university trento phd

Doctoral Programmes

PhD programmes available at the University of Trento for the Academic Year 2024/2025 (40th cycle) are listed at the webpage: http://www.unitn.it/en/node/1895

A public selection must be passed in order to be admitted to the Doctoral Programmes. Calls for Selection are published every year between March and July. For details about the examination’s schedule please refer to the webpages of the selected Doctoral School/Programme.

How to apply:

• select the Doctoral Programme of interest;
• log in following the instructions;
• fill in the forms providing the requested information and uploading the documents specified in the Call;
• pay a € 15.00 Application fee.

Available applications for Doctoral Programmes by the University of Trento are listed below:

Scientific Area Doctoral Courses - Doctorate Office – Science and technology Via Sommarive 14 - 38123 Povo – Trento tel. +39 0461 282194 - 1662 - 5332 - 3909 - 5233 [email protected]  

Humanities and Cognitive Sciences Area​ - Doctorate Office

Via Tommaso Gar, 16/12 - 38122 Trento tel. +39 0461 282193 - 1753 - 2188 - 2377 [email protected]

University of Trento - via Calepina, 14 I-38122 Trento © Ufficio Soluzioni Emergenti 2009-2024

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Call for applications closed Stay tuned for the selection results

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The IECS (former ICT) Doctoral School is dedicated to promoting excellence in the world of Information and Communication Technology and aims to educate new professional with skills and attitudes for the future.

Institution

The Department of Information Engineering and Computer Science (DISI) provides high-quality education in the field of information technology and engineering.

The University of Trento , top positions in national and international university rankings, provides a wide range of courses and programmes but also assures a virtous dynamism fo a small university.

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PhD Program

About the school.

The ICT International Doctoral School was founded in 2001 and the official language is English. The doctorate programme delivers the skills necessary to conduct advanced research at universities, public bodies, or private organizations for the purpose of advancing  scientific and technological progress and creating a managerial class with a high-level professional culture and a corresponding international openness. The specific objective of the doctorate programme is to train professionals able to develop high-quality and innovative information and telecommunication systems addressed to solving complex problems. It also pursues the goal of enhancing the doctoral students’ entrepreneurial abilities by furnishing specific training and opportunities to undertake internships.

The ICT International Doctoral School offers a broad training programme which exploits the multidisciplinary nature of the teaching staff and the availability of advanced-level laboratories. The training programme enables the ICT International Doctoral School to activate student exchange agreements and teaching modules with similar institutions around the world.

The number of applications for admission to the school has grown rapidly with time. Up until now the research work done by the department, thanks to a solid network of connections between the school and the business world, including Research Centres of the area, has given important training opportunities to more than 600 PhD students since 2001. Most of the PhD students are international and come from all over the world.

Since the School was founded, it has produced more than 400 Doctor of Research;all of them are currently working in research centres, universities and/or business on a gloabal scale.

Application and Admission

The announcement of selection for the Doctoral Program in Information and Communication Technology is issued every year in springtime.

The selection is based on the evaluation of the applicant’s titles and qualifications.

Requirements

Applications for the PhD Program in Information and Communication Technology are accepted from applicants who hold:

• an Italian “Laurea magistrale” instituted in conformity with Italian Ministerial Decree 270/2004, or
• a university degree of the previous regulations (Italian "Laurea specialistica " or "Diploma di Laurea"), or
• an equivalent degree obtained abroad (Master's degree) and recognized as equivalent to the Italian "Laurea magistrale" by the Admissions Committee for the sole purposes of admission to the Doctoral programme, also within the framework of mobility and cooperation inter-university agreements.

Applications are also accepted from students who expect to complete their degree by October 31.

Scholarship

The majority of the PhD positions are covered by scholarships.Currently the annual gross amount of the doctoral scholarship is  € 16.290,00. The annual net amount of the scholarship is € 14.400,00. The scholarship net amount may change,  depending on the country of residence and on country-specific taxation agreements.  Students who have been awarded a PhD scholarship are entitled to get a 50% increase of their scholarship when staying abroad for reasons related to their doctoral research and studies. Each student is provided with a budget which can be used for educational and research purposes. First year students have the priority for getting  accommodation  at student residences

Currently there is no open call.

The latest PhD Calls are:

• The ICT_ETN_call 2015, cycle 31 st Call more information
• The 31 st PhD Cycle Call more information

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Asian American & Pacific Islander Heritage Month

Rice university phd graduate defies the odds after being diagnosed with muscular dystrophy.

