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Biomedical Informatics

Committee: Russ B. Altman (Chair and Program Director); Lawrence M. Fagan, Mark A. Musen (Co-Directors); Betty Cheng (Associate Director); Atul Butte, Amar K. Das, Teri Klein, David Paik, Daniel L. Rubin

Participating Faculty and Staff by Department*

Biochemistry: Douglas L. Brutlag (Professor, emeritus), Rhiju Das (Assistant Professor), Ronald Davis (Professor), James Ferrell (Professor), Hunter Fraser (Assistant Professor), Julie Theriot (Associate Professor)

Bioengineering: Russ B. Altman (Professor), Kwabena Boahen (Associate Professor), Markus Covert (Assistant Professor), Scott Delp (Professor), Charles A. Taylor (Associate Professor)

Biology: Markus Feldman (Professor), Dmitri Petrov (Associate Professor)

Chemistry: Vijay Pande (Associate Professor)

Chemical and Systems Biology: Joshua Elias (Assistant Professor), James Ferrell (Professor)

Computer Science: Serafim Batzoglou (Associate Professor), Gill Bejerano (Assistant Professor), David Dill (Professor), Leo Guibas (Professor), Daphne Koller (Associate Professor), Jean-Claude Latombe (Professor), Chris Manning (Associate Professor), Teresa Meng (Professor), Terry Winograd (Professor)

Developmental Biology: Gill Bejerano (Assistant Professor), Harley McAdams (Professor, Research)

Electrical Engineering: Teresa Meng (Professor)

Genetics: Russ B. Altman (Professor), Mike Cherry (Associate Professor, Research), Stanley N. Cohen (Professor), Ronald Davis (Professor), Teri E. Klein (Senior Research Scientist), Gavin Sherlock (Assistant Professor), Michael P. Snyder (Professor), Hua Tang (Associate Professor)

Health Research and Policy: Mark A. Hlatky (Professor), Richard A. Olshen (Professor), Robert Tibshirani (Professor)

Management Science and Engineering: Margaret Brandeau (Professor), Ross D. Shachter (Associate Professor)

Medicine: Russ B. Altman (Professor), Euan Ashley (Assistant Professor), Jayanta Bhattacharya (Assistant Professor), Atul Butte (Assistant Professor), Robert W. Carlson (Professor), Betty Cheng (Associate Director), Amar K. Das (Assistant Professor), Lawrence M. Fagan (Co-Director), Alan M. Garber (Professor), Mary Goldstein (Professor), Peter D. Karp (Consulting Assistant Professor), Henry Lowe (Associate Professor, Research; Senior Associate Dean for Information Resources and Technology), Mark A. Musen (Professor), Douglas K. Owens (Associate Professor), Robert W. Shafer (Assistant Professor, Research), Samson Tu (Senior Research Scientist), P.J. Utz (Associate Professor), Michael G. Walker ((Consulting Associate Professor)

Microbiology and Immunology: Karla Kirkegaard (Professor), Garry Nolan (Professor), Julie Theriot (Associate Professor)

Pediatrics: Atul Butte (Assistant Professor), Chris Longhurst (Clinical Assistant Professor)

Psychiatry and Behavioral Sciences: Amar K. Das (Assistant Professor), Vinod Menon (Associate Professor)

Radiation Oncology: Lei Xing (Professor)

Radiology: Sam Gambhir (Professor), Gary H. Glover (Professor), Sandy A. Napel (Professor), David Paik (Assistant Professor), Norbert J. Pelc (Professor), Sylvia Plevritis (Associate Professor), Daniel L. Rubin (Assistant Professor), Geoffrey D. Rubin (Professor)

Structural Biology: Michael Levitt (Professor)

Statistics: Trevor J. Hastie (Professor), Susan Holmes (Professor), Art Owen (Professor), Robert Tibshirani (Professor), Michael G. Walker (Consulting Associate Professor), Nancy Zhang (Assistant Professor)

Surgery: Thomas Krummel (Professor), Charles A. Taylor (Associate Professor, Research)

* Research opportunities are not limited to faculty and departments listed.

Program Offices: Medical School Office Building (MSOB), room X- 215, 251 Campus Drive

Mail Code: 94305-5479

Phone: (650) 723-1398

Fax: (650) 725-7944

Web Site: http://bmi.stanford.edu

Courses offered by the Program in Biomedical Informatics are listed under the subject code BIOMEDIN on the Stanford Bulletin's ExploreCourses web site.

The program in Biomedical Informatics emphasizes research to develop novel computational methods that can advance biomedicine. Students receive training in the investigation of new approaches to conceptual modeling and to development of new algorithms that address challenging problems in the biological sciences and clinical medicine. Students with a primary interest in developing new informatics methods and knowledge are best suited for this program. Students with a primary interest in the biological or medical application of existing informatics techniques may be better suited for training in the application areas themselves.

Graduate Programs in Biomedical Informatics

The Biomedical Informatics Program is interdepartmental and offers instruction and research opportunities leading to M.S. and Ph.D. degrees in Biomedical Informatics. All students are required to complete the core curriculum requirements, and also to elect additional courses to complement both their technical interests and their goals in applying informatics methods to clinical settings, biology, or imaging. Candidates must maintain a 3.0 GPA in each of the five core areas, and an overall GPA of 3.0. If the candidate's GPA does not meet the minimum requirement, the Biomedical Informatics Executive Committee may require corrective courses of action. In addition, prior to being formally admitted to candidacy for the Ph.D. degree, the student must demonstrate knowledge of biomedical informatics fundamentals and a potential for research by passing a qualifying exam.

The core curriculum is common to all degrees offered by the program but is adapted or augmented depending on the interests and experience of the student. Deviations from the core curriculum must be justified in writing and approved by the student's Biomedical Informatics academic adviser and the chair of the Biomedical Informatics Executive Committee. It should be noted, however, that the program is intended to provide flexibility and to complement other opportunities in applied medical research that exist at Stanford. Although most students are expected to comply with the basic program of study outlined here, special arrangements can be made for those with unusual needs or those simultaneously enrolled in other degree programs within the University. Similarly, students with prior relevant training may have the curriculum adjusted to eliminate requirements met as part of prior training.

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