cclcm-12" new06-final pdf

Cleveland Clinic Lerner College of Medicine
of Case Western Reserve University
Tr a i n i n g t h e
P hy s i c i a n I n v e s t i g a t o r s
o f To m o r r o w
“The faculty at CCLCM includes some of the most
renowned doctors and researchers in the world. Their
dedication and excitement for this medical school is
apparent through their heavy involvement in all aspects
of our curriculum ... The opportunities to pursue selfdirected learning and research at CCLCM are among the
most unique and exciting characteristics of the program.”
Benjamin Larson
Class of 2009
“The faculty here show a genuine
interest in our progress. Considering
their schedules it’s amazing how
quickly they’ll respond to an e-mail
and how willing they are to meet.”
Cleveland Clinic Lerner College of Medicine
of
Case Western Reserve University
Mati Hlatshwayo
Class of 2010
Dear Prospective Student,
We welcome your interest in the Cleveland Clinic Lerner College of Medicine of Case Western Reserve
University. Established as a partnership between the Cleveland Clinic and Case Western Reserve University,
the College Program is a unique new medical school program that will set new standards for the training of
physician investigators through innovative approaches to the integration of basic science, research and
clinical medicine. Our goal is to identify the best students from the widest variety of backgrounds who will
directly impact the future of medical care. We embrace the concept of promoting a diverse class in order
to bring varying perspectives to the development of thoughtful physician investigators.
We live in a time of immense expansion in scientific knowledge and technologic capability. We are seeking
to identify candidates who want to further advance the frontiers of biomedical research. With less than
“The distinct curriculum puts
the responsibility of learning on
the individual, which is the way
it is when practicing medicine
... The enthusiasm of the faculty is contagious, and they treat
you as colleagues. They are
completely dedicated to your
education and the small class
size allows them to give you as much individual
attention as you desire ... The clinical experience
at CCLCM is phenomenal.”
Renee Salas
two percent of active physicians pursuing careers involving research, graduates of the College Program will
help address the worsening shortage of physician investigators in the United States.
“The entire school is centered around students
becoming physician investigators; everything
from financial aid to the small class sizes to the
curriculum geared
towards producing
physicians with the
utmost clinical and
research abilities.”
The following pages highlight many of the unique aspects of the Cleveland Clinic Lerner College of
Medicine. As a student you will find yourself immersed in an environment of scientific inquiry designed to
foster critical thinking and self-directed learning so that when you graduate you will have both the passion
and the training to successfully pursue a career as a physician investigator. On behalf of the faculty and staff
of the Cleveland Clinic and Case Western Reserve University, we encourage you to visit our campus and
our web site to discover more about the unique opportunities this exciting new program has to offer.
Sincerely,
David Ly
Class of 2010
Class of 2009
The mission
Andrew J. Fishleder, M.D.
Kathleen Franco, M.D.
Executive Dean
Cleveland Clinic Lerner College of Medicine
Cleveland Clinic
Associate Dean for Admissions and Student Affairs
Cleveland Clinic Lerner College of Medicine
Cleveland Clinic
of the College is to educate a limited
number of highly qualified persons who seek to become
physician investigators and scientists committed to the
advancement of biomedical research and clinical practice.
1
Ralph I. Horwitz, M.D.
Delos M. Cosgrove, M.D.
Dean, Case School of Medicine
and Vice President for Medical Affairs
Case Western Reserve University
President and CEO
Cleveland Clinic
2
CLEVELAND CLINIC
a historic academic partnership
The Cleveland Clinic Foundation is an independent,
not-for-profit multispecialty academic medical center
including a 1,100-bed hospital (200 more to be open by
2007), centralized and regional outpatient facilities, a
research institute, and an educational foundation. Since
its inception in 1921, the Cleveland Clinic has been
dedicated to a mission of better care of the sick,
research of their problems and further education of
The Cleveland Clinic Lerner College of Medicine of Case
Western Reserve University (the College Program) was created
as a distinct new program within the Case School of Medicine.
