Departments and Sections

This section provides information for all departments and some sections in the School of Medicine.

Courses designated a meet in the fall term only. Courses designated b meet in the spring term only. Additional information on clinical elective and subinternship experiences is available at https://medicine.yale.edu/education/curriculum/advancedtraining/clinicalelectives.

Faculty listings reflect approved appointments effective May 1, 2024.

Anesthesiology

TMP 3, 203.785.2802

https://medicine.yale.edu/anesthesiology

Professors S. Akhtar, H. Benveniste, C.A. Brandt (Biomedical Informatics and Data Science), F. Braveman (Emeritus), M.M. Burg (Medicine), J.G. Collins (Emeritus), J. Ehrenwerth (Emeritus), R.R. Gaiser, P.M. Heerdt, R.L. Hines, L. Kitahata (Emeritus), C. Kopriva (Emeritus), V. Kurup, R. Lagasse (Emeritus), R.H. LaMotte (Emeritus), L. Leffert (Chair), H. Lin, L.E. Niklason (Adjunct), T. Oh (Emeritus), A.C. Perrino, W.M. Popescu, T.D. Rafferty (Emeritus), S.H. Rosenbaum (Emeritus), W. Rosenblatt, K.H. Shelley (Emeritus), D.G. Silverman (Emeritus), R.S. Sinatra (Emeritus), N. Vadivelu

Associate Professors A. Alian, T. Banack, L. Caramico, J. Charchaflieh, R. Deshpande, R.M. Doody, A. Gonzalez-Fiol, C.K. Gooden, J. Hyman, J. Li, L.L. Maerz (Surgery), G.F. McCloskey, A. Oprea, M. Ozcan, A. Rady, H. Roselinsky, R. Schonberger, J.J. Schwartz, J. Sherman, C. Szabo, H. Tantawy, D.M. Thomas, J. Zafar, Q. Zhu

Assistant Professors G. Abdulkarim, B. Abraham, M. Ancuta, S. Antony, R. Aouad, A. Bardia (Adjunct), D. Bercik, J. Berlin, M.E. Blessing, O. Brecher, A. Brenes Bastos, K.A. Bruno, A.M. Bustos, L. Calo, N. Chawla, R. Chow, N. Chowdhury, M. Cortes, M.R. Costin, S. Dabu-Bondoc, K.A. Daley, A. De Lima Arboleda, M. Denham, J. Dennis, S. Diaz, P. Effraim, A. Emple, K. Fardelmann, A. Farela, J. Feinleib, T. Feldheim, C. Fernandez Robles, L. Freudzon, D.J. Gaal, J.H. Garofalo, T. Ghaly, N. Ginsberg, R. Govindaswamy, F. Guzman, A. Haque, N. Haralabakis, K. Hernandez, A. Hernandez Rodriguez, A. Herrera, T. Hickey, H. Ibrahim, B. Kerner, D. Kiamanesh, A. Kilari, G. Kim, J. Kim, D. Kinney, R. Kumaraswami, J. Kurfess, M. Kutner, L.H. Kwan, H. Leahy, T. Leepuengtham, M. Leonova, H. Li, D. Lombardo, A. Longhini, A. Malik, P. Mancini, T.P. Mann, R. Marando, V. Matei, M. Mazurek, P. McGuire, P.M. Meeks, M. Montealegre Gallegos, R. Munoz-Acuna, M. Newton, N. Nguyen, A. Notarianni, D. Nussbaum, S. Nyshadham, L. Otchere-Darko, M. Ozcan, M. Pahade, J.T. Pan, B.M. Patel, M. Poole, M. Punjala, J. Quick, K. Rajput, P.H. Rana, S. Rao, A. Roberman, R.M. Romero, M. Rose, P. Rubin, O. Salianski, C. M. San Juan (Orthopaedics and Rehabilitation), J. Santana, D. Schafer, A.C. Schmeck, Z. Sesonsky, R. Sharma, S. So, R. Stout, A. Tanella, A. Torres, A. Vaidyanathan, O. Viktorsdottir, X. Wang, T. Wong, X. Zhang, Y. Zhao

Research Scientist H. Lee

Associate Research Scientists S. Koundal, S. Mizoguchi

Clinical Professor J.Katz

Assistant Clinical Professors A.F. Durrani, E. Jakab, J. Kim, N.A. Lone, N. Saidi, L. Wang

Elective

Anesthesiology Advanced Clinical Elective This is a full-time clinical elective. Advanced Clinical Elective is an individualized program of instruction in anesthesia subspecialties, including cardiovascular, neurosurgical, obstetrical and pediatric anesthesia.

Subinternship

Anesthesiology Subinternship This is a full-time clinical elective. Advanced Clinical Elective is an individualized program of instruction in anesthesia subspecialties, including cardiovascular, neurosurgical, obstetrical and pediatric anesthesia.

Biomedical Informatics & Data Science

100 College Street, Ninth Floor, informatics@yale.edu

https://medicine.yale.edu/biomedical-informatics-data-science

Professors C.A. Brandt, K. Cheung, J. Deng (Therapeutic Radiology), M.B. Gerstein (Molecular Biophysics and Biochemistry), A.L. Hsiao, A. Justice (Medicine), S.H. Kleinstein (Pathology), L. Ohno-Machado (Chair), P.L. Miller (Emeritus), X. Papademetris, H. Xu, K. Xu (Psychiatry)

Associate Professors H. Altalib (Neurology), A. Chou (Medicine), M. Davis (Radiology and Biomedical Imaging), K. Harris Nwanyanwu (Ophthalmology and Visual Science), R. Hauser (Laboratory Medicine), S. Jarad (Emergency Medicine), R. McDougal (Public Health), D. Meeker, E. Melnick (Emergency Medicine), J. Miller (Medicine), M. Sharifi (Pediatrics), R. Taylor, Z. Wang (Public Health), Y. Zhao (Public Health)

Assistant Professors S. Aneja (Therapeutic Radiology), K. Aneni (Child Study Center), I. Arhuidese (Surgery), G.I. Ash (Medicine), H. Cho, J.M. Cohen (Dermatology), B. Coleman (Emergency Medicine), T. Durant (Laboratory Medicine), E. Erson Omay (Neurosurgery), M. Hartley, M. Iscoe, R. Khera (Medicine), I. Leeds (Surgery), A. Lisi, Y. Lu (Medicine), T. McCall (Public Health), J. Montalvo-Ortiz (Psychiatry), C. Oliveira (Pediatrics), W. Roberts (Psychiatry), W. Schulz (Laboratory Medicine), D. Shung (Medicine), K. Wang (Medicine), H. Zhou (Psychiatry)

Instructors N. Hong, J. Kim, K. Raja

Senior Research Scientists N. Rajeevan, X. Zhu

Research Scientists H. He, H. Rajeevan, R. Wang

Associate Research Scientists Q. Chen, K. Corcoran, F.A. Kidwai (Medicine), V. Kuttichi Keloth, F. Lin, P. Mutalik, H. Wolfe, K. Zawack

Lecturers D. Chartash, D. Greenbaum, M. Krauthammer, D.R. Levy

BENG 406, Medical Software Design Software design and implementation for medical applications, with emphasis on how new ideas can be developed within today’s healthcare regulatory environment. This is a project-based class. The lectures provide essential material to help the students successfully complete their projects. In particular, the lectures cover material in the following three broad areas: (i) Medical software design based on a clinical need. (ii) Needs identification, verification, validation, and overview of the FDA regulatory process. (iii) Introductory material in experimental design, image analysis, and machine learning as needed by the projects. We also examine the new proposed FDA regulations on the use of machine learning in medical devices and related issues related to the use of these techniques in medical software in general. Prerequisite: Some programming background in at least one programming language. Instructor permission required. Staff

BIS 550b, Topics in Biomedical Informatics and Data Science The course focuses on providing an introduction to common unifying themes that serve as the foundation for different areas of biomedical informatics, including clinical, neuro-, and genome informatics. The course is designed for students with basic computer experience and course work who plan to build databases and computational tools for use in biomedical research. Emphasis is on understanding basic principles underlying informatics approaches to interoperation among biomedical databases and software tools, standardized biomedical vocabularies and ontologies, biomedical natural language processing, modeling of biological systems, high-performance computation in biomedicine, and other related topics. S. Jarad

BIS 560a, Introduction to Health Informatics Health Informatics is a diverse and varied field. This course is designed to provide a general introduction to health informatics. Students will gain foundational knowledge in clinical information systems, health data standards, electronic health records and data security/privacy issues, among other areas. Students will survey a variety of informatics subfields including research, laboratory/precision medicine, imaging, and artificial intelligence. A particular focus for the course will be conceptual underpinnings that generalized well to all informatics disciplines Permission of the instructor required. A. Taylor

BIS 562b, Clinical Decision Support Building on BIS 560/CB&B 740, this course provides the purpose, scope, and history of decision support systems within health care. Using a weekly hands-on application of knowledge acquired in the lecture portion of the course, students identify a clinical need and prototype their own clinical decision support solution. Solutions are then presented in a “shark tank” format to iteratively refine them to yield a final product that is capable of real-world implementation. Prerequisite: BIS 560 or CB&B 740. E. Melnick

BIS 633a, Population and Public Health Informatics This is not a programming course or a mathematics course. The course provides an in-depth survey of the data standards, data analysis tools, databases, and information management systems and applications used in clinical population research, disease surveillance, emergency response information systems, and the like. It examines informatics techniques used on population-level data to improve health and the application of information and computer science and technology to public health practice, research, policy, and decision support. This scientific area focuses on the capture, management, and use of electronic public health data. While these backgrounds are prominent in the field, the purpose of this course is to provide the history and context of the field. B. Coleman

BIS 634a, Computational Methods for Informatics This course introduces the key computational methods and concepts necessary for taking an informatics project from start to finish: using APIs to query online resources, reading and writing common biomedical data formats, choosing appropriate data structures for storing and manipulating data, implementing computationally efficient and parallelizable algorithms for analyzing data, and developing appropriate visualizations for communicating health information. The FAIR data-sharing guidelines are discussed. Current issues in big health data are discussed, including successful applications as well as privacy and bias concerns. This course has a significant programming component, and familiarity with programming is assumed. Prerequisite: CPSC 223 or equivalent, or permission of the instructor. R. McDougal

BIS 638a, Clinical Database Management Systems and Ontologies This course introduces database and ontology in the clinical/public health domain. It reviews how data and information are generated in clinical/public health settings. It introduces different approaches to representing, modeling, managing, querying, and integrating clinical/public health data. In terms of database technologies, the course describes two main approaches—SQL database and non-SQL (NoSQL) database —and shows how these technologies can be used to build electronic health records, data repositories, and data warehouses. In terms of ontologies, it discusses how ontologies are used in connecting and integrating data with machine-readable knowledge. The course reviews the major theories, methods, and tools for the design and development of databases and ontologies. It also includes clinical/public health use cases demonstrating how databases and ontologies are used to support clinical/public health research. Prerequisite: CPSC 223 or permission of the instructors. The general expectation to obtain instructor permission is that students have basic command of the Python programming language sufficient to pass CPSC 223 or the equivalent. K.H. Cheung, G. Hauser

BIS 640b, User-Centered Design of Digital Health Tools This course combines needs assessment methods, user-centered design principles, and an agile approach to designing digital health tools for consumers. The class environment is designed to model that of a health tech start-up. Students are expected to apply what they learn from the lectures and readings to identify a pain point (i.e., a problem or need faced by a prospective user) and solicit input from intended users to design a prototype of the digital health tool. Solutions are presented in class to receive feedback on the design and to iteratively refine a prototype in order to create a minimum viable product. Prerequisite: BIS 560/CB&B 740, SBS 574, or permission of the instructor. T. McCall

BIS 685a and BIS 686b, Capstone in Health Informatics Building on BIS 560/CB&B 740 and BIS 550/CB&B 750, this course provides the opportunity for master’s-level integration of basic informatics theory and practice through the use of modules focusing on the workflow of major health informatics projects. Students have two major projects throughout the course, including a team project where additional reflection on coordination of responsibilities and teamwork is essential. Each student is also able to work on a term-long individual module or choose to individually continue to advance the previous team project. The final projects are meant to show how the student integrates informatics theory, skills, and stakeholder’s needs into a final product or project that may be developed into a deliverable for general public use. Prerequisites: BIS 560/CB&B 740 and BIS 550/CB&B 750, or equivalents. Not open to auditors. P. Hoffman, K.H. Cheung, D. Chartash, H. Altalib

CB&B 752b, Biomedical Data Science: Mining and Modeling Biomedical data science encompasses the analysis of gene sequences, macromolecular structures, and functional genomics data on a large scale. It represents a major practical application for modern techniques in data mining and simulation. Specific topics to be covered include sequence alignment, large-scale processing, next-generation sequencing data, comparative genomics, phylogenetics, biological database design, geometric analysis of protein structure, molecular-dynamics simulation, biological networks, normalization of microarray data, mining of functional genomics data sets, and machine-learning approaches to data integration. Prerequisites: biochemistry and calculus, or permission of the instructor. M.Gerstein, M. Simon

Cell Biology

SHM C207, 203.737.5603

https://medicine.yale.edu/cellbio

Professors J. Bewersdorf, J.S. Bogan (Medicine), C.G. Burd (Chair), D.A. Calderwood (Pharmacology), M.J. Caplan (Cellular and Molecular Physiology), D. Colón-Ramos, L. Cooley (Genetics), P. Cresswell (Immunobiology), P. De Camilli, J.E. Galan (Microbial Pathogenesis), F. Gorelick, V. Greco (Genetics), C. Hashimoto (Emeritus), D.S. Krause (Laboratory Medicine), T. Lentz (Emeritus), H. Lin, V. Malhotra (Adjunct), M. Nathanson (Medicine), K.M. Neugebauer (Molecular Biophysics and Biochemistry), K. Reinisch, J.E. Rothman, C. Schlieker (Molecular Biophysics and Biochemistry), M.A. Schwartz, D.K. Toomre, S.L. Wolin (Emeritus), Y. Zhang

Associate Professors J. Berro (Molecular Biophysics and Biochemistry), S. Ferguson, S. Guo, M. King, C. Lin, J. Liu (Microbial Pathogenesis), C. Lusk, M. Mariappan, T. Melia, P. Takizawa, K. Volynski (Adjunct), J. von Blume, S. Wang (Genetics), M. Wu

Assistant Professors D. Baddeley (Adjunct), K. Gupta, X. Su, S. Yogev (Neuroscience)

Senior Research Scientist X. Liu

Research Scientists A.R. Ferguson, K. Grushin, F. Li, M. Llaguno, H. Qi, C. Qiu, I.V. Surovtsev

Associate Research Scientists M. Bera, S. Chandra, J. Goder, R. Kalyana Sundaram, K. Karatepe, Y. Kim, Y. Li, N. Liu, P. Munoz LLancao, N. Neuenkirchen, F. Pincet, A. Radhakrishnan Pattathil Santha, K. Sato, F. Schüder, M. Su, Q. Wu, Z. Xi, Y. Xiong, L. Zeng, M. Zhong, K. Zhou

Lecturer A.C. Vignery

CBIO 501a and 502b, Molecules to Systems This full-year course is designed to provide medical students with a current and comprehensive review of biologic structure and function at the cellular, tissue, and organ system levels. Areas covered include structure and organization of cells; regulation of the cell cycle and mitosis; protein biosynthesis and membrane targeting; cell motility and the cytoskeleton; signal transduction; cell adhesion; cell and tissue organization of organ systems. Clinical correlation sessions, which illustrate the contributions of cell biology to specific medical problems, are interspersed in the lecture schedule. Histophysiology laboratories provide practical experience with an understanding of exploring cell and tissue structure. The course is offered only to M.D. and M.D.-Ph.D. students. P.A. Takizawa

CBIO 600a and 601b, Science at the Frontiers of Medicine This full-year graduate seminar for first-year M.D.-Ph.D. students—an elective course for M.D. students—matches the progression of topics in the eighteen-month preclinical medical school curriculum and emphasizes the connections between basic and clinical science, human physiology, and disease. It is directed by M.D.-Ph.D. program faculty, and many class discussions are led by expert Yale School of Medicine faculty members who select the papers to be read. Students explore scientific topics in depth, learn about cutting-edge research, and improve their presentation skills. The curriculum provides a framework for critically reading and analyzing papers drawn broadly from the biomedical sciences; this breadth of knowledge is also leveraged in team-based exercises that promote peer-to-peer teaching and learning. Enrollment limited to students who have taken or are currently taking CBIO 501/CBIO 502.

CBIO 602a/MB&B 602a/MCDB 602a, Molecular Cell Biology A comprehensive introduction to the molecular and mechanistic aspects of cell biology for graduate students in all programs. Emphasizes fundamental issues of cellular organization, regulation, biogenesis, and function at the molecular level. Prerequisites: none, but some knowledge of basic cell biology and biochemistry is assumed. Students who have not taken courses in these areas can prepare by reading relevant sections in basic molecular cell biology texts. We recommend Pollard et al., Cell Biology (3rd ed., 2016), Alberts et al., Molecular Biology of the Cell (6th ed., 2014), or Lodish et al., Molecular Cell Biology (8th edition, 2016). T. Melia

CBIO 603a/MCDB 603a, Seminar in Molecular Cell Biology A graduate-level seminar in modern cell biology. The class is devoted to the reading and critical evaluation of classical and current papers. The topics are coordinated with the CBIO 602 lecture schedule. Thus, concurrent enrollment in CBIO 602 is required. Prerequisites: Any undergraduates wishing to enroll must have already taken MCDB 205. In addition, undergraduates are strongly encouraged to reach out to the course directors prior to enrollment. M. King

CBIO 606b, Advanced Topics in Cell Biology This seminar course, which meets once weekly, covers advanced topics in cell biology. Each topic is spread over two or three sessions, which start with an introductory overview and are followed by a discussion of key papers led by an expert in the field. X. Su

CBIO 655a/GENE 655a, Stem Cells: Biology and Application This course is designed for first-year or second-year students to learn the fundamentals of stem cell biology and to gain familiarity with current research in the field. The course is presented in a lecture and discussion format based on primary literature. Topics include stem cell concepts, methodologies for stem cell research, embryonic stem cells, adult stem cells, cloning and stem cell reprogramming, and clinical applications of stem cell research. Prerequisites: undergraduate-level cell biology, molecular biology, and genetics. I. Park

CBIO 701b, Illuminating Cellular Function The focus of the course is on the technical treatment of light microscopy and its applications. The course provides biology and bioengineering students with the knowledge and skills necessary to design and undertake advanced light microscopy experiments. It covers conceptual elements of fluorescence microscopy imaging and analysis (without going too heavily into the theory and math); new advances in super-resolution modalities; biological applications; and hands-on practical work. Enrollment limited to fifteen. D.K. Toomre

CBIO 901b/GENE 901b/MCDB 901b, Research Skills and Ethics II This course consists of a weekly seminar that covers ethics, writing, and research methods in cellular and molecular biology as well as student presentations (“rotation talks”) of work completed in the third laboratory rotation. C. Lin

CBIO 911a/GENE 911a/MCDB 911a, First Laboratory Rotation First laboratory rotation for Molecular Cell Biology, Genetics, and Development track students. C. Lin

CBIO 912a/GENE 912a/MCDB 912a, Second Laboratory Rotation Second laboratory rotation for Molecular Cell Biology, Genetics, and Development track students. Staff

CBIO 913b/GENE 913b/MCDB 913b, Third Laboratory Rotation Third laboratory rotation for Molecular Cell Biology, Genetics, and Development (MCGD) and Plant Molecular Biology (PMB) track students. S. Bahmanyar

Cellular and Molecular Physiology

SHM B147, 203.785.4041

https://medicine.yale.edu/physiology

Professors R.J. Alpern (Medicine), N.A. Ameen (Pediatrics), P. Aronson (Medicine), A. Bordey (Neurosurgery), E.L. Boulpaep (Emeritus), C. Canessa, L. Cantley (Medicine), M.J. Caplan (Chair), N. Carrasco (Adjunct), A. Dardik (Surgery), J.B. Demb (Ophthalmology and Visual Science), S. Diano (Adjunct), M.E. Egan (Pediatrics), B.E. Ehrlich (Pharmacology), A. Eichmann, T. Eid (Laboratory Medicine), B. Forbush (Emeritus), L. Kaczmarek (Pharmacology), G. Lister (Pediatrics), P. Mistry (Medicine), M.N. Nitabach, V. Pieribone, P. Preisig (Medicine), J. Santos-Sacchi (Surgery), G.I. Shulman (Medicine), F.J. Sigworth, C.L. Slayman (Emeritus), S. Tomita, T. Wang, C. Xu, X. Yang (Comparative Medicine), L. Young (Medicine), D. Zenisek, Z. Zhou (Ophthalmology and Visual Science)

Associate Professors N. Addy (Psychiatry), S. Bagriantsev, J. Chung, R.M. Fitzsimonds (Adjunct), J. Goodwin (Pediatrics), E. Gracheva, S. Ishibe (Medicine), E. Karatekin, R. Kibbey (Medicine), J. Rinehart, M.S. Rodeheffer (Comparative Medicine), S. Singh (Adjunct), C. Thoreen

Assistant Professors R. Chang, J. Kim (Urology), R. Perry, M. Schneeberger Pane, H. Shen

Senior Research Scientist E. Boulpaep (Cellular and Molecular Physiology)

Associate Research Scientists S. Cheppali, D. Chetrit, V. Feketa, C. Frederick, C. Gomis Perez, N. Gresko, E. Hoyos-Ramirez, A. Landajuela, M. Mastrotto, M. Oda, J. Platisa, M. Reyna, A. Rivetta, M.M. Tomita, M. Watson, Y. Yang

C&MP 506a / PATH 620a / PHAR 506a / PTB 620a, Lab Rotations Students work in laboratories of faculty of their choice. The schedule for each rotation is announced at the beginning of the fall term. Staff

C&MP 550a/ENAS 550a/MCDB 550a/PHAR 550a, Physiological Systems The course develops a foundation in human physiology by examining the homeostasis of vital parameters within the body, and the biophysical properties of cells, tissues, and organs. Basic concepts in cell and membrane physiology are synthesized through exploring the function of skeletal, smooth, and cardiac muscle. The physical basis of blood flow, mechanisms of vascular exchange, cardiac performance, and regulation of overall circulatory function are discussed. Respiratory physiology explores the mechanics of ventilation, gas diffusion, and acid-base balance. Renal physiology examines the formation and composition of urine and the regulation of electrolyte, fluid, and acid-base balance. Organs of the digestive system are discussed from the perspective of substrate metabolism and energy balance. Hormonal regulation is applied to metabolic control and to calcium, water, and electrolyte balance. The biology of nerve cells is addressed with emphasis on synaptic transmission and simple neuronal circuits within the central nervous system. The special senses are considered in the framework of sensory transduction. Weekly discussion sections provide a forum for in-depth exploration of topics. Graduate students evaluate research findings through literature review and weekly meetings with the instructor. W.M. Saltzman, S. Campbell

C&MP 600a and C&MP 601b, Medical Physiology Case Conferences Two-term course taught in groups of ten to twelve students by the same group leader(s) throughout the year. Workshop format permits students to apply basic concepts of physiology to clinical syndromes and disease processes. Students are expected to participate actively in a weekly discussion of a clinical case that illustrates principles of human physiology and pathophysiology at the whole-body, system, organ, cellular, or molecular level. Prerequisites: C&MP 550 and permission of the instructor. Credit for full year only. E. Boulpaep

C&MP 610a and C&MP 611b/PTB 610a, Medical Research Scholars Program: Mentored Clinical Experience The purpose of the Mentored Clinical Experience (MCE), an MRSP-specific course, is to permit students to gain a deep understanding of and appreciation for the interface between basic biomedical research and its application to clinical practice. The MCE is intended to integrate basic and translational research with direct exposure to clinical medicine and patients afflicted with the diseases or conditions under discussion. The course provides a foundation and a critically important forum for class discussion because each module stimulates students to explore a disease process in depth over four ninety-minute sessions led by expert clinician-scientists. The structure incorporates four perspectives to introduce the students to a particular disease or condition and then encourages them to probe areas that are not understood or fully resolved so they can appreciate the value and challenge inherent in using basic science to enhance clinical medicine. Students are provided biomedical resource material for background to the sessions as well as articles or other publicly available information that offers insight to the perspective from the non-scientific world. During this course students meet with patients who have experienced the disease and/or visit and explore facilities associated with diagnosis and treatment of the disease process. Students are expected to prepare for sessions, to participate actively, and to be scrupulously respectful of patients and patient facilities. Prior to one of the sessions students receive guidance as to what they will observe and how to approach the experience; and at the end of the session, the students discuss their thoughts and impressions. All students receive HIPAA training and appropriate training in infection control and decorum relating to patient contact prior to the course. Y. Konnikova, R. Pierce

C&MP 629a and C&MP 630b/PATH 679a and PATH 680b/PHAR 501a and PHAR 502b/PTB 629a, Seminar in Molecular Medicine, Pharmacology, and Physiology Readings and discussion on a diverse range of current topics in molecular medicine, pharmacology, and physiology. The class emphasizes analysis of primary research literature and development of presentation and writing skills. Contemporary articles are assigned on a related topic every week, and a student leads discussions with input from faculty who are experts in the topic area. The overall goal is to cover a specific topic of medical relevance (e.g., cancer, neurodegeneration) from the perspective of three primary disciplines (i.e., physiology: normal function; pathology: abnormal function; and pharmacology: intervention). Required of and open only to Ph.D. and M.D.-Ph.D. students in the Molecular Medicine, Pharmacology, and Physiology track. Staff

C&MP 650b/PATH 660b/PHAR 580b/PTB 650, The Responsible Conduct of Research Organized to foster discussion, the course is taught by faculty in the Pharmacology, Pathology, and Physiology departments and two or three senior graduate students. Each session is based on case studies from primary literature, reviews, and two texts: Francis Macrina’s Scientific Integrity and Kathy Barker’s At the Bench. Each week, students are required to submit a reaction paper discussing the reading assignment. Students take turns leading the class discussion; a final short paper on a hot topic in bioethics is required. Staff

C&MP 710b/MB&B 710b, Electron Cryo-Microscopy for Protein Structure Determination Understanding cellular function requires structural and biochemical studies at an ever-increasing level of complexity. The course is an introduction to the concepts and applications of high-resolution electron cryo-microscopy. This rapidly emerging new technique is the only method that allows biological macromolecules to be studied at all levels of resolution from cellular organization to near atomic detail. Staff

C&MP 711b/MB&B 711b, Practical cryo-EM Workshop This laboratory course provides hands-on training in the practical aspects of macromolecular structure determination by cryo-electron microscopy (cryo-EM). Topics include cryo-EM data collection, image preparation and correction, single-particle picking and 2-D classification, 3-D classification, refinement and post-processing, model building, refinement and evaluation. The course includes training in the use of computer programs used to perform these calculations. Prerequisite: C&MP 710/MB&B 710. Y. Xiong, F. Bleichert

