Howard University College of Medicine

FACULTY FOCUS

Monthly Newsletter

February 2025 | Issue 13

The Greats of HUCM - Black History Month

Happy Black History Month to the College of Medicine!!!

This month, we give special honor to all the greats that have walked through our doors, those currently gracing our presence, and those who have yet to make their mark.

The College of Medicine continues its long tradition of promoting health care justice, equitable access, diverse perspectives, and inclusion of the most underserved in our approach to health care, education, and scientific innovations...

ultimately to benefit all people.

Charles R. Drew, M.D.

(1904 - 1950)

Dr. Charles R. Drew, known as “Father of the Blood Bank”, was a pioneering African American surgeon and medical researcher whose groundbreaking work in blood banking and transfusion medicine revolutionized healthcare worldwide. Born in 1904, Drew earned his medical degree from McGill University before completing advanced surgical training at Columbia University, where he wrote his landmark dissertation on blood preservation techniques. His research led to the discovery that plasma (the liquid component of blood) could be separated from whole blood and stored for extended periods, making it possible to transport blood supplies across long distances without immediate deterioration. This innovation became crucial during World War II, as Drew was appointed the medical director of the Blood for Britain project, which supplied life-saving plasma to British soldiers. His methods laid the foundation for modern blood banking, directly influencing the establishment of the American Red Cross Blood Bank, though he later resigned from the organization in protest of its policy of racially segregating blood donations—a practice he strongly opposed as unscientific and discriminatory.

Dr. Drew’s relationship with Howard University was deeply significant, both in his personal career and in the institution’s advancement of Black medical education. In 1941, he became the chairman of the Department of Surgery at our College of Medicine, where he trained and mentored generations of Black physicians, reinforcing Howard’s reputation as a leader in medical education for African Americans. Through his leadership, he worked tirelessly to elevate Howard’s medical program to national prominence, advocating for increased funding, better facilities, and opportunities for Black students in medical research and surgery. His tragic death in a car accident in 1950 at the age of 45 cut short a remarkable career, but his legacy endures through the blood banking techniques still in use today and through the thousands of medical professionals he inspired. Dr. Drew’s contributions to medicine and his commitment to racial equity in healthcare continue to shape the landscape of medical science and serve as an enduring testament to the power of innovation and advocacy.

Here is an article about him from the American Chemical Society:

Charles Richard Drew - American Chemical Society

Here is an article from his namesake University:

Charles R. Drew | Charles R. Drew University of Medicine and Science

Patricia Bath, M.D.

(1942 - 2019)

Dr. Patricia Bath was a trailblazing ophthalmologist, inventor, and advocate for healthcare equity whose pioneering work transformed the field of eye surgery. Born in 1942, she became the first African American woman to complete an ophthalmology residency and later invented the Laserphaco Probe, a revolutionary device that improved the precision and effectiveness of cataract removal surgery. Her invention was patented in 1988. It allowed for less invasive, faster, and more accurate removal of cataracts, restoring vision for millions worldwide. Beyond her groundbreaking invention, Dr. Bath was a fierce advocate for preventative eye care in underserved communities, co-founding the American Institute for the Prevention of Blindness in 1976. She was also instrumental in identifying and addressing racial disparities in eye health, particularly higher rates of blindness among Black patients, and worked tirelessly to improve access to quality ophthalmic care for disadvantaged populations.

Dr. Bath’s relationship with Howard University College of Medicine was foundational to her career and contributions. She earned her medical degree from Howard in 1968, an experience that deeply shaped her understanding of racial and economic disparities in medicine. At Howard, she was mentored by leading Black physicians who encouraged her groundbreaking research and advocacy for minority healthcare. After completing her medical education, she continued to support Howard’s mission by mentoring young Black medical students and advocating for increased representation in STEM and medicine. Dr. Bath’s legacy at Howard lives on through her contributions to medical innovation, her advocacy for equal access to eye care, and her role in paving the way for future generations of Black medical professionals.

