Paradoxically, despite the exponential research advances of the last decade that have revolutionized our understanding of lymphatic development, function and pathology, this vital biological system still receives little attention in the formal undergraduate and postgraduate medical curriculum. This is particularly disappointing when one considers the sheer prevalence of lymphatic disease in the United States and throughout the world. Nevertheless, the millions of individuals with forms of primary and secondary lymphatic diseases most often encounter responses from medical caregivers that reflect ignorance ("I have never seen that"), disbelief ("There is nothing wrong with you"), and frustration ("I don't know anyone that can help you").

One of LRF's goals is to help reform the medical education system so that physicians and researchers are adequately trained with regard to the lymphatic system and its disease states. In November 2003, LRF was invited to present a workshop to medical education leaders at the 114th Annual Meeting of the Association of American Medical Colleges (AAMC) was held in Washington, D.C. Our presentation was entitled "Lymphatic Biology and Disease: Is it Being Taught? Who is Listening?"

Wendy Chaite, Esq., Founder of LRF, led a discussion about the medical educational system's inadequate responsiveness to the needs of the patient community. Daniel N. Granger, PhD, Head of the Department of Physiology and Biologics at Louisiana State University Health Sciences Center, Shreveport, Louisiana, having extensive experience in lymphatic research, addressed issues surrounding pre-clinical education ("bench science") in the field of lymphatics. Stanley G. Rockson, MD, Director of the Stanford Center for Lymphatic and Venous Disorders, demonstrated a successful program that would introduce lymphatic core content into the medical curriculum ("translational" -- bench and clinical). Kelly Skeff, MD, PhD, Program Director of the Residency Program in Internal Medicine at Stanford University and world-renowned medical educator, introduced a strategy to make the medical education curriculum more responsive to the evolving needs of both medical and patient communities. It is hoped that the noteworthy advances in lymphatic research and lymphatic education will pave the road to a significant improvement in the medical care afforded to lymphatic disease patients.

Additionally, LRF has successfully advocated for Congressional support to establish a comprehensive awareness campaign regarding lymphatic research and diseases, which targets specifically the academic community (2005 House Appropriations Report Language).

The AAMC is a non-profit association founded in 1876 to work for reform in medical education. Originally representing only medical schools, today the AAMC represents the 130 accredited U.S. medical schools; the 17 accredited Canadian medical schools; some 400 major teaching hospitals, including more than 70 Veterans Affairs medical centers; more than 105,000 faculty in 96 academic and scientific societies; and the nation's 66,000 medical students and 97,000 residents. Additionally, the administrative leadership of medical schools and teaching hospitals are served by a variety of professional development groups housed within the AAMC. The AAMC purpose is to improve the nation's health through the advancement of medical schools and teaching hospitals. As an association of medical schools, teaching hospitals, and academic societies, the AAMC works with its members to set a national agenda for medical education, biomedical research, and health care, and assists its members by providing services at the national level that facilitate the accomplishment of their goals.