Offices and Student Support Services

School of Medicine Departments and Interdepartmental Programs


Charles Prober, MD [cprober]
Senior Associate Dean, Medical Education
(650) 724-6689

Clarence H. Braddock III, MD, MPH, FACP [cbrad]
Associate Dean, Medical Education
(650) 498-5923

School of Medicine Faculty Senate

Natalie Rasgon, MD [natalie.rasgon]
(650) 724-6689

Committee on Curriculum and Academic Policy

Clarence H. Braddock III, MD, MPH, FACP [cbrad]
(650) 498-5923


The Office of Medical Education (OME) provides management and oversight of the medical school curriculum, including courses, clerkships, medical student scholarship, assessment, and evaluation. The Associate Dean for Medical Education directs OME and provides leadership for its programs, including:

  • Educators-4-CARE
  • Human Health and Disease (HHD)
  • Practice of Medicine (POM)
  • Clerkship Education
  • Medical Student Research and Scholarship, including the Scholarly Concentrations and MedScholars programs
  • Division of Evaluation

The Associate Dean for Medical Education also chairs the Committee on Curriculum and Academic Policy (CCAP), a standing committee of the Faculty Senate. CCAP develops or recommends policies concerning the curriculum for the MD degree program, including structure of the curriculum and requirements for graduation, design and evaluation of courses and clerkships, adherence to LCME guidelines, and evaluation of program effectiveness. In addition, CCAP oversees the assessment of medical student academic performance in required courses, clerkships, and scholarly concentrations. CCAP sets academic policies, and reviews and approves requests for new required courses and clerkships (core and selective). Requests for elective courses and clerkships are reviewed and approved by the Chair of CCAP.

The Assistant Dean for Medical Education provides administrative leadership for all of the programs as listed above. In addition, the Assistant Dean works collaboratively with the Associate Dean for Medical Education, CCAP, and other key faculty on ongoing curriculum development and implementation.


The Division of Evaluation is housed in the Office of Medical Education and is charged with evaluating the required medical school curriculum at the clerkship and pre-clerkship level. Data of many types is collected by the division and used in order to assess how effectively the curriculum is being delivered, to identify aspects of the curriculum that can be strengthened, and provide data to inform curricular planning and decision-making. Examples of the types of data collected and monitored include: course and clerkship evaluations, performance and exam data, qualitative comments from focus groups, alumni performance in residency programs, observations of classrooms, and uses of technology. In addition, School of Medicine faculty and staff may use evaluation data to conduct educational research for wider dissemination in medical education. Permission to conduct ongoing research related to evaluation of the Medical School curriculum is provided by the Institutional Review Board (IRB) through the Stanford University Research Compliance Office. Students must participate in all School of Medicine assessment activities, but may “opt out” of having their data used for research purposes.

Division staff members ensure that monitoring and evaluation of the curriculum aligns with national accreditation standards set forth by the Liaison Committee For Medical Education (LCME). The Division also monitors, evaluates, and reports on new curricular initiatives and their impact on student learning and performance, including the Criterion Based Evaluation Initiative (CBEI) and Educators 4 Care (E4C). The Evaluation Director serves as the chair of the Clerkship Evaluation Committee (CEC), which is charged with reviewing appeals of student performance evaluations in clerkships. The Division also advises and supports faculty, staff and students who are engaged in medical education research.


The Educators for CARE (E4C) Program was established in 2008 to enhance the development of medical students as skilled and compassionate physicians. E4C provides a formal curriculum aimed to foster the development of some of our core values – Compassion, Advocacy, Responsibility, and Empathy – from the beginning and throughout medical school.