Child Study Center

NIHB 208, 844.362.9272

https://medicine.yale.edu/childstudy

Professors A.T. Arnsten (Neuroscience), D. Barry (Psychiatry), M. Bloch, H. Blumberg (Psychiatry), M. Brackett, K. Chawarska, J. Comer, A. Danese (Adjunct), L.E. Fiellin (Medicine), V. Gallo (Adjunct), W.S. Gilliam (Adjunct), E. Grigorenko (Adjunct), S. Kagan (Adjunct), Z. Kain (Adjunct), R.A. King (Emeritus), J. Leckman, C. Lejuez (Adjunct), P.J. Lombroso (Emeritus), S. Marans, A.S. Martin, L.C. Mayes (Chair), E. McCrory (Adjunct), J.C. McPartland, K. Pelphrey (Adjunct), M.N. Potenza (Psychiatry), J.E. Schowalter (Emeritus), N. Sestan (Neuroscience), G. Shahar (Adjunct), W.K. Silverman, A. Slade, M. State (Adjunct), C. Stover, D. Stubbe, D. Sukhodolsky, J. Tebes (Psychiatry), F. Vaca (Emergency Medicine), F. Vaccarino, L.A. Vitulano, F.R. Volkmar (Emeritus), S.W. Woods (Psychiatry), J. Woolston (Emeritus), H. Zhang (Public Health)

Associate Professors L. Cardona-Wolenski, C. Cipriano, M.J. Crowley, T.V. Fernandez, M. Goslin, M. Goyette-Ewing, M. Hampson (Radiology and Biomedical Imaging), E. Hoffman, Y. Kim (Adjunct), N. Landy (Adjunct), E.R. Lebowitz, E. Miguel (Adjunct), H. Millard (Psychiatry), I. Park (Genetics), C. Pittenger (Psychiatry), K. Pugh (Adjunct), H. Rutherford, D. Scheinost (Radiology and Biomedical Imaging), F. Shic (Adjunct), T.C. VanDeusen (Psychiatry), P. Ventola, J.M. Wolf, S. Yip (Psychiatry)

Assistant Professors A. Abyzov (Adjunct), K. Aneni, A. Ayobello, P. Ayora, S. Baddam, C. Bailey, B. Barbot (Adjunct), M. Best, D. Bridgett (Adjunct), P. Britto (Adjunct), B. Brower, A. Chiapa (Adjunct), Y. Cho, A.L. Close, J. Coffey (Adjunct), E.H. Connors (Psychiatry), J. Cromer (Adjunct), C. Cukar-Capizzi, C.J. Cutter, D. David, L. Drozdowicz, J. Ebaugh, P. Fearon (Adjunct), R. Feldman (Adjunct), P. Fischman (Adjunct), J. Foss-Feig (Adjunct), C. Frometa, D. Garay, O. Gerdner, K.R. Giuseppone, I. Gordon (Adjunct), V. Gracco (Adjunct), G. Gryglewski (Adjunct), G.T. Han (Adjunct), S. Hein (Adjunct), P. Hoffman, M.L. Holland (Adjunct), K. Ibrahim, R. Kamody, C. Keifer, C. Loucas, C. Marin, A. Maupin, J. Mayo, S. Mehr (Adjunct), C. Moreno, C. Morgan, R. Muhle (Adjunct), A. Naples, K. Nelson-Coffey (Adjunct), K. O’Donnell, R. Oien (Adjunct), E. Olfson, D. Ostrey (Adjunct), J. Paez, K. Pattabiraman, F. Penner (Adjunct), E. Pluhar (Adjunct), Y.B. Poncin, K.K. Powell, C. Reyes, N. Salmaso (Adjunct), J. Shein-Szydlo (Adjunct), S. Smith (Adjunct), S. Stahl, H. Stevens (Adjunct), M. Stoeckel, M.S. Torres-Viso, W. Tseng, C. Turek, A. Urban (Adjunct), T. Vanderwal (Adjunct), A. Vassilopoulos, V. Weersing (Adjunct), D.H. Whalen (Adjunct), C. Wilson (Psychiatry), T. Yatziv (Adjunct), M. Yazgan (Adjunct), E. Yuen (Psychiatry)

Instructors N. Borstelmann, J.R. Gardner, J. Johnson, R. Jou, J. Lee, C. McGirr, C.S. Pierart, N. Szilagyi

Senior Research Scientists G. Anderson, R. Aslin, R.A. King, S.L. Macari, Z. Pringle, B. Ruhl

Research Scientists M. Beitel, A.M. Erard, M. Finn-Stevenson, H. Hahn, J. Hoffman, J. Mariani, A. Ponguta, A. Vernetti

Associate Research Scientists V. Avila Quintero, L. Booth, F.E. Brown, W. Chen, R. Ebling, C. Fanikos, J. Floman, A. Jourdon, D. Kleinman, K. Koenig, N. Koirala, A. Landeros, D.J. Lewkowicz, M. Nasir, Z. Ng, S.S. Nicholls, P. Oliveira, S. Sanchez-Alonso, S. Scuderi, C. Shadle, K. Thompson, E. Warnick, A. Zieher

Clinical Professors J. Adnopoz, R. Angoff (Pediatrics), R. Aslin, P. Fonagy, N. Laor, K. Pruett

Associate Clinical Professors M. Azeem, S. Boltax-Stern, C. Califano, J. Ferholt, A. Gerber, D. Koenigsberg, A. Lustbader, J. Marachi, M. Powers, P. Van Wattum

Assistant Clinical Professors M. Akbar, H. Allen, E. Arzubi, A. Aujla, D. Aversa, K. Babb, K.F. Bailey, D. Bober, L. Bogen, H. Bonitz Moore, S. Brooke, J. Chilton, L. Ciarleglio, R. Cifarelli, J. Collins, T. Davila, M. de Carvalho, N. de la Fontaine, L. Dennehy, D. Divecha, D.M. Dodge, J. Dwyer, P. El-Fishawy, C. Emmons, C. Epstein, G. Epstein-Wilf, C. Fernandes, K. Finch, S. Fitzpatrick, R. Franks, J. Gallalee, G.G. Gammon, J. Gereda, K. Gereda Marganski, S. Gossart-Walker, H. Grantz, F. Gregory, D. Grodberg, S. Guerrier, J. Hagen, K.E. Hanson, I. Jennings, H. Kahn, M. Kaplan, N. Kendall-Taylor, B. Keyes, E. Khondkaryan, B. Kleine, K. Kowats, J. Lang, L. Lavalley, P. Leebens, N. Libby, G. Lopez-Cohen, M. Lyons, J. Madigan, K. Maiorana, N. Malberg, K. Malensek, H. Maurizio, R. McWilliam, M.C. Mennesson, J. Meyers, C. Mills, A. Myers, R. Nikolov, W. Njoroge, M. Palmieri, C. Parrott, S. Peck, J. Poll, K. Pracitto, K. Proctor, J. Radawich, P. Rao (Psychiatry), B. Reddy, R.A. Ritvo, R. Salah, D. Sasso (Psychiatry), D. Saunders, C. Schwartz, V. Shiller, Y. Shimshoni, A. Smaller, K.K. Smith-Tavaris, K. Sondergaard, R. Sotsky, M. St. Pierre, V. Stob, E. Stone, C. Suppies, D. Szydio, L. Taylor, P. Thomas, J. Tillman, B. Torres, N. Treadwell, K. Tsatsanis, J. Tuis, J. Van Dyke, G. Van Schalkwyk, A. Van Scoyoc, K. Voccola, J. Weathers, J. Webb, S. Werblood, E. Whelan, J. Wilen, M. Wudarsky, V.J. Zecchini, L. Zimmerman

Clinical Instructors B. Aarestrup, A. Adiba, A. Adigun, K. Ahmed, O. Ayankola, D. Becker, E. Caffo, H. Chaidez Ruacho, J. Dean, S. Fitzpatrick, E. Garcia Rolland, B. Graham, R. Hasan, F. Javier, L. Keith, R. La Bril, S. Lembeck, N. Luzino, T. Martinez, H. Maurizio, F. Montazeri, Y. O’Brien, A. Orozco, C. Patsky-Pomerleau, B. Penque, S. Peshori, C. Poe, B. Rickler, C. Schaefer, K. Siegel, T. Szydlo-Shein, Y. Tyndale, M. Usmani, A. Vatner, M. Vitulano

Lecturers T.M. Anderson, M.A. Ben-Avie, L. Brotnow, N.A. Brown, K. Capotorto, A. Church, T.L. Collins, C.J. Cooper, J. Cunningham, M. Fay, M. Gunsalus, R.H. Hersh, C.M. Horwitz, B. Israel, E.J. Jimenez-Francis, L. Kabari, N. Kaufman, M.W. Lovett, A. Meehan, S. Miller, T. Miller, B. Powers, A. Price, J.J. Russell, S. Taddei, E.O. Tongul, S. Young, L. Zaretsky

The Child Study Center is a multidisciplinary academic department of the School of Medicine for the study and care of children from birth through adolescence and their families. Child psychiatrists, psychologists, pediatricians, social workers, psychoanalysts, biomedical scientists, nurses, and other professionals collaboratively engage in research and treatment programs on various aspects of children’s growth and development, both normal and deviant. Research programs include child development, psychiatric disorders, social systems and schools, mental retardation, psychosomatic conditions, crisis and trauma, and treatment. Clinical services are provided in general and specialized outpatient clinics, in the Child Psychiatry Inpatient Service in the Children’s Hospital of Yale New Haven Hospital, and in the Child and Adolescent Psychiatry Consultation-Liaison Service. The center provides courses and other academic opportunities for undergraduates and graduate students in various disciplines concerned with children and families, as well as specialized training in child psychiatry, psychology, social work, and clinical research.

Electives

Child Study Center Clinical Research Elective This elective entails etiology, clinical manifestations, and treatment of adolescent psychopathology, including eating disorders, depression, suicide, psychosis, delinquency, and the impact of physical and mental disabilities on adolescent development. Reading is supplemented with live and taped clinical material.

Subinternship

Child Study Center Subinternship The aim of this elective is to provide the student with an intensive experience in infant, child, and adolescent psychiatry. The curriculum includes assessments of normal development and psychopathology in childhood, treatment methods, and research in major disorders of childhood. Students are active team members of the Children’s Psychiatric Inpatient Service (CPIS) and the consultation service to the pediatric wards of Yale New Haven Hospital and can take advantage of the wide range of ongoing seminars, conferences, and clinical services in place at the Child Study Center. Teaching methods include seminars, conferences, field observations, ward rounds, and practicals selected by the student following consultation with the director of medical studies and the Child Study Center.

Comparative Medicine

BML 330, 203.785.2525

https://medicine.yale.edu/compmed

Professors A.M. Bennett (Pharmacology), B. Conti, V. Dixit (Pathology), C. Fernandez-Hernando, L. Garcia-Segura (Adjunct), M. Hajos, J. Hirsch, T.L. Horvath (Chair), R.O. Jacoby (Emeritus), I. Levy, J.D. Macy, G. Post (Adjunct), N. Sestan (Neuroscience), M. Sleeman (Adjunct), P.C. Smith, Y. Suarez, T. Tiganis (Adjunct), X. Yang, C.J. Zeiss

Associate Professors J.L. Asher, M. Dietrich, M.S. Rodeheffer

Assistant Professors D. Alagpulinsa, L. Biwer, C. Booth, M. Chioccioli, D. Ekanayake-Alper, J.A. Goodrich, M. Grubb (Adjunct), M. Lawrence (Adjunct), H. Loh, R. Perry (Cellular and Molecular Physiology), S.R. Wilson, X. Zhao

Senior Research Scientists S.R. Compton, X. Gao, T.P. Nottoli

Research Scientists S. Bai, Z. Liu, A.E. Prendergast, M. Stoiljkovic, B. Stutz Xavier, S. Thorne (Medicine)

Associate Research Scientists B. Chaube, E. Esplugues, P. Fernandez Tussy, Y. Huang, O. Iyilikci, D. Li, B. Mathew, M. Shin, M. Shrestha, Q. Xiao, Y. Yasumoto, J. Yoshinda

Dermatology

LCI 501, 203.785.4092

https://medicine.yale.edu/dermatology

Professors R.J. Antaya, J.L. Bolognia, M.W. Bosenberg, I.M. Braverman (Emeritus), L. Chen (Immunobiology), K. Choate (Chair), S. Cowper, R.L. Edelson, R.A. Flavell (Immunobiology), F.M. Foss (Medicine), M. Girardi, E. Glusac (Pathology), V. Greco (Genetics), P. Heald (Emeritus), A. Iwasaki (Immunobiology), H. Kluger (Medicine), C.J. Ko, D.J. Leffell, H. Lin (Cell Biology), J. McNiff, R.M. Medzhitov (Immunobiology), L.M. Milstone (Emeritus), J.S. Pober (Immunobiology), R.E. Tigelaar (Emeritus), L.D. Wilson (Therapeutic Radiology)

Associate Professors C. Bunick, S. Christensen, B. Craiglow (Adjunct), A. Galan, S. Imaeda, B. King, J. Leventhal, P. Myung, S. Ramachandran, A. Sethi (Adjunct), K. Suozzi, M.M. Tomayko

Assistant Professors J.M. Cohen, W. Damsky, A. Eisenstein, J. Farhadian (Adjunct), L. Galluzzi (Adjunct), M. Laird, A. Little, C.A. Nelson, I. Odell, G. Panse, S. Perkins, L. Provini, J. Siegel, M. Vesely, A. Zubek

Instructors M. Elgash, M. Johnston, M. Kidacki (Dermatology), G. Micevic, S.F. Roy, R. Stavert

Senior Research Scientists D.E. Brash (Therapeutic Radiology), R. Halaban, L.M. Milstone

Research Scientists D. Hanlon, I. Lomakin

Associate Research Scientists M. Junejo, L. Laborne Sousa Pinto Kalil, A.V. Odell, K. Tatsuno, A. Vassall

Clinical Professors R. Savin, B. Strober, K. Watsky

Associate Clinical Professor M. Alexiades-Armenakas, S. Bender, A. Bronin, F. Castiglione, I. Cohen, D. Davidson, L. Donofrio, J. Dover, J. Edelglass, M. Gohara, M.E. Grossman, R. Kahan, R. Langdon, A. Lewis, E.B. Milstone, J. Moss, P. Schneiderman, P. Shapiro, A. Zalka

Assistant Clinical Professors J. Alter, A. Atton, S. Barrett, P. Bevilacqua, D. Bilinski, J. Cantatore-Francis, C. Carroll, S. Chavel, D. Correale, A. Czernik, L. Daman, K. Diette, T. Durazzo, D. Feinberg, B. Goldberg, M. Goldstein, H. Hamilton, W. Jacoby, R. Klein, J. Knispel, L. Kugelman, J. Lehrman, S. Lerner, P. Lowenstein, L. Luck, E. Markstein, E. Marsh, M.A. McFerren, D. Miller, E. Mirrer, E. Naidorf, M. Noonan, W. Notaro, M. Oestreicher, R. Oshman, M. Petrazzuoli, B. Richter, D. Robinson, J. Sansing, M. Shahriari, N. Sherline, N. Silverman, E. Smith, J. Zirn, B. Zubkov

Clinical Instructors M. Beuttler, E. de Moll, T. Futoryan, D.D. George, N. Levit, L. Madden, M. Malik, N. Ring, D. Weissman

Electives

Dermatology Inpatient Consult Elective In this rotation, students will work as an integral member of the Dermatology consult team, composed of a dermatology resident and attending. Clinical settings will include the Yale-New Haven Hospital adult and pediatric wards, intensive care units, emergency rooms and urgent care services as well as the Smilow Bone Marrow Transplant Day Hospital. Students will be exposed to dermatologic disease requiring inpatient admission, systemic disease with cutaneous manifestations, and skin complications among hospitalized patients. Students will learn how dermatologists approach these patients, including: initial evaluation, workup, and differential diagnosis building; role of biopsy and histologic evaluation; and treatment plan design. Under resident supervision, the student will evaluate a new consult patient each day and follow this patient for the hospital course. The student is expected to read intensively on relevant disease processes and will formally present this patient to the attending on rounds. Additionally, the student should research disease and management-related questions that arise on the service and informally present a summary of findings to the attending and resident. One day a week (Wednesday), students will participate in departmental Grand Rounds and educational conferences. Two evenings a week, students will participate in resident rounds of the inpatient service. During the rotation, the student will identify a patient with a chronic dermatologic condition and conduct an in-depth interview to learn about how the disease and its treatment has affected the patient’s life and, conversely, how life considerations have affected disease management. Additionally, at the end of the rotation, the student will present a formal case presentation and literature review at Grand Rounds. This course is intended as introduction to inpatient dermatology for the student considering postgraduate training in dermatology.

Dermatology Outpatient Elective Students will be expected to acquire the skills needed by a primary care physician or surgeon to evaluate dermatological problems independently. Orientation location will be at the West Haven VA Medical Center. Outpatient experiences will include the West Haven VA Medical Center, the Adult and Pediatric Yale Primary Care Clinics, and possibly the Yale University Health Services. These clinics will expose the student to a variety of primary and referral dermatology services that treat inflammatory and neoplastic skin diseases. To gain an overview of the specialty, students will also have exposure to dermatologic surgery and dermatopathology. One day a week (Wednesday), students will participate in departmental Grand Rounds and educational conferences. Reading and review of assigned materials will be required in preparation for a series of case discussions led by faculty. A formal presentation on a topic of the student’s choice will be required in the final week. The goal of the course is to ground students in the fundamentals of dermatologic physical examination, diagnosis and treatment.

Emergency Medicine

464 Congress Avenue, Suite 260, 203.785.2353

https://medicine.yale.edu/emergencymed

Professors M. Auerbach (Pediatrics), C. Baum (Pediatrics), M. Bogucki (Emeritus), K.A. Bechtel (Pediatrics), C.A. Brandt (Biomedical Informatics and Data Science), M. Chawarski, G. D’Onofrio, D. Della-Giustina, J. Dziura, A. French, J. Goulet, U. Hwang (Adjunct), M. Langhan (Pediatrics), C. Moore, H.C. Moscovitz, S.M. Powsner (Psychiatry), M. Ranney (Public Health), B. Safdar, K. Santucci (Pediatrics), A. Ulrich, F. Vaca (Adjunct), A. Venkatesh (Chair)

Associate Professors F. Abujarad, P. Agrawal, L.D. Arnold (Pediatrics), P. Aronson (Pediatrics), A. Aydin, D.R. Camenga, S. Chekijian, M.X. Cicero (Pediatrics), J.M. Dodington (Pediatrics), L.V. Evans, K. Goldflam, M. Goldman (Pediatrics), K. Hawk, S. Jarad, K. Jubanyik, R. Liu, E. Melnick, H. Mowafi, C.M. Ngaruiya (Adjunct), V. Parwani, J. Sather, R. Taylor, A. Tomassoni, C. Wira

Assistant Professors C. Baloescu, B. Banz, J. Belsky, J. Bod, J.W. Bonz, A. Breyre, S. Buck, J. Cardwell, L.G. Chepenik (Psychiatry), B. Coleman, R.F. Coughlin, E. Coupet, K. Couturier, J.I. Daley, M. Dashevsky, D. Devlin, R. Dreyer (Adjunct), C.J. Gettel, R. Heckmann, M. Iscoe, E. Jaffa, A. Kamilaris, O. Kovalerchik (Adjunct), K. Li (Adjunct), J. McDonagh (Adjunct), A. Merritt (Adjunct), T. Moylan, A. Nelson, S. Pavuluri, E. Reid, C. Ryus, N. Sabounchi (Adjunct), R. Sangal, A. Sevlam (Adjunct), L. Siew (Pediatrics), D. Suwundo, A.F. Tarabar, A. Tsyrulnik, R. Van Tonder, S. Vora, A. Wong

Instructors S. Aly, R. Bayer, Z. Boivin, S. Bonner, R. Buckley, M. Dilip, R. Hoffman, S. Ikejiani, C. Ingram, H, Khidir, J. Kovar, J. Li, J. Pauly, C. Rambus, M. Rollins, N. Srica, W. Sun, J. Tanner, K. Tuffuor, V. Verghese, D. Vining, A. Waltman, D. Wright, D. Yang

Senior Research Scientist M. Bogucki

Associate Research Scientists G. Elhadari, B. Nath

Associate Clinical Professors M. Hommel (Pediatrics), J. Maisel, S.A. Walsh (Pediatrics), M. Werdmann

Lecturers N. Kanaparthy, A. Loza

Clerkship

Surgical Approach to the Patient Clerkship This twelve-week integrated clerkship block is composed of Surgery and Emergency Medicine rotations. As disciplines with a heavy emphasis on procedures and management of acute disease, Surgery and Emergency Medicine share didactic sessions and simulation-based training over the course of the rotation. An appreciation of the basic and clinical sciences, critical thinking, and problem-solving in a fast-paced varied environment is experienced by learners. Given the complexity of patients with acute and critical illness, a high degree of professionalism and emotional intelligence is an essential skill during these rotations.

Electives

Emergency Medicine Medical Simulation Elective During this two-week elective at the Yale Center for Medical Simulation (YCMS), students gain an immersive experience participating in medical simulation for medical education within the Yale School of Medicine. Students participate as learners in high-fidelity medical simulation cases and procedural sessions on topics related to the students’ desired specialty/topic of interest. Students also participate in medical simulation as educators and facilitators by participating as actors in medical simulation cases for medical students and residents rotating through YCMS. Students have the opportunity to participate in all educational activities within YCMS including simulation cases, debriefing sessions, procedural sessions, and in-situ simulations (simulations that take place in the clinical environment). Students also create and program a medical simulation case on their topic of interest under the mentorship of YCMS faculty, using evidence-based medicine resources. Students are given one-on-one instruction on how to program their case. Students can also participate in simulation-based journal clubs, a simulation debriefing course, and simulation-based medical student precede sessions.

Emergency Medicine Point-of-Care Ultrasound Elective A two- or four-week experience that introduces the student to the use of ultrasound at the bedside. Attention is paid to image acquisition, machine optimization, and image interpretation. Students may perform cardiac, pulmonary, general abdominal, pelvic, soft-tissue, trauma, and hypotension evaluation ultrasounds. In addition, there are opportunities for the student to participate in supervised ultrasound-guided procedures (central and peripheral vascular access, abscess drainage, paracentesis, regional analgesia). The bulk of time is spent performing ultrasounds in the emergency department, with one half-day a week spent reviewing recorded examinations, their influence in clinical management, and scanning techniques. Educational materials are provided. While the focus of this rotation is the sonographic evaluation of the emergency patient, students considering almost any specialty may benefit as clinician-performed ultrasound continues to expand. Students are assigned daily scanning shifts that do not carry any clinical responsibility but offer exposure to the clinical environment. It is not the same as the combined Emergency Medicine/Ultrasound Subinternship, in which the student is primarily assigned clinical shifts to demonstrate knowledge, proficiency, and workflow, and also receives exposure to ultrasound through a few scan shifts and image review sessions.

Subinternships

Combined Emergency Medicine/Ultrasound Subinternship At Yale New Haven Hospital, combined emergency medicine/ultrasound subinterns complete a four-week rotation comprising ten clinical shifts, six scanning shifts dedicated to bedside ultrasound, and didactic activities. On clinical shifts, subinterns are expected to function as interns, evaluating patients primarily, managing multiple patients simultaneously, and presenting directly to the senior resident and attending physician. Students see a broad case mix in the emergency department and are expected to generate coherent, problem-focused, differential diagnoses. They are involved in all aspects of patient care including updating patients and families, calling consultants, and performing procedures. They rotate with a variety of attendings and are exposed to faculty from all sections of the emergency department, but they spend a majority of their shifts with ultrasound-trained faculty to maximize their ability to incorporate bedside ultrasound into clinical evaluation. Scanning shifts are dedicated to the skills of performing and interpreting bedside ultrasounds and are typically supervised by a senior resident or ultrasound fellow. Attention is paid to image acquisition, machine optimization, and image interpretation. Diagnostic pelvic, vascular, cardiac, pulmonary, biliary, trauma, and soft-tissue sonography are introduced. In addition, there are opportunities for the student to participate in supervised ultrasound-guided procedures (central and peripheral vascular access, abscess drainage, paracentesis). Didactic activities include resident educational conference and ultrasound image review. This is an advanced elective. Applicants must have completed or plan to complete an Emergency Medicine rotation prior to starting this elective.

Emergency Medicine Subinternship At Yale New Haven Hospital, emergency medicine subinterns complete a four-week rotation comprised of clinical shifts and didactic activities. Students complete sixteen shifts of eight hours’ duration. Students are expected to function as interns, evaluating patients primarily, managing multiple patients simultaneously, and presenting directly to the senior resident and attending physician. Students see a broad case mix in the emergency department and are expected to generate coherent, problem-focused, differential diagnoses. They are involved in all aspects of patient care including updating patients and families, calling consultants, and performing procedures. They rotate with a variety of attendings and are exposed to faculty from the sections of education, ultrasound, critical care, global health, administration, and EMS. Didactic activities include resident educational conference, ultrasound image review, and simulation. Prerequisites: Internal Medicine and General Surgery Clerkships.

