The Department of Biomedical Informatics administrative offices are located at 2525 West End Avenue in suite 1475. Detailed directions may be found here.

Briefly stated, Biomedical Informatics is the interdisciplinary science that deals with biomedical information, its structure, acquisition and use. "Biomedical" is used here in its broadest sense, to include research, education, and service in health-related basic sciences, clinical disciplines, and health care administration. Biomedical informatics is grounded in the principles of computer science, information science, cognitive science, social science, and engineering, as well as the clinical and basic sciences. Biomedical informatics encompasses a spectrum similar in scope to the sequence from mathematics to physics to engineering. It includes scientific endeavors ranging from theoretical model construction to the building and evaluation of applied systems.

Coding (i.e., computer programming) skills in a standard high-level language is an indispensable tool for biomedical informatics specialists. Although it is probably true that most biomedical informatics professionals will not do their own software development, the ability to program is crucial because (a) it facilitates a deeper understanding of the characteristics and function of important systems, algorithms and representations, (b) it enables quick prototyping of novel ideas, and (c) allows more efficient and effective interaction with scientific programmers and applications developers.

Moreover, knowledge of a programming language per se does not amount to significant programming ability. It is the deeper understanding of and the ability to efficiently implement (as well as to analyze and modify or expand) major data structures and algorithms that makes someone a good programmer.

Although there are programs of study in biomedical informatics that underemphasize (or in some cases do not require at all) sound coding abilities, we would not advise the prospective student to shy away from this important component of a professional biomedical informatician's training.

Since our program involves advanced study of general and special-algorithms at the graduate level, we require all students to have sufficient coding skills upon entrance in the program to be able to succeed in their courses.

Take an undergraduate-level introductory course in computer programming. Then take an undergraduate-level data structures and algorithms course. Practice implementing complex algorithms and structures as much as possible, especially in the context of a real-life project (ideally, under the guidance of an experienced mentor).

Although an MS in a related field is certainly advantageous for a career in biomedical informatics, you will still need to take the special core courses, and complete the minimum 30 credits as required by university rules. Since any prior work you have done can be justification of a waiver for similar courses (subject to faculty approval), this will give you the opportunity to increase the depth and breadth of your education.

We believe that bioinformatics will change the face of medicine (just like antibiotics, or effective anesthesia changed medicine several decades ago). Consequently, the biomedical scientist of the future will have to have a solid foundation of the principles, issues, and methods of bioinformatics - irrespective of particular focus.

Research in this field proceeds in longer cycles than typical biomedical sciences. That is, instead of many small experiments that eventually converge to a common theme, the biomedical informatics researcher conducts methods, systems development and evaluations that last for several months or years. It is not uncommon for a PhD project to consist of development and evaluation of small portions only of a system. The requirement for a MS guarantees that PhD students will have the opportunity to complete at least two major cycles of research (a cycle being the sequence: hypothesis -> research design -> system design -> implementation -> evaluation -> report). Furthermore, PhD students under this model will not undertake their PhD thesis research without the benefit of substantial prior research experience.

Substantial familiarity with coding (see above), mathematical and statistical concepts (including probability, hypothesis testing, calculus).

In the context of our program it means in depth, technical (as opposed to high-level), solidly grounded on theory, and intensive education.

"Integration" in the context of interdisciplinary science means the effective linkage of scientific knowledge (methods and other results) from fields of science that do not have as broad communication channels among them as normally found within each individual discipline.

A first step towards integration in this context is acquiring knowledge in the individual disciplines.

A second step is learning how knowledge discovered in one field, was in the past applied in another field, or how knowledge from various fields was combined to solve problems at the intersection of fields.

The third and final step involves applying (as well as extending, modifying, and adapting) such cross-disciplinary knowledge to explore novel scientific hypotheses.

Acquiring knowledge about computer science, mathematical techniques, and biomedical science within the program corresponds to step &#1 as delineated above. Studying the five core courses corresponds to step &#2. And conducting original research putting to use skills developed in the first two steps, under the guidance of faculty experienced in interdisciplinary research, corresponds to step #3.

