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MEDICAL PHYSIOLOGY
2006
Course Syllabus
PRIVATE MEDICAL PHYSIOLOGY (HBY 531)
Course Objectives:
This course is an introduction to the physiology and microanatomy of the human body, and as such its major objectives are to give medical and dental students an appreciation of both the normal functioning and the structure of tissues and organs, excluding the nervous system. In accomplishing this goal, it is highly desirable for students to correlate lecture information pertaining to cell and organ system physiology with laboratory exposure to the histology and ultrastructure of human tissues and organs. Each lecturer has prepared a set of lecture objectives to act as a guide for the study of normal human physiology. Whenever possible, lecture topics are presented using problem-based learning formats emphasizing integrative aspects of cell and organ system function as well as clinical scenarios illustrating disordered physiology. This lecture information in concert with laboratory exposure to organ, tissue, and cellular ultrastructure will provide an excellent basis for understanding pathophysiology. In fact, a primary aim of this course is to act as an introduction for the second year Systems Pathophysiology courses.
Course Content:
The course is organized into five blocks, each covered by separate competency exam (see below for details regarding competency exams). Block 1 of the course is devoted to the structure and function of cells and tissues. Following an introductory lecture on homeostasis and control theory, the topics of cell physiology, nerve, muscle, synapse, epithelia, and blood are sequentially covered. The lecture series for this block culminates with a review of the autonomic nervous system. The lecture material for block 1 is supplemented with lab sessions devoted to cell and tissue histology. The remaining four blocks address the structure and function of the organ systems. The cardiovascular system is covered in Block 2; the respiratory and renal systems are covered in Block 3; and the gastrointestinal, endocrine, and reproductive systems are covered in Blocks 4 and 5. In addition to these organs systems, both the integumentary and skeletal systems are covered under the heading of the endocrine system during the discussion of thermoregulation and calcium and phosphate metabolism, respectively. While the structure of lymphoid tissues and organs are covered as a lab topic, details of immune system function are postponed to the general pathology course.
Required Texts:
The required text for the physiology portion of the course this year is Medical Physiology, edited by Walter Boron and Emile Boulpaep. We have chosen this book over other fine physiology texts primarily for two reasons. First, given its recent publication date (i.e., 2003 copyright), it probably has the most up-to-date coverage of the field; and secondly its content, organization, and style most closely correspond to the content of the course. Additional positive aspects of the book include numerous clinical correlation boxes and reference to a web site that contains additional information for the interested reader. In addition to this text, reference will be made to a number of smaller subspecialty books throughout the course that students have traditionally found to be helpful. Thus the following books are recommended and placed on reserve in the HSC library:
· An Introduction to Cardiovascular Physiology, 2nd edition, by J.R. Levick
· Respiratory Physiology - the essentials, 5th edition, by J.B. West
· Renal Physiology, 2nd edition, by B.M. Koeppen and B.A. Stanton
· Endocrine Physiology by S.P. Porterfield
For the laboratory portion of the course, there are no specific required texts other than the Laboratory Manual which will be handed out on the first day of class. For the student interested in background information, there are many fine histology books and atlases, of which we recommend:
· Basic Histology, 10th edition, by L.C. Junquira and J. Carneiro
· Color Atlas of Histology, 2nd edition, by L.P. Gartner and J.L. Hiatt
Readings:
Each lecturer will have handouts and/or additional readings for the students besides the assignment of specific chapters within the textbook. These materials will be provided to students in digital form, and should be brought to class each day because they contain the figures that will be used in lecture. For certain portions of the course, however, the faculty have elaborated these handouts to the point where they represent a detailed textual description of the material within their blocks of the course and thus are meant to serve as the primary reference in lieu of the textbook. These documents (i.e., primers) should also be brought to class each day because they too contain the figures that will be used in lecture to highlight the important details of that material. The identification of the primary reference (i.e., textbook or primer) to be used for each section of the course will be clearly stated at the beginning of that block and can also be found later in this syllabus under the section entitled “Lecture Objectives”.
Within the laboratory portion of the course, students are only responsible for the material presented in the lab manual. Nevertheless, while not required, we do encourage students to refer to the appropriate chapters within the recommended Histology textbooks and atlas as a supplement to information presented within the lab manual and histology problem sets.
