THE SCHOOL OF MEDICINE

NEUROSURGERY CENTER FOR RESEARCH, TRAINING, AND EDUCATION The Neurosurgery Center for Research, Training, and Education has as its primary focus the improvement of patient care. These goals are met by the development of new biologically and technologically advanced diagnostic procedures, minimally invasive surgical techniques, and innovative instrumentation. The center functions in collaboration with the School of Public Health through its clinical and basic science departments and its Center for Health Research [biostatistical services] Consulting Group. Curently the center is the recipient of a fiveyear NIH competitive grant to determine the role of iron perturbations in metabolism in the pathogenesis of Alzheimer’s disease. This multidisciplinary study involves the Departments of Biochemistry, Radiology, Cell and Molecular Biology, Radiobiology, Psychiatry, Geriatric Medicine, and Biostatistics. The center is also interested in the development of new hemostatic agents that involve the control of hemorrhage. To this end it has developed new procoagulants and surgical devices in collaboration with industry. The center works in close collaboration with industrial resources for both testing and development of new surgical instrumentation. The director and associate director of the center hold numerous international and United States patents on surgical instruments and other surgical devices. The center provides: • Research and training resources for education in general surgery, vascular surgery, and neurosurgery; as well as continuing-medicaleducation (CME) approval to provide preceptorships for medical students, surgical residents, faculty, outside physicians, and national and international visiting scholars on sabbatical. • Opportunities for predoctoral and postdoctoral training in both biochemistry and cell biology, particularly as it relates to neurodegenerative disease. • A curriculum for training in laparoscopic surgery. • Instrumentation and laboratories for endoscopic experience. • A computerized data bank, which is currently accessing cases of mild cognitive impairment, looking for determinants that lead to the development of Alzheimer’s disease. • CME-approved training in sutureless vascular anastomosis techniques. • A video network connecting LLU operating rooms with other institutions that are a part of the Center of Excellence Program. The Neurosurgery Center for Research, Training, and Education plays an important role in multidisciplinary research, interfacing with many other departments within the School as well as with outside institutions—such as the National Institutes of Health; the MRI Institute of Biomedical Research in Detroit; and foreign medical institutions, including the Free University of Berlin and Nanjing University. CENTER FOR PERINATAL BIOLOGY The primary research focus of the Center for Perinatal Biology is investigation of developmental fetal and neonatal biology and physiology. The majority of the funding to support this research is derived from competitive grants awarded by the National Institutes of Health; additional funding is provided by the National Science Foundation, the American Heart Association, the March of Dimes Birth Defects Foundation, and other agencies. The biomedical scientists in this internationally renowned research center also teach basic science courses in the School of Medicine; as well as graduate courses in their disciplines: physiology/ pharmacology, gynecology/obstetrics, pathology/ human anatomy, biochemistry/microbiology, and pediatrics. For the graduate students, postdoctoral fellows, and beginning investigators—who spend from two-to-four years in research and training in fields related to developmental physiology—the center is an ideal environment. A number of visiting scholars from other universities also work in the center during sabbaticals or other interims. 40 SCHOOL OF MEDICINE Student Life The information on student life contained in this BULLETIN is brief. The Student Handbook 2002 more comprehensively addresses University and School expectations, regulations, and policies; and is made available to each registered student and to prospective students who request a copy in writing from the School of Medicine, Office of the Associate Dean for Student Affairs. Students are expected to familiarize themselves with the contents of the Student Handbook and to abide by its policies. Additional information regarding policies specific to a particular school or program within the University is available from the respective School. FROM UNIVERSITY TO STUDENT Loma Linda University was established to provide education in a distinctively Christian environment. Students are expected to respect the standards and ideals of the Seventh-day Adventist church. Prospective students have the freedom to choose or reject University or School standards, but the decision must be made before enrollment. Application to and enrollment in the University constitute the student’s commitment to honor and abide by the academic and social practices and regulations stated in announcements, bulletins, handbooks, and other printed materials; and to maintain a manner that is mature and compatible with the University’s function as an institution of higher learning. STUDENT CONDUCT I t is inevitable that the student will come under question if academic performance is below standard; student duties are neglected; social conduct is unbecoming; or attitudes demonstrate deficiencies such as poor judgment, moral inadequacy, or other forms of immaturity. Procedures for evaluation of academic and nonacademic performance—as well as for the student to exercise his/her right of appeal—are described in each School's section of the Student Handbook. Grievances regarding both academic and nonacademic matters must be processed according to the grievance procedures in the Student Handbook. After a student files an appeal or grievance, the faculty assesses the student’s fitness for a career in the chosen profession and recommends to the dean appropriate action regarding the student’s continuance or discontinuance. Prospective students who have questions concerning the University’s expectations should seek specific information prior to enrollment. WHOLE-PERSON HEALTH The University regards the student from a cosmopolitan and comprehensive point of view. It is cosmopolitan in that historically the University’s global mission has promoted bonds and opportunities in education and service without regard to gender, or to national, racial, or geographical origin. It is comprehensive in that the University’s concern for the welfare of the student traditionally has been an integrated concern for assisting the student toward balanced development.