Containing general information
and courses of study
for the 2017/2018 session
corrected to August 2017
Nashville
Vanderbilt
University
2017/2018
School of
Medicine
Catalog
Archived 2017/2018
School of Medicine Catalog
Office of the Dean
Jeffrey R. Balser, M.D., Ph.D.
Dean, Vanderbilt University School of Medicine
D-3300 Medical Center North
Nashville, Tennessee 37232-2104
(615) 936-3030
Office of Health Sciences Education
Bonnie M. Miller, M.D., M.M.H.C.
Senior Associate Dean for Health Sciences Education
201 Rudolph A. Light Hall
Nashville, Tennessee 37232-0685
(615) 322-7221
Faculty Affairs
David S. Raiford, M.D.
Senior Associate Dean for Faculty Affairs
320 Rudolph A. Light Hall
Nashville, Tennessee 37232-0260
(615) 875-8721
Biomedical Research, Education and Training
Roger Chalkley, D. Phil.
Senior Associate Dean for Biomedical Research, Education and Training
340 Rudolph A. Light Hall
Nashville, Tennessee 37232-0301
(615) 343-4611
Undergraduate Medical Education
Kimberly D. Lomis, M.D.
Associate Dean for Undergraduate Medical Education
201 Rudolph A. Light Hall
Nashville, Tennessee 37232-0685
(615) 835-7700
Medical Scientist Training
Christoper S. Williams, M.D., Ph.D.
Associate Dean for Physician-Scientist Education and Training
1030 MRB IV
Nashville, Tennessee 37232
(615) 322-5200
Graduate Medical Education
Donald W. Brady, M.D.
Senior Associate Dean for Graduate Medical Education
and Continuing Professional Development
201 Rudolph A. Light Hall
Nashville, Tennessee 37232-0685
(615) 322-6035
Diversity in Medical Education
André L. Churchwell, M.D.
Senior Associate Dean for Diversity Affairs
319 Rudolph A. Light Hall
Nashville, Tennessee 37232-0260
(615) 322-7497
Medical Student Affairs
Amy E. Fleming, M.D., M.P.H.E.
Associate Dean for Medical Student Affairs
201 Rudolph A. Light Hall
Nashville, Tennessee 37232-0685
(615) 322-5007
Office of Enrollment Services
Admissions
Jennifer S. Kimble, M.Ed.
Director of Admissions
303 Rudolph A. Light Hall
Nashville, Tennessee 37232-0248
(615) 322-2145
Scholarships and Financial Aid
Sherry Stuart
Assistant Director, Student Financial Services
303 Rudolph A. Light Hall
Nashville, Tennessee 37232-0248
(615) 322-1792
Student Records
Logan S. Key, M.Ed.
Director, Student Records
303 Rudolph A. Light Hall
Nashville, Tennessee 37232-0248
(615) 322-2145
Center for Experiential Learning and Assessment (CELA)
Arna Banerjee, M.D.
Director
3450 Medical Research Building IV
Nashville, Tennessee 37232-0432
(615) 936-8801
Continuing Medical Education/Maintenance of Certification
Donald E. Moore, Jr., Ph.D.
Educational Director
Office of Continuing Professional Development
201 Rudolph A. Light Hall
Nashville, Tennessee 37232-0685
(615) 322-6035
Education Design and Technology
W. Anderson Spickard III, M.D.
Assistant Dean for Education Design and Technology
3402 Medical Research Building IV
2213 Garland Ave.
Nashville, Tennessee 37232-0432
(615) 875-5724
Alumni Affairs
Ann H. Price, M.D.
Associate Dean for Alumni Affairs
D-8212 Medical Center North
Nashville, Tennessee 37232-2106
(615) 343-6337
Ombudsman
Lynn E. Webb, Ph.D.
Ombudsman for Vanderbilt University School of Medicine
2135 Blakemore Ave
Nashville, Tennessee 37212
(615) 936-7184
Communicating with the
School of Medicine
Additional information about the Vanderbilt University School of Medicine faculty, staff, and programs may be found on the web at
medschool.vanderbilt.edu.
Archived 2017/2018
School of Medicine Catalog
The university reserves the right, through its established procedures, to modify the requirements for admission and graduation and to change other rules,
regulations, and provisions, including those stated in this bulletin and other publications, and to refuse admission to any student, or to require the with-
drawal of a student if it is determined to be in the interest of the student or the university. All students, full time or part time, who are enrolled in Vanderbilt
courses are subject to the same policies.
Policies concerning noncurricular matters and concerning withdrawal for medical or emotional reasons can be found in the Student Handbook, which is
on the Vanderbilt website at vanderbilt.edu/student_handbook.
NONDISCRIMINATION STATEMENT
In compliance with federal law, including the provisions of Title VII of the Civil Rights Act of 1964, Title IX of the Education Amendment of 1972, Sections
503 and 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act (ADA) of 1990, the ADA Amendments Act of 2008, Executive Order
11246, the Vietnam Era Veterans Readjustment Assistance Act of 1974 as amended by the Jobs for Veterans Act, and the Uniformed Services Employ-
ment and Reemployment Rights Act, as amended, and the Genetic Information Nondiscrimination Act of 2008, Vanderbilt University does not discriminate
against individuals on the basis of their race, sex, sexual orientation, gender identity, religion, color, national or ethnic origin, age, disability, military service,
covered veteran status, or genetic information in its administration of educational policies, programs, or activities; admissions policies; scholarship and
loan programs; athletic or other university-administered programs; or employment. In addition, the university does not discriminate against individuals
on the basis of their gender expression, consistent with the university’s nondiscrimination policy. Inquiries or complaints should be directed to the Equal
Opportunity, Affirmative Action, and Disability Services Department, Baker Building, PMB 401809, 2301 Vanderbilt Place, Nashville, TN 37240-1809.
Telephone (615) 322-4705 (V/TDD); Fax (615) 343-4969.
Vanderbilt®, Vanderbilt University®, V Oak Leaf Design®, Star V Design® and Anchor Down® are trademarks of The Vanderbilt University.
© 2017 Vanderbilt University. All rights reserved.
The text of this catalog is printed on recycled paper with ink made from renewable resources.
This publication is recyclable. Please recycle it.
Produced by Vanderbilt University Creative Services and Vanderbilt Printing Services
Printed in the United States of America
Archived 2017/2018
School of Medicine Catalog
Contents
Calendar 4
Administration 5
Vanderbilt University 10
Life at Vanderbilt 11
Medical Education at Vanderbilt 21
Admission 33
Academic Programs and Policies 41
Honors and Awards 64
Financial Information 66
Courses of Study 74
Faculty 114
Index 210
Archived 2017/2018
School of Medicine Catalog
School of Medicine Calendar 2017/2018
FALL SEMESTER 2017
Classes begin for 3rd- and 4th-year M.D. students / Monday 10 July
Classes continue for 2nd-year M.D. students / Monday 3 July
Orientation/Registration for 1st-year M.D. students / Wednesday 19 July–Friday 21 July
Classes begin for 1st-year M.D. students / Monday 24 July
Fall semester begins for VUSM master’s and doctoral programs (other than M.D.) / Wednesday 23 August
Labor Day—No M.D. classes or clinical activities / Monday 4 September
Fall break for VUSM master’s and doctoral programs (other than M.D.) / Thursday 12 October–Sunday 15 October
Fall break for 1st-year medical students / Saturday 21 October–Tuesday 24 October
Thanksgiving holiday for VUSM master’s and doctoral programs (other than M.D.) / Saturday 18 November–Sunday 26 November
Thanksgiving holiday for all M.D. students / Thursday 23 November–Sunday 26 November
Fall semester ends for all VUSM master’s and doctoral programs (other than M.D.) / Thursday 7 December
Holiday break for all VUSM master’s and doctoral programs (other than M.D.) / Sunday 17 December–Sunday 7 January, 2018
Fall semester ends for all M.D. students / Thursday 21 December
Holiday break for all M.D. students / Friday 22 December–Sunday 7 January, 2018
SPRING SEMESTER 2018
Classes begin for all M.D. students / Monday 8 January
Spring semester begins for VUSM master's and doctoral programs (other than M.D.) / Monday 8 January
Martin Luther King Jr. Day—No class or clinical activities / Monday 15 January
Spring break for 2nd-year M.D. students / Saturday 3 March–Sunday 11 March
Spring break for VUSM master’s and doctoral programs (other than M.D.) / Saturday 3 March–Sunday 11 March
Spring break for 1st-year M.D. students / Saturday 28 April–Sunday 6 May
Spring semester ends for VUSM master’s and doctoral programs (other than M.D.) / Monday 23 April
Instruction ends for 4th-year M.D. students / Wednesday 2 May
Commencement / Friday 11 May
Memorial Day—No class or clinical activities / Monday 28 May
SUMMER SESSION 2018
May term begins for VUSM master’s and doctoral programs (other than M.D.) / Monday 7 May
May term ends for VUSM master’s and doctoral programs (other than M.D.) / Friday 1 June
Full summer term begins for VUSM master’s and doctoral programs (other than M.D.) / Tuesday 5 June
Summer break for 1st-year M.D. students / Saturday 28 July–Sunday 26 August
Full summer term ends for VUSM master’s and doctoral programs (other than M.D.) / Friday 10 August
Archived 2017/2018
School of Medicine Catalog
GREG S. ALLEN
Charlottesville, VA
LEE M. BASS
Fort Worth, TX
ADOLPHO A. BIRCH III
New York, NY
DANIEL M. CROWN
New York, NY
CHARLES H. ESSERMAN
Orinda, CA
JAY C. HOAG
Palo Alto, CA
JOHN R. INGRAM
Nashville, TN
KATHLEEN E. JUSTICE-MOORE
Palo Alto, CA
CARROLL E. KIMBALL
Nashville, TN
STEVEN H. MADDEN
Houston, TX
MARK P. MAYS
San Antonio, TX
COURTNEY C. PASTRICK
Bethesda, MD
DAVID W. PATTERSON, M.D.
Great Falls, VA
H. ROSS PEROT, JR.
Dallas, TX
SID SAPRU
Clarksville, MD
ROBERT C. SCHIFF, JR., M.D.
Cincinnati, OH
ALEXANDER C. TAYLOR, JR.
Atlanta, GA
PATRICIA EARLY WHITE
Mayfair, England
MARK WILF
Livingston, NJ
Vanderbilt University Board of Trust
BRUCE R. EVANS, Chairman, Boston, MA
JEFFREY J. ROTHSCHILD, Vice Chairman, Palo Alto, CA
JON WINKELRIED, Vice Chairman, Hobe Sound, FL
SHIRLEY M. COLLADO, Secretary, Ithaca, NY
NICHOLAS S. ZEPPOS, Chancellor of the University, Nashville, TN
Emerita/Emeritus Trustees
MARY BETH ADDERLEY
La Jolla, CA
MICHAEL L. AINSLIE
Palm Beach, FL
WILLIAM W. BAIN, JR.
Naples, FL
DARRYL D. BERGER
New Orleans, LA
CAMILLA DIETZ BERGERON
New York, NY
DENNIS C. BOTTORFF
Nashville, TN
LEWIS M. BRANSCOMB
La Jolla, CA
THOMAS F. CONE
Nashville, TN
CECIL D. CONLEE
Atlanta, GA
BROWNLEE O. CURREY, JR.
Nashville, TN
MARK F. DALTON
Scarsdale, NY
CLAIBORNE P. DEMING
El Dorado, AR
FRANK A. GODCHAUX III
Houston, TX
JOHN R. HALL
Lexington, KY
L. HALL HARDAWAY, JR.
Nashville, TN
H. RODES HART
Brentwood, TN
JOANNE F. HAYES
Gulf Stream, FL
MARTHA R. INGRAM
Nashville, TN
J. HICKS LANIER
Atlanta, GA
EDWARD A. MALLOY, C.S.C.
Notre Dame, IN
JACKSON W. MOORE
Memphis, TN
KENNETH L. ROBERTS
Nashville, TN
JOE L. ROBY
New York, NY
EUGENE B. SHANKS, JR.
Greenwich, CT
RICHARD H. SINKFIELD
Atlanta, GA
CAL TURNER
Franklin, TN
J. STEPHEN TURNER
Nashville, TN
EUGENE H. VAUGHAN
Houston, TX
DUDLEY BROWN WHITE
Nashville, TN
W. RIDLEY WILLS II
Nashville, TN
J. LAWRENCE WILSON
Bonita Springs, FL
REBECCA WEBB WILSON
Memphis, TN
WILLIAM M. WILSON
Nashville, TN
MARIBETH GERACIOTI, Secretary to the
Board of Trust
Archived 2017/2018
School of Medicine Catalog
Vanderbilt University Administration
NICHOLAS S. ZEPPOS, J.D., Chancellor
SUSAN R. WENTE, Ph.D., Provost and Vice Chancellor for Academic Affairs
AUDREY J. ANDERSON, J.D., Vice Chancellor, General Counsel, and Secretary of the University
STEVE ERTEL, B.A., Vice Chancellor for Communications
NATHAN GREEN, B.B.A., Interim Vice Chancellor for Public Affairs
ANDERS W. HALL, M.B.A., Vice Chancellor for Investments and Chief Investment Officer
ERIC C. KOPSTAIN, M.B.A., Vice Chancellor for Administration
JOHN M. LUTZ, A.B., Vice Chancellor for Information Technology
TINA L. SMITH, Ed.D., Interim Vice Chancellor for Equity, Diversity, and Inclusion and Interim Chief Diversity Officer
SUSIE S. STALCUP, B.B.A., C.F.P., Vice Chancellor for Development and Alumni Relations
BRETT SWEET, M.B.A., Vice Chancellor for Finance and Chief Financial Officer
DAVID WILLIAMS II, J.D., LL.M., M.B.A., Vice Chancellor for Athletics and University Affairs and Athletics Director
Deans
JEFFREY R. BALSER, M.D., Ph.D., Dean of the School of Medicine
MARK D. BANDAS, Ph.D., Associate Provost and Dean of Students
VANESSA BEASLEY, Ph.D., Dean of The Martha Rivers Ingram Commons
CAMILLA PERSSON BENBOW, Ed.D., Dean of Peabody College
LAUREN A. BENTON, Ph.D., Dean of the College of Arts and Science
DOUGLAS L. CHRISTIANSEN, Ph.D., Vice Provost for University Enrollment Affairs and Dean of Admissions and Financial Aid
PHILIPPE M. FAUCHET, Ph.D., Dean of the School of Engineering
CHRIS GUTHRIE, J.D., Dean of the Law School
M. ERIC JOHNSON, Ph.D., Dean of Owen Graduate School of Management
LINDA D. NORMAN, D.S.N., Dean of the School of Nursing
EMILIE M. TOWNES, Ph.D., Dean of the Divinity School
MARK WAIT, D.M.A., Dean of Blair School of Music
MARK T. WALLACE, Ph.D., Dean of the Graduate School
Archived 2017/2018
School of Medicine Catalog
7
JEFFREY R. BALSER, M.D., Ph.D., Dean, School of Medicine
LAWRENCE J. MARNETT, Ph.D., Dean of Basic Sciences
BONNIE M. MILLER, M.D., M.M.H.C., Senior Associate Dean for Health
Sciences Education
GORDON R. BERNARD, M.D., Senior Associate Dean for Clinical Research
DONALD W. BRADY, M.D., Senior Associate Dean for Graduate Medical
Education and Continuing Professional Development
G. ROGER CHALKLEY, D.Phil., Senior Associate Dean for Biomedical
Research, Education, and Training
ANDRÉ L. CHURCHWELL, M.D., Senior Associate Dean for Diversity Affairs
ROBERT S. DITTUS, M.D., M.P.H., Senior Associate Dean for Population
Health Sciences
C. WRIGHT PINSON, M.B.A., M.D., Senior Associate Dean for Clinical
Affairs
DAVID S. RAIFORD, M.D., Senior Associate Dean for Faculty Affairs
WILLIAM COOPER, M.D., M.P.H., Associate Dean for Faculty Affairs
AMY E. FLEMING, M.D., M.P.H.E., Associate Dean for Medical Student
Affairs
KATHLEEN GOULD, Ph.D., Associate Dean for Biomedical Sciences and
Director, Office of Graduate Student Support
KATHERINE E. HARTMANN, M.D., Ph.D., Associate Dean for Clinical
and Translational Scientist Development
ALYSSA M. HASTY, Ph.D., Associate Dean for Faculty Development
(Basic Sciences)
KIMBERLY D. LOMIS, M.D., Associate Dean for Undergraduate Medical
Education
STEVEN G. MERANZE, M.D., Associate Dean for Faculty Affairs
JOHN S. PENN, Ph.D., Associate Dean for Faculty Affairs
ANN H. PRICE, M.D., Associate Dean for Alumni Affairs
CHARLES R. SANDERS, Ph.D., Associate Dean for Research (Basic
Sciences)
LINDA J. SEALY, Ph.D., Associate Dean for Diversity, Equity and Inclusion
(Basic Sciences)
PAUL J. STERNBERG, JR., M.D., Associate Dean for Clinical Affairs
CHRISTOPHER S. WILLIAMS, M.D., Ph.D., Associate Dean for Physician
Research Education; Director, Medical Scientist Training Program
ARNA BANERJEE, M.D., Assistant Dean for Simulation in Medical Education
JOEY V. BARNETT, Ph.D., Assistant Dean and Director, Office for
Medical Student Research; Chair, Doctor of Medicine Admission
Committee
WILLIAM B. CUTRER, M.D., M.Ed., Assistant Dean for Undergraduate
Medical Education
CHARLENE DEWEY, M.D., M.Ed., Assistant Dean for Educator
Development
DONNA E. ROSENSTIEL, L.C.S.W., Assistant Dean for Health Sciences
Education
CATHLEEN C. PETTEPHER, Ph.D., Assistant Dean for Medical Student
Assessment
W. ANDERSON SPICKARD III, M.D., Assistant Dean for Education
Design and Technology
REBECCA R. SWAN, M.D., Assistant Dean for Graduate Medical
Education
KIMBERLY N. VINSON, M.D., Assistant Dean for Diversity Affairs
LYNN E. WEBB, Ph.D., Assistant Dean for Faculty Development;
Ombudsman, Vanderbilt University School of Medicine
ALICE C. COOGAN, M.D., Chair, Doctor of Medicine Admission
Committee
JESSE EHRENFELD, M.D., M.P.H., Director, Education Research;
Director, LGBTI Health
MICHAEL J. FOWLER, M.D., Director, Clinical Skills Development
DONALD E. MOORE, JR., Ph.D., Director, M.D. Curriculum Evaluation
MICHAEL PONS, Administrative Officer, Office of Health Sciences
Education
LOGAN KEY, M.Ed., Director, Office of Student Records
JENNIFER KIMBLE, M.Ed., Director, Admissions
LINDSEY MOLONEY, M.S., Administrative Director, Office of
Undergraduate Medical Education
REGINA G. RUSSELL, M.Ed., Director, Learning Systems Outcomes
SARAH C. WOODALL, Administrative Director, Office for Medical
Student Affairs
LOURDES ESTRADA, Ph.D., Associate Director, Academics and
Operations, Medical Scientist Training Program
SALLY YORK, M.D., Ph.D., Associate Director for Clinical Education,
Medical Scientist Training Program
SHERRY STUART, Assistant Director, Student Financial Services
Executive Faculty
Jeffrey R. Balser, Chair. Ronald Alvarez, Dan Beauchamp, Gordon
Bernard, Donald Brady, Alex Brown, Nancy Brown, Melinda Buntin,
Richard Caprioli, Roger Chalkley, Walter Chazin, Andre’ Churchwell,
Roger Colbran, Jeff Conn, William (Bill) Cooper, Nancy Cox, Jim
Crowe, Bob Dittus, Marilyn Dubree, Elisabeth Dykens, Ron Eavey,
Ron Emeson, Amy Fleming, John Gore, Kathy Gould, Frank Harrell,
Kathie Hartmann, Stephan Heckers, Gerald Hickson, Julie Hudson,
Kevin Johnson, Jeff Johns, Lisa Kachnic, Kim Lomis, Ian Macara, Bob
Macdonald, Mark Magnuson, John Manning, Larry Marnett, Keith
Meador, Steve Meranze, Bonnie Miller, Cecelia Moore, Hal Moses,
Linda Norman, Reed Omary, John Penn, Jennifer Pietenpol, Wright
Pinson, Al Powers, Ann Price, David Raiford, David Robertson, Dan
Roden, Russell Rothman, Meg Rush, Warren Sandberg, Sam Santoro,
Herb Schwartz, Yu Shyr, Eric Skaar, Corey Slovis, Bill Stead, Paul
Sternberg, David Sweatt, Anne Marie Tharpe, Mary Beth Thompson,
Jeanne Wallace, Matt Weinger, Steve Webber, Consuelo Wilkins, Chris
William, John York, Wei Zheng, Mary Zutter.
Standing Committees
(The dean is an ex officio member of all standing and special committees.)
Doctor of Medicine Admission Committees
The M.D. Program admission committees have the responsibility of
reviewing medical school applications for admission and recommending
to the chairs of admission those applicants considered most qualified for
admission. Chairs and the Director of Admission oversee and continually
review the entire admission process, recruit committee members, schedule
and conduct training sessions for the committees, and organize and lead
committee meetings.
The following admission sub-committees include faculty from across the
Vanderbilt University School of Medicine who review applications in a holistic
manner. Committee members’ reviews and analyses are compiled and
exchanged over a multi-step process.
Step 1—Screening Admission Committee: This committee includes
approximately 25 faculty members who screen primary applications
to identify the candidates who will receive secondary applications. The
screening admission committee also reviews secondary applications to
determine which applicants will be considered for interviews.
Step 2—Interview Selection Committee: This committee includes
approximately 25 faculty members who review and evaluate application
materials to determine the applicants to invite for interviews.
Step 3—Executive Admission Committee: This committee includes
approximately 15 faculty members and 10 current medical students, on
rotating appointments, who review and evaluate all application materials,
including interview reports, to provide a score that substantiates the deter-
mination of which candidates will be offered admission.
School of Medicine Administration
Archived 2017/2018
School of Medicine Catalog
8 VANDERBILT UNIVERSITY
Doctor of Medicine Phase Teams
Phase Teams consist of the course directors and major teachers
responsible for implementation of the curriculum for each of the phases
in medical school, as well as representatives of the Student Curriculum
Committee and staff members working with the curriculum. The associate
dean for undergraduate medical education and the Undergraduate Medical
Education Executive Committee faculty chair coordinate the work of the
Phase Teams to support the curricular quality improvement process.
Foundations of Medical Knowledge Team: Neil Osheroff, Chair. All block
and longitudinal course directors serve on this committee. Ex officio:
Kimberly D. Lomis, Bonnie M. Miller, Amy E. Fleming, and Logan Key.
Foundations of Clinical Care Team: Ed Vasilevskis, Chair. All clerkship
directors and longitudinal course directors serve on this committee.
Ex officio: Kimberly D. Lomis, Bonnie M. Miller, Amy E. Fleming, and
Logan Key.
Immersion Team: Lourdes Estrada, William Cutrer, Co-Chairs. Members
of the Immersion Phase Working Group and Advisory Team, along
with Immersion course directors, serve on this committee. Ex officio:
Kimberly D. Lomis, Bonnie M. Miller, Amy E. Fleming, and Logan Key.
Doctor of Medicine Student Promotion Committees
Each promotion committee will have the responsibility for making
recommendations to the dean and the executive faculty concerning
promotion, remedial action, or dismissal as appropriate for each student
in the class/phase for which it is responsible.
Immersion Phase
Geoffrey Fleming, Chair. Leslie Gewin, Jay Jerome, Ingrid Meszoely,
Matt McEvoy, Kevin Niswender, Lorraine Ware. Ex Officio: André
L. Churchwell, Amy E. Fleming, Cathleen C. Pettepher, Kimberly D.
Lomis.
Foundations of Clinical Care Phase
Roy Zent, Chair. Reuben Bueno, Kecia Carroll, William (Bill) Cooper,
Henry (Hank) Jennings, Joyce Johnson, Ela Knapik, James S.
Powers, Consuelo Wilkins. Ex officio: André Churchwell, Amy E.
Fleming, Cathleen C. Pettepher, Kimberly D. Lomis.
Foundations of Medical Knowledge Phase
Lola Chambless, Chair, Jennifer Blackford, Bruce Carter, Keith Meador,
Lisa A. Mendes, Henry (Earl) Ruley, Steven A. Webber. Ex officio:
André L. Churchwell, Amy E. Fleming, Cathleen C. Pettepher,
Kimberly D. Lomis.
Doctor of Medicine Undergraduate Medical
Education Committee
The Undergraduate Medical Education Executive Committee (UMEC) is
composed of members of the School of Medicine leadership appointed
by the dean to include key faculty leaders from multiple departments, the
phase team leaders, and leaders of longitudinal elements, led by a faculty
chair of the committee, also appointed by the dean. (Details of committee
membership are outlined in the UMEC charter.)
Ex officio members include the senior associate dean for health sciences
education, the associate dean for undergraduate medical education, the
associate dean for medical student affairs, the associate dean for diversity,
the assistant dean for assessment, the assistant dean for educational
informatics and technology, the assistant dean for undergraduate medical
education, the director of clinical skills development,and the director of
program evaluation. There is also student representation on this committee.
UMEC is advisory to the dean, and, along with the dean, it holds authority
for central oversight of the UME curriculum. UMEC meets every other month.
Meetings are devoted to course approval/evaluation, program evaluation,
thread evaluation, and/or educational policy. The agenda is determined
jointly by the faculty chair of the committee and the associate dean for UME.
The committee has the option of convening additional meetings as needed.
The UMEC for the current academic year will be chaired by James Atkinson
and will consist of faculty representatives from basic science and clinical
departments.
Faculty Appointments and Promotion Committee
(FAPC) and Clinical Practice Appointment and
Promotion Committee (CPAPC)
These committees, appointed by the dean, are responsible for consideration
of faculty promotion in the School of Medicine and for examination of
credentials of candidates for appointment to faculty positions.
FAPC: Cathleen C. Pettepher, Chair. Shari L. Barkin, Beth A. Malow,
Hassane S. Mchaourab, Kevin L. Schey, Edward R. Sherwood, Yu
Shyr, Eric P. Skaar, John C. Wellons. Ex officio: John S. Penn, David
S. Raiford.
CPAPC: Neal R. Patel, Chair. John G. Huff, Michael N. Neuss, William
Marshall Petrie, Michael A. Pilla. Ex officio: John S. Penn, David S.
Raiford.
Medical Innovators Development Program (MIDP)
Internal Advisory Council
The MIDP Internal Advisory Council provides strategic planning and
program oversight for all aspects of the program. This committee meets
once or twice each year.
Alan Bentley, Robert Dittus, Phillippe Fauchet, John Gore, Robert
Labadie, Kimberly D. Lomis, Kevin Johnson, Mark Frisse, Matthew
Walker III, David Owens, Robert Grajewski, and Larry Van Horn.
Medical Innovators Development Program (MIDP)
Leadership Team
The MIDP Leadership Team is appointed annually by the dean to assist
in the admission process and provide program oversight and strategic
planning. Each applicant for the MIDP is interviewed individually by several
members of this team, which serves as the School of Medicine Admission
Committee for the MIDP.
Reed Omary, Director; Victoria Morgan, Associate Director; André
Churchwell, Melanie Schuele, and Trent Rosenbloom. A student
member is appointed to the leadership team each year.
Medical Scientist Training Program (MSTP)
Admission Committee
The MSTP Admission Committee (MAC) is appointed annually by the dean
to assist in the admissions process and provide program oversight and
strategic planning. Each applicant for the MSTP is interviewed individually
by several members of the MAC, which serves as the School of Medicine
Admission Committee for the MSTP. The MAC includes several institutional
leaders and senior scientists with responsibility for M.D. and Ph.D. training.
Christopher S. Williams, Director. Lourdes Estrada, Ambra Pozzi, Danny
Winder, Sally York. Associate Directors; Megan A. Williams and
Melissa Krasnove, Assistant Directors. R. Daniel Beauchamp, Bruce
D. Carter, Kevin Ess, Cynthia Gadd, Maria Hadjifrangiskou, Katherine
Hartmann, Charles Hong, Duco Jansen, Pierre Massion, Andrea Page
McCaw, Wellington Pham, Dan M. Roden, Michelle Southard-Smith,
Roy Zent. Student Members: Lillian Juttukonda, Matt Stier. Ex officio:
G. Roger Chalkley, André Churchwell, Amy E. Fleming, Kimberly D.
Lomis, Bonnie M. Miller.
Archived 2017/2018
School of Medicine Catalog
9School of Medicine / School of Medicine Administration
Medical Scientist Training Program (MSTP) Senior
Oversight Committee
The MSTP Senior Oversight Committee provides guidance about all
aspects of the program. This committee meets once or twice each year
and is focused on strategic planning and program oversight.
Christopher S. Williams, Director. Lourdes Estrada, Ambra Pozzi, Danny
Winder, Sally York, Associate Directors; Megan A. Williams and Melissa
Krasnove, Assistant Directors. G. Roger Chalkley, Chair. Kimberly D.
Lomis, Lawrence J. Marnett, Bonnie M. Miller, Amy E. Fleming.
Quantitative and Chemical Biology Executive
Committee
The Quantitative and Chemical Biology (QCB) Executive Committee is
responsible for evaluating and admitting students to the QCB, which is
a doctoral training program designed for those interested in pursuing
research at the interface of chemical, physical, and biological sciences.
The Executive Committee will review the progress of the first-year graduate
students in the program before recommending students to the graduate
programs of Biochemistry, Biological Sciences, Cancer Biology, Cell and
Developmental Biology, Cellular and Molecular Pathology, Chemical and
Physical Biology, Chemistry, Human Genetics, Mathematics, Molecular
Physiology and Biophysics, Microbiology and Immunology, Neuroscience,
Pharmacology, and Physics. Based on their field of research, students are
welcome to pursue doctoral scholarship in the School of Medicine, the
College of Arts and Science, and the School of Engineering.
Hassane Mchaourab, Chair. Raymond Blind, Beth Bowman, Alan Brash,
Todd Peterson, Erin Rericha, and David Weaver.
Selected Other Committees Related to Medical
Education
Global Health Education Committee
The Global Health Education Committee (GHEC) supports the vision of the
School of Medicine and the Vanderbilt University Medical Center to provide
an array of global health education and training opportunities for VUSM and
VUMC trainees while simultaneously enhancing the capacity of our partners in
a collaborative effort to address global health challenges.
Donald Brady, Melissa Carro, Quentin Eichbaum, Natasha Halasa,
Doug Heimburger, Julie Lankford, Marie Martin, Bonnie Miller, Doug
Morgan, and Melinda New.
Interdisciplinary Graduate Program Executive
Committee
The Interdisciplinary Graduate Program Executive Committee is
concerned with graduate student affairs and graduate programs in the
Medical Center. It is responsible for admitting students to the Interdisciplinary
Graduate Program in the Biomedical Sciences; for recommending
candidates for fellowships and other funds available for the program; and
for reviewing activities and progress of the students in the program and
recommending students to the Departments of Biochemistry, Biological
Sciences, Cancer Biology, Cell and Developmental Biology, Molecular
Physiology and Biophysics, Neuroscience, Pathology, Microbiology and
Immunology, and Pharmacology and to the graduate programs in
Chemical and Physical Biology, Human Genetics, and Neuroscience for
the completion of the Ph.D.
James G. Patton, Chair. Todd Graham, Brian Wadzinski, Barbara
Fingleton, Tonia Rex, Sebastian Joyce, Ethan Lee, Richard M.
O’Brien, Nicholas Reiter, Bill Valentine, Douglas Ruderfer,Beth
Bowman, G. Roger Chalkley.
Vanderbilt Institute for Clinical and Translational
Research (VICTR) Scientific Review Committee
The VICTR Scientific Review Committee meets regularly to act upon
research proposals requesting support for the use of the VICTR resources
including the Clinical Research Center, Health Services Research,
Biomedical Informatics, Biomedical Statistics, Research Cores, and
Research Support Services.
Kevin Niswender, Co-chair; Alan Storrow Co-chair. Donald Alcendor,
Tiye Amos-Mandela, Eric Austin, Damon Bruce, David Charles,
Zhongmao Guo, David Haas, Rizwan Hamid, Darlene Jenkins,
Melanie Lutenbacher, Harvey Murff, Josh Peterson. Ex officio: Gordon
R. Bernard, Italo Biaggioni, Frank E. Harrell, David Robertson.
Archived 2017/2018
School of Medicine Catalog
10 VANDERBILT UNIVERSITY
When Commodore Cornelius Vanderbilt gave a million
dollars to build and endow Vanderbilt University in , he
did so with the wish that it “contribute to strengthening the
ties which should exist between all sections of our common
country.”
A little more than a hundred years later, the Vanderbilt
Board of Trust adopted the following mission statement:
“We reaffirm our belief in the unique and special contribu-
tions that Vanderbilt can make toward meeting the nation’s
requirements for scholarly teaching, training, investigation,
and service, and we reaffirm our conviction that to fulfill its
inherited responsibilities, Vanderbilt must relentlessly pursue
a lasting future and seek highest quality in its educational
undertakings.”
Today as Vanderbilt pursues its mission, the university
more than fulfills the Commodore’s hope. It is one of a few
independent universities with both a quality undergradu-
ate program and a full range of graduate and professional
programs. It has a strong faculty of more than , full-time
members and a diverse student body of about ,. Stu-
dents from many regions, backgrounds, and disciplines come
together for multidisciplinary study and research. To that end,
the university is the fortunate recipient of continued support
from the Vanderbilt family and other private citizens.
e -acre campus is about one and one-half miles from
the downtown business district of the city, combining the
advantages of an urban location with a peaceful, park-like set-
ting of broad lawns, shaded paths, and quiet plazas.
Off-campus facilities include the Arthur J. Dyer Observa-
tory, situated on a ,-foot hill six miles south.
e schools of the university offer the following degrees:
College of Arts and Science. Bachelor of Arts.
Blair School of Music. Bachelor of Music.
Divinity School. Master of Divinity, Master of eological
Studies.
School of Engineering. Bachelor of Engineering, Bachelor of
Science, Master of Engineering.
Graduate School. Master of Arts, Master of Fine Arts,
Master of Liberal Arts and Science, Master of Science, Doctor
of Philosophy.
Law School. Master of Laws, Doctor of Jurisprudence.
School of Medicine. Master of Education of the Deaf,
Master of Laboratory Investigation, Master of Public Health,
Master of Science in Applied Clinical Informatics, Master of
Science in Clinical Investigation, Master of Science in Medi-
cal Physics, Master of Science (Speech-Language Pathology),
Doctor of Audiology, Doctor of Medical Physics, Doctor of
Medicine.
School of Nursing. Master of Science in Nursing, Doctor of
Nursing Practice.
Owen Graduate School of Management. Master of
Accountancy, Master of Business Administration, Master of
Management in Health Care, Master of Marketing, Master of
Science in Finance.
Peabody College. Bachelor of Science, Master of Education,
Master of Public Policy, Doctor of Education.
No honorary degrees are conferred.
Mission, Goals, and Values
Vanderbilt University is a center for scholarly research,
informed and creative teaching, and service to the community
and society at large. Vanderbilt will uphold the highest stan-
dards and be a leader in the
• questfornewknowledgethroughscholarship,
• disseminationofknowledgethroughteachingand
outreach,
• creativeexperimentationofideasandconcepts.
In pursuit of these goals, Vanderbilt values most highly
• intellectualfreedomthatsupportsopeninquiry,
• equality,compassion,andexcellenceinallendeavors.
Accreditation
Vanderbilt University is accredited by the Southern Associa-
tion of Colleges and Schools Commission on Colleges to
award bachelor’s, master’s, professional, and doctoral degrees.
Contact the Commission on Colleges at Southern Lane,
Decatur, Georgia -, call () -, or visit
sacscoc.org for questions about the accreditation of Vanderbilt
University.
Please contact the commission only in relation to Vander-
bilt’s noncompliance with accreditation requirements. Normal
inquiries about admission requirements, educational programs,
and financial aid should be directed to the university.
Vanderbilt University
Archived 2017/2018
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11
V
ANDERBILT provides a full complement of auxiliary
services to meet the personal needs of students, to make
life on the campus comfortable and enjoyable, and to
provide the proper setting for academic endeavor.
Graduate Student Resources
Graduate Student Council
The Graduate Student Council (GSC) exists to enhance the
overall educational experience at Vanderbilt University by
promoting the general welfare and concerns of the Graduate
School student body. This is achieved through the creation
of new programs and initiatives to provide opportunities for
growth and interaction, as well as through communication
with the Vanderbilt faculty and administration on behalf of
graduate students. The GSC consists of elected representa-
tives, standing committees, and an annually elected executive
board. In the recent past, the GSC has helped change policies
involving campus dining, free bus transportation, parking,
and student health insurance. The GSC is also a member of
the National Association of Graduate-Professional Students
(NAGPS).
In addition to its representative function, the GSC also
organizes a number of events and hosts/sponsors various proj-
ects during the year, including co-sponsoring seminars and
panels with individual departments, organizing the Vanderbilt
Minute esis competition (spring semester), facilitating
the Graduate Student Honor Council, planning community
outreach activities, and offering many social opportunities.
e GSC also awards travel grants to graduate students who
wish to present their research at conferences throughout the
year. All Vanderbilt Graduate School students are welcome
and encouraged to attend GSC’s monthly meetings and to get
involved. For more information, visit studentorgs.vanderbilt.
edu/gsc.
Career Development for Graduate School Students
The Dean’s Office of the Graduate School is dedicated to
helping students navigate the transition from degree to career.
Guidance and professional development opportunities are
offered throughout a Graduate School student’s program, in
the form of individual advising, workshops, seminars, and
Web-based resources. Topics range from creating an effective
CV/resume, to interviewing skills, to establishing a network
for both academic and non-academic career searches. For
Ph.D.’s in the biomedical disciplines, the Office of Biomedi-
cal Research Education and Training (BRET) offers similar
services. For Ph.D.’s in Peabody College, the Peabody Office of
Professional and Graduate Education (POPGE) offers comple-
mentary resources. Additional resources for particular career
interests are available through a campus partnership with the
Career Center. Through these numerous services, students
will find ample assistance for their career searches. For more
information, visit my.vanderbilt.edu/gradcareer.
Graduate Development Network
The Graduate Development Network (GDN) is an informal
network of faculty, administrators, and students at Vanderbilt
University that seeks to facilitate the awareness and use of the
many programs that can help students become productive and
well-rounded scholars. The network’s website (vanderbilt.edu/
gradschool/gdn) provides links to various offices and groups at
Vanderbilt that support graduate student development. These
offices and organizations also jointly sponsor a number of
seminars, workshops, and similar events that support student
development.
The Center for Teaching
The mission of the Center for Teaching is to promote univer-
sity teaching that leads to meaningful student learning. The
services of the center are available to all graduate students,
including those teaching at Vanderbilt as teaching assistants
(TAs) and instructors of record, as well as those who antici-
pate that teaching will be a part of their future careers.
Fall TA Orientation introduces participants to teaching at
Vanderbilt, focusing on the information and skills necessary
to take on TA roles in the classroom. Workshops and practice
teaching sessions are led by experienced graduate student
teaching assistants.
e Certificate in College Teaching has been designed to
assist graduate students who wish to develop and refine their
teaching skills. e certificate focuses on the research on how
people learn and best teaching practices, and supports the
university’s pursuit of excellence in teaching and learning. e
certificate is ideal for graduate students whose goals are to
become more effective educators and who want to prepare for
future careers in higher education teaching.
e Blended and Online Learning Design (BOLD) Fellows
Program helps graduate students in the STEM disciplines (sci-
ence, technology, engineering, and mathematics) partner with
faculty members to design and develop online modules for
integration into a course. e teams implement these modules
in existing classes and investigate their impact on student
learning.
e Certificate in Humanities Teaching & Learning is a
program for humanities graduate students that comprises
a sequential seminar and practicum in which participants
explore humanistic pedagogies and teaching historically
underrepresented populations.
e Graduate Teaching Fellows and Teaching Affiliates
Program provides graduate students the opportunity to work
at the center, facilitating the programs offered to graduate
students, consulting with TAs, and collaborating on teaching-
related projects.
For more information and other services, please visit the
Center for Teaching website at c.vanderbilt.edu or call ()
-.
Life at Vanderbilt
Archived 2017/2018
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12 VANDERBILT UNIVERSITY
Other Campus Resources
Barnes & Noble at Vanderbilt
Barnes & Noble at Vanderbilt, the campus bookstore located
at West End Avenue, offers textbooks (new, used, digital,
and rental), computers, supplies, Nook e-readers, dorm
accessories, licensed Vanderbilt apparel, and best-selling
books. Students can order online or in-store and receive
course materials accurately, conveniently, and on time. The
bookstore features extended hours of operation and hosts
regular special events. Visitors to the bookstore café can enjoy
Starbucks coffees, sandwiches, and desserts while studying.
Free customer parking is available in the garage directly
behind the bookstore. For more information, visit vubookstore.
com, follow twitter.com/BN_Vanderbilt, find the bookstore
on Facebook at facebook.com/VanderbiltBooks, or call ()
-.
The Commodore Card
The Commodore Card is the Vanderbilt student ID card. It
can be used to access debit spending accounts, VU meal plans,
and campus buildings such as residence halls, libraries, aca-
demic buildings, and the Vanderbilt Recreation and Wellness
Center.
ID cards are issued at the Commodore Card Office,
Sarratt Student Center, Monday through Friday, from : a.m.
to : p.m. For more information, go to vanderbilt.edu/
cardservices.
Eating on Campus
Vanderbilt Campus Dining operates several restaurants, cafes,
and markets throughout campus that provide a variety of
food. The two largest dining facilities are Rand Dining Center
in Rand Hall (connected to Sarratt Student Center) and
The Ingram Commons dining hall. Six convenience stores
on campus offer grab-and-go meals, snacks, beverages, and
groceries. All units accept the Commodore Card and Meal
Plans. Graduate student Meal Plans are offered at a discount.
For more information, hours, and menus, go to campusdining.
vanderbilt.edu.
Housing
To support the housing needs of new and continuing graduate
and professional students, the Office of Housing and Residen-
tial Education provides a web-based off-campus referral ser-
vice (apphost1a.its.vanderbilt.edu/housing/Main/). The referral
service lists information about housing accommodations off
campus. Cost, furnishings, and conditions vary greatly. For
best choices, students seeking off-campus housing should visit
the office or consult the website as early as possible for sugges-
tions and guidance. The website includes advertisements by
landlords looking specifically for Vanderbilt-affiliated tenants,
as well as by Vanderbilt students looking for roommates.
Listings are searchable by cost, distance from campus, num-
ber of bedrooms, and other parameters. Students may also
post “wanted” ads seeking roommate or housemate situations.
On-campus university housing for graduate or professional
students is not available.
Change of Address
Students who change either their local or permanent mail-
ing address are expected to notify the University Registrar
immediately. Candidates for degrees who are not in residence
should keep the school and the University Registrar informed
of current mailing addresses. To change or update addresses,
go to registrar.vanderbilt.edu/academicrec/address.htm.
Information Technology
Vanderbilt University Information Technology (VUIT) offers
voice, video, data, computing, and conferencing services to
Vanderbilt students, faculty, and staff. VUIT provides free
antivirus downloads and malware prevention in many campus
areas.
VUIT maintains and supports VUnet, the campuswide data
network that provides access to the internet, and AccessVU,
the authentication service that enables Vanderbilt users to
securely identify themselves to many services on VUnet. ose
services include YES, Your Enrollment Services; Brightspace;
and Vmail, the university’s email system.
VUIT also partners with Sprint, Verizon, and AT&T to offer
discounts for cellular phone service. For discount information
see it.vanderbilt.edu/cellphone.
It is important to note that many wireless consumer
electronic devices interfere with VUnet, and in worst-case
circumstances, could even cause degradation to network
service. ese devices are prohibited and include, but are not
limited to, routers, access points (APs), or AirPorts manufac-
tured by companies such as Apple, Belkin, D-Link, and Linksys.
Additionally, settings for smartphone hotspots and wireless
connectivity for printers and other devices must be disabled to
prevent interference with university wireless APs.
Vanderbilt offers all students low-cost and free-of-charge
soware, including Microso Office and Microso Windows.
See sowarestore.vanderbilt.edu for a complete product catalog
and more information.
Furthermore, VUIT provides various conferencing and
collaboration services for students, including audio and video
conferencing via a desktop or a Polycom bridge. Vanderbilt’s
blog service offers WordPress Blogs at my.vanderbilt.edu. See
it.vanderbilt.edu/services/collaboration for more information.
e Tech Hub is the help desk at Vanderbilt that provides
information to students, faculty, and staff about VUnet and
VUnet services. Its locations, hours, contacts, and other infor-
mation can be found at it.vanderbilt.edu/techhub.
For more information on IT services and computing at
Vanderbilt, go to it.vanderbilt.edu.
International Student and Scholar Services
International Student and Scholar Services (ISSS), located in
the Student Life Center, fosters the education and develop-
ment of nonimmigrant students and scholars to enable them
to achieve their academic and professional goals and objec-
tives. ISSS provides advice, counseling, and advocacy regard-
ing immigration, cross-cultural, and personal matters. ISSS
supports an environment conducive to international educa-
tion and intercultural awareness via educational, social, and
cross-cultural programs.
ISSS provides immigration advising and services, includ-
ing the processing of immigration paperwork, to more than
, international students and scholars. e office works
with admission units, schools, and departments to generate
Archived 2017/2018
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13
documentation needed to bring nonimmigrant students
and scholars to the U.S. Further, ISSS keeps abreast of the
regulations pertaining to international students and scholars
in accordance with the Department of Homeland Security
(Bureau of Citizenship and Immigration Services) and the
Department of State. ISSS coordinates semiannual orientation
programs for students and ongoing orientations for scholars,
who arrive throughout the year.
To help promote connection between international
students and the greater Nashville community, ISSS coordi-
nates the First Friends program, which matches international
students with Americans both on and off campus for friend-
ship and cross-cultural exchange. e weekly World on
Wednesday presentations inform, broaden perspectives, and
facilitate cross-cultural understanding through discussions led
by students, faculty, and staff. International Education Week
in the fall provides the campus with additional opportunities
to learn about world cultures and to celebrate diversity. e
International Lens Film Series (iLens) brings more than forty
international films to campus each year. ISSS provides a range
of programs and activities throughout the year to address
a variety of international student needs and interests. ese
programs include International Orientation Leaders and a
selection of holiday parties. e Southern Culture Series is an
opportunity for students to experience Southern culture in
nearby cities such as Memphis, Chattanooga, and Atlanta.
Obtaining Information about the University
Notice to current and prospective students: In compliance with
applicable state and federal law, the following information
about Vanderbilt University is available:
Institutional information about Vanderbilt University,
including accreditation, academic programs, faculty, tuition,
and other costs, is available in the catalogs of the colleges and
schools on the Vanderbilt University website at vanderbilt.edu/
catalogs.
Information about financial aid for students at Vanderbilt
University, including federal and other forms of financial aid
for students, is available from the Office of Student Financial
Aid on the Vanderbilt University website at vanderbilt.edu/
financialaid. e Office of Student Financial Aid is located at
West End Avenue, Nashville, Tennessee -, ()
- or () -.
Information about graduation rates for students at Vander-
bilt University is available on the Vanderbilt University web-
site at virg.vanderbilt.edu. Select “Factbook,” then “Student,”
then “Retention/Graduation Rates.” Paper copies of informa-
tion about graduation rates may be obtained by writing the
Office of the University Registrar, Vanderbilt University, PMB
, Vanderbilt Place, Nashville, Tennessee -
or by calling () -.
e Vanderbilt University Annual Security Report on
university-wide security and safety, including related policies,
procedures, and crime statistics, is available from the Vander-
bilt University Police Department on the university website
at police.vanderbilt.edu/annual-security-report. A paper copy
of the report may be obtained by writing the Vanderbilt
University Police Department, Vanderbilt Place, Nash-
ville, Tennessee or by calling () -. For more
information, see “Vanderbilt University Police Department”
in the following section of this catalog.
A copy of the annual Equity in Athletics Disclosure Act
Report on the Vanderbilt University athletic program partici-
pation rates and financial support data may be obtained by
writing the Vanderbilt University Office of Athletic Compli-
ance, Jess Neely Drive, P.O. Box , Nashville, Ten-
nessee or by calling () -.
Information about your rights with respect to the privacy
of your educational records under the Family Educational
Rights and Privacy Act is available from the Office of the
University Registrar on the Vanderbilt University website at
registrar.vanderbilt.edu/academicrec/privacy.htm. Paper copies
of this information about educational records may be obtained
by writing the Office of the University Registrar, Vanderbilt
University, PMB , Vanderbilt Place, Nashville,
Tennessee - or by calling () -. For more
information, see “Confidentiality of Student Records” in this
catalog.
The Writing Studio
The Writing Studio offers graduate students personal writing
consultations, fifty-minute interactive discussions about writ-
ing. Trained writing consultants can act as sounding boards
and guides for the development of arguments and the clarifi-
cation of ideas. The focus of a consultation varies according to
the individual writer and project. In addition to the standard
fifty-minute consultations, the Writing Studio also offers
dissertation writers the possibility of having extended appoint-
ments with the same consultant on an ongoing basis. Fifty-
minute appointments can be scheduled online at vanderbilt.
edu/writing. Extended appointments must be arranged in
advance through [email protected] and are
available on a first-come, first-served basis. Information about
other programs for graduate students, like the journal article
writing workshop and the annual dissertation writer’s retreat,
can also be found at vanderbilt.edu/writing.
Bishop Joseph Johnson Black Cultural Center
The Bishop Joseph Johnson Black Cultural Center (BJJBCC)
represents one of Vanderbilt University’s numerous efforts
at acknowledging and promoting diversity. It does so by
providing educational and cultural programming on the black
experience for the entire Vanderbilt community. Dedicated in
, the center is named for the first African American stu-
dent admitted to Vanderbilt University in , Bishop Joseph
Johnson (B.D. ’, Ph.D. ’).
One of the center’s aims is to provide cultural program-
ming. It sponsors lectures, musical performances, art exhibi-
tions, films, and discussions on African and African American
history and culture. e center also provides an office space
for a scholarly journal, the Afro-Hispanic Review, edited by
Vanderbilt faculty and graduate students.
Another of the center’s aims is student support and
development. e center provides meeting spaces for numer-
ous Vanderbilt student groups, including the Black Student
Alliance, Every Nation Campus Ministries, and Vanderbilt
Spoken Word. e center works with students on a wide range
of campus projects and community service opportunities. e
center also serves as a haven for students, with opportunities
for informal fellowship with other students of all levels as well
as with faculty and staff.
One additional aim of the center is community outreach
and service. To this end, the center reaches out to civic and
School of Medicine / Life at Vanderbilt
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14 VANDERBILT UNIVERSITY
cultural groups. e BJJBCC facilitates tutoring and mentor-
ing activities for young people from the Metro Nashville Pub-
lic Schools, the YMCA, and other community agencies. VU
students serve as tutors and mentors to young people in the
Edgehill community. e center also helps promote student
recruitment by hosting various pre-college groups.
e center houses a computer lab, a small library, a seminar
room, an auditorium, a student lounge area, and staff offices.
e center is open to all Vanderbilt students, faculty, and staff
for programs and gatherings.
Libraries
The Jean and Alexander Heard Library System
Vanderbilt University’s libraries are among the top research
libraries in the nation, home to more than eight million items,
including print publications, microfilm items, and digital
collections. The libraries provide electronic access to tens of
thousands of full-text journals and more than half a million
e-books and other research resources accessible via the campus
network, from workstations in campus libraries, as well
as authenticated access (VUnetID and e-password) from off
campus. The libraries’ homepage receives more than ,,
visits annually. Resources may be located through Acorn, the
libraries’ online catalog, and through DiscoverLibrary, the
libraries’ new information discovery tool.
e oldest manuscript in the collection dates from ca. ,
and new publications are being added every day. Among the
libraries’ collection strengths are the W. T. Bandy Center for
Baudelaire and Modern French Studies, a comprehensive
collection of materials on Charles Baudelaire and French
literature and culture; the Southern Literature and Culture
Collection; Latin American collections for Brazil, Colombia,
the Andes, Mesoamerica, and Argentina; the Television News
Archive, the world’s most extensive and complete archive
of television news covering to the present; the Revised
Common Lectionary, one of the first published Web-based
resources of scriptural readings for the liturgical year; and the
Global Music Archive, a multimedia reference archive and
resource center for traditional and popular song, music, and
dance of Africa and the Americas.
In partnership with faculty, library staff teach students
valuable skills for locating and evaluating the latest informa-
tion in a complex array of sources. Campus libraries with
discipline-specific collections are home to professional librar-
ians who provide expert support in that area of study. Online
reference is available through the homepage. Options for
individual study are complemented by group study spaces and
instructional rooms, as well as learning commons and cafes.
Exhibits throughout the libraries offer intellectual and creative
insights that encourage students to see their own work in new
ways. Students, faculty, and staff may come to the library to
read in a cozy nook, meet friends for group study, grab a quick
meal, or see an exhibit.
library.vanderbilt.edu
The Annette and Irwin Eskind Biomedical Library
The Eskind Biomedical Library (EBL) collects and provides
access to materials to support the teaching, research, and
service missions of Vanderbilt University Medical Center.
Margaret Cuninggim Women’s Center
As part of the Office of the Dean of Students, the Margaret
Cuninggim Women’s Center leads co-curricular campus
initiatives related to women’s and gender issues. The center
partners with many departments, programs, and individuals
across campus to raise awareness about the ways in which gen-
der shapes and is shaped by our lived experiences. Because its
aim is to make the Vanderbilt community more inclusive and
equitable, the center encourages all members of the Vanderbilt
community to take part in its events and resources.
e Women’s Center celebrates women and their accom-
plishments and fosters empowerment for people of all identi-
ties. e center offers individual support and advocacy around
a variety of issues, including gender stereotyping, gender
equity, leadership, parenting, body image, disordered eating,
pregnancy and reproduction, sexual health, and more. e
Women’s Center is open Monday through Friday, : a.m.
to : p.m. and is located at West Side Row. For more
information, please call () - or visit vanderbilt.edu/
womenscenter.
Office of LGBTQI Life
As a component of Vanderbilt’s Office of the Dean of Students,
the Lesbian, Gay, Bisexual, Transgender, Queer, and Intersex
(LGBTQI) Life office is a welcoming space for individuals of
all identities and a resource for information and support about
gender and sexuality. LGBTQI Life serves the entire Vander-
bilt community through education, research, programming,
support, and social events. The office also serves as a comfort-
able study and socializing space, as well as a connection point
to the greater Nashville LGBTQI community. In addition,
LGBTQI Life conducts tailored trainings and consultations
for the campus and community and coordinates the Safe Zone
Ally program. The Office of LGBTQI Life is located in the K.
C. Potter Center, Euclid House, West Side Row. For more
information, please visit vanderbilt.edu/lgbtqi.
Office of the University Chaplain and Religious Life
The Office of the University Chaplain and Religious Life
provides opportunities to explore and practice religion, faith,
and spirituality and to more deeply understand one’s personal
values and social responsibility via educational programming,
encounters with various faith perspectives, and engagement
with religious and spiritual communities. The office welcomes
and serves all students, faculty, and staff and provides an intel-
lectual home and ethical resource for anyone in the Vanderbilt
community seeking to clarify, explore, and deepen under-
standing of their lives and/or faith.
Recognizing the importance of exploring one’s faith in
community, the office facilitates opportunities for individuals
of a shared faith to worship/practice their particular religious
tradition. Whether guided by one of our affiliated chaplains
or a student-run religious organization, these groups foster
a sense of community and common values. For a complete
listing of campus religious groups, resources, services, and
programming opportunities, visit vanderbilt.edu/religiouslife.
Schulman Center for Jewish Life
The ,-square-foot Ben Schulman Center for Jewish
Life is the home of Vanderbilt Hillel. The goal of the center
is to provide a welcoming community for Jewish students at
Vanderbilt and to further religious learning, cultural aware-
ness, and social engagement. Vanderbilt Hillel is committed
Archived 2017/2018
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15
to enriching lives and enhancing Jewish identity. It provides
a home away from home, where Jews of all denominations
come together, united by a shared purpose. The Schulman
Center is also home to Grin’s Cafe, Nashville’s only kosher
and vegetarian restaurant. For further information about the
Schulman Center, please call () - or email hillel@
vanderbilt.edu.
Parking, Vehicle Registration, and Alternative
Transportation
Parking space on campus is limited. Motor vehicles operated
on campus at any time by students, faculty, or staff must be
registered with VUPD Parking Services located in the Wesley
Place garage. A fee is charged. Parking regulations are pub-
lished annually and are strictly enforced. More information is
available at vanderbilt.edu/parking.
Bicycles must be registered with the Vanderbilt University
Police Department.
All graduate and professional students can ride to and from
the Vanderbilt campus free of charge on Nashville’s Metro-
politan Transit Authority buses. To use this service, a valid
student ID card is required for boarding the bus.
Project Safe Center
The Project Safe Center partners with students, faculty, and
staff to create a campus culture that rejects sexual violence and
serves as a resource for all members of the Vanderbilt commu-
nity. Operating under the auspices of the Office of the Dean of
Students, the Project Safe Center provides support to survivors
of sexual violence and engages the campus community in
bystander intervention efforts and sexual assault prevention.
Green Dot, a bystander intervention program used by
colleges and communities nationwide, an online education
module addressing power-based violence, and a variety of
programs and presentations on consent, healthy relationships,
and violence prevention are available through the Project Safe
Center. A -hour support hotline answered by Project Safe’s
victim resource specialists is available at () -SAFE ().
e Project Safe Center located at West Side Row is
open Monday through Friday, : a.m. to : p.m. For more
information, please call () - or visit vanderbilt.edu/
projectsafe.
Psychological and Counseling Center
As part of the Vanderbilt University Medical Center, the PCC
supports the mental health needs of all students to help them
reach their academic and personal goals. Highly skilled and
multidisciplinary staff collaborates with students to provide
evidence-based treatment plans tailored to each individual’s
unique background and needs. The PCC also emphasizes
prevention through outreach and consultation focused on the
development of the skills and self-awareness needed to excel in
a challenging educational environment.
e PCC’s psychologists, licensed counselors, and psychi-
atric medical providers are available to any Vanderbilt student
and address a range of student needs including stress manage-
ment, crisis intervention, substance abuse counseling, manage-
ment of medications, individual counseling, group counseling,
biofeedback, emergency assessments, and psychiatric assess-
ment and treatment. e PCC provides a team approach to
the care of students with eating disorders and students who
have experienced trauma as well as students needing both
counseling and medication management. ere is an on-call
provider aer hours and on weekends for emergency calls.
e PCC provides screening and full assessment when
indicated for ADHD and learning disorders as well as assess-
ment and support for reading and study skills.
A prevention program regarding substance use called
BASICS is provided by the PCC. Students who have questions
about their level of use may request an assessment through
BASICS to learn more about risk related to substance use.
e PCC also houses a Mind Body Lab. is room is
designed with the objective of enhancing mindfulness by
providing tools to manage stress, increase personal resilience,
and promote compassion and academic success. Students may
book a forty-five-minute session in the PCC Mind Body Lab
by calling the PCC at () - or by stopping by the front
desk.
Students are encouraged to make contact with the PCC
prior to the start of the school year if they have a history of
mental health care needs. is will help facilitate the transi-
tion of care and ensure that students are fully aware of PCC
resources. Contact the center at () - for more
information.
ere is no charge for services with the exceptions of
reduced fees for LD/ADHD screening and assessment. Over
the course of a year, approximately percent of the Vander-
bilt student population will seek out the services of the PCC.
roughout the year, the PCC outreach coordinator and
other PCC staff also produce presentations, including educa-
tional programs, thematic presentations, and special events,
focused on education of the Vanderbilt community about
mental health issues and resources. e PCC is proud to
provide a program focusing on suicide prevention and mental
health awareness at Vanderbilt called MAPS: Mental Health
Awareness and the Prevention of Suicide.
For more information, visit medschool.vanderbilt.edu/pcc.
Student Health Center
The Student Health Center provides primary care services
for students and is staffed by physicians, nurse practitioners,
nurses, and a lab technician. The Student Health Center
provides services similar to those provided in a private physi-
cian’s office or HMO, including routine medical care, specialty
care (e.g. nutrition and sports medicine), and some routine
lab tests. Most of the services students receive at the Student
Health Center are pre-paid, but those services that are not are
the responsibility of students to coordinate with their health
insurance.
When the university is in session, during fall and spring
semesters, the Student Health Center is open Monday through
Friday from : a.m. to : p.m., and Saturdays from :
a.m. to noon. Students should call ahead to schedule an
appointment at () -. Students with urgent prob-
lems will be seen on a same-day basis. ey will be given an
appointment that day, or “worked in” on a first-come, first-
served basis if no appointments are available.
Emergency consultations services (at () -) are
available hours a day, days a week from on-call profes-
sionals. For more detailed information on the services avail-
able at the Student Health Center and information on other
health-related topics, please visit the Student Health Center
website at medschool.vanderbilt.edu/student-health.
School of Medicine / Life at Vanderbilt
Archived 2017/2018
School of Medicine Catalog
16 VANDERBILT UNIVERSITY
Immunization Requirements
The State of Tennessee requires certain immunizations for all
students on university campuses. As such, Vanderbilt Uni-
versity will block student registration for those who are not in
compliance with the requirements.
e requirements include:
. Varicella vaccine (two injections) is required for all
students who have not had documented chickenpox
history. Positive titer results are also accepted.
2. Measles, mumps, and rubella (MMR) (2 injections)
required for incoming students. Positive titer results are
also accepted.
e Student Health Center requires all incoming students
to complete a Health Questionnaire that includes further
information regarding the state-mandated vaccinations,
as well as information on other strongly recommended
vaccinations.
Information regarding this Health Questionnaire is com-
municated to students by email aer admission to Vanderbilt
University. is Health Questionnaire or official immunization
documents must be returned to the Student Health Center by
May with vaccination information.
Students should go to medschool.vanderbilt.edu/
student-health/immunization-requirements in order to access
information on how to upload their documentation via the
secure student health portal.
Student Injury and Sickness Insurance Plan
All students registered in degree programs for or more
credit hours, or who are actively enrolled in research courses
(including but not limited to dissertation or thesis courses)
that are designated by Vanderbilt University as full-time
enrollment are required to have health insurance coverage.
The university offers a sickness and injury insurance plan that
is designed to provide hospital, surgical, and major medical
benefits. A brochure explaining the limits, exclusions, and
benefits of insurance coverage is available to students online at
gallagherstudent.com/vanderbilt or medschool.vanderbilt.edu/
student-health/student-health-insurance.
e annual premium is in addition to tuition and is auto-
matically billed to the student’s account. Coverage extends
from August until August of the following year, whether
a student remains in school or is away from the university.
A student who does not want to subscribe to the insur-
ance plan offered through the university must complete an
online waiver process at gallagherstudent.com/vanderbilt. is
process must be completed by August for students enrolling
in the fall for annual coverage. Newly enrolled students for
the spring term must complete the online waiver process by
January . e online waiver process indicating comparable
coverage must be completed every year by August 1 in order
to waive participation in and the premium for the Student
Injury and Sickness Insurance Plan.
Family Coverage: Students who want to obtain coverage for
their families (spouse, children, or domestic partner) may do
so at gallagherstudent.com/vanderbilt. Additional premiums
are charged for family health insurance coverage and cannot
be put on a student’s VU account.
International Student Coverage
International students and their dependents residing in the
United States are required to purchase the university’s interna-
tional student injury and sickness insurance. If you have other
comparable insurance and do not wish to participate in the
Student Injury and Sickness Insurance Plan offered through
the university, you must complete an online waiver process
(gallagherstudent.com/vanderbilt) indicating your other insur-
ance information. This online waiver process must be com-
pleted no later than September or you will remain enrolled
in the plan offered by the university and will be responsible for
paying the insurance premium. This insurance is required for
part-time as well as full-time students.
Services for Students with Disabilities
Vanderbilt is committed to the provisions of the Rehabilitation
Act of and Americans with Disabilities Act as it strives
to be an inclusive community for students with disabilities.
Students seeking accommodations for any type of disability
are encouraged to contact the Equal Opportunity, Affirmative
Action, and Disability Services Department. Services include,
but are not limited to, extended time for testing, assistance
with locating sign language interpreters, audiotaped textbooks,
physical adaptations, notetakers, and reading services. Accom-
modations are tailored to meet the needs of each student with
a documented disability. Specific concerns pertaining to ser-
vices for people with disabilities or any disability issue should
be directed to the Disability Program Director, Equal Oppor-
tunity, Affirmative Action, and Disability Services Department
(EAD), PMB , Vanderbilt Place, Nashville, Ten-
nessee -; phone () - (V/TDD); fax ()
-; vanderbilt.edu/ead.
Nondiscrimination, Anti-Harassment, and Anti-
Retaliation
The Equal Opportunity, Affirmative Action, and Disability
Services Department investigates allegations of prohibited
discrimination, harassment, and retaliation involving mem-
bers of the Vanderbilt community. This includes allegations of
sexual misconduct and other forms of power-based personal
violence. Vanderbilt’s Title IX coordinator is Anita Jenious,
EAD director.
If you believe that a member of the Vanderbilt community
has engaged in prohibited discrimination, harassment, or
retaliation, please contact the EAD. If the offense is criminal in
nature, you may file a report with Vanderbilt University Police
Department (VUPD).
e EAD also facilitates interim accommodations for
students impacted by sexual misconduct and power-based
personal violence. Some examples of interim accommoda-
tions include stay-away orders, adjusted course schedules, and
housing changes.
Specific concerns pertaining to prohibited discrimination,
harassment, or retaliation, including allegations of sexual
misconduct and other forms of power-based personal violence,
should be directed to the Equal Opportunity, Affirmative
Action, and Disability Services Department (EAD), PMB
, Vanderbilt Place, Nashville, Tennessee -
; phone () - (V/TDD); fax () -;
vanderbilt.edu/ead.
Archived 2017/2018
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17
Student Records (Family Educational Rights and
Privacy Act)
Vanderbilt University is subject to the provisions of federal law
known as the Family Educational Rights and Privacy Act (also
referred to as FERPA). This act affords matriculated students
certain rights with respect to their educational records. These
rights include:
1. The right to inspect and review their education records within 45
days of the day the University receives a request for access. Students
should submit to the University Registrar written requests that identify the
record(s) they wish to inspect. The University Registrar will make arrange-
ments for access and notify the student of the time and place where the
records may be inspected. If the University Registrar does not maintain
the records, the student will be directed to the University official to whom
the request should be addressed.
2. The right to request the amendment of any part of their education re-
cords that a student believes is inaccurate or misleading. Students who
wish to request an amendment to their educational record should write
the University official responsible for the record, clearly identify the part of
the record they want changed, and specify why it is inaccurate or mislead-
ing. If the University decides not to amend the record as requested by the
student, the student will be notified of the decision and advised of his or
her right to a hearing.
3. The right to consent to disclosures of personally identifiable informa-
tion contained in the student’s education records to third parties, except
in situations that FERPA allows disclosure without the student’s consent.
These exceptions include:
• Disclosuretoschoolofficialswithlegitimateeducationalinterests.A
“school official” is a person employed by the University in an adminis-
trative, supervisory, academic or research, or support-staff position
(including University law enforcement personnel and health staff);
contractors, consultants, and other outside service providers with
whom the University has contracted; a member of the Board of Trust;
or a student serving on an official University committee, such as the
Honor Council, Student Conduct Council, or a grievance committee,
or assisting another school official in performing his or her tasks. A
school official has a legitimate educational interest if the official needs
to review an education record in order to fulfill his or her professional
responsibility.
• Disclosuretoparentsifthestudentisadependentfortaxpurposes.
• Disclosuretoappropriateindividuals(e.g.,parents/guardians,spous-
es, housing staff, health care personnel, police, etc.) where disclosure
is in connection with a health or safety emergency and knowledge of
such information is necessary to protect the health or safety of the
student or other individuals.
• Disclosuretoaparentorlegalguardianofastudent,information
regarding the student’s violation of any federal, state, or local law, or
of any rule or policy of the institution, governing the use or possession
of alcohol or a controlled substance if the University has determined
that the student has committed a disciplinary violation with respect to
the use or possession and the student is under the age of 21 at the
time of the disclosure to the parent/guardian.
FERPA provides the university the ability to designate cer-
tain student information as “directory information.” Directory
information may be made available to any person without the
student’s consent unless the student gives notice as provided
for, below. Vanderbilt has designated the following as directory
information: the student’s name, address, telephone number,
email address, student ID photos, major field of study, school,
classification, participation in officially recognized activities
and sports, weights and heights of members of athletic teams,
dates of attendance, degrees and awards received, the most
recent previous educational agency or institution attended by
the student, and other information that would not generally be
considered harmful or an invasion of privacy if disclosed. Any
student who does not wish disclosure of directory information
should notify the University Registrar in writing. No element
of directory information as defined above is released for stu-
dents who request nondisclosure except as required by statute.
e request for nondisclosure does not apply to class ros-
ters in online class management applications, or to residential
rosters—or rosters of groups a student may join voluntarily—
in online, co-curricular engagement applications, or rosters
of other information on the websites of student organizations
that a student may join. Neither class rosters in online class
management applications, nor residential rosters in online co-
curricular engagement applications, are available to the public.
As of January , , the U.S. Department of Education’s
FERPA regulations expand the circumstances under which
students’ education records and personally identifiable
information (PII) contained in such records—including Social
Security Numbers, grades, or other private information—may
be accessed without consent. First, the U.S. Comptroller
General, the U.S. Attorney General, the U.S. Secretary of Edu-
cation, or state and local education authorities (“Federal and
State Authorities”) may allow access to student records and
PII without consent to any third party designated by a Federal
or State Authority to evaluate a federal- or state-supported
education program. e evaluation may relate to any program
that is “principally engaged in the provision of education,”
such as early childhood education and job training, as well as
any program that is administered by an education agency or
institution.
Second, Federal and State Authorities may allow access
to education records and PII without consent, to researchers
performing certain types of studies, in certain cases even when
the University objects to or does not request such research.
Federal and State Authorities must obtain certain use-restric-
tion and data security promises from the third parties that they
authorize to receive PII, but the Authorities need not maintain
direct control over the third parties.
In addition, in connection with Statewide Longitudinal
Data Systems, State Authorities may collect, compile, perma-
nently retain, and share without student consent, PII from
education records, and may track student participation in
education and other programs by linking such PII to other
personal information that they obtain from other Federal or
State data sources, including workforce development, unem-
ployment insurance, child welfare, juvenile justice, military
service, and migrant student records systems.
If a student believes the university has failed to comply
with FERPA, he or she may file a complaint using the Stu-
dent Complaint and Grievance Procedures as outlined in the
Student Handbook. If dissatisfied with the outcome of this pro-
cedure, students may file a written complaint with the Family
Policy Compliance Office, U.S. Department of Education,
Maryland Avenue SW, Washington, DC -.
Questions about the application of the provisions of the
Family Educational Rights and Privacy Act should be directed
to the University Registrar or to the Office of General Counsel.
Vanderbilt Directory
Individual listings in the online People Finder Directory
consist of the student’s full name, Vanderbilt email address,
and campus mailing address (if available). Students may
elect to add additional contact information to their listings,
including school, academic classification, local phone number,
School of Medicine / Life at Vanderbilt
Archived 2017/2018
School of Medicine Catalog
18 VANDERBILT UNIVERSITY
local address, permanent address, cellphone, pager, and fax
numbers. Student listings in the People Finder Directory
are available to the Vanderbilt community via logon ID and
e-password. Students may choose to make their online People
Finder listings available to the general public (i.e., viewable
by anyone with access to the internet), or to block individual
directory items. Students who have placed a directory hold
with the University Registrar will not be listed in the online
directory.
Directory information should be kept current. Students
may report address changes, emergency contact information,
and missing person contact information via the web by log-
ging in to YES (Your Enrollment Services) https://yes.vander-
bilt.edu and clicking on the Address Change link.
Official University Communications
Certain federal statutes require that information be delivered
to each student. Vanderbilt delivers much of this informa-
tion via email. Official electronic notifications, including
those required by statutes, those required by university policy,
and instructions from university officials, will be sent to
students’ Vanderbilt email addresses: user.name@vanderbilt.
edu. Students are required to be familiar with the contents of
official university notifications, and to respond to instructions
and other official correspondence requiring a response. Some
messages will include links to the YES Communications Tool,
which is a secure channel for official communication of a
confidential nature.
e university makes every effort to avoid inundating
students with nonessential email (oen called “spam”), and
maintains separate lists from which students may unsubscribe
for announcements of general interest.
Prior Degrees
It is the policy of Vanderbilt University to verify prior edu-
cational credentials for all admitted students who intend to
matriculate. All matriculated students must provide official
copies of transcripts and any other required supporting docu-
mentation to Vanderbilt University as part of the prior degree
verification process. The Office of the University Registrar will
review transcripts and other supporting documentation for
authenticity and to confirm degrees earned prior to matricula-
tion at Vanderbilt. Offers of admission are contingent on a
student's providing the required documentation. Students
who are not able to provide evidence of prior degrees will not
be permitted to register for subsequent terms and may be
subject to dismissal from the university.
University Courses
By tackling pressing real-world problems and addressing big
questions, University Courses educate the whole student and
promote lifelong learning. The courses leverage the natural
synergies across Vanderbilt’s ten schools and colleges, giving
students the opportunity to reach beyond their area of study
and interact with faculty at the intersection of disciplines.
Each course promotes trans-institutional learning while
providing opportunities to embrace diverse perspectives. For
more information, visit vu.edu/university-courses.
Vanderbilt Child and Family Center
The Vanderbilt Child and Family Center supports the health
and productivity of the Vanderbilt community by providing
resource and referral services and quality early childhood
education and care to the children of faculty, staff, and stu-
dents. The center’s website at childandfamilycenter.vanderbilt.
edu provides information concerning child care, elder care,
summer camps, tutoring services, and school-age child care.
Care.com and the Vanderbilt Sitter Service provide back-up
care options for dependents of all ages and evening, night, and
weekend care.
e Child Care Center serves children ages six weeks
through five years. Applications for the waiting list may be
downloaded from the website. e Family Center offers a
monthly lunchtime series, Boomers, Elders, and More, and a
caregiver support group.
Vanderbilt University Police Department
The Vanderbilt University Police Department, () -,
is a professional law enforcement agency dedicated to the pro-
tection and security of Vanderbilt University and its diverse
community (police.vanderbilt.edu).
e Vanderbilt University Police Department comes under
the charge of the Office of the Vice Chancellor for Adminis-
tration. As one of Tennessee’s larger law enforcement agen-
cies, the Vanderbilt University Police Department provides
comprehensive law enforcement and security services to all
components of Vanderbilt University including the academic
campus, Vanderbilt University Medical Center, Vanderbilt
Health at One Hundred Oaks, and a variety of university-
owned facilities throughout the Davidson County area.
e Police Department includes a staff of more than one
hundred people, organized into three divisions under the
Office of the Associate Vice Chancellor and Chief of Police:
Operations Division (Main Campus, Medical Center, and
Oaks Precincts), Administrative Division, and Auxiliary
Services Division. All of Vanderbilt’s commissioned police
officers have completed officer training at a state-certified
police academy and are required to complete on-the-job train-
ing as well as attend annual in-service training. Vanderbilt
police officers hold Special Police Commissions and have the
same authority as that of a municipal law enforcement officer,
while on property owned by Vanderbilt, on adjacent public
streets and sidewalks, and in nearby neighborhoods. When a
Vanderbilt student is involved in an off-campus offense, police
officers may assist with the investigation in cooperation with
local, state, or federal law enforcement. e department also
employs non-academy-trained officers called community
service officers (commonly referred to as CSOs) who lend
assistance / to the Vanderbilt community through services
that include providing walking escorts, providing jump starts,
and unlocking cars. For non-emergency assistance from a
community service officer, dial () - (- from an
on-campus extension).
e Vanderbilt University Police Department provides
several services and programs to members of the Vanderbilt
community:
Vandy Vans—e Vanderbilt University Police Depart-
ment administers the Vandy Vans escort system at Vanderbilt
University. e Vandy Vans escort system provides vehicular
escorts to designated locations on campus. e service consists
of vans that operate from : p.m. to : a.m. GPS technol-
ogy allows students to track Vandy Vans on their route via
computer or mobile phone, and to set up text message alerts to
let them know when a van will be arriving at their stop.
Stop locations were chosen based on location, the acces-
sibility of a secure waiting area, and student input. Signs,
Archived 2017/2018
School of Medicine Catalog
19
freestanding or located on existing structures, identify each
stop. A walking escort can be requested to walk a student from
his/her stop to the final destination. A van is also accessible to
students with mobility impairments. For complete informa-
tion about the Vandy Vans service, including routes, stops,
and times, please visit vandyvans.com or call () -.
As a supplement to the Vandy Vans van service, walking
escorts are available for students walking to and from any
location on campus during nighttime hours. Walking escorts
are provided by VUPD officers. e telephone number to call
for a walking escort is () -, or - from a campus
phone, aer which, a representative from VUPD will be
dispatched to the caller’s location, or to a designated meeting
point to accompany the caller to his or her destination.
Emergency Phones—Emergency telephones (Blue Light
Phones) are located throughout the university campus, Medi-
cal Center, and Oaks.
Each phone has an emergency button that when pressed
automatically dials the VUPD Communications Center. An
open line on any emergency phone will activate a priority
response from an officer. An officer will be sent to check on
the user of the phone, even if nothing is communicated to the
dispatcher. Cooperation is essential to help us maintain the
integrity of the emergency phone system. ese phones should
be used only for actual or perceived emergency situations.
An emergency response can also be activated by dialing
from any campus phone. Cellphone users can dial () -
to summon an emergency response on campus. Cellphone users
should dial for off-campus emergencies. Callers should be
prepared to state the location from which they are calling.
Security Notices—In compliance with the U.S. Depart-
ment of Higher Education and the Jeanne Clery Act, Security
Notices are issued to provide timely warning information con-
cerning a potentially dangerous situation on or near Vander-
bilt University. This information is provided to empower our
students and employees with the information necessary to
make decisions or take appropriate actions concerning their
own personal safety. Security Notices are distributed through-
out Vanderbilt to make community members aware of signifi-
cant crimes that occur at the university. ey are distributed
through Vanderbilt email lists and through the department’s
webpage, police.vanderbilt.edu/crime-info/crime-alerts.
Educational and Assistance Programs—e Crime Preven-
tion Unit of Vanderbilt University Police Department offers
programs addressing issues such as sexual assault, domestic
violence, workplace violence, personal safety, RAD (Rape
Aggression Defense) classes, and victim assistance. VUPD
provides additional services including property registration
(for bikes, laptops, etc.), lost and found, weapons safekeeping,
and Submit a Crime Tip. For further information on avail-
able programs and services, call () - or visit police.
vanderbilt.edu.
Additional information on security measures and crime
statistics for Vanderbilt is available from the Vanderbilt
University Police Department, Vanderbilt Place, Nash-
ville, Tennessee . Information is also available at police.
vanderbilt.edu.
Annual Security Report—The Vanderbilt University Annual
Security Report is published each year to provide you with
information on security-related services offered by the univer-
sity and campus crime statistics in compliance with the Jeanne
Clery Disclosure of Campus Security Policy and Campus
Crime Statistics Act and the Tennessee College and University
Security Information Act.
This booklet is prepared with information provided by the
Nashville Metropolitan Police Department, the Department of
Student Athletics, Office of the Dean of Students, the Office of
Housing and Residential Education, and the Vanderbilt Uni-
versity Police Department. It summarizes university programs,
policies, and procedures designed to enhance personal safety
for everyone at Vanderbilt.
A copy of this report may be obtained by writing or calling
the Vanderbilt University Police Department, Vanderbilt
Place, Nashville, Tennessee or by telephone at () -
. is report may also be obtained on the website at police.
vanderbilt.edu/annual-security-report.
Extracurricular Activities
Student Centers
A variety of facilities, programs, and activities are provided
in five separate student center locations—Alumni Hall,
The Commons Center, Kissam Center, Sarratt Student
Center|Rand Hall, and the Student Life Center.
Sarratt Student Center|Rand Hall is the main student
center hub, housing a -seat cinema, art gallery, art studios,
multicultural space, rehearsal rooms, large lounge spaces, large
and small meeting spaces, and a courtyard. e facility is also
home to Vanderbilt Student Communications, radio station,
TV station, Last Drop Coffee Shop, and the Pub at Overcup
Oak restaurant. Rand Hall houses the Rand Dining Center,
campus store, student-operated businesses, the Anchor
(student organization space), a multipurpose venue, meeting
and seminar rooms, plus large, open lounge space. Some of
the offices located in Sarratt Student Center|Rand Hall include
the Dean of Students, Greek Life, Leadership, and the Office of
Active Citizenship and Service. Also included in this facility is
a United States Postal Service office.
e Vanderbilt Student Life Center is the university’s
community keystone. It is both the fulfillment of students’
vision to have a large social space on campus and a wonder-
ful complement to Sarratt Student Center|Rand Hall. e
Student Life Center has more than , square feet of event
and meeting space, including the ,-square-foot Com-
modore Ballroom, which is one of the most popular spaces to
have events on campus. e center is also home to the Career
Center, Commencement and Special Events, International
Student and Scholar Services, Global Education Office, and
Global Support Services.
e Commons Center is the community crossroads of
e Ingram Commons living and learning community. It has
it all: the Dining Hall and great food; a living room with a
concert- grade grand piano, and the occasional live musical
performance; a small rec room with cardio equipment, free
weights, and weight machines; meeting and study rooms; and
academic support services like the Writing Studio, the Career
Center, and the CASPAR premajor advising center. e third
floor of e Commons Center is the home of the Department
of Political Science.
Alumni Hall was the original student center on campus
when the building opened in . Re-opened in fall aer
a yearlong renovation that transformed every space in the
facility, Alumni Hall has returned to its role as a student center
aer serving other purposes over the years. In the newly reno-
vated Alumni Hall, students now have access to an exercise
room as well as several new meeting and event spaces and the
School of Medicine / Life at Vanderbilt
Archived 2017/2018
School of Medicine Catalog
20 VANDERBILT UNIVERSITY
Bamboo Bistro. Two departments call Alumni Hall home, the
Vanderbilt Institute for Digital Learning and, most recently,
the Vanderbilt Graduate School.
Opened in fall , Kissam Center is the fih student cen-
ter, and is part of the new Warren College and Moore College
residential living-learning communities. A completely new
facility, Kissam Center is home to more meeting and event
spaces as well as the Kissam Market and Kissam Kitchen.
Recreation and Sports
Physical education is not required for graduate and profes-
sional students, but almost two-thirds of Vanderbilt University
students participate in club sports, intramurals, activity classes,
or other programs offered at the Vanderbilt Recreation and
Wellness Center (VRWC). The large variety of programs
available for meeting students’ diverse interests include:
thirty-two club sports teams; forty intramural sports (softball,
flag football, basketball, table tennis, and soccer); an aquat-
ics program offering swim lessons for all ages and abilities.
Red Cross lifeguarding and CPR classes are also available. If
being outside is more your style, you can choose from one of
more than twenty adventure trips offered each semester or
create your own adventure trip with tips and gear from the
Outdoor Recreation staff. There are more than eighty group
fitness classes a week and a variety of wellness offerings from
“learn to box” to healthy eating through Vandy Cooks in the
demonstration kitchen, Personalized Nutrition Coaching, and
Nutrition Minute grab-and-go information on a variety of
nutrition topics.
e VRWC is a ,-square-foot facility that houses
a -yard, -lane swimming pool; four courts for basketball,
volleyball, and badminton; five racquetball and two squash
courts; a four-lane bowling alley; five group fitness classrooms,
more than , square feet of weight/fitness room space;
rock-climbing wall; mat room; seven multipurpose rooms;
locker rooms; and a -yard turf field surrounded by a -
meter track in the indoor field house. VRWC’s exterior spaces
include a sand volleyball court and more than seven acres of
field space including three natural grass fields and one turf
field.
All students pay a mandatory recreation fee which sup-
ports the facilities, fields, and programs (see the chapter on
Financial Information). Spouses must also pay a fee to use the
facilities.
For additional information, please visit vanderbilt.edu/
recreationandwellnesscenter.
Archived 2017/2018
School of Medicine Catalog
21
T
HE Vanderbilt University School of Medicine admin-
isters degree programs that provide students with the
knowledge, skills, and attitudes they will need to prac-
tice safe, effective, ethical, evidence-based, and patient-cen-
tered health care in the twenty-first century, and to contribute
to the knowledge base supporting it.
Mission of the School
The mission of Vanderbilt University School of Medicine is to
improve human health. To achieve this goal, we will:
• Preparephysicians,scientists,andeducatorsforposi-
tions of worldwide leadership;
• Discoveranddisseminatenewknowledgethatadvances
understanding of health and disease;
• Providecompassionate,personalizedpatientcareof
the highest quality in service to our local, national, and
global communities;
• Embraceacultureoflifelonglearning,innovation,and
continuous improvement;
• Createadiverseandbroadlyinclusivecommunityof
faculty, staff, and students that enriches our learning
environment and ensures excellence in research and
patient care;
• NurtureandprotectVanderbilt’suniquelegacyof
cooperation, collegiality, and mutual respect;
• Fosterthepersonalandprofessionalgrowthofallmem-
bers of the Vanderbilt community, as we continuously
strive to realize full potential.
e school’s mission includes the education of physicians at
all levels of their professional experience: medical school; post-
graduate education, including basic science and clinical training;
and continuing education and professional development for the
practicing physician. In addition several master's level and two
additional doctoral degrees in health care professions are offered.
Faculty members teach the practice of exemplary patient
care at all levels; model programs of health care delivery, at
primary, secondary, and tertiary levels; and fulfill the school’s
responsibility for community service.
In addition to teaching, members of the medical school
faculty have a complementary responsibility to generate new
knowledge through research. At Vanderbilt, research encom-
passes basic scientific questions, issues in clinical care, questions
related to the health care system, and scholarship in the medical
education process itself. Vanderbilt is recognized as one of the
leaders in research among medical schools in the United States.
History of the School
The first diplomas issued by Vanderbilt University were to
sixty-one doctors of medicine in February of , thanks to an
arrangement that recognized the University of Nashville’s medical
school as serving both institutions. Thus, Vanderbilt embraced
a fully-organized and functioning medical school even before
its own campus was ready for classes in October of that year.
e arrangement continued for twenty more years, until
the school was reorganized under control of the Board of
Trust. In the early days, the School of Medicine was owned
and operated as a private property of the practicing physi-
cians who composed the faculty and received the fees paid by
students—a system typical of medical education in the United
States at the time. Vanderbilt made no financial contribution
to the school’s support and exercised no control over admis-
sion requirements, the curriculum, or standards for gradua-
tion. Aer reorganization under the Vanderbilt Board in ,
admission requirements were raised, the course was length-
ened, and the system of instruction was changed to include
laboratory work in the basic sciences.
e famous report of Abraham Flexner, published by the
Carnegie Foundation in and aerward credited with
revolutionizing medical education in America, singled out
Vanderbilt as “the institution to which the responsibility for
medical education in Tennessee should just now be le.” Large
grants from Andrew Carnegie and his foundation, and from
the Rockefeller-financed General Education Board, enabled
Vanderbilt to carry out the recommendations of the Flexner
Report. (ese two philanthropies, with the addition of the
Ford Foundation in recent years, have contributed altogether
more than ,, to the School of Medicine since .)
e reorganized school drew upon the best-trained scientists
and teachers in the nation for its faculty. e full benefits of
reorganization were realized in when the school moved
from the old South Campus across town to the main campus,
thus integrating instruction in the medical sciences with the
rest of the university. e school’s new quarters were called
“the best arranged combination school and hospital to be
found in the United States.”
Rudolph A. Light Hall, completed in , is a sophisticated
facility for medical education and other student activities. e
seven-story structure contains , square feet of space
housing the latest in laboratory equipment, audio-visual and
electronic teaching tools, and multi-purpose classroom space.
e second-floor student lounge is designed to foster medical
student interaction and to permit informal educational experi-
ences—leading to the development of physicians grounded
in the sciences but enlightened by humanitarian interests and
understanding.
Beginning in , several new degree programs became a
part of the School of Medicine. ese programs include courses
of study in public health (), clinical investigation (),
audiology (), medical physics (), laboratory investiga-
tion (), education of the deaf (), speech-language
pathology (), health professions education (), and
applied clinical informatics ().
Until April , Vanderbilt University owned and operated
several hospitals and clinics collectively known as Vanderbilt
University Medical Center, including Vanderbilt University
Hospital, Vanderbilt Psychiatric Hospital, and Monroe Carell
Jr. Children’s Hospital at Vanderbilt, and their associated clinics.
Effective April , , Vanderbilt University conveyed the
clinical assets used in the operation of Vanderbilt University
Medical Center to a newly formed, not-for-profit, tax-exempt
corporation, which is similarly named Vanderbilt University
Medical Center. Vanderbilt University Medical Center now
operates independently of Vanderbilt University. It is clinically
and academically affiliated with Vanderbilt University.
Medical Education at Vanderbilt
Archived 2017/2018
School of Medicine Catalog
22 VANDERBILT UNIVERSITY
Vanderbilt University Student Handbook
In addition to the policies in this School of Medicine Catalog,
the university’s Student Handbook applies to students in the
School of Medicine. The Student Handbook may be found at
vanderbilt.edu/student_handbook, and covers university poli-
cies and regulations, student conduct, alcohol and controlled
substances, student engagement, and sexual misconduct and
intimate partner violence, among other topics.
From the Students of Vanderbilt University
School of Medicine: The Vanderbilt
University Statement of the Honor Code
Vanderbilt University students pursue all academic endeavors
with integrity. They conduct themselves honorably, profes-
sionally, and respectfully in all realms of their studies in order
to promote and secure an atmosphere of dignity and trust. The
keystone of our honor system is self-regulation, which requires
cooperation and support from each member of the University
community.
The School of Medicine Honor System
The Honor System at Vanderbilt University School of Medi-
cine is conducted by students for the benefit of students, faculty,
staff, and patients. The Honor System, as delineated by the
Honor Code, requires students to conduct themselves with
honor in all aspects of their lives. By demanding great respon-
sibility, the Honor System fosters an environment of freedom
and trust that benefits the entire Medical School. In signing this
statement upon enrollment, each student agrees to participate
in the Honor System and abide by its code.
As representatives of the Vanderbilt University School
of Medicine and the medical professions, students pledge
to conduct themselves with honor and integrity at all times.
e Promotion Committees and the Honor Council serve to
protect the environment of trust created by this Honor System.
e Promotion Committees periodically evaluate each student's
performance with special attention to work and conduct appro-
priate for professional practice. e Honor Council serves to
educate members of the student body about their responsibili-
ties as outlined in the written code; to conduct investigations
and hearings regarding reported violations of the code; and
to decide the nature of penalties deemed appropriate for such
violations. Decisions reached by the Honor Council do not pre-
clude the discussion of reported violations by the Promotion
Committees, as the Committees may examine these incidents
in the larger context of a student's general performance.
The School of Medicine Honor Code
All students pledge to conduct themselves honorably, profes-
sionally, and respectfully in all realms and aspects of medical
education and patient care. Under the Honor System, the stu-
dent pledges that he or she neither gives nor receives unauthor-
ized aid nor leaves unreported any knowledge of such aid given
or received by any other student. Unauthorized aid includes
the use of any examinations from previous semesters that have
not been pre-approved by the course director and made readily
available to all other students taking the course. This pledge
applies to all coursework, examinations, presentations, or any
other activities required for the awarding of any of the graduate
degrees offered by the school. This pledge encompasses all clini-
cal work involving patient care and representations of patient
care information. Any student taking a course in the School of
Medicine, regardless of where registered, is under the jurisdic-
tion of the Honor Council of Vanderbilt University School of
Medicine (VUSM) and subject to the penalties it may impose.
Constitution
Article I—Name
The name of the council shall be the Honor Council of Vanderbilt
University School of Medicine.
Article II—Purpose
1. To receive and evaluate evidence of Honor Code violations and to
assure against false accusations.
2. To determine guilt or innocence.
3. To forward to the dean of the School of Medicine appropriate penal-
ties for the guilty.
Article III—Membership and Officers
1. A faculty member shall be appointed by the dean of the School of
Medicine as the Honor Council adviser. His/her roles include ensuring
that all the rules are followed. In the case of an accusation, he/she will
decide with the co-chairs of the Honor Council whether there is suf-
ficient evidence to proceed with a trial after a formal investigation has
been carried out.
2. The Honor Council of the School of Medicine shall be composed of
representation from all degree-granting graduate programs under the
administrative charge of the school. Currently, this includes Doctor of
Audiology (Au.D.), Master of Education of the Deaf (M.D.E.), Master
of Science Speech-Language Pathology (M.S.-S.L.P.), Doctor
of Medical Physics (D.M.P.), Master of Science in Medical Phys-
ics (M.S.M.P.), Master of Laboratory Investigation (M.L.I.), Master
of Public Health (M.P.H.), Master of Science in Clinical Investiga-
tion (M.S.C.I.), Master of Science in Applied Clinical Informatics
(M.S.A.C.I.), and Doctor of Medicine (M.D.). Any new graduate
degree programs created within the school will become eligible by
sufficient enrollment, as stipulated below.
3. The minimum student enrollment limit for a single graduate degree
program to be eligible to elect an Honor Council representative is ten.
If a program falls below that number, it will not be eligible to have a
representative. It will regain eligibility when its enrollment reaches a
minimum of ten students. However, some of the programs are closely
affiliated; if, in the judgment of the program director(s) of these pro-
grams, there is sufficient overlap in required courses, these programs
may be thought of as a unit (a.k.a., “affiliated degree programs”) for
purposes of Honor Council representation. In these cases, the degree
programs will be grouped for representation purposes, and allowed
to elect an Honor Council representative on behalf of the affiliated
degree programs. Current affiliated degree programs are the Au.D.,
M.D.E., and M.S.-S.L.P. programs, which will elect two represen-
tatives from their combined student cohorts, and the D.M.P. and
M.S.M.P. programs, which will elect one representative from their
combined student cohorts. All other non-M.D. programs will elect one
representative. The M.D. program will follow its traditional practice of
electing two representatives from each of the four classes.
4. In the non-M.D. programs, students will vote for Honor Council
candidates within their own graduate program or affiliated degree
programs. In the M.D. program, students will vote for Honor Council
representatives within their own medical student class. Honor Council
representatives are elected for one-year terms.
5. Honor Council members will select their own co-chairs. Two co-chairs
will be elected from the M.D. program Honor Council representatives,
for which all Honor Council representatives will vote, and one co-chair
Archived 2017/2018
School of Medicine Catalog
23
will be elected from the non-M.D. Honor Council representatives,
for which all Honor Council representatives will vote. In both cases,
co-chairs will be elected by simple majority. Co-chairs are elected for
one-year terms and must have served at least one year on the council
to be eligible.
6. Voting for Honor Council representatives will be completed no later than
April 1 of each year. The new Honor Council will convene to elect its co-
chairs no later than April 30. It is the duty of the outgoing Honor Council
co-chairs to assure a successful transition. The exception for the April 1
deadline for election of representatives is for incoming medical students
who will elect their representatives in September, and for the entering
cohort of students in any one-year degree programs, as long as there
are at least ten enrolled students in that program.
Article IV—Duties of Officers
1. It shall be the duty of the co-chairs to preside at all meetings of the
Honor Council, to arrange for the hearing of any student accused,
and to perform all duties common to their office.
2. The co-chairs shall keep full minutes of all meetings and full proceed-
ings of all hearings, which must be kept in permanent files. The co-
chairs shall notify all members of all hearings, meetings, and retreats
and shall perform any other related duties. These responsibilities will be
rotated among the three co-chairs throughout the year.
3. Honor Council representatives for each program, together with the
co-chairs, will have primary responsibility for conducting an annual
program to educate their fellow students about the Honor Council and
its processes, and for assuring the timeliness of elections. Program
directors and the Honor Council faculty adviser will act in a supportive
and advisory capacity.
Article V—Meetings
1. One regular meeting shall be held within four weeks of the start of the
school year. At this meeting, the co-chairs of the Honor Council and
the faculty adviser will explain the duties and procedures of the Honor
Council to the members.
2. Special meetings may be called by the co-chairs at any time and must
be called within ten working days when requested by two or more
members of the Honor Council.
3. All meetings shall be conducted according to Roberts Rules of Order,
Newly Revised.
4. A meeting by the Honor Council to re-evaluate and review the Honor
Code should be convened a minimum of every four years.
Article VI—Quorum
A quorum for an Honor Council hearing concerning a violation of the
Honor Code is nine. This quorum may be adjusted by the co-chairs
in circumstances in which students recuse themselves because the
hearing concerns a faculty member who is, or will be, in a supervisory
position over them. The absolute minimum for an Honor Council quo-
rum shall be seven. In rare circumstances when a quorum is otherwise
unavailable, the senior associate dean for health sciences education will
appoint a temporary student member or members to assure a quorum
is present to meet the timeline requirements for due process.
Article VII—Hearings
1. A hearing shall be called by the co-chairs of the Honor Council, if
appropriate.
2. The accuser and the accused must be present at all hearings during
the presentation of evidence and the accused has a right to question
the accuser and any witnesses and make a statement to the Council.
3. Legal counsel will not be allowed for any party at a hearing, but the
accused may have present a character witness or non-legally trained
faculty adviser if he or she so chooses.
4. Any member of the Honor Council related by birth or marriage to the
accused or the accuser or who has any other personal interest in the
hearing shall relieve himself/herself from participation in that hearing.
5. The proceedings of the hearing are confidential. Any member present at
a hearing is not at liberty to discuss its proceedings with anyone other
than the members of the Honor Council present at the hearing or other
persons with a legitimate need to know, e.g., law enforcement agents.
6. In the event a hearing concerns a charge against a graduate student,
a medical student or a faculty member who is in a supervisory role for
any Honor Council members, those members shall recuse themselves
from participation in the hearing.
7. Upon completion of the review of evidence, the Honor Council in
closed executive session shall reach a decision of “guilty” or “not
guilty” of violation of the Honor Code by simple majority vote. The
Honor Council shall make its determination using an evidentiary stan-
dard of “beyond a reasonable doubt.” The co-chairs have a vote in all
decisions unless contraindicated by Roberts Rules of Order.
8. Written notice of the Honor Council decision will be sent to the
accused and to the dean of the School of Medicine. The dean will
also receive the vote count, a written summary of the case, and an
oral report of the case from the co-chairs. The Promotion Commit-
tee will not be notified unless a verdict of “guilty” has been found. In
the case of a “guilty” verdict, the Promotion Committee will receive a
written summary of the proceedings. The written summary also will be
kept in the permanent records of the Honor Council.
9. When the Honor Council reaches a decision of “guilty,” the penalty, rep-
resenting the majority opinion of the Honor Council, shall be sent to the
dean of the School of Medicine. The recommended penalties should
conform to the severity of offenses and may include expulsion from
the School of Medicine, and may also include lesser penalties such as
failure of a course, or suspension for a designated period of time.
Article VIII—Publicity
1. Each new student entering the School of Medicine will be informed
by the Honor Council as to the functions of the Honor System and his
or her obligations to the Honor Code. Each student will be provided
a copy of the Constitution and Bylaws of the Honor System and the
Honor Code.
2. At the commencement of each academic year, all students shall reaf-
firm their commitment to the honor system by signing the Honor Code.
3. Names of the members of the Honor Council will be made known
to all students upon commencement of each academic year. The
Honor Council members will be accessible to any student to address
concerns or questions regarding protocol, violations, or other Honor
Council issues.
Article IX—Miscellaneous
In case a student withdraws from the School after a charge has been
made against him or her and before the hearing, the Honor Council
shall record the facts and the accused shall not be allowed to re-enter
until he or she has had a hearing before the Honor Council.
Article X—Amendments
Amendments to this Constitution shall require for their adoption the
approval of a majority of the total membership of the Honor Coun-
cil and ratification by a majority of the voting student body. These
amendments must be approved by the dean of the School of Medi-
cine and the faculty adviser before becoming final.
School of Medicine / Medical Education at Vanderbilt
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24 VANDERBILT UNIVERSITY
Bylaws
Article I—Reporting an Incident
1. If a student or an instructor has reason to believe that a breach of the
Honor Code has been committed, he/she must, within seven class days,
report the incident in signed written form in one of the following ways:
a. Directly to one or both of the co-chairs of the Honor Council, or
b. By way of the faculty adviser who will notify the co-chairs of the
Honor Council, or
c. To any member of the Honor Council, who will report directly and
only to either the co-chairs or the faculty adviser.
2. Failure to take action on an incident is a breach of the Honor Code.
Students are required to report in writing any suspected violations of
the Honor Code.
3. Once an incident is reported, it shall be the responsibility of the Honor
Council, not the student or instructor, to investigate the incident and
determine the next course of action. The student or instructor who
reports a violation is charged with maintaining confidence of his or her
accusation; the accused is also required to maintain the confidence of
the accusation and the hearing. Such confidence can be broken only
as required in response to law enforcement agencies and to assure
access to appropriate advice.
4. Perjury before the dean or any Honor Council member regarding the
reporting of or investigation into an incident is a breach of the Honor
Code and is subject to punishment.
5. Once an incident has been reported, the co-chairs and the faculty
adviser will meet to discuss the incident. The co-chairs shall appoint a
committee of two members from the Honor Council to investigate the
case and report their findings to the faculty adviser and the co-chairs.
These two members shall be ineligible to vote in the event the Honor
Council is convened. At the conclusion of the investigation, the co-chairs
and faculty adviser will then decide whether to convene the Honor
Council. If the decision is made to convene the Honor Council, the stu-
dent in question will be notified that he/she has been formally accused of
a violation of the Honor Code. The Honor Council should be convened
within ten class days from the initial reporting of the incident. Both the
accuser and the accused will be notified of the nature of the charge as
well as the time and place of the assembly of the Honor Council.
6. Once the Honor Council is assembled, the accusation will be
presented by the co-chairs, and a hearing will be held by the Honor
Council.
7. A student who reports his or her own Honor Code violation will be
given consideration for his or her initiative in self-reporting the trans-
gression. The co-chairs, with advice of the faculty adviser, will decide
if an investigation is warranted.
Article II—Penalties
1. Penalties given to those declared “guilty” will be recommended by the
Honor Council and enforced by the dean of the School of Medicine as
he/she sees fit. The final decision and penalty will be reported by the
dean to the student involved, to the reporting individual, and to the
Honor Council.
2. Penalties may range from the minimum of failure of the assignment
to the maximum of expulsion from Vanderbilt University School of
Medicine.
3. If the violation was committed under extenuating circumstances, the
Honor Council may, by a majority vote, recommend a suspension of
the sentence. However, suspension of the sentence shall in no way
alter the findings of “guilt” under the Code.
Article III—Appeals
Appeals to any final actions that result from Honor Council hearings can
be made with a petition to the Vanderbilt University Appellate Review
Board as follows:
a. The appeal petition must be in writing.
b. It must specify the grounds for appeal.
c. It must be filed within seven class days of the original notifica-
tion of the verdict or within two weeks if school is not in session for
seven days following the notification.
Article IV—Summer Honor Council
1. The Summer Council will have official functions from the day following
university Commencement exercises until the day class registration
begins for the fall semester.
2. In the event that a designated member will not be in Nashville during
the summer, the respective program representative should appoint a
member of his/her class who will be in Nashville, to be approved by
the Honor Council.
3. In the event that both co-chairs will not be in Nashville during the
summer, then the faculty adviser should recommend a chair from the
members of the Honor Council, subject to Honor Council approval.
Standards of Behavior for Interactions
with Medical Students
1
Statement of Standards
In practice, physicians are held to high standards of profes-
sionalism and patient care. The medical learning environment
is expected to facilitate students’ acquisition of the professional
and collegial attitudes necessary for effective, caring, and
compassionate health care. The development and nurturing
of these attitudes requires mutual respect between teachers
(including faculty, residents, and staff) and students, and
between each student and his or her fellow students.
Mutual
respect between student and teacher, and between fellow stu-
dents, may be expressed in many ways but all interactions shall
include honesty, fairness, and evenhanded treatment. Behavior
which is inimical to the development of mutual respect shall
be prohibited. Such behavior may include but is not limited to:
() Harassment of a sexual nature;
() Discrimination or harassment based on race, sex,
religion, color, national or ethnic origin, age, disability,
military service, sexual orientation, or gender identity.
() Grading, promoting, or otherwise evaluating any
student on any basis other than that student’s
performance or merit.
1
All Vanderbilt University policies concerning medical student interactions with
faculty and staff as set forth in the Vanderbilt University Student Handbook, the
Faculty Manual, and the Staff Manual remain in full force and effect.
2
By their express terms, these Standards apply only to interactions which
involve one or more medical students; however, it is hoped that these Standards
will serve as a guide to all members of the Vanderbilt University School of Medicine
community. The reporting procedure outlined herein shall apply only to allegations
of the violation of these Standards in interactions involving medical student(s).
Comments
The following delineates more clearly the behavior enumer-
ated above which may be inimical to the development of
mutual respect between students and teacher and between
fellow students. For purposes of these Comments, the term
“person” shall refer to a student in interactions between fellow
students or, in student-teacher interactions, to the student or
teacher, as appropriate.
() Harassment of a sexual nature may include:
a. Denying the opportunity for training or rewards
because of a student’s gender;
Archived 2017/2018
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25
b. Requesting sexual favors in exchange for grades or
other awards;
c. Making unwanted sexual advances;
d. Unreasonable and inappropriate sexual or sexist
conduct directed towards any person;
e. Displaying in an unreasonable and inappropriate
manner sexually suggestive or pornographic materials;
or
f. Grading or evaluating a student based upon gender
rather than performance and merit.
() Discrimination and harassment may include:
a. Denying the opportunity for training or rewards
because of a student’s age, race, religious affiliation, or
any other attribute of the student other than merit or
performance;
b. Unreasonable and inappropriate conduct directed
towards any person which is intended to insult or
stigmatize that person;
c. Exclusion of a student from any usual and reasonable
expected educational opportunity for any reason
other than as a reasonable response to that student’s
performance or merit;
d. Requiring a student to perform personal services such
as shopping or babysitting;
e. Showing favoritism among students based upon any
attribute of the student(s) other than performance or
merit and thereby reducing educational opportunities
available to the nonfavored student(s); or
f. Grading or evaluating a student based upon any attri-
bute of a student other than that student’s perfor
mance and merit;
g. Any physical mistreatment, such as hitting, slapping or
kicking, or threatening such physical mistreatment;
h. Requiring a student to perform menial tasks with the
intent to humiliate the student.
Any perceived violation of these Standards of Behavior
(“Standards”) should be reported in accordance with the fol-
lowing procedure. Violations of these Standards may subject
the offender to disciplinary action. ese Standards may be
amended at any time by the Executive Faculty. e Standards
Committee shall be composed of such members as the dean
shall appoint from time to time. In cases where there is a
potential conflict between the standards and university policy,
university policy will prevail.
Reporting Procedure
When a student feels that he or she has been mistreated, the stu-
dent is encouraged to report the incident to the medical school’s
ombudsman. The ombudsman is introduced to the students
during orientation and is not a member of the administration,
nor a director of a major medical school course. When the
mistreatment involves an allegation of discrimination and/or
harassment, including sexual misconduct and/or intimate part-
ner violence, the ombudsman must report the incident to the
Vanderbilt University Equal Opportunity, Affirmative Action,
and Disabilities Services Department (EAD). If there is a report
of sexual misconduct and/or intimate partner violence involving
a student, the Sexual Misconduct and Intimate Partner Violence
Policy, which can be found in the Vanderbilt University Student
Handbook, applies to all Vanderbilt students, including medical
students. Please consult that policy for more information.
e ombudsman carefully reviews each incident with the
student and develops an action plan accordingly. Students are
fully protected from retaliation in all cases. e ombudsman
has the full support of the medical school administration in
handling these delicate matters.
Vanderbilt University School of Medicine
Compact Between Teachers and Learners
Preamble
As a community of teachers, learners, physicians, and physi-
cians-in-training, we acknowledge the fundamental importance
of our professional values in creating and maintaining an envi-
ronment that promotes the highest standard of learning and the
highest quality of patient care. The following principles charac-
terize this environment and guide us in making daily decisions:
Respect, Service, Integrity, Accountability, Scholarship, and
Compassion. Recognizing that in an academic community we
are teachers and learners simultaneously, we make the following
commitments with the understanding that each applies to all of
us, regardless of our status as faculty, resident, or student.
Commitments of Teachers
• Wewillrespectstudents,colleagues,staffandpatients
as individuals.‡
• Wewillstrivetoprovidethehighestqualityinstruction,
by preparing adequately for all teaching sessions, using
evidence-based content, arriving on time, and admit-
ting any gaps in knowledge. We will strive for continu-
ous improvement in our teaching efforts by responding
to feedback and evaluation.
• Wewilldemonstraterespectforourlearnersby
turning off cell phones and silencing pagers during
sessions we teach, unless they are required for service
responsibilities.
• Wewillclearlyexpresslearningobjectivesforall
courses and teaching sessions, and understand how
these promote the learning objectives of the school. We
will clearly define any specific academic and behavioral
expectations for our classes.
• Wewillbeawareofinstitutionalandnationalpolicies,
such as duty hours, and make sure that our expecta-
tions are consistent with those policies.
• Wewillnotdemandthatourlearnerstakeactionsthat
are inconsistent with professional ethics. We will assign
tasks that are appropriate for stage of learning, level of
responsibility, and status as students. If an assigned task
conflicts with the personal ethics of a learner, we will
discuss this with the student and attempt to resolve the
conflict in a manner that respects the student while plac-
ing priority on the interests and well-being of the patient.
• Wewillrecognizetheresponsibilitiesimplicitinour
roles as mentors and coaches, and in the spirit of cul-
tivating excellence in our learners, provide timely and
constructive feedback.
• Wewillrecognizeourstatusasrolemodels,andinour
interactions with patients, staff, and students, we will
exhibit the same standard of professional behavior that
we expect from others.
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Archived 2017/2018
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26 VANDERBILT UNIVERSITY
• Weacknowledgethattheteacher-learnerrelationship
is a model for the doctor-patient relationship, and will
strive to know our students as individuals, answer their
correspondences promptly, exercise concern for their
well being, and treat them with compassion.
• Wewillrespecttheintellectualpropertyofothersand
will use online resources, such as VSTAR, in a manner
that is consistent with that respect.
• Wewilldemonstratehonestyandintegrityinall
academic endeavors, including examinations, research
efforts, and patient care entries.
• Wewillstrivetocreateacultureofsafety.Thisculture
includes evaluation for disclosure, event analysis, and
process change when a safety concern is identified.
Commitments of Learners
• Wewillrespectstudents,colleagues,staffandpatients
as individuals‡
• Wewillstriveforexcellenceinattainingtheknowledge,
attitudes and skills needed for the highest standard of
patient care.
• Wewillattendalllearningsessionsdesignatedas
required by our teachers, which will include all patient
presentations and small group sessions. We will dem-
onstrate respect towards teachers and peers by arriving
on time, turning off cell phones, silencing pagers, and
complying with other specific expectations defined by
the faculty.
• Wewillwearappropriateattire.Intheclassroomset-
ting, it should not cause distraction and in the presence
of patients, whether in classroom or clinical settings,
it should comply with patient expectations and the
standards published by the institution.*
• Wewillworkeffectivelyinteams,respectingthe
contributions of all members, assuming a fair share of
responsibility, and performing leadership tasks with a
sense of service to others.
• Wewillacknowledgeandseekhelpwhenanassigned
clinical task is beyond our level of skill. If an assigned
task conflicts with personal ethics, we will discuss this
with the supervising physician and strive to reach a reso-
lution that places priority on the interests of the patient.
• Wewillrecognizeourobligationsasacollegialcom-
munity, sharing knowledge and assisting peers in their
quest to achieve professional and personal goals. We
will assist our colleagues in distress.
• Wewillestablishthehabitofcriticalreflection,
acknowledge gaps in our knowledge, recognize our
limitations, and strive for constant self-improvement.
• Wewillrespecttheintellectualpropertyofothersand
will use online resources, such as VSTAR, in a manner
that is consistent with that respect.
• Wewilldemonstratehonestyandintegrityinall
academic endeavors, including examinations, research
efforts and patient care entries.
• Wewillstrivetocreateacultureofsafety.Wewill
accept responsibility for errors and near-errors by
disclosing them, analyzing them and implementing
changes that would prevent similar events in the future.
• Inthespiritofcontinuousqualityimprovement,wewill
accept the responsibility of constructive evaluation of
our courses and teachers.
Acknowledgements
This document draws heavily from the following sources:
. Association of American Medical Colleges, Compact
Between Teachers and Learners of Medicine.
. National Board of Medical Examiners, Center for
Innovation, The Behaviors of Professionalism.
. ABIM Foundation, ACP-ASIM Foundation, and Euro-
pean Federation of Internal Medicine, Medical Profes-
sionalism in the New Millennium: A Physician Charter,
Annals of Internal Medicine, :, -, .
‡ In compliance with federal law, including the provisions of Title VII of the Civil
Rights Act of 1964, Title IX of the Education Amendment of 1972, Sections 503
and 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act (ADA)
of 1990, the ADA Amendments Act of 2008, Executive Order 11246, the Vietnam
Era Veterans Readjustment Assistance Act of 1974 as amended by the Jobs for
Veterans Act, and the Uniformed Services Employment and Reemployment Rights
Act, as amended, and the Genetic Information Nondiscrimination Act of 2008,
Vanderbilt University does not discriminate against individuals on the basis of their
race, sex, sexual orientation, gender identity, religion, color, national or ethnic origin,
age, disability, military service, covered veteran status, or genetic information in its
administration of educational policies, programs, or activities; admissions policies;
scholarship and loan programs; athletic or other university-administered programs;
or employment. In addition, the university does not discriminate against individuals
on the basis of their gender expression, consistent with the university’s nondis-
crimination policy. Inquiries or complaints should be directed to Anita J. Jenious,
J.D., Director; the Equal Opportunity, Affirmative Action, and Disability Services
Department, Baker Building, PMB 401809, 2301 Vanderbilt Place, Nashville, TN
37240-1809. Telephone (615) 322-4705 (V/TDD); Fax (615) 343-4969.
*Vanderbilt University Medical Center dress code may be found online, at https://
vanderbilt.policytech.com/docview/?docid=4103
Limits of Confidentiality
Imminent Harm/Sexual Misconduct
Imminent Harm to Self or Others. Consistent with Federal
Law and Vanderbilt University policy, VUSM may release
student information normally considered confidential to
appropriate individuals (e.g., health care personnel, police,
etc.) if such information is necessary to protect the health or
safety of the student or other individuals.
VU Policy on Sexual Misconduct. The Vanderbilt University
Student Handbook includes a Sexual Misconduct and Other
Forms of Power-Based Personal Violence policy (vanderbilt.edu/
student_handbook/sexual-misconduct/). Students who experience
violations of this policy are encouraged to report such incidents. It
should be noted that all VUSM faculty members, including those
in the VUSM advising system, as well as all VUSM administrators,
are not confidential resources (they are known as “mandatory
reporters"). As outlined in the policy, mandatory reporters are
required to report possible violations of this policy to the Title
IX Coordinator so that the university can take steps to address
the matter promptly and resolve it fairly.
Conflicting Roles
Policy on Multiple Roles
Many VUSM faculty members hold multiple roles in our educa-
tion program, and we believe that our students benefit from rich
relationships with various supportive faculty members. However
faculty members engaged in multiple educational roles can face
competing demands, which may directly or indirectly affect (or
have the appearance of affecting) an individual’s professional
judgment in exercising any educator duties and responsibilities.
Archived 2017/2018
School of Medicine Catalog
27
Of particular concern to students is the intersection
of roles involving advising students regarding personal or
academic struggles with roles in assessment of student per-
formance or assigning grades. Because not all conflicts can be
eliminated, it is necessary to establish a plan for managing and
minimizing conflict.
Conflict management typically involves ensuring that any
individual in an advising role does not serve as the sole asses-
sor of students in any required course. During the academic
year, when individuals are proposed for new roles, assign-
ments are reviewed for potential conflicts. Conflict manage-
ment plans are created by faculty members involved and are
reviewed and maintained by the associate dean for medical
student affairs (MD program) and the assistant dean for health
sciences education (other VUSM degree programs).
Policy on VUSM Faculty Supervising Family
It is the policy of Vanderbilt School of Medicine that stu-
dents may not be supervised or graded by a parent or family
member.
Policy on VUSM Educators Providing
Student Health Care
Vanderbilt University Medical Center physicians occasion-
ally provide clinical care for Vanderbilt students. Some of
these faculty members also teach and assess students in the
classroom or clinical setting. Should a situation arise in which
a Vanderbilt faculty member finds himself/herself in a dual
role as care provider and as a teacher/assessor of a Vanderbilt
student, he/she must recuse himself/herself from the teaching/
assessor role. Examples of such situations include faculty serv-
ing as small group leaders in a course or as team leaders within
clinical learning experiences. Furthermore, if a Vanderbilt
faculty member serves as a course or clinical learning experi-
ence director, placing him/her in a teaching/assessor role
with students in a degree program, he/she should not accept
students in that program as patients.
When a student has a pre-existing therapeutic relationship as
a patient of a faculty member who directs a course or clerkship,
the patient-provider relationship should not be disrupted. In
these situations, the faculty member must discuss the situation
with the student and arrange for an alternative means of assess-
ment in the course or clinical experience. is arrangement
would likely involve identifying a different faculty member to
provide the assessment in the course or clinical experience. is
policy serves to secure and protect the integrity of the learning
environment at the Vanderbilt School of Medicine. For ques-
tions regarding the implementation of this policy, please contact
the senior associate dean for health sciences education.
Competencies for Learners across the
Continuum
The following set of core competencies was adopted by the
Undergraduate Medical Education Committee in and
updated in July . These competencies represent goals for
medical education across the continuum, and while it is expected
that students will be able to demonstrate some degree of mastery
in all of them by the time of graduation, it is not expected that
all graduating students will be expert in all of them. These core
competencies are based on the six ACGME competencies that
guide learning throughout postgraduate medical education.
I. Medical Knowledge
Physicians must understand established and evolving biologi-
cal, clinical, epidemiological and social-behavioral sciences
and must be able to apply this knowledge to patient care.
Learners will be able to:
• MK1.Explainthebiological,behavioralandsocialfactors
that promote health or predispose individuals to illness,
and how these may be used in partnership with patients
to predict, prevent or mitigate the onset of disease.
• MK2.Demonstratedeepknowledgeofthesciences
essential for one’s chosen field of practice.
• MK3.Demonstrateknowledgeofthesciencesthat
support other specialty fields as they relate to one’s own
practice.
• MK4.Demonstrateknowledgeofthesciencesunderlying
the common and important health and wellness issues
affecting our society and other societies around the globe.
• MK5.Demonstrateanappreciationfortheimportance
of the sciences that underlie the effective practice of
medicine and the resulting commitment to maintain
an up-to-date fund of knowledge through continuous
learning.
• MK6.Applyknowledgeofthescientificmethod,repro-
ducible research, and experimental design in evaluating
questions of interest.
• MK7.Collect,analyze,andinterpretnewinformation
to enhance knowledge in the various disciplines related
to medicine.
II. Patient Care
Physicians must consistently provide care that is compassionate,
culturally competent, safe, efficient, cost sensitive, appropriate,
and effective for the treatment of illness and the promotion of
health. Learners will be able to:
• PC1.Performaproblem-focusedorcompletehistory
and physical examination as indicated, and to obtain
necessary diagnostic studies, including imaging, labora-
tory and procedural tests.
• PC2.Interpretclinicalinformationandformulatea
prioritized differential diagnosis that reflects the use of
medical knowledge in a probabilistic reasoning process.
• PC3.Formulateamanagementplanbasedonevalua-
tion of the scientific evidence as well as on the patient’s
values, cultural background, beliefs and behaviors; criti-
cally review the literature with an understanding of the
levels of evidence provided by typical experimental or
study designs, measurement techniques, and analyses;
recognize common forms of bias.
• PC4.Implementacomprehensivemanagementplan
that would include performing indicated procedures
within the scope of one’s training
• PC5.Utilizeknowledgesupporttoolssuchasevidence-
based diagnostic criteria, management guidelines and
point-of-care information resources.
• PC6.Utilizeinformaticsandhealthinformation
technology in support of patient care in a manner that
reflects understanding of their capabilities, limitations,
benefits, and risks. Examples include the electronic
health record, computerized physician order entry,
decision support systems and messaging systems.
• PC7.Demonstrateclinicaljudgmentthatissafeand
commensurate for the level of training.
School of Medicine / Medical Education at Vanderbilt
Archived 2017/2018
School of Medicine Catalog
28 VANDERBILT UNIVERSITY
• PC8.Re-examineandaddresspriordecisionswhen
desired outcomes are not achieved and/or the patient is
dissatisfied.
III. Interpersonal and Communication Skills
Physicians must be able to communicate in ways that result in
safe, culturally sensitive, effective and respectful information
exchange and create beneficial partnerships with patients, their
families, and other health professionals. Learners will be able to:
• ICS1.Discusstheenduringvalueofeffectiverelation-
ships and the factors that can facilitate or impede their
formation, including power imbalances and social,
economic, and cultural differences.
• ICS2.Demonstratesensitivitytothediversitywith
which people perceive, think, learn, communicate, and
make decisions, both individually and in groups, and
an understanding of how these processes might be
impacted by illness.
• ICS3.Explaintheelementsofavalidatedprovider-
patient communication model, and demonstrate
appropriate components of the model during patient
interactions.
• ICS4.Discussthestrengths,limitationsandappropriate
applications of various communication modalities, and
utilize verbal, non-verbal, written, electronic, graphic,
synchronous, and asynchronous modalities in appropri-
ate ways.
• ICS5.Discussthechallengesandopportunitiescreated
by cross-cultural communications and their potential
impact on patient care, health disparities and health
outcomes, and engage support systems that facilitate
cross-cultural communication.
• ICS6.Discusstheelementsofeffectiveteambuilding
and utilize appropriate techniques to create, participate
in, and lead effective teams.
• ICS7.Establishandutilizeeffectivecommunication
strategies with patients, families, and healthcare col-
leagues, regardless of their cultural background.
• ICS8.Buildandsustaineffectiverelationshipsina
wide variety of settings and with persons from diverse
backgrounds.
• ICS9.Effectivelymanageinterpersonalconflictand
provide and receive constructive feedback.
• ICS10.Disclosemedicalerrortopatients,familiesand
health care providers in a manner that is truthful, sensi-
tive, responsible, constructive and supportive.
IV. Professionalism
Physicians must possess the knowledge, skills and attitudes
necessary to carry out professional responsibilities, adhere
to ethical standards and establish and maintain productive,
respectful relationships with patients and colleagues. Profes-
sionalism applies to formal and informal interactions in
education systems, in health care practice settings, and in the
wider community. Learners will be able to:
• PR1.Discussthedutiesandobligationsofthemedical
profession, its health care institutions and its individual
practitioners to patients, communities and society.
• PR2.Placetheprimacyofthepatientinallhealthcare
endeavors.
• PR3.Workforamorejusthealthcaresystem,including
the ability to advocate effectively on behalf of individual
patients and patient populations.
• PR4.Discusstheprinciplesofbiomedicalethicsand
apply these principles in practical contexts.
• PR5.Demonstratehonestyandtransparencyinalldeal-
ings with patients, learners, and colleagues.
• PR6.Complywiththeprofessionalandlegalstandards
that safeguard patient confidentiality.
• PR7.Discusstheconceptssurroundingconflictofinter-
est and competing priorities; identify and manage these
in ways that maintain the primacy of patient interests
and the health of the public.
• PR8.Demonstratecompassionandrespectforallpersons
regardless of differences in values, beliefs and experiences.
• PR9.Demonstrateawarenessofthevulnerabilityof
patients and the inherent power differentials in organi-
zational and interpersonal relationships, and respect the
boundaries that define therapeutic relationships.
• PR10.Seekexcellenceinallprofessionalendeavors.
V. Practice-Based Learning and Improvement
Physicians must be able to continuously improve patient
care by investigating and evaluating outcomes of care and by
engaging in learning activities which involve critical appraisal
and assimilation of scientific evidence and application of
relevant knowledge to individual patients and populations.
To demonstrate competence in practice-based learning and
improvement, each learner will be able to:
• PBLI1.Systematicallycollect,monitor,andanalyzedata
describing current performance at the individual, team
and/or systems levels in an effort to achieve the highest
possible quality of care.
• PBLI2.Continuouslypursueknowledgeregardingbest
practices and optimal patient outcomes.
• PBLI3.Comparedataaboutcurrentperformanceatthe
individual, team, and/or systems level with expected
outcomes, and identify and implement the learning
strategies needed to improve performance.
• PBLI4.Developandimplementimprovementprojects
using a systematic approach that employs the principles
of improvement science.
• PBLI5.Recognize,acknowledgeandanalyzemedical
errors and devise system-based strategies that would
prevent similar errors in the future.
VI. Systems-Based Practice
Physicians must understand and respond to the larger context
and system of health care and effectively call on system resources
to provide care that is of optimal value. Learners will be able to:
• SBP1.Explainwhyhealthcareofoptimalvalueissafe,
effective, patient-centered, culturally sensitive, timely,
efficient, and equitable.
• SBP2.Explainbasicprinciplesofsystemsscienceand
the ways in which people, processes, technology and
policy combine to form systems.
• SBP3.Describethebasicorganizationofhealthcare
systems, including the various relationships between
patients, providers, practices, institutions, insurers
and benefits managers, community health organiza-
tions, federal and state regulators, accrediting bod-
ies, professional organizations, licensing boards, the
Archived 2017/2018
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29School of Medicine / Medical Education at Vanderbilt
pharmaceutical and biotechnology industries, and
legislators.
• SBP4.Compareandcontrastthelocalsystemsinwhich
acute patient care and health maintenance are provided,
such as emergency departments, outpatient clinics, hospi-
tals, mental health clinics, public health clinics, pharma-
cies, etc.; coordinate patient care within these systems.
• SBP5.Describedifferenthealthprofessionals’rolesand
responsibilities within the health care delivery system
and maximally utilize the capabilities of all health care
team members to achieve optimal patient outcomes.
• SBP6.Discussthekeyelementsofleadership,man-
agement and organizational behavior and how these
elements apply in teams, health care organizations, and
society; demonstrate these in one’s own leadership roles.
• SBP7.Describehowpublichealthandhealthpolicy
shape the nature of our health care system and discuss
how and when clinicians must interact with public
health officials and policymakers.
• SBP8.Explainrisk,complexity,resilienceandrelated
concepts that influence the performance of humans and
the systems in which they work.
• SBP9.Design,analyzeandevaluatehealthcaremicro-
systems, and propose interventions that will improve
quality, safety and cost-effectiveness.
Major Affiliated Clinical Education Sites
Students enrolled at Vanderbilt University School of Medicine
must complete required course work at VUSM or a VUSM
affiliate institution, unless otherwise explicitly indicated.
Vanderbilt University Medical Center
Facilities
Vanderbilt University Hospital
Vanderbilt University Hospital (VUH) opened in , with the
major addition of the Critical Care Tower in . The hospital
is dynamic, growing, and dedicated to meeting the most critical
and complex needs of our region, continuing Vanderbilt’s more
than century-old tradition of offering the best in patient care.
Many patients seen in the hospitals are from states other
than Tennessee, with the majority coming from Kentucky,
Alabama, and Mississippi.
Adjacent and attached to VUH is Medical Center East,
primarily an outpatient services building, but also housing
some operating rooms, patient rooms for Labor and Delivery,
the Vanderbilt Bill Wilkerson Center and the Vanderbilt
Orthopaedics Institute.
The Monroe Carell Jr. Children’s Hospital at Vanderbilt
The Monroe Carell Jr. Children’s Hospital at Vanderbilt opened
as a stand-alone facility in , and is a place of hope and heal-
ing for pediatric patients and their families. Recognized as one
of the premier children’s hospitals in the nation by U.S. News
and World Report for nine years running, Children’s Hospital
cares for the sickest patients in the region and beyond.
Children’s Hospital is the most comprehensive pediatric
facility in Tennessee, providing services including neurosurgery,
cancer treatment, trauma care, transplant, and much more.
Children’s Hospital operates the region’s only Level I pediatric
trauma unit and a neonatal intensive care unit with the highest
designated level of care.
e facility is filled with state-of-the-art equipment and
information systems to provide the best treatment for patients.
It offers a variety of family accommodations to help fulfill its
mission of patient-and family-centered care. In addition, Chil-
dren’s Hospital is a top-ranked teaching and research facility. As
a nonprofit organization, the hospital cares for children of Ten-
nessee and surrounding states regardless of their ability to pay.
Vanderbilt Psychiatric Hospital
Vanderbilt Psychiatric Hospital, which opened in , pro-
vides inpatient and partial hospitalization services to children,
adolescents, and adults with psychiatric and substance abuse
problems. Services include -hour crisis assessment and a year-
round accredited school for children and adolescents.
vanderbilthealth.com/psychiatrichospital
The Vanderbilt Clinic
The Vanderbilt Clinic (TVC), a comprehensive outpatient
facility, opened in and houses more than medical
specialty practice areas, the clinical laboratories, a center for
comprehensive cancer treatment, and a day surgery center.
Vanderbilt Stallworth Rehabilitation Hospital
Vanderbilt Stallworth provides comprehensive inpatient
and outpatient rehabilitation services for adult and pediatric
patients with neurological, orthopaedic, and other injuries,
as well as chronic conditions and disabilities. The hospital
specializes in treating stroke, brain, and spinal cord injury;
multiple traumas; amputations; hip fracture; and other diag-
noses. Stallworth is a designated Stroke Center of Excellence
and repeatedly exceeds the national benchmarks for patient
satisfaction and functional outcomes. This hospital is a joint
venture with HealthSouth Corporation.
vanderbiltstallworthrehab.com
Vanderbilt-Ingram Cancer Center
Vanderbilt-Ingram Cancer Center (VICC) is Tennessee’s only
National Cancer Institute (NCI)-designated Comprehensive
Cancer Center providing treatment for both adult and pediatric
cancer patients. It is also a member of the National Comprehen-
sive Cancer Network, a nonprofit alliance of twenty-six of the
world’s elite cancer centers collaborating to improve cancer care
for patients everywhere. The Cancer Center unites physicians
and scientists in research programs in key areas. VICC is ranked
in the top in competitively-awarded NCI grant support.
VICC is one of the few centers in the country with a
comprehensive program for cancer survivors regardless of age,
type of cancer, or where they received their oncology treat-
ment. The center’s clinical trials program includes robust work
in Phase I drug development and designation by the NCI for
Phase I and Phase II clinical trials.
e center also boasts several donor-supported research
initiatives, including the Frances Williams Preston Labora-
tories established by the T. J. Martell Foundation, the A. B.
Hancock Jr. Memorial Laboratory for Cancer Research, and
the Robert J. Kleberg, Jr., and Helen C. Kleberg Center for
Personalized Cancer Medicine.
vicc.org
Archived 2017/2018
School of Medicine Catalog
30 VANDERBILT UNIVERSITY
Vanderbilt Kennedy Center for Research on Human
Development
The Vanderbilt Kennedy Center strives to improve life for
people with disorders of thinking, learning, perception,
communication, mood, and emotion caused by disruption of
typical development. Its core values include the pursuit of sci-
entific knowledge with creativity and purpose; the education
of scientists, practitioners, families, and community leaders;
the facilitation of discovery by Kennedy Center scientists; and
the translation of knowledge into practice. The center is one
of fourteen National Institutes of Health research centers on
mental retardation and other developmental disabilities. It
has also been named a University Center for Excellence on
Developmental Disabilities Education, Research, and Service
by the federal Administration on Developmental Disabilities.
The center is an interdisciplinary research, training, diagnos-
tic, and treatment institute, embracing faculty and resources
available through Vanderbilt University Medical Center, the
College of Arts and Science, and Peabody College.
kc.vanderbilt.edu
Vanderbilt Diabetes Center
The Vanderbilt Diabetes Center provides a comprehensive
approach to diabetes for patients of all ages that includes all
aspects of health related to diabetes. It also offers programs to
equip the next generation of caregivers and scholars. Other
programs support the diabetes-related research of VUMC
faculty members.
vanderbilthealth.com/diabetes
Center for Experiential Learning and Assessment (CELA)
The Center for Experiential Learning and Assessment (CELA)
provides an educationally rich simulation environment for
training our students and other health care professionals to
practice the highest quality clinical care. Simulation technol-
ogy has now become a standard for medical education, surgi-
cal training, and health care team training. Such programs
have resulted in improved performance, quicker response
time, and less deviation from practice standards. Healthcare
simulators increase trainee confidence and competence,
improve patient safety, and can also yield cost and process effi-
ciencies. Our work is grounded in theory-based research and
informed by the best educational practices for competent clini-
cal practice. CELA is also instrumental in conducting rigorous
research that extends our knowledge and practice of experien-
tial learning and assessment by simulations. The center con-
sists of three programs: the Program in Human Simulations,
the Simulation Technologies Program, and the Programs in
Surgical and Anatomical Simulation. The Program in Human
Simulations brings the traditional standardized patient meth-
ods toward a broader use of simulations involving all aspects
of human interaction in medicine. The Simulation Technolo-
gies Program emphasizes the sophisticated use of computers,
task trainers, virtual reality and mannequin-based technolo-
gies to simulate clinical challenges. The Program in Surgical
and Anatomical Simulation is possible thanks to cadaveric
gifts made through the Anatomical Donations Program. All
programs provide both unique and integrated approaches to
training our medical students in a safe and effective educa-
tional environment.
Rudolph A. Light Hall
Light Hall provides classroom and laboratory space for
students in the School of Medicine. It houses the Department
of Biochemistry, the Department of Molecular Physics and
Biophysics, and the Howard Hughes Medical Institute.
Ann and Roscoe Robinson Medical Research Building
Laboratories and academic space for pharmacology, biochem-
istry, and molecular physiology and biophysics are housed in
the Ann and Roscoe Robinson Medical Research Building.
The eight-story building is also home to the A. B. Hancock Jr.
Memorial Laboratory for Cancer Research.
Frances Preston Medical Research Building
This building is named in honor of the late Frances Williams
Preston, President and CEO of Broadcast Music, Incorporated.
This building consolidates the Vanderbilt-Ingram Cancer
Center's programs into one primary location on the VUMC
campus.
Medical Research Building III
MRB III houses research laboratories, teaching laboratories,
research support areas, offices, conference rooms, classrooms,
and a greenhouse for research and teaching. It is a joint under-
taking of the College of Arts and Science and VUMC.
Medical Research Building IV
MRB IV houses a significant amount of wet lab space and sup-
ports continued growth in VUMC research programs.
Medical Center North
The Newman Clinical Research Center, an inpatient ortho-
paedic unit, and a general-care unit are inside Medical Center
North. The complex also houses laboratories and administra-
tive support services for VUMC.
Faculty and administrative offices and research space for
medical school departments are in Medical Center North. e
original portions of the building were completed in . Since
that time a number of connecting wings and buildings have
been added.
Vanderbilt Health One Hundred Oaks
This ,-square-foot doctors' office suite opened for
patient care in and is designed for easy access off the
interstate highway system, abundant surface parking, auto-
mated check-in, and integrated services, labs, and radiology. It
houses numerous specialty clinics, primary care services, and
advanced imaging facilities.
Vanderbilt Health Williamson County
Vanderbilt Health Williamson County offers more than
physicians in practices ranging from primary care to sports
medicine, GI, cancer care, imaging, and pediatrics.
Vanderbilt Dayani Center for Health and Wellness
The Vanderbilt Dayani Center is a medically based fitness/
health promotion center that specializes in modifying risk
Archived 2017/2018
School of Medicine Catalog
31
factors, for conditions including cardiovascular disease, weight
management, stress, sedentary lifestyle, and smoking. It was
the first Certified Medical Fitness Center in Tennessee, is
closely aligned with the Department of Physical Medicine and
Rehabilitation, and serves patient care, research, and education
functions within VUMC.
vanderbilthealth.com/dayani
VUMC Strategy and Innovation Office
The Strategy and Innovation Office's mission is to accelerate
change in health care. It provides methods for reducing time
to results, conducts research through demonstration projects,
and supports active learning through sessions that leverage
facts during solution design.
mc.vanderbilt.edu/root/vumc.php?site=strategyandinnovation
Vanderbilt Heart and Vascular Institute
The Vanderbilt Heart and Vascular Institute is a comprehen-
sive and integrated program offering diagnosis, treatment,
minimally invasive therapies, surgical intervention, disease
management, state-of-the-art techniques, and personalized
treatment programs to meet each patient’s unique needs.
vanderbilthealth.com/heart
Vanderbilt Bill Wilkerson Center for Otolaryngology and
Communication Sciences
The Vanderbilt Bill Wilkerson Center is devoted to compre-
hensive patient care, education, and research in the field of
communication disorders and diseases, as well as ailments of
the ear, nose, throat, head, and neck.
vanderbilthealth.com/billwilkerson
Vanderbilt Transplant Center
The Vanderbilt Transplant Center, one of the Southeast's
largest, is a multidisciplinary alliance of transplant special-
ists. Each transplant program within the center represents a
collaboration of medical and surgical professionals working
together in the best interests of the transplant patient.
vanderbilthealth.com/transplant
Graduate Medical Education
Vanderbilt University Medical Center has built a strong reputa-
tion as a national and international leader in medical education
of health professionals, research in medical science, and patient
care. Residency training began at Vanderbilt University Medical
Center with just twelve residents in . Now, VUMC trains
almost , house staff in more than accredited residency
and fellowship programs.
Residency Training
Medical school graduates preparing for the practice of medicine
usually spend three or more years in residency training in order
to be able to sit for the certification examination in their chosen
specialty. Such supervised experiences at Vanderbilt cover an
incredibly broad range of specialties and allow the learner to
gain graduated responsibility with the ultimate goal of indepen-
dent practice. Vanderbilt attracts highly qualified candidates
from diverse backgrounds, ensuring a house staff that is devoted
to delivering safe, high-quality patient care, to succeeding in
their chosen discipline, and to teaching other learners in the
process.As a result, the house staff take their responsibility in
medical student teaching as both an honor and a privilege and
devote considerable time to the medical students.
In addition to their primary responsibilities at Vanderbilt Uni-
versity Medical Center (including Vanderbilt University Hospital,
Monroe Carell Jr. Children’s Hospital at Vanderbilt, the Vander-
bilt Psychiatric Hospital, and e Vanderbilt Clinic), the residents
also work in a variety of other clinical settings across Nashville
including the Veterans Administration Hospital, St. omas
Midtown (formerly Baptist Hospital), and St. omas West, with
supervision by outstanding faculty in each setting.
Vanderbilt University Medical Center (VUMC) is a major
referral center and consequently has a patient population
with complex pediatric, medical and surgical problems. e
Veterans Administration Hospital, adjacent to VUMC, serves
veterans and their families from throughout the mid-south
and is an important component of the teaching program. All
physicians at the VA Hospital are full-time faculty members of
the School of Medicine.
Post-Residency Clinical Fellowships
After residency training, many physicians choose to pursue
further subspecialization through a clinical fellowship. Fellows
admitted to these programs must have completed an approved
residency program. These training programs have as their
goal the training of physicians for practice and certification
in a medical subspecialty. As with the residents mentioned
above, the fellows are expected to participate in departmental
activities related to teaching, clinical services, and research
and serve as another outstanding resource for medical student
education.
Office for Continuous Professional
Development
Vanderbilt University School of Medicine and Vanderbilt
University Medical Center recognize a major commitment to
the continuous professional development of Vanderbilt and
community physicians and others in the health professions.
At Vanderbilt, continuing medical education is considered
an important part of the continuum of medical education
which is initiated in the undergraduate experience, progresses
through graduate medical education, and matures in ongo-
ing continuing medical education and continuing profes-
sional development. The Division of CME sponsors learning
opportunities for physicians and other members of the health
care team that will enable them to provide the very best
possible care to their patients and perform optimally in their
other professional responsibilities as measured by improve-
ments in competence, performance, and patient health status.
The Vanderbilt University School of Medicine Division of
CME maintains Accreditation with Commendation from
the Accreditation Council for Continuing Medical Education
(ACCME), recognizing demonstrated engagement with the
quality improvement enterprise in a way that supports physi-
cian learning and quality patient care.
Vanderbilt has also been recognized by the Multi-Specialty
Board of the American Board of Medical Specialties (ABMS)
as a certified site for the Maintenance of Certification (MOC)
Portfolio Program. e MOC Portfolio Program was estab-
lished by ABMS to permit institutions such as Vanderbilt to
provide support to physicians who are pursuing Maintenance
of Certification Part IV projects, thus aligning physicians’
performance improvement requirements with the institution’s
School of Medicine / Medical Education at Vanderbilt
Archived 2017/2018
School of Medicine Catalog
32 VANDERBILT UNIVERSITY
performance improvement goals. e Vanderbilt MOC Port-
folio Program is a collaborative effort of the Office of Quality,
Safety and Risk Prevention, the Informatics Center, and the
Office for Continuous Professional Development.
Inquiries about CME or MOC should be directed to the
Office for Continuous Professional Development or to depart-
ments and divisions about specific programming.
Tennessee Valley Healthcare System of the
Veterans Administration
VA Academic Partnership Council for the
Department of Veterans Affairs, Tennessee
The VA Academic Partnership Council is the fundamental administrative
unit for policy development and evaluation of educational and research
programs at the affiliated Department of Veterans Affairs, Tennessee Valley
Healthcare System (TVHS). It is composed of senior faculty members of the
School of Medicine and others who are associated with TVHS.
Committee Voting Members:
Veronica Mallett, M.D., Chairperson. John Nadeau, M.D., Co-chairperson.
David Raiford, M.D., R. Daniel Beauchamp, M.D., Leon Dent, M.D.,
Brian Christman, M.D., Cynthia Johnson, R.N., MSHCA, NEA-BC,
Jennifer Vedral-Baron, MN, APRN, NP-C, FAANP, FACHE, Stephan
H. W. Heckers, M.D., Suzanne Jené, M.B.A., V.H.A.-C.M., Donald
Brady, M.D., Don Rubin, M.D., Sam R. Sells, M.D., Duane Smoot,
M.D., Nancy Brown, M.D., James Staiger, M.D., David Baker, M.D.,
Stephen McLeod-Bryant, M.D., Linda Norman, D.S.N., R.N., F.A.A.N.,
Lloyda B. Williamson, M.D., Leonard Webster, M.D., Alphonse
Pasipanodya, M.D.
Non-Voting Members:
Ronnie Smith, Bonnie Miller M.D., Frank Royal, M.D., Jennifer J. Lipke,
Marianne Myers, Brent Holman.
Archived 2017/2018
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33
Doctor of Medicine (M.D.)
Requirements for Entrance
Vanderbilt University School of Medicine seeks students with
a strong background in both science and liberal arts who
will have the baccalaureate degree before matriculation. The
Medical College Admission Test (MCAT) is required and used
along with other observations to predict success in pre-clinical
course work.
Vanderbilt University School of Medicine recognizes that
the undergraduate academic experience of applicants varies
greatly. erefore, we have made the decision to move away
from “requirements” to “recommendations.” e expansive
and ever-changing landscape of medicine and its practice
necessitates that an applicant have demonstrated competencies
in the natural and life sciences, social sciences, and mathemat-
ics. ese competencies can be met through traditional and/
or newly-established interdisciplinary courses of study in an
accredited institution of higher learning. e use of AP or other
credit is acceptable, but it is strongly encouraged to build stron-
ger competencies through courses taken in college. Although
there is no timeframe in which students must meet the above
competencies, it is recommended that students have recent
exposures to most or all of these areas. Competitive applicants
should demonstrate in-depth competency in each of the fol-
lowing areas of study, based on the AAMC-HHMI Scientific
Foundations for Future Physicians and AAMC-Behavioral and
Social Science Foundations for Future Physicians. Mastery of
competencies is reflected by a strong performance in the class-
room and on the MCAT, as well as in letters of evaluation.
Biology: Applicants should demonstrate competence in the
understanding of molecular and cellular biology, genetics, and
how they regulate organ and organismic structure and func-
tion. Fields of study analyzing diverse human properties are
viewed in a strong, positive light.
Chemistry/Biochemistry: Applicants should demonstrate
competence in the basic principles of chemistry as it pertains
to living systems. Studies in biochemistry are an exemplary
way to prepare students for training in medicine science.
Mathematics/Statistics and Physics: Applicants should
demonstrate competence in the basic principles of physics and
mathematics underlying living systems. Applicants should
demonstrate basic competence in statistics or biostatistics,
which is important to understand the quantitative aspects of
medicine and biomedical research.
Social Sciences and Communication: It is imperative that
the applicant demonstrate competence in the humanistic
understanding of patients as human beings and as part of a
familial and social structure. In this regard, studies in psychol-
ogy and sociology are viewed favorably. It is required that the
applicant speaks, writes, and reads English fluently.
e faculty of the Vanderbilt University School of Medicine
recognizes its responsibility to present candidates for the M.D.
degree who have the knowledge and skills to function in a broad
variety of clinical situations and to render a wide spectrum of
patient care. Candidates for the M.D. degree will ordinarily
have the broad preliminary preparation to enter postgraduate
medical education in any of the diverse specialties of medicine.
All candidates for admission must possess sufficient intellectual
ability, emotional stability, and sensory and motor function
to meet the academic requirements of the School of Medicine
without fundamental alteration in the nature of this program.
e senior associate dean for health sciences education, in
consultation with the Admission Committee of the School
of Medicine, is responsible for interpreting these technical
standards as they might apply to an individual applicant to the
School of Medicine.
Recommendations for Entrance
A broad experience in non-science courses is encouraged,
especially experience beyond the introductory course level in
areas such as English, the humanities, the arts, and the social
and behavioral sciences. A major in non-science courses does
not affect selection.
Selection Factors
Vanderbilt University School of Medicine (VUSM) seeks to
matriculate a diverse group of academically exceptional stu-
dents whose attributes and accomplishments suggest that they
will be future leaders and/or scholars in medicine. To accom-
plish this goal, VUSM provides a review of each candidate
by multiple members of the faculty who are broadly repre-
sentative of the faculty body. The committee uses a holistic
approach to evaluate an array of applicant attributes, includ-
ing academic excellence, personal characteristics, accomplish-
ments in research, leadership, service to others, contribution
to diversity (gender, race, ethnicity, sexual preference, socio-
economic background, geographic origin), and participation
in extracurricular activities. A criminal background check is
required before matriculation.
Medical College Admission Test
The Medical College Admission Test is given under the auspices
of the Association of American Medical Colleges and is required
of applicants to Vanderbilt. It is given multiple times each year.
Since the examination score is used by medical schools in the
selection of applicants, candidates should take the test in the
spring prior to the time application is submitted, if possible.
Results of the September examination are acceptable, but will
delay review of the application until scores are received.
Application Procedure for Admission
As a convenience to the applicant, Vanderbilt University
School of Medicine participates in the American Medical
College Application Service. All application materials may be
obtained online through AMCAS by going to aamc.org. Appli-
cations are received online by AMCAS any time after June
and before November preceding the anticipated enrollment
date the next year.
e Screening Admission Committee evaluates the initial
application materials. e Interview Admission Commit-
tee evaluates AMCAS, secondary application, and letters of
recommendation to decide which applicants will be invited for
an interview. Interviews are conducted at Vanderbilt between
September and February. e Executive Admission Commit-
tee evaluates the application materials and interview reports to
Admission
Archived 2017/2018
School of Medicine Catalog
34 VANDERBILT UNIVERSITY
decide which applicants will be invited to join the entering class.
Invitations to join the class are made in December and February.
Vanderbilt does not participate in the Early Decision
Program through the American Medical College Application
Service and does not have an Early Assurance Program.
Vanderbilt University School of Medicine has ten dual
degree programs. Application is made to each program sepa-
rately, and admission to both programs is required to enter a
dual degree program.
A single application is made to the M.D./Ph.D. program by
indicating M.D./Ph.D. degree on the AMCAS application to
Vanderbilt University School of Medicine and completing the
MSTP secondary application. e application will be reviewed
by the MSTP admission committee.
Transfer Students
Due to Curriculum ., transfer students will no longer be
accepted to Vanderbilt University School of Medicine.
Medical Innovators Development Program (MIDP)
Admission
MIDPstudents constitute a small cohort of students in the M.D.
program with individualizedcontentin one of three MIDP
translational tracks (imaging, informatics and systems design,
andmedical devices), as well as generalized content in intel-
lectual property, entrepreneurship, management, and the FDA
regulatory process. The program emphasizesmulti-disciplinary
collaboration with faculty expertise across the schools of medi-
cine, engineering, and business. A criminal background check is
required before matriculation.
Admission Requirements
The MIDPadmission process is the same as that for the M.D.
program. All course recommendations applicable to the M.D.
program apply to MIDP applicants as well. Please refer to
the competency-based requirements outlined for the M.D.
program. Other requirements for the MIDP program are
described below.
. MIDP applicants must have a doctoral degree in engineering
(from among the following fields: biomedical; bio-engineering,
electrical, mechanical, computer, industrial and systems, nuclear,
or chemical and biological) or applied sciences (from among the
following fields: physics, biophysics, medical physics, computer
science, applied mathematics, or materials science),with evidence
of academic excellence. e doctoral program must be completed
prior to matriculation. If conferral of the doctoral degree will not
take place until aer matriculation, a letter from the registrar or
dean of the institution awarding the degree stating that all degree
requirements have been met (including approval of dissertation)
is required before matriculation.
. Like traditional M.D. applicants, MIDP applicants
will submit three letters of recommendation. However, one
should be from a research mentor or work supervisor who
can describe the applicant’s potential for and commitment to
success as an applied physician-scientist.
. In addition to the three essays submitted through
the MCAS application, MIDP applicants must submit an
MIDP-focused essay explaining the reason(s) the applicant
is interested in joining the Medical Innovators Development
Program, how the MIDP program will help the applicant
achieve his or her career goals, and how the goals relate to
imaging, medical devices, or informatics. (~ words)
e MIDP Leadership Team has the responsibility of
reviewing MIDP applications for admission and making
recommendations to the chairs of admission.
Financial Support
Funding for tuition is provided for those who gain admission
to the Medical Innovator Development Program.
Oral and Maxillofacial Surgery–Doctor of Medicine
Program (OMS–MD)
The Vanderbilt University Medical Center offers an Oral and
Maxillofacial Surgical (OMS) Residency Program that, in
collaboration with Vanderbilt University School of Medicine,
allows qualified individuals to complete a Vanderbilt Univer-
sity M.D. in three years and thereafter progress directly into
the VUMC OMS residency. The Vanderbilt University Oral
and Maxillofacial Surgical (OMS) Residency Program and VU
M.D. program accept one student each year to this program.
The OMS-MD curriculum allows trainees to meet gradua-
tion requirements for the doctor of medicine at the end of
three years, at which point the Vanderbilt University M.D. is
conferred. During the last three of six years in the OMS-MD
program, the trainees continue full time in the VUMC OMS
residency program.
With a case-based, system-based learning model and
personalized medical school curriculum, there are gener-
ous opportunities for the OMS resident-medical student to
explore areas of personal interest and emphasis programs
for an outstanding medical/surgical education. e program
prepares residents for the community practice of oral and
maxillofacial surgery as well as for advanced fellowship train-
ing and academic careers. Areas of clinical strength include
the comprehensive management of all facets of facial trauma,
benign and malignant head and neck pathology, orthognathic
surgery, facial reconstruction, secondary cle care, and den-
toalveolar surgery and implants with an emphasis on implant
site development.
Applications to the OMS-MD program are accepted
through ADEA PASS (www.adea.org/PASSapp) beginning
in mid-May of each year. Applications are due via the PASS
system by September of each year, and interview invita-
tions are sent directly to selected candidates. Interviews
are conducted in the months of October and November.
Detailed information can be found at ww2.mc.vanderbilt.edu/
deptoralmaxilsurgy/28484.
e selection process for applicants emphasizes past
academic performance, personal attributes such as a sound
work ethic, dedication, honesty, and a demonstrated com-
mitment to postgraduate training in oral and maxillofacial
surgery. e latter may be demonstrated through completion
of one or more OMS externships, preferably of at least two
() weeks’ duration. Letters of recommendation are required
and specified by the PASS application information for this
program. Such letters are very carefully reviewed and should
be provided by dental school faculty who can share personal
knowledge of the applicant’s qualifications, commitment,
personal attributes, and accomplishments.
One trainee is identified annually through the OMS resi-
dency selection process. e OMS department recommends
the selected candidate to the School of Medicine Admission
Committee. e Admission Committee reviews the appli-
cant’s credentials and makes an M.D. program admission
determination.
Archived 2017/2018
School of Medicine Catalog
35
M.D. Dual Degree Programs
For all M.D. dual degrees, except the M.D./Ph.D., the first
three years are normally spent in the medical school program.
Ideally, students will apply for dual degree status before
enrolling in either degree program. However, M.D. students
may elect to apply for admission to a recognized dual degree
program at any time during their first three years in the medi-
cal school. Students who apply for admission to the medical
school during their first year in another recognized dual
degree may also be considered for dual degree status.
In most cases, aer year three of the M.D. curriculum,
students begin work on their other degree program. Depend-
ing on the other program, students may complete the second
degree before returning to the medical school. e dual degree
program allows students to reduce the period of time required
to complete each degree separately, usually eliminating one
full year of study.
Medical Scientist Training Program (MSTP)
The central goal of the Medical Scientist Training Program
(MSTP) at Vanderbilt University is to train leaders in aca-
demic medicine. Our program is based on solid clinical and
research training and is designed to foster the development of
independent scientific careers. We provide students with an
integrated curriculum comprising a strong core education in
medicine and intensive training in scientific inquiry. Success-
ful completion of the program leads to both the M.D. and
Ph.D. degrees. MSTP students come from a diverse applicant
pool drawn from throughout the nation and abroad.
MSTP Curriculum
The MSTP is a dual endeavor between the Vanderbilt Univer-
sity School of Medicine and the Vanderbilt University Graduate
School. Trainees are required to fulfill all of the requirements for
both the M.D. and Ph.D. degrees. Since some competencies for
the M.D. degree are met by the graduate school experience, it is
possible for MSTP students matriculating July 2013 or after to
complete the M.D. program in a total of three years. The MSTP
allows both dual and alternating enrollment in the School of
Medicine and the Graduate School. MSTP students will typically
complete the FMK and FCC phases, exit for graduate studies,
then return for a single year in the Immersion Phase.
e cornerstone of the Vanderbilt MSTP is training in sci-
entific inquiry afforded by a rigorous Ph.D. experience. MSTP
trainees complete the first two years of the medical curriculum
prior to the initiation of research training.
Following completion of two laboratory rotations, trainees
select a laboratory and department for graduate studies. is
selection is formalized before the end of the second year of
medical school. Requirements for successful completion of the
Ph.D. degree are the same for all students at Vanderbilt. e
Ph.D. thesis must be successfully defended prior to reentry into
medical school.
Most MSTP students will begin the third year of medical
school in early July with the Clinical Immersion phase of their
training.
To facilitate the training of clinical investigators, we
developed a distinct track within the Vanderbilt MSTP called
the MSTP-Clinical Investigation Track (MSTP-CIT). e
goal of the MSTP-CIT is to provide comprehensive training
in science for physician scientists engaged in translational
and patient-oriented research. is program is intended for
students who enter the MSTP aer the third year of medical
school or during residency or fellowship.
MSTP Program Activities
There are a number of educational programs developed
specifically for the training of physician scientists in the MSTP.
A brief summary of the major activities can be found in the
Programs and Policies section under Special Program Require-
ments (page 43 of this catalog).
Financial Support
Funding for tuition and stipend is provided for those who gain
admission to the Medical Scientist Training Program. A train-
ing grant from the NIH supports about twenty percent of the
expenses for the MSTP; the remainder comes from institutional
support and philanthropy.
M.D./J.D.
Students must apply separately to both the Vanderbilt Univer-
sity School of Medicine and the Vanderbilt Law School and be
accepted by both programs to pursue the dual M.D./J.D. degree.
Students in the dual M.D./J.D. program will have the
opportunity to complete both degrees in six years.
M.D./M.S. in Biomedical Informatics
Students must apply separately to both the Vanderbilt Univer-
sity School of Medicine and Vanderbilt’s Biomedical Infor-
matics Department and must be accepted by both programs to
pursue the dual M.D./M.S. in biomedical informatics degree.
Students in the dual M.D./M.S. in biomedical informatics
program will have the opportunity to complete both degrees in
six years.
M.D./M.Div. and M.D./M.T.S.
Students with interest in medical and divinity degrees will
have the opportunity to enroll in one of two dual degree
programs. Students must apply separately to the Vanderbilt
University School of Medicine and the Vanderbilt Divinity
School and be accepted by both to pursue the M.D./M.Div.
(M.D./Master of Divinity) or the M.D./M.T.S. (M.D./Master of
Theological Studies) degree.
Students in the dual M.D./M.Div. program will have the
opportunity to complete both degrees in six years.
e Master of Divinity is a professional degree and pre-
pares students for the practice of ministry. is program has
a required field education component as part of the Master of
Divinity degree requirements. In this program, students will
carry 15 credit hours per semester while in the Divinity School.
M.D./M.Ed.
Education is an integral part of medicine. The word “doctor”
comes from the Greek word meaning “teacher.” Whether a
student chooses a career in research or clinical practice, there
always will be a need to teach students, patients, and colleagues.
Students who choose the M.D./M.Ed. dual degree program may
be interested in patient education or in a career in an academic
center working in medical education. They also may be inter-
ested in leadership positions at the national level that interface
with health policy and education. Education will be a large part
of prevention in future medical practice.
School of Medicine / Admission
Archived 2017/2018
School of Medicine Catalog
36 VANDERBILT UNIVERSITY
Students must apply separately to both the Vanderbilt
School of Medicine and Peabody College of Education and
Human Development and be accepted by both programs to
pursue the dual M.D./M.Ed. degree.
Students in the dual M.D./M.Ed. program will have the
opportunity to complete both degrees in five years.
M.D./M.P.H.
Students must apply separately to the M.D. and the M.P.H.
programs in the School of Medicine and be accepted by both
programs to pursue the dual M.D./M.P.H. degree.
e M.P.H. degree requires academic credit hours of
course work, which include didactic core and track-specific
courses, as well as courses associated with the public health
practicum and thesis.
Dual degree students spend a minimum of four terms
focused on M.P.H. required course work. Students typically
complete most or all of the required credit hours during
these four terms. e summer term includes didactic courses
in the month of May and the completion of the public health
practicum.
e M.D. program’s Research Immersion Phase may be
completed before matriculating in the M.P.H. program, and/
or it may be integrated with the M.P.H. program’s thesis
requirements. is time should be planned in advance with
input from both the M.D. and M.P.H. programs.
An important component of the M.P.H. program is a men-
tored research investigation. Pre-identification of a qualified
faculty member willing to serve as the student’s mentor should
be arranged with the help of M.P.H. program staff.
Before a dual degree student can matriculate in the M.P.H.
program, he or she must be in good academic and financial
standing with the M.D. program and receive approval for his
or her plan of study from the M.P.H. program director.
Students in the dual M.D./M.P.H. program will have the
opportunity to complete both degrees in five years. Additional
information may be found at medschool.vanderbilt.edu/mph/
md-mph.
M.D./MBA
Students must apply separately to both the Vanderbilt Uni-
versity School of Medicine and Vanderbilt’s Owen Graduate
School of Managementand be accepted by both programs to
pursue the dual M.D./MBA degree.
Students in the dual M.D./MBA program will have the
opportunity to complete both degrees in five years. e
first three years are spent in medical school. Students spend
their fourth year at the Owen School and then spend the fall
semester of year five in medical school and the spring semester
of year five at the Owen School.
M.D./M.A. in Medicine, Health, and Society
In , the Vanderbilt University Faculty Senate approved a
master of arts degree in Medicine, Health, and Society (MHS).
The proposal for this fully interdisciplinary degree originated
from the Vanderbilt University Center for Medicine, Health,
and Society (CMHS), which was established in . The goals
of CMHS are to promote the study of health and health care
in their social, cultural, and historical contexts, and to explore
the interface of bioscience, technology, and the humanities.
In addition to educating outstanding clinicians, Vanderbilt
University School of Medicine is committed to developing
future leaders and scholars in medicine. We recognize that
the current challenges facing health and health care demand
leaders and scholars in many areas related to medicine. e
M.A. in MHS allows selected students to extend their scholarly
interests in interdisciplinary areas, although prior work in
one of those areas is not required. e MHS degree provides
students with additional knowledge and research experience
to prepare them for academic careers focused on the politi-
cal, social, economic, and cultural contexts of the practice of
medicine, as well as on biomedical ethics, patient-provider
relationships, and health policy.
Students must be accepted by both the Vanderbilt Univer-
sity School of Medicine and the Graduate School, and accep-
tance to one program will not ensure acceptance to the other.
Dual degree students will be able to enter the M.A. program
aer any year of medical school. If students choose to begin their
M.A. studies aer the fourth year, they will be allowed to delay
graduation until aer completion of both degrees, as long as they
are officially enrolled in the dual degree program. Requirements
for the M.D. degree will be the same as those for non-dual-degree
students. Students will have the opportunity to complete both
degrees in five years.
Other Dual Degree Programs
M.P.H./M.Ed. (International Education Policy and
Management)
Students interested in the M.P.H. program and the M.Ed. in
International Education Policy and Management program will
have the opportunity to complete both degrees in three years
of study (seven academic terms).
Students must apply and be accepted separately to both
the M.P.H. program in the School of Medicine and the
M.Ed. program in Peabody College of Education and Human
Development.
e M.P.H. degree requires hours of academic credit
which include didactic core and track-specific courses, as well
as courses associated with the public health practicum and
thesis. Dual degree students spend a minimum of three terms
(fall, spring, and summer), or one academic year, focused
on M.P.H. required course work. ey typically complete
or more credit hours during these three terms. e summer
term includes didactic courses in the month of May and the
completion of the public health practicum.
M.P.H./M.A. (Latin American Studies)
Students interested in the M.P.H. program and M.A. in
Latin American Studies program will have the opportunity to
complete both degrees in three years of study (seven academic
terms).
Students must apply and be accepted separately to both the
M.P.H. program in the School of Medicine and the M.A. in
Latin American Studies program in the Graduate School.
e M.P.H. degree requires hours of academic credit
which include didactic core and track-specific courses, as well
as courses associated with the public health practicum and
thesis. Dual degree students spend a minimum of three terms
(fall, spring, and summer), or one academic year, focused
on M.P.H. required course work. ey typically complete
or more credit hours during these three terms. e summer
term includes didactic courses in the month of May and the
completion of the public health practicum.
Archived 2017/2018
School of Medicine Catalog
37
Other Single Degree Programs in the
School of Medicine
Professional Programs in
Hearing and Speech Sciences
Doctor of Audiology
The doctor of audiology (Au.D.) is a four-year post-baccalaureate
degree which replaced the master of science degree as the require-
ment for the entry-level practitioner of audiology. The doctor of
philosophy degree continues to be offered to students interested
in becoming teacher/investigators.
Practicum sites include the Vanderbilt Bill Wilkerson Cen-
ter, Odess Otolaryngology Clinic, Veterans Affairs Medical
Center, and several hospitals and practices in the metropolitan
Nashville area. At present, Vanderbilt’s Au.D. program is
ranked in the nation by U.S. News and World Report.
e Au.D. program encourages applicants with back-
grounds in such areas as communication disorders and other
health-related professions, biomedical sciences, psychology,
and psychoacoustics. All students must possess GRE scores
consistent with Vanderbilt standards, a strong record of past
academic achievement, a commitment to hearing health care,
excellent oral and written communication skills, a willingness
to work collaboratively, a strong work ethic, perseverance, and
strong organizational and time management skills.
e doctoral (Au.D.) degree program at Vanderbilt Univer-
sity is accredited by the Council on Academic Accreditation in
Audiology and Speech-Language Pathology of the American
Speech-Language-Hearing Association, Research Blvd.,
, Rockville, MD , () - or () -.
Please visit our website at ww2.mc.vanderbilt.edu/ghss/ for
additional information.
Master of Education of the Deaf
The Department of Hearing and Speech Sciences (DHSS)
offers a master of education of the deaf (M.D.E.) degree. This
one- to two-year program emphasizes the development of
spoken language and auditory skills for children who are
able to develop those skills. The DHSS is home to a unique,
interdisciplinary approach to teacher training by combining
training in audiology, speech-language pathology, and deaf
education. The Mama Lere Hearing School in our National
Center for Childhood Deafness and Family Communication
serves as the professional development school for the DHSS
deaf education program. This auditory oral school for children
who are deaf or hard of hearing is known for its outstanding
work in the areas of speech development, auditory training,
cochlear implant habilitation, language, and reading.
Students entering the Master of Education of the Deaf
program are required to have an undergraduate degree in deaf
education, special education, early childhood education, or
general education and must have teacher certification in same.
e program will be one year in length (three semesters including
summer plus Maymester) for those coming in with a background
in deaf education and two years (five semesters including summer
plus Maymester) for those with no background in deaf education.
Please visit our website at ww2.mc.vanderbilt.edu/ghss/ for
additional information.
Master of Science (Speech-Language Pathology)
The master’s degree program in speech-language pathology
(S.L.P.) is administered through the Vanderbilt University School
of Medicine. The program provides clinical education leading to
professional certification in speech-language pathology. The five-
or six-semester program(depending on background) spans up to
two calendar years of full-time study. Students without a back-
ground in communication disorders will require an extra semester.
Many clinical opportunities are available throughout the program.
The program culminates in a ten-week clinical externship. The
program meets or exceeds American Speech-Language-Hearing
Association requirements. Cochlear implant, autism courses, and
education courses are a part of the curriculum for students with
interests in those areas. There is also a thesis option.
Students with backgrounds in such areas as communica-
tion disorders and other health-related professions, biomedi-
cal sciences, psychology, and linguistics are encouraged to
apply. All students must possess GRE scores consistent with
Vanderbilt’s standards, a strong record of past academic
achievement, a commitment to perseverance, and exceptional
organizational and time-management skills.
e master’s (M.S.) degree program in speech-language
pathology at Vanderbilt University is accredited by the Coun-
cil on Academic Accreditation in Audiology and Speech-Lan-
guage Pathology of the American Speech-Language-Hearing
Association, Research Blvd., , Rockville, MD ,
() - or () -.
Further information regarding graduate programs in
hearing and speech sciences may be found online at ww2.
mc.vanderbilt.edu/ghss/.
Professional Programs in Medical Physics
Doctorate in Medical Physics
Master of Science in Medical Physics
Medical physics is an applied branch of physics devoted to the
application of concepts and methods from physics to the diag-
nosis and treatment of human disease. Medical physicists are
concerned with three primary areas of activity: clinical service
and consultation, research and development, and teaching.
Clinically, medical physicists are called upon to contribute
scientific advice and resources to solve physical problems aris-
ing in radiological medical physics. Medical physics research
typically involves the development of new instrumentation
and technology, the development of new medical diagnostic
and therapeutic procedures, and tests using existing technolo-
gies. Historically, this type of activity has been primarily in
radiological imaging and radiation oncology, but now has a
growing breadth of involvement throughout medicine. Many
medical physicists not only provide clinical service, but also
have faculty appointments at universities and colleges and are
responsible for teaching future medical physicists, resident
physicians, medical students, and hospital technical staff.
Vanderbilt University offers a professional doctorate in
medical physics (D.M.P.) and a master of science in medical
physics (M.S.M.P.).Vanderbilt additionally offers a master of
science in medical physics (M.S.M.P.) only in passing to D.M.P.
students who successfully complete the requirements for the
M.S.M.P. during the first two years of the D.M.P. program.
ese interdisciplinary programs are administered through the
Department of Radiation Oncology and the Department of Radi-
ology and Radiological Sciences in the School of Medicine and
School of Medicine / Admission
Archived 2017/2018
School of Medicine Catalog
38 VANDERBILT UNIVERSITY
involve faculty and courses from the Vanderbilt University School
of Medicine, the Department of Radiology and Radiological
Sciences, the Department of Radiation Oncology, the College
of Arts and Science, the Department of Physics and Astronomy,
and the School of Engineering (Department of Biomedical
Engineering).
e D.M.P. program offers tracks in both radiotherapy medi-
cal physics and diagnostic medical physics. Degree requirements
include didactic credit hours, research credit hours, and
hours of clinical training. e didactic hours are completed
in years one and two, and the clinical training credit hours and
the research hours are completed in years three and four. e
clinical medical physics experience gained in years three and four
is equivalent to a two-year medical physics residency.
e M.S.M.P. program offers tracks in both radiotherapy
medical physics and diagnostic medical physics. Students
may select either a thesis option or non-thesis option. Degree
requirements for the non-thesis option include didactic
credit hours and credit hours of clinical practicum. Degree
requirements for the thesis option include didactic credit
hours and six () independent study credit hours. e six
independent study hours are required in order to successfully
complete the M.S.M.P. thesis project.
All students and applicants may access this information
and more online by visiting our webpages at https://medschool.
vanderbilt.edu/msmp or https://medschool.vanderbilt.edu/dmp.
Other Programs
Master of Laboratory Investigation
The mission of the Master of Laboratory Investigation program
is to enhance the academic, scientific, and technical expertise
of research personnel who will continue to work in a research
environment; to foster their professional growth; and to
improve the career potential of the brightest and most qualified
researchers who do not wish to pursue a Ph.D.
e Master of Laboratory Investigation (M.L.I.) program is
offered by the School of Medicine for Vanderbilt or Meharry
staff members. Applicants should have B.S. or B.A. degree from
an accredited institution with a GPA of . or higher,, have
at least six months of employment at VUMC or Meharry in a
research laboratory, and be nominated with a strong letter of
support from the faculty mentor in whose lab they work. e
Graduate Record Examination (GRE— no minimum manda-
tory score) and an interview are required of all applicants.
Please visit our website at medschool.vanderbilt.edu/mli/ for
additional information.
Master of Public Health
The Vanderbilt Master of Public Health (M.P.H.) is an inter-
disciplinary program to train research scientists and public
health professionals to be leaders and innovators dedicated to
improving public health. e M.P.H. program is a full-time,
two-year (five semesters) degree program accredited by the
Council on Education for Public Health (CEPH).
Students choose to focus their studies on one of three
track concentrations (Epidemiology, Global Health, or Health
Policy). e small size of the M.P.H. program allows for flex-
ibility and individualization. Students from all academic and
professional backgrounds, as well as clinical specialties, are
able to customize their public health education and integrate
their specific research and career interests with the support of
committed faculty mentors.
Eligible candidates include those with bachelor’s, master’s,
or doctoral degrees. At least two years of relevant, post-
undergraduate professional experience is strongly preferred.
Students in the M.P.H. program complete academic
credit hours of course work over five academic terms. e
academic credit hours include didactic core and track-specific
courses, as well as courses associated with the public health
practicum and thesis.
Additional information about the Vanderbilt M.P.H. pro-
gram can be found at medschool.vanderbilt.edu/mph.
Master of Science in Applied Clinical Informatics
The Department of Biomedical Informatics (DBMI) at
Vanderbilt University offers a two-year M.S. in Applied Clini-
cal Informatics (M.S.A.C.I.) degree program. The objective
of the program is to provide innovative clinical informatics
education for working professionals in the health care field,
with graduates assuming leadership roles in the application
and innovation of clinical informatics nationally.
At many institutions, the role of clinical informatics
(CI) leaders (known as clinical informaticians) has evolved
from introducing electronic health records (EHRs) and
practice transformation techniques to the effective evalu-
ation and improvement of patient outcomes. Increasingly,
local improvements must be integrated into accountable
care organizations, clinically integrated networks, and other
inter-organization collaborations that emphasize both qual-
ity improvement and cost reduction. ese factors create a
profound need for trained informatics professionals from a
variety of clinical and nonclinical disciplines who share a deep
theoretical and practical understanding of the care process,
informatics concepts, and the changing social, organizational,
and economic context in which health care is delivered.
Vanderbilt’s M.S. in Applied Clinical Informatics is designed
to develop leaders who are prepared to advance the science
and practice of clinical informatics.
e M.S.A.C.I. program is designed for clinicians who
desire rigorous, practical informatics training (e.g., board-cer-
tified and non-boarded physicians, nurses, pharmacists) and
professionals from a wide range of disciplines (e.g., informa-
tion technology, public health, health care policy, business
management, research informatics) who contribute and
collaborate to promote safe, efficient, and effective health care.
Application Requirements. Applicants must hold a bachelor,
master, or doctoral degree. At least two years of relevant, post-
undergraduate professional experience, education, or training
is strongly preferred. GRE, MCAT, or other pre-professional
equivalent test scores are required. TOEFL exam is required
for applicants whose primary language is not English.
Physician applicants who intend to apply for ABMS
certification in Clinical Informatics must have a) graduated
from an appropriately licensed medical school located in the
United States or Canada, or from a school located elsewhere
that is approved by the ABPM; and b) successfully completed a
residency in an ABMS-participating specialty by June , and
must be either board-certified or board-eligible at that time.
Applicants are not required to have formal training in
Computer Science or a related discipline, but they need to
demonstrate a strong interest and aptitude in Clinical infor-
matics. Students without a computational background are
encouraged to take at least one introductory-level course in
computer science before entering the program.
Archived 2017/2018
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39
Master of Science in Clinical Investigation
The Master of Science in Clinical Investigation (M.S.C.I.) pro-
gram trains investigators in the techniques and processes used
in patient-oriented research. This program provides direct,
mentored experience in clinical and translational investigation
and, through didactic work, provides trainees with a strong
foundation in study design, biostatistics, biomedical ethics,
human genetics, drug and device development, and genomics.
The program typically takes two years to complete. Graduates
successfully compete for grants such as the K, VA Career
Development Award, R, and major foundation grants.
Eligible candidates for the M.S.C.I. program include:
• board-eligiblephysiciansenrolledinafellowship
program at Vanderbilt or Meharry Medical College
• VanderbiltorMeharryresidentswithprotectedtimefor
research
• Vanderbiltfacultymemberswiththeconsentoftheir
department chairs
• VanderbiltM.D.studentsafterthecompletionofthe
first two years of medical education
• postdoctoralPh.D.’santicipatingacareerinpatient-
oriented research, and
• Ph.D.candidatesintheNursingSchoolanticipatinga
career in patient-oriented research.
e M.S.C.I. program consists of four components:
Mentored Research Apprenticeship: e core of the M.S.C.I.
program will be the completion of a mentored research project.
e research must be patient-oriented and involve direct measure-
ments on patient-derived samples or the use of investigational
therapeutic or diagnostic techniques. e mentor must be an
established physician-scientist with experience in patient-oriented
research. Use of the Vanderbilt University Clinical Research
Center will be encouraged. e research project will account for
percent of the candidate’s commitment to the program.
Didactic Work: Candidates must complete credit hours
of courses covering the essentials of study design, biostatistics,
ethics, drug development, and data analysis. It is expected that
course work will comprise percent of the candidate’s time
commitment. Core courses will be provided in two formats:
intense courses that meet three hours each day (e.g., : a.m.
to : a.m.) for four weeks and courses that can be offered
less intensively (two to four hours a week for several months).
e course schedule is designed to maximize protected time
for patient-oriented research.
Career Path Development: In addition to the formal
curriculum, a monthly seminar series, “Clinical Scientist
Career Seminars,” will permit candidates to meet successful
patient-oriented researchers. Topics of discussion will include
academic “rules of the road,” time management, promotion/
tenure issues, grants management, and overall program evalu-
ation. Candidates will hone their scientific communication
skills through an annual presentation at the MSCI Case Studies
forum. e directors will host networking events with the
candidates, clinical investigators, mentors, and visiting scientists.
Master’s Final Project: e candidate will submit a
manuscript to a peer-reviewed journal, provide a completed
proposal for a federal or major foundation grant, or develop a
master’s thesis based on his or her research project. Comple-
tion of the thesis requirement will be evaluated by the M.S.C.I.
Promotion Committee.
More information is available online at www.medschool.
vanderbilt.edu/msci/.
Visiting Students (General Information)
Vanderbilt School of Medicine welcomes visiting senior medi-
cal students, space permitting, into clinical electives. The visi-
tor must be an enrolled fourth-year medical student in good
academic standing at a U.S. medical school. Each approved
student must be taking the elective for credit from his/her own
school with his/her dean’s approval and must have adequate
professional liability and health insurance coverage. In addi-
tion, the visitor must submit immunization records which will
be reviewed by Vanderbilt University Student Health services.
The visitor must be deemed compliant by Student Health
before being cleared to rotate in a clinical setting. In addition,
the visitor must show proof of a criminal background check
conducted within months of the rotation. Visitors must also
have taken and passed the NBME Step exam.
Visiting students may take ACE electives in the School of
Medicine, space permitting, with the approval of the appropri-
ate department and with concurrence of the course instructor
and the associate dean for medical student affairs. Visiting
students should not contact the course directors directly. All
inquiries must be made through the Office of Enrollment
Services. Failure to apply through this office may result in the
student’s not being able to take the course.
Students wishing to visit at Vanderbilt School of Medicine
should submit a Visiting Student Application through the
AAMC Visiting Student Application Service (VSAS). Applica-
tions will be processed eight weeks in advance of the requested
rotation. For more information on VSAS, visit aamc.org/vsas
or contact [email protected]. Applications are accepted begin-
ning on March . A complete application includes a picture,
CV, USMLE Step Score, transcript, immunization form,
and federal criminal background check report. All accepted
students must confirm their participation by submitting a
non-refundable processing fee by check or money order
payable to Vanderbilt University School of Medicine. Visi-
tors are also required to participate in an orientation with the
Office of Enrollment Services on the first day of their rotation
which will include training sessions in Bloodborne Pathogens,
Standards of Conduct and HIPAA. Visiting students may not
enroll for more than eight weeks of elective work at Vanderbilt
without special approval. Complete information about the
Visiting Student Program is online at medschool.vanderbilt.
edu/enrollment/visitingmed.
Meharry Medical Students
The Vanderbilt School of Medicine has an alliance with
Meharry Medical College which allows Meharry medical
students to take electives at Vanderbilt, space permitting, at no
additional cost. Applications must be submitted through the
VSAS application program in the same manner as for other
medical students (outlined above).
Osteopathic Students
Students from osteopathic medical schools may apply to
Vanderbilt University School of Medicine through VSAS. The
same process applies as for medical students (outlined above).
Osteopathic students are also required to submit a non-
refundable processing fee of upon approval and place-
ment in an elective course. Not all specialties at Vanderbilt
University School of Medicine accept osteopathic students.
School of Medicine / Admission
Archived 2017/2018
School of Medicine Catalog
40 VANDERBILT UNIVERSITY
International Visiting Students
Vanderbilt School of Medicine accepts a finite number of
international visiting medical students during November
through April each year. International students are eligible for
this program if:
•Thereareavailablespacesinexistingcourses;
•Thestudentisinhisorherfinalyearofmedicalschool;
•ThestudentdemonstratesproficiencyinEnglishas
evidenced by the TOEFL score or has been taught in English;
•Thestudenthasbeennominatedbyaninstitutionwith
whom Vanderbilt has an existing collaboration or by a clinical
faculty member at Vanderbilt who already has a professional
relationship with the student.
International visiting students must pay a registration
fee and per elective. e elective fee is waived for stu-
dents at the University of Jordan with which Vanderbilt has a
reciprocal relationship.
Information on the program is on the website at medschool.
vanderbilt.edu/enrollment/international-students.
An affiliation agreement must be signed and in place before
any domestic or international visiting student may rotate
at Vanderbilt. Vanderbilt University School of Medicine has
signed on to the AAMC Universal Clinical Training Agree-
ment (UCTA) that was endorsed by the Liaison Committee on
Medical Education (LCME). As a participant in this medical
school registry, Vanderbilt requires only an implementation
letter for any school that has signed on to the UCTA.
Archived 2017/2018
School of Medicine Catalog
41
Degree Requirements for the Doctor of
Medicine
Candidates for the doctor of medicine must be mature and of
good moral character. In accordance with the requirements
of the Liaison Committee on Medical Education, they must
have spent at least weeks of study as matriculated medical
students. The maximum time for enrollment in required M.D.
course work is six years, excluding time spent on an approved
leave of absence or in work toward another degree.* All M.D.
students must:
• Havesatisfactorilycompletedthemedicalcurriculum.
• HavetakenStep1,Step2CKandStep2CSoftheUnited
States Medical Licensing Examination by the following
deadlines: waivers must be approved by ADMSA or
ADUME
o Have taken Step prior to orientation week of the
Immersion phase.
o Have taken Step CK and Step CS by February of
their th year/final year of medical school.
• Havenooutstandingunpaidbalanceswiththeuniver-
sity, other than sanctioned educational loans.
*Any student who exits the M.D. curriculum for approved experiences (research,
dual degrees, leave of absence, etc.) will encounter different course options upon
return. Requirements for these students will be aligned with expectations in the year
of entry by applying the closest equivalent experiences available. Such students
must meet with the associate deans of medical student affairs and undergraduate
medical education to clarify requirements for their degrees.
Students may not be paid for work performed as part of their elective or required
course work for credit. Exceptions to this rule are made only when students are in
special programs, such as students on military scholarships, students in funded
graduate certificate programs, students in funded M.D./Ph.D. programs, and
students in the Oral Surgery program when acting as residents.
PHASE-SPECIFIC REQUIREMENTS
Foundations of Medical Knowledge Phase (FMK)
This phase of the curriculum ( weeks) provides students
a strong foundation in the basic sciences, humanities, and
behavioral and social sciences that will support ongoing devel-
opmental learning over ensuing years. All students participate
in meaningful clinical work during this phase to initiate their
development as professionals, to provide clinical relevance for
the foundational course work, and to provide an early under-
standing of health care systems.
Required courses include Foundations of the Profession;
Human Blueprint and Architecture; Microbes and Immunity;
Homeostasis; Endocrine, Digestion and Reproduction; Brain,
Behavior and Movement; Physical Diagnosis; Learning Com-
munities—FMK; CASE (Inquiry Program); and Foundations of
Healthcare Delivery/Vanderbilt Program in Interprofessional
Learning (FHD: Continuity Clinical Experience or VPIL).
Foundations of Clinical Care Phase (FCC)
This phase ( weeks) provides a strong foundation in clinical
care delivery, including core clerkships, clinical electives, and
longitudinal programs to support the development of clinical
skills and clinical reasoning.
Clerkships. Students rotate through discipline-specific
clinical clerkships including Surgery ( weeks), Medicine (
weeks), Pediatrics ( weeks), Obstetrics-Gynecology ( weeks),
Neurology ( weeks), and Psychiatry ( weeks).
Ordinarily students will complete all clerkships before pro-
ceeding to the Immersion phase, but under special circumstances,
students may defer one or more clerkships to pursue specific
research or clinical interests. Such plans must be approved by the
associate dean for undergraduate medical education. MSTP stu-
dents who enter the FCC phase aer the first clerkship block may
defer one block to the Immersion phase, with the permission of
the MSTP program director and the associate dean for under-
graduate medical education. ese students remain accountable
for the longitudinal elements of the FCC phase.
Electives. All students are required to take two () two-week
electives during the FCC phase. ese experiences are designed
to allow students to explore focused clinical areas and potential
career choices. Students may select from offerings across many
clinical disciplines. e scheduling of these electives is linked to
the clerkship blocks in Pediatrics and in Obstetrics and Gynecol-
ogy, with the elective immediately following the core clerkship.
A student may request an exemption from the elective
requirement if she/he has a compelling reason. Reasons may
include a need to make up clerkship time, illness requiring
treatment, or other unavoidable life events that require the
student to be away from school. When the student needs an
exemption, she/he must contact the associate dean for medical
student affairs (ADMSA) to make a formal request. e deci-
sion to grant the exemption is made by the ADMSA. Once an
exemption is granted, the student is not required to complete
the elective at a later date. e exempted elective will not
appear on the transcript.
Master Clinical Teacher Program. Direct observations
by a master clinical teacher are required during the FCC
phase. MCTs observe students during patient encounters and
provide immediate feedback and teaching of advanced clinical
skills. e structure and expectations of the observations are
consistent throughout the phase; however the logistics and
scheduling of observations are specific to each clerkship. Par-
ticipation in the MCT process is mandatory and contributes to
the clerkship grade and portfolio.
Diagnosis and erapeutics. is required course runs lon-
gitudinally throughout the phase.e course begins with a one-
week intensive review of diagnostic approaches and continues
throughout the FCC phase with a series of small group meetings
aligned with specific clerkships.
e longitudinal elements (Foundations of Healthcare
Delivery and, if participating, Vanderbilt Program in Interpro-
fessional Learning, Learning Communities—FCC, Research
and VC) continue during the FCC phase. For ease of sched-
uling these activities have been aggregated to “longitudinal
days.” All activities during longitudinal days are considered
mandatory.
Academic Programs and Policies
Archived 2017/2018
School of Medicine Catalog
42 VANDERBILT UNIVERSITY
Immersion Phase (22 months)
The Immersion phase is a highly individualized experience
that allows each student to create a schedule that optimally
meets core educational needs, strengthens all competency
domains, and builds specialized skill sets aligned with the
student’s future clinical and scholarly trajectory. Students are
required to complete one-month blocks over this -month
period (including the Research Immersion, described below).
Students complete a mixture of experiences with varying levels
of structured versus work place learning, including acting
internships (AIs), integrated science courses (ISCs), advanced
clinical experiences (ACEs), and electives. Requirements for
experiences across various care settings (primary care, acute
care) and clinical disciplines ensure a broad preparation.
Because the Immersion phase is intended to be individual-
ized, each student must develop a personalized learning plan
that is approved by his/her portfolio coach as meeting core
requirements. Refer to the School of Medicine website for a
full description of the requirements of the Immersion phase
(medschool.vanderbilt.edu/ume/IP).
e longitudinal elements (Foundations of Healthcare
Delivery and, if participating, Vanderbilt Program in Inter-
professional Learning, Learning Communities, and VC)
continue during the Immersion phase. Some of this longitu-
dinal course work is completed while participating in other
core rotations. Some content is delivered in Intersession weeks,
in which an entire class of students physically convenes. All
activities during intersession weeks are mandatory.
e Research Immersion, an intensive -month scholarly
experience, must be completed during the Immersion phase.
Students must complete the PLAN course before beginning
the Research Immersion. Students may request an extension
of the Research Immersion of up to a total of six months (as a
contiguous or non-contiguous block); approval is contingent
upon satisfactory progress across all competency domains
and will be granted by the Inquiry Program director. Students
must complete (or have attained waivers for) all Research
Immersion requirements before April (by the end of block )
of the intended year of graduation.
LONGITUDINAL REQUIREMENTS
Several curricular elements span all phases of the four years of
training.
Foundations of Health Care Delivery (FHD)
FHD is a longitudinal four-year course which embeds students
into care delivery systems to:
• Prepareprofessionalswithsystemslevelskillsnecessary
to provide care that is safe, effective, patient-centered,
timely, efficient and equitable
• Integratehealthsystemssciencewithclinicalcare
• Cultivaterespectfulprofessionals
e vision of the course is to offer students a longitudinal
experience in which they learn about the systems of health
care as well as foundational skills that help them better under-
stand how health systems function, while at the same time
gaining important skills to function in and eventually modify
those systems. Graduation requirements are detailed at https://
medschool.vanderbilt.edu/fhd/
Vanderbilt Program in Interprofessional Learning (VPIL)
Students also have the opportunity to apply for VPIL, a two-
year course where medical, nursing, pharmacy and social work
students work and learn together as a team in a clinical envi-
ronment. Participation in VPIL allows for medical students to
fulfill a portion of their FHD credit required for graduation.
e goals of the program include:
• Cultivaterespectfulprofessionals
• Nurtureself-directedworkplacelearners
• Prepareleaderswhocontributetoacollaborativeprac-
tice–ready workforce
• Integratethepatientcareexperiencewithhealthprofes-
sions knowledge
• Improvethehealthcaredeliverysystembyintegrating
systems knowledge with patient care.
Student teams learn to provide care to a panel of patients
under the supervision of multi-professional attending provid-
ers. Teams also meet regularly for a variety of classroom-based
and simulation activities focused on social determinents of
health. Teams discuss cases together, go on a home visit and
learn a variety of other clinic based skills that they can accom-
plish as a team. In their second year, student teams will design
and implement a quality improvement project in their clinic
and present it at an end of year Capstone event.
Graduation requirements for students accepted into VPIL
are detailed at https://medschool.vanderbilt.edu/vpil/
Learning Communities
Learning Communities course work capitalizes on strong rela-
tionships within the Colleges, utilizing small group formats
to address key elements of professional development. The
Learning Communities curriculum includes meta-cognition,
medical ethics, medical humanities, health care policy, and
narrative medicine, delivered in a discussion-based format.
Leadership is also a focus of the Learning Communities
curriculum.
Inquiry Program
Research and scholarship are addressed over a four-year curricu-
lum that introduces students to the role of physician-researcher
and provides education in the skills, knowledge, and attitudes
required to succeed in that role. The Inquiry Program consists
of the following components:
• FMKPhase:CASE(ClinicalApplicationsofScientific
Evidence)
• FCCPhase:Discovery
• ImmersionPhase:PLAN(Planning,Logistics,and
Navigation) and Research Immersion
The research courses in FMK and FCC phases prepare each stu-
dent to complete a Research Immersion of – months during
the Immersion phase.
Core Clinical Curriculum (VC3)
The Vanderbilt Core Clinical Curriculum (VC) is based upon
a set of common presenting complaints. These topics do
not encompass all each student is expected to learn, but do
represent core clinical problems that all graduates are expected
to know. A set of learning objectives is established for each
presenting problem. The VC topics are introduced in the FMK
phase and continually revisited throughout the curriculum.
Archived 2017/2018
School of Medicine Catalog
43School of Medicine / Academic Programs and Policies
Core Entrustable Professional Activities for
Entering Residency
The AAMC has defined tasks that interns are expected to
perform without direct supervision. Training in the Core
EPAs is provided throughout the curriculum, and students are
assessed throughout FCC and the Immersion Phase.
Special Doctor of Medicine Program
Requirements
Medical Innovators Development Program (MIDP)
In addition to the graduation requirements for the M.D., the
MIDP Program requires completion of the following elements:
. Mentorship
MIDP Forum provides all MIDP students a shared experi-
ence offering social and academic support throughout their
career in the medical school. e Forum is a non-graded
seminar course that is interdisciplinary in scope, drawing its
topics from the three MIDP topic areas (imaging, biomedical
informatics and systems, and medical devices). Invited speak-
ers from academia, industry, and regulatory agencies, and
entrepreneurs share their expertise in the Forum, and a Forum
adviser provides mentorship.
Topic-area mentorship. During the first two years, each stu-
dent will have the opportunity to be assigned a faculty mentor
from the student’s primary topic area (i.e., imaging, biomedical
informatics and systems, or medical devices). e goal of faculty
mentorship is to provide students with a focused sponsor who
helps the student navigate the topic area, address any specific
challenge areas, and identify resources the student can leverage
to advance their topic-specific educational program. e men-
torship is expected to continue throughout the M.D. program.
. Service and Innovation Experience
First-year students may take a domestic or international
week-long trip in order to develop design skills related to
innovation in culturally or socio-economically diverse envi-
ronments. Students will prepare with training from engineer-
ing design experts incorporated into the Forum lectures. e
potential deliverable from this experience is project definition
for development in the Translational Design Lab
. Immersion Translational Design Lab—12 Weeks in ird Year
e goal of the Translational Design Laboratory is to pro-
vide trainees with a real-world experience designing a trans-
lational solution to an unmet need in health or health care.
Students will form teams to address the problems, and have
regular meetings with Vanderbilt faculty and, as appropriate,
industry advisers. A major emphasis will be to propose practi-
cal solutions by leveraging the multi-disciplinary expertise of
team members and advisers.
