component county medical societies around the state. TMA’s key objective since 1853 is to improve the health of all Texans. TMA Foundation is the philanthropic arm of the association and raises funds to support the public health and science priority initiatives of TMA and the family of medicine.

– See more at: http://www.texmed.org/Template.aspx?id=33588#sthash.ImCloNht.dpuf

UCLA Members of the National Academy of Medicine

Known as the Institute of Medicine until July 1, 2015

Name Elected More info
Ronald Andersen 1984 Faculty web page – UCLA Fielding School of Public Health
Ron Brookmeyer 2008 Faculty web page – UCLA Fielding School of Public Health
Alan H. DeCherney 2004 Faculty web page – David Geffen School of Medicine at UCLA
John C. Beck 1980 [Administration]
Robert H Brook 1982 Faculty Web Page – Geriatrics
Carmine D. Clemente 1980 Faculty web page – David Geffen School of Medicine at UCLA
Thomas J. Coates 2000 Faculty web page – AIDS Institute
Sherin U. Devaskar 2012 Faculty web page – Molecular Cellular & Integrative Physiology
Jared M. Diamond 2005 Faculty web page – Geography
Andrew D Dixon 1979 [Emeritus – Dentistry]
James Economou 2014 Faculty web page – UCLA Engineering
David S. Eisenberg 2002 Faculty web page – UCLA-Department of Energy (DOE) Institute for Genomics and Proteomics
Jose J. Escarce 2008 Faculty web page – Center for Health Improvement for Minority Elders
Jonathan E. Fielding 1995 Faculty web page – UCLA Fielding School of Public Health
Patricia Ganz 2007 Profile – Jonsson Comprehensive Cancer Center
Lilian Gelberg 2003 Faculty web page – UCLA Health Services Research Center
Gail G. Harrison 2003 Faculty web page – UCLA Fielding School of Public Health
Jody Heymann 2013 Faculty web page – UCLA Fielding School of Public Health
Louis J. Ignarro 2002 Faculty web page – David Geffen School of Medicine at UCLA
Richard Jackson 2011 Faculty web page – Environmental Health Sciences Institute of the Environment & Sustainability
Robert M. Kaplan 2005 Faculty web page – UCLA Fielding School of Public Health
Emmett B. Keeler 2006 Faculty web page – UCLA Fielding School of Public Health
Charles R. Kleeman 1982 Faculty web page – David Geffen School of Medicine at UCLA
Charles E. Lewis 1973 Faculty web page – David Geffen School of Medicine at UCLA
Roger J. Lewis 2009 Faculty web page – David Geffen School of Medicine at UCLA
John C. Mazziotta 2006 Faculty web page – David Geffen School of Medicine at UCLA
Sherman M. Mellinkoff 1974 Faculty web page – David Geffen School of Medicine at UCLA
M. Jeanne Miranda 2005 Faculty web page – Health Services Research Center
Jack Needleman 2012 Faculty web page – Department of Health Policy and Management
Elizabeth Neufeld 1991 Faculty web page – David Geffen School of Medicine at UCLA
Michael E. Phelps 1986 Faculty web page – California NanoSystems Institute
Roy M Pitkin 1990 Faculty Web Page – Ob Gyn
Thomas H. Rice 2006 Faculty web page – UCLA Fielding School of Public Health
David L. Rimoin 1992 Faculty web page – David Geffen School of Medicine at UCLA
Linda Rosenstock 1995 Faculty web page – UCLA Fielding School of Public Health
Shelley E. Taylor 2003 Faculty web page – Psychology
Cun-Yu Wang 2011 Profile – School of Dentistry
Kenneth B. Wells 1997 UCLA Health System – Physician Directory listing
Owen Witte 2003 Web page – Institute for Stem Cell Biology and Medicine

Last updated September 2015

This listing includes UCLA faculty active in teaching, research or administration, including emeriti and adjunct faculty. See the faculty member’s individual web page for additional information.

Clinical Excellence Awards

The Clinical Excellence Award scheme in England
Commitment awards for consultants in Wales
Distinction awards for consultants in Scotland
Clinical Excellence Awards in Northern Ireland

Background to the CEA scheme

The Clinical Excellence Awards (CEA) scheme is intended to recognise and reward those consultants who contribute most towards the delivery of safe and high quality care to patients and to the continuous improvement of NHS services including those who do so through their contribution to academic medicine.