The College Program curriculum is designed to train graduates
who will have excellent clinical skills, expertise and experience in
research, and a passion for scientific inquiry. Upon completion of
the 5-year curriculum, students will graduate with an M.D. degree
with Special Qualification in Biomedical Research. During the
5-year curriculum, students have the option of pursuing a master’s
degree at no additional cost in a variety of specialities including
biochemistry, clinical investigation, epidemiology, pathology, and
public health. Substantial extension of training will be required
to complete a Ph.D. degree. All degrees will be granted under the
auspices of the Case Western Reserve University.
As a student at the College, you will have access to all of the
resources of the Cleveland Clinic, one of the finest health
care institutions in the world. You will have opportunity to
Case School of Medicine Education Building
Cleveland Clinic Crile Building
Cleveland Clinic Lerner Research Institute and Education Building
practice medicine with world-renowned physicians who excel
in their respective fields and to conduct research alongside
investigators working on the cutting edge of medical science.
As a student in a program of the Case School of Medicine,
you will be enrolled in one of the top medical schools in the
country and a leading independent research university.
The majority of student experience will take place at the
Cleveland Clinic, although opportunities for clinical and research
activity will also be available at Case and its other affiliated
teaching hospitals. This unique partnership builds on the clinical
and academic strengths of two outstanding organizations.
Graduates will be among the future leaders of academic medicine.
3
CASE SCHOOL OF MEDICINE
Since its founding in 1843, the Case School of Medicine
has been at the forefront of training tomorrow’s doctors
and discovering tomorrow’s cures. Today, its excellence
is evidenced in part by a historic, flawless accreditation
review; a place in the top tier of U.S. medical schools
for federal research funding from the National Institutes
of Health (NIH), the country’s largest funding source
for biomedical research; and repeated high marks in U.S.
News and World Report’s rankings of medical schools.
The Case School of Medicine is proud to note 11 Nobel
laureates have been affiliated with the school by alumni
and current or former faculty. Case is the only medical
school to have graduated two former U.S. surgeons
general.
those who serve. Ranked among the top 3 hospitals in
the country, the Cleveland Clinic is recognized for its
outstanding clinical care and its commitment to
academic excellence. Among the nation’s best in all 16
specialties ranked, 11 are in the top 10. Cleveland Clinic
is ranked best in Ohio for 14 of the 16 specialities, and
9 clinical areas improved from 2005 to 2006. The
Cleveland Clinic Lerner Research Institute ranks among
the top research institutions in the country for NIH
funding. In education, the institution sponsors one of
the largest graduate medical education programs in the
country with more than 900 residents and fellows in a
broad range of specialties, 5th largest training facility in
the United States. Faculty of the Cleveland Clinic are
among the nation’s leaders in academic medicine and are
responsible for more than 2,000 scientific publications
each year. The space allotted for our research is over
600,000 square feet. We have multiple universities represented in our 250 post-docs and 150 Graduate
students. This commitment to the highest quality
patient care, research, and education makes the
Cleveland Clinic an ideal setting to train physicians
dedicated to ensuring the translation of scientific
advances into clinical application.
4
innovative new curriculum
A small class size of 32 students each year coupled with a faculty of more than 1,200 physicians and scientists
affords the College Program the ability to support a student-centered learning experience with a curriculum that
can be tailored to each student’s individual strengths and weaknesses. A high faculty:student ratio will provide you
with ready access to medical and scientific expertise and close relationships with faculty. Teamwork skills that facilitate
“CCLCM has everything that I wanted in a
medical school: small class size, individualized
mentoring, and a problem-based learning
curriculum. This is all complemented by
a committed first rate faculty and the
opportunity to be
trained as a physician
and an investigator in
only five years. Who
could pass that up?”
cooperative study with peers and faculty are important for individual success. Students should possess an insatiable interest
in the “why” as well as the “how” of medicine, with a desire to advance the field through scientific inquiry.
