Training programs in basic medical research and education have become increasingly specialized in recent years. The number of active basic research scientists with a comprehensive understanding of human biology, and specifically human anatomy, is rapidly decreasing. In response to this documented trend, Vanderbilt University initiated a Scientist‐Educator Program in 2005 to provide a coordinated curriculum where post‐doctoral fellows could obtain a cutting‐edge research experience coupled to in‐depth training in medical education initially focused on a gross anatomy curriculum. Now established, this three/four year program has expanded to include training fellows in neuroscience and will begin to explore training in other areas of need in medical education. Building upon the Program's documented strengths, the leadership team seeks to grow and establish itself as a nationally‐recognized leader in this important area of biomedical science. We will present our curriculum, databases on recruitment, fellow placement, and future plans.

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The importance of learning normal histology is often lost on students who find studying slides via microscopes or virtual images boring. It is not until they begin studying how disease processes present in pathology that they discover the real need for knowing normal microstructure and function of cells, tissues and organs. The authors were interested in finding ways to enhance both excitement for the discipline and the desire to learn normal histology. The focus of this study was to determine if utilizing clinical case presentations (ie;, burn patient) in the histology laboratory would be an effective means of teaching the relevant normal histology of each organ system. Case presentations were put together in the format of a brief introduction to the patient history containing all pertinent information followed by a series of detailed questions specifically addressing a particular cell, tissue (ex: gland) or structural component of the organ system that might be affected (blood vessels, sweat glands, melanocytes, etc). The students then worked in teams to answer the various questions and determine what structures normally present in the organ system being discussed were damaged or injured and not functioning properly. These responses were then reported and explained to the remainder of the class at the end of the laboratory period. The students enthusiastically shared their responses with their classmates with additional details provided by attending faculty if incomplete or incorrect. The students have since requested that clinical cases be presented on a regular basis to enhance the learning environment in the histology laboratory.