. Immersion Phase Courses for Training in Business and
Entrepreneurship
To become successful applied physician-scientists, students
in this program will require focused knowledge about (a) the
FDA approval process for medical devices; (b) the role of
industry in the informatics, imaging, and/or device spaces;
and (c) how synergistic opportunities can develop through
academic-industrial partnerships. Two specialized immersion
courses provide this content:
• IntroductiontoMedicalDevicesandTechnologyTransfer
(IMDTT)— weeks in first year of Immersion Phase
• HealthCareandAcademic-IndustrialImmersionCourse
— weeks in second year of Immersion Phase
. Internship
Each student will have the opportunity to take part in an
internship with an industry partner. is engagement will
focus on the application, extension, and synthesis of the track
into a concrete innovation that has clinical and market value.
e choice of industry partner will depend upon the track,
experience, and intent of the student. e intended deliv-
erables of this two-month engagement are both a product/
innovation/device/novel process and the business model and
valuation to support it.
. Existing courses within the M.D. curriculum
To provide requisite training in imaging, medical devices,
and informatics, students are encouraged to pursue relevant
course work in the M.D. curriculum, as well as other graduate-
level courses in other schools at Vanderbilt University.
Insert the following text above Medical Scientist Training
Program (MSTP)section:
Oral and Maxillofacial Surgery-Doctor of Medicine
Program (OMS-MD)
Students in the OMS-MD program meet in full the require-
ments for the doctor of medicine after three years of full-time
training. OMS-MD trainees complete all requirements of
the Foundations of Medical Knowledge (FMK) phase and
Foundations of Clinical Care (FCC) phase as full-time medical
students. By virtue of the immersive nature of the OMS resi-
dency program and the advanced standing of the OMS-MD
student, the graduation requirements for the Immersion phase
of the M.D. curriculum can be completed in a third, final year
of the M.D. degree program. OMS-MD students complete
eight four-week rotations during the Immersion phase of
their M.D. training to satisfy the Immersion phase graduation
requirements, which include:
• 1four-weekrotationinPrimaryCare
• 1four-weekrotationinEmergencyMedicine
• 6four-weekrotationsinOralandMaxillofacialSurgery
Consistent with traditional M.D. graduation requirements,
OMS-MD students are also required to complete Step and
Step CS and CK examination requirements prior to graduation.
Medical Scientist Training Program (MSTP)
Annual Retreat. e MSTP curriculum begins each year
with a day-long retreat scheduled during the week that new
students arrive on campus. e retreat provides an opportu-
nity for interactions among MSTP students and faculty with
a focus on cutting-edge science. Presentations are made by all
students in the graduate phase of training.
Seminar Series. e MSTP Seminar Series is a student-
driven, interdisciplinary seminar course in a journal club
format designed to: (i) foster development of critical thinking
skills by appraisal of contemporary scientific literature, (ii)
enhance scientific creativity through discussion of experimental
approaches and techniques, and (iii) develop oral presenta-
tion skills. e Seminar Series incorporates topics drawn from
all areas of biomedicine and clinical, case-based components.
MSTP students choose the manuscripts to be presented with the
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44 VANDERBILT UNIVERSITY
advice and consent of their student and faculty advisors. Junior
(M) medical students usually present in small group sessions,
while junior graduate students present in the large group setting.
Senior graduate-phase students present their thesis projects
in small groups and are assigned mentoring responsibilities to
assist the junior students with presentations.
Clinical Preceptorship Program. e MSTP Clinical Precep-
torship Program provides our students with exposure to clinical
medicine during the period of research training. Each student in
the graduate phase is assigned to a clinical mentor in the field of
his/her interest for the duration of graduate training.
Data Club. e MSTP Data Club provides a forum for
students to discuss current research. All are invited to attend
the weekly summer meetings, but the Data Club is particularly
designed for graduate-phase MSTP students.
Leadership Workshops. e MSTP Leadership Workshops
provide formal training in leadership. e main objectives are
to offer students an opportunity to assess their individual lead-
ership styles, discuss cases in research and clinical leadership,
and receive didactic instruction in core leadership competen-
cies. e workshops are held biennially.
Career Development Workshop. e MSTP Career Devel-
opment Workshop provides formal exposure to the variety of
career paths chosen by physician scientists. e main focus of
the workshop is on the interval from MSTP graduation to the
completion of clinical and research training. Panel discussions
focus on career options for physician scientists, the transition
to independence, and work-family balance. e workshop is
held biennially.
Physician Scientist Speaker Series. e Physician Scientist
Speaker Series offers an opportunity for students to interact
with renowned physician scientists who serve as excellent
resources and role models. Speakers are invited by the students
each semester to present a research seminar to the Vanderbilt
community and give an aer-dinner talk to the MSTP class.
Community Outreach. MSTP students direct the annual
“Mini-MSTP” for local public school students to promote
interest in developing physician scientist careers. Participants
are exposed to clinical and research challenges that duplicate
real-life events in the hospital and the laboratory. Mini-MSTP
events include a visit to the Center for Experiential Learning
and Assessment for an encounter with simulation technology,
laboratory experiments, and interaction with MSTP students.
Advising Colleges. e Vanderbilt MSTP is organized
into four advising colleges that serve as the primary advising
mechanism for students in the program. Each advising college
is led by three faculty members and includes student members
from each phase of the MSTP. Physician-Scientist Training
Program (PSTP) trainees serve as Associate College Advisors
to contribute to the career development of MSTP students.
Student Advisory Committee (SAC). e MSTP SAC is a
student-led committee which provides a forum to express
programmatic ideas, challenges, or opportunities for
improvement. SAC advises the MSTP Leadership Team about
all aspects of program administration and curriculum.
Attendance Policy for Doctor of Medicine
PHASE-SPECIFIC REQUIREMENTS
Foundations of Medical Knowledge and
Foundations of Clinical Care Phases
Students will be apprised of the attendance policies for a course
on the first day that the class meets. Standards will be provided
in writing and in most classes will be reviewed verbally by course
directors. It is the student’s responsibility to understand which
sessions are mandatory, the definitions of excused absences and
personal days, and the consequences for unexcused absences.
It is expected that students will arrive on time for courses
and other school-related obligations and demonstrate respect
for teachers, fellow students, and others while participating.
. Unless stated otherwise, students are not required to attend
general lectures in FMK courses. However, because many
topics are covered only in lectures and many exam ques-
tions are derived directly from this material, attendance in
lectures is strongly encouraged.
. During the clerkships, students are excused from clinical
duties so that they may attend clerkship didactic sessions.
Students are strongly encouraged to attend unless there
is an urgent clinical situation or one that will enrich their
education.
. Student attendance for assigned clinical duty is mandatory.
Similarly, student attendance at all classroom sessions that
include patients (actual or simulated) is mandatory. ese
sessions are not recorded by Mediasite or podcasts due to
concerns regarding patient privacy.
. Student attendance at all small group sessions is manda-
tory. Small groups may include discussion or presentation
sessions, team-based or case-based learning sessions,
laboratory sessions, etc., as defined for individual courses.
. Student attendance at all examinations is mandatory. If,
due to extenuating circumstances, a student cannot be
present for an examination, the student must notify the
course administration, the assistant dean for medical
student assessment, and the associate dean for medical
student affairs immediately. e student will work with
course leadership/administration to make arrangements
to satisfy the examination requirement. Regarding NBME
shelf clerkship examinations, in special circumstances,
students may be granted permission to take a missed shelf
exam on the standard makeup date (: a.m. on the
second Tuesday aer scheduled shelf).
. Attendance is mandatory for all sessions of the longitudinal
intersession days during the FCC phase, including all large
group and small group sessions.
. Student attendance may be required at other sessions, as
indicated by the course administration.
. Excused Absences from Mandatory Sessions. Students may
be excused from mandatory sessions on the basis of serious
health issues, family emergencies, religious holy days, or
presentation of their work at meetings (other similar cir-
cumstances to be handled on a case-by-case basis). In these
circumstances, students must notify the course administra-
tion at least weeks in advance (or as soon as possible for
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45School of Medicine / Academic Programs and Policies
an emergency) for each active course or clerkship in which
sessions would be missed if they are requesting an absence.
If the mandatory session is a small group, students also
should notify their group facilitator and group mates. If the
student will miss clinical duties, he/she must also alert the
supervising resident. It is recognized that in some situa-
tions students will not be able to provide advance notice.
In these circumstances, students should contact the course
administration as soon as possible to explain why they
were unable to attend.
. Foundations of Medical Knowledge Phase Personal Days.
It is recognized that life events that are neither serious
health issues nor family emergencies may affect a student’s
schedule. In these cases, students may request one or more
personal days in order to miss a mandatory session. Permis-
sion for absence may be granted at the discretion of the
individual course directors. e rules that govern the use of
personal days are:
• Studentsmustrequestpermissionfromthecourse
administration for each active course in which sessions
would be missed in writing and in advance using the
appropriate Student Absence Request form. Student
Absence Request forms are available online at medschool.
vanderbilt.edu/student-affairs/forms.
• Ifgrantedanabsence,studentswhoanticipatemissinga
mandatory small group session due to taking a personal
day must notify their group facilitator/clinical team/
classmates at least weeks in advance that they will not
be attending.
• Studentswillbeheldresponsibleformaterialtheymiss
when taking personal days. At the discretion of the
course administration, students may have to complete a
make-up assignment on material they missed.
• DuringtheFMKphase,studentswillbeallowedtotake
up to a total of three () personal days (not more than
one day per course).
• Personal Day Blackout Periods. Students may not use a
personal day to extend a school holiday (not including
normal weekend breaks). Also, students may not use
personal days to miss mandatory sessions, including:
o Examinations
o First day of class
o Orientation
o Last day of class before an assessment in a block
o Other mandatory sessions as determined by course
leadership/administration
. Unexcused Absences from Mandatory Sessions. All absences
from mandatory sessions that are not defined above as
excused or personal days are considered unexcused absences.
Unexcused absences are unacceptable and will have a nega-
tive effect on the student’s competency domain evaluation
and/or overall grade in the class.
Student Absence Request forms are available online at med-
school.vanderbilt.edu/student-affairs/forms. Required information
includes the date, time, and reason for the absence request. e
signatures of (1) the block/clerkship/course director and (2) the
associate dean for medical student affairs or the assistant dean for
medical student assessment are required.
At the discretion of the senior resident and the attending
physician on the ward team, students may occasionally be
given time off from clinical duties when working conditions
permit. In the event such time off is expected to last longer
than hours, a signed Student Absence Request form must be
submitted per the instructions above.
Immersion Phase
Introduction
This policy pertains to all mandatory learning experiences (didactic,
small-group, clinical, etc.) that take place during the Immersion
phase of the VUSM M.D. degree program. Students are expected
to attend all required sessions as described in the course syllabus.
However, because specific situations may arise where a student may
need to miss a required session, the following policy applies.
Planned absence (pre-approval required):
•Interviews
•Religiousholydays
•Presentationsofworkatanadvertisedexternalscholarly
meeting
Emergency absence (approval required post facto if necessary):
•Seriousmedicalissues
•Familyemergencies
Students may submit requests to be absent for other life
events, however these absences are highly discouraged and
are likely not to be approved, given their impact on both the
student learning experience and the clinical learning environ-
ment. Students are encouraged to plan their flex months to
accommodate these events.
•Weddings
•Familyevents(non-emergency)
•Anyotheractivitiesfallingonrequiredsessions
Additional Considerations
•Studentsshouldnotmaketravelarrangementspriorto
receiving notification of the outcome of their request.
Approval will not be granted just because travel
arrangements have been made.
•Unapprovedordeniedabsenceswillnotbeallowed.
•Studentswhoareapprovedtomissmorethantwoclinical
days per course must make up the missed clinical time.
•Studentswillbeheldresponsiblefordidacticmaterialthey
miss during approved absences. Make-up work for other
activities may be required by course faculty/directors.
•Astudentcannotmissmorethantwodays,andcannot
miss required sessions (see “Required Sessions” below)
on a month-long rotation. Students who miss more
than two days must make up the additional time (if
absence is approved.) If additional absence is taken, but
not approved, the student is at risk of failing the course.
Examples of situations in which make-up work will not be
allowed, and the student’s grade will be affected include:
•Absencesforwhichnorequestwasmade
•Absencesforwhicharequestwasmadeanddenied.
Request Process
Students may request advanced permission to miss required
educational activities due to circumstances outlined above. To
make such a request, a student must:
. Request permission from the course director using the
VUSM Immersion Phase Absence Request Form at least
four weeks in advance of the start of the course. Immersion
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46 VANDERBILT UNIVERSITY
leave request form is available at medschool.vanderbilt.edu/
student-affairs/forms.
. Email the signed VUSM Immersion Phase Absence
Request Form to the associate dean for medical student
affairs or assistant dean for assessment for approval.
. Contact appropriate parties regarding the absence (i.e.,
course director, small group facilitator, peers, FHD course
directors, research area heads, and/or supervising clinician,
as appropriate).
. Student will be notified by course leadership regarding
required make-up work.
. Student will be notified by email regarding whether the
request is approved or denied.
If the absence is due to a health or family emergency (i.e.,
less than four weeks in advance), a student must:
. Contact the course leadership (i.e., course director, small
group facilitator, FHD course directors, research area
heads, and/or supervising clinician, as appropriate) as soon
as possible about the situation.
. Submit the VUSM Immersion Phase Absence Request
Form to the course director.
. Submit the signed VUSM Immersion Phase Absence
Request Form to the associate dean for medical student
affairs or assistant dean for assessment for approval.
. Student will be notified by course leadership regarding
required make-up work.
. Student will be notified by email regarding whether the
request is approved or denied.
Required Sessions
Absences during/on the following required sessions are likely
not to be approved, given their impact on both the student
learning experience and the clinical learning environment.
Students who miss mandatory educational activities without
approval in an Immersion phase course on/during a required
session may fail the course. Required sessions include the fol-
lowing, unless indicated by course director:
• Firstdayofclass
• Orientation
• Examinations
• Anydaythatextendsaschoolholiday(exceptnormal
weekend breaks if they occur during a course)
• LearningCommunitiesface-to-faceCollegesessions
• FHDmonthlyface-to-facesessions
• Researchmandatorysessions
• Intersessionweeks—allsessions
• Othersessionsasdeterminedbycourseleadership/
administration as described in the course syllabus
Transportation
During their medical school careers students may be placed for
educational experiences in clinical sites located away from the
Vanderbilt University campus. Students should be prepared
to drive up to miles from the Vanderbilt University campus
to reach off-site placements. Students are responsible for their
own transportation to and from all clinical sites for educational
experiences, including all costs associated with that travel.
Medical Student Duty Hours
In order to encourage a well-rounded, balanced journey
through the clinical years of medical school, it is the policy of
Vanderbilt University School of Medicine that duty hours of
medical students should reflect the general guidelines set forth
for residents by the ACGME. We expect that:
. Total required educational and clinical activities should not
exceed eighty hours per week.
. Clerkship and Immersion phase students should take one
day off in seven; this is typically a weekend day.
. Whenever possible, we suggest that when students take
in-house call, they should be allowed to leave at noon of the
following day, but should be expected to return for required
didactic components of the clerkships or Immersion courses.
It is also expected that supervising house staff and attend-
ing physicians will be sensitive to student fatigue and total
number of hours spent on clinical and educational activities.
Extracurricular Work or Activities
The School of Medicine does not regulate the outside work or
activities of its M.D. program students, although it does take
the firm position of discouraging outside work. No outside
commitments may be assumed by medical students that may
compromise their responsibilities at the medical school. If the
outside obligation creates a conflict of interest, a student may
be required to discontinue it.
Leaves of Absence
A student may request a leave of absence from school for any
reason (personal, medical, research, dual degree, etc.), subject
to the approval of the associate dean for medical student
affairs (ADMSA). The student must submit a written request
to the ADMSA, outlining the nature of the requested leave and
providing the starting and ending dates. The ADMSA may
grant the student a leave of absence for up to one year as long
as the student is in good academic standing. Prior to leave, a
plan for re-entry into the curriculum and meeting require-
ments for graduation should be outlined with the ADMSA,
with the assistance of the associate dean for undergraduate
medical education (ADUME) as indicated.
A student on leave of absence may request an extension
of the leave beyond one year, subject to the approval of the
ADMSA. e student must submit a written request outlining
the nature of the requested extension and providing a new
ending date. A request for extension of a leave of absence must
be submitted to the ADMSA at least three months before the
ending date of the approved leave. Requests may be made for
additional extensions using the process outlined above.
Students who are not in good academic standing may
request a leave of absence using the request procedure
described above, but approval of the leave may be granted only
by the student’s Promotion Committee (the request will be
presented to the Promotion Committee by the ADMSA).
Students pursuing the Ph.D. as part of the Medical
Scientist Training Program are not required to request a leave
of absence when entering the Ph.D. phase of the program.
Leave of absence form is available at medschool.vanderbilt.edu/
student-affairs/forms.
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47School of Medicine / Academic Programs and Policies
Expectations for Conduct Regarding
Examinations and Work Submitted for
Academic Credit
Faculty and Students’ Responsibilities
. In order to create and maintain an academic environ-
ment that promotes the highest professional standards,
it is important to be transparent in the expectations of
all students regarding conduct in examination settings
and regarding all work submitted for academic credit. As
stated in the Vanderbilt School of Medicine Honor Code,
“By demanding great responsibility, the Honor System fos-
ters an environment of freedom and trust that benefits the
entire Medical School.” It is the responsibility of the faculty
and staff to help protect the trusting environment created
when the students agree to and sign the Honor Code pledge.
. In order to facilitate transparency of expectations,
students will be apprised of appropriate conduct for
a given course on the first day of class or during the
first week that a course meets. Standards of behavior
for each course will be published in the course syllabus,
and course directors will explain the pertinent points
(especially in regards to examinations) verbally as well.
. Appropriate attribution is expected for all work submit-
ted for credit and in all entries to the electronic health
record. Students must use proper citation practices and
are expected to be aware of appropriate mechanisms to
avoid plagiarism. Faculty will clarify if an assignment
may be collaborative.
. It is the student’s responsibility to be aware of and to
adhere to the published guidelines for each course.
. Incidents going before the Honor Council may be
separately incorporated into the competency domain
assessment and promotion committee review process as
appropriate.
Expectations for Conduct in NBME Examinations
• “Suspiciousbehavior”duringanexammaybeconstrued
as a violation of the Honor Code. Examples include look-
ing at the work of other students and excessive talking or
other disruptions.
• Theuseofcellphonesisprohibitedduringtheexamina-
tion period, and phones should be stowed outside of
the classroom until the examination is completed. Any
cell phone brought into the exam room will be collected
by the proctor until after the exam. If a student has a
legitimate need to be available to urgent outside com-
munications during the assessment period, the student
must make the appropriate arrangements with the Office
of Undergraduate Medical Education (OUME) prior to
the assessment period. An OUME staff member will be
designated to receive any urgent communications and
will notify the student of outside communications if the
need arises.
• Personalbelongingsmaynotbebroughtintheseating
area of the testing room. All materials, except computers
for online examinations, must be left outside the room or
deposited in the area designated for personal belongings.
Items listed below are not permitted in the seating area of
the testing room:
a. Personal digital devices, calculators, or cellular
telephones
b. Recording/filming devices
c. Watches with alarms, computer, or memory capability
d. Radios or paging devices
e. Reference materials (books, notes, or papers)
f. Backpacks, briefcases, luggage, coats, or brimmed hats
g. Beverages or food of any type
h. Eyeglasses are permitted, but may be subject to
inspection by proctors
• Foronlineexaminations,studentsareresponsiblefor
confirming device eligibility, working with the educa-
tional technology team as needed.
• Studentsmayleavetheroomonlyforrestroombreaks
during the examination. Leaving the room can be
disruptive to other students, so it is preferred that
students not leave the room unless it is unavoidable.
Students will be escorted by a proctor to the restroom,
and additional testing time will not be given.
• Itisunacceptablebehaviortodiscusstheexamor
course materials with others during the exam.
• Ifastudentfinishestheexambeforetimeiscalled,the
student should leave quietly and not return to the class-
room or immediate outside area until the examination
period is over.
• Becausestudentstakeexamsatdifferenttimes,material
covered on exams SHOULD NOT be discussed inside
or outside of the examination room during the desig-
nated exam period.
Assessment System for M.D. Program
Assessment Philosophy
The underlying philosophy of the assessment system at
Vanderbilt University School of Medicine (VUSM) is that
attainment of the knowledge, skills, and attitudes competencies
needed for safe, effective, patient-centered care is a develop-
mental process that occurs over many years of education, train-
ing, and practice. It is also based on a philosophy of continuous
improvement. Therefore, the system is designed to:
• Guidelearningwithmeasuresthatbenchmarkperfor-
mance against explicit expectations;
• Promotetheskillsneededforaccurateandreflective
self-assessment;
• Directstudentstonextlearningstepsandassociated
learning resources;
• Provideevidenceforhigh-stakesdecisions;
• Provideevidenceofprogrameffectiveness.
Since the abilities to accurately self-assess and subsequently
create appropriate learning goals are also developmental pro-
cesses, the system provides students with faculty coaches who
assist them as they practice these skills in this process. Impor-
tantly, the system encourages students to assume increasing
levels of responsibility for their own learning.
Elements of the Student Progress and Promotion
Process
• VUSMCoreCompetencyDomains:MedicalKnowledge;
Patient Care; Interpersonal and Communication Skills;
Professionalism; Practice-based Learning and Improve-
ment; Systems-based Practice; Leadership; and Scholarship.
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48 VANDERBILT UNIVERSITY
• Competenciesthatdescribethespecificknowledge,skills
and attitudes within each core competency domain
and the synthetic application of those competencies to
perform “entrustable professional activities.”
• Milestonesforfocuscompetencieswithineachdomain
that describe explicit and measurable behaviors that learn-
ers demonstrate as they progress from novice to expert.
• Courseandclerkshipgrades
• Centralizedassessmentevents
• Fullparticipationintheportfolioreviewprocess,as
described below. All formative and summative assess-
ments are gathered in an interactive, electronic learning
portfolio and can be sorted by course or by competency
domain to facilitate portfolio reviews.
Grading Policy
The Vanderbilt University School of Medicine has established a
series of learning objectives for its medical educational program
that are aligned with the competency domains described by the
Accrediting Council for Graduate Medical Education (residency
requirements): () medical knowledge, () patient care, ()
interpersonal and communication skills, () professionalism,
() practice-based learning and improvement, and () systems-
based practice. The ongoing growth of competency in these
domains defines the successful development of the physician
and occurs during medical school and throughout one’s career.
Performance across these domains is assessed in every
course and program. In addition to meeting course require-
ments, satisfactory performance must be maintained in each
domain. Significant concern in any domain during a required
course or clerkship will be brought to the attention of the
student early enough to allow sufficient time for remediation. A
student for whom major concern persists despite coaching may
be given a failing grade (F) for the course and/or may not be
promoted despite satisfactory performance in other categories.
Grading Scales
Pass/Fail. Final grades of Pass (P) or Fail (F) will be applied
in the following courses:
• FMK:Allcourses
• FCC:Allcourses
• Immersion:Electives;LearningCommunities;PLAN
(Inquiry Program); Foundations of Healthcare Delivery
Honors/High Pass/Pass/Fail. Final grades of Honors (H),
High Pass (HP), Pass (P), Fail (F) will be applied in the follow-
ing courses:
• Immersion:AllACEs,ISCs,AIs,andtheResearch
Immersion project
An H grade will be given to students for superior or
outstanding achievement in all aspects of course work and
multiple competency domains.
An HP grade will be given to students with superior
achievement in several, but not all, aspects/domains.
A P grade will be given to students who demonstrate
satisfactory achievement in all aspects/domains. If any aspect
of performance is marginal, this will be indicated by a designa-
tion of “threshold” in the domains(s) of concern.
An F grade is given for unsatisfactory work resulting
in failure. A student receiving a “below threshold” in any
competency domain, or “threshold” in multiple domains, may
receive an F for the course or clerkship.
Temporary Grades
P-star. A temporary grade of P* will be given to students
whose performance is marginal because of important deficien-
cies in some aspects of course work which preclude awarding
academic credit for completion of that course. The P* grade
should only be applied if a plan for remediation, such as repeating
an exam, has been put in place. The P* grade may be applicable
for academic credit only after that remediation has been com-
pleted to the satisfaction of the course director, in which case the
P* will be converted on the official transcript to a P. No grade
higher than a P can be assigned after such remediation, and the
domain(s) of concern will be marked as threshold in the final
grade. In the absence of satisfactory remediation, the P* grade will
be converted on the official transcript to an F. If a transcript is
requested before final resolution, the P* will be present to indicate
the course work has not yet been completed at a satisfactory level.
It is at the discretion of each course director whether such
remediation options will be available for each course; this will
be published in the syllabus. Any remediation plan must be
completed in a timely manner: for courses in the Immersion
phase, within six weeks of receiving the P* grade; in FCC, within
six weeks of completion of the student’s final clerkship block;
in FMK, prior to entry into the FCC phase. P* should not be
used to indicate performance that is marginal but does not
require course-specific remedation. Such a concern should be
indicated as a threshold performance in the relevant competency
domain(s). is will then be tracked across courses in the portfo-
lio system. P* should not be used to indicate incomplete work.
Incomplete. A grade of Incomplete is to be used only to
reflect that mandatory course work has not been completed
(for example, if the student was ill and did not attempt the
final exam). Incomplete should not be used when work has
been completed but at an unsatisfactory level (i.e., work that
requires remediation). Any incomplete course work must be
completed in a timely manner: For courses in the Immersion
phase, within six weeks of receiving the I grade; in FCC, within
six weeks of completion of the student’s final clerkship block;
in FMK, prior to entry into the FCC phase. ere is no ceiling
on the final grading or competency ratings for a student who
previously received an Incomplete.
Clinician Assessments of Student Performance
Faculty and house staff providing primary evaluations of
student clinical performance may be asked to report ()
behaviors consistently displayed by the student in the various
competencies subject to evaluation, () narrative comments,
() judgment of the level of supervision the student requires to
complete core tasks, () an overall assessment of the student’s
performance on service, and () an evaluation of suitability for
appointment to residency on the service.
Faculty Advisers’ Roles and Responsibilities for
Grading
The School of Medicine supports an active advising program
for students in every year of medical school. This program
supports faculty members who are selected and trained to
counsel students regarding academic progress, career direc-
tion, and personal well-being. In order to preserve the integrity
of the assessment system and protect students from either
real or perceived bias, faculty members who serve in formal
advisory roles will not assign summative course or clerkship
grades without the assistance of a faculty grading committee.
Faculty members who serve as advisers to individual students
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49School of Medicine / Academic Programs and Policies
may provide formative feedback to students as part of other
teaching responsibilities. If this feedback is submitted to a
course director or grading committee as part of a summative
assessment process, the advising relationship will be disclosed.
Student Grievance Concerning Grades
Students should seek redress of a problem with a grade as soon
as possible after receiving the grade and in no case later than
four weeks after the grade is released. Students with a problem
should confer directly with the course director. Every effort
should be made to resolve the problem fairly and promptly at
this level. If the student cannot resolve the problem through
discussion with the course director, the student should formally
request an appeal, within two weeks of talking with the course
director, from the student affairs (ADMSA). The ADMSA
will inform the associate dean for undergraduate education
(ADUME), which will prompt a review of the course’s assess-
ment practices by the Standing Assessment Committee, as well
as review of the individual student’s situation by the ADMSA,
the ADUME, and a neutral faculty reviewer as indicated. If
resolution is still not achieved, the associate dean for medical
student affairs will refer the case to the senior associate dean
for health sciences education, who will make the final decision.
Medical Student Progress and Promotion
Promotion committees of the faculty, in consultation with
representatives of the faculty responsible for instruction, are
charged with making recommendations to the dean and
the executive faculty regarding progress and promotion of
students. The executive faculty of the School of Medicine has
final responsibility for the determination of medical student
progress in the school.
Students who entered the curriculum in or before ,
exited the traditional pathway and then return, will follow the
promotion procedures applicable to the class with which they
are scheduled to graduate; however, as much as feasible, their
academic requirements will be aligned with expectations at
the time of their entry to school. Such students are expected to
confer with the ADUME and the ADMSA to clarify expecta-
tions prior to registering for their final year.
Portfolio Reviews
The portfolio review process serves to summarize evidence
regarding student performance to direct future learning and to
guide decisions of the promotion committees (see below). At
times designated on the academic calendar for each phase, stu-
dents will prepare either formative self-assessments (FSAs) or
summative self-assessments (SSAs) that reflect on the current
cycle. These self-assessments use a VUSM Core Competency
format and are guided by templates in the portfolio.
Students begin their self-assessments by reviewing data
accrued for each of the VUSM competencies in a core
competency domain. is data will accrue from curricular
assessments, and students may enter data that represents
extra-curricular activities, such as volunteer work or organiza-
tional leadership. For each competency, students will desig-
nate a milestone level that describes their consistent level of
achievement. Students will assign an overall progress level for
each VUSM core competency domain:
For the FMK and FCC phases, these domain progress
levels are:
• BelowThreshold
• Threshold
• Target
For Immersion phase, these progress levels are:
• BelowThreshold
• Threshold
• Target
• Reach
“Below Threshold” indicates failing performance.
“Threshold” indicates a marginal performance that meets
expectations in some areas but not all.
“Target” indicates a performance that meets all expectations.
“Reach” indicates a performance that exceeds expectations for
students in that phase.
Because the attainment of competencies is a developmental
process, the performance levels that define reshold, Target,
and Reach will progress with the phases of the curriculum.
Aer assigning a domain progress level for each core com-
petency domain, students must compose the following:
• Abriefjustificationforeachlevel,citingspecific
assessment evidence. These justifications are guided by
prompting questions and must be written for all core
competency domains.
• Asummaryreflectionindicatingareasofstrength,areas
for improvement and areas of interest. This reflection
will be guided by prompting questions.
• Apersonalizedlearningplan(PLP)basedonthesum-
mary reflection. The PLP will consist of:
⚬ Learning goals
⚬ Activities that students will undertake to meet
learning goals
⚬ Metrics that will indicate attainment of learning goals
⚬ A timeline for achievement
Students must specifically address any core competency
domain with a progress level of reshold or Below reshold
both in the summary reflection and in the PLP.
Students submit self-assessments and PLPs electronically
and schedule meetings with the portfolio coaches during
specific review periods. Coaches review student portfolios prior
to the meetings, and independently designate progress levels
for each core competency domain. At the time of the meetings,
coaches and students review assessments, discuss and attempt
to resolve any differences in progress level determinations,
and review PLPs for appropriateness. Because this process
integrates performance evidence across courses, it is possible
that a student’s performance could be designated as “threshold”
or “below threshold” in a competency domain despite pass-
ing grades in all courses. e original student self-assessment,
the coach assessment, and the report of the joint assessment
resulting from the student-coach meeting will be retained in the
portfolio. If differences between student and coach interpreta-
tions of evidence were not resolved during the student-coach
meeting, this will be indicated in the accompanying form.
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50 VANDERBILT UNIVERSITY
Promotion Committees
The dean or the dean’s designee, (usually the senior associate
dean for health sciences education [SADHSE]), will appoint a
Promotion Committee to each of three phases of training (FMK,
FCC, Immersion Phase). Promotion Committees will meet regu-
larly to review progress of individual students and the aggregate
progress of the cohort of students in its assigned phase.
Each committee will consist of at least eight faculty members
who represent a variety of clinical and basic science depart-
ments, as well as the broad diversity of the VUSM community.
Each member will serve a four-year term, with terms rotating
such that half of the committee is replaced every two years.
e SADHSE will appoint a faculty chair for each committee,
and the associate dean for undergraduate medical education
(ADUME) oversees the promotion committee process. e
chair of each committee may determine whether members must
be physically present or may participate remotely for any given
meeting. Every Promotion Committee member will be assigned
a cohort of students to follow throughout the phase. Prior to
each meeting, promotion committee members must review the
portfolio and learning plan of each assigned student. Promotion
Committee members will have complete access to the assess-
ment evidence in the Learning Portfolios of all students assigned
to them to assist in making these determinations.
Meetings will occur three times during the Foundations
of Medical Knowledge (FMK) phase, twice in the Foundations
of Clinical Care (FCC) phase, and three times in the Immersion
phase. Additional meetings may be called by the ADUME if
performance concerns arise regarding any individual student or as
needed at the discretion of the ADUME.
Students to be discussed during committee meetings include:
• anystudentonprobation;
• anystudentwithafailingormarginalcoursegrade;
• anystudentwithadomainprogresslevelofThreshold
or Below Threshold;
• anycaseofunresolveddifferencesbetweenstudentself-
assessment and the coach assessment;
• anystudentseekingspecialprivilegesthatrequirecom-
mittee permissions; and
• otherstudentsasdeemednecessarybyfacultyor
administration.
If a committee member cannot attend a meeting in person
or remotely, another member of the Promotion Committee
will be designated as a substitute. e committee member
initially assigned to the student will share with the alternate
member any information that he/she may have assembled
in preparation for the meeting. Discussion will include input
from the student’s portfolio coach, course directors, and other
members of the committee.
e associate dean for medical student affairs (ADMSA),
the ADUME, the assistant dean for medical student assessment,
and the senior associate dean for diversity in medical education,
will be non-voting ex officio members of each committee. In
addition, course directors for their respective phases will attend
Promotion Committee meetings to provide information about
the class as a whole, and to answer questions that committee
members may pose regarding individual students. Portfolio
Coaches will also attend committee meetings during which any
of their assigned students are scheduled for presentation. A quo-
rum of the Promotion Committee shall consist of at least five
of the voting members of a committee; however, any proposed
dismissal requires the participation of all voting members,
unless an exception is granted by the SADHSE.
Each PC is charged with making decisions or recommen-
dations as follows:
Satisfactory Progress
Formative reviews will assess whether students are making
satisfactory progress towards attaining the achievement levels
required for promotion to the next phase, or towards gradua-
tion, based on review of the assessment data compiled in each
student’s portfolio. The Promotion Committees will make a
final determination regarding the correct domain progress
levels based on the evidence in the portfolio as well as evidence
presented during the committee meeting. Any students on
probation will be closely re-evaluated during these meetings.
. Satisfactory Progress: Generally for students with
progress levels for all domains at Target or Reach and
passing grades in all courses
. Satisfactory Progress with Concern: Generally for
students with - domains at Threshold (regardless of
course grades) and/or P* course grade
. Unsatisfactory Progress: Generally, for students with >
domains at Threshold, persistent Threshold performance
in any single domain over time, or any domain Below
Threshold (regardless of course grades), and/or a failing
course grade**. Ordinarily these students will be placed
on academic probation. (See section on Probation below)
** Any performance deficiency that is serious enough to result
in course failure must be attributed to one or more specific
competency domains by the course director, which will auto-
matically result in a Below Threshold level in that domain for
that portfolio review cycle.
Students with designation of “Satisfactory Progress with
Concern” or “Unsatisfactory Progress” will receive a Letter
of Concern from the Promotion Committee that outlines
areas of concern and expectations for improvement. Letters
of Concern are not reported externally and are intended to
assist students in avoiding adverse actions (see below). e
PLPs for these students must explicitly address concerns and
be approved by the Promotion Committee; the progress of
such students will be reviewed at the next committee meeting.
e Promotion Committee may require additional meet-
ings between the coach and such students during the period
between PC meetings. Students who fail a required block,
course, or clerkship must repeat that element, or must have
an alternate remediation plan that is approved by the course
director. e remediation plan must be articulated in the PLP.
In addition, failing Step or Step Clinical Knowledge of the
USMLE automatically results in a Below reshold score in
Medical Knowledge and must be addressed in the PLP; failing
Step Clinical Skills automatically results in a Below resh-
old score in Patient Care and must be addressed in the PLP.
Promotion
Decisions regarding promotion will be made at the end of the
FMK phase and the end of Foundations of Clinical Care (FCC)
phase. In view of the integrated and individualized nature of the
Immersion phase, meetings during this phase will focus on the
academic progress of the individual students, granting eligibil-
ity for the national residency matching process (NRMP), and
certifying eligibility for graduation.
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51School of Medicine / Academic Programs and Policies
Promotion Committees will determine whether students are
ready for promotion based on successful completion of all phase
requirements, as evidenced by passing grades in all required
courses, and satisfactory progress in each VUSM Core Compe-
tency Domain. e Promotion Committee’s determination of
satisfactory progress in competency domains will be based on
review of the assessment documentation compiled in each stu-
dent’s learning portfolio. Students must fully participate in the
self-assessment and personalized learning plan (PLP) process in
order to be promoted to the next phase.
e FMK and FCC Phase Promotion Committees will make
one of the following recommendations for each student (see ini-
tial section under Promotion Committees, above, for frequency
of Promotion Committee meetings):
. Promotion to next phase
. Promotion contingent upon authorized delayed comple-
tion of specified requirement(s). To support the indi-
vidualized nature of our curriculum, situations may arise
in which it is appropriate to permit special scheduling
of educational opportunities. Students in good stand-
ing may request such scheduling flexibility through the
ADUME. Some students in compliance with approved
remediation plans also may be eligible for this action.
. Promotion on probation
. No promotion
a. Targeted remediation, with later re-evaluation for
promotion
b. Repeat the phase on probation
c. Dismissal
e Immersion Promotion Committee will make one of
the following decisions or recommendations for each student
in the fall of the anticipated final academic year of training
(see initial section under Promotion Committees, above, for
frequency of Promotion Committee meetings):
. Promotion to senior status (eligible for match process)
. Promotion on probation (eligible for match process)
. No promotion
a. Targeted remediation
b. Dismissal
e Immersion Promotion Committee will make one of
the following decisions or recommendations for each student
in the spring of the anticipated final academic year of training:
. Recommended for graduation
. Not eligible for graduation
a. Targeted remediation on probation
b. Dismissal
Because the portfolio review includes assessment of com-
petencies across courses, it is possible for a student to pass all
courses and still have concerns within competency domains
that warrant probation or dismissal.
Decisions on all actions other than dismissal (promotion,
promotion on probation, no promotion with targeted reme-
diation, or no promotion with repeat the phase on probation)
are made by the Promotion Committee. e SADHSE will
review those decisions upon the written request of the student
as set out in the section on probation below.
Students will be notified by the committee chair and the
ADUME of all Promotion Committee decisions. For the action
of promotion, this shall generally be done in writing. For other
actions of the Promotion Committee, in addition to written
notification, the student will be informed in person by the
ADMSA (if possible) in order to facilitate appropriate advising.
Eligibility for Special Experiences
All committees may serve a role in recommending students for
special opportunities, such as dual degrees or leaves of absence.
Certification for Participation in Residency Match
Process
Students apply to residency programs during the fall semester
of the intended academic year of graduation. In the spring
semester, the School of Medicine must officially certify that
students participating in the match process are eligible for
graduation. The Promotion Committee for the Immersion
Phase will review student progress to make this determina-
tion in February. Any student with insufficient completion of
requirements for graduation (accounting for planned course
work in February, March, and April) could be withheld from
the match process.
Medical Student Performance Evaluation
The Medical Student Performance Evaluation (MSPE) is cre-
ated as a part of a student’s permanent record and is submitted
through the ERAS system by October for fourth-year medi-
cal students. Included in the MSPE are summative comments
from performance evaluations throughout medical training.
Generally, the associate dean for medical student affairs
works with students on the creation of the MSPE. However,
students may instead choose to work with the senior associ-
ate dean for health sciences education, the associate dean for
undergraduate medical education, or the senior associate dean
for diversity to create the MSPE. Students are neither asked
nor expected to provide any reason or justification for their
choice of MSPE writer.
Graduation
The Immersion PC will meet shortly before Commencement
for final review of student progress. Students who have suc-
cessfully completed all required curricular elements and who
have demonstrated expected levels of achievement in each VUSM
Core Competency Domain will be recommended for conferral
of degree. These recommendations will be presented in written
form to the dean and the executive faculty for final approval.
e university holds its annual Commencement ceremony
following the spring semester. Degree candidates must have
completed successfully all curriculum requirements and have
passed all prescribed examinations by the published dead-
lines to be allowed to participate in the ceremony. A student
completing degree requirements in a summer or fall semester
may participate in Commencement the following May, and
ordinarily the degree will be conferred at that time. Any
student unable to participate in a Commencement ceremony
will receive his or her diploma by mail.
Adverse Actions
Probation
Promotion Committees will ordinarily recommend that a stu-
dent be placed on academic probation if course grades include
any failures, or if competency progress levels are at Threshold
for two or more domains, persistently at Threshold in a single
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52 VANDERBILT UNIVERSITY
domain despite coaching or remediation, or at Below Thresh-
old in any single domain.
Academic probation generally monitors performance in
active course work for a period of one academic year. Probation
serves three functions:
• Itservesasofficialdocumentationthatthestudentis
deficient in areas related to academic performance and/
or competency development.
• Itprovidesapathwaythatthestudentmustfollow
in order to regain good standing. This may include
remediation, maintaining appropriate performance
standards, and/or adhering to professional expectations.
• Itdescribestheconsequencesthatwillresultifastudent
does not meet stated expectations during the period of
probation.
Probation will be noted in the Medical Student Performance
Evaluation and may be reported in graduation verifications
(e.g., for medical licensure).
e personalized learning plans (PLPs) for students who
are placed on probation must include a remediation plan that
explicitly addresses the domains of concern and is approved by
the Promotion Committee. e committee may add require-
ments to the PLP, such as regular meetings with the ADMSA or
other advisers, and/or recommendations such as elimination of
extra-curricular activities that may be interfering with satisfac-
tory academic progress. All students who are placed on proba-
tion will receive a letter from the ADUME and the chair of the
Promotion Committee that outlines reasons for the probation,
requirements and recommendations for addressing deficiencies,
conditions for removal of probation, including an expected time
frame, and actions that may be taken if conditions are not met.
Any student on probation will be presented at the next Pro-
motion Committee meeting to determine whether there has
been satisfactory progress (see initial section under Promotion
Committees, above, for frequency of Promotion Committee
meetings). At that time, the committee may take the following
actions:
. Remove probation: Domains of concern now at Target.
Probation can be removed at any PC regular meeting if
students have satisfactorily addressed deficiencies, even
if this is before the time frame originally designated by
the PC.
. Continue probation: Domain scores not yet at Target
but progress is being made.
. Recommend dismissal: If a student who is on probation
receives a failing or P* grade in a course, or demonstrates
persistent Threshold or Below Threshold performance in
any competency domain, the Promotion Committee will
consider dismissal.
Temporary Suspension
The School of Medicine reserves the right, through the SADHSE
(or designee), to temporarily suspend a student for conduct
disrupting or otherwise negatively impacting the learning
environment, pending referral to the Promotion Committee
or other appropriate process. The SADHSE will notify the
student in writing of the conditions of the temporary suspen-
sion. If the student is reinstated, the student will work with
the ADMSA to address any course work missed during the
suspension.
Dismissal
Promotion Committees ordinarily will recommend dismissal
only after a student has been given a reasonable probationary
period to address deficiencies. Most often, this reasonable
period consists of a full academic phase or academic year.
Dismissal may also be recommended at any time for a student
who demonstrates either a singular egregious behavior or is
involved in one or more serious incidents inconsistent with
the expectations for medical students at VUSM or in violation
of university policy.
A decision to recommend dismissal requires participation
of all promotion committee members, unless an exception is
granted by the SADHSE. e committee will meet as soon as
possible to consider the situation, including its severity, and
render a recommendation. e ADMSA will meet with the
student prior to the committee meeting to hear the student’s
explanation, including any mitigating circumstances that
could affect the committee’s recommendations. e ADMSA
will present the student’s explanation, as well as any mitigating
circumstances, to the Promotion Committee. Alternately, the
student may elect to appear before the committee in person,
submit an explanation in writing, or ask another faculty mem-
ber to appear on his or her behalf.
Any recommendation for dismissal will be presented by the
ADUME to the dean or the dean’s designee which is normally
the SADHSE. e dean or designee may reverse the recom-
mendation, in which case the dean or designee will respond in
writing to the Promotion Committee. In this circumstance, the
Promotion Committee will consider whether probation or other
action is appropriate under the guidelines above. If the dean or
designee accepts the recommendation of dismissal, the decision
is described in a notice to the student written by the promo-
tion committee chair and the ADUME. is communication is
presented to the student, in person whenever possible, by the
ADMSA.
Student Recourse Regarding Promotion
Committee Actions
Probation/Non-promotion
Students may ask for reconsideration of any decision for proba-
tion or non-promotion. The request must be made in writing to
the associate dean for medical student affairs (ADMSA) within
seven () calendar days of the committee decision. Reviews
are carried out by the senior associate dean for health sci-
ences education (SADHSE). The student may meet with the
SADHSE or present any additional information in writing. The
SADHSE will review the information presented by the student,
information from the associate dean for undergraduate medical
education (ADUME), and the minutes from the Promotion
Committee meeting. The SADHSE will: () uphold the Promo-
tion Committee decision, () request a meeting of the Promo-
tion Committee for reconsideration of additional information,
or () reverse the decision. The decision of the SADHSE will be
provided in writing to the Promotion Committee. Even if the
SADHSE reverses a decision of the committee, the SADHSE
can require that the student follow any committee requirements
and/or recommendations for addressing deficiencies.
Dismissal
Upon a decision of dismissal, a student will be notified in writ-
ing of that decision and of the following options:
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53School of Medicine / Academic Programs and Policies
. Voluntary withdrawal from VUSM. The decision to
withdraw must be presented in writing by the student
to the ADMSA within seven () calendar days after the
student is informed of the decision for dismissal.
. Dismissal. If the student does not request to withdraw
within the seven-day period, the dismissal will take
effect on the eighth calendar day.
. Appeal. The student must make a formal request for
appeal in writing (which may include electronic mail)
so that it is received by the ADMSA within seven ()
calendar days after the student is informed of the deci-
sion for dismissal. A student who requests an appeal
forfeits the option to withdraw. The ADMSA will serve
as the student’s information resource in the appeals
process and will inform the ADUME and the SADHSE
of the student’s request for appeal.
If a dismissal decision is appealed, the student will be
placed on administrative leave and may not participate in
patient care duties until the appeal is resolved. e dean
or dean’s designee, usually the SADHSE, will assemble and
convene a review panel consisting of at least five () members
of the executive faculty for an appeal review meeting within
days. In this review, the role of the dean or dean’s designee is
purely administrative, and he or she has no decision-making
authority in this context. In preparation for the meeting, the
ADUME will make available any relevant information/docu-
mentation to the panel, which will include all the assessment
components of the student’s portfolio. e ADMSA will pro-
vide information to the student about the process. e student
may choose to be present at the appeal review meeting and/or
make a presentation in writing, which may contain documenta-
tion from other students, faculty members, and/or other sources.
e student cannot have other representatives at this meeting.
e chair of the Promotion Committee and the ADUME will
attend this meeting to present the findings of the Promo-
tion Committee. e ADMSA will also attend the meeting to
answer questions from the review panel. e review meeting
is conducted without the presence of attorneys for either party.
However, either party may consult with its own counsel prior to
the review meeting or during any breaks that might take place
during the meeting. If the review panel upholds the decision,
the student will be dismissed without the opportunity to with-
draw. If the review panel reverses the decision, the review panel
will provide the Promotion Committee with its written findings
and will refer to the Promotion Committee for consideration of
whether probation is appropriate and, if so, for determination of
the requirements and conditions to accompany probation. e
decision of the review panel will be final for the school.
Withdrawal from School
Students who wish to withdraw from the School of Medicine
for any reason must do so in writing to the associate dean
for medical student affairs. In some cases, the student may
be able to receive a refund of tuition, but it is important
that the student discuss this decision with VUSM Office of
Student Financial Services staff before moving forward with
the process. A student who has been dismissed from school,
but decides to appeal the decision, is no longer able to choose
to withdraw. If a student withdraws, reentry is possible only
through the application process.
M.D. Student Support and Advising
Vanderbilt University School of Medicine (VUSM) provides com-
prehensive advising resources to promote student wellness and
success in medical school. The advising program provides distinct
resources to address the three domains of student life: academic,
career, and personal. Students are introduced to the system of
advising at orientation prior to entering their first year of medical
school. Subsequent discussions of advising resources take place in
a number of settings during the first semester of medical school.
In addition to the formal advising system, a variety of other
resources for student academic support exist, including phase/
course/clerkship directors, course self-assessment modules, group
study, and optional review sessions.
Students are strongly encouraged to seek assistance and
support of various types as needed during training. e abili-
ties to self-identify a need for assistance/support and to reach
out to resources are important professional skills, and students
are expected to develop these skills during their medical
school careers.
School of Medicine Resources
VUSM Office for Medical Student Affairs. This office provides
resources to support all students. The ADMSA is available for
individual meetings and hosts weekly office hours.
VUSM Colleges.All entering students are placed in one of the
four advisory Colleges upon matriculation—Batson, Chapman,
Gabbe, or Robinson. Each College is led by two faculty College
mentors, with whom students meet regularly in groups and
individually, as needed. At these meetings the College mentor
and student discuss the student's progress, wellness, and career
exploration. In addition to group and individual meetings, the
College mentors have weekly office hours, as well as study breaks
for students. Students may connect with their College mentors
at any time for guidance and support. Although College mentors
provide direct teaching in a variety of settings, they do not assign
student grades, and College mentors do not make decisions
regarding promotion of students from one year to the next. Col-
lege mentors do not have access to the students’ academic records.
Learning Portfolio. Beginning with the entering class of ,
each student is assigned to a Portfolio Coach and develops a
learning portfolio. Students meet with their Portfolio Coaches
individually at designated time points to critically review indi-
vidual performance data and establish academic goals across all
domains of competence. Additionally, each student should meet
with his/her Portfolio Coach on an as-needed basis to review
any specific academic concerns. Refer to the Medical Student
Progress and Promotion section of this catalog for a detailed
description of the learning portfolio system and portfolio coaches.
Student Assistance Program. This program provides students
with guidance in study skills, test-taking strategies, and general
advice for academic success. Students may directly contact the
Student Assistance Program director regarding academic concerns.
VUSM-Funded Tutoring Program. Tutoring funded by the
School of Medicine is available for students who are having serious
difficulty academically or who are deemed by the block/course
director or the Student Assistance Program Director to be at risk
for marginal or failing performance (ordinarily ~ percent or less).
Decisions about access to this program and about tutor
assignments are made jointly by the block/course director(s)
and the director of the Student Assistance Program. is allows
the matching of individual student needs with individual tutor
strengths and assures that tutoring resources are distributed
appropriately. Generally it is expected that students will have
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54 VANDERBILT UNIVERSITY
availed themselves of other forms of student academic support
(e.g., course self-assessment modules, group study, review
sessions, etc.) before entering formal tutoring.
If a student has failing or marginal performance in a block
or course, and wishes to obtain a VUSM-funded tutor, he/she
must follow these steps:
a. The student sets up a meeting to consult with the
block/course director(s) and/or the Student Assistance
Program director.
b. Once the student’s situation has been assessed by the
block/course director(s) and the Student Assistance
Program director, the appropriate level of tutoring sup-
port will be determined.
c. On assignment of a tutor, the student will contact the
assigned tutor to set up tutoring appointments.
d. The student should also review performance challenges
with his/her Portfolio Coach and include the area (s) of
concern in his/her Personalized Learning Plan.
Because VUSM-funded tutoring services require no pay-
ment from students, those who receive tutoring are responsible
for signing a tutoring sheet that confirms that he/she worked
with the assigned tutor for the time indicated by the tutor.
Tutoring sheets must be submitted by the tutor to the Office of
Medical Student Affairs in a timely manner.
e duration of time during which VUSM-funded tutoring
services are provided is determined by block/course directors
and/or the Student Assistance Program Director. Eligibility for
services is reassessed on an ongoing basis once tutoring begins.
Individual tutor assignments may be changed or adjusted over
time to meet the needs of the pool of students requiring aid.
Important note about VUSM-funded tutoring: In situations
where VUSM-funded tutoring has been recommended, and the
student decides not to avail him/herself of this service, he/she
should be aware that this may be viewed negatively by the Pro-
motion Committee in the context of ongoing academic difficulty.
Privately Paid Tutoring. Students who are performing
adequately but wish to seek additional assistance through
private tutoring (e.g., from upper classmen) are responsible for
arranging for these services and for payment.
VUSM Office for Diversity Affairs (ODA). is office
provides resources to support students on issues related to dis-
ability, ethnicity, gender, religion, and sexual orientation. e
many programs in ODA serve individual students’ needs and
educate the medical school community on diversity issues.
University Resources
The university provides a range of services to School of Medi-
cine students, including access to medical care, psychological
counseling, and disability accommodation. The university also
provides resources to protect all students from discrimination,
harassment, and retaliation. Information on these and other
university services may be found in the Life at Vanderbilt
chapter of this catalog.
Faculty Support and Advising Roles
Many individuals provide advising and support to VUSM
students. Each of the advising roles at Vanderbilt is defined in a
manner that makes it distinct from, yet complimentary to, the
other roles in the system. Each faculty member in an advising
role undergoes development on the specific role as well as the
overall advising system. The product of faculty development
is an advisor who is able to perform his or her advising role
responsibilities and is also able to refer students to resources as
appropriate to individual student needs.
Managing Multiple Faculty Roles
Faculty members engaged in multiple educational roles can
face competing demands, which may directly or indirectly
affect (or have the appearance of affecting) an individual’s
professional judgment in exercising any educator duties and
responsibilities. Of particular concern to students is the inter-
section of roles involving advising students regarding personal
or academic struggles with roles in assessment of student
performance or assigning grades.
To identify and manage potential conflicts, the VUSM
administration established a system that defines compat-
ible and incompatible faculty roles within the educational
enterprise. Authority over this system resides centrally, with
the Office of the Senior Associate Dean For Health Sciences
Education (SADHSE).
e Educator Role Matrix (vanderbi.lt/rolematrix) illus-
trates roles that have been identified as including some
potential for conflict. e matrix places advising roles in one
of two categories as they relate to assessment activity: ) Man-
ageable conflict, and ) Incompatible conflict. For manageable
conflicts (yellow on matrix), the adviser must develop and
submit for approval by the senior associate dean for health
sciences education a plan of action that mitigates or eliminates
the role conflict.
e Office for Medical Student Affairs maintains records
of Role Conflict Management Plans (management plans are
available to students upon request). When roles are deter-
mined to be incompatible (red on matrix), the faculty member
must relinquish either the assessing or advising role. Before
each new academic year the associate dean for medical student
affairs (ADMSA) reviews all educators’ roles and existing
conflict management plans to ensure that they conform to
the school’s standards. Any new conflict management plans
required are completed prior to the commencement of the
academic year.
Key Advisory Roles
Associate Dean for Medical Student Affairs (ADMSA): The
ADMSA is a member of the VUSM administration. Her/his
primary role is advising on academic, career and personal con-
cerns. The ADMSA has office hours and meets with students in
all years of training. The ADMSA is the primary VUSM official
designated to write each student’s Medical Student Performance
Evaluation, but students may request that another school official
complete the MSPE. The ADMSA also writes letters of recom-
mendation for students applying for scholarships or various
academic opportunities. The ADMSA oversees the Colleges
Program, the Student Wellness Program, and the Careers in
Medicine Program. The ADMSA has access to all academic
records. The ADMSA may not occupy any of the advisory or
assessment roles contained in the Educator Role Matrix.
Associate Dean for Undergraduate Medical Education
(ADUME): The ADUME is a member of the VUSM admin-
istration. Her/his primary role in the medical school involves
development and delivery of curriculum and assessment for
the M.D. degree. The ADUME has office hours and can meet
with students in any year of training to discuss academic and
career concerns. The ADUME frequently meets with students
who are navigating the curriculum to maximize various aca-
demic opportunities. The ADUME has access to all academic
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55School of Medicine / Academic Programs and Policies
records and administers the Promotion Committee process.
The ADUME may not occupy any of the advisory or assess-
ment roles contained in the Educator Role Matrix.
Assistant Dean for Undergraduate Medical Education: The
assistant dean for undergraduate medical education supports
the associate dean for undergraduate medical education in
coordinating the M.D. curriculum and assessment programs.
He/she is available to assist students with academic planning.
The assistant dean for UME is involved in all Promotion Com-
mittee processes and may not occupy any of the advisory or
assessment roles contained in the Educator Role Matrix, with
the exception of course director provided a grading committee
is in place.
Assistant Dean for Medical Student Assessment (ADA):
The ADA is a member of the VUSM administration. Her/his
primary role is to identify and assist students with performance
issues. One of the key roles of the assistant dean for assessment
is to direct the Student Assistance Program (SAP). The goal of
the SAP is to provide students with guidance in study skills, test-
taking strategies, and general advice for academic success within
a rigorous medical school curriculum. The ADA serves as an
academic resource for students, meeting with individuals as
indicated and coordinating tutoring in partnership with course
directors. The ADA communicates with the Equal Opportu-
nity, Affirmative Action, and Disability Services Department
(EAD) in the event that a student requires accommodation. The
ADA helps to coordinate Promotion Committee meetings by
preparing the meeting agenda, assembling the academic data
to be reviewed, attending all meetings and reporting on student
progress/concerns as needed, and following up with students as
needed following meetings. The ADA has access to all academic
records. The ADA may not occupy any of the advisory or
assessment roles contained in the Educator Role Matrix, with
the exception of course director provided a grading committee
is in place.
College Mentor (CM): CMs are VUSM faculty members
who manage the activities of and advising programs within
the VUSM Colleges and Learning Communities. CMs serve
assigned students as advisors in the areas of professional well-
ness and career counseling. CMs are involved with program-
ming throughout the year in the school's Student Wellness
Program and Careers in Medicine Program. CMs also serve
as teachers in the VUSM Learning Communities, focusing on
content in medical humanities, metacognition, ethics, leader-
ship and policy. The CMs do not grade students in learning
communities, but instead provide formative feedback. CMs
may have teaching or supervisory roles with their college
mentees in the context of other academic activities. However,
role conflict management plans are created to ensure that
they do not grade their mentees in those activities. CMs do
not have access to student academic records (grades, etc.). A
student may grant a CM access to his/her academic record
and may revoke such permission at any time without negative
consequences.
Portfolio Coach (PC): The PCs are VUSM faculty members
who work with an assigned group of students throughout medi-
cal school. The PC role was created as part of Curriculum ..
Each member of an entering class is assigned an individual coach
from the cohort of coaches appointed for their class. Students
meet individually with their assigned PCs three times during
the first year of medical school and at least twice during each
subsequent year. Portfolio Coaches play a vital role in the Cur-
riculum . assessment system. PCs have access to the academic
records of only the students to whom they are assigned. They
coach individual students in developing the skills for informed
self-assessment and lifelong learning. They help students criti-
cally appraise data about their performance and translate those
assessments into action plans for future learning. PCs have
an active role in the assessment of assigned students’ progress
through the curriculum.
Specialty Adviser (SA): As students approach their senior
year of medical school, they are urged to choose an adviser
from the specialty in which they will apply for residency.
Specialty advisers are VUSM faculty members. Once estab-
lished, this advisory relationship exists for the duration of
the residency application and the National Residency Match
processes. SAs provide academic and career counseling,
strategic schedule planning, and interviewing advice specific
to the specialty of choice. The primary goal of this relationship
is to provide students with resources to most effectively obtain
a successful residency match.
Degree Requirements —Other School of
Medicine Degrees
Hearing and Speech Sciences
All candidates for the doctor of audiology (Au.D.), master
of science in speech-language pathology (M.S.–S.L.P.), and
master of education of the deaf (M.D.E.) degrees must have
satisfactorily completed all residency, academic course, and
clinical practica requirements of their respective programs.
Doctor of Audiology
Degree Requirements
• ecandidatefortheAu.D.degreewillgenerallyspend
twelve academic semesters at Vanderbilt and is expected to be
enrolled in the School of Medicine during each fall, spring, or
summer semester until completion of the degree.
• enormaltimeframeforcompletionofrequiredcoursework
for the doctor of audiology degree is four years. If an individual
requires additional time due to unusual circumstances (e.g.,
remediation, personal leave of absence), the degree program
may extend the maximum amount of time to complete the
degree to five years.
• Aminimumof70semesterhourswhichincludesdidactic
course work and clinical practicum semester hours, con-
cluding in a clinical externship, is required for the Au.D.
• AllAu.D.studentsareexpectedtoparticipateandmake
good progress in developing clinical skills through clinical
practicum throughout their program. e first semester of
clinical practicum will involve more observation and guid-
ance than actual hands-on experience. A grade of Pass (P) or
Fail (F) will be awarded for the first semester of practicum,
primarily based on attendance, punctuality, professionalism,
and active engagement in the learning process. In subse-
quent semesters, clinical supervisors award traditional letter
grades (A, B, C, F) for clinical performance/learning, a grade
which may be reduced for unexcused absences from either
clinic or clinical case conference according to prevailing
departmental guidelines. Student performance is reviewed
annually, and a failure to appropriately develop clinical skills
can result in probationary status which must be alleviated in
order to continue in the program.
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56 VANDERBILT UNIVERSITY
• Au.D.studentsmustcompleteafourth-yearclinical
externship which begins at the conclusion of the third year
and must continue for a minimum of ten months.
• AllAu.D.studentsmustcompleteacapstoneproject.e
doctoral capstone project comprises credit hours taken in
years and .
Master of Science–Speech-Language Pathology
Degree Requirements
• ecandidatefortheM.S.-S.L.P.willspendatleastve
academic semesters of graduate study at Vanderbilt. Can-
didates for the M.S.-S.L.P. are expected to be enrolled in
the School of Medicine during each fall, spring, or summer
semester until completion of their degree requirements.
• enormaltimeframeforcompletionofrequiredcourse
work for the master of science in speech-language pathol-
ogy is two years. If an individual requires additional time
due to unusual circumstances (e.g., remediation, personal
leave of absence), the degree program may extend the
maximum amount of time to complete the degree to three
years.
• ForM.S.-S.L.P.studentswithanundergraduatebackground
in communication sciences and disorders: A minimum of
semester hours which includes formal, didactic course
work and to clinical practicum credit hours is required
for the master’s degree. For M.S.-S.L.P. students without an
undergraduate background in communication sciences and
disorders: A minimum of semester credit hours which
includes academic course work and clinical practicum
credit hours is required. Curriculum requirements, course
content, and the number and distribution of credit hours are
determined by the M.S.-S.L.P. program faculty.
• Enrollmentinclinicalpracticumisrequiredduringeach
semester of the student’s enrollment. Students must have
clock hours of clinical observation of clinical service
provision conducted by or supervised by a person with
the Certificate of Clinical Competence (CCC) in speech-
language pathology from the American Speech-Language-
Hearing Association. If this observation has not been met
prior to enrollment in the M.S.–S.L.P. program, the student
will complete the observation during the first semester
before having an opportunity for direct patient contact.
During the final semester of enrollment, the student will
complete a -week full-time externship. Students are
expected to have completed a minimum of clinical
clock hours prior to initiation of the externship.
Master of Education of the Deaf
Degree Requirements
• ecandidatefortheM.D.E.degreewillspendatleast
three academic semesters of graduate study at Vander-
bilt. Candidates for the M.D.E. degree are expected to be
enrolled in the School of Medicine during each fall, spring,
or summer semester until completion of the degree.
• enormaltimeframeforcompletionofrequiredcourse
work for the master of education of the deaf degree is one
to two years, depending on student’s academic background
upon entering the program. If an individual requires addi-
tional time due to unusual circumstances (e.g., remediation,
personal leave of absence), the degree program may extend
the maximum amount of time to complete the degree to
three years.
• ForM.D.E.studentsontheone-yeartrack,aminimumof29
semester hours of formal, didactic course work and practi-
cum semester hours is required. Students on the two-year
track must complete a minimum of semester hours of
formal, didactic course work and practicum semester hours
for the M.D.E. degree and endorsement in Special Education
Hearing in Pre K-. For students not seeking endorsement,
a minimum of semester hours of formal, didactic course
work and practicum semester hours are required.
• Maymesterinternship/externship,designedtoprovidestu-
dents with a unique opportunity for a three-week intensive
practicum working with deaf and hard-of-hearing children
in an auditory-oral setting, is required for graduation.
• Studentsmustalsocompleteaserviceobligationexperi-
ence which provides them with the opportunity to gain an
enhanced understanding of the challenges facing children
with hearing loss and their families. Service obligations
require a minimum of hours during the first year of
enrollment. At least half of the hours should involve direct
child contact.
Master of Laboratory Investigation
Degree Requirements
• CandidatesfortheM.L.I.degreeprogramarerequiredto
complete thirty-six semester credit hours. Because it is a
program for working professionals, no more than twelve
hours may be taken in an academic year, unless prior
approval is granted by the program director. Entering
students are required to complete the Responsible Conduct
of Research course. Students may earn a maximum of
semester credit hours for Interdisciplinary Graduate Pro-
gram (IGP) bioregulation modules. Each student selects a
program track during his or her course of study.
• 1)ResearchwithesisTrack:Studentswhochoosethis
track develop a research project under the direction of a
mentor and they must register for twelve semester hours of
research. Note: Only research conducted outside of one’s
job requirements will be considered for research credit. In
lieu of a formal thesis, a graduate student may prepare a
manuscript that is suitable for publication. Although it is
highly desirable that the manuscript be published, publica-
tion of the manuscript is not a graduation requirement.
• 2)ModiedResearchTrack:Studentswhopursuethistrack
are not required to write a thesis, but they are expected
to present their research to a formal audience, which may
include a conference gathering or poster presentation
at Vanderbilt University. is track requires six semester
hours of research and at least six hours of technique training
modules. Note: Only research conducted outside of one’s job
requirements will be considered for research credit.
• 3)TechniquesTrack:Individualswhohaveastrongacademic/
research background may select a track that emphasizes
strengthening their laboratory techniques. is track requires
twelve semester hours of advanced technique modules.
• enormaltimeforcompletionofgraduationrequirements
for the M.L.I. is three years. e maximum time for comple-
tion of degree requirements is five years.
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57School of Medicine / Academic Programs and Policies
• Studentsarerequiredtoassembleacommitteeoffacultymem-
bers who will direct their research and selection of course work
and technique modules throughout the degree program. A
committee includes a minimum of three faculty members, one
of whom will be the student’s mentor. Committee approval of
satisfactory progress is required each semester.
Master of Public Health
Degree Requirements
• CandidatesfortheM.P.H.degreemustcomplete42aca-
demic credit hours of course work over five academic terms.
e credit hours include didactic core and track-specific
courses, as well as courses associated with the public health
practicum and thesis.
e core courses cover content in epidemiology, biostatistics,
social and behavioral sciences, environmental health, health
services administration and policy, and public health ethics.
• Inadditiontothedidacticcoursework,studentsmust
complete a public health practicum and thesis.
e public health practicum is a supervised practical field
experience designed to provide students the opportunity
to develop and apply the knowledge and skills acquired in
the academic program in a public health agency or other
environment in which a public health function is per-
formed. Students work with the practicum director on an
individual basis to identify, arrange, and complete a satisfac-
tory field experience that fulfills the program’s practicum
requirements.
e thesis is a substantive and original body of work that
allows students to synthesize and integrate knowledge from
their public health course work and practicum experiences,
apply it to a particular topic area, and communicate their
ideas and findings through a scholarly written product. e
thesis represents the culmination of the student’s educa-
tional experience in the Vanderbilt M.P.H. program.
• Studentsreceiveregulartrack-specicacademicadvising,as
well as guidance and mentorship for the practicum and thesis.
Satisfactory completion of both the public health practicum
and the thesis is required for all students.
M.P.H. Academic Policies
• Upto15academiccredithoursofpriorgraduate-levelcourse
work from other schools at Vanderbilt or other accredited
universities may be applied to the required credit hours
needed for the degree, conditional upon the approval of the
Admission Committee and the relevant course directors.
• AuditingisnotpermittedinM.P.H.programcourses.
Students in the M.P.H. program may audit courses offered
by other departments and programs with the approval of
the course instructor.
• StudentswhoreceiveanalcoursegradeofC+orlower
may be required to retake the course or complete addi-
tional course requirements before progressing in the
program.
• enormaltimetocompletetheM.P.Hdegreeistwo
years. e maximum time allowed to complete the degree
is four years, unless there are unusual circumstances which
merit an extension of this limit.
Master of Science in Applied Clinical Informatics
Degree Requirements
e M.S.A.C.I.’s goal is to develop clinical informaticians who
will be capable of developing and leading innovative applications
of information technology and information systems that address
clinical, research, and public health priorities. e program will
provide a -credit hour curriculum in months, with a course
work intensive first year followed by a second year devoted to a
capstone project. e curriculum emphasizes a deep theoreti-
cal and practical understanding of the care process, informatics
concepts, information technologies, computer science, and the
changing social, organizational, and economic context in which
health care is delivered. is understanding will be developed
through course work, over hours of practicum experience
that uses real HIT data and systems and health care contexts, and
a mentored capstone project. e degree program will provide
physicians with didactic and experiential training in alignment
with ACGME guidelines for Clinical Informatics fellowships.
e normal time frame for completion of required course
work for the master of science in applied clinical informatics
is months. e maximum time frame for completion of this
degree is three years.
Didactics
Expert faculty who comprise the largest biomedical infor-
matics department in the U.S. will lead nine MSACI courses,
which include the core content of the ABMS subspecialty
certification:
• IntroductiontoClinicalInformatics
• HealthInformationSystemsandApplications
• TheHealthSystem
• ClinicalInformationSystems
• ClinicalDecisionSupport
• ClinicalWorkflow
• DataStandards
• InformationSystemLifecycle
• ManagementandOrganizationalChange
Practicum Experience
A practicum experience will have the following characteristics:
Require a minimum of clock hours effort to be completed
during year and can be satisfied in highly flexible ways, e.g.,
at VUMC, at home institution or other site (with M.S.A.C.I.
program approval). e trainee must be embedded (i.e., assigned
to participate as a member) in an interdisciplinary team that is
addressing a significant clinical informatics challenge. is
includes attending regular team meetings and participating
in analysis of issues, planning, and implementation of recom-
mendations from the team. e interdisciplinary teams must
include physicians, nurses, other health care professionals,
administrators, and information technology/system personnel,
as appropriate.
Capstone Project
A required capstone project running throughout the fellow-
ship will provide students with knowledge and skills required
to design and conduct applied research studies to evaluate the
efficacy of informatics applications in the clinical environment.
Based on personal career objectives and informatics challenges
that they identify in practica, the capstone project will have
the flexibility to be completed as a cohort, a sub-cohort group,
or individually, depending on its design and the needs of our
learners. e project will begin in the first year and continue in
the second year. Each student will have a project mentor from
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58 VANDERBILT UNIVERSITY
among the DBMI faculty, as well as a practice mentor within
his/her home department/organization.
Master of Science in Clinical Investigation
Degree Requirements
• CandidatesfortheM.S.C.I.mustcomplete35semester
credit hours of the core course work.
• Completionofanalprojectintheformofasubmission
ready, extramural grant or an original article for publication
in a peer-reviewed journal is also required. Final projects are
reviewed and approved by the Promotion Committee.
• Studentswhoareunabletocompleteagrantormanuscript
may submit a thesis. e thesis should include a brief intro-
duction explaining why a grant or manuscript could not
be submitted. No oral presentation is required. e thesis
should include a brief statement of the student’s role in the
work to be described in the research report and a -to-
-page report outlining the hypothesis tested, background
and significance of the work, the experimental approach
and methods, data analysis/sample size calculations, antici-
pated results and pitfalls, results to date, interpretation of
results, discussion of results, and future plans.
Professional Programs in Medical Physics
Professional Doctorate in Medical Physics
Degree Requirements
• CandidatesfortheD.M.P.mustcompleteatotalof92
semester credit hours. Of this total, semester credit hours
will be in didactic classroom and laboratory instruction, with
an emphasis on either diagnostic imaging or radiotherapy
physics.
• enormaltimeframeforcompletionofrequiredcourse
work for the doctorate in medical physics is four academic
years. e maximum time for completion of this degree is
no more than five years.
• Candidateswillcompleteanindependentstudyprojectfor
six semester credit hours.
• Studentsarerequiredtocomplete30semestercredit
hours of professional clinical rotations. Clinical training
will total a minimum of months. Limited introductory
clinical training called practicum (approximately three
full-time equivalent months) will occur in year ; students
will receive professional credit hours for the successful
completion of the practicum.
Master of Science in Medical Physics
Degree Requirements
• CandidatesfortheM.S.M.P.mustcompleteatotalof38
semester credit hours. Of this total, semester credit hours
will be in didactic classroom and laboratory instruction with
an emphasis on either diagnostic imaging or radiotherapy
physics.
• enormaltimeframeforcompletionofrequiredcourse
work for the master of science in medical physics degree is
two academic years. e maximum time for completion of
this degree is no more than three years.
• Studentsmaychooseathesisornon-thesisoptionineither
discipline.
• Studentsinthenon-thesisoptionarerequiredtocomplete
semester credit hours of professional clinical rotations or
practicum. e practicum is specific to the areas of clinical
diagnostic and nuclear medicine imaging or radiotherapy
treatment planning and associated techniques. Students
in the non-thesis option may choose to participate in a –
semester credit hour independent study.
• Studentsinthethesisoptionmustcompleteamaster’s
thesis by taking semester credit hours of independent
study.
Academic Policies—Other School of
Medicine Degrees
Registration
Academic Load and Credit Hours. The academic load for
full-time status in the fall and spring semesters is or more hours.
A student who wishes to carry more than hours must secure
authorization from the degree program director before registra-
tion. Three-quarter-time status is to hours; half-time status
is to hours. The summer full-time load is or more hours;
three-quarter-time load is hours, and half-time load is - hours.
All full-time students must register each fall and spring semester
with no breaks in registration to remain in good standing. Stu-
dents enrolled at Vanderbilt University School of Medicine must
complete required course work at VUSM or a VUSM affiliate
institution, unless otherwise explicitly indicated.
Credit hours are semester hours (e.g., a three-hour course car-
ries credit of semester hours). One semester credit hour repre-
sents at least three hours of academic work per week, on average,
for one semester. Academic work includes, but is not necessarily
limited to, lectures, laboratory work, homework, research, class
readings, independent study, internships, practica, studio work,
recitals, practicing, rehearsing, and recitations. Some Vanderbilt
courses may have requirements that exceed this definition.
Changes in registration. Changes to semester-long courses
must be made within the change period (the first ten days of
the term). A student may formally withdraw from a course after
the end of the change period with the permission of the faculty
member, and a grade of W will be given. After the mid-point of
the semester, a student is not permitted to withdraw from the
course except under certain circumstances. Failing the course is
not considered one of the circumstances. Students should also
be aware of financial ramifications of dropping a course after
the change period. Some programs may allow additional change
periods within the term.
Auditing a course. Auditing is allowed in some programs, but
not all. Please see program-specific information in this catalog
for more information about whether a specific program allows
courses to be audited.
In programs where auditing is allowed, a request must
be submitted to and approved by both the program director
and course instructor. Only students registered for regular
courses will be allowed to audit a course. Students who audit
are expected to attend class regularly. Audits will be recorded
on the student’s transcript. e number of courses that a
student may audit during a given semester may be limited by
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59School of Medicine / Academic Programs and Policies
the program director. A grade of AW will be entered onto a
transcript when a student withdraws from an audited course
aer the change period (the first ten days of the term).
Special students. Special students admitted as non-degree-
seeking students may register for selected courses. Students
seeking special student status must submit an application to the
program offering the course. Approval of the instructor and the
program administration is required to take the course. Special
students must meet the same admission requirements as the
program’s degree-seeking students. Registration for individual
classes is contingent upon availability of space in the course.
Dual degree students. Students pursuing a dual degree will
be required to designate a primary degree program during each
registration period.
Grading and Promotion Policies
Grading. e grading scale will include the following:
A+ = 4.0
A = 4.0
A- = 3.7
B+ = 3.3
B = 3.0
B- = 2.7
C+ = 2.3
C = 2.0
C- = 1.7 (no earned hours/quality hours and quality points only)
F = No credit
Pass/Fail Grading: Some courses may be designated as pass/fail.
The grades for these courses will not be calculated into the GPA
unless the final grade is F. Degree-seeking students may not elect
to take a graded course as pass/fail. Non-degree-seeking students
may be allowed by a program to elect to take a course pass/fail.
Incomplete: The grade I (Incomplete) may be used at the
discretion of the instructor in those cases in which the student is
not able to complete course work in the normal time. An I that
is not replaced by a letter grade within one year may be changed
to an F at the discretion of the instructor. Otherwise, the I may
become permanent and remain on the transcript as such.
A Grade of W: The grade of W is entered onto the transcript
when a student withdraws from a course (or from the degree
program) after the close of the change period (the first ten days
of the term)but before the end of the term.
Grade Change Policy: A grade recorded in the University
Registrar’s Office (on a transcript) may be changed only upon the
written request of the instructor with the approval of the program
director . Requests for grade changes may be submitted, by the
program director, to the School of Medicine Office of Enrollment
Services. This policy includes changing an I to a final grade.
Grade Grievance Procedure: Students should seek redress of
a problem with a grade as soon as possible after receiving the
grade and in no case later than four weeks after the grade is
released. Students with a problem should confer directly with
the course director. Every effort should be made to resolve the
problem fairly and promptly at this level. If the student can-
not resolve the problem through discussion with the course
director, the student should formally request an appeal from
the degree program director within two weeks of talking with
the course director. If the course director is also the degree
program director, appeal would be made by the student to the
senior associate dean of health sciences education (SADHSE)
or his/her designee.
In degree programs with tracks, the track director should
be the first level of appeal aer the course director, and if
the student is not satisfied with the outcome of that appeal,
the student should appeal to the program director. In any
aforementioned instance, if resolution is not achieved by
the degree program director the case will be referred to the
SADHSE or his/her designee, who will make the final decision.
At each level of review the course’s assessment practices will
be reviewed and the individual student’s situation taken into
account.
Transfer Credit: Only those courses for which a student
has received a grade of B or its equivalent will be considered
for incoming credit transfer. In general, no more than credit
hours earned from an accredited institution may be applied
toward degree graduation requirements. Applicants will notify
degree program directors, prior to admission, of their intent to
petition for transfer credit. Transfer credit is approved at the
discretion of the degree program director and then endorsed
and processed by the director of student records for the School
of Medicine. In some programs, students may petition for
approval of additional credits. Credit will not be given for
courses taken in the Vanderbilt University Division of Unclas-
sified Studies.
Credit for Courses Taken as an Undergraduate: Students
may not request credit for course work taken prior to begin-
ning the degree program if the course credit was used to
satisfy requirements of the previous degree. Students wishing
to transfer in graduate-level credit for previously completed
course work must make such a request prior to admission to
the program (see Transfer Credit above).
Academic Progress and Promotion
School of Medicine degree program students are expected
to progress academically through the program at a pace that
ensures that students attain current and relevant professional
knowledge, skills and aptitudes. Students are expected to
maintain satisfactory academic progress at all times. Each pro-
gram establishes the normal time and maximum time allowed
to progress though the program and complete the degree
(exclusive of approved leave(s) of absence). Since grades are a
significant element in determination of satisfactory academic
progress, it is the student’s responsibility to be aware of the
degree program’s minimum satisfactory grade level for courses
to be applied toward degree requirements. In addition, students
are responsible for understanding experiential learning (clinical
rotations, practica, etc.) requirements and minimum standards
of performance required to maintain satisfactory academic per-
formance. (See each program’s academic progress and degree
requirements on pages through )
Each student’s progress is evaluated at least annually by an
academic progress review committee. Committee name, size
and membership varies by program, but all operate under
the supervision of the School of Medicine and the policies
contained in this catalog. Committees are populated by faculty
members well versed in the program’s degree requirements
and in acceptable academic standards and performance for the
program and its related profession.
Academic progress review committees review students’
progress and may make the following determinations at each
scheduled meeting:
• Satisfactoryprogress(Goodstandingandpromotion)
• Satisfactoryprogresswithremediation(Goodstanding
and promotion or contingency for promotion)
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60 VANDERBILT UNIVERSITY
• Academicprobationwithremediation(NotinGood
Standing—remediation required; promotion or contin-
gency for promotion)
• Dismissal(afterfailingtosuccessfullyremediate)
Students are notified in writing of the committee’s determina-
tion if academic progress is not satisfactory. Degree programs’
student support and advisory systems work with committees to
facilitate the best possible outcome for all students.
Good Standing
A cumulative grade point average of at least . is required for
graduation. A semester average of at least . is required to
remain in good academic standing. A student whose cumulative
grade point average falls below . may be placed on probation
for one semester. If at the end of the semester the grade point
average is still below ., the student may be dismissed from
the program based on unsatisfactory academic performance.
Students may withdraw in lieu of dismissal.
Repeating a Course
Students may be required to repeat a course after having
received a grade below the level deemed acceptable for gradu-
ation credit by the degree program. In rare instances, in some
programs, students may make a request of the program director
to re-take a course if doing so would significantly benefit the
student’s academic performance and progress. Both courses
will be reflected on the transcript, but the second grade earned
will be the one used in computing the student’s grade point
average. Students should refer to their program handbook for
more information about whether the option to retake courses is
available in the program.
Probation
Students placed on probation are notified through a letter from
the program director and/or the academic progress review com-
mittee that outlines the reasons for the probation; the require-
ments and recommendations for addressing deficiencies; the
conditions for removal of probation, including an expected time
frame; and actions that will be taken if conditions are not met.
Students placed on probation for any reason will be required to
complete a specific remediation plan that has been approved by
the program director and the academic progress review com-
mittee. The remediation plan may include requirements placed
on the student, such as regular meetings with advisors, elimina-
tion of extra-curricular activities that may be interfering with
satisfactory academic progress, etc.
All students on probation will be reviewed by the degree
program’s director and the academic progress review com-
mittee at least once each semester to determine whether
satisfactory academic progress has been made. At that time the
program’s director and the academic progress review commit-
tee may take the following actions:
. Remove probation: Probation may be removed if
students have satisfactorily addressed deficiencies, even
if this is before the time frame originally designated
by the program’s director and the academic progress
review committee.
. Continue probation: Progress is being made.
. Recommend dismissal: Performance continues to be
unsatisfactory.
Written notification is provided to the student regarding the
outcome of this review.
Probation is considered an adverse action and may be
reported in future graduation verifications and other requests
for information.
Appeal of Probation
Students may ask the Senior Associate Dean for Health Sci-
ences Education (SADHSE) for reconsideration of any decision
for probation. The request must be made in writing within
seven calendar days of receiving the decision from the program’s
academic progress review committee. The student may meet with
or present any additional information in writing to the SADHSE,
who will review the information presented by the student, the
degree program director, and the deliberations of the academic
progress review committee. The SADHSE will make a determina-
tion to either uphold the decision, reverse the decision, or request
that the academic progress review committee meet for reconsid-
eration of additional information. The SADHSE will notify the
degree program director and the academic progress review com-
mittee in writing of his or her decision. In the case of a reversal,
the SADHSE may require that the student follow requirements
and recommendations of the program director and the academic
progress review committee for addressing deficiencies.
Dismissal
Dismissal for unsatisfactory academic progress will take place
only after a student has been given a reasonable probation-
ary period to address deficiencies. Most often, this reasonable
period consists of one academic year.
A student may be dismissed at any time for a singular
egregious behavior; involvement in a serious incident that
is inconsistent with the expectations for students at VUSM;
violation of Vanderbilt University or Vanderbilt University
Medical Center policy; or demonstrating a pattern of unpro-
fessional behavior. In such cases, the program director and
the academic progress review committee consider the situa-
tion, including its severity, as quickly as possible and render a
recommendation to the dean or the dean’s designee.
In cases where the academic progress review committee
is involved, the student may meet with the program director
prior to any academic progress review committee meeting
to present an explanation, including any mitigating circum-
stances. e degree program director will present the student’s
explanation, as well as any mitigating circumstances, to the
academic progress review committee. Alternately, the student
may elect to appear before the academic progress review com-
mittee in person or to submit in writing his or her explanation
and any other information to be considered by the academic
progress review committee. A student may also ask a non-
committee faculty member to offer information on behalf of
him or her at the meeting.
If a recommendation for dismissal is made by the academic
progress review committee, the program director presents this
recommendation to the dean or the dean’s designee, which is
normally the senior associate dean for health sciences educa-
tion (SADHSE). e dean or SADHSE takes into consid-
eration any mitigating factors presented in writing by the
student. e dean/SADHSE may reverse the recommendation
if he or she disagrees with the decision. e dean or SADHSE
shares his or her decision in writing (accepts dismissal or
rejects dismissal) with the program’s academic progress review
committee. If the dismissal decision is reversed, the academic
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61School of Medicine / Academic Programs and Policies
progress review committee then considers whether probation
or other action is appropriate under the guidelines above (see
Probation).
If the dean/SADHSE affirms the recommendation of
dismissal, the decision is described in a notice to the student
written by the academic review committee chair and the
degree program director. is communication is presented
to the student, in person whenever possible, by the degree
program director. At that time, the degree program director
presents the dismissal decision and the following options, in
writing, to the student:
. Voluntary withdrawal from VUSM. The decision to
withdraw must be presented in writing by the student to
the degree program director within seven () calendar
days of the program director’s meeting with the student
to inform him or her of the decision of dismissal.
. Dismissal. If the student does not request to withdraw
within this seven-()-calendar-day window, the dis-
missal will take effect on the eighth calendar day.
. Appeal. Appeals must be made in writing to the
SADHSE within seven () calendar days of the meeting
between the degree program director and the student
following the dismissal decision. An appeal automati-
cally ends a student’s right to withdraw.
. If the student is unwilling or unable to meet with the
degree program director regarding the dismissal decision,
the student will be informed of the decision in writing,
and the window of time for the student to communicate
his or her preference from the options listed above will
run from the date of transmission of the written notice.
Appeal of Dismissal
A student who decides to appeal a decision of dismissal must
submit a written request to the senior associate dean for health
sciences education (SADHSE) within seven () calendar days
of the dismissal decision. The dean or dean’s designee, usually
the SADHSE, assembles and convenes a review panel consist-
ing of at least five () members of the School of Medicine
executive faculty (from among them a chair is designated)
for a hearing within seven () calendar days of receipt of the
written request from the student, unless the chair of the review
panel determines that there are valid reasons to extend this
time frame. In this review, the role of the dean or dean’s des-
ignee is purely administrative, and he or she has no decision-
making authority in this context. In preparation for the review,
the SADHSE will make available any relevant information/
documentation for the panel’s review. The Assistant Dean for
Health Sciences Education will provide the student informa-
tion about the appeal process. The student may choose to be
present or to make a presentation in writing. Information
presented by the student may contain documentation from
other students, faculty members, and/or other sources. In
addition, the student may request that a faculty member be
present and offer information to the review panel. The student
may not have other representatives at the review. The chair of
the degree program’s academic review committee will attend
the review to present the findings of that committee.
If the review panel upholds the decision, the student will be
dismissed without the opportunity to withdraw. If the review
panel reverses the decision, the review panel will refer the
reversal decision to the degree program director, along with
its written findings, for presentation to the academic progress
review committee, which will consider whether probation is
appropriate, and any requirements or conditions that would
accompany probation. e review is conducted without the
presence of attorneys for either party. However, either party
may consult with its own counsel prior to such review or
during a break in the proceedings. e decision of the review
panel will be final for the school.
Temporary Suspension
The School of Medicine reserves the right, through the
SADHSE (or designee), to temporarily suspend a student
for conduct disrupting or negatively impacting the learning
environment, pending the student’s referral to the degree
program’s academic progress review committee. The SADHSE
will notify the student in writing of the conditions of the tem-
porary suspension. If the student is reinstated, the student will
work with the degree program director to address any course
requirements not completed during the suspension.
Leave of Absence
Students who wish to interrupt their study must request a
leave of absence in writing from the program director. Some
programs may require additional documentation. The program
director will provide a decision regarding the request. A one-
time leave of absence may be granted for a maximum of one
year for students seeking a master’s degree. A leave of absence
may be granted for one year for students seeking a doctoral
degree, and on rare occasions a second leave of absence for a
period of up to a year may be allowed for doctoral students.
Students taking a leave of absence are responsible for
meeting with the program director prior to the leave in order
to plan for their course work and timeline for successful
degree completion following their return. Students who do not
register for classes before the ending date of a leave of absence
may be disenrolled and required to request reinstatement
to the program. All programs have limits to the time within
which all degree requirements must be completed, and it is the
student’s responsibility to be aware of these limits.
Withdrawal from the University
Students who intend to withdraw from the university for any
reason must inform the program director in writing. Lack of
notification may result in additional academic or financial
penalties beyond those usually incurred when timely notifica-
tion is provided.
Graduate Certificate Programs
The School of Medicine offers graduate certificate programs
to its students who wish to gain focused expertise in a specific
area. Each program has its own admission and completion
requirements. Students must submit an “Intent to Enroll”
form to document their intention to pursue a certificate, as
well as other documentation as needed. Permission of the
degree program director and the certificate program director
are required to pursue a certificate. Additional details on each
program are provided below and at medschool.vanderbilt.edu.
Biomedical Ethics
This certificate is designed to enable students to graduate with
a high level of competence in analyzing and resolving ethical
issues that they will face in practice and equip them to provide
Archived 2017/2018
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62 VANDERBILT UNIVERSITY
leadership to their colleagues, to the profession, and to the
public in biomedical ethics.
Curriculum. is certificate is offered to students in the
School of Medicine. Its curriculum consists of three elements:
. An interdisciplinary graduate seminar, Healthcare Ethics—
eory and Practice (IDIS ).
. A tailored Research Immersion to focus on the student’s
special research interests within ethics, including options
such as selecting a topic within a clinical specialty (for
example, pediatrics, internal medicine, surgery, or psychia-
try). Projects may combine empirical and conceptual work
with mentorship provided by designated mentors within
the ethics, education, policy, and society area of the M.D.
Program Immersion Phase Inquiry Program. e graduate
seminar described above is part of the M.D. degree Immer-
sion Phase Inquiry Program.
. An apprenticeship with the Clinical Ethics Consult Service,
which is offered as an M.D. degree Immersion course. e
Ethics Consult Service of the Center for Biomedical Ethics
and Society provides formal consultation to VUMC hospitals
and conducts a wide range of educational programs in ethics
for faculty, staff, fellows, residents, students, and others.
e graduate seminar, the Immersion phase research project,
and the Immersion phase consult apprenticeship may be taken
separately, but completion of the Certificate in Biomedical Eth-
ics requires successful completion of all three components.
Global Health
The certificate promotes training opportunities in global health.
Students in any Vanderbilt graduate or professional degree pro-
gram who fulfill all requirements are granted a Global Health
Certificate upon receipt of their graduate degrees.
Certificate Requirements. ( credit hours total)
. Core Course (choose at least one—each course is credit hours)
•FoundationsofGlobalHealth
•FundamentalsofGlobalHealth
•EssentialSkillsinGlobalHealth
. Elective Courses—at least credit hours in additional
global health course work
•esecoursesmaybeacombinationofVIGHglobal
health courses or other approved courses that have
relevance to global health, including a Global Health ISC (
hours), AE ( hours), or research immersion ( hours).
•Studentsmayindividuallytailorand/ordesignelectives
in consultation with faculty mentors. Practicum, thesis,
research immersion, and individual learning courses that
have relevance to global health may be approved for certifi-
cate credit.
•Ayear-abroadglobalhealthexperiencesuchasaFogarty,
Fulbright-Fogarty, Medical Scholars, or Doris Duke inter-
national fellowship also counts toward elective credit hours.
Typically, global health field experiences are abroad, though
certain circumstances and interests may allow students to
engage in global health work in Middle Tennessee.
•Allcoursesforthiscerticatemustbetakenforgraduate
credit and involve global health content.
. To initiate this certificate, submit the VIGH Graduate Cer-
tificate in Global Health “Intent to Enroll” form, found at
https://redcap.vanderbilt.edu/surveys/?s=KCHTLWPX8W.
Note: Your academic adviser or program director will need
to sign this form.
. To complete and receive this certificate, submit the VIGH
Certificate in Global Health application, found at https://
redcap.vanderbilt.edu/surveys/?s=WDMHY9YKX9. is
application should be submitted at least two months prior
to graduation.
More information can be found on the VIGH website: http://
globalhealth.vanderbilt.edu/education-and-training.
Lesbian, Gay, Bisexual, and Transgender (LGBT)
Health
LGBTI patients experience disparities in access to and quality
of care, leading to preventable, adverse health outcomes
including elevated risk for specific chronic diseases and
increased rates of suicide and depression. The Certificate in
LGBT Health is designed to teach students how to address
these disparities, improve the health of LGBTI patients, sup-
port education around LGBTI health, and foster research on
the optimal ways to care for LGBTI patients and families.
e Certificate in LGBT Health comprises three elements:
. Research Immersion in LGBT Health. Students will select
a research topic within the realm of LGBT health. is
may include selecting a topic within a clinical specialty, for
example, adolescent medicine, infectious disease, psychiatry,
or surgery. Projects may combine empirical and conceptual
work with mentorship provided by designated mentors.
. LGBTI Health in Inter-professional Practice or Sex, Sexual-
ity, and Sexual Health Elective. Students choose from one
of these two interdisciplinary courses focusing on sexual
health in the general population and the specific health care
needs of sexual and gender minorities. In addition to the
basic sciences underlying the pathophysiology of health
in these populations (e.g., HPV infection, HPA dysregula-
tion with chronic stress), clinical specialties highlighted
in the course include pediatrics and adolescent medicine,
OB/GYN, psychiatry, and internal medicine with content
threads from ethics, medico-legal health care, human
development, and chronic care.
. Capstone Project. Each student will complete a capstone
project related to LGBT health. is may include develop-
ment of patient education materials, providing a com-
munity or staff training, or implementation of a quality
improvement project. e capstone is expected to enable
students to demonstrate proficiency and acquired knowl-
edge in the area of LGBT health.
Each element may be taken separately, but completion of
the Certificate in LGBT Health requires successful completion
of all three elements.
Neurodevelopmental Disabilities (NDD)
The Neurodevelopmental Disabilities (NDD) Certificate Pro-
gram provides an opportunity for Vanderbilt medical students
to receive substantial education and training in the field of
autism spectrum disorder/neurodevelopmental disabilities
ASD/NDD. As participants in the Vanderbilt Consortium
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63School of Medicine / Academic Programs and Policies
LEND* (VCL), accepted students will address the critical
shortage of health professionals who are trained to provide
culturally sensitive, patient- and family-centered, interprofes-
sional care to children and youth with special health care
needs, especially those with ASD/NDD.
e program provides an intensive (more than hours),
two-semester interprofessional training experience which includes:
• RigorousweeklyCoreCurriculuminASD/NDD,a
monthly leadership seminar series, and a Care Naviga-
tion Practicum in which trainees assist patients and
families in care navigation while learning about social
determinants of health and community-based services.
• Clinicalexperiencesinvariousinterprofessional
hospital-based, community-based, and public health
clinics.
• Individualandgroupprojects.
• Abroadlistofactivitiesfromwhichthetraineescan
tailor their experiences based on their professional
goals and aspirations.
At the completion of this experience, the students will have
the requisite knowledge, skills, and attitudes to assume leader-
ship roles in the field of NDD and to provide interprofessional,
patient- and family-centered, community-coordinated, cultur-
ally competent, and empirically-based services to individuals
with ASD/NDD and their families.
Participants receive tuition assistance in the amount of
,. Successful completion of the NDD Certificate Program
also fulfills components of the Foundations of Health Care
Delivery and Learning Community graduation requirements.
*National LEND program website:
http://www.aucd.org/template/page.cfm?id=6
Vanderbilt LEND program website:
http://vkc.mc.vanderbilt.edu/vkc/lend/
Archived 2017/2018
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64 VANDERBILT UNIVERSITY
Alpha Omega Alpha
A chapter of this medical honor society was established by char-
ter in the School of Medicine in . Not more than one-fourth
of the students of the fourth-year class are eligible for member-
ship, and no more than percent (one-sixth of the graduating
class) can be nominated per class.
e society has for its purpose the development of high
standards of personal conduct and scholarship and the
encouragement of medical research. Students are elected
into membership on the basis of scholarship, character, and
originality.
Gold Humanism Honor Society
A chapter of this honor society was founded in in an effort
to recognize, support and promote the values of humanism
and professionalism in medicine. The number of members
eligible to be nominated and selected will be up to percent
of the medical school class. Students are elected into member-
ship by showing that they are exemplars of integrity, excellence,
compassion, altruism, respect, empathy, and service.
Founder’s Medal
The Founder’s Medal, signifying first honors, was endowed
by Commodore Cornelius Vanderbilt as one of his gifts to the
university. This medal is awarded to the student in the gradu-
ating class of the School of Medicine who, in the judgment of
the faculty, has achieved the strongest record in the several
areas of personal, professional, and academic performance in
meeting the requirements for the doctor of medicine degree
during four years of study at Vanderbilt.
Class Day Awards
AMERICAN ACADEMY OF NEUROLOGY MEDICAL STUDENT PRIZE
FOR EXCELLENCE IN NEUROLOGY. This award is to recognize medical
students for excellence in clinical neurology.
BEAUCHAMP SCHOLARSHIP. Endowed and awarded to the student
showing the greatest progress in the field of psychiatry.
LONNIE S. BURNETT AWARD IN OBSTETRICS AND GYNECOLOGY.
This award is given to the student demonstrating superior performance
and who exemplifies the qualities of dedication, leadership, compassion,
and integrity in the field of Obstetrics and Gynecology.
DIXON N. BURNS AWARD IN MEDICAL ETHICS. This is an award given
by the Center for Biomedical Ethics to the graduating medical student
who has, through a written essay, demonstrated unusual ability in identi-
fying and analyzing ethical issues presented in either clinical or research
contexts.
THE GEORGE AND BARBARA BURRUS MEDICAL MISSIONS AWARD.
This award is presented to a student who has demonstrated exceptional
interest and participation in providing medical care to the poor during
medical school either locally or abroad.
THE GEOFFREY DAVID CHAZEN AWARD. This award for innovation in
medical education was established to recognize a student, resident, fellow,
or faculty member who has made special contributions to the educational
programs of the Vanderbilt University School of Medicine through the devel-
opment and implementation of effective innovation in educational approach.
AMOS CHRISTIE AWARD. This award recognizes the student in the grad-
uating class who has demonstrated the outstanding qualities of scholar-
ship and humanity embodied in the ideal pediatrician.
JOHN G. CONIGLIO PRIZE IN BIOCHEMISTRY. This award presented
to a medical student who has distinguished him/herself in Biochemistry.
Both accomplishments in biomedical research and performance in Bio-
chemistry courses are considered in evaluating candidates for this award.
This award was established by friends of Professor Coniglio on the occa-
sion of his retirement to honor his many contributions to medical educa-
tion at Vanderbilt.
OSCAR B. CROFFORD AWARD FOR DIABETES/ ENDOCRINE
RESEARCH. This award is presented by the Division of Diabetes, Endo-
crinology, and Metabolism and the Vanderbilt Diabetes Center to the
graduating medical student who has performed outstanding research in
the area of diabetes and endocrinology. This award was established to
honor Dr. Oscar B. Crofford for his contributions to the diabetes research
at Vanderbilt and throughout the world.
DEAN’S AWARD. Presented to medical students distinguished by out-
standing service to the School of Medicine and the community.
THE DEAN’S AWARD FOR RESEARCH. This award is presented to the
graduating medical student who best exemplifies the attributes that lead
to success in basic science or clinical research, namely creativity, dedica-
tion, productivity/multiple publications and careful diligence.
EXCELLENCE IN EMERGENCY MEDICINE. The award for excellence in
emergency medicine is given on behalf of the Society for Academic Emer-
gency Medicine. This award recognizes a medical student who demon-
strated outstanding ability and commitment to the specialty of emergency
medicine at Vanderbilt University Medical Center.
EXCELLENCE IN INFECTIOUS DISEASES. This award is presented by
the Divisions of Infectious Diseases in the Departments of Medicine and
Pediatrics to the student who has demonstrated outstanding aptitude and
performance in clinical and investigative efforts in infectious diseases or
microbiology.
GERALD FENICHEL AWARD IN NEUROLOGY. Dr. Gerald Fenichel, pro-
fessor of neurology and pediatrics, founded the Department of Neurology
at Vanderbilt University Medical Center and served as chairman from 1969
to 2001. As one of the founders of the Child Neurology Society, his con-
tributions to the fields of neurology and child neurology are immeasurable.
This award is presented to a graduating medical student entering neurol-
ogy or child neurology who has demonstrated outstanding aptitude for
clinical neurology and a devotion to patient care.
DAVID R. FREEDY MEMORIAL AWARD. This award was established to
honor the memory of David Richard Freedy, a member of the Class of
1993. It is given to the student whose character, integrity, and courage
provide inspiration to others and who has been dedicated to improving
and promoting community life.
J. DONALD M. GASS AWARD IN OPHTHALMOLOGY. This award is
established in honor of Dr. J. Donald M. Gass, a graduate of Vanderbilt
University School of Medicine, Class of 1957 and a renowned medical
retina specialist. This award is given to a student who demonstrates excel-
lence in ophthalmic education and research
GLASGOW–RUBIN CERTIFICATE OF COMMENDATION. This certificate
is presented in recognition of women medical students who graduate as
honor graduates, with special recognition to any female who is the top
graduate. It serves to reaffirm the American Medical Women’s Associa-
tion’s commitment to encouraging their continuing achievement.
JAMES T. GWATHMEY PRIZE IN ANESTHESIOLOGY. This award is pre-
sented to the graduating medical student who most clearly demonstrates
Honors and Awards
Archived 2017/2018
School of Medicine Catalog
65
the potential for excellence in academic anesthesiology. It is named after
Dr. James Tayloe Gwathmey, a former Vanderbilt medical student who
graduated in 1899 and went on to lead the creation of a new medical
specialty called anesthesiology.
PAULA C. HOOS AWARD. The first-year class presents this award in rec-
ognition of teaching excellence in the anatomy laboratory and to express
appreciation for the assistance of members of the graduating class.
HOSPITAL AWARD OF EXCELLENCE. This award recognizes the fourth
year medical student by the chief residents of the services as having con-
tributed most toward excellent patient care by demonstrating sensitivity,
compassion, and concern in clinical responsibilities to patients of Vander-
bilt Medical Center.
RICHARD B. JOHNSTON JR. AWARD. This award is presented to a
graduating student entering pediatrics who has demonstrated excellence
in academic scholarship and an extraordinary commitment to clinical
medicine exemplifying the highest professional standards of the physician-
scientist.
RUDOLPH H. KAMPMEIER PRIZE IN MEDICINE. The Kampmeier Prize
is presented by the Department of Medicine to the graduate who, in the
judgment of the faculty, best combines high academic achievement with
clinical excellence, original scholarship or research, and demonstrated
potential for an academic career.
THE KAUFMAN PRIZE IN MEDICINE. This award honoring J. Kenneth
Kaufman, M.D. ’39, is presented to a graduating medical student who has
demonstrated qualities of humaneness, dedication, and unselfish service
in the study of medicine and will apply these qualities in medical practice.
LAURA KNOX HUMANITARIAN AWARD. This award recognizes a gradu-
ating student in the Department of Hearing and Speech Sciences who has
demonstrated a history of outstanding humanitarian endeavor throughout
the degree program.
RUSSELL J. LOVE HONORS IN SPEECH-LANGUAGE PATHOLOGY.
Given by the faculty in the Department of Hearing and Speech Sciences
for outstanding clinical and academic achievement in speech-language
pathology.
THE TOM NESBITT AWARD. This award is presented by the Nashville
Academy of Medicine to honor the outstanding service of Tom Nesbitt,
M.D., a member of the academy and the 133rd president of the American
Medical Association. This award is presented to the graduating medical
student who demonstrates exemplary character and leadership and has
an understanding of and appreciation for organized medicine.
DAVID N. ORTH AWARD IN ENDOCRINOLOGY. This award is presented
by the Division of Diabetes, Endocrinology, and Metabolism and the Endo-
crine Society, the largest professional association devoted to all aspects
of endocrinology, to a graduating medical student who has demonstrated
outstanding performance in clinical or research endocrinology. The award
honors Dr. David N. Orth for his contributions to and leadership in endo-
crinology. He served as director of Vanderbilt’s Endocrinology Division and
as president of the Endocrine Society.
THE ORTHOPAEDIC SURGERY CLERKSHIP AWARD. This award is pre-
sented by the Department of Orthopaedic Surgery to the student who has
excelled in both the third and fourth year orthopaedic clerkships, and who
has demonstrated outstanding potential in the field of orthopaedic surgery.
CANBY ROBINSON SOCIETY AWARD. With nominations generated from
the fourth year class, this award is presented to a member of the gradu-
ating class who possesses those intangible qualities of common sense,
knowledge, thoughtfulness, personal warmth, gentleness and confidence
which combine to make the “Ideal Doctor”...the person fellow classmates
would most like to have as their personal physician.
ROENTGEN AWARD. This award is given to a graduating medical student
who has made important contributions in one of the radiological sciences
during four years of study. Named for Wilhelm Conrad Roentgen, a pio-
neer in diagnostic radiology, the award recognizes discoveries in either
clinical or research areas.
JAY W. SANDERS HONORS IN AUDIOLOGY AWARD. Given by the fac-
ulty in the Department of Hearing and Speech Sciences for outstanding
clinical and academic achievement in audiology.
THE SCHOOL OF MEDICINE AWARD OF DISTINCTION. This award is
presented to the student who has demonstrated outstanding leadership
abilities in service to the School of Medicine.
THE H. WILLIAM SCOTT JR. PRIZE IN SURGERY. This award is pre-
sented to the graduating medical student who exemplifies the qualities of
leadership, performance, and character reflecting the ideal surgeon.
JOHN L. SHAPIRO AWARD FOR EXCELLENCE IN PATHOLOGY. This
award, given upon action of the Department of Pathology, recognizes out-
standing student performance in pathology. It is given annually or other-
wise depending upon action by the department and honors the memory of
Dr. John L. Shapiro, who was Professor and Chairman of the Department
of Pathology from 1956 to 1971. Dr. Shapiro remained an active partici-
pant in a variety of university and community activities, until his death on
July 15, 1983.
MILDRED T. STAHLMAN AWARD. This award honoring the pioneering
spirit and achievements of Vanderbilt pediatrician Mildred Stahlman is pre-
sented to the graduating student entering pediatrics whose performance
exemplifies the highest standards of leadership, professionalism, and
commitment to improving the lives of children.
TENNESSEE ACADEMY OF FAMILY PHYSICIANS OUTSTANDING STU-
DENT IN FAMILY MEDICINE AWARD. This award is presented in recogni-
tion of dedication to the high ideals of family medicine.
THE LEONARD TOW HUMANISM IN MEDICINE AWARD. PRESENTED
BY THE ARNOLD P. GOLD FOUNDATION. This award is given to a grad-
uating student and a faculty member who demonstrate compassion and
empathy in the delivery of health care, and who engender trust and confi-
dence in both their patients and colleagues while adhering to professional
ethical standards.
STEN H. VERMUND AWARD IN GLOBAL HEALTH. This award recog-
nizes the graduating medical student who has most demonstrated a
strong commitment to improving the health of the people of or from a low-
or middle-income country through distinguished scholarship, education,
and/or contributions to the improvement of clinical care. The award was
established in 2017 to honor Dr. Sten H. Vermund, who was the founding
director of the Vanderbilt Institute for Global Health.
THE ALBERT WEINSTEIN PRIZE IN MEDICINE. The Weinstein Prize in
Medicine is awarded to a student who has demonstrated high academic
achievement, superior clinical competence, and the qualities of dedication
and professionalism that characterize a good physician.
DAVID L. ZEALEAR PH.D. OTOLARYNGOLOGY SCHOLAR–INITIATIVE
AWARD. This award is presented to a medical student who excels beyond
clinical competence and who has become distinguished for outstanding
effort towards the academic mission of otolaryngology—research, teach-
ing, and/or outreach.
School of Medicine / Honors and Awards
Archived 2017/2018
School of Medicine Catalog
66 VANDERBILT UNIVERSITY
Financial Information for Medical Students
Tuition for the academic year / is ,. The annual
expense of a first-year student in the School of Medicine is
estimated to be ,.
Tuition and fees are set annually by the Board of Trust and are
subject to review and change without further notice.
2017/2018
The following fees are included with the cost of tuition: Profes-
sional liability insurance, student long-term disabillity insur-
ance, student health service, and verification.
Application fee (to accompany secondary application)
Student activities and recreation fee
Student health insurance ,
Transcript fee (one time only)
Payment of Tuition and Fees
All regularly enrolled medical students must pay the full
tuition each year. There will be no exception to this require-
ment. Graduate students who enroll in courses in the medical
curriculum for credit toward an academic degree and who later
become candidates for the doctor of medicine degree may be
required to pay the full tuition as indicated above. One half of
tuition, fees, and other university charges are due and payable
by August. The second half of tuition, fees, and other uni-
versity charges are due and payable by January. Additional
information can be found at vanderbilt.edu/stuaccts.
Refund of Tuition
Students who withdraw officially or who are dismissed from
the university for any reason after the beginning of a term may
be entitled to a partial refund in accordance with the schedule
shown below. No refund will be made after the tenth week in
any term.
Withdrawal prior to the end of Reduction
st full week
nd full week
rd full week
th full week
th full week
th full week
th full week
th full week
th full week
th full week
No refund aer the th full week.
Late Payment of Fees
Charges not paid by August will be automatically deferred,
and the student’s account will be assessed a monthly late pay-
ment fee at the following rate: . on each that remains
unpaid after August ( minimum). An additional monthly
late payment fee will be assessed unless payment is received
in full on or before the end of each month, and late payment
fees will continue for each month thereafter based on the
outstanding balance unpaid as of the end of each month. All
amounts deferred are due not later than November for fall
semester and April for spring semester. Graduating students
are not allowed to defer charges that are billed in advance for
the final semester.
Financial Clearance
Students may not be allowed to register for any term if they
have outstanding unpaid balances for any previous term. No
transcript, official or unofficial, will be issued for a student
who has an outstanding balance until the account has been
paid. Diplomas of graduating students may be withheld until
all bills are paid.
International students must provide documentation of
having funds sufficient to meet all tuition, mandatory fees, and
living expenses for the anticipated period of enrollment before
a visa will be issued. Information will be provided by the uni-
versity Office of International Student and Scholar Services.
Activities and Recreation Fees
The required student activities and recreation fees entitle
students to use the facilities of Sarratt Student Center and the
Student Recreation Center. The fees also cover admission to
certain social and cultural events and subscriptions to cer-
tain campus publications. Specific information on these fees
is published annually in the Vanderbilt University Student
Handbook. By payment of an additional fee, students and their
spouses may use their identification cards for admission to
athletic events.
Professional Liability Insurance
Students will be automatically covered with professional liabil-
ity insurance, required of all enrolled medical students, at the
time of registration. Details of the policy are available at the
university student insurance office, and students are encour-
aged to familiarize themselves with these details and with their
responsibilities in this regard.
Students are covered whether they are at the Vanderbilt-affil-
iated hospitals (Vanderbilt University Medical Center, Nashville
Veterans Administration Hospital, St. omas Hospital, or
Baptist Hospital) or elsewhere as a “visiting student,” providing
that () the clerkship or other educational experience has prior
approval from the School of Medicine as course work for credit,
and () the activities within this experience are consonant with
the student’s level of training and experience and are performed
under the supervision of appropriate faculty and/or staff.
Disability Insurance
Students will be automatically covered with long-term dis-
ability insurance, required of all enrolled medical students, at
the time of registration. Details of the policy can be found at
https://medschool.vanderbilt.edu/financial-services/insurance.
Student Health Insurance
All degree-seeking students registered for or more hours
at Vanderbilt are required to have adequate hospitalization
insurance coverage. The university offers a sickness and
accident insurance plan that is designed to provide hospital,
Financial Information
Archived 2017/2018
School of Medicine Catalog
67
surgical, and major medical benefits. A brochure explaining
the limits, exclusions, and benefits of insurance coverage is
available at www.gallagherstudent.com. Additional informa-
tion is also available at vanderbilt.edu/stuaccts/g_health.html.
Student Health Service Fee
The required student health service fee covers required immu-
nizations and health screening tests.
Verification Fee
The required verification fee covers all verification processes
as required, including criminal background checks and drug
screens.
Transcript Fee
All new students entering Vanderbilt for the first time are
charged a one-time transcript fee for official university
transcripts.
Financial Assistance
Education leading to the doctor of medicine degree requires a
careful consideration of financial commitment by prospective
students and their families. Financial planning is an important
part of the student’s preparation for medical school.
Scholarships awarded on the basis of merit and need are
available through Vanderbilt. Financial aid from school sources
must be considered a supplement to governmental and other
sources, rather than the primary source of funds necessary to
attend medical school. Institutional financial aid is not adequate
to meet students’ demonstrated need, but approved educational
expenses are met with funds from a combination of sources.
Government funds that furnish significant loans to medical stu-
dents are the Federal Direct Unsubsidized Loan and the Federal
Direct Graduate PLUS loans. Private and institutional loans are
also available to international students.
Additional information and applications for financial
aid are online at https://medschool.vanderbilt.edu/financial-
services/. Applicants desiring more specific information about
financial aid resources should contact the medical school
Office of Student Financial Services.
e following are School of Medicine institutional scholar-
ships and loans available to assist students.
Scholarships
THE JAMES T. AND OLIVIA R. ALLEN SCHOLARSHIP FUND was estab-
lished in 1993 by Dr. James T. Allen, M.D. 1942, to provide financial support
based on need for deserving students at the School of Medicine.
THE ALPHA KAPPA KAPPA SCHOLARSHIP FUND was established in
1969 by the Alumni Board of Directors of the Alpha Kappa Kappa fraternity
to provide financial support for individual medical student needs, primarily
through provision of funds to help meet tuition cost.
THE LUCILE R. ANDERSON SCHOLARSHIP FUND was established in
1991 by Dr. Lucile Russell Anderson, M.D. 1933, to provide financial sup-
port for deserving students at the School of Medicine.
THE SUE AND NELSON ANDREWS SCHOLARSHIP was established
in 2001 by Nelson Andrews, B.A. 1950, and Sue Adams Andrews, B.A.
1951, to provide financial support based on need for students at the
School of Medicine.
THE BAKER-LEONARD SCHOLARSHIP FUND was established in 2002
by Quentin B. Leonard to provide financial support for deserving graduate
students at the School of Medicine.
THE SOJA PARK BENNETT M.D. SCHOLARSHIP was established in
2015 by Soja Park Bennett, M.D. 1968, to provide financial support based
on need or merit for deserving M.D. or M.D./Ph.D. students at the School
of Medicine.
THE BRUCE B. DAN M.D. AND EUGENE AND MARGE BESPALOW
SCHOLARSHIP FUND was established in 1985 by Bruce Dan, M.D. 1974,
to provide financial support based on need for deserving students at the
School of Medicine.
THE THOMAS M. BLAKE FUND was established by Thomas M. Blake,
M.D. 1944, to provide financial support based on merit to worthy students
at the School of Medicine.
THE DR. DANIEL B. BLAKEMORE FUND was established in 1987 through
the bequest of Ms. Nell J. Blakemore to provide financial support based on
need for deserving students at the School of Medicine.
THE POPPY PICKERING AND RICHARD D. BUCHANAN SCHOLARSHIP
was established in 2011 by Poppy Pickering Buchanan, B.S.N. 1961, and
Richard D. Buchanan, B.A. 1957, M.D. 1961, to provide financial support
based on need or merit for deserving students at the School of Medicine.
THE BURRUS MEDICAL SCHOOL SCHOLARSHIP FUND was estab-
lished in 1978 by George R. Burrus, B.A. 1952, M.D. 1955, Roger B.
Burrus, B.A. 1950, M.D. 1957, Dr. William C. Burrus, former Vanderbilt
student, and Swan B. Burrus, B.A. 1951, M.D. 1954, to provide financial
support based on need for deserving students enrolled at the School of
Medicine.
THE GREER BUSBEE III SCHOLARSHIP was established in 1999 by Dr.
and Mrs. Brandon Busbee to provide financial support based on need to
deserving students at the School of Medicine.
THE CARLO-LEONARD SCHOLARSHIP was established in 2014 by Euge-
nia and Waldemar A. Carlo to provide financial support based on need or
merit for deserving M.D. or M.D./Ph.D. students at the School of Medicine.
THE THOMAS C. AND PAULINE C. BUTLER SCHOLARSHIP FUND was
established in 1987 by Thomas Cullom Butler, B.A. 1930, M.D. 1934,
to provide financial support based on need for deserving students at the
School of Medicine.
THE CARELL FAMILY SCHOLARSHIP was established in 2012 by the
children of James W. Carell to provide annual financial support for deserv-
ing students at the School of Medicine.
THE WILLIAM ROBERT CATE M.D. SCHOLARSHIP was established in
his memory in 1996 by Dr. Robert D. Collins, Sr., and other family mem-
bers, friends and colleagues to provide financial support for students at
the School of Medicine.
THE JOHN E. CHAPMAN M.D. ENDOWED SCHOLARSHIP was estab-
lished in 2001 by friends, colleagues and medical alumni to provide full-
and partial-tuition financial support based on need and merit to students
at the School of Medicine.
THE JOHN E. AND JUDY JEAN CHAPMAN SCHOLARSHIP was established
in 2004 through the estate of Grace McVeigh, B.A. 1925, to provide financial
support based on need for deserving students at the School of Medicine.
THE ALICE DREW CHENOWETH SCHOLARSHIP FUND was established
in 1986 by Alice D. Chenoweth, M.D. 1932, to provide financial support for
students at the School of Medicine.
THE 1943 SCHOOL OF MEDICINE CLASS SCHOLARSHIP DECEMBER
FUND was established in 1992 by multiple donors in the School of Medi-
cine Class of 1943, December, to provide financial support based on need
for deserving students at the School of Medicine.
School of Medicine / Financial Information
Archived 2017/2018
School of Medicine Catalog
68 VANDERBILT UNIVERSITY
THE SCHOOL OF MEDICINE CLASS SCHOLARSHIP MARCH FUND was
established in 1992 by multiple donors in the School of Medicine Class of
1943, March, to provide financial support based on need for deserving stu-
dents at the School of Medicine.
THE 1946 SCHOOL OF MEDICINE CLASS SCHOLARSHIP FUND was
established in 1996 by multiple donors to provide financial support for
students at the School of Medicine.
THE CLASS OF 1947 SCHOLARSHIP was established in 1988 by multiple
donors to provide financial support based on need for deserving students
at the School of Medicine.
THE 1948 SCHOOL OF MEDICINE CLASS SCHOLARSHIP was estab-
lished in 1998 by multiple donors to provide financial support for students at
the School of Medicine.
THE 1953 SCHOOL OF MEDICINE CLASS SCHOLARSHIP FUND was
established in 2010 by multiple donors to provide financial support based
on need for deserving medical students at the School of Medicine.
THE 1962 SCHOOL OF MEDICINE CLASS SCHOLARSHIP was estab-
lished in 2012 by multiple donors to provide financial support for deserving
students at the School of Medicine.
THE 1963 SCHOOL OF MEDICINE CLASS SCHOLARSHIP was estab-
lished in 2012 by multiple donors from the Class of 1963 to provide finan-
cial support based on need or merit for deserving students at the School
of Medicine.
THE 1964 SCHOOL OF MEDICINE CLASS SCHOLARSHIP was estab-
lished in 1989 by multiple donors to provide financial support for students
at the School of Medicine.
THE 1965 SCHOOL OF MEDICINE CLASS SCHOLARSHIP was estab-
lished in 2013 by various donors to provide financial support based on
need or merit for deserving students at the School of Medicine.
THE 1966 SCHOOL OF MEDICINE CLASS SCHOLARSHIP was estab-
lished in 2011 by multiple donors from the School of Medicine Class of 1966
to provide financial support based on need or merit to deserving students
at the School of Medicine.
THE 1967 SCHOOL OF MEDICINE CLASS SCHOLARSHIP was estab-
lished in 2011 by various donors to provide financial support based on
need or merit for deserving students at the School of Medicine.
THE 1968 SCHOOL OF MEDICINE CLASS SCHOLARSHIP was estab-
lished in 2013 through the bequest of Elise Moss Neeld, B.A. 1963, M.D.
1968, to provide financial support for students at the School of Medicine.
THE 1969 SCHOOL OF MEDICINE CLASS SCHOLARSHIP was estab-
lished in 2013 by various donors to provide financial support based on
need or merit for deserving students at the School of Medicine.
THE 1971 SCHOOL OF MEDICINE CLASS SCHOLARSHIP FUND was
established in 2012 by various donors to provide financial support based
on need or merit for deserving students at the School of Medicine.
THE 1972 SCHOOL OF MEDICINE CLASS SCHOLARSHIP FUND was
established in 2013 by various donors to provide financial support based
on need or merit for deserving students at the School of Medicine.
THE 1974 SCHOOL OF MEDICINE CLASS SCHOLARSHIP was established
in 2014 by various donors to provide financial support based on need or
merit for deserving M.D. or M.D./Ph.D. students at the School of Medicine.
THE 1975 SCHOOL OF MEDICINE CLASS SCHOLARSHIP was estab-
lished in 2010 by various donors to provide financial support based on
need for deserving students at the School of Medicine.
THE 1976 SCHOOL OF MEDICINE CLASS SCHOLARSHIP was estab-
lished in 2012 by multiple donors to provide financial support based on
need or merit for deserving students at the School of Medicine.
THE 1977 SCHOOL OF MEDICINE CLASS SCHOLARSHIP was established
in 2012 by multiple donors from the Class of 1977 to provide financial sup-
port based on need or merit for deserving students at the School of Medicine.
THE 1978 SCHOOL OF MEDICINE CLASS SCHOLARSHIP was estab-
lished in 2007 by multiple donors from the Class of 1978 to provide financial
support based on need for deserving students at the School of Medicine.
THE 1979 SCHOOL OF MEDICINE CLASS SCHOLARSHIP was estab-
lished in 2010 by multiple donors to provide financial support based on
need for deserving students at the School of Medicine.
THE 1981 SCHOOL OF MEDICINE CLASS SCHOLARSHIP was established
in 2012 by multiple donors from the Class of 1981 to provide financial sup-
port based on need or merit for deserving students at the School of Medicine.
THE 1982 SCHOOL OF MEDICINE CLASS SCHOLARSHIP was estab-
lished in 2011 by various donors to provide financial support based on
need or merit for deserving students at the School of Medicine.
THE 1984 SCHOOL OF MEDICINE CLASS SCHOLARSHIP was estab-
lished in 2014 by various donors to provide financial support based on
need or merit for deserving students at the School of Medicine.
THE 1986 SCHOOL OF MEDICINE CLASS SCHOLARSHIP was estab-
lished in 2011 by Rachel Lenox Mace, M.D. 1986, and Gerald F. Mace,
J.D. 1985, to provide financial support based on need for deserving stu-
dents at the School of Medicine.
THE 1987 SCHOOL OF MEDICINE CLASS SCHOLARSHIP was established
in 2012 by multiple donors from the Class of 1987 to provide financial sup-
port based on need or merit for deserving students at the School of Medicine.
THE 1988 SCHOOL OF MEDICINE CLASS SCHOLARSHIP was established
in 2008 by multiple donors from the Class of 1988 to provide financial sup-
port based on need or merit for deserving students in the School of Medicine.
THE 1989 SCHOOL OF MEDICINE CLASS SCHOLARSHIP was estab-
lished in 2010 by multiple donors to provide financial support based on
need for deserving students at the School of Medicine.
THE 1990 SCHOOL OF MEDICINE CLASS SCHOLARSHIP was estab-
lished in 2010 by multiple donors to provide financial support based on
need for deserving students at the School of Medicine.
THE 1991 SCHOOL OF MEDICINE CLASS SCHOLARSHIP was estab-
lished in 2012 by various donors to provide financial support based on
need or merit for deserving students at the School of Medicine.
THE 1992 SCHOOL OF MEDICINE CLASS SCHOLARSHIP was established
in 2012 by multiple donors from the Class of 1992 to provide financial support
based on need or merit for deserving students at the School of Medicine.
THE DAVID FREEDY 1993 SCHOOL OF MEDICINE CLASS SCHOLAR-
SHIP was established in 1992 by multiple donors to provide financial sup-
port based on merit for deserving students at the School of Medicine.
THE 1994 SCHOOL OF MEDICINE CLASS SCHOLARSHIP was estab-
lished in 2013 by multiple donors to provide financial support based on
need or merit for deserving students at the School of Medicine.
THE 1996 SCHOOL OF MEDICINE CLASS SCHOLARSHIP was established
in 2012 by multiple donors from the Class of 1996 to provide financial sup-
port based on need or merit for deserving students at the School of Medicine.
THE 1997 SCHOOL OF MEDICINE CLASS SCHOLARSHIP was estab-
lished in 2012 by multiple donors from the Class of 1997 to provide finan-
cial support based on need or merit for deserving students at the School
of Medicine.
THE 2001 SCHOOL OF MEDICINE CLASS SCHOLARSHIP was estab-
lished in 2012 by multiple donors from the Class of 2001 to provide finan-
cial support based on need or merit for deserving students at the School
of Medicine.
THE 2002 SCHOOL OF MEDICINE CLASS SCHOLARSHIP was estab-
lished in 2011 to provide financial support based on need or merit for
deserving students at the School of Medicine.
THE 2006 SCHOOL OF MEDICINE CLASS SCHOLARSHIP was established
in 2011 to provide financial support based on need or merit for deserving
students at the School of Medicine.
Archived 2017/2018
School of Medicine Catalog
69School of Medicine / Financial Information
THE ROBERT D. COLLINS M.D. SCHOLARSHIP FUND was established
1996 by multiple donors to provide financial support for students at the
School of Medicine.
THE COMMONWEALTH FUND SCHOLARSHIP ENDOWMENT was estab-
lished by the Commonwealth Fund to provide financial support based on
need for deserving students at the School of Medicine.
THE MARVIN B. AND MILDRED G. CORLETTE SCHOLARSHIP was
established in 2003 by Marvin B. Corlette, B.A. 1930, M.D. 1933, to pro-
vide financial support for students at the School of Medicine.
THE LOUISE WILLIAMS COUCH MEMORIAL SCHOLARSHIP was estab-
lished in 1962 by Dr. Orrie A. Couch to provide financial support for stu-
dents at the School of Medicine.
THE DEBORAH AND C. A. CRAIG II MEDICAL SCHOLARSHIP FUND was
established in 1992 by C. A. Craig II, B.A. 1951, and his wife, Deborah
Wallace Craig, B.S. 1969, to provide financial support for talented and
deserving students pursuing an M.D. degree at the School of Medicine.
THE JACK DAVIES SCHOLARSHIP FUND was established in 1991 by mul-
tiple donors to provide financial support for medical students at the School
of Medicine.
THE JOE C. DAVIS SCHOLARSHIP was established in 1986 by an anony-
mous donor to provide financial support based on need and merit for stu-
dents at the School of Medicine.
THE ANNETTE SCHAFFER ESKIND SCHOLARSHIP was established in
2011 by Annette Schaffer Eskind to provide financial support based on
need or merit for deserving students at the School of Medicine.
THE HERBERT AND FLORENCE ESKIND MEMORIAL SCHOLARSHIP
was established in July 1971 by Mrs. Herbert Eskind, A. 1928, and family
to provide financial support based on need for deserving students at the
School of Medicine.
THE ROBERT SADLER-WILLIAM EWERS SCHOLARSHIP FUND was
established in 1987 by Mr. and Mrs. W. Fred DeLay to provide financial sup-
port for worthy students at the School of Medicine.
THE J. F. FOX MEDICAL SCHOOL SCHOLARSHIP FUND was established
in 1967 through the estate of Mrs. Hallie Fox to provide financial support
based on need and merit for deserving students at the School of Medicine.
THE THOMAS F. FRIST, SR., M.D. SCHOLARSHIP was established in
2006 by Mr. and Mrs. H. Lee Barfield to provide financial support for
deserving students at the School of Medicine.
THE GHERT-ROUSSEAU FAMILY SCHOLARSHIP FUND was established
in 2010 by Michelle A. Ghert, M.D. 1996, to provide financial support for
deserving medical students at the School of Medicine.
THE D. G. GILL SCHOLARSHIP FUND was established in 1982 by Gor-
don Nelson Gill, B.A. 1960, M.D. 1963, Richard Hamilton Gill, B.A. 1962,
and Charles Leigh Gill to provide financial support based on need for
deserving students at the School of Medicine.
THE FRED GOLDNER M.D. SCHOLARSHIP quasi account was estab-
lished in 2013 to receive matching gifts from the Mary K. Parr Scholarship
Matching Gift Program that was established to inspire donors to make a
gift for scholarships at the School of Medicine.
THE DRS. FRANK LUTON AND CLIFTON GREER SCHOLARSHIP was
established in 1995 through the estate of Clifton Greer, M.D. 1951, to
provide financial support based on need for students at the School of
Medicine.
THE HARRY J. GUFFEE SCHOLARSHIP FUND was established in 1991
by the Williamson Medical Center to provide financial support for deserv-
ing students at the School of Medicine.
THE SCOTT AND TRACIE HAMILTON SCHOLARSHIP was established in
2012 by the Pioneer Fund to provide financial support based on need for
deserving M.D. or M.D./Ph.D. students at the School of Medicine.
THE GLENN AND VIRGINIA HAMMONDS SCHOLARSHIP was estab-
lished in 1984 by Dr. R. Glenn Hammonds, B.A. 1942, M.D. 1944, to
provide financial scholarship support for deserving students at the School
of Medicine.
THE FRANK M. HANDLEY MEDICAL SCHOOL SCHOLARSHIP was
established in 1999 through the estate of Frank M. Handley, J.D. 1928, to
provide financial support for students at the School of Medicine.
THE EMILY AND H. CAMPBELL HAYNIE SCHOLARSHIP was established
in 2002 through a bequest from Harold Campbell Haynie, B.A. 1934, to
provide financial support for deserving students at the School of Medicine.
THE JAMES HOLLORAN SCHOLARSHIP was established in 1990 by
multiple friends and a family member from the Class of 1990 to provide
financial support for deserving students at the School of Medicine.
THE HARRY R. JACOBSON M.D. AND JAN JACOBSON SCHOLARSHIP
was established in 2004 through the estate of Grace McVeigh, B.A. 1925,
to provide financial support based on need for deserving students at the
School of Medicine.
THE HOLLIS E. JOHNSON AND FRANCES SETTLE JOHNSON SCHOL-
ARSHIP FUND was established in 1990 by Dr. Hollis E. Johnson, M.D.
1921, to provide financial support for worthy students at the School of
Medicine.
THE ERNEST G. AND MIRIAM H. KELLY SCHOLARSHIP FUND was
established in 2008 by Dr. and Mrs. Ernest G. Kelly to provide financial
support for students at the School of Medicine.
THE EARL A. AND FRANK B. KIMZEY SCHOLARSHIP was established in
1989 and the bequest realized in 2012 through the estate of Mrs. Frances
K. Riley to provide financial support based on merit for deserving students
at the School of Medicine.
THE IKE J. KUHN SCHOLARSHIP was established in 1946 through the
bequest of Ike J. Kuhn to provide financial support for worthy students at
the School of Medicine.
THE ANN LIGHT SCHOLARSHIP FUND was established in 1983 by Mrs.
Ann Light to provide financial support for students at the School of Medicine.
THE DORIS M. AND FRED W. LOVE HONOR SCHOLARSHIP was estab-
lished in 2015 through the estates of Doris M. Love and Fred W. Love,
M.D. 1945, to provide financial support based on merit for deserving M.D.
or M.D./Ph.D. students at the School of Medicine.
THE CHARLES T. LOWE SCHOLARSHIP FUND was established in 2003
through the bequest of Charles T. Lowe, B.A. 1932, M.D. 1936, H.O.
1936, to provide financial support for students at the School of Medicine.
THE LUX SCHOLARSHIP FOR ORAL SURGERY was established in 1990
through the bequest of Konrad Lux, M.D. 1925, to provide financial sup-
port for worthy and qualified students in the graduate program of Oral
Surgery at the School of Medicine.
THE THOMAS L. MADDIN M.D. FUND was established in 1944 through the
realized bequest of Mrs. Sallie A. C. Watkins to provide financial support for
male students at the School of Medicine.
THE JACK MARTIN SCHOLARSHIP FUND was established in 1989 by
Murphy Baxter to provide financial support based on need for students at
the School of Medicine.
THE MARGARET LOONEY MCALLEN SCHOLARSHIP was established
in 2005 by Dr. C. Ashley McAllen, M.D. 1987, to provide financial support
based on need for deserving students at the School of Medicine.
THE ROBERT L. AND BILLYE MCCRACKEN SCHOLARSHIP FUND was
established in 2003 by Dr. Robert L. McCracken, M.D. 1939, to provide
financial support for students at the School of Medicine.
THE PATRICIA AND EDWARD J. MCGAVOCK SCHOLARSHIP was
established in 2000 through the bequest of Mrs. Patricia Warren McGa-
vock to provide financial support for students at the School of Medicine.
Archived 2017/2018
School of Medicine Catalog
70 VANDERBILT UNIVERSITY
THE CHARLES AND EDITH MCGILL SCHOLARSHIP FUND was estab-
lished in 2000 through the trust of Dr. Charles M. McGill, M.D. 1935, and
Mrs. Edith McGill to provide financial support for students at the School
of Medicine.
THE BARTON MCSWAIN ENDOWED SCHOLARSHIP was established in
1994 by multiple donors to provide need-based scholarships to students
at the School of Medicine.
THE BESS AND TOWNSEND A. MCVEIGH SCHOLARSHIP FUND was
established in 1977 by Miss Grace McVeigh, B.A. 1925, to provide full-
tuition, four-year financial support for needy and worthy students at the
School of Medicine.
THE MEDICAL STUDENT SCHOLARSHIPS GIFT FUND was established
by various donors to provide financial support for students at the School
of Medicine.
THE H. HOUSTON MERRITT SCHOLARSHIP FUND was established in
1990 through the estate of Mabel Carmichael Merritt and Dr. H. Houston
Merritt, B.A. 1922, to provide financial support for worthy students at the
School of Medicine.
THE JAMES PRESTON MILLER SCHOLARSHIP FUND was established
in 1960 by the bequest of Mr. James P. Miller to provide financial support
for deserving students to obtain medical training at the School of Medicine
at Vanderbilt University.
THE ANN MINOT ENDOWED SCHOLARSHIP was established in 1994 by
multiple donors to provide financial support based on need for students at
the School of Medicine.
THE BARBARA D. MURNAN MEMORIAL SCHOLARSHIP FUND was
established by Barbara D. Murnan, B.A. 1934, to provide financial support
based on merit for medical students specializing in cancer research or
related fields at the School of Medicine.
THE COLEMAN D. OLDMAN HONOR SCHOLARSHIP FUND was estab-
lished in 1997 through the liquidation of the Life Income Agreement of
Coleman D. Oldham and his sister Emma C. Oldham to provide financial
support based on merit for worthy students at the School of Medicine.
THE C. LEON AND JUDITH S. PARTAIN SCHOLARSHIP FUND was
established in 1998 by Grace McVeigh, B.A. 1925, to provide financial
support based on need for deserving students at the School of Medicine.
THE JONATHAN O. PARTAIN M.D. AND VIRGINIA G. PARTAIN SCHOL-
ARSHIP was established in 2012 by Jonathan O. Partain, B.A. 1957, M.D.
1960, H.O./F.E. 1960, to provide financial support based on need or merit
for deserving students at the School of Medicine.
THE ALICE AND V. K. PATTERSON SCHOLARSHIP was established in
2012 by David W. Patterson, B.S. 1981, M.D. 1985, and Linda S. Young,
B.A. 1981, to provide financial support based on need or merit for deserv-
ing students at the School of Medicine.
THE HARVEY M. FLEET AND FRANK E. PHILLIPY SCHOLARSHIP was
established in 2014 by Robert A. Johnson, M.D. 1957, to provide financial
support based on need or merit for deserving students at the School of
Medicine.
THE PIDWELL FAMILY SCHOLARSHIP FUND was established in 1999 by
Mr. and Mrs. David W. Pidwell to provide financial support based on need
for students at the School of Medicine.
THE ELIZABETH CRAIG PROCTOR SCHOLARSHIP was established in
2002 by Elizabeth Proctor to provide financial support for worthy medical
students at the School of Medicine.
THE DARLINE AND ROBERT RASKIND SCHOLARSHIP was established
in 2012 through the bequest of Doris Darline Raskind and Robert Ras-
kind, M.D. 1938, to provide financial support for deserving students at the
School of Medicine.
THE THOMAS W. RHODES FELLOWSHIP was established in 1958
through the bequest of Georgianna C. Rhodes to support one or more
fellowships at the School of Medicine.
THE RILEY SCHOLARSHIP was established in 1980 by members of the
Riley family including Dr. Harris D. Riley Jr., B.A. 1945, M.D. 1948, Frank
Riley, B.A. 1949, Richard F. Riley, B.A. 1946, M.D. 1948, and William G.
Riley, B.A. 1943, M.D. 1945, to provide financial support based on need
for deserving students at the School of Medicine.
THE CANBY ROBINSON SCHOLARSHIPS were established in 1986 to
provide financial support for deserving students at the School of Medicine.
THE ROSCOE R. ROBINSON M.D. AND ANN ROBINSON SCHOLAR-
SHIP was established in 1999 through a bequest from Grace McVeigh,
B.A. 1925, to provide four-year financial support based on need for
deserving students at the School of Medicine.
THE DAVID E. AND BARBARA L. ROGERS ENDOWED SCHOLARSHIP
was established in 2003 by Mrs. Barbara Rogers to provide financial sup-
port for deserving students at the School of Medicine.
THE HELEN W. AND LOUIS ROSENFELD ENDOWMENT SCHOLARSHIP
FUND was established in 1984 by Helen Rosenfeld, B.A. 1934 and Louis
Rosenfeld, B.A. 1933, M.D. 1936, to provide financial support based on
need for students at the School of Medicine.
THE GEORGE E. ROULHAC MEMORIAL SCHOLARSHIP FUND was
established in 1995 through a bequest gift from Dr. George E. Roulhac,
B.A. 1936, M.D. 1939, to provide financial support for students at the
School of Medicine.
THE WILLETT H. "BUDDY" RUSH SCHOLARSHIP was established in
1987 by Martha H. Rush to provide financial support based on need for
deserving students at the School of Medicine.
THE RICHARD M. SCOTT SCHOLARSHIP FUND was established in 1988
by multiple donors, including School of Medicine students, to provide
financial support based on need for deserving students at the School of
Medicine.
THE JOHN SECONDI SCHOLARSHIP FUND was established in 1987 by
multiple donors to provide financial support based on need for deserving stu-
dents at the School of Medicine.
THE JOHN N. SHELL ENDOWMENT FUND was established in 1980 by
John N. Shell, M.D. 1928, and Marion S. Shell to provide financial support
for worthy medical students at the School of Medicine.
THE ETHEL AND LOUIS SHIVITZ SCHOLARSHIP was established in 2012
by Ira Alan Shivitz, M.D. 1978, to provide financial support based on need
or merit for deserving students at the School of Medicine.
THE DR. LESLIE M. AND EVELYN C. SMITH MEDICAL SCHOLAR-
SHIP was established in 1998 by Evelyn Clark Smith, widow of Dr. Leslie
McClure Smith, M.D. 1930, to provide financial support based on need for
medical students at the School of Medicine.
THE DR. FRANK C. AND CONNIE EWELL SPENCER MEDICAL SCHOL-
ARSHIP was established in 1997 by Frank Cole Spencer, M.D. 1947, and
his wife, Connie Ewell Spencer, B.A. 1946, to provide financial support
based on need for worthy students at the School of Medicine.
THE K. DOROTHEA AND JOSEPH G. SUTTON SCHOLARSHIP IN MEDI-
CINE was established in 1995 through the bequest of Joseph Guy Sutton
and Dorothea O. Sutton to provide financial support based on need for
deserving students at the School of Medicine.
THE HARLAN HOWARD TAYLOR SURGICAL SCHOLARSHIP FUND was
established in 1987 by multiple donors including Dr. Harlan Howard Tay-
lor, B.A. 1923, M.D. 1926, and his wife, Mrs. Elizabeth Parks Taylor, to
provide financial support based on need for fourth-year students at the
School of Medicine who are going into surgical fields.
THE BETTYE SUE AND JOHN C. THORNTON JR. SCHOLARSHIP was
established in 2013 by John C. Thornton, Jr., B.A. 1937, M.D. 1940, to
provide financial support for deserving students at the School of Medicine.
THE VANDERBILT MEDICAL SCHOOL SCHOLARSHIP FUND was estab-
lished in 2001 by multiple donors to provide financial support based on
need for deserving students at the School of Medicine.
Archived 2017/2018
School of Medicine Catalog
71School of Medicine / Financial Information
THE ANDREW WM. WALKER M.D. SCHOLARSHIP was established in
2010 by Andrew William Walker, M.D. 1960, to provide financial support
for deserving students at the School of Medicine.
THE IRENE GEORGIA BEDFORD WATERS SCHOLARSHIP was estab-
lished in 2003 by Dr. William Bedford Waters, M.D. 1974, to provide financial
support based on need for deserving students at the School of Medicine.
THE FRED WATSON MEMORIAL SCHOLARSHIP was established
through the bequest of Malvina A. Watson to provide financial support
based on need for deserving students at Vanderbilt University, including
students at the School of Medicine.
THE JOE AND HOWARD WERTHAN FOUNDATION SCHOLARSHIP
FUND was established in 1958 by the Joe and Howard Werthan Founda-
tion to provide financial support based on need for students at the School
of Medicine.
THE JONI P. WERTHAN SCHOLARSHIP was established in 2010 by Ms.
Joni P. Werthan to provide financial support for one or more outstanding
student(s) at the School of Medicine.
THE JAMES WHITAKER WEST SCHOLARSHIP was established in 2001
by Mrs. Ruth B. West, A. 1949, and Dr. John Thomas West, B.A. 1949,
M.D. 1951, to provide financial support based on need or merit for deserv-
ing students at the School of Medicine.
THE DAVID HITT WILLIAMS M.D. MEMORIAL SCHOLARSHIP FUND was
established in 1998 through a bequest gift from Ms. Eugenia Williams to
provide financial support for worthy and deserving students at the School
of Medicine.
THE WILLS SCHOLARSHIP was established in 2003 by Mr. and Mrs. Rid-
ley Wills II through The Wills Foundation to provide financial support based
on need for deserving students at the School of Medicine.
THE CHARLES E. AND MILDRED WORK SCHOLARSHIP was estab-
lished in 2001 by through the bequest of Charles E. Work, M.D. 1935, to
provide financial support for deserving students at the School of Medicine.
THE DR. STEPHEN S. KUTNER SCHOLARSHIP was established in 2016
by Project Vision, Inc., on behalf of Jeanney Kutner and Stephen S. Kut-
ner, M.D. 1965, to provide financial support based on need or merit for
deserving M.D. or M.D./Ph.D. students at the School of Medicine.
THE WILLIAM D. JOHNSTON M.D. MEMORIAL SCHOLARSHIP was
established in 2016 by Linda H. Welborn, B.S. 1964, M.A. 1968, and Wil-
liam R. Welborn Jr., B.A. 1964, M.D. 1967, HO/FE 1967, to provide finan-
cial support based on need for deserving M.D. or M.D./Ph.D. students at
the School of Medicine.
THE JUDSON G. RANDOLPH SCHOLARSHIP was established in 2016
by Susan E. Poirier and Tommy J. Poirier, M.D. 1967, to provide financial
support based on need for a student at the School of Medicine.
THE KEITH NOLOP M.D. SCHOLARSHIP was established in 2016 by the
Keith Nolop Irrevocable Trust to provide financial support based on need or
merit for deserving M.D. or M.D./Ph.D. students at the School of Medicine.
THE MELINDA AND JEFFREY BALSER M.D./PH.D. SCHOLARSHIP was
established in 2010 by Melinda S. and Jeffrey R. Balser, M.D., Ph.D. 1990,
to provide financial support for deserving students at the School of Medicine.
THE ESSERMAN FAMILY MEDICAL SCHOLARSHIP was established in
2013 by Ivette C. and Charles H. Esserman to provide financial support
based on need or merit for deserving M.D. or M.D./Ph.D. students at the
School of Medicine.
THE GOODMAN FAMILY MEDICAL EDUCATION FUND was established
in 2010 by the Mt. Brilliant Family Foundation to support educational
scholarships to facilitate the training of leaders and scholars in medicine at
the School of Medicine.
THE MARY AND WILLIAM O. INMAN, JR. SCHOLARSHIP FUND was
established in 1985 by Grace McVeigh, B.A. 1925, to provide financial
support for M.D./Ph.D. students at the School of Medicine.
THE MEADE HAVEN CHARITABLE TRUST M.D./PH.D. SCHOLARSHIP
was established in 1977 by Jesse E. Wills to provide financial support for
M.D./Ph.D. students at the School of Medicine who have made a serious
career commitment to obtain advanced experience and training in research
in the biomedical sciences.
THE ANN MELLY SUMMER SCHOLARSHIP IN ONCOLOGY was estab-
lished in 1987 through the estate of Marian Ann Melly, Ph.D. 1969, to pro-
vide financial support for deserving medical students at the School of Medi-
cine who are conducting research in the field of oncology.
THE BARBARA R. AND GLENN H. MERZ SCHOLARSHIP was estab-
lished in 2010 by Barbara R. and Glenn H. Merz to provide financial sup-
port for deserving M.D./Ph.D. students at the School of Medicine.
THE HERBERT M. SHAYNE ENDOWMENT was established in 2003 by
the Shayne Foundation to provide financial support for two M.D./Ph.D.
students at the School of Medicine.
THE TRANSLATIONAL BIOCHEMISTRY ENDOWED RESEARCH AND
SCHOLARSHIP FUND was established in 2010 by Janet and J. William
Freytag to support research and scholarships at the School of Medicine.
THE THOMAS HUGGINS WINN SCHOLARSHIP FUND was established in
1990 from the estate of Fanny Edith Winn to provide financial support for
M.D./Ph.D. students at the School of Medicine.
Financial Information for School of
Medicine Master's and Other Doctoral
Degrees
Information for the / academic year is as follows.
Doctor of Audiology and Master of Education of
the Deaf and Master of Science (Speech-Language
Pathology)
Tuition, st, nd, rd years ,
Tuition, th year ,
Special, Non-Degree Seeking (per credit hour) ,
The total estimated cost of attendance for a first year
student is ,.
Master of Science in Medical Physics
Tuition, st year ,
Tuition, nd year ,
Special, Non-Degree Seeking (per credit hour) ,
The total estimated cost of attendance for a first year
student is ,.
Doctor of Medical Physics
Tuition, st, nd years ,
Tuition, rd, th years ,
Special, Non-Degree Seeking (per credit hour) ,
The total estimated cost of attendance for a first year
student is ,.
Master of Public Health and Master of Science in
Clinical Investigation
Tuition, st year ,
Tuition, nd year ,
Special, Non-Degree Seeking (per credit hour) ,
The total estimated cost of attendance for a first year
student is ,.
Archived 2017/2018
School of Medicine Catalog
72 VANDERBILT UNIVERSITY
Master of Science in Applied Clinical Informatics
Tuition, st year ,
Tuition, nd year ,
Special, Non-Degree Seeking (per credit hour) ,
The total estimated cost of attendance for a first year
student is ,.
Master of Laboratory Investigation
Tuition ( hours at ,/hr.) ,
The total estimated cost of attendance for a first year
student is ,.
Tuition and fees are set annually by the Board of Trust and
are subject to review and change without further notice.
Other Fees
Student health insurance fee ,
Activities and recreation fee
Activities and recreation fee (summer)
Transcript fee (one time only)
Student Health Service fee
Verification fee (first year only)
Payment of Tuition and Fees
Fall semester tuition, fees, and other university charges are
due and payable by August. Spring semester tuition, fees,
and other university charges are due and payable by January.
Summer charges are due and payable by June.
Additional information can be found at www.vanderbilt.
edu/stuaccts.
Refund of Tuition
Students who withdraw officially or who are dismissed from
the university for any reason after the beginning of a term may
be entitled to a partial refund in accordance with the schedule
shown below. No refund will be made after the tenth week in
any semester.
Withdrawal prior to the end of Reduction
st full week
nd full week
rd full week
th full week
th full week
th full week
th full week
th full week
th full week
th full week
No refund aer the th full week.
Late Payment of Fees
Charges not paid by August will be automatically deferred,
and the student’s account will be assessed a monthly late pay-
ment fee at the following rate: . on each that remains
unpaid after August ( minimum). An additional monthly
late payment fee will be assessed unless payment is received in
full on or before the end of each month, and late payment fees
will continue for each month thereafter based on the outstand-
ing balance unpaid as of the end of each month. All amounts
deferred are due not later than November for fall semester and
April for spring semester. Graduating students are not allowed
to defer charges that are billed in advance for the final semester.
Financial Clearance
Students may not be allowed to register for any semester
if they have outstanding unpaid balances for any previous
semester. No transcript, official or unofficial, will be issued for
a student who has an outstanding balance until the account
has been paid. Diplomas of graduating students may be with-
held until all bills are paid.
International students must provide documentation of
having funds sufficient to meet all tuition, mandatory fees, and
living expenses for the anticipated period of enrollment before
a visa will be issued. Information will be provided by the uni-
versity Office of International Student and Scholar Services.
Activities and Recreation Fees
The required student activities and recreation fees entitle
students to use the facilities of Sarratt Student Center and the
Student Recreation Center. e fees also cover admission to
certain social and cultural events and subscriptions to certain
campus publications. Specific information on these fees is
published annually in the Vanderbilt University Student
Handbook. By payment of an additional fee, students and their
spouses may use their identification cards for admission to
athletic events.
Professional Liability Insurance
Students will be automatically covered with professional
liability insurance, required of all enrolled medical students, at
the time of registration. e annual premium may be payable
in addition to tuition. Details of the policy are available at the
university student insurance office, and students are encour-
aged to familiarize themselves with these details and with their
responsibilities in this regard. Students are covered whether
they are at the Vanderbilt-affiliated hospitals (Vanderbilt
University Medical Center, Nashville Veterans Administration
Hospital, St. omas Hospital, or Baptist Hospital) or else-
where as a “visiting student,” providing that () the clerkship
or other educational experience has prior approval from the
School of Medicine as course work for credit, and () the activ-
ities within this experience are consonant with the student’s
level of training and experience and are performed under the
supervision of appropriate faculty and/or staff.
Disability Insurance
Students will be automatically covered with long-term dis-
ability insurance, required of all enrolled medical students, at
the time of registration. Details of the policy can be found at
https://medschool.vanderbilt.edu/financial-services/insurance.
Student Health Insurance
All degree-seeking students registered for or more hours at
Vanderbilt are required to have adequate hospitalization insur-
ance coverage. e university offers a sickness and accident
insurance plan that is designed to provide hospital, surgical,
and major medical benefits. A brochure explaining the limits,
exclusions, and benefits of insurance coverage is available at
gallagherstudent.com. Additional information is also available
at vanderbilt.edu/stuaccts/g_health.html.
Student Health Service Fee
The required student health service fee covers required immu-
nizations and health screening tests.
Archived 2017/2018
School of Medicine Catalog
73School of Medicine / Financial Information
Verification Fee
The required verification fee covers all verification processes
as required, including criminal background checks and drug
screens.
Transcript Fee
All new students entering Vanderbilt for the first time are
charged a one-time transcript fee for official university
transcripts.
Financial Assistance
Approved educational expenses are met with funds from
a combination of sources. Government loans that furnish
significant loans to students are the Federal Direct Unsubsi-
dized Loan and Federal Direct Graduate PLUS loans. Private
loans are also available to international students. Additional
information and applications for financial aid are online at
medschool.vanderbilt.edu/financial-services/. Applicants desir-
ing more specific information about financial aid resources
should contact the Medical School Office of Student Financial
Services.
Archived 2017/2018
School of Medicine Catalog
74 VANDERBILT UNIVERSITY
The School of Medicine offers the following degree programs: Doctor of Medi-
cine, Doctor of Audiology, Doctor of Medical Physics, Master of Education of
the Deaf, Master of Science (Speech-Language Pathology), Master of Sci-
ence in Medical Physics, Master of Science in Clinical Investigation, Master
of Laboratory Investigation, Master of Public Health, and Master of Science
in Applied Clinical Informatics. Courses in the School of Medicine are offered
in both semester and year-long formats. Courses leading to the M.D. do not
carry credit hours; other programs use the traditional credit hour designation.
The university reserves the right to change the arrangement or content
of courses, to change texts and other materials used, or to cancel any
course on the basis of insufficient enrollment or for any other reason.
Courses leading to the Doctor of Medicine*
*Glossary of Terms available at http://vanderbi.lt/mdcourseglossary
Anesthesiology
ANES 5310. Basic Clinical Anesthesiology. Students will become an
integral part of an anesthesia care team model (attending anesthesiologist
and resident) at VUMC. Working side-by-side with this care team, students
will learn and actively participate in the perioperative management of adult
patients presenting for surgical procedures and diagnostic or therapeutic
interventions requiring anesthetic care and management. Students will
participate in preoperative assessment, risk stratification, development
and execution of anesthetic plan (including induction of anesthesia, airway
management, maintenance of anesthesia, and emergence), and immedi-
ate postoperative care of patients. This rotation will provide a hands-on,
continually monitored and mentored experience. At the conclusion of this
two-week elective rotation, students will be able to take and perform a
focused anesthesia history and physical, evaluate airway anatomy for ease
or difficulty of airway management, and demonstrate valuable skills of mask/
bag ventilation, intubation, and LMA placement. Additionally, through desig-
nated lectures, assigned textbook, selected journal readings, and hands-on
clinical experiences, students will be acquainted with the pharmacology and
physiology of anesthetic induction and maintenance agents, neuromuscular
blocking drugs, vasoactive substances, local anesthetics, and opioid and
non-opioid analgesics. Students will assess and interpret physiologic data
from both non-invasive and invasive monitors and explain implementation of
interventions to correct physiologic and hemodynamic perturbations.
ANES 5315. Perioperative Neurosciences: The Brains of the Opera-
tion. The overall goal of this elective is to have students apply their knowl-
edge of anatomy, physiology, and pharmacology to the presentation and
management of common neurological disorders. The students will have
dedicated orientation and didactic sessions to review their experience
and knowledge. Each will have a set of self-study exercises which will be
reviewed with their dedicated mentor. Students will participate as active
team members in several settings including the neuro care unit (NCU) and
in the operating rooms with the neuro anesthesia and surgical teams. At
the end of the two-week rotation, the students will demonstrate a focused
history and physical exam of a neurological patient. They will be able to
state the pathophysiology of the most common presenting neurological
conditions such as raised intracranial pressure, seizures, or strokes includ-
ing common methods of diagnosis. They will be able to present the patient
and, based on their knowledge of CNS physiology, formulate a basic plan
for medical or surgical management. In addition, students will understand
how the care of these patients (nursing, monitoring, and pharmacology)
differs from other medical conditions and the role of each specialty in the
care of these patients.
ANES 5610. ACE: Perioperative Medicine and Surgical Home. This
course is designed to emphasize the concepts of coordinated periopera-
tive medicine and enhanced recovery after surgery (ERAS). Evidence-
based guidelines, optimization/standardization of perioperative care, and
multimodal strategies to decrease postoperative morbidities are key com-
ponents of ERAS. The student will function as integral part of the Perioper-
ative Anesthesia Consult Service and learn fundamental aspects of anes-
thetic care that maximize perioperative pain control and reduce morbidity
and health care costs related to cardiac, pulmonary, renal, endocrine,
PONV complications or surgical site infections. The student will have an
opportunity to be involved in the preoperative, intraoperative, and postop-
erative management of surgical patients on ERAS pathways.
ANES 5611. ACE: Advanced Clinical Anesthesiology. This ACE
will define the role of Anesthesiology as a Perioperative Medicine Spe-
cialty in which students will gain broad understanding of the periopera-
tive management of patients across all age groups undergoing surgical
procedures. Course content will emphasize the following principles: pre-
operative assessment, development and execution of an anesthetic plan
(including induction of anesthesia, airway management, maintenance of
anesthesia, and emergence), and management of acute pain. Students
will become an integral part of an anesthesia care team model (attending
anesthesiologist and resident). Working side-by-side with this care team,
students will learn and actively participate in the anesthetic management
of patients presenting for surgical procedures and diagnostic or therapeu-
tic interventions.
ANES 6100. Special Clinical Study—Vanderbilt. Each student
arranges an independent study with a mentor and completes a period of
clinical work. Approval required.
ANES 7100. AWAY ACE: Anesthesiology. Each student arranges an
independent study with a mentor and completes a period of clinical work
away from Vanderbilt. Approval required.
ANES 7150. Special Research Study—Non-VU. Each student arranges
an independent study with a mentor and completes a period of research
work away from Vanderbilt. Approval required.
Emergency Medicine
EM 5315. Emergency Medicine Elective. This elective will provide a
two-week snapshot into the approach to any event or circumstance that
threatens loss of life, injury to person or property, or human suffering.
Students will be introduced to critical situations in the actual emergency
department while learning the important skills required for patient stabiliza-
tion and assessment. At the conclusion of the elective, students will under-
stand and gain comfort in their future roles as physicians in any emergency
situation in or out of the hospital setting. They will understand emergency
care while extrapolating their current beliefs regarding emergency care to
situations in the hospital setting and in the surrounding community. Stu-
dents will apply problem-based strategies and teamwork to patient care,
using the introductory principles in emergency medicine. They will practice
an evidence-based approach and engage in teamwork to enhance their
knowledge and skills in treating victims of cardiopulmonary and traumatic
emergencies.
EM 5325. Bedside Ultrasonography in the Emergency Medicine
Department. Students will be introduced to point-of-care ultrasonog-
raphy with specific emphasis on its use in the acute care setting. Stu-
dents will learn about sonography both through web-based resources and
videos as well as during weekly didactic sessions. In addition, students
will spend several shifts in the Emergency Department each week both
observing and performing point-of-care sonography under the guidance of
the Director and Assistant Director of Emergency Ultrasound, Emergency
Ultrasound Fellows, and Emergency Medicine residents. At the conclusion
of the two-week elective rotation, students will be able to describe the
appropriate use and application of point-of-care sonography in multiple
clinical scenarios. They will be able to recognize normal and pathologic
ultrasound images of several core applications. They will acquire the nec-
essary technical skills to operate the ultrasound machine and to obtain
Courses of Study
Archived 2017/2018
School of Medicine Catalog
75
images for several important studies including FAST (Focused Assess-
ment with Sonography in Trauma), cardiac, abdominal aorta, renal, and
soft tissue.
EM 5330. Prehospital Emergency Medicine: Overview of EMS, Wil-
derness, Event, and Mass Casualty Emergency Med. In this introduc-
tion to prehospital emergency medicine, elective students will experience
the full range of EMS—from systems management in the Vanderbilt Com-
munications Center to individual patient care in ambulance ride alongs.
Through riding with Nashville Fire paramedics and physician directors,
observing medical control calls, participating in quality improvement meet-
ings, and reviewing prehospital medicine landmark literature, students will
develop an understanding of the physician role in prehospital medical sys-
tems. Didactics and hands-on simulation will also cover disaster, wilder-
ness and event medicine. This course is designed for students interested
in emergency medicine and its subspecialties.
EM 5950. ACE: Emergency Medicine. “Is there a doctor on the plane?”
Emergencies happen in all specialties and even in life. The 4 week Emer-
gency Medicine ACE will introduce the student to emergency medicine
and the initial management strategies for common life threatening emer-
gencies. Students will develop an approach to common undifferentiated
patient complaints and a practical skill set in: acid-base emergencies,
basic airway management, electrocardiogram interpretation, and electro-
lyte emergencies. Students will also complete Basic Life Support (BLs)
and Advanced Cardiac Life Support (ACLS) training. During the week,
there are daily didactic sessions as well as procedure labs and high fidelity
simulations. Clinical shifts are spread across a variety of practice settings
(adult and pediatrics) and offer a broad exposure. Students work closely
with emergency medicine faculty and residents to identify sick patients
and develop differential diagnoses and management plans. Students also
have the opportunity to participate in procedures and trauma resuscita-
tions. Fulfills the acute care course requirement.
EM 6100. Special Clinical Study—Vanderbilt. Each student arranges
an independent study with a mentor and completes a period of clinical
work. Approval required.
EM 7100. AWAY ACE: Emergency Medicine. Each student arranges
an independent study with a mentor and completes a period of clinical
work away from Vanderbilt. Approval required.
EM 7150. Special Research Study—Non-VU. Each student arranges
an independent study with a mentor and completes a period of research
work away Vanderbilt. Approval required.
Interdisciplinary Studies
IDIS 0720. Meharry Medical College Core Clerkship Visiting Experi-
ence. Meharry Medical College third-year students participate in a prede-
termined short-term core clerkship experience.
IDIS 0721. Meharry Summer Research. Meharry Medical College med-
ical students participate in a supervised research experience.
IDIS 100. FLEX MONTH.
IDIS 5001. CASE—Clinical Application of Scientific Evidence. The
research curriculum is a four-year thread. Students will be introduced to a
career as a physician-researcher and receive training and hands-on expe-
rience in several critical areas of importance to success in research. This
will be accomplished through a series of didactic lectures focused on intro-
duction to important skills and traits of physician-researchers, shadowing
and interviewing physician-researchers and processing the information to
tell a story through a film documentary and related curriculum. First year.
IDIS 5002. Discovery. Students will engage in activities which further
develop understanding of research process while supporting explora-
tion of research opportunities that may be pursued during the Immersion
Phase. The course begins with an overview of general research areas in
which students can participate. Additional course meetings include topics
related to mentoring, ethics and professionalism, regulatory training, and
scientific communication.
IDIS 5015. Interprofessional Continuity Clinic 1: Vanderbilt Pro-
gram in Interprofessional Learning (VPIL). The Vanderbilt Program in
Interprofessional Learning (VPIL) is a longitudinal continuity clinic experi-
ence where students work and learn together as members of an inter-
professional team. This is the first year of a two-year experience. Medi-
cal students accepted into the program are assigned to teams of health
professions students earning degrees in advanced practice nursing, phar-
macy and social work. The teams work alongside their assigned clinical
preceptors in order to deeply understand the many factors—biological,
social, psychological, economic and cultural—that impact patient health
and wellbeing, as well as system factors that impact how our health care
teams and clinics function on a daily basis. The program launches with a
week-long summer immersion. Throughout the academic year, student
teams work and learn together in clinics, seminars and simulated learning
activities. Program goals include: cultivate respectful professionals, nur-
ture self-directed workplace learners, prepare leaders who contribute to
a collaborative-practice-ready workforce, integrate the patient care expe-
rience with health professions knowledge, and improve the health care
delivery system by integrating systems knowledge with patient care. Par-
ticipation in VPIL allows for medical students to waive credit in specified
areas of Foundations of Health Care Delivery (FHD). Specific graduation
requirements can be found at https://medschool.vanderbilt.edu/vpil/
IDIS 5015B. Interprofessional Learning I B.
IDIS 5016. Interprofessional Continuity Clinic 2: Vanderbilt Program
in Interprofessional Learning (VPIL). The Vanderbilt Program in Inter-
professional Learning (VPIL) is a longitudinal continuity clinic experience
where students work and learn together as members of an interprofessional
team. This is the second year of a two-year experience. Medical students
accepted into the program are assigned to teams of health professions stu-
dents earning degrees in advanced practice nursing, pharmacy and social
work. The teams work alongside their assigned clinical preceptors in order
to deeply understand the many factors—biological, social, psychological,
economic and cultural—that impact patient health and wellbeing, as well
as system factors that impact how our health care teams and clinics func-
tion on a daily basis. Throughout the academic year, student teams work
and learn together in clinics, seminars and implement a quality improvement
project. They will present their project as part of a Capstone event that com-
pletes the program. Program goals include: cultivate respectful profession-
als, nurture self-directed workplace learners, prepare leaders who contrib-
ute to a collaborative-practice-ready workforce, integrate the patient care
experience with health professions knowledge, and improve the health care
delivery system by integrating systems knowledge with patient care. Partici-
pation in VPIL allows for medical students to waive credit in specified areas
of Foundations of Health Care Delivery (FHD). Specific graduation require-
ments can be found at https://medschool.vanderbilt.edu/vpil/
IDIS 5028. Human Blueprint and Architecture. This course is designed
to familiarize students with the structures, biomolecules, and processes
that constitute life, human health, and disease at the molecular, cellular,
and tissue level. Course materials will provide a mechanistic foundation for
the medical curriculum that will help equip students with skills necessary
to adapt to the practice of medicine in the future. Human Blueprint and
Architecture will employ a coordinated and integrated approach to teach-
ing underlying principles of biochemistry, cell and tissue biology, genetics,
and pathology with an emphasis on medical conditions. Students also will
be introduced to basic principles of anatomy and pharmacology in order
to lay foundations for studies on organ systems and disease treatment. In
order to provide a broad range of materials and relate molecular and cellu-
lar processes to the study of human disease, the course will utilize multiple
learning modalities, including large group sessions, case-based learning
(CBL) sessions, team-based learning (TBL) sessions, laboratory sessions,
and interactive patient-oriented clinical case presentations. The course will
be integrated with all other learning activities in the Foundations of Medical
Knowledge phase. Required. First year.
IDIS 5032. Microbes and Immunity. This course familiarizes students
with the etiology, risk factors, epidemiology, diagnosis, pathogenesis, clin-
ical characteristics, prevention and treatment of common microbial and
immune diseases. The course content includes a discussion of the soluble
factors and cells that make up the immune system and how these different
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76 VANDERBILT UNIVERSITY
components contribute to health and disease in a variety of situations. It
also provides an overview of the pathogenic bacteria, viruses, fungi, proto-
zoa and parasites. Finally, the course includes several topics that prepare
students for the Homeostasis class of the Foundations in Medical Knowl-
edge Phase. The course consists of lectures, case-based small group
discussions, case-based intermediate size group discussions, laboratory
sessions, and optional problem and review sessions. Required. First year.
IDIS 5033. Learning Communities—Foundations of Medical Knowl-
edge. The Learning Communities FMK course seeks to maximize medical
student learning related to student development as professionals. Helping
students build an appropriate image of the medical profession and skill set
related to functioning within the health care environment are the essen-
tial foundation for future success. Development as professionals involves
knowledge, skills and attitudes related to students’ practice as well as the
environment within which the practice will occur. The longitudinal nature
and trusting environment created within the Learning Communities fosters
student professional development, specifically addressing personal areas
of metacognition and reasoning, ethics, service, and leadership, as well as
the knowledge and understanding of the broader health care environment
and payment. The academic sessions will be developmentally appropriate
as the students mature through the phases, as well as effectively inte-
grated with other course and clerkship efforts. In sum, the Learning Com-
munities will provide the nurturing environs to maximize student develop-
ment as professionals.
IDIS 5033B. Learning Communities—Foundations of Medical
Knowledge B.
IDIS 5038. Homeostasis. This course is designed to teach students the
normal anatomic, molecular, biochemical, and physiologic features of the
cardiovascular, pulmonary, renal and blood systems. Course content will
provide a framework for an understanding of the pathology and patho-
physiology of diseases that affect these homeostatic systems as well as
their diagnosis (laboratory and imaging), and therapy (pharmacologic and
nonpharmacologic). A multidisciplinary approach will allow integration of
pathobiology, clinical manifestations, and therapy in a comprehensive
manner. The course will utilize a variety of teaching modalities that include
case-based learning, team-based learning, lectures, laboratory sessions
focused on the gross and microscopic anatomy and pathology, and tech-
nology-based modalities and simulations. Learning will be in the context
of clinical medicine in order to prepare students for the next phase of
their education in the clinical setting. The course will be integrated with all
other learning activities in the Foundations of Medical Knowledge Phase.
Required. First year.
IDIS 5048. Foundations of Health Care Delivery 1: Continuity Clini-
cal Experience. Foundations of Health Care Delivery 1: Continuity Clinical
Experience is a longitudinal clinical experience where individual students are
integrated into a clinic to learn about the clinical care team, clinic setting,
and develop skills to care for individual patients while learning about the
larger care-delivery system. Course activities including clinical experiences
and seminars will address the following goals: 1. Prepare professionals with
systems-level skills necessary to provide care that is safe, effective, patient-
centered, timely, efficient, and equitable. 2. Integrate health systems sci-
ences with clinical care. 3. Cultivate respectful professionals.
IDIS 5048B. Continuity Clinical Experience I B.
IDIS 5055. Foundations of the Profession. The goal of this course
is to provide students with an understanding of the historical and social
context of the practice of medicine. Through assigned readings, lectures,
small group discussions and simulations, students will gain an apprecia-
tion for the core values and ethical principles that guide the profession’s
relationship with society and the physician’s relationships with patients.
They will also explore some of the contemporary challenges facing physi-
cians today, including the need to improve health care disparities, quality,
and safety. First year.
IDIS 5058. Endocrine, Digestion, and Reproduction. This course is
designed to familiarize students with the normal anatomic, molecular,
biochemical, and physiologic features of the endocrine, digestive and
reproductive systems. Course content will provide a framework for an
understanding of the pathology and pathophysiology of diseases that
affect these systems as well as their diagnosis (laboratory and imaging)
and therapy (pharmacologic and nonpharmacologic). The role of nutrition
in normal homeostasis as well as disease will be included. Pregnancy from
implantation to delivery as well as its complications will also be learned.
A multidisciplinary approach will allow integration of pathobiology, clinical
manifestations, and therapy in a comprehensive manner. The course will uti-
lize a variety of teaching modalities that include case-based learning, team-
based learning, patient interviews, lectures, laboratory sessions focused on
the gross and microscopic anatomy and pathology, and technology-based
modalities and simulations. Clinical context will be emphasized in order to
prepare students for the next phase of their education in the clinical setting.
The course will be integrated with all other learning activities in the Founda-
tions of Medical Knowledge Phase. Required. First year.
IDIS 5068. Brain, Behavior, and Movement. The Brain, Behavior, and
Movement module provides an overview of contemporary neuroscience
and introduction to neuropsychiatric disorders. The format of the mod-
ule includes lectures, lab exercises, small group discussions, and case
presentations and discussions. In conjunction with Physical Diagnosis,
skills training includes the psychiatric interview and neurological exam.
The module emphasizes a basic understanding of the anatomy, physiol-
ogy, and pharmacology of the central and peripheral nervous systems
and the pathophysiological underpinnings of neuropsychiatric disorders.
The course provides the foundations of Neurology and Psychiatry. This
course is a module within the Foundations of Medical Knowledge Phase.
Required. First year.
IDIS 5068B. Brain, Behavior, Movement B.
IDIS 5100. ACE: Primary Care Medicine, VU. All immersion phase stu-
dents will have a required four-week unit in an ambulatory primary care
setting, and this course fulfills that requirement. Students will choose an
experience in outpatient pediatrics, internal medicine, family medicine, or
internal medicine/pediatrics. Practice sites include ambulatory clinics at
Vanderbilt or within the Nashville-area community. The clinic experience
is supplemented by a home visit to follow-up on a patient seen during
the ambulatory clinic experience. Assistance with placement is provided.
IDIS 5150. AWAY ACE: Primary Care Medicine. All immersion phase
students will have a required four-week unit in an ambulatory primary care
setting, and this course fulfills that requirement. Students will choose an
experience in outpatient pediatrics, internal medicine, family medicine, or
internal medicine/pediatrics. Practice sites include ambulatory medicine or
pediatric clinics. Students may arrange a primary care experience outside
of Nashville, subject to the approval of the course directors. The clinic
experience is supplemented by a home visit to follow-up on a patient seen
during the ambulatory clinic experience. Assistance with placement is not
provided, and students are also responsible for insuring that proper affilia-
tion agreements are in place for this rotation.
IDIS 5200. MSTP Seminar Series. This elective is open to students in
the Medical Scientist Training Program only.
IDIS 5201. Foundations of Biomedical Research I. The major goals of
this course for MSTP students in their first year of Medical School are to
help them to gain familiarity in reading primary research literature, including
utilization of statistical analyses, and to aid the students in selection of a
thesis mentor and in understanding of appropriate expectations for both
mentor and mentee. These goals will be accomplished in a casual setting
through interactions with potential MSTP-eligible faculty and lab members,
consultation with faculty advisors, and primary literature discussions. Stu-
dents will be assessed based upon course participation. Open to students
in the Medical Scientist Training Program only. First year.
IDIS 5202. Foundations of Medical Research II. The purpose of this
course is to prepare MSTP students for the biomedical research phase
of training. The course objective is to develop skills for physician-scientist
trainees in critical evaluation of the research literature and formulating
high-impact research questions. For second year students the course will
be tailored to the individual interests of the students and their research
mentors, with particular emphasis on examining scientific papers specific
to the students’ field of research. Open to students in the Medical Scientist
Training Program only. Second year.
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IDIS 5215. Foundations of Health Care Delivery 2: Clinical Sys-
tems of Care. Foundations of Health Care Delivery 2: Clinical Systems
of Care is a course designed to introduce students to the larger health
care systems. Students will engage in didactics and experiential learning
to develop a deeper understanding of the systems involved in practicing
within a mesosystem and macrosystem. Students will learn about social
determinants of health and community advocacy, experience a variety of
settings of care, learn about safe transitions of care, and optimizing health
care value. Through these experiences, students will address the follow-
ing goals: 1. Prepare professionals with systems-level skills necessary to
provide care that is safe, effective, patient-centered, timely, efficient, and
equitable. 2. Integrate health systems sciences with clinical care. 3. Culti-
vate respectful professionals.
IDIS 5220. PLAN. This course introduces students to the basic concepts
and principles of research and their application to clinical practice and
population health in preparation for their Research Immersion. The course
provides the necessary research skills and competencies to develop a
basic but complete and structured research proposal for the upcoming
Research Immersion experience.
IDIS 5233. Learning Communities—Foundations of Clinical Care.
The Learning Communities FCC course integrates with the student’s clerk-
ship experiences and builds on the students’ experiences Learning Com-
munities FMK. Prior efforts addressed important professional develop-
ment topics such as metacognition, clinical reasoning, ethics, leadership,
and health care delivery. The Learning Communities FCC course connects
these theoretical concepts and discussions with the practical and expe-
riential learning of the students during their clerkship rotations. Students
meet in College-based groups for discussion and reflection with the Col-
lege Mentors, as well as in clerkship-based groups with ethics faculty for
deeper exploration of ethical issues specific to each clerkship. In sum,
the Learning Communities FCC course will continue to provide nurturing
environs to enhance student development as professionals by allowing for
the exploration of the practical application of previously learned concepts.
IDIS 5310. CiM Multi-Specialty Elective. Throughout this two-week
elective, students will shadow attending and resident physicians of their
choosing in various specialties and subspecialties. The purpose of the
course is to introduce students to various fields of medicine in an effort
to aid in their specialty selection in the fourth year of medical school. A list
of attending physicians in various specialties will be provided by the Stu-
dent Representatives of Careers in Medicine (CiM). Enrolled students will
be responsible for contacting physicians and scheduling their shadowing
experiences over the two-week period. Two weeks prior to the beginning
of the elective, a meeting with the course director(s) will outline the pro-
cess for scheduling these experiences and expectations for the elective.
Shadowing experiences with faculty members outside the CiM-provided
list may be arranged with prior approval from the course director. At the
end of the elective, students will participate in a professional development
workshop and an individual exit counseling session with the Assoc. Dean
for Medical Student Affairs to discuss their clinical experiences and their
progress towards choosing a specialty. Students will schedule shadow-
ing experiences for nine days of the elective and attend the professional
development workshop and the exit counseling session. Shadowing of
one physician is limited to a maximum of three days. Enrolled students will
submit their shadowing schedule to the course director(s) prior to the start
of the elective for approval. The professional development workshop will
address topics such as CV writing and public speaking. At the conclusion
of the two-week rotation, students will be familiar with the schedules, daily
activities, patient populations, and consultations in several specialties. The
shadowing experience and exit counseling session with the Assoc. Dean
for Medical Student Affairs will provide students with information that will
aid their specialty selection and CV. [0]
IDIS 5314. Critical Thinking and Logic in Medicine. Critical Thinking,
logic and reasoning play a fundamental role in everyday patient care as
well as research design, interpretation and application. While development
and application of evidence based medicine is crucial to advancement
of all aspects of clinical practices, it is of little significance without sound
critical thinking and logic reasoning. Students will join anesthesiologists
and/or Intensivists in the operating rooms and ICU from 7:30 to 12:00
every other day throughout the elective period. Didactics about the princi-
pals of critical thinking in medical practice and other similar high intensity
environments will be offered in form of lectures, discussion groups and
simulations. Pre-acquired knowledge in the field of anesthesia and critical
care is not required. Problem solving skills development will be based on
concept of critical thinking and asking the right questions. Resources to
acquire needed knowledge to apply in problem solving will be provided
to students and will consist mainly electronic resources available on the
internet and intranet followed by physicians practicing in the respective
fields. At the conclusion of the two-week elective rotation, students will
be able describe and apply principals of critical thinking and reasoning to
patient care. Application of logic and reasoning to individual patient care
as well as generating the relevant hypothesis on which future literature
search and study design should answer. While problems in anesthesiology
and critical care will serve as examples, the understanding, concepts and
resources will be generalizable to all fields of medicine. Objective pre- and
post-course evaluation will be given to track learning and help in improving
the course for future students. A subjective evaluation will also be col-
lected from each student. Students will receive feedback at the end of
each clinical exposure (2 days) on the elective and at the conclusion of
the post-course evaluation. The course will be graded on a pass/fail basis.
Students should report to MCE 3161 on their first day.
IDIS 5316. Medicine and Media. As the interest in science and medical
news grows and more media outlets exist to report and analyze such news,
the need will increase for medical professionals who are skillful at using
media of all types to convey information. An understanding of various facets
of how science and medical news are produced and reach the public may
be gained through working with Vanderbilt communications professionals
engaged in reaching the public with such news. Students in this elective
will join various units of Vanderbilt’s Communications team, both as observ-
ers and participants, in order to learn some of the fundamentals of medi-
cal and health communications at a major academic medical center. These
opportunities will include, but not be limited to, local and national media
relations; getting hands-on experience with medical journalism by research-
ing and writing a press release or a story for the VUMC Reporter or other
Medical Center publications; working with the social media team to learn
about the uses of media such as Facebook and Twitter to convey news,
as well as health and wellness information; working with the Division’s web
team to learn about the presentation of news and information via the web;
receiving a more institution-wide perspective by working with the editors of
Research@Vanderbilt, our website devoted to research news; and work-
ing with VUMC faculty who are frequently called on by the press to convey
health information to the public. The students will also be assigned readings
and viewings that provide context to the daily hands-on experience. At the
conclusion of the two-week elective, students will be able to interview one
or more sources and write a publishable news story on biomedical research
or a health topic; understand the daily interactions between the local and
national media and a medical center such as Vanderbilt that seek to influ-
ence both public health and its national reputation via media relations; and
understand the key role of social media in the modern media environment.
Students will also have the opportunity to become more skilled at being
interviewed and accurately conveying information, even in a challenging
environment. Additionally, the students will have an understanding of some
of the key differences in professional assumptions between media profes-
sionals and science professionals.
IDIS 5327. Adult Communication Disorders. This two-week elective
will offer students an opportunity to focus on adult communication disor-
ders. Students will be provided didactic course work in the relevant areas
and will observe and, when appropriate, participate in surgical, medical,
and clinical care of affected patients. Students will join an interdisciplinary
team of clinicians, scientists, and physicians to serve and investigate adult
patients who exhibit acquired communication or vestibular disorders as
a result of damage to the central or peripheral nervous system. Acquired
neurogenic disorders commonly are associated with stroke, dementia,
Parkinson’s disease, Lou Gehrig’s disease, tumor, and traumatic brain
injury, which result in aphasia, dysarthria, and apraxia of speech. The
most commonly diagnosed vestibular disorders include benign paroxys-
mal positional vertigo (BPPV), labyrinthitis or vestibular neuritis, Ménière’s
disease, secondary endolymphatic hydrops, and perilymph fistula, which
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78 VANDERBILT UNIVERSITY
result in a range of difficulties including vestibular disturbance and diffi-
culties with balance and falls. Students will spend a portion of their time
with the Neurogenics Team and a portion of their time with the Vestibu-
lar Team. Care providers from the departments of Hearing and Speech
Sciences, Neurology, Physical Medicine and Rehabilitation, Trauma, and
Otolaryngology will participate in this elective.
IDIS 5329. Pediatric Communication Disorders. This two-week elec-
tive will offer students an opportunity to focus on pediatric communication
disorders. Students will be provided didactic course work in the relevant
areas and will observe and, when appropriate, participate in surgical,
medical, and clinical care of affected patients. Students will join an inter-
disciplinary team to serve and investigate pediatric patients who exhibit
hearing loss, dysphagia (a feeding and swallowing disorder), or Autism
Spectrum Disorder (ASD). ASD includes Autism, Pervasive Developmental
Disorder, not otherwise specified and is characterized by a disturbance
of normal neural organization and connection resulting in impaired social
interaction and communication. Students will spend a portion of their time
with the cochlear implant and hearing aid teams, a portion of their time
with the dysphagia team, and a portion of their time with the ASD team.
The Hearing Loss Team will consist of audiologists, surgeons, speech-
language pathologists, and a number of other individuals who work with
these children. Clinical and surgical observations will take place in various
clinics within the Bill Wilkerson Center and in the Otolaryngology Clinic at
Monroe Carell Jr. Children’s Hospital at Vanderbilt. The Dysphagia Team
will consist of otolaryngologists and speech-language pathologists, and a
number of other professionals who work with these children. Clinical and
surgical observations will occur within the Complex AeroDigestive Evalu-
ation Team (CADET) Clinic. The ASD Team will consist of care providers
and scientists from the departments of Psychiatry, Psychology, Develop-
mental Pediatrics, Hearing and Speech Sciences, Neuroscience, and a
number of other individuals working with these children.
IDIS 5330. Critical Thinking and Logic in Medicine. Critical Thinking,
logic and reasoning play a fundamental role in everyday patient care as
well as research design, interpretation and application. While development
and application of evidence based medicine is crucial to advancement
of all aspects of clinical practices, it is of little significance without sound
critical thinking and logic reasoning. Students will join anesthesiologists
and/or Intensivists in the operating rooms and ICU from 7:30 to 12:00
every other day throughout the elective period. Didactics about the princi-
pals of critical thinking in medical practice and other similar high intensity
environments will be offered in form of lectures, discussion groups and
simulations. Pre-acquired knowledge in the field of anesthesia and critical
care is Not required. Problem solving skills development will be based on
concept of critical thinking and asking the right questions. Resources to
acquire needed knowledge to apply in problem solving will be provided
to students and will consist mainly electronic resources available on the
internet and intranet followed by physicians practicing in the respective
fields. At the conclusion of the two-week elective rotation, students will
be able describe and apply principals of critical thinking and reasoning to
patient care. Application of logic and reasoning to individual patient care
as well as generating the relevant hypothesis on which future literature
search and study design should answer. While problems in anesthesiology
and critical care will serve as examples, the understanding, concepts and
resources will be generalizable to all fields of medicine. Objective pre- and
post-course evaluation will be given to track learning and help in improving
the course for future students. A subjective evaluation will also be col-
lected from each student. Students will receive feedback at the end of
each clinical exposure (2 days) on the elective and at the conclusion of
the post-course evaluation. The course will be graded on a pass/fail basis.
Students should report to MCE 3161 on the first day. [0]
IDIS 5335. Aerospace Medicine Elective, USAF. This course provides
an overview of flight and operational medicine introducing students to
unique patient populations and occupational exposures. Field experiences
include visits to a fire station, hypobaric chamber, and an incentive flight.
Students will visit the National Museum of the U.S. Air Force, exploring
past and present airframes in the USAF inventory. Finally, an outdoor mass
casualty triage exercise will be conducted at the National Center for Medi-
cal Readiness at Calamityville.
IDIS 5340. Introduction to Business of Medicine. This elective rotation
is designed to give a medical student an introduction the business aspects
of health care. The goal of this course is to have students begin to get an
appreciation of how modern health care and business intersect. Whether
in a small single provider clinic or a large academic medical center, core
business principles are used to manage and deliver quality health care.
Specifically, this rotation will focus on the business principles of: health
care economics, operations, leadership, strategy, and finance. We will
use a combination of didactic lectures, outside reading, and direct mentor
shadowing to give students exposure to these business topics. By the
end of the rotation, a student should be able to: describe key concepts
within each of the five business topics, discuss specific examples of how
these topics are applied in the delivery of health care, and have a basic
understand of government insurance products and policies, and how they
relate to health care delivery.
IDIS 5500. USMLE Step 1 Independent Study. This course requires stu-
dents to undertake a two-month period of independent study for Step 1 of
the United States Medical Licensing Exam. This course is required prior to
advancing into Immersion phase requirements.
IDIS 5610. AE: Med School 101. Students will develop and conduct
“Med School 101,” a 3-week course for gifted high school students as
part of Vanderbilt University’s Program for Talented Youth (PTY). The
course begins early in the spring semester, when third-year students
can participate in optional training at the Center for Teaching. Later in the
spring, under the direction of the senior associate dean for health sciences
education, students create a curricular plan, develop teaching sessions
and arrange for other teaching sessions and clinical experiences. Finally,
students implement the course during the first full three weeks in July.
IDIS 5613. ISC: Critical Illness. Regardless of a student’s individual
specialty choice, each will be called upon to provide competent care for
critically ill patients during their residency training. The successful manage-
ment of critically ill or injured patients requires a thorough understanding
of physiology, pathophysiology, and pharmacology. By combining targeted
teaching with hands-on experiences in different ICUs across the medical
center, Critical Illness will deepen knowledge of the anatomy, physiology,
pathophysiology, imaging, biostatistics, ethics, microbiology, neuroscience,
nutrition science, pharmacology, and behavioral medicine inherent in criti-
cally ill patients. In the first week, all students will be immersed in Critical
Care Skills Week, a highly regarded simulation-based learning experience
that culminates in receipt of Fundamentals of Critical Care Support (FCCS)
certification. All students will spend a week caring for patients in the Medi-
cal, Surgical, Burn, Neurologic, Cardiovascular, or Pediatric ICU. The other
2 weeks will be spent in learner-focused case-based education facilitated
by ICU faculty, ICU radiology and palliative care sessions, additional patient-
centered experiential learning opportunities and hands-on workshops in
ICU-specific technical skills such as airway management, ventilator manipu-
lation, and chest tube placement. Fulfills the acute care course requirement.
IDIS 5614. ISC: Community Healthcare—Patients, Populations and
Systems of Care. In Community Healthcare, students will be equipped
to effectively address predictors of poor health on an individual level, and
to engage health care systems in ways that promote meaningful change.
Students will move beyond an investigation of the social determinants of
health to provide individualized patient care and engage the health care
system. Regardless of the field students decide to enter, they will encoun-
ter vulnerable populations of patients and should be equipped to address
patient needs in ways that promote healing. Foundational science topics
will include population health, health policy, health determinants, com-
munity engagement, systems engineering, public health, organizational
management, health ethics, resource utilization, implementation science,
behavioral science, and communication science. The course is comprised
of clinical experience in a safety net clinic, seminar sessions with local and
national experts to facilitate skill development, and completion of a final
project. The course will equip students with a “portable toolkit” of skills that
can be used in any field of practice in any location. This course qualifies
for primary care credit.
IDIS 5618. ISC: Global Health. Health promotion, disease prevention
and control, and mortality reduction require an interprofessional, multidis-
ciplinary response for multidimensional problems. Whether from the point
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79School of Medicine / Courses of Study
of view of humanitarian interest, research competitiveness, full utilization
of our educational resources, or the need for global expertise for mod-
ern America, the global health agenda has emerged as an increasingly
important component of higher education in the U.S. In this on-the-ground
experience, students are placed at Vanderbilt partner sites in various loca-
tions around the world and are introduced to key topics and concepts in
global health including diseases, root causes, and both clinical and public
health interventions common in low-resource settings. Foundational sci-
ence topics include Biostatistics, Epidemiology, Immunology, Microbiol-
ogy, Neuroscience, Nutrition Science, Pathology and Pathophysiology,
Pharmacology, Physiology, Social Sciences, Behavioral Science, and
Health Systems. Health and developmental issues across nations and cul-
tures that require collective (partnership-based) action are highlighted. The
course is taught through digital modules, on-site exposures to patients,
health systems, and communities, and distance mentoring sessions. All
students complete a core of digital modules and assessments, plus mod-
ules that are site-specific.
IDIS 5620. ISC: Precision Cancer Medicine. Precision medicine is the
tailoring of patient therapy based on pharmacogenetic biomarkers that
predict the likelihood of drug response or risk of adverse events, and
highlights the importance of foundational science translation in improv-
ing patient outcomes. Although precision medicine can be applied to a
number of diseases, oncology, arguably, sits at the forefront. Over the last
decade there has been an increase in the understanding of cancer molec-
ular drivers and based on this information, gene mutation-specific inhibi-
tors have been successfully used in the clinic that target only sub-popu-
lations of patients with particular tumor genotypes. As a result, there is a
need for oncologists to have an appreciation of the fundamental molecular
biology underlying the patient’s tumor to effectively translate tumor geno-
type to precision patient care. This course will provide a unique experi-
ence in oncology where medical and graduate students work together
to explore the molecular drivers of cancer and how that information is
translated into targeted cancer therapies. Foundational science topics will
include anatomy, physiology, histology, biochemistry, cell biology, genet-
ics, molecular biology, immunology, pathology, radiobiology, and toxicol-
ogy. Students will explore the concepts of oncogene addiction, acquired
resistance to targeted therapy, immunotherapy, tumor heterogeneity, and
drug discovery through seminars, team-based learning, and case-based
learning activities. The information learned will be used as a platform to
describe how molecular changes are detected in the laboratory and lever-
aged in the clinic for personalized patient care. Students will select 3 of the
following clinical settings for their clinical experiences: medical oncology,
pediatric oncology, radiation oncology, surgical oncology, genetic coun-
seling, pathology, and interventional oncology. Students will examine the
multidisciplinary teams necessary in the care of cancer patients and the
benefits of and challenges that precision medicine offers to oncologists
through participation in tumor boards. Students will also have the ability
to pursue their own interests in oncology through individualized projects.
IDIS 5621. ISC: Cardiovascular Disease. The course will expose the
student to a broad range of cardiovascular diseases, focusing on foun-
dational science as well as clinical topics that are applicable to students
going into any specialty in which they will care for patients with cardio-
vascular diseases. Foundational science topics will include cardiovascular
physiology and hemodynamics, electrophysiology, anatomy, histology,
and pharmacology. All students will participate in a core series of didac-
tics and workshops, but will be allowed to choose clinical experiences in
cardiology, cardiothoracic surgery, vascular surgery, and cardiothoracic
anesthesia. Clinical care will occur in a variety of settings including the
wards, intensive care unit, operating room, outpatient clinics, and diag-
nostic laboratories. The course will provide flexibility to allow the interested
student to have experiences in at least two clinical specialties. In addition,
the curriculum is designed to encourage teamwork and knowledge shar-
ing through interactive conferences and work groups.
IDIS 5622. ISC: The Skinny on Obesity—What Every Physician
Should Know. Rates of obesity are rising all around the world and, as
physicians we confront it daily regardless of our specialty. Whether cli-
nicians or surgeons, general practitioners or specialists, pediatricians or
internists, researchers, educators, administrators, public health profes-
sionals and even in our own families and circles of friends, the issue of
obesity will be a near daily encounter. For most of us, obesity manage-
ment will not be the primary focus of our job, but we can still play a key role
in the prevention and care of unhealthy weight and its comorbidities. This
course is designed for 3rd and 4th year medical students in an immersion
format, combining mentored clinical experiences with additional organized
learning opportunities. It is four weeks in length, offered at 5 points during
the academic year, and incorporates up to eight students in each offer-
ing. In this course students will have the opportunity to prepare for how
they can effectively address obesity in their anticipated area of practice.
They will have the opportunity to participate in a variety of interdisciplin-
ary patient care settings, which range from general to subspecialty, from
medical to surgical, and from clinical to research to community. Through
these clinical experiences and additional learning activities, students rein-
force their knowledge of this disease, build skills in its management, and
contribute to the prevention and treatment of obesity.
IDIS 5623. ISC: Getting Hooked—Addiction. Addiction is a highly prev-
alent, chronic brain disease that affects nearly every organ system in the
body. A leading cause of morbidity and mortality, addiction is preventable
and treatable, but only about 10% of those affected receive appropriate
treatment. Patients with problems related to addiction may present for
care in any setting across the health care system. It is therefore essen-
tial for all physicians to be well versed in the basic principles of addic-
tion medicine. This 4-week course will be an opportunity to synthesize
the neuroscience of addiction with clinical skills in assessment and treat-
ment of addictive disorders. The primary goals of the course are to train
future physicians: to recognize addiction as a chronic brain disorder; to
effectively screen for substance use disorders in varied clinical settings; to
treat or refer patients for specialized treatment as indicated; and to con-
sistently approach patients with addiction with compassion and respect.
