About the Medical School Integration

Integration Update: May 2024

May 21, 2024
Dean Murtha and Dean Johnson share news coverage of the medical school integration and discuss recent visits with church groups, community groups, and local leaders.

Integration Update: April 2024

April 23, 2024
Dean Murtha and Dean Johnson discuss several initiatives to gather input and communicate effectively with our students and communities.

Integration Update: March 2024

March 19, 2024
Dean Johnson and Dean Murtha provide an update on the LCME process.

Integration Update: January 2024

January 16, 2024
Dean Murtha and Dean Johnson announce the creation of a series of messages designed to inform the communities at both medical schools regarding the latest integration news and initiatives.

2023

Integration Update: December 2023

December 19, 2023
Dean Johnson and Dean Murtha provide a summary of the framework that will shape the medical school integration process and invite members of the medical school communities to participate by joining a task force.

Join Us for Medical Integration: Chats with the Deans​

October 6, 2023
Join a virtual discussion with Dean Murtha and Dean Johnson and help us keep the momentum going as we journey toward the future as Rutgers School of Medicine.

A Message from the Deans Regarding the Medical School Integration: LCME Accreditation and the Curriculum​

September 26, 2023
Dean Johnson and Dean Murtha share an update about a recent webinar on LCME accreditation and the curriculum.

A Message from the Deans Regarding the Medical School Integration: FAQs

September 5, 2023
Dean Murtha and Dean Johnson respond to frequently asked questions about the single accreditation process.

Rutgers School of Medicine Initial Next Steps

July 21, 2023
Dean Johnson and Dean Murtha share initial next steps in the integration between the two medical schools.

More Information About Medical School Integration

July 10, 2023
Following the Board of Governors' decision, Dean Murtha and Dean Johnson provide an update about the integration between the two medical schools.

Rutgers Board of Governors Approves Single Medical School Accreditation

July 10, 2023
The integration of New Jersey Medical School and Robert Wood Johnson Medical School will create co-equal bodies under a single accreditation to be known as Rutgers School of Medicine.

Senate Report - Envisioning the Future of Academic Medicine

January 31, 2023
Chancellor Strom announces the report on the future of academic medicine at Rutgers University has been presented to the University Senate.

2022

New Website and Feedback Form for Medical School Evaluation Process

November 17, 2022
Dean Johnson, Dean Murtha, and Chancellor Strom announce the new Envisioning the Future of Academic Medicine website.

Envisioning the Future of Academic Medicine: Next Steps

November 4, 2022
Chancellor Strom, RWJMS Dean Amy Murtha and NJMS Dean Robert Johnson share next steps as Rutgers Health explores the optimal level of integration and cooperation between the two medical schools.

Envisioning the Future of Academic Medicine: Chancellor's Charge to the Committees

November 2022
Chancellor Brian Strom addresses the Envisioning the Future of Academic Medicine committees as they embark on the task of responding to the Rutgers University Senate's questions.

Envisioning the Future of Academic Medicine at Rutgers University

September 21, 2022
Following a pause due to the pandemic, Rutgers Health will resume the process of exploring opportunities for further collaboration between New Jersey Medical School and Robert Wood Johnson Medical School.

Demonstrates integrity, respect, and ethical reasoning, and promotes inclusion of differences in all interactions to improve healthcare for patients, communities, and populations.

Objectives:

• Student demonstrates respect and compassion for patients, caregivers, families, and team members.
• Student safeguards patient privacy, confidentiality, and autonomy.
• Student uses ethical principles and reasoning to guide behavior.
• Student adapts actions and communication according to the situation.
• Student takes ownership of mistakes and acts to address them.
• Student identifies personal limits of knowledge and seeks help appropriately.
• Student demonstrates cultural humility and a willingness to learn from others, including those with different backgrounds and experiences.
• Student recognizes and addresses personal well-being needs that may impact professional performance.
• Student completes duties and tasks in a thorough, reliable, and timely manner.

Demonstrates compassionate, effective, holistic, evidence-informed, and equitable patient-centered care.

