Evolution of the PASTEUR Program

Expansion of enrichment activities in years I and II
The PASTEUR program anticipates working closely with the directors of the current preclinical courses to develop ways of enhancing the medical student experience in a fashion suggested by PASTEUR's dual mission. We envision at least three distinct ways in which this might be accomplished. First, we hope to introduce POR as a longitudinal theme extending throughout the cases comprising the core of the HMS curriculum. Second, we would like to explore ways in which POR topics or investigators might be introduced into the didactic component of the HMS classes. Third, we would be interested in the possibility of developing a supplementary, optional, seminar series (perhaps meeting during lunch, for example) that would be keyed to the HMS curriculum, and that would focus on a PASTEUR-developed case-study in the relevant area (for example, a renal case when the kidney is under discussion, a pharmacology case during the Pharmacology block, etc.). These case-study seminars, led by an appropriate POR investigator, would not only allow students to examine a curriculum subject in additional depth, but would also permit students to explore how to go about studying a particular disorder or clinical question. Significantly, the seminars would also emphasize how much remains unknown, and in need of clarification and further understanding and study. We would note that some of the case-studies the PASTEUR program is now developing are derived from the experiences of industry (particularly in the area of drug discovery and development), and we would anticipate that some of the instruction in the seminar class would be provided by industry investigators.

Mentored Clinical Research Experiences
The PASTEUR Program welcomes a grant from the Doris Duke Charitable Foundation to create an exciting fellowship program at Harvard Medical Schools expressly for medical students. This program will run for four years, and is the first in the nation to focus exclusively on clinical research at academic medical centers. Harvard Medical School is one of only seven schools selected to establish this innovative clinical research fellowship. For further information visit our page on Clinical Research Fellowships.

We continue to develop additional opportunities for students to participate in patient-oriented research. It is likely that some of the projects which are initiated during the Summer Program might subsequently be pursued as long-term projects. In addition to the student's primary mentor, presumably from within the Harvard medical community, the student will be matched with an industry mentor, an individual who has agreed to meet with the student on a regular basis, and who offers an important perspective on the student's project. In the future, it is possible that some students may select an investigator from within industry as their primary mentor, and might conduct their research in a company's lab; in this case, the second mentor would be from within the Harvard academic community.

Establishment of a mini-symposia in clinical investigation
Mini-extravaganzas will be held several times a year, inviting several prominent clinical investigators (from both academia and industry) to present their work, on topics such as cardiovascular epidemiology, non-invasive imaging strategies, gene therapy, and neuropsychiatric disorders. An evening might feature three talks, each about 45 minutes, followed by dinner. Given the broad nature of the expected audience, speakers would be encouraged to provide sufficient introduction to enable the interested non-expert to appreciate the work.

Development of an undergraduate seminar in POR at Harvard College and/or MIT
Clinical investigation is typically absent from most undergraduate curricula; in effort to introduce college students to the questions and approaches of patient-oriented research, a weekly seminar series will be established. We anticipate it will be related in content to the planned ABS class (i.e. organized around several specific topics, and introducing the students to several different methodological approaches), but will be modified so as to be appropriately suited to this somewhat less-experienced audience. Auditing of these classes may also serve as an introduction to individuals, at any level, who are new to POR.