- Auditory Anatomy & Physiology
- Johns Hopkins Magazine
- Cardiac CT Practicum: The Total Experience
- Master of Science in Anatomy Education
- Foundations of Human Anatomy (7 weeks, 7 credits)
- Advanced Anatomical Dissection and Research (12 weeks, 5 credits)
- Teaching Practicum in Anatomy (8 weeks, 3 credits)
- Introduction to Histology (5 weeks, 2 credits)
- Fundamentals of Human Physiology (8 weeks, 4 credits)
- Instructional Strategies I and II (6 weeks and 1.5 credits each)
- Ensuring Learning through Assessment and Feedback (12 weeks, 3 credits)
- Evidence-Based Teaching (12 weeks, 3 credits)
- Admission Requirements
- Tuition and Fees
- Contact Information
Auditory Anatomy & Physiology
Honours Student 2017
Visiting Student 2017
Graduate Student Dept. of Neuroscience, Institut Pasteur, Paris, France
Doctoral Student 2012-2016
Doctoral Student 2012-2016
Postdoctoral Fellow University of California, Irvine, CA
Doctoral Student 2012-2016
Honours Student 2012
Postdoctoral Fellow Eaton-Peabody Laboratory, Harvard University, Boston, MA
Doctoral Student 2012-2016
Research Assistant 2008-2011
Honors Student 2007-2008
Postdoctoral Fellow University of Texas, Austin, TX
Student University of St Andrews, UK
Visiting Student 2016
Honours Student 2014
Medical Student University of Melbourne, VIC
Masters Student 2012-2014
Research Assistant 2011-2013
Medical Student Australian National University, Canberra, Australia
Doctoral Student 2011-2012
ENT Registrar University of Leicester, UK
Visiting Student 2012
Summer Fellowship University of Piemonte Orientale, Novara, Italy
Research Assistant 2011
Research Assistant Westmead Hospital, Westmead, NSW
Jahn O'Neil, PhD
Postdoctoral Fellow 2006-2012
Capucine Odouard, MD
Medical Honours Student 2011-2012
Masters Student Biology of Vision Program, University College London, UK Intern North Sydney Hospital, Sydney, Australia Medical Student University of Notre Dame School of Medicine, Sydney, Australia
Amanda Lauer, PhD
Postdoctoral Fellow 2008-2011
Assistant Professor Dept. of Otolaryngology, Johns Hopkins University, Baltimore, MD Instructor Dept. of Otolaryngology, Johns Hopkins University, Baltimore, MD
Charles Limb, MD
Assistant/Associate Professor 2005-2011
Postdoctoral Fellow 1997-1999
Professor / Directory of Otology University of California, San Francisco, CA Associate Professor Dept. of Otolaryngology, Johns Hopkins University, Baltimore, MD Faculty Peabody Conservatory of Music, Baltimore, MD Research Fellow NIDCD, Bethesda, MD
Undergraduate Researcher 2008-2011
MD/PhD Student Wayne State University School of Medicine, Detroit, MI
Undergraduate Researcher 2010-2011
Medical Student University of Maryland, Baltimore, MD Undergraduate Johns Hopkins University, Baltimore, MD
Research Assistant 2010-2011
Private Practice Student Physicians Assistant Program, SUNY Upstate, Syracuse, NY
Research Assistant 2010-2011
Medical Student SUNY Stony Brook, Stony Brook, NY
Research Assistant 2006-2011
Research Assistant School of Public Health, Johns Hopkins University, Baltimore, MD
Summer Intern 2009-2010
Student St. Lawrence University, Canton, NY
Undergraduate Researcher 2008-2010
Graduate Student School of Music, Yale University, New Haven, CT
Graduate Student 2007-2009
Industry Position State College, PA Doctoral Student Neuroscience Program, New York University, New York, NY Research Associate (2010) Regeneron Pharmaceuticals Inc., Tarrytown, NY
Christa Bake, PhDr
Research Assistant 2006-2009