In addition, this course serves as an opportunity to return to the founda-
tional medical knowledge underlying the pathophysiology and treatment
of addictive disorders and integrate this knowledge with clinical care. Key
concepts of foundational medical knowledge will be reviewed including
neuroanatomy, mechanisms of neurotransmission, pharmacology, epide-
miology, and cell biology as they relate to addiction medicine. Students will
use online modules and independent study for instruction on foundational
medical knowledge and in-class time will be focused on discussion and
integration of the material with clinical experience.
IDIS 5624. ISC: Diabetes Mellitus. Diabetes mellitus is a worldwide pan-
demic. One in twelve United States adults now suffers from the disease,
and in the near future this number will likely increase to one in ten. Physi-
cians in any specialty/subspecialty can expect to care for patients with dia-
betes, especially because patients with diabetes have higher rates of hos-
pitalization, surgical complications, cardiovascular disease, infection and
other morbidities. Therefore most, if not all, physicians in training should
be competent in basic treatment of diabetes in the inpatient and outpa-
tient settings and understand the current and future areas of research and
medical practice as related to diabetes. This course is designed to teach
our medical students how to care for the patient with diabetes mellitus,
regardless of their specialty of choice, as well as to understand the basic
science, social effects, bearing on public health, and human impact of this
disease. Additionally, biomedical research in diabetes involves many fields
of research such as cardiovascular disease, physiology, molecular biol-
ogy, genetic medicine, cell biology, and neuroendocrinology. As a medical
center whose goal is to train future researchers and leaders in medicine,
Vanderbilt must offer experiences in diabetes patient care and research to
its students. This immersion will include components of clinical training as
well as an academic project exploring the limits of current scientific knowl-
edge about diabetes care and treatment.
IDIS 5625. ISC: Immunity and Infections in the Immune-compro-
mised Host. The care of patients with altered host defense is becoming
increasingly complicated due to both the variety of immune-compromising
therapeutic strategies and the continued spread of multi-drug resistant
pathogens. To provide excellent patient care and develop new strate-
gies in the care of immune-compromised patients, future physicians will
require a solid background in basic immunology, an understanding of
how both broad and targeted immune-based therapies increase infection
risk, and knowledge in the diagnosis and treatment of complicated infec-
tions in these patients. In this course, immersion-phase medical students
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will revisit foundational immunologic concepts from the FMK curriculum
in the clinical context of transplant immunology with special attention
given to understanding infectious complications of immunosuppression.
The course will employ a variety of learning formats—including didactic
lectures, case-based learning, team-based learning, journal clubs, and
a group project—to fulfill learning objectives focused on understanding
mechanistic immunology in clinically-relevant settings. Each student will
spend the clinical portion of their month on a transplant (solid organ or
hematopoietic) or infectious disease service while participating in focused
learning activities described above. Foundational science topics will
include microbiology, immunology, molecular biology, pathology, patho-
physiology, and pharmacology.
IDIS 5626. ISC: Medical Imaging and Anatomy. Imaging is an essential
component of the diagnosis and treatment of disease across all fields of
medicine. Every physician interacts with medical imaging both in emergent
and non-emergent settings. Therefore, each student requires knowledge
of the utility, indications, acquisition, interpretation, limitations, and risks
of medical imaging. Furthermore, it is crucial that physicians understand
how imaging affects patient care and management and how it fits into the
larger health care delivery system. This course will strengthen and expand
upon prior learning in anatomy, embryology, pathophysiology, neurosci-
ence, and pathology and introduce students to radiobiology and radiation
effects, imaging physics, imaging ethics, radiologic pharmacology, and
biostatistics. The course will consist of a two week “general” portion for all
students and a two week “selective” portion in one of the following: neu-
rologic imaging, cardiothoracic imaging, body imaging, or musculoskeletal
imaging (limited space for each selective). Self-paced didactic podcasts
and case series as well as live lectures, small group discussions, and stu-
dent presentations will accompany clinical exposure to medical imaging in
diagnostic, interventional, therapeutic, and operative settings. Additionally,
students will participate in anatomy and pathology labs and will learn and
be evaluated in basic ultrasound scanning technique. After this course,
students will feel confident with key anatomy, be able to make several
“do-not-miss” imaging diagnoses, and will be able to use imaging more
safely and appropriately.
IDIS 5627. ISC: Injury, Repair, and Rehabilitation. In the U.S., inju-
ries are the leading cause of death among persons ages 1-44 years of
age, which results in more deaths than non-communicable diseases and
infectious diseases combined. In this course, students will be exposed to
the continuum of injury, repair, regeneration, and rehabilitation through the
multidisciplinary viewpoints of emergency medicine, trauma surgery and
associated surgical subspecialties, such as anesthesia, hematology and
transfusion medicine, physical and occupational therapy and speech-lan-
guage pathology. Students will spend portions of their clinical experience
on the trauma service supplemented by rotations through rehabilitative,
recovery, and palliation settings. Didactics will focus on shock, hemosta-
sis and thrombosis, wound healing and regeneration of skin, bone and
nerves, nutrition, acute and chronic pain management, speech-language
pathology, age and co-morbid factors, brain injury, case-based learning
across the continuum from acute to long-term recovery, as well as pallia-
tive care and death. Integrated foundational sciences are anatomy, epi-
demiology, ethics, immunology, implementation science, neuroscience,
nutrition sciences, pathology, pathophysiology, pharmacology, radiobiol-
ogy, social sciences, system sciences. Following experiential anatomic
learning and practice, successful students will obtain four-year American
College of Surgeons Advanced Trauma Life Support (ATLS) certification
(except in section 6, when students will audit the ATLS course but not
receive certification), as well as audit the Advanced Surgical Skills Expo-
sure for Trauma (ASSET); both courses are coordinated using the facilities
of the Program for Advanced Anatomy and Simulated Skills (PASS) and
the Center for Experiential Learning and Assessment (CELA). This course
will serve as a prerequisite to the Advanced Clinical Experience in Trauma.
IDIS 5628. ISC: Infectious Diseases. A WHO report warns that infec-
tious diseases are spreading more rapidly than ever before and that new
infectious diseases are being discovered at a higher rate than at any time
in history. This elective is for students with an interest in learning more
about how to diagnose and treat patients with infectious disease. Stu-
dents will also learn how to use antibiotics appropriately and manage the
complications of HIV and other chronic infections. The diversity of patient
population will afford the student a breadth of experience in evaluating
and managing patients with infectious diseases. In this clinic-driven experi-
ence, students are placed in a series of 3 week-long clinical experiences
in various settings including inpatient, outpatient and laboratory medicine
and are introduced to key topics and concepts in infectious diseases
including symptoms, diagnosis, treatment, vaccines, and antibiotic stew-
ardship. Methods to establish an etiologic diagnosis and rational use of
antibiotics are emphasized. Foundational science topics include Epidemi-
ology, Immunology, Microbiology, Virology, Pathology and Pathophysiol-
ogy. The course is taught through online modules/lectures, clinic expo-
sures to patients, team-based learning, and case presentations.
IDIS 5629. ISC: Sexual Health and Medicine. This course will vastly
deepen students’ knowledge of sexual medicine and reproduction, focus-
ing on the foundational science as well as clinical experiences that will pro-
vide students with the knowledge they need to care for patients of all ages.
Students will pursue these topics far deeper than what is taught in second
year clinical clerkships. Foundational science topics will be addressed in
a series of team based learning activities that will integrate foundational
science with relevant clinical experience. This course will integrate the
anatomy, physiology, pathophysiology and pharmacology of sexual func-
tion and reproduction with the clinical skills necessary to interview and
assess patients in these areas of medicine. Students will become famil-
iar with a core set foundational published literature and pursue one area
more deeply leading to a brief paper. At the completion of this course,
students will thoroughly understand the mechanisms of sexual function
and reproduction and should be able to assess sexual development, sex-
ual dysfunction, and fertility and to develop an appropriate and sensitive
treatment plan. Students should be able to approach patients about the
sensitive topics of sexual health, function, identify and reproduction with
knowledge, compassion and cultural sensitivity
IDIS 5630. ISC: Healthy Aging and Quality Dying. Regardless of spe-
cialty choice, all physicians will encounter aging and death among their
patients, family members, and selves. In the Healthy Aging and Quality
Dying ISC, students will take care of both aging and dying patients in a
variety of settings ranging from inpatient geriatric wards, outpatient geriat-
rics primary care clinics, nursing homes and assisted living facilities, and
selected subspecialty settings. Didactics will delve into the foundational
sciences of the epidemiology of aging, the physiology of aging and its
clinical implications (e.g. falls, delirium and cognitive impairment, immune
senescence, drug selection/dosing), communication skills, ethics at the
end of life, systems-based care, and behavioral sciences in order to answer
meaningful clinical questions. By expanding knowledge in these founda-
tional sciences through small group discussions, case studies, and simu-
lation exercises, students will be better equipped to slow down the aging
process of their patients, prevent iatrogenic events in older adults, and
improve quality of life based on what is most important to their patients.
IDIS 5631. ISC: Emergency Care: Cell to System Science. Regard-
less of one’s chosen specialty, all physicians interact with the emergency
department (ED)-maybe as a specialist on call or as a primary physician
referring patients to the ED. The Emergency Care ISC will bring you from
the cellular level to the system level. By delving into core pharmacologic
principles you will develop an approach to the care of an acutely poisoned
patient. Through task trainers and cadaver based procedure labs you will
deepen your knowledge of procedural anatomy and perform emergency
and resuscitative procedures. Additionally, by learning the physics of ultra-
sound, you will be able to enhance your musculoskeletal exams and per-
form ultrasound guided procedures while analyzing the cost and safety
benefits of point of care ultrasound. All physicians need to work as part
of a team. The ability to lead and function in a team is even more essen-
tial in high-stakes situations, such as managing a mass casualty incident.
You will explore the core concepts of teamwork and apply them to the
evaluation of acutely ill or injured patients. Finally, the ISC will deepen your
understanding of systems of emergency care and the role of the ED in the
health care system and the hospital. Students will have the opportunity
to observe at the Vanderbilt Communications Center, ride on Nashville
Fire ambulances, work shifts in the adult and pediatric emergency depart-
ments, perform bedside ultrasounds on ED patients during dedicated
ultrasound scanning shifts, and participate in multiple simulation experi-
ences. This course meets the acute care requirement.
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IDIS 5632. ISC: Health Systems Science in a Working-Learning
Health System. In this course interprofessional student teams participat-
ing in a working-learning health system (WLHS) will gain experience man-
aging high risk, complex panels of patients while advancing knowledge
in health systems science, social and behavioral determinants of health,
and continuous quality improvement. In the WLHS student teams provide
comprehensive longitudinal care to patient panels through direct care and
care navigation across multiple settings, including clinic visits, communi-
cating with inpatient services if the patient is admitted, home visits, work
or school visits, and ER visits (during daytime hours). Each patient will have
a care plan that will guide the care that the team provides. Depending on
the needs of the patient, the team will conduct care navigation by contact-
ing the patient approximately every one to two weeks to check on the
status of the patient and determine if the team can help facilitate services
to the patient. Teams will conduct ongoing quality improvement measure-
ments to ensure that the care being provided is having a positive impact
on patients. Formal course work topics will include health systems science
and the health care system, socio-ecologic and structural determinants of
health, health policy and health economics, organizational management,
public health, quality improvement processes, and interprofessional prac-
tice. Students from Medicine, Nursing, Pharmacy and/or Social Work will
be members of the student team. With approval from the course director,
students can choose to work in one of four health systems, including two
adult clinics (Mercury Courts and Familiar Faces) and two pediatric clinics
(General Pediatrics and Pediatric Pulmonary Medicine). This course will
meet the primary care requirement (except Pediatric Pulmonary Medicine).
We believe that this innovative approach to workplace-based learning will
enable interprofessional student teams to positively impact the health of
their patients while decreasing resource utilization. This course is the first
in a series of three courses that students can complete in the working-
learning health system. The second rotation in the WLHS series is the ACE
in Population Health in a Working-Learning Health System.
IDIS 5633. Learning Communities IMM. The Learning Communities-
Immersion course builds on prior efforts addressing student professional
development that occurring in earlier Learning Communities courses.
Students continue to explore vital issues of their development as profes-
sionals with further readings and small group discussions within the nur-
turing College environment. The sessions are designed in a developmen-
tally appropriate manner to maximize discussions and learning based on
the clinical experiences of the students. The Learning Communities-IMM
course provides the environment for students to focus on further hon-
ing their own skill sets regarding ethics, cognition and leadership prior to
graduation and the beginning of residency training.
IDIS 5640. ACE: Population Health in a Working-Learning Health
System. This course is the second in a series of courses that students
can complete in the three-course working-learning health system (WLHS)
series. The clinical experience is similar to the clinical experience in the ISC
in Health Systems Science so students have additional opportunities for
longitudinal patient care. In addition, students who complete this ACE may
be eligible for QI advanced track credit (FHD requirement). Interprofes-
sional student teams in the WLHS will continue to gain experience man-
aging high risk, complex panels of patients while advancing knowledge
in health systems science, social and behavioral determinants of health,
and continuous quality improvement. In the WLHS student teams provide
comprehensive longitudinal care to patient panels through direct care and
care navigation across multiple settings, including clinic visits, communi-
cating with inpatient services if the patient is admitted, home visits, work
or school visits, and ER visits (during daytime hours). Each patient will
have a care plan that will guide the care that the team provides. Depend-
ing on the needs of the patient, the team will conduct care navigation by
contacting the patient approximately every one to two weeks to check
on the status of the patient and determine if the team can help facilitate
services to the patient. Teams will conduct ongoing quality improvement
measurements to ensure that the care being provided is having a positive
impact on patients. Formal course work topics include population health,
public and community health, epidemiology, community resources for
patients and families, socio-ecologic and structural determinants of health,
quality improvement processes, and interprofessional practice. Students
from Medicine, Nursing, Pharmacy and/or Social Work will be members
of the student team. With approval from the course director, students can
choose to work in one of four health systems, including two adult clin-
ics (Mercury Courts and Familiar Faces) and two pediatric clinics (Gen-
eral Pediatrics and Pediatric Pulmonary Medicine). We believe that this
innovative approach to workplace-based learning will enable interprofes-
sional student teams to positively impact the health of their patients while
decreasing resource utilization. The third and final course in this series is
the ACE in Panel-based Care in a Working-Learning Health System.
IDIS 5641. ACE: Panel-based Care in a Working-Learning Health
System. This course is the third and final that students can complete in the
working-learning health system (WLHS) series, and the clinical experience
is similar to the clinical experience in the ISC in Health Systems Science so
students have the best opportunity for optimal longitudinal patient care. In
addition, students who complete this ACE are eligible for QI advanced track
credit (FHD requirement). As in the preceding two courses, interprofessional
student teams in the WLHS will continue to gain experience managing high
risk, complex panels of patients while advancing knowledge in health sys-
tems science, social and behavioral determinants of health, and continuous
quality improvement. In the WLHS student teams provide comprehensive
longitudinal care to patient panels through direct care and care navigation
across multiple settings, including clinic visits, communicating with inpatient
services if the patient is admitted, home visits, work or school visits, and ER
visits (during daytime hours). Each patient will have a care plan that will guide
the care that the team provides. Depending on the needs of the patient, the
team will conduct care navigation by contacting the patient approximately
every one to two weeks to check on the status of the patient and determine
if the team can help facilitate services to the patient. Teams will conduct
ongoing quality improvement measurements to ensure that the care being
provided is having a positive impact on patients. Formal course work top-
ics will include panel-based care, advanced topics in clinical medicine and
pathophysiology, leadership[ skills, socio-ecologic and structural determi-
nants of health, quality improvement processes, and interprofessional prac-
tice. Students in this course will also be able to customize the curriculum
to meet their individual goals and interest in the field of working-learning
health systems. Students from Medicine, Nursing, Pharmacy and/or Social
Work will be members of the student team. With approval from the course
director, students can choose to work in one of four health systems, includ-
ing two adult clinics (Mercury Courts and Familiar Faces) and two pediatric
clinics (General Pediatrics and Pediatric Pulmonary Medicine). We believe
that this innovative approach to workplace-based learning will enable inter-
professional student teams to positively impact the health of their patients
while decreasing resource utilization.
IDIS 5651. Learning Communities IMM Unit 1: Applied Ethics. Medi-
cal errors threaten the moral sense of self of the physician. All physicians
commit errors, some of them costly in terms of increased patient morbidity
and mortality while others are just nagging reminders of our professional
limitations. Learning how to respond to one’s own errors in responsible
and healthy ways, and considering how to best provide leadership through
our response to others’ errors are important in practicing medicine suc-
cessfully and maintaining one’s ethical equilibrium. This session will explore
the ethical challenges and implications in addressing this developmentally
important issue for becoming mature practitioners of medicine.
IDIS 5652. Learning Communities IMM Unit 2: Lifelong Learning.
Change is ubiquitous in health care making continuous adaptation nec-
essary for clinicians to provide the best possible care to their patients.
Developing the capabilities of a Master Adaptive Learner will provide future
physicians with strategies for learning in the health care environment and
for managing change more effectively. The concept of a Master Adaptive
Learner combines adaptive expertise with an approach to learning based
on self-regulation. Learners will explore an evidence-based model for the
Master Adaptive Learner that provides a shared language and scaffold-
ing to facilitate exploration and conversation about both successes and
struggles during the learning process.
IDIS 5653. Learning Communities IMM Unit 3: Situation Leadership
and Diagnosing. All leadership situations are not equal. Trying to lead
all followers in every situation in the same manner does not demonstrate
effective leadership. Being able to target leadership style to the develop-
mental level of the follower(s) improves the productivity of the follower(s)
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82 VANDERBILT UNIVERSITY
while also eliminating frustration for all involved. This session will allow stu-
dents to explore concepts related to the Situational Leadership II model
and its application.
IDIS 5654. Learning Communities IMM Unit 4: Problem Solv-
ing. Physicians and leaders are both routinely called upon to solve dif-
ficult problems. The best physicians and leaders are able to move past
the “easy” solutions to the “right” solutions. In this session, students will
explore different approaches to problem solving and their importance to
physicians and leaders alike.
IDIS 5655. Learning Communities IMM Unit 5: Priority Setting. Highly
effective leaders are able to focus their energy and efforts on selected proj-
ects to allow for the maximum benefit, while avoiding being pulled in mul-
tiple different directions. Effective leaders are able to clearly articulate their
guiding principles and focus that allows them to say “yes” to projects that
align with their goals and mission, while saying “no” and avoiding projects
that do not align. This session builds on the Time Management session
during the LC-FMK course. Students will explore the impact of clearly set
priorities and develop their own professional vision statements.
IDIS 5656. Learning Communities IMM Unit 6: Change Management.
Most people hate change. People will often work very hard to maintain the
status quo even in the face of mounting evidence that change is neces-
sary. The most successful leaders are able to effectively guide their followers
through periods of change, both large and small. Too often change efforts
fail because all of the focus is on what to change without any explicit con-
sideration and planning regarding how to manage the change. In this ses-
sion, students will explore change management models from the business
literature and consider applications to the medical arena.
IDIS 5657. Learning Communities IMM Unit 7: Dealing with Ambi-
guity. No one likes uncertainty, especially not physicians who often feel
like they must have “all of the answers”. Ambiguity and uncertainty often
lead to stress and decreased satisfaction among practicing physicians.
Developing strategies to manage uncertainty are essential for physicians
in their leadership as well as in their practice of medicine.
IDIS 5658. Learning Communities IMM Unit 8: Leading and Manag-
ing Up. Many individuals early in their journey to becoming leaders are
confronted with the question “Is it possible to lead well when I am not the
one in charge?” “Ninety-nine percent of all leadership occurs not from the
top but from the middle of an organization.” There are well described char-
acteristics and actions involved with being a good follower, as well as for
“leading up” from a position lower in a leadership hierarchy. Becoming a
good follower and developing the skills to lead from the middle can greatly
impact an individual’s leadership success.
IDIS 5701. FHD: Advanced Communication 1. Students will build
effective communication skills with patients through exploration of topics
including health literacy, cross-cultural competence and use of technology
in the clinical setting.
IDIS 5702. FHD: Advanced Communication 2. Students will learn
effective communication skills for having difficult conversations, spanning
the spectrum from professionalism conversations with colleagues to end-
of-life and goals of care discussions with patients.
IDIS 5711. FHD: Quality Improvement 1. Students will analyze their
clinical microsystem using systems-level tools such as fishbone diagram-
ming and flowcharting, and identify an area for improvement.
IDIS 5712. FHD: Quality Improvement 2. Students will propose a
change to their clinic microenvironment and enact that change, collect
data and reflect on their results.
IDIS 5713. FHD: Quality Improvement 3. Students will understand
the basis of sustaining change and will suggest next steps for continued
improvement.
IDIS 5714. FHD: Patient Safety. Students will create virtual presenta-
tions of their projects to improve quality of care /patient safety from their
clinical microenvironment. Students will discuss strategies for sustaining
change and will suggest next steps for continued improvement.
IDIS 5715. FHD: Quality Improvement and Patient Safety Advanced-
track. Students will demonstrate knowledge of the ability to analyze
their clinical microsystem using systems-level tools, identify an area for
improvement, then propose and enact a change, collect data and reflect
on results. Students will also understand the basis of sustaining change
and will suggest next steps for continued improvement.
IDIS 5721. FHD: Interprofessional Education 1. Students will learn
about other professionals’ roles in patient care as well as the unique cul-
tures, values, roles/responsibilities, and expertise of other health profes-
sions; will learn their scope of practice; and will learn how an interpro-
fessional team works together to provide patient care. They will observe
interprofessional teamwork within the medical center.
IDIS 5722. FHD: Interprofessional Education 2. Students will integrate
knowledge of their own role and roles of other team members to appro-
priately assess and address health care needs of patients. They will work
collaboratively with other team members, seeking out other professionals
for consultations in order to formulate an interprofessional care plan for
mutual patients.
IDIS 5723. FHD: Interprofessional Education 3. Students will recog-
nize components of a functional effective team dynamic, including recog-
nizing how their own uniqueness of experience level, expertise, culture,
power, bias and hierarchy within the health care team contributes to
effective communication, conflict resolution, and positive interprofessional
working relationships.
IDIS 5731. FHD: Health Policy: Institutions, Politics, and Advocacy.
Students will be introduced to key features of the U.S. health care system
as well as how to assess the performance of this system along multiple
dimensions of importance. The course will supplement student knowledge
about the social determinants of health and previous patient advocacy
experience with insights about the key institutions, processes and stake-
holders that shape health policy. Students will be exposed to the legislative
and political histories of recent health reforms and use skills gained in the
course to collaborate with colleagues in advocating for positive change.
IDIS 5732. FHD: Health Care Economics. Students will learn and apply
core principles of health care economics to understand the state of the
U.S. health care system and future policy directions related to market
forces, medical spending, and population health. The covered material
will first unpack what features make health care markets special and in
turn more complex relative to other goods and services. These insights
will then be used to understand the incentives, challenges and landscape
of contemporary health insurance and payment models for medical care.
This discussion will span public and private payers as well as patient and
provider behavior under different financing models and incentive struc-
tures. The course will finish by integrating these lessons with recent policy
activity related to the Affordable Care Act.
IDIS 5733. FHD: Public Health and Prevention. Students will learn
principles of population health including epidemiology and population-
focused chronic disease management. Students will be given an individual
or population-level problem and asked to propose an appropriate solution
and to disclose evidence (e.g., results from existing randomized clinical
trials or community interventions, or data from observational studies or the
student’s individual patient panels) used to arrive at a given solution. At
the end of the course, students will have learned about many sources of
data and key metrics (e.g., hazard ratios or odds ratios) used to interpret
results from population studies, and should be able to apply public health
principles in the prevention and management of disease conditions at the
population level.
IDIS 5741. Intersession 1: Foundations of Health Care Delivery.
Intersession 1 Course Description: Intersession 1 serves as an introduc-
tion to the Immersion Phase and teaches students details about popula-
tion and community health, chronic disease management and prevention
in addition to skills for addressing communication barriers in complex
patient care interactions.
IDIS 5742. Intersession 2: EPA Week. This intersession is dedicated to
providing additional preparation for the advanced patient care responsibili-
ties in which students may engage in the fourth year. The focus is on “Core
Entrustable Professional Activities for Entering Residency” as outlined by
the Association of American Medical Colleges.
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83School of Medicine / Courses of Study
IDIS 5743. Intersession 3: Foundations of Health Care Delivery.
Intersession 3 Course Description: Intersession 3 builds on student expe-
rience in Immersion Phase by preparing students for working in an inter-
professional health care team and practicing advanced communication
skills to deal with difficult patient conversations.
IDIS 5744. Intersession 4: Foundations of Health Care Delivery.
Intersession 4 introduces students to the concepts of health care eco-
nomics and policy issues pertinent to caring for patients in a large macro-
system, including details about the Affordable Care Act and payers such
as Medicare, Medicaid, and private insurance.
IDIS 5755. Clinical Preceptorship Program—Foundations of Health-
care Delivery (CPP-FHD). MSTP students will complete Advanced Com-
munication (AC) 1 and 2, Interprofessional Education (IPE) 1, and Popula-
tion Health and Prevention (PHP) by completing readings, online didactic
modules, clinical assignments within the CPP course, and selected CELA
experiences. Topics covered will include health literacy/numeracy, com-
municating medical errors, facilitating shared decision making, the health
care professions, and population health. All requirements must be com-
plete prior to graduation. Completion of the didactic material and project
work will total approximately 16-20 curricular hours. Course will be listed
on the transcript as part of the CPP and will be graded as pass/fail.
IDIS 5930. AE: Preparation for Internship. This course will provide stu-
dents with essential knowledge and skills to enter internship (of any disci-
pline) with confidence. Informed by interviews with residents and program
directors, the curriculum will cover common clinical problems managed
by interns and will review most frequently-used medications. Workplace
challenges, advanced communication tasks and teaching skills will also
be addressed. The course utilizes a variety of methods, including lecture,
small group and panel discussion, as well as skills labs and simulation.
IDIS 6001. Research Immersion: Bench. Laboratory-based Research,
addresses the mechanisms of disease and therapeutics. The questions
that are addressed often result from the need to better understand the
biology of a disease or intervention and encompass both basic and
applied methods of research. Basic science research is driven by the
desire or curiosity for understanding in a scientific or medical realm, while
applied research goes beyond understanding to solve problems. Labora-
tory-based research can include the traditional ‘wet lab’ types of research,
involving experimental techniques with cells, tissues, biospecimens, or
animal models, as well as devices, instrumentation, drug development,
and computational research.
IDIS 6002. Research Immersion: Bedside. Clinical and Translational
research is a broad area and includes research in human subjects, popu-
lations and communities, as well as laboratory-based research. Clinical
research includes studies in human subjects including surveys, cross-
sectional studies, case series, case-control studies, cohort studies, first-
in-human, proof of principle, and all phases of clinical trials. Translational
research can be divided into four categories ranging from “T1” (translation
to humans), “T2” (translation to patients), “T3” (translation to practice) and
“T4” (translation to populations). Clinical and translational projects often
interact closely and/or overlap with other areas of research such as Molec-
ular and Cellular Medical Research, Epidemiology Research, Community
and Global Health Research.
IDIS 6003. Research Immersion: Community and Global Health.
This approach engages communities locally and globally to hasten the
adoption, integration, implementation and evaluation of population health
policies and practices. Potential research in community and global health
includes clinical practice and investigation, public health and biomedical
science, health care delivery, basic and implementation science and com-
munity-based participatory research. This research addresses commu-
nity-identified priorities and embraces health issues that disproportionately
affect primarily, but not exclusively, underserved populations, including
middle- and low-income countries and neighborhoods and foreign-born
populations (immigrants and refugees). Areas of investigation include
health risks or diseases, obstacles to achieving optimal health, socio-cul-
tural, historical and clinical aspects of caring for underserved populations,
barriers to diagnosis and treatment, and strategies/interventions that moti-
vate patients to practice positive health behaviors.
IDIS 6004. Research Immersion: Epidemiology and Informatics.
Epidemiology is the science of identifying and understanding the patterns
and determinants or causes of disease in human populations. Epidemiol-
ogy informs policy decisions and evidence-based practice by identifying
risk factors for disease and targets for preventive health care. Epidemio-
logic methods are used in clinical research and public health studies and
assist in study design, collection and statistical analysis of data, and inter-
pretation and dissemination of results. Biomedical Informatics focuses on
the storage, retrieval and use of biomedical information for problem solving
and decision-making in health care settings. Research is applicable in all
areas of health care ranging from developing, evaluating and refining the
computer tools available to clinicians caring for patients, and using com-
puter applications and techniques to assemble evidence about specific
topics, to managing biologic or genomic information in ways that supports
discovery and guides basic science research.
IDIS 6005. Research Immersion: Ethics, Education, Policy, and
Society. Ethics, Education, Policy, and Society (E2PS) studies include
the ethical and social dimensions of medicine and provide understand-
ing about how medicine both shapes and is shaped by the larger cultural
and policy environments. Encompassing a broad range of disciplines in
relation to medicine, including philosophy, economics, religion, anthro-
pology, sociology and law, related studies can help foster professional
competence and responsibility, while offering guidance to practitioners
and policymakers working to improve the efficiency and quality of the
health care system. Research projects might include historical inquiry in
medicine, patients’ or physicians’ accounts of illness, along with ethical
and legal aspects of health policies, technology, and genomics. Similarly,
health policy studies can offer empirical insights regarding the potential
impact of decisions by consumers, providers, and society by assessing
policy changes or interventions on access, costs, or quality of health care.
IDIS 6100. Special Clinical Study—Vanderbilt. Each student arranges
an independent study with a mentor and completes a period of clinical
work. Approval required.
IDIS 6150. Special Research Study—VU. Each student arranges an
independent study with a mentor and completes a period of research
work. Approval required.
IDIS 6200. Special Study—Non-Clinical. Each student arranges an
independent study with a mentor and completes a period of medically
relevant work. Approval required.
IDIS 6300. Full-Year Research. Students enrolled in this full-year
research course are participating in various research activities including
Vanderbilt Medical Scholars, Howard Hughes Medical Institute Research,
Sarnoff Cardiovascular Research Program, or Fogerty International
Research Scholars Program. Approval required.
IDIS 6305. Full-Year Service Learning. Students enrolled in this year-
long course are participating in an activity of medical service to the com-
munity. Approval required.
IDIS 7001. Research Immersion: AWAY. This course follows the
descriptions for IDIS 6001-6005 except that, for specific circumstances,
the student has been approved to complete their research project with a
mentor at another institution. This is allowed only with approval of all of the
following: Associate Dean for Medical Student Affairs, Assistant Dean for
Physician-Scientist Training, the student’s Research Director, and agree-
ment of non-Vanderbilt mentor.
IDIS 7100. AWAY ACE: Interdisciplinary. Each student arranges an
independent study with a mentor and completes a period of clinical work
away from Vanderbilt. Approval required.
IDIS 7150. Special Research Study—Non VU. Each student arranges
an independent study with a mentor and completes a period of research
work away from Vanderbilt. Approval required.
IDIS 7222. AE: Ethics in Health Care: Theological and Philosophical
Perspectives. [MEDD cross-listing for DIV 7222] This course examines
a broad range of theological and philosophical methods for dealing with
ethical questions as they arise in contemporary American health care. We
will read influential texts from Protestant and Catholic Christianity, Jew-
ish thought, contemporary Anglo-American philosophy, as well as classic
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texts from the virtue traditions. Our aim is to apply the teachings of these
texts to a range of practical issues, including issues at the beginning and
end of life, questions that arise in routine patient care, and major policy
issues in health and health care. We will probe the dialectic between prac-
tice and theory, being attentive to their reciprocal influences. A major aim
of the seminar is to gain critical purchase on the tools that various theologi-
cal and philosophical traditions provide as guides to thinking and action,
and to assess their uses and limits. A second major agenda is to become
more critically aware of our own moral intuitions and assumptions.
Global Health
IGHM 5240. Foundations of Global Health. This course introduces
students to key topics, concepts and methods in global health, exam-
ining determinants of complex issues and exploring multi-dimensional
approaches and interventions with a particular emphasis on low resource
settings. Health and developmental issues across nations and cultures
that require collective (partnership-based) action are highlighted by an
interdisciplinary faculty using didactic, interactive and practical elements
of instruction. At the conclusion of the course, students should be able
to discuss research and evaluation methodologies commonly used in the
field, identify key global health questions and design suitable projects that
address the questions. This course is a requirement for the Global Health
Certificate. First and second year. Fall.
IGHM 5241. Essential Skills in Global Health. This course introduces
students to core research, field tools, assessment and implementation
techniques, and evaluation methodologies used commonly in the field of
global health. Various theories and practices that are commonly used to
analyze issues and intervene in global health are explored. A key objective
of the course is to examine determinants of global health and development
from an interdisciplinary vantage point. Health and developmental issues
across nations and cultures that require collective (partnership-based)
action are highlighted. The course is taught by an interdisciplinary faculty
and external resource persons using didactic, interactive and practical ele-
ments of instruction. First and second year. Spring.
IGHM 5242. Informatics for Global Health Professionals. This
course serves as an introduction to medical informatics with an empha-
sis on global health care settings. As global health bridges both patient
care and public health, so informatics in this context covers both patient-
based information systems and public health information systems. Inter-
national cooperation on health information system issues has resulted in
both extensive knowledge repositories and a powerful set of tools and
techniques that can be used by practitioners and researchers. The mod-
ule consists of lectures with discussion and analysis as well as hands-on
instruction with some software applications and electronic resources. This
course may be taken as credit toward the Global Health Certificate. First
and second year. Fall.
IGHM 5244. Ethics in Global Health. This course provides an overview
of ethical issues and standards in global health, particularly with respect to
ethics in international research. Its aim is to provide students in the health
professions and others interested in global health with a framework in
which to recognize, examine, resolve, and prevent ethical conflicts in their
international work. Through readings, lectures and discussion, students
will explore diverse historical and contemporary international perspectives
on the concepts of ethics and health as well as formulating recommen-
dations for prevention and resolution of ethical conflicts related to global
health. This course may be taken as credit toward the Global Health Cer-
tificate. First and second year. Spring.
IGHM 5249. Case Studies in Tropical Diseases. This course will intro-
duce tropical diseases and parasitology in a clinical case study format
with student group leadership that is facilitated by faculty with substantial
front-line tropical medicine training and experience. Written case proto-
cols will be presented by faculty members and Infectious Disease fellows/
Internal Medicine residents who will lead an interactive discussion involv-
ing pathophysiology, clinical presentation, differential diagnosis, diagno-
sis and treatment. This course may be taken as credit toward the Global
Health Certificate. First and second year. Spring.
IGHM 5250. Global Health Politics and Policy. Global Health Politics
and Policy introduces core global health problems facing the world’s pop-
ulations today and examines the efforts taken to improve health at a global
level. It focuses on the social and political movements of global health
issues and how these forces created and shaped global health policy both
in the U.S. and among the G8 nations from 2000–2011. First and second
year. Spring.
Medical Education and Administration
MADM 5750. AE: Students as Teachers. The goal of this course is to
prepare immersion phase medical students to become effective teachers
as residents. The course offers a longitudinal didactic program, bringing
the cohort together throughout the year to discuss general teaching strat-
egies, educational theory and to review educational literature (the need for
flexibility in scheduling is recognized). This is combined with an opportu-
nity to enhance proficiency in one specific teaching environment by par-
ticipating in the delivery of a particular course or program in the general
curriculum. Students will practice teaching skills, gain an appreciation for
evidence-based teaching techniques, and receive mentoring and feed-
back from established educators.
Medicine
MED 5012. Physical Diagnosis. The introduction to clinical medicine
course for second year students. Emphasizes interviewing skills, acquiring
a medical database, and performing a comprehensive physical examina-
tion. Utilizes a mentor system with groups of four students assigned to two
faculty tutors who will guide them through history taking, patient exami-
nations, and write-ups. Includes lectures, practical sessions, and patient
encounters. Second year.
MED 5012B. Physical Diagnosis B. Physical Diagnosis B
MED 5016. Diagnostics and Therapeutics. This required course is
offered during the clerkship year of the curriculum. The goals of the course
are to teach techniques in clinical decision making, with an emphasis on
many factors that may impact the clinician’s approach to the present-
ing complaint, e.g. pretest probability, risks, and costs of studies; to give
the students an understanding of the laboratory and radiographic tools
used to work through a differential and arrive at a diagnosis; and to impart
a basic understanding of treatments rendered for common disease pro-
cesses that they will encounter. The full-time introductory segment at
the beginning of the clerkship year will be followed by weekly exposure
through the year to online modules and small group activities that delve
into specific presenting complaints with explicit discussion of how the cli-
nician works through each of these clinical problems and treats the final
diagnosis. Foundations of Clinical Care phase.
MED 5020. Medicine Core Clerkship. Second-year medical students
participate in an eight-week, inpatient clinical clerkship under the aegis of
the Department of Medicine, utilizing the clinical services of the Vanderbilt
and VA hospitals. It is believed that learning is most vivid through direct
experience with patients, obtaining histories, and doing physicals and labo-
ratory studies, and that it is amplified by reading and intensive contact with
members of the teaching staff and house staff. Students are given consider-
able responsibility under close supervision of the teaching staff. Six weeks
of the clerkship is devoted to inpatient experience. This is further divided
into three rotations; one general medicine, one subspecialty medicine, and
a final that may be either general or subspecialty. Each student is assigned
to a faculty/resident team and functions as an apprentice physician with
graded responsibility for the evaluation and management of patients admit-
ted to the medicine service. Students participate in clinical and teaching
activities of the service, including daily attending rounds, morning report,
noon conferences, Grand Rounds. Students receive student directed cur-
ricular content in the form of weekly core lectures, weekly “chalk talks” and
clinical case conferences. In addition, students meet on a regular basis with
an assigned Master Clinical Teacher to undergo supervised histories, physi-
cals, and presentation with directed feedback and coaching.
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MED 5302. Cardiovascular Physiology. Students will review cardio-
vascular physiologic principles in the setting of a high volume clinical
cardiac MRI lab. Students will have the opportunity to interview patients,
auscultate cardiac murmurs, review relevant records such as ECG/blood
pressure measurements/heart rhythm strips; and then correlate physical
exam findings and patient history with high resolution MRI imaging in a
wide variety of cardiovascular pathologies. The cardiac MRI lab reviews an
average of 6-8 cases a day, with cardiac conditions ranging from normal
findings; atrial fibrillation; ischemic, nonischemic, and hypertrophic car-
diomyopathies; congenital cases (both pre- and postsurgical); pulmonary
hypertension; cardiac transplant; stress testing; and cardiac valvular dis-
eases. A relevant cardiovascular physiologic principle will be reviewed at
the beginning of each day. The physiology concepts to be reviewed will
be selected depending on significance to the cases on the MRI schedule.
At the conclusion of this fun and engaging two-week elective rotation,
students will have reinforced their knowledge of cardiovascular physiology
by combining a review of the pertinent concepts with clinically relevant
and patient-oriented cardiovascular imaging cases. The combination of
concept review applied to real time clinical cardiovascular imaging will
strengthen the knowledge of cardiovascular physiology in a unique and
unforgettable way. This elective course will provide a unique and compel-
ling preparation for the cardiology intern year.
MED 5304. Integrative Medicine. Students in this two-week elective will
participate in helping patients develop and implement treatment plans for
lifestyle and behavior change through the Vanderbilt Center for Integra-
tive Health (VCIH). The VCIH cares for the whole person—mind, body,
and spirit. Using the resources of the clinic, including health coaching,
the students will develop their own personal plan for wellness. They will
also learn the management of chronic pain and complex chronic disease
working with a multi-disciplinary team. This will include exposure to clini-
cal consults (medical and acupuncture), therapeutic movement classes,
chronic pain skills groups, and group nutrition coaching. Students will also
participate in a weekly multi-disciplinary case conference. At the conclu-
sion of the elective, students will be able to take an integrative medicine
patient history with emphasis on the patient’s perspective and experience
of disease/illness and relevant psychosocial history; identify and describe
the patient’s capacity for behavioral change including barriers and readi-
ness to change; assist patients in developing a personalized plan of care;
explain integrative medicine treatment plans by citing appropriate medical
literature; participate in inter-professional care to develop skills in interact-
ing with other health professionals to develop integrative health plans for
patients; demonstrate understanding of relevant neuroscience research
including neuroplasticity, biomechanics, adaptive behavior patterning, bio-
psychosocial model, and treatment plans for patients with chronic pain
(e.g. rheumatologic conditions, cancer, physical trauma, neurological dis-
ease) and frequent co-morbid psychological conditions (e.g. depression,
anxiety, post-traumatic stress disorder); and explain the role of central
sensitization in chronic pain.
MED 5306. Prevention of Ischemic Events. This two-week elective
will cover the outpatient management of cardiovascular risk, ranging from
diagnosis and appropriate control of co-morbidities such as dyslipidemia,
hypertension, and diabetes, to the appropriate risk assessment strat-
egy including non-invasive vascular evaluations, to tailored interventions
addressing lifestyle and medications. At the conclusion of the two weeks,
students will be able to appropriately identify and diagnose cardiovascu-
lar risk factors and co-morbidities and determine the strategy for full car-
diovascular risk assessment, including performing non-invasive imaging
tests, positioning the patient in a definite ten-year and lifetime cardiovas-
cular risk category, and developing a management plan including proper
lifestyle and pharmacologic interventions based on guidelines, evidence,
and standard of care approaches.
MED 5308. Critical Care Medicine Basics. This course is an intro-
duction to the field of critical care medicine. Students in this rotation are
expected to become familiar with the physiology and pathophysiology of
critical illness and the care of the critically ill patient. Additionally, they will
be expected to integrate basic knowledge of pharmacology and physi-
ology with clinical care and decision-making across two or more ICUs.
An early exposure to the breadth of critical care is imperative for every
physician in training, as throughout their career they will be expected to
recognize life-threatening illness and injury and know the indications for
providing care. Additionally, it is important to know the long term sequelae
associated with critical illness and the socioeconomics of critical care. The
students will be expected to attend ICU rounds and to follow the care of
1-2 patients assigned to them who are admitted to the ICU. In addition,
they will be assigned to select faculty daily to present their patient. This
will require them to understand the physiology and pathophysiology of
the disease process to present a working differential diagnosis. They will
also be expected to attend daily teaching sessions with the select faculty
based on a pre-determined schedule. This includes synthesizing informa-
tion from the electronic medical record, the bedside nurses, the consulting
physicians, and the primary team.
MED 5312. Clinical Rheumatology. This is an outpatient service rota-
tion designed to immerse the student extern in the evaluation and care of
patients with a wide variety of rheumatic diseases. Special emphasis is
placed on the patients with rheumatoid arthritis and lupus; however, all
of the inflammatory and degenerative connective tissue disorders will be
seen and reviewed. There is daily contact with several rheumatologists as
well as the entire staff of the Arthritis Center at Vanderbilt Hospital (physi-
cal therapy, occupational therapy, patient educator, etc.) The student will
observe patient evaluations and treatment methods and will be expected
to perform some new patient assessments. At the conclusion of the elec-
tive, students will know the most practical and cost effective means of
efficiently planning evaluations and treatments. This rotation is especially
valuable to students considering primary care and orthopaedics.
MED 5314. Introduction to Palliative Care. Students will rotate through
Vanderbilt Medical Center under the supervision of palliative care special-
ists. Students will work with the entire multidisciplinary team during this
rotation with the goals of learning to apply the fundamentals in pain and
symptom management, communication at the end of life, care of the dying
patient, and basics of hospice care. Students will rotate on the consulta-
tive services and the palliative care unit during the two-week block. Stu-
dents will gain exposure to patients throughout the hospital from all dis-
ciplines of medicine assisting in symptom management, advanced care
planning, and hospice. The medical director for palliative care at Vanderbilt
University will supervise and evaluate the students on the basis of the six
clinical core competencies as delineated by the ACGME. Creative struc-
turing will allow students to make modifications to the rotation to meet
individual needs. At the conclusion of the elective, students will be able
to gather data as it relates to palliative care; demonstrate use of an inter-
disciplinary team to optimize patient care; evaluate and manage common
symptoms in palliative care; identify goals of care through communication
with families and patients in order to develop a plan of care that includes
the patient’s wishes, medical situation, and code status; recognize signs
and symptoms of impending death; and identify different aspects of suf-
fering in palliative care patients.
MED 5322. HIV Medicine. Students will get a comprehensive look at
the care of HIV patients by experiencing in-depth the complexities of HIV
in both the inpatient and outpatient world. The elective involves spending
one week at the Vanderbilt Comprehensive Care Clinic (VCCC- Vander-
bilt’s outpatient HIV clinic), followed by one week on the inpatient Rogers
Infectious Diseases service (the inpatient service which serves the majority
of HIV-infected individuals). Students will have the opportunity to take his-
tories and perform physical exams, presenting their findings to the attend-
ing provider or nurse practitioner. Content will include lectures, readings,
and small group discussions on ‘hot topics’ in HIV. Concepts such as
AIDS in the global context, treatment-as-prevention, and pre-exposure
prophylaxis will be addressed in these formats, with a focus on epidemiol-
ogy, pharmacology, study design, ethical issues, etc. In addition, students
will spend time with various members of the HIV care team, including an
HIV pharmacist, dietician, clinical pharmacy RNs, case managers, and the
clinical trials team highlighting the multidisciplinary nature of HIV care with
a focus on pharmacology, nutrition, adherence, psychosocial issues, and
clinical trials implementation. Students will attend case conferences and
will round with the inpatient Infectious Diseases nurse liaison and case
manager. At the conclusion of the two-week elective, students will be able
to construct or formulate a history from someone living with HIV infection,
with a focus on the important physical exam findings, social information,
and laboratory values from each patient; describe basic pathogenesis
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86 VANDERBILT UNIVERSITY
and basic virology of HIV infection; discuss fundamentals about HIV treat-
ment; demonstrate a familiarity with the evidence-based, multidisciplinary
approach to HIV care; and explain some of the recent breakthroughs in
HIV care and some of the challenges facing the epidemic from a global
perspective.
MED 5324. Team-Based Geriatric Care. In this two-week elective,
students will join a team of attending, resident, and interdisciplinary team
members on the Vanderbilt Acute Care for Elderly (ACE) Unit in the morn-
ings. Experiences will include diagnosis and management of geriatric syn-
dromes including falls, delirium, dementia, and transitions of care. Stu-
dents will become acquainted with several patients and present them on
rounds. Afternoons will consist of geriatric primary care and consult clinics
with exposure to geriatric medication management, chronic illness, and
home and community-based services. In the second week students will
round mornings with the VA Geriatric Evaluation and Management Unit
Team, following and presenting selected patients and contrasting VA
with Medicare resources. Afternoons will consist of VA Geriatric Consult
and Primary Care Clinics, including a new Patient-Centered Aligned Care
Team with a patient-centered medical home model. Relevant handouts
and orientation materials will be provided, and students will participate
in the ongoing Geriatrics and Palliative Care didactic series with rotating
residents. At the conclusion of the course, students will be able to perform
a functional assessment, contribute to an interdisciplinary team meeting,
appreciate the clinical decision tree concept while managing patients with
multi-morbidity states, and have an awareness of the array of community
and institutional resources required to successfully manage transitions of
care for frail elderly.
MED 5326. Health Promotion—Dayani Center. This two-week elec-
tive is for students interested in health education and health promotion
in primarily outpatient rehabilitation programs. Students will observe and
participate in the Cardiac and Pulmonary Rehabilitation Programs at the
Dayani Center. Additionally, they may elect to spend a portion of this elec-
tive in the areas of Physical Therapy, Lymphedema, Nutrition, and Medical
Fitness. The format of the elective is direct patient observation. Students
may observe graded exercise testing and discuss with staff. At the conclu-
sion of the elective, students will know the fundamental principles of health
promotion and understand lifestyle management of common cardiovascu-
lar diseases.
MED 5328. Clinical Medicine Sub-Specialties. In this two-week elec-
tive, students will work with sub-specialists in clinics of their choosing in
the Department of Medicine. Students will have the responsibility of evalu-
ating patients, presenting patients to the attending, and then devising a
management plan with the attending. Students are responsible for arrang-
ing the clinic half days (minimum 10 half days per 2 week period) with
attendings to be approved by the Course Director. At the conclusion of
the elective, students have an understanding of the outpatient presenta-
tion and management of sub-specialty patient problems, will provide an
efficient patient work-up, and will have familiarity with the care provided to
patients in the outpatient clinical setting.
MED 5332. Problems in Hematology. This 2 week elective will offer
students an introduction to some unique problems that are often encoun-
tered in hematology and the principles of how they are managed. The list
includes bone marrow failure states, thrombotic and hemorrhagic condi-
tions, transfusion medicine, and hematologic neoplasms including lym-
phoma, leukemia, and myeloma. Students will spend one week on the
malignant hematology inpatient service during which they will be given
patients to follow and present during rounds. They will participate in for-
mulating a plan of care emphasizing hematologic issues including transfu-
sion needs, antibiotics, therapeutic options, prognosis survivorship, end of
life care and the role of palliation and hospice. Didactics will focus on the
diagnosis and management of patients with hematologic cancers. Stu-
dents will also have the opportunity to spend time in Hematopathology,
blood bank, and hematology subspecialty clinics of their choice ranging
from benign to malignant hematology and stem cell transplant. At the con-
clusion of the two-week elective, students will have a basic understanding
of some of the unique questions often asked in hematology. They will also
have a better understanding of what is involved in devising and recom-
mending a therapeutic plan from the hematology perspective.
MED 5336. Young Women’s Health. This elective will offer students a
two-week rotation in the Adolescent and Young Adult Health Outpatient
Clinic at 100 Oaks with an Adolescent Medicine attending and residents.
This clinic has a patient population that is about 70% female and sees a
large number of visits for menstrual and gynecologic issues. Patients are
evaluated for primary and secondary amenorrhea, menorraghia, dysfunc-
tional uterine bleeding, and dysmenorrhea. Patients are routinely coun-
selled on initiation of contraception and are screened for sexually trans-
mitted infections. Students will have the opportunity to observe patient
encounters with the resident and/or attending and then as they feel more
comfortable see the patient first and present them to the attending in order
to jointly form a plan of care for that patient. At the conclusion of the two-
week elective rotation, the student will be able to take a thorough men-
strual history and formulate a brief assessment and plan based on pre-
senting complaints/concerns. The student will also feel comfortable taking
a sexual history and become more comfortable with various contraceptive
options. In addition, the student will review the adolescent specific laws on
confidentiality as they pertain to young women’s health issues.
MED 5610. ACE: Clinical Nephrology. This experience is designed to
give the immersion phase student significant experience in practical clini-
cal nephrology and prepare him or her for future house staff training. Stu-
dents will participate in daily rounds with the nephrology attending, the
nephrology fellow, and the medical resident assigned to the Vanderbilt
Hospital nephrology service or the VA nephrology service. Patients with
various clinical disorders including fluid and electrolyte abnormalities, acid-
base disturbances, glomerular diseases, and disturbances of renal func-
tion, including acute and chronic renal failure, will be seen and discussed.
Students will have the opportunity to perform renal consults and present
patients to the rest of the rounding team. Frequently, the nephrology ser-
vice is requested to perform emergency consultation which requires acute
hemodialysis or acute plasmapheresis. Students may participate in these
acute consultations, assist with acute dialysis catheter placement, and
develop an understanding of renal emergencies and their treatment.
MED 5611. AI: Medicine, VU. A student may serve as an acting intern on
the Vanderbilt or Nashville VA general medicine services, with direct super-
vision by an attending and upper level resident. Acting interns may carry
up to 6 patients and may perform up to 3 admissions and 2 ICU transfers
daily. Patients assigned will be selected for their teaching value, and the
student will be expected to function as a member of the team at a super-
vised intern level for patient management and communication with other
health care providers. This will include preparing the admission history and
physical examination, entering orders, writing daily progress notes, pre-
senting patients on daily work rounds, caring for a near intern-level patient
census and coordinating discharge planning. This format provides an
excellent opportunity to evaluate and manage patients with a wide variety
of interesting disease processes and allows the acting intern to take more
responsibility in the care of his/her patients in preparation for intern year.
MED 5613. ACE: Critical Care, VU. This course is a four-week expe-
rience in multidisciplinary critical care medicine from the perspective of
internal medicine. The student will be expected to fulfill much of the role of
a junior level house officer, but will be closely supervised by interns, resi-
dents, and a senior critical care fellow, as well as a critical care attending.
The unit is a very active critical care facility which manages a wide variety
of medical emergencies using extensive monitoring and support equip-
ment. The emphasis is on pulmonary disease, infection, and renal dys-
function, but covers all aspects of critical illness, including endocrinology,
nutritional support, cost containment, and ethical issues. Teaching rounds
are given daily, and these are supplemented with didactic lecture-discus-
sions several days each week. Fulfills the acute care course requirement.
MED 5616. AI: Medicine, VAH. This Acting Internship on the Veterans
Administration Hospital medical wards allows students to work in con-
cert with the house staff team (assistant resident, intern, and one or
two third-year medical students). The acting intern will be assigned new
patients each admitting day and will be responsible for their care under the
direction of the assistant resident. The acting intern’s patients will not be
worked up by the regular intern. The student will be expected to attend all
of the functions and keep the same hours as the house staff. This should
provide an intensive experience in ward medicine.
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MED 5619. AI: Critical Care, VAH. This acting internship in the MICU/CCU
at the Department of Veterans Affairs Hospital is intended to expose medical
students to a variety of important diagnostic and management issues in criti-
cal care medicine. The student should have prior general ward experience
in medicine and surgery. The student will function in the combined MICU/
CCU as an acting intern under the supervision of a medical resident, a pul-
monary/cardiology fellow, and both a pulmonary/critical care and a cardiol-
ogy attending. The student will actively participate in both general medical
intensive care and cardiac intensive care rounds. The student will have an
every-third-night in-house call schedule and will work directly with residents
and interns. Students will take primary responsibility for patient assessment,
documentation and order entry. Students may have a higher patient cen-
sus than in prior ICU rotations and will assume increasing responsibility for
patient care as the month progresses. During the rotation, the student will
learn how to evaluate complex critically ill patients and formulate diagnostic
and therapeutic plans. The student will become familiar with the principles
and techniques of invasive and non-invasive monitoring. Major areas which
are stressed include cardiopulmonary pathophysiology, crisis management,
ICU and CCU pharmacology, airway management and mechanical ventila-
tion, fluid/electrolytes management, nutritional intervention, and ICU ethics.
By the end of the rotation, the student should be comfortable in the initial
assessment and treatment and ongoing care of the most common ICU/
CCU admitting problems and will be prepared for residency ICU rotations.
Fulfills the acute care course requirement.
MED 5620. ACE: Gastroenterology, VU. The adult gastroenterology
rotation offers a broad experience in the evaluation and management of
adult patients with gastrointestinal disorders such as inflammatory bowel
disease, gastrointestinal bleeding, pancreatitis, jaundice, abdominal pain,
the use of enteral feeding, and swallowing abnormalities. The rotation
would include evaluation of hospitalized adult patients and rounds with
the inpatient gastroenterology consultation service at Vanderbilt Medical
Center. Students would function as a gastrointestinal consultant, partici-
pate actively in inpatient rounds, and participate in teaching conferences
sponsored by the division. There would also be exposure to gastrointesti-
nal endoscopic techniques throughout this rotation.
MED 5625. ACE: Endocrinology. This course is designed to give our
medical students exposure to the myriad of endocrine disorders seen
by the faculty in the Vanderbilt Division of Endocrinology, Diabetes and
Metabolism. It is intended to give medical students the opportunity to eval-
uate patients with different endocrine disorders, with a focus on physical
exam findings, laboratory data, and radiological data. In addition, medical
and surgical management of these disorders will be taught. Didactics will
supplement the clinical experience and include pathophysiology of these
disorders. Both diabetes mellitus and non-diabetes endocrinopathies,
including thyroid, pituitary, bone, calcium metabolism and adrenal disor-
ders, will be incorporated into this course.
MED 5655. ACE: Geriatric Medicine. The intent of this course is to
provide students with an advanced educational experience in geriatric
medicine. Students will gain familiarity with multiple geriatric syndromes:
polypharmacy, gait instability, dementia, fragility, pain management, pres-
sure sores, incontinence, osteoporosis; appreciation for continuity of care
across different levels of care; and the ability to differentiate between nor-
mal aging and disease processes. Students’ knowledge of ethical issues
will also be enhanced including patient autonomy, driving, and elder
abuse. Students will also be able to identify and use community resources
effectively, assess and treat multiple geriatric syndromes, organize man-
agement of multiple acute and chronic diseases simultaneously, and com-
municate sensitively and effectively with older persons and caregivers.
MED 5680. ACE: Infectious Diseases. Students will participate as part
of the inpatient infectious diseases consultation service for at least two weeks
of their rotation. They will be active participants in the initial evaluation, man-
agement, and follow-up of patients on the consult service. They should gain
competence in diagnostic skills and in the management of infected patients,
including the choice and use of antibiotic therapy. Special emphasis will be
placed on understanding the epidemiology, pathophysiology, and natural his-
tory of infectious diseases. Students will also have a comprehensive experi-
ence in the care of HIV patients by participating in both the inpatient and
outpatient settings. This portion of the experience will involve spending time at
the Vanderbilt Comprehensive Care Clinic (Vanderbilt’s outpatient HIV clinic)
and/or the inpatient Rogers Infectious Diseases service (the inpatient service
that serves the majority of HIV-infected individuals). While in these settings,
students will spend time with many members of the HIV care team, including
pharmacists, dieticians, clinical pharmacy nurses, case managers, and oth-
ers to better appreciate the multidisciplinary care needed to address medical
comorbidities, medication adherence, psychosocial issues, and other issues
pertinent to HIV-infected individuals. Learning opportunities in the course will
include live sessions in the form of core content lectures, grand rounds, and/
or small groups; online lectures; and recommended readings. Core infec-
tious diseases and HIV/AIDS topics will include antibiotic selection and phar-
macology; skin and soft tissue infections; endocarditis; opportunistic infec-
tions; HIV antiretroviral therapy; and others.
MED 5691. AI: Cardiac Critical Care. During the acting internship in Criti-
cal Care Cardiology, students will actively participate in the management of
patients hospitalized in the Cardiovascular Intensive Care Unit. Duties will
include the management of patients with (1) cardiogenic shock and acute
heart failure, (2) complicated myocardial infarction, (3) complex percutane-
ous coronary and valvular intervention, (4) pulmonary arterial catheters and
continuous hemodynamic monitoring, (5) ventricular support devices, (6)
mechanical ventilation, and (7) cardiac arrhythmias. The student will work
closely with the on-call medical resident and CVICU fellow and be expected
to write admission and daily progress notes and present patients followed
on daily work rounds to the entire team. The rotation will provide a significant
“hands-on opportunity” for medical students to participate in the manage-
ment of critically ill patients. Students will be expected to assume the role of
the intern, carrying multiple patients and accepting increased responsibility
for their care in order to prepare them for residency. This will be a more
robust experience than prior critical care rotations.
MED 5700. ACE: Shade Tree Clinical Service Learning. The Shade
Tree Clinic Community Health Experience offers a profound and rich expo-
sure to primary and specialty care medicine in a resource-limited setting
at a sub-internship level of responsibility. This course is a longitudinal ACE
during the Immersion Phase for senior medical students. The Shade Tree
Clinic Community Health Experience is an opportunity to develop clinical
case management skills in the context of complex social determinants of
health. Students are exposed to community resources needed to provide
holistic care to vulnerable patients. They also gain creative, critical thinking
skills necessary to confront challenges faced in a resource-limited con-
text. Participating students have the opportunity to (1) enhance clinical
patient care skills, (2) mentor and teach junior students, and (3) partici-
pate in didactic/skill sessions for advancement of clinical, advocacy, and
leadership skills. Students will be expected to schedule 20 clinic shifts
throughout the course and complete a final project (or equivalent), which
may include leadership and/or staff roles. Clinical skills and knowledge will
be assessed incrementally throughout the course.
MED 5730. ACE: Cardiovascular Diagnostics. This course will empha-
size the development of skills in EKG interpretation and cardiovascular
physical diagnosis. In addition, students will become familiar with the full
spectrum of cardiovascular imaging modalities. The aim will be to appreci-
ate their relative strengths and weaknesses as well as indications, tech-
niques, and interpretation. The student will see patients in consultation
with cardiology faculty at Vanderbilt and the Nashville VA Medical Cen-
ter. Regular bedside physical diagnosis rounds will be held with senior
Vanderbilt faculty. The student will also be instructed in the use of a heart
sound simulator which has been demonstrated to improve diagnostic
skills. There will be didactic sessions on EKG interpretation and cardio-
vascular imaging (including stress testing, nuclear cardiology, echocar-
diography, coronary angiography, and cardiovascular MR). Finally, weekly
conferences to attend include: Clinical Cardiology (2), Echocardiography,
Nuclear Medicine, and Cardiology Grand Rounds.
MED 5735. ACE: Palliative Care. Students will rotate through VUMC,
the VA Hospital, and community hospice agencies under the supervision
of palliative care specialists. Students will follow their own patients and
work with an interdisciplinary team (IDT). This opportunity will allow stu-
dents to learn and apply the fundamentals in pain and symptom manage-
ment, how to communicate at the end of life, care of the dying patient, and
hospice criteria. Students will spend roughly two weeks with the VUMC
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consult service, one week at the VUMC Palliative Care Unit, and one week
at the VA. They will also work several days with community hospice mem-
bers, child life specialists, chaplains, case managers, social workers, and
nurses. At VUMC and the VA Hospital, students will work with the inpa-
tient consultative team and see patients throughout the hospital from all
disciplines of medicine assisting in symptom management, advanced care
planning, and hospice information. During their time with hospice, they
will accompany members of the IDT on home visits and learn more about
their various roles in end of life care. The palliative care physicians and
nurse practitioners will supervise and evaluate the students on the basis
of the six clinical core competencies as delineated by the ACGME. Cre-
ative structuring will allow students to make modifications to the rotation
to meet individual needs.
MED 5740. ACE: Pulmonary Consult. This course consists of seeing all
pulmonary consultations at VU Hospital, presenting the cases to confer-
ences and rounds, participating in pulmonary laboratory testing, fiberoptic
bronchoscopy, and cardiopulmonary exercise testing, and attending joint
pulmonary conferences. Case mix includes chronic obstructive pulmonary
disease, pulmonary renal syndromes, vasculitis, sleep apnea, pulmonary
nodules, infectious and non-infectious pulmonary infiltrates.
MED 5760. ACE: Rheumatology. Time will be spent primarily in the rheu-
matology clinic at the Vanderbilt clinic and the VA Hospital (VAH). Students
will have an opportunity to be involved in the consultation from the hospital
with the rheumatology team at VUMC and VAH. Students will have an expo-
sure to several clinics with different rheumatologists each day, and they will
observe patient evaluations and treatments. Materials for study will be given.
There will be an expectation from a student to perform patient assessment
especially in terms of history taking and physical examination focusing on
rheumatology. Students will have an opportunity to attend all rheumatology
conferences, in both clinical and research meetings.
MED 5780. ACE: Medical Oncology. This advanced clinical experience
will provide the student with a broad overview of clinical oncology. Inpa-
tient exposure will be centered at Vanderbilt Hospital, where the student will
assist in the evaluation of new oncology service admissions and new con-
sultations. The student will make morning rounds and present new cases
to the oncology attending. In addition to inpatient exposure, the student
can attend two to three outpatient clinics per week. During the rotation, the
student will also attend the Division of Oncology conferences at Vanderbilt.
MED 5785. ACE: Hematology-Oncology. The goal of this course is
to introduce students to the core concepts of hematology, how they are
applied to patient care in the inpatient and outpatient care setting, and
how various components including clinical hematology, hematopathology,
blood banking, and coagulation medicine interplay to provide comprehen-
sive hematologic care. Students will have 2 weeks of hands on experience
in the management of hematologic disorders in the inpatient setting. The
remaining 2 weeks will be spent in the ambulatory clinic setting, inpatient
consults and laboratory exposure.
MED 5790. ACE: Clinical Dermatology. This clinical experience will be
in the outpatient clinic setting and the inpatient consultation setting with
direct faculty interaction. The location of clinic assignments will be in the
VU Dermatology Clinic at Vanderbilt One Hundred Oaks and the Dermatol-
ogy Clinic at the Nashville VA Hospital. There will be participation in weekly
conferences specifically for the rotators on the clerkship. The didactic
lectures during the month will focus on the identification, treatment, and
management of common dermatologic diseases. The clinical experience
will reinforce the lectures plus give insight into the role of the dermatologist
as a consultant for less common and difficult to treat conditions.
MED 5825. ACE: Medical Ethics. This course is designed as a capstone
experience in ethics, building upon the ethics components in FMK and FCC.
The core activity will be participation in the activities of the clinical ethics con-
sultation service provided to Vanderbilt Medical Center by the faculty of the
Center for Biomedical Ethics and Society. Activities during this 4-week ACE
will include directed readings in areas related to the consult work, atten-
dance at conferences, lectures, case reviews and additional work in eth-
ics of special interest to the student’s future residency training. The course
will fulfill the immersion course requirement for the Certificate in Bioethics,
although being a candidate in the Certificate Program is not a requirement
for taking this course. Discussion with Dr. Joe Fanning, the Director of the
Clinical Ethics Consult Service is strongly recommended prior to enrollment.
MED 5970. AE: Fundamentals of Quality Improvement. The Fun-
damentals of Quality Improvement (QI) in Healthcare half-year elective
provides Immersion Phase students with an opportunity to gain founda-
tional knowledge of QI and patient safety principles in health care. Medi-
cal students will participate in an elective course offered to students from
the schools of Medicine, Management, Nursing, and Education that runs
weekly from January through April. The course will challenge students
to think in an interdisciplinary manner about models and team-building
strategies for leading QI initiatives in a variety of organizational settings.
Students will form interdisciplinary teams to complete a final group project.
Students will also complete the IHI Open School online certificate.
MED 6100. Special Clinical Study: Medicine, VU. Each student
arranges an independent study with a mentor and completes a period of
clinical work. Approval required.
MED 7100. AWAY ACE: Medicine. Each student arranges an indepen-
dent study with a mentor and completes a period of clinical work away
from Vanderbilt. Approval required.
MED 7150. Special Research Study: Medicine, VU. Each student
arranges an independent study with a mentor and completes a period of
research work away from Vanderbilt. Approval required.
MED 7200. AE: Global Health. This four-week AE is an extension of
the Global Health ISC and aims to provide clinical experience in the care
of patients in low- and middle-income countries (LMICs), most often in
resource-constrained environments. Students will assess the most com-
mon health problems encountered at the site, the usual treatment proto-
cols, and how management differs from that in the U.S. or other devel-
oped countries. Students will learn how treatment and treatment decisions
are influenced by local contexts, policies, and cultural components. In this
AE, students will mindfully and ethically draw on their ‘resourcefulness’ to
navigate the various constraints of working in resource-constrained set-
tings. The hospital or clinic site is arranged by the student and approved
by course director. Approval can be facilitated by Vanderbilt faculty
involvement at the site. Students may elect to combine clinical work with
language immersion studies (particularly Spanish). If the intended loca-
tion is on the State Department Travel Alert List, additional approval will
be required. Students are responsible for covering all of their personal
expenses associated with the course and travel, but small amounts of
funding may be available.
Neurology
NEUR 5020. Neurology Core Clerkship. The rotating students of the
third-year class are alternately assigned to two 2-week (total=4 weeks) rotat-
ing blocks of clinical neurology inpatient and outpatient experience. Stu-
dents are given direct responsibility for the evaluation and care of patients
under the supervision of house staff and faculty. This exposure is intended
to provide the students with an approach to patients with diseases of the
central, peripheral, and autonomic nervous systems and skeletal muscles.
At the end of the rotation, students will take the NBME exam. Departmental
recognition is given to the highest NBME score. Exposures to other areas of
neurology can be arranged; talk to the clerkship director. Third year.
NEUR 5315. Movement Disorders and Deep Brain Stimulation. The
overall goal of this elective is to immerse students in the evaluation and
treatment of patients with movement disorders. Students will spend time
with these unique patients from diagnosis to advanced stages. The elec-
tive will include brief didactics on the most commonly followed disorders
including Parkinson’s disease and Essential Tremor. Clinical time will be
spent in the Neurology clinic diagnosing and medically treating patients.
Students will be involved in the selection of patients for surgical interven-
tion. In the operating room, student will participate in all stages of deep
brain stimulation (DBS) surgery from the Neurology, Neurosurgery, and
Neurophysiology perspectives. Students will assist with post-operative
DBS programming. Additional time will be spent working closely with
Nuerosurgery in planning surgeries. Students may also attend the multi-
disciplinary DBS conference which occurs once a month. At the end of
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89School of Medicine / Courses of Study
the two-week rotation, the student will feel confident in the presentation,
examination, diagnosis, and treatment options for patients with movement
disorders. Students will be expected to demonstrate a focused history
and neurologically focused physical exam and will be able to articulate the
indication for DBS, expected benefit, and potential risks.
NEUR 5612. ACE: General Neurology. Students will participate in a
four-week general neurology advanced clinical experience that will have a
flexible schedule to allow students to pursue specific interests. The sched-
ule will be individually tailored through discussion/planning with the ACE
director and involve participation in the following venues: outpatient clinic,
general inpatient neurology service and adult neurology consult service.
Students may choose to spend all four weeks in one venue or put together
a combination of two or three venues.
NEUR 5620. ACE: Stroke. Students will participate in a four-week stroke
advanced clinical experience that will involve inpatient, outpatient and
procedural activities. The main venue of participation will be the inpatient
stroke service where students will be responsible for carrying a census of
patients (presenting on rounds), going to and assisting with stroke alerts,
and participating in the education of clerkship students on the service.
Students will also have the opportunity to go to stroke clinic and the angio-
gram suite to learn about and observe diagnostic angiograms and intra-
arterial procedures. Students will also attend the weekly multidisciplinary
cerebrovascular conference, and spend time with the Neuro ICU team.
Students will be expected to stay for overnight call at least two times dur-
ing the four-week rotation.
NEUR 6100. Special Clinical Study—Vanderbilt. Each student
arranges an independent study with a mentor and completes a period of
clinical work. Approval required.
NEUR 7100. AWAY ACE: Neurology. Each student arranges an inde-
pendent study with a mentor and completes a period of clinical work away
from Vanderbilt. Approval required.
NEUR 7150. Special Research Study—Non-VU. Each student
arranges an independent study with a mentor and completes a period of
research work away from Vanderbilt. Approval required.
Obstetrics and Gynecology
OBGN 5020. OB/GYN Core Clerkship. Each Each member of the
third-year class is assigned to the obstetrics and gynecology service for
five-and-one-half weeks. Vanderbilt University Hospital. Each student will
spend two-and-one-half weeks on the obstetrical rotation. While on the
maternal-fetal service this will include daily attending rounds and involve-
ment with the maternal-transport service. Students will also be assigned
to the perinatal group practice service. In addition to being involved on
labor and delivery, students will help manage obstetric patients who are
followed in the Vanderbilt Clinic. Each student will spend two-and-one-half
weeks on gynecology. Each student will spend one-half day per week in
continuity clinic, one-half day in colposcopy clinic, and one-half day in
clinical transaction project. Daily teaching rounds are conducted by the
GYN oncologists. The general gynecology service provides exposure to
the medical and surgical management of patients seen at the Gynecology
Clinic. The two-week rotation at Baptist Hospital provides excellent expo-
sure to operative gynecology and to gynecology in the private practice
setting. In addition, students are encouraged to observe surgical cases
performed by the reproductive endocrinology service. The five-and-one-
half-weeks rotation provides a broad based introduction to the discipline
of obstetrics and gynecology. Included in the rotation is a lecture series
given by the faculty covering general obstetrics, high-risk obstetrics, gyne-
cologic oncology, reproductive endocrinology, and general gynecology.
OBGN 5620. AI: Maternal Fetal Medicine. During this rotation, the
student receives advanced experience in high-risk obstetrics designed
to gradually provide the student with a sense of responsibility and own-
ership for the patients under his/her care similar to that of our first year
residents. Students help to direct both the antepartum and postpartum
care of patients with preterm labor, PPROM, and pregnancy-induced
hypertension. By the end of the rotation, the student is responsible for
daily documentation including admission/discharge/daily progress notes,
supervised order entry, and patient cross-cover reporting to the resident
team. The student is expected to be familiar with the main complications
of pregnancy, be confident in delivering directed and concise patient
assessments and treatment plans, and have mastered the mechanisms of
normal labor and delivery. Specific learning activities include daily morning
obstetrical teaching rounds; attendance at resident didactics; participation
in resident OB emergency simulation training when available, and over-
night call on labor and delivery suite. Learning resources include one-on-
one interactions with the obstetrical house staff and attendings, access to
current obstetrical texts and journals, and teaching conferences.
OBGN 5630. ACE: Maternal Fetal Medicine. During this rotation, the
student receives advanced training in high-risk obstetrics at the student
level. Students may help to direct either the outpatient antepartum or inpa-
tient peripartum care of women with common complications of pregnancy,
including preterm labor, pre-gestational diabetes, chronic hypertension,
PPROM, and preeclampsia. By the end of the rotation, the student should
be familiar with common complications of pregnancy and be confident
in delivering directed and concise patient assessments and treatment
plans. Students have the option of designing an inpatient or outpatient
experience which will depend upon learning objectives identified during
the intake interview with the course director. Inpatient learning activities
include daily morning obstetrical teaching rounds and inpatient service
responsibilities with the resident team. Outpatient learning activities would
include attendance in MFM return OB and consult clinics, with additional
time spent in diabetes clinic, obstetrical ultrasound, and genetic counsel-
ing. This rotation will require four (4) overnight calls on labor and delivery
suite and two (2) independent presentations on a topic of interest with
your MFM preceptor who will be identified depending upon your area(s)
of interest. Learning resources include one-on-one interactions with the
obstetrical house staff, midwives, and MFM attendings, access to current
obstetrical texts and journals, and teaching conferences.
OBGN 5635. ACE: Clinical Obstetrics. This course is designed to be
a focused experience on labor and delivery to give students more experi-
ence in basic management of obstetric patients. This course will familiar-
ize the student with the physiology of labor and delivery. Students will be
expected to work with the team learning cervical exams, basic ultrasound
assessment, and delivery skills. They will also work with the team in the
operating room learning skills for cesarean delivery. The student will also
follow postpartum patients with the residents and attendings. An individu-
alized curriculum will be planned which will include experience on days
and nights with the team on labor and delivery and in triage. The student
will be expected to assist with teaching the FCC students on the rotation
as well. The student should finish this experience with confidence to com-
plete tasks required of an intern on their labor and delivery rotation.
OBGN 5645. AI: Operative Gynecology. Operative Gynecology seeks
to integrate didactic and interactive teaching, consultative and inpatient
management experience, benign gynecologic operative experience, and
focused independent study to gain greater appreciation for and con-
fidence in managing the following: 1) clinical presentation, 2) diagnostic
evaluation, 3) clinical or surgical management, and 4) short or long term
follow-up of common gynecologic problems. It also seeks to prepare the
learner to function at the level of a Gyn intern prepared to competently
perform core activities listed in the Learning Objectives.
OBGN 5655. ACE: Gynecologic Oncology. During this rotation, the
student receives training in the management of gynecologic oncology
patients. The student participates in the evaluation and treatment of
patients, gaining experience in surgery, colposcopy, pathology, chemo-
therapy, and radiation techniques. The student will be primarily respon-
sible for 2-3 inpatients at any given time under the direct supervision of
the resident on service. By the end of the rotation, the student should be
familiar with the staging of different gynecologic malignancies, common
treatment modalities, and important prognostic factors affecting survival.
In addition, the student will be exposed to the immediate postoperative
care of the acutely ill patient. Specific learning activities include pre- and
postoperative care of the oncology surgical patient, assistance in the
operative cases on the service, and attendance in the private clinics of the
oncology attending.
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90 VANDERBILT UNIVERSITY
OBGN 5660. ACE: Female Pelvic Medicine and Reconstructive Sur-
gery. During this rotation the student receives training and practical expe-
rience in the diagnosis and management of pelvic floor defects and dys-
functions. The student will participate in preoperative evaluation, surgery,
and post-operative follow-up of operative cases. In addition, there will be
exposure to conservation treatment including pelvic floor rehabilitation and
insertion/management of pessaries. History and physical exam of pelvic
floor defects are also emphasized.
OBGN 5665. ACE: Operative Gynecology. ACE: Operative Gynecology
(description forthcoming)
OBGN 6100. Special Clinical Study—Vanderbilt. Each student
arranges an independent study with a mentor and completes a period of
clinical work. Approval required.
OBGN 7100. AWAY ACE: Obstetrics/Gynecology. Each student
arranges an independent study with a mentor and completes a period of
clinical work away from Vanderbilt. Approval required.
OBGN 7150. Special Research Study—Non-VU. Each student
arranges an independent study with a mentor and completes a period of
research work away from Vanderbilt. Approval required.
Ophthalmology and Visual Sciences
OPH 5320. Introduction to Ophthalmology. Students will join a team
of attending and resident physicians on the Ophthalmology service at
Vanderbilt Hospital. Ophthalmology involves working as a consultant and
primary care physician to patients both in the hospital and in the clinics.
Reasons for consultation requests vary, but common requests include
retinal disease, glaucoma, infectious diseases, trauma, and congenital
anomalies. There will be six choices of subspecialty services on which the
student may rotate over the two weeks. These include retina, glaucoma,
cornea, oculoplastics, neuro-ophthalmology/consults, and pediatrics. At
the conclusion of the two-week elective, students will be able to take an
ophthalmology history and physical examination, arrive at a diagnosis, and
understand treatment plans. Additionally, students will have familiarity with
evidence-based approaches to care and the role of an ophthalmology sur-
geon in a teaching hospital.
OPH 6100. Special Clinical Study—Vanderbilt. Each student arranges
an independent study with a mentor and completes a period of clinical
work. Approval required.
OPH 7100. AWAY ACE: Ophthalmology. Each student arranges an
independent study with a mentor and completes a period of clinical work
away from Vanderbilt. Approval required.
OPH 7150. Special Research Study—Non-VU. Each student arranges
an independent study with a mentor and completes a period of research
work away from Vanderbilt. Approval required.
Orthopaedic Surgery and Rehabilitation
ORTH 5325. Pediatric Sports Medicine. Students will spend time with
various attendings in the pediatric orthopaedic, sports medicine, and
adolescent clinics at Vanderbilt. They will also attend the sports medicine
fellows lecture series and a sports event if available during the rotation.
They will be expected to read Hoppenfeld’s text, Physical Exam of the
Spine and Extremities. Upon completion of the rotation, the students will
be expected to understand the diagnosis and management of pediatric
fractures, concussion, and overuse injuries. Students will perform a physi-
cal exam of the spine and extremities.
ORTH 6100. Special Clinical Study—Vanderbilt. Each student
arranges an independent study with a mentor and completes a period of
clinical work. Approval required.
ORTH 7100. AWAY ACE: Orthopaedics. Each student arranges an
independent study with a mentor and completes a period of clinical work
away from Vanderbilt. Approval required.
ORTH 7150. Special Research Study—Non-VU. Each student
arranges an independent study with a mentor and completes a research
project away from Vanderbilt. Approval required.
Otolaryngology
OTO 5310. Introduction to Otolaryngology. Students will join the
attendings, fellows, and residents on the Head and Neck Division of the
Department of Otolaryngology. This service provides surgical care for
patients with benign and malignant tumors of the head and neck, includ-
ing tumor resection and reconstruction, as well as airway reconstruction.
It is a busy service which carries the largest inpatient census in our depart-
ment. Students will see patients in the office and hospital setting, intra-
operatively and post-operatively. Students will also have the opportunity
to work with our speech pathologists and physical therapists as well. Stu-
dents will participate in our weekly multi-disciplinary tumor board to better
understand both surgical and non-surgical management of head and neck
tumors. At the conclusion of the two weeks, students will be able to take a
directed history, perform a basic head and neck examination, and observe
and understand the basic surgical approaches to tumors of the head and
neck. They will also understand basic reconstructive options for head and
neck defects. Most importantly, they will understand the multi-disciplinary
approach to patients with head and neck cancers.
OTO 5315. Introduction to Laryngology. The human larynx is a very
complex instrument and one that enables us to communicate with each
other through speaking and song, as well as protecting our airway from
aspiration during deglutition. We recognize each other through our voices
and our unique, individual sound helps to define who we are. Technologi-
cal advances allow us to study the larynx real time in the office and help us
to offer patients highly specialized, individualized treatments based on the
results of these studies. In this two-week elective, students will participate
in the management of patients with disorders affecting the larynx and upper
aerodigestive tract, including dysphonia, breathing difficulties, and dyspha-
gia. Students will work with a team of the attending, fellow, and resident
physicians from the Vanderbilt Voice Center in both clinic and operating
room settings. In the clinic, students will learn the specialized evaluation
of the patient with a vocal, breathing, or swallowing complaint. Diagnosis
and treatment of common laryngological disorders will be presented and
discussed. The student will also interact with and observe the voice speech
and language pathologists and vocal pedagogues that complete the mul-
tidisciplinary team of the Voice Center. These practitioners provide both
diagnostic support and behavioral treatment for patients. Students will be
exposed to diagnostic procedures, specifically indirect laryngoscopy and
laryngeal videostroboscopy. In the operating room, students will observe
endoscopic treatment of a variety of common laryngeal, upper airway,
and esophageal disorders. These disorders may include benign vocal fold
lesions, vocal fold paralysis, upper airway stenosis, and cervical esophageal
stenosis. At the conclusion of the two-week rotation, students will be able to
take a specialized laryngological history; perform a complete head and neck
examination; discuss common disorders affecting the larynx, upper airway,
and cervical esophagus; and describe the treatment of common disorders
affecting the larynx, upper airway, and cervical esophagus.
OTO 5325. Clinical Rhinology. In this elective, students will have the
opportunity to learn about nasal and sinus disorders and their relationship
to diseases of the respiratory tract. Students will learn the pathophysiology
of sinus disease and how nasal and sinus anatomy interact with allergy
and other immunological diseases to affect the entire airway. The students
will also learn how nasal anatomy affects patients in their ability to function
in everyday life. The students will accompany the surgeon to the operating
room to observe how endoscopic sinus surgery is performed. The elective
will also include benign and malignant diseases of the sinuses and skull
base. Students will focus on the anatomy of the skull base and the various
pathologies seen clinically. Students will spend time with the skull base
surgeon in both a clinical setting and the operating suite. Students will fol-
low the patient from the time of surgery to the first post-operative appoint-
ment. In the clinics, students will learn about nasal and sinus endoscopy;
CT and MR scans of the paranasal sinuses and skull base; physiology and
bacteriology of the nose and sinuses and the close relationship with the
lungs and pulmonary function; and medications available to treat nasal
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91School of Medicine / Courses of Study
and sinus disorders. Students will also observe the allergist/immunolo-
gist. At the end of the two-week rotation, students will be knowledgeable
of the common presenting symptoms of nasal and sinus disorders, and
the anatomy and pathophysiology of nasal, sinus, and skull base disease.
They will be able to read sinus CT and MR scans, and will be able to pres-
ent a case concerning the presenting symptoms and diagnostic factors of
a case and the available treatment paradigms.
OTO 5335. Introduction to Neurotologic Surgery. Neurotology is a
subspecialty of otolaryngology (ENT) that deals with the evaluation and
treatment of disorders of the ear, including adult and pediatric hearing
loss, intracranial tumors, vertigo, facial nerve disorders, and complex infec-
tions of the ear. The specialty is multi-disciplinary and interacts frequently
with other otolaryngology specialists and faculty and staff in neurosurgery,
neurology, audiology, speech and language pathology, deaf education,
physical therapy, and others. Students will participate in all aspects of
the diagnosis and management of patients with neurotologic disorders.
In the operating room students will be able to participate in and observe
complex procedures such as cochlear implants, acoustic neuroma sur-
gery, tympanic membrane reconstruction, stapedectomy, mastoidectomy
and eradication of the ear, and vestibular surgery. Students will participate
as members of our cochlear implant team, learning basic and advanced
audiologic testing, cochlear implant evaluations, team assessment and
integration, surgery, and post cochlear implant evaluation. Students will
be able to participate in the activation of the cochlear implant, seeing
adults and children hear for the first time. At the conclusion of the two
-week rotation, students will be able to perform a specialized ear history
and complex head, neck, and neurotology exams. They will be familiar
with the disorders of the ear, including infections, hearing loss, vertigo,
tinnitus, and intracranial tumors of the ear including meningioma, acoustic
neuroma, and facial nerve disorders; the systems based practice involv-
ing multi-disciplinary care of neurotologic disorders, including working with
the cochlear implant and surgical teams; surgical procedures involved with
treating patients with complex otologic disorders; and the appropriate sur-
gical set up, procedure, and equipment.
OTO 5340. Introduction to Facial Plastic and Reconstructive Sur-
gery. Facial plastic and reconstructive surgery is an integral part of the
training in Otolaryngology-Head and Neck Surgery. The face is the corner-
stone of a person’s identity. Facial expression implies a revelation about
the characteristics of a person, a message about something internal to
the expresser. The goal of facial plastic and reconstructive surgery is to
restore, maintain, or enhance a patient’s facial appearance. Students will
participate in the management of patients with disorders affecting the
face. Students will work with both attending and resident physicians from
the division of Facial Plastic Surgery in both the clinic and the operat-
ing room. In the clinic, students will learn the specialized evaluation of
the patient with congenital, malignant, traumatic, and medical conditions
affecting various components of the face. Diagnosis and treatment of
common facial disorders will be presented and discussed. Considerations
of facial aesthetics will also be reviewed. In the operating room, students
will observe treatment of a variety of common nasal, auricular and cutane-
ous disorders. These disorders may include facial fractures, nasal deformi-
ties, facial defects, and facial paralysis. At the conclusion of the two-week
rotation, students should be able to take a specialized history pertinent to
facial deformities; perform a complete head and neck examination; dis-
cuss common disorders affecting the nose, external ears, eyelids, lips,
and facial skin; and describe the treatment options of common disorders
amenable to facial plastic surgery.
OTO 6100. Special Clinical Study—Vanderbilt. Each student arranges
an independent study with a mentor and completes a period of clinical
work. Approval required.
OTO 7100. AWAY ACE: Otolaryngology. Each student arranges an
independent study with a mentor and completes a period of clinical work
away from Vanderbilt. Approval required.
OTO 7150. Special Research Study—Non-VU. Each student arranges
an independent study with a mentor and completes a period of research
work away from Vanderbilt. Approval required.
Pathology
PATH 5310. Pathology as a Career. Physician practice in the field of
pathology takes place within a diverse range of sub-disciplines under
the general divisions of Anatomic Pathology (AP) and Clinical Pathology/
Laboratory Medicine (CP). The goal of this elective is to offer an intro-
ductory experience whereby students can participate in and observe the
daily activities of multiple practice settings in both AP and CP. Opportuni-
ties exist for exposure in the areas of surgical pathology, cytopathology,
autopsy pathology, hematopathology, molecular diagnostics, transfusion
medicine, clinical microbiology, and clinical chemistry, among others.
Attendance at intradepartmental educational conferences and relevant
multidisciplinary clinical conferences will be strongly encouraged. At the
completion of the rotation students will have a working understanding of
the general role the pathologist plays within the greater context of patient
care and will have gained insight toward consideration of pathology as a
potential career choice.
PATH 5620. ACE: Anatomical Pathology. This four week Advanced
Clinical Experience is designed to provide in-depth exposure to the prac-
tice of anatomic pathology via a mixture of services and is an ideal way
to gain additional insight into the field for both those students considering
pathology as a career and those who plan to pursue clinical specialties
which frequently make use of pathology services. Depending on specific
student interest and service availability, the setting for this clerkship may
include the sub-specialty-oriented surgical pathology service at VUMC,
the general surgical pathology service at the TVHS VA Hospital, the cyto-
pathology service at VUMC, the pediatric surgical pathology service at
Monroe Carell Jr. Children’s Hospital and the autopsy pathology service
at VUMC. Emphasis is placed on introducing the student to the methods
of specimen processing, evaluation and diagnosis in anatomic pathology
with a particular focus on the relationship that anatomic pathologists main-
tain with clinical colleagues in the context of patient care efforts. Oppor-
tunities will exist for students to see a range of specimen types from fine
needle aspiration biopsies to multi-organ resections and full autopsies.
Students will work closely with pathology residents and fellows and will
participate in a variety of tasks including pathologist performed biopsies,
intra-operative consultations, gross specimen evaluation and selection of
histologic sections for microscopic review. Additionally students will pre-
view microscopic slides and dictate draft reports for selected cases and
will subsequently participate in case review, ancillary test ordering/evalua-
tion and final case sign out with the attending pathologist. Students will be
expected to attend the various intradepartmental educational conferences
in anatomic pathology as they occur.
PATH 5630. ACE: Clinical Pathology. Clinical pathology (also known
as Laboratory Medicine) includes diverse laboratory services that provide
diagnostic testing for all areas of medical practice. Services include trans-
fusion medicine/blood bank, clinical chemistry, special chemistry (including
toxicology), hematology and urinalysis, special hematology (bone marrow
and lymph node analysis), coagulation, microbiology, virology, molecular
infectious disease, molecular genetics, cytogenetics, and immunopathol-
ogy (including flow cytometry). The student may rotate in one or multiple
labs with training individualized according to their interest and future plans.
Training consists of a mixture of observation and both didactic and case-
based learning. At the end of the rotation, the student will have an under-
standing of efficient use and interpretation of diagnostic and monitoring
tests in the areas of the lab through which the student has rotated.
PATH 5650. ACE: Clinical Microbiology. Medical microbiology is the
subspecialty of pathology concerned primarily with the laboratory diagno-
sis, treatment, and control of infectious diseases. Medical students with
an interest in medical microbiology, pathology, or infectious diseases may
elect to do a rotation in medical microbiology. Formal training in medical
microbiology at VUMC is administered by the Department of Pathology,
Microbiology, and Immunology and consists of an integrated program
of experiential and theoretical education in the laboratory diagnosis and
management of infectious diseases. The program is designed to provide
concurrent training in the technical, mechanistic, consultative, managerial,
administrative, and pedagogical aspects of clinical microbiology through-
out the pathology residency period. Thus, medical students and pathol-
ogy residents are placed in a learning environment that synthesizes the
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92 VANDERBILT UNIVERSITY
spectrum of clinical microbiology precepts within the daily routines and
reinforces fundamental interconnections between clinical infectious dis-
eases, microbial pathogenesis, and laboratory diagnostic approaches.
Further harmonization of concepts in medical microbiology is achieved
via consistent, direct mentoring of trainees by program faculty, medical
student and resident participation in conferences covering relevant top-
ics in infectious diseases and diagnostic microbiology, and progressive
increases in trainee responsibility commensurate with experience. The
goal of individual rotations is to foster a detailed understanding by train-
ees of the biochemical, molecular, genetic, analytical, and engineering
principles of contemporary testing methodologies and link these insights
to the pathophysiology, clinical presentation, therapy, and prevention of
microbial diseases.
PATH 5680. AE: Forensic Pathology. Join the Nashville Medical Exam-
iner’s Office for a month-long elective in one of the most fascinating areas
of medicine, forensic pathology. Observe and participate in death-scene
investigations, autopsies, and courtroom testimony. Learn about the
important function a medical examiner’s office plays in the protection of
the public health of our community. This elective is not just for those who
are interested in pathology, but also for all medical students who want to
see how disease and trauma affect the human body. Prerequisite: Third
year core clerkships. Fourth year students only.
PATH 6100. Special Clinical Study—Vanderbilt. Each student arranges
an independent study with a mentor and completes a period of clinical
work. Approval required.
PATH 7100. AWAY ACE: Pathology. Each student arranges an indepen-
dent study with a mentor and completes a period of clinical work away
from Vanderbilt. Approval required.
PATH 7150. Special Research Study—Non-VU. Each student arranges
an independent study with a mentor and completes a period of research
work away from Vanderbilt. Approval required.
Pediatric Medicine
PED 5020. Pediatrics Core Clerkship. Each member of the third-year
class is assigned to Pediatrics for five and one-half weeks. Three and one-
half weeks are spent on the Vanderbilt Children’s Hospital inpatient pediat-
ric wards. Students participate in all phases of diagnosis and treatment of
a wide variety of illnesses of children and infants. Two and one-half weeks
of the clerkship includes work in pediatric clinics or Meharry Hospital or
community sites. Besides teaching rounds on the wards and nursery, stu-
dent lectures are held three times a week. Grand rounds are held weekly
and chief resident rounds are held each Thursday.
PED 5310. Adolescent Medicine. Students will participate in an outpa-
tient Adolescent and Young Adult Health Clinic with residents and faculty.
The Adolescent clinic serves patients with a variety of health care needs
including primary care, acute care, sports medicine, gynecological and
contraceptive care, behavioral health, and eating disorders. Students will
have the opportunity to see patients first and then work closely with fac-
ulty members to develop a care plan. Students can anticipate working in
multidisciplinary teams and spending time with a variety of providers. Stu-
dents can also expect to participate in didactic and case based learning
sessions throughout the course. The goal of this elective is to familiarize
students with the scope of adolescent health care. At the conclusion of
the two-week elective, students will be able to take a complete and con-
fidential psychosocial and gynecological history on adolescent patients.
Additionally, students should be able to perform a focused physical exam
and develop a patient plan of care in conjunction with the attending.
PED 5315. Pediatric Diabetes in the Clinical and Research Setting.
Students will join a team of attending and fellow physicians and scientists
as they learn about management and discovery in pediatric diabetes. The
management of diabetes in children occurs at the intersection of medical
and support services. The care is managed by physicians, nurses, social
workers, child life specialists, and psychologists. Within this intersection of
care, the team is also dedicated to improving the management of diabetes
through research. The goal of this short course is to introduce the stu-
dents to this intersection. Students will participate in the initial evaluation
and teaching of a patient with new onset diabetes, will be precepted in
diabetes continuity clinic, and will attend clinical visits with dietitians, social
workers, and psychologists. As an extension of this clinical exposure, stu-
dents will learn about clinical research by attending our clinical research
team meeting, receiving training in patient consent, and observing clinical
trial visits. Students will also learn about the basic science of diabetes
by participating in design, execution, and interpretation of research in the
lab setting. At the conclusion of the elective, students will understand the
presentation and management of diabetes through the contributions of a
diverse provider team, the impact of diabetes on children and their fami-
lies, and the opportunities for changing the course of diabetes through
research from bench to bedside and back.
PED 5325. Physiology and Pathophysiology of the Newborn. This
two-week elective will be scheduled for students who will be welcomed
to the Neonatal Intensive Care Unit on the fourth floor of the Children’s
Hospital. The course will be a mix of didactic talks and readings as well
as patient evaluations focused on the physiology and pathophysiology of
oxygen delivery and gas exchange. The student will learn the principles of
evaluation and treatment of a variety of cardiorespiratory disorders includ-
ing respiratory failure, hyaline membrane disease, pneumonia, sepsis, vari-
ous congenital heart diseases, and congenital malformations. The student
will also be learning ventilation management and blood gas analysis and
the basics of fluid, electrolyte, and nutrition management. These physi-
ologic principles are universally applicable and not limited to neonatology.
At the conclusion of the elective, students will be able to list five patho-
physiologic mechanisms for hypoxic respiratory failure; interpret blood
gases determining alveolar minute ventilation, acidosis status, and ventila-
tory means to correct abnormalities; write fluid electrolyte and parenteral
nutrition orders demonstrating understanding of the reason behind includ-
ing each component; and will understand the basics of physical examina-
tion and evaluation of the newborn infant and correlate the observations
with the pathophysiology.
PED 5330. Pediatric Hematology-Oncology. Students will have a broad
exposure to pediatric hematology-oncology on this rotation. The rotation
is divided into two one-week blocks. Students will do one week each on
the inpatient pediatric hematology-oncology service and the outpatient
clinics. During the inpatient week, students will join a team of residents,
fellows, and attending physicians on the pediatric hematology-oncology
service at Vanderbilt Children’s Hospital. Students will attend rounds and
will see a broad range of both pediatric oncology and hematology diagno-
ses. Common reasons for oncology admissions are workups for possible
oncology diagnoses, new diagnoses initiating treatment, chemotherapy
administration, complications from treatment, and palliative care/death
and dying. Common reasons for hematology admissions are diagnosis
and management of bleeding disorders, workup for anemia and/or throm-
bocytopenia, and management of the complications of sickle cell disease.
During the outpatient week, students will attend all hematology and oncol-
ogy clinics in the outpatient setting. Clinic opportunities are vast and will
include exposure to general oncology for routine chemotherapy and sick
visits and benign hematology. New referrals will also be seen. Students
may also attend subspecialty clinics to gain a general overview of specific
diseases (e.g., brain tumors, sarcomas, hemophilia, and stem cell trans-
plant). At the conclusion of the two week elective, students will be able to
do a history and physical examination on an oncology patient in both the
inpatient and outpatient setting. Students will also be able to formulate a
differential diagnosis for a new patient referral, both in hematology and
oncology. Students will have an overall appreciation for the varied patient
populations seen in pediatric hematology-oncology from both the family
and the physician/medical team perspectives. Students will also have a
broad exposure to the field of academic pediatric hematology-oncology.
PED 5331. Pediatric Stem Cell Transplantation. Students will have a
broad exposure to pediatric stem cell transplant on this rotation. Students
will do a two-week rotation that includes both the inpatient and outpa-
tient settings. During the inpatient time, students will join a team of fellows
and attending physicians on the pediatric stem cell transplant service at
Vanderbilt Children’s Hospital. Students will attend rounds and will see a
patient at all stages of stem cell transplant (pre-, peri- and post) for broad
range of both pediatric oncology and nonmalignant diagnoses. Com-
mon reasons for admissions on this service are stem cell transplantation,
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93School of Medicine / Courses of Study
complications from treatment, and palliative care/death and dying. During
the outpatient time, students will attend all pediatric stem cell transplant
clinics. Clinic opportunities are vast and will include exposure to patients
who are being considered for stem cell transplant, post-transplant sick
visits, and hospital follow-up. New referrals will also be seen. At the con-
clusion of the two-week elective, students will be able to do a history and
physical examination on a stem cell transplant patient in both the inpatient
and outpatient settings. Students will also be able to formulate a differ-
ential diagnosis for presenting signs and symptoms and to understand
which patients are considered stem cell transplant candidates. Students
will have an overall appreciation for the varied patient populations seen in
pediatric stem cell transplantation from both the family and the physician/
medical team perspectives. Students will also have a broad exposure to
the field of academic pediatric stem cell transplantation.
PED 5335. Obesity Across the Life Stages:Before Breast Feeding to
Bariatrics. Obesity is a condition of high prevalence worldwide. Most medi-
cal providers encounter it or one of its many co-morbidities on a daily basis.
Its etiology is complex, with risk and disease development beginning before
birth and progressing across the lifespan. In this elective students will be
exposed to the evolution of this disease across these life stages, highlighting
clear opportunities for prevention and treatment. Students will participate in
a variety of clinical settings, which range from general to subspecialty, and
from medical to surgical. Through these clinical experiences and a core of
didactics, students will learn key points of intervention such as maternal
nutrition (obstetrics), breastfeeding (newborn nursery lactation consultation),
obesity treatment (multidisciplinary pediatric and adult weight management
clinics, bariatric surgery), and management of its co-morbidities (lipid and
endocrinology clinics). At the conclusion of the two-week elective, students
will understand how obesity evolves across the lifespan, identifying oppor-
tunities for prevention and treatment; how to perform an obesity-specific
assessment of patients of all ages through history taking, physical exams,
and data interpretation; and how the multidisciplinary nature of treatment
options can be approached through interpersonal interactions with patients,
families, and members of the clinical teams.
PED 5340. Electronically-Engaged Pediatric Family Consult. This
elective involves working as a consultant to engage pediatric patients and
their families in managing their health through information technologies.
Students will work with a variety of pediatric providers in the inpatient, out-
patient, and acute care settings. Consultations will focus on educating and
supporting families with new diagnoses and chronic illnesses using mobile
devices, the MyHealthAtVanderbilt patient portal, or other technologies to
assist with disease monitoring or behavior change. With each new consul-
tation, students will independently evaluate the patient and family, present
the case to a multi-disciplinary team, explore technologies to address the
information and disease-management problems, and work with the fam-
ily to implement the proposed solutions. Students may also have oppor-
tunities to provide follow up from prior consultations and to participate
in ongoing research studies of patient engagement through information
technologies. At the end of this rotation, the student will have a familiarity
with the roles of information technology in health and disease manage-
ment, as well as the importance of literacy, numeracy, and computer skills
in facilitating patient engagement.
PED 5345. Pediatric Cardiology. Students participating in this two-week
elective will be exposed to the breadth of services offered by the medical
and surgical teams caring for children with congenital and acquired heart
conditions. Selected faculty members and at times senior cardiology fel-
lows will provide didactic and clinical insight relative to their area of exper-
tise. Such areas include but are not limited to noninvasive imaging (echo-
cardiography, MRI), cardiac catheterization, and electrocardiography- the
primary areas whereby cardiac structure, hemodynamics and rhythm are
assessed. The goal is to provide consistent core didactics and readings,
supplemented with an introduction to basic cardiac assessment in the
outpatient and inpatient settings. Students will be afforded an opportu-
nity to observe the interaction of multiple team members working toward
the optimal patient care plan using a variety of diagnostic and imaging
modalities. At the conclusion of the elective, students will have acquired a
basic understanding of how abnormalities of cardiac structure and func-
tion impact the well-being of the pediatric patient through the care con-
tinuum. Though many principles are pediatric-specific, common concepts
are shared with adult medicine as well. Students will also understand basic
cardiac assessment in the infant, child and adolescent, primarily in the
outpatient setting including history, physical exam, and appropriate use
of diagnostic studies.
PED 5611. AI: Pediatric Medicine. The Pediatric Acting Internship is
a course designed to give students a more robust experience of serv-
ing as an active member of the inpatient pediatric ward teams. Students
will assume intern responsibilities with the supervision and countersigna-
ture of notes and orders by upper level residents, as well as participate in
daily teaching conferences. Students will be assigned a number of long
day shifts and a series of night shifts, with a maximum of four days off
during the four week period. Patient assignments will be at the level of
a census closer to that of an intern to provide increased responsibility
and ensure readiness for residency. In order to ensure the strong clinical
experience which characterizes this course, each position is built into the
pediatrics house staff rotational schedule. Therefore, the pediatric service
relies heavily on each student who is accepted into this course. We ask
that each student consider his/her enrollment as a strong commitment to
serve; add/drops will not be permitted.
PED 5612. ACE: Adolescent Medicine. Adolescent Medicine is a
unique subspecialty in pediatrics in that it combines both primary care
with consultative care for adolescents and young adults ages 12 to 22
years of age. During this ACE students will have the opportunity to learn
comprehensive care of the adolescent using both a primary care and a
multidisciplinary team approach. Students will have the ability to function
within the Adolescent/Young Adult Clinic and will be exposed to a multidis-
ciplinary team which includes a social worker, nutritionist and psychiatrist
in conjunction with an adolescent medicine physician. At the end of the
course, students will feel comfortable performing a complete psychosocial
assessment of an adolescent using the HEADDSS assessment tool. They
will have the opportunity to provide primary and basic gynecologic care
for adolescents to include (1) how to perform a sports clearance exam;
(2) how to take an appropriate menstrual history and screen for menstrual
disorders; (3) how to take an appropriate sexual history; (4) how to counsel
an adolescent on contraception. Students will also gain experience in the
care of adolescents/young adults with eating disorders and major depres-
sion. Evaluations will be based on the student’s ability to take a complete
and appropriate history/physical and develop a cohesive and appropriate
treatment plan. This course will fulfill the primary care requirement.
PED 5615. ACE: General Pediatric Neurology. Students will participate
in a four-week pediatric neurology advanced clinical experience with a
flexible schedule that will allow students to pursue specific interests. Given
student interests, the schedule will be individually tailored through discus-
sion/planning with the ACE director and involve participation in the follow-
ing venues: outpatient pediatric neurology clinic and the inpatient teams
encompassing pediatric neurology, pediatric epilepsy, and critical care.
PED 5620. ACE: Pediatric Epilepsy. Pediatric Epilepsy Advanced
Clinical Experience (PEACE) is an exciting multi-disciplinary specialty that
encompasses pediatric neurology, neurosurgery, neuroradiology and neu-
ropathology. Patients present with seizure onset ranging from birth into
young adulthood. While due to many etiologies, most patients do well with
standard medications achieving excellent seizure control. However, a sub-
stantial subset requires additional evaluations as well as dietary or surgical
approaches. PEACE students will function within inpatient and outpatient
clinical teams, as well as participate in divisional teaching conferences
and also learn basic EEG reading skills. PEACE students will (1) deepen
their understanding mechanisms causing epilepsy in children, (2) learn the
basic principles of EEG reading and medical management of epilepsy in
children, and (3) participate in multi-disciplinary evaluations of patents with
epilepsy and participate in neurosurgical assessments and procedures.
PED 5625. ACE: Technology-based Engagement Consultation.
Students in this course will participate in patient and family engagement
consultations for children and adults admitted to the Monroe Carell Jr.
Children’s Hospital at Vanderbilt (VCH) and Vanderbilt University Hospital.
The purpose of this ACE is to provide the student with an understanding
of the importance of patient and caregiver engagement for optimal health
and health care, knowledge about the developmental process of patient
and caregiver activation, and experience with recommending educational
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94 VANDERBILT UNIVERSITY
and technological interventions to promote engagement and meet health-
related needs. Participation in inpatient consultations will facilitate training in
promoting engagement in pediatric and adult patients with a wide variety of
clinical diagnoses. Didactic experiences that will reinforce the patient care
experiences include our weekly multidisciplinary Patient and Family Engage-
ment Consultation Team Meeting, weekly Biomedical Informatics Seminar,
and clinical conferences relevant to the patients being seen in consultation.
PED 5635. ACE: Pediatric Hematology/Oncology. Once students have
finished this ACE, they will have a better understanding of the pathology,
treatment, and survival of common childhood cancers. They will also gain
experience in working up and treating anemias and bleeding disorders.
These objectives are accomplished through a combination of inpatient
time and outpatient time. Half of the course will be on the inpatient service
where the students will be expected to follow their own patients, present on
rounds, write daily progress notes, and prepare a short 10-15 minute dis-
cussion of a patient of interest. The student should also participate in walk
rounds with the fellow and faculty for more informal discussion. The other
half of the course will be in the outpatient clinic. While there, the student will
see both new patients and patients returning for therapy. The student will
take a history from the family, perform a physical exam, interpret lab tests,
present these patients to the faculty, and write notes. The student will also
have the opportunity to attend “specialty” clinics to see a group of patients
with a focused set of problems (for example sickle cell clinic).
PED 5680. ACE: Pediatric Cardiology. The advanced clinical experi-
ence in pediatric cardiology is a four week course that aims to expose
medical students to the broad spectrum of cardiac disease in children.
The students will spend two weeks on the inpatient service getting expo-
sure to acute cardiac disease and their care during perioperative period.
Students will be responsible examining patients, presenting in rounds, and
participating in the team care of the patients. An additional two weeks will
be spent focusing on the outpatient side of cardiology. The student will
participate in a variety of different cardiology outpatient clinics. Through-
out the experience, the student will have the opportunity to accompany
the inpatient cardiology fellow on inpatient consults. There will also be
opportunity to watch cardiac catheterizations, watch a cardiac surgery,
and spend time in the echocardiography laboratory.
PED 5690. ACE: Pediatric Endocrinology. Pediatric Endocrinology is a
wonderful sub specialty of Pediatrics which involves studying about and
caring for patients who have abnormalities involving hormonal regulation of
basic body systems. Students will study physiology, pathology, molecular
biology, genetics and pharmacology during the time they care for these
patients. Some examples of endocrine disorders they will be expected to
learn about will include: growth and pubertal disorders, disturbances in
calcium homeostasis, hypo and hyperthyroidism, adrenal disorders, some
disorders of sexual development and common disorders of glucose regu-
lation. Students will also learn about how to manage acutely ill pediatric
diabetes patients in the hospital setting and they will learn the fundamen-
tals of chronic, out-patient diabetes management. Under the supervision
of the endocrine attending physician, students will see patients in the out-
patient endocrine and diabetes clinics, and they will be an integral part of
our ward team on the inpatient Endocrine service.
PED 5710. ACE: Pediatric Gastroenterology. The Pediatric Gastro-
enterology Advanced Clinical Experience (ACE) provides exposure to a
broad range of gastrointestinal, nutritional, and liver diseases in both the
inpatient and ambulatory settings. Students will have the opportunity to
observe and participate in outpatient evaluations of infants and children
referred to the pediatric gastroenterology clinic under the direct supervi-
sion of faculty attending pediatric gastroenterologist, attend endoscopic
procedures, participate in inpatient pediatric gastroenterology inpatient
care and consults, and attend scheduled divisional didactic conferences.
The rotation provides students with experience in the workup of common
pediatric symptom complexes such as abdominal pain, vomiting, diarrhea,
jaundice, and many other common complaints, as well as the opportunity
to participate in multidisciplinary care of complex gastrointestinal disorders
such as inflammatory bowel disease and chronic liver disease. Attendance
in the endoscopy suite allows familiarity with esophagogastroduodenos-
copy, colonoscopy, polypectomy, and rectal suction biopsy. The rotation
will include core reading on the pathophysiology and management of
important gastrointestinal diseases such as inflammatory bowel disease,
biliary atresia, and short bowel syndrome. The student will prepare one in-
depth talk on a gastrointestinal topic of their choice and receive feedback
from the attending on the content and delivery.
PED 5720. ACE: Pediatric Nephrology. Pediatric Nephrology is an excit-
ing specialty that functions at the intersection of renal physiology, pathol-
ogy, anatomy, genetics, pharmacology, and immunology. Students who
participate in this Advanced Clinical Experience will actively participate in
the evaluation and management of patients who demonstrate the con-
sequences of alterations in renal development and the genes that direct
development. Students will have the opportunity to see in inpatients and
outpatients with acute and chronic alterations in renal physiology includ-
ing those with acute kidney injury, hypertension, glomerulonephritis, and
chronic kidney disease in addition to those with congenital abnormalities
of the kidney and urinary tract. Advanced understanding of renal physiol-
ogy and pathophysiology will be an asset in any career path, because the
kidney controls homeostasis for the entire body.
PED 5730. AE: Child Abuse Pediatric Medicine. Child Abuse Pedi-
atrics is a pediatric subspecialty dealing with abused and/or neglected
children and the forensic issues that raises. Students will have the oppor-
tunity to be a part of the Child Abuse Evaluation and Response Team
based at Monroe Carell Jr. Children’s Hospital at Vanderbilt. In addition to
participating in medical evaluations of children referred due to concerns of
possible abuse and/or neglect, students will also be able to observe court
testimony, attend forensic interviews, and participate in multidisciplinary
meetings with DCS and law enforcement. Students will be expected to
1) learn how to perform a basic child abuse evaluation, including taking a
thorough history and performing a full physical exam with photography; 2)
learn the importance of injury biomechanics, and 3) have a better under-
standing of the biopsychosocial aspects of child abuse.
PED 5740. ACE: Pediatric Pulmonary Medicine. Students in this
course will participate in consultations on children referred for evaluation
of lung disease in the hospital and in the outpatient clinic. The purpose of
this ACE is to provide the student with expertise in the clinical evaluation of
pulmonary disease in infants, children, and adolescents, and students will
gain expertise in the relevant history, physical exam findings, and diagnos-
tic testing used in a pulmonary evaluation. Participation in multi-disciplin-
ary clinics in cystic fibrosis, bronchopulmonary dysplasia, and asthma will
facilitate training in caring for children with chronic lung diseases. Didactic
experiences that will reinforce the patient care experiences include our
weekly Pediatric Pulmonary Imaging Conference, our weekly Pediatric Pul-
monary Core Curriculum Conference, and other monthly conferences that
constitute our fellowship training program. Students will have the opportu-
nity to participate in bronchoscopies.
PED 5750. ACE: Pediatric Rheumatology. Students will participate in
the evaluation and care of children referred to the pediatric rheumatol-
ogy program at Vanderbilt Children’s Hospital. The experience will involve
direct interactions with patients and their families in both the inpatient and
outpatient settings. Students will also have the opportunity to participate
in divisional conferences in which patient cases and radiographic studies
are discussed, and recent journal articles are reviewed. Over the course
of the month, the student will gain an understanding of the presenting
symptoms, exam findings, and laboratory studies of autoimmune diseases
in children, as well as current treatment strategies. Through these clinical
experiences, the student will gain insight into the impact of chronic disease
on children and their families. The clerkship will also afford the student a
unique opportunity to gain experience with the fundamentals of the mus-
culoskeletal exam, which has broad application outside of rheumatology.
Prerequisite: Pediatrics 5020. Fourth year.
PED 5760. ACE: Spanish Language Pediatric Clinic. Demographics in
the U.S. are changing and Latinos are now the fastest and largest grow-
ing minority group in the United States. Students need to be prepared to
provide effective care to Spanish speaking population. This ACE offers
student the opportunity to function within the Primary care pediatric clinic
as they participate in well-child visits and acute visits for Spanish speak-
ing families, as well as exposes students to community resources that are
targeted to this population. The course will focus on 1) enhancing stu-
dents’ fluency in Spanish, 2) learning appropriate medical terminology for
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developmental screening, anticipatory guidance, and explaining disease
processes, 3) learn about immigrant experience (Immigration process,
Barriers to access to care, Education and Culture), and 4) Explore various
views of disease within this population, including alternative health beliefs,
use of alternative medicines and therapies, and traditional interaction with
medical professionals. In addition student will be expected to participate
in a small project.
PED 5800. ACE: Developmental Pediatrics and Genetics. The com-
bined Developmental Pediatrics and Genetics ACE will blend two spe-
cialties that are important in all facets of Pediatric Medicine. This course
is primarily an outpatient experience that allows students to assess and
diagnosis children who have developmental and genetic concerns. Stu-
dents will work within multidisciplinary teams and have the opportunity to
learn the roles of other medical providers that their patients might work
with including therapists, psychologists, genetic counselors, nurse practi-
tioners, and dieticians. During the genetics portion of the course, students
will assist in diagnosis and managing children with complex genetic dis-
eases. Students will have the opportunity to (1) deepen their knowledge of
genetic conditions including dysmorphology, biochemical genetics, single
gene disorders, and chromosomal disorders, (2) assess family histories,
(3) participate in the medical intake that can help lead to a diagnosis, and
(4) learn resources they can use throughout their career when working with
patients with genetic conditions. During the developmental pediatrics por-
tion of this course, students will start to become familiar with typical and
atypical courses of childhood development. The goal of this rotation is to
teach medical students how to (1) take a developmental history, (2) assess
how a child is functioning currently, (3) understand what interventions that
are likely to help the child make developmental progress and (4) be familiar
with certain developmental disabilities that are common in our society,
including Autism Spectrum Disorders and Down Syndrome.
PED 5815. AI: Neonatology. Neonatologists care for newborns with
a wide variety of conditions, ranging from prematurity to surgical condi-
tions, infections to congenital cardiac disease, and respiratory distress to
genetic disorders. Students in this rotation will work in the Children’s Hos-
pital Neonatal Intensive Care Unit on the Red Team. The Red Team cares
for patients primarily with congenital heart disease, surgical and genetic
disorders. This team does not attend deliveries. The AI will provide care
for 3-5 patients with a wide range of conditions. The AI will be expected to
pre-round on all patients, write orders and assist with TPN orders, review
X-rays and lab results and contact and interact with consultants. He or
she will be required to write History and Physicals, Daily Progress Notes,
and Discharge Summaries. This is a high intensity AI with very complex
and sick infants and is only recommended for the highly motivated and
extremely responsible AI with an interest in neonatal medicine. It is best
suited for the student considering a career in neonatology or pediatric
critical care or another pediatric subspecialty. Schedule is 6am-6pm six
days per week. There is no overnight call. Days off are scheduled with
team members upon starting the rotation. Daily multi-specialty rounds
starts with both cardiology and NICU attendings at 8:30am. Required lec-
tures are Monday, Wednesday and Thursday mornings at 7:45-8:15am
and weekly simulation sessions are generally on Fridays 7:45-8:30am.
Topics which will be covered and which the AI must read about include:
respiratory distress syndrome, ventilator management, surgical conditions
in the newborn, congenital heart disease in the newborn, nutrition of the
premature infant, apnea of prematurity, jaundice and anemia in the new-
born. The AI must set up biweekly review with his or her NICU attending at
beginning of rotation to review written notes and daily performance. He or
she will also be required to give a weekly brief talk to the team on a relevant
topic of choice. Recommended reading is Fanaroff and Martin’s Neonatal-
Perinatal Medicine, which is available through the digital library. Volume 2
contains the conditions by organ system.
PED 5830. ACE: Pediatric Emergency Medicine. Pediatric Emergency
Medicine physicians need to be prepared to care for minor ailments to
life-threatening events. The Pediatric Emergency Department rotation will
expose students to a wide variety of patient pathology in a fast paced set-
ting. Students will simultaneously obtain a history and perform a physical
exam on pediatric patients from newborn to adolescence. Under the direct
supervision of attendings, fellows and senior residents, students will exer-
cise critical thinking and develop differential diagnosis, management and
disposition for pediatric patients presenting with medical illnesses, surgical
workups, traumatic injuries and psychiatric issues. The course will focus
on common infectious diseases, pediatric surgical/orthopedic emergen-
cies and toxicology emergencies. The student will increase their commu-
nication skills with children, families, consultants and emergency medicine
staff. Students will participate under supervision in common procedures in
pediatric emergency medicine such as suturing, sedation, and splinting of
extremity injuries. Students work fourteen 8 hour shifts which may include
weekends and overnights. Students may also participate in weekly fellow
conferences as well as journal clubs and simulation scenarios. Fulfills the
acute care course requirement.
PED 5910. ACE: Pediatric Infectious Diseases. The Pediatric Infectious
Diseases (PID) Advanced Clinical Experience (ACE) provides students the
opportunity to evaluate and participate in the management of children with
a wide range of suspected or proven infectious diseases. The PID rotation
allows the learner to gain experience in the workup of common symptom
complexes such as prolonged fever, joint pain / limp, respiratory illnesses,
rash, and many other common pediatric presentations. The rotation also
provides valuable experience in the pharmacology and pharmacodynam-
ics of antimicrobial agents, as well as the proper use and potential adverse
effects of these commonly prescribed drugs. The rotation will include core
reading on the pathophysiology and management of infectious diseases
such as meningitis, osteomyelitis, and pneumonia. Students will actively
participate in the evaluation and management of children on the PID ser-
vice in both the ambulatory and inpatient settings.
PED 5990. ACE: Pediatric Critical Care. Pediatric Critical Care is an
exciting specialty that cares for the sickest patients from birth into young
adulthood. The Pediatric Intensive Care Unit (PICU) and the Pediatric Car-
diac Intensive Care Unit (PCICU) both offer unique blends of physiology,
pharmacology and pathology in disease processes ranging from to sep-
sis, respiratory failure, and traumatic brain injury to congenital heart dis-
ease and its repair. Students will have the opportunity to function within
the PICU and/or PCICU clinical teams, as well as participate in divisional
teaching conferences. The course will focus on enhancing student clini-
cal practice-based learning skills. Students will have the opportunity to
(1) deepen understanding of the complex pathophysiology of critically ill
children, (2) learn the basic principles of multidisciplinary management and
resuscitation of critically ill children, and (3) review common diseases seen
in a busy pediatric critical care unit. Additionally, students will be expected
to stay for overnight call at least four times during the four-week rotation.
This course will fulfill the acute care requirement.
PED 6001. Vanderbilt Consortium LEND (VCL) Core Curriculum
Modules 1. The primary formal education portion of the VCL is the core
curriculum: weekly modules and in-person core curriculum seminars at
the end of each unit. Each weekly module on the LEND Moodle contains
objectives, required readings or other activities, and several questions.
Students, including the medical student(s) in this certificate program, are
assigned to interprofessional groups of six to seven trainees, and each
group submits group answers to the questions at the end of each week.
On a rotating basis, each week one of the trainees serves as a group
leader to maintain group accountability and productivity. For each ques-
tion in the module, one trainee writes a draft response, then a second
trainee reviews and edits the response. The leader compiles and formats
all edited responses, provides an opportunity for the group to edit the entire
answer set, and then uploads the answer set to the LEND Moodle by the
deadline. The following week the faculty facilitators for the module provide
feedback to the group within the documents submitted and uploads the
document with the feedback into the module forum. All groups can review
the feedback provided to every group. At the end of every given unit of
study, there is an in-person seminar facilitated by expert LEND faculty.
These seminars provide an opportunity for the interprofessional groups
to work together to apply what they learned from the weekly modules
to clinical cases. Anonymous peer assessments are completed at the
end of each semester to maintain individual accountability and to provide
feedback on leadership skills, communication skills, and professionalism.
This blended educational experience combines online, asynchronous, and
team-based assignments with in-person, case-based interprofessional
teamwork to provide a rigorous comprehensive curriculum in neurodevel-
opmental disabilities.
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96 VANDERBILT UNIVERSITY
PED 6002. Vanderbilt Consortium LEND (VCL) Core Curriculum
Modules 2. The primary formal education portion of the VCL is the core
curriculum: weekly modules and in-person core curriculum seminars at
the end of each unit. Each weekly module on the LEND Moodle contains
objectives, required readings or other activities, and several questions.
Students, including the medical student(s) in this certificate program, are
assigned to interprofessional groups of six to seven trainees, and each
group submits group answers to the questions at the end of each week.
On a rotating basis, each week one of the trainees serves as a group
leader to maintain group accountability and productivity. For each ques-
tion in the module, one trainee writes a draft response, then a second
trainee reviews and edits the response. The leader compiles and formats
all edited responses, provides an opportunity for the group to edit the entire
answer set, and then uploads the answer set to the LEND Moodle by the
deadline. The following week the faculty facilitators for the module provide
feedback to the group within the documents submitted and uploads the
document with the feedback into the module forum. All groups can review
the feedback provided to every group. At the end of every given unit of
study, there is an in-person seminar facilitated by expert LEND faculty.
These seminars provide an opportunity for the interprofessional groups
to work together to apply what they learned from the weekly modules
to clinical cases. Anonymous peer assessments are completed at the
end of each semester to maintain individual accountability and to provide
feedback on leadership skills, communication skills, and professionalism.
This blended educational experience combines online, asynchronous, and
team-based assignments with in-person, case-based interprofessional
teamwork to provide a rigorous comprehensive curriculum in neurodevel-
opmental disabilities.
PED 6003. Vanderbilt Consortium LEND (VCL) Leadership Semi-
nars 1. The Leadership series fosters development of effective leadership
competencies by providing opportunities for students to read research-
based leadership, business administration and management, and orga-
nizational psychology literature that they would not be exposed to in their
primary professional training. They glean leadership skills by teaching each
other the material in the required readings; discussing case scenarios in
their interprofessional groups; practicing communication skills, advo-
cacy, negotiation skills, and conflict resolution through role playing and
group discussions; and applying the knowledge and skills taught in the
leadership seminar to a personal or professional situation. LEND faculty
members in each group also provide training in leadership by modeling
leadership skills as well as sharing their personal leadership experiences
during the evening seminars and in their responses to the trainees’ critical
reflections. Content for each monthly Leadership Seminar on the LEND
Moodle contains learning objectives and required readings or other activi-
ties that are completed before each two-hour evening seminar. Readings
are chosen from the seminal leadership, business and management, orga-
nizational psychology, and neuroscience literature. Students, including the
medical student(s) in this certificate program, are assigned to interprofes-
sional groups of six to seven for the Leadership Seminars; the groups are
different than the Core Curriculum groups so the trainees have experience
working in different interprofessional teams. Each team is facilitated by
two LEND faculty from diverse professions, and each session is led by
the LEND director. The formats for the evening seminars include small
group case-based discussions, role-playing, and large group debriefs and
discussions. After each session, each trainee applies the concepts or prin-
ciples taught in the session to a scenario in her or his personal or profes-
sional life and writes a one-page critical reflection paper on which a faculty
member provides feedback.
PED 6004. Vanderbilt Consortium LEND (VCL) Leadership Semi-
nars 2. The Leadership series fosters development of effective leadership
competencies by providing opportunities for students to read research-
based leadership, business administration and management, and orga-
nizational psychology literature that they would not be exposed to in their
primary professional training. They glean leadership skills by teaching each
other the material in the required readings; discussing case scenarios in
their interprofessional groups; practicing communication skills, advo-
cacy, negotiation skills, and conflict resolution through role playing and
group discussions; and applying the knowledge and skills taught in the
leadership seminar to a personal or professional situation. LEND faculty
members in each group also provide training in leadership by modeling
leadership skills as well as sharing their personal leadership experiences
during the evening seminars and in their responses to the trainees’ critical
reflections. Content for each monthly Leadership Seminar on the LEND
Moodle contains learning objectives and required readings or other activi-
ties that are completed before each two-hour evening seminar. Readings
are chosen from the seminal leadership, business and management, orga-
nizational psychology, and neuroscience literature. Students, including the
medical student(s) in this certificate program, are assigned to interprofes-
sional groups of six to seven for the Leadership Seminars; the groups are
different than the Core Curriculum groups so the trainees have experience
working in different interprofessional teams. Each team is facilitated by
two LEND faculty from diverse professions, and each session is led by
the LEND director. The formats for the evening seminars include small
group case-based discussions, role-playing, and large group debriefs and
discussions. After each session, each trainee applies the concepts or prin-
ciples taught in the session to a scenario in her or his personal or profes-
sional life and writes a one-page critical reflection paper on which a faculty
member provides feedback.
PED 6005. Vanderbilt Consortium LEND (VCL) Care Navigation 1.
In this course learners in the VCL learn about the health care system,
community services, and the social determinants of health in individuals
with NDD by providing care navigation throughout the academic year to
a small panel of patients seen in a local clinic. The experience will include
conducting navigation interviews with the families, home visits, clinic visit,
and identification of local resources that can help patients with neurode-
velopmental disabilities and their families.
PED 6006. Vanderbilt Consortium LEND (VCL) Care Navigation 2.
In this course learners in the VCL learn about the health care system,
community services, and the social determinants of health in individuals
with NDD by providing care navigation throughout the academic year to
a small panel of patients seen in a local clinic. The experience will include
conducting navigation interviews with the families, home visits, clinic visit,
and identification of local resources that can help patients with neurode-
velopmental disabilities and their families.
PED 6100. Special Clinical Study—Vanderbilt. Each student arranges
an independent study with a mentor and completes a period of clinical
work. Approval required.
PED 7100. AWAY ACE: Pediatrics. Each student arranges an indepen-
dent study with a mentor and completes a period of clinical work away
from Vanderbilt. Approval required.
PED 7150. Special Research Study—Non-VU. Each student arranges
an independent study with a mentor and completes a period of research
work away from Vanderbilt. Approval required.
Preventive Medicine
PM 7100. AWAY ACE: Preventative Medicine. Each student arranges
an independent study with a mentor and completes a period of clinical or
research work. Approval required.
Physical Medicine and Rehabilitation
PMR 5310. Principles of Physical Medicine and Rehabilitation. This
course is designed to provide exposure to the practice of physical medi-
cine and rehabilitation (PM&R) with an emphasis on musculoskeletal and
neurological rehabilitation. Many of these patients have had acute illness,
trauma, surgical procedures, and prolonged hospitalization and require
inpatient and/or outpatient rehabilitation. The student will be asked to par-
ticipate in a series of introductory lectures as well as rounds, clinics, and
case discussions. The attending physician on the PM&R service will define
participation in patient care. The student will be expected to participate in
the evaluation of individuals with significant impairment and disability such
as spinal cord injury, traumatic brain injury, stroke, amputations/complex
fractures, multiple trauma and general debility. Outpatient clinics are avail-
able to expose students to the long-term problems which these patients
encounter. At the conclusion of the two weeks, students will be able to
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take a PM&R oriented history; perform a physical examination with an
emphasis on functional status and disability; formulate rehabilitation goals;
and understand the importance of rehabilitation as part of the post-acute
care continuum.
PMR 5611. ACE: Introduction to PM&R. Hands-on exposure to the
practice of physical medicine and rehabilitation (PM&R) with an empha-
sis on musculoskeletal and neurological rehabilitation is offered in this
course. Many of our patients have had acute illness, trauma, surgical pro-
cedures, and hospitalization and the student will have an opportunity to
follow the patients post-acutely. The primary responsibility is the care of
those patients with spinal cord injury, stroke, amputations/complex frac-
tures, multiple trauma, traumatic brain injury, and general debilitation. The
attending physician on the PM&R Service will define participation in patient
care. The student will be expected to [1] participate in the evaluation, func-
tional diagnosis, and treatment of individuals with significant impairment
and disability who require long-term hospitalization to achieve maximal
independence and [2] Integrate medical and surgical knowledge in the
care of patients in the hospital for rehabilitation and in the outpatient clinic.
Additionally, adult and pediatric outpatient clinics are available to expose
students to the long-term problems which these patients encounter.
PMR 7100. AWAY ACE: Physical Medicine and Rehabilitation. Each
student arranges an independent study with a mentor and completes a
period of clinical work away from Vanderbilt. Approval required.
Psychiatry
PSYCH 5020. Psychiatry Core Clerkship. Basic goals of this clerkship
which includes psychiatry clinical rotations are to learn the fundamental
techniques of psychiatric assessment, differential diagnosis, and treat-
ment intervention. Activities include direct patient care and clinical rounds
in the company of assigned faculty. The five 1/2-week placements include
Vanderbilt University Hospital, Vanderbilt Psychiatric Hospital at Vanderbilt
(Adult/Adolescent/Child). Third year.
PSYCH 5310. Introduction to Addiction Psychiatry. This two-week
elective will offer students an opportunity to join a team of physicians on
the Addiction Psychiatry service at Vanderbilt Psychiatric Hospital (VPH).
The clinical team will be caring for patients admitted to the hospital for
detoxification, diagnosis, and psychiatric stabilization and treatment plan-
ning. As substance use disorders often co-occur with depression, bipolar
illness, organic brain disorders, and anxiety disorders (especially post-
traumatic stress disorders, sometimes with sexual and eating disorders),
the addiction psychiatry experience will expose students to a variety of
common psychiatric problems. Students will be interacting with inpatients,
learning about detoxification protocols, as well as seeing patients in follow
up outpatient addiction clinics. Students may sit in on treatment groups
for opiate dependent patients and attend a nearby Narcotics Anonymous
support meeting. At the conclusion of the elective, students will be able to
take a psychiatric history, perform a mental status examination, and know
the basics of case formulation. Additionally, students will have familiarity
with evidence-based approaches to care, understanding the role of an
addiction psychiatrist as well as how addiction may present to physicians
practicing in many specialties of medicine and surgery.
PSYCH 5620. ACE: Neuropsychiatry. This advanced clerkship (elected
after completing rotations in both neurology and psychiatry) is an intro-
duction to clinical practice and research at the interface of psychiatry
and neurology. Under supervision, the student will examine patients with
psychiatric and neurologic diseases affecting emotions, such as tempo-
rolimbic epilepsy, frontal lobe lesions, strokes in the non-dominant hemi-
sphere, or degenerative conditions such as Alzheimer’s Disease, Parkin-
son’s Disease, vascular dementia, and Huntington’s Disease. Readings
will focus on the neurology of emotion, including functional neuroanatomy,
experimental neuropsychology, and electrophysiology. The student may
participate in research protocols involving quantitative behavioral assess-
ment, autonomic measures, and structural and metabolic imaging of the
brain. Each experience in this clerkship is unique and will be tailored to the
specific interests of the student. Consequently, we can only accept one
student per rotation.
PSYCH 5625. ACE: Child and Adolescent Psychiatry Consult-Liaison.
This advanced clerkship is an introduction to clinical practice as a consul-
tation liaison psychiatrist working with children and adolescents. Under
supervision, the student will examine patients with psychiatric diseases
complicating pediatric management including delirium, catatonia, anxiety
and mood disorders both complicating pediatric illness and mimicking
pediatric illnesses (somatoform disorders), management of chronic pain in
collaboration with the pediatric pain team, acute stress and post-traumatic
stress disorder on the trauma service and in the intensive care unit, and
psychiatric consultation regarding eating disorders. Readings will focus on
the neurobiology of trauma and the neurobiology of the interface between
emotions and physical disorders. The student may participate in research
studies if available at that time.
PSYCH 5629. ACE: Inpatient Child and Adolescent Psychiatry. Stu-
dents will provide inpatient psychiatric care for children and adolescents
aged 4 to 18. Students can expect to see a varied range of ages, diagno-
ses, and presenting complaints including depression, anxiety, psychotic
disorders and autism. Students will join a multidisciplinary team working
with nursing, social work, and mental health specialists to treat acute
mental illness. The primary goals of treatment include comprehensive
diagnosis, pharmacologic management, development of treatment plans,
and implementation of behavior management protocols. Family meetings
occur twice weekly to support safe transition to outpatient care
PSYCH 5635. ACE: Emergency Psychiatry. In the Psychiatric Treat-
ment Unit the student will see a broad range of acute psychiatric and
neuropsychiatric disorders. Commonly encountered conditions include
delirium, dementia, depression, suicide attempts, capacity evaluations,
agitation management, altered mental status, conversion disorder, addic-
tions, and somatoform disorders. This is similar to the population on the
Consultation-Liaison service, but with greater acuity and a focus on dis-
position. The student will work closely with the primary resident provid-
ing coverage with supervision to the team by the attending. Students will
also see psychiatric consults in the VUMC Emergency Department and
OBGYN triage. Patients will be above the age of 18.
PSYCH 5638. ACE: Outpatient Psychiatric Clinics. Students will
become primarily active contributors to evaluation and treatment clinics in
adult outpatient psychiatry under the direct supervision of Dr. Bill Petrie.
Students will have the opportunity to work closely with Dr. Petrie in both
inpatient and outpatient settings, treating a wide variety of psychiatric ill-
ness. Sessions sitting in on psychotherapy with Dr. Linda Manning at VCIH
are also available. Students will work individually and in treatment teams,
observing and learning the basics of outpatient psychiatric evaluation,
psycho-pharmacology and psychotherapy (particularly psycho-dynamic
formulation and the principles of insight-oriented therapy and CBT). The
course will also include didactic teaching, case presentations, treatment
planning, chart review and group supervision.
PSYCH 5639. AI: Inpatient Child and Adolescent Psychiatry. Stu-
dents will provide inpatient psychiatric care for children and adolescents
aged 4 to 18 in a multidisciplinary setting. This course offers the opportu-
nity to take full ownership for patient care in direct collaboration with the
attending physician. Students will carry a case-load of patients intended to
prepare them for their future role as residents. Duties will include comple-
tion of daily documentation including admission/discharge/daily notes,
order entry, and patient cross-cover. Students can expect to see a varied
range of ages, diagnoses, and presenting complaints. Feedback will be
provided to ensure readiness for residency.
PSYCH 5641. ACE: Inpatient Treatment of Psychosis. Psychosis (i.e.,
delusions, hallucinations, disorganized thought and behavior) is a cardinal
feature of several psychiatric disorders. This advanced clinical experience
gives the student hands-on exposure to inpatient treatment of patients
with psychotic disorders. Students will work closely with resident and
attending physicians to develop differential diagnosis and treatment plans.
Treatment in this inpatient setting centers on stabilization of acute and
severe illness. Students will be responsible for following several patients.
Assigned readings supplement patient care experiences.
PSYCH 5645. ACE: Adult Psychiatry Consult-Liaison. The Adult Psy-
chiatry Consultation Service at VUMC provides psychiatric services for a
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broad range of patients with psychiatric and neuropsychiatric disorders in
the context of medical, surgical, and obstetric (and other) inpatient settings
at Vanderbilt University Hospital and Stallworth Rehabilitation Hospital. Our
service is one of the busiest in the country and offers an opportunity to see
the intersection of psychiatric conditions with medical illness. Commonly
treated conditions include delirium, dementia, depression, anxiety, suicide
attempts, substance withdrawal, conversion disorder, somatic symptom
disorder, and factitious disorder. Regardless of the diagnosis, we also help
with agitation management and capacity evaluation. The sub-intern will
become an integral part of the team, with assigned primary focus on the
care of a discrete set of patients, and will be directly supervised by Psy-
chosomatic Medicine fellows and Psychiatry attendings. A practical focus
on areas of special interest to the student may be arranged.
PSYCH 5655. AI: Addiction Psychiatry. Alcohol and other substance use
disorders are extremely common in primary care and across a broad range
of medical specialties. These conditions lead to direct medical and psychiat-
ric co-morbidity, predispose to a host of associated conditions (e.g. cancer,
cirrhosis, physical and emotional trauma, infections, and mood disorders),
and complicate management of medical and surgical conditions. The mis-
sion of this AI in substance use disorders is to help provide future physicians
with the fundamental clinical skills necessary to properly diagnose, treat,
and refer patients with substance abuse disorders.
PSYCH 6100. Special Clinical Study—Vanderbilt. A variety of oppor-
tunities are available for clerkships and electives in the Department of Psy-
chiatry that can be combined, especially where daily continuous patient
care is not essential to work flow. In addition to the standard rotation sites,
other experiences can be arranged. Two or three experiences can be
combined within a single elective month. These may include a mixture
of areas within and outside the listed standard electives, such as foren-
sics, geriatric psychiatry, and brain imaging research. Opportunities will be
arranged to meet the interests of the individual student, potentially blend-
ing topics to provide exposure to two to three of these areas. Faculty
approval is recommended at least two months prior to the start of the
month’s rotation in order to develop a plan optimal to meeting the stu-
dent’s interests. Approval required.
PSYCH 7100. AWAY ACE: Psychiatry. Each student arranges an inde-
pendent study with a mentor and completes a period of clinical work away
from Vanderbilt. Approval required.
PSYCH 7150. Special Research Study—Non-VU. Each student
arranges an independent study with a mentor and completes a period of
research work away from Vanderbilt. Approval required.
Radiology
RAD 5310. Introduction to Interventional Radiology. Students will join a
team of attending, fellow and resident physicians on the Interventional Radi-
ology service at Vanderbilt Monroe Carrel Children’s Hospital (VCH). Inter-
ventional Radiology involves working as a consultant to the physicians who
are caring for patients admitted to the hospital as well as performing a mul-
titude of outpatient procedures. Reasons for consultation requests vary, but
some of the more common ones include arteriography, CT-guided biopsy
of lesions, implantation of infusion devices, and external drainage of infec-
tious processes. With each new consultation request, students will have
the opportunity to research the patient using StarPanel and then present
the case to the team during morning rounds. The student will then be able
to perform a history and physical on patients as they get prepared for their
procedure. The student will then participate in the procedure and provide
follow-up care as needed with the supervision of the resident and attending
physicians. At the conclusion of the two-week elective rotation, students
will be able to understand the role Interventional Radiology plays in the care
of both inpatients and outpatients. They will have a basic understanding
of the breadth of procedures offered, and the indications, complications,
and post procedural care for the most common procedures. Additionally,
the students will have familiarity with evidenced-based approaches to care.
RAD 5315. Radiology Elective. The course will provide students with
a broad exposure to the various subspecialties of radiology and will pro-
vide focused training on basic chest x-ray interpretation. The students will
spend each morning in a different reading room within the department. The
students will sit with the faculty, fellows, and residents on the service and
observe them interpreting the various studies that are read or performing
the various procedures that are done. For each reading room, there will be
a series of 5 or so “check-offs” which consists of bits of information that
student must learn in that reading room (for example, “What is the appro-
priate follow-up of an incidentally-discovered pulmonary nodule?”). The
afternoons will be spent attending didactic lectures and participating in
the focused chest x-ray “boot camp.” Each afternoon there will be a one-
hour lecture on one of the different radiology sub-specialties. Students
will use the knowledge gained in the didactic session along with content
from the boot camp handout to work through the various chest films with
the course director. Each day the films will be slightly more difficult than
the day before. At the conclusion of the elective, students will know the
various imaging modalities and the role they play in the diagnosis of dis-
ease and management of patients; the numerous procedures performed
by radiologists and their role in patient care; and how radiologists partici-
pate as active members of multidisciplinary health care teams in caring for
patients. Students will develop skills and confidence in the interpretation
of plain chest x-rays, particularly for common and major abnormalities.
RAD 5320. Musculoskeletal and Emergency Radiology. Students
will spend two weeks in the musculoskeletal/ emergency radiology read-
ing room. It’s a bustling place where MSK-subspecialty trained radiology
faculty, MSK fellows, and radiology residents interpret musculoskeletal
studies and selected studies performed in the Emergency Department,
as well as provide consultation services to a variety of physicians (emer-
gency, trauma team, general surgery, orthopaedic surgery, infectious dis-
eases, internal medicine, rheumatology, etc.). Students will be exposed
to a broad spectrum of musculoskeletal pathology including trauma,
athletic injuries, arthritis, infection, neoplastic conditions, expected post-
operative changes, and post-operative complications. Imaging modali-
ties will include conventional radiographs, Magnetic Resonance Imaging,
Computed Tomography and, possibly, ultrasonography. Students will
have the opportunity to observe interventional procedures such as fluoro-
scopically-guided arthrography and CT/US-guided biopsies. In addition to
daily teaching at the PACS monitors using live cases, there will be didactic
lectures/ case presentations written specifically for this course focusing on
trauma, sports injuries, arthritis, and the basics of musculoskeletal neo-
plasms. The advantages and limitations of the various modalities utilized
will be emphasized. The didactic component of the elective will be further
enhanced by daily noon radiology conferences. The course will be of par-
ticular interest to students contemplating careers in radiology, orthopaedic
surgery, sports medicine, and emergency medicine; however, any student
interested in learning more about the musculoskeletal system or radiol-
ogy is encouraged to attend. At the conclusion of the two-week elective
rotation, students will be able to accurately describe fractures, have an
organized approach to diagnosing arthritis, recognize significant athletic
injuries on MRI, have a basic understanding of the concept of aggressive-
ness of musculoskeletal neoplasms, and have an understanding of the
strengths and limitations of the modalities used by radiologists in diagnos-
ing a variety of conditions.
RAD 5610. ACE: Diagnostic Radiology. Students will rotate through all
diagnostic subspecialties in radiology, getting a broad exposure to vari-
ous pathologies and imaging modalities. The purpose of this course is to
acquaint medical students with the fundamentals of diagnostic imaging
and to highlight optimal imaging pathways for various clinical conditions.
Other key topics such as ionizing radiation risks, contrast media, the
strengths, limitations, and relative costs of the various imaging modalities,
management of equivocal findings and negative examinations, the impor-
tance of open communication between clinicians and radiologists, and
basic use of the PACS workstation will be covered as well. The course is
designed to be relevant and suitable for all medical students, regardless
of their ultimate career choice or interests; this course is not designed
solely for students interested in pursuing a career in radiology. Besides
getting daily instruction in the reading rooms by faculty, fellows, and resi-
dents, students will be engaged in a number of other educational activities.
Students will watch Radiology faculty lecture podcasts on various topics,
complete reading assignments, attend live lectures presented by radiol-
ogy residents, attend daily Radiology noon conferences, solve weekly
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unknown case challenges, and prepare a final “unknown case” presenta-
tion. The course has a pre-test and a final exam.
RAD 5630. ACE: Pediatric Radiology. This course will introduce the
medical student to the principles of diagnostic imaging in a children’s
hospital setting. The medical student experience consists of interactive
reading room sessions covering all diagnostic imaging modalities, such as
radiography, fluoroscopy, computed tomography (CT), MRI, nuclear medi-
cine, and subspecialities in pediatric radiology such as neuroradiology and
interventional radiology. The students have the opportunity to attend radi-
ology teaching conferences and many interdisciplinary conferences which
highlight imaging. In addition, we offer a host of self- directed activities
outside the reading room, such as recommended reading assignments,
learning modules, and teaching files. The successful student will learn the
radiologist role in the care of the patient and how to interact with radiolo-
gists, as well as the appropriate work up of common pediatric conditions.
The importance of the clinical question in the role of choosing the best and
most appropriate diagnostic imaging studies is emphasized.
RAD 5640. ACE: Neuroradiology. The month will allow a broad exposure
to the field of neuroradiology with a strong focus on review of clinically rel-
evant neuroanatomy. The primary role of the student will be as an observer,
working alongside residents, fellows and faculty as imaging studies are
interpreted and procedures are performed. Students will be responsible for
delivering a single informal presentation during the month. Prerequisite: ISC:
Medical Imaging and Anatomy or ACE: Diagnostic Radiology
RAD 5650. ACE: Adult Interventional Radiology. Interventional Radiol-
ogy is an exciting, fast paced, advanced specialty performing minimally
invasive procedures on virtually every organ in the body. This course
provides an immediate immersion into the daily life of an IR. You will be
involved in every aspect of treating patients, including outpatient clinic vis-
its, researching and working up the patient the day of the procedure, pre-
senting the patient in morning rounds, consenting and performing physi-
cal exams, scrubbing in on the procedure, admitting and post procedural
care, inpatient rounds, and long term follow-up. You will also have the
option to visit other specialty areas of IR, including Pediatric IR, the One
Hundred Oaks Vein Center, and read CTA/MRA with our noninvasive vas-
cular specialists. You will be required to research and present one case
report while on the service. The typical day lasts from 7 am to 6 pm and
there are no call responsibilities. Typical procedures include angioplasty
and stent placement in the arteries and veins, embolization of bleed-
ing, embolization of tumors, uterine fibroid embolization, bronchial artery
embolization, gonadal vein embolization, chemo-embolization, percuta-
neous treatment of tumors (ablation), placement of nephrostomy, biliary,
gastrostomy, venous catheters, and TIPS.
RAD 5710. ACE: Visiting Diagnostic Radiology. The Visiting Diagnostic
Radiology Elective in diagnostic radiology is designed for medical students
interested in pursuing a career in radiology. The goals of the course are
to acquaint medical students with the fundamentals of diagnostic imaging
and to highlight optimal imaging pathways for various clinical conditions.
Students will rotate through several diagnostic subspecialties in radiology
and get a broad exposure to various pathologies and imaging modalities.
Daily instruction will be provided by faculty, fellows, and residents.
RAD 6100. Special Clinical Study—Vanderbilt. Each student arranges
an independent study with a mentor and completes a period of clinical
work at Vanderbilt. Approval required.
RAD 7100. AWAY ACE: Radiology. Each student arranges an indepen-
dent study with a mentor and completes a period of clinical work away
from Vanderbilt. Approval required.
RAD 7150. Special Research Study—Non-VU. Each student arranges
an independent study with a mentor and completes a period of research
work away from Vanderbilt. Approval required.
Radiation Oncology
RADO 5315. Introduction to Radiation Oncology. This elective is
designed to introduce students to the field of radiation oncology. This will
require approximately 40 hours per week. No nights or weekends. Students
will be paired with attending/resident pairs which will be assigned on a
daily basis by the chief resident. With each new patient, the student will
be expected to go in to see the patient first and obtain a basic history and
physical. This will be presented to the resident who will then review these
findings directly with the attending. The team (resident/attending/student)
will then discuss treatment options with the patient and formulate a treat-
ment plan. At the conclusion of this course students will be able to take a
focused oncologic history, perform a pertinent exam, and understand the
basics of diagnosis, staging, and treatment options for cancer patients.
They will learn about the multidisciplinary nature of oncologic care.
RADO 5620. ACE: Radiation Oncology. This 4 week clinical rotation in
radiation oncology is designed for students who are interested in pursu-
ing a career in radiation oncology. Students are integrated into the clinical
workflow. They are assigned to work one on one with individual attend-
ings covering all aspects of radiation oncology including malignancies of
the head and neck, lung, breast, gastrointestinal, gynecological, prostate
and brain. Students work with radiation oncology residents in the initial
evaluation of patients, formulation of treatment, supervision of treatment,
and follow-up evaluations. Students will learn indications and techniques
for radiation therapy. With each new patient, the student will be expected
to go in to see the patient first and obtain a basic history and physical.
This will be presented to the resident who will then review these findings
directly with the attending. The clinical team (resident/attending/student)
will then discuss treatment options with the patient and formulate a treat-
ment plan. At the conclusion of this course students will be able to take a
focused oncologic history, perform a pertinent exam, and understand the
basics of diagnosis, staging, and treatment options for cancer patients.
They will learn about the multidisciplinary nature of oncologic care. At the
end of the rotation students are required to give an oral presentation at the
departmental teaching seminar.
RADO 6100. Special Clinical Study—Vanderbilt. Each student
arranges an independent study with a mentor and completes a period of
clinical work at Vanderbilt. Approval required.
RADO 7100. AWAY ACE: Radiation Oncology. Each student arranges
an independent study with a mentor and completes a period of clinical
work away from Vanderbilt. Approval required.
RADO 7150. Special Research Study—Non-VU. Each student
arranges an independent study with a mentor and completes a period of
research work away from Vanderbilt. Approval required.
Surgery
CHAIR OF THE SECTION R. Daniel Beauchamp
General Surgery
General Surgery, VAH
Colon and Rectal Surgery
Emergency General Surgery
Gastrointestinal and Laparoscopic Surgery
Hepatobiliary/Liver and Renal Transplant
Surgical Oncology
Trauma
Surgical Specialties
Cardiac Surgery
Neurological Surgery
Oral and Maxillofacial Surgery
Pediatric Surgery
Plastic Surgery
Thoracic Surgery
Urologic Surgery
SURG 5020. Surgery Core Clerkship. This is the third year clinical core
rotation. For ten weeks each student in the third-year class is assigned to
the surgical divisions of Vanderbilt University Hospital or Nashville Veterans
Administration Medical Center. Under the direction and supervision of the
staff, the student takes histories, does physical examinations and assists
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100 VANDERBILT UNIVERSITY
the staff in the diagnostic evaluation and clinical management of assigned
patients. Half of each student’s period of clinical work is in general surgery.
The other five weeks of the clinical assignment provide two (2) rotations to
the specialty services in Anesthesiology (VAH), Cardiothoracic (VUH,VAH),
Interventional Radiology (VUH), Neurosurgery (VUH), Ophthalmology
(VUH), Orthopaedic Surgery (VUH), Otolaryngology (VUH), Pediatric Sur-
gery (VUH), Plastic Surgery (VUH), Renal Transplant (VUH), Urology (VUH),
Vascular Surgery (VUH), and Trauma (VUH). These rotations provide expo-
sure to a variety of patients with problems in general surgery and in the
specialty fields of surgery. Members of the staff hold teaching sessions
daily. Students go with their patients to the operating rooms where they
are observers and assistants. An integral part of this clerkship is the core
lecture series in surgery. Students will be assigned faculty preceptors for
small group discussions. Third year.
SURG 5310. Reconstructive Urology. Students will join a team of
attendings, fellows, and residents on the Reconstructive Urology service
at Vanderbilt Hospital and Cool Springs Surgery Center. Students will par-
ticipate in the operating room, clinics, outpatient procedures, didactics,
and inpatient management for the Reconstructive Urology service. Com-
mon issues encountered and treated on this service include incontinence,
urethral stricture disease, erectile dysfunction, Peyronie’s disease, void-
ing dysfunction, pelvic organ prolaspe, and neurogenic bladder. At the
conclusion of the two-week elective rotation, students will be able to take
a focused urologic history and physical, understand the basics of evalua-
tion and management of Reconstructive Urology issues, and appreciate
the medical and surgical modalities utilized to diagnose and treat these
patients. Additionally, the students will gain a familiarity with the use of
evidence-based medicine as it applies to Reconstructive Urology.
SURG 5315. Introduction to Plastic Surgery. In this two-week elective,
students will be exposed to the broad spectrum of plastic surgery includ-
ing pediatric plastic surgery (cleft lip and palate, major craniofacial surgery,
and other congenital and acquired anomalies), hand surgery, microvas-
cular surgery, burn surgery, reconstructive surgery of the extremities, and
breast, head, and neck reconstruction. They will also have the opportunity
to be exposed to cosmetic plastic surgery including facial rejuvenation,
breast enhancement and reduction, and other body contouring proce-
dures. At the end of the rotation, students will have a much greater knowl-
edge and appreciation of the role that plastic surgery plays in patient care.
SURG 5320. Cardiac Surgery Mechanical Support. This will be a two-
week elective in the CVICU focusing on advanced mechanical support
in cardiac surgery. The students will be given patients who are undergo-
ing mechanical support which may include a left ventricular assist device,
Impella, ECMO, etc. Students will round with the team and present these
patients. After rounds they will receive hands-on simulator training and
review echocardiography images on cardiac surgery patients. Lectures will
discuss the types of mechanical devices and hemodynamic assessment
with pulmonary artery catheters and echocardiography. If for some reason
there are no mechanical devices, students will care for the most complex
patients in the ICU. At the conclusion of the elective, students will under-
stand the different types of mechanical support, know advanced cardiac
physiology, understand basic transesophageal and transthoracic echocar-
diography, have experience using echocardiography on a simulator, and will
be able to present on extremely complex cardiac surgery patients.
SURG 5325. Fundamentals of Spine Surgery. Students participating in
this elective will have an in-depth exposure to the diagnosis and surgical
management of spine disorders. Students will spend several days each
week in the neurosurgical operating room, observing and participating
in cases ranging from the treatment of degenerative disorders to spinal
tumors and spine trauma. Emphasis will be placed on learning key ana-
tomic and surgical concepts that optimize patient outcomes. Students will
also spend time with neurosurgery faculty in the outpatient clinic setting
and develop practical experience with physical examination, clinical diag-
nostics, and treatment decision making. Student will participate in inpa-
tient rounds, consults, and conferences such as the multidisciplinary spine
conference and journal club. Much of the students’ learning will occur in
a case-based manner through exposure to individual patients, but didac-
tic instruction will include several key readings and interactive discussion.
At the conclusion of the two-week elective, students will understand the
basic paradigms used in the treatment of common spine disorders and
the principles of basic neurologic exam of the spine patient. They will be
familiar with the assessment of common neuroimaging and with key ana-
tomic, physiologic, biomechanical, and oncological principles used to treat
these disorders as well as non-operative strategies employed in both out-
patient and emergency settings.
SURG 5330. Brain Tumors: A Surgical Perspective. This elective will
offer an introductory exposure to the multidisciplinary approach used to
treat patients with brain tumors. Students will spend several days each
week in the neurosurgical operating room, observing and participating in
cases including open and endoscopic resections of gliomas, metastases,
meningiomas, and skull base tumors. They will have the opportunity to
review the pathology specimens with the neuro-pathologists and attend
the neurosurgical brain tumor clinic as well as the neuro-oncology and
radiation oncology clinics. Students will participate in teaching rounds on
the neurosurgery brain tumor service, sit in on discussions between fac-
ulty and patients, and attend conferences such as brain tumor board and
journal club. In addition to case-based learning, students will read sev-
eral key readings and discuss these with faculty. At the conclusion of the
two-week elective, students will understand the basic paradigms used in
the treatment of common brain tumors. They will be familiar with surgical
techniques used to treat brain tumors, and they will gain insight into the
multidisciplinary aspect of oncology and techniques for communicating
difficult news to patients.
SURG 5335. Pediatric Neurosurgery. Students participating in this
elective will have an introductory exposure to the surgical treatment of
neurologic disorders in children from infancy through adolescence. Each
day will begin with attendance at morning report, where overnight con-
sults and upcoming cases are discussed. Students will spend several
days each week in the neurosurgical operating room, observing and par-
ticipating in cases including resection of brain tumors, epilepsy surgery,
and treatment of hydrocephalus, spine disorders, and trauma. Students
will also spend time seeing patients in the clinic; participating in inpatient
rounds and consults; sitting in on discussions between faculty, patients,
and families; and attending conferences such as pediatric brain tumor
board and journal club. In addition to case-based learning, students will
read several key readings and discuss these with faculty. At the conclusion
of the two-week elective, students will understand the basic paradigms
used in the treatment of common neurologic disorders in children. They
will be familiar with surgical techniques used to treat these disorders, and
they will become familiar with non-operative strategies employed in both
the outpatient and critical care settings and techniques for communicating
difficult news to patients.
SURG 5610. ACE: Ophthalmology. Ophthalmology is a wonderful spe-
cialty, combining both medical and surgical care of the eye and the peri-
ocular structures. The ACE will allow medical students to participate in
care delivered at the Vanderbilt Eye Institute, the Nashville Veterans’ Affairs
Hospital and the Vanderbilt University Hospital’s inpatient and emergency
room. Through shadowing attendings and performing ophthalmic exams,
it is expected at the conclusion of the ACE a medical student will be able
to (1) perform a basic slit-lamp examination and a dilated fundus exami-
nation with a direct ophthalmoscope, (2) have a working understanding
of the major etiologies of vision loss in the United States, including cata-
racts, glaucoma, age-related macular degeneration, diabetic retinopathy
and amblyopia, and (3) accurately diagnose common ophthalmic issues,
including corneal abrasions, conjunctivitis and acute-angle closure glau-
coma. Additionally, the societal impact of loss of vision on a person’s
activities of daily living, the reestablishment of independence following res-
toration of sight and the evolving role of the ophthalmologist providing this
care should be appreciated by the medical student.
SURG 5611. ACE: General Orthopedics. This course provides hands-
on exposure to all aspects of orthopaedic surgery. The student will be
able to integrate medical and surgical knowledge in the care of patients
with musculoskeletal diseases in both inpatient and outpatient settings.
Emphasis will be placed on initial evaluation, preoperative and postopera-
tive management as well as intraoperative surgical procedures. Students
will act as part of a multi-disciplinary team during this course. Students are
also allowed to share the call experience where they are independently
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101School of Medicine / Courses of Study
providing casting and splinting care and patient evaluations. Exposure to
musculoskeletal oncology and adult orthopaedics is incorporated. Didac-
tic sessions are held for one hour each morning prior to surgical cases or
clinic during which the student will be able to integrate medical and surgi-
cal knowledge in the care of patients.
SURG 5612. AI: Surgery, VAH. Students in the Acting Internship in sur-
gery at the Veterans Affairs Hospital can elect to spend time on general sur-
gery, vascular surgery, cardiothoracic surgery, or a combination thereof.
Students will function in a supervised environment and be expected to
fulfill the role of a surgical intern, including caring for their own patients,
writing orders, and having a role in the conduct of operations. Students will
be exposed to the full range of clinical activities of each of these services,
and they will also have the opportunity to participate in preoperative evalu-
ation, intraoperative management, and postoperative care. The student
will actively participate in a weekly clinic. Each service has a full comple-
ment of conference activities, which the student will attend. There will be
close observation of the student’s activities by the house staff and the
attendings. Weekly feedback will be provided for reflection. Students will
have in-house overnight call at least four times during the four-week rota-
tion and participate on morning ward rounds Saturday and Sunday twice
during the four weeks. Workups, progress notes, and clinic notes will be
read and feedback provided for the student’s reflection and improvement.
The strengths of this ACE on VA Surgery include the residents and attend-
ings, the active role of the student, the breadth of clinical exposure, and
the personal coaching provided.
SURG 5613. ACE: Surgery, VAH. Students rotating on surgery at the
Veterans Affairs Hospital can elect to spend time on general surgery, vas-
cular surgery, cardiothoracic surgery, or a combination thereof. Students
will be exposed to the full range of clinical activities of each of these ser-
vices, and they will also have the opportunity to participate in preoperative
evaluation, intraoperative management, and postoperative care. The stu-
dent will actively participate in a weekly clinic. Each service has a full com-
plement of conference activities, which the student will attend. There will
be close observation of the student’s activities by the house staff and the
attendings. Weekly feedback will be provided for reflection. Students will
have in-house overnight call at least four times during the four-week rota-
tion and participate on morning ward rounds Saturday and Sunday twice
during the four weeks. Workups, progress notes, and clinic notes will be
read and feedback provided for the student’s reflection and improvement.
The strengths of this ACE on VA Surgery include the residents and attend-
ings, the active role of the student, the breadth of clinical exposure, and
the personal coaching provided.
SURG 5614. ACE: Surgery Critical Care. The Surgical Critical Care
Advanced Clinical Elective provides students with a multidisciplinary
approach to care of the critically ill surgical patient. The units are very active
critical care facilities with state-of-the-art monitoring and support technol-
ogy. The course content emphasizes a physiologic approach to the care
of critically ill general, vascular, transplant, geriatric, oncology, and emer-
gency surgical patients. Students will gain experience with invasive hemo-
dynamic monitoring, mechanical ventilation, enteral/parenteral nutrition,
surgical infectious disease, and management of vasoactive medications.
Topics such as cost containment, resource utilization, and medical ethics
are an integral part of daily intensive care management. The patient care
service consists of a surgical or anesthesia attending physician, a surgi-
cal critical care fellow, mid-level surgical/anesthesia residents, and surgical
interns. Other staff available in the unit includes clinical pharmacists, respira-
tory therapists, and nurse practitioners. Teaching rounds are made each
morning with didactic lectures and case-discussions Monday-Thursday.
Friday morning attendance of surgical grand rounds and resident teaching
conference is mandatory. A course syllabus containing management pro-
tocols and educational objectives is provided to all registrants. Evaluation
of the student’s performance is based on clinical knowledge, basic science
application, integration into the team, and progression in learning through-
out rotation. Mid-rotation and final evaluations of each student will be con-
ducted by the critical care attendings, critical care fellow assigned to the
unit, and the course director. This course fulfills the acute care requirement.
SURG 5615. ACE: Vascular Surgery. The field of Vascular Surgery has been
markedly transformed over the last two decades, fueled by an explosion of
technological advancement, research-supported clinical science develop-
ment, and cross-disciplinary collaboration. Students enrolled in this ACE will
experience a hands-on introduction to this rapidly evolving field by immers-
ing themselves into the Vascular Surgery team at Vanderbilt Hospital. The
engaged student can look forward to the prospect of caring for patients in
the inpatient and outpatient settings, where he or she will learn about the
various surgical manifestations and functional burdens imposed by athero-
sclerotic disease, aneurysmal disease, diabetes mellitus, and inherited dis-
orders of the vascular and hematologic systems. As part of the care team,
students may be asked to field consult requests from our affiliated services,
and will have the opportunity to join the surgical staff in the operating the-
ater to experience both open and endovascular surgery. By the end of this
course, it is our sincere hope that the students develop an interest in pursu-
ing a career in vascular surgery, or at least have a sound knowledge base
that will help in the care of all aspects of adult medicine.
SURG 5617. ACE: Colon and Rectal Surgery. The Colorectal Surgery
ACE focuses on the care of patients suffering from diseases and disorders
of the colon, rectum and anus. This includes such diseases as colorectal
cancer, anal cancer, inflammatory bowel disease, diverticulitis, colon polyps,
and benign anorectal conditions. The goal of the rotation is to broaden the
student’s understanding about the pathophysiology, clinical presentation,
work-up and treatment of common colorectal diseases. The students will be
exposed to all aspects of the care of the patient including evaluation in the
clinic, pre-op teaching, operative management, post op care and discharge.
Students will see a variety of surgical techniques including laparoscopic,
open, and robotic cases as well as advanced endoscopic procedures and
anorectal cases. Students will function as part of the colorectal team and
will be assigned patients that they will follow throughout the duration of
their hospital stay. They will be expected to participate on rounds as well as
attend/present at the weekly colorectal surgery conference.
SURG 5618. ACE: Hepatobiliary. The hepatobiliary and liver transplant
surgery rotation includes the full spectrum of benign and malignant dis-
ease of the liver, pancreas and bile ducts. This service allows exposure for
rotating students to complex hepatobiliary anatomy and pathophysiology,
including liver failure. Unique to this rotation is the opportunity to partici-
pate in organ procurements, a very popular operation amongst surgical
students. Abdominal organ procurement offers unparalleled anatomic
exposure to the abdomen and pelvis. Rotating students will participate
directly in these operations and they have the right of first refusal on each
procurement. As there is ample opportunity to see these operations, a
waiting list is compiled for other students to travel for these operations,
which are often off site. Students will have the opportunity to function as
an integral member within the surgical resident clinical teams, as well as
attend weekly clinics and teaching conferences, including Hepatobiliary
Conference, Liver Transplant Selection Committee and Liver Team Walk
Rounds. The course will focus on enhancing student clinical practice-
based learning skills. Students will have the opportunity to (1) deepen their
understanding of the complex anatomy and pathophysiology of the liver,
(2) learn the basic principles of multidisciplinary management of liver fail-
ure, (3) review the differential diagnoses and therapeutic strategies for the
liver mass and (4) understand the numerous complications seen after hep-
atobiliary and liver transplant procedures. Additionally, students will not be
expected to stay for overnight call on a rotating schedule. However, given
the emergency nature of procurements and transplants, after hour effort is
common, as dictated by the on-call attending and resident staff.
SURG 5619. AI: GI/Lap Surgery. The AI rotation of the GI/Lap service
will expose the student to a broad variety of general surgical and advanced
laparoscopic procedures. The student will be integrated into the four resi-
dent teams and will be expected to fully participate in activities-patient
rounds, duties in the operating room, and all educational conferences. If
desired, the student can choose to focus their clinic or OR time on a sub-
set of the practice such as bariatric surgery, laparoscopic foregut surgery,
or advanced endoscopic procedures and the faculty who perform them.
SURG 5620. ACE: Neurological Surgery. Neurosurgery is a fast-paced,
challenging field dedicated to the comprehensive treatment of critically
ill patients with neurologic diseases. It is an incredibly diverse specialty,
incorporating treatment of children and adults suffering from CNS tumors,
cerebrovascular disease, movement disorders, spine disorders, peripheral
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102 VANDERBILT UNIVERSITY
nerve diseases, and trauma. Each student will spend their 4 weeks rotat-
ing through the 4 different neurosurgical services to gain a broad exposure
to the field. Students will take part in the care of inpatients, the workup
of consults, and the technical aspects of a variety of bedside and opera-
tive procedures. They will also attend several outpatient clinics and take
overnight call with the junior resident on a Q4 schedule. Students will par-
ticipate in career development sessions designed to prepare them for the
residency application process and will give several short presentations to
the clinical teams and the department throughout the rotation.
SURG 5621. ACE: Post-Surgical Critical Care. This ACE will expose
medical students to care of a broad range of postoperative surgical critical
care patients, including cardiothoracic, neurosurgical, otolaryngical, ortho-
pedic, vascular, and general surgical patients. This course fulfills the acute
care requirement.
SURG 5623. ACE: General Surgery, STH. General and Vascular Sur-
gery require broad diagnostic and patient care skills, in additional to tech-
nical expertise. The student pursuing any surgical specialty should have
advanced experience in managing the wide spectrum of surgical pathology
and comorbid conditions seen on a tertiary surgical service. This course
offers additional exposure to pathology in disease processes ranging from
to sepsis, respiratory failure, renal failure, wound issues, as well as end of
life and palliative care. Students will have the opportunity to work with mul-
tiple attending preceptors and be a part of surgical resident teams, as well
as participate in general surgery and multidisciplinary vascular and surgical
oncology conferences. The course will focus on enhancing student clinical
practice-based learning skills. Students will have the opportunity scrub on
a wide variety of operations and take overnight call with experienced surgi-
cal residents, exposing them to the intricacies of patient care on a one on
one basis. Students will be expected to stay for overnight call at least four
times during the four-week rotation.
SURG 5625. ACE: Otolaryngology. The Otolaryngology ACE is a sur-
gical and medical course that offers immersion into the oldest medical
speciality in the United States. This course deals with disorders of the ear,
nose, and throat and involves the Head and Neck/Laryngology, Pediatric
Otolaryngology, Rhinology/Plastic Surgery, and Otology services. Rota-
tions provide the clinical complexity of various head and neck pathologies
and explores medical and surgical treatment plans. The course will focus
on the diagnosis, treatment, and management of many speciality spe-
cific disorders as well as primary care problems associated with pediatric
and adult patients in the ambulatory, inpatient and operating room setting.
Rotators will encounter disorders including ear disease and hearing loss,
head and neck cancer, voice and communication disorders, obstructive
sleep apnea, and airway abnormalities. The outpatient setting will enhance
and reinforce a thorough head and neck examination, including the ear
exam, and foster development of an Otolaryngologic assessment and
plan. Additionally, students will be able to be involved with the inpatient
otolaryngology team and aid in and observe operating room procedures.
Students will have a unique look into the complexities of this speciality and
become involved with the multi-disciplinary approaches to treatment with
other team members including: audiologists, speech pathologists, radiolo-
gists, pulmonary and gastroenterology physicians.
SURG 5628. AI: Hepatobiliary. The hepatobiliary and liver transplant sur-
gery rotation includes the full spectrum of benign and malignant disease of
the liver, pancreas and bile ducts. This service allows exposure for rotating
students to complex hepatobiliary anatomy and pathophysiology, includ-
ing liver failure. Unique to this rotation is the opportunity to participate in
organ procurements, a very popular operation amongst surgical students.
Abdominal organ procurement offers unparalleled anatomic exposure to
the abdomen and pelvis. Rotating students will participate directly in these
operations and they have the right of first refusal on each procurement. As
there is ample opportunity to see these operations, a waiting list is com-
piled for other students to travel for these operations, which are often off
site. Students will have the opportunity to function as an integral member
within the surgical resident clinical teams, as well as attend weekly clinics
and teaching conferences, including Hepatobiliary Conference, Liver Trans-
plant Selection Committee and Liver Team Walk Rounds. The course will
focus on enhancing student clinical practice-based learning skills. Students
will have the opportunity to (1) deepen their understanding of the complex
anatomy and pathophysiology of the liver, (2) learn the basic principles of
multidisciplinary management of liver failure, (3) review the differential diag-
noses and therapeutic strategies for the liver mass and (4) understand the
numerous complications seen after hepatobiliary and liver transplant proce-
dures. Additionally, students will not be expected to stay for overnight call on
a rotating schedule. However, given the emergency nature of procurements
and transplants, after hour effort is common, as dictated by the on-call
attending and resident staff. AIs additionally participate in the service much
as PGY1 interns do with the exception that they are closely supervised for
order writing and procedures. They are also given priority for elective cases
and procurements over students in the ACE. However, since interns on this
rotation do not often go to the OR for elective cases and this course as an
acting internship is designed to empower the student to act as an intern on
the service, operative experience is a secondary objective.
SURG 5630. ACE: Cardiac Surgery. The cardiac surgical service deals
with congenital and acquired heart disease, pulmonary vascular disease,
and anomalies of the arterial and venous systems in the chest in both
pediatric and adult patients. Students will have the opportunity to evaluate
patients in the clinic with complex vascular, valvular, and cardiac lesions
and understand their anatomy and physiology. They will be introduced
to cardiac ECHO, cardiac MRI, CT scans of the chest, and cardiac cath-
eterization by the attending surgeon. They will follow the patient to the
operating room where they will participate in the surgical repair and to
the CVICU and step-down unit for postoperative care. In the CVICU the
student will be introduced to the evaluation of hemodynamic parameters;
use of vasopressors, dilators and antiarrhythmics; postoperative pacing,
ECHO and ventilator management. During the four-week course the stu-
dent may get the opportunity to participate in an aortic dissection repair,
ventricular assist device insertion, cardiac transplant, or organ retrieval.
SURG 5632. ACE: Thoracic Surgery. The Vanderbilt Thoracic Surgery
Advanced Clinical Experience will introduce the student to general thoracic
surgery including preoperative workup, basic thoracic surgery operative
skills, and postoperative care. This rotation will teach basic thoracic surgi-
cal and endoscopic techniques. The student will learn how to recognize
and care for thoracic surgery patients, including placement of chest tubes,
drainage of effusion, endoscopy, and participate in various thoracic sur-
gery operations.
SURG 5640. ACE: Urology. This ACE will encompass the care of the
surgery patients admitted to the Urology service. The student will be
expected to function as a member of the team at a supervised level for
patient management and communication with other health care providers.
This will include preparing the admission history and physical examina-
tion, entering orders, writing daily progress notes, presenting patients on
daily work rounds, participating in surgical procedures, and coordinating
discharge planning. Students will be additionally be given opportunity for
outpatient experiences in the clinics. Students will be expected to partici-
pate in select weekend rounds and assist with triage of consults for the
inpatient service.
SURG 5660. ACE: Pediatric Surgery. The Pediatric Surgery Advanced
Clinical Experience will allow students to hone their clinical skills in accu-
rate history taking, clinical assessment of children, developing an appro-
priate differential diagnosis and potential plan. Students will participate in
the operative management of these same patients and follow their post-
operative progress until discharge. Students will have the opportunity to
(1) improve their knowledge of the common pathologies encountered in a
pediatric surgical practice, (2) broaden their understanding of the surgical
management of these problems, and (3) gain first-hand experience with
the depth and breadth of a clinically busy pediatric surgical service. During
the rotation students will spend time with the team in clinic at least once
per week, in the operating rooms, on the wards with the interns and physi-
cian extenders and seeing new consults with the team. Additionally, ACE
students will be expected to stay for overnight call at least 3 times during
a 4-week rotation with at least 1 day over a weekend.
SURG 5665. AI: Pediatric Surgery. The Pediatric Surgery Acting Intern-
ship will focus on honing the students clinical skills in accurate history
taking, clinical assessment of both acute and chronically ill neonates and
children, developing an appropriate operative (or non-operative) plan, par-
ticipation in the operative management of these patients and following
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their post-operative progress until discharge. The AI student will have the
opportunity to (1) improve their knowledge of the common and uncom-
mon pathologies encountered in a pediatric surgical practice, (2) broaden
their understanding of the operative and non-operative management of
these problems, (3) gain first-hand experience with the depth and breadth
of a clinically busy pediatric surgical service and (4) mentor younger stu-
dents. During the rotation students will spend time with the team in clinic,
in the operating rooms, on the wards and seeing new consults on their
own. Additionally, AI students will be expected to stay for overnight call
at least 4 times during a 4-week rotation with at least 2 over a weekend.
SURG 5670. ACE: Surgical Oncology. The Advanced Clinical Experi-
ence (ACE) in Surgical Oncology offers students a broad and detailed clini-
cal experience in the treatment of malignancies. Emphasis will be on the
multidisciplinary management of a variety of malignancies including those
of the liver and biliary tract, pancreas, gastrointestinal tract, retroperito-
neum, breast, skin and soft tissue and endocrine systems. Students will
be active participants both in the inpatient (including the operating room
and floor) and outpatient settings and participate in several educational
conferences including multidisciplinary tumor board, surgical oncology
conferences and others and Vanderbilt University Hospital. Students will
be expected to take overnight call four times during the four-week rotation.
SURG 5675. AI: Surgical Oncology. The Acting Internship (AI) in Surgical
Oncology provides students with a broad but detailed clinical experience in
the diagnosis and treatment of solid organ malignancies. Emphasis will be
on the multidisciplinary management of a variety of malignancies including
those of the liver and biliary tract, pancreas, gastrointestinal tract, retroper-
itoneum, breast, skin and soft tissue and endocrine systems. Students will
be active participants both in the inpatient (including the operating room
and floor) and outpatient settings and participate in several educational
conferences including multidisciplinary tumor board, surgical oncology
conferences and others and Vanderbilt University Hospital. Students will
be expected to take overnight call four times during the four-week rotation.
Highlights of the AI experience in Surgical Oncology will include increased
responsibility with the goal of preparing the student for surgical internship,
including being primarily responsible for their own patients, answering
pages, writing orders under the supervision of residents, working up and
presenting patients both in the inpatient and outpatient setting, and taking
call which will include cross-covering of other services.
SURG 5680. ACE: Plastic Surgery. Plastic surgery is a broad field with
subspecialties that include craniofacial, microsurgery, hand, breast recon-
struction, burn, and aesthetics. Plastic surgeons treat patients of all ages
and work on almost every part of the body from head to toe. During this
advance clinical experience, you will have the opportunity to learn about
the diagnosis and management of a wide variety of reconstructive and
aesthetic problems. Learning opportunities with faculty and residents are
abundant and you will get plenty of experience in both the operating room
and the clinics.
SURG 5700. ACE: Oral and Maxillofacial Surgery. Oral and maxil-
lofacial surgery is the clinical discipline that focuses on the management
of diseases, deformities, injuries, and defects of the oral and facial struc-
tures. With elements of dentistry, medicine, anesthesia, and surgery, the
ACE provides exposure to a wide array of clinical conditions ranging from
lesions and conditions of the oral cavity, odontogenic head and neck infec-
tions, cleft palate, oral/facial reconstruction, total temporomandibular joint
replacement, complex facial fractures to congenital and acquired defor-
mities of the jaws and facial bones. Students will be active participants in
clinical and didactic activities. Practice-based learning and systems-based
practice methods will be emphasized. Students will have the opportunity to
(1) enhance their fund of knowledge in clinically relevant overlapping areas of
dentistry/oral surgery and medicine, (2) improve their working understanding
of head and neck anatomy, (3) review common infections of the oral and
head and neck region, (4) learn fundamental principles of head and neck
reconstruction, and (5) participate in the delivery of clinic-based ambulatory
anesthesia. Students will be expected to take facial trauma call.
SURG 5701. AI: Oral and Maxillofacial Surgery. This Acting Intern-
ship focuses on the management of diseases, deformities, injuries, and
defects of the oral and facial structures. With elements of dentistry, medi-
cine, anesthesia, and surgery, the AI provides exposure to a wide array of
clinical conditions ranging from lesions and conditions of the oral cavity,
odontogenic head and neck infections, cleft palate, oral/facial reconstruc-
tion, total temporomandibular joint replacement, complex facial fractures
to congenital and acquired deformities of the jaws and facial bones. Stu-
dents will be active participants in clinical and didactic activities. Practice-
based learning and systems-based practice methods will be emphasized.
Students will have the opportunity to (1) enhance their fund of knowledge
in of diseases, injuries, and congenital and acquired deformities of the
oral and maxillofacial regions, (2) improve their working understanding of
head and neck anatomy, (3) review common infections of the oral and
head and neck region and principles of surgical and pharmacologic infec-
tion management, (4) learn fundamental principles of head and neck
reconstruction, (5) apply principals of facial trauma patient evaluation and
facial fracture management, (6) participate in the delivery of comprehen-
sive ambulatory oral surgical services, and (7) participate in the delivery of
clinic-based ambulatory anesthesia and in the management of simulated
anesthetic emergencies. Students will be expected to take facial trauma
call. For students in the Oral Surgery Residency program only.
SURG 5850. AI: Trauma. The trauma AI allows students to follow injured
patients from the moment they arrive until discharge. This includes man-
agement in all settings, ICU, floor, clinic and the option of time in the
comprehensive traumatic brain injury clinic. Students will be introduced
to high-level procedure-based situations including central venous access,
tube thoracostomies, bronchoscopy, advanced suturing techniques and
operative management of the trauma patient. Expectations will focus on
the complex management of patients including coordination of care with
other subspecialties, identifying and managing critical care issues such
as ventilator management, massive resuscitation efforts, complexities of
organ failure and sepsis, end-of-life decisions and organ donation. Oppor-
tunities for both day and night coverage will allow the student to obtain a
complete understanding of the field of trauma (the #1 cause of death for all
patients age 1-45). This course fulfills the acute care requirement.
SURG 5930. AE: Preparation for Surgical Internship. The goal of this
course is to arm fourth year medical students entering a surgical specialty
with the skills and understanding needed to hit the wards as a resident.
The curriculum for the course has been developed by the American Col-
lege of Surgeons in conjunction with the Association for Surgical Educa-
tion and Association of Program Directors in Surgery. These activities and
sessions include mock pages, bedside procedures, operative anatomy
using cadaveric dissections, basic open and laparoscopic skills, airway
management and simulation scenarios, and will be led by some of Vander-
bilt’s best clinical teachers. At the end of the course, students should feel
prepared to enter a surgical internship and understand their own strengths
and weaknesses as they prepare for surgical training.
SURG 6100. Special Clinical Study—Vanderbilt. Each student
arranges an independent study with a mentor and completes a period of
clinical work. Approval required.
SURG 7100. AWAY ACE: Surgery. Each student arranges an indepen-
dent study with a mentor and completes a period of clinical work away
from Vanderbilt. Approval required.
SURG 7150. Special Research Study—Non-VU. Each student
arranges an independent study with a mentor and completes a period of
research work away from Vanderbilt. Approval required.
Clinical Investigation
Courses leading to the Master of Science in Clinical Investigation
MSCI 5000. Drug and Device Development. This seminar-style course
is designed to provide an overview of the drug and device development
process. We will cover issues of drug discovery, pre-clinical drug develop-
ment, Phase I through Phase IV human testing, device development, and
the role of the FDA in regulatory affairs. First year. Summer. [3]
MSCI 5001. Grant Writing I. (Also listed as PUBH 5517.) Principles of sci-
entific written and oral communication, with a focus on grant writing will be
discussed. The principles of scientific grant writing will include how to write
the background and significance, previous work, and methods sections.
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104 VANDERBILT UNIVERSITY
Students will review grants submitted to public health service study sec-
tions, participate in a mock study section, and prepare a sample grant
application. Enrollment is limited. First year. Summer. [1]
MSCI 5002. Medical Writing for Clinical Investigators. This course
is designed to teach clinical investigators medical writing skills required
to publish scientific articles in peer-reviewed medical journals. Since can-
didates in the MSCI program are expected to complete their master’s
theses based on their research projects in the spring of year two, this
course is scheduled prior to this deadline to assist students in writing their
theses. Teaching will consist of demonstrations and discussions of how
to improve the writing quality using each student’s thesis-in-progress as
an example. Each student will be expected to write and revise his or her
master’s thesis as course work. No additional written assignments will be
required. Second year. Spring. [2]
MSCI 5003. Molecular Genetic and Genomic Medicine. The goal of
this course is to expose learners to the practical and core concepts of
genetics as well as provide knowledge on the various aspects of design-
ing a genetic/genomic study. Three thematic points guide the course: 1.
Core practical genetics/genomics concepts (a. The importance of Men-
delian inheritance, b. Basic principles of Molecular Genetics, c. Genome
sequencing and genetic research, d. Common variants and human dis-
ease, e. Rare variants and human disease, f. Gene expression and human
disease, g. Pharmacogenomics, h. Personalized medicine, i. Ethical con-
sideration in genetic study design, j. How to establish inter and intra institu-
tional genetic research collaborations), 2. Approaches to model common
and rare variants (a. BioVU, b. How to think about gene editing with your
favorite variant, c. How to think about animal modeling with your favor-
ite variant) and, 3. Putting it all together (a. Success stories in genetic
research from physician scientists). First year. Spring. [4]
MSCI 5005. Case Studies in Clinical Investigation I. First year MSCI
students will present their project plans for class discussions. The format
will be in a studio design. Students will be presenting their MSCI projects
in the presence of three to four experts selected from VU faculty. It is
anticipated that the studio will take place prior to submission of the project
for IRB or CTSA application (if applicable). The students are expected to
initiate the studio process as soon as they are accepted in the program.
This course is graded pass/fail. First year. Fall. [1]
MSCI 5009. Biostatistics I. This course will teach modern biostatistical
skills. Students will use statistical software to learn data analysis meth-
ods using actual clinical research data sets. Students will also learn about
statistical power and sample size calculations using the software nQuery
Advisor. An emphasis will be placed on performing statistical analyses and
interpreting output. Commonly used statistical methods will be explained
as well as the techniques that experienced biostatisticians use to analyze
data. All students will be encouraged to bring a data film from their MSCI
project to class to stress hands-on learning with clinical research data.
First year. Fall. [4]
MSCI 5015. Biostatistics II. The primary focus of Biostatistics II is the
multivariable regression model which is the fundamental tool that research-
ers use for prediction, effect estimation, and hypothesis testing. This course
covers the most commonly used regression models (linear, logistic, ordinal,
time-to-event, and serial) plus general methods applicable to all regression
models such as restricted cubic splines, bootstrapping, multiple imputation
for missing data, model diagnostics, and validation. There is an emphasis on
aspects related to clinical and translational study design.
MSCI 5016. Research Skills. This course offers basic instruction and
practical advice on a variety of issues and skills related to the conduct
of clinical research, often with computer demonstrations. First or second
year. Fall, Spring. [1]
MSCI 5017. Clinical Scientist Career Seminars. Topics of discussion
will include academic “rules of the road,” time management, promotion/
tenure issues, grants management, and overall program evaluation. Can-
didates will hone their scientific communication skills through an annual
presentation at this forum. Fall, Spring. [1]
MSCI 5021. Master’s Research I. Completion of a mentored research
project is a required component of the MSCI program. The research must
be patient-oriented and involve direct measurements on patient-derived
samples or the use of investigational therapeutic or diagnostic techniques.
This course is graded pass/fail. [1]
MSCI 5022. Master’s Research II. Completion of a mentored research
project is a required component of the MSCI program. The research must
be patient-oriented and involve direct measurements on patient-derived
samples or the use of investigational therapeutic or diagnostic techniques.
This course is graded pass/fail. [3]
MSCI 5023. Master’s Research III. Completion of a mentored research
project is a required component of the MSCI program. The research must
be patient-oriented and involve direct measurements on patient-derived
samples or the use of investigational therapeutic or diagnostic techniques.
This course is graded pass/fail. [1-3]
MSCI 5024. Case Studies in Clinical Investigation II. This course is
designed to simulate a thesis defense. Overall, second-year MSCI stu-
dents are expected to give a presentation to the class on the progress of
their selected MSCI project or their project completed during the program.
The extent of the presentation will depend on the accomplishments made.
If requested, a studio format can be utilized. This course is graded pass/
fail. Second year. Spring. [1]
MSCI 5025. Research Extension. This course allows for an extension
on the research project. [0]
MSCI 5028. Data Management. This course is designed to teach impor-
tant concepts related to research data planning, collection, storage and
dissemination. Instructional material will cover best-practice guidelines for
1) investigator-initiated and sponsored research studies, 2) single- and
multi-center studies, and 3) prospective data collection and secondary-
reuse of clinical data for purposes of research. The curriculum will balance
theoretical guidelines with the use of practical tools designed to assist in
planning and conducting research. Real-world research examples, prob-
lem solving exercises and hands-on training will ensure students are com-
fortable with all concepts. [1]
MSCI 5029. Research Ethics and Scientific Integrity. This course is a
systematic examination of the ethical concepts and standards of biomedi-
cal science and research integrity. Its aim is to provide trainees in the bio-
medical sciences and clinical research a framework in which to recognize,
examine, resolve, and prevent ethical conflicts in their professional work.
First year. Summer. [1]
MSCI 5030. Epidemiology I. Introduction to epidemiology with an
emphasis on clinical practice. Includes use of data to study disease etiol-
ogy, prognosis and treatment. concepts of interpreting tests, predicting
outcomes, choosing treatments and reading medical literature empha-
sized. First year. Fall. [4]
MSCI 5033. Big Data in Biomedical Research I. Design and Con-
duct. The theoretical and practical challenges to be considered in design-
ing and conducting a high-dimensional experiment including Next Gen-
eration Sequencing (NGS), Genome-Wide Association Study (GWAS),
microRNA (miRNA), etc., will be presented. Topics to be discussed include
the specification of a primary objective, quality control and pre-process-
ing guidelines, the role of repeatability and reproducibility studies and the
means for their implementation, the type and assessment of sources of
variance, the choice of design strategy and design strengthening features,
and the considerations involved in sample size determination and number
of replications of the same sample.II. Analysis of High-dimensional Experi-
ments—Methods of analysis appropriate to various study objectives, class
discovery, class comparison, and class prediction will be presented. The
statistical and bioinformatic approach will be based on empirical use of
methodologies rather than formal algebraic knowledge, the emphasis on
understanding what the procedures do and applications to big data analy-
sis. Methods of data quality control evaluation and various visualization
tools will be discussed. Summer. [1]
MSCI 5044. Clinical Trials. Design and data analysis for clinical trials
in biomedical research. Primary topics include specification of objectives,
ethical guidelines, randomization, blinding, design options, sample size
determination and data analysis appropriate for non-standard designs
such as crossover, nested, factorial and group allocation designs. Other
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topics include role of clinical trials in FDA drug approval process, meta-
analysis and management of clinical trial data. Emphasis is on practical
use of methods rather than formal statistical theory. Fall. [3]
MSCI 5091. BioVu Study Design. This is a practical course designed to
prepare students to conduct research using the de-identified version of
Vanderbilt’s electronic medical record (Synthetic Derivative, SD) and DNA
biorepository (BioVU). After completion of this course students will have
the skills to independently execute SD/BioVU projects and assist others
who wish to utilize the resource. Through lectures, demonstrations, and
hands-on workshops, students will develop competence in all aspects of
the BioVU research process, including project design, data extraction and
cleaning, and analysis. Students will also become familiar with practical
aspects of using BioVU, including administrative/regulatory requirements
and basic use of bioinformatics tools. Topics covered will include: overview
of the clinical data available in the Synthetic Derivative (SD), techniques
for defining phenotypes within the SD, working with the BioVU program-
mers, proper control definition, limitations of BioVU for research, available
genetic data, common problems with BioVU study design and how to
address them, dealing with race in BioVU, IRB approval procedures and
other RCR topics, and the BioVU application process. Students will have
access to a test set of 1000 BioVU participants in order to gain practical
experience in extracting useful research data from the SD. The course will
be M-Tu-F 12-1 in Light Hall. Two hours per week will be lecture/discus-
sion and one hour will be practicum involving hands-on experience with
BioVU. Students are expected to develop their own BioVU proposal during
this course.[Spring] [3]
MSCI 5099. Independent Study. Students may choose a topic for inde-
pendent study. This course is graded pass/fail. [1-5]
Audiology
Courses leading to the Doctor of Audiology
AUD 5216. Introduction to Billing and Coding for Audiology Ser-
vices. This course is an overview of coding and compliance requirements
for billing in an audiology practice. Topics include: managed care terms,
insurance contracting, billing terminology, Medicare, Medicaid, CPT, ICD
9, ICD 10, HCPCS, and modifiers. Spring. [1]
AUD 5227. Anatomy and Physiology of Hearing Mechanisms. A
comprehensive description of the anatomy and physiology of the periph-
eral and central auditory systems in normal and impaired populations.
Includes a clinically oriented review of neuroanatomy focused on the major
sensory and motor pathways. Fall. [3]
AUD 5233. Neuroscience. A comprehensive introduction to the field
of neuroscience from important molecules to cell function, neural sys-
tems, and cognition. Topics include the physiology of nerve cells, the
sensory systems of vision, audition and touch, the motor system, sleep,
consciousness, speech, and sexual behavior. Coverage of clinical topics
includes the chemical basis of the psychoses, diseases of the brain, and
repair mechanisms after brain injury. Spring. [3] Smith.
