SCHOOL OF 2011-2012 - St. George's University

SCHOOL OF 

2011-2012

This is St. George’s University, an education that leads by 

example. Over 34 years ago, the University broke ground 

by founding the first truly international center of medical 

education. Creating this new opportunity gave our charter 

students, and all those who have followed, the chance to 

benefit from an international curriculum that not only helps 

students become doctors, but inspires them to become 

examples of all the great things medicine can do. To date, 

St. George’s University has graduated over 9,000 

physicians who practice worldwide and whose good 

works are testaments to this belief. 

1

What’s Inside 

From the Chancellor 4 

Our Standards 9 

School of Medicine Programs 12 

Doctor of Medicine 13 

MD/Dual Degree Programs 22 

Independent Graduate Degree Programs 29 

General Rules and Regulations 35 

Doctor of Medicine Course Descriptions 36 

Graduate Degree Programs 55 

Graduate Program Course Descriptions 57 

Clinical Centers/Affiliated Hospitals 67 

Academic Partnerships 68 

Student Support Services 71 

Student Organizations 72 

Admission 76 

Finances 80 

Important Dates 2011–2012 84 

Relevant Organizations 88 

Our Students, Our Faculty, Our Alumni 89 

2011 Postgraduate Residency Appointments 90 

Administration and Faculty 136 

The University reserves the right to make changes in the curriculum, degree requirements, course offerings, tuition/fees, 

and all rules and regulations at any time and without prior notice. The content of this catalog is current as of print time. 

The most up-to-date information can be found on our website at www.sgu.edu. 

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From the Chancellor 

St. George’s University School of Medicine prepares students for the lifelong 

study and practice of medicine. In addition to the essential knowledge and skills 

of practicing professionals, the program forwards the highest goals of health 

care professionals. The international character of our faculty, student body, 

and locations on three continents provides our graduates with an experiential 

education consonant with our modern world. The Doctor of Medicine (MD) 

program promotes the understanding that research into the basic sciences and 

clinical medicine is an essential feature of health care. The establishment of our 

Medical Student Research Initiative provides the exceptional student with the 

opportunities to develop into a physician-scientist. 

The commitment of the University to research underlies its affiliation with 

Windward Islands Research and Education Foundation (WINDREF) and its

support of our CEPH-accredited Master of Public Health degree program. 

This commitment promotes studies in a wider range of health care fields and 

preventive medicine, and an understanding into the cause, epidemiology, and 

treatment of diseases important to the communities of the Windward Islands 

and the greater Caribbean. 

Throughout its history, part of our mission expressed a responsibility to improve 

the health care of Grenada. Over the decades, this has taken many forms. 

Presently, St. George’s University School of Medicine is planning on developing 

postgraduate training programs in Grenada to train family medicine and general 

practice physicians. Many of these physicians will be graduates of our School. 

We believe this will enhance the delivery of primary care on our Island and 

improve the lives of all Grenadians. 

Charles R. Modica, Chancellor

8 

Founders 

From left to right: 

Edward McGowan, Louis J. Modica, Patrick F. Adams, Charles R. Modica

Our Standards 

Medical education at St. George’s University begins on the island of Grenada or on the 

campus of Northumbria University in the United Kingdom, and is completed with clinical 

training primarily conducted in Clinical Centers and affiliated teaching hospitals in the 

United States * and the United Kingdom. The School of Medicine is listed with the World 

Health Organization, and is fully recognized and approved by the government of Grenada 

to confer the degree of Doctor of Medicine upon students who fulfill the School’s admission 

requirements and complete the prescribed curriculum. 

• In 1996, the US Department of Education reviewed the standards of medical education in 

30 countries for the purpose of student loans. Grenada was one of four countries approved 

during the initial review; the United Kingdom, Australia, and Canada were the other three. 

Other countries have subsequently been approved. Our program in medicine has been 

approved by the states of New York, New Jersey, California, and Florida for clinical training 

of our students in Clinical Centers and affiliated hospitals. 

• The School has additional affiliation agreements with hospitals in other states and in the 

United Kingdom. 

• The Doctor of Medicine degree from SGU complies with the current criteria of the UK 

GMC for what constitutes an acceptable primary medical qualification for the purpose 

of obtaining registration with the UK GMC. St. George’s University School of Medicine is 

perhaps one of the most reviewed and approved international medical schools in the world. 

• The Doctor of Medicine program at St. George’s University has been accredited and/or 

approved by many external bodies, perhaps more than any program in medicine in the world. 

St. George’s University School of Medicine is accredited by the Government of Grenada, and 

the Caribbean Accreditation Authority for Education in Medicine and Health Professions 

(CAAM-HP). St. George’s University School of Medicine is approved by the New York State 

Education Department (NYSED) and the Board of Medical Examiners of the State of New 

Jersey for the purpose of conducting clinical training programs in those states. 

• In addition, the School of Medicine is recognized by the Medical Board of California, and 

approved by the Florida Commission on Independent Education of the Florida Department 

of Education. 

• The National Committee on Foreign Medical Education and Accreditation (of the 

USDOE), in conjunction with the approval of the State of New York, has deemed Grenada’s 

accreditation standards to be comparable to those utilized by the United States. 

St. George’s University graduates have been licensed to practice medicine in over 45 

countries and in all 50 states of the United States. As with all educational institutions, 

periodic reviews by the appropriate agencies determine the continuation of such approvals. 

*At the present time (November 2011), the US State Department is not issuing B-1 visas to non-US medical students for the purpose 

of clinical training in US hospitals. The University is in continuing discussions with the US State Department to address this issue. Until 

further notice, with the exception of Canadian students, all non-US SGU students will be placed in UK and Caribbean affiliated hospitals 

for their clinical training program. Canadian SGU students currently appear to be unaffected by this issue, however this is subject to 

change without notice and will be addressed accordingly if necessary. 

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School of Medicine Programs 

Our Mission 

To provide an international, culturally diverse environment in which students learn 

the knowledge, skills, and attitudes required for postgraduate training in the health 

professions while being inspired to develop compassion, curiosity, tolerance, 

and commitment to patients and society, dedication to lifelong learning, and an 

understanding of the vital role of research in health care. 

With its dedication to a universal model of education, 

the School of Medicine at St. George’s University offers 

a comprehensive program of study to accommodate the 

academic backgrounds and professional aspirations of 

students from all over the world. 

Doctor of Medicine 

Students wishing to achieve the Doctor of Medicine 

degree may enter the premedical program during one 

of three premedical years, or the four-year Doctor of 

Medicine degree program beginning with the first year of 

Basic Medical Sciences, which is when most students from 

North America begin. Students who begin their studies 

in the premedical program must meet the program’s 

academic standards to be promoted into the first year of 

the four-year medical program. Students pursuing the 

Doctor of Medicine degree will study in Grenada and will 

complete clinical training in one of our affiliated centers 

in the United States or the United Kingdom. 

Keith B. Taylor Global Scholars Program 

The School of Medicine offers an option for medical 

students to spend the first year of the four-year 

Doctor of Medicine degree program on the campus 

of Northumbria University in the United Kingdom as 

part of the Keith B. Taylor Global Scholars Program 

(KBTGSP). A Diploma of Higher Education in Medical 

Sciences is awarded by the School of Applied Sciences 

at Northumbria University upon successful completion 

of the first year. Students continue the second year of 

the medical program in Grenada and complete clinical 

training in one of our affiliated centers in the United 

States or the United Kingdom. Students of the KBTGSP 

who may wish, at any time in their professional career, 

to become registered to practice medicine in the UK, 

must spend one academic year of clinical training in 

SGUSOM’s affiliated hospital in Grenada. UK General 

Medical Council requires that foreign medical graduates 

seeking UK registration complete at least 50% of their 

medical degree—at least two years out of the four years’ 

standard duration of the course—in the country in which 

the degree is granted. 

MD/Dual Degree Programs 

Students pursuing a Doctor of Medicine degree at 

St. George’s University may simultaneously earn 

other degrees. 

Bachelor of Science/MD 

Those who enter the University in the early stages of 

the premedical program (the first or second year of the 

premedical program) may earn a bachelor’s degree 

upon acceptance into and completion of the first year of 

the four-year medical program if the qualifications for a 

bachelor’s degree are met. 

MD/Master of Science and 

MD/Master of Public Health 

Students who wish to enhance their educational 

experience and broaden their career opportunities may 

simultaneously earn a graduate degree in Public Health, 

Anatomy, Microbiology and its related concentrations, 

or scientific research in specific disciplines. These dual 

graduate degrees require students to study for at least 

one extra term in Grenada. 

MD/Master of Business Administration 

Students who wish to focus on managing community 

wellness and broaden their focus of study may 

simultaneously earn a Master of Business Administration 

degree in Multi-Sector Health Management. This dual 

degree option requires an additional semester of study 

to complete the basic medical sciences curriculum. 

Independent Graduate 

Degree Programs 

Through its Graduate Studies Program, the School of 

Medicine offers master’s degree programs in Public 

Health, Microbiology, Bioethics, Tropical Medicine, 

and Anatomy. The School also offers PhD programs in 

Microbiology and Anatomy.


Premedical Program 

The premedical program is delivered on the True Blue 

campus in Grenada, West Indies. Students accepted into 

the premedical program have been accepted into the 

academic track to the Doctor of Medicine (MD) degree. 

These years of study incorporate basic undergraduate 

courses in reading, writing, and mathematics with the 

necessary science foundation courses for a well-rounded 

education. The premedical program curriculum is 

designed as a firm foundation for the advanced studies 

offered later in the four-year Doctor of Medicine 

degree program. The Committee on Admission places 

the applicants into the first, second, or third year of 

the premedical program according to the applicant’s 

academic background. Those who enter the first or 

second year of the premedical program begin with 

courses in Biology, Chemistry, Math, and Physics, and 

also include General Education and Arts and Humanities 

courses. Mastery of English and study skills are also 

emphasized. 

The third year of the premedical program consists of 

upper-level Biomedical and Behavioral Science courses 

designed to strengthen students’ premedical sciences 

foundation and learning development program to 

enhance the opportunity for success in advanced 

medical studies. The Supplemental Instruction Model 

of peer learning, as well as peer review groups and 

mentoring are offered for Science courses taught within 

the premedical program. Throughout all years of the 

premedical program, there is a strong focus on study 

skills development and academic enhancement. 

Students who complete the premedical program with 

a grade point average (GPA) of 3.2 or better and pass 

the Premedical Science Comprehensive Examination 

(PMSCE) are promoted into the first year of the four-year 

Doctor of Medicine degree program. Additionally, any 

Academic Program Federal Disclosure 

US citizen or US permanent resident is required to take 

the MCAT examination and have the scores reported to 

the school. Students who do not hold a first degree and 

who wish to obtain a bachelor’s degree in the course of 

their studies may be eligible to do so. Evaluation of prior 

educational background will determine eligibility and 

appropriate placement within the BS/MD program. 

Preprofessional Development 

During the premedical program, students may participate 

in the Preprofessional Experience Program (PEP) or 

the Community Linked Research and Development 

Program (CLRDP). These programs have been designed 

to encourage students in the premedical program to 

become more informed about their intended profession 

from an early point in their medical studies. These 

programs support career and personal development 

through participation in health fairs, physician 

shadowing, health education, advocacy programs, 

community health programs, and research. 

Medical Program 

The program for the four-year Doctor of Medicine 

(MD) degree consists of a 157-week curriculum. Most 

students complete the program in four calendar years. 

The program is divided into nine terms of 16 to 18 

weeks each, requiring five academic years of study. Each 

academic year consists of 32 to 36 weeks. During the first 

two years, which cover the Basic Sciences, students study 

on the True Blue campus in Grenada. Students are also 

given the option to enroll in the Keith B. Taylor Global 

Scholars Program, which offers the first year of Basic 

Sciences on the campus of Northumbria University in 

the United Kingdom. During the last two clinical years, 

students move on to study at the University’s clinical 

centers and affiliated hospitals in the United States, the 

United Kingdom, and/or Grenada. 

Last Completed Award year 2010-2011 

Program Name Medicine 

On-time Completion Rate 82.6% 

Occupations by name and SOC codes: CIP 51.1201 

ONEONLINE.ORG 

Total estimated Tuition and Fee Costs * 

Tuition and Fees $215,718 

Books and Supplies $9,385 

Room and Board $62,105 

Median Title IV Loan Debt $247,590 

Median Private Loan Debt 0 

Median Debt from outstanding account balance at program completion 0 

*This table lists estimated living expenses based upon reasonable expenditures over the 2011-2012 academic year. 

(Disclosed as of 6/30/2011) 

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Year 1 

Year 2 

Year 3 

Year 4: Bachelor’s 

Degree Program 

(Year 1 of Four-Year 


Program) 

Course Outline is subject to change 

BIOL 220 

BIOL 221 

CHEM 122/CHEM 123 


ENGL 104/ENGL 106 

MATH 130/Math Elective 

PSYC 201 

COMP 

COMP 

AH 



COMH 201 

ENGL 204 

MATH 220 

NUTR 201 

PHYS 201 

PHYS 202 

AH 

BIOL 320 

BIOL 321/BIOL 331 

BIOL 401 

BIOL 441 

BIOL 460 

CHEM 450 

PMED 301 

PMED 302 

PMED 303 

PMED 380 

PMED 390 

PSYC 302 

SSCI 412 

ANAT 531 

ANAT 550 

BCHM 550 

BIOE 501 

PHY 510 

BCHM 590 

MICR 580 

PHY 560 

PUBH 501 

MICR 660 

General Biology 

Human Biology 

General Chemistry I/General Chemistry I Lab 

General Chemistry II/General Chemistry II Lab 

Introduction to College Writing/Reading 

Mathematics for Critical Thinking/Math Elective 

Introduction to Psychology 

Computer Elective 

Computer Elective 

Arts and Humanities Elective 

Organic Chemistry I/Organic Chemistry I Lab 

Organic Chemistry II/Organic Chemistry II Lab 

Community Health 

Public Speaking 

Statistics 

Nutrition 

General Physics I 

General Physics II 

Arts and Humanities Elective 

Genetics 

Molecular Biology/Molecular Biology Lab 

Microbiology 

Physiology 

Human Anatomy 

Biochemistry 

Learning Strategies for the Preprofessional Programs 

Communication for the Health Professions I 

Communication for the Health Professions II 

Clinical Cases 

Research Project 

Abnormal Psychology 

Social Sciences and Medicine 

Histology and Cell Biology 

Human Gross and Developmental Anatomy 

Medical Biochemistry 

Bioethics and the Professional: Medicine in Society I 

Neuroscience 

Medical Genetics and Genomics 

Medical Immunology 

Physiology 

Topics in Community and Preventive Medicine: 

Medicine in Society II 

Medical Parasitology 

*Only qualified students in the premedical program who are enrolled in the Bachelor of Science program will be eligible to receive a 

Bachelor of Science degree at the end of the first year of the four-year Doctor of Medicine degree program. 

4 cr. 

4 cr. 

3/1 cr. 

3/1 cr. 

3 cr. 

3 cr. 

3 cr. 

3 cr. 

3 cr. 

3 cr. 

3/1 cr. 

3/1 cr. 

3 cr. 

3 cr. 

3 cr. 

3 cr. 

4 cr. 

4 cr. 

3 cr. 

3 cr. 

3/1 cr. 

4 cr. 

3 cr. 

4 cr. 

4 cr. 

1 cr. 

3 cr. 

3 cr. 

2 cr. 

2 cr. 

3 cr. 

3 cr. 

4 cr. 

8 cr. 

5 cr. 

1 cr. 

5 cr. 

2 cr. 

2 cr. 

6 cr. 

1 cr. 

1 cr.

USMLE Pass Rates 

In 2010, SGU first time takers—from 49 countries—equaled the 92% first-time pass rate of students in 

US and Canadian schools in the United States Medical Licensing Examination (USMLE) Step 1. * 

In fact, in the same year, SGU’s US and Canadian first time takers had a 94% pass rate. 

For more comprehensive studies on USMLE performance, refer to these articles in Academic Medicine: 

“Medical Education in the Caribbean: Variability in Medical School Programs and Performance of 

Students“ (October 2008, Supplement) and “Medical Education in the Caribbean: A Longitudinal Study 

of United States Medical Licensing Examination Performance, 2000–2009“ (February 2011). 

*NBME website at www.usmle.org/Scores_Transcripts/performance.html. 

100 

SGU US/Canadian Students 1 84% 85% 90% 92% 94% 

SGU Overall 1 83% 83% 89% 91% 92% 

US/Canadian Schools 2 95% 95% 94% 94% 92% 

All other foreign schools 

(excludes SGU) 1,2 70% 69% 72% 72% 68% 

All foreign schools 

(includes SGU) 2 71% 70% 73% 73% 70% 

1 Source: St. George’s University, Office of Enrolment Planning 

USMLE STEP 1 

First-Time Test Takers’ Pass Rates 2006–2010 

95 

90 

85 

80 

75 

70 

65 

2006 2007 2008 2009 2010 

2 Source: United States Medical Licensing Examination (USMLE) website as published in 2010 National Board of Medical Examiners (NBME) 

Annual Report 


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Four-Year Medical Program Objective Outcomes 

Medical Knowledge 

• Apply the multidisciplinary body of basic sciences to 

clinical analysis and problem solving using: 

• The knowledge of normal structure, function, 

physiology, and metabolism at the levels of the whole 

body, organ systems, cells, organelles, and specific 

biomolecules, including embryology, growth, and 

development. 

• The principles of normal homeostasis, including 

molecular and cellular mechanisms. 

• The etiology, pathogenesis, structural, and molecular 

alterations as they relate to the signs, symptoms, 

laboratory results, imaging investigations, and causes 

of common and important disease conditions. 

• Incorporate the impact of factors, including psychological, 

environmental, genetic, nutritional, social, economic, 

religious, and developmental on health and disease of 

patients, as well as their impact on families and caregivers. 

• Utilize the important pharmacological and nonpharmacological 

therapies available for the prevention 

and treatment of disease based on cellular and molecular 

mechanisms of action and clinical effects. Identify and 

explain factors that govern therapeutic interventions, such 

as clinical and legal risks, benefits, cost assessments, age, 

and gender. 

• Apply the theories and principles that govern ethical 

decision making in the management of patients. 

• Evaluate and apply clinical and translational research to 

the care of patient populations. 

Clinical Skills 

• Communicate effectively with patients, their families, and 

members of the health care team. 

• Obtain a comprehensive and/or focused medical history 

on patients of all categories. 

• Perform physical and mental status examinations on 

patients of all categories appropriate to the patient’s 

condition. 

• Document pertinent patient health information in a 

concise, complete, and responsible way. 

• Select appropriate investigations and interpret the results 

for common and important diseases and conditions. 

• Recognize and communicate common and important 

abnormal clinical findings. 

• Develop a problem list and differential diagnosis based on 

the history, physical findings, and initial investigations. 

• Apply effective problem solving strategies to patient care. 

• Perform routine and basic medical procedures. 

• Provide patient education with respect to health problems 

and maintenance. 

• Identify individuals at risk for disease and select 

appropriate preventive measures. 

• Recognize life threatening emergencies and initiate 

appropriate primary intervention. 

• Outline the management plan for patients under the 

following categories of care: preventive, acute, chronic, 

emergency, end-of-life, continuing, and rehabilitative. 

• Continually re-evaluate management plans based on 

the progress of the patient’s condition and appraisal of 

current scientific evidence and medical information. 

Professional Attitude 

• Establish rapport and exhibit compassion for patients 

and families, and respect their privacy, dignity, and 

confidentiality. 

• Demonstrate honesty, respect, and integrity in interacting 

with patients and their families, colleagues, faculty, and 

other members of the health care team. 

• Be responsible in tasks dealing with patient care, faculty, 

and colleagues, including health care documentation. 

• Demonstrate sensitivity to issues related to culture, race, 

age, gender, religion, sexual orientation, and disability in 

the delivery of health care. 

• Demonstrate a commitment to high professional and 

ethical standards. 

• React appropriately to difficult situations involving 

conflicts, non-adherence, and ethical dilemmas. 

• Demonstrate a commitment to independent and lifelong 

learning, including evaluating research in health care. 

• Demonstrate the willingness to be an effective team 

member and team leader in the delivery of health care. 

• Recognize one’s own limitations in knowledge, skills, 

and attitudes, and the need for asking for additional 

consultation.

Four-Year Doctor of Medicine Program 

The Basic Sciences 

The first two years of the Doctor of Medicine degree program 

concentrate on the traditional basic science disciplines. 

Laboratory experience is an integral part of these first 

two years, along with small group discussions designed for 

problem-based learning and early integration of Basic Sciences 

into the clinical experience. 

Clinical skills begin in the first term with various Basic Sciences 

courses teaching specific components of clinical skills. Part of 

gross anatomy focuses on surface anatomy and living anatomy, 

which is a basis of much of physical diagnosis. Physical 

diagnosis continues in the second term in neuroscience and 

physiology. Clinical skills taught in the fourth term is a formal 

segment on communication skills and physical diagnosis, 

including signs and symptoms. In Term 5, the Department 

of Clinical Skills teaches Introduction to Clinical Medicine, 

which involves exercises in communications skills, visits to the 

Grenada General Hospital and outpatient settings, as well as 

small groups on campus to discuss history taking, physical 

examination, and generating a problem list for a given patient. 

Many of the clinical skills laboratory sessions use standardized 

patients. The on-campus sessions are conducted in a simulated 

hospital setting to make use of the new technologies for 

recording group and individual sessions employing the B-Line 

Medical ® laboratory systems. The gross anatomy laboratory in 

Grenada is amply supplied with cadavers for use in teaching 

skills. In addition, sessions in the Simulation Laboratory are 

provided for each student. The microbiology, pathology, and 

histology laboratories have extensive collections of microscopic 

and gross preparations which can be used for learning and 

assessment. In the Keith B. Taylor Global Scholars Program, 

the anatomy labs at Northumbria University use plastinated 

cadavers, whole and part, which are specially prepared to 

utilize the latest, state-of-the-art preservation technologies. 

Labs are set up to utilize our up-to-date array of audio/visual 

and computerized materials in all subjects. Students progress 

in clinical skills and applications of science to medicine is 

monitored by Objective Structured Practical Examinations 

(OSPE) given at the end of the first and second term and the 

Objective Structured Clinical Examinations (OSCE) which 

examines the students skills in communication, history taking 

and physical examination of patients. 

Molecular genetics, cell biology, immunology, and 

neuroscience are emphasized within a framework of 

traditional disciplines such as anatomy, physiology, 

pharmacology, and pathology. In Term 5, students enroll in 

courses in pharmacology and pharmacokinetics, and also 

courses in pathophysiology that review all of the basic sciences 

comprehensively in a clinical context under each organ 

system. A new course has been added called Basic Sciences 

Foundation for Clinical Reasoning, which will be taught in 

a modified team-based learning setup where students will 

be actively recapitulating concepts of basic sciences to solve 

clinical problems. The Basic Sciences courses use didactic 

lectures, laboratory instruction, supplemental instruction, 

case-based learning, question-based reviews, small group 

tutorials, peer teaching, and computer-assisted instruction. 

Basic Sciences and Clinical faculty present clinical correlations 

throughout all five terms. The School of Medicine offers a 

series of courses entitled Medicine in Society, which is taught 

throughout the first three terms. These courses focus on 

gender, ethnic, and behavioral considerations affecting disease 

treatment and prevention, including psychosocial, cultural, 

occupational, environmental factors and public health issues 

such as substance addictions and health care delivery systems. 

Medicine in Society is made up of the following courses: 

Term 1: Bioethics and the Professional: Medicine in Society I 

Term 2: Topics in Community and Preventive Medicine: 


Term 3: MODULE: Behavioral Sciences and Medicine 

In addition, selectives are offered to qualified students by various 

departments in the Basic Sciences. The School’s curriculum 

emphasizes the international aspects of medical education by 

providing students with the opportunity to visit local hospitals 

and clinics on the island of Grenada. Student participation in 

community health research projects is also encouraged. 

In order to assess medical knowledge , the University requires 

that all students must sit the Basic Science Comprehensive 

Examination I (BSCE I) at the end of their first academic year, 

and the BSCE II near the completion of the Basic Sciences. In 

order to assess clinical skills and application of basic science 

to medicine, the University requires all students to take the 

Objective Structured Practical Examination during their first 

year and Objective Structured Clinical Examination towards 

the end of their second year. 

The Clinical Years 

The St. George’s University approach to clinical education 

provides students with the opportunity to learn medicine 

in some of the best and best-known hospitals in the world. 

Located in the United States and the United Kingdom, some 

of these hospitals have been designated by the University 

as Clinical Centers. A Clinical Center is a hospital or group 

of hospitals able to provide at least four of the five core 

rotations, train 80–100 students at all times, and offer subinternships, 

primary care, and elective rotations. The Clinical 

Centers allow students to complete all of their clinical 

training at one site if they wish. 

The clerkships at these hospitals conform to the curriculum, 

course descriptions, and educational goals of St. George’s 

University School of Medicine, and are monitored carefully 

through site visits and faculty meetings. All core rotations 

and sub-internships must be taken only in those hospitals 

with which the University has an active, written affiliation 

agreement, and in which there are appropriate St. George’s 

University clinical faculty members. Students are placed in 

hospitals with approved post-graduate training programs in the 

subjects to be studied. Any other hospital in which electives are 

taken must also have approved postgraduate programs in the 

areas of training offered. 

In the Clinical Years, students are taught by over 1,000 

clinicians. In addition to clinical professors, the School of 

Medicine appoints a Director of Medical Education at every 


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Clinical Center and affiliated hospital, and Clerkship Directors 

in each of the core clinical specialties studied there. Site visits 

from the Office of Clinical Studies to affiliated hospitals occur 

regularly. This allows the School of Medicine administration 

to meet with students and faculty throughout the Clinical 

Years. Departmental meetings are held at least twice a year 

to maintain and improve the strength of the departmental 

structure and to support ongoing evaluation of the curriculum, 

program delivery, evaluation, and testing procedures. 

In the Clinical Years, students are taught by an educational 

method based on the practical experience found in hospitals 

and clinics under careful supervision by practicing physicians. 

The knowledge acquired in the Basic Sciences serves as a basis 

for the facts and concepts necessary to understand the practice 

of modern medicine. In the Clinical Years, students develop 

the knowledge, skills, and attitudes needed to continue into 

postgraduate training. For all core rotations, the University 

has required reading assignments and the hospitals offer small 

group teaching sessions, conferences, and lectures. Clinical 

skills introduced in Grenada now become a major component 

of students’ education. In the hospital, students are involved in 

the care of patients and develop diagnostic decision-making, 

history, physical examination, and test interpretation skills. 

Students learn to communicate with patients, their families, 

and other health care workers, and are expected to grow into 

their roles as professionals. 

Clinical Years 

80 Weeks 

Core Clerkship Year 

Medicine 12 weeks 

Surgery 12 weeks 

Pediatrics 6 weeks 

Obstetrics/Gynecology 6 weeks 

Psychiatry 6 weeks 

Senior Year 

Medicine Sub-Internship 4 weeks 

Family Medicine 4 weeks 

Medicine Elective 4 weeks 

Pediatric Elective or Sub-Internship 4 weeks 

Additional Electives 22 weeks 

During the Clinical Years, we emphasize responsibility, 

maturity, and compassion as important attributes in the 

development of professional excellence. Students are expected 

to learn how to conduct themselves in the professional role of 

physician and are judged on their ability to take responsibility, 

relate to and work harmoniously with professional colleagues, 

exhibit maturity in conduct on the wards, and demonstrate the 

disposition of a mature and qualified physician. 

Curriculum 

The third year of the four-year medical program consists of 

42 weeks of core rotations. These are structured experiences 

required of all students, regardless of where they train. The 

core rotations consist of 12 weeks of Medicine; 12 weeks 

of Surgery; and 6 weeks each of Psychiatry, Pediatrics, and 

Obstetrics/Gynecology. These core rotations traditionally form 

the educational foundation for all medical students regardless 

of future specialty. 

In addition to the core rotations, all students must complete 

four weeks of Family Medicine, a four-week Medicine 

subinternship, a four-week Medicine elective, a four-week 

Pediatric sub-internship or elective, and 22 weeks of additional 

electives in order to graduate. 

Family Medicine: (four weeks) This mandatory rotation can 

be done out of network at any hospital with an approved 

ACGME residency in Family Medicine. The Family Medicine 

rotation focuses on learning aspects of acute medical 

problems commonly seen in outpatient settings, such as 

respiratory, cardiovascular, gastrointestinal, psychiatric, and 

genitorurinary illnesses, as well as hypertension, diabetes, 

pain management, and common mild musculoskeletal 

injuries. Subsets of patients seen in this setting include the 

clinically healthy, the socioeconomically disadvantaged, the 

elderly, high medical utilizers, immigrants, and those with 

chronic or terminal diseases. 

A sub-internship in Medicine continues the educational goals 

and objectives of the core rotation, but at a higher level of 

responsibility. Sub-interns share patient responsibility and 

participate in regularly scheduled night and weekend calls. 

Sub-Interns follow a limited number of patients very closely 

throughout the diagnostic workup and management. In this 

way, sub-internships prepare students for internships and first 

postgraduate years. A four-week Medicine sub-internship, fourweek 

Medicine elective, and four-week Pediatric sub-internship 

or elective are mandatory for all students. 

Electives are offered at the University’s Clinical Centers 

and affiliated hospitals. Additional electives are available at 

hospitals outside the University systems, but these are subject 

to the review and approval of the Dean of the School of 

Medicine. Students who seek licensure in the United States 

should carefully note that the licensing boards of some states 

require that students take electives only at affiliated hospitals. 

This will also be true in other countries. The University 

requires that each clerkship (whether core or elective) be 

completed at a hospital with an approved post-graduate 

training program in that specialty. Since licensing regulations 

may vary from state to state, and from one year to the next, 

this matter must be considered as students devise elective 

programs. Each elective is usually at least four weeks long. 

General Strategy: The principal objective of the elective 

program is to provide the best preparation for students’ 

career choices, while coordinating balanced yet broad clinical 

experiences. In recognition of the individual plans and needs 

of all students, choices of both subject matter and course 

location are made by students with advice from supervising 

clinical teachers and with the approval of the Dean. 

Details about each of the core rotations are found under the 

departmental descriptions.

Medical Program 

Basic Sciences 

Academic Year One 

ANAT 531 

ANAT 550 

BCHM 550 

BIOE 501 

PHY 510 

BCHM 590 

MICR 580 

PHY 560 

PUBH 501 

MICR 660 




Bioethics and the Professional: Medicine 

in Society I 

Neuroscience 



Physiology 




Academic Year Two 

4 cr. 

8 cr. 

5 cr. 

1 cr. 

5 cr. 

2 cr. 

2 cr. 

6 cr. 

1 cr. 

1 cr. 

BEHS 640 MODULE: Behavioral Sciences and Medicine 6 cr. 

MICR 570 

CLSK 653 

PATH 640 

PATH 693 

PATH 674 

PHAR 681 

CLSK 655 

PATH 676 

Medical Microbiology 

Communication Skills and Physical Diagnosis 

Pathology 

Medical Nutrition 

Pathophysiology 

Pharmacology 

Introduction to Clinical Medicine 

Basic Science Foundation for Clinical Reasoning 

5 cr. 

3 cr. 

13 cr. 

1 cr. 

12 cr. 

6 cr. 

3 cr. 

2 cr. 

AUGUST 2011 

ENTRANTS 

Aug. 15, 2011 to 

Dec. 9, 2011 

Jan. 9, 2012 to 

May 11, 2012 

July 2, 2012 to 

Aug. 10, 2012 



Jan. 14, 2013 to 

May 17, 2013 

JANUARY 2012 

ENTRANTS 

Jan. 16, 2012 to 


Aug. 14, 2012* to 

December 14, 2012 

Jan. 14, 2013 to 

Feb. 22, 2013 

Feb. 25, 2013 to 

June 28, 2013 

Aug. 13, 2013 to 

Dec. 13, 2013 

*Students in the Keith B. Taylor Global Scholars Program will begin the term a day prior to the date listed above. 


ENTRANTS 



Jan. 14, 2013 to 

May 20, 2013 

July 1, 2013 to 

Aug. 9, 2013 

Aug. 13, 2013 to 

Dec. 13, 2013 

Jan. 13, 2014 to 

May 16, 2014 

JANUARY 2013 

ENTRANTS 

Jan. 21, 2013 to 

May 17, 2013 

Aug. 13, 2013* to 

December 13, 2013 

Jan. 13, 2014 to 

Feb. 21, 2014 

Feb. 24, 2014 to 

June 27, 2014 

Aug. 12, 2014 to 

Dec. 12, 2014 


19


20 

Clinical Years (Sample) 

Academic Year Three 

Medicine 

Gastroenterology (Elective) 

Surgery 

Radiology (Elective) 

Academic Year Four 

Obstetrics/Gynecology 

Pediatrics 

Pediatrics Sub-Internship 

Medicine Sub-Internship 

Family Practice 

Emergency Medicine (Elective) 

Academic Year Five 

Neurology (Elective) 

Hematology (Elective) 

Pediatrics/Oncology (Elective) 

Cardiology (Elective) 

Calendar is subject to change 


ENTRANTS 

Aug. 26, 2013 to 

Dec. 13, 2013 

Dec. 16, 2013 to 

Apr. 4, 2014 

Apr. 7, 2014 to 

July 25, 2014 

July 28, 2014 to 

Nov. 14, 2014 

Nov. 17, 2014 to 

Mar. 6, 2015 

The Clinical Years consist of five terms for a total of 80 weeks. 

JANUARY 2012 

ENTRANTS 

Apr. 28, 2014 to 

Aug. 15, 2014 

Aug. 18, 2014 to 

Dec. 5, 2014 

Dec. 8, 2014 to 

Mar. 27, 2015 

Mar. 30, 2015 to 

July 17, 2015 

July 20, 2015 to 

Nov. 6, 2015 


ENTRANTS 

Aug. 25, 2014 to 

Dec. 12, 2014 

Dec. 15, 2014 to 

Apr. 3, 2015 

Apr. 6, 2015 to 

July 24, 2015 

July 27, 2015 to 

Nov. 13, 2015 

Nov. 16, 2015 to 

Mar. 4, 2016 

JANUARY 2013 

ENTRANTS 

Apr. 27, 2015 to 

Aug. 14, 2015 

Aug. 17, 2015 to 

Dec. 4, 2015 

Dec. 7, 2015 to 

Mar. 25, 2016 

Mar. 28, 2016 to 

July 15, 2016 

July 18, 2016 to 

Nov. 4, 2016 

SAMPLE: This listing does not indicate the sequence of courses. The core rotation schedules are determined by the hospital at the time 

students are admitted into the clinical program. In general, students complete their core rotations before doing additional requirements and 

electives. Family Practice can be taken at any point in the clinical curriculum. Electives listed above are examples of the many options available. 

Elective choices and schedules are arranged individually by students, in consultation with the hospital administration. 

Hospitals have the option of requiring students to attend an orientation. This orientation can last up to a week and is a non-credit experience. 

Clinical rotations in the United Kingdom may begin in January.

Requirements for the MD Degree 

The entire academic record of every student is reviewed to 

ensure that all candidates for the Doctor of Medicine degree 

meet the standards of the University. All students must: 

1. Have satisfactory evidence on file of having complied with 

the requirements for admission. 

2. Be in good financial standing, discharged of all 

indebtedness to the University. 

3. Have satisfied the standards for admission, retention, and 

graduation from the School of Medicine as outlined in the 

SGU Student Manual. 

4. Have successfully completed the medical program 

curriculum within the satisfactory academic progress 

guidelines of the School of Medicine. 

5. Be at least 21 years of age. 

6. Have studied medicine for at least two years at St. George’s 

University School of Medicine. 

7. Have maintained acceptable academic ethics, professional 

behavior, and good moral conduct. 

“Let’s Talk Teaching” Program 

The Department of Educational Services has 

established a faculty development program that 

provides faculty members with different avenues 

for exploring new advances in pedagogy, classroom 

and laboratory technology, and course delivery. 

Through workshops and individual consultation, 

the program supports instructional faculty in their 

goals of developing techniques to enhance student 

learning and retention; defining learning styles to 

identify individual needs; reciprocal assessments of 

colleagues in mutual support; and sustaining the 

vitality, passion, and enthusiasm that captivate and 

motivate students to strive for their personal best. 


21

22 


St. George’s University School of Medicine offers several 

paths for medical students to increase their knowledge in 

one area of medical study while pursuing the Doctor of 

Medicine degree. 

Bachelor of Science/MD 

Students who enter the University during the first or 

second year of the premedical program may earn a 

bachelor’s degree upon acceptance into and completion 

of their first year of the four-year Doctor of Medicine 

degree program. 

MD/Master of Public Health 

The Department of Public Health and Preventive 

Medicine administers the graduate public health degree 

in the Doctor of Medicine/Master of Public Health 

(MD/MPH) program. The department also delivers 

the Community Preventive Medicine component of the 

Doctor of Medicine degree program. 

For dual MD/MPH degree-seeking students, 11 credits 

from the Medical curriculum will be included towards 

the MPH degree. These credits together with the 1-credit 

Seminar Series in Community Health offered by the 

Department will form the basis of the MD/MPH degree 

track specialization. Students are required to complete 31 

credits of graduate public health coursework, including 

the field-based practicum, for a total of 42 credits and the 

award of an MPH degree. 

Students who enter during the August term complete 

Term 1 and Term 2 of the medical program, beginning 

the MPH program in the Summer and continuing 

in the Fall. These students then resume their Term 3 

coursework of the medical program in the following year 

before completing the MPH coursework in the following 

Spring term. These students then complete their 

practicum at the end of the Spring term and resume their 

medical training in the Fall. 

MD students who enter during the January term 

complete Terms 1 and 2 of the MPH program during the 

Spring and Summer terms respectively, and begin their 

medical program, in the Fall of that year. In the Spring 

term they will take 3 credits of MPH together with Term 2 

of the Medical program and continue with their medical 

program with the practicum occurring at a later date. 

Students seeking admission to the MD/MPH program 

will first be reviewed for acceptance into the four-year 

medical program. Upon acceptance, the Office of 

Admission will forward the application to the Department 

of Public Health and Preventive Medicine for review and 

consideration. 

The US accreditation authority for public health 

programs, The Council on Education for Public Health 

(CEPH) has granted accreditation for five years to St. 

George’s University’s Master of Public Health degree 

program. This makes St. George’s University only the 

fourth institution outside of the United States to be 

accredited by CEPH and the only university in the 

Caribbean to hold this coveted distinction. 

MD/Master of Science 

The dual degree program offers opportunities for 

research in the areas of Anatomy, Bioethics, Ecology, 

Immunology, Microbiology, and Tropical Medicine. 

The curriculum for the dual Doctor of Medicine/Master 

of Science (MD/MSc) degrees usually reflects areas 

of investigative research that may enhance preventive 

medicine and health care delivery in Grenada, other 

Caribbean states, and internationally. Medical students 

who wish to obtain this dual degree decelerate the 

preclinical medical program to facilitate the MSc 

program. 

The research carried out in this dual degree program is 

partially supported by the Windward Islands Research 

and Education Foundation (WINDREF), a nonprofit 

organization at St. George’s University. Depending on the 

specific area of research, studies may be conducted within 

WINDREF, in departmental laboratories, or in approved 

laboratories at other universities or institutes. The MSc 

degree will be awarded on the successful completion of 

10 required credits from the preclinical medical program 

and all prescribed graduate-level courses as outlined in 

the curriculum. 

Admission criteria for entry into a master’s degree 

program is an undergraduate degree from an approved 

university; for admission to the PhD program, a master’s 

degree from an approved university is required. Course 

requirements for the specific degree programs are 

outlined on the succeeding pages and more detailed 

information may be obtained from the Office of the 

Dean of the Graduate Studies Program. Application 

forms in addition to course and program details can be 

obtained from the University website at www.sgu.edu. 

MD/Master of Business Administration 

The Master of Business Administration (MBA) offered 

through St. George’s University’s Centre for Graduate 

Studies Program offers a US-style master’s degree, which is 

project-centered and tool-driven, designed for experienced 

managers and professionals from diverse backgrounds and 

cultures, and focuses on managing the dimensions and 

complexities of community wellness, including economic 

enterprise. Combing a creative mix of blended learning 

methods, the program is taught primarily online to 

international project teams, with short residencies on the 

True Blue campus supplementing the multi-mode delivery.

Over a 12-month period, participants complete a 34-credit 

program that equips them to manage every aspect of small- to 

medium-sized organizations, in the private or social sectors, 

especially in international settings. A distinctive holistic 

approach underlies learning that reaches across disciplines and 

sectors, seeking the total health of communities, and is a unique 

feature of our MBA program 

The dual MD/MBA in Multi-Sector Health Management 

requires 34 credits of MBA courses and two separate one-week 

residencies in Grenada. This would require an additional 

semester of study in Grenada to complete the basic medical 

sciences curriculum. 

Students seeking admission to the MD/MBA program will first 

be reviewed for acceptance into the four-year Doctor of Medicine 

degree program. Upon acceptance, the Office of Admission will 

forward the application to the Office of Graduate Studies for 

review and consideration. 

Acceptance into the MBA program is based on the following 

requirements: A bachelor’s degree, BA or BS from a regionally 

accredited university or college; a competitive GPA, unless 

exempted by the Committee on Admission. 


23


24 

MD/Master of Science Program 

Program Requirements 

Students must complete at least 34 credits of graduate level courses to complete the requirements for the dual MD\MSc degree. 

These credits comprise 19 credits of 900 level courses as detailed below, 5 credits of approved 800 level courses, a list of which is 

available from the registrar, and 10 credits of MD courses which will vary according to the major concentration. All students are 

required to take at least one credit of an 800 level ethics course. The remaining four 800 level courses to be taken are decided 

upon by the chair of the supervisory committee in consultation with the student. 

900-Level Course Requirements 

(19 credits) 

Major 

Required 

Courses 

(10 credits) 

Anatomy 

Bioethics 

Immunology 

Microbiology 

Tropical 

Medicine 

COURSES CREDITS 

IDGS 900 Attendance at seminars 1 

IDGS 901 Seminar on project proposal 1 

IDGS 902 Project proposal 2 

IDGS 903 Thesis (research project, write up, etc.) 12 

IDGS 904 Seminar on project outcome 2 

IDGS 905 Final thesis defense 1 

ANAT 550 Human Gross and Developmental Anatomy 8 

MICR 580 Medical Immunology 2 

BCHM 590 Medical Genetics and Genomics 2 

BEHS 640 MODULE: Behavioral Sciences and Medicine 6 

BIOE 501 Bioethics and the Professional: Medicine in Society I 1 

PUBH 501 Topics in Community and Preventive Medicine: 

Medicine in Society II 1 


MICR 570 Medical Microbiology 5 


MICR 660 Medical Parasitology 1 








MICR 660 Medical Parasitology 1


Course Outline: August 2012 Entrants 

YEAR 1 MD COURSES CREDITS MSc COURSES CREDITS 

Term 1 

(Fall) 

Term 2 

(Spring) 

Term 3 

(July) 

Term 4 

(Late summer) 

Term 5 

(Fall) 

Term 6 

(Spring) 

ANAT 531 Histology and Cell Biology 4 

ANAT 550 Human Gross and 8 

Developmental Anatomy 

BIOE 501 Bioethics and the Professional: 1 

Medicine in Society I 

Research 1 

BCHM 550 Medical Biochemistry 5 

Research 11 

BEHS 640 MODULE: Behavioral Sciences 6 

and Medicine 

Research 2 

Research 

Research 

Seminar Project 1 

Preparation of Project 2 

Seminar on Project Proposal 1 

Coursework 2 

Research Project 5 

Coursework (Ethics) 1 

Research 6 Research Research Project 6 




PHY 510 Neuroscience 5 

PHY 560 Physiology 6 

PUBH 501 Topics in Community and Preventive 1 

Medicine: Medicine in Society II 

Research 3 

CLSK 653 Communication Skills and 3 

Physical Diagnosis 


PATH 640 Pathology 13 

PATH 693 Medical Nutrition 1 

Research 1 

Research 

Research 

Research 

Coursework 2 


TOTAL MD CREDITS 87 

TOTAL MD CREDITS TOWARD MSc 10 § 


* Attendance at or seminar production from a list of topics provided. 

† May be taken at any time during the degree program. 

§ These 34 credits comprise the requirements for the MSc degree. 

Seminar Results 2 

Thesis Preparation 1 

Thesis Defense 1 

TOTAL MSc CREDITS 24 § 


25


26 


Course Outline: January 2012 Entrants 

YEAR 1 MD COURSES CREDITS MSc COURSES 

Term 1 

(Spring) 

Term 2 

(July) 

Term 3 

(Late summer) 

Term 4 

(Fall) 

Term 5 

(Spring) 

Term 6 

(Fall) 

BEHS 640 MODULE: Behavioral Sciences 6 

and Medicine 

TOTAL MD CREDITS 87 

TOTAL MD CREDITS TOWARD MSc 10 § 



Research 12 

Research 7 



Developmental Anatomy 

BIOE 501 Bioethics and the Professional: 1 

Medicine in Society I 

Research 4 






PUBH 501 Topics in Community and Preventive 1 

Medicine: Medicine in Society II 






Research 1 

Research 

Research 

Research 

Research 

Seminar Project* 1 

Preparation of Project 2 

Seminar on Project Proposal 1 

Coursework 2 † 


Coursework (Ethics) 1 


Thesis Preparation 1 

Coursework 2 

Seminar Results 2 


* Attendance at or seminar production from a list of topics provided. 

† May be taken at any time during the degree program. 

§ These 34 credits comprise the requirements for the MSc degree. 

Thesis Defense 1 

TOTAL MSc CREDITS 24 §

MD/Master of Public Health Program 


DATES MD COURSES CREDITS DATES 

MPH COURSES 

Jan. 16 to 


Aug. 13 to 

Dec 14, 2012 

Jan 14 to 

Feb. 22, 2013 

Feb. 25 to 

June 28, 2013 

Aug. 13 to 

Dec. 13, 2013 



Development Anatomy 


BIOE 501 Bioethics and the Professional 1 






PUBH 501 Topics in Community and 1 

Preventive Medicine 

BEHS 640 Behavioral Science and Medicine 6 






CLSK 655 Introduction to Clinical Medicine 3 

PATH 674 Pathophysiology 12 

PATH 676 Basic Science Foundation for 2 

Clinical Reasoning 

PHAR 681 Pharmacology 6 

Spring 2014 Step 1 Preparation and Exam 

Clinical Term 

TOTAL MD CREDITS 

TOTAL MD CREDITS TOWARD MPH 


86 

11 

Aug. 15 to 

Nov. 4, 2011 

May 14 to 

July 6, 2012 

Aug. 20 to 

Nov. 9, 2012 

CREDITS 

PUBH 803 Principles of Epidemiology 3 

PUBH 804 Principles of Biostatistics 3 

PUBH 805 Health and Policy Management 3 

PUBH 807 Principles of Environmental Health 3 

PUBH 831 Concepts, Practices, and 3 

Leadership of Public Health 

PUBH 832 Public Health Research 3 

Methods and Ethics 

PUBH 806 Social and Behavioral Aspects of 3 

Public Health 

PUBH 855 Community Medicine 1 

Seminar Series 

PUBH 8XX One Elective 3 

PUBH 893 Capstone Seminar 3 

Spring 2014 PUBH 889 Practicum in Public Health 3 

TOTAL MPH CREDITS 

31 


27


28 

MD/Master of Public Health Program 


DATES MD COURSES CREDITS DATES 

MPH COURSES 

Aug. 13 to 


Jan. 14 to 

Feb. 22, 2013 

July 1 to 

Aug. 9, 2013 

Aug. 13 to 

Dec. 13, 2013 

Jan. 13 to 

May 16, 2014 



Development Anatomy 


BIOE 501 Bioethics and the Professional 1 






PUBH 501 Topics in Community and 1 

Preventive Medicine 

BEHS 640 Behavioral Science and Medicine 6 






CLSK 655 Introduction to Clinical Medicine 3 

PATH 674 Pathophysiology 12 

PATH 676 Basic Science Foundation for 2 

Clinical Reasoning 

PHAR 681 Pharmacology 6 

Fall 2014 Step 1 Preparation and Exam 

Clinical Term 

TOTAL MD CREDITS 

TOTAL MD CREDITS TOWARD MPH 


86 

11 

Jan. 16 to 


May 14 to 

July 6, 2012 

Jan. 21 to 

Apr. 12, 2013 

CREDITS 

PUBH 803 Principles of Epidemiology 3 

PUBH 804 Principles of Biostatistics 3 

PUBH 805 Health and Policy Management 3 

PUBH 807 Principles of Environmental Health 3 

PUBH 831 Concepts, Practices, and 3 

Leadership of Public Health 

PUBH 832 Public Health Research 3 

Methods and Ethics 

PUBH 806 Social and Behavioral Aspects of 3 

Public Health 

PUBH 855 Community Medicine 1 

Seminar Series 

PUBH 8XX One Elective 3 

PUBH 893 Capstone Seminar 3 

Summer 2014 PUBH 889 Practicum in Public Health 3 

TOTAL MPH CREDITS 

31

Independent Graduate Degree Programs 

Master of Public Health 

The vision of the Department of Public Health and 

Preventive Medicine at St. George’s University is to 

be a dynamic regional and international center of 

excellence in public health education, service, research, 

and scholarly activities; attracting students, faculty, and 

partners of diverse background who contribute to the 

strengthening and empowerment of communities, in an 

ever changing environment. The vision is supported by 

the mission to cultivate, produce, and disseminate public 

health knowledge, to train practitioners, and collaborate 

with partners and communities to promote public health 

regionally and internationally through an integration 

of education, service, research, and scholarly activities. 

This mission is accomplished through community 

empowerment, collaboration, and team concept, offering 

continued professional educational opportunities, 

translating research and knowledge through high quality 

research-to-practice applications, producing graduates 

of high quality, and aligning the program with the 

community needs. The department offers its graduate 

program within the School of Medicine, administers 

the Community Preventive Medicine component of the 

Doctor of Medicine program and collaborates with the 

School of Veterinary Medicine. 

The Master of Public Health (MPH) program offers the 

freestanding MPH, as well as the MD/MPH dual degree, 

giving students the option to specialize in one of three 

tracks: Epidemiology, Environmental and Occupational 

Health, or Health Behavior and Policy. A fourth track 

offered in collaboration with the School of Veterinary 

Medicine, Veterinary Public Health, is restricted to DVM/ 

MPH dual degree students. As of Spring 2011, the MPH 

program requires 42 credits of graduate public health 

coursework. Of the total credits, 15 are completed 

in public health core courses, 6 in program-required 

courses, 12 in track- required courses, 3 in elective 

courses, 3 in the field-based practicum; and 3 in the 

culminating Capstone Seminar. Students accepted into 

the 48-credit program for Fall 2010 have the option of 

completing the 42-credit program. 

The department is also the academic home for many 

public health practitioners who serve as our core, 

adjunct, and visiting faculty. Many of these members 

have years of public health experience and continue 

to engage in teaching, research, service and workforce 

development activities. The program allows its faculty 

and students to pursue interdisciplinary opportunities in 

scholarly activities, service and work force development. 

The faculty is encouraged to participate in research 

collaboration with other public health institutions and 

have existing links with the Centers for Disease Control 

and Prevention (CDC), National Institute of Health 

(NIH), the Caribbean Health Research Council (CHRC), 

University of the West Indies and many others. Service 

links exist with the Grenada’s Ministries of Health 

and Agriculture, as well as regional and international 

agencies, such as the Pan American Health Organization 

(PAHO), Caribbean Community and Common Market 

(CARICOM), the United Nation Children’s Fund 

(UNICEF), and the United Nation’s Development 

Fund for Women (UNIFEM). All of these dimensions 

contribute to the academic experiences that our students 

receive within the program. 

The US accreditation authority for public health 

programs, The Council on Education for Public Health 

(CEPH) has granted accreditation for five years to St. 

George’s University’s Master of Public Health degree 

program. This makes St. George’s University only the 

fourth institution outside of the United States to be 

accredited by CEPH and the only university in the 

Caribbean to hold this coveted distinction. 

Master of Science 

All Master of Science (MSc) degree options require 

at least 30 credits of graduate work. Research 

and coursework is directed by the candidate’s 

supervisory committee. All completed theses, upon 

the recommendation of the chair of the supervisory 

committee, are submitted to the Dean of the Graduate 

Studies Program and forwarded to an external examiner 

for independent evaluation. A final oral presentation and 

defense of the thesis must be successfully completed prior 

to being awarded the degree. 

Anatomy 

The MSc degree is a two-year program that focuses on 

the traditional anatomical sciences available as a thesis or 

non-thesis program. 

Bioethics 

The MSc degree provides a unique cultural and 

socialeconomic environment in which students develop 

bioethical insights and skills needed for successful 

international and multicultural interaction. Students 

explore the connections between bioethics and societal 

concerns including the impacts of climate change on 

health. 

Microbiology 

The Microbiology programs provide a rich, laboratorybased 

curriculum, supporting students in the 

development of independent research projects, and 

encouraging them in their efforts to develop and 

contribute new ideas in selected areas of microbiology. 

Areas of concentration include, but are not limited to, 

Clinical Microbiology, Marine Microbiology, Parasitology, 

Mycology, Immunology, and Virology. A student’s 

individualized program of study and pursuant research is 

determined by a student’s interests, as well as academic 

background, and is directed by a chosen advisor and 

selected supervisory committee, in consultation with 

the student. The Microbiology Department also offers 

students an opportunity to concentrate on medically 

related issues in microbiology. With similar academic 

requirements, this degree program includes courses 

29


30 

delivered in the Basic Medical Sciences, preparing students for 

careers in medical research and clinical laboratory work. As 

part of the core credit requirements, those interested in the 

medical field track must take the following preclinical medical 

courses: 

BCHM 550 Medical Biochemistry 5 cr. 

BCHM 590 Medical Genetics and Genomics 2 cr. 

Tropical Medicine 

This one year, 34-credit MSc in Tropical Medicine is designed 

for postgraduate students who have a keen interest in global 

health and who wish to gain a first hand experience in topical 

medicine in a tropical setting. The course focuses on parasitic 

diseases and is delivered through 15 credits of required 

coursework (10 from the MD basic sciences curriculum) and 

19 credits of 900 level (thesis) courses. Dual MD/MSc students 

only require 24 credits outside of their MD coursework 

to complete the MSc degree. A large component of the 

degree is spent developing and testing a hypothesis which is 

completed in the form of a thesis. Research is carried out in 

a tropical or developing country setting under the guidance 

of a supervisory committee. Students who complete this 

degree have been exposed to research ethics, epidemiology 

of tropical parasitic diseases and health systems in developing 

countries, cultural competence, and research design, as well 

as interpretation, scientific writing, and oral presentation 

of research findings. Projects are designed to facilitate 

publication in peer reviewed international journals. 

Doctor of Philosophy 

The Doctor of Philosophy (PhD) degree programs at St. 

George’s University require a total of 60 credits or more. 

All PhD programs require the production and defense of a 

doctoral thesis. Transfer credits are accepted from approved 

institutions and the candidate’s supervisory committee 

determines the number of credits that may be incorporated, 

following specified guidelines. Research and coursework 

are directed by the candidate’s supervisory committee. All 

completed theses, upon the recommendation of the chair 

of the supervisory committee, are submitted to the Dean 

of the Graduate Studies Program and forwarded to an 

external examiner. A final oral presentation and defense 

of the thesis must be successfully completed prior to being 

awarded the degree. 

Microbiology 

The Doctor of Philosophy (PhD) in Microbiology offers 

specific areas of concentration in Clinical Microbiology, 

Marine Microbiology, Parasitology, Mycology, Immunology, 

and Virology. Graduate courses will complement the specific 

areas of concentration and are set by the candidate’s 

supervisory committee. 

Anatomy/Anatomical Sciences 

The Doctor of Philosophy (PhD) in Anatomy/Anatomical 

Sciences provides academic anatomists with training in clinical 

and anatomical research. 

Anatomy/Anatomical Education 

The Doctor of Philosophy (PhD) in Anatomy/Anatomical 

Education provides academic anatomists with training in 

clinical teaching methodology and practice.


Program Design 

Core Courses 

(27 credits) 

Track 

Required 

Courses 

(12 credits) 

Elective Courses 

(3 credits) 

Epidemiology Track 

(Must take ALL 4) 

Health Policy and 

Administration Track 

(must take ALL 4) 

Environmental 

and Occupational 

Health Track 

(Must take any 4) 

PUBH 803 Principles in Epidemiology 

PUBH 804 Principles in Biostatistics 

PUBH 805 Health Policy and Management 

PUBH 806 Social and Behavioral Aspects of Public Health 

PUBH 807 Principles of Environmental Health 

PUBH 831 Concepts, Practice, and Leadership in Public Health 

PUBH 832 Public Health Research Methods and Ethics 

PUBH 890 Practicum in Public Health 

PUBH 893 Capstone Seminar (Paper and Presentation) Letter Grade 

PUBH 813 Chronic Disease Epidemiology 

PUBH 835 Practical Data Management and Analysis 

PUBH 842 Intermediate Epidemiology 

PUBH 843 Infectious Disease Epidemiology 

PUBH 844 Decision Making for Health Policy and Management 

PUBH 850 Leadership and Management 

PUBH 851 Foundation in Health Policy Analysis 

PUBH 854 Health Economics 

PUBH 816 Occupational Health 

PUBH 837 Environmental Sustainable Development 

PUBH 841 Occupational and Environmental Epidemiology 

PUBH 847 Water Resources and Public Health 

PUBH 849 Environmental Toxicology 

PUBH 852 Environmental Health Management 

PUBH 808 Maternal and Child Health 

PUBH 812 Nutrition and Public Health 

PUBH 824 Preventing Mental Illness: Global Perspective and 

Universal Strategy 

PUBH 825 Family Violence: A Public Health Problem 

PUBH 826 Women and Health: A Sociolegal Perspective 

PUBH 834 Principles of Clinical Preventive Medicine 

PUBH 881 Independent Study 


31


32 



Aug. 15 to Nov. 4, 2011 

(12 weeks) 

Jan. 16 to April 5, 2012 

(8 weeks) 

May 14 to July 6, 2012 

(12 weeks) 




Jan. 16 to April 5, 2012 

(8 weeks) 

May 14 to July 6, 2012 

(12 weeks) 

Aug. 20 to Nov. 9, 2012 

(12 weeks) 


PUBH 803 Principles of Epidemiology 3 cr. 

PUBH 804 Principles of Biostatistics 3 cr. 

PUBH 805 Health Policy and Management 3 cr. 

PUBH 807 Principles of Environmental Health 3 cr. 

PUBH 831 Concepts, Practices, and Leadership of Public Health 3 cr. 

PUBH 832 Public Health Research Methods and Ethics 3 cr. 

PUBH 806 Social and Behavioral Aspects of Public Health 3 cr. 

PUBH 8xx Track Elective 3 cr. 




PUBH 893 Capstone Seminar 3 cr. 

PUBH 8xx Elective 3 cr. 

PUBH 889 Practicum in Public Health 3 cr. 

PUBH 803 Principles of Epidemiology 3 cr. 

PUBH 804 Principles of Biostatistics 3 cr. 

PUBH 805 Health Policy and Management 3 cr. 

PUBH 807 Principles of Environmental Health 3 cr. 

PUBH 831 Concepts, Practices, and Leadership of Public Health 3 cr. 

PUBH 832 Public Health Research Methods and Ethics 3 cr. 

PUBH 806 Social and Behavioral Aspects of Public Health 3 cr. 





PUBH 893 Capstone Seminar 3 cr. 

PUBH 8xx Elective 3 cr. 

PUBH 889 Practicum in Public Health 3 cr.

Master of Science in Microbiology 

Specific Course Requirements 

Graduate 

Coursework 

24 credits 

Thesis 

6 credits 

Any combination of 800 and 900 level courses 

Master of Science in Anatomy 

Specific Course Requirements (Thesis and Non-Thesis Option) 

Required School of 

Medicine Courses 

12–13 credits 

Required Graduate 

Courses 

2 credits 

Required Research 

Courses ** 


Electives 

7–8 credits OR 


ANAT 531 * 

ANAT 550 

PHY 510 * 

ANAT 804 

BIOE 801 

MPTH 920 

MPTH 990 

PUBH 893 

ANAT 802 

ANAT 831 

IDGS 807 

** Students can take either PHY 510 or ANAT 531 

** Students can take either Research or Capstone 

MPTH 920 Research in Microbiology for MSc 



Neuroscience 

Seminar in Anatomical Sciences 

Research Ethics and Human Subjects 

Research in Microbiology 

Masters Thesis in Microbiology 

Capstone Seminar (Paper/Presentation) 

Special Regional Dissection 

Prosection and Preservation 

Research Design and Implementation 


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Master of Science in Bioethics 

Specific Course Requirements 

Graduate 

Courses 

(17 credits) 

Thesis Courses 

17 credits 

Required 

11 credits 

Graduate Coursework 

Any 6 credits 

BEHS 640 Behavioral Sciences and Medicine 

BIOE 501 Bioethics and the Professional: Medicine in Society I 

BIOE 801 Research Ethics and Human Subjects 

BIOE 805 Clinical, Ethical, and Neurological Aspects of Pain 

PUBH 501 Topics in Community and Preventative Medicine: 


SCSK 529 Bioethics Today 

BEHS 818 Directed Study in Data Analysis 

EDUC 801 Professional Development Seminar 

EDUC 802 Seminar in University Teaching 

EDUC 803 Classroom Testing and Measurement 

IDGS 805 Community Health 

IDGS 807 Research Design/Implementation 

PUBH 803 Principles of Epidemiology 

PUBH 804 Principles of Biostatistics 

PUBH 805 Health Policy and Management 

PUBH 806 Social and Behavioral Aspects of Public Health 

PUBH 807 Principles of Environmental Law 

PUBH 827 International Public Health Law and Policy 

IDGS 902 MSc Written Project Proposal 

IDGS 903 Masters Thesis 

IDGS 904 MSc Thesis Seminar 

IDGS 905 MSc Thesis Defense

General Rules and Regulations 

Honor Code 

St. George’s University School of Medicine is an 

institution of medical education dedicated to a high 

standard of ethics and academic achievement. It is 

the duty of the University community to nurture safe, 

competent physicians who exhibit professional maturity 

and sound moral character. To this end, the University 

has instituted an Honor Code to which all students must 

adhere upon matriculation at the School. 

As a member of the student body of St. George’s 

University School of Medicine, I agree: 

1. To adhere to the University’s policy of maintaining a 

high standard of honor and academic integrity. 

2. To refrain from violations of these ideals, for example, 

by cheating, plagiarizing, lying, or stealing. 

3. To accept the responsibility of reporting such 

wrongdoing upon witness. It is understood that any 

breach of this honor code necessitates disciplinary 

action, subject to the discretion of University officials, 

the procedures for which are outlined in the SGU 

Student Manual. 

Once signed, adherence to this code is required and 

expected for the duration of students’ matriculation at 

the University. 

Promotion, Progress, 

and Academic Retention 

The Committee for Satisfactory Academic Progress and 

Professional Standards (CAPPS) reviews the records of all 

students twice a year. Students are evaluated in terms of 

their academic performance, professional attitude, and 

moral character. The faculty reserves the right to refuse 

promotion to students who are believed to be unsuited 

for continued study at the University. Information 

detailing promotion, progress, and academic retention 

guidelines are delineated in the SGU Student Manual on 

the University website members center. 

Health Form 

The University Health Form is comprised of three parts: 

Part I—Health History; Part II—Physical Examination; 

and Part III—TB Screening and Immunization Record. 

All three parts, filled out completely and accurately, must 

be submitted prior to registration at the University. After 

a leave of absence (LOA) for medical reasons, a new 

medical clearance might be required for re-matriculation. 

Due to public health regulations, students’ health 

histories, physical examination reports, and 

immunization records must be current and accurate in 

order for students to do clinical rotations at hospitals in 

the United States and the United Kingdom. Students 

will not be admitted to the clinical program unless their 

health forms are complete, current, and cleared. 

This information is also required for postgraduate 

training and when joining a hospital’s medical staff as 

a fully licensed physician. Therefore, a copy of all this 

material, including updates, should be kept by students at 

all times and arrangements for current physicals should 

be made at appropriate intervals to eliminate delays in 

academic and career progress. 

Outside Employment 

Students are not permitted to obtain outside employment 

during the official school term without the written 

consent of the appropriate dean. Students who are 

not citizens of Grenada may not obtain employment 

in Grenada unless specifically permitted to do so by 

authorization of the applicable Grenadian authorities. 

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36 

Doctor of Medicine Course Descriptions 


General Biology/Human Biology 


General Biology and Human Biology can be taken in any 

order, and are designed specifically for students in the 

preprofessional programs. These courses aim to explain 

the role of macromolecules in the organization of cells, 

the compartmentalization of metabolic reactions, and 

the role of the cell cycle with regards to inheritance. 

Genetics 

BIOL 320 

This course is designed to introduce undergraduate 

students in the preprofessional programs to the 

principles of classical, molecular, and population 

genetics. It will summarize one of the most dynamic 

and productive areas of modern biology by providing 

a historical background of our knowledge of heredity 

and a review of advances in our knowledge of gene 

structure and function. Students are expected to 

develop problem-solving skills in the course of their 

study. Testing will emphasize the use of problem-based 

questions in which students must apply principles 

learned in lecture to novel situations. The application 

of genetic principles to medicine (human and 

veterinary) will be emphasized throughout the course. 

Molecular Biology/Molecular Biology Lab 


This course is designed to help students to develop 

an understanding of the molecular mechanisms 

that biological organisms use to store and preserve 

genetic information, the means by which they use 

that information to create functional biological 

structures, and the techniques that are commonly 

used to manipulate and study these processes in the 

laboratory. A basic understanding of chemistry, biology, 

and biochemistry will be assumed. The goal of the 

accompanying laboratory sessions is to help students 

to develop an understanding of the study of molecular 

biology in the laboratory; develop an understanding 

of the technical limitations and potential errors that 

can be encountered in the laboratory; develop an 

understanding of the scientific method and the source 

of the facts studied in lecture; and develop the ability to 

interpret, organize, and present scientific information. 

Microbiology 

BIOL 401 

This course attempts to provide a general introduction 

into the microbial world with information on 

microbial physiology, growth and its control, nutrition, 

interactions within various ecosystems, biotechnology, 

and industrial aspects. 

Physiology 

BIOL 441 

This course is designed to provide a fundamental basis 

for understanding mammalian physiology, especially 

human physiology. In particular, this course will study 

the physiology of the muscular, nervous, endocrine, 

cardiovascular, respiratory, renal, digestive, and 

reproductive systems. 

Human Anatomy 

BIOL 460 

Students will learn the anatomical position, terms, 

planes, and regions pertaining to the human body. 

General Chemistry I/General Chemistry I Lab 


General Chemistry I is a one-semester course for 

science-related majors and students in the premedical 

program. The course will introduce basic concepts in 

physical and inorganic chemistry. 

General Chemistry II/General Chemistry II Lab 


This is a course in kinetics, equilibrium, acid-base, 

thermodynamics, electrochemistry, metallurgy, 

nonmetals, nuclear chemistry, transition elements, and 

organic chemistry. 

Organic Chemistry I/Organic Chemistry I Lab 


This is a course in nomenclature and classification of 

organic molecules, in addition to the structure and 

reactivity of functional groups (hydrocarbons, alcohols, 

alkyl halides, alkadienes, and allylic systems). 

Organic Chemistry II/Organic Chemistry II Lab 


An advanced course in the structure and reactivity of 

functional groups (aromatic compounds, carbonyl 

compounds, carbohydrates, organometallic 

compounds, carboxylic acids and their derivatives, 

amines, and amino acids). This course covers all the 

essential material needed for biochemistry. 

Biochemistry 

CHEM 450 

This course describes the structures and functions 

of key biological molecules (proteins, lipids, nucleic 

acids, and carbohydrates). It explains how the energy 

required by living organisms is obtained and describes 

how key macromolecules are synthesized and degraded. 


COMH 201 

Health is more than a personal matter. People do not 

live in isolation, unaffected by others; their health is 

very much determined by the world they live in and the 

dynamic relationship that they experience with their 

community. The goal of the Community Health course 

is to provide an understanding of population-based 

health as opposed to individual health. 

Introduction to College Reading/Writing 

ENGL 104/ENGL 106 

This course involves the study and practice of reading 

comprehension through structure, meaning, and 

evaluation.

Public Speaking 

ENGL 204 

There are many occasions in professional and private life 

that call for individuals to speak in public. This course is 

designed to introduce students to the fundamentals of 

public speaking. 