Each incoming medical student is matched with an E4C faculty, who will serve as a teacher, mentor, and colleague for the duration of the student’s time at the School of Medicine. Each E4C faculty teaches and guides five or six students per class year in the following ways:

  • During the pre-clerkship years, precepts students once per week in the Practice of Medicine (POM) course, cultivating students’ acquisition and refinement of patient communication skills, physical examination skills, clinical reasoning, and professionalism
  • During the clerkship years, continues to provide guidance for students’ professional growth, helping them maintain humanism and promote self-reflection in semi-monthly Doctoring with CARE sessions as part of the INDE 297 curriculum
  • Provides mentoring and regular feedback throughout medical students’ tenure at Stanford University
  • Works with other School of Medicine faculty, staff, and programs to ensure that all medical students’ graduate with mastery of core clinical skills
  • Writes letters of recommendation as requested
  • Collaborates with other E4C faculty, POM course directors, and Advising Deans to assist in students’ academic and professional development
  • Available for student support and well-being
  • Participates in student milestone events and celebratory gatherings


The Immersive Learning Center (ILC) brings together all modalities of immersive and simulation-based learning in 28,000 square feet of space.. The ILC allows medical students and others learner populations (residents, nurses, practicing physicians, etc.) the opportunity to integrate classroom understanding with simulation-based practice. Immersive and simulation-based learning allows the learners to stretch their comfort zone in a safe environment. In this environment, the medical students is "it". The student can make decisions, treat the "patient" and perform procedures that they may not otherwise be able to do in the clinical environment. There are opportunities to debrief with instructors either individually or as a team, depending on the exercise.
Below is a list of the various offerings in the ILC.

• Project Classroom (LK005) – this space gives students an opportunity to practice “messy” practical procedures like placing plaster casts, suturing pig feet, etc.
• Simulation and Clinic Suites -Four simulation rooms (OR, Emergency Room/3Bay Suite, and 2 Acute Care Rooms) and 10 clinic spaces replicate various clinical settings. These spaces utilize both Standardized Patient Actor (carefully trained actors playing the role of a "patient)", or mannequins that can have various physiological responses)
• Task Training Space –Part-task trainers and other simulators will be available for teaching specific medical procedures or surgical procedures, such as suturing, lumbar puncture, echo cardiography, cardiac auscultation, etc..

Please note that use of the ILC spaces is for curriculum-based learning and is scheduled by faculty or staff ONLY. Students and others are not permitted in the ILC unless it is for a class or other predetermined activity.

The hours of operation are 7 am - 6 pm.



The Assistant Dean for Student Services oversees the Office of Student Services (OSS). OSS includes the offices of:

The Assistant Dean for Student Services is a resource for student services questions and special help, and is available to meet with students with a variety of concerns. As a School of Medicine liaison to the Office of Accessible Education, the Assistant Dean for Student Services also coordinates accommodations for students with documented disabilities.

Students with disabilities (including, but not limited to, temporary and permanent physical, psychological, or learning disabilities) who may need academic accommodations (including services and auxiliary aids), should register with the Office of Accessible Education for assessment and approval of such accommodations. The School of Medicine Assistant Dean for Student Services coordinates with the Office of Accessible Education to facilitate accommodations. Students with documented disabilities are responsible for notifying the Assistant Dean of Student Services of their accommodation needs. Students should request accommodations well in advance when needed, and should not request accommodations directly from faculty members or clerkship directors.


The School of Medicine Registrar’s Office serves the educational community of the Stanford University School of Medicine by maintaining the official records of each student and providing appropriate data to further the educational processes of the school. The office also coordinates the Visiting Student program that allows students from other medical schools to participate in clinical electives. The School of Medicine Registrar’s Office works closely with the University Registrar’s Office.

Enrollment Services

  • Monitor student study lists
  • Assist students with dropping and adding courses
  • Handle graduate authorization petitions to add a program
  • Process and track leaves of absence
  • Track satisfactory academic progress
  • Monitor tuition status

Academic Records

  • Create and maintain official student academic records
  • Maintain student records with the American Association of Medical Colleges
  • Respond to agency licensing requests
  • Respond to medical education verification requests
  • Respond to student verification of standing requests (e.g., student rates for conferences, student insurance rates, jury duty)


  • Organize and run Clerkship Draw and weekly Shuffles
  • Create informational materials on clerkship choices
  • Conduct forums on clerkship and the clerkship process
  • Assist students with entering clerkship choices
  • Handle visiting clinical students
  • Handle away clerkship paperwork