AUD 5303. Hereditary Hearing Loss. Hereditary aspects of hearing
loss in infants, children, and adults. Genetic bases of hearing loss, modes
of inheritance, characteristics of syndromic and non-syndromic hearing
losses. Collaboration with geneticists and genetic counselors. Recent
developments and issues in evaluating and managing patients with
genetic hearing loss. Summer. [2]
AUD 5310. Measurement of Hearing. The theory and practice of
hearing measurement, with emphasis on routine clinical and screen-
ing audiometric techniques, testing environment, audiometric standards
and calibration, applied impedance measurements, and interpretation of
audiometric tests. Fall. [4]
AUD 5318. Educational Audiology and Aural Habilitation for Chil-
dren. A survey of approaches to aural rehabilitation for children. Specific
focus will be on intervention for children with hearing loss in educational
and other habilitative settings. Spring. [3]
AUD 5325. Pediatric Audiology. A survey of methods and procedures
used in the evaluation of the auditory function and management of neo-
nates, infants, and young children. Includes identification and intervention
procedures. There will be review of special populations of children with
hearing loss. Fall. [3]
AUD 5327. Hearing Loss and Speech Understanding. This course
examines various factors that may affect the speech understanding of per-
sons with hearing loss. The contribution to the unaided and aided speech
understanding of persons with hearing loss of (1) subject factors, such as
degree of hearing loss, and deficits in frequency and temporal resolution,
and (2) environmental factors, such as the level and type of background
noise, reverberation, and talker characteristics, will be examined. Methods
for predicting speech understanding will also be discussed. Spring. [3]
AUD 5328. Psychoacoustics. Psychoacoustic theory and methods. Audi-
tory perception in normal hearing and hearing impaired subjects. Spring. [3]
AUD 5332. Pathology of the Auditory System. A study of pathologies
involving the peripheral auditory system arising from genetic factors, dis-
ease, and trauma, with emphasis applied to presenting signs/symptoms,
and medical/audiological management. Fall. [3]
AUD 5337. Auditory Clinical Electrophysiology. This course will cover
basic concepts in electrophysiological and electromagnetic recordings
(e.g., electrode types/uses, far and near field recordings, volume con-
duction, dipole sources). Recording of both near and far-field electrical
responses emitted by peripheral and central nervous system will be stud-
ied. Recording techniques and interpretation of conventional clinical evoked
potentials (e.g., electrocochleography, auditory brainstem response,
sonomotor responses, electroneurography) will be covered. Special topics
will include: audiometric applications of these evoked potentials (e.g., for
infant hearing screening and special needs populations, and intraoperative
neurophysiological monitoring). There will be extensive laboratory practica
conducted within and outside the classroom. Spring. [3]
AUD 5339. Amplification I. Background and development of the design
of hearing aids, ear mold acoustics, electroacoustic characteristics, per-
formance standards and measurement techniques, clinical selection and
evaluation procedures. Corequisite: AUD 5340. Spring. [2]
AUD 5340. Lab: Amplification I. Laboratory that stresses instruction
and practice in basic hearing aid techniques including Otoscopic exami-
nation, ear impressions, electroacoustic evaluation and probe microphone
techniques. Corequisite: AUD 5339. Spring. [1]
AUD 5345. Amplification II. Advanced topics in amplification including
advanced probe microphone techniques, single and multi-channel com-
pression systems, analog and digital signal processing, and current and
emerging prescriptive and fitting verification methods. Fall. [3]
AUD 5346. Vestibular Sciences I. This course offers an in-depth
approach to the basic assessment of the dizzy patient. Subject matter
will include; where the vestibular system assessment falls in the audiology
scope of practice, detailed anatomy and physiology of the peripheral and
central vestibular, ocular motor, and postural control systems; bedside
testing, introduction to both electrical and video techniques for record-
ing the vestibulocular reflex; case history and bedside assessment of the
dizzy patient, and the technique and interpretation of video and electro-
nystagmography. Students will be expected to conduct practica outside
the classroom. Fall. [3]
AUD 5347. Vestibular Sciences II. This course will focus on the descrip-
tion of advanced assessment techniques including whole body, yaw axis
sinusoidal harmonic acceleration testing and step testing, and techniques
for the assessment of the otolith system including on and off-axis centrifu-
gation, and both cervical and ocular vestibular evoked myogenic potentials.
A module will be taught on the topic of peripheral and central disease and
disorders affecting the vestibular system. Embedded in this module will be a
section describing the multidimensional assessment of falls risk, disequilib-
rium of aging and the medical/surgical and non-medical management (i.e.,
vestibular rehabilitation) of vestibular system impairments. A final module will
focus on how results of the vestibular test battery form predictable patterns.
Students will be expected to conduct practica outside the classroom.
Prerequisite: Successful completion of Vestibular Sciences I. Summer. [3]
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106 VANDERBILT UNIVERSITY
AUD 5350. Vestibular Sciences III: Sensory and Motor Control of
Posture. This course will cover the neural mechanisms of postural control.
Multisensory integration and biomechanics that contribute to static and
dynamic posture will be explored. Normal and abnormal development,
aging, and learning will be presented. The effects of pathology on postural
control will be discussed. Technology including computerized dynamic
posturography will be used to demonstrate concepts. Prerequisite: Suc-
cessful completion of Vestibular Sciences I and II, or permission from the
instructor. Fall. [2]
AUD 5353. Amplification III. Design and evaluation of auditory prosthe-
ses for listeners with hearing loss. Industrial audiology including testing,
training, and intervention protocols. A discussion of noise levels, OSHA
guidelines, noise-induced hearing loss, and hearing protection in work and
leisure activities. Spring. [3]
AUD 5354. Cochlear Implants. This course covers basic principles of
electrical stimulation of neural tissue, cochlear implant design, as well as
the history of cochlear implants. Further it will cover current issues in the
medical, audiological, speech/language, and educational management of
adults and children with cochlear implants—emphasis on multidisciplinary
team function. Prerequisite: AUD 5318. Spring. [3]
AUD 5355. Clinical Externship. Graded pass/fail. Fall [3], Spring [3],
Summer [1]. [1-3]
AUD 5359. Audiometric Instrumentation and Calibration. An introduc-
tion to fundamental concepts in electronics and computer science and to
instrumentation used in the hearing clinic or research laboratory for produc-
ing, measuring, and analyzing audio signals. Standards and procedures for
calibration measurements, with practical hands-on experience. Fall. [3]
AUD 5361. Family-Centered Counseling and Interviewing. Examines
the helping relationship in the clinical process, counseling theory relative
to audiology practices, and principles and methods of effective clinical
interviewing and counseling. Summer. [2]
AUD 5363. Hearing and Aging. A survey of major concepts in geron-
tology, including demographics, psychosocial aspects of aging, biology
of aging, and clinical conditions of the older adult. Physiological changes
within the aging auditory system, and clinical issues in audiological assess-
ment and intervention with older hearing-impaired patients. Fall. [3]
AUD 5365. Business and Financial Management. An overview
of accounting practices, marketing, and operations management as
they relate to management of an audiology practice. Topics discussed
include financial reporting, budgeting, pricing, billing and coding, regula-
tory issues, and human resource management. Students are required to
design an audiology practice and develop a business plan as part of this
course. Spring. [3]
AUD 5367. Professional Issues and Ethics for Audiologists. Exam-
ines professional issues in audiology including malpractice, quality
improvement, marketing, credentialing, diversity, and legislation. Empha-
sis will be given to issues of ethics and clinical integrity in the practice of
the profession of audiology. Fall. [2]
AUD 5368. Clinical Research Design and Statistical Analysis. Cov-
ers reliability, internal and external validity of group study designs, single
subject designs, basic descriptive and inferential statistics, core measures
in epidemiology, and conventions for reporting statistics. Summer. [3]
AUD 5374. Overview of Intraoperative Monitoring. A basic introduc-
tion to intraoperative neurophysiologic monitoring, including observation
time in the operating room. May Session [1]
AUD 5580. Introduction to Clinical Case Conference. This course
introduces students to the weekly case conference where clinical case
studies will be presented. Fall. [1]
AUD 5581. Capstone I. Capstone projects may take several forms
including research-based investigations, evidence-based position papers,
business plans, critical literature reviews with applications to clinical prob-
lem solving, grant proposals, development of clinical protocols based on
published research findings, etc. In Capstone I, students will identify an
appropriate capstone committee and define their capstone projects and
submit and defend a capstone proposal. Fall, Spring, Summer. [3]
AUD 5582. Capstone II. In Capstone II, students will complete their cap-
stone project. The capstone project culminates in an oral defense of a
formal manuscript which has been submitted to the student’s capstone
committee. Fall, Spring, Summer. [3]
AUD 5583. Practicum and Clinical Case Conference. This course
includes attendance at weekly case conferences where clinical case stud-
ies will be presented. The grade for this class will include clinical perfor-
mance and attendance. Fall, Spring. [3]
AUD 5584. Independent Practicum. This course allows students to
continue work toward degree requirements. Fall, Spring, Summer. [0]
AUD 5586. Summer Practicum. This course includes attendance at
weekly case conferences where clinical case studies will be presented.
The grade for this class will include clinical performance and attendance.
Summer. [3]
Education of the Deaf
Courses leading to the Master of Education of the Deaf
MDE 5207. American Sign Language I. This This introductory course
includes basic communication skills of American Sign Language and “con-
tact” language (e.g., nonmanual markers, fingerspelling, numbers, basic
vocabulary, classifiers), the sign system continuum, culture implications,
and media resources available. Open to all Hearing and Speech students.
Requires faculty approval. Fall only. [3]
MDE 5208. American Sign Language II. This is an intermediate course
in American Sign Language that includes an in-depth look at the linguistics
of ASL (e.g., morphology, syntax, phonology, and semantics) and current
readings and research in the field. Prerequisite: One 3-hour, college level
course in ASL. Requires faculty approval. Spring only. [3]
MDE 5308. Language and Literacy in Children with Hearing Loss.
This course presents an overview of normal language acquisition and the
challenges imposed by a hearing loss. A variety of methods and materials
to develop oral and written language and reading will be included. Practical
methods of assessment, supportive strategy development, and curricular
adaptations for children with hearing loss will be explored. Summer. [3]
MDE 5312. Psychology and Culture of the Deaf. Presentation and
discussion of significant historical and current issues relating to the deaf
population. Primary focus will be on psychological development, educa-
tional/methodological models, and deaf culture. Although the principal
focus is on the psycho/social and cognitive/intellectual development of
deaf individuals through the lifespan, a general survey of other areas of
exceptionality is made with emphasis on the implications for the deaf child
with additional disabilities and/or special needs. Spring. [2]
MDE 5320. Introduction to Amplification for Infants and Children.
Designed for deaf education and speech-language pathology students.
Current issues and trends in conventional amplification for infants and chil-
dren. Selection, fitting, verification, and validation of traditional amplification
options will be addressed including directional vs. omnidirectional micro-
phones, analogue vs. digital instruments, monaural vs. bilateral fittings, and
real-ear measures vs. functional aided gain. Hearing aid retention, mainte-
nance, and troubleshooting techniques are addressed. Fall. [1-2]
MDE 5322. Children with Hearing Loss and Additional Disabilities.
A survey of methods, procedures, and observational techniques used in
the identification and evaluation of children with physical, cognitive, and/or
emotional disabilities. An interdisciplinary perspective informs the course
with particular attention to identifying characteristics of special populations
that are atypical of children with hearing loss. Summer. [3]
MDE 5354. Cochlear Implants. This course covers basic principles of
electrical stimulation of neural tissue, cochlear implant design, as well as
the history of cochlear implants. Further it will cover current issues in the
medical, audiological, speech/language, and educational management of
adults and children with cochlear implants—emphasis on multidisciplinary
team function. Prerequisite: AUD 5318. Spring. [2]
Archived 2017/2018
School of Medicine Catalog
107School of Medicine / Courses of Study
MDE 5356. Internship/Externship: MDE/Specialty Track. A three-
week, intensive, full-time clinical or classroom placement during the month
of May in an auditory-oral environment designed specifically to meet the
student’s individual interests and needs. Summer, Spring. [2]
MDE 5358. Field Experience in Deaf Education. Students will develop
appropriate skills for providing services to children with hearing loss in
group settings; will collaborate with professionals in audiology and speech/
language pathology; will plan sessions for family-centered intervention
emphasizing communication development or plan lessons; will prepare or
review individual family service plans (IFSPs) or individual education plans
(IEPs); will assess speech, language, listening, cognitive, motor, and social
development of children; and will evaluate effectiveness of services. Fall,
Spring [3], Summer [2].
MDE 5372. Seminar in Deaf Education. Supports student development
of organizational skills that will facilitate the completion of requirements for
the master’s degree in education of the deaf and the transition from gradu-
ate school to a profession in deaf education. Emphasis is placed on the
development of a professional portfolio, a review of certification require-
ments, and skill development in job searching including resume writing
and interviewing skills. Spring. [3]
MDE 5390. Curriculum and Methods for Deaf Children. Presentation
and discussion of current issues, methods, and materials involved in pro-
viding successful educational programming for children with hearing loss
both in special programs and in inclusionary settings. This includes the
adaptation of regular curriculum and instructional procedures for students
with hearing impairments. Focus is on assessment of academic skills and
individualizing instruction. Students gain practical experience in planning,
carrying out, and evaluating lessons and are exposed to a variety of edu-
cational materials and methods. Spring. [3]
MDE 5392. Teaching Children with Hearing Loss to Listen and
Speak: Early Childhood Development. Theories of and methods for
developing auditory perception and spoken language skills in deaf and
hard-of-hearing children. The purpose of this course is to increase stu-
dents’ skills in assessing and developing speech, auditory functioning, and
phonologic awareness in deaf and hard-of-hearing children in early child-
hood development. Fall. [2]
MDE 5393. Educational Assessment for Children with Hearing
Loss. The purpose of this course is to introduce students to effective
assessment tools and strategies specifically for children with hearing loss.
Students will become familiar with state testing protocols, and accom-
modations and modifications necessary for student success. Spring. [2]
MDE 5394. Educational Programming and Service Delivery for Chil-
dren with Hearing Loss. The course will include planning, execution,
and evaluation of Individualized Education Plan (IEP) parent meetings as
they relate to young children with hearing loss. The focus of this class
will be on two child/family case scenarios. Students will work in multidis-
ciplinary teams to develop and implement IEPs to be conducted in the
Center for Experiential Learning and Assessment (CELA). Finally students
will review videotaped sessions of each case scenario to reflect upon their
role and responsibilities as members of the IEP team. Summer. [1]
MDE 5584. Independent Practicum. This course allows students to
continue work toward degree requirements. This course is graded pass/
fail. Fall, Spring, Summer. [0]
MDE 5585. Independent Study and Readings in Deaf Education. Inde-
pendent Study and Readings in Deaf Education. Fall, Spring, Summer. [1-3]
Speech-Language Pathology
Courses leading to the Master of Science (Speech-Language Pathology)
SLP 5235. Physiological Bases of Communication I. Term 1—the
bases of speech production and perception relative to neuroanatomy,
anatomy, physiology, acoustics, and acoustic correlates and sound fea-
tures. Neural mechanisms of speech and language will be related to over-
all structure and function of the nervous system. Neurologic conditions
related to speech and language disorders are surveyed. Fall. [3]
SLP 5236. Physiological Bases of Communication II. Term 2—the
bases of speech production and perception relative to neuroanatomy,
anatomy, physiology, acoustics, and acoustic correlates and sound fea-
tures. Neural mechanisms of speech and language will be related to over-
all structure and function of the nervous system. Neurologic conditions
related to speech and language disorders are surveyed. Spring. [1]
SLP 5240. Introduction to Clinical Practicum. This course is for first
year, first semester MS-SLP graduate students. Topics covered will include
professionalism, safety issues, components of therapy session and time
management, data collection, behavior management, learning objectives/
goal setting, implementing treatment plans, treatment approaches for vari-
ous diagnoses. This course is graded pass/fail. Fall. [1]
SLP 5290. Child Language Impairments I: Nature. This course is the
first in a three-course sequence on child language impairment. The focus
of this course is on the characteristics of children with primary as well as
secondary language impairment. Students will read the primary research
literature (a) to learn skills for comprehending and interpreting the research
literature, and (b) to gain knowledge on the linguistic and non-linguistic
skills of subgroups of children with language impairment and children at
risk for academic failure. In addition, an overview of the Individuals with
Disabilities Education Act is provided. The lab component develops basic
skills in language sample analysis. Fall. [2]
SLP 5291. Child Language Impairments II: Assessment. This course
is the second in a three-course sequence on child language impairment.
The primary focus is assessment of developmental and academic oral lan-
guage skills, birth through high school, with a secondary focus on reading,
writing, and intellectual assessment. Assessment measures include devel-
opmental scales, commercially published norm-referenced measures, cri-
terion-referenced instruments, research-validated experimental measures,
and progress monitoring tools. In addition, students will gain knowledge
and skills in collaborating with families and teachers on assessment of
children’s linguistic abilities. Students will develop knowledge and skills
to select and implement appropriate assessment instruments, to interpret
assessment findings for differential diagnosis and IDEA eligibility, for deter-
mination of child and family strengths and needs, and to apply assess-
ment findings for describing present level of performance, writing IEP/IFSP
goals and objectives, and planning intervention. The lab component of this
course will focus on application and practice of assessment measures and
interpretation of assessment findings for families and teachers. Fall. [2]
SLP 5292. Child Language Impairments III: Intervention. This course
is the third in a three-course sequence on child language impairments.
The focus is evidence-based interventions that develop linguistic skills,
primarily preschool through high school. The primary focus is on oral lan-
guage skills, but literacy skills will be addressed as well (emergent literacy,
decoding, spelling, reading comprehension, written expression). Interven-
tion methods will include direct interventions with children as well as col-
laborative interventions delivered in conjunction with teachers and families.
Students will learn to comprehend and interpret intervention research, to
apply research to practice and explain the evidence base for specific clini-
cal decisions, and to understand IDEA as it relates to school-based inter-
vention. The lab component of the course focuses on the implementation
of specific intervention strategies, procedures, and programs. Spring. [2]
SLP 5301. Acoustics and Perception of Speech and Speech Disor-
ders. An examination of the processes of speech production, acoustics,
and perception. Emphasis on relevant literature and research techniques
in speech science. Fall. [3]
SLP 5304. Child Language Acquisition. The components and pro-
cesses of normal language development. Relations between language
acquisition and social and cognitive aspects of child development as
well as literacy development. Survey of developmental psycholinguistic
research. This course is appropriate for graduate students with or without
previous course work in language development. Fall. [3]
SLP 5305. Clinical Principles and Procedures. Presentation and dem-
onstration of clinical principles and procedures applicable in communica-
tion sciences and disorders. Fall. [2]
Archived 2017/2018
School of Medicine Catalog
108 VANDERBILT UNIVERSITY
SLP 5311. Stuttering. Significant research in the field of stuttering, with
emphasis on etiology and therapy. The management of fluency distur-
bances. Spring. [3]
SLP 5314. Articulation Disorders and Clinical Phonetics. The etiol-
ogy, evaluation, and management of articulatory defects in children and
adults. Prerequisite: Consent of instructor. Fall. [3]
SLP 5316. Motor Speech Disorders. A study of the nature and treat-
ment of the adult and childhood dysarthrias and dyspraxias of speech.
Management of infants and young children at neurological risk for devel-
oping motor speech disability. Rights of the severely communicatively dis-
abled. Spring. [2]
SLP 5317. Traumatic Brain Injury. Pathophysiology of traumatic brain
injury in children and adults; unique and common sequelae, the evaluation
and treatment of cognitive/communicative deficits, and special problems
of the population. Prerequisite: 5300 or 5331 or consent of instructor.
Summer. [2]
SLP 5319. Dysphagia. The study of the normal and disordered swallow
in pediatric and adult populations. Anatomy and physiology, videofluoro-
scopic and other assessment procedures, as well as various treatment
alternatives and techniques are included. Fall. [3]
SLP 5323. Communication in Autism Spectrum Disorders. The
course addresses basic theories and principles associated with communi-
cation assessment of and intervention for children with Autism Spectrum
Disorders. Auditory characteristics, causative factors, classroom struc-
ture, behavior management, communication strategies, social and peer
interaction, and family-focused practices are also reviewed. This class also
will provide an overview of typical social, play, and linguistic development
compared to the features and behavioral characteristics of autism spec-
trum disorders (ASD). Fall. [2]
SLP 5324. Feeding and Swallowing Disorders in Children. This
course focuses on the assessment, diagnosis, and management of dys-
phagia in children including the role of the speech-language pathologist
and multidisciplinary and family-centered, family-supported management.
Prerequisite: SLP 5319. Spring. [1]
SLP 5326. Speech Disorders in Craniofacial Anomalies. The etiology,
diagnosis, and management of speech defects associated with craniofa-
cial anomalies, with major emphasis on cleft palate. Summer. [1]
SLP 5331. Aphasia. The study of aphasia in adults, including the neu-
ronanatomical basis, etiologies, symptomatology, assessment, differential
diagnosis, and treatment. Spring. [3]
SLP 5335. Augmentative and Alternative Communication. This
course will cover the theory, rationale, and methods for use of augmenta-
tive and alternative communication (AAC) systems with patients with phys-
ical, intellectual, and/or cognitive disabilities. Students will be exposed to
various low- and high-technology AAC systems and learn how and when
to apply each in the treatment of patients with complex communication
needs. Fall. [2]
SLP 5336. Voice Disorders. Theories of voice production, with emphasis
upon underlying mechanisms that cause vocal defects. Procedures for
group and individual management. Summer. [2]
SLP 5338. Research Methods in Communicative Disorders.
Research techniques and procedures. Analysis of research examples from
the literature. Study of design of experiment, data collection, statistical
analysis, and presentation of research findings. Fall. [1]
SLP 5355. Clinical Internship/Externship. Sequence of clinical practi-
cum placements over five semesters for speech-language pathology majors
in clinical track. Designed to meet supervised practicum requirements for
eventual certification by American Speech-Language-Hearing Association.
Sequence of initial part-time internship placements in campus and other
local facilities, followed by a full-time externship placement at one of many
selected sites throughout the country or abroad. Spring, Summer. [6]
SLP 5357. Professional Issues in Communication Disorders. Exam-
ines various professional issues within the fields of speech-language
pathology and audiology. For example, ethics, malpractice, quality
improvement, marketing, reimbursement, multicultural sensitivity, and fed-
eral legislation. Spring. [1]
SLP 5360. Voice Specialty Track Acute Care Experience. This course
is designed to expose students to clinical practice in an acute care setting
as it pertains to voice and upper airway disorders. Students will observe
diagnosis and treatment of communication and swallowing disorders in
patients with laryngectomy and other head and neck cancers, in patients
with tracheostomy and on ventilators, and with other populations as avail-
able. Students will have the opportunity to provide some direct patient
care. This course is graded pass/fail. Summer. [1]
SLP 5361. Family-Centered Counseling and Interviewing. Examines
the helping relationship in the clinical process, counseling theory relative
to speech-language pathology practices and principles and methods of
effective clinical interviewing and counseling. Spring. [1]
SLP 5378. Advanced Voice Instrumentation and Lab. This advanced
seminar will discuss the theoretical foundations and practical applications of
instrumentation and technology in the assessment and treatment of voice
and voice disorders. The focus will be on the development of advanced
skills and training in the use of instrumentation and technology in research
and clinical practice. Summer. This course is graded pass/fail. [1]
SLP 5388. Independent Study/Readings in Speech Pathology. Fall,
Spring, Summer. [Variable 1-3]
SLP 5391. Advanced Voice Research and Rehabilitation. This
advanced seminar will discuss historical and current research in the
assessment and treatment of voice disorders. Emphasis will be placed
on understanding the theoretical basis of clinical practice in voice and
applying standards of evidence-based practice to evaluating therapeutic
methods. Prerequisite: Enrolled as master’s degree student in Hearing
and Speech Sciences Program. This course is graded pass/fail. Fall. [1]
SLP 5397. Speech-Language-Literacy Seminar. Course limited for
enrollment to graduate speech-language pathology master’s students
who are enrolled in the School Speech-Language Pathology Specialty
Track. Topics vary each semester; a two-year curriculum of topics pre-
pares students for school-based practice of speech-language pathology.
SLP 5583. Practicum and Clinical Case Conference. This course
includes attendance at weekly case conferences where clinical case stud-
ies will be presented. The grade for this class will include clinical perfor-
mance and attendance. Fall, Spring, Summer. [1]
SLP 5584. Independent Practicum. This course allows students to con-
tinue work toward degree requirements. This course is graded pass/fail.
Fall, Spring, Summer. [0]
SLP 5587. Advanced Clinical Practicum/Case Conference. This course
includes attendance at weekly case conferences where clinical case studies
will be presented. It reflects additional load of clinical training. The grade for
this class will include case conference attendance as well as clinical perfor-
mance and attendance. Prerequisite: 4 hours of SLP 5583. Spring. [3]
SLP 7999. Master’s Thesis Research. [Formerly SLP 5369] Master’s
Thesis Research. This course is graded pass/fail. Fall, Spring, Summer. [0]
Laboratory Investigation
Courses leading to the Master of Laboratory Investigation
MLI 5010. Lab Theory I. [Formerly MLI 1010] This is a lecture and hands-
on course designed for M.L.I. students and covers methods for the pro-
duction, detection, molecular biological and immunological characteriza-
tion, purification, and conjugation (e.g., to beads, biotin, dyes, enzymes,
etc.) of recombinant proteins and antibodies for research use. Fall, Spring,
Summer. [4]
MLI 5011. Lab Theory II. [Formerly MLI 1011] This is a lecture and hands on
course designed for M.L.I. students and covers methods for the production,
detection, immunological characterization, purification, conjugation (e.g., to
beads, biotin, dyes, enzymes, etc.), and assay development of hybridoma
monoclonal antibodies for research use. Fall, Spring, Summer. [4]
Archived 2017/2018
School of Medicine Catalog
109School of Medicine / Courses of Study
MLI 5012. Lab Theory III. Lab Theory III (2 didactic credits) is a semes-
ter long lecture and hands-on, project management course designed to
teach students how to select, characterize and/or modify antigen-specific
recombinant antibodies for research, diagnostic or therapeutic use. Data
stemming from Lab Theory III projects should address basic research or
medical needs and be suitable for publication as a peer reviewed article in
a scientific journal.
MLI 5013. Lab Theory IV. Lab Theory IV (2 didactic credits) is a semester
long lecture and hands on course designed to teach students technical
writing skills and the formalities needed to submit manuscripts for publica-
tion that describe projects and project outcomes. Students participating
in projects in which manuscripts are accepted for publication will be listed
as first author or as a co-author, subject to level of participation as deter-
mined by the course instructor.
MLI 5040. Responsible Conduct in Research. [Formerly MLI 1040]
This required course includes formal lectures and small group discus-
sion on a range of issues encountered in research activities. Included are
responsibilities of the investigator and the university to the federal govern-
ment; scientific misconduct; ethical use of animals in research; ethics of
publication, lab management, and grant writing. Summer. [0]
MLI 5200. Foundations in Introductory Biochemistry. [Formerly MLI
2200] An introductory course covering fundamental concepts in biological
chemistry. Topics include amino acids, proteins, enzymology, and basic
carbohydrate and fat metabolism. MLI students only. Summer. [2]
MLI 6020. Research Project. [Formerly MLI 3020] This course is
designed for students who choose the modified research track. Students
will conduct research and present their research formally, but a thesis will
not be a requirement. Research must be conducted outside of one’s job
requirements. Fall, Spring, Summer. [0-6]
MLI 6025. Independent Study. [Formerly MLI 3025] This course allows
a student to pursue individualized professional research or training goals.
Fall, Spring, Summer. [0-4]
MLI 6030. Training and Techniques I. [Formerly MLI 3030] This course
is designed for students with a strong academic/research background who
are strengthening their laboratory techniques. Students will conduct labora-
tory research on a project designed by a highly skilled faculty/research sci-
entist preceptor. Includes technical instruction, critical data analysis, experi-
mental design, and literature review. Fall, Spring, Summer. [0-6]
MLI 6031. Training and Technique Modules: Microscopy. [Formerly
MLI 3031] Eight-week modules conducting laboratory research on a proj-
ect designed by a faculty preceptor. Includes technical instruction, critical
data analysis, experimental design, and literature review. Summer. [0-3]
MLI 6032. Training and Technique Modules: RT-PCR. [Formerly MLI
3032] Eight-week modules conducting laboratory research on a project
designed by a faculty preceptor. Includes technical instruction, critical data
analysis, experimental design, and literature review. Spring. [0-3]
MLI 6035. Training and Techniques II. [Formerly MLI 3035] This course
is designed for students with a strong academic/research background who
are strengthening their laboratory techniques. Students will conduct labora-
tory research on a project designed by a highly skilled faculty/research sci-
entist preceptor. Includes technical instruction, critical data analysis, experi-
mental design, and literature review. Fall, Spring, Summer. [0-6]
MLI 6040. Training and Technique Modules: Fluorescence Acti-
vated Cell Sorting. [Formerly MLI 3040] Students will learn basic to
advanced techniques for using the most advanced Flow Cytometers in
use today. This course will include some history of the technology as well
as the Eisteinian principles that are the foundation of this technology while
practically applying the lessons they learn first hand on instruments in the
Flow Cytometry Core lab. There will be two classes per week for eight
weeks culminating in the challenge of applying what students have learned
to diagnose and repair a non-functional cytometer. Spring. [0-2]
MLI 6041. Training and Technique Module: Immunohistochemistry
and Immunofluorescence. [Formerly MLI 3041] Immunohistochemis-
try (IHC) and immunofluorescence (IF) is a lecture and hands-on tech-
niques course designed to teach students the principles and procedures
needed to conjugate antibodies to biotin, dyes and enzymes and to use
conjugated antibodies to detect antigens present in tissue samples at the
microscopic level. [2]
MLI 7999. Thesis Research and Defense. [Formerly 3010] This course
is designed for students who choose the thesis track and will develop a
research project and thesis under the direction of a mentor. Fall, Spring,
Summer. [1-12]
Medical Physics
Courses leading to the Doctor of Medical Physics
and the Master of Science in Medical Physics
Diagnostic Radiology
RAMD 5301. Medical Physics Seminar I. Topics in medical imaging,
techniques and applications. Fall, Spring. [1]
RAMD 5313. Clinical Diagnostic Physics. Instrumentation and appli-
cation of physics to clinical diagnostic imaging procedures including
radiographic and fluoroscopic x-ray, CT, MRI, nuclear medicine, and ultra-
sound. Fall. [3]
RAMD 5317. Laboratory In Clinical Diagnostic Physics. Labora-
tory In the application of principles, techniques, and equipment used in
radiographic and fluoroscopic x-ray, CT, MRI, nuclear medicine, and ultra-
sound. Fall. [2]
RAMD 5331. Physics of Medical Imaging. Physical, mathematical,
and signal processing concepts associated with medical image forma-
tion and analysis. Introduction to techniques used to generate medical
images using ionizing radiation, non-ionizing radiation, and sound waves.
Medical imaging modalities to be discussed include general radiography,
Computed Tomography, Nuclear Medicine (SPECT and PET), Magnetic
Resonance, and Ultrasound.
RAMD 5390. Master’s Independent Study (Diagnostic). Introductory
problem solving topic in diagnostic medical physics including data taking,
analysis, and write-up. [1-2]
RAMD 5391. Medical Physics Diagnostic Practicum I. Experience
and training in a diagnostic physics clinical setting; instrumentation meth-
odology, calibration, and quality assurance. This course also includes
diagnostic radiology patient interaction, clinical conference attendance,
and review of imaging techniques in radiology. [1-4]
RAMD 5392. Medical Physics Diagnostic Practicum II. Experience
and training in a diagnostic physics clinical setting; instrumentation meth-
odology, calibration, and quality assurance. This course also includes
diagnostic radiology patient interaction, clinical conference attendance,
and review of imaging techniques in radiology. [1-4]
RAMD 5393. Doctoral Independent Study I. Advanced problem solv-
ing topic in diagnostic medical physics including literature survey, data
taking, analysis, and manuscript submission. [1-3]
RAMD 5394. Doctoral Independent Study II. Advanced problem solv-
ing topic in diagnostic medical physics including literature survey, data
taking, analysis, and manuscript submission. [1-3]
RAMD 5395. Medical Physics Clinical Rotations I. Advanced expe-
rience and clinical training in a diagnostic radiology department setting;
instrumentation (methodology and calibration), quality assurance, and
problem solving. For third- and fourth-year doctoral students. Fall, Spring,
Summer. [3-6]
RAMD 5396. Medical Physics Clinical Rotations II. Advanced expe-
rience and clinical training in a diagnostic radiology department setting;
instrumentation (methodology and calibration), quality assurance, and
problem solving. For third- and fourth-year doctoral students. Fall, Spring,
Summer. [3-6]
RAMD 5397. Medical Physics Clinical Rotations III. Advanced expe-
rience and clinical training in a diagnostic radiology department setting;
instrumentation (methodology and calibration), quality assurance, and
Archived 2017/2018
School of Medicine Catalog
110
problem solving. For third- and fourth-year doctoral students. Fall, Spring,
Summer. [3-6]
RAMD 5401. Medical Physics Seminar II. Topics in medical imaging,
techniques and applications. [1]
Therapeutic Radiology
RAMT 5248. Radiation Biophysics. Response of mammalian cells and
systems to ionizing radiation, the acute radiation syndromes, carcinogen-
esis, genetic effects, and radiobiological basis of radiotherapy. Fall. [2]
RAMT 5301. Medical Physics Seminar I. Radiotherapy treatment tech-
niques and current methodologies in clinical therapy physics. Fall. [1]
RAMT 5304. Radiation Interactions and Dosimetry. Theory and
instrumentation of ionization measurements of high-energy photon and
electron beams. Methods of radiation absorbed dose calculations for pho-
tons, neutrons, and charged particles. Spring. [3]
RAMT 5311. Clinical Therapy Physics I. Instrumentation and applica-
tion of physics to clinical radiotherapy procedures, equations for absorbed
dose calculations, phantoms, methodologies in computerized treatment
planning, and introduction to the special techniques of IMRT, RAPID ARC,
and stereoradiosurgery. Fall. [3]
RAMT 5312. Clinical Therapy Physics II. Photon and electron beam
algorithms for dosimetry calculations. Methodologies in three-dimensional
treatment planning with specific applications to radiotherapy. Spring. [3]
RAMT 5314. Clinical Therapy Physics: Lab I. Introductory laboratory
applications of physics to clinical radiotherapy procedures, experience with
equipment in a modern clinical radiotherapy environment, and methodology
and techniques for the verifications of simulated clinical procedures. [2]
RAMT 5315. Clinical Therapy Physics: Lab II. Advanced laboratory
applications of physics to clinical radiotherapy procedures, experience
with radiotherapy physics equipment including measurement of absorbed
dose using multiple dosimetry systems and techniques for the quality
assurance verification of special radiotherapy clinical procedures. [2]
RAMT 5316. Brachytherapy Physics. Instrumentation and applications
of physics to clinical brachytherapy procedures, equations for absorbed
dose calculations including TG#43, methodologies in computerized treat-
ment planning, and introduction to special techniques. [3]
RAMT 5390. Master’s Independent Study (Therapeutic). Introductory
problem-solving topic in therapy medical physics including data taking,
analysis, and write-up. [1-2]
RAMT 5391. Medical Physics Therapeutic Practicum I. Experience
and training in a radiotherapy physics clinical setting; treatment plan-
ning, instrumentation calibration, and quality assurance. This course also
includes radiotherapy patient interaction, clinical conference attendance,
and review of treatment techniques in radiation oncology. Fall, Spring,
Summer. [1-4]
RAMT 5392. Medical Physics Therapeutic Practicum II. Experience
and training in a radiotherapy physics clinical setting; treatment plan-
ning, instrumentation calibration, and quality assurance. This course also
includes radiotherapy patient interaction, clinical conference attendance,
and review of treatment techniques in radiation oncology. Fall, Spring,
Summer. [1-4]
RAMT 5393. Doctoral Independent Study I. Advanced problem solving
in therapy medical physics including literature survey, data taking, analy-
sis, and manuscript submission. [1-3]
RAMT 5394. Doctoral Independent Study II. Advanced problem solv-
ing in therapy medical physics including literature survey, data taking,
analysis, and manuscript submission. [1-3]
RAMT 5395. Medical Physics Clinical Rotations I. Advanced expe-
rience and clinical training in a radiation oncology department setting;
treatment planning, instrumentation calibration, quality assurance, and
problem solving. For third- and fourth-year doctoral students. Fall, Spring,
Summer. [3-6]
RAMT 5396. Medical Physics Clinical Rotations II. Advanced expe-
rience and clinical training in a radiation oncology department setting;
treatment planning, instrumentation calibration, quality assurance, and
problem solving. For third- and fourth-year doctoral students. Fall, Spring,
Summer. [3-6]
RAMT 5397. Medical Physics Clinical Rotations III. Advanced expe-
rience and clinical training in a radiation oncology department setting;
treatment planning, instrumentation calibration, quality assurance, and
problem solving. For third- and fourth-year doctoral students. Fall, Spring,
Summer. [3-6]
RAMT 5401. Medical Physics Seminar II. Topics in clinical therapy
physics, techniques and application. Fall. [1]
Public Health
Courses leading to the Master of Public Health
PUBH 5501. Epidemiology I. This course focuses on measures of dis-
ease frequency and association, observational study design, and diag-
nostic and screening tests. The course reviews the use of these tools
and the role of epidemiology in measuring disease in populations, estimat-
ing risks, and influencing public policy. Study designs reviewed include
cross sectional, ecologic, case-control, and cohort studies. This course is
required for all students in the M.P.H. Program. Enrollment is limited due
to space restrictions, with priority given to global health students in the
M.P.H. Program.
PUBH 5502. Biostatistics I. This course addresses basic concepts and
methods of biostatistics, including data description and exploratory data
analysis, study design and sample size calculations, probability, sampling
distributions, estimation, confidence intervals, hypothesis testing, non-
parametric tests, analysis of continuous, categorical, and survival data,
data analysis for cohort and case-control studies, relative risk and odds
ratio estimation, and introduction to linear and logistic regression. This
course is required for students in the M.P.H. Program. Enrollment is lim-
ited. Fall. [4]
PUBH 5508. Epidemiology II: Non-randomized Study Design. This
course addresses the design of non-randomized studies and factors that
are important in design selection. This includes the design of cohort stud-
ies, prospective and retrospective cohort studies, assembly and follow-
up of the cohort, exposure measurement, outcome ascertainment, con-
founders, effect modification, calculation of measures of occurrence and
effect, summary of multivariate statistical analyses for cohort studies; the
case-control study, conditions necessary for validity of the case-control
study, selection of controls, sources of bias in case-control studies, and
multivariate analysis; as well as the ecological study, including when to
use and when to avoid. The course includes didactic lectures and criti-
cal reading of important epidemiologic studies from the current medical
literature. This course is required for students in the Epidemiology track of
the M.P.H. Program. Prerequisite: Epidemiology I, Biostatistics II, Clinical
Trials, or approval of instructor. Enrollment is limited due to space restric-
tions, with priority given to students in the M.P.H. and M.S.C.I. programs.
PUBH 5509. Biostatistics II. This course addresses modern multivariate
analyses based on the concept of generalized linear models. This includes
linear, logistic, and Poisson regression, survival analysis, fixed effects anal-
ysis of variance, and repeated measures analysis of variance. The course
emphasizes underlying similarity of these methods, how to choose the
right method for specific problems, common aspects of model construc-
tion, and the testing of model assumptions through influence and residual
analyses. This course is required for students in the Epidemiology and
Health Policy tracks of the M.P.H. Program. Prerequisite: Biostatistics I or
consent of the instructor. Enrollment is limited due to space restrictions,
with priority given to students in the M.P.H. Program.
PUBH 5512. Decision Analysis in Medicine and Public Health. This
course provides an overview of qualitative and quantitative decision mak-
ing with a dominant focus on quantitative techniques, using clinical and
economic endpoints and their role in clinical strategies of care and health
policy. Topics include: cognitive heuristics, Bayes’ theorem, ROC analysis,
Archived 2017/2018
School of Medicine Catalog
111School of Medicine / Courses of Study
the study of diagnostic tests, meta-analysis, health states and utility mea-
surement using expected value decision making, decision tree analysis,
Markov processes and network simulation modeling, quantitative man-
agement of uncertainty, cost theory and accounting, cost-effectiveness
and cost-utility analysis.
PUBH 5516. Public Health Practice. Public Health Practice will introduce
students to key topics, concepts and methods in Environmental Health and
Public Health Surveillance. Basic environmental epidemiology, use of evi-
dence in policy and practice, along with an overview of the main environ-
mental exposures will be explored. This course also examines an overview
of public health surveillance as a lens to public health practice, in terms
of how public health programs are organized, financed, and operated and
what surveillance data are available to inform specific programs. Public
health practitioners and policy-makers who plan, implement, and evalu-
ate infectious disease, chronic disease, injury, and disability prevention and
control programs have a need for reliable information about the status of
these health problems among the populations they serve. Surveillance sys-
tems provide information for action. Analyzing, interpreting and using public
health surveillance data inform the design, operation, and delivery of public
health programs and target public health action and disease control. Public
health surveillance is the ongoing process that public health agencies use
to collect, manage, analyze, interpret and disseminate this information. We
will review basic approaches to public health surveillance, including disease
reporting regulations and notifiable diseases, surveillance for infectious dis-
eases, chronic diseases, and adverse events, uses of surveillance data, and
how surveillance data can inform public health program, policy, and prac-
tice. The course will be taught by a multidisciplinary group of faculty using
didactic and interactive elements of instruction.
PUBH 5517. Grant Writing. This course provides a foundation in grant
writing for the early career scientist or public health practitioner. It includes
seven core sessions, nine elective sessions (from which students must
choose at least four), and a mock grant review experience. Core topics
include an overview of funding agencies and award mechanisms, as well
as how to identify funding opportunities, plan an application, construct an
impactful research plan, develop a budget, and succeed at grantsman-
ship. Elective sessions discuss applying for specific types of grants includ-
ing career development, global health, health policy, and programmatic
awards; VUMC institutional awards and resources; VA grants; NIH bios-
ketch development; research mentorship; and training in the responsible
conduct of research. Students will also learn how grants are reviewed and
scored, and participate in a mock grant review, choosing either career
development award applications or programmatic grants. Enrollment is
limited to students in the M.P.H. and M.S.C.I. programs, or by permission
of the instructor.
PUBH 5518. Research Ethics. This course presents issues in the respon-
sible conduct of research, including ethics, data management, research
fraud, academic misconduct, and conflict of interest. The course covers
federal and institutional guidelines regarding research in human and animal
subjects. Topics include vulnerable populations in research, confidential-
ity, and the Institutional Review Board (IRB). The course is required for stu-
dents in the Epidemiology and Health Policy tracks of the M.P.H. Program.
Enrollment is limited to students in the M.P.H. and M.S.C.I. programs, or
by permission of the instructor.
PUBH 5520. Introduction to Health Policy. The aim of this course is
to provide students with an overview of the U.S. health care system and
key features of its financing and delivery. We will discuss the strengths
and weaknesses of our health care system, historical trends, and how we
compare to other countries. Moreover, we will discuss the major compo-
nents of the Affordable Care Act and implementation challenges going
forward. Drawing on materials from different academic disciplines, includ-
ing economics, political science, and sociology, the course will place par-
ticular emphasis on analytic approaches to evaluate policy impact. The
course will address a range of topics, including the structure of the delivery
system, drivers of spending growth, quality of care, and long-term care.
No disciplinary background is assumed, nor is any special familiarity with
the field of health care required.
PUBH 5521. Survey Research Seminar. The Survey Research Semi-
nar is a didactic and participatory graduate-level class. It is designed to
introduce key concepts and skills in survey methodology and the applica-
tion of those skills to public health research. The course includes con-
tent on survey modes, sampling, questionnaire development, and survey
implementation. The student will develop a research question, recruitment
materials, and a short questionnaire based on the theory and skills learned
in the course. This course is required for students in the M.P.H. Program.
PUBH 5522. Qualitative Health Research Methods I. This course is
designed to provide an introduction to qualitative research methods, with a
focus on research in health behavior, health care delivery, and sociocultural
norms that impact health and well-being, although these methods can be
applied easily to other arenas. The primary skills we will develop include
techniques of the case study method; including interviews, focus groups,
and observation. Introductions to mixed methods will also be included. We
will also consider strategies for validity and reliability, and the relevance of
standard evaluative criteria such as objectivity, neutrality, and generalizabil-
ity. This course is required for students in the M.P.H. Program.
PUBH 5523. Qualitative Health Research Methods II. This course is
an extension of the one credit hour Qualitative Health Research Methods I
course. During this course, students will pilot, refine, and employ their own
qualitative interview guide to collect qualitative data. Students will receive
qualitative data analysis training and will undertake to analyze the data
from their pilot. The final project will include a write-up of the methods,
data analysis, and discussion of findings. This course is an elective for
students in the M.P.H. Program. Prerequisite: Qualitative Health Research
Methods I.
PUBH 5524. The Science of Health Behavior. This course will provide
an overview of social and behavioral science theories that are currently
used to (a) understand health behaviors; and (b) guide the development
of interventions to prevent, reduce, or eliminate major public health prob-
lems. We will also explore how technologies (i.e., patient portals, mobile
devices, and the Internet) are used to promote health behaviors, disparities
in the performance of health behaviors, and how behavioral interventions
attempt to address and reduce these disparities. This course is required
for all students in the M.P.H. Program.
PUBH 5525. Health Economics. This course is intended to survey the
major topics in Health Economics. Each class is organized around a topi-
cal theme: those themes include health reform, health insurance, health
promotion and disease prevention, and the health care workforce. Each
theme will be approached from an economic perspective using recent arti-
cles from the literature. This course is required for students in the Health
Policy track of the M.P.H. Program.
PUBH 5526. Global Health Project Development. This course focuses
on development of the individual student’s M.P.H. practicum and thesis
including the identification of a key global health question and design of
a suitable project to address the question. Each student will complete a
relevant skill-process activity, a draft of his/her practicum agreement, and
a project development concept paper. Enrollment is limited to students in
the M.P.H. Program.
PUBH 5527. Protocol Development I. This course is designed to pre-
pare students to plan and conduct an independent thesis research proj-
ect. Students will strengthen their ability to assess whether a research
strategy appropriately addresses study questions, with an emphasis on
evaluating data sources, study population, measurement, and analysis
approach. They will also develop management and logistical skills neces-
sary for conducting public health research. Enrollment is limited to stu-
dents in M.P.H. Program.
PUBH 5528. MPH Project Extension. Fall, Spring, Summer. [0] Staff.
PUBH 5530. Protocol Development II. This course focuses on develop-
ment of the individual student’s research protocol. Each student will pres-
ent the background, methods, and limitations of their proposed research
design in class, and complete the research protocol for the M.P.H. mas-
ter’s thesis. Enrollment is limited to students in the M.P.H. Program.
PUBH 5536. Public Health Practicum. Required as part of the M.P.H.
Program, the public health practicum is intended to give students the
opportunity to develop practical skills and competencies in public health
practice settings.
Archived 2017/2018
School of Medicine Catalog
112 VANDERBILT UNIVERSITY
PUBH 5538. Health Services Administration: Program and Policy
Evaluation. This course addresses the evaluation of changes in the health
care delivery system, either through programs specifically implemented to
achieve such changes or through changes in health care delivery/financ-
ing policies. The primary designs--before/after, concurrent/retrospective
control, interrupted time-series--and their strengths and limitations. The
course includes didactic lectures and small group critical reading/presen-
tation of current program/policy evaluations published in leading medical
journals. This course is required for students in the Health Policy track
of the M.P.H. Program. Prerequisite: Epidemiology II, Biostatistics II, or
approval of instructor.
PUBH 5540. Health Services Administration: Leadership and Man-
agement in Global Health. This course introduces students to principles
of management and leadership of global health programs and organi-
zations in complex and challenging environments. Students will explore
diverse health systems, organizational behavior, health policy, program
design, and core management techniques. Required for students in the
Global Health track of the M.P.H. Program.
PUBH 5541. Essential Skills in Global Health. This course introduces
students to core research, field tools, assessment and implementation
techniques, and evaluation methodologies commonly used in the field of
global health. Students explore theories and practices used to analyze
issues and intervene in global health and they examine determinants of
global health and development from an interdisciplinary vantage point.
Health and developmental issues across nations and cultures that require
collective, partnership-based action are highlighted. The course is taught
by an interdisciplinary team of faculty members using didactic, interactive
and practical elements of instruction. This course is required for students
in the Global Health track of the M.P.H. program and may be taken as
credit toward the Global Health Certificate.
PUBH 5542. Foundations of Global Health. This course introduces
students to key topics, concepts and methods in global health, exam-
ining determinants of complex issues and multi-dimensional approaches
and interventions with a particular emphasis on low-resource settings.
Taught by an interdisciplinary team of faculty members, this course uses
didactic, interactive and practical elements of instruction to address inter-
national and cross-cultural health and developmental issues. At the con-
clusion of the course, students should be able to discuss major topics
in global health and design suitable projects that address global health
challenges. This course is required for students in the Global Health track
of the M.P.H. program and may be taken as credit toward the graduate
certificate in global health.
PUBH 5543. Informatics for Global Health Professionals. With an
emphasis on global health settings, this course introduces students to
medical informatics and the use of innovative technologies for the stor-
age, retrieval, dissemination, and application of biomedical knowledge. As
global health bridges both patient care and public health, so informatics
in this context covers both patient-based information systems and public
health information systems. International cooperation on health informa-
tion system issues has resulted in both extensive knowledge repositories
and a powerful set of tools and techniques that can be used by practitio-
ners and researchers. The course consists of lectures with discussion and
analysis as well as hands-on instruction with some software applications
and electronic resources. This course is offered as an elective for students
in the Global Health track of the M.P.H. Program and may be taken as
credit toward the Global Health Certificate. [1]
PUBH 5544. Ethics in Global Health. This course provides an overview
of ethical issues and standards in global health, particularly with respect to
ethics in international research. Its aim is to provide students in the health
professions and others interested in global health with a framework in
which to recognize, examine, resolve, and prevent ethical conflicts in their
international work. Through readings, lectures and discussion, students
will explore diverse historical and contemporary international perspectives
on the concepts of ethics and health as well as formulating recommen-
dations for prevention and resolution of ethical conflicts related to global
health. This course is required for students in the Global Health track of
the M.P.H. Program and may be taken as credit toward the graduate cer-
tificate in global health. Spring.
PUBH 5549. Case Studies in Tropical Diseases. This course intro-
duces tropical diseases and parasitology in a clinical case study format
with student group leadership that is facilitated by faculty with substantial
front-line tropical medicine training and experience. Written case proto-
cols will be presented by faculty members and Infectious Disease fellows/
Internal Medicine residents who will lead an interactive discussion involv-
ing pathophysiology, clinical presentation, differential diagnosis, diagnosis
and treatment. This course may be taken as elective credit toward the
M.P.H. degree and the graduate certificate in global health. Summer.
PUBH 5550. Global Health Politics and Policy. Global Health Politics
and Policy introduces core global health problems facing the world’s pop-
ulations today and examines the efforts taken to improve health at a global
level. It focuses on the social and political movements of global health
issues and how these forces created and shaped global health policy both
in the U.S. and among the G8 nations from 2000-2011. This course may
be taken as elective credit toward the M.P.H. degree and the graduate
certificate in global health. Spring.
PUBH 5556. Laboratory Technologies in Low-Resource Settings.
This course addresses core laboratory principles, technologies, and
applications used in the delivery of care and the performance of clinical
research in resource-limited settings. It covers strengths, limitations, and
appropriate use of laboratory technologies in the changing landscape of
international research and clinical care. This course is offered as an elec-
tive in the Global Health track of the M.P.H. Program and may be taken as
credit toward the graduate certificate in global health.
PUBH 5557. Protocol Development for Global Health. This course
focuses on development of the individual student’s M.P.H. thesis protocol
for the Global Health track. Each student will develop the background,
methods, and limitations of their proposed research design in class. In
addition, the course will include a one-on-one session with Dr. Yuwei Zhu
to review the statistical analysis plan for the thesis work. Each student’s
thesis adviser(s) will be invited to participate. This course is required for
and limited to students in the Global Health track of the M.P.H. Program.
PUBH 5599. MPH Thesis Research I. The primary objective is the com-
pletion of the M.P.H. Program’s thesis. Each student will work indepen-
dently to coordinate research activities with his or her thesis committee.
PUBH 7999. MPH Thesis Research II. [Formerly PUBH 5519] In this
research seminar required as part of the M.P.H. Program, second-year
students present the results of their master’s thesis research. Each
40-minute presentation addresses the background and significance,
methods, results, and public health/research implications. Presentations
are scheduled through the course director on a first come, first served
basis. Before presenting their work, students must obtain the approval of
their thesis committee.
Applied Clinical Informatics
Courses leading to the Master of Science in Applied Clinical Informatics
ACI 6110. Introduction to Clinical Informatics. This course provides
health care professionals with a basic and practical understanding of funda-
mental concepts in clinical informatics. Topics covered in the course include
a history of biomedical informatics, review health information systems, clini-
cal decision support, quality improvement, consumer health, human-system
interactions, and others. Completion of this course will lay the groundwork
for subsequent deep study of many of the individual topics covered.
ACI 6111. Foundations of Health Information Technology. This
course will provide a strong foundation for understanding the current state
and key topics in health information technology. Students will begin with a
review of computer programs and systems, and then build on top of this
framework detailed information on the structure of health care data and
the architecture of supporting systems. Data exchange, interoperability
and data networks will be covered, along with key concepts for data secu-
rity and privacy. Students will utilize multiple modalities of digital learning,
and will participate in projects at different points during the course. Health
information technology skills and knowledge will be assessed incremen-
tally throughout the course.
Archived 2017/2018
School of Medicine Catalog
113School of Medicine / Courses of Study
ACI 6112. The Health System. This introductory course provides a broad
overview of actors and organizations comprising our health care systems
as well as the the societal and organizational trends facing consumers, cli-
nicians, executives, and policy-makers. It will provide an overview of some
of the major characteristics of the American health care system that in
turn drive health care delivery and clinical informatics priorities. Topics will
include a historical overview of the American Health Care system, health
care economics and financing, current regulatory issues, and other fac-
tors both influencing current informatics initiatives and suggesting future
opportunities for innovative informatics solutions.
ACI 6120. Clinical Decision Support and Evidence-Based Patient
Care. This course will focus on the design, implementation, and evalu-
ation of clinical decision support features of clinical information systems.
Topics to be addressed include cognitive aspects of human decision
making, decision science, knowledge management, workflow, evidence-
based patient care, and facilitated information retrieval. Many existing CDS
examples will be reviewed and evaluated and students will be expected to
design a novel CDS as part of their final project.
ACI 6121. Clinical Information System and Applications. The digitiza-
tion of health care data and delivery of care functionality has been occur-
ring on the small scale for nearly 50 years in clinical information systems.
Clinical information systems are comprised of multiple components that
comprise clinical information. Beginning in the 1990s, electronic health
record (EHR) systems began to emerge as a foundational tool for clini-
cal information systems that brought together various aspects of health
care such as billing, documentation, and order entry. By the mid-2000s
the basic underpinnings of a comprehensive EHR were understood, but
uptake was still very low. This situation changed fundamentally over the
past decade and EHRs and related clinical information systems are now
ubiquitous. The goal of this course is to provide a framework to understand
the underpinnings of modern clinical information systems and the integra-
tion of these systems that enable their basic and extended functionalities.
Furthermore, with health care consumers having more opportunities to
be involved with their health information, we will explore the evolution of
consumer informatics. Finally, we will discuss emerging trends in the digiti-
zation of health care data including mobile health and telemedicine.
ACI 6122. Workflow, User-Centered Design, and Implementation.
The course will cover three main topic areas: workflow, user-centered
design, and implementation. Each topic area will include three course
segments: principles, methods, and applications. In the principles sec-
tion for each topic, the course will clearly define terminology related to
the topic area (e.g., What is workflow?), review how key concepts relate
to each other (e.g., relationship between human factors engineering and
human-computer interaction), and examine the relevance of the topic area
in Applied Clinical Informatics. The methodology section for each topic will
address qualitative, quantitative, and computational methods used for the
design, implementation, and evaluation of health information technology.
The applications section for each topic will use case studies based in the
topic area to examine the real world application of principles and methods.
The course will cover a wide range of contexts, from homes/communities
to organizations to a broader regional scale.
ACI 6130. Data to Knowledge (Clinical Data Standards). This course
introduces students to fundamental principles about terminologies and
data standards and their importance in interoperability and health infor-
mation exchange. It will focus on clinical data standards with respect to
syntactic and semantic interoperability by covering data exchange and
messaging standards (e.g., HL7), clinical terminology standards (e.g.,
SNOMED), document standards (e.g., HL7 CDA).
ACI 6131. Clinical Information System Lifecycle. This course will
cover all aspects of designing, implementing and supporting systems. The
course will be taught with reference to both the System Development Life
Cycle (SDLC) and Information Lifecycle Management (ILM) frameworks.
Areas covered will include project conceptualization, methods for require-
ments gathering, risk analysis and mitigation, total cost of ownership,
and implementation and support. Planning and management of disaster
recovery and business continuity will also be covered, as well as methods
of evaluating effectiveness and return on investment.
ACI 6132. Management and Organizational Change. This course will
focus on the management skills needed to direct the informatics activities
of large organizations, and to lead changes in technology that may be
disruptive. As part of the course curriculum, students will learn leadership
models, processes, and practices, effective interdisciplinary communica-
tion and team formation, project management, and strategic and financial
planning for new clinical information systems.
ACI 7110. Practicum Experience. This course will arrange for students
to rotate through health IT operational teams based on their interests and
team availability. As part of being embedded in an IT operation, students
will be expected to complete limited assignments to advance the team
agenda.
ACI 7111. Capstone Project Planning. Students will begin the process
of planning for their second year Capstone project beginning with a fac-
ulty mentor selection, needs assessment and design phase leading up to
a formal project proposal and submission of development specifications
at the conclusion of the second semester. Project plans will be formally
evaluated and will require approval prior to proceeding to implementation
and evaluation.
ACI 7120. Practicum Experience. This course will arrange for students
to rotate through health IT operational teams based on their interests and
team availability. As part of being embedded in an IT operation, students
will be expected to complete limited assignments to advance the team
agenda.
ACI 7121. Capstone Project Planning. Students will continue the pro-
cess of planning for their second year Capstone project. Project plans
will be formally evaluated and will require approval prior to proceeding to
implementation and evaluation.
ACI 7210. Practicum Experience. This course will arrange for students
to rotate through health IT operational teams based on their interests and
team availability. As part of being embedded in an IT operation, students
will be expected to complete limited assignments to advance the team
agenda.
ACI 7211. Capstone Project Implementation and Evaluations. Based
on an approved project plan from the first year, students will implement and
evaluate a Capstone project in conjunction with a clinical informatics opera-
tions team at their home institution. The Capstone Project is designed to
provide students with knowledge and skills required to design and conduct
applied research studies to evaluate the efficacy of informatics applications
in the clinical environment. Based on personal career objectives and infor-
matics challenges that they identify in practicum course, the capstone proj-
ect will have the flexibility to be completed as a group or individually. Each
student will have a faculty mentor and, if applicable, a practice mentor within
the student’s home department/organization.
ACI 7220. Practicum Experience. This course will arrange for students
to rotate through health IT operational teams based on their interests and
team availability. As part of being embedded in an IT operation, students
will be expected to complete limited assignments to advance the team
agenda.
ACI 7221. Capstone Project Implementation and Evaluations. Based
on an approved project plan from the first year, students will implement and
evaluate a Capstone project in conjunction with a clinical informatics opera-
tions team at their home institution. The Capstone Project is designed to
provide students with knowledge and skills required to design and conduct
applied research studies to evaluate the efficacy of informatics applications
in the clinical environment. Based on personal career objectives and infor-
matics challenges that they identify in practicum course, the capstone proj-
ect will have the flexibility to be completed as a group or individually. Each
student will have a faculty mentor and, if applicable, a practice mentor within
the student’s home department/organization.
Archived 2017/2018
School of Medicine Catalog
114 115VANDERBILT UNIVERSITY School of Medicine / Faculty
Anesthesiology
CHAIR Warren S. Sandberg
PROFESSORS EMERITI M. Lawrence Berman, John J. Franks, Bradley
E. Smith
PROFESSORS Jeffrey R. Balser, Curtis L. Baysinger, Stephen P.
Bruehl, David H. Chestnut, Robert J. Deegan, Eric Delpire, Brian S.
Donahue, John W. Downing, Michael S. Higgins, Steve Alan Hyman,
Yandong Jiang, Avinash B. Kumar, Addison K. May, Matthew D.
McEvoy, Kathryn Ann Kelly McQueen, Mark W. Newton, Pratik P.
Pandharipande, C. Lee Parmley, Neal R. Patel, Michael A. Pilla,
Mark J. Rice, Matthias Ludwig Riess, Warren S. Sandberg, Andrew
Shaw, Edward R. Sherwood, Paul J. St. Jacques, Ann Walia, Liza M.
Weavind, Matthew Bret Weinger
RESEARCH PROFESSOR Frank Emmanuel Block
ADJUNCT PROFESSORS Jayant K. Deshpande, Jayakumar R. Kambam
ASSOCIATE PROFESSORS Arna Banerjee, John Allan Barwise, Clifford
Bowens, Jill K. Boyle, E. Jane Brock, Susan A. Calderwood, Peter
Anthony Chin, Kevin P. M. Currie, William Ben Cutrer, Jerod Scott
Denton, Katherine Dobie, Susan S. Eagle, L. Jane Easdown, Jesse M.
Ehrenfeld, Brian Jay Gelfand, Rajnish Kumar Gupta, Stephen Robert
Hays, Antonio Hernandez, Douglas L. Hester, Kenneth J. Holroyd,
Julie K. Hudson, Alexander K. Hughes, Christopher G. Hughes, Tracy
P. Jackson, Benjamin W. Johnson, April N. Kapu, Jill Erin Kilkelly,
Koffi Michael Kla, Jason S. Lane, Frederick Wilhelm Lombard, Randall
J. Malchow, Letha Mathews, Stuart McGrane, Ray L. Paschall, Mias
Pretorius, Michael G. Richardson, Brian S. Rothman, Jonathan S.
Schildcrout, Andrew Harold Smith
RESEARCH ASSOCIATE PROFESSORS Daniel J. France, Jason M.
Slagle
ADJUNCT ASSOCIATE PROFESSOR David D. Alfery
ASSOCIATE CLINICAL PROFESSOR Ramachander K. Pai
ASSISTANT PROFESSORS Brian F.S. Allen, Bret Alvis, Nathan E. Ashby,
Vikram Kumar Bansal, Claudia Benkwitz, Jeremy Bennett, Frederic
T. Billings, James L. Blair, Eswara C. Botta, Brian C. Bridges, Eric
R. Briggs, Christopher L. Canlas, Meera Chandrashekar, John M.
Corey, William Timothy Costello, Christy J. Crockett, Christopher L.
Cropsey, Mary DiMiceli, Kurt F. Dittrich, David A. Edwards, Brian R.
Emerson, Holly B Ende, Sarah Fandre, Geoffrey M. Fleming, Andrew
David Franklin, Robert Edward Freundlich, Brad A. Grueter, Travis
Jason Hamilton, Stephen T. Harvey, Christina Hayhurst, Christopher
P. Henson, Elisabeth Lee Hughes, Lorenzo Thomas Hughes, Lisa M.
Jaeger, Shannon Robert Kilkelly, Adam King, Adam Jacob Kingeter,
James Matthew Kynes, Yafen Liang, Daniel F. Lonergan, Marcos
Gabriel Lopez, Amanda N. Lorinc, Hannah Lovejoy, Patrick O’Neal
Maynord, Theresa Ann McClung, Tracy Jobin McGrane, Carrie
Campbell McCoy Menser, Merrick Miles, Katharina Barbara Modes,
Roy C. Neeley, Thanh Tan Nguyen, Ryan O’Neal Parker, Tiffany
Megan Richburg, Amy C. Robertson, Thomas M. Romanelli, Joseph
J. Schlesinger, Uma Shastri, Matthew S. Shotwell, Kara Kimberly
Siegrist, Bantayehu Sileshi, Heidi A. B. Smith, Martha Jane Smith,
Christopher M. Sobey, Jenna M. Helmer Sobey, Kyla P. Terhune,
Vikram Tiwari, Jeffrey M. Waldman, Sara Lathem Walls, Camila B.
Walters, Jenna Leigh Walters, Jonathan Porter Wanderer, Scott
Christopher Watkins, Sally A. Watson, Sheena M. Weaver, Robert A.
Wells, Laura Nicole Zeigler
RESEARCH ASSISTANT PROFESSORS Shilo Anders, Julia K.
Bohannon, Carrie A. Grueter
ADJUNCT ASSISTANT PROFESSORS Julian S. Bick, Claude L. Ferrell,
Mudola Vuhandali Manyano, Ashok K. Saha, Geeta P. Wasudev,
Madhu S. Yelameli
ASSISTANT CLINICAL PROFESSORS Vidya N. Rao, Rigoberto L. Sierra-
Anderson, Amr Ahmed Waly
ASSOCIATES Raymond F. Johnson, Nimesh P. Patel
INSTRUCTORS Michael Heng-Jah Chi, Jeffery Deontai Clemmons, John
Randolph Foster, Justin Scott Liberman, Amy Larsen Lynch, Maryann
Otto, Kevin Preece, Brandon John Dale Rein, Loren Elisa Smith
RESEARCH INSTRUCTOR Jie Xu
Biochemistry
CHAIR John D. York
PROFESSORS EMERITI Graham F. Carpenter, Stanley Cohen, Carl G.
Hellerqvist, Tadashi Inagami, Conrad Wagner, Michael R. Waterman
PROFESSORS Brian O. Bachmann, Richard M. Breyer, H. Alex Brown,
Richard M. Caprioli, Bruce D. Carter, Walter J. Chazin, David Cortez,
Martin Egli, Brandt F. Eichman, Ronald B. Emeson, Stephen W. Fesik,
F. Peter Guengerich, Scott W. Hiebert, Billy G. Hudson, Dana Borden
Lacy, Neil Osheroff, Jennifer A. Pietenpol, W. Kimryn Rathmell,
Carmelo J. Rizzo, Charles R. Sanders, Samuel A. Santoro, Kevin L.
Schey, Michael P. Stone, John D. York
RESEARCH PROFESSOR Edward T. Olejniczak
ADJUNCT PROFESSORS Rafael Radi, Orlando D. Scharer
ASSOCIATE PROFESSORS Aaron B. Bowman, Tina M. Iverson, Melanie
D. Ohi
RESEARCH ASSOCIATE PROFESSORS Galina I. Lepesheva, Raymond
L. Mernaugh, Jeremy Lynn Norris, Jonathan H. Sheehan, Jarrod A.
Smith, Md. Jashim Uddin
ASSISTANT PROFESSORS Manuel Ascano, Raymond D. Blind, James
Dewar, Emily C. Hodges, Lauren Parker Jackson, Andrew J. Link,
Adrian Olivares, Nicholas J. Reiter, Yi Ren
VISITING ASSISTANT PROFESSORS Alyssa R. Bonine-Summers
RESEARCH ASSISTANT PROFESSORS Joshua A. Bauer, M. Wade
Calcutt, James Galligan, Danielle Gutierrez, Joel M. Harp, Taekyu
Lee, Brian D. Lehmann, W. Hayes McDonald, Pradeep Sunny
Pallan, Jason Phan, Michelle L. Reyzer, Kristie M. Rose, Jeffrey M.
Spraggins, Anna Vinson, Zhen Wang, Yihu Xie
ADJUNCT ASSISTANT PROFESSORS Dale Shannon Cornett, Steven M.
Damo, Joseph Edward Deweese, Raf Van de Plas
RESEARCH INSTRUCTORS Shu Xu, Yaofang Zhang
Biomedical Informatics
CHAIR Kevin B. Johnson
PROFESSOR EMERITUS Edward K. Shultz
PROFESSORS J. Jeffrey Carr, Joshua C. Denny, Mark E. Frisse, Cynthia
S. Gadd, Nunzia B. Giuse, Douglas P. Hardin, Paul A. Harris, Kevin
B. Johnson, Christoph U. Lehmann, Nancy M. Lorenzi, Bradley Adam
Malin, Randolph A. Miller, John A. Morris, Dan M. Roden, Warren S.
Sandberg, Yu Shyr, Paul J. St. Jacques, William W. Stead, Patricia A.
Trangenstein, Elizabeth E. Weiner, Matthew Bret Weinger
ADJUNCT PROFESSORS Bing Zhang, Zhongming Zhao
ASSOCIATE PROFESSORS Jeffrey D. Blume, Steven H. Brown, Qingxia
Chen, Jesse M. Ehrenfeld, Dario A. Giuse, Gretchen Purcell Jackson,
Mia A. Levy, Michael E. Matheny, Jens Meiler, Neal R. Patel, Josh F.
Peterson, Antonis Rokas, Samuel Trent Rosenbloom, W. Anderson
Spickard, Stuart T. Weinberg, Martin Were
ADJUNCT ASSOCIATE PROFESSORS Dominik Aronsky, David L. Tabb,
Hua Xu
Faculty
Archived 2017/2018
School of Medicine Catalog
114 115VANDERBILT UNIVERSITY School of Medicine / Faculty
ASSISTANT PROFESSORS Syed T. Ahmed, You Chen, Robert M.
Cronin, Brian C Drolet, Stephany N. Duda, Daniel Fabbri, Elliot M.
Fielstein, Yan Guo, Catherine H. Ivory, Ian D. Jones, Yaa Aboagyewa
Kumah-Crystal, Thomas A. Lasko, Qi Liu, Carlos F. Lopez, Dara
Eckerle Mize, Shelagh A. Mulvaney, Scott D. Nelson, Laurie Lovett
Novak, Ruth Reeves, Douglas Ruderfer, Shane P. Stenner, Michael
W. Temple, Vikram Tiwari, Kim M. Unertl, Yevgeniy Vorobeychik, Colin
Walsh, Jonathan Porter Wanderer, Jeremy L. Warner, Wei-Qi Wei,
Asli Weitkamp, Yaomin Xu
RESEARCH ASSISTANT PROFESSORS Shilo Anders, Cosmin Bejan,
Aize Cao, Robert J Carroll, Fern FitzHenry, Glenn T. Gobbel, Quanhu
Sheng
ADJUNCT ASSISTANT PROFESSORS William Scott Bush, Richard J.
Holden, Russell B. Leftwich, Laura Katherine Wiley
SENIOR ASSOCIATE Daniel W. Byrne
INSTRUCTORS Jacob Joseph Hughey, Travis John Osterman, Joshua
Carl Smith
Biostatistics
CHAIR Frank E. Harrell
PROFESSORS William D. Dupont, Frank E. Harrell, Yu Shyr
RESEARCH PROFESSOR Irene D. Feurer
ADJUNCT PROFESSOR Karel G. Moons
ASSOCIATE PROFESSORS Jeffrey D. Blume, Qingxia Chen, Leena Choi,
Robert Alan Greevy, Robert E. Johnson, Tatsuki Koyama, Bradley
Adam Malin, Jonathan S. Schildcrout, Bryan E. Shepherd, James C.
Slaughter, Andrew J. Tomarken, Fei Ye, Chang Yu
RESEARCH ASSOCIATE PROFESSOR Pingsheng Wu
ADJUNCT ASSOCIATE PROFESSOR Rafe M. Donahue
ASSISTANT PROFESSORS Rameela Chandrasekhar, Guanhua Chen,
Mario A. Davidson, Christopher J. Fonnesbeck, Hakmook Kang,
Dandan Liu, Michael E. Matheny, Matthew S. Shotwell, Thomas G.
Stewart, Zheng Zheng Tang, Ran Tao, Yaomin Xu
VISITING ASSISTANT PROFESSOR Jing Teng
RESEARCH ASSISTANT PROFESSORS Chiu-Lan Chen, Amber
Hackstadt
ADJUNCT ASSISTANT PROFESSOR Benjamin R. Saville
SENIOR ASSOCIATES Gregory Daniel Ayers, Daniel W. Byrne, Tebeb
Gebretsadik, Yuwei Zhu
INSTRUCTORS Lauren Ruth Samuels, Derek K. Smith
ADJUNCT INSTRUCTOR Mary Banach
Cancer Biology
INTERIM CHAIR Harold L. Moses
PROFESSORS Carlos L. Arteaga, R. Daniel Beauchamp, Timothy Scott
Blackwell, Stephen J. Brandt, Jin Chen, Dai H. Chung, David Cortez,
Wael El-Rifai, Michael L. Freeman, Todd D. Giorgio, David Lee
Gorden, Volker H. Haase, Ethan Lee, Pierre P. Massion, Robert J.
Matusik, Harold L. Moses, Richard M. Peek, Cathleen C. Pettepher,
Jennifer A. Pietenpol, Ambra Pozzi, Vito Quaranta, Jeffrey C.
Rathmell, W. Kimryn Rathmell, Albert B. Reynolds, Ann Richmond, Yu
Shyr, Alissa M. Weaver, Keith T. Wilson, Roy Zent, Mary M. Zutter
RESEARCH PROFESSOR J. Oliver McIntyre
ADJUNCT PROFESSORS Lynn M. Matrisian, Margaret M. Whalen
ASSOCIATE PROFESSORS Robert H. Carnahan, W. Gray Jerome,
Deborah A. Lannigan, Andrea Page-McCaw, Linda J. Sealy, Jeffrey
R. Smith, Takamune Takahashi, Christopher S. Williams, Fiona E. Yull,
Ming-Zhi Zhang, Sandra S. Zinkel
ADJUNCT ASSOCIATE PROFESSORS Donald J. Alcendor, Xiaofei Wang
ASSISTANT PROFESSORS Justin M. Balko, Rebecca S. Muraoka Cook,
Kimberly Brown Dahlman, Anthony B. Daniels, Lourdes Estrada,
Joshua P. Fessel, Barbara Mary Fingleton, Rebecca A. Ihrie, Jonathan
M. Irish, Rachelle Whitney Johnson, Austin Kirschner, Carlos F.
Lopez, Christine M. Lovly, Aron Parekh, Melissa C. Skala, Julie Anne
Sterling, Jialiang Wang
RESEARCH ASSISTANT PROFESSORS Philip Owens, Bong Hwan
Sung, Darren R. Tyson, Anna Vilgelm, Hui Yu
Cardiac Surgery
CHAIR Michael R. Petracek
PROFESSORS EMERITI Harvey W. Bender, William S. Stoney
PROFESSORS David P. Bichell, Walter H. Merrill, Michael R. Petracek,
Ashish Shah
ADJUNCT PROFESSOR William H. Frist
ASSOCIATE PROFESSOR Karla G. Christian
ASSISTANT PROFESSORS Tarek S. Absi, Stephen K. Ball, Ben Barton,
Chun W. Choi, Matthew R. Danter, Clayton A. Kaiser, Bret Allen Mettler
Cell and Developmental Biology
CHAIR Ian G. Macara
PROFESSORS EMERITI Alvin M. Burt, Steven K. Hanks, James A.
McKanna, Jeanette J. Norden, Gary E. Olson
PROFESSORS David M. Bader, H. Scott Baldwin, R. Daniel Beauchamp,
Timothy Scott Blackwell, Stephen J. Brandt, Kendal Scot Broadie, Jin
Chen, Chin Chiang, Robert J. Coffey, Arthur F. Dalley, Maureen Anne
Gannon, James R. Goldenring, Kathleen L. Gould, Todd R. Graham,
Stephen R. Hann, Billy G. Hudson, Irina Kaverina, Ethan Lee, Edward
M. Levine, Ian G. Macara, Mark A. Magnuson, Robert J. Matusik,
David M. Miller, Lillian B. Nanney, James G. Patton, John S. Penn,
John Jeffrey Reese, William E. Russell, Roland W. Stein, William P.
Tansey, Matthew John Tyska, Alissa M. Weaver, Susan Rae Wente,
Christopher V. Wright, Roy Zent
ASSOCIATE PROFESSORS Mark P. de Caestecker, Kevin C. Ess,
Sabine Fuhrmann, Guoqiang Gu, Antonis K. Hatzopoulos, Charles C.
Hong, Patrick J. Hu, Anne K. Kenworthy, Ela W. Knapik, Susan M.
Krisinski Majka, Melanie D. Ohi, Ryoma Ohi, Andrea Page-McCaw,
Linda J. Sealy, E. Michelle Southard-Smith, Lisa R. Young, Pampee
Paul Young, Sandra S. Zinkel
RESEARCH ASSOCIATE PROFESSOR Anna L. Means
ASSISTANT PROFESSORS Gautam Bhave, Dylan T. Burnette, Vivian
Gama, Leslie Stuart Gewin, Rebecca A. Ihrie, Ken Lau, Jason
MacGurn, Young-Jae Nam, Jared Nordman, Maulik R. Patel, Marija
Zanic
RESEARCH ASSISTANT PROFESSORS Janel Renee Beckley, Jeffrey L.
Franklin, Lance R. Thomas
ADJUNCT ASSISTANT PROFESSOR Brian Nelms
Emergency Medicine
CHAIR Corey M. Slovis
PROFESSORS Donna L. Seger, Corey M. Slovis, Lawrence B. Stack,
Keith D. Wrenn
VISITING PROFESSOR Greg L. Henry
ADJUNCT PROFESSORS John G. Benitez, Seth W. Wright
Archived 2017/2018
School of Medicine Catalog
116 117VANDERBILT UNIVERSITY School of Medicine / Faculty
ASSOCIATE PROFESSORS Tyler W. Barrett, John J. Block, Andrea C.
Bracikowski, Jeremy Brywczynski, Sean P. Collins, Cristina Maria
Estrada, Robert Warne Fitch, Jin Ho Han, Ian D. Jones, Nicole Streiff
McCoin, Jared John McKinney, Kenneth H. Palm, Stephan E. Russ,
Charles M. Seamens, Wesley H. Self, Clay B. Smith, Kurt A. Smith,
Christopher L. Stark, Alan B. Storrow, Saralyn R. Williams
ADJUNCT ASSOCIATE PROFESSOR Gary R. Schwartz
ASSISTANT PROFESSORS Tiffany C. Alexander, Anna Marie Allen, Brian
Bales, Richard S. Belcher, Jeremy S. Boyd, Ashley R. Brown, Emily
Brumfield, Suzanne N. Bryce, Catherine E. Burger, John Christopher
Champion, Amanda Clouse, Kevin Dabrowski, Kristen Beth Dettorre,
Robinson M. Ferre, James F. Fiechtl, Nicolas P. Forget, Joan Collier
Henning, Daniel P. Himes, Michael N. Johnston, Martin I. Jordanov,
Shannon M. Langston, Laurie M. Lawrence, Charles Lei, Matthew
David Lipton, William E. Lummus, Jeffry P. McKinzie, Candace D.
McNaughton, Andrew Charles Neck, Tara M. Overbeeke, Kendra
Papson Parekh, Andrew N. Pfeffer, Dorris E. Powell-Tyson, John P.
Rohde, Jordan Douglas Rupp, David Alan Slosky, Matthew S Swarm,
David S. Taber, Michael Ward, Carmen C. Wolfe, Maame Yaa A. B.
Yiadom
ADJUNCT ASSISTANT PROFESSOR Zulfikar Bux
ASSISTANT CLINICAL PROFESSORS Scott MacPherson Bradley, David
W. Lawhorn, Geoffrey D. Lifferth, Marc A. Mickiewicz, J. Raymond
Pinkston, Mario Luis Ramirez, Michelle Walther
SENIOR ASSOCIATES R. Kevin High, Karen F. Miller
ASSOCIATE G. Joaquin Toon
INSTRUCTORS Shawna D. Bellew, Elizabeth Dearing, Henry Evan
Dingle, Denise Nicole Fraga, Ryan Andrew Fritz, Joseph Michael
Reardon, Brittany D White
CLINICAL INSTRUCTORS Judy Jean Chapman, Aubrey Michael Delk,
Edmund Dabney Hadley, Jill E. Lawton Heavrin, David L. Lanier,
James Parnell
Health Policy
CHAIR Melinda Jean Buntin
PROFESSORS Shari L. Barkin, Melinda Jean Buntin, Christopher
Carpenter, Ellen Wright Clayton, William O. Cooper, William D.
Dupont, Marie R. Griffin, Keith G. Meador, Jonathan M. Metzl, Velma
McBride Murry, David F. Penson, Rangaraj Ramanujam, Wayne A.
Ray, Russell L. Rothman, William Schaffner, Yu Shyr
ADJUNCT PROFESSORS Michael D. Decker, Bruce Jennings, Wayne
Joseph Riley
CLINICAL PROFESSOR Timothy F. Jones
ASSOCIATE PROFESSORS Muktar Hassan Aliyu, Karen C. Bloch, Jesse
M. Ehrenfeld, Derek MacGregor Griffith, Carlos G. Grijalva, Walter E.
Smalley, David G. Stevenson, Larry Van Horn
ADJUNCT ASSOCIATE PROFESSOR Bruce G. Gellin
ASSOCIATE CLINICAL PROFESSORS Allen Scott Craig, Abelardo C.
Moncayo
ASSISTANT PROFESSORS Carolyn Audet, Gilbert Gonzales, John A.
Graves, Laura M. Keohane, Tara McKay, Sayeh Sander Nikpay,
Stephen W. Patrick, Matthew J. Resnick, Michael R. Richards, Mary
I. Yarbrough
RESEARCH ASSISTANT PROFESSORS Tiffanie Markus, Marie H.
Martin, Christine C. Whitmore
ADJUNCT ASSISTANT PROFESSORS Usman Ibrahim Gebi, Kimberly R.
Glenn, Karen M. Meggazini, Mukhtar Y. Muhammad
ASSISTANT CLINICAL PROFESSORS John R. Dunn, Marion A. Kainer,
Kelly Lynn Moore, William S. Paul
INSTRUCTOR Justin Matthew Bachmann
RESEARCH INSTRUCTOR Erika T.A. Leslie
CLINICAL INSTRUCTOR Deidra D. Parrish
Hearing and Speech Sciences
CHAIR Anne Marie Tharpe
PROFESSORS EMERITI Edward G. Conture, D. Wesley Grantham,
Ralph N. Ohde, Judith A. Rassi, R. Edward Stone, Robert T. Wertz
PROFESSORS Daniel H. Ashmead, Fred H. Bess, James W. Bodfish,
Stephen M. Camarata, Roland D. Eavey, Rene H. Gifford, Oscar
D. Guillamondegui, Troy A. Hackett, Linda Jean Hood, Gary P.
Jacobson, Howard S. Kirshner, Robert H. Ossoff, Todd A. Ricketts,
Anne Marie Tharpe, Tedra A. Walden, Mark T. Wallace
RESEARCH PROFESSOR Paul J. Yoder
ASSOCIATE PROFESSORS Melissa Collins Duff, P. Lynn Hayes, David
S. Haynes, Benjamin W. Y. Hornsby, Barbara H. Jacobson, Ellen M.
Kelly, Bernard Rousseau, C. Melanie Schuele, G. Christopher Stecker
RESEARCH ASSOCIATE PROFESSOR Alexandra F. Key
ADJUNCT ASSOCIATE PROFESSORS Devin L. McCaslin, Micah M.
Murray
ADJOINT ASSOCIATE PROFESSOR Nathalie L. Maitre
ASSISTANT PROFESSORS Rima N. Abou-Khalil, Michael de Riesthal,
Lea Helen Evans, Mary Sue Fino-Szumski, Charles Howard Hausman,
Melissa C. Henry, Robin M. Jones, Antje Mefferd, Mayur B. Patel,
Jennifer Herbert Pilkington, Ramnarayan Ramachandran, Richard
Allen Roberts, Joseph J. Schlesinger, Marcy Ann Sipes, Wanda G.
Webb, Stephen Murray Wilson, Tiffany G. Woynaroski
RESEARCH ASSISTANT PROFESSORS Jack H. Noble, Erin M. Picou,
Hatun Zengin-Bolatkale
ADJUNCT ASSISTANT PROFESSORS Patricia Flynn Allen, Linda L.
Auther, Lisa Anne de la Mothe, Andrew Dittberner, Kiara Anne
Ebinger, Mia A. Lee Rosenfeld, Scott Wright
ADJOINT ASSISTANT PROFESSORS Harris Lieberman, Anthony J.
Spahr
ADJUNCT INSTRUCTOR William Howard Irwin
Medical Education and
Administration (VU)
PROFESSORS G. Roger Chalkley, Bonnie M. Miller
ADJUNCT PROFESSORS Glen W. Davidson, John Steven Halle
ASSISTANT PROFESSORS Alan R. Bentley, Elizabeth A. Bowman,
Ashley Brady, Heather A. Davidson, Michelle S. Grundy, Kimberly A.
Petrie, Ann H. Price
Medical Education and
Administration (VUMC)
PROFESSORS EMERITI Gerald S. Gotterer, George C. Hill, Frederick
Kirchner
PROFESSORS Donald W. Brady, Charlene M. Dewey, Gerald B.
Hickson, Kimberly D. Lomis, Donald E. Moore, Lillian B. Nanney, John
S. Penn, James W. Pichert, David S. Raiford, Matthew Bret Weinger
ASSOCIATE PROFESSORS Arna Banerjee, Thomas F. Catron, Quentin
Eichbaum, Amy E. Fleming, Julie K. Hudson
ASSISTANT PROFESSORS Craig R. Carmichel, Yvonne A. Joosten,
John F. Manning, Ilene N. Moore, Lynn E. Webb
Archived 2017/2018
School of Medicine Catalog
116 117VANDERBILT UNIVERSITY School of Medicine / Faculty
Medicine
CHAIR Nancy J. Brown
PROFESSORS EMERITI William C. Alford, Raymond F. Burk, Jorge H.
Capdevila, Pelayo Correa, Oscar B. Crofford, J. Stephen Dummer,
Fred Goldner, David W. Gregory, Kenneth R. Hande, Thomas R.
Harris, Harry R. Jacobson, H. Keith Johnson, Mark J. Koury, Sanford
B. Krantz, John M. Leonard, Samuel R. Marney, Alexander C.
McLeod, Clifton K. Meador, Geraldine G. Miller, Thomas N. Oeltmann,
David N. Orth, Lloyd H. Ramsey, Ghodrat A. Siami, Bonnie S. Slovis,
Raphael F. Smith, James D. Snell, Theodore Speroff, W. Anderson
Spickard, Richard S. Stein, Paul E. Teschan, Alexander S. Townes,
Lawrence K. Wolfe, Alastair J. J. Wood, Richard M. Zaner
PROFESSORS David Michael Aronoff, Carlos L. Arteaga, Thomas M.
Aune, Joseph A. Awad, David M. Bader, Jeffrey R. Balser, Joey V.
Barnett, Joshua A. Beckman, Jordan D. Berlin, Gordon R. Bernard,
Italo O. Biaggioni, Timothy Scott Blackwell, Paul E. Bock, Mark R.
Boothby, Alan S. Boyd, Donald W. Brady, Stephen J. Brandt, Richard
M. Breyer, Colleen M. Brophy, Nancy J. Brown, Benjamin F. Byrd,
Qiuyin Cai, W. Barton Campbell, Richard M. Caprioli, J. Jeffrey Carr,
Sam S. Chang, Jin Chen, Alan D. Cherrington, Brian W. Christman,
Larry R. Churchill, Andre L. Churchwell, Robert J. Coffey, Timothy L.
Cover, Nancy J Cox, Leslie J. Crofford, Qi Dai, Charlene M. Dewey,
Robert S. Dittus, Laura L. Dugan, Jamie P. Dwyer, Tom A. Elasy,
Fernando Elijovich, Darrel L. Ellis, Eugene Wesley Ely, Jo-David Fine,
Agnes B. Fogo, Howard A. Fuchs, F. Andrew Gaffney, David Gailani,
Maureen Anne Gannon, Nunzia B. Giuse, Thomas A. Golper, Stacey
A. Goodman, John P. Greer, Marie R. Griffin, David W. Haas, Volker H.
Haase, Raymond M. Hakim, Raymond C. Harris, David G. Harrison,
Tina V. Hartert, Katherine E. Hartmann, Douglas C. Heimburger, J.
Harold Helderman, Billy G. Hudson, Talat Alp Ikizler, Madan Jagasia,
Shubhada Jagasia, Angela L. Jefferson, Allen B. Kaiser, Lloyd E. King,
Bjorn C. Knollmann, Marvin W. Kronenberg, Cheryl L. Laffer, Daniel J.
Lenihan, Julia B. Lewis, Richard W. Light, Christopher D. Lind, JoAnne
Lindenfeld, MacRae F. Linton, James E. Loyd, Mark A. Magnuson,
Simon A. Mallal, William H. Martin, Pierre P. Massion, James M. May,
John A. McPherson, Gregory Francis Michaud, Randolph A. Miller,
Robert F. Miller, Harold L. Moses, Barbara A. Murphy, Katherine
T. Murray, John H. Nadeau, Michael N. Neuss, Paul A. Newhouse,
John H. Newman, John A. Oates, Neil Osheroff, R. Stokes Peebles,
Richard M. Peek, David F. Penson, Elizabeth J. Phillips, John A.
Phillips, Robert N. Piana, Michael K. Porayko, Alvin C. Powers, James
S. Powers, Ambra Pozzi, Stephen P. Raffanti, David S. Raiford, W.
Kimryn Rathmell, Ann Richmond, Ivan M. Robbins, L. Jackson Roberts,
David Robertson, Dan M. Roden, Russell L. Rothman, Donald H.
Rubin, Charles R. Sanders, Martin P. Sandler, Bipin N. Savani, William
Schaffner, John F. Schnelle, David Allen Schwartz, Donna L. Seger,
Jere Palmer Segrest, John S. Sergent, James R. Sheller, Xiao Ou Shu,
Corey M. Slovis, Walter E. Smalley, William W. Stead, C. Michael Stein,
Timothy R. Sterling, William J. Stone, Thomas R. Talbot, James W.
Thomas, Michael F. Vaezi, Thomas J. Wang, Lorraine B. Ware, James
David West, Georgia L. Wiesner, Keith T. Wilson, Roy Zent, Wei Zheng,
John A. Zic
VISITING PROFESSOR Andreas Bollmann
RESEARCH PROFESSORS William J. Blot, John Dunning Boice, Maciej
S. Buchowski, Andre M. Diedrich, Marcia L. Kalish, Barbara G.
Schneider, Mohammed Sika, Paul A. Voziyan, Fang Yan, Gong Yang,
Tao Yang
ADJUNCT PROFESSORS Maria del Pilar Aguinaga, John G. Benitez,
Paolo Boffetta, Matthew D. Breyer, John W. Christman, Dawood
Darbar, Stephen N. Davis, Florent Elefteriou, David H. Johnson, Carlo
La Vecchia, Friedrich C. Luft, John J. Murray, William Pao, Rose
Marie Robertson, Maureen Sanderson, Jeffrey A. Sosman, John
P. Sundberg, Flora A. M. Ukoli, Robert H. Whitehead, Linda L. M.
Worley, Fan Wu, Wei-Cheng You, David Xiao-ming Zhao, Tao Peter
Zhong
CLINICAL PROFESSORS Robert Seth Cooper, Philip Earl Johnston,
Stephanie C. McClure, Jonathan B. Perlin, Wayne Joseph Riley
ASSOCIATE PROFESSORS Vandana G. Abramson, Muktar Hassan
Aliyu, Ban Mishu Allos, Shichun Bao, Daniel A. Barocas, Howard B.
Baum, Karen C. Bloch, Peter R. Bream, Brenda J. Butka, Jeffrey
David Byers, Kerri L. Cavanaugh, Walter K. Clair, George H. Crossley,
Kathryn McCrystal Dahir, Julie B. Damp, Mark P. de Caestecker,
Joshua C. Denny, John H. Dixon, Wonder Puryear Drake, G.
Dewey Dunn, Ryszard Dworski, Christopher Randall Ellis, Brian G.
Engelhardt, Igor A. Feoktistov, Frank A. Fish, William H. Fissell, Jay
H. Fowke, Michael J. Fowler, Matthew S. Freiberg, Lawrence S.
Gaines, Jill Gilbert, Laura Ann Williams Goff, Shawn A. Gregory, Derek
MacGregor Griffith, Eric L. Grogan, David E. Hansen, Katherine L.
Hanson, Antonis K. Hatzopoulos, Jacques Heibig, Anna R. Hemnes,
Scott W. Hiebert, Kenneth J. Holroyd, Charles C. Hong, Leora Horn,
Patrick J. Hu, Todd M. Hulgan, Adriana M. Hung, Nuhad M. Ismail,
Nitin B. Jain, Edmond K. Kabagambe, Spyros A. Kalams, Adetola
Kassim, Vicki L. Keedy, Peggy L. Kendall, Soo Hyun Kim, Carrie L.
Kitko, Ela W. Knapik, Sunil Kripalani, Susan F. Kroop, Lisa Hood
Lancaster, Anthony J. Langone, William E. Lawson, Victor J Legner,
Brian Richard Lindman, Jirong Long, Susan M. Krisinski Majka, Amy
S. Major, Fabien Maldonado, Larry W. Markham, Ingrid A. Mayer,
Catherine C. McGowan, Lisa A. Mendes, William David Merryman,
Karin C. Moolman, Paul L. Moots, David S. Morgan, Douglas R.
Morgan, Harvey J. Murff, Allen J. Naftilan, Kevin Dean Niswender,
Keith L. Obstein, Tuya Pal, Neeraja B. Peterson, Kristine Phillips,
Mias Pretorius, Nishitha M. Reddy, Todd W. Rice, Otis B. Rickman,
Samuel Trent Rosenbloom, Tony L. Ross, Christianne L. Roumie,
Michael Robert Savona, Heidi M. Schaefer, Douglas L. Seidner,
Edward D. Siew, Sandra F. Simmons, Jeffrey R. Smith, E. Michelle
Southard-Smith, W. Anderson Spickard, Charles W. Stratton, Craig
R. Sussman, Takamune Takahashi, Helen Keipp Talbot, Hilary A.
Tindle, Jens Marc Titze, Martin Were, C. William Wester, Thomas C.
Whitfield, Consuelo H. Wilkins, Christopher S. Williams, Saralyn R.
Williams, Matthew H. Wilson, Keith D. Wrenn, Patty Walchak Wright,
Patrick S. Yachimski, Elizabeth A. Yakes, Mary I. Yarbrough, Lisa R.
Young, Pampee Paul Young, Ruth T. Young, Ming-Zhi Zhang, Sandra
S. Zinkel
VISITING ASSOCIATE PROFESSOR Gloria E. Gutierrez
RESEARCH ASSOCIATE PROFESSORS Marcela Brissova, Jian-Chun
Chen, Wei Chen, HuiFang Cheng, Chunhua Dai, Suman Ranjan Das,
Sergey Dikalov, Alfredo Gamboa, Emily M. Garland, Silvana Gaudieri,
Alain P. Gobert, James C. Jackson, Ming Jiang, Loren P. Lipworth,
Mark S. McClain, Ginger Lohr Milne, Sergey V. Novitskiy, Vadim K.
Pedchenko, Vasiliy V. Polosukhin, Jill M. Pulley, Martha J. Shrubsole,
Heidi J. Silver, Yan Ru Su, Wanqing Wen, Pingsheng Wu, Eugenia M.
Yazlovitskaya, Weisong Zhou, Jozef Zienkiewicz
ADJUNCT ASSOCIATE PROFESSORS Keith B. Churchwell, Rowena Joy
Dolor Cuffe, Meira Epplein, Michael F. Hill, Sabine S. Huke, Monica
Ledoux, Serk In Park, Satish R. Raj
ASSOCIATE CLINICAL PROFESSORS Phillip D. Bertram, James R.
Cato, James P. Fields, Richard P. Schneider, Harrison J. Shull,
Michael Lee Smith
ASSISTANT PROFESSORS Khaled Abdel-Kader, Robert L. Abraham,
Ahmad Abu-Halimah, Dawn Wiese Adams, Aimalohi Agnes Ahonkhai,
Sharon Elizabeth Albers, Melinda Aldrich, Holly M. Algood, Kristen
K. Ancell, Brent C. Anderson, Rebecca Wylie Anderson, Federica B.
Angel, Narender Annapureddy, Katelyn Kennedy Atwater, Kenneth
S. Babe, Jayant Bagai, Michael T. Baker, Justin M. Balko, Sharmin
Basher, Julie A. Bastarache, Dawn M. Beaulieu, Jason R. Becker,
Alicia Beeghly-Fadiel, Susan P. Bell, Jennifer Elizabeth Below,
Gautam Bhave, Frederic T. Billings, Daniel A. Birchmore, Gurjeet
Birdee, Kelly A. Birdwell, Lindsay Ann Bischoff, Raymond D. Blind,
John M. Boone, William S. Bradham, Dana M. Brantley-Sieders,
Douglas Marshall Brinkley, Evan L. Brittain, Craig R. Brooks, Jonathan
D. Brown, Nathan E. Brummel, Anna M. Burgner, Jessica R Burke,
Michael T Byrne, Ian S. Campbell, Dana Backlund Cardin, Barbara
Gisella Carranza Leon, Jessica L. Castilho, Rosette J. Chakkalakal,
Rachel Wergin Champion, Cody Chastain, Geoffrey Chidsey, Sallaya
Chinratanalab, Wichai Chinratanalab, David Chism, Neesha Choma,
Jason Christensen, Cecilia P. Chung, Chan Chung, Anna S. Clayton,
John H. Cleator, John B. Cleek, Catheryne Grayce Clouse, Lori A.
Archived 2017/2018
School of Medicine Catalog
118 119VANDERBILT UNIVERSITY School of Medicine / Faculty
Coburn, Beatrice P. Concepcion, Billy H. Copeland, Robert Frank
Cornell, Daniel Cottrell, Kaylin S. Craig, Marshall H. Crenshaw,
Robert M. Cronin, Jeffrey Alan Culp, David Mitchell Dantzler,
Elizabeth J Davis, Lea Karatheodoris Davis, Kevin C. Dee, Jan S.
DeLozier, Stephen A. Deppen, Jessica K. Devin, Temujin Dinaram,
Nidhi Kumar Dole, Maria Carlo Duggan, Todd L. Edwards, Maie
El-Sourady, Shelley E. Ellis, Paul Epstein, Juan C. Estrada, John M.
Fahrenholz, Joseph Burton Fanning, QiPing Feng, Jane F. Ferguson,
Joshua P. Fessel, Christina Taulien Fiske, William H. Fiske, Rachel
B. Fissell, Kevin Dale Flemmons, Pete P. Fong, Jerry M. Franklin,
Joseph L. Fredi, G. Christian Friesinger, Benjamin Paul Frischhertz,
Jennifer Angeline Gaddy, James V. Gainer, Melyssa Miyako Johnson
Galloway, Anthony M. Gamboa, Leslie Stuart Gewin, Mark Dennis
Glazer, Jose A. Gomez, Lindsey Martin Goodman, Joan DeWitt
Gorden, James E. Gore, Edward R. Gould, Parul Mani Goyal, John
A. Graves, Jennifer Kiser Green, Jennifer R Green, Sharon Fetterman
Green, Matthew H. Greene, Richard Joseph Gumina, Xingyi Guo,
Deepak K. Gupta, Ralf C. Habermann, Elias V. Haddad, David D.
Hagaman, Allison Hanlon, Norman Chandler Hardman, Bryan David
Harris, Fiona E. Harrison, Jacob Walter Hathaway, William John
Heerman, Lawrence Tyson Heller, Chase Dean Hendrickson, Paula
C. Herrmann, Tiffany Elder Hines, Timothy John Hinton, Richard L.
Hock, Rob R. Hood, Mary Jeanette Hopkins, Sara Nicole Horst,
Angela Michelle Horton, Sean G. Hughes, Pamela C. Hull, Rebecca
R. Hung, Joseph W. Huston, Waleed N. Irani, Henry S. Jennings,
Douglas B. Johnson, Rachelle Whitney Johnson, Jill L. Jones,
J. Jonas Kalnas, Arvindh N. Kanagasundram, Hillary R. Kaplan,
Mohana Karlekar, Bernice Karnett, Ashley Jo Karpinos, Kathleen R.
Kearney-Gray, Mary E. Keebler, Michael B. Kelley, Sean G. Kelly,
Amit N. Keswani, Waleed F. Khalaf, Julie Kielt, Lloyd G. King, Annet
Kirabo, John Robert Koethe, Murali Krishna Kolli, Sapna P. Kripalani,
Jonathan Andrew Kropski, Krystle A. Lang Kuhs, Hind Lal, Richard G.
Lane, Robin E. LaPre, Richard W. LaRue, Mark A. Lawson, Martha
Leonard, Mia A. Levy, David G. Liddle, Catherine R. Linn, Christine
M. Lovly, James M. Luther, Meenakshi S. Madhur, Brad E. Maltz,
Ravinder Reddy Manda, Kevin M. Maquiling, Sara F. Martin, William
Martinez, Leslee Nissing Matheny, Michael E. Matheny, Michael E.
May, Lindsay Satterwhite Mayberry, William H. Maynard, Stephanie A.
McAbee, Debra J. McCroskey, Michel A. McDonald, Alison N. Miller,
Jami L. Miller, Matthew S. Miller, Richa Misra, Sumathi K. Misra,
Kevin Maurice Mitchell, Jr., Amanda H. Salanitro Mixon, Dara Eckerle
Mize, Sanjay R. Mohan, Kenneth J. Monahan, Sally H. Monahan,
Jay Alan Montgomery, Ilene N. Moore, Alicia K. Morgans, Colleen
Tracy Morton, Javid J. Moslehi, Sandra A. Moutsios, James A. S.
Muldowney, Daniel Munoz, Lynda Suzanne Murff, Kevin J. Myers,
Young-Jae Nam, Andrew Charles Neck, George Edward Nelson,
Reid M. Ness, Dawn C. Newcomb, Andrew S. Nickels, Stephanie
G. Norfolk, Michael James Noto, Harley E. Odom, Henry E. Okafor,
Olalekan O. Oluwole, Henry Hean Lee Ooi, Michelle J. Ormseth,
Derek Pae, Peter Paik, David A. Parra, John P. Peach, Matthew R.
Peachey, Jason K. Pereira, Roman E. Perri, Daniel S. Perrien, Anna
K. Person, Josh F. Peterson, April C. Pettit, Joel M. Phares, Jennifer
Sheppard Poole, Matthew Ross Potter, Ann H. Price, Jan Ellen Price,
Adam J. Prudoff, Meredith Evans Pugh, Nagendra Ramanna, Andrea
Havens Ramirez, Brent N. Rexer, Elizabeth Ann Rice, Thomas R.
Richardson, Heather A. Ridinger, Mark A. Robbins, Lori Ann Rolando,
Ben H. Rowan, Douglas Ruderfer, Pablo J. Saavedra, Suzanne Brown
Sacks, Joseph G. Salloum, Neil S. Sanghani, Gowri Satyanarayana,
Melissa L. Yeska Scalise, Andrew E. Scanga, Kelly H. Schlendorf,
Natasha J. Schneider, John D. Scott, Raphael See, Sarah H. See,
Maureen Frances Seitz, Matthew W. Semler, Salyka Sengsayadeth,
Willliam E. Serafin, Carlos Henrique Serezani, Shannon E. Serie, Carla
M. Sevin, Claude Edward Shackelford, Sharon T. Shen, Martha Ellen
Shepherd, Cyndya A. Shibao, M. Benjamin Shoemaker, Antonia Silva-
Hale, Bhuminder Singh, David Alan Slosky, Allison L. Smith, Clay B.
Smith, M. Kevin Smith, Scott Alan Smith, Stephen J. Smith, Terrence
A. Smith, Barbara M. Snook, Kelly L. Sopko, Steven S. Spires,
Kelly E. Sponsler, Natalie M. Spradlin, John M. Stafford, William
G. Stebbins, Eli Steigelfest, Shane P. Stenner, Julie Anne Sterling,
Catherine V. Stober, Stephen A. Strickland, Staci L. Sudenga, Eric
L. Sumner, Hak-Joon Sung, Simpson Bobo Tanner, Emily M. Tarvin,
Cecelia N. Theobald, Lora D. Thomas, Thomas A. Thompson, Isaac
P. Thomsen, Eric Robert Tkaczyk, James J. Tolle, Christopher P.
Turner, Andrea L. Utz, Yuri van der Heijden, Sara L. Van Driest, Justin
Van Klein, Roberto M. Vanacore, Eduard E. Vasilevskis, Kasey C.
Vickers, Janice M. Vinson, Colin Walsh, David Wilson Walsh, Jeremy
L. Warner, Paula L. Watson, Eleanor O. Weaver, Melissa F. Wellons,
Quinn Stanton Wells, Jule J. West, Jonna H. Whitman, Mark A.
Wigger, Benjamin D. Womack, Andrew Robert Wooldridge, Kathleene
Thornton Wooldridge, Kenneth W. Wyman, Sally J. York, Danxia
Yu, Syeda Sadia Zaidi, Olamide Zaka, Sandip K Zalawadiya, Teresa
Megan Zoffuto, Jeffrey P. Zwerner
VISITING ASSISTANT PROFESSORS Abha Chopra, Hyun S. Hwang,
Iberia Romina Sosa
RESEARCH ASSISTANT PROFESSORS Jennifer Whisenant Amundson,
Muhammad Aslam, Vladimir R. Babaev, Corina Borza, Kyle L. Brown,
Sergey Budko, Nada M. Bulus, Hui Cai, Ying Cai, Zheng Cao, Erica
J. Carrier, Young Wook Chun, Anna Dikalova, Bertha Christina
Elias, Charles D. Ellis, Melissa A. Fischer, Jeffrey L. Franklin, Cristi L.
Galindo, Jorge L. Gamboa, Glenn T. Gobbel, Dawn A. Israel, Vivian K.
Kawai, Aaron Marshall Kipp, Hanako Kobayashi, Heather M. Limper,
Yan X. Liu, John T. Loh, Frank M. Mason, Sijo Mathew, Christine
M. Micheel, Patrick S. Page-McCaw, Maria Blanca Piazuelo, Elena
Pokidysheva, Jun Qian, S. M. Jamshedur Rahman, Haley Elizabeth
Ramsey, Peter Francis Rebeiro, Shirley Brody Russell, Ana Paula
Moreira Serezani, Sarah C. Stallings, Renee A. Stiles, Yinghao Su,
Megha H. Talati, Qingbo Tang, Harikrishna Tanjore, Huan Tao, Shinji
Toki, Yinqiu Wang, Patricia G. Yancey, Fenghua Zeng, Lin Zhu,
Xiangzhu Zhu
ADJUNCT ASSISTANT PROFESSORS Joseph A. Akamah, Sylvie
A. Akohoue, Bruno de Bezerril Andrade, Kong Y. Chen, Sarah
Schweitzer Cohen, Sandra L. Deming-Halverson, Xinhong Dong,
Jennifer A. Kearney, Diane S. Keeney, Emily Graham Kurtz, Philip E.
Lammers, Carrie Anna Lenneman, Hung N. Luu, Wilbroad Mutale,
Sarah J. Nechuta, Monica Negrete, Julie S. Pendergast, Chakradhar
Madhavareddigari Reddy, Sergey V. Ryzhov, Julia J. Wattacheril
ADJUNCT RESEARCH ASSISTANT PROFESSOR Daniel Kurnik
ASSISTANT CLINICAL PROFESSORS Yasmine Subhi Ali, Newton P.
Allen, J. David Amlicke, Muhammad Asad, Robert J. Berkompas,
David J. Blazer, Chad S. Boomershine, David E. Chambers, Tracey
E. Doering, Sister Mary Diana Dreger, Jeffrey B. Eskind, Cheryl Ann
Fassler, Marquetta L. Faulkner, James A. Gaume, Mark S. Goldfarb,
Antonio M. Granda, Kelly D. Green, Katherine Gregory, Connie Allen
Haley, Benjamin B. Hayes, David H. Horowitz, Robert L. Huang,
Mark Randall Kaplan, Ehab S. Kasasbeh, Jennifer P. Ker, Jennifer J.
Lee, Thomas J. Lewis, Francisco J. Mayorquin, Robert W. McClure,
Morgan Fitz McDonald, John R. McRae, M. Porter Meadors, Howard
R. Mertz, Alvin H. Meyer, Eva Kathryn Miller, Gary L. Mueller, Ronald
A. Nelson, Bjarki J. Olafsson, Marcus A. Owen, Kandarp Patel,
Martha K. Presley, Ronald E. Pruitt, Christopher W. Robb, Jason
B. Robbins, Vito K. Rocco, Csaba Rusznak, Mohanakrishnan M.
Sathyamoorthy, Thomas Kenneth Spain, John G. Thompson,
Deborah M. Unger, F. Karl VanDevender, Paul W. Wheeler, Craig
Wierum, Morgan Jackson Wills, Bruce L. Wolf, Christina Ynares
SENIOR ASSOCIATES Daniel W. Byrne, G. Kyle Rybczyk
ASSOCIATES Rodney S. Adams, Katharine M. McReynolds, Kelly A.
Taylor
INSTRUCTORS Matthew J. Abbate, Allison Lott Adams, Rachel Kathryn
Price Apple, Justin Matthew Bachmann, April Lynn Barnado, Elizabeth
B. Burgos, Ana Lisa Carr, Emily H. Castellanos, Mark R. Chambers,
Chayla Muriel Chasten, Irina A. Didier, Glenn C. Douglas, Christopher
Scott English, Sabrina Tanis Finney, Bridgette Boggess Franey,
Dimitrios Georgostathis, Philip R. Harrelson, Lynn Holliday, Gwendolyn
A. Howard, Valerie Malyvanh Jansen, Matthew J. Kolek, Camellia R.
Koleyni, Jennifer Lane, Jonathan Merle Lehman, Kanah M. Lewallen,
James R. MacDonald, Mary Ruth McBean, James A. Mosley, Amanda
Olson, Travis John Osterman, Arvind K. Pandey, Scott R. Parker,
Samuel J. Perry, Mark A Pilkinton, Lorina T. Poe, Caroline A. Presley,
Sujana K Reddy, Bradley W Richmond, Ciara Martin Shaver, Jai Singh,
Ruth Carr Stewart, Ebele Umeukeje, Bobby J. White
Archived 2017/2018
School of Medicine Catalog
118 119VANDERBILT UNIVERSITY School of Medicine / Faculty
RESEARCH INSTRUCTORS Katherine Neubecker Bachmann, Rachel
Henry Bonami, Steven M. Brunwasser, Nicholas Ferrell, P Brent
Ferrell, Scott Haake, Ariella Hanker, James N. Higginbotham, Hana
Ahmad Itani, Christopher N. Johnson, Dymtro Oleksandrovych
Kryshtal, Weifeng Luo, Wentian Luo, Jonathan D. Mosley, Gladson
Muthian, Rafal R. Nazarewicz, Jennifer Noto, Luis E. Okamoto,
Sharidan Kristen Parr, Tetyana V. Pedchenko, Dungeng Peng, Huan
Qiao, Kshipra Singh, Wenqiang Song, Charles F. Spurlock, Ruth Ann
Veach, Shaneda N. Warren Andersen, Lauren E. Woodard, Lydia E.
Wroblewski, Liang Xiao, Yu-Ping Yang, Qin Zhang, Xue Zhong
ADJUNCT INSTRUCTORS Jennifer Cunningham Erves, Anna K. Hopla,
Vincent Andrew Morelli, Francesca Tentori
CLINICAL INSTRUCTORS Jeffrey L. Hymes, Asim Mushtaq, William H.
Pettus, Lucien C. Simpson, Vianney E. Villaruz
ASSISTANTS Keith D. Adkins, Audrey Allen, Rachel Kathleen Allison,
Christine S. Allocco, Kim Annis, Amanda Leah Baker, Julie B.
Barnes, Alyssa Bartok, Deana Marci Beard, Joanne Climer Bledsoe-
Frazee, Sarah Bloom, Elizabeth Bradshaw, Anne W. Brown, Mwaka
Butungane-Sexton, Beverly R. Byram, Jesse M. Byram, Erin J.
Campbell, Audrey Jane Case, Robin Chapman, Adrienne R. Clagett,
Lynn E. Clement, Christina Marie Cleveland, Layla M. Cochran,
Katherine W. Colvin, Teresa L. Cook, Laura S. Craddock, Debra
M. Craven, Kimberly Arnold Currier, Haley Patton Dadd, Kristin K.
Davis, Cindy Ann DeSio, Debbie J. Drake-Davis, Caroline V. Duley,
April Stanley Edwards, Norma Edwards, Kehinde Amen Eguakun,
Susan L. Ficken, Timothy J. Figueroa, Erin Louise Fitts-Christensen,
Lisa Nicole Flemmons, Kyle Fortman, Lindsey D. Franks, Sharin M.
Gabl, Ryan Gant, Ailish Garrett, Leslie Wyttenbach Goebel, Deborah
Griffith, Barbara J. Grimm, Marni L. Groves, Ann Hackett, Robert
Hall, Donnalita B. Harmon, Shelton Harrell, Deborah Rhea Harrington,
Susan M. Hellervik, Robin Hensley, Heather Waller Herrmann, Amy
Howard, Candace Humes, Jee Yoon Kim, Jordan Miriam Kimmet,
Brett D. Kinzig, Olivia E. Kirkpatrick, Jennifer Koonce, Janna S.
Landsperger, Jennifer M. Law, Margaret Moore Laxton, Melissa Cary
Lehmann, Connie M. Lewis, Toddra Shavelle Liddell, M. Janie Lipps
Hagan, Christi M. Locklear, Melissa C. Long, Ashley J. Lord, Erin
Nicole Lucas, Christine MacLean, Wendi Mason, Karen R. McCarty,
Jamie Lowe McCord, Timothy J. McCullough, Julia McDaniel, Robert
Kenneth McKenzie, Samantha McReynolds, Beth P. Meador, James
B. Mills, Margaret A. Morrison, Andrea M. Murad, Robertson Nash,
Jill R. Nelson, Lucas Daniel Neufeld, Anne J Nohl, Taina Ovchinnikov,
Dyan Pace, Regina Miyoung Park, Chris S. Parker, Deborah M.
Payne, Jennifer L. Pendergrast, Holly R. Pierce, Ashlee S. Piercey,
Joshua W Pinkston, Jennifer M. Pollice-Meservy, Jennifer Michelle
Prager, Smita K Rao, Samuel Gwin Robbins, Connie K. Root, Lori
Beth Russell, Blake L. Salmony, Allison Schaffer, Lisa A. Scholl,
Rachel L. Schreier, Laurie Shackleford, Angelique M. Shapman,
Katherine L. Sibler, Teresa L. Simpson, Ashley N. Singleton, Emily
A. Skotte, Mary Rogers Sorey, Christy L. Sparkman, Jamie Bradford
Spicer, Tanaya Summers, William H. Swiggart, Victoria C. Taylor,
Janine L. Terry, Maggie Elizabeth Thompson, Kaycee JoAnn Timken,
Lisa M. Truett, Julianne Haines Wagnon, Allison Walker, Deborah
E. Wallace, Charla E Walston, Zhijian Wang, Cynthia M. Wasden,
Douglas Casey West, Kathryn E White, Karina Wilkerson, Molly
Tashiro Williams, Mary Alyson Wilson, Meghann D. Wilson, Dana C.
Wirth, Gamini H. Wiyathunge, Molly McGowan Woods, Hannah G.
Wright, Sherry D. Wright
Molecular Physiology and
Biophysics
ACTING CHAIR Roger J. Colbran
PROFESSORS EMERITI Jackie D. Corbin, Daryl K. Granner, David N.
Orth, Jane H. Park, Robert L. Post
PROFESSORS G. Roger Chalkley, Alan D. Cherrington, Roger J.
Colbran, Eric Delpire, Emmanuele DiBenedetto, Ronald B. Emeson,
John H. Exton, Aurelio Galli, Maureen Anne Gannon, John C. Gore,
Volker H. Haase, Raymond C. Harris, David G. Harrison, Alyssa
H. Hasty, Jacek J. Hawiger, Carl H. Johnson, Anne K. Kenworthy,
Fred S. Lamb, Robert L. Macdonald, Mark A. Magnuson, James M.
May, Owen Patrick McGuinness, Hassane S. Mchaourab, Richard
M. O’Brien, John S. Penn, Alvin C. Powers, Ambra Pozzi, Richard
Simerly, Roland W. Stein, J. David Sweatt, David H. Wasserman, P.
Anthony Weil, John P. Wikswo, Danny G. Winder
RESEARCH PROFESSORS Charles E. Cobb, Mary E. Courtney Moore
ADJUNCT PROFESSORS Sharron H. Francis, K. Sam Wells
ASSOCIATE PROFESSORS Milam A. Brantley, Wenbiao Chen, Bruce
M. Damon, Rachel Kuchtey, Matthew J Lang, Terunaga Nakagawa,
Kevin Dean Niswender, Sachin Patel, David C. Samuels, Linda J.
Sealy, Masakazu Shiota, James S. Sutcliffe, Jeanne M. Wallace,
Jamey D. Young
RESEARCH ASSOCIATE PROFESSORS Dale Scott Edgerton, Eric J.
Hustedt, Michael J. McCaughey
ASSISTANT PROFESSORS Jason R. Becker, Nathan C. Bingham,
Jonathan D. Brown, Brad A. Grueter, David Aaron Jacobson, Erkan
Karakas, Annet Kirabo, Bingshan Li, Meenakshi S. Madhur, Gregor
Neuert, John M. Stafford, Bryan J. Venters, Kasey C. Vickers
RESEARCH ASSISTANT PROFESSORS Kevin Erreger, Masoud
Ghamari-Langroudi, Heinrich J. G. Matthies, Patrick S. Page-McCaw,
Richard L. Printz
ADJUNCT ASSISTANT PROFESSOR Douglas P. Mortlock
ADJOINT ASSISTANT PROFESSORS Julio E. Ayala, Katie Colbert
Coate, Tricia A. Thornton-Wells, Jason J. Winnick
RESEARCH INSTRUCTORS Derek P. Claxton, Arion Kennedy, Guillaume
Kraft, Smriti Mishra, Anna B. Osipovich, Chiyo Shiota, Richard A.
Stein, Shu-Yu Wu
ADJOINT INSTRUCTOR Maximilian Michel
Neurological Surgery
CHAIR Reid C. Thompson
PROFESSORS EMERITI George S. Allen, J. Michael Fitzpatrick, Robert
L. Galloway
PROFESSORS Oscar D. Guillamondegui, David S. Haynes, E. Duco
Jansen, Peter E. Konrad, Anita Mahadevan-Jansen, H. Charles
Manning, Michael I. Miga, Allen K. Sills, Gary S. Solomon, Reid C.
Thompson, John C. Wellons
ADJUNCT PROFESSORS Stephen M. Oppenheimer, R. Shane Tubbs
CLINICAL PROFESSOR Anthony L. Asher
ASSOCIATE PROFESSORS John Allan Barwise, Clinton J. Devin,
Andrew J. M. Gregory, Louise Ann Mawn
RESEARCH ASSOCIATE PROFESSORS C. Chris Kao, Chevis N.
Shannon
ADJUNCT ASSOCIATE PROFESSOR J. D. Mocco
ASSISTANT PROFESSORS Albert Attia, Richard A. Berkman,
Christopher M. Bonfield, Lola B. Chambless, Rohan V. Chitale, Mark
A. Cobb, Michael T. Froehler, Matthew Robert Fusco, Rebecca A.
Ihrie, Truc Minh Le, Robert P. Naftel, Mayur B. Patel, Paul T. Russell,
Jacob Patrick Schwarz, Jialiang Wang, Kyle Derek Weaver, Robert J.
Webster, Hong Yu
RESEARCH ASSISTANT PROFESSORS Aqeela Afzal, Michael S.
Remple
ADJUNCT ASSISTANT PROFESSORS Scott Crawford Standard, David
J. Vigerust
ASSISTANT CLINICAL PROFESSOR John Spooner
ASSOCIATE Elizabeth Haley Vance
INSTRUCTORS Dario J. Englot, Hamid M. Shah
ADJUNCT INSTRUCTOR Stephanie M. Murphy
Archived 2017/2018
School of Medicine Catalog
120 121VANDERBILT UNIVERSITY School of Medicine / Faculty
Neurology
CHAIR Robert L. Macdonald
PROFESSORS EMERITI Gerald M. Fenichel, Frank R. Freemon, John S.
Warner
PROFESSORS Bassel W. Abou-Khalil, Malcolm J. Avison, Philip David
Charles, Thomas L. Davis, Peter D. Donofrio, Kenneth J. Gaines,
Angela L. Jefferson, Howard S. Kirshner, Avinash B. Kumar, Patrick J.
Lavin, Jun Li, Robert L. Macdonald, Beth Ann Malow, Paul L. Moots,
David Robertson, Subramaniam Sriram, Norman Edwin Trevathan,
Arthur S. Walters, Ronald G. Wiley
CLINICAL PROFESSOR Karl E. Misulis
ASSOCIATE PROFESSORS Amir M. Arain, Kanika Bagai, Aaron B.
Bowman, W. Bryan Burnette, Michael K. Cooper, Manus J. Donahue,
Sean P. Donahue, Kevin C. Ess, John Y. Fang, Martin J. Gallagher,
Kevin F. Haas, Peter Hedera, Andre H. Lagrange, Michael J. McLean,
Harold H. Moses, Amanda C. Peltier, Fenna T. Phibbs, Derek A.
Riebau, Michael G. Tramontana
ADJUNCT ASSOCIATE PROFESSOR Pradumna Pratap Singh
ASSOCIATE CLINICAL PROFESSOR Constance J. Johnson
ASSISTANT PROFESSORS Lealani M.Y. Acosta, Francesca Bagnato,
Mark David Baker, Amar B. Bhatt, Elise Baldwin Bradley, Kelly Mari
Brown, Daniel O. Claassen, Stephen Wesley Clark, Charles D. Clarke,
Wiaam Falouji, Michael T. Froehler, Katherine A. Gifford, Lisa D.
Hermann, Timothy J. Hohman, Jane Ellen Howard, David A. Isaacs,
Monica L. Jacobs, Jingqiong Kang, Heather C. Koons, Christopher
David Lee, Noel P. Lim, Katherine E. McDonell, BethAnn McLaughlin,
Shilpi Mittal, Anne Elizabeth O’Duffy, Siddharama Pawate, Huong T.
Pham, Tyler E. Reimschisel, Heather Rose Mead Riordan, Althea A.
Robinson, Matthew Schrag, Hasan H. Sonmezturk, Christopher M.
Tolleson, Raghu P. Upender, David R. Uskavitch, Holly Westervelt, Eli
Zimmerman
RESEARCH ASSISTANT PROFESSORS Patricia A. Commiskey, Mallory
Hacker, Ciria Q. Hernandez, Chandramohan Natarajan, Aurea F.
Pimenta, Shimian Qu, Nelleke van Wouwe, Song-Yi Yao, Chengwen
Zhou
ADJUNCT ASSISTANT PROFESSORS Nandakumar Bangalore Vittal,
Lana J. Boursoulian
ASSISTANT CLINICAL PROFESSORS Jan Lewis Brandes, Mary Ellen
Clinton, George R. Lee, Barbara J. Olson, Subir Prasad, Martin H.
Wagner, Shan-Ren Zhou
INSTRUCTORS Laura B. Coulam, Travis Hassell, Lindsay M Higdon
ADJUNCT INSTRUCTORS Kreig D. Roof, Olivia J. Veatch
Obstetrics and Gynecology
PROFESSORS EMERITI Benjamin Danzo, Esther Eisenberg, Stephen S.
Entman, Marie-Claire Orgebin-Crist, Daulat R. Tulsiani
PROFESSORS Ronald David Alvarez, Ted L. Anderson, Kelly A. Bennett,
Frank H. Boehm, Marta Ann Crispens, Roger R. Dmochowski, John
W. Downing, Arthur C. Fleischer, Katherine E. Hartmann, Howard W.
Jones, Kevin G. Osteen, Carl W. Zimmerman
ADJUNCT PROFESSOR Damaris M. Olagundoye
CLINICAL PROFESSORS Cornelia R. Graves, William H. Kutteh, Frank
Wen-Yung Ling, Salvatore J. Lombardi, Thomas G. Stovall, Robert
Layman Summitt
PROFESSORS Rony A. Adam, Rochelle F. Andreotti
ASSOCIATE PROFESSORS Bruce R. Beyer, Daniel H. Biller, Kaylon L.
Bruner-Tran, Lavenia B. Carpenter, Etoi A. Garrison, William J. Kellett,
William F. Lee, Dennis T. McWeeney, Melinda S. New, Charles B.
Rush, Glynis A. Sacks-Sandler, Donna R. Session, Digna R. Velez
Edwards, Amy Gregory Weeks, Nicola White, Angela M. Wilson-
Liverman, Amanda C. Yunker
ASSOCIATE CLINICAL PROFESSORS Jill F. Chambers, Harold B.
Collins, Barry K. Jarnagin, Audrey H. Kang, Bennett M. Spetalnick, Val
Yvette Vogt
ASSISTANT PROFESSORS Soheyl Asadsangabi, Lindsey Amina Baksh,
Alison B. Barlow, Alaina Janeen Brown, Christina Cain-Swope,
Michael F. Caucci, Howard Lee Curlin, Patricia A. Detzel, Shana R.
Dowell, Katherine A. Dykes, Lisa A. Goehring, Barry S. Grimm, Lara
F. Bratcher Harvey, Celeste O. Hemingway, Michael Hochman, Adam
Huggins, Margaret A. Hull, Olivia A. Hutul, Tamara S. Keown, Susan
M. Lewis, Rolanda Lamora Lister, Richard R. Lotshaw, Leilani M.
Mason, Virginia B. Mazzoni, Alison C. Mullaly, Cynthia L. Netherton,
J. Michael Newton, Tara Anne Nielsen, Nancy E. Osburn, Sarah S.
Osmundson, Michelle Krystina Roach, Susan S. Salazar, Reesha S.
Sanghani, Susan R Saunders, Christopher M. Sizemore, MaryLou
Smith, Jacqueline Stafford, Joanne S. Tennyson, Ivana S Thompson,
Jennifer L. Thompson, Laurie A. Tompkins, Renee M. Ward, Trenia
Lyn Webb, Cynthia C. Woodall, Jessica L. Young, Lisa C Zuckerwise
RESEARCH ASSISTANT PROFESSOR Andrew J. Wilson
ASSISTANT CLINICAL PROFESSORS R. Terry Adkins, Amelia P Bailey,
Paul Brezina, Douglas H. Brown, B. Stephens Dudley, Kimberly B.
Fortner, Raymond W. Ke, Bryan R. Kurtz, Tiffanee Andrea Lenzi,
Nancy B. Lipsitz, Kathleen A. Mayor-Lynn, Michael Robert Milam,
Christopher P. Montville, Andy M. Norman, Elizabeth L. Oldfield, Erin
C. Rebele, Patricia L. Scott, Glenn A. Weitzman, Laura L. Williams
SENIOR ASSOCIATES Susan B. Drummond, Martha Shaw Dudek
ASSOCIATES Caitlin M. Grabarits, Jill R. Slamon
INSTRUCTORS Amy Barker, Belinda Caldwell, James N. Casey, Laura
E. Cedo Cintron, Ali Sevilla de Cocco, Eduardo Coelho Dias, Nan
Gentry, Amy Beth Graves, Carol A. Griffin, Meghan Hendrickson,
Lydia Kelly, Anna T. Kirk, Lisa D. Milam, Lauren Goodson Moody,
Valerie L. Nunley, Angela F. Sims Evans, Emily J Taylor, Stephanie
Wombles
RESEARCH INSTRUCTORS Steven M. Brunwasser, Tianbing Ding
CLINICAL INSTRUCTORS Wesley F. Adams, D. Phillips Altenbern, Lewis
J. Bellardo, Gary C. Boyle, Phillip L. Bressman, Roy P. Burch, J.
Calvin Channell, Joy D. Cox, Donna J. Crowe, Melanie A. Dunn, Abby
C. Eblen, Larry D. Gurley, Sara Habibian, M. Bruce Hirsch, Annette E.
A. Kyzer, John W. Macey, Roseann Maikis, S. Houston K. Moran, H.
Clay Newsome, Sharon A. Norman, Sharon Marie Piper, Jacqueline
L. Rodier, Anne T. Rossell, Nicole L. Schlechter, Shali Ricker Scott,
Geoffrey H. Smallwood, Stephen M. Staggs, Kristina Lynn Storck,
Michael C. Swan, Catherine M. Thornburg, Christine M. Whitworth,
Anne Courter Wise, Grayson Noel Woods
Ophthalmology and Visual
Sciences
CHAIR Paul Sternberg
PROFESSORS Randolph Blake, David J. Calkins, Sean P. Donahue,
Heidi E. Hamm, Frederick R. Haselton, Karen M. Joos, Patrick J.
Lavin, Edward M. Levine, Louise Ann Mawn, James G. Patton, John
S. Penn, Jeffrey D. Schall, Kevin L. Schey, Paul Sternberg, Frank
Tong
CLINICAL PROFESSORS John E. Downing, Ralph E. Wesley
ASSOCIATE PROFESSORS Milam A. Brantley, Edward F. Cherney, Amy
S. Chomsky, Robert L. Estes, James W. Felch, Sabine Fuhrmann,
Karla J. Johns, Jeffrey A. Kammer, Stephen J. Kim, Rachel Kuchtey,
David G. Morrison, Tonia S. Rex, Seth A. Smith, Uyen L. Tran, Laura
L. Wayman, Daniel S. Weikert
RESEARCH ASSOCIATE PROFESSOR John G. Kuchtey
ADJUNCT ASSOCIATE PROFESSOR Chasidy D. Singleton
ASSISTANT PROFESSORS Behin Barahimi, Nancy Mayer Benegas,
Archived 2017/2018
School of Medicine Catalog
120 121VANDERBILT UNIVERSITY School of Medicine / Faculty
Ronald J. Biernacki, John B. Bond, James A. Bookman, Eric N.
Brown, Deepa Chandrasekaran, Anthony B. Daniels, Randolph R.
Evans, Meghan S. Flemmons, Lori Ann F. Kehler, Janice C. Law,
Jennifer L. Lindsey, Reid Longmuir, Dora Sztipanovits Mathe, Jessica
L. Mather, Dolly Ann Padovani-Claudio, Shriji Patel, Nathan Elliott
Podoll, Anvesh Reddy, Rebecca M. Sappington-Calkins, William D.
Schenk, Christine Shieh, Rachel Sobel
RESEARCH ASSISTANT PROFESSOR Jin-Hui Shen
ADJOINT ASSISTANT PROFESSOR Ashwath Jayagopal
ASSISTANT CLINICAL PROFESSORS Brian Stuart Biesman, Homaira
Ayesha Hossain, Gary W. Jerkins, Morgan Grey Parker, Bina Patel,
Deborah D. Sherman, Robbin B. Sinatra
INSTRUCTORS Alia K Durrani, Gowtham Jonna, Laura L Snyder, Sasha
Strul
RESEARCH INSTRUCTORS MD Imam Uddin
CLINICAL INSTRUCTORS George N. Cheij, Kimberly A. Klippenstein
Oral & Maxillofacial Surgery
CHAIR Samuel J. McKenna
PROFESSOR Samuel J. McKenna
ASSOCIATE PROFESSOR Luis Vega
ASSOCIATE CLINICAL PROFESSORS James D. Allen, John R. Werther
ASSISTANT PROFESSORS Tyler Ames, A. Joel Gluck, Susie Lin, Julie
Wang Rezk
ASSISTANT CLINICAL PROFESSORS George A. Adams, Michael L.
Bobo, Lauren M. Border, Bryan Byrnside, Mirna A. Caldwell, Robert
Caldwell, Joshua A. Campbell, Laurie Carlisle, Jeffrey B. Carter,
Andrew C. Cheung, H. Daniel Clark, George H. Clayton, Lindsey
W. Cooper, Joseph Faiz, Clayton M. Fulks, Richard H. Gentzler,
Spencer A. Haley, Margaret Hamilton, Alexandra Warren Hendricks,
Jennifer House, Elizabeth Jackson, John T. King, George S. Lee,
James Bradford Lewallen, C. Michael Locke, Jack Daniel Mallette,
Bruce C. McLeod, Timothy E. McNutt, Melissa B. Meier, Marion
L. Messersmith, Matthew K. Mizukawa, D Eric Oxford, Edward C.
Perdue, Adam S. Pitts, Priya Purohit, Avanija Reddy, James Andrew
Reed, Gregory P. Richardson, Jeffrey Riggs, Amy Roeder, Jaime A.
Romero, Cheri Kay Roque, Crystal Rucker, Adam Troy Schaefer,
John K. Shea, Henry C. Simmons, David J. Snodgrass, David W.
Spivey, John C. Stritikus, Rhonda Switzer, Frank D. Tuzzio, Brian
Michael Wah, Donna C. Walls, Kevin D. West, John E. Yezerski, Sean
M. Young
RESEARCH INSTRUCTOR Derek K. Smith
Orthopaedic Surgery and
Rehabilitation
CHAIR Herbert S. Schwartz
PROFESSOR EMERITUS Dan M. Spengler
PROFESSORS Cory A. Collinge, Heidi E. Hamm, Ginger E. Holt, John E.
Kuhn, Donald H. Lee, Gregory A. Mencio, William Todd Obremskey,
Herbert S. Schwartz
CLINICAL PROFESSOR J. Thomas W. Byrd
ASSOCIATE PROFESSORS John J. Block, Andrea C. Bracikowski,
Clinton J. Devin, Robert Warne Fitch, Andrew J. M. Gregory, Amir
Alex Jahangir, Nitin B. Jain, Jeffrey E. Martus, Michael J. McNamara,
Jeffry S. Nyman, Jonathan G. Schoenecker, Manish K. Sethi, Andrew
Alan Shinar, Gary S. Solomon, Kristin Archer Swygert, Wesley P.
Thayer, Paul A. Thomas, Douglas R. Weikert
ADJUNCT ASSOCIATE PROFESSOR Michael L. Voight
ASSOCIATE CLINICAL PROFESSORS Michael J. Christie, Michael J.
McHugh
ASSISTANT PROFESSORS Scott T. Arthur, Robert H. Boyce, Ian R.
Byram, Cory L. Calendine, Charles L. Cox, Kevin Dabrowski, Kevin
Michael Dale, Ronald G. Derr, Mihir Jitendra Desai, Alex B. Diamond,
James F. Fiechtl, Bethany Gallagher, Jennifer L. Halpern, Gene
A. Hannah, Katherine Gray Hartley, Ashley Jo Karpinos, John W.
Klekamp, Jeffrey Ian Kutsikovich, David G. Liddle, Colin G. Looney,
Steven A. Lovejoy, Megan E. Mignemi, Vincent Paul Novak, Brian
T. Perkinson, Gregory G. Polkowski, Paul J. Rummo, Leon R Scott,
Narendra K. Singh, Christopher T. Stark, Byron F. Stephens, Jaron
Sullivan, Geoffrey Ian Watson, Todd R. Wurth
RESEARCH ASSISTANT PROFESSORS Jacquelyn Sue Pennings,
Masanori Saito
ADJUNCT ASSISTANT PROFESSOR Robert B. Snyder
ASSISTANT CLINICAL PROFESSORS Muhammad Ajmal, Mark R.
Christofersen, Philip Gerlach Coogan, Andrew Brian Thomson
SENIOR ASSOCIATES Carolyn S. Aubrey, Adam Hicks, Laura J. Huston,
David B. Trenner
ASSOCIATES Lauren Kelley Braue, Kirby Hudson Deeter, Michael
Francis Eagle, Daniel W. Enroth, Reagan Hall, Greer Mahoney Henry,
Melissa K. Lasater, Jonathan S. Riggs, Ashley F. Small, Angella
Michelle Stewart, Jared A. Vaughn, Candace Kirstin West
INSTRUCTORS Cody Ryan Beaver, Seth Alan Cooper, Ryan A. Kelln,
Adam Keith Lee
ASSISTANTS Margaret M. Baxter, Lillian Claire Spurling
Otolaryngology
CHAIR Roland D. Eavey
PROFESSORS EMERITI James A. Duncavage, R. Edward Stone
PROFESSORS Fred H. Bess, Rakesh Chandra, Thomas F. Cleveland,
Roland D. Eavey, C. Gaelyn Garrett, Rene H. Gifford, David S.
Haynes, Robert F. Labadie, James L. Netterville, Robert H. Ossoff,
Jennifer A. Pietenpol, W. Russell Ries, Anne Marie Tharpe, Reid C.
Thompson, Michael F. Vaezi, Jay A. Werkhaven, David L. Zealear
ADJUNCT PROFESSOR Michael E. Glasscock
ASSOCIATE PROFESSORS Marc L. Bennett, Sivakumar Chinnadurai,
Edmond K. Kabagambe, Young Jun Kim, Alexander J. Langerman,
James Sheridan Lewis, Jr., Haoxiang Luo, Alejandro Campos Rivas,
Bernard Rousseau, Nabil Simaan, Robert J. Sinard, Justin Harris
Turner, Robert J. Webster, Christopher T. Wootten
ADJUNCT ASSOCIATE PROFESSORS Steven L. Goudy, Lou Reinisch
ASSISTANT PROFESSORS Edwin B. Emerson, David Oliver Francis,
Alexander H. Gelbard, Reyna L. Gordon, Barbara H. Jacobson,
Benjamin J. Johnston, David T. Kent, Krystle A. Lang Kuhs, Kyle
Mannion, Matthew Robert O’Malley, Aron Parekh, Edward B.
Penn, James David Phillips, Sarah L Rohde, Paul T. Russell, Daniel
Schuster, John W. Seibert, Scott J. Stephan, Timothy H. Trone,
Kimberly N. Vinson, Frank W. Virgin, Kenneth E. Watford, Kyle Derek
Weaver, Amy S. Whigham, Megan Wood
RESEARCH ASSISTANT PROFESSOR Shan Huang
ADJUNCT ASSISTANT PROFESSOR Ramya Balachandran
ASSISTANT CLINICAL PROFESSORS Mark A. Clymer, W. Michael
Mullins, David Douglass Nolen
INSTRUCTORS Shethal Bearelly, Leah J Hauser, Bridget Leann
Hopewell, Candace Marie Hrelec, Scott Russell Owen, Alice Tang
RESEARCH INSTRUCTOR Miriam D. Lense
CLINICAL INSTRUCTORS Samuel S. Becker, G. Lee Bryant
Archived 2017/2018
School of Medicine Catalog
122 123VANDERBILT UNIVERSITY School of Medicine / Faculty
Pathology, Microbiology, and
Immunology
CHAIR Samuel A. Santoro
PROFESSORS EMERITI Cheryl M. Coffin, Anh H. Dao, Susan A. Halter,
George C. Hill, Barbara O. Meyrick-Clarry, William O. Whetsell,
Stephen C. Woodward
PROFESSORS Christopher R. Aiken, David Michael Aronoff, James B.
Atkinson, Billy R. Ballard, Joey V. Barnett, Paul E. Bock, Mark R.
Boothby, Justin M. M. Cates, Alice C. Coogan, Timothy L. Cover,
Leslie J. Crofford, James E. Crowe, Jeffrey M. Davidson, Mark
R. Denison, Agnes B. Fogo, David Gailani, David W. Haas, Omar
Hameed, David R. Head, J. Harold Helderman, Richard L. Hoover,
Billy G. Hudson, Joyce E. Johnson, Sebastian Joyce, Dana Borden
Lacy, Simon A. Mallal, William M. Mitchell, Harold L. Moses, James
H. Nichols, Kevin G. Osteen, R. Stokes Peebles, Richard M. Peek,
Elizabeth J. Phillips, John A. Phillips, Jeffrey C. Rathmell, Donald H.
Rubin, H. Earl Ruley, Melinda E. Sanders, Samuel A. Santoro, Herbert
S. Schwartz, Edward R. Sherwood, Eric P. Skaar, Subramaniam
Sriram, Mildred T. Stahlman, Larry L. Swift, James W. Thomas, Luc
Van Kaer, Cindy L. Vnencak-Jones, Lorraine B. Ware, Mary Kay
Washington, Alissa M. Weaver, Keith T. Wilson, Mary M. Zutter
ADJUNCT PROFESSOR Martin C. Mihm
CLINICAL PROFESSORS Edward P. Fody, Paul B. Googe
ASSOCIATE PROFESSORS Ty William Abel, Mary Ann Thompson
Arildsen, Thomas M. Aune, Seth R. Bordenstein, Alan S. Boyd, Kelli
Lynn Boyd, Hernan Correa, Mohamed Mokhtar Desouki, Wonder
Puryear Drake, Quentin Eichbaum, Robert D. Hoffman, W. Gray
Jerome, Spyros A. Kalams, Peggy L. Kendall, Deborah A. Lannigan,
James Sheridan Lewis, Jr., Andrew J. Link, Susan M. Krisinski
Majka, Amy S. Major, Edward C. McDonald, Claudio A. Mosse, Paisit
Paueksakon, Carol Ann Rauch, Louise A. Rollins-Smith, Stephen J.
Schultenover, Adam C. Seegmiller, Gregory C. Sephel, Chanjuan Shi,
Benjamin W. Spiller, Charles W. Stratton, William M. Valentine, Jeanne
M. Wallace, Pampee Paul Young, Andries Zijlstra
RESEARCH ASSOCIATE PROFESSORS Venkataraman Amarnath,
Danyvid Olivares-Villagomez, Ingrid M. Verhamme, Lan Wu
ASSOCIATE CLINICAL PROFESSORS David L. Black, Thomas L.
McCurley, John E. Wright
ASSISTANT PROFESSORS Rami Nayef Al-Rohil, Holly M. Algood,
Manuel Ascano, Garrett S. Booth, James E. Cassat, Patty H. Chen,
Jennifer M. Colby, Rosana Eisenberg, Kim Adams Ely, Lan Lin Gellert,
Ivelin S. Georgiev, Giovanna A. Giannico, Richard Joseph Gumina,
Maria Hadjifrangiskou, Jonathan M. Irish, Samuel D James, Ridas
Juskevicius, John Joseph Karijolich, Katherine N. Kimmelshue,
Alexandra E. Kovach, Jiancong Liang, Daniel Jerad Long, Mark
Lusco, Emily F. Mason, Kelley J. Mast, Oliver McDonald, Mitra
Mehrad, Martha K. Miers, Bret C. Mobley, Daniel J. Moore, Dawn
C. Newcomb, Michael James Noto, Kristen M. Ogden, M. Cristina
Pacheco, Emily Reisenbichler, Safia N. Salaria, Kenneth J. Salleng,
Jonathan E. Schmitz, Jonathan G. Schoenecker, Eric Sebzda, Aaron
C. Shaver, Katherine A. Shuster, Thomas P. Stricker, Allison Paroskie
Wheeler, Ferrin C. Wheeler, Ashwini K. Yenamandra, Erin N.Z. Yu
RESEARCH ASSISTANT PROFESSORS Sung Hoon Cho, S. Kent
Dickeson, Melissa A. Farrow, Kristen L. Hoek, Jing Zhou
ADJUNCT ASSISTANT PROFESSOR Wilson Pereira Silva
ASSISTANT CLINICAL PROFESSORS Deborah O. Crowe, Thomas A.
Deering, Samuel H. DeMent, Adriana L. Gonzalez, Miguel A. Laboy,
Feng Li, Claire E. Meena-Leist
ASSOCIATES Maralie G. Exton, Bruce W. Greig
INSTRUCTORS Troy M. Apple, Lauren E Himmel, Won Jae Huh, Carissa
P Jones, Allison Marie Wasserman
Pediatric Surgery
CHAIR Dai H. Chung
PROFESSOR EMERITUS George W. Holcomb
PROFESSORS Dai H. Chung, Wallace W. Neblett, John B. Pietsch
ASSOCIATE PROFESSORS Martin Blakely, Gretchen Purcell Jackson,
Harold N. Lovvorn
ASSISTANT PROFESSORS Melissa Ellen Danko, Erik Nels Hansen, Wal-
ter M. Morgan, Karen Elizabeth Speck
RESEARCH ASSISTANT PROFESSOR Jingbo Qiao
RESEARCH INSTRUCTOR Kwang Woon Kim
Pediatrics
CHAIR Steven A. Webber
PROFESSORS EMERITI Ian M. Burr, Thomas P. Graham, John W.
Greene, Iekuni Ichikawa, Alexander R. Lawton, Hakan W. Sundell, Jan
Van Eys
PROFESSORS Sari A. Acra, Mark C. Adams, H. Scott Baldwin, Shari L.
Barkin, Joey V. Barnett, John W. Brock, Dai H. Chung, Ellen Wright
Clayton, Bruce E. Compas, William O. Cooper, James E. Crowe,
Laurie E. Cutting, Michael Rutledge DeBaun, Mark R. Denison,
M. Sheila Desmond, Debra A. Dodd, Brian S. Donahue, Sean P.
Donahue, Elisabeth May Dykens, Kathryn M. Edwards, Jo-David Fine,
Frank A. Fish, Agnes B. Fogo, D. Catherine Fuchs, Douglas H. Fuchs,
Lynn S. Fuchs, James C. Gay, Joseph Gigante, Mary Jo Strauss
Gilmer, John P. Greer, Susan H Guttentag, David E. Hall, Rizwan
Hamid, Marta Hernanz-Schulman, Gerald B. Hickson, Donna S.
Hummell, James A. Johns, Kevin B. Johnson, Deborah Price Jones,
Howard M. Katzenstein, Valentina Kon, Fred S. Lamb, Christoph
U. Lehmann, Beth Ann Malow, Wallace W. Neblett, Neal R. Patel,
John A. Phillips, John B. Pietsch, John C. Pope, John Jeffrey Reese,
Russell L. Rothman, Margaret G. Rush, William E. Russell, Seth J.
Scholer, Jayant P. Shenai, Stephanie E. Spottswood, Lawrence B.
Stack, Mildred T. Stahlman, Bradley B. Stancombe, Ann Robbins
Stark, Norman Edwin Trevathan, Cindy L. Vnencak-Jones, Lynn S.
Walker, William F. Walsh, Steven A. Webber, John C. Wellons
RESEARCH PROFESSORS Maciej S. Buchowski, Joy Darlene Cogan,
Richard C. Urbano, Thomas Gregory Voss, Fang Yan
ADJUNCT PROFESSORS Judy L. Aschner, Michael Aschner, Terence
S. Dermody, Frances P. Glascoe, Najwa Khuri-Bulos, Claudio Franco
Lanata, Jeffrey L. Neul, Richard A. Nisbett, Fernando P. Polack, D.
Brent Polk, Thilo Stehle, Wendy L. Stone, Susanne Tropez-Sims,
Peter F. Wright
CLINICAL PROFESSORS Nazneen Ahmed, Elizabeth W. Bailes, Xylina D.
Bean, Nancy Graves Beveridge, Jennifer Elyse Bondurant, Catherine
Sipe Bottoms, Joel F. Bradley, Linda D. Brady, Carol H. Broadway, A.
Scott Brooks, Alexander Jeffrey Brunner, Bradley N. Bullock, Duncan
R. Campbell, Eric Martin Chazen, Shahana A. Choudhury, Rufus
Clifford, Thomas Wade Denney, Elia C. Dimitri, Mary C. Dundon,
Elizabeth Ponder Dykstra, W. Daniel Edmondson, Timothy H. Eidson,
Jill A. Forbess, Lloyd D. Franklin, Brad A. Greenbaum, Frank Joseph
Haraf, Paul J. Heil, Robert S. Humphrey, Margreete G. Johnston,
Charles A. Jordan, Barbara F. Kaczmarska, Jason L. Kastner, Mary
E. Keown, Lawrence A. Klinsky, Michael D. Ladd, Susan E. Behr
Langone, H. Brian Leeper, Michael R. Liske, John R. Long, Ruth
Barron Long, Lisa L. Lowe, Robert E. Mallard, Deepak Mehrotra,
Ronald V. Miller, Dina H. Mishu, William R. Moore, Susan L. Morgan,
Charles A. Moss, Sara Jane Fletcher Patterson, Christopher M.
Patton, Robin S. Pearson, Julie T. Peek, James S. Price, Lindsay M.
Rauth, Churku M. Reddy, Patricia F. Robinson, Victoria R. Rundus,
Stephanie L. Schultz, Christopher P. Smeltzer, Anthony L. Smith, C.
Norman Spencer, Julia Thompson, Keith S. Thompson, Elizabeth G.
Triggs, Joan W. White, Patricia Sticca Williams
Archived 2017/2018
School of Medicine Catalog
122 123VANDERBILT UNIVERSITY School of Medicine / Faculty
ASSOCIATE PROFESSORS Terrah L. Akard, Donald H. Arnold,
Catherine Arthur-Johnson, Ritu Banerjee, Samuel R. Bastian,
Martin Blakely, Scott C. Borinstein, Aaron B. Bowman, Andrea C.
Bracikowski, W. Bryan Burnette, Stephen Todd Callahan, Kecia N.
Carroll, Thomas F. Catron, David E. Cliffel, Clarence Buddy Creech,
William Ben Cutrer, Victoria J. DeVito, Thomas P. Doyle, Barbara
Engelhardt, Kevin C. Ess, Robert L. Estes, Cristina Maria Estrada,
Mohammad Farooq Fazili, Amy E. Fleming, Geoffrey M. Fleming,
Debra L. Friedman, Alisa Carman Gotte, Thomas Brent Graham,
Andrew J. M. Gregory, Peter H. Grubb, Scott Osborn Guthrie,
Natasha B. Halasa, Stephen Robert Hays, Richard H. Ho, Irene
Hong-McAtee, Richard L. Hoover, Thomas Huang, Tracy E. Hunley,
Kathy Jabs, Gretchen Purcell Jackson, Lori Chaffin Jordan, Prince
J. Kannankeril, Ann Kavanaugh-McHugh, Christopher J. Keefer,
Carrie L. Kitko, Viviana Alvarado Lavin, Evon Batey Lee, Jefferson
P. Lomenick, Harold N. Lovvorn, Deborah E. Lowen, Melanie
Lutenbacher, Rachel Lenox Mace, Larry W. Markham, Melinda H.
Markham, F. Joseph McLaughlin, William David Merryman, Karin C.
Moolman, Troy D. Moon, James Donald Moore, Paul E. Moore, David
G. Morrison, Dedrick E. Moulton, Jennifer L. Najjar, Arie L. Nettles,
Bibhash C. Paria, David A. Parra, Barron L. Patterson, Gregory S.
Plemmons, Sumit Pruthi, Kris P. Rehm, Tyler E. Reimschisel, Louise
A. Rollins-Smith, Samuel Trent Rosenbloom, Tony L. Ross, Alice M.
Rothman, Christianne L. Roumie, Kevin B. Sanders, Jill H. Simmons,
Sudha P. Singh, Andrew Harold Smith, Clay B. Smith, Kurt A. Smith,
Christopher L. Stark, Rebecca R. Swan, Helen Keipp Talbot, Stacy
T. Tanaka, Kirk Thame, John C. Thomas, Michael G. Tramontana,
Zachary E. Warren, Stuart T. Weinberg, Jorn-Hendrik Weitkamp,
Richard J. Wendorf, Thomas C. Whitfield, Saralyn R. Williams,
Gregory J. Wilson, Aida Yared, Lisa R. Young
RESEARCH ASSOCIATE PROFESSORS James David Chappell, M.
Diana Neely, Xianghu Qu, Lawrence A. Scheving, Cinque Soto
ADJUNCT ASSOCIATE PROFESSORS Robert C. Bone, Anthony W.
Kilroy, Susan G. McGrew, John V. Williams
ASSOCIATE CLINICAL PROFESSORS Laurel V. Alsentzer, Lori L. Amis,
James Charles Anderson, Barbara A. Aquino, Jennifer Singleton
Ashworth, Nicole O. Baggott, Deanna Smith Bell, Maria C. Benitez-
Brauer, Kimberly C. Bergeron, Jon E. Betts, Deborah D. Beyer,
Donald T. Brothers, Deborah M. Bryant, Wanda B. Cade, Thomas
Joseph Carr, Marcie S. Castleberry, John W. Chambers, Charles
G. Chandler, Douglas J. Collins, Jo Ann Cook Collins, Merri Shaw
Collins, Kylie M. Cormier, Allison C. Couden, William R. Davidson,
Warren D. Ervin, Amy Hurst Evans, Elizabeth H. Fairbank, Larry
McNeill Faust, Michelle D. Fiscus, Beverly A. Frank, Felisa L. Gilbert,
James C. Godfrey, Tara N. Hamada, Laurie A. Harris-Ford, Casilda I.
Hermo, Tiffany P. Hill, Jennifer B. Holzen, Molly Ramona Hood, David
R. Hudson, Quentin A. Humberd, Christine W. Hunley, Andrew M.
Huss, Mary Heather Johnson, William Stephen Johnson, David G.
Johnston, Saagar B. Karlekar, James E. Keffer, Wendy Hitch Kerr,
Neil E. Kirshner, Mark M. Krakauer, Elizabeth Duke Krueger, Danielle
L. LaLonde, Mark A. Lee, Stanley M. Lee, Donna W. Lett, Robert
Howard Lillard, Mary Caroline Loghry, Lea Ann Lund, Timothy C.
Mangrum, Joshua M. McCollum, Jennifer E. Moore, Sharon Moore-
Caldwell, Samuel Judson Murray, Lee Anne O’Brien, Yvonne W.
Pawlowski, Matthew L. Perkins, Heather N. Phillips, Bram I. Pinkley,
Satish D. Prabhu, Mitchell A. Pullias, Jennifer M. Ragsdale, Timothy
R. Roads, Kimberly M. Rosdeutscher, Brent A. Rosser, Katharine
N. Schull, Neil E. Seethaler, Kimbel D. Shepherd, Keegan M. Smith,
Paige J. Smith, Jonathan M. Spanier, Christina W. Steger, Denise F.
Stuart, Jolanta Szczarkowska, Steven M. Tate, Phyllis L. Townsend,
Robert N. Treece, Amy E. Vehec, Crystal N. Vernon, Travis T. Walters,
David A. Wyckoff, Tadayuki Yoneyama
ASSISTANT PROFESSORS Alexander Gunter Agthe, Mhd Wael Alrifai,
Julia L. Anderson, Linda G. Ashford, Eric D. Austin, Yasmin Bahora,
Sunny D. Bell, Nancy Mayer Benegas, John Benjamin, Margaret
McCullough Benningfield, Adriana Bialostozky, Nathan C. Bingham,
Emily Claybon Bird, Gurjeet Birdee, Whitney Lee Boon, John M.
Boone, Cassandra Corinne Brady, Jennifer Ann Brault, Debra Braun-
Courville, Brian C. Bridges, Charlotte Morrigan Brown, Rebekah
Flowers Brown, Whitney L. Browning, Leslie Burton, Kathryn L.
Carlson, Robert P. Carson, Robert J. Casey, James E. Cassat, Gloria
W. Choi, Jason Christensen, Daisy A. Ciener, Mariana Ciobanu,
Mark A. Clay, Douglass B. Clayton, Jim Connelly, Stephanie Johns
Conrad, Timothy J. Cooper, Gabriella L. Crane, Robert M. Cronin,
Travis Crook, Karishma Abhaya Datye, Mary Ellen Dees, Neerav
A. Desai, Alex B. Diamond, Stacy L. Dorris, Paul Bernard Dressler,
Jessica Duis, Daniel E. Dulek, Stephanie H. Eidson, Maie El-Sourady,
Adam John Esbenshade, Swathi Eyyunni, Nina Mizuki Fitzgerald,
English C. Flack, Meghan S. Flemmons, Katherine L Freundlich,
Patricia Frost, Cary Fu, Maria C. Gillam-Krakauer, Lynette A. Gillis,
Josefina Dee Go, Justin Andrew Godown, Rachel Huffines Goode,
Joshua R Grahe, Jennifer Kiser Green, Justin M. Gregory, Mary
Lucia Partin Gregory, Holly Renee Hanson, Elizabeth U. Harrelson,
Leon Dupree Hatch, William John Heerman, Jonathan Allen Hemler,
Alison Herndon, Nicholas S. D. Higby, Tracy Janeen Hills, Melissa
A. Hilmes, Daniel P. Himes, Tiffany Elder Hines, Girish Shanker
Hiremath, Stephanie Denise Holt, Leigh M. Howard, Kasey A. Huff-
Ignatin, Rachel Jane Hundley, Rosemary J. Hunter, Tara M. Huss,
Kaitlin C. James, Dana R. Janssen, Sarah Sanders Jaser, Susan
Oommen John, David P. Johnson, DeOnna Johnson, Michael N.
Johnston, Brittany Jones, Asha Joseph, Ashley Jo Karpinos, Jennifer
Caitlin Kelley, Yasmin West Khan, Rebecca Sokel Kidd, Stacy Ann
Killen, Laleisha M Knapple, Yaa Aboagyewa Kumah-Crystal, Alice
P. Lawrence, Laurie M. Lawrence, Truc Minh Le, Carrie Holloway
Lind, Elizabeth Z Livingood, Whitney A. Loring, Sarah Majstoravich,
Megan Frances Malik, J. Andres Martinez, Angela C. Maxwell-Horn,
Patrick O’Neal Maynord, Lauren N. McClain, Debra J. McCroskey,
Heather L. McDaniel, Jeffry P. McKinzie, Matthew S. Miller, Kevin
Maurice Mitchell, Jr., Daniel J. Moore, Anna Whorton Morad, Walter
M. Morgan, Sandra A. Moutsios, Madhumita Ananthakrishnan
Murphy, Andrew Charles Neck, Maya K. Neeley, Tamasyn Nelson,
George T. Nicholson, Maribeth R. Nicholson, Andrew S. Nickels,
Allison E. Norton, Michael G. O’Connor, Kristen M. Ogden, Jaime K.
Otillio, Lindsay M. Pagano, Sarah Swyers Parker, Devang J. Pastakia,
Stephen W. Patrick, Matthew R. Peachey, Aimee P. Perri, Sarika
Uppal Peters, Monica Pierson, Erin J. Plosa, Amy E. Potter, Andrew
E. Radbill, Tina Rajput, Mark E. Rawls, Shilpa S. Reddy, Diana C.
Riera, Sheryl L. Rimrodt, Heather Rose Mead Riordan, Marilyn A.
Robinson, Mary E. Romano, Christian Rosas Salazar, Alexandra
C. Russell, Jonathan G. Schoenecker, Mary Ruth Scobey, John
D. Scott, Claude Edward Shackelford, Malee V. Shah, Elaine L.
Shelton, Martha Ellen Shepherd, Ashley H. Shoemaker, Jacqueline
M Shuplock, Carlenda Smith, Andrew G. Sokolow, Barbara J.
Solomon, Jonathan H. Soslow, Holly C. Sparks, Ryan Jordan Stark,
Jill E. Steigelfest, Jennifer S. Sucre, Anne-Laure Talbot, Julie Lounds
Taylor, Susan Thomas, Timothy Harris Thomas, Isaac P. Thomsen,
Kelly F. Thomsen, Jessica Turnbull, Sara L. Van Driest, Rene G.
VanDeVoorde, III, Kimberly B. Vera, Emmanuel J. Volanakis, Adam A
Vukovic, Stephaine Hale Walker, Michele M. Walsh, Sally A. Watson,
Amy S. Weitlauf, Valerie N. Whatley, Allison Paroskie Wheeler, Teresa
S. White, Donna C. Whitney, Derek Justin Williams, Sarah Elizabeth
Williams, Wilhelm Woolery, Toni-Ann Wright, Curtis A. Wushensky,
Nusrat Aliya Zaman, Joseph Zickafoose
RESEARCH ASSISTANT PROFESSORS Margaret A Adgent, Hyehun
Choi, Lynnette M. Henderson, Jennifer L. Herington, Natalia Jimenez-
Truque, Ai-Dong Qi, Jeffrey C. Rohrbough
ADJUNCT ASSISTANT PROFESSORS Kyle B. Brothers, Lazaro
Conzalez-Calvo, Sabina B. Gesell, Lazaro Gonzalez-Calvo, Stephen
Letchford, Romina P. Libster, Kalpana Manthiram, Uma Rao, Michele
D. Spring, Michael Dale Warren
ASSISTANT CLINICAL PROFESSORS Tammy H. Adams, Norman
Albertson, Oluwatobi A. Amosun, Heather Barrow, Mary Kathryn
Bartek, James H. Batson, Kelly S. Bennie, Robert J. Berman,
Suzanne K. Berman, Melita M. Bradley, Lori A. Breaux, Kimberly
Ann Buie, Hunter Butler, Cynthia R. Calisi, Rosanne Coleman, David
R. Collins, Erika L. Crawford, Candice Crewse, Juliet Marie Daniel,
James P. Darke, Christopher Herbert Dodd, Jennifer M. Donnelly,
Toni O. Egolum, Jennifer Cannon Esbenshade, Ferdinand S. Espeleta,
Jennifer Ess, Estuardo Figueroa, Melissa E. Fuller, Amy Dinesh
Gandhi, Suzanne E. Glover, Jeffrey S. Gordon, Margaret A. Gunning,
Archived 2017/2018
School of Medicine Catalog
124 125VANDERBILT UNIVERSITY School of Medicine / Faculty
Apryl Hall, Donna M. Hamacher, Jeremy B. Harrison, Dana J.
Haselton, Anne B. Hawkins, Timothy M. Henschel, Mark D. Hughes,
Jonathan S. Huitink, Jennifer Jehrio-Butler, Derek K. Johnson, Susan
E. Johnston, Kavita Singh Karlekar, Jennifer Ketchum, Heather R.
Lehmann, Christina M. Leiner-Lohse, Rachel Levy-Olomucki, Joseph
A. Little, Samer Loleh, Libby Long, Gwynetta M. Luckett, Kristin Ehst
Martel, Julie McElroy, Elizabeth L. McFarlin, Daniel McGinley, Karie
A. McLevain-Wells, Mary K. McNeal, Heather A. Michalak, Gabriela
Thomas Morel, Jennifer B. Myers, Samuel R. Orr, Allen Peabody,
Lisa M. Piercey, Kristin M. Rager, Rachel M. Ricafort, Kerry W. Ross,
Jennifer B. Seawell, Marlon Shell, Di’Net Sintim-Amoah, Richard P.
Smith, Preston M. Stein, Eric F. Stiles, Peter J. Swarr, Parvin Vafai,
Vani V. Veeramachaneni, Ashley R. Walker, Aaron R. Ward, Eliza
Whitten, Catherine Oleschig Wiggleton, Ida Michele Williams-Wilson,
Alyson Ann Wills, Anjeli Wilson, Aubaine M. Woods, Kenneth N. Wyatt
ASSOCIATES Barbara Duffy, Vickie L. Hannig, Jean P. Pfotenhauer
INSTRUCTORS Rachel Kathryn Price Apple, Neill Broderick, Elizabeth
B. Burgos, Ana Lisa Carr, Mark R. Chambers, Elizabeth Anne
Copenhaver, Irina A. Didier, Sabrina Tanis Finney, Bridgette Boggess
Franey, Philip R. Harrelson, Jeffrey F. Hine, Lynn Holliday, Patrick
R. Holmes, Camellia R. Koleyni, Jennifer Lane, Amy Larsen Lynch,
James R. MacDonald, Mary Ruth McBean, James A. Mosley,
Amanda Olson, Scott R. Parker, Samuel J. Perry, Lorina T. Poe,
Caroline A. Presley, Verity Levitt Rodrigues, Ruth Carr Stewart, Emily
J Taylor, Ngoc Hanh Vu, Emily B. Winberry
RESEARCH INSTRUCTORS Hannah Hyejeong Lee, Haichun Yang
ADJUNCT INSTRUCTOR Kimberlee D. Wyche-Etheridge
CLINICAL INSTRUCTORS Andrew Ryan Alsentzer, Margaret Ann Atkins,
Lillian Nicole BeAird-Gaines, Barry Justin Belcher, DeAnna B. Brown,
Miranda R. Butler, Tabitha Anne Casilli, Cory B. Collier, Cristina
Reyes Cruz, Madeline Ellis, Suzanne Field, K. Frances Frigon, Megan
Imboden Galaske, Rachael G Guice, Walter Harrison, Katherine Hoey,
Hillary Hunt, Abigail L. Jennings, Brenden Kootsey, Nina LeCompte,
Tina Manshadi, Sarah Mian, Elizabeth Jeanne-Anne Moore, Michelle
G. Puzdrakiewics, Elizabeth Vance Randolph, Christine L. Reed,
Hanna Renno, Alan E. Roach, Abigail Ryan, William Andrew Sanders,
Abigail E. Schachter, Katherine Seymour, TaTanisha P. Smith, Megan
Tackett, Dorsey Rickard Thorley, Leah Ulatowski Umphlett, Richard
Vaughn, Lindsey Anne Wargo, Megan Kathleen Woodward
Pharmacology
CHAIR J. David Sweatt
PROFESSORS EMERITI Wolf-Dietrich Dettbarn, Joel G. Hardman, Erwin
J. Landon, Peter W. Reed, Elaine Sanders-Bush, Jack N. Wells
PROFESSORS Malcolm J. Avison, Jeffrey R. Balser, Joey V. Barnett,
Italo O. Biaggioni, Randy D. Blakely, Alan R. Brash, Richard M.
Breyer, Kendal Scot Broadie, H. Alex Brown, Nancy J. Brown, David
J. Calkins, Richard M. Caprioli, Peter Jeffrey Conn, Ariel Y. Deutch,
Ronald B. Emeson, John H. Exton, Stephen W. Fesik, Vsevolod V.
Gurevich, David W. Haas, Heidi E. Hamm, David G. Harrison, Bjorn
C. Knollmann, Christine L. Konradi, Craig W. Lindsley, MacRae F.
Linton, Terry P. Lybrand, Robert L. Macdonald, Lawrence J. Marnett,
Peter R. Martin, Douglas G. McMahon, Katherine T. Murray, Paul
A. Newhouse, John A. Oates, Elizabeth J. Phillips, Matthias Ludwig
Riess, L. Jackson Roberts, David Robertson, Dan M. Roden, Sandra
J. Rosenthal, C. Michael Stein, Gary Allen Sulikowski, J. David
Sweatt, Ronald G. Wiley, Danny G. Winder, Laurence J. Zwiebel
RESEARCH PROFESSOR Tao Yang
ADJUNCT PROFESSORS Sakina Eltom, Lee E. Limbird, Martin L.
Ogletree
ASSOCIATE PROFESSORS Kevin P. M. Currie, Sean S. Davies, Jerod
Scott Denton, Igor A. Feoktistov, Eugenia V. Gurevich, Charles
C. Hong, Tina M. Iverson, Ethan Lee, Michael J. McLean, Jens
Meiler, William David Merryman, Paul E. Moore, Sachin Patel, Claus
Schneider, Bih-Hwa Shieh, Benjamin W. Spiller, Brian E. Wadzinski,
Matthew H. Wilson
RESEARCH ASSOCIATE PROFESSORS Olivier G. Boutaud, Ginger Lohr
Milne, Colleen M. Niswender, Christine Saunders, Alex G. Waterson
ADJUNCT ASSOCIATE PROFESSORS Wendell S. Akers, Chang Yong
Chung, John Scott Daniels
ASSISTANT PROFESSORS Raymond D. Blind, Ana Marin Dias
Carneiro, Robert P. Carson, John H. Cleator, Joshua P. Fessel,
Brad A. Grueter, Richard Joseph Gumina, Carrie K. Jones, Hind Lal,
James M. Luther, BethAnn McLaughlin, Gregor Neuert, Rebecca M.
Sappington-Calkins, Jonathan G. Schoenecker, Elaine L. Shelton,
Jialiang Wang, C. David Weaver, Quinn Stanton Wells, Qi Zhang
RESEARCH ASSISTANT PROFESSORS John David Allison, Anna Louise
Blobaum, Thomas Bridges, Michael Bubser, Matthew Duvernay,
Pavlina Tontcheva Ivanova, Garrett A. Kaas, Ali Ilkay Kaya, Aurea
F. Pimenta, Jerri Michelle Rook, Teresa Hinkle Sanders, Shaun R.
Stauffer, Zixiu Xiang
ADJUNCT ASSISTANT PROFESSORS Christopher Brian Brown, R.
Nathan Daniels, Hugh M. Fentress, Klarissa D. Hardy, Glenroy Dean A
Martin, Susan L. Mercer
INSTRUCTOR Alice L. Rodriguez
RESEARCH INSTRUCTORS Darren W. Engers, Julie Engers, Andrew S
Felts, Daniel John Foster, Rocco G. Gogliotti, Roman M. Lazarenko,
Nathalie C. Schnetz-Boutaud, Sergey A. Vishnivetskiy
Physical Medicine and
Rehabilitation
INTERIM CHAIR Jeffery Scott Johns
PROFESSOR Michael Goldfarb
ASSOCIATE PROFESSORS Thomas E. Groomes, Nitin B. Jain, Jeffery
Scott Johns, Blaire B. Morriss, Kristin Archer Swygert, David R. Vago,
Ruth Quillian Wolever, Chong-Bin Zhu
ASSISTANT PROFESSORS Dana Clay Ackerly, Colin Armstrong,
Gerasimos Bastas, Sooja Cho, Linda R. Halperin, Marni G. Hillinger,
Angela Michelle Horton, Charles Louis Huddleston, Linda G. Manning,
Vartgez Mansourian, Lindsey Colman McKernan, Bhaskar Aditya
Mukherji, Don Pirraglia, Byron Schneider, Stacy M. Stark, Theodore F.
Towse, Gina M. Walton, Aaron Yang, Karl E. Zelik
RESEARCH ASSISTANT PROFESSOR Paula Donahue
ASSISTANT CLINICAL PROFESSORS Juan A. Cabrera, William J. L.
Newton
INSTRUCTORS Kathryn Hansen, Kathleen L. Wolff
Plastic Surgery
INTERIM CHAIR Reuben A. Bueno
PROFESSOR Lillian B. Nanney
ADJUNCT PROFESSOR R. Bruce Shack
ASSOCIATE PROFESSORS Reuben A. Bueno, Kevin F. Hagan, Kevin J.
Kelly, Wesley P. Thayer, Douglas R. Weikert
ASSOCIATE CLINICAL PROFESSOR Jack Fisher
ASSISTANT PROFESSORS Stephane Alain Braun, Brian C Drolet, Varun
Gupta, Kent K. Higdon, J. Blair Summitt
ASSISTANT CLINICAL PROFESSORS Caroline H. Chester, Stephen
M. Davis, Joseph B. DeLozier, Philip E. Fleming, Mary Katherine
Gingrass, Daniel A. Hatef, Melinda J Haws, G. Patrick Maxwell, Peter
M. Nthumba, John D. Rosdeutscher, Jacob G. Unger, J. Jason Wendel
Archived 2017/2018
School of Medicine Catalog
124 125VANDERBILT UNIVERSITY School of Medicine / Faculty
Psychiatry and Behavioral
Sciences
CHAIR Stephan Heckers
PROFESSORS EMERITI Virginia D. Abernethy, Thomas A. Ban, William
Bernet, George C. Bolian, Peter T. Loosen, James L. Nash, Howard
B. Roback, Fridolin Sulser, Warren W. Webb
PROFESSORS Susan M. Adams, James W. Bodfish, Stephen M.
Camarata, Ronald L. Cowan, Ariel Y. Deutch, Mary S. Dietrich,
Elisabeth May Dykens, Ronald B. Emeson, D. Catherine Fuchs,
Aurelio Galli, Judy Garber, Volney P. Gay, Stephan Heckers, Steven
D. Hollon, Howard S. Kirshner, Christine L. Konradi, Peter R. Martin,
Keith G. Meador, Jonathan M. Metzl, Paul A. Newhouse, Sohee Park,
William M. Petrie, Christopher Slobogin, Warren D. Taylor, R. Jay
Turner, Lynn S. Walker, Mark T. Wallace, Danny G. Winder, David
Harold Zald
ADJUNCT PROFESSORS Herbert Y. Meltzer, Steven S. Sharfstein
CLINICAL PROFESSORS David Barton, Robert O. Begtrup, Jeffrey L.
Binder, Rudra Prakash, John L. Shuster, S. Steve Snow
ASSOCIATE PROFESSORS Jennifer Urbano Blackford, Kimberly P.
Brown, Nathaniel Kim Clark, Blythe Anne Corbett, Manus J. Donahue,
Jon S. Ebert, A. J. Reid Finlayson, Bradley W. Freeman, Lawrence
S. Gaines, Harry E. Gwirtsman, Vanya L. Hamrin, Shagufta Jabeen,
Joseph D. LaBarbera, Bennett A. Landman, Evon Batey Lee,
Myung A. Lee, Bunmi O. Olatunji, Sachin Patel, Kevin B. Sanders,
Gary S. Solomon, Jeffrey G. Stovall, James S. Sutcliffe, Michael
G. Tramontana, David R. Vago, Zachary E. Warren, Ruth Quillian
Wolever, Neil David Woodward
RESEARCH ASSOCIATE PROFESSORS James C. Jackson, Alexandra
F. Key, Baxter P. Rogers
ADJUNCT ASSOCIATE PROFESSOR Rebecca June Selove
ASSOCIATE CLINICAL PROFESSOR Karen H. Rhea
ASSISTANT PROFESSORS Terako S. T. Amison, Colin Armstrong,
Rheanna N. Ata, Anne P. Bartek, Sonia Campos Beck, Jonathan E.
Becker, Margaret McCullough Benningfield, Amy R. Best, Giovanni
Billings, Paulomi Raiji Campbell, Carissa J. Cascio, Michael F.
Caucci, Mary Clare Champion, Cheryl M. Cobb, Nalini W. Conner,
Timothy J. Cooper, Allyson Witters Cundiff, Lea Karatheodoris Davis,
Sheryl Brynne Fleisch, Katherine Gotham, Brad A. Grueter, Kirsten
L. Haman, Ellen Margaret House, Rachel Jane Hundley, Monica L.
Jacobs, Divya Kannan, Adriana Kipper-Smith, Heather Kreth, Tarah
M. Kuhn, Whitney A. Loring, Christopher T. Maley, Linda G. Manning,
Sonia Matwin, James R. McFerrin, Lindsey Colman McKernan,
Andrew A. Michel, Todd Monroe, Stephen A. Montgomery, Monicah
Muhomba, Frances Johnson Niarhos, Paula S. Nunn, Lesley T
Omary, Rebecca Jill Pate, Sarika Uppal Peters, Todd Erik Peters, Ira
E. Phillips, Sean M. Polyn, Melissa R. Porter, Meghan Claye Riddle,
Ama Arthur Rowe, Douglas Ruderfer, Eric B Rueth, David N. Sacks,
Corliss Vogt Savoie, Max L. Schiff, Samuel Riley Sells, Michael H.
Sherman, Elizabeth K.B. Shultz, Maja Skikic, Karen Elaine Stewart,
Dawn M. Vanderhoef, Colin Walsh, Edwin D. Williamson, Amanda
Grace Wilson, Anabella Pavon Wilson
ADJUNCT ASSISTANT PROFESSOR Szatmar Horvath
ASSISTANT CLINICAL PROFESSORS Sarah B. Aylor, Michael J. Baron,
Lynn P. Barton, Sharone Elizabeth Franco Barwise, Elizabeth A.
Baxter, Corey D. Campbell, Thomas W. Campbell, Natalie Campo,
Philip Chanin, Michelle Macht Cochran, Carlton W. Cornett, Rodney
James Snodgrass Deaton, Jill DeBona, Stephanie C. Eken, Michael
J. Ferri, Sharon M. Gordon, Vicki S. Harris, Catherine Gallerani
Herrington, Raju V. Indukuri, Nara Granja Ingram, John A. Jackson,
Kathryn Eckstein Jalovec, William D. Kenner, Nancy Lane, Thomas
J. Lavie, Nasreen Mallik, Carol Proops Milam, Erin Patel, Tanya
Porashka, Susanna Leigh Quasem, Marsha Robertson, Abhinav
Saxena, Hal C. Schofield, Angela D. Shields, Valerie Smith-Gamble,
Max Spaderna, Alanna E. Truss, Stephanie Vaughn, Dana Deaton
Verner, W. Scott West, Brad V. Williams, Nancy Yoanidis, Mi Yu
SENIOR ASSOCIATES Elise D. McMillan, Karen L. Starr
ASSOCIATES Emma Finan, Michelle Foote-Pearce, Helen E. Hatfield,
Lynne L. McFarland, Jennifer A. Scroggie, Timothy W. Stambaugh
INSTRUCTOR Jo Ellen Wilson
RESEARCH INSTRUCTORS Maureen McHugo, Hui-Dong Wang
Radiation Oncology
CHAIR Lisa A. Kachnic
PROFESSORS EMERITI Charles W. Coffey, Arnold W. Malcolm
PROFESSORS Anuradha Bapsi Chakravarthy, Anthony J. Cmelak,
George X. Ding, Michael L. Freeman, Lisa A. Kachnic
RESEARCH PROFESSOR Sekhar R. Konjeti
ASSOCIATE PROFESSOR Eric Tatsuo Shinohara
ASSISTANT PROFESSORS Albert Attia, Diandra Ayala-Peacock,
Anthony B. Daniels, Steven R. Goertz, Corbin R. Johnson, Austin
Kirschner, Manuel A. Morales, Kenneth J. Niermann, Evan C.
Osmundson, Mark Stavas, Adam Douglas Yock
ADJUNCT INSTRUCTOR John J. Walsh
Radiology and Radiological
Sciences
CHAIR Reed A. Omary
PROFESSORS EMERITI Frank E. Carroll, Thomas S. Dina, J. Michael
Fitzpatrick, Richard M. Heller, Sandra Kirchner, E. Paul Nance, C.
Leon Partain, W. Faxon Payne
PROFESSORS Rochelle F. Andreotti, Malcolm J. Avison, Daniel B.
Brown, J. Jeffrey Carr, Andre L. Churchwell, Ronald L. Cowan, Jeffrey
L. Creasy, Benoit Dawant, Lori A. Deitte, Dominique Delbeke, Mark
D. Does, Arthur C. Fleischer, Michael L. Freeman, Isabel Gauthier,
Stephan Heckers, Marta Hernanz-Schulman, John G. Huff, Jon H.
Kaas, Michael King, Marvin W. Kronenberg, H. Charles Manning,
William H. Martin, Steven G. Meranze, Michael I. Miga, Reed A.
Omary, James A. Patton, Glynis A. Sacks-Sandler, Martin P. Sandler,
Gary T. Smith, Stephanie E. Spottswood, Harold D. Thompson,
Norman H. Tolk, Ronald C. Walker
RESEARCH PROFESSORS A. Bertrand Brill, J. Oliver McIntyre
ADJUNCT PROFESSORS Aravind Arepally, A. Everette James, Anna
Wang Roe, John A. Worrell, Thomas E. Yankeelov
ASSOCIATE PROFESSORS Richard G. Abramson, Adam W. Anderson,
Ronald C. Arildsen, Filip Banovac, Andrea B. Birch, John J. Block,
Frank H. Boehm, Peter R. Bream, Eduard Y. Chekmenev, Li Min
Chen, Bruce M. Damon, Manus J. Donahue, Edwin F. Donnelly, Sunil
K. Geevarghese, Daniel F. Gochberg, Ewa F. Grzeszczak, Adam
Guttentag, Alice A. Hinton, Bennett A. Landman, Jason S. Lane, Rene
Marois, Murray J. Mazer, Kevin T. McManus, Victoria L. Morgan, David
A. Owens, Cynthia B. Paschal, Todd E. Peterson, Wellington Pham,
David R. Pickens, Sumit Pruthi, Sudha P. Singh, Seth A. Smith, Michael
G. Stabin, LeAnn Simmons Stokes, Matthew Walker, Geoffrey E. Wile
RESEARCH ASSOCIATE PROFESSOR Baxter P. Rogers
ADJUNCT ASSOCIATE PROFESSORS E. James Andrews, Jeffrey A.
Landman, Thomas A. Powers, C. Chad Quarles
ASSISTANT PROFESSORS Asma Ahmad, Morgan Dean Anderson,
Sandeep Singh Arora, Joseph M. Aulino, Mingfeng Bai, Udaykamal
Barad, Christopher M. Baron, Joel S Benveniste, Aashim Bhatia,
Kimberly C. Brennan, Charles F. Caskey, Rohan V. Chitale, Gabriella
L. Crane, Larry Taylor Davis, Charles V. DePriest, Kevin L Diehl,
Richard D. Dortch, Christine K. Dove, Wendy Drew Ellis, Richard
Michael Fleming, Ricardo B. Fonseca, Michael T. Froehler, Matthew
Robert Fusco, James D. Green, William A. Grissom, Katherine Gray
Archived 2017/2018
School of Medicine Catalog
126 127VANDERBILT UNIVERSITY School of Medicine / Faculty
Hartley, Sara M. Harvey, Melissa A. Hilmes, Jacob L. Houghton,
Tamarya L. Hoyt, Martin I. Jordanov, Mary Ann Keenan, Stephanie
C. Kurita, Mark A. Lawson, William H. Laxton, Nam T. Le, Reagan
R. Leverett, Kenneth G. Lewis, Yu Luo, Jackiel R. Mayo, Colin D
McKnight, Cari L. Motuzas, Samdeep Mouli, Ryan David Muller,
Amanda Nelson Ragle, John D. Ross, Kim Sandler, Chirayu Shah,
Sepideh Shokouhi, Lucy B. Spalluto, David S. Taber, Theodore
F. Towse, Edward Brian Welch, Jennifer R. Williams, Curtis A.
Wushensky, Junzhong Xu
RESEARCH ASSISTANT PROFESSORS Nellie E. Byun, Allen Timothy
Newton, Saikat T Sengupta, Roman V. Shchepin, David Samuel
Smith, Mohammed N. Tantawy, He Zhu, Zhongliang Zu
ADJUNCT ASSISTANT PROFESSORS James Christopher Gatenby,
John Spooner
ADJOINT ASSISTANT PROFESSORS Robert L. Barry, John M. Virostko
ASSISTANT CLINICAL PROFESSORS Lisa A. Altieri, Mark L. Born, Mark G.
Heidel, Henry C. Howerton, William J. Jenkins, Philip Michael McGuire,
Grace Q. Moran, Henry H. Moran, Darin K. Morgan, Andrew J. Padgug
ASSOCIATES Jeneth Aquino, Alexis Bartley Paulson
INSTRUCTORS Laveil M. Allen, Amanda K. Buck, Elizabeth Vera Craig,
Sarah Milam Deraney, Aditi A Desai, Brian K Flanagan, Bryan I.
Hartley, Margaret Ann Mays, Adam Richard Militana, Krupa Patel-
Lippmann, Brent Vernon Savoie, Feng Wang
RESEARCH INSTRUCTORS Michael L. Nickels, Michael L. Schulte, Ping
Wang, Xinqiang Yan, Pai-Feng Yang
ADJUNCT INSTRUCTORS Adrienne Dula, Hamed Mojahed
Section of Surgical Sciences
CHAIR OF THE SECTION R. Daniel Beauchamp
General Surgery
CHAIR R. Daniel Beauchamp, Seth J. Karp
PROFESSORS EMERITI William H. Edwards, Robert L. Galloway, Walter
G. Gobbel, J. Kenneth Jacobs, James A. O’Neill, Robert E. Richie,
John Leeman Tarpley
PROFESSORS Naji N. Abumrad, Adrian Barbul, R. Daniel Beauchamp,
Colleen M. Brophy, Wael El-Rifai, James R. Goldenring, David Lee
Gorden, Oscar D. Guillamondegui, Michael D. Holzman, Seth J. Karp,
Kimberly D. Lomis, Addison K. May, Kathryn Ann Kelly McQueen,
Steven G. Meranze, Bonnie M. Miller, Richard S. Miller, John A.
Morris, Thomas C. Naslund, Pratik P. Pandharipande, C. Wright
Pinson, Warren S. Sandberg, David Shaffer, Kenneth W. Sharp,
Walter E. Smalley, Carmen C. Solorzano, Rawson James Valentine,
Liza M. Weavind, J. Kelly Wright
RESEARCH PROFESSORS Irene D. Feurer, Phillip E. Williams
ADJUNCT PROFESSORS Douglas W. Hanto, William L. Russell
CLINICAL PROFESSORS Ravi S. Chari, Joseph L. Mulherin
ASSOCIATE PROFESSORS Sophoclis Pantelis Alexopoulos, Arna
Banerjee, Daniel A. Barocas, John A. Curci, Elizabeth Ann Davies,
Mark P. de Caestecker, Jesse M. Ehrenfeld, Wayne English, Sunil
K. Geevarghese, Timothy M. Geiger, Ana M. Grau, Oliver L. Gunter,
Douglas A. Hale, Mary Alicia Hooks, Mark C. Kelley, Ingrid M. Meszoely,
Derek E. Moore, Timothy C. Nunez, Alexander A. Parikh, A. Scott
Pearson, Benjamin K. Poulose, Kyla P. Terhune, Alexander Zaika
RESEARCH ASSOCIATE PROFESSORS Joyce Cheung-Flynn, Padmini
Komalavilas, Anna L. Means, Robyn A. Tamboli, Edward Y. Zavala
ADJUNCT ASSOCIATE PROFESSOR Amosy E. M’Koma
ASSOCIATE CLINICAL PROFESSORS David Alan Baker, Roger A.
Bonau, William H. Edwards, Raymond S. Martin, Stanley O. Snyder
ASSISTANT PROFESSORS Raeanna Clair Adams, Chetan Aher,
Christina Edwards Bailey, Naira Baregamian, Abbes Belkhiri, John
B. Cleek, Molly M. Cone, Bradley M. Dennis, Shannon C. Eastham,
Steven J. Eskind, Charles Robert Flynn, Rachel C. Forbes, C. Louis
Garrard, Alexander Tharrington Hawkins, M. Benjamin Hopkins,
Kamran Idrees, Rondi Marie Kauffmann, Ralph J. LaNeve, Murray J.
Mazer, Roberta Lee Muldoon, Mayur B. Patel, Allan B. Peetz, Richard
A. Pierce, Lisa Rae, Marinos C. Soteriou, Matthew D. Spann, Raeshell
S. Sweeting, Callie Marie Thompson, D. Brandon Williams
RESEARCH ASSISTANT PROFESSORS Hanbing An, L. Alan Bradshaw,
Lynne A. LaPierre, Ryota Masuzaki, Joseph T. E. Roland, Jing Zhu
ADJUNCT ASSISTANT PROFESSORS Claudia D. Andl, Leo K. Cheng,
Ki Taek Nam, Sandeep Anantha Sathyanarayana
ASSISTANT CLINICAL PROFESSORS Terry R. Allen, Suhail H. Allos,
Jeanne F. Ballinger, Timothy A. Berg, Peter A. Bird, Eugene P.
Chambers, Jonathan A. Cohen, Richard E. Davis, Paul Fleser,
Sina Iranmanesh, Sabi S. Kumar, Laura Louise Lawson, Jeffrey
A. Mathews, Cary Watson Pulliam, Timothy J. Ranval, Alyssa D
Throckmorton, Patrick S. Wolf
SENIOR ASSOCIATE Carolyn S. Watts
INSTRUCTORS Eduardo Coelho Dias, Irma D. Fleming, Herbert Andrew
Hopper, Timothy Graham Johnson, Michael J. Krzyzaniak, Shauna M.
Levy, Julie Yoo Lee Valenzuela
RESEARCH INSTRUCTORS Joseph Antoun, Eunyoung Choi, Brian
Connor Evans, Kyle M. Hocking, Jun Hong, Elena A. Kolobova, Heng
Lu, DunFa Peng, Suseela Somarajan, Mohammed Soutto
ADJUNCT INSTRUCTOR Margaret J. Tarpley
CLINICAL INSTRUCTORS Luda Davies, Ray Hargreaves, Deonna Moore,
John Kennedy Muma Nyagetuba
Thoracic Surgery
INTERIM CHAIR Jonathan C. Nesbitt
PROFESSOR Jonathan C. Nesbitt
ASSOCIATE PROFESSORS Eric L. Grogan, Eric S. K. Lambright, Fabien
Maldonado, Otis B. Rickman
Urologic Surgery
CHAIR David F. Penson
PROFESSORS Mark C. Adams, John W. Brock, Sam S. Chang, Peter E.
Clark, Roger R. Dmochowski, Omar Hameed, S. Duke Herrell, Robert
J. Matusik, Steven G. Meranze, David F. Penson, John C. Pope,
Joseph A. Smith
ADJUNCT PROFESSOR Simon William Hayward
ASSOCIATE PROFESSORS Jay H. Fowke, Melissa R. Kaufman, Douglas
F. Milam, Nicole L. Miller, William J. Stone, Stacy T. Tanaka, John C.
Thomas, Robert J. Webster
ASSOCIATE CLINICAL PROFESSORS Charles W. Eckstein, Robert A.
Sewell
ASSISTANT PROFESSORS Douglass B. Clayton, Maria Hadjifrangiskou,
Ryan S Hsi, Kirk A. Keegan, Kelvin A. Moses, Matthew J. Resnick, W.
Stuart Reynolds, Kristen R. Scarpato
RESEARCH ASSISTANT PROFESSOR Ren Jie Jin
ASSISTANT CLINICAL PROFESSORS Raoul S. Concepcion, Mark D.
Flora, Whitson Lowe
ASSOCIATE Julieanne B. Hutchison
INSTRUCTORS Smita De, Joseph Kuebker, Daniel J Lee, Jennifer
Ayesha Robles, Mark D. Tyson
ADJUNCT INSTRUCTOR Chad Ryan Ritch
Archived 2017/2018
School of Medicine Catalog
126 127VANDERBILT UNIVERSITY School of Medicine / Faculty
Faculty
MATTHEW J. ABBATE, Instructor in Clinical Medicine
B.A. (Brown 1987); M.D. (Tufts 1991) [1995]
KHALED ABDEL-KADER, Assistant Professor of Medicine
B.A. (Saint Louis 1998); M.D. (Robert Wood Johnson Medical, New
Brunswick 2002); M.S. (Pittsburgh 2009) [2013]
TY WILLIAM ABEL, Associate Professor of Pathology, Microbiology and
Immunology
B.A. (Boise State 1989); M.S., Ph.D., M.D. (Arizona 1991, 1999,
2001) [2005]
VIRGINIA D. ABERNETHY, Professor of Psychiatry, Emerita
B.A. (Wellesley 1955); M.A., Ph.D. (Harvard 1968, 1970); M.B.A.
(Vanderbilt 1981) [1975]
BASSEL W. ABOU-KHALIL, Professor of Neurology
B.S., M.D. (American University of Beirut [Lebanon] 1974,
1978) [1988]
RIMA N. ABOU-KHALIL, Assistant Professor of Clinical Hearing and
Speech Sciences
M.S. (Vanderbilt 1991); B.A., M.A. (American University of Beirut
[Lebanon] 1992, 1995); Ph.D. (Vanderbilt 2003) [2009]
ROBERT L. ABRAHAM, Assistant Professor of Medicine
B.A. (Dartmouth 1985); M.D. (Medical College of Georgia 2000) [2008]
RICHARD G. ABRAMSON, Associate Professor of Radiology and
Radiological Sciences
A.B. (Harvard 1994); M.D. (Harvard Medical 2000) [2011]
VANDANA G. ABRAMSON, Associate Professor of Medicine
B.A. (California, Berkeley 1996); M.D. (Chicago 2000) [2009]
TAREK S. ABSI, Assistant Professor of Cardiac Surgery
B.S., M.D. (American University of Beirut [Lebanon] 1991,
1995) [2005]
AHMAD ABU-HALIMAH, Assistant Professor of Clinical Medicine
M.D. (Ain Shams [Egypt] 1993) [2009]
NAJI N. ABUMRAD, John L. Sawyers Chair in Surgical
Sciences; Professor of Surgery
B.S., M.D. (American University of Beirut [Lebanon] 1966,
1971) [2002]
DANA CLAY ACKERLY II, Assistant Professor of Clinical Physical
Medicine and Rehabilitation
A.B. (Harvard 2001); M.Sc. (London School of Economics [U.K.]
2002); M.D. (Duke 2009) [2016]
LEALANI M.Y. ACOSTA, Assistant Professor of Neurology
B.A. (George Washington 2001); B.A. (Oxford [U.K.] 2003); M.D.
(Virginia 2007) [2013]
SARI A. ACRA, Professor of Clinical Pediatrics; Director, Division of
Pediatric Gastroenterology
B.Sc. (North Carolina State 1985); M.D. (American University of Beirut
[Lebanon] 1989); M.P.H. (Vanderbilt 2005) [2001]
RONY A. ADAM, Professor of Clinical Obstetrics and Gynecology
B.S. (Maryland 1987); M.D. (Maryland, Baltimore 1991) [2013]
ALLISON LOTT ADAMS, Instructor in Clinical Medicine
B.S. (Samford 2008); M.D. (South Alabama 2012) [2016]
DAWN WIESE ADAMS, Assistant Professor of Medicine
B.A., B.S., M.S., M.D. (Case Western Reserve 2004, 2004, 2009,
2009) [2015]
GEORGE A. ADAMS, JR., Assistant Clinical Professor of Oral and
Maxillofacial Surgery
B.A. (Southern Methodist 1995); D.M.D. (Kentucky, Lexington
1999) [2004]
MARK C. ADAMS, Professor of Urologic Surgery; Professor of Pediatrics
B.A., M.D. (Vanderbilt 1979, 1983) [1995]
RAEANNA CLAIR ADAMS, Assistant Professor of Surgery
A.A. (Emmanuel [Georgia] 1995); B.S. (Georgia 1998); M.D. (Mercer
2002) [2009]
RODNEY S. ADAMS, Associate in Medicine
A.S.N. (Southern Adventist 1986); B.S.N. (Belmont 2000); M.S.N.
(Vanderbilt 2001) [2002]
SUSAN M. ADAMS, Professor of Nursing; Professor of Psychiatry and
Behavioral Sciences
B.S. (Valparaiso 1972); M.S.N. (California, San Francisco 1977); Ph.D.