The curriculum incorporates educational approaches that include problem-based learning, interactive seminars, labs, and
problem sets with basic science principles learned in the context of clinical relevance. Problem-based learning will help
foster critical thinking, self-directed learning, teamwork, and individual knowledge, skills that will help ensure the future
success of graduates as a physician and as an investigator.
Lauren Moore
“I think the clinical curriculum is one of the best
aspects of the College Program. The immediate
exposure to patients and the mentorship of the
longitudinal preceptors gives you a great introduction to real patient care.”
Class of 2010
Michael Khair
Class of 2009
Our goal is to foster a
passion for scientific
inquir y and skills for critical thinking coupled
with broad-based
CORE PRINCIPLES OF THE CURRICULUM
clinical exper tise to optimally
• The course of study for the M.D. degree extends over
5 years to provide adequate time for a substantive research
project. The first 2 years are devoted to core basic science
and clinical learning objectives. The last 3 years are
flexible and will be individualized based on the student’s
research, clinical competency and professional goals.
p o s i t i o n t h e M . D. g r a d u a t e t o p u r s u e a c a r e e r a s a
p hy s i c i a n i n v e s t i g a t o r.
This
unique program combines a required
research
thesis
curriculum.
M.D.
with
with
Students
Special
an
will
integrated
with
an
Qualifications
in
Biomedical Research.
graduate
research
• Each student has a physician adviser and a research
adviser who will work in partnership with the student to
guide their successful progress.
• The basic science curriculum is organ system based and
linked to relevant clinical experiences.
• Clinical experience begins in Year 1 and is integrated
throughout the curriculum to ensure that graduates enter
future residencies with excellent clinical skills.
• The program provides a “graduate education in medicine”
with problem-based learning (PBL) sessions, interactive
seminars and laboratories aimed at developing in-depth
problem solving skills.
5
6
Basic and
Translational
Research
October
November
Cardiology
Pulmonary
Hematology 1
December
Renal 1
January
February
March
Neural and
Musculoskeletal Gastrointestinal 1
Sciences 1
April
Endocrinology
Reproductive
Biology 1
May
June
Hematology 2
Immunology
Microbiology
Basic and Translational Research Block Sample Week
Break
September
Break
August
Break
Year 1
Orientation
July
Break
curriculum overview
Advanced Research in Medicine 1: Process of Discovery
Break
Break
Break
Break
Year 2
Clinical
Research
Cardiology
Pulmonary 2
Hematology 3
Summer
Year 1
Renal
Gastrointestinal 2
Monday
Tuesday
Wednesday
8:00 am
Fundamentals of
Molecular Medicine
Fundamentals of
Molecular Medicine
Fundamentals of
Molecular Medicine
—
Foundations of Clinical Medicine 1
Endocrinology
Neural and
Musculoskeletal
Reproductive
Sciences 2
Biology 2
Time
Journal Club
—
12:00 pm
Research Experience
—
—
—
Advanced Research in Medicine 2: Friday Research Seminars
Foundations of Clinical Medicine 2
Friday
Fundamentals of
Molecular Medicine
10:00 am
1:00 pm
USMLE
Study
Thursday
5:00 pm
Note: Summer Year 2 Clinical Research Block offers Clinical Research Experience, Journal Club,
and courses in Biostatistics and Clinical Epidemiology.