In particular, awards are made to consultants who:

  • demonstrate sustained commitment to patient care and wellbeing or improving public health
  • sustain high standards of both technical and clinical aspects of service while providing patient-focused care
  • in their day-to-day practice demonstrate a sustained commitment to the values and goals of the NHS by participating actively in annual job planning, observing the private practice code of conduct and showing a commitment to achieving agreed service objectives
  • through active participation in clinical governance contribute to continuous improvement in service organisation and delivery
  • embrace the principles of evidence-based practice
  • contribute to knowledge base through research and participate actively in research governance
  • are recognised as excellent teachers and or trainers and or managers
  • contribute to policy-making and planning in health and healthcare
  • make an outstanding contribution to professional leadership.

Value of awards

Awards can be made for both local and national contributions to the NHS.  Employer-Based Awards Committees (EBAC) assess applications for the employer based awards (levels 1-9). Higher value national awards (9-12) are decided by the Advisory Committee on Clinical Excellence Awards (ACCEA) and its subcommittees. A level 9 award may be awarded by either the EBAC or the ACCEA, depending on the type of achievement being recognised.

National Medical Excellence Awards


Published on 23 Aug 2015

On 21 Aug, Prof Tan Puay Hoon was conferred National Outstanding Clinician Award. Prof Lim Shih Hui & Prof Koh Tian Hai was conferred National Outstanding Clinician Educator Award & National Outstanding Clinician Mentor Award respectively.


The National Medical Excellence Awards is a national-level award to recognise outstanding clinicians and healthcare professionals who made outstanding contributions in the advancement of healthcare, improvement in standards of patient safety and quality of care, which ultimately improve people’s lives.  Launched in 2008, there are currently six categories of awards:

  • National Outstanding Clinician Award
    This award recognises individuals with at least 15 years of service in public of private healthcare establishments, with exceptional contributions to clinical work that advances the safety and quality of patient care, and in addition has supported and facilitated research.  The recipients have also successfully introduced novel or effective treatment methods resulting in high standard of quality healthcare delivery and are recognized by their peers as being master clinicians.
  • National Outstanding Clinician Scientist Award
    This award recognizes individuals with at least 15 years of service in public or private healthcare establishments with outstanding contributions to clinical and translational research work relating to their field of specialty.  The research work has resulted in novel understanding of diseases with potential positive outcome on healthcare delivery.
  • National Outstanding Clinician Mentor Award
    This award recognizes individuals with at least 15 years of service in healthcare industry and health-related work and has contributed substantially in the training of young clinicians and clinician scientists via mentorship or by virtue of academic positions.  The recipient is still an active role model to younger clinicians and clinician scientists.
  • National Outstanding Clincian Educator Award
    This award recognises individuals who have contributed substantially to the training of clinicians or clinician scientists.
  • National Outstanding Clinical Quality Activist Award
    This award recognises medical clinicians, nurses, pharmacists and allied health professionals in the public and private healthcare sectors who have contributed significantly to clinical quality improvement and patient safety and have inspired others likewise.
  • National Clinical Excellence Team Award
    This award recognizes teams or organizations that have undertaken a clinical quality/practice improvement project that has contributed significantly to bridging the gap between knowledge and practice with a strong research element in knowledge translation process, resulting in improved standard of care, health outcomes, high efficiency and/or more effective patient-centred services.  The teams also demonstrated their achievements through successful population of novel care delivery services beyond their own units, wards or departments.

The highlight of the NMEA is the dinner and award ceremony, where the clinical leadership and community gather to celebrate the winners.  MOH partners with a healthcare cluster each year to organise the evening gala.

Information on the 2014 winners and the event is available here.

Celebrating the best medical talents

Seven awards were given to outstanding recipients in six award categories at the National Medical Excellence Awards (NMEA) 2014, held at The Regent Singapore on 28 August 2014. The NMEA is the only award given out by the Ministry of Health (MOH) that recognises contributions from health professionals for innovations in healthcare, patient safety, clinical quality, biomedical research as well as training and education of clinicians.

NMEA 2014 Award Recipients (China)

National Outstanding Clinician Award – Professor Wong Peng Cheang

Professor Wong Peng Cheang from the National University Health System (NUHS)  is a highly regarded pioneer in the fields of infertility and assisted reproduction in Singapore. Prof Wong had been honoured with two prestigious lectureships for his pioneering work in research with the rhesus monkey model to show that Gamete Intra-Fallopian Transfer (GIFT) could be an alternative method to assisted reproduction other than In-Vitro Fertilisation (IVF) and Embryo Transfer (ET). As a member of the World Health Organisation (WHO) Task Force on the Diagnosis and Treatment of Infertility, Prof Wong was also involved in several studies, which were at the forefront of infertility research.