Lecture Format:
It has been our experience that many students find this course to be difficult, primarily because they are unprepared for the level of integrative understanding and problem solving needed to adequately grasp the subject of medical physiology. As a result, many students approach exam time with the mistaken belief that only a cursory understanding of the material is necessary and instead find the exams to be extremely difficult and are invariably disappointed with their performance. To avoid this scenario, we have adopted several preventative measures, one of which is to present the lecture material using problem-based learning (PBL) techniques whenever possible. For example, many areas of physiology are particularly amenable to PBL because of the existence of quantitative relationships among physiological variables. Accordingly, we have found that the most effective way to present this type of material is often in the form of a series of problems whose solutions illustrate, not only the quantitative relations involved, but also the fundamental processes that underlie them. In other instances, the material is presented in the form of clinical case studies in which the clinical problem results from dysfunction of some normal physiological process. An understanding of these processes not only brings clinical relevance to the material, but also reinforces the basic physiological mechanisms. Because problem-based questions form such a large component of the exams in this course (as well as the USMLE), we feel that including these types of PBL scenarios within the lectures helps students, from the outset, to appreciate the level to which they are expected to know the material. We also plan on using clinical scenarios as a basis for a certain exam questions, much in the same way as USMLE Step I exam question formats.
In addition to the lectures, other opportunities to incorporate PBL into the course include small group conferences (see below) and problem sets. With regard to the latter, we have provided many additional examples through the creation of a series of problem sets designed by each lecturer (see below). Working through these exercises is an excellent way to prepare for the exams, and we feel that this approach will not only improve exam preparation and performance, but will also lead to a better understanding of physiology.
Format for Problem Set Discussions and Student Presentations:
General Purpose: In order to foster active learning and to develop presentation skills, students will be expected to present the solutions to a series of both physiology and histology problems within the context of group discussions and student presentations. Distributed well in advance, all students will have adequate time to prepare their answers using their lecture notes, readings, and handouts. An ability to complete and understand the answers to these problem sets is an excellent indication of a student’s readiness to attempt and pass the competency exams (see below).
Student Groups: Problem set discussions and student presentations will occur within the context of a small core group arrangement. Namely, each student will be assigned to a core group of 6 students, who will work together for the entire course. Each core group, in turn will be under the jurisdiction of a faculty member who will be responsible for answering questions and for assessing student performance within group discussions and presentations. In our experience we have found that this teaching arrangement offers several advantages. In addition to promoting active learning, the ability to work as part of a team will be an important component in your respective careers. Furthermore, this arrangement allows for more effective access to faculty in terms of guidance and direction and allows the faculty many more opportunities to assess your progress and advancement in the course apart from performance on exams. Student group assignments will be posted on the course web site.
Physiology Problem Solving: Each lecturer will produce a problem set for their area that will be subdivided into a portion that will be discussed and a portion that will serve as homework. In regard to the problems for discussion, there will be two types of class sessions involving the core group arrangement.
- Physiology Q&A Sessions: In these sessions, each core group will have the opportunity to ask their faculty instructor questions regarding the material. Obviously, the purpose of these sessions is NOT to simply provide students with the answers, but to direct them towards the relevant course material and methods of solving the problems. These sessions are non-mandatory.
- Physiology Group Discussions: Shortly thereafter, there will be a mandatory session in which the faculty member will meet with each core group to discuss the answers to these problems. Each member of the core group will be expected to participate and their participation will be evaluated.
Small Group Conferences: Another component of active learning involving the core group arrangement is the small group conference. This year we have expanded our use of small group sessions to include most of the major organ systems. The primary aim of these sessions is to encourage critical problem solving regarding clinical scenarios that address multi-organ system level diseases. Within these sessions, students will be expected to integrate information learned within the individual organ systems to understand how these systems do not operate in isolation. Attendance and participation is mandatory, and students should expect the covered material to serve as a basis for exam questions. The dates and times of these sessions are indicated in the course schedule and while you will attend within your core group, the individual group assignments will be announced later in the course.
Histology Problem Solving: The Lab Manual contains a set of histology problem sets that will serve as the basis for histology group discussions. Like the physiology problem solving sessions, there will be separate Q&A sessions to be followed by mandatory Histology Group Discussions. Again, each member of the core group must be present and will be expected to participate to get a grade for these exercises. In addition, there will be a limited number of student presentations involving histology images. Student presenters will be selected on the day of the presentation, so all members of the core group need to be prepared. However, during the actual 10 minute presentation, there will be a limited amount of time for discussion among the group members so that a consensus answer can be obtained. Nevertheless, because of time restrictions, strict adherence to the 10 minute rule will be required. The choice of presenter within each core group will cycle so that by the end of the course, each student will have an opportunity to present. While all members of the core group will receive the same score on that presentation, you must be present to receive a score. Students with excused absences will be allowed to make up this assignment by submitting a written document – the details to be determined by that person’s faculty supervisor.