Postdoctoral Fellow Neuroscience Institute, Princeton University, Princeton, NJ Doctoral Student Program in Neuroscience, Washington University, St. Louis, MO
Undergraduate Researcher 2006-2009
Fulbright Scholar (2011)
High School Honors Student 2007-2008
Doctoral Student Cellular and Molecular Medicine Program, Johns Hopkins University, Baltimore, MD Undergraduate Student (2011) University of North Carolina, Chapel Hill, NC
Sabreena Gillow, MD
Undergraduate Researcher 2007-2008
Medical Practitioner Internist Rush University Medical Center, Chicago, IL Medical Student University of Colorado, Denver, CO
Howard Francis, MD
NIH Mentored Physician-Scientist/Assistant Professor 1998-2007
Chief Head and Neck Surgery & Communication Sciences, Duke University, Durham, NC Director Hopkins Listening Center, Johns Hopkins Hospital, Baltimore, MD Professor Dept. of Otolaryngology, Johns Hopkins University, Baltimore, MD Associate Professor Dept. of Otolaryngology, Johns Hopkins University, Baltimore, MD
Marc Eisen, MD/PhD
Postdoctoral Fellow 2005-2007
Private Practice Hartford, CT
Karen Montey, PhD
Research Assistant 2002-2006
Scientist Department of Defense Postdoctoral Researcher Dept. of Biology, University of Maryland, College Park, MD Graduate Student Biology Doctoral Program, University of Maryland, College Park, MD
Erika Kretzmer, PhD
Graduate Student 2001-2006
Patent Examiner U.S. Patent and Trademark Office, Washington, D.C.
Xiping Zhan, PhD
Postdoctoral Fellow 2001-2006
Research Associate Dept. of Anatomy & Neurobiology, University of Maryland, Baltimore, MD Research Associate Dept. of Neuroscience, Georgetown University, Washington, D.C.
Sofia Stamataki, MD
Postdoctoral Fellow 2004-2006
Private Practice Athens, Greece Fellowship (2008) Pediatric Otolaryngology, Women and Children's Hospital, Buffalo, NY
Noah Meltzer, MD
Postdoctoral Fellow 2003-2005
Private Practice Bethesda, MD Fellow (2010) Facial Plastics, Cleveland Clinic, Cleveland, OH Resident (2009) Dept. of Otolaryngology, Johns Hopkins University, Baltimore, MD
Alejandro Rivas, MD
Postdoctoral Fellow 2003-2004
Assistant Professor Otology and Neurotology, Vanderbilt Medical Center, Nashville, TN Fellow (2011) Otology and Neurotology, Vanderbilt Medical Center, Nashville, TN Resident (2009) Dept. of Otolaryngology, Johns Hopkins University, Baltimore, MD
Research Assistant 2002-2004
Senior Research Program Coordinator Dept. of Neurology, Johns Hopkins University, Baltimore, MD
Conor Sheehy, MD
Histology Core Research Assistant 2002-2004
Resident Neurology, University of Washington, Seattle, WA Medical Student (2008) Virginia Commonwealth University of Medicine, Richmond, VA
Alison Wright, DDS
Research Assistant 2001-2004
Private Practice Cross Keys, Baltimore, MD Dental Resident Lehigh Valley Health Network, Allentown, PA Dental Student University of Maryland, Baltimore, MD
André Haenggeli, MD
Postdoctoral Fellow 2000-2003
Private Practice Geneva, Switzerland
Liana Rosenthal, MD
Research Assistant 2000-2002
Faculty Dept. of Neurology, Johns Hopkins University, Baltimore, MD Fellow Dept. of Neurology, Johns Hopkins University, Baltimore, MD Resident Dept. of Neurology, Johns Hopkins University, Baltimore, MD Medical Student (2006) Johns Hopkins University, Baltimore, MD
Daniel J. Lee, MD
Postdoctoral Fellow 2000-2002
Assistant Professor Mass Eye & Ear Infirmary, Harvard Medical School, Boston, MA Director Pediatric Otology and Neurotology, Mass Eye & Ear Infirmary, Harvard Medical School, Boston, MA
David Friedland, MD/PhD
Postdoctoral Fellow 2000-2002