Genetics

SHM I308, 203.785.2649

https://medicine.yale.edu/genetics

Professors A.E. Bale, S.J. Baserga (Molecular Biophysics and Biochemistry), M. Brueckner (Pediatrics), K. Choate (Dermatology), L. Cooley, D.C. DiMaio, J.E. Gelernter (Psychiatry), A.J. Giraldez, P. Glazer (Therapeutic Radiology), V. Greco, K. Gregory (Psychiatry), D. Greif (Medicine), J. Gruen (Pediatrics), M. Gunel (Neurosurgery), I. Hall, M. Hammarlund, A.L. Horwich, Y. Jiang, M. Khokha (Pediatrics), K. Kidd (Emeritus), P. Li, R.P. Lifton, H. Lin (Cell Biology), M. Mahoney (Emeritus), S.M. Mane, A. Mani (Medicine), M.N. Nitabach (Cellular and Molecular Physiology), J. Noonan, V. Reinke (Chair), J. Rothberg, M. Seashore (Emerita), N. Sestan (Neuroscience), S. Somlo (Medicine), S. Weissman, T. Xu, H. Zhao (Public Health)

Associate Professors K. Bilguvar (Neurosurgery; Adjunct), S. Chen, S. Krishnaswamy, B. Lesch, J. Lim, J. Lu, M. Muzumdar, S. Nicoli, S. Nunez, I. Park, C. Scharfe, M. Spencer-Manzon, Z. Sun, S. Wang, A. Xiao, H.Z. Zhang

Assistant Professors Y. Chen (Immunobiology), M. Chioccioli, N. Derar, T. Jerves Serrano, M. Lek, D. Ma, D. Massilani, S. Reily, J. Sheltzer (Surgery), Z. Smith, T. Sorrells, B. Sozen, K. Sumigray, J. Wen, F. Wilson (Medicine), C. Zhao

Senior Research Scientist A. Hudson

Research Scientists B. De Kumar, W. Fenton, J. Knight, N. Lake, J. Lopez-Giraldez, T. Xin

Associate Research Scientists S.S. Agabiti, J. Choi, M. Chong, R. Christ, P.R. Clark, J. Cohen, A. Cox, E. Forrest, S. Gallini, A. Hemalatha, C. Hendry, L. Hong, C. Hsieh, S. Huang, C. Kam, K. Kim, M. Kojima, M. Kudron, H. Lee, Y. Li, X. Lu, S. Mehta, L. Miao, M. Nagy, M. Ortuno Romero, L. Peng, K. Price, S. Qiao, P. Ren, T. Roychowdhury, C. Ruiz, A. Shelar, Y. Takeo, V. Tornini, A. Tyagi, S. Wang, W. Wang, Y. Wang, L. Weiss, G. Wu, S. Youlten, J. Zhang, D. Zhao, L. Zhong, X. Zhou

GENE 555a/AMTH 553a/CB&B 555a/CPSC 553a, Unsupervised Learning for Big Data This course focuses on machine-learning methods well-suited to tackling problems associated with analyzing high-dimensional, high-throughput noisy data including: manifold learning, graph signal processing, nonlinear dimensionality reduction, clustering, and information theory. Though the class goes over some biomedical applications, such methods can be applied in any field. Prerequisites: knowledge of linear algebra and Python programming. Staff

GENE 625/MB&B 625/MCDB 625, Basic Concepts of Genetic Analysis The universal principles of genetic analysis in eukaryotes are discussed in lectures. Students also read a small selection of primary papers illustrating the very best of genetic analysis and dissect them in detail in the discussion sections. While other Yale graduate molecular genetics courses emphasize molecular biology, this course focuses on the concepts and logic underlying modern genetic analysis. J. Lu

GENE 645b/CB&B 647b, Statistical Methods in Human Genetics Probability modeling and statistical methodology for the analysis of human genetics data are presented. Topics include population genetics, single locus and polygenic inheritance, linkage analysis, quantitative trait analysis, association analysis, haplotype analysis, population structure, whole genome genotyping platforms, copy number variation, pathway analysis, and genetic risk prediction models. Offered every other year. Prerequisites: genetics; BIS 505; S&DS 541 or equivalent; or permission of the instructor. H. Zhao

GENE 655/CBIO 655, Stem Cells: Biology and Application This course is designed for first-year or second-year students to learn the fundamentals of stem cell biology and to gain familiarity with current research in the field. The course is presented in a lecture and discussion format based on primary literature. Topics include stem cell concepts, methodologies for stem cell research, embryonic stem cells, adult stem cells, cloning and stem cell reprogramming, and clinical applications of stem cell research. Prerequisites: undergraduate-level cell biology, molecular biology, and genetics. I. Park

GENE 675a and 676b, Graduate Student Seminar: Critical Analysis and Presentation of Scientific Literature Students gain experience in preparing and delivering seminars and in discussing presentations by other students. A variety of topics in molecular, cellular, developmental, and population genetics are covered. Required of all second-year students in Genetics. Graded Satisfactory/Unsatisfactory. T. Sorrells, S. Wang

GENE 734/MB&B 734/MBIO 734, Molecular Biology of Animal Viruses Lecture course with emphasis on mechanisms of viral replication, oncogenic transformation, and virus-host cell interactions. M. Laurent-Rolle, W. Mothes

GENE 743/MB&B 743/MCDB 743, Advanced Eukaryotic Molecular Biology Selected topics in transcriptional control, regulation of chromatin structure, mRNA processing, mRNA stability, RNA interference, translation, protein degradation, DNA replication, DNA repair, site-specific DNA recombination, somatic hypermutation. Prerequisite: biochemistry or permission of the instructor. F. Bleichert, M. Hochstrasser, M. Simon

GENE 760b, Genomic Methods for Genetic Analysis Introduction to the analysis and interpretation of genomic datasets. The focus is on next-generation sequencing (NGS) applications including RNA-seq, ChIP-seq, and exome and whole genome sequencing. By the end of the course, each student will be able to process and analyze large-scale NGS datasets and interpret the results. This course is intended only for graduate students who are interested in applying genomic approaches in their thesis research. At a minimum, students must have basic familiarity with working in a UNIX/Linux computing environment. Prior experience with shell scripting or a scripting language such as Perl, Python, or Ruby is strongly recommended. Interested students must contact the instructor early in the fall term to discuss their prior experience and expectations for the course. Enrollment limited to twenty. Prerequisite: permission of the instructor. S. Reilly, B. Lesch

GENE 777b/MCDB 677b, Mechanisms of Development An advanced graduate seminar on animal development focusing on conserved mechanisms that govern germline development, embryogenesis, and somatic differentiation in molecular detail. The course runs in parallel to the Spring session of the Department of Genetics Seminar Series and is divided into two components: six Yale faculty-led lectures on core concepts in development and six combined journal club/student-led discussions with outside developmental biology speakers on their cutting-edge research. Over the course of the term, small student groups are responsible for presenting one journal club-formatted discussion on two papers selected from the outside speaker’s lab, as well as emceeing a dedicated question and answer session between the class and the speaker. This course provides a rare opportunity for students to actively engage with world leaders on their work in developmental genetics, epigenetics, and cell biology, as well as learn essential skills in experimental thinking and scientific communication. The course grade is based on forty percent take-home problems, forty percent class participation and twenty percent student-led journal club/distinguished speaker question and answer session. There are no official prerequisites. However, some familiarity with concepts and techniques of modern biology is necessary to get the most out of the course. K. Sumigray, Z. Smith

GENE 900a/CBIO 900a/MCDB 900a, Research Skills and Ethics I This course consists of a weekly seminar that covers ethics, writing, and research methods in cellular and molecular biology as well as student presentations (“rotation talks”) of work completed in the first and second laboratory rotations. P. Lusk

GENE 901b/CBIO 901b/MCDB 901b, Research Skills and Ethics II This course consists of a weekly seminar that covers ethics, writing, and research methods in cellular and molecular biology as well as student presentations (“rotation talks”) of work completed in the third laboratory rotation. C. Lin

GENE 911a/CBIO 911a/MCDB 911a, First Laboratory Rotation First laboratory rotation for Molecular Cell Biology, Genetics, and Development track students. P. Lusk

GENE 912a/CBIO 912a/MCDB 912a, Second Laboratory Rotation Second laboratory rotation for Molecular Cell Biology, Genetics, and Development track students. P. Lusk

GENE 913b/CBIO 913b/MCDB 913b, Third Laboratory Rotation Third laboratory rotation for Molecular Cell Biology, Genetics, and Development (MCGD) and Plant Molecular Biology (PMB) track students. P. Lusk

Global Health

Office of Global Health Education: ESH 214, 203.785.5937

https://medicine.yale.edu/md-program/special-programs/global-health

EPH 591, Global Health Seminar This weekly seminar exposes students in the health professions to key issues in global health research and practice. The course features faculty from across the health professional schools and other global health experts from around the world. Its collaborative nature provides a rich environment for interdisciplinary dialogue. The goal is for students to attain a good understanding of key issues upon which they may base future research, service, and clinical pursuits in the field of global health. Although no course credit is awarded, satisfactory performance is noted on the student’s transcript.

History of Medicine

SHM L132, 203.785.4338

https://medicine.yale.edu/histmed

Professors S. Lederer (Adjunct), N. Rogers, J. Warner

Associate Professors H. Cowles (Adjunct), M Espinoza (Adjunct), J. Radin, J.L. Schwartz (Public Health)

Assistant Professors S. Abedin (Pediatrics), L. Bothwell (Public Health), D. Doroshow (Adjunct), M. Ramos

Yale College and Graduate School courses open to medical students in 2024–2025 can be found on Yale Course Search (https://courses.yale.edu) or in the Graduate School Programs and Policies (https://catalog.yale.edu/gsas).

Immunobiology

TAC S625, 203.785.3857

https://medicine.yale.edu/immuno

Professors J.R. Bender (Medicine), M.W. Bosenberg (Dermatology), A.M. Bothwell (Emeritus), H.K. Bottomly (Emerita), L. Chen, T. H. Chi (Adjunct), J. Craft (Medicine), P. Cresswell, V. Dixit (Comparative Medicine), R.A. Flavell, D. Hafler (Neurology), K. Herold, A. Hidalgo, A. Iwasaki, S. Kaech (Adjunct), P.B. Kavathas (Laboratory Medicine), S.H. Kleinstein (Pathology), J. MacMicking (Microbial Pathogenesis), R.M. Medzhitov, M. Müschen (Medicine), J. Pober, C. Rothlin, C. Roy (Microbial Pathogenesis), L. Sansing (Neurology), D. Schatz (Chair), B. Su (Adjunct), J. Tsang

Associate Professors S.C. Eisenbarth (Laboratory Medicine), E.F. Foxman (Laboratory Medicine), A.M. Haberman, D. Jane-Wit (Medicine), N. Joshi, M.A. Kriegel (Adjunct), Y. Konnikova (Pediatrics),C. Lucas, E.R. Meffre (Adjunct), K.C. O’Connor (Neurology), N. Palm, J. Pereira, A. Wang (Medicine), C. Wilen (Laboratory Medicine)

Assistant Professors E. Caron, Y. Chen, W. Hu, J. Ishizuka (Medicine), H. Li (Adjunct), C. Lucas, D. Martinez, A. Martens

Senior Research Scientists A.M. Bothwell, A.F. Nassar

Research Scientists E.E. Eynon, E. Kopp, T.D. Manes

Associate Research Scientists K.M. Agaronyan, N. Arshad, C. A. Baker, R. Bayarri Olmos, B. Bhattacharjee, J. Brewer, A. Chavan, X. Cheng, C. Cho, M. Coman, K. Connolly, J. He, B. Huang, S. Kapoor, V. Khetrapal, Y. Kimura, S. Leopold, O. Levy, I. Licona Limon, A. Lledo Delgado, P. Lu, E. Marsh, A. Matthews, A. Moustaki, X. Nie, M. Oh, L. Peres Diaz, S. Pope, J. Rui, E. Sefik Karatepe, D. Song, Z. Tobias, K. Wang, L. Wu, L. Yan, W. Yu, T. Zhang

For a complete listing of immunology-related courses, see http://bbs.yale.edu.

IBIO 530a/MBIO 530a/MCDB 530a, Biology of the Immune System The development of the immune system. Cellular and molecular mechanisms of immune recognition. Effector responses against pathogens. Immunologic memory and vaccines. Human diseases including allergy, autoimmunity, cancer, immunodeficiency, HIV/AIDS. Staff

IBIO 600a, Introduction to Research: Faculty Research Presentations Introduction to the research interests of the faculty. Required of all first-year Immunology/BBS students. Pass/Fail. C.V. Rothlin

IBIO 601/MBIO 601, Fundamentals of Research: Responsible Conduct of Research A weekly seminar presented by faculty trainers on topics relating to proper conduct of research. Required of first-year Immunobiology students, first-year CB&B students, and training grant-funded postdocs. Pass/Fail. Staff

IBIO 611a, Research Rotation 1 Intensive experience in the design and execution of experiments in immunology or other areas of biology. Students design a focused research project in consultation with a faculty mentor and execute the designed experiments in the mentor’s laboratory. Students are expected to read relevant background papers from the literature, design and perform experiments, interpret the resulting data, and propose follow-up experiments. Students are also expected to attend the mentor’s weekly lab meeting(s) as well as weekly Immunobiology departmental seminars and Research in Progress seminars. The course concludes with the student giving a brief presentation of the work performed at Rotation Talks, attended by other first-year immunology-track graduate students. Evaluation is by the mentor; students also evaluate the rotation experience. Students must turn in a prioritized list of four possible mentors to Barbara Cotton in the office of the director of graduate studies at least one week prior to the beginning of the course. Mentors are assigned by the DGS. Graded Pass/Fail. 1 course credit; minimum of 20 hours/week. Required of all first-year Immunology/BBS students. C.V. Rothlin

IBIO 612b, Research Rotation 2 See description under IBIO 611a.

Internal Medicine

Boardman 110, 203.785.4119

https://medicine.yale.edu/intmed

Professors C. Abraham, A. Abu-Alfa (Adjunct), F. Akar, J.G. Akar, H.G. Allore, R.J. Alpern, F. Altice, J. Amatruda (Adjunct), N. Angoff (Emerita), P. Aronson, P. Askenase, H. Aslanian, L. Bastian, W.P. Batsford (Emeritus), W. Becker, C. Ben Mamoun, J.R. Bender, G. Berland, F.J. Bia (Emeritus), M. Bia (Emerita), H.J. Binder (Emeritus), L.K. Bockenstedt, J.S. Bogan, R. Bona, J. Boyer, M. Brand, J. Brennan (Adjunct), U. Brewster, N. Brown, R. Bucala, L.M. Buckley, M.M. Burg, B. Burtness, H. Cabin (Emeritus), L. Cantley, H.H. Chao, S.I. Chaudhry, L. Chen (Immunobiology), G. Chupp, M.W. Cleman, G.W. Cline (Emeritus), L. Cohen (Emeritus), L.E. Cohn, D. Coleman (Emeritus), J. Concato (Adjunct), L. Cooney (Emeritus), J. Craft, S.T. Crowley, J.P. Curtis, N. Dahl, L. Dembry (Emerita), G. Desir (Chair), V.T. DeVita, M.P. DiGiovanna, G. D’Onofrio, B. Doolittle, J. Dranoff, M. Drickamer (Emeritus), J. Dziura (Emergency Medicine), E. Edelman, J. Eder (Adjunct), A. Eichmann, J.A. Elias (Emeritus), M.S. Ellman, J.J. Farrell, D. Federman, D. Felson (Adjunct), D.A. Fiellin, L.E. Fiellin (Adjunct), E. Fikrig, R.L. Fisher (Emeritus), R.N. Formica, A. Fortin (Emeritus), F.M. Foss, L. Fraenkel (Adjunct), J.V. Freeman, T.R. Fried, G. Friedland (Emeritus), L. Friedman, C.S. Fuchs (Adjunct), R. Galvin (Adjunct), G. Garcia-Tsao, I. Genao (Adjunct), S. Gettinger, R. Gifford (Emeritus), T. Gill, V. Giri, J.A. Goffinet (Emeritus), M. Golshan (Surgery), F. Gorelick, M.L. Green, D. Greif, C.P. Gross, S. Halene, S.G. Haskell, R. Herbst, K. Herold, E. Herzog, K.K. Hirschi (Adjunct), E. Holmboe (Adjunct), R.J. Homer (Pathology), R.I. Horwitz (Emeritus), J. Hughes (Emeritus), S. Huot, J. Hwa, K.L. Insogna (Emeritus), S.E. Inzucchi, S. Ishibe, Y. Iwakiri, P. Jamidar, E.A. Jonas, A. Justice, M. Juthani-Mehta, N. Kaminski, I. Kang, C.R. Kapadia (Emeritus), B. Kazmierczak, W.N. Kernan (Emeritus), R. Kibbey, H. Kluger, A.I. Ko (Public Health), I. Krop, H.M. Krumholz, M. Kryger (Emeritus), S. Kulkarni (Surgery), J. Lacy, L. Laine, R.J. Lampert, M. Landry (Laboratory Medicine), A. Lansky, A. Lee, F. Lee (Emeritus), J.K. Lim, X. Llor, P. LoRusso, D.C. Madoff (Radiology and Biomedical Imaging), M. Mamula, A. Mani, R.A. Marottoli, K.A. Martin, R.A. Martinello, R.A. Matthay (Emeritus), B. Mba, R. McNamara, W. Mehal, P. Mistry, V. Mohsenin (Emeritus), R.R. Montgomery, S. Mukherjee, M. Müschen, M. Nathanson, P. O’Connor, S.B. Omer (Adjunct), C.R. Parikh (Adjunct), A. Peixoto, M. Perazella (Emeritus), K. Petersen, D. Petrylak, S.E. Pfau, M. Pisani, K. Politi (Pathology), P. Preisig, D. Proctor, L. Pusztai, V. Quagliarello, A. Rastegar (Emeritus), W. Ravitch, C. Redlich, A.B. Reisman, D. Rhodes, D.L. Rimm (Pathology), J. Roberts, C. Rochester, M. Rose, L.E. Rosenfeld (Emeritus), J. Ross, M. Russi (Emeritus), M.M. Sadeghi, R. Safirstein, L. Sanders, M. Schilsky, M. Schoenfeld, M.A. Schwartz, M. Serile, S. Seropian, A. Shaw, R.S. Sherwin (Emeritus), G.I. Shulman, M. Siegel, A. Silber, M. Simons, A.J. Sinusas, B. Smith (Laboratory Medicine), M. Smith, A. Sofair, S. Somlo, R. Soufer, S. Springer, R. Steinbrook (Adjunct), M. Strazzabosco, L. Suter, R. Sutton, M. Sznol, T. Taddei, L. Tanoue, J. Tetrault, M. Tinetti, E. Velazquez, R. Vender, M. Villanueva,J.M. Vinetz, E. Wang, L. Wen, D. Windish, E.P. Winer (Chair), F. Wright (Emeritus), B. Wu, J. Wysolmerski, H. Yaggi, L. Young

Associate Professors K. Adelson (Adjunct), T. Ahmad, K.M. Akgun, K. Alavian (Adjunct), S. Altin, D.E. Antin-Ozerkis, L. Aoun-Barakat, W. Asch, D. Assis, R. Attaran, M. Azar, L. Baldassare, R. Belfort De Aguiar (Adjunct), L. Bellumkonda, C. Bergwitz, S. Bernheim, P. Bernstein, A. Bhatia, A.C. Black, S. Bogardus, R. Brienza, C. Brunet, H. Cain, C. Caldwell, B. Camby, J. Chang, A. Chiang, A. Chou, V.R. Chowdhary, H. Chun (Adjunct), C.M. D’Ambrosio, A. Danve, J. Davis (Public Health), C. Dela Cruz (Adjunct), N. Desai, H. Deshpande, D. Desir, M. Desruisseaux, E. Donroe, J. Donroe, D. Dunne, P.J. Ellis, B. Emu, L. Fabris (Adjunct), M. Fikrig, C. Flannery (Obstetrics, Gynecology, and Reproductive Sciences), J. Forrest, J.K. Gaidos, A. Garino, D. Geller, J. Gerber, F.J. Giordano, S.B. Goldberg, M.P. Golden, J. Gomez Villalobos, M. Grant, E.M. Grubman, M. Gulati, M. Gulati (Medicine), C. Gunderson, S. Gupta, S.S. Hahn, S.F. Hay, J.B. Henrich, R.I. Herzog, M. Hinchcliff, Y. Ho (Microbial Pathogenesis), E. Hofstatter (Adjunct), S. Holt, S. Honiden, L. Horwitz (Adjunct), C.A. Howes, J. Hummel, S. Huntington, M.E. Hurwitz, A. Imaeda, I. Isufi, D. Jacoby (Adjunct), F. Jadbabaie, S. Jakab, D. Jane-Wit, A. Jastreboff, L. Jilaveanu, R. Johnson, M. Kang, J.M. Kapo, S.S. Kashaf, G. Ketwaroo, V. Khungar, J. Kidwai, J.W. Kim, J.D. Kirsch (Radiology and Biomedical Imaging), M. Knauert, J. Koff, J. Kortmansky, F. Koumpouras, J. Kravetz, N. Krishnan, C. Kumar, P. Kumar, P. Kunz, D. Latimore, R. Legare, K. Lipska, R. Luciano, M. Lustberg, S.K. Majumdar, M. Malinis, B. Malm, K. McKenzie, R. McNeil, J. Meadows (Adjunct), M.C. Mecca, K. Mekala, C. Mena, M. Menon, J. Meyer, E. Miller, J. Miller, J.P. Moriarty, L. Morrison, T. Muniraj, T.E. Murphy (Adjunct), M. Muzumdar (Genetics), A.B. Nagar, S. Narasimhan, N. Neparidze, D. Nguyen (Pathology), S. Nicoli, J. Oen-Hsiao, O. Ogbuagu, M. Orias, S. Parikh (Public Health), H. Parise (Adjunct), M.M. Pillai, N. Podoltsev, J. Possick, T. Prebet (Adjunct), C. Price, D.T. Price, P. Protiva, L. Puglisi, Y. Qyang, T. Rabin, C. Regan, M.S. Remetz, C. Ruser, K. Sabbath, H. Sachar, V.T. Samuel, T. Sanft, C. Sankey, M. Sauler, S. Schellhorn, J. Schwartz, J. Setaro, S. Shenoi, D. Shenson (Public Health; Adjunct), J.C. Shepherd, A. Shirali, M. Silveira, J. Siner, K. Smolderen, E.S. Spatz, S.M. Stein, S. Takyar, J. Talwalkar, J. Testani, D.G. Tobin, J. Turner, A. Tzouvelekis (Adjunct), S. Vilarinho, M.D. Virata, A. Wang, J. Weerachayaphorn (Adjunct), M. Weimer, F.P. Wilson, C. Won, X. Yan, A.M. Zeidan

Assistant Professors A. Achhra, S. Agampodi (Adjunct), F. Ahangari, Y. Ahmad, E. Akintoye, D. Alagpulinsa (Comparative Medicine), B. Al Bawardy (Adjunct), D. Alcantara-Cadillo, S. Ali (Adjunct), T. Ali, A.K. Anam, E. Aneni, C. Antunes, A. Arora, V. Asare, G.I. Ash, Y. Asiedu, M. Austin, E. Bader, P. Balasubramanian, S. Baldassarri, T. Bandaranayake, B. Banini, N. Bar, T. Bärnthaler (Adjunct), J. Batisti, L. Baum, I. Bazan, M. Beasley, W. Besse, S. Bilgrami (Adjunct), MBillah, J. Bilsborrow, A. Black, K. Blenman, M. Blitzer, V. Boddupalli (Adjunct), A. Bolden (Adjunct), A. Boruchov (Adjunct), D. Boyd, K. Bramley, D Braun, J. Brier, D. Brissette, C. Britto-Leon, S. Browning, D. Bruessow (Adjunct), A. Bulgaru, M. Burke (Adjunct), J. Butner (Adjunct), C. Calhoun, J. Canterino, G. Carey, M. Cecchini, S. Chabria, E. Chang, V. Chang, W. Chang, J. Chapiro (Radiology and Biomedical Imaging), L. Chaptini (Adjunct), P. Chavez, M. Chen, I. Chernova, B. Cherry, A. Chichra, M. Chioccioli (Comparative Medicine), M. Chiorazzi, E. Chock, A. Choi, J. Chu (Adjunct), H. Chung, B. Clark, K. Clark, A. Cohen, S. Cohen, M. Cohenuram, E. Collier (Adjunct), J. Cook, P. Cudahy, E. Cuoco, D.J. Curran, M. Dalal (Adjunct), J.G. Daniel (Adjunct), R. Datta, C. Davila, E. DeBiasi, R.M. DeBiasi, J. Deutsch, M. Dhond, V. Dicola (Adjunct), A. Do (Adjunct), A. Donadio (Adjunct), M. Dong, T. Dosani, B. Drucker, J. Duah, S. Ein Alshaeba, J. Elumn, A. Enriquez, L. Escobar-Hoyos (Therapeutic Radiology), S. Eysmann, E.C. Fajardo, C. Falker, C. Fankhanel, S. Farhadian, K. Faridi, S. Fedeles (Adjunct), A. Feher, D. Felson (Adjunct), L. Ferrante, R. Fiorotto, N. Fischbach, F. Foley, U. Forssmann (Adjunct), J. Frampton, L.A. Freed, M. Furman, J. Gaddy, A. Gaffey, B. Gallagher, C. Gallegos Kattan, P.U. Gandhi, R. Garofalo (Adjunct), S. Gautam, A. Giaimo, G. Giannopoulos (Adjunct), K. Gielissen (Adjunct), S. Gleeson, B. Goldman-Israelow, S. Goldstein, M. Gondal, R. Gonzalez-Colaso, S. Gordon-Dole, E. Gorshein, G. Goshula, L. Gowda, M. Grant, T. Grant, S. Green, D. Guevara-Pineda, A. Gulati (Adjunct), D. Gunasekaran, J. Guo (Adjunct), V. Gupta, N. Hafez (Adjunct), J. Haldas, R. Hao, L. Haque, K. Harvey, S. Hassan (Adjunct), N.A. Haynes, E. Heiman, T. Herbert, J. Herrin (Adjunct), B.L. Hiatt, M. Higgins-Chen, J. Higuero-Sevilla, M. Hoffman (Adjunct), J. Holleck, J. Hong-Curtis, D. Hoskins (Adjunct), B. Howell, B. Hsiao, F. Hsu, M. Hughes, S.C. Hull, R. Humphrey (Adjunct), K. Hung, D.J. Hur, J. Hwang (Adjunct), C. Ionescu, J. Ishizuka, S.S. Jacoby (Adjunct), A. Jaffe, S. Jain, E. James, R. Jarrin (Adjunct), D. Jayaram, P. Joseph, A. Justet (Adjunct), B. Kadhim (Adjunct), A. Kahn, R. Kalyesubula (Adjunct), A. Kang-Giaimo, J. Kanowitz, R. Kapel (Adjunct), P. Karanam (Adjunct), B. Kay, A. Khan (Adjunct), R. Khera, A. Khosla, C. Kim, S. Kim, T. Kim (Adjunct), J. Klimovitch, F. Knauf (Adjunct), S. Kothari, D. Kozhevnikov, A. Kress, F. Kron (Adjunct), C. Krueger, N. Kruger, A. Kumar, C. Kurlander, J. Kuster, D. Kuzmin (Adjunct), J.H. Kwah (Adjunct), J. Kwan, R. Laff, S. Langermann (Adjunct), J. LaSala, S. Lattanzi, H. Lau (Adjunct), M. Laurent-Rolle, N. Lavi, G.S. Lee, J. Lee (Adjunct), M. Lee, B. Lerner, A. Levin, A. Levy, S. Lim, B. Linde (Adjunct), M. Lipcan, M. Liu, B. Lombo Lievano, T. Long (Adjunct), F. Lopez-Gonzalez, C.P. Loscalzo, A. Losier, Y. Lu, B. Lupsa, D. Lutchmansingh, L. M. Madden (Adjunct), R. Magwenya (Adjunct), E.P. Manning, S. Mansour, I. Maraj, M. Marczyk (Adjunct), M. Marenberg, E. Marhoffer, E.P. Marin (Adjunct), K. Martin, J. Matloff, C. Maulion, M. McConnell, J. McDougall (Adjunct), C. McNamara, K. Mehra (Adjunct), L. Mendez, E.M. Meoli, A. Mercer-Falkoff, N. Merchant, H. Miller, P. Miller, B. Miner, N. Mnatsakanyan (Adjunct), D. Moledina, F. Molina, A. Moll (Adjunct), F. Montanari, T. Montgomery, J. Moreno, K. Morford, V. Morris, J. Mortazavi (Adjunct), R. Munoz Xicola, S. Mulay (Adjunct), K. Murugiah, J. Nadelmann, S. Neary (Adjunct), S. Nagpal, M. Nanna, B. Newton, R. Nudel, A. Ogurick, C. Oladele, D. O’Neil, P. Oray-Schrom, G. Ouellet, J. Ouellet, X. Ouyang, T. Palvinskaya, W. Panullo, K. Parakh (Adjunct), L. Parikh, J. Park (Adjunct), T. Parker, M. Paul (Adjunct), M.C. Pavlis, R. Peck (Adjunct), E. Perry, R. Perry, J. Persico, P. Peter, C. Philip, A. Pinar, A. Pine, M. Plavec, Z. Port, S. Possick, E. Prsic, A. Puing, A. Putnam, Z. Rahman (Adjunct), L. Rahmat (Adjunct), R. Ramachandran, A. Rao, V. Rao, M. Rao Brito, A. Reed, S. Reinhardt, C. Rentsch (Adjunct), B. Richards (Adjunct), I. Richman, R. Riello (Adjunct), S. Roberts, M. Rodenas, B. Rodwin, E.M. Roessler, D. Rosenthal, B. Roy (Adjunct), M. Rozenblit, C. Ryu, J. Ryu, O.V. Sakharova, C. Sakr (Adjunct), I. Sakuma (Adjunct), M. Samsky, E. Sanchez Rangel, J. Savage, R. Scandrett, K. Schalper (Pathology), S. Schnittman (Adjunct), J. Schupp (Adjunct), A. Schwartz, A. Seltzer (Adjunct), S. Sen, A. Seth (Adjunct), T. Sethi, S. Shah, R. Shallis, A. Sharda, J. Shin, E. Shkolnik, M. Showstark (Adjunct), R. Shrestha (Adjunct), D. Shung, N. Sikand, I. Singh, M. Singh, N. Singh (Adjunct), S. Smith (Orthopaedics and Rehabilitation), S. Soares, Z. Sobani, J. Spelman, A. Spichler Moffarah, R. Steele, J.C. Stendahl, K. Sue, H. Sun, A. Sundararajan, S. Tabtabai, K. Talbert-Slagle, A. Talsania, H.H. Tara, A. Tarabar, G. Taylor, T. Tebaldi (Adjunct), S. Thakore, S. Thapa, S. Thorn, J. Thumar (Adjunct), U. To, L. Tobias, G. Tong, T. Tran, P. Trubin, J. Tuan, D. van Dijk, L. Van Doren, R. Vanasse-Passas, M. Varghese, D. Vatner, J. Vrendenburgh (Adjunct), A. Vora, K. Walenczyk (Psychiatry), K. Wang, L. Wang, P. Wang (Adjunct), Y. Wang (Adjunct), J. Weber, W. Wei, S.A. Weiss (Adjunct), J. Wickersham, T. Wijesekera, F. Wilson, D.H. Witt, B.S. Wojeck, D. Wolfsohn, E. Wong, J. Xu, L. Xu, J. Yu (Adjunct), Y. Yuan (Adjunct), O. Zaha, H. Zapata, M. Zegarek, Y. Zhang, A. Zimmerman, A.V. Zinchuk, L. Zwack (Adjunct)