Homework Assignments: As indicated above, there will be a limited number of homework assignments for both the physiology and histology portions of this course. These homework assignments should be completed individually (i.e., not a group effort) and will be graded by your faculty supervisor. These assignments, along with their due dates, will be posted on the course web site.
Lab Format:
This year we are continuing a major change in the way that we teach histology. Prior to last year, the basic histology material used to be delivered in the form of presentations using a microscope-video system within the labs. During these lab sessions, students would simply watch the video monitors, and the student note service would videotape the labs. While students were “officially” assigned microscopes and slides, student feedback over the last several years has plainly indicated that few chose to use these resources, but would instead rely on the video tapes.
In an attempt to move away from this passive learning motif, the majority of this year’s histology labs will be conducted as small groups sessions in which students will be expected to complete histology exercises designed along the lines of problem-based learning strategies.
Thus the format that we will follow in delivering the histology section of the course will involve a substantial amount of self learning using the Digital Histology Manual that, for each tissue and organ, includes a textual description, annotated digital images, a sample problem set with explained answers, and the problem set that will serve as the basis for Histology Group Discussions. While a limited number of class sessions will involve histology demonstrations, much of the class time will be organized by small group learning in which faculty will be on hand to guide and direct you and to answer your questions. However, realize that the responsibility for learning and keeping up with the material lies with you. Histology will thus become a self-paced learning experience in which the ability to complete the histology problem sets will constitute a likely predictor of success on the examinations.
For these labs to achieve maximum effectiveness, students need to understand the following:
1. You will need to bring your notebook computer to class: You will be expected to work as a core group, so preferably each person will be able to work on their own computer. We envision a circumstance in which students within each core group pair off, one student with the lab manual on their computer and one with the problem set. You are free to work as you wish though. Faculty will circulate to assist you.
2. Prior Review of the Material is Essential: Because the lab exercises will involve application of the histology material, a basic familiarity of the material prior to each lab is critical. To this end, the CD-based version of the histology lab manual which has digital histology images linked to the text will be your primary tool. It is thus the student’s responsibility to review this learning resource (along with any other supplemental histology texts and atlases) outside of class time so that they can receive the maximum benefit from the lab sessions. Furthermore, prior review of the histology problem sets (also on the CD) would be helpful as well.
3. Student Collaboration is Encouraged: It is expected that students will work together to solve these exercises. In most cases, the questions should be easily answerable using the learning resources at hand, but there will also be faculty available to direct efforts and to answer questions.
4. Laboratory Exercises are Excellent Exam Preparation: The histology lab exams will be based on digital images similar to the ones found within the CD-based lab manual and histology exercises. Thus an ability to complete the histology exercises is a likely predictor of success on these exams.
Grading Policy:
Forms of Student Assessment: Your performance in this course will be assessed in several ways apart from the traditional multiple choice exam. In addition to homework assignments, these include performances on histology presentations, physiology and histology group discussions, participation in small group sessions, and (for medical students) performance on the USMLE shelf exam for Physiology. In addition, while not contributing in a numerical way to your grade, students must take and pass a series of competency exams to complete the course. The content of these exams is described below under the heading of Exams.
Role of Competency Exams: As described above, the course content is divided into 5 blocks, each of which has a separate competency exams. Following the completion of a block, that competency exam becomes available and remains in effect throughout the remainder of the course. These exams will be given three times each week on Monday, Wednesday, and Friday afternoons, and students may take them whenever they wish. To pass an individual competency exam, you must receive a score of 75% or better. Failure to achieve this passing score means that you must take that competency exam again, and you may take each exam an unlimited number of times until you pass it. STUDENTS WHO PASS 4 OUT OF THE 5 COMPETENCY EXAMS ARE GUARNTEED THAT THEY WILL PASS THE COURSE AS LONG AS THEY SCORE AT LEAST 40% ON THE FINAL EXAM*. Students who do not pass 4 out of the 5 competency exams by the end of the course are still eligible to take the Final Exam, but they must complete this competency exam requirement during their Summer break.