Objectives:

• Student gathers relevant patient histories from multiple data sources, as necessary.
• Student performs relevant physical examinations using appropriate techniques and tools.
• Student identifies patients in need of urgent or emergent care, seeks assistance, and recommends initial evaluation and management.  
• Student creates and prioritizes differential diagnoses.
• Student proposes hypothesis-driven diagnostic testing and interprets results. 
• Student formulates therapeutic management plans for commonly encountered clinical conditions.
• Student uses patient-centered language to describe common diagnostic and therapeutic interventions and plans.
• Student demonstrates basic procedural techniques.
• Student incorporates health promotion and disease prevention into patient care plans.

Applies and integrates foundational knowledge to improve healthcare for patients and populations.

Objectives:

• Student demonstrates knowledge of basic, clinical, pathophysiologic, social, and health systems sciences, as well as humanities, needed for clinical practice.
• Student applies foundational knowledge of clinical problem-solving, diagnostic reasoning, and decision-making to clinical scenarios.
• Student discerns the accuracy of information and its relevance to clinical problems.
• Student accesses knowledge relevant to clinical problems using appropriate resources, including emerging technologies.
   

Integrates feedback, evidence, and reflection to adapt behavior, foster improvement, and cultivate life-long learning.

Objectives:

• Student actively seeks and incorporates feedback and assessment data to improve performance.
• Student identifies opportunities for growth their performance through informed self-assessment and reflective practice.
• Student locates, critically appraises, and synthesizes information to support evidence-informed, patient-centered clinical decisions.
• Student develops, implements, and reassesses learning and improvement goals.
• Student demonstrates inquiry and an ability to grow and seek new knowledge.

Effectively communicates and interacts with patients, caregivers, and the healthcare team to contribute to high-quality patient-centered care.

Objectives: 

• Student collaborates with patients, caregivers, and team members to enhance the therapeutic relationship.
• Student collaborates with healthcare and administrative team members to enhance team and organizational functioning.
• Student demonstrates active listening.
• Student communicates clearly, accurately, and compassionately in verbal, nonverbal, written, and electronic formats, including the appropriate use of a medical interpreter.
• Student demonstrates skills to educate patients, caregivers, peers, and team members.
• Student formulates and shares feedback constructively with others.

Applies knowledge of the larger context of health, including its social and structural determinants, and of systems and resources within and outside of health care, to optimize high-quality care for patients, communities, and populations.

Objectives:

• Student applies knowledge of social and structural drivers of health.
• Student adapts performance to various healthcare teams, delivery settings, and systems.
• Student collaborates in transitions and coordination of care.
• Student identifies the risks and benefits of using current and emerging technologies in patient care.
• Student identifies patient safety concerns, systems issues, and opportunities for quality improvement.
• Student describes health policy and the financial context of healthcare.
• Student applies knowledge of the local population and community health needs, disparities, and resources.

Utilizes recognized mechanisms to reduce health disparities and advance health equity in patients, communities, and healthcare systems.

Objectives:

• Student integrates patient, family, and caregiver needs, values, preferences, experiences, and social context into patient care.
• Student identifies personal biases and strategies to mitigate their effects.
• Student demonstrates social responsibility and a commitment to service.
• Student identifies individual and structural factors that impact health and wellness.

Demonstrates intellectual curiosity and the skills necessary to create new knowledge, devise plans for implementation of ethical research and communicate of findings.

Objectives:

• Student demonstrates knowledge of the scientific principles, research design, and data interpretation underlying basic, clinical, and translational research.
• Student gathers and analyzes existing literature in a field of inquiry and formulates a research question and hypothesis.
• Student describes appropriate research methods to answer an investigative question.
• Student demonstrates the skills to perform ethical research.
• Student communicates knowledge obtained from scientific inquiry clearly and accurately.

Co-chairs: Deans Robert L. Johnson and Amy P. Murtha

• Consists of designated leaders representing each of the mission areas from both NJMS and RWJMS.
• Provides strategic oversight of the integration planning process, addresses emergent questions and areas of concern, and ensures successful completion of the various tasks associated with the integration.
• Rutgers Office of Organizational Leadership will provide this committee with consultative support regarding the integration planning process.