National Outstanding Clinician Scientist Award – Associate Professor Allen Yeoh Eng Juh

Associate Professor Allen Yeoh Eng Juh from NUHS is a prolific clinician-scientist, innovator and entrepreneur, whose work enjoys international recognition. The author of more than 50 papers in leading international medical and scientific journals is widely cited for his work in paediatric leukaemia, and has received many international awards for his research. He is devoted to developing cost-effective treatments to improve treatment outcomes for children with acute leukaemia in Singapore and Asia. A/Prof Yeoh is among the first in the world to show that gene expression profiling of leukaemia cells can accurately diagnose and subtype all the clinically important groups of childhood acute lymphoblastic leukaemia (ALL) with great accuracy enabling better treatment.

National Outstanding Clinician Mentor Award – Professor Chay Oh Moh and Professor Quak Seng Hock

There are two recipients this year. The first is Professor Chay Oh Moh from KK Women’s and Children’s Hospital (KKH). For more than 20 years, Prof Chay has been an outstanding mentor and educator par excellence, making significant contributions to the professional initiation and development of innumerable medical students and residents in the areas of paediatrics and paediatric respiratory medicine, with her teaching, training and mentorship. As the first Academic Chair of the SingHealth-Duke NUS Paediatric Academic Clinical Programme, she established a robust framework that has effectively cultivated strong mentor-mentee relations across all levels of doctors at KKH as well as beyond in SingHealth.

The second recipient is Professor Quak Seng Hock from NUHS. A pioneer in paediatric gastroenterology and hepatology in Singapore, Prof Quak is the principal driver of the Paediatric Liver Transplant Programme. He provided guidance in the training and mentoring of medical students and junior doctors. Prof Quak has trained several overseas fellows in his subspecialty and built up a strong team of specialists, providing one of the best paediatric gastrointestinal and hepatology services in the region, complete with the ability to perform liver transplantation. He is also actively involved in curriculum reformation, playing an integral role in the career development of paediatric trainees. The internal examiner for postgraduate degree in Paediatric Medicine and Family Medicine for the past 20 years, Prof Quak contributes to ensuring the high quality of clinicians.

National Outstanding Clinician Educator Award – Associate Professor Chow Wan Cheng

Associate Professor Chow Wan Cheng from Singapore General Hospital (SGH) is a respected clinician, who has gained regional recognition and won multiple awards for her research in chronic viral hepatitis. She actively contributes to the field of hepatology through sharing her insights in medical textbooks, local and international medical journals as well as at key international scientific meetings. Passionate about education and training, A/Prof Chow has not only contributed significantly towards undergraduate and post-graduate medical education, she is also heavily involved in continuous medical educational programmes for clinicians in primary healthcare, as well as in public education, especially in the field of viral hepatitis.

National Outstanding Clinical Quality Activist Award – Associate Professor Ong Biauw Chi

Associate Professor Ong Biauw Chi from SGH was instrumental in leading a network of committed patient safety officers from across the healthcare sector to achieve successful implementation of the WHO “High 5s” Correct Site Surgery protocol, an achievement which put Singapore on the world map for surgical safety. This was a multi-year project that applied a standardised surgical protocol involving mandatory time-out checks in all major operating theaters in public hospitals to ensure the correct surgical procedure is carried out on the correct patient. Despite being heavily involved in hospital and national safety, quality and governance work, A/Prof Ong is equally passionate about teaching, mentoring and inculcating the right values of patient care and safety to the next generation of healthcare specialists.

National Clinical Excellence Team Award

The recipient is the NUHS’ National University Hospital (NUH) team headed by Associate Professor Malcolm Mahadevan. The other team members are: Dr Kuan Win Sen, Professor Lim Tow Keang and Dr Lim Hui Fang. Severe community-acquired pneumonia (SCAP) is a common and potentially fatal condition. Pneumonia was the fourth leading cause for hospitalisation in Singapore in 2011. To reduce the mortality rates for SCAP patients, the team embarked on a quality improvement project in 2008 to develop a multidisciplinary programme that improved pre-ICU resuscitation and reduced hospital mortality for SCAP patients from 23.8% to 5.7%. The team developed and implemented a multifaceted workflow that standardised and optimised the management of SCAP patients at the emergency department. Their efforts reduced ICU admission rates and length of stay in the hospital, which translated to significant savings in hospital bills for the patients.