It will consider the importance of communication and cover 

speech building (including the collection and collation of 

material, structure, and content), speech writing, and event 

management. 

Advanced College Writing 

ENGL 305 

Advanced College Writing covers the instruction and 

practice in expository writing and vocabulary expansion. 

This course is useful for teachers, professionals, and anyone 

who wishes to improve their general communication skills. 

Critical Reading Review 

ENGL 306 

This course places an emphasis on the critical reading of 

expository prose and vocabulary expansion; improvement in 

reading rate and comprehension is the ultimate goal. 

Mathematics for Critical Thinking 

MATH 130 

An introduction to mathematical modeling, overcoming 

quantitative illiteracy, and the development of mathematical 

competency are the main features of this course. 

Mathematics for Critical Thinking is neatly tailored to fit 

the needs of students who are not mathematics majors, but 

are taking mathematics for liberal arts purposes. The course 

seeks to develop and enhance problem-solving capabilities 

and enable students to apply simple mathematical models as 

a means of solving real world problems, as well as to become 

more competent mathematically through the exercise of 

logic. 

Statistics 

MATH 220 

Statistics is designed to assist students in acquiring a good 

intuitive grasp of statistics, specifically in terms of what it is, 

how and when to apply various statistical techniques, how to 

interpret results, and how to draw meaningful conclusions 

from the data. 

Nutrition 

NUTR 201 

This course introduces students to basic nutrition 

information, which will help them to understand the 

relationship between diet and the prevention and/or control 

of diseases. 

General Physics I 

PHYS 201 

This course consists of linear kinematics, works, power, energy, 

momentum, a brief introduction to heat, thermodynamics, 

and sound. This course does not require mastery of calculus 

and is designed to help students understand the basic 

principles of mechanics, heat, and sound. 

General Physics II 

PHYS 202 

This course is an introduction to basic principles of 

electricity, magnetism, electromagnetism, alternating 

current, electric fields, and optics. This course does not 

require mastery of calculus. 

Learning Strategies for Preprofessional Programs 

PMED 301 

This is a skills development course through which students 

in the preprofessional programs will find creative and 

constructive ways to gain and apply knowledge in learning 

situations. Students will develop a commitment to learning in 

a more personalized, efficient, and effective way. Significant 

attention will be given to study strategies and how to best 

place these strategies into practice in their course of study. 

Class sessions will provide opportunities for students to gain 

exposure to various learning strategies and for students to 

share their experiences, successes, and concerns with other 

students. Students will gain exposure to various learning 

techniques. Students will be exposed to levels of learning, 

types of studying, time management and planning, active 

review, memory, note-taking strategies, group study, and 

methods of developing critical-thinking skills. 

Communication for Health Professions I 

PMED 302 

This course aims to develop students’ skills in locating, 

selecting, evaluating, and using research to answer questions, 

which are personally and professionally important. The 

course will help students to develop reading skills, to 

develop skills in paraphrasing and summarizing, and in 

using APA to document sources. Students will learn to 

evaluate research methods and will analyze structure and 

writing style in research articles. 

Communication for Health Professions II 

PMED 303 

This course aims to train students of the health professions 

to write clearly and effectively, to identify and correct 

punctuation and grammatical errors, and to write in style 

and registers that are appropriate for the academic and 

professional contexts. Students will analyze several writing 

tasks commonly required in the health professions in order 

to identify and then apply the principles contributing to 

effectively performing these tasks. A process approach will 

be taken. 

Clinical Cases 

PMED 380 

This course is designed to introduce students in the final 

year of the premedical program to clinical medicine. It 

provides an insight into the knowledge, skills, attitudes, and 

values individual students need to acquire as physicians, as 

well as an understanding of how material currently taught in 

physiology lectures applies to clinical medicine. 

Premedical Project Research 

PMED 390 

This course is offered in the final year of the premedical 

program. It is a requirement for students in the School 


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38 

of Medicine combined degree program (Baccalaureate/ 

MD). A focal point of the class is to equip students with the 

skills needed to assess, understand, and critically evaluate 

published medical research. The course begins by reviewing 

standard research design and common pitfalls. It then 

covers other relevant topics, such as methodology, ethics, 

online research resources, survey design, and basic data 

interpretation. Students work together in small groups 

to produce a research paper and present a poster to the 

campus community. 

Introduction to Psychology 

PSYC 201 

Introduction to Psychology covers systematic and 

experimental approaches to understanding human behavior 

and cognition. The course is an in-depth introduction to 

the science and profession of psychology. It will present 

what is known about human nature, how it reveals general 

principles of the functioning of the brain, and the behavior 

of individuals and groups. 

Abnormal Psychology 

PSYC 302 

The course examines the etiology, epidemiology, 

description/classification, and treatment of disordered 

behavior. Major mental disorders are systematically 

examined from several different theoretical viewpoints, 

including psychodynamic, learning, cognitive, physiological, 

and humanistic/existential. A survey of psychological 

disorders is provided and students are introduced to the 

DSM-IV classification system. Treatment approaches based 

upon the major theoretical perspectives are covered and 

empirically based treatment outcome studies are reviewed. 

Social Science and Medicine 

SSCI 412 

This course examines several aspects of medicine. First, it 

examines how the health care system is a social institution 

with norms and belief systems that may differ in other 

cultures. Second, the doctor-patient relationship is 

examined and the concepts of doctor communication, 

patient adherence, and compliance, in addition to types 

of health care delivery, are highlighted. Third, behavior 

and how it affects patient health is examined. Specifically, 

the course discusses stress, personality, drug use, alcohol, 

smoking, diet, and pain management as important factors 

contributing to a person’s health. As fewer people die from 

infectious diseases and more people die from diseases (such 

as cancer) that may be prevented through a healthy lifestyle, 

understanding patients’ lifestyles outside of the hospital is 

imperative. Overall, the course discusses health and illness 

within the biopsychosocial model that is replacing the 

biomedical model in medicine. 

Doctor of Medicine Program 

The medical program curriculum is divided into two 

segments, the Basic Medical Sciences and the Clinical Years. 

Basic Medical Sciences Courses 

The following descriptions are overviews of the Basic 

Medical Sciences courses. The subject matter and course 

objectives will continually change to reflect advances and 

new directions within the discipline, as well as growth and 

new dimensions within the faculty and academic community 

of the School. 

Anatomical Sciences 

Marios Loukas, MD, PhD, Chair 


ANAT 531 

This course presents the structure and function of 

the human body as revealed by light and electron 

microscopy, as well as cell biological techniques, such as 

immunocytochemistry. The course commences with a 

discussion of the cell and its internal structures. Students 

are introduced to the concepts of how cells interact with 

each other and their external environment. Cell signaling, 

cell secretion, the cell cycle, and the extracellular matrix are 

some of the topics presented in the analysis of cell structure 

and function. 

Students’ mastery of cell structure and function leads to 

the organization of cells into the four basic tissues of the 

body. Each of these is presented with emphasis on the role 

of cells in tissue organization and function. The cellular 

nature of the tissues and the interactions of cells with the 

extracellular matrix are stressed so that students have a 

firm understanding of the concept of a histological tissue. 

An understanding of the four basic tissues is paramount to 

students becoming complete and modern physicians. 

The basic tissues of the body are then arranged into the 

organs and organ systems. Once again, the cellular aspects 

of organ structure and function are emphasized because 

cells in the various organs are the main contributors to the 

function of those organs. 

The emphasis on the cell in histology and cell biology cannot 

be overly stressed since all diseases occur at the cellular 

level. Thus, students must understand the basic science of 

the cell and its mechanisms before they can understand 

how pathologies work. In addition, cell structure and 

function as presented in this course serves as preparation 

for the elaboration of these concepts in the physiology 

and pharmacology courses, and will prepare students to 

be lifelong learners of medicine. The students are taught 

learning skills and gain knowledge about information that is 

an absolute necessity for the modern physician.


ANAT 550 

The course in human gross and developmental anatomy 

consists of approximately 160 scheduled class hours devoted 

to cultivating an appreciation of a three-dimensional visual 

image of the human body and its development. Formal 

lectures present integrated general and applied anatomy, 

imaging, clinical anatomy, developmental anatomy, and 

clinical embryology. Specific objectives are provided to 

facilitate learning, in addition to reading the required text 

and anatomical atlas. All lectures and laboratory sessions 

are available through the University website on ANGEL, 

which also provides online testing. Both midterm and final 

examinations are in a USMLE board format. 

• Laboratory Exercises 

Study of the cadaver is achieved through prosected 

cadaveric specimens and follows a traditional sequence 

of the back, upper extremity, thorax, and abdomen prior 

to midterm. The sequence continues with the pelvis, 

perineum, lower extremity, head, and neck for the final 

examination. Instructions for studying the prosections are 

given in a prosection manual. Small groups of no more 

than four students are rotated through several prosected 

specimens with the guidance of faculty. 

• Small Group Discussion 

The Human Gross and Developmental Anatomy course 

is further highlighted by several two-hour small group 

discussion sessions. With the guidance of clinical tutors, 

small groups of no more than eight students per group 

have the opportunity to learn the initial steps of physical 

examination, such as inspection, percussion, auscultation, 

and so forth, through a problem-based environment. In 

addition, relevant core clinical cases are presented to the 

students in order to facilitate basic interpretation of clinical 

anatomy, congenital defects, contemporary imaging, 

professional competencies, team-based interpersonal skills, 

and research articles. The course is specifically designed to 

enhance clinical integration of Basic Sciences material. 

Behavioral Sciences 

John P. Pettus, PhD, Co-Chair 

David L. Brown, MD, PhD, Co-Chair 

Behavioral Sciences and Medicine 

BEHS 640 

The course introduces students to the fundamental 

principles of human behavior and development, with 

particular emphasis upon the role of behavior within the 

context of illness and the medical encounter. Theories 

contributing to the understanding of normal human 

development and psychopathology are examined. 

An overview of several major psychological theories of 

human behavior is provided, including psychodynamic, 

behavioral, cognitive, and biological models. Exposition 

of these systems leads to discussion of a number of topics, 

including systems of psychotherapy, behavior modification, 

biological/genetic bases of behavior, psychological 

assessment, complementary/alternative treatment 

approaches, and psychopharmacological intervention. An 

evidence-based approach is adopted in assessing treatment 

effectiveness, and data supporting the importance of a 

biopsychosocial approach to patient care is presented. 

There is an emphasis upon behavioral medicine/health 

psychology and the role of cognitive/behavioral approaches 

in the modification of risky health behavior. Special 

attention is given to the crucial role of cultural factors 

within the doctor-patient encounter and health care setting, 

as well as to the importance of cultural competence in the 

provision of medical care. The role of the family is noted 

within this context, and life-disrupting disorders, such 

as substance abuse, domestic violence, and child abuse 

are discussed with reference to the physician’s role and 

responsibility, in terms of detection and intervention. 

An additional theme of the course relates to the importance 

of preventive medicine. To develop this concept, students 

participate in lectures and group exercises in biostatistics, 

epidemiology, and health systems. Within the small 

group setting, students apply the tools of biostatistics and 

epidemiology to selected public health problems, with an 

emphasis on the goal of reading the medical literature 

critically. How behavior, environment, and politics influence 

health in different societies is also considered—an 

international comparison of the health systems of several 

countries is provided and factors underlying existing 

disparities in health care are explored. Current issues of 

health care financing and delivery are discussed, along 

with the important changes in insurance systems, cost 

containment, and different types of medical practice. 

Finally, the fundamental concepts of law that relate to the 

medical profession are covered in this course. The concerns 

of society in the legislative, judicial, and administrative 

regulation of medical practice are emphasized. An overview 

is provided of the current and probable future expansion 

of society’s role in the regulation of medical practice of 

medicine. The basic principles of malpractice are discussed, 

in addition to topics, such as informed consent, medical 

ethics, and confidentiality. The course surveys the history of 

medical ethics and compares the major perspectives on such 

issues as the conflicts between different types of benefits 

to patients, the duties of a physician, patient autonomy, 

termination of pregnancy, end-of-life decisions, social ethics, 

and rationing of services. This module within the course 

comprises the third component of the “Medicine in Society” 

course series. This section of the course comprises of part III 

of the “Medicine in Society” course series. 

Biochemistry and Genetics 

Sharmila Upadhya, MBBS, MD, DNB, Chair 


BCHM 550 

The Medical Biochemistry course is planned to provide 

students with a working knowledge, which they can use 

as practicing physicians to provide the biochemical basis 

for understanding the subsequent courses in the medical 

curriculum and to enable students to pass the USMLE and 


39


40 

BSCE examinations. The first half of the course provides a 

background for understanding acid-base relations, structure, 

and function of macromolecules, the role of enzymes, and 

introduction to metabolism and genetics. The mechanisms 

of biochemical reactions involved in energy production, 

biosynthesis, and degradation, with attention being given 

to their roles in disease, are also discussed. In this half 

of the term, metabolism of carbohydrates and lipids and 

their correlation is discussed. There is emphasis on the key 

enzymes and regulatory steps in metabolic pathways, which 

are important in understanding the regulation of metabolic 

pathways in different physiological and pathological 

situations. Hormonal regulation of energy metabolism 

in the fed and fasting state is discussed. In the second 

half of the term, nitrogen metabolism is discussed. This 

half of the term is dominated by integrative and clinical 

subjects. We present and explore the biochemical roles of 

the major organs of the body together with an overview 

of the metabolic interplay between organs. Principles of 

energy balance, as well as the role of vitamins and minerals 

in maintaining good health are introduced. Many topics of 

clinical significance are discussed like coagulation, plasma 

proteins, jaundice, porphyries, diabetes, obesity, membrane 

diseases, under-nutrition, and clinical acid-base disorders. 

In the second half of the term, students study a block 

of molecular biology lectures, which include structure, 

function, biosynthesis of RNA and DNA, protein 

biosynthesis, gene expression, introduction to genomics, 

and the use of molecular genetics in medicine. This 

ensures that all students have an understanding of the 

basic concepts and techniques of molecular biology, to be 

able to fully participate in the genetic-based medicine of 

the new millennium. Students will also participate in small 

group discussions, which are based on a paper clinical case. 

These sessions are facilitated by students with background 

in biochemistry or who are high achievers on the midterm 

exam. The groups are supervised by faculty members. 

The Biochemistry course is a well-balanced course which 

teaches the science of biochemistry in a clinical and 

physiological context and addresses the needs of medical 

students in the 21st century. 


BCHM 590 

This course reviews basic genetics and its application to 

the study of inherited disorders. It begins with a study of 

the chromosomes and the disorders that result from their 

aberrations. Exploration of Mendelian and polygenic 

inheritance follows, illustrated by representatives of the 

major heritable disorders of man. There is coverage 

of molecular and clinical genetics, including prenatal 

diagnosis and genetic screening. The course concludes with 

introductions to growth points in modern genetics, cancer 

genetics, gene therapy, and the Human Genome Project. 

Bioethics 

Cheryl Macpherson, PhD, Chair 

Our Bioethics Department is charged with centralizing and 

strengthening training in ethical and professional thought 

and action. This department offers programs and courses 

to stimulate critical thinking and ethical discourse across 

disciplines, facilitate academic exchange, and contribute 

to professional development of students, faculty, visiting 

scholars, and Caribbean health professionals. 

The department contributes to the White Coat Ceremony, 

organizes lecture series, conducts Institutional Review Board 

training, and coordinates the development of professionalism 

on campus through the SGU Professionalism Panel and its 

associated professionalism committees. 

Bioethics and the Professional: Medicine in Society I 

BIOE 501 

This course aims to strengthen students’ ability to 

recognize and critically analyze ethical concerns in medical 

situations. It provides opportunities to develop professional 

competencies and skills. Students will begin to access 

credible information (medical informatics), formulate 

and express reasoned opinions, manage uncertainty, and 

communicate collegially. 

Bioethics is a discipline grounded in the reasoning and 

objectivity necessary to beneficial health outcomes and 

patient satisfaction. It provides structure and tools with 

which to address the numerous moral conflicts in medicine. 

Bioethical concepts and terminology introduced in the 

course center on professionalism, principles, and theories, 

which are applied to patient scenarios and current medical 

controversies. Interactive participation occurs through 

group discussions, online activities, and during lectures. 

The course encourages students to monitor their own 

professional development. It is anticipated that passing this 

course will motivate and enable students to reflect on their 

own professional competencies and duties as these evolve 

during different stages of their medical education. 


Winston Mitchell, MBBS, FACS, Chair 

Communication Skills and Physical Diagnosis 

CLSK 653 

This course instructs students in communication skills that 

they will need as medical students and physicians in order 

to relate to senior physicians, colleagues, patients and their 

families, and other health care professionals. The course 

prepares students for their role in addressing the common 

problems found in delivering health care, for example, 

providing health care instruction and delivering “bad news.” 

Students will develop both oral and written communication 

skills and learn the components of the standard history and 

the art of presenting cases. The physical diagnosis portion 

builds on the clinical skills learned in the first year of the 

four-year MD program. The course uses both lectures and 

laboratory sessions to teach physical examination skills. The 

laboratory groups consist of small groups of students. The 

techniques of physical examination are taught by videotape 

demonstration, live demonstration, and supervised practice 

on fellow students.

Introduction to Clinical Medicine 

CLSK 655 

This course teaches students in small groups at the hospital 

or an outpatient setting, as well as on campus using 

volunteer patients. The overall objective of the Introduction 

to Clinical Medicine course is to ensure that students 

understand the process of taking histories, conducting 

physical examinations on patients, and organizing their 

findings into a written or oral presentation. Students should 

develop sufficient interpersonal and clinical skills in this 

course in order to integrate rapidly into the clinical hospital 

setting when they start their clinical terms. This course 

requires students to develop clinical thought processes 

leading to the art and science of problem solving in clinical 

medicine. 

Microbiology 

David Lennon, PhD, Chair 


PATH 570 

Medical microbiology is offered as a balanced combination 

of formal classroom instruction, practical laboratory 

experience and group-based exercises. Presentation of the 

course is concurrent with pathology, and the two courses are 

closely integrated, where feasible. 

• Lectures 

The didactic portion of the course is divided into two 

consecutive sections. The first covers basic principles of 

microbiology, including: classification and taxonomy, 

microbial physiology and genetics, microbial control, 

antibiotics, host-pathogen interactions and epidemiology. 

Bacterial, fungal, viral and other infectious agents are 

covered in this section. In the second section, human 

pathogens are discussed according to the organ system 

where they most often cause clinical disease. Clinical 

vignettes are used to illustrate the epidemiology, 

pathogenesis, virulence properties, symptoms, laboratory 

diagnosis and control of the infectious agents. 

• Laboratory 

Basic microbiological principles covered in lecture 

are reinforced by application in a laboratory setting. 

Laboratory work includes the basic principles of microbial 

staining, aseptic technique and isolation of infectious 

agents. Students are exposed to many types of culture 

media, have the opportunity to perform throat cultures 

and obtain experience with rapid tests often administered 

during a clinical office visit. 

• Integrated Group Exercises 

Group exercises give students active experience in several 

areas of microbiology. Students: 1) create and work 

through clinical cases 2) gain experience reading and 

interpreting both review and research articles in the 

scientific literature and 3) have the opportunity to develop 

team building, communication and presentation skills. 


MICR 580 

This course is structured in two distinct sections. The 

first section is designed to provide students with an 

understanding of major elements and principles of basic 

immunology, with an emphasis on the interaction between 

innate and adaptive immunity. The second section is 

Translational Medicine, designed to provide students with 

an elementary background in various clinical disorders that 

have an immunological basis. Students are introduced also 

to novel immunological therapies in order to understand 

their underlying basic science concepts. 


MICR 660 

Emphasis is balanced between parasitic infections that 

frequent the tropics and those that are being increasingly 

recognized in the temperate zones. Approximately half 

of the course deals with medical protozoology, including 

the amoebas, flagellates, ciliates, and sporozoa that are 

capable of infecting living human tissue. The second part 

of the course covers medical helminthology (the Nematoda, 

Platyhelminthes, and Acanthocephala). Arthropods of 

medical significance are also discussed. Presentations 

of the various organisms emphasize the epidemiology, 

symptomatology, pathogenesis, laboratory diagnosis, and 

treatment of each. 


Lectures are supplemented by laboratory sessions that 

include stool examinations for ova and cysts of parasites. 

Slide presentations are used extensively in the consideration 

of all the parasites. 

Pathology 

Shivayogi Bhusnurmath, MD, FRCPath, Co-Chair 

Bharti Bhusnurmath, MBBS, MD, Co-Chair 

Pathology 

PATH 640 

The Pathology course is taught in two segments—General 

Pathology and Systemic Pathology. The main emphasis 

of the course is on active learning by students based on 

clinically oriented lectures and daily clinical problem 

solving by students in groups of ten during lab hours. This 

is accomplished by targeted discussions using pathology 

images (about 400) representing patients and clinical 

vignettes with built-in questions. The images are posted 

on the University website and made available to students. 

Periodically, gross specimens and glass slides from current 

hospital material are also discussed. The discussions are 

closely monitored by the faculty and students are evaluated 

on a daily basis. 

The General Pathology segment deals with how tissues 

respond to injury, cell death, inflammation, ischemia, 

thrombosis, embolism, infarction, and so forth. It also 

deals with response to infections, environmental pollutants, 

and disease states related to abnormal immune responses. 

Mechanisms of tumor development and how tumors spread 

are studied under “neoplasia.” This is followed by a special 


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course on Molecular Pathology techniques as applied to 

clinical practice. 

The Systemic Pathology segment involves similar principles 

but applied in detail to individual organ systems like 

cardiovascular, respiratory, and so forth. It will also include 

interpretation of laboratory data for some of the major 

disease processes. A short course on Forensic Pathology 

is taught in the Systemic Pathology module. Several 

clinicopathological conferences, including difficult case 

seminars, are also discussed by students. 

Students are mandated to draw concept maps each week 

and submit them for evaluation. A total of 480 test items 

are administered through three quizzes and three exams, 

including 105 based on images. All the questions are clinical 

problem-solving MCQs. 


The lab sessions are conducted as group activities in 

student groups of 10 to 12 monitored by a clinical tutor. 

The students discuss gross and microscopic pathology 

images, electron micrographs, radiographic images, and 

clinical cases, which correlate with the concurrent lecture 

manual. The process involves active learning with guided 

discovery of etiology, pathogenesis, structural changes, 

clinical symptoms and signs, relevant investigations, and 

course of the disease for the common and prototype 

diseases. The students are also encouraged to learn how to 

distinguish between related entities. 

Medical Nutrition 

PATH 693 

Medical Nutrition focuses on the relevance of nutrition in 

the prevention and treatment of disease. Presented in this 

course are those components of human pathophysiology 

in which diet on the basis of current knowledge is believed 

to be important in either a causative or contributory way. 

The application of dietary knowledge to prevention of 

disease and the management of established disease are also 

discussed. Also addressed are clinical topics such as infant, 

maternal, and geriatric nutrition; problems of obesity and 

related subjects; and the principles of the management 

of diseases such as diabetes mellitus, renal failure, and 

atherosclerosis. 


Shivayogi R. Bhusnurmath, MD, FRCPath, Interim Chair 


PATH 674 

Pathophysiology is amalgamated into 18 uninterrupted 

weeks of study. The objectives of the courses are structured 

to explore why and how diseases occur, as well as to 

develop students’ deductive reasoning and synthesis of 

information skills. Understanding the process by which one 

approaches disease(s), arrives at a diagnosis based upon 

clinical information, and then applies this information to 

the institution of appropriate therapeutic interventions is 

the major goal. By presenting the course concomitantly 

with Pharmacology and Introduction to Clinical Medicine 

in an integrated fashion, the goals and objectives of the 

course are achieved. This integration is further achieved by 

the presentation of the “case of the week.” The “cases” are 

prepared by the department faculty with the assistance of 

visiting professors. Students meet in small groups to discuss 

specific questions relative to each case. The lectures include 

discussions on several clinical vignettes, which provide a basis 

for exploring the basic science concepts to explain symptoms, 

signs, investigations, and complications. In addition, about 50 

USMLE Step 1-type questions are provided online as test and 

study material on the topics of the week. 

The course is divided into three six-week sections with 

an examination at the end of each section. In addition, 

the Natinonal Board of Medical Examiners (NBME) 

Comprehensive Basic Science Examination (CBSE) is 

given as part of the pathophysiology course. An organ 

systems (cardiology, pulmonology, gastroenterology, 

nephrology, hematology, endocrinology, dermatology, and 

neurology) and interdisciplinary (clinical immunology, 

rheumatology, infectious diseases, psychiatry, pediatrics, 

obstetrics and gynecology, sexuality, clinical nutrition, and 

oncology) approach is used. Lectures are delivered by 

visiting professors or full-time faculty who are outstanding 

clinicians/academicians in their fields. These lectures 

present a cohesive pathophysiology course, which is 

preparatory to students’ entry into the Clinical Years. 

Basic Science Foundation for Clinical Reasoning 

PATH 676 

Student should be able to recapitulate the important basic 

science concepts using clinical vignettes. It is a two-credit 

course with two small group sessions usually on Fridays. 

The lecture hour sessions will be in the format of modified 

term-based learning. Students will be seated in groups of 12 

to 14. Each group will be provided with a different clinical 

vignette-related to the topics taught in the pathophysiology 

course that week. A number of basic science-related 

questions will be linked to the vignettes. The student groups 

get 10 to 12 minutes to discuss and find answers to the 

questions. At the end of that time, the plenary session will 

start. One by one, each vignette and the related questions 

are projected. The concerned group will respond with the 

answers. The rest of the class can then join in with any other 

relevant comments/disagreements. These sessions will be 

supplemented by online tasks in the form of MCQs or a 

similar format that the students will do under supervision. 

This course should enable the students to actively learn the 

application of Basic Sciences in the analysis and problem 

solving of clinical vignettes. 

Pharmacology 

Leonardo Dasso, PhD, Chair 

Pharmacology 

PHAR 681 

The primary objective of the Pharmacology course is to 

provide the student with a solid basis for understanding 

the pharmacology of therapeutic agents, and thus with a 

foundation for future clinical decision making with respect 

to pharmacological therapies.

The course begins with a basic principles module exploring 

the fundamental principles of pharmacokinetics and 

pharmacodynamics. This is followed by systematic discussion 

of the major drug used in specific clinical situations. Topics 

covered include the pharmacology of the autonomic 

and central nervous systems, cardiovascular, respiratory, 

gastrointestinal, renal, endocrine, and autacoid pharmacology, 

and chemotherapy. Particular emphasis is placed on the 

mechanisms of action, therapeutic, and adverse effects and 

clinical indications of drugs used in medical practice. 

The lecture sequence has been coordinated with the 

Pathophysiology course and the schedules have been 

subdivided into different subject blocks to facilitate learning 

across disciplines. 

Each lecture has well-defined learning objectives intended 

to help students organize their study and prepare for 

examinations. 

For advanced discussion of selected topics, the class is 

divided into small groups, and short clinical cases are 

presented and discussed by students under the guidance of a 

group facilitator. 

Physiology and Neuroscience 

Walter Kolbinger, PhD, Chair 

Neuroscience 

PHY 510 

This course is an interdisciplinary study of the function 

of the nervous system entailing almost simultaneously its 

anatomy, histology, physiology, biochemistry, and some 

pharmacology and pathophysiology. Whenever feasible, the 

course presents concomitantly, rather than sequentially, the 

basic structures, mechanisms, and functions of the various 

interrelated neural systems. This knowledge is intended to 

serve as a basis for understanding the effects of damage 

to the nervous system as seen in general clinical medicine 

and in specialties such as Neurology, Neurosurgery, 

Psychiatry and Ophthalmology. The course further aims 

to facilitate the development of professional competencies, 

which include clinical reasoning, components of practical 

clinical skills used in neurological examinations, basic 

interpretation of modern imaging techniques, and teambased 

inter-personal skills, in particular through small 

group practical sessions and interactive settings. 

• Buzz Group Discussions of Clinical Cases 

Buzz group discussions of clinical cases facilitate the 

application of clinically relevant knowledge gained 

during the preceding lectures. Participation in the case 

discussions will enable students to develop their skills in 

critical clinical thinking and reasoning. The discussions 

are guided by faculty, while the class will split up into 

small groups of 3 to 5 students each to discuss history and 

examination, and to rationalize the diagnosis. 

• Small Group Practical Sessions 

Small group practical sessions of no more than six students 

per group are targeted toward facilitating the awareness and 

development of professional competencies, which include 

clinical reasoning, components of clinical skills used in 

neurological examinations, basic interpretation of modern 

imaging techniques, and team-based interpersonal skills. 

Hands-on small group sessions on neuroanatomy before 

midterm help students to match the three-dimensional 

structures of the central nervous system with sections 

produced by modern imaging techniques, such as CTscans 

and MRIs. After the midterm, students are taking 

their first steps to perform neurological examinations, 

while reviewing the underlying mechanisms and 

discussing the expected outcomes under physiological and 

pathological conditions. 

Each of the small group sessions includes a clinical case 

discussion related to the core material presented in these 

sessions. 

• Online Activities 

The Neuroscience course website contains essential 

course information, including lecture and small group 

materials, announcements, calendar entries, gradebook, 

and online activities. This allows students to review online 

presentations for difficult concepts, study supplemental 

material, complete online assignments or assessments, take 

practice quizzes and communicate with faculty and peers 

in discussion forums. 

Physiology 

PHY 560 

The aim of this course is to provide students with a clear 

understanding of the most important concepts and 

principles of medical physiology. The lectures provide the 

information base while the laboratories and case studies 

provide the student with an opportunity to assimilate and 

integrate the material within a small group setting. The first 

half covers cardiovascular, cellular, muscle physiology, and 

an introduction to pharmacology. The second half covers 

gastrointestinal, renal, pulmonary, and endocrine physiology. 

Appropriate clinical perspectives are presented throughout 

the course. Review sessions are scheduled on a regular basis. 


Two human laboratory exercises pertaining to 

cardiovascular, respiratory physiology are included in the 

course. Computer-assisted applications are regularly used. 

For each of the laboratories, students work in groups of five 

to six; groups are assisted by a faculty member. 

• Clinical Case Studies 

Six clinical case studies pertaining to cardiovascular, 

endocrine, respiratory, renal, and acid-base regulation are 

included in the course. For this portion of the program, 

classes are broken up into small discussion groups of five to 

six students. 


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Public Health and Preventive Medicine 

Omur Cinar Elci, MD, PhD, Chair 



PUBH 501 

This course focuses on disease prevention, health promotion, 

and population health, as well as on the integration of 

each in the practice of medicine. The course focuses on 

three areas: the evidence base of practice, community 

aspects of practice, and clinical preventive services and 

health promotion. Themes running throughout the course 

will include the scientific foundation upon which practice 

guidelines and recommendations are made, the role and 

contribution of both clinical and community prevention 

efforts, and the applicability of these topics to the practicing 

physician. The principles of community and preventive 

medicine will be illustrated using examples from a wide 

range of health topics such as child health, health of the 

elderly, health disparities, infectious and chronic diseases, 

and health topics in the news. The overarching goal of this 

course is to demonstrate that community medicine and 

preventive medicine can be and should be an integral part 

of the practice of medicine. 

• Online Course Management System 

Student learning is facilitated by an electronic course 

management system, where course materials and 

supplemental materials can be reviewed online, and 

students can take self-assessment quizzes and participate in 

discussions for each of the lecture modules. 

Selectives 

Selectives are offered to Basic Sciences students during 

the first two years of the four-year medical program. The 

objective is to provide a structured learning experience in 

diverse clinical and scholarly areas. They give students the 

opportunity to integrate Basic Sciences knowledge into 

clinical areas and may provide a transition into clinical 

medicine. Selectives are offered by various departments 

and coordinated through the Office of the Dean of Basic 

Sciences. There is a cost associated with some of the 

following electives. 

Culture and the Practice of Medicine 

ELEC 524 

Diana Stone, MPH, DVM, PhD 

Health care practitioners have become increasingly aware 

of the significant impact of cultural beliefs and practices 

on health, illness and disease. This course is designed for 

both human and veterinary medical students. The goal of 

this course is to enable students to identify cultural beliefs 

and practices that impact disease in human and animal 

populations and the practice of human and veterinary 

medicine. Students will understand the concept of “One 

Health One Medicine” and will incorporate cultural aspects 

and interdisciplinary approaches to health care problem 

solving. Students will use cultural knowledge, including an 

understanding of their own cultural beliefs and practices, to 

improve their ability to effectively practice medicine. 

The Prague Experience in Medicine 

SCSK 500 

Walter Kolbinger, PhD 

Martin Stransky, MD 

This popular two-credit selective takes place in Prague 

in the Czech Republic during the last three weeks of July. 

Students are introduced to three teaching hospitals and 

a private practice clinic with 25 physicians. The students 

gain exposure to both adult and pediatric settings, and 

participate in team discussions, teaching rounds, lectures, 

and direct patient interaction. The thinking process that 

clinicians use when examining patients is introduced 

and discussed. Students assess the medical, cultural, and 

economic forces impacting different medical systems. After 

this selective, students will have developed an increased 

awareness of the globalization of medicine, expanding their 

perspectives and knowledge bases in patient care. 

Speech Skills for Professionals 

SCSK 501 

Bill Blunt, DEd 

The selective is an online communication workshop 

designed to provide the techniques and concepts needed 

to improve students’ communication skills as professionals 

in today’s US marketplace. The acquired speaking skills 

will improve performance in interviews, presentations, and 

interactions with colleagues and peers. Emphasis will be 

placed on preparation, body language, and image. Essential 

to competing in the US job market today is the ability to 

convey information and concepts distinctly without language 

barriers. To this end, this workshop will enhance students’ 

English pronunciation while reducing foreign accents. In 

addition, students will learn the factors that influence 

their speech qualities, such as verbal debris and volume. 

Throughout the one-credit course, each student will have 

opportunities to hear his/her voice through recordings and 

engage in self-critique in order to become acutely aware of 

modifications. Once identified, students will work through 

practice exercises and find solutions in online discussions 

and resources to rectify errors. 

Microbiology 

SCSK 502 

David Lennon, PhD 

The laboratory component of the Medical Microbiology 

(PATH 570) course is the minimum required for future 

physicians who intend to practice in developed countries 

with automated, professional laboratory support. Students 

planning to serve in developing nations will benefit from the 

extra laboratory experience that will be provided by this twocredit 

selective. Students who have an interest in infectious 

disease and diagnostic microbiology will also benefit from 

this selective. The objectives of the selective are to provide 

extensive practical hands-on laboratory-based experience 

and foster an appreciation of the safe handling of infectious 

materials and/or microorganisms. Students must have a 

minimum GPA of 3.0, and either General Microbiology 

(BIOL 401) or Medical Microbiology (PATH 570) (pre- or 

co-requisite), as well as the permission of both the course 

director and Dean of Students. A minimum of four to five 

students should register for the course to be offered.

International Health and Human Rights in Honduras 

SCSK 504 

TBD 

This is a one-credit selective that takes place in Honduras. 

As there are fundamental differences between health care 

provision in developed and underdeveloped countries, a 

recognition and understanding of some of these issues 

should help to build partnerships and support international 

health efforts. Human rights are essential to the full 

attainment of health. Most traditional medical curriculums 

do not address this subject. This selective is designed to 

give students a fuller comprehension of the global aspects 

surrounding health and human rights. This selective is 

designed to promote a better understanding of the broad 

determinants of individual and population health, which 

can be applied to issues in Honduras and regionally to 

other developed countries. The core of the selective will be 

facilitated in Honduras by our relationship with ASONOG 

(Asociación de Organismos No Gubernamentales, the 

Association of Non-Governmental Organizations), a 

nonprofit organization which works throughout Honduras. 

ASONOG was founded in 1988 and works on the 

coordinating of objectives strengthening primary health 

services, developing local capacities in the prevention of 

illnesses, and health promotion. 

Integrated Approach of Basic Science Related 

to the Head and Neck Area 

SCSK 505 

Robert Hage, MD, PhD, DLO, MBA 

This one-credit selective is offered twice a year. Students will 

have two sessions per week for five weeks at the beginning 

of each semester. Visits to outside institutions are arranged 

during the semester according to preference and availability. 

Students will receive a total of five case studies by email, and 

are expected to attempt to solve the problems before these 

cases are presented on Monday afternoons. On Thursday 

afternoons there will be sessions covering maxillofacial 

surgery, radiology, examination technique, and 

demonstrations. Visits to the General Hospital operating 

room, Radiology Department, School for the Deaf, ENT 

Clinic, and special homes are opportunities for students 

to gain valuable experience. A CD or ZIP disk must be 

provided by students so that material related to the selective 

(clinical pictures, video clips, text) can be made available for 

home study. 

Complementary and Alternative Medicine 

SCSK 506 

Jacqueline Stanley, PhD 

This is a one-credit pass/fail Complementary and 

Alternative Medicine selective that provides a comprehensive 

survey in various areas of complementary and alternative 

medicine. The primary goals and underlying methodologies 

of each of the complementary health care areas are 

addressed. In addition, the strengths/weaknesses and 

the risk/cost of each area from patients’ and health care 

points of view are examined. An important aspect of the 

Complementary and Alternative Medicine selective is to 

have students understand how these health care areas 

can interact with and complement conventional medicine 

for optimal patient care. This selective relies heavily on 

visiting professors, as well as on local practitioners to 

deliver the material in a cohesive manner based on their 

own experiences in the various areas. The selective consists 

of three consecutive modules. Although each module is 

open to everyone, students who wish to receive credit on 

their transcript for this selective must register and attend 

three full modules. Each module consists of four lectures 

in the morning and two different afternoon workshops. 

Furthermore, registered students must pass a short quiz that 

will be given at the end of each day. 

Regional Anatomical Dissection 

SCSK 507 

Kathleen Bubb, MD 

Benjamin Turner 

This one-term, two-credit selective will give participants the 

opportunity to undertake four detailed regional dissections 

of the human body. These regions include head and neck; 

back and thorax; extremities; and abdomen, pelvis, and 

perineum. Each regional dissection will be limited to the 

appropriate area but need not be a complete dissection of all 

the structures within the topic area. The ultimate objectives 

are to give students the opportunity to dissect regions of 

the human body of particular interest to obtain a deeper 

understanding of the anatomy of selected areas and for 

detailed anatomical preparation to be created for future 

clinical aspirations. 

Scientific Literature and Evidence Based Medicine 

SCSK 508 

Walter Kolbinger, PhD 

Joanna Rayner, PhD 

This one-credit selective is offered to students in Term 2 or 

higher. Major components of the course are tutorials and 

practical hands-on experience through small group and 

online assignments. The course aims to have the students 

understand the underlying principles of evidence-based 

medicine and to enable them to actively engage in searching 

for scientific literature, using tools that are available to 

the general public, as well as specific tools offered in 

the St. George’s University academic environment. The 

practical components are aimed towards actively learning 

to assess the methodologial quality of scientific publications, 

differentiation between different types of trials, systematic 

reviews and meta-analyses, and the ability to question or 

defend their findings in a small group interactive setting. 

Imaging and Anatomy 

SCSK 509 


This one-credit selective will give participants the opportunity 

to review the normal gross anatomical structure of the 

human body as seen in various radiological films such as x-ray 

film, MRIs, and CT scans. A major emphasis will be placed 

on the clinical application of gross anatomy as it relates to the 

various imaging methods. Ultimately, the students’ overall 

knowledge of clinical anatomy will be enhanced. 


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Pulmonary Function Testing 

SCSK 511 

Mark Clunes, PhD 

This one-credit selective will familiarize students with 

the performance and evaluation of clinical flow/volume 

pulmonary function tests and allow them to develop the 

clinical skills required to perform successful tests. This 

course will use didactic lectures to review lung physiology 

and pathophysiology of different lung diseases. After 

demonstration of a pulmonary function test, students will 

practice administering the test, using American Thoracic 

Society guidelines, to their peers. Students will examine 

how test results are analyzed and how the results help in the 

diagnosis of various lung disorders. Students will receive a 

clinical case and will make a presentation based on that case 

to assess understanding of implementation, analysis, and 

diagnosis. 

Gross Anatomy Special Dissection 

SCSK 512 

Kathleen Bubb, MD 

Michael Snosek 

This one-term two-credit course will give participants the 

opportunity to undertake detailed, professional-quality 

dissections of the human body. The ultimate objective is 

to allow students to dissect specific regions and/or organs 

of the human body in order to create “museum quality” 

specimens for teaching purposes. In so doing, students will 

learn the various techniques involved in the preparation of 

cadaveric material for display and teaching. These include 

dry bone/ligamentous preps, plastic embedding, and 

various plastination procedures. Ultimately, the students’ 

overall knowledge of anatomy will be enhanced. 

Medical Spanish for Health Care Professionals 

SCSK 513 

Debbi Johnson, MA 

This one-credit selective, which will meet once a week for 

the entire term, is designed primarily to meet the needs 

of medical students who anticipate contact with Spanishspeaking 

patients in their future. In the United States, 

particularly, it has become an absolute necessity for health 

care providers to have at least a minimal understanding 

of the Spanish language in order to reduce frustrations 

stemming from the lack of ability to communicate with the 

nation’s fastest-growing non-English speaking group. In 

addition to the significant lack of control that health care 

providers feel at not being in command of the language of 

their patients, the predicament of non-English speaking 

patients in need of medical care is of crucial concern as 

well. The course, which will be offered at the University’s 

main campus, will provide students with a basic introduction 

to Spanish grammar and sentence structure, as well as 

an overview of vocabulary for specific medical purposes. 

Students will be expected to have had some exposure 

to Spanish language instruction, as well as be in good 

academic standing in order for the more specialized medical 

instruction to be beneficial. The course will cover such 

topics as basic grammar skills, emergency medicine, a visit 

to the family practitioner, basic anatomy, and dealing with 

sensitive cultural issues. 

American Sign Language (ASL) 

SCSK 514 


This one-credit selective is offered once a semester and will 

fall within the start/stop dates of the first term semester. Ten 

sessions are scheduled per semester. Students are expected 

to attend and actively participate twice a week in a one-hour 

session during which a teacher from the School for the Deaf 

will teach American Sign Language (ASL). Guest speakers 

will cover topics such as speech training, causes of deafness, 

prevention of deafness, and hearing aids. This will add to 

each session an element of theory and practical information 

related to deafness. Students are expected to practice their 

acquired sign language skills with each other between 

sessions and demonstrate some of their skills during each 

session. Video cassettes are available for viewing in the 

library. Visits to the School for the Deaf are recommended. 

Clinical, Ethical, and Neuroscience Aspects of Pain 

SCSK 515 

Katherine Yearwood, MBBS 

Pain is an important symptom in medicine. However, 

until recently, pain management education has been 

minimal. The one-credit selective will introduce pain as 

a public health problem. It will cover the definition of 

pain, the neuroanatomy and neurophysiology of pain, and 

psychological, sociological, and anthropological aspects of 

pain. The students will be taught to do pain histories and to 

assess pain and pain relief. There will be an introduction to 

treatment options and discussion of ethical issues related to 

pain management. 

Research Ethics 

SCSK 516 

Cheryl Macpherson, PhD 

This selective fosters professional development, strengthens 

ethical sensitivity and reasoning ability, and enhances 

knowledge and understanding of the complexities of 

existing research ethics guidelines. This course focuses 

on the role of human participants and the intersection of 

research with clinical practice and public health. Students 

participate in seminars and case discussions involving 

international guidelines, therapeutic misconception, use of 

stored tissues, and cultural and socioeconomic factors that 

bear on international research collaborations. The ethics 

of authorship and plagiarism are explored. The course 

expands upon the SGUSOM required curriculum, enabling 

students to gain substantial insight into research ethics. 

Students responded favorably to the initial offering of the 

course in 2007. 

International Trauma Life Support (ITLS) 

SCSK 517 

Theresa McCann, PhD, MPH 

This selective is offered at two levels: Advanced Level for 

students who are health care professionals; Basic Level 

for all other students. During this course, students will 

enhance their knowledge and skills necessary to efficiently 

and effectively manage patients who are affected by trauma. 

Students will learn current International Trauma Life 

Support (ITLS) algorithmic approaches to managing

patients from both a cognitive and skills-based approach 

using didactic presentations, interactive skills stations, and 

case scenarios. The ITLS selective covers the skills necessary 

for rapid assessment, resuscitation, stabilization, and 

treatment or transportation of trauma patients. Emphasized 

are the evaluation steps, sequencing and techniques 

for resuscitation, and packaging a patient. Realistic 

simulations reinforce the key concepts, such as proficiency 

in basic life support care, basic and advanced airway, chest 

decompression and fluid resuscitation, spinal restriction and 

rapid extrication, short back board, helmet management, 

log roll and long back board, traction splints, and patient 

assessment and management. Students who successfully pass 

both the skills-based and written evaluation will be awarded 

ITLS certification. 

Medical Response to Disasters 

SCSK 518 


During this selective, students will enhance their knowledge 

and skills necessary to efficiently and effectively manage 

situations with multiple injured or ill persons in varied 

environments, such as natural and man-made disasters. This 

program is designed to give medical professionals the skills 

needed to identify and respond to major terrorist events 

including chemical, biological, radiological, and nuclear 

(CBRN) incidents, as well as to major natural disasters such 

as earthquakes, hurricanes, and tsunamis. This program will 

cover the medical implications of these events and introduce 

current strategies for response. Realistic simulations 

reinforce key concepts, such as the use of personal 

protective equipment (Level D and Level C), recognition 

of and decontamination of patients affected by CBRN 

materials, and triage and incident command. Students who 

successfully pass both the skills-based and written evaluation 

will be awarded Basic Responder CBRN certification. 

Cardiopulmonary Life Support (ACLS) 

SCSK 519 

Theresa McCann, PhD 

During this advanced selective, students will enhance their 

skills in the treatment of adult victims of cardiac arrest or 

other cardiopulmonary emergencies. Students will learn 

current American Heart Association (AHA) algorithmic 

approaches to managing patients from both a cognitive and 

skills-based approach using didactic video presentations 

and small groups. This course emphasizes the importance 

of basic life support CPR to patient survival, the integration 

of effective basic life support with advanced cardiovascular 

life support interventions, and the importance of effective 

team interaction and communication during resuscitation. 

Cardiopulmonary Life Support (ACLS) is based on 

simulated clinical scenarios that encourage active, hands-on 

participation through learning stations where students will 

practice essential skills individually, as part of a team, and 

as team leader. Realistic simulations reinforce key concepts, 

such as proficiency in basic life support care, recognizing 

and initiating early management of periarrest conditions, 

managing cardiac arrest, identifying and treating ischemic 

chest pain and acute coronary syndromes, recognizing 

other life-threatening clinical situations (such as stroke) 

and providing initial care, ACLS algorithms, and effective 

resuscitation team dynamics. Students who successfully pass 

both the skills-based and written evaluation will be awarded 

AHA ACLS certification. 

Pediatric Life Support (PALS) 

SCSK 520 


During this advanced selective, students will enhance their 

knowledge and skills necessary to efficiently and effectively 

manage critically ill infants and children, resulting in 

improved outcomes. Students will learn current American 

Heart Association (AHA) algorithmic approaches to 

managing patients from both a cognitive and skills-based 

approach using didactic, video presentations, and small 

groups. This course emphasizes the importance of basic 

life support CPR to patient survival, the integration of 

effective basic life support with pediatric advanced life 

support interventions, and the importance of effective team 

interaction and communication during resuscitation. PALS 

is based on simulated clinical scenarios that encourage 

active, hands-on participation through learning stations 

where students will practice essential skills individually, as 

part of a team, and as team leader. Realistic simulations 

reinforce the following key concepts: proficiency in basic life 

support care; recognizing and initiating early management 

of peri-arrest conditions, recognition and treatment of 

infants and children at risk for cardiopulmonary arrest, 

the systematic approach to pediatric assessment, effective 

respiratory management, defibrillation and synchronized 

cardioversion, intraosseous access and fluid bolus 

administration, providing initial care, PALS algorithms, 

and effective resuscitation team dynamics. Students who 

successfully pass both the skills-based and written evaluation 

will be awarded AHA PALS certification. 

Thailand Medical Experience 

SCSK 521 

Michael Weitzman 


The one-credit Thailand Medical Experience selective 

provides an introduction to the practice of health care and 

service in a Southeast Asian cultural context. The selective is 

a two-week experience for preclinical medical students during 

the summer, comprising a mixture of modern and traditional 

Thai medicine. It provides opportunities for students to 

observe alternative ways of practicing medicine within 

the Thai health care system and allows application of core 

knowledge to diverse modalities of care. Such an experience 

should increase cultural understanding of the similarities 

and differences between Western and Eastern health care 

delivery. Opportunities for interaction and discussion with 

medical faculty, medical students, and/or residents will be an 

important component of the selective. One week is spent at 

Mahidol University Faculty of Medicine and Siriraj Hospital, a 

modern facility in Bangkok. A second week is completed in a 

rural area learning Thai traditional massage. 


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International Spanish Experience 

SCSK 522 

Debbi Johnson, MA 

The one-credit selective allows students to build and expand 

on medical Spanish language skills by participating in 

hands-on patient interaction in health care settings located 

in international settings. The course director assists with 

the identification and selection of a program that best 

meets student needs from a large variety of approved 

options available to them. All international programs have 

some degree of Spanish language immersion and practice 

opportunities throughout the selective. Settings will 

primarily focus on students applying those skills to patient 

interviews and basic medical care in clinics and hospital 

settings, participating in community health initiatives. 

Surgery 

SCSK 523 

Chamarthy Subbarao, BSc, MBBS 

In this four-week, one-credit selective, students attend three 

lectures about history taking, communication skills, and 

the history and running of the Grenada Health Services. 

Students attend clinics and surgical operations under 

guidance of a surgeon. They participate in taking histories 

from patients and observe the examination of these patients 

followed by discussions with the attending surgeon. They 

observe the examinations and surgical operations in 

different specialties. They are required to keep a log of their 

activities and submit detailed case histories. A one-credit 

version with less time commitment is offered during the 

school term. 


SCSK 524 

Chamarthy Subbarao, BSc, MBBS 

In this four-week one-credit selective, students attend three 

lectures about orientation of the course including health 

care systems in Grenada, history taking and communication 

skills. Students attend the clinics under guidance of a 

Medical Officer. They participate in taking history from 

patients and observe the examination of these patients 

followed by discussions with the attending physician. They 

are required to keep a log of their activities and submit one 

detailed case history. A one-credit version with less time 

commitment is offered during the school term. 

A Practical Experience in Tropical Medicine in Kenya 

SCSK 525 

Calum Macpherson, PhD 

This selective provides an introduction to tropical medicine, 

and its impact and means of control within the available 

health care and service settings in an East African cultural 

context. The course is a two-week field-based experience for 

students enrolled in the MD/MSc in tropical medicine, and 

the remaining places are available for preclinical medical 

students from St. George’s University, with preference 

given to students in the Keith B. Taylor Global Scholars 

Program. This experience offers direct observation of the 

epidemiology, public health, clinical, control, and economic 

impact of tropical diseases in a country where many such 

infections are endemic. Through interaction with Kenyan 

medical students who take the selective, AMREF staff, and 

visits to rural areas, students gain an understanding and 

appreciation of people and cultures in Kenya. Students 

will become familiar with tropical medicine as practiced 

in the region through a combination of lectures, site visits, 

seminars, case discussions, and ward rounds. 

Applied Cell Biology and Histology 

SCSK 526 

Jacques Gilloteaux, PhD 

Using basic knowledge acquired in Cell Biology and 

Histology during the first term of the four-year medical 

program, selective students during their second term 

explore in more depth some of the topics related to medical 

applications in applied cell biology, histology of the human 

body, as well as applying advanced morphological and 

related ancillary techniques. The Applied Cell Biology and 

Histology selective will review six major areas of cell, tissue, 

and organ system investigations, as they can be relevant to 

reinforce cell biology and histology knowledge. Students 

are also introduced to principles of clinical histopathology. 

Students are given the opportunity to critically read 

publications in these topics to discuss and review the reports 

or presentations of morphological data acquired in view of 

understanding their clinical implications. 

Applied Anatomy Using Ultrasound and Nerve Mapper 

SCSK 527 

Donny Shanahan, PhD 

Brian Curry, PhD 

This selective improves the anatomical knowledge of 

students in the second term of the four-year medical 

program by using cadaveric material to revisit the basic 

anatomy, and then using an ultrasound machine to view the 

internal structure on live volunteers of vital areas such as 

the neck and femoral triangle, and a nerve mapper to show 

the position of nerves and vessels in the living body in areas 

such as the neck, cubital fossa, and femoral triangle. The 

course uses new technology to show students the position 

of vital structures and reinforces the relevance of clinical 

anatomy. 

Clinical Professionalism in Sweden 

SCSK 528 


This intensive selective is held at Uppsala University in 

Sweden over two weeks. It provides an opportunity to 

develop professional competencies while learning about 

medicine, professionalism, and the Swedish health care 

system. Students interact with patients, doctors, and 

other medical students in clinical and classroom settings. 

Students participate in a briefing and de-briefing on 

campus before and after the Uppsala experience. Students 

must cover their own costs and arrangements for travel, 

accommodation, meals, and incidental expenses. Advice 

about accommodation will be provided.

Bioethics Today 

SCSK 529 


The selective is designed for students with an interest in 

bioethics who want to further develop their knowledge 

and professional competencies. It deals with newsworthy 

concerns in medicine, public health, research, environment, 

and more. Fifteen contact hours can be spread over several 

semesters in Grenada. Five or more hours each term will be 

led by faculty, visiting professors, and students. Students in 

the Keith B. Taylor Global Scholars Program are encouraged 

to enroll and options for written assignments, sonic foundry, 

and/or teleconferencing will be developed as needed. 

Students are required to lead one seminar or journal club 

discussion during their last year in Grenada. Most sessions 

are held at noon. 

Forensics for First Responders 

SCSK 530 

Peter Giesler 

This selective acquaints future physicians, veterinarians, and 

law enforcement personnel with the underlying principles 

and concepts of modern forensic procedure. Emphasis 

is on preservation of evidence, securing of crime scenes, 

and proper maintenance of chain-of-custody of evidence. 

Through lectures, demonstrations, and practical exercises, 

students who successfully complete the course should be able 

to recognize a crime scene, take appropriate steps to secure 

the area, and preserve the integrity of the scene. Students 

learn about types of physical evidence that may be found, how 

it is obtained, and how it is analyzed. The course covers legal 

procedures in the forensic sciences and specific groups that 

are involved in the scientific analysis of legal evidence. 

Community Health in Obstetrics and Gynecology 

SCSK 531 


This selective involves integration and application of basic 

science knowledge with clinical medicine in obstetrics 

and gynecology. It is a one-credit course with eight 

lecture hours, including self-study and 14 clinical hours. A 

logbook needs to be kept. The topics to be covered will be 

mastered by self-study, lectures, and classroom interaction 

and demonstrations. The course includes one weekend 

at Carriacou Health Services (CHS) where clinical hours 

will encompass time in the operating room, examining 

room, and evaluation of patients in outpatient and inpatient 

settings, including imaging procedures. 

Current Topics in Medical Virology 

SCSK 532 

Amy Baldwin, PhD 

This selective is conducted in a journal club-type format, 

where students discuss and present current research in the 

area of medical virology. Course goals include reviewing 

current scientific literature in the area of medical virology; 

obtaining experience in critical evaluation of research; and 

developing effective presentation skills. Student presentation 

and discussion of research articles in medical virology will 

be facilitated. This selective is one credit and will be graded 

on a Pass/Fail basis. 

India Medical Experience 

SCSK 534 

Bharti Bhusnurmath, MBBS, MD 

The students spend 15 days at the Krishna Institute of 

Medical Sciences University (KIMS), Karad, Maharashtra, 

India, usually in the last two weeks of July and December. 

They get hands-on clinical exposure under dedicated 

clinical professors in medicine, surgery, OB/GYN, pediatrics, 

ICU, radiology, radiotherapy, clinical anatomy, pathology, 

alternate systems of medicine, community outreach projects 

in breast cancer, oral cancer, etc. They assist in surgeries, 

delivery of babies and management in OPDS, wards and 

casualty. They get to interact with other medical students 

and residents from India, Malaysia, Sri Lanka, Indonesia 

and USA. They also get exposed to health practices in a 

rural community teaching hospital. The cultural exposure 

has been very rewarding to students. 

Biomedical Informatics 

SCSK 535 

Edwin Sperr, MLIS 

Information technology is important to the practice of 

medicine, but still does little to inform the core practice of 

documentation. Indeed, health care finds itself in the same 

position now with regards to IT that most other industries 

did 15 years ago. Students will need a range of competencies 

to work in this changing landscape. They will not only need 

to navigate this future, but they will need to help build it as 

well. The purpose of this course is to introduce you to the 

basic principles of biomedical informatics and give you a 

framework with which to face the challenges ahead. To this 

end, students will trace the development of the electronic 

medical record, and situate that history in the context of 

current practice; discuss the importance of integrating 

different types of information sources in a clinical setting; 

demonstrate a basic knowledge of different telemedicine 

technologies and be able to evaluate the appropriateness of 

solutions for a particular situation; use online tools to meet 

immediate information needs, as well as to aid in current 

awareness; demonstrate that you can evaluate types of 

information sources in terms of format, authority, relevance 

and availability; and discuss the basic legal and ethical issues 

relating to patient privacy and electronic medical records 

Current Topics in Medical Mycology 

SCSK 536 

Gary Brown, PhD 

This selective is conducted in a journal club format; 7 hours 

direct contact (1 hour/week for 7 weeks), and 18 other hours. 

Direct contact will include instruction on selection of topics 

and presentation skills. Other hours include preparation 

of one or two presentations to the entire group and critical 

assessment question preparation of peer presented articles. 

The selective will offer medical and graduate students 

an opportunity to review and evaluate current scientific 

research in Medical Mycology. 


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Dive Emergency in Medical Mycology 

SCSK 537 

Brenda Kirkby, PhD 

This 1-credit scuba diving selective involves completion of 

two modules. Module I provides theoretical and practical 

training in avoiding, recognizing and managing dive-related 

emergencies under water, at the surface and on land. Module 

I, which is taught by professional dive instructors, takes 2 

days and leads to PADI Rescue Diver certification. Module 

II provides an introduction to hyperbaric oxygen 

treatment for dive-related injuries and includes training 

in conducting a neurological exam in persons suspected 

of having decompression illness. Module II involves 7 

hours of classroom sessions scheduled across multiple days. 

Prerequisites for this selective are Advanced Open-Water 

Diver certification and Basic Life Support certification. 

Current Topics in Neuroscience and Neurology 

SCSK 538 

Tuula Jalonen, PhD 

This course follows a journal club format and will lead 

towards learning critical reading and appraisal of an article, 

keeping up-to-date with current medical literature relevant 

to neurology and neuroscience, identifying research areas 

of interest in neuroscience, and improving the background 

basic knowledge for future interactions in a clinical setting. 

In the beginning of the course, an introduction is given on 

how to conduct literature searches. At the end, students will 

attend a critical summary lecture of the course. The other 

hours include student-driven presentations or optional 

presentations given by persons not enrolled in the course 

(not for credit), as well as preparation of presentations. Each 

student must give one presentation as well as serve as an 

audience member during other students’ presentations and 

ask at least one question of each article, which they also have 

read. The course director chooses the level of complexity of 

the articles to fit the level of the individual student to reflect 

his/her level of education. 

Psychotropic Drugs and Drug Demand Reduction 

SCSK 539 

Dirk Burkhardt, MD 

Students receive a primarily didactic orientation to drugs 

and are required to prepare and present educational 

sessions to secondary school students in Grenada. Phase 

One is composed of four (4) 3-hour lectures given on four 

consecutive Saturdays from 9:00 to 12:00 Noon. The content 

of this Selective will cover the different types and families of 

psychotropic drugs, highlighting how they are administered 

or taken, their acute and protracted effects, including their 

neurobiological actions, their addictive potential, their 

lethal potential, their psychosocial consequences, and 

treatment and prevention implications. 

Phase Two requires students to prepare and present four 

(4) 30–45 minute presentations to high school students 

on a schedule that the course directors will arrange 

to be convenient to both the students and the schools. 

Following the participation in the didactic sessions of Phase 

One, students will have to prepare four (4) PowerPoint 

presentations for high school students on some aspect of the 

topics taught. If the necessary permissions from the Ministry 

of Education cannot be achieved in time, the presentation 

will be held for the class. The presentations could be 

limited to one drug or category of drugs, or be even more 

comprehensive, depending on each student’s preference. 

They could focus on some particular aspect of the drug(s) 

such as effects, lethality, addictive potential, etc. The 

particular message chosen will be left to the student, each of 

whom will be expected to deliver four (4) such presentations 

to classes of students on different occasions. As noted, the 

schedule and venue of these sessions will be arranged by the 

course directors. 

Global Touch of Medicine 

SCSK 540 

David Holmes, BSc (Hons.), PhD, CSci, FIBMS 


Students in term one can register for this selective. It runs 

over three terms, two in Newcastle (term one and two) as 

part of the KBTGSP and one (term three) in Grenada. 

At completion of this selective you will understand why 

different systems have evolved and exist over time and 

interpret the pros and cons of each. While in the KBTGSP 

in Newcastle you will learn about the UK National Health 

System (NHS), then go on to learn about the Grenada 

health care system during your final year of Basic Sciences 

on the True Blue campus. The elements of this selective 

consist of: public lectures, seminars, active participation in 

research days, participation in health fairs and/or activities 

linked to charity organizations and other activities by 

discretion of the course directors. Lectures and seminars 

usually are a one-hour activity and count towards one 

hour for the selective. Activities such as research days and 

health fairs add to half an hour for every two hours of active 

participation in the event. A log book must be kept by the 

student and should be signed off at every event. A total of 15 

hours is sufficient to be eligible for obtaining one credit for 

this selective. In closing the selective there will be a session 

where all participants give a short presentation of their 

experience to peers, faculty and interested parties. 

Global Community Medicine 

SCSK 541 

Nirupma Kakkar, MD 


This course consists of involvement with local charity and 

voluntary organizations, nursing homes, institutions for 

people with special needs, and health fair organizations. By 

engaging and interacting with the local communities and 

culture, both in the UK and Grenada, medical students are 

exposed, early in their careers, to the various social problems 

which impact on the health of the population. Students gain 

insight into the organization and management of various 

social issues and resource implications thereof, as well as 

gain a greater understanding of how charity and voluntary 

organizations may prove valuable for research into social 

problems and issues, which in turn might have a significant 

impact on government policy and decision making.

Membrane Biophysics and Electrophysiology 

SCSK 542 

Tuula Jalonen, PhD 

This selective introduces the basics of membrane biophysics 

specifically introducing electrophysiological methods for 

studying cell membranes, ion channels and receptors. The 

course will be evaluated based on joint writing of a short 

review-type paper of a related given topic and a presentation 

given by the student. It contains lectures, interactive sessions 

with discussions and writing of a short communication article 

or conference abstract related to the basics of membrane 

biophysics and electrophysiology methodology. The course is 

relevant for understanding some of the current methodology 

used in e.g. drug development for treatment of diseases, such 

as various channelopathies. The Course Director will assign 

tasks (writing summaries, abstracts or short proceedings/ 

reviews) to each student based on the level of the student’s 

education and related to diseases and drug development. 

Observation in Medical Settings in UK and Grenada 

SCSK 543 




This selective is offered to expose students early to the life 

as a physician on both sides of the Atlantic. Students will 

be able to apply basic science knowledge to cases seen in 

the physician’s everyday practice and present these to their 

peers and faculty. They will have a unique experience of two 

different health systems. A number of lectures/seminars will 

cover the history and management of health systems. 

Sports Medicine (NU) 

SCSK 544 


Duncan French, PhD 


This selective exposes students to the current topics of 

research in sports medicine, allows them to interact with 

leading world experts specializing in sports physiology and 

medicine, and increases awareness about current issues 

and concerns in the field of sports medicine. Students will 

be expected to attend various lectures and will have the 

opportunity to ask questions and interact with the invited 

speakers. 

Anatomical Education—Dissection and Multimedia 

Marios Loukas, MD, PhD 

The key objective of this one-term, two credit-hour selective 

is furthering the development and enhancement of online 

and offline anatomical sciences education and dissection 

of multimedia materials. The primary goal is to expand 

the competency of students involved by allowing them to 

sharpen both their computing and their anatomy dissection 

skills. Participants may produce high-quality prosections 

and educational materials for any anatomical sciences 

course, including gross anatomy, histology, embryology, 

and undergraduate anatomy, or a combination thereof, 

and develop a multimedia presentation. The multimedia 

presentation includes 3D reconstructions, flash animations, 

cadaveric prosected animations, and so forth. 

Clinical Years 

There are 80 weeks of clinical training. Every student takes 

42 weeks of core clinical rotations in the five major specialty 

areas—12 weeks of internal medicine, 12 weeks of surgery, 

and 6 weeks each of obstetrics/gynecology, pediatrics, and 

psychiatry. In addition to the core rotations, all students must 

complete four weeks of family medicine, a four-week medicine 

subinternship, a four-week medicine elective, and a four-week 

pediatric sub-internship or elective. To complete the clinical 

requirements, every student takes 22 weeks of electives. 

Internal Medicine 

John Sensakovic, MD, PhD, Chair 

The 12 weeks of the internal medicine rotation are designed 

to expose students to a wide variety of medical problems. 

Students are expected to develop a logical approach to the 

diagnosis and treatment of patients’ complaints. Some of 

the skills that must be acquired and refined are how to elicit 

and assess patient information, how to perform a complete 

and accurate physical examination, how to formulate a 

differential diagnosis and problem list, how to construct a 

diagnostic workup and a plan of management, and how to 

write up and present cases. 

Students thoroughly study at least two new patients per 

week, present them on teaching rounds, follow them 

throughout their hospital stay, and use patient problems 

as a basis for reading. 

The end of the rotation should accumulate large amounts 

of experience-based knowledge as students are assigned 

cases in various major areas of medicine such as cardiology, 

gastroenterology, and endocrinology. Self-learning 

techniques, as well as compulsory attendance at lectures, 

conferences, and teaching rounds, in concert with a careful 

study of patients, should foster a sound pathophysiological 

approach to medical diseases and a concern for and 

awareness of patient needs. 

Surgery 

James Rucinski, MD, Interim Chair 

The goal of the surgery rotation is to acquaint students 

with those clinical problems that require surgery as part 

of the therapeutic management. The emphasis of this 

rotation is not primarily on surgical technique, but on the 

understanding of the pathophysiology of surgical disease, 

as well as on the management of pre-operative and postoperative 

therapy. Besides the many short histories and 

physical examinations done during this rotation, students 

are required to perform detailed histories and physical 

examinations on at least two patients admitted to the 

surgical service each week, and to follow these patients 

through surgical and post-operative therapy. 

Attendance in the operating room is required when surgery 

is performed on a patient for whom students obtained an 

admission history and performed a physical examination. 

Students must assist in the operating room to gain an 

understanding of basic surgical techniques, surgical 

discipline in relation to asepsis, and care of the unconscious 

patient. The more common post-operative complications 


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must be recognized. Student follow-ups of patients are 

required (for example, pathology, radiology, rehabilitation 

medicine). Procedures that involve manual skills, such as 

venipuncture, placing and removing sutures, and urethral 

catheterization are incorporated into the surgical rotation. 

Initially, students are under direct supervision. After 

demonstrating proficiency, they are indirectly supervised. 


Paul Kastell, MD, Interim Chair 

The goals of the clinical rotation in obstetrics/gynecology 

are to provide students with knowledge and experience in 

managing the normal and abnormal changes that occur 

during pregnancy, labor, delivery, and the puerperium, 

and in diagnosing and treating gynecological disorders. 

Students become proficient in taking histories from and 

examining such patients, learning to perform pelvic 

examinations, including how to pass a speculum and obtain 

a cervical smear, as well as in attending to their patients 

in the operating and delivery rooms. Additional student 

experiences include the observation of labor, delivery of 

cases, installation of intravenous infusions, recording of 

partograms, helping with problems of anesthesia, and 

attendance at special clinics such as pre- and post-natal care, 

family planning, infertility, and high-risk cases. Students 

attend conferences, lectures, and teaching rounds. They are 

expected to follow their patients carefully, read textbooks 

and literature referable to their patients’ problems, and pay 

special attention to public health aspects of reproductive 

medicine, especially as they relate to maternal and perinatal 

morbidity and mortality, sexually transmitted disease, cancer 

detection, and human sexuality. 