(Kentucky, Lexington 2007) [1995]
TAMMY H. ADAMS, Assistant Clinical Professor of Pediatrics
B.S. (Belmont 1993); M.D. (East Tennessee State 1997) [2007]
WESLEY F. ADAMS, JR., Clinical Instructor in Obstetrics and Gynecology
B.S. (Georgia 1970); M.D. (Medical College of Georgia 1974) [2012]
MARGARET A. ADGENT, Research Assistant Professor of Pediatrics
B.S., B.A. (George Washington 2002, 2002); M.S.P.H. (Alabama,
Birmingham 2004); Ph.D. (North Carolina 2010) [2016]
KEITH D. ADKINS, Assistant in Medicine
B.A. (Augusta State 2001); M.S.N. (Vanderbilt 2008) [2010]
R. TERRY ADKINS, Assistant Clinical Professor of Obstetrics and
Gynecology
B.A. (Tennessee 1980); M.D. (Baylor 1983) [1989]
AQEELA AFZAL, Research Assistant Professor of Neurological Surgery
M.S. (SUNY, Stony Brook 1998); Ph.D., M.B.A. (Florida 2003,
2007) [2012]
ANITA AGARWAL, Adjoint Professor of Ophthalmology and Visual
Sciences
M.B.B.S. (Mangalore [India] 1985); M.S. (Postgraduate Institute of
Medical Education and Research [India] 1990) [1999]
ALEXANDER GUNTER AGTHE, Assistant Professor of Pediatrics
M.D., Ph.D. (Freie Universitat Berlin [Germany] 1993, 1997) [2016]
MARIA DEL PILAR AGUINAGA, Professor of Obstetrics and Gynecology
at Meharry Medical College; Adjunct Associate Professor of Medicine
at Vanderbilt University School of Medicine; Adjunct Professor of
Medicine
B.S., M.S. (Universidad Peruana ‘Cayetano Heredia’ [Peru] 1977,
1979); Ph.D. (Kanazawa [Japan] 1984) [1997]
CHETAN AHER, Assistant Professor of Surgery
B.S. (Loyola 2006); M.D. (Rush 2010) [2015]
ASMA AHMAD, Assistant Professor of Clinical Radiology and
Radiological Sciences
B.A. (Vanderbilt 1996); M.D. (Louisville 2001) [2009]
NAZNEEN AHMED, Clinical Professor of Pediatrics
M.D. (Bangalore [India] 1986) [2005]
SYED T. AHMED, Assistant Professor of Biomedical Informatics
M.S., Ph.D. (Arizona State ); B.E. (Osmania [India] 2002) [2012]
AIMALOHI AGNES AHONKHAI, Assistant Professor of Medicine
A.B. (Harvard 1998); M.D. (Johns Hopkins 2004) [2016]
CHRISTOPHER R. AIKEN, Cornelius Vanderbilt Chair in Pathology,
Microbiology and Immunology; Professor of Pathology, Microbiology
and Immunology
B.S. (California, Santa Barbara 1983); Ph.D. (Illinois, Champaign
1991) [1995]
MUHAMMAD AJMAL, Assistant Clinical Professor of Orthopaedic
Surgery and Rehabilitation
M.D. (Allama Iqbal Medical College [Pakistan] 1989) [2011]
JOSEPH A. AKAMAH, Adjunct Assistant Professor of Medicine
M.B.B.Ch. (Ghana 1993); M.P.H. (Chicago 2005) [2012]
TERRAH L. AKARD, Associate Professor of Nursing; Associate Professor
of Pediatrics
B.S. (Jacksonville State 1999); M.S.N., Ph.D. (Vanderbilt 2001,
2008) [2005]
WENDELL S. AKERS, Adjunct Associate Professor of Pharmacology
Pharm.D. (UT Health Science Center [Tennessee] 1991); Ph.D.
(Kentucky, Lexington 1998) [2007]
SYLVIE A. AKOHOUE, Assistant Professor of Family and Community
Medicine at Meharry Medical College; Adjunct Assistant Professor of
Medicine at Vanderbilt University School of Medicine
B.S. (National, San Diego 1986); M.S. (California State, Fresno
1990); Ph.D. (Pennsylvania State 2003) [2008]
RAMI NAYEF AL-ROHIL, Assistant Professor of Pathology, Microbiology
and Immunology
M.B.B.S. (Jordan University of Science and Technology - [Jordan]
2008) [2016]
SHARON ELIZABETH ALBERS, Assistant Professor of Clinical Medicine
B.S. (Florida State 1984); M.D. (South Florida 1989) [2017]
Archived 2017/2018
School of Medicine Catalog
128 129VANDERBILT UNIVERSITY School of Medicine / Faculty
NORMAN ALBERTSON, Assistant Clinical Professor of Pediatrics
B.S. (Texas A & M 1981); M.D. (Texas, San Antonio 1991) [1995]
DONALD J. ALCENDOR, Assistant Professor of Cancer Biology at
Meharry Medical College; Adjunct Associate Professor of Cancer
Biology at Vanderbilt University School of Medicine
B.Sc. (Southern, Baton Rouge 1983); M.S. (Louisiana State
1986); Ph.D. (California, Davis 1992) [2009]
MELINDA ALDRICH, Assistant Professor of Thoracic Surgery; Assistant
Professor of Medicine (Epidemiology)
B.A. (California, Santa Cruz 1992); M.P.H., Ph.D. (California, Berkeley
2003, 2007) [2010]
TIFFANY C. ALEXANDER, Assistant Professor of Emergency Medicine
B.S. (Bethel College [Indiana] 2006); M.D. (Indiana, Indianapolis
2010) [2013]
SOPHOCLIS PANTELIS ALEXOPOULOS, Associate Professor of Surgery
B.S. (California, San Diego 1996); M.D. (Columbia 2000) [2017]
DAVID D. ALFERY, Adjunct Associate Professor of Anesthesiology
B.A. (Tulane 1970); M.D. (Louisiana State, New Orleans 1976) [1995]
LAUREN ALEXANDRA ALFORD, Assistant in Surgery
B.H.S. (Miami 2007); B.S. (Georgia State 2009); M.S.N. (Vanderbilt
2015) [2015]
WILLIAM C. ALFORD, Clinical Professor of Medicine, Emeritus
B.A., M.D. (Vanderbilt 1952, 1955) [1964]
HOLLY M. ALGOOD, Assistant Professor of Medicine; Assistant
Professor of Pathology, Microbiology and Immunology
B.S. (Mount Union 1998); Ph.D. (Pittsburgh 2003) [2008]
SHAZMA ALI, Assistant in Surgery
B.S.N. (Belmont 2010); M.S.N. (Vanderbilt 2012) [2014]
YASMINE SUBHI ALI, Assistant Clinical Professor of Medicine
B.A., M.D., M.S.C.I. (Vanderbilt 1997, 2001, 2007) [2008]
MUKTAR HASSAN ALIYU, Associate Professor of Health
Policy; Associate Professor of Medicine; Assistant Professor of Family
and Community Medicine at Meharry Medical College; Associate
Director for Research in the Vanderbilt Institute for Global Health
M.B.B.S. (Ahmadu Bello [Nigeria] 1994); M.P.H. (George Washington
2002); Dr.P.H. (Alabama, Birmingham 2005) [2009]
ANNA MARIE ALLEN, Assistant Professor of Emergency Medicine
B.S., M.D. (East Tennessee State 1982, 1986) [1998]
AUDREY ALLEN, Assistant in Medicine
B.S., M.S.N. (Madonna 1998, 2003) [2017]
BRIAN F.S. ALLEN, Assistant Professor of Anesthesiology
B.A., M.D. (University of Washington 2002, 2006) [2012]
GEORGE S. ALLEN, Professor of Neurological Surgery, Emeritus
B.A. (Wesleyan 1963); M.D. (Washington University 1967); Ph.D.
(Minnesota 1975) [1984]
JAMES D. ALLEN, Associate Clinical Professor of Oral and Maxillofacial
Surgery
B.A. (Tennessee 1980); D.D.S. (Tennessee, Memphis 1984) [1994]
LAVEIL M. ALLEN, Instructor in Clinical Radiology and Radiological
Sciences
B.S. (Tennessee State 2004); M.D. (Meharry Medical 2010) [2015]
NEWTON P. ALLEN, JR., Assistant Clinical Professor of Medicine
B.S. (Davidson 1982); M.D. (Vanderbilt 1986) [2003]
PATRICIA FLYNN ALLEN, Adjunct Assistant Professor of Hearing and
Speech Sciences
B.A. (Fordham 1970); M.A., M.S. (Vanderbilt 1973, 1976) [2006]
TERRY R. ALLEN, Assistant Clinical Professor of Surgery
B.A. (Swarthmore 1962); M.D. (Virginia 1966); M.B.A. (Vanderbilt
1998) [1974]
JOHN DAVID ALLISON, Research Assistant Professor of Pharmacology
B.A., Ph.D. (Texas 1984, 1992) [2015]
RACHEL KATHLEEN ALLISON, Assistant in Medicine
B.S. (Tennessee, Martin 2006); M.S. (Vanderbilt 2016) [2017]
CHRISTINE S. ALLOCCO, Assistant in Medicine
B.A. (Boston College 1990); M.S.N. (Vanderbilt 2001) [2004]
BAN MISHU ALLOS, Associate Professor of Medicine
B.A. (Emory 1981); M.D. (UT Health Science Center [Tennessee]
1985) [1993]
SUHAIL H. ALLOS, Assistant Clinical Professor of Surgery
M.B.Ch.B (Mosul [Iraq] 1980) [2000]
MHD WAEL ALRIFAI, Assistant Professor of Pediatrics
M.D. (Damascus [Syria] 2008) [2016]
ANDREW RYAN ALSENTZER, Clinical Instructor in Pediatrics
B.A., M.D. (Vanderbilt 2009, 2013) [2016]
LAUREL V. ALSENTZER, Associate Clinical Professor of Pediatrics
B.S.N. (Vanderbilt 1983); M.D. (Pennsylvania State 1987) [1993]
D. PHILLIPS ALTENBERN, Clinical Instructor in Obstetrics and
Gynecology
B.A. (North Carolina 1984); M.D. (Vanderbilt 1988) [1992]
LISA A. ALTIERI, Assistant Clinical Professor of Radiology and
Radiolgocial Sciences
B.S. (Murray State 1981); M.D. (Louisville 1985) [2012]
RONALD DAVID ALVAREZ, Betty and Lonnie S. Burnett Chair in
Obstetrics and Gynecology; Professor of Obstetrics and Gynecology
B.S., M.D. (Louisiana State 1979, 1983); M.B.A. (Auburn 2013) [2016]
BRET ALVIS, Assistant Professor of Anesthesiology
B.S., M.D. (Iowa 2005, 2009) [2014]
VENKATARAMAN AMARNATH, Research Associate Professor of
Pathology, Microbiology and Immunology
B.S. (Madras Christian [India] 1968); M.S. (Indian Institute of
Technology, Madras 1970); Ph.D. (Carnegie Mellon 1973) [1995]
TYLER AMES, Assistant Professor of Clinical Oral and Maxillofacial
Surgery
B.S. (Nevada, Reno 2007); D.M.D. (Nevada, Las Vegas 2012) [2014]
LORI L. AMIS, Associate Clinical Professor of Pediatrics
B.S. (Auburn 1989); M.D. (UT Health Science Center [Tennessee]
1993) [1996]
TERAKO S. T. AMISON, Assistant Professor of Clinical Psychiatry and
Behavioral Sciences
B.S. (Samford 1996); M.D. (Alabama, Birmingham 2001) [2010]
J. DAVID AMLICKE, Assistant Clinical Professor of Medicine
B.A. (Williams 1980); M.D. (Northwestern 1988) [2007]
OLUWATOBI A. AMOSUN, Clinical Assistant Professor of Pediatrics
B.S. (Vanderbilt 2000); M.D. (Pittsburgh 2004) [2009]
JENNIFER WHISENANT AMUNDSON, Research Assistant Professor of
Medicine
B.S. (North Carolina State 2006); M.E., Ph.D. (Vanderbilt 2008,
2013) [2016]
HANBING AN, Research Assistant Professor of Surgery
B.S., M.S. (Liaoning [China] 1993, 1996); Ph.D. (Northeast Normal
[China] 1999) [2006]
KRISTEN K. ANCELL, Assistant Professor of Clinical Medicine
B.S. (Missouri State 2001); M.D. (Missouri, Saint Louis 2005) [2011]
SHILO ANDERS, Research Assistant Professor of
Anesthesiology; Research Assistant Professor of Biomedical
Informatics; Research Assistant Professor of Computer Science
B.A. (Montana Western 2002); M.A. (Dayton 2004); Ph.D. (Ohio State
2008) [2011]
ADAM W. ANDERSON, Associate Professor of Biomedical
Engineering; Associate Professor of Radiology and Radiological
Sciences
B.A. (Williams 1982); M.S., M.Phil., Ph.D. (Yale 1984, 1986,
1990) [2002]
BRENT C. ANDERSON, Assistant Professor of Clinical Medicine
B.A., M.D. (Mercer 1997, 2001) [2010]
CARL A. ANDERSON, Assistant in Pediatrics
B.S.N. (Tennessee Technological 1997); M.S.N. (Vanderbilt
2001) [2005]
JAMES CHARLES ANDERSON, Associate Clinical Professor of Pediatrics
B.A. (Illinois Wesleyan 1985); M.D. (Vanderbilt 1989) [1993]
JULIA L. ANDERSON, Assistant Professor of Pediatrics
B.S. (University of the South 1996); M.D. (Mercer 2001); M.S.C.I.
(Vanderbilt 2008) [2008]
MARGARET S. ANDERSON, Assistant in Pediatrics
B.S. (Tennessee, Chattanooga 1986); M.S.N. (Vanderbilt
1994); D.N.P. (Alabama, Huntsville 2017); MSN,RN,FNP [2002]
MORGAN DEAN ANDERSON, Assistant Professor of Clinical Radiology
and Radiological Sciences
B.S. (Tennessee 2005); M.D. (UT Health Science Center [Tennessee]
2009) [2014]
Archived 2017/2018
School of Medicine Catalog
128 129VANDERBILT UNIVERSITY School of Medicine / Faculty
REBECCA WYLIE ANDERSON, Assistant Professor of Clinical Medicine
B.S., M.S., M.D. (Alabama, Birmingham 2004, 2005, 2009) [2013]
ROBERT N. ANDERSON, Assistant in Pediatrics
A.S. (SUNY, Farmingdale 1988); B.S.N. (Middle Tennessee State
2006); M.S.N. (Vanderbilt 2008); D.N.P. (Frontier School of Midwifery
and Family Nursing 2012) [2010]
SEAN A. ANDERSON, Assistant in Physical Medicine and Rehabilitation
B.S.N. (Belmont 2011); M.S.N. (Vanderbilt 2014) [2015]
TED L. ANDERSON, Betty and Lonnie S. Burnett Chair in Obstetrics
and Gynecology; Professor of Obstetrics and Gynecology; Adjunct
Professor of Nursing
B.S., M.S. (Southern Mississippi 1976, 1978); Ph.D., M.D. (Vanderbilt
1985, 1993) [2002]
CLAUDIA D. ANDL, Adjunct Assistant Professor of Surgery
M.Sc. (Heidelberg [Germany] 1997); Ph.D. (Duisburg-Essen [Germany]
2001) [2008]
BRUNO DE BEZERRIL ANDRADE, Adjunct Assistant Professor of
Medicine
M.D. ( 2006) [2017]
ROCHELLE F. ANDREOTTI, Professor of Clinical Radiology and
Radiological Sciences; Professor of Clinical Obstetrics and Gynecology
B.S., M.D. (Florida 1975, 1978) [2005]
E. JAMES ANDREWS, JR., Adjunct Associate Professor of Radiology
and Radiological Sciences
B.A. (Colorado 1962); M.D. (Florida 1966) [2002]
WILLIAM A. ANDREWS, Assistant in Anesthesiology
B.A. (Trevecca Nazarene 2006); M.S.N. (Vanderbilt 2011) [2011]
FEDERICA B. ANGEL, Assistant Professor of Clinical Medicine
B.A. (Texas 2001); M.D. (Texas Tech University 2008) [2011]
NARENDER ANNAPUREDDY, Assistant Professor of Medicine
Bachelor in Medicine (Osmania [India] 2007) [2014]
KIM ANNIS, Assistant in Medicine
B.S. (Wisconsin, Stout 1979); M.S. (Transylvania 1986); B.H.S.
(Kentucky, Lexington 1996) [2013]
JOSEPH ANTOUN, Research Instructor in Surgery
M.S. (St. Joseph [Lebanon] 2003); Ph.D. (Université de Bretagne
Occidentale [France] 2007) [2011]
RACHEL KATHRYN PRICE APPLE, Instructor in Medicine; Instructor in
Pediatrics
B.A. (Princeton 2007); M.D. (Vanderbilt 2012) [2016]
TROY M. APPLE, Instructor in Pathology, Microbiology and Immunology
B.S. (Rose-Hulman Institute of Technology 1986); D.V.M. (Tennessee
1998) [2008]
BARBARA A. AQUINO, Associate Clinical Professor of Pediatrics
B.S., M.D. (Santo Tomas [Phillipines] 1974, 1978) [2005]
JENETH AQUINO, Associate in Radiology and Radiological Sciences
B.S. (St. Scholastica College [Philippines] 1990); A.D.N. (Aquinas
College [Tennessee] 1997); B.S.N. (Middle Tennessee State
2005); M.S.N. (Belmont 2010) [2016]
AMIR M. ARAIN, Associate Professor of Neurology
M.D. (Karachi [Pakistan] 1987); B.S. (Pakistani Community [Saudi
Arabia] 1994); M.P.H. (Vanderbilt 2009) [2000]
ARAVIND AREPALLY, Adjunct Professor of Radiology and Radiological
Sciences
B.A. (Mercer 1989); M.D. (Emory 1993) [2015]
MARY ANN THOMPSON ARILDSEN, Associate Professor of Pathology,
Microbiology and Immunology
B.S., M.S. (Yale 1977, 1977); Ph.D., M.D. (Pennsylvania 1983,
1983) [2001]
RONALD C. ARILDSEN, Associate Professor of Radiology and
Radiological Sciences
B.S., M.S. (Yale 1977, 1977); M.D. (Columbia 1981) [1992]
COLIN ARMSTRONG, Assistant Professor of Physical Medicine
and Rehabilitation; Assistant Professor of Clinical Psychiatry and
Behavioral Sciences; Psychologist Kim Dayani Center
B.A. (California State, Bakersfield 1990); Ph.D. (San Diego State
1998) [2001]
S. KRISTAN ARMSTRONG, Assistant in Psychiatry and Behavioral
Sciences
B.A. (Maryville 2008); M.S.S.W. (Tennessee, Nashville 2013) [2016]
DONALD H. ARNOLD, Associate Professor of Pediatrics
B.A., M.D. (Emory 1975, 1979); M.P.H. (Johns Hopkins 2006) [2002]
SHANNA ALEXANDRIA ARNOLD, Research Instructor in Pathology,
Microbiology and Immunology
B.S. (Texas Christian 2003); Ph.D. (Texas, Dallas 2009); M.S.C.I.
(Vanderbilt 2014) [2014]
DAVID MICHAEL ARONOFF, Addison B. Scoville Jr. Chair in
Medicine; Professor of Medicine; Professor of Pathology, Microbiology
and Immunology; Associate Professor of Medicine, Health, and
Society; Director, Division of Infectious Diseases
B.S. (Indiana, Fort Wayne 1991); M.D. (Tufts 1995) [2013]
DOMINIK ARONSKY, Adjunct Associate Professor of Biomedical
Informatics
M.D. (Berne [Switzerland] 1989); Ph.D. (Utah 2000) [2000]
SANDEEP SINGH ARORA, Assistant Professor of Radiology and
Radiological Sciences
M.B.B.S. (Delhi [India] 2007) [2014]
CARLOS L. ARTEAGA, Donna S. Hall Chair in Breast Cancer; Professor
of Medicine; Professor of Cancer Biology
M.D. (Universidad Católica de Guayaquil [Ecuador] 1980) [1988]
SCOTT T. ARTHUR, Assistant Professor of Clinical Orthopaedic Surgery
and Rehabilitation
M.D. (UT Health Science Center [Tennessee] 2000) [2009]
CATHERINE ARTHUR-JOHNSON, Associate Professor of Clinical
Pediatrics
B.S. (Oakwood 1979); M.D. (Meharry Medical 1983) [1999]
MUHAMMAD ASAD, Assistant Clinical Professor of Medicine
F.Sc. (Multan [Pakistan] 1986); M.D. (Nishtar Medical [Pakistan]
1992) [2009]
SOHEYL ASADSANGABI, Assistant Professor of Clinical Obstetrics and
Gynecology; Adjunct Assistant Professor of Nursing
B.S.N. (Tennessee State 1996); M.S.N., D.N.P. (Vanderbilt 2004,
2013) [2006]
MANUEL ASCANO, JR., Assistant Professor of Biochemistry; Assistant
Professor of Pathology, Microbiology and Immunology
B.S. (Illinois, Champaign 1997); Ph.D. (Cincinnati 2006) [2014]
JUDY L. ASCHNER, Adjunct Professor of Pediatrics
B.S. (Union College [New York] 1977); M.D. (Rochester 1981) [2004]
MICHAEL ASCHNER, Adjunct Professor of Pediatrics
B.S., M.S., Ph.D. (Rochester 1980, 1983, 1985) [2004]
NATHAN E. ASHBY, Assistant Professor of Clinical
Anesthesiology; Adjunct Assistant Professor of Nursing
B.A. (Vanderbilt 1998); M.D. (UT Health Science Center [Tennessee]
2003) [2008]
ANTHONY L. ASHER, Clinical Professor of Neurological Surgery
B.S. (Kalamazoo 1982); M.D. (Wayne State 1987) [2012]
LINDA G. ASHFORD, Assistant Professor of Pediatrics; Assistant
Professor of Psychology
B.S., M.S. (Tennessee 1971, 1973); M.S., Ph.D. (Peabody 1982,
1988) [1995]
DANIEL H. ASHMEAD, Professor of Hearing and Speech Sciences
Sc.B. (Brown 1976); Ph.D. (Minnesota 1983) [1984]
JENNIFER SINGLETON ASHWORTH, Associate Clinical Professor of
Pediatrics
B.A. (Vanderbilt 1992); M.D. (Alabama, Birmingham 1997) [2000]
MUHAMMAD ASLAM, Research Assistant Professor of Medicine
M.B.B.S. (Nishtar Medical [Pakistan] 1981) [2010]
RHEANNA N. ATA, Assistant Professor of Clinical Psychiatry and
Behavioral Sciences
B.A. (College of the Holy Cross 2006); M.A., Ph.D. (South Florida
2012, 2015) [2016]
MARGARET ANN ATKINS, Clinical Instructor in Pediatrics
B.S. (Tennessee 2007); M.D. (UT Health Science Center [Tennessee]
2011) [2016]
JAMES B. ATKINSON III, Professor of Pathology, Microbiology and
Immunology
B.A., Ph.D., M.D. (Vanderbilt 1973, 1981, 1981) [1985]
SHELLEY ATKINSON, Assistant in Surgery
B.S.N. (Tennessee Technological 1991); M.S.N. (Vanderbilt
1995) [2011]
Archived 2017/2018
School of Medicine Catalog
130 131VANDERBILT UNIVERSITY School of Medicine / Faculty
ALBERT ATTIA, Assistant Professor of Radiation Oncology; Assistant
Professor of Neurological Surgery
B.E., M.D. (Vanderbilt 2003, 2007) [2013]
KATELYN KENNEDY ATWATER, Assistant Professor of Medicine
B.A. (California, Los Angeles 2005); M.D. (Texas, Houston
2012) [2015]
CAROLYN S. AUBREY, Senior Associate in Orthopaedic Surgery and
Rehabilitation
B.S.N. (Evansville College 1973); M.S.N. (Vanderbilt 1974) [1991]
CAROLYN AUDET, Assistant Professor of Health Policy
B.A. (Princeton 2000); Ph.D. (Vanderbilt 2006) [2008]
JOSEPH M. AULINO, Assistant Professor of Radiology and Radiological
Sciences
B.S. (Richmond 1991); M.D. (Medical College of Virginia 1995) [2001]
THOMAS M. AUNE, Professor of Medicine; Associate Professor of
Pathology, Microbiology and Immunology
B.S. (Rhodes College 1973); Ph.D. (UT Health Science Center
[Tennessee] 1976) [1995]
ERIC D. AUSTIN, Assistant Professor of Pediatrics
B.A. (Pennsylvania 1996); M.D. (Emory 2001); M.S.C.I. (Vanderbilt
2008) [2008]
LINDA L. AUTHER, Adjunct Assistant Professor of Hearing and Speech
Sciences
B.S., M.Ed. (James Madison [Virginia] 1986, 1988); Ph.D. (Vanderbilt
1996) [1997]
MALCOLM J. AVISON, Professor of Radiology and Radiological
Sciences; Professor of Pharmacology; Professor of Neurology
B.A. (Cambridge College [Massachusetts] 1979); M.Phil., Ph.D. (Yale
1985, 1986) [2003]
JOSEPH A. AWAD, Professor of Medicine
B.A. (Vanderbilt 1980); M.D. (Washington University 1985) [1992]
JULIO E. AYALA, Adjoint Assistant Professor of Molecular Physiology
and Biophysics
B.S. (Duke 1997); Ph.D. (Vanderbilt 2003) [2005]
DIANDRA AYALA-PEACOCK, Assistant Professor of Radiation Oncology
B.S. (Yale 2003); M.D. (Wake Forest 2010) [2015]
GREGORY DANIEL AYERS, Senior Associate in Biostatistics
B.S. (Virginia Polytechnic Institute 1982); M.S., M.S. (Louisiana State
1985, 1990) [2006]
SARAH B. AYLOR, Assistant Clinical Professor of Psychiatry and
Behavioral Sciences
B.A., M.D. (Vanderbilt 1978, 1983) [1987]
VLADIMIR R. BABAEV, Research Assistant Professor of Medicine
M.D., Ph.D., D.Sc. (Volgograd Medical Institute [Russia] 1972, 1979,
1992) [2000]
KENNETH S. BABE, JR., Assistant Professor of Medicine
B.S. (Pennsylvania State 1987); M.D. (Vanderbilt 1991) [1997]
BRIAN O. BACHMANN, Professor of Chemistry; Professor of
Biochemistry
B.S. (Virginia Polytechnic Institute 1992); M.S. (Southern Methodist
1994); M.A., Ph.D. (Johns Hopkins 1997, 2000) [2003]
JUSTIN MATTHEW BACHMANN, Instructor in Medicine; Instructor in
Health Policy
B.A. (Washington University 2000); M.D. (Vanderbilt 2006) [2014]
KATHERINE NEUBECKER BACHMANN, Research Instructor in Medicine
A.B. (Harvard 2006); M.D. (Texas, Southwestern Medical 2009) [2015]
DAVID M. BADER, Gladys Parkinson Stahlman Chair in Cardiovascular
Research; Professor of Medicine; Professor of Cell and
Developmental Biology
B.A. (Augustana [South Dakota] 1974); Ph.D. (North Dakota, Williston
1978) [1995]
JAYANT BAGAI, Assistant Professor of Medicine
M.D. (Delhi [India] 1994) [2008]
KANIKA BAGAI, Associate Professor of Neurology
M.B.B.S. (Delhi [India] 1995); M.S.C.I. (Vanderbilt 2010) [2004]
SARAH M. BAGGETTE, Assistant in Anesthesiology
B.A. (Birmingham-Southern 1993); B.S.N. (Alabama, Birmingham
1997); M.S.N. (Johns Hopkins 2001) [2009]
NICOLE O. BAGGOTT, Associate Clinical Professor of Pediatrics
B.S. (Vanderbilt 1995); M.D. (Tulane 2000) [2004]
FRANCESCA BAGNATO, Assistant Professor of Neurology
M.D., Ph.D. (Rome [Italy] 1996, 2005) [2010]
YASMIN BAHORA, Assistant Professor of Clinical Pediatrics
B.A. (Tulane 2007); D.O. (WVSOM 2011) [2016]
MINGFENG BAI, Assistant Professor of Radiology and Radiological
Sciences
B.S. (Nankai [China] 2001); M.S., Ph.D. (Vanderbilt 2003, 2007) [2017]
ELIZABETH W. BAILES, Clinical Professor of Pediatrics
B.S., M.D. (Kentucky, Lexington 1998, 2002) [2005]
AMELIA P. BAILEY, Assistant Clinical Professor of Obstetrics and
Gynecology
B.A. (Mississippi 2002); M.D. (Mississippi, Jackson 2007) [2015]
CHRISTINA EDWARDS BAILEY, Assistant Professor of Surgery
B.S. (Louisiana Tech 2001); M.D. (Louisiana State, Shreveport
2005); M.S.C.I. (Vanderbilt 2010) [2015]
AMANDA LEAH BAKER, Assistant in Medicine
B.A. (University of the South 2004); B.S.N. (Samford 2007); M.S.N.
(Vanderbilt 2013) [2014]
DAVID ALAN BAKER, Associate Clinical Professor of Surgery
B.G.S. (Kentucky, Lexington 1975); M.D. (Louisville 1979); M.B.A.
(Tennessee 2004) [2015]
MARK DAVID BAKER, Assistant Professor of Clinical Neurology
B.S. (Purdue 2006); M.D. (Indiana, Indianapolis 2011) [2015]
MICHAEL T. BAKER, Assistant Professor of Medicine
B.A. (Tennessee 1986); M.D. (Tennessee, Memphis 1990) [2008]
TRACIE BAKER, Assistant in Anesthesiology
B.S.N. (Missouri, Saint Louis 2007); M.S.N. (Alabama, Birmingham
2014) [2015]
LINDSEY AMINA BAKSH, Assistant Professor of Clinical Obstetrics and
Gynecology
B.S. (California State 2005); M.S.N. (Vanderbilt 2007) [2010]
RAMYA BALACHANDRAN, Adjunct Assistant Professor of
Otolaryngology
B.E. (Madras [India] 2001); M.S., Ph.D. (Vanderbilt 2003, 2008) [2008]
H. SCOTT BALDWIN, Katrina Overall McDonald Chair in
Pediatrics; Professor of Pediatrics; Professor of Cell and
Developmental Biology
B.A., M.D. (Virginia 1977, 1981) [2002]
BRIAN BALES, Assistant Professor of Emergency Medicine
B.A. (DePaul 2000); M.D. (Indiana, Bloomington 2008) [2012]
JUSTIN M. BALKO, Assistant Professor of Medicine; Assistant Professor
of Cancer Biology
Pharm.D. (SUNY, Buffalo 2004); Ph.D. (Kentucky, Lexington
2009) [2013]
STEPHEN K. BALL, Assistant Professor of Cardiac Surgery
B.S. (Mississippi State 1983); M.D. (Mississippi 1987) [2007]
BILLY R. BALLARD, Professor and Chair of Pathology at Meharry Medical
College; Professor of Pathology, Microbiology and Immunology
B.S. (Southern, Baton Rouge 1961); D.D.S., M.D. (Meharry Medical
1965, 1980) [2004]
JEANNE F. BALLINGER, Assistant Clinical Professor of Surgery at St.
Thomas Medical Center
B.A. (Texas 1973); M.D. (Harvard 1977) [1982]
JEFFREY R. BALSER, Vice Chancellor for Health Affairs; Dean
of Vanderbilt University School of Medicine; Professor of
Anesthesiology; Professor of Medicine; Professor of Pharmacology
B.S.E. (Tulane 1984); Ph.D., M.D. (Vanderbilt 1990, 1990) [1998]
THOMAS A. BAN, Professor of Psychiatry, Emeritus
M.D. (Budapest University of Technology and Economics [Hungary]
1954) [1976]
MARY BANACH, Adjunct Instructor in Biostatistics
M.P.H., Ph.D. (California, Berkeley 1985, 2003) [2013]
ARNA BANERJEE, Assistant Dean for Simulation in Medical Eduacation
and Administration; Associate Professor of Anesthesiology; Associate
Professor of Medical Education and Administration (VUMC); Associate
Professor of Surgery
M.D. (Calcutta [India] 1994) [2003]
RITU BANERJEE, Associate Professor of Pediatrics
B.A. (Swarthmore 1994); Ph.D., M.D. (Washington University 2003,
2003) [2016]
Archived 2017/2018
School of Medicine Catalog
130 131VANDERBILT UNIVERSITY School of Medicine / Faculty
CAROLINE TUCKER BANES, Assistant in Surgery
B.A. (Lipscomb 2006); M.S.N. (Vanderbilt 2007) [2011]
NANDAKUMAR BANGALORE VITTAL, Associate Professor of Neurology
at Meharry Medical College; Adjunct Assistant Professor of Neurology
at Vanderbilt School of Medicine
M.B.B.S. (Bangalore [India] 1999) [2008]
FILIP BANOVAC, Associate Professor of Radiology and Radiological
Sciences
B.S. (Duke 1993); M.D. (Medical College of Virginia 1998) [2015]
VIKRAM KUMAR BANSAL, Assistant Professor of Clinical Anesthesiology
B.A., M.D. (Buffalo 2006, 2010) [2015]
SHICHUN BAO, Associate Professor of Medicine
M.D. (Shanghai Second Medical [China] 1989); Ph.D. (Indiana,
Indianapolis 1997) [2005]
UDAYKAMAL BARAD, Assistant Professor of Clinical Radiology and
Radiological Sciences
M.B.B.S. (B. J. Medical [India] 2002) [2016]
BEHIN BARAHIMI, Assistant Professor of Clinical Ophthalmology and
Visual Sciences
B.S., M.D. (Vanderbilt 2002, 2007) [2013]
ADRIAN BARBUL, Professor of Surgery
B.S. (City College of New York 1969); M.D. (University of Medicine
and Pharmacy [Romania] 1974) [2015]
NAIRA BAREGAMIAN, Assistant Professor of Surgery
B.A. (California State, Northridge 1999); M.D. (St. George’s, Grenada
2003); M.S.M. (Texas, Galveston 2007) [2014]
AMY BARKER, Instructor in Clinical Obstetrics and Gynecology
B.A. (Baylor 1992); M.S.N. (Vanderbilt 1995) [2016]
SHARI L. BARKIN, William K. Warren Foundation Chair in
Medicine; Professor of Pediatrics; Professor of Health Policy; Director,
Division of General Pediatrics
A.B. (Duke 1986); M.D. (Cincinnati 1991); M.S.H.S. (California, Los
Angeles 1998) [2006]
KASSANDRA L. BARKLEY, Assistant in Neurology
B.S. (Florida State 1996); M.S.N. (Vanderbilt 2001) [2009]
ALISON B. BARLOW, Assistant Professor of Clinical Obstetrics and
Gynecology; Adjunct Associate Professor of Nursing
B.S., M.S.N. (Vanderbilt 1995, 2000) [2006]
APRIL LYNN BARNADO, Instructor in Medicine
B.S. (Davidson 2005); M.D. (Emory 2009) [2014]
JULIE B. BARNES, Assistant in Medicine
B.S.N. (Belmont 1995); M.S.N., Post Masters in Nursing (Vanderbilt
1999, 2012); RN,MSN,WHNP [2001]
JOEY V. BARNETT, Professor of Pharmacology; Professor
of Pediatrics; Professor of Pathology, Microbiology and
Immunology; Professor of Medicine
B.S. (Southern Indiana 1980); Ph.D. (Vanderbilt 1986) [1992]
DANIEL A. BAROCAS, Associate Professor of Surgery; Associate
Professor of Medicine
B.A., B.S.E. (Pennsylvania 1992, 1992); M.D. (Johns Hopkins
2001); M.P.H. (Vanderbilt 2010) [2007]
CHRISTOPHER M. BARON, Assistant Professor of Radiology and
Radiological Sciences
B.S. (Saint Edward’s 2000); M.D. (Texas 2005) [2012]
MICHAEL J. BARON, Assistant Clinical Professor of Psychiatry and
Behavioral Sciences
A.A. (Oxford College [Georgia] 1979); B.A. (Emory 1981); M.P.H.,
M.D. (Tulane 1986, 1986) [2003]
TYLER W. BARRETT, Associate Professor of Emergency Medicine
B.S. (Michigan 1997); M.D., M.S.C.I. (Vanderbilt 2001, 2010) [2005]
HEATHER BARROW, Assistant Clinical Professor of Pediatrics
B.S. (Tennessee 2002); M.P.H., M.D. (East Tennessee State 2004,
2008) [2011]
ROBERT L. BARRY, Adjoint Assistant Professor of Radiology and
Radiological Sciences
B.Sc., M.Sc. (Winnipeg [Canada] 2000, 2003); Ph.D. (Western Ontario
[Canada] 2008) [2015]
ANNE P. BARTEK, Assistant Professor of Psychiatry and Behavioral
Sciences
B.S., M.D. (Michigan 1975, 1979) [1990]
MARY KATHRYN BARTEK, Assistant Clinical Professor of Pediatrics
B.S. (Haverford 2002); M.D. (University of Washington 2007) [2013]
ALYSSA BARTOK, Assistant in Medicine
B.S.N., M.S.N. (Marquette 2009, 2014) [2017]
BEN BARTON, Assistant Professor of Clinical Cardiac Surgery
B.S. (Washington and Lee 1976); M.D. (Tennessee 1980) [2014]
DAVID BARTON, Clinical Professor of Psychiatry and Behavioral
Sciences
B.S. (Alabama, Birmingham 1958); M.D. (Tulane 1962) [1971]
JEFFREY P. BARTON, Assistant in Anesthesiology; Adjunct Instructor in
Nursing
B.S., Master of Physician Assistant Program (Western Michigan 2004,
2007) [2013]
LYNN P. BARTON, Assistant Clinical Professor of Psychiatry and
Behavioral Sciences
B.A. (Tulane 1963); M.S.S.W. (Tennessee 1977) [1986]
JOHN ALLAN BARWISE, Associate Professor of Clinical
Anesthesiology; Associate Professor of Clinical Neurological Surgery
M.B.Ch.B (Zimbabwe 1983) [1998]
SHARONE ELIZABETH FRANCO BARWISE, Assistant Clinical Professor
of Psychiatry and Behavioral Sciences
M.D. (Cape Town [South Africa] 1983) [2002]
SHARMIN BASHER, Assistant Professor of Medicine
B.S., B.S., M.S. (South Carolina 2002, 2004, 2004); M.D. (Medical
University of South Carolina 2008) [2014]
JULIE A. BASTARACHE, Assistant Professor of Medicine
B.A. (College of the Holy Cross 1996); M.D. (Vanderbilt 1999) [2005]
GERASIMOS BASTAS, Assistant Professor of Physical Medicine and
Rehabilitation
B.S. (Brown 2002); Ph.D., M.D. (Boston University 2010, 2010) [2014]
SAMUEL R. BASTIAN, Associate Clinical Professor of Pediatrics
B.S. (Middle Tennessee State 1984); M.D. (UT Health Science Center
[Tennessee] 1989) [1996]
JAMES H. BATSON, Assistant Clinical Professor of Pediatrics
B.A. (Transylvania 1992); M.D. (East Tennessee State 1996) [2003]
JOSHUA A. BAUER, Research Assistant Professor of Biochemistry
B.S. (Wisconsin 2001); Ph.D. (Michigan 2006) [2012]
LISA SHIMONKEVITZ BAUERS, Assistant in Anesthesiology
B.S. (Colorado State 2007); B.S.N. (University of Colorado Anschutz
Medical Campus [Colorado] 2010); M.S. (Vanderbilt 2016) [2016]
HOWARD B. BAUM, Associate Professor of Medicine
B.A. (Texas 1983); M.D. (Johns Hopkins 1987) [2012]
ELIZABETH A. BAXTER, Assistant Clinical Professor of Psychiatry and
Behavioral Sciences
B.S. (Rhodes College 1985); M.D. (Vanderbilt 1990) [2003]
MARGARET M. BAXTER, Assistant in Orthopaedic Surgery and
Rehabilitation
B.S.N. (Auburn, Montgomery 2014); M.S.N. (Vanderbilt 2015) [2016]
CURTIS L. BAYSINGER, Professor of Anesthesiology
B.S., M.D. (Vanderbilt 1974, 1978) [2003]
SUSAN E. BEAIRD, Assistant in Pediatrics
B.S.N. (Middle Tennessee State 2006); M.S.N. (Vanderbilt
2007); D.N.P. (Samford 2011) [2009]
LILLIAN NICOLE BEAIRD-GAINES, Clinical Instructor in Pediatrics
B.A. (Fisk 1988); M.D. (Meharry Medical 1992) [2011]
XYLINA D. BEAN, Professor of Pediatrics at Meharry Medical
College; Clinical Professor of Pediatrics at Vanderbilt University School
of Medicine
B.A. (Mount Holyoke 1969); M.D. (Pennsylvania 1973) [2007]
DEANA MARCI BEARD, Assistant in Medicine
M.S.N. (Vanderbilt 1996) [2005]
SHETHAL BEARELLY, Instructor in Otolaryngology
B.A., M.D. (Boston University 2008, 2011) [2016]
R. DANIEL BEAUCHAMP, John Clinton Foshee Distinguished Chair in
Surgery; Professor of Surgery; Professor of Cancer Biology; Professor
of Cell and Developmental Biology; Chair of the Section of Surgical
Sciences; Adjunct Professor of Surgery at Meharry Medical College
B.S. (Texas Tech University 1978); M.D. (Texas, Dallas 1982) [1994]
DAWN M. BEAULIEU, Assistant Professor of Medicine
B.S. (Tennessee 1993); M.D. (Memphis 2003) [2009]
Archived 2017/2018
School of Medicine Catalog
132 133VANDERBILT UNIVERSITY School of Medicine / Faculty
CODY RYAN BEAVER, Instructor in Orthopaedic Surgery and
Rehabilitation
B.S., M.D. (Texas Tech University 2006, 2010) [2016]
SONIA CAMPOS BECK, Assistant Professor of Clinical Psychiatry and
Behavioral Sciences
B.A., M.A. (West Chester 1986, 1988); Ph.D. (Tennessee State
2001) [2011]
JASON R. BECKER, Assistant Professor of Medicine; Assistant Professor
of Molecular Physiology and Biophysics
B.S. (Pennsylvania State 1998); M.D. (Tulane 2002) [2010]
JONATHAN E. BECKER, Assistant Professor of Clinical Psychiatry and
Behavioral Sciences
M.S., B.A. (Tulane 2003, 2004); D.O. (Des Moines University
2009) [2013]
SAMUEL S. BECKER, Clinical Instructor in Otolaryngology
B.A. (Amherst 1991); M.A. (Boston University 1995); M.D. (California,
San Francisco 2002) [2008]
JANEL RENEE BECKLEY, Research Assistant Professor of Cell and
Developmental Biology
B.A. (Maryville 2000); M.S. (Cornell 2003); Ph.D. (Texas A & M
2007) [2012]
JOSHUA A. BECKMAN, Professor of Medicine
B.A. (Pennsylvania 1987); M.D. (New York 1991); M.S. (Harvard
2001) [2015]
ALICIA BEEGHLY-FADIEL, Assistant Professor of Medicine
B.S. (Massachusetts Institute of Technology 1995); M.P.H., M.Phil.,
Ph.D. (Yale 2002, 2005, 2005) [2009]
ROBERT O. BEGTRUP, Clinical Professor of Psychiatry and Behavioral
Sciences
M.D. (Tulane 1966) [1984]
CATHERINE A. BEHRLE, Assistant in Anesthesiology
B.S., M.S.N. (Cincinnati 2009, 2014) [2015]
COSMIN BEJAN, Research Assistant Professor of Biomedical Informatics
B.S., M.S. (Universitatea “Alexandru Ioan Cuza” [Romania] 1999,
2000); Ph.D. (Texas, Dallas 2009) [2014]
BARRY JUSTIN BELCHER, Clinical Instructor in Pediatrics
B.S. (Marshall 2001); D.O. (WVSOM 2005) [2016]
RICHARD S. BELCHER, JR., Assistant Professor of Emergency Medicine
B.A. (Tennessee, Chattanooga 1985); M.D. (UT Health Science
Center [Tennessee] 1989) [1992]
ABBES BELKHIRI, Assistant Professor of Surgery
M.Phil. (Reading [U.K.] 1988); Ph.D. (Manitoba [Canada] 1995) [2005]
DEANNA SMITH BELL, Associate Clinical Professor of Pediatrics
M.D. (East Tennessee State 1996); M.D. (Belmont 2000) [2003]
SHANNON SWEENEY BELL Assistant in Surgery
B.S.W. (**Lipscomb 2000); M.S.N. (Vanderbilt 2003) [2006]
SUNNY D. BELL, Assistant Professor of Clinical Pediatrics
B.S. (DePaul 2005); M.D. (Indiana, Indianapolis 2009) [2013]
SUSAN P. BELL, Assistant Professor of Medicine
B.Sc., M.B.B.S. (London [U.K.] 1995, 1998); M.S.C.I. (Vanderbilt
2012) [2012]
LEWIS J. BELLARDO, Clinical Instructor in Obstetrics and Gyencology
B.A. (Vanderbilt 1987); M.D. (Kentucky, Lexington 1991) [2007]
SHAWNA D. BELLEW, Instructor in Emergency Medicine
B.A., M.D. (Central Florida 2009, 2013) [2016]
JENNIFER ELIZABETH BELOW, Assistant Professor of Medicine
B.A. (Carleton College 2003); Ph.D. (Chicago 2011) [2017]
HARVEY W. BENDER, JR., Professor of Cardiac and Thoracic Surgery,
Emeritus
M.D. (Baylor 1959) [1971]
NANCY MAYER BENEGAS, Assistant Professor of Clinical Ophthalmology
and Visual Sciences; Assistant Professor of Clinical Pediatrics
B.A. (Harvard 1988); M.D. (Minnesota 1993) [2009]
JOHN G. BENITEZ, Adjunct Professor of Emergency Medicine; Adjunct
Professor of Medicine
B.A. (Southern Illinois 1978); M.D. (Southern Illinois, Springfield
1981); M.P.H. (Pittsburgh 1995) [2008]
MARIA C. BENITEZ-BRAUER, Associate Clinical Professor of Pediatrics
B.S. (Philippines 1985); M.D. (University of the East [Philippines]
1989) [2004]
JOHN BENJAMIN, Assistant Professor of Pediatrics
M.B.B.S. (Lokmanya Tilak Municipal [India] 1998); M.P.H. (Medical
University of South Carolina 2001) [2012]
CLAUDIA BENKWITZ, Assistant Professor of Anesthesiology
M.D., Ph.D. (Bonn [Germany] 2000, 2007) [2013]
JEREMY BENNETT, Assistant Professor of Anesthesiology
B.S. (Middle Tennessee State 2003); M.D. (Meharry Medical
2008) [2013]
KELLY A. BENNETT, Professor of Obstetrics and Gynecology; Director,
Division of Maternal Fetal Medicine
B.S. (Concordia, Montreal [Canada] 1988); B.S., M.D. (Memorial
University of Newfoundland 1990, 1992) [2009]
MARC L. BENNETT Associate Professor of Otolaryngology
B.S. (Emory 1996); M.D. (Johns Hopkins 2000); M.Mgt. (Vanderbilt
2014) [2007]
KELLY S. BENNIE, Assistant Clinical Professor of Pediatrics
B.S. (Miami [Ohio] 1988); M.D. (UT Health Science Center
[Tennessee] 1994) [1997]
MARGARET MCCULLOUGH BENNINGFIELD, Assistant Professor of
Psychiatry and Behavioral Sciences; Assistant Professor of Pediatrics
B.A. (Washington University 1996); M.D., M.S.C.I. (Vanderbilt 2002,
2011) [2008]
ALAN R. BENTLEY, Assistant Vice Chancellor for Technology Transfer
and Enterprise Development; Assistant Professor of Medical
Education and Administration
B.S. (Carnegie Mellon 1994); M.S. (Virginia 1994) [2011]
JOEL S. BENVENISTE, Assistant Professor of Clinical Radiology and
Radiological Sciences
B.S. (Illinois, Champaign 1976); M.D. (Illinois, College of Medicine,
Chicago 1980); M.B.A. (Nova Southeastern 1993) [2016]
TIMOTHY A. BERG, Assistant Clinical Professor of Surgery
B.S., M.D. (Wake Forest 1980, 1984) [2016]
KIMBERLY C. BERGERON, Associate Clinical Professor of Pediatrics
B.S. (Millsaps 1983); M.D. (Mississippi, Jackson 1993) [1998]
RICHARD A. BERKMAN, Assistant Professor of Neurological Surgery
B.A. (Harvard 1983); M.D. (New York 1987) [2016]
ROBERT J. BERKOMPAS, Assistant Clinical Professor of Medicine
B.S. (Calvin 1982); M.D. (Texas, Southwestern Medical 1986) [1990]
JORDAN D. BERLIN, Ingram Professor of Cancer Research; Professor of
Medicine
B.S. (Illinois, College of Medicine, Champaign 1985); M.D. (Illinois,
Chicago 1989) [1999]
M. LAWRENCE BERMAN, Professor of Anesthesiology, Emeritus
B.S. (Connecticut, Stamford 1951); M.S., Ph.D. (University of
Washington 1954, 1956); M.D. (North Carolina 1964) [1974]
ROBERT J. BERMAN, JR., Assistant Clinical Professor of Pediatrics
B.A. (Rice 1993); M.D. (Tennessee, Memphis 1997) [2002]
SUZANNE K. BERMAN, Assistant Clinical Professor of Pediatrics
B.A. (Rice 1994); M.D. (Tennessee, Memphis 1998) [2002]
GORDON R. BERNARD, Senior Associate Dean for Clinical
Research; Melinda Owen Bass Chair in Medicine; Professor of Medicine
B.S. (Southern, Baton Rouge 1972); M.D. (Louisiana State
1976) [1981]
WILLIAM BERNET, Professor of Psychiatry, Emeritus
A.B. (College of the Holy Cross 1963); M.D. (Harvard 1967) [1992]
PHILLIP D. BERTRAM, Associate Clinical Professor of Medicine
B.S. (Tennessee Technological 1966); M.D. (UT Health Science
Center [Tennessee] 1968) [1983]
FRED H. BESS, Vickie and Thomas Flood Chair in Hearing and Speech
Sciences; Professor of Hearing and Speech Sciences; Professor of
Otolaryngology
A.B. (Carthage 1962); M.S. (Vanderbilt 1964); Ph.D. (Michigan
1970) [1976]
AMY R. BEST, Assistant Professor of Clinical Psychiatry and Behavioral
Sciences
B.S. (Indiana, Bloomington 2002); M.D. (Cincinnati 2007) [2012]
JON E. BETTS, Associate Clinical Professor of Pediatrics
B.S. (Vanderbilt 1992); M.D. (Alabama, Birmingham 2000) [2003]
NANCY GRAVES BEVERIDGE, Clinical Professor of Pediatrics
B.A. (North Carolina 1984); M.D. (Wake Forest 1988) [1991]
Archived 2017/2018
School of Medicine Catalog
132 133VANDERBILT UNIVERSITY School of Medicine / Faculty
BRUCE R. BEYER, Associate Professor of Clinical Obstetrics and
Gynecology
B.A., M.D. (Vanderbilt 1977, 1981) [1986]
DEBORAH D. BEYER, Associate Clinical Professor of Pediatrics
B.S. (Pepperdine 1987); M.D. (Vanderbilt 1991) [1995]
AASHIM BHATIA, Assistant Professor of Clinical Radiology and
Radiological Sciences
B.A., M.S. (North Carolina, Charlotte 2000, 2003); M.D. (Howard
2008) [2015]
AMAR B. BHATT, Assistant Professor of Neurology
B.A. (Lehigh 2005); M.D. (Drexel 2007) [2012]
GAUTAM BHAVE, Assistant Professor of Medicine; Assistant Professor
of Cell and Developmental Biology
B.G.S. (Cornell 1996); Ph.D., M.D. (Baylor 2002, 2004) [2010]
ITALO O. BIAGGIONI, Professor of Medicine; Professor of Pharmacology
M.D. (Universidad Peruana ‘Cayetano Heredia’ [Peru] 1980) [1986]
ADRIANA BIALOSTOZKY, Assistant Professor of Pediatrics
M.D. (Universidad Nacional Autónoma de México 1994) [2004]
DAVID P. BICHELL, William S. Stoney, Jr. Chair in Cardiac and Thoracic
Surgery; Professor of Clinical Cardiac Surgery
B.A. (Johns Hopkins 1980); M.D. (Columbia 1987) [2006]
JULIAN S. BICK, Adjunct Assistant Professor of Anesthesiology
B.S. (Virginia Commonwealth 2000); M.D. (Virginia 2004) [2009]
RONALD J. BIERNACKI, Assistant Professor of Clinical Ophthalmology
and Visual Sciences
B.A. (Pennsylvania State 1981) [2009]
BRIAN STUART BIESMAN, Assistant Clinical Professor of Ophthalmology
and Visual Sciences
B.S., M.D. (Michigan 1984, 1988) [2003]
DANIEL H. BILLER, Associate Professor of Clinical Obstetrics and Gynecology
B.A. (Texas 1994); M.D. (UT Health Science Center [Tennessee]
1999); M.Mgt. (Vanderbilt 2014) [2007]
FREDERIC T. BILLINGS IV, Assistant Professor of
Anesthesiology; Assistant Professor of Medicine
B.S. (Washington and Lee 1998); M.D. (Louisiana State
2002); M.S.C.I. (Vanderbilt 2010) [2008]
GIOVANNI BILLINGS, Assistant Professor of Clinical Psychiatry and
Behavioral Sciences
B.A. (Oral Roberts 2003); M.A., Psy.D. (Wheaton 2005, 2009) [2015]
JEFFREY L. BINDER, Clinical Professor of Psychiatry and Behavioral
Sciences
B.A., M.A., Ph.D. (**University of Michigan 1965, 1969, 1970) [1983]
NATHAN C. BINGHAM, Assistant Professor of Pediatrics; Assistant
Professor of Molecular Physiology and Biophysics
B.A. (Brigham Young 1999); Ph.D., M.D. (Texas, Southwestern
Medical 2007, 2008) [2013]
ANDREA B. BIRCH, Associate Professor of Clinical Radiology and
Radiological Sciences
B.S. (Spelman 1981); M.D. (Meharry Medical 1985) [2009]
DANIEL A. BIRCHMORE, Assistant Professor of Medicine
B.S. (Georgia 1972); M.D. (Medical College of Georgia 1976) [1997]
EMILY CLAYBON BIRD, Assistant Professor of Clinical Pediatrics
B.A. (Michigan 2001); M.D. (Ohio State 2012) [2015]
PETER A. BIRD, Assistant Clinical Professor of Surgery
M.B.B.S. (Monash [Australia] 1986) [2011]
GURJEET BIRDEE, Assistant Professor of Medicine; Assistant Professor
of Pediatrics
B.A., B.S., M.D. (Rochester 1998, 1998, 2002); M.P.H. (Harvard
2008) [2010]
KELLY A. BIRDWELL, Assistant Professor of Medicine
B.A. (Tennessee 1997); M.D. (Emory 2001); M.S.C.I. (Vanderbilt
2008) [2009]
LINDSAY ANN BISCHOFF, Assistant Professor of Medicine
B.S. (Villanova 2003); M.D. (Jefferson Medical 2007) [2015]
COLLIN W. BLACK, Assistant in Surgery
B.S. (Connecticut, Stamford 2013) [2017]
DAVID L. BLACK, Associate Clinical Professor of Pathology, Microbiology
and Immunology
B.S. (Loyola College [Maryland] 1974); Ph.D. (Maryland, Baltimore
1982) [2009]
JENNIFER URBANO BLACKFORD, Associate Professor of Psychiatry
and Behavioral Sciences
B.S. (Florida State 1990); M.S., Ph.D. (Vanderbilt 1994, 1998) [1999]
TIMOTHY SCOTT BLACKWELL, Ralph and Lulu Owen Chair in
Medicine; Professor of Medicine; Professor of Cell and Developmental
Biology; Professor of Cancer Biology; Director, Division of Allergy,
Pulmonary and Critical Care
B.A. (Vanderbilt 1983); M.D. (Alabama, Birmingham 1988) [1995]
JAMES L. BLAIR, Assistant Professor of Clinical Anesthesiology
B.S. (Iowa State ); D.O. (College of Osteopathic Medicine and Surgery
1983) [2007]
RANDOLPH BLAKE, Centennial Professor of Psychology; Professor of
Ophthalmology and Visual Sciences; Vice Chair of Psychology
B.A. (Texas 1967); M.A., Ph.D. (Vanderbilt 1969, 1972) [1988]
MARTIN BLAKELY, Associate Professor of Pediatric Surgery; Associate
Professor of Pediatrics
B.S. (Rhodes College 1985); M.D. (UT Health Science Center
[Tennessee] 1989); M.S. (Texas 2004) [2011]
RANDY D. BLAKELY, Professor of Pharmacology
B.A. (Emory 1981); Ph.D. (Johns Hopkins 1987) [1995]
CYNTHIA BLALOCK, Assistant in Surgery
B.S. (Murray State 2009); M.S.N. (Vanderbilt 2014) [2014]
DAVID J. BLAZER, Assistant Clinical Professor of Medicine
B.A. (Hartford 1973); M.D. (Florence [Italy] 1980) [2009]
JOANNE CLIMER BLEDSOE-FRAZEE, Assistant in Medicine
B.S., M.S.N. (Alabama, Huntsville 1987, 1997) [2016]
RAYMOND D. BLIND, Assistant Professor of Medicine; Assistant
Professor of Pharmacology; Assistant Professor of Biochemistry
B.S. ( 1997); Ph.D. (New York 2005) [2015]
ANNA LOUISE BLOBAUM, Research Assistant Professor of
Pharmacology
B.A. (West Virginia 1999); Ph.D. (Michigan 2004) [2008]
KAREN C. BLOCH, Associate Professor of Medicine; Associate
Professor of Health Policy
B.S. (Duke 1986); M.D. (Virginia 1990); M.P.H. (California, Berkeley
1996) [1997]
FRANK EMMANUEL BLOCK, JR., Research Professor of
Physics; Research Professor of Anesthesiology
B.A. (Yale 1972); M.D. (Virginia 1976) [2013]
JOHN J. BLOCK, Associate Professor of Radiology and Radiological
Sciences; Associate Professor of Orthopaedic Surgery and
Rehabilitation; Associate Professor of Emergency Medicine
B.S., M.D. (Oklahoma 1991, 1995) [2001]
SARAH BLOOM, Assistant in Medicine; Adjunct Instructor in Nursing
B.S.N. (Michigan 2011); M.S.N. (Vanderbilt 2014) [2014]
WILLIAM J. BLOT, Research Professor of Medicine
B.S., M.S. (Florida 1964, 1966); Ph.D. (Florida State 1970) [2000]
SARAH E. BLUMBERG, Assistant in Pediatrics
B.S., M.S. (Middle Tennessee State 1998, 2004); Ed.D. (Nova
Southeastern 2012) [2014]
JEFFREY D. BLUME, Associate Professor of Biostatistics; Associate
Professor of Biomedical Informatics; Director, Biostatistics
Collaboration Center; Director, Graduate Studies
B.A. (SUNY, Buffalo 1994); Ph.D. (Johns Hopkins 1999) [2008]
JAMES F. BLUMSTEIN, University Professor of Constitutional Law
and Health Law and Policy; Professor of Medicine; Professor of
Management
B.A., LL.B., M.A. (Yale 1966, 1970, 1970) [1970]
MICHAEL L. BOBO, Assistant Clinical Professor of Oral and Maxillofacial
Surgery
B.S. (Tennessee 1990); D.D.S. (UT Health Science Center
[Tennessee] 1994); M.D. (Vanderbilt 1997) [2003]
PAUL E. BOCK, Professor of Pathology, Microbiology and
Immunology; Professor of Medicine
B.A. (California, San Diego 1971); Ph.D. (Washington University
1976) [1991]
JAMES W. BODFISH, Professor of Hearing and Speech
Sciences; Professor of Psychiatry and Behavioral Sciences
B.S. (New Haven 1983); M.A., Ph.D. (Alabama, Birmingham 1985,
1986) [2012]
Archived 2017/2018
School of Medicine Catalog
134 135VANDERBILT UNIVERSITY School of Medicine / Faculty
FRANK H. BOEHM, Professor of Obstetrics and Gynecology; Associate
Professor of Radiology and Radiological Sciences; Adjunct Professor
of Nursing
B.A., M.D. (Vanderbilt 1962, 1965) [1972]
PAOLO BOFFETTA, Adjunct Professor of Medicine
M.D., M.P.H. (Torino [Italy] 1985, 1988) [2002]
JULIA K. BOHANNON, Research Assistant Professor of Anesthesiology
B.S. (Eastern Kentucky 2003); Ph.D. (Texas, Galveston 2011) [2015]
JOHN DUNNING BOICE, JR., Research Professor of Medicine
B.S. (Texas, El Paso 1967); M.S. (Rensselaer Polytechnic Institute
1968); S.M. (Harvard 1974); Sc.D. (Harvard Medical 1977) [2000]
GEORGE C. BOLIAN, Professor of Psychiatry, Emeritus
B.A. (Chicago 1950); B.A. (Harvard 1952); M.D. (Tulane 1957) [1987]
ANDREAS BOLLMANN, Visiting Professor of Medicine
M.D. (Otto-von-Guericke-Universität Magdeburg [Germany] 1995) [2007]
RACHEL HENRY BONAMI, Research Instructor in Medicine
B.S. (Florida 2002); Ph.D. (Vanderbilt 2009) [2016]
ROGER A. BONAU, Associate Clinical Professor of Surgery at St.
Thomas Medical Center
B.A. (Emory 1977); M.D. (Tulane 1981) [1989]
JOHN B. BOND III, Assistant Professor of Ophthalmology and Visual
Sciences
B.S., M.D. (Vanderbilt 1979, 1984) [1989]
JENNIFER ELYSE BONDURANT, Clinical Professor of Pediatrics
B.E. (Vanderbilt 1993); M.D. (UT Health Science Center [Tennessee]
1997) [2000]
ROBERT C. BONE, Adjunct Associate Professor of Pediatrics
B.A., M.D., M.B.A. (Vanderbilt 1958, 1962, 1985) [1969]
CHRISTOPHER M. BONFIELD, Assistant Professor of Neurological
Surgery
B.A. (Pennsylvania 2003); M.D. (Pittsburgh 2007) [2015]
ALYSSA R. BONINE-SUMMERS, Visiting Assistant Professor of
Biochemistry
B.A. (Lawrence 2000); Ph.D. (Vanderbilt 2006) [2011]
JAMES A. BOOKMAN, Assistant Professor of Clinical Ophthalmology
and Visual Sciences
M.D. (Tulane 1972) [2012]
CHAD S. BOOMERSHINE, Assistant Clinical Professor of Medicine
B.S. (Dayton 1994); M.D. (Ohio State 2002) [2005]
JEFFREY TYLER BOON, Assistant in Anesthesiology
B.A. (Rhodes College 2005); M.S.N. (Vanderbilt 2013) [2015]
WHITNEY LEE BOON Assistant Professor of Clinical Pediatrics
B.A. (Brown 1999); M.D. (Meharry Medical 2011) [2016]
JOHN M. BOONE, JR., Assistant Professor of Pediatrics; Assistant
Professor of Clinical Medicine
B.S., M.D. (Mississippi State 1985, 1991) [2008]
GARRETT S. BOOTH, Assistant Professor of Pathology, Microbiology
and Immunology
B.S. (California, Los Angeles 2000); M.S. (Johns Hopkins 2002); M.D.
(Arizona 2007) [2011]
MARK R. BOOTHBY, Professor of Pathology, Microbiology and
Immunology; Professor of Medicine
B.S. (Wisconsin 1976); Ph.D., M.D. (Washington University 1983,
1983) [1992]
SETH R. BORDENSTEIN, Associate Professor of Biological
Sciences; Associate Professor of Pathology, Microbiology and
Immunology
B.S., M.S., Ph.D. (Rochester 1997, 1999, 2002) [2008]
LAUREN M. BORDER, Assistant Clinical Professor of Oral and
Maxillofacial Surgery
B.S., D.D.S. (Ohio State 2011, 2015) [2017]
SCOTT C. BORINSTEIN, Associate Professor of Pediatrics
B.S. (Richmond 1994); Ph.D., M.D. (Medical College of Virginia 2002,
2002) [2009]
MARK L. BORN, Assistant Clinical Professor of Radiology and
Radiological Sciences
B.A. (Yale 1968); M.D. (Stanford 1972) [2009]
CORINA BORZA, Research Assistant Professor of Medicine
B.Sc., M.Sc. (Bucharest [Romania] 1991, 1991); Ph.D. (Kansas
2000) [2010]
ESWARA C. BOTTA, Assistant Professor of Clinical Anesthesiology
M.B.B.S. (Andhra [India] 1976); M.S. (Madras [India] 1981); M.Ch.E.
(Mangalore [India] 1986) [2007]
CATHERINE SIPE BOTTOMS, Clinical Professor of Pediatrics
B.S. (Duke 1997); M.D. (Wake Forest 2002) [2005]
LANA J. BOURSOULIAN, Adjunct Assistant Professor of Neurology
M.D. (Damascus [Syria] 2002) [2012]
OLIVIER G. BOUTAUD, Research Associate Professor of Pharmacology
M.S., D.E.A., Ph.D. (Louis Pasteur [France] 1990, 1991, 1994) [1998]
CLIFFORD BOWENS, JR., Associate Professor of Clinical Anesthesiology
B.S. (Illinois, Champaign 1986); M.D. (Duke 1993) [2005]
AARON B. BOWMAN, Associate Professor of Pediatrics; Associate
Professor of Neurology; Associate Professor of Biochemistry
B.S. (Brigham Young 1995); Ph.D. (California, San Diego 2000) [2006]
ELIZABETH A. BOWMAN, Assistant Professor of Medical Education and
Administration
B.S. (Belmont 2008); Ph.D. (Emory 2008) [2015]
ROBERT H. BOYCE, Assistant Professor of Orthopaedic Surgery and
Rehabilitation
B.S. (Auburn 1992); M.D. (Vanderbilt 1996) [2013]
ALAN S. BOYD, Professor of Medicine; Associate Professor of
Pathology, Microbiology and Immunology
B.S. (Abilene Christian 1982); M.D. (Texas, Houston 1986) [1993]
JEREMY S. BOYD, Assistant Professor of Emergency Medicine
B.A. (Rhodes College 2001); M.D. (Brown 2009) [2013]
KELLI LYNN BOYD, Associate Professor of Pathology, Microbiology and
Immunology
B.S., D.V.M. (Mississippi State 1993, 1996); Ph.D. (Georgia
2001) [2009]
GARY C. BOYLE, Clinical Instructor in Obstetrics and Gynecology
M.D. (Virginia 1975) [2012]
JILL K. BOYLE, Associate Professor of Clinical Anesthesiology
B.A. (Converse 1977); M.D. (Medical University of South Carolina
1980) [2003]
ANDREA C. BRACIKOWSKI, Associate Professor of Orthopaedic Surgery
and Rehabilitation; Associate Professor of Pediatrics; Associate
Professor of Emergency Medicine
B.A. (Mount Holyoke 1977); M.D. (SUNY, Buffalo 1981) [1993]
WILLIAM S. BRADHAM, JR., Assistant Professor of Medicine
B.A., M.S., M.D. (South Carolina 1988, 1992, 2003) [2010]
ELISE BALDWIN BRADLEY, Assistant Professor of Clinical Neurology
B.A. (Sonoma State 2003); M.A. (Pepperdine 2006); Ph.D. (
2012) [2015]
JOEL F. BRADLEY, JR., Clinical Professor of Pediatrics
B.S. (Davidson 1973); M.D. (Wake Forest 1977) [2001]
MELITA M. BRADLEY, Assistant Clinical Professor of Pediatrics
B.S. (Middle Tennessee State 1991); M.D. (Miami [Florida]
1996) [2007]
SCOTT MACPHERSON BRADLEY, Assistant Clinical Professor of
Emergency Medicine
B.A. (California, Berkeley 2001); M.P.H. (Johns Hopkins 2005); M.D.
(California, Irvine 2007) [2011]
ELIZABETH BRADSHAW, Assistant in Medicine
B.S. (Northern Colorado 2007); M.S. (Iowa 2012) [2014]
L. ALAN BRADSHAW, Research Assistant Professor of Surgery
B.S. (Abilene Christian 1990); M.S., Ph.D. (Vanderbilt 1992,
1995) [1996]
ASHLEY BRADY, Assistant Professor of Medical Education and
Administration
B.A. (Centre 1996); Ph.D. (Vanderbilt 2003) [2014]
CASSANDRA CORINNE BRADY, Assistant Professor of Clinical
Pediatrics
B.S. (Indiana, Bloomington 2005); M.D. (Indiana, Indianapolis
2009) [2015]
DONALD W. BRADY, Senior Associate Dean for Graduate Medical
Education; Professor of Medicine; Professor of Medical Education and
Administration (VUMC)
B.A., M.D. (Vanderbilt 1986, 1990) [2007]
LINDA D. BRADY, Clinical Professor of Pediatrics
B.A., M.D. (Vanderbilt 1988, 1992) [1996]
Archived 2017/2018
School of Medicine Catalog
134 135VANDERBILT UNIVERSITY School of Medicine / Faculty
JAN LEWIS BRANDES, Assistant Clinical Professor of Neurology
B.S. (**Mississippi Univ for Women 1975); M.S. (Tennessee
1980); M.D. (Vanderbilt 1989) [1993]
STEPHEN J. BRANDT, Professor of Medicine; Professor of Cancer
Biology; Professor of Cell and Developmental Biology
B.S. (Duke 1976); M.D. (Emory 1981) [1990]
MILAM A. BRANTLEY, JR., Associate Professor of Ophthalmology and
Visual Sciences; Associate Professor of Molecular Physiology and
Biophysics
B.A. (Austin College 1988); Ph.D., M.D. (Baylor 1996, 1998) [2010]
DANA M. BRANTLEY-SIEDERS, Assistant Professor of Medicine
B.A. (Maryville 1995); Ph.D. (Vanderbilt 2000) [2003]
ALAN R. BRASH, Professor of Pharmacology
B.A. (Cambridge [U.K.] 1970); Ph.D. (Edinburgh [U.K.] 1976) [1977]
LAUREN KELLEY BRAUE, Associate in Orthopaedic Surgery and
Rehabilitation
B.S., M.S. (Florida 2009, 2012) [2015]
CHASTITY T. BRAUER, Assistant in Pediatrics
B.S.N. (Baptist College of Health Sciences 1999); M.S.N. (UT Health
Science Center [Tennessee] 2002) [2009]
JENNIFER ANN BRAULT, Assistant Professor of Clinical Pediatrics
B.S. (Hillsdale 1997); M.S. (Toledo 2002); M.D. (Indiana, Indianapolis
2006) [2015]
STEPHANE ALAIN BRAUN, Assistant Professor of Plastic Surgery
B.S., M.D. (Ottawa [Canada] 1991, 1995) [2009]
DEBRA BRAUN-COURVILLE, Assistant Professor of Clinical Pediatrics
B.S. (Cornell 1997); M.D. (Yeshiva 2002) [2014]
KATHRYN E. BRAUNLIN, Assistant in Neurological Surgery
B.S., M.S.N. (Vanderbilt 2010, 2012) [2015]
DANA C. BRAY, Assistant in Pediatrics
B.S.N. (Memphis 1996); M.S.N. (UT Health Science Center
[Tennessee] 1998) [2009]
PETER R. BREAM, JR., Associate Professor of Radiology and
Radiological Sciences; Associate Professor of Medicine
B.S. (Davidson 1990); M.D. (North Carolina 1996) [2001]
LORI A. BREAUX, Assistant Clinical Professor of Pediatrics
B.S. (Spelman 1992); M.D. (Meharry Medical 1996) [2000]
KIMBERLY C. BRENNAN, Assistant Professor of Clinical Radiology and
Radiological Sciences
B.S. (Indiana, Bloomington 1994); M.D. (Kentucky, Lexington
1998) [2004]
PHILLIP L. BRESSMAN, Clinical Instructor in Obstetrics and Gynecology
B.S. (Oklahoma 1974); M.D. (Vanderbilt 1979) [1983]
MATTHEW D. BREYER, Adjunct Professor of Medicine
B.Sc. (Michigan 1975); M.D. (Harvard 1979) [2008]
RICHARD M. BREYER, Ruth King Scoville Chair in Medicine; Professor of
Medicine; Professor of Biochemistry; Professor of Pharmacology
B.S. (Michigan 1978); M.S., Ph.D. (Massachusetts Institute of
Technology 1982, 1988) [1991]
PAUL BREZINA, Assistant Clinical Professor of Obstetrics and Gynecology
B.A. (North Carolina 1999); M.B.A., M.D. (East Carolina 2004,
2004) [2013]
BRIAN C. BRIDGES, Assistant Professor of Pediatrics; Assistant
Professor of Anesthesiology
B.A. (Furman 1998); M.D. (Medical University of South Carolina
2004) [2010]
THOMAS BRIDGES, Research Assistant Professor of Pharmacology
B.S. (Wheaton 2005); Ph.D. (Vanderbilt 2010) [2015]
ERIC R. BRIGGS, Assistant Professor of Clinical Anesthesiology
B.S. (Louisiana Tech 2002); M.D. (Louisiana State 2006) [2010]
A. BERTRAND BRILL, Research Professor of Physics; Research
Professor of Radiology and Radiological Sciences
M.D. (Utah 1956); Ph.D. (California, Berkeley 1961) [1997]
DOUGLAS MARSHALL BRINKLEY, Assistant Professor of Medicine
B.S. (Duke 2002); M.D. (Vanderbilt 2007) [2016]
MARCELA BRISSOVA, Research Associate Professor of Medicine
M.S., Ph.D. (Slovak Technical [Slovakia] 1990, 1994) [2001]
EVAN L. BRITTAIN, Assistant Professor of Medicine
B.S. (North Carolina 2003); M.D. (Cornell 2007); M.S.C.I. (Vanderbilt
2014) [2013]
KENDAL SCOT BROADIE, Stevenson Professor of
Neurobiology; Professor of Pharmacology; Professor of Cell and
Developmental Biology
B.S. (Oregon 1989); Ph.D. (Cambridge [U.K.] 1994) [2002]
CAROL H. BROADWAY, Clinical Professor of Pediatrics
B.A. (Tennessee 1983); M.D. (UT Health Science Center [Tennessee]
1988) [2006]
E. JANE BROCK, Associate Professor of Clinical Anesthesiology
B.S. (Tennessee, Chattanooga 1983); D.O. (Kirksville College of
Osteopathic Medicine 1989) [2008]
JOHN W. BROCK III, Monroe Carell Jr. Chair; Professor of Urologic
Surgery; Professor of Pediatrics; Director, Division of Pediatric Urology
B.A. (Vanderbilt 1974); M.D. (Medical College of Georgia 1978) [1983]
NEILL BRODERICK, Instructor in Pediatrics
B.S., M.Ed. (Vanderbilt 2004, 2005); M.Ed., Ph.D. ( 2010,
2014) [2016]
ELIZABETH BROKAMP, Assistant in Pediatrics
B.S. (Ohio State 2013); M.S. (Sarah Lawrence 2016) [2016]
A. SCOTT BROOKS, Clinical Professor of Pediatrics
B.S. (Vanderbilt 1977); M.D. (UT Health Science Center [Tennessee]
1981) [1984]
CRAIG R. BROOKS, Assistant Professor of Medicine
B.S. (Emmanuel [Georgia] 2003); Ph.D. (Medical College of Georgia
2008) [2016]
COLLEEN M. BROPHY, Professor of Surgery; Professor of Medicine
B.S., M.D. (Utah 1979, 1983) [2008]
DONALD T. BROTHERS, JR., Associate Clinical Professor of Pediatrics
B.S. (Vanderbilt 1985); M.D. (UT Health Science Center [Tennessee]
1989) [1994]
KYLE B. BROTHERS, Adjunct Assistant Professor of Pediatrics
B.S. (Centre 2000); M.D. (Louisville 2004); Ph.D. (Vanderbilt
2015) [2008]
ALAINA JANEEN BROWN, Assistant Professor of Obstetrics and
Gynecology
B.A. (Baylor 2004); M.D. (Texas, Houston 2008) [2016]
ANNE W. BROWN, Assistant in Medicine
B.S.N., M.S.N. (Vanderbilt 1974, 1983); MSN,CANP,FNC [2001]
ASHLEY R. BROWN, Assistant Professor of Emergency Medicine
B.S. (Washington and Lee 2006); M.D. (Wake Forest 2010) [2013]
CHARLOTTE MORRIGAN BROWN, Assistant Professor of Clinical
Pediatrics
B.A. (Wake Forest 2005); M.D. (Vanderbilt 2009) [2015]
CHRISTOPHER BRIAN BROWN, Adjunct Assistant Professor of
Pharmacology
B.S. (Auburn 1990); Ph.D. (Vanderbilt 1997) [2003]
DANIEL B. BROWN, Professor of Radiology and Radiological
Sciences; Professor of Biomedical Engineering
B.S. (Dickinson 1989); M.D. (Hahnemann Medical 1993) [2013]
DEANNA B. BROWN, Clinical Instructor in Pediatrics
B.S. (Tennessee 2004); M.D. (East Tennessee State 2010) [2013]
DOUGLAS H. BROWN, Assistant Clinical Professor of Obstetrics and
Gynecology
B.S. (Birmingham-Southern 1973); M.D. (Alabama, Birmingham
1976) [1980]
ERIC N. BROWN, Assistant Professor of Ophthalmology and Visual
Sciences
B.A. (Saint Olaf 2001); Ph.D., M.D. (Iowa 2010, 2010) [2015]
H. ALEX BROWN, Bixler-Johnson-Mayes Chair; Professor of
Pharmacology; Professor of Biochemistry
B.S. (Florida Institute of Technology 1983); M.S. (Syracuse
1986); Ph.D. (North Carolina 1992) [2005]
JONATHAN D. BROWN, Assistant Professor of Medicine; Assistant
Professor of Molecular Physiology and Biophysics
B.A. (Brown 1995); M.D. (New York Medical 2000) [2015]
KELLY MARI BROWN, Assistant Professor of Clinical Neurology
B.S., B.A. (Muhlenberg 1991, 1991); M.D. (Hahnemann Medical
1996) [2013]
KIMBERLY P. BROWN, Associate Professor of Clinical Psychiatry and
Behavioral Sciences
B.A. (Duke 1995); Ph.D. (Alabama 2002) [2002]
Archived 2017/2018
School of Medicine Catalog
136 137VANDERBILT UNIVERSITY School of Medicine / Faculty
KYLE L. BROWN, Research Assistant Professor of Medicine
B.S. (Union [Tennessee] 1997); Ph.D. (Vanderbilt 2008) [2008]
NANCY J. BROWN, Hugh J. Morgan Chair in Medicine; Professor of
Medicine; Professor of Pharmacology; Chair of the Department of
Medicine
B.A. (Yale 1981); M.D. (Harvard Medical 1986) [1992]
REBEKAH FLOWERS BROWN, Assistant Professor of Pediatrics
B.S. (University of the South 1999); M.D. (Arkansas, Little Rock
2003) [2010]
STEVEN H. BROWN, Associate Professor of Biomedical
Informatics; Director, Health and Medical Informatics
A.B., M.D. (Brown 1981, 1987); M.S. (Vanderbilt 1998) [1996]
WHITNEY L. BROWNING, Assistant Professor of Pediatrics
B.S., M.D. (Kentucky, Lexington 2001, 2005) [2009]
STEPHEN P. BRUEHL, Professor of Anesthesiology
B.S. (Belmont 1985); M.A., Ph.D. (Kentucky, Lexington 1991,
1994) [2000]
EMILY BRUMFIELD, Assistant Professor of Emergency Medicine
B.S., M.D. (Tulane 2007, 2012) [2016]
NATHAN E. BRUMMEL, Assistant Professor of Medicine
B.S., M.S. (Creighton 1999, 2001); M.D. (Missouri, Saint Louis
2005); M.S.C.I. (Vanderbilt 2013) [2013]
KAYLON L. BRUNER-TRAN, Associate Professor of Obstetrics and
Gynecology
B.S. (Delta State 1985); Ph.D. (Vanderbilt 1995) [1999]
ALEXANDER JEFFREY BRUNNER, Clinical Professor of Pediatrics
B.A. (Dartmouth 1996); M.D. (Case Western Reserve 2001) [2005]
STEVEN M. BRUNWASSER, Research Instructor in Medicine; Research
Instructor in Obstetrics and Gynecology
B.A. (Pennsylvania 2003); M.S., Ph.D. (Michigan 2008, 2012) [2015]
DEBORAH M. BRYANT, Associate Clinical Professor of Pediatrics
B.A. (Wellesley 1976); M.D. (Vanderbilt 1980) [1983]
G. LEE BRYANT, Clinical Instructor in Otolaryngology
B.S. (Baylor 1987); M.D. (Vanderbilt 1992) [2012]
SUZANNE N. BRYCE, Assistant Professor of Emergency Medicine
B.S., M.D. (Vanderbilt 2007, 2011) [2014]
JEREMY BRYWCZYNSKI, Associate Professor of Emergency
Medicine; Medical Director, Vanderbilt LifeFlight; Assistant Medical
Director, Nashville Fire Department
B.S. (Dayton 2000); M.D. (Wright State 2004) [2007]
MICHAEL BUBSER, Research Assistant Professor of Pharmacology
B.S., Ph.D. (Universität Stuttgart [Germany] 1987, 1992) [2002]
MACIEJ S. BUCHOWSKI, Research Professor of Medicine; Research
Professor of Pediatrics
B.S., M.Sc., Ph.D. (Poznan [Poland] 1973, 1975, 1982) [2007]
AMANDA K. BUCK, Instructor in Biomedical Engineering; Instructor in
Radiology and Radiological Sciences
B.S. (Mississippi State 1997); Ph.D. (Georgia Institute of Technology
2005) [2012]
SERGEY BUDKO, Research Assistant Professor of Medicine
M.A. (Moscow Institute of Physics and Technology [Russia]
1999); Ph.D. (University of Basel [Switzerland] 2003) [2015]
REUBEN A. BUENO, JR., Associate Professor of Plastic Surgery; Interim
Chair, Department of Plastic Surgery
B.A. (Yale 1990); M.D. (Vanderbilt 1997) [2014]
KIMBERLY ANN BUIE, Assistant Clinical Professor of Pediatrics
B.S. (Tennessee, Martin 2000); M.S. (Emory 2003); M.D. (UT Health
Science Center [Tennessee] 2007) [2010]
BRADLEY N. BULLOCK, Clinical Professor of Pediatrics
B.S., M.D. (Florida 1989, 1993) [1997]
NADA M. BULUS, Research Assistant Professor of Medicine
M.D. (American University of Beirut [Lebanon] 1986) [1992]
MATTHEW R. BUMBALOUGH, Assistant in Urologic Surgery
M.S.N. (Vanderbilt 1993); MSN,RNC,FNP,ANP [2003]
MELINDA JEAN BUNTIN, Professor of Health Policy; Chair of the
Department of Health Policy
A.B. (Princeton 1993); Ph.D. (Harvard 2000) [2013]
ROY P. BURCH, JR., Clinical Instructor in Obstetrics and Gynecology
B.S. (Lipscomb 1983); M.D. (UT Health Science Center [Tennessee]
1987) [1991]
CATHERINE E. BURGER, Assistant Professor of Emergency Medicine
B.S. (Michigan 2006); M.D. (Michigan State 2010) [2013]
ANNA M. BURGNER, Assistant Professor of Medicine
B.S. (Rose-Hulman Institute of Technology 2003); M.D. (Indiana,
Indianapolis 2007) [2013]
ELIZABETH B. BURGOS, Instructor in Clinical Medicine; Instructor in
Clinical Pediatrics
B.S., M.D. (South Alabama 1986, 1990) [1998]
RAYMOND F. BURK, Professor of Medicine, Emeritus
B.A. (Mississippi 1963); M.D. (Vanderbilt 1968) [1987]
JESSICA R. BURKE, Assistant Professor of Clinical Medicine
B.A. (Tennessee 2005); M.D. (UT Health Science Center [Tennessee]
2013) [2016]
MORGAN BURKE, Assistant in Urologic Surgery
B.S.N. (Indiana University Southeast 2013); M.S.N. (Vanderbilt
2014) [2014]
BREE BURKS, Assistant in Neurological Surgery; Assistant in Surgery
B.S.N. (West Florida 2006); M.N. (South Alabama 2013) [2015]
DYLAN T. BURNETTE, Assistant Professor of Cell and Developmental
Biology
B.S. (Georgia 2000); Ph.D. (Yale 2007) [2014]
W. BRYAN BURNETTE, Associate Professor of Clinical
Pediatrics; Associate Professor of Clinical Neurology
B.S., M.S. (Emory 1992, 1995); M.D. (Vanderbilt 2001) [2007]
IAN M. BURR, Professor of Pediatrics, Emeritus
M.B.B.S. (Melbourne [Australia] 1959); M.D. (Monash [Australia]
1969) [1971]
ERIN L. HEPPER BURRELL, Assistant in Surgery; Adjunct Instructor in
Nursing
B.S., M.S.N. (Vanderbilt 2006, 2007) [2010]
SUSAN BURSCH, Assistant in Surgery
B.S., M.S. (Tulane 2009, 2010); M.S.N. (Vanderbilt 2012) [2012]
ALVIN M. BURT III, Professor of Cell and Developmental Biology,
Emeritus
B.A. (Amherst 1957); Ph.D. (Kansas 1962) [1966]
LESLIE BURTON, Assistant Professor of Clinical Pediatrics
B.S. (Indiana State 2004); D.O. (Lake Erie College of Osteopathic
Medicine 2008) [2014]
WILLIAM SCOTT BUSH, Adjunct Assistant Professor of Biomedical
Informatics
B.S. (Western Kentucky 2003); M.S., Ph.D. (Vanderbilt 2008,
2009) [2010]
BRENDA J. BUTKA, Associate Professor of Clinical Medicine
B.A. (Andrews 1970); A.M. (Michigan 1972); M.D. (Emory 1979) [1984]
HUNTER BUTLER, Assistant Clinical Professor of Pediatrics
B.S. (Mississippi State 2003); M.D. (Emory 2008) [2011]
MIRANDA R. BUTLER, Clinical Instructor in Pediatrics
B.S. (Lee 2006); M.D. (Vanderbilt 2010) [2013]
MOLLY E. BUTLER, Assistant in Psychiatry and Behavioral Sciences
B.S., M.S.N. (Vanderbilt 2005, 2006) [2009]
MWAKA BUTUNGANE-SEXTON, Assistant in Medicine
B.S., M.S.N. (Tennessee State 2002, 2012) [2017]
ZULFIKAR BUX, Adjunct Assistant Professor of Emergency Medicine
M.B.B.S. (Guyana 2007) [2002]
JEFFREY DAVID BYERS, Associate Professor of Clinical Medicine
B.A. (Rice 1988); M.D. (Duke 1992) [2004]
SHAI C. BYNUM, Assistant in Pediatrics
B.S. (Middle Tennessee State 2005); M.S.N. (Vanderbilt 2007) [2013]
BEVERLY R. BYRAM, Assistant in Medicine
A.D.N. (Tennessee 1975); M.S.N. (Vanderbilt 1992) [1993]
IAN R. BYRAM, Assistant Professor of Clinical Orthopaedic Surgery and
Rehabilitation
B.A., M.D. (North Carolina 2002, 2006) [2012]
JESSE M. BYRAM, Assistant in Medicine
B.S. (Washington State 2004); M.S.N. (Vanderbilt 2014) [2014]
BENJAMIN F. BYRD III, Professor of Medicine
A.B. (Princeton 1973); M.D. (Vanderbilt 1977) [1984]
J. THOMAS W. BYRD, Clinical Professor of Orthopaedic Surgery and
Rehabilitation
B.S. (Miami 1978); M.D. (Vanderbilt 1982) [2014]
Archived 2017/2018
School of Medicine Catalog
136 137VANDERBILT UNIVERSITY School of Medicine / Faculty
DANIEL W. BYRNE, Senior Associate in Biostatistics; Senior Associate in
Medicine; Senior Associate in Biomedical Informatics
B.A. (SUNY, Albany 1983); M.S. (New York Medical 1991) [1999]
MICHAEL T. BYRNE, Assistant Professor of Medicine
B.S., B.A. (Duquesne 2002, 2002); D.O. (LECOM 2007) [2015]
BRYAN BYRNSIDE, Assistant Clinical Professor of Oral and Maxillofacial
Surgery
B.A. (Emory 1998); D.M.D. (Medical University of South Carolina
2003) [2007]
NELLIE E. BYUN, Research Assistant Professor of Radiology and
Radiological Sciences
B.A. (California, Berkeley 1997); Ph.D. (Vanderbilt 2007) [2010]
JUAN A. CABRERA, Assistant Clinical Professor of Physical Medicine
and Rehabilitation
B.A. (Notre Dame 2001); M.D. (South Alabama 2005) [2012]
WANDA B. CADE, Associate Clinical Professor of Pediatrics
B.S. (Mississippi State 1989); M.D. (Mississippi, Jackson 1993) [2007]
HUI CAI, Research Assistant Professor of Medicine
M.D. (Nantong Medical [China] 1982); M.S. (China Medical
1987); Ph.D. (West China University of Medical Sciences 1995) [2005]
QIUYIN CAI, Professor of Medicine
M.D. (Shanghai Medical [China] 1984); M.S. (Chinese Academy of
Preventive Medicine 1990); Ph.D. (Alabama, Birmingham 2000) [2000]
YING CAI, Research Assistant Professor of Medicine
M.S. (Liaoning [China] 2000); Ph.D. (Chinese Academy of Medical
Sciences 2002) [2009]
CHRISTINA CAIN-SWOPE, Assistant Professor of Clinical Obstetrics and
Gynecology
B.A. (Vanderbilt 1990); M.D. (Georgetown 1995) [2007]
ISIN CAKIR, Adjunct Research Assistant Professor of Molecular
Physiology and Biophysics
B.S., B.S. (Bogaziçi [Turkey] 2003, 2003); Ph.D. (Brown 2009) [2017]
JUSTIN CALABRACE, Assistant in Anesthesiology
A.D.N. (Excelsior 2003); M.S.N. (Vanderbilt 2008) [2009]
M. WADE CALCUTT, Research Assistant Professor of Biochemistry
B.S. (Francis Marion 1996); Ph.D. (Wake Forest 2001) [2005]
SUSAN A. CALDERWOOD, Associate Professor of Clinical
Anesthesiology
B.A. (Winthrop 1972); M.D. (Duke 1976) [1999]
BELINDA CALDWELL, Instructor in Clinical Obstetrics and Gynecology
B.S., M.S. (Colorado, Denver 2008, 2011) [2014]
MIRNA A. CALDWELL, Assistant Clinical Professor of Oral and
Maxillofacial Surgery
B.S., D.M.D. (Tufts 1997, 2001) [2006]
ROBERT CALDWELL, Assistant Clinical Professor of Oral and
Maxillofacial Surgery
B.S. (Tennessee, Martin 1994); D.M.D. (Tufts 2003) [2006]
CORY L. CALENDINE, Assistant Professor of Clinical Orthopaedic
Surgery and Rehabilitation
B.S. (Freed-Hardeman 1996); M.D. (UT Health Science Center
[Tennessee] 2001) [2009]
CYNTHIA R. CALISI, Assistant Clinical Professor of Pediatrics
B.S. (Western Kentucky 1995); M.D. (Louisville 1999) [2003]
DAVID J. CALKINS, Denis M. O’Day, M.B.B.S., Chair in Ophthalmology
and Visual Sciences; Professor of Ophthalmology and Visual
Sciences; Professor of Psychology; Professor of Pharmacology
B.S. (Michigan 1989); Ph.D. (Pennsylvania 1995) [2004]
STEPHEN TODD CALLAHAN, Associate Professor of Pediatrics
B.S. (Arkansas Tech 1990); M.D. (Arkansas 1994); M.P.H. (Harvard
2002) [2002]
STEPHEN M. CAMARATA, Professor of Hearing and Speech
Sciences; Professor of Psychiatry and Behavioral Sciences
B.A., M.A. (San Diego State 1979, 1981); Ph.D. (Purdue 1984) [1990]
WILLIAM R. CAMERON, JR., Assistant in Surgery; Adjunct Instructor in
Nursing
B.A. (Colorado Christian 1989); B.S.N. (Middle Tennessee State
2006); M.S.N. (Vanderbilt 2009) [2012]
COREY D. CAMPBELL, Assistant Clinical Professor of Psychiatry and
Behavioral Sciences
B.S. (Ohio 2000); D.O. (Nova Southeastern 2004) [2009]
DUNCAN R. CAMPBELL, Clinical Professor of Pediatrics
B.A. (Vanderbilt 1971); M.D. (Kentucky, Lexington 1975) [1998]
ERIN J. CAMPBELL, Assistant in Medicine
B.A. (San Diego State 1998); B.S.N. (Belmont 2010) [2017]
IAN S. CAMPBELL, Assistant Professor of Clinical Medicine
B.A. (Auburn 2008); M.D. (Alabama, Birmingham 2012) [2015]
JOSHUA A. CAMPBELL, Assistant Clinical Professor of Oral and
Maxillofacial Surgery
B.S. (Bethel University [Minnesota] 2004); D.D.S. (Iowa 2004) [2011]
PAULOMI RAIJI CAMPBELL, Assistant Professor of Clinical Psychiatry
and Behavioral Sciences
B.A. (Michigan, Flint 1996); M.A. (Eastern Michigan 2005); Ph.D.
(SUNY, Buffalo 2007) [2016]
THOMAS W. CAMPBELL, Assistant Clinical Professor of Psychiatry and
Behavioral Sciences
B.A., M.D. (Vanderbilt 1964, 1968) [1977]
W. BARTON CAMPBELL, Professor of Medicine
B.A. (Carleton College 1959); M.D. (Rochester 1963) [1970]
NATALIE CAMPO, Assistant Clinical Professor of Psychiatry and
Behavioral Sciences
B.S. (Illinois, Champaign 2004); M.D. (Texas, Galveston 2005) [2013]
CHRISTOPHER L. CANLAS, Assistant Professor of Clinical
Anesthesiology
B.S. (Duke 1996); M.A. (Portland 1998); M.D. (Louisiana State, New
Orleans 2004) [2008]
AIZE CAO, Research Assistant Professor of Biomedical Informatics
B.Eng. (Beijing Institute of Technology [China] 1993); M.Sci. (Chinese
Academy of Sciences, Beijing 1996); Ph.D. (Nanyang Technological
[Singapore] 2004) [2005]
ZHENG CAO, Research Assistant Professor of Medicine
M.D., M.S. (Nantong Medical [China] 1983, 1990); Ph.D. (Shanghai
Medical [China] 1998) [2004]
JORGE H. CAPDEVILA, Professor of Medicine, Emeritus
B.S. (Chile 1960); Ph.D. (Georgia 1974) [1986]
RICHARD M. CAPRIOLI, Stanford Moore Chair in Biochemistry; Professor
of Biochemistry; Professor of Medicine; Professor of
Pharmacology; Director, Mass Spectrometry Center
B.S., Ph.D. (Columbia 1965, 1969) [1998]
DANA BACKLUND CARDIN, Assistant Professor of Medicine
B.S., M.D. (North Carolina 1997, 2003); M.S.C.I. (Vanderbilt
2010) [2009]
LAURIE CARLISLE, Assistant Clinical Professor of Oral and Maxillofacial
Surgery
B.S.E. (Mississippi State 2005); D.M.D. (Louisville 2009) [2014]
KATHRYN L. CARLSON, Assistant Professor of Pediatrics
B.S. (Cornell 1999); M.D. (Washington University 2004) [2009]
LAUREN S. CARLSON, Assistant in Pediatrics
B.E., M.S.N. (Vanderbilt 2001, 2008) [2010]
CRAIG R. CARMICHEL, Assistant Professor of Medical Education and
Administration; Vice President, Director of Finance, Academic and
Research Enterprise
B.S. (West Virginia Wesleyan 1974); M.S. (State University of New
York 1975) [1999]
ROBERT H. CARNAHAN, Associate Professor of Cancer Biology
B.S. (Indiana, Bloomington 1995); Ph.D. (Vanderbilt 2003) [2007]
ANA MARIN DIAS CARNEIRO, Assistant Professor of Pharmacology
B.S., M.A., Ph.D. (Universidade Federal de Minas Gerais [Brazil] 1998,
2002, 2002) [2007]
GRAHAM F. CARPENTER, Professor of Biochemistry, Emeritus
B.S., M.S. (Rhode Island 1966, 1969); Ph.D. (Tennessee 1974) [1974]
CHRISTOPHER CARPENTER, Professor of Economics; Professor
of Law; Professor of Health Policy; Professor of Public Policy and
Education
B.A. (Albion 1997); Ph.D. (California, Berkeley 2002) [2013]
LAVENIA B. CARPENTER, Associate Professor of Clinical Obstetrics and
Gynecology
B.S. (Vanderbilt 1988); M.D. (UT Health Science Center [Tennessee]
1992) [2006]
ANA LISA CARR, Instructor in Clinical Medicine; Instructor in Pediatrics
B.S. (Miami 2003); M.D. (St. George’s University 2008) [2017]
Archived 2017/2018
School of Medicine Catalog
138 139VANDERBILT UNIVERSITY School of Medicine / Faculty
J. JEFFREY CARR, Cornelius Vanderbilt Chair in Radiology and
Radiological Sciences; Professor of Radiology and Radiological
Sciences; Professor of Biomedical Informatics; Professor of Medicine
B.A., M.D. (Vanderbilt 1985, 1989); M.S. (Wake Forest 1998) [2013]
THOMAS JOSEPH CARR, Associate Clinical Professor of Pediatrics
B.A. (Notre Dame 1992); M.D. (Loyola 1996) [1999]
BARBARA GISELLA CARRANZA LEON, Assistant Professor of Medicine
M.D. (Universidad Peruana ‘Cayetano Heredia’ [Peru] 2006) [2015]
ERICA J. CARRIER, Research Assistant Professor of Medicine
B.S. (Guilford 1998); Ph.D. (Medical College of Wisconsin
2005) [2010]
FRANK E. CARROLL, JR., Professor of Clinical Radiology and
Radiological Sciences, Emeritus
B.S. (Saint Joseph’s [New York] 1963); M.D. (Hahnemann Medical
1967) [1999]
KATHERINE E. CARROLL, Assistant in Anesthesiology
B.S.N. (Oklahoma Baptist 2004); M.S.N. (Vanderbilt 2013) [2014]
KECIA N. CARROLL, Associate Professor of Pediatrics
B.A. (Vassar 1991); M.D., M.P.H. (Vanderbilt 1996, 2004) [2003]
ROBERT J. CARROLL, Research Assistant Professor of Biomedical
Informatics
M.S., Ph.D. (Vanderbilt 2011, 2014) [2015]
ROBERT P. CARSON, Assistant Professor of Pediatrics; Assistant
Professor of Pharmacology
B.S. (South Dakota 1995); Ph.D., M.D. (Vanderbilt 2001, 2005) [2011]
BRUCE D. CARTER, Professor of Biochemistry
B.S. (Alma 1986); Ph.D. (Michigan 1992) [1997]
JEFFREY B. CARTER, Assistant Clinical Professor of Oral and
Maxillofacial Surgery
B.S. (Tufts 1972); D.M.D. (Connecticut, Stamford 1976); M.D.
(Vanderbilt 1978) [1988]
CARISSA J. CASCIO, Assistant Professor of Psychiatry and Behavioral
Sciences
B.S. (Baylor 1997); Ph.D. (Emory 2003) [2007]
AUDREY JANE CASE, Assistant in Medicine
B.S.N. (North Carolina 1993); M.S.N. (Old Dominion 1997); D.N.P.
(Vanderbilt 2010) [1998]
JAMES N. CASEY, Instructor in Clinical Obstetrics and Gynecology
B.S., M.D. (Virginia 2006, 2011) [2015]
ROBERT J. CASEY, Assistant Professor of Clinical Pediatrics
B.A., M.D. (Florida 2008, 2012) [2015]
TABITHA ANNE CASILLI, Clinical Instructor in Pediatrics
B.S. (Middle Tennessee State 2002); M.D. (East Tennessee State
2010) [2015]
CHARLES F. CASKEY, Assistant Professor of Radiology and Radiological
Sciences; Assistant Professor of Biomedical Engineering
B.S. (Texas 2004); Ph.D. (California, Davis 2008) [2013]
JAMES E. CASSAT, Assistant Professor of Pediatrics; Assistant
Professor of Pathology, Microbiology and Immunology; Assistant
Professor of Biomedical Engineering
B.S., Ph.D., M.D. (Arkansas 2000, 2008, 2008) [2012]
EMILY H. CASTELLANOS, Instructor in Medicine
B.S. (Stanford 2004); M.D. (Vanderbilt 2009) [2012]
RUTH CASTIELLO, Assistant in Cardiac Surgery
B.S.N. (Florida 1989); M.S. (South Florida 1993) [2015]
JESSICA L. CASTILHO, Assistant Professor of Medicine
B.A. (Washington University 2003); M.P.H., M.D. (Johns Hopkins
2007, 2008) [2015]
MARCIE S. CASTLEBERRY, Associate Clinical Professor of Pediatrics
B.S. (Abilene Christian 1987); M.D. (Louisiana State, Shreveport
1993) [2007]
JUSTIN M. M. CATES, Professor of Pathology, Microbiology and
Immunology
B.S., Ph.D., M.D. (Tufts 1989, 1997, 1997) [2005]
JAMES R. CATO, Associate Clinical Professor of Medicine
B.A., M.D. (Vanderbilt 1974, 1979) [1986]
THOMAS F. CATRON, Associate Professor of Medical Education and
Administration; Associate Professor of Pediatrics
B.A. (Virginia 1979); M.S., Ph.D. (Peabody 1982, 1989) [1990]
MICHAEL F. CAUCCI, Assistant Professor of Obstetrics and
Gynecology; Assistant Professor of Clinical Psychiatry and Behavioral
Sciences
B.S. (Scranton 2000); M.D. (Georgetown 2004) [2009]
KERRI L. CAVANAUGH, Associate Professor of Medicine
A.B. (Dartmouth 1995); M.D. (Yale 1999); M.H.S. (Johns Hopkins
2006) [2006]
LAURA E. CEDO CINTRON, Instructor in Clinical Obstetrics and
Gynecology
B.S. (Universidad Interamericana de Puerto Rico [Puerto Rico]
2002); M.D. (Universidad Central del Caribe [Puerto Rico] 2010) [2016]
ROSETTE J. CHAKKALAKAL, Assistant Professor of Medicine
B.S. (Miami 2003); M.D. (Miami [Florida] 2006) [2012]
ANURADHA BAPSI CHAKRAVARTHY, Professor of Radiation Oncology
B.S. (Johns Hopkins 1978); M.D. (George Washington 1983) [1998]
G. ROGER CHALKLEY, Senior Associate Dean for Biomedical Research,
Education and Training; Professor of Molecular Physiology and
Biophysics; Professor of Medical Education and Administration (VU)
B.A., M.A., D.Phil. (Oxford [U.K.] 1961, 1962, 1964) [1986]
DAVID E. CHAMBERS, Assistant Clinical Professor of Medicine
B.S. (Austin Peay State 1978); Ph.D., M.D. (South Alabama 1983,
1986) [2009]
EUGENE P. CHAMBERS, JR., Assistant Clinical Professor of Surgery
B.S. (Millsaps 1983); M.D. (Mississippi, Jackson 1990) [2008]
JILL F. CHAMBERS, Associate Clinical Professor of Obstetrics and
Gynecology
B.S. (Vanderbilt 1971); M.D. (Alabama, Birmingham 1974) [1978]
JOHN W. CHAMBERS, JR., Associate Clinical Professor of Pediatrics
B.S. (Lee College [Tennessee] 1991); M.D. (UT Health Science Center
[Tennessee] 1995) [1998]
MARK R. CHAMBERS, Instructor in Clinical Medicine; Instructor in
Clinical Pediatrics
B.S. (Miami [Ohio] 1988); M.D. (Ohio State 1993) [2010]
LOLA B. CHAMBLESS, Assistant Professor of Neurological Surgery
B.S. (Stanford 2005); M.D. (Vanderbilt 2005) [2012]
JOHN CHRISTOPHER CHAMPION, Assistant Professor of Emergency
Medicine
B.S.E. (Duke 2006); M.B.A. (Rice 2011); M.D. (Baylor 2011) [2014]
MARY CLARE CHAMPION, Assistant Professor of Clinical Psychiatry and
Behavioral Sciences
B.A. (Rhodes College 1996); M.A., Ph.D. (Tennessee 2002, 2005) [2016]
RACHEL WERGIN CHAMPION Assistant Professor of Medicine
B.S.E. (Duke 2006); M.D. (Texas, Houston 2011) [2015]
CHARLES G. CHANDLER, Associate Clinical Professor of Pediatrics
B.A. (Tennessee 1976); M.D. (UT Health Science Center [Tennessee]
1980) [2007]
RAKESH CHANDRA, Professor of Otolaryngology
B.S. (Virginia Polytechnic Institute 1993); M.D. (Maryland 1997) [2014]
DEEPA CHANDRASEKARAN, Assistant Professor of Clinical
Ophthalmology and Visual Sciences
B.S. ( 1999); M.S., O.D. (Alabama, Birmingham 2002, 2004) [2014]
RAMEELA CHANDRASEKHAR, Assistant Professor of Biostatistics
B.S. (Calicut, Thrissur [India] 2001); M.S. (Madurai Kamaraj
[India] 2004); M.A. (SUNY, Brooklyn 2008); Ph.D. (SUNY, Buffalo
2011) [2011]
MEERA CHANDRASHEKAR, Assistant Professor of Clinical
Anesthesiology
M.B.B.S. (Bangalore [India] 1979) [1999]
SAM S. CHANG, Patricia and Rodes Hart Chair in Urologic
Surgery; Professor of Urologic Surgery; Professor of Medicine
B.S. (Princeton 1988); M.D., M.B.A. (Vanderbilt 1992, 2015) [2000]
PHILIP CHANIN, Assistant Clinical Professor of Psychiatry and Behavioral
Sciences
B.A. (Amherst 1970); M.Ed., Ed.D. (Massachusetts, Boston 1972,
1975) [2005]
J. CALVIN CHANNELL, Clinical Instructor in Obstetrics and Gynecology
B.S. (Lipscomb 1984); M.D. (Vanderbilt 1989) [1997]
JUDY JEAN CHAPMAN, Professor of Nursing, Emerita; Clinical Instructor
in Emergency Medicine
B.S.N. (Vanderbilt 1963); M.N. (Florida 1966) [2005]
Archived 2017/2018
School of Medicine Catalog
138 139VANDERBILT UNIVERSITY School of Medicine / Faculty
ROBIN CHAPMAN, Assistant in Medicine
B.S.N. (Western Carolina 1986); M.S.N. (Emory 2005) [2016]
JAMES DAVID CHAPPELL, Research Associate Professor of Pediatrics
B.S., M.S. (Murray State 1988, 1991); Ph.D., M.D. (Vanderbilt 1997,
2001) [2005]
RAVI S. CHARI, Clinical Professor of Surgery
M.D. (Saskatchewan [Canada] 1989); M.B.A. (Vanderbilt 2008) [2008]
PHILIP DAVID CHARLES, Assistant Dean for Medical School
Admissions; Professor of Neurology
B.S., M.D. (Vanderbilt 1986, 1990) [1994]
CODY CHASTAIN, Assistant Professor of Medicine
B.Sc. (Southern Adventist 2004); M.D. (Loma Linda 2008) [2014]
CHAYLA MURIEL CHASTEN, Instructor in Clinical Medicine
B.S. (Clark Atlanta 2004); M.S. (Indiana, Indianapolis 2006); M.D.
(Meharry Medical 2010) [2016]
ERIC MARTIN CHAZEN, Clinical Professor of Pediatrics
B.A. (Vanderbilt 1952); M.D. (UT Health Science Center [Tennessee]
1955) [1961]
WALTER J. CHAZIN, Chancellor’s Chair in Medicine; Professor of
Biochemistry
B.S. (McGill [Canada] 1975); Ph.D. (Concordia, Montreal [Canada]
1983) [2000]
GEORGE N. CHEIJ, Clinical Instructor in Ophthalmology and Visual Sciences
B.S. (Rice 1984); M.D. (East Tennessee State 1988) [1996]
EDUARD Y. CHEKMENEV, Associate Professor of Radiology and
Radiological Sciences; Associate Professor of Physics; Associate
Professor of Biomedical Engineering
B.S. (Perm State [Russia] 1998); Ph.D. (Louisville 2003) [2009]
QINGXIA CHEN, Associate Professor of Biostatistics; Associate
Professor of Biomedical Informatics
B.S. (University of Science and Technology of China, Hefei
1999); M.S. (Pittsburgh 2001); Ph.D. (North Carolina 2005) [2005]
GUANHUA CHEN, Assistant Professor of Biostatistics
B.S. (Huazhong University of Science and Technology [China]
2007); M.S., Ph.D. (North Carolina 2010, 2014) [2014]
CHIU-LAN CHEN, Research Assistant Professor of Biostatistics
B.S., M.S. (National Taiwan 1982, 1984); Ph.D. (North Carolina State
1995) [2004]
JIAN-CHUN CHEN, Research Associate Professor of Medicine
M.D., M.S. (Kunming Medical [China] 1998, 2003) [2007]
JIN CHEN, Professor of Medicine; Professor of Cancer
Biology; Professor of Cell and Developmental Biology
M.D. (Shanghai Medical [China] 1984); Ph.D. (Harvard 1991) [1997]
JUN-SONG CHEN, Research Instructor in the Department of Cell and
Developmental Biology
B.S. (Zhejiang [China] 1994); Ph.D. (Shanghai Institute of Biochemistry
[China] 2001) [2017]
KONG Y. CHEN, Adjunct Assistant Professor of Medicine
B.S. (Tennessee Technological 1993); Ph.D., M.S.C.I. (Vanderbilt
1997, 2002) [1997]
LI MIN CHEN, Associate Professor of Radiology and Radiological
Sciences; Associate Professor of Psychology
M.D., M.S., Ph.D. (Fourth Military Medical [China] 1989, 1992,
1997) [2003]
PATTY H. CHEN, Assistant Professor of Pathology, Microbiology and
Immunology
B.B.Sc. (Simon Fraser [Canada] 1989); D.V.M. (Atlantic Veterinary
Medicine [Canada] 1999) [2010]
WEI CHEN, Research Associate Professor of Medicine
M.D., M.S., Ph.D. (Harbin Medical [China] 1989, 1998, 2001) [2011]
WENBIAO CHEN, Associate Professor of Molecular Physiology and
Biophysics
B.S. (Hunan Normal [China] 1985); M.S. (Washington State
1993); Ph.D. (Oregon Health and Science 1997) [2008]
YOU CHEN, Assistant Professor of Biomedical Informatics
B.S. (Fuzhou [China] 2004); Ph.D. (Chinese Academy of Sciences
2010) [2015]
HUIFANG CHENG, Research Associate Professor of Medicine
M.D. (Peking Union Medical [China] 1968); M.S. (Beijing Medical
[China] 1981) [1995]
LEO K. CHENG, Adjunct Assistant Professor of Surgery
Ph.D. (Auckland [New Zealand] 2002) [2012]
CHRISTY M. CHERKESKY, Assistant in Neurological Surgery
M.S.N. (Vanderbilt 2009) [2011]
EDWARD F. CHERNEY, Associate Professor of Clinical Ophthalmology
and Visual Sciences
A.B. (California, Davis 1969); M.D. (California, Los Angeles
1973) [2002]
ALAN D. CHERRINGTON, Jacquelyn A. Turner and Dr. Dorothy J. Turner
Chair in Diabetes Research; Professor of Molecular Physiology and
Biophysics; Professor of Medicine
B.Sc. (New Brunswick [Canada] 1967); M.Sc., Ph.D. (Toronto
[Canada] 1969, 1973) [1975]
CAROLINE H. CHESTER, Assistant Clinical Professor of Plastic Surgery
B.S. (Vanderbilt 1975); M.D. (UT Health Science Center [Tennessee]
1983) [2002]
DAVID H. CHESTNUT, Professor of Anesthesiology
B.A. (Samford 1974); M.D. (Alabama, Birmingham 1978) [2014]
ANDREW C. CHEUNG, Assistant Clinical Professor of Oral and
Maxillofacial Surgery
B.A. (Rice 1997); D.D.S. (Michigan 2001) [2011]
JOYCE CHEUNG-FLYNN, Research Associate Professor of Surgery
B.S., M.S. (Northern Arizona 1992, 1995); Ph.D. (Arizona State
1999) [2008]
MICHAEL HENG-JAH CHI, Instructor in Anesthesiology
B.E., M.D. (Vanderbilt 2008, 2012) [2016]
CHIN CHIANG, Professor of Cell and Developmental Biology
B.S. (SUNY, Buffalo 1984); M.S., Ph.D. (Washington State 1986,
1990) [1997]
GEOFFREY CHIDSEY, Assistant Professor of Medicine
B.S. (Purdue 1990); M.D. (Indiana, Indianapolis 1994) [2006]
PETER ANTHONY CHIN, Associate Professor of Clinical Anesthesiology
M.B.B.S. (West Indies [Jamaica] 1991); M.Mgt., M.M.H.C (Vanderbilt
2013, 2013) [2010]
KELSEY ANNE CHINNADURAI, Assistant in Anesthesiology
B.S.N. (Carroll College 2006); M.S.N. (Vanderbilt 2013) [2014]
SIVAKUMAR CHINNADURAI, Associate Professor of Otolaryngology
B.A., M.D. (Missouri, Kansas City 2005, 2006) [2012]
SALLAYA CHINRATANALAB, Assistant Professor of Medicine
M.D. (Mahidol [Thailand] 1991) [2001]
WICHAI CHINRATANALAB, Assistant Professor of Clinical Medicine
M.D. (Mahidol [Thailand] 1990) [2002]
DAVID CHISM, Assistant Professor of Medicine
B.A. (Georgetown 1997); M.S. (Tulane 2003); M.D. (Tennessee,
Memphis 2008) [2016]
ROHAN V. CHITALE, Assistant Professor of Neurological
Surgery; Assistant Professor of Radiology and Radiological Sciences
B.A. (Pennsylvania 2003); M.D. (Jefferson Medical 2007) [2015]
SOOJA CHO, Assistant Professor of Physical Medicine and Rehabilitation
B.S. (Northwestern 1967); M.D. (Tufts 2001) [2012]
SUNG HOON CHO, Research Assistant Professor of Pathology,
Microbiology and Immunology
B.S. (Kongju National University 1997); Ph.D. (Gwangju Institute of
Science and Technology [Korea] 2004) [2011]
CHUN W. CHOI, Assistant Professor of Cardiac Surgery
B.A., B.S. (University of Washington 2002, 2002); M.D. (New York
Medical 2007) [2016]
EUNYOUNG CHOI, Research Instructor in Surgery
B.S. (Seoul Women’s [Korea] 2003); M.S., Ph.D. (Gwangju Institute of
Science and Technology [Korea] 2005, 2009) [2014]
GLORIA W. CHOI, Assistant Professor of Clinical Pediatrics
B.S. (Massachusetts Institute of Technology 2003); M.D. (California,
Davis 2011) [2015]
HYEHUN CHOI, Research Assistant Professor of Pediatrics
B.S. (Handong [Korea] 2004); M.S. (Seoul National [Korea]
2006); Ph.D. (Medical College of Georgia 2011) [2016]
LEENA CHOI, Associate Professor of Biostatistics
B.S., M.S. (Seoul National [Korea] 1988, 1995); Ph.D. (Johns Hopkins
2005) [2005]
Archived 2017/2018
School of Medicine Catalog
140 141VANDERBILT UNIVERSITY School of Medicine / Faculty
NEESHA CHOMA, Assistant Professor of Medicine; Associate Chief
of Staff VUH, Executive Medical Director of Quality and Safety, VU
Hospital and Clinics
B.S. (Rensselaer Polytechnic Institute 2000); M.D. (Albany Medical
2002); M.P.H. (Vanderbilt 2009) [2006]
AMY S. CHOMSKY, Associate Professor of Ophthalmology and Visual
Sciences
B.A. (Gettysburg 1986); M.D. (Pennsylvania 1990) [1994]
ABHA CHOPRA, Visiting Assistant Professor of Medicine
B.S., M.S. (Mumbai [India] 1983, 1985); Ph.D. (Tata Institute of
Fundamental Research [India] 1999) [2015]
SHAHANA A. CHOUDHURY, Associate Professor of Pediatrics at
Meharry Medical College; Clinical Professor of Pediatrics
M.D. (Dhaka [Bangladesh] 1982) [2000]
JASON CHRISTENSEN, Assistant Professor of Pediatrics; Assistant
Professor of Medicine
B.A. (Northwestern College [Iowa] 2002); M.D. (Nebraska, Omaha
2007) [2014]
KARLA G. CHRISTIAN, Associate Professor of Cardiac Surgery
B.S., M.D. (University of Washington 1981, 1985) [1994]
MICHAEL J. CHRISTIE, Associate Clinical Professor of Orthopaedic
Surgery and Rehabilitation
B.A. (DePauw 1974); M.P.H. (Johns Hopkins 1975); M.D. (Loyola
1978) [1984]
BRIAN W. CHRISTMAN, Professor of Medicine
B.S. (Tulane 1977); M.D. (Oklahoma 1981) [1987]
JOHN W. CHRISTMAN, Adjunct Professor of Medicine
M.D. (Indiana, Indianapolis 1978) [2004]
MARK R. CHRISTOFERSEN, Assistant Clinical Professor of Orthopaedic
Surgery and Rehabilitation
B.A. (Chicago 1974); M.D. (Southern Illinois, Springfield 1978) [2002]
YOUNG WOOK CHUN, Research Assistant Professor of Medicine
B.S. (Korea 1999); M.S. (Yonsei [Korea] 2001); Ph.D. (Brown
2011) [2016]
CECILIA P. CHUNG, Assistant Professor of Medicine
M.D. (National University of San Marcos 1999); M.P.H. (Vanderbilt
2005) [2012]
CHAN CHUNG, Assistant Professor of Medicine
B.A., M.D. (Temple 1998, 2003) [2010]
CHANG YONG CHUNG, Adjunct Associate Professor of Pharmacology
B.S., M.S. (Seoul National [Korea] 1986, 1988); Ph.D. (Duke
1995) [2001]
DAI H. CHUNG, Janie Robinson and John Moore Lee Chair
in Pediatrics; Professor of Pediatric Surgery; Professor of
Pediatrics; Professor of Cancer Biology; Chair of the Department of
Pediatric Surgery
B.A. (Texas 1984); M.D. (Texas, Galveston 1988) [2009]
LARRY R. CHURCHILL, Ann Geddes Stahlman Chair in Medical
Ethics; Professor of Divinity School; Professor of Medicine
B.A. (Rhodes College 1967); M.Div., Ph.D. (Duke 1970, 1973) [2002]
ANDRE L. CHURCHWELL, Senior Associate Dean for Diversity
Affairs; Levi Watkins Jr., M.D. Chair; Professor of Medicine; Professor
of Radiology and Radiological Sciences; Professor of Biomedical
Engineering
B.S. (Vanderbilt 1975); M.D. (Harvard 1979) [1991]
KEITH B. CHURCHWELL, Adjunct Associate Professor of Medicine
A.B. (Harvard 1983); M.D. (Washington University 1987) [2006]
DAISY A. CIENER, Assistant Professor of Clinical Pediatrics
B.S. (Emory 2005); M.D. (Miami [Florida] 2009) [2016]
MARIANA CIOBANU, Assistant Professor of Clinical Pediatrics
M.D. (Moldova State 1994) [2015]
DEBRA KAY CIRONE, Assistant in Anesthesiology
B.S.N. (South Alabama 1996); M.S.N. (Alabama, Huntsville
2011) [2012]
DANIEL O. CLAASSEN, Assistant Professor of Neurology
B.M., M.S. (Georgia 1999, 2001); M.D. (Medical College of Georgia
2005) [2011]
ADRIENNE R. CLAGETT, Assistant in Medicine
B.A. (Transylvania 1993); B.S.N. (Belmont 1996); M.S.N. (Vanderbilt
2012) [2015]
WALTER K. CLAIR, Associate Professor of Medicine
A.B. (Harvard 1977); M.D. (Harvard Medical 1981); M.P.H. (Harvard
1985) [2006]
H. DANIEL CLARK, Assistant Clinical Professor of Oral and Maxillofacial
Surgery
B.S., D.D.S. (California, San Francisco 1997, 1997); M.D. (Harvard
Medical 2000) [2010]
JILLIAN C. CLARK, Assistant in Cardiac Surgery
B.S. (Tufts 2006); M.M.S. ( 2011) [2015]
NATHANIEL KIM CLARK, Associate Professor of Clinical Psychiatry and
Behavioral Sciences
B.A. (Yale 1994); M.D. (Boston University 2001) [2007]
PETER E. CLARK, Professor of Urologic Surgery
B.A. (Cornell 1989); M.D. (Harvard Medical 1994) [2006]
STEPHEN WESLEY CLARK, Assistant Professor of Neurology
Ph.D. (Tennessee, Nashville 2003); M.D. (UT Health Science Center
[Tennessee] 2005) [2011]
CHARLES D. CLARKE, Assistant Professor of Clinical Neurology
B.S. (West Virginia 2004); M.D. (Ohio State 2008) [2013]
DEREK P. CLAXTON, Research Instructor in Molecular Physiology and
Biophysics
B.S. (Alabama, Huntsville 2004); Ph.D. (Vanderbilt 2010) [2014]
MARK A. CLAY, Assistant Professor of Pediatrics
B.S. (Xavier [Louisiana] 1998); M.D. (Emory 2002) [2013]
ANNA S. CLAYTON, Assistant Professor of Medicine
B.S. (Maryland 1985); M.D. (Uniformed Services 1990) [2007]
DOUGLASS B. CLAYTON, Assistant Professor of Urologic
Surgery; Assistant Professor of Pediatrics
B.S. (Lambuth 2000); M.D. (UT Health Science Center [Tennessee]
2004) [2011]
ELLEN WRIGHT CLAYTON, Craig-Weaver Chair in Pediatrics; Professor
of Pediatrics; Professor of Law; Professor of Health Policy
B.S. (Duke 1974); M.S. (Stanford 1976); J.D. (Yale 1979); M.D.
(Harvard 1985) [1988]
GEORGE H. CLAYTON, Assistant Clinical Professor of Oral and
Maxillofacial Surgery
B.A. (Wake Forest 1983); D.D.S. (North Carolina, Charlotte
1987) [2004]
JOHN H. CLEATOR, Assistant Professor of Medicine; Assistant
Professor of Pharmacology
B.S. (The Citadel 1991); Ph.D., M.D. (Medical University of South
Carolina 1999, 1999) [2007]
JOHN B. CLEEK, Assistant Professor of Medicine; Assistant Professor of
Surgery
A.B. (Duke 1981); M.D. (Medical College of Georgia 1985) [2012]
LYNN E. CLEMENT, Assistant in Medicine
B.S.N. (North Carolina 1989); M.S.N. (Belmont 1998) [2004]
JEFFERY DEONTAI CLEMMONS, Instructor in Clinical Anesthesiology
B.S. (Alabama 2008); M.D. (Meharry Medical 2012) [2016]
CHRISTINA MARIE CLEVELAND, Assistant in Medicine; Adjunct
Instructor in Nursing
B.A., M.S.N. (Vanderbilt 2007, 2010) [2010]
THOMAS F. CLEVELAND, Professor of Otolaryngology
B.A., B.M. (Mississippi 1964, 1969); M.M., Ph.D. (Southern California
1970, 1976) [1991]
DAVID E. CLIFFEL, Professor of Chemistry; Associate Professor of
Pediatrics; Chair, Department of Chemistry
B.E.E., B.S. (Dayton 1988, 1988); Ph.D. (Texas 1998) [2000]
RUFUS CLIFFORD, Clinical Professor of Pediatrics
B.S. (Lipscomb 1954); M.D. (UT Health Science Center [Tennessee]
1959) [2006]
MARY ELLEN CLINTON, Assistant Clinical Professor of Neurology
B.S. (Loyola Marymount 1972); M.D. (Southern California 1976) [1982]
AMANDA CLOUSE, Assistant Professor of Emergency Medicine
B.S. (Lipscomb 2006); M.D. (East Tennessee State 2011) [2015]
CATHERYNE GRAYCE CLOUSE, Assistant Professor of Medicine
B.S. (North Carolina 1998); M.P.H. (California, Berkeley 2005); Ph.D.
(North Carolina 2012) [2014]
Archived 2017/2018
School of Medicine Catalog
140 141VANDERBILT UNIVERSITY School of Medicine / Faculty
EDITH E. CLOYD, Assistant in Psychiatry and Behavioral
Sciences; Instructor in Nursing
B.S. (East Tennessee State 1981); J.D. (Tennessee 1985); M.S.N.
(Vanderbilt 2005) [2006]
MARK A. CLYMER, Assistant Clinical Professor of Otolaryngology
B.S., M.D. (Iowa 1986, 1990) [2000]
ANTHONY J. CMELAK, Professor of Radiation Oncology; Medical
Director Vanderbilt-Ingram Cancer Center at Franklin
B.S. (California, Berkeley 1987); M.D. (Northwestern 1992) [1996]
KATIE COLBERT COATE, Adjoint Assistant Professor of Molecular
Physiology and Biophysics
B.S., M.S. (Auburn 2005, 2007); Ph.D. (Vanderbilt 2011) [2016]
CHARLES E. COBB, Research Professor of Molecular Physiology and
Biophysics
B.S., M.S. (Michigan Technological 1980, 1981); Ph.D. (Vanderbilt
1986) [1990]
CHERYL M. COBB, Assistant Professor of Clinical Psychiatry and
Behavioral Sciences
B.S., M.D. (Vanderbilt 2001, 2005) [2010]
MARK A. COBB, Assistant Professor of Neurological Surgery
B.A. (Lipscomb 1978); M.S., M.D. (Vanderbilt 1980, 1990) [2012]
LORI A. COBURN, Assistant Professor of Medicine
B.S. (Lyon College 2000); M.D. (Harvard 2004) [2008]
LAYLA M. COCHRAN, Assistant in Medicine
B.S. (Tennessee Technological 2002); M.S.N. (Vanderbilt 2007) [2008]
MICHELLE MACHT COCHRAN, Assistant Clinical Professor of Psychiatry
and Behavioral Sciences
B.S. (Centre 1988); M.D. (Louisville 1992) [1996]
CHARLES W. COFFEY II, Professor of Radiation Oncology, Emeritus
B.S., M.S. (Kentucky, Lexington 1971, 1972); Ph.D. (Purdue
1975) [1993]
ROBERT J. COFFEY, JR., Ingram Professor of Cancer Research; Professor
of Medicine; Professor of Cell and Developmental Biology
A.B. (Princeton 1970); M.D. (Georgetown 1976) [1986]
CHERYL M. COFFIN, Professor of Pathology, Microbiology and
Immunology, Emerita
B.A. (Bowdoin 1975); M.D. (Vermont 1980) [2008]
JOY DARLENE COGAN, Research Professor of Pediatrics
A.B. (Transylvania 1983); Ph.D. (Vanderbilt 1991) [2003]
ALISON L. COHEN, Assistant in Otolaryngology
B.A. (Beloit 1994); M.S.N. (Vanderbilt 2000) [2001]
JONATHAN A. COHEN, Assistant Clinical Professor of Surgery at St.
Thomas Medical Center
B.S. (California, Los Angeles 1990); M.D. (New York 1994) [2003]
SARAH SCHWEITZER COHEN, Adjunct Assistant Professor of Medicine
B.S. (North Carolina 2000); M.S. (Michigan 2002); Ph.D. (North
Carolina 2010) [2012]
STANLEY COHEN, Distinguished Professor of Biochemistry, Emeritus
B.A. (CUNY, Brooklyn College 1943); M.A. (Oberlin 1945); Ph.D.
(Michigan 1948) [1959]
ROGER J. COLBRAN, Professor of Molecular Physiology and
Biophysics; Acting Chair, Moleculary Phsiology and Biophysics
B.Sc. (Bristol [U.K.] 1982); Ph.D. (Newcastle [Australia] 1985) [1986]
JENNIFER M. COLBY, Assistant Professor of Pathology, Microbiology
and Immunology
B.S. (Vanderbilt 2007); Ph.D. (California, Berkeley 2012) [2015]
KATIE ANN COLE, Assistant In Surgery
B.S. (Middle Tennessee State 2005); B.S.N. (Johns Hopkins
2006); M.S.N. (Vanderbilt 2010) [2011]
ROSANNE COLEMAN, Assistant Clinical Professor of Pediatrics
B.S. (Christian Brothers 1985); M.D. (UT Health Science Center
[Tennessee] 1994) [2009]
CORY B. COLLIER, Clinical Instructor Pediatrics
B.S. (Texas A & M 2003); M.D. (Texas Tech University 2008) [2015]
CORY A. COLLINGE, Professor of Orthopaedic Surgery and
Rehabilitation
B.A. (Vanderbilt 1988); M.S., M.D. (Louisville 1990, 1993) [2015]
DAVID R. COLLINS, Assistant Clinical Professor of Medicine
B.E. (Vanderbilt 1993); M.D. (UT Health Science Center [Tennessee]
1997) [2000]
DOUGLAS J. COLLINS, Associate Clinical Professor of Pediatrics
B.S. (Memphis State 1987); M.D. (Arkansas, Little Rock 1991) [2006]
HAROLD B. COLLINS II, Associate Clinical Professor of Obstetrics and
Gynecology
B.A. (Vanderbilt 1985); M.D. (UT Health Science Center [Tennessee]
1989) [2008]
JO ANN COOK COLLINS, Associate Clinical Professor of Pediatrics
B.S. (Birmingham-Southern 1993); M.D. (Vanderbilt 1997) [2000]
MERRI SHAW COLLINS, Associate Clinical Professor of Pediatrics
B.S. (University of the South 1992); M.D. (UT Health Science Center
[Tennessee] 1996) [2002]
NINA S. COLLINS, Assistant in Surgery
B.S. (Vanderbilt 1999); B.S.N. (Tennessee Wesleyan 2003); M.S.N.
(Vanderbilt 2005) [2011]
SEAN P. COLLINS, Associate Professor of Emergency Medicine
B.S. (Boston University 1993); M.D. (Wisconsin 1997); M.S. (Harvard
2005) [2011]
KATHERINE W. COLVIN, Assistant in Medicine
B.S. (Middle Tennessee State 1994); M.S.N. (Vanderbilt 1997) [2009]
PATRICIA A. COMMISKEY, Research Assistant Professor of Neurology
B.A. (South Alabama 1991); M.A. (Baltimore 1996); Dr.P.H. (Tulane
2011) [2016]
GILBERT M. COMOLA, Assistant in Urologic Surgery
B.S.N. (Mississippi University for Women 2008); M.S.N. (Goldfarb
School of Nursing at Barnes-Jewish College [Missouri] 2012) [2016]
BRUCE E. COMPAS, Patricia and Rodes Hart Chair; Professor of
Psychology and Human Development; Professor of Pediatrics
B.A., M.A., Ph.D. (California, Los Angeles 1973, 1975, 1980) [2002]
ELIZABETH STARBUCK COMPTON, Assistant in Surgery
B.A., M.S.N. (Vanderbilt 2013, 2015) [2015]
BEATRICE P. CONCEPCION, Assistant Professor of Medicine
M.D. (Philippines 2004) [2013]
RAOUL S. CONCEPCION, Assistant Clinical Professor of Urologic
Surgery
B.S. (Toledo 1979); M.D. (Ohio State 1984) [1990]
MOLLY M. CONE, Assistant Professor of Surgery
B.S. (Wyoming 2002); M.D. (Oregon Health and Science 2006) [2013]
RACHEL W. CONKLIN, Assistant in Radiation Oncology
B.E. (Vanderbilt 2006); M.S., M.Sc. (Wake Forest 2013, 2015) [2015]
PETER JEFFREY CONN, Lee E. Limbird Chair in
Pharmacology; Professor of Pharmacology
B.S. (Lee 1981); Ph.D. (Vanderbilt 1986) [2003]
JIM CONNELLY, Assistant Professor of Pediatrics
B.S. (Iowa 1999); M.D. (Washington University 2003) [2016]
NALINI W. CONNER, Assistant Professor of Clinical Psychiatry and
Behavioral Sciences
B.S. (Hampton 1998); Ph.D. (Tennessee 2006) [2015]
STEPHANIE JOHNS CONRAD, Assistant Professor of Pediatrics
B.A. (Southern Adventist 2004); M.D. (Loma Linda 2008) [2015]
EDWARD G. CONTURE, Professor of Hearing and Speech Sciences,
Emeritus
B.S. (Emerson 1967); M.S. (Northwestern 1968); Ph.D. (Iowa
1972) [1997]
LAZARO CONZALEZ-CALVO, Adjunct Assistant Professor of Pediatrics
B.S. (Habana [Cuba] 1986); Ph.D. (Alicante [Spain] 2006); M.S.
(Universidad Complutense de Madrid [Spain] 2008) [2015]
ALICE C. COOGAN, Professor of Pathology, Microbiology and
Immunology
B.A. (Stanford 1984); M.D. (Vanderbilt 1988) [2009]
PHILIP GERLACH COOGAN, Assistant Clinical Professor of Orthopaedic
Surgery and Rehabilitation
A.B. (Harvard 1984); M.D. (Vanderbilt 1988) [2000]
REBECCA S. MURAOKA COOK, Assistant Professor of Cancer
Biology; Assistant Professor of Biomedical Engineering
B.S. (Vanderbilt 1993); Ph.D. (Cincinnati 1998) [2008]
TERESA L. COOK, Assistant in Medicine
B.S., M.P.P. (Austin Peay State 1985, 1986); M.S.N. (Vanderbilt
1995) [2016]
Archived 2017/2018
School of Medicine Catalog
142 143VANDERBILT UNIVERSITY School of Medicine / Faculty
LINDSEY W. COOPER, SR., Assistant Clinical Professor of Oral and
Maxillofacial Surgery
D.M.D. (Kentucky, Lexington 1975) [2003]
MICHAEL K. COOPER, Associate Professor of Neurology
B.S. (Rhodes College 1987); M.D. (Alabama, Birmingham
1992) [2002]
SETH ALAN COOPER, Instructor in Orthopaedic Surgery and
Rehabilitation
B.A. (Washington University 2007); M.D. (UT Health Science Center
[Tennessee] 2011) [2016]
ROBERT SETH COOPER, Clinical Professor of Medicine
B.S., M.D. (Louisiana State 1967, 1971) [1976]
TIMOTHY J. COOPER, Assistant Professor of Pediatrics; Assistant
Professor of Psychology; Assistant Professor of Psychiatry and
Behavioral Sciences
B.A. (Christian Brothers 1986); M.A. (Middle Tennessee State
1992); Psy.D. (Spalding 1999) [2006]
TRISHA L. COOPER, Assistant in Neurological Surgery
B.S. (Tennessee 2005); M.S. (Trevecca Nazarene 2007) [2012]
WILLIAM O. COOPER, Cornelius Vanderbilt Chair; Professor of
Pediatrics; Professor of Health Policy
B.A. (Transylvania 1987); M.D., M.P.H. (Vanderbilt 1991, 1997) [1996]
BILLY H. COPELAND II, Assistant Professor of Clinical Medicine
B.S. (Tennessee 1997); M.D. (East Tennessee State 2003) [2010]
ELIZABETH ANNE COPENHAVER, Instructor in Clinical Pediatrics
B.E. (Vanderbilt 2008); M.D. (West Virginia 2013) [2016]
BLYTHE ANNE CORBETT, Associate Professor of Psychiatry and
Behavioral Sciences; Associate Professor of Psychology
M.A., Ph.D. (California School of Professional Psychology 1996,
1999) [2010]
JACKIE D. CORBIN, Professor of Molecular Physiology and Biophysics,
Emeritus
B.S. (Tennessee 1963); Ph.D. (Vanderbilt 1968) [1971]
JOHN M. COREY, Assistant Professor of Clinical Anesthesiology
B.S. (Missouri State 1996); M.D. (Missouri 2001) [2011]
KYLIE M. CORMIER, Associate Clinical Professor of Pediatrics
B.S. (Louisiana, Monroe 1997); M.D. (Louisiana State 2003) [2007]
ROBERT FRANK CORNELL, Assistant Professor of Medicine
B.S. (Saint Louis 2000); M.D. (Trinity, Dublin [Ireland] 2007) [2013]
CARLTON W. CORNETT, Assistant Clinical Professor of Psychiatry and
Behavioral Sciences
B.A. (Huntingdon 1982); M.S.W. (Georgia 1984) [2007]
DALE SHANNON CORNETT, Adjunct Assistant Professor of
Biochemistry
B.S. (Eastern Kentucky 1988); Ph.D. (Georgia 1993) [2002]
HERNAN CORREA, Associate Professor of Pathology, Microbiology and
Immunology
M.D. (Universidad del Valle [Colombia] 1983) [2006]
PELAYO CORREA, Professor of Medicine, Emeritus
M.D. (Universidad de Antioquia [Colombia] 1949) [2005]
DAVID CORTEZ, Ingram Professor of Cancer Research; Professor of
Biochemistry; Professor of Cancer Biology
B.S. (Illinois, Champaign 1993); Ph.D. (Duke 1997) [2002]
WILLIAM TIMOTHY COSTELLO, Assistant Professor of Clinical
Anesthesiology
B.A. (Lipscomb 2002); M.D. (UT Health Science Center [Tennessee]
2006) [2011]
DANIEL COTTRELL, Assistant Professor of Clinical Medicine
B.A. (Boston University 2001); M.D. (George Washington 2006) [2017]
ALLISON C. COUDEN, Associate Clinical Professor of Pediatrics
B.S. (Furman 1992); M.D. (UT Health Science Center [Tennessee]
1996) [2002]
LAURA B. COULAM, Instructor in Clinical Neurology
B.A. (Williams 1995); M.A., Ph.D. (Washington University 1995,
2003) [2013]
TIMOTHY L. COVER, Professor of Medicine; Professor of Pathology,
Microbiology and Immunology
B.S. (Muhlenberg 1980); M.D. (Duke 1984) [1990]
RONALD L. COWAN, Professor of Psychiatry and Behavioral
Sciences; Professor of Psychology; Professor of Radiology and
Radiological Sciences
B.S. (Christian Brothers 1984); Ph.D. (UT Health Science Center
[Tennessee] 1990); M.D. (Cornell 1994) [2002]
CHARLES L. COX III, Assistant Professor of Orthopaedic Surgery and
Rehabilitation
B.E. (Vanderbilt 1998); M.D. (UT Health Science Center [Tennessee]
2002); M.P.H. (Vanderbilt 2010) [2008]
JOY D. COX, Clinical Instructor in Obstetrics and Gynecology
B.A., M.D. (Vanderbilt 1998, 2002) [2007]
NANCY J. COX, Mary Phillips Edmonds Gray Chair; Professor of
Medicine
B.Sc. (Notre Dame 1978); Ph.D. (Yale 1982) [2015]
LAURA S. CRADDOCK, Assistant in Medicine
B.S. (Auburn 1994); M.S.N. (Vanderbilt 2002) [2008]
ALLEN SCOTT CRAIG, Associate Clinical Professor of Health Policy
B.A. (SUNY, Geneseo 1978); M.D. (Yeshiva 1982) [1998]
ELIZABETH VERA CRAIG, Instructor in Clinical Radiology and
Radiological Sciences
B.S. (Michigan 2007); M.D. (Pittsburgh 2011) [2016]
KAYLIN S. CRAIG, Assistant Professor of Clinical Medicine
B.S. (Louisiana State 2007); M.D. (Louisiana State, New Orleans
2012) [2015]
GABRIELLA L. CRANE, Assistant Professor of Pediatrics; Assistant
Professor of Clinical Radiology and Radiological Sciences
B.A. (William and Mary 1994); M.D. (Boston University 2004) [2010]
DEBRA M. CRAVEN, Assistant in Medicine
B.S. (Tennessee 1999); M.S.N. (Vanderbilt 2010) [2011]
ERIKA L. CRAWFORD, Assistant Clinical Professor of Pediatrics
B.S. (Hampton 2000); M.D. (Meharry Medical 2004) [2007]
JEFFREY L. CREASY, Professor of Radiology and Radiological Sciences
B.S. (Michigan State 1976); M.D. (North Carolina 1980) [1988]
CLARENCE BUDDY CREECH, Associate Professor of Pediatrics
B.S. (Vanderbilt 1995); M.D. (Tennessee, Memphis 1999); M.P.H.
(Vanderbilt 2006) [2006]
MARSHALL H. CRENSHAW, Assistant Professor of Medicine
B.S. (Rhodes College 1978); M.D. (Tulane 1982) [2006]
THERESA A. CRESSMAN, Assistant in Radiation Oncology
B.S.N. (Austin Peay State 2006); M.S.N. (Vanderbilt 2011) [2012]
CANDICE CREWSE, Assistant Clinical Professor of Pediatrics
B.S. (Christian Brothers 2004); M.D. (East Tennessee State
2008) [2011]
JENNIFER CRICHTON, Assistant in Anesthesiology
A.D.N. (Aquinas College [Tennessee] 2004); M.S.N. (Vanderbilt
2011) [2014]
MARTA ANN CRISPENS, Professor of Obstetrics and Gynecology
B.S. (Emory 1987); M.D. (Alabama, Birmingham 1991) [2002]
DAVID CRNOBORI, Assistant in Pediatrics
B.A. (North Carolina, Charlotte 1995); M.S.Ed. (Walden 2010) [2015]
KRISTINA MICHELLE CROCKER, Assistant in Physical Medicine and
Rehabilitation
A.S.N. (Tennessee State 2011); B.S.N. (Austin Peay State
2012); M.S.N. (Tennessee State 2014) [2014]
CHRISTY J. CROCKETT, Assistant Professor of Anesthesiology
B.S., M.D. (North Carolina 2005, 2009) [2016]
LESLIE J. CROFFORD Wilson Family Chair in Medicine; Professor of
Medicine; Professor of Pathology, Microbiology and Immunology
B.A. (Vanderbilt 1980); M.D. (UT Health Science Center [Tennessee]
1984) [2013]
OSCAR B. CROFFORD, Professor of Medicine, Emeritus
B.A., M.D. (Vanderbilt 1952, 1955) [1959]
ROBERT M. CRONIN, Assistant Professor of Biomedical
Informatics; Assistant Professor of Pediatrics; Assistant Professor of
Medicine
B.S., M.Eng. (Cornell 2001, 2002); M.D. (Ohio State 2009) [2013]
TRAVIS CROOK, Assistant Professor of Pediatrics
B.S. (Clemson 2005); M.D. (Baylor 2009) [2012]
CHRISTOPHER L. CROPSEY, Assistant Professor of Anesthesiology
B.M. (Belmont 2004); M.D. (East Tennessee State 2009) [2014]
Archived 2017/2018
School of Medicine Catalog
142 143VANDERBILT UNIVERSITY School of Medicine / Faculty
GEORGE H. CROSSLEY, Associate Professor of Medicine
B.S., M.S. (Georgia 1977, 1980); M.D. (Medical College of Georgia
1984) [2014]
DEBORAH O. CROWE, Assistant Clinical Professor of Pathology,
Microbiology and Immunology
B.S. (Kentucky, Lexington 1974); Ph.D. (Louisville 1985) [1989]
DONNA J. CROWE, Clinical Instructor in Obstetrics and Gynecology
B.S. (Birmingham-Southern 1989); M.D. (Vanderbilt 1993) [1997]
JAMES E. CROWE, JR., Ann Scott Carell Chair; Professor of
Pediatrics; Professor of Pathology, Microbiology and Immunology
B.S. (Davidson 1983); M.D. (North Carolina 1987) [1995]
CRISTINA REYES CRUZ, Clinical Instructor in Pediatrics
B.S., M.D. (Universidad Santo Tomás, Bucaramanga [Colombia]
1984, 1988) [2013]
JEFFREY ALAN CULP, Assistant Professor of Medicine
B.A. (Wittenberg 1998); M.D. (Cincinnati 2003) [2015]
TARA LEIGH CUMMING, Assistant in Urologic Surgery
B.S.N. (Catholic University of America 2006) [2016]
ALLYSON WITTERS CUNDIFF, Assistant Professor of Clinical Psychiatry
and Behavioral Sciences
B.S. (Vanderbilt 2002); M.D. (UT Health Science Center [Tennessee]
2010) [2015]
JOHN A. CURCI, Associate Professor of Surgery
B.A. (Miami [Ohio] 1990); M.D. (Yale 1994) [2014]
HOWARD LEE CURLIN, Assistant Professor of Obstetrics and
Gynecology
B.S. (Wheaton 1995); M.D. (East Tennessee State 1999) [2010]
KEVIN P. M. CURRIE, Associate Professor of Anesthesiology; Associate
Professor of Pharmacology
B.Sc. (Edinburgh [U.K.] 1990); Ph.D. (London [U.K.] 1994) [2002]
KIMBERLY ARNOLD CURRIER, Assistant in Medicine
B.A. (Houston 1989); M.S.N. (Vanderbilt 2001) [2004]
WILLIAM BEN CUTRER, Associate Professor of Pediatrics; Associate
Professor of Anesthesiology
B.A. (Hardin-Simmons 1999); M.D. (Kentucky, Lexington 2003); M.
Ed. (Cincinnati 2010) [2010]
LAURIE E. CUTTING, Patricia and Rodes Hart Chair; Professor of
Special Education; Professor of Psychology secondary; Professor of
Pediatrics
B.A. (American 1993); M.A., Ph.D. (Northwestern 1995, 1999) [2009]
KEVIN DABROWSKI, Assistant Professor of Emergency
Medicine; Assistant Professor of Orthopaedic Surgery and
Rehabilitation
B.Ed. (Georgia 2007); M.D. (Rush 2012) [2015]
HALEY PATTON DADD, Assistant in Medicine
B.S. (Georgia 2008); B.S. (Emory 2011); M.S.N. (Vanderbilt
2014) [2015]
KATHRYN MCCRYSTAL DAHIR, Associate Professor of Medicine
B.A. (Virginia 1995); M.D. (Eastern Virginia 1999) [2005]
KIMBERLY BROWN DAHLMAN, Assistant Professor of Cancer Biology
B.S. (Lafayette 1999); Ph.D. (Vanderbilt 2006) [2010]
CHUNHUA DAI, Research Associate Professor of Medicine
M.D., M.Sc. (Hunan Medical [China] 1975, 1986) [1992]
QI DAI, Ingram Professor of Cancer Research; Professor of Medicine
M.D. (Shanghai Medical [China] 1990); Ph.D. (South Carolina
2001) [2003]
KEVIN MICHAEL DALE, Assistant Professor of Orthopaedic Surgery and
Rehabilitation
B.A. (DePauw 2004); M.D. (Southern Illinois, Springfield 2009) [2016]
KELLY WYNN DALEY, Assistant in Anesthesiology
M.S.N. (Vanderbilt 2014) [2014]
ARTHUR F. DALLEY II, Professor of Cell and Developmental Biology
B.S., Ph.D. (Utah 1970, 1975) [1998]
STEVEN M. DAMO, Adjunct Assistant Professor of Biochemistry
B.S. (New York 1998); Ph.D. (California, Berkeley 2006) [2013]
BRUCE M. DAMON, Associate Professor of Radiology and Radiological
Sciences; Associate Professor of Molecular Physiology and
Biophysics; Associate Professor of Biomedical Engineering
B.S. (Massachusetts 1987); M.S., Ph.D. (Illinois, Champaign 1993,
2000) [2003]
JULIE B. DAMP, Associate Professor of Medicine; Associate Director,
Cardiovascular Fellowship Training Program
B.S. (Tennessee 1997); M.D. (Vanderbilt 2001) [2007]
JULIET MARIE DANIEL, Assistant Clinical Professor of Pediatrics
B.S. (Georgetown 1991); M.D. (Northwestern 1995) [2009]
ANTHONY B. DANIELS, Assistant Professor of Ophthalmology and
Visual Sciences; Assistant Professor of Radiation Oncology; Assistant
Professor of Cancer Biology
B.A. (Princeton 2002); M.S.H.S. (London School of Economics [U.K.]
2003); M.D. (Pennsylvania 2007) [2013]
R. NATHAN DANIELS, Adjunct Assistant Professor of Pharmacology
B.S. (Ohio State 2003); Ph.D. (Vanderbilt 2010) [2013]
JOHN SCOTT DANIELS, Adjunct Associate Professor of Pharmacology
B.S. (Southwest Baptist 1992); Ph.D. (Missouri 1998) [2010]
MELISSA ELLEN DANKO, Assistant Professor of Pediatric Surgery
B.A. (Duke 2000); M.D. (Pittsburgh 2005) [2014]
MATTHEW R. DANTER, Assistant Professor of Cardiac Surgery
M.D. (Western Ontario [Canada] 2003) [2014]
DAVID MITCHELL DANTZLER, JR., Assistant Professor of Clinical
Medicine
B.A. (Washington University 2003); M.D. (Meharry Medical
2007) [2015]
BENJAMIN DANZO, Professor of Obstetrics and Gynecology, Emeritus;
Research Professor of Biochemistry, Emeritus
B.A. (Franciscan University of Steubenville 1965); M.S. (Arkansas
1968); Ph.D. (Michigan 1971) [1973]
ANH H. DAO, Associate Professor of Pathology, Emeritus
B.A. (**Nguyen Trai 1951); M.D. (**Saigon 1960); M.S. (Vermont
1964) [1977]
DAWOOD DARBAR, Adjunct Professor of Medicine
B.Med.Sc., M.B., Ph.D. (Dundee [U.K.] 1986, 1989, 2001) [2002]
JAMES P. DARKE, Assistant Clinical Professor of Pediatrics
B.S. (Memphis 1994); M.D. (UT Health Science Center [Tennessee]
2001) [2010]
NANCY SUE DARR, Adjunct Professor of Physical Medicine and
Rehabilitation
B.A. (Ohio Wesleyan 1981); M.S. (Southern California 1985) [2015]
SUMAN RANJAN DAS, Research Associate Professor of Medicine
Ph.D. (Banaras Hindu [India] 2005) [2016]
KARISHMA ABHAYA DATYE Assistant Professor of Pediatrics
B.S. (California, Irvine 2006); M.D. (New Mexico 2010) [2016]
GLEN W. DAVIDSON, Adjunct Professor of Medical Education and
Administration
A.B. (University of the Pacific 1958); B.D., M.Div. (Drew 1961,
1961); Ph.D. (Claremont Graduate 1964) [2014]
HEATHER A. DAVIDSON, Associate Professor of Nursing; Assistant
Professor of Medical Education and Administration
B.A., M.S., Ph.D. (Vanderbilt 1996, 2001, 2005) [2010]
JEFFREY M. DAVIDSON, Professor of Pathology, Microbiology and
Immunology
B.S. (Tufts 1967); M.S., Ph.D. (Stanford 1969, 1975) [1986]
MARIO A. DAVIDSON, Assistant Professor of Biostatistics
B.S., M.S. (Tennessee State 1996, 1998); M.S., M.A., Ph.D. (Ohio
State 2002, 2005, 2007) [2009]
WILLIAM R. DAVIDSON, Associate Clinical Professor of Pediatrics
B.S. (Tennessee, Martin 1985); M.D. (UT Health Science Center
[Tennessee] 1989) [1992]
ELIZABETH ANN DAVIES, Associate Professor of Surgery
B.S. (Akron 1979); M.D. (Northeastern Ohio Universities 1983); M.B.A.
(Benedictine [Illinois] 2011) [2017]
LUDA DAVIES, Clinical Instructor in Surgery
B.S. (South Carolina, Spartanburg 1980); B.S. (North Texas Health
Science Center 1986) [2013]
SEAN S. DAVIES, Associate Professor of Pharmacology
B.S., Ph.D. (Utah 1993, 1999) [2002]
ALISON N. DAVIS, Assistant in Surgery
B.S.N. (Southern Mississippi 2008); M.S.N. (Alabama, Birmingham
2014) [2014]
ELIZABETH J. DAVIS, Assistant Professor of Medicine
B.S. (Duke 2005); M.D. (Wright State 2009) [2016]
Archived 2017/2018
School of Medicine Catalog
144 145VANDERBILT UNIVERSITY School of Medicine / Faculty
KRISTIN K. DAVIS, Assistant in Medicine
B.S.N., M.S.N. (Belmont 2010, 2015) [2016]
LARRY TAYLOR DAVIS, Assistant Professor of Radiology and
Radiological Sciences
B.E., M.D. (Vanderbilt 2004, 2008) [2013]
LEA KARATHEODORIS DAVIS, Assistant Professor of
Medicine; Assistant Professor of Psychiatry and Behavioral Sciences
B.S. (Alabama 2003); Ph.D. (Iowa 2009) [2015]
RICHARD E. DAVIS, Assistant Clinical Professor of Surgery
B.A. (San Diego 1991); M.D. (Creighton 2000) [2011]
SARAH ANN DAVIS, Assistant in Surgery; Instructor in Nursing
B.S.N., M.S.N. (Kansas 2006, 2011); Post Masters Certificate, D.N.P.
(Vanderbilt 2013, 2015) [2013]
STEPHEN M. DAVIS, Assistant Clinical Professor of Plastic Surgery
B.S. (Vanderbilt 1976); M.D. (Meharry Medical 1981) [1998]
STEPHEN N. DAVIS, Adjunct Professor of Medicine
M.B.B.S. (London [U.K.] 1979); M.R.C.P. (Royal College of Physicians
[U.K.] 1982); Ph.D. (London [U.K.] 1991); M.D. (Royal College of
Physicians [U.K.] 1993) [1988]
THOMAS L. DAVIS, Professor of Neurology
B.A. (Wooster 1981); M.D. (Mississippi 1985) [1991]
BENOIT DAWANT, Cornelius Vanderbilt Chair in Engineering; Professor
of Electrical Engineering; Professor of Radiology and Radiological
Sciences; Professor of Biomedical Engineering
M.S. (Université Catholique de Louvain [Belgium] 1982); Ph.D.
(Houston 1987) [1988]
SMITA DE, Instructor in Clinical Urologic Surgery
B.S.E. (Duke 2001); Ph.D., M.D. (University of Washington 2008,
2010) [2016]
MARK P. DE CAESTECKER, Associate Professor of Medicine; Associate
Professor of Surgery; Associate Professor of Cell and Developmental
Biology
B.A., M.A. (Cambridge [U.K.] 1980, 1983); M.B.B.S. (London [U.K.]
1986); Ph.D. (Manchester [U.K.] 1994) [2000]
ALI SEVILLA DE COCCO, Instructor in Clinical Obstetrics and
Gynecology
B.S., M.Div., M.S.N. (Vanderbilt 2008, 2011, 2015) [2016]
LISA ANNE DE LA MOTHE, Assistant Professor of Psychology; Adjunct
Assistant Professor of Hearing and Speech Sciences
B.S. (Tennessee, Martin 2001); M.A., Ph.D. (Vanderbilt 2006, 2008) [2012]
MICHAEL DE RIESTHAL, Assistant Professor of Hearing and Speech
Sciences
B.S. (Northwestern 1997); M.S., Ph.D. (Vanderbilt 1999, 2003) [2007]
ELIZABETH DEARING, Instructor in Emergency Medicine
B.A. (Vanderbilt 2007); M.D. (Kentucky, Lexington 2011) [2015]
RODNEY JAMES SNODGRASS DEATON, Assistant Clinical Professor of
Psychiatry and Behavioral Sciences
B.A. (Purdue 1978); M.D. (Indiana, Indianapolis 1982); J.D. (Harvard
Medical 1990) [2014]
MICHAEL RUTLEDGE DEBAUN, J.C. Peterson, M.D. Chair in Pediatric
Pulmonology; Professor of Pediatrics; Vice Chair for Clinical Research,
Department of Pediatrics
B.S. (Howard 1982); M.S., M.D. (Stanford 1987, 1987); M.P.H. (Johns
Hopkins 1993) [2010]
JILL DEBONA, Assistant Clinical Professor of Psychiatry and Behavioral
Sciences
B.A. (Virginia 1986); M.D. (Vanderbilt 1990) [1994]
ALLISON H. DECKARD, Assistant in Pediatrics
B.A. (Georgia 2009); M.S.N. (Vanderbilt 2011) [2011]
MICHAEL D. DECKER, Adjunct Professor of Health Policy
B.S. (California Institute of Technology 1969); M.D. (Rush
1978); M.P.H. (Illinois, School of Public Health, Chicago 1982) [1986]
KEVIN C. DEE, Assistant Professor of Medicine
B.S. (Vanderbilt 2005); M.D. (Iowa 2010) [2016]
ROBERT J. DEEGAN, Professor of Clinical Anesthesiology
M.D., B.Sc., Ph.D. (University College, Dublin [Ireland] 1986, 1988,
1991) [1996]
THOMAS A. DEERING, Assistant Clinical Professor of Pathology,
Microbiology and Immunology
B.S., M.D. (Iowa 1979, 1988) [2002]
MARY ELLEN DEES, Assistant Professor of Pediatrics
B.A., M.D. (Case Western Reserve 1986, 1991) [1999]
KIRBY HUDSON DEETER, Associate in Orthopaedic Surgery and
Rehabilitation
B.A. (Kansas 1994); D.P.M. (Ohio College of Podiatric Medicine
1999) [2006]
LORI A. DEITTE, Professor of Radiology and Radiological Sciences
B.S. (Wisconsin, Eau Claire 1978); M.D. (Wisconsin 1984) [2015]
DOMINIQUE DELBEKE, Professor of Radiology and Radiological
Sciences
M.D., Ph.D. (Université Libre de Bruxelles {Belgium] 1978,
1985) [1990]
AUBREY MICHAEL DELK, Clinical Instructor in Emergency Medicine
B.S. (Lipscomb 2002); M.D. (UT Health Science Center [Tennessee]
2006) [2009]
JANELLE DELLE, Assistant in Surgery; Lecturer in Nursing
B.S.N. (Austin Peay State 2003); M.S. (Saint Louis 2011) [2011]
JAN S. DELOZIER, Assistant Professor of Clinical Medicine
A.B. (Tennessee 1978); M.D. (UT Health Science Center [Tennessee]
1982) [1985]
JOSEPH B. DELOZIER III, Assistant Clinical Professor of Plastic Surgery
B.A. (University of the South 1977); M.D. (UT Health Science Center
[Tennessee] 1982) [2000]
ERIC DELPIRE, Professor of Anesthesiology; Professor of Molecular
Physiology and Biophysics
B.S., M.S., Ph.D. (Liège [Belgium] 1981, 1983, 1989) [1997]
SAMUEL H. DEMENT, Assistant Clinical Professor of Pathology,
Microbiology and Immunology
B.A. (Tennessee 1977); M.D. (Vanderbilt 1982) [1989]
SANDRA L. DEMING-HALVERSON, Adjunct Research Assistant
Professor of Medicine
B.S. (Southern California 1992); M.P.H. (George Washington
1996); Ph.D. (North Carolina 2005) [2009]
SUSAN M. DENGLER, Assistant in Neurological Surgery
B.S.N. (Maryville University of Saint Louis 1981); M.S.N. (Saint Louis
1983) [2011]
MARK R. DENISON, Craig-Weaver Chair in Pediatics; Professor of
Pediatrics; Professor of Pathology, Microbiology and Immunology
B.S., M.D. (Kansas 1977, 1980) [1991]
THOMAS WADE DENNEY, Clinical Professor of Pediatrics
B.S. (Lipscomb 1982); M.D. (UT Health Science Center [Tennessee]
1986) [2006]
BRADLEY M. DENNIS, Assistant Professor of Surgery
B.S. (Georgia 2001); M.D. (Medical College of Georgia 2005) [2012]
JOSHUA C. DENNY, Professor of Biomedical Informatics; Associate
Professor of Medicine
B.S., M.D., M.S. (Vanderbilt 1998, 2003, 2007) [2007]
JEROD SCOTT DENTON, Associate Professor of
Anesthesiology; Associate Professor of Pharmacology
B.S., M.S. (Central Arkansas 1995, 1997); Ph.D. (Dartmouth
2001) [2005]
STEPHEN A. DEPPEN, Assistant Professor of Thoracic
Surgery; Assistant Professor of Medicine
B.S. (Tennessee Technological 1988); M.A. (Tennessee 1991); M.S.
(Indiana, Bloomington 1994); Ph.D. (Vanderbilt 2013) [2014]
CHARLES V. DEPRIEST, Assistant Professor of Clinical Radiology and
Radiological Sciences
A.B., M.D. (Harvard 1977, 1982) [2008]
SARAH MILAM DERANEY, Instructor in Clinical Radiology and
Radiological Sciences
B.S., M.S. (Mississippi State 2006, 2007); M.D. (UT Health Science
Center [Tennessee] 2011) [2016]
TERENCE S. DERMODY, Adjunct Professor of Pediatrics
B.S. (Cornell 1978); M.D. (Columbia 1982) [1990]
RONALD G. DERR, Assistant Professor of Clinical Orthopaedic Surgery
and Rehabilitation
B.S. (Ohio State 1979); D.O. (Ohio 1988) [2009]
ADITI A. DESAI, Instructor in Clinical Radiology and Radiological
Sciences
B.A. (Pennsylvania 2006); M.D. (Vanderbilt 2011) [2016]
Archived 2017/2018
School of Medicine Catalog
144 145VANDERBILT UNIVERSITY School of Medicine / Faculty
MIHIR JITENDRA DESAI, Assistant Professor of Orthopaedic Surgery
and Rehabilitation
B.S. (Davidson 2004); M.S., M.D. (Georgetown 2005, 2009) [2015]
NEERAV A. DESAI, Assistant Professor of Pediatrics
B.E. (Vanderbilt 1998); M.D. (UT Health Science Center [Tennessee]
2002) [2006]
JAYANT K. DESHPANDE, Adjunct Professor of Anesthesiology
A.B. (Boston University 1973); M.D. (UT Health Science Center
[Tennessee] 1976); M.P.H. (Vanderbilt 2003) [1990]
CINDY ANN DESIO, Assistant in Medicine
B.S.N. (Union [Tennessee] 2002); M.S.N. (Vanderbilt 2003) [2016]
M. SHEILA DESMOND, Professor of Clinical Pediatrics
B.A. (City University of New York, Queens College 1971); M.D. (New
York Medical 1975) [2009]
MOHAMED MOKHTAR DESOUKI, Associate Professor of Pathology,
Microbiology and Immunology
Ph.D., M.Sc., M.D. (Cairo [Egypt] 1989, 1996, 2000) [2012]
WOLF-DIETRICH DETTBARN, Professor of Pharmacology, Emeritus
M.D. (Goettingen, Germany 1953) [1968]
KRISTEN BETH DETTORRE, Assistant Professor of Emergency Medicine
B.S. (Kent State 2002); M.D. (Northeastern Ohio Universities
2006) [2009]
PATRICIA A. DETZEL, Assistant Professor of Clinical Obstetrics and
Gynecology
B.S.N. (Cincinnati 1994); M.S.N. (Vanderbilt 1998) [2010]
ARIEL Y. DEUTCH, James G. Blakemore Chair in Psychiatry and
Behavioral Sciences; Professor of Psychiatry and Behavioral
Sciences; Professor of Pharmacology
B.A. (Vanderbilt 1973); Ph.D. (Georgia 1983) [1996]
CLINTON J. DEVIN, Associate Professor of Orthopaedic Surgery and
Rehabilitation; Associate Professor of Neurological Surgery
B.S. (Wyoming 1998); M.D. (Vanderbilt 2002) [2009]
JESSICA K. DEVIN, Assistant Professor of Medicine
B.A. (Dartmouth 1998); M.D., M.S.C.I. (Vanderbilt 2002, 2007) [2011]
VICTORIA J. DEVITO, Associate Professor of Clinical Pediatrics
B.S. (Ohio 1976); M.D. (Medical College of Ohio 1979) [2005]
JAMES DEWAR, Assistant Professor of Biochemistry
M.A. (Bath [U.K.] 2007); Ph.D. (Newcastle University 2011) [2016]
JOSEPH EDWARD DEWEESE, Adjunct Assistant Professor of
Biochemistry
B.S. (Freed-Hardeman 2004); Ph.D. (Vanderbilt 2009) [2009]
CHARLENE M. DEWEY, Professor of Medical Education and
Administration; Professor of Medicine
B.S. (Bradley 1985); M.D. (Morehouse 1990); M.Ed. (Houston
2004) [2007]
TRACEY L. DEWIRE, Assistant in Surgery
B.S. (Tennessee 1990); M.S.N. (Vanderbilt 2008) [2009]
JUDITH DEXHEIMER, Adjunct Instructor in Biomedical Informatics
B.S. (Central Florida 2003); M.S., Ph.D. (Vanderbilt 2006,
2011) [2011]
ALEX B. DIAMOND, Assistant Professor of Orthopaedic Surgery and
Rehabilitation; Assistant Professor of Pediatrics
B.A. (Duke 1998); D.O. (Philadelphia College of Osteopathic Medicine
2003); M.P.H. (Vanderbilt 2011) [2008]
EDUARDO COELHO DIAS, Instructor in Clinical Surgery; Instructor in
Obstetrics and Gynecology
M.D. (Universidade Federal do Rio Grande do Sul [Brazil] 2000) [2016]
EMMANUELE DIBENEDETTO, Centennial Professor of
Mathematics; Professor of Molecular Physiology and Biophysics
B.A. (Florence [Italy] 1975); Ph.D. (Texas 1979) [2000]
S. KENT DICKESON, Research Assistant Professor of Pathology,
Microbiology and Immunology
B.S. (Missouri State 1985); Ph.D. (Kansas 1991) [2003]
IRINA A. DIDIER, Instructor in Clinical Pediatrics; Instructor in Clinical
Medicine
B.S. (Gomel State Medical [Belarus] 1980); M.D. (Minsk State Medical
[Belarus] 1987) [2005]
ANDRE M. DIEDRICH, Research Professor of Medicine; Research
Professor of Biomedical Engineering
C.E. (Martin-Luther-Universität Halle-Wittenberg [Germany]
1979); M.D. (I. M. Sechenov Moscow Medical Academy [Russia]
1985); Ph.D. (Humboldt-Universität zu Berlin [Germany] 1991) [2000]
KEVIN L. DIEHL, Assistant Professor of Clinical Radiology and
Radiological Sciences
B.S. (Arizona State 2004); D.O. (Western University of Health
Sciences [California] 2008) [2016]
MARY S. DIETRICH, Professor of Nursing (Statistics and
Measurements); Professor of Psychiatry and Behavioral Sciences
B.S. (Bethel College [Kansas] 1979); M.S. (Fort Hays State
1986); Ph.D. (Vanderbilt 1996) [2006]
SERGEY DIKALOV, Research Associate Professor of Medicine
Ph.D. (Russian Academy of Science, Siberian Branch [Russia]
1994); M.S. (Novosibirsk State [Russia] 1999) [2011]
ANNA DIKALOVA, Research Assistant Professor of Medicine
M.S. (Novosibirsk State [Russia] 1987); Ph.D. (Institute of Cytology
and Genetics [Russia] 1993) [2011]
MARY DIMICELI, Assistant Professor of Anesthesiology
B.S. (Manhattan 2002); M.D. (Georgetown 2007) [2014]
ELIA C. DIMITRI, Clinical Professor of Pediatrics
B.A. (East Tennessee State 1957); M.D. (UT Health Science Center
[Tennessee] 1960) [2005]
THOMAS S. DINA, Professor of Radiology and Radiological Sciences,
Emeritus
B.S. (Notre Dame 1961); M.D. (Northwestern 1965) [1994]
TEMUJIN DINARAM, Assistant Professor of Clinical Medicine
B.A. (New York 2001); M.D. (Ross 2009) [2017]
GEORGE X. DING, Professor of Radiation Oncology
B.Sc., M.Sc. (Xuzhou Medical [China] 1982, 1985); Ph.D. (Carleton
[Canada] 1995) [2004]
TIANBING DING, Research Instructor in Obstetrics and Gynecology
B.S., M.S. (Jilin [China] 1995, 1998); Ph.D. (Changchun University of
Technology [China] 2001) [2013]
HENRY EVAN DINGLE, Instructor in Emergency Medicine
B.S. (Furman 2009); M.D. (South Carolina 2013) [2016]
JESSICA MARY DINISCO, Assistant in Psychiatry and Behavioral
Sciences
B.S.N. (Salem State 2009); M.S.N. (Vanderbilt 2013) [2015]
ANDREW DITTBERNER, Adjunct Assistant Professor of Hearing and
Speech Sciences
B.A. (North Dakota 1996); M.S. (Arizona 1998); Ph.D. (Iowa
2002) [2006]
KURT F. DITTRICH, Assistant Professor of Clinical Anesthesiology
B.A., M.D. (Vermont 1994, 1999) [2011]
ROBERT S. DITTUS, Senior Associate Dean for Population Health
Sciences; Albert and Bernard Werthan Chair in Medicine; Professor of
Medicine; Associate Professor of Nursing; Director of the Institute for
Medicine and Public Health
B.S.I.E. (Purdue 1973); M.D. (Indiana, Bloomington 1978); M.P.H.
(North Carolina 1984) [1997]
JOHN H. DIXON, JR., Associate Professor of Medicine
B.S. (Duke 1969); M.D. (Vanderbilt 1973) [1996]
ROGER R. DMOCHOWSKI, Professor of Urologic Surgery; Professor of
Obstetrics and Gynecology
B.A. (Trinity [Texas] 1979); M.D. (Texas, Galveston 1983); M.Mgt.
(Vanderbilt 2012) [2002]
KATHERINE DOBIE, Associate Professor of Clinical Anesthesiology
B.S. (South Carolina 1998); M.D. (East Tennessee State 2003) [2009]
CHRISTOPHER HERBERT DODD, Assistant Clinical Professor of
Pediatrics
B.S. (Samford 1998); Ph.D., M.D. (Alabama, Birmingham 2008,
2009) [2014]
DEBRA A. DODD, Professor of Clinical Pediatrics
B.A., M.D. (Johns Hopkins 1980, 1984) [1990]
TRACEY E. DOERING, Assistant Clinical Professor of Medicine
B.S. (Rutgers, Newark 1981); M.D. (Johns Hopkins 1985) [1989]
Archived 2017/2018
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146 147VANDERBILT UNIVERSITY School of Medicine / Faculty
MARK D. DOES, Professor of Biomedical Engineering; Professor of
Electrical Engineering; Professor of Radiology and Radiological
Sciences; Director, Graduate Studies, Biomedical Engineering
B.S., M.S., Ph.D. (Alberta [Canada] 1991, 1993, 1997) [2002]
NIDHI KUMAR DOLE, Assistant Professor of Clinical Medicine
B.S. (South Carolina 2007); M.D. (Medical University of South Carolina
2011) [2015]
ROWENA JOY DOLOR CUFFE, Adjunct Associate Professor of Medicine
B.A., M.D., M.H.S. (Duke 1987, 1991, 1998) [2014]
BRIAN S. DONAHUE, Professor of Anesthesiology; Professor of Pediatrics
B.A., B.S. (Dayton 1985, 1985); Ph.D., M.D. (Emory 1990, 1992) [1996]
EDMUND J. DONAHUE, Assistant in Anesthesiology; Adjunct Instructor
in Nursing
B.S. (King’s [Pennsylvania] 1979); M.P.A. (Nebraska 2002) [2010]
MANUS J. DONAHUE, Associate Professor of Radiology and
Radiological Sciences; Associate Professor of Psychiatry and
Behavioral Sciences; Associate Professor of Neurology
B.A., B.S. (Duke 2003, 2003); Ph.D. (Johns Hopkins 2007) [2010]
PAULA DONAHUE, Research Assistant Professor of Physical Medicine
and Rehabilitation
D.P.T. (Northwestern 2002); M.B.A. (Johns Hopkins 2007) [2012]
RAFE M. DONAHUE, Adjunct Associate Professor of Biostatistics
B.S. (Dayton 1987); Ph.D. (Colorado State 1992) [2008]
SEAN P. DONAHUE, Sam and Darthea Coleman Chair in Pediatric
Ophthalmology; Professor of Ophthalmology and Visual
Sciences; Professor of Pediatrics; Associate Professor of Neurology
B.S. (Dayton 1984); Ph.D., M.D. (Emory 1988, 1989) [1995]
KATHLEEN DONAIS, Assistant in Surgery
B.S.N., M.S.N. (Alabama, Birmingham 2004, 2005) [2011]
XINHONG DONG, Assistant Professor of Microbiology and Immunology
at Meharry Medical College; Adjunct Assistant Professor of Medicine
at Vanderbilt University School of Medicine
B.S. (Wuhan [China] 1992); Ph.D. (Chinese Academy of Sciences,
Beijing 1997) [2006]
EDWIN F. DONNELLY, Associate Professor of Radiology and
Radiological Sciences; Associate Professor of Biomedical Engineering
B.S., M.D. (Cincinnati 1992, 1996); Ph.D. (Vanderbilt 2003) [2000]
JENNIFER M. DONNELLY, Assistant Clinical Professor of Pediatrics
B.S., M.D. (Cincinnati 1992, 1996) [1999]
PETER D. DONOFRIO, Professor of Neurology
B.S. (Notre Dame 1972); M.D. (Ohio State 1975) [2006]
STACY L. DORRIS, Assistant Professor of Pediatrics
B.A. (Columbia College 1997); M.D. (Vanderbilt 2007) [2012]
RICHARD D. DORTCH, Assistant Professor of Radiology and
Radiological Sciences; Research Assistant Professor of Biomedical
Engineering
B.S. (Tennessee, Chattanooga 2002); M.S., Ph.D. (Vanderbilt 2006,
2009) [2012]
GLENN C. DOUGLAS, Instructor in Clinical Medicine
B.A. (South Florida 1991); M.D. (East Tennessee State 1998) [2007]
CHRISTINE K. DOVE, Assistant Professor of Clinical Radiology and
Radiological Sciences
B.A. (Bowdoin 1996); M.D. (Vanderbilt 2002) [2007]
SHANA R. DOWELL, Assistant Professor of Clinical Obstetrics and
Gynecology
M.S. (Columbia 1998); B.A. (Georgetown 1998); M.D. (Rochester
2003) [2013]
JOHN E. DOWNING, Clinical Professor of Ophthalmology and Visual
Sciences
B.S. (Baylor 1959); M.D. (Louisville 1962) [1987]
JOHN W. DOWNING, Professor of Obstetrics and Gynecology; Professor
of Anesthesiology
M.B.B.Ch. (Witwatersrand [South Africa] 1961) [1989]
THOMAS P. DOYLE, Ann and Monroe Carell Jr. Family Chair in Pediatric
Cardiology; Associate Professor of Pediatrics
B.S., M.D. (Arizona 1983, 1987) [1994]
WONDER PURYEAR DRAKE, Associate Professor of
Medicine; Associate Professor of Pathology, Microbiology and
Immunology
B.S. (Alabama 1990); M.D. (Vanderbilt 1994) [2001]
DEBBIE J. DRAKE-DAVIS Assistant in Medicine
B.S.N. (Western Kentucky 1995); M.B.A. (Lipscomb 2002); M.S.N.,
D.N.P. (Vanderbilt 2004, 2012) [2007]
SISTER MARY DIANA DREGER, Assistant Clinical Professor of Medicine
B.S., M.A. (SUNY, Stony Brook 1981, 1987); M.D. (Vanderbilt
2001) [2011]
PAUL BERNARD DRESSLER, Assistant Professor of Clinical Pediatrics
B.A. (Vanderbilt 2006); M.D. (Toledo 2010) [2016]
CYNTHIA Y. DRISKILL, Assistant in Pediatrics
B.S.N. (Tennessee 2000); M.S.N. (Vanderbilt 2002) [2006]
BRIAN C. DROLET, Assistant Professor of Plastic Surgery; Assistant
Professor of Biomedical Informatics
B.A. (Johns Hopkins 2005); M.D. (Vanderbilt 2009) [2016]
SUSAN B. DRUMMOND, Senior Associate in Obstetrics and Gynecology
B.S.N., M.S.N. (Vanderbilt 1988, 1989) [2005]
STEPHANY N. DUDA, Assistant Professor of Biomedical Informatics
B.S.E. (Princeton 2002); M.S., Ph.D. (Vanderbilt 2005, 2011) [2011]
MARTHA SHAW DUDEK, Senior Associate in Obstetrics and Gynecology
B.A. (Washington University 1993); M.S. (Cincinnati 1996) [2001]
B. STEPHENS DUDLEY, Assistant Clinical Professor of Obstetrics and
Gynecology
B.A., M.D. (Vanderbilt 1973, 1977) [1984]
MELISSA COLLINS DUFF, Associate Professor of Hearing and Speech
Sciences
B.A., B.S. (Southern Illinois 1996, 1997); M.S. (North Carolina
1999); Ph.D. (Illinois, Champaign 2005) [2016]
BARBARA DUFFY, Associate in Pediatrics
B.S.N., M.S.N. (Vanderbilt 1980, 1991) [2005]
LAURA L. DUGAN, Abram C. Shmerling, M.D. Chair in Alzheimer’s and
Geriatric Medicine; Professor of Medicine
S.B. (Massachusetts Institute of Technology 1981); M.D. (Ohio State
1987) [2014]
MARIA CARLO DUGGAN, Assistant Professor of Medicine
B.S. (Harvard 2006); M.D. (Vanderbilt 2010) [2014]
JESSICA DUIS, Assistant Professor of Pediatrics
M.S., B.A. (Northwestern 2006, 2006); M.D. (George Washington
2011) [2016]
ADRIENNE DULA, Adjunct Instructor in Radiology and Radiological
Sciences
B.S., M.S., Ph.D., M.S.C.I. (Vanderbilt 2002, 2005, 2008,
2013) [2011]
DANIEL E. DULEK, Assistant Professor of Pediatrics
B.S. (Notre Dame 2000); M.D. (Washington University 2004) [2011]
CAROLINE V. DULEY, Assistant in Medicine
B.S. (Arizona 1997); M.S.N. (Vanderbilt
2001); MSN,WHNP,RN,WHNP [2003]
JOSHUA DULEY, Assistant in Pediatrics
B.S.N. (Murray State 2007); M.S.N. (Tennessee State 2016) [2016]
J. STEPHEN DUMMER, Professor of Medicine, Emeritus
B.A. (Wesleyan 1966); M.D. (Pittsburgh 1977) [1990]
JAMES A. DUNCAVAGE, Professor of Otolaryngology, Emeritus
B.S. (SUNY, Buffalo 1971); M.D. (Wisconsin 1975) [1986]
MARY C. DUNDON, Clinical Professor of Pediatrics
B.S. (William and Mary 1975); M.D. (Vanderbilt 1979) [1982]
G. DEWEY DUNN, Associate Professor of Medicine
B.A. (Louisiana College 1956); M.D. (Louisiana State 1960) [1971]
JOHN R. DUNN, Assistant Clinical Professor of Health Policy
B.S. (Louisiana State 1991); D.V.M., Ph.D. (Louisiana State, New
Orleans 1997, 2003) [2005]
JULIA PASSYN DUNN, Adjoint Instructor in Medicine
B.S. (Auburn 1998); M.D. (South Alabama 2002); M.S.C.I. (Vanderbilt
2010) [2008]
MELANIE A. DUNN, Clinical Instructor in Obstetrics and Gynecology
B.S., M.D. (Texas A & M 1983, 1987) [1994]
BRENT DUNWORTH, Assistant in Anesthesiology; Instructor in Nursing
B.S.N., M.S.N. (Pittsburgh 1996, 1999); M.B.A. (Waynesburg 2014) [2015]
WILLIAM D. DUPONT, Professor of Biostatistics; Professor of Health
Policy
B.Sc., M.Sc. (McGill [Canada] 1969, 1971); Ph.D. (Johns Hopkins
1977) [1977]
Archived 2017/2018
School of Medicine Catalog
146 147VANDERBILT UNIVERSITY School of Medicine / Faculty
TONYA DURANT, Assistant in Psychiatry and Behavioral Sciences
B.S. (Middle Tennessee State 1996); M.S. (Trevecca Nazarene
2006); M.S.N. (Vanderbilt 2010) [2013]
ALIA K. DURRANI, Instructor in Clinical Ophthalmology and Visual Sciences
B.E., M.D. (Vanderbilt 2008, 2012) [2016]
MATTHEW DUVERNAY, Research Assistant Professor of Pharmacology
B.S. (Tulane 2003); Ph.D. (Louisiana State, New Orleans 2008) [2016]
RYSZARD DWORSKI, Associate Professor of Medicine
M.D., Ph.D. (Jagiellonian [Poland] 1980, 1983) [2005]
JAMIE P. DWYER, Professor of Medicine
Sc.B., M.D. (Brown 1996, 2000) [2008]
JENNIFER E. DYER, Lecturer in Health Policy
B.A. (Samford 1999); M.T.S., Ph.D. (Vanderbilt 2001, 2007) [2011]
ELISABETH MAY DYKENS, Professor of Psychology and Human
Development; Professor of Pediatrics; Professor of Psychiatry and
Behavioral Sciences
B.A. (Mount Holyoke 1979); M.A., Ph.D. (Kansas 1983, 1985) [2003]
KATHERINE A. DYKES, Assistant Professor of Clinical Obstetrics and
Gynecology
B.A. (Southwestern at Memphis 1981); M.D. (UT Health Science
Center [Tennessee] 1988) [2012]
ELIZABETH PONDER DYKSTRA, Clinical Professor of Pediatrics
B.A. (Mississippi 1993); M.D. (Medical College of Georgia
1998) [2001]
MICHAEL FRANCIS EAGLE, Associate in Orthopaedic Surgery and
Rehabilitation
B.Sc. (Florida 1993) [2009]
SUSAN S. EAGLE, Associate Professor of Anesthesiology
B.S. (Georgia 1994); M.D. (Medical College of Georgia 1999) [2003]
L. JANE EASDOWN, Associate Professor of Anesthesiology
B.S., M.D. (McGill [Canada] 1976, 1980) [1996]
SHANNON C. EASTHAM, Assistant Professor of Surgery
B.A. (Virginia 1999); M.D. (Medical College of Virginia 2006) [2012]
ROLAND D. EAVEY, Guy M. Maness Chair in Otolaryngology; Professor
of Otolaryngology; Professor of Hearing and Speech Sciences; Chair
of the Department of Otolaryngology; Director Vanderbilt Bill Wilkerson
Center
B.S. (St. Joseph’s [Sri Lanka] 1971); M.D. (Pennsylvania 1975); S.M.
(Harvard 2004) [2009]
JON S. EBERT, Associate Professor of Clinical Psychiatry and Behavioral
Sciences; Associate Clinical Professor of Psychology
B.A. (Bethel University [Minnesota] 1995); M.A. (Trinity International
1998); M.A., Psy.D. (Wheaton 2000, 2003) [2008]
KIARA ANNE EBINGER, Adjunct Assistant Professor of Hearing and
Speech Sciences
B.S., M.S. (Texas, Dallas 1986, 1991); Ph.D. (Vanderbilt 2002) [2013]
ABBY C. EBLEN, Clinical Instructor in Obstetrics and Gynecology
B.S. (East Tennessee State 1988); M.D. (UT Health Science Center
[Tennessee] 1992) [2002]
EMILY ANN ECKERT, Assistant in Surgery
B.S., M.S.N. (Vanderbilt 2009, 2010) [2012]
CHARLES W. ECKSTEIN, Associate Clinical Professor of Urologic
Surgery
B.A. (Iowa 1972); M.D. (Vanderbilt 1976) [1981]
DALE SCOTT EDGERTON, Research Associate Professor of Molecular
Physiology and Biophysics
B.Sc. (Boise State 1996); Ph.D. (Vanderbilt 2002) [2005]
W. DANIEL EDMONDSON, Clinical Professor of Pediatrics
B.S. (Tennessee 1989); M.D. (UT Health Science Center [Tennessee]
1993) [1997]
APRIL STANLEY EDWARDS, Assistant in Medicine
B.S.N. (North Carolina 2004); M.S.N. (Vanderbilt 2010) [2016]
DAVID A. EDWARDS, Assistant Professor of Anesthesiology
B.S. (Brigham Young 2001); Ph.D., M.D. (Maryland, Baltimore 2006,
2008) [2015]
KATHRYN M. EDWARDS, Sarah H. Sell and Cornelius Vanderbilt
Chair; Professor of Pediatrics
M.D. (Iowa 1973) [1980]
NORMA EDWARDS, Assistant in Medicine
B.S. (Belmont 1998); M.S.N. (Vanderbilt 2002) [2015]
TODD L. EDWARDS, Assistant Professor of Medicine
B.S. (Middle Tennessee State 2003); M.S., Ph.D. (Vanderbilt 2008,
2008) [2010]
WILLIAM H. EDWARDS, JR., Associate Clinical Professor of Surgery at
St. Thomas Medical Center
B.A., M.D. (Vanderbilt 1977, 1981) [1988]
WILLIAM H. EDWARDS, SR., Professor of Surgery, Emeritus
B.A., M.D. (Vanderbilt 1949, 1953) [1960]
MARY E. EGGER, Assistant in Surgery
B.S.N. (Illinois, School of Nursing 1983); M.S.N. (Vanderbilt
2006) [2008]
MARTIN EGLI, Professor of Biochemistry
B.S., Ph.D. (ETH-Zurich 1984, 1988) [2000]
TONI O. EGOLUM, Assistant Clinical Professor of Pediatrics
B.S., M.D. (Howard 2006, 2010) [2013]
KEHINDE AMEN EGUAKUN, Assistant in Medicine
B.S. (Nigeria 1982); M.S. (Obafemi Awolowo, Ile-Ife [Nigeria]
1988); M.S.N. (North Carolina 1999) [2010]
JESSE M. EHRENFELD, Associate Professor of
Anesthesiology; Associate Professor of Biomedical
Informatics; Associate Professor of Health Policy; Associate Professor
of Surgery
B.S. (Haverford 2000); M.D. (Chicago 2004); M.P.H. (Harvard
2009) [2010]
QUENTIN EICHBAUM, Associate Professor of Pathology, Microbiology
and Immunology; Associate Professor of Medical Education and
Administration (VUMC)
B.S., Ph.D. (Cape Town [South Africa] 1984, 1990); M.F.A. (Vermont
College 1995); M.P.H. (Harvard 1999); M.D. (Harvard Medical
2001); M.Mgt. (Vanderbilt 2013) [2010]
BRANDT F. EICHMAN, Professor of Biological Sciences; Professor of
Biochemistry
B.S. (Mississippi 1993); Ph.D. (Oregon State 2000) [2004]
STEPHANIE H. EIDSON, Assistant Professor of Clinical Pediatrics
B.A. (Smith 1991); M.D. (Emory 1996) [2001]
TIMOTHY H. EIDSON, Clinical Professor of Pediatrics
B.S. (Bob Jones 1992); M.D. (UT Health Science Center [Tennessee]
1996) [2000]
ESTHER EISENBERG, Professor of Obstetrics and Gynecology, Emerita
B.A. (City College of New York 1973); M.D. (Yeshiva 1976); M.P.H.
(Vanderbilt 2000) [1992]
ROSANA EISENBERG, Assistant Professor of Pathology, Microbiology
and Immunology
M.D. (Universidade Federal do Rio de Janeiro [Brazil] 1981) [2009]
STEPHANIE C. EKEN, Assistant Clinical Professor of Psychiatry and
Behavioral Sciences
B.A. (Richmond 1997); M.D. (Tennessee, Memphis 2002) [2015]
WAEL EL-RIFAI, H. William Scott, Jr., Chair in Surgery; Professor of
Surgery; Professor of Cancer Biology
M.Sc., M.D. (Ain Shams [Egypt] 1986, 1992); Ph.D. (Helsinki [Finland]
1996) [2005]
MAIE EL-SOURADY, Assistant Professor of Medicine; Assistant
Professor of Pediatrics
B.S. (Duke 2000); M.S., M.D. (North Carolina 2002, 2006) [2011]
TOM A. ELASY, Ann and Roscoe R. Robinson Chair of Clinical Research
at the Diabetes Center; Professor of Medicine; Director, Division of
General Internal Medicine and Public Health
B.A., M.D. (Maryland, Baltimore 1987, 1991); D.T.M.& H. (London
School of Hygiene and Tropical Medicine 1994); M.P.H. (North
Carolina 1998) [1998]
FLORENT ELEFTERIOU, Adjunct Associate Professor of Medicine
M.S. (Burgundy [France] 1995); Ph.D. (Université Claude Bernard
Lyon 1 [France] 1999) [2006]
BERTHA CHRISTINA ELIAS, Research Assistant Professor of Medicine
B.S., M.S., M.Phil., Ph.D. (Pune [India] 1983, 1985, 1987,
1995) [2010]
FERNANDO ELIJOVICH, Professor of Medicine
B.A., B.S., M.D. (Buenos Aires [Argentina] 1960, 1960, 1967) [2012]
CHARLES D. ELLIS, Research Assistant Professor of Medicine
B.A. (Carson-Newman 1978); Ph.D. (North Carolina 1983) [2013]
Archived 2017/2018
School of Medicine Catalog
148 149VANDERBILT UNIVERSITY School of Medicine / Faculty
CHRISTOPHER RANDALL ELLIS, Associate Professor of Medicine
B.S. (Cornell 1995); M.D. (Rochester 2000) [2008]
DARREL L. ELLIS, Professor of Medicine
B.S. (Kansas State 1973); M.D. (Kansas 1976) [1984]
MADELINE ELLIS, Clinical Instructor in Pediatrics
B.S. (Louisiana, Lafayette 2003); M.D. (Louisiana State 2008) [2014]
SHELLEY E. ELLIS, Assistant Professor of Clinical Medicine
B.A. (Vanderbilt 1992); M.D. (Texas, Dallas 1996); M.P.H. (Vanderbilt
2001) [2002]
WENDY DREW ELLIS, Assistant Professor of Radiology and Radiological
Sciences
B.A. (Florida State 2001); M.D. (Vanderbilt 2006) [2012]
SAKINA ELTOM, Adjunct Professor of Pharmacology
D.V.M. (Khartoum [Sudan] 1982); M.S., Ph.D. (Cornell 1986, 1989) [2014]
EUGENE WESLEY ELY, Professor of Medicine
B.S., M.P.H., M.D. (Tulane 1985, 1989, 1989) [1998]
KIM ADAMS ELY, Assistant Professor of Pathology, Microbiology and
Immunology
B.S. (Massachusetts Institute of Technology 1985); M.D. (Tulane
1989) [1998]
BRIAN R. EMERSON, Assistant Professor of Clinical Anesthesiology
B.A. (Notre Dame 1999); M.D. (Vanderbilt 2003) [2013]
EDWIN B. EMERSON, Assistant Professor of Clinical Otolaryngology
B.S. (Tennessee, Martin 1977); M.D. (UT Health Science Center
[Tennessee] 1981) [2004]
RONALD B. EMESON, Joel G. Hardman Chair in
Pharmacology; Professor of Pharmacology; Professor of Psychiatry
and Behavioral Sciences; Professor of Biochemistry; Professor of
Molecular Physiology and Biophysics
B.A. (Johns Hopkins 1980); Ph.D. (Colorado 1986) [1991]
HOLLY B. ENDE, Assistant Professor of Anesthesiology
B.A., M.D. (Baylor 2007, 2011) [2016]
BARBARA ENGELHARDT, Associate Professor of Pediatrics
M.D. (Ruprecht-Karls-Universität [Germany] 1976) [1986]
BRIAN G. ENGELHARDT, Associate Professor of Medicine
B.S. (Michigan, Dearborn 1996); M.D. (Case Western Reserve
2000); M.S.C.I. (Vanderbilt 2008) [2006]
DARREN W. ENGERS, Research Instructor in Pharmacology
B.S. (Delaware 1998); Ph.D. (Texas 2006) [2012]
JULIE ENGERS, Research Instructor in Pharmacology
B.S., M.S. (Louisiana State 1998, 2000); Ph.D. (Texas 2005) [2008]
LAUREN E. ENGLAND, Assistant in Urologic Surgery
B.S.N., M.S.N. (Middle Tennessee State 2012, 2016) [2016]
CHRISTOPHER SCOTT ENGLISH, Instructor in Medicine
B.A. (Hollins 1996); M.S. (Hampton 2002); M.D. (Meharry Medical
2007) [2014]
WAYNE ENGLISH, Associate Professor of Clinical Surgery
B.S. (Miami 1986); M.D. (Miami [Florida] 1990) [2014]
DARIO J. ENGLOT, Assistant Professor of Biomedical
Engineering; Instructor in Clinical Neurological Surgery
B.S. (Scranton 2003); M.Phil., Ph.D., M.D. (Yale 2007, 2009,
2010) [2016]
DANIEL W. ENROTH, Associate in Orthopaedic Surgery and
Rehabilitation
B.S.N. (Louisiana, Monroe 2001); M.S.N. (Alabama, Huntsville
2005) [2011]
STEPHEN S. ENTMAN, Professor of Obstetrics and Gynecology,
Emeritus
A.B. (Harvard 1964); M.D. (Duke 1968) [1980]
MEIRA EPPLEIN, Adjunct Associate Professor of Medicine
B.A. (North Carolina 1994); M.A., M.S., Ph.D. (University of
Washington 1997, 2005, 2007) [2009]
PAUL EPSTEIN, Assistant Professor of Medicine
B.A. (Princeton 1976); M.D. (Yale 1980) [2015]
KEVIN ERREGER, Research Assistant Professor of Molecular Physiology
and Biophysics
B.S. (SUNY, Buffalo 1998); Ph.D. (Emory 2004) [2009]
JENNIFER CUNNINGHAM ERVES, Adjunct Instructor in Medicine
B.S., M.S. (Tuskegee 2006, 2008); M.A., Ph.D. (Alabama,
Birmingham 2013, 2013) [2016]
WARREN D. ERVIN, Associate Clinical Professor of Pediatrics
B.S., M.S. (Stanford 1975, 1975); M.D. (Duke 1980) [2003]
ADAM JOHN ESBENSHADE, Assistant Professor of Pediatrics
B.A. (Vanderbilt 1999); M.D. (UT Health Science Center [Tennessee]
2004); M.S.C.I. (Vanderbilt 2010) [2010]
JENNIFER CANNON ESBENSHADE, Assistant Clinical Professor of
Pediatrics
B.S. (Brown 2000); M.D., M.P.H. (Vanderbilt 2005, 2011) [2009]
JEFFREY B. ESKIND, Assistant Clinical Professor of Medicine
A.B. (Harvard 1976); M.D. (Tulane 1980) [1985]
STEVEN J. ESKIND, Assistant Professor of Surgery
A.B. (Washington University 1973); M.D. (Tulane 1977) [1983]
FERDINAND S. ESPELETA, Assistant Clinical Professor of Pediatrics
B.S., M.D. (Santo Tomas [Phillipines] 1987, 1991) [2009]
JENNIFER ESS, Assistant Professor of Pediatric Medicine at Meharry
Medical College; Assistant Clinical Professor of Pediatrics at
Vanderbilt University School of Medicine
B.A. (Pittsburgh 1981); B.S.N. (Creighton 1983); M.S. (Kansas
1989); M.D. (Colorado 1999) [2006]
KEVIN C. ESS, Gerald M. Fenichel Chair in Neurology; Associate
Professor of Pediatrics; Associate Professor of Cell and
Developmental Biology; Associate Professor of Neurology; Director,
Division of Pediatric Neurology
B.M., Ph.D., M.D. (Cincinnati 1989, 1996, 1998) [2006]
ROBERT L. ESTES, Associate Professor of Clinical Ophthalmology and
Visual Sciences; Associate Professor of Clinical Pediatrics
B.S. (Stanford 1972); M.D. (California, Los Angeles 1976) [2006]
CRISTINA MARIA ESTRADA, Associate Professor of Emergency
Medicine; Associate Professor of Clinical Pediatrics
B.S., M.D. (Florida 1998, 2001) [2007]
JUAN C. ESTRADA, Assistant Professor of Medicine
M.D. (Universidad Nacional Autónoma de Honduras 1995); M.P.H.