HOUSTON, Texas (KTRK) -- Doctors predicted he wouldn't make it past his 20s after being diagnosed with muscular dystrophy. Not only has Dr. Felix Wu defied the odds, but he's also been thriving after graduating from Rice University . Now, he's working towards making the world a better place for people with disabilities.

It was a day Lisa Hu and Gang Wu will never forget. Felix Wu was only about 3 years old when his family visited different doctors to find out what was impacting his mobility and causing him to fall frequently.

Finally, they got an answer from one of their physicians. It was Duchenne muscular dystrophy (DMD). They grappled in shock when they were given a grim prognosis that their son would likely only live to be between 18 and 25 years old.

"Our world turned upside down. The landscape suddenly became something we didn't know. At the time, treatment was very limited, and there's no cure. So it was very tough for us. Our focus became to slow the progression of the disease," Hu said.

According to the Muscular Dystrophy Association , muscle weakness is the primary symptom of DMD.

It can begin as early as 2 years old, first affecting the muscles close to the core of the body and then later impacting the limbs. Children with the condition may have difficulty jumping, running, and walking.

READ MORE: Teacher refuses to let muscular dystrophy slow him down

Felix Wu shared that it was tough as a child when he couldn't participate in the same physical activities as his classmates or when he had to navigate in and out of buildings that weren't very accessible for people with disabilities. However, he said what affected him the most was how others perceived him.

"I've been questioned about what I'm able to achieve, and it's taken opportunities away from me. There's been assumptions that I'm not intelligent or mature enough to handle certain things. When I did succeed, sometimes people would assume I took some type of shortcut, and that's how I got here," Felix Wu said.

Felix Wu's condition was something his parents couldn't control. So they started focusing on what they could control, taking their son to see the world and supporting him in whatever he wanted to do.

"All we can do is give him our love and educate him as much as we can about DMD. We let him make his own decisions about his health and tell us what he wants or doesn't want to do," Hu said.

One of their favorite activities to do together as a family is visit national parks around the country, and they have been to more than 70 so far.

Felix Wu also loves playing video and board games in his spare time, such as Pokemon and Magic: The Gathering.

But Felix Wu has also always been extremely studious. To Hu and Gang Wu's surprise, he committed to doing well academically and ranking at the top of his class, pointing out that his parents never pressured him to get good grades.

"He's very self-driving, and on top of that, he's very smart. He learns things very fast. We're happy that he has been doing so good. But sometimes, we have to remind him to slow down and take care of his health," Gang Wu said.

SEE ALSO: A unique concert for boy battling muscular dystrophy

As Felix Wu reflected during Asian American Pacific Islander (AAPI) Heritage Month, he said his parents, who are originally from China and came to the U.S. in the 1980s for college, are the inspiration behind his success.

"I think about how lucky I am for the resources I have to this day that they didn't have. That's definitely motivated me to keep moving forward," Felix Wu said.

For the last nine years, Gang Wu has made the hour-long drive between Katy and Rice University to get Felix to class.

But this month, they took their last ride to campus. Felix Wu graduated with a PhD in psychological sciences focusing on industrial-organizational and quantitative psychology, making him a "triple owl" for earning his bachelor's and master's degrees at the prestigious institution.

"No matter what the stakes are for his future, we know Felix is going to fight. It doesn't matter if he's going to win or not, he's going to fight," Gang Wu said.

Felix Wu, who is now 26, is taking a short break before starting his new job at a consulting firm.

He told ABC13 he plans to continue using his research and data to help improve workplace conditions for people with disabilities.

"People with disabilities are employed at a far lower rate than everybody else. That's important because, economically, you need a job to actually be able to survive and thrive. This is an important area where I can bring my own experience and show that there are still a lot of things that people with disabilities can do," Felix Wu said.

For stories on Houston's diverse communities, follow Rosie Nguyen on Facebook , X and Instagram .

SEE ALSO: AAPI domestic violence survivor recalls her abusive relationship: 'I was living in survival mode'

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Doctor of Education Leadership

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America needs transformative leaders in preK–12 education whose passion for education quality and equity is matched by a knowledge of learning and development, the organizational management skills to translate visionary ideas into practical success, and a firm grasp of the role of context and politics in shaping leadership. Graduates of the three-year, multidisciplinary Doctor of Education Leadership (Ed.L.D.) Program at the Harvard Graduate School of Education will be prepared to become those leaders.