Psychiatry 

Amy Hoffman, MD, Chair 

The purpose of the rotation is to convey psychiatric 

concepts, attitudes, and skills that are needed by all students, 

regardless of their future career plans. By the conclusion 

of the rotation, students should be able to elicit, organize, 

and present a full psychiatric history, perform a mental 

status examination and a differential diagnosis, and suggest 

methods of treatment. Students will have improved their 

ability to establish a physicianpatient relationship and will 

have acquired knowledge of psychological factors in physical 

illness. Students will demonstrate improved interviewing 

skills and know the major indications, uses, and side effects 

of commonly used psychotropic drugs. They will become 

familiar with the major psychiatric syndromes in children 

and adolescents, as well as with the effects on the child/ 

adolescent/family of the life-disrupting syndromes of child 

abuse and substance abuse. Students will learn detection 

and treatment of these syndromes, as well as how to evaluate 

and manage psychiatric emergencies. The goal is for 

students to feel more comfortable with psychiatric patients, 

and, ultimately, possess an understanding of biological, 

psychological, and social determinant behavior. Students 

must fully work up at least one patient a week. The history 

and mental status examination are presented to the preceptor 

and the case is discussed. Students must follow each patient’s 

progress throughout the duration of the rotation. Students 

must attend ward rounds and outpatient sessions. 

Attendance will be expected at case conferences and 

seminars. Special experiences are recommended. These 

include attendance at Alcoholics Anonymous meetings 

and visits to local mental health facilities, county, and/or 

state hospitals, addiction programs, and any other special 

programs in the vicinity of the hospital. Observation and 

participation in group therapy, pre-discharge, and postdischarge 

group management are required. 

Pediatrics 

Phyllis Weiner, MD, Chair 

The goal of the rotation in pediatrics is to allow students to 

acquire the basic knowledge of the normal physical, mental, 

and emotional development of children. Students learn 

how this development is influenced by medical, social, and 

educational factors, as well as understand the common 

disorders and diseases of childhood, especially their 

diagnosis, management, and prevention. Students will be 

taught to be aware of the special needs of the newborn, the 

handicapped child, and the adolescent. An integral part 

of the rotation is the opportunity to acquire the necessary 

skills of taking a pediatric history, to examine children of all 

ages, and to acquire experience in evaluating the essential 

clinical information so that a coherent plan of management 

can be formulated and explained to the parents and, as 

appropriate, to the child. Students learn to appreciate the 

value of a confident but sympathetic approach to the child 

and the family while recognizing and accepting the limits of 

that unit’s expectations and understanding. Student reading 

is structured during the six weeks so that they first become 

acquainted with the normal child and then learn history 

taking and physical examination, reactions of children to 

illness and hospitalization, the principles of infant feeding, 

and fluid and drug therapy. 

Emergency Medicine 

Theodore Gaeta, DO, MPH, Chair 

The goal of the rotation in emergency medicine is to teach 

medical students the necessary skills to take care of patients 

with a wide variety of undifferentiated urgent and emergent 

conditions. Students learn how to approach patients with 

common and potentially life-threatening complaints (such 

as chest pain, headache, abdominal pain, and many others). 

Emphasis is placed on teaching how to develop a working 

differential diagnosis and how to appropriately narrow it. 

During the rotation, students have the opportunity to 

gain proficiency in rapidly collecting data and performing 

focused physical examinations appropriate for the acutely 

or emergently ill patient. Students function as an effective 

and essential part of the emergency medical team in the 

patient assessment, stabilization, and management of a 

variety of acute medical and surgical conditions. Students 

learn to formulate appropriately organized and succinct 

medical records and problem lists. Students are familiarized 

with the indications, limitations, and methodology of 

emergency department (ED) diagnostic procedures and 

introduced to the multifaceted psychological, social, and 

economic challenges faced in an emergency medical setting. 

Students function under the direct supervision of the ED 

faculty. During the rotation, students attend departmental 

conferences, lectures, skills labs, and teaching rounds.

Evaluations are based on clinical performance, written 

examination, and case-log presentations. 

Family Medicine and General Practice 

Everett Schlam, MD, Chair 

The goals of the family medicine and general practice 

rotation are to ensure that all medical students have a full 

understanding and appreciation of an integrative approach 

to the care of patients, families, and communities. Students 

will be introduced to the aspects of family medicine that 

are applicable to all fields of medical practice, including 

comprehensive and continuous care provided by family 

physicians to patients of all ages. The importance of family 

systems and the impact of chronic illness on patients 

and their families will be incorporated into patient care. 

Students will accompany precept physicians performing 

patient care in the office setting, nursing home, and 

house calls. Participation in community services involving 

health care will be encouraged. By the end of the rotation, 

students will be expected to perform and present a focused 

patient history and physical examination to diagnose and 

manage patients. Students will be able to provide effective 

patient education and utilize evidence-based decision 

making in clinical practice. Students will use the Fifth 

Edition of Sloan’s Essentials of Family Medicine as a text 

for the rotation. 


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54 

The Institutional Review Board for the Protection of Research Participants 

Scientists, physicians, other health care professionals, attorneys, clergy, and members of the 

Grenada community populate the Institutional Review Board for the Protection of Research 

Participants (IRB) at St. George’s University. As its mission, the members state that “the 

IRB exists to assure that all human research proposed under the auspices of St. George’s 

University or referred to the IRB for review is conducted according to the highest ethical 

standards. It is the vision of the St. George’s University Institutional Review Board (SGU 

IRB) that investigators are provided with a thorough and timely review of their research 

proposals, and human participants in research are assured that all research is conducted in a 

compassionate, ethical, and accountable manner. We envision the facilitation and support of 

research and the education of investigators and participants in ethical research principles.” 

Windward Islands Research and Education Foundation 

Founded in 1994 with funds granted by the University, the Windward Islands Research and 

Education Foundation (WINDREF), an independent nonprofit organization located on 

the True Blue campus, seeks to advance health and environmental development through 

multidisciplinary research and education programs. Currently, WINDREF carries out shortand 

long-term studies in epidemiology, anthropology, virology, conservation ecology, 

marine biology, and other topics relevant to tropical climates and developing nations. 

WINDREF strives for program excellence by promoting collaborative relationships between 

internationally recognized scholars and regional scientists, by adhering to the highest ethical 

and academic standards in the design and conduct of research, and by maintaining computer 

links to the world’s scientific community.

Graduate Degree Programs 

Stand-Alone Degrees: 

PhD Anatomy/Anatomical Sciences 

PhD Anatomy/Anatomical Education 

PhD Microbiology 

MSc Anatomy 

MSc Bioethics 

MSc Microbiology 

MSc Tropical Medicine 

MPH Public Health 

Dual Degrees: 

MD/MSc Anatomy 

MD/MSc Bioethics 

MD/MSc Immunology 

MD/MSc Microbiology 

MD/MSc Tropical Medicine 

MD/MPH Public Health 

MD/MBA Multi-Sector Health Management 

Master of Science Degrees 

at St. George’s University 

The general policies, procedures, and requirements to 

earn a master’s degree at St. George’s University follow 

those of the Graduate Studies Program (GSP) of the 

University. The specific program in each department 

is defined by the rules developed within these GSP 

guidelines by the departmental Graduate Affairs 

Committee (GAC). The chair of the GAC is responsible 

for administration of the departmental program. Many 

departments will offer a research/thesis program and 

some may elect to also offer a non-thesis program. 

Advanced Standing and Transfer of Credits 

Up to 12 transfer credits can be made from a prior 

graduate degree program or during the course of 

the master’s degree from approved universities. 

Recommendation for transfer of credits for advanced 

standing and for acceptance of non-SGU courses will be 

determined by the departmental GAC and presented to 

the Dean of the GSP for approval. 

Course Requirements 

Students must complete at least 34 credit hours. The 

distribution of the credit hours will be determined by the 

GAC and approved by the Board of Studies (BOS) after 

review by the Graduate Review Committee (GRC). For 

the master’s degree program, which includes research 

and thesis, these components must be a total of 12 credits 

(6 for research and 6 for thesis). 

Substitutions within the Program 

Courses may be substituted at the discretion of the 

departmental GAC. 

Teaching Requirements 

At the discretion of the head of the department and 

following the recommendation of the departmental GAC, 

students may be required to serve as teaching assistants 

or instructors in departmental courses. Students who are 

required to teach will normally be remunerated for this 

service. 

Satisfactory Academic Progress 

For students to maintain satisfactory academic progress, 

a GPA of at least 3.0 (B) and a passing grade in all pass/ 

fail courses must be obtained. If the GPA falls below 3.0, 

students will be placed on academic probation and must 

correct the deficiency within the stated period of time, as 

determined by the Committee for Satisfactory Academic 

Progress and Professional Standards. Failure to do so may 

result in dismissal. Students must achieve a “B” or better 

in all departmental courses. A “C” in any departmental 

course will require that students repeat the course at its 

next offering. A course may only be repeated once. 

Students’ academic progress will be reviewed biannually 

by the departmental GAC to identify and deal with any 

academic or nonacademic problems. A report of each 

meeting will be forwarded to the Dean of the Graduate 

Studies Program for any further action. Students who 

are dismissed may appeal through the established GSP 

appeals process. 

Supervisory Committee 

By the beginning of the second term, students are 

expected to have selected a mentor with whom they 

wish to work. For students in the research/thesis 

program, both student and mentor will determine the 

research project and, within two months of selecting a 

mentor, both will choose a thesis supervisory committee 

(SC) from faculty whose interests and expertise will 

complement the research project. The SC will oversee 

all aspects of research, administer the thesis, and review 

students’ progress. The SC will be composed of at least 

three members, with at least two faculty members from 

the department and one from outside the department. 

Thesis Preparation 

Students under the direction of student mentors will 

prepare the master’s thesis. Members of the SC will act 

as consultants during the research and must approve the 

thesis during its development, as well as in its final form. 

At least four weeks should be allowed for committee 

review and revision of drafts of the thesis. 

Thesis Format and Submission 

The thesis must be prepared and formatted according to 

the thesis rules and regulations of the Graduate Studies 

Program. Final submission of the thesis must follow the 

established GSP guidelines. 

55

Graduate Degree Programs 

56 

Final Thesis Examination 

The thesis presentation and defense is the culmination of 

the GSP experience. Following the final review by the SC and 

the required alterations made to the satisfaction of the SC, 

students will present their research in a public seminar, duly 

advertised, at which all the SC members must be present. 

Following the seminar, the SC will make a final evaluation of 

the thesis and presentation. 

Capstone Presentation 

For students in the non-thesis master’s program, students and 

mentors must choose a topic related to the chosen program 

on which students will make a presentation at the end of their 

course of study. This presentation will be duly advertised within 

the University. 

Requirements for Graduation 

Students will be deemed to have fulfilled all requirements for 

the master’s degree after successfully completing at least 34 

credits with a cumulative GPA of at least 3.0. 

Time Frame for the Completion of the 

Master of Science Degree 

All requirements for the master’s degree must be completed 

within five years of matriculation into the program.

Graduate Program Course Descriptions 

Graduate Studies Program 


Marios Loukas, MD, PhD, Chair 

Educational Development 

ANAT 801 

This course will give graduate students the opportunity to 

enhance their general anatomical knowledge and explore 

in greater detail areas of the body that were covered only 

superficially in previous coursework. This course will 

enable students to enter their fields of interest prepared to 

effectively teach pertinent concepts and applied anatomy 

in that field, as well as allow students to prepare a body 

of work with educational value for future students by 

developing educational materials through dissection or 

other media forms, such as computer or medical imaging. 

Students will learn various techniques involved in the 

preparation of cadaveric material for display and teaching, 

including dry bone/ligamentous preps, plastic embedding, 

and various plastination procedures. 

Special Regional Dissection 

ANAT 802 

This course allows students to hone their dissection 

expertise, as well as their academic and threedimensional 

understanding of a particular body area 

through detailed cadaveric dissection. 

Students will produce prosecutions for the department 

while gaining a chance to learn a particular region of the 

body in great and professional-level detail, well beyond 

that covered in the standard anatomy course. Project 

topics focus around four regions, which are head and 

neck; back and thorax; extremities; and abdomen, pelvis, 

and perineum. Each regional dissection will be limited 

to the appropriate area and will be a complete dissection 

of all the structures within the topic area, either through 

one or a series of dissections. Each project will be 

researched, dissected, and presented to the faculty and 

peers of students involved. 

Instructional Development I/ 

Instructional Development II 

ANAT 803/ANAT 813 

Instructional Development is an elective or selective to 

assist students with the development of their teaching 

skills and topic proficiency by providing teaching 

opportunities in the core anatomical science courses 

(Human Gross and Developmental Anatomy, Embryology, 

Histology and Cell Biology, or Neuroanatomy). This 

course is designed to provide students with practical 

teaching experience as a teaching assistant. They must 

either pass the course that they wish to teach with a 

minimum passing grade of a “B,” or they must have 

permission of the course director to waive such a 

prerequisite. As graduate teaching assistants, they will 

be required to attend and teach in the relevant labs, in 

addition to the preparation and delivery of two lectures 

throughout the term to faculty and, upon approval of 

faculty, to students of the course. 

This practical experience is felt to be a crucial part of 

any educator’s training. Students are eligible to take this 

course twice. The first is Instructional Development I 

(ANAT 803) and the second is Instructional Development 

II (ANAT 813). Students cannot apply these to the 

same core subject. If they elect to take both courses, 

they must select two of the four core anatomy courses 

(Human Gross and Developmental Anatomy, Embryology, 

Histology and Cell Biology, or Neuroanatomy). Letter 

grades will be based on the course director’s evaluation 

and the delivered lectures to colleagues and other course 

instructors, as well as to students of the course. The 

subjective evaluation of attendance and work effort in 

relevant labs, as well as the quality of oral presentations 

will be considered as a component of the grade. It is 

intended that students will be formally evaluated at the 

end of the term by the students of the course, but it is 

up to the course director as to whether or not to use this 

feedback in their evaluation. 

Seminar in Anatomical Sciences 

ANAT 804 

A core course requirement for the MSc and PhD, this 

course aims to provide an awareness of important current 

issues in clinical anatomy education and improve student 

understanding of both the educational issues confronting 

the profession and the ethical issues associated with 

the use of human tissue. Members of the department 

will meet with graduate students to discuss topics, to be 

determined by the course director, that are issues in the 

field of clinical anatomy education. The seminar will be 

held three times each term and graduate students will 

participate in the seminar for a minimum of four terms. 

The course is graded as satisfactory/unsatisfactory and 

performance will be determined by the level of student 

participation in the discussions over the four terms. 

Graduate Gross Anatomy 

ANAT 820 

An independent study course that aims to provide 

graduate students with the knowledge of gross anatomy 

necessary for postgraduate teaching, Graduate Gross 

Anatomy goes beyond the level attained in the Human 

Gross and Developmental Anatomy (ANAT 550) course 

and includes historical perspectives and anatomical 

variation. Students will be responsible for preparing 

full-body prosection following the same sequence as the 

dissection in Human Gross and Developmental Anatomy. 

The prosection will be used as a teaching specimen for 

current ANAT 550 students. Students will work under 

the supervision of a full-time member of the department. 

Students will be responsible for assigned readings for the 

area prosected and will be evaluated by oral examination 

periodically. The course will be taken the term 

immediately following the completion of Human Gross 

and Developmental Anatomy. 

Anatomy Prosection and Preservation 

ANAT 831 

The goals of this course are to improve students’ 

understanding of a region or regions, improve their 

dissection and presentation skills, develop a body of high- 

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quality teaching materials with anatomic purpose, and develop 

the ability to discuss and educate others on a particular region 

of the body. Graduate students are provided the opportunity 

to enhance their general anatomical knowledge and explore 

in far greater detail areas of the body that were covered only 

superficially in their previous coursework. They will learn the 

finer anatomical points of the body, as well as be exposed to 

and trained in the various means of specimen preparation, 

preservation, and display available today. They will be able 

to revisit anatomical areas of interest to obtain a deeper 

understanding of those areas, in addition to the production 

and study of detailed anatomical preparations for future 

application in their teaching careers. This one- or two-term 

course will give participants the opportunity to undertake 

detailed, professional-quality dissections of the human 

body. The various techniques involved in the preparation 

of cadaveric material for display and teaching include dry 

bone/ligamentous preps, plastic embedding, and various 

plastination procedures. This course gives a letter grade and 

involves 24 lecture hours and 70 lab hours. A formal 50-minute 

seminar/presentation must be presented to departmental 

faculty and invited guests a minimum of twice per term, as well 

as a formal presentation of the students’ finished program 

projects will be given to peers and faculty. 

Research for the PhD 

ANAT 980 

10 credits 

Doctoral Dissertation in PhD 

ANAT 991 

9 credits 


David L. Brown, MD, PhD, Co-Chair 

John P. Pettus, PhD, Co-Chair 

Directed Study in Data Analysis 

BEHS 818 

This course is designed to provide experience with a selection 

of data-analytic methods and interpretation of results. Analysis 

of a variety of data sets illustrating different analytic concepts 

is undertaken. Both descriptive and hypothesis-testing 

computations are applied to real and artificial data. 

Bioethics 

Cheryl Macpherson, PhD, Chair 

In addition to the courses listed below, the Bioethics 

Department routinely teaches the course, Bioethics and the 

Professional: Medicine in Society I (BIOE 501), which is listed 

in the Medical Program Course Descriptions. 

Research Ethics and Human Subjects 

BIOE 801 

International guidelines for ethical research are presented in 

lectures, current journal articles, and student presentations. 

Use of stored data and genetic information, as well as the 

conflicting goals of medical research and medical practice 

are among the topics examined. The course also addresses 

scientific integrity and authorship, ethical issues in prevalence 

and control programs, and the relevance of culture and 

socioeconomics to the responsible conduct of research. This 

course fulfills a graduate program requirement of a course in 

research ethics. 

Independent Study in Research Ethics 

BIOE 804 

The specific interests of students are identified and addressed 

through library research and/or field work, tutorials, and case 

discussions. Permission of the instructor is required. 

Clinical, Ethical, and Neuroscience Aspects of Pain 

BIOE 805 

This course introduces pain as a public health problem. 

Topics covered include the definition of pain; the different 

qualities of acute and chronic pain; the neuroanatomy and 

neurophysiology of pain; and psychological, sociological, and 

anthropological aspects of pain. Students will be taught to 

take a pain history, perform a physical examination, and assess 

pain and pain relief. The course introduces treatment options 

and discusses ethical issues related to pain management. The 

laboratory hours involve visits to the General Hospital and 

geriatric homes, and rounds with community nurses. 


Winston Mitchell, MBBS, FACS, Chair 

Alcohol and Drug Addiction 

CLSK 820 

The objective of this course is to provide participants with 

an overview of prevalence, etiology, clinical presentations, 

treatment modalities, and preventive strategies of drug use in 

Grenada, with particular reference to alcohol. 

Educational Services 

Andre Havenga, DEd, Chair 

Professional Development Seminar 

EDUC 801 

A core course requirement for the MSc degree, this seminar 

exposes students to the skills and strategies needed for 

successful careers by investigating a wide variety of educational 

topics. Seminar presentations and discussions of topics 

essential to enhancing the awareness, personal satisfaction, 

and professional success of graduate students are featured. 

Topics include graduate students’ roles and responsibilities, 

professor/student relations, thesis/dissertation, grant 

and publication writing, preparing effective presentations, 

effective teaching, curriculum vitae development, ethics, and 

interviewing techniques. 

Seminar in University Teaching 

EDUC 802 

This is a seminar-based course that addresses current research 

and teaching topics of relevance to university educators. 

Principles of teaching and learning, methods of instruction, 

modes of academic discourse, and the role of teaching in 

university scholarship are topics covered. The course is 

designed to assist graduate students in the development of

knowledge and skills related to research and teaching in a 

university environment. 

Classroom Testing and Measurement 

EDUC 803 

This course explores the role of measurement, testing, and 

evaluation in postsecondary education. Topics include the 

principles of test construction, issues relating to the reliability 

of measurement instruments, methods of assessing the 

validity of test procedures and instruments, and techniques 

of item analysis. In addition, the course provides students 

with background information regarding the various sources 

of information about standardized tests and, more specifically, 

reviews major testing tools used to measure standard 

academic achievement (for example, the USMLE and NAVLE 

examinations). Other topics include the measurement of 

interests and attitudes, learning styles, and learning disabilities. 

Readings and discussions also focus on the issues of the ethics 

of educational evaluation and testing, as well as on methods 

for disseminating and reporting test information. 

Microbiology 

David Lennon, PhD, Chair 

Ateef Qureshi, PhD, Director of Graduate Program 

in Microbiology 

Public Health and Sanitation 

MICR 802 

This course involves the study of pathogenic organisms 

present in air, water, sewage, food, and dairy products, as well 

as their epidemiology, prevention, and control in relation to 

public health. 

Topics in Virology 

MICR 803 

This course involves a discussion of current knowledge relating 

to viral structure, interference, multiplication, immunology, 

and pathogenesis. In addition, students will perform an in 

depth study of any two current topics in virology. 

Microbial Genetics 

MICR 805 

This course covers the genetics of bacteria, bacteriophages, 

and viruses, with consideration of plasmids, transposons, and 

more, as well as practical applications of bacterial genetics 

(DNA probes, recombinant vaccines, and so forth). 

Prerequisite: A course in Microbiology or Genetics 

Applied Food Microbiology 

MICR 806 

This course considers the relationship between the chemistry 

and microbiology of food, the epidemiology of food poisoning 

outbreaks and procedures of control, detailed analysis of 

current and emerging food-borne pathogens, their isolation 

and detection, current topical problems in food technology 

and their possible resolution, food control systems, such as 

Hazard Analysis and Critical Control Point (HACCP), current 

legislation of food quality, and hygiene. 

Prerequisite: General Microbiology (BIOL 401) 

Bacterial Physiology, Growth, and Development 

MICR 810 

This course provides students with an overview of how 

microbes function, including their nutritional requirements 

and metabolic activities. 


Tropical Medical Parasitology 

MICR 812 

This course is designed to provide participants with laboratory 

and clinical experience with common parasitic diseases, which 

are the cause of much mortality and morbidity in the tropics. 

The biology, epidemiology, diagnosis, screening, and control 

of tropical parasites form the focus of the course. Field and 

clinical experience will take place in Guyana. 


MICR 813 

This is a general course in medical microbiology that looks at 

bacterial structure, function, growth, nutrition, metabolism, 

genetics, and control of microorganisms. Medical Microbiology 

also includes a survey of pathogenic bacteria and fungi, as well 

as an introduction to viral structure replication, pathogenesis, 

and control of common viral agents that cause disease in 

humans. A laboratory component is attached to the course and 

an extensive paper is to be submitted on an assigned topic. 


Tropical Medical Parasitology I 

MICR 816 

This course examines parasites causing diarrheal episodes in 

humans. This course covers life cycles, diagnosis, treatment, 

clinical manifestations, epidemiology, and control, in addition 

to socioeconomic and human behavioral considerations in 

relation to these disease organisms. 

Tropical Medical Parasitology II 

MICR 817 

This course is designed to provide participants with 

laboratory, field, and clinical experience dealing with 

Wuchereria Bancrofti, Plasmodium Falciparum, Plasmodium 

Vivax, Leishmania, and Echinococcus Granulosus, all of 

which are common parasitic diseases that are the cause of 

considerable mortality and morbidity throughout the tropics. 

Complementing Tropical Medical Parasitology I (MICR 

816), this course looks in greater detail at the epidemiology 

and public health importance of two or three major tropical 

medical parasites. This course is accompanied by a visit to a 

region where these parasitic diseases are endemic. 

History of Microbiology 

MICR 818 

History of Microbiology studies the origins and development 

of the science of microbiology using a historical approach 

from the Renaissance to the post-antibiotic era. The course 

will involve lectures, discussions, guided readings, and the 

preparation of a term paper. 

Prerequisite: General Microbiology (BIOL 401) or Biology 

(BIOL 301) 


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Medicinal Plants 

MICR 819 

This course examines the influence of medicinal plants 

(herbal remedies) in 20th century medicine. The advantages 

and disadvantages of medicinal plant usage are examined, as is 

the evaluation of the use of certain medicinal plants. 

Marine Microbiology 

MICR 820 

Marine Microbiology studies microorganisms found in oceanic 

littoral, pelagic, and benthic environments. This course covers 

microbial ecology, including microbial loops, evolutionary trees, 

sediment, deep seas, and the sun-independent ecosystem. 

Medical Biofilms 

MICR 822 

This course will discuss the relevance of the biofilm mode of 

growth with regard to infectious diseases and disease processes 

(enhanced microbial survival, evasion of immune response 

components, and so forth), focus on infections of indwelling 

medical devices (heart valves, catheters, artificial joints), and 

examine the relevance of biofilm formation with regard to 

treatment strategies and failures. 

Microbial Effects on Climate and Geosphere 

MICR 823 

This course covers geomicrobiology, the role of 

microorganisms in geochemical reactions, oil and gas origins, 

the production of methane and carbon dioxide, and how life 

in deep subsurface is similar to life on Mars. 

Advanced Biochemical Methods in Microbiology 

MICR 824 

This course examines strict anaerobe maintenance, 

DNA extraction, DNA-DNA reassociation, sequencing, 

electrophoresis of proteins, indirect immunofluorescence, 

chemical analysis of cell walls, G+C content in DNA, gas 

chromatography, radioisotope techniques, microbial physiology, 

light-scanning electron microscopy, PCR primer design, 

detection of specific microorganisms, gene cloning, plotting 

and reference programs, and 16S rRNA database interaction. 

Scientific Text: Organization and Presentation (STOP) 

MICR 825 

The effective organization and presentation of scientific 

information is a necessary skill for students in the master’s and 

PhD degree programs to acquire. Scientific texts tend to follow 

very specific rules in terms of style, grammar, and format, 

regardless of whether a graduate thesis or journal article is 

being produced. This course aims to provide students with an 

introduction to some of the stylistic rules and technical aspects 

of presenting scientific data. Specifically, this course will target 

graduate-level theses, scientific articles, poster presentations, 

and oral presentations. As this is a course aiming to teach 

practical writing skills, a large portion of the class will focus on 

critical analysis of student-produced materials. 

General Immunology 

MICR 828 

This two-credit course has been designed to provide 

students with an understanding of the major principles and 

mechanisms underlying the various aspects of the immune 

system, including tissues, cells, and soluble molecules. There is 

an emphasis on the interaction between innate and acquired 

immunity in response to inflammation and infection by 

different groups of pathogens. Clinically relevant topics 

are also emphasized. In addition to classroom instruction, 

students must do extensive literature research on a particular 

topic and submit a 20-page essay on this topic. Classroom 

instruction is completed with medical students enrolled in 

Medical Immunology (MICR 580). 

Current Topics in Immunology 

MICR 829 

This is a one-credit course that includes extensive literature 

research with the option of either two ten-page essays on 

two different topics or one 20-page essay on one topic based 

on researched material. Irrespective of the option selected, 

students must present one 45-minute PowerPoint presentation 

(followed by an oral question-and-answer session) on one of 

the selected research topics. Evaluation will be based on the 

essays, the PowerPoint presentation, and the ability to answer 

oral questions after the PowerPoint presentation. 

Microbiology Teaching Practicum 

MICR 831 

Not less than 30 hours per term of direct contact teaching in 

laboratories, small group sessions, and/or lecture in ongoing 

regular courses conducted by the department. This may take 

place at undergraduate, graduate, and/or professional levels. 

All contact shall be under direct personal supervision of 

departmental faculty. 

Graduate Seminars in Microbiology 

MICR 901 

This is an ongoing seminar series. Registration and 

participation every term is required for all students while in 

residence for the MSc and PhD programs in Microbiology. In 

this series, students and faculty present reports on current 

topics. Credit students must organize and present at least one 

one-hour seminar per term and attend all other seminars 

to receive credit. Permanent, as well as visiting faculty, shall 

also present. This course is repeatable up to nine terms for 

cumulative credit. Graduate students are expected to enroll 

in this course repeatedly—a minimum of three times for 

freestanding MSc students and a minimum of four times for 

PhD students. 

Research in Microbiology for MSc 

MICR 920 

Students shall conduct research on a topic approved by their 

graduate supervisory committee for the MSc thesis. 

Research in Microbiology for PhD 

MICR 980 

Students shall conduct research on a topic approved by their 

graduate supervisory committee for their PhD dissertations. 

Master’s Thesis in Microbiology 

MICR 990 

Students shall prepare and submit an original thesis, which 

must be defended before the microbiology faculty and invited

guests. This course cannot be repeated for credit. This course 

may be offered by different instructors and/or faculty members 

engaged in research and willing to supervise students. 

Doctoral Dissertation in Microbiology 

MICR 991 

Students shall prepare and submit an original dissertation, 

which must be defended before the microbiology faculty and 

invited guests. This course cannot be repeated for credit. 

Interdepartmental Courses 

Biology of Aging 

IDGS 804 

This course examines theories of aging, the physiological and 

pathophysiological aspects of aging, cellular and extracellular 

aspects of aging, organ system changes, goals of gerontology, 

and predictors for increased longevity. 


IDGS 805 

This course is designed to provide an understanding of the 

Basic Sciences in relation to the practice of medicine. The 

course will allow students to apply clinical skills developed 

in their preclinical studies to real-life situations, and thus 

provide a smooth transition from preclinical to clinical studies. 

The program allows students to improve their abilities in 

patient interviews, history taking, and physical and laboratory 

diagnosis, as well as therapeutics. 

Critical Appraisal of Research Studies 

IDGS 806 

By the end of the course, students will be able to critically 

appraise observational and intervention studies in humans, and 

describe the principles of research synthesis using examples 

from human parasitic infections. This course includes 

preparatory reading, lectures, group/individual work, seminars, 

discussions, and preparation of a four-page policy brief. 

Research Design and Implementation 

IDGS 807 

This course is designed to provide students with the skills 

necessary to conduct population-based research, consider 

questions being asked, and select appropriate measurement 

tools and types of data to be collected. Also addressed will 

be data management and the ethical considerations of 

conducting population research. 

Perinatal Epidemiology—International Perspectives 

IDGS 821 

This course is designed to expand students’ understanding of 

basic concepts and research strategies of epidemiology, and 

by way of context, introduce major maternal and child health 

issues in Grenada and worldwide. 

MSc Seminar 

IDGS 900 

1 credit 

MSc Project Proposal Seminar 

IDGS 901 

1 credit 

MSc Written Project Proposal 

IDGS 902 

2 credit 

Masters Thesis 

IDGS 903 

12 credit 

MSc Thesis Seminar 

IDGS 904 

2 credit 

MSc Thesis Defence 

IDGS 905 

1 credit 


Omur Cinar Elci, MD, PhD, FRSPH, Chair 

In addition to the courses listed below, the Department of 

Public Health and Preventive Medicine routinely teaches 

the course Topics in Community and Preventive Medicine: 

Medicine in Society II (PUBH 501), listed in the Medical 

Program Course Descriptions. 

International Public Health Law and Policy 

PUBH 827 

This course is intended to provide students of public health 

administration, health policy, and planning, as well as other 

health-related disciplines with a basic understanding of law 

and the international legal system as it impacts upon public 

health administration. The course is accordingly tailored to 

the needs of such students; it is specifically designed to assist 

them in understanding and coping with the legal constraints 

within which they will pursue their various disciplines and 

endeavors, the legal controversies in which they are likely to 

become involved, and the relationship between public health 

and international law. As such, the primary audience of this 

course is intended to be students and others with some interest 

or expertise in the delivery of health care, but little or no 

background in law. 

Core Courses 

Principles of Epidemiology 

PUBH 803 

Principles of Epidemiology is the investigation of the factors 

that determine the distribution and dynamics of health and 

disease in human populations. The course covers the measure 

of disease frequency, descriptive epidemiology, study types, and 

methods to document variation in disease occurrence. The 

tools of epidemiology are used in all aspects of public health to 

describe the patterns of illness in populations, design research 

studies, evaluate public health programs, and keep abreast of 

changes in the health status of populations. 


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Principles of Biostatistics 

PUBH 804 

Principles of Biostatistics presents the principles and methods 

of data description and statistical analysis used for planning, 

development, and evaluation of health problems. This course 

provides an introduction to descriptive statistics, probability 

distributions, sampling, estimation, inference, and basic 

parametric and nonparametric tests. A program called Epi 

Info, developed by the World Health Organization and 

Centers for Disease Control, is the primary computer program 

used for the course, although other computing programs will 

be demonstrated. Emphasis is placed on understanding and 

interpretation of data used in public health. 

Health Policy and Management 

PUBH 805 

The focus is on a comprehensive background in the 

organizational, financial, legal, and political issues 

surrounding the health care environment. Health Policy 

and Management examines the major substantive issues 

confronting health policy makers in the areas of health 

systems, health sector reform, family and community health, 

and environmental and occupational health. 

Social and Behavioral Aspects of Public Health 

PUBH 806 

This course explores the influence of social, psychological, 

and cultural factors on the health status of individuals and 

communities. While this topic may be studied from many 

perspectives, the class seeks to understand the origins of 

health-compromising behaviors, their distribution in the 

population, and ways to change or prevent them. 

Principles of Environmental Health 

PUBH 807 

In this course, students learn about the interaction between 

humans and physical, chemical, and biological agents, in 

addition to the important impact it has on health. This course 

considers important environmental health issues facing society. 

Topics include environmental physiology, radiation protection, 

air pollution control, water and wastewater management, food 

protection, hazardous material management, ecology and 

control of animal vectors of disease, and basic community 

sanitation issues. 

Community Medicine Seminar Series 

PUBH 855 

This course is a 16 contact-hour seminar series experience in 

which students are required to attend, participate in presented 

topics as well as develop and deliver a seminar on their 

own. This seminar series will contribute to the development 

of well-rounded (holistic) medical professionals, who will 

demonstrate knowledge and competence in dealing with 

primary health care, desire for lifelong learning, evidencebased 

practice, interdisciplinary team work, and professional 

and ethical behavior in practice in order to improve and 

sustain the health of the human population. 

Department Required Courses 

Concepts, Practice, and Leadership of Public Health 

PUBH 831 

This course is one of four courses that the department 

requires of all graduate students in the Master of Public 

Health program. It focuses on the determinants of health, 

and the philosophical and organizational foundations 

of the professional practice of the core areas of public 

health. It provides an integrated overview of the field by 

surveying epidemiology, biostatistics, preventive medicine, 

environmental health, social and behavioral aspects of health, 

and health policy. The course will also give students an 

understanding of the tools needed to be effective leaders in 

carrying out the core public health functions of assessment, 

policy development, and assurance. 

Public Health Research Methods and Ethics 

PUBH 832 

As the second course required by the department, Public 

Health Research Methods and Ethics covers basic research 

tools needed to work successfully in public health and 

explores some of the common types of research encountered 

in public health settings. Topics include qualitative and 

quantitative data collection, design of research instruments, 

interpretation and dissemination of data, community 

assessments, and presentation of research findings. The 

course integrates case studies in public health ethics 

throughout the discussion of research so that the latter is 

considered in light of moral and ethical dilemmas that often 

occur. A combination of lecture, discussion, reading of 

literature, and computer applications are used to familiarize 

students with public research methods in public health. 

Practicum/Internship in Public Health 

PUBH 889 

This course is the third requirement of the department is the 

practicum. The practicum experience is a critical part of the 

Master of Public Health program, which integrates academic 

preparation with field-based experience. The internship 

allows students to apply academic coursework and training 

within a public health agency setting under the direction of a 

mentor or on-site supervisor. Internships are arranged on an 

individual basis with written goals spelled out in advance and 

approved by the student, faculty advisor, and on-site supervisor. 

Students complete a minimum of 240 hours of fieldwork in 

the public health practice setting. 

Capstone Seminar 

PUBH 893 

The fourth departmental requirement is designed as a 

practical seminar to assist students to work through systematic 

steps in preparation of their Capstone Paper. The seminar 

covers topics in a planned sequence, such as selecting a topic, 

reviewing the literature, selecting data sources, selecting 

methods analysis, preparing a proposal, and writing stepwise 

drafts. The Capstone Paper demonstrates mastery of selected 

concepts of public health by integrating the core functions of 

public health within a comprehensive research paper. Students 

determine the topic of the paper and work according to the 

schedule of the Capstone Seminar to show understanding and 

mastery through the application of public health concepts

to chosen research questions. Finished papers are presented 

orally in a seminar setting and kept in the department 

as reference documents; they may also be submitted for 

publication. 

Track Required Courses 

Epidemiology Track 

Chronic Disease Epidemiology 

PUBH 813 

This course covers principles, methods, and issues in 

the epidemiology of chronic diseases. Chronic Disease 

Epidemiology starts with a strong focus on preventive 

medicine, and explores the risk factors for various chronic 

conditions. The course covers major conditions in extensive 

detail, including cardiovascular disease, cancer, diabetes, lung 

disease, arthritis, and neurological disorders. 

Practical Data Management and Analysis 

PUBH 835 

In this course, students will learn the concepts and practice 

of sound data management, data editing, and cleaning, as 

well as plan and conduct an analysis of actual public health 

data. Students will use Epi Info to create data entry screens 

and edits, enter and clean data they have collected, and 

analyze data from a large cross-sectional survey, in addition to 

an analytic epidemiologic cohort or case-control study. The 

knowledge and skills acquired in this course will be useful for 

anyone whose future plans include epidemiology, biostatistics, 

or medical or veterinary research. 

Intermediate Epidemiology 

PUBH 842 

In this course, students will be exposed to a more in-depth 

look at basic study designs, including the measures of disease 

occurrence, measure of effect, and the concept of validity and 

methods to deal with threats to validity, as well as defining and 

assessing heterogeneity. This course will also expose students 

to the most common analytic methods used by epidemiologists. 

Infectious Diseases Epidemiology 

PUBH 843 

During the first half of this course, students are introduced to 

basic epidemiological concepts and methods, which form part 

of the standard armament of all epidemiologic activity. This 

includes the most common measures of disease frequency, 

measures of effect, basic study designs, concepts of validity, 

and basic statistical concepts. In the second part of the course, 

emphasis is placed on how these basic tools are applied in 

the disease dependence context typical of infectious disease 

epidemiology. In this part of the course, students will look 

at models for epidemics, outbreak investigation and analysis, 

surveillance, measurement of infectivity, contact patterns, 

and the epidemiology of vaccination. During this part of the 

course, an effort will be made to demonstrate the application 

of these methods in the context of important infectious 

diseases of human, animal, and zoonotic origin. 

Environmental and Occupational Health Track 

Occupational Health 

PUBH 816 

This course provides students with the knowledge and skills 

to recognize and evaluate common occupational hazards (for 

example, chemical, physical, biological, and psychosocial), 

which are followed by a review of common approaches that 

can be taken to prevent these hazards from causing work 

related diseases and injuries. The relationship between 

workers and their jobs, with respect to health outcomes, are 

explored from historical, scientific, and policy perspectives. A 

systematic approach to the study of the causes and extent of 

work-related injuries and ill health is emphasized. Principles 

of occupational safety and models of accidents, causation, and 

investigation are also covered. 

Environmental Sustainable Development 

PUBH 837 

Principle I of the Rio Declaration on Environment and 

Development (1992) states, “Human beings are at the center 

of concerns for sustainable development. They are entitled 

to a healthy and productive life in harmony with nature.” 

The objectives of this course are to introduce students to the 

definition and concepts of sustainable development, and to 

explore the cross-cutting relationship between health and 

sustainable development. The areas of focus include energy 

for sustainable development, atmospheric pollution and 

climate change, integrated water resources management, 

integrated solid waste management, health and sustainable 

development, disaster reduction and management, biodiversity, 

trade and environment, sustainable consumption and 

production, sustainable tourism, agriculture, transport, human 

settlements, international law, industrial development, poverty, 

and national sustainable development strategies. 

Occupational and Environmental Epidemiology 

PUBH 841 

The main goal of this course is to provide an introduction 

to environmental and occupational epidemiology and 

basic concepts, methodology, and practical usage in public 

health. This course describes epidemiological methods 

that are utilized to study risk factors in occupational and 

environmental health. Students will critically analyze 

epidemiological studies in occupational and environmental 

health settings. Students will gain knowledge and skills to 

evaluate environmental and occupational health problems by 

using epidemiologic methodology. 

Water Resources and Public Health 

PUBH 847 

This course is designed to build upon the knowledge gained in 

Introduction to Environmental Health (PUBH 807). Students 

will gain a basic understanding of watershed hydrology and 

water supply as well as the physical and social causes and 

public health significance of water stress and water scarcity. 

Additionally, students will be challenged to develop a deeper 

level of understanding of water resource management, trends 

in management, characteristics of resilient water supply 

systems, and how to participate in an integrated water resources 

management (IWRM) setting as a public health stakeholder. 


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Environmental Toxicology 

PUBH 849 

The course covers basic principles of toxicology and 

mechanisms by which chemicals cause health problems and 

environmental damage. The student will be able to apply 

the principles of toxicology for compounds found in the 

environment and workplace. 

Environmental Health Management 

PUBH 852 

Environmental Health Management is designed to prepare 

students to confidently step into community situations in a 

professional capacity and experience, understand, evaluate, 

and solve real-world environmental and occupational health 

issues in the developing world. Emphasis will be placed 

on understanding the linkages between the physical and 

social aspects of environmental and occupational health 

issues. Topics are variable and will draw upon the cumulative 

expertise of the Environmental Health Track faculty. Course 

time will be split approximately evenly between field project 

time conducted off-campus and in-class instruction designed 

to prepare students for field projects. 

Health Policy and Administration Track 

Decision Making for Public Health 

PUBH 845 

This course is all about “doing the right things right.” It gives 

an overview of different techniques for decision making 

in health policy and management. Decision making is an 

essential part of working as a public health professional; it 

forms the critical link between theory and practice, and thus 

assures implementation of the right interventions with the 

maximum impact on the well-being of the population or 

groups of patients. 

Leadership in Management 

PUBH 850 

The main emphasis of this course is guided by recent events 

and new trends; public health training increasingly requires 

new and more advanced information—leadership and 

management skills drawn from business, industry, education, 

and government. This course offers skills necessary for 

students entering the field of public health management with 

a specific focus on developing knowledge and skills in the 

cross-cutting competency domains. 

The course provides students with the tools needs to diagnose 

and solve organizational problems; to influence the actions 

of individuals, groups, and organizations; and to lead highperforming, 

successful public service organizations. A key 

leadership task is to assemble the skills, talents, and resources 

of individuals and groups into those combinations that best 

solve the organizational problems at hand. Leaders must 

manage people, information, and processes to accomplish 

organizational goals; they must make things happen, and often 

not under conditions or time frames of their own choosing. 

The successful execution of these goals requires leaders to 

be able to understand what they bring to and need from 

their organizations, formulate a mission and strategy, make 

effective decisions, influence and motivate diverse individuals, 

apply their own skills and abilities to their teams, optimize the 

structure of their organization, diagnose problems, and drive 

organizational change. 

Each class will focus on a particular set of leadership skills. The 

goal will be to distinguish between effective and ineffective 

strategies. Students will accomplish this by discussing key 

theoretical concepts, analyzing related cases, engaging in 

exercises, and completing team projects. This course reflects 

a dual focus on practice and conceptual training. The course 

packet readings introduce key concepts and useful ways of 

thinking about common situations in complex organizations. 

Case studies and class exercises provide opportunities to 

apply theories, concepts, and research findings to particular 

situations, sectors, and fields of interest to the students and to 

hone skills in problem definition and problem solving. The 

written assignments, including the team project, ask students 

to consolidate their insights and to practice their analytic skills. 

Foundations in Health Policy Analysis 

PUBH 851 

Foundations in Health Policy Analysis is the introductory 

course to health policy concepts and analysis, with special 

emphasis on the political framework and the problemcentered 

model. This is based on the thinking that good policy 

analysis is built on economics, resource management strategies, 

and political processes. Policy analysis can be described as the 

science and the art of giving advice that affects public policy 

decisions. This course familiarizes students with the policy 

process, the role of political actors, and the implications of 

research and resources within health policy-making. 

The larger economic, political, and governmental context 

on health policy decisions is introduced, as well as an 

understanding of the effect or impact of policies on target 

groups, institutions, and society more generally. Specific global 

health policy issues are chosen for discussion on the basis of 

their relevance to current public policy debates. Particular 

emphases are placed on students’ ability to understand, assess 

and critique the policy process, and apply concepts within real 

world settings and initiatives 

Health Economics 

PUBH 854 

The course will introduce students to the main concepts of the 

public health field and the critical links between global health 

and social and economic development. Students will get an 

overview: 

• To provide an economics perspective for management 

decision-making. 

• To provide theoretical groundwork for the study of finance, 

accounting, marketing, and planning. 

• To enable them as future health care managers to play 

positive roles in the reform of health care. The course will 

cover key concepts and frameworks but be very practical in 

orientation.

Elective Courses 

Maternal and Child Health 

PUBH 808 

This course covers the major issues involved in the provision 

of maternal and child care services across countries, special 

needs and programs targeting women and children, changing 

structure of the family, domestic violence, and child abuse. A 

special focus is given to issues involving maternal and child 

health in the Caribbean region. 

Nutrition and Public Health 

PUBH 812 

Nutrition and Public Health covers the roles and applications 

of nutrition to assess community needs, shape policies that 

affect the public’s health, and manage public health nutrition 

programs. This course examines major health conditions 

and diseases within populations that have strong nutritional 

components. 

Preventing Mental Illness: Global Perspectives 

PUBH 824 

and Universal Strategies 

This course provides an advanced introduction to community 

psychology, public health theory, and research with the goal 

of helping students to develop a global understanding of the 

prevention of mental illness. This course is divided into three 

components: 

• Section I: Psychological Theory and Research 

Psychological Theory and Research is primarily concerned 

with person-environment interactions and the ways society 

impacts individual and community functioning. In this 

section of the course, students will explore the framework of 

community psychology theory and practice. 

• Section II: Prevention and Primary Care 

Students will investigate the integration of psychological 

theory with public health medicine. In particular, the focus 

will be on the role of the primary care provider in mental 

health illness prevention. 

• Section III: Specific Areas of Prevention 

During this section of the course, students will focus on a 

variety of psychosocial issues and the practical application of 

psychosocial theory and research to the prevention of mental 

illness, in addition to the promotion of mental health and 

wellness. 

Family Violence: A Public Health Problem 

PUBH 825 

This course presents an in-depth study of family violence, a 

growing public health problem. Characteristics of the problem, 

its history, and its numerous manifestations in specific 

population groups across the life span will be studied. The role 

of public health agencies and their interface with the criminal 

justice systems will be an important focus. Prevention strategies 

and community responses to the problem will provide students 

with the opportunity to evaluate and plan a public health 

solution to a specific aspect of family violence for a geographic 

location of their selection. 

Women and Health: A Sociolegal Perspective 

PUBH 826 

This course is intended to develop an understanding of the 

conception and operation of the law as it relates to women 

and health. Critical conceptual issues from the humanities, law, 

and social sciences will be used to investigate and theorize the 

intersections of women, health, and the law, with an emphasis 

on the North American experience, as well as glimpses into 

global conversations. The ways in which differences of race, 

class ability, and sexuality make a difference to women’s health 

will be constantly interrogated. 

PUBH 853 Public Health Surveillance 

This course provides a comprehensive overview of the key 

aspects of surveillance: history of public health surveillance, 

sources and collection of data, analysis and interpretation 

of surveillance data, communication of surveillance data, 

technology of public health surveillance systems, evaluation of 

public health surveillance activities, ethical and legal issues in 

surveillance, international and regional issues in surveillance, 

and future considerations. The course structure will be based 

on the principle that the purpose of surveillance is to enable 

evidence-based development of prevention and control 

programs, and to promote the most effective use of health 

resources. Surveillance is built upon dynamic and flexible 

principles of careful resource allocation, the best response to 

the current epidemic state, use of biological and behavioral 

data, and integration of various data sources. 

Independent Study 

PUBH 881 

This course is the opportunity for students to design a course 

of particular interest for self study in association with a faculty 

mentor. This course requires the permission of a faculty 

advisor. 


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Clinical Tutor Research and Fellowship Program 

Shivayogi Bhusnurmath, MD, FRCPath, Director 

The Clinical Tutor Research and Fellowship Program is a unique, locally developed program 

designed for recently graduated physicians from around the world who want to enhance their 

teaching and communication skills, as well as pursue board examinations (USMLE, PLAB) to get 

into postgraduate residency programs. Tutors are recruited initially for one year; upon satisfactory 

performance, tutors are renewed for another year. During this program, they are expected to pass 

the board examinations and move on to postgraduate training. 

Presently, there are 93 tutors in the program in Grenada and 7 in the Keith B. Taylor Global 

Scholars Program. The program includes attendance at lectures, teaching lab groups, and 

participation in academic activities, such as CPR, ACLS, ATLS, HIIPA, and workshops on substance 

abuse, professionalism, and ethics. Each tutor is expected to contribute to the test items for the 

course examinations and to participate in clinical services at the University Clinic and Grenada 

General Hospital. 

Preference is given to recent doctors (who qualified in the past five years) from WHO-listed 

medical schools and those who have completed at least one year of post-examination internship 

training in a teaching hospital with three months of rotations in Medicine, Surgery, Obstetrics/ 

Gynecology, Pediatrics, and Community Health. They should have demonstrated high 

academic performance, registration with their medical council to practice medicine, and good 

communication skills in English. 

Most of the tutors perform extremely well on the USMLE examinations and get accepted into 

excellent postgraduate residency training positions in the United States, Canada, and the United 

Kingdom.

Clinical Centers/Affiliated Hospitals 

Michigan 

St. John Hospital and Medical Center 

New Jersey 

Hackensack University Medical Center 

Saint Barnabas Healthcare System 

Saint Barnabas Medical Center 

Monmouth Medical Center 

Newark Beth Israel Medical Center 

St. Joseph’s Regional Medical Center 

California 

Alameda County Medical Center 

(Highland Campus) 

Arrowhead Regional Medical Center 

Kern Medical Center 

San Joaquin General Hospital 

Connecticut 

St. Mary’s Hospital 

Florida 

Cleveland Clinic Hospital 

Miami Children’s Hospital 

Connecticut 

Norwalk Hospital 

Illinois 

Norwegian American Hospital 

Norfolk and Norwich University Hospital 

North Hampshire Hospital, Basingstoke 

North Middlesex University Hospital 

Poole General Hospital 

US Clinical Centers 

US Major Affiliated Hospitals 

Maryland 

Holy Cross Hospital 

Spring Grove Hospital Center 

Michigan 

Providence Hospital 

UK Major Affiliated Hospitals 

Norfolk and Waveney Mental NHS Foundation Trust 

St. Ann’s Hospital, London 

St. Ann’s Hospital, Poole 

New Jersey 

Morristown Memorial Hospital 

Overlook Hospital 

Bergen Regional Medical Center 

Jersey City Medical Center 

St. Michael’s Medical Center 

Trinitas Regional Medical Center 

US Limited Affiliated Hospitals 

Michigan 

Doctors’ Hospital of Michigan 

New Jersey 

JFK Medical Center 

Mountainside Family Practice Associates 

UK Clinical Centers 

New York 

The Brooklyn Hospital Center 

Coney Island Hospital 

Jamaica Hospital Medical Center 

Lincoln Medical And Mental Health Center 

Lutheran Medical Center 

New York Methodist Hospital 

The Queens Hospital Network, Elmhurst Hospital Center 

Richmond University Medical Center 

Woodhull Medical And Mental Health Center 

New York 

Beth Israel Medical Center 

Flushing Hospital and Medical Center 

Kings County Hospital Center 

Kingsbrook Jewish Medical Center 

Manhattan Psychiatric Center 

Metropolitan Hospital Center 

Mt. Vernon Hospital 

Sound Shore Medical Center 

of Westchester 

New York 

Glen Cove Hospital 

Southside Hospital 

Royal Hampshire County Hospital 

Russells Hall Hospital 

Stafford Hospital 

Watford General Hospital 

UK Limited Affiliated Hospitals 

The Great Western Hospital 

Ipswich Hospital NHS Trust 

Kent and Canterbury Hospital 

Stoke Mandeville Hospital 

Canadian Limited Affiliated Hospitals 

Vancouver General Hospital, Department of Psychiatry 

Vancouver General Hospital, Department of Family Medicine 

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68 

Academic Partnerships 

In order to provide select students with different avenues for pursuing their academic career goals, St. George’s 

University has developed a number of academic partnerships with other institutions of higher learning. These 

partnerships are designed to expand the number of entry tracks into SGU’s professional programs, and to broaden 

and enhance the educational experience. In addition, when the guidelines for continuation in these programs are 

met, they simultaneously serve to streamline the entry process into St. George’s University School of Medicine. 

For further information, please contact Laurie Hinrichs, lhinrichs@sgu.edu, at St. George’s University, or directly 

contact the university/college in which you are most interested. 

T. A. Marryshow Community College 

Affiliation Agreement 

St. George’s University and T. A. Marryshow Community 

College (TAMCC) in Grenada have entered into 

a collaborative agreement to better serve the 

undergraduate student population at St. George’s 

University and TAMCC. Incepted August 2001, students 

matriculating into the first or second year of St. George’s 

University programs in business, life sciences, premedical 

sciences, and preveterinary medical sciences attend 

classes, many taught by SGU professors, on the TAMCC 

campus to fulfill some of their program requirements. 

Under this agreement, students have full access to a 

wide range of support services at TAMCC, as well as all 

of the student support services at SGU, including the 

Department of Educational Services, the Office of the 

Dean of Students, counseling services, administrative 

services, residential life, computer labs, library, and sports 

facilities. For further information, please contact: 

T.A. Marryshow Community College 

Office of Admission 

St. George’s, Grenada 

Phone: 1 (473) 440-4389 

OR 

Colin Dowe 

Caribbean Admission 

St. George’s University 

University Centre, Grenada 

Phone: +1 (473) 444-4680 

The New Jersey Program (United States) 

Combined BS/MD Degree 

The New Jersey Program is a highly selective program 

developed by St. George’s University School of Medicine, 

in cooperation with New Jersey Institute of Technology 

(NJIT)/Albert Dorman Honors College and St. Michael’s 

Medical Center. NJIT is a public research university 

located in Newark, New Jersey, providing instruction, 

research, and public service in several science and 

engineering fields. St. Michael’s Medical Center is an 

affiliated hospital at which SGUSOM students complete 

clinical rotations. 

After meeting stringent admission criteria, students 

follow the Honors Curriculum in Biology or Engineering 

Science at NJIT’s Albert Dorman Honors College and 

fulfill the requirements of the college. Students proceed 

to Grenada and enter the first year of the Doctor of 

Medicine program at St. George’s University after three 

successful years at NJIT. 

Successful completion of the first year of medical study 

at St. George’s University School of Medicine will fulfill 

the requirements for the Bachelor of Arts in Biology or 

the Bachelor of Science in Engineering Science at NJIT’s 

Albert Dorman Honors College. After the second year of 

the Doctor of Medicine degree program at SGU, students 

will enter the clinical phase of the Doctor of Medicine 

degree program at SGU’s affiliated hospital, St. Michael’s 

Medical Center in Newark. Successful completion of the 

medical program leads to the conferral of the Doctor of 

Medicine degree. 

For further information please contact Angela Ripple 

(aripple@sgu.edu) at St. George’s University or: 

Professor David Kristol 

Associate Dean 

Albert Dorman Honors College 

New Jersey Institute of Technology 

323 Dr. Martin Luther King Jr. Boulevard 

Newark, NJ 07102-1982 

Phone: 1 (973) 642-4448 

Email: honors@njit.edu 

Website: honors.njit.edu/admission/pre-health-law. 

index.php

Bermuda College 

Combined BS/MD Degree Program 

with Associate’s Degree 

Bermuda College, Bermuda’s only postsecondary educational 

institution, recognized for advanced standing in universities 

and colleges overseas, and St. George’s University have 

partnered to bring students a unique opportunity to meet 

interim educational milestones (an associate’s degree and 

a bachelor’s degree) while pursuing the long-term goal of 

earning a degree in medicine. 

This seven-year educational sequence begins with enrollment 

in the two-year Associate of Science degree program at 

Bermuda College. After successfully completing the associate’s 

degree program, qualified students are eligible for admission 

to a combined BS/MD degree program at St. George’s 

University. 

The third year of this sequence is comprised of the final year 

of the premedical program at St. George’s University. Students 

are eligible for promotion into the Doctor of Medicine 

program after successful completion of the premedical 

program. Students must meet the admission requirements and 

qualifications to enter the School of Medicine, and continue to 

meet the standards for promotion. 

The professional program, representing the fourth through 

seventh years of this sequence, is four calendar years in 

duration. Upon successful completion of the first year of 

the professional program, students will have completed four 

academic years of college-level coursework and will be awarded 

a Bachelor of Science degree from St. George’s University. 

After successful completion of the seven-year program, St. 

George’s University School of Medicine will confer the Doctor 

of Medicine degree. The medical degree from St. George’s 

University has been approved by the Bermuda Medical 

Council. 

Lynette Woods, Chair 

Division of Liberal Arts 

Bermuda College 

PO Box PG 297 

Paget PG BX 

Bermuda 

Phone: 44 12369000 

Email: Inw@bercol.bm 

Website: www.bercol.bm 

Northumbria University 

Joint Medical Degree Program 

St. George’s University and Northumbria University have 

entered into an agreement providing an exciting pathway to 

becoming a medical doctor. Northumbria University, located 

in Newcastle upon Tyne, is well known for its excellence 

in biomedical sciences and is recognized as a principal 

innovator in the field. The agreement links the scientific 

aspects of premedical training in the United Kingdom with a 

comprehensive and excellent medical education. 

Students begin their studies at Northumbria University in 

a Certificate of Higher Education in the Medical Sciences 

Course in the School of Life Sciences, taking the same 

modules as Year 1 of the BSc Honors degree in Biomedical 

Sciences. After successful completion of the one-year 

certificate course, qualified students proceed to Grenada to 

commence the St. George’s University Doctor of Medicine 

degree program. Qualified students accepted into this 

competitive program will complete the degree of Doctor of 

Medicine (MD) after a total of five years of study. 

Students apply to Northumbria University for the Certificate 

of Higher Education in Medical Sciences Course and to 

St. George’s University for the Doctor of Medicine. Upon 

receipt of the respective applications, St. George’s University 

and Northumbria University will liaise to establish suitable 

candidates and dates for interview. An offer for the joint 

program can only be made after an interview is conducted. 

Entry into St. George’s University School of Medicine is 

conditional on a minimum overall mark of 65% in the 

Northumbria University Medical Sciences Certificate and a 

satisfactory reference from Northumbria University. 

Northumbria University 

UK and EU Students: 

Phone: 44 (0) 191 227 4444 

Fax: +44 (0) 191 227 4561 

Email:ar.admissions@northumbria.ac.uk 

International Students: 

Phone: +44 191 227 4274 

Fax: +44 191 261 1264 

Email: international@northumbria.ac.uk 

Website: www.northumbria.ac.uk 


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Caldwell College, New Jersey, United States 

A Combined BS/MD Program 

Caldwell College in Caldwell, New Jersey has joined with 

St. George’s University offering students an opportunity to 

obtain a BS/MD degree. Qualified students are able to pursue 

a career in medicine at St. George’s University following 

successful completion of the premedical program at Caldwell 

College. 

Enrolled students begin their studies at Caldwell College 

where they spend the first three years of the premedical 

program. Qualified students then proceed to Grenada to enter 

the first year of the St. George’s University Doctor of Medicine 

program. 

Upon successful completion of their first year at St. George’s 

University, students fulfill the requirements for the Bachelor of 

Science in Biology from Caldwell College. Qualified students 

are then eligible to complete the three remaining yeas of study 

at St. George’s University leading to the completion of the 

Doctor of Medicine degree. 

Caldwell College is a Catholic, co-educational, four-year 

liberal arts institution. Founded in 1939 by the Sisters of 

Saint Dominic, the College is accredited by the Middle States 

Association of Colleges and Universities, chartered by the State 

of New Jersey, and registered with the Regents of the University 

of the State of New York. 

Located on a 70-acre wooded campus in a quiet suburban 

community 20 miles from New York City, Caldwell provides 

a serene and secure environment conducive to study and 

learning. 

For more information, please contact: 

Victoria C. Ukachukwu, Ph.D. 

Director, Health Professions Program 

Department of Natural and Physical Sciences 

Caldwell College 

120 Bloomfield Avenue 

Caldwell, New Jersey 07006 

Phone: 1 (973) 618-3595 

Email: VUkachukwu@caldwell.edu 

Website: www.caldwell.edu 

OR 

Bob Ryan 

Associate Dean of Enrolment Planning 

bobryan@sgu.edu. 

Memorandum of Agreement 

St. George’s University, Grenada 

and the University of Guyana 

The two universities, in recognition of each other as regional 

institutions with high academic standards, have entered into 

a partnership that encourages the sharing of graduate and 

postgraduate students, and staff between the two institutions. 

These academic exchanges take place within the context of the 

degree programs and research initiatives, and the universities 

collaborate in the development of programs that enhance the 

education and research initiatives in the region. 

Memorandum of Agreement 

St. George’s University, Grenada 

and Makerere University, Uganda 

The two universities have agreed to work towards mutual 

collaboration in the areas of research, shared curricula, 

faculty, and student exchange in various degree programs, 

and collaboration on graduate and postgraduate training. 

Each institution will recognize the other’s credit in compatible 

courses and will jointly review relevant curricula. The two 

institutions encourage collaborative research and graduate 

students’ research supervision, as well as facilitate, when 

possible, accommodations for academic exchange visits.

Student Support Services 

In accordance with its mission, the University is fully 

committed to the creation and maintenance of an 

environment conducive to academic success for all 

students. A wide range of student academic and 

nonacademic support services are offered to ensure 

that the University is in partnership with each student to 

provide support for success. 

Dean of Students 

C. V. Rao, PhD, Dean 

The mission of the Dean of Students Office (DOS) is 

to encourage and enable students to achieve academic 

success, and to exhibit the highest standards of 

professionalism in their chosen fields of study at 

St. George’s University by providing support and 

guidance in both academic and nonacademic areas. 

From orientation to graduation, it assists all students in 

the University including the School of Medicine, the 

School of Veterinary Medicine, the School of Arts and 

Sciences, the Graduate Studies Program, and other 

University programs. 

The DOS Office accomplishes its mission by providing 

guidance in both academic and nonacademic areas, 

enabling students to freely access the services and support 

mechanisms needed to achieve their professional goals, 

and enhance their personal growth during their tenure at 

St. George’s University. 

The DOS Office is responsible for monitoring the 

academic progress of all students, providing information 

and advice regarding the satisfactory academic progress 

and professional standards. Additionally, the DOS 

enforces the student code of conduct as described in the 

SGU Student Manual. All students who have cognitive or 

non-cognitive concerns are provided with a wide range 

of support services, and the DOS serves as a student 

advocate in accessing needed services on or off campus. 

For additional ongoing support, matriculated students 

are assigned a faculty advisor as part of the Faculty 

Advisor Program, which is administered by the DOS. The 

advisor becomes personally acquainted with the student’s 

goals, strengths, and challenges. He or she serves as a 

source of support and advice throughout the student’s 

tenure at the University. 

The DOS supports nearly 50 student organizations that 

enhance student life by promoting a variety of activities 

with a range of goals: religious, cultural, professional, 

political, social, and academic. 

The Dean of Students is a member of the University 

Council of Deans; chairs the Committees for Satisfactory 

Academic Progress and Professional Standards, and the 

Student Nonacademic Affairs Committee; and is active on 

other committees and panels constituted in the interests 

of student affairs. 

Department of Educational Services 

Andre Havenga, DEd, Director 

St. George’s University’s dedicated Department of 

Educational Services (DES) teaches students how to 

learn and teachers how to teach. This unusual and 

highly effective faculty is the largest on campus, and is 

an important component of our student and graduates 

successes. Close to 100% of the University’s students and 

many of the professors in all schools avail themselves 

of the support offered through a variety of innovative 

programs, including time management, note-taking 

skills, and utilizing technology effectively in teaching and 

learning. 

DES provides academic support services in Grenada 

through a variety of programs, courses, and workshops 

focused on student and faculty skills development. These 

services include the Academic Enhancement Program, 

an individualized program based on skills assessment; the 

Specialized English Language Program (SELP) offering 

classes and workshops, as well as individualized programs 

with training in reading efficiency and comprehension, 

writing, oral communication, pronunciation, and 

grammatical accuracy; the Faculty Development Program, 

which offers seminars and workshops in concepts, 

methods, and techniques of education; and the Office of 

Educational Assessment, which provides the University 

with support for all of its educational assessment needs. 

DES works closely with the Dean of the School of 

Veterinary Medicine on faculty development and with the 

Dean of Students on student academic progress. 

True Blue Clinic 

Chamarthy Subbarao, MBBS, Director 

The True Blue Clinic maintains modern clinic facilities 

with scheduled and walk-in hours from 9:00 am to 4:30 pm 

EST, Monday through Friday. 

Additionally, there is daily 24-hour coverage by wellcredentialed 

physicians and physician assistants to 

provide students with emergency care when the clinic is 

not open. Medical emergencies in Grenada are referred 

to the Grenada General Hospital. University Health 

Services facilitates air evacuation, if indicated, on campus. 

Psychological Services Center 

Terry Ruthrauff, PhD, Director 

The Psychological Services Center (PSC) is completely 

separate from the faculty and administration. While 

the Dean of Students may refer students to counseling, 

no report returns to the Dean or to any other faculty 

member. Students have a completely secure avenue to 

discuss concerns with trained professionals. Counseling 

services are available on the Grenada campus. In 

the clinical years, counseling can be arranged on an 

individual basis through the Office of Clinical Studies. 

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Student Organizations 

St. George’s University’s student organizations are centered on different areas of student life—cultural, religious, 

social, academic, professional, and community service. The Student Government Association (SGA) is a highly 

developed and active group that has representation on the Faculty Senate committees of the University. The 

Office of the Dean of Students, cognizant of the benefits of active student involvement, offers support for over 50 

student organizations in Grenada and for students in clinical rotations. Students seeking additional information on 

organizations that support the following categories may contact the Office of the Dean of Students. 

The following descriptions of the student organizations are provided by the student organizations and do not 

represent the views or policies of St. George’s University. St. George’s University does not discriminate in its 

support of student organizations. 

Academic Organizations 

American Medical Student Association 

One of the largest chapters, the SGU American 

Medical Student Association (AMSA) promotes active 

improvement in medical education, world health care 

delivery, and the enhancement of the social, moral, and 

ethical obligations of the medical profession. 

Clinical Research Society 

The Clinical Research Society (CRS), comprised of 

students who have excelled academically, offers them the 

opportunity to participate in a variety of clinically related 

anatomical research. The main objective of the society is 

to present their research findings in national meetings and 

publish their research findings in peer-reviewed journals. 

Emergency Medicine Club 

This is an organization of members who are interested 

in learning more about emergency medicine. The 

Emergency Medicine Club (EMC) helps the local 

Grenadian community, participates in hands-on workshops, 

and invites guest speakers to discuss the field of emergency 

medicine, the process of finding residencies, and recent 

advances that have been made in the field. 

Family Medicine Club 

The Family Medicine Club aims to educate current 

and future medical students at St. George’s School 

of Medicine about the range of opportunities and 

challenges of a Family Practice career. The goals of 

the club are educating, volunteering, mentoring, and 

encouraging caring and compassion in developing 

primary care physicians. 

Humanism Service Organization 

The Humanism Service Organization (HSO) aims to 

support SGUSOM’s Chapter of the Gold Humanism 

Honor Society (GHHS) by promoting community 

service, humanism, and professionalism in medicine 

and medical education during SGUSOM’s preclinical 

curriculum. Each term, the HSO organizes one or more 

educational or developmental projects for volunteer 

service in the Grenadian community and/or on campus. 

This may involve campus activities to promote cultural 

sensitivity, health education in Grenadian schools, home 

care visits to support patients and relieve caregivers, and 

other options. Society and the medical profession gain 

directly through such services. Student members also 

benefit through experience in project development and 

implementation, leadership, developing professional 

competencies associated with patient care, and engaging 

with communities that are socioeconomically and 

culturally different from their own. 

International Federation of Medical Students 

The International Federation of Medical Students 

(IFMSA) is an independent, non-governmental and 

non-political federation of medical students’ associations 

worldwide. IFMSA-Grenada is the forum for medical 

students in Grenada to the worldwide IFMSA body, which 

represents more than one million medical students to 

the United Nations and the World Health Organization. 

Internationally, there are almost one hundred member 

countries of the IFMSA. IFMSA-Grenada joined the 

international body in 2009. IFMSA is considered a major 

partner when it comes to issues relating to global health. 

Iota Epsilon Alpha Medical Honor Society 

Iota Epsilon Alpha Medical Honor Society (IEA) is 

comprised of students who have excelled academically 

and are willing to participate in various extracurricular 

activities, as well as in international health projects that 

promote scholarship, research, and the public health and 

welfare of the underprivileged and medically indigent, 

both locally and worldwide. 