* The purpose of the 40% performance threshold on the Final Exam is meant to discourage taking the exam by random guessing.
Final Grades for Medical Students: Once the competency exam requirement has been met, the final grade for Medical Students will be based on an overall average determined from the following formula:
|
FORM OF ASSESSMENT: |
CONTRIBUTION |
|
Physiology Homework |
10% |
|
Small Group Conferences / Group Discussions |
10% |
|
Histology Homework |
10% |
|
Histology Presentations / Group Discussions |
10% |
|
Physiology Shelf Exam |
15% |
|
Final Exam |
45% |
|
TOTAL |
100% |
Five different grades are possible for medical students: honors, high pass, pass, low pass, and fail. A failing grade is only possible when a student: 1) fails to complete the competency exam requirement; or 2) fails to score at least 40% on the Final Exam.
Final Grades for Dental Students: The final grades for Dental Students will be determined in the same way as Medical Students but with two exceptions: 1) Since there is not any available Dental Shelf Exam for students to take, the relative contribution of the Final Exam will increase to 60%; 2) Dental students will receive letter grades (A,B,C,F). A failing grade for Dental Students is also only possible when a student: 1) fails to complete the competency exam requirement; or 2) fails to score at least 40% on the Final Exam.
Summer Makeup Exams and Grades: Should a student fail to complete the competency exam requirement by the end of the course, they must continue to take these over the summer until they have passed a total of four of these exams. Students who fail to score a 40% on the Final Exam will be offered a Summer Makeup Final Exam, provided that they have been determined to be eligible by their respective academic standing committee. Students who are not eligible will have to repeat the course the following year, as will any students who fail a Makeup Final Exam. Upon successful completion of the summer remediation, medical students will automatically receive a grade of Low Pass, and dental students a grade of C.
Description of Exams:
Competency Exams: Each competency exam will consist of 32 questions: 24 physiology-based questions and 8 histology-based questions. The questions will be randomly drawn from a pool of test questions, and so no two versions of a given competency exam will be the same. You will take these exams using your notebook computer which will be linked to our Physiology server via a wireless connection. The details of preparing your computer for these exams, as well as username and password information, will be provided once the course starts. These exams will be offered every Monday, Wednesday, and Friday afternoons in L2 - 161, generally from 3-5pm, although there will be some exceptions to these start times to accommodate other scheduled activities in that room. These exams will be proctored. While you may take each competency exam an unlimited number of times within the time period of their availability, you must pass each exam at least once at the 75% level.
Final Exam: All students will take the comprehensive Final Exam on Thursday April 21, 2005. This computer-based exam will consist of 70 questions, each derived from the same data bank of test questions used for the competency exams. However, unlike the competency exams, each student will take the same exam. This exam will cover material presented in lecture and lab as well as assigned readings in the text and other distributed material such as handouts and problem sets that may be used by faculty
Exam Question Format: All exam questions, both physiology and histology will be single-response, multiple choice. The histology questions will consist of image identifications using digital images. The physiology questions will test concepts learned in lecture and the readings, and in some circumstances may be based on clinical case scenarios. Further, some of the physiology test questions may involve numerical calculations, so you should bring a calculator.
Sampling of Examination Material: As an aid to understanding question format and content, we have placed keyed copies of the lecture exams for the last 8 years and the lab exams from the last four years on the course web site. Past lab exams were given using the video microscope arrangement in the lab, and so unfortunately, no images are available. Since these old test questions form the bulk of our test question databank, they should be reviewed before taking the competency exams and Final Exam.
Disputes on Exam Questions: Following the Final Exam, we offer students an opportunity to review a keyed copy of the exam, in part to determine whether they feel a question was ambiguous, unfair or does not have a unique correct answer. In this event we encourage students to submit a written explanation giving supporting evidence from the book or other course materials that provide a basis for their complaint. The deadline for submitting disputes is two weeks from the day the key is distributed, and each dispute will be reviewed by the course director and the faculty person responsible for that material. In cases in which the dispute has merit, credit will be given to the entire class. Disputes involving competency exams will be accepted and if there is cause, that question will be dropped from the database.