The Ed.L.D Program — taught by faculty from the Harvard Graduate School of Education, the Harvard Business School, and the Harvard Kennedy School — will train you for system-level leadership positions in school systems, state and federal departments of education, and national nonprofit organizations. Ed.L.D. is a full-time, three-year program built on a cohort learning model. Cohorts consist of up to 25 students from diverse professional backgrounds (including district/charter management leaders, nonprofit directors, principals, teachers, and policy researchers) who progress through the program together.

All Ed.L.D. students receive a full tuition funding package plus stipends, work opportunities, and a paid third-year residency at a partner organization.

The Ed.L.D. Program prepares graduates to do work for the public good in the American public education sector, whether that be at the system or state level. Specifically, the program is designed to accelerate the progress graduates make toward achieving meaningful impact in influential roles and/or crossing boundaries in the following spaces in the public education sector:

• PreK–12 district or CMO leadership roles : superintendent of schools, chief academic officer, and/or deputy superintendent
• Foundation/philanthropy roles:  director, president and CEO, senior fellow
• Education nonprofit roles : president or executive director of backbone or collective impact organizations which support preK–12 schools. Ed.L.D. graduates will lead education nonprofits that explicitly focus on improving outcomes and opportunities for children, families, and communities.
• State or federal education leadership roles : commissioner or deputy commissioner roles. Could also include public education advocacy or education policy advisers to senior government officials.
• Social Entrepreneurship and Innovation roles:  Founder, CEO, president

Curriculum Information

The Ed.L.D. curriculum is a balance of multidisciplinary coursework and practice-based learning. Core courses and electives are taught by recognized leaders from across Harvard’s graduate programs in fields like data-based education reform, organizational change and innovation, and effective leadership strategies for urban schools. You will develop and test your leadership skills through team projects and an immersive third-year residency.

All students in the cohort take the same classes in four foundational content areas: learning and teaching, leadership and organizational change, politics and policy, adult development, and leadership inside and out (including one-on-one executive coaching). Courses taken during the first-year focus on practice-based learning and serve as the framework of your first-year experience.

Sample HGSE Courses

• Leading Change
• How People Learn
• Ed.L.D. Proseminar
• Leadership, Entrepreneurship, and Learning
• Race, Equity, and Leadership
• Practicing Leadership Inside and Out
• Sector Change
• The Workplace Lab for System-Level Leaders

View  all courses  in the Academic Catalog.

Each cohort member works with program advisers to choose an individualized sequence of electives from any of the Harvard graduate schools. You will work closely with the program faculty and staff during your second year to determine the best match with a partner organization for your third-year residency. Matches are driven by mutual interest between the resident and the partner organization, and each student's career and learning goals and geographic preferences.

• Second Year Practicing Leadership Inside and Out
• Driving Change 
• Education Sector Nonprofits
• Negotiation Workshop
• Coaching with Equity in Mind
• Ethnic Studies and Education
• Deeper Learning for All:  Designing a 21st Century School System
• Institutional Change in School Organizations, Systems, and Sectors

You will take part in a 10-month paid residency at one of our partner organizations. There, you will work on a strategic project which synthesizes your experience and learning into a written Capstone project. You will stay connected to your Ed.L.D. cohort and HGSE through technology and by returning to Harvard periodically for intensive workshops.

Paid Residency 

Our partner organizations include school systems and departments of education, as well as some of the nation's most influential and dynamic nonprofit, mission-based for-profit, and philanthropic organizations.

You will be intentionally pushed out of your comfort zones and asked to work systemically and make a significant contribution to the partner organization. In addition, the residency will provide you with the professional mentoring, practical experiences, and network of connections they need to position themselves as future leaders in the education sector. 

Strategic Project 

You will define (with supervisors from your partner organization) a strategic project on which to focus. You will have the opportunity to lead one or two major efforts on behalf of the organization, such as the creation or implementation of current initiatives. The project allows you to practice and improve leadership skills, add important value to the mission and strategy of the partner organization, work systemically, and hold high-level accountability.

During the residency period, you will produce a written Capstone. The Capstone is a descriptive, analytic, and reflective account of your third-year leadership contributions to a strategic project within an Ed.L.D. partner organization. It is a demonstration of your ability to engage others, develop strategy to successfully address and diagnose challenges, work toward a vision and goals, and learn from the results.