Members

• Maria Soto-Greene, NJMS
• Carol Terregino, RWJMS
• Céline Gélinas, RWJMS
• William C. Gause, NJMS
• Ana M. Natale-Pereira, NJMS
• Shawna Hudson, RWJMS
• Beth Salamon, RWJMS
• LaCarla Donaldson, NJMS
• Justin Sambol, NJMS
• Keith Lewis, RWJMS
• Michael J. Petti, NJMS
• Carla Hailey Penn, RWJMS

Co-chairs: Carol Terregino and Maria Soto-Greene

Organized around LCME domains/standards, with faculty, staff, and student representatives from both NJMS and RWJMS:

• Governance and Administration
• Academic Environment
• Faculty
• Curriculum
• Medical Students

Committee Details and Membership

• Members in subcommittees will include a co-chair and vice chair from each school, in addition to faculty, staff and students.
• Chairs and vice-chairs of each subcommittee will serve on the LCME Self Study Committee.
• The LCME Self Study Committee will report to the Integration Executive Committee.
• The charge will be to engage in the work associated with the completion of the LCME self-study process.
• ECG will provide this committee with project management support.

Members

Governance and Administration

• Shawna Hudson, RWJMS (Chair)
• Marc Klapholz, NJMS (Chair)
• Lisa Gittens, NJMS (Vice Chair)
• Keith Lewis, RWJMS (Vice Chair)
• Renee Riggs-Fiesseler, RWJMS
• Christine Gerula, NJMS
• Utz Herbig, NJMS
• Nina Glass, NJMS
• Ram Mani, RWJMS
• Nell Maloney Patel, RWJMS
• Novneet Sahu, NJMS
• Alfred Tallia, RWJMS

Academic Environment

• Celine Gelinas, RWJMS (Chair)
• Ana Natale-Pereira, NJMS (Chair)
• Phil Messica, RWJMS (Vice Chair)
• David Roe, NJMS (Vice Chair)
• Charletta Ayers, RWJMS
• Manasa Ayyala, NJMS
• Iris Herrera, NJMS
• Eric Jahn, RWJMS
• Franz Smith, NJMS
• Pat Whitley Williams, RWJMS
• Susannah Wise, RWJMS

Faculty Subcommittee

• Pat O'Connor, NJMS (Chair)
• Archana Pradhan, RWJMS (Chair)
• Diane Calello, NJMS (Vice Chair)
• Rhonda Smith, RWJMS (Vice Chair)
• Paul Copeland, RWJMS
• Michael Kelly, RWJMS
• Maral Mouradian, RWJMS
• Anupama Nehra, NJMS
• Amariliz Rivera-Medina, NJMS
• Michael Steinberg, RWJMS
• Harsh Sule, NJMS
• Andrew Thomas, NJMS

Curriculum Subcommittee

• Liesel Copeland, RWJMS (Chair)
• Christin Traba, NJMS (Chair)
• Sophia Chen, NJMS (Vice Chair)
• Sarang Kim, RWJMS (Vice Chair)
• Sara Dunn, NJMS
• Alla Fayngersh, NJMS
• Diana Glendinning, RWJMS
• Malvika Kaul, RWJMS
• Robert Lebeau, RWJMS
• Archana Pradhan, RWJMS
• Kei Wong, NJMS
• Ian Whitehead, NJMS

Medical Student Subcommittee

• James Hill, NJMS (Chair)
• Daniel Mehan, RWJMS (Chair)
• Sonia Garcia Laumbach, RWJMS (Vice Chair)
• Michael Shapiro, NJMS (Vice Chair)
• Luis Alzate-Duque, NJMS
• Liesel Copeland, RWJMS
• Kristen Coppola, RWJMS
• Sharon Gonzales, NJMS
• Shilpa Pai, RWJMS
• Hanin Rashid, RWJMS
• Mercedes Rivero, NJMS
• Cheryl Slaughter-Hurst, NJMS

Each task force is co-chaired by individuals from both NJMS and RWJMS. Carla Hailey Penn and Michael Petti provide project management support to the task forces to ensure consistency of goals, deliverables, and timelines.

Task forces are organized around cross-cutting issues of importance. The Integration Advisory Committee will rely on these task forces to provide meaningful input to the LCME self-study process and to other important areas (additional task force groups to be added as needs arise):

• Alumni
• Clinical/Health Services Research
• Communications
• Global Health
• Graduate Medical Education
• Faculty Promotion Improvement 
• Faculty Recruitment
• Medical Student Research

Composition and Responsibilities

Each task force will have equal representation from each campus. They will be populated by faculty, staff, and students. A peer- or self-nominated slate of candidates would be presented to leadership for selection. Leadership will select the final roster for task forces, and additional task forces will be added as needed.