Journal Club 

The Journal Club of St. George’s University was founded 

to provide a forum for students to discuss current 

biomedical research. Members read and analyze 

recent research and reviews of clinical significance 

and particular interest to them. They then present 

encapsulations of this research to their peers in an 

organized format. Keeping up with current research 

and developing effective presentations are critical skills 

for health care professionals. The Journal Club seeks to 

prepare SGU students for the challenges they will meet 

along these lines in clinical years and beyond. 

Nursing Student Association 

The St. George’s University Nursing Student Association 

(SGUNSA) is organized for those interested in assisting

in the improvement of the health care system on the island 

of Grenada through active campaign endeavors geared at 

purchasing specialized equipment to donate to the General 

Hospital. The SGUNSA endeavors to elevate the standard of 

the nursing profession and promote the advancement of the 

nursing career through student unification, education, and 

the practice of the discipline within the University and the 

outer community. This will be done through a community 

outreach program that includes regular visits to the local 

homes and shelters, in addition to educational lectures and 

seminars that will address some of the pertinent medical 

issues facing the nursing profession and Grenada today. 

Pediatrics Club 

The Pediatrics Club is a group of students dedicated to 

understanding the field of pediatrics. Members have the 

opportunity to learn about the field of pediatrics through 

educational seminars and guest speakers. The goals of the 

Pediatrics Club are to educate members on this specific specialty 

and provide opportunities for interaction with children. 

Members are also given the chance to educate local children 

about health-related issues during school visits, health fairs, 

and an educational field day. Events also include fund-raising 

activities to raise money for local children’s organizations. 

Physicians for Human Rights 

Physicians for Human Rights (PHR) is a student organization 

dedicated to educating its members, future physicians, and 

members of the community about human rights issues. 

Members strive to become aware and involved in issues at 

both a local and global level. PHR members believe that in 

promising to do their best in healing the sick and helping 

those in need, physicians have the obligation to become active 

participants in the establishment of human rights, be it in 

their own communities or those around the world. Projects 

and events include videos, volunteering, working with the local 

community, student discussions, inviting speakers to talk about 

current events in human rights, and sign language classes. 

The Premedical Club 

The Premedical Club exposes premedical students to various 

medical specialties, as well as to the School of Medicine 

and the Grenadian community. The club hosts a number of 

activities such as guest lectures, social activities, and visits to 

local health care facilities. 

Project 2015 

The objective of this club is to implement positive changes 

in the overall health of Grenadians. As medical students we 

have a responsibility to care for our fellow human beings. The 

World Health Organization has set out clear goals they wish 

to reach by 2015 which include: Eradication of neglected 

tropical diseases, improvement of health for women and 

children, and clean water for everyone. The current project 

the group is about to embark upon, is to investigate the water 

supply in Grenada’s various parishes and rural areas for 

possible contaminants that can cause disease. With the help 

of knowledgeable faculty advisors we are going to plan and 

execute a study, from which we can draw recommendations 

upon. We welcome everyone from all faculties and clubs to 

help in this current project and future ones. 

Public Health Student Association 

The members of the Public Health Students Association 

(PHSA) are primarily MPH, MD/MPH, and DVM/MPH 

students, however all are welcome. The PHSA promotes public 

health and preventive medicine through community-based 

research and service activities within St. George’s University 

and the broader community. Recreational and leisure activities 

are also coordinated to promote social cohesiveness among 

members. The PHSA also collaborates with other student 

organizations; an ongoing goal is to form a bridge between the 

Grenada Public Health Association and the PHSA. 

St. George’s University Neuroscience Society 

St. George’s University Neuroscience Society (SGUNS) is a 

student-run organization, provided with invaluable guidance 

by the Department of Neuroscience at St. George’s University. 

The SGUNS is dedicated to medical, undergraduate, and 

premedical students interested in the fields of general surgery, 

neurology, psychiatry, neurosurgery, and/or neuroscience 

research. It is an organization that focuses on providing 

knowledge and fun activities for local school kids in the field of 

neuroscience through the Brain Awareness Program. SGUNS 

sponsors and organizes events, which will focus on different 

aspects of neuroscience, and also provides valuable knowledge 

and enjoyment in taking part in a number of activities. 

Student Government Association 

The Student Government Association (SGA) has 

representatives from each class that sit on various committees 

within the academic Senates of the University, and represent 

students in administrative matters, student affairs, and to the 

alumni association. 

Student National Medical Association 

The Student National Medical Organization (SNMA) is the 

United States’ oldest and largest independent, student-run 

organization focused on the needs and concerns of medical 

students of color. Established in 1964 by medical students 

from Howard University School of Medicine and Meharry 

Medical College, the membership includes over 5,000 medical 

students, premedical students, residents, and physicians. 

The SNMA is committed to supporting current and future 

underrepresented minority medical students, addressing 

the needs of underserved communities, and increasing the 

number of clinically excellent, culturally competent, and 

socially conscious physicians. 

Students for Global Health 

The founding methodology behind Students for Global 

Health (SGH) comes from rising student interest in issues of 

global medicine, as well as from recognition that St. George’s 

University has a unique diversity that fosters a niche for those 

in the medical, veterinary medical, and public health degree 

programs interested in all aspects of international health. 

SGH aims to provide a forum, networking opportunities, and 

international experience. The rich diversity that defines St. 

George’s University provides the ultimate setting for training 

physicians with not only academic excellence, but also 

excellence in matters of humanism and cultural competency. 


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74 

Surgery Club 

The Surgery Club offers all SGU students, regardless of future 

professional interests, an opportunity to participate in a variety 

of activities, which includes learning suture techniques and 

observing surgeries at the local hospital. 

Undergraduate Student Government Association 

The Undergraduate Student Government Association 

(USGA) of the St. George’s University is a representative of all 

undergraduate students in the School of Arts and Sciences, 

which comprises the following programs: Premed, Prevet, Life 

Sciences, Business, Management Information Systems, Liberal 

Studies, Information Technology and Nursing. The USGA acts 

on behalf of undergraduate students to address concerns, and 

assist in their development in academic and non-academic 

matters in an effort to ensure that they are afforded the best 

experience possible at the University. 

Women in Medicine 

Women in Medicine (WIM) advocates for the interests of 

women in medicine, particularly physicians-in-training. WIM 

promotes women’s health, emphasizing well-being and 

autonomy, and works for the inclusion of women’s health issues 

in medical school curricula and continuing medical education. 

World Health Organization of Students 

Associated with the World Health Organization, the mission 

of this club is to promote world health and face global 

health challenges through local awareness and international 

volunteerism. The World Health Organization of Students 

specializes in creating awareness of health issues to students 

on the SGU True Blue campus and the Grenadian community. 

Lectures are held during the term, discussing health issues 

relevant to the SGU community. Members will have the 

opportunity to volunteer at events. 

Religious/Cultural Organizations 

African Cultural Students Association 

The African Cultural Students Association (AFCSA) is a 

union of different cultures of African descent representing 

the African cultural students body, and the unique needs of 

students in all aspects of the school. As a group, they provide 

a medium for unifying African cultures (between students on 

Campus and people in the community), aid in the progression 

of students through their academic careers at SGU, and also 

establishing a network for students and alumni. The club 

partakes in activities such as: weekly forums on development 

of leadership skills, community projects, and a once-a-semester 

cultural show incorporating cultural heritage and tradition to 

educate SGU of the diverse nature of Africa’s culture on the 

continent and in the diaspora. 

Asian Pacific Islander Student Association 

The Asian Pacific Islander Student Association (APISA) is an 

organization devoted to spreading awareness and visibility 

of Pan-Asian culture at St. George’s Schools of Medicine, 

Veterinary Medicine, Public Health, Undergraduate Studies, 

and the various professional Schools with the goal of 

increasing the diversity of experiences of the student body 

and the island of Grenada. The group is an all-inclusive 

organization and welcomes anybody interested in learning 

more about Asian culture and being involved with the 

community of St. George’s and the island of Grenada. 

Botswana Medical Student Association 

The Botswana Medical Student Association (BOMSA) is 

an organization of all Botswana medical students studying 

anywhere in the world. This organization aims to bring 

Botswana’s health system to perfection. As a sub-branch here 

in Grenada, BOMSA deals with all relevant issues pertaining to 

the living of Botswana students at St. George’s University. 

Canadian Students Association 

The Canadian Students Association (CanSA) is an 

organization dedicated to the development of a community 

that supports and enhances the lives of Canadian and non- 

Canadian students alike, at St. George’s University. The goal 

of the club is to facilitate the transition of students to life at 

SGU. The organization will also strive to enrich the entire 

community by sharing our rich Canadian heritage. 

Caribbean Student’s Association 

The Caribbean Student’s Association (CaSA) was started 

in 2001 by students who saw a need for Caribbean unity 

on campus. However, membership is open to all students, 

Caribbean and non-Caribbean. The purpose of the 

Association was and is not only to bring together Caribbean 

students, but to provide further knowledge of the Caribbean 

culture and customs. 

Catholic Students Organization 

The goal of the Catholic Students Organization (CSO) is 

to provide the students, faculty, and staff of St. George’s 

University with the spiritual guidance needed to live each 

day as practicing Catholics. In addition to facilitating weekly 

Sunday Mass on campus, the CSO is committed to providing 

support in celebrating the holidays of the Liturgical Year and 

sponsoring events that remind us that we walk with the Lord in 

faith. The CSO welcomes, as members, all SGU students and 

does not discriminate based on religion, race, gender, sexual 

orientation, or other personal beliefs. 

Christian Students Association 

The Christian Student Association (CSA) offers a nondenominational 

church service every Sunday morning at 

11:00 am in Bourne Lecture Hall. The services are composed 

of a worship service, prayer time, a short Biblical message 

given by a member of our leadership team, and a time of 

fellowship and refreshments afterwards. The students who 

attend CSA come from a wide range of church backgrounds 

which lends to a balanced, enjoyable service for all. We are 

student led and try to offer an encouraging environment in 

which to go to school and grow in the knowledge of Christ. 

Indian Cultural Student Association 

The Indian Cultural Student Association (ICSA) is an 

organization that endeavors to share the Indian culture with 

the entire University and country of Grenada at large. The

organization welcomes members from all races, colors, and 

creeds. ICSA hosts many different events on campus including 

a Diwali Show in the fall and a Holi Show in the spring. Both 

cultural shows include Indian dances, vocal acts, and other 

various performances. 

Jewish Students Association 

Being a medical student and new resident of Grenada, it can 

be difficult to maintain a religious lifestyle. This is particularly 

true for the Jewish students of St. George’s University, for 

whom special religious needs exist, from the Megillah reading 

of Purim, to the everyday mezuzah at the door. The Jewish 

Students Association (JSA)seeks to bring to Grenada the spirit 

of Judaism, with shofar blasts and Chanukah lights; so that, 

with Gd’s help, all residents of Grenada may be religiously 

inspired by our Service. 

Muslim Students Association 

The Muslim Students Association (MSA) is a student 

organization that provides religious services and support for 

the SGU community. The goal of MSA is to promote a positive 

understanding of Islam and its practice among people of all 

faiths and nationalities. Besides providing weekly Jummah 

(Friday) Prayer Services, MSA also sponsors community 

gatherings, dinners, and biannual holiday celebrations. 

Persian Students Association 

The Persian Student Association (PSA) is a non-profit, 

non-political student organization whose objective is to 

sponsor Persian social and cultural activities and events, to 

promote an understanding of Persian culture, to help foster 

friendship among different cultural groups, and to provide 

a source of union and support for the Persian community 

at St. George’s University. PSA also provides various services 

to Iranian medical students in the form of their scholastic 

education which may include academic and/or financial 

support, general inquiries, or anywhere else the PSA can be of 

assistance. 

Students Seventh-Day Adventist Organization 

The Students Seventh-Day Adventist Organization (SSDAO) 

comprises of Adventist from around the world. They have 

members ranging from the Caribbean to Africa to America. 

The organization, however, is open to the general school 

body (i.e. non- Adventist). The mission of SSDAO is to foster 

the social and spiritual growth of students from diverse 

countries through fellowship and proclaiming the love and 

the second coming of Jesus by the way they live. Their vision 

is to be a haven and a light reflecting the truth of God to the 

community. All are welcome to join 

St. John’s Orthodox Club 

The Orthodox Church is the oldest church in the Christian 

history. It is rich in its sacraments, rituals and teachings. 

St. John’s Orthodox Club (SJOC) welcomes all Orthodox 

Christian Students as well as any other interested members. 

SJOC aims is to gain spiritual, social, and personal growth. The 

club’s mission is summarized by what St. John the Beloved said, 

“Behold, if God so loved us, we also ought to love one another.” 

(1 John 4:11) 

Special Interest Groups 

Athletics 

The campus supports intramural programs in basketball, 

volleyball, soccer, flag football, badminton, tennis, and street 

hockey. SGU Rep teams participate in local cricket, soccer, 

netball, and basketball competitions. There are also aerobics 

and martial arts classes, in addition to an expanding weight 

room and cardio center. Off-campus activities include scuba 

diving, snorkeling, kayaking, swimming, cross-country running, 

and hiking. 

The Orphanage Students Organization 

The Orphanage Students Organization (OSO) is a group of 

volunteers committed to providing care and assistance to the 

abused, neglected, and abandoned children in the Bel Air 

and Queen Elizabeth orphanages in Grenada. In addition to 

hosting beach days and parties, the OSO also helps to address 

medical and other needs of the children. 

The Significant Others Group 

The Significant Others Group (SOs), comprised of spouses 

and significant others of students attending St. George’s 

University, acts as an informal support group for significant 

others and their families, provides social and recreational 

activities, and organizes philanthropic and other projects and 

activities in the Grenadian community. 

The Theater Guild of SGU 

The Theater Guild of SGU was set up with the main objective 

of becoming an outlet for creative expressions on campus, in 

the form of drama, dance, music, poetry, and art. Realizing the 

need for an organization that offers students the opportunity 

to creatively express their talents, the Theater Guild is a 

channel for the Grenadian community to share their culture 

with the University body. 

Volunteer Services 

The student body has become increasingly involved with the 

community in Grenada through various volunteer projects. 

Students have donated time, money, and energy to projects 

such as the Kennedy Home for the Handicapped, the Grenada 

Health Fair, and the St. George’s University Fund for Orphans 

and the Elderly. 


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76 

Admission 

The School of Medicine begins classes in mid-August and 

mid-January of each year. The Committee on Admission 

utilizes a rolling admission policy in the School of 

Medicine; therefore, applications are accepted and 

reviewed on an ongoing basis. The final deadline for 

receipt of applications and all supporting documentation 

is June 15 of the current year for the August class, and 

November 15 of the preceding year for the January class. 

Prospective candidates should note that entering classes 

are highly competitive and applications completed early 

have the advantage of being reviewed at the beginning 

of the admission process. The time necessary to secure 

official transcripts, standardized test scores, and letters 

of recommendation should be taken into consideration. 

The Committee reserves the right to defer an application 

to the following semester if there are no available seats. 

All Applicants: 

Applicants are advised that the Committee on Admission 

requires an academic indicator (completed coursework 

or examination score) within the three years prior to 

application. North American applicants are advised that 

MCAT scores may be used as a recent academic indicator. 

Doctor of Medicine Degree Program 

Entrance Requirements 

for the Premedical Program 

Applicants presenting secondary school, Advanced Level 

of the General Certificate of Education, the International 

Baccalaureate, or university/college undergraduate 

credentials will be assessed individually and will be 

considered for appropriate entry into the premedical 

program. 

Entry Requirements—All Applicants 

1. Statement of Financial Support. Applicants must 

provide a financial plan indicating adequate funding 

for the duration of the complete medical program. 

2. If English is not the principal language, the applicant 

must have achieved a minimum score of 600 (paperbased), 

250 (computer-based), or 100 (internet-based) 

on the Test of English as a Foreign Language (TOEFL), 

or a 7.0 overall score on the International English 

Language Testing System (IELTS). (The University’s 

TOEFL code is 2864.) 

Premedical Program: Year 1 

a. Passes in GCSE Ordinary Levels (or the equivalent) are 

required in Mathematics, Science, Biology, Chemistry, 

English, and at least one other subject. 

OR 

b. High school diploma (or the equivalent) with a strong 

GPA in science and strong SAT scores. 


a. A Matriculation Examination, such as the South 

African or Australian Examination, or its equivalent, 

with strong science grades. 

OR 

b. Minimum of 30 university/college undergraduate level 

credits that include some science foundation courses.* 


a. IB Diploma or a minimum of three GCE Advanced 

Level Examinations (or the equivalent) with strong 

science grades. 

OR 

b. Minimum of 60 university/college undergraduate level 

credits that include all science foundation courses.* 

*The science foundation courses are the following requisite 

undergraduate-level courses for admission to the medical 

program: Biology I and II with lab, Organic Chemistry I and II with 

lab,Inorganic Chemistry I and II (General or Physical) with lab, at 

least one semester Physics with lab, one semester of Math (Calculus, 

Computer Science, or Statistics), and one semester of English. 

Promotion into the 


Transitioning from the premedical program into the 

medical program at St. George’s University is dependent 

on successful completion of the final year of the 

premedical program. Students must achieve a B average 

to maintain satisfactory academic progress. To be eligible 

for promotion to the Doctor of Medicine program, 

students must successfully complete the final premedical 

year with a minimum 3.2 GPA (B+), a minimum 2.75 

science GPA, pass the Premedical Science Comprehensive 

Examination (PMSCE), and have a favorable review. 

Additionally, any US citizen or US permanent resident 

is required to take the MCAT examination and have the 

scores reported to the school. 

Entrance Requirements for the 


For North American Applicants 

1. A bachelor’s degree from an accredited university is 

required. Candidates accepted during the final year of 

undergraduate study are accepted with the assumption 

that their undergraduate degree will be completed 

before matriculation into the School of Medicine; 

candidates’ acceptance will be withdrawn if the degree 

is not obtained. 

2. The following specific undergraduate coursework (or 

its equivalent) is required as part of the premedical 

program requirements for admission: one year 

General Biology or Zoology with lab; one year 

Inorganic Chemistry (General or Physical) with lab; 

one year Organic Chemistry with lab; one semester 

Physics with lab; one semester Math (Calculus, 

Computer Science, or Statistics); and one semester of 

English. The Committee on Admission recommends

courses in Biochemistry, Microbiology, and Physiology as 

preparation for medical school, and in today’s increasingly 

technical environment, a basic knowledge in the use of a 

computer is imperative. 

3. Medical College Admission Test (MCAT). All North 

American applicants must submit MCAT scores. (The 

University’s MCAT code is 21303.) Inquiries concerning 

application, test dates, and locations should be directed to: 

Medical College Admission Test Registration 

The American College Testing Program 

PO Box 414 

Iowa City, IA 52243 

Phone: 1 (319) 337-1276 

Website: www.aamc.org/students/mcat 

For British Applicants 

1. A bachelor’s degree with a strong science background is 

necessary. 

2. Applicants with passes at the Advanced Level of the General 

Certificate of Education will be assessed individually and will 

be considered for entry into Year 3 of the premedical 

program. 

3. If English is not the principal language, the applicant must 

have achieved a minimum score of 600 (paper-based), 250 

(computer-based), or 100 (internet-based) on the Test of 

English as a Foreign Language (TOEFL), or a 7.0 overall 

score on the International English Language Testing System 

(IELTS). (The University’s TOEFL code is 2864.) 

For Applicants from Other Systems of Education 

1. Successful completion of secondary school (12 years post- 

kindergarten, comprising four years post-primary/ 

elementary that is in itself at least eight years long), 

preferably in a science curriculum or track. 

2. A bachelor’s degree (or its equivalent), which includes a 

science background and the study of English. 







Admission to the 

Keith B. Taylor Global Scholars Program 

Students should apply to St. George’s University School of 

Medicine for the Doctor of Medicine degree, noting that they 

wish to be considered for the Keith B. Taylor Global Scholars 

Program. 

Prospective students must also include a 500-word essay, 

which demonstrates a commitment to dedicating at least a 

part of their professional lives to practicing medicine in a 

developing country or an underserved region of a developed 

country. 

Selection Factors 

The Committee on Admission takes seriously its charge of 

choosing future physicians who will contribute positively 

to the world’s community of health care practitioners. The 

selection of students is made after careful consideration of 

many aspects, including academic ability; emotional and 

professional maturity; academic achievement; community 

service; indicators of responsibility and motivation; Medical 

College Admission Test (MCAT) scores, when applicable; 

health professions experience; and letters of recommendation 

regarding the applicant’s personal qualities, character, 

motivation, and academic abilities. Candidates for admission 

will be invited for an interview. 

Admission Process 

The Office of Admission will acknowledge receipt of 

candidates’ applications within two weeks of their arrival. 

Candidates will be informed of any required supporting 

documents missing at that time. Within one month after 

receipt of all application materials, candidates will receive 

notice that applications are complete and being reviewed to 

determine whether interviews will be granted. 

The Office of Admission encourages candidates who have 

been approved for an interview to request interviews in 

Grenada and will schedule one upon the applicant’s request. 

The University recognizes that financial considerations may 

prevent many candidates who reside at great distances from 

Grenada from choosing this option. Interviews, therefore, 

may be conducted in the United States, the United Kingdom, 

Africa, the Middle East, the Far East, the Caribbean, or other 

locations that best serve the diverse applicant pool. 

The interview gives us a chance to know candidates better and 

gives the candidates a chance to articulate themselves in ways 

that might not show in an application. Applicants are notified 

of the decision of the Committee on Admission. A record of 

the notification is kept for one year. 

Students’ acceptance into the School of Medicine is granted 

upon the presumption by the Committee on Admission 

that (1) all courses currently being taken by applicants will 

be completed prior to registration, and (2) all statements 

made by applicants during the admission process, whether 

oral, written, or in submission of academic documentation 

are true and correct. If it is subsequently discovered that false 

or inaccurate information was submitted, the University may 

nullify candidates’ acceptance or, if students are registered, 

dismiss the student. Complete health history reports must be 

submitted prior to registration. Students must submit a signed 

Acknowledgment of Admission along with a nonrefundable 

tuition deposit to reserve a seat in the class. 

Admission 

77

Admission 

78 

Application Checklist 

All documents must be in English or have a certified 

translation attached, and must be originals or certified copies. 

1. Application Fee (The application will not be processed 

without the fee. Payment can be made via credit card at time 

of online application submission; otherwise via check drawn 

on a US bank): 

a. $75.00 US for Doctor of Medicine, Dual Degree, and 

Premedical Programs. 

b. $50.00 for Graduate Studies Program. 

2. Complete application for admission (Prospective students 

can apply online or download a PDF from the website 

www.sgu.edu). 

3. Passport-sized photograph, with your name and date of 

birth printed on the back (if not scanned). 

4. Personal Statement and Essay. 

Note: For your own reference, it is suggested that you make a copy of your 

application for your records before you submit it. 

Checklist for Items to be Sent 

The following items should be sent directly from the 

appropriate offices: 

1. Official degree-bearing transcripts (undergraduate and 

graduate, if applicable) 

2. Official transcripts or academic certificates (from all other 

institutions attended) 

3. Official standardized test scores (if you are a North 

American applicant) 

4. Two letters of recommendation, preferably from science 

professors or premedical committee evaluation 

5. Official TOEFL or IELTS scores (if English is not your 

principal language). All application material should be 

forwarded to the following address: 



c/o The North American Correspondent: 

University Support Services, LLC 

3500 Sunrise Highway, Building 300 

Great River, NY 11739 USA 

The Orientation Process 

The Office of Admission and the administration as a whole 

consider a realistic assessment of the medical program and 

the student experience in Grenada, the United States, and 

the United Kingdom, a necessary component of a responsible 

decision to attend St. George’s University School of Medicine. 

Therefore, accepted and prospective candidates are invited 

to visit the campus in Grenada during the academic year, 

if possible. Accepted candidates who are unable to do so 

are encouraged to attend one of the Welcome Sessions for 

entering students that are held before registration, usually in 

New York City, Los Angeles, Toronto, Trinidad, and London. 

The Dean of Enrolment Planning, faculty members, graduates, 

students, and others will attend the Welcome Sessions in order 

to guide prospective students in making their decisions and 

preparing for medical school. 

As part of welcoming all new students, there is an extensive 

mandatory academic orientation program on campus 

commencing 5 days prior to the start of classes. For students 

arriving by air, this includes reception and transportation to 

the campus from the airport. 

Entering students are required to attend all academic sessions 

as well as the seminar on safety, campus rules, Grenadian 

law, off-campus housing, bussing, and disaster preparedness. 

All students are encouraged to participate in walking tours 

of the campus and to familiarize themselves with the many 

recreational opportunities on campus and in Grenada. 

Advanced Standing Applications 

Applications for advanced standing are considered rarely, 

and only for the beginning of the second year of the medical 

program. The Committee on Admission does not seek or 

encourage transfer applications. Candidates seeking advanced 

standing should write to the Chairman of the Committee 

on Admission to determine whether their applications will 

be considered. Letters should include the citizenship of the 

candidate, the prior medical school with years attended, a brief 

summary of academic achievement, and the reason for leaving. 

Should the Committee on Admission consider the application, 

candidates will be notified of the procedures for application. 


BS/MD Degree 

Students interested in the BS/MD degree must submit an 

application to the Office of the University Registrar and the 

Office of the Premedical Program during their first term of 

enrollment. Students who enter the final year of the premedical 

program directly (e.g., with Advanced Levels or Caribbean 

Advanced Proficiency Examination [CAPE]) cannot earn a BS 

degree without spending additional semesters in the program. 

MD/MSc, MD/MBA, and MD/MPH Degrees 

Students applying to the dual graduate degree programs 

must first meet the admission requirements for the Doctor 

of Medicine program. Please refer to the Doctor of Medicine 

program admission requirements for details. 

In addition to the professional application, applicants must 

submit the graduate addendum insert that accompanies the 

application. Once candidates are offered admission into 

the professional program, the Committee on Admission 

will evaluate the potential for success in the dual degree 

program, and render an admission decision based on the 

information provided.

Independent Graduate Degree 

Programs 

Students interested in applying solely to a graduate program 

must submit a School of Medicine application, a graduate 

addendum, and all the supporting documentation. 

Entrance Requirements for the MPH Program 


1. A bachelor’s degree from a recognized university or college; 

2. Work experience or a strong interest in public health; 

3. Two letters of recommendation. 


1. A first or second-class degree; 


3. Two letters of recommendation. 


1. A bachelor’s degree (BS) or the equivalent, with a strong 

science background; 


3. Two letters of recommendation; 







OR 

1. Minimum equivalent of two years academic education, such 

as an associate’s degree or diploma, and at least five years of 

work experience in the field of community health; 








Entrance Requirements for the MSc 

and PhD Programs 


1. A bachelor’s degree or the equivalent, with a grade point 

average of 3.0 and a strong science background; 

2. GRE test scores are not required, but a strong GRE 

performance can enhance an application; 

3. Candidates for the MSc degree in Microbiology must have at 

least a 3.0 GPA in microbiology courses; 


5. Prior research experience is a benefit, but not a requirement. 


1. A first- or second-class degree; 


3. Candidates for the MSc degree in Microbiology must have 

strong scores in microbiology courses; 

4. Prior research experience is a benefit, but not a requirement. 


1. A bachelor’s degree (BS) or the equivalent in addition to a 

strong science background; 


3. Candidates for the MSc degree in Microbiology must have 

strong scores in microbiology courses; 

4. Prior research experience is a benefit, but not a 

requirement; 







St. George’s University does not discriminate based on race, color, sex, age, or disability. 

Please contact the University Counsel to report suspected infractions of this policy. 

Admission 

79

80 

Finances 

Financial Obligations 

Tuition 

All tuition fees and other University charges must be paid 

before students are permitted to register for classes (see 

tuition and fees chart above); however, students waiting 

for the delivery of their student loans may provisionally 

register for classes, in accordance with the provisional 

registration policies and procedures outlined in the SGU 

Student Manual. Responsibility for payment of tuition 

and all other University charges is solely that of the 

student. Bills are sent via email to students’ University 

email accounts approximately one month prior to the 

due date. In the event students do not receive a bill, it 

is their responsibility to contact the Office of Student 

Finances to request proper billing. 

Housing 

University policy requires that entering medical, 

veterinary medical, and graduate students live in 

campus residence halls for their first term; students 

entering into the premedical, preveterinary medical, 

and undergraduate programs must live in the campus 

residence halls for their first year and will be billed 

accordingly. Students will be assigned housing and 

roommates in order of their acceptance. If students 

have a specific roommate request, it should be indicated 

to the housing coordinator. After this initial period on 

campus, upperclassmen who did not initially contract 

for their second term will be accommodated on campus 

according to availability by a lottery system and will be 

billed accordingly (see housing rates above). There are 

many houses, apartments, and efficiency units close 

to campus. All matriculated students on the Grenada 

campus must live in approved housing, either on or 

off campus, at the discretion of the University. There 

are currently no housing accommodations available 

on campus for students with children or pets. Students 

residing off campus are responsible for their own 

housing expenses. The University reserves the right 

to require students to live on campus. During clinical 

terms, students are responsible for their own room and 

board; although, the University and affiliated hospitals 

may provide some assistance. 

University Refund Policy 

University Charges 

Students who withdraw or take an unapproved leave 

of absence, fail to return from an approved leave of 

absence, are dismissed, or otherwise fail to complete the 

term for which they were charged, will receive a refund 

of University charges based on a pro rata calculation. If 

students withdraw during the first 60 percent of a term, 

University charges are prorated based on the percentage 

of the term that has elapsed. If withdrawals take place 

after the 60 percent point, full University charges remain 

due. The refund is determined by students’ effective 

dates of separation, which are the last recorded dates 

of attendance (LDA). Students who can demonstrate 

unusual and compelling reasons for leaving school may 

appeal for an exception to the refund policy by writing a 

letter to the Office of Student Finances. 

Return of Financial Aid 

In accordance with US Federal Title IV Regulations, the 

same pro rata schedule is used to determine the amount 

of Title IV funds students have earned at the time of 

withdrawal. Refunds made on behalf of financial aid 

recipients are distributed in the following order: 

1. Unsubsidized Federal Stafford Loans 

2. Subsidized Federal Stafford Loans 

3. Federal GradPLUS 

Financial Aid 

Approximately 80 percent of students enrolled in the 

Doctor of Medicine program use financial aid to pay 

for part or all of their educational expenses. The Office 

of Financial Aid administers the financial aid programs 

available to St. George’s University students; assists in 

financial planning, budgeting, and completion of the 

application documents; and counsels students regarding 

management of their debt. 

Applicants who wish to review the process or receive 

counseling prior to acceptance are welcome to contact 

the Office of Financial Aid. 

The financial aid process is described in detail with 

instructions and application forms on the University 

website at www.sgu.edu. Upon acceptance to the School 

of Medicine, each student is provided with an email 

account, user ID, and password in order to access the 

member’s center. Applications for financial aid can be 

completed almost entirely online. 

For information or applications, please contact: 

Office of Financial Aid 

c/o University Support Services, LLC 


Great River, NY 11739 

Phone: +1 (631) 666-9485 

Fax: +1 (631) 666-9162 

Partial scholarships are available to some entering 

students who demonstrate financial need and/or 

academic excellence. Those students who meet the 

criteria for one or more of the programs offered are 

encouraged to apply. Applications for institutional aid 

are available on the University website (www.sgu.edu). 

Although an application may be reviewed for several 

programs, a recipient generally will receive only one 

type of scholarship. The University participates in US 

and Canadian government loan programs and several 

private educational loan programs offered by private 

lenders. The credit-based private educational loan 

programs are available to US students. In some cases, 

other students who can provide a creditworthy US

cosigner may also obtain these loans. US students who meet 

the eligibility requirements are able (if necessary) to finance 

their entire cost of attendance through loans. Non-US 

students whose governments do not provide scholarship and 

loan programs usually need substantial personal and private 

resources to pay for costs of attendance not covered by the 

partial scholarships and loans made available through the 

University. 

Students may wish to research and pursue outside sources of 

financial aid; however, the responsibility for paying for the 

cost of attendance is solely that of the student. It is important 

that students anticipating the need for financial assistance 

at any time during their medical education undertake early 

long-term planning. The Office of Financial Aid welcomes 

the opportunity to help students develop these plans. 

Financial aid is used only to supplement personal and/or 

family financial resources. In some cases, because both the 

personal contribution and sources of financial aid are limited, 

students may be unable to enroll in medical school. Students 

who believe they may be unable to attend the School due to 

financial constraints should call the Office of Financial Aid for 

information and counseling. 

University-Sponsored Scholarships 

A small number of partial scholarships are granted to 

members of each entering class. Awards for the full cost of 

attendance are not offered. In order for students to plan in 

advance for the financial obligations associated with attending 

St. George’s University, most applications and awards are 

made prior to students’ registration in the School of Medicine 

and for the entire length of the program. All awards must be 

used to defray the cost of tuition and are credited directly to 

students’ accounts. Awards are made for the length of the 

students’ entire curriculum and awarded per term. The Office 

of Financial Aid, in accordance with guidelines set by the 

School’s financial aid committee, makes the selection of award 

recipients. Award determinations are based on academic 

excellence, the degree of the family’s financial need, and the 

availability of funds, in addition to the scholarship’s specified 

criteria. Students’ ability to finance their education beyond 

the extent of the financial aid award is also an important 

selection criterion. Applicants should be aware that the 

funding is limited and the quality of the applicants is generally 

very competitive. Unfortunately, awards cannot be made to all 

deserving students. 

Applications are available on the University website at 

www.sgu.edu. Application deadlines are December 1 for 

class commencing in January and July 1 for class commencing 

in August. 

Entering Students 

Academic Merit-Based Scholarships 

Chancellor’s Circle Legacy of Excellence Awards 

The Chancellor’s Circle Scholarship is automatically awarded 

to the first 50 accepted students who have earned an overall 

undergraduate GPA of 3.7, a 3.5 science GPA, and a 29 MCAT 

score. Fifty of these one-third tuition scholarships will be 

awarded each incoming class. 

The Legacy of Excellence Awards 

St. George’s University offers exceptional students the 

opportunity to receive the Legacy of Excellence Scholarship. 

This partial scholarship is awarded to entering students who 

demonstrate the commitment and dedication necessary 

to achieve academic excellence in a rigorous medical or 

veterinary medical curriculum. 

The Legacy of Excellence Scholarship is based on academic 

merit and students’ commitment to their School and chosen 

profession. The goal of this scholarship is to provide highachieving 

students with the means to impact the medical and 

veterinary medical professions in noble and humanitarian ways. 

The University has attracted some of the best and brightest 

medical and veterinary medical students from around the 

world. In support of the goal to continually enable students 

of the highest academic caliber to pursue their career goals 

without excessive financial burdens, we have developed 

this scholarship. SGU offers a state-of-the-art campus, 

accomplished professors, and useful student support services 

that contribute to an unforgettable learning experience. 

The Commonwealth-Grenada St. George’s University 

Scholarship Program: School of Medicine 

Academically gifted students with limited resources deserve 

the ability to reach their potential. SGU recognizes this, 

which is why in January 2007, the University launched The 

Commonwealth-Grenada St. George’s University Scholarship 

Program (CGSP). 

The program includes 75 scholarships, five of which will be 

awarded to students entering the Doctor of Medicine program. 

The scholarships will assist in providing well-trained doctors 

to enhance health care delivery in developing nations. These 

doctors will be well equipped not only to help individual 

patients, but to contribute to their nation’s health care systems 

as a whole. A Commonwealth-Grenada St. George’s University 

Scholarship Committee established by the University awards 

the scholarships. Scholarships have been awarded to students 

from ten different Commonwealth countries. While the 

US $4 million program will fully fund tuition, students will 

require separate support for living and traveling expenses. 

A prospective scholarship candidate must be a resident citizen 

of a Commonwealth country who has been accepted to St. 

George’s University School of Medicine. SGU will maintain 

strict adherence to its admission requirements. Award 

determinations will be made by the Commonwealth-Grenada 

St. George’s University Scholarship Committee based primarily 

on academic excellence, financial need, and the student’s 

commitment to the field of medicine. Prospective scholarship 

candidates must be accepted to St. George’s University School 

of Medicine and submit the scholarship application with an 

essay no later than September 15 for the January class; the 

deadline for the August class is April 15. 

Scholarship candidates must include the following essay with 

their scholarship application: Envision yourself at 70 years of 

age. Describe the impact this scholarship has made on your 

life and the difference that this has made in your community 

and country. (500 words) 

Finances 

81

Finances 

82 

Need-Based Scholarships 

Geoffrey H. Bourne Scholarship 

Partial scholarships are awarded to entering students who 

possess the personal qualities of motivation and integrity, as 

well as an academic background that demonstrates excellence. 

This award is a grant and does not have to be repaid. 

Congress of Italian American Organizations (CIAO) 

Partial scholarships are awarded in honor of Mrs. Mary 

Sansone, Executive Director of CIAO, for her many years of 

community service. Preference is given to students of Italian 

descent; however, students of all heritages have received these 

awards. This award is a grant and does not have to be repaid. 

Stephen R. Kopycinski Memorial Scholarships 

Partial scholarships are awarded under the auspices of the 

Polonians, a national organization that promotes Polish 

heritage and culture. The awards are made in memory of 

Stephen R. Kopycinski, a former administrator at St. George’s 

University. Preference is given to students of Polish descent; 

however, students from all backgrounds have been recipients. 


International Peace Scholarships 

This program is committed to promoting a student body made 

up of diverse nationalities and cultural backgrounds, which 

will contribute to a worldwide medical community in the 

future. Partial scholarships are awarded to non-US students 

who exhibit academic excellence, demonstrate financial need, 

and will return to their home countries as physicians dedicated 

to the enhancement of their countries’ medical care systems. 


Grenadian Scholarships 

Ten scholarships are awarded annually to Grenadian citizens. 

Applicants must have been accepted into the University by 

the Committee on Admission, nominated by the scholarship 

selection panel, and awarded by the cabinet. The scholarships 

provide full tuition and administrative fees. For further 

information, please contact: 

Office of Financial Aid 





Phone: +1 (631) 666-9485 

Fax: +1 (631) 666-9162 

CSP Rao/AAPI Scholarship 

On May 9, 2007, St. George’s University announced an academic 

partnership with the American Association of Physicians of Indian 

Origin (AAPI). The scholarship program honors the esteemed 

late Dr. CSP Rao, a professor in the Department of Botany at 

Banaras Hindu University, India. Dr. Rao, eminent scientist and 

teacher, was the father of SGU’s Dean of Students, Dr. Vishnu 

Rao. The CSP Rao/AAPI Scholarship Program coincides with the 

30th anniversary of SGU and the 25th anniversary of the AAPI, 

appropriately celebrating these two milestones. Over the next five 

years, SGU will award full and partial scholarships to qualifying 

students who are accepted by SGU’s Committee on Admission. 

Scholarship applicants will be approved by a committee of active 

members of the AAPI. 

Upperclassmen Scholarships 

The Morris Alpert Legacy of Excellence Scholarship 

Partial scholarships are awarded to upperclassmen who 

demonstrate academic excellence. As part of the Morris Alpert 

Scholarship Fund, the award serves as a fitting tribute to a man 

whose knowledge, dedication, and enthusiasm exemplified our 

University’s commitment to taking the practice of medicine 

to new and unanticipated heights. In his memory, we seek to 

nurture and encourage more students of superior academic 

caliber to strike out and impact the world of medicine in noble 

and humanitarian ways. These awards are based on academic 

merit and students’ commitment to their School and chosen 

profession, as well as financial need. 

Morris Alpert Scholarships 

This scholarship is dedicated to the memory of Morris Alpert, 

MD, the first Dean of Kingstown Medical College. Each year 

several partial scholarships will be awarded to upperclassmen 

who have achieved academic excellence and who have 

participated in extracurricular or community service during 

their first years of medical school. Recipients of these awards 

must also demonstrate financial need and meet the high 

moral and ethical standards set by Dr. Alpert for his students 

during his tenure in the faculty of St. George’s University. 

William M. McCord Scholarship 

This program is dedicated to the memory of William M. 

McCord, MD, a leader in the field of medical education in the 

United States, who had a major impact on the development of 

St. George’s University School of Medicine’s clinical program. 

These partial scholarships are awarded in some situations to 

students who, due to compelling personal and/or professional 

reasons, have suffered undue financial hardships that affect 

their ability to pay for their education. These awards are 

grants-in-aid and do not have to be repaid. 

Loan Programs 

Government-Sponsored Loan Programs 

United States 

The Federal Direct Loan is the US government’s student loan 

program. These loans are available only to students in the 

four-year Doctor of Medicine program. The program consists of 

three different loan programs that combined have a maximum 

borrowing limit up to the cost of attendance per academic year. 

The Subsidized Federal Direct Loan allows students to borrow up 

to US $8,500. The interest accrued while students are in school is 

paid by the US government. Students are responsible only for the 

interest that accrues after repayment begins. The Unsubsidized 

Federal Direct Loan allows students to borrow an additional US 

$12,000 per academic year. The Federal Direct GradPLUS loan 

allows a student to borrow up to the remaining cost of attendance. 

Students are responsible for all accruing interest on the 

Unsubsidized and GradPLUS loans; students may choose to repay 

the interest while in school or defer it until repayment begins 

when they graduate or otherwise cease to be enrolled at least

half-time. Under certain conditions, the borrower may continue 

to postpone repayment during the medical residency. 

The interest rates as of July 1, 2006, are fixed. In addition, 

students pay a two to four percent origination fee/insurance 

premium. To receive Federal student loans, recipients must be 

either permanent residents or citizens of the United States, be 

enrolled in the Doctor of Medicine program at least half-time, 

maintain satisfactory academic progress, and not be in default 

on any prior US government guaranteed loan. These guidelines 

are subject to statutory and/or regulatory changes in the US 

Higher Education Act and the Title IV Program Regulations. 

Eligibility is based on the credit worthiness of the student. 

Canada 

Students from most Canadian provinces are eligible for 

Canadian Federal and/or Provincial Student Loans. The 

funds are advanced by a Canadian bank or credit union 

selected by students. The loans are interest-subsidized by 

the Canadian Government while students are enrolled in 

school. Eligible students usually borrow $210 (CAD) per 

instructional week of study; however, the amount can vary 

in different provinces. Interested Canadian students should 

contact their banks and provincial Canadian Student Loan 

offices for details and applications. 

Private Educational Loans 

Several private educational lenders in the United States offer 

SGU students alternate loans that are intended to supplement 

the federal loan programs in the United States. Many students 

use these loans to meet all or part of their cost of attendance. 

These private loan programs are all credit-based and offered only 

to students who meet the credit requirements determined by the 

lender. Students who do not meet other minimum credit criteria 

may also be able to obtain loans using a cosigner. All international 

students, will be required to have a US or Permanent Resident 

cosigner. Review the terms of these loans regarding repayment. 

Some loans may require an interest payment while in school. 

The Office of Financial Aid provides extensive credit services 

to students in order to help them understand the eligibility 

requirements and terms and conditions. The Office of 

Financial Aid maintains a list of private educational lenders 

offering programs to SGU students. You have the right to 

choose to borrow your loan from any lender who participates 

in the program under which you are eligible to borrow. 

Students can apply for these loans online at the lender website. 

Once credit is approved, the Financial Aid Office will certify 

the student’s eligibility for the loan. 

Further information about credit services and alternate loan 

programs is available on the University website at www.sgu.edu. 

Finances 

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84 

Important Dates 2011–2012 


Premedical Sciences, Foundation to Medicine, Nursing Program, 

and Post Baccalaureate Program 

August 2011 

Holiday—Grenada Carnival (Whole Day) August 8 

Holiday—Grenada Carnival (Half Day) August 9 

Registration—Returning Students August 9–11 and 15 

Mandatory Academic Orientation (Freshmen only) August 10 

Registration—New Students August 12, 13 and 15 

Convocation August 14 

Classes begin (All Programs) August 15 

Late Registration Period Begins August 16 

Last day to Add/Drop a course—5:00 pm August 22 

Late Registration Period Ends—5:00 pm (NO REGISTRATION AFTER THIS DAY) August 22 

Family Weekend October 21–23 

Holiday—Grenada Thanksgiving October 25 

Last Day to Withdraw from a Course—5:00 pm October 28 

Course Selection for Pre-Registration for January 2012 October 31–November 4 

Last day of course examinations December 2 

(Premedical Sciences, Foundation to Medicine, and Nursing) 

PMSCE Examination (not applicable to Nursing Program) December 5 

Last day of course examinations (Post Baccalaureate) December 9 

Committee for Satisfactory Academic Progress and Professional Standards (CAPPS) December 12 and 16 

Graduation Diploma Date (no ceremony) December 30 

January 2012 

Registration—Returning and Post Baccalaureate. Students January 9–12 and 16 

Classes Begin (Post Baccalaureate) January 9 

Mandatory Academic Orientation (Freshmen only) January 11 

Registration—New Students January 13, 14 and 16 

Convocation January 15 

Classes Begin (Premedical Sciences, Foundation to Medicine, and Nursing) January 16 

Late Registration Period Begins January 17 

Last day to Add/Drop a course—5:00 pm January 23 

Late Registration Period Ends—5:00 pm (NO REGISTRATION AFTER THIS DAY) January 23 

Holiday—Independence Day February 7 

Last Day to Withdraw from a Course—5:00 pm March 30 

Holiday—Good Friday April 6 

Holiday—Holy Monday April 9 

Course Selection for Pre-Registration for August 2012 April 10-13 and 16 

Holiday—Labor Day May 1 

Last day of course examinations (All Programs) May 4 

PMSCE Examination (not applicable to Nursing Program) May 7 

Committee for Satisfactory Academic Progress and Professional Standards (CAPPS) May 14 

Graduation Ceremony and Diploma Date TBA 


Holiday—Grenada Carnival Whole Day August 13 

Holiday—Grenada Carnival Half Day August 14 

Registration—Returning Students August 14-16 and 20 


Registration—New Students August 17, 18 and 20 

Classes Begin August 20 

Family Weekend TBA 

Last day of course examinations (Premed, FTM and Nursing) December 7 

PMSCE Examination (not applicable to Nursing Program) December 10 

Last day of course examinations (Post Bacc.) December 14 


Graduation Diploma Date (no ceremony) December 30


Basic Medical Sciences, True Blue Campus, Grenada 


Terms 2, 4, and 5 Registration Begins August 5 



Terms 2, 4 and 5 Classes Begin August 9 

Completion/make-up examinations August 9–12 

Late Registration Period Begins for Terms 2, 4, and 5 August 10 

Term 1 Registration Begins August 10 



Term 1 Classes Begin August 15 

White Coat Ceremony August 15 

Late Registration Period Ends for Terms 2–5—5:00 pm (NO REGISTRATION AFTER THIS DAY) August 16 

Late Registration begins for Term 1 August 16 

Late Registration Period Ends for Term 1—5:00 pm (NO REGISTRATION AFTER THIS DAY) August 22 

Last Day to Withdraw from Microbiology—5:00 pm September 30 

Last Day to Enter IAP Term 2—5:00 pm October 21 

Family Weekend October 21–23 

Holiday—Grenada Thanksgiving October 25 

Last day to enter IAP Term 5—5:00 pm October 28 


Last day to withdraw from Nutr. Path. and CPD 5.00 PM November 4 

Last Day of Examinations for ALL MD Terms December 9 


for Terms 1, 2, 4, and 5 

Graduation Diploma Date (No Ceremony) December 31 


Terms 2, 3, and 5 Registration Begins January 6 

Terms 2, 3, and 5 Classes Begin January 9 

Completion/make-up examinations January 9–12 

Late Registration Period Begins for Terms 2, 3, and 5 January 10 

Term 1 Registration Begins January 11 



Term 1 Classes Begin January 16 

White Coat Ceremony January 16 

Late Registration Period Ends for Terms 2, 3, and 5—5:00 pm (NO REGISTRATION AFTER THIS DAY) January 16 

Late Registration Begins for Term 1 January 17 

Late Registration Period Ends for Term 1—5:00 pm (NO REGISTRATION AFTER THIS DAY) January 23 

Holiday—Independence Day February 7 

Last Day of Term 3 Examination February 17 

Terms 4 Classes Begin February 20 

Last day to enter IAP Term 2—5:00 pm March 23 



Holiday—Good Friday April 6 

Holiday—Holy Monday April 9 

Graduation Diploma Date (no ceremony) April 13 

Last Day to Withdraw from Microbiology—5:00 pm April 13 

Holiday—Labor Day May 1 

Graduation Diploma Date (No Ceremony) May 11 

Last Day of Term 1, 2 and 5 Examinations May 11 

Committee for Satisfactory Academic Progress and Professional Standards (CAPPS) May 15–16 

for Term 1, 2, and 5 

Last Day to withdraw from Nutr. Path and CPD—5:00 pm May 18 

Holiday—Whit Monday May 28 

Important Dates 2011-2012 

85


86 

Holiday—Corpus Christi June 7 

Last Day of Term 4 Examinations June 22 

Committee for Satisfactory Academic Progress and Professional Standards (CAPPS) for Term 4 June 27 

Term 3 Registration Begins June 29 

Term 3 Classes Begin July 2 

Late Registration Period begins for Term 3 July 3 

Late Registration Period Ends for Term 3—5:00 pm (NO REGISTRATION AFTER THIS DAY) July 9 

Graduation Ceremony and Diploma Date for MD in June TBA 


Last Day of Term 3 Examinations August 10 



Terms 2, 4 and 5 Classes Begin August 14 

Completion/Make-up examinations August 14–17 


Term 1 classes Begin August 20 


Interim Review for Term 3 August 22 

Family Weekend TBA 

Last Day of Examinations for Terms 1, 2, 4 and 5 December 14 

Committee for Satisfactory Academic Progress and Professional Standards (CAPPS) 

for Terms 1, 2, 4 and 5 December 18–20 



Basic Medical Sciences, Keith B. Taylor Global Scholars Program, Northumbria University 


Term 2 Registration Begins—Northumbria University August 5 


Term 1 Registration Begins—Northumbria University August 8 

Term 2 Classes Begin—Northumbria University August 8 

Completion/make-up examinations August 9–12 

Late Registration Period Begins for Term 2 August 9 





Late Registration Period Begins for Term 1 August 16 


Bank Holiday August 29 



Last Day of Examinations for ALL MD Terms December 9 


for Terms 1 and 2 December 13 



Term 2 Registration Begins—Northumbria University January 6 

Term 3 Registration Begins—Grenada Campus January 6 


Term 1 Registration Begins—Northumbria University January 9 

Term 2 Classes Begin—Northumbria University January 9 

Term 3 Classes Begin—Grenada Campus January 9 

Completion/make-up examinations January 9-12 

Late Registration Period Begins for Terms 2 and 3 January 10 


White Coat Ceremony January 12

Term 1 Classes Begin January 16 

Late Registration Period Ends for Term 2/3—5:00 pm (NO REGISTRATION AFTER THIS DAY) January 16 

Late Registration Period Begins for Term 1 January 17 

Late Registration Period Ends for Term 1—5:00 pm (NO REGISTRATION AFTER THIS DAY) January 23 

Last Day of Term 3 Examination—Grenada Campus February 17 



Bank Holiday—Good Friday April 6 

Bank Holiday—Holy Monday April 9 

Graduation Diploma Date (No Ceremony) April 8 

Bank Holiday—May Day May 7 

Last Day of Term 1 and 2 Examinations May 11 

Graduation Diploma Date (No Ceremony) May 11 


for Terms 1 and 2 May 15 

Bank Holiday June 4 

Bank Holiday June 5 

Term 3 Registration Begins—Grenada Campus June 29 

Term 3 Classes Begin July 2 

Late Registration Period begins for Term 3 July 3 

Late Registration Period Ends for Term 3—5:00 pm (NO REGISTRATION AFTER THIS DAY) July 9 

Graduation Ceremony for MD TBA 


Last Day of Term 3 Examinations—Grenada Campus August 10 



Completion/Make-up examinations August 14-17 




Interim Review for Term 3—Grenada Campus August 22 

Last Day of Term 1 and 2 Examinations December 14 


for Terms 1 and 2 December 18 


Please note: Calendars are subject to change. 


87

88 

Relevant Organizations 

Parents’ Coalition of SGUSOM 

The Parents’ Coalition is an independent organization, 

founded in 1985, in response to a changing political 

atmosphere that affected the School of Medicine 

students. The coalition has had significant impact on 

legislation at both state and federal levels, and today 

students enjoy the progress that the coalition has made 

over the years. Presently, the coalition remains politically 

oriented, monitoring the changes that will be occurring 

in health care and medical education. The Parents’ 

Coalition is a nonprofit organization. Meetings are held 

at least once a year. The coalition welcomes membership 

from all students, parents, or friends of St. George’s 

University School of Medicine. 

Miriam Jacobs, Director 

Phone: 1 (800) 474-8766 

Fax: 1 (973) 467-6743 

Outside of US: 1 (973) 467-6714 

National Resident Matching Program 

The function of the National Resident Matching 

Program (NRMP) is to match applicants seeking 

postgraduate residency positions in the United States with 

institutions offering those positions. Students are given 

the opportunity in the final year to rank preferences 

confidentially. The students are matched to training 

programs ranked highest that offer prospective graduate 

positions. Students and graduates of foreign medical 

schools may enroll as individuals and will be retained 

in the match program if they submit proof of having 

passed the examinations required to obtain the ECFMG 

certification by the date of submission of rank order lists 

in January of each year. ECFMG certification must be 

obtained before beginning residency training. 

Residency applications are now generally done through 

the Electronic Residence Application Service (ERAS). 

International medical students obtain the necessary 

software to complete the electronic format application 

from the ECFMG and return it to them for processing in 

the early Fall, prior to the expected start of a residency 

in July. Candidates who intend to enter the United States 

as exchange visitors must also be able to qualify under 

the conditions of applicable US law. Residency program 

directors must determine that alien students of foreign 

medical schools will be able to obtain a visa if matched, 

that applicants are ECFMG-certified, and that applicants 

are also eligible under state law for any license or permit 

that may be necessary to study as residents. 

Information and materials may be obtained from: 

National Resident Matching Program 

2501 M Street, NW, Suite 1 

Washington, DC 20037 

Phone: 1 (202) 828-0566 

Website: www.aamc.org/nrmp 

Medical College Admissions Test 

Inquiries concerning application, test dates, and 

worldwide test locations should be directed to: 

Medical College Admission Test Registration 

The American College Testing Program 

PO Box 4056, Iowa City, IA 52243 

Phone: 1 (319) 337-1357 

MCAT Code: 21303 

Educational Commission for 

Foreign Medical Graduates 

Medical students who are considering the practice 

of medicine in the United States should familiarize 

themselves with the components of licensure for 

students/physicians who have attended foreign medical 

schools. There is now in place a single, three-step 

examination process for achieving medical licensure in 

the United States: 

1. USMLE Step One 

2. USMLE Step Two 

a. Clinical Knowledge (CK—Written Exam) 

b. Clinical Skills (CS—Clinical Skills Exam) 

3. USMLE Step Three 

USMLE Step One is a test of basic science knowledge and 

is usually taken at the completion of the Basic Medical 

Sciences curriculum. Step Two is a two-part examination 

given during the final year of the Medical Sciences. 

Clinical Knowledge is a written examination. Clinical 

Skills is a bedside examination that utilizes standardized 

patients to test students’ abilities in clinical skills, (for 

example, medical history taking, physical examination 

and diagnosis of the patient, and composition of a 

written record of patient contact). Spoken English is also 

assessed at this time. USMLE Step Three is administered 

after graduation by individual state licensing boards. 

Information on the scheduling of and application 

for these examinations is distributed to students in a 

timely fashion during their medical programs. More 

information and a pamphlet can be obtained from: 

Educational Commission for Foreign 

Medical Graduates 

3624 Market Street 

Philadelphia, PA 19104-2685 

Phone: 1 (215) 386-5900 

Fax: 1 (215) 386-9196 or 1 (215) 386-6327 

or 1 (215) 387-9963 

Website: www.ecfmg.org 

Students needing information on School of Medicine 

procedures may contact: 

Director of Record Services 





Phone: +1 (631) 665-8500 

Fax: +1 (631) 665-2047

Our Students, Our Faculty, Our Alumni 

Alumni Affairs 

Postgraduate Records 

St. George’s University School of Medicine has a 

continuing commitment to its graduates and other 

former students. The services of the Office of the 

Registrar include assistance to graduates who wish 

to sit for qualifying examinations, obtain licensure, 

secure postgraduate training programs, and achieve 

employment. The Registrar maintains the records of 

all graduates; certifies their medical education; and 

sends transcripts, letters of recommendation, and other 

supporting documentation to places of employment, 

educational institutions, and government agencies. 

Records are released only upon the written request 

of graduates and the subsequent authorization of the 

Registrar. There is a fee for these services. 

This office also provides access to information needed to 

address the examination and licensing requirements of 

state and national boards. Although it is not a placement 

service, the office acts as a liaison between graduates 

involved in job searches and medical institutions that 

have indicated an interest in employing graduates of the 

University. Statistical data about postgraduate training, 

examination results, medical specialty associations, and 

licenses are kept on file and are continually updated to 

enhance postgraduate professional contacts. Much of 

this information is received from graduates voluntarily. 

The University urges its graduates to report regularly 

all accomplishments, such as postgraduate residency 

positions acquired, licenses issued, and specialty 

board certifications. The Office of the Registrar works 

in conjunction with the Alumni Association to help 

graduates keep in touch with one another and to inform 

them of developments within the University. It is the 

University’s goal to provide a basis of support that allows 

this network of graduates to continue to benefit from the 

trust and cooperation they share as members of the St. 

George’s University community. 

Licensure 

Applicants for licensure should bear in mind that it is 

their responsibility to see that their applications are 

properly processed in accordance with the requirements 

of the particular authority from which licenses are sought. 

The Office of the Registrar maintains some information 

on the requirements for licensure in the 54 American 

jurisdictions, and in many international jurisdictions; 

however, the University is not an agent of any licensing 

authority. For precise information, it is students’ or 

graduates’ responsibility to seek that information from 

the licensing agency in the region, state, or country where 

licensure is being sought. The Office of the Registrar, 

during the paperwork process of licensure, will advise 

individuals on the role of the University in the process. 

Alumni Association 

The St. George’s University School of Medicine Alumni 

Association, an autonomous nonprofit organization, 

was founded in May 1981 to help its graduates achieve 

their educational and professional aspirations. A large 

membership of graduates, transferees to US schools, and 

current students is served by a substantial commitment 

to maintain the fellowship cultivated in Grenada. Since 

1984, this has been accomplished by alumni reunions and 

the alumni newsletter, a forum for the membership that 

keeps them informed of educational, professional, and 

personal news of interest. All graduates, transferees, and 

students are urged to enroll and enjoy the collective spirit 

and experience of the membership. 

The Alumni Relations Office has been set up to aid in 

the area of Alumni Affairs. Please visit the website at 

alumnirelations.sgu.edu. 

89

90 

2011 Postgraduate Residency Appointments 

Lila Abassi Internal Medicine Long 

Island College Hospital Program, Long 

Island College Hospital, Brooklyn, NY 


Massoud Abdali Family Practice San 

Joaquin General Hospital Program, San 

Joaquin General Hospital, Stockton, CA 


Kader AbdeleRahman Neurology 

Thomas Jefferson University Program, 

Thomas Jefferson University Hospital, 

Philadelphia, PA United States 

Sandy Abdelkedous Psychiatry UCLA- 

Kern Medical Center Program, Kern 

Medical Center, Bakersfield, CA United 

States 

Peter Abdelmalik Internal Medicine 




Ehsan Abdeshahian Physical Medicine 

and Rehabilitation SUNY Health 

Science Center at Brooklyn Program, 

SUNY Health Science Center at 

Brooklyn, Brooklyn, NY United States 

Aziz Abed Family Practice Union 

Hospital Program, Union Hospital Inc., 

Terre Haute, IN United States 

Ali Abedi Internal Medicine University 

of Texas Health Science Center at San 

Antonio Program, University of Texas 

School of Medicine at San Antonio, San 

Antonio, TX United States 

Mahsa Abolfathian Internal Medicine 

University of Texas at Houston Program, 

University of Texas Medical School at 

Houston, Houston, TX United States 

Seth Aborhey Family Practice Wayne 

State University/Detroit Medical Center 

Program, Wayne State University/ 

Detroit Medical Center, Detroit, MI 


Roland Abou Jaoude Pediatrics Mount 

Sinai School of Medicine (St. Joseph’s 

Regional Medical Center) Program, 

St. Joseph’s Regional Medical Center, 

Paterson, NJ United States 

Shawn Abraham Internal Medicine 

SUNY at Stony Brook Program, 

University Hospital-SUNY at Stony 

Brook, Stony Brook, NY United States 

Courtney Ackerman Internal 

Medicine Christiana Care Health 

Services Program, Christiana Care 

Health Services Inc., Newark, DE 


Joshua Ackerman Psychiatry New 

York Medical College (Metropolitan) 

Program, Metropolitan Hospital Center, 

New York, NY United States 

Domenick Acquista Internal Medicine 

New York Hospital Medical Center of 

Queens/Cornell University Medical 

College Program, New York Hospital 

Medical Center of Queens, Flushing, 

NY United States 

John Adams Surgery Louisiana State 

University Program, Louisiana State 

University School of Medicine, New 

Orleans, LA United States 

Kenneth Adams, II Emergency 

Medicine Lincoln Medical and Mental 

Health Center Program, Lincoln 

Medical and Mental Health Center, 

Bronx, NY United States 

Temitope Adebisi Family Practice 

Florida Hospital Program, Florida 

Hospital Medical Center, Orlando, FL 


Johnela Adolphus Internal Medicine 

Interfaith Medical Center Program, 

Interfaith Medical Center, Brooklyn, NY 


Sundeep Adusumalli Internal 

Medicine Pitt County Memorial 

Hospital/East Carolina University 

Program, Brody School of Medicine at 

East Carolina University, Greenville, NC 


Taqdees Afreen Pediatrics Winthrop- 

University Hospital Program, Winthrop- 

University Hospital, Mineola, NY United 


Amit Agarwal Surgery University of 

Texas at Houston Program, University 

of Texas Medical School at Houston, 

Houston, TX United States 

Monica Agarwal Family Practice 

University of Massachusetts Program, 

UMass Memorial Health Care 

(Memorial Campus), Worcester, MA 


Deepak Aggarwal Internal Medicine 

St. Joseph Mercy-Oakland Program, 

St. Joseph Mercy-Oakland, Pontiac, MI 


Kunal Agrawal Internal Medicine St. 

Barnabas Medical Center Program, St. 

Barnabas Medical Center, Livingston, 

NJ United States 

This listing includes all residencies reported as of September 8, 2011. 

Sundeep Agrawal Internal Medicine 

Drexel University College of Medicine/ 

Hahnemann University Hospital 

Program, Hahnemann University 

Hospital, Philadelphia, PA United States 

Jibran Ahmad Diagnostic Radiology St. 


Barnabas Medical Center, Livingston, 


Raffat Ahmad Transitional Year Detroit 

Medical Center Program, Sinai-Grace 

Hospital, Detroit, MI United States 

Amir Ahuja Psychiatry Drexel 

University College of Medicine/ 

Hahnemann University Hospital 

Program, Drexel University College 

of Medicine (MCP Hahnemann), 


Mohammed Akbani Surgery 


Program, Morristown Memorial 

Hospital, Morristown, NJ United States 

Faisal Akbari Internal Medicine Mercy 

Hospital and Medical Center Program, 

Mercy Hospital and Medical Center, 

Chicago, IL United States 

Matthew Akiyama Internal Medicine 

University of Hawaii Program, 

University of Hawaii John A Burns 

School of Medicine, Honolulu, HI 


Ekkarat Akragorn Family Practice 

Duke University/Southern Regional 

Area Health Education Center Program, 

Southern Regional Area Health 

Education Center, Fayetteville, NC 


Violina Akselrod Psychiatry 

Maimonides Medical Center Program, 

Maimonides Medical Center, Brooklyn, 


Jason Akulian Pulmonary Disease 

and Critical Care Medicine (IM) Johns 

Hopkins University Program, Johns 

Hopkins Hospital, Baltimore, MD 


Anas Al Yazji Pediatrics University of 

Toledo Program, University of Toledo, 

Toledo, OH United States 

Arash Albekord Emergency Medicine 


Program, St. John Hospital and Medical 

Center, Detroit, MI United States 

Ben Albert Pediatrics SUNY at Stony 

Brook Program, University Hospital- 

SUNY at Stony Brook, Stony Brook, NY 

United States

Marco Antonio Alcala, Jr. Family Practice 

The Medical Center (Beaver,PA) Program, 

The Medical Center (Beaver, PA), Beaver 

Falls, PA United States 

Zainab Al-Dhaher Psychiatry North Shore- 

Long Island Jewish Health System-Albert 

Einstein College of Medicine at LI Jewish 

Medical Center Program, North Shore- 

LI Jewish Health System, Glen Oaks, NY 


Margaret Aldrich Internal Medicine/ 

Pediatrics UMDNJ-New Jersey Medical 

School Program, UMDNJ-New Jersey 

Medical School, Newark, NJ United States 

Dorian Alexander Emergency Medicine 


Maimonides Medical Center, Brooklyn, NY 


Meaghan Alexander Internal Medicine 

Long Island College Hospital Program, 

Long Island College Hospital, Brooklyn, NY 


Noorjahan Ali Pediatrics Maimonides 

Medical Center Program, Maimonides 

Medical Center, Brooklyn, NY United States 

Sonia Ali Internal Medicine University of 

Southern California/LAC+USC Medical 

Center Program, Los Angeles County-USC 

Medical Center, Los Angeles, CA United 


Kathy Aligene Physical Medicine and 

Rehabilitation Mount Sinai School of 

Medicine Program, Mount Sinai Hospital 

New York, New York, NY United States 

Narmin Aliji Psychiatry SUNY Upstate 

Medical University Program, SUNY Upstate 

Medical University, Syracuse, NY United 


Annas Aljassem Physical Medicine and 

Rehabilitation William Beaumont Hospital 

Program, William Beaumont Hospital, 

Royal Oak, MI United States 

Ziyaad Al-Khateeb Internal Medicine 

UMDNJ-New Jersey Medical School 

Program, UMDNJ-New Jersey Medical 

School, Newark, NJ United States 

Giuliana Allega Family Practice Atlantic 

Health (Overlook) Program, Overlook 

Hospital, Summit, NJ United States 

Ravi Alluri Surgery Mount Sinai School of 

Medicine Program, Mount Sinai School of 

Medicine, New York, NY United States 

Andrea Almeida Neurology Tulane 

University Program, Tulane University 

School of Medicine, New Orleans, LA 


Sam Al-Saadi Psychiatry UMDNJ-Robert 

Wood Johnson Medical School(Camden) 

Program, Cooper Hospital-University 

Medical Center, Camden, NJ United States 

Brie Altenau Surgery University of Vermont 

Program, Fletcher Allen Health Care, 

Burlington, VT United States 

Sarah Alvord Internal Medicine 


Hahnemann University Hospital Program, 

Hahnemann University Hospital, 


Bravein Amalakuhan Internal Medicine 

PinnacleHealth Hospital Program, 

PinnacleHealth System-Harrisburg Hospital, 

Harrisburg, PA United States 

Parham Amini Internal Medicine Mount 

Sinai School of Medicine (Elmhurst) 

Program, Mount Sinai School of Medicine, 

Elmhurst, NY United States 

Andrew Amparo Internal Medicine York 

Hospital Program, York Hospital, York, PA 


Todd Anderson Pathology SUNY Upstate 




Steven Andrade Obstetrics and 

Gynecology University of Tennessee 

Program, University of Tennessee College of 

Medicine, Memphis, TN United States 

Ted Andrews Pediatrics/Physical Medicine 

and Rehabilitation University at Buffalo 

Program, Kaleida Health System (Women 

and Children’s Hospital of Buffalo), Buffalo, 


Dilip Anmangandla Internal Medicine 

Maricopa Medical Center Program, 

Maricopa Medical Center, Phoenix, AZ 


Sandeep Annam Anesthesiology University 

at Buffalo Program, University at Buffalo 

School of Medicine, Buffalo, NY United 


Julia Ansari Cardiovascular Disease (IM) 

Baylor College of Medicine Program, Baylor 

College of Medicine, Houston, TX United 


Ajay Antony Internal Medicine University 

of Florida Program, Shands Hospital at the 

University of Florida, Gainesville, FL United 


Kashif Anwar Family Practice Barberton 

Citizens Hospital/NEOUCOM Program, 

Barberton Citizens Hospital, Barberton, OH 


Suprithi Anyichie Anesthesiology Penn 

State University/Milton S. Hershey Medical 

Center Program, Milton S. Hershey Medical 

Center, Hershey, PA United States 

Matthew Apel Surgery University of 

Arizona Program, University Medical 

Center, Tucson, AZ United States 

Yiannis Apergis Internal Medicine Mount 

Sinai School of Medicine (Elmhurst) 



Alexis Aplasca Pediatrics/Psychiatry/ 

Child and Adolescent Psychiatry University 

of Hawaii Program, University of Hawaii 

John A Burns School of Medicine, Honolulu, 

HI United States 

Mariya Apostolova Internal Medicine 

Conemaugh Valley Memorial Hospital 

Program, Conemaugh Valley Memorial 

Hospital, Johnstown, PA United States 

Janelle Applewhaite Family Practice 

Jamaica Hospital Medical Center Program, 

Jamaica Hospital Medical Center, Jamaica, 


Benish Aqil Family Practice Ohio State 

University Hospital Urban Program, Ohio 

State University Hospital East, Columbus, 

OH United States 

Sumaira Arain Pediatrics University of 

California (San Francisco)/Fresno Program, 

UCSF-Fresno Medical Education Program, 

Fresno, CA United States 

Nisha Aravindakshan Internal Medicine/ 

Pediatrics SUNY at Stony Brook Program, 

University Hospital-SUNY at Stony Brook, 

Stony Brook, NY United States 

Brian Arbogast Pathology East Tennessee 

State University Program, Johnson City 

Medical Center Hospital, Johnson City, TN 


Vishtasb Ariazand Diagnostic Radiology St. 