Instructors Q. Abad, A. Aklilu, M. Alvarado, D. Athonvarangkul, A. Belmont, C. Borelli, N. Briggs, R. Buckley (Emergency Medicine), G. Cerro Chiang, S. Chabria, D. Chamie, E. Elliott, K. Fenn, S. Gandhi, A.E. Gates, J. Geer, A. Ghincea, M. Goheen, C. Gonzalez-Lopez, S. Hall, Z.M. Harris, G. Ishikawa, S. Kay, L. Korn, S. Korones, A. Lindmark, E. Liu, A. Logrono, H. Lu, J. Martinez, K. McAvoy, C. Mezzacappa, C. Morton, B. Njei, H. Oakland, D. Padmanabhan Menon, D. Parsons, K. Patel, A. Perdigoto, L. Pischel, D.N. Podell, A. Raibee, A. Roberts, D. Robinson, H. Rosario, P. Rose, A. Russo, D. Schoenfeld, P. Singh, R. Slotkin, R. Smith, R.L. Sobecki, G. Stanley, M. Sung, E. The, C. Wei, G. Wilson, N. Wood, S. Zaeh, F. Zeba

Senior Research Scientists N. Angoff, H. Cabin, S. Cai, P. Chen, L. Cooney, R.L. Fisher, L. Han, J. Hughes, K.L. Insogna, E. Kaftan, W. Kernan, M. Kryger, Z. Lin, Y. Liu, R. Matthay, V. Mohsenin, W. Philbrick, D.F. Sarpong, C.M. Viscoli, A.V. Wisnewski, J. Zhang, Z. Zhuang

Research Scientists S. Alfano, M. Aslan, A. Belperron, J. Choi, Y. Chuang, E. Cristea, K. Dong, H.A. Doyle, K. Gordon, J. Guo, A. Hajduk, J. Hens, G. Hunnicutt, J. Jeong, V. Kakade, J. Lee, J. Lewis, S. Mohanty, V. Muthusamy, S. Nair, V. Rao, M. Riaz, M. Shin, R. Thomson, X. Tian, D. Tirziu, G. Yao, T. Yarovinsky

Associate Research Scientists A. Abdulla, A. Ademi, A. Arnal Estape, L. Azbel, K. Balestracci, G. Barsotti, P. Berning, G. Biancon, K. Blount, P. Boddu, L. Boraas, S. Brown, Y. Cai, M. Canavan, R. Chakraborty, F. Chamie, V. Chanduri, P. Chaurasia, D. Chen, R. Chen, S. Christie, M. Chung, A. Coppi, F. Corti, K. Cosgun, Y. Cui, V. Danilack, A. Demuyakor, H. Deng, D. Djureinovic, E. Doherty, J. Dong, S. Dufour, N. Fattahi, D. Ferreira Bandeira, E. Gallardo, J. Ghersi, M. Ghim, M. Giner-Calabuig, J. Golla, Y. Hu, C. Huang, J. Huang, T. Ito, K. Jain, J. Jeong, I. Kabir, R. Kar, A. Keshawarz, F.A. Kidwai, S. Kim, A. Korde, A. Kumar, K. Kume, M. Lange, P. Lee, Q. Li, x. li, Z. Li, P.P. Licznerski, B. Lu, K. Maemura, A. Marín López, K. Minges, J. Moon, O. Murillo Gomez, J. Nouws, A. Parchure, H. Park, D. Poduval, L. Qin, H. Raduwan, G. Rajagopalan, V. Ramgolam, M. Rehman, A. Rios Hoyo, E. Ristori, M.E. Robinson, K. Roy, Y.M. Rozanova, J. Ruan, I. Ruz-Maldonado, K. Sahay, A. Saleh, G. Sanchez-Zuno, M. Sawano, H. Shin, B. Song, Q. Sun, S. Suttiratana, A. Suyavaran, N. Tai, X. Tian, T. Tyagi, I. Ullah, J. VanOudenhove, A. Vasudevan, A. Vidyarthi, L. Wallace, L. Wang, M. Wang, Y. Wang, F. Warner, M. Wiesehoefer, S. Xing, Z. Xu, A. Zelenev, D. Zhang, Z. Zhang, X. Zhou, Y. Zhou, X. Zhu

Clinical Professors J. Belsky, J. Borak, K. Cohen, F. Finkelstein, D. Fischer, P.N. Herbert, A. Kliger, R. McLean, C. McPherson, E. Pinto, R. Schoen, C. Seelig

Associate Clinical Professors S. Atlas, T. Balcezak, M. Bennick, K. Churchwell, C. Disabatino, S. Epstein, E. Fan, R. Fogerty, J. Garsten, R. Gelfand, P. Goldberg, A. Granata, L. Grauer, B. Gulanski, J. Hansson, D. Hass, G. Hutchinson, S. Jones, G. Kerins, N. Kim, G. Lancaster, C. Loeser, E. Mardh, A. Mayerson, N. Rennert, J. Revkin, M. Rigsby, J. Rosenbaum, S. Saunders, J. Shi, J. Smith, J. Topal, T. Trow, E. Vosburgh, K. Yang, S. Zarich

Assistant Clinical Professors A. Accomando, A. Ackerman, E. Adekolu, A. Advani, N. Agarwal, E. Agin, A. Ahasic, O. Akande, I. Akunyili, O. Albajrami, J. Alexander, S. Alston, L. Ameti, Y. Amoateng-Adjepong, D. Antonetti, H. Archer, C. Arnold, A. Arora, K. Arora, P. Asiedu, L. Bakkali, J. Banatoski, A. Bedford, A. Bekui, C. Berg, R. Beri, G. Berna, D. Berube, R. Bhojwani, B. Bilori, P. Blume, A. Borad, C. Borz-Baba, J. Breen, R. Breier, G.R. Brescia, M. Bressman, D. Brock, C. Brown, K. Brown, L. Burgo-Black, L. Burke, L. Calo, E. Carlson, A. Chaar, B. Chan, C. Chen, V. Chhabra, M. Choksey, U. Choksey, H. Chowdhary, M. Chowdhury, M. Chustecki, M. Ciampi, P. Cimino, J. Cosgriff, A. Cusano, W. Cushing, A. Dajani, A. Datunashvili, A. DeGirolamo, R. Desouza, A. Dhond, P. Dogbey, T. Doherty, J. Dreznick, M. Driesman, P. Drost, K. Edwards, T. Eisen, C. Erb, N. Fahmi, P. Fattahi, I. Feintzeig, S. Fernando, P. Feuerstadt, D. Fine, T. Firoz, S. Fotjadhi, J. Francis, G. Fuller, J. Gage, L. Galante, M. Gazes, M. Ghaly, P. Gibbs, R. Gibbs, P. Ginsburg, C. Glass, G. Goldenberg, A. Greenberg, M. Gupta, N. Gupta, D. Hill, L. Huang, C. Illick, O. Imevbore, P. Jenei, S. Joshi, O. Kandalaft, N. Kashyap, Z. Kenkare, J. Kleinstein, A. Kohli-Pamnani, M. Kraus, S. Kunkes, M. Lataillade, P. Lee, D. Li, J. Lundbye, D. Madeeva, R. Mallipudi, M. Mann, R. McDonald, R. McLeod-Labissiere, J. McQuaid, S. Menon, K. Mensah, E. Mirabile-Levens, A. Mohammad, D. Mohess, J. Morris, M. Nadamuni, A. Nawaz, K. Nelson, R. Newell, E. Nolfo, C. Nwangwu, J. O’Brien, J. O’Connor, B. Oldfield, K. Olson, J. Oshlick, O. Otolorin, J. Pallett, N. Parker, S. Patel, V. Pazo, M. Pensa, J.M. Perlotto, M. Perrotti, F. Petruzziello, L. Pham, D. Phanumas, M. Pouresmail, S. Prasad, B. Priest, T. Quan, J.L. Quaranta, H. Quentzel, M. Rai, S. Raissi, R. Ramos, H. Reinhart, M. Rho, Y. Riat, N. Riegler, R. Rizwan, J. Rockfeld, M. Rubinstein, L. Saberski, J. Sacco, R. Sadock, L. Samson, J. Samuel, R. Scatena, D. Schiliro, I. Schiopescu, N. Segar, E.E. Shah, N.Y. Shah, U. Shankar, S. Sharma, W. Shih, J. Siegfried, R. Silverman, D. Smith, M. Smith, J. Stepczynski, L. Sussman, K. Swan, E. Swenson, M. Syed, K. Tomita, K. Toosy, P. Tortora, R.N. Tuktamyshov, K. Twohig, R. Umashanker, S. Urciuoli, I. Vashist, J. Vaughn, M. Verulashvili, C. Vora, H. Ward, W. Warren, R. Weissberger, K. White, A. Wolff, A. Wormser, A. Yamahiro, H. Zhang, J. Zumpano

Clinical Instructors Y. Acevedo, H. Al Kukhun, R.M. Alda, N. Anand, A. Andoh-Duku, K. Arias, G. Ashrafzadeh, P. Atluri, S. Baidwan, E. Bergman, E. Bonoan, C. Borrego, M. Buscher, R. Bustamante, A. Camp, D. Canchi, A. Capobianco, H. Carey, H. Carney, A. Carrese, E. Case, A. Cassell, R. Castillo, F. Chan, J. Chandler, D. Chandrasekaran, C. Chao, J. Chen, S. Choi, D. Chrobak, Y. Chu, J. Contessa, A. Cook, J. Cordeiro, P. Costello, M. Courtney, C. Curioso-Uy, M. Dana, A. Davies, M. DeAguirre, J. Demayo, P. Di Capua, M. Dieterich, A. Dommu, A. Donati, M. Dorfman, M. Dumitrescu, D. Eldred, S. Escobar, G. Fabregas, C. Feher, S. Felek, J. Franzman, J. Freimund, N. Gigauri, B. Gilbert, E. Gombos, A. Gonciulea, C. Gruss, B. Guirguis, S. Gupta, B. Habashi, W. Hale, M. Haq, V. Harisis, R. Hart, T. Hatcher, D. Heacock, K. Herzog, A. Hirschman, A. Horblitt, Z. Ibrahem, K. Janani, J. Kaus, J. Kenkare, A. Khan, R. Khodzinsky, K. Kinslow, N. Kotey, Y. Krishnan, M. Krotovskiy, E. Kulaga, M. Kulaga, J. Kwon, I. Lacka, K. Langberg, C. Lawlor, Y. Lee, L. LeTellier, R. Linden, J. List, C.B. Locke, N. Lomakina, N. Lourenco, G. Makoul, K. Malkhasyan, U. Masiukiewicz, A. Maughan, L. Mazzone, R. McCurdy, F. McGann, E. McKnight, V. Mejia, R. Miller, E. Molla, J.L. Moreines, C. Morneault, R. Morrison, M. Mouslmani, H. Naik, K. Namek, M. Nangia, S. Nasar, J. O’Halloran, E. Ofori-Mante, A. Olariu, S. Ong, J. Orlinick, B. Oto, J. Pacini, N. Parikh, M. Patchett, B. Patel, G. Pazhayattil, J. Pellenberg, L. Polisetty, J. Pracella, B. Prestia, J. Pumilia, M. Pun, S. Punekar, X. Qiu, M. Rezvani, L. Robinson, A. Rosinski, S. Santana, R. Savino, J. Scarles, S. Shafi, Z. Shahab, A. Siddiqi, Z. Solangi, N. Sookhan, B. Terry, V. Thanikonda, A. Thompson, S. Tiyyagura, C. Togawa, J. Ulrich, F. Urbano, J. Villaflor, M. Vulpe, J. Waldman, P. Wander, I. Weir, C. Winterbottom, C. Wolf-Gould, B. Yeboah, J. Yip, S. Zaidi, A. Ziganshina, X. Zuo

Lecturers D. Acampora, K. Bober-Sorcinelli, L.F. Cantley, Y. Chyun, A. Cohen, L. Culy, M. Ebling, J. Ferholt, A. Flitcraft, K. Hampapur, D. Hartman, J. Kenkare, Z. Ker, R.C. Klein, R.I. Lovins, M. McDaniel, C. Morren, C. Ramsey, M. Slade, Y. Wang

Clerkship

Medical Approach to the Patient Clerkship This twelve-week integrated block is composed of Internal Medicine and Neurology rotations. The course is structured to give clerkship students in-depth experience with the diagnosis and management of adult medical issues. Because of the significant clinical overlap between internal medicine and neurology, these two disciplines are combined to form the MAP experience. Students will rotate through eight weeks of internal medicine and four weeks of neurology during their MAP experience. In addition to rotation-specific didactics, students will attend the “Top Ten” series of didactics throughout their MAP block, covering common chief complaints that encompass diagnoses specific to internal medicine and neurology.

Electives

Allergy and Immunology Elective Students attend the Allergy & Immunology Clinic for adults at the Yale Allergy & Immunology Center in North Haven and the Allergy & Immunology Pediatric Clinic at Long Wharf. It is recommended that they attend the weekly Allergy and Clinical Immunology Seminar, followed by case discussions and Journal Club. They may also join in consultations with the Allergy & Immunology service at Yale New Haven Hospital. Prerequisite: Immunobiology course.

Ambulatory Elective WEC This one-year weekly outpatient elective in the Yale Adult Primary Care Clinic provides experience in the longitudinal care of adult patients. Students are directly responsible for care of medical problems and preventive care as well as coordination of specialty care for their own patient panel. There are weekly pre-clinic conferences, which include Journal Club and primary care case-centered topics presented by students or specialty attending physicians. It is open to a limited number of senior medical students who have completed at least half of their clerkships (M.D.-Ph.D.) or most of their primary care clerkships (M.D.) Students are responsible for three patient visits/session. There are weekly pre-clinic conferences which include Journal Club and primary care case-centered topics presented by students.

Analytical Clinical Cardiology Elective This rotation emphasizes a rigorous history and physical exam to develop a differential diagnosis to guide the care of patients in the hospital and clinic. Supplementary reading on topics arising from the management of the patients is an important component of the experience. Interested students should discuss their goals prior to the rotation.

Cardiology Elective The student will participate in the daily activities of the inpatient cardiology consult service, including rounds and new consultations under the supervision of a fellow and attending. Students will be participating in clinical case conferences and gain exposure to procedures such as cardiac catheterization, stress testing, echocardiography, nuclear imaging, and electrocardiography. The training experience will emphasize the physiologic basis for clinical manifestations and therapy of cardiovascular diseases. A collection of pertinent review articles will be provided.

Cardiovascular Imaging Clinical Elective Working directly with the attending faculty, cardiology fellows, physician assistant, nurses, and imaging technologists within the imaging laboratories, students are involved with interviewing and examining patients referred for cardiac stress testing and learn about the appropriate use of multimodality cardiovascular imaging. They participate in the performance of both exercise and pharmacological stress imaging studies, as well as other targeted molecular imaging, and gain direct training and supervision in the performance and interpretation of these studies. In addition to the clinical training and exposure, students learn related cardiovascular physiology and gain exposure to other advanced imaging technology for the evaluation of cardiac and skeletal muscle perfusion and function in patients with suspected cardiovascular and peripheral vascular disease.

Critical Care Elective Senior students participate in critical care medicine activities in the medical intensive care unit (MICU). The emphasis is on evaluation and acute management of respiratory failure, shock, and sepsis, and on the use of invasive monitoring. The physiological basis of disease and the rationale for therapeutic interventions are also emphasized.

Endocrinology Elective The student participates as an active member of the endocrine training program, making daily rounds with the endocrine fellows, residents, and attending physicians. The student works primarily on the inpatient consult service at Yale New Haven Hospital and has the opportunity to attend selected endocrine clinics. The student also participates in the regularly scheduled metabolism-endocrine conferences.

Gastroenterology Elective The student is an integral part of the inpatient GI consult service, working primarily in an inpatient setting. This is an opportunity to see a wide variety of gastrointestinal problems and patients, with discussion and review. Open to fourth-year students only.

Geriatric Medicine Elective An introduction to the continuum of care for older adults. Students gain an understanding of the various geriatric syndromes that affect functions in the aging population and learn to identify basic geriatric syndromes such as memory loss, delirium, depression, falls, and polypharmacy. In addition, they are exposed to care planning, palliative care, and end-of-life care issues in a variety of settings, including hospital, subacute long-term care and outpatient sites, and system-wide consultation services. Prerequisite: Internal Medicine clerkships.

Hematology Elective This elective provides intensive exposure to clinical hematology by direct participation in the activities of a regular clinical hematology service. Students work up new patients and consults in rotation with the fellows and residents, and attend outpatient clinics. Students participate in daily hematology ward rounds and bone marrow readings, and in weekly inpatient and outpatient clinical reviews and clinical research conferences.

Hepatology Elective The student is an integral part of the inpatient liver service, working primarily in an inpatient setting. This is an opportunity to see a wide variety of liver problems and patients, with discussion and review. Open to fourth-year students only.

Hospital Medicine Firm (HMF) Elective This elective was started during the 2022–2023 academic year on the YNHH East Pavilion (EP) 5-5 Unit before transitioning to (and remaining on) the East Pavilion 9-7 Unit since. The EP 9-7 Unit is a busy general internal medicine service with high acuity and patient turnover. The unit includes thirty-four patient beds which are staffed equally by both the HMF and the Whitman (formerly Generalist) Firm. A capstone and unique service for senior residents, the HMF is staffed by two hospitalist attendings and (usually) two third-year residents in Internal Medicine. Given the high volume of clinical work, there are no formal rounds and no students otherwise scheduled on this service. However, through the Yale School of Medicine Performance Improvement Program (directed by Dr. Wijesekera), students can be provided the opportunity to rotate on the HMF to build their clinical skills prior to residency. Prior to the rotation, the students work closely with the director of performance improvement (also elective director) to create an individualized educational plan, which includes targeted resources to build their medical knowledge and clinical skills. During the rotation, elective students follow and provide clinical care for two to four patients at a time including, but not limited to, pre-rounding, writing notes, oral presentations, calling consultants, responding to acute events, updating families, and writing handoffs. The elective director, supervising attendings, and senior residents will meet regularly with the student to assess and provide feedback on their communication (with patients and health care team members), clinical skills (history, physical examination, clinical reasoning), and presentations (oral and written). The students will participate in all education for the residents (e.g., noon conferences, skills labs, ad hoc teaching activities).

Infectious Disease Elective This elective offers a robust learning experience in general infectious diseases, including the diagnostic evaluation and management of common community-acquired and nosocomial infections in a diverse patient population, as well as infections in the immunocompromised patient. There are opportunities for learning in subspecialty areas such as medical microbiology, transplant ID, HIV/AIDS, hospital infection control, antimicrobial stewardship, and sexually transmitted diseases. Students function as active members of the consultation and training program in infectious diseases at Yale New Haven Hospital and are expected to attend and participate in daily attending rounds, microbiology rounds four times a week, weekly clinical case conferences, and monthly journal clubs. Evaluations are based primarily on performance in clinical case presentations on the consult service.

Medical Intensive Care Elective This elective provides an opportunity to participate in the acute management of common medical emergencies. Students are on call in the medical intensive care unit (MICU) at Yale New Haven Hospital every fourth day with an intern and resident pair, assisting them in the admission of patients. Students follow patients in the MICU, assist in their care with the intern and resident, and are expected to present during rounds. Although students are exposed to a variety of ICU-based procedures, there are limited “hands-on” opportunities. Prerequisite: Internal Medicine Clerkship.

Nephrology Elective This elective in clinical nephrology offers the student an opportunity for in-depth learning regarding problems in fluid and electrolyte disturbances, acute renal failure, chronic renal failure, and hypertension. Emphasis is placed on problem recognition, pathophysiologic diagnosis, evidence-based clinical judgment, and management based on pathophysiologic principles. The primary activity involves the inpatient consultation service in which the student works up and follows several patients per week and participates in daily rounds with the attending physicians, postdoctoral fellows, and residents on service. An introduction to hemodialysis, peritoneal dialysis, renal transplantation, and renal biopsy histology is also provided.

Occupational and Environmental Medicine Elective This rotation is designed to provide senior medical students (and PA and nursing students) with an introduction to the principles and practice of occupational and environmental medicine, including exposure, assessment, and evaluation of disease causality. Students learn how to evaluate workplace and environmental exposures and assess the contribution of such exposures to patients’ diseases. In addition, students participate in ongoing didactic and research conferences and workplace surveillance programs, and they visit workplaces and other environmental sites that are being evaluated for their role in disease causation. Students are exposed to the varied opportunities for careers in this discipline.

Oncology Outpatient or Inpatient Elective This is an advanced elective offered to students who have completed the third-year Internal Medicine Clerkship. It is designed to expose students to all aspects of clinical medical oncology by direct participation in the daily disease-specific outpatient oncology clinics at Yale Cancer Center. Working closely with the medical oncology fellows and attending physicians, students have the opportunity to work up patients with new cancer diagnoses and participate in the ongoing care of patients with diverse cancer diagnoses. Students participate as active members of the medical oncology training program, attending the regularly scheduled daily clinical conferences as well as weekly disease-specific multidisciplinary tumor boards and medical oncology fellow education conferences. Although the emphasis of the elective is on outpatient oncology in disease-specific units, students can also opt to work with the inpatient oncology team at Yale New Haven Hospital. Rotations at the VA Cancer Center can be arranged as well.

Palliative/Hospice Medicine Elective (Branford, Connecticut) This fifty-two-bed inpatient program at the nation’s first hospice provides intensive palliative care for patients with terminal illness. The medical, psychological, and spiritual needs of these patients and their families are met through the coordinated efforts of an interdisciplinary team (IDT) of physicians, nurses, social workers, pharmacists, clergy, art therapists, and volunteers. Students work one-one-one with an attending physician caring for patients approaching the end of life and their families. They participate fully in admissions, morning rounds, family conferences, and IDT conferences. This elective offers students an opportunity to acquire advanced knowledge and skills in the management of symptoms (pain, anxiety, insomnia, etc.), which will benefit them in their future care of all patients, both those approaching the end of life as well as those who are acutely or chronically ill. It is the only elective in which symptom management receives a major focus. The goal of this elective is to learn to provide optimal symptom management and, as members of the IDT, to learn to care for patients approaching the end of life and to give support to their families. A four-week rotation, which allows for optional time spent with allied services and/or home care, is recommended, although a two-week rotation is available.

Palliative Medicine Consultation Service Elective During this two-week rotation at the YNHH (York Street Campus) the medical student focuses on promoting quality of life and preventing suffering in patients with serious illness and their families and clinician providers across a broad scope of diseases by providing an extra layer of support. The experience encompasses intensive, hands-on inpatient clinical care of patients on the YNHH Adult Palliative Medicine Consultation Service. Our team creates an opportunity for focused skill building in symptom management, interdisciplinary team function, basic and advanced aspects of serious illness communication, whole person and family focused care, and reflection on practice and self-care. The student works one-on-one with a palliative care attending, joins the interdisciplinary team meeting daily, and has the option to attend additional relevant conferences and to provide a ten-minute presentation to the team on a relevant topic. All activities are based at YSC with varying elements of Zoom/virtual activity.

