The James Buchanan Brady Urological Institute
 
 
 

         Residency


Mission Statement


In accordance with the policies and procedures set by the Johns Hopkins University School of Medicine, the Residency Training Program for the Department of Urology is a formal ACGME accredited post-graduate medical education program.


The Mission of Johns Hopkins SOM is tripartite: Teaching; Research & Patient Care. (Follow this link to read Hospital mission statement)


Similarly, the department of Urology holds these same three elements, as the core of its mission. Our educational program for the residents is a highly structured program designed to provide training in a broad range of urologic practices. Specifically, each level of training provides a graduated series of experiences which culminate in a fully trained academic urologist.


The Brady Urological Institute was founded on the premise that a strong emphasis on basic research is fundamental to the advancement of our field. Hence, our residents are offered multiple research opportunities throughout their residency.


During the third year of urologic training, residents are given 12 months of protected research time. It is during this research time that most of our residents fully mature in their urologic training by identifying specific areas of interest. Since its inception, the Brady Urologic Institute has had a rich tradition in leadership and innovation. In the area of patient care, the Brady Urological Institute has had a particularly strong performance, ranking #1 in the US News & World Report's for 21 consecutive years.


Resident participation in patient care is fundamental to our program, with rotations in both inpatient and outpatient care. The residency training is conducted in two separate hospitals, Johns Hopkins Hospital and the Johns Hopkins Bayview Medical Center.


Our program is specifically designed to produce academic urologists. Within the last 20 years, virtually all of our resident graduates have assumed faculty positions in major academic centers and many of them have gone on to become chairmen within their institution. In our current era of increasing administrative, bureaucratic and fiscal demands, success in academia requires a strong sense of purpose, excellent mentoring with strong role models, and strong clinical skills.


We believe that our program provides the optimal environment to facilitate such success.






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