Joseph Mercy-Oakland Program, St. Joseph 

Mercy-Oakland, Pontiac, MI United States 

Samira Armin Pediatrics Texas A&M 

College of Medicine—Scott and White 

Program, Scott and White Memorial 

Hospital, Temple, TX United States 

Angela Arnold Family Practice University 

of Saskatchewan Program, Regina General 

Hospital, Saskatoon, SK Canada 

Ryan Arnold Obstetrics and Gynecology 

University at Buffalo Program, University 

at Buffalo School of Medicine, Buffalo, NY 



91


92 

Avi Arora Internal Medicine Alameda 

County Medical Center Program, Alameda 

County Medical Center, Oakland, CA 


Chhavi Arora Internal Medicine Alameda 




Misty Ary Psychiatry Pitt County Memorial 

Hospital/East Carolina University Program, 

Pitt County Memorial Hospital, Greenville, 

NC United States 

Sam Aseer Psychiatry Memorial University 

of Newfoundland Program, Memorial 

University School of Medicine, St. John’s, 

NL Canada 

Jessica Asnani Family Practice University 

of Connecticut Program, University of 

Connecticut School of Medicine, Hartford, 

CT United States 

Jean Atallah Internal Medicine Lenox Hill 

Hospital Program, Lenox Hill Hospital, 


Pardeep Athwal Diagnostic Radiology 

University of Connecticut Program, 

University of Connecticut Health Center/ 

John Dempsey Hospital, Farmington, CT 


Adam Atkins Family Practice Mercy Health 

System Program, Mercy Health System, 

Janesville, WI United States 

Justin Atwood Internal Medicine New 

York Methodist Hospital Program, New York 

Methodist Hospital, Brooklyn, NY United 


Stephanie Aung Family Practice Central 

Maine Medical Center Program, Central 

Maine Medical Center, Lewiston, ME 


Patrick Avanessian Family Practice Kaiser 

Permanente Southern CA (Fontana) 

Program, Kaiser Foundation Hospital 

(Fontana), Fontana, CA United States 

Cindy Aves Obstetrics and Gynecology 

UMDNJ-Robert Wood Johnson Medical 

School(Camden) Program, Cooper 

Hospital-University Medical Center, 

Camden, NJ United States 

Nana Awuah-Nyamekye Emergency 

Medicine Newark Beth Israel Medical 

Center Program, Newark Beth Israel 

Medical Center, Newark, NJ United States 

Bilal Ayach Internal Medicine University 

at Buffalo Program, University at Buffalo 



Susmita Ayyagari Internal Medicine 

Lenox Hill Hospital Program, Lenox Hill 

Hospital, New York, NY United States 

Frederick Aziz Physical Medicine and 

Rehabilitation Kingsbrook Jewish Medical 

Center Program, Kingsbrook Jewish 


Behrooz Azizi Ophthalmology University 

of Ottawa Program, University of Ottawa 

School of Medicine, Ottawa, ON Canada 

Bishara Baddour Obstetrics and 

Gynecology Bayfront Medical Center 

Program, Bayfront Medical Center, St. 

Petersburg, FL United States 

Michael Badlissi Internal Medicine 

University of Oklahoma College of 

Medicine-Tulsa Program, University of 

Oklahoma College of Medicine-Tulsa, Tulsa, 

OK United States 

Ismail Badran Psychiatry Henry Ford 

Hospital Program, Henry Ford Hospital, 

Detroit, MI United States 

Nawal Badran Internal Medicine Alameda 




Jodi Bailey Obstetrics and Gynecology St. 

John Hospital and Medical Center Program, 

St. John Hospital and Medical Center, 


Ramandeep Bains Internal Medicine 

Alameda County Medical Center Program, 

Alameda County Medical Center, Oakland, 

CA United States 

Gurpaul Bajwa Emergency Medicine 



John Dempsey Hospital, Hartford, CT 


Ravneet Bajwa Internal Medicine 

University of Southern California/ 

LAC+USC Medical Center Program, Los 

Angeles County-USC Medical Center, Los 

Angeles, CA United States 

Gregory Balabanian Internal Medicine 

Caritas St. Elizabeth’s Medical Center 

Program, Caritas St. Elizabeth’s Medical 

Center of Boston, Boston, MA United States 

Cesar Baldeon Family Practice Flower 

Hospital Program, Flower Hospital, Sylvania, 


Alison Ball Pediatrics University of Nevada 

School of Medicine (Las Vegas) Program, 

University of Nevada School of Medicine, 

Las Vegas, NV United States 

Alexis Balstad Obstetrics and Gynecology 

Monmouth Medical Center Program, 

Monmouth Medical Center, Long Branch, 


Malavika Bandari Diagnostic Radiology 

Medicine College of Georgia Program, 

Medical College of Georgia Hospital and 

Clinics, Augusta, GA United States 

Asad Bandealy Pediatrics University of 

Illinois College of Medicine at Chicago 

Program, University of Illinois College of 

Medicine at Chicago, Chicago, IL United 


Wendy Banfi Anesthesiology St. Barnabas 

Medical Center Program, St. Barnabas 

Medical Center, Livingston, NJ United 


Hyun Bang Diagnostic Radiology Wayne 


Program, Wayne State University/Detroit 

Medical Center, Detroit, MI United States 

Neha Bansal Internal Medicine Winthrop- 




Shalu Bansal Family Practice College 

of Medicine, Mayo Clinic (Rochester) 

Program, Mayo Clinic (Rochester), 

Rochester, MN United States 

Omar Barakat Diagnostic Radiology 





William Barber Family Practice University 

of South Alabama Program, USA Children’s 

and Women’s Hospital, Mobile, AL United 


Matthew Barrett Emergency Medicine 

Wayne State University/Detroit Medical 

Center (Grace Hospital) Program, Sinai- 

Grace Hospital, Detroit, MI United States 

Johan Barretto Internal Medicine 

University of Florida Program, Shands 

Hospital at the University of Florida, 

Gainesville, FL United States 

Swetha Basani Internal Medicine Seton 

Hall University School of Graduate Medical 

Education Program, St. Michael’s Medical 

Center (A Member of Catholic Health East), 

South Orange, NJ United States 

Sayed Basel Obstetrics and Gynecology 



States

Gary Baskin Emergency Medicine St. John 

Hospital and Medical Center Program, St. 

John Hospital and Medical Center, Detroit, 

MI United States 

Lucas Bass Emergency Medicine University 

of Toledo Program, University of Toledo, 


Ashley Bateman Family Practice Loyola 

University/Provident Hospital of Cook 

County Program, Provident Hospital of 

Cook County, Chicago, IL United States 

Timothy Baures Internal Medicine Wayne 


Program, Harper Hospital, Detroit, MI 


Ami Baxi Psychiatry SUNY at Stony Brook 

Program, University Hospital-SUNY at Stony 


Timothy Beaty Pediatrics Tulane University 

Program, Tulane Hospital for Children, 

New Orleans, LA United States 

Bradley Beckham Surgery Charleston Area 

Medical Center/West Virginia University 

(Charleston Division) Program, Charleston 

Area Medical Center, Charleston, WV 


Tyler Bedford Surgery Western Reserve 

Care System/NEOUCOM Program, 

Western Reserve Care System/NEOUCOM, 

Youngstown, OH United States 

Ricardo Bedoya Internal Medicine Penn 




Matthew F. H. Beeson Family Practice 

University of North Dakota (Minot) 

Program, University of N Dakota School of 

Medicine and Health Sciences, Minot, ND 


Rana Beg Emergency Medicine Genesys 

Regional Medical Center Program, Genesys 

Regional Medical Center, Grand Blanc, MI 


Shawn Bench Surgery Kern Medical Center 

Program, Kern Medical Center, Bakersfield, 


Julie Bennett Pediatrics University 

of Minnesota Program, University of 

Minnesota Medical School, Minneapolis, 

MN United States 

Miriam Bentley-Taylor Obstetrics and 

Gynecology University at Buffalo Program, 

University at Buffalo School of Medicine, 

Buffalo, NY United States 

Anjli Beri Family Practice University of 

Toronto Program, University of Toronto, 

Toronto, ON Canada 

Jamie Berke Family Practice SUNY at Stony 

Brook Program, University Hospital-SUNY 

at Stony Brook, Stony Brook, NY United 


Eric Berkowitz Internal Medicine Lenox 

Hill Hospital Program, Lenox Hill Hospital, 


Casey Berson Pediatrics/Psychiatry/Child 

and Adolescent Psychiatry University of 

Kentucky College of Medicine Program, 

University of Kentucky Hospital, Lexington, 

KY United States 

Jorge Betancor Internal Medicine Cleveland 

Clinic Foundation (FL) Program, Cleveland 

Clinic Florida, Weston, FL United States 

Baljoet Bhangoo Anesthesiology Wayne 




Amrit Bhardwaj Pediatrics Cleveland Clinic 

Foundation Program, Cleveland Clinic 

Foundation, Cleveland, OH United States 

Robin Bhasin Internal Medicine 

University of Pittsburgh Medical Center 

Medical Education Program, University of 

Pittsburgh Medical Center, Pittsburgh, PA 


Ami Bhatt Family Practice Kaiser 




Maria Bhatti Pediatrics University at 

Buffalo Program, University at Buffalo 



Avinash Bhimsen Internal Medicine 

Orlando Health Program, Orlando 

Regional Medical Center, Orlando, FL 


Alex Bialik Pediatrics Maimonides Medical 

Center Program, Maimonides Medical 

Center, Brooklyn, NY United States 

Tanja Bibic Internal Medicine Lenox Hill 



Mahendra Bickhram Family Practice 

University of Toronto Program, University 

of Toronto, Toronto, ON Canada 

Robert Bierwirth Gastroenterology 

(IM) UMDNJ-New Jersey Medical School 



Adam Bierzynski Internal Medicine Lenox 



Amanullah Bilal Physical Medicine and 




Esther Bilinsky Transitional Year Aultman 

Hospital/NEOUCOM Program, Aultman 

Hospital, Canton, OH United States 

Supreet Bindra Family Practice Chestnut 

Hill Hospital Program, Chestnut Hill 

Hospital, Philadelphia, PA United States 

Adrienne Bingham Pediatrics North Shore- 

Long Island Jewish Health System-Steven 

and Alexandra Cohen Child’s Medical 

Center Program, Steven and Alexandra 

Cohen’s Child’s Medical Center, New Hyde 

Park, NY United States 

John Birgiolas Anesthesiology University 

of Kentucky Medical Center Program, 

University of Kentucky College of Medicine, 

Lexington, KY United States 

Judith Birungi Surgery SUNY Upstate 


Medical Center, Syracuse, NY United States 

Sonia Bisaccia Family Practice Lutheran 

Medical Center Program, Lutheran Medical 


Ajit Bisen Internal Medicine Penn State 

University/Milton S. Hershey Medical 



Sharma Bishop Internal Medicine Seton 


Education Program, Trinitas Hospital- 

Williamson Street Campus, South Orange, 


Benjamin Biteman Surgery St. Elizabeth 

Health Center/NEOUCOM Program, St. 

Elizabeth Health Center, Youngstown, OH 


John-Paul Blaber Emergency Medicine 

SUNY at Stony Brook Program, University 

Hospital-SUNY at Stony Brook, Stony Brook, 


Eric Blacher Family Practice Atlantic 



Ramon Blanco Family Practice Kalamazoo 

Center for Medical Studies/Michigan St. 

University Program, Kalamazoo Center for 

Medical Studies, Kalamazoo, MI United States 


93


94 

Elise Blinder Emergency Medicine SUNY at 

Stony Brook Program, University Hospital- 



Patrick Bloedel Surgery St. Elizabeth 




Summer Blount Pathology University of 

Arizona Program, University of Arizona 

College of Medicine, Tucson, AZ United 


Corrine Blumling Surgery Geisinger 

Health System Program, Geisinger Health 

System, Danville, PA United States 

Karl Boellert, Jr. Physical Medicine and 

Rehabilitation Washington University/B- 

JH/SLCH Consortium Program, Barnes- 

Jewish Hospital, St. Louis, MO United States 

Andrew Bognanno Obstetrics and 




David Bole Internal Medicine Lenox Hill 



Nathaniel Bolli Anesthesiology Case 

Western Reserve University (MetroHealth) 

Program, MetroHealth Medical Center, 

Cleveland, OH United States 

Jesse (Steffan) Bond Pathology 

Dartmouth-Hitchcock Medical Center 

Program, Mary Hitchcock Memorial 

Hospital, Lebanon, NH United States 

Jason Booth Anesthesiology Wayne State 

University/Detroit Medical Center Program, 



Anna Bowser Pediatrics University of 




Tristan Boyd Internal Medicine University 

of Western Ontario Program, University of 

Western Ontario, London, ON Canada 

Heather Braddock Pediatrics Pitt County 

Memorial Hospital/East Carolina University 

Program, Brody School of Medicine at East 

Carolina University, Greenville, NC United 


Charles Bradford, Jr. Internal Medicine 

Mercer University School of Medicine 

(Savannah) Program, Memorial Health- 

University Medical Center, Savannah, GA 


Aspen Bradley Obstetrics and Gynecology 

St. Barnabas Medical Center Program, St. 

Barnabas Medical Center, Livingston, NJ 


Scott Bradley Physical Medicine and 

Rehabilitation SUNY Upstate Medical 

University Program, SUNY Upstate Medical 

University, Syracuse, NY United States 

Sicily Bradley Internal Medicine SUNY 

Upstate Medical University Program, SUNY 

Upstate Medical University, Syracuse, NY 


Brady Bradshaw Psychiatry Jackson 

Memorial Hospital/Jackson Health System 

Program, Jackson Memorial Hospital/ 

Jackson Health System, Miami, FL United 


Jeeven Brah Internal Medicine Alameda 




Katherine Braley Pediatrics University of 

South Florida Program, University of South 

Florida College of Medicine, St. Petersburg, 

FL United States 

Candice Branch Internal Medicine 




Luis Brandi Hematology (PTH) University 

of Wisconsin Program, University of 

Wisconsin Hospital and Clinics, Madison, 

WI United States 

Angelique Brannon-Goedeke Obstetrics 

and Gynecology Louisiana State University 

Program, Earl K. Long Medical Center, New 

Orleans, LA United States 

Jaskiran Brar Internal Medicine 

AtlantiCare Regional Medical Center 

Program, Atlantic City Medical Center, 

Atlantic City, NJ United States 

William Brazier Family Practice University 

of Mississippi Medical Center Program, 

University of Mississippi School of Medicine, 

Jackson, MS United States 

David Bridges Anesthesiology Rush 

University Medical Center Program, Rush 

University Medical Center, Chicago, IL 


Branden Briggs Emergency Medicine St. 




Rachel Brightwell Obstetrics and 

Gynecology Lutheran Medical Center 

Program, Lutheran Medical Center, 

Brooklyn, NY United States 

Kyle Brooks Emergency Medicine Kern 

Medical Center Program, Kern Medical 

Center, Bakersfield, CA United States 

Jan Brown, II Emergency Medicine 

University of Toledo Program, University of 

Toledo, Toledo, OH United States 

William Brown, III Emergency Medicine 

Lincoln Medical and Mental Health Center 

Program, Lincoln Medical and Mental 

Health Center, Bronx, NY United States 

Patrick Buchanan Internal Medicine Long 




Tommy Buchanan Obstetrics and 

Gynecology Drexel University College of 

Medicine/Hahnemann University Hospital 

Program, Drexel University College of 

Medicine (MCP Hahnemann), Philadelphia, 

PA United States 

Michelle Buckius Surgery York Hospital 

Program, York Hospital, York, PA United 


Hoan Bui Surgery New York Medical College 

(Our Lady of Mercy) Program, New York 

Medical College, Bronx, NY United States 

Jeffrey Bui Internal Medicine New York 

Methodist Hospital Program, New York 



Wazim Buksh Internal Medicine Atlantic 

Health (Morristown) Program, Morristown 

Memorial Hospital, Morristown, NJ United 


Manojkumar Bupathi Internal Medicine 

Case Western Reserve University 

(MetroHealth) Program, MetroHealth 

Medical Center, Cleveland, OH United 


Joel Buring Family Practice Mount Sinai 

School of Medicine/St. Joseph’s Program, 



Richard Burke Obstetrics and Gynecology 

Bayfront Medical Center Program, Bayfront 

Medical Center, St. Petersburg, FL United 


Matthew Burruss Internal Medicine Pitt 

County Memorial Hospital/East Carolina 

University Program, Brody School of 

Medicine at East Carolina University, 

Greenville, NC United States

Elizabeth Burtman Pediatrics North Shore- 

Long Island Jewish Health System-Schneider 

Children’s Hospital Program, Schneider 

Children’s Hospital at Long Island Jewish 

Medical Center, New Hyde Park, NY United 


Leslie Burwell Emergency Medicine 

St. Luke’s Hospital Program, St. Luke’s 

Hospital, Bethlehem, PA United States 

Douglas Bush Pediatrics North Shore- 


Children’s Hospital Program, North Shore- 

LI Jewish Health System, New Hyde Park, 


Archana Bushan Internal Medicine New 

York Hospital Medical Center of Queens/ 

Cornell University Medical College 

Program, New York Hospital Medical Center 

of Queens, Flushing, NY United States 

Shannon Butler-Williams Pathology 

Medical University of South Carolina 

Program, MUSC Medical Center, 

Charleston, SC United States 

Mandy Buttrum Family Practice University 

of Florida Program, University of Florida 

College of Medicine, Gainesville, FL United 


Tania Caballero Pediatrics University 

of Rochester Program, Strong Memorial 

Hospital of the University of Rochester, 

Rochester, NY United States 

Peminda Cabandugama Internal 

Medicine Woodhull Medical and Mental 

Health Center Program, Woodhull Medical 

and Mental Health Center, Brooklyn, NY 


Lisa K. A. Cadoo Internal Medicine St. 

Luke’s-Roosevelt Hospital Center Program, 

St. Luke’s-Roosevelt Hospital Center, New 

York, NY United States 

Hui Cai Family Practice Valley Baptist 

Medical Center Program, Valley Baptist 

Medical Center, Harlingen, TX United 


Kristen Calabro Surgery St. Elizabeth 




John Caldwell Emergency Medicine New 




Matthew Callahan Surgery Marshfield 

Clinic-St. Joseph’s Hospital Program, 

Marshfield Clinic-St. Joseph’s Hospital, 

Marshfield, WI United States 

Gene Callais, Jr. Family Practice University 

of Texas at Houston Program, Lyndon B. 

Johnson General Hospital, Houston, TX 


Megan Callanan Pediatrics University 

of Rochester Program, Strong Memorial 



Joseph Calleja Psychiatry University of 

Florida Program, University of Florida 

College of Medicine, Gainesville, FL United 


Christie Calleo Emergency Medicine 


Program, Newark Beth Israel Medical 

Center, Newark, NJ United States 

Ingrid Calliste Internal Medicine 

Winthrop-University Hospital Program, 

Winthrop-University Hospital, Mineola, NY 


Heather Campbell Family Practice 


Medicine-Tulsa Rural Program, Jane 

Phillips Episcopal-Memorial Medical Center, 

Ramona, OK United States 

Robert Canelli Anesthesiology University 

of Massachusetts Program, University of 

Massachusetts Medical School, Worcester, 

MA United States 

Robert Cao, Jr. Transitional Year The 

Medical Center Program, The Medical 

Center Inc., Columbus, GA United States 

Alexis Capozzoli Pediatrics Atlantic Health 

Program, Morristown Memorial Hospital, 

Morristown, NJ United States 

Nicholas Caputo Emergency Medicine 




Justin Carbonello Internal Medicine Long 




Samuel Carli Internal Medicine University 

of Arizona Program, University of Arizona 



Neal Carlin Internal Medicine Seton Hall 

University School of Graduate Medical 




Richard Carlino Family Practice Mid- 

Hudson Family Health Institute Program, 

Mid-Hudson Family Health Institute, 

Kingston, NY United States 

Michael Carnathan Family Practice 

Chestnut Hill Hospital Program, Chestnut 

Hill Hospital, Philadelphia, PA United 


Paul Carothers Family Practice Christus 

Spohn Memorial Hospital Program, 

Christus Spohn Memorial Hospital, Corpus 

Christi, TX United States 

Michael Carpenter Psychiatry New York 

Medical College (Metropolitan) Program, 

Metropolitan Hospital Center, New York, 


Joseph Casadonte Pediatrics Miami 

Child’s Hospital Program, Miami Children’s 

Hospital, Miami, FL United States 

Teresita Casanova Neurology University 

of Miami-Jackson Memorial Medical Center 

Program, University of Miami-Jackson 

Memorial Medical Center, Miami, FL 


Belmund Catague Family Practice Ohio 

State University Program, Ohio State 

University Medical Center, Columbus, OH 


Ireneo Catoera III Emergency Medicine 




Rodrigo Cayme Physical Medicine and 

Rehabilitation North Shore-Long Island 

Jewish Health System-Albert Einstein 

College of Medicine at LI Jewish Medical 

Center Program, Long Island Jewish 

Medical Center, Great Neck, NY United 


Shaylin Cersosimo Family Practice 


University of Massachusetts Medical School, 

Worcester, MA United States 

Jorge Chabrier Internal Medicine Hospital 

Episcopal San Lucas/Ponce School of 

Medicine Program, Hospital Episcopal San 

Lucas II, Ponce Puerto Rico 

Danny Chachere, II Neurology Baylor 

College of Medicine Program, Baylor 



Anuradha Chadha Family Practice North 

Shore-Long Island Jewish Health System- 

Southside Hospital Program, Southside 

Hospital, Bay Shore, NY United States 

Kanchi Chadha Obstetrics and Gynecology 


St. Peter’s University Hospital Program, St. 

Peter’s University Hospital, New Brunswick, 



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96 

Phillip Chae Internal Medicine Pitt County 





Arjun Chagarlamudi Internal Medicine 

Pitt County Memorial Hospital/East 

Carolina University Program, Brody School 

of Medicine at East Carolina University, 

Greenville, NC United States 

Sumita Chakrapani Internal Medicine 

University of Pittsburgh Medical Center 

Medical Education (Mercy) Program, 

University of Pittsburgh Medical Center, 

Pittsburgh, PA United States 

Ramanuj Chakravarty Internal Medicine 




Janice Chan Family Practice UPMC 

Medical Education (McKeesport Hospital) 

Program, McKeesport Hospital/UPMC, 

McKeesport, PA United States 

Jonathan Chan Internal Medicine/ 

Pediatrics University of South Florida 

Program, University of South Florida 

College of Medicine, Tampa, FL United 


Mastian Chand Pulmonary Disease and 

Critical Care Medicine (IM) New York 

Hospital Medical Center of Queens/Cornell 

University Medical College Program, New 

York Hospital Medical Center of Queens, 

Flushing, NY United States 

Alan Chang Internal Medicine Drexel 



Drexel University College of Medicine (MCP 

Hahnemann, Philadelphia, PA United 


Oliver Chang Surgery Brooklyn Hospital 

Center Program, Brooklyn Hospital Center, 


Patrick Chang Family Practice Pitt County 





Brian Changlai Internal Medicine SUNY 




Andrew Wen-Han Chao Internal Medicine 

Medical College of Georgia Program, 

Medical College of Georgia Hospital and 

Clinics, Augusta, GA United States 

Chaiyapat Charoonbara Anesthesiology 




Sheena Chatha Internal Medicine Case 




Shiva Chaturvedi Pediatrics Atlantic 

Health Program, Morristown Memorial 


Omair Chaudhary Internal Medicine 

SUNY Upstate Medical University Program, 

SUNY Upstate Medical University, Syracuse, 


Priyank Chaudhary Internal Medicine 

Maryland General Hospital Program, 

Maryland General Hospital, Baltimore, MD 


Jaimini Chauhan Psychiatry Lincoln 

Medical and Mental Health Center Program, 

Lincoln Medical and Mental Health Center, 


Shivani Chawla Family Practice Wayne 




Jolyn Chen Obstetrics and Gynecology 

Brooklyn Hospital Center Program, 

Brooklyn Hospital Center, Brooklyn, NY 


Diana Cheng Family Practice University 

of Nevada School of Medicine Program, 


Reno, NV United States 

Tutu Cheng Surgery Conemaugh Valley 

Memorial Hospital Program, Conemaugh 

Valley Memorial Hospital, Johnstown, PA 


Yan Cheng Internal Medicine New York 

Medical College (Richmond) Program, New 

York Medical College, Staten Island, NY 


Irfan Chhipa Family Practice West Jersey- 

Memorial Hospital at Virtua Program, 

Virtua-West Jersey Hospital-Voorhees, 

Voorhees, NJ United States 

David Chiapaikeo Surgery Monmouth 

Medical Center Program, Monmouth 

Medical Center, Long Branch, NJ United 


Akiko Chiba Surgery Maimonides Medical 



Damien Chiodo Psychiatry Seton Hall 



Williamson Street Campus, Elizabeth, NJ 


Jason Chirichigno Internal Medicine 



Lindsay Chisholm Emergency Medicine St. 




Jaehoon Cho Internal Medicine Flushing 

Hospital Medical Center Program, Flushing 

Hospital Medical Center, Flushing, NY 


Carol Choe Emergency Medicine 

University of Michigan Program, University 

of Michigan Hospital and Health Center, 

Ann Arbor, MI United States 

Damon Choi Internal Medicine Roger 

Williams Medical Center Program, Roger 

Williams Medical Center, Providence, RI 


Kenneth Choi Internal Medicine SUNY 




Jennifer Choi Internal Medicine/Pediatrics 





Melanie Chong Internal Medicine 




Wei-Yu Chou Family Practice SUNY Health 

Science Center at Syracuse/St. Joseph’s 

Hospital Health Center, St. Joseph’s 

Hospital and Health Center,Syracuse, 

Syracuse, NY United States 

Mohammad Choudhry Internal Medicine 

Mount Sinai School of Medicine (St. 

Joseph’s Regional Medical Center) Program, 

Mount Sinai School of Medicine of New 

Jersey, Paterson, NJ United States 

Drin Chow Anesthesiology SUNY Upstate 




Hsiao-Shyang Chow Internal Medicine 



CA United States

Wayne Chuang Family Practice St. Mary 

Mercy Program, St. Mary Mercy Hospital, 

Livonia, MI United States 

Emmanuel Chukwu Family Practice 

UMDNJ-Robert Wood Johnson at 

CentraState Program, UMDNJ-Robert 

Wood Johnson Medical School, Freehold, 


Andrew Ciancimino Internal Medicine 

New York Downtown Hospital Program, 

New York Downtown Hospital, New York, 


Giuseppe Ciccotto Neurology Tulane 




Charlotte Clark Internal Medicine 




Kevin Claudeanos Surgery Albany Medical 

Center Program, Albany Medical Center, 

Albany, NY United States 

Jonathan Claus Internal Medicine 





Frederick Clayton Internal Medicine East 

Tennessee State University Program, James 

H. Quillen College of Medicine, Johnson 

City, TN United States 

Samuel Clinch Psychiatry Creighton 

University/University of Nebraska Program, 

St. Joseph Center for Mental Health, 

Omaha, NE United States 

Michelle Clinton Emergency Medicine 

Eastern Virginia Medical School Program, 

Eastern Virginia Medical School, Norfolk, 

VA United States 

Jeffrey Cloyd Emergency Medicine Wayne 




Janine Cochol Internal Medicine Long 




Ryan Coelho Family Practice University 

of Ottawa, Department of Family Medicine 

Program, University of Ottawa School of 

Medicine, Ottawa, ON Canada 

Jackson Cohen Physical Medicine and 

Rehabilitation Jackson Memorial Hospital 

Program, Jackson Memorial Hospital/Jackson 

Health System, Miami, FL United States 

Niranjana Cohen Family Practice Carilion 

Clinic-Virginia Tech Carilion School of 

Medicine Program, Carilion Medical 

Center-Roanoke Memorial Hospital, 

Roanoke, VA United States 

Randall Colvin Family Practice St. John 




Jennifer Conway Obstetrics and 

Gynecology St. Barnabas Medical Center 

Program, St. Barnabas Medical Center, 

Livingston, NJ United States 

Jenna Cook Family Practice Lincoln 

Medical Education Partnership Program, 

Lincoln Medical Education Partnership, 

Lincoln, NE United States 

Natalie Cooper Physical Medicine and 

Rehabilitation Pitt County Memorial 


Brody School of Medicine at East Carolina 

University, Greenville, NC United States 

Geepress Corpuz Internal Medicine 

Mount Sinai School of Medicine (Jersey 

City) Program, Jersey City Medical Center, 

Jersey City, NJ United States 

Luis Correa Internal Medicine/Pediatrics 




Kimberley Corriea Pediatrics New York 




Thomas Costello Family Practice SUNY at 




Jeffery Cowger Dermatology University 



Alana Cozier Neurology University of New 

Mexico Program, University of New Mexico 

School of Medicine, Albuquerque, NM 


Ashley Crisp Family Practice East 

Tennessee State University (Bristol) 

Program, James H. Quillen College of 

Medicine, Bristol, TN United States 

Brian Cruickshank Family Practice UPMC 

Medical Education (St. Margaret Hospital) 

Program, St. Margaret Hospital/UPMC, 


Christopher Cruz Pediatrics New York 

Medical College at Westchester Medical 

Center Program, Westchester Medical 

Center, Valhalla, NY United States 

Bradley Cubitt Physical Medicine 

and Rehabilitation University of Texas 

Southwestern Medical School Program, 

University of Texas Southwestern Medical 

School, Dallas, TX United States 

Candice Culpepper Internal Medicine 

SUNY Health Science Center at Brooklyn 

Program, University Hospital-SUNY Health 

Science Center at Brooklyn, Brooklyn, NY 


Richard Culver Diagnostic Radiology 

Norwalk Hospital Program, Norwalk 

Hospital, Norwalk, CT United States 

Giselle Cumming Diagnostic Radiology 

San Fernando General Hospital Program, 

San Fernando General Hospital, Port of 

Spain, NA Trinidad and Tobago 

Stephanie Cummings Obstetrics and 

Gynecology Atlantic Health (Morristown) 



Ryan Curran Family Practice Marquette 

General Hospital Program, Marquette 

General Hospital, Marquette, MI United 


Alyssa Currier Family Practice University 




Todd Curtis Family Practice St. Peter 

Hospital Program, St. Peter Hospital, 

Olympia, WA United States 

Bhavana Dabir Internal Medicine SUNY 

Health Science Center at Brooklyn Program, 

University Hospital-SUNY Health Science 

Center at Brooklyn, Brooklyn, NY United 


Joan Dabu Internal Medicine Seton Hall 

University School of Health and Medical 

Science Program, St. Michael’s Medical 


Newark, NJ United States 

Anuj Daftari Physical Medicine and 

Rehabilitation Case Western Reserve 

University (MetroHealth) Program, 

MetroHealth Medical Center, Cleveland, 


Mohammed Daher Psychiatry 


School(Camden) Program, Atlantic City 



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98 

Gary Dale Internal Medicine St. John 




Donna D’Alessio Physical Medicine and 


Medicine Program, Mount Sinai Hospital 


Anthony D’Amore Pediatrics Geisinger 

Medical Center Program, Geisinger Medical 

Center, Danville, PA United States 

Leland Dampier Family Practice Mercer 

University School of Medicine (Savannah) 

Program, Memorial Health-University 

Medical Center, Savannah, GA United 


Ilan Danan Internal Medicine Mount Sinai 

School of Medicine (Jersey City) Program, 

Jersey City Medical Center, Jersey City, NJ 


Christopher Dang Psychiatry UCLA-Kern 



Harsh Dangaria Physical Medicine and 

Rehabilitation Temple University Hospital 

Program, Temple University Hospital, 


Shermil Daniel Emergency Medicine Albert 

Einstein College of Medicine (Jacobi/ 

Montefiore) Program, Jacobi Medical 

Center, Bronx, NY United States 

Idrees Danishpajooh Internal Medicine 





Tam Dao Emergency Medicine Sparrow 

Hospital/Michigan State University 

Program, Sparrow Hospital, Lansing, MI 


Geraldine Dapul Physical Medicine and 

Rehabilitation Wayne State University/ 

Oakwood Hospital Program, Wayne State 

University School of Medicine, Taylor, MI 


Adam Darby Internal Medicine University 

of Vermont Program, Fletcher Allen Health 

Care, Burlington, VT United States 

Navin Dargani Psychiatry North Shore- 






Christopher Daroy Family Practice 

Chestnut Hill Hospital Program, Chestnut 

Hill Hospital, Philadelphia, PA United 


Punam Dass Neurology Seton Hall 


Education Program, Seton Hall University 

School of Graduate Medical Education, 

Edison, NJ United States 

Jawad Daud Psychiatry Jackson Memorial 

Hospital/Jackson Health System Program, 

Jackson Memorial Hospital/Jackson Health 

System, Miami, FL United States 

Valerie D’Aurora Diagnostic Radiology 




Palak Dave Family Practice Riverside 

County Regional Medical Center Program, 

Riverside County Regional Medical Center, 

Moreno Valley, CA United States 

Christopher Davenport Family Practice 

Presbyterian Intercommunity Hospital 

Program, Presbyterian Intercommunity 

Hospital, Whittier, CA United States 

Matthew Davis Emergency Medicine 


Program, UMDNJ-University Hospital, 


Rahul Dawane Pathology Western Reserve 

Care System/NEOUCOM Program, 

Northside Medical Center, Youngstown, OH 


Aria Dayani Internal Medicine Drexel 





Ellen Dean Orthopaedic Surgery Seton 


Education Program, St. Joseph’s Regional 

Medical Center, Paterson, NJ United States 

Jennifer Decolongon Family Practice Ellis 

Hospital of Schenectady Program, Ellis 

Hospital, Schenectady, NY United States 

Hashim Deen Internal Medicine SUNY at 




Rony Dekermenjian Neurology Seton 





George Dekki Internal Medicine 





Rene Delgadillo Psychiatry UCLA-Kern 



Stacy De-Lin Family Practice Albert 

Einstein College of Medicine at Beth Israel 

Medical Center Program, Beth Israel 

Medical Center, New York, NY United States 

Benjamin DeLucia Psychiatry SUNY at 




Brittany Demco Internal Medicine Santa 

Barbara Cottage Hospital Program, Santa 

Barbara Cottage Hospital, Santa Barbara, 


Raveen Deol Neurology New York Medical 

College at Westchester Medical Center 

Program, Westchester Medical Center, 

Valhalla, NY United States 

Trevor DerDerian Surgery Maimonides 



Derek Desa Family Practice JFK Medical 

Center Program (NJ), JFK Medical Center, 


Bhumika Desai Pediatrics Newark 

Beth Israel Medical Center Program, St. 

Barnabas Medical Center, Newark, NJ 


Chirag Desai Internal Medicine University 

of Arizona/UPHK Graduate Medical 

Education Consortium Program, University 

Medical Center, Tucson, AZ United States 

Jignesh Desai Internal Medicine Seton 





Monika Desai Internal Medicine Albert 

Einstein College of Medicine (Jacobi) 

Program, Jacobi Medical Center, Bronx, NY 


Nirmit Desai Internal Medicine SUNY at 




Pranav Desai Emergency Medicine 



Philadelphia, PA United States

Suruchi Desai Internal Medicine Harlem 

Hospital Center Program, Harlem Hospital 

Center, New York, NY United States 

Keith Desousa Neurology Medical College 

of Georgia Program, Medical College of 

Georgia Hospital and Clinics, Augusta, GA 


Shanthi Dhaduvai Internal Medicine 




Mandeep Dhaliwal Emergency Medicine 




Bhavpreet Dham Neurology UMDNJ- 

Robert Wood Johnson Medical 




Shakira Dhamotharan Family Practice 

Mount Sinai School of Medicine/St. 

Joseph’s Program, St. Joseph’s Regional 


Bikramjit Dhillon Family Practice Brooklyn 

Hospital Center Program, Brooklyn 

Hospital Center, Brooklyn, NY United States 

Jasneet Dhillon Internal Medicine Santa 




Rupinder Dhillon Internal Medicine 

University of Western Ontario Program, 

University of Western Ontario, London, ON 

Canada 

Nicole Dilmani Psychiatry Albany Medical 



Stephen Dinning Nuclear Med University 



Matthew Dixon Surgery Maimonides 



Rajpreet Dogra Family Practice University 

of Tennessee Program, St. Francis Hospital, 

Memphis, TN United States 

Jason Donaghue Internal Medicine St. 




Dionne Donald Pediatrics Mount Sinai 

School of Medicine (St. Joseph’s Regional 

Medical Center) Program, St. Joseph’s 

Regional Medical Center, Paterson, NJ 


James Donnell Family Practice Louisiana 

State University (Shreveport)/Rapides 

Regional Medical Center Program, LSU 

Medical Center-University Hospital, 

Alexandria, LA United States 

Jeffrey Donowitz Pediatrics Virginia 

Commonwealth University Health System 

Program, Virginia Commonwealth 

University School of Medicine, Richmond, 


Sean Dooley Internal Medicine SUNY at 




Michael Doorly Surgery University of 





Fadiyla Dopwell Pediatrics North 


Schneider Children’s Hospital Program, 

Schneider Children’s Hospital at North 

Shore University Hospital, New Hyde Park, 


Patrick Dornack Family Practice University 

of Minnesota/HlthEast St. Joseph’s Hospital 

Program, University of Minnesota Medical 

School, St. Paul, MN United States 

Neil Doshi Internal Medicine Drexel 





Seema Doshi Emergency Medicine 




Matthew Dounel Physical Medicine and 

Rehabilitation SUNY Health Science Center 

at Brooklyn Program, SUNY Health Science 



Jerome Rene Etienne Doyen 

Anesthesiology SUNY Upstate Medical 



Josel Avion Akyla Doyle Pediatrics 




Vanessa Doyle Psychiatry/Family 

Practice University of Cincinnati Hospital 

Group Program, University Hospital Inc., 

Cincinnatti, OH United States 

Blazen Draguljic Pediatrics/Psychiatry/ 

Child and Adolescent Psychiatry Tulane 




Louisa Dresser Internal Medicine Seton 





Sutapa Dube Psychiatry University of 




Gueorgui Dubrocq Pediatrics Winthrop- 




Michael Ducato Neurosurgery University 

of Illinois College of Medicine at Peoria 

Program, OSF St. Francis Medical Center, 

Peoria, IL United States 

Christopher DuCoin Surgery Orlando 

Health Program, Orlando Regional Medical 

Center, Orlando, FL United States 

David Dunaway Diagnostic Radiology 




George Dunham Internal Medicine St. 




Steven Dunham Neurology Baylor College 

of Medicine Program, Baylor College of 

Medicine, Houston, TX United States 

Vanessa Duran Internal Medicine Lincoln 




David Durand Transitional Year University 

of North Dakota Program, University of 

N Dakota School of Medicine and Health 

Sciences, Fargo, ND United States 

Tamsin Durand Surgery Palmetto Health/ 

Univ of S Carolina School of Medicine 

Program, Palmetto Richland Memorial 

Hospital, Columbia, SC United States 

Moriam Durojaiye Family Practice 




Shaheen Durrani Pediatrics University of 

Oklahoma Health Science Center Program, 

OU Medical Center - Children’s Hospital, 

Oklahoma City, OK United States 


99


100 

John Dussel Surgery Waterbury Hospital 

Health Center Program, Waterbury 

Hospital Health Center, Waterbury, CT 


Richard Duszak Family Practice Ellis 

Hospital of Schenectady Program, Ellis 

Hospital, Schenectady, NY United States 

Nicholas Dutro Family Practice Scottsdale 

Healthcare-Osborn Program, Scottsdale 

Healthcare-Osborn, Scottsdale, AZ United 


Tanya Dutta Psychiatry Virginia 





Margaret Dyer Pediatrics University of 

Florida College of Medicine Jacksonville 

Program, University of Florida College of 

Medicine at Jacksonville, Jacksonville, FL 


Ivan Dzaja Orthopaedic Surgery University 



Jenny Eapen Internal Medicine 




Ruth Ebangit Family Practice University of 

Texas Health Science Center at San Antonio 

Program, University of Texas School of 

Medicine at San Antonio, San Antonio, TX 


Emily Edwards Pediatrics Children’s 

Hospital of Orange County Program, 

Children’s Hospital of Orange County, 

Orange, CA United States 

Ethan Egan Physical Medicine and 




Michael Eisen Family Practice Atlantic 



Hokehe Eko Pediatrics Mount Sinai School 

of Medicine (St. Joseph’s Regional Medical 

Center) Program, St. Joseph’s Regional 


Polikseni Eksarko Surgery Brooklyn 



Waseem El-Halabi Emergency Medicine 




Michael Elias Internal Medicine Long 




Mina El-Kateb Internal Medicine St. John 




Aveksha Ellaurie Family Practice Cape 

Breton Family Medicine Residency Program, 

Cape Breton Healthcare Complex, Sydney, 

NS Canada 

Elizabeth Elliott Internal Medicine/ 

Pediatrics University of Tennessee Program, 

University of Tennessee College of Medicine, 

Memphis, TN United States 

Amara Elochukwu Internal Medicine 




Abraham El-Sedfy Surgery St. Barnabas 




Elizabeth Elson Diagnostic Radiology 

Atlantic Health (Morristown) Program, 

Morristown Memorial Hospital, Morristown, 


Makkalon Em Surgery SUNY at Stony 




Rebecca England Emergency Medicine 




Donny Engles Internal Medicine University 


Connecticut Health Center/John Dempsey 

Hospital, Farmington, CT United States 

Austin Enright Orthopaedic Surgery 

University of Manitoba Program, University 

of Manitoba, Winnipeg, MB Canada 

Yariela Enriquez Internal Medicine Mount 


Regional Medical Center) Program, St. 

Joseph’s Regional Medical Center, Paterson, 


Brenda Ernst Internal Medicine Orlando 

Health Program, Orlando Regional Medical 


David Eshak Internal Medicine Albert 


Program, Jacobi Medical Center, Bronx, 


Michael Espiritu Internal Medicine Newark 

Beth Israel Medical Center Program, 

Newark Beth Israel Medical Center, Newark, 


Ilana Etelzon Internal Medicine Staten 

Island University Hospital Program, Staten 

Island University Hospital, Staten Island, NY 


Grant Eyjolfson Family Practice Altru 

Health System (Grand Forks) Program, 

Altru Health System Hospital, Grand Forks, 

ND United States 

Ruth Fagbemi Family Practice UPMC/ 

Shadyside Hospital Program, Shadyside 

Hospital/UPMC, Pittsburgh, PA United 


Sarah Fajgenbaum Psychiatry SUNY 


SUNY Health Science Center at Brooklyn, 


Howard Fan Neurology University of Texas 

at Houston Program, University of Texas 

Medical School at Houston, Houston, TX 


Jack Fang Internal Medicine New York 





Farshad Farnejad Surgery Jewish Hospital 

of Cincinnati Program, Jewish Hospital of 

Cincinnati, Cincinnati, OH United States 

Darren Farrington Internal Medicine 




Ali Farzad Emergency Medicine University 

of Maryland Program, University of 

Maryland Program, Baltimore, MD United 


Joseph Fasanello Family Practice 




Asal Fathian Obstetrics and Gynecology 




Catherine Feese Obstetrics and 

Gynecology TriHealth (Bethesda and Good 

Samaritan Hospital) Program, Tri-Health 

Good Samaritan Hospital, Cincinnati, OH 


Anastasia Feifer Pediatrics New York 




Anna Feliciano Neurology New York 

Medical College at St. Vincent’s Hospital 

and Medical Center of NY Program, St. 

Vincent’s Hospital and Medical Center of 


Nithi Fernandes Pediatrics Lincoln 




Benjamin Fernando Family Practice 

University of Mississippi Medical Center 

Program, University of Mississippi School of 

Medicine, Jackson, MS United States 

Julie Ferrauiola Surgery Wright State 

University Program, Wright State University 

School of Medicine, Dayton, OH United 


Amber Ferrell Obstetrics and Gynecology 




Sharon Grace Ferreria Psychiatry 



Canada 

Ronald Figura Surgery Spartanburg 

Regional Healthcare System Program, 

Spartanburg Regional Healthcare System, 

Spartanburg, SC United States 

Heather Fine Psychiatry Wayne State 




Jonathan Adam Finkelstein Anesthesiology 





Theresa Fiorito Pediatrics Winthrop- 




Daniel Firer Family Practice Austin Medical 

Education Programs of Setonof Seton 

Healthcare Network Program, Austin 

Medical Education Program of Seton 

Healthcare Network, Austin, TX United 


Daniel Fitelson Internal Medicine 

Georgetown University Hospital 

Program, Georgetown University Hospital, 

Washington, DC United States 

Nina Fitzgerald Pediatrics Inova Fairfax 

Hospital/Inova Fairfax Hospital for Child 

Program, Inova Fairfax Hospital, Falls 

Church, VA United States 

Daniel Fitzpatrick Anesthesiology SUNY 




Michael Flaherty Orthopaedic Surgery 

Albany Medical Center Program, Albany 

Medical Center, Albany, NY United States 

Glenn Flanagan Anesthesiology SUNY 




James Flores Family Practice Texas Tech 

University (Lubbock) Program, University 

Medical Center, Lubbock, TX United States 

Ronald Flores Internal Medicine SUNY at 




Lesley Flynt Surgery Drexel University 

College of Medicine/Hahnemann 

University Hospital Program, Drexel 

University College of Medicine (MCP 



Sara Fok Emergency Medicine Synergy 

Medical Education Alliance/Michigan St. 

University Program, Covenant Healthcare 

System-Harrison Campus, Saginaw, MI 


Judy Fong Obstetrics and Gynecology 

North Shore-Long Island Jewish Health 

System-North Shore University Hospital/ 

NYU School of Medicine Program, North 

Shore University Hospital, Manhasset, NY 


Catherine Fontecha Surgery San Joaquin 

General Hospital Program, San Joaquin 

General Hospital, Stockton, CA United 


Jennifer Forsyth Pathology University of 

Kansas Medical Center Program, University 

of Kansas School of Medicine, Kansas City, 

KS United States 

Keith Foster Physical Medicine and 



Brody School of Medicine at East Carolina 

University, Greenville, NC United States 

Rebecca Foster Internal Medicine 

Louisiana State University (Shreveport) 

Program, LSU Health Sciences Center- 

University Hospital, Shreveport, LA United 


Evangelia Fotopoulos Family Practice 

University of Alabama Medical Center 

(Tuscaloosa) Program, University of 

Alabama Hospital, Tuscaloosa, AL United 


Jarod Fox Internal Medicine Mercer 

University School of Medicine (Savannah) 

Program, Memorial Health-University 

Medical Center, Savannah, GA United States 

Lyndave Francis Internal Medicine 

Allegheny General Hospital Program, 

Allegheny General Hospital, Pittsburgh, PA 


Ayfarah Frangieh Pediatrics Maimonides 



Joseph Franzese Obstetrics and 

Gynecology TriHealth (Bethesda and Good 

Samaritan Hospital) Program, Tri-Health 

Good Samaritan Hospital, Cincinnati, OH 


Douglas Fraser Surgery UMDNJ-Robert 

Wood Johnson Medical School Program, 

Robert Wood Johnson University Hospital, 

New Brunswick, NJ United States 

Tiberio Frisoli Internal Medicine St. Luke’s- 

Roosevelt Hospital Center Program, St. 

Luke’s-Roosevelt Hospital Center-Roosevelt 

Division, New York, NY United States 

Patrick Frost Surgery Mount Sinai School 

of Medicine Program, Mount Sinai Medical 


Neema Froutan Internal Medicine Mercer 

University School of Medicine Program, 

Medical Center of Central Georgia, Macon, 

GA United States 

Leah Fryar Family Practice University of 

Arkansas for Med Science AHEC (Northwest) 

Program, UAMS-Area Health Education 

Center, Fayetteville, AR United States 

Aaron Frye Surgery New York Medical 

College (Sound Shore) Program, Sound 

Shore Medical Center of Westchester, New 

Rochelle, NY United States 

Michael Fundora Pediatrics Miami Child’s 

Hospital Program, Miami Children’s 


Daniel Fung Internal Medicine SUNY 





Miriam Furgiuele Emergency Medicine 

Albert Einstein College of Medicine 

(Jacobi/Montefiore) Program, Jacobi 

Medical Center, Bronx, NY United States 


101


102 

Jennifer Gabbard Internal Medicine 

University of Arizona Program, University 

of Arizona College of Medicine, Tucson, AZ 


William Gaetano Family Practice St. 

Elizabeth Medical Center (Utica) Program, 

St. Elizabeth Hospital Utica, Utica, NY 


Celeste Gagnier Pediatrics University of 




Deeya Gaindh Neurology University at 




Tommy Galanis Pediatrics Flushing 




Michael Galgano Neurosurgery SUNY 


Upstate Medical Center, Syracuse, NY 


James Gallagher, III Surgery Maimonides 



Lars Galldin Anesthesiology Mount Sinai 





Sean Galligan Internal Medicine SUNY 




Justin Galovich Surgery University of 

California (Irvine) Program, University of 

California (Irvine) Medical Center, Orange, 


John Vincent Ganal Anesthesiology Los 

Angeles Cnty-Harbor-UCLA Medical Center 

Program, Los Angeles County-Harbor- 

UCLA Medical Center, Torrance, CA United 


Bimal Gandhi Anesthesiology Virginia 



University Health System, Richmond, VA 


Samir Gandhi Anesthesiology University 

of Texas at Houston Program, University of 

Texas Medical School at Houston, Houston, 

TX United States 

Shruti Gandhi Internal Medicine Stamford 

Hospital/Columbia University College 

of Physicians and Surgeons Program, 

Stamford Hospital, Stamford, CT United 


Zev Garbuz Internal Medicine Long Island 

College Hospital Program, Long Island 

College Hospital, Brooklyn, NY United 


William Gardella Family Practice 

Scottsdale Healthcare-Osborn Program, 

Scottsdale Healthcare-Osborn, Scottsdale, 

AZ United States 

Sadaf Gardizi Family Practice JFK Medical 



Aaron Gardner Pediatric Critical Care 

Medicine (PD) Cincinnati Child’s Hospital 

Medical Center/Univ of Cincinnati College 

of Medicine Prog., Cincinnati Child’s 

Hospital Medical Center, Cincinnati, OH 


Nitasha Garg Obstetrics and Gynecology 

Providence Hospital and Medical Center 

Program, Providence Hospital and Medical 

Center, Southfield, MI United States 

Rakhi Garg Internal Medicine Long Island 




Anthony Garretto Family Practice 



Nella Gasteazoro-McCraw Family 

Practice Duke University/Southern 

Regional Area Health Education Center 

Program, Southern Regional Area Health 

Education Center, Fayetteville, NC United 


Erica Dominique Francine Gatien 

Pediatrics Albert Einstein Medical Center 

Program, Albert Einstein Medical Center, 


Jennifer Gayagoy Surgery Providence 


Providence Hospital and Medical Center, 

Southfield, MI United States 

Brian Gebhardt Anesthesiology University 

of Massachusetts Program, University of 



Dennis Genin Internal Medicine Mount 

Sinai School of Medicine (Queens Hospital 

Center) Program, Mount Sinai School of 

Medicine, Jamaica, NY United States 

Ann George Internal Medicine University 



Sharon George Internal Medicine SUNY 




Tony George Surgery University at Buffalo 

Program, University at Buffalo School of 

Medicine, Buffalo, NY United States 

Zena George Family Practice UPMC 




George Georges Internal Medicine 

Stamford Hospital/Columbia University 

College of Physicians and Surgeons 

Program, Stamford Hospital, Stamford, CT 


Nicholas Gerken Orthopaedic Surgery 

University of Texas Health Science Center at 

San Antonio Program, University of Texas 



Michael Gerstein Emergency Medicine 


Center Program, Sinai-Grace Hospital, 


Jennifer Gibert Internal Medicine 

University of Kentucky Medical Center 

Program, University of Kentucky A B 

Chandler Medical Center, Lexington, KY 


Dara Gibson Obstetrics and Gynecology 

Mount Sinai School of Medicine (Jersey 

City) Program, Jersey City Medical Center, 

Jersey City, NJ United States 

Kennisha Gilbert Obstetrics and 

Gynecology Staten Island University 

Hospital Program, Staten Island University 

Hospital, Staten Island, NY United States 

Matthew Gilbert Anesthesiology Case 




Francesca Giliberti Ophthalmology 

Virginia Commonwealth University Health 

System Program, Virginia Commonwealth 



Aman Gill Family Practice University of 



Fresno, CA United States

Harjinder Gill Internal Medicine SUNY 





Mandeep Gill Family Practice Marquette 

General Hospital Program, Marquette 

General Hospital, Marquette, MI United 


Natasha Gill Pediatrics University at 




Navneet Gill Internal Medicine St. Joseph 

Mercy Hospital Program, St. Joseph Mercy 

Health System, Ann Arbor, MI United States 

Sonja Gill Internal Medicine SUNY Upstate 




John Gillespie, III Surgery Christiana Care 

Health Services Program, Christiana Care 

Health Services Inc., Newark, DE United 


Andrew Gilmartin Internal Medicine 

Seton Hall University School of Health and 

Medical Science (St. Francis) Program, St. 

Francis Medical Center, Trenton, NJ United 


Indira Gjoni Family Practice Mountainside 

Hospital Program, Mountainside Hospital, 

Montclair, NJ United States 

David Gleason Surgery University at 




Maria Glori Family Practice JFK Medical 



Pauline Go Surgery Henry Ford Hospital 

Program, Henry Ford Hospital, Detroit, MI 


Neetu Godhwani Pediatrics New York 




Sanjay Godhwani Internal Medicine/ 

Pediatrics SUNY at Stony Brook Program, 



Chloe Godwin Family Practice SUNY 




Reena Gogia Child Neurology (N) St. 

Joseph’s Hospital and Medical Center 

Program (AZ), St. Joseph’s Hospital and 

Medical Center, Phoenix, AZ United States 

Nilesh Gokal Family Practice Atlantic 

Health (Overlook) Program, Atlantic 

Health, Summit, NJ United States 

Reshma Gokaldas Internal Medicine 

Brookdale University Hospital and Medical 

Center Program, Brookdale University 

Hospital Medical Center, Brooklyn, NY 


Nisha Gokhale Psychiatry Mount Sinai 

School of Medicine (Elmhurst) Program, 

Mount Sinai School of Medicine, Elmhurst, 


Babak Goldman Pain Med 

(Multidisciplinary) University of Texas 

Health Science Center at San Antonio 




Jennifer Golia Diagnostic Radiology 

New York Medical College at St. Vincent’s 

Hospital and Medical Center of NY 

Program, St. Vincent’s Hospital and Medical 

Center of New York, New York, NY United 


Esha Gollapalle Pathology St. Luke’s- 


Luke’s-Roosevelt Hospital Center, New York, 


Lakshman Gollapalli Anesthesiology 


Center Program, Wayne State University/ 

Detroit Medical Center, Detroit, MI United 


David Golovoy Diagnostic Radiology 

Michigan State University (Flint) Program, 

Michigan State University/Flint Area Med 

Edu, Flint, MI United States 

Pejman Golpanian Anesthesiology 


Program, LSU Medical Center-University 

Hospital, Shreveport, LA United States 

Jennifer Gomez Physical Medicine and 

Rehabilitation Albert Einstein College of 

Medicine Program, Montefiore Medical 

Center-Weiler Hospital, Bronx, NY United 


Yuna Gong Pathology University of 

Massachusetts Program, University of 



Arun Gopal Internal Medicine SUNY at 




Divya Gopalan Internal Medicine Mount 

Carmel Health Program, Mount Carmel 

Health, Columbus, OH United States 

Silpa Goriparthi Internal Medicine Long 




Barry Gorlitsky Internal Medicine 




Purnima Gorrepati Psychiatry Eastern 

Virginia Medical School Program, Eastern 

Virginia Medical School, Norfolk, VA 


Nurlela Gouveia Internal Medicine St. 




Shyam Goverdhana Family Practice St. 

Luke’s Hospital Program (OH), University 

of Toledo, Maumee, OH United States 

Mayur Govind Internal Medicine Seton 





Archana Govindan Family Practice 


Center (Methodist) Program, Dallas County 

Hospital District - Parkland Memorial 

Hospital, Dallas, TX United States 

Shanthi Gowrinathan Psychiatry Cedars- 

Sinai Medical Center Program, Cedars- 

Sinai Medical Center, Los Angeles, CA 


Pavel Gozenput Internal Medicine 




Joanna Grabska Internal Medicine 





Daniel Graf Diagnostic Radiology 

Bridgeport Hospital Program, Bridgeport 

Hospital, Bridgeport, CT United States 

Arthur Gran Internal Medicine Flushing 





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Cameron Grange Family Practice Lincoln 

Medical Education Foundation Program, 

Lincoln Med Education Foundation, 

Lincoln, NE United States 

Rocky Greer Pediatrics Pitt County 





Damanpreet Grewal Internal Medicine 




Sarah Grewal Family Practice Kern 



Jason Gritti Internal Medicine Long Island 




Chris Groat Transitional Year West Virginia 

University Program, W Virginia University 

Hospital, Mortgantown, WV United States 

Taras Grosh Internal Medicine Atlantic 

Health (Morristown) Program, Morristown 



Eric Grover Neurology University of South 

Alabama Program, University of South 

Alabama Medical Center, Mobile, AL 


Marney Gruber Internal Medicine/ 

Emergency Medicine Louisiana State 


University School of Medicine, New Orleans, 

LA United States 

Stacey Guan Family Practice Ohio State 

University Program, Ohio State University 

Medical Center, Columbus, OH United 


Deyzi Gueorguieva Family Practice St. 




Ernesto Guevara Family Practice Albert 

Einstein College of Medicine Program, 

Albert Einstein College of Medicine of 

Yeshiva University, Bronx, NY United States 

Saurabh Gulati Internal Medicine SUNY at 




Johanna Gulmatico Family Practice 

Florida Hospital Program, Florida Hospital 

Medical Center, Orlando, FL United States 

Murtuza Gunja Psychiatry St. Luke’s- 




Pavani Guntur Neurology Virginia 





Aamisha Gupta Pediatrics New York 




Aashish Gupta Surgery Maimonides 

Medical Center Program, Coney Island 

Hospital, Brooklyn, NY United States 

Neha Gupta Psychiatry Henry Ford 

Hospital Program, Henry Ford Hospital, 


Nisha Gupta Internal Medicine Rochester 

General Hospital Program, Rochester 

General Hospital, Rochester, NY United 


Nipun Gupta Diagnostic Radiology St. 



Rahul Gupta Psychiatry University of 

Connecticut Program, University of 



Ramandeep Gurai Physical Medicine and 

Rehabilitation VA Greater Los Angeles 

Healthcare System Program, VA Greater 

Los Angeles Healthcare System, Los 


Rachana Gurunatha Obstetrics and 

Gynecology SUNY Upstate Medical 



Tirisham Gyang Internal Medicine SUNY 




Hania Habeeb Emergency Medicine 




Misha Habib Internal Medicine 






Pantelis Hadjizacharia Surgery University 

of Arizona Program, University Medical 

Center, Tucson, AZ United States 

Shaheryar Hafeez Neurology Ohio State 

University Hospital Program, Ohio State 

University Hospital East, Columbus, OH 


Lisa Hage Pediatrics Mount Sinai School 




Patrick Hagen Internal Medicine 

University of Minnesota Program, University 

of Minnesota Medical School, Minneapolis, 


Lauren Haig Anesthesiology University of 

Toledo Program, University Medical Center 

(Toledo), Toledo, OH United States 

Ahmad Hakimzada Internal Medicine St. 




Shabnum Haleem Internal Medicine 





Jeffrey Hall Psychiatry SUNY at Stony Brook 



Francois Halle Prev Med: Pub Health and 

Gen Prev Med (PM) University of Laval 

Program, University of Laval, Quebec City, 

PQ Canada 

Amir Hameedi Diagnostic Radiology SUNY 




Jason Hanks Anesthesiology Rush 

University Medical Center Program, Rush 

University Medical Center, Chicago, IL 


Lindsey Hansen Anesthesiology Indiana 


Indiana University School of Medicine, 

Indianapolis, IN United States 

Michael Hansen Internal Medicine 

Lehigh Valley Hospital/PA State University 

Program, Lehigh Valley Hospital, Allentown, 


Marta Hantke Family Practice University 

of Kansas (Wichita)/Via Christi Regional 

Medical Center Program, University of 

Kansas School of Medicine (Wichita), 

Wichita, KS United States 

Yaser Haq Psychiatry Baystate Medical 

Center/Tufts University School of Medicine 

Program, Baystate Medical Center, 

Springfield, MA United States

Abraham Harari Transitional Year Flushing 




Rachel Harden Family Practice UMDNJ- 

Robert Wood Johnson at CentraState 

Program, CentraState Medical Center, 

Freehold, NJ United States 

Colin Hardin Internal Medicine SUNY 




Ashwinii Hari Internal Medicine SUNY at 




Celeste Harnden Family Practice 

University of Tennessee Medical Center at 

Knoxville Program, University of Tennessee 

Graduate School of Medicine, Knoxville, 

TN United States 

Austin Harris Anesthesiology University of 

California (Irvine) Program, University of 

California (Irvine) Medical Center, Orange, 


Samuel Harris Infectious Diseases (IM) 

Louisiana State University Program, 

Louisiana State University School of 

Medicine, New Orleans, LA United States 

Laura Hart Obstetrics and Gynecology 






Shady Hassan Physical Medicine and 


at Brooklyn Program, Staten Island University 


Hatem Hatem Obstetrics and Gynecology 




Adaire Hawkins Family Practice Cox 

Medical Centers Program, Cox Medical 

Center, Springfield, MO United States 

Oneda Haxhistasa Internal Medicine 


Program, SUNY Health Science Center at 


Chelsea Hayes Pathology Cedars-Sinai 

Medical Center Program, Cedars-Sinai 



Connor Healey Internal Medicine 




Roshan Hegde Psychiatry Mount Sinai 


Elmhurst Hospital Center-Mount Sinai 

Services, Elmhurst, NY United States 

Carl Heinecke Internal Medicine Albany 

Medical Center Program, Albany Medical 

Center, Albany, NY United States 

Joel Heitman Diagnostic Radiology St. 



Daniel Helzer Emergency Medicine Wayne 




Floyd Herman Plastic Surgery Wayne State 




Robert Herring Family Practice University 


University of Mississippi School of Medicine, 


Melissa Hersh Pediatrics Maimonides 



Chantal Hewitson Neurology University 



Elizabeth Higgs Internal Medicine 





Denzil Hill Anesthesiology Wayne State 




Michael Hill Internal Medicine Pitt County 


Program, Pitt County Memorial Hospital, 


Stephanie Hinojosa Pediatrics Atlantic 



Candace Hinote Obstetrics and 

Gynecology University of Tennessee 

Program, University of Tennessee College of 

Medicine, Memphis, TN United States 

Danielle Hirsch Pediatrics Kalamazoo 



Medical Studies, Kalamazoo, MI United 


Sharon Hirsh Pathology Tulane University 

Program, Tulane University School of 


Lisa Hladik Internal Medicine California 

Pacific Medical Center Program, California 

Pacific Medical Center, San Francisco, CA 


Wesley Ho Family Practice Mid-Hudson 

Family Health Institute Program, Kingston 

Hospital, Kingston, NY United States 

Bich-Trang Hoa Pediatrics SUNY Health 





Francis Hoang Pediatrics Sinai Hospital 

of Baltimore Program, Sinai Hospital of 

Baltimore, Baltimore, MD United States 

Troy Hoang Neurology Georgetown 

University Program, Georgetown University 

Medical Center, Washington, DC United 


Steven Hobson Pediatrics Mount Sinai 




David Hodges Internal Medicine Texas 

A&M College of Medicine—Scott and 

White Program, Scott and White Memorial 

Hospital, Temple, TX United States 

Emir Hodzic Family Practice St. Elizabeth 

Medical Center (Utica) Program, St. 