Computers are invaluable tools in biomedical informatics. Although it is tempting to define biomedical informatics as the study of applications of computers in medicine, this is like saying that astronomy is the study of applications of telescopes in the sky!

In reality, just as the telescope is an important tool for studying the celestial bodies (the true focus of astronomy), the computer is an important tool for studying and devising methods for discovering, storing, retrieving, analyzing, synthesizing biomedical data, information and knowledge (the true focus of biomedical informatics).

To understand this even better consider that biomedical informatics includes exceptionally influential work that does not involve a computer at all. Such work includes the study of human clinical problem-solving, research on improving diagnosis and therapy, the analysis of clinicians' information needs, and methods that embody the evidence-based practice framework.

Programming skill, computer literacy, and a basic knowledge of medicine are necessary but insufficient tools for the vast majority of people interested in Biomedical Informatics. Methods from mathematics, computer science, information science, operations research, decision theory, statistics, and research design are incredibly valuable and virtually indispensable throughout your professional career. A sound formal program of study will also teach you advanced learning skills, research skills, writing, presentation, and help develop many more professional qualities. Perhaps most importantly, it will give you a deep understanding of the solved and open problems in the field, how they relate to each other and the rest of biomedicine, and how you can become an independent and successful biomedical informatics professional.

Leadership in a technically complex and interdisciplinary field such as biomedical informatics requires a broad and deep understanding of the intersecting disciplines (biomedicine, computer and information sciences) and the characteristics of their intersection. Our program does not aspire to simply enhance the informatics skills of students, or produce sub-specialists, but to provide them with the knowledge base and research skills required to become the future leaders in the field. The core and selective courses represent what is considered by our faculty to be a solid theoretical foundation of knowledge in biomedical informatics. Removal of any of this and any other material from the program curriculum just to expedite graduation would not serve our students in the long run nor would it help attracting the best students.

Vanderbilt University is situated in the vibrant and progressive city of Nashville, TN, also affectionately known as "Music City USA" or "the Athens of the South." The University offers the diversity and excitement of living in a moderately large city combined with the safety of the suburbs. The medical campus, adjacent to the undergraduate campus and other professional schools, is only 10 minutes from the cultural and entertainment attractions of downtown Nashville and the scenic riverfront of the Cumberland River. View more information for prospective students.

Vanderbilt's long tradition of research and graduate education dates back to the late 19th century, when the university granted, in 1879, its first M.A. degrees (in English, Greek and Latin) and its first Ph.D. degree (in Chemistry). As of today, nearly 18,000 students have earned graduate degrees from Vanderbilt in nearly 70 fields and specialties. Vanderbilt's Ph.D. alumni can be found pursuing careers in every direction imaginable, including in the commercial sector, in government service and on the faculties of small colleges and major research universities. The recipient of the 2006 Nobel Peace Prize, Muhammad Yunus, received his Ph.D. (in Economics) from Vanderbilt in 1971.

During the last few years, Vanderbilt has committed nearly $100 million of new institutional funding to the establishment of a number of new research programs, centers and institutes, all of which support the scholarly activities of faculty and students. Vanderbilt University Medical Center (VUMC) and Vanderbilt School of Medicine have a longstanding reputation for excellence in research. This reputation is based largely on the quality of published work, success in securing extramural support, and the quality of graduate and postdoctoral training programs. From 2000-2004, VUMC became the fastest growing academic medical center in NIH-funded research in the US, with a compound annual growth in NIH funding of 20.4%. Despite slowing in HHS budget growth, VUMC achieved a continued growth rate in sponsored research of 10.3% in 2005. The Department of Medicine has experienced the highest percentage growth in NIH funding over the past five years and is ranked 6th in NIH funding. There are seven basic science departments (including DBMI) and twenty clinical departments in the School of Medicine. Four of the basic science departments are listed in the top ten in the nation based on federal research dollars from the NIH, and another is ranked in the top twenty.