Education
Dr. Shah received his degree in Religious Studies at Rice University in Houston, Texas in 1994. During his undergraduate studies, he spent time as a visiting scholar at Swarthmore College in Swarthmore, Pennsylvania. In addition to completing prerequisites for medical school, he studied anthropology, ethics, Eastern and Western philosophy, fine art, post-modern and post-structuralist critical theory, comparative mysticism and world religion.
Following his college graduation, he deferred his medical school acceptance for one year to pursue his interest in public service and social change movements. He spent this time (1994–95) in India to study humanitarian organizations and social change agents. He is multilingual and speaks Hindi, Gujarati, Urdu, Spanish and Portuguese.
He completed his medical degree at the Baylor College of Medicine in Houston, Texas in 2000.
Dr. Shah then completed his internship in psychiatry at the Menninger Clinic in Topeka, Kansas in June 2001. Here, he rotated through units for Post-Traumatic Stress Disorder Treatment, Substance Abuse Treatment, Family Practice, Internal Medicine, Geriatric Psychiatry, Emergency Psychiatry and Child Psychiatry. He trained in modalities of psychopharmacology, individual psychotherapy, group psychotherapy and medical hypnosis.
He then served as a Resident in Preventive and Behavioral Medicine at Mount Sinai School of Medicine in New York City. While at Mount Sinai School of Medicine, he conducted several workshops and classes and provided conceptual and technical assistance to Federal Emergency Management Agency’s Project Liberty and the Department of Health and Mental Hygiene and also took public health classes specializing in Behavioral Medicine and earned a masters degree in Public Health in 2003. He then earned his specialty board certification in General Preventive Medicine.
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Famous quotes containing the word education:
“In the years of the Roman Republic, before the Christian era, Roman education was meant to produce those character traits that would make the ideal family man. Children were taught primarily to be good to their families. To revere gods, one’s parents, and the laws of the state were the primary lessons for Roman boys. Cicero described the goal of their child rearing as “self- control, combined with dutiful affection to parents, and kindliness to kindred.””
—C. John Sommerville (20th century)
“She gave high counsels. It was the privilege of certain boys to have this immeasurably high standard indicated to their childhood; a blessing which nothing else in education could supply.”
—Ralph Waldo Emerson (1803–1882)