Elizabeth Hospital Utica, Utica, NY United 


Kristin Hogg-Korderas Surgery 

Monmouth Medical Center Program, 

Monmouth Medical Center, Long Branch, 


Donald Hohman, Jr. Orthopaedic Surgery 




Brita Holman Anesthesiology Virginia 





Kristel Holmblad Pediatrics SUNY Upstate 

Medical University Program, Crouse 

Hospital, Syracuse, NY United States 


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James Holmes Internal Medicine Southern 

Illinois University Program, Southern 

Illinois University School of Medicine, 

Springfield, IL United States 

John Hooge Emergency Medicine Newark 




Mark Hoth Internal Medicine Conemaugh 

Valley Memorial Hospital Program, 

Conemaugh Valley Memorial Hospital, 

Johnstown, PA United States 

William Hou Internal Medicine/Pediatrics 

University of Kansas (Wichita) Program, 

Wesley Medical Center, Wichita, KS United 


Jennifer Howell Obstetrics and Gynecology 

St. Vincent Hospital and Health Care 

Center Program, St. Vincent Hospital 

and Health Care Center, Indianapolis, IN 


David Hower Internal Medicine Allegheny 

General Hospital Program, Allegheny 

General Hospital, Pittsburgh, PA United 


Wayne Hsiao Physical Medicine and 





Leewen Hsu Pediatrics Maimonides 



Andre Htay Internal Medicine Brooklyn 


Hospital Center, New York, NY United 


Vincent Huang Physical Medicine and 




Lori Hugg Pediatrics Virginia 





Ian Hughes Emergency Medicine York 

Hospital Program, Children’s Hospital of 

Philadelphia, York, PA United States 

Jennifer Hughes Internal Medicine 




Shawna Hughes Obstetrics and 




Aaron Hurd Surgery University of 

Tennessee Medical Center at Knoxville 

Program, University of Tennessee Graduate 

School of Medicine, Knoxville, TN United 


Quiniece Hurdle Obstetrics and 

Gynecology Louisiana State University 

(Shreveport) Program, LSU Health Sciences 

Center-University Hospital, Shreveport, LA 


Sean Hurst Pathology St. Barnabas Medical 

Center Program, St. Barnabas Medical 

Center, Livingston, NJ United States 

Jorge Hurtado-Cordovi Internal Medicine 

Nassau University Medical Center Program, 

Nassau County Medical Center, East 

Meadow, NY United States 

Adeel Husain Internal Medicine Mount 





Jamila Hussain Family Practice Loyola 

University/Provident Hospital of Cook 

County Program, Loyola University Medical 

Center, Chicago, IL United States 

Mohammed Hussain Transitional Year 

Detroit Medical Center Program, Detroit 

Medical Center Corp, Detroit, MI United 


Paul Husserl Obstetrics and Gynecology 

Bridgeport Hospital/Yale University 

Program, Bridgeport Hospital/Yale 

University, Bridgeport, CT United States 

Michael Huynh Psychiatry West Virginia 


Hospital, Morgantown, WV United States 

Demvihin Ihyembe Pediatrics Albert 

Einstein Medical Center Program, Albert 

Einstein Medical Center, Philadelphia, PA 


Ojiaku Ikezuagu Family Practice 

Montgomery Hospital Program, Montgomery 

Hospital, Norristown, PA United States 

Inieke Ikpe Family Practice University of 

Wyoming (Casper) Program, University 

of Wyoming College of Health Sciences, 

Casper, WY United States 

Mark Ilko Surgery SUNY Upstate Medical 


Center, Syracuse, NY United States 

Erick Imbertson Internal Medicine Santa 




Camille Immanuel Pediatrics Mount Sinai 





Matthew Imperioli Neurology University 



Hospital, Hartford, CT United States 

Grace Joy Imson Internal Medicine New 

York Medical College (Our Lady of Mercy) 

Program, Montefiore Medical Center—Our 

Lady of Mercy Division, Bronx, NY United 


Lisa Inchani Internal Medicine Mount Sinai 


Medical Center) Program, Mount Sinai 

School of Medicine of New Jersey, Paterson, 


Anna Iones Neurology New York University 

School of Medicine Program, NYU 

Hospitals Center, New York, NY United 


Ruben Ionnisian Family Practice University 


Care, Milton, VT United States 

Harley Irvine Family Practice University of 

Saskatchewan College of Medicine Program, 

Cypress Regional Hospital, Saskatoon, SK 

Canada 

Shoji Ishigami Surgery North Shore-Long 

Island Jewish Health System-Prog, North 

Shore - LI Jewish Health System - Great 

Neck, Manhasset, NY United States 

Sandy Itwaru Internal Medicine SUNY at 




Aviv Itzhaki Psychiatry University of Florida 

Program, Shands Hospital at the University 

of Florida, Gainesville, FL United States 

Richard Iuorio Emergency Medicine 




Jasmine Jacob Internal Medicine 




Angela Jacobs Psychiatry Kalamazoo 

Center for Medical Studies/Michigan 

St. University Program, Michigan State 

University College of Medicine, Kalamazoo, 


Monika Jadhav Surgery Texas Tech 

University (El Paso) Program, Texas Tech 

University Health Sciences Center at El Paso, 

El Paso, TX United States 

Dana Jaggessarsingh Pathology SUNY at 




Freshta Jaghori Internal Medicine Eastern 




Alex Jahangirvand Neurology University of 

Saskatchewan College of Medicine Program, 

University of Saskatchewan, Saskatoon, SK 

Canada 

Allen Jahroumi Family Practice SUNY at 




Doney Jain Pediatrics Atlantic Health 

(Morristown) Program, Morristown 



Joses Jain Obstetrics and Gynecology 

St. Joseph Mercy Hospital Program (Ann 

Arbor), St. Joseph Mercy Health System, 

Ann Arbor, MI United States 

Ashish Jairath Diagnostic Radiology 



Atish Jaiswal Family Practice Lutheran 



Jana Janco Anesthesiology UMDNJ-Robert 


Robert Wood Johnson University Hospital, 

New Brunswick, NJ United States 

Mary Jansen Family Practice St. Elizabeth 

Medical Center Program, St. Elizabeth 

Medical Center, Edgewood, KY United 


Tara Jarreau Cardiovascular Disease (IM) 

Ochsner Clinic Fndn Program, Ochsner 

Clinic Foundation, New Orleans, LA United 


Pasha Javani Internal Medicine University 

of Nevada School of Medicine (Las Vegas) 

Program, University of Nevada School of 

Medicine, Las Vegas, NV United States 

Marie Raphaelle Jean Pediatrics UMDNJ- 

New Jersey Medical School Program, 

UMDNJ-New Jersey Medical School, Newark, 


Kristy Jessop-Shankowski Internal 

Medicine Morristown Memorial Hospital 



Ghayathri Jeyakumar Internal Medicine 

New York Hospital Medical Center of 

Queens/Cornell University Medical College 



Payal Jhawar Internal Medicine Baystate 

Medical Center Program, Baystate Medical 

Center, Springfield, MA United States 

Ashik Jivan Anesthesiology University of 

Missouri at Kansas City Program, St. Luke’s 

Hospital, Kansas City, MO United States 

Vishal Jivan Internal Medicine University 

of Louisville Program, University of 

Louisville School of Medicine, Louisville, 


Daniel Jo Internal Medicine Staten Island 

University Hospital Program, Staten Island 

University Hospital, Staten Island, NY 


Reeja John Internal Medicine University 

of Oklahoma College of Medicine-Tulsa 

Program, University of Oklahoma College 

of Medicine-Tulsa, Tulsa, OK United States 

Dustin Johnson Internal Medicine 

University of Texas at Houston Program, 

University of Texas Medical School at 

Houston, Houston, TX United States 

Kevin Johnson Family Practice Greenville 

Hospital System Program, Greenville 

Hospital System, Greenville, SC United 


Robert Johnson Pediatrics Mercer 




Aaron Johnston Pediatrics University 


University Hospital and Health System, 


Mary Jo Johnstone Emergency Medicine 




Charles Jones Surgery University Hospital 

Case Medical Center Program, University 

Hospitals Case Medical Center, Cleveland, 


Melissa Jones Obstetrics and Gynecology 


Program, LSU Health Sciences Center- 

University Hospital, Shreveport, LA United 


Ramu Jonnalagadda Pediatrics UMDNJ- 

Robert Wood Johnson Medical School 

Program, UMDNJ-Robert Wood Johnson 

Medical School, New Brunswick, NJ United 


Kristina Jose Internal Medicine Florida 

Hospital Program, Florida Hospital Medical 


Jenny Joseph Psychiatry New York 




Linda Joseph Emergency Medicine 



Hatkesh Joshi Anesthesiology University 

of Washington Program, University of 

Washington Medical Center, Seattle, WA 


Payal Joshi Family Practice Atlantic Health 

(Overlook) Program, Overlook Hospital, 

Summit, NJ United States 

Shivang Joshi Neurology Albert Einstein 

College of Medicine at Beth Israel Medical 

Center Program, Beth Israel Medical Center, 


Andrew Jovanovski Obstetrics and 

Gynecology Drexel University College of 

Medicine/Hahnemann University Hospital 

Program, Drexel University College of 

Medicine (MCP Hahnemann, Philadelphia, 


Michelle Julien Surgery Geisinger Health 

System Program, Geisinger Medical Center, 

Danville, PA United States 

Priti Julka Pediatrics University of 

Maryland Program, University of Maryland 

Program, Baltimore, MD United States 

Anil Kabrawala Internal Medicine SUNY at 




Furkhan Kachhawala Family Practice 

Mercy Medical Center (Mason City) 

Program, Mercy Medical Center-North Iowa, 

Mason City, IA United States 

Firas Kaddaha Internal Medicine St. 





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108 

Sushma Kadiyala Internal Medicine 




Silvester Kagunye Anesthesiology Mount 





Stacie Kahan Surgery Stamford Hospital/ 

Columbia University College of Physicians 

and Surgeons Program, Stamford Hospital, 

Stamford, CT United States 

Talwinderdeep Kahlon Internal Medicine 

St. Joseph Mercy Hospital Program, St. 

Joseph Mercy Health System, Ann Arbor, MI 


Anand Kaji Internal Medicine Drexel 





Shaheen Kaka Obstetrics and Gynecology 

Danbury Hospital Program, Danbury 

Hospital, Danbury, CT United States 

Raffaella Kalishman Internal Medicine 

Morristown Memorial Hospital Program, 



Anastasija Kaluzhny Neurology North 


Albert Einstein College of Medicine at LI 

Jewish Medical Center Program, North 

Shore University Hospital, Great Neck, NY 


Jennifer Kam Internal Medicine Seton 





Noreen Kamal Obstetrics and Gynecology 

Mount Sinai School of Medicine (Jamaica) 

Program, Queens Hospital Center, Jamaica, 


Aziza Kamani Physical Medicine and 


Medicine Program, Mount Sinai Medical 


Neeza Kamil Family Practice Carilion 





Megan Kaminsky Obstetrics and 

Gynecology Mount Sinai School of 

Medicine (St. Joseph’s Regional Medical 



David Kamrava Pulmonary Disease and 

Critical Care Medicine (IM) Cedars-Sinai 

Medical Center Program, Cedars-Sinai 



Lyla Kamsheh Neurology McGaw Medical 

Center of Northwestern University Program, 

Northwestern Memorial Hospital, Chicago, 

IL United States 

Christina Kanacheril Internal Medicine 

University of Florida College of Medicine 

Jacksonville Program, University of Florida 

College of Medicine at Jacksonville, 

Jacksonville, FL United States 

Narrani Kanapathippillai Internal 

Medicine Christiana Care Health Services 

Program, Christiana Care Health Services 

Inc., Newark, DE United States 

Steven Kanarek Neurology UMDNJ-New 

Jersey Medical School Program, Robert 

Wood Johnson University Hospital, Newark, 


Balwinder Kang Internal Medicine Mount 


Regional Medical Center) Program, Mount 

Sinai School of Medicine of New Jersey, 


Deepa Kanna Family Practice Mount 

Carmel Health Program, Mount Carmel 



Pooja Kanth Internal Medicine SUNY at 




Tom Kao Anesthesiology SUNY Health 




Nimisha Kapadia Diagnostic Radiology 




Samir Kapadia Internal Medicine SUNY at 




Aditi Kapil Surgery University at Buffalo 



Chad Kaplan Anesthesiology University of 

Missouri at Kansas City Program, St. Luke’s 

Hospital, Kansas City, MO United States 

Renuka Kar Pediatrics University of 




Romit Kar Pediatrics University of 




Christopher Karam Physical Medicine 

and Rehabilitation National Rehabilitation 

Hospital Program, Washington Hospital 

Center, Washington, DC United States 

Ara Karamanian Diagnostic Radiology St. 

Vincent’s Medical Center Program (CT), St. 

Vincent’s Medical Center, Bridgeport, CT 


Chris Karampahtsis Psychiatry Kalamazoo 

Center for Medical Studies/Michigan 

St. University Program, Michigan State 

University College of Medicine, Kalamazoo, 


Neeta Karani Surgery Mount Sinai School 

of Medicine Program, Mount Sinai Medical 


Frank Karantonis Family Practice 

University of Chicago (NorthShore) 

Program, University of Chicago Medical 

Center, Glenview, IL United States 

Megha Karkera Anesthesiology University 

of Arkansas for Med Science Program, 

University of Arkansas College of Medicine, 

Little Rock, AR United States 

Avik Karmaker Surgery Monmouth Medical 

Center Program, Monmouth Medical 

Center, Long Branch, NJ United States 

Rahul Karwal Emergency Medicine 




Kalenda Kasangana Surgery SUNY 




Vishwala Kasbekar Internal Medicine/ 

Pediatrics Newark Beth Israel Medical 



Isaac Kasper Internal Medicine Maine 

Medical Center Program, Maine Medical 

Center, Portland, ME United States

David Kato Internal Medicine University of 

Texas Health Science Center at San Antonio 




Sheryl Katta-Charles Transitional Year 

St. Mary Mercy Hospital Program, St. Mary 

Mercy Hospital, Livonia, MI United States 

Jennifer Kaufman Family Practice 

University of Vermont Program, Fletcher 

Allen Health Care, Milton, VT United States 

Harpreet Kaur Internal Medicine 





Navdeep Kaur Internal Medicine SUNY at 




Navneet Kaur Internal Medicine SUNY at 




Joshua Kaye Physical Medicine and 




Ali Kazemi Internal Medicine University of 

Louisville Program, University of Louisville 

School of Medicine, Louisville, KY United 


Peter Kazura Pediatrics Albany Medical 



Michael Keenaghan Pediatric Critical 

Care Medicine (PD) New York Presbyterian 

Hospital (Columbia) Program, New York 

Presbyterian Hospital (Columbia Campus), 

New York, PA United States 

Sally Kenawy Pediatrics SUNY Health 




Vadim Khachaturov Pathology Mount 

Sinai School of Medicine Program, Mount 

Sinai Hospital New York, New York, NY 


Dareen Khalaf Family Practice University 

of Southern California/CA Medical Center 

(LA) Program, California Hospital Medical 

Center, Los Angeles, CA United States 

Muhammad Khalid Internal Medicine 

Penn State University/Milton S. Hershey 

Medical Center Program, Milton S. Hershey 

Medical Center, Hershey, PA United States 

Sanaullah Khalid Internal Medicine 

Western Pennsylvania Hospital/Temple 

University Program, Western Pennsylvania 

Hospital, Pittsburgh, PA United States 

Daniel Khalil Urology University of 

Arkansas for Med Science Program, UAMS 

Medical Center, Little Rock, AR United 


Haroon Khan Internal Medicine Seton Hall 


Science (St. Francis) Program, St. Francis 

Medical Center, Trenton, NJ United States 

Ilea Khan Psychiatry Harvard Medical 

School (South Shore) Program, Brockton- 

West Roxbury Veterans Affairs Medical 

Center, Brockton, MA United States 

Imad Khan Internal Medicine St. Mary’s 

Hospital (Waterbury) Program, St. Mary’s 

Hospital, Waterbury, CT United States 

Jenifer Khan Internal Medicine Seton Hall 





Luluel Khan Radiation Oncology University 

of Toronto Program, University of Toronto, 


Mariam Khan Internal Medicine St. John 




Moeid Khan Physical Medicine and 





Owais Khan Pediatrics Texas A&M College 

of Medicine—Scott and White Program, 

Scott and White Memorial Hospital, Temple, 


Salman Khan Anesthesiology Wayne State 




Zishan Khan Psychiatry University of 

Kansas (Wichita) Program, University 

of Kansas School of Medicine (Wichita), 

Wichita, KS United States 

Harkinder Khangura Internal Medicine 

New York Medical College (Sound Shore) 

Program, New York Medical College, New 


Rajkamal Khangura Internal Medicine 




Astha Khanna Pediatrics SUNY Upstate 




Ila Khanna Internal Medicine University of 

Connecticut Program, St. Francis Hospital 

and Medical Center, Farmington, CT 


Lovedeep Khara Internal Medicine SUNY 




Ami Khatri Family Practice Drexel 






Babar Khera Internal Medicine Maricopa 

Medical Center Program, Maricopa Medical 

Center, Phoenix, AZ United States 

Sofia Khera Pediatrics University of 



Nicole Khetani Surgery Brookdale 

University Hospital and Medical Center 

Program, Brookdale University Hospital 


Komal Khiani Internal Medicine 




Ravi Khindri Family Practice University at 

Buffalo Program, Kaleida Health System 

(Buffalo General Hospital), Buffalo, NY 


Dmitriy Khodorskiy Internal Medicine 





Nadine Khouzam Pediatrics Child’s 

Hospital of Los Angeles Program, 

Children’s Hospital of Los Angeles, Los 


Christian Killer Emergency Medicine/ 

Family Med Louisiana State University 




Piper Kilpatrick Family Practice UPMC 





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110 

Benny Kim Neurology SUNY at Stony 




Byung Kim Internal Medicine Roger 




James Kim Pain Management Brigham 

and Women’s Hospital Program, Brigham 

and Women’s Hospital, Boston, MA United 


Richard Kim Anesthesiology Boston 

University Medical Center Program, Boston 

Medical Center, Boston, MA United States 

Richard Kim Internal Medicine Mount 

Sinai School of Medicine Affiliated Hospital 

Program, City Hospital Center at Elmhurst, 


Richard Kim Internal Medicine Wright 

State University Program, Wright State 

University School of Medicine, Dayton, OH 


Robin Kim Emergency Medicine Brooklyn 



Sun Moon Kim Internal Medicine 


Program, University of Kentucky Hospital, 


Aaron King Physical Medicine and 

Rehabilitation University of Texas Health 

Science Center at San Antonio Program, 

University of Texas School of Medicine at 

San Antonio, San Antonio, TX United States 

William King Psychiatry Seton Hall 


Science Program, Trinitas Regional Medical 

Center, Edison, NJ United States 

David Kirby Anesthesiology University of 

Florida Program, Shands Hospital at the 



Peter Kirk Emergency Medicine Newark 




Ashley Kirkwood Obstetrics and 

Gynecology Mount Sinai School of 

Medicine (Jersey City) Program, Jersey 

City Medical Center, Jersey City, NJ United 


Zachary Klaassen Surgery Medical College 




Cara Klajbor Neurology University of 




Anthony Klimek, III Emergency Medicine 




John Knecht Oncology (IM) University 

of Texas Med Branch Hosp’s Program, 

University of Texas Medical Branch 

Hospital, Galveston, TX United States 

Christopher Knutson Internal Medicine 





Kevin Ko Internal Medicine University 

of Texas Southwestern Medical School 

Program, University of Texas Southwestern 

Medical School, Dallas, TX United States 

Jocelyn Ko Internal Medicine University 

of Arizona Program, University of Arizona 



Igor Kofman Surgery St. Barnabas Medical 



Lisa Kolb Baclawski Obstetrics and 

Gynecology SUNY Upstate Medical 



Karyn Koller Internal Medicine New York 




Andrei Komorowsky Emergency Medicine 



Panagiota Korenis Psychiatry Mount Sinai 

School of Medicine (N General) Program, 

N General Hospital, New York, NY United 


Arkady Korotinsky Psychiatry University of 


of Kansas Medical Center, Kansas City, KS 


Daniel Korya Neurology University of 




Rajesh Kotak Surgery Lankenau Hospital 

Program, Lankenau Hospital, Wynnewood, 


Megha Kothari Internal Medicine Lenox 



Anoop Kotwal Surgery UMDNJ-New 

Jersey Medical School Program, UMDNJ- 

University Hospital, Newark, NJ United 


Ghassan Koussa Pulmonary Disease and 

Critical Care Medicine (IM) Albany Medical 



Dianne Kovacic Pathology St. Joseph’s 

Hospital and Medical Center Program (AZ), 

St. Joseph’s Hospital and Medical Center, 

Phoenix, AZ United States 

Amanda Kovolyan Family Practice Fort 

Wayne Medical Education Program, Fort 

Wayne Medical Education Program, Fort 

Wayne, IN United States 

Timothy Kowal Internal Medicine UMDNJ- 




Hishan Krish Anesthesiology Wayne State 




Nikolas Krishna Internal Medicine New 




Umanarain Krishnakumar Internal 

Medicine SUNY at Stony Brook Program, 



Koushik Krishnan Family Practice 



Yana Krutoshinskaya Internal Medicine 

Jersey Shore University Medical Center 

Program, Jersey Shore University Medical 

Center, Neptune, NJ United States 

Sarah Kuhlmann Emergency Medicine 




Michael Kuklinski Pediatrics Sinai Hospital 

of Baltimore Program, Sinai Hospital of 

Baltimore, Baltimore, MD United States 

Nishchal Kumar Family Practice 


Program, Arrowhead Regional Medical 

Center, Colton, CA United States

Pooja Kumar Internal Medicine Lenox 



Puja Kumar Pediatrics Maimonides Medical 



Basil Kurdali Anesthesiology Mount Sinai 





Thomas Kurian Pediatrics Winthrop- 




Alexander Kurjatko Surgery San Joaquin 


General Hospital, Stockton, CA United States 

Jordan Kurta Urology University of 

Tennessee Program, University of Tennessee 

College of Medicine, Memphis, TN United 


Matthew Kushnir Anesthesiology 




Nathan Kusterer Internal Medicine 


Program, University of Kentucky Hospital, 


Catherine Kuza Anesthesiology University 

of Massachusetts Program, UMass 

Memorial Health Care (University Campus), 


Amy Kwan Internal Medicine Brooklyn 




Heather LaBere Family Practice University 

of Minnesota/HlthEast St. Joseph’s Hospital 

Program, HealthEast St. Joseph’s Hospital, 

St. Paul, MN United States 

Derek LaBere Psychiatry Hennepin 

County Medical Center/Regions Hospital 

Program, Hennepin County Medical Center, 

Minneapolis, MN United States 

Kristy Labib Anesthesiology New York 

Presbyterian Hospital (Cornell) Program, 

Hospital for Special Surgery, New York, NY 


Sarah Lackermann Family Practice 

University Hospital Case Medical Center 

Program, University Hospital of Cleveland, 


Danielle Ladie Surgery PinnacleHealth 

Hospital Program, PinnacleHealth 

Systemtem-Harrisburg Hospital, Harrisburg, 


Nga Lai Emergency Medicine New York 




Vishva Lakshman Internal Medicine 





Sepehr Lalezari Surgery Jewish Hospital 



Ryan Lam Pediatrics University Hospital 

Case Medical Center Program, Rainbow 

Babies and Children’s Hospital, Cleveland, 


Vincent Lam Ophthalmology Virginia 


Program, Medical College of Virginia 

Hospital, Richmond, VA United States 

Elizabeth Lambert Pediatrics University 



David Landry Family Practice Lousiana 

State University (Lake Charles) Program, 

Lake Charles Memorial Hospital, Lake 

Charles, LA United States 

Robyn Landy Anesthesiology Albert 


Montefiore Medical Center-Henry and Lucy 

Moses Division, Bronx, NY United States 

Thomas Lang Obstetrics and Gynecology 




Russell Langan Surgery St. Barnabas 




Trek Langenhan Internal Medicine 

University of Nebraska Program, Nebraska 

Health System, Omaha, NE United States 

Alexis Lanteri Surgery Monmouth Medical 



Hasti Larjani Diagnostic Radiology 

Hospital of St. Raphael Program, Hospital 

of St. Raphael, New Haven, CT United 


Nancy Larkin Family Practice University 

of Massachusetts (Fitchburg) Program, 


Fitchburg, MA United States 

Michael Latzko Surgery Monmouth 




Christopher Lau Internal Medicine SUNY 




Dennis Laurence Internal Medicine New 




Amir Lavaf Radiation Oncology New York 




David Law Family Practice Flower Hospital 

Program, Flower Hospital, Sylvania, OH 


Elizabeth Lax Surgery Providence Hospital 

and Medical Center Program, Providence 

Hospital and Medical Center, Southfield, MI 


Sonya Lazarevic Psychiatry St. Luke’s- 




Kelly Lebak Anesthesiology Case Western 

Reserve University (MetroHealth) Program, 



Lawrence LeBlond Family Practice 

University of Tennessee Program, St. 

Francis Hospital, Memphis, TN United 


Charles Leder Emergency Medicine 

Henry Ford Hospital Program, Henry Ford 


Charlene Lee Internal Medicine SUNY at 

Buffalo Graduate Medical-Dental Education 

Consortium Program, SUNY at Buffalo 

Graduate Medical-Dentaltal Education 

Consortium, Buffalo, NY United States 

Derrick Lee Pediatrics University of 




Horton Lee Pediatrics Mount Sinai School 

of Medicine (Elmhurst) Program, Mount 

Sinai School of Medicine, Elmhurst, NY 



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112 

Jason Lee Physical Medicine and 

Rehabilitation University of Kentucky 


Kentucky College of Medicine, Lexington, 


Kenneth Lee Internal Medicine SUNY at 




Myung Lee Internal Medicine Albert 




Thomas Lee Internal Medicine 





Sari Lehrhoff Psychiatry Seton Hall 


Science Program, Trinitas Regional Medical 


Tamra Lemley Pediatrics University 

of Toledo Program, Toledo Children’s 

Hospital, Toledo, OH United States 

Adam Lenet Internal Medicine University 

of Louisville Program, University of 

Louisville School of Medicine, Louisville, 


Ray Lengvilas Pediatrics Loma Linda 

University Program, Loma Linda University 

Medical Center, Loma Linda, CA United 


Pierrette Lenoir Family Practice Memorial 

Medical Center (Las Cruces) Program, 

Memorial Medical Center, Las Cruces, NM 


Timothy Lenz Emergency Medicine 

University Hospital Case Medical Center 

Program, University Hospitals Case Medical 

Center, Cleveland, OH United States 

Nathaniel Leong Family Practice Glendale 

Adventist Medical Center Program, 

Glendale Adventist Medical Center, 

Glendale, CA United States 

Benjamin Lesar Diagnostic Radiology 




Amy Leung Psychiatry Duke University 

Hospital Program, Duke University Hospital 

Program, Durham, NC United States 

Sam Leung Internal Medicine SUNY at 




Jana Lewis Surgery Maimonides Medical 



Joshua Lewis Internal Medicine Cedars- 

Sinai Medical Center Program, Cedars- 

Sinai Medical Center, Los Angeles, CA 


Agnes Libot Internal Medicine Med 

College of Wisconsin Program, Medical 

College of Wisconsin Affiliated Hospitals, 

Inc., Milwaukee, WI United States 

Scott Lieberman Internal Medicine 

Cleveland Clinic Foundation (FL) Program, 

Cleveland Clinic Florida, Weston, FL United 


Asher Light Physical Medicine and 





John Limansky Internal Medicine Exempla 

St. Joseph Hospital Program, Exempla Saint 

Joseph Hospital, Denver, CO United States 

Maya Lin Emergency Medicine New York 




Tristan Lindberg Pediatrics SUNY Upstate 




Sanjay Linganna Internal Medicine 




Vivek Lingiah Internal Medicine New York 

Medical College (Sound Shore) Program, 

Sound Shore Medical Center of Westchester, 

New Rochelle, NY United States 

Bryan Liou Neurology University of Texas 




Sarah Lippert Surgery University at Buffalo 



Matthew Littlefield Psychiatry University 

of Washington Program, Sacred Heart 

Medical Center, Seattle, WA United States 

Jesse Livingston Family Practice Louisiana 

State University (Lafayette) Program, 

University Medical Center (Lafayette), 

Lafayette, LA United States 

Christopher Lobaito Emergency Medicine 

New York Medical College (Metropolitan) 

Program, Metropolitan Hospital Center, 


DaKeya Logan Pediatrics Mercer 




Amy Lohman Family Practice West Virginia 

University Rural Program, City Hospital, 

Harpers Ferry, WV United States 

Frances Lomibao Internal Medicine 

Allegheny General Hospital-West PA 

Hospital Medical Education Cons(AGH), 



Neha Longani Pediatrics Maimonides 



Carol Lopes Obstetrics and Gynecology 




Michael Lopez Pediatrics Miami Child’s 



Simon-Alexandre Lovasco Family Practice 

St. Elizabeth Medical Center Program, St. 

Elizabeth Medical Center, Edgewood, KY 


Gillian Lowe Family Practice Virginia 

Commonwlth Univ-Bon Secours (St. 

Francis) Program, Bon Secours Richmond 

Health System, Midlothian, VA United 


Svjetlana Lozo Obstetrics and Gynecology 




Mary Lucchesi Internal Medicine Albany 



Chantal Lucia Pediatrics Miami Child’s 



Marko Lujic Surgery Hospital of St. 

Raphael Program, Hospital of St. Raphael, 

New Haven, CT United States 

Francis Luk Internal Medicine Drexel 

University College of Medicine/Hahnemann 

University Hospital Program, Drexel 

University College of Medicine (MCP 

Hahnemann, Philadelphia, PA United States

Ismet Lukolic Internal Medicine SUNY 




Angela Lumba Ped Emergency Medicine 

(PD) University of California (San Diego) 

Program, University of California (San 

Diego) Medical Center, San Diego, CA 


Rishi Lumba Pediatrics Brookdale 

University Hospital and Medical Center 

Program, Brookdale University Hospital 


Ryan Lundquist Diagnostic Radiology 


LAC+USC Medical Center Program, 

LAC+USC Medical Center, Los Angeles, CA 


Thomas Lynch, V Surgery UMDNJ-New 




Jonathan Lynne Family Practice 


Program, Arrowhead Regional Medical 

Center, Colton, CA United States 

Frederick Ma Family Practice Case Western 




Nadeem Maboud Internal Medicine 




Travis MacKenzie Emergency Medicine 


Center Program, Sinai-Grace Hospital, 


Melissa Macomber Pediatrics Maimonides 



Jon Mader Physical Medicine and 

Rehabilitation Tufts-New England Medical 

Center Program, Tufts-New England 


Adrienne Madison Emergency Medicine 

Louisiana State University (Baton Rouge) 

Program, Earl K. Long Medical Center, 

Baton Rouge, LA United States 

Mahvash Madni Pediatrics New York 


Center Program, New York Medical College, 


Shirley Magabo Physical Medicine and 



Pitt County Memorial Hospital, Greenville, 


Kris Mahadeo Ped Hematology/Oncology 

(PD) Duke University Hospital Program, 

Duke University Hospital Program, Durham, 


Jenniffier Mahand Family Practice Pitt 





Gopi Maharaja Surgery Morristown 

Memorial Hospital Program, Morristown 



Ashhad Mahmood Pathology St. Barnabas 


Medical Center, Livingston, NJ United States 

Ammar Mahmoud Obstetrics and 

Gynecology Long Island College Hospital 

Program, Long Island College Hospital, 


Jeffrey Mait Orthopaedic Surgery SUNY 




Mohammad Majeed Internal Medicine 



Shiva Majmudar Pediatrics SUNY Health 




Rakesh Makadia Emergency Medicine New 




Bentley Makkar Internal Medicine SUNY 




Jaskeerat Makkar Internal Medicine Long 




Sejal Makvana Pediatrics Winthrop- 




Christopher Malabanan Pediatrics SUNY 




Deepa Malaiyandi Neurology Med College 

of Wisconsin Affiliated Hospital Program, 

Medical College of Wisconsin Affiliated 

Hospitals, Inc., Milwaukee, WI United States 

Viba Malaiyandi Dermatology University 



Neel Malhotra Internal Medicine 



Canada 

Sonal Malhotra Pediatrics Albany Medical 



Hamood Malik Pediatrics Nassau 

University Medical Center Program, Nassau 

University Medical Center, East Meadow, NY 


Lubna Malik Pediatrics Atlantic Health 

(Morristown) Program, Morristown 



Mohammad Umair Malik Family 

Practice Case Western Reserve University 


Medical Center, Cleveland, OH United States 

Shaveta Malik Obstetrics and Gynecology 

Staten Island University Hospital Program, 

Staten Island University Hospital, Staten 

Island, NY United States 

Rathna Mallela Psychiatry SUNY at Stony 




Ross Maltz Pediatrics Winthrop-University 

Hospital Program, Nassau Hospital, 

Mineola, NY United States 

Louise Man Internal Medicine Eastern 




Robert Mancuso Internal Medicine Long 




Ross Mandeville Neurophysiology 

University College London Institute of 

Neurology Program, National Hospital 

for Neurology and Neurosurgery, London 

United Kingdom 

Brian Manfredi Internal Medicine SUNY 





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Michael Mangano Internal Medicine Long 




Faiza Manji Internal Medicine Seton Hall 


Science Program, St. Michael’s Medical 



Bilal Mannan Internal Medicine/Pediatrics 




Javed Mannan Pediatrics New York 




Ibrahim Mansour Internal Medicine 

Mount Sinai School of Medicine (Queens 

Hospital Center) Program, Mount Sinai 

School of Medicine, Jamaica, NY United 


Naira Manukian Family Practice North 




Naveen Maramreddy Internal Medicine 




Douglas Marania Family Practice Kaiser 

Permanente Southern CA (Woodland 

Hills) Program, Kaiser Foundation Hospital 

(Woodland Hills), Woodland Hills, CA 


Megan Maraynes Pediatrics Albert 




Simon Mardakh Anesthesiology New York 




Stacey Mardis Family Practice Western 

Reserve Care System/NEOUCOM Program, 

Northside Medical Center, Youngstown, OH 


Jonathan Marehbian Internal Medicine 




Roman Margulis Internal Medicine Staten 




Anusiyanthan Mariampillai Internal 

Medicine Winthrop-University Hospital 

Program, Winthrop-University Hospital, 


William Marion Internal Medicine 

Overlook Hospital Program, Overlook 


Raphael Mark Anesthesiology University 

of Florida Program, Shands Hospital at the 



John Marshall Internal Medicine Jersey 

Shore University Medical Center Program, 

Jersey Shore University Medical Center, 

Neptune, NJ United States 

Keir Marshall Diagnostic Radiology 




Kyle Marshall Anesthesiology New York 




Mersadies Martin Surgery Michigan 

State University Program, Michigan State 

University College of Human Medicine, East 

Lansing, MI United States 

Taylor Martin Family Practice Eastern 

Maine Medical Center Program, Eastern 

Maine Medical Center, Bangor, ME United 


Arturo Martinez, III Internal Medicine 


Program, Long Island College Hospital, 


Stephan Martone Surgery Albany Medical 



Sean Marvil Orthopaedic Surgery 

Albert Einstein Healthcare Network 

Program, Albert Einstein Medical Center, 


Zachary Marwil Internal Medicine SUNY 




Kristi Maso Emergency Medicine Wayne 




Mehran Massumi Internal Medicine 




Mark Mastrodicasa Internal Medicine 





Prem Mathai Neurology University of 

Vermont Program, Fletcher Allen Health 


Yusuf Mathai Family Practice JFK Medical 



Amy Matherne Pediatrics Atlantic Health 



Jacob Mathew Internal Medicine Mount 





Brian Matier Colon and Rectal Surgery 




Mara Matkovic Internal Medicine SUNY at 




Ken Matsuo Internal Medicine SUNY at 




Elias Matta Pediatrics Atlantic Health 



Monique Mazzuca Nuclear Med University 



Jenna McAllister Internal Medicine 

Carilion Clinic-Virginia Tech Carilion 

School of Medicine Program, Carilion 

Clinic-Virginia Tech Carilion SOM, 


Richard McCarroll Surgery Palmetto 

Health/Univ of S Carolina School of 

Medicine Program, Palmetto Health 

Alliance, Columbia, SC United States 

Jon McCowan Surgery Texas Tech 




Jonathan McCraw Family Practice Duke 

University/Southern Regional Area Health 

Education Center Program, Southern 

Regional Area Health Education Center, 

Fayetteville, NC United States

Travis McDonald Family Practice Kaiser 

Permanente Southern CA (Orange Cnty) 

Program, Kaiser Permanente Southern 

California, Anaheim, CA United States 

Andrew McGettigan Internal Medicine 





Robin McKinney Pediatrics SUNY Health 





Lucia McLendon Family Practice Albert 




Magnus McLeod Internal Medicine 

Dalhousie University Program, Dalhousie 

Univ, Halifax, NS Canada 

Kevin McMahon Neurology University 




Shireen McVicker General Practice 

Royal Surrey County Hospital Foundation 

Program, Royal Surrey County Hospital, 

Guildford, Surrey United Kingdom 

Michael McWay Pediatrics Kalamazoo 



Medical Studies, Kalamazoo, MI United 


Chelsea Cerise McWhirter Doyen Family 

Practice SUNY Health Science Center at 

Syracuse/St. Joseph’s Hospital Health 

Center, St. Joseph’s Hospital and Health 

Center,Syracuse, Syracuse, NY United States 

Michelle Mead Family Practice Grant 

Medical Center (OhioHlth) Program, Grant 

Medical Center (OhioHealth), Columbus, 


Michael Meadows Internal Medicine 




Alexander Meagher Family Practice 


School (Austin) Program, University 

Medical Center at Brackenridge, Austin, TX 


Betty Medeiros-Beattie Anesthesiology 




Suleyki Medina Internal Medicine Lutheran 



Jaaneali Mehdi Psychiatry University of 




Gia Mehrtens Emergency Medicine 




Bhupen Mehta Internal Medicine 




Chirag Mehta Surgery Seton Hall 


Science (St. Francis) Program, St. Francis 

Medical Center, Trenton, NJ United States 

Jaideep Mehta Anesthesiology George 

Washington University Program (DC), 

George Washington University School of 

Medicine, Washington, DC United States 

Rahul Mehta Internal Medicine 





Rishi Mehta Internal Medicine UMDNJ- 




Sanjay Mehta Anesthesiology University 

of Missouri-Columbia Program, University 

Hospital and Clinics, Columbia, MO United 


Sheena Mehta Internal Medicine Lenox 



Siddhant Mehta Orthopaedic Surgery 


Program, University Hospital and Health 

System, Jackson, MS United States 

Siddhart Mehta Neurology Seton Hall 


Science Program, JFK Medical Center, 


Sukrant Mehta Obstetrics and Gynecology 




Vivek Mehta Physical Medicine and 





Todd Mekles Internal Medicine New York 





Kurtis Melin Family Practice St. John 




Patrick Meloy Emergency Medicine Wayne 


(Grace Hospital) Program, Sinai-Grace 


Christopher Mendoza Emergency 

Medicine UMDNJ-Robert Wood Johnson 

Medical School Program, UMDNJ-Robert 

Wood Johnson Medical School, New 

Brunswick, NJ United States 

Laila Menon Internal Medicine SUNY at 




Zubin Menon Internal Medicine Western 

Pennsylvania Hospital/Temple University 

Program, Western Pennsylvania Hospital, 


Jenny Michael Obstetrics and Gynecology 




John Michalisin, Jr. Physical Medicine and 







Christopher Middendorf Internal 

Medicine Mercer University School of 

Medicine Program, Medical Center of 

Central Georgia, Macon, GA United States 

John Mihailidis Internal Medicine Mount 





Athena Mihailos Emergency Medicine New 




Shanti Mikkilineni Internal Medicine 







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116 

Charles Miller Internal Medicine SUNY at 




Jesse Miller Internal Medicine Winthrop- 




Jonathan Miller Internal Medicine 




Artin Minaeian Neurology New York 




Charles Minn Internal Medicine University 




Jagila Minso Pediatrics Brooklyn Hospital 



Catherine Miranda Internal Medicine 




Dipti Mirchandani Pediatrics North Shore- 


Children’s Hospital Program, Schneider 

Children’s Hospital at Long Island Jewish 

Medical Center, New Hyde Park, NY United 


Neha Mirchandani Internal Medicine 

Mount Sinai School of Medicine (Elmhurst) 

Program, Mount Sinai Medical Center, 


Nadine Mirzayan Internal Medicine St. 

Barnabas Hospital Program, St. Barnabas 

Hospital, Bronx, NY United States 

Suprav Mishra Internal Medicine Woodhull 


Woodhull Medical and Mental Health Center, 


Joanne Mitchell Obstetrics and 

Gynecology Mount Hope Women’s Hospital 

Program, Mount Hope Women’s Hospital, 

Mt Hope Trinidad and Tobago 

Gary Mitrevolis Internal Medicine SUNY 




Matthew Mitschele Family Practice 


School Program, Robert Wood Johnson 

University Hospital, New Brunswick, NJ 


Demytra Mitsis Internal Medicine 


University of Connecticut School of 

Medicine, Farmington, CT United States 

Masoom Modi Internal Medicine 




Kabir Mody Hematology and Oncology 

(IM) Dartmouth-Hitchcock Medical Center 

Program, Mary Hitchcock Memorial 

Hospital, Lebanon, NH United States 

Kalgi Mody Pediatrics Winthrop-University 

Hospital Program, Nassau Hospital, 


Sam Moghtader Family Practice San 




Aleeya Mohammed Pediatrics Albany 



Farha Mohammed Pediatrics Winthrop- 




Sadia Moinuddin Internal Medicine 

St. Joseph’s Hospital and Medical Center 

Program (AZ), St. Joseph’s Hospital and 

Medical Center, Phoenix, AZ United States 

Diana Moise Internal Medicine University 




Michael Monfett Internal Medicine 


Program, Hackensack University Medical 


Dustin Monroe Pediatrics Phoenix 

Child’s Hospital/Maricopa Medical Center 

Program, Phoenix Children’s Hospital, 


Joe Montecalvo Pathology SUNY Health 




Nadine Montemarano Internal Medicine 





Daniella Montemurro Obstetrics and 




GenaLynne Mooneyham Pediatrics/ 

Psychiatry/Child and Adolescent Psychiatry 

Indiana University School of Medicine 

Program, Indiana University School of 

Medicine, Indianapolis, IN United States 

Jeanne Moore Family Practice Valley 

Medical Center Program, Valley Medical 

Center, Renton, WA United States 

Ana Paula Morais Psychiatry University 




Tanya Morovati Anesthesiology Brigham and 

Women’s Hospital Program, Brigham and 

Women’s Hospital, Boston, MA United States 

John Morrison Emergency Medicine 



Cal Morrow Family Practice University of 




Sasan Mosadeghi Internal Medicine 




Allen Mosenkis Anesthesiology Indiana 




Ashok Movva Internal Medicine Seton 





Suneel Movva Internal Medicine 




Peter Mroz Obstetrics and Gynecology 




Salmaan Mughal Cardiovascular Disease 

(IM) Walsall Hospitals NHSTrust Program, 

Walsall Hospitals NHS Trust, Walsall United 

Kingdom 

Gracia Mui Neurology University of 


Connecticut School of Medicine, Hartford, 

CT United States 

Wanjiru Muigai Internal Medicine New 




of Queens, Flushing, NY United States

Zubin Mukadam Internal Medicine Wayne 


Program, Harper Hospital, Detroit, MI 


Patrick Mulherin Obstetrics and 

Gynecology Palmetto Health/Univ of S 

Carolina School of Medicine Program, 

Palmetto Richland Memorial Hospital, 

Columbia, SC United States 

Joseph Mulvihill Family Practice Anderson 

Area Medical Center Program, Anderson 

Area Medical Center, Anderson, SC United 


Anthony Muney Obstetrics and 




Mutsa Munjoma Internal Medicine 

George Washington University Program 

(DC), George Washington University School 

of Medicine, Washington, DC United States 

Meenakshi Munshi Emergency Medicine 


Center Program, Wayne State University/ 

Detroit Medical Center, Detroit, MI United 


Omer Munshi Physical Medicine and 

Rehabilitation Baylor College of Medicine 

Program, Baylor College of Medicine, 

Houston, TX United States 

Stephanie Muriglan Family Practice 

University of Massachusetts (Fitchburg) 

Program, Health Alliance Hospital- 

Leominster, Fitchburg, MA United States 

Michael Murphy Emergency Medicine 




Girish Murthy Internal Medicine Mercer 




Jennifer Mury Obstetrics and Gynecology 




Divya Muthappa Internal Medicine 





Suzanne Muyshondt Internal Medicine 





Cristina Muzio Pediatrics North Shore- 


Children’s Hospital Program, North Shore- 

LI Jewish Health System, New Hyde Park, 


Matthew Myatt Community Med 

Northern Ontario School of Medicine 

Program, Northern Ontario School of 

Medicine, Subury, ON Canada 

Farbod Nabizadeh Obstetrics and 

Gynecology New York Downtown Hospital 

Program, New York Downtown Hospital, 


Kamyar Nader Internal Medicine 





Ashish Nagpal Pediatrics SUNY Health 





Eniko Nagy-Wilde Neurology Medical 

College of Georgia Program, Medical 

College of Georgia Hospital and Clinics, 

Augusta, GA United States 

Shivana Naidoo Psychiatry SUNY Health 




Greeshma Naini Family Practice 






Priyasheelta Nand Internal Medicine San 


Joaquin General Hospital, French Camp, 


Praneet Nanduri Internal Medicine Hurley 

Medical Center/Michigan State University 

Program, Hurley Medical Center, Flint, MI 


Samir Nangia Nephrology (IM) University 

of California (San Diego) Program, 

University of California (San Diego) 

Medical Center, San Diego, CA United 


Angelica Nangit Internal Medicine Pitt 





Anita Narasimhan Pediatrics SUNY Health 





Srividya Narasimhan Pediatrics Newark 




Shivani Naresh Internal Medicine 




Bharat Narumanchi Pediatrics Tripler 

Army Medical Center Program, Tripler 

Army Medical Center, Tripler AMC, HI 


Catherine Nashed Surgery St. Barnabas 


Medical Center, Livingston, NJ United States 

Zarghoona Nasiri Obstetrics and 

Gynecology Albany Medical Center 

Program, Albany Medical Center, Albany, 


Calvin Natanzon Neurology North Shore- 



Medical Center Program, Long Island 

Jewish Medical Center, Great Neck, NY 


Sreeja Natesan Emergency Medicine 

Washington University/B-JH/SLCH 

Consortium Program, Barnes-Jewish 

Hospital, St. Louis, MO United States 

Ashish Nath Surgery Louisiana State 


University School of Medicine, New Orleans, 

LA United States 

David Nawoor Pediatrics Marshfield 

Clinic-St. Joseph’s Hospital Program, 

Marshfield Clinic-St. Joseph’s Hospital, 

Marshfield, WI United States 

Sumiti Nayar Neurology SUNY at Stony 




Amy Nayi Internal Medicine Lenox Hill 



Ankit Nayyar Neurology SUNY at Stony 




Kevin Neill Pathology SUNY at Stony Brook 




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118 

Lars Nelson Surgery Orlando Health 

Program, Orlando Regional Medical Center, 

Orlando, FL United States 

Sarah Nelson-Dunaway Obstetrics and 




David Nesanelis Internal Medicine 




Adrianne Netterville Internal Medicine 





Will Newton Anesthesiology Penn State 




Lisa Ngo Internal Medicine St. Joseph’s 

Hospital and Medical Center Program (AZ), 



Thuy-Trang Ngo Internal Medicine 

Norwalk Hospital Program, Norwalk 

Hospital, Norwalk, CT United States 

Lily Ngotran Psychiatry Tulane University 



Anh Nguyen Internal Medicine Maricopa 



Caroline Nguyen Pediatrics Case Western 




Dung Nguyen Anesthesiology University 




James Nguyen Cardiovascular Disease 

(IM) University of Arizona Program, 

University of Arizona College of Medicine, 

Tucson, AZ United States 

Jimmy Nguyen Pediatrics Loyola University 

Program, Loyola University Medical Center, 

Maywood, IL United States 

Linh Nguyen Internal Medicine/Pediatrics 

University of South Florida Program, 

University of South Florida College of 

Medicine, Tampa, FL United States 

Lieuko Nguyen Pediatric Nephrology (PD) 

Stanford University Program, Lucile Salter 

Packard Children’s Hospital at Stanford, 

Stanford, CA United States 

Phuong Nguyen Internal Medicine 





Thomas Nguyen Internal Medicine 




Thach Nguyen Internal Medicine Seton 

Hall University School of Health and 

Medical Science Program, St. Michael’s 

Medical Center (A Member of Catholic 

Health East), Newark, NJ United States 

Toan Nguyen Surgery University at Buffalo 

Program, Erie County Medical Center, 


Trinh Nguyen Pediatrics New York 




Michael Nicoletti Physical Medicine and 





Luz Nieves Emergency Medicine Newark 




Liana Nikolaenko Internal Medicine St. 

Mary Medical Center Program, St. Mary 

Medical Center, Long Beach, CA United 


Diana Nims Family Practice Trover 

Clinic Foundation Program, Trover Clinic 

Foundation, Madisonville, KY United States 

Rony Ninan Neurology University of Texas 




Dena Noghrehkar Anesthesiology 

University at Buffalo Program, Erie County 

Medical Center, Buffalo, NY United States 

Nima Noordeh Ophthalmology University 



Denise Norton Physical Medicine and 

Rehabilitation University of Rochester 

Program, Strong Memorial Hospital of 

the University of Rochester, Rochester, NY 


Rosa Nouvini Internal Medicine SUNY at 




John Novella, Jr. Cardiovascular Disease 

(IM) Lenox Hill Hospital Program, Lenox 

Hill Hospital, New York, NY United States 

Angela Nuamah-Addo Family Practice 

University of Minnesota (Waseca-Mankato) 

Program, University of Minnesota Medical 

School, Waseca, MN United States 

Alexander Nyirabu Internal Medicine/ 

Pediatrics University of South Florida 

Program, Tampa General Hospital, Tampa, 


Sasha Ho Farris Nyirabu Family Practice 

University of Manitoba Aboriginal 

Northern-Remote Program, University of 

Manitoba, Winnipeg, MB Canada 

Barbara O’Brien Neurology University 




Ryan O’Connor Gastroenterology (IM) 




Taiwo Odoffin Internal Medicine 

University of TX Health Science Center at 

San Antonio Lower Rio Grande Val RAHC, 

University of Texas School of Medicine at 

San Antonio, Harlingen, TX United States 

Lynda Odom Family Practice Louisiana 

State University (Shreveport)/Rapides 

Regional Medical Center Program, Rapides 

Regional Medical Center, Alexandria, LA 


Lorna Ogden Pathology Winthrop- 




Hyoung Kyu Oh Diagnostic Radiology Long 

Island College Hospital Program, Long Island 

College Hospital, Brooklyn, NY United States 

Andrew O’Hagan Psychiatry St. Luke’s- 




Sara Ohanessian Surgery PinnacleHealth 




Emmanuel Oke, Jr. Emergency Medicine 


Program, St. John Hospital and Medical 

Center, Detroit, MI United States

Chinyere Okoronkwo Pediatrics Albany 



Christine Okpala Obstetrics and 

Gynecology Wayne State University/Detroit 

Medical Center Program, Wayne State 

University/Detroit Medical Center, Detroit, 


Nana Okuzawa Psychiatry Maimonides 



Olawale Olaniyi Internal Medicine SUNY 





Melissa Oliver Pediatrics UMDNJ-New 


New Jersey Medical School, Newark, NJ 


Allyson O’Loughlin Pediatrics New York 




Mel Ona Internal Medicine Lutheran 



Erika Ondrasek Pediatrics Orlando Health 

Program, Arnold Palmer Hospital for 

Children and Women, Orlando, FL United 


Helen Onoriode Obstetrics and 

Gynecology Maimonides Medical Center 

Program, Maimonides Medical Center, 


Nwamaka Onuigbo Internal Medicine 




Jennifer Onwochei Internal Medicine 




Mitchell Onwochei Internal Medicine 




Chinyere Onyearugbulem Pediatrics 




Thiri Than Naing Oo Internal Medicine 





Yetunde Orafidiya Pediatrics Atlantic 

Health (Morristown) Program, Atlantic 

Health System, Morristown, NJ United 


David Orme Pediatrics/Psychiatry/ 

Child and Adolescent Psychiatry Indiana 




Chiarra Ornillo Internal Medicine Long 




Molly O’Rourke Pediatrics Maimonides 



Allison Ostrow Pediatrics North Shore- 

Long Island Jewish Health System- 

Schneider Children’s Hospital Program, 

Schneider Children’s Hospital at North 

Shore University Hospital, New Hyde Park, 


Ogheneochuko Oteri Emergency 

Medicine Wayne State University/Detroit 



Christy Ott Pediatrics University 

of Tennessee College of Medicine 

at Chattanooga Program, University 

of Tennessee College of Medicine- 

Chattanooga, Chattanooga, TN United 


Helen Otteno Obstetrics and Gynecology 




Julie Ottosen Surgery University at Buffalo 

Program, Erie County Medical Center, 


Ira Owen Family Practice University at 




Michelle Marie Pacis Obstetrics and 

Gynecology New York Methodist Hospital 

Program, New York Methodist Hospital, 


Ram Padmanabhan Internal Medicine 




Karega Paisley Internal Medicine 

University of Miami-Jacksonville Memorial 


Miami-Jackson Memorial Medical Center, 

Miami, FL United States 

Andrea Pakula Surgery Kern Medical 

Center Program, Kern Medical Center, 

Bakersfield, CA United States 

Zima Pakzad Family Practice Kaiser 

Permanente Southern CA (Riverside) 


(Riverside), Riverside, CA United States 

Daniel Paling Emergency Medicine Wayne 




Michael Palma Anesthesiology University 



Jason Palopoli Internal Medicine 






Mita Panchal Internal Medicine University 




Veena Panduranga Internal Medicine 





Dimple Pandya Pathology SUNY at Stony 




Joyce Pang Internal Medicine Winthrop- 




Sabena Panhwar Psychiatry SUNY at Stony 




Meena Pannu Internal Medicine San 


Joaquin General Hospital, French Camp, 


Panagiotis Pantazopoulos Pathology 




David Pantino Surgery Morristown 




Nicole Panza Pediatrics Atlantic Health 

(Morristown) Program, Morristown Memorial 



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120 

Janice Paproski Family Practice University 

of Alberta Program, University of Alberta 

Hospital Family Medical Center, Edmunton, 

AB Canada 

Sureka Paramaguru Pediatrics Brooklyn 



Kiran Paramatmuni Internal Medicine St. 




Pavan Parashar Internal Medicine 




Leo Paraskevopoulos Family Practice 

Central Maine Medical Center Program, 

Central Maine Medical Center, Lewiston, 

ME United States 

Neil Parikh Internal Medicine Mount Sinai 





Purvi Parikh Allergy and Immunology 

Albert Einstein College of Medicine 

Program, Montefiore Medical Center-Weiler 

Hospital, Bronx, NY United States 

Terri Parker Hematology and Oncology 

(IM) Yale-New Haven Medical Center 

Program, Yale-New Haven Hospital, New 

Haven, CT United States 

Chandreshkumar Amrutlal Parmar 

Internal Medicine Mount Carmel Health 

Program, Mount Carmel Health, Columbus, 


Parham Parto Internal Medicine University 




Christina Paruthi Internal Medicine 

St. Louis University School of Medicine 

Program, St. Louis University School of 

Medicine, St. Louis, MO United States 

Amit Patel Pediatrics Maimonides Medical 



Amit Patel Emergency Medicine Wayne 


Program, Sinai-Grace Hospital, Detroit, MI 


Anil Patel Internal Medicine West Virginia 


Hospital, Morgantown, WV United States 

Ajay Patel Physical Medicine and 




Amy Patel Internal Medicine Jersey Shore 

University Medical Center Program, Jersey 

Shore University Medical Center, Neptune, 


Ankit Patel Anesthesiology Loyola 

University Program, Loyola University 

Medical Center, Maywood, IL United States 

Avni Patel Internal Medicine AtlantiCare 

Regional Medical Center Program, Atlantic 

City Medical Center, Atlantic City, NJ 


Bhumika Patel Internal Medicine SUNY at 




Bimal Patel Internal Medicine UMDNJ- 




Chiraag Patel Pathology SUNY at Stony 




Chintan Patel Internal Medicine St. Agnes 

HealthCare Program, St. Agnes Hospital, 

Baltimore, MD United States 

Charvi Patel Anesthesiology Penn State 




Dwaita Patel Obstetrics and Gynecology 




Gaurav Patel Internal Medicine 

AtlantiCare Regional Medical Center 

Program, Atlantic City Medical Center, 

Atlantic City, NJ United States 

Hetalkumar Patel Surgery North Central 

Thames Fndn School Program, Basildon 

University Hospital, London United 

Kingdom 

Hiral Patel Surgery Jewish Hospital of 

Cincinnati Program, Jewish Hospital of 


Jignesh Patel Internal Medicine Louisiana 

State University (Lafayette) Program, 

University Medical Center (Lafayette), 

Lafayette, LA United States 

Jigar Patel Internal Medicine Alameda 




Jigna Patel Obstetrics and Gynecology 




Jay Patel Child and Adolescent Psychiatry 

(P) Pitt County Memorial Hospital/East 

Carolina University Program, E Carolina 

University School of Medicine, Greenville, 


Jaymica Patel Internal Medicine University 

of Southern California/LAC+USC Medical 




Kaushik Patel Internal Medicine Lutheran 



Ketan Patel Family Practice Mercer 




Khushboo Patel Internal Medicine Jersey 




Kirtesh Patel Pathology Medical University 

of South Carolina Program, MUSC Medical 

Center, Charleston, SC United States 

Komal Patel Internal Medicine New York 




Krishan Patel Surgery Maimonides Medical 



Manisha Patel Pediatrics University of 



Malini Patel Internal Medicine St. Luke’s- 




Mauli Patel Internal Medicine Santa 




Meera Patel Family Practice UMDNJ- 

Robert Wood Johnson at CentraState 


Medical School, Freehold, NJ United States

Meghal Patel Obstetrics and Gynecology 

St. Peter’s University Hospital Program, St. 

Peter’s University Hospital, New Brunswick, 


Mukti Patel Family Practice Flower 

Hospital Program, Flower Hospital, Sylvania, 


Nisha Patel Radiation Oncology 






Nishith Patel Surgery Morristown 




Neal Patel Internal Medicine UMDNJ-New 




Nijal Patel Internal Medicine Aurora 

Health Care Program, Sinai Samaritan 

Medical Center, Milwaukee, WI United 


Nupam Patel Pathology University 

Hospital/Univ of Cincinnati College of 

Medicine Program, University Hospital Inc., 

Cincinnati, OH United States 

Priya Patel Internal Medicine Lenox Hill 



Puja Patel Emergency Medicine Wayne 


(Grace Hospital) Program, Sinai-Grace 


Rakesh Patel Internal Medicine Monmouth 




Rajesh Patel Emergency Medicine Wayne 




Rakhee Patel Obstetrics and Gynecology 




Rachit Patel Psychiatry SUNY at Stony 




Rahul Patel Internal Medicine Jersey Shore 

University Medical Center Program, Jersey 

Shore University Medical Center, Neptune, 


Reekesh Patel Physical Medicine and 




Reena Patel Internal Medicine Maricopa 



Rikin Patel Pediatrics Memorial University 

of Newfoundland Program, Memorial 

University School of Medicine, St. John’s, 

NL Canada 

Rucheet Patel Pediatrics University at 




Rupal Patel Pediatrics University of 

Oklahoma Health Science Center Program, 


Medicine, Oklahoma City, OK United States 

Rushin Patel Internal Medicine Jersey 




Shital Patel Family Practice Warren 

Hospital Program, Warren Hospital, 

Phillipsburg, NJ United States 

Shilpa Patel Internal Medicine Alameda 




Shivani Patel Pediatrics Mount Sinai 





Shreya Patel Pediatrics Atlantic Health 

Program, Atlantic Health, Morristown, NJ 


Sachin Patel Internal Medicine 

Washington Hospital Center Program, 

Washington Hospital Center, Washington, 

DC United States 

Sonal Patel Internal Medicine New York 




Sona Patel Pediatrics Florida St. University 

College of Medicine (Pensacola) Program, 

Sacred Heart Hospital of Pensacola, 

Pensacola, FL United States 

Viresh Patel Internal Medicine/Pediatrics 




Charlene Patenaude Psychiatry Baystate 

Medical Center/Tufts University School of 

Medicine Program, Baystate Medical Center, 

Springfield, MA United States 

Tara Paterson Emergency Medicine North 


North Shore University Hospital/NYU 

School of Medicine Program, North Shore 

University Hospital, Manhasset, NY United 


Lyle Patterson Emergency Medicine St. 




Christopher Paul Emergency Medicine 




Sapna Pawa Emergency Medicine SUNY at 




Joshua Payer Neurology UMDNJ-Robert 



School, New Brunswick, NJ United States 

Reyna Payero Obstetrics and Gynecology 




Paul Pearce Surgery Monmouth Medical 



Anyeri Peguero Internal Medicine Roger 




Karl Pembaur Internal Medicine Christ 

Hospital Program, Christ Hospital, 


Alexandra Pennal Pediatrics University of 

Toronto-Hosp for Sick Children Program, 

University of Toronto, Toronto, ON Canada 

James Peoples Neurology Temple 

University Hospital Program, Temple 

University Hospital, Philadelphia, PA United 


Jeffrey Pepin Emergency Medicine 




Andrew Peredo Surgery Mount Sinai 

School of Medicine Program, Mount Sinai 



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Pranav Periyalwar Internal Medicine Case 




Timothy Perl Pediatrics University of 



Paul Perry Surgery Spartanburg Regional 

Healthcare System Program, Spartanburg 

Regional Healthcare System, Spartanburg, 

SC United States 

Amanda Persaud Pediatrics University at 

Buffalo Program, Kaleida Health System 

(Buffalo General Hospital), Buffalo, NY 


Tishome Persaud Internal Medicine 

Lutheran Medical Center Program, 

Lutheran Medical Center, Brooklyn, NY 


Andrew Persits Internal Medicine SUNY 




Erin Perucci Obstetrics and Gynecology 




Jonathan Pesco Family Practice University 

of Arkansas for Med Science AHEC 

(Southwest) Program, Christus St. Michael 

Health System, Texarkana, AR United States 

Renny Peter Internal Medicine SUNY at 




Nicolas Peters Ped Hematology/Oncology 

(PD) University Hospital Case Medical 

Center Program, Rainbow Babies and 

Children’s Hospital, Cleveland, OH United 


Andrey Petrikovets Obstetrics and 

Gynecology UMDNJ-New Jersey Medical 

School Program, UMDNJ-New Jersey 


Tommy Petros Surgery University 

of Tennessee College of Medicine 

at Chattanooga Program, University 

of Tennessee College of Medicine- 

Chattanooga, Chattanooga, TN United 


Sanja Petrovic Psychiatry Tufts-New 

England Medical Center Program, Tufts- 

New England Medical Center, Boston, MA 


Amanda Pettibone Surgery University of 

Tennessee Program, University of Tennessee 

College of Medicine, Memphis, TN United 


Jacqueline Pflaum Internal Medicine/ 

Emergency Medicine Henry Ford Hospital 

Program, Henry Ford Hospital, Detroit, MI 


Genevieve Pfluger Obstetrics and 

Gynecology Mercer University School of 

Medicine Program, Medical Center of 

Central Georgia, Macon, GA United States 

Madhura Phadke Pediatrics Maimonides 

Medical Center/Infants and Child’s 

Hospital of Brooklyn Program, Maimonides 


Sameer Phalak Internal Medicine Mount 

Sinai School of Medicine (Queens Hospital 

Center) Program, Queens Hospital Center, 

Jamaica, NY United States 

David Pham Surgery Monmouth Medical 



Sunny Philip Internal Medicine SUNY at 




Charles Phillips Internal Medicine Seton 


Medical Science Program, St. Michael’s 


Health East), Newark, NJ United States 

Curtis Phillips Psychiatry SUNY Upstate 




Pushpa Phillips Obstetrics and Gynecology 




Gurpreet Phull Internal Medicine Jersey 




David Piechota Pediatrics Maimonides 



James Piktel Psychiatry University of 

Washington Program, Veterans Affairs 

Medical Center (Boise), Seattle, WA United 


Shaji Pillai Pediatrics University of Kansas 


Kansas School of Medicine, Kansas City, KS 


Emile Pinera Internal Medicine Lenox Hill 



Arthur Pinkhasov Internal Medicine 

Mount Sinai School of Medicine (Elmhurst) 



Olumayowa Pitan Surgery Howard 

University Program, Howard University 

Hospital, Washington, DC United States 

Venkat Polavarapu Psychiatry Indiana 




David Polizzi Internal Medicine University 

of Oklahoma Health Science Center 


of Medicine, Oklahoma City, OK United 


Eddie Kai Wing Poon Family Practice St. 




Himabindu Poonati Internal Medicine 

New York Methodist Hospital Program, New 

York Methodist Hospital, Brooklyn, NY 


Noah Pores Emergency Medicine Newark 




John Powell Surgery PinnacleHealth 




Sean Prabhu Psychiatry Wayne State 




Sheena Prakash Internal Medicine 




Michael Presta Pathology Albany Medical 



Michael Priest Family Practice Carilion 





Lauren Priolo Pediatrics Atlantic Health 


Morristown, NJ United States

Bogdan Protyniak Surgery Monmouth 




Justin Provost Internal Medicine 

University of Louisville Program, University 

of Louisville School of Medicine, Louisville, 


Samanger Purcell Pediatrics UMDNJ- 

Robert Wood Johnson Medical 




Nishant Puri Internal Medicine Mercy 

Health Partners/St. Vincent Mercy Medical 

Center Program, University Medical Center 

(Toledo), Toledo, OH United States 

Shahbaz Qavi Anesthesiology Cleveland 

Clinic Foundation Program, Cleveland 

Clinic Foundation, Cleveland, OH United 


Amreen Quadir Internal Medicine New 




Firas Quddos Family Practice Barberton 




Faraz Quraishi Pediatrics UMDNJ-New 




Nazeel Qureshi Internal Medicine Albany 

Medical Center Program, Veterans Affairs 

Medical Center (Albany), Albany, NY 


Tauseef Qureshi Pulmonary Disease and 

Critical Care Medicine (IM) University of 



Medicine at Jacksonville, Jacksonville, MD 


Imran Quyyum Internal Medicine Lincoln 




Yadira Rafuls Obstetrics and Gynecology 

TriHealth (Bethesda and Good Samaritan 

Hospital) Program, Tri-Health Good 

Samaritan Hospital, Cincinnati, OH United 


Bilal Rahim Internal Medicine University 




Zelma Rahim Psychiatry Baystate Medical 

Center/Tufts University School of Medicine 

Program, Baystate Medical Center, 

Springfield, MA United States 

Ateq Rahman Family Practice The Medical 

Center (Beaver,PA) Program, The Medical 

Center (Beaver, PA), Beaver Falls, PA United 


Masroor Rahmani Internal Medicine 

Albany Medical Center Program, Veterans 

Affairs Medical Center (Albany), Albany, NY 


Imran Raja Psychiatry University of Utah 

Program, University of Utah Medical Center, 

Salt Lake City, UT United States 

Sabiya Raja Obstetrics and Gynecology 


Program, Providence Hospital and Medical 

Center, Southfield, MI United States 

Samina Raja Psychiatry UMDNJ-New Jersey 

Medical School Program, UMDNJ-New 

Jersey Medical School, Newark, NJ United 


Swarna Rajagopalan Internal Medicine 

New York Medical College (Bronx) Program, 

Montefiore Medical Center-North Division, 


Rajsekar Rajaraman Pediatrics Monmouth 




Dhiraj Rajkumar Diagnostic Radiology 




Naveed Rajper Internal Medicine SUNY at 




Felix Raju Internal Medicine Brooklyn 




Sofija Rak Family Practice Medical College 




Tarak Rambhatla Internal Medicine Lenox 



Joshua Ramjist Surgery Maimonides 



Gregory Ramsey Internal Medicine 





Jeffrey Ranaudo Surgery Brooklyn 



Nikhil Rao Family Practice Arrowhead 

Regional Medical Center Program, 

Arrowhead Regional Medical Center, 

Colton, CA United States 

Lanita Rashid Pediatrics Nassau University 

Medical Center Program, Nassau University 

Medical Center, East Meadow, NY United 


Chadwick Rastatter Surgery University 

of Miami School of Medicine at Florida 

Atlantic University Program, JFK Medical 

Center, Atlantis, FL United States 

Jigar Rathod Neurology University of 

South Florida Program, University of South 

Florida College of Medicine, Tampa, FL 


Sushil Ratnaparkhe Internal Medicine 





Supriya Ravella Internal Medicine Newark 




Sheri Ravenscroft Pediatrics Atlantic 



Shreyas Ravishankar Internal Medicine 




Ori Raz Anesthesiology Indiana University 

School of Medicine Program, Indiana 

University School of Medicine, Indianapolis, 

IN United States 

Roggie Reason Internal Medicine Seton 


Medical Science Program, Trinitas Regional 


Bhavna Reddy Family Practice San Jacinto 

Methodist Hospital Program, San Jacinto 

Methodist Hospital, Baytown, TX United 



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124 

Deepti Reddy Internal Medicine 





Divya Reddy Family Practice University of 




Praveen Reddy Internal Medicine 





Samathha Reddy Internal Medicine Jersey 




Shariq Refai Psychiatry University of 

Hawaii Program, Hawaii State Hospital, 

Honolulu, HI United States 

Janine Reinhardt Emergency Medicine 




Michael Reinhardt, Jr. Psychiatry SUNY 




Neil Reisinger Internal Medicine Aurora 

Health Care Program, Aurora Sinai Medical 

Center, Milwaukee, WI United States 

Elvis Rema Anesthesiology George 

Washington University Program (DC), 

George Washington University School of 

Medicine, Washington, DC United States 

Gary Reschak Pediatrics Central Iowa 

Health System(Iowa Methodist/Iowa 

Lutheran), Central Iowa Health System 

(Iowa Methodist Med Center), Des Moines, 

IA United States 

Stacey Resnick Psychiatry Mount Sinai 




Loretta Reyes Pediatrics Driscoll Child’s 

Hospital Program, Driscoll Children’s 

Hospital, Corpus Christi, TX United States 

Cameron Richards Anesthesiology Penn 




Sean Richardson Internal Medicine Staten 




Piper Richey Emergency Medicine 

University of Utah Program, Intermountain 

Medical Center, Salt Lake City, UT United 


Jonathan Richmond Physical Medicine and 


Center Program, HealthSouth New England 

Rehabilitation Hospital, Boston, MA United 


Ryan Rios Diagnostic Radiology St. 