Role of Task Forces:

• Informing integration leadership on key issues related to them/their area
• Reviewing and providing feedback to the Integration Advisory Committee and subcommittees
• Setting agenda for their work
• Identifying areas for reconciliation
• Sharing existing practices
• Identifying best practices
• Considering pathways for areas for reconciliation

Co-Leaders

Alumni Task Force

• George Heinrich, NJMS
• Kristen Echanique, NJMS
• Elias Iliadis, RWJMS
• Paul Weber, RWJMS

Clinical/Health Service Research Task Force

• Mirela Feurdean, NJMS
• Ping-hsen Chen, NJMS
• Reynold Panettieri, RWJMS
• Shawna Hudson, RWJMS

Communications Task Force

• Mercedes Rivero, NJMS
• Natalie Colimon-Fitzgerald, NJMS
• Lauren Marshall, RWJMS
• Steven Wen, RWJMS

Faculty Promotion Improvement Task Force

• Andrew Berman, NJMS
• Debra Pittman, NJMS
• Manuel Jimenez, RWJMS
• Salma Jabbour, RWJMS

Faculty Recruitment Task Force

• Joshua Lubin, NJMS
• Yu-Lan Mary Ying, NJMS
• Ibiyonu Lawrence, RWJMS
• Kameswari Maganti, RWJMS

Global Health Task Force

• Ziad Sifri, NJMS
• Rajita Bhavaraju, NJMS
• Karen WeiRu Lin, RWJMS
• Richard Marlink, RWJMS

Graduate Medical Education Task Force

• Christine Gerula, NJMS
• Jared Walsh, NJMS
• Michael Kelly, RWJMS
• Sara Lubitz, RWJMS

Medical Student Research Task Force

• Arman Sawhney, NJMS
• Samantha Weber, NJMS
• Leela Biswas, RWJMS
• Todd Mowery, RWJMS

Co-Leaders

Clinical Task Force

• James Guarrera, NJMS
• Juana Hutchinson-Colas, RWJMS
• Manish Patel, RWJMS
• Kristin Wong, NJMS

Communications and IT Task Force

• Maged Mohamed, RWJMS
• Beth Salamon, RWJMS
• Courtney Terry, NJMS
• Alfonso Waller, NJMS

Community Task Force

• Damali Campbell-Oparaji, NJMS
• Michelle Dalla Piazza, NJMS
• Susan Giordano, RWJMS
• Eric Jahn, RWJMS

Faculty Task Force

• Andrew Berman, NJMS
• Cheryl Dreyfus, RWJMS
• Ashley Wackym, RWJMS
• Yu-lan Mary Ying, NJMS

Grad School Task Force

• John Chan, NJMS
• Carol Lutz, NJMS
• Kathy Scotto, RWJMS
• Nancy Walworth, RWJMS

Research Task Force

• Marty Blazer, RWJMS
• William Gause, NJMS
• Amariliz Rivera-Medina, NJMS
• Derek Sant'Angelo, RWJMS

Staff Task Force

• Natalie Colimon-Fitzgerald, NJMS
• Francesca Escaleira, NJMS
• Amy Smith, RWJMS
• Roger Thornton, RWJMS

Student Task Force

• Monica Hanani, NJMS
• Isaac Huang, RWJMS
• Brooke Phillips, RWJMS
• Samantha Weber-Fishkin, NJMS

Rutgers University has two separate medical schools, each with separate accreditation. The integration is the merger of the two separate medical schools into one: the future Rutgers School of Medicine with a single accreditation from the Liaison Committee on Medical Education (LCME).

The integrated school will have comparable campuses in Newark and New Brunswick. With the future medical school, each campus will maintain its current affiliation with its principal teaching hospital and all the affiliate teaching sites.  

Medical school integration is being pursued to create a stronger, more innovative institution that offers enhanced educational and research opportunities. By aligning and not competing, we create a hub of biomedical and health sciences education, research, and clinical care that will allow us to serve our communities better. 

In the past, the two medical schools have been competitors for talent and resources. Now, we can be allies in attracting students, grants, and faculty who are pioneers in their fields. 

Additionally, as the state university, we have an obligation to the residents of New Jersey to lead in transformative healthcare delivery. Through the creation of the future Rutgers School of Medicine, with comparable campuses in Newark and New Brunswick, we will have an academic healthcare delivery enterprise that will better serve all New Jersey communities.