Sample Topics

• Accountability, Coherence, and Improvement: Leadership Reflection and Growth in the Los Angeles Unified School District
• Leadership Development for Entrepreneurial Education Leaders Working to Build Public & Private Sector Support
• Disrupting Teacher Preparation: Lessons in Collaboration and Innovation Across the Learning to Teach Community of Practice
• Pursuing Educational Equality for English Language Learners

Sample Summaries 

• Breaking Down Silos in a School District: Findings from an Ed.L.D. Project in Montgomery County
• Expanding Students' Access to Meaningful STEM Learning Opportunities Through Strategic Community Partnerships
• Developing a New Teacher Leadership and Compensation System in Iowa: A Consensus-Based Process
• Finding Great Teachers for Blended-Learning Schools

GSE Theses and Dissertations from Digital Access to Scholarship at Harvard (DASH)

Program Faculty

Ed.L.D. students learn with renowned faculty from the Harvard Graduate School of Education, Harvard Business School, and Harvard Kennedy School. Faculty from the three schools share their individual expertise in the Ed.L.D. Program and work collaboratively to provide a challenging and coherent experience for students. Faculty who teach in the Ed.L.D. core curriculum and advise Ed.L.D. students include:

Faculty Director

Frank D. Barnes

Frank Barnes is faculty director of the Doctor of Education Leadership Program. He has over 30 years experience as an educator, researcher, and organizer. As a chief accountability officer, he led turnaround efforts for large public school districts, including Boston Public Schools and Charlotte-Mecklenburg Schools.

Kathryn Parker Boudett

Ebony N. Bridwell-Mitchell

Jennifer Perry Cheatham

Elizabeth City

Candice Crawford-Zakian

Marshall Ganz

Adria D. Goodson

Deborah helsing.

Monica C. Higgins

Deborah Jewell-Sherman

Lisa Laskow Lahey

Mary Grassa O'Neill

Irvin Leon Scott

Catherine Snow

Michael L. Tushman

Martin west.

Introduce Yourself

Tell us about yourself so that we can tailor our communication to best fit your interests and provide you with relevant information about our programs, events, and other opportunities to connect with us.

Program Highlights

Explore examples of the Doctor of Education Leadership experience and the impact its community is making on the field:

Do We Need Happiness Teachers?

After a trip to meet with the Dalai Lama, an Ed.L.D. student says we do

Combatting Chronic Absenteeism with Family Engagement 

As post-COVID absenteeism rates continue unabated, a look at how strong family-school engagement can help

Education | Loyola University Maryland closes Timonium…

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Education | Loyola University Maryland closes Timonium Graduate Center

The Baltimore County center’s closure follows the expansion of facilities on the private university’s Evergreen campus in North Baltimore, the school said in a news release Monday. The move should not impact the quality of programs or the size of Loyola’s student body, faculty or staff, the school said.

After some research, the university decided to move the programs housed in Timonium to other existing spaces because of the current remote and hybrid work environment, said John Coppola, Loyola’s vice president for finance and administration. All of the courses that are currently taught in person will continue to be done so.

“We’re working hard to use our space as thoughtfully and effectively as possible and ensure a seamless transition for our academic programs, students and colleagues who work in Timonium,” Loyola President Terrence Sawyer said in the release. “Our goal is to meet our students where they are. We remain committed to that aspect of our Jesuit, Catholic mission moving forward.”

Located on Greenspring Drive, the building hosted its last academic programs Friday. The center was home to master’s classes in business, education and speech, along with faculty and administrative offices, including graduate admissions, the office of advancement and the office of marketing and communications.

The university is partnering with CBRE, a commercial real estate broker, to begin marketing the property, owned by the university, this summer.

The 78,000-square-foot center opened in 1998 to provide graduate classes close to the interchange of the Baltimore Beltway and Interstate 83. In addition to the Evergreen campus and space in Belvedere Square, Loyola offers classes downtown through the Sellinger School of Business and Management.

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Browse the graduate programs and possibilities that Trent has to offer.

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Explore original research questions in one of our thesis-based graduate programs.

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Learn from an array of scholars as you customize your learning as part of a course-based program.

Contribute to new knowledge in exciting fields of study.

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Media Advisory: Earthquake simulations to test masonry buildings common in NYC, nationwide

The research team, in 2023, before testing a similar masonry building. Credit: Douglas Levere, University at Buffalo.

By Cory Nealon

Release Date: June 4, 2024

Andreas Stavridis

Michel Bruneau

Kallol Sett

BUFFALO, N.Y. — Members of the news media are invited to the University at Buffalo North Campus on Friday, June 7, for a series of earthquake tests.

Researchers will use a shake table – a large platform that can simulate earthquakes – to study how brick-and-mortar buildings (also known as a masonry buildings) respond to earthquakes.

When:  11 a.m. on Friday, June 7.