Professor and Vice-Chair Otolaryngology and Communication Sciences, Medical College of Wisconson, Milwaukee, WI
Helen Lawler, MD
Student Volunteer 2001
Internist Private Practice, Denver, CO Fellow Endocrinology, University of Colorado School of Medicine, Denver, CO Resident Internal Medicine, University of Colorado School of Medicine, Denver, CO Medical Student (2007) Virginia Commonwealth University School of Medicine, Richmond, VA
Libby Schroeder, MD
Student Volunteer 2000-2001
Resident General Surgery, George Washington University Medical Center, Washington, D.C. Medical Student (2007) Michigan State University, East Lansing, MI
Elizabeth Redd, MD
Postdoctoral Fellow 1999-2001
Private Practice Cooperstown, NY
Hugh Cahill, PhD
Research Assistant 1998-2001
Medical Student Marshall University, Huntington, WV Postdoctoral Fellow (2010) Dept. of Neuroscience, Johns Hopkins University, Baltimore, MD Graduate Student (2008) Dept. of Neuroscience, Johns Hopkins University, Baltimore, MD
Marc Bennett, MD
Postdoctoral Fellow 2000
Assistant Professor Otology and Neurotology, Vanderbilt Medical Center, Nashville, TN
Matthias Ohlrogge, MD
Postdoctoral Fellow 1998-2000
Private Practice Luenen, Germany Resident (2005) Dept. of Otolaryngology, University of Göttingen, Göttingen, Germany
Adam T. Ross, MD
Postdoctoral Fellow 1998-1999
Deceased (2008) Faculty Dept. of Otolaryngology-Head & Neck Surgery, Medical University of South Carolina, Charlestown, SC Fellow (2002) Facial Plastics, University of Pennsylvania, Philadelphia, PA Resident (2002) Dept. of Otolaryngology, University of Pennsylvania, Philadelphia, PA
John R. Doucet, PhD
Postdoctoral Fellow 1995-1999
Scientific Reviewer Federal Drug Administration, Washington, D.C.
M. Boyd Gillespie, MD
Postdoctoral Fellow 1996
Professor Dept. of Otolaryngology-Head & Neck Surgery, Medical University of South Carolina, Charlestown, SC
Diana Weedman Molavi, MD/PhD
Graduate Student 1991-1996
Pathologist Sinai Hospital, Baltimore, MD Bellydancer Mother of two
Ahmed Saada, MD/PhD
Graduate Student 1990-1996
Private practice Alexandria, Egypt
Debora Wright Tingley, PhD
Graduate Student 1990-1995
Scientist West Coast Biologicals, San Francisco, CA Mother of three sons
Miqun Robinson, PhD
Postdoctoral Fellow 1994-1995
Medical Director Sanofi-Aventis Pharmaceuticals, Malvern, PA Mother of twin boys
Melissa Wu, MD
Postdoctoral Fellow 1993-1994
Immediate Care Medical Director Southern New England Medical Center, Nashua, NH Emergency Dept. Medical Director Southern New England Medical Center, Nashua, NH
Sussan Paydar, PhD
Research Assistant 1989-1991
Special Assistant to the Director Division of AIDS/NIAID/NIH, Bethesda, MD Mother of twin girls Postdoctoral Fellow (2001) Dept. of Physiology, University of California, San Francisco, CA Doctoral Student (1998) Dept. of Cell Biology, University of California, Berkely, CA
Johns Hopkins Magazine
' You've seen the liver before, and you've seen this surgery before, but say — and I'm making this up — the surgeon now twists a lobe of the liver.
I need to think, What does liver tissue look when you twist it? How is that going to affect the color when the light hits it differently? You'll see us all the time with lumps of clay, or we'll go down to the market and get calves' liver, whatever it takes to put this puzzle together.
The illustrators speak of the satisfaction that arises from this sort of problem solving. Their work embodies a great deal of artistry but exists to fill a practical need.