Pulmonary Elective This elective is designed to provide students with an in-depth knowledge of respiratory diseases through consults on the patient care floors and through didactic sessions and directed reading. Students become an integral part of the pulmonary and critical care (PCCM) section consult service, working with the attending physician and PCCM fellow(s). From two to six new consults on average are seen daily. Students work closely with faculty and staff of the pulmonary group and participate in daily consulting and rounds. Students assist in the examination and treatment of patients with various cardiopulmonary diseases, including tuberculosis, chronic obstructive airway disease, asthma, lung cancer, bacterial and fungal lung infection, and other diagnostic problems. They receive practical instruction in chest images and pulmonary function tests and their interpretation, and in clinical and laboratory methods used for diagnosis and management, including intensive respiratory care and respiratory therapy, and they have an opportunity to observe fiberoptic bronchoscopy. Weekly didactic lectures are given in a number of areas relating to airway pharmacology, lung cell biology, and lung immunology (respiratory cells, immunologic reactions, etc.). Students are expected to learn (1) the differential diagnosis and treatment of respiratory disorders, (2) how to interpret pulmonary function tests, and (3) how to read a chest radiograph and understand the essentials of a chest CT scan.

Re-Entry to Clinical Medicine Elective The goal of this elective is to reinforce M.D.-Ph.D. students’ clinical skills prior to return to formal clerkships. The emphasis is on history taking, physical examination skills, interpretation of data, morning presentations, medical terminology, patient communication, and coordination of care. Students are assigned to a team that consists of one intern, one resident, and one attending physician; or they may be assigned to a hospitalist team that consists of one attending physician and possibly a PA. Students are expected to perform at the clerkship level, performing admission history and physical exams, and following/presenting patients on daily rounds, with supervision. History, physical diagnosis, and laboratory interpretation skills are emphasized.

Rheumatology Elective Students work closely with the faculty member and fellow assigned to the inpatient consultative service at Yale New Haven Hospital and the Saint Raphael’s campus. They attend rounds and evaluate patients with rheumatic conditions and other diseases with rheumatic manifestations. In addition, they may participate in outpatient clinics. Weekly conferences emphasize the pathophysiology and management of complex autoimmune conditions.

Subinternships

Ambulatory Subinternship This one-year weekly outpatient subinternship in the adult Primary Care Center provides experience in the longitudinal care of Internal Medicine patients. Students are directly responsible for care of medical problems and preventive care as well as coordination of specialty care for their own patient panel. The clinic is held every Wednesday evening, 5:15–8:30 p.m., except the day before Thanksgiving and between Christmas and New Year’s. Students are responsible for three patient visits/sessions. Weekly pre-clinic conferences begin at 4:45 and include journal club and primary care case-centered topics presented by students. Prerequisite: completion of all clerkships.

Internal Medicine Subinternship The subinternship offers students the opportunity to function in the role of an intern on an Internal Medicine inpatient team at Yale New Haven Hospital or West Haven VA Medical Center. Students join a team consisting of an upper-year medical resident and an attending physician and are responsible for admitting patients, writing admission and daily progress notes, presenting cases on rounds, communicating with consultants, ordering medications and tests, and serving as the front-line physician for patients admitted to the hospital. Students are responsible for managing approximately half the number of patients typically managed by an Internal Medicine intern. The subinternship offers an outstanding opportunity to prepare for internship, whether the student intends to pursue a career in Internal Medicine or another specialty. Prerequisites: third-year Internal Medicine clerkships.

Investigative Medicine

2 Church Street South, Suite 112, 203.785.6842

https://medicine.yale.edu/investigativemedicine

Professors K.S. Anderson (Pharmacology), J.E. Craft (Medicine), James Dzuria (Emergency Medicine), D.A. Fiellin (Medicine), T.M. Gill (Medicine), F. Gorelick (Medicine), J.R. Gruen (Pediatrics), H.M. Krumholz (Medicine), E.D. Shapiro (Pediatrics), G. Tellides (Surgery), M.E. Tinetti (Medicine)

IMED 625a, Principles of Clinical Research The purpose of this intensive two-week course is to provide an overview of the objectives, research strategies, and methods of conducting patient-oriented clinical research. Topics include competing objectives of clinical research, principles of observational studies, principles of clinical trials, principles of meta-analysis, interpretation of diagnostic tests, prognostic studies, causal inference, qualitative research methods, and decision analysis. Sessions generally combine a lecture on the topic with discussion of articles that are distributed in advance of the sessions. E.D. Shapiro

IMED 630a, Ethical Issues in Biomedical Research This term-long course addresses topics that are central to the conduct of biomedical research, including the ethics of clinical investigation, conflicts of interest, misconduct in research, data acquisition, and protection of research subjects. Practical sessions cover topics such as collaborations with industry, publication and peer review, responsible authorship, and mentoring relationships. Satisfactory completion of this course fulfills the NIH requirement for training in Responsible Conduct of Research. Format consists of lecture presentation followed by discussion. Consent of instructor required. L. Ferrante

IMED 635a or b, Directed Reading in Investigative Medicine An independent study course for first-year students in the Investigative Medicine program. Topics are chosen by the student, and reading lists are provided by faculty for weekly meetings to discuss articles. Four sessions are required; dates/times by arrangement. Consent of instructor required. J.E. Craft

IMED 645a, Introduction to Biostatistics in Clinical Investigation The course provides an introduction to statistical concepts and techniques commonly encountered in medical research. Previous course work in statistics or experience with statistical packages is not a requirement. Topics to be discussed include study design, probability, comparing sample means and proportions, survival analysis, and sample size/power calculations. The computer lab incorporates lecture content into practical application by introducing the statistical software package SPSS to describe and analyze data. V. Shabanova, E.D. Shapiro

IMED 661a, Methods in Clinical Research, Part II This yearlong course (with IMED 660 and 662), presented by the National Clinical Scholars Program, presents in depth the methodologies used in patient-oriented research, including methods in biostatistics, clinical epidemiology, health services research, community-based participatory research, and health policy. Permission of instructor required. E.D. Shapiro

IMED 665a, Writing Your K- or R-Type Grant Proposal In this term-long course, students gain intensive, practical experience in evaluating and preparing grant proposals, including introduction to NIH study section format. The course gives new clinical investigators the essential tools to design and initiate their own proposals for obtaining grants to do research and to develop their own careers. The course is intended for students who plan to submit grant proposals (for either a K-type career development award or an R-type investigator-initiated award). Attendance and active participation are required. There may be spaces to audit the course. E.D. Shapiro

IMED 680b/B&BS 680b, Topics in Human Investigation The course teaches students about the process through which novel therapeutics are designed, clinically tested, and approved for human use. It is divided into two main components, with the first devoted to moving a chemical agent from the bench to the clinic, and the second to outlining the objectives and methods of conducting clinical trials according to the FDA approval process. The first component describes aspects of structure-based drug design and offers insight into how the drug discovery process is conducted in the pharmaceutical industry. The format includes background lectures with discussions, labs, and computer tutorials. The background lectures include a historical perspective on drug discovery, the current paradigm, and important considerations for future success. The second component of the course provides students with knowledge of the basic tools of clinical investigation and how new drugs are tested in humans. A series of lectures and discussions provides an overview of the objectives, research strategies, and methods of conducting patient-oriented research, with a focus on design of trials to test therapeutics. Each student is required to participate (as an observer) in an HIC review, in addition to active participation in class. Consent of instructor required. K.S. Anderson, J.E. Craft

Laboratory Medicine

PS 210, 203.688.2286

https://medicine.yale.edu/labmed

Professors A. Baumgarten (Emeritus), S. Campbell, S. Chang, R.K. Donabedian (Emeritus), T. Eid, J. Hendrickson (Adjunct), J.G. Howe (Emeritus), P.B. Kavathas, D.S. Krause, M. Landry, P. McPhedran (Emeritus), H. Rinder, B. Smith (Chair), E. Snyder, G. Stack (Emeritus), P. Tattersall (Emeritus), C. Tormey

Associate Professors M. Azar (Medicine), S.C. Eisenbarth (Adjunct), J.M. El-Khoury, E.F. Foxman, A.M. Haberman (Immunobiology), R. Hauser, M. Hodson (Adjunct), D. Peaper, A. Siddon, E. Stiles, R. Torres (Adjunct), Z. Walther (Pathology), C. Willen, M. Xu (Pathology)

Assistant Professors R. Balbuena-Merle, A. Bersenev, T. Durant, S. Garg, E. Horstman, M.N. Lee, C. Minerowicz (Pathology), R. Pulk (Adjunct), H. Sanchez (Pathology), V. Scanlon (Adjunct), W. Schulz, N.K. Sostin, K. Stendahl

Instructors T. Binns, S. Gu

Senior Research Scientists R. Rai, P. Tattersall, X. Zhu (Biomedical Informatics and Data Science)

Research Scientists L. Devine, P. Gu, F. Liang

Associate Research Scientists K. Abbott, R. Dhaher, J. Kumar, H. Young, P. Zhang

Clinical Professor R. Levine

Assistant Clinical Professors J. Breen (Medicine), W. Frederick, K. Smith, F. West

Clinical Instructor E. Abels

Lecturers P.E. Marone, L. Stump, C.J. Torre

Electives

Anatomic Pathology and Laboratory Medicine Combined Elective The goals for anatomic pathology are to understand the basic principles of diagnostic anatomic pathology and its role in clinical medicine. The goals for laboratory medicine are to learn appropriate usage and interpretation of laboratory tests and to gain a better understanding of the theoretical, technological, and clinical underpinnings of laboratory medicine. This elective is appropriate for students considering a career in laboratory medicine and/or pathology, and for all students who will use laboratory and pathology tests in their careers.

Laboratory Medicine Clinical Elective This elective offers rotations through the clinical laboratories, including Blood Bank, Therapeutic Apheresis, Clinical Chemistry, Toxicology, Hematology and Coagulation, Flow Cytometry, Immunology, Molecular Diagnostics, Microbiology, and Virology. Students work closely with residents, fellows, attending physicians, and laboratory staff; work up clinical cases under supervision; and attend morning report, case conference, journal club, clinical rounds, and didactic sessions. Students have the opportunity to work with the resident on call for at least one weekend day during the elective. Students can rotate through all laboratories or focus on specific laboratories of interest. The goals of the elective are to learn appropriate usage and interpretation of laboratory tests, and to gain a better understanding of the theoretical and clinical underpinnings of laboratory medicine. This elective is appropriate for students considering a career in laboratory medicine or combined laboratory medicine and pathology, but also for all students who will use clinical laboratory testing in their careers.

Medical Education

Office of Medical Education

https://medicine.yale.edu/edu

Integrated Course Curriculum

Master Courses

Introduction to the Profession The first course in the Yale School of Medicine curriculum is Introduction to the Profession (iPro). The goal of iPro is to introduce first-year medical students to their professional identity in medicine. The course also aims to introduce and foster a holistic approach to the learning and practice of medicine. The course focuses on topics related to professionalism, patient-centered care, interprofessional collaboration, health equity, bias and racism, community engagement, role power, and privilege amidst others. Beyond learning in large and small group settings in the classroom, students have early exposure to clinical environment through time at Yale New Haven Hospital, participate in simulation exercises and engage with local nonprofits that serve the New Haven community. The teaching methods in iPro include interactive and participatory classroom sessions, small group experiences in the community and museum, simulation exercises, hospital experiences, and patient centered learning. Open to M.D. and M.D.-Ph.D. students only.

Scientific Foundations This course introduces the core concepts and modes of thinking from several disciplines that are pillars of biomedical science and medicine: biochemistry, cell biology/histology, pathology, physiology, and pharmacology. Each discipline continues throughout the pre-clerkship curriculum where its content is woven into every integrated course. Scientific Foundations is thus fundamental for students’ subsequent education and development as physician-scientists. The course organizes content from the above disciplines into the following themes: building a body, cell communication, cell energy, fluids and gradients, gene expression, life and death of a cell, and population health. Additional organ- and systems-related content for the above disciplines is distributed across the remaining pre-clerkship courses, as appropriate. Open to M.D. and M.D.-Ph.D. students only.

Genes and Development This course begins with an introduction to foundational genetics principles. It then transitions to embryology, presenting how the program for human development is controlled and how deregulation of this program results in birth defects. Students are then introduced to the field of clinical genetics and have the opportunity to apply their genetics knowledge as they learn about common genetic disorders affecting children and adults. This is followed by an overview of the first organ system in the curriculum, the hematologic system. This introduction to benign hematology serves as a foundation for the second part of the course, which focuses on cancer, which begins with cancer biology and pathology. In this portion of the course, students are introduced to the types of genetic changes that occur in somatic cells and enable tumorigenesis. Cancer biology and principles of neoplasia are integrated with developmental genetics and embryology, with students gaining an appreciation of neoplasia as a genetically-based aberration of normal development and cellular regulation. This knowledge is further expanded as the students learn malignant hematology before moving on to learning about solid tumors. The course incorporates cancer pharmacology and clinical aspects of drug development and concludes with a broad introduction to the clinical oncology discipline. This content is integrated and sequenced for optimal learning utilizing a variety of teaching methods including lectures, demonstrations, team-based learning, small-group workshops, clinical-pathologic correlations, patient interviews, and labs. Open to M.D. and M.D.-Ph.D. students only.

Attacks and Defenses This course introduces principles of immunity, tissue injury and repair, and medical microbiology. These principles are integrated with the clinical fields of clinical immunology and allergy, infectious diseases, dermatology, and rheumatologic diseases. Students are introduced to the diagnosis and management of patients with infectious, allergic, autoimmune and immune deficiency related diseases. Selected examples of neoplastic disease, especially melanoma, are discussed due to the major impact of cancer immunotherapy on clinical care. Medical microbiology and infectious disease are taught during the entire course. Principles of immunobiology are taught concurrently with clinical immunology, followed by rheumatology and dermatology. All topics are taught with a mix of lectures, workshops, laboratories, and patient encounter sessions. Disease in underserved and diverse populations is a critical component of the course. Open to M.D. and M.D.-Ph.D. students only. Lectures may be audited with approval of the course directors.

Homeostasis Homeostasis is one of the fundamental properties of any living organism. The heart, lungs, and kidneys work in concert to provide oxygen to and remove toxins from our cells, and they do so continuously from our first breath to our last. The goal therefore of the Homeostasis course is to elucidate the complex biological communication and feedback, mediated via mechanical, soluble and cellular mechanisms, between the heart, the lungs, and the kidneys. Although crosstalk between these organ systems is essential to maintain body homeostasis, pathological states in one or more organs can lead to functional and structural dysfunction in the other organs. This course integrates cardiology, pulmonary, and renal content in this order. Physiology and pathophysiology of organ systems are integrated in workshops and are taught by both clinical and physiology faculty. The sessions are heavily case-based and aimed at preparing the students for their clinical rotations. Open to M.D. and M.D.-Ph.D. students only.

Energy and Metabolism The overall goal of this course is to introduce first-year students to topics broadly related to digestive diseases and endocrinology. The course is designed to provide an integrative approach, with faculty drawn from Departments of Anatomy, Physiology, Cell Biology, Pathology, Epidemiology, History of Medicine, and from clinical disciplines including medicine, surgery, pediatrics, and diagnostic imaging. The objective is to provide for learning in a cohesive fashion so that students will understand how health and disease reflect the interplay of physiology, environment, nutrition, genetics, psychology, sociology, economic, and other factors. The topics that are covered are linked to the intake, absorption, and metabolism of food; the generation and storage of energy; and other topics related to gastroenterology and endocrinology. The schedule for the course maintains a thematic sequence, covering anatomy, cell biology and physiology, then introducing disease states. Emphasis is given to how alterations in one system can have effects on others. Open to M.D. and M.D.-Ph.D. students only.

Connection to the World Connections to the World (CTW) focuses on the structure and functions of the nervous system and related disorders. CTW integrates several distinct courses taught previously in the first two years of medical student education: Fundamentals of Neuroscience, Neurophysiology and Biological Basis of Behavior, Psychiatry, Neurology, and Ophthalmology. CTW is built upon the neuraxis, beginning with a description of the anatomy and physiology of the spinal cord and ascending to the cerebral cortex, adding disease mechanisms and pathophysiology at each anatomical station. Students have a comprehensive understanding of the normal anatomy and physiology of the central and peripheral nervous system along with abnormalities in key neurological, psychiatric, and ophthalmologist disorders. The course incorporates neuropharmacology, neuropathology, and neuroimaging into specific disease models and as distinct pedagogical entities. Topics in the biological basis of behavior and psychiatry include principles and neural mechanisms of learning and memory, neural systems involved in fear and anxiety, reward and drug addiction, stress, and neural systems attention. CTW blends didactic and interactive pedagogies in large and small group settings along with labs and patient presentations. An emphasis is placed on active learning with flipped curricula and interactive sessions with labs, workshops, and live patient presentations forming the majority of the course. It provides students with ample opportunities for spaced repetition, analytical thinking, and active application of their understanding of anatomy, physiology, pathophysiology, and pharmacology in diagnosing and treating disease. Students are introduced to and encouraged in their practice of clinical reasoning. Open to M.D., M.D.-Ph.D., and Neuroscience Ph.D. students only. The course cannot be audited.

Across the Lifespan The goal of this course is for medical students to acquire knowledge of normal and abnormal human development through all four stages of life: conception, pregnancy and birth, child and adolescent growth and development, the reproductive years, and middle age and senescence. The course integrates relevant sessions from longitudinal courses (anatomy) and threads (cell biology, embryology, genetics, pathology, diagnostic methods, pharmacology and diversity, equity, and inclusion). It starts with the uro-genital anatomy lectures, embryology, and reproduction physiology sessions so that students acquire the basic knowledge necessary to understand the material presented in each of the stages. The material is taught in a variety of formats, including lectures, small-group workshops that discuss patient cases, and laboratories, in a way that fosters the acquisition of clinical reasoning skills and prepares students to enter clerkships. Open to M.D. and M.D.-Ph.D. students only.

Longitudinal Courses

Clinical Skills This course spans the first eighteen months of school for all medical students. Students begin to develop and refine their clinical skills, the essential elements of “doctoring” that physicians use during patient encounters. In Clinical Skills (CS), students learn to communicate with patients, families, and other members of the care team; examine patients; develop clinical reasoning skills; and understand the important role of a student-doctor in a patient’s care. Multiple teaching modalities are utilized in CS, but the bulk of the experiences are designed to be hands-on, offering students the opportunity to develop clinical skills with direct faculty observation and feedback, frequently with the use of standardized patients. Throughout CS, emphasis is placed on taking a patient-centered approach to care. Students pass the course by attending all class sessions (attendance is mandatory) and performing a competent history and physical exam in a standardized assessment session at UConn. Course content is practiced and supplemented in the Interprofessional Longitudinal Clinical Experience (ILCE).

Human Anatomy This longitudinal course runs concurrently with the master courses of the School of Medicine curriculum. It begins in the second term of first year and is completed at the end of the first term of the second year. Human Anatomy is integrated with the radiology, embryology, and pathophysiology activities of the master courses. Students engage in lectures, conferences, and cadaver dissections. Extensive use is made of computer software and Web-based radiologic, anatomic, and clinical reasoning activities. Four students are assigned to each cadaver; students work collaboratively; interpersonal and group process skills are stressed. Open to M.D. and M.D.-Ph.D. students only.

Interprofessional Longitudinal Clinical Experience The Interprofessional Longitudinal Clinical Experience (ILCE) is designed to prepare first-year health professional students to function effectively in the clinical environment. This course groups students from Yale School of Medicine, Yale School of Nursing, and the Yale Physician Associate Program to work together at a clinical site alongside faculty mentors. Students work at their sites approximately once a week throughout the first year of school. The program goal is for students to learn with, from, and about other health care professional students early in their training. Students accomplish this by working together to develop their clinical skills, knowledge, and attitudes, in conjunction with each school’s individual plan of study. Open to M.D., M.D.-Ph.D., PA, and YSN students. Attendance at ILCE sessions is mandatory.

Medical Clinical Experience (MCE) This course builds on the first-year Interprofessional Longitudinal Clinical Experience (ILCE) and Clinical Skills courses in preparing students for their clerkship. This course focuses on history, physical examination, communication, oral presentation, and clinical reasoning skills. In MCE, medical students meet in groups of four students with one to three physician coaches to focus on the further development of their clinical skills. This is done through practice with patients in the clinical setting and includes group observation, discussion, and feedback. During MCE, students are required to take the UCONN assessment which provides important formative feedback on the acquisition of clinical skills that help assess their preparation for the clerkships. One of the highlights of this course is the longitudinal mentorship with MCE physician coaches.

Populations & Methods (P&M): The Application of Epidemiology and Biostatistics to Public Health Populations & Methods introduces students to issues, evidence, and techniques of importance to the health of populations. It is a course specifically for physicians in training: each topic is selected based on its importance to both public health and medicine. The course explores the social consequences of biological disorders (cancers, disabilities, substance use, obesity, infectious disease transmission, and mental health) and the health consequences of social challenges (environmental hazards, firearms, incarceration, migration, maternal and child health, human rights violations, and climate change). The important role of physicians in addressing social disparities in health and of assuring health equity for patients is emphasized throughout the course. There is a focus on developing analytic skills and critical thinking. Epidemiology and biostatistics topics examine screening and diagnostic testing, evaluate observational and experimental research study designs, assess absolute and relative risks for disease, quantify temporal risk using survival analysis, explore causation, model the spread of infectious diseases, and quantify the financial costs and benefits of health-related interventions. A concentration on methodology makes the public health topics more rigorous, and attention to public health makes the methodological tools more relevant. All case studies used in the workshops integrate the public health subject matter with these quantitative methods. Open to M.D. and M.D.-Ph.D. students only.

Professional and Ethical Responsibility This course runs longitudinally through the first year and features lectures, readings, and small-group case discussions. The course examines the various contexts (social, legal, financial, and organizational) in which the practice of medicine takes place, with a particular focus on principles and approaches to medical ethics. Specific ethical problems in the practice of medicine are addressed, both historical and current, and these issues are considered in the setting of individual patient encounters as well as on the societal level. In addition, practical and ethical aspects of the various components of the U.S. health care system are reviewed. Open to M.D. and M.D.-Ph.D. students only.

Responsible Conduct of Research (taught as part of Scientific Inquiry: Research Methods and Responsible Conduct of Research) The Office of Student Research and the M.D.-Ph.D. Program have developed a compact ethics course that satisfies the NIH requirements for students supported on training grants, i.e., first- and fifth-year medical students, and M.D.-Ph.D. students. Attendance is mandatory by those students. Topics covered include peer review; responsible authorship and publications; policies regarding human subjects; live vertebrate animal subjects in research and safe laboratory practice; collaborative research including collaborations with industry; data acquisition and laboratory tools, management, sharing, and ownership; conflict of interest; mentor-mentee responsibilities and relationships; research misconduct and policies for handling misconduct; the scientist as a responsible member of society, contemporary ethical issues in biomedical research, and the environmental and social impacts of scientific research. Material is taught through lectures with group discussion and case studies. (Six 1.5-hour sessions.)

Scientific Inquiry: Research Methods and Responsible Conduct of Research The goal of this course is to instill in students an understanding of the value of the Yale student research program and thesis and to provide a primer for success in the thesis. Emphasis is placed on how to choose an excellent thesis project and mentor in laboratory or clinical research, as well as in the areas of epidemiology and public health, international medicine, or medicine and the humanities. Students are instructed on the importance of the research environment, the selection of the best possible up-to-date methods, the importance of issues related to human investigation, and the requirements for HIC approval of protocols for medical student research. Open to M.D. and M.D.-Ph.D. students only. J. Rosenberg

Integrated Clerkships

Biopsychosocial Approach to Health Clerkship This twelve-week integrated clerkship comprises a six-week rotation in primary care and a six-week rotation in psychiatry. During the six-week primary care component, students spend 5–6 half-days each week working in a practice for adult primary care (i.e., general internal medicine, family medicine, or combined medicine/pediatrics) and 2–3 half-days each week working in a practice for general pediatrics. The psychiatry component of the clerkship includes three weeks of inpatient psychiatry, three weeks of consultation-liaison or emergency psychiatry, and six half-day sessions in a longitudinal outpatient psychiatry or integrated primary care–psychiatry clinic. Primary care and psychiatry each have distinct classroom exercises. However, an integrated classroom curriculum brings students together each Thursday afternoon to explore the many topics that overlap primary care and psychiatry, including mood disorders, anxiety disorders, substance abuse, somatic symptom disorder, and pain.

Medical Approach to the Patient Clerkship This twelve-week integrated clerkship includes internal medicine (eight weeks) and neurology (four weeks) clinical components. Throughout the clerkship, students participate in integrated experiences that address the themes related to hospital-based care such as management of acute disease, diagnostic skills, transitions of care, quality improvement, and organ systems.

Surgical Approach to the Patient Clerkship This twelve-week integrated clerkship includes surgery (six weeks, general; three weeks, specialties) and emergency medicine (three weeks) clinical components. Throughout the clerkship students participate in integrated experiences that address themes of the OR experience such as perioperative care, emergency/trauma management, procedures, medical error and patient safety, and anesthesiology. Students also participate in a twelve-week mentoring program during the clerkship.

Women’s and Children’s Health Clerkship This twelve-week integrated clerkship includes clinical components in obstetrics and gynecology and pediatrics. Students participate in six weeks of OB/Gyn and six weeks of pediatrics, with a mix of inpatient and ambulatory clinical experiences in both specialties. Throughout the clerkship students participate in integrated experiences that cover themes such as health and development, preventive care, sexual health, families and communities, health promotion and disease prevention, and perinatal care. All students attend an evening session with the gynecologic teaching associates.

Fourth-Year Course

Capstone Course The capstone course is required of fourth-year students in the spring term beginning the week of the internship match. Conceived more than ten years ago as a capstone to four years of medical school training, the course provides a review of some of the knowledge and skills needed for internship and beyond; discipline-specific bootcamps for hands-on pre-internship training; a forum for a comprehensive and critical evaluation of clinical cases; a chance to review some of the historical and economic factors that inform the practice of medicine; and an opportunity to reflect on the social, ethical, psychological, and even spiritual challenges of a life in medicine.