Residency Match

  • Assist with producing the Medical Student Performance Evaluation (MSPE)
  • Assist students with rank-order listing (strategizing and entering list online)
  • Compile statistics for the Match
  • Assist unmatched students with the Scramble for open programs


  • Process student applications for the United States Medical Licensing Exam
    (Step 1, Step 2 CK, Step 2 CS)
  • Serve as the National Board of Medical Examiners Chief Executive Proctor


The School of Medicine Financial Aid Office (FAO) is the central point of contact for MD students in the School of Medicine for assistance and questions about financial aid. The FAO strives to ensure that financial support is processed in a timely manner and that students are informed about the various sources of aid, timing of the disbursements, and anticipated refunds outlined in their awards. The FAO coordinates financial planning seminars, open to all students whether or not they are receiving need-based aid, and maintains Web-based information on financial resources.


The Office of Student Life provides services to all MD and Biosciences (PhD and MS) students in the School of Medicine. In general, the office is a clearinghouse for a variety of issues affecting both MD and PhD students, working with other university departments to help resolve issues ranging from housing to health insurance. The Office of Student Life serves as a liaison between the administration and students through its relationship with the student organizations – Stanford Medical Students’ Association (SMSA) and Stanford Biosciences Students Association (SBSA) – and through working with the student special interest organizations (approximately 40 in number). The support ranges from simple funding of meetings to helping plan major conferences. The office also serves as the conduit for information flow between sources internal and external to the university and students through the School of Medicine listserves, and through the daily electronic events calendar.

Events, large and small, for students in the School of Medicine are planned through the Office of Student Life, beginning with the Orientation program for entering students and culminating with the School of Medicine Commencement program when they graduate.

Medical Student compliance with Health and Safety Training Requirements (HIPAA, Bloodborne Pathogen, Hospital-acquired Infections and General Lab Safety) is coordinated and tracked through the Office of Student Life, as are all required immunizations.

Logistical Services Provided:

  • White coats (for MD candidates) and lab coats (for PhD candidates)
  • Hospital photo IDs
  • Stethoscopes
  • Lockers
  • Mailboxes
  • FIT testing
  • SUNet IDs
  • Assistance with housing issues
  • Assistance with interpretation of the Entrance Medical Requirements
  • Assistance with Health and Safety Training requirements
  • Assigning computer access to Stanford and Packard Hospitals
  • Coordinating Call Room policy


  • New MD Student Orientation
  • Stethoscope Ceremony
  • Match Day Breakfast
  • Student Clinician Ceremony
  • Ad hoc social events
  • Commencement ceremony and luncheon


  • Full Code (student-to-student guide to the clinical years)
  • Students in the MD Program (student facebook)
  • Medipedia (in conjunction with MD student editors)
  • H & P, the medical student clinical journal (in conjunction with MD student editors and faculty advisors)
  • Weekly SBSA electronic newsletter
  • Periodic Office of Student Services OSS) electronic newsletter


The advising system assigns each incoming student to an Academic Advising Dean in the School of Medicine. Incoming students are notified to whom they have been assigned and have the opportunity to meet with him/her as a group during orientation. Students may request from their advisor a consultation with any of the Advising Deans.

The Academic Advising Deans have primary responsibility for overall academic advising. They will get to know each student, assist in orienting new students, meet regularly with students individually, and help them throughout their MD training. The Advising Deans assist students in the following ways:

  • Assist in orienting new students
  • Meet regularly with students individually and track their progress throughout their MD training
  • Get to know each student
  • Provide advice regarding courses, clerkships and research activities
  • Provide assistance as needed for individual students
  • Facilitate small group discussion sessions with advisees
  • Provide career counseling
  • Refer students to community and faculty mentors
  • Organize meetings with program directors
  • Prepare MSPE (Dean’s Letter) for graduating students

Career advising is provided by the Advising Deans. In addition, one member of each clinical department serves as the consultant for questions about careers in that specialty. The Internet also provides a wealth of information about careers and residency programs. For example, the Fellowship and Residency Interactive Database (FREIDA) Online provides information on approximately 7,800 accredited graduate medical education programs as well as over 200 combined specialty programs.