Medical and biological illustrations appear in textbooks, illustrate articles in scientific journals and popular magazines, and form or supplement exhibits in science museums. Internet Web sites devoted to patient education or advocacy on behalf of victims of various diseases use digital artwork and animation.
Attorneys have learned the value of illustrations in conveying information in medical malpractice trials and other courtroom proceedings. Sandone says, “I enjoy the challenge of having a problem that needs a visual solution. To work within a structure where a problem is posed, I find I'm able to be more creative doing medical art than as a fine artist who's rendering a subject of choice and coming up with images. I the constraints of having a story to tell.”
The Hopkins story began with Max Brödel, and he remains an important presence in the East Baltimore classrooms and studios. Bröat;del had grown up in Leipzig, survived smallpox, and shown early talent in music and drawing.
At 16, he entered an art school with the imposing name of Die Köat;nigliche Kunstakademie und Kunstgewerkeschule zu Leipzig. The school trained him to work in charcoal, watercolor, and oils, with a German emphasis on exactitude and mastery.
In Max Brödel: The Man Who Put Art Into Medicine (1991), authors Ranice W.
Crosby and John Cody write: “It was part of the practical philosophy of the school that every student, in addition to acquiring the skills that established him as a creator of 'fine arts,' must also learn a utilitarian technique that would enable him, in the absence of genius, to earn a living.”
In 1888, Bröat;del put this training in a utilitarian technique to work when he was hired by Carl Ludwig, one of the 19th century's most brilliant physiologists, to prepare anatomical drawings. Among the scientists who were in Germany at the time to study with Ludwig were William H.
Welch, future first dean of the Hopkins medical school, and Franklin Paine Mall, who would become a renowned Hopkins anatomist. In 1893, Mall convinced Bröat;del that his future lay in the United States, specifically at Johns Hopkins.
At age 23, Bröat;del came to Baltimore, settled into a $5-per-week room on Fayette Street, and set to work as a medical artist, first for the Hopkins gynecologist Howard A. Kelly.
In 1911, Bröat;del, with an endowment from Baltimore art collector Henry Walters, founded the formal program in medical illustration. He directed it for the next 29 years.
Cardiac CT Practicum: The Total Experience
An intensive 5-day course designed to accomplish Level 2 competency or progress to Level 3 competency in interpretation of cardiac CTA as recommended by the American College of Cardiology and American Heart Association.
Course Director: Edward P. Shapiro, MD
Armin Zadeh, MD
Who Should Attend
This activity is intended for cardiologists, radiologists and physicians seeking Level II or III competency training as recommended by the ACC.
- Knowledge of the physics of CT and radiation generation and exposure.
- Knowledge of scanning principles and scanning modes for non-contrast and contrast-enhanced cardiac imaging using multidetector and/or electron beam methods.
- Knowledge of the principles of intravenous iodinated contrast administration for safe and optimal cardiac imaging.
- Knowledge of recognition and treatment of adverse reactions to iodinated contrast.
- Knowledge of the principles of image post-processing and appropriate applications.
- Clinical knowledge of coronary heart disease and other cardiovascular diseases.
- Knowledge of normal cardiac, coronary artery, and coronary venous anatomy, including associated pulmonary arterial and venous structures.
- Knowledge of pathologic changes in cardiac and coronary artery anatomy due to acquired and congenital heart disease.
- Basic knowledge in ECG to recognize artifacts and arrhythmias.
- Knowledge of normal thoracic arterial anatomy.
- Knowledge of pathologic changes in central arterial anatomy due to acquired and congenital vascular disease.
The Johns Hopkins University School of Medicine is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians.
Credit Designation Statement
The Johns Hopkins University School of Medicine has designated this educational activity for a maximum of 41 AMA PRA Category 1 Credit(s)TM. Physicians should only claim credit commensurate with the extent of their participation in the activity.
Faculty and Provider Disclosure
It is the policy of the Johns Hopkins University School of Medicine that the faculty and provider disclose real or apparent conflicts of interest relating to the topics of this educational activity, and also disclose discussions of unlabeled/unapproved uses of drugs or devices during their presentation(s). Johns Hopkins University School of Medicine OCME has established policies in place that will identify and resolve all conflicts of interest prior to this educational activity. Detailed disclosure will be made in the course handout materials. Some equipment utilized in this course was provided by an unrestricted grant from Toshiba.
