Johns Hopkins advocates for biomed curriculum changes
Johns Hopkins biomedical graduate students may end up taking specific courses on key biological processes—gene expression, metabolism, cell fate and function—if the university decides to change its structure for the first time in 30 years, a move two education leaders advocate in a commentary scheduled for publication in the Aug. 19 issue of Cell.
“Increasingly, scientists need a multidisciplinary approach to answer important questions. They must have the ability to use and interpret information from a wide variety of fields. The current framework for advanced biomedical education, which hasn’t changed much in three decades, is no longer suited to helping students integrate the vast amount of knowledge on fundamental biological processes,” co-author David G. Nichols, MD, MBA, vice dean for education at Johns Hopkins, said in a statement.
Most biomedical programs teach first-year students life sciences in separate silos—biochemistry, cell biology, physiology—but the proposed model suggests focusing on key underlying processes. An additional component of the curriculum would be a year-long, hands-on course in methods and techniques, according to the authors.
“We think the new curriculum would create a valuable foundation for today’s graduate students in the life sciences,” said co-author Jon R. Lorsch, a professor in the Department of Biophysics and Biophysical Chemistry. “Organizing the material into nodes, which is the way biological systems are actually arranged, will help students retain more of what they learn, and the techniques course will prime them to tackle fundamental biological questions with whatever methods are required.”
The Johns Hopkins University School of Medicine implemented a new curriculum in 2009, called Genes to Society, which aimed to integrate biological and physical aspects to social, cultural, psychological and environmental variables that also affect human health.
“Our proposal represents a significant departure from the traditional way of teaching the life sciences to graduate students,” said Lorsch. “Just as the Gene to Society curriculum for medical students addressed the challenges and opportunities facing medicine in the coming decades, our new framework for graduate education responds to the rapidly changing landscape of biomedical research.”
The new model would need to be tested to determine its effectiveness, according to the authors, but their main goal was to start the conversation.
“We believe significant changes are necessary in order to adequately prepare today’s students to keep up with rapidly changing information and advances. These changes should also promote collaboration among scientists in different fields to and betweens scientists and clinicians, as these sorts of collaboration provide the basis for scientific and medical breakthroughs,” said Nichols.
“Increasingly, scientists need a multidisciplinary approach to answer important questions. They must have the ability to use and interpret information from a wide variety of fields. The current framework for advanced biomedical education, which hasn’t changed much in three decades, is no longer suited to helping students integrate the vast amount of knowledge on fundamental biological processes,” co-author David G. Nichols, MD, MBA, vice dean for education at Johns Hopkins, said in a statement.
Most biomedical programs teach first-year students life sciences in separate silos—biochemistry, cell biology, physiology—but the proposed model suggests focusing on key underlying processes. An additional component of the curriculum would be a year-long, hands-on course in methods and techniques, according to the authors.
“We think the new curriculum would create a valuable foundation for today’s graduate students in the life sciences,” said co-author Jon R. Lorsch, a professor in the Department of Biophysics and Biophysical Chemistry. “Organizing the material into nodes, which is the way biological systems are actually arranged, will help students retain more of what they learn, and the techniques course will prime them to tackle fundamental biological questions with whatever methods are required.”
The Johns Hopkins University School of Medicine implemented a new curriculum in 2009, called Genes to Society, which aimed to integrate biological and physical aspects to social, cultural, psychological and environmental variables that also affect human health.
“Our proposal represents a significant departure from the traditional way of teaching the life sciences to graduate students,” said Lorsch. “Just as the Gene to Society curriculum for medical students addressed the challenges and opportunities facing medicine in the coming decades, our new framework for graduate education responds to the rapidly changing landscape of biomedical research.”
The new model would need to be tested to determine its effectiveness, according to the authors, but their main goal was to start the conversation.
“We believe significant changes are necessary in order to adequately prepare today’s students to keep up with rapidly changing information and advances. These changes should also promote collaboration among scientists in different fields to and betweens scientists and clinicians, as these sorts of collaboration provide the basis for scientific and medical breakthroughs,” said Nichols.