An integrated model of medical education will position the future Rutgers School of Medicine as one of the leading public medical schools in the country and create an unparalleled hub of biomedical and health sciences education, research, and clinical care. 

When complete, the integration envisions a medical school that enjoys a national reputation greater than the sum of its parts, amplifying Rutgers’ role as a leader in twenty-first-century medical education.

• The leveraging of our tremendous capacity as an integrated medical school will more accurately reflect our impact on clinical, translational, and basic biomedical research, will place the future school at the forefront of the innovation economy, and attract more federal and industry funding.
• Closer collaboration on the education mission offers a broader scope and scale of teaching talent, learning content, and clinical experiences that will benefit learners. The future school will expand student opportunities, providing innovative experiences on both campuses.
• It will enhance our ability to attract even more talent with reputational and ranking implications.
• A single medical school has the potential to expand our clinical portfolio of tertiary and quaternary services and launch new services to a broader patient base; this platform will help us save lives, maintain health, improve outcomes and patient satisfaction, reduce health care inequities and disparities, and create competitive fellowship programs. 

Read more about the benefits of integration.

June 2027 is the anticipated date of accreditation of the future Rutgers School of Medicine.  Summer 2028 is the time frame of the anticipated matriculation of the charter class of the future school.

The future Rutgers School of Medicine will have single accreditation from the LCME.

The integrated school will have comparable campuses in Newark and New Brunswick.

Growth and investment in clinical care, research, and education across the entire future Rutgers School of Medicine is the priority.

Each campus will continue its engagement and commitment to its community.

A guiding principle for creating the organizational structure of the future Rutgers School of Medicine will be one that yields enhanced collaboration and positive outcomes. 

Each school would maintain its current affiliation with its principal teaching hospital as well as all the affiliate teaching sites.

The future Rutgers School of Medicine students will meet the same educational objectives and receive the same content and learning experiences. The new curriculum will increase active and engaged learning in new spaces on each of the campuses.

The timeline for all integration activities is based upon an anticipated granting of accreditation by the LCME in June 2027, which would allow recruitment for the charter class of the future Rutgers School of Medicine to begin in July 2028.

An Integration Executive Committee with equal representation from both schools is leading these efforts, providing ongoing strategic oversight of the integration planning process and successful completion of integration tasks. The Self Study Committee (Integration Advisory Committee), organized to fulfill the necessary LCME work, has faculty, staff, and student representatives from both schools. In addition, to elicit broad input from our school constituents as we create this new school, integration task forces have organized around cross-cutting issues of importance, such as the clinical mission, the faculty experience, and research, among others.

Read more about the process.

Regular updates and communications regarding the integration are provided through official channels, including email notifications, both school websites and the integration website, and town hall meetings and events. We encourage all members of the medical school communities to stay engaged and share their feedback during this transformative process. 

There are also opportunities to provide feedback through surveys, town halls, committee participation, and ongoing one-on-one virtual meetups with the deans.

Our commitments to University Hospital in Newark and Robert Wood Johnson University Hospital in New Brunswick remain strong, and our relationship with these institutions will remain unchanged.

University Hospital will continue as the principal teaching hospital of New Jersey Medical School (NJMS). Similarly, Robert Wood Johnson Medical School (RWJMS) will maintain its ties with Robert Wood Johnson University Hospital, subject to associated contractual agreements, and remain the principal teaching hospital of RWJMS.

We anticipate the integration will enhance our community impact in Newark and New Brunswick.

The physical locations of the medical schools will remain the same with two, comparable campuses in Newark and New Brunswick. No one campus will be subordinate to the other. 

The integration will continue with the same day-to-day commitment to research, patient care, leadership in education, and community service on both future Rutgers School of Medicine campuses. 

NJMS is not moving to New Brunswick or vice versa, nor are we allocating resources from either medical school inequitably. 

The integration aims to retain and integrate both institutions’ talented faculty and staff. The combined expertise will foster collaboration and create a more dynamic and supportive academic environment.

An integrated model of medical education will position the future Rutgers School of Medicine as one of the leading public medical schools in the country and create an unparalleled hub of biomedical and health sciences education, research, and clinical care. When complete, the integration envisions a medical school with a national reputation greater than the sum of its parts, amplifying Rutgers’ role as a leader in 21st-century medical education.  