Flexible Continuum Including:
• Advanced Research in Medicine
• Foundations of Clinical Medicine
• Core Clinical Experiences
• Research Thesis
Years
3-5
Year
Year
Years
7
1
2
3-5
• Area of Concentration
• Electives
• Acting Internships
• Residency Interviews and Vacations
Basic Science Courses · Sample Week
SUMMER
•
•
Basic/traditional research
Core concepts in cell biology and biochemistry
FALL · WINTER · SPRING
Basic science curriculum focused on normal structure and function
of organ systems in clinical context
• Foundations of clinical medicine - seminar series, clinical skills
and continuity experience with primary care preceptor
• Advanced Research in Medicine 1: Process of Discovery – seminars
presented by senior researchers
•
Time
Monday
Tuesday
Wednesday
8:00 am
Anatomy Cases
and Lab
Foundations of
Clinical Medicine
Seminar
PBL Day 1
Seminar
PBL Day 2
—
10:00 am
Years
1 and 2
—
12:00 pm
1:00 pm
—
—
—
Thursday
Independent
Study
Friday
Seminar
PBL Day 3
/////////////////////////////////////////////////////////
Advanced Research
Independent
Study
Independent
Study
Clinical Program
one half-day - Year 1
two half-days - Year 2
Independent
Study
or Clinical Program
or Clinical Program
or Independent Study
or Clinical Program
in Medicine
Independent
Study
5:00 pm
SUMMER
• Clinical research
Problem-based learning session
FA L L · W I N T E R · S P R I N G
• Basic science curriculum focused on pathophysiology
of disease of organ systems
• Foundations of clinical medicine - seminar series, clinical skills
and continuity experience with primary care preceptor
• Subspecialty clinical experiences related to basic science curriculum
• Advanced Research in Medicine 2: Friday Research Seminars –
seminars presented by senior researchers
Topics in basic science and cutting-edge research
are integrated throughout the clinical curriculum creating an environment thatnurtures each student’s drive
S U M M E R · FA L L · W I N T E R · S P R I N G
•
Flexible schedule providing opportunity for
broad clinical experience and substantive
research project with a master’s level thesis
to contribute to the advancement of medical
science.
8
Ye a r s
clinical curriculum
12
and
FA L L · W I N T E R · S P R I N G
Ye a r
1
Foundations of Clinical Medicine I
(Foundations of Clinical Medicine Seminar, Clinical Skills, and Patient-Based Experience)
• Foundations of Clinical Medicine Seminar
– Meet weekly to learn, examine, and discuss fundamental concepts related
to a physician’s societal and professional roles
• Clinical Skills
– Meet one afternoon every other week. These include workshops to develop
interviewing, communication, and physical examination skills using standardized patients
• Patient-Based Experience
– Each student works one-on-one with a primary care longitudinal preceptor in an
ambulatory setting one afternoon every other week. Students also have introductory
experiences with pediatric and geriatric patients
FA L L · W I N T E R · S P R I N G
Ye a r
2
Foundations of Clinical Medicine II
(Foundations of Clinical Medicine Seminar, Clinical Skills, and Patient-Based Experience,
each building on the fundamental material covered in these areas in the first year)
• Foundations of Clinical Medicine Seminar
– Meet weekly to learn, examine, and discuss fundamental concepts related to
a physician’s societal and professional roles
Clinical Curriculum Goals
• Develop excellence in inter viewing , communication and physical examination skills
by providing incremental clinical experiences beginning ear ly in Year 1.
• Provide students with an under standing of healthcare issues impacting society.
• Facilitate under standing of the basic sciences in the context of relevant
• Clinical Skills
– Meet for several sessions throughout the year. Sessions include workshops using
standardized patients to focus on advanced communication skills, building on basic
skills learned in the first year. Additionally, students learn abnormal physical examination
findings in workshops using volunteer patients with stable abnormal findings
• Patient-Based Experience
– Each student continues in longitudinal clinic with their longitudinal preceptor from the
first year one afternoon every week. In addition, students have experiences in pediatrics,
geriatrics, and acute care medicine
clinical applications.
• Provide broad experience in core clinical disciplines through str uctured ambulator y
and inpatient experiences.
• Provide oppor tunity for students to develop an area of concentration that encompasses
an area of clinical medicine and related basic science.
• Ensure master y of clinical competencies through ongoing assessment beginning in Year 1.
• Prepare students for residency by providing increasing clinical responsibility in Year s 3 – 5.