Non-Departmental Elective Courses

(For clinical specialty electives, please see departmental listings or visit https://medicine.yale.edu/md-program)

Clinical Longitudinal Elective, Tailored The student participates as an active member of the designated inpatient and/or outpatient service, participating in appropriate clinical cases at YNHH and/or the VA. A completed proposal with specific specialty learning objectives must be submitted to the elective director. The student attends regularly scheduled specialty conferences (to be determined by the student and the clinic preceptor). Assignment may be made weekly, twice monthly, or monthly as determined by the student’s laboratory responsibilities and in association with the clinic preceptor. This is the equivalent of a two-week, full-time elective, pass/fail. The specific rotation dates are determined by the elective director. Open to Yale M.D./Ph.D. students only; students must have completed six months of clerkships. Director: L. Cohn

Creating Health Care and Life Science Ventures This course gives students a broad understanding of the major “new venture” opportunities in health care and medicine—health care delivery, health care IT and the digital health landscape, biotechnology, medical devices, and health care process redesign especially in the surgical space. In each of these areas, they learn the canonical path to commercialization including how to identify “unmet clinical needs” market opportunities; who is the customer; how to build interdisciplinary teams; regulatory hurdles to commercialization; and creation of a business strategy. The course is designed for a diverse student body including students from management, natural sciences, medicine, law, nursing, and health care management programs. The course comprises lectures, raw cases, guest speakers, and in-class projects with coaching from the venture investor community. This thirteen-week class is held at Yale School of Management, Evans Hall, and is open to all medical students. For questions, contact the instructors at christopher.loose@yale.edu or ayesha.khalid@yale.edu. Also MGT 657. Directors: C. Loose, A. Khalid

Evidence-Based Clinical Information Skills: Cushing/Whitney Medical Library This two-week elective is designed to introduce students to three of the four As of evidence-based practice: Ask, Acquire, Assess, as a framework for effective searching of the biomedical literature (the elective will not cover the fourth A, Apply, as this process is best assessed during clinical training). Students develop proficiency in identifying and appraising the best available evidence for patient care as part of their current and future clinical practice. Students develop skills needed in order to apply existing and evolving biomedical literature to inform their care of patients and advance the health of individuals and populations. Open to second-, third-, and fourth-year students. Director: J. Spak

Evolution and Medicine Flipped curriculum: the lectures are recorded and available online. Each week the assigned lectures and corresponding assigned readings should be viewed/read before coming to class. That assignment is tested with short-answer quizzes and reading responses, which must be submitted before class. Those who have not submitted those responses are not allowed to come to class. Class consists of discussion of the points in the lectures and readings that were found to be difficult and of recent research papers relevant to the topic at hand. The course writing assignment for medical students is to substantially improve the Wikipedia page on a topic of their choice in evolutionary medicine. Enrollment limited to fifteen. Required text: Stearns and Medzhitov, Evolutionary Medicine (2015). Director: S. Stearns

Family and Transgender Medicine Elective (Oneonta, New York) This is a unique opportunity to experience the full spectrum of family practice in a small-town environment. In this elective, students (1) learn how to approach the practice of family medicine in a small town with limited access to specialists and how to use available resources to provide high-quality care, (2) learn about care coordination with larger health care systems in this practice setting, (3) learn about the practice of medicine in a small community and how physicians are integrated into that community, and (4) develop a family systems-based approach to providing care. The preceptor is a Yale graduate who provides primary care for a diverse population in both the hospital and clinic setting. In addition to both inpatient and outpatient family medicine, the preceptor also has a large practice in transgender medicine for both youths and adults, providing a unique practice opportunity. One student every two or four weeks. Director: P. Ellis

Family Medicine Elective (Middlesex Hospital) This elective exposes students to the wide variety of clinical situations encountered in a national model, community-based family medicine residency program. In offices in Middletown, Portland, and East Hampton, students see and examine patients, present their findings and differential diagnosis, develop a plan of investigation and management with their supervisor, and explain the plan to their patients. Students manage and document care using electronic health records. In Middlesex Hospital, students are members of the team on the family medicine inpatient service, which provides medical, pediatric, newborn, maternity, and consultative care. Formal teaching activities include both didactic and interactive sessions, daily bedside teaching rounds, several weekly conference series, and weekly three-hour hands-on seminars. All three offices are equipped with facilities for minor surgery, casting, colposcopy, spirometry, audiometry, complete vision screening, electrocardiograms, various cultures, and rapid, enzyme-based diagnostic tests. Patients are from all walks of life and all ages and seek medical care for a wide variety of acute and chronic conditions. The emphasis is on continuity in ambulatory, nursing home, and hospital care. One student every four weeks. Director: M. Cardona

Inflammation This course covers fundamentals of inflammation from a broad biological perspective. Both physiological and pathological aspects of inflammation are the focus of this course, which is primarily for pre-clerkship medical students. Director: R.M. Medzhitov

Medical Education Course This course provides health care professional students with a unique opportunity to explore their roles as teachers, a role that is deeply intertwined with their role as physicians. The course makes use of didactic lectures, observations, group exercises, and teaching activities. Diverse and talented faculty facilitate the development of the knowledge, skills, and attitudes necessary to help students develop their experience and identity as teachers as they transition to the next phase of their career. Open only to students enrolled in the Medical Education Concentration. Director: J. Hafler

Medical Education Practicum This practicum consists of twenty hours of hands-on teaching experience, both at Yale and in the greater New Haven community. Students gain first-hand experiences as teachers and skills are refined through observation and feedback, reflective writing, and mentorship by a faculty member who has previously conducted medical education research or educational scholarship. Open only to students enrolled in the Medical Education Concentration. Director: J. Hafler

Medical Education Course Supervised Research Block Students enrolled in this supervised research block will work with a designated mentor to complete a medical education scholarly project or thesis that addresses an unmet need or area of scholarship in medical education. Open only to students enrolled in the Medical Education Concentration. Director: J. Hafler

Palliative/Hospice Medicine Elective (Branford, Connecticut) This fifty-two-bed inpatient program at the nation’s first hospice provides intensive palliative care for patients with terminal illness. The medical, psychological, and spiritual needs of these patients and their families are met through the coordinated efforts of an interdisciplinary team (IDT) of physicians, nurses, social workers, pharmacists, clergy, art therapists, and volunteers. Students work one-one-one with an attending physician caring for patients approaching the end of life and their families. They participate fully in admissions, morning rounds, family conferences, and IDT conferences. This elective offers students an opportunity to acquire advanced knowledge and skills in the management of symptoms (pain, anxiety, insomnia, etc.), which will benefit them in their future care of all patients, both those approaching the end of life as well as those who are acutely or chronically ill. It is the only elective in which symptom management receives a major focus. The goal of this elective is to learn to provide optimal symptom management and, as members of the IDT, to learn to care for patients approaching the end of life and to give support to their families. A four-week rotation, which allows for optional time spent with allied services and/or home care, is recommended, although a two-week rotation is available. One or two students every two or four weeks. Director: J. Sacco

Primary Care and Community Health Advanced Clinical Elective at Chinle, Arizona This advanced clinical elective in primary care and community health provides the learner with an immersion experience in primary care at a unique, underserved site: Chinle Health Center. This month-long rotation supervised by Steve Williams, M.D., and colleagues provides an opportunity to work with Navajo on the reservation in rural, northeast Arizona. Students appreciate working with traditional native American healers in a remote, beautiful landscape, addressing health needs created by poverty and injustice, and learning about career opportunities with the Indian Health Service. This elective is offered to senior students, who are expected to assume full responsibility for their patients, under the supervision of expert attending physicians. Director: P. Ellis

Primary Care and Community Health Advanced Clinical Elective at HAVEN (Longitudinal) This advanced clinical elective in primary care and community health provides the learner with an experience in primary care at a unique, underserved site: HAVEN, the Yale student-run free clinic, which serves predominantly Hispanic, adult, uninsured persons. This is an opportunity for students to gain clinical experience and help serve an underserved population in an urban medical site where students will also help teach and supervise students earlier in their training. Students choose eight or fifteen Saturdays to work during the year, flexibly scheduled with oversight by the student leadership at HAVEN. Saturday hours are typically 8 a.m.–2 p.m., beginning with morning meeting, followed by direct patient care, ending with afternoon case presentation and didactic presentation. This elective is offered to senior students, who are expected to assume full responsibility for their patients, under the supervision of attending physicians. Director: B. Richards

Primary Care and Community Health Advanced Clinical Elective in Appalachia Six-week advanced clinical elective in primary care and community health. Director: L.C. Mayes

Primary Care and Community Health Advanced Elective at San Francisco Free Clinic This advanced clinical elective in primary care and community health provides the learner with an immersion experience in primary care at a unique, underserved site: San Francisco Free Clinic. During this month-long rotation supervised by Yale medical school alumni Patricia and Richard Gibbs and colleagues, students assume significant autonomy in seeing diverse patients. Students with interest in Orthopaedics can sometimes accompany Dr. Richard Gibbs to provide orthopaedic care to members of the San Francisco Ballet. This elective is offered to senior students, who are expected to assume full responsibility for their patients, under the supervision of expert attending physicians. Director: P. Ellis

Primary Care Wednesday Evening Clinic This one-year weekly outpatient elective in the Primary Care Center provides experience in the longitudinal care of adults. Students are directly responsible for care of medical problems and preventive care as well as coordination of specialty care for their own patient panel. There are weekly pre-clinic conferences, which include Journal Club and primary care case-centered topics presented by students or specialty attending physicians. The clinic is held every Wednesday evening, 5–9 p.m., except the day before Thanksgiving and between Christmas and New Year’s. It is open to a limited number of students who have completed at least half of their clerkships (M.D./Ph.D.) or all of their clerkships (M.D.). Students must have completed the MAP clerkship. Director: P. Oray-Schrom; staffed by rotating attending physicians

Uncertainty in Medicine: Critical Thinking and Decision-Making The goal for this course is to recognize that while much of medical education is traditionally centered on accrual of information for rapid recall, the health care profession is riddled with uncertainty and incomplete information. Health care providers are faced with multidimensional and multidisciplinary problems whose solutions require a combination of rigor, creativity, and collaboration. While our current approach to medical education is only reinforced by emphasis on short-answer standardized tests as metrics of aptitude, this course aims to combat that emphasis and prepare students for the complexities of the medical field by focusing on critical thinking and problem-solving skills in a case-based collaborative environment. We use case-based exercises to analyze topics that have contemporary relevance to medicine, e.g., development of screening programs for cancer or reporting and reduction of medical error. These exercises utilize a collaborative approach aimed at developing several distinct skills: defining the scope of a complex problem, reducing a problem into definable parts, examining each part from multiple angles, prioritizing the parts and their potential solutions, and committing to an actionable solution while acknowledging unaddressed complexities and unknowns. Open to all medical students. Enrollment limited to twenty. The class meets weekly at noon from mid-June to early August. Director: G. Lister

Seminar in Healer’s Art This innovative discovery model course in values clarification and professionalism for first- through fourth-year medical students is offered annually at more than ninety U.S. medical schools as well as medical schools around the world. Designed in 1991 by Rachel Naomi Remen, M.D., and offered at the School of Medicine since 1999, the course offers a safe learning environment for a personal, in-depth exploration of the time-honored values of service, healing relationship, reverence for life, and compassionate care. It utilizes principles of adult education, contemplative studies, humanistic and transpersonal psychology, cognitive psychology, formation education, creative arts, and storytelling to present and explore human dimensions of medicine rarely discussed in medical training. Topics include deep listening, presence, acceptance, loss, grief, healing, relationship, encounters with awe and mystery, and self-care practices. The curriculum enables students to uncover and strengthen the altruistic values, sense of calling, and intention to serve that have led them to medicine, creating a firm foundation for meeting the challenging demands of contemporary medical training and practice. In a rigorous standardized course evaluation, the thousands of students nationwide and internationally who take the course every year report that it fills a gap in their existing curriculum and enables them to make the practice of medicine uniquely their own. Faculty are often as profoundly affected by the course as the students, reporting a renewal of their enthusiasm for teaching and their love of medicine. Students and faculty participate together in a discovery model that transcends the divisiveness of expertise to explore service as a way of life. The process-based curriculum takes a highly innovative, interactive, contemplative, and didactic approach to enabling students to uncover and recognize the personal and universal meaning in the daily work of medicine. Dates to be determined. Director: T. Sanft

Seminar in Life Worth Living What makes a life worth living in medicine? In an era when the prevalence of physician burnout is high, and there is much change in the profession, we ask ourselves, “How should I live my life? What really matters? What makes a life worth living?” We engage these questions in a small-group discussion format, modeled after the course by the same name taught at Yale College (Humanities 411) and adapted for the School of Medicine. This is a course of “applied philosophy,” in which we address questions of meaning and purpose in our profession and reflect upon our own practice. In particular, we explore the question “What makes a life worth living in medicine?” We consider original texts and seminal works from Judaism, Buddhism, Christianity, and Islam, as well as contemporary thought leaders and evidence-based research. Special attention is given to the role that money, power, justice, and social prestige play in shaping our profession. Director: B.R. Doolittle

Seminar in Biomedical Ethic Each morning and afternoon, students participate in a ninety-minute seminar, consisting of a thirty-minute talk by a faculty member, followed by a sixty-minute discussion. Subjects include history of bioethics, clinical ethics consultations, narrative ethics, the role of bioethics in policy making, ethical issues in OB/GYN, ethical issues related to the care of those with mental illness, pediatric ethics, landmark cases, and more. Director: M. Mercurio

Seminar in Poetry and Medicine In a 2007 essay, Stephanie Burt and others wondered “Does poetry have a social function?” In that essay she argues that “one of poetry’s chief aims is to illumine the walls of mystery, the inscrutable, the unsayable.” She goes on to say that poetry is “an opportunity to learn to live in doubt and uncertainty.” Many of us pursue medicine in search of reason and precision, and some of our greatest challenges in medicine, and in life, are when things are uncertain. It is here that poetry might help us and our patients. This elective seminar explores poetry’s relevance to health care including students, doctors, nurses, physician assistants, and our patients and their families. The relationship between poetry and science has a long, rich history including such greats as John Keats (1795–1821), Oliver Wendel Holmes (1809–1894) and William Carlos Williams (1883–1963). Today, the tradition of physician-poet lives on in the work of such contemporary authors as C. Dale Young, Raphael Campo, Michael Salcman, Jack Coulehan, Audrey Shafer, Molly O’Dell, Richard Berlin, and others. The false dichotomy between art and science is a modern concept. This course explores how poetry can inform our pursuits as practitioners. Six weeks, next to be offered January–March 2025, exact dates TBD. Open to fourth- and fifth-year M.D. students.

Seminar in Narrative Medicine: Close Reading and Reflective Writing This six-session seminar explores the vital connection between storytelling and the art of healing. Narrative medicine integrates the power of literature with the practice of medicine, enriching healthcare delivery, provider well-being, and the patient experience. We examine diverse works, including fiction and non-fiction in a variety of formats such as short stories, popular press, memoirs, and other illness narratives. We engage in reflective writing exercises inspired by these narratives, enabling participants to hone their voices while exploring the craft of storytelling. We learn how narrative medicine can: enhance patient care by cultivating deeper empathy, improving communication skills, and building stronger collaborative relationships; combat burnout by fostering resilience and helping participants find new meaning in their clinical practice; and encourage self-discovery by providing methods to explore personal experiences through reflective writing. Open to all medical students beyond second year and PA students. Director: A. Merritt

Microbial Pathogenesis

BCMM 336E, 203.737.2404

https://medicine.yale.edu/micropath

Professors M. Cappello (Pediatrics), E. Fikrig (Medicine), J.E. Galan, A. Goodman (Chair), E. Groisman, B.I. Kazmierczak (Medicine), J. Liu, J. MacMicking, W.H. Mothes, C.R. Roy, R. Sutton (Medicine)

Associate Professors C. Ben Mamoun (Medicine), C.S. Dela Cruz (Medicine), Y. Ho, R. Johnson (Medicine), P. Kumar (Medicine), M. Lara-Tejero, E. Rego

Assistant Professors M. Laurent-Rolle (Medicine), H. Pi

Research Scientist P. Uchil

Associate Research Scientists K. Gupta, M. Kim, A. Krypotou, P. Kumar, D. Lee, W. Li, E. Park, Z. Qin, S. Steiner, C. Wang, D. Xu, S. Zhang

The following courses in the Graduate School of Arts and Sciences are open to medical students with permission of the DGS.

MBIO 530a/IBIO 530a/MCDB 530a, Biology of the Immune System The development of the immune system. Cellular and molecular mechanisms of immune recognition. Effector responses against pathogens. Immunologic memory and vaccines. Human diseases including allergy, autoimmunity, cancer, immunodeficiency, HIV/AIDS. Staff

MBIO 601b/IBIO 601b, Fundamentals of Research: Responsible Conduct of Research A weekly seminar presented by faculty trainers on topics relating to proper conduct of research. Required of first-year Immunobiology students, first-year CB&B students, and training grant-funded postdocs. Staff

MBIO 670a, 671a, 672b, Laboratory Rotations Rotation in three laboratories. Required of all first-year graduate students. Y. Ho

MBIO 685b, The Biology of Bacterial Pathogens II This interdisciplinary course focuses on current topics related to host-pathogen interactions. Each week a lecture is given on the topic, followed by student presentations of seminal papers in the field. All participants are required to present a paper. H. Rego

MBIO 686a, The Biology of Bacterial Pathogens I The course provides an introduction to basic principles in bacterial pathogenesis. Topics focus on the bacterial determinants mediating infection and pathogenesis, as well as strategies to prevent and treat diseases. Each week a lecture is given on the topic, followed by student presentations of seminal papers in the field. All participants are required to present a paper. J. Galan and M. Lara-Tejero

MBIO 700b, Seminal Papers on the Foundations of Modern Microbiology A required course for Microbiology first-year students; not for credit. Students present and discuss papers describing fundamental discoveries in areas related to microbiology. The goal is to familiarize students with the process of scientific discovery and with the history of major developments in the field. Topics include important discoveries involving major human pathogens, fundamental processes in molecular biology, and the development of technology that has a major impact on current biomedical research. P. Kumar

MBIO 701a and 702b, Research in Progress All students, beginning in their third year, are required to present their research once a year at the Graduate Student Research in Progress. These presentations are intended to give each student practice in presenting the student’s own work before a sympathetic but critical audience and to familiarize the faculty with the research. P. Kumar

MBIO 703a and 704b, Microbiology Seminar Series All students are required to attend all Microbiology seminars scheduled throughout the academic year. Microbiologists from around the world are invited to describe their research. Y. Ho

MBIO 734/GENE 734/MB&B 734, Molecular Biology of Animal Viruses Lecture course with emphasis on mechanisms of viral replication, oncogenic transformation, and virus-host cell interactions. W. Mothes and M. Laurent-Rolle

Molecular Biophysics and Biochemistry

336 Bass, 203.432.5662; SHM C106, 203.785.4935

https://mbb.yale.edu

Professors K.S. Anderson (Pharmacology), S.J. Baserga, S. Chang (Laboratory Medicine), E.M. De La Cruz, D.C. DiMaio (Genetics), D. Engelman, M.B. Gerstein, W.V. Gilbert, N.F. Grindley (Emeritus), M.W. Hochstrasser, J. Howard, M.R. Koelle, A.J. Koleske, W.H. Konigsberg (Emeritus), M. Lemmon (Pharmacology), I. Miller (Pediatrics), A.D. Miranker, K.M. Neugebauer, L.J. Regan (Emeritus), K.M. Reinisch (Cell Biology), D.G. Schatz (Immunobiology), C. Schlieker, R.G. Shulman (Emeritus), F.J. Sigworth (Cellular and Molecular Physiology), D.G. Söll (Emeritus), M.J. Solomon, J.A. Steitz, S.A. Strobel, K.R. Williams, Y. Xiong, C. Zimmer (Adjunct)

Associate Professors J. Berro, T.J. Boggon (Pharmacology), E. Karatekin (Cellular and Molecular Physiology), N. Malvankar, C. Schlieker, M. Simon, S. Takyar (Medicine), Y. Zhang (Cell Biology)

Assistant Professors F. Bleichert, A. Didychuk, L. Escobar-Hoyos (Therapeutic Radiology), L.C. Kabeche, W. Mi (Pharmacology), C. Paulsen, S. Tang, K. Zhang

Research Scientists W. Cao, E.J. Folta-Stogniew, D.A. Hiller, T.T. Lam, J. Lin, P. Podszywalow-Bartnicka, J.S. Rozowsky, C.V. Sindelar, K. Tycowski, G. Wang, J. Wang, S. Wu (Pharmacology), S. Yalcin

Associate Research Scientists D. Clarke, S. Devarkar, P. Emani, T. Galeev, Y. Ishchenko, S. Lou, V. Mondol, D. Ostapenko, Q. Rao, P. Subba, S. Sutradhar, S. Tausta

Lecturers N. Arshad (Imunobiology), A. Belperron (Medicine), T. Durant (Laboratory Medicine), A. Esterly (Medicine), B. Goldman-Israelow (Medicine), M. Laurent-Rolle (Medicine), C. S. Laxton (Public Health), S. Mousavi, K. Schilling, A. Siddon (Laboratory Medicine), J.M. Ueland, C. Wilen (Laboratory Medicine), S. Yalcin, H. Zapata (Medicine)

Research Professor D.G. Söll

MB&B 500a or b/MCDB 500a or b, Biochemistry An introduction to the biochemistry of animals, plants, and microorganisms, emphasizing the relations of chemical principles and structure to the evolution and regulation of living systems. Staff

MB&B 517b/ENAS 517b/MCDB 517b/PHYS 517b, Methods and Logic in Interdisciplinary Research This half-term PEB class is intended to introduce students to integrated approaches to research. Each week, the first of two sessions is student-led, while the second session is led by faculty with complementary expertise and discusses papers that use different approaches to the same topic (for example, physical and biological or experiment and theory). Counts as 0.5 credit toward graduate course requirements. E. Carley, C. O’Hern

MB&B 520a, Boot Camp Biology An intensive introduction to biological nomenclature, systems, processes, and techniques for graduate students with previous backgrounds in non-biological fields including physics, engineering, and computer science who wish to perform graduate research in the biological sciences. Counts as 0.5 credit toward MB&B graduate course requirements. E. Carley, C. O’Hern

MB&B 529b/PHAR 529b, Structural Biology and Drug Discovery A comprehensive introduction to the concepts and practical uses of structural biology and structural biology-related techniques in drug discovery. The first half of the course focuses on techniques used to discover and optimize small and macromolecule drugs. Students are introduced to topics such as small molecule lead discovery, X-ray crystallography, cryo-electron microscopy, and biophysical techniques. The first half of the course also includes a practical component where students conduct hands-on structural biology experiments and learn about biophysical techniques in a laboratory setting. The second half of the course focuses on drug discovery, particularly for protein kinases. It includes a field trip to the Yale Center for Drug Discovery, where the students are introduced to the in-house Yale screening facilities for small molecule drug discovery. Two half-credit courses—PHAR 530 and PHAR 531—are also offered for the two halves of PHAR 529. T. Boggon, Y. Ha

MB&B 545b, Methods and Logic in Molecular Biology An examination of fundamental concepts in molecular biology through analysis of landmark papers. Development of skills in reading the primary scientific literature and in critical thinking. Open only to MB&B students pursuing the B.S./M.S. degree. J. Berro, A. Miranker

MB&B 561a/MCDB 561a/PHYS 561a, Modeling Biological Systems I Biological systems make sophisticated decisions at many levels. This course explores the molecular and computational underpinnings of how these decisions are made, with a focus on modeling static and dynamic processes in example biological systems. This course is aimed at biology students and teaches the analytic and computational methods needed to model genetic networks and protein signaling pathways. Students present and discuss original papers in class. They learn to model using MatLab in a series of in-class hackathons that illustrate the biological examples discussed in the lectures. Biological systems and processes that are modeled include: (1) gene expression, including the kinetics of RNA and protein synthesis and degradation; (2) activators and repressors; (3) the lysogeny/lysis switch of lambda phage; (4) network motifs and how they shape response dynamics; (5) cell signaling, MAP kinase networks and cell fate decisions; and (6) noise in gene expression. Prerequisites: MATH 115 or 116, BIOL 101–104, or with permission of instructors. This course also benefits students who have taken more advanced biology courses (e.g. MCDB 200, MCDB 310, MB&B 300/301). T. Emonet

MB&B 562b/AMTH 765b/CB&B 562b/ENAS 561b/INP 562b/MCDB 562b/PHYS 562b, Modeling Biological Systems II This course covers advanced topics in computational biology. How do cells compute, how do they count and tell time, how do they oscillate and generate spatial patterns? Topics include time-dependent dynamics in regulatory, signal-transduction, and neuronal networks; fluctuations, growth, and form; mechanics of cell shape and motion; spatially heterogeneous processes; diffusion. This year, the course spends roughly half its time on mechanical systems at the cellular and tissue level, and half on models of neurons and neural systems in computational neuroscience. Prerequisite: a 200-level biology course or permission of the instructor. T. Emonet

MB&B 565b, Biochemistry and Our Changing Climate Climate change is impacting how cells and organisms grow and reproduce. Imagine the ocean spiking a fever: cold-blooded organisms of all shapes, sizes, and complexities struggle to survive when water temperatures go up two–four degrees. Some organisms adapt to extremes, while others cannot. Predicted and observed changes in temperature, pH, and salt concentration do and will affect many parameters of the living world, from the kinetics of chemical reactions and cellular signaling pathways to the accumulation of unforeseen chemicals in the environment, the appearance and dispersal of new diseases, and the development of new foods. In this course, we approach climate change from the molecular point of view, identifying how cells and organisms—from microbes to plants and animals—respond to changing environmental conditions. To embrace the concept of “one health” for all life on the planet, this course leverages biochemistry, cell biology, molecular biophysics, and genetics to develop an understanding of the impact of climate change on the living world. We consider the foundational knowledge that biochemistry can bring to the table as we meet the challenge of climate change. Prerequisites: MB&B 500, MB&B 600, and MB&B 601, or permission of the instructor. K. Neugebauer

MB&B 591a/ENAS 991a/MCDB 591a/PHYS 991a, Integrated Workshop This required course for students in the PEB graduate program involves a series of modules, co-taught by faculty, in which students from different academic backgrounds and research skills collaborate on projects at the interface of physics, engineering, and biology. The modules cover a broad range of PEB research areas and skills. The course starts with an introduction to MATLAB, which is used throughout the course for analysis, simulations, and modeling. Y. Luo

MB&B 600a, Principles of Biochemistry I Discussion of the physical, structural, and functional properties of proteins, lipids, and carbohydrates, three major classes of molecules in living organisms. Energy metabolism, hormone signaling, and muscle contraction as examples of complex biological processes whose underlying mechanisms can be understood by identifying and analyzing the molecules responsible for these phenomena. M. Simon, M. Koelle, C. Paulsen

MB&B 601b, Principles of Biochemistry II A continuation of MB&B 600 that considers the chemistry and metabolism of nucleic acids, the mechanism and regulation of protein and nucleic acid synthesis, and selected topics in macromolecular biochemistry. C. Schlieker, K. Neugebauer, F. Bleichert