Sue Willows [willows]
Learning Specialist
Room S009, Stanford Medical Center
(650) 387-0550

The Learning Specialist provides support for medical students in the learning process, including cognitive assessments, diagnoses, and study strategies. Through individual assessments and/or workshops students become more aware of the learning process and are better able to use their own natural styles and preferences for learning. Referrals for individual meetings are through Advising Deans, professors, peers, or self-referrals. All meetings are confidential.

The Learning Specialist provides screening for possible learning disabilities and/or attention deficits. For students with disability documentation, the LS can provide and coordinate direct services and accommodations. Confidentiality is maintained.

Workshops and individual meetings may include but are not limited to:

  • Metacognition-know how you learn
  • Learning styles
  • Establishing a study plan
  • Organizing for a specific class
  • Managing time at medical school
  • Test-taking strategies and analyzing a test
  • Memory strategies to decrease study time and enhance retention
  • Changing a behavior via cognitive coaching
  • Software and medical websites
  • How to study in a pair or group
  • When to use tutoring
  • Active reading and better comprehension
  • Prereading and visual organizers
  • Creating a Step 1 study strategy calendar
  • Information and community referrals pertaining to dyslexia, learning disabilities, attention deficits, and psychological disorders


The Associate Dean for Medical Student Life Advising provides a resource for the medical student body that is confidential (within the limits provided by the law). This unique position is one of the first of its kind among medical schools through the nation. Dr. Rebecca Smith-Coggins has held this position since 2006, and is a point of contact for students who wish to discuss sensitive or personal topics or to obtain advice of a non-academic nature without concern about affecting their academic “reputation.” Students are encouraged to bring issues that impact their life decisions, well-being, and academic performance. Issues appropriate for Dr. Smith-Coggins include the following: interpersonal conflicts or misunderstandings; struggles with the stresses of school, family or social life; uncertain career direction; questions regarding professionalism; and discussions about the possible need of REFERRAL for:

  • Medical care
  • Psychological therapy
  • Drug/alcohol dependency treatment
  • Tutoring
  • Study skills improvement
  • Harassment concerns
  • Financial problems
  • Legal advice

The Associate Dean for Medical Student Life Advising is available to represent and advocate for medical students, as appropriate, with regard to matters that affect student well-being.

The Associate Dean for Medical Student Life Advising works directly with the Academic Advising Deans in developing the Advising Program, is involved in programmatic development pertaining to student work-life balance, and has worked with student to develop the Transition to Clerkship Retreat, Peer to Peer Mentoring sessions, and other programs.


The Center of Excellence in Diversity in Medical Education (COE) was established in 1993 with the assistance of a grant sponsored by the Health Resources and Services Administration. The goal of the COE is to prepare the next generation of medical leaders to address the issues of health disparities. The primary initiatives to address this goal include:

  • Expanding the diversity of the health professional work force, especially in academic medicine
  • Promoting cultural competence in medical education for trainees
  • Supporting scholarly projects in the area of health disparities
  • Developing leadership skills in students from diverse backgrounds
  • Working with faculty from throughout Stanford University to eliminate health disparities
  • Enhancing the participation of alumni in the diversity activities of the School of Medicine


The Medical Science Training Program (MSTP) provides medical students with an opportunity to pursue an individualized program of research and course work leading to both the M.D. and Ph.D. degrees. It is designed to equip students for careers in academic investigative medicine, and emphasizes flexibility of curricular and research programs for each trainee. Training for a combined M.D./Ph.D. includes the same content encountered by students who pursue each degree separately, but the total training time is less than the sum of the time normally required for each degree. The flexible curriculum at Stanford's School of Medicine allows each student, in consultation with a preceptor and other advisers, to pursue a plan of study that satisfies the requirements for the M.D. degree and allows performance of doctoral-level research leading to the Ph.D. Students interested in joining the MSTP are considered for admission at the time of their application to the School of Medicine M.D. program and are asked to provide supplemental information relevant to their research background. Current Stanford M.D. students may apply for admission to the MSTP.