(North Florida 2004) [2011]
LOURDES ESTRADA, Assistant Professor of Cancer Biology
B.S. (Puerto Rico, Rio Piedras 1991); M.S., Ph.D. (Michigan 1994,
1997) [2004]
AMY HURST EVANS, Associate Clinical Professor
B.S. (Duke 1983); M.D. (North Carolina 1989) [1999]
BETHANY L. EVANS, Assistant in Surgery
B.A. (Middle Tennessee State 2003); M.S.N. (Vanderbilt 2006) [2011]
BRIAN CONNOR EVANS, Research Instructor in Surgery
B.S.E. (Case Western Reserve 2010); M.S., Ph.D. (Vanderbilt 2013,
2015) [2016]
EMILY ROSE EVANS, Assistant in Emergency Medicine
B.S. (Delaware 2005); M.S.N. (Vanderbilt 2008) [2010]
LEA HELEN EVANS, Assistant Professor of Hearing and Speech
Sciences
B.S. (Lambuth 1987); M.S. (Mississippi 1992); Ph.D. (Tennessee
1997) [2008]
RANDOLPH R. EVANS, Assistant Professor of Clinical Ophthalmology
and Visual Sciences
B.S. (Pennsylvania State 1979); M.D. (Ohio State 1983) [2011]
JOHN H. EXTON, Professor of Molecular Physiology and
Biophysics; Professor of Pharmacology
B.Med.Sc., M.B.Ch.B (New Zealand 1955, 1958); Ph.D., M.D. (Otago
[New Zealand] 1963, 1984) [1964]
MARALIE G. EXTON, Associate in Pathology, Microbiology and
Immunology
B.A. (Randolph-Macon Woman’s College 1978) [1987]
SWATHI EYYUNNI, Assistant Professor of Clinical Pediatrics
B.S. (Wake Forest 2003); D.O. (Touro [California] 2008) [2014]
DANIEL FABBRI, Assistant Professor of Biomedical Informatics; Assistant
Professor of Computer Science
B.S. (California, Los Angeles 2007); Ph.D. (Michigan 2013) [2014]
JOHN M. FAHRENHOLZ, Assistant Professor of Medicine
B.A. (Miami [Ohio] 1992); M.D. (Ohio State 1997) [2016]
ELIZABETH H. FAIRBANK, Associate Clinical Professor of Pediatrics
B.S. (Tufts 1992); M.D. (New York Medical 1997) [2001]
LAURA FAIRBROTHER, Assistant in Pediatrics
B.S. (Florida 2010); M.S. (Cincinnati 2012) [2014]
Archived 2017/2018
School of Medicine Catalog
148 149VANDERBILT UNIVERSITY School of Medicine / Faculty
JOSEPH FAIZ, Assistant Clinical Professor of Oral and Maxillofacial
Surgery
B.S. (Tennessee 2002); D.D.S. (Tennessee, Memphis 2006) [2012]
GRACE FALLIN Assistant in Cardiac Surgery
B.S.N. (Union [Tennessee] 2008); M.S.N. (Vanderbilt 2012) [2015]
WIAAM FALOUJI, Assistant Professor of Clinical Neurology
M.B.B.S. (Dow Medical [Pakistan] 1981) [2011]
SARAH FANDRE, Assistant Professor of Clinical Anesthesiology
B.A. (Texas 1995); M.D. (Texas A & M 2005) [2015]
JOHN Y. FANG, Associate Professor of Neurology
B.S. (Pennsylvania State 1989); M.D. (Thomas Jefferson 1991) [1998]
JOSEPH BURTON FANNING, Assistant Professor of Medicine
B.A. (Birmingham-Southern 1993); M.T.S. (Princeton Theological
Seminary 2001); Ph.D. (Vanderbilt 2008) [2009]
MELISSA A. FARROW, Research Assistant Professor of Pathology,
Microbiology and Immunology
B.A. (Regis College 1999); Ph.D. (Massachusetts, Boston
2005) [2013]
CHERYL ANN FASSLER, Assistant Clinical Professor of Medicine
B.S. (Notre Dame 1979); M.D. (Ohio State 1982) [1987]
MARQUETTA L. FAULKNER, Interim Chair and Professor of Internal
Medicine at Meharry Medical College; Assistant Clinical Professor of
Medicine at Vanderbilt University School of Medicine
B.S. (Texas Southern 1977); M.D. (Meharry Medical 1981) [1993]
LARRY MCNEILL FAUST, Associate Clinical Professor of Pediatrics
B.A. (Tennessee 1969); M.D. (UT Health Science Center [Tennessee]
1973) [2005]
MOHAMMAD FAROOQ FAZILI, Associate Professor of Clinical Pediatrics
M.B.B.S. (Nishtar Medical [Pakistan] 1984) [2003]
CHARLES F. FEDERSPIEL, Professor of Preventive Medicine
(Biostatistics), Emeritus
B.A., M.A. (Michigan 1950, 1952); Ph.D. (North Carolina State
1959) [1959]
JAMES W. FELCH, Associate Professor of Clinical Ophthalmology and
Visual Sciences
B.S. (Delaware 1968); Ph.D., M.D. (Vanderbilt 1973, 1977) [2007]
ANDREW S. FELTS, Research Instructor in Pharmacology
B.A. (Tennessee 2000); B.S. (Florida State 2002); Ph.D. (Vanderbilt
2007) [2015]
QIPING FENG, Assistant Professor of Medicine
Ph.D. (Peking Union Medical [China] 2006) [2012]
GERALD M. FENICHEL, Professor of Neurology, Emeritus
B.A. (Johns Hopkins 1955); M.D. (Yale 1959) [1969]
HUGH M. FENTRESS, Adjunct Assistant Professor of Pharmacology
B.Sc. (Tennessee State 1999); Ph.D. (Vanderbilt 2005) [2011]
IGOR A. FEOKTISTOV Associate Professor of Medicine; Associate
Professor of Pharmacology
Ph.D., C.Sc. (Tomsk Medical Institute [Russia] 1986, 1990) [1992]
JANE F. FERGUSON, Assistant Professor of Medicine
B.A., Ph.D. (Trinity, Dublin [Ireland] 2005, 2009) [2014]
ROBINSON M. FERRE, Assistant Professor of Emergency Medicine
B.S. (Utah 1999); M.D. (Medical College of Wisconsin 2003) [2010]
P BRENT FERRELL, Research Instructor in Medicine
B.A. (Davidson 2000); M.D. (North Carolina 2009) [2015]
CLAUDE L. FERRELL III, Adjunct Assistant Professor of Anesthesiology
B.A. (Tennessee 1985); M.D. (UT Health Science Center [Tennessee]
1989) [1996]
NICHOLAS FERRELL, Research Instructor in Medicine
B.S., Ph.D. (Ohio State 2003, 2008) [2012]
MICHAEL J. FERRI, Assistant Clinical Professor of Psychiatry and
Behavioral Sciences
B.A. (Thomas Aquinas [California] 2000); M.D. (Queens, Belfast [U.K.]
2006) [2012]
STEPHEN W. FESIK, Orrin H. Ingram II Chair in Cancer Research; Professor
of Biochemistry; Professor of Chemistry; Professor of Pharmacology
B.A. (College of the Holy Cross 1975); Ph.D. (Connecticut
1981) [2009]
JOSHUA P. FESSEL, Assistant Professor of Medicine; Assistant
Professor of Pharmacology; Assistant Professor of Cancer Biology
B.S. (Evansville 1999); Ph.D., M.D. (Vanderbilt 2004, 2006) [2013]
IRENE D. FEURER, Research Professor of Biostatistics; Research
Professor of Surgery
B.S. (Ursinus 1976); M.S.Ed., Ph.D. (Pennsylvania 1983, 1997) [1997]
SUSAN L. FICKEN, Assistant in Medicine
B.S. (Missouri 1980); M.S.N. (Vanderbilt 1997) [1998]
JAMES F. FIECHTL, Assistant Professor of Orthopaedic Surgery and
Rehabilitation; Assistant Professor of Emergency Medicine
B.S. (Missouri, Rolla 1996); M.D. (UT Health Science Center
[Tennessee] 2001) [2006]
SUZANNE FIELD, Clinical Instructor in Pediatrics
B.A. (Indiana, Bloomington 2006); M.D. (Indiana, Indianapolis
2011) [2014]
JAMES P. FIELDS, Associate Clinical Professor of Medicine
B.S., M.S. (Texas 1953, 1954); M.D. (Texas, Galveston 1958) [1978]
ELLIOT M. FIELSTEIN, Assistant Professor of Biomedical Informatics
B.A. (SUNY, Buffalo 1976); Ph.D. (Vermont 1984) [1998]
ESTUARDO FIGUEROA, Assistant Clinical Professor of Pediatrics
M.D. (Universidad de San Carlos de Guatemala 1993) [2009]
TIMOTHY J. FIGUEROA, Assistant in Medicine
B.S. (Miami 2006); M.S. (Trevecca Nazarene 2013) [2017]
EMMA FINAN, Associate in Psychiatry and Behavioral Sciences
R.N. (Surrey [U.K.] 1987); B.S. (College of Saint Francis
2001); M.M.F.T. (Trevecca Nazarene 2006) [2011]
LUKE R. FINCK, Instructor in Medical Education and Administration
B.S., M.A. (Murray State 2003, 2009); Ed.D. (East Tennessee State
2013) [2014]
JO-DAVID FINE, Professor of Medicine; Professor of Pediatrics
B.S. (Yale 1972); M.D. (Kentucky, Lexington 1976); M.P.H. (North
Carolina 1992) [2004]
BARBARA MARY FINGLETON, Assistant Professor of Cancer Biology
B.Sc., Ph.D. (Dublin City [Ireland] 1992, 1996) [2001]
A. J. REID FINLAYSON, Associate Professor of Clinical Psychiatry and
Behavioral Sciences
M.D. (Western Ontario [Canada] 1969); M.Mgt. (Vanderbilt
2014) [2001]
SABRINA TANIS FINNEY, Instructor in Clinical Medicine; Instructor in
Clinical Pediatrics
B.S. (Spelman 1990); M.D. (Meharry Medical 1996) [2015]
MARY SUE FINO-SZUMSKI, Assistant Professor of Hearing and Speech
Sciences
B.S. (Marywood 1986); M.S., Ph.D. (Vanderbilt 1987, 1997) [1997]
MELISSA A. FISCHER, Research Assistant Professor of Medicine
B.S.E. (Purdue 2003); M.S. (Indiana-Purdue, Fort Wayne 2006); Ph.D.
(Vanderbilt 2011) [2015]
MICHELLE D. FISCUS, Associate Clinical Professor of Pediatrics
B.S. (Indiana, Fort Wayne 1990); M.D. (Indiana, Indianapolis
1994) [1998]
FRANK A. FISH, Professor of Pediatrics; Associate Professor of Medicine
A.B. (Wabash 1978); M.D. (Indiana, Bloomington 1983) [1990]
JACK FISHER, Associate Clinical Professor of Plastic Surgery; Adjunct
Associate Professor of Nursing
B.S. (Illinois, Champaign 1969); M.D. (Emory 1973) [1987]
CHRISTINA TAULIEN FISKE, Assistant Professor of Medicine
B.S. (Pennsylvania State 1999); M.D. (Loyola 2003); M.P.H.
(Vanderbilt 2009) [2009]
WILLIAM H. FISKE, Assistant Professor of Medicine
B.S. (Duke 1999); M.D., M.P.H. (Vanderbilt 2003, 2008) [2006]
RACHEL B. FISSELL, Assistant Professor of Medicine
B.A. (Yale 1991); M.S., M.D. (Maryland, Baltimore 1996, 1996) [2012]
WILLIAM H. FISSELL IV, Associate Professor of Medicine; Associate
Professor of Biomedical Engineering
S.B. (Massachusetts Institute of Technology 1992); M.D. (Case
Western Reserve 1998) [2012]
ROBERT WARNE FITCH, Associate Professor of Emergency
Medicine; Associate Professor of Orthopaedic Surgery and
Rehabilitation
B.S., M.D. (Wake Forest 1997, 2001) [2006]
ERIN LOUISE FITTS-CHRISTENSEN, Assistant in Medicine
B.S.N. (San Diego State 2009); M.S.N. (Alabama, Birmingham
2014) [2015]
Archived 2017/2018
School of Medicine Catalog
150 151VANDERBILT UNIVERSITY School of Medicine / Faculty
NINA MIZUKI FITZGERALD, Assistant Professor of Clinical Pediatrics
B.A. (Wake Forest 2004); M.D. (St. Georges U. 2009) [2016]
FERN FITZHENRY, Research Assistant Professor of Biomedical Informatics
B.S.N. (Chicago 1974); M.A. (Northwestern 1983); Ph.D. (Chicago
1997) [2000]
J. MICHAEL FITZPATRICK, Professor of Computer Science, Emeritus;
Professor of Computer Engineering, Emeritus; Professor of
Electrical Engineering, Emeritus; Professor of Neurological Surgery,
Emeritus; Professor of Radiology and Radiological Sciences,
Emeritus; Research Professor of Computer Science
B.S. (North Carolina 1967); Ph.D. (Florida State 1972); M.S. (North
Carolina 1982) [1982]
ENGLISH C. FLACK, Assistant Professor of Clinical Pediatrics
B.S. (Wofford 2000); M.S., M.D. (Medical University of South Carolina
2002, 2007) [2014]
BRIAN K. FLANAGAN, Instructor in Clinical Radiology and Radiological
Sciences
B.S. (Utah Valley State College [UT] 2006); D.O. (Kirksville College of
Osteopathic Medicine 2011) [2016]
SHERYL BRYNNE FLEISCH, Assistant Professor of Psychiatry and
Behavioral Sciences
B.S., M.D. (Vanderbilt 2004, 2008) [2013]
ARTHUR C. FLEISCHER, Cornelius Vanderbilt Chair; Professor of
Radiology and Radiological Sciences; Professor of Obstetrics and
Gynecology
B.S. (Emory 1973); M.D. (Medical College of Georgia 1976) [1980]
AMY E. FLEMING, Associate Dean for Medical Student Affairs; Associate
Professor of Pediatrics; Associate Professor of Medical Education and
Administration (VUMC)
B.A., M.D. (Virginia 1993, 1997) [2007]
GEOFFREY M. FLEMING, Associate Professor of Pediatrics; Assistant
Professor of Anesthesiology
B.S. (Florida 1993); M.D. (Virginia 1997) [2007]
IRMA D. FLEMING, Instructor in Clinical Surgery
B.S. (Spelman 2005); M.D. (Meharry Medical 2009) [2016]
RICHARD MICHAEL FLEMING, Assistant Professor of Clinical Radiology
and Radiological Sciences
B.S., M.S. (Memphis State 1973, 1978); M.D. (UT Health Science
Center [Tennessee] 1983) [2016]
PHILIP E. FLEMING, Assistant Clinical Professor of Plastic Surgery
B.A. (Vanderbilt 1974); M.D. (Alabama, Birmingham 1979) [1987]
KEVIN DALE FLEMMONS, Assistant Professor of Medicine
B.S. (Texas Tech University 1997); M.D. (Texas, Galveston
2001) [2012]
LISA NICOLE FLEMMONS, Assistant in Medicine
B.S.N. (Tennessee Technological 2004); M.S.N. (Vanderbilt
2008) [2009]
MEGHAN S. FLEMMONS, Assistant Professor of Pediatrics; Assistant
Professor of Clinical Ophthalmology and Visual Sciences
B.A. (Texas Tech University 1977); M.D. (Texas, Galveston
2003) [2013]
PAUL FLESER, Assistant Clinical Professor of Surgery
M.D. (Wayne State 1999) [2014]
LAUREN FLETCHER, Assistant in Surgery
B.S.N. (Virginia 2008); M.S.N. (Vanderbilt 2010) [2014]
MARK D. FLORA, Assistant Clinical Professor of Urologic Surgery
B.S. (Purdue 1981); M.D. (Indiana, Indianapolis 1985) [1991]
CHARLES ROBERT FLYNN, Assistant Professor of Surgery
B.S. (Montana State 1995); Ph.D. (Arizona State 2001) [2008]
EDWARD P. FODY, Clinical Professor of Pathology, Microbiology and
Immunology
B.S. (Duke 1969); M.D. (Vanderbilt 1975) [2011]
AGNES B. FOGO, John L. Shapiro Chair in Pathology; Professor
of Pathology, Microbiology and Immunology; Professor of
Pediatrics; Professor of Medicine
B.A. (Tennessee, Chattanooga 1976); M.D. (Vanderbilt 1981) [1987]
ANNA L. FONG, Assistant in Anesthesiology
B.S. (California, San Diego 1994); M.S.N. (Vanderbilt 1998) [2010]
PETE P. FONG, Assistant Professor of Medicine
B.S., M.D. (Vanderbilt 1994, 1998) [2007]
CHRISTOPHER J. FONNESBECK, Assistant Professor of Biostatistics
B.S., M.S. (British Columbia [Canada] 1996, 1998); M.S., Ph.D.
(Georgia 2002, 2003) [2010]
RICARDO B. FONSECA, Assistant Professor of Clinical Radiology and
Radiological Sciences
M.D. (Sao Paulo [Brazil] 1993) [2003]
MICHELLE FOOTE-PEARCE, Associate in Psychiatry and Behavioral
Sciences
M.S.N. (Yale 1980); B.S.N. (Fitchburg State 1984); D.Min. (Graduate
Theological Foundation 2005); M.S. (Trevecca Nazarene 2006) [2009]
RACHEL C. FORBES, Assistant Professor of Surgery
B.S., M.D. (Vanderbilt 2001, 2005); M.B.A. (Ohio State 2013) [2013]
JILL A. FORBESS, Clinical Professor of Pediatrics
B.S. (Oglethorpe 1984); M.D. (Medical College of Georgia
1991) [1994]
JAQUELYN M. FORD, Assistant in Surgery
B.S. (South Florida 2010); Master of Physician Assistant Program
(Eastern Virginia 2013) [2013]
LAURIE B. FORD, Assistant in Surgery
M.S.N. (Vanderbilt 2008) [2010]
NICOLAS P. FORGET, Assistant Professor of Emergency Medicine
B.Sc. (McGill [Canada] 1997); M.D. (Maryland, Baltimore 2004) [2010]
MARY C. FORRESTER, Assistant in Surgery
B.S. (Lipscomb 1996); M.S.N. (Vanderbilt 2003) [2011]
KYLE FORTMAN, Assistant in Medicine
B.S. (Benedictine [Illinois] 1995); M.P.A. (Nebraska 2006) [2011]
KIMBERLY B. FORTNER, Assistant Clinical Professor of Obstetrics and
Gynecology
B.S. (Tennessee 1997); M.D. (Emory 2001) [2011]
DANIEL JOHN FOSTER, Research Instructor in Pharmacology
B.S. (Bucknell 2005); Ph.D. (Michigan 2010) [2015]
JOHN RANDOLPH FOSTER, Instructor in Clinical Anesthesiology
B.A. (Clemson 1997); M.D. (Medical University of South Carolina
2005) [2014]
JAY H. FOWKE, Associate Professor of Medicine; Associate Professor of
Urologic Surgery
B.A. (Clark 1987); M.S. (Michigan 1990); M.P.H. (SUNY, Albany
1994); Ph.D. (Massachusetts, Boston 2000) [2001]
LESLIE C. FOWLER, Assistant in Anesthesiology
B.A. (Clemson 1997); M.Ed. (Southern Wesleyan 2006) [2014]
MICHAEL J. FOWLER, Associate Professor of Medicine
B.A., M.D. (East Tennessee State 1994, 1998) [2003]
DENISE NICOLE FRAGA, Instructor in Emergency Medicine
B.S. (Notre Dame 2003); M.D. (Texas, Houston 2013); M.P.A. (Texas
2015) [2016]
DANIEL J. FRANCE, Research Associate Professor of
Anesthesiology; Research Associate Professor of Biomedical Engineering
B.S., M.E. (Louisville 1990, 1991); Ph.D. (Vanderbilt 1997); M.P.H.
(Utah 2000) [2005]
DAVID OLIVER FRANCIS, Assistant Professor of Otolaryngology
B.A. (Colgate 1999); M.S. (Dartmouth 2000); M.D. (Rochester
2004) [2010]
SHARRON H. FRANCIS, Adjunct Professor of Molecular Physiology and
Biophysics
B.S. (Western Kentucky 1965); Ph.D. (Vanderbilt 1970) [1975]
BRIDGETTE BOGGESS FRANEY, Instructor in Clinical
Medicine; Instructor in Pediatrics
B.S. (Kentucky, Lexington 1994); M.D. (Louisville 2003) [2016]
BEVERLY A. FRANK, Associate Clinical Professor of Pediatrics
B.S.N., M.D. (Pittsburgh 1980, 1992) [1997]
ANDREW DAVID FRANKLIN, Assistant Professor of Anesthesiology
B.S. (University of Georgia Center for Continuing Education
2001); M.D. (Medical College of Georgia 2005); M.B.A. (George
Washington 2015) [2010]
JEFFREY L. FRANKLIN, Research Assistant Professor of Medicine;
Research Assistant Professor of Cell and Developmental Biology
B.A. (Haverford 1984); Ph.D. (Vanderbilt 1992) [1992]
JERRY M. FRANKLIN, Assistant Professor of Clinical Medicine
B.S. (Tennessee, Martin 1973); M.D. (UT Health Science Center
[Tennessee] 1977) [2012]
Archived 2017/2018
School of Medicine Catalog
150 151VANDERBILT UNIVERSITY School of Medicine / Faculty
LLOYD D. FRANKLIN, Clinical Professor of Pediatrics
B.S. (Birmingham-Southern 1976); M.D. (Alabama, Birmingham
1980) [2007]
MELANIE E. FRANKLIN, Assistant in Pediatrics
B.S.N. (Auburn 2005); M.S.N. (Alabama, Birmingham 2014) [2015]
JOHN J. FRANKS, Professor of Anesthesiology, Emeritus
B.A., M.D. (Colorado 1951, 1954) [1986]
LINDSEY D. FRANKS, Assistant in Medicine
B.S. (Vanderbilt 2008); M.S.W. (North Carolina 2013) [2016]
JOSEPH L. FREDI, Assistant Professor of Medicine
A.B. (Rutgers, Newark 1976); M.D. (UT Health Science Center
[Tennessee] 1983) [2007]
BRADLEY W. FREEMAN, Associate Professor of Clinical Psychiatry and
Behavioral Sciences
B.S. (Florida 1996); M.D. (South Florida 2003) [2009]
MICHAEL L. FREEMAN, Professor of Radiation Oncology; Professor of
Radiology and Radiological Sciences; Professor of Cancer Biology
B.S., Ph.D. (Colorado State 1974, 1978) [1983]
PHYLLIS FREEMAN, Adjunct Instructor in Pharmacology
B.S. (Fisk 1986); Ph.D. (Meharry Medical 1993) [2013]
FRANK R. FREEMON, Professor of Neurology, Emeritus
B.S., M.D. (Florida 1962, 1965); M.A. (Vanderbilt 1985); Ph.D. (Illinois,
Champaign 1992); M.T.S. (Vanderbilt 1998) [1972]
MATTHEW S. FREIBERG, Associate Professor of Medicine
B.S. (University of Washington 1991); M.D. (Oregon Health and
Science 1995); M.Sc. (Boston University 2004) [2014]
KATHERINE L. FREUNDLICH, Assistant Professor of Clinical Pediatrics
B.A. (Johns Hopkins 2006); M.D. (Baylor 2010) [2016]
ROBERT EDWARD FREUNDLICH, Assistant Professor of Anesthesiology
B.A., M.S. (Johns Hopkins 2005, 2007); M.D. (Baylor 2010) [2016]
DAVID B. FRIEDMAN, Adjunct Research Associate Professor of
Biochemistry
B.S. (California, Irvine 1987); Ph.D. (University of Washington
1993) [2001]
DEBRA L. FRIEDMAN, E. Bronson Ingram Chair in Pediatric
Oncology; Associate Professor of Pediatrics; Director, Division of
Pediatric Hematology/Oncology
B.A. (CUNY, Queens College 1975); M.S. (Pace 1981); M.D. (Robert
Wood Johnson Medical, New Brunswick 1991); M.S. (Pennsylvania
1997) [2008]
G. CHRISTIAN FRIESINGER III, Assistant Professor of Clinical Medicine
B.S. (Davidson 1979); M.D. (UT Health Science Center [Tennessee]
1984) [2006]
K. FRANCES FRIGON, Clinical Instructor in Pediatrics
M.D. (UT Health Science Center [Tennessee] 1977); J.D. (Georgetown
1992) [2012]
BENJAMIN PAUL FRISCHHERTZ, Assistant Professor of Medicine
B.A. (Dartmouth 2002); M.D. (Louisiana State 2006) [2015]
MARK E. FRISSE, Accenture Chair in the Vanderbilt Center for Better
Health; Professor of Biomedical Informatics
B.S. (Notre Dame 1974); M.D. (Washington University 1978); M.S.
(Stanford 1987); M.B.A. (Washington University 1997) [2004]
WILLIAM H. FRIST, Adjunct Professor of Cardiac Surgery
A.B. (Princeton 1974); M.D. (Harvard 1978) [2009]
RYAN ANDREW FRITZ, Instructor in Emergency Medicine
B.S. (Virginia 2002); M.B.A., M.D. (Vanderbilt 2013, 2013) [2016]
MICHAEL T. FROEHLER, Assistant Professor of Neurology; Assistant
Professor of Neurological Surgery; Assistant Professor of Radiology
and Radiological Sciences
B.S. (Cornell 1996); M.S., Ph.D., M.D. (Rochester 2002, 2004,
2004) [2013]
PATRICIA FROST, Assistant Professor of Clinical Pediatrics
B.S. (Duke 2007); M.D. (Virginia 2012) [2015]
CARY FU, Assistant Professor of Pediatrics
B.S., M.D. (Missouri 1998, 2002) [2012]
D. CATHERINE FUCHS, Professor of Psychiatry and Behavioral
Sciences; Professor of Pediatrics
B.A., M.D. (Vanderbilt 1978, 1982) [1987]
DOUGLAS H. FUCHS, Nicholas Hobbs Chair; Professor of Special
Education; Professor of Pediatrics
B.A. (Johns Hopkins 1971); M.S. (Pennsylvania 1973); Ph.D.
(Minnesota 1978) [1985]
HOWARD A. FUCHS, Professor of Medicine
B.S. (Colorado School of Mines 1977); M.D. (Vanderbilt 1981) [1986]
LYNN S. FUCHS, Nicholas Hobbs Chair; Professor of Special
Education; Professor of Pediatrics
B.A. (Johns Hopkins 1972); M.S. (Pennsylvania 1973); Ed.S., Ph.D.
(Minnesota 1977, 1981) [1985]
SABINE FUHRMANN, Associate Professor of Ophthalmology and Visual
Sciences; Associate Professor of Cell and Developmental Biology
M.S. ( 1991); Ph.D. (Albert Ludwigs University of Freiburg [Germany]
1996) [2015]
CLAYTON M. FULKS, Assistant Clinical Professor of Oral and
Maxillofacial Surgery
B.S. (Georgia 2004); D.D.S. (Nova Southeastern 2009) [2012]
MELISSA E. FULLER, Assistant Clinical Professor of Pediatrics
B.S. (Texas A & M 2002); M.D. (Texas, Houston 2006) [2009]
MATTHEW ROBERT FUSCO, Assistant Professor of Neurological
Surgery; Assistant Professor of Radiology and Radiological Sciences
B.A. (Virginia 2003); M.D. (Wake Forest 2007) [2015]
SHARIN M. GABL, Assistant in Medicine
Associate Diploma (Harper College - [Illinois] 1998); B.S. (Northern
Illinois 2000) [2017]
CYNTHIA S. GADD Professor of Biomedical Informatics
B.S. (North Carolina State 1976); M.B.A. (Winthrop 1979); Ph.D.
(Pittsburgh 1995); M.S. (Duke 1998) [2005]
JENNIFER ANGELINE GADDY, Assistant Professor of Medicine
B.S. (Indiana University East 2003); Ph.D. (Miami [Ohio] 2010) [2013]
F. ANDREW GAFFNEY, Professor of Medicine
B.A. (California, Berkeley 1968); M.D. (New Mexico 1972) [1992]
DAVID GAILANI, Ernest W. Goodpasture Chair in Experimental Pathology
for Translational Research; Professor of Pathology, Microbiology and
Immunology; Professor of Medicine
B.A. (Cornell 1980); M.D. (Illinois, College of Medicine, Chicago
1984) [1995]
JAMES V. GAINER III, Assistant Professor of Medicine
B.S. (Virginia 1986); M.D. (West Virginia 1990) [1996]
KENNETH J. GAINES, Professor of Clinical Neurology
B.A. (Emory 1969); M.D. (UT Health Science Center [Tennessee]
1972); M.B.A. (Memphis 1998) [2015]
LAWRENCE S. GAINES, Associate Professor of Psychiatry and
Behavioral Sciences; Associate Professor of Medicine
B.A. (City College of New York 1965); M.A., Ph.D. (Maryland 1969,
1972) [1987]
MEGAN IMBODEN GALASKE, Clinical Instructor in Pediatrics
B.S. (Middle Tennessee State 2008); M.D. (UT Health Science Center
[Tennessee] 2013) [2016]
CRISTI L. GALINDO, Research Assistant Professor of Medicine
B.S. (Texas, Arlington 2000); Ph.D. (Texas, Galveston 2005); M.B.A.
(Texas, Brownsville 2009) [2014]
BETHANY GALLAGHER, Assistant Professor of Orthopaedic Surgery
and Rehabilitation
B.E. (Pennsylvania 2000); M.D. (Texas, San Antonio 2004) [2010]
MARTIN J. GALLAGHER, Associate Professor of Neurology
B.S. (Notre Dame 1989); Ph.D., M.D. (Washington University 1997,
1997) [2002]
AURELIO GALLI, Professor of Molecular Physiology and
Biophysics; Professor of Psychiatry and Behavioral Sciences
Ph.D. (State University of Milan [Italy] 1998) [2002]
JAMES GALLIGAN, Research Assistant Professor of Biochemistry
B.Sc. (Michigan State 2006); Ph.D. (University of Colorado Anschutz
Medical Campus [Colorado] 2012) [2016]
MELYSSA MIYAKO JOHNSON GALLOWAY, Assistant Professor of
Clinical Medicine
B.A. (California, Berkeley 2004); M.D. (Southern California
2010) [2016]
Archived 2017/2018
School of Medicine Catalog
152 153VANDERBILT UNIVERSITY School of Medicine / Faculty
ROBERT L. GALLOWAY, JR., Professor of Surgery, Emeritus; Professor
of Biomedical Engineering, Emeritus; Professor of Neurological
Surgery, Emeritus
B.S.E. (Duke 1977); M.E. (Virginia 1979); Ph.D. (Duke 1983) [1988]
VIVIAN GAMA, Assistant Professor of Cell and Developmental Biology
B.S. (Los Andes [Colombia] 1995); M.S. (Wisconsin, Milwaukee
2002); Ph.D. (Case Western Reserve 2008) [2015]
JENNIFER GAMACHE, Assistant in Urologic Surgery
B.S., B.S.N., M.S.N. (Southern Indiana 2002, 2005, 2009) [2017]
ALFREDO GAMBOA, Research Associate Professor of Medicine
B.S., M.D. (Universidad Peruana ‘Cayetano Heredia’ [Peru] 1998,
1999); M.S.C.I. (Vanderbilt 2008) [2005]
ANTHONY M. GAMBOA, Assistant Professor of Medicine
B.A., M.D. (Georgetown 2002, 2009) [2015]
JORGE L. GAMBOA, Research Assistant Professor of Medicine
M.D. (Universidad Peruana ‘Cayetano Heredia’ [Peru] 1999); Ph.D.
(Kentucky, Lexington 2009) [2013]
AMY DINESH GANDHI, Assistant Clinical Professor of Pediatrics
B.S. (Emory 2001); M.D. (Alabama, Birmingham 2005) [2009]
MAUREEN ANNE GANNON, Professor of Medicine; Professor of
Molecular Physiology and Biophysics; Professor of Cell and
Developmental Biology
B.S. (Molloy 1985); M.S. (Adelphi 1988); Ph.D. (Cornell 1996) [2001]
RYAN GANT, Assistant in Medicine
B.S.N., M.S.N. (Alabama, Huntsville 2009, 2013) [2014]
JUDY GARBER, Professor of Psychology and Human
Development; Professor of Psychiatry and Behavioral Sciences
B.A. (SUNY, Buffalo 1973); Ph.D. (Minnesota 1987) [1985]
EMILY M. GARLAND, Research Associate Professor of Medicine
B.S. (Duke 1973); Ph.D. (Maryland 1982); M.S.C.I. (Vanderbilt 2005) [2003]
JACQUELYN GARNER, Assistant in Anesthesiology
B.S.N. (Southern Adventist 2002); M.S.N. (Emory 2008) [2014]
C. LOUIS GARRARD, Assistant Professor of Surgery
B.A., M.D. (Vanderbilt 1986, 1990) [2010]
AILISH GARRETT, Assistant in Medicine
B.S. (Rhode Island 2006); M.S.N. (Vanderbilt 2012) [2015]
C. GAELYN GARRETT, Professor of Otolaryngology
A.B., M.D. (North Carolina 1984, 1988) [1994]
LATAMARA Q. GARRETT, Assistant in Pediatrics
B.S. (Texas, Houston 2003); M.S. (Arizona State 2013) [2014]
ETOI A. GARRISON, Associate Professor of Clinical Obstetrics and
Gynecology
B.A. (Chicago 1991); Ph.D., M.D. (Tulane 1997, 1997) [2006]
JAMES CHRISTOPHER GATENBY, Adjunct Assistant Professor of
Radiology and Radiological Sciences
B.Sc. (Bristol [U.K.] 1987); Ph.D. (London [U.K.] 1994) [2002]
SILVANA GAUDIERI, Research Associate Professor of Medicine
B.S., Ph.D. (Western Australia 1990, 1996) [2013]
JAMES A. GAUME, Assistant Clinical Professor of Medicine
B.S. (Loyola Marymount 1972); M.D. (Southern California 1976) [1990]
ISABEL GAUTHIER, David K. Wilson Chair of Psychology; Professor of
Psychology; Professor of Radiology and Radiological Sciences
B.A. (Quebec [Canada] 1993); M.S., Ph.D. (Yale 1995, 1998) [1999]
KAYCE TAYLOR GAW, Assistant in Pediatrics
B.S.N. (Belmont 2012); M.S.N. (Tennessee State 2016) [2017]
JAMES C. GAY, Professor of Pediatrics
B.S. (Davidson 1974); M.D. (Emory 1978); M.Mgt. (Vanderbilt
2014) [1985]
VOLNEY P. GAY, Professor of Religious Studies; Professor of Psychiatry
and Behavioral Sciences; Professor of Anthropology
B.A. (Reed 1970); M.A., Ph.D. (Chicago 1973, 1976) [1979]
USMAN IBRAHIM GEBI, Adjunct Assistant Professor of Health Policy
M.B.B.S. (Ahmadu Bello [Nigeria] 1989) [2012]
TEBEB GEBRETSADIK, Senior Associate in Biostatistics
B.S. (San Francisco State 1988); M.P.H. (California, Berkeley
1993) [2003]
SUNIL K. GEEVARGHESE, Associate Professor of Surgery; Associate
Professor of Radiology and Radiological Sciences; Director, Vanderbilt
Transplant Center Clinical Trials Office
B.A. (Tennessee 1986); M.D., M.S.C.I. (Vanderbilt 1994, 2006) [2005]
TIMOTHY M. GEIGER, Associate Professor of Surgery
B.S., M.D. (Missouri 1999, 2004) [2010]
ALEXANDER H. GELBARD, Assistant Professor of Otolaryngology
B.S. (Stanford 2000); M.D. (Tulane 2006) [2013]
BRIAN JAY GELFAND, Associate Professor of Anesthesiology
B.A. (Adelphi 1986); M.S., M.D. (Chicago Medical School 1988,
1991) [2016]
LAN LIN GELLERT, Assistant Professor of Pathology, Microbiology and
Immunology
M.D. (Peking Union Medical [China] 1999); Ph.D. (Johns Hopkins
2005) [2012]
BRUCE G. GELLIN, Adjunct Associate Professor of Health Policy
B.A. (North Carolina 1977); M.D. (Cornell 1983); M.P.H. (Columbia
1991) [1998]
NAN GENTRY, Instructor in Clinical Obstetrics and Gynecology
B.S. (Kentucky, Lexington 2003); M.S.N. (Vanderbilt 2006) [2012]
RICHARD H. GENTZLER, Assistant Clinical Professor of Oral and
Maxillofacial Surgery
B.S. (Austin Peay State 1998); D.D.S. (Tennessee 2001) [2006]
IVELIN S. GEORGIEV, Assistant Professor of Pathology, Microbiology
and Immunology; Assistant Professor of Computer Science
B.S. (Eckerd 2004); Ph.D. (Duke 2009) [2015]
DIMITRIOS GEORGOSTATHIS, Instructor in Medicine
B.S. (City College of New York 2007); M.D. (SUNY, Downstate
Medical Center 2009) [2016]
LISA GERMANO, Assistant in Pediatrics
B.S. (Akron 1997); B.S.N., M.S.N. (Belmont 2006, 2013) [2014]
SABINA B. GESELL, Adjunct Assistant Professor of Pediatrics
B.A. (Vassar 1993); M.A., Ph.D. (Notre Dame 1997, 1999) [2008]
LESLIE STUART GEWIN, Assistant Professor of Medicine; Assistant
Professor of Cell and Developmental Biology
B.A. (Princeton 1997); M.D. (Alabama, Birmingham 2002) [2009]
MASOUD GHAMARI-LANGROUDI, Research Assistant Professor of
Molecular Physiology and Biophysics
M.D. (Shiraz [Iran] 1991); Ph.D. (McGill [Canada] 2001) [2011]
GIOVANNA A. GIANNICO, Assistant Professor of Pathology,
Microbiology and Immunology
M.D. (Bari [Italy] 1996) [2010]
JAYME C. GIBSON, Assistant in Anesthesiology
B.S. (Murray State 2002); M.S.N. (Vanderbilt 2007) [2010]
KATHERINE A. GIFFORD, Assistant Professor of Neurology; Assistant
Professor of Psychology
B.A. (Skidmore 2002); M.S., Psy.D. (Florida Institute of Technology
2007, 2010) [2013]
RENE H. GIFFORD, Professor of Hearing and Speech
Sciences; Professor of Otolaryngology; Director of Pediatric Audiology
and Director of Cochlear Implant Program
B.S. (Arizona State 1995); M.S. (Vanderbilt 1997); Ph.D. (Arizona
State 2003) [2011]
JOSEPH GIGANTE, Professor of Pediatrics
B.A. (CUNY, Brooklyn College 1984); M.D. (SUNY, Stony Brook
1988); MD,PNP [1994]
FELISA L. GILBERT, Associate Clinical Professor of Pediatrics
B.S. (Vanderbilt 1993); M.D. (UT Health Science Center [Tennessee]
1997) [2007]
JILL GILBERT, Associate Professor of Medicine
M.D. (Alabama, Birmingham 1990); B.S. (North Carolina 1994) [2006]
MARIA C. GILLAM-KRAKAUER, Assistant Professor of Pediatrics
B.S. (William and Mary 1998); DEA (Bordeaux I [France] 2000); M.D.
(Eastern Virginia 2004) [2011]
ERIN ALEXIS GILLASPIE, Assistant Professor of Thoracic Surgery
B.S. (Florida 2004); M.D. (Miami [Florida] 2008) [2016]
LYNETTE A. GILLIS, Assistant Professor of Pediatrics
B.A. (Bucknell 1992); M.D. (Pennsylvania State 1996) [2004]
MARY JO STRAUSS GILMER, Professor of Nursing; Professor of
Pediatrics
B.S.N. (Michigan State 1971); M.S.N. (Illinois, Champaign
1978); M.B.A. (Queens University, Charlotte [North Carolina]
1989); Ph.D. (North Carolina 1997) [1998]
Archived 2017/2018
School of Medicine Catalog
152 153VANDERBILT UNIVERSITY School of Medicine / Faculty
MARY KATHERINE GINGRASS, Assistant Clinical Professor of Plastic
Surgery
B.S. (Boston College 1985); M.D. (Medical College of Wisconsin
1989) [2000]
TODD D. GIORGIO, Professor of Biomedical Engineering; Professor of
Chemical and Biomolecular Engineering; Professor of Cancer Biology
B.S. (Lehigh 1982); Ph.D. (Rice 1986) [1987]
DARIO A. GIUSE, Associate Professor of Biomedical Informatics
Ph.D., M.S. (Carnegie Mellon 1979, 1993) [1994]
NUNZIA B. GIUSE, Professor of Biomedical Informatics; Professor of
Medicine; Director Eskind Biomedical Library
M.D. (Brescia [Italy] 1985); M.L.S. (Pittsburgh 1992) [1994]
FRANCES P. GLASCOE, Adjunct Professor of Pediatrics
B.S. (Georgia State 1976); M.S., Ed.S. (Peabody 1978, 1979); Ph.D.
(Vanderbilt 1986) [1983]
MICHAEL E. GLASSCOCK III, Adjunct Professor of Otolaryngology
B.S. (Tennessee Technological 1955); M.D. (UT Health Science
Center [Tennessee] 1958) [1978]
MARK DENNIS GLAZER, Assistant Professor of Medicine
B.A. (Emory 1975); M.D. (Louisville 1979) [2006]
KIMBERLY R. GLENN, Adjunct Assistant Professor of Health Policy
B.S. (James Madison [Virginia] 2005); M.P.H. (Georgia State
2007); Ph.D. (Vanderbilt 2014) [2016]
SUZANNE E. GLOVER, Assistant Clinical Professor of Pediatrics
B.A. (Rhodes College 2002); M.D. (Tennessee, Memphis 2007) [2012]
A. JOEL GLUCK, Assistant Professor of Clinical Oral and Maxillofacial
Surgery
B.A. (Washington University 1977); D.D.S. (UT Health Science Center
[Tennessee] 1981); M.S. (Michigan 1983) [2009]
JOSEFINA DEE GO, Assistant Professor of Clinical Pediatrics
B.S., M.D. (Santo Tomas [Phillipines] 1988, 1988) [2009]
GLENN T. GOBBEL, Research Assistant Professor of Biomedical
Informatics; Research Assistant Professor of Medicine
D.V.M. (Florida 1985); Performer’s Certificate (California, San
Francisco 1991); M.S. (Vanderbilt 2013) [2012]
WALTER G. GOBBEL, Professor of Surgery, Emeritus
B.S., M.D. (Duke 1944, 1944) [1959]
ALAIN P. GOBERT, Research Associate Professor of Medicine
M.S. (Bordeaux I [France] 1995); B.S. (University of New Orleans-
Innsbruck 1996); Ph.D. (Bordeaux I [France] 1999) [2015]
DANIEL F. GOCHBERG, Associate Professor of Radiology and
Radiological Sciences
B.S. (Massachusetts Institute of Technology 1991); M.S., Ph.D. (Yale
1994, 1998) [2002]
TRACEY L. GODDARD, Assistant in Radiology and Radiological Sciences
B.S.N. (Austin Peay State 1991); M.S.N. (Alabama, Huntsville 2008) [2009]
JAMES C. GODFREY III, Associate Clinical Professor of Pediatrics
B.S. (Tennessee, Martin 1997); M.D. (UT Health Science Center
[Tennessee] 2001) [2004]
JUSTIN ANDREW GODOWN, Assistant Professor of Pediatrics
B.S.Ch.E. (Clarkson 2003); M.D. (Rochester 2008) [2014]
LESLIE WYTTENBACH GOEBEL, Assistant in Medicine
M.S.N. (Vanderbilt 2006) [2008]
LISA A. GOEHRING, Assistant Professor of Clinical Obstetrics and
Gynecology
B.S. (Texas Woman’s 1990); M.S.N. (Vanderbilt 2007) [2009]
STEVEN R. GOERTZ, Assistant Professor of Radiation Oncology
B.S. (Davidson 1980); M.D. (Medical College of Virginia 1985) [2001]
LAURA ANN WILLIAMS GOFF, Associate Professor of Medicine
B.S. (Duke 1997); M.D. (Texas, San Antonio 2001); M.S.C.I.
(Vanderbilt 2008) [2007]
ROCCO G. GOGLIOTTI, Research Instructor in Pharmacology
B.S. (Eastern Michigan 2004); Ph.D. (Northwestern 2012); Certificate
(Vanderbilt 2014) [2016]
MEREDITH GOLDEN, Assistant in Anesthesiology
B.A. (Wesleyan [Georgia] 2004) [2012]
JAMES R. GOLDENRING, Paul W. Sanger Chair in Experimental
Surgery; Professor of Surgery; Professor of Cell and Developmental
Biology
A.B. (Harvard 1980); Ph.D., M.D. (Yale 1984, 1986) [2002]
MARK S. GOLDFARB, Assistant Clinical Professor of Medicine
B.S. (Michigan State 1975); M.D. (George Washington 1979) [1989]
MICHAEL GOLDFARB, H. Fort Flowers Chair in Mechanical
Engineering; Professor of Mechanical Engineering; Professor
of Electrical Engineering; Professor of Physical Medicine and
Rehabilitation
B.S. (Arizona 1988); M.S., Ph.D. (Massachusetts Institute of
Technology 1992, 1994) [1994]
FRED GOLDNER, JR., Clinical Professor of Medicine, Emeritus
B.A., M.D. (Vanderbilt 1945, 1948) [1954]
JILLIAN G. GOLES, Assistant in Surgery
A.A. ( 2012); B.A. (Maryland, Baltimore 2014); M.S. (Shenandoah
University 2016) [2017]
THOMAS A. GOLPER, Professor of Medicine
B.A. (Northwestern 1969); M.D. (Indiana, Bloomington 1973) [1999]
JOSE A. GOMEZ, Assistant Professor of Medicine
B.S. (Universidad Nacional de Colombia 1995); M.S. (Wisconsin,
Milwaukee 2003); Ph.D. (Case Western Reserve 2009) [2015]
GILBERT GONZALES, JR., Assistant Professor of Health Policy
B.A. (Baylor 2008); M.H.A. (North Texas Health Science Center
2010); Ph.D. (Minnesota 2015) [2015]
ADRIANA L. GONZALEZ, Assistant Clinical Professor of Pathology,
Microbiology and Immunology
B.S., M.D. (Louisiana State 1990, 1994) [2000]
LAZARO GONZALEZ-CALVO, Adjunct Assistant Professor of Pediatrics
Ph.D. (Alicante [Spain] 2006); B.S.N. (Salamanca [Spain] 2012) [2015]
RACHEL HUFFINES GOODE, Assistant Professor of Pediatrics
B.A. (Maryville 2005); M.D. (Tennessee, Memphis 2010) [2016]
LINDSEY MARTIN GOODMAN, Assistant Professor of Clinical Medicine
B.A., M.D. (Alabama, Birmingham 2004, 2008) [2016]
STACEY A. GOODMAN, Professor of Medicine; Director, Special
Fellowship Program for Marrow Transplant
M.D. (New York 1987) [1993]
PAUL B. GOOGE, Clinical Professor of Pathology, Microbiology and
Immunology
B.S. (Tennessee 1979); M.D. (UT Health Science Center [Tennessee]
1983) [1997]
DAVID LEE GORDEN, Professor of Surgery; Professor of Cancer Biology
A.B. (Brown 1985); M.D. (Vanderbilt 1990) [2001]
JOAN DEWITT GORDEN, Assistant Professor of Clinical Medicine
B.A., M.D. (Minnesota 1990, 1998) [2010]
JEFFREY S. GORDON, Assistant Clinical Professor of Pediatrics
B.A., M.S. (Vanderbilt 1967, 1970); M.D. (Tulane 1972) [2012]
REYNA L. GORDON, Assistant Professor of Otolaryngology; Assistant
Professor of Psychology
B.M. (Southern California 2001); M.S. (Université de Provence
[France] 2004); Ph.D. (Florida Atlantic 2010) [2015]
SHARON M. GORDON, Assistant Clinical Professor of Psychiatry and
Behavioral Sciences
B.A. (Albion 1974); M.A. (Western Michigan 1985); Ph.D. (Antioch
New England Graduate School 1993) [1995]
JAMES E. GORE, Assistant Professor of Clinical Medicine
B.S., M.D. (Kentucky, Lexington 1995, 1999) [2007]
JOHN C. GORE, University Professor of Radiology and
Radiological Sciences; Hertha Ramsey Cress Chair in
Medicine; Professor of Biomedical Engineering; Professor of
Physics and Astronomy; Professor of Molecular Physiology and
Biophysics; Director, Institute of Imaging Science
B.Sc. (Manchester [U.K.] 1972); Ph.D. (London [U.K.] 1976); B.A.
(Ealing College [U.K.] 1983) [2002]
KATHERINE GOTHAM, Assistant Professor of Psychiatry and Behavioral
Sciences
B.A., Ph.D. (Michigan 2000, 2010) [2013]
ALISA CARMAN GOTTE, Associate Professor of Clinical Pediatrics
B.A. (Texas 1998); M.D., M.S. (Texas, Southwestern Medical 2002,
2009) [2015]
GERALD S. GOTTERER, Professor of Medical Education and
Administration, Emeritus
A.B. (Harvard 1955); M.D. (Chicago 1958); Ph.D. (Johns Hopkins
1964) [1986]
Archived 2017/2018
School of Medicine Catalog
154 155VANDERBILT UNIVERSITY School of Medicine / Faculty
STEVEN L. GOUDY, Adjunct Associate Professor of Otolaryngology
B.S. (Centre 1992); M.D. (Louisville 1994) [2005]
EDWARD R. GOULD, Assistant Professor of Medicine
B.S., B.A. (SUNY, Albany 2005, 2005); M.D. (SUNY Upstate Medical
University 2005) [2015]
KATHLEEN L. GOULD, Louise B. McGavock Chair; Professor of Cell and
Developmental Biology
A.B. (California, Berkeley 1981); Ph.D. (California, San Diego
1987) [1991]
PARUL MANI GOYAL, Assistant Professor of Medicine
M.B.B.S. (Government Medical, Chandigarh [India] 2000) [2009]
CAITLIN M. GRABARITS, Associate in Obstetrics and Gynecology
B.A. (Illinois Wesleyan 2012); M.G.C. (Maryland, Baltimore
2014) [2014]
THOMAS BRENT GRAHAM, Associate Professor of Pediatrics
B.S. (Rhodes College 1988); M.D. (Vanderbilt 1992); M.S. (Cincinnati
2000) [2008]
THOMAS P. GRAHAM, JR., Professor of Pediatrics, Emeritus
B.A., M.D. (Duke 1959, 1963) [1971]
TODD R. GRAHAM, Professor of Biological Sciences; Professor of Cell
and Developmental Biology
B.S. (Maryville 1984); Ph.D. (Saint Louis 1988) [1992]
JOSHUA R. GRAHE, Assistant Professor of Clinical Pediatrics
B.S. ( 2005); D.O. (WVSOM 2011) [2015]
ANTONIO M. GRANDA, Assistant Clinical Professor of Medicine
B.A. (Delaware 1968); M.D. (Thomas Jefferson 1974) [2000]
DARYL K. GRANNER, Professor of Molecular Physiology and Biophysics,
Emeritus
B.A., M.S., M.D. (Iowa 1958, 1962, 1962) [1984]
D. WESLEY GRANTHAM, Professor of Hearing and Speech Sciences,
Emeritus
B.A. (Oberlin 1967); Ph.D. (Indiana, Bloomington 1975) [1980]
ANA M. GRAU, Associate Professor of Surgery
M.D. (Pontificia Universidad Católica de Chile 1990) [2007]
AMY BETH GRAVES, Instructor in Clinical Obstetrics and Gynecology
B.S.N. (Murray State 1999); M.S.N. (Vanderbilt 2007) [2015]
AMY J. GRAVES, Assistant in Urologic Surgery
B.A. (University of the South 2002); M.P.H. (Tulane 2004); M.A.
(Harvard 2013) [2013]
CORNELIA R. GRAVES, Clinical Professor of Obstetrics and Gynecology
B.A. (Baylor 1983); M.D. (Arkansas, Little Rock 1987) [2008]
JOHN A. GRAVES, Assistant Professor of Health Policy; Assistant
Professor of Medicine
B.A. (University of the South 2003); Ph.D. (Harvard 2011) [2011]
SARAH JAYNE GRAVES Assistant in Neurology
B.S. (Florida Gulf Coast 2007); M.S. (Belmont 2015) [2016]
JAMES D. GREEN, Assistant Professor of Radiology and Radiological
Sciences
B.A. (Michigan 1970); M.D. (Illinois, Chicago 1977) [2006]
JENNIFER KISER GREEN, Assistant Professor of Medicine; Assistant
Professor of Pediatrics
B.S. (Elon 1999); M.D. (North Carolina 2003); M.P.H. (Vanderbilt
2010) [2007]
JENNIFER R. GREEN, Assistant Professor of Medicine
B.S. (Mississippi State 2004); M.D. (Mississippi, Jackson 2008) [2016]
KELLY D. GREEN, Assistant Clinical Professor of Medicine
B.S.N. (Union [Tennessee] 1997); B.S. (Freed-Hardeman 1999); M.D.
(UT Health Science Center [Tennessee] 2010) [2014]
ROSLYN J. GREEN, Assistant in Surgery
B.A., M.S.N. (Vanderbilt 2011, 2013) [2013]
SHARON FETTERMAN GREEN, Assistant Professor of Clinical Medicine
B.A. (Stanford 1990); M.D. (South Alabama 2001) [2013]
BRAD A. GREENBAUM, Clinical Professor of Pediatrics
B.A. (Texas, Galveston 1991); M.D. (UT Health Science Center
[Tennessee] 1995) [1998]
JOHN W. GREENE, Professor of Pediatrics, Emeritus
A.B. (West Georgia 1966); M.D. (Medical College of Georgia
1970) [1977]
MATTHEW H. GREENE, Assistant Professor of Medicine
B.A. (Davidson 2002); M.D. (Vermont 2006) [2016]
JOHN P. GREER, Professor of Medicine; Professor of Pediatrics
B.A., M.D. (Vanderbilt 1972, 1976) [1984]
ROBERT ALAN GREEVY, JR., Associate Professor of Biostatistics
B.A. (Hampshire 1997); M.A., Ph.D. (Pennsylvania 2002, 2004) [2004]
ANDREW J. M. GREGORY, Associate Professor of Orthopaedic
Surgery and Rehabilitation; Associate Professor of Neurological
Surgery; Associate Professor of Pediatrics
B.S. (Indiana, Bloomington 1993); M.D. (Alabama, Birmingham
1997) [2001]
DAVID W. GREGORY, Associate Professor of Medicine, Emeritus
B.A., M.D. (Vanderbilt 1963, 1967) [1973]
JUSTIN M. GREGORY, Assistant Professor of Pediatrics
B.S. (Tennessee 2003); M.D. (UT Health Science Center [Tennessee]
2008) [2014]
KATHERINE GREGORY, Assistant Clinical Professor of Medicine
B.A. (Wheaton 2005); M.D. (Tennessee, Memphis 2009) [2014]
MARY LUCIA PARTIN GREGORY, Assistant Professor of Clinical
Pediatrics
B.S. (Alabama 1996); M.D. (Alabama, Birmingham 2000) [2014]
SHAWN A. GREGORY, Associate Professor of Medicine
B.S. (Alabama 1994); M.D. (Virginia 1998); M.M.S. (Harvard Medical
2006) [2014]
BRUCE W. GREIG, Associate in Pathology, Microbiology and
Immunology
B.S., B.S. (Auburn 1979, 1981) [2002]
CAROL A. GRIFFIN, Instructor in Clinical Obstetrics and Gynecology
B.A. (Bard [New York] 1996); A.S.N. (Columbia State Community
1998); M.S.N. (Vanderbilt 2001) [2012]
MARIE R. GRIFFIN, Professor of Health Policy; Professor of Medicine
A.B. (Immaculata 1972); M.D. (Georgetown 1976); M.P.H. (Johns
Hopkins 1982) [1986]
DEBORAH GRIFFITH, Assistant in Medicine
B.A. (Texas 1996); B.S.N. (Arizona 2005); M.S.N. (Vanderbilt
2010) [2010]
DEREK MACGREGOR GRIFFITH, Associate Professor of Medicine,
Health and Society; Associate Professor of Medicine; Associate
Professor of Health Policy
B.A. (Maryland 1993); M.A., Ph.D. (DePaul 1998, 2002) [2012]
CARLOS G. GRIJALVA, Associate Professor of Health Policy
B.S., M.D. (Universidad Nacional San Luis Gonzaga de Ica [Peru]
2001, 2001); M.P.H. (Vanderbilt 2006) [2006]
BARBARA J. GRIMM, Assistant in Medicine
B.A. (Transylvania 1974); M.A. (Eastern Kentucky 1978); B.S.N.
(Waynesburg 1991); M.S.N. (Belmont 1995); RN,MSN,ACNP [1999]
BARRY S. GRIMM, Assistant Professor of Clinical Obstetrics and
Gynecology
D.O. (UPIKE 2010) [2014]
WILLIAM A. GRISSOM, Assistant Professor of Biomedical
Engineering; Assistant Professor of Radiology and Radiological
Sciences; Assistant Professor of Electrical Engineering
B.S.E., M.S.E., M.S.E., Ph.D. (Michigan 2004, 2006, 2007,
2008) [2011]
ERIC L. GROGAN, Associate Professor of Thoracic Surgery; Associate
Professor of Emergency Medicine
B.S. (Lipscomb 1995); M.D., M.P.H. (Vanderbilt 1999, 2004) [2008]
THOMAS E. GROOMES, Associate Professor of Clinical Physical
Medicine and Rehabilitation
B.S. (Vanderbilt 1983); M.D. (UT Health Science Center [Tennessee]
1987) [1994]
MARNI L. GROVES, Assistant in Medicine
B.S.N., M.S.N. (Tennessee 2001, 2002) [2009]
PETER H. GRUBB, Associate Professor of Clinical Pediatrics
B.S. (Texas A & M 1987); M.D. (Uniformed Services 1992) [2005]
BRAD A. GRUETER, Assistant Professor of Anesthesiology; Assistant
Professor of Pharmacology; Assistant Professor of Molecular
Physiology and Biophysics; Assistant Professor of Psychiatry and
Behavioral Sciences
B.S. (Illinois College 1998); M.S. (Illinois, Chicago 2001); Ph.D.
(Vanderbilt 2006) [2012]
Archived 2017/2018
School of Medicine Catalog
154 155VANDERBILT UNIVERSITY School of Medicine / Faculty
CARRIE A. GRUETER, Research Assistant Professor of Anesthesiology
B.S. (Montevallo 1999); Ph.D. (Vanderbilt 2006) [2012]
MICHELLE S. GRUNDY, Assistant Professor of Medical Education and
Administration (VU); Director of Health Professions Advice
B.S., Ph.D. (Vanderbilt 1993, 2000) [2002]
EWA F. GRZESZCZAK, Associate Professor of Clinical Radiology and
Radiological Sciences
M.D. (Wroclaw Medical [Poland] 1984) [2000]
GUOQIANG GU, Associate Professor of Cell and Developmental Biology
B.S. (Jilin [China] 1988); M.S. (Chinese Academy of Sciences
1991); Ph.D. (Columbia 1998) [2002]
F. PETER GUENGERICH, Tadashi Inagami, Ph.D. Chair in
Biochemistry; Professor of Biochemistry
B.S. (Illinois, Champaign 1970); Ph.D. (Vanderbilt 1973) [1975]
RACHAEL G. GUICE, Clinical Instructor in Pediatrics
B.S. (Georgia 2007); M.D. (Medical College of Georgia 2012) [2015]
OSCAR D. GUILLAMONDEGUI, Professor of Surgery; Professor of
Neurological Surgery; Professor of Hearing and Speech Sciences
B.A. (Dallas 1989); M.D. (Texas, Galveston 1993); M.P.H. (Vanderbilt
2010) [2003]
RICHARD JOSEPH GUMINA, Assistant Professor of Medicine; Assistant
Professor of Pathology, Microbiology and Immunology; Assistant
Professor of Pharmacology
B.S. (California, Davis 1988); Ph.D., M.D. (Medical College of
Wisconsin 1996, 1997) [2013]
MARGARET A. GUNNING, Assistant Clinical Professor of Pediatrics
M.B.B.S. (West Indies [Jamaica] 1991) [2010]
OLIVER L. GUNTER, Associate Professor of Surgery
B.S. (Georgia 1996); M.D. (Medical College of Georgia 2000); M.P.H.
(Vanderbilt 2014) [2009]
XINGYI GUO, Assistant Professor of Medicine
B.S. (Anhui Science and Technology University [China] 2003); Ph.D.
(Zhejiang [China] 2008) [2013]
YAN GUO, Assistant Professor of Biomedical Informatics
B.S., M.E. (Minnesota 2003, 2006); Ph.D. (South Carolina
2009) [2011]
DEEPAK K. GUPTA, Assistant Professor of Medicine
B.S. (Emory 2001); M.D. (Ohio State 2005) [2013]
RAJNISH KUMAR GUPTA, Associate Professor of Anesthesiology
B.A., M.D. (Vanderbilt 1998, 2002) [2006]
VARUN GUPTA, Assistant Professor of Plastic Surgery
M.B.B.S. (All India Institute of Medical Sciences 2005); M.P.H. (Texas,
Houston 2010) [2015]
EUGENIA V. GUREVICH, Associate Professor of Pharmacology
M.S., B.S., Ph.D. (Moscow State [Russia] 1980, 1980, 1985) [2001]
VSEVOLOD V. GUREVICH, Professor of Pharmacology
B.S., M.S. (Moscow State [Russia] 1980, 1980); Ph.D. (Shemyakin
Institute [Russia] 1990) [2001]
LARRY D. GURLEY, Clinical Instructor in Obstetrics and Gynecology
B.A. (Vanderbilt 1970); M.D. (UT Health Science Center [Tennessee]
1977) [1983]
SCOTT OSBORN GUTHRIE, Associate Professor of Clinical
Pediatrics; Adjunct Assistant Professor of Nursing
B.A. (Lipscomb 1995); M.D. (East Tennessee State 1999) [2005]
DANIELLE GUTIERREZ, Research Assistant Professor of Biochemistry
B.S. (Long Island, Southampton 2004); Ph.D. (Medical University of
South Carolina 2010) [2014]
GLORIA E. GUTIERREZ, Visiting Research Associate Professor of
Medicine
M.D. (Universidad Nacional Autónoma de México 1978) [2006]
ADAM GUTTENTAG, Associate Professor of Clinical Radiology and
Radiological Sciences
B.S., M.D. (Pennsylvania 1980, 1985) [2014]
SUSAN H. GUTTENTAG, Julia Carell Stadler Chair in
Pediatrics; Professor of Pediatrics
B.A. (Pennsylvania 1981); M.D. (Medical College of Pennsylvania
1985) [2014]
HARRY E. GWIRTSMAN, Associate Professor of Psychiatry and
Behavioral Sciences
B.A. (Yale 1972); M.D. (Columbia 1976) [1995]
SCOTT HAAKE, Research Instructor in Medicine
B.S. (South Florida 2005); M.D. (Miami [Florida] 2009) [2015]
DAVID W. HAAS, Professor of Medicine; Professor of
Pharmacology; Professor of Pathology, Microbiology and Immunology
A.B. (Indiana, Bloomington 1979); M.D. (Vanderbilt 1983) [1990]
KEVIN F. HAAS, Associate Professor of Neurology
B.S. (Duke 1991); Ph.D., M.D. (Michigan 1998, 1999) [2004]
VOLKER H. HAASE, Krick-Brooks Chair in Nephrology; Professor
of Medicine; Professor of Molecular Physiology and
Biophysics; Professor of Cancer Biology
M.D. (Johann Wolfgang Goethe [Germany] 1990) [2008]
RALF C. HABERMANN, Assistant Professor of Medicine
M.D. (Freie Universitat Berlin [Germany] 1989); M.Mgt. (Vanderbilt
2010) [1996]
SARA HABIBIAN, Clinical Instructor in Obstetrics and Gynecology
B.S. (Virginia 1995); M.D. (Vanderbilt 2002) [2007]
DAVID L. HACHEY, Adjunct Research Professor of Biochemistry
B.A. (Oakland 1967); Ph.D. (California, Los Angeles 1972) [1998]
MALLORY HACKER, Research Assistant Professor of Neurology
B.S. (Tennessee, Chattanooga 2007); Ph.D. (Vanderbilt 2013) [2015]
ANN HACKETT, Assistant in Medicine
B.A., M.S.N. (Vanderbilt 2007, 2009) [2013]
TROY A. HACKETT, Professor of Hearing and Speech
Sciences; Associate Professor of Psychology
B.A., M.A. (Indiana, Bloomington 1987, 1989); Ph.D. (Vanderbilt
1996) [2000]
AMBER HACKSTADT, Research Assistant Professor of Biostatistics
B.S., M.S. (Southeast Missouri State 2003, 2008); Ph.D. (Colorado
State 2011) [2015]
ELIAS V. HADDAD, Assistant Professor of Medicine
B.S. (Tennessee 1998); M.D. (UT Health Science Center [Tennessee]
2002) [2011]
MARIA HADJIFRANGISKOU, Assistant Professor of Pathology,
Microbiology and Immunology; Assistant Professor of Urologic Surgery
B.S. (Clarion 2000); Ph.D. (Texas, Houston 2007) [2012]
EDMUND DABNEY HADLEY, Clinical Instructor in Emergency Medicine
M.D. (Wake Forest 2012) [2016]
MARGARET BUMPUS HADLEY, Assistant in Pediatrics
B.S.N. (Belmont 2010); M.S.N. (Alabama, Birmingham 2015) [2016]
DAVID D. HAGAMAN, Assistant Professor of Medicine
B.S. (Bowling Green State 1983); M.D. (Ohio State 1987) [2001]
KEVIN F. HAGAN, Associate Professor of Plastic Surgery
B.A., M.D. (Johns Hopkins 1971, 1974) [1982]
RAYMOND M. HAKIM, Professor of Clinical Medicine
M.S. (Rensselaer Polytechnic Institute 1965); Ph.D. (Massachusetts
Institute of Technology 1968); M.D. (McGill [Canada] 1976) [1987]
NATASHA B. HALASA, Associate Professor of Pediatrics
B.S. (Akron 1994); M.D. (Medical College of Ohio 1998); M.P.H.
(Vanderbilt 2004) [2002]
DOUGLAS A. HALE, Associate Professor of Surgery
B.S. (Saint Bonaventure 1980); M.D. (Georgetown 1984) [2009]
CONNIE ALLEN HALEY, Assistant Clinical Professor of Medicine
B.A. (Virginia 1990); M.D., M.P.H. (Vanderbilt 1995, 2002) [2001]
SPENCER A. HALEY, Assistant Clinical Professor of Oral and
Maxillofacial Surgery
B.S. (Tennessee, Martin 1991); D.D.S. (UT Health Science Center
[Tennessee] 1995) [2003]
APRYL HALL, Assistant Clinical Professor of Pediatrics
B.S. (Tennessee Technological 1999); M.D. (East Tennessee State
2005) [2010]
DAVID E. HALL, Professor of Clinical Pediatrics
B.A. (Missouri, Saint Louis 1972); M.D. (Chicago 1981) [2013]
NATALIE J. HALL, Assistant in Neurological Surgery
B.S. (Baylor 2012); M.S.N. (Vanderbilt 2015) [2017]
REAGAN HALL, Associate in Orthopaedic Surgery and Rehabilitation
B.S. (Valdosta State 2001); M.S. (Belmont 2004); M.S.N. (Vanderbilt
2011) [2015]
ROBERT HALL, Assistant in Medicine
B.S.N. (Middle Tennessee State 1999); M.S.N. (Vanderbilt
2010) [2014]
Archived 2017/2018
School of Medicine Catalog
156 157VANDERBILT UNIVERSITY School of Medicine / Faculty
JOHN STEVEN HALLE, Adjunct Professor of Medical Education and
Administration
B.S., M.S. (Oregon 1975, 1977); Ph.D. (Iowa 1990) [2001]
LINDA R. HALPERIN, Assistant Professor of Physical Medicine and
Rehabilitation
B.S. (Duke 1977); M.D. (UT Health Science Center [Tennessee]
1981) [2000]
JENNIFER L. HALPERN, Assistant Professor of Orthopaedic Surgery and
Rehabilitation
B.A. (Princeton 1995); M.D. (Vanderbilt 1999) [2006]
SUSAN A. HALTER, Associate Professor of Pathology, Emerita
B.A. (Miami [Ohio] 1967); M.S. (Syracuse 1971); M.D. (Queen’s
[Canada] 1973) [1977]
DONNA M. HAMACHER, Assistant Clinical Professor of Pediatrics
B.A. (Saint Louis 2005); M.D. (Saint Louis University 2009) [2012]
TARA N. HAMADA, Associate Clinical Professor of Pediatrics
B.S. (Tennessee, Memphis 1991); M.D. (UT Health Science Center
[Tennessee] 1995) [2005]
KIRSTEN L. HAMAN, Assistant Professor of Clinical Psychiatry and
Behavioral Sciences; Assistant Clinical Professor of Psychology
B.S. (Florida 1988); M.A., Ph.D. (Vanderbilt 1993, 2000) [2001]
OMAR HAMEED, Professor of Pathology, Microbiology and
Immunology; Professor of Urologic Surgery
M.B.Ch.B (Baghdad [Iraq] 1991) [2011]
RIZWAN HAMID, Dorothy Overall Wells Chair in Pediatrics; Professor of
Pediatrics
M.D. (Allama Iqbal Medical College [Pakistan] 1985); Ph.D. (Vanderbilt
1994) [2003]
MARGARET HAMILTON, Assistant Clinical Professor of Oral and
Maxillofacial Surgery
D.D.S. (UT Health Science Center [Tennessee] 2010) [2014]
TRAVIS JASON HAMILTON, Assistant Professor of Clinical Anesthesiology
B.S. (Austin Peay State 2001); D.O. (UPIKE 2007) [2015]
HEIDI E. HAMM, Aileen M. Lange and Annie Mary Lyle Chair in
Cardiovascular Research; Professor of Pharmacology; Professor of
Orthopaedic Surgery and Rehabilitation; Professor of Ophthalmology
and Visual Sciences
B.A. (Atlantic Union 1973); Ph.D. (Texas 1980) [2000]
VANYA L. HAMRIN, Associate Professor of Nursing; Associate Professor
of Psychiatry and Behavioral Sciences
B.S.N. (Olivet Nazarene 1985); M.S.N. (Illinois, Chicago 1989); D.N.P.
(Alabama, Birmingham 2015) [2011]
JIN HO HAN, Associate Professor of Emergency Medicine
B.A. (New York 1993); M.D. (SUNY, Downstate Medical Center
1999); M.S. (Cincinnati 2007) [2005]
KENNETH R. HANDE, Professor of Medicine, Emeritus
A.B. (Princeton 1968); M.D. (Johns Hopkins 1972) [1978]
ARIELLA HANKER, Research Instructor in Medicine
B.S. (Virginia 2004); Ph.D. (North Carolina 2009) [2014]
STEVEN K. HANKS, Professor of Cell and Developmental Biology,
Emeritus
B.S. (Utah 1977); Ph.D. (Texas, Houston 1982) [1990]
ALLISON HANLON, Assistant Professor of Medicine
B.S. (Notre Dame 1997); Ph.D., M.D. (Temple 2005, 2005) [2016]
STEPHEN R. HANN, Professor of Cell and Developmental Biology
A.B. (California, Berkeley 1974); Ph.D. (California, Riverside
1981) [1986]
GENE A. HANNAH, Assistant Professor of Orthopaedic Surgery and
Rehabilitation
B.S. (Auburn 1984); M.D. (Alabama, Birmingham 1988) [2002]
VICKIE L. HANNIG, Associate in Pediatrics
B.A. (Pennsylvania 1976); M.S. (Sarah Lawrence 1981) [1987]
DAVID E. HANSEN, Associate Professor of Medicine
B.A. (Amherst 1976); M.D. (Cornell 1980) [1987]
ERIK NELS HANSEN, Assistant Professor of Pediatric Surgery
B.S. (Wheaton 1997); M.D. (Baylor 2001); M.P.H. (Vanderbilt
2006) [2004]
KATHRYN HANSEN, Instructor in Clinical Nursing; Instructor in Physical
Medicine and Rehabilitation
M.S.N. (Vanderbilt 2010) [2010]
HOLLY RENEE HANSON, Assistant Professor of Clinical Pediatrics
B.S. (Mt. Vernon Nazarene 2006); M.D. (Northeast Ohio Medical
University [Ohio] 2010) [2016]
KATHERINE L. HANSON, Associate Professor of Clinical Medicine
B.S. (Cornell 1986); M.D. (Vanderbilt 1990) [1999]
DOUGLAS W. HANTO, Adjunct Professor of Surgery
B.A. (Saint Olaf 1973); M.D. (Arizona 1977); Ph.D. (Minnesota
1987); M.A. (Harvard 2003) [2014]
CHUAN-MING HAO, Adjunct Research Assistant Professor of Medicine
M.D., M.S. (Nantong Medical [China] 1982, 1987); Ph.D. (Shanghai
Medical [China] 1990) [2000]
FRANK JOSEPH HARAF, JR., Clinical Professor of Pediatrics
B.S. (Emory 1993); M.D. (East Tennessee State 1997) [2000]
DOUGLAS P. HARDIN, Professor Mathematics; Professor of Biomedical
Informatics
B.E.E. (Georgia Institute of Technology 1980); M.E.E. (Stanford
1982); Ph.D. (Georgia Institute of Technology 1985) [1986]
JOEL G. HARDMAN, Professor of Pharmacology, Emeritus
B.Pharm., M.S. (Georgia 1954, 1959); Ph.D. (Emory 1964) [1964]
NORMAN CHANDLER HARDMAN, JR., Assistant Professor of Clinical
Medicine
B.S. (Georgia Institute of Technology 1981); M.D. (Medical College of
Georgia 1985) [1993]
KLARISSA D. HARDY, Adjunct Assistant Professor of Pharmacology
B.S. (Jackson State 2006); Ph.D. (Vanderbilt 2011) [2013]
RAY HARGREAVES, Clinical Instructor in Surgery at St. Thomas Medical
Center
B.A. (Franklin and Marshall ); M.D. (Vanderbilt 1985) [1992]
DONNALITA B. HARMON, Assistant in Medicine
B.S. (Tennessee State 1999); M.S.N. (Vanderbilt 2005) [2008]
JOEL M. HARP, Research Assistant Professor of Biochemistry
B.A., M.S. (West Texas A & M 1973, 1975); Ph.D. (Tennessee
2000) [2003]
FRANK E. HARRELL, Professor of Biostatistics; Chair of the Department
of Biostatistics
B.S. (Alabama, Huntsville 1973); Ph.D. (North Carolina 1979) [2003]
SHELTON HARRELL, Assistant in Medicine; Instructor in Clinical Nursing
B.S. (Centre 2007); M.S.N. (Vanderbilt 2010) [2010]
ELIZABETH U. HARRELSON, Assistant Professor of Clinical Pediatrics
B.S. (Augusta State 1999); M.D. (Medical College of Georgia
2003); M.S.C.I. (Vanderbilt 2010) [2009]
PHILIP R. HARRELSON, Instructor in Clinical Medicine; Instructor in
Clinical Pediatrics
B.S. (Georgia College and State University 1987); M.D. (Medical
College of Georgia 1999) [2006]
DEBORAH RHEA HARRINGTON, Assistant in Medicine
Diploma in Nursing ( 1979); A.A.S. (Roane State Community
2009); M.S.N. (Vanderbilt 2014) [2015]
BRYAN DAVID HARRIS, Assistant Professor of Medicine
B.S., M.D., M.P.H. (Vanderbilt 2005, 2009, 2016) [2016]
PAUL A. HARRIS, Professor of Biomedical Informatics; Professor of
Biomedical Engineering
B.S. (Tennessee Technological 1987); M.S., Ph.D. (Vanderbilt 1993,
1996) [1999]
RAYMOND C. HARRIS, JR., Ann and Roscoe R. Robinson Chair in
Nephrology; Professor of Medicine; Professor of Molecular Physiology
and Biophysics; Director, Division of Nephrology
B.S. (Yale 1974); M.D. (Emory 1978) [1986]
THOMAS R. HARRIS, Orrin Henry Ingram Distinguished Professor of
Engineering, Emeritus; Professor of Biomedical Engineering, Emeritus;
Professor of Chemical Engineering, Emeritus; Professor of Medicine,
Emeritus
B.S., M.S. (Texas A & M 1958, 1962); Ph.D. (Tulane 1964); M.D.
(Vanderbilt 1974) [1964]
VICKI S. HARRIS, Assistant Clinical Professor of Psychology and
Human Development; Assistant Clinical Professor of Psychiatry and
Behavioral Sciences
B.S. (SUNY, Cortland 1984); M.S., Ph.D. (Pennsylvania State 1987,
1991) [1993]
Archived 2017/2018
School of Medicine Catalog
156 157VANDERBILT UNIVERSITY School of Medicine / Faculty
LAURIE A. HARRIS-FORD, Associate Clinical Professor of Pediatrics
B.S., M.D. (Alabama, Birmingham 1985, 1989) [2005]
DAVID G. HARRISON, Betty and Jack Bailey Chair in
Cardiology; Professor of Medicine; Professor of Molecular Physiology
and Biophysics; Professor of Pharmacology; Director, Division of
Clinical Pharmacology
B.S. (Oklahoma State 1970); M.D. (Oklahoma 1974) [2011]
FIONA E. HARRISON, Assistant Professor of Medicine
B.Sc., Ph.D. (Cardiff [U.K.] 2000, 2004) [2008]
JEREMY B. HARRISON, Assistant Clinical Professor of Pediatrics
B.S. (Freed-Hardeman 1990); M.D. (East Tennessee State
1996) [2007]
WALTER HARRISON, Clinical Instructor in Pediatrics
B.S. (Dartmouth 1966); M.D. (Hahnemann Medical 1970) [2008]
TINA V. HARTERT, Associate Dean for Physician-Researcher
Training; Lulu H. Owen Chair in Medicine; Professor of
Medicine; Director, Center for Asthma and Environmental Sciences
Research
A.B. (Brown 1985); M.D., M.P.H. (Vanderbilt 1990, 1998) [1998]
BRYAN I. HARTLEY, Instructor in Clinical Radiology and Radiological
Sciences
B.S. (Georgia 2006); M.D. (Vanderbilt 2010) [2015]
KATHERINE GRAY HARTLEY, Assistant Professor of Radiology and
Radiological Sciences; Assistant Professor of Orthopaedic Surgery
and Rehabilitation
B.A. (William and Mary 1999); M.D. (UT Health Science Center
[Tennessee] 2003) [2010]
MARY KRISTEN HARTLEY, Assistant in Physical Medicine and
Rehabilitation
B.S.N. (Middle Tennessee State 2007); M.S.N. (Vanderbilt 2012) [2016]
KATHERINE E. HARTMANN, Associate Dean for Clinical and
Translational Scientist Development; Lucius E. Burch Chair of
Reproductive Physiology and Family Planning; Professor of
Obstetrics and Gynecology; Professor of Medicine; Deputy Director
for the Institute of Medicine and Public Health; Adjunct Professor of
Obstetrics and Gynecology at Meharry Medical College
B.A., M.A., M.D. (Johns Hopkins 1986, 1986, 1992); Ph.D. (North
Carolina 1999) [2006]
LARA F. BRATCHER HARVEY, Assistant Professor of Obstetrics and
Gynecology
B.A. (South Carolina 2004); M.P.H., M.D. (Vanderbilt 2010,
2010) [2014]
SARA M. HARVEY, Assistant Professor of Clinical Radiology and
Radiological Sciences
B.S. (Memphis 1999); M.D. (UT Health Science Center [Tennessee]
2004) [2009]
STEPHEN T. HARVEY, Assistant Professor of Anesthesiology
B.S. (Milligan 1997) [2009]
LEAH H. HARWELL, Assistant in Anesthesiology
B.S.N. (Alabama, Birmingham 2008); M.S.N. (Alabama, Huntsville
2012) [2014]
DANA J. HASELTON, Assistant Clinical Professor of Pediatrics
B.S.E., M.S.E. (Michigan 1983, 1984); M.S., Ph.D., M.D. (University of
Washington 1990, 1995, 1995) [2001]
FREDERICK R. HASELTON, Professor of Biomedical Engineering; Professor
of Chemistry; Professor of Ophthalmology and Visual Sciences
B.A. (Haverford 1969); Ph.D. (Pennsylvania 1981) [1989]
JOHN H. HASH, Professor of Microbiology and Immunology, Emeritus
B.S. (Roanoke 1949); M.S., Ph.D. (Virginia Polytechnic Institute 1955,
1957) [1964]
TRAVIS HASSELL, Instructor in Clinical Neurology
B.S. (Missouri 2002); Ph.D. (Purdue 2010); M.D. (Indiana, Indianapolis
2012) [2016]
ALYSSA H. HASTY, Professor of Molecular Physiology and Biophysics
B.S. (Tennessee Technological 1994); Ph.D. (Vanderbilt 1998) [2002]
LEON DUPREE HATCH III, Assistant Professor of Pediatrics
B.S., M.D. (Florida 2004, 2004); M.P.H. (Vanderbilt 2015) [2011]
ANGELA L. HATCHETT, Assistant in Neurological Surgery
B.A. (Agnes Scott 1982); M.S.W. (Georgia 1984); M.S.N. (Vanderbilt
2000) [2005]
DANIEL A. HATEF, Assistant Clinical Professor of Plastic Surgery
B.A., M.D. (Maryland, Baltimore 1998, 2004) [2015]
HELEN E. HATFIELD, Associate in Psychiatry and Behavioral Sciences
B.S.N. (Michigan State 1976); M.S.N. (Vanderbilt 2002) [2003]
JACOB WALTER HATHAWAY, Assistant Professor of Medicine
B.A. (Carleton College 1996); M.D., M.P.H. (Vanderbilt 2005,
2010) [2010]
ANTONIS K. HATZOPOULOS, Associate Professor of
Medicine; Associate Professor of Cell and Developmental Biology
B.S. (Aristotelion [Greece] 1981); Ph.D. (Northwestern 1986) [2005]
LEAH J. HAUSER, Instructor in Otolaryngology
B.S. (California, Los Angeles 2006); M.D. (Northwestern 2011) [2016]
CHARLES HOWARD HAUSMAN, Assistant Professor of Clinical Hearing
and Speech Sciences
B.S. (Cincinnati 1972); M.S. (Vanderbilt 1974) [2008]
JACEK J. HAWIGER, Distinguished Professor of Medicine; Louise B.
McGavock Chair; Professor of Molecular Physiology and Biophysics
M.D. (Copernicus School of Medicine [Poland] 1962); Ph.D.
(National Institute of Public Health [Poland] 1967); M.A. (hon.,
Harvard 1987); M.D. (hon., Copernicus School of Medicine [Poland]
1992) [1990]
ALEXANDER THARRINGTON HAWKINS, Assistant Professor of Surgery
B.A. (Amherst 2000); M.D. (Virginia 2008); M.P.H. (Harvard
2013) [2016]
ANNE B. HAWKINS, Assistant Clinical Professor of Pediatrics
B.A. (Virginia 1987); M.D. (UT Health Science Center [Tennessee]
1992) [1997]
STACY L. HAWKINS, Assistant in Pediatrics
B.S.N. (Austin Peay State 2002); M.S.N. (Saint Louis 2005) [2008]
MELINDA J. HAWS, Assistant Clinical Professor of Plastic Surgery
B.A. (Indiana State 1991); M.D. (Southern Illinois, Springfield
1991) [2009]
BENJAMIN B. HAYES, Assistant Clinical Professor of Medicine
B.A. (Davidson 1994); Ph.D. (Medical College of Virginia 1999); M.D.
(Boston University 2003) [2007]
DIANA D. HAYES, Assistant in Surgery
B.S.N. (Clemson 2007); M.S.N. (Vanderbilt 2014) [2014]
P. LYNN HAYES, Associate Professor of Hearing and Speech Sciences
B.A. (Lenoir-Rhyne 1980); M.S. (Wisconsin, Milwaukee 1985); Ed.D.
(Pittsburgh 1991) [2007]
CHRISTINA HAYHURST, Assistant Professor of Anesthesiology
B.S. ( 2004); M.D. (Arizona 2009) [2015]
DAVID S. HAYNES, Professor of Otolaryngology; Professor of
Neurological Surgery; Associate Professor of Hearing and Speech
Sciences
B.A. (Tennessee 1983); M.D. (UT Health Science Center [Tennessee]
1987) [1994]
STEPHEN ROBERT HAYS, Associate Professor of
Anesthesiology; Associate Professor of Pediatrics
B.S., M.S. (Yale 1987, 1987); M.D. (Johns Hopkins 1991) [1999]
SIMON WILLIAM HAYWARD, Adjunct Professor of Urologic Surgery
B.Sc., M.Sc., Ph.D. (London [U.K.] 1981, 1984, 1991) [2001]
MARY FRAN HAZINSKI Professor of Nursing; Assistant in Pediatrics
B.S.N. (Vanderbilt 1974); M.S.N. (Saint Louis 1975) [1990]
DAVID R. HEAD, Professor of Pathology, Microbiology and Immunology
B.A. (Rice 1964); M.D. (Texas, Dallas 1968) [2000]
JANE L. HEARNSBERGER, Assistant in Pediatrics
B.S., M.S.N. (Vanderbilt 2010, 2011) [2014]
JILL E. LAWTON HEAVRIN, Clinical Instructor in Emergency Medicine
B.S. (Vanderbilt 2002); M.D. (Miami 2006) [2009]
STEPHAN HECKERS, William P. and Henry B. Test Chair in Schizophrenia
Research; Professor of Psychiatry and Behavioral Sciences; Professor of
Radiology and Radiological Sciences; Professor of Psychology; Chair of
the Department of Psychiatry and Behavioral Sciences
M.D. (Cologne [Germany] 1988); M.Sc. (Harvard 2000) [2006]
PETER HEDERA, Associate Professor of Neurology
M.D. (Univerzita Komenského [Slovakia] 1987) [2002]
WILLIAM JOHN HEERMAN, Assistant Professor of Pediatrics; Assistant
Professor of Medicine
B.A. (Carleton College 2004); M.D., M.P.H. (Vanderbilt 2008, 2014) [2012]
Archived 2017/2018
School of Medicine Catalog
158 159VANDERBILT UNIVERSITY School of Medicine / Faculty
JACQUES HEIBIG, Associate Professor of Clinical Medicine
B.S. (Amiens [France] 1967); M.D. (Paris University Medical [France]
1972) [1998]
MARK G. HEIDEL, Assistant Clinical Professor of Radiology and
Radiological Sciences
B.S. ( 2003); M.D. (Meharry Medical 2009) [2014]
PAUL J. HEIL, Clinical Professor of Pediatrics
B.S. (Stanford 1984); M.D. (Vanderbilt 1988) [1992]
DOUGLAS C. HEIMBURGER, Professor of Medicine
B.S. (Harding 1973); M.D. (Vanderbilt 1978); M.S. (Alabama
1987) [2009]
J. HAROLD HELDERMAN, Professor of Medicine; Professor of
Pathology, Microbiology and Immunology
B.A. (Rochester 1967); M.D. (SUNY, Downstate Medical Center
1971) [1989]
LAWRENCE TYSON HELLER, Assistant Professor of Clinical Medicine
B.A. (Rice 2007); M.D. (Texas, Houston 2012) [2015]
RICHARD M. HELLER, JR., Professor of Radiology and Radiological
Sciences, Emeritus
B.A. (Carleton College 1959); M.D. (Northwestern 1963) [1975]
CARL G. HELLERQVIST, Professor of Biochemistry, Emeritus
M.S., Ph.D. (Stockholm [Sweden] 1967, 1968) [1974]
SUSAN M. HELLERVIK, Assistant in Medicine; Adjunct Instructor in
Nursing
B.S.N. (California State 1988); M.S.N. (Vanderbilt 2009) [2009]
CELESTE O. HEMINGWAY, Assistant Professor of Obstetrics and
Gynecology
B.S., M.D., M.H.E. (Vanderbilt 2002, 2006, 2013) [2010]
JONATHAN ALLEN HEMLER, Assistant Professor of Pediatrics
B.S. (William and Mary 2006); M.D. (Virginia 2011) [2016]
ANNA R. HEMNES, Associate Professor of Medicine
B.A. (Columbia 1995); M.D. (Johns Hopkins 1999) [2008]
LYNNETTE M. HENDERSON, UCEDD Associate Director of Community
Services, Vanderbilt Kennedy Center; Research Assistant Professor of
Pediatrics
B.S. (Freed-Hardeman 1981); M.Ed. (Belmont 1992); Ph.D.
(Vanderbilt 2000) [2003]
RYAN M. HENDERSON, Assistant in Anesthesiology
B.A., M.S.N. (Vanderbilt 2006, 2009) [2010]
ALEXANDRA WARREN HENDRICKS, Assistant Clinical Professor of Oral
and Maxillofacial Surgery
B.S. (Western Kentucky 1996); D.M.D. (Tufts 2000) [2004]
CHASE DEAN HENDRICKSON, Assistant Professor of Medicine
B.S. (Bob Jones 2006); M.D. (Oklahoma 2010); M.P.H. (Dartmouth
2016) [2016]
MEGHAN HENDRICKSON, Instructor in Clinical Obstetrics and
Gynecology
B.S.N. (Wyoming 2002); M.S.N. (Vanderbilt 2005) [2012]
JOAN COLLIER HENNING, Assistant Professor of Emergency Medicine
B.S. (Mississippi State 1991); M.D. (Vanderbilt 1997) [2001]
GREER MAHONEY HENRY Associate in Orthopaedic Surgery and
Rehabilitation
B.A. (Hamilton 2005); M.S. (Syracuse 2006); M.S. (Le Moyne
2010) [2015]
GREG L. HENRY, Visiting Professor of Emergency Medicine
B.A., M.D. (Michigan 1969, 1973) [2006]
MELISSA C. HENRY, Assistant Professor of Hearing and Speech
Sciences
B.A. (Western Michigan 1980); M.A. (Wayne State 1982) [2008]
TIMOTHY M. HENSCHEL, Assistant Clinical Professor of Pediatrics
B.S. (Wheaton 1991); M.D. (Medical College of Wisconsin
1995) [1999]
ROBIN HENSLEY, Assistant in Medicine
B.S.N. (Virginia 1979); M.S.N. (Middle Tennessee State 2007) [2009]
CHRISTOPHER P. HENSON, Assistant Professor of Anesthesiology
D.O. (Oklahoma State 2006) [2010]
ELIZABETH ADAIR HERBERT, Assistant in Otolaryngology
B.S. (Tennessee 2007); M.S.N. (Vanderbilt 2008) [2015]
JENNIFER L. HERINGTON, Research Assistant Professor of Pediatrics
B.S., Ph.D. (Southern Illinois 2004, 2009) [2015]
LISA D. HERMANN, Assistant Professor of Neurology
B.S. (Andrews 2002); M.D. (Virginia 2006) [2011]
CASILDA I. HERMO, Associate Clinical Professor of Pediatrics
M.D. (Autonomous University of Santo Domingo [Dominican Republic]
1980) [1996]
ANTONIO HERNANDEZ, Associate Professor of Anesthesiology
B.S. (Texas, El Paso 1995); M.D. (Texas, Galveston 1999) [2013]
CIRIA Q. HERNANDEZ, Research Assistant Professor of Neurology
M.D. (Centroccidental Lisandro Alvarado [Venezuela] 1997); Ph.D.
(Universidade Federal do Rio de Janeiro [Brazil] 2002) [2012]
MARTA HERNANZ-SCHULMAN, Professor of Radiology and
Radiological Sciences; Professor of Pediatrics
A.B. (Princeton 1973); M.D. (New York 1977) [1988]
ALISON HERNDON, Assistant Professor of Clinical Pediatrics
B.A. (Wooster 2003); M.P.H. (Colorado, Denver 2007); M.D.
(Colorado 2011) [2015]
S. DUKE HERRELL III, Professor of Urologic Surgery; Professor of
Mechanical Engineering; Professor of Biomedical Engineering
B.A. (Richmond 1986); M.D. (Virginia 1990) [2001]
CATHERINE GALLERANI HERRINGTON, Assistant Clinical Professor of
Psychiatry and Behavioral Sciences
B.S., M.S., Ph.D. (Vanderbilt 2005, 2008, 2014) [2015]
HEATHER WALLER HERRMANN, Assistant in Medicine
B.S. (Vanderbilt 1995); M.S. (Pittsburgh 2000) [2016]
PAULA C. HERRMANN, Assistant Professor of Clinical Medicine
B.S. (South Carolina 1999); M.D. (Medical University of South Carolina
2003) [2007]
DOUGLAS L. HESTER, Associate Professor of Anesthesiology
A.B. (Georgia 1999); M.D. (Medical College of Georgia 2004) [2008]
ADAM HICKS, Senior Associate in Orthopaedic Surgery and
Rehabilitation
B.Med.Sc. (Auburn 2002); D.P.M. (Des Moines University
2006) [2014]
CANDI G. HICKS, Assistant in Neurological Surgery
B.S. (Austin Peay State 2010); M.S. (Vanderbilt 2016) [2016]
GERALD B. HICKSON, Joseph C. Ross Chair in Medical Education
and Administration; Professor of Medical Education and
Administration; Professor of Pediatrics; Adjunct Professor of Nursing
B.S. (Georgia 1973); M.D. (Tulane 1978) [1982]
SCOTT W. HIEBERT, Hortense B. Ingram Chair in Cancer
Research; Professor of Biochemistry; Associate Professor of Medicine
B.S. (Bethel College [Kansas] 1982); Ph.D. (Northwestern
1987) [1997]
NICHOLAS S. D. HIGBY, Assistant Professor of Clinical Pediatrics
B.S., M.D. (Ohio State 2001, 2005) [2011]
KENT K. HIGDON, Assistant Professor of Plastic Surgery
B.S. (Alabama 1998); M.D. (Mississippi 2002) [2012]
LINDSAY M. HIGDON, Instructor in Neurology
B.A. (Delaware 2007); M.D. (Maryland, Baltimore 2011) [2016]
JAMES N. HIGGINBOTHAM, Research Instructor in Medicine
B.S., M.S., Ph.D. (Mississippi State 1989, 1993, 2000) [2006]
MICHAEL S. HIGGINS, Professor of Anesthesiology
B.S. (Lewis and Clark 1984); M.D., M.P.H. (Vanderbilt 1989,
1999) [1994]
R. KEVIN HIGH, Senior Associate in Emergency Medicine
B.S. (University of the State of New York–Regents College
1992); Ph.D. (Columbus State 2000); M.H.E. (Vanderbilt 2013) [2007]
GEORGE C. HILL, Vice-Chancellor for Equity, Diversity, and
Inclusion; Distinguished Professor for Medicine, Health, and
Society; Distinguished Professor of Molecular Physiology and
Biophysics; Professor of Medical Education and Administration,
Emeritus; Professor of Pathology, Microbiology and Immunology,
Emeritus
B.A. (Rutgers, Camden 1961); M.S. (Howard 1963); Ph.D. (New York
1967) [2002]
MICHAEL F. HILL, Adjunct Associate Professor of Medicine
B.Sc., M.Sc., Ph.D. (Manitoba [Canada] 1991, 1995, 1998) [2006]
TIFFANY P. HILL, Associate Clinical Professor of Pediatrics
B.A. (Boston University 1990); M.S., M.D. (Chicago 1994,
1994) [2006]
Archived 2017/2018
School of Medicine Catalog
158 159VANDERBILT UNIVERSITY School of Medicine / Faculty
MARNI G. HILLINGER, Assistant Professor of Physical Medicine and
Rehabilitation
B.A. (Tufts 2001); M.D. (Chicago 2008) [2015]
TRACY JANEEN HILLS, Assistant Professor of Clinical Pediatrics
B.A. (Bryn Mawr 2004); D.O. (Philadelphia College of Osteopathic
Medicine 2012) [2016]
MELISSA A. HILMES, Assistant Professor of Radiology and Radiological
Sciences; Assistant Professor of Pediatrics
B.S., M.D. (Vanderbilt 1996, 2000) [2007]
DANIEL P. HIMES, Assistant Professor of Emergency Medicine; Assistant
Professor of Pediatrics
B.S. (Wheaton 1989); M.D. (Wake Forest 1993) [1996]
LAUREN E. HIMMEL, Instructor in Pathology, Microbiology and
Immunology
B.S., D.V.M., Ph.D. (Ohio State 2006, 2011, 2016) [2016]
JEFFREY F. HINE, Instructor in Pediatrics
B.A. (California, Santa Barbara 2002); M.Ed. (Vanderbilt 2005); Ph.D.
(Georgia 2014) [2015]
TIFFANY ELDER HINES, Assistant Professor of Pediatrics; Assistant
Professor of Medicine
B.S. (Auburn 1991); M.D. (South Alabama 1995) [2012]
ALICE A. HINTON, Associate Professor of Clinical Radiology and
Radiological Sciences
B.S. (Tulane 1976); M.D. (Vanderbilt 1982) [2003]
TIMOTHY JOHN HINTON, Assistant Professor of Medicine
B.S. (Harding 1997); M.D. (Maryland, Baltimore 2002) [2005]
GIRISH SHANKER HIREMATH, Assistant Professor of
Pediatrics; Assistant Professor of Biomedical Engineering
M.B.B.S. (Veer Surendra Sai Medical College [India] 1994); M.P.H.
(Johns Hopkins 2004) [2015]
M. BRUCE HIRSCH, Clinical Instructor in Obstetrics and Gynecology
B.S. (Georgia, Thomasville 1975); M.D. (Alabama, Birmingham
1980) [1984]
RICHARD H. HO Associate Professor of Pediatrics
B.S. (Duke 1993); M.D., M.S.C.I. (Vanderbilt 1997, 2004) [2003]
ASHLEY BARKER HOADLEY, Assistant in Anesthesiology
A.S.N. (Columbia State Community 2003); B.S.N. (Middle Tennessee
State 2006); M.S.N. (Belmont 2011) [2015]
MICHAEL HOCHMAN, Assistant Professor of Obstetrics and Gynecology
B.A. (Rutgers 1984); M.D. (Florida 1988) [2016]
RICHARD L. HOCK, Assistant Professor of Clinical Medicine
A.B. (Dartmouth 1983); M.D. (Vanderbilt 1987) [1995]
KYLE M. HOCKING, Research Instructor in Surgery
B.E., M.E., Ph.D. (Vanderbilt 2009, 2012, 2014) [2015]
EMILY C. HODGES, Assistant Professor of Biochemistry
B.A. (Rhodes College 1998); Ph.D. (Karolinska Institute [Sweden]
2006) [2015]
KRISTEN L. HOEK, Research Assistant Professor of Pathology,
Microbiology and Immunology
B.S. (Samford 1996); Ph.D. (Alabama, Birmingham 2003) [2011]
KATHERINE HOEY, Clinical Instructor in Pediatrics
B.A. (California, Los Angeles 2005); M.D. (Virginia 2010) [2014]
ROBERT D. HOFFMAN II, Associate Professor of Pathology,
Microbiology and Immunology
B.A., Ph.D., M.D. (Johns Hopkins 1977, 1984, 1984) [2009]
TIMOTHY J. HOHMAN, Assistant Professor of Neurology
B.A. (Gordon 2007); M.A., Ph.D. (American 2010, 2012) [2014]
GEORGE W. HOLCOMB, JR., Clinical Professor of Pediatric Surgery,
Emeritus
B.A., M.D. (Vanderbilt 1943, 1946) [1954]
EMILY WATKINS HOLCOMBE, Assistant in Anesthesiology
B.S.N. (Auburn 2005); M.S.N. (Vanderbilt 2010) [2011]
RICHARD J. HOLDEN, Adjunct Assistant Professor of Biomedical
Informatics
B.S., M.S., Ph.D. (Wisconsin 2003, 2004, 2009) [2011]
LYNN HOLLIDAY, Instructor in Clinical Medicine; Instructor in Clinical
Pediatrics
B.S., M.D. (Vanderbilt 2003, 2007) [2014]
STEVEN D. HOLLON, Gertrude Conaway Vanderbilt Professor of
Psychology; Professor of Psychology; Professor of Psychiatry and
Behavioral Sciences
B.A. (George Washington 1971); M.S., Ph.D. (Florida State 1974,
1977) [1985]
PATRICK R. HOLMES, Instructor in Clinical Pediatrics
B.A. (Georgia 1999); M.D. (Medical College of Georgia 2008) [2011]
KENNETH J. HOLROYD, Associate Professor of
Anesthesiology; Associate Professor of Medicine
B.A., M.D., M.B.A. (Johns Hopkins 1980, 1984, 2000) [2005]
GINGER E. HOLT, Professor of Orthopaedic Surgery and Rehabilitation
B.S., M.D. (Alabama, Birmingham 1992, 1996) [2003]
STEPHANIE DENISE HOLT, Assistant Professor of Clinical Pediatrics
B.S. (Dillard 2005); M.D. (UT Health Science Center [Tennessee]
2009) [2016]
JENNIFER B. HOLZEN, Associate Clinical Professor of Pediatrics
B.A. (Miami 1991); M.D. (Wright State 1996) [1999]
MICHAEL D. HOLZMAN, Lester and Sara Jayne Williams Chair in
Academic Surgery; Professor of Surgery
M.D. (Wake Forest 1988); M.P.H. (Vanderbilt 1999) [1996]
CHARLES C. HONG, Associate Professor of Medicine; Associate
Professor of Pharmacology; Associate Professor of Cell and
Developmental Biology
S.B. (Massachusetts Institute of Technology 1988); M.Phil., Ph.D.,
M.D. (Yale 1998, 1998, 1998) [2006]
JUN HONG, Research Instructor in Surgery
B.S. (Xiamen [China] 1993); M.S. (Fudan [China] 2001); Ph.D. (Texas
A & M 2006) [2010]
IRENE HONG-MCATEE, Associate Professor of Clinical Pediatrics
B.A. (Kentucky, Lexington 1995); M.D. (Washington University
1999) [2013]
LINDA JEAN HOOD, Professor of Hearing and Speech Sciences
B.S. (Bowling Green State 1969); M.A. (Kent State 1974); Ph.D.
(Maryland 1983) [2001]
MOLLY RAMONA HOOD, Associate Clinical Professor of Pediatrics
B.S. (Richmond 1995); M.D. (UT Health Science Center [Tennessee]
1999) [2005]
ROB R. HOOD, Assistant Professor of Medicine; Adjunct Assistant
Professor of Nursing
B.A. (South Florida 1973); B.S., M.D. (Tulane 1976, 1980) [2002]
MARY ALICIA HOOKS Associate Professor of Clinical Surgery
B.S. (Michigan 1980); M.D. (Pennsylvania 1989); M.B.A. (Emory
2008) [2011]
RICHARD L. HOOVER, Associate Dean for Academic Affairs; Professor
of Pathology, Microbiology and Immunology; Associate Professor of
Pediatrics
B.A. (Ohio State 1966); M.S. (Kentucky, Lexington 1969); Ph.D.
(Michigan State 1972) [1985]
BRIDGET LEANN HOPEWELL, Instructor in Otolaryngology
B.S. (Kansas State 2007); M.D. (Yale 2011) [2016]
M. BENJAMIN HOPKINS, Assistant Professor of Surgery
B.A. (Davidson 1994); M.D. (Wake Forest 2004) [2016]
MARY JEANETTE HOPKINS, Assistant Professor of Clinical Medicine
B.A. (Baylor 2006); M.D. (Texas, Houston 2010) [2013]
ANNA K. HOPLA, Adjunct Instructor in Medicine
B.S., M.D. (Oklahoma 1976, 1980) [1998]
HERBERT ANDREW HOPPER, Instructor in Clinical Surgery
B.S., M.D. (Arizona 2006, 2010) [2016]
MICHELLE M. HOPTON, Assistant in Pediatrics
B.S. (Pennsylvania State 2006); M.Ed. (Vanderbilt 2008) [2016]
LEORA HORN, Associate Professor of Medicine
B.S., M.S., M.D. (Toronto [Canada] 1996, 1998, 2002) [2009]
BENJAMIN W. Y. HORNSBY, Associate Professor of Hearing and
Speech Sciences
B.A. (Maryville 1985); M.S., Ph.D. (Vanderbilt 1995, 2002) [2001]
DAVID H. HOROWITZ, Assistant Clinical Professor of Medicine
B.A. (Emory 1966); M.D. (Meharry Medical 1970) [1994]
SARA NICOLE HORST, Assistant Professor of Medicine
B.S. (Northwestern Ohio 2000); M.D. (Ohio State 2004); M.P.H.
(Vanderbilt 2011) [2011]
Archived 2017/2018
School of Medicine Catalog
160 161VANDERBILT UNIVERSITY School of Medicine / Faculty
ANGELA MICHELLE HORTON, Assistant Professor of
Medicine; Assistant Professor of Physical Medicine and Rehabilitation
B.A. (Fisk 1996); B.S., M.D. (UT Health Science Center [Tennessee]
1996, 2006); M.P.H. (Vanderbilt 2014) [2011]
SZATMAR HORVATH, Adjunct Assistant Professor of Psychiatry and
Behavioral Sciences
M.D., Ph.D. (Szeged [Hungary] 2002, 2004) [2009]
HOMAIRA AYESHA HOSSAIN, Assistant Clinical Professor of
Ophthalmology and Visual Sciences
B.S. (Vanderbilt 2005); M.D. (Case Western Reserve 2009) [2016]
JACOB L. HOUGHTON, Assistant Professor of Radiology and
Radiological Sciences
B.A. (Carleton College 2007); Ph.D. (Michigan 2012) [2016]
ELLEN MARGARET HOUSE, Assistant Professor of Psychiatry and
Behavioral Sciences
B.S., M.D. (Yale 2004, 2008) [2014]
JENNIFER HOUSE, Assistant Clinical Professor of Oral and Maxillofacial
Surgery
B.S. (Delta State 2000); D.M.D. (Mississippi 2004) [2015]
AMY HOWARD, Assistant in Medicine
B.S.N. (Kentucky, Lexington 2006); M.S.N. (Vanderbilt 2009) [2017]
GWENDOLYN A. HOWARD, Instructor in Clinical Medicine
B.S. (Yale 1984); M.D. (Temple 1990) [2001]
JANE ELLEN HOWARD, Assistant Professor of Neurology
A.B. (Washington University 1978); M.D. (Florida 1982) [1991]
LEIGH M. HOWARD, Assistant Professor of Pediatrics
B.S. (Harding 2002); M.D. (Texas, Southwestern Medical
2006); M.P.H. (Vanderbilt 2013) [2011]
HENRY C. HOWERTON, Assistant Clinical Professor of Radiology and
Radiological Sciences
M.D. (Cincinnati ) [1978]
TAMARYA L. HOYT, Assistant Professor of Clinical Radiology and
Radiological Sciences
B.S. (Indiana, Bloomington 1998); M.D. (Indiana, Indianapolis 2002) [2007]
CANDACE MARIE HRELEC, Instructor in Otolaryngology
B.S., M.D. (Ohio State 2007, 2011) [2016]
RYAN S. HSI, Assistant Professor of Urologic Surgery
B.S., B.A. (Stanford 2005, 2005); M.D. (Loma Linda 2009) [2016]
PATRICK J. HU, Associate Professor of Medicine; Associate Professor of
Cell and Developmental Biology
A.B. (Harvard 1985); Ph.D., M.D. (New York 1995, 1995) [2016]
ROBERT L. HUANG, Assistant Clinical Professor of Medicine
B.S., M.D. (Case Western Reserve 1998, 2002); M.P.H. (Vanderbilt
2007) [2011]
SHAN HUANG, Research Assistant Professor of Otolaryngology
M.D. (Fourth Military Medical [China] 1968); Ph.D. (Beijing
Neurosurgical Institute [China] 1982) [1994]
THOMAS HUANG, Associate Professor of Clinical Pediatrics
B.S. (Yale 1989); M.D. (Uniformed Services 1994) [2005]
CHARLES LOUIS HUDDLESTON II, Assistant Professor of Physical
Medicine and Rehabilitation
B.S. (Vanderbilt 1983); M.D. (UT Health Science Center [Tennessee]
1987) [2012]
BILLY G. HUDSON, Elliott V. Newman Professor of Medicine; Professor
of Medicine; Professor of Cell and Developmental Biology; Professor of
Biochemistry; Professor of Pathology, Microbiology and Immunology
B.S. (Henderson State 1962); M.S. (Tennessee 1963); Ph.D. (Iowa
1966) [2002]
DAVID R. HUDSON, Associate Clinical Professor of Pediatrics
B.S. (Mississippi 1989); M.D. (Vanderbilt 1993) [1996]
JULIE K. HUDSON, Associate Professor of Medical Education and
Administration; Associate Professor of Clinical Anesthesiology
B.A. (Point Loma Nazarene 1980); M.A., M.D. (Kansas 1987,
1990) [2002]
JOHN G. HUFF, Professor of Clinical Radiology and Radiological
Sciences
B.S. (Georgia 1973); M.D. (Vanderbilt 1977) [2007]
KASEY A. HUFF-IGNATIN Assistant Professor of Clinical Pediatrics
B.S. (Central Arkansas 1993); M.D. (Ross University School of
Medicine 1998) [2013]
ADAM HUGGINS, Assistant Professor of Clinical Obstetrics and
Gynecology
B.S. (Wake Forest 2001); M.D. (Alabama, Birmingham 2005) [2013]
ALEXANDER K. HUGHES, Associate Professor of Clinical Anesthesiology
A.S. (Southern Maine Technical College 1990); B.A. (Southern Maine
1993); M.D. (Vermont 1997) [2002]
CHRISTOPHER G. HUGHES, Associate Professor of Anesthesiology
B.S., M.D. (Indiana, Bloomington 2001, 2005) [2010]
ELISABETH LEE HUGHES, Assistant Professor of Clinical Anesthesiology
B.S., M.D. (Florida 2002, 2006) [2011]
JULIE M. HUGHES, Assistant in Pediatrics
B.A., M.S.N. (Vanderbilt 2011, 2013) [2015]
LORENZO THOMAS HUGHES, Assistant Professor of Clinical
Anesthesiology
B.S., M.D. (Indiana, Indianapolis 2000, 2006) [2017]
MARK D. HUGHES, Assistant Clinical Professor of Pediatrics
B.S. (Tennessee, Memphis 1997); M.D. (UT Health Science Center
[Tennessee] 2001) [2006]
SEAN G. HUGHES, Assistant Professor of Clinical Medicine
B.S., M.D. (Florida 1995, 1998) [2012]
JACOB JOSEPH HUGHEY, Instructor in Biomedical Informatics
B.E. (Vanderbilt 2007); M.S., Ph.D. (Stanford 2009, 2014) [2016]
WON JAE HUH, Instructor in Clinical Pathology, Microbiology and
Immunology
M.D. (Seoul National [Korea] 2002); B.S. (Korea National Open
University 2005); Ph.D. (Washington University 2010) [2016]
JONATHAN S. HUITINK, Assistant Clinical Professor of Pediatrics
B.A. (Wheaton 1997); M.D. (Arkansas 2001) [2013]
SABINE S. HUKE, Adjunct Associate Professor of Medicine
M.S., Ph.D. (Westfälische Wilhelms-Universität Münster [Germany]
1996, 2000) [2008]
TODD M. HULGAN, Associate Professor of Medicine
B.S. (South Alabama 1992); M.D. (Alabama, Birmingham
1996); M.P.H. (Vanderbilt 2003) [2002]
MARGARET A. HULL, Assistant Professor of Clinical Obstetrics and
Gynecology
B.S.N. (Lipscomb 1993); M.S.N. (Vanderbilt 1994) [2011]
PAMELA C. HULL, Assistant Professor of Medicine
B.A. (Duke 1995); M.A., Ph.D. (Vanderbilt 2000, 2004) [2011]
QUENTIN A. HUMBERD, Associate Clinical Professor of Pediatrics
B.S. (Tennessee 1975); M.D. (UT Health Science Center [Tennessee]
1978) [2005]
CANDACE HUMES, Assistant in Medicine
B.S. (Middle Tennessee State 1994); M.S. (Vanderbilt 2000) [2017]
DONNA S. HUMMELL, Professor of Clinical Pediatrics
A.B. (Rutgers, Camden 1976); M.D. (Johns Hopkins 1980) [1986]
ROBERT S. HUMPHREY, Clinical Professor of Pediatrics
B.S. (Arkansas 1981); M.D. (Johns Hopkins 1986) [2007]
RACHEL JANE HUNDLEY, Assistant Professor of Pediatrics; Assistant
Professor of Psychiatry and Behavioral Sciences; Research Assistant
Professor of Psychology
M.S. (Memphis 1996); B.A. (Harding 1996); Ph.D. (Memphis
2003) [2010]
ADRIANA M. HUNG, Associate Professor of Medicine
M.D. (Universidad Central de Venezuela 1993); M.P.H. (Vanderbilt
2008) [2006]
REBECCA R. HUNG, Assistant Professor of Clinical Medicine
A.B., Ph.D., M.D. (Harvard 1985, 1993, 1994) [2005]
CHRISTINE W. HUNLEY, Associate Clinical Professor of Pediatrics
B.S. (Vanderbilt 1988); M.D. (UT Health Science Center [Tennessee]
1992) [2006]
TRACY E. HUNLEY, Associate Professor of Pediatrics
B.A. (Vanderbilt 1987); M.D. (UT Health Science Center [Tennessee]
1991) [1997]
HILLARY HUNT, Clinical Instructor in Pediatrics
B.A. (Mississippi State 1999) [2014]
ROSEMARY J. HUNTER, Assistant Professor of Pediatrics
B.S. (Emory 1989); M.D. (Duke 1994) [2001]
ANDREW M. HUSS, Associate Clinical Professor of Pediatrics
B.S. (Oklahoma State 1996); M.D. (Oklahoma 2000) [2007]
Archived 2017/2018
School of Medicine Catalog
160 161VANDERBILT UNIVERSITY School of Medicine / Faculty
TARA M. HUSS, Assistant Professor of Clinical Pediatrics
S.B. (Austin Peay State 1996); M.D. (East Tennessee State
2000) [2007]
ERIC J. HUSTEDT, Research Associate Professor of Molecular
Physiology and Biophysics
B.A. (Reed 1981); Ph.D. (University of Washington 1989) [1991]
JOSEPH W. HUSTON III, Assistant Professor of Medicine
B.S. (Washington and Lee 1967); M.D. (Vanderbilt 1971) [2007]
LAURA J. HUSTON, Senior Associate in Orthopaedic Surgery and
Rehabilitation
B.S.E., M.S. (Michigan 1988, 1990) [2005]
JULIEANNE B. HUTCHISON, Associate in Urologic Surgery
B.S. (North Carolina, Charlotte 1998); M.S.N. (Vanderbilt 2004) [2011]
OLIVIA A. HUTUL, Assistant Professor of Clinical Obstetrics and Gynecology
B.S. (Illinois, College of Medicine, Champaign 2004); M.D. (Vanderbilt
2008) [2012]
HYUN S. HWANG, Visiting Assistant Professor of Medicine
B.S., M.Ed. (Seoul National [Korea] 1995, 1997); M.S. (Texas
2002); Ph.D. (Michigan 2007) [2012]
STEVE ALAN HYMAN, Professor of Clinical Anesthesiology
A.B. (Indiana, Kokomo 1975); M.D. (Indiana, Indianapolis 1979); M.M.
(Belmont 2004) [2005]
JEFFREY L. HYMES, Clinical Instructor in Medicine
B.A. (Yale 1974); M.D. (Yeshiva 1977) [1987]
IEKUNI ICHIKAWA, Professor of Pediatrics, Emeritus
B.S., M.D. (Keio [Japan] 1968, 1972); Ph.D. (Kitasato University
School of Medicine [Japan] 1992) [1985]
KAMRAN IDREES, Assistant Professor of Surgery
M.D. (Aga Khan [Pakistan] 1999) [2012]
REBECCA A. IHRIE, Assistant Professor of Cancer Biology; Assistant
Professor of Cell and Developmental Biology; Assistant Professor of
Neurological Surgery
B.S. (Michigan 2000); Ph.D. (Stanford 2006) [2011]
TALAT ALP IKIZLER, Catherine McLaughlin Hakim Chair in Vascular
Biology; Professor of Medicine
M.D. (Istanbul [Turkey] 1987) [1996]
TADASHI INAGAMI, Professor of Biochemistry, Emeritus
B.S. (Kyoto [Japan] 1953); M.S., Ph.D. (Yale 1955, 1958); D.Sc.
(Kyoto [Japan] 1963) [1966]
RAJU V. INDUKURI, Assistant Clinical Professor of Psychiatry and
Behavioral Sciences
B.S. (Sree Konaseema Bhanoji Ramars [India] 1974); M.D. (Rangaraya
Medical [Indiana] 1981) [1998]
NARA GRANJA INGRAM, Assistant Clinical Professor of Psychiatry and
Behavioral Sciences
M.D. (Universidade Federal de Pernambuco [Brazil] 1992); Ph.D. (Sao
Paulo [Brazil] 2004) [2014]
WALEED N. IRANI, Assistant Professor of Medicine
B.A., M.D. (North Carolina 1985, 1990) [1996]
SINA IRANMANESH, Assistant Clinical Professor of Surgery
B.S., M.D. (South Florida 2003, 2007) [2016]
JONATHAN M. IRISH, Assistant Professor of Cancer Biology; Assistant
Professor of Pathology, Microbiology and Immunology
B.S. (Michigan 1998); Ph.D. (Stanford 2004) [2011]
WILLIAM HOWARD IRWIN III, Adjunct Instructor in Hearing and Speech
Sciences
B.A., M.S. (North Carolina 1996, 1998); Ph.D. (Vanderbilt 2004) [2015]
DAVID A. ISAACS, Assistant Professor of Neurology
B.S. (Southern Indiana 2007); M.D. (Indiana, Indianapolis 2011) [2015]
NUHAD M. ISMAIL, Associate Professor of Clinical Medicine
B.S., M.D. (American University of Beirut [Lebanon] 1974,
1978) [2004]
DAWN A. ISRAEL, Research Assistant Professor of Medicine
B.S., Ph.D. (Alabama, Birmingham 1988, 1994) [2000]
HANA AHMAD ITANI, Research Instructor in Medicine
B.Sc. (Lebanese American [Lebanon] 1999); Ph.D. (Iowa 2008) [2016]
PAVLINA TONTCHEVA IVANOVA, Research Assistant Professor of
Pharmacology
M.Ch.E., Master (Higher Institute of Chemical Engineering [Bulgaria]
1983, 1985); Ph.D. (Bulgarian Academy of Sciences 1990) [2017]
TINA M. IVERSON, Associate Professor of Pharmacology; Associate
Professor of Biochemistry
B.S. (St. John’s 1995); Ph.D. (California Institute of Technology
2000) [2005]
STEPHANIE BROOKS IVEY, Assistant in Anesthesiology
B.S.N. (Belmont 2011); M.S.N. (Alabama, Huntsville 2015) [2016]
CATHERINE H. IVORY, Assistant Professor of Nursing; Assistant
Professor of Biomedical Informatics
M.S.N. (Georgia College and State University 2005); Ph.D. (Vanderbilt
2011) [2012]
SHAGUFTA JABEEN, Clinical Associate Professor of Psychiatry and
Behavioral Sciences
M.B.B.S. (Fatimah Jinnah Medical College, Lahore [Pakistan]
1986) [2011]
KATHY JABS, Associate Professor of Pediatrics
B.S. (Trinity College [Connecticut] 1978); M.D. (Columbia 1982) [2000]
ELIZABETH JACKSON, Assistant Clinical Professor of Oral and
Maxillofacial Surgery
B.S. (Auburn 2003); D.M.D. (Alabama, Birmingham 2007) [2016]
GRETCHEN PURCELL JACKSON, Associate Professor of Pediatric
Surgery; Associate Professor of Pediatrics; Associate Professor of
Biomedical Informatics
B.S., M.D., Ph.D. (Stanford 1989, 1996, 1997) [2006]
HEATHER J. JACKSON, Assistant in Anesthesiology
B.S.N. (Alabama, Birmingham 2003); M.S.N. (Middle Tennessee State
2009) [2011]
JAMES C. JACKSON, Research Associate Professor of
Medicine; Research Associate Professor of Psychiatry and Behavioral
Sciences
B.S. (Liberty 1991); M.A. (Georgia Professional School of Psychology
1993); M.A., Psy.D. (Biola 1998, 2001) [2003]
JOHN A. JACKSON, Assistant Clinical Professor of Psychiatry and
Behavioral Sciences
B.S. (Tennessee Technological 1994); M.D. (UT Health Science
Center [Tennessee] 1999) [2007]
LAUREN PARKER JACKSON, Assistant Professor of Biological
Sciences; Assistant Professor of Biochemistry
B.S. (Vanderbilt 2003); Ph.D. (Cambridge [U.K.] 2007) [2014]
TRACY P. JACKSON, Associate Professor of Anesthesiology
B.S., M.D. (North Carolina 1995, 2000) [2007]
J. KENNETH JACOBS, Professor of Surgery, Emeritus
B.A. (Vanderbilt 1950); M.D. (Northwestern 1954) [2008]
MONICA L. JACOBS, Assistant Professor of Clinical Psychiatry and
Behavioral Sciences; Assistant Professor of Clinical Neurology
B.S. (Georgia 1997); M.S., Psy.D. (Georgia Professional School of
Psychology 2001, 2005) [2007]
SKYLER GRACE JACOBS, Assistant in Psychiatry and Behavioral
Sciences
B.S. (Peabody 2011); M.S. (Vanderbilt 2013) [2016]
BARBARA H. JACOBSON, Associate Professor of Hearing and Speech
Sciences; Assistant Professor of Otolaryngology
B.A., M.A., Ph.D. (Cincinnati 1978, 1984, 1990) [2003]
DAVID AARON JACOBSON, Assistant Professor of Molecular Physiology
and Biophysics
B.S. (Washington State 1995); Ph.D. (Oregon Health and Science
2003) [2010]
GARY P. JACOBSON, Professor of Hearing and Speech Sciences
B.A. (California State, Fullerton 1974); M.S. (Wisconsin 1975); Ph.D.
(Kent State 1978) [2003]
HARRY R. JACOBSON, Professor of Medicine, Emeritus
B.S. (Illinois, Champaign 1969); M.D. (Illinois, College of Medicine,
Champaign 1972) [1985]
LISA M. JAEGER, Assistant Professor of Clinical Anesthesiology
B.S. (Ohio Northern 2002); M.D. (Toledo 2006) [2010]
MADAN JAGASIA, Professor of Medicine
B.S. (Ramnarain Ruia College 1986); M.B.B.S. (King Edward Memorial
[India] 1992); M.S.C.I. (Vanderbilt 2006) [2001]
SHUBHADA JAGASIA, Professor of Medicine
B.S. (Ruparel College [India] 1986); M.D. (Seth G.S. Medical [India]
1992); M.Mgt. (Vanderbilt 2012) [2001]
Archived 2017/2018
School of Medicine Catalog
162 163VANDERBILT UNIVERSITY School of Medicine / Faculty
AMIR ALEX JAHANGIR, Associate Professor of Orthopaedic Surgery and
Rehabilitation
B.S. (George Washington 1999); M.D. (UT Health Science Center
[Tennessee] 2003); M.Mgt. (Vanderbilt 2012) [2009]
NITIN B. JAIN, Associate Professor of Physical Medicine and
Rehabilitation; Associate Professor of Orthopaedic Surgery and
Rehabilitation; Associate Professor of Medicine
M.B.B.S. (Maharaja Sayajirao [India] 1999); M.S.P.H. (North Carolina
2002) [2014]
KATHRYN ECKSTEIN JALOVEC, Assistant Clinical Professor of
Psychiatry and Behavioral Sciences
B.S. (Northwestern 2001); M.D. (Tennessee, Memphis 2005) [2012]
A. EVERETTE JAMES, JR., Adjunct Professor of Radiology and
Radiological Sciences
A.B. (North Carolina 1959); M.D. (Duke 1963); Sc.M. (Johns Hopkins
1971) [1975]
KAITLIN C. JAMES, Assistant Professor of Pediatrics
B.A. (Oberlin 2001); M.D. (Vanderbilt 2006) [2012]
SAMUEL D. JAMES, Assistant Professor of Pathology,
Meharry; Assistant Professor of Pathology, Microbiology and
Immunology
B.S. (Morehouse 2003); M.D. (Meharry Medical 2008) [2015]
E. DUCO JANSEN, Associate Dean for Graduate Studies; Professor of
Biomedical Engineering; Professor of Neurological Surgery
M.S. (Utrecht [Netherlands] 1990); M.S., Ph.D. (Texas 1992,
1994) [1997]
VALERIE MALYVANH JANSEN, Instructor in Medicine
B.A. (Maryville 2001); Ph.D. (UT Health Science Center [Tennessee]
2009); M.D. (Chicago 2010) [2016]
DANA R. JANSSEN, Assistant Professor of Pediatrics
B.A. (Abilene Christian 1992); M.D. (Texas, San Antonio 1996) [2007]
BARRY K. JARNAGIN, Adjunct Associate Professor of
Nursing; Associate Clinical Professor of Obstetrics and Gynecology
B.S. (Union [Tennessee] 1980); M.D. (UT Health Science Center
[Tennessee] 1984) [1994]
SARAH SANDERS JASER, Assistant Professor of Pediatrics
B.S. (Yale 1995); M.S., Ph.D. (Vanderbilt 2003, 2006) [2012]
ASHWATH JAYAGOPAL, Adjoint Assistant Professor of Opthalmology
and Visual Sciences
B.E., M.S., Ph.D. (Vanderbilt 2003, 2005, 2008) [2008]
JENNIFER E. JAYARAM, Assistant in Anesthesiology
B.S. (Tennessee 2001); M.S. (Colorado, Denver 2003) [2008]
ANGELA L. JEFFERSON, Professor of Neurology; Professor of
Medicine; Associate Professor of Psychology
B.A. (Lynchburg 1997); M.A. (Loyola College [Maryland] 2000); Ph.D.
(Drexel 2003) [2012]
JENNIFER JEHRIO-BUTLER, Assistant Clinical Professor of Pediatrics
B.S. (Miami 1988); M.D. (South Florida 1993) [2012]
WILLIAM J. JENKINS, Assistant Clinical Professor of Radiology and
Radiological Sciences
B.S. (Alabama 2002); M.D. (Alabama, Birmingham 2006) [2011]
ABIGAIL L. JENNINGS, Clinical Instructor in Pediatrics
B.S. (Lipscomb 2004); M.D. (East Tennessee State 2010) [2013]
BRUCE JENNINGS, Adjunct Professor of Health Policy
B.A. (Yale 1971); M.A. (Princeton 1973) [2014]
HENRY S. JENNINGS III, Assistant Professor of Medicine
B.S. (Davidson 1973); M.D. (Vanderbilt 1977) [2007]
GARY W. JERKINS, Assistant Clinical Professor of Ophthalmology and
Visual Sciences
B.S. (Lipscomb 1974); M.D. (UT Health Science Center [Tennessee]
1977) [2011]
W. GRAY JEROME III, Associate Professor of Pathology, Microbiology
and Immunology; Associate Professor of Cancer Biology
B.A. (St. Andrews Presbyterian 1971); M.S. (Northeastern
1974); Ph.D. (Virginia 1981) [2001]
NORA COBB JEWELL, Assistant in Cardiac Surgery
B.S.N. (Brenau College 1997); M.S.N. (Vanderbilt 2005) [2015]
MING JIANG, Research Associate Professor of Medicine
M.D., M.S. (Nantong Medical [China] 1986, 1991); Ph.D. (Fudan
[China] 1997) [2007]
YANDONG JIANG, Professor of Anesthesiology
B.S., M.S. (Qingdao Medical [China] 1983, 1988); Ph.D. (Ohio State
1996) [2015]
SARAH ANGELA JIMENEZ, Assistant in Anesthesiology
B.S.N. (Southern Illinois University Edwardsville 2010); M.S.N.
(Vanderbilt 2014) [2014]
NATALIA JIMENEZ-TRUQUE, Research Assistant Professor of Pediatrics
B.S. (Universidad de Costa Rica 2007); M.S.C.I., Ph.D. (Vanderbilt
2009, 2013) [2013]
REN JIE JIN, Research Assistant Professor of Urologic Surgery
M.D. (Nanjing Medical [China] 1985); M.S., Ph.D. (Seoul National
[Korea] 1999, 2001) [2007]
SUSAN OOMMEN JOHN, Assistant Professor of Clinical Pediatrics
B.S. (Louisiana State, Shreveport 1998); M.D. (Louisiana State, New
Orleans 2003) [2012]
JAMES A. JOHNS, Professor of Pediatrics
B.S. (Yale 1976); M.D. (Vanderbilt 1980) [1987]
JEFFERY SCOTT JOHNS, Associate Professor of Physical Medicine and
Rehabilitation; Interim Chair, Department of Physical Medicine and
Rehabilitation
B.A. (North Carolina 1991); M.D. (Duke 1995) [2013]
KARLA J. JOHNS, Associate Professor of Clinical Ophthalmology and
Visual Sciences
B.A. (Wisconsin 1976); M.D. (Vanderbilt 1980) [2000]
ASHLEY B. JOHNSON, Assistant in Surgery
B.S.N. (Memphis 2003); M.S.N. (Vanderbilt 2005) [2015]
BENJAMIN W. JOHNSON, JR., Associate Professor of Anesthesiology
B.S. (Wheaton 1973); M.D. (Illinois, Chicago 1980); M.B.A. (Vanderbilt
1996) [1991]
CARL H. JOHNSON, Stevenson Chair of Biological Sciences; Professor
of Biological Sciences; Professor of Molecular Physiology and
Biophysics
B.A. (Texas 1976); Ph.D. (Stanford 1982) [1987]
CHRISTOPHER N. JOHNSON, Research Instructor in Medicine
B.S. (SUNY, Fredonia 2005); M.S., Ph.D. (Georgia State 2008,
2011) [2016]
CONSTANCE J. JOHNSON, Associate Clinical Professor of Neurology
B.S., M.S., M.D. (Maryland 1968, 1972, 1982) [2005]
CORBIN R. JOHNSON, Assistant Professor of Clinical Radiation
Oncology
B.A. (Harvard 1981); M.D. (Washington University 1985) [2006]
DAVID H. JOHNSON, Adjunct Professor of Medicine
B.S., M.S. (Kentucky, Lexington 1970, 1972); M.D. (Georgia
1976) [1983]
DAVID P. JOHNSON, Assistant Professor of Pediatrics
B.S. (Davidson 2003); M.D. (Duke 2011) [2012]
DEONNA JOHNSON, Assistant Professor of Clinical Pediatrics
B.S. (Tennessee 2009); M.D. (Meharry Medical 2013) [2016]
DEREK K. JOHNSON, Assistant Clinical Professor of Pediatrics
B.S. (Maryland 1991); M.D. (Pittsburgh 1995) [2007]
DOUGLAS B. JOHNSON, Assistant Professor of Medicine
B.S. (Abilene Christian 2004); M.D. (Alabama, Birmingham
2008); M.S.C.I. (Vanderbilt 2014) [2014]
H. KEITH JOHNSON, Associate Professor of Medicine, Emeritus;
Associate Professor of Surgery, Emeritus
B.A. (Amherst 1959); M.D. (Tufts 1963) [1970]
JOYCE E. JOHNSON, Professor of Pathology, Microbiology and
Immunology
B.A. (Rice 1979); M.D. (Vanderbilt 1986) [1992]
KEVIN B. JOHNSON, Cornelius Vanderbilt Chair; Professor of Biomedical
Informatics; Professor of Pediatrics; Chair of the Department of
Biomedical Informatics
B.S. (Dickinson 1983); M.D. (Johns Hopkins 1987); M.S. (Stanford
1992) [2002]
MARY HEATHER JOHNSON, Associate Clinical Professor of Pediatrics
B.S., M.D. (Vanderbilt 1987, 1994) [1998]
MELINDA K. JOHNSON, Assistant in Pediatrics
B.S. (Pennsylvania State 2002); A.D.N. (Lancaster General College
of Nursing and Health Sciences 2007); B.S.N. (Pennsylvania State
2013); M.S.N. (Vanderbilt 2016) [2016]
Archived 2017/2018
School of Medicine Catalog
162 163VANDERBILT UNIVERSITY School of Medicine / Faculty
RACHELLE WHITNEY JOHNSON, Assistant Professor of
Medicine; Assistant Professor of Cancer Biology
B.S. (Georgia 2007); Ph.D. (Vanderbilt 2011) [2016]
RAYMOND F. JOHNSON, Associate in Anesthesiology
B.S. (Belmont 1970) [1991]
ROBERT E. JOHNSON, Associate Professor of Biostatistics
B.Sc., M.A. (North Carolina, Greensboro 1976, 1978); Ph.D. (North
Carolina 1983) [2012]
TIMOTHY GRAHAM JOHNSON, Instructor in Clinical Surgery
M.H.A., B.S. (Union College [New York] 2006, 2006); M.D. (Albany
Medical 2010) [2016]
WILLIAM STEPHEN JOHNSON, Associate Clinical Professor of
Pediatrics
B.S. (Arkansas 1978); M.D. (Ross 1983) [2004]
BENJAMIN J. JOHNSTON, Assistant Professor of Otolaryngology
B.S. (Vanderbilt 2003); M.D. (Louisville 2007) [2012]
DAVID G. JOHNSTON, Associate Clinical Professor of Pediatrics
B.S. (Duke 1995); M.D. (UT Health Science Center [Tennessee]
1999) [2005]
MARGREETE G. JOHNSTON, Clinical Professor of Pediatrics
B.S. (Peabody 1974); M.D. (Meharry Medical 1979); M.P.H.
(Vanderbilt 2005) [1986]
MICHAEL N. JOHNSTON, Assistant Professor of Emergency
Medicine; Assistant Professor of Pediatrics
B.S. (Birmingham-Southern 1990); M.D. (Alabama, Birmingham
1994) [2007]
PHILIP EARL JOHNSTON, Clinical Professor of Medicine
B.S. (Tennessee 1973); Pharm.D. (UT Health Science Center
[Tennessee] 1974) [2008]
SUSAN E. JOHNSTON, Assistant Clinical Professor of Pediatrics
B.S. (Mississippi State 1992); M.D. (Mississippi, Jackson 1996) [2008]
BRITTANY JONES, Assistant Professor of Clinical Pediatrics
B.S. (Vanderbilt 2004); M.D. (East Tennessee State 2008) [2014]
CARISSA P. JONES, Instructor in Pathology, Microbiology and
Immunology
B.S., M.S. (Brigham Young 2005, 2007); D.V.M. (Oregon State
2014) [2016]
CARRIE K. JONES, Assistant Professor of Pharmacology
B.S., Ph.D. (Indiana, Fort Wayne 1992, 2001) [2007]
DEBORAH PRICE JONES, Professor of Pediatrics
M.D. (UT Health Science Center [Tennessee] 1983); B.S. (Memphis
State 2006); M.S. (UT Health Science Center [Tennessee]
2006) [2010]
HOWARD W. JONES III, Professor of Obstetrics and Gynecology
B.A. (Amherst 1964); M.D. (Duke 1968) [1980]
IAN D. JONES, Associate Professor of Emergency Medicine; Assistant
Professor of Biomedical Informatics
B.A. (Rhodes College 1986); M.D. (UT Health Science Center
[Tennessee] 1993) [1998]
JILL L. JONES, Assistant Professor of Medicine
B.A. (Lawrence 1986); M.D. (Stanford 1991) [1997]
ROBIN M. JONES, Assistant Professor of Hearing and Speech Sciences
B.S. (Miami [Ohio] 2003); M.A. (Ohio State 2006); Ph.D. (Vanderbilt
2012) [2013]
TIMOTHY F. JONES, Clinical Professor of Health Policy
B.A. (Amherst 1985); M.D. (Stanford 1990) [1999]
GOWTHAM JONNA, Instructor in Ophthalmology and Visual Sciences
B.A. (Rutgers 2007); M.D. (Robert Wood Johnson Medical, New
Brunswick 2011) [2015]
KAREN M. JOOS, Joseph N. and Barbara H. Ellis Family Chair
in Ophthalmology; Professor of Ophthalmology and Visual
Sciences; Professor of Biomedical Engineering
B.S., M.D., Ph.D. (Iowa 1982, 1987, 1990) [1994]
YVONNE A. JOOSTEN, Assistant Professor of Medical Education and
Administration
B.A. (Prescott College 1975); M.P.H. (Tennessee 1979) [2009]
CHARLES A. JORDAN, Clinical Professor of Pediatrics
B.S. (Tennessee, Martin 1983); M.D. (UT Health Science Center
[Tennessee] 1987) [1999]
LORI CHAFFIN JORDAN, Associate Professor of Pediatrics
B.S. (William and Mary 1994); M.D. (Oklahoma 1999); Ph.D. (Johns
Hopkins 2009) [2011]
MARTIN I. JORDANOV, Assistant Professor of Emergency
Medicine; Assistant Professor of Clinical Radiology and Radiological
Sciences
B.S. (Tennessee 1997); M.D. (UT Health Science Center [Tennessee]
2001) [2006]
MARY ANN JORISSEN, Assistant in Cardiac Surgery
A.S.N. (Western Kentucky 1983); B.S.N. (Belmont 2003); M.S.N.
(Vanderbilt 2008) [2015]
ASHA JOSEPH, Assistant Professor of Clinical Pediatrics
B.S. (Tennessee, Chattanooga 1998); M.D. (Louisiana State, New
Orleans 2003) [2009]
SEBASTIAN JOYCE, Professor of Pathology, Microbiology and
Immunology
B.Sc. (Bangalore [India] 1979); M.Sc. (Saurashtra [India] 1981); Ph.D.
(Medical College of Virginia 1988) [1999]
ADAM PABLO JUAREZ, Assistant in Pediatrics; Assistant in Psychiatry
and Behavioral Sciences
B.S. (North Texas 2000); M.Ed. (Vanderbilt 2005) [2011]
RIDAS JUSKEVICIUS, Assistant Professor of Pathology, Microbiology
and Immunology
M.D. (Vilnius State [Lithuania] 1993) [2015]
GARRETT A. KAAS, Research Assistant Professor of Pharmacology
B.S. (Wisconsin, Stevens Point 2003); Ph.D. (Iowa 2010) [2016]
JON H. KAAS, Gertrude Conaway Vanderbilt Distinguished Professor
of Psychology; Professor of Psychology; Professor of Radiology and
Radiological Sciences
B.A. (Northland 1959); Ph.D. (Duke 1965) [1972]
EDMOND K. KABAGAMBE, Associate Professor of Medicine; Associate
Professor of Otolaryngology
D.V.M. (Makerere [Uganda] 1995); M.S., Ph.D. (Louisiana State 1997,
2000) [2012]
LISA A. KACHNIC, Cornelius Vanderbilt Chair in Radiation
Oncology; Professor of Radiation Oncology; Chair of the Department
of Radiation Oncology
B.S. (Boston College 1987); M.D. (Tufts 1991) [2015]
BARBARA F. KACZMARSKA, Clinical Professor of Pediatrics
M.D. (Wroclaw Medical [Poland] 1973) [2007]
MARION A. KAINER, Assistant Clinical Professor of Health Policy
M.B.B.S. (Melbourne [Australia] 1989); M.P.H. (Monash [Australia]
1999) [2002]
ALLEN B. KAISER, Professor of Medicine; Associate Chief of Clinical
Staff, VUMC
B.A., M.D. (Vanderbilt 1964, 1967) [1972]
CLAYTON A. KAISER, Assistant Professor of Cardiac Surgery
B.S.E. (Duke 2002); M.D. (Vanderbilt 2008) [2014]
LANI A. KAJIHARA-LIEHR, Assistant in Pediatrics
B.S. (Tennessee, Memphis 1986); M.S.N. (Vanderbilt 1998); D.N.P.
(George Washington 2013) [1998]
SPYROS A. KALAMS, Associate Professor of Medicine; Associate
Professor of Pathology, Microbiology and Immunology
B.A. (Harvard 1983); M.D. (Connecticut 1987) [2002]
MARCIA L. KALISH, Research Professor of Medicine
B.S. (DePaul 1967); M.S. (Georgia State 1972); Ph.D. (Emory
1990) [2010]
J. JONAS KALNAS, Assistant Professor of Clinical Medicine
B.Eng. (McMaster [Canada] 1971); M.D. (Western Ontario [Canada]
1976); M.I.H. (Harvard Medical 1978); M.Sc. (Harvard 1979) [2002]
JAYAKUMAR R. KAMBAM, Adjunct Professor of Anesthesiology
M.D. (Andhra [India] 1972) [2005]
JEFFREY A. KAMMER, Associate Professor of Ophthalmology and Visual
Sciences
B.A. (Pennsylvania 1992); M.D. (Case Western Reserve 1996) [2002]
DANA L. KAN, Assistant in Hearing and Speech Sciences
B.S. (Vanderbilt 1997); M.A. (Ohio State 1999) [2008]
ARVINDH N. KANAGASUNDRAM, Assistant Professor of Medicine
B.A. (Dartmouth 2001); M.D. (Vanderbilt 2005) [2013]
Archived 2017/2018
School of Medicine Catalog
164 165VANDERBILT UNIVERSITY School of Medicine / Faculty
AUDREY H. KANG, Associate Clinical Professor of Obstetrics and
Gynecology
B.A., M.D. (Brown 1988, 1992) [2008]
HAKMOOK KANG, Assistant Professor of Biostatistics
B.S. (Minnesota 1998); M.S., M.S. (Rhode Island 2005, 2006); Ph.D.
(Brown 2011) [2011]
JINGQIONG KANG, Assistant Professor of Neurology
Ph.D., M.D. (Tongji [China] 2001, 2001) [2004]
DIVYA KANNAN, Assistant Professor of Clinical Psychiatry and
Behavioral Sciences
B.A. (Sophia College 2002); M.A., Ph.D. (Memphis 2007, 2012) [2015]
PRINCE J. KANNANKERIL, Associate Professor of Pediatrics
B.S. (Pennsylvania State 1990); M.D. (Thomas Jefferson
1994); M.S.C.I. (Vanderbilt 2004) [2002]
C. CHRIS KAO, Research Associate Professor of Neurological Surgery
M.D., M.S. (Bethune University of Medical Science [China] 1980,
1983); Ph.D. (Virginia Commonwealth 1994) [2001]
HILLARY R. KAPLAN, Assistant Professor of Clinical Medicine
B.A. (Yale 1989); M.D. (Case Western Reserve 1993) [1999]
MARK RANDALL KAPLAN, Assistant Clinical Professor of Medicine
B.S.E. (Pennsylvania 1984); M.D. (Vanderbilt 1988) [2000]
ARIEL D. KAPPA, Assistant in Anesthesiology
M.S.N. (Vanderbilt 2010) [2012]
APRIL N. KAPU, Associate Professor of Nursing; Associate Professor of
Anesthesiology
B.S. (Brigham Young 1992); M.S.N., D.N.P. (Vanderbilt 2005,
2013) [2010]
ERKAN KARAKAS, Assistant Professor of Molecular Physiology and
Biophysics
B.S. (Middle East Technical [Turkey] 2002); Ph.D. (Stony Brook
2006) [2016]
JOHN JOSEPH KARIJOLICH, Assistant Professor of Pathology,
Microbiology and Immunology
B.A. (Ripon 2005); Ph.D. (Rochester 2011) [2016]
KAVITA SINGH KARLEKAR, Assistant Clinical Professor of Pediatrics
B.A., M.D. (Brown 1998, 2002) [2007]
MOHANA KARLEKAR, Assistant Professor of Medicine
B.S. (Cornell 1991); M.D. (SUNY, Stony Brook 1995) [2006]
SAAGAR B. KARLEKAR, Associate Clinical Professor of Pediatrics
B.S. (Rochester Institute of Technology 1989); M.D. (St. George’s,
Grenada 1997) [2007]
BERNICE KARNETT, Assistant Professor of Clinical Medicine
B.S. (Stony Brook 1979); M.D. (Emory 1983) [1997]
SETH J. KARP, H. William Scott Jr. Chair in Surgery; Professor of
Surgery; Chair of the Department of Surgery
A.B., M.A. (Harvard 1988, 1989); M.D. (Massachusetts Institute of
Technology 1994) [2011]
ASHLEY JO KARPINOS, Assistant Professor of Medicine; Assistant
Professor of Orthopaedic Surgery and Rehabilitation; Assistant
Professor of Pediatrics
B.A. (Kenyon 2003); M.D., M.P.H. (Vanderbilt 2007, 2013) [2014]
EHAB S. KASASBEH, Assistant Clinical Professor of Medicine
B.S., M.D. (Jordan 1996, 2001) [2013]
ADETOLA KASSIM, Associate Professor of Medicine
M.B.B.S. (Lagos [Nigeria] 1989); M.S. (Yeshiva 2000) [2001]
JASON L. KASTNER, Clinical Professor of Pediatrics
B.S. (Kansas State 1994); M.D. (Kansas 1998) [2002]
HOWARD M. KATZENSTEIN, Scott and Tracie Hamilton Chair in Cancer
Survivorship; Professor of Pediatrics
B.S. (Illinois, Champaign 1987); M.D. (Illinois, College of Medicine,
Chicago 1991) [2013]
RONDI MARIE KAUFFMANN, Assistant Professor of Surgery
B.S. (California, Los Angeles 2000); M.P.H., M.D. (Minnesota, Duluth
2003, 2003) [2015]
MELISSA R. KAUFMAN, Associate Professor of Urologic Surgery
B.A. (Washington University 1987); Ph.D. (Tennessee 1993); M.D.
(Arkansas, Little Rock 2002) [2007]
ANN KAVANAUGH-MCHUGH, Associate Professor of Pediatrics
B.S. (Yale 1980); M.D. (Johns Hopkins 1984) [1992]
IRINA KAVERINA, Professor of Cell and Developmental Biology
M.S. (Lomonosov Moscow State [Russia] 1989); Ph.D. (Russian
Academy of Sciences 1992) [2005]
VIVIAN K. KAWAI, Research Assistant Professor of Medicine
M.D. (Universidad Peruana ‘Cayetano Heredia’ [Peru] 1999); M.P.H.
(Université Libre de Bruxelles {Belgium] 2004) [2011]
ALI ILKAY KAYA, Research Assistant Professor of Pharmacology
B.S., M.S., D.Phil. (Ankara [Turkey] 2000, 2003, 2009) [2016]
RAYMOND W. KE, Assistant Clinical Professor of Obstetrics and
Gynecology
B.Sc., M.D. (Dalhousie [Canada] 1982, 1986) [2013]
JENNIFER A. KEARNEY, Adjunct Assistant Professor of Medicine
B.A. (Middlebury 1992); Ph.D. (Michigan 1997) [2007]
KATHLEEN R. KEARNEY-GRAY, Assistant Professor of Clinical Medicine
B.S. (Kennesaw State 1981); M.D. (Medical College of Georgia
1990) [2006]
MARY E. KEEBLER, Assistant Professor of Medicine
B.S. (Florida State 1998); M.D. (Tulane 2002) [2010]
VICKI L. KEEDY, Associate Professor of Medicine
B.S. (Indiana, Bloomington 1997); M.D. (Cincinnati 2002); M.S.C.I.
(Vanderbilt 2009) [2008]
CHRISTOPHER J. KEEFER, Assistant Professor of Pediatrics at Meharry
Medical College; Associate Clinical Professor of Pediatrics
B.S. (University of the South 1992); M.D. (Vanderbilt 2001) [2008]
KIRK A. KEEGAN III, Assistant Professor of Urologic Surgery
B.A. (California, Berkeley 1992); M.S., M.D. (Georgetown 2000,
2004); M.P.H. (Vanderbilt 2013) [2010]
MARY ANN KEENAN, Assistant Professor of Radiology and Radiological
Sciences
M.M.P., D.M.P. (Vanderbilt 2007, 2011) [2012]
DIANE S. KEENEY, Adjunct Assistant Professor of Medicine
B.S. (Pennsylvania State 1978); M.S. (Iowa State 1983); Ph.D. (Johns
Hopkins 1989) [1992]
JAMES E. KEFFER, Associate Clinical Professor of Pediatrics
B.A. (Auburn 1994); M.D. (Alabama, Birmingham 2001) [2009]
LORI ANN F. KEHLER, Assistant Professor of Ophthalmology and Visual
Sciences
B.S. (Stetson 1998); O.D. (Illinois College of Optometry 2002) [2003]
WILLIAM J. KELLETT, Associate Professor of Clinical Obstetrics and
Gynecology
B.S. (Wake Forest 1997); D.O. (Nova Southeastern 2006) [2011]
JENNIFER CAITLIN KELLEY, Assistant Professor of Pediatrics
B.A. (Miami [Ohio] 2005); M.D. (Cincinnati 2009) [2015]
MARK C. KELLEY, Associate Professor of Surgery
B.S., M.D. (Florida 1986, 1989); M.Mgt. (Vanderbilt 2009) [2016]
MICHAEL B. KELLEY, Assistant Professor of Clinical Medicine
B.A. (Bradford 1994); M.D. (Vermont 2004) [2013]
RYAN A. KELLN, Instructor in Clinical Orthopaedic Surgery and
Rehabilitation
B.S. (University of Washington 2005); D.O. (Pacific Northwest
University of Health Sciences 2012) [2016]
ELLEN M. KELLY, Associate Professor of Hearing and Speech Sciences
B.A. (Saint Bonaventure 1981); M.S., Ph.D. (Syracuse 1984,
1989) [2007]
KEVIN J. KELLY, Associate Professor of Plastic Surgery
B.S. (Maryland 1972); D.D.S. (Columbia 1977); M.D. (SUNY,
Downstate Medical Center 1982) [1989]
LYDIA KELLY, Instructor in Clinical Obstetrics and Gynecology
B.S. (Arizona 2001); B.S.N., M.S. (Columbia 2004, 2006) [2016]
SEAN G. KELLY, Assistant Professor of Medicine
B.S., M.D. (Michigan 2005, 2011) [2016]
PEGGY L. KENDALL, Associate Professor of Medicine; Associate
Professor of Pathology, Microbiology and Immunology
B.S. (Texas 1982); M.D. (Texas, Southwestern Medical 1996) [2003]
ARION KENNEDY, Research Instructor in Molecular Physiology and
Biophysics
B.S. (Florida Agricultural and Mechanical 2001); Ph.D. (North Carolina,
Greensboro 2009) [2014]
ELIZABETH P. KENNEDY, Assistant in Pediatrics
M.S.N. (Vanderbilt 2004) [2010]
Archived 2017/2018
School of Medicine Catalog
164 165VANDERBILT UNIVERSITY School of Medicine / Faculty
WILLIAM D. KENNER, Assistant Clinical Professor of Psychiatry and
Behavioral Sciences
M.D. (UT Health Science Center [Tennessee] 1969) [1973]
DAVID T. KENT, Assistant Professor of Otolaryngology
B.A. (Ithaca 2003); M.D. (Columbia 2010) [2016]
ANNE K. KENWORTHY, Professor of Molecular Physiology and
Biophysics; Associate Professor of Cell and Developmental Biology
B.A. (Kenyon 1989); Ph.D. (Duke 1994) [2001]
LAURA M. KEOHANE, Assistant Professor of Health Policy
B.A. (Wesleyan 2003); M.S. (Harvard 2011); Ph.D. (Brown
2015) [2015]
MARY E. KEOWN, Clinical Professor of Pediatrics
B.S. (Samford 1979); M.D. (Alabama, Birmingham 1983) [1986]
TAMARA S. KEOWN, Assistant Professor of Clinical Obstetrics and
Gynecology; Adjunct Assistant Professor of Nursing
B.S. (Tennessee Technological 1991); M.S.N. (Vanderbilt 1995) [2006]
JENNIFER P. KER, Assistant Clinical Professor of Medicine
B.S. (Miami [Ohio] 1999); M.S. (Northwestern 2000); M.D. (Medical
College of Ohio 2004) [2011]
WENDY HITCH KERR, Associate Clinical Professor of Pediatrics
B.S. (Houghton 1984); M.S. (Louisiana State 1988); Ph.D. (Emory
1994); M.D. (Medical College of Georgia 1998) [2002]
AMIT N. KESWANI, Assistant Professor of Clinical Medicine
B.S. (Georgia Institute of Technology 2001); M.D. (St. Georges U.
2008) [2015]
JENNIFER KETCHUM, Assistant Clinical Professor of Pediatrics
B.S. (Alabama, Birmingham 2002); M.D. (East Tennessee State
2008) [2013]
ALEXANDRA F. KEY, Research Associate Professor of Hearing and
Speech Sciences; Research Associate Professor of Psychiatry and
Behavioral Sciences
M.A., B.A. (Moscow State [Russia] 1997, 1997); Ph.D. (Louisville
2002) [2004]
WALEED F. KHALAF, Assistant Professor of Clinical Medicine
B.A. (Earlham School of Religion 1999); Ph.D., M.D. (Indiana,
Indianapolis 2007, 2007) [2010]
YASMIN WEST KHAN, Assistant Professor of Pediatrics
B.S. (North Carolina, Wilmington 2000); M.D. (Kentucky, Lexington
2010) [2013]
NAJWA KHURI-BULOS, Adjunct Professor of Pediatrics
B.S., M.D. (American University of Beirut [Lebanon] 1964,
1967) [2008]
REBECCA SOKEL KIDD, Assistant Professor of Clinical Pediatrics
B.A. (Vanderbilt 2005); M.D. (Texas, San Antonio 2009) [2014]
JULIE KIELT, Assistant Professor of Clinical Medicine
B.S. (Georgetown 2006); M.D. (Kansas 2013) [2016]
JANE THOMPSON KILE, Assistant in Anesthesiology
B.S.N. (Samford 2009); M.S.N. (Union [Tennessee] 2015) [2016]
JILL ERIN KILKELLY, Associate Professor of Clinical Anesthesiology
B.A., M.D. (Cornell 1992, 1997) [2007]
SHANNON ROBERT KILKELLY, Assistant Professor of Clinical
Anesthesiology
B.S. (Wake Forest 1992); D.O. (Midwestern State 2001) [2005]
STACY ANN KILLEN, Assistant Professor of Pediatrics
B.A. (Rice 1997); M.D. (Texas, Southwestern Medical 2001); M.S.C.I.
(Vanderbilt 2008) [2009]
ANTHONY W. KILROY, Adjunct Associate Professor of Pediatrics
M.D. (**St Bartholomew (London) 1960) [1976]
SOO HYUN KIM, Associate Professor of Medicine
B.S. (Duke 1988); M.P.H. (North Carolina 2001); M.D. (Duke
2002) [2016]
JEE YOON KIM, Assistant in Medicine
B.S.N., M.S.N. (Seoul National [Korea] 2001, 2005) [2016]
KWANG WOON KIM, Research Instructor in Pediatric Surgery
B.S. (Kosin [Korea] 1992); M.S., Ph.D. (Pusan National [Korea] 1995,
2001) [2008]
STEPHEN J. KIM, Associate Professor of Ophthalmology and Visual
Sciences
B.S. (Duke 1996); M.D. (Johns Hopkins 2001) [2008]
YOUNG JUN KIM, Barry and Amy Baker Chair in Laryngeal, Head and
Neck Research; Associate Professor of Otolaryngology
A.B. (Princeton 1990); Ph.D., M.D. (California, San Diego 1997,
1999) [2016]
LAUREN ELIZABETH KIMBRELL, Assistant in Anesthesiology
B.S. (Alabama 2009); M.S. (Alabama, Birmingham 2014) [2016]
KATHERINE N. KIMMELSHUE, Assistant Professor of Pathology,
Microbiology and Immunology
B.A. (Virginia 2001); M.D. (Medical College of Virginia 2005) [2011]
JORDAN MIRIAM KIMMET, Assistant in Medicine
B.S. (North Carolina 2012); M.S.N. (Tennessee 2015) [2016]
ADAM KING, Assistant Professor of Anesthesiology
B.S. ( 2004); M.D. (Texas 2009) [2014]
JOHN T. KING, Assistant Clinical Professor of Oral and Maxillofacial
Surgery
B.A. (Tennessee 1989); D.M.D. (Louisville 1996) [1999]
LAUREN ELIZABETH KING, Assistant in Pediatrics
B.A. (Wheaton 2005); B.S.N. (Cincinnati 2006); M.S.N. (Vanderbilt
2009) [2010]
LLOYD E. KING, JR., Professor of Medicine
B.A. (Vanderbilt 1961); M.D., Ph.D. (UT Health Science Center
[Tennessee] 1967, 1970) [1977]
LLOYD G. KING, Assistant Professor of Clinical Medicine
B.S. (SUNY, Buffalo 1981); M.D. (New York 1985) [2000]
MICHAEL KING, J. Lawrence Wilson Chair; Professor of Biomedical
Engineering; Professor of Radiology and Radiological Sciences; Chair
of the Department of Biomedical Engineering
B.S. (Rochester 1995); Ph.D. (Notre Dame 2000) [2017]
ADAM JACOB KINGETER, Assistant Professor of Anesthesiology
B.S. (Texas Christian 2006); M.D. (Texas, Houston 2010) [2016]
PHILIP J. KINGSLEY, Assistant in Biochemistry
B.S., M.A. (William and Mary 1990, 1992) [2001]
KATHLEEN J. KINSER, Assistant in Surgery
B.S.N. (Bethel College of Nursing [Colorado] 1998); M.S.N. (Vanderbilt
2014) [2016]
BRETT D. KINZIG, Assistant in Medicine
B.S. (Middle Tennessee State 1995); M.S.N. (Vanderbilt 2005) [2013]
AARON MARSHALL KIPP, Research Assistant Professor of Medicine
B.S. (Colorado State 2001); M.P.H. (North Carolina, Asheville
2006); Ph.D. (North Carolina 2009) [2009]
ADRIANA KIPPER-SMITH, Assistant Professor of Clinical Psychiatry and
Behavioral Sciences
B.A. ( 1996); M.A. (Universidade Federal do Rio Grande do Sul [Brazil]
2003); M.A., Ph.D. ( 2009, 2012) [2015]
ANNET KIRABO, Assistant Professor of Medicine; Assistant Professor of
the Department of Molecular Physiology and Biophysics
D.V.M. (Makerere [Uganda] 2002); M.Sc. (Saint Cloud State
2006); Ph.D. (Florida 2011) [2015]
FREDERICK KIRCHNER, JR., Associate Professor of Medical Education
and Administration, Emeritus
B.Sc. (Dickinson 1963); M.D. (Cornell 1967) [1975]
SANDRA KIRCHNER, Professor of Radiology and Radiological Sciences,
Emerita; Professor of Pediatrics, Emerita
B.A. (Wellesley 1962); M.D. (Cornell 1967) [1973]
ANNA T. KIRK, Instructor in Clinical Obstetrics and Gynecology
B.S. (Tennessee 2004); M.S.N. (Vanderbilt 2007) [2012]
OLIVIA E. KIRKPATRICK, Assistant in Medicine
B.S.N. (Tennessee, Chattanooga 2011); M.S.N. (Vanderbilt
2016) [2016]
AUSTIN KIRSCHNER, Assistant Professor of Radiation
Oncology; Assistant Professor of Cancer Biology
B.A., M.S. (New York 2000, 2001); Ph.D., M.D. (Northwestern 2007,
2009) [2014]
HOWARD S. KIRSHNER, Professor of Neurology; Professor of Hearing
and Speech Sciences; Professor of Psychiatry and Behavioral
Sciences
B.A. (Williams 1968); M.D. (Harvard Medical 1972) [1978]
NEIL E. KIRSHNER, Associate Clinical Professor of Pediatrics
B.S. (Rhodes College 1985); M.D. (East Tennessee State
1990) [2000]
Archived 2017/2018
School of Medicine Catalog
166 167VANDERBILT UNIVERSITY School of Medicine / Faculty
AISLYNN M. KISER, Assistant in Pediatrics
B.S. (Meredith 2004); B.S. (High Point 2006); M.Ed. (North Carolina,
Greensboro 2011) [2016]
CARRIE L. KITKO, Associate Professor of Pediatrics; Associate Professor
of Medicine
B.S. (Denison 1995); M.D. (Ohio State 1999) [2015]
KOFFI MICHAEL KLA, Associate Professor of Clinical Anesthesiology
B.S. (Auburn 1998); M.D. (Maryland, Baltimore 2002) [2009]
JOHN W. KLEKAMP, Assistant Professor of Clinical Orthopaedic Surgery
and Rehabilitation
B.S. (Miami 1986); M.D. (Mercer 1990) [2009]
LAWRENCE A. KLINSKY, Clinical Professor of Pediatrics
B.S. (Illinois, Champaign 1988); M.D. (Vanderbilt 1992) [1995]
TRENDA B. KLINSKY, Assistant in Pediatrics
B.S.N. (Vanderbilt 1988); N.D. (Rush 1995) [2003]
KIMBERLY A. KLIPPENSTEIN, Clinical Instructor in Ophthalmology and
Visual Sciences
B.S., M.D. (Vanderbilt 1986, 1990) [1994]
ELA W. KNAPIK, Associate Professor of Medicine; Associate Professor
of Cell and Developmental Biology
M.D. (Jagiellonian [Poland] 1987) [2004]
LALEISHA M. KNAPPLE, Assistant Professor of Clinical Pediatrics
B.A. (Cornell 2003); M.D. (George Washington 2008) [2015]
HOLLY KNIERY, Assistant in Physical Medicine and Rehabilitation
B.S.N., M.S.N. (Belmont 2007, 2012) [2013]
BJORN C. KNOLLMANN, Professor of Medicine; Professor of
Pharmacology
M.D. (Cincinnati 1993); Ph.D. (Georgetown 1999) [2005]
HANAKO KOBAYASHI, Research Assistant Professor of Medicine
B.S. (Tennessee 1998); Ph.D. (California, Berkeley 2003) [2006]
KATHLEEN KOEHLER, Assistant in Anesthesiology
B.S.N. (Viterbo 2009); M.S.N. (Rochester 2014) [2014]
JOHN ROBERT KOETHE, Assistant Professor of Medicine
B.A. (Oberlin 1998); M.D. (Yale 2004); M.S.C.I. (Vanderbilt
2012) [2010]
MATTHEW J. KOLEK, Instructor in Medicine
B.S., M.D. (Utah 2004, 2008); M.S. (Vanderbilt 2015) [2016]
CAMELLIA R. KOLEYNI, Instructor in Clinical Medicine; Instructor in
Clinical Pediatrics
B.S. (California, San Diego 1995); M.D. (UT Health Science Center
[Tennessee] 2000) [2007]
MURALI KRISHNA KOLLI, Assistant Professor of Clinical Medicine
B.S. (Birmingham-Southern 1984); M.D. (Alabama, Birmingham
1989) [2009]
ELENA A. KOLOBOVA, Research Instructor in Surgery
M.S. (Moscow State [Russia] 1996); Ph.D. (Russian State Medical
2000) [2007]
PADMINI KOMALAVILAS, Research Associate Professor of Surgery
B.S., M.S. (Madras [India] 1978, 1980); Ph.D. (Oklahoma State
1988) [2008]
VALENTINA KON, Margaret T. and H. Laird Smith Chair; Professor of
Pediatrics
B.A. (New York 1974); M.D. (Yeshiva 1977) [1986]
SEKHAR R. KONJETI, Research Professor of Radiation Oncology
B.S. (Andhra [India] 1982); M.Sc. (Mangalore [India] 1984); Ph.D.
(Gulbarga [India] 1989) [1990]
PETER E. KONRAD, Professor of Neurological Surgery
B.A. (Rockford 1983); M.S., Ph.D. (Purdue 1985, 1988) [1998]
CHRISTINE L. KONRADI, Professor of Pharmacology; Professor of
Psychiatry and Behavioral Sciences
Ph.D. (Vienna [Austria] 1987) [2006]
JENNIFER KOONCE, Assistant in Medicine
B.S. (Union [Tennessee] 2003); M.S.N. (UT Health Science Center
[Tennessee] 2009) [2015]
HEATHER C. KOONS, Assistant Professor of Neurology
B.A. (Virginia 2002); M.D. (Yale 2006) [2011]
BRENDEN KOOTSEY, Clinical Instructor in Pediatrics
B.S. (Duke 1990); M.D. (Eastern Virginia 2012) [2015]
MARK J. KOURY, Professor of Medicine, Emeritus
B.A. (Rutgers 1969); M.D. (Virginia 1973) [1980]
ALEXANDRA E. KOVACH, Assistant Professor of Pathology,
Microbiology and Immunology
B.A. (Columbia 2003); M.D. (Case Western Reserve 2013) [2015]
TATSUKI KOYAMA, Associate Professor of Biostatistics
B.A. (California, Berkeley 1998); M.A., Ph.D. (Pittsburgh 2000,
2003) [2003]
MARY ELIZABETH KOZIURA, Assistant in Pediatrics
B.A. (Purdue 2010); B.S.N., D.N.P. (Belmont 2011, 2016) [2016]
GUILLAUME KRAFT, Research Instructor in Molecular Physiology and
Biophysics
Ph.D. (AgroParisTech [France] 2008) [2015]
MARK M. KRAKAUER, Associate Clinical Professor of Pediatrics
B.A. (Virginia 1999); M.D. (Eastern Virginia 2004) [2008]
SANFORD B. KRANTZ, Professor of Medicine, Emeritus
B.A., B.S., M.D. (Chicago 1954, 1955, 1959) [1970]
HEATHER KRETH, Assistant Professor of Clinical Psychiatry and
Behavioral Sciences
B.A. (William and Mary 2004); Psy.D. (MSPP 2008) [2013]
STEPHANIE KRETZER, Assistant in Pediatrics
B.A. (SUNY, Binghamton ); M.Ed. (Vanderbilt ) [2016]
SAPNA P. KRIPALANI, Assistant Professor of Clinical Medicine
B.S., M.D. (Emory 1995, 1999) [2007]
SUNIL KRIPALANI, Associate Professor of Medicine
B.A. (Rice 1993); M.D. (Baylor 1997); M.Sc. (Emory 2001) [2007]
MARVIN W. KRONENBERG, Professor of Medicine; Professor of
Radiology and Radiological Sciences
B.A. (Miami [Ohio] 1965); M.D. (Ohio State 1969) [2002]
SUSAN F. KROOP, Associate Professor of Medicine
B.A., M.D. (Cornell 1978, 1982) [2001]
JONATHAN ANDREW KROPSKI, Assistant Professor of Medicine
B.S. (Davidson 2004); M.D. (Vanderbilt 2008) [2015]
ELIZABETH DUKE KRUEGER, Associate Clinical Professor of Pediatrics
B.S. (Middle Tennessee State 1975); M.D., M.T.S. (Vanderbilt 1979,
2004) [1983]
DYMTRO OLEKSANDROVYCH KRYSHTAL, Research Instructor in
Medicine
B.S., M.S. (Taras Shevchenko National [Ukraine] 1999, 2000); Ph.D.
(National Academy of Sciences, Kiev [Ukraine] 2008) [2016]
MICHAEL J. KRZYZANIAK, Instructor in Surgery
B.A. (Augustana [Illinois] 2001); M.D. (Wisconsin 2005) [2015]
JOHN G. KUCHTEY, Research Associate Professor of Ophthalmology
and Visual Sciences
B.A., Ph.D. (Cornell 1985, 1998) [2005]
RACHEL KUCHTEY, Associate Professor of Ophthalmology and Visual
Sciences; Associate Professor of Molecular Physiology and Biophysics
M.D. (West China University of Medical Sciences 1991); Ph.D. (Cornell
1999) [2005]
JOSEPH KUEBKER, Instructor in Clinical Urologic Surgery
B.S. (Texas A & M 2002); M.D. (Baylor 2006) [2016]
JOHN E. KUHN, Kenneth Schermerhorn Chair in Orthopaedics and
Rehabilitation; Professor of Orthopaedic Surgery and Rehabilitation
B.S. (SUNY, Syracuse 1982); M.D. (Michigan 1988) [2003]
TARAH M. KUHN, Assistant Professor of Clinical Psychiatry and
Behavioral Sciences; Assistant Clinical Professor of Psychology
B.A. (CUNY, Hunter College 1994); M.A., Ph.D. (Adelphi 1998,
2003) [2004]
KRYSTLE A. LANG KUHS, Assistant Professor of Medicine; Assistant
Professor of Otolaryngology
B.S. (Rhode Island 2004); Ph.D. (Pennsylvania 2011); M.P.H. (Johns
Hopkins 2012) [2016]
YAA ABOAGYEWA KUMAH-CRYSTAL, Assistant Professor of
Biomedical Informatics; Assistant Professor of Pediatrics
M.A., B.A. (Johns Hopkins 2003, 2003); M.D., M.P.H. (Vanderbilt
2008, 2014) [2014]
AVINASH B. KUMAR, Professor of Anesthesiology; Professor of
Neurology
M.B.B.S. (Mysore [India] 1996) [2012]
SABI S. KUMAR, Assistant Clinical Professor of Surgery
M.B.B.S. (Punjab [India] 1968) [1997]
Archived 2017/2018
School of Medicine Catalog
166 167VANDERBILT UNIVERSITY School of Medicine / Faculty
RUSSELL KUNIC, Assistant in Urologic Surgery
B.S. (John Carroll 1997); M.S.N. (Case Western Reserve 2001) [2014]
STEPHANIE C. KURITA, Assistant Professor of Clinical Radiology and
Radiological Sciences
B.S. (Tennessee, Martin 2001); M.D. (UT Health Science Center
[Tennessee] 2005) [2010]
DANIEL KURNIK, Adjunct Research Assistant Professor of Medicine
M.D. (Aachen [Germany] 1987) [2008]
BRYAN R. KURTZ, Assistant Clinical Professor of Obstetrics and
Gynecology
B.S. (Boston College 1982); M.D. (Tennessee
1987); MD,WHNP [1991]
EMILY GRAHAM KURTZ, Adjunct Assistant Professor of Medicine
B.S. (Wake Forest 1996); M.D. (UT Health Science Center
[Tennessee] 2000); M.S.C.I. (Vanderbilt 2006) [2007]
JEFFREY IAN KUTSIKOVICH, Assistant Professor of Clinical Orthopaedic
Surgery and Rehabilitation
B.A. (Case Western Reserve 2006); M.D. (Ohio State 2010) [2016]
WILLIAM H. KUTTEH, Clinical Professor of Obstetrics and Gynecology
B.A. (Wake Forest 1975); Ph.D. (Alabama, Birmingham 1981); M.D.
(Wake Forest 1985) [2012]
JAMES MATTHEW KYNES, Assistant Professor of Anesthesiology
B.S. (Florida 2006); M.D. (Vanderbilt 2011) [2016]
ANNETTE E. A. KYZER, Clinical Instructor in Obstetrics and Gynecology
B.A. (Tennessee 1988); M.D. (Tulane 1995) [1999]
CARLO LA VECCHIA, Adjunct Professor of Medicine
M.D. (Milan [Italy] 1979); M.Sc. (Oxford [U.K.] 1983) [2002]
ROBERT F. LABADIE, Professor of Otolaryngology; Professor of
Biomedical Engineering
B.S. (Notre Dame 1988); Ph.D., M.D. (Pittsburgh 1995, 1996); M.Mgt.
(Vanderbilt 2013) [2005]
JOSEPH D. LABARBERA, Associate Professor of Clinical Psychiatry and
Behavioral Sciences
A.B. (Brown 1973); M.A., Ph.D. (Vanderbilt 1975, 1977) [1978]
MIGUEL A. LABOY, Assistant Clinical Professor of Pathology,
Microbiology and Immunology
B.S. (Puerto Rico, Humacao 1992); M.D. (Universidad Autónoma de
Guadalajara [Mexico] 1997) [2014]
LISA L. LACHENMYER, Assistant in Pediatrics
B.A. (Guilford 1998); M.S.N. (Vanderbilt 2005) [2007]
DANA BORDEN LACY, Professor of Pathology, Microbiology and
Immunology; Professor of Biochemistry
B.S. (North Carolina 1994); Ph.D. (California, Berkeley 1999) [2006]
MICHAEL D. LADD, Clinical Professor of Pediatrics
B.S. (Duke 1988); M.D. (Vanderbilt 1992) [1995]
CHERYL L. LAFFER, Professor of Medicine
B.S. (California Institute of Technology 1975); Ph.D. (Wisconsin
1981); M.D. (Miami [Florida] 1985) [2012]
ANDRE H. LAGRANGE, Associate Professor of Neurology
B.S. (University of Washington 1987); Ph.D., M.D. (Oregon Health and
Science 1996, 1997) [2002]
HIND LAL, Assistant Professor of Medicine; Assistant Professor of
Pharmacology
B.Sc. (Kamla Nehru Institute [India] 1996); M.Sc., Ph.D. (Avadh [India]
1999, 2005) [2014]
DANIELLE L. LALONDE, Associate Clinical Professor of Pediatrics
B.A. (California, Santa Cruz 2000); M.D. (Vanderbilt 2005) [2008]
FRED S. LAMB, Cornelius Vanderbilt Chair; Professor of
Pediatrics; Professor of Molecular Physiology and Biophysics
B.S., Ph.D., M.D. (Michigan 1982, 1989, 1989) [2011]
ERIC S. K. LAMBRIGHT, Associate Professor of Thoracic Surgery
B.S. (Ursinus 1991); M.D. (Pennsylvania 1995) [2004]
PHILIP E. LAMMERS, Assistant Professor of Internal Medicine at Meharry
Medical College; Adjunct Assistant Professor of Medicine
B.S. (Notre Dame 2000); M.S., M.D. (Indiana, Indianapolis 2003,
2006); M.S.C.I. (Vanderbilt 2013) [2013]
CLAUDIO FRANCO LANATA, Adjunct Professor of Pediatrics
M.D. (Universidad Peruana ‘Cayetano Heredia’ [Peru] 1977); M.P.H.
(Johns Hopkins 1983) [2014]
LISA HOOD LANCASTER, Associate Professor of Medicine; Adjunct
Associate Professor of Nursing
B.S. (Georgia 1989); M.D. (Medical College of Georgia 1993) [1999]
BENNETT A. LANDMAN, Associate Professor of Electrical Engineering,
Computer Engineering, and Computer Science; Associate Professor
of Biomedical Engineering; Associate Professor of Radiology and
Radiological Sciences; Associate Professor of Psychiatry and
Behavioral Sciences
B.S., M.Eng. (Massachusetts Institute of Technology 2001,
2002); Ph.D. (Johns Hopkins 2008) [2009]
JEFFREY A. LANDMAN, Adjunct Associate Professor of Radiology and
Radiological Sciences
B.S. (Michigan 1973); M.D. (Michigan State 1979) [2000]
ERWIN J. LANDON, Associate Professor of Pharmacology, Emeritus
B.S., M.D. (Chicago 1945, 1948); Ph.D. (California, Berkeley
1953) [1959]
JANNA S. LANDSPERGER, Assistant in Medicine; Adjunct Instructor in
Nursing
B.S. (Indiana, Bloomington 2004); M.S.N. (Vanderbilt 2006) [2010]
JASON S. LANE, Associate Professor of Clinical
Anesthesiology; Associate Professor of Clinical Radiology and
Radiological Sciences
B.S. (Emory 1997); M.P.H., M.D. (Tulane 1999, 2004) [2010]
JENNIFER LANE, Instructor in Clinical Medicine; Instructor in Clinical
Pediatrics
B.S. (Mississippi 1996); M.S. (Memphis 2000); M.D. (UT Health
Science Center [Tennessee] 2007) [2012]
NANCY LANE, Assistant Clinical Professor of Psychiatry and Behavioral
Sciences
B.A. (Macalester 1971); M.S., Ph.D. (Rutgers, Newark 1973,
1979) [2015]
RICHARD G. LANE, Assistant Professor of Clinical Medicine
A.B. (Franklin and Marshall 1969); M.D. (UT Health Science Center
[Tennessee] 1973) [2004]
RALPH J. LANEVE, Assistant Professor of Clinical Surgery
B.S. (Pittsburgh 1981); M.D. (Thomas Jefferson 1985) [2004]
MATTHEW J. LANG, Professor of Chemical and Biomolecular
Engineering; Associate Professor of Molecular Physiology and
Biophysics
B.S. (Rochester 1992); Ph.D. (Chicago 1997) [2010]
ALEXANDER J. LANGERMAN, Associate Professor of Otolaryngology
B.A. (Cornell College 1999); M.D., S.M. (Chicago 2005, 2015) [2010]
LISA LANGMESSER, Assistant in Urologic Surgery
B.S. (Boise State 2006); M.S. (Oregon 2008); M.H.S. (Duke
2013) [2014]
ANTHONY J. LANGONE, Associate Professor of Medicine
B.A. (Cornell 1992); M.D. (SUNY, Buffalo 1996) [2002]
SUSAN E. BEHR LANGONE, Clinical Professor of Pediatrics
B.S. (Rochester 1992); M.D. (SUNY, Buffalo 1996) [1999]
SHANNON M. LANGSTON, Assistant Professor of Emergency Medicine
B.A. (East Carolina 2002); M.D. (Ben Gurion [Israel] 2007) [2010]
DAVID L. LANIER, Clinical Instructor in Emergency Medicine
B.A., M.D. (North Carolina 1990, 1995) [2007]
DEBORAH A. LANNIGAN, Associate Professor of Pathology,
Microbiology and Immunology; Associate Professor of Cancer Biology
B.Sc. (Guelph [Canada] 1980); M.Sc. (Toronto [Canada] 1982); Ph.D.
(Rochester 1987) [2012]
LYNNE A. LAPIERRE, Research Assistant Professor of Surgery
B.S. (Massachusetts, Dartmouth 1981); Ph.D. (Rockefeller
1994) [2002]
ROBIN E. LAPRE, Assistant Professor of Clinical Medicine
A.B., M.D. (Dartmouth 1990, 1996) [2001]
EMMA K. LARKIN, Research Associate Professor of Medicine
B.A. (Pennsylvania 1993); M.H.A. (Johns Hopkins 1996); Ph.D. (Case
Western Reserve 2007) [2009]
RICHARD W. LARUE, Assistant Professor of Medicine
B.S. (Union [Tennessee] 1998); M.S. (East Tennessee State
1998); M.D. (UT Health Science Center [Tennessee] 2008) [2014]
Archived 2017/2018
School of Medicine Catalog
168 169VANDERBILT UNIVERSITY School of Medicine / Faculty
MELISSA K. LASATER, Associate in Orthopaedic Surgery and
Rehabilitation
B.S. (Belmont 2004); M.S.N. (Vanderbilt 2010) [2010]
MELISSA LASHOCK Assistant in Pediatrics
B.S.N. (Medical University of South Carolina 2002); M.S.N. (Vanderbilt
2012) [2012]
THOMAS A. LASKO, Assistant Professor of Biomedical Informatics
B.S., M.D. (California, San Diego 1991, 2000); Ph.D. (Massachusetts
Institute of Technology 2007) [2010]
KEN LAU, Assistant Professor of Cell and Developmental Biology
B.Sc., Ph.D. (Toronto [Canada] 2002, 2008) [2013]
THOMAS J. LAVIE, Assistant Clinical Professor of Psychiatry and
Behavioral Sciences
B.S., B.A., M.D. (Louisiana State 1982, 1983, 1988) [2006]
PATRICK J. LAVIN, Professor of Neurology; Professor of Ophthalmology
and Visual Sciences
B.A.O., M.B.B.Ch. (National University of Ireland 1970, 1970) [1983]
VIVIANA ALVARADO LAVIN, Associate Clinical Professor of Pediatrics
B.S. (Saint Mathew Institute [Mexico] 1990); M.D. (Universidad
Anáhuac [Mexico] 1996) [2003]
JANICE C. LAW, Assistant Professor of Ophthalmology and Visual
Sciences
B.A. (Miami [Ohio] 1999); M.D. (Wright State 2003) [2007]
JENNIFER M. LAW, Assistant in Medicine
M.S. (Vanderbilt 1999) [2016]
DAVID W. LAWHORN, Assistant Clinical Professor of Emergency
Medicine
B.A. (Tennessee 1975); M.D. (UT Health Science Center [Tennessee]
1988) [1998]
ALICE P. LAWRENCE, Assistant Professor of Pediatrics
B.A. (Rutgers, Newark 1977); M.D. (Pennsylvania State 2005) [2011]
LAURIE M. LAWRENCE, Assistant Professor of Emergency
Medicine; Assistant Professor of Pediatrics
B.S.N., M.D. (Vanderbilt 1977, 1983) [2006]
JENNIFER LAWSON, Assistant in Pediatrics
B.S.N. (Baptist College of Health Sciences 2003); M.S.N. (Vanderbilt
2010) [2011]
LAURA LOUISE LAWSON, Assistant Clinical Professor of Surgery
B.A. (West Virginia 1994); M.D. (Vanderbilt 1998) [2007]
MARK A. LAWSON, Assistant Professor of Medicine; Assistant Professor
of Radiology and Radiological Sciences
B.S.E.E. (Christian Brothers 1984); M.D. (UT Health Science Center
[Tennessee] 1988) [2002]
WILLIAM E. LAWSON, Associate Professor of Medicine
B.S. (Tennessee Technological 1992); M.D. (UT Health Science
Center [Tennessee] 1996) [2004]
ALEXANDER R. LAWTON III, Professor of Pediatrics, Emeritus
B.A. (Yale 1960); M.D. (Vanderbilt 1964) [1980]
MARGARET MOORE LAXTON, Assistant in Medicine
B.S. (New Hampshire 2007); M.P.H. (Colorado 2009) [2016]
WILLIAM H. LAXTON, Assistant Professor of Clinical Radiology and
Radiological Sciences
B.S. (Tennessee 2003); M.D. (UT Health Science Center [Tennessee]
2009) [2015]
ROMAN M. LAZARENKO, Research Instructor in Pharmacology
M.Sc. (National Technical University of Ukraine 2001); Ph.D. (National
Academy of Sciences, Kiev [Ukraine] 2005) [2011]
NAM T. LE, Assistant Professor of Clinical Radiology and Radiological
Sciences
B.S. (California, Berkeley 1992); M.D. (Meharry Medical 2008) [2013]
TRUC MINH LE, Assistant Professor of Neurological Surgery; Assistant
Professor of Pediatrics
A.B., A.M. (Harvard 1997, 1997); M.D. (Vanderbilt 2002) [2013]
NINA LECOMPTE, Clinical Instructor in Pediatrics
B.S., M.D. (Louisville 2008, 2012) [2016]
MONICA LEDOUX, Adjunct Assistant Professor of Medicine
M.D. (Ludwig-Maximilians-Universität [Germany] 1993) [2014]
ADAM KEITH LEE, Instructor in Orthopaedic Surgery and Rehabilitation
B.S. (Marshall 2005); M.D. (Georgetown 2010) [2016]
CHRISTOPHER DAVID LEE, Assistant Professor of Neurology
B.S. (Davidson 2000); M.D. (Wake Forest 2004); M.P.H. (Vanderbilt
2011) [2009]
DANIEL J. LEE, Instructor in Clinical Urologic Surgery
B.S. (Cornell 2002); M.D. (Stony Brook 2010) [2016]
DONALD H. LEE, Professor of Orthopaedic Surgery and Rehabilitation
B.S. (Georgetown 1977); M.D. (West Virginia 1982) [2005]
ETHAN LEE, Professor of Cell and Developmental Biology; Professor of
Cancer Biology; Associate Professor of Pharmacology
B.A. (Rice 1987); Ph.D., M.D. (Texas, Southwestern Medical 1997,
1997) [2003]
EVON BATEY LEE, Associate Professor of Pediatrics; Associate
Professor of Psychiatry and Behavioral Sciences
B.A., M.A., Ph.D. (Vanderbilt 1976, 1978, 1980) [1981]
GEORGE S. LEE, Assistant Clinical Professor of Oral and Maxillofacial
Surgery
B.S. (Weber State 1995); D.D.S. (Northwestern 1999); M.D.
(Vanderbilt 2002) [2007]
HANNAH HYEJEONG LEE, Research Instructor in Pediatrics
B.S. (Incheon [Korea] 1991); M.S., Ph.D. (Korea 1994, 2000) [2012]
JENNIFER J. LEE, Assistant Clinical Professor of Medicine
B.S. (Maryland 1998); M.D. (Harvard Medical 2003) [2010]
JONI E. LEE, Assistant in Pediatric Surgery
B.S. (Texas 2005); M.H.S. ( 2008) [2014]
MARK A. LEE, Associate Clinical Professor of Pediatrics
B.S. (Auburn 1990); M.D. (Alabama, Birmingham 1994) [1997]
MYUNG A. LEE, Associate Professor of Psychiatry and Behavioral
Sciences
M.D. (Ewha Womans [Korea] 1976) [1996]
STANLEY M. LEE, Associate Clinical Professor of Pediatrics
B.A., M.D. (Trinity, Dublin [Ireland] 1967, 1970) [1989]
TAEKYU LEE, Research Assistant Professor of Biochemistry
B.Sc. (Roger Williams 1988); M.A. (Johns Hopkins 1991); Ph.D.
(Toronto [Canada] 1995) [2009]
GEORGE R. LEE III, Assistant Clinical Professor of Neurology
B.A. (Emory 1992); M.S. (Georgia State 1995); M.D. (Medical College
of Georgia 1999) [2005]
WILLIAM F. LEE, Associate Professor of Clinical Obstetrics and
Gynecology
B.S. (Alabama 1993); M.D. (Mississippi 1997) [2003]
H. BRIAN LEEPER, Clinical Professor of Pediatrics
B.S. (Tennessee, Martin 1979); M.D. (UT Health Science Center
[Tennessee] 1983) [1986]
LEWIS LEFKOWITZ, JR., Professor of Preventive Medicine, Emeritus
B.A. (Denison 1951); M.D. (Texas, Southwestern Medical 1956) [1965]
RUSSELL B. LEFTWICH, Adjunct Assistant Professor of Biomedical
Informatics
B.S. (Arizona State 1974); M.D. (Vanderbilt 1978) [1984]
VICTOR J. LEGNER, Associate Professor of Medicine
B.S. (Loyola 1993); M.D. (Rush 1997); M.S. (University of Washington
2006) [2016]
JONATHAN MERLE LEHMAN, Instructor in Medicine
B.S. (Bradley 2002); Ph.D., M.D. (Alabama, Birmingham 2009,
2010) [2016]
BRIAN D. LEHMANN, Research Assistant Professor of Biochemistry
B.S. (Illinois, Chicago 2000); Ph.D. (East Carolina 2007) [2012]
CHRISTOPH U. LEHMANN, Professor of Biomedical
Informatics; Professor of Pediatrics
M.D. (Westfälische Wilhelms-Universität Münster [Germany]
1990) [2012]
HEATHER R. LEHMANN, Assistant Clinical Professor of Pediatrics
B.S. (North Carolina 2000); M.D. (East Carolina 2005) [2008]
MELISSA CARY LEHMANN, Assistant in Medicine
B.S., M.S. (DeSales University 2001, 2002) [2017]
CHARLES LEI, Assistant Professor of Emergency Medicine
B.A. (Harvard 2006); M.D. (Harvard Medical 2010) [2014]
LI LEI, Assistant in Biochemistry
B.S. (Luzhou Medical [China] 1987); M.D. (West China University of
Medical Sciences 1987) [2004]
Archived 2017/2018
School of Medicine Catalog
168 169VANDERBILT UNIVERSITY School of Medicine / Faculty
CHRISTINA M. LEINER-LOHSE, Assistant Clinical Professor of Pediatrics
B.S. (Illinois, School of Nursing 1999); M.D. (Ross 2003) [2007]
DANIEL J. LENIHAN, Professor of Medicine
B.A. (Tennessee 1988); M.D. (UT Health Science Center [Tennessee]
1988) [2009]
CARRIE ANNA LENNEMAN, Adjunct Assistant Professor
B.S. (University of the South 1999); M.D. (Medical University of South
Carolina 2003); M.S.C.I. (Vanderbilt 2010) [2010]
MIRIAM D. LENSE, Research Instructor in Otolaryngology
B.A. (Harvard 2005); M.S., Ph.D. (Vanderbilt 2010, 2014) [2017]
TIFFANEE ANDREA LENZI, Assistant Clinical Professor of Obstetrics and
Gynecology
B.S. (Michigan 1993); Ph.D., M.D. (Wayne State 1997, 1999) [2015]
JOHN M. LEONARD, Professor of Medicine, Emeritus
B.A. (Florida State 1963); M.D. (Vanderbilt 1967) [1974]
MARTHA LEONARD, Assistant Professor of Clinical Medicine
B.S. (Lipscomb 1994); M.D. (UT Health Science Center [Tennessee]
1999) [2013]
GALINA I. LEPESHEVA, Research Associate Professor of Biochemistry
M.S. (Belarusian State [Russia] 1983); Ph.D. (Institute of Bioorganic
Chemistry [Belarus] 1993) [2002]
ERIKA T.A. LESLIE, Research Instructor in Health Policy
B.A. (Fisk 2006); M.S.P.H. (Johns Hopkins 2007); M.A., Ph.D.