Images below show Dr. Bath with Dr. Leslie S. Jones, Chair of Ophthalmology at Howard University College of Medicine. Dr. Bath had come for a visit, talk and tour of the Dept and our Simulation Center in May 2018 – 1 year before she passed.

https://www.nytimes.com/2019/06/04/obituaries/dr-patricia-bath-dead.html

https://drpatriciabath.com

Dr. Roland B. Scott (1909–2002)

Established sickle cell research as a national priority, instrumental to the National Sickle Cell Anemia Control Act of 1972

Dr. Roland B. Scott was a pediatrician, researcher, and advocate whose groundbreaking work on sickle cell disease transformed the understanding and treatment of this debilitating blood disorder. He dedicated his career to studying sickle cell anemia, a disease that disproportionately affects African Americans and had long been under-researched by the medical community. Dr. Scott was instrumental in establishing sickle cell research as a national priority, advocating for increased funding and awareness. His work led to early screening programs, improved treatments, and a greater understanding of the genetic and clinical aspects of the disease. One of his most significant contributions was his leadership in lobbying for the National Sickle Cell Anemia Control Act of 1972, which provided federal funding for sickle cell disease research and treatment programs across the United States. His relentless advocacy ensured that sickle cell patients, particularly in Black communities, received the medical attention they had long been denied.

Dr. Scott’s career and legacy was shaped by the Howard University College of Medicine, and in turn, under his leadership, Howard University became a national leader in sickle cell research and treatment. He joined the faculty in 1942 and later became the chairman of the Department of Pediatrics, a role in which he trained and mentored generations of Black physicians. He spent over 4 decades serving as professor, researcher and mentor. In 1971, he established the Howard University Center for Sickle Cell Disease, which became a leading institution for research, treatment, and advocacy for individuals living with the condition. Through his work, Dr. Scott not only advanced medical research but also helped bridge racial disparities in healthcare, ensuring that African American patients had access to specialized care. His legacy at the HUCM continues today, as the university remains at the forefront of sickle cell research and treatment, a testament to his lifelong commitment to medical innovation and social justice in healthcare.

Community Impacts

College of Medicine Faculty and Medical Students Host a Mini-Med School for Washington, DC Public Schools

Harriet Tubman Elementary School

Faculty: Drs. Angel Byrd and Mark Burke

Student Leaders: Madison Sheed (M3), Akila Islam (M2), Caitlin Coyne (M2), Anthony Okeh (M2), and Banuja Munasinghe (M2)

In the Fall of 2024, we launched our inaugural Howard University Mini-Med School at Harriet Tubman. We currently have 22 student volunteers who have committed to training and active participation in our monthly events. We engage with 15 kids in the afterschool program and each student is paired with a medical student mentor. Over time the kids have developed a strong connection to their medical student mentor.

Our list of activities included learning first aid (Sept 26, 2024) where they learned how to use a kit, clean and dress a wound at the end of the day the kids got to take home their own first aid kit. One of the kids in the class carries her first aid kit in her backpack every day and proudly states that she has used it on her family and friends. Our second day coincided with Halloween, so we engaged the students in learning about the skeletal system and they learned how to use a splint (October 24, 2024). Our third day, students learned about lung health and learned how to use a stethoscope which they were able to keep to use at home with their families (November 21, 2024). On December 12, we held our gastrointestinal and nutrition day in collaboration with the Dental School. Kids learned the sugar content of some common items to realize that apple juice has as much sugar as 3-4 Krispy Kreme donuts. On January 23, the students learned how the hand moves and built their own hand model. Our next event will be on February 20 where will once again partner with the Dental School to build their own dental molds. On March 20 we are planning our dermatology day followed by career day on April 24 with Dean Hayes-Dixon leading the mini-white coat ceremony and our modified Hippocratic Oath.

Dunbar High School

Faculty: Drs. Lindsey Koper, Mark Burke, Janine Ziermann-Canabarro, and Sulman Rahmat

Student Leaders: Madison Sheed (M3), Akila Islam (M2), Caitlin Coyne (M2), Anthony Okeh (M2), and Banuja Munasinghe (M2)

In the Fall of 2024 we expanded the HU Mini-Med program to Dunbar High School, which is based on the annual visits of this school to the College of Medicine’s Anatomy Department. The student leaders recruited over 20 medical students (years 1-3) participating, and they developed a curriculum to engage elementary students in monthly medical activities, and this was expanded to the high school students. They work with Dunbar’s Mrs. Simmons’ Anatomy and Physiology class in various activities like dissections and discussions of undergraduate and post-graduate experiences. The class size is 20-30 students.