9
10
Ye a r s
clinical curriculum
3-5
Basic Core I
Basic Core II
Advanced Core
Acting Internships*
Electives
16 Week Rotation
16 Week Rotation
16 Weeks 4 Rotations
8 Weeks
28 Weeks
Integrated Clinical Disciplines:
Integrated Clinical Disciplines:
Discover y
Pediatrics
Pediatrics
Undifferentiated Care
OB / GYN
Chronic Disease
Surgery
Years
3–5
*AI #1
4 Weeks
Medicine
Neurology
Peri-Operative Care
Pain Management
Psychiatry
The Aging Adult
*AI #2
4 Weeks
Area of Concentration
Other Electives
12 Weeks
16 Weeks
Family Medicine
/ / / / / / / / / / / / / / / / / / / / / / / / Advanced Training for Physician Investigators [ RESEARCH
AND PROFESSIONALISM IN CLINICAL MEDICINE]
/ / / / / / / / / / / / / / / / / / / / / / / /
S U M M E R · FA L L · W I N T E R · S P R I N G
Students complete clinical rotations within the Basic Core I, Basic Core II, and satisfy requirements
for the Advanced Core rotations, Acting Internships, Areas of Concentration and Other Electives.
• Basic Core I
– 16 week rotation designed to integrate the disciplines of Family Medicine,
Internal Medicine, and Surgery
Students from the College Program have the same clinical requirements
in Years 3-5 as students in the University Program at Case. Students
may elect core clerkships at any of Case’s affiliated medical centers
– Cleveland Clinic, Louis Stokes VA Medical Center, Metro-Health Medical
Center and University Hospitals of Cleveland.
• Basic Core II
– 16 week rotation designed to integrate the disciplines of Neuroscience, Psychiatry,
Pediatrics, and Obstetrics-Gynecology
• Advanced Core (16 weeks)
– Students complete 4 rotations focused on providing patient care experiences in the
areas of chronic disease, aging adults, peri-operative care and pain management,
and the “undifferentiated” (undiagnosed) patient. These experiences build upon the
skills students develop in the basic core rotations
• Acting Internships (8 weeks)
– Students are required to complete two 4 week acting internships aimed at providing
increased levels of patient care responsibility in preparation for residency. One of the
acting internships must be in Medicine, Surgery, or Pediatrics
/ / / / / / / / / / Advanced Training for Physician Investigators / / / / / / / / / / /
During Years 3-5, all students in the College Program participate in half day seminars
related to advanced topics in research and issues pertinent to clinical professionalism.
Sessions occur 3 times a month during the Basic Core rotations and monthly thereafter.
Students are released from clinical responsibility in order to attend, regardless of clinical
training site. These seminars will also provide opportunity for College students to share their
research work and clinical reflections.
• Area of Concentration (12 weeks)
– Students work with their physician advisor to design elective experiences that provide
an integrated basic and clinical focus on a medical topic of interest to the student
11
12
integrated research curriculum
Ye a r
1
SUMMER
BASIC RESEARCH EXPERIENCE
• Become a student member of a basic/translational
research laboratory team
• Develop a rigorous approach to scientific investigation
including research design
• Learn basic science laboratory skills
• Gain exposure to basic/translational research opportunities
Ye a r s
ORGANIZED CURRICULUM FOCUS
• Core concepts in basic/translational research
• Skills for oral and written presentation of research results
3-5
CLINICAL ROTATIONS
• Highlight the relationship between clinical medicine
and scientific inquiry
• Journal Club
• Apply research skills learned during the first
two years to clinical problems
• Advanced training for physician investigators
MASTER’S LEVEL THESIS PROJECT
Ye a r
Research Curriculum Goals
• Develop the knowledge base, practical skills
and
critical
thinking
ability
necessar y
to
“The enthusiasm of the faculty
is unmatched! They are absolutely
wonderful and their aspirations for
the program are contagious! The
research opportunities available
to us are fabulous.”