MB&B 602a/CBIO 602a/MCDB 602a, Molecular Cell Biology A comprehensive introduction to the molecular and mechanistic aspects of cell biology for graduate students in all programs. Emphasizes fundamental issues of cellular organization, regulation, biogenesis, and function at the molecular level. Prerequisites: none, but some knowledge of basic cell biology and biochemistry is assumed. Students who have not taken courses in these areas can prepare by reading relevant sections in basic molecular cell biology texts. We recommend Pollard et al., Cell Biology (3rd ed., 2016), Alberts et al., Molecular Biology of the Cell (6th ed., 2014), or Lodish et al., Molecular Cell Biology (8th edition, 2016). T. Melia

MB&B 625a/GENE 625a/MCDB 625a, Basic Concepts of Genetic Analysis The universal principles of genetic analysis in eukaryotes are discussed in lectures. Students also read a small selection of primary papers illustrating the very best of genetic analysis and dissect them in detail in the discussion sections. While other Yale graduate molecular genetics courses emphasize molecular biology, this course focuses on the concepts and logic underlying modern genetic analysis. J. Lu

MB&B 630b/MCDB 630b, Biochemical and Biophysical Approaches in Molecular and Cellular Biology This course introduces the theory and application of biochemical and bio­physical methods to study the structure and function of biological macromolecules. The course considers the basic physical chemistry required in cellular and molecular biology but does not require a previous course in physical chemistry. One class per week is a lecture introducing a topic. The second class is a discussion of one or two research papers utilizing those methods. Does not count for graduate course credit for BQBS graduate students. S. Nachtergaele, J. Yan

MB&B 635a/ENAS 518a, Quantitative Approaches in Biophysics and Biochemistry The course offers an introduction to quantitative methods relevant to analysis and interpretation of biophysical and biochemical data. Topics covered include statistical testing, data presentation, and error analysis; introduction to dynamical systems; analysis of large datasets; and Fourier analysis in signal/image processing and macromolecular structural studies. The course also includes an introduction to basic programming skills and data analysis using MATLAB. Real data from research groups in MB&B are used for practice. Prerequisites: MATH 120 and MB&B 600a or equivalents, or permission of the instructors. J. Berro, N. Malvankar, Y. Xiong

MB&B 676b, Responsible Conduct of Research Designed for students who are beginning to do scientific research. The course seeks to describe some of the basic features of life in contemporary research and some of the personal and professional issues that researchers encounter in their work. Approximately six sessions, run in a seminar/discussion format. Required of all first-year BQBS graduate students. Staff

MB&B 710b/C&MP 710b, Electron Cryo-Microscopy for Protein Structure Determination Understanding cellular function requires structural and biochemical studies at an ever-increasing level of complexity. The course is an introduction to the concepts and applications of high-resolution electron cryo-microscopy. This rapidly emerging new technique is the only method that allows biological macromolecules to be studied at all levels of resolution from cellular organization to near atomic detail. J. Zhang

MB&B 711b/C&MP 711b, Practical cryo-EM Workshop This laboratory course provides hands-on training in the practical aspects of macromolecular structure determination by cryo-electron microscopy (cryo-EM). Topics include cryo-EM data collection, image preparation and correction, single-particle picking and 2-D classification, 3-D classification, refinement and post-processing, model building, refinement and evaluation. The course includes training in the use of computer programs used to perform these calculations. Prerequisite: MB&B 710/C&MP 710. Y. Xiong, F. Bleichert

MB&B 720a, Macromolecular Structure and Biophysical Analysis An in-depth analysis of macromolecular structure and its elucidation using modern methods of structural biology and biochemistry. Topics include architectural arrangements of proteins, RNA, and DNA; practical methods in structural analysis; and an introduction to diffraction and NMR. Prerequisites: physical chemistry (may be taken concurrently) and biochemistry. Y. Xiong, J. Howard, S. Tang, F. Bleichert

MB&B 730a, Methods and Logic in Molecular Biology The course examines fundamental concepts in molecular biology through intense critical analysis of the primary literature. The objective is to develop primary literature reading and critical thinking skills. Required of and open only to first-year graduate students in BQBS. M.J. Solomon, W. Gilbert, C. Paulsen, M. Simon

MB&B 734b/GENE 734b/MBIO 734b, Molecular Biology of Animal Viruses Lecture course with emphasis on mechanisms of viral replication, oncogenic transformation, and virus-host cell interactions. W. Mothes, M. Laurent-Rolle

MB&B 743b/GENE 743b/MCDB 743b, Advanced Eukaryotic Molecular Biology Selected topics in transcriptional control, regulation of chromatin structure, mRNA processing, mRNA stability, RNA interference, translation, protein degradation, DNA replication, DNA repair, site-specific DNA recombination, somatic hypermutation. Prerequisite: biochemistry or permission of the instructor. Staff

MB&B 752b and MB&B 753b and MB&B 754b/CB&B 752b/CPSC 752b/MCDB 752b, Biomedical Data Science: Mining and Modeling Biomedical data science encompasses the analysis of gene sequences, macromolecular structures, and functional genomics data on a large scale. It represents a major practical application for modern techniques in data mining and simulation. Specific topics to be covered include sequence alignment, large-scale processing, next-generation sequencing data, comparative genomics, phylogenetics, biological database design, geometric analysis of protein structure, molecular-dynamics simulation, biological networks, normalization of microarray data, mining of functional genomics data sets, and machine-learning approaches to data integration. Prerequisites: biochemistry and calculus, or permission of the instructor. M. Gerstein and M. Simon

MB&B 800a, Advanced Topics in Molecular Medicine The seminar, which covers topics in the molecular mechanisms of disease, illustrates timely issues in areas such as protein chemistry and enzymology, intermediary metabolism, nucleic acid biochemistry, gene expression, and virology. M.D. and M.D.-Ph.D. students only. Prerequisite: biochemistry (may be taken concurrently). S. Baserga, W. Konigsberg

Neurology

LLCI 910, 203.737.1860

https://medicine.yale.edu/neurology

Professors L.M. Airas (Adjunct), T. Allison (Emeritus), J.M. Baehring, H. Blumenfeld, J. Booss (Emeritus), S.D. Dib-Hajj, H. Feldman (Adjunct), R.K. Fulbright (Radiology and Biomedical Imaging), C.H. Gottschalk, J. Grutzendler, F. Hafferty (Adjunct), D. Hafler (Chair), L.J. Hirsch, B. Jabbari (Emeritus), J.D. Kocsis, V. K. Kuchroo (Adjunct), S. Lipton (Adjunct), R.H. Mattson (Emeritus), L.R. Ment (Pediatrics), D.S. Navaratnam, A. Omuro (Adjunct), H.S. Patwa, O. C. Petroff (Emeritus), J.W. Prichard (Emeritus), P. Rakic (Neuroscience), D. Reich (Adjunct), M. Sasaki (Adjunct), C. Scherzer, J. Schindler, J. Seibyl (Adjunct), B.A. Shaywitz (Pediatrics), K.N. Sheth, S. Spudich, S.M. Strittmatter, J. Thomas, M. Treggiari (Adjunct), C.H. Van Dyck (Psychiatry), S. Waxman, S. Zivkovic

Associate Professors H.H. Altalib, N. Bamford, T. Belliveau, C. Benjamin, T. Biederer, F.C. Brown, W. Cafferty, S.S. Chandra, A. de Havenon, K. Destefano, D. DiCapua, G. Falcone, S. Ghosh, E. Gilmore, D. Hwang (Adjunct), C. Ionita, S. Kadimi, B. Keung, B. Khokhar (Adjunct), V. Knight (Pediatrics), B. Koo, H. Krestel (Adjunct), E. Longbrake, N. Makhani (Pediatrics), D. Matuskey (Radiology and Biomedical Engineering), J. Moeller, S. Novella, R. Nowak, K.C. O’Connor, A. Patel, N.H. Petersen, D. Pitt, I.H. Quraishi, S. Rangaraju, B. Roy, V. Santini, E. Sharp, J. Sico, A. Sivaraju, S. Tinaz, H. Tokuno, B. Tolchin, T. Toothaker, S. Towns, D.C. Volpe, D.M. Zagar, H.P. Zaveri

Assistant Professors S. Atta, M. Barden, R. Beekman, T. Bilchik, N. Blondin, S. Brinker (Adjunct), Y. Cardenas Castillo, C.I. Carrion, V. Cooper, K.V. Desai, J. Dewey, M. Dhakar (Adjunct), M. Dominguez-Villar (Adjunct), M. Dorotan, L. Driskell, S. Elnazar, S. Epstein, S. Farhadian (Medicine), A. Fesharaki-Zadeh (Psychiatry), A.A. Fisayo, M. Fong (Adjunct), R. Forman, C. Fredericks, N. Gaspard (Adjunct), J. Giles, P. Gopal (Pathology), A. Grinberg, R. Gunasekara, B. Hameed, H. Hawong, A. Herlopian, S.E. Holmes (Psychiatry), O. Honmou (Adjunct), A.S. Jasne, J. Kim, S. Krishnakumar, M. Landreneau, K. Le, C. Loomis, C.B. Maciel (Adjunct), J. Magid-Bernstein, D. Matuskey (Radiology and Biomedical Imaging), M. McCauley, K. Medin, A. Meyer (Adjunct), G. Mills, N. Mishra, R. Narula, J.P. Ney, S. Park, B. Patedakis Litvinov, A. Perez, J. Peters, M. Prust, K. Raddassi (Adjunct), A. Rashid (Psychiatry), M. Rosen (Orthopaedics and Rehabilitation), L. Ruiz, A. Rusk, S. Sanamandra, S. Schaefer, E. Schindler, R. Sharma, Z.B. Sheikh (Adjunct), R. Shirane, T. Sumida, N. Sunmonu, C. Traner, B. Tseng, N. Tzikas, U. Usman, A. Vives-Rodriguez, L. Zhang, A. Zubair

Instructors J.M. Cedarbaum, K. Holroyd, Z. Lin, L. McAlpine, L. O’Keefe, M. Sharma

Senior Research Scientist/Scholar C.M. Viscoli (Medicine)

Research Scientists J. Bai, X. Cheng, M. Estacion

Associate Research Scientists C. Benson, G. Bories, Y. Cai, Y. Chan, C. Chen, V. D J, R. Duckrow, C. Espinosa-Garcia, M. Gopaul, D. Griffith, C. He, I. Kondratiuk, P. Kumar, R. Kumari, K. Lankford, S. Lee, G. Masi, M. Matos, B. Schulman, L. Simoes Braga Boisserand, M. Skarica, U. Srivastava, A.M. Szekely, L. Tong, T. Vasylyev, N. Wang, B. Weykopf, S.S. Yandamuri, Y. Yasumizu, P. Zhao

Clinical Professors R. Lesser (Ophthalmology and Visual Science), S. Levy (Pediatrics)

Associate Clinical Professors J.L. Gross, D. Rosenblum (Orthopaedics and Rehabilitation), N. Werdiger

Assistant Clinical Professors A. Adlakha, S. Ali, M. Bailey, J. Guarnaccia, D. Richardson, D. Russell (Psychiatry), K. Sena, M.J. Stransky

Lecturer L. Bandaru

Clerkship

Medical Approach to the Patient Clerkship This twelve-week integrated block is composed of Internal Medicine and Neurology rotations. The course is structured to give clerkship students in-depth experience with the diagnosis and management of adult medical issues. Because of the significant clinical overlap between internal medicine and neurology, these two disciplines are combined to form the MAP experience. Student will rotate through eight weeks of internal medicine and four weeks of neurology during their MAP experience. In addition to rotation-specific didactics, students will attend the “Top Ten” series of didactics throughout their MAP block, covering common chief complaints that encompass diagnoses specific to internal medicine and neurology.

Electives

Neurology AXONS Longitudinal Elective This year-long elective provides mentorship and exposure to careers in neurology. Students participate in monthly group meetings and periodic mentorship meetings throughout the course of the year, as well as engage in a scholarly activity on their own time. Meetings address the skills necessary for scholarly work in neurology, various aspects of applying for neurology residency, and information regarding careers in neurology. Participating students are matched with near-peer as well as faculty mentors to assist in their residency/career preparation. In addition, students have the opportunity to participate in clerkship educational activities and develop their skills as clinician educators. Credit for this elective is based on completion of activities using a points system. This elective is graded Pass/Fail.

Neurology Clinical Elective (Tailored) Students work directly with attending faculty, chief residents, and junior residents as well as other medical students, rotators, and support staff. A series of special didactic conferences on the most important topics in neurology are provided, and the student also participates in departmental conferences and seminars. An assessment of history taking, neurological examining skills, and problem assessment is performed by an attending faculty member with each student. At times, other customized electives may be designed with the program director in areas such as epilepsy, stroke, movement disorders, neuroimmunology, etc., as well as clinical neurophysiology and research methods. Prerequisite: completion of the neurology portion of Medical Approach to the Patient.

Neurology Consult Service Elective Under the supervision of the neurology consult resident and attending physician, students evaluate patients referred for neurologic consultation from other inpatient services at Yale New Haven Hospital. Students also participate in academic activities of the department. Open to fourth- and fifth-year students only.

Neurology Ward Service Elective Under appropriate supervision, students directly examine, diagnose, and manage patients on the neurology ward service at Yale New Haven Hospital; attend daily teaching rounds; and attend a series of special didactic conferences on the most important topics in neurology. Open to fourth- and fifth-year students only.

Subinternship

Neurology Subinternship This advanced elective offers students the opportunity to work at a higher level of independence and responsibility equivalent to that of an intern on the neurology ward service at Yale New Haven Hospital. Working with attending faculty, senior and junior residents, and support staff, students directly examine, diagnose, and manage patients and attend daily teaching rounds, special didactic conferences, and seminars on the most important topics in neurology. Students hone their ability to obtain an accurate neurological history, perform and interpret a neurological examination, recognize the appropriate indications for ordering laboratory studies, and interpret the results of these studies, including EEG, EMG, nerve conduction studies, evoked potentials, lumbar puncture, and CT and MR imaging of the brain and spinal cord. The goal is for the student to recognize and understand less common neurological problems, including multiple sclerosis, Parkinson’s disease and other movement disorders, neuromuscular diseases, dementia, central nervous system infections, and tumors of the nervous system. At times, other customized subinternships may be designed with the program director in areas such as epilepsy, stroke, movement disorders, neuromuscular medicine, neuroimmunology, and neurocritical care. Prerequisite: completion of the neurology portion of Medical Approach to the Patient.

Neuroscience

SHM C303, 203.785.4323

https://medicine.yale.edu/neuroscience

Professors A.T. Arnsten, H. Blumenfeld (Neurology), D. Colón-Ramos, K.P. Cosgrove (Psychiatry), M.C. Crair, P. De Camilli, J.B. Demb (Ophthalmology and Visual Science), R. DiLeone (Psychiatry), J.E. Gelernter (Psychiatry), C.A. Greer, J. Grutzendler (Neurology), M. Gunel (Neurosurgery), M. Hammarlund, J. Hirsch (Psychiatry), T.L. Horvath (Comparative Medicine), Y. Jiang (Genetics), E.A. Jonas (Medicine), J. Kocsis (Neurology), A.J. Koleske (Molecular Biophysics and Biochemistry), J.H. Krystal (Psychiatry), D. Lee, C. Li (Psychiatry), A. Louvi (Neurosurgery), D.A. McCormick (Emeritus), M.N. Nitabach (Cellular and Molecular Physiology), J. Noonan (Genetics), G.D. Pearlson (Psychiatry), M. Picciotto (Psychiatry), V. Pieribone (Cellular and Molecular Physiology), M.N. Potenza (Psychiatry), P. Rakic, J. Santos-Sacchi (Surgery), M.L. Schwartz (Emeritus), N. Sestan, R. Sinha (Psychiatry), S.M. Strittmatter, J. Taylor (Psychiatry), S. Tomita, F. Vaccarino (Child Study Center), C.H. Van Dyck (Psychiatry), S. Waxman (Neurology), D. Zenisek (Cellular and Molecular Physiology), Z. Zhou (Ophthalmology and Visual Science)

Associate Professors T. Biederer (Neurology), C. Bruce, W. Cafferty (Neurology), J.A. Cardin, S.S. Chandra, M. Dietrich (Comparative Medicine), G. Dragoi (Psychiatry), S. Ferguson (Cell Biology), E. Gracheva, A.R. Gupta (Pediatrics), M.J. Higley, E. Hoffman (Child Study Center), I. Kim (Ophthalmology and Visual Science), C. Kwan (Psychiatry), I. Levy (Comparative Medicine), J. Lim, D.S. Navaratnam (Neurology), H. Seo (Psychiatry)

Assistant Professors R. Chang, E. Damisah (Neurosurgery), E. Favuzzi, T. Geiller, J. Guo, M. Jadi (Psychiatry), J. Jeanne, L. Liang, J. Murray (Psychiatry), A. Nandy, K. Pattabiraman (Child Study Center), G. Santpere Baro (Adjunct), S. Yogev, L. Zhang (Neurology)

Senior Research Scientists N. Carnevale, M. Hines, M.L. Schwartz, J. Verhagen, M. Wang

Research Scientists J. Arellano, A. Duque, J. Greenwood, V. Luria, Y. Morozov, L. Shao, Y. Wu

Associate Research Scientists A. Alshuwaykh, C. Butan, P. Charbogne, X. Chen, C. Chiu, S. Emerson, K. Ferguson, K.T. Gobeski, R.H. Goodman, J. Gupta, M. Hanna, R. Kannan, N. Kaur, N. Khan, S. Kim, M.A. Kostylev, R. Kovner, H. Li, N. Matsumoto, N. Micali, J. Milani Scorisa Salgado, T. Morse, Q. Perrenoud, C. Qi, P.S. Shamble, M. Shibata, S. Sindhu, H. Snell, D. Spergel, Y. Sun, H. Takahashi, J. Tavares Da Silva Pereira, A. Ugar Orman, X. Wang, L. Wei, S.A. Wilson, P. Xu, S. Yang, Q. Zhao

The interdisciplinary research programs of Yale neuroscience faculty are central to Yale’s Interdepartmental Neuroscience Program (INP). This unique, broad-based training program is best described as a “department without walls,” with the primary purpose of providing students with a maximum of diversity and depth in the most important areas of neuroscience research. The training program draws on the knowledge and expertise of more than 100 faculty members, representing more than twenty departments in both the Faculty of Arts and Sciences and the School of Medicine, ranging from psychiatry to pharmacology, from cell biology to computer science. Although each faculty member has strong department affiliations, the INP faculty functions as a cohesive and collaborative unit whose aim is to foster in graduate students an appreciation of and familiarity with the breadth of neuroscience and to create an environment in which students are encouraged to study problems from several perspectives.

The INP seeks to produce neuroscientists with both specialized knowledge and a broad-based understanding of the discipline. This is accomplished in part through a core curriculum which is designed to ensure a comprehensive understanding of modern neuroscience. For more information on courses and on requirements for the combined M.D.-Ph.D. degree program, see Interdepartmental Neuroscience Program in the Graduate School of Arts and Sciences bulletin (https://catalog.yale.edu/gsas).

Neurosurgery

TMP 4, 203.785.3275

https://medicine.yale.edu/neurosurgery

Professors J.M. Baehring (Neurology), R. Bindra (Theraputic Radiology), H. Blumenfeld (Neurology), A. Bordey, R. Bronen (Radiology and Biomedical Imaging), V. Chiang, E. Claus (Public Health), R. Constable (Radiology and Biomedical Imaging), N.C. DeLanerolle (Emeritus), M. DiLuna, C. Duncan (Emeritus), T. Eid (Laboratory Medicine), C.A. Greer, M. Gunel (Chair), J. Kveton (Surgery), C. LaMotte (Emeritus), A. Louvi, A. Malhotra (Radiology and Biomedical Imaging), E. Mendel, J. Piepmeier (Emeritus), S. Schiff, J. Schindler, N. Sestan (Neurology), K.N. Sheth, D. Spencer (Emeritus), R. Verhaak, J. Zhou

Associate Professors K. Bilguvar (Adjunct), S. Chen (Genetics), J.T. King, C. Matouk, K. Mishra, J. Moliterno Gunel, S. Omay

Assistant Professors F. Bahrassa, T. Barak, J. Bartolomei, A. Cagalayan (Adjunct), E. Damisah, P. Doherty, E. Erson Omay, K. Firouzi (Adjunct), M. Gupta, R. Hebert, K. Kahle (Adjunct), H. Kaymakcalan Celebiler (Adjunct), L. Kolb, M. Laurans, P. Shear, K. Wu, J. Yeung

Senior Research Scientists N.C. DeLanerolle, C. Duncan, D. Spencer

Research Scientists K.C. Johnson, K. Yasuno

Associate Research Scientists S. Amin, J. Antonios, M. Apuzzo, S. Coskun, J. Davis, A. Elsamadicy, A. Ercan-Sencicek, O. Henegariu, M. Javanbakht Movassagh, H. Lin, E. Martin-Lopez, Z. Meng, R. Mulondo, S. Nishimura, M. Osman, S. Robert, Y. Takeo, A. Whelan, Y. Xu, K. Yalcin

Assistant Clinical Professor P. Dickey

Associate Professor Adjunct of Research H.P. Zaveri (Neurology)

Subinternship

Neurosurgery Subinternship The subinternship allows senior medical students the opportunity to vastly extend their breadth of knowledge of neurological diseases and how they are managed both surgically and nonsurgically. Subinterns function essentially as a supervised intern, working closely with the cohesive group of mid-level providers, residents, and attending physicians in the inpatient, outpatient, and operating room settings. Subinterns are expected to participate in the evaluation and management of assigned patients, pre-round with writing of ICU notes, make rounds and attend clinics, assist in ICU procedures and surgeries, and attend academic conferences. Subinterns are expected to present their scholarly work at one of our academic conferences. The service is a busy one, and subinterns will have a wide range of surgical and clinical experiences. Examples of surgeries frequently encountered include, but are not limited to, aneurysm surgery with craniotomy or endovascular coiling or stenting; carotid endarterectomy; pediatric skull and spine reconstruction and repairs; brain tumor surgery, including awake craniotomy, epilepsy surgery, transnasal surgery, and deep brain stimulation; and spine surgery, including minimally invasive and deformity correction surgery.

Obstetrics, Gynecology, and Reproductive Sciences

FMB 307, 203.785.4212

https://medicine.yale.edu/obgyn

Professors V.M. Abrahams, A.M. Arici, M. Azodi, M.O. Bahtiyar, J.A. Copel, T. D’Hooghe (Adjunct), P. Dottino, A.J. Duleba (Adjunct), O. Harmanli, R.B. Hochberg (Emeritus), T.L. Horvath (Comparative Medicine), Y. Huang, P. Hui (Pathology), J.L. Illuzzi, Y. Jiang (Genetics), M. Khokha (Pediatrics), C. Leranth, H. Lin (Cell Biology), H. Lipkind (Adjunct), C.J. Lockwood (Adjunct), W.E. Longo (Surgery), T. Madden, U. Magriples, S. Munne, K. Oktay (Adjunct), M.J. Paidas (Adjunct), L. Pal, S. Pecorelli (Adjunct), A. Pellicer Martinez (Adjunct), C.M. Pettker, M. Polan, E. Ratner, U.M. Reddy (Adjunct), A.D. Santin, P.M. Sarrel (Emeritus), P.E. Schwartz (Emeritus), R. Scott (Adjunct), D.B. Seifer, E.U. Seli, H.S. Taylor (Chair), S. Thung, K. Yonkers (Psychiatry), H. Zhang (Public Health)

Associate Professors S. Abdel-Razeq, R.S. Bercik, K. Campbell, S. Cross, G.S. Daftary (Adjunct), V. Desai (Adjunct), M. Fishman, C. Flannery, F. Galerneau, J.B. Henrich (Medicine), G. Huang, A. Kallen (Adjunct), Y. Konnikova (Pediatrics), K. Lawrence, B. Lesch (Genetics), D. Li (Adjunct), A. Merriam, V. Parkash (Pathology), L. Rickey (Urology), D. Sakkas (Adjunct), S.S. Sheth, D.H. Stitelman (Surgery), M. Son (Adjunct), A. Turitz, A.V. Vash-Margita, S.D. Whirledge, J. Wong, X. Xu (Adjunct), Y. Yang, L. Zamore

Assistant Professors O. Adeyemo, G. Altwerger, V. Andikyan, S. Andiman, L. Bazzett-Matabele (Adjunct), I.K. Berrahou, S.P. Bowers, J. Chung (Cellular and Molecular Physiology), M.B. Clark, A. Denoble, L.L. Fan, V. Flores (Adjunct), D. Garg, O. Grechukhina, C. Halicigil, T. Huynh, S. Jasani, R. Kaza, K. Kohari, M. Lalioti (Adjunct), A.M. Larorwitz, E. Lee (Adjunct), W. Mak (Adjunct), M. McAdow, N. Miller, A. Mor (Adjunct), L. Moroz, K. O’Donnell, K. Papatla, S. Pathy, M. Rainford, N.E. Ringel, F. Seifi, J. Sheu, A.K. Smith, W. Soble, B. Sozen (Genetics), R. Tal, M. Tong, E.A. Topran

Instructors E. Dave, J. Ding, M. Greenman, H. Hosier, A. Huber, A. Igeh, C. Liao, B. McNamara, L. Mutlu, R. Seaman, C. Sinnott, B. St. Martin, S. Stammler, S.K. Stortz, L. Sweeney, M. Volovsky, V. Wesevich, L. Yang

Senior Research Scientists X. Gao (Comparative Medicine), S.M. Guller, R.B. Hochberg, P.E. Schwartz, N.S. Stachenfeld

Research Scientists H.J. Kliman, G. Krikun, Z. Lin, R. Mamillapalli

Associate Research Scientists A. Ayaz, M. Basar, S. Bellone, O. Chaplia, J.F. Culhane, T. Hartwich, L. Lundsberg, S. Nichols-Burns, A. Tal, E. Unsal, Y. Zhu

Clinical Professors V. Lynch, M. Minkin, H. Sauer, R. Stiller, S. Vermund (Public Health)

Associate Clinical Professor R. Auerbach, S. Casper, R. Cwik, S. Fleischman, T. Hanson, R. Kaump, G. Kleinman, R. Moscarelli, N. Ravski, S. Richman, M. Silvestri

Assistant Clinical Professors A. Acharya, N. Achong, A. Chelouche, R. Chosak, J. Cuteri, R. Deal, M. Dube, T. Firoz (Medicine), S. Flaherty, K. Fletcher, S.M. Kashani, J. Laifer, S. Laifer, D. Lima, R. O’Sullivan, L. Plisic, R. Pringle, M. Reel, B. Rigney, T. Spurrell

Clinical Instructors R.C. Abder, E. Ackley, M. Asis, K. Aversa, T. Aziz, M. Baumbusch Brooks, E. Blair, C. Boeras, R. Choudhary, C. Cookson, R. Datar, G. Dunston-Boone, A. Edusa, J.A. Ferrentino, K.M. Goins, M. Haynes, T. Hoerle, C. Huttler, J. Jaggi, S. James-Conterelli, D. Kopel, L.A. Licare, G. Lynch, B. Maloy, M. Murray, M. Nwosu, K. Rath, A. Rauktys, M. Rhee, N. Rivera, A.B. Rostkowski, J. Shih, M. Sivkin, O. Sobh, M. Speranza, S. Tandon, K. Thomas, D. Tonzola, M. Torbey, J.M. Tornatore, K. Wright

Clerkship

Women’s and Children’s Health Clerkship This is a twelve-week integrated clerkship block that combines Pediatrics with Obstetrics and Gynecology (OB/GYN). The combination of these two disciplines allows students to experience and appreciate the continuum in health between women and children. Students experience this interconnectedness through their clinical encounters, integrated didactics, and a combined postcede at the end of the integrated clerkship block.

