Sally Krasne, Ph.D.


Research Professor, Physiology

Emeritus Member, Brain Research Institute

Contact Information

Work Phone Number: (310) 825-8884

Laboratory Address:

Los Angeles, CA 90095

Office Address:

C8-149 CHS
Los Angeles, CA 90095


Sally Krasne is a physiologist and biophysicist who has served on the UCLA School of Medicine faculty since she joined the Department of Physiology in 1975. She earned her B.A. in Psychology and Ph.D. in Physiology at the University of California, Los Angeles. Her early research investigated the physical basis of ion selectivity in channels and carriers, interactions of voltage-sensing dyes with membranes, identification of ion channels involved in the basic defect in cystic fibrosis, and characterization of ion channels in eggs and the early stages of development. More recently, Dr. Krasne has been involved in the development of the medical school curriculum and tools for enhancing learning. She co-chaired the first block of medical school from 2003 to 2011. Her current research involves developing perceptual and adaptive learning modules (PALMs) to enhance pattern recognition in various areas of medicine and medical training and examining their effects on the development of expertise. Dr. Krasne is a past Director of UCLA ACCESS, the admission route and first-year program of graduate studies for 13 Ph.D.-granting departments and programs in the molecular, cell and integrative life sciences.


A selected list of publications:

Krasne Sally, Hillman Joseph D, Kellman Philip J, Drake Thomas A   Applying perceptual and adaptive learning techniques for teaching introductory histopathology Journal of pathology informatics, 2013; 4(7): 34.
Wilkerson LuAnn, Stevens Carl M, Krasne Sally   No content without context: integrating basic, clinical, and social sciences in a pre-clerkship curriculum Medical teacher, 2009; 31(9): 812-21.
Krasne, S, Wimmers, PF, Relan, A, Drake, TA   Differential effects of two types of formative assessment in predicting performance of first-year medical students Adv. Health Sci. Educ. Theory Pract, 2006; 11(2): 155-71.