JOHNS HOPKINS BAYVIEW MEDICAL CENTER, Alpha Center, 3rd Floor Conference Room, 5210 Alpha Commons Drive, Baltimore, MD 21224
Conveniently located off Interstate 895, the Johns Hopkins Bayview Medical Center is the site of the meeting. Directions to campus parking will be mailed with your confirmation notice. Handicapped parking is available. Johns Hopkins is smoke-free.
Master of Science in Anatomy Education
February 1, 2020
The Johns Hopkins University School of Medicine Master of Science in Anatomy Education program is designed to give students the training they need in order to successfully compete for teaching positions in anatomy at the community college level.
Because such positions often also require some instruction in physiology and/or histology, introductory courses in these disciplines are also included in the program, along with training in pedagogical techniques.
The program is also appropriate for students who wish to go on to research or educational support positions in anatomy, such as anatomy lab manager or surgical research coordinator.
All courses (except on-line courses) are held on the campus of the Johns Hopkins University School of Medicine in Baltimore. See below for contact information.
Foundations of Human Anatomy (7 weeks, 7 credits)
Intensive course taught to entering medical students and Ph.D. graduate students; includes lectures, small group activities (imaging, team-based learning, other), and full-body dissection.
Advanced Anatomical Dissection and Research (12 weeks, 5 credits)
Supervised small group cadaveric dissection focusing on more detailed understanding of specific systems and regional anatomy, anatomical variation, clinical correlations, and comparative anatomy. Includes a research project and paper.
Teaching Practicum in Anatomy (8 weeks, 3 credits)
Provides training in lecturing, small group leadership for presentation of anatomy; includes giving one lecture and assisting in labs in Summer Institute in Anatomy.
Introduction to Histology (5 weeks, 2 credits)
Introduction to basics of histology; on-line, using materials developed for medical school course in histology.
Fundamentals of Human Physiology (8 weeks, 4 credits)
Introduction to organ level human physiology, taught through the Johns Hopkins Bloomberg School of Public Health.
The following pedagogical courses are on-line and taught through the interdisciplinary
Johns Hopkins Medical Education in the Health Professions program:
Instructional Strategies I and II (6 weeks and 1.5 credits each)
Instructional methods in small and large group teaching – team-based, interactive, and case-based; strategies to enhance critical thinking, creativity, and cooperative learning.
Ensuring Learning through Assessment and Feedback (12 weeks, 3 credits)
Design of effective assessment tools; aligning assessments with learning goals and objectives; use of feedback to monitor and evaluate learning.
Evidence-Based Teaching (12 weeks, 3 credits)
Apply evidence-based strategies and methodologies to teach in a variety of settings; assess learner needs to guide instruction; effectively integrate technology into instruction.
A timeline of the courses is given below:
- Bachelor’s degree from an accredited college or university
- Grade transcripts, personal statement, and two letters of recommendation
- Demonstrated proficiency in written and spoken English, for non-native speakers
- Interview with faculty (via Skype)
This program may also be appropriate for professionals in other disciplines who wish to return for specific training in anatomical education.
Tuition and Fees
A non-refundable application fee of $115 is payable by credit card at time of application.
Tuition at the Johns Hopkins Medical School for full-time graduate students is currently $54,900.
However, each student admitted to this program will receive a guaranteed scholarship from the medical school, reducing tuition to $38,000, payable prior to entry into the program.
There is also a one-time matriculation fee of $740.
For more information on graduate education at the Johns Hopkins University School of Medicine, see:
Johns Hopkins University School of Medicine Graduate Programs
Ms. Danielle Edwards (firstname.lastname@example.org), Program Coordinator
Dr. Christopher Ruff (email@example.com), Program Director
Dr. Elizabeth St. Clair (Elizabeth.StClair@jhmi.edu), Program Co-Director
Students admitted to this program are not eligible for F or J immigration sponsorship.