Where:  The Structural Engineering and Earthquake Simulation Laboratory (SEESL) at Ketter Hall on UB North Campus. Here is a  map to Ketter Hall . Media members can park in “Service Vehicle” spots in the adjacent parking lot.

Visuals:  The research team expects the building to suffer serious damage, including cracks, falling bricks and, potentially, collapse.

Background: The tests are a follow up to similar work from last year which revealed the strengths and shortcomings of current building codes. Researchers have focused on the weaknesses they identified during those tests, and, over the past year, have used novel design methods to reinforce the building that will be tested Friday.

Significance: There are more than 3.6 million masonry buildings in the Northeast, including 800,000 in New York State. Many are located in the greater New York City area, which in April witnessed its strongest earthquake in more than 100 years. Test results will help engineers, code officials and regulators improve building codes used to ensure that masonry buildings can withstand earthquakes.

Who:  The project is led by Andreas Stavridis, PhD, associate professor of structural engineering and director of SEESL. Additional researchers include Michel Bruneau, PhD, SUNY Distinguished Professor of structural engineering, Kallol Sett, PhD, associate professor of structural engineering, a nationwide team of practicing engineers, and a team of undergraduate and graduate students at UB.

Why UB? SEESL is among only very few laboratories worldwide capable of performing such large tests.

Funding:  The project is supported with funding from the National Institute for Standards and Technology, with in-kind and labor contributions from industry partners. 

Media Contact Information

Cory Nealon Director of Media Relations Engineering, Computer Science Tel: 716-645-4614 [email protected]

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Programmes of study

To learn about the programmes of study offered by the University of Trento and choose the one that suits your interests, aspirations and motivations, take part in the initiatives organized by Orienta , which include orientation events, course presentations, one-to-one meetings with current students.

Undergraduate degrees  |  Single cycle Master's degrees  |  Master’s degrees

Undergraduate degrees

Biomolecular sciences and technology.

Biomolecular sciences and technology website  | limited access course - L2 Department CIBIO

Business management

Business management website  | limited access course - L18 Department of Economics and Management

Business management (part time)

Business management (part time) website  limited access course - L18 Department of Economics and Management

Civil engineering

Civil engineering website  | limited access course - L7 Department of Civil, Environmental and mechanical engineering

Comparative, European and International Legal Studies (CEILS) - in English

Comparative, European and International Legal Studies (CEILS) website  | limited access course - L14 Faculty of Law 

Computer, Communication and Electronic Engineering - with a curriculum in English

Computer, Communication and Electronic Engineering website  | limited access course - L8 Department of information engineering and computer science

Computer science

Computer science website | limited access course - L31 Department of information engineering and computer science

Cultural heritage

Cultural heritage website | limited access course - L1 Department of Humanities

Economics and Management  - with a curriculum in English

Economics and Management website | limited access course - L18, L33 Department of Economics and Management

Environmental Engineering

Environmental Engineering website | limited access course - L7 Department of Civil, Environmental and mechanical engineering

Historical and philological studies

Historical and philological studies website  | limited access course - L10 Department of Humanities

Human Centered Medical Systems Engineering

Human Centered Medical Systems Engineering website  | free access course - L8 ​Department of Industrial Engineering - Joint program with the University of Verona and University of Modena e Reggio-Emilia

Industrial Engineering

Industrial Engineering website | limited access course - L9 ​Department of Industrial Engineering

Interfaces and communication technologies

I nterfaces and communication technologies website  | limited access course - L20 ​Department of Psychology and cognitive science

International studies

International studies website | limited access course - L36 ​Department of Sociology and Social Research

Law and business administration

Law and business administration website | limited access course - L18 Department of Economics and Management

Mathematics

Mathematics website | limited access course - L35 Department of Mathematics

Modern languages

Modern languages website | limited access course - L11 Department of Humanities

Philosophy website | limited access course - L5 Department of Humanities

Physics website  | limited access course - L30 Department of Physics

Workplace Accident Prevention

Workplace Accident Prevention website  | limited access course - L/SNT4  CISMed - Centre for Medical Sciences - Joint program with the University of Verona

Science and techniques of cognitive psychology

Science and techniques of cognitive psychology website  | limited access course - L24 Department of Psychology and cognitive science

Social work

Social work website  | limited access course - L39 ​Department of Sociology and social research

Sociology website  | limited access course - L40 ​Department of Sociology and Social Research

Viticulture and Oenology

Viticulture and Oenology website  | limited access course - L25 Center Agriculture food environment, Department of Civil, Environmental and mechanical engineering

Professional education

Professional education website  | limited access course - L/SNT2  CISMed - Centre for Medical Sciences, Department of Psychology and Cognitive Science

Single cycle Master's degrees

Architecture and building engineering.

