Mechanisms of Disease and Translational Science
The Mechanisms of Disease and Translational Science (MoD) Graduate Track is a Howard Hughes Medical Institute (HHMI)-sponsored Med into Grad Initiative designed to train Ph.D. students to become leaders of the next generation of translational science. MoD students have new opportunities to study human diseases at the interface between basic and clinical sciences. They are empowered to spearhead the bidirectional translation of discoveries between the “bench” and “bedside” to improve human health. The MoD program is competitive with a limited number of positions available each year.
The MoD curriculum is designed to provide cross-disciplinary training that includes basic science, clinical science and mentored clinical experiences. The curriculum is superimposed on those of the existing Basic Science Ph.D. Graduate Programs. MoD kicks off in the summer between graduate years one and two (G1/G2) and extends over one and a half years. It is interspersed with the student’s graduate program course requirements. Many of the MoD courses will fulfill the graduate program’s elective course requirements. Students will be able to work on their dissertation research while taking MoD courses, except for the first four weeks in the Summer Immersion Program (summer G1/G2).
A Message from the Program Chair
Helen Yin, Ph.D.
Professor & Vice Chair, Physiology
Graduate School: Ph.D., Harvard University, 1976
Postdoctoral Training: Rockefeller University & Harvard Medical School
The HHMI Med into Grad supported Mechanisms of Disease and Translational Science (MoD) specialized curriculum provides students with new opportunities to study human diseases at the interface between basic and clinical sciences. The primary goal of this curriculum is to create a new breed of Ph.D.-level scientists capable of targeting their research programs to address unmet therapeutic and diagnostic needs of the future. We created a rigorous curriculum that includes basic science and clinical translational science didactic coursework, co-mentoring by basic and clinical scientists during students’ dissertation research, structured experiences in patient care and clinical research, and exposure to the opportunities and challenges of bridging basic and clinical sciences.