Department of Anatomy and Structural Biology

Education Resources

Department Office:

Albert Einstein College of Medicine
Jack and Pearl Resnick Campus
1300 Morris Park Avenue
Forchheimer 620
Bronx, NY 10461

Phone: 718.430.2836
Fax: 718.430.8996

 
 

Events

Thursday, August 21, 2014 | 9:00 AM
Excel: Basics
Forchheimer Medical Science Building, 119N

Thursday, August 21, 2014 | 3:00 PM
RefWorks
Forchheimer Medical Science Building, 119N

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Clinical & Developmental Anatomy

Human anatomy is one of the fundamental courses in the medical curriculum, and the course is organized to provide the student with a thorough introduction to the characteristics, development, function and clinical significance of the human body. The initial objective of the course is to teach the student the language of anatomy, an essential part of every medical student's training because this vocabulary will become part of daily conversation. A working knowledge of anatomical nomenclature is also essential in order for the student to utilize medical reference books to locate needed information.

The course is designed to facilitate both: (1) the ability to recognize anatomical structures and to appreciate their developmental history, and (2) the development of a clinically relevant understanding of the relationships between these structures with the body. The most important objective of the course is to prepare students to apply their knowledge of anatomy and embryology to the cases that they will see during their clinical training and future careers as physicians.

 

 

 

Medical Histology & Cell Structure

The Medical Histology and Cell Structure course provides students with a strong foundation of knowledge in the microscopic anatomy of cells, tissues and organs with an emphasis on relationships between structure and function. The course also seeks to provide an understanding of molecular anatomy, a rapidly evolving field resulting from the integration of new technologies in imaging and molecular biology. Finally, the course introduces clinical topics and disease mechanisms so students may begin to integrate diverse sources of information to understand disease etiology and therapy. The core of knowledge developed in the Medical Histology and Cell Structure course will serve as a primer for first year courses in Clinical and Developmental Anatomy, Molecular and Cellular Biology, and Disease Mechanisms, and for the second year courses in Organ Systems. In addition, students will develop important skills for comprehending and critically evaluating the primary literature in medical journals.

To achieve its objectives, the Medical Histology and Cell Structure course brings together a faculty skilled in the science and teaching of histology and dedicated to helping students learn and achieve.

 
 
 

1004 Molecular Cell Biology

COURSE LEADERS: Drs. Dianne Cox and U. Thomas Meier

CREDITS/CLASS MEETINGS: 4 semester hours; approximately 34 lectures. Grading based on three in-class exams.

LEVEL/TYPE: Sue Golding Graduate Division/Lecture

SUITABILITY FOR 1ST YEAR STUDENTS: This is a demanding course involving a substantial amount of reading and should only be taken by those first year students with a background in biochemistry and cell biology.

SUGGESTED BACKGROUND READING: "Molecular Biology of the Cell", Fifth Edition, Alberts et al, Garland Publishing, New York. In addition the course will rely heavily on primary literature and current reviews.

COURSE DESCRIPTION: This course will cover basic areas in cell biology with emphasis on selected topics of current interest. The three main areas will be intracellular protein transport, the nucleus, and the cytoskeleton. Topics will include: membrane structure and biogenesis, functions of intracellular membranes and the signal hypothesis, protein trafficking and intracellular sorting, glycosylation, exocytosis, endocytosis and membrane fusion, nuclear structure and organization, nuclear transport, mRNA localization, self assembly of cytoskeletal structures, actin, microtubules, intermediate filaments, molecular motors, mitosis, cell junctions and extracellular matrix, cytoskeleton and signal transduction, calcium as second messenger, and cilia.

 
 
 

1032 Quantitative Imaging of Cells

COURSE LEADERS: Dr. Erik Snapp

CREDITS/CLASS MEETINGS: 3 semester hours; Lectures: 1.5 hrs, twice a week plus laboratories: 1.5 hrs, once per week.

ENROLLMENT: Enrollment for the course is limited to approximately 15 students due to restricted lab space. Preference will be given to 2nd year and above graduate and MSTP students with a quantitative imaging component to their projects.

COURSE DESCRIPTION: This course presents an in-depth analysis of the principles and applications of light microscopy as applied to imaging cellular structures and molecules. Topics will include: the essentials of light microscopy; fluorophores; live cell imaging; deconvolution; confocal microscopy; photomanipulation; fluorescence correlation spectroscopy, multi-photon intravital imaging; evanescent wave imaging; fluorescence energy transfer and fluorescence lifetime imaging; FACS and evolving microscopies. Formal lectures will be supplemented with laboratory demonstrations that use state-of-the-art microscopes. Grading will be based upon a combination of laboratory exercises, problem sets, midterm, and a final exam.

 
 
 

1334 Fundamentals of Course Design and Teaching

COURSE LEADER: Dr. Michael S. Risley

CREDITS/CLASS MEETINGS: All participants who complete the course will receive a certificate indicating participation and successful completion of the course. Graduate students will also receive two course credits; Lectures: 2 hrs, once a week

ENROLLMENT: Open to Graduate Students, Research Fellows and Faculty.

COURSE DESCRIPTION: Research and teaching are two major spheres of scholarship and responsibility for most faculty in academic science. Training in the science and art of teaching is uncommon, however, particularly in the research intensive environment of a medical school. Although we are all expected to teach and show evidence of good teaching, training in pedagogy is weak and research training does not substitute for training to teach. To address this problem the proposed course will provide insights and experience working with fundamental concepts and principles broadly used in the design and execution of courses for adult learners (college and postgrad).

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