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First students in Ohio University and Cleveland Clinic accelerated medical program graduate from residencies

The first seven students to complete the Transformative Care Continuum (TCC), a unique educational collaboration between Ohio University’s Heritage College of Osteopathic Medicine and the Cleveland Clinic, will graduate from their residencies at the end of June. The innovative program offers an accelerated curriculum designed to align physician training with the evolving demands of modern health care delivery.

“Signing onto the TCC was a leap of faith. Students in our first cohort took this leap because they believe in team-based patient-centered care, they value a population care approach, and they have a deep affinity for the shared goals of Cleveland Clinic and Heritage College: to meet Ohio’s growing need for primary care physicians,” said Ken Johnson, D.O., executive dean of the Heritage College and OHIO’s chief medical affairs officer. “The trailblazing spirit that landed them in the program has also allowed these students to shine in residency. The level of care they are bringing to their patients as they enter practice is of the highest quality, and I am proud to call them my colleagues.”

In 2018, the first cohort entered the Transformative Care Continuum (TCC), an innovative program with an accelerated curriculum where select students at the Heritage College Cleveland campus are granted early admittance to family medicine residency programs at Cleveland Clinic Akron General or Cleveland Clinic Lakewood Family Health Center. They then spend three years in medical school, instead of the traditional four, before entering their residencies. While in medical school, the students work with health care teams in Cleveland.

“By offering real-world clinical encounters and immersing students in health care teams, this unique program transforms medical training,” said Sandra Synder, D.O., Cleveland Clinic program director of the Family Medicine Residency Program at Cleveland Clinic Lakewood Family Health Center. “It equips this next generation of physicians with invaluable hands-on experience, ensuring they are prepared to tackle 21st-century health care challenges.”

Heritage College faculty and Cleveland Clinic residency directors jointly developed the curriculum, forming a collaboration between medical education and health care to align physician training with what medicine needs.

“We need to figure out what doctor we want at the end and give them those skills while in medical school. Teach them the knowledge, the attitudes, the behaviors, and then have them practice them at an advanced level while in residency. That’s what TCC has been able to accomplish,” said Leanne Chrisman-Khawam, M.D., Transformative Care Continuum director.

Jacob Wolfe, D.O., a member of TCC’s first cohort, has signed on to work with Cleveland Clinic post-residency. He believes the changes the TCC is bringing to medical education helped him to enter residency with more confidence.

“Becoming a resident in the same clinic that I spent three years in, just made the transition so seamless and so smooth, and allowed me to focus on taking care of patients and not worrying about how to use the electronic medical record or the names of the staff members in the office, because I already knew them,” said Wolfe.

A key component of the TCC is working in the community. In the third year of the TCC, students complete research, quality improvement or programmatic projects they design in partnership with community organizations and aimed at addressing local health challenges.

“The one thing that TCC has also done is go out into the community and make partnerships in community organizations to help bridge those differences that happen in communities. We have to change education, while we change the model, while we change the health system, while we move into the community,” said Chrisman-Khawam.

By working in the Cleveland community, TCC students can gain a wider understanding of all of the factors that can impact a patient’s health.

“The TCC, especially, really understands that everything we do in health care is only 20 percent of an outcome,” said Isaac Kirstein, D.O., dean of the Heritage College, Cleveland. “So, it’s an education where they look at the other 80 percent. They look at the zip code, transportation, poverty, education and everything as a way of improving a system to get better health outcomes for a zip code.”

First cohort member Olga Grech, D.O., has signed on to work with Cleveland Clinic post-residency. She hopes to work closely with people experiencing homelessness in Cleveland, something she began while in the TCC.

“I would say some of the most important lessons I’ve learned through TCC training is just to have so much empathy with our patients and just really look at them as a whole person and get to know them more than just their medical diagnosis,” said Grech.

The TCC has helped to position the Heritage College and Cleveland Clinic at the forefront of adapting medical education to meet the needs of the 21st century. Heritage College was one of 37 medical schools nationwide in the American Medical Association’s Accelerating Change in Medical Education Consortium, a collaboration that allowed for the sharing of innovative ideas and programs within medical education that ran from 2013-2022. The findings from the Consortium, including information from the Heritage College are now being used by the American Medical Association to continue the work of furthering medical education.