  1. The full citations of the winners can be found in Annex Aand the fact sheet on NMEA can be found in Annex B.

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1:45PM 11/12/2014 – 10th Annual Personalized Medicine Conference at the Harvard Medical School, Boston

REAL TIME Coverage of this Conference by Dr. Aviva Lev-Ari, PhD, RN – Director and Founder of LEADERS in PHARMACEUTICAL BUSINESS INTELLIGENCE, Boston http://pharmaceuticalintelligence.com


1:45 p.m. Panel Discussion – Oncology


There has been a remarkable transformation in our understanding of the molecular genetic basis of cancer and its treatment during the past decade or so. In depth genetic and genomic analysis of cancers has revealed that each cancer type can be sub-classified into many groups based on the genetic profiles and this information can be used to develop new targeted therapies and treatment options for cancer patients. This panel will explore the technologies that are facilitating our understanding of cancer, and how this information is being used in novel approaches for clinical development and treatment.


Opening Speaker & Moderator:

Lynda Chin, M.D.
Department Chair, Department of Genomic Medicine
MD Anderson Cancer Center     @MDAnderson   #endcancer

  • Who pays for personalized medicine?
  • potential of Big data, analytics, Expert systems, so not each MD needs to see all cases, Profile disease to get same treatment
  • business model: IP, Discovery, sharing, ownership — yet accelerate therapy
  • security of healthcare data
  • segmentation of patient population
  • management of data and tracking innovations
  • platforms to be shared for innovations
  • study to be longitudinal,
  • How do we reconcile course of disease with personalized therapy
  • phenotyping the disease vs a Patient in wait for cure/treatment


Roy Herbst, M.D., Ph.D.    @DrRoyHerbstYale

Ensign Professor of Medicine and Professor of Pharmacology;
Chief of Medical Oncology, Yale Cancer Center and Smilow Cancer Hospital     @YaleCancer

Development new drugs to match patient, disease and drug – finding the right patient for the right Clinical Trial

  • match patient to drugs
  • partnerships: out of 100 screened patients, 10 had the gene, 5 were able to attend the trial — without the biomarker — all 100 patients would participate for the WRONG drug for them (except the 5)
  • patients wants to participate in trials next to home NOT to have to travel — now it is in the protocol
  • Annotated Databases – clinical Trial informed consent – adaptive design of Clinical Trial vs protocol
  • even Academic MD can’t read the reports on Genomics
  • patients are treated in the community — more training to MDs
  • Five companies collaborating – comparison of 6 drugs in the same class
  • if drug exist and you have the patient — you must apply personalized therapy


Lincoln Nadauld, M.D., Ph.D.
Director, Cancer Genomics, Huntsman Intermountain Cancer Clinic @lnadauld @intermountain

  • @Stanford, all patients get Tumor profiles Genomic results, interpretation – deliver personalized therapy
  • Outcomes from Genomics based therapies
  • Is survival superior
  • Targeted treatment – Health economic impact is cost lower or not for same outcome???
  • genomic profiling of tumors: Genomic information changes outcome – adverse events lower
  • Path ways and personalized medicine based on Genomics — integration not yet been worked out

Question by Moderator: Data Management

  • Platform development, clinical knowledge system,
  • build consortium of institutions to share big data – identify all patients with same profile





See more at  http://personalizedmedicine.partners.org/Education/Personalized-Medicine-Conference/Program.aspx#sthash.qGbGZXXf.dpuf




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11:00AM 11/12/2014 – 10th Annual Personalized Medicine Conference at the Harvard Medical School, Boston

REAL TIME Coverage of this Conference by Dr. Aviva Lev-Ari, PhD, RN – Director and Founder of LEADERS in PHARMACEUTICAL BUSINESS INTELLIGENCE, Boston http://pharmaceuticalintelligence.com

11:00 Keynote Speaker – Past, Present and Future of Personalized Medicine

Past, Present and Future of Personalized Medicine

Keynote Speaker

Mirella Marlow, M.A., M.B.A.
Programme Director, Centre for Health Technology Evaluation,
National Institute for Health and Clinical Excellence (NICE) @NICEcomms

PM in the UK

Clinical evidence and cost effectiveness needed for PM

UK Government life sciences policy

Scale of PM:

2013 – 10 million pound

2020 – 60 million pound

Innovative healthcare to promote economic growth

  • Genomics England 100,000  – new scientific discovery and kick start the UK genomics industry
  • BIS – accelerate Skills & Training for the Genomics Industries
  • UK Precision Medicine Catapult development of tests and commercialization of innovation in diagnostics

1 Billion Pound NIHR in UK

  • tissue banks – Biobank
  • Farr Institute – “big data”
  • develop methodologies for starter research