Laura Risley Internal Medicine Albany 



Philippe Rizek Neurology University of 

Western Ontario Program, University of 

Western Ontario Hospital, London, ON 

Canada 

Aaliyah Rizvi Family Practice SUNY at 




Kashan Rizvi Family Practice Somerset 

Medical Center Program, Somerset Medical 

Center, Somerville, NJ United States 

Nathan Roberts Surgery Jewish Hospital 



Philip Roberts Family Practice Valley 

Baptist Medical Center Program, Valley 

Baptist Medical Center, Harlingen, TX 


John Robertson Family Practice College 

of Medicine, Mayo Clinic (Rochester) 

Program, Mayo Graduate School of 

Medicine-Mayo Foundation, Rochester, MN 


Brown Robertson, Jr. Emergency 

Medicine University of Mississippi Medical 

Center Program, University Hospital and 

Health System, Jackson, MS United States 

Olga Rodas Obstetrics and Gynecology 




Rachel Rohaidy Psychiatry Pitt County 





Michelle Rook Ped Gastroenterology (PD) 

Child’s Hospital of Philadelphia Program, 

Children’s Hospital of Philadelphia, 


Kathryn Rosenblatt Anesthesiology SUNY 




Heather Ross Pediatrics University of 

Rochester Program, Strong Memorial 



Joel Ross Obstetrics and Gynecology 




Kevin Ross Family Practice University of 




Richard Rothman Internal Medicine Lahey 

Clinic Program, Lahey Clinic, Burlington, 


Abhik Roy Family Practice Southern 

Illinois University (Carbondale) Program, 

Southern Illinois University School of 

Medicine, Carbondale, IL United States 

Gulmohor Roy Neurology Virginia 





Dmitry Rozin Anesthesiology John H 

Stroger Hospital of Cook County Program, 

John H. Stroger Jr. Hospital of Cook County, 

Chicago, IL United States 

Adrian Roznowski Obstetrics and 


Program, Louisiana State University School 

of Medicine, New Orleans, LA United States 

Daree Elaine Lynette Russell Internal 

Medicine Nassau University Medical Center 

Program, Nassau County Medical Center, 

East Meadow, NY United States 

Paul Saad Family Practice Aultman 

Hospital/NEOUCOM Program, Aultman 

Hospital, Canton, OH United States 

Jawad Saade Family Practice Mount Sinai 




Thusa Sabapathy Pediatrics Albany 



Tina Sabharwal Family Practice West 

Jersey-Memorial Hospital at Virtua Program, 

Virtua-West Jersey Hospital-Voorhees, 

Voorhees, NJ United States

Crystal Sachdeva Pediatrics SUNY at Stony 

Brook Program, University Hospital-SUNY at 

Stony Brook, Stony Brook, NY United States 

Brian Sachs Family Practice Mercy Health 

System Program, Mercy Health System, 

Janesville, WI United States 

Nellie Sadaghiani Pediatrics SUNY 




Mohammed Sadat Surgery SUNY Upstate 


Medical Center, Syracuse, NY United States 

Asma Sadiq Anesthesiology University 



Sam Sadler Emergency Medicine Wayne 




Kashif Saeed Physical Medicine and 

Rehabilitation Rush University Medical 

Center Program, Rush University Medical 

Center, Chicago, IL United States 

Sara Safarzadeh Amiri Internal Medicine/ 

Pediatrics University at Buffalo Program, 



Syed Safdar Internal Medicine Seton Hall 





Tarang Safi Surgery Albert Einstein College 

of Medicine Program, Montefiore Medical 

Center-Weiler Hospital, Bronx, NY United 


Aniket Saha Ped Hematology/Oncology 

(PD) New York University School of 

Medicine Program, New York University 

SOM, New York, NY United States 

Deanna Sahady Richmond Child 

Neurology (N) University at Buffalo 

Program, SUNY at Buffalo School of 


Sukhminder Sahansra Internal Medicine 




Ayaz Sahibzada Internal Medicine 




Abdullah Saidy Family Practice Kaiser 




Saumya Saini Internal Medicine Norwalk 

Hospital Program, Norwalk Hospital, 

Norwalk, CT United States 

Lissa Sakata Surgery Michigan State 

University Program, Michigan State 

University College of Human Medicine, East 

Lansing, MI United States 

Sujit Sakpal Surgery St. Barnabas Medical 



Tehmina Salahuddin Neurology Virginia 





Michael Salama Family Practice Ohio State 

University Program, Ohio State University 



Raquel Salazar Internal Medicine Mount 





Reggie Saldivar Internal Medicine New 




Sabrina Saleem Internal Medicine Long 




Bilal Saleh Diagnostic Radiology Albany 



Paulette Saleh Family Practice 

Presbyterian Intercommunity Hospital 

Program, Presbyterian Intercommunity 

Hospital, Whittier, CA United States 

NoushaFarin Salehi Obstetrics and 

Gynecology Temple University Hospital 

Program, Temple University Hospital, 


Iman Salem Obstetrics and Gynecology 




Joan Salnave Pediatrics Winthrop- 




Shahed Samadi Family Practice Mercy 

Medical Center (Mason City) Program, 

Mercy Medical Center-North Iowa, Mason 

City, IA United States 

Edward Samourjian Surgery University 

of Nevada School of Medicine (Las Vegas) 



Valerie Sams Surgery University of 

Tennessee Medical Center at Knoxville 




Jennifer Samuel Pediatrics University of 



Medicine at Jacksonville, Jacksonville, FL 


John Samuel Internal Medicine/Psychiatry 

West Virginia University (Charleston Div) 

Program, Charleston Area Medical Center, 

Charleston, WV United States 

Heather Samuelson Internal Medicine/ 

Pediatrics West Virginia University 

Program, W Virginia University Hospital, 

Morgantown, WV United States 

Wesley San Transitional Year United 

Health Services Hospital Program, Wilson 

Memorial Regional Medical Center (United 

Health Services), Johnson City, NY United 


Carlos Sanchez Neurosurgery University 

of New Mexico Program, University of New 

Mexico School of Medicine, Albuquerque, 

NM United States 

Edgar Sanchez Internal Medicine 





Lisa Sanchez Psychiatry University of 




Shaifali Sandal Internal Medicine SUNY 




Victor Sanders Internal Medicine 

University of Arizona/UPHK Graduate 

Medical Education Consortium Program, 

University of Arizona/UPHK Graduate 

Medical Education Cons, Tucson, AZ 


Sabina Sandigursky Internal Medicine 





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126 

Rachana Sanghani Internal Medicine/ 

Pediatrics Louisiana State University 




Shimal Sanghvi Emergency Medicine 




Gene Sankin Internal Medicine New York 

Medical College (Richmond) Program, New 

York Medical College, Staten Island, NY 


David Santone Orthopaedic Surgery 



Peter Santoro Surgery Christiana Care 

Health Services Program, Christiana Care 

Health Services Inc., Newark, DE United 


Jonathan Santos Family Practice Conroe 

Medical Education Foundation Program, 

Conroe Regional Medical Center, Conroe, 


Rani Saoud Internal Medicine Mount Sinai 





Simrat Saran Family Practice JFK Medical 



Saman Sarani Internal Medicine Kern 



Rohith Saravanan Family Practice 

University at Buffalo Program, Kaleida 

Health System (Millard Fillmore Hospital), 


Aishawarya Sarkar Obstetrics and 


Program, Louisiana State University School 

of Medicine, New Orleans, LA United States 

Deepak Sarpal Psychiatry North Shore- 






Gayathri Sathiyamoorthy Internal 

Medicine SUNY Upstate Medical University 

Program, SUNY Upstate Medical University, 

Syracuse, NY United States 

William Preston Saunders, III Emergency 

Medicine University of Toledo Program, 

University of Toledo, Toledo, OH United 


Jaskaran Sawhney Surgery Lenox Hill 



Sajeet Sawhney Internal Medicine New 





Aneeta Saxena Neurology Tulane 




Chad Scheller Pediatrics St. Joseph’s 




Jonathan Schiavi Internal Medicine 

Abington Memorial Hospital Program, 

Abington Memorial Hospital, Abington, PA 


Geraldine Schick Family Practice 




Ronald Schlotfeldt Internal Medicine 




Amy Schmidt Pediatrics University of 

Illinois College of Medicine at Peoria 



Aubrey Schmidt Internal Medicine 

Synergy Medical Education Alliance 

Program, Synergy Medical Education 

Alliance/Michigan State Univ, Saginaw, MI 


Matthew Schmitt Internal Medicine 

Orlando Health Program, Orlando 

Regional Medical Center, Orlando, FL 


Kara Schnarr Radiation Oncology 

McMaster University Program, McMaster 

University Medical Center, Hamilton, ON 

Canada 

Kevin Schopmeyer Family Practice Ball 

Memorial Hospital Program, Ball Memorial 

Hospital, Muncie, IN United States 

Jed Schortz Surgery Albany Medical 



Zachary Schott Physical Medicine and 

Rehabilitation Albany Medical Center 

Program, Albany Medical Center, Albany, 


Molly Schultheis Surgery Monmouth 




Kenneth Schwartz Surgery Hospital of St. 

Raphael Program, Hospital of St. Raphael, 

New Haven, CT United States 

Tony Schwartz Family Practice Mercy 

Health System Program, Mercy Health 

System, Janesville, WI United States 

Michael Schwartzwald Emergency 

Medicine Wayne State University/Detroit 



Maxine Seales Internal Medicine 




Darius Seidler Internal Medicine Norwalk 



Daniel Seitz Emergency Medicine Wayne 




Rajat Sekhar Anesthesiology SUNY Upstate 




Raminderjit Sekhon Internal Medicine 





Saman Selahi Internal Medicine Coney 

Island Hospital Program, Coney Island 


Svetlana Rose Sembrano Psychiatry 

Louisiana State University/Ochsner Med 

Fndn Program, Alton Ochsner Medical 

Foundation, New Orleans, LA United States 

Christine Seminara Pediatrics New York 




Arthi Senra Family Practice University 


Education Consortium Program, University 


Education Cons, Tucson, AZ United States

Jennifer Serfin Surgery University at 

Buffalo Program, Erie County Medical 

Center, Buffalo, NY United States 

Anuradha Seshadri Internal Medicine/ 

Pediatrics University at Buffalo Program, 



Dana Seslija Physical Medicine and 

Rehabilitation Med College of Wisconsin 

Affiliated Hospital Program, Medical 

College of Wisconsin Affiliated Hospitals, 

Inc., Milwaukee, WI United States 

Berjinder Sethi Psychiatry Memorial 

University of Newfoundland Program, 

Memorial University School of Medicine, 

St. John’s, NL Canada 

Shivani Sethi Family Practice Atlantic 

Health (Overlook) Program, Atlantic 

Health, Summit, NJ United States 

Shalini Sethi Family Practice West Jersey- 

Memorial Hospital at Virtua Program, 

Memorial Hospital of Burlington County, 

Voorhees, NJ United States 

Nabil Shafi Cardiovascular Disease (IM) 

University of California (San Francisco)/ 

Fresno Program, UCSF-Fresno Medical 

Education Program, Fresno, CA United States 

Bunty Shah Anesthesiology Penn State 




Deepa Shah Obstetrics and Gynecology 





Hinna Shah Psychiatry Seton Hall 




Elizabeth, NJ United States 

Jigar Shah Internal Medicine Long Island 


College Hospital, Brooklyn, NY United States 

Manish Shah Transitional Year Mercy 

Health Partners/St. Vincent Mercy Medical 

Center Program, St. Vincent Mercy Medical 

Center, Toledo, OH United States 

Manav Shah Internal Medicine Lenox Hill 



Nima Shah Obstetrics and Gynecology 





Pooja Shah Internal Medicine Seton Hall 





Rita Shah Pediatrics SUNY Health Science 

Center at Brooklyn Program, SUNY Health 



Samir Shah Surgery Monmouth Medical 




Shenil Shah Internal Medicine Penn State 




Syed Shah Neurology New York Medical 




Ushma Shah Anesthesiology Albert 


Montefiore Medical Center-Henry and Lucy 

Moses Division, Bronx, NY United States 

Viraj Shah Pediatrics Atlantic Health 



Sapna Shah Pediatrics Penn State 




Omar Shahbaz Internal Medicine 





Ali Shahcheraghi Internal Medicine 

George Washington University Program 

(DC), George Washington University School 

of Medicine, Washington, DC United States 

Kameron Shahid Diagnostic Radiology 




Reehan Shahzad Internal Medicine SUNY 





Qudsia Shaikh Internal Medicine 





Sana Shaikh Obstetrics and Gynecology 

Sparrow Hospital/Michigan State University 

Program, Sparrow Hospital, Lansing, MI 


Ahmad Shaker Internal Medicine SUNY at 




Payam-Clement Shakouri Internal 

Medicine Seton Hall University School of 

Graduate Medical Education Program, St. 

Michael’s Medical Center (A Member of 

Catholic Health East), South Orange, NJ 


Waseem Shami Internal Medicine 





Cheng Qun Shao Internal Medicine 




Mohamed Sharaby Neurology University 

of South Florida Program, University of 

South Florida College of Medicine, Tampa, 


Craig Sharkey Emergency Medicine Wayne 




Amit Sharma Family Practice SUNY 

Upstate Medical Center-St Joseph’s Hospital 

Program, St. Joseph’s Hospital and Health 

Center,Syracuse, Syracuse, NY United States 

Hemlata Sharma Emergency Medicine 



of Queens, Bronx, NY United States 

Manish Sharma Internal Medicine Mount 





Manisha Sharma Family Practice Albert 


Albert Einstein College of Medicine of 

Yeshiva University, Bronx, NY United States 

Richa Sharma Diagnostic Radiology 

Bronx-Lebanon Hospital Center Program, 

Bronx-Lebanon Hospital Center, Bronx, NY 



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128 

Sameer Sharma Physical Medicine and 


Jewish Health System-Albert Einstein College 

of Medicine at LI Jewish Medical Center 

Program, Long Island Jewish Medical Center, 

Great Neck, NY United States 

Shelly Sharma Anesthesiology UMDNJ- 




Sheena Sharma Pediatrics SUNY at Stony 




Shubh Sharma Family Practice The 

Medical Center (Beaver,PA) Program, The 

Medical Center (Beaver, PA), Beaver Falls, 


Yamini Sharma Pediatrics University of 




Kartik Shatagopam Internal Medicine St. 

Vincent Hospital and Health Care Center 

Program, St. Vincent Hospital and Health 

Care Center, Indianapolis, IN United States 

Patrick Shayegan Surgery Monmouth 




Winston Sheen Pediatrics Winthrop- 




Fatima Sheikh Pediatrics University 

of Oklahoma Health Science Center 

Program, Children’s Hospital of Oklahoma, 

Oklahoma City, OK United States 

Imran Sheikh Internal Medicine Case 




Brenda Shen Family Practice Glendale 

Adventist Medical Center Program, 

Glendale Adventist Medical Center, 

Glendale, CA United States 

Aisha Shenawi Pediatrics University 




Shane Shepard Family Practice Pitt County 





Michael Sherrill Anesthesiology Indiana 




Kruti Sheth Internal Medicine Georgetown 

University Hospital Program, Georgetown 

University Hospital, Washington, DC United 


Sarah-Kim Shields Transitional Year St. 



Ethan Shim Internal Medicine Conemaugh 

Valley Memorial Hospital Program, 

Conemaugh Valley Memorial Hospital, 

Johnstown, PA United States 

Alex Shimanovsky Internal Medicine 

University of Connecticut (New Britain) 

Program, New Britain General Hospital, 

Farmington, CT United States 

Michelle Shirak Anesthesiology New York 

Presbyterian Hospital (Cornell) Program, 

New York Presbyterian Hospital (Cornell 

Campus), New York, NY United States 

Samuel Shirk Family Practice Central Iowa 

Health System (Iowa Lutheran Hospital) 

Program, Central Iowa Health System (Iowa 

Lutheran Hospital), Des Moines, IA United 


Anna Shmukler Diagnostic Radiology Long 




Rayme Shore Obstetrics and Gynecology 




Roopam Shrivastava Internal Medicine 

Kaiser Permanente Med Grp (North CA)/ 

Santa Clara Program, Kaiser Permanente 

Medical Center (Santa Clara), Santa Clara, 


Sneha Shrivastava Internal Medicine 





Sandra Sicular Emergency Medicine 




Kenil Sidhpura Internal Medicine 


Program, LSU Medical Center-University 

Hospital, Shreveport, LA United States 

Jasmin Sidhu Internal Medicine Alameda 




Ravine Sidhu Family Practice Valley Family 

Medicine Residency of Modesto Program, 

Doctors Medical Center, Modesto, CA 


Satinderpal Sidhu Family Practice 

University of California (San Francisco)/ 

Fresno Program, UCSF-Fresno Medical 

Education Program, Fresno, CA United 


Jabulani Sidile Internal Medicine Albany 



Benjamin Siebert Physical Medicine and 


Detroit Medical Center Program, 

Rehabilitation Institute, Detroit, MI United 


Brianna Siegel Internal Medicine Albert 




Micah Siegel Surgery Monmouth Medical 



Francisco Jose Alves Silva Pediatrics 




Phillip Silva Family Practice University 

of Texas Southwestern Medical School 

Program, Dallas County Hospital District 

- Parkland Memorial Hospital, Dallas, TX 


Andrew Sim Surgery Albert Einstein 

College of Medicine Program, Montefiore 

Medical Center-Weiler Hospital, Bronx, NY 


Christian Simeon Internal Medicine 





Alvin Singh Pediatrics University of 

Nebraska/Creighton University Program, 

Children’s Memorial Hospital, Omaha, NE 


Amreeta Singh Internal Medicine SUNY 



Brooklyn, NY United States

Gagan Singh Internal Medicine/Pediatrics 




Harinder Singh Internal Medicine 





Harjot Singh Internal Medicine Long 




Prakriti Singh Internal Medicine Norwalk 



Robinder Singh Surgery University at 

Buffalo Program, Erie County Medical 

Center, Buffalo, NY United States 

Sarah Singh Internal Medicine Port of 

Spain General Hospital Program, Port of 

Spain General Hospital, City Port of Spain 

Trinidad and Tobago 

Sakshi Singh Internal Medicine Lincoln 




Shailendra Singh Internal Medicine 





Silky Singh Psychiatry New York Medical 




Sanjay Sinha Family Practice Adventist 

LaGrange Memorial Hospital Program, 

Adventist La Grange Memorial Hospital, La 

Grange, IL United States 

Ambihai Sinnadurai Internal Medicine 





Sarah Sithamparapillai Pediatrics 




Shivajan Sivapalan Family Practice 



Michael Small Internal Medicine 




Benjamin Smith Surgery Brooklyn Hospital 



Kyle Smith Anesthesiology University of 

Massachusetts Program, UMass Memorial 

Health Care (University Campus), 


Laura Smith Internal Medicine/Pediatrics 





Natosha Smith Psychiatry Louisiana State 

University/Ochsner Med Fndn Program, 



Stephanie Smith Family Practice 

Mountainside Hospital Program, 

Mountainside Hospital, Montclair, NJ 


Angela Smolarz Internal Medicine Mount 

Sinai School of Medicine (Jersey City) 

Program, Jersey City Medical Center, Jersey 

City, NJ United States 

Jill Smolinsky Emergency Medicine 


School Program, UMDNJ-Robert Wood 

Johnson Medical School, New Brunswick, 


Kara Smythe Obstetrics and Gynecology 





Branden Snyder Internal Medicine 




Bret Sohn Internal Medicine Lenox Hill 



Christina Sollinger Pediatrics UMDNJ-New 




Shayna Solomon Internal Medicine Long 




John Soong Pathology Virginia 





Jessame Soriano Family Practice San 




Serge Sorser Gastroenterology (IM) 


Program, Providence Hospital, Southfield, 


Georgios Spentzouris Surgery SUNY at 




Paul Sraow Physical Medicine and 


Detroit Medical Center Program, Wayne 

State University/Detroit Medical Center, 


Kavitha Srighanthan Internal Medicine 





Ashany Sriskandarajah Family Practice 

Duke University/Southern Regional Area 

Health Education Center Program, Cape 

Fear Valley Health System, Fayetteville, NC 


Boris Srvantstian Surgery College of 

Medicine, Mayo Clinic (Rochester) Program, 

Mayo Clinic (Rochester), Rochester, MN 


Christopher Stahmer Emergency Medicine 




Rebecca Stark Surgery Los Angeles Cnty- 

Harbor-UCLA Medical Center Program, 

Los Angeles County-Harbor-UCLA Medical 

Center, Torrance, CA United States 

Kristin Stegeman Emergency Medicine 




Ashley Steinberg Surgery Brooklyn 



Nakita Stephens Internal Medicine 





Samuel Stephenson Pediatrics Orlando 

Health Program, Arnold Palmer Hospital 

for Children and Women, Orlando, FL 



129


130 

Robert Stevenson Obstetrics and 

Gynecology Lutheran Medical Center 

Program, Lutheran Medical Center, 


Ryan Stevenson Family Practice VCU/ 

Riverside Regional Medical Center Program, 

Riverside Regional Medical Center, 

Newport News, VA United States 

Bradford Stewart Family Practice 

University of Arkansas for Med Science 

AHEC (Northwest) Program, Washington 

Regional Medical Center, Fayetteville, AR 


Candice Stewart Family Practice University 

of Tennessee Medical Center at Knoxville 




Angela Stickline Family Practice San 

Jacinto Methodist Hospital Program, San 

Jacinto Methodist Hospital, Baytown, TX 


Christina Stiles Internal Medicine 





Glenn Stokken Internal Medicine 




Yana Stolyarov Internal Medicine 




Joseph Stone Emergency Medicine Case 




Kenneth Strachan Internal Medicine 



Stephen Strasberg Surgery Brooklyn 



Ashley Strobel Pediatrics/Emergency 

Medicine University of Maryland Program, 

University of Maryland Program, Baltimore, 

MD United States 

Bentley Strockbine Psychiatry SUNY at 




Devin Stroman Psychiatry University of 





Benjamin Stueben Pathology St. Barnabas 




Alejandro Suarez Internal Medicine 




Gautam Sudan Internal Medicine 

University of British Columbia Program, 

University of British Columbia, Vancouver, 

BC Canada 

Jimmie Suggs, III Family Practice 

University at Buffalo Program, Erie County 

Medical Center, Buffalo, NY United States 

William Sulaka Internal Medicine William 

Beaumont Hospital Program, William 

Beaumont Hospital, Royal Oak, MI United 


Ashley Sullivan Emergency Medicine St. 




Mahmod Sultan Internal Medicine Mount 





Xenia Sumin Internal Medicine Lenox Hill 



Varuna Sundaram Surgery St. Barnabas 




Abirammy Sundaramoorthy Internal 

Medicine Case Western Reserve University 




Britta Sundquist Internal Medicine/ 

Pediatrics Albany Medical Center Program, 

Albany Medical Center, Latham, NY United 


Hubert Sung Family Practice Barberton 




Dana Suozzo Pediatrics Newark Beth Israel 



Sourabh Suryadevara Internal Medicine 


UMass Memorial Health Care (University 

Campus), Worcester, MA United States 

Ravi Sutaria Internal Medicine 




Tejal Suthar Anesthesiology St. Luke’s- 




Evan Sutton Surgery Brookdale University 


Brookdale University Hospital Medical 


Alla Sverdlik Internal Medicine West 

Suburban Hospital Medical Center 

Program, W Suburban Hospital Medical 

Center, Oak Park, IL United States 

Christopher Swales Family Practice 

Geisinger Medical Center Program, 

Geisinger Medical Center, Danville, PA 


Sana Syed Pediatrics Cook County 

Hospital Program, John H. Stroger Jr. 

Hospital of Cook County, Chicago, IL 


John Tabacco Internal Medicine Union 

Memorial Hospital Program, Union 

Memorial Hospital, Baltimore, MD United 


Rostislav Tabak Internal Medicine New 




Kathreen Tadrous Psychiatry Maimonides 



Leyla Tafreshi Hosseini Internal Medicine 




Reza Taher Internal Medicine Mount Sinai 





Usman Tahir Internal Medicine Tripler 

Army Medical Center Program, Tripler 

Army Medical Center, Honolulu, HI United 


Rokhsareh Tajrishi Internal Medicine St. 



York, NY United States

Heba Tajwar Obstetrics and Gynecology 




Farouk Talakshi Internal Medicine Long 




Sally Talbot-Jones Family Practice 


University of Western Ontario Hospital, 

London, ON Canada 

Edward Talya Pediatrics University of 

Illinois College of Medicine at Peoria 



Vivek Tank Neurology UMDNJ-New 




Ashley Tarasen Pathology Albany Medical 



Afreen Tariq Obstetrics and Gynecology 

Rochester General Hospital Program, 

Rochester General Hospital, Rochester, NY 


Randy Tashjian Pathology St. John Hospital 

and Medical Center Program, St. John 

Hospital and Medical Center, Detroit, MI 


Rabelais Tatchum-Talom Family Practice 

UPMC Medical Education (McKeesport 

Hospital) Program, McKeesport Hospital/ 

UPMC, McKeesport, PA United States 

Vahe Tateosian Anesthesiology Nassau 


County Medical Center, East Meadow, NY 


Colin Tauro Internal Medicine Morristown 




Michael Tavernaris Family Practice 

University of South Alabama Program, 

University of South Alabama Medical 

Center, Mobile, AL United States 

Richard Teames Anesthesiology University 




Farah Tejpar Family Practice Grant 

Medical Center (OhioHlth) Program, Grant 

Medical Center (OhioHealth), Columbus, 


Israel Temple Pediatrics University of 

Nevada School of Medicine (Las Vegas) 



Kelly Tenbrink Emergency Medicine Case 




Chien-Yi Teng Internal Medicine 

University of Miami School of Medicine at 

Florida Atlantic University Program, JFK 

Medical Center, Atlantis, FL United States 

Shannon Terkell Psychiatry North Shore- 

Long Island Jewish Health System-North 

Shore University Hospital/NYU School of 

Medicine Program, North Shore-LI Jewish 

Health System, Great Neck, NY United 


Brian Tevlin Anesthesiology University of 

Massachusetts Program, UMass Memorial 

Health Care (University Campus), 


Sanjit Tewari Nuclear Med Memorial 

Sloan-Kettering Cancer Center Program, 

Memorial Sloan-Kettering Cancer Center, 


Ashish Thakkar Internal Medicine 

Rochester General Hospital Program, 

Rochester General Hospital, Rochester, NY 


Praymal Thakrar Internal Medicine/ 

Pediatrics Med College of Virginia/VA 

Commonwlth University Program, Medical 

College of Virginia Hospital, Richmond, VA 


Jincy Thankachen Internal Medicine St. 




Chet Tharpe, Jr. Internal Medicine 



System, Jackson, MS United States 

Jamuna Theventhiran Psychiatry New York 

Medical College at St. Vincent’s Hospital 

and Medical Center of NY Program, St. 

Vincent’s Hospital and Medical Center of 


Sharanjeet Thind Internal Medicine 




Salman Thobhani Anesthesiology New York 




Douglas Thom Anesthesiology St. 




Kendol Thomas Internal Medicine Seton 


Medical Science (St. Francis) Program, St. 

Francis Medical Center, Trenton, NJ United 


Maxine Thomas Internal Medicine 

University of Illinois College of Medicine at 

Peoria Program, OSF St. Francis Medical 

Center, Peoria, IL United States 

Smitha Thomas Internal Medicine 






Sunil Thomas Internal Medicine United 

Health Services Hospital Program, Wilson 

Memorial Regional Medical Center (United 

Health Services), Johnson City, NY United 


Stefanie Thomassin Family Practice 






James Thomson Internal Medicine 




Ashley Thorsell Internal Medicine Santa 




Vishal Thubrikar Internal Medicine 




Matthew Tichauer Emergency Medicine 





Greg Tiesi Surgery UMDNJ-New Jersey 

Medical School Program, UMDNJ-New Jersey 


Daniel Tieva Family Practice Grant Medical 

Center (OhioHlth) Program, Grant Medical 

Center (OhioHealth), Columbus, OH 


Karl Tieva Family Practice University 





131


132 

Matthew Tiffany Family Practice North 




Natasha Tilluckdharry Internal Medicine 





Michael Tiqui Emergency Medicine Wayne 




Timothy Tiu Internal Medicine Lincoln 




Kerly-Ann Tobias Internal Medicine Eric 

Williams Med Science Complex Program, 

Mount Hope Medical Complex, Mt Hope 

Trinidad and Tobago 

Maciej Tobola Diagnostic Radiology St. 



Kelly Todd Diagnostic Radiology SUNY 




Babak Tofighi Internal Medicine Lenox 



Cynthia Togawa Internal Medicine 




Ani Tokat Psychiatry University of 




Allison Tompeck Surgery PinnacleHealth 




Kamron Torbati Obstetrics and Gynecology 





Shahryar Tork Surgery TriHealth (Good 

Samaritan Hospital) Program, Good 

Samaritan Hospital and Health Center, 


Rodrigo Torres Family Practice Lutheran 

General Hospital Program, Lutheran General 

Hospital, Park Ridge, IL United States 

Eldene Towey Psychiatry Mount Sinai 

School of Medicine Program, Mount Sinai 

Hospital New York, New York, NY United 


Maxie Trahan Surgery Tulane University 



Linda Tran Internal Medicine Alameda 




Minh Tran Pediatrics Mount Sinai School 




Sharon Bich Nhu Tran Pediatrics Mount 





Christian Trentacosta Psychiatry Seton 



Williamson Street Campus, Elizabeth, NJ 


Justin Tretter Pediatrics University of 

Rochester Program, Strong Memorial 



Remi Trien Internal Medicine Texas Tech 




Anthony Troitino Internal Medicine 




Frank Truong Family Practice University of 




Maisie Tsang Anesthesiology Mount Sinai 





Jay Tseng Internal Medicine University 

of Oklahoma College of Medicine-Tulsa 


of Medicine-Tulsa, Tulsa, OK United States 

Mary Suzanne Tuason Internal Medicine 




Anya Turetsky Internal Medicine 




Sarah Turner Family Practice Fort Wayne 

Medical Education Program, Fort Wayne 

Medical Education Program, Fort Wayne, 

IN United States 

Joann Tye Obstetrics and Gynecology 




Ankeet Udani Anesthesiology Stanford 

University Program, Stanford Hospital and 

Clinics, Stanford, CA United States 

Nwamaka Ugokwe Obstetrics and 

Gynecology Bridgeport Hospital/Yale 

University Program, Bridgeport Hospital/ 

Yale University, Bridgeport, CT United 


Laura Umbrello Ped Emergency Medicine 

(PD) Miami Child’s Hospital Program, 

Miami Children’s Hospital, Miami, FL 


Yoshie Umemura Internal Medicine 

Brookdale University Hospital and Medical 

Center Program, Brookdale University 

Hospital Medical Center, Brooklyn, NY 


Emily Anne Urbina Surgery St. Barnabas 




Sarangan Uthayalingam Pediatrics 

McMaster University Medical Center 

Program, McMaster University Medical 

Center, Hamilton, ON Canada 

Venu Vadlamudi Diagnostic Radiology 

Michigan State University (Flint) Program, 

Michigan State University/Flint Area Med 

Edu, Flint, MI United States 

Ilyas Vahora Internal Medicine 




Sumreen Vaid-Pinyard Anesthesiology 



Mount Sinai School of Medicine of New 

Jersey, Paterson, NJ United States 

Mahesh Vaidyanathan Anesthesiology 



System, Jackson, MS United States

Andrea Valadez Pediatrics Children’s 

Hospital of Orange County Program, 

Children’s Hospital of Orange County, 

Orange, CA United States 

Sridhar Vallabhaneni Physical Medicine 

and Rehabilitation SUNY Upstate Medical 



Rakesh Vardey Physical Medicine and 

Rehabilitation University of Kansas School 

of Medicine Program, University of Kansas 

School of Medicine, Kansas City, KS United 


Terene Varghese Internal Medicine Ball 

Memorial Hospital Program, Ball Memorial 

Hospital, Muncie, IN United States 

Yevgeniya Varicheva Psychiatry University 



Priya Varma Physical Medicine and 

Rehabilitation University of Pennsylvania 

Program, University of Pennsylvania Health 

System, Philadelphia, PA United States 

Matthew Vasey Emergency Medicine 




Sheimeka Vaughan Family Practice 

Riverside County Regional Medical Center 

Program, Riverside County Regional Medical 

Center, Moreno Valley, CA United States 

Golnar Vazirabadi Obstetrics and 

Gynecology Franklin Square Hospital 

Center Program, Franklin Square Hospital 

Center, Baltimore, MD United States 

Pablo Vazquez Internal Medicine Long 




Greg Veazey Emergency Medicine Kern 



Huseng Vefali Internal Medicine Seton 





Naheed Velji Internal Medicine Albert 




Jacob Vella Anesthesiology SUNY Upstate 




Rajesh Veluvolu Internal Medicine SUNY 





Joseph Venditto Obstetrics and 

Gynecology Atlantic Health (Morristown) 



Julio Gines Ventura Jorquera Neurology 

Virginia Commonwealth University Health 

System Program, Virginia Commonwealth 



Chido Vera Diagnostic Radiology Albany 



Shivani Verma Internal Medicine 




Angela Vij Internal Medicine Alameda 




Marina Vijayakanthan Psychiatry Seton 




Elizabeth, NJ United States 

Aaron Viray Internal Medicine SUNY 





Harmandeep Virk Internal Medicine St. 




Mark Virtue Family Practice Floyd Medical 

Center Program, Floyd Medical Center, 

Rome, GA United States 

Ognjen Visnjevac Anesthesiology 




Anand Viswanathan Internal Medicine 




Kevin Vlahovich Pediatrics Tulane 

University Program, Tulane Hospital for 

Children, New Orleans, LA United States 

Kevin Vo Internal Medicine Methodist 

Hospital of Dallas Program, Methodist 

Hospital of Dallas, Dallas, TX United States 

Nguyen Vo Internal Medicine San Joaquin 


General Hospital, French Camp, CA United 


Thanh-Mai Vo Internal Medicine St. Louis 


St. Louis University School of Medicine, St. 

Louis, MO United States 

Eugene Vovchuk Anesthesiology Wayne 




Ha Vu Emergency Medicine University of 





Thuy Vu Physical Medicine and 







Milana Vulis Obstetrics and Gynecology 

Georgetown University Program, Arlington 

Hospital, Washington, DC United States 

Kalyan Vunnamadala Surgery Easton 

Hospital Program, Easton Hospital, Easton, 


Giao Vuong Internal Medicine St. Louis 


St. Louis University School of Medicine, St. 

Louis, MO United States 

Neha Vyas Pediatrics New York Medical 




Jessica Wachtel Emergency Medicine 




Leigh Wade Obstetrics and Gynecology 

North Shore-Long Island Jewish Health 

System-North Shore University Hospital/ 

NYU School of Medicine Program, North 

Shore University Hospital, Manhasset, NY 


Richard Wagner Psychiatry University 

of Alabama Medical Center Program, 

University of Alabama Hospital, 

Birmingham, AL United States 

John Wah Internal Medicine Greater 

Baltimore Medical Center Program, Greater 

Baltimore Medical Center, Baltimore, MD 



133


134 

Hassib Wali Internal Medicine Albany 



Christie Walker Obstetrics and Gynecology 




Dominique Walker Family Practice 

University of Wyoming (Casper) Program, 

University of Wyoming College of Health 

Sciences, Casper, WY United States 

Alfonso Waller Cardiovascular Disease 

(IM) UMDNJ-New Jersey Medical School 



Jennifer Walls Pediatrics Mount Sinai 

Hospital Medical Center of Chicago 

Program, Mount Sinai Hospital Medical 

Center of Chicago, Chicago, IL United States 

Bonnie Walsh Family Practice Mount Sinai 




Ryan Walsh Diagnostic Radiology 

University of Vermont Program, Fletcher 

Allen Health Care, Burlington, VT United 


Kenneth Walters Internal Medicine 

Indiana University School of Medicine 

Program, Indiana University School of 

Medicine, Indianapolis, IN United States 

Even Wang Neurology Ohio State 

University Hospital Program, Ohio State 

University Hospital East, Columbus, OH 


Jackson Wang Internal Medicine Alameda 




Ray Wang Internal Medicine Winthrop- 




Christopher Ward Emergency Medicine 

Lehigh Valley Hospital Network/PA State 

University Hospital Program, Lehigh Valley 


Tommy Garfield Warren Pediatrics 

Louisiana State University Program, Our 

Lady of the Lake Regional Medical Center, 

New Orleans, LA United States 

Matthew Way Psychiatry UMDNJ-Robert 



School, Piscataway, NJ United States 

Kendal Webb Internal Medicine New York 




Kali Webber Psychiatry Albert Einstein 

College of Medicine at Beth Israel Medical 

Center Program, Beth Israel Medical Center, 


David Weidendorf Internal Medicine 

Oakwood Hospital Program, Oakwood 

Hospital, Dearborn, MI United States 

Layne Weinman Internal Medicine Nassau 


County Medical Center, East Meadow, NY 


Jayson Weir Internal Medicine Kern 



Jennifer Wells Transitional Year Hospital 

of St. Raphael Program, Hospital of St. 

Raphael, New Haven, CT United States 

Robert Weltzien Pathology Pennsylvania 

Hospital of the University of PA Health 

System Program, Pennsylvania Hospital 

(UPHS), Philadelphia, PA United States 

Justin Whisenant Endovascular Surgical 

Neuroradiology (DR) Washington 

University/B-JH/SLCH Consortium 

Program, Mallinckrodt Institute of 

Radiology, St. Louis, MO United States 

Donald White Internal Medicine Carilion 

Clinic Program, Clarion Clinic, Roanoke, 


Nasim Wiegley Internal Medicine/ 

Pediatrics University of Illinois College 

of Medicine at Peoria Program, OSF St. 

Francis Medical Center, Peoria, IL United 


Rebecca Wight Surgery Maimonides 



Robyn Wilkerson Family Practice 


AHEC (Southwest) Program, Christus St. 

Michael Health System, Texarkana, AR 


James Wilkerson III Family Practice 


AHEC (Southwest) Program, Christus St. 

Michael Health System, Texarkana, AR 


Delaney Williams Diagnostic Radiology St. 



Juliette Williams Surgery Morristown 




Knisha Williams Family Practice JFK 

Medical Center Program (NJ), JFK Medical 


Olatundun Williams Pediatrics University 




Shelly-Ann Williams Pediatrics SUNY 




Amanda Wilson Internal Medicine Pitt 





Lynlee Wolfe Neonatal-Perinatal Med 

(PD) University of California (San Diego) 

Program, University of California (San 

Diego) Medical Center, San Diego, CA 


Andrea Wong Anesthesiology University 




John Wong Internal Medicine Kaiser 

Permanente Med Grp (North CA)/Santa 

Clara Program, Kaiser Permanente Medical 

Center (Santa Clara), Santa Clara, CA 


Ronnie Wong Family Practice Riverside 

Regional Medical Center Program, 

Riverside Regional Medical Center, 

Newport News, VA United States 

James Wu Pediatrics Loyola University 

Program, Loyola University Medical Center, 

Maywood, IL United States 

Shirley Wu Emergency Medicine William 

Beaumont Hospital Program, William 

Beaumont Hospital, Royal Oak, MI United 


Krishan Yadav Emergency Medicine 

University of Ottawa Program, University 

of Ottawa School of Medicine, Ottawa, ON 

Canada 

Kalindi Yajnik Pediatrics Pitt County 




States

Nina Yang Family Practice Tallahassee 

Family Practice Program, Tallahassee 

Memorial Healthcare Inc., Tallahassee, FL 


Abena Yankah Internal Medicine 




Joshua Yankelove Anesthesiology Wayne 




Ruofan Yao Obstetrics and Gynecology 






Maria Bernadette Yballe Internal 

Medicine Jersey Shore University Medical 

Center Program, Jersey Shore University 

Medical Center, Neptune, NJ United States 

Maria Elaine Yballe Internal Medicine 

Seton Hall University School of Graduate 

Medical Education Program, St. Michael’s 


Health East), South Orange, NJ United 


Michael Yeh Family Practice Valley Family 

Medicine Residency of Modesto Program, 

Doctors Medical Center, Modesto, CA 


Nancy Yeh Internal Medicine AtlantiCare 

Regional Medical Center Program, Atlantic 

City Medical Center, Atlantic City, NJ 


Shih-long Yeh Anesthesiology UMDNJ- 

Robert Wood Johnson Medical School 


Medical School, New Brunswick, NJ United 


Chiao Yen Family Practice JFK Medical 



Churn-Ern Yip Endocrinology Diabetes 

and Metabolism (IM) Dalhousie University 

Program, Victoria General Hospital, 

Halifax, NS Canada 

Dharshini Yogendra Pediatrics Winthrop- 

University Hospital Program, Nassau 

Hospital, Mineola, NY United States 

Ram Yogendra Anesthesiology SUNY 




Seychelle Yohanna Internal Medicine 



Canada 

Christina Young Neurology University 




Jacqueline Ysique Family Practice UMDNJ- 

RWJ Medical School/Capital Health System- 

Fuld Campus Program, UMDNJ-Robert 

Wood Johnson Medical School, Trenton, NJ 


Benny Yuen Obstetrics and Gynecology 




Marco Yat Hang Yung Surgery Marshall 


Marshall University School of Medicine, 

Huntington, WV United States 

Craig Yunk Family Practice Florida 

Hospital Program, Florida Hospital Medical 


Ahmed Zaafran Anesthesiology University 




Alison Zachry Pediatrics Atlantic Health 



Hassan Zaidi Internal Medicine Mount 





Deepti Zalavadia Internal Medicine St. 




Lorenzo Zanotti Surgery North Shore- 

Long Island Jewish Health System-Prog, 

Long Island Jewish Medical Center, 

Manhasset, NY United States 

Ekaterini Zapantis Internal Medicine 




David Zeldin Family Practice Christiana 

Care Health Services Program, Christiana 

Care Health Services Inc., Wilmington, DE 


Yuriy Zeylikman Neurology UMDNJ-Robert 

Wood Johnson Medical School(Camden) 

Program, Cooper Hospital-University 


Luke Zhan Vascular Surgery (GS) 


Medical Center, Tucson, AZ United States 

Vladimir Zheltkov Psychiatry University 




Cindy Zia Family Practice University of 




Elise Zimmerman Pediatrics Tulane 

University Program, Tulane Hospital for 

Children, New Orleans, LA United States 

Tina Zofakis Internal Medicine St. Francis 

Hospital of Evanston Program, St. Francis 

Hospital, Evanston, IL United States 

Adam Zorn Diagnostic Radiology Aurora 

Health Care Program, St. Luke’s Medical 

Center, Milwaukee, WI United States 

Jarred Zucker Psychiatry Harvard Medical 

School (South Shore) Program, Brockton- 

West Roxbury Veterans Affairs Medical 

Center, Brockton, MA United States 

Steven Zuska Diagnostic Radiology St. 




135

136 

Administration and Faculty 

Board of Trustees 

CHARLES R. MODICA, Chair 

PATRICK F. ADAMS, Secretary 

JOHN H. CUSH 

MONSIGNOR JOHN HEINLEIN 

ARTHUR MASSOLO 

LOUIS J. MODICA 

SR. JEANNE O’LAUGHLIN 

CHARLES J. ADAMS 

Officers of the University 

CHARLES R. MODICA, JD 

Chancellor 

PATRICK F. ADAMS 

Secretary 

University Administration 


Chancellor 

ALLEN H. PENSICK, PhD 

Provost 

CALUM MACPHERSON, PhD 

Vice Provost for International Program Development 

Dean, Graduate Studies Program 

Director of Research 

DENIS PAUL 

Vice Provost for Institutional Advancement 

PETER BOURNE, MA, MD 

Vice Chancellor Emeritus 

CHARLES J. ADAMS, JD 

General Counsel 

BRIAN ZWARYCH 

Chief Financial Officer 

C. V. RAO, PhD 

Dean of Students 

MARGARET LAMBERT, MA 

Dean of Enrolment Planning 

University Registrar 

Director of University Communications 

and Publications 

GREGORY J. HENDEL 

Senior Vice President and Chief Operating Officer 

JONATHAN K. ROGERS, CPA 

Vice President and Controller 

DAWNE BUCKMIRE 

Business Administrator 

JOHN A. WILBUR, III 

University Director of Operations 

ANTHONY SCHMIDT, PhD 

Executive Director, Information Technology 

DIANE BELTRANI 

Director of Financial Aid 

ANDREW J. BELFORD 

Director of Design and Project Management 

ADRIAN HAVENGA, DEd 

Director, Department of Educational Services 

JOHN McGUIRK, MA, DipLib 

Director of University Library Services 

ZURI AMERULU-MARSHALL, PhD 

Senior Associate Dean of Students 

GEORGE J. McGUIRE, MA 

Associate Dean of Students 

Director of Athletics 

SARA RABIE, PhD 


JAMES O. ROBINSON, LT. COMMANDER, RN (Ret.) 

Assistant Dean of Students 

LAURENCE DOPKIN, MD 

Assistant Dean of Students 

ROBERT RYAN 

Associate Dean of Enrolment Planning 

ROBERT L. JORDAN, PhD 

Associate Dean of Enrolment Planning for Admission 

Senior Associate Dean of Basic and Allied Health 

Sciences for the Keith B. Taylor Global Scholars Program 

COLIN DOWE 

Assistant Dean of Enrolment Planning for Admission 

NADINE BAKSH, MA 

Assistant Dean of Enrolment Planning for Registrar 

ROBERT YEARWOOD, MBBS 

Associate Dean of Graduate Studies 

RAVINDRA SHARMA, BVSC, PhD 

Associate Director of Research, Office of Research 

Assistant Dean of Graduate Studies Program, 

School of Veterinary Medicine

FEISAL BRAHIM, PhD 

Assistant Dean, Graduate Studies Program 

ANTONIA MAC DONALD, PhD 

Assistant Dean of Graduate Studies Program 

ANTHIA PARKE 

Assistant to the Chancellor 

ANN-MARIE GEORGE 

Assistant to the Provost 

DAVID LENNON, PhD 

Coordinator of Faculty and Student Services 

BRENDA COOPER-WILLIAMS, BA 

University Scheduling Coordinator 

TERRIE RODRIGUES 

University Faculty Recruitment Officer 

University Committees 

University Council of Deans 

University Senate 

Advisory Management Committee 

Board of Admission 

Financial Aid Committee 

Internal Review Board 

Judiciary Board and Student/Faculty Judiciary Board 

Library Panel 

Research and Scholarly Activities 

University Standard Exam Committee 

St. George’s University Professionalism Panel 

Non Academic Affairs Committee 

Committee for Technology-Based Teaching and Learning 

University Health Services 

STEPHEN WEITZMAN, MD 

Director 

TERRY RUTHRAUFF, PhD 

Director, Psychological Services Center 

CHAMARTHY SUBBARAO, MD 

Director, True Blue Clinic 

School of Medicine 

Administration 


Dean 


Dean of Basic Sciences 

DANIEL RICCIARDI, MD 

Dean of Clinical Development, United States 

RODNEY CROFT, FRCS, FACS 

Dean of Clinical Studies, United Kingdom 

SHIVAYOGI BHUSNURMATH, MD, FRCPath 

Dean, Academic Affairs 

THERESA MCCANN, PhD 

Associate Dean of Basic Sciences 

DAVID HOLMES, BSc (Hons), PhD, CSci, FIBMS 

Assistant Dean of Basic and Allied Health Sciences 

for the Keith B. Taylor Global Scholars Program 

JOHN F. MADDEN, MD 


Director, Office of Career Guidance and Student 

Development 

ANTHONY PAPARO, PhD 


R. DUNCAN KIRKBY 

Assistant Dean of Students, School of Medicine 

(Graduate Studies) 

SHUBHRA BARUAH, MBBS 

Assistant Dean of Students, Keith B. Taylor 

Global Scholars Program 

FRANCES MCGILL, MD 

Associate Dean of Clinical Studies, United States 

DAVID LOUIS BROWN, PhD, MD 


ORAZIO GILIBERTI, MD 


RICHARD SUMMERFIELD, MB, MA, BCHIR, FFARCS 

Associate Dean of Clinical Studies, United Kingdom 

Associate Dean of Students, United Kingdom 

MARIOS LOUKAS, MD, PhD 

Assistant Dean of Basic Sciences 


137


138 

GARY ISHKANIAN, MD 

Assistant Dean of Clinical Studies US 

LINDA ANZALONE, PhD 

Director of Distributive Education 

SUSAN CONWAY, RN, MBA 

Director of Student Health Records 

LESLIE MARINO 

Assistant to the Dean 

COURISSE KNIGHT, MA 

Director of the Premedical Program 

School of Medicine Committees 

School of Medicine Council of Deans 

Executive Council of Deans 

Curriculum Committee 

Basic Science Curriculum Committee 

Clinical Council 

Executive Clinical Councils–US and UK 

Chairs Council 

Committee on Academic Progress and Professional Standards 

Executive Committee on Academic Progress and 

Professional Standards 

Committee on Admission 

School of Medicine Professionalism Committee 

Faculty Senate 

Executive Committee 

Division of Basic Sciences Committees 


Curriculum (Faculty/Administrative) 

Student Academic Affairs 

Faculty Affairs 

Division of Clinical Science Committees 


Curriculum 

Student Academic Affairs 

Faculty Affairs 


Basic Sciences Faculty 


ROBERT L. JORDAN, PhD 

Administrative Chair and Professor of Anatomy 

MARIOS LOUKAS, MD, PhD 

Chair and Professor of Anatomy 

FEISAL BRAHIM, PhD 

Professor of Anatomy 

C. V. RAO, PhD 


ANTHONY PAPARO, PhD 

Professor of Histology and Cell Biology 

ROBERT HAGE, MD, PhD, DLO, MBA 


BRIAN CURRY, PhD 


DANNY BURNS, PhD 


JACQUES GILLOTEAUX, DSc, EdM 

Professor of Histology and Cell Biology 

FRANCIS FAKOYA, PhD 

Associate Professor of Histology and Cell Biology 

VIJAYA SAMUEL, PhD 

Assistant Professor of Histology and Cell Biology 

ERIC KOPPELMAN, PhD 


ABHISHEK YADAV, MBBS 

Assistant Professor of Anatomy 

MATHANGI GILKES, MBBS 


EWARLD MARSHALL, MD 

Assistant Professor of Anatomy 

WILLIAMS MERBS 

Instructor of Anatomy 

ALENA WADE, MD 


RAHEL HOOD, MD 

Instructor of Anatomy

KATHLEEN BUBB, MD 


RACHAEL GEORGE, MD 


OLUSEGUN AYODEJI OJO, MBBS 

Clinical Tutor of Histology and Cell Biology 

OLUWADAMILOLA SOYEMI, MBChB 


ADEOLA ADESOKAN, MBChB 


SAI PRASHANTH PALEPU, MBBS 


NATHALIE ROBINSON, MD 


BILLY ADELEKE-ASALU, MD 


Part-Time Professors 

PETER ABRAHAMS, MBBS 


T. S. RANGANATHAN, PhD 

Professor of Embryology 

T. V. N. PERSAUD, PhD, MD, DSc, FRCPath 


DEON FORRESTER, MD 


CHUKU OKORIE, MBChB 


Visiting Professors 

J. ROSS MCCLUNG, PhD 

Associate Professor, Virginia Commonwealth University 

T. P. WELCH, MBBS, FRCS 

Professor, Cambridge University 

BERNARD MOXHAM, PhD 

Professor, University of Wales 

ROBERT O. KELLEY, PhD 

Professor, University of Wyoming 

DAVID CORMACK, PhD 

Professor, University of Toronto 

M. N. GOLARZ DE BOURNE, PhD 

Emory University School of Medicine 

DOUGLAS PAULSEN, PhD 

Director of Graduate Studies, 

Morehouse School of Medicine 

CHRISTINA FERGUSON, PhD 

University of Edinburgh 

DAVID AKER, PhD 

Temple University School of Medicine 

ANTHONY FASANO, PhD 

Village Forge Rehab and Wellness Centre 

ELIZABETH LOUIE, MD 

Hollwood Medical Center 

LAWRENCE M. ROSS, PhD 

University of Texas 

GEORGE SALTER, PhD 

University of Alabama 

DONAL SHANAHAN, PhD 

Newcastle University 

TIMOTHY STRICKLER, PhD 

Grand Valley State University 

R. SHANE TUBBS, PhD, PAC 

University of Alabama 

FRANK J. WILSON, PhD 

Robert Wood Johnson Medical Center 


JOHN P. PETTUS, PhD 

Co-Chair and Professor of Behavioral Sciences 

BRENDA KIRKBY, PhD 

Co-Chair and Professor of Behavioral Sciences 

ZURI AMULERU-MARSHALL, PhD 

Professor of Behavioral Sciences 

THERESA MCCANN, PhD 

Professor of Behavioral Sciences 


Professor of Medical Jurisprudence 


139


140 


NATALIE BLADES, PhD 

Dept. of Statistics 

Brigham Young University, Utah 

DOOLEY GOUMENIOUK, MD 

Department of Anesthesiology, Pharmacology, 

and Therapeutics 

University of British Columbia, Vancouver, Canada 

ANTONIA MAIONI, PhD 

Department of Political Science and Institute for Health 

and Social Policy 

McGill University, Montreal, Canada 

ROBERT M. VEATCH, PhD 

The Kennedy Institute of Ethics 

Georgetown University, Washington, D.C. 

RICHARD YOUNG, J.D. 

Attorney at Law 

Biochemistry 

SHARMILA UPADHYA, MBBS, MD, DNB 

Chair and Professor of Biochemistry 

MARK WILLIAMS, PhD 

Professor of Biochemistry 

MARGIT TROTZ, PhD 


CRISTOFRE MARTIN, PhD 


ABBOUD J. GHALAYINI, PhD 


ANDREW SOBERING, PhD 

Associate Professor of Biochemistry 

MARY MAJ, PhD 

Associate Professor of Biochemistry 

FELICIA IKOLO, MSc 

Instructor of Biochemistry 

TREVOR WILDMAN, MSc 

Instructor of Biochemistry 

TOBIAS CLEMENT, BSc 

Demonstrator of Biochemistry 

Part-Time Professor 

JOHN DAVIDSON, PhD 


Bioethics 

CHERYL MACPHERSON, PhD 

Chair and Professor of Bioethics 

Part-Time 

AMBER LARSEN, MD 

Instructor of Bioethics 

Clarice Modeste-Curwen, MD 

Clinical Tutor of Bioethics 


RUTH MACKLIN, PhD 

Albert Einstein New York 

ROBERT VEATCH, PhD 

Georgetown University 

UDO SCHUKLENK, PhD 

Queens University 

MATTHEW WYNIA, MD, MPH, FACP 

Institute of Ethics, American Medical Association 

CARIN MUHR, MD, PhD 

Uppsala University, Sweden 

GAVIN BART, MD 

Hennepin County Medical Center, MN 

RUTH MILNER, BSC, MSC 

University of British Columbia 

SEAN PHILPOTT, MS, PhD, BS, BA 

Union Graduate College, Schenectady, NY 

Visiting Alumni 

ELIZABETH LOUIE, MD 

Center for Precious Minds, Florida 

JEAN-PIERRE BARAKAT, MD, PhD, MSC, SST 

Staten Island University Hospital, NY 

LLOYD FINKS, MD 

University of Tennessee Health Science Center 

MATTHEW BOLES, MD, MSC 

Oregon Anesthesiology Group, Salem Hospital 

SEBASTIAN MREITCHITZ, MD, MSC 

University of Utah

RAE CONNOLLY, MD, BS, MSC 

Sacred Heart Hospital, Temple University, PA 

REBECCA SMITH, MD, MS 

University of Pennsylvania 

Adjunct Professors 

JOHN MCGUIRK, MA, DipLib 

Professor and Director of Library Services 

KATHERINE BOURNE-YEARWOOD, MBBS 

Associate Professor of Clinical Skills 

SUZANNE PAPARO, MLIS 

Assistant Professor of Library Services 

EDWIN SPERR, MLIS 


FREDERICK KOTZE, MBChB 

Clinical Tutor of Educational Services 

JULIE LONGWORTH, LLB (HONS) 

Assistant Professor of Bioethics 


WINSTON MITCHELL, MBBS, FACS 

Chair and Professor of Clinical Skills 

PATRICK ROONEY, MB ChB, MD, FRCP 

Professor of Clinical Skills 

NARASHIMHAN PRABHAKAR, MBBS 


CHAMARTHY SUBBARAO, MBBS 


FRANCES MCGILL, MD 


WENDELL WILSON, MBBS, MD 


KATHERINE BOURNE-YEARWOOD, MBBS 


SHAZMI KHAN, MD 


JENNIFER ROONEY, MD 

Assistant Professor of Clinical Skills 

ADEKUNLE OMOLE, MBChB 

Clinical Tutor of Clinical Skills 

IBINABO ANITA PORBENI, MBBS 


JATINDER SINGH, MBBS 



VALERIE HAVENGA 


JEFFERSON BELMAR, MD 


GILLIAN BENJAMIN, MD 

Clinical Tutor of Histology 

JORGE E. DOMINGUEZ JR., MD 


KESTER DRAGON, MD 


DEBORAH ANN JOHN, MD 


DORIS KEENS-DOUGLAS, MD 


RUPERT LOUISON, MD 


BARRYMORE MACBARNETTE, MD 


MARGARET ODILI, MD 


SONIA PHILLIP, MD 


NAGESH C. RAMESH, MBBS, MD, DA 


TAM TAM SEKHAR, MBBS 


GLENDA VENTOUR-DERIGGS, MD 


KENDRA BLANCHARD, MD 


ALISTER ANTOINE, MD 


BETTY-ANN SANDY, MD 



141


142 

JOHANSEN SYLVESTER, MD 


ROBERT SEMO, MD 


Clinical Teaching Unit 

DOLLAND NOEL, MD 

Director of Medical Education Director of Clinical Medicine 

NIMZING LADEP, MBBS 

Registrar 

Educational Services 

ADRIAN HAVENGA, DEd 

Chair and Professor of Educational Services 

RICHARD BLUNT, PhD, DEd 

Director of Faculty Development 

SARA RABIE, PhD 

Director of Student Academic Support and Development 

PETER J. V. SLINGER, MA 

Supervisor, Professional Supplemental Learning Program 

BETH EWING 

Professional Supplemental Learning Program 

GERVETTE PENNY 


MARSHA NICHOLSON 


ATOM ABDULLAH 


DEBBI JOHNSON, MA 

Director, Medical Spanish Selective 

SONIA BAIRD 

Specialized English Language Program 

LAURA MCWHORTER 


HEATHER BRATHWAITE 


MICHAEL NEWKIRK, MA 


NITSA TOPALE, MA 

Supervisor, Learning Strategies Program 

BRIAN PILCHER, MS 

Learning Strategies Program 

Joanne Buckland 

Learning Strategies Program 

COURISSE KNIGHT 

Director, Preprofessional Prorams 

ARLETTE WILDMAN, MA 

Combined Degree Coordinator, BS/MD Program 

SACHA PIERRE, BA 

Assistant Coordinator, BS/MD Program 

ALTHEA MCPHAIL, BS 

Student Support Administrative Office 

ANTHIA TOKALA, MComm 


GOLDA MAHESH, BSc 


FARAH MOSHIRIAN 


MICHAEL MONINGER, PhD 

Special Projects 

Founders Library 

JOHN MCGUIRK, MA, DipLib 

Professor/Director of Library Services 

SUZANNE PAPARO, MLIS 


EDWIN SPERR, MLIS 


Pathology 

SHIVAYOGI R. BHUSNURMATH, MBBS, MD, FRCPath 

Co-Chair and Professor of Pathology 

BHARTI BHUSNURMATH, MBBS, MD (Path) 

Co-Deputy Chair and Professor of Pathology 

CAREY WILLIAMS, MD 

Assistant Professor of Pathology 

JOHN A. OKPE, MBBS 

Instructor of Pathology 

ARJUN SWAMI, MD 

Instructor of Pathology

ANUGOM CHIDI, MBBS 

Instructor of Pathology 

MAHESH PERCY, BSc 

Instructor of Pathology/Medical Technology 

GAURAV BAJAJ, MD 

Clinical Tutor of Pathology 

OKIKIADE ADEDEJI, MBBS 


ADELOLA O. ADEODU 


OLUFEMI A. ADUNSE, MBChB 


PETER AGABA, MBBA 


RASHEED AGBOOLA, MBBS 


EKENE C. EBUE, MBBS 


OKPACHU M. ECHIKWONYE, MBBS 


YVONNE M. ETOWA, MBBCH 


CHANDRAJEET S. GHUNKIKAR, MBBS 


IJEOMA JAMES-OKORIE, MBBS 


DEEPAK K. KADELI, MBBS 


PRENIAH LAFEUILLE, MD 


OLALEKAN A. OGUNSAKIN, MBBS 


OLUWASEUN S. OKE, MD 


VAJINDER SINGH, MBBS 


ROMA TEEKAMDAS, MBBS 


MICHAEL C. UBUNAMA, MBBS 


JOSEPHINE UZSOAMAKA ADUNSE, MBChB 


KABIRU MURTALA, MBChB 


FIDELIS I. IKWUEME, MBChB 


OKEKE-ODINUKWE ANSELM, MBBS 


SAFINA HAFEEZ, MD 


ALEXANDER H. WOKE, MBBS 


HENRY O. OKEKE, MBBS 


TEMITOPE O. OJO, MBChB 


EDWARD N. NWACHUKWU, MBChB 


UCHE C. MKPOZI, MBBS 



BAKRI SAEED, MD, PhD 

Professor of Pathology 

DAVID WILKINSON, PhD 

Professor and Chair of Pathology, Medical College of 

Virginia, Virginia Commonwealth University 

BERTHA GARCIA, MD 

London Health Sciences Centre 

PAUL STRAUSBAUCH, PhD, MD 

Professor, East Carolina University 

BYRON CRAWFORD, MD 

Tulane University 

JAGDISH BUTANY 

Professor, University of Toronto 

FRED JORDAN, MD 

Chief Medical Examiner, State of Oklahoma 

SUBRATA CHAKARBARTI, PhD, MD 

London Health Sciences Centre, Canada 

JENNIFER JAPAL-ISAAC, MD 

General Hospital, St. George’s, Grenada 


143


144 

CAROLE PILLINGER, MD 

University of South Carolina 

REGINA KREISLE, PhD 

Associate Professor, Purdue University 

JESSICA SHEPHERD, PhD 

London Health Services Centre, Canada 

JAISHREE JAGIRDAR, MD 

ROBERT CORLISS, MD 

University of Wisconsin Hospital and Clinic 

DHANPAT JAIN, MD 

Department of Pathology, Yale University 

ASHRAF KHAN, MD 

Department of Pathology, University of Massachusetts 

VINITA PARKASH, MD 

Yale University School of Medicine 

YAKOUB JACK KATRI, MD 

Long Island College Hospital 

ROBERT HAMMOND, MD, FRCP 

Department of Pathology, London Health Sciences Center 

MANJU PRASAD, MD 

Department of Pathology, University of Massachusetts 

DAVID RAMSAY, MBChB, FRCPC, FRCPath, MRCP 

Department of Pathology, London Health Sciences Centre, 

Canada 

MEGHA JOSHI, MD 

Department of Pathology, Lawrence General Hospital 

BRUCE WEBBER, MD 

Baptist Memorial Hospital (retired) 

SANDESH JAIN, MD 

Kidney and Hypertension Center of Central New Jersey 

KISHA MITCHELL, MD 

Yale University School of Medicine 

MONA LISA SUR, MD 

Mc Master University 

NIRAG JHALA, MD 

University of Alabama at Birmingham 

MADELEINE MOUSSA, MD 

London Health Sciences Centre 

ALLAN SCHILLER, MD 

Mount Sinai School of Medicine 

SHEFALI GOYAL, MD 

University of Washington, Seattle 

RAJIV SWAMY, MD 

Queen Elizabeth II Hospital 

Microbiology 

DAVID LENNON, PhD 

Chair and Professor of Microbiology 


Professor of Microbiology 

ATEEF QURESHI, PhD 

Deputy Chair and Professor of Microbiology 

JACQUELINE STANLEY, PhD 

Professor of Immunology 

CALUM MACPHERSON, PhD 

Professor of Parasitology 

ZARA ROSS, PhD 


JOANNA RAYNER, PhD 


SVETLANA KOTELNIKOVA, PhD 


GARY BROWN, PhD 

Associate Professor of Microbiology 

AMY BALDWIN, PhD 

Assistant Professor of Microbiology 

GRACE DOLPHIN-BOND, BSc, MedTech 

Instructor of Microbiology 

JACQUELINE JOSEPH, BSc 

Instructor of Microbiology 

GRANT LAMBERT, BSc 

Demonstrator of Pathology/Medical Technology 

AVI BAHADOOR-YETMAN, BA 

Demonstrator of Microbiology 

PETER GIESLER 


STEVICA BOSKOVIC, MD 


RAVINDRA NARAINE, MSc 

Demonstrator of Microbiology

Visiting Professor 

DONALD JUNGKIND, PhD 

Thomas Jefferson University 

Pharmacology 

LEONARDO DASSO, PhD 

Chair and Professor of Pharmacology 

T. M. REDDY, MBBS, MD 

Professor of Pharmacology 

LUCY CLUNES, PhD 

Assistant Professor of Pharmacology 

RAVEEN KATPALLY, MBBS 

Instructor of Pharmacology 

BANNUR NANDEESH, MBBS, MD 

Clinical Tutor of Pharmacology 

RONDELL BENN, MBBS 


PAUL BURNETT, MBBS 


NEHRU JUMAN, MBBS 


ORIN LIDDELL, MBBS 



SHIVAYOGI BHUSNURMATH, MBBS, MD, FRCPath 

Co-Chair of Pathophysiology 

SUBRAMANYA UPADHYA, MBBS 

Co-Chair and Professor of Pathophysiology 

OBINNA IVOKE, MBBS 

Instructor of Pathophysiology 

JOSEPH MBAZOR, MBChB 

Instructor of Pathophysiology 

JAMES GODWILL OKORIE, MBChB 

Clinical Tutor of Pathophysiology 

ENYINNAYA MERENGWA, MBBS, MPH 


OLUOMA EKEZIE-FRANCIS, MBBS 


CELESTINE CHIMA ISHIEKWENE, MBBS 


EKEZIE MOSES FRANCIS, MBBS 


OLANIYI OLAYINKA, MBChB 


OKOYE MICHAEL EMEKA, MBBS 


NGENE JOHN IFEANYI, MBBS 



DOOLEY GOUMENIOUK, MD 

University British Columbia 


ROGER COOPER, MD 

St. Barnabas Health Care System 

DAVID HOLLOMBY, MD 

University Western Ontario 

ROBERT CARL DAHL, MD 

University of Colorado 

MARK WILLIAMS, MD 

Eli Lilly Company 

SANJAY DODDAMANI, MD 

Private Practice 

DAVID COLBY, MD 


ANAND LAGOO, MD 

Duke University Medical Center 

SHANNON VENANCE, MD 

London Health Services 

BRENT WAINWRIGHT, MD 


IAN CHEN-YEE, MD 

Victoria Hospital 

SUSHMITA MIKKELINENI, MD 


JENNIFER ISSAC, MD 



145


146 

NILAY SHAH, MD 


MICHAEL FIRTH, MD 

Exempla Lutheran Medical Center 

DWIGHT MATTHIAS, MD 


TERRI LOUISE PAUL, MD 

London Health Services 

Physiology and Neuroscience 

WALTER KOLBINGER, PhD 

Chair and Professor of Neuroscience 

C. RANDALL HOUSE, PhD, DSc, FRSE 

Professor of Neuroscience 

DIRK BURKHARDT, MD 


ROBERT DUNCAN KIRKBY, PhD 


THEODORE HOLLIS, PhD 

Professor of Physiology 

OLWEN PARRY, PhD 


SEAN HOLROYD, PhD 


VIJAYA CHELLAPILLA, MD 


MARK CLUNES, PhD 

Associate Professor of Physiology 

TUULA JALONEN, PhD 

Associate Professor of Neuroscience 

BRIANA FAHEY, PhD 

Assistant Professor of Neuroscience 

KESAVA MANDALANENI, MBBS 

Assistant Professor of Neuroscience 

NOREEN ALEXANDER, MSc 

Instructor of Neuroscience 

SIREESHA NALLU, MBBS 

Clinical Tutor of Physiology and Neuroscience 

KALAYANA ATI, MBBS 


DAN PAYNE, MD 


OMKAR PUVVALA, MBBS 


SHYAM KOTNI, MBBS 


VIVEK NUGURI, MBBS 


SHARI TROTMAN, MD 


SUNEEL PARVATHAREDDY, MBBS 



Neuroscience Division 

JOHN NICHOLLS, MBBS, PhD, FRS 

Professor of Biophysics, SISSA, Trieste 

MARTIN GIZZI, PhD, MD 

Chairman of the New Jersey Neuroscience Institute, 


Professor and Chairman of Neuroscience, Seton Hall 

University 


OMUR-CINAR ELCI, MD, PhD 

Chair and Professor of Public Health and Preventive 

Medicine 

MARTIN FORDE, ScD, PEng 

Associate Professor of Public Health and Preventive 

Medicine 

ERNESTO RANDOLFI, PhD 

Professor of Public Health and Preventive Medicine 

EMMANUEL KEKU, MA, MSPH, MD 


Medicine 

HUGH SEALY, PhD, PEng 


Medicine 

MUGE AKPINAR-ELCI, MD, MPH 


ANGELA GOMEZ, PhD 


Medicine

LOCKSLEY L. MESSAM, DVM, PhD 


Medicine 

CECILIA HEGAMIN-YOUNGER, PhD 


TONY DE GROOTE, MD, MPH 

Assistant Professor of Public Health and Preventive Medicine 

SATESH BIDAISEE, DVM, MSPH 


PRAVEEN DURGAMPUDI, MBBS, MPH, MSPH 


ROHAN JEREMIAH, MPH 

Instructor of Public Health and Preventive Medicine 

KENNEDY ROBERTS, MPH 


CHRISTINE RICHARDS, MPH 


ANIKA KEENS-DOUGLAS, MPH 


BRIAN NEFF, MSc 


GERARD ST. CYR, MPH 



JACQUELINE SEALY-BURKE, LLM 


Medicine 

BETTY FINLAY, MPH 



RICHARD DICKER, PhD 


ALAN J. WARBRICK, PhD 


Visiting Professor 

JEAN COX-GANSER, PhD 

National Institute of Occupational Safety and Health 

Clinical Faculty 

Emergency Medicine 

JOSEPH FELDMAN, MD 

Director of Medical Education, Clerkship Director, 


THEODORE J. GAETA, DO 

Chair, St. George’s University School of Medicine 

Associate Director of Medical Education, New York 

Methodist Hospital 

DAVID E. HODGKINSON, BMBS, MFSEM, FRCP, FRCS, 

FCEM 

Associate Chair, St. George’s University School of Medicine 


JOHN MADDEN, MD 

Director, Office of Career Guidance and Student 

Development, St. George’s University School of Medicine 


JOSEPH BOVE, MD 


Clinical Professors 

BENSON YEH, MD 


Associate Professors 

SIMON J. BELL, MBBS, MRCP 


PRITISH K. BHATTACHARYYA, MD 


MARC A. BORENSTEIN, MD 


ADHIJIT BOSE, MBBS, FRCS, FCEM 


GARY CUMBERBATCH, FRCS, DA, FCEM 


IAN K. DUKES, BSc, MBBS, FRCS, FCEM 


JOSEPH FELDMAN, MD 

Director of Medical Education, Clerkship Director 



147


148 

BRUCE J. FINLAYSON, MBBS, FRCS, FCEM 


DAVID A. A. LEWIS, MBBS, FRCS, FCEM, CCST 


ASHES K. MUKHERJEE, MBBS, FRCS, FFAEM 


GREGORY J. ROKOSZ, DO, JD 

St. Barnabas Medical Center 

BONNIE SIMMONS, DO 


KEITH A. WALTERS, MBChB, FRCS, FFAEM 


Clinical Associate Professors 

CHINWE OGEDEGBE, MD 


JAMES PRUDEN, MD 


Assistant Professors 

BEN ASLAM, MBBS, FRCS, DA 


TERESA M. BENTLEY, FRCP, MBCHCB 

Stafford General Hospital 

RICHARD BLAYNEY, MBBChB, LRCPI, LRCSI, FRCSI, 

FFAEM 


CHRISTINE FERNANDEZ, MD 


DAVID R. GAUNT, MBBS, FRCS, FFAEM 


VIJAYSHIL GAUTAM, MBBS, DIP IMC, FRCS 


PATRICK B. HINFEY, MD 


THOMAS P. KIPPAX, MBBS, MRCP, FFAEM 


BARBARA A. MCINTOSH, MD 


EWAN MCMORRIS, MBBS, MRCS 


PATRICIA P. NOUHAN, MD 


RAJAN PAW, MBChB, MRCS, FCEM 


ARUMUGAM E. RAJARAJAN, MBBS, FRCS, FFAEM 


OTTO F. SABANDO, DO 


CHRISTOPHER SHIELDS, MD 

Clerkship Director, Lincoln Medical and Mental Health 

Center 

NICHOLAS A. STOCKDALE, MBBCh, MRCS, FCEM 


GLORIA L. TSAN, MD 


CHRISTOPHER M. TURNER, MBChB, FCEM, MCEM, 

MRCS, CCT 


MOLLIE V. WILLIAMS, MD 


ANTON WRAY, MD 


Adjunct Assistant Professors 

MICHEAL R. ZABOSKI, MD 

Trinitas Regional Medical Center 

Clinical Assistant Professors 

CARY H. CHIANG, MD 


KEVIN HEWITT, MD 


MICHAEL R. KANE, MD 


DAVID P. NECKRITZ, DO 


Instructors 

PAUL BARBARA, MD 

Associate Advisor, Office of Career Guidance and Student 

Development, St. George’s University School of Medicine

JIANG (CAROLE) CHEN 


STACEY L. FANNING, PhD 


LINDA FARBER POST, JD 


DOROTHY M. HILPMANN, BA 


Clinical Instructors 

VIKKI HAZELWOOD, PhD 


Family Medicine and General Practice 

EVERETT W. SCHLAM, MD 



Mountainside Hospital 


EMILY A. EBERT, MD 

Director of Medical Education, Arrowhead Regional 

Medical Center 


MICHAEL R. DELMAN, MD 

Clerkship Director, Southside Hospital 

NIKHIL K. HEMADY, MD 

Director of Medical Education, Doctors’ Hospital of 

Michigan 

ELBRIDGE T. HOLLAND, MD 

Clerkship Director, Overlook Hospital 

VICTOR C. JOE, MD 

Clerkship Director, Arrowhead Regional Medical Center 

GEORGE W. MILLER, MD 


KENNETH L. MOORE, MD 


Norwegian American Hospital 

JEFFREY ROSENBERG, MD 


RAOUF R. SEIFELDIN, MD 

Clerkship Director, Doctors’ Hospital of Michigan 

CLARENCE SEVILLIAN, MD 

Director of Medical Education, Doctors’ Hospital of 

Michigan 


CLAUDIA L. LYON, DO 



AMISH AGHERA, MD 

Maimonides Medical Center 

DAVID J. BEYER, MD 


ROBERT T. BOCK, MD 

Mountainside Family Practice 

KENNETH W. BOLLIN, MD 

Clerkship Director, St. John Hospital and Medical Center 

MICHAEL DELISI, MD 


KWAME O. E. FRANCIS, MD 


TOCHI IROKU-MALIZE, MD 

Director of Medical Education, Southside Hospital 

CHANDRIKA IYER, MD 


JOHN PAUL MILLER, MD 

Clerkship Director, Kern Medical Center 

JOHN MURATORI, MD 


KIMBERLY ANN ODELL, MD 


VEENA PANTHANGI, MD 


MARK R. PASCHALL, MD 


NIREN RAVAL, DO 


BARRY J. SCOFIELD, MD 

St. Johns Hospital and Medical Center 


149


150 

EMMANUEL L. G. ST. LOUIS, MD 

Clerkship Director, The Brooklyn Hospital Center 

PATRICIA WEST, PhD 



MAUNG TINT WAI, MD 



FRANK J. X. BAIN, MD 


DANIEL EZEKIEL, MD 

Clerkship Director, Vancouver General Hospital 

YLONKA GARCIA-MAROTTA, MD 


JAMES A. LAMPARIELLO, MD 


ANTHONY M. VENTIMIGLIA, MD 


Instructor 

NICHOLAS J. URBANCZYK, MD 


Clinical Instructor 

CARMINE A. MAZZELLA, DO 


Internal Medicine 

JOHN W. SENSAKOVIC, MD, PhD 


Director of Medical Education, St. Michael’s Medical Center 

JOHN A. GIBSON, MD, FRCP 


EDWARD L. ARSURA, MD 

Director of Medical Education, Richmond University 


STANLEY BERNSTEIN, MD 


Director of Medical Education, Clerkship Director, St. 