Alida Gertz
Class of 2010
succeed in clinical or basic research
2
• Dedicated time to develop and complete a research
SUMMER
project with flexible scheduling to facilitate research
achievement
• Research adviser/mentor for each student
CLINICAL RESEARCH EXPERIENCE
• Multidisciplinary thesis committee to ensure each
• Become a student member of a clinical research team
• Gain practical experience with data analysis
student bridge clinical and basic sciences in his
or her research
• Develop a clinical research protocol
• Critically analyze clinical trial design
D e a n ’s D i n n e r s
• Understand
and
social
the
ethical, legal, professional
issues
required
for
responsible
conduct of clinical and basic research
ORGANIZED CURRICULUM FOCUS
• Clinical epidemiology and biostatistics seminars
• Evening reception and dinner with
a distinguished investigator
• Ethical, legal and socioeconomic aspects of clinical research
• For mal research presentation
• Journal Club
• Oppor tunity for informal discussion regarding
h i s o r h e r c a r e e r a s a p hy s i c i a n i n v e s t i g a t o r
13
14
assessment to enhance learning
“The assessment process allows me to focus
on all aspects of my medical student career,
not just grades. The best thing about CCLCM
is that I am able to learn so much, not only
in the basic sciences, but in research and
in the clinic.”
“A major contributing factor to my attending CCLCM
was the assessment system. I like the personal sense
of responsibility we have in learning the material.
I cannot think of a place that will prepare you better
for life as a Physician Investigator.”
Richard Haigler
Class of 2010
Amanda Tencza
Class of 2009
We believe that an evaluation and assessment process that
foster s cooperative lear ning as well as
individual achievement will help provide our graduates with the skills necessar y for successful
career s as physician investigator s. The assessment system will help assure a
non-competitive
lear ning environment . Documentation of individual competencies will demonstrate the skills and
exper tise of each College graduate.
CORE PRINCIPLES OF THE ASSESSMENT SYSTEM
Our goal is for students to become reflective
•
The curriculum can be tailored to the educational needs of the
individual student based on assessment of student progress
in the core basic sciences, clinical program and research.
•
Faculty and students work in partnership to ensure that
each graduating student demonstrates competency in all
areas of learning.
•
Students create learning portfolios that provide ongoing
documentation of the breadth and depth of their clinical
exposure, their knowledge of basic and clinical sciences,
and their systematic approach to scientific inquiry.
•
Student progress in clinical disciplines, as well as basic science
and research, is determined by competency assessment
rather than grades. Graduates are expected to achieve established standards for competency in all areas. There is no class
ranking system.
practitioners of medicine and science whose drive for
lifelong learning is complemented by a critical approach
to
self-assessment and self-improvement.
16
15
Anatomy training session
Cleveland Clinic and Case offer
a tremendous range of
research experiences for students in the College Program.
ongoing research opportunities
- M YO C A R D I A L
- S P I N E
- A L P H A
THE CLEVELAND CLINIC
•
•
•
154 basic science principal investigators with $83 million
of NIH funding support
•
$160 million of total research at Cleveland Clinic
•
Newly funded General Clinical Research Center with
84 outstanding clinical investigation projects
•
Unique, disease-oriented research programs that integrate
multidisciplinary teams of basic and clinical scientists;
train medical students, graduate students and postdoctoral fellows; and coordinate international educational
summits
A N T I T R Y P S I N
D I S O R D E R S
D E F I C I E N C Y
CASE SCHOOL OF MEDICINE
2,400 active IRB approved human research protocols,
including translational research projects and clinical trials
•
1
I N FA R C T I O N
•
•
- P E R I N ATA L
The largest biomedical research center in Ohio, with
$232.1 million in funding from the NIH
- H E M O S TA S I S
More than 421 NIH-funded research projects in 16 basic
science departments, 19 clinical departments, and 20
interdisciplinary centers
&
R E S E A R C H
T H R O M B O S I S
- A L Z H E I M E R ’ S
D I S E A S E
- L E U K E M I A
- I N F L A M M AT O R Y
More than 40 principal investigators who receive more
than $1 million in research funding from the NIH
annually
B O W E L
- C O N G E S T I V E
D I S E A S E
H E A R T
FA I L U R E
- A R T H R I T I S
A General Clinical Research Center with a total of 254
active protocols affiliated with Case, University Hospitals
of Cleveland, MetroHealth Medical Center, and the
Cleveland Louis Stokes Department of Veterans Affairs
Medical Center
- AT H E R O S C L E R O S I S
- S T R O K E
- B I O M E D I C A L
E N G I N E E R I N G
- M U LT I P L E
S C L E R O S I S
- T U B E R C U L O S I S
- E P I L E P S Y
- A D O L E S C E N T
“The resources available to us as students are
almost limitless. Faculty jump at the opportunity
to explain a concept, take you on rounds, or invite
you into their lab to do research. Coming to
CCF from a research-centered institution, I am
extraordinarily impressed by the environment of
translational research ... How many medical
students can claim that they enjoyed their first
year of medical school? I can.”