(Vanderbilt 2013, 2016) [2016]
STEPHEN LETCHFORD, Adjunct Assistant Professor of Pediatrics
B.S. (Cornell 1983); M.D. (Texas, Galveston 1987) [2011]
DONNA W. LETT, Associate Clinical Professor of Pediatrics
B.S. (Austin Peay State 1984); M.D. (UT Health Science Center
[Tennessee] 1988) [2007]
REAGAN R. LEVERETT, Assistant Professor of Clinical Radiology and
Radiological Sciences
B.S. (Purdue 1996); M.S., M.D. (Louisville 2000, 2003) [2012]
EDWARD M. LEVINE, William A. Black Chair in Ophthalmology; Professor
of Ophthalmology and Visual Sciences; Professor of Cell and
Developmental Biology
B.S. (SUNY, Albany 1986); Ph.D. (SUNY, Stony Brook 1994) [2015]
MIA A. LEVY, Associate Professor of Biomedical Informatics; Assistant
Professor of Medicine
B.S. (Pennsylvania 1998); M.D. (Rush 2003); Ph.D. (Stanford
2011) [2009]
SHAUNA M. LEVY, Instructor in Clinical Surgery
B.A. (Emory 2004); M.D., M.S. (Texas 2009, 2013) [2016]
RACHEL LEVY-OLOMUCKI, Assistant Clinical Professor of Pediatrics
M.D. (Hebrew University of Jerusalem [Israel] 1992) [2013]
JAMES BRADFORD LEWALLEN, Assistant Clinical Professor of Oral and
Maxillofacial Surgery
B.A. (Samford 2003); M.S. (Edinburgh [U.K.] 2005); D.D.S. (North
Carolina 2009); M.D. (Vanderbilt 2012) [2016]
KANAH M. LEWALLEN, Instructor in Nursing; Instructor in Medicine
B.S.N. (Grand Canyon 2006); M.S.N. (Vanderbilt 2009); D.N.P.
(Belmont 2015) [2010]
CONNIE M. LEWIS, Assistant in Medicine
B.S.N., M.S.N. (Alabama, Huntsville 1996, 1997) [2008]
JULIA B. LEWIS, Professor of Medicine
B.S., M.D. (Illinois, Champaign 1976, 1980) [1986]
KENNETH G. LEWIS II, Assistant Professor of Radiology and
Radiological Sciences
B.S. (Utah 1999); M.M.P., M.S., Ph.D. (Vanderbilt 2006, 2012,
2013) [2016]
SUSAN M. LEWIS, Assistant Professor of Clinical Obstetrics and
Gynecology
B.S.N. (Tennessee State 1993); M.S.N. (Vanderbilt 1998) [2012]
THOMAS J. LEWIS, JR., Assistant Clinical Professor of Medicine
B.S. (Georgia Institute of Technology 1985); M.D. (Medical College of
Georgia 1989) [1995]
JAMES SHERIDAN LEWIS, JR., Associate Professor of Pathology,
Microbiology and Immunology; Associate Professor of Otolaryngology
B.A. (Washington University 1993); M.D. (Arkansas, Little Rock
1996) [2015]
BINGSHAN LI, Assistant Professor of Molecular Physiology and
Biophysics
M.D. (Beijing Medical [China] 1999); M.S. (Houston 2003); Ph.D.
(Baylor 2009) [2011]
FENG LI, Assistant Clinical Professor of Pathology, Microbiology and
Immunology
M.D. (Zhejiang Medical [China] 1983); M.S. (Shanghai Medical [China]
1986); Ph.D. (Louisville 1992) [2000]
JUN LI, Professor of Neurology
M.D. (Anhui [China] 1985); Ph.D. (Hahnemann Medical 1995) [2009]
JIANCONG LIANG, Assistant Professor of Pathology, Microbiology and
Immunology
M.D. (Sun Yat-Sen University of Medical Science [China] 2001); Ph.D.
(Baylor 2010) [2016]
YAFEN LIANG, Assistant Professor of Anesthesiology
M.D., M.S. (Fudan [China] 2002, 2004) [2015]
JUSTIN SCOTT LIBERMAN, Instructor in Anesthesiology
B.A. (Whitman 2008); M.D. (Arizona 2012) [2016]
ROMINA P. LIBSTER, Adjunct Assistant Professor of Pediatrics
B.S., M.D., M.S. (Buenos Aires [Argentina] 1997, 2003, 2011) [2012]
TODDRA SHAVELLE LIDDELL, Assistant in Medicine
B.S.N. (Phoenix, Grand Rapids 2004); M.S.N. (Middle Tennessee
State 2014) [2017]
DAVID G. LIDDLE, Assistant Professor of Orthopaedic Surgery and
Rehabilitation; Assistant Professor of Medicine
B.S., M.D. (Utah 2003, 2007) [2011]
HARRIS LIEBERMAN, Adjoint Assistant Professor of Hearing and Speech
Sciences
A.B. (Franklin and Marshall 1972); M.A., Ph.D. (Florida 1972,
1997) [2010]
GEOFFREY D. LIFFERTH, Assistant Clinical Professor of Emergency
Medicine
B.S. (Brigham Young 1993); M.D. (UT Health Science Center
[Tennessee] 1997) [2009]
RICHARD W. LIGHT, Professor of Medicine
B.S. (Colorado 1964); M.D. (Johns Hopkins 1968) [1997]
ROBERT HOWARD LILLARD, JR., Associate Clinical Professor of
Pediatrics
B.S. (Rhodes College 1989); M.D. (Alabama, Birmingham
1993) [1999]
NOEL P. LIM, Assistant Professor of Clinical Neurology
B.S. (Velez [Philippines] 1989); M.D. (Cebu Institute of Medicine
[Philippines] 1993) [2002]
LEE E. LIMBIRD, Adjunct Professor of Medical Education and
Administration
B.A. (Wooster 1970); Ph.D. (North Carolina 1973) [1979]
HEATHER M. LIMPER, Research Assistant Professor of Medicine
B.S. (Georgia 2008); M.P.H., Ph.D. (Illinois, Chicago 2010,
2016) [2016]
SUSIE LIN, Assistant Professor of Oral and Maxillofacial Surgery
B.S. (SUNY, Stony Brook 1993); D.D.S. (New York 1998); M.D.
(Vanderbilt 2001) [2013]
CARRIE HOLLOWAY LIND, Assistant Professor of Clinical Pediatrics
B.A. (Tennessee 2004); M.D. (UT Health Science Center [Tennessee]
2004) [2012]
CHRISTOPHER D. LIND, Professor of Medicine
B.A. (Pomona 1977); M.D. (Vanderbilt 1981) [1988]
JOANNE LINDENFELD, Professor of Medicine
M.D. (Michigan 1974) [2015]
BRIAN RICHARD LINDMAN, Associate Professor of Medicine
B.S. (Duke 1997); M.A. (Reformed Theological Seminary, Orlando
2001); M.D. (Vanderbilt 2003) [2017]
JENNIFER L. LINDSEY, Assistant Professor of Ophthalmology and Visual
Sciences
B.A. (Rice 1994); M.D. (Baylor 1998) [2006]
CRAIG W. LINDSLEY, William K. Warren, Jr. Chair in Medicine; Professor
of Pharmacology; Professor of Chemistry
B.S. (California State, Chico 1992); Ph.D. (California, Santa Barbara
1996) [2006]
Archived 2017/2018
School of Medicine Catalog
170 171VANDERBILT UNIVERSITY School of Medicine / Faculty
FRANK WEN-YUNG LING, Clinical Professor of Obstetrics and
Gynecology
A.B. (Wabash 1970); M.D. (Texas, Southwestern Medical
1974) [2004]
ANDREW J. LINK, Associate Professor of Pathology, Microbiology and
Immunology; Associate Professor of Chemistry; Assistant Professor of
Biochemistry
B.S., B.A., M.A. (Washington University 1987, 1987, 1987); Ph.D.
(Harvard 1994) [1999]
CATHERINE R. LINN, Assistant Professor of Clinical Medicine
B.A. (William and Mary 1994); M.D. (Vanderbilt 2002) [2005]
MACRAE F. LINTON, Dr. Stephen J. Schillig, Jr. and Mary Schillig Chair
in Medicine; Professor of Medicine; Professor of Pharmacology
B.S. (Tulane 1978); M.D. (UT Health Science Center [Tennessee]
1985) [1993]
M. JANIE LIPPS HAGAN, Assistant in Medicine
B.S.N., M.S.N. (Medical College of Virginia 1976,
1980); FNP,RN,MSN,ANP [2002]
NANCY B. LIPSITZ, Assistant Clinical Professor of Obstetrics and
Gynecology
B.A. (Brown 1987); M.D. (Rochester 1993) [1998]
MATTHEW DAVID LIPTON, Assistant Professor of Emergency Medicine
B.S. (California, San Diego 2006); M.D. (Northwestern 2010) [2015]
LOREN P. LIPWORTH, Research Associate Professor of Medicine
Sc.B. (Brown 1991); Sc.D. (Harvard 1996) [2011]
MICHAEL R. LISKE, Clinical Professor of Pediatrics
B.S. (Oral Roberts 1984); M.D. (Michigan 1989) [2003]
ROLANDA LAMORA LISTER, Assistant Professor of Obstetrics and
Gynecology
B.S. (Oakwood 2002); M.D. (Meharry Medical 2006) [2016]
JOSEPH A. LITTLE III, Assistant Clinical Professor of Pediatrics
B.A., M.D. (Vanderbilt 1972, 1977) [2012]
DANDAN LIU, Assistant Professor of Biostatistics
B.S. (Fudan [China] 2002); M.A. (Missouri 2005); Ph.D. (Michigan
2010) [2011]
QI LIU, Assistant Professor of Biomedical Informatics
B.S., M.S. (Hunan [China] 1997, 2000); Ph.D. (Shanghai Jiao Tong
[China] 2003) [2013]
YAN X. LIU, Research Assistant Professor of Medicine
M.D., M.S. (Fourth Military Medical [China] 1978, 1992) [1998]
ELIZABETH Z. LIVINGOOD, Assistant Professor of Clinical Pediatrics
B.A. (Georgetown 2008); M.D. (George Washington 2013) [2016]
C. MICHAEL LOCKE, Assistant Clinical Professor of Oral and
Maxillofacial Surgery
D.M.D. (Alabama, Birmingham 1993); M.D. (Vanderbilt 1996) [2003]
CHRISTI M. LOCKLEAR, Assistant in Medicine
A.S.N. (Aquinas College [Tennessee] 2002); M.S.N. (Vanderbilt
2006) [2012]
MARY CAROLINE LOGHRY, Associate Clinical Professor of Pediatrics
B.S. (Tennessee Technological 1988); M.D. (Meharry Medical
2003) [2006]
JOHN T. LOH, Research Assistant Professor of Medicine
B.Sc., Ph.D. (Michigan State 1988, 1994) [2002]
SAMER LOLEH, Assistant Clinical Professor of Pediatrics
M.D. (Damascus [Syria] 1996) [2007]
FREDERICK WILHELM LOMBARD, Associate Professor of
Anesthesiology
M.B.Ch.B (Stellenbosch [South Africa] 1992) [2016]
SALVATORE J. LOMBARDI, Clinical Professor of Obstetrics and
Gynecology
B.A. (**St Francis 1973); M.A. (**New School for Social Res
1975); M.D. (**Nuevo Leon, Mexico 1982) [2015]
JEFFERSON P. LOMENICK, Associate Professor of Pediatrics
B.S., M.D. (Vanderbilt 1994, 1998) [2008]
KIMBERLY D. LOMIS, Associate Dean for Undergraduate
Medical Education; Professor of Medical Education and
Administration; Professor of Surgery
B.A. (Texas 1988); M.D. (Texas, Southwestern Medical 1992) [1998]
DANIEL F. LONERGAN, Assistant Professor of Clinical Anesthesiology
B.S. (Brigham Young 2002); M.D. (Saint Louis 2006) [2010]
DANIEL JERAD LONG, Assistant Professor of Pathology, Microbiology
and Immunology
B.E., M.D. (Vanderbilt 2005, 2009) [2016]
JIRONG LONG, Associate Professor of Medicine
B.A., M.S., Ph.D. (Sichuan Agricultural University [China] 1994, 1997,
2001) [2004]
JOHN R. LONG, Clinical Professor of Pediatrics
B.A. (Duke 1998); M.D. (Vanderbilt 2002) [2005]
LIBBY LONG, Assistant Clinical Professor of Pediatrics
B.A. (Northwestern 1996); M.D. (Illinois, College of Medicine, Chicago
2000) [2012]
MELISSA C. LONG, Assistant in Medicine
B.S.N. (Western Kentucky 2008); M.S.N. (Belmont 2013) [2014]
RUTH BARRON LONG, Clinical Professor of Pediatrics
B.S. (Auburn 1978); M.D. (Vanderbilt 1982) [2007]
REID LONGMUIR, Assistant Professor of Ophthalmology and Visual
Sciences
B.S., M.D. (Iowa 1998, 2002) [2014]
COLIN G. LOONEY, Assistant Professor of Clinical Orthopaedic Surgery
and Rehabilitation
B.S. (Washington and Lee 1996); M.D. (Duke 2001) [2009]
PETER T. LOOSEN, Professor of Psychiatry, Emeritus
M.D., Ph.D. (Munich [Germany] 1970, 1974) [1986]
CARLOS F. LOPEZ, Assistant Professor of Cancer Biology; Assistant
Professor of Biomedical Informatics
B.S. (Miami 1998); Ph.D. (Pennsylvania 2004) [2012]
MARCOS GABRIEL LOPEZ, Assistant Professor of Anesthesiology
B.S. (Trinity [Texas] 2006); M.S. (Mayo Graduate School [MN]
2010); M.D. (Mayo Medical 2011) [2016]
ASHLEY J. LORD, Assistant in Medicine
B.S.N. (Clemson 2003); M.S.N. (Vanderbilt 2010) [2010]
NANCY M. LORENZI, Professor of Biomedical Informatics; Adjunct
Professor of Nursing
A.B. (Youngstown State 1966); M.S. (Case Western Reserve
1968); M.A. (Louisville 1975); Ph.D. (Cincinnati 1980) [2001]
AMANDA N. LORINC, Assistant Professor of Anesthesiology
B.S. (Georgia 2001); M.D. (Medical College of Georgia 2007) [2012]
WHITNEY A. LORING, Assistant Professor of Pediatrics; Assistant
Professor of Psychiatry and Behavioral Sciences
B.S. (Florida 2002); M.A. (Argosy 2005); Psy.D. (Georgia Professional
School of Psychology 2008) [2011]
RICHARD R. LOTSHAW, Assistant Professor of Clinical Obstetrics and
Gynecology
B.S. (Ohio State 1981); M.D. (West Virginia 1988) [2008]
ASHLEY D. LOVE, Assistant in Pediatrics
B.S. (Texas A & M 2006); M.Ed. (Vanderbilt 2013) [2017]
HANNAH LOVEJOY, Assistant Professor of Anesthesiology
A.B. (Harvard 2006); M.D. (Florida 2010) [2015]
STEVEN A. LOVEJOY, Assistant Professor of Orthopaedic Surgery and
Rehabilitation
B.S. (Kentucky, Lexington 1976); M.D. (West Virginia 1980) [2006]
CHRISTINE M. LOVLY, Assistant Professor of Medicine; Assistant
Professor of Cancer Biology
B.A. (Johns Hopkins 1997); Ph.D., M.D. (Washington University 2006,
2006) [2012]
HAROLD N. LOVVORN III, Associate Professor of Pediatric
Surgery; Associate Professor of Pediatrics
B.S. (Duke 1987); M.D. (UT Health Science Center [Tennessee]
1993) [2002]
LISA L. LOWE, Clinical Professor of Pediatrics
B.S. (Middle Tennessee State 1980); M.D. (East Tennessee State
1984) [2007]
WHITSON LOWE, Assistant Clinical Professor of Urologic Surgery
B.A. (Yale 1981); M.D. (Vanderbilt 1986) [1992]
DEBORAH E. LOWEN, Associate Professor of Pediatrics
B.S. (Duke 1989); M.D. (Wake Forest 1993) [2010]
JAMES E. LOYD, Rudy W. Jacobson Chair in Pulmonary
Medicine; Professor of Medicine
B.S., M.D. (West Virginia 1969, 1973) [1983]
Archived 2017/2018
School of Medicine Catalog
170 171VANDERBILT UNIVERSITY School of Medicine / Faculty
HENG LU, Research Instructor in Surgery
B.S., Ph.D. (Wuhan [China] 2001, 2006) [2016]
ERIN NICOLE LUCAS, Assistant in Medicine
B.S.N. (Chamberlain College of Nursing 2012); M.S.N. (Belmont
2015) [2017]
KATE E. LUCK, Assistant in Pediatrics
B.S.N. (Truman State 2008); M.S.N. (Vanderbilt 2013) [2014]
GWYNETTA M. LUCKETT, Assistant Clinical Professor of Pediatrics
B.S. (Alabama State 1994); M.D. (South Alabama 1998) [2008]
ABIGAIL GILLMOR LUFFMAN, Assistant in Surgery
B.A. (Carleton College 1993); M.A. (Northwestern 1999); A.D.N.
(Tennessee State 2005); M.S.N. (Vanderbilt 2015) [2015]
FRIEDRICH C. LUFT, Adjunct Professor of Medicine
B.A. (Colorado College 1964); M.D. (Thomas Jefferson 1968) [2012]
WILLIAM E. LUMMUS, Assistant Professor of Emergency Medicine
B.S. (Birmingham-Southern 1990); M.D. (Alabama, Birmingham
1994) [1998]
LEA ANN LUND, Associate Clinical Professor of Pediatrics
B.S. (Tennessee 1998); M.D. (UT Health Science Center [Tennessee]
2003) [2008]
HAOXIANG LUO, Associate Professor of Mechanical
Engineering; Associate Professor of Otolaryngology
B.S., M.S. (Tsinghua [China] 1996, 1999); Ph.D. (California, San Diego
2004) [2007]
WEIFENG LUO, Research Instructor in Medicine
B.S. (Xinxiang Medical College[China] 1986); M.S. (Henan Medical
[China] 1995); Ph.D. (Chinese Academy of Preventive Medicine
2001) [2014]
WENTIAN LUO, Research Instructor in Medicine
B.S. (Shanghai Medical [China] 1982); M.D. (Xi’an Medical [China]
1990); Ph.D. (Nagasaki [Japan] 1997) [2006]
YU LUO, Assistant Professor of Radiology and Radiological Sciences
B.S., M.S. (China Pharmaceutical 1987, 1992); Ph.D., M.D. (Wayne
State 1998, 2005) [2012]
MARK LUSCO, Assistant Professor of Pathology, Microbiology and
Immunology
B.S., M.D. (Alabama, Birmingham 1993, 2001) [2014]
MELANIE LUTENBACHER, Associate Professor of Nursing; Associate
Professor of Pediatrics
B.S.N. (Texas 1974); M.S.N. (California State 1986); Ph.D. (Kentucky,
Lexington 1994) [1993]
JAMES M. LUTHER, Assistant Professor of Medicine; Assistant Professor
of Pharmacology
B.S. (Lipscomb 1997); M.D., M.S.C.I. (Vanderbilt 2001, 2006) [2008]
HUNG N. LUU, Adjunct Assistant Professor of Medicine
M.D. ( 1997); M.P.H. (Tulane 2003); Ph.D. (Texas, Houston 2011) [2016]
CINDY K. LYBARGER, Assistant in Pediatrics
B.S.N. (Evansville 1979); M.S.N. (Vanderbilt 1990); MSN,PNP [1991]
TERRY P. LYBRAND, Professor of Chemistry; Professor of
Pharmacology
B.S. (South Carolina 1980); Ph.D. (California, San Francisco
1984) [2000]
AMY LARSEN LYNCH, Instructor in Clinical Anesthesiology; Instructor in
Clinical Pediatrics
B.S. (Centre 1986); M.D. (Louisville 1990) [2004]
AMOSY E. M’KOMA, Associate Professor of Biochemistry and Cancer
Biology at Meharry Medical College; Adjunct Associate Professor of
Surgery at Vanderbilt University School of Medicine
M.D. (Kharkov Medical Institute [Ukraine] 1984); Licentiate Diploma,
Ph.D. (Karolinska Institute [Sweden] 1999, 2001) [2007]
IAN G. MACARA, Louise B. McGavock Chair; Professor of Cell and
Developmental Biology; Chair of the Department of Cell and
Developmental Biology
B.Sc., Ph.D. (Sheffield [U.K.] 1970, 1974) [2012]
ROBERT L. MACDONALD, Margaret and John Warner Chair for
Neurological Education; Professor of Neurology; Professor
of Molecular Physiology and Biophysics; Professor of
Pharmacology; Chair of the Department of Neurology
S.B. (Massachusetts Institute of Technology 1966); Ph.D., M.D.
(Virginia 1969, 1973) [2001]
JAMES R. MACDONALD, Instructor in Clinical Medicine; Instructor in
Clinical Pediatrics
B.S., M.D. (Dalhousie [Canada] 1991, 1995) [2004]
RACHEL LENOX MACE, Associate Professor of Clinical Pediatrics
B.S. (Purdue 1982); M.D. (Vanderbilt 1986) [1989]
JOHN W. MACEY, JR., Clinical Instructor in Obstetrics and Gynecology
B.A., M.D. (Vanderbilt 1982, 1986) [1991]
JASON MACGURN, Assistant Professor of Cell and Developmental
Biology
B.A. (Chicago 2000); Ph.D. (California, San Francisco 2007) [2013]
CHRISTINE MACLEAN, Assistant in Medicine
B.S.N. (Illinois, College of Medicine, Chicago 1982); M.S.N. (Vanderbilt
2005) [2010]
MEENAKSHI S. MADHUR, Assistant Professor of Medicine; Assistant
Professor of Molecular Physiology and Biophysics
B.S. (Duke 1996); Ph.D., M.D. (Virginia 2003, 2005) [2012]
MARK A. MAGNUSON, Louise B. McGavock Chair; Professor
of Molecular Physiology and Biophysics; Professor of
Medicine; Professor of Cell and Developmental Biology
B.A. (Luther 1975); M.D. (Iowa 1979) [1987]
ANITA MAHADEVAN-JANSEN, Orrin H. Ingram Chair in Biomedical
Engineering; Professor of Biomedical Engineering; Professor
of Neurological Surgery; Director of Undergraduate Studies in
Biomedical Engineering
B.S., M.S. (Bombay [India] 1988, 1990); M.S., Ph.D. (Texas 1993,
1996) [1997]
ROSEANN MAIKIS, Clinical Instructor in Obstetrics and Gynecology
B.S. (Boston College 1992); M.D. (Stony Brook 1996) [2000]
NATHALIE L. MAITRE, Adjoint Associate Professor of Hearing and
Speech Sciences
M.A., B.A. (Boston University 1990, 1990); Ph.D., M.D. (Medical
University of South Carolina 1997, 2002) [2008]
SUSAN M. KRISINSKI MAJKA, Associate Professor of
Medicine; Associate Professor of Pathology, Microbiology and
Immunology; Associate Professor of Cell and Developmental Biology
B.S. (Rutgers 1992); Ph.D. (New Mexico 1997) [2012]
AMY S. MAJOR, Associate Professor of Medicine; Associate Professor of
Pathology, Microbiology and Immunology
B.S. (Wheeling Jesuit 1991); Ph.D. (West Virginia 1998) [2002]
SARAH MAJSTORAVICH, Assistant Professor of Clinical Pediatrics
B.S. (North Carolina 2002); M.D. (East Carolina 2008) [2016]
RANDALL J. MALCHOW, Associate Professor of Clinical Anesthesiology
B.S. (U.S. Military Academy 1983); M.D. (Wisconsin 1987) [2008]
ARNOLD W. MALCOLM, Professor of Radiation Oncology, Emeritus
B.A. (Kent State 1969); M.D. (Meharry Medical 1973) [2005]
FABIEN MALDONADO, Associate Professor of Medicine; Associate
Professor of Thoracic Surgery
M.D. (Bourgogne [France] 2002) [2015]
CHRISTOPHER T. MALEY, Assistant Professor of Clinical Psychiatry and
Behavioral Sciences
B.A. (Memphis 1994); M.D. (UT Health Science Center [Tennessee]
2006) [2010]
MEGAN FRANCES MALIK, Assistant Professor of Clinical Pediatrics
B.S. (John Carroll 2004); M.D. (Toledo 2008) [2014]
BRADLEY ADAM MALIN, Professor of Biomedical Informatics; Professor
of Computer Science; Associate Professor of Biostatistics
B.S., M.S., M.Phil., Ph.D. (Carnegie Mellon 2000, 2002, 2003,
2006) [2006]
SIMON A. MALLAL, Major E.B. Stahlman Chair in Infectious Diseases
and Inflammation; Professor of Pathology, Microbiology and
Immunology; Professor of Medicine
M.B.B.S. (Western Australia 1983) [2013]
ROBERT E. MALLARD, Clinical Professor of Pediatrics
B.A. (Rochester 1971); M.D. (Vanderbilt 1974) [1977]
JACK DANIEL MALLETTE, Assistant Clinical Professor of Oral and
Maxillofacial Surgery
B.S. (Middle Tennessee State 2000); D.D.S. (UT Health Science
Center [Tennessee] 2005) [2015]
Archived 2017/2018
School of Medicine Catalog
172 173VANDERBILT UNIVERSITY School of Medicine / Faculty
NASREEN MALLIK, Assistant Clinical Professor of Psychiatry and
Behavioral Sciences
M.B.B.S. (Jawaharlal Nehru [India] 1989) [2004]
HANNAH M. MALONEY, Assistant in Anesthesiology
B.S. (Cornell 1999); M.S.N. (Vanderbilt 2010) [2011]
BETH ANN MALOW Burry Chair in Cognitive Childhood
Development; Professor of Neurology; Professor of Pediatrics
B.S., M.D. (Northwestern 1984, 1986); M.S. (Michigan 1997) [2003]
BRAD E. MALTZ, Assistant Professor of Clinical Medicine
B.S. (Florida Atlantic 1998); M.D. (Miami 2003) [2006]
RAVINDER REDDY MANDA, Assistant Professor of Clinical Medicine
M.D. (Kakatiya [India] 1990) [2009]
TIMOTHY C. MANGRUM, Associate Clinical Professor of Pediatrics
B.S. (Lipscomb 1990); M.D. (Tennessee 1994); MD,FNP [1998]
H. CHARLES MANNING, Professor of Radiology and Radiological
Sciences; Professor of Neurological Surgery; Professor of
Biomedical Engineering; Ingram Associate Professor of Cancer
Research; Associate Professor of Chemistry
B.Sc. (Tarleton State 2000); Ph.D. (Texas Tech University
2004) [2008]
JOHN F. MANNING, JR., Assistant Professor of Medical Education and
Administration; Chief Operating Officer, Corporate Chief of Staff
B.S. (Worcester Polytechnic Institute 1980); Ph.D. (Notre Dame
1986); M.B.A. (Chicago 1997) [2004]
LINDA G. MANNING, Assistant Professor of Physical Medicine and
Rehabilitation; Assistant Professor of Clinical Psychiatry and
Behavioral Sciences
B.S., Ph.D. (Texas 1977, 1988) [1998]
KYLE MANNION, Assistant Professor of Otolaryngology
B.S. (North Carolina 1997); M.D. (Connecticut 2002) [2007]
TINA MANSHADI, Clinical Instructor in Pediatrics
B.S. (Texas 2008); M.D. (Baylor 2012) [2016]
GEORGIA STANDKE MANSOUR, Assistant in Radiation Oncology
B.S. (Texas A & M 2010); Master of Physician Assistant Program
(Louisiana State, Shreveport 2013) [2016]
VARTGEZ MANSOURIAN, Assistant Professor of Clinical Physical
Medicine and Rehabilitation
B.S., B.S. (Georgia State 1981, 1982); M.D. (Medical College of
Georgia 1988) [2016]
KALPANA MANTHIRAM, Adjunct Assistant Professor of Pediatrics
B.S. (Texas 2005); M.D. (Texas, Southwestern Medical
2009); M.S.C.I. (Vanderbilt 2015) [2015]
MUDOLA VUHANDALI MANYANO, Adjunct Assistant Professor of
Anesthesiology
M.B.Ch.B (Nairobi [Kenya] 2005); M.Med. (Aga Khan University
[Kenya] 2011); M.Ed. (London [U.K.] 2014) [2017]
KEVIN M. MAQUILING, Assistant Professor of Clinical Medicine
B.A. (Pennsylvania 1987); M.D. (Rush 1991) [2011]
TRACI MARCRUM, Assistant in Cardiac Surgery
B.S.N. (East Tennessee State 2001); M.S. (California, San Francisco
2011) [2016]
LARRY W. MARKHAM, Associate Professor of Pediatrics; Associate
Professor of Medicine
B.S. (Belmont 1992); M.D. (East Tennessee State 1996); M.S.
(Cincinnati 2006) [2007]
MELINDA H. MARKHAM, Associate Professor of Clinical Pediatrics
B.A. (Hendrix 1992); M.D. (Arkansas 1996) [2007]
TIFFANIE MARKUS, Research Assistant Professor of Health Policy
B.A., M.A. (Austin Peay State 1998, 1999); Ph.D. (Southern Illinois
2002) [2015]
AIMEE W. MARLAR, Assistant in Anesthesiology
B.S. (Auburn 2000); M.S. (Trevecca Nazarene 2012) [2012]
LAWRENCE J. MARNETT, Dean of Basic Sciences; University Professor
of Biochemistry and Chemistry; Mary Geddes Stahlman Chair in
Cancer Research; Professor of Chemistry; Professor of Pharmacology
B.S. (Rockhurst 1969); Ph.D. (Duke 1973) [1989]
SAMUEL R. MARNEY, JR., Associate Professor of Medicine, Emeritus
B.A., M.D. (Virginia 1955, 1960) [1968]
RENE MAROIS, Professor of Psychology; Associate Professor of
Radiology and Radiological Sciences; Chair of Psychology
B.S. (McGill [Canada] 1986); M.S. (Dalhousie [Canada] 1989); Ph.D.
(Yale 1996) [1999]
KRISTIN EHST MARTEL, Assistant Clinical Professor of Pediatrics
B.S., M.D. (Vanderbilt 1999, 2003) [2007]
GLENROY DEAN A. MARTIN, Adjunct Assistant Professor of
Chemistry; Adjunct Assistant Professor of Pharmacology
B.Sc., Ph.D. (West Indies [Jamaica] 1996, 2003) [2015]
MARIE H. MARTIN, Research Assistant Professor of Health Policy
B.A., M.Ed. (Vanderbilt 1995, 2006); Ph.D. (Tennessee State
2016) [2016]
PETER R. MARTIN, Professor of Psychiatry and Behavioral
Sciences; Professor of Pharmacology
B.Sc., M.D. (McGill [Canada] 1971, 1975); M.Sc. (Toronto [Canada]
1979) [1986]
RAYMOND S. MARTIN III, Associate Clinical Professor of Surgery at St.
Thomas Medical Center
B.A. (Vanderbilt 1972); M.D. (Johns Hopkins 1976) [1987]
RITA MANRY MARTIN, Assistant in Surgery
B.A. (University of the South 2003); M.S.N. (Vanderbilt 2009) [2011]
SARA F. MARTIN, Assistant Professor of Medicine
B.S., M.D. (North Carolina 2002, 2006) [2010]
T. JOHN MARTIN, Adjunct Research Professor of Medicine
M.B.B.S., M.D., D.Sc. (Melbourne [Australia] 1960, 1969,
1979) [2010]
WILLIAM H. MARTIN, Professor of Medicine; Professor of Radiology and
Radiological Sciences
B.S. (William and Mary 1971); M.D. (Medical University of South
Carolina 1975) [1995]
WILLIAM P. MARTIN, Assistant in Pediatrics
B.S. (Saint Joseph’s, Philadephia 2012); M.Ed. (Pittsburgh
2014) [2016]
J. ANDRES MARTINEZ, Assistant Professor of Clinical Pediatrics
B.S., M.D. (South Alabama 1995, 1999) [2003]
WILLIAM MARTINEZ, Assistant Professor of Medicine
A.B. (Dartmouth 1999); M.S. (California, Berkeley 2005); M.D.
(California, San Francisco 2007) [2013]
JEFFREY E. MARTUS, Associate Professor of Orthopaedic Surgery and
Rehabilitation
B.S.E., M.S., M.D. (Michigan 1996, 1998, 2001) [2007]
DEBBIE A. MASEMER, Assistant in Neurological Surgery
B.S.N. (Middle Tennessee State 2000); M.S.N. (Vanderbilt
2006) [2011]
EMILY F. MASON, Assistant Professor of Pathology, Microbiology and
Immunology
A.B. (Harvard 2002); Ph.D., M.D. (Duke 2011, 2011) [2016]
FRANK M. MASON, Research Assistant Professor of Medicine
B.S. (Massachusetts Institute of Technology 2004); Ph.D. (Duke
2011) [2016]
LEILANI M. MASON, Assistant Professor of Clinical Obstetrics and
Gynecology
B.S. (Alverno 1998); M.S.N. (Marquette 2001) [2009]
WENDI MASON, Assistant in Medicine
B.S.N. (Tennessee State 1996); M.S.N. (Vanderbilt 2003) [2013]
PIERRE P. MASSION, Cornelius Vanderbilt Chair in Medicine; Professor
of Medicine; Professor of Cancer Biology
B.S., M.D. (Université Catholique de Louvain [Belgium] 1983,
1987) [2001]
KELLEY J. MAST, Assistant Professor of Pathology, Microbiology and
Immunology
B.S. (Kent State 2001); M.D. (Northeastern Ohio Universities
2005) [2014]
RYOTA MASUZAKI, Research Assistant Professor of Surgery
M.D. (Oita [Japan] 2000); Ph.D. (Tokyo [Japan] 2010) [2014]
DORA SZTIPANOVITS MATHE, Assistant Professor of Clinical
Ophthalmology and Visual Sciences
B.S. (Washington University 2002); M.S. (Vanderbilt 2004); O.D.
(California, Berkeley 2008) [2011]
Archived 2017/2018
School of Medicine Catalog
172 173VANDERBILT UNIVERSITY School of Medicine / Faculty
LESLEE NISSING MATHENY, Assistant Professor of Medicine
B.S. (North Carolina 2006); M.D. (Louisiana State 2011) [2016]
MICHAEL E. MATHENY, Associate Professor of Biomedical
Informatics; Assistant Professor of Medicine; Assistant Professor of
Biostatistics
B.S., M.D. (Kentucky, Lexington 1997, 2001); M.S. (Massachusetts
Institute of Technology 2006); M.P.H. (Harvard 2007) [2007]
JESSICA L. MATHER, Assistant Professor of Clinical Ophthalmology and
Visual Sciences
B.S. (Florida State 2006); M.D. (East Tennessee State 2011) [2015]
SIJO MATHEW, Research Assistant Professor of Medicine
B.F.A. (Kerala [India] 1998); Ph.D. (Central Food Technological
Research Institute [India] 2006) [2012]
JEFFREY A. MATHEWS, Assistant Clinical Professor of Surgery
B.S. (Tennessee 1990); M.D. (Memphis 1994) [2012]
LETHA MATHEWS, Associate Professor of Clinical Anesthesiology
M.B.B.S. (Gauhati [India] 1981) [1994]
LYNN M. MATRISIAN, Adjunct Professor of Cancer Biology
B.S. (Bloomsburg 1975); Ph.D. (Arizona 1982); M.B.A. (Vanderbilt
2013) [1986]
MELISSA MATTHEWS, Assistant in Pediatric Surgery
B.S.N. (Mississippi 2008); M.S.N. (Vanderbilt 2012) [2014]
HEINRICH J. G. MATTHIES, Research Assistant Professor of Molecular
Physiology and Biophysics
B.A., Ph.D. (Chicago 1983, 1993) [2002]
ROBERT J. MATUSIK, William L. Bray Chair in Urology; Professor
of Cancer Biology; Professor of Cell and Developmental
Biology; Professor of Urologic Surgery
B.S. (Loyola 1970); Ph.D. (Rochester 1976) [1996]
SONIA MATWIN, Assistant Professor of Psychiatry and Behavioral
Sciences
B.A. (Queen’s [Canada] 2001); M.S., Ph.D. (Utah 2004, 2007) [2016]
LOUISE ANN MAWN, Professor of Ophthalmology and Visual
Sciences; Associate Professor of Neurological Surgery
B.A. (Duke 1985); M.D. (Wake Forest 1990) [1998]
G. PATRICK MAXWELL, Assistant Clinical Professor of Plastic Surgery
B.S., M.D. (Vanderbilt 1968, 1972) [1981]
ANGELA C. MAXWELL-HORN, Assistant Professor of Pediatrics
B.S. (Wheaton 2002); M.D. (Rush 2007) [2015]
ADDISON K. MAY, Ingram Chair in Surgical Sciences; Professor of
Surgery; Professor of Anesthesiology
B.A. (Virginia 1982); M.D. (Medical University of South Carolina
1988) [2001]
JAMES M. MAY, Professor of Medicine; Professor of Molecular
Physiology and Biophysics
B.S. (Yale 1969); M.D. (Vanderbilt 1973) [1986]
MICHAEL E. MAY, Assistant Professor of Medicine
B.S. (Spring Hill 1971); Ph.D., M.D. (Medical University of South
Carolina 1976, 1978) [1986]
LINDSAY SATTERWHITE MAYBERRY, Assistant Professor of Medicine
B.A. (Vanderbilt 2006); M.S. (North Carolina, Greensboro 2008); M.S.,
Ph.D. (Vanderbilt 2010, 2012) [2014]
INGRID A. MAYER, Associate Professor of Medicine
M.D. (Sao Paulo [Brazil] 1993); M.S.C.I. (Vanderbilt 2006) [2003]
WILLIAM H. MAYNARD, Assistant Professor of Clinical Medicine
B.A. (Vanderbilt 1987); M.D. (UT Health Science Center [Tennessee]
1992) [1996]
PATRICK O’NEAL MAYNORD, Assistant Professor of
Pediatrics; Assistant Professor of Anesthesiology
B.S. (Tennessee 1999); M.D. (UT Health Science Center [Tennessee]
2004) [2011]
JACKIEL R. MAYO, Assistant Professor of Clinical Radiology and
Radiological Sciences
M.D. (Cape Town [South Africa] 1968) [1996]
KATHLEEN A. MAYOR-LYNN, Assistant Clinical Professor of Obstetrics
and Gynecology
B.S. (Florida 1996); M.D. (Miami [Florida] 2002); M.S.C.I. (Florida
2008) [2015]
FRANCISCO J. MAYORQUIN, Assistant Clinical Professor of Medicine
B.A., M.D. (South Florida 1984, 1989) [1996]
MARGARET ANN MAYS, Instructor in Clinical Radiology and Radiological
Sciences
B.A. (Mississippi 2007); M.D. (UT Health Science Center [Tennessee]
2011) [2016]
MURRAY J. MAZER, Associate Professor of Radiology and Radiological
Sciences; Assistant Professor of Surgery
B.Sc., M.D. (Manitoba [Canada] 1965, 1969) [1982]
VIRGINIA B. MAZZONI, Assistant Professor of Clinical Obstetrics and
Gynecology
B.S. (Clemson 2001); M.D. (Medical University of South Carolina
2005) [2010]
STEPHANIE A. MCABEE, Assistant Professor of Medicine
B.S., M.D. (Vanderbilt 1997, 2001) [2008]
MARY RUTH MCBEAN, Instructor in Clinical Medicine; Instructor in
Clinical Pediatrics
M.D. (Toronto [Canada] 1978) [2013]
KAREN R. MCCARTY, Assistant in Medicine
B.S.N., M.S.N. (Vanderbilt 1986, 1992) [2004]
DEVIN L. MCCASLIN, Adjunct Associate Professor of Hearing and
Speech Sciences
B.S. (Northern Michigan 1992); M.S. (Wayne State 1995); Ph.D. (Ohio
State 1999) [2003]
MICHAEL J. MCCAUGHEY, Research Associate Professor of Molecular
Physiology and Biophysics
B.S. (Notre Dame 1985); M.S., Ph.D. (Illinois, Champaign 1988,
1991) [2005]
LAUREN N. MCCLAIN, Assistant Professor of Clinical Pediatrics
B.S., M.D. (Arkansas 2006, 2010) [2015]
MARK S. MCCLAIN, Research Associate Professor of Medicine
B.S. (Ohio State 1987); Ph.D. (Michigan 1992) [1999]
THERESA ANN MCCLUNG, Assistant Professor of Clinical
Anesthesiology
B.A., M.D. (Wake Forest 2005, 2010) [2015]
ROBERT W. MCCLURE, Assistant Clinical Professor of Medicine
B.S. (Lipscomb 1982); M.D. (Vanderbilt 1986) [1992]
STEPHANIE C. MCCLURE, Clinical Professor of Medicine
B.S. (Free Will Baptist Bible College 1983); M.D. (East Tennessee
State 1987) [2014]
NICOLE STREIFF MCCOIN, Associate Professor of Emergency Medicine
B.S., M.D. (Vanderbilt 1999, 2003) [2006]
JOSHUA M. MCCOLLUM, Associate Clinical Professor of Pediatrics
B.S. (Lipscomb 1993); M.D. (UT Health Science Center [Tennessee]
1998) [2003]
JAMIE LOWE MCCORD, Assistant in Medicine
A.S. (Florida College 2003); B.S.N. (Western Kentucky 2006); M.S.N.
(Vanderbilt 2011) [2012]
DEBRA J. MCCROSKEY, Assistant Professor of Clinical
Pediatrics; Assistant Professor of Clinical Medicine
B.S. (Wisconsin, Milwaukee 1983); M.D. (Kansas 1984) [1995]
TIMOTHY J. MCCULLOUGH, Assistant in Medicine
B.S. (Northern Kentucky 2012); M.S. (Kentucky, Lexington
2015) [2017]
THOMAS L. MCCURLEY III, Associate Clinical Professor of Pathology,
Microbiology and Immunology
B.E., M.D. (Vanderbilt 1970, 1974) [1983]
TONNA MCCUTCHEON, Assistant in Surgery
B.A., B.S.N. (Ohio Wesleyan 1990, 1994); M.S.N. (Southern Indiana
2006) [2010]
HEATHER L. MCDANIEL, Assistant Professor of Clinical Pediatrics
B.S. (Indiana, Bloomington 1999); M.S. (Indiana-Purdue, Fort Wayne
2000); M.D. (Indiana, Indianapolis 2005) [2011]
JULIA MCDANIEL, Assistant in Medicine
B.S.N. (Lipscomb 2010); M.S.N. (Vanderbilt 2014) [2015]
EDWARD C. MCDONALD, Associate Professor of Clinical Pathology,
Microbiology and Immunology
B.S. (Middle Tennessee State 1970); M.D. (UT Health Science Center
[Tennessee] 1974) [1984]
MICHEL A. MCDONALD, Assistant Professor of Clinical Medicine
A.B. (Duke 1989); M.D. (Louisville 1993); M.B.A. (Tennessee
2005) [1997]
Archived 2017/2018
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174 175VANDERBILT UNIVERSITY School of Medicine / Faculty
MORGAN FITZ MCDONALD, Assistant Clinical Professor of Medicine
B.A., M.D. (Vanderbilt 1999, 2003) [2008]
OLIVER MCDONALD, Assistant Professor of Pathology, Microbiology
and Immunology
B.S. (Tennessee, Chattanooga 2000); Ph.D., M.D. (Virginia 2005,
2007) [2013]
W. HAYES MCDONALD, Research Assistant Professor of Biochemistry
B.S. (University of the South 1993); Ph.D. (Vanderbilt 1999) [2008]
KATHERINE E. MCDONELL, Assistant Professor of Neurology
B.A. (Washington University 2005); M.D. (Northwestern 2010) [2014]
JULIE MCELROY, Assistant Clinical Professor of Pediatrics
B.S. (Georgia 2002); M.D. (Mercer 2006) [2009]
MATTHEW D. MCEVOY, Professor of Anesthesiology
B.A. (Harvard 1997); M.D. (Medical University of South Carolina
2003) [2013]
LYNNE L. MCFARLAND, Associate in Psychiatry and Behavioral
Sciences
B.S., M.A. (Tennessee 1966, 1969); M.Ed., M.S.N. (Vanderbilt 1985,
1991) [1997]
ELIZABETH L. MCFARLIN, Assistant Clinical Professor of Pediatrics
B.S. (Lipscomb 2004); M.D. (East Tennessee State 2008) [2012]
JAMES R. MCFERRIN, Assistant Professor of Clinical Psychiatry and
Behavioral Sciences
B.A. (Vanderbilt 1971); M.D. (UT Health Science Center [Tennessee]
1974) [1982]
DANIEL MCGINLEY, Assistant Clinical Professor of Pediatrics
B.A. (Wake Forest 2004); M.D. (East Tennessee State 2008) [2012]
CATHERINE C. MCGOWAN, Associate Professor of Medicine
B.A., M.D. (Kansas 1983, 1987) [1995]
STUART MCGRANE, Associate Professor of Anesthesiology
M.B.Ch.B (Glasgow [U.K.] 1998); M.S.C.I. (Vanderbilt 2009) [2009]
TRACY JOBIN MCGRANE, Assistant Professor of Clinical Anesthesiology
B.S. (Alabama 1998); M.P.H., M.D. (Mercer 2001, 2006) [2010]
SUSAN G. MCGREW, Adjunct Associate Professor of Pediatrics
B.A. (Vermont 1976); M.D. (Northwestern 1981) [1988]
OWEN PATRICK MCGUINNESS, Professor of Molecular Physiology and
Biophysics
B.S. (SUNY, Stony Brook 1978); Ph.D. (Louisiana State 1983) [1984]
PHILIP MICHAEL MCGUIRE, Assistant Clinical Professor of Radiology
and Radiological Sciences
B.S. (Notre Dame 1988); M.D. (Vanderbilt 1992) [2009]
HASSANE S. MCHAOURAB, Louise B. McGavock Chair; Professor of
Molecular Physiology and Biophysics; Professor of Chemistry
B.S., M.S. (American University of Beirut [Lebanon] 1987,
1989); Ph.D. (Medical College of Wisconsin 1993) [2000]
MICHAEL J. MCHUGH, Associate Clinical Professor of Orthopaedic
Surgery and Rehabilitation
B.S. (Oregon 1980); M.D. (Johns Hopkins 1984) [2000]
MAUREEN MCHUGO, Research Instructor in Psychiatry and Behavioral
Sciences
B.S. (Pittsburgh 2003); Ph.D. (Vanderbilt 2014) [2015]
J. OLIVER MCINTYRE, Research Professor of Cancer Biology; Research
Professor of Radiology and Radiological Sciences
B.A., M.A. (Cambridge [U.K.] 1972, 1975); Ph.D. (Vanderbilt
1978) [1980]
JAMES A. MCKANNA, Associate Professor of Cell and Developmental
Biology, Emeritus
B.A. (Saint Olaf 1966); Ph.D. (Wisconsin 1972) [1976]
TARA MCKAY, Assistant Professor of Medicine, Health and
Society; Assistant Professor of Health Policy
B.A. (Occidental 2005); M.A., Ph.D. (California, Los Angeles 2008,
2013) [2015]
SAMUEL J. MCKENNA, Professor of Oral and Maxillofacial
Surgery; Chair of the Department of Oral and Maxillofacial Surgery
B.A. (California, San Diego 1976); D.D.S. (California, Los Angeles
1980); M.D. (Vanderbilt 1983) [1985]
ROBERT KENNETH MCKENZIE, Assistant in Medicine
B.A., M.A., M.S. (Trevecca Nazarene 1990, 1994, 2007) [2016]
LINDSEY COLMAN MCKERNAN, Assistant Professor of Physical
Medicine and Rehabilitation; Assistant Professor of Clinical Psychiatry
and Behavioral Sciences; Assistant Clinical Professor of Psychology
B.A., M.A., Ph.D. (Tennessee 2006, 2010, 2012) [2014]
JARED JOHN MCKINNEY, Associate Professor of Emergency Medicine
B.S. (Purdue 1999); M.D. (Vanderbilt 2003) [2006]
JEFFRY P. MCKINZIE, Assistant Professor of Emergency
Medicine; Assistant Professor of Pediatrics
B.S. (Harding 1982); M.D. (Medical College of Virginia 1986) [1991]
COLIN D. MCKNIGHT, Assistant Professor of Radiology and Radiological
Sciences
B.S. (Duke 2004); M.D. (Oregon Health and Science 2009) [2016]
BETHANN MCLAUGHLIN, Assistant Professor of Neurology; Assistant
Professor of Pharmacology
B.A. (Skidmore 1990); Ph.D. (Pennsylvania 1997) [2002]
F. JOSEPH MCLAUGHLIN III, Associate Professor of
Pediatrics; Associate Clinical Professor of Psychology
B.A. (Vanderbilt 1971); M.A., Ph.D. (Peabody 1973, 1979) [1981]
MICHAEL J. MCLEAN, Associate Professor of Neurology; Associate
Professor of Pharmacology
A.B. (Chicago 1970); Ph.D., M.D. (Virginia 1976, 1978) [1985]
ALEXANDER C. MCLEOD, Clinical Professor of Medicine, Emeritus
A.B. (Princeton 1956); M.D. (Duke 1960); M.B.A. (Vanderbilt
1988) [1999]
BRUCE C. MCLEOD, Assistant Clinical Professor of Oral and Maxillofacial
Surgery
B.S. (Texas Christian 1980); D.D.S. (National Naval Dental School
1993) [2007]
KARIE A. MCLEVAIN-WELLS, Assistant Clinical Professor of Pediatrics
B.A. (Lipscomb 1990); M.D. (East Tennessee State 1996) [2000]
DOUGLAS G. MCMAHON, Stevenson Chair in Biological
Sciences; Professor of Biological Sciences; Professor of
Pharmacology; Chair, Department of Biological Sciences
B.A., Ph.D. (Virginia 1980, 1986) [2002]
KEVIN T. MCMANUS, Associate Professor of Clinical Radiology and
Radiological Sciences
B.S. (Gannon 1978); M.D. (Hahnemann Medical 1982) [1999]
ELISE D. MCMILLAN, Senior Associate in Psychiatry and Behavioral
Sciences
B.A. (Texas Tech University 1974); J.D. (Nashville School of Law
1983) [1995]
MICHAEL J. MCNAMARA, Associate Professor of Clinical Orthopaedic
Surgery and Rehabilitation
B.A. (Johns Hopkins 1980); M.D. (Duke 1984) [1990]
CANDACE D. MCNAUGHTON, Assistant Professor of Emergency
Medicine
M.D. (Washington University 2006); B.S. (Brigham Young
2007); M.P.H. (Vanderbilt 2012) [2010]
MARY K. MCNEAL, Assistant Clinical Professor of Pediatrics
B.S. (Western Kentucky 1994); M.D. (Louisville 1998) [2012]
TIMOTHY E. MCNUTT, Assistant Clinical Professor of Oral and
Maxillofacial Surgery
B.A. (Tennessee 1982); D.D.S. (UT Health Science Center
[Tennessee] 1986) [1999]
MELISSA L. MCPHEETERS, Adjunct Research Professor of Health Policy
B.A. (Wisconsin 1992); M.P.H., Ph.D. (North Carolina 1996,
2003) [2007]
JOHN A. MCPHERSON, Drs. Sol and Marvin Rosenblum Chair in
Medicine; Professor of Medicine
B.A. (Princeton 1989); M.D. (California, Los Angeles 1993) [2006]
KATHRYN ANN KELLY MCQUEEN, Professor of
Anesthesiology; Professor of Surgery
B.A. (Colorado College 1984); M.D. (Vermont 1991); M.P.H. (Harvard
2002) [2012]
JOHN R. MCRAE, Assistant Clinical Professor of Medicine
B.S. (Georgia Institute of Technology 1968); M.D. (Duke 1972) [1981]
KATHARINE M. MCREYNOLDS, Associate in Medicine
B.Sc. (Oxford Brookes University 1986); M.Sc. (London [U.K.]
2007); M.S.N. (Vanderbilt 2011) [2012]
Archived 2017/2018
School of Medicine Catalog
174 175VANDERBILT UNIVERSITY School of Medicine / Faculty
SAMANTHA MCREYNOLDS, Assistant in Medicine
B.S., M.S. (Lipscomb 2011, 2013); M.S. (Christian Brothers
2016) [2017]
DENNIS T. MCWEENEY, Associate Professor of Clinical Obstetrics and
Gynecology
B.S. (Hahnemann Medical 1997); D.O. (Arizona College of
Osteopathic Medicine 2003); M.Sc. (Mayo Medical 2010) [2010]
BETH P. MEADOR, Assistant in Medicine
B.S.N. (Eastern Kentucky 1975); M.S.N. (Vanderbilt
1977); RN,MSN,ANP [1988]
CLIFTON K. MEADOR, Professor of Medicine, Emeritus
B.A., M.D. (Vanderbilt 1952, 1955) [1973]
KEITH G. MEADOR, Professor of Psychiatry and Behavioral
Sciences; Professor of Health Policy; Director, Center for Biomedical
Ethics and Society
B.A. (Vanderbilt 1978); M.D. (Louisville 1982); Th.M. (Duke
1986); M.P.H. (North Carolina 1988) [2010]
M. PORTER MEADORS III, Assistant Clinical Professor of Medicine
B.S. (Washington and Lee 1979); M.D. (Mississippi 1984) [1990]
ANNA L. MEANS, Research Associate Professor of Surgery; Research
Associate Professor of Cell and Developmental Biology
B.S. (Ohio 1984); Ph.D. (Wisconsin, Milwaukee 1991) [2000]
CLAIRE E. MEENA-LEIST, Assistant Clinical Professor of Pathology,
Microbiology and Immunology
B.S., M.D. (Louisville 1982, 1987) [2010]
ANTJE MEFFERD, Assistant Professor of Hearing and Speech Sciences
M.A. (Nebraska, Omaha 2004); Ph.D. (Nebraska 2008) [2014]
KAREN M. MEGGAZINI, Adjunct Assistant Professor of Health Policy
B.S. (Framingham State 1989); M.S. (Copenhagen [Denmark]
2001); Dr.P.H. (Alabama, Birmingham 2008) [2012]
STEPHANIE R. MEHR, Assistant in Anesthesiology
B.A., M.S.N. (Vanderbilt 2008, 2010) [2012]
MITRA MEHRAD, Assistant Professor of Pathology, Microbiology and
Immunology
M.D. (Shiraz [Iran] 2007) [2016]
DEEPAK MEHROTRA, Clinical Professor of Pediatrics
B.S. (Millsaps 1988); M.D. (Mississippi 1992) [1998]
MELISSA B. MEIER, Assistant Clinical Professor of Oral and Maxillofacial
Surgery
B.S. (Vanderbilt 2010); D.M.D. (Tufts 2015) [2017]
JENS MEILER, Professor of Chemistry; Associate Professor of
Pharmacology; Associate Professor of Biomedical Informatics
VorDiplom, Diploma (Leipzig {Germany] 1995, 1998); Ph.D. (Frankfurt
[Germany] 2001) [2005]
HERBERT Y. MELTZER, Adjunct Professor of Psychiatry and Behavioral
Sciences
B.A. (Cornell 1958); M.A. (Harvard 1959); M.D. (Yale 1963) [1996]
GREGORY A. MENCIO, Neil E. Green, M.D. Chair in Pediatric
Orthopaedics; Professor of Orthopaedic Surgery and Rehabilitation
A.B., M.D. (Duke 1977, 1981) [1991]
LISA A. MENDES, Associate Professor of Medicine
B.A. (Ithaca 1983); M.D. (Connecticut 1987) [2002]
YANICE V. MENDEZ-FERNANDEZ, Adjunct Research Assistant
Professor of Medicine
B.S. (Puerto Rico, Rio Piedras 1998); Ph.D. (Mayo Medical
2004) [2010]
CARRIE CAMPBELL MCCOY MENSER, Assistant Professor of
Anesthesiology
B.S., M.D. (Vanderbilt 2004, 2008) [2013]
STEVEN G. MERANZE, Associate Dean for Faculty Affairs; Professor of
Radiology and Radiological Sciences; Professor of Surgery; Professor
of Urologic Surgery; Vice Chair, Department of Radiology and
Radiological Sciences
B.S. (Philadelphia 1975); M.D. (Thomas Jefferson 1979) [1992]
SUSAN L. MERCER, Adjunct Assistant Professor of Pharmacology
B.S. (Seton Hill 2004); Ph.D. (Maryland 2008) [2008]
RAYMOND L. MERNAUGH, Director, MLI Graduate Program; Research
Associate Professor of Biochemistry
B.S., M.S. (South Dakota State 1973, 1976); Ph.D. (Iowa State
1987) [1996]
WALTER H. MERRILL, Professor of Cardiac Surgery; Chief of Staff,
Vanderbilt University Hosptial
B.A. (University of the South 1970); M.D. (Johns Hopkins 1974) [2012]
WILLIAM DAVID MERRYMAN, Associate Professor of Biomedical
Engineering; Associate Professor of Pharmacology; Associate
Professor of Pediatrics; Associate Professor of Medicine; Associate
Chair of Biomedical Engineering
B.S., M.S. (Tennessee 2001, 2002); Ph.D. (Pittsburgh 2007) [2009]
HOWARD R. MERTZ, Assistant Clinical Professor of Medicine
B.A. (Johns Hopkins 1982); M.D. (Baylor 1986) [1994]
MARION L. MESSERSMITH, Assistant Clinical Professor of Oral and
Maxillofacial Surgery
M.S. (Saint Louis ); B.S., D.D.S. (Nebraska 1973, 1984) [2008]
INGRID M. MESZOELY, Ingram Associate Professor of Cancer
Research; Associate Professor of Surgery
B.A. (Northeastern 1985); M.D. (Boston University 1993) [2004]
BRET ALLEN METTLER, Assistant Professor of Cardiac Surgery
B.S., M.D. (South Dakota 1996, 2000) [2010]
JONATHAN M. METZL Frederick B. Rentschler II Professor of Sociology
and Medicine, Health, and Society; Professor of Medicine, Health,
and Society; Professor of Sociology; Professor of Psychiatry and
Behavioral Sciences; Professor of History; Professor of Health
Policy; Director of the Center for Medicine, Health, and Society
B.A. (Missouri, Kansas City 1991); M.A. (Stanford 1995); M.D.
(Missouri, Kansas City 1997); Ph.D. (Michigan 2001) [2011]
ALVIN H. MEYER, JR., Assistant Clinical Professor of Medicine
B.S. (Louisiana State, Shreveport 1963); M.D. (Louisiana State
1967) [1974]
BARBARA O. MEYRICK-CLARRY, Professor of Pathology, Microbiology
and Immunology, Emerita
M.Phil., Ph.D. (London [U.K.] 1974, 1976) [1981]
SARAH MIAN, Clinical Instructor in Pediatrics
B.S., M.P.H. (North Carolina 2008, 2012); M.D. (East Carolina
2013) [2016]
HEATHER A. MICHALAK, Assistant Clinical Professor of Pediatrics
B.A. (Wooster 1998); M.D. (Pennsylvania State 2002) [2009]
GREGORY FRANCIS MICHAUD, Professor of Medicine
B.A. (Haverford 1983); M.D. (Maryland, Baltimore 1990) [2017]
CHRISTINE M. MICHEEL, Research Assistant Professor of Medicine
A.B. (Washington University 1999); Ph.D. (California, Berkeley
2005) [2013]
ANDREW A. MICHEL, Assistant Professor of Psychiatry and Behavioral
Sciences
B.A. (Baylor 1999); M.D. (Vanderbilt 2003) [2009]
MARC A. MICKIEWICZ, Assistant Clinical Professor of Emergency
Medicine
B.S. (Illinois, Champaign 1995); M.D. (Illinois, College of Medicine,
Chicago 1999) [2003]
MARTHA K. MIERS, Assistant Professor of Pathology, Microbiology and
Immunology
B.S. (Virginia Polytechnic Institute 1972); M.S. (Virginia
Commonwealth 1978); M.B.A. (Vanderbilt 1986) [1980]
MICHAEL I. MIGA, Harvie Branscomb Chair; Professor of Biomedical
Engineering; Professor of Neurological Surgery; Professor of
Radiology and Radiological Sciences
B.S., M.S. (Rhode Island 1992, 1994); Ph.D. (Dartmouth 1998) [2000]
MEGAN E. MIGNEMI, Assistant Professor of Orthopaedic Surgery and
Rehabilitation
B.A. (Boston College 2004); M.D. (Vanderbilt 2009) [2015]
MARTIN C. MIHM, JR., Adjunct Professor of Pathology, Microbiology
and Immunology
A.B. (Duquesne 1955); M.D. (Pittsburgh 1961) [1989]
CAROL PROOPS MILAM, Assistant Clinical Professor of Psychiatry and
Behavioral Sciences
B.A., M.D. (West Virginia 1982, 1991) [1992]
DOUGLAS F. MILAM, Associate Professor of Urologic Surgery
B.S.E. (Pennsylvania 1980); M.S., M.D. (West Virginia 1982, 1986) [1991]
LISA D. MILAM, Instructor in Clinical Obstetrics and Gynecology
B.S.N. (Bethel College, Nashville [Tennessee] 1991); M.S.N.
(Vanderbilt 1996) [2012]
Archived 2017/2018
School of Medicine Catalog
176 177VANDERBILT UNIVERSITY School of Medicine / Faculty
MICHAEL ROBERT MILAM, Assistant Clinical Professor of Obstetrics
and Gynecology
B.S. (Vanderbilt 1996); M.D. (Kentucky, Lexington 2001); M.P.H.
(Texas, Houston 2007) [2015]
MERRICK MILES, Assistant Professor of Anesthesiology
B.S. (North Carolina State ); M.D. (Wake Forest 2010) [2015]
ADAM RICHARD MILITANA, Instructor in Clinical Radiology and
Radiological Sciences
B.S. (Belmont 2007); M.D. (UT Health Science Center [Tennessee]
2011) [2016]
ALISON N. MILLER, Assistant Professor of Medicine
B.S., M.D. (North Carolina 1996, 2001) [2007]
ANNE M. MILLER, Adjunct Research Associate Professor of
Anesthesiology
B.A. (Monash [Australia] 1993); Ph.D. (Queensland [Australia]
2004) [2007]
BONNIE M. MILLER, Senior Associate Dean for Health
Sciences Education; Professor of Medical Education and
Administration; Professor of Clinical Surgery
B.A. (Colorado College 1975); M.D. (Oklahoma 1980) [1987]
DAVID M. MILLER III, Professor of Cell and Developmental
Biology; Professor of Biological Science
B.S. (Southern Mississippi 1973); Ph.D. (Rice 1981) [1994]
EVA KATHRYN MILLER, Assistant Clinical Professor of Medicine
B.S. (Abilene Christian 1997); M.D. (Texas A & M 2002); M.P.H.
(Vanderbilt 2006) [2007]
GERALDINE G. MILLER, Professor of Medicine, Emerita
S.B. (Massachusetts Institute of Technology 1969); M.D. (California,
San Diego 1973) [1990]
HOLLY E. MILLER, Assistant in Pediatrics; Adjunct Instructor in Nursing
B.S., M.S.N. (Vanderbilt 2006, 2008) [2013]
JAMI L. MILLER, Assistant Professor of Medicine
B.A., M.D. (Virginia 1984, 1988) [1996]
KAREN F. MILLER, Senior Associate in Emergency Medicine
B.S.N. (Nazareth College [Michigan] 1985); M.P.A. (Western Michigan
2001) [2007]
MATTHEW S. MILLER, Assistant Professor of Medicine; Assistant
Professor of Pediatrics
B.S. (Abilene Christian 1997); M.D. (Texas A & M 2002) [2007]
MEAGAN MEREDITH MILLER, Assistant in Anesthesiology
B.S.N. (Alabama 2012); M.S.N. (Alabama, Birmingham 2016) [2017]
NICOLE L. MILLER, Associate Professor of Urologic Surgery
A.D.N. (Gwynedd-Mercy 1993); B.A. (La Salle 1995); M.D. (Pittsburgh
2000) [2007]
RANDOLPH A. MILLER, Cornelius Vanderbilt Chair; Professor of
Biomedical Informatics; Professor of Medicine
A.B. (Princeton 1971); M.D. (Pittsburgh 1976) [1994]
RICHARD S. MILLER, Professor of Surgery
B.A. (South Florida 1980); M.D. (Universidad CETEC [Dominican
Republic] 1983) [2002]
ROBERT F. MILLER, Professor of Clinical Medicine
B.A. (Colorado College 1976); M.D. (Vanderbilt 1982) [2001]
RONALD V. MILLER, Clinical Professor of Pediatrics
B.A. (Mississippi 1972); M.D. (Mississippi, Jackson 1976) [1983]
JAMES B. MILLS, JR., Assistant in Medicine
B.S. (Murray State 2007); M.S.N. (Vanderbilt 2012) [2012]
GINGER LOHR MILNE, Research Associate Professor of
Medicine; Research Associate Professor of Pharmacology
B.S. (Wake Forest 1997); Ph.D. (Vanderbilt 2002) [2005]
MONICA MARIE MILOVANCEV, Assistant in Pediatric Surgery
B.S.N. (Mount Mercy 2007); M.S.N. (Akron 2012) [2014]
SMRITI MISHRA, Research Instructor in Molecular Physiology and
Biophysics
Ph.D. (Jawaharlal Nehru [India] 2000) [2014]
DINA H. MISHU, Clinical Professor of Pediatrics
M.D. (Spartan [Saint Lucia] 1985) [1991]
RICHA MISRA, Assistant Professor of Clinical Medicine
B.A. (Pennsylvania 2000); M.D. (Vanderbilt 2004) [2013]
SUMATHI K. MISRA, Assistant Professor of Medicine
M.P.H., M.D. (Pittsburgh 1996, 1996) [2001]
KARL E. MISULIS, Clinical Professor of Neurology
B.Sc. (Queen’s [Canada] 1975); Ph.D. (SUNY, Syracuse 1980); M.D.
(Vanderbilt 1982) [1986]
WILLIAM M. MITCHELL, Professor of Pathology, Microbiology and
Immunology
B.A., M.D. (Vanderbilt 1957, 1960); Ph.D. (Johns Hopkins
1966) [1966]
KEVIN MAURICE MITCHELL, JR., Assistant Professor of
Medicine; Assistant Professor of Pediatrics
A.A., D.Pharm. (Florida Agricultural and Mechanical 2004, 2008); M.D.
(South Florida 2012) [2016]
SHILPI MITTAL, Assistant Professor of Clinical Neurology
M.B.B.S. (Aligarh Muslim [India] 2006) [2015]
AMANDA H. SALANITRO MIXON, Assistant Professor of Medicine
B.A. (Earlham School of Religion 1995); M.D. (Texas Tech University
2004); M.P.H. (Alabama, Birmingham 2009) [2010]
CATHERINE HURLEY MIZE, Assistant in Pediatrics
B.A., M.S.N. (Vanderbilt 2010, 2012) [2015]
DARA ECKERLE MIZE, Assistant Professor of Biomedical
Informatics; Assistant Professor of Medicine
B.S. (Tennessee 2004); M.D. (Memphis 2008) [2014]
MATTHEW K. MIZUKAWA, Assistant Clinical Professor of Oral and
Maxillofacial Surgery
B.S. (Brigham Young 2003); D.M.D. (Nevada, Las Vegas 2007) [2012]
BRET C. MOBLEY, Assistant Professor of Pathology, Microbiology and
Immunology
A.B. (Stanford 1998); M.S., M.D. (Michigan 2003, 2005) [2010]
J D. MOCCO, Adjunct Associate Professor of Neurological Surgery
B.S. (Miami 1995); M.D., M.S. (Columbia 2000, 2007) [2011]
KATHARINA BARBARA MODES, Assistant Professor of Clinical
Anesthesiology
M.D. (Universität Regensburg [Germany] 2007) [2016]
SANJAY R. MOHAN, Assistant Professor of Medicine
B.A. (Johns Hopkins 2000); M.D. (Pennsylvania State 2004); M.S.C.I.
(Vanderbilt 2014) [2011]
HAMED MOJAHED, Adjunct Instructor in Radiology and Radiological
Sciences
B.S. (Massachusetts 2004); M.S., M.Phil., Ph.D. (Columbia 2006,
2009, 2013) [2014]
KENNETH J. MONAHAN, Assistant Professor of Medicine
M.S., M.D. (Virginia 1997, 2001) [2008]
SALLY H. MONAHAN, Assistant Professor of Clinical Medicine
B.A. (Mississippi State 1997); M.S. (Virginia 1998); M.D. (Mississippi,
Jackson 2007) [2011]
ABELARDO C. MONCAYO, Senior Lecturer for the Center for Medicine,
Health, and Society; Associate Clinical Professor of Health Policy
B.S., M.S. (Ohio 1988, 1993); Ph.D. (Massachusetts, Boston
1998) [2005]
TODD MONROE, Assistant Professor of Nursing; Assistant Professor of
Psychiatry and Behavioral Sciences
B.S.N. (Southern Mississippi 1998); M.S.N. (Alabama, Birmingham
2002); M.S. (Memphis 2007); Ph.D. (UT Health Science Center
[Tennessee] 2010) [2010]
JAY ALAN MONTGOMERY, Assistant Professor of Medicine
B.S., M.D. (Kansas 2004, 2008) [2016]
STEPHEN A. MONTGOMERY, Assistant Professor of Clinical Psychiatry
and Behavioral Sciences
B.S. (Rhodes College 1990); M.D. (UT Health Science Center
[Tennessee] 1994) [2002]
CHRISTOPHER P. MONTVILLE, Assistant Clinical Professor of Obstetrics
and Gynecology
B.S., M.S. (Wyoming 1996, 1998); M.D. (University of Washington
2002) [2015]
LAUREN GOODSON MOODY, Instructor in Clinical Obstetrics and
Gynecology
B.S. (Auburn 2008); M.S. (Vanderbilt 2015) [2015]
KARIN C. MOOLMAN, Associate Professor of Clinical
Medicine; Associate Professor of Clinical Pediatrics
M.B.Ch.B (Universiteit Stellenbosch [South Africa] 1986) [2009]
Archived 2017/2018
School of Medicine Catalog
176 177VANDERBILT UNIVERSITY School of Medicine / Faculty
TROY D. MOON, Associate Professor of Pediatrics
B.S. (Florida State 1992); M.P.H. (Alabama, Birmingham 1996); M.D.
(Florida 2001) [2007]
KAREL G. MOONS, Adjunct Professor of Biostatistics
M.Sc. (Netherlands Institute for Health Sciences 1994); Ph.D.
(Erasmus [Netherlands] 1996) [2005]
CAROL D. MOORE, Assistant in Pediatrics
B.A. (West Virginia 1982); B.S.N. (Belmont 1991); M.S.N. (Vanderbilt
1996) [2007]
DANIEL J. MOORE, Assistant Professor of Pediatrics; Assistant
Professor of Pathology, Microbiology and Immunology
A.B. (Harvard 1996); Ph.D., M.D. (Pennsylvania 2003, 2004) [2010]
DEONNA MOORE, Clinical Instructor in Surgery
B.S.N. (Tennessee, Chattanooga 2002); M.S.N. (Vanderbilt
2007) [2016]
DEREK E. MOORE, Associate Professor of Surgery
B.S., M.D., M.P.H. (Vanderbilt 1995, 1999, 2004) [2008]
DONALD E. MOORE, JR., Professor of Medical Education and
Administration; Director for the Office of Continuing Professional
Development
B.A. (Connecticut, Stamford 1972); A.M., Ph.D. (Illinois, Champaign
1975, 1982) [2000]
ELIZABETH JEANNE-ANNE MOORE, Clinical Instructor in Pediatrics
B.S. (Louisiana State 2004); M.D. (Louisiana State, Shreveport
2008) [2017]
MARY E. COURTNEY MOORE, Research Professor of Molecular
Physiology and Biophysics
B.S. (Baylor 1974); M.S.N. (Texas, San Antonio 1979); Ph.D.
(Vanderbilt 1992) [1983]
ILENE N. MOORE, Assistant Professor of Medical Education and
Administration; Assistant Professor of Medicine
B.S. (SUNY, Stony Brook 1973); M.D. (New York 1977); J.D.
(California, Berkeley 1989) [2005]
JAMES DONALD MOORE, Associate Professor of Clinical Pediatrics
B.A., M.D. (Kentucky, Lexington 1987, 1991); M.Mgt. (Vanderbilt
2011) [2000]
JENNIFER E. MOORE, Associate Clinical Professor of Pediatrics
B.S., M.D. (North Carolina 1988, 1992) [1995]
KELLY LYNN MOORE, Assistant Clinical Professor of Health Policy
B.S. (Vanderbilt 1994); M.P.H. (Harvard 2000); M.D. (Vanderbilt
2000) [2005]
PAUL E. MOORE, Associate Professor of Pediatrics; Associate Professor
of Pharmacology; Director, Division of Pediatric Allergy, Immunology
and Pulmonary Medicine
B.A. (Vanderbilt 1988); M.D. (Harvard 1992) [2001]
WILLIAM R. MOORE, Clinical Professor of Pediatrics
B.S. (Memphis 1978); M.D. (Vanderbilt 1982) [2005]
SHARON MOORE-CALDWELL, Associate Clinical Professor of Pediatrics
B.S. (Grambling State 1986); M.D. (Pittsburgh 1990); M.Div.
(Vanderbilt 2009) [1996]
PAUL L. MOOTS, Professor of Neurology; Associate Professor of
Medicine
B.S. (Duke 1976); M.D. (Ohio State 1980) [1991]
ANNA WHORTON MORAD, Assistant Professor of Pediatrics
B.S. (Auburn 1993); M.D. (Alabama, Birmingham 1997) [2007]
MANUEL A. MORALES, Assistant Professor of Radiation Oncology
B.Sc. (Universidad Nacional de Ingeniería [Peru] 1990); M.S., Ph.D.
(Vanderbilt 1997, 2001) [2008]
GRACE Q. MORAN, Assistant Clinical Professor of Radiology and
Radiological Sciences
B.S., M.D. (Philippines 1979, 1983) [2011]
HENRY H. MORAN, Assistant Clinical Professor of Radiology and
Radiological Sciences
M.D. (Caxias do Sul, Rio Grande do Sul 1983) [2013]
S. HOUSTON K. MORAN, Clinical Instructor in Obstetrics and
Gynecology
B.A. (Tennessee 1975); M.D. (Meharry Medical
1981); MD,WHNP [1987]
GABRIELA THOMAS MOREL, Assistant Clinical Professor of Pediatrics
B.S. (Tulane 1987); M.D. (Louisiana State, New Orleans 1994) [1998]
VINCENT ANDREW MORELLI, Adjunct Instructor in Medicine
M.D. (Southern California 1983) [2015]
DARIN K. MORGAN, Assistant Clinical Professor of Radiology and
Radiological Sciences
B.S. (U.S. Air Force Academy 1987); M.D. (Mississippi, Jackson
1998) [2013]
DAVID S. MORGAN, Associate Professor of Medicine
B.A. (Yale 1985); M.D. (Vanderbilt 1990) [1997]
DOUGLAS R. MORGAN, Associate Professor of Medicine
B.A., B.E., B.S. (Dartmouth 1977, 1978, 1978); M.P.H. (California,
San Francisco 1985); M.D. (Case Western Reserve 1991) [2011]
SUSAN L. MORGAN, Clinical Professor of Pediatrics
B.S. (Tennessee Technological 1977); M.D. (East Carolina
1987) [1990]
VICTORIA L. MORGAN, Associate Professor of Biomedical
Engineering; Associate Professor of Radiology and Radiological
Sciences
B.S. (Wright State 1990); M.S., Ph.D. (Vanderbilt 1994, 1996) [1999]
WALTER M. MORGAN III, Assistant Professor of Pediatric
Surgery; Assistant Professor of Pediatrics
B.S.E. (Princeton 1978); M.D. (Vanderbilt 1982) [1990]
ALICIA K. MORGANS, Assistant Professor of Medicine
M.D. (Pennsylvania 2006); M.P.H. (Vanderbilt 2015) [2012]
JOHN A. MORRIS, JR., Professor of Surgery; Professor of Biomedical
Informatics; Professor of Surgery at Meharry Medical College
B.A. (Trinity College [Connecticut] 1969); M.D. (Kentucky, Lexington
1977) [1984]
DAVID G. MORRISON, Associate Professor of Ophthalmology and Visual
Sciences; Associate Professor of Pediatrics
B.S., M.D. (Kentucky, Lexington 1994, 1999) [2003]
MARGARET A. MORRISON, Assistant in Medicine
B.S.N. (Bethel College of Nursing [Colorado] 2001); M.S.N. (Vanderbilt
2004) [2006]
BLAIRE B. MORRISS, Associate Professor of Physical Medicine and
Rehabilitation; Instructor in Clinical Nursing
B.A. (California, Santa Cruz 2003); M.S.N. (Vanderbilt 2007) [2009]
SIOBHAIN MORRISSEY, Assistant in Cardiac Surgery
B.A. (Toronto [Canada] 1997); B.S. (Austin Peay State 2005); M.S.
(Vanderbilt 2010) [2016]
DOUGLAS P. MORTLOCK, Adjunct Assistant Professor of Molecular
Physiology and Biophysics
B.A. (Cornell 1990); Ph.D. (Michigan 1997) [2002]
COLLEEN TRACY MORTON, Assistant Professor of Medicine
M.B.B.Ch. (Witwatersrand [South Africa] 1992) [2016]
MARY HAMILTON MORTON, Assistant in Psychiatry and Behavioral
Sciences; Assistant in Pediatrics
B.S., M.Ed. (Vanderbilt 2005, 2008) [2011]
MELISSA M. MORTON, Assistant in Surgery
B.S. (Mississippi 2004); M.S.N. (Vanderbilt 2006) [2011]
HAROLD L. MOSES, Hortense B. Ingram Chair in Cancer
Research; Professor of Cancer Biology; Professor of
Medicine; Professor of Pathology, Microbiology and
Immunology; Interim Chair of the Department of Cancer Biology
B.A. (Berea 1958); M.D. (Vanderbilt 1962) [1985]
HAROLD H. MOSES, JR., Associate Professor of Neurology
B.S., M.D. (North Carolina 1985, 1993) [1997]
KELVIN A. MOSES, Assistant Professor of Urologic Surgery
B.S. (Morehouse 1996); Ph.D., M.D. (Baylor 2003, 2004) [2014]
JAVID J. MOSLEHI, Assistant Professor of Medicine
B.A. (Johns Hopkins 1996); M.D. (Connecticut 2001) [2014]
JAMES A. MOSLEY, Instructor in Clinical Medicine; Instructor in Clinical
Pediatrics
B.A. (Mt. Vernon Nazarene 1980); M.D. (Ohio State 1985) [2015]
JONATHAN D. MOSLEY, Research Instructor in Medicine
B.S. (Dickinson 1990); Ph.D., M.D. (Case Western Reserve 2009,
2009) [2014]
CHARLES A. MOSS III, Clinical Professor of Pediatrics
B.S. (Rhodes College 1982); M.D. (Alabama, Birmingham
1987) [1990]
Archived 2017/2018
School of Medicine Catalog
178 179VANDERBILT UNIVERSITY School of Medicine / Faculty
CLAUDIO A. MOSSE, Associate Professor of Pathology, Microbiology
and Immunology
B.A. (Cornell 1992); Ph.D., M.D. (Virginia 2001, 2001) [2005]
CARI L. MOTUZAS, Assistant Professor of Clinical Radiology and
Radiological Sciences
B.S. (Auburn 1999); M.D. (South Alabama 2002) [2008]
SAMDEEP MOULI, Assistant Professor of Radiology and Radiological
Sciences
B.A., M.D., M.S. (Northwestern 2002, 2006, 2011) [2016]
DEDRICK E. MOULTON, Associate Professor of Clinical Pediatrics
B.S. (Alabama, Birmingham 1984); M.D. (Medical University of South
Carolina 1992) [2002]
SANDRA A. MOUTSIOS, Assistant Professor of Medicine; Assistant
Professor of Pediatrics
B.S.E. (Duke 1989); M.D. (Florida 1993) [1998]
AMANDA L. MOUVERY, Assistant in Pediatrics
B.S.N. (Tennessee 1994); M.S.N. (Vanderbilt 2001) [2012]
JENNIFER C. MUCKALA, Assistant in Otolaryngology
B.A. (Duke 1999); M.A. (Texas 2001) [2012]
GARY L. MUELLER, Assistant Clinical Professor of Medicine
B.A., M.D. (Missouri 1968, 1972) [1975]
MUKHTAR Y. MUHAMMAD, Adjunct Assistant Professor of Health Policy
M.B.B.S. (Usmanu Danfodiyo [Nigeria] 1994) [2012]
MONICAH MUHOMBA, Assistant Professor of Clinical Psychiatry and
Behavioral Sciences
M.A. (Asbury Theological Seminary 2003); Ph.D. (Kentucky, Lexington
2008) [2014]
BHASKAR ADITYA MUKHERJI, Assistant Professor of Clinical Physical
Medicine and Rehabilitation
B.S. (Vanderbilt 1993); M.D. (Tufts 1998) [2006]
ROBERTA LEE MULDOON, Assistant Professor of Surgery
B.S. (Loyola 1985); M.D. (Loyola, Chicago 1989) [2004]
JAMES A. S. MULDOWNEY, Assistant Professor of Medicine
A.B. (Princeton 1994); M.D. (Vanderbilt 1999) [2006]
JOSEPH L. MULHERIN, JR., Clinical Professor of Surgery at St. Thomas
Medical Center
B.A. (Augusta 1967); M.D. (Medical College of Georgia 1971) [1978]
ALISON C. MULLALY, Assistant Professor of Clinical Obstetrics and
Gynecology
B.S. (Tennessee 1993); M.D. (UT Health Science Center [Tennessee]
1993) [2012]
RYAN DAVID MULLER, Assistant Professor of Radiology and
Radiological Sciences
B.S. (William and Mary 2003); M.D. (South Carolina 2007) [2017]
W. MICHAEL MULLINS, Assistant Clinical Professor of Otolaryngology
B.A. (Vanderbilt 1967); M.D. (UT Health Science Center [Tennessee]
1971) [2001]
SHELAGH A. MULVANEY, Associate Professor of Nursing (Clinical
Psychology); Assistant Professor of Biomedical Informatics
B.S., M.A., Ph.D. (Arizona 1985, 1991, 2002) [2002]
DANIEL MUNOZ, Assistant Professor of Medicine; Adjunct Instructor in
Nursing
B.A. (Princeton 2000); M.P.A. (Harvard 2005); M.D. (Johns Hopkins
2005) [2013]
ANDREA M. MURAD, Assistant in Medicine
B.A. (Michigan 2001); M.S. (Cincinnati 2015) [2015]
HARVEY J. MURFF, Associate Professor of Medicine
B.A. (Mississippi 1992); M.D. (UT Health Science Center [Tennessee]
1996); M.P.H. (Harvard 2002) [2002]
LYNDA SUZANNE MURFF, Assistant Professor of Clinical Medicine
B.S. (Tennessee 1993); M.D. (UT Health Science Center [Tennessee]
1997) [2004]
BARBARA A. MURPHY, Professor of Medicine
B.S. (Duke 1983); M.D. (Wake Forest 1987) [1993]
MADHUMITA ANANTHAKRISHNAN MURPHY, Assistant Professor of
Pediatrics
B.A., M.D. (Brown 1994, 1998); M.S.C.I. (Vanderbilt 2009) [2008]
STEPHANIE M. MURPHY, Adjunct Instructor in Neurological Surgery
B.S. (Troy 2004) [2016]
ERIN ELIZABETH MURPHY-SWENSON, Assistant in Obstetrics and
Gynecology
B.S. (Northeastern 2005); M.S. (New York 2013) [2016]
JOHN J. MURRAY, Associate Vice President for Research; Professor of
Internal Medicine at Meharry Medical College; Adjunct Professor of
Medicine at Vanderbilt University School of Medicine
A.B. (Harvard 1973); Ph.D., M.D. (Vanderbilt 1979, 1979) [1988]
KATHERINE T. MURRAY, Professor of Medicine; Professor of
Pharmacology
B.S., M.D. (Duke 1976, 1980) [1989]
MICAH M. MURRAY, Adjunct Associate Professor of Hearing and
Speech Sciences
B.A. (Johns Hopkins 1995); M.S., Ph.D. (Yeshiva 1999, 2001) [2008]
SAMUEL JUDSON MURRAY II, Associate Clinical Professor of Pediatrics
B.S. (Virginia Polytechnic Institute 1991); M.D. (Medical College of
Virginia 1996) [2004]
VELMA MCBRIDE MURRY, Betts Chair of Education and Human
Development; Professor of Human and Organizational
Development; Professor of Health Policy
B.S. (Tennessee 1974); M.S., Ph.D. (Missouri 1985, 1987) [2008]
ASIM MUSHTAQ, Clinical Instructor in Medicine
M.B.B.S. (Dow Medical [Pakistan] 2004) [2016]
WILBROAD MUTALE, Adjunct Assistant Professor of Medicine
B.S., M.B.Ch.B (Zambia 2002, 2004); M.Phil. ( 2006); Ph.D. (London
School of Hygiene and Tropical Medicine 2014); M.Phil. (Cape Town
[South Africa] 2015) [2016]
ANGELA MUTERSPAUGH, Assistant in Psychiatry and Behavioral
Sciences
B.A. (Tennessee 2006); M.M.F.T. (Trevecca Nazarene 2009) [2013]
GLADSON MUTHIAN, Research Instructor in Medicine
M.Phil., Ph.D. (Madras [India] 1990, 1998) [2015]
ROBERT CORY MYERS, Assistant in Psychiatry and Behavioral Sciences
B.A. (Samford 1998); M.S.S.W. (Tennessee 2002); M.S.N. (Vanderbilt
2009) [2012]
JENNIFER B. MYERS, Assistant Clinical Professor of Pediatrics
B.A. (Duke 1992); M.D. (UT Health Science Center [Tennessee]
1997) [2000]
KEVIN J. MYERS, Assistant Professor of Medicine
B.A. (Princeton 1979); M.D. (Vanderbilt 1983) [2009]
JOHN H. NADEAU, Professor of Medicine
B.A., M.D. (Ottawa [Canada] 1967, 1973) [1977]
ROBERT P. NAFTEL, Assistant Professor of Neurological Surgery
B.A. (Washington and Lee 2002); M.D. (Alabama, Birmingham
2006) [2013]
ALLEN J. NAFTILAN, Associate Professor of Medicine
B.A. (Oberlin 1972); Ph.D. (Chicago 1979); M.D. (Alabama,
Birmingham 1982) [2006]
JENNIFER L. NAJJAR, Associate Professor of Clinical Pediatrics
B.A. (Wisconsin 1971); M.D. (Tufts 1977) [1983]
TERUNAGA NAKAGAWA, Associate Professor of Molecular Physiology
and Biophysics
M.D., Ph.D. (Tokyo [Japan] 1996, 2000) [2012]
CAROLYNN K. NALL, Assistant in Surgery
A.S.N. ( 2009); B.S.N., M.S.N. (Alabama, Birmingham 2012,
2014) [2015]
KI TAEK NAM, Adjunct Assistant Professor of Surgery
B.S., M.S., D.V.M., Ph.D. (Seoul National [Korea] 1991, 1993, 2003,
2003) [2008]
YOUNG-JAE NAM, Assistant Professor of Medicine; Assistant Professor
of Cell and Developmental Biology
M.D. (Seoul National [Korea] 1994); Ph.D. (Yeshiva 2004) [2014]
E. PAUL NANCE, JR., Associate Professor of Radiology and Radiological
Sciences, Emeritus
B.S., M.D. (North Carolina 1973, 1976) [1980]
LILLIAN B. NANNEY, Professor of Plastic Surgery; Professor of Medical
Education and Administration (VUMC); Professor of Cell and
Developmental Biology
B.A. (Vanderbilt 1973); M.S. (Austin Peay State 1976); Ph.D.
(Louisiana State 1980) [1980]
Archived 2017/2018
School of Medicine Catalog
178 179VANDERBILT UNIVERSITY School of Medicine / Faculty
JAMES L. NASH, Associate Professor of Psychiatry, Emeritus
M.D. (Duke 1966) [1980]
ROBERTSON NASH, Assistant in Medicine
B.A. (Centre 1983); M.A. (Murray State 1986); M.B.A. (Rochester
Institute of Technology 1993); M.S.N. (Vanderbilt 2007) [2008]
THOMAS C. NASLUND, Professor of Surgery
B.A. (Trinity [Texas] 1980); M.D. (Vanderbilt 1984) [1992]
CHANDRAMOHAN NATARAJAN, Research Assistant Professor of
Neurology
B.Sc. (A.V.C. [India] 1988); M.Sc. (Annamalai [India] 1990); Ph.D.
(Madras [India] 1998) [2006]
RAFAL R. NAZAREWICZ, Research Instructor in Medicine
M.S. (J. Sniadecki [Poland] 1997); Ph.D. (Warsaw [Poland]
2003) [2011]
KAITLIN CHRISTINA NEARY, Assistant in Anesthesiology
B.A. (Texas 2010); M.S.N. (Vanderbilt 2013) [2016]
WALLACE W. NEBLETT III, Professor of Pediatric Surgery; Professor of
Pediatrics
B.A. (University of the South 1967); M.D. (Vanderbilt 1971) [1980]
SARAH J. NECHUTA, Adjunct Assistant Professor of Medicine
B.S. (Michigan State 2003); M.P.H. (Michigan 2005); Ph.D. (Michigan
State 2009) [2012]
ANDREW CHARLES NECK, Assistant Professor of Emergency
Medicine; Assistant Professor of Medicine; Assistant Professor of
Pediatrics
B.S. (Stetson 1988); M.S. (Southern Methodist 1990); M.D. (Meharry
Medical 2002) [2009]
JESSICA L. NEEDHAM, Assistant in Anesthesiology
B.B.A. (James Madison [Virginia] 1999); B.S.N. (Johns Hopkins
2012); M.S.N. (Vanderbilt 2014) [2014]
MAYA K. NEELEY, Assistant Professor of Pediatrics
B.S., M.D. (Miami 1999, 2003) [2010]
ROY C. NEELEY, Assistant Professor of Clinical Anesthesiology
B.S. (Miami 1999); M.D. (South Florida 2003) [2009]
M. DIANA NEELY, Research Associate Professor of Pediatrics
M.S. (Swiss Federal Institute of Technology 1984); Ph.D. (Brown
1990) [1999]
MONICA NEGRETE, Adjunct Assistant Professor of Medicine
M.D. (Pontificia Universidad Javeriana [Colombia] 1992); M.P.H.
(Johns Hopkins 1995) [2018]
BRIAN NELMS, Adjunct Assistant Professor of Cell and Developmental
Biology
B.S., Ph.D. (Pennsylvania State 2001, 2006) [2011]
GEORGE EDWARD NELSON, Assistant Professor of Medicine
A.B. (Princeton 2002); M.D. (Case Western Reserve 2006) [2014]
JILL R. NELSON, Assistant in Medicine
B.S. (Tennessee 2002); M.S.N. (Vanderbilt 2007) [2007]
RONALD A. NELSON, Assistant Clinical Professor of Medicine
B.S. (Stanford 1986); M.D. (Vanderbilt 1990); M.S. (Troy 1998) [2002]
SCOTT D. NELSON, Assistant Professor of Biomedical Informatics
B.A., Pharm.D., M.S. (Utah 2010, 2013, 2014) [2016]
TAMASYN NELSON, Assistant Professor of Pediatrics
B.A. (New York 2001); D.O. (New York Institute of Technology
2008) [2014]
JONATHAN C. NESBITT, Professor of Thoracic Surgery; Interim Chair of
the Department of Thoracic Surgery
B.A. (Virginia 1977); M.D. (Georgetown 1981) [2008]
REID M. NESS, Assistant Professor of Medicine
B.S., M.D., M.P.H. (Indiana, Bloomington 1986, 1990, 1997) [2000]
CYNTHIA L. NETHERTON, Assistant Professor of Clinical Obstetrics and
Gynecology
B.S. (John Brown 1974); M.D. (Arkansas, Little Rock 1978) [2012]
JAMES L. NETTERVILLE, Mark C. Smith Chair in Head and Neck
Surgery; Professor of Otolaryngology
B.S. (Lipscomb 1976); M.D. (UT Health Science Center [Tennessee]
1980) [1986]
ARIE L. NETTLES, Associate Professor of Clinical Pediatrics
B.A., M.S. (Tennessee 1976, 1977); Ph.D. (Peabody 1987) [2004]
GREGOR NEUERT, Assistant Professor of Molecular Physiology and
Biophysics; Assistant Professor of Pharmacology; Assistant Professor
of Biomedical Engineering
M.Eng. (Ilmenau University of Technology 2001); Ph.D. (Ludwig-
Maximilians-Universität [Germany] 2005) [2012]
LUCAS DANIEL NEUFELD, Assistant in Medicine
B.S.N. ( 2010); M.S.N. (Vanderbilt 2014) [2015]
JEFFREY L. NEUL, Adjunct Professor of Pediatrics
B.S. (Illinois, Champaign 1991); Ph.D., M.D. (Chicago 1998,
2000) [2017]
JAMIE R. NEUMAIER, Assistant in Pediatrics
A.S.N. (Aquinas College [Tennessee] 1996); B.S.N. (Middle
Tennessee State 2007); M.S.N. (Alabama, Birmingham 2014) [2014]
MICHAEL N. NEUSS, Professor of Clinical Medicine; Chief Medical
Officer, VICC Clinical Enterprise
B.S. (Michigan 1975); M.D. (Duke 1979) [2011]
MELINDA S. NEW, Associate Professor of Clinical Obstetrics and
Gynecology
B.S. (Villanova 1989); M.D. (Pennsylvania 1993) [2005]
DAWN C. NEWCOMB, Assistant Professor of Medicine; Assistant
Professor of Pathology, Microbiology and Immunology
B.S. (North Carolina State 2002); Ph.D. (Michigan 2007) [2010]
PAUL A. NEWHOUSE, Jim Turner Chair in Cognitive Disorders; Professor
of Psychiatry and Behavioral Sciences; Professor of
Pharmacology; Professor of Medicine
B.S. (Kansas State 1974); M.D. (Loyola, Chicago 1977) [2011]
JOHN H. NEWMAN, Elsa S. Hanigan Chair in Pulmonary
Medicine; Professor of Medicine
A.B. (Harvard 1967); M.D. (Columbia 1971) [1979]
LESLIE E. NEWMAN, Assistant in Pediatrics
A.A.S. ( 2005); B.S.N. (Memphis 2008); M.S.N. (Vanderbilt
2009) [2009]
H. CLAY NEWSOME III, Clinical Instructor in Obstetrics and Gynecology
B.A., M.D. (North Carolina 1969, 1973) [1983]
ALLEN TIMOTHY NEWTON, Research Assistant Professor of Radiology
and Radiological Sciences
B.E., M.S., Ph.D. (Vanderbilt 2003, 2005, 2009) [2016]
MARK W. NEWTON, Professor of Clinical Anesthesiology
B.S. (Houston Baptist 1983); M.D. (Texas, Galveston 1987) [2007]
J. MICHAEL NEWTON, Assistant Professor of Obstetrics and
Gynecology
B.S., Ph.D., M.D. (Arizona 1991, 1998, 2005) [2012]
WILLIAM J.L. NEWTON, Assistant Clinical Professor of Physical Medicine
and Rehabilitation
B.A. (Stony Brook 1993); M.S. (Illinois State 1995); D.O. (Midwestern
University Chicago College of Osteopathic Medicine 2002) [2016]
THANH TAN NGUYEN, Assistant Professor of Clinical Anesthesiology
B.S., M.D. (Kansas 2001, 2005) [2010]
FRANCES JOHNSON NIARHOS, Assistant Professor of Clinical
Psychiatry and Behavioral Sciences
B.A. (Southern Methodist 1986); M.S., Ph.D. (Miami 1991,
1994) [2005]
JAMES H. NICHOLS, Professor of Pathology, Microbiology and
Immunology
B.A. (California, San Diego 1983); M.S., Ph.D. (Urbana [Ohio] 1986,
1990) [2012]
AMY G. NICHOLSON, Assistant in Pediatrics; Assistant in Psychiatry and
Behavioral Sciences
B.A., M.A. (Western Kentucky 1993, 1995) [2007]
GEORGE T. NICHOLSON, Assistant Professor of Pediatrics
B.A. (College of the Holy Cross 2004); M.D. (Loyola, Chicago
2008) [2015]
MARIBETH R. NICHOLSON, Assistant Professor of Pediatrics
B.S. (Richmond 2004); M.D. (Pennsylvania State 2008); M.P.H.
(Vanderbilt 2013) [2014]
ANDREW S. NICKELS, Assistant Professor of Medicine; Assistant
Professor of Pediatrics
B.A. (Notre Dame 2005); M.D. (Tennessee, Memphis 2009) [2015]
Archived 2017/2018
School of Medicine Catalog
180 181VANDERBILT UNIVERSITY School of Medicine / Faculty
MICHAEL L. NICKELS, Research Instructor in Radiology and Radiological
Sciences
B.S. (Northern Kentucky 2001); Ph.D. (Illinois, Champaign
2007) [2010]
TARA ANNE NIELSEN, Assistant Professor of Clinical Obstetrics and
Gynecology
B.S. (Wisconsin 2008); M.P.H., D.O. (Des Moines University 2011,
2012) [2016]
KENNETH J. NIERMANN, Assistant Professor of Radiation Oncology
B.S. (Sterling [Kansas] 1997); M.D., M.S.C.I. (Vanderbilt 2002,
2010) [2010]
SAYEH SANDER NIKPAY, Assistant Professor of Health Policy
B.A. (Macalester 2005); M.P.H., Ph.D. (Michigan 2009, 2014) [2015]
RICHARD A. NISBETT, Adjunct Professor of Pediatrics
B.G.S. (Texas Christian 1976); M.A. (San Diego State 1988); Ph.D.
(Iowa 1993); M.S.P.H. (Alabama, Birmingham 2001) [2007]
COLLEEN M. NISWENDER, Research Associate Professor of
Pharmacology
B.S. (Toledo 1991); Ph.D. (Vanderbilt 1996) [2004]
KEVIN DEAN NISWENDER, Associate Professor of Medicine; Associate
Professor of Molecular Physiology and Biophysics
B.S. (Colorado College 1990); Ph.D., M.D. (Vanderbilt 1996,
1998) [2004]
JACK H. NOBLE, Research Assistant Professor of Electrical Engineering
and Computer Science; Research Assistant Professor of Hearing and
Speech Sciences
B.E., M.S., Ph.D. (Vanderbilt 2007, 2008, 2011) [2011]
ANNE J. NOHL, Assistant in Medicine
B.S. (Wisconsin 1994) [2012]
DAVID DOUGLASS NOLEN, Assistant Clinical Professor of
Otolaryngology
B.S. (Texas A & M 2003); M.D. (Texas 2008) [2017]
JEANETTE J. NORDEN, Professor of Cell and Developmental Biology,
Emerita
B.A. (California, Los Angeles 1970); Ph.D. (Vanderbilt 1975) [1978]
JARED NORDMAN, Assistant Professor of Biological Sciences; Assistant
Professor of Cell and Developmental Biology
B.Sc. (Massachusetts 2002); Ph.D. (Tufts 2008) [2015]
STEPHANIE G. NORFOLK, Assistant Professor of Medicine
B.A. (Duke 1995); C.E. (Columbia 2001); M.D. (Case Western Reserve
2005) [2016]
ANDY M. NORMAN, Assistant Clinical Professor of Obstetrics and
Gynecology
B.S. (Georgia 1973); M.D. (Medical College of Georgia 1976) [2007]
SHARON A. NORMAN, Clinical Instructor in Obstetrics and Gynecology
B.S. (Brenau College 1984); M.Ed., M.D. (Emory 1991, 2001) [2006]
JEREMY LYNN NORRIS, Research Associate Professor of Biochemistry
B.S. (UT Health Science Center [Tennessee] 1998); Ph.D. (Vanderbilt
2003) [2011]
ALLISON E. NORTON, Assistant Professor of Pediatrics
B.A. (Florida 1999); M.D. (South Alabama 2005) [2011]
JENNIFER NOTO, Research Instructor in Medicine
B.S. (Mary Washington 2003); Ph.D. (Virginia Commonwealth
2008) [2014]
MICHAEL JAMES NOTO, Assistant Professor of Medicine; Assistant
Professor of Pathology, Microbiology and Immunology
B.S. (James Madison [Virginia] ); Ph.D., M.D. (Virginia Commonwealth
2008, 2008) [2016]
LAURIE LOVETT NOVAK, Assistant Professor of Biomedical Informatics
B.A. (Murray State 1987); M.H.S.A. (Michigan 1994); Ph.D. (Wayne
State 2005) [2010]
VINCENT PAUL NOVAK, Assistant Professor of Clinical Orthopaedic
Surgery and Rehabilitation
B.S., M.S., M.D. (Maryland, Baltimore 1990, 1992, 2000) [2015]
SERGEY V. NOVITSKIY, Research Associate Professor of Medicine
M.D., Ph.D. (Siberian State [Russia] 1999, 2002) [2011]
PETER M. NTHUMBA, Assistant Clinical Professor of Plastic Surgery
M.B.Ch.B, M.Med. (Nairobi [Kenya] 1995, 2002) [2012]
TIMOTHY C. NUNEZ, Associate Professor of Surgery
B.S. (Ohio 1990); M.D. (Temple 1994) [2012]
VALERIE L. NUNLEY, Instructor in Clinical Obstetrics and Gynecology
B.S. (Loyola College [Maryland] 1992); M.S.N. (Vanderbilt
1997) [2013]
PAULA S. NUNN, Assistant Professor of Clinical Psychiatry and
Behavioral Sciences
B.A. (Trinity College [Connecticut] 1977); M.D. (Vanderbilt
1981) [1986]
JOHN KENNEDY MUMA NYAGETUBA, Clinical Instructor in Surgery
M.B.Ch.B, M.Med. (Nairobi [Kenya] 2004, 2011) [2015]
JEFFRY S. NYMAN, Associate Professor of Orthopaedic Surgery and
Rehabilitation; Assistant Professor of Biomedical Engineering
B.S., M.S. (Memphis 1996, 1998); Ph.D. (California, Davis
2003) [2006]
LEE ANNE O’BRIEN, Associate Clinical Professor of Pediatrics
B.A. (Johns Hopkins 1983); Ph.D., M.D. (Vanderbilt 1991,
1991); FAAP,PNP [1995]
RICHARD M. O’BRIEN, Professor of Molecular Physiology and
Biophysics
B.Sc. (Bristol [U.K.] 1984); Ph.D. (Cambridge [U.K.] 1988) [1988]
MICHAEL G. O’CONNOR, Assistant Professor of Pediatrics
B.S. (Xavier [Ohio] 2006); M.D. (Indiana, Indianapolis 2010) [2013]
ANNE ELIZABETH O’DUFFY, Assistant Professor of Neurology
B.A. (Brown 1983); M.D. (University College, Dublin [Ireland]
1989) [2001]
ELLEN B. O’KELLEY, Assistant in Pediatrics
B.S.N. (South Florida 1976); P.N.P. (Meharry Medical
1979); RN,CPNP,FNP [1996]
MATTHEW ROBERT O’MALLEY, Assistant Professor of Otolaryngology
B.S. (Florida State 1997); M.D. (Florida 2001) [2017]
JAMES A. O’NEILL, JR., Professor of Surgery, Emeritus
B.S. (Georgetown 1955); M.D. (Yale 1959) [1995]
JOHN A. OATES, Thomas F. Frist Sr. Chair in Medicine; Professor of
Medicine; Professor of Pharmacology
B.S., M.D. (Wake Forest 1953, 1956) [1963]
WILLIAM TODD OBREMSKEY, Professor of Orthopaedic Surgery and
Rehabilitation
A.B., M.D. (Duke 1984, 1988); M.P.H. (North Carolina 1990); M.Mgt.
(Vanderbilt 2013) [2002]
KEITH L. OBSTEIN, Associate Professor of Medicine; Associate
Professor of Mechanical Engineering
B.S. (Johns Hopkins 2000); M.D. (Northwestern 2004); M.P.H.
(Harvard 2010) [2010]
HARLEY E. ODOM, Assistant Professor of Clinical Medicine
B.S. (Duke 1992); M.D. (Florida 1996) [2010]
THOMAS N. OELTMANN, Associate Professor of Medicine, Emeritus
B.S. (Georgia State 1963); Ph.D. (Georgia 1967) [1979]
KRISTEN M. OGDEN, Assistant Professor of Pediatrics; Assistant
Professor of Pathology, Microbiology and Immunology
B.S. (Auburn 2000); Ph.D. (Vanderbilt 2008) [2015]
MARTIN L. OGLETREE, Adjunct Professor of Pharmacology
B.A. (Swarthmore 1973); Ph.D. (Thomas Jefferson 1978) [2009]
RALPH N. OHDE, Professor of Hearing and Speech Sciences, Emeritus
B.A. (Carthage 1966); M.Ed. (Virginia 1968); Ph.D. (Michigan
1978) [1981]
MELANIE D. OHI, Associate Professor of Cell and Developmental
Biology; Associate Professor of Biochemistry
B.S. (Pacific Lutheran 1996); Ph.D. (Vanderbilt 2002) [2007]
RYOMA OHI, Associate Professor of Cell and Developmental Biology
B.S., Ph.D. (Vanderbilt 1993, 1998) [2007]
HENRY E. OKAFOR, Assistant Professor of Medicine
M.D. (Nigeria 1986) [2012]
LUIS E. OKAMOTO, Research Instructor in Medicine
M.D. (Universidad Peruana ‘Cayetano Heredia’ [Peru] 2001) [2012]
BJARKI J. OLAFSSON, Assistant Clinical Professor of Medicine
M.D. (Iceland 1979) [1989]
DAMARIS M. OLAGUNDOYE, Adjunct Professor of Obstetrics and
Gynecology
B.S. (Oakwood 2000); M.D. (Meharry Medical 2004) [2008]
Archived 2017/2018
School of Medicine Catalog
180 181VANDERBILT UNIVERSITY School of Medicine / Faculty
BUNMI O. OLATUNJI, Associate Professor of Psychology; Associate
Professor of Psychiatry and Behavioral Sciences
B.S. (Wisconsin, Stevens Point 2000); M.A., Ph.D. (Arkansas 2002,
2006) [2006]
ALLISON CHANDLER OLDACRE, Assistant in Pediatrics
M.S.N. (Vanderbilt 2015) [2015]
ELIZABETH L. OLDFIELD, Assistant Clinical Professor of Obstetrics and
Gynecology
B.S. (Vanderbilt 1977); M.D. (UT Health Science Center [Tennessee]
1983) [1987]
VERONICA L. OLDFIELD, Assistant in Neurological Surgery
B.S.N. (Austin Peay State 1993); M.S.N. (Alabama, Huntsville 2004) [2007]
EDWARD T. OLEJNICZAK, Research Professor of Biochemistry
B.S. (Wisconsin 1976); Ph.D. (Harvard 1982) [2009]
ADRIAN OLIVARES, Assistant Professor of Biochemistry
B.Sc. (Baylor 2001); Ph.D. (Yale 2008) [2016]
DANYVID OLIVARES-VILLAGOMEZ, Research Associate Professor of
Pathology, Microbiology and Immunology
B.S. (Universidad Nacional Autónoma de México 1991); M.S.
(Vanderbilt 1996); Ph.D. (New York 2000) [2009]
LAUREN ALLYSON OLIVER, Assistant in Anesthesiology; Adjunct
Instructor in Nursing
B.S.N. (Tennessee 2003); M.S.N. (Vanderbilt 2008) [2010]
AMANDA OLSON, Instructor in Clinical Medicine; Instructor in Clinical
Pediatrics
B.S. (Cornell 2007); M.D. (Wright State 2011) [2014]
BARBARA J. OLSON, Assistant Clinical Professor of Neurology
B.S. (Wisconsin, Eau Claire 1971); M.D. (Wisconsin 1976) [1982]
GARY E. OLSON, Professor of Cell and Developmental Biology, Emeritus
B.S., M.S. (Oregon 1967, 1968); Ph.D. (Washington University
1974) [1977]
OLALEKAN O. OLUWOLE, Assistant Professor of Medicine
M.B.B.S., M.D. (Ibadan [Nigeria] 1990, 1990); M.P.H. (Rutgers,
Camden 2003) [2011]
LESLEY T. OMARY, Assistant Professor of Clinical Psychiatry and
Behavioral Sciences
B.A., M.D. (Virginia 1991, 1997) [2013]
REED A. OMARY, Carol D. and Henry P. Pendergrass Chair in Radiology
and Radiological Sciences; Professor of Radiology and Radiological
Sciences; Professor of Biomedical Engineering; Chair of the
Department of Radiology and Radiological Sciences
B.S., M.D. (Northwestern 1989, 1991); M.S. (Virginia 1994) [2012]
HENRY HEAN LEE OOI, Assistant Professor of Medicine
M.R.C.P.I., M.B.B.Ch. (Trinity, Dublin [Ireland] 1989, 1989) [2007]
STEPHEN M. OPPENHEIMER, Adjunct Professor of Neurological Surgery
B.A. (Oxford [U.K.] 1975); M.B.B.S. (London [U.K.] 1980); D.M., D.Sc.
(Oxford [U.K.] 1993, 2009) [2007]
MARIE-CLAIRE ORGEBIN-CRIST, Professor of Obstetrics and
Gynecology, Emerita; Professor of Cell and Developmental Biology,
Emerita
B.S. (**Baccalaureat Latin-Sciences, Paris, France 1953); M.S. (Paris I
[France] 1957); Ph.D. (Université de Lyon [France] 1961) [1964]
MICHELLE J. ORMSETH, Assistant Professor of Medicine
B.S. (Dayton 2002); M.D. (Cincinnati 2006); M.S.C.I. (Vanderbilt
2013) [2013]
SAMUEL R. ORR, Assistant Clinical Professor of Pediatrics
B.A. (Vanderbilt ); B.S., M.D. (Mississippi 1992, 1998) [2013]
DAVID N. ORTH, Professor of Molecular Physiology and Biophysics,
Emeritus; Professor of Medicine, Emeritus
Sc.B. (Brown 1954); M.D. (Vanderbilt 1962) [1965]
NANCY E. OSBURN, Assistant Professor of Clinical Obstetrics and
Gynecology
M.D. (UT Health Science Center [Tennessee] 1997) [2012]
NEIL OSHEROFF, John Coniglio Chair in Biochemistry; Professor of
Biochemistry; Professor of Medicine
B.A. (Hobart and William Smith 1974); Ph.D. (Northwestern
1979) [1983]
ANNA B. OSIPOVICH, Research Instructor in Molecular Physiology and
Biophysics
B.A., M.A., Ph.D. (Belarusian State [Russia] 1992, 1994, 1999) [2009]
EVAN C. OSMUNDSON, Assistant Professor of Radiation Oncology
B.S. (California State Polytechnic 2000); Ph.D., M.D. (Illinois, College
of Medicine, Chicago 2009, 2009) [2015]
SARAH S. OSMUNDSON, Assistant Professor of Obstetrics and
Gynecology
B.S. (Illinois, Champaign 2000); M.D. (Illinois, College of Medicine,
Chicago 2006); M.S. (Stanford 2015) [2015]
ROBERT H. OSSOFF, Guy M. Maness Chair in Laryngology and
Voice; Professor of Hearing and Speech Sciences; Professor of
Otolaryngology
A.B. (Bowdoin 1969); D.M.D., M.D. (Tufts 1973, 1975); M.S.
(Northwestern 1981) [1986]
KEVIN G. OSTEEN, Pierre Soupart Chair in Obstetrics and
Gynecology; Professor of Obstetrics and Gynecology; Professor
of Pathology, Microbiology and Immunology; Adjunct Professor of
Obstetrics and Gynecology at Meharry Medical College
B.S. (South Carolina, Spartanburg 1972); Ph.D. (Medical College of
Georgia 1980) [1983]
TRAVIS JOHN OSTERMAN, Instructor in Biomedical
Informatics; Instructor in Medicine
B.S., B.S. (Indianapolis 2003, 2003); D.O. (Nova Southeastern
2009) [2016]
JAIME K. OTILLIO, Assistant Professor of Clinical Pediatrics
B.S., M.D. (Louisiana State 2001, 2007) [2013]
MARYANN OTTO, Instructor in Clinical Anesthesiology
B.A. (Missouri, Kansas City 2005); M.D. (Missouri 2005) [2013]
TAINA OVCHINNIKOV, Assistant in Medicine
B.S.N. (Trevecca Nazarene 2009); M.S.N. (Belmont 2012) [2017]
TARA M. OVERBEEKE, Assistant Professor of Emergency Medicine
B.A., M.D. (Washington University 2005, 2009) [2012]
MARCUS A. OWEN, Assistant Clinical Professor of Medicine
B.A. (Trinity [Texas] 1996); M.D. (Arkansas, Little Rock 2001) [2010]
NATALIE N. OWEN, Assistant in Pediatrics
B.S., M.S.N. (Vanderbilt 2005, 2007) [2008]
SCOTT RUSSELL OWEN, Instructor in Otolaryngology
B.S. (Pennsylvania State 2006); M.D. (Virginia 2011) [2016]
DAVID A. OWENS, Professor of the Practice of Management
and Innovation; Professor of the Practice of Engineering
Management; Associate Professor of Radiology and Radiological
Sciences
B.S., M.S., Ph.D. (Stanford 1987, 1993, 1998) [1998]
PHILIP OWENS, Research Assistant Professor of Cancer Biology
B.S. (Evergreen State 1999); Ph.D. (Oregon Health and Science
2008) [2013]
D ERIC OXFORD, Assistant Clinical Professor of Oral and Maxillofacial
Surgery
B.A. (Texas A & M 1997); D.D.S. (Baylor 2002) [2015]
SUDHEER K. PABBISETTY, Research Instructor in Pathology,
Microbiology and Immunology
B.Sc., M.Sc. (Sri Venkateswara [India] 1997, 1999); Ph.D. (Pune
[India] 2007) [2016]
DYAN PACE, Assistant in Medicine
B.A. (California, Berkeley 2006); B.S., M.S. (Pennsylvania 2007,
2010) [2015]
M. CRISTINA PACHECO, Assistant Professor of Pathology, Microbiology
and Immunology
B.A. (Colby 1996); M.D. (Cincinnati 2000) [2014]
ANDREW J. PADGUG, Assistant Clinical Professor of Radiology and
Radiological Sciences
B.A. (State University of New York 1974); M.D. (Wisconsin, Milwaukee
1978) [1984]
DOLLY ANN PADOVANI-CLAUDIO, Assistant Professor of
Ophthalmology and Visual Sciences
B.S. (Puerto Rico, Mayaguez 1994); Ph.D., M.D. (Case Western
Reserve 2006, 2008) [2015]
DEREK PAE, Assistant Professor of Clinical Medicine
B.S. (Pennsylvania State 2009); M.D. (Virginia 2013) [2016]
LINDSAY M. PAGANO, Assistant Professor of Pediatrics
B.A. (William and Mary 2005); M.D. (Eastern Virginia 2009) [2014]
Archived 2017/2018
School of Medicine Catalog
182 183VANDERBILT UNIVERSITY School of Medicine / Faculty
ANDREA PAGE-MCCAW, Associate Professor of Cell and
Developmental Biology; Associate Professor of Cancer Biology
A.B. (Harvard 1989); Ph.D. (Massachusetts Institute of Technology
1998) [2010]
PATRICK S. PAGE-MCCAW, Research Assistant Professor of Molecular
Physiology and Biophysics; Research Assistant Professor of Medicine
B.A. (Haverford 1986); Ph.D. (Massachusetts Institute of Technology
1998) [2010]
RAMACHANDER K. PAI, Associate Clinical Professor of Anesthesiology
M.B.B.S. (Kakatiya [India] 1978); M.D. (Osmania [India] 1984) [1997]
PETER PAIK, Assistant Professor of Clinical Medicine
B.S. (Yale 2001); M.A. (Convenant Theological Seminary 2008); M.D.
(Pennsylvania 2009) [2014]
TUYA PAL, Associate Professor of Medicine
M.D. (McGill [Canada] 1992) [2017]
PRADEEP SUNNY PALLAN, Research Assistant Professor of Biochemistry
B.S., M.S. (Calicut, Thrissur [India] 1991, 1993); Ph.D. (Pune [India]
2002) [2008]
KENNETH H. PALM, Associate Professor of Emergency Medicine
B.A., M.D. (Loma Linda 1982, 1988) [2003]
ARVIND K. PANDEY, Instructor in Medicine
B.S., M.D. (Tulane 2006, 2010) [2016]
PRATIK P. PANDHARIPANDE, Professor of Anesthesiology; Professor of
Surgery
M.D. (Nagpur [India] 1993); M.S.C.I. (Vanderbilt 2005) [2001]
WILLIAM PAO, Adjunct Professor of Medicine
A.B. (Harvard 1990); Ph.D., M.D. (Yale 1997, 1998) [2009]
ARON PAREKH, Assistant Professor of Otolaryngology; Assistant
Professor of Cancer Biology; Assistant Professor of Biomedical
Engineering
B.S., Ph.D. (Pennsylvania State 1996, 2004) [2010]
KENDRA PAPSON PAREKH, Assistant Professor of Emergency Medicine
B.S. (College of New Jersey 2001); M.D. (Pittsburgh 2005) [2008]
BIBHASH C. PARIA, Associate Professor of Pediatrics
B.Sc., M.Sc., Ph.D. (Calcutta [India] 1974, 1976, 1984) [2002]
ALEXANDER A. PARIKH, Associate Professor of Surgery
B.A. (Johns Hopkins 1989); M.D. (Pennsylvania 1993); M.P.H.
(Vanderbilt 2011) [2005]
JANE H. PARK, Professor of Molecular Physiology and Biophysics,
Emerita
B.S., Ph.D. (Washington University 1946, 1952) [1954]
REGINA MIYOUNG PARK, Assistant in Medicine
B.A. (Barnard 1996); M.S. (Vanderbilt 2015) [2017]
SERK IN PARK, Adjunct Associate Professor of Medicine; Adjunct
Assistant Professor of Medicine
D.D.S. (Yonsei [Korea] 1999); M.S. (Korea 2001); Ph.D. (Texas,
Houston 2008) [2012]
SOHEE PARK, Gertrude Conaway Vanderbilt Chair of
Psychology; Professor of Psychology; Professor of Psychiatry and
Behavioral Sciences
B.A. (Cambridge [U.K.] 1982); M.A. (Columbia 1985); Ph.D. (Harvard
1991) [2000]
CHRIS S. PARKER, Assistant in Medicine
B.B.A. (Harding 2001); M.B.A. (Lincoln Memorial 2003); M.S.M.
(Trevecca Nazarene 2014) [2017]
MORGAN GREY PARKER, Assistant Clinical Professor of Ophthalmology
and Visual Sciences
B.A., M.D. (Vanderbilt 1996, 2002) [2013]
RYAN O’NEAL PARKER, Assistant Professor of Anesthesiology
B.A., B.S. (The Citadel 2002, 2002); Ph.D., M.D. (Medical University of
South Carolina 2011, 2011) [2016]
SARAH SWYERS PARKER, Assistant Professor of Clinical Pediatrics
B.S. (South Carolina 2005); M.D. (South Alabama 2009) [2012]
SCOTT R. PARKER, Instructor in Clinical Medicine; Instructor in Clinical
Pediatrics
B.S. (Alabama, Huntsville 1987); M.D. (South Alabama 1991) [1998]
C. LEE PARMLEY, Professor of Anesthesiology; Adjunct Professor of
Nursing
B.S. (Pacific Union 1973); M.D. (Loma Linda 1976); J.D. (South Texas
College of Law 1989); M.Mgt. (Vanderbilt 2011) [2004]
JAMES PARNELL, Clinical Instructor in Emergency Medicine
B.S. (Lipscomb 2006); M.D. (UT Health Science Center [Tennessee]
2010) [2016]
SHARIDAN KRISTEN PARR, Research Instructor in Medicine
B.S., M.D. (Creighton 2001, 2005); M.S.C.I. (Vanderbilt 2015) [2015]
DAVID A. PARRA, Associate Professor of Pediatrics; Assistant Professor
of Medicine
M.D. (Universidad Central del Ecuador 1993) [2004]
CRYSTAL G. PARRISH, Assistant in Anesthesiology
M.S.N. (Vanderbilt 2005) [2015]
DEIDRA D. PARRISH, Clinical Instructor in Health Policy
B.S. (Howard 1997); M.D. (Alabama, Birmingham 2001) [2011]
LEAH MARIE PARRISH, Assistant in Anesthesiology
B.S.N. (North Carolina, Wilmington 2003); M.S.N. (Vanderbilt
2010) [2014]
C. LEON PARTAIN, Professor of Radiology and Radiological Sciences,
Emeritus
B.S. (Tennessee 1963); M.S., Ph.D. (Purdue 1965, 1967); M.D.
(Washington University 1975) [1980]
CYNTHIA B. PASCHAL, Associate Dean; Associate Professor of
Biomedical Engineering; Associate Professor of Radiology and
Radiological Sciences
S.B., S.M. (Massachusetts Institute of Technology 1986, 1986); Ph.D.
(Case Western Reserve 1992) [1992]
RAY L. PASCHALL, JR., Associate Professor of Clinical Anesthesiology
B.A. (Arkansas 1982); M.S. (New Orleans 1986); M.D. (Arkansas
1990) [1994]
DEVANG J. PASTAKIA, Assistant Professor of Clinical Pediatrics
B.S. (Duke 1999); M.D. (New Jersey Medical 2003) [2011]
RACHEL PASTO-CROSBY, Assistant in Pediatrics
B.S. (Rhodes College 2002); M.S.N. (Vanderbilt 2011) [2016]
REBECCA JILL PATE, Assistant Professor of Clinical Psychiatry and
Behavioral Sciences
B.S. (**Louisiana State University 1993); M.D. (Louisiana State, New
Orleans 1997) [2014]
BINA PATEL, Assistant Clinical Professor of Ophthalmology and Visual
Sciences
B.S. (Virginia Commonwealth 2005); M.D. (Virginia 2009) [2015]
ERIN PATEL, Adjunct Assistant Professor of Psychology; Assistant
Clinical Professor of Psychiatry and Behavioral Sciences
B.S. (Florida 2001); M.S., Psy.D. (Nova Southeastern 2003,
2006) [2014]
KANDARP PATEL, Assistant Clinical Professor of Medicine
M.B.B.S. (Maharaja Sayajirao [India] 1992) [2009]
MAULIK R. PATEL, Assistant Professor of Biological Sciences; Assistant
Professor of Cell and Developmental Biology
B.A. (Grinnell 2001); Ph.D. (Stanford 2009) [2015]
MAYUR B. PATEL, Assistant Professor of Surgery; Assistant Professor
of Neurological Surgery; Assistant Professor of Hearing and Speech
Sciences
B.A. (Johns Hopkins 1997); M.D., M.P.H. (Vanderbilt 2002,
2012) [2010]
NEAL R. PATEL, Professor of Clinical Pediatrics; Professor of Clinical
Anesthesiology; Associate Professor of Biomedical Informatics
B.S. (California State Polytechnic 1987); M.D. (Southern California
1991); M.P.H. (Vanderbilt 2000) [1997]
NIMESH P. PATEL, Associate in Anesthesiology
B.E., M.S. (Vanderbilt 1990, 1994) [1994]
SACHIN PATEL, James G. Blakemore Chair in Psychiatry; Associate
Professor of Psychiatry and Behavioral Sciences; Associate Professor
of Pharmacology; Associate Professor of Molecular Physiology and
Biophysics
B.S. (California, Santa Barbara 1998); Ph.D., M.D. (Medical College of
Wisconsin 2004, 2006) [2010]
SHRIJI PATEL, Assistant Professor of Ophthalmology and Visual Sciences
B.A. (Columbia 2006); M.D. (New Jersey Medical 2010) [2014]
KRUPA PATEL-LIPPMANN, Instructor in Clinical Radiology and
Radiological Sciences
B.S. (Illinois, Champaign 2006); M.D. (Medical College of Wisconsin
2010) [2016]
Archived 2017/2018
School of Medicine Catalog
182 183VANDERBILT UNIVERSITY School of Medicine / Faculty
STEPHEN W. PATRICK, Assistant Professor of Pediatrics; Assistant
Professor of Health Policy
B.S. (Florida 2002); M.P.H. (Harvard 2007); M.D. (Florida State
2007); M.S. (Michigan 2011) [2013]
BARRON L. PATTERSON, Associate Professor of Pediatrics
B.E., M.D. (Vanderbilt 1996, 2000) [2006]
SARA JANE FLETCHER PATTERSON, Clinical Professor of Pediatrics
B.S. (Calvin 1993); M.D. (Vanderbilt 1997) [2001]
CHRISTOPHER M. PATTON, Clinical Professor of Pediatrics
B.S. (New College of Florida 1990); M.D. (UT Health Science Center
[Tennessee] 1994) [1998]
JAMES A. PATTON, Professor of Physics; Professor of Radiology and
Radiological Sciences
B.S. (Western Kentucky 1966); Ph.D. (Vanderbilt 1972) [1973]
JAMES G. PATTON, Stevenson Professor of Biological
Sciences; Professor of Biological Sciences; Professor of Cell and
Developmental Biology; Professor of Ophthalmology and Visual
Sciences
B.S. (University of St. Thomas [Minnesota] 1980); Ph.D. (Mayo
Medical 1988) [1993]
PAISIT PAUEKSAKON, Associate Professor of Pathology, Microbiology
and Immunology
M.D. (Mahidol [Thailand] 1987) [2009]
WILLIAM S. PAUL, Assistant Clinical Professor of Health Policy
B.S. (Stanford 1981); M.P.H. (Illinois, Chicago 1986); M.D. (Illinois,
College of Medicine, Chicago 1986) [2008]
ALEXIS BARTLEY PAULSON, Associate in Radiology and Radiological
Sciences
B.S.N. (Belmont 2006); M.S.N. (Pennsylvania 2007) [2016]
SIDDHARAMA PAWATE, Assistant Professor of Neurology
M.D. (Karnatak Medical [India] 1990) [2009]
YVONNE W. PAWLOWSKI, Associate Clinical Professor of Pediatrics
M.D. (Lodz [Poland] 1973) [1992]
DEBORAH M. PAYNE, Assistant in Medicine
M.S., B.S. (Alabama, Birmingham 1996, 1996) [2008]
W. FAXON PAYNE, Professor of Radiology and Radiological Sciences,
Emeritus
B.A., M.D. (Vanderbilt 1945, 1948) [1960]
ALLEN PEABODY, Assistant Clinical Professor of Pediatrics
B.A. (Tennessee 2000); M.D. (Morehouse 2007) [2012]
JOHN P. PEACH, Assistant Professor of Clinical Medicine
B.S. (Lipscomb 1990); M.D. (Louisville 1994) [1997]
MATTHEW R. PEACHEY, Assistant Professor of Medicine; Assistant
Professor of Pediatrics
B.S. (Middle Tennessee State 2002); M.D. (Vanderbilt 2006) [2012]
A. SCOTT PEARSON, Associate Professor of Surgery
B.A. (Tennessee 1987); M.D. (UT Health Science Center [Tennessee]
1991) [1999]
ROBIN S. PEARSON, Clinical Professor of Pediatrics
B.A. (Southern Methodist 1987); M.D. (UT Health Science Center
[Tennessee] 1991) [1999]
TETYANA V. PEDCHENKO, Research Instructor in Medicine
M.S. (Taras Shevchenko National [Ukraine] 1984); Ph.D. (Institute of
Pharmacology and Toxicology [Ukraine] 1992) [2004]
VADIM K. PEDCHENKO, Research Associate Professor of Medicine
B.S., M.S. (Kiev State [Ukraine] 1983, 1985); Ph.D. (Palladin Institute
of Biochemistry [Ukraine] 1993) [2002]
R. STOKES PEEBLES, Elizabeth and John Murray Chair in
Medicine; Professor of Medicine; Professor of Pathology, Microbiology
and Immunology
B.S. (Davidson 1982); M.D. (Vanderbilt 1986) [1998]
JULIE T. PEEK, Clinical Professor of Pediatrics
B.S. (Yale 1984); M.D. (North Carolina 1988) [1992]
RICHARD M. PEEK, JR., Mina Cobb Wallace Chair in
Immunology; Professor of Medicine; Professor of Cancer
Biology; Professor of Pathology, Microbiology and
Immunology; Director, Division of Gastroenterology
B.S. (Davidson 1984); M.D. (North Carolina 1988) [1995]
ALLAN B. PEETZ, Assistant Professor of Surgery
B.S. (Notre Dame 2004); M.D. (Michigan 2008) [2016]
AMANDA C. PELTIER, Associate Professor of Neurology
B.A. (Denison 1994); M.D. (Ohio State 1998); M.S. (Michigan
2005) [2005]
JULIE S. PENDERGAST, Adjunct Assistant Professor of Medicine
B.S., M.S. (Illinois, Champaign 1999, 2001); Ph.D. (Miami
2007) [2007]
JENNIFER L. PENDERGRAST, Assistant in Medicine
B.S.N. (Austin Peay State 2008); M.S.N. (Vanderbilt 2011) [2012]
DUNFA PENG, Research Instructor in Surgery
M.D. (Wannan Medical [China] 1987); M.S. (Zhejiang [China]
1992); Ph.D. (Shiga University for Medical Science [Japan]
2003) [2009]
DUNGENG PENG, Research Instructor in Medicine
B.S. (Anhui [China] 2001); M.S., Ph.D. (Anhui Science and Technology
University [China] 2004, 2007) [2017]
EDWARD B. PENN, JR., Assistant Professor of Otolaryngology
B.A., M.D. (Kansas 2002, 2006) [2012]
JOHN S. PENN, Associate Dean for Faculty Affairs; Phyllis G. and
William B. Snyder, MD Endowed Chair in Ophthalmology and Visual
Sciences; Professor of Ophthalmology and Visual Sciences; Professor
of Medical Education and Administration (VUMC); Professor of the
Department of Molecular Physiology and Biophysics; Professor of Cell
and Developmental Biology
B.A. (University of the South 1978); M.S. (West Florida 1981); Ph.D.
(Florida State 1984) [1998]
JACQUELYN SUE PENNINGS, Research Assistant Professor of
Orthopaedic Surgery and Rehabilitation
B.S. (Belmont 2001); M.S., Ph.D. (Texas Christian 2005, 2009) [2017]
DAVID F. PENSON, Paul V. Hamilton, M.D. and Virginia E. Howd Chair
in Urologic Oncology; Professor of Urologic Surgery; Professor of
Medicine; Professor of Health Policy; Chair of the Department of
Urologic Surgery; Director, Center for Surgical Quality and Outcomes
Research
B.A. (Pennsylvania 1987); M.D. (Boston University 1991); M.P.H. (Yale
2001); M.Mgt. (Vanderbilt 2014) [2009]
EDWARD C. PERDUE, Assistant Clinical Professor of Oral and
Maxillofacial Surgery
B.S. (Alabama 1988); D.D.S. (UT Health Science Center [Tennessee]
1992) [2006]
JASON K. PEREIRA, Assistant Professor of Medicine
B.S. (Tennessee 1997); M.D. (UT Health Science Center [Tennessee]
2001) [2004]
MATTHEW L. PERKINS, Associate Clinical Professor of Pediatrics
B.S. (Western Kentucky 1990); M.D. (Louisville 1994) [1999]
BRIAN T. PERKINSON, Assistant Professor of Clinical Orthopaedic
Surgery and Rehabilitation
B.S. (Tennessee 2001); M.D. (UT Health Science Center [Tennessee]
2007) [2013]
JONATHAN B. PERLIN, Clinical Professor of Medicine
B.A. (Virginia 1984); Ph.D., M.D. (Virginia Commonwealth 1991,
1992) [2007]
AIMEE P. PERRI, Assistant Professor of Clinical Pediatrics
B.S. (Texas 1994); M.D. (Texas, San Antonio 1999) [2011]
ROMAN E. PERRI, Assistant Professor of Medicine
B.S., M.D. (Wisconsin 1995, 1999) [2006]
DANIEL S. PERRIEN, Assistant Professor of Medicine
B.A. (Hendrix 1998); Ph.D. (Arkansas, Little Rock 2006) [2009]
SAMUEL J. PERRY, Instructor in Clinical Medicine; Instructor in Clinical
Pediatrics
B.S., M.D. (Wake Forest 1979, 1988) [2017]
ANNA K. PERSON, Assistant Professor of Medicine
B.A. (Macalester 2000); M.D. (Washington University 2005) [2010]
SARIKA UPPAL PETERS, Assistant Professor of Pediatrics; Assistant
Professor of Psychiatry and Behavioral Sciences
B.A. (Austin College 1993); M.A., Ph.D. (Texas 1997, 2000) [2009]
TODD ERIK PETERS, Assistant Professor of Psychiatry and Behavioral
Sciences
B.A. (McDaniel 2002); M.D. (Pennsylvania State 2006) [2011]
Archived 2017/2018
School of Medicine Catalog
184 185VANDERBILT UNIVERSITY School of Medicine / Faculty
JOSH F. PETERSON, Associate Professor of Biomedical
Informatics; Assistant Professor of Medicine
B.S. (Stanford 1992); M.D. (Vanderbilt 1997); M.P.H. (Harvard
2002) [2013]
KELLY L. PETERSON, Assistant in Pediatric Surgery
B.S.N. (Montana State 2010); M.S.N. (Vanderbilt 2014) [2015]
NEERAJA B. PETERSON, Associate Professor of Medicine
B.S. (Duke 1993); M.D. (Vanderbilt 1997); M.Sc. (Boston University
2002) [2002]
TODD E. PETERSON, Associate Professor of Radiology and Radiological
Sciences; Associate Professor of Physics; Faculty Director of the
Office of Honor Scholarships
B.A. (Gustavus Adolphus 1991); B.A. (Oxford [U.K.] 1993); M.S.,
Ph.D. (Indiana, Bloomington 1994, 2000) [2003]
MICHAEL R. PETRACEK, Cornelius Vanderbilt Chair in
Surgery; Professor of Cardiac Surgery; Chair of the Department of
Cardiac Surgery
B.S. (Baylor 1967); M.D. (Johns Hopkins 1971) [2006]
KIMBERLY A. PETRIE, Assistant Professor of Medical Education and
Administration
B.A. (Lawrence 1996); Ph.D. (Vanderbilt 2004) [2008]
WILLIAM M. PETRIE, Professor of Clinical Psychiatry and Behavioral
Sciences; Director of Geriatric Psychiatry Outpatient Program
B.A., M.D. (Vanderbilt 1968, 1972) [2011]
CATHLEEN C. PETTEPHER, Assistant Dean for Assessment, School of
Medicine; Professor of Cancer Biology
B.S., B.S., Ph.D. (South Alabama 1985, 1987, 1990) [1990]
APRIL C. PETTIT, Assistant Professor of Medicine
B.S. (Michigan 2000); M.D. (Wayne State 2004); M.P.H. (Vanderbilt
2010) [2011]
WILLIAM H. PETTUS, Clinical Instructor in Medicine
B.S. (Lipscomb 1976); M.D. (UT Health Science Center [Tennessee]
1980) [1986]
ANDREW N. PFEFFER, Assistant Professor of Emergency Medicine
A.B. (Brown 2005); M.D. (Virginia 2010) [2013]
JEAN P. PFOTENHAUER, Associate in Pediatrics
B.A. (Reed 1976); M.S. (California, Irvine 1983) [1989]
HUONG T. PHAM, Assistant Professor of Neurology
B.A. (Case Western Reserve 2006); M.D. (Marshall 2011) [2016]
WELLINGTON PHAM, Associate Professor of Radiology and Radiological
Sciences; Associate Professor of Biomedical Engineering
B.S., Ph.D. (Toledo 1996, 2000) [2006]
JASON PHAN, Research Assistant Professor of Biochemistry
B.S. (California, Irvine 1995); Ph.D. (South Carolina 2001) [2009]
JOEL M. PHARES, Assistant Professor of Clinical Medicine
B.S. (West Virginia 1992); M.D. (Robert Wood Johnson Medical, New
Brunswick 1997) [2012]
FENNA T. PHIBBS, Associate Professor of Neurology
B.S. (Colorado State 1996); M.D. (Colorado 2002); M.P.H. (Vanderbilt
2010) [2007]
ELIZABETH J. PHILLIPS, John A. Oates Chair in Clinical
Research; Professor of Pathology, Microbiology and
Immunology; Professor of Pharmacology; Professor of Medicine
B.Sc., M.D. (Alberta [Canada] 1987, 1989) [2013]
HEATHER N. PHILLIPS, Associate Clinical Professor of Pediatrics
B.S. (Birmingham-Southern 1999); M.D. (Alabama, Birmingham
2003) [2008]
IRA E. PHILLIPS III, Assistant Professor of Psychiatry and Behavioral
Sciences
S.B. (Massachusetts Institute of Technology 2003); A.M. (Harvard
2006); M.D. (Vanderbilt 2010) [2014]
JAMES DAVID PHILLIPS, Assistant Professor of Otolaryngology
B.S., M.D. (Vanderbilt 2005, 2009) [2016]
JOHN A. PHILLIPS III, David T. Karzon Chair in Pediatrics; Professor
of Pediatrics; Professor of Pathology, Microbiology and
Immunology; Professor of Medicine; Director, Division of Medical
Genetics; Adjunct Professor of Pediatrics at Meharry Medical College
M.D. (Wake Forest 1969); MD,PNP [1984]
KRISTINE PHILLIPS, Associate Professor of Medicine
B.S., Ph.D. (Louisiana State 1988, 1993); M.D. (Johns Hopkins
1995); M.S. (Michigan 2016) [2016]
MARY S. PHILLIPS, Assistant in Psychiatry and Behavioral Sciences
B.S.N. (North Carolina 1984); M.S.N. (Vanderbilt 2008) [2016]
SHARON E. PHILLIPS, Assistant in Biostatistics
B.S., M.S.P.H. (South Florida 1987, 1998) [2011]
ROBERT N. PIANA, Professor of Medicine
A.B. (Harvard 1980); M.D. (Pennsylvania 1987) [2000]
MARIA BLANCA PIAZUELO, Research Assistant Professor of Medicine
M.D. (Universidad del Valle [Colombia] 1986) [2005]
JAMES W. PICHERT, Professor of Medical Education and Administration
B.S. (Bucknell 1974); M.S., Ph.D. (Illinois, Champaign 1976,
1978) [1979]
LAURA PICKEL, Assistant in Pediatric Surgery
B.S. (Tennessee, Memphis 2010); M.S. (Trevecca Nazarene
2013) [2014]
DAVID R. PICKENS III, Associate Professor of Radiology and Radiological
Sciences
B.A. (University of the South 1969); B.E., M.S., Ph.D. (Vanderbilt
1971, 1977, 1981) [1981]
ERIN M. PICOU, Research Assistant Professor of Hearing and Speech
Sciences
B.S. (Middle Tennessee State 2003); Au.D., Ph.D. (Vanderbilt 2007,
2011) [2011]
HOLLY R. PIERCE, Assistant in Medicine
B.S.N. (Tennessee 1997); M.S.N. (Vanderbilt 2007) [2008]
RICHARD A. PIERCE, Assistant Professor of Surgery
B.S. (Duke 1992); Ph.D., M.D. (Virginia 2001, 2002) [2014]
ASHLEE S. PIERCEY, Assistant in Medicine
B.S. (Lipscomb 2000); M.S.N. (Vanderbilt 2003) [2015]
LISA M. PIERCEY, Assistant Clinical Professor of Pediatrics
B.S. (Lipscomb 1998); M.D. (East Tennessee State 2002); M.B.A.
(Bethel College, McKenzie [Tennessee] 2009) [2007]
MONICA PIERSON, Assistant Professor of Clinical Pediatrics
B.S.N. (Andrews 1976); M.D. (Univ of Juarez 1984) [2014]
JENNIFER A. PIETENPOL, Benjamin F. Byrd Jr. Chair in
Oncology; Professor of Biochemistry; Professor of Cancer
Biology; Professor of Otolaryngology; Director of the Vanderbilt-
Ingram Cancer Center
B.A. (Carleton College 1986); Ph.D. (Vanderbilt 1990) [1994]
JOHN B. PIETSCH, Professor of Pediatric Surgery; Professor of
Pediatrics
B.S. (Georgetown 1968); M.D. (Michigan 1972) [1986]
JENNIFER HERBERT PILKINGTON, Assistant Professor of Clinical
Hearing and Speech Sciences
B.S. (Tennessee 1984); M.S. (Vanderbilt 1987) [2004]
MARK A. PILKINTON, Instructor in Medicine
B.S. (Memphis 2000); Ph.D., M.D. (Illinois, College of Medicine,
Chicago 2009, 2009) [2016]
MICHAEL A. PILLA, Professor of Clinical Anesthesiology
B.S., B.A. (Widener 1990, 1990); M.D. (Pennsylvania 1994) [2007]
AUREA F. PIMENTA, Research Assistant Professor of
Neurology; Research Assistant Professor of Pharmacology
B.Sc., M.S., Ph.D. (Sao Paulo [Brazil] 1970, 1975, 1979) [2002]
BRAM I. PINKLEY, Associate Clinical Professor of Pediatrics
B.S. (Vanderbilt 1994); M.D. (East Tennessee State 2001) [2006]
JOSHUA W. PINKSTON, Assistant in Medicine
B.S., B.S.N. (Auburn, Montgomery 2007, 2010); M.S.N. (Alabama,
Birmingham 2015) [2016]
J. RAYMOND PINKSTON, Assistant Clinical Professor of Emergency
Medicine
B.S. (Vanderbilt 1986); M.D. (UT Health Science Center [Tennessee]
1991) [1997]
C. WRIGHT PINSON, Senior Associate Dean for Clinical Affairs; Professor
of Surgery; Professor of Management; Deputy CEO and Chief Health
System Officer, VUMC; Adjunct Professor of Nursing
B.A., M.B.A. (Colorado, Denver 1974, 1976); M.D. (Vanderbilt
1980) [1990]
Archived 2017/2018
School of Medicine Catalog
184 185VANDERBILT UNIVERSITY School of Medicine / Faculty
SHARON MARIE PIPER, Clinical Instructor in Obstetrics and Gynecology
B.A. (Toledo 1981); M.D. (Eastern Virginia 1987) [1991]
DON PIRRAGLIA, Assistant Professor of Physical Medicine and
Rehabilitation
B.S. (Wagner 1986); D.O. (New York Institute of Technology
1991) [2015]
DAVID W. PISTON, Adjoint Professor of Molecular Physiology and Biophyics
B.A. (Grinnell 1984); M.S., Ph.D. (Illinois, Champaign 1986,
1989) [1992]
ADAM S. PITTS, Assistant Clinical Professor of Oral and Maxillofacial
Surgery
B.S., D.D.S. (Oklahoma 2000, 2004); M.D. (Vanderbilt 2007) [2010]
GREGORY S. PLEMMONS, Associate Professor of Clinical Pediatrics
B.S. (Wofford 1987); M.D. (Medical University of South Carolina
1992); M.F.A. (Bennington 2007) [1998]
ERIN J. PLOSA, Assistant Professor of Pediatrics
B.A. (Vanderbilt 1999); M.D. (Wake Forest 2005) [2011]
NATHAN ELLIOTT PODOLL, Assistant Professor of Clinical
Ophthalmology and Visual Sciences
B.S. (Indiana, Bloomington 2006); M.D. (Louisville 2011) [2016]
LORINA T. POE, Instructor in Clinical Medicine; Instructor in Clinical
Pediatrics
B.S. (Fisk 2001); M.S.P.H., M.D. (Meharry Medical 2003, 2008) [2013]
ELENA POKIDYSHEVA, Research Assistant Professor of Medicine
M.A. (Moscow Institute of Physics and Technology [Russia]
1999); Ph.D. ( 2004) [2015]
FERNANDO P. POLACK, Adjunct Professor of Pediatrics
B.S., M.D. (Buenos Aires [Argentina] 1985, 1990) [2009]
D. BRENT POLK, Adjunct Professor of Pediatrics
B.S. (Ouachita Baptist 1980); M.D. (Arkansas, Little Rock
1984) [1990]
GREGORY G. POLKOWSKI, Assistant Professor of Orthopaedic Surgery
and Rehabilitation
B.S., M.D. (Arkansas 2000, 2004); M.Sc. (Connecticut 2012) [2013]
JENNIFER M. POLLICE-MESERVY, Assistant in Medicine
B.S.N. (Michigan State 1993); M.S. (Michigan
2000); MS,FNP,RN,WHNP [2001]
BRIAN D. POLLOCK, Assistant in Psychiatry and Behavioral Sciences
B.A. (Pennsylvania 2003); M.S.N., D.N.P. (Vanderbilt 2008,
2013) [2011]
VASILIY V. POLOSUKHIN, Research Associate Professor of Medicine
M.D. (Tomsk Medical Institute [Russia] 1984); Ph.D., Sc.D. (Institute
of Clinical and Experimental Medicine, Novosibirsk [Russia] 1991,
1998) [2003]
SEAN M. POLYN, Associate Professor of Psychology; Assistant
Professor of Psychiatry and Behavioral Sciences
B.A. (Virginia 1999); M.A., Ph.D. (Princeton 2003, 2005) [2009]
JENNIFER SHEPPARD POOLE, Assistant Professor of Clinical Medicine
B.A. (Tennessee 2005); M.D. (Tennessee, Memphis 2011) [2014]
JOHN C. POPE IV, Professor of Urologic Surgery; Professor of Pediatrics
B.A. (Wake Forest 1985); M.D. (UT Health Science Center
[Tennessee] 1989) [1997]
TANYA PORASHKA, Assistant Clinical Professor of Psychiatry and
Behavioral Sciences
M.D. (Medical Academy, Sofia [Bulgaria] 1996) [2010]
MICHAEL K. PORAYKO, Professor of Medicine
B.S. (Illinois, Champaign 1977); M.D. (Illinois, Chicago 1981) [2002]
MELISSA R. PORTER, Assistant Professor of Clinical Psychiatry and
Behavioral Sciences; Assistant Clinical Professor of Psychology
B.S. (Illinois State 1999); M.A., Psy.D. (Roosevelt 2003, 2006) [2016]
ROBERT L. POST, Professor of Molecular Physiology and Biophysics,
Emeritus
A.B., M.D. (Harvard 1942, 1945) [1948]
AMY E. POTTER, Assistant Professor of Clinical Pediatrics
B.S. (Houston 1993); M.D. (Texas, San Antonio 1997) [2002]
MATTHEW ROSS POTTER, Assistant Professor of Clinical Medicine
B.S. (California, Los Angeles 2007); M.D. (Ohio State 2012) [2015]
BENJAMIN K. POULOSE, Associate Professor of Surgery
B.S. (North Carolina 1994); M.D. (Johns Hopkins 1999); M.P.H.
(Vanderbilt 2005) [2008]
DORRIS E. POWELL-TYSON, Assistant Professor of Emergency
Medicine
B.S., M.S. (Tuskegee 1987, 1989); M.D. (Wisconsin 1994) [2003]
ALVIN C. POWERS, Joe C. Davis Chair in Biomedical
Science; Professor of Medicine; Professor of Molecular Physiology
and Biophysics; Director, Division of Diabetes, Endocrinology and
Metabolism
B.A. (Virginia 1976); M.D. (UT Health Science Center [Tennessee]
1979) [1988]
JAMES S. POWERS, Professor of Medicine; Adjunct Associate Professor
of Nursing
B.A. (Wesleyan 1973); M.D. (Rochester 1977) [1983]
THOMAS A. POWERS, Adjunct Associate Professor of Radiology and
Radiological Sciences
B.S. (Duke 1969); M.D. (Vanderbilt 1973) [1980]
AMBRA POZZI, Professor of Medicine; Professor of Molecular Physiology
and Biophysics; Professor of Cancer Biology
Ph.D. (Florence [Italy] 1996) [2000]
SATISH D. PRABHU, Associate Clinical Professor of Pediatrics
M.B.B.S. (Kasturba Medical [India] 1983); M.D. (Mangalore [India]
1986) [2005]
JENNIFER MICHELLE PRAGER, Assistant in Medicine
B.S. (Wheaton 2009); M.S.N. (Vanderbilt 2011) [2016]
RUDRA PRAKASH, Clinical Professor of Psychiatry and Behavioral
Sciences
M.B.B.S. (G.S.V.M. Medical [India] 1972); M.D. (Lucknow [India]
1976) [2009]
SUBIR PRASAD, Assistant Clinical Professor of Neurology
B.S.E.E. (Mississippi 1990); M.D. (UT Health Science Center
[Tennessee] 1995) [2004]
KEVIN PREECE, Instructor in Clinical Anesthesiology
B.A., M.D. (Utah 2004, 2008) [2014]
CAROLINE A. PRESLEY, Instructor in Medicine; Instructor in Pediatrics
B.S. (Texas A & M 2006); M.D. (Baylor 2011) [2015]
MARTHA K. PRESLEY, Assistant Clinical Professor of Medicine
B.S., J.D., M.D. (Vanderbilt 2004, 2010, 2010) [2013]
ANNA E. PRESTWICH, Assistant in Surgery
B.A. (Middle Tennessee State 2004); M.S.N. (Vanderbilt 2012) [2014]
MIAS PRETORIUS, Associate Professor of Anesthesiology; Associate
Professor of Medicine
M.B.Ch.B (Pretoria [South Africa] 1993); D.A. (College of Medicine,
Durban [South Africa] 1995); M.S.C.I. (Vanderbilt 2002) [2001]
ANN H. PRICE, Associate Dean for Alumni Affairs; Assistant Professor
of Medical Education and Administration (VU); Assistant Professor of
Medicine
B.A., M.D. (Vanderbilt 1971, 1978) [1983]
JAMES S. PRICE, Clinical Professor of Pediatrics
B.A. (University of the South 1964); M.D. (Vanderbilt 1968) [1971]
JAN ELLEN PRICE, Assistant Professor of Clinical Medicine
B.S. (Dickinson 1993); M.D. (Johns Hopkins 1997) [2001]
KIM N. PRICE, Assistant in Pediatrics
B.S.N. (Tennessee, Martin 1999); M.S.N. (Vanderbilt 2001) [2009]
RONALD R. PRICE, Professor of Radiology and Radiological Sciences,
Emeritus
B.S. (Western Kentucky 1965); Ph.D. (Vanderbilt 1971) [1979]
MARK R. PRIESTLEY, Assistant in Surgery
B.S.N. (Tennessee 2010); M.S.N. (Vanderbilt 2015) [2015]
ANDREA K. PRIMM, Assistant in Anesthesiology
B.S. (Middle Tennessee State 2001); M.S.N. (Alabama, Huntsville
2007) [2012]
RICHARD L. PRINTZ, Research Assistant Professor of Molecular
Physiology and Biophysics
B.S. (Pennsylvania State 1983); Ph.D. (Vanderbilt 1996) [1992]
ADAM J. PRUDOFF, Assistant Professor of Clinical Medicine
B.S. (Pennsylvania State 1993); M.D. (Hahnemann Medical 1998) [2006]
RONALD E. PRUITT, Assistant Clinical Professor of Medicine
B.A., M.D. (North Carolina 1976, 1984) [2001]
RACHAEL LYNN PRUSHA, Assistant in Surgery
B.S. (Iowa State, Science and Technology 2012); M.S. (Vanderbilt
2015) [2016]
Archived 2017/2018
School of Medicine Catalog
186 187VANDERBILT UNIVERSITY School of Medicine / Faculty
SUMIT PRUTHI, Associate Professor of Radiology and Radiological
Sciences; Associate Professor of Pediatrics
M.D. (Mumbai [India] 1996) [2010]
REBECCA C. PRYJMAK, Assistant in Pediatrics
B.S.N. (Samford 2006); M.S.N. (Vanderbilt 2012) [2013]
MEREDITH EVANS PUGH, Assistant Professor of Medicine
B.S. (Richmond 2000); M.D. (Virginia Commonwealth 2004); M.S.C.I.
(Vanderbilt 2012) [2012]
JILL M. PULLEY, Director, Research Support Services; Research
Associate Professor of Medicine
B.S. (Yale 1991); M.B.A. (Pennsylvania 1996) [2007]
CARY WATSON PULLIAM, Assistant Clinical Professor of Surgery
B.A., M.D. (Vanderbilt 1975, 1979) [2016]
MITCHELL A. PULLIAS, Associate Clinical Professor of Pediatrics
B.A. (Lipscomb 1994); M.D. (UT Health Science Center [Tennessee]
1999) [2003]
PRIYA PUROHIT, Assistant Clinical Professor of Oral and Maxillofacial
Surgery
B.S., D.D.S., M.S. (Virginia Commonwealth 2000, 2005, 2007) [2016]
MICHELLE G. PUZDRAKIEWICS, Clinical Instructor in Pediatrics
M.P.H. (Tulane 1997); B.S. (California State, Sacramento 1997); M.D.
(Tulane 2000) [2015]
AI-DONG QI, Research Assistant Professor of Pediatrics
M.D. (Binzhou Medical College [China] 1985); M.S. (Shandong
Medical [China] 1990); Ph.D. (Chinese University of Hong Kong
1997) [2012]
JUN QIAN, Research Assistant Professor of Medicine
B.S., M.S. (Hunan Medical [China] 1994, 1999); Ph.D. (Xiangya
School of Medicine [China] 2002) [2012]
HUAN QIAO, Research Instructor in Medicine
M.D. (Nankai [China] 2002); Ph.D. (Peking [China] 2005) [2014]
JINGBO QIAO, Research Assistant Professor of Pediatric Surgery
B.S., M.S. (Harbin Medical [China] 1985, 1988); Ph.D. (Kyoto [Japan]
1997) [2009]
SHIMIAN QU, Research Assistant Professor of Neurology
B.A. (Beijing Agricultural [China] 1984); M.S. (Chinese Academy of
Sciences 1987); Ph.D. (Vanderbilt 1993) [2013]
XIANGHU QU, Research Associate Professor of Pediatrics
B.S., M.S. (Huazhong Normal [China] 1984, 1987); Ph.D. (Huazhong
University of Science and Technology [China] 1999) [2006]
VITO QUARANTA, Professor of Cancer Biology
M.D. (Bari [Italy] 1974) [2003]
C. CHAD QUARLES, Adjunct Associate Professor of Radiology and
Radiological Sciences
B.S. (Centenary College [Louisiana] 1999); Ph.D. (Medical College of
Wisconsin 2004) [2007]
SUSANNA LEIGH QUASEM, Assistant Clinical Professor of Psychiatry
and Behavioral Sciences
B.A. (Southern Adventist 1998); M.D. (UT Health Science Center
[Tennessee] 2003) [2008]
BARRETT J. RABURN, Assistant in Neurological Surgery
B.S., M.S.N. (Trevecca Nazarene 2012, 2014) [2015]
RYAN T. RABURN, Assistant in Neurological Surgery
B.S. (King 2005); M.S.M. (Trevecca Nazarene 2007) [2010]
ANDREW E. RADBILL, Assistant Professor of Pediatrics
B.S. (Vanderbilt 1998); M.D. (Alabama, Birmingham 2003) [2010]
RAFAEL RADI, Adjunct Professor of Biochemistry
M.D., Ph.D. (Universidad de la República [Uruguay] 1988, 1991) [2009]
LISA RAE, Assistant Professor of Surgery
B.S. (Maryland 1996); M.B.S., M.D. (New Jersey Medical 2001,
2006) [2013]
STEPHEN P. RAFFANTI, Professor of Medicine
B.A. (California, Berkeley 1975); M.D. (Genova [Italy] 1985); M.P.H.
(Vanderbilt 2003) [1990]
KRISTIN M. RAGER, Assistant Clinical Professor of Pediatrics
B.A. (Vanderbilt 1993); M.D. (Louisville 1998); M.P.H. (Ohio State
2004) [2011]
AMANDA NELSON RAGLE, Assistant Professor of Clinical Radiology and
Radiological Sciences
B.S. (Western Kentucky 2000); M.D. (Kentucky, Lexington 2004) [2010]
JENNIFER M. RAGSDALE, Associate Clinical Professor of Pediatrics
B.S. (Notre Dame 1992); M.D. (UT Health Science Center [Tennessee]
1997) [2000]
S. M. JAMSHEDUR RAHMAN, Research Assistant Professor of Medicine
B.Sc., M.Sc. (Dhaka [Bangladesh] 1980, 1981); Ph.D. (Nagoya
[Japan] 1991) [2006]
DAVID S. RAIFORD, Senior Associate Dean for Faculty Affairs; Professor
of Medical Education and Administration; Professor of Medicine; Chief
of Clinical Staff, VUMC
B.S. (Massachusetts Institute of Technology 1981); M.D. (Johns
Hopkins 1985) [1991]
SATISH R. RAJ, Adjunct Associate Professor of Medicine
B.Sc. (Rensselaer Polytechnic Institute 1991); M.D. (Queen’s [Canada]
1996); M.S.C.I. (Vanderbilt 2004) [2002]
TINA RAJPUT, Assistant Professor of Clinical Pediatrics
B.A. (Rutgers 2008); M.D. (St. Georges U. 2012) [2016]
RAMNARAYAN RAMACHANDRAN, Assistant Professor of Hearing and
Speech Sciences; Assistant Professor of Psychololgy
M.Sc. (Birla Institute of Technology [India] 1991); M.S. (Virginia
Commonwealth 1993); Ph.D. (Johns Hopkins 2000) [2012]
DAYANIDHI RAMAN, Adjunct Assistant Professor of Cancer Biology
D.V.M. (Madras [India] 1988); Ph.D. (Kansas State 1995) [2003]
NAGENDRA RAMANNA, Assistant Professor of Medicine
M.B.B.S. (Armed Forces Medical College [India] 1980); M.D.
(Postgraduate Institute of Medical Education and Research [India]
1984) [2012]
RANGARAJ RAMANUJAM, Professor of Management; Professor of
Health Policy
B.E. (Anna [India] 1986); M.B.A. (Indian Institute of Management,
Calcutta 1988); M.S., Ph.D. (Carnegie Mellon 1995, 2000) [2008]
ANDREA HAVENS RAMIREZ, Assistant Professor of Medicine
B.S. (North Carolina State 2002); M.D. (Duke 2007); M.S. (Vanderbilt
2011) [2009]
MARIO LUIS RAMIREZ, Assistant Clinical Professor of Emergency
Medicine
B.S. (Stanford 2002); M.P.P., M.D. (Harvard Medical 2007,
2007) [2010]
HALEY ELIZABETH RAMSEY, Research Assistant Professor of Medicine
B.Sc. (Tennessee 2002); M.Sc. (Bonn [Germany] 2007); Ph.D. (Vienna
[Austria] 2012) [2015]
LLOYD H. RAMSEY, Professor of Medicine, Emeritus
B.S. (Kentucky, Lexington 1942); M.D. (Washington University
1950) [1953]
ELIZABETH VANCE RANDOLPH, Clinical Instructor in Pediatrics
B.A., M.D. (Virginia 2006, 2011) [2014]
TIMOTHY J. RANVAL, Assistant Clinical Professor of Surgery
B.S. (Michigan State 1974); M.S., M.D. (Louisville 1980, 1983) [1993]
SMITA K. RAO, Assistant in Medicine
M.B.B.S. (Manipal University - [India] 1996); M.S. (Colorado, Denver
2000) [2016]
UMA RAO, Adjunct Assistant Professor of Pediatrics
M.B.B.S. (Bangalore [India] 1982) [2011]
VIDYA N. RAO, Assistant Clinical Professor of Anesthesiology
M.D. (Bombay [India] 1988) [2001]
JUDITH A. RASSI, Associate Professor of Hearing and Speech Sciences,
Emerita
B.S. (Illinois State 1961); M.A. (Northwestern 1963) [1990]
JEFFREY C. RATHMELL, Cornelius Vanderbilt Chair in
Immunobiology; Professor of Pathology, Microbiology and
Immunology; Professor of Cancer Biology
B.S. (Northern Iowa 1991); Ph.D. (Stanford 1997) [2015]
W. KIMRYN RATHMELL, Cornelius Abernathy Craig Chair; Professor of
Medicine; Professor of Biochemistry; Professor of Cancer Biology
B.A., B.S. (Northern Iowa 1991, 1991); Ph.D., M.D. (Stanford 1996,
1998) [2015]
CAROL ANN RAUCH, Associate Professor of Pathology, Microbiology
and Immunology
A.B. (Dartmouth 1982); Ph.D., M.D. (Johns Hopkins 1991, 1991) [2011]
LINDSAY M. RAUTH, Clinical Professor of Pediatrics
B.A. (Virginia 1998); M.D. (Vanderbilt 2002) [2005]
Archived 2017/2018
School of Medicine Catalog
186 187VANDERBILT UNIVERSITY School of Medicine / Faculty
MARK E. RAWLS, Assistant Professor of Clinical Pediatrics
B.E. (Vanderbilt 2002); M.D. (Mississippi 2006) [2010]
WAYNE A. RAY, Professor of Health Policy
B.S. (University of Washington 1971); M.S., Ph.D. (Vanderbilt 1974,
1981) [1974]
JOSEPH MICHAEL REARDON, Instructor in Emergency Medicine
B.S. (Duke 2009); M.D. (Harvard Medical 2013) [2016]
PETER FRANCIS REBEIRO, Research Assistant Professor of Medicine
B.A. (Yale 2005); Sc.M., M.H.S., Ph.D. (Johns Hopkins 2012, 2014,
2014) [2014]
ERIN C. REBELE, Assistant Clinical Professor of Obstetrics and Gynecology
B.S. (Lehigh 2002); M.D. (New Jersey Medical 2006) [2010]
ANVESH REDDY, Assistant Professor of Ophthalmology and Visual
Sciences
B.A. (Washington University 2005); M.D. (UT Health Science Center
[Tennessee] 2011) [2015]
AVANIJA REDDY, Assistant Clinical Professor of Oral and Maxillofacial
Surgery
B.S. (Birmingham-Southern 2007); M.P.H., D.M.D. (A.T. Still [Missouri]
2010, 2012) [2015]
CHAKRADHAR MADHAVAREDDIGARI REDDY, Adjunct Assistant
Professor of Medicine
B.Sc. (Navodaya Cooperative Junior College [India] 1991); M.D.
(Kurnool Medical College [India] 1999) [2015]
CHURKU M. REDDY, Clinical Professor of Pediatrics
P.P.C., M.B.B.S. (Osmania [India] 1966, 1966) [1995]
NISHITHA M. REDDY, Associate Professor of Medicine
M.B.B.S. (Ambedkar Medical [India] 1998); M.S.C.I. (Vanderbilt
2010) [2007]
SHILPA S. REDDY, Assistant Professor of Pediatrics
B.S. (Michigan 2006); M.D. (Iowa 2010) [2015]
SUJANA K. REDDY, Instructor in Clinical Medicine
B.A. (Northwestern 1999); M.D. (UT Health Science Center
[Tennessee] 2003) [2014]
CHRISTINE L. REED, Clinical Instructor in Pediatrics
B.S. (Evangel 1999); M.D. (Eastern Virginia 2004) [2007]
JAMES ANDREW REED, Assistant Clinical Professor of Oral and
Maxillofacial Surgery
D.D.S. (Tennessee, Memphis 2008); M.S.D. (Virginia Commonwealth
2011) [2016]
PETER W. REED, Associate Professor of Pharmacology, Emeritus
B.A. (Syracuse 1961); Ph.D. (SUNY, Upstate Medical Center
1968) [1975]
JOHN JEFFREY REESE, Mildred Thornton Stahlman Chair in
Perinatology; Professor of Pediatrics; Professor of Cell and
Developmental Biology; Associate Professor of Biomedical Engineering
B.A., M.D. (Kansas 1982, 1982) [2002]
NIKI REESE, Assistant in Neurological Surgery
B.S. (Florida International ) [2016]
RUTH REEVES, Assistant Professor of Biomedical Informatics
B.A. (CUNY, Queens College 1988); M.S., Ph.D. (CUNY 1994,
2004) [2015]
KRIS P. REHM, Associate Professor of Clinical Pediatrics
B.S. (Ohio 1994); M.D. (Northwestern 1998) [2005]
TYLER E. REIMSCHISEL, Associate Professor of Pediatrics; Assistant
Professor of Neurology
B.A. (Chicago 1993); M.D. (Rush 1997) [2008]
BRANDON JOHN DALE REIN, Instructor in Clinical Anesthesiology
B.A. (Miami [Ohio] 2007); D.O. (Ohio 2012) [2016]
LOU REINISCH, Adjunct Associate Professor of Otolaryngology
B.S. (Missouri, Rolla 1976); M.S., Ph.D. (Illinois, Champaign 1978,
1982) [1991]
EMILY REISENBICHLER, Assistant Professor of Pathology, Microbiology
and Immunology
B.S. (Missouri 2000); M.D. (Texas, Galveston 2007) [2013]
NICHOLAS J. REITER, Assistant Professor of Biochemistry
B.S. (Carleton College 1999); Ph.D. (Wisconsin 2006) [2012]
MICHAEL S. REMPLE, Research Assistant Professor of Neurological
Surgery
B.Sc. (Lethbridge [Canada] 2000); Ph.D. (Vanderbilt 2006) [2006]
YI REN, Assistant Professor of Biochemistry
B.S., M.S. (Fudan [China] 2000, 2003); Ph.D. (Princeton 2009) [2016]
HANNA RENNO, Clinical Instructor in Pediatrics
B.S. (Arkansas 2002); M.D., M.P.H. (Arizona 2010, 2014) [2015]
MATTHEW J. RESNICK, Assistant Professor of Urologic
Surgery; Assistant Professor Health Policy
B.S. (Cornell 2001); M.D. (Pennsylvania 2006); M.P.H. (Vanderbilt
2014) [2011]
TONIA S. REX, Associate Professor of Ophthalmology and Visual
Sciences
B.S. (Oakland 1995); M.S., Ph.D. (California, Santa Barbara 1997,
2001) [2012]
BRENT N. REXER, Assistant Professor of Medicine
B.S. (Baylor 1994); Ph.D., M.D. (Vanderbilt 2001, 2003) [2009]
ALBERT B. REYNOLDS, Ingram Professor of Cancer
Research; Professor of Cancer Biology
B.A. (Kenyon 1978); Ph.D. (Virginia 1985) [1996]
W. STUART REYNOLDS, Assistant Professor of Urologic Surgery
A.B. (Princeton 1997); M.D. (Pennsylvania State 2003); M.P.H.
(Vanderbilt 2012) [2009]
MICHELLE L. REYZER, Research Assistant Professor of Biochemistry
B.S. (William and Mary 1991); Ph.D. (Texas 2000) [2004]
JULIE WANG REZK, Assistant Professor of Oral and Maxillofacial Surgery
B.S. (Millsaps 2000); D.M.D. (Alabama, Birmingham 2006) [2008]
KAREN H. RHEA, Associate Clinical Professor of Psychiatry and
Behavioral Sciences
A.B. (King 1967); M.D. (North Carolina 1973) [1977]
REA KAE RHODES, Assistant in Neurological Surgery
B.S.N. ( 1988); M.S.N. (South Florida 2008) [2015]
RACHEL M. RICAFORT, Assistant Clinical Professor of Pediatrics
B.S.N. (Vanderbilt 1988); M.D. (St. George’s, Grenada 1997) [2003]
ELIZABETH ANN RICE, Assistant Professor of Medicine
B.S. (Illinois, Champaign 1990); M.D. (Indiana, Indianapolis
1997) [2001]
MARK J. RICE, Professor of Anesthesiology
B.S. (Wisconsin, Eau Claire 1978); M.D. (Wisconsin 1980) [2015]
TODD W. RICE, Associate Professor of Medicine
B.S. (Notre Dame 1993); M.D. (Indiana, Indianapolis 1997); M.S.C.I.
(Vanderbilt 2005) [2004]
MICHAEL R. RICHARDS, Assistant Professor of Health Policy
B.S. (Illinois, Chicago 2006); M.P.H. (Illinois, College of Medicine,
Peoria 2010); M.D. (Illinois, College of Medicine, Chicago 2010); Ph.D.
(Yale 2013) [2015]
GREGORY P. RICHARDSON, Assistant Clinical Professor of Oral and
Maxillofacial Surgery
B.S. (Western Kentucky 1985); D.M.D. (Louisville 1989) [1999]
MICHAEL G. RICHARDSON, Associate Professor of Anesthesiology
B.A. (Cornell 1985); M.D. (Chicago 1989) [2002]
THOMAS R. RICHARDSON, Assistant Professor of Clinical Medicine
B.A. (William and Mary 1991); M.D. (Virginia 1995) [2006]
TIFFANY MEGAN RICHBURG, Assistant Professor of Anesthesiology
B.S. (South Carolina State 2006); M.D. (Meharry Medical 2011) [2016]
ROBERT E. RICHIE, Professor of Surgery, Emeritus
B.S. (Kentucky, Lexington 1955); M.D. (Vanderbilt 1959) [1964]
ANN RICHMOND, Ingram Professor of Cancer Research; Professor of
Cancer Biology; Professor of Medicine
B.S. (Louisiana, Monroe 1966); M.N.S. (Louisiana State 1972); Ph.D.
(Emory 1979) [1989]
BRADLEY W. RICHMOND, Instructor in Medicine
B.S. (Evansville 2003); M.D. (Louisville 2007) [2015]
TODD A. RICKETTS, Professor of Hearing and Speech Sciences
B.A., M.A., Ph.D. (Iowa 1989, 1991, 1995) [1999]
OTIS B. RICKMAN, Associate Professor of Medicine; Associate
Professor of Thoracic Surgery
B.S., D.O. (Oklahoma State 1994, 1998) [2009]
MEGHAN CLAYE RIDDLE Assistant Professor of Psychiatry and
Behavioral Sciences
B.A. (Vanderbilt 2005); M.D. (Texas, Houston 2011) [2016]
HEATHER A. RIDINGER, Assistant Professor of Medicine
B.S. (Brigham Young 2005); M.D. (Maryland, Baltimore 2009) [2013]
Archived 2017/2018
School of Medicine Catalog
188 189VANDERBILT UNIVERSITY School of Medicine / Faculty
DEREK A. RIEBAU, Associate Professor of Neurology
B.S. (Wisconsin, Eau Claire 1991); M.D. (Wisconsin 2001) [2005]
DIANA C. RIERA, Assistant Professor of Pediatrics
B.S. (Brown 1997); M.D. (New York Medical 2002) [2011]
W. RUSSELL RIES, Carol and John Odess Chair in Facial, Plastic and
Reconstructive Surgery; Professor of Otolaryngology
B.S. (Southwestern at Memphis 1975); M.D. (UT Health Science
Center [Tennessee] 1978) [1988]
MATTHIAS LUDWIG RIESS, Professor of Anesthesiology; Professor of
Pharmacology
M.D. (Albert Ludwigs University of Freiburg [Germany] 1992); Ph.D.
(Medical College of Wisconsin 2004) [2014]
JEFFREY RIGGS, Assistant Clinical Professor of Oral and Maxillofacial
Surgery
B.S. (Indiana, Indianapolis 1999); D.D.S. (Indiana-Purdue, Indianapolis
2006); M.D. (Texas, Houston 2010) [2014]
JONATHAN S. RIGGS, Associate in Orthopaedic Surgery and Rehabilitation
B.S., M.S. (Duquesne 2006, 2009) [2015]
LINDSAY B. RILEY, Assistant in Pediatrics
B.S.N. (Medical College of Georgia 2009); M.S.N. (Vanderbilt
2014) [2014]
WAYNE JOSEPH RILEY, Clinical Professor of Medicine; Adjunct
Professor of Health Policy
B.A. (Yale 1981); M.P.H. (Tulane 1988); M.D. (Morehouse
1993); M.B.A. (Rice 2002) [2007]
SHERYL L. RIMRODT, Assistant Professor of Pediatrics
B.S. (Stanford 1986); M.D. (California, San Diego 1990); M.Ed.
(Vanderbilt 2014) [2009]
HEATHER ROSE MEAD RIORDAN, Assistant Professor of
Pediatrics; Assistant Professor of Neurology
B.A. (Brigham Young 2004); M.D. (Rochester 2010) [2016]
RHONDA RIPPY, Assistant in Anesthesiology
B.S.N. (Memphis 1992); M.S.N. (Belmont 1998) [2014]
CHAD RYAN RITCH, Adjunct Instructor in Urologic Surgery
B.S. (Duke 2001); M.B.A., M.D. (Chicago 2006, 2006) [2012]
ALEJANDRO CAMPOS RIVAS, Associate Professor of Otolaryngology
M.D. (Universidad Militar Nueva Granda [Colombia] 2000) [2011]
CARMELO J. RIZZO, Professor of Chemistry; Professor of
Biochemistry; Vice Chair of Chemistry
B.S. (Temple 1984); Ph.D. (Pennsylvania 1990) [1992]
ALAN E. ROACH, Clinical Instructor in Pediatrics
B.S. (Denison 2004); M.D. (Cincinnati 2008) [2011]
MICHELLE KRYSTINA ROACH, Assistant Professor of Clinical Obstetrics
and Gynecology
B.S. (South Alabama 2007); M.D. (Alabama, Birmingham 2012) [2016]
TIMOTHY R. ROADS, Associate Clinical Professor of Pediatrics
M.D. (Indiana, Indianapolis 1978) [2005]
HOWARD B. ROBACK, Professor of Psychiatry, Emeritus
B.A. (Case Western Reserve 1962); M.S. (Ohio 1964); Ph.D. (York
[Canada] 1970) [1972]
CHRISTOPHER W. ROBB, Assistant Clinical Professor of Medicine
B.S. (Baylor 1994); Ph.D. (Texas, Galveston 1999); M.D. (Texas Tech
University 2003) [2007]
IVAN M. ROBBINS, Professor of Medicine
B.A. (Brown 1981); M.D. (Case Western Reserve 1991) [1997]
JASON B. ROBBINS, Assistant Clinical Professor of Medicine
B.S., M.D. (Vanderbilt 1995, 1999) [2006]
MARK A. ROBBINS, Assistant Professor of Medicine
B.S. (Arkansas State 1987); M.D. (Mississippi, Jackson 1993) [2006]
SAMUEL GWIN ROBBINS, Assistant in Medicine
B.A. (University of the South 1998); M.T.S., M.S.N. (Vanderbilt 2001,
2007) [2015]
SHELLEY TORRES ROBERT, Assistant in Surgery; Lecturer in Nursing
B.S.N. (Middle Tennessee State 2007); M.S.N. (Vanderbilt
2010) [2011]
CATHERINE S. ROBERTS, Assistant in Neurological Surgery
B.S.N. (Columbia 2011); M.S.N. (Vanderbilt 2015) [2015]
L. JACKSON ROBERTS, William Stokes Chair in Experimental
Therapeutics; Professor of Pharmacology; Professor of Medicine
B.A. (Cornell College 1965); M.D. (Iowa 1969) [1977]
RICHARD ALLEN ROBERTS, Assistant Professor of Clinical Hearing and
Speech Sciences
B.S., M.S., Ph.D. (South Alabama 1992, 1994, 1997) [2017]
AMY C. ROBERTSON, Assistant Professor of Anesthesiology
B.S. (Marquette 1993); M.D. (Wisconsin 2002); M.Mgt. (Vanderbilt
2010) [2006]
AMY K. ROBERTSON, Assistant in Pediatrics
B.S. (Western Kentucky 1995); B.S.N., M.S.N. (Belmont 2007,
2013) [2014]
DAVID ROBERTSON, Elton Yates Professorship in Autonomic
Disorders; Professor of Medicine; Professor of Neurology; Professor
of Pharmacology
B.A., M.D. (Vanderbilt 1969, 1973) [1978]
MARSHA ROBERTSON, Assistant Clinical Professor of Psychiatry and
Behavioral Sciences
B.S. (Middle Tennessee State 1976); M.S. (Tennessee 1987) [2008]
ROSE MARIE ROBERTSON, Adjunct Professor of Medicine
B.A. (Manhattanville 1966); M.D. (Harvard Medical 1970) [1975]
ALTHEA A. ROBINSON, Assistant Professor of Neurology
B.S. (Florida Atlantic 1999); M.D. (Morehouse 2004) [2009]
MARILYN A. ROBINSON, Assistant Professor of Clinical Pediatrics
B.S. (Jackson State College 1974); M.D. (Mississippi, Jackson
1979) [2012]
PATRICIA F. ROBINSON, Clinical Professor of Pediatrics
B.A. (Wake Forest 1975); M.D. (Pennsylvania State 1979) [1982]
JENNIFER AYESHA ROBLES, Instructor in Clinical Urologic Surgery
B.A. (Rice 2006); M.D. (Case Western Reserve 2011) [2016]
VITO K. ROCCO, Assistant Clinical Professor of Medicine
B.S. (St. John’s 1977); M.D. (Southern California 1981) [1988]
DAN M. RODEN, William Stokes Chair in Experimental
Therapeutics; Professor of Medicine; Professor of Biomedical
Informatics; Professor of Pharmacology
B.Sc., M.D.C.M. (McGill [Canada] 1970, 1974) [1981]
JACQUELINE L. RODIER, Clinical Instructor in Obstetrics and
Gynecology
A.B. (Cornell 1976); M.D. (Vanderbilt 1980) [1984]
VERITY LEVITT RODRIGUES, Instructor in Pediatrics
B.A. (Kenyon 2001); M.S., Ph.D. (Oregon 2007, 2009) [2016]
ALICE L. RODRIGUEZ, Instructor in Pharmacology
B.S., Ph.D. (Illinois, Champaign 1996, 2002) [2007]
ANNA WANG ROE, Adjunct Professor of Radiology and Radiological
Sciences
B.A. (Harvard 1984); Ph.D. (Massachusetts Institute of Technology
1991) [2003]
AMY ROEDER, Assistant Clinical Professor of Oral and Maxillofacial
Surgery
B.A. (Baylor 1994); D.D.S. (Medical College of Virginia 2001) [2016]
BAXTER P. ROGERS, Research Associate Professor of Radiology and
Radiological Sciences; Research Associate Professor of Psychiatry
and Behavioral Sciences; Research Associate Professor of Biomedical
Engineering
B.S. (Furman 1998); M.S., Ph.D. (Wisconsin 2001, 2004) [2006]
BRIANA KAY ROGERS, Assistant in Anesthesiology
B.S.N. (Tennessee Technological 2008); M.S.N. (Vanderbilt
2012) [2012]
JOHN P. ROHDE, Assistant Professor of Emergency Medicine
B.A. (Hardin-Simmons 1994); M.D. (Texas, San Antonio 1999) [2005]
SARAH L. ROHDE, Assistant Professor of Otolaryngology
B.A., M.D. (Virginia 2000, 2004) [2009]
JEFFREY C. ROHRBOUGH, Research Assistant Professor of Pediatrics
B.S., Ph.D. (California, Los Angeles 1985, 1992) [2016]
ANTONIS ROKAS, Professor of Biological Sciences; Cornelius Vanderbilt
Chair in Biological Sciences; Associate Professor of Biomedical
Informatics
B.Sc. (Crete [Greece] 1998); Ph.D. (Edinburgh [U.K.] 2001) [2007]
JOSEPH T. E. ROLAND, Research Assistant Professor of Surgery
B.S., Ph.D. (Illinois, Champaign 1998, 2004) [2009]
LORI ANN ROLANDO, Assistant Professor of Clinical Medicine
B.S. (Illinois, Champaign 1993); M.D. (Southern Illinois, Springfield
1997) [2008]
Archived 2017/2018
School of Medicine Catalog
188 189VANDERBILT UNIVERSITY School of Medicine / Faculty
LOUISE A. ROLLINS-SMITH, Associate Professor of Pathology,
Microbiology and Immunology; Associate Professor of Pediatrics
B.A. (Hamline 1969); M.S., Ph.D. (Minnesota 1972, 1977) [1987]
THOMAS M. ROMANELLI, Assistant Professor of Clinical Anesthesiology
B.S. (Cornell 1990); M.D. (SUNY, Buffalo 1994) [2011]
MARY E. ROMANO, Assistant Professor of Pediatrics
B.A. (Dartmouth 1996); M.D. (St. George’s, Grenada 2001); M.P.H.
(Florida International 2007) [2007]
SUSAN L. ROMANO Assistant in Pediatrics
B.A. (Barnard 2004); M.S.N. (Yale 2007) [2012]
JAIME A. ROMERO, JR., Assistant Clinical Professor of Oral and
Maxillofacial Surgery
B.S. (Tennessee, Martin 2002); D.D.S. (Tennessee, Memphis
2007) [2014]
KREIG D. ROOF, Adjunct Instructor in Neurology
B.A. (Delaware 1981); M.S., Ph.D. (Pennsylvania State 1984,
1989) [2001]
JERRI MICHELLE ROOK, Research Assistant Professor of Pharmacology
B.A. (Drury 2000); Ph.D. (Kansas 2008) [2012]
CONNIE K. ROOT, Assistant in Medicine
B.S. (Middle Tennessee State 1974); A.S.N. (Tennessee, Nashville
1979); B.S.N. (Tennessee State 1982); M.S.N. (Vanderbilt
1990); MSN,RN,ANP,ACNP [1991]
CHERI KAY ROQUE, Assistant Clinical Professor of Oral and Maxillofacial
Surgery
B.S. (American 2000); D.M.D. (Harvard Medical 2006) [2014]
CHRISTIAN ROSAS SALAZAR, Assistant Professor of Pediatrics
M.D. (Universidad Autónoma de Guadalajara [Mexico] 2002); M.P.H.
(Pittsburgh 2013) [2013]
JOHN D. ROSDEUTSCHER, Assistant Clinical Professor of Plastic
Surgery
B.S., M.D. (Vanderbilt 1987, 1991) [2001]
KIMBERLY M. ROSDEUTSCHER, Associate Clinical Professor of
Pediatrics
B.A. (Vanderbilt 1988); M.D. (Cincinnati 1994) [1998]
KRISTIE M. ROSE, Research Assistant Professor of Biochemistry
B.S. (Presbyterian [South Carolina] 2000); Ph.D. (Medical University of
South Carolina 2005) [2010]
SAMUEL TRENT ROSENBLOOM, Associate Professor of Biomedical
Informatics; Associate Professor of Pediatrics; Associate Professor of
Medicine
B.A. (Northwestern 1992); M.D., M.P.H. (Vanderbilt 1996,
2001) [2002]
MIA A. LEE ROSENFELD, Adjunct Assistant Professor of Hearing and
Speech Sciences
B.A. (Georgia 1988); M.S. (Vanderbilt 1993); Ph.D. (Kentucky,
Lexington 2003) [2002]
SANDRA J. ROSENTHAL, Jack and Pamela Egan Professor of
Chemistry; Professor of Chemistry; Professor of Chemical and
Biomolecular Engineering Professor of Materials Science and
Engineering; Professor of Pharmacology
B.S. (Valparaiso 1987); Ph.D. (Chicago 1993) [1996]
JOHN D. ROSS, Assistant Professor of Clinical Radiology and
Radiological Sciences
B.A. (Vanderbilt 1994); M.D. (UT Health Science Center [Tennessee]
1999) [2005]
KERRY W. ROSS, Assistant Clinical Professor of Pediatrics
B.A. (Union [Tennessee] 1993); M.D. (UT Health Science Center
[Tennessee] 1998) [2012]
TONY L. ROSS, Associate Professor of Clinical Medicine; Associate
Professor of Clinical Pediatrics
B.S. (Lipscomb 1977); M.D. (Louisville 1982) [2009]
ANNE T. ROSSELL, Clinical Instructor in Obstetrics and Gynecology
B.S. (Vanderbilt 1999); M.D. (Georgetown 2005) [2009]
BRENT A. ROSSER, Associate Clinical Professor of Pediatrics
B.S. (Lipscomb 1996); M.D. (UT Health Science Center [Tennessee]
2000) [2008]
ALICE M. ROTHMAN, Associate Professor of Clinical Pediatrics
B.A. (Cornell 1992); M.P.H. (North Carolina 1996); M.D. (Duke
1997) [2002]
BRIAN S. ROTHMAN, Associate Professor of Anesthesiology
B.B.A., M.D. (Cincinnati 1989, 2000) [2007]
RUSSELL L. ROTHMAN, Professor of Medicine; Professor of Health
Policy; Professor of Pediatrics; Director, Vanderbilt Center for Health
Services Research
B.S., M.P.P., M.D. (Duke 1992, 1996, 1996) [2002]
CHRISTIANNE L. ROUMIE, Associate Professor of Medicine; Associate
Professor of Pediatrics
B.A. (Douglass [Canada] 1994); M.D. (New Jersey Medical
1998); M.P.H. (Vanderbilt 2005) [2004]
BERNARD ROUSSEAU, Associate Professor of
Otolaryngology; Associate Professor of Mechanical
Engineering; Associate Professor of Hearing and Speech Sciences
B.S., M.A. (Central Florida 1998, 2000); Ph.D. (Wisconsin
2004) [2005]
BEN H. ROWAN III, Assistant Professor of Clinical Medicine
B.E. (Vanderbilt 1989); M.D. (UT Health Science Center [Tennessee]
2001) [2004]
AMA ARTHUR ROWE Assistant Professor of Clinical Psychiatry and
Behavioral Sciences
B.A. (Spelman 2001); M.D. (Meharry Medical 2006) [2011]
DONALD H. RUBIN, Professor of Medicine; Professor of Pathology,
Microbiology and Immunology
B.A. (Stony Brook 1969); M.D. (Cornell 1974) [1992]
CRYSTAL RUCKER, Assistant Clinical Professor of Oral and Maxillofacial
Surgery
B.S. (Vanderbilt 1999); D.M.D. (Kentucky, Lexington 2003) [2015]
DOUGLAS RUDERFER, Assistant Professor of Medicine; Assistant
Professor of Psychiatry and Behavioral Sciences; Assistant Professor
of Biomedical Informatics
B.S., M.S. (Johns Hopkins 2004, 2004); Ph.D. (Cardiff [U.K.]
2013) [2016]
ERIC B. RUETH, Assistant Professor of Clinical Psychiatry and Behavioral
Sciences
B.S. (Duke 2001); M.D. (Emory 2006) [2016]
H. EARL RULEY, Professor of Pathology, Microbiology and Immunology
B.A. (Stanford 1974); Ph.D. (North Carolina 1980) [1992]
PAUL J. RUMMO, Assistant Professor of Orthopaedic Surgery and
Rehabilitation
B.A. (Saint Anselm 1990); D.O. (New England College 1994) [2005]
VICTORIA R. RUNDUS, Clinical Professor of Pediatrics
B.S. (Houston 1991); M.D. (Texas, San Antonio 1999) [2003]
JORDAN DOUGLAS RUPP, Assistant Professor of Emergency Medicine
B.A. (Taylor 2007); M.D. (Wright State 2011) [2014]
CHARLES B. RUSH, Associate Professor of Clinical Obstetrics and
Gynecology
B.A. (Northwestern 1979); M.D. (Cincinnati 1984) [1988]
MARGARET G. RUSH, Professor of Clinical Pediatrics; Chief of Staff,
Monroe Carell Jr. Children’s Hospital at Vanderbilt
B.A. (DePauw 1980); M.D. (Cincinnati 1984); M.Mgt. (Vanderbilt
2014) [1989]
STEPHAN E. RUSS, Associate Professor of Emergency Medicine
B.S. (Tennessee 1997); M.D. (UT Health Science Center [Tennessee]
2003); M.P.H. (Vanderbilt 2009) [2006]
ALEXANDRA C. RUSSELL, Assistant Professor of Pediatrics
B.S., M.D. (Duke 2005, 2009) [2016]
LORI BETH RUSSELL, Assistant in Medicine
B.S.N. (Cumberland 1988); M.S. (Tennessee State 2014) [2017]
PAUL T. RUSSELL III, Assistant Professor of Otolaryngology; Assistant
Professor of Neurological Surgery
B.S. (Vanderbilt 1992); M.D. (Texas Tech University 1997) [2004]
REGINA G. RUSSELL, Assistant in Medical Education and Administration
B.A., M.Ed. (Arkansas 1995, 1997); M.A. (Tennessee 2005) [2013]
SHIRLEY BRODY RUSSELL, Research Assistant Professor of Medicine
B.A. (Rochester 1962); Ph.D. (Wisconsin 1969) [2006]
WILLIAM E. RUSSELL, Cornelius Vanderbilt Chair; Professor of
Pediatrics; Professor of Cell and Developmental Biology
B.S. (Michigan 1972); M.D. (Harvard 1976) [1990]
WILLIAM L. RUSSELL, Adjunct Professor of Surgery
B.S. (Delta State 1964); M.D. (Arkansas, Little Rock 1969) [2006]
Archived 2017/2018
School of Medicine Catalog
190 191VANDERBILT UNIVERSITY School of Medicine / Faculty
CSABA RUSZNAK, Assistant Clinical Professor of Medicine
M.D. (Debrecen [Hungary] 1985); Ph.D., D.Sc. (Hungarian Academy
of Science 1994, 2001) [2006]
ABIGAIL RYAN, Clinical Instructor in Pediatrics
B.A. (Saint Louis 2004); M.D. (Saint Louis University 2008) [2013]
G. KYLE RYBCZYK, Senior Associate in Medicine
B.S.N. (MidAmerica Nazarene 1987); M.S.N. (Vanderbilt
1998); RN,MSN,CS,FNP [1999]
SERGEY V. RYZHOV, Adjunct Assistant Professor of Medicine
M.D., Ph.D. (Siberian State [Russia] 1995, 1999) [2004]
PABLO J. SAAVEDRA, Assistant Professor of Medicine
B.S., M.D. (Case Western Reserve 1988, 1996) [2005]
DAVID N. SACKS, Assistant Professor of Clinical Psychiatry and
Behavioral Sciences
B.A., M.A. (Stanford 1992, 1992); Ph.D. (Florida State 2003) [2013]
SUZANNE BROWN SACKS, Assistant Professor of Medicine
B.A. (Dartmouth 1996); M.D. (Harvard Medical 2002); M.S.
(Pennsylvania 2009) [2014]
GLYNIS A. SACKS-SANDLER, Professor of Clinical Radiology and
Radiological Sciences; Associate Professor of Clinical Obstetrics and
Gynecology
M.B.B.Ch. (Witwatersrand [South Africa] 1978) [2003]
DENISE SADLER, Assistant in Anesthesiology
B.S.N., M.S.N. (Belmont 1994, 1998) [2014]
ASHOK K. SAHA, Adjunct Assistant Professor of Anesthesiology
M.B.B.S. (Dhaka [Bangladesh] 1975); M.D. (Shiraz [Iran] 1981) [2007]
MASANORI SAITO, Research Assistant Professor of Orthopaedic
Surgery and Rehabilitation
M.D. (Tokyo Medical and Dental [Japan] 2006) [2015]
SAFIA N. SALARIA, Assistant Professor of Pathology, Microbiology and
Immunology
B.S. (University of the Punjab [Pakistan] 2004); M.B.B.S. (King Edward
Medical [Pakistan] 2004) [2013]
SUSAN S. SALAZAR, Assistant Professor of Clinical Obstetrics and
Gynecology
B.S.N. (Barry 1988); M.S.N. (Florida 1996); Ph.D. (Barry 2009) [2012]
KENNETH J. SALLENG, Assistant Professor of Pathology, Microbiology
and Immunology
B.A. (Berea 1987); D.V.M. (Missouri 1992) [2006]
JOSEPH G. SALLOUM, Assistant Professor of Medicine
B.S., M.D. (American University of Beirut [Lebanon] 1992, 1996) [2005]
BLAKE L. SALMONY IV, Assistant in Medicine
B.S. (Goucher 2006); M.S.N. (Vanderbilt 2010) [2012]
DAVID C. SAMUELS, Associate Professor of Molecular Physiology and
Biophysics
B.A. (Washington University 1983); Ph.D. (Oregon 1990) [2009]
LAUREN RUTH SAMUELS, Instructor in Biostatistics
B.A. (Yale 1994); M.Ed. (Vanderbilt 2002) [2017]
WARREN S. SANDBERG, Professor of Anesthesiology; Professor of
Biomedical Informatics; Professor of Surgery; Chair of the Department
of Anesthesiology
B.A. (California, Berkeley 1986); Ph.D., M.D. (Chicago 1991, 1994) [2010]
CHARLES R. SANDERS II, Aileen M. Lange and Annie Mary Lyle Chair
in Cardiovascular Research; Professor of Biochemistry; Professor of
Medicine
B.S. (Milligan 1983); Ph.D. (Ohio State 1988) [2002]
WILLIAM ANDREW SANDERS, Clinical Instructor in Pediatrics
B.S. (Vanderbilt 2003); M.D. (UT Health Science Center [Tennessee]
2008) [2011]
KEVIN B. SANDERS, Associate Professor of Clinical Psychiatry and
Behavioral Sciences; Associate Professor of Clinical Pediatrics
B.S. (Tennessee 1993); M.D. (UT Health Science Center [Tennessee]
1997) [2009]
MELINDA E. SANDERS, Professor of Pathology, Microbiology and
Immunology
B.S. (Duke 1989); M.D. (Thomas Jefferson 1995) [2001]
TERESA HINKLE SANDERS, Research Assistant Professor of
Pharmacology
B.S. (Alabama, Huntsville ); M.S. (California, Los Angeles ); Ph.D.