Excused Absences and Make-up Examinations: According to the Policies and Procedures of the Medical School, it is the course director, Dr. Cameron, who has the authority to approve excused absences in the course, be they in regard to the mandatory small group sessions, student presentations, or the Final Exam. As a general policy of this course, an absence involving any mandatory session will be allowed for the following circumstances: death in the family, illness documented by a physician’s note, or an actual disaster out of the control of anyone. For an individual who has an excused absence for the Final Exam, we will offer a make-up exam that will be of the same format as the regularly scheduled exam, although we reserve the right to give a shortened version. For an individual who has an excused absence for a student presentation or a small group session, they can submit a written assignment in lieu of that activity. Because the competency exams are offered continually, the concept of a makeup competency exam is moot. Appeals regarding excused absences should be forwarded to your respective Dean’s office.
Physiology Web Site:
Course materials may be accessed using the Medical Physiology Web Site (http://www.pnb.sunysb.edu/hby531/default.asp). In addition, this site provides links to other relevant sites including the Histology Images Project as well as others. All students are encouraged to make use of these materials using either their home computers or computers in the HSC Library. These materials include the following:
1. Course Schedule and Syllabus (Including Lecture Objectives): The materials contained within this document can be accessed through this site.
2. Old Tests: Keyed copies of the 1995-2004 exams can be found as an aid to understanding test question formats and to get an overall idea of content. However note that in prior years before the existence of competency exams and the block designations, the exam material was organized as follows: Lecture Exam 1 (material for Block 1); Lecture Exam 2 (material for Blocks 2 and 3); Lecture Exam 3 (material for Blocks 4 and 5). Prior to 2001, the course name was Organ Systems which had a midterm (Blocks 2 and 3) and a Final (Blocks 4 and 5). The material for Block 1 during these years was taught in the Cells course, but is included here under the label, “Cell Physiology, Old Exams”.
3. Problem Sets: The course web site will contain the various problem sets used in this course, e.g., the histology and physiology problem sets which will be used as the basis of the student presentations. In addition, there are a series of sample histology problems that will be available through this web site.
4. Announcements: Information that pertains to the class as a whole such as exam performance data, special help sessions, deadlines, and the like will be listed here as a separate link. Information that is concerned with last minute changes (such as room assignments) will be disseminated through email (see below).
5. Links: This portion of the course web site will take students to other relevant internet sites such as the Histology Images Project and other educational sites of interest as well as contact information.
Questions and Requests:
Any questions or requests pertaining to the rules and regulations, grading, course materials, or anything else should be directed to the course director, Dr. Cameron.
With regard to the course material, questions should first be directed to your faculty supervisor. In addition, you should also feel free to contact the individual lecturers. In this regard, please note the scheduling of class sessions to address the answers to selected histology and physiology problem set questions. These sessions will be run by individual lecturers for the physiology material, and Dr. Cameron for this histology material. In addition, we are also open to the possibility of holding special help sessions in which the faculty will be present to answer any question pertaining to the lecture material, problem sets, or readings. We will poll the class to determine whether sufficient interest exists to schedule these sessions, which if given will be held in the late afternoon. For questions to the faculty outside of these times, you may email your questions or set up an appointment for individual consultation. However, in some cases the nature of the questions may preclude an answer via email, and the faculty person may instead desire to meet with you individually or in small groups since this represents a much better forum for question and answer.
Seeking Extra Help:
Lecture Portion of the Course: We strongly urge students to evaluate their progress in the lecture part of the course using the old test questions and problem sets that will be provided on the Course Web Site. A poor performance on these indicates that clearly more studying is required, but it may indicate a more substantial problem requiring extra help. For students that find themselves in this situation, several options are available:
1. As a first option, students should consult their faculty supervisor, followed by the individual lecturer.
2. There are also a limited number of tutors available at no cost for those who need extra help. These tutors are second year medical students who have indicated a desire to help with Medical Physiology. Any student desiring such help should approach Dr. Cameron who will then make the necessary arrangements.
3. In certain situations, other options may be necessary. In any event, students are urged to seek extra help at the earliest opportunity, and should direct their inquiries to Dr. Cameron.
Lab Portion of the Course: In order to evaluate progress in the lab portion of the course, we strongly recommend that students avail themselves of the information contained within the electronic lab manual and histology problem sets. The ability to successfully complete the latter is a likely predictor of success on the histology lab exams. In addition, we also strongly recommend students reference the information contained within the SUNY Stony Brook Medical Education Database. Students can access this site in one of two possible ways. The direct URL is: http://www.uhmc.sunysb.edu/medstud, which contains a link entitled, "Medical Histology Images and Testing". Alternatively, students can access the database through one of the links provided on the Medical Physiology home page. Once this site is accessed, you will be asked for a user name and password. The username is “medical” and password is “school”. Alternatively you Dental Students may use the username of “dental” and password “school”.