- B R A I N
- S P O R T S
H E A LT H
T U M O R S
M E D I C I N E
- C A N C E R
“The breadth of academic research at the Cleveland
Clinic gives us the opportunity for unique and
personal mentorship. The program trains us to be
observant physicians, a skill that is a springboard
into translational research.”
Carl Koch
- O S T E O P O R O S I S
- R E N A L
- C A R D I A C
- C Y S T I C
F I B R O S I S
- D I A B E T E S
Aaron Viny
Class of 2009
D I S E A S E
E L E C T R O P H Y S I O L O G Y
- T R A N S P L A N TAT I O N
Class of 2009
- G E N O M I C S
- M A C U L A R
D E G E N E R AT I O N
- S T R U C T U R A L
- R N A
B I O L O G Y
- B I O M E D I C A L
E T H I C S
M O L E C U L A R
B I O L O G Y
- I N T E R N AT I O N A L
H E A LT H
- A I D S
- PA R K I N S O N ’ S
- C A N C E R
D I S E A S E
B I O L O G Y
- P R O S TAT E
C A N C E R
- H E PAT I T I S
- R E T I N A L
D I S E A S E
- A S T H M A
- VA S C U L I T I S
17
18
M a s t e r ’s D e g r e e O p t i o n s
Master's degrees in selected areas can be coordinated with the medical
school curriculum to enhance research skills and exper tise. Students in
good standing can choose from several graduate programs with the majority
of the programs requiring 3-4 extra courses, usually integrated in the first
two year s. Students receive some credit towards the Master's Degree from
cour ses taken as par t of the MD Program. Students are encouraged
to develop a thesis project that satisfies the requirements of both the
MD and Master's degree programs. The remaining Master's Degree requirements are integrated with the clinical and research program in years 3-5.
Most Master's Degree programs are designed to be completed during the
5 - y e a r C C L C M P r o g r a m a t n o e x t r a c o s t ; h o w e v e r, n o t a l l M a s t e r ' s p r o g r a m s
can be completed within the 5 years.
admissions
Applicants for the Cleveland Clinic Lerner College of Medicine must apply through the American Medical
Colleges Application Service (AMCAS). Prospective students should select “Case Western Reserve University
School of Medicine,” and the “regular M.D. program” which includes application for the Cleveland Clinic
Lerner College of Medicine. After the AMCAS application is received and processed, applicants will be
directed to complete an electronic secondary application, on which they can choose to apply solely to the
College Program, the 4-year University Program, or both. Please review our application procedures carefully.
Take special note of the deadlines, which could jeopardize your application if not followed. We have a rolling
admissions process and slots in the program often fill with earlier applicants. Any changes in your status should
be reported to our office as well as to AMCAS.
“CCLCM fosters a non-competitive educational environment where we work with one
another as a team, all with similar goals in
mind: to become physicians dedicated both to
patient care and research.”
If you have any questions regarding admissions to the College Program, contact Elizabeth Myers, Director
for Admissions and Financial Aid at (866) 735-1912.
