Associate Dean for Medical Student Research and Scholarship, Office of Student Affairs (1992 - Present)
PhD, Tulane University, Reproductive Physiology (1968)
I am not now actively involved in research, but my past endeavors remain central to my position in guiding medical students in their scholarship pursuits.
The cited publications represent three areas of interest:
(1) medical student research (Jacobs and Cross)
(2) women in medicine (Cross and Steward)
(3) the reproductive physiology of early development (Cross and Brinster)
Only one publication is listed in this area since the research is not current, but others (in e.g. Nature, DevBiol, ExpCellRes) give a broader picture of my pursuit when at the University of Pennsylvania.
For more than 40 years, the faculties of Duke University School of Medicine (SOM) and Stanford University SOM have encouraged or required students to engage in scholarship as a way to broaden their education and attract them to careers in academic medicine. A dedicated period of research was first integrated into the Duke curriculum in 1959 to provide an opportunity for students to develop into physician leaders through a rigorous scholarly experience in biomedically related research. Originally designed to foster experience in laboratory-based basic research, the third-year program has evolved in response to the changing landscape of medicine and shifting needs and career interests of the medical student population. Stanford University SOM also has a long-standing commitment to biomedical research and currently requires each student to complete an in-depth, mentored "scholarly concentration." In contrast to Duke, where most of the scholarly research experiences take place in an immersive third year, the Stanford program encourages a longitudinal, multiyear exposure over all four (or five) years of medical school. Although the enduring effects of embedding a rigorous research program are not yet fully known, preliminary data suggest that these experiences instill an appreciation for research, impart research rigor and methodologies, and may motivate students to pursue careers in academic medicine. The authors discuss the histories, evolution, logistics, and ongoing challenges of the research programs at Duke University SOM and Stanford University SOM.
View details for DOI 10.1097/ACM.0b013e3181ccc77a
View details for Web of Science ID 000276132100015
View details for PubMedID 20182114
At Stanford University School of Medicine, students are encouraged to conduct research, requiring a substantial amount of funding and effort on the part of teaching staff. We questioned one graduating class and all medical teachers to determine the value of the research experience to students, as well as staff satisfaction. Seventy-three per cent of students and 80% of teaching staff responded. Ninety per cent of students had performed research resulting in at least one published manuscript for 75% and a presentation at a national meeting for 52%. Almost all thought the experience taught them to ask questions, review the literature critically, and analyse data. Three-quarters responded that the experience motivated them to pursue further research, and 60% indicated that they plan a full-time academic career. The majority of teaching staff who worked with students found it rewarding and thought the student had had a valuable experience. We conclude that our curriculum provides a positive opportunity for students to develop an investigative approach to medical problems.
View details for Web of Science ID A1995TM12500004
View details for PubMedID 8699971
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