Joseph’s Regional Medical Center 

HARRY BIENENSTOCK, MD 


TIMOTHY SHELDON BRANNAN, MD 


JEFFREY BRENSILVER, MD 


MICHAEL CLEMENTS, MBBS, MD, FRCP 

Director of Medical Education, Clerkship Director, Watford 

General Hospital 

HARVEY DOSIK, MD 


MATTHEW S. DRYDEN, MD, MBBS 

Director of Medical Education, Royal Hampshire County 

Hospital 

ADEL EL-HENNAWY, MD 


FRED M. JACOBS, MD 

St. George’s University School of Medicine 

GLORIA I. FERNANDEZ, MD 


MICHAEL D. FLYNN, MBBS, MRCP, MD, FRCP 


JULIUS M. GARDIN, MD 


EDMUND W. GIEGERICH, MD 


PETER GROSS, MD 


MARTINE GUEZ, MD 


KANCHAN GUPTA, MD 


JACOB HAFT, MD 


SHAFKAT HUSSAIN, MBBS 


FARIDA KHAN, MD 

Clerkship Director, New York Methodist Hospital 

PADMANABHAN KRISHNAN, MBBS 


EDGAR LICHSTEIN, MD 

Maimonides Medical Center

CARLO LOUIS MAINARDI, MD 


HADI MANJI, MD, FRCP 

The Ipswich Hospital NHS Trust 

NAIPAUL RAMBARAN, MD 


PUNIT S. RAMRAKHA, BMBCh, MRCP 


BETH G. RAUCHER, MD 

Director of Medical Education, Lutheran Medical Center 

ROSE RECCO, MD 


DANIEL D. RICCIARDI, MD 

Dean of Clinical Development, United States, St. George’s 

University School of Medicine 

Director of Medical Education, The Brooklyn Hospital 

Center 

THEODORE G. ROSE, MD 

Director of Medical Education, Alameda County Medical 

Center 

HENRY ROSENBERG, MD 

Director of Medical Education, St. Barnabas Medical Center 

CALUM N. ROSS, MBChB, MRCP 


ALAN SACERDOTE, MD 

Woodhull Medical and Mental Health Center 

LOUIS D. SARAVOLATZ, MD 


STANLEY SHERBELL, MD 

Director of Medical Education, New York Methodist Hospital 

LEON SMITH, MD 


FRANCIS STEINHEBER, MD 


BARRY WEINER, MD 



Dean, School of Medicine, St. George’s University 



ROBERT T.FAILLACE, MD 


M. ANEES KHAN, MD 


THOMAS SANTUCCI, MD 


FAYEZ SHAMOON, MD 


JIHAD SLIM, MD 



BAQUAR BASHEY, MD 


LAMBERT N. KING, MD 

The Queens Hospital Network 

KOTRESHA NEELAKANTAPPA, MD 


FERNANDO A. PUJOL-MORATO, MD 


MIRAN W. SALGADO, MD 


HOSNY SELIM, MD 


CHARLES TWORT, MD, FRCP 



RICHARD SUMMERFIELD, MB, MA, BCHIR, FFARCS 

Associate Dean of Clinical Studies, United Kingdom, 



NASIR ABBAS, MBBS, MRCP 


MARC ADELMAN, MD 

St. Michael’s Medical Centetr 

JOLA A. ADEMOKUN, MBBS, FRCP, FRCPath, MD 


TARIQ ALI, MD, MBBS, MRCP 


MICHAEL AMOASHIY, MD 


ROBERT AMORUSO, MD 



151


152 

AMR AREF, MD 


HORMOZ ASHTYANI, MD 


SYED M. ATHAR, MBBS, FRCP, CCST 


SALMAN AZHAR, MD 


GUL BAHTIYAR, MD 


MATTHEW J. BANKS, MBChB, MRCP 


NICHOLAS BARANETSKY, MD 


SEBASTIAN BARTON, MBCHir, MD, MRCP 


IRWIN M.BERLIN, MD 


BERNARD BERNHARDT, MD 


MICHAEL J. BERNSTEIN, MD 


ELIAHU BISHBURG, MD 


STEVEN BLOBSTEIN, MD 


GLENN M. BRADY, MD 



EVAN A. BRATHWAITE, MD 


DEBRA J. BRENNESSEL, MD 


BRIAN CAMILLERI, MD, MRCP 


ANTHONY CARLINO, MD 


TITA D. CASTOR, MD 

Director of Medical Education, Clerkship Director, The 

Queens Hospital Network 

WON K. CHEE, MD 


SEGUNDINA CHUA-GAN, MD 


JIMMY CHONG, BA, MBBCh, BAO, MD, MRCPI, FRCP 


JEFFREY I. COCHIUS, MBBS 


ELLEN COHEN, MD 


ANNE MARGARET COOPER, MBChB, DRCOG, MRCP, 

MD, FRCP 


DAVID COPPINI, MD, FRCP 


TOM CRAKE, MD, MBBS, FESC, MRCP, FRCP 


SIMON D. CROWTHER, MRCP 


ROBERT CUCCO, MD 

Director of Medical Education, Clerkship Director, Coney 

Island Hospital 

PAUL A. CULLIS, MD 


VINCENT A. DEBARI, PhD 


MICHAEL DELANEY, MBBS, MRCP, MD 


MARCIA DEITZ, MD 


MARTIN J. DOHERTY, MBBS, MRCP, MD, FRCP 


KAUSHIK J. DOSHI, MD 

Director of Medical Education, Jamaica Hospital Medical 

Center 

RASHMIKANT DOSHI, MD 


PETER DUPONT, MBBCh 


CHRISTOPHER J. DURKIN, MBB, MRCP, FRCP 

Director of Medical Education, Clerkship Director, Stoke 

Mandeville Hospital 

SALLY E. EDMONDS, MBBS, MRCP, MD, FRCP 

Stoke Mandeville Hospital

HOSSAM OUDA ELFARRA, MD 


ADEL EL-HENNAWY, MD 


JIMMY E. ELIZABETH, MD 


CHRISTOPHER K. T. FARMER, MBBS, MRCP 


IAN W. FELLOWS, MBBS, FRCP 


TAREK M. FIAD, MD, MBCH, MRCP, FRCP 


NEIL C. FISHER, MD, MBBS, MRCP 


DAVID FLORES, MD 


LEISA FREEMAN, MBChB, FRCP, MRCP 


JANA GALAN, MD 

Clerkship Director, Glen Cove Hospital 

STEPHEN G. GARDNER, MBBCh, MD, MRCP, FRCP 


JENNIFER J. GARIOCH, MBChB, MRCP, FRCP 


JEREMIAH M. GELLES, MD 


DANIEL J. GIACCIO, MD 

Clerkship Director, Lutheran Medical Center 

BERNARD GITLER, MD 


ISAIARASI GNANASEKARAN, MD 


REBECCA A. GRIFFITH, MD 

Co-Clerkship Director, Morristown Memorial Hospital 

ADRIANA GRIGORIU, MD 


ALISON GROVE, MD, FRCP, MRCP, MBBChir 


SIMON A. GRUMETT, PhD 


PHILIPPE GRUNSTEIN, MD 


JOHN J. HALPERIN, MD 


PETER HANSON, MD, MA, MBBS, MRCP 

Director of Medical Education, Clerkship Director, The 

Great Western Hospital 

KAREN HENNESSEY, MD 

Lincoln Medical Center and Mental Health Center 

RAYMOND C. HILU, MD 


IAN K. HOSEIN, MD, FCAP, FRCPath 


LIAM O. HUGHES, MBBS 


TOM HYDE, MBBS, MRCP, MD 


NORMAN A. IRVINE, BSc, MBChB, FRCP 


SAUID ISHAQ, MBBS, FRCP 

Director of Medical Education, Clerkship Director, Russells 

Hall Hospital 

GARY ISHKANIAN, MD 

Associate Chair of Medicine, Assistant Dean of Clinical 

Studies, Director of Medical Education, Clerkship Director, 

Mount Vernon Hospital 

FERGUS JACK, MBBS, MBChB, MRCP 


KALYANA C. JANGA, MBBS 


SYUNG MIN JUNG, MD 


MOIZ M. KASUBHAI, MD 

Lincoln Medical Center and Mental Health Center 

MICHAEL KESSELBRENNER, MD 


ASHOK KHANNA, MD 


GEORGE D. KITAS, MD, PhD, MRCP, FRCP 


VASANTHA KONDAMUDI, MD 



153


154 

THURAISAMY O. KUMARAN, MBBS, FRCP, PhD 


DAVID KUO, MD 

Clerkship Director, Morristown Memorial Hospital 

GINA LA CAPRA, MD 


NICK J. LEVELL, MBChB, MRCP, MD, FRCP 


MICHAEL LEWKO, MD 


GEORGY A. JACOB, MD 


STEFAN LOZEWICZ, MD, MBBS, MRCP, FRCP 


HIMENDER K. MAKKER, MBBS, MD, MRCP, FRCP, DM 

Clerkship Director, North Middlesex University Hospital 

ROBERT H. MALLINSON, MRCP, MBChB 


MICHAEL MANDEL, MD 


WILLIAM McCREA, MBBCh, MRCP 


PETER MERRY, MBBS, MRCP 


YIN M. MIAO, MBBS, FRCP 


ATEF MICHAEL, MD, MRCP, MBBCh, MSc 


FREDERICK MICHAEL, DO 


RAO S. MIKKILINENI, MD 

Director of Medical Education, Clerkship Director, Jersey 

City Medical Center 

ANDREW D. MILLAR, MBBS, MD, MRCP 


STEVEN E. MINNICK, MD 


NATASHA MITHAL, MBBS, MRCP, FRCR, FRCP 


DEEPAK MOHAN, MD 


MARJORIE A. MOONEY, MD 


DIARMUID MULHERIN, MD 


ANTHONY NATELLI, MD 


SELVANAYAGAM NIRANJAN, MD 


EDUARDO C. OLIVEIRA, MD 


JAMES K. ONWUBALILI, MD, MBBS, MRCP, FRCP 


ANTONY J.F. PAGE, MBBS, FRCP 


ASHISH D. PARIKH, MD 

Co-Clerkship Director, St. Barnabas Medical Center 

JEFFREY M. PASSICK, MD 


RICHARD PINSKER, MD 

Clerkship Director, Jamaica Hospital Medical Center 

CHRISTOPHER F. E. POCOCK, MBBS, MRCP, PhD 


MAURICE POLICAR, MD 


JOHN POWELL-JACKSON, MA, MBBChir, MRCP, FRCP 

Associate Director, Office of Career Guidance and Student 

Development, United Kingdom, St. George’s University 


CRISTINA PRAVIA, MD 


DENIS RADIX, MBBCh, BAO 

Grenada General Hospital 

F. FRANCK RAHAGHI, MD 


JEYACHANDRAN RAJASEKARAN, MD 


SABIHA RAOOF, MD 


DOUGLAS J. RATNER, MD 


ASIM K. RAY, MBBS, MD 

North Middlesex University Hospital

GERRARD RAYMAN, MBBS, MD, FRCP 

Director of Medical Education, Clerkship Director, Ipswich 

Hospital NHS Trust 

MICHELLE R. REISNER, MD 


NICHOLAS T.F. RIDLEY, MBChB, MRCP, FRCP 


JOHN A. ROBERTS, MBChB, MRCP, MD, FRCP 

Clerkship Director, Royal Hampshire County Hospital 

DONALD M. ROZZELL, MD 


VIJAY RUPANAGUDI, MD 


ROBERT SAPORITO, MD 


SUNIL SAPRU, MD, MBBS 

Co-Clerkship Director, St. Barnabas Medical Center 

ACHIM SCHWENK, MD, FRCP 


CHRISTOPHER D. SCRASE, MBBChir, MRCP, FRCR 


IN SUK SEO, MD 


SHARON SELINGER, MD 


AJEYA SHETTY, MD 


NICOLE SIMON, MD 


RON D. B. SIMON, MBBS, MRCP 


TODD L. SIMON, MD 


PRADIP SINGH, MBBS, MD, MRCP 


LAURENCE A. SMOLLEY, MD 


JONATHAN SNOOK, BMBCh, MRCP, FRCP 

Clerkship Director, Poole General Hospital 

PAUL STEVENS, BSc, MBBS, MRCP, FRCP 


IAN STURGESS, MBChB, MRCP, FRCP 


RANJITH W. SUMATHIPALA, MBBS, FRCP, MRCP 


BEATRICE A. SUMMERS, MD 


AVRAHAM TAL, MD 


DAVID TARVER, MBBS, MRCP, FRCR 


CARYS THOMAS, MBBS, MRCP, FRCR 


MOHAN R. THOMAS, MBBS, MD, MRCP 


CRAIG A. THURM, MD 


HILARY TINDALL, MD, MBChB, MRCP, FRCP 


NICOLA J. TREPTE, MBBS, MRCG, FRCP 


JOHN E. VAN de PETTE, MBBS, BSc, MRCS, FRCPath, 

FRCP 


AMAN A. VAZIR, MD 


SARA L. WALLACH, MD 

Clerkship Director, Monmouth Medical Center 

FREDERICK WEISBROT, MD 


MICHAEL J. WELDON, MD, MRCP 


LINDA P. WILLIAMS, MD 


LYN WILLIAMSON, BMBCh, MRCP 


JENNIFER Z. WIMPERIS, MB, BSM, DM, FRCPATH, FRCP 


ROBIN WINTER, MD 

Director of Medical Education, Clerkship Director, JFK 


PAUL A. WOODMANSEY, MBChB, MRCP 



155


156 

PHILIP XIAO, MD 


MICHAEL F. YACOUB, MD 


CHI YUEN YAU, MA, MBBCHIR, MRCP 


PAUL YODICE, MD 


FRANK YUPPA, MD 


MUHAMMAD M. ZAMAN, MD 


Adjunct Associate Professors 

DEBRA J. BRENNESSEL, MD 


RAND DAVID, MD 


JOSEPH FARRAYE, MD 


MIRELA C. FEURDEAN, MD 


JEAN K. FLEISCHMAN, MD 


LAWRENCE M. REICH, MD 


ISSAC SACHMECHI, MD 



WALID BADDOURA, MD, 


LEONARD BERKOWITZ, MD 


LYN BERRY, MD 

Alameda County Hospital, Highland Campus 

RUDOLF L. BORGSTEIN, MBBS, FRCP 


DAVID JOHN DICK, MD, MBChB, MRCP, FRCP 


COLIN FEENEY, MD 


GARTH O. GEORGE, MD 


LISANDRO IRIZARRY, MD 


SHEELA KAPRE, MD 

Clerkship Director, San Joaquin General Hospital 

MICHAEL KNEE, MD 


NARINDER M. KUKAR, MD 


STEVE LEQUERICA, MD 


STEVEN SIEGEL, MD 


ROBERT SOLIS, MD 


AUDANIS VERTUS, MD 

Director of Medical Education, Clerkship Director, Kings 

County Hospital Center 

STEPHEN D. YEE, MD 

Alameda County Medical Center, Highland Campus 


MUHAMMAD ABDULLAH, MD 


USMAN ALI, MD 


FARHAD ARJOMAND, MD 


SULAIMAN AZEEZ, MD 


RAMIN BAGHAI-RAVARY, MD 


SABIHA S. BANDAGI, MD 


ANOMADARSHI BARUA, MD 


PRASANTA BASAK, MD 

Sound Shore Medical Center

SANAA BDIIWI, MD 


ANDREW M. BEALE, MD 


WILLIAM J. BENNETT, MD 

Director of Medical Education, Glen Cove Hospital 

SILVIA BERCOVICI, MD 


DAVID A. BLUM, MD 


JACK BOGGOSIAN, MD 


ALLA BOGORDOVSKY, MD 


CHRISTOPHER BOOS, MD, MBBS 


W. JAMES BRESNAHAN, MD 


KAREN J. BROWNER-ELHANAN, MD 


GARY CAMPBELL, MBChB, MRCP 

Clerkship Director, Norfolk and Norwich University Hospital 

LUCIEN CARDINAL, MD 


JOSEPH E. CASINO, MD 


CHANDRA B. CHANDRAN, MD 


SUDHEER S. CHAUHAN, MD 


THANDAVABABU CHELLIAH, MD 


YAW-LING CHEN, MD 

Co-Clerkship Director, Woodhull Medical and Mental 

Health Center 

JOSEPH P. CLEARY, MD 



RONNY A.COHEN, MD 


RICHARD CONWAY, MD 


MICHAEL D. DELISI, MD 

Clerkship Director, St. Joseph’s Regional Medical Center 

RAMESH DHARAWAT, MD 


KETAN K. DHATARIYA, MD 


SUKRUT DWIVEDI, MD 


F. SANTI DI FRANCO, MD 

Clerkship Director, Flushing Medical Center 

VIHREN G. DIMITROV, MD 


Center 

LEONARD DIRE, MD 


SHAMS Ud Duja, MBBS, MRCP 


KATHERINE ENTWISLE, MD 


ANDRE FEDIDA, MD 


ELIE FEIN, MD 


RICHARD C. FELDSTEIN, MD 


ANDRAS FENYVES, MD 


ARIEL FERNANDEZ, MD 



E. JANE FLINT, MD, MBChB, MRCP 


PETER D. FOWLER, BSc, MBBS, FRCP 


NORRIS FOX, MD 


ELENA FROLOVA, MD 


PETER E. GALLERSTEIN, MD 


ALBERT FTIHA, MD 



157


158 

SETH L. GENDLER, MD 


TIMOTHY J. GILBERT, MBBS, FRCP 


GREGORY GOIKHBERG, MD 


ANDREW GRAHAM, MD, CCST, MRCP, MBBChir, BA 


MICHELE HALPERN, MD 


PAUL HARRISON, MBBS, FRCP 


JEREMY HENSON, MD 


STANLEY B. HOLSTEIN, MD 


JOHN HOO, MD 


MINDY HOUNG, MD 


RICHARD HOWARD-GRIFFIN, FRCA 

Ipswich Hospital 

MEMON ILLAHI, MBBS 


JOSEPH JAEGER, DrPH 

Director of Medical Education, Monmouth Medical Center 

STEPHEN JESMAJIAN, MD 

Director of Medical Education, Clerkship Director, Sound 

Shore Medical Center 

KELL N. JULLIARD, MA, MFA 


AVIR KAGAN, MD 


SERGEY KALITENKO, MD 


LAKSHMI KAPADIA, MD 


NEELIMA KETHINENI, MD 


GULAM M. KHAN, MBBS, MS, FRCS 


DORIS A. KODUAH, MD 

Clerkship Director, Newark Beth Israel Medical Center 

STEPHEN KWON, MD 


KAMESWARI D. LAKSHMI, MD 


RICHARD T. LANDRES, MD 


JOHN B. LATHAM, MBChB, FRCR 


ANGEL A. LAZO, JR., MD 


JEFFREY A. LEDERMAN, MD 


ANDRE LEONARD, MD 


JEFFREY L. LEVINE, Ph.D. 

Director of Medical Education, Atlantic Health System 

ANATOLY LEYTIN, MD 


DONNA MARIE LOSCO, MD 


SURENDRAKUMAR MAHADEVIA, MD 


CHARBEL MAKSOUD, MD 


MARINA MARGULIS, MD 


MARIA S. MARITATO, MD 

Co-Clerkship Director, Woodhull Medical and Mental 

Health Center 

WILLIAM M. C. MARTIN, MD 


RAY M. P. MATHEW, MBBS, MRCP 

Clerkship Director, Stafford General Hospital 

ABU SALEH MATIN, MD 


JYOTI MATTA, MD 


DUNCAN C. MCNAB, FRACP, MPhil, MBBS 

Ipswich Hospital

MARC E. MELINCOFF, DO 


CHARLENE MILNE, MD 


BROOKS A. MIRRER, MD 


SUNITA R. MISTRY, MD 

Clerkship Director, Alameda County Medical Center, 

Highland Campus 

PLACIDO MORANO, MD 


SURANJAN MUKHERJEE, MD, MBBS, FRCP, MRCP 


STEPHEN M. MULROONEY, MD 


MOHAMMED MUNIR, FRCOI, MRCP, MBBS, DTC, DIP 

CARD, DGM 


SHAUN NAKASH, MD 


CHALAPATHY NARISETY, MD 


CIPRIAN NEDELCU, MD 


DEMSAS NEGASH, MD 


ANDREA M. NISSENBAUM, MD 


LEONARD G. NOVARRO, MD 


ANDREW OSWELL, MA (ED), MBChB, MRCP 


DARSHAN D. PANDIT, MBBS, MD, MRCP 


AVANI A. PATEL, MD 


RAJNIKANT B. PATEL, MD 


SANGITA PATEL, MBChB, MRCP 


S. PATHMANANDAM, DMRD, FRCR 


ANNE PICCIANO, MD 


DANIEL H. POMERANTZ, MD 


DONALD LOUIS POWELL, MD 


ALAN S. RAGLAND, DO 


BARRY RAPIER, MD 


MAZYAR ROUHANI, MD 


CHARLES A. RUVOLO, MD 


MOHSEN SADAAT, DO 


KORDO B. A. SAEED, FRCPath, MSc, MBChB 


JAMES SAFFIER, MD 

Director of Medical Education, San Joaquin General 

Hospital 

RICHARD SAITTA, MD 


SOHAIL N. SHAIKH, MD 


SHARANABASAPPA SHETTY, MD, MRCP 


VIJAY S. SHETTY, MD 

Director of Medical Education, Maimonides Medical Center 

KUNIGAL SHIVAKUMAR, MBBS, MD, MRCP, FRCP 


PAVEL G. SHULMAN, MD 


DARBY SIDER, MD 


HILARY D. SINCLAIR, MD, MBBS 


IBRAHIM N.SOLIMAN, MD 


SUNDARA R. SRIDHAR, MD 



159


160 

FRANK M. TAMARIN, MD 


LOUIS-HERVE THELUSMOND, MD 


WARREN M. WALKOW, MD 


JANINE L. WRIGHT, MBBS, MRCP 


ANDREW C. YACHT, MD, MS 

Clerkship Director, Maimonides Medical Center 

MILA YAKOBY, MD 


ROBERT YARRISH, MD 


LINUS M. YOE, MD 


RAKHMIN YUSUPOV, MD 


RAMIRO ZUNIGA, MD 



VASANTHI ARUMUGAM, MD 

Co-Clerkship Director, The Queens Hospital Network 

NATALIA CALDERON, MD 


GEORGE N. CORITSIDIS, MD 


MICHELE ELKINS, MD 


SHARAD JAITLY, MD 


GAY PERESS, MD 

Clerkship Director, The Queens Hospital Network 

ROBERT THOMPSON, MD 



DIANE ALLEGRA, MD 


SUNG Y. SON CHAE, MD 


WILLIAM CHENITZ, MD 


GUNWANT K. GURON, MD 


TRANICE D. JACKSON, MD 

Director of Medical Education, Lincoln Medical and Mental 

Health Center 

GARY KOSC, MD 


CHRISTOPHER J. MAGNIFICO, MD 


JOHN P. METZ, MD 


VINUTA MOHAN, MD 


H. SUDHAKAR PRABHU, MD 


STEVE SACKRIN, MD 


DEEPAK SHRISVASTAVA, MD 


ALAN LLOYD ST. BERNARD, MBBS 


H. SUDHAKAR PRANHU, MBBS 


HITENDRA C. UPADHYAYA, MD 


RICHARD S. ZITO, MD 


Instructors 

SHAREN ANGHEL, MD 


DANILA DELIANA, MD 


ASHRAF ELNAWAWI, MD 


ALINA LAZIS, RPA 

The Brooklyn Hospital Center

AILEEN NOVERO, MD 

Clerkship Director, Richmond University Medical Center 

NOREEN SAKOWITZ-COHEN, MD 



SURYANARAYAN ANAND, MD 



PAUL H. KASTELL, MD 

Interim Chair, St. George’s University School of Medicine 

Director of Medical Education, Woodhull Medical and 

Mental Health Center 

RICHARD H. SCHWARZ, MD 

Associate Chair, Maimonides Medical Center 

SIMON CROCKER, MBBS, LRCP, MRCS, DOBSTRCOG, 

FRCOG 

Associate Chair, Norfolk and Norwich University Hospital 

CAROL GAGLIARDI, MD 


MARTIN L. GIMOVSKY, MD 


IFFATH A. HOSKINS, MD 


MICHAEL LEVGUR, MD 


BRIAN A. MASON, MD 


FRANCES MC GILL, MD 

Associate Dean of Clinical Studies, United States, Associate 

Dean of Students, St. George’s University School of Medicine 

RICHARD C. MILLER, MD 


HOWARD L. MINKOFF, MD 


MICHAEL MORETTI. MD 


SAMBIT MUKHOPADHYAY, MBBS, MD, MRCOG 


STANLEY OKOLO, FWACS, MRCOG 


EDWARD J. WOLF, MD 



MANUEL ALVAREZ, MD 


RICHARD V. GRAZI, MD 


ROGER P. KIERCE, MD 



LIAT ELMA APPLEWHITE, MD 


NATALIE I. BILENKI, MD 


DANA K. BRYANT, MD 


TRACI C. BURGESS, MD 


MICHAEL CABBAD, MD 


TYRONE T. CARPENTER, MBBS 


KIRK A. J. CHIN, MBBS 


WILFRIDO J. DIANZON, MD 


JILL E. DIXON, MBBS, MRCOG 


MITCHELL P. DOMBROWSKI, MD 


ANURADHA DUA, MD 


ABUBAKER ELMARDI, MBBCh, MRCOG 


FRANCES A. EVANS, MBBS, FRCS, MRCOG 


ABIODUN FAKOKUNDE, MBBS, FWACS, MRCOG 



161


162 

GARRY FRISOLI, MD 


ABHA GOVIND, MBBS, DGO, MRCOG 


ROBERT A. GRAEBE, MD 


FRANCOISE H. D. HARLOW, MBBS, MRCOG 


MICHAEL HEARD, MB, MRCP, MRCOG 


RICHARD J. W. HENRY, MBBS, FRCS, MRCOG 

Director of Medical Education, Clerkship Director, Poole 

General Hospital 

JOSEPH R. IVAN, MD 


BALROOP JOHAL, MD 


RAKSHA JOSHI, MBBS, MS, MRCOG 


GREGORY J. KAUFMAN, MD 


MONA KHADRA, MBBCh, MRCOG 


ALDO D. KHOURY, MD 


HENRY LAM, MD 

Clerkship Director, Flushing Hospital Medical Center 

JOSEP M. LLAHI-CAMP, MRCOG 


KEITH A. LOUDEN, BMBS, DM, FRCOG 


CYRUS O. MCCALLA, MD 

Clerkship Director, Woodhull Medical and Mental Health 

Center 

RAY MERCADO, MD 


Center 

EDWARD MORRIS, MBBS, MRCOG, MD 


SUSHMA NAKRA, MD 

Clerkship Director, Coney Island Hospital 

HARINI NARAYAN, MBBS, DGO, FRCOG 


JOSEPH NIETO, MRCOG, LMS 


MALCOLM PADWICK, MBBS, MD, MRCOG, FRCOG 

Clerkship Director, Watford General Hospital 

MICHAEL F. PRYSAK, MD 


NAGY RAFLA, MBChB, FROCOG, MOG 


JACLYN L. ROBERTS, MD 


ROBERT J. SAWDY, MBBS, MRCOG 


MICHAEL SBARRA, MD 

Clerkship Director, Hackensack University Medical Center 

PAUL T. SCHNATZ, MD 

Clerkship Director, Providence Hospital and Medical Center 

ELI SERUR, MD 


ANITA SINHA, MD 

Clerkship Director, The Great Western Hospital 

RICHARD P. P. SMITH, PhD, MBChB, MRCOG 


KATHARINE P. STANLEY, MBChB, MRCOG 


ADRIAN P. WARWICK, MBChB, MRCOG 

Clerkship Director, Russells Hall Hospital 

WAI-CHEONG YOONG, MBBCh, BAO, MRCOG, MD, 

CCST 



SHOSHANA HABERMAN, MD 


ANGELA KERR, MD 


JOHN A. KINDZIERSKI, MD 


ROBERT A. MASSARO, MD 

Clerkship Director, Monmouth Medical Center


RENEE F. BEHRENS, MD 


DAVID BINDER, MD 


GAIL BRENNER, MD 


MAHAMARAKKALA. S. DE SILVA, MBBS, PLAB, MRCOG 


TIMOTHY J. DUNCAN, MBBS 


SHERMAN DUNN, JR., DO 


EUGENE ELLIS, MD 


THOMASENA L. ELLISON, MD 


SANTO G. FIASCONARO, MD 


NEERAJ GOSWANY, MD 


FAYEZ GUIRGUIS, MD 


DAVID C. HANDWERKER, MD 


EMAD A. HASHEMI, MD 


TIMOTHY C. HILLARD, BM, DM, MRCOG, FRCOG 


RUSSELL R. HOFFMAN, MD 


MINUCHEHR KASHEF, MD 


OYENIKE KILANKO, MD 


KAREN L. KOSCICA, MD 


CASSIE LAASCH, MD 


IOSIF LANGSZNER, MD 


SANFORD M. LEDERMAN, MD 


MICHAEL LEWIS, MBBS, FRCS 


VIVIAN LO, MD 


DIPAK MAJUMDAR, MBBS, MRCOG, FRCOG 


KWAKUVI A. MANIGAR, MD 


MARC MONCRIEFF, MD, FRCS 


DONALD T. MORRISH, MD 


JASMIN MOSHIRPUR, MD 


IMAD S. MUFARRIJ, MD 

Director of Medical Education, Clerkship Director, Holy 

Cross Hospital 

PRADIP MUKHERJEE, MD 


KATE NEALES, MBBS, FRANZCOG, MRCOG 

Clerkship Director, Kent and Canterbury Hospital 

DAISY M. NIRMAL, MD 


OLUSEGUN L. OLUJIDE, MBBS, MRCOG 


SIMON PAIN, MBBChir, FRCS 


MANUEL PILI, MD 


MICHAEL C. PITTER, MD 


TOD J. ROTHSCHILD, MD 


RALPH L. RUGGIERO, MD 


REGINALD J. RUIZ, MD 


ANNE M. SCHNEIDER, MD 



163


164 

JEAN-JU SHEEN, MD 


MEDHA SULE, MD 


CLAUDINE M. SYLVESTER, MD 

Clerkship Director, St. Barnabas Medical Center 

ELENITA TAGLE, MD 


CALVIN E. THOMAS, MD 


AYCAN TURKMEN, MD 


SHYLA R. VENGALIL, MD 


NATHAN WAGSTAFF, MD 


ANN M. WOO, MD 


DEBRA J. WRIGHT, MD 


AHMED S.YOUSRY, MD 

Clerkship Director, Jersey City Medical Center 

DONGPING ZHANG, DO 



KOLAWOLE AKINNAWONU, MD 


ANDREW DITCHIK, MD 


ALEKSANDR M. FUKS, MD 


ISHA MEHTA, MD 


CARLA S. ROGERS-HENRY, MD 


MOLHAM M. SOLOMON, MD 

Clerkship Director, The Queens Hospital Network 

ANN M. WOO, MD 


Instructors 

TATIANA AMBARUS, MD 


NIKOLAUS FEIER, MD 


GARY J. FIASCONARO, MD 




GERTRUDES J. FRANCISCO, MD 


RASHIDA B. N’GOUAMBA, MD 


Adjunct Instructors 

TERESA GIL, MD 


Pediatrics 

Professors 

PHYLLIS WEINER, MD 


DAVID SCHAPIRA, MBBS, MRCP 



KENNETH BROMBERG, MD 


BEATRIZ CUNILL-DE SAUTU, MD 


THOMAS J. DALEY, MD 


WILLIAM DEBRUIN, MD 


MARIA L. DUENAS, MD 


ROBERTO A. JODORKOVSKY, MD 


SUSAN J.MARGOLIN, MD 

St. Barnabas Medical Center

COLIN A.S. MELVILLE, MBChB, MRCP, MRCPCH 


STEVEN G. PAVLAKIS, MD 


ALI RABBANI, MD 

Director of Medical Education, Clerkship Director, St. John 

Hospital and Medical Center 

NAIPAUL RAMBARAN, MD 


WARREN SEIGEL, MD 


TIMOTHY S. YEH, MD 



RANI SIMON GEREIGE, MD 



JOHN T. ADAMS, MD 


ALOK BHUTADA, MD 


JEFFREY BOSCAMP, MD 


ANTHONY S. COHN, MBBS, MRCP 


ROGER W. COOPER, MD 


JUSTIN DANIELS, MBBS, MRCP 


NINAD DESAI, MD 

Clerkship Director, Kings County Hospital Center 

PRAVIN R. DESAI, MD, MBBS 


MARK P. DYKE, MBChB, MRCP 

Director of Medical Education, Clerkship Director, Norfolk 

and Norwich University Hospital 

HONGSHU FENG, MD 


BELEN A. FINEZA, MD 


KEITH D. FOOTE, MBBS, DCH, MRCP, LMCC, FRCPCH 


ELLIOT M. FRIEDMAN, MD 


MOHAMED I. GAFFOOR, MD 


MELVIN GERTNER, MD 


JAMES D. GOULD, MBChB, MRCP, FRCP 


LUCY GRAIN, MBChB, MRCP 


MADHU B. GUDAVALLI, MD 


GILBERT HERZBERG, MD 


JOSEPH A. HOLAHAN, MD 


AJEY JAIN, MD 


SCOTT M. KLEIN, MD 


JUAN C. KUPFERMAN, MD 


MICHAEL LAMACCHIA, MD 


SUSAN J. MARGOLIN, MD 


NEIL MARTIN, MD, MBBS, MRCP 


AZAD B. MATHUR, MD 


ALAN J. MELTZER, MD 


SUSHMITA MIKKILINENI, MD 


RICHARD L. MONES, MD 


MARY-ANNE MORRIS, MD, MBBS, MRCP, FRCPPCH 



165


166 

BHIM SEN NANGIA, MD 


WENDY P. NEAL, MD 


TIMOTHY P. NEWSON, MD 


STEPHEN PERCY, MD 


JENNIFER L. PINTILIANO, MD 


ANURADHA PRABHU, MD 


SARAH A. RAWSTRON, MD 


ASHLEY REECE, MBChB, MSc, MRCPCH 


LUIS RODRIGUEZ, MD 


JOSHUA ROSENBLATT, MD 

Director of Medical Education, Newark Beth Israel Medical 

Center 

SWAYAMPRABHA SADANANDAN, MD 


JULIAN M. SANDELL, MBBS, MRCP, FRCPH 


ARVIND R. SHAH, MD, DCH, MRCP, FRCPCH 


JEFFREY B. SUSSMANE, MD 


KISHOR K. TEWARY, MBBS, MD, MRCP, MRCPCH, 

FRCPCH 


MARK P. TIGHE, MD 


THOMAS T.M. TSANG, MBBS, FRCP 


GIORA E. WINNIK, MD 


STANLEY ZENGEYA, MRCP 



MICHELE A. DYAN, MD 


MARGARET C. FISHER, MD 


LUDOVICO GUARINI, MD 


LESLIE A. HAYES, MD 


ABRAHAM JELIN, MD 


HARRY S. KAPLOVITZ, MD 


GABRIEL S. KUPCHIK, MD 


TERESA M. LEMMA, MD 


HERNANDO J. LYONS, MD 


MICHAEL G. MARCUS, MD 


JOHN J. MESSINA, MD 


PRAMOD NARULA, MD, MBBS, DCH 


BEVERLY NELSON, MD 


PATRICK V. PERIN, MD 


ALBERT SANZ, MD, FAAP 


SHARANJEET SINGH, MD 


OLA SMITH, MD 

William Harvey Hospital 

ADEL M. ZAUK, MD 

St. Joseph’s Regional Medical Center


LOUISDON PIERRE, MD 



IQBAL N. ALLARAKHIA, MD 


GINA L. ALLEGRETTI, MD 


BETTY ANSONG-ASSOKU, MD 


NWANDO A. ANYAOKU, MD 


WONDWESSEN BEKELE, MD 


JEFRY L. BIEHLER, MD 

Director of Medical Education, Clerkship Director, Miami 

Children’s Hospital 

RENATO S.CASABAR, MD 


GEORGE CHAI, MD 


YAW LIM CHEN, MD 


A. MAKSUD A. CHOWDHURY, MD 


SONIA B. CRUZ, MD 


MARCUS E DEGRAW, MD 


RICHARD DEGROOTE, MD 

Clerkship Director, Monmouth Medical Center 

FRANCIS J. DEVITO, MD 


MARIA C.ESPIRITU-FULLER, MD 


RAND S. FARJO, MD 


MARK J. FENSTER, MD 


VENKATESH S. GANGADHARAPPA, MD 


EMAD A. GHALY, MD 


SHOMIK GHOSAL, MBBSM MRCP, FRCPCH, MD 


DAKSHAYANI GUTTAL, MD 


BASEL HAMZEH, MD 


RONALD D. HERTZ, DO 


ZALA IBRAHIM, MBChB, MRCP 


LEWIS M. KRATA, MD 


LEORAH LANDMAN, MD 


PATRICK LEBLANC, MD 


MARGARET LEVITT, MD 


CLAUDE LIGENZA, MD 


TATYANA LIPTSYN, MD 


TANIA MANGONES, MD 


LISA A. MARRERO, MD 


LUIS C. MARRERO, MD 


TARA A. MATTHEWS, MD 


FATEMA P. MEAH, MD 


MARSHA MEDOWS, MD 


JOEL S. MENDELSON, MD 



167


168 

MARIAN P. MILLER, MD 


GAINES M. MIMMS, MD 

Clerkship Director, Morristown Memorial Hospital 

ANAND S. MOHITE, MD, MBBS, MRCP 


RAKESH MUDGAL, MBBS, MD, MRCPCH 


VASANTA R. NANDURI, MBBS, MRCP, MD, FRCPCH 


SHALU NARANG, MD 


RACHEL O’BYRNE, MD 


CLEMENTINA O. OKUNPOLOR, MD 


SHASHIKALA PILLAI, MD 


CHANIYIL A. RAMESH, MBBS, MRCP, FRCPCH 


FRANK RATZKEN, MD 


STACEY RIFKIN-ZENENBERG, DO 


SERAFIN A. SALES, MD 


ERIC S. SCHOTTENFELD, MD 


AZIZA S. SEDRAK, MD 


ARVIND SHARMA, MD, MBBS, MRCP 


MANZUR A. SHEIKH, MD 


JON F. SICAT, MD 


ANOOP SINGH, MD 


MAMATHA SUNDARESH, MD 


RENUKA VERMA, MD 


INGRID A. WALKER-DESCARTES, MD 


MELISSA C.WALLACH, MD 


STEPHEN F. WANG, MD 


GRACIELA WETZLER, MD 


DOUGLAS K. ZIEGLER, MD 



THAINA ROUSSEAU-PIERRE, MD 


ROSALIE F. SIA, MD 


MARCY STEIN-ALBERT, MD 



IRA STEPHEN AJL, MD 


JEREMIAH T. CLEVELAND, MD 


CYNTHIA J. KATZ, MD 


BRIAN R. MCMAHON, MD 


YEKATERINA SITNITSKAYA, MD 


Center 

Instructors 

M. BASSEM DEKELBAB, MD 


LISA C. HUO, MD 

Maimonides Medical Center


JERRY WATMAN, MD 


Psychiatry 

AMY S. HOFFMAN, MD 



MARVIN H. LIPKOWITZ, MD 



DAVID BROWN, MD, PhD 

Associate Dean of Clinical Studies, United States, 


NAS CHOUDRY, MBCHB, FRCPSYCH 

Associate Chair, St. Ann’s Hospital—Poole 

WILLIAM M. GREENBERG, MD 


RONNIE G. SWIFT, MD 


Metropolitan Hospital Center 

SEETH VIVEK, MD 


ARNOLD WINSTON, MD 

Director of Medical Education, Beth Israel Medical Center 


SOMA GANESAN, MD 

Director of Medical Education, Vancouver General Hospital 


JOSPEH P. MERLINO, MD 

Clerkship Director, Kings County Hospital Center 


RENUKA ANANTHAMOORTHY, MD 


HOWARD BERKOWITZ, MD 


PAGE BURKHOLDER, MD 


DANIEL C. CHEN, MD 


DIEGO COIRA, MD 


PAUL E. CULLEN, MD, MBBCH, MRCPSYCH 


SUDIPTO DAS, MD 

Director of Medical Education, St. Ann’s Hospital—Poole 

RICHARD S. DEUCHER, MD 


LAURENCE E. DOPKIN, MD 

Associate Director of Medical Education, Lincoln Medical 

and Mental Health Center 

BRIAN C. DOUGLAS, MBCHB, MRCPSYCH 


St. Ann’s Hospital—London 

ELLEN EISENSTADT, MD 

Clerkship Director, Beth Israel Medical Center 

DEVITT J. ELVERSON, MD 


ANWAR Y. GHALI, MD 

Director of Medical Education, Trinitas Regional Medical 

Center 

PETER GIBSON, MD 

Vancouver General Hospital 

SENG-ENG GOH MBBS, LRCP, MRCS, MRCPSYCH 


JEFFREY GOLDBERG, DO 


DAVID S. HELSEL, MD 

Director of Medical Education, Spring Grove Hospital 

Center 

SHANTA P. HENDERSON POWELL, MD 


MUHAMMAD Z. IQBAL, MBBS, DPM, MRCPSYCH 


GEOFFREY ISAACS, MBBS, MRCP, MRCPSYCH 


CHRIS JONES, MD 

Norfolk and Waveney Mental Health NHS Foundation Trust 

RENJU JOSEPH, MBBS, MD, MRCPsych 



169


170 

ABID KHAN, MBBS, MRCPSYCH, FRCPSYCH 


ANDREW J. KOLODNY, MD 


BRIAN LADDS, MD 


Center 

LAUREN D. LA PORTA, MD 

Clerkship Director, St. Joseph’s Regional Medical Center, 


BERNARD J.LEHRHOFF, MD 


PAUL LESSEM, MD 


ROUMEN NIKOLOV, MD 


ISRAEL SAMUELLY, MD 


FAISAL S. SHAIKH, MBBS, MRCPsych 


SARA S. SMITH, MBChB, MRCPSYCH 


AJAY WAGLE, MD, MRCPsych 


NANCY WEITZMAN, PhD 


JONATHAN M. WILSON, BSC MB CHB, M.PHIL, PD DIP 

CAT, MRCPSYCH 

Clerkship Director, Norfolk and Waveney Mental Health 

NHS Foundation Trust 

TAI YOO, MD 


RICHARD A. YOUNG, MD 


ROSE YU-CHIN, MD, MPH 



PANAYIOTIS ZIKIS, MD, DPM, MRCPsych, WMIP 



NANCY CHIYO MARUYAMA, MD 


MARIA I ZAPATA-VEGA, MD 


MELINDA LANTZ, MD 


Clinical Associate Professor 

RITA W. CLARK, MD 


WILLIAM JEFFREY, MD 


DEVDUTT V. NAYAK, MD 

Clerkship director, Richmond University Medical Center 

HOWARD SCHLOSSMAN, MD 


SUSAN D. WHITELY, MD 



NANCY ABDEL-WAHAB, MD 


AKINOLA ADEBISI, MD 


STEPHEN D. ANDERSON, MD 


MAXIMILLIAN BADOY, MD 


AMEL A. BADR, MD 

Director of Medical Education, Clerkship Director, Bergen 

Regional Medical Center 

RICHARD BAMBER, BA, MBBCh, BAO, FRCPsych 


SIMON BEER, MBBS, MRCPsych 

St. Ann’s Hospital—Poole 

PURABI BHARATIYA, MD 

Clerkship Director, Trinitas Regional Medical Center 

LINDA BRADY, MD 


KIM LEAH BRIGHT, MD 


JOSEPH CARMODY, MD 

Clerkship Director, Maimonides Medical Center

TIMOTHY CHENG, MBBS, FRANZCP 


JULIA CRANITCH, MBBS, MRCPSYCH 


PHILIP EVANS, MBBS, MRCGP, DRCOG 


SRIRUPA GHOSHTAGORE, MD 


FRINE GONZALES, MD 


RONALD K. GRAY, MD 


EDWARD G. HALL, MD 


DURGA HARSH, MBBS, MD, DPM, MRCPsych 


ASGHAR S.M. HOSSAIN, MD 


PONGSAK HUANGTHAISONG, MD 


JAWEED HUSAIN, MD 


RANA HUSSAIN, MBBS, DPsych, MSc, MCPS, MRC 


GLENN, R. KALASH, MD 


DAVID M. KLAHR, MD 


JOHN MARK LEVY, MD 


SHAOHUA LU, MD 


MATTHEW F. MAJESKE, MD 


SARAH MAXWELL, MBBS, MRCPSYCH 


GALI MISRA, MD 


AIJAZALI NANJIANI, MD 


AMARJOT S. NARULA, MD 


ADELEKE OGUNMEFUN, MD 


ABNER PASATIEMPO, MD 


AARON PINKHASOV, MD 



DMITRY PRIMAK, MD 


DANIEL D. ROSEN, MD 


ROCCO RUOTI, MD 


NATHAN SCHAFFER, MD 


ERICA SCHIFFMAN, MD 


NOMAN SHAMIM, MD 


JESSE SIDHU, MD 


KULBIR SINGH, MD 

Clerkship Director, Vancouver General Hospital 

SAMUEL S. SOSTRE, MD 


PAUL ST. JOHN-SMITH, FRCP 


SHERMAN STARK, MD 


MILICA STEFANOVIC, MD 


REINALDO VERA, MD 


NICK VIALE, MBBS, MRCPSYCH 


SUVARNA WAGLE, MBBS, MD, MRCPsych 


WAHAN WANIS, MD 



171


172 

DAVID YAMINS, MD 



FAROOQ AMIN, MD 


LAURA J. BERNAY, MD 


SHANWAN CHEN, MD 


DIANE CHU, MD 


MARGARET GONI, MD 


HAGOP GORGISSIAN, MD 


JAMES W. HICKS, MD 


MELANIE ISRAELOVITCH, MD 


DICKSON JEAN, MD 


DENNIS K. LIN, MD 


ROSE MARCUS, MD 


MARTIN MAURER, MD 


CHARLES PERKEL, MD 


SHAHEEN RAHMAN, MD 


DANIEL S. SAFIN, MD 


DRAGOS SERSENI, MD 


ANILA A. SIDDIQI, MD 


USHA K. TANDON, MD 


Clinical Assistant Professor 

YASIR J. AHMAD, MD 


ZULEIKA ARROYO, MD 


JILL BOWEN, PhD 


REGINE BRUNY-OLAWAIYE, MD 


MAUREEN CERESNEY, MD 


TANYA LEWIS, MD 


KHORSHED MIAH, MD 


KIM P. MILLER, PhD 


MUNIBUR RAHMAN KHAN, MD 


DEVIKA R. KRISHNAN, MD 


ALLA OSTROVSKAYA, MD 


PANKAJ R. PATEL, MD 


VILAYANNUR RAO, MD 


MOISES SHUSTER, MD 


ALAN L. TUSHER, MD, PhD 


Instructors 

KARINE V. AIRAPETIAN, MD 


JOAN CLEMO, MBBS 


OKSANA COHEN, MD 


CELENA DANCOURT, MD 

Beth Israel Medical Center

YULIYA DEMENTYEVA, MD 


MONICA DHINGRA, MD 


IKHLAS FADLALLA, MBBS 


IAN S. FORBES, MD 


LUZ AMELIA GREEN, MD 


MUHAMMAD Z. ISLAM, MD 


MASOOD JILANI, MD 


KATHLEEN M. MALLOY, MD 


LYNDA R. MANDELL, MD 


ABDUL MOHIT, MD 


OSMOND QUIAH, MD 


ALEKSEY TEN, MD 


HANIF RAMAY, MD 


SRIKANTH M. REDDY, MD 


CARLOS J. RODRIGUEZ PEREZ, MA 


MICHELE RUVOLO, MD 


INESSA SAFRANOVA, MD 


MENZIES B. SCHRADER, MBChB 


ALEXANDER TRAKHTMAN, MD 


PORFIRIO F. VILLARIN, MD 


ROBERT WACHEWSKI, MPA 


WILBERT YEUNG, MD 


Adjunct Instructors 

DOUGLAS A. BEER, MD 


TANZIA MUSTAFA, MD 


KURT I. SCHWARTZ, MD 


GREGORIO G. SUNGCAD, MD 



LILIAN ALDANA-BERNIER, MD 


MIRIAM AZUANCE, ED.D 


ERLINDA DALAO-GAGAN, MD 


MARIAM GARUBA, MD 


ISAK ISAKOV, MD 


MADHU BALA MALHORTA, MD 


PAUL D. O’KEEFE, MD 


AKM QUYYUM, MD 


ROSA REIZIS, MD 


TERESITA D. RUIZ, MD 


RACHEL STEINER, LCSW-R 



173


174 

Surgery 

JAMES RUCZINSKI, MD 

Interim Chair, St. George’s University School of Medicine 


ARMAND ASARIAN, MD 


The Brooklyn Hospital 

DAVID STOKER, MD 


(United Kingdom) 

Director of Medical Education, North Middlesex 

University Hospital 

ANTHONY J. ACINAPURA, MD 


PATRICK I. BORGEN, MD 


DONALD K. BRIEF, MD 


DAVID BROADWAY, MBBS, FRCS, MD 

Division of Ophthalmology, Norfolk and Norwich University 

Hospital 

RONALD S. CHAMBERLAIN, MD, MPA, FACS 


RODNEY CROFT, FRCS FACS 

Dean of Clinical Studies, United Kingdom, St. George’s 

University School of Medicine 

RICHARD D. FESSLER, MD 


ORAZIO L. GILIBERTI, MD 

Associate Dean of Clinical Studies, United States, 

Director, Division of Ophthalmology, St. George’s University 


MICHAEL A. GOLDFARB, MD 


NICHOLAS GOODGER, PhD, FRCS 


LOREN HARRIS, MD 


DAVID BRIAN HOCKEN, MBBS, FRCS 


JOEL H. HOROVITZ, MD 


ZAFAR JAMIL, MD 

Clerkship Director, St. Michael’s Medical Center 

SIMON KEIGHTLEY, MBBS, DO, FRCS, FRCOphth 

Director of Medical Education, Division of Ophthalmology, 

North Hampshire Hospital 

MICHAEL A. MARANO, MD 


PAUL MONTGOMERY, MBBChB, FRCS 


MICHAEL RHODES, MD, MA, BMBCH, FRCS 


DAVID I. ROSENBLUM, MD 


IHOR S. SAWCZUK, MD 


KEDAMBADY SHEKA, MD 


DAVID L. STOKER, MD, FRCS 

Interim Chair, Director of Medical Education, North 

Middlesex University Hospital 

CARL P. VALENZIANO, MD 



RASHEED U. ADAM, MD 


ANTHONY CAPUTO, MD 


LOUIS CLEARKIN, MBBS, FRCP 

Division of Ophthalmology, 


JOSEPH D. COOPER, MD 



JOHN D. CUNNINGHAM, MD 


BERYL A. DE SOUZA, MBBS, FRCP 


MUHAMMAD S. FETEIHA, MD 


PHILIP FIORE, MD 


St. George’s University School of Medicine

KENNETH R. FOX, MD 



DOMINICK I. GOLIO, MD 



MARTIN GIZZI, MD 



MICHAEL A. HERION, MD. 



JEFFREY J. HURWITZ, MD 



JOSEPH D. IUORNO, MD 



MARK A. LISTER, MD 



JOSEPH A. MAURIELLO, MD 



JOSEPH F. MUSSOLINE, MD 



MICHAEL L. ROSENBERG, MD 



SOUVIK SEN, MD 



BERNARD SPIER, MD 

St Barnabas Medical Center 

LEON STRAUSS, MD 



MICHAEL J. TARAVELLA, MD 



MARCO A. ZARBIN, MD 




ENRICO ASCHER, MD 


JOEL H. HOROVITZ, MD 


PHILIP STANLEY LEDEREICH, MD 


BARRY MALTZMAN, MD 


JUAN A. SANCHEZ, MD 

Director of Medical Education, St. Mary’s Hospital 


ANDREW S. ADAMSON, MBBS, FRCS 


TINDALO ADANIEL, MD 


CHARUSHEELA ANDAZ, MD 


MATTHEW P. ARMON, BMBS, DM, FRCS 


SULIAMAN BARZIDEH, MD 

Clerkship Director, Woodhull Medical and Mental Health 

Center 

LARRY BENJAMIN, FRCS (Ed), FCOPHTH, DO 

Division of Ophthalmology, Stoke Mandeville Hospital 

FRANK J. BORAO, MD 


IAN D. BOTTRILL, BM FRCS 


NEIL A. BURGESS, MBBCh, FRCS, MCh 


SARAH E. BURGESS, MBBChB, FRCS, FRCOphth 

Division of Ophthalmology, The Great Western Hospital 

MOHAMMED S. BUTT, MBBS, FRCP 


ROBERTO CANTU, JR., MD 


ALBERTO L. CAYTON, MD 



175


176 

RAY CHUNG, MD 


GRAHAM J. COX, MBBS, FRCS 


MERYL DAVIS, MBBS 


OLADAPO O.O. FAFEMI, MB, FRCSEd, FRCS 


MARWAN FAROUK, MBChB, FRCS 

Clerkship Director, Stoke Mandeville Hospital 

LISA M. FLYNN, MD 


ANTONIO L. GARCIA, MD 


PIOTR J. GORECKI, MD 


GREGORY GRECO, MD 


BRIAN GWYNN, MBCHB, FRCS 


ZAID G. HANHAN, MD 


DANIEL H. HECHTMAN, MD 


ANDREAS W. HILGER, MD, FRCS 


EDWIN T.S. HO, MD, MBBCh, FRCS 


VICTOR T. HO, MD 


PHILIP L. HOUSDEN, MBBCh, FRCS 


PARMOD K. JAIN, MD 


JULIAN H. JESSOP, MD 


DAVID JOHNSTONE, MB.BS, FRCS 


SUSAN KAISER, MD 

Clerkship Director, Jersey City Medical Center 

SANDEEP KAPUR, MBBS, FRCSI 


RATUKONDLA RAVI KUMAR, MBBS, MSc, FRCS 


SANDEEP KAPUR, MBBS, FRCSI 


CHARLES S. LA PUNZINA, MD 


MICHAEL LEWIS, MBBS, MS, FRCS 


AHMED MAHMOUD, MD 


CHARLES J.V. MANN, MBBS, FRCS 


TERRY MARTIN, BSc, MB BS, LRCP, MRCS, DRCOG, 

DFFP, MSc 


ANDREW J. G. MILES, MBBS, FRCS 


AHAMED S. MOIDEEN, MD, FACS, FCCP 

Director of Medical Education, Flushing Hospital Medical 

Center 

BRUNO MOLINO, MD 


FIONA MYINT, BSc, FRCS 


GUY NASH, MBBS, FRCSI 


PETER NUSSBAUM, MD 

Division of Ophthalmology, St. Barnabas Medical Center 

NIGEL PADGHAM, PhD, FRCS 


JAMES PAIN, BSc, MBBS, MRCS, FRCS, MS 


JOHN A. PALESTY, MD 

Clerkship Director, St. Mary’s Hospital 

AMRATLAL PATEL, MBChB, FRCS 


RAJAN PATEL, MBBCh, FRCS, MD 


JYOTI RAINA, DO, FRCS (Ophthal) 

North Middlesex University Hospital

HAMID R. RASSAI, MD 


RAMACHANDRA C. REDDY, MD 


FAIRBORZ REZAI, MD 


AMJID ALI RIAZ, MD 


NORMAN M. ROWE, MD 


JAMES RUCINSKI, MD 


JOSEPH SCHIANODICOLA, MD 


SHERWIN P. SCHRAG, MD 


CHRISTOPHER SEERY, MD 

Division of Ophthalmology, St. Barnabas Medical Center 

KRISHNA K. SETHIA, MA, MBBS, FRCS, DM 


MICHAEL SHAPIRO, MD 


CHRISTOPHER SPEAKMAN, MBBS, FRCS, MD 


PAUL M. STARKER, MD 


MELISSA STEINBERG, MD 


JOHN MEYRICK THOMAS, MA MB, FRCS, MChir 


RICHARD THOMAS, MD 


ANTHONY J. TORTOLANI, MD 


NIGEL TRIMMINGS, MA, MB, FRCS 


JOHN K. TUCKER, MBBS, FRCS 


JAMES H. TWEEDIE, MBBS, FRCS 


ANGUS WADDELL, MBBS 


JENNIFER A. WATTS, MB, MRCS, LRCP, DO, FRCS 

Division of Ophthalmology, Royal Hampshire County 

Hospital 

DAVID WILLIAMSON, FRCS 


NICHOLAS WILSON, Bsc, MBBS, FRCS, MS 


YVONNE G. WILSON, MD, MBBS, MS, FRCS 


PAUL YODICE, MD 



BENJAMIN W. PACE, MD 


JEAN-BERNARD POULARD, MD 


PRITHI P. SINGH, MD 


EDWARD C. YANG, MD 



PHILLIP BURGESS, MB ChB, BSc, MD, FRCS 


FRANCIS E. CANGEMI, MD, FASC 

Division of Ophthalmology, St. Georges University School of 

Medicine 

D. DURRANS, MBBS, FRCS 


ROMULO L. GENATO, MD 


JOHN IACOVOU, MBBS, FRCS 


HENRY CLAY IRVING, MD 


AJANTHA P. JAYATUNGA, MS, FRCS 



177


178 

SOULA PRIOVOLOS, MD 

Clerkship Director, Lincoln Medical and Mental 

Health Center 

EDWARD SHLASKO, MD 



JALIL AL-IBRAHIM, MD, DO, FRCS 


ARMAND ASARIAN, MD 


ALAN E. CAMERON, FRCS 


GEOFFREY K. DOUGHLIN, MD 


KRISTIN G. FLESS, MD 


ANDREW C. FOGGITT, MBChB, FRCS 


DAVID L. FORD, MD 


GEORGE FOWLIS, MD 


KENNETH R. FRETWELL, MD 


PRATAP KUMAR GADANGI, MD 


HARSHAWARDHAN C. GODBOLE, MBBS 


MAGDI EL-GUINDI, MBBCh, FRCS 


MOHAMAD S. HASHIM, MD 


ALAN S. HELFMAN, MD 


BRUCE JAMES, MD 


CLIFFORD B. JAMES, BA, MA, FRCS, FRCO, DM 


SREEDHAR KALLAKURI, MD 


RAMAMOHAN R. KILARU, MD 

Clerkship Director - Lutheran Medical Center 

SAMPATH R. KUMAR, MD 


JOHN MACKINNON, FRCA 


ROBERT V. MADLINGER, DO 


RATNA MAKKER, MBBS, FRCA 


FELICITY J. MEYER, MA, FRCA 


BRUCE L. MOREL, MD 


GARETH W. PARRY, MBBCh, FRCS 


NARMAN PUVANACHANDRA, MD 


YALAMANCHILI V. K. S. RAO, MBBS, MS, FRCS, FRCSL, 

FRCS (Urol) 


IGOR RUBINSHTEYN, MD 


KEVIN SARGEN, MD 


STUART D. SHOENGOLD, MD 


RUDOLF C. THOMPSON, MD 


FRANK WILSON, MBBS, FRCS 



MARC S. MANDEL, MD 


RICHARD S. NITZBERG, MD 


ALFRED C. WINKLER, MD 

The Queens Hospital Network


JOSEPH A. DELUCA, MD 


ROBERT J. GOLDENKRANZ, MD 


ROBERT W. HAGE, MD 


YOGENDRA PATEL, MD 

Clerkship Director, Richmond University Medical Center 

ROBERT YEARWOOD, MBBS, FRCS, DM 


Instructors 

MICHAEL B. FREEMAN, MD 


RAVPREET S. GILL, MD 


ROLAND W. GRAY, JR., MD 


ELIE S. SEMAAN, MD 


ROBERT S. SEMINARA, MD 


SUSAN ST JOHN, MD 

Flushing Hospital Medical Center 

KEVIN E. WRIGHT, MD 



179

180 

St. George’s University, Grenada, West Indies 

School of Arts and Sciences | School of Medicine | School of Veterinary Medicine | Graduate Studies Program 

Prospective students may direct inquiries to: 







Phone: +1 (631) 665-8500 

US/Canada Toll-Free: 1 (800) 899-6337 

UK Free Phone: 0800 1699061 

Fax: +1 (631) 665-5590 

Email: sguenrolment@sgu.edu 

Website: www.sgu.edu 

Counseling for prospective students: 


Worldwide: +1 (631) 665-8500 

UK Free Phone: 0800 1699061 

Admission Counselor: ext. 9 1280 

Financial Aid Counselor: ext. 9 1232 

Any applicant who is denied admission will be notified of the reason for the denial. A copy of the letter will be 

maintained for at least one year. 

For more information regarding Florida licensing and/or clinical placements, please contact: 


c/o The Florida Correspondent 

435 Gulf Shore Boulevard 

Naples, FL 34103 

Phone: 1 (239) 649-6209 

Licensed by the Commission for Independent Education, Florida Department of Education. Additional information 

regarding this institution may be obtained by contacting the Commission at 325 West Gaines Street, Suite 1414, 

Tallahassee, FL 32399-0400, toll-free phone: 1 (888) 224-6684.


University Centre, Grenada, West Indies 






UK Freephone: 0800 1699061 

Worldwide: +1 (631) 665-8500 

Fax: +1 (631) 665-5590 

Email: sguenrolment@sgu.edu 

Website: www.sgu.edu/future-students 

11/2011

SCHOOL OF 2011-2012 - St. George's University

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