To learn more about the AMCAS application process, visit: www.aamc.org/stuapps/start.htm
Samuel Wedes
Class of 2010
ADMISSIONS REQUIREMENTS
“With only 32 medical students per class at CCLCM, a strong sense
of community and collegiality exists among students and faculty.
The program structure provides me motivation to learn not only
from a personal development standpoint, but also from the desire
to facilitate the learning of my classmates.”
Christine Baran
Class of 2009
Students in the College Program will need a solid foundation in the biomedical sciences. At a minimum,
entering students must have taken courses in biology, chemistry (inorganic and organic), basic physics,
writing skills, and a college-level biochemistry course and research experience is required of all applicants.
Intellectual achievement, interpersonal skills, research interest and experience, and diversity with regards to
gender, race, culture, and socioeconomic background are important considerations in selecting students for the
College.
STUDENT PROFILE
Ideal candidates should be self-starters and motivated, self-directed learners. These individuals
are also skilled at working cooperatively within a diverse group. Our students take pleasure
in self-reflection and how to pursue personal growth. They also enjoy finding new approaches
and solutions to problems when all the steps or pieces of the puzzle are not obvious. In
a word...they love challenge! Students have a professional responsibility to participate in a
cooperative learning environment.
FINANCIAL AID
We recognize that significant student debt hinders the potential for a medical school graduate to pursue
a career as a physician investigator. The College is committed to providing substantial financial support for
students through Deans’ Scholarships, need-based Physician Investigator Training Grants, and research
stipends to minimize student debt. Should you be interested in our program, we would be pleased to discuss
our financial aid package in greater detail. Our goal is to ensure that financial constraints do not preclude
appropriate candidates from following their dreams to become physician investigators.
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“Staying true to the innovative atmosphere that has made the Cleveland
Clinic so successful, this program fosters original thinking by challenging
students in a problem-based learning curriculum that is supported by an
amazingly dedicated faculty. ... Research is an integral thread of this program.
We are continuously exposed to the forefront
of medicine with faculty discussions
and on-site lab opportunities. The staff
provide an exceptional training experience.”
Alan Siu
Class of 2009
Anatomy classroom
“I chose to attend CCLCM because of the
smaller class size and high faculty to student
ratio. The classes are personal and allow for
in-depth discussion of the topics.”
Sharmila Basu
Class of 2010
“The cornerstone of CCLCM is critical, thoughtful analysis of science, medicine, the individual
and the educational process. There is a real intimacy and engagement with classmates over materials that
would traditionally have been transmitted passively. From
day one, I have felt supported in the program. It is clear that
the education here is a collaborative effort.”
Jennifer Monti
Class of 2010
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N O T I C E O F S T U D E N T N O N D I S C R I M I N AT O RY P O L I C Y
Cleveland Clinic Lerner College of Medicine (CCLCM) admits students
of any race, religion, age, sex, color, disability, sexual orientation, and
national or ethnic origin to all the rights and privileges, programs,
and activities generally accorded or made available to students.
CCLCM does not discriminate on the basis of race, religion, age,
sex, color, disability, sexual orientation, and national or ethnic origin
in administering its educational policies, admission policies, employment,
promotion and compensation policies, scholarship and loan programs.
Cleveland Clinic Lerner College of Medicine
of Case Western Reserve University
C C L C M C O N TAC T I N F O R M AT I O N
For General Questions:
Wilma Doyle, Administrator
For College Admissions:
Elizabeth Myers, Director for Admissions and Financial Aid
Phone: (216) 445-7170 or (866) 735-1912
Fax: (216) 636-3206
Web site: www.clevelandclinic.org/cclcm/
Mailing Address:
9500 Euclid Avenue/NA21
Cleveland, Ohio 44195
Front Cover, Top Right: “Man Helping Man” sculpture at the Cleveland Clinic
08/2006 CCLCM, Cleveland,Ohio. Design: Baden Design, Cleveland. Photography: Cleveland Clinic and CWRU.
E-mail: cclcm@ccf.org