Closer collaboration on the educational mission will offer a broader scope and scale of teaching talent, learning content, and clinical experiences that benefit educators and learners. A unified medical school within Rutgers provides the opportunity to think big, innovate, enhance education, and attract more outstanding applicants from New Jersey and across the United States. For incoming students, benefits will include more research opportunities, more ways to collaborate, and more educational innovation.

An integrated medical school strongly identified with Rutgers University has the potential to broaden the national recognition of the excellent medical education programs and growing the research portfolios of each school.

In this cycle (i.e., applicants are applying to start medical school in July/August 2026), applicants should apply to both schools separately, as there are two admissions committees and both are accepting American Medical College Application Service (AMCAS) applications.

In the future, Rutgers School of Medicine will have one admissions committee and one interview process with an indicator of campus preference. Representatives from both campuses will interview and report to the Admissions Committee, which will report to the Executive Admissions Committee, which will make final decisions.

The future Rutgers School of Medicine curriculum is being developed. View the future Rutgers School of Medicine competencies. Many integrated experiences will launch even before accreditation, such as most of the core clerkships. The new Patient-Centered Medicine and Health Equity will launch in July 2025. Faculty have been highly engaged and thoughtful in this process.

To every extent possible, accepted applicants will be given the choice as to which campus they will join. The first offers of admissions will go out from the school and ask applicants to respond with the campus they will be joining. As the campuses fill, applicants will be offered a spot to a single campus with the offer being based on the applicant's stated preference and/or space.

No. The schools will join and keep the respective campus sizes the same.

If there were to be a delay in accreditation of the merged school, students would graduate from the medical school to which they were admitted. They would graduate from an LCME-accredited school.

1. How would an integrated medical school handle student applications, admissions, tuition, and fees?
2. Will student enrollment increase?
3. What are the metrics for success in a proposed integration?

1. What is the vision for a transformational undergraduate medical education curriculum/program?
2. How would integration of the two medical schools align, reconcile, or reimagine the curriculum?
3. How will an integrated medical school address clinical placements, pre-clerkship rotations, and clerkships?
4. Will students be able to enroll in core classes and/or electives across campuses?
5. Will there be a greater emphasis on distance/remote learning?
6. Will students be expected to travel between campuses?
7. How would an integrated medical school impact the current MD/PhD program?
8. What are the metrics for success in a proposed integration?

1. How will the integration of the medical schools ensure the campuses are co-equal?
2. What will the impact of an integrated medical school be on our relationships with our primary hospital affiliates, namely University Hospital and the RWJBarnabas Health system?
3. How will each campus retain its unique identity and strengths?
4. How will faculty governance be implemented?
5. What are the metrics for success in a proposed integration?

1. How will an integrated medical school impact faculty recruitment?
2. Nomenclature: What will be the name of the new school? The individual campuses?
3. What will diplomas say?
4. Will school departments be integrated under single chairs or will each campus retain a local chair?
5. Will the integration result in higher medical school rankings?
6. What is the anticipated cost of integrating the medical schools?
7. What is the process to review and approve an integration of the medical schools?
8. Who will be consulted: Students? Faculty? Alumni? Government officials? Senate? Boards? The Liaison Committee on Medical Education? Local communities? Hospital affiliates? Donors?
9. Will each school/campus budget be held harmless and receive comparable funding once integrated, as in prior years?
10. What are the budget, revenue, revenue cycle, and funds flow models for an integrated medical school?
11. How will administrative systems such as information technology and grants management be integrated?
12. What is the proposed administrative structure of an integrated medical school?
13. What is the appropriate role and reporting relationship between medical school departments and RBHS research-based institutes vis-à-vis the integrated medical school?
14. Will there be more or less faculty and staff in an integrated medical school?
15. How will the integration improve administrative infrastructure on the two campuses?
16. How will the clinical practices be organized in an integrated medical school?
17. Will clinical services be provided locally, regionally, or both?
18. What is the role of the dean?
19. What is a proposed timeline to accomplish a medical school integration?
20. How will parking and transportation between the two campuses be addressed?
21. Will faculty be expected to travel between campuses?
22. How will faculty promotions and tenure decisions be implemented?