National Institute Care Excellence

– standards for NP

Benefits of PM

  • right treatment
  • responding subgroups
  • earlier treatments
  • dosing
  • reduce side effects

Companion Diagnostics in NICE – Technology Appraisals

  • elevate a test like evaluate a drug ad part of Diagnostics
  • Treatment: GIST — >>Biomarker: KitCD117

Diagnostics assessment Program

  • 9 EGFR-TK – mutation testing –
  • Mutation Analysis Services

NICE support to Companies – Company engagement

  • discuss product pipeline and value proposition
  • orientation to the process
  • Scientific Advice on Clinical Trial Design
  • workshops for Pharma and for Diagnostics — are different
  • online tool being developed – standardize the Advise for Fee — get Accredited Advisors in the Fields of Genomics, Diagnostics
  • Post guidance – evidence gaps, clinical utility and economic evidence
  • Update guidance – research questions guiding Guidance for the industry
  • Indirect Research facilitation: protocol external funding identify clinical context ethics +GCP leading to Publication within 2 years

UK and Genetics: Kirk and Watson on DNA

UK – 60 million patients under one National Universal Health Care System

– See more at: http://personalizedmedicine.partners.org/Education/Personalized-Medicine-Conference/Program.aspx#sthash.qGbGZXXf.dpuf




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8:50AM 11/12/2014 – 10th Annual Personalized Medicine Conference at the Harvard Medical School, Boston

REAL TIME Coverage of this Conference by Dr. Aviva Lev-Ari, PhD, RN – Director and Founder of LEADERS in PHARMACEUTICAL BUSINESS INTELLIGENCE, Boston http://pharmaceuticalintelligence.com

8:50 a.m. – Keynote Speaker – CEO, American Medical Association

The American Medical Association (AMA) has the largest number of practicing physicians of all specialties as its members and the organization plays a very important role in health care policy and education of medical professionals.  AMA has been quite active in assessing the role of personalized medicine in the future of healthcare in all of its facets.  Dr. Madara will talk about the status of AMA’s thinking about personalized medicine and his vision of how it might be able to transform medical care.

Keynote Speaker

James Madara, M.D. @AmerMedicalAssn

Executive Vice President and CEO, American Medical Association

AMA Strategy the context for PM  – Outside looking in View applied

Mission statement: Promote Medicine 167 years since it was established. Societies of MDs – all population of American MDs, are members.

AMA developed:

  • CPT Curation – Billing of Procedures
  • Standard Procedure for Katrina and Emergency Medicine
  • Strategic Plan 110 active Projects to be compressed into three big ideas
  1. Connect clinics with community – OUTCOMES, cooperation with CDC i.e., Diabetes, HTN (KaiserPermanente)
  2. Medical education bring t to 21th century: Competence vs Time-in-Chair, 141 Medical Schools, teaching methods: Gaming/mobile, the lecture Hall in Medicine is poor form for education, Simulation methods, Clinical Research and Basic Research – blend across disciplines, platforms in Silicon Valley to create new TEACHING of MDs, Genomics must be incorporated, shifting from Inpatient to Outpatient to HOME, all training is for Inpatient – Nothing for HOME delivery of Care. 85% of all Medical School responded they need change in Teaching — 11 Excellence Medical Schools selected: Vanderbilt, MI, UCSF, UC Davis…
  3. Make practice of medicine joyous again – installation in MDs Offices, optimize the efficiency of MDs reporting now emphasis on USABILITY

Doing through Partnership: PM in Nutrition is everywhere — it is a HYPE, Gartner Group Hype Cycle was used by the Speaker for an analogy with Personalized Medicine (PM)

SHAKE out for a steady state in PM mitigation the hype

  • Mixed perceptions of Cost effectiveness of Healthcare delivery – Growth of Health Spending by Component:
  • Center on Outcomes and Values: PM redefined: away from behavioral toward procedural (actions): i.e, CV death risk predicted by waist size –

Cost/Behavior: sweet-spots are the following

  • Pharmaconeconomics: Is cost effective and it does not involve behavior
  • Cancer
  • Laboratory Developed Tests (LDTs)

– need be approved by FDA – New challenge in PM

– AMA View: Medical services not Medical Devices, CLIA ensure the quality and Standards, it requires more than guidance, currently FDA has ONLY guidance



– See more at: http://personalizedmedicine.partners.org/Education/Personalized-Medicine-Conference/Program.aspx#sthash.qGbGZXXf.dpuf





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Please see Further Titles at


Please see Further Information on the Sachs Associates 14th Annual Biotech in Europe Forum for Global Investing & Partnering at:




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