The image project contains mapped histology images taken directly from the slide collections. Through the browsing function, specific structures, tissue, and cell types can be highlighted on the image by simply clicking on item list below the image. Short descriptive text passages are also provided. Alternatively, students can opt to take a self-test using the same image database. For each question, a particular structure, tissue, or cell type will flash and the student will be asked to select the correct response from a multiple-choice format. These self-tests are randomly generated, can be of varying length, and may be taken an unlimited number of times. By taking these self-tests, the student can monitor their progress using a 70% correct level as an absolute passing threshold. Failure to achieve this performance level means that more work is needed, and may indicate that additional help is required. If you find yourself in this situation, you should see Dr. Cameron as soon as possible so he can make the necessary arrangements.
Distribution of Course Materials:
In general, all materials that need to be handed out will be distributed to your mailbox on level 2 of the HSC. If you do not wish for your Final Exam Performance and Course Grade to be returned to your mailbox, please notify Dr. Cameron at least a week ahead of time, and preferably at the beginning of the course.
Students with Special Needs:
If you have any condition, such as a physical, psychological, medical or learning disability, which will make it difficult for you to carry out the work as outlined above, or which will require extra time on examinations, please notify Dr. Cameron in the first two weeks of class so that special arrangements can be made. In addition, we strongly urge you to contact the staff in the Disabled Student Services Office (DSS), room 133 Humanities, 632-6748. DSS will review your concerns and determine, with you, what accommodations are necessary and appropriate. All information regarding any disability is confidential.
Room Assignments and Class Times:
The lecture and lab schedule for HBY 531 2006 is given below, and should correspond to your master schedule. The majority of lectures will be given in Lecture Hall 1, level 2 of the HSC (see lecture schedule for actual lecture hall assignments).
Course Director and Coordinator:
Dr. Roger Cameron, office T5 180 BHS, phone 444-7728
email: rcameron@notes.cc.sunysb.edu
Lecturers
Dr. Peter Brink; Chairman, Department of Physiology and Biophysics; 444-3124; Pbrink@physiology.pnb.sunysb.edu
Dr. Richard Bronson, Department of Obstetrics and Gynecology; 444-2745; Richard.Bronson@stonybrook.edu
Dr. Roger Cameron; Department of Physiology and Biophysics and the Department of Pharmacology; 444-7728; rcameron@notes.cc.sunysb.edu
Dr. Chris Clausen; Department of Physiology and Biophysics; 444-3042; clausen@physiology.pnb.sunysb.edu
Dr. Norman Edelman; Dean of Medicine; Departments of Medicine and Physiology and Biophysics; 444-2080; Nedelman@dean.som.sunysb.edu
Dr. Peter Ells; Department of Medicine, Gastroenterology Division; 444-2119;
Dr. Raafat El-Maghrabi; Dept. of Physiology and Biophysics; 444-3049; Raafat@physiology.pnb.sunysb.edu
Dr. Margaret McNurlan, Department of Surgery; 444-8095; Margaret.McNurlan@stonybrook.edu
Dr. Leon Moore; Department of Physiology and Biophysics; 444-3047; Moore@physiology.pnb.sunysb.edu
Dr. Barbara Rosati; Department of Physiology and Biophysics; 444-7350; brosati@dualphy.pnb.sunysb.edu
Dr. Irene Solomon; Department of Physiology and Biophysics; 444-2932; ICSolomon@physiology.pnb.sunysb.edu
Dr. Tom White; Department of Physiology and Biophysics; 444-9683; Tom.White@stonybrook.edu
Laboratory (Histology) and Lecture Faculty
Dr. Roger Cameron; Department of Physiology and Biophysics and the Department of Pharmacology; 444-7728; rcameron@notes.cc.sunysb.edu
Dr. Raafat El-Maghrabi; Dept. of Physiology and Biophysics; 444-3049; Raafat@physiology.pnb.sunysb.edu
Dr. Ilan Spector; Department of Physiology and Biophysics; 444-3447; Ilan.Spector@stonybrook.edu
Dr. William Benjamin; Department of Physiology and Biophysics; 444-3046; wbenjamin@physiology.pnb.sunysb.edu
Graduate Teaching Assistant
Johnny Johnson, Department of Physiology and Biophysics; 444-3559; Johnathan64@hotmail.com