1. How will the integration improve research infrastructure on the two campuses?
2. What is the appropriate role and reporting relationship between medical school departments and RBHS research-based institutes vis-à-vis the integrated medical school?
3. How will access to research cores be addressed?
4. Will integration enhance faculty competition for research funding or inhibit it as limited submission National Institutes of Health grant applications will only be one school applying versus two?
5. What will be the impacts on federal grants and any limitations on aid for a larger school?

Members

• Co-Chair: H. Liesel Copeland – Assistant Dean for Admissions, RWJMS
• Co-Chair: George F. Heinrich – Associate Dean, Admissions, NJMS
   
• Gloria A. Bachmann – Associate Dean, Women’s Health, RWJMS
• Joshua M. Kaplan – Associate Professor, Medicine, NJMS
• Natalia L. Kellam – Student, RWJMS
• Sonia C. Laumbach – Assistant Dean, Student Affairs, RWJMS
• Payal V. Shah – Student, NJMS
• Maria Soto-Greene – Executive Vice Dean, NJMS
• Carol A. Terregino – Senior Associate Dean, Education and Academic Affairs, RWJMS
• Danitza M. Velazquez – Assistant Professor, Pediatrics, NJMS

Members

• Co-Chair: Maria Soto-Greene – Executive Vice Dean, NJMS
• Co-Chair: Carol A. Terregino – Senior Associate Dean, Education and Academic Affairs, RWJMS

• Rashi Aggarwal – Vice Chair Residency Training Director and Professor, Psychiatry, NJMS
• Alla Fayngersh – Assistant Professor, Medicine, NJMS
• Meigra (Maggie) Myers Chin – Associate Professor, Emergency Medicine, RWJMS
• Amir George – Student, NJMS
• Brooke K. Phillips – Student, RWJMS
• Archana Pradhan – Associate Dean for Clinical Education, RWJMS
• Monica Roth – Professor, Pharmacology, RWJMS
• Michael E. Shapiro – Professor, Surgery, NJMS
• Ranita Sharma – Executive Vice Chair and Associate Professor, Medicine, and Residency Program Director, RWJMS
• Christin Traba – Associate Dean for Education, NJMS

Members

• Co-Chair: Charletta A. Ayers – Associate Professor, RWJMS
• Co-Chair: Melissa B. Rogers – Associate Professor, NJMS

• Shareif Abdelwahab – Student, RWJMS
• Bill Arnold – President and Chief Executive Officer, RWJMS
• Detlev Boison – Professor, Neurosurgery, RWJMS
• Alison L. Clarke – Program Coordinator, RWJMS
• C. Roy Epps – President/Chief Executive Officer, Civic League of Greater New Brunswick
• Carmen L. Guzman-McLaughlin – Senior Director, Administration, NJMS
• George Hampton – Retired Vice President, University of Medicine and Dentistry of New Jersey
• Michael Kelly – Associate Dean, Graduate Education, RWJMS
• Neil Kothari – Associate Dean, Graduate Medical Education, NJMS
• M. Chiara Manzini – Associate Professor, Child Health Institute of New Jersey, Neuroscience and Cell Biology, RWJMS
• Mary Maples – Interim President and Chief Executive Officer, University Hospital
• Ana M. Natale Pereira – Associate Professor, Medicine, NJMS
• J. Patrick O’Connor – Associate Professor, Orthopedics, NJMS
• Jon L. Oliver – Assistant Dean, Information Technology, School of Communication and Information
• Timothy Pistell – Student, NJMS
• Nikolaos Pyrsopoulos – Professor and Chief, Gastroenterology and Hepatology, NJMS
• Arnold Rabson – Director, Child Health Institute of New Jersey, RWJMS
• Frank Sonnenberg – Chief Informatics Officer, RWJMS
• Ian Whitehead – Professor of Microbiology, Biochemistry, and Molecular Genetics, NJMS

• January 2020: Future of Academic Medicine report explores the integration of NJMS and RWJMS
• Spring 2020: University Senate responds to the report with questions about integration. COVID-19 pandemic pauses the discussion
• January 2022: ONE RBHS 2022–2027 Strategic Plan calls for further evaluation
• October 2022: RBHS assembles three committees to address key University Senate questions
• November/December 2022: Committees develop related responses and recommendations for assigned questions with input from medical school communities

• January 2023: RBHS leadership synthesizes committee outcomes and presents report to University Senate
• Spring 2023: University Senate reviews and responds to report
• July 2023: University Board of Governors votes to pursue single accreditation