The Office of Community Health is the home in the School of Medicine for informed, committed, and sustained community engagement in local health issues. We are developing an innovative national model to train future leaders in community health, disseminate community health scholarship, and enhance local health via community-academic partnerships.

Our commitments are to:

  • Build opportunities for substantive community engagement among medical, graduate and undergraduate students;
  • Support and develop faculty engagement in community health;
  • Promote the translation and dissemination of scholarly work on health issues affecting local communities; and  
  • Respond to community-health related needs and inquiries from students, faculty, health professionals and members of the surrounding community.


The SoMCC is a comprehensive medical and life science career center, delivering educational curricula, providing one-on-one consultations, coordinating recruitment activities, and supporting the professional development of all School of Medicine trainees, alumni, and postdoctoral researchers in the biomedical sciences across the University. The SoMCC also serves as an on-campus portal for external organizations seeking to develop relationships with our research and clinical training community, providing a variety of ways to engage with and access the talents and technologies developed here at Stanford.


Stanford University has a strong commitment to maintaining a diverse and stimulating academic community, representing a broad spectrum of talents and experiences.  Students with disabilities, actively participating in the various aspects of life at Stanford, are an essential part of that diversity.

So that all students at Stanford have an equal opportunity for personally and academically rewarding experiences, the OAE provides a wide array of accommodations, support services, auxiliary aids and programs to remove barriers to full participation in the life of the University.  The OAE offers a comprehensive program for students with disabilities at both the undergraduate and graduate levels.

Char Hamada (, Assistant Dean of Student Services, serves as the School of Medicine Liaison to the Office of Accessible Education. Students with disabilities (including, but not limited to, temporary and permanent physical, psychological, or learning disabilities) who may need academic accommodations (including services and auxiliary aids), should register with the Office of Accessible Education for assessment and approval of such accommodations. Char Hamada, coordinates with the Office of Accessible Education to facilitate accommodations. Students with documented disabilities are responsible for notifying the Assistant Dean of Student Services of their accommodation needs. Students should request accommodations well in advance when needed, and should not request accommodations directly from faculty members or clerkship directors.


The services of the Ombuds Office are available to all faculty, students, and staff. The Ombuds seeks fair and just resolutions of disputes and complaints through confidential, neutral and informal processes. The Ombuds sits apart from the usual administrative and decision making structures of the university and is authorized to talk to all persons at the university in order to resolve problems. The Ombuds can gather information, research relevant policies, coach and advise, offer options, refer to useful resources within the community, make inquiries, mediate and facilitate conversations.

The Ombuds is also available to speak to faculty, student and staff groups about the Ombuds Office's services or to speak on topics related to conflict resolution and communication.

SUMC Ground/Basement Floor, HG004
(650) 723-5101

An on-call chaplain (pager 1-5683) is available 24 hours a day to provide personal counseling for medical students and spiritual support for patients and their families. Chaplains are responsible for Decedent Care at the time of any patient’s death and will help with support for the family of a patient who has died. The Chaplain’s office is located in the Stanford Hospital on the ground floor of the G wing.

SUMC Ground/Basement Floor
(650) 723-7222

Stanford University Medical Center’s Security Services Department provides both walking and mobile escorts, vehicle jump-starts, facility door unlocks, photo identification access badges and key control. In addition they investigate thefts and crimes against persons, perform patient restraints, de-escalate violent situations, and coordinate Medical Center interaction with local police departments. Security Services also presents seminars on personal safety and Medical Center parking.

Security Services is staffed 24 hours a day, seven days a week, and is located on the ground floor of Stanford Hospital, just below the Emergency Department. Security Services is identified as location 2 on the SUMC floor map of the ground/basement floor:

updated August 2012

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