(Georgia Institute of Technology 2014) [2016]
ELAINE SANDERS-BUSH, Professor of Pharmacology, Emerita
B.S. (Western Kentucky 1962); Ph.D. (Vanderbilt 1967) [1968]
MAUREEN SANDERSON, Professor of Obstetrics and Gynecology at
Meharry Medical College; Adjunct Professor of Medicine at Vanderbilt
University School of Medicine
B.S. (Ohio State 1979); M.P.H. (Texas, Houston 1984); Ph.D.
(University of Washington 1996) [2010]
KIM SANDLER, Assistant Professor of Radiology and Radiological
Sciences
B.A. (Emory 2005); M.D. (Vanderbilt 2009) [2014]
MARTIN P. SANDLER, Professor of Radiology and Radiological
Sciences; Professor of Medicine
M.B.Ch.B (Cape Town [South Africa] 1972) [1983]
NEIL S. SANGHANI, Assistant Professor of Medicine
B.S., M.D. (Tulane 2001, 2005) [2011]
REESHA S. SANGHANI, Assistant Professor of Clinical Obstetrics and
Gynecology
B.S., M.D. (Alabama, Birmingham 2004, 2009) [2013]
SAMUEL A. SANTORO, Dorothy Beryl and Theodore R. Austin
Chair in Pathology; Professor of Pathology, Microbiology and
Immunology; Professor of Biochemistry; Chair of the Department of
Pathology, Microbiology and Immunology
B.S. (Emory 1972); Ph.D., M.D. (Vanderbilt 1979, 1979) [2003]
REBECCA M. SAPPINGTON-CALKINS, Assistant Professor of
Ophthalmology and Visual Sciences; Assistant Professor of
Pharmacology
B.S. (Washington College 2000); M.S., Ph.D. (Rochester 2003,
2004) [2009]
SARIKA SARASWATI, Research Instructor in Pathology, Microbiology
and Immunology
B.S., M.S. (Allahabad [India] 1993, 1995); Ph.D. (Arkansas
2008) [2016]
MOHANAKRISHNAN M. SATHYAMOORTHY, Assistant Clinical
Professor of Medicine
B.S., M.S.E. (Johns Hopkins 1993, 1995); M.D. (SUNY, Stony Brook
2001) [2007]
SANDEEP ANANTHA SATHYANARAYANA, Adjunct Assistant Professor
of Surgery
M.B.B.S. ( 2006) [2016]
GOWRI SATYANARAYANA, Assistant Professor of Medicine
B.S. (Wright State 2001); M.D. (Ohio State 2007) [2013]
CHRISTINE SAUNDERS, Research Associate Professor of Pharmacology
B.A. (Franklin and Marshall 1988); Ph.D. (Philadelphia College of
Pharmacy 1994) [2002]
SUSAN R. SAUNDERS, Assistant Professor of Clinical Obstetrics and
Gynecology
A.S. ( 1996); M.S.N. (Vanderbilt 1998) [2016]
BIPIN N. SAVANI, Professor of Medicine
M.B.B.S. (B. J. Medical [India] 1987) [2007]
BENJAMIN R. SAVILLE, Adjunct Assistant Professor of Biostatistics
B.S. (Brigham Young 2002); M.S., Ph.D. (North Carolina 2004,
2008) [2008]
BRENT VERNON SAVOIE, Instructor in Clinical Radiology and
Radiological Sciences
B.A. (Vanderbilt 2001); J.D. (Virginia 2007); M.D. (Vanderbilt 2009) [2013]
CORLISS VOGT SAVOIE, Assistant Professor of Clinical Psychiatry and
Behavioral Sciences
B.A. (Dartmouth 1999); M.D. (Vanderbilt 2004) [2016]
MICHAEL ROBERT SAVONA, Associate Professor of Medicine
B.A. (Davidson 1994); M.D. (Wake Forest 2002) [2014]
ABHINAV SAXENA, Assistant Clinical Professor of Psychiatry and
Behavioral Sciences
B.S. (Georgia 2007); M.D. (Mercer 2011) [2015]
MELISSA L. YESKA SCALISE, Assistant Professor of Clinical Medicine
B.S. (Wayne State 2001); M.D. (Nebraska 2006) [2010]
ANDREW E. SCANGA, Assistant Professor of Medicine
B.S., M.D. (North Carolina 1997, 2002) [2009]
KRISTEN R. SCARPATO, Assistant Professor of Urologic Surgery
B.A. (Colorado 2000); M.P.H. (Boston University 2003); M.D. (Tufts
2009) [2014]
Archived 2017/2018
School of Medicine Catalog
190 191VANDERBILT UNIVERSITY School of Medicine / Faculty
ABIGAIL E. SCHACHTER, Clinical Instructor in Pediatrics
B.A. (Indiana, Bloomington 2007); M.D. (Saint Louis University
2011) [2017]
ADAM TROY SCHAEFER, Assistant Clinical Professor of Oral and
Maxillofacial Surgery
B.S. (Miami [Ohio] 1996); D.M.D. (Pittsburgh 2004); M.D. (Vanderbilt
2007) [2010]
HEIDI M. SCHAEFER, Associate Professor of Medicine
B.S., M.D. (Cincinnati 1994, 1998) [2004]
LAUREL SCHAEFER, Assistant in Neurology
B.A. ( 2008); M.S.N. (Vanderbilt 2013) [2016]
ALLISON SCHAFFER, Assistant in Medicine
B.A. (Emory 1997); M.S.W. (Georgia 2002) [2017]
WILLIAM SCHAFFNER, Professor of Health Policy; Professor of Medicine
B.S. (Yale 1957); M.D. (Cornell 1962) [1968]
JEFFREY D. SCHALL, E. Bronson Ingram Professor of
Neuroscience; Professor of Psychology; Professor of Ophthalmology
and Visual Sciences
B.S. (Denver 1982); Ph.D. (Utah 1986) [1989]
ORLANDO D. SCHARER, Adjunct Professor of Biochemistry
M.S. (ETH-Zurich 1991); Ph.D. (Harvard 1996) [2017]
WILLIAM D. SCHENK, Assistant Professor of Clinical Ophthalmology and
Visual Sciences
B.S., M.D. (Nebraska 1977, 1981) [2011]
LAWRENCE A. SCHEVING, Research Associate Professor of Pediatrics
B.A. (Brown 1976); M.D. (Arkansas, Little Rock 1984) [1991]
KEVIN L. SCHEY, Professor of Biochemistry; Professor of Ophthalmology
and Visual Sciences
B.S. (Muhlenberg 1984); Ph.D. (Purdue 1989) [2008]
MAX L. SCHIFF, Assistant Professor of Psychiatry and Behavioral
Sciences
B.A. (Columbia 1997); Ph.D., M.D. (New York 2009, 2009) [2015]
JONATHAN S. SCHILDCROUT, Associate Professor of
Biostatistics; Associate Professor of Anesthesiology
B.S. (Indiana, Bloomington 1994); M.S. (North Carolina 1996); Ph.D.
(University of Washington 2004) [2004]
NICOLE L. SCHLECHTER, Clinical Instructor in Obstetrics and Gynecology
B.A., Ph.D. (California, Berkeley 1983, 1987); M.D. (Vanderbilt
1990) [1994]
KELLY H. SCHLENDORF Assistant Professor of Medicine
B.S., B.A. (Duke 1999, 1999); M.D. (Emory 2005); M.H.S. (Johns
Hopkins 2011) [2012]
JOSEPH J. SCHLESINGER, Assistant Professor of Hearing and Speech
Sciences; Assistant Professor of Anesthesiology; Assistant Professor
of the Practice of Biomedical Engineering; Adjunct Assistant Professor
of Nursing
B.A. (Loyola, New Orleans 2004); M.D. (Texas 2008) [2013]
JONATHAN E. SCHMITZ, Assistant Professor of Pathology, Microbiology
and Immunology
A.B. (Princeton 2002); M.Phil. (Cambridge [U.K.] 2004); Ph.D.
(Rockefeller 2011); M.D. (Cornell 2012) [2014]
BARBARA G. SCHNEIDER, Research Professor of Medicine
B.S. (Baylor 1971); M.A., Ph.D. (Texas, San Antonio 1975,
1989) [2005]
BYRON SCHNEIDER, Assistant Professor of Physical Medicine and
Rehabilitation
B.S., M.D. (Kentucky, Lexington 2006, 2011) [2016]
CLAUS SCHNEIDER, Associate Professor of Pharmacology
M.S., B.A., Ph.D. (Universität Würzburg [Germany] 1992, 1996,
1997) [2001]
NATASHA J. SCHNEIDER, Assistant Professor of Medicine
B.S. (Harvard 2005); M.D. (Vanderbilt 2005) [2013]
RICHARD P. SCHNEIDER, Associate Clinical Professor of Medicine
B.A. (Emory 1963); M.D. (Columbia 1967) [1973]
JOHN F. SCHNELLE, Paul V. Hamilton, M.D. Chair in
Geriatrics; Professor of Medicine
B.A. (Hanover 1966); Ph.D. (Tennessee 1970) [2006]
NATHALIE C. SCHNETZ-BOUTAUD, Research Instructor in Pharmacology
Maitrise, D.E.A., Ph.D. (Louis Pasteur [France] 1987, 1990,
1994) [2007]
JONATHAN G. SCHOENECKER, Associate Professor of
Orthopaedic Surgery and Rehabilitation; Assistant Professor of
Pathology, Microbiology and Immunology; Assistant Professor of
Pharmacology; Assistant Professor of Pediatrics
B.A. (Middlebury 1996); Ph.D., M.D. (Duke 2002, 2003) [2009]
HAL C. SCHOFIELD, Assistant Clinical Professor of Psychiatry and
Behavioral Sciences
B.A. (Brigham Young 1986); M.D. (Texas, San Antonio 1994) [1998]
SETH J. SCHOLER, Professor of Pediatrics
B.A., M.D., M.P.H. (Indiana, Indianapolis 1985, 1989, 1994) [1995]
LISA A. SCHOLL, Assistant in Medicine
A.D. ( 2003); B.S.N. (Briar Cliff 2005); M.S.N. (Belmont 2008) [2015]
MATTHEW SCHRAG, Assistant Professor of Neurology
B.A. (North Dakota 2006); Ph.D., M.D. (Loma Linda 2011,
2011) [2016]
RACHEL L. SCHREIER, Assistant in Medicine
B.S. (Tennessee, Martin 1996); M.S.N. (Vanderbilt 2007) [2011]
C. MELANIE SCHUELE, Associate Professor of Hearing and Speech
Sciences
B.S.Ed. (Miami [Ohio] 1981); M.A. (Texas 1985); Ph.D. (Kansas
1995) [2002]
KATHARINE N. SCHULL, Associate Clinical Professor of Pediatrics
B.S., M.D. (Alabama, Birmingham 1981, 1985) [1997]
MICHAEL L. SCHULTE, Research Instructor in Radiology and
Radiological Sciences
B.S. (Indiana State 2008); Ph.D. (Vanderbilt 2013) [2015]
STEPHEN J. SCHULTENOVER, Associate Professor of Pathology,
Microbiology and Immunology
B.S. (Saint John’s University [Minnesota] 1968); M.D. (Minnesota
1972) [2000]
STEPHANIE L. SCHULTZ, Clinical Professor of Pediatrics
B.S. (Smith 1991); M.D. (Pennsylvania 1995) [2005]
DANIEL SCHUSTER, Assistant Professor of Otolaryngology
B.S. (Michigan 2006); M.D. (Alabama, Birmingham 2011) [2016]
DAVID ALLEN SCHWARTZ, Professor of Medicine
B.A. (Pennsylvania 1990); M.D. (Meharry Medical 1995) [2002]
GARY R. SCHWARTZ, Adjunct Associate Professor of Emergency
Medicine
B.S. (Emory 1980); M.D. (Morehouse 1985) [1991]
HERBERT S. SCHWARTZ, Dan Spengler, M.D., Chair in
Orthopaedics; Professor of Orthopaedic Surgery and
Rehabilitation; Professor of Pathology, Microbiology and
Immunology; Chair of the Department of Orthopaedic Surgery and
Rehabilitation
B.S. (Illinois, Chicago 1977); M.D. (Chicago 1981) [1987]
JACOB PATRICK SCHWARZ, Assistant Professor of Neurological Surgery
B.A. (Washington University 1995); M.D. (Johns Hopkins 1999) [2016]
MARY RUTH SCOBEY, Assistant Professor of Clinical Pediatrics
B.S. (Lipscomb 2002); M.D. (Tennessee, Memphis 2006) [2014]
JOHN D. SCOTT, Assistant Professor of Clinical Medicine; Assistant
Professor of Clinical Pediatrics
B.A. (Harding 1988); M.D. (UT Health Science Center [Tennessee]
1993) [2006]
LEON R. SCOTT, Assistant Professor of Clinical Orthopaedic Surgery
and Rehabilitation
B.S. (Virginia 2003); M.D. (Washington University 2007) [2016]
PATRICIA L. SCOTT, Assistant Clinical Professor of Obstetrics and
Gynecology
B.S. (Tennessee 1995); M.S. (Tulane 1999); M.D. (UT Health Science
Center [Tennessee] 2003) [2010]
SHALI RICKER SCOTT, Clinical Instructor in Obstetrics and Gynecology
B.A. (Tennessee 1989); M.D. (UT Health Science Center [Tennessee]
1993) [1997]
JENNIFER A. SCROGGIE, Assistant Professor of Nursing; Associate in
Psychiatry and Behavioral Sciences
B.S.N. (Belmont 1994); M.S.N. (Vanderbilt 1997) [2003]
LINDA J. SEALY, Associate Professor of Cancer Biology; Associate
Professor of Cell and Developmental Biology; Associate Professor of
Molecular Physiology and Biophysics
B.A. (Illinois Wesleyan 1976); Ph.D. (Iowa 1980) [1986]
Archived 2017/2018
School of Medicine Catalog
192 193VANDERBILT UNIVERSITY School of Medicine / Faculty
CHARLES M. SEAMENS, Associate Professor of Clinical Emergency
Medicine
B.S., M.D. (Georgetown 1981, 1985) [1992]
JENNIFER B. SEAWELL, Assistant Clinical Professor of Pediatrics
B.S. (Louisiana State 1998); M.D. (Louisiana State, New Orleans
2002) [2005]
ERIC SEBZDA, Assistant Professor of Pathology, Microbiology and
Immunology
B.Sc., Ph.D. (Toronto [Canada] 1992, 1998) [2007]
RAPHAEL SEE, Assistant Professor of Medicine
B.S. (Arizona State 2003); M.D. (Texas, Southwestern Medical
2003) [2010]
SARAH H. SEE, Assistant Professor of Clinical Medicine
M.D. (Texas, Southwestern Medical 2006) [2012]
ADAM C. SEEGMILLER, Associate Professor of Pathology, Microbiology
and Immunology
B.S. (Utah 1997); Ph.D., M.D. (Texas, Southwestern Medical 2004,
2004) [2009]
NEIL E. SEETHALER, Associate Clinical Professor of Pediatrics
B.A. (Pennsylvania 1992); M.D. (Vanderbilt 1996) [2003]
DONNA L. SEGER, Professor of Clinical Medicine; Professor of Clinical
Emergency Medicine
B.S., M.D. (North Dakota 1975, 1977) [1988]
JERE PALMER SEGREST, Professor of Medicine
B.A., M.D., Ph.D. (Vanderbilt 1962, 1967, 1969) [2016]
JOHN W. SEIBERT, Assistant Professor of Otolaryngology
B.S. (Vanderbilt 1994); M.S., M.D. (Arkansas, Little Rock 1997,
2001) [2009]
SANDRA S. SEIDEL, Assistant Professor of Nursing
B.S.N. (South Dakota State 1987); M.S.N. (Vanderbilt 1992); D.N.P.
(Minnesota 2013) [2002]
DOUGLAS L. SEIDNER, Associate Professor of Medicine
B.S. (SUNY, Albany 1979); M.D. (SUNY, Upstate Medical Center
1983) [2008]
MAUREEN FRANCES SEITZ, Assistant Professor of Clinical Medicine
B.A. ( 1984); M.D. (Meharry Medical 2009) [2016]
WESLEY H. SELF, Associate Professor of Emergency Medicine
B.S. (Davidson 2001); M.D. (Virginia 2005); M.P.H. (Vanderbilt
2011) [2009]
JESSIE SELLERS, Assistant in Neurology
B.A. (Georgia 2013); M.S.N. (Vanderbilt 2016) [2016]
SAMUEL RILEY SELLS III, Assistant Professor of Psychiatry and
Behavioral Sciences
B.S., M.D. (East Tennessee State 1978, 1986) [1990]
REBECCA JUNE SELOVE, Adjunct Associate Professor of Psychiatry
and Behavioral Sciences
M.A. (Western Kentucky 1979); Ph.D. (Peabody 1984); M.P.H. (Saint
Louis 2002) [2013]
MATTHEW W. SEMLER, Assistant Professor of Medicine
B.S., M.D. (Virginia 2004, 2008) [2016]
SALYKA SENGSAYADETH, Assistant Professor of Medicine
B.A., M.D. (East Tennessee State 2002, 2006) [2013]
SAIKAT T. SENGUPTA, Research Assistant Professor of Radiology and
Radiological Sciences
B.E. (Mumbai [India] 2000); M.S. (Memphis 2002); Ph.D. (Vanderbilt
2010) [2015]
GREGORY C. SEPHEL, Associate Professor of Pathology, Microbiology
and Immunology
B.S. (California, Irvine 1973); Ph.D. (Utah 1986) [1988]
WILLLIAM E. SERAFIN, Assistant Professor of Clinical Medicine
B.S. (Middle Tennessee State 1975); M.D. (Vanderbilt 1979) [1984]
ANA PAULA MOREIRA SEREZANI, Research Assistant Professor of
Medicine
B.S. ( 2001); M.S., Ph.D. (Sao Paulo [Brazil] 2004, 2012) [2016]
CARLOS HENRIQUE SEREZANI, Assistant Professor of Medicine
Ph.D. (Sao Paulo [Brazil] 2005) [2016]
JOHN S. SERGENT, Professor of Medicine
B.A., M.D. (Vanderbilt 1963, 1966) [1988]
SHANNON E. SERIE, Assistant Professor of Clinical Medicine
B.S. (Wake Forest 1997); M.D. (UT Health Science Center
[Tennessee] 2001) [2007]
DONNA R. SESSION, Associate Professor of Obstetrics and Gynecology
B.S. (Allegheny 1983); M.D. (Eastern Virginia 1986) [2015]
MANISH K. SETHI, Associate Professor of Orthopaedic Surgery and
Rehabilitation
B.A., B.Sc. (Brown 2000, 2000); M.D. (Harvard Medical 2005) [2010]
CARLA M. SEVIN, Assistant Professor of Medicine
B.A. (Duke 1997); M.D. (South Florida 2004) [2011]
ROBERT A. SEWELL, Associate Clinical Professor of Urologic Surgery
B.S. (Duke 1964); M.D. (Vanderbilt 1968) [1977]
KATHERINE SEYMOUR, Clinical Instructor in Pediatrics
M.D. (Kansas 211); B.S. (Denison 2007) [2015]
R. BRUCE SHACK, Adjunct Professor of Nursing; Adjunct Professor of
Plastic Surgery
M.D. (Texas, Galveston 1969) [2002]
CLAUDE EDWARD SHACKELFORD, Assistant Professor of Clinical
Pediatrics; Assistant Professor of Clinical Medicine
B.A. (Harvard 1995); M.D. (Alabama, Birmingham 2000) [2008]
LAURIE SHACKLEFORD, Assistant in Medicine; Adjunct Instructor in
Nursing
B.S. (Alabama 1989); M.S.N., D.N.P. (Vanderbilt 1993, 2013) [2014]
REBECCA SHAFER, Assistant in Pediatrics
B.S. (Mary Washington 2006); M.Ed. (Vanderbilt 2008) [2016]
DAVID SHAFFER, Professor of Surgery
B.A. (Yale 1978); M.D. (Columbia 1982) [2001]
ASHISH SHAH, Professor of Cardiac Surgery
B.S.E. (Duke 1991); M.D. (Pittsburgh 1995) [2015]
CHIRAYU SHAH, Assistant Professor of Radiology and Radiological
Sciences
B.S. (Lipscomb 1998); M.D. (Meharry Medical 2004) [2012]
HAMID M. SHAH, Instructor in Clinical Neurological Surgery
B.S. (Wichita State 1998); M.D. (Kansas 2005) [2016]
MALEE V. SHAH, Assistant Professor of Clinical Pediatrics
M.D. (Medical University of Silesia [Poland] 2001) [2009]
CHEVIS N. SHANNON, Research Associate Professor of Neurological
Surgery
B.S. (Alabama, Birmingham 1993); M.B.A. (Florida State
1998); M.P.H., Dr.P.H. (Alabama, Birmingham 2002, 2009) [2013]
ANGELIQUE M. SHAPMAN, Assistant in Medicine
B.S. (Austin Peay State 2005); M.S.N. (Saint Louis 2008) [2011]
STEVEN S. SHARFSTEIN, Adjunct Professor of Psychiatry and
Behavioral Sciences
B.A. (Dartmouth 1964); M.D. (Yeshiva 1968); M.P.A. (Harvard
1973) [2008]
MANISHA SHARMA, Research Instructor in Cell and Developmental
Biology
B.S. (Delhi [India] 1996); B.A.S., Ph.D. (University of New South Wales
1997, 2002) [2015]
KENNETH W. SHARP, Professor of Surgery
B.S. (Florida 1973); M.D. (Johns Hopkins 1977) [1984]
UMA SHASTRI, Assistant Professor of Anesthesiology
B.Sc. (Windsor [Canada] 2001); M.D. (McMaster [Canada]
2005) [2015]
AARON C. SHAVER, Assistant Professor of Pathology, Microbiology and
Immunology
B.S. (Rice 1997); Ph.D. (Pennsylvania 2003); M.D. (Chicago
2007) [2012]
CIARA MARTIN SHAVER, Instructor in Medicine
B.A. (Rice 1999); Ph.D., M.D. (Northwestern 2005, 2007) [2015]
ANDREW SHAW, Professor of Anesthesiology
B.Sc. (Imperial College of Science and Technology [U.K.]
1991); M.B.B.S. (London [U.K.] 1992) [2014]
ROMAN V. SHCHEPIN, Research Assistant Professor of Radiology and
Radiological Sciences
B.S. (Perm State [Russia] 2000); Ph.D. (Nebraska 2006) [2007]
JOHN K. SHEA, Assistant Clinical Professor of Oral and Maxillofacial
Surgery
B.S. (Bradley 1982); D.M.D. (Southern Illinois 1986) [2009]
Archived 2017/2018
School of Medicine Catalog
192 193VANDERBILT UNIVERSITY School of Medicine / Faculty
JONATHAN H. SHEEHAN, Research Associate Professor of Biochemistry
A.B. (Harvard 1988); Ph.D. (Vanderbilt 2006) [2009]
MARLON SHELL, Assistant Clinical Professor of Pediatrics
B.S., M.D. (Michigan 2002, 2006) [2010]
JAMES R. SHELLER, Professor of Medicine
B.A. (University of the South 1967); M.A. (Oxford [U.K.] 1970); M.D.
(Vanderbilt 1973) [1981]
ELAINE L. SHELTON, Assistant Professor of Pediatrics; Assistant
Professor of Pharmacology
B.A. (Miami [Ohio] 2002); Ph.D. (Cincinnati 2008) [2013]
JIN-HUI SHEN, Research Assistant Professor of Ophthalmology and
Visual Sciences
B.S., M.S. (Tianjin [China] 1984, 1987); Ph.D. (Shanghai Institute of
Optics and Fine Mechanics [China] 1991) [1996]
SHARON T. SHEN, Assistant Professor of Medicine
B.S. (Massachusetts Institute of Technology 1999); M.D.
(Northwestern 2003) [2013]
JAYANT P. SHENAI, Professor of Pediatrics
M.B.B.S. (Seth G.S. Medical [India] 1969); D.C.H. (College of
Physicians and Surgeons, Mumbai [India] 1971); M.D. (Seth G.S.
Medical [India] 1972) [1978]
QUANHU SHENG, Research Assistant Professor of Biomedical Informatics
B.S. (Nanjing Univ. 1995); M.S., Ph.D. (Chinese Academy of Sciences
2003, 2008) [2014]
BRYAN E. SHEPHERD, Associate Professor of Biostatistics
B.S. (Brigham Young 1999); M.S., Ph.D. (University of Washington
2001, 2005) [2005]
KIMBEL D. SHEPHERD, Associate Clinical Professor of Pediatrics
B.A. (Mississippi State 1992); M.D. (Mississippi, Jackson 1996) [2004]
MARTHA ELLEN SHEPHERD, Assistant Professor of Clinical
Pediatrics; Assistant Professor of Clinical Medicine
B.S. (Tennessee, Martin 1997); D.O. (Kansas City 2001) [2008]
DEBORAH D. SHERMAN, Assistant Clinical Professor of Ophthalmology
and Visual Sciences
B.S. (Baylor 1982); M.D. (East Tennessee State 1986) [1991]
KRISTEN SHERMAN, Assistant in Neurology
B.S. (Lipscomb 2008); M.S. ( 2012) [2015]
MICHAEL H. SHERMAN, Assistant Professor of Clinical Psychiatry and
Behavioral Sciences
B.S. (Colorado State 1972); M.D. (Colorado 1976) [1990]
EDWARD R. SHERWOOD, Corneilius Vanderbilt Chair in
Anesthesiology; Professor of Anesthesiology; Professor of Pathology,
Microbiology and Immunology
B.S. (Southwestern [Texas] 1981); Ph.D. (Tulane 1986); M.D.
(Chicago 1994) [2012]
CHANJUAN SHI, Associate Professor of Pathology, Microbiology and
Immunology
M.D. (Zhejiang [China] 1989); Ph.D. (Dalhousie [Canada] 2002) [2010]
CYNDYA A. SHIBAO, Assistant Professor of Medicine
B.Sc., M.D. (Universidad Peruana ‘Cayetano Heredia’ [Peru] 2001,
2001); M.S.C.I. (Vanderbilt 2011) [2006]
BIH-HWA SHIEH, Associate Professor of Pharmacology
B.S., M.S. (National Taiwan 1979, 1981); Ph.D. (Stony Brook
1986) [1991]
CHRISTINE SHIEH, Assistant Professor of Ophthalmology and Visual
Sciences
B.S., M.S. (Maryland, Baltimore 2005, 2006); M.D. (Duke 2010) [2016]
ALLISON BAKER SHIELDS, Assistant in Pediatrics
B.S., M.S.N. (Vanderbilt 2014, 2015) [2016]
ANGELA D. SHIELDS, Assistant Clinical Professor of Psychiatry
B.S. (Cornell 2003); Ph.D., M.D. (Vanderbilt 2009, 2011) [2015]
ANDREW ALAN SHINAR, Associate Professor of Orthopaedic Surgery
and Rehabilitation
B.A. (Stanford 1984); M.D. (Columbia 1988) [2001]
ERIC TATSUO SHINOHARA, Associate Professor of Radiation Oncology
B.S. (Maryland 1999); M.D., M.S.C.I. (Vanderbilt 2003, 2005) [2010]
CHIYO SHIOTA, Research Instructor in Molecular Physiology and
Biophysics
B.S., M.S. (Hokkaido [Japan] 1975, 1978); Ph.D. (Osaka [Japan]
1989) [2001]
MASAKAZU SHIOTA, Associate Professor of Molecular Physiology and
Biophysics
B.S. (Rakuno Gakuen [Japan] 1976); D.V.M. (Ministry of Agriculture,
Forestry and Fisheries 1976); M.S., Ph.D. (Osaka Prefecture [Japan]
1978, 1987) [1996]
ASHLEY H. SHOEMAKER, Assistant Professor of Pediatrics
B.S. (William and Mary 2002); M.D. (Virginia Commonwealth
2006); M.S.C.I. (Vanderbilt 2012) [2010]
M. BENJAMIN SHOEMAKER, Assistant Professor of Medicine
B.S. (William and Mary 2002); M.D. (Virginia 2006); M.S.C.I.
(Vanderbilt 2013) [2014]
SEPIDEH SHOKOUHI, Assistant Professor of Radiology and Radiological
Sciences
Ph.D. (SUNY, Stony Brook 2001) [2012]
MATTHEW S. SHOTWELL, Assistant Professor of Biostatistics; Assistant
Professor of Anesthesiology
B.S., M.S. (East Tennessee State 2004, 2006); Ph.D. (Medical
University of South Carolina 2010) [2011]
MARTHA J. SHRUBSOLE, Research Associate Professor of Medicine
B.S. (Cedarville 1996); M.S. (Ohio State 1998); Ph.D. (South Carolina
2001) [2004]
XIAO OU SHU, Ingram Professor of Cancer Research; Professor of
Medicine
M.D., M.P.H. (Shanghai Medical [China] 1984, 1987); M.Phil., Ph.D.
(Columbia 1992, 1993) [2000]
HARRISON J. SHULL, JR., Associate Clinical Professor of Medicine
B.S. (Vanderbilt 1966); M.D. (UT Health Science Center [Tennessee]
1970) [1977]
EDWARD K. SHULTZ, Associate Professor of Biomedical Informatics,
Emeritus
A.A. (Montgomery College, Rockville [Maryland] 1972); B.S. (Oregon
1975); M.D. (Yale 1979); M.S. (Minnesota, Duluth 1984) [1997]
ELIZABETH K.B. SHULTZ, Assistant Professor of Clinical Psychiatry and
Behavioral Sciences
B.S. (Indiana, Bloomington 2005); D.O. (Kansas City 2009) [2013]
JACQUELINE M. SHUPLOCK, Assistant Professor of Pediatrics
B.S. (San Diego State 2005); M.D. (Ohio State 2009); M.S. (Vanderbilt
2015) [2016]
JOHN L. SHUSTER, JR., Clinical Professor of Psychiatry and Behavioral
Sciences
B.A. (Tennessee, Chattanooga 1983); M.D. (Emory 1987) [2010]
KATHERINE A. SHUSTER, Assistant Professor of Pathology,
Microbiology and Immunology
B.S., D.V.M. (Michigan State 2005, 2009) [2017]
YU SHYR, Harold L. Moses Chair in Cancer Research; Professor of
Biostatistics; Professor of Biomedical Informatics; Professor of
Cancer Biology; Professor of Health Policy; Director of the Center for
Quantitative Sciences
B.B.A. (Tamkang [Taiwan] 1985); M.S. (Michigan State 1989); Ph.D.
(Michigan 1994) [1994]
GHODRAT A. SIAMI, Professor of Medicine, Emeritus
B.S., M.D. (Tehran [Iran] 1952, 1955); Ph.D. (Vanderbilt 1971) [1983]
KATHERINE L. SIBLER, Assistant in Medicine
B.S.N. (Florida State 2006); M.S.N. (Vanderbilt 2008) [2010]
VIVIAN SIEGEL, Adjunct Research Professor of Medicine
A.B. (Bowdoin 1981); Ph.D. (California, San Francisco 1987) [2006]
KARA KIMBERLY SIEGRIST, Assistant Professor of Anesthesiology
B.S. (Pittsburg State 2007); M.D. (Oklahoma 2011) [2016]
RIGOBERTO L. SIERRA-ANDERSON, Assistant Clinical Professor of
Anesthesiology
B.S. (Georgia State 2000); M.D. (Medical College of Georgia
2004) [2008]
EDWARD D. SIEW, Associate Professor of Medicine
B.A. (Johns Hopkins 1995); M.D. (Chicago 1999); M.S.C.I. (Vanderbilt
2007) [2008]
MOHAMMED SIKA, Research Professor of Medicine
B.S. (Institute of Agronomy and Veterinary Medicine [Morocco]
1979); M.S. (University of St. Thomas [Minnesota] 1981); Ph.D.
(Illinois, Champaign 1991) [1992]
Archived 2017/2018
School of Medicine Catalog
194 195VANDERBILT UNIVERSITY School of Medicine / Faculty
BANTAYEHU SILESHI, Assistant Professor of Anesthesiology
B.S. (California, San Diego 2000); M.D. (Johns Hopkins 2004) [2014]
ALLEN K. SILLS, JR., Professor of Neurological Surgery
B.S. (Mississippi State 1986); M.D. (Johns Hopkins 1990) [2009]
WILSON PEREIRA SILVA, Adjunct Assistant Professor
M.Sc. (Universidade Federal de Goiás [Brazil] 1994); B.S. (Pontifícia
Universidade Católica de Goiás [Brazil] 1994); Ph.D. (Sao Paulo
[Brazil] 2003) [2011]
ANTONIA SILVA-HALE, Assistant Professor of Clinical Medicine
B.A., M.D. (Puerto Rico, Rio Piedras 1977, 1981) [2009]
HEIDI J. SILVER, Research Associate Professor of Medicine
B.S. (Massachusetts 1977); M.S., Ph.D. (Florida International 1991,
2001) [2003]
NABIL SIMAAN, Associate Professor of Mechanical
Engineering; Associate Professor of Computer Science; Associate
Professor of Otolaryngology
B.S., M.Sci., Ph.D. (Technion [Israel] 1994, 1999, 2002) [2010]
KATHLEEN SIMCOE, Assistant in Pediatrics
B.S., M.Ed. (Vanderbilt 2007, 2008) [2016]
RICHARD SIMERLY, Professor of Molecular Physiology and Biophysics
A.B. (California, Berkeley 1976); Ph.D. (California, Los Angeles
1984) [2016]
GALILEO ALOHA-OLA SIMMONS, Assistant in Anesthesiology
B.S.N. (Murray State 2012); M.S.N. (Vanderbilt 2016) [2017]
HENRY C. SIMMONS III, Assistant Clinical Professor of Oral and
Maxillofacial Surgery (Orthodontics)
B.S. (Tennessee Technological 1971); D.D.S. (UT Health Science
Center [Tennessee] 1977) [1993]
JILL H. SIMMONS, Associate Professor of Pediatrics
B.A. (Tennessee 1995); M.D. (UT Health Science Center [Tennessee]
2000) [2006]
MEGAN P. SIMMONS, Assistant Professor of Nursing; Assistant in
Psychiatry and Behavioral Sciences
B.A. (Elon 2003); M.S.N., Post Masters in Nursing, D.N.P. (Vanderbilt
2005, 2013, 2013) [2013]
SANDRA F. SIMMONS, Associate Professor of Medicine
B.A., M.A. (Middle Tennessee State 1989, 1991); Ph.D. (Pennsylvania
State 1998) [2006]
LUCIEN C. SIMPSON, Clinical Instructor in Medicine
B.A. (Lipscomb 1969); M.D. (Washington University 1973) [1978]
TERESA L. SIMPSON, Assistant in Medicine
A.D. (Aquinas College [Tennessee] 1993); M.S.N. (Vanderbilt
2009) [2010]
ANGELA F. SIMS EVANS, Instructor in Clinical Obstetrics and
Gynecology
B.S. (Tennessee State 1993); M.S.N. (Tennessee 1996) [2010]
ROBERT J. SINARD, Associate Professor of Otolaryngology
A.B. (Harvard 1985); M.D. (Michigan 1989) [2005]
ROBBIN B. SINATRA, Assistant Clinical Professor of Ophthalmology and
Visual Sciences
B.A. (Allegheny 1984); M.D. (Vanderbilt 1988) [2003]
BHUMINDER SINGH, Assistant Professor of Medicine
B.Sc., M.Sc. (Delhi [India] 2000, 2002); Ph.D. (Max Planck Institute of
Biochemistry 2007) [2013]
JAI SINGH, Instructor in Medicine
B.A., M.D. (Boston University 2005, 2009) [2016]
KSHIPRA SINGH, Research Instructor in Medicine
M.Sc., Ph.D. (Central Drug Institute [India] 1999, 2004) [2013]
NARENDRA K. SINGH, Assistant Professor of Orthopaedic Surgery and
Rehabilitation
B.S. (Regina [Canada] 1978); M.D. (Saskatchewan [Canada]
1983) [2007]
PRADUMNA PRATAP SINGH, Assistant Professor of Neurology at
Meharry Medical College; Adjunct Associate Professor of Neurology
M.B.B.S. (Sawai Man Singh Medical [India] 1986) [2002]
SUDHA P. SINGH, Associate Professor of Clinical Pediatrics; Associate
Professor of Clinical Radiology and Radiological Sciences
M.B.B.S., M.D. (Sawai Man Singh Medical [India] 1987, 1990) [2002]
ASHLEY N. SINGLETON, Assistant in Medicine
B.S. (Middle Tennessee State 2004); M.S.N. (Vanderbilt 2008) [2016]
CHASIDY D. SINGLETON, Adjunct Associate Professor of
Ophthalmology and Visual Sciences
B.S., M.D. (Vanderbilt 1995, 1999) [2005]
DI’NET SINTIM-AMOAH, Assistant Clinical Professor of Pediatrics
B.S. (Spelman 2000); M.D. (Morehouse 2004) [2013]
MARCY ANN SIPES, Assistant Professor of Hearing and Speech
Sciences
B.S., M.S. (Western Kentucky 1985, 1987) [2008]
CHRISTOPHER M. SIZEMORE, Assistant Professor of Clinical Obstetrics
and Gynecology
B.S. (North Florida 2001); D.O. (Nova Southeastern 2005) [2014]
ERIC P. SKAAR, Ernest W. Goodpasture Chair in Pathology; Professor
of Pathology, Microbiology and Immunology; Director, Microbial Path
Program
B.S. (Wisconsin 1996); M.P.H., Ph.D. (Northwestern 2002, 2002) [2005]
MELISSA C. SKALA, Assistant Professor of Cancer Biology; Adjoint
Assistant Professor of Biomedical Engineering
B.S. (Washington State 2002); M.S. (Wisconsin 2004); Ph.D. (Duke
2007) [2010]
MAJA SKIKIC, Assistant Professor of Psychiatry and Behavioral Sciences
B.S. (Newcomb 2005); M.D. (Vanderbilt 2012) [2016]
EMILY A. SKOTTE, Assistant in Medicine; Instructor in Nursing
B.S. (Louisiana State 2008); M.S.N. (Vanderbilt 2012) [2012]
JASON M. SLAGLE, Research Associate Professor of Anesthesiology
B.S. (Texas Tech University 1995); M.S., Ph.D. (Alliant International
1998, 2004) [2005]
JILL R. SLAMON, Associate in Obstetrics and Gynecology
B.S. (Michigan State 2003); M.A. (National-Louis University [Illinois]
2005); M.S. (Northwestern 2011) [2011]
JAMES C. SLAUGHTER, Associate Professor of Biostatistics
B.S. (Tulane 1998); M.S. (University of Washington 2000); Dr.P.H.
(North Carolina 2007) [2007]
CHRISTOPHER SLOBOGIN, Milton R. Underwood Chair in
Law; Professor of Law; Professor of Psychiatry and Behavioral
Sciences; Director, Criminal Law Program
A.B. (Princeton 1973); J.D., LL.M. (Virginia 1977, 1979) [2008]
DAVID ALAN SLOSKY, Assistant Professor of Medicine; Assistant
Professor of Emergency Medicine
B.S. (Tulane 1972); M.D. (Colorado 1976) [2005]
BONNIE S. SLOVIS, Professor of Medicine, Emerita
A.B. (Wesleyan [Georgia] 1966); M.Ed. (Georgia State 1975); M.S.
(Georgia Institute of Technology 1981); M.D. (Emory 1990) [1996]
COREY M. SLOVIS, Professor of Emergency Medicine; Professor of
Medicine; Chair of the Department of Emergency Medicine
B.S. (Hobart and William Smith 1971); M.D. (New Jersey Medical
1975) [1992]
ASHLEY F. SMALL, Associate in Orthopaedic Surgery and Rehabilitation
B.S.N. (Bellarmine 2002) [2011]
WALTER E. SMALLEY, JR., Professor of Medicine; Professor of
Surgery; Associate Professor of Health Policy
B.S. (Emory and Henry 1981); M.D. (Duke 1985); M.P.H. (Vanderbilt
1997) [1991]
GEOFFREY H. SMALLWOOD, Clinical Instructor in Obstetrics and
Gynecology
B.A. (Vanderbilt 1980); M.D. (Tulane 1985) [1993]
CHRISTOPHER P. SMELTZER, Clinical Professor of Pediatrics
B.A. (Baylor 1989); M.D. (Vanderbilt 1993) [1997]
ALLISON L. SMITH, Assistant Professor of Medicine
B.S. (Washington and Lee 2001); M.D. (Louisville 2005) [2010]
ANDREW HAROLD SMITH, Associate Professor of
Anesthesiology; Associate Professor of Clinical Pediatrics
B.S. (Washington and Lee 1997); M.D. (Maryland, Baltimore
2001); M.S.C.I., M.Mgt. (Vanderbilt 2007, 2012) [2010]
ANTHONY L. SMITH, Clinical Professor of Pediatrics
B.A. (Tennessee 1982); M.D. (UT Health Science Center [Tennessee]
1986) [2006]
BRADLEY E. SMITH, Professor of Anesthesiology, Emeritus
B.S. (Tulsa 1954); M.D. (Oklahoma 1957) [1969]
CARLENDA SMITH, Assistant Professor of Clinical Pediatrics
B.S. (Hampton 2003); M.D. (East Tennessee State 2007) [2011]
Archived 2017/2018
School of Medicine Catalog
194 195VANDERBILT UNIVERSITY School of Medicine / Faculty
CLAY B. SMITH, Associate Professor of Emergency Medicine; Associate
Professor of Pediatrics; Assistant Professor of Medicine
B.S. (Union [Tennessee] 1995); M.D. (UT Health Science Center
[Tennessee] 1999) [2004]
COLTEN SMITH, Assistant in Emergency Medicine
B.S. (Grand Canyon 2012); Master of Physician Assistant Program
(Midwestern University 2015) [2016]
D. MICHELLE SMITH, Assistant in Neurology
B.S. (Union [Tennessee] 1993); M.S.N. (Vanderbilt 1999) [2015]
DAVID SAMUEL SMITH, Research Assistant Professor of Radiology and
Radiological Sciences
B.S. (Texas 2001); A.M. (Harvard 2002); Ph.D. (Texas 2006) [2014]
DEREK K. SMITH, Instructor in Biostatistics; Research Instructor in Oral
and Maxillofacial Surgery
B.A. (DePauw 2004); D.D.S. (Indiana, Bloomington 2008); Ph.D.
(Vanderbilt 2017) [2013]
GARY T. SMITH, Professor of Clinical Radiology and Radiological
Sciences
B.S. (Tennessee 1978); M.D. (Texas, Southwestern Medical
1983) [2009]
HEIDI A. B. SMITH, Assistant Professor of Anesthesiology
B.S. (Nebraska 1995); M.D. (South Dakota 1999); M.S.C.I. (Vanderbilt
2005) [2014]
JARROD A. SMITH, Research Associate Professor of Biochemistry
B.Sc. (California, Santa Barbara 1992); Ph.D. (Scripps Research
Institute 1999) [1999]
JOSEPH A. SMITH, JR., William L. Bray Chair in Urology; Professor of
Urologic Surgery
B.A. (Tennessee 1971); M.D. (UT Health Science Center [Tennessee]
1974) [1991]
JEFFREY R. SMITH, Associate Professor of Medicine; Associate
Professor of Cancer Biology
A.B. (Harvard 1985); Ph.D., M.D. (Texas, Southwestern Medical 1992,
1992) [1999]
JODY BARNWELL SMITH, Assistant in Surgery
B.S. (Tennessee Technological 2006); D.N.P. (UT Health Science
Center [Tennessee] 2013) [2016]
JOSHUA CARL SMITH, Instructor in Biomedical Informatics
B.S. (Murray State 2006); M.S. (Illinois, Champaign 2009); M.S., Ph.D.
(Vanderbilt 2012, 2016) [2016]
KEEGAN M. SMITH, Associate Clinical Professor of Pediatrics
B.S. (Tennessee, Chattanooga 1998); M.D. (UT Health Science
Center [Tennessee] 2002) [2008]
M. KEVIN SMITH, Assistant Professor of Clinical Medicine
B.S. (Mississippi 1986); Ph.D., M.D., M.Mgt. (Vanderbilt 1991, 1993,
2011) [1997]
KURT A. SMITH, Associate Professor of Emergency Medicine; Associate
Professor of Pediatrics
B.A. (Rice 2001); M.D. (Harvard Medical 2005) [2009]
LOREN ELISA SMITH, Instructor in Anesthesiology
B.A. (DePauw 2004); Ph.D., M.D. (Cincinnati 2010, 2012) [2016]
MARTHA JANE SMITH, Assistant Professor of Clinical Anesthesiology
B.S. (Tennessee Technological 1998); M.D. (UT Health Science
Center [Tennessee] 2002) [2012]
MARYLOU SMITH, Assistant Professor of Clinical Obstetrics and
Gynecology
B.S.N. (Saint John Fisher 2005); M.S.N. (Vanderbilt 2006) [2013]
MICHAEL LEE SMITH, Associate Clinical Professor of Medicine
B.S. (Davidson 1977); M.S., M.D. (East Carolina 1979, 1983) [1994]
PAIGE J. SMITH, Associate Clinical Professor
B.S. (Tennessee 1998); M.D. (UT Health Science Center [Tennessee]
2002) [2005]
RAPHAEL F. SMITH, Professor of Medicine, Emeritus
B.A. (Vanderbilt 1955); M.D. (Harvard Medical 1960) [1969]
RICHARD P. SMITH, Assistant Clinical Professor of Pediatrics
B.S. (Samford 1998); M.D. (Mercer 2004) [2007]
SCOTT ALAN SMITH, Assistant Professor of Medicine
B.S., M.D. (Louisville 1997, 2006) [2011]
SETH A. SMITH, Associate Professor of Radiology and Radiological
Sciences; Associate Professor of Ophthalmology and Visual
Sciences; Associate Professor of Biomedical Engineering
B.S., B.S. (Virginia Polytechnic Institute 2001, 2001); Ph.D. (Johns
Hopkins 2006) [2009]
STEPHEN J. SMITH, Assistant Professor of Clinical Medicine
B.S., M.D. (Louisiana State 1982, 1986) [2009]
TATANISHA P. SMITH, Clinical Instructor in Pediatrics
B.S. (Florida Agricultural and Mechanical 2001); M.D. (Meharry
Medical 2005) [2014]
TERRENCE A. SMITH, Assistant Professor of Medicine
A.A., B.S. (Ohio State 1985, 1990); M.D. (Wright State 1997) [2003]
VALERIE SMITH-GAMBLE, Assistant Clinical Professor of Psychiatry and
Behavioral Sciences
B.S. (Ohio 1975); M.Sc., M.D. (Indiana, Indianapolis 2003,
2003) [2016]
JAMES D. SNELL, JR., Professor of Medicine, Emeritus
B.S. (Centenary (New Jersey) 1954); M.D. (Vanderbilt 1958) [1963]
DAVID J. SNODGRASS, Assistant Clinical Professor of Oral and
Maxillofacial Surgery
B.S. (East Tennessee State 1978); D.D.S. (UT Health Science Center
[Tennessee] 1984) [1995]
BARBARA M. SNOOK, Assistant Professor of Clinical Medicine
B.S. (Miami [Ohio] 1991); M.D. (Indiana, Indianapolis 1997) [2004]
S. STEVE SNOW, Clinical Professor of Psychiatry and Behavioral
Sciences
B.A. (Arkansas 1973); M.D. (Arkansas, Little Rock 1977) [1982]
LAURA L. SNYDER, Instructor in Clinical Ophthalmology and Visual
Sciences
B.S. (Yale 2008); M.D. (Case Western Reserve 2012) [2016]
ROBERT B. SNYDER, Adjunct Assistant Professor of Orthopaedic
Surgery and Rehabilitation
B.A. (Kalamazoo 1968); M.D. (Wayne State 1972) [1977]
STANLEY O. SNYDER, JR., Associate Clinical Professor of Surgery at St.
Thomas Medical Center
B.A. (Centre 1968); M.D. (Louisville 1972) [1995]
RACHEL SOBEL, Assistant Professor of Ophthalmology and Visual
Sciences
B.A. (Harvard 1999); M.D. (California, San Francisco 2006) [2015]
CHRISTOPHER M. SOBEY, Assistant Professor of Clinical
Anesthesiology
B.A. (Wake Forest 2005); M.D. (Texas, San Antonio 2009) [2014]
JENNA M. HELMER SOBEY, Assistant Professor of Anesthesiology
B.S. (Texas A & M 2005); M.D. (Texas, San Antonio 2009) [2014]
ANDREW G. SOKOLOW, Assistant Professor of Pediatrics
B.A., M.D. (SUNY, Buffalo 2001, 2005) [2011]
KIRA SOLDANI, Assistant in Surgery
B.S.N. (Lipscomb 2007); M.S.N. (Belmont 2013) [2014]
BARBARA J. SOLOMON, Assistant Professor of Clinical Pediatrics
M.D. (McGill [Canada] 1998) [2016]
GARY S. SOLOMON, Professor of Neurological Surgery; Associate
Professor of Psychiatry and Behavioral Sciences; Associate Professor
of Orthopaedic Surgery and Rehabilitation
B.A. (Georgia 1974); M.S. (Mississippi State 1975); Ph.D. (Texas Tech
University 1983) [1996]
CARMEN C. SOLORZANO, Professor of Surgery
B.S., M.D. (Florida 1989, 1993) [2010]
SUSEELA SOMARAJAN, Research Instructor in Surgery
B.Sc. (Kerala [India] 1990); M.Sci. (University College, Warangal
[India] 1992); B.Ed. (Kerala [India] 1993); M.Phil. (University College,
Warangal [India] 1996); Ph.D. (Vanderbilt 2010) [2013]
WENQIANG SONG, Research Instructor in Medicine
B.S. (Beijing Institute of Chemical Engineering [China] 2002); Ph.D.
(Peking [China] 2009) [2015]
HASAN H. SONMEZTURK, Assistant Professor of Neurology
M.D. (Marmara [Turkey] 1999) [2010]
KELLY L. SOPKO, Assistant Professor of Medicine
B.S. (Notre Dame 1997); M.D. (Kentucky, Lexington 2001) [2007]
MARY ROGERS SOREY, Assistant in Medicine
B.S. (Millsaps 2009); M.S.N. (Vanderbilt 2011) [2016]
Archived 2017/2018
School of Medicine Catalog
196 197VANDERBILT UNIVERSITY School of Medicine / Faculty
IBERIA ROMINA SOSA, Visiting Assistant Professor of Medicine
M.S. (Louisiana State 1999); B.A. (Tulane 1999); M.D. (Minnesota
2007) [2010]
JONATHAN H. SOSLOW, Assistant Professor of Pediatrics
B.A. (Williams 1999); M.D. (Louisiana State, New Orleans
2003); M.S.C.I. (Vanderbilt 2014) [2010]
JEFFREY A. SOSMAN, Adjunct Professor of Medicine
B.A. (Brandeis 1976); M.D. (Yeshiva 1981) [2001]
MARINOS C. SOTERIOU, Assistant Professor of Clinical Surgery
M.D. (Cologne [Germany] 1986) [1998]
CINQUE SOTO, Research Associate Professor of Pediatrics
B.S., B.S. (Rutgers 1997, 1997); Ph.D. (Columbia 2006) [2016]
E. MICHELLE SOUTHARD-SMITH, Associate Professor of
Medicine; Associate Professor of Cell and Developmental Biology
B.S. (Oklahoma 1987); Ph.D. (Texas, Southwestern Medical
1992) [1999]
MOHAMMED SOUTTO, Research Instructor in Surgery
C.U.E.S., M.S. (Moulay Ismail, Meknès [Morocco] 1990, 1992); Ph.D.
(Seville [Spain] 2000) [2003]
MAX SPADERNA, Assistant Clinical Professor of Psychiatry and
Behavioral Sciences
B.A. (Massachusetts 2006); M.D. (Massachusetts, Boston 2010) [2015]
ANTHONY J. SPAHR, Adjoint Assistant Professor of Hearing and Speech
Sciences
B.S., M.S., Ph.D., M.B.A. (Arizona State 1999, 2001, 2004,
2010) [2011]
THOMAS KENNETH SPAIN, JR., Assistant Clinical Professor of Medicine
B.S. (Alabama, Huntsville 2006); M.D. (Vanderbilt 2010) [2014]
LUCY B. SPALLUTO, Assistant Professor of Radiology and Radiological
Sciences
B.A., M.D. (Virginia 2001, 2006) [2014]
JONATHAN M. SPANIER, Associate Clinical Professor of Pediatrics
B.S. (Duke 1999); M.D. (Vanderbilt 2003) [2006]
MATTHEW D. SPANN, Assistant Professor of Surgery
B.S. (Samford 2004); M.D. (Alabama, Birmingham 2008) [2013]
CHRISTY L. SPARKMAN, Assistant in Medicine
A.A.S. (Itawamba Community 1990); M.S.N. (Vanderbilt 2000) [2004]
HOLLY C. SPARKS, Assistant Professor of Clinical Pediatrics
B.S. (Samford 1996); D.O. (Nova Southeastern 2001) [2015]
NIKKI SLOANE SPARKS, Assistant in Psychiatry and Behavioral
Sciences
B.A., M.S.N. (Vanderbilt 2014, 2016) [2017]
MARCIA E. SPEAR, Assistant in Plastic Surgery; Adjunct Assistant
Professor of Nursing
A.D.N. (Western Kentucky 1977); B.S.N. (Tennessee State
1996); M.S.N., D.N.P. (Vanderbilt 1999, 2010) [2002]
KAREN ELIZABETH SPECK, Assistant Professor of Pediatric Surgery
B.S. (Tennessee, Memphis 2001); M.D. (UT Health Science Center
[Tennessee] 2005) [2014]
STEPHANIE M. SPENCE, Assistant in Pediatrics
B.S.N. (Tennessee, Chattanooga 2002); M.S.N. (Vanderbilt
2006) [2010]
C. NORMAN SPENCER, Clinical Professor of Pediatrics
B.A., M.D. (Vanderbilt 1972, 1976) [1979]
DAN M. SPENGLER, Professor of Orthopaedic Surgery and
Rehabilitation, Emeritus
B.S. (Baldwin-Wallace 1962); M.D. (Michigan 1966) [1983]
THEODORE SPEROFF, Professor of Medicine, Emeritus
B.S., Ph.D., M.S. (Akron 1974, 1979, 1984); Ph.D. (Case Western
Reserve 1987) [1999]
BENNETT M. SPETALNICK, Associate Clinical Professor of Obstetrics ad
Gynecology
B.S., M.A. (American 1979, 1985); M.D. (Vanderbilt 1991) [1995]
JAMIE BRADFORD SPICER, Assistant in Medicine
B.S. (Lipscomb 1983); M.S.N. (Vanderbilt 1996) [2012]
W. ANDERSON SPICKARD III, Assistant Dean for Education Design and
Technology; Associate Professor of Medicine; Associate Professor of
Biomedical Informatics
B.A. (North Carolina 1985); M.D. (Vanderbilt 1989); M.S. (Virginia
1995) [1995]
W. ANDERSON SPICKARD, JR., Professor of Medicine, Emeritus
B.A., M.D. (Vanderbilt 1953, 1957) [1963]
ALEXANDRIA SPIDALIERI, Assistant in Pediatrics
B.S. (Boston University 2006); M.Ed. (Vanderbilt 2010) [2016]
BENJAMIN W. SPILLER, Associate Professor of
Pharmacology; Associate Professor of Pathology, Microbiology and
Immunology
B.S. (California, Davis 1994); Ph.D. (California, Berkeley 1999) [2006]
KURT P. SPINDLER, Adjoint Professor of Orthopaedic Surgery and
Rehabilitation
B.A. (Rutgers, Newark 1981); M.D. (Pennsylvania 1985) [1991]
STEVEN S. SPIRES, Assistant Professor of Medicine
B.S. (Georgia 2003); M.D. (Mercer 2009) [2014]
DAVID W. SPIVEY, Assistant Clinical Professor of Oral and Maxillofacial
Surgery
B.A. (Hendrix 1987); D.D.S. (Tennessee 1992) [2016]
KELLY E. SPONSLER, Assistant Professor of Medicine
B.S. (Emory 1999); M.D. (Pennsylvania State 2004) [2008]
JOHN SPOONER, Assistant Clinical Professor of Neurological Surgery;
Adjunct Assistant Professor of Radiology and Radiological Sciences
B.A., B.S., M.D. (Arizona 1991, 1996, 2001) [2014]
STEPHANIE E. SPOTTSWOOD, Professor of Pediatrics; Professor of
Radiology and Radiological Sciences
B.A. (Michigan 1972); M.S.P.H., M.D. (North Carolina 1978, 1987) [2005]
NATALIE M. SPRADLIN, Assistant Professor of Clinical Medicine
B.S. (Lipscomb 2001); M.D. (Vanderbilt 2005) [2012]
JEFFREY M. SPRAGGINS, Research Assistant Professor of Biochemistry
B.A. (Wooster 2003); Ph.D. (Delaware 2009) [2012]
MICHELE D. SPRING, Adjunct Assistant Professor of Pediatrics
B.S. (Notre Dame 1988); M.A.T. (SUNY, Binghamton 1992); M.S.P.H.
(Tulane 1992); M.D. (Vanderbilt 1999) [2005]
LILLIAN CLAIRE SPURLING, Assistant in Orthopaedic Surgery and
Rehabilitation
B.S. (Florida 2012); M.S. (Nova Southeastern 2015) [2016]
CHARLES F. SPURLOCK III, Research Instructor in Medicine
B.S. (University of the South 2009); Ph.D. (Vanderbilt 2014) [2015]
SUBRAMANIAM SRIRAM, William C. Weaver III Chair in
Neurology; Professor of Neurology; Professor of Pathology,
Microbiology and Immunology
M.B.B.S. (Madras [India] 1973) [1993]
PAUL J. ST. JACQUES, Professor of Anesthesiology; Professor of
Biomedical Informatics
B.A., M.A. (Clark 1988, 1988); M.D. (Johns Hopkins 1992) [1996]
MICHAEL G. STABIN, Associate Professor of Radiology and Radiological
Sciences; Associate Professor of Physics; Associate Professor of Civil
and Environmental Engineering
B.S., M.E. (Florida 1981, 1983); Ph.D. (Tennessee 1996) [1998]
LAWRENCE B. STACK, Professor of Emergency Medicine; Professor of
Pediatrics
B.S. (South Dakota State 1983); M.D. (Oral Roberts 1987) [1995]
JACQUELINE STAFFORD, Assistant Professor of Clinical Obstetrics and
Gynecology
B.S. (Lipscomb 1987); M.D. (Tennessee, Memphis 1991) [2012]
JOHN M. STAFFORD, Assistant Professor of Medicine; Assistant
Professor of Molecular Physiology and Biophysics
B.A., Ph.D., M.D. (Vanderbilt 1995, 2001, 2003) [2008]
STEPHEN M. STAGGS, Clinical Instructor in Obstetrics and Gynecology
B.S. (Lipscomb 1975); M.D. (UT Health Science Center [Tennessee]
1978); M.T.S. (Vanderbilt 2013) [1983]
MILDRED T. STAHLMAN, Professor of Pediatrics; Professor of
Pathology, Microbiology and Immunology
B.A., M.D. (Vanderbilt 1943, 1946) [1951]
ALACIA TRENT STAINBROOK, Assistant in Pediatrics
B.A., M.S., Ph.D. (Vanderbilt 2002, 2004, 2007) [2012]
SARAH C. STALLINGS, Research Assistant Professor of Medicine
B.A. (Oberlin 1988); M.Phil., Ph.D. (Yale 1997, 1997) [2016]
TIMOTHY W. STAMBAUGH, Associate in Psychiatry and Behavioral
Sciences
B.A. (Ohio Christian 1991); M.A. (Asbury Theological Seminary
1994) [2008]
Archived 2017/2018
School of Medicine Catalog
196 197VANDERBILT UNIVERSITY School of Medicine / Faculty
BRADLEY B. STANCOMBE, Professor of Clinical Pediatrics
B.S. (Vanderbilt 1980); M.D. (Baylor 1984) [1996]
SCOTT CRAWFORD STANDARD, Adjunct Assistant Professor of
Neurological Surgery
A.B. (Princeton 1985); M.D. (Alabama, Birmingham 1989) [1996]
CHANTELLE R. STANLEY, Assistant in Pediatrics
M.S.N. (Vanderbilt 2015) [2015]
ANN ROBBINS STARK, Professor of Pediatrics
A.B. (Mount Holyoke 1967); M.D. (Harvard Medical 1971) [2011]
CHRISTOPHER L. STARK, Associate Professor of Pediatrics; Associate
Professor of Clinical Emergency Medicine
B.S. (Villanova 1995); D.O. (Philadelphia College of Osteopathic
Medicine 2001) [2015]
CHRISTOPHER T. STARK, Assistant Professor of Clinical Orthopaedic
Surgery and Rehabilitation
B.S. (California, Davis 1985); M.D. (Medical College of Wisconsin
1989) [2009]
RYAN JORDAN STARK, Assistant Professor of Pediatrics
B.S. (Southern California 2002); M.D. (George Washington 2006) [2013]
STACY M. STARK Assistant Professor of Physical Medicine and
Rehabilitation
B.S. (Scranton 1997); D.O. (Philadelphia College of Osteopathic
Medicine 2001) [2013]
KAREN L. STARR, Senior Associate in Psychiatry and Behavioral Sciences
B.S.N. (Missouri 1976); B.A. (William Woods 1976); M.S.N. (Vanderbilt
1983) [1995]
JOHN STAUBITZ, Assistant in Pediatrics
B.S. (Ohio State 2004); M.Ed. (Vanderbilt 2006) [2014]
SHAUN R. STAUFFER, Research Assistant Professor of Pharmacology
B.S. (Southern Illinois 1992); Ph.D. (Illinois, Champaign 1999) [2008]
MARK STAVAS, Assistant Professor of Radiation Oncology
B.S. (Creighton 2006); M.D. (Nebraska, Omaha 2010) [2015]
WILLIAM W. STEAD, McKesson Foundation Chair in Biomedical
Informatics; Professor of Biomedical Informatics; Professor of
Medicine; Chief Strategy Officer, Vanderbilt University Medical Center
B.A., M.D. (Duke 1970, 1973) [1991]
WILLIAM G. STEBBINS, Assistant Professor of Medicine
B.S. (Williams 1999); M.D. (Mount Sinai 2005) [2010]
G. CHRISTOPHER STECKER, Associate Professor of Hearing and
Speech Sciences
B.A. (California, San Diego 1994); M.A., Ph.D. (California, Berkeley
1998, 2000) [2013]
CHRISTINA W. STEGER, Associate Clinical Professor of Pediatrics
B.S., M.D. (Missouri, Kansas City 1979, 1979) [1995]
THILO STEHLE, Adjunct Professor of Pediatrics
M.S., Ph.D. (Freiburg [Germany] 1988, 1992) [2004]
ELI STEIGELFEST, Assistant Professor of Clinical Medicine
M.D. (Yeshiva 1995) [2007]
JILL E. STEIGELFEST, Assistant Professor of Clinical Pediatrics
B.A. (Cornell 1991); M.D. (Yeshiva 1995) [2007]
C. MICHAEL STEIN, Dan May Chair; Professor of Medicine; Professor of
Pharmacology
M.B.Ch.B (Cape Town [South Africa] 1978) [1993]
PRESTON M. STEIN, Assistant Clinical Professor of Pediatrics
M.A. (York [Canada] 1969); M.D. (Calgary [Canada] 1975) [2000]
RICHARD A. STEIN, Research Instructor in Molecular Physiology and
Biophysics
B.A. (California, San Diego 1986); M.S., Ph.D. (Minnesota 1989,
1992) [2011]
RICHARD S. STEIN, Professor of Medicine, Emeritus
A.B. (Harvard 1966); M.D. (Harvard Medical 1970) [1977]
ROLAND W. STEIN, Mark Collie Chair in Diabetes Resesarch; Professor
of Molecular Physiology and Biophysics; Professor of Cell and
Developmental Biology
B.A. (California, Los Angeles 1975); M.A., Ph.D. (Yeshiva 1980,
1982) [1986]
SHANE P. STENNER, Assistant Professor of Biomedical
Informatics; Assistant Professor of Medicine
B.S. (Maryland 2000); M.D. (Johns Hopkins 2005); M.S. (Vanderbilt
2011) [2011]
SCOTT J. STEPHAN, Assistant Professor of Otolaryngology
B.S., M.D. (Vanderbilt 1999, 2005) [2011]
BYRON F. STEPHENS, Assistant Professor of Clinical Orthopaedic
Surgery and Rehabilitation
B.S. (Vanderbilt 2005); M.D. (UT Health Science Center [Tennessee]
2010) [2016]
SUSAN E. STEPHENS, Assistant in Neurological Surgery
B.S.N. (Vanderbilt 1983); M.S.N. (Simmons 1991) [2017]
JULIE ANNE STERLING, Assistant Professor of Medicine; Assistant
Professor of Cancer Biology; Assistant Professor of Biomedical
Engineering
B.S. (Bowling Green State 1998); Ph.D. (Medical College of Ohio
2003) [2008]
TIMOTHY R. STERLING, David E. Rogers Professorship; Professor of
Medicine
B.A. (Colgate 1985); M.D. (Columbia 1989) [2003]
PAUL STERNBERG, JR., Associate Dean for Clinical Affairs; George
Weeks Hale Professorship of Ophthalmology; Professor of
Ophthalmology and Visual Sciences; Chair of the Department of
Ophthalmology and Visual Sciences; Chief Medical Officer, Vanderbilt
Medical Group
B.A. (Harvard 1975); M.D. (Chicago 1979) [2003]
JENNIFER A. STEVENS, Assistant in Pediatrics
B.S. (Birmingham-Southern 2005); M.S.N. (Vanderbilt 2007) [2008]
DAVID G. STEVENSON, JR., Associate Professor of Health Policy
B.A. (Oberlin 1991); S.M. (Harvard 1997); Ph.D. (Harvard Medical
2004) [2013]
ANGELLA MICHELLE STEWART, Associate in Orthopaedic Surgery and
Rehabilitation
A.D.N., B.S.N. (Western Kentucky 1993, 2011); M.S.N. (Tennessee
State 2013) [2016]
KAREN ELAINE STEWART Assistant Professor of Psychiatry and
Behavioral Sciences
M.S. (Mississippi State 2); B.S. (William and Mary 1998); Ph.D.
(Virginia Commonwealth 2010) [2016]
RUTH CARR STEWART, Instructor in Clinical Medicine; Instructor in
Clinical Pediatrics
B.S. (Milligan 1985); M.D. (UT Health Science Center [Tennessee]
1991) [2013]
THOMAS G. STEWART, Assistant Professor of Biostatistics
B.S., B.A., M.S. (Brigham Young 2006, 2006, 2008); Ph.D. (North
Carolina 2015) [2015]
ERIC F. STILES, Assistant Clinical Professor of Pediatrics
B.A., M.A. (Stanford 1989, 1990); M.D. (Cornell 1995) [2002]
RENEE A. STILES, Research Assistant Professor of Medicine
B.S. (Ithaca 1983); M.S. (Cornell 1987); Ph.D. (Michigan 1997) [2001]
MORGAN B. STINE, Assistant in Anesthesiology
B.S. (Loyola Marymount 2007); M.S. (Southern California 2011) [2016]
CATHERINE V. STOBER, Assistant Professor of Clinical Medicine
B.S. (Florida 1995); M.D. (Johns Hopkins 1999) [2002]
LEANN SIMMONS STOKES, Associate Professor of Clinical Radiology
and Radiological Sciences
B.S. (Davidson 1992); M.D. (Kentucky, Lexington 1997) [2003]
WILLIAM J. STONE, Professor of Medicine; Associate Professor of
Urologic Surgery
B.S.E. (Princeton 1958); M.D. (Johns Hopkins 1962) [1969]
MICHAEL P. STONE, Professor of Chemistry; Professor of Biochemistry
B.S. (California, Davis 1977); Ph.D. (California, Irvine 1981) [1984]
R. EDWARD STONE, JR., Associate Professor of Hearing and Speech
Sciences, Emeritus; Associate Professor of Otolaryngology, Emeritus
B.S. (Whitworth 1960); M.Ed. (Oregon 1964); Ph.D. (Michigan
1971) [1987]
WENDY L. STONE, Adjunct Professor of Pediatrics
B.A. (Williams 1975); M.S., Ph.D. (Miami 1978, 1981) [1988]
WILLIAM S. STONEY, JR., Professor of Cardiac and Thoracic Surgery,
Emeritus
B.S. (University of the South 1950); M.D. (Vanderbilt 1954) [1963]
SUSAN M. STOPPELBEIN, Assistant in Pediatrics
B.S., M.S.N. (Vanderbilt 1990, 1994) [2011]
Archived 2017/2018
School of Medicine Catalog
198 199VANDERBILT UNIVERSITY School of Medicine / Faculty
KRISTINA LYNN STORCK, Clinical Instructor in Obstetrics and
Gynecology
B.S. (University of Washington 1997); M.D. (Vanderbilt 2001) [2005]
ALAN B. STORROW, Associate Professor of Emergency Medicine
B.A. (Transylvania 1985); M.D. (Cincinnati 1989) [2016]
JEFFREY G. STOVALL, Associate Professor of Psychiatry and Behavioral
Sciences
B.A. (Carleton College 1979); M.D. (UT Health Science Center
[Tennessee] 1987) [2008]
THOMAS G. STOVALL, Clinical Professor of Obstetrics and Gynecology
B.S. (Lipscomb 1979); M.D. (UT Health Science Center [Tennessee]
1983); M.B.A. (Wake Forest 1997) [2004]
CHARLES W. STRATTON, Associate Professor of Pathology,
Microbiology and Immunology; Associate Professor of Medicine
B.S. (Bates 1967); M.D. (Vermont 1971) [1979]
THOMAS P. STRICKER, Assistant Professor of Pathology, Microbiology
and Immunology
B.S. (Iowa 1997); Ph.D., M.D. (Washington University 2005,
2005) [2012]
STEPHEN A. STRICKLAND, Assistant Professor of Medicine
B.S., M.D. (Louisiana State 1995, 2009); M.S.C.I. (Vanderbilt
2010) [2008]
JOHN C. STRITIKUS, Assistant Clinical Professor of Oral and
Maxillofacial Surgery
B.S. (Auburn 1993); D.D.S. (UT Health Science Center [Tennessee]
1997) [2000]
SASHA STRUL, Instructor in Clinical Ophthalmology and Visual Sciences
B.S., M.D. (Florida 2008, 2012) [2016]
DENISE F. STUART, Associate Clinical Professor of Pediatrics
B.A. (Saint Louis 1997); M.D. (Saint Louis University 2001) [2006]
HEATHER N. STURGEON, Assistant in Psychiatry and Behavioral
Sciences
B.S.N. (Belmont 2010); M.S.N. (Vanderbilt 2016) [2017]
YAN RU SU, Research Associate Professor of Medicine
M.D. (Wannan Medical [China] 1982); M.Sc. (Nanjing Medical [China]
1987) [2000]
YINGHAO SU, Research Assistant Professor of Medicine
M.D. (Shanghai Medical [China] 1984); M.S. (Anhui [China]
1990); Ph.D. (Shanghai Medical [China] 2000) [2003]
JENNIFER S. SUCRE, Assistant Professor of Pediatrics
B.S. (Georgia 2003); M.D. (Harvard Medical 2009) [2016]
STACI L. SUDENGA, Assistant Professor of Medicine
B.A. (Luther 2007); M.P.H., Ph.D. (Alabama, Birmingham 2009,
2013) [2016]
GARY ALLEN SULIKOWSKI, Stevenson Chair of Chemistry; Professor of
Chemistry; Professor of Pharmacology
B.S. (Wayne State 1983); Ph.D. (Pennsylvania 1989) [2004]
JARON SULLIVAN, Assistant Professor of Orthopaedic Surgery and
Rehabilitation
B.A. (Brigham Young 2004); M.D. (Texas A & M 2008) [2014]
FRIDOLIN SULSER, Professor of Psychiatry, Emeritus; Professor of
Pharmacology, Emeritus
M.D. (**Basel 1955) [1965]
TANAYA SUMMERS, Assistant in Medicine
B.S. (Tennessee State 1999); M.S.N. (Vanderbilt 2010) [2016]
J. BLAIR SUMMITT, Assistant Professor of Clinical Plastic Surgery
B.A. (Rhodes College 1984); M.D. (UT Health Science Center
[Tennessee] 1995) [2004]
ROBERT LAYMAN SUMMITT, JR., Clinical Professor of Obstetrics and
Gynecology
B.S. (Rhodes College 1979); M.D. (UT Health Science Center
[Tennessee] 1983) [2004]
ERIC L. SUMNER, Assistant Professor of Medicine
B.S. (Georgia 1997); M.D. (Medical College of Georgia 2001) [2008]
JOHN P. SUNDBERG, Adjunct Professor of Medicine
B.S. (Vermont 1973); D.V.M. (Purdue 1977); Ph.D. (Connecticut
1981) [1997]
HAKAN W. SUNDELL, Professor of Pediatrics, Emeritus
M.D. (Karolinska Institute [Sweden] 1963) [1970]
BONG HWAN SUNG, Research Assistant Professor of Cancer Biology
M.S. (Inje [Korea] 2000); Ph.D. (Gwangju Institute of Science and
Technology [Korea] 2008) [2014]
HAK-JOON SUNG, Assistant Professor of Biomedical
Engineering; Assistant Professor of Medicine
B.S., M.S. (Yonsei [Korea] 1999, 2001); Ph.D. (Georgia Institute of
Technology 2004) [2009]
CRAIG R. SUSSMAN, Associate Professor of Clinical Medicine
B.A. (Franklin and Marshall 1969); M.D. (Temple 1973) [2001]
JAMES S. SUTCLIFFE, Associate Professor of Molecular Physiology
and Biophysics; Associate Professor of Psychiatry and Behavioral
Sciences
B.S. (Auburn 1986); Ph.D. (Emory 1992) [1997]
MICHAEL C. SWAN, Clinical Instructor in Obstetrics and Gynecology
B.S. (Pacific Lutheran 1986); M.D. (Medical College of Wisconsin
1990); M.B.A. (Vanderbilt 2008) [1997]
REBECCA R. SWAN, Assistant Dean for Graduate Medical
Education; Associate Professor of Pediatrics
B.S. (Randolph-Macon Woman’s College 1986); M.D. (Medical
College of Virginia 1990) [1997]
MATTHEW S. SWARM, Assistant Professor of Emergency Medicine
B.S. (Indiana, Bloomington ); M.D. (Indiana, Indianapolis 2011) [2016]
PETER J. SWARR, Assistant Clinical Professor of Pediatrics
B.A. (Haverford 1994); M.D. (Vermont 1999) [2003]
MADELINE SWAYZE, Assistant in Surgery
B.A., M.S.N. (Vanderbilt 2011, 2013) [2015]
J. DAVID SWEATT, Allan D. Bass Professor of Pharmacology; Professor
of Pharmacology; Professor of Molecular Physiology and
Biophysics; Chair of the Department of Pharmacology
B.S. (South Alabama 1981); Ph.D. (Vanderbilt 1986) [2016]
RAESHELL S. SWEETING, Assistant Professor of Surgery
B.S. (Vanderbilt 2002); M.D. (New York 2008) [2015]
LARRY L. SWIFT, Professor of Pathology, Microbiology and Immunology
B.S. (Indiana Central 1967); Ph.D. (Vanderbilt 1971) [1971]
WILLIAM H. SWIGGART, Assistant in Medicine
B.S., M.S. (Tennessee 1980, 1986) [1998]
RHONDA SWITZER, Assistant Clinical Professor of Oral and Maxillofacial
Surgery
D.M.D. (Manitoba [Canada] 1991) [2004]
KRISTIN ARCHER SWYGERT, Associate Professor of Orthopaedic
Surgery and Rehabilitation; Associate Professor of Physical Medicine
and Rehabilitation
B.A. (Colby 1993); M.S.P.T., D.P.T. (Colorado, Denver 2000,
2004); Ph.D. (Johns Hopkins 2007) [2008]
JOLANTA SZCZARKOWSKA, Associate Clinical Professor of Pediatrics
M.D. (Jagiellonian [Poland] 1982) [2007]
DAVID L. TABB, Adjunct Associate Professor of Biomedical Informatics
B.S. (Arkansas 1996); Ph.D. (University of Washington 2003) [2005]
DAVID S. TABER, Assistant Professor of Emergency Medicine; Assistant
Professor of Clinical Radiology and Radiological Sciences
B.S. (Vanderbilt 1973); M.D. (Indiana, Indianapolis 1977) [2000]
MEGAN TACKETT, Clinical Instructor in Pediatrics
B.S. (Tennessee 2005); M.D. (UT Health Science Center [Tennessee]
2009) [2014]
TAKAMUNE TAKAHASHI, Associate Professor of Medicine; Associate
Professor of Cancer Biology
M.D., Ph.D. (Jikei [Japan] 1988, 1994) [1999]
MEGHA H. TALATI, Research Assistant Professor of Medicine
B.S. (Mumbai [India] 1988); M.S. (Maharaja Sayajirao [India]
1990); Ph.D. (Mumbai [India] 1996) [2005]
ANNE-LAURE TALBOT, Assistant Professor of Clinical Pediatrics
B.A. (California, Berkeley 2004); M.S., Ph.D., M.D. (Virginia 2009,
2011, 2013) [2016]
HELEN KEIPP TALBOT, Associate Professor of Medicine; Associate
Professor of Pediatrics
B.S. (Illinois, Champaign 1995); M.D. (Medical College of Georgia
1999); M.P.H. (Vanderbilt 2007) [2006]
THOMAS R. TALBOT III, Professor of Medicine
B.S. (Duke 1992); M.D., M.P.H. (Vanderbilt 1996, 2003) [2003]
Archived 2017/2018
School of Medicine Catalog
198 199VANDERBILT UNIVERSITY School of Medicine / Faculty
ROBYN A. TAMBOLI, Research Associate Professor of Surgery
B.S. (St. Norbert 1998); Ph.D. (Loyola 2004) [2006]
STACY T. TANAKA, Associate Professor of Urologic Surgery; Associate
Professor of Pediatrics
B.A. (Princeton 1990); M.S. (California, Berkeley 1993); M.D.
(California, Davis 2001) [2009]
ALICE TANG, Instructor in Otolaryngology
B.A. (Pennsylvania 2006); M.D. (Vermont 2011) [2016]
QINGBO TANG, Research Assistant Professor of Medicine
B.S., M.S. (Wuhan [China] 1985, 1988); Ph.D. (Arizona 2000) [2016]
ZHENG ZHENG TANG, Assistant Professor of Biostatistics
B.S. (Wuhan Institute of Physics and Mathematics [China] 2007); B.S.
(Wuhan [China] 2007); M.S., Ph.D. (North Carolina 2009, 2014) [2014]
HARIKRISHNA TANJORE, Research Assistant Professor of Medicine
M.Sc. (Sri Venkateswara [India] 1994); M.Sc. (Kasturba Medical [India]
1997); Ph.D. (Hyderabad [India] 2004) [2008]
SIMPSON BOBO TANNER IV, Assistant Professor of Medicine
B.A. (Harvard 1977); M.D. (Wake Forest 1983) [1989]
WILLIAM P. TANSEY, Ingram Professor of Cancer Research; Professor
of Cell and Developmental Biology
B.Sc., Ph.D. (Sydney [Australia] 1988, 1991) [2009]
MOHAMMED N. TANTAWY, Research Assistant Professor of Radiology
and Radiological Sciences
B.S. (Mutah [Jordan] 1996); Grad.Dip (Jordan 1998); Ph.D.
(Tennessee 2005) [2009]
HUAN TAO, Research Assistant Professor of Medicine
M.D. (Nanjing Medical [China] 1986); Ph.D. (Nanjing Univ.
2004) [2016]
RAN TAO, Assistant Professor of Biostatistics
B.S. (Tsinghua [China] 2010); Ph.D. (North Carolina 2016) [2016]
JOHN LEEMAN TARPLEY, Professor of Surgery, Emeritus
B.A., M.D. (Vanderbilt 1966, 1970) [1993]
MARGARET J. TARPLEY, Adjunct Instructor in Surgery
B.A. (Vanderbilt 1965); M.L.S. (Peabody 1966) [2001]
EMILY M. TARVIN, Assistant Professor of Clinical Medicine
B.A. (Maryland 1998); M.D. (Vanderbilt 2007) [2011]
STEVEN M. TATE, Associate Clinical Professor of Pediatrics
B.A. (Tennessee 1973); M.D. (UT Health Science Center [Tennessee]
1976) [1982]
EMILY J. TAYLOR, Instructor in Clinical Obstetrics and
Gynecology; Instructor in Clinical Pediatrics
B.S.N. (Tennessee 2002); M.S.N. (Vanderbilt 2013) [2015]
F. WILLIAM TAYLOR, Clinical Instructor in Oral and Maxillofacial Surgery
B.S. (Clemson 1976); D.D.S. (Emory 1981); M.S. (North Carolina
1983) [1984]
JULIE LOUNDS TAYLOR, Assistant Professor of Pediatrics
B.A. (Wheaton 1999); M.A., Ph.D. (Notre Dame 2002, 2004) [2008]
KELLY A. TAYLOR, Associate in Medicine
B.A. (Boston University 1992); M.S. (Michigan 1995) [2002]
VICTORIA C. TAYLOR, Assistant in Medicine
B.S.N. (Tennessee 2013); M.S.N. (Vanderbilt 2016) [2016]
WARREN D. TAYLOR, Professor of Psychiatry and Behavioral Sciences
B.S., M.D. (South Florida 1992, 1996); M.H.S. (Duke 2008) [2012]
MICHAEL W. TEMPLE, Assistant Professor of Biomedical Informatics
B.S. (Ohio Wesleyan 1992); M.D. (Ohio State 1996); M.S. (Vanderbilt
2015) [2017]
JING TENG, Visiting Assistant Professor of Biostatistics
B.S. (Central South University of Technology [China] 2003); Ph.D.
(University of Technology of Troyes 2009) [2016]
JOANNE S. TENNYSON, Assistant Professor of Clinical Obstetrics and
Gynecology
B.A. (California, Los Angeles 1987); M.S.N. (Vanderbilt 1995) [2010]
LESLIE TENPENNY, Assistant in Cardiac Surgery
B.S.N. (Lipscomb 2009); M.S.N. (Union [Tennessee] 2013) [2015]
FRANCESCA TENTORI, Adjunct Instructor in Medicine
M.D. (Milan [Italy] 1999); M.S.C.I. (Vanderbilt 2013) [2008]
KYLA P. TERHUNE, Associate Professor of Surgery; Assistant Professor
of Anesthesiology
A.B. (Princeton 2004); M.D. (Pennsylvania 2004) [2011]
JANINE L. TERRY, Assistant in Medicine
B.S. ( 2001); A.S.N. (La Roche 2008); M.S.N. (Vanderbilt 2015) [2016]
PAUL E. TESCHAN, Professor of Medicine, Emeritus
B.S., M.B., M.S., M.D. (Minnesota 1946, 1947, 1948, 1948) [1969]
KIRK THAME, Associate Professor of Clinical Pediatrics
M.B.B.S. (West Indies [Jamaica] 1992) [2014]
ANNE MARIE THARPE, Professor of Hearing and Speech
Sciences; Professor of Otolaryngology; Chair of the Department of
Hearing and Speech Sciences
B.S. (Arizona 1979); M.S., Ph.D. (Vanderbilt 1980, 1994) [1986]
WESLEY P. THAYER, Associate Professor of Plastic Surgery; Associate
Professor of Orthopaedic Surgery and Rehabilitation; Associate
Professor of Biomedical Engineering
B.S. (Tennessee 1993); Ph.D., M.D. (Emory 1999, 2000) [2008]
CECELIA N. THEOBALD, Assistant Professor of Medicine
B.S. (Richmond 2004); M.D. (Virginia Commonwealth 2008); M.P.H.
(Vanderbilt 2014) [2011]
JAMES W. THOMAS II, Professor of Pathology, Microbiology and
Immunology; Professor of Medicine
B.A. (Rhodes College 1970); M.D. (UT Health Science Center
[Tennessee] 1973) [1992]
JOHN C. THOMAS, Associate Professor of Urologic Surgery; Associate
Professor of Pediatrics
B.S. (Xavier [Ohio] 1994); M.D. (Cincinnati 1998) [2006]
LANCE R. THOMAS, Research Assistant Professor of Cell and
Developmental Biology
B.S. (Utah 1998); Ph.D. (Wake Forest 2004) [2010]
LORA D. THOMAS, Assistant Professor of Medicine
B.S. (Wright State 1995); M.D. (Medical College of Ohio 2000); M.P.H.
(Vanderbilt 2007) [2007]
PAUL A. THOMAS, Associate Professor of Clinical Orthopaedic Surgery
and Rehabilitation
B.S. (Middle Tennessee State 1977); M.D. (UT Health Science Center
[Tennessee] 1983) [2009]
SUSAN THOMAS, Assistant Professor of Clinical Pediatrics
B.A. (Tennessee 2007); M.D. (UT Health Science Center [Tennessee]
2011) [2015]
TIMOTHY HARRIS THOMAS, Assistant Professor of Clinical Pediatrics
B.M.E. (Georgia Institute of Technology 1996); M.D. (Emory
2000) [2014]
CALLIE MARIE THOMPSON, Assistant Professor of Surgery
B.S. (University of Washington 2003); M.D. (Meharry Medical
2008) [2016]
HAROLD D. THOMPSON, Professor of Clinical Radiology and
Radiological Sciences
B.S. (South Carolina State 1967); M.D. (Howard 1972) [2005]
IVANA S. THOMPSON, Assistant Professor of Obstetrics and
Gynecology
B.S. (Massachusetts Institute of Technology 2004); M.D. (North
Carolina 2010) [2016]
JENNIFER L. THOMPSON, Assistant Professor of Obstetrics and
Gynecology
B.S. (Vanderbilt 2003); M.D. (Toledo 2007) [2014]
JOHN G. THOMPSON, JR., Assistant Clinical Professor of Medicine
A.B. (Duke 1968); M.D. (Emory 1973) [1989]
JULIA THOMPSON, Clinical Professor of Pediatrics
B.S. (Tulsa 1977); M.D. (Oklahoma 1981) [1984]
KEITH S. THOMPSON, Clinical Professor of Pediatrics
B.A. (Lipscomb 1990); M.D. (UT Health Science Center [Tennessee]
1994) [1997]
MAGGIE ELIZABETH THOMPSON, Assistant in Medicine
B.S. (Arkansas 2014); M.S. (Vanderbilt 2016) [2017]
REID C. THOMPSON, William F. Meacham Chair in Neurological
Surgery; Professor of Neurological Surgery; Professor of
Otolaryngology; Chair of the Department of Neurological Surgery
B.A. (Maryland, Baltimore 1985); M.D. (Johns Hopkins 1989) [2002]
SASHA A. THOMPSON, Assistant in Pediatrics
B.S.N., M.S. (Wright State 2006, 2012) [2016]
THOMAS A. THOMPSON, Assistant Professor of Clinical Medicine
B.S.Ch.E. (Mississippi State 1971); M.D. (Mississippi 1978) [2012]
Archived 2017/2018
School of Medicine Catalog
200 201VANDERBILT UNIVERSITY School of Medicine / Faculty
ISAAC P. THOMSEN, Assistant Professor of Pediatrics; Assistant
Professor of Medicine
B.S. (Rhodes College 2000); M.D. (Arkansas, Little Rock
2004); M.S.C.I. (Vanderbilt 2013) [2008]
KELLY F. THOMSEN, Assistant Professor of Pediatrics
B.S. (Georgia 2000); M.D. (Mercer 2004); M.S.C.I. (Vanderbilt
2010) [2010]
ANDREW BRIAN THOMSON, Assistant Clinical Professor of Orthopaedic
Surgery
B.S., M.D. (Kentucky, Lexington 1995, 2000) [2006]
DORSEY RICKARD THORLEY, Clinical Instructor in Pediatrics
B.S. (Duke 2003); M.D. (Vanderbilt 2007) [2011]
CATHERINE M. THORNBURG, Clinical Instructor in Obstetrics and
Gynecology
B.S. (Cornell 1973); M.S. (Vanderbilt 1975); M.D. (UT Health Science
Center [Tennessee] 1988) [1999]
TRICIA A. THORNTON-WELLS, Adjoint Assistant Professor of Molecular
Physiology and Biophysics
B.A., M.S., Ph.D. (Vanderbilt 1995, 2005, 2006) [2009]
ALYSSA D. THROCKMORTON, Assistant Clinical Professor of Surgery
B.A. (Oklahoma 1998); M.D.C.M. (Texas 2002) [2016]
KAYCEE JOANN TIMKEN, Assistant in Medicine
A.S.N. ( 1998); B.S.N., M.S.N. (Wichita State 2007, 2014) [2015]
HILARY A. TINDLE, William Anderson Spickard Jr., M.D. Chair in
Medicine; Associate Professor of Medicine
B.A., M.D. (Chicago 1992, 1996); M.P.H. (Harvard 2004) [2014]
VENKATASWARUP TIRIVEEDHI, Adjunct Assistant Professor of Cancer
Biology
M.D. (Osmania [India] 2002); Ph.D. (Southern Mississippi 2007) [2015]
JENS MARC TITZE, Associate Professor of Medicine
M.D. (Freie Universitat Berlin [Germany] 1996) [2011]
VIKRAM TIWARI, Assistant Professor of Anesthesiology; Assistant
Professor Biomedical Informatics
M.B.A. (Illinois Institute of Technology ); Ph.D. (Indiana, Bloomington
2008) [2012]
ERIC ROBERT TKACZYK, Assistant Professor of Medicine; Assistant
Professor of Biomedical Engineering
B.S., B.S.E.E. (Purdue 2003, 2003); M.S.E., Ph.D., M.D. (Michigan
2007, 2010, 2010) [2016]
SHINJI TOKI, Research Assistant Professor of Medicine
B.Sc., M.Sc. (Tokyo University of Agriculture and Technology [Japan]
1996, 1998); Ph.D. ( 2008) [2015]
NORMAN H. TOLK, Professor of Physics; Professor of Radiology and
Radiological Sciences
A.B. (Harvard 1960); Ph.D. (Columbia 1966) [1984]
JAMES J. TOLLE, Assistant Professor of Medicine
B.A. (Rice 1997); M.D. (Texas, Southwestern Medical 2001) [2009]
CHRISTOPHER M. TOLLESON, Assistant Professor of Neurology
B.A. (Rhodes College 2002); M.D. (Medical College of Georgia
2006); M.P.H. (Vanderbilt 2014) [2010]
ANDREW J. TOMARKEN, Associate Professor of Psychology; Associate
Professor of Biostatistics
A.B. (Harvard 1977); M.S., Ph.D. (Wisconsin 1982, 1988) [1989]
LAURIE A. TOMPKINS, Assistant Professor of Clinical Obstetrics and
Gynecology
A.D.N. (Belmont 1985); B.S.N., M.S.N. (Vanderbilt 1989, 1990) [1998]
FRANK TONG, Professor of Psychology; Professor of Ophthalmology
and Visual Sciences
B.S. (Queen’s [Canada] 1995); M.A., Ph.D. (Harvard 1998,
1999) [2004]
G. JOAQUIN TOON, Associate in Emergency Medicine
A.S.N. (Tennessee State 1990) [2008]
JESSICA TORELLI, Assistant in Pediatrics
B.S., M.Ed. (Vanderbilt 2011, 2015) [2016]
ALEXANDER S. TOWNES, Professor of Medicine, Emeritus
B.A., M.D. (Vanderbilt 1949, 1953) [1987]
PHYLLIS L. TOWNSEND, Associate Clinical Professor of Pediatrics
B.A. (College of the Holy Cross 1984); M.D. (Cornell 1988) [1996]
THEODORE F. TOWSE, Assistant Professor of Physical Medicine and
Rehabilitation; Assistant Professor of Radiology and Radiological
Sciences
B.S., M.S. (Massachusetts 1996, 2001); Ph.D. (Michigan State
2008) [2012]
MICHAEL G. TRAMONTANA, Associate Professor of Psychiatry and
Behavioral Sciences; Associate Professor of Neurology; Associate
Professor of Pediatrics
B.S. (Fordham 1971); M.A. (Columbia 1973); Ph.D. (Washington
University 1977) [1989]
UYEN L. TRAN, Associate Professor of Clinical Ophthalmology and
Visual Sciences
B.A. (Catholic University of America 1992); M.D. (Medical College of
Virginia 1997) [2001]
PATRICIA A. TRANGENSTEIN, Professor of Nursing; Professor of
Biomedical Informatics
B.S.N. (Vanderbilt 1975); M.S.N. (Saint Louis 1979); Ph.D. (New York
1988) [2002]
LINDSAY GEBHART TRANTUM, Assistant in Anesthesiology
B.A. (Tennessee 2005); M.S.N. (Vanderbilt 2007) [2009]
ROBERT N. TREECE, Associate Clinical Professor of Pediatrics
B.S. (Auburn 1993); M.D. (South Alabama 1997) [2007]
DAVID B. TRENNER, Senior Associate in Orthopaedic Surgery and
Rehabilitation
B.S. (Portland State 1986); D.P.M. (California College of Podiatric
Medicine 1990) [2006]
NORMAN EDWIN TREVATHAN, Professor of Pediatrics; Professor of
Neurology
B.S. (Lipscomb 1977); M.P.H., M.D. (Emory 1982, 1982) [2016]
ELIZABETH G. TRIGGS, Clinical Professor of Pediatrics
B.S. (North Carolina 1977); M.D. (Mississippi 1981) [1986]
HARSH K. TRIVEDI, Vice Chair for Clinical Affairs, Department of
Psychiatry and Behavioral Sciences; Executive Director and Chief
Medical Officer, Vanderbilt Behavioral Health
B.S. (CUNY 1998); M.D. (Mount Sinai 2000) [2010]
MARIA M. TROCHE-PEREZ, Assistant in Anesthesiology
B.S.N. (Samford 2009); M.S.N. (Vanderbilt 2011) [2011]
TIMOTHY H. TRONE, Assistant Professor of Otolaryngology
B.S. (Trinity [Texas] 1970); M.D. (Texas, Southwestern Medical
1974) [2015]
SUSANNE TROPEZ-SIMS, Professor and Associate Dean of Clinical
Affiliations at Meharry Medical College; Adjunct Professor of Pediatrics
at Vanderbilt University School of Medicine
B.S. (Bennett 1971); M.D., M.P.H. (North Carolina 1975, 1981) [1999]
FRED RYAN TRUESDALE, Assistant in Anesthesiology
B.A. (Mississippi 2003); M.S.N. (Vanderbilt 2005) [2009]
MOLLY TRUESDALE, Assistant in Surgery
B.A. (Mississippi 2002); M.S.N. (Vanderbilt 2004) [2014]
LISA M. TRUETT, Assistant in Medicine
B.S.N., M.S.N. (Alabama, Huntsville 2001, 2008) [2011]
ALANNA E. TRUSS, Adjunct Assistant Professor of
Psychology; Assistant Clinical Professor of Psychiatry and Behavioral
Sciences
B.S. (Queen’s [Canada] 2003); M.S., Ph.D. (Vanderbilt 2004,
2008) [2010]
R. SHANE TUBBS, Adjunct Professor of Neurological Surgery
B.S., B.S., Master of Physician Assistant Program, M.S., Ph.D.
(Alabama, Birmingham 1992, 1994, 1994, 1998, 2002) [2015]
DAULAT R. TULSIANI, Professor of Obstetrics and Gynecology, Emeritus
B.S. (Ewing Christian [India] 1962); M.S., Ph.D. (Allahabad [India]
1964, 1968) [1976]
JESSICA TURNBULL, Assistant Professor of Pediatrics
B.S. (John Carroll 2002); M.D. (Cincinnati 2006); M.A. (University of
Washington 2013) [2013]
CHRISTOPHER P. TURNER, Assistant Professor of Clinical Medicine
B.A., M.D. (Missouri, Kansas City 2005, 2005); M.M.H.C (Vanderbilt
2016) [2017]
Archived 2017/2018
School of Medicine Catalog
200 201VANDERBILT UNIVERSITY School of Medicine / Faculty
JUSTIN HARRIS TURNER, Associate Professor of
Otolaryngology; Associate Professor of Biomedical Engineering
B.E. (Vanderbilt 1998); Ph.D., M.D. (Medical University of South
Carolina 2006, 2006) [2012]
R. JAY TURNER, Harvie Branscomb Distinguished Chair in Sociology,
Emeritus; Professor of Psychiatry and Behavioral Sciences
B.A. (California State 1957); Ph.D. (Syracuse 1964) [2010]
FRANK D. TUZZIO, Assistant Clinical Professor of Oral and Maxillofacial
Surgery
B.A., D.D.S. (Ohio State 2006, 2010); M.S. (Toledo 2013) [2014]
SHARON KELLY TYLER, Assistant in Surgery
B.A. (Tennessee 2000); M.S.N. (Vanderbilt 2007) [2016]
MATTHEW JOHN TYSKA, Professor of Cell and Developmental Biology
B.S. (Notre Dame 1992); M.S. (Wyoming 1994); Ph.D. (Vermont
1999) [2004]
DARREN R. TYSON, Research Assistant Professor of Cancer Biology
B.S. (Illinois, Champaign 1990); M.S., Ph.D. (Saint Louis 1995,
2003) [2008]
MARK D. TYSON, Instructor in Clinical Urologic Surgery
B.S. (Arizona 2006); M.D. (Dartmouth 2010) [2015]
MD. JASHIM UDDIN, Research Associate Professor of Biochemistry
B.S., M.S. (Dhaka [Bangladesh] 1991, 1993); Ph.D. (Shinshu [Japan]
2001) [2005]
MD IMAM UDDIN, Research Instructor in Ophthalmology and Visual
Sciences
B.S., M.S., Ph.D. ( 2000, 2002, 2008) [2015]
FLORA A. M. UKOLI, Adjunct Professor of Medicine
M.B.B.S. (Ibadan [Nigeria] 1975); D.P.H. (Glasgow [U.K.]
1980); M.P.H. (Pittsburgh 1998) [2006]
EBELE UMEUKEJE, Instructor in Clinical Medicine
M.D. (Nigeria 2003); M.P.H. (Vanderbilt 2015) [2014]
LEAH ULATOWSKI UMPHLETT, Clinical Instructor in Pediatrics
B.S. (Elon 2004); M.D. ( 2008) [2014]
CATHERINE LINDSEY UNDERWOOD, Assistant in Psychiatry and
Behavioral Sciences
B.A. (Lambuth 2008); M.S. (Yale 2012) [2016]
KIM M. UNERTL, Assistant Professor of Biomedical Informatics
B.S. (Marquette 1996); M.S., Ph.D. (Vanderbilt 2006, 2009) [2010]
DEBORAH M. UNGER, Assistant Clinical Professor of Medicine
B.A. (Vassar 2006); M.D. (Texas A & M 2011) [2017]
JACOB G. UNGER, Assistant Clinical Professor of Plastic Surgery
B.S. (Tulane 2005); M.D. (New York 2009) [2015]
RAGHU P. UPENDER, Assistant Professor of Clinical Neurology
B.S. (Connecticut, Stamford 1990); M.D. (Connecticut 1995) [2011]
SARAH J. URBAN, Assistant in Surgery
B.S. (Kentucky, Lexington 2011); M.S.N. (Vanderbilt 2016) [2016]
RICHARD C. URBANO, Research Professor of Pediatrics
B.S. (Florida State 1965); M.A., Ph.D. (Illinois, Champaign 1968,
1970) [2003]
MEGHAN KEATING URQUHART, Assistant in Surgery
B.S. (Georgia 2007); B.S.N. (Kennesaw State 2011); M.S.N.
(Arkansas, Little Rock 2016) [2017]
DAVID R. USKAVITCH, Assistant Professor of Clinical Neurology
B.A.A., M.A.T., M.D. (Virginia 1980, 1981, 1987) [2007]
ANDREA L. UTZ, Assistant Professor of Medicine
B.S.E. (Duke 1992); Ph.D., M.D. (Vanderbilt 2000, 2000) [2009]
MICHAEL F. VAEZI, Professor of Medicine; Professor of Otolaryngology
B.S. (Birmingham-Southern 1983); Ph.D., M.D. (Alabama,
Birmingham 1988, 1992); M.S. (Case Western Reserve 2005) [2005]
PARVIN VAFAI, Assistant Clinical Professor of Pediatrics
M.D. (Mashhad Medical [Iran] 1973) [1992]
DAVID R. VAGO, Associate Professor of Physical Medicine and
Rehabilitation; Associate Professor of Psychiatry and Behavioral
Sciences
B.A. (Rochester 1997); M.S., Ph.D. (Utah 2002, 2005) [2016]
SARAH D. VALENTI, Assistant in Radiology and Radiological Sciences
B.S., M.S.N. (Vanderbilt 1999, 2003) [2011]
RAWSON JAMES VALENTINE, Professor of Surgery
B.A. (Vanderbilt 1976); M.D. (Emory 1980) [2015]
WILLIAM M. VALENTINE, Associate Professor of Pathology, Microbiology
and Immunology
B.A. (Lakeland 1976); B.S. (Illinois, Champaign 1983); Ph.D. (Illinois,
College of Medicine, Chicago 1983); D.V.M. (Illinois, Champaign
1985) [1995]
JULIE YOO LEE VALENZUELA, Instructor in Clinical Surgery
B.A. (Emory 1999); M.D. (Rutgers, Newark 2005) [2016]
RAF VAN DE PLAS, Adjunct Assistant Professor of Biochemistry
M.S., Ph.D. (Catholic University of Leuven [Belgium] 2003,
2010) [2012]
YURI VAN DER HEIJDEN, Assistant Professor of Medicine
B.S. (Furman 2001); M.D., M.P.H. (Vanderbilt 2005, 2014) [2013]
SARA L. VAN DRIEST, Assistant Professor of Pediatrics; Assistant
Professor of Medicine
B.A. (Minnesota 1998); Ph.D., M.D. (Mayo Medical 2006, 2006) [2012]
JAN VAN EYS, Clinical Professor of Pediatrics, Emeritus
Ph.D. (Vanderbilt 1955); M.D. (University of Washington 1966) [1957]
LARRY VAN HORN, Associate Professor of Management; Associate
Professor of Law; Associate Professor of Health Policy; Faculty
Director, Health Care Program
B.A., M.P.H., M.B.A. (Rochester 1989, 1990, 1992); Ph.D.
(Pennsylvania 1997) [2006]
LUC VAN KAER, Elizabeth and John Shapiro Chair; Professor of
Pathology, Microbiology and Immunology
B.S., M.S., Ph.D. (Ghent [Belgium] 1983, 1985, 1989) [1993]
JUSTIN VAN KLEIN, Assistant Professor of Clinical Medicine
B.S., M.D. (SUNY, Buffalo 2005, 2012) [2017]
DYLAN VAN LITH, Assistant in Anesthesiology
B.S.N. (Wisconsin 2012); M.S.N. (Vanderbilt 2016) [2017]
NELLEKE VAN WOUWE, Research Assistant Professor of Neurology
M.Sc., Ph.D. (Leiden University [Netherlands] 2004, 2009) [2016]
ROBERTO M. VANACORE, Assistant Professor of Medicine
M.S. (Universidad Austral de Chile 1996); Ph.D. (Kansas 2005) [2008]
ELIZABETH HALEY VANCE, Associate in Neurological Surgery
B.S. (Auburn 2005); B.S.N., M.S.N., D.N.P. (Alabama, Birmingham
2007, 2009, 2013) [2013]
ANN M. VANDER WOUDE, Assistant in Pediatrics
B.S.N. (Iowa 1982); M.S.N. (Vanderbilt
1990); RNC,MSN,FNP,PNP [1993]
DAWN M. VANDERHOEF, Assistant Professor of Nursing; Assistant
Professor of Psychiatry and Behavioral Sciences
A.D.N. (Western Technical 1994); B.S.N. (Wisconsin, West Bend
1999); M.S.N. (Vanderbilt 2000); D.N.P., Ph.D. (UT Health Science
Center [Tennessee] 2009, 2012) [2013]
F. KARL VANDEVENDER, Assistant Clinical Professor of Medicine
B.A. (University of the South 1969); M.A. (Oxford [U.K.] 1972); M.D.
(Mississippi 1979) [1982]
RENE G. VANDEVOORDE, III, Assistant Professor of Pediatrics
B.S., M.D. (Vanderbilt 1992, 1996) [2016]
EDUARD E. VASILEVSKIS, Assistant Professor of Medicine
B.S. (California, San Diego 1997); M.D. (Oregon Health and Science
2001); M.P.H. (Vanderbilt 2013) [2008]
JARED A. VAUGHN, Associate in Orthopaedic Surgery and Rehabilitation
B.A. (Belmont 2003); M.S. (Trevecca Nazarene 2007) [2012]
RICHARD VAUGHN, Clinical Instructor in Pediatrics
B.S. (Lipscomb 1992); M.D. (Tennessee, Memphis 1997) [2016]
STEPHANIE VAUGHN, Adjunct Assistant Professor of
Psychology; Assistant Clinical Professor of Psychiatry
B.A. (Georgia 2000); M.A., Psy.D. (Argosy 2004, 2007) [2012]
RUTH ANN VEACH, Research Instructor in Medicine
B.S. (Wake Forest 1977) [2002]
OLIVIA J. VEATCH, Adjunct Instructor in Neurology
B.S. (Kansas 2003); M.S. (Hawaii, Honolulu 2006); Ph.D. (Vanderbilt
2013) [2015]
VANI V. VEERAMACHANENI, Assistant Clinical Professor of Pediatrics
M.D. (Andhra [India] 1991) [2000]
LUIS VEGA, Associate Professor of Clinical Oral and Maxillofacial Surgery
B.S. (San Luis Gonzaga College 1993); D.D.S. (Universidad de Costa
Rica 1999) [2013]
Archived 2017/2018
School of Medicine Catalog
202 203VANDERBILT UNIVERSITY School of Medicine / Faculty
AMY E. VEHEC, Associate Clinical Professor of Pediatrics
B.S.N., M.D. (Indiana, Indianapolis 1988, 2001) [2004]
AMBER M. VELASQUEZ, Assistant in Surgery
B.A. (Wesleyan [Georgia] 2000); M.S.N. (Vanderbilt 2002) [2012]
DIGNA R. VELEZ EDWARDS, Associate Professor of Obstetrics and
Gynecology
B.S., M.S., Ph.D. (Vanderbilt 2003, 2007, 2008) [2010]
BRYAN J. VENTERS, Assistant Professor of Molecular Physiology and
Biophysics
B.S. (Oklahoma State 2000); Ph.D. (Pennsylvania State 2008) [2013]
KIMBERLY B. VERA, Assistant Professor of Pediatrics
B.S. (Rhodes College 1997); M.D. (UT Health Science Center
[Tennessee] 2001); M.S.C.I. (Vanderbilt 2009) [2010]
INGRID M. VERHAMME, Research Associate Professor of Pathology,
Microbiology and Immunology
B.S., M.S., Ph.D. (Universiteit Gent [Belgium] 1977, 1980,
1986) [1999]
DANA DEATON VERNER, Assistant Clinical Professor of Psychiatry and
Behavioral Sciences
B.S. (Princeton 1999); M.D. (Vanderbilt 2004) [2010]
CRYSTAL N. VERNON, Associate Clinical Professor of Pediatrics
B.S. (Lipscomb 1997); M.D. (UT Health Science Center [Tennessee]
2003) [2006]
PILAR VETSCH, Assistant in Urologic Surgery
B.S.N. (Universidad Nacional de Colombia 1994); M.S.N. (Fairfield
2012) [2014]
ROSE M. VICK, Assistant in Psychiatry and Behavioral
Sciences; Instructor in Nursing
B.S. (Belmont 2001); M.S.N. (Vanderbilt 2007) [2012]
KASEY C. VICKERS, Assistant Professor of Medicine; Assistant
Professor of Molecular Physiology and Biophysics
B.S. (Texas Tech University 2001); Ph.D. (Baylor 2008) [2012]
DAVID J. VIGERUST, Adjunct Assistant Professor of Neurological Surgery
B.S. (Texas, El Paso 1992); M.S. (Texas Tech University 1999); Ph.D.
(Vanderbilt 2004) [2010]
ANNA VILGELM, Research Assistant Professor of Cancer Biology
M.Sc., M.D. (Russian State Medical 2005, 2005); Ph.D. (Russian
Academy of Sciences [Russia] 2011) [2015]
VIANNEY E. VILLARUZ, Clinical Instructor in Medicine
B.S., M.D. (Philippines 1983, 1987) [1996]
ANNA VINSON, Research Assistant Professor of Biochemistry
B.S. (South Alabama 1992); Ph.D. (Emory 1997) [2014]
JANICE M. VINSON, Assistant Professor of Clinical Medicine
B.S. (Middle Tennessee State 1980); M.D. (UT Health Science Center
[Tennessee] 1984) [2011]
KIMBERLY N. VINSON, Assistant Dean for Diversity; Assistant Professor
of Otolaryngology
B.S. (Birmingham-Southern 1999); M.D. (Vanderbilt 2003) [2008]
FRANK W. VIRGIN, JR., Assistant Professor of Otolaryngology
B.A. (Vermont 2006); M.D. (Medical College of Georgia 2006) [2012]
JOHN M. VIROSTKO, Adjoint Assistant Professor of Radiology and
Radiological Sciences
B.S. (Georgia Institute of Technology 2001); M.S., Ph.D., M.S.C.I.
(Vanderbilt 2003, 2006, 2015) [2012]
SERGEY A. VISHNIVETSKIY, Research Instructor in Pharmacology
M.Sc., B.Sc. (Moscow State [Russia] 1986, 1986); Ph.D. (Russian
Academy of Sciences, Moscow 1992) [2004]
CINDY L. VNENCAK-JONES, Professor of Pathology, Microbiology and
Immunology; Professor of Pediatrics
B.S. (South Carolina 1980); Ph.D. (Medical College of Virginia
1985) [1988]
ASHLEY E. VOGEL, Assistant in Pediatrics
B.S. (Ohio State 2008); M.Ed. (Arizona State 2016) [2017]
VAL YVETTE VOGT, Associate Clinical Professor of Obstetrics and
Gynecology
B.A. (Washington University 1986); M.D. (Rush 1990) [2004]
MICHAEL L. VOIGHT, Adjunct Associate Professor of Physical Medicine
and Rehabilitation
B.S. (Portland State 1981); M.Ed. (Virginia 1982); D.H.SC. (University
of St. Augustine 1995) [2015]
EMMANUEL J. VOLANAKIS, Assistant Professor of Pediatrics
B.A. (Brown 1994); M.D. (Alabama, Birmingham 2001) [2010]
YEVGENIY VOROBEYCHIK, Assistant Professor of Computer Science
and Assistant Professor of Computer Engineering; Assistant Professor
of Biomedical Informatics
B.S. (Northwestern 2002); M.S.E., Ph.D. (Michigan 2004,
2008) [2013]
THOMAS GREGORY VOSS, Research Professor of Pediatrics
B.S. (Texas, Arlington 1990); Ph.D. (Tulane 1994) [2016]
PAUL A. VOZIYAN, Research Professor of Medicine
M.S. (Shevchenko National [Ukraine] 1984); Ph.D. (National Academy
of Sciences, Kiev [Ukraine] 1990) [2002]
NGOC HANH VU, Instructor in Pediatrics
B.S. (Georgia Institute of Technology 2006); M.D. (Medical College of
Georgia 2011) [2016]
ADAM A. VUKOVIC, Assistant Professor of Clinical Pediatrics
B.S. (Youngstown State 2004); M.D., M.Ed. (Cincinnati 2009,
2015) [2016]
BRIAN E. WADZINSKI, Associate Professor of Pharmacology
B.Sc., Ph.D. (Wisconsin 1984, 1989) [1993]
CONRAD WAGNER, Professor of Biochemistry, Emeritus
B.A. (City College of New York 1951); M.S., Ph.D. (Michigan 1952,
1956) [1961]
MARTIN H. WAGNER, Assistant Clinical Professor of Neurology
B.S. (Tulane 1978); M.D. (Baylor 1978) [2008]
JULIANNE HAINES WAGNON, Assistant in Medicine
B.A. (Rhodes College 1988); J.D. (Mississippi 1991); M.S.N.
(Vanderbilt 2001) [2004]
BRIAN MICHAEL WAH, Assistant Clinical Professor of Oral and
Maxillofacial Surgery
B.S. (Arkansas 2009); D.D.S. (UT Health Science Center [Tennessee]
2013) [2016]
TEDRA A. WALDEN, Professor of Psychology and Human
Development; Professor of Hearing and Speech Sciences
B.A., M.A., Ph.D. (Florida 1974, 1976, 1978) [1981]
JEFFREY M. WALDMAN, Assistant Professor of Clinical Anesthesiology
B.S. (Davidson 1999); M.D. (North Carolina 2003) [2007]
ANN WALIA, Professor of Clinical Anesthesiology
M.B.B.S., M.D. (Government Medical, Rohtak [India] 1983,
1984) [1992]
ALLISON WALKER, Assistant in Medicine
B.S. (Dayton 2003); M.S. (Tennessee 2008); M.S. (Vanderbilt 2015) [2015]
ASHLEY R. WALKER, Assistant Clinical Professor of Pediatrics
B.A. (Hendrix 2005); M.D. (Arkansas 2009) [2012]
JESSICA NICOLE WALKER, Assistant in Psychiatry and Behavioral
Sciences
B.S.N. (Belmont 2010); M.S.N. (Vanderbilt 2015) [2016]
LYNN S. WALKER, Professor of Psychiatry and Behavioral
Sciences; Professor of Pediatrics
B.A. (Oberlin 1973); M.S., Ph.D. (Peabody 1978, 1981) [1993]
MATTHEW WALKER III, Associate Professor of Radiology and
Radiological Sciences; Associate Professor of the Practice of
Biomedical Engineering
B.S. (Tennessee 1987); Ph.D. (Tulane 2000) [2011]
RONALD C. WALKER, Professor of Clinical Radiology and Radiological
Sciences
B.S., M.D. (Baylor 1974, 1978) [2007]
STEPHAINE HALE WALKER, Assistant Professor of Clinical Pediatrics
B.S. (Vanderbilt 1997); M.D. (Cornell 2001); M.P.H. (Harvard
2007) [2009]
DEBORAH E. WALLACE, Assistant in Medicine
B.S.N. (Louisville 1999); M.S.N. (Georgia Southern 2008) [2010]
JEANNE M. WALLACE, Associate Professor of Pathology, Microbiology
and Immunology; Associate Professor of Molecular Physiology and
Biophysics; Director, Division of Animal Care
B.S., D.V.M. (Kansas State 1984, 1986) [2006]
MARK T. WALLACE, Dean of the Graduate School; Louise B. McGavock
Chair; Professor of Hearing and Speech Sciences; Professor of
Psychiatry and Behavioral Sciences; Professor of Psychology
B.A., M.A., Ph.D. (Temple 1985, 1987, 1990) [2005]
Archived 2017/2018
School of Medicine Catalog
202 203VANDERBILT UNIVERSITY School of Medicine / Faculty
DONNA C. WALLS, Assistant Clinical Professor of Oral and Maxillofacial
Surgery
B.S. (Ouachita Baptist 1992); D.D.S. (Oklahoma 1997) [2005]
SARA LATHEM WALLS, Assistant Professor of Clinical Anesthesiology
B.S. (Georgia 2006); M.D. (Mercer 2011) [2016]
COLIN WALSH, Assistant Professor of Biomedical Informatics; Assistant
Professor of Medicine; Assistant Professor of Psychiatry and
Behavioral Sciences
B.S.E. (Princeton 2002); M.D. (Chicago 2008); M.A. (Columbia
2014) [2015]
DAVID WILSON WALSH, Assistant Professor of Clinical Medicine
B.S., M.D. (Louisville 2006, 2010) [2014]
JOHN J. WALSH, JR., Adjunct Instructor in Radiation Oncology
B.A. (Oklahoma 1973); M.S. (Oklahoma City 1980); Ph.D.
(Northumbria [U.K.] 2014) [2003]
MICHELE M. WALSH, Assistant Professor of Clinical Pediatrics
B.S. (Miami [Ohio] 1992); M.D. (Ohio State 1997) [2012]
WILLIAM F. WALSH, Professor of Pediatrics; Adjunct Professor of
Nursing
B.S. (U.S. Air Force Academy 1972); M.D. (Texas, San Antonio
1976) [1992]
CHARLA E. WALSTON, Assistant in Medicine
B.S.N. ( 2001); M.S.N. (Vanderbilt 2015) [2015]
ARTHUR S. WALTERS, Professor of Neurology
B.A. (Kalamazoo 1965); M.S. (Northwestern 1967); M.D. (Wayne
State 1972) [2008]
CAMILA B. WALTERS, Assistant Professor of Anesthesiology
B.S. (Virginia Polytechnic Institute 2005); M.D. (Pennsylvania State
2009) [2014]
JENNA LEIGH WALTERS, Assistant Professor of Clinical Anesthesiology
B.S. (College of Charleston 2006); M.D. (Medical University of South
Carolina 2010) [2016]
TRAVIS T. WALTERS, Associate Clinical Professor of Pediatrics
B.S., M.D. (Vanderbilt 1995, 1999) [2002]
MICHELLE WALTHER, Assistant Clinical Professor of Emergency
Medicine
B.S. (Pennsylvania 2005); M.D. (Vanderbilt 2009) [2012]
GINA M. WALTON, Assistant Professor of Physical Medicine and
Rehabilitation
B.S. (Illinois, Champaign 1999); M.D. (Illinois, Chicago 2004) [2011]
AMR AHMED WALY, Assistant Clinical Professor of Anesthesiology
M.B.B.Ch. (Ain Shams [Egypt] 1984) [2007]
JONATHAN PORTER WANDERER, Assistant Professor of
Anesthesiology; Assistant Professor of Biomedical Informatics
B.A. (Pennsylvania 2003); M.Phil. (Cambridge [U.K.] 2004); M.D.
(Pennsylvania 2008) [2012]
FENG WANG, Instructor in Radiology and Radiological Sciences
B.S., M.S. (Sichuan University [China] 1991, 1994); Ph.D. (Vanderbilt
2002) [2002]
HUI-DONG WANG, Research Instructor in Psychiatry and Behavioral
Sciences
B.S. (Jining Medical 1993); Ph.D. (Kagoshima [Japan] 2002) [2007]
JIALIANG WANG, Assistant Professor of Neurological Surgery; Assistant
Professor of Cancer Biology; Assistant Professor of Pharmacology
B.S. (Zhejiang [China] 1996); M.S. (Chinese Academy of Sciences
2000); Ph.D. (North Carolina 2005) [2010]
PING WANG, Research Instructor in Radiology and Radiological
Sciences
B.S., M.S. (North China Institute of Technology - [China] 1995,
1998); Ph.D. (Xi’an Jiaotong [China] 2002) [2016]
THOMAS J. WANG, Gottlieb C. Friesinger II Chair in Cardiovascular
Medicine; Professor of Medicine; Director, Division of Cardiovascular
Medicine
B.S. (Harvard 1992); M.D. (Harvard Medical 1996) [2013]
XIAOFEI WANG, Adjunct Associate Professor of Cancer Biology
B.S., M.S. (Sichuan University [China] 1983, 1987); Ph.D. (University
of Hong Kong 1999) [2015]
YINQIU WANG, Research Assistant Professor of Medicine
B.S. (Luzhou Medical [China] 1999); M.S. (Lanzhou [China]
2002); Ph.D. (Kunming Medical [China] 2006) [2013]
ZHEN WANG, Research Assistant Professor of Biochemistry
B.S., M.S. (Ocean [China] 1997, 2000); Ph.D. (Northern Illinois
2005) [2009]
ZHIJIAN WANG, Assistant in Medicine
B.S.N. (Second Military Medical [China] 1985); M.S.N. (Vanderbilt
2010) [2011]
AARON R. WARD, Assistant Clinical Professor of Pediatrics
B.S. (Ouachita Baptist 1997); M.D. (Arkansas, Little Rock 2001) [2012]
MICHAEL WARD, Assistant Professor of Emergency Medicine
B.S., M.B.A., M.D. (Emory ) [2013]
RENEE M. WARD, Assistant Professor of Obstetrics and Gynecology
B.A. (Pomona 1996); M.D. (California, San Francisco 2001) [2008]
TARA Y. WARD, Assistant in Pediatrics
B.S.N. (Middle Tennessee State 2002); M.S.N. (Vanderbilt
2007) [2009]
LORRAINE B. WARE, Professor of Medicine; Professor of Pathology,
Microbiology and Immunology
B.A. (Claremont McKenna College 1988); M.D. (Johns Hopkins
1992) [2002]
LINDSEY ANNE WARGO, Clinical Instructor in Pediatrics
B.S. (Alabama 2008); M.D. (Louisiana State, Shreveport 2012) [2016]
JEREMY L. WARNER, Assistant Professor of Medicine; Assistant
Professor of Biomedical Informatics
B.S. (Massachusetts Institute of Technology 1999); M.S. (California,
San Diego 2001); M.D. (Boston University 2005) [2012]
JOHN S. WARNER, Professor of Neurology, Emeritus
B.S. (University of the South 1952); M.D. (Vanderbilt 1956) [1965]
MICHAEL DALE WARREN, Adjunct Assistant Professor of Pediatrics
B.S. (Wake Forest 1999); M.D. (East Carolina 2003); M.P.H.
(Vanderbilt 2009) [2009]
ZACHARY E. WARREN, Associate Professor of Pediatrics; Associate
Professor of Psychiatry and Behavioral Sciences; Associate Professor
of Special Education
B.S. (William and Mary 1997); M.S., Ph.D. (Miami 2002, 2005) [2006]
SHANEDA N. WARREN ANDERSEN, Research Instructor in Medicine
B.S., M.S., Ph.D. (Wisconsin 2004, 2008, 2013) [2017]
CYNTHIA M. WASDEN, Assistant in Medicine
B.S.N. (Tennessee Technological 1993); M.S.N. (Vanderbilt
1997) [2004]
MARY KAY WASHINGTON, Professor of Pathology, Microbiology and
Immunology
B.S. (Mississippi State 1979); Ph.D., M.D. (North Carolina 1982,
1986) [1996]
ALLISON MARIE WASSERMAN Instructor in Pathology, Microbiology
and Immunology
B.S. (Union College [New York] 2005); M.D. (Vanderbilt 2010) [2016]
DAVID H. WASSERMAN, Annie Mary Lyle Chair; Professor of Molecular
Physiology and Biophysics; Director, Mouse Metabolic Phenotyping
Center
B.Sc., M.Sc. (California, Los Angeles 1979, 1981); Ph.D. (Toronto
[Canada] 1985) [1985]
GEETA P. WASUDEV, Adjunct Assistant Professor of Anesthesiology
B.S., M.D. (Bombay [India] 1957, 1961) [1972]
MICHAEL R. WATERMAN, Professor of Biochemistry, Emeritus
B.A. (Willamette 1961); Ph.D. (Oregon Health and Science
1969) [1992]
ALEX G. WATERSON, Research Associate Professor of
Pharmacology; Research Associate Professor of Chemistry
B.S. (Mississippi State 1994); Ph.D. (Emory 1999) [2008]
KENNETH E. WATFORD, Assistant Professor of Clinical Otolaryngology
B.S., B.S. (Delta State 1986, 1994); M.S.N., D.N.P. (Vanderbilt 1996,
2011) [2001]
SCOTT CHRISTOPHER WATKINS, Assistant Professor of Anesthesiology
B.S. (Georgia 1998); M.D. (Medical College of Georgia 2003) [2008]
GEOFFREY IAN WATSON, Assistant Professor of Orthopaedic Surgery
and Rehabilitation
B.S. (Tennessee 2005); M.D. (Tennessee, Memphis 2009) [2015]
PAULA L. WATSON, Assistant Professor of Medicine
B.S. (Louisiana, Monroe 1986); M.D. (Arkansas, Little Rock
1990) [2004]
Archived 2017/2018
School of Medicine Catalog
204 205VANDERBILT UNIVERSITY School of Medicine / Faculty
SALLY A. WATSON, Assistant Professor of Pediatrics; Assistant
Professor of Anesthesiology
B.S. (Indiana, Indianapolis 1990); M.D. (Vanderbilt 1994) [2001]
JULIA J. WATTACHERIL, Adjunct Assistant Professor of Medicine
B.S. (Brandeis 1999); M.D. (Baylor 2004); M.P.H. (Vanderbilt
2010) [2008]
CAROLYN S. WATTS, Senior Associate in Surgery
B.S.N. (Olivet Nazarene 1971); M.S.N. (Tennessee
1978); MSN,RN,CWCN,ACNP,HSM [2002]
LAURA L. WAYMAN, Associate Professor of Ophthalmology and Visual
Sciences
B.A. (National, San Diego 1983); M.S. (Maryland 1985); M.D. (Mayo
Medical 1998) [2005]
ALISSA M. WEAVER, Professor of Cancer Biology; Professor of Cell and
Developmental Biology; Professor of Pathology, Microbiology and
Immunology
B.S., B.A. (Stanford 1991, 1991); Ph.D., M.D. (Virginia 1997, 1998) [2003]
C. DAVID WEAVER, Assistant Professor of Pharmacology
B.S., Ph.D. (Tennessee 1989, 1994) [2003]
ELEANOR O. WEAVER, Assistant Professor of Clinical Medicine
B.A. (Rice 2008); M.D. (Baylor 2012) [2015]
KYLE DEREK WEAVER, Assistant Professor of Neurological
Surgery; Assistant Professor of Otolaryngology
B.S. (Duke 1988); M.D. (North Carolina 1996) [2004]
LAUREN A. WEAVER, Assistant in Pediatrics
B.A. (Alabama, Huntsville 2006); M.S. (Auburn, Montgomery
2011) [2014]
SHEENA M. WEAVER, Assistant Professor of Clinical Anesthesiology
B.S. (Baldwin-Wallace 2001); M.D. (Case Western Reserve
2006) [2011]
LIZA M. WEAVIND, Professor of Anesthesiology; Professor of Surgery
M.B.B.Ch. (Witwatersrand [South Africa] 1990); M.Mgt. (Vanderbilt
2014) [2007]
DONNA JANE WEBB, Associate Professor of Biological
Sciences; Associate Professor of Cancer Biology
B.S. (James Madison [Virginia] 1989); Ph.D. (Virginia 1995) [2005]
LYNN E. WEBB, Assistant Dean for Faculty Development; Assistant
Professor of Medical Education and Administration (VUMC); Adjunct
Assistant Professor of Nursing
B.S., M.S. (Illinois State 1971, 1973); M.B.A. (Illinois, Champaign
1983); Ph.D. (Southern Illinois 1997) [1997]
TRENIA LYN WEBB, Assistant Professor of Clinical Obstetrics and
Gynecology
B.S. (Lipscomb 1994); M.D. (Tennessee, Memphis 2003) [2009]
WANDA G. WEBB, Assistant Professor of Hearing and Speech Sciences
B.S. (Middle Tennessee State 1970); M.S. (Eastern Illinois
1971); Ph.D. (Vanderbilt 1979) [1978]
WARREN W. WEBB, Professor of Psychiatry, Emeritus
B.A. (North Carolina 1947); Ph.D. (Duke 1952) [1955]
STEVEN A. WEBBER, James C. Overall Chair in Pediatrics; Professor of
Pediatrics; Chair of the Department of Pediatrics
M.B.Ch.B (Bristol [U.K.] 1983) [2012]
ROBERT J. WEBSTER III, Associate Professor of Mechanical
Engineering; Associate Professor of Otolaryngology; Associate
Professor of Urologic Surgery; Associate Professor of Electrical
Engineering; Assistant Professor of Neurological Surgery
B.S. (Clemson 2002); M.S., Ph.D. (Johns Hopkins 2004, 2007) [2008]
AMY GREGORY WEEKS, Associate Professor of Clinical Obstetrics and
Gynecology
B.A. (Vanderbilt 1981); M.D. (UT Health Science Center [Tennessee]
1985) [2005]
WEI-QI WEI, Assistant Professor of Biomedical Informatics
M.Med. (Peking Union Medical [China] 2005); Ph.D. (Minnesota
2012) [2014]
DANIEL S. WEIKERT, Associate Professor of Clinical Ophthalmology and
Visual Sciences
B.S. (Indiana, Bloomington 1987); M.D. (Vanderbilt 1991) [1995]
DOUGLAS R. WEIKERT, Associate Professor of Orthopaedic Surgery
and Rehabilitation; Associate Professor of Plastic Surgery
B.S., M.D. (Vanderbilt 1983, 1987) [1993]
P. ANTHONY WEIL, Professor of Molecular Physiology and Biophysics
B.S. (Northern Illinois 1972); Ph.D. (Texas, Houston 1976) [1986]
STUART T. WEINBERG, Associate Professor of Biomedical
Informatics; Associate Professor of Pediatrics
B.A. (Dartmouth 1981); M.D. (Cincinnati 1985) [2004]
ELIZABETH E. WEINER, Senior Associate Dean for
Informatics; Centennial Independence Foundation Professor of
Nursing; Professor of Biomedical Informatics
B.S.N. (Kentucky, Lexington 1975); M.S.N. (Cincinnati 1978); Ph.D.
(Kentucky, Lexington 1982) [2000]
MATTHEW BRET WEINGER, Norman Ty Smith Chair in Patient Safety
and Medical Simulation; Professor of Anesthesiology; Professor
of Biomedical Informatics; Professor of Medical Education and
Administration (VUMC); Professor of Civil and Environmental
Engineering
M.S., B.S. (Stanford 1978, 1978); M.D. (California, San Diego
1982) [2004]
ASLI WEITKAMP, Assistant Professor of Biomedical Informatics
B.S. (Anadolu [Turkey] 1994); M.S., Ph.D., M.S. (Vanderbilt 1996,
2001, 2004) [2004]
JORN-HENDRIK WEITKAMP, Associate Professor of Pediatrics
M.D. (Ulm [Germany] 1995) [2006]
AMY S. WEITLAUF, Assistant Professor of Pediatrics
B.A. (Texas 2003); M.S., Ph.D. (Vanderbilt 2006, 2011) [2013]
GLENN A. WEITZMAN, Assistant Clinical Professor of Obstetrics and
Gynecology
B.S. (Stony Brook 1978); M.D. (Johns Hopkins 1982) [1996]
EDWARD BRIAN WELCH, Assistant Professor of Radiology and
Radiological Sciences; Assistant Professor of Biomedical Engineering
B.S. (Southern California 1998); Ph.D. (Mayo Medical 2003) [2004]
JOHN C. WELLONS, Professor of Neurological Surgery; Professor of
Pediatrics; Chief of Pediatric Neurosurgery
B.S. (Mississippi 1991); M.D. (Mississippi, Jackson 1995) [2012]
MELISSA F. WELLONS, Assistant Professor of Medicine
B.A., M.H.S., M.D. (Duke 1994, 2001, 2001) [2012]
COLETTE R. WELLS, Assistant in Neurological Surgery
B.S.N. (Rush 1993); M.S.N. (Indiana, Indianapolis 2012) [2016]
JACK N. WELLS, Professor of Pharmacology, Emeritus
B.S. (Park [Missouri] 1959); M.S., Ph.D. (Michigan 1962, 1963) [1973]
K. SAM WELLS, Adjunct Professor of Molecular Physiology and Biophysics
B.S. (Utah 1982); M.S., Ph.D. (New Mexico 1984, 1987) [2000]
QUINN STANTON WELLS, Assistant Professor of Medicine; Assistant
Professor of Pharmacology
B.S. (East Tennessee State 1997); Pharm.D. (Samford 2002); M.D.
(Alabama, Birmingham 2006); M.S.C.I., M.S. (Vanderbilt 2013,
2014) [2013]
ROBERT A. WELLS, Assistant Professor of Clinical Anesthesiology
B.A. (Transylvania 2001); M.D. (Louisville 2005) [2009]
WANQING WEN, Research Associate Professor of Medicine
M.D., M.P.H. (Hunan Medical [China] 1984, 1987) [2000]
J. JASON WENDEL, Assistant Clinical Professor of Plastic Surgery
B.A. (Wabash 1992); M.D. (Indiana, Indianapolis 1996) [2002]
RICHARD J. WENDORF, Associate Professor of Clinical Pediatrics
B.S. (Illinois, Chicago 1989); M.D. (Southern Illinois, Springfield
1993) [2013]
SUSAN RAE WENTE, University Provost; Professor of Cell and
Developmental Biology
B.S. (Iowa 1984); Ph.D. (California, Berkeley 1988) [2002]
MARTIN WERE, Associate Professor of Biomedical
Informatics; Associate Professor of Medicine
B.S. (Harvard 1997); M.D. (Harvard Medical 2001); M.S. (Indiana,
Indianapolis 2008) [2016]
JAY A. WERKHAVEN, Professor of Clinical Otolaryngology
B.A. (Wittenberg 1978); M.D. (Wake Forest 1982) [1989]
JOHN R. WERTHER, Associate Clinical Professor of Oral and
Maxillofacial Surgery
B.S. (SUNY, Syracuse 1981); D.M.D. (Harvard 1986); M.D. (Vanderbilt
1988) [1991]
Archived 2017/2018
School of Medicine Catalog
204 205VANDERBILT UNIVERSITY School of Medicine / Faculty
ROBERT T. WERTZ, Professor of Hearing and Speech Sciences,
Emeritus
A.B. (Long Beach 1959); A.M., Ph.D. (Stanford 1964, 1967) [1992]
RALPH E. WESLEY, Clinical Professor of Ophthalmology and Visual
Sciences
A.B. (Kentucky, Lexington 1967); M.D. (Vanderbilt 1972) [1979]
CANDACE KIRSTIN WEST, Associate in Orthopaedic Surgery and
Rehabilitation
B.S., M.S.N. (Vanderbilt 2012, 2014) [2015]
DOUGLAS CASEY WEST, Assistant in Medicine
B.S.N., M.S.N. (Medical University of South Carolina 1989,
1990) [2009]
JAMES DAVID WEST, Professor of Medicine; Associate Professor of
Biomedical Engineering
B.S. (Missouri 1989); Ph.D. (Georgia Institute of Technology
1996) [2007]
JULE J. WEST, Assistant Professor of Medicine; Adjunct Assistant
Professor of Nursing
M.S.N. (Vanderbilt 1991); B.A. (Wheaton 1997); M.D. (Vanderbilt
1997) [2008]
KEVIN D. WEST, Assistant Clinical Professor of Oral and Maxillofacial
Surgery
B.S. (Western Kentucky 1999); M.S., D.M.D. (Louisville 2003,
2003) [2007]
W. SCOTT WEST, Assistant Clinical Professor of Psychiatry and
Behavioral Sciences
B.A. (Tennessee 1976); M.D. (UT Health Science Center [Tennessee]
1982) [1986]
C. WILLIAM WESTER, Associate Professor of Medicine
B.A. (Bowdoin 1987); M.D. (Dartmouth 1991); M.P.H. (Harvard
2010) [2008]
CAROLYN N. WESTER, Adjunct Research Assistant Professor of
Medicine
B.A., M.D. (Dartmouth 1987, 1991); M.P.H. (Harvard 2008) [2013]
HOLLY WESTERVELT, Assistant Professor of Clinical Neurology
B.A., Ph.D. (SUNY, Albany 1992, 1999) [2014]
MARGARET M. WHALEN, Adjunct Professor of Cancer Biology
B.S. (South Dakota School of Mines and Technology 1979); Ph.D.
(New Mexico 1984) [2013]
VALERIE N. WHATLEY, Assistant Professor of Clinical Pediatrics
B.S. (Kentucky, Lexington 1993); M.D. (South Alabama 1997) [2007]
ALLISON PAROSKIE WHEELER, Assistant Professor of Pathology,
Microbiology and Immunology; Assistant Professor of Pediatrics
B.S., M.D. (Massachusetts 2001, 2006); M.S.C.I. (Vanderbilt
2013) [2011]
FERRIN C. WHEELER, Assistant Professor of Pathology, Microbiology
and Immunology
B.S. (Purdue 1996); Ph.D. (Washington University 2002) [2011]
PAUL W. WHEELER, Assistant Clinical Professor of Medicine
B.S. (Samford 1973); M.D. (Alabama, Birmingham 1977) [1983]
WILLIAM O. WHETSELL, JR., Professor of Pathology, Emeritus
B.S. (Wofford 1961); M.S., M.D. (Medical University of South Carolina
1964, 1966) [1983]
AMY S. WHIGHAM, Assistant Professor of Otolaryngology
B.A., B.S. (Rhodes College 1999, 1999); M.D. (Emory 2004) [2015]
BOBBY J. WHITE, Instructor in Clinical Medicine
B.S. (Middle Tennessee State 1980); M.D. (UT Health Science Center
[Tennessee] 1985) [1995]
BRITTANY D. WHITE, Instructor in Emergency Medicine
B.S. (North Carolina State 2008); M.D. (North Carolina 2013) [2016]
JOAN W. WHITE, Clinical Professor of Pediatrics
B.S. (Virginia Polytechnic Institute 1981); M.D. (Medical College of
Virginia 1986) [1989]
KATHRYN E. WHITE, Assistant in Medicine
B.S.N. (South Carolina 2004); M.S.N. (Vanderbilt 2010) [2011]
NICOLA WHITE, Associate Professor of Clinical Obstetrics and
Gynecology
B.A. (Pennsylvania 2006); M.D. (Tufts 2011) [2016]
TERESA S. WHITE, Assistant Professor of Clinical Pediatrics
B.A. (Goucher 1995); M.D. (Eastern Virginia 2001) [2006]
ROBERT H. WHITEHEAD, Adjunct Research Professor of Medicine
B.Sc., M.Sc. (Queensland [Australia] 1965, 1968); Ph.D. (University of
Wales, Lampeter [U.K.] 1975) [1997]
THOMAS C. WHITFIELD, Associate Professor of Clinical
Medicine; Associate Professor of Clinical Pediatrics
B.S. (Lipscomb 1974); M.D. (UT Health Science Center [Tennessee]
1977); MD [1990]
JONNA H. WHITMAN, Assistant Professor of Clinical Medicine
B.A. (Williams 1990); M.D. (Virginia 1994) [2005]
CHRISTINE C. WHITMORE, Research Assistant Professor of Health
Policy
B.S. (Birmingham-Southern 1991); M.A., Ph.D. (Johns Hopkins 1993,
1998) [2014]
DONNA C. WHITNEY, Assistant Professor of Clinical Pediatrics
B.S. (San Diego State 1988); M.D. (Uniformed Services 1992) [2012]
ELIZA WHITTEN, Assistant Clinical Professor of Pediatrics
B.S. (Tennessee, Martin 2002); M.D. (East Tennessee State
2008) [2011]
CHRISTINE M. WHITWORTH, Clinical Instructor in Obstetrics and
Gynecology
B.S. (Memphis 1978); M.D. (UT Health Science Center [Tennessee]
1983) [1991]
JOESPH WIENCEK, Research Fellow of Pathology, Microbiology and
Immunology
Ph.D. (Cleveland State 2015) [2015]
CRAIG WIERUM, Assistant Clinical Professor of Medicine
B.S. (Duke 1984); M.D. (North Carolina 1990) [1995]
GEORGIA L. WIESNER, Professor of Medicine
B.A. (Northern Colorado 1976); M.S., M.D. (Minnesota 1981,
1985) [2012]
MARK A. WIGGER, Assistant Professor of Medicine; Medical Director,
Adult Heart Transplant
B.A. (Tennessee 1978); M.S. (Tennessee State 1980); M.D. (East
Tennessee State 1984) [2006]
CATHERINE OLESCHIG WIGGLETON, Assistant Clinical Professor of
Pediatrics
B.A. (Stanford 1998); M.Sc. (Harvard 2001); M.D. (Vanderbilt
2006) [2010]
JAMIE G. WIGGLETON, Assistant in Otolaryngology
B.S. (Bethel College, McKenzie [Tennessee] 1999); M.S.N. (Vanderbilt
2003) [2005]
JOHN P. WIKSWO, JR., Gordon A. Cain University Professor; A. B.
Learned Professor of Living State Physics; Professor of Biomedical
Engineering; Professor of Molecular Physiology and Biophysics
B.A. (Virginia 1970); M.S., Ph.D. (Stanford 1973, 1975) [1977]
GEOFFREY E. WILE, Associate Professor of Clinical Radiology and
Radiological Sciences
B.S. (Belmont 1998); M.D. (UT Health Science Center [Tennessee]
2002) [2008]
LAURA KATHERINE WILEY, Adjunct Assistant Professor of Biomedical
Informatics
B.S. (Denver 2009); M.S., Ph.D. (Vanderbilt 2014, 2016) [2016]
MELISSA A. WILEY, Assistant in Anesthesiology
B.S.N., M.S.N. (Cincinnati 2006, 2012) [2012]
RONALD G. WILEY, Professor of Neurology; Professor of Pharmacology
B.S., Ph.D., M.D. (Northwestern 1972, 1975, 1975) [1982]
KARINA WILKERSON, Assistant in Medicine
B.A. (Fisk 2006); B.S.N., M.S.N. (Tennessee State 2012, 2014) [2014]
SARAH C. WILKERSON, Assistant in Pediatrics
B.S. (Wofford 1998); B.S.N. (Middle Tennessee State 2002); M.S.N.
(Vanderbilt 2010) [2014]
CONSUELO H. WILKINS, Associate Professor of Medicine; Director,
Meharry-Vanderbilt Alliance
B.S., M.D. (Howard 1992, 1996); M.S.C.I. (Washington University
2002) [2012]
LINDA J. WILKINSON, Assistant in Surgery
B.S.N. (Massachusetts 1989); M.S.N. (Vanderbilt 1997) [2011]
BRAD V. WILLIAMS, Assistant Clinical Professor of Psychiatry and
Behavioral Sciences
B.A., M.D. (Mississippi 1973, 1981) [1985]
Archived 2017/2018
School of Medicine Catalog
206 207VANDERBILT UNIVERSITY School of Medicine / Faculty
CHRISTOPHER S. WILLIAMS, Associate Professor of
Medicine; Associate Professor of Cancer Biology
B.Sc. (Brigham Young 1992); Ph.D., M.D. (Vanderbilt 2000,
2002) [2005]
D. BRANDON WILLIAMS, Assistant Professor of Surgery
B.S. (Stanford 1995); M.D. (UT Health Science Center [Tennessee]
2000) [2008]
DEREK JUSTIN WILLIAMS, Assistant Professor of Pediatrics
B.S. (Georgia 2001); M.D. (Medical College of Georgia 2005); M.P.H.
(Vanderbilt 2010) [2010]
SARAH ELIZABETH WILLIAMS, Assistant Professor of Pediatrics
B.A. (Georgia 1999); M.D. (Medical College of Georgia 2005); M.P.H.
(Vanderbilt 2013) [2010]
JENNIFER R. WILLIAMS, Assistant Professor of Clinical Radiology and
Radiological Sciences
B.S. (North Carolina 1994); M.D. (Texas, San Antonio 2001) [2007]
JOHN V. WILLIAMS, Adjunct Associate Professor of Pediatrics
B.S. (Virginia 1990); M.D. (Medical College of Virginia 1994) [2002]
LAURA L. WILLIAMS, Assistant Clinical Professor of Obstetrics and
Gynecology
B.A., M.D. (Wake Forest 1980, 1984) [1990]
MOLLY TASHIRO WILLIAMS, Assistant in Medicine
B.S. (Georgia 2006); B.S. (Mercer 2008); M.S.N. (Vanderbilt
2014) [2015]
PATRICIA STICCA WILLIAMS, Clinical Professor of Pediatrics
B.A. (Rochester 1989); M.D. (SUNY, Buffalo 1993) [1999]
PHILLIP E. WILLIAMS, Research Professor of Surgery
B.S. (Middle Tennessee State 1974) [1984]
SARALYN R. WILLIAMS, Associate Professor of Clinical Emergency
Medicine; Associate Professor of Clinical Medicine; Associate
Professor of Clinical Pediatrics
B.S. (Erskine 1986); M.D. (Duke 1990) [2006]
IDA MICHELE WILLIAMS-WILSON, Assistant Clinical Professor of
Pediatrics
B.S., M.D. (Vanderbilt 1989, 1993) [1996]
EDWIN D. WILLIAMSON, Assistant Professor of Psychiatry and
Behavioral Sciences
B.A. (Middlebury 1996); M.D. (Columbia 2003) [2010]
ANNE C. WILLIFORD, Assistant in Otolaryngology
B.S. (Louisiana State 1989); M.S.N. (Vanderbilt 1997) [2001]
ALYSON ANN WILLS, Assistant Clinical Professor of Pediatrics
B.A. (Drake 2005); M.D. (Boonshoft 2005) [2012]
MORGAN JACKSON WILLS, Assistant Clinical Professor of Medicine
B.A. (Princeton 1990); M.D. (Vanderbilt 1996) [2001]
AMANDA GRACE WILSON, Assistant Professor of Psychiatry and
Behavioral Sciences
B.S. (Alabama 1998); M.D. (Alabama, Birmingham 2002) [2007]
ANABELLA PAVON WILSON, Assistant Professor of Clinical Psychiatry
and Behavioral Sciences
B.A. (Alabama 1993); M.A., Ph.D. (Kansas 1998, 2005) [2016]
ANDREW J. WILSON, Research Assistant Professor of Obstetrics and
Gynecology
B.S., Ph.D. (Melbourne [Australia] 1994, 1998) [2008]
ANJELI WILSON, Assistant Clinical Professor of Pediatrics
B.S. (Illinois, Champaign 1993); M.D. (Southern Illinois, Springfield
1997) [2011]
GREGORY J. WILSON, Associate Professor of Clinical Pediatrics
B.A., M.D. (Johns Hopkins 1982, 1987) [1992]
JO ELLEN WILSON, Instructor in Psychiatry and Behavioral Sciences
B.S. (Belmont 2004); M.D., M.P.H. (Vanderbilt 2009, 2016) [2014]
KEITH T. WILSON, Thomas F. Frist Sr. Chair in Medicine; Professor
of Medicine; Professor of Cancer Biology; Professor of Pathology,
Microbiology and Immunology
B.A. (Cornell 1982); M.D. (Harvard Medical 1986) [2005]
MARY ALYSON WILSON, Assistant in Medicine
B.S. (Lipscomb 2004); M.S.N. (Vanderbilt 2007) [2010]
MATTHEW H. WILSON, Associate Professor of Medicine; Associate
Professor of Pharmacology
B.S. (Georgetown College 1994); Ph.D., M.D. (Vanderbilt 1999,
2001) [2013]
MEGHANN D. WILSON, Assistant in Medicine
B.S.N. (King 2005); M.S.N. (Vanderbilt 2008) [2015]
STEPHEN MURRAY WILSON, Assistant Professor of Hearing and
Speech Sciences
B.A. (Sydney [Australia] 1998); M.A., Ph.D. (California, Los Angeles
2002, 2006) [2016]
ANGELA M. WILSON-LIVERMAN, Associate Professor of Clinical
Obstetrics and Gynecology
B.S. (North Carolina 1990); M.S.N. (Vanderbilt 1999) [2007]
EMILY B. WINBERRY, Instructor in Clinical Pediatrics
B.S. (Washington and Lee 2007); M.D. (Virginia 2011) [2014]
DANNY G. WINDER, Professor of Molecular Physiology and
Biophysics; Professor of Psychiatry and Behavioral Sciences; Professor
of Pharmacology
B.S. (North Georgia College and State University 1990); Ph.D. (Emory
1995) [1999]
JASON J. WINNICK, Adjoint Assistant Professor of Molecular Physiology
and Biophysics
B.S. (SUNY, Brockport 1998); M.S. (South Carolina 2000); Ph.D.
(Ohio State 2006) [2011]
DANA C. WIRTH, Assistant in Medicine
B.S. (Middle Tennessee State 1997); M.S.N. (Vanderbilt 1999) [2004]
ANNE COURTER WISE, Clinical Instructor in Obstetrics and Gynecology
B.S. (William and Mary 1990); M.D. (Johns Hopkins 1996) [2000]
RACHEL D. WISE, Assistant in Surgery
B.S. (Lipscomb 2007); M.S.N. (Vanderbilt 2012) [2012]
BRIANA W. WITHERSPOON, Assistant in Anesthesiology
B.S.N. (Texas, Tyler 2006); M.S.N., D.N.P. (Vanderbilt 2011, 2013) [2011]
GAMINI H. WIYATHUNGE, Assistant in Medicine
M.S.N. (Vanderbilt 2008) [2017]
RUTH QUILLIAN WOLEVER, Associate Professor of Physical Medicine
and Rehabilitation; Associate Professor Psychiatry and Behavioral
Sciences
B.A. (Virginia 1986); M.S., Ph.D. (Miami 1991, 1994) [2015]
BRUCE L. WOLF, Assistant Clinical Professor of Medicine
B.A. (Amherst 1977); M.D. (Louisville 1982) [1989]
PATRICK S. WOLF, Assistant Clinical Professor of Surgery
Sc.B. (Xavier [Ohio] 1995); M.D. (Medical College of Wisconsin 2003) [2013]
CARMEN C. WOLFE, Assistant Professor of Emergency Medicine
B.A., M.D. (Vanderbilt 2006, 2011) [2015]
LAWRENCE K. WOLFE, Professor of Clinical Medicine, Emeritus
B.A., M.D. (Vanderbilt 1957, 1960) [1968]
KATHLEEN L. WOLFF, Instructor in Clinical Nursing; Instructor in
Physical Medicine and Rehabilitation
B.A. (South Florida 1975); A.D. (Tennessee State 1979); M.S.N.
(Vanderbilt 1983) [1997]
TYLER G. WOLZ, Assistant in Surgery
B.S. (Tennessee 2014); M.S.N. (Vanderbilt 2015) [2015]
BENJAMIN D. WOMACK, Assistant Professor of Clinical Medicine
B.S. (Mississippi State 2000); M.D. (Washington University
2005) [2008]
STEPHANIE WOMBLES, Instructor in Clinical Obstetrics and Gynecology
Associate Diploma ( 2009); M.S.N. (Frontier School of Midwifery and
Family Nursing 2014) [2016]
ALASTAIR J. J. WOOD, Professor of Medicine, Emeritus
M.B.Ch.B (St Andrews [U.K.] 1970); M.R.C.P. (Royal College of
Physicians [U.K.] 1974) [1977]
G. WAYNE WOOD, Assistant in Medical Education and Administration
B.S. (Tennessee 1980); M.L.A.S. (Vanderbilt 2007) [1996]
MEGAN WOOD, Assistant Professor of Otolaryngology
B.S. (Notre Dame 2005); M.D. (George Washington 2009) [2014]
CYNTHIA C. WOODALL, Assistant Professor of Clinical Obstetrics and
Gynecology
B.S. (Tennessee 1990); M.D. (UT Health Science Center [Tennessee]
1996) [2012]
LAUREN E. WOODARD, Research Instructor in Medicine
B.S. (Texas 2004); Ph.D. (Stanford 2009) [2013]
AUBAINE M. WOODS, Assistant Clinical Professor of Pediatrics
B.A. (Miami [Ohio] 1998); M.S.P.H., M.D. (Louisville 2004,
2004) [2007]
Archived 2017/2018
School of Medicine Catalog
206 207VANDERBILT UNIVERSITY School of Medicine / Faculty
GRAYSON NOEL WOODS, Clinical Instructor in Obstetrics and
Gynecology
B.S. (Colorado 1994); M.D. (East Tennessee State 1998) [2007]
MOLLY MCGOWAN WOODS, Assistant in Medicine
B.S.N. (Auburn 2010); M.S.N. (Vanderbilt 2014) [2016]
MEGAN KATHLEEN WOODWARD, Clinical Instructor in Pediatrics
B.S. (Wyoming 2009); M.D. (University of Washington 2013) [2016]
NEIL DAVID WOODWARD, Bixler-Johnson-Mayes Chair; Associate
Professor of Psychiatry and Behavioral Sciences; Associate Professor
of Psychology
B.S. (Alberta [Canada] 1999); M.A., Ph.D. (Vanderbilt 2003,
2007) [2009]
STEPHEN C. WOODWARD, Professor of Pathology, Emeritus
M.D. (Emory 1959) [1985]
ANDREW ROBERT WOOLDRIDGE, Assistant Professor of Medicine
B.E. (Vanderbilt 2003); M.D. (Tennessee, Memphis 2010) [2014]
KATHLEENE THORNTON WOOLDRIDGE, Assistant Professor of
Medicine
B.A. (Columbia 2006); M.D. (Tennessee, Memphis 2011) [2014]
WILHELM WOOLERY, Assistant Professor of Clinical Pediatrics
B.A. (Yale 1993); M.D. (George Washington 1998) [2016]
CHRISTOPHER T. WOOTTEN, Associate Professor of Otolaryngology
B.A. (Birmingham-Southern 1998); M.D. (Baylor 2002) [2009]
LINDA L. M. WORLEY, Adjunct Professor of Medicine
B.S. (Puget Sound 1983); M.D. (Oklahoma 1988) [2010]
JOHN A. WORRELL, Adjunct Professor of Radiology and Radiological
Sciences
B.S. (McNeese State 1968); M.D. (Vanderbilt 1971) [1989]
TIFFANY G. WOYNAROSKI, Assistant Professor of Hearing and Speech
Sciences
B.S. (Valparaiso 2002); M.S., Ph.D. (Vanderbilt 2009, 2014) [2014]
KEITH D. WRENN, Professor of Emergency Medicine; Associate
Professor of Medicine
B.S. (Baylor 1972); M.D. (Emory 1976) [1992]
AMANDA H. WRIGHT, Assistant in Neurological Surgery
B.S. (Evansville 1997); M.S. ( 2005) [2016]
CHRISTOPHER V. WRIGHT, Louise B. McGavock Chair; Professor of
Cell and Developmental Biology
B.Sc. (Warwick [U.K.] 1980); D.Phil. (Oxford [U.K.] 1984) [1990]
HANNAH G. WRIGHT, Assistant in Medicine
B.S. (Tennessee 2005); M.S.N. (CUNY, Hunter College 2011) [2012]
J. KELLY WRIGHT, JR., Professor of Surgery
B.S. (Vanderbilt 1977); M.D. (Johns Hopkins 1981) [1990]
JOHN E. WRIGHT, Associate Clinical Professor of Pathology,
Microbiology and Immunology
B.S. (Houston 1980); M.D. (Baylor 1984) [2002]
LINDSEY R. WRIGHT, Assistant in Pediatrics
A.S.N. ( 2005); B.S.N. (Tennessee, Martin 2007); M.S.N. (Vanderbilt
2008) [2010]
PATTY WALCHAK WRIGHT, Associate Professor of Medicine
B.S. (Western Kentucky 1993); M.D. (Alabama, Birmingham
1997) [2002]
PETER F. WRIGHT, Adjunct Professor of Pediatrics
A.B., B.Med.Sc. (Dartmouth 1964, 1965); M.D. (Harvard Medical
1967) [1974]
SCOTT WRIGHT, Adjunct Assistant Professor of Hearing and Speech
Sciences
B.A. (California, Davis 1991); M.Aud. (Auckland [New Zealand]
1995) [2006]
SETH W. WRIGHT, Adjunct Professor of Emergency Medicine
B.S. (California, Davis 1981); M.D. (Michigan 1985); M.P.H. (Harvard
1997) [1989]
SHERRY D. WRIGHT, Assistant in Medicine
B.S. (Western Kentucky 1990); M.S.N. (Vanderbilt 2010) [2015]
TONI-ANN WRIGHT, Assistant Professor of Clinical Pediatrics
B.S. ( 2007); M.D. (Loma Linda 2011) [2016]
LAUREN JEAN WRISLEY, Assistant in Surgery
B.S.N. (Lipscomb 2007); M.S.N. (Vanderbilt 2010) [2010]
LYDIA E. WROBLEWSKI, Research Instructor in Medicine
B.Sc., Ph.D. (Liverpool U.K.] 1999, 2003) [2011]
FAN WU, Adjunct Professor of Medicine
M.D. (Shanghai Medical [China] 1991); M.S. (Fudan [China]
2000) [2012]
LAN WU, Research Associate Professor of Pathology, Microbiology and
Immunology
M.D., M.S. (Tongji [China] 1982, 1990) [2001]
PINGSHENG WU, Research Associate Professor of Medicine; Research
Associate Professor of Biostatistics
B.S., M.S. (Shanxi Agricultural [China] 1994, 1997); M.S., Ph.D.
(Kentucky, Lexington 2004, 2004) [2009]
SHU-YU WU, Research Instructor in Molecular Physiology and
Biophysics
B.S., M.S. (National Taiwan 1999, 2001); Ph.D. (Duke 2007) [2007]
TODD R. WURTH, Assistant Professor of Clinical Orthopaedic Surgery
and Rehabilitation
B.S. (Murray State 1991); M.D. (Louisville 1998) [2009]
CURTIS A. WUSHENSKY, Assistant Professor of Pediatrics; Assistant
Professor of Radiology and Radiological Sciences
B.A. (Pennsylvania 1975); M.D. (Pittsburgh 1979) [2000]
KENNETH N. WYATT, Assistant Clinical Professor of Pediatrics
B.A., M.D. (Michigan State 1968, 1979); MD,FAAP,PNP [1984]
KIMBERLEE D. WYCHE-ETHERIDGE, Adjunct Instructor in Pediatrics
B.A. (Amherst 1987); M.D. (Massachusetts, Worcester 1993); M.P.H.
(Harvard 2000) [2004]
DAVID A. WYCKOFF, Associate Clinical Professor of Pediatrics
B.A. (Princeton 1996); M.D. (UT Health Science Center [Tennessee]
2000) [2007]
KENNETH W. WYMAN, Assistant Professor of Medicine
B.S. (Murray State 1986); M.D. (Louisville 1990) [2000]
ASHLEY ANN WYSE, Assistant in Physical Medicine and Rehabilitation
A.S. ( 2010); M.S.N. (Union [Tennessee] 2016) [2016]
ZIXIU XIANG, Research Assistant Professor of Pharmacology
B.S., M.S. (Fudan [China] 1986, 1986); Ph.D. (Yale 1995) [2006]
LIANG XIAO, Research Instructor in Medicine
Bachelor in Medicine (Guangzhou Medical [China] 2007); Ph.D.
(Nebraska, Omaha 2012) [2016]
YIHU XIE, Research Assistant Professor of Biochemistry
B.S., M.S. (Fudan [China] 2000, 2003); Ph.D. (Cornell 2010) [2017]
HUA XU, Adjunct Associate Professor of Biomedical Informatics
B.S. (Nanjing [China] 1998); M.S. (New Jersey Institute of Technology
2001); M.Phil., Ph.D. (Columbia 2007, 2008) [2008]
JIE XU, Research Instructor in Anesthesiology
B.S. (East China Normal 2009); B.E. ( 2009); M.S., Ph.D. (Wisconsin
2011, 2016) [2016]
JUNZHONG XU, Assistant Professor of Radiology and Radiological
Sciences; Assistant Professor of Biomedical Engineering
B.S. (University of Science and Technology of China 2002); M.S.,
Ph.D. (Vanderbilt 2007, 2008) [2011]
SHU XU, Research Instructor in Biochemistry
B.S., M.S. (Nanjing Univ. 2004, 2007); Ph.D. (Toledo 2012) [2015]
YAOMIN XU, Assistant Professor of Biostatistics; Assistant Professor of
Biomedical Informatics
B.S. (University of Science and Technology of China, Hefei
1994); M.S. (University of Science and Technology of China, Anhui
1998); M.S. (Idaho 2002); Ph.D. (Case Western Reserve 2008) [2013]
PATRICK S. YACHIMSKI, Associate Professor of Medicine
A.B. (Harvard 1996); M.D. (Harvard Medical 2002); M.P.H. (Harvard
2008) [2009]
ELIZABETH A. YAKES, Associate Professor of Medicine
B.S., B.A. (Stetson 1996, 1996); M.D. (Florida 2001) [2005]
FANG YAN, Research Professor of Pediatrics; Research Professor of
Medicine
B.S. (Nankai [China] 1986); M.D. (Tianjin Medical [China] 1991); Ph.D.
(Louisville 1997) [2001]
XINQIANG YAN, Research Instructor in Radiology and Radiological
Sciences
B.S. (Lanzhou [China] 2009); Ph.D. (Chinese Academy of Sciences,
Beijing 2014) [2016]
PATRICIA G. YANCEY, Research Assistant Professor of Medicine
B.S. (Averett 1986); Ph.D. (Wake Forest 1993) [2002]
Archived 2017/2018
School of Medicine Catalog
208 209VANDERBILT UNIVERSITY School of Medicine / Faculty
AARON YANG, Assistant Professor of Physical Medicine and
Rehabilitation
B.S. (Syracuse 2005); M.D. (SUNY, Upstate Medical Center
2009) [2014]
GONG YANG, Research Professor of Medicine
M.D. (Zhejiang [China] 1984); M.P.H. (Shanghai Medical [China]
1990) [2000]
HAICHUN YANG, Research Instructor in Pathology, Microbiology and
Immunology; Research Instructor in Pediatrics
B.S., M.D. (Shanghai Medical [China] 1994, 1996); Ph.D. (Fudan
[China] 2005) [2013]
PAI-FENG YANG Research Instructor in Radiology and Radiological
Sciences
B.S., M.S. (Chung-Yuan Christian [Taiwan] 1999, 2001); Ph.D.
(National Taiwan 2011) [2016]
TAO YANG, Research Professor of Medicine; Research Professor of
Pharmacology
B.S., M.S. (Hubei Medical [China] 1980, 1987); Ph.D. (Three Gorges
Medical [China] 1992) [1995]
YU-PING YANG, Research Instructor in Medicine
B.S., M.S. (National Taiwan 1999, 2001); Ph.D. (Duke 2007) [2015]
THOMAS E. YANKEELOV, Adjunct Professor of Radiology and
Radiological Sciences
B.A. (Louisville 1996); M.A., M.S. (Indiana, Bloomington 1998,
2000); Ph.D. (Stony Brook 2003) [2005]
SONG-YI YAO, Research Assistant Professor of Neurology
M.D. (Shanghai Medical [China] 1977); M.S. (Shanghai [China]
1979) [2000]
JOSHUA L. YARBROUGH, Assistant in Anesthesiology
B.S. (Memphis 1993); M.S. (Vanderbilt 1995) [2002]
MARY I. YARBROUGH, Associate Professor of Clinical
Medicine; Assistant Professor of Health Policy
B.S., M.D. (Vanderbilt 1976, 1981); M.P.H. (Johns Hopkins
1990) [1994]
PATSY C. YARBROUGH, Assistant in Pediatrics
B.S.N. (Vanderbilt 1975); M.S.N. (Tennessee 1988) [2004]
AIDA YARED, Associate Professor of Pediatrics
B.S., M.D. (American University of Beirut [Lebanon] 1976,
1980) [1986]
EUGENIA M. YAZLOVITSKAYA, Research Associate Professor of
Medicine
M.S. (Kiev State [Ukraine] 1984); Ph.D. (Palladin Institute of
Biochemistry [Ukraine] 1997) [2010]
FEI YE, Associate Professor of Biostatistics
B.S. (Southwestern University of Finance and Economics [China]
2001); M.S.P.H., Ph.D. (South Carolina 2004, 2007) [2007]
MADHU S. YELAMELI, Adjunct Assistant Professor of Anesthesiology
M.B.B.S. (Government Medical, Mysore [India] 1989) [2007]
ASHWINI K. YENAMANDRA, Assistant Professor of Pathology,
Microbiology and Immunology
M.S., Ph.D. (Andhra [India] 1976, 1982) [2009]
JOHN E. YEZERSKI, Assistant Clinical Professor of Oral and Maxillofacial
Surgery
B.S. (Samford 2002); D.M.D. (Kentucky, Lexington 2006) [2009]
MAAME YAA A. B. YIADOM, Assistant Professor of Emergency Medicine
A.B. (Princeton 2000); M.P.H. (Harvard 2006); M.D. (Robert Wood
Johnson Medical, New Brunswick 2007) [2014]
CHRISTINA YNARES, Assistant Clinical Professor of Medicine
B.S., M.D. (Philippines 1968, 1972) [1981]
NANCY YOANIDIS, Assistant Clinical Professor of Psychiatry and
Behavioral Sciences
B.S., M.D. (**Pensylvania State University 1985, 1994) [2004]
ADAM DOUGLAS YOCK, Assistant Professor of Radiation Oncology
B.A. (Harvard 2008); Ph.D. (Texas, Houston 2014) [2016]
PAUL J. YODER, Professor of Special Education; Research Professor of
Hearing and Speech Sciences
B.S. (Louisiana State 1978); M.S. (Peabody 1979); Ph.D. (North
Carolina 1985) [1986]
TADAYUKI YONEYAMA, Associate Clinical Professor of Pediatrics
B.S. (Duke 1990); M.D. (Medical College of Virginia 1994) [1998]
JOHN D. YORK, Natalie Overall Warren Chair in Biochemistry; Professor
of Biochemistry; Chair of the Department of Biochemistry
B.S. (Iowa 1986); Ph.D. (Washington University 1993) [2012]
SALLY J. YORK, Assistant Professor of Medicine
B.S. (Iowa 1986); Ph.D., M.D. (Washington University 1996,
1996) [2012]
WEI-CHENG YOU, Adjunct Professor of Medicine
M.D. (Beijing Medical [China] 1977) [2016]
JAMEY D. YOUNG, Associate Professor of Chemical and Biomolecular
Engineering; Associate Professor of Molecular Physiology and
Biophysics; Director of Graduate Recruiting for Chemical and
Biomolecular Engineering
B.S. (Kentucky, Lexington 1999); Ph.D. (Purdue 2005) [2008]
JESSICA L. YOUNG, Assistant Professor of Obstetrics and Gynecology
B.A. (Chicago 1995); M.D., M.P.H. (Vanderbilt 2007, 2013) [2011]
LISA R. YOUNG, Associate Professor of Pediatrics; Associate Professor
of Medicine; Associate Professor of Cell and Developmental Biology
B.A. (Virginia 1993); M.D. (Duke 1997) [2011]
PAMPEE PAUL YOUNG, Associate Professor of Pathology, Microbiology
and Immunology; Associate Professor of Medicine; Associate
Professor of Cell and Developmental Biology
B.A. (Rice 1990); Ph.D., M.D. (Texas, Southwestern Medical 1996,
1998) [2003]
RUTH T. YOUNG, Associate Professor of Clinical Medicine
B.A. (Duke 1972); M.A. (Minnesota 1974); M.D. (UT Health Science
Center [Tennessee] 1977); M.Mgt. (Vanderbilt 2009) [1995]
SEAN M. YOUNG, Assistant Clinical Professor of Oral and Maxillofacial
Surgery
D.D.S. (California, Los Angeles 2008); M.D. (Vanderbilt 2011) [2015]
CHANG YU, Associate Professor of Biostatistics
B.S. (University of Science and Technology of China, Hefei
1990); M.S. (Southern Maine 1993); M.S. (Minnesota 1995); Ph.D.
(Yale 1998) [2004]
DANXIA YU, Assistant Professor of Medicine
B.S. (Beijing Normal [China] 2007); Ph.D. (Chinese Academy of
Sciences 2012) [2016]
ERIN N.Z. YU, Assistant Professor of Pathology, Microbiology and
Immunology
B.S. (West Virginia 2002); D.V.M. (Ohio State 2006) [2008]
HONG YU, Assistant Professor of Neurological Surgery
A.B. (Harvard 1998); M.D. (Vanderbilt 2002) [2013]
HUI YU, Research Assistant Professor of Cancer Biology
B.Sc. (East China Normal 2001); M.Sc. (Harbin Medical [China]
2004); Ph.D. (Chinese Academy of Sciences 2012) [2016]
MI YU, Assistant Clinical Professor of Psychiatry and Behavioral Sciences
M.D. (Shanghai Medical [China] 1987); Ph.D. (Missouri 1996) [2010]
FIONA E. YULL, Associate Professor of Cancer Biology
B.Sc. (St Andrews [U.K.] 1985); D.Phil. (Oxford [U.K.] 1989) [1998]
AMANDA C. YUNKER, Associate Professor of Obstetrics and
Gynecology
B.S. (Texas Christian 1999); D.O. (North Texas 2004); M.S. (North
Carolina 2010) [2010]
SYEDA SADIA ZAIDI, Assistant Professor of Medicine
M.B.B.S. (Dow Medical [Pakistan] 2002) [2012]
ALEXANDER ZAIKA, Associate Professor of Surgery
B.S., M.S. (Saint Petersburg State Technical [Russia] 1983,
1986); Ph.D. (Mendeleev University of Chemical Technology [Russia]
1995) [2005]
OLAMIDE ZAKA, Assistant Professor of Clinical Medicine
B.S. (Georgia 2006); M.D. (Wisconsin 2010) [2013]
SANDIP K. ZALAWADIYA, Assistant Professor of Medicine
M.B.B.S. (Smt. NHL Municipal Medical College - [India] 2006) [2016]
DAVID HAROLD ZALD, Professor of Psychology; Professor of Psychiatry
and Behavioral Sciences; Director of Neuroscience
B.A. (Michigan 1989); Ph.D. (Minnesota 1997) [2000]
NUSRAT ALIYA ZAMAN, Assistant Professor of Pediatrics
B.A., M.D. (Brown 2010, 2010) [2014]
RICHARD M. ZANER, Professor of Medicine (Medical Ethics), Emeritus
B.S. (Houston 1957); M.A., Ph.D. (New School for Social Research
1959, 1961) [1981]
Archived 2017/2018
School of Medicine Catalog
208 209VANDERBILT UNIVERSITY School of Medicine / Faculty
MARIJA ZANIC, Assistant Professor of Cell and Developmental
Biology; Assistant Professor of Chemical and Biomolecular Engineering
M.S. ( 1998); Ph.D. (Texas 2007) [2014]
EDWARD Y. ZAVALA, Transplant Center Administrator; Research
Associate Professor of Surgery
B.S. (San Diego State 1978); M.B.A. (Phoenix, San Diego
1992) [2003]
ANDREY I. ZAVALIN, Adjunct Research Assistant Professor of Biochemistry
B.S., Ph.D. (Moscow Engineering Physics Institute [Russia] 1982,
1990) [2003]
DAVID L. ZEALEAR, Professor of Otolaryngology
B.S. (California, Davis 1970); Ph.D. (California, San Francisco
1979) [1986]
LAURA NICOLE ZEIGLER, Assistant Professor of Clinical Anesthesiology
B.S. (Youngstown State 2000); M.D. (Northeastern Ohio Universities
2004) [2009]
KARL E. ZELIK, Assistant Professor of Mechanical Engineering; Assistant
Professor of Physical Medicine and Rehabilitation; Assistant Professor
of Biomedical Engineering
B.S., M.S. (Washington University 2006, 2007); Ph.D. (Michigan
2012) [2014]
FENGHUA ZENG, Research Assistant Professor of Medicine
M.D., M.S., Ph.D. (Shandong Medical [China] 1987, 1996,
2000) [2006]
HATUN ZENGIN-BOLATKALE, Research Assistant Professor of Hearing
and Speech Sciences
M.A. (Illinois, Champaign 2006); B.A. (Bogaziçi [Turkey] 2008); Ph.D.
(Vanderbilt 2016) [2017]
ROY ZENT, Thomas F. Frist Sr. Chair in Medicine; Professor of
Medicine; Professor of Cell and Developmental Biology; Professor of
Cancer Biology
M.B.B.Ch. (Witwatersrand [South Africa] 1984); M.Med. (Cape Town
[South Africa] 1992); Ph.D. (Toronto [Canada] 1997) [2000]
BING ZHANG, Adjunct Professor of Biomedical Informatics
B.S., M.S. (Nanjing [China] 1993, 1996); Ph.D. (Shanghai Institute of
Plant Physiology and Ecology [China] 2000) [2006]
MING-ZHI ZHANG, Associate Professor of Medicine; Associate Professor
of Cancer Biology
M.D., M.Sc. (Xuzhou Medical [China] 1985, 1990) [1997]
QI ZHANG, Assistant Professor of Pharmacology
B.S. (Fudan [China] 1997); Ph.D. (Pennsylvania 2004) [2010]
QIN ZHANG, Research Instructor in Medicine
B.S. (Shaan’xi Normal University [China] 1995); M.S. (Chinese
Academy of Sciences 1998); Ph.D. (Illinois, College of Medicine,
Champaign 2005) [2014]
YAOFANG ZHANG, Research Instructor in Biochemistry
B.S., M.S. (Shantou U. 2002, 2005); Ph.D. (Cincinnati 2011) [2014]
DAVID XIAO-MING ZHAO, Adjunct Professor of Medicine
M.D. (Shanghai Medical [China] 1985); Ph.D. (Queensland University
of Technology [Australia] 1992) [2001]
ZHONGMING ZHAO, Adjunct Professor of Biomedical Informatics
B.S. (Zhejiang [China] 1991); M.S. (Peking [China] 1996); Ph.D.
(Texas, Houston 2000); M.S. (Houston 2002) [2009]
WEI ZHENG, Anne Potter Wilson Chair in Medicine; Professor of
Medicine; Director, Vanderbilt Epidemiology Center; Chief, Division of
Epidemiology
M.D., M.P.H. (Shanghai Medical [China] 1983, 1986); Ph.D. (Johns
Hopkins 1992) [2000]
TAO PETER ZHONG, Adjunct Professor of Medicine
B.S. (Fudan [China] 1987); Ph.D. (Stony Brook 1995) [2001]
XUE ZHONG, Research Instructor in Medicine
B.S. (Nanjing Univ. 2001); M.S., Ph.D. (Idaho 2005, 2009); M.S.
(Vanderbilt 2015) [2015]
CHENGWEN ZHOU, Research Assistant Professor of Neurology
B.S. (Southwest China Normal 1993); M.S. (Chinese Academy of
Sciences 1996); Ph.D. (Alabama, Birmingham 2004) [2012]
JING ZHOU, Research Assistant Professor of Pathology, Microbiology
and Immunology
B.S. (Ocean [China] 1982); M.S., Ph.D. (Chinese Academy of
Sciences 1982, 1986) [1994]
SHAN-REN ZHOU, Assistant Clinical Professor of Neurology
M.D. (Hsu-Chou Medical [China] 1978); M.Sc. (Nanjing Medical
[China] 1983) [1999]
WEISONG ZHOU, Research Associate Professor of Medicine
B.S., M.S. (Yangzhou [China] 1983, 1989); Ph.D. (Kentucky,
Lexington 2001) [2003]
CHONG-BIN ZHU, Associate Professor of Clinical Nursing
(Medicine); Associate Professor of Physical Medicine and
Rehabilitation
M.D., M.S. (Anhui [China] 1986, 1989); Ph.D. (Fudan [China]
1995) [2005]
HE ZHU, Research Assistant Professor of Radiology and Radiological
Sciences
B.S. (Peking [China] 1998); M.A., Ph.D. (Pittsburgh 2002,
2007) [2012]
JING ZHU, Research Assistant Professor of Surgery
M.B., M.Med. (Harbin Medical [China] 2005, 2007); Ph.D. (University
of Electronic Science and Technology 2010) [2014]
LIN ZHU, Research Assistant Professor of Medicine
M.D. (Tianjin Medical [China] 1994); Ph.D. (Guelph [Canada]
2008) [2017]
XIANGZHU ZHU, Research Assistant Professor of Medicine
M.D. (Fudan [China] 1990); M.P.H. (Nantong Medical [China]
2004) [2017]
XIAODONG ZHU, Research Instructor in Cell and Developmental Biology
M.Sc. (University of Science and Technology of China, Hefei
2000); B.A. (Northwest [China] 2003); Ph.D. ( 2009) [2014]
YUWEI ZHU, Senior Associate in Biostatistics
M.D. (Shanghai Medical [China] 1993); M.S. (Texas, Houston
1998) [2004]
JOHN A. ZIC, Professor of Medicine
B.S. (Notre Dame 1987); M.D. (Vanderbilt 1991) [1995]
JOSEPH ZICKAFOOSE, Assistant Professor of Clinical Pediatrics
B.S., M.D. (Case Western Reserve 2000, 2004) [2015]
JOZEF ZIENKIEWICZ, Research Associate Professor of Medicine
M.S., Ph.D. (Wroclaw [Poland] 1994, 2000) [2001]
ANDRIES ZIJLSTRA, Associate Professor of Pathology, Microbiology and
Immunology
B.S., Ph.D. (Washington State 1993, 1998) [2006]
CARL W. ZIMMERMAN, Frances and John C. Burch Chair in Obstetrics
and Gynecology; Professor of Obstetrics and Gynecology
B.S. (Peabody 1969); M.D. (UT Health Science Center [Tennessee]
1972) [1978]
ELI ZIMMERMAN, Assistant Professor of Neurology
B.A. (Washington University 2006); M.D. (Vanderbilt 2010) [2015]
SANDRA S. ZINKEL, Associate Professor of Medicine; Associate
Professor of Cancer Biology; Associate Professor of Cell and
Developmental Biology
B.S. (Indiana, Bloomington 1982); B.S. (Indiana, Indianapolis
1983); Ph.D. (Yale 1989); M.D. (Chicago 1995) [2005]
TERESA MEGAN ZOFFUTO, Assistant Professor of Clinical Medicine
B.S. (Vanderbilt 2008); M.P.H., M.D. (Texas, San Antonio 2012,
2012) [2015]
ZHONGLIANG ZU, Research Assistant Professor of Radiology and
Radiological Sciences
B.S. (Hebei [China] 2001); M.S. (Chinese Academy of Sciences
2004); Ph.D. (Peking [China] 2008) [2012]
LISA C. ZUCKERWISE, Assistant Professor of Obstetrics and
Gynecology
B.S. (Cornell 2004); M.D. (Yeshiva 2009) [2016]
MARY M. ZUTTER, Louise B. McGavock Chair; Professor of Pathology,
Microbiology and Immunology; Professor of Cancer Biology
B.S. (Newcomb 1976); M.D. (Tulane 1981) [2003]
JEFFREY P. ZWERNER, Assistant Professor of Medicine
B.A. (Washington University 1995); Ph.D. (Alabama, Huntsville
2002); M.D. (Alabama, Birmingham 2004) [2010]
LAURENCE J. ZWIEBEL, Cornelius Vanderbilt Chair in Biological
Sciences; Professor of Biological Sciences; Professor of Pharmacology
B.S. (Stony Brook 1980); M.S. (Michigan 1982); Ph.D. (Brandeis
1992) [1998]
Archived 2017/2018
School of Medicine Catalog
210 VANDERBILT UNIVERSITY
Academic policies 41, 58
Academic programs 41
Accreditation, university 10
Accreditation, CME 31
Activities and recreation fees 66, 72
Activities, extracurricular 19
Address change 12
Administration, School of Medicine 7
Administration, university 6
Admission, School of Medicine 33
Adverse actions 51
Advisers 48, 54, 55
Advisory roles, key 54
Affiliated clinical education sites 29
Alpha Omega Alpha 64
Alternative transportation 15
Alumni Hall 19
Anesthesiology courses 74
Annual security report 13, 19
Anti-harassment 16
Anti-retaliation 16
Appeals, dismissal 53, 60, 61
Application procedure 33
Applied clinical informatics courses 112
Assessment philosophy 47
Athletic facilities 20
Attendance policy 44
Au.D. 37, 55, 71
Audiology courses 105
Audiology, Doctor of 37, 55, 71
Awards 64
Barnes & Noble at Vanderbilt 12
Behavior, standards of 24
Bicycle registration 15
Bill Wilkerson Center 31
Biomedical Ethics, Certificate in 61
Biomedical Informatics, M.D./M.S. in 35
Black Cultural Center, Bishop Joseph Johnson 13
Board of Trust, university 5
By laws, honor constitution 24
Calendar 4
Campus Security Report 13, 19
Cancer Center, Vanderbilt-Ingram 29
Career Center 11
Center for Student Professional Development—See Career Center
Center for Experiential Learning and Assessment (CELA) 30
Center for Teaching 11
Certificate programs, graduate 61
Change of address 12
Chaplain 14
Child and Family Center 18
Child Care Center 18
Children’s Hospital 29
Class day awards 64
Clinic, The Vanderbilt 29
Clinical education sites, affiliated 29
Clinical fellowships 31
Clinical investigation courses 103
Clinician assessments of student performance 48
Colleges, The 42, 44, 53, 54, 55
Commencement 51
Committees, selected other, related to medical education 9
Committees, standing, School of Medicine 7
Commodore Card 12
Commons Center 19
Communications, official university 18
Compact between teachers and learners 25
Competencies for learners 27
Computer resources (VUIT) 12
Conduct expectations 47
Confidentiality limits 26
Confidentiality of student records 13, 17
Conflicting roles 26
Continuing medical education 31
Continuous professional development office 31
Core clinical curriculum 42
Core entrustable professional activities for entering residency 43
Counseling services 15
Courses of study 74
Crime alerts 19
Dayani Center for Health and Wellness, Vanderbilt 31
Degree and promotion requirements, doctor of medicine 41
Degree requirements, other degrees 55
Degrees offered, university 10
Diabetes Center, Vanderbilt 30
Diagnostic radiology courses 109
Dining services 12
Directory listings 17
Disabilities, services for students with 16
Disability insurance 66, 72
Dismissal 52, 60
Diversity Affairs, VUSM Office for 54
D.M.P. 37, 58, 71
Doctor of Audiology (Au.D.) 37, 55, 71
Doctor of Medical Physics (D.M.P.) 37, 58, 71
Doctor of Medicine 33, 35, 41
Dual-degree programs 35
Duty hours, medical student 46
Eating on campus 12
Education records 13, 17
Educational and assistance programs, police department 19
Education of the deaf courses 106
Emergency Medicine courses 74
Emergency phones 19
Entrance recommendations 33
Entrance requirements 33
Equal Opportunity, Affirmative Action, and Disability Services (EAD) 2, 16, 26
Equity in Athletics Disclosure Act Report 13
Escort service (Vandy Vans) 18, 19
Eskind Biomedical Library 14
Examinations, conduct in 47
Executive faculty, School of Medicine 7
Expectations for conduct 47
Experiential Learning and Assessment, Center for (CELA) 30
Extracurricular activities 19
Extracurricular work 46
Facilities of the Medical Center 29
Faculty 114
Fees 66, 67, 72
FERPA 13, 17
Financial assistance 13, 34, 63, 73
Financial clearance 66, 72
Financial information 66, 71
Index
Archived 2017/2018
School of Medicine Catalog
211
Foundations of Clinical Care (FCC) 41, 44
Foundations of Health Care Delivery (FHD) 42
Foundations of Medical Knowledge (FMK) 41, 44
Founder’s Medal 64
Global Health, Certificate in 62
Global health courses 84
Gold Humanism Honor Society 64
Good standing 60
Grading and promotion, other degrees 59
Grading policy, doctor of medicine 48
Grading scales 48
Graduate certificate programs 61
Graduate Development Network 11
Graduate medical education 31
Graduate programs in hearing and speech sciences 37, 55, 71
Graduate programs in medical physics 37, 58, 71
Graduate Student Council 11
Graduation 51
Graduation rates 13
Grievances, student, concerning grades 17, 49
Health center, student 15
Hearing and Speech Sciences 37, 55, 71
Heart and Vascular Institute, Vanderbilt 31
History, School of Medicine 21
History, university 10
Honor code 22
Honor Council Constitution 22
Honor system 22
Honors and awards 64
Hospital, Monroe Carell Jr. Children’s 29
Hospital, Psychiatric 29
Hospital, Vanderbilt Stallworth Rehabilitation 29
Hospital, Vanderbilt University 29
Hospitalization insurance 16, 66, 72
Housing 12
Human Development, Vanderbilt Kennedy Center for Research on 30
Identification card (Commodore Card) 12
Immersion phase 42, 45
Immunization requirements 16, 75
Information technology 12
Inquiry program 42
Insurance, disability 66, 72
Insurance, family coverage 16
Insurance, hospitalization 16, 66, 72
Insurance, international students 16
Insurance, liability 66, 72
Interdisciplinary studies courses 75
International Education Policy and Management, M.P.H./M.Ed. in 36
International Student and Scholar Services 12
International students 12, 40
Interprofessional learning, Vanderbilt program in (VPIL) 42
J.D. 35
Jewish Life, Schulman Center for 14
Johnson, Bishop Joseph, Black Cultural Center 13
Kennedy Center 30
Kissam Center 19
Laboratory investigation courses 108
Late payment of fees 66, 72
Latin American Studies, M.P.H./M.A. in 36
Learning communities 42
Leave of absence 46, 61
Lesbian, Gay, Bisexual, and Transgender (LGBT) Health, Certificate in 62
LGBTQI Life, Office of 14
Liability insurance for students 66, 72
Library, Annette and Irwin Eskind Biomedical (EBL) 14
Library, Jean and Alexander Heard 14
Light, Rudolph A., Hall 21, 30
Limits of confidentiality 26
Longitudinal requirements 42
Maintenance of certification 31
Master of Education of the Deaf (M.D.E.) 37, 56, 71
Master of Laboratory Investigation (M.L.I.) 38, 56, 72
Master of Public Health (M.P.H.) 38, 57, 71
Master of Science in Applied Clinical Informatics (M.S.A.C.I.) 38, 57, 72
Master of Science in Clinical Investigation (M.S.C.I.) 39, 58, 71
Master of Science in Medical Physics (M.S.M.P.) 37, 58, 71
Master of Science (Speech-Language Pathology) (S.L.P.) 37, 56, 71
M.D. 33, 35, 41
M.D./J.D. 35
M.D./M.A. in Medicine, Health, and Society 36
M.D./MBA 36
M.D./M.Div. 35
M.D./M.Ed. 35
M.D./M.P.H. 36
M.D./M.S. in Biomedical Informatics 35
M.D./M.T.S. 35
M.D./Ph.D. 35
M.D.E. 37, 55, 71
Medical Center North 30
Medical College Admission Test 33
Medical education 21
Medical education and administration courses 84
Medical Innovators Development Program (MIDP) 34, 43
Medical physics courses 109
Medical Research Building III 30
Medical Research Building IV 30
Medical Research Building, Ann and Roscoe Robinson 30
Medical Research Building, Frances Preston 30
Medical Scientist Training Program (MSTP) 35, 43
Medical student duty hours 46
Medical student performance evaluation 51
Medicine courses 84
Meharry medical students 39
MIDP (Medical Innovators Development Program) 34, 43
Mission statement, School of Medicine 21
Mission statement, university 10
M.L.I. 38, 56, 72
Monroe Carell Jr. Children’s Hospital at Vanderbilt 29
M.P.H. 36, 38, 57, 71
M.P.H./M.A. (Latin American Studies) 36
M.P.H./M.Ed. (International Education Policy and Management) 36
M.S.A.C.I. 38, 57, 72
M.S.C.I. 39, 58, 71
M.S.M.P. 37, 58, 71
MSTP (Medical Scientist Training Program) 35, 43
Multiple roles, policy on 54
NBME examinations 47
Neurodevelopmental Disabilities (NDD), Certificate in 62
Neurology courses 88
Nondiscrimination 2, 16, 26
Obstetrics and gynecology courses 89
OMS-MD 34, 43
Ophthalmology and visual sciences courses 90
Oral and Maxillofacial Surgery-Doctor of Medicine (OMS-MD) 34, 43
Orthopaedic surgery and rehabilitation courses 90
Osteopathic students 39
Other single degrees 37, 38
Otolaryngology courses 90
Parking and vehicle registration 15
Pathology courses 91
School of Medicine / Index
Archived 2017/2018
School of Medicine Catalog
212 VANDERBILT UNIVERSITY
Pediatric medicine courses 92
Performance evaluation, medical student 51
Phase-specific requirements 41, 44
Physical medicine and rehabilitation courses 96
Police Department, Vanderbilt University 18
Portfolio coaches 49, 55
Portfolio reviews 49, 50
Post-residency clinical fellowships 31
Preston, Frances, Medical Research Building 30
Preventive medicine courses 96
Prior degrees 18
Probation 51, 52, 60
Professional doctoral degree in audiology 37, 55
Professional liability insurance 66, 72
Professional programs in hearing and speech sciences 37
Professional programs in medical physics 37, 58
Program in Interprofessional Learning, Vanderbilt (VPIL) 42
Progress and promotion, medical student 47, 49, 59
Project Safe 15
Promotion committees 50, 51
Promotion, medical student 47, 49, 50
Promotion meetings 50
Promotion, other degrees 59
Psychiatric hospital 29
Psychiatry courses 97
Psychological and Counseling Center 15
Public health courses 110
Radiation oncology courses 99
Radiology courses 98
Rand Hall 19
Reconsideration of promotion decisions 52
Recreation and sports 20
Recreation and Wellness Center, Vanderbilt 20
Recreation fees 66, 72
Refunds of tuition 66, 72
Registration for degrees other than M.D. 58
Rehabilitation hospital 29
Religious life 14
Repeating a course 60
Reporting procedure, discrimination or harassment 25
Requirements for the M.D. 41
Residency match process 51
Residency training 31
Resources, graduate student 11
Robinson, Ann and Roscoe, Medical Research Building 30
Sarratt Student Center 19
Satisfactory progress 50
Scholarships 67
Schulman Center for Jewish Life 14
Security alerts 19
Security, campus (Police Department) 18
Security reports 13, 19
Selection factors, entrance 33
Sexual harassment 24
Single degree programs, other 37, 38
S.L.P. 37, 56, 71
Special experiences, eligibility for 51
Speech-language pathology courses 107
Sports and recreation 20
Stallworth Rehabilitation Hospital 29
Standards of behavior 24
Standing committees, School of Medicine 7
Strategy and Innovation Office, VUMC 31
Student government 11
Student handbook, Vanderbilt University 22
Student health care by VUSM educators, policy on 27
Student Health Center 15
Student health insurance 16, 66, 72
Student health service fee 67, 72
Student Life Center 19
Student records, confidentiality of 13, 17
Student support programs 53
Surgery courses 99
Suspension 52, 61
Teacher/learner compact 25
Temporary grades 48
Temporary suspension 52, 61
Therapeutic radiology courses 110
TOEFL (Test of English as a Foreign Language) 40
Transcripts 67, 73
Transfer students 34
Transplant Center 31
Transportation 46
Tuition and fees 66, 72
Tutoring 53
Universal Clinical Training Agreement (UCTA) 40
University courses 18
University, general information 10, 13
Vanderbilt Bill Wilkerson Center for Otolaryngology and
Communication Sciences 31
Vanderbilt Child and Family Center 18
Vanderbilt Clinic, The 29
Vanderbilt Dayani Center for Health and Wellness 31
Vanderbilt Diabetes Center 30
Vanderbilt directory listings 17
Vanderbilt Health 100 Oaks 30
Vanderbilt Health Williamson County 30
Vanderbilt Heart and Vascular Institute 31
Vanderbilt-Ingram Cancer Center 29
Vanderbilt Kennedy Center for Research on Human Development 30
Vanderbilt Program in Interprofessional Learning (VPIL) 42
Vanderbilt Psychiatric Hospital 29
Vanderbilt Recreation and Wellness Center 20
Vanderbilt Stallworth Rehabilitation Hospital 29
Vanderbilt Transplant Center 31
Vanderbilt University Hospital 29
Vanderbilt University Police Department 18
Vandy Vans 18
Vehicle registration 15
Verification fee 67, 73
Veterans Administration, Tennessee Valley Healthcare System of the 32
Visiting medical students 39, 40
VUMC Strategy and Innovation Office 31
Wilkerson, Bill, Center for Otolaryngology and Communication Sciences 31
Withdrawal from the School of Medicine 53
Withdrawal from the university 61
Women’s Center, Margaret Cuninggim 14
Work submitted for academic credit, expectations for conduct regarding
47
Writing Studio, The 13
Archived 2017/2018
School of Medicine Catalog