Elective

Gynecologic Oncology Elective The purpose of the gynecologic oncology elective is to enhance the student’s knowledge of the diagnosis and management of women with gynecologic malignancies. The course is offered to one student at a time for two weeks. The student is exposed to all modalities of treatment for gynecologic malignancies including radical gynecological surgery, chemotherapy, and radiation therapy. The student is expected to be an integral part of the team in the management of the patients admitted to the service. The student admits patients and takes part in their care throughout the elective period. The student is assigned to the operating room, especially to assist the patient whom he or she has evaluated. In addition to operating room exposure, extensive experience is gained in the post- operative management of these patients. The student has the option to request a day in the ambulatory setting where the student is exposed to the outpatient management of cancer, chemotherapy, and colposcopy. On a weekly basis, students attend divisional teaching sessions as well as the multi-discipline tumor conference. There is no night call on this elective. The recommended text for this elective is Clinical Gynecologic Oncology (DiSaia).

Pediatric and Adolescent Gynecology Elective This two-week elective provides hands-on experience in Pediatric and Adolescent Gynecology in both inpatient and outpatient clinical settings. In the mornings, students attend rounds with supervising attending and Ob/Gyn & Pediatric and/or pediatrics residents. Students are exposed to acute common as well as rare pediatric and adolescent gynecologic disorders. The student obtains histories and performs examinations on newly admitted patients or consult patients. Bedside discussions regarding diagnosis, work up and treatment are encouraged. The student mainly works in the Pediatric and Adolescent Gynecology consultation service and outpatient clinics. The consultation service exposes the student to various acute conditions in Pediatric and Adolescent Gynecology. The elective is generally exposed to a mixture of outpatient and inpatient clinical care in Pediatric Gynecology with exposure to pediatric surgery, urology, and endocrinology. Prerequisite: core Ob/Gyn clerkship.

Subinternships

Gynecologic Oncology Subinternship The purpose of the gynecologic oncology subinternship is to enhance the student’s knowledge of the diagnosis and management of women with gynecologic malignancies. The student is exposed to all modalities of treatment for gynecologic malignancies including radical gynecological surgery, chemotherapy, and radiation therapy. The student is expected to be an integral part of the team in the management of the patients admitted to the service. The student admits patients and takes part in their care throughout the subinternship period. In addition to operating room exposure, extensive experience is gained in the postoperative management of these patients. In the ambulatory setting, the student is exposed to the outpatient management of cancer, chemotherapy, and colposcopy. On a weekly basis, the student also attends divisional teaching sessions and the multidiscipline tumor conference. There is no night call. The recommended text is Clinical Gynecologic Oncology (DiSaia). Prerequisite: core Ob/Gyn clerkship.

Maternal Fetal Medicine Subinternship The Maternal Fetal Medicine division offers a four-week, high-risk obstetrics subinternship for fourth-year medical students. The student functions as a subintern and team member in the care of high-risk obstetrical patients at Yale New Haven Hospital. In addition to inpatient duties, the student attends the outpatient clinic once a week. Students also participate in prenatal ultrasound sessions as well as labor and delivery activities. Numerous didactic conferences are held during the rotation. It is recommended that students use the text Williams Obstetrics (Cunningham) to prepare for this experience and for research during the rotation. Evaluation of the student is based on clinical performance, participation at rounds, and the student’s presentation of an evidence-based case review to members of the MFM division. Prerequisite: core Ob/Gyn clerkship. Students are expected to work two weekend days of their choice.

Pediatric and Adolescent Gynecology Subinternship This four-week subinternship provides hands-on experience in pediatric and adolescent gynecology in both inpatient and outpatient clinical settings. In the mornings, students attend rounds with the supervising attending physician and residents. Students are exposed to acute common as well as rare pediatric and adolescent gynecologic disorders and can expect to participate in the care of girls and adolescent females with vulvar conditions, abnormal pubertal development, bleeding disorders, gastrointestinal diseases, reproductive issues stemming from endocrine disorders (PCOS and others), collagen vascular disorder, developmental and physical delays, disorders/differences of sexual development, and postoperative complications. Students obtain histories and perform examinations on newly admitted patients or consult patients. Bedside discussions regarding diagnosis, work up, and treatment are encouraged. Prerequisite: core Ob/Gyn clerkship.

Reproductive Endocrinology and Infertility Subinternship The Reproductive Endocrine and Infertility (REI) division offers a four-week subinternship for fourth- and fifth-year students. In addition to gaining knowledge of human reproductive endocrine function, students are introduced to disruptions in physiology and function, which can lead to endocrinological and infertility disorders. Common problems seen in REI practice include female and male infertility, recurrent pregnancy loss, polycystic ovarian syndrome, anovulation, amenorrhea, endometriosis, chronic pelvic pain, abnormal uterine bleeding, and uterine leiomyomas. Exposure to Advanced Reproductive Technologies (ART) is integrated into this subinternship. In addition to clinical activities in the office and the hospital, students have the opportunity to attend division conferences. Evaluation is based on clinical performance in the office and the operating room, and on an evidence-based presentation on an REI topic of interest. Recommended text: Clinical Gynecological Endocrinology & Infertility (Speroff). Prerequisite: core Ob/Gyn clerkship.

Urogynecology and Reconstructive Pelvic Surgery Service Subinternship Offered by the Section of Urogynecology and Reconstructive Pelvic Surgery. Students are taught about the normal and abnormal physiology and function of the female pelvic floor and are introduced to the diagnosis and management of female pelvic floor disorders, namely lower urinary tract disorders, pelvic organ prolapse, and defecatory disorders. Common problems encountered by urogynecologists include urinary incontinence, recurrent urinary tract infections, cystocele, rectocele, uterine prolapse, vaginal vault prolapse after hysterectomy, microscopic hematuria, dyspareunia, interstitial cystitis, anal incontinence, and constipation. Exposure to advanced pelvic floor reconstructive surgery is also integrated into this elective. In addition to clinical activities in the office and the hospital, students have the opportunity to attend section didactics. Evaluation is based on clinical performance in the office and the operating room, participation in didactics, and an evidence-based presentation on a urogynecology topic of interest. Prerequisite: core Ob/Gyn clerkship.

Ophthalmology and Visual Science

40 Temple Street, 3rd floor, 203.785.2020

https://medicine.yale.edu/eyes

Professors R. Adelman (Emeritus), M. Coca-Prados (Emeritus), M.C. Crair (Neuroscience), B.M. DeBroff, L.V. Del Priore (Chair), J.B. Demb, S.H. Forster (Emeritus), M.L. Sears (Emeritus), M. Shields (Emeritus), D. Silverstone, J.H. Sinard (Pathology), V. Vasiliou (Public Health), C.J. Zeiss (Comparative Medicine), D. Zenisek (Cellular and Molecular Physiology), Z. Zhou

Associate Professors J.H. Chow, M. Fields, K. Harris Nwanyanwu, J.J. Hoh (Public Health), M. Howard, J.E. Kempton, I. Kim, J. Liu, J.F. Martone, K.M. Stoessel, C. Teng

Assistant Professors M. Bakhoum, V. Diaz, M. DiStasio (Pathology), A.A. Fisayo (Neurology), B. Hafler, A. Hwang, P. Kang, M. Kibe, A.A. Kohli, N. Kombo, M. Maeng, A. Musto, S. Palioura (Adjunct), J. Rotruck, S. Sarrafpour, M. Tahvildari, E. Walsh, Y. Wang

Instructors L. Barnard, V. Rana, E. Volker

Research Scientists H. Cai, S. Lee

Associate Research Scientists Q. Chen (Biomedical Informatics and Data Science), Z. Chen, J. Gong, S. Miller, H. Song, X. Yin

Clinical Professors I. Abrams, R. Lesser

Elective

Ophthalmology and Visual Science Clinical Elective This intensive two- or four-week elective consists of ten half-day sessions per week. Students observe in specialty clinics and ophthalmic surgery. More advanced students evaluate patients in a general ophthalmology clinic. Students are expected to participate in departmental conferences and review independent study material provided by the department. Subspecialty experience includes cornea and external eye disease, glaucoma, neuro-ophthalmology, oculoplastics, retinal disease, and strabismus. By the end of the elective, students should be able to recognize the four most common causes of profound blindness and be able to identify vision-threatening and non-vision-threatening causes of a red eye; perform an external eye exam; use an ophthalmoscope to identify the optic nerve and be able to describe it; and have some familiarity with the slit lamp. Students who do the four-week elective are expected to do a presentation on a topic in ophthalmology at the end of the rotation. Evaluation is based on clinic performance, the case discussions, and the presentation. Teaching settings include the Yale Eye Center, the Yale Health Center, the West Haven VA Eye Clinic, and the Cornell Scott-Hill Health Center. Prerequisite: second-year ophthalmology module or equivalent.

Orthopaedics and Rehabilitation

47 College Place, 203.785.2579

https://medicine.yale.edu/ortho

Professors C. Allen, M.R. Baumgaertner, C.G. Carpenter (Emeritus), T. Carpenter (Pediatrics), D.R. Cooperman, G. Friedlaender, J. Fulkerson, J. Grauer, A.H. Haims (Radiology and Biomedical Imaging), M. Horowitz (Emeritus), P. Jokl (Emeritus), M. Lattanza (Chair), F.Y. Lee, C. Liu, M.J. Medvecky, M.M. Panjabi (Emeritus), R.R. Pelker (Emeritus), T.S. Renshaw (Emeritus), P.G. Whang

Associate Professors R. Aslam, C. Franklin, E. Gardner, D. Gibson, M.P. Leslie, D.M. Lindskog, I.C. Oh, L. Rubin, A. Socci, C.R. Swigart, D. Wiznia, B. Yoo

Assistant Professors K. Donohue, M. Dundas, A. Eslam Pour, B. Fram, D. Frumberg, A. Gianakos, A. Halim, L. Hanke, J. Hankenson, T. Hickernell, E. Holder, A. Jimenez, M. Li, X. Luo, I. Molloy, N. Morgado-Vega, C.A. Odonkor, S. Peden, R. Raju, R. Ramirez, M. Riedel, M. Rosen, D. Rubio, C. M. San Juan, S. Smith, T. Tokarz, D. Tuason, A. Varthi

Instructors A. Brzezinski, Y. Ogura, S.E. Rizzo, S. Sabzevari, S. Surucu

Senior Research Scientist M. Horowitz (Orthopaedics and Rehabilitation)

Research Scientist W. Fu, S. Tommasini

Associate Research Scientist D. Buono (Psychiatry), X. Kong, L. Moradi, X. Zhao, R. Zhou

Associate Clinical Professor D. Rosenblum

Assistant Clinical Professor R. Bernstein, S. Brown, R. Katz, K. Kramer, A. Reznik, J. Sumner

Lecturer A. Glennon

Elective

Interdisciplinary Musculoskeletal Care Elective Disorders and diseases of the musculoskeletal system are a leading cause of pain, physical disability, and doctor visits throughout the world, but physicians have historically received inadequate training during medical school on how to examine, diagnose, and manage these conditions. This four-week elective provides medical students with an experience of a multidisciplinary approach to care for patients with musculoskeletal diseases and disorders. Medical students who elect to take this course spend time on a weekly basis to learn from teams in outpatient orthopedics, physical medicine and rehabilitation (also known as physiatry), pain medicine, physical therapy, diagnostic radiology, and rheumatology. Specifically, students gain an appreciation for how each specialty examines, diagnoses, and manages patients with conditions of the musculoskeletal system to close the gap in medical education described above and cultivate foundational clinical skills beneficial for all physicians given the prevalence of musculoskeletal disorders and diseases in the United States such that all physicians, regardless of one’s ultimate choice in specialty/subspecialty training, will continually encounter patients with these conditions throughout their careers.

Physical Medicine and Rehabilitation Introduction This two-week elective exposes the fourth-year student to the specialty of PM&R under the direction of attending physiatrists. Students gain clinical experience and participate in the evaluation and rehabilitation management of patients with various disabling conditions such as stroke, acquired brain injury, amputation, multiple trauma, arthroplasty, acute and chronic musculoskeletal conditions, and spinal cord injury. In addition to management of the medical care of patients with disabilities, students gain an understanding of the rehabilitation team approach, which is an integral part of the overall management of such patients. Students also have the opportunity to participate in the management of patients with acute and chronic pain. Management of a patient’s care through interaction with other health professionals such as neurologists, orthopaedic surgeons, psychiatrists, social workers, occupational therapists, speech and language pathology therapists, and physical therapists is an integral part of the elective. Students participate in the interdisciplinary rehabilitation team meetings held regularly in the inpatient rehabilitation setting and are exposed to the treatment modalities and therapeutic and diagnostic interventions performed by physiatrists. These interventions can include, but are not limited to, therapeutic exercise, therapeutic modalities (heat, cold, functional electrical stimulation, biofeedback), intrathecal baclofen, and therapeutic injection procedures such as interventional spine injections, corticosteroid joint injections, and botulinum toxin injections. Students may also be exposed to diagnostic tools such as electro diagnostic testing (electromyography or EMG and nerve conductions studies) and musculoskeletal ultrasound. Learning to take a comprehensive rehabilitation history and performing complete musculoskeletal and functional examinations are emphasized. Students also have the opportunity to observe their assigned patients during the patient’s course of rehabilitation therapies. Clinical settings may include inpatient consultations in Yale New Haven Hospital (both York Street and St. Raphael campuses); outpatient consultations at the Yale Spine Center (Long Wharf) and the YNHH Center for Musculoskeletal Care in Stamford, Old Saybrook, Milford, and/or North Haven; outpatient consultations with physiatrists at the West Haven VA Medical Center; and inpatient rehabilitation care of patients admitted to the YNHH inpatient rehabilitation unit (IRU) at the Rehabilitation and Wellness Center (Milford).

Subinternship

Orthopaedics and Rehabilitation Subinternship Students are active members of one of seven orthopaedic teaching teams: Adult Reconstruction and Orthopaedic Oncology, Orthopaedic Trauma and Fracture Care, Pediatric Orthopaedics, Spine Surgery, Outpatient Hand and Upper Extremity Surgery, Sports Medicine and Arthroscopic Surgery, and Foot and Ankle Surgery. Students assist in the management of orthopaedic inpatients and receive operating room experience in both the inpatient and outpatient settings. Participation in the orthopaedic outpatient clinics provides experience in the evaluation and treatment of common musculoskeletal conditions. It is recommended that students take call with the orthopaedic resident in the emergency room to gain insight into the principles of acute fracture management. Clinic and operating room experiences are supplemented by weekly subspecialty conferences and the residents’ education program.

Pathology

Lauder Hall 108, 203.785.2759

https://medicine.yale.edu/pathology

Professors A. Adeniran, N. Ahuja (Surgery), C. Ben Mamoun (Medicine), R. Bindra (Therapeutic Radiology), M.W. Bosenberg (Dermatology), R. Bucala (Medicine), N. Buza, G. Cai, S. Chang (Laboratory Medicine), K. Choate (Dermatology), Y. Choi (Emerita), J. Costa (Emeritus), S. Cowper (Dermatology), S. Dacic, V. Dixit, S. Downing (Emeritus), C. Fernandez-Hernando (Comparative Medicine), G.E. Friedlaender (Orthopaedics and Rehabilitation), E.J. Glusac, M. Harigopal (Adjunct), E. Herzog (Medicine), R.J. Homer, S. Hudnall (Emeritus), P. Hui, P. Humphrey, D. Jain, M. Kashgarian (Emeritus), J.H. Kim (Emeritus), S.H. Kleinstein, Y. Kluger, C.J. Ko (Dermatology), D.S. Krause (Laboratory Medicine), U. Krishnamurti, T. Kyriakides, W. Laskin, F.Y. Lee (Orthopaedics and Rehabilitation), C. Liu (Chair), J. Madri (Emeritus), V.T. Marchesi (Emeritus), J.M. McNiff (Dermatology), G. Moeckel, R.R. Montgomery (Medicine), R. Morotti, J. Morrow, J. Pober (Immunobiology), M. Prasad, D.L. Rimm, M.E. Robert, J.K. Rose (Emeritus), J.H. Sinard, J.L. Sklar (Emeritus), E. Snyder (Laboratory Medicine), D.F. Stern, Y. Suarez (Comparative Medicine), F. Tavassoli (Emeritus), A.B. West (Emeritus), M. Xu, Q. Yan, X. Zhang

Associate Professors A. Barbieri, D. Braddock, P. Cohen, B. Emu (Medicine), K. Finberg, A. Galan (Dermatology), P. Gershkovich, J.A. Gibson, S. Halene (Medicine), A. Huttner, R. Jensen (Therapeutic Radiology), S.G. Katz, D. Kowalski (Adjunct), A. Levi, D. McGuone, P. Myung (Dermatology), I. Nalbantoglu, D. Nguyen, V. Parkash, M.M. Pillai (Medicine), Y. Qyang (Medicine), K. Schalper, A. Siddon (Laboratory Medicine), E.C. Stites (Laboratory Medicine), M.M. Tomayko (Dermatology), S. Vilarinho (Medicine), Z. Walther, H. Wang, H. Wu, M. Zhong (Adjunct)

Assistant Professors R. Abi Raad, A. Augert, M. Bakhoum (Opthalmology and Visual Science), R. Baldassarri, D. Braun (Medicine), J. Chandler, L. Colón-Cartagena, G. Coppola, W. Damsky (Dermatology), A. Darbinyan (Adjunct), M. DiStasio, H. Dong (Adjunct), J. Eskendri (Adjunct), R. Fiorotto (Medicine), S. Garg (Laboratory Medicine), P. Gopal, V. Gupta (Medicine), B. Hafler (Ophthalmology and Visual Science), T. Higgins-Chen (Psychiatry), W. Huh, J. Ishizuka (Medicine), M. Kahila, D. Kumar, M.N. Lee (Laboratory Medicine), M. Levine (Adjunct), Z. Levine (Adjunct), Y. Liang, S. Liberos, Y. Liu, W. Luo, C. Mandel-Brehm, C. Minerowicz, G. Panse (Dermatology), S. Perincheri, S. Ramakrishnan, H. Sanchez, K. Stendahl, T. Sun, S. Thomas, M. Wang, I. Yildiz, D. Yimlamai (Pediatrics), M. Yu, S. Yu, H. Zhan, J. Zhou

Instructors P. Chen, H. Mizra

Senior Research Scientists J. Costa, M. Kashgarian, J. Madri, J.K. Rose, J.L. Sklar, A.B. West

Research Scientists Y. Bai, S. Jiang, K. Pham, J. Wang

Associate Research Scientists A. Aguirre-Ducler, T. Aung, R. Camp, M. Carpio, L. Chan, N. Chan, S. Chande, G. Gabernet Garriga, F. Gao, Y. Jin, H. Kato, S. Lang, M. Lu, S. Mathew, A. Porciuncula, B. Rajendran, K. Ranjan, M.C. Stankewich, B. Tao, Y. Xi, G. Yang, L. Yang, Y. Youm, H. Zhang

Clinical Professor J. Gill

Associate Clinical Professor L. Hao

Assistant Clinical Professors M. DeJoseph, W. Frederick (Laboratory Medicine), M.M. Pinto, S. Straub, S. Wong

School of Medicine Courses

Anatomic Pathology and Laboratory Medicine Combined Elective The goals for anatomic pathology are to understand the basic principles of diagnostic anatomic pathology and its role in clinical medicine. The goals for laboratory medicine are to learn appropriate usage and interpretation of laboratory tests and to gain a better understanding of the theoretical, technological, and clinical underpinnings of laboratory medicine. This elective is appropriate for students considering a career in laboratory medicine and/or pathology, and for all students who will use laboratory and pathology tests in their careers. One or two students every four weeks.

Anatomic Pathology Elective The department offers an elective to third- and fourth-year medical students that provides a broad experience in general diagnostic techniques. Students have opportunities to participate in autopsy pathology, cytopathology, and surgical pathology. A daily diagnostic conference is scheduled for both residents and students. In addition to direct responsibilities in autopsy and surgical pathology areas, the student has opportunities to participate in electron microscopy, immunohistochemistry, molecular diagnostics, and flow cytometry techniques.

Neuropathology Elective The major goals of this two-week elective rotation are to gain exposure to surgical and autopsy neuropathology, develop a basic understanding of common adult and pediatric CNS tumors and recognition of primary vs. metastatic tumors, develop a basic understanding of the grading of common brain tumors, recognize common non-neoplastic CNS disorders (e.g. infectious, inflammatory, vascular/infarct and neurodegenerative disorders), and gain an appreciation of molecular pathology and the use of predictive/prognostic biomarkers for neuropathologic diagnosis. Clinical settings include surgical neuropathology (EP2, NP3) at YNHH and autopsy/morgue (BML 55).

Graduate Courses

PATH 620a/C&MP 506a/PHAR 506a/PTB 620a, Lab Rotations Students work in laboratories of faculty of their choice. The schedule for each rotation is announced at the beginning of the fall term. Staff

PATH 630b/ENAS 535b, Biomaterial-Tissue Interactions Study of the interactions between tissues and biomaterials, with an emphasis on the importance of molecular- and cellular-level events in dictating the performance and longevity of clinically relevant devices. Attention to specific areas such as biomaterials for tissue engineering and the importance of stem/progenitor cells, as well as biomaterial-mediated gene and drug delivery. T. Kyriakides

PATH 640a/B&BS 640a, Developing and Writing a Scientific Research Proposal The course covers the intricacies of scientific writing and guides students in the development of a scientific research proposal on the topic of their research. All elements of an NIH fellowship application are covered, and eligible students submit their applications for funding. Enrollment limited to twelve. Required of second-year graduate students in Experimental Pathology. Registration allowed by prior authorization from course directors only. K. Politi

PATH 650b, Cellular and Molecular Biology of Cancer A comprehensive survey of cancer research from the cellular to the clinical level. The relation of cancer to intracellular and intercellular regulation of cell proliferation is emphasized, as are animal models for cancer research. Background in molecular genetics and cell biology is assumed. Open to advanced undergraduates with permission of the organizers. D.F. Stern

PATH 660b/C&MP 650b/PHAR 580b/PTB 650b, The Responsible Conduct of Research Organized to foster discussion, the course is taught by faculty in the Pharmacology, Pathology, and Physiology departments and two or three senior graduate students. Each session is based on case studies from primary literature, reviews, and two texts: Francis Macrina’s Scientific Integrity and Kathy Barker’s At the Bench. Each week, students are required to submit a reaction paper discussing the reading assignment. Students take turns leading the class discussion; a final short paper on a hot topic in bioethics is required. Staff

PATH 679a and PATH 680b/C&MP 629a and C&MP 630b/PHAR 501a and PHAR 502b/PTB 629a and PTB 630b, Seminar in Molecular Medicine, Pharmacology, and Physiology Readings and discussion on a diverse range of current topics in molecular medicine, pharmacology, and physiology. The class emphasizes analysis of primary research literature and development of presentation and writing skills. Contemporary articles are assigned on a related topic every week, and a student leads discussions with input from faculty who are experts in the topic area. The overall goal is to cover a specific topic of medical relevance (e.g., cancer, neurodegeneration) from the perspective of three primary disciplines (i.e., physiology: normal function; pathology: abnormal function; and pharmacology: intervention). Required of and open only to Ph.D. and M.D.-Ph.D. students in the Molecular Medicine, Pharmacology, and Physiology track. Staff

PATH 681a, Advanced Topics in Cancer Biology This advanced course focuses on readings and discussion on three or four major topics in cancer biology, such as targeted therapy, tumor immunology, tumor metabolism, and genomic evolution of cancer. For each topic, the class starts with an interactive lecture, followed by critical analysis of primary research literature. Recent research articles are assigned, and a student leads discussions with input from faculty who are experts in the topic area. Prerequisite: PATH 650 or permission of the instructor. Open to all Ph.D., M.D.-Ph.D., and M.P.H. students and to advanced undergraduates at the discretion of the instructor. K. Schalper

PATH 690a, Molecular Mechanisms of Disease This course covers aspects of the fundamental molecular and cellular mechanisms underlying various human diseases. Many of the disorders discussed represent major forms of infectious, degenerative, vascular, neoplastic, and inflammatory disease. Additionally, certain rarer diseases that illustrate good models for investigation and/or application of basic biologic principles are covered in the course. The objective is to highlight advances in experimental and molecular medicine as they relate to understanding the pathogenesis of disease and the formulation of therapies. D. Braddock, C. Fernandez-Hernando

Pediatrics

LMP 4085, 203.785.4638

https://medicine.yale.edu/pediatrics

Professors N. Ameen, W.A. Andiman (Emeritus), A.G. Asnes, M. Auerbach, C. Baum, A. Bazzy-Assad (Emiritus), K.A. Bechtel, M.J. Bizzarro, C.W. Bogue (Chair), P. Braverman (Adjunct), M. Brueckner, M. Cappello, S. Caprio, T. Carpenter, K. Chawarska (Child Study Center), L. Chen, J.A. Copel (Obstetrics, Gynecololgy, and Reproductive Sciences), E.R. Colson (Emeritus), M. Dias, B. Doolittle (Medicine), M.E. Egan, J. Fahey, E. Faustino, M. Flaherty-Hewitt, B.W. Forsyth (Emeritus), A. Friedman, P.G. Gallagher (Emeritus), M. Genel (Emeritus), I. Gross (Emeritus), J. Gruen, J.P. Hafler, W.E. Hellenbrand (Emeritus), J. Hendrickson (Laboratory Medicine), A.L. Horwich (Genetics), M.K. Hostetter (Adjunct), A.L. Hsiao, Y. Jiang (Genetics), O. Karam, M. Khokha, D.M. Komp (Emeritus), L. Krishnamurti, M. Langhan, J. Leckman (Child Study Center), J. Leventhal (Emeritus), G. Lister, R.A. Martinello (Medicine), L.C. Mayes (Child Study Center), P.L. McCarthy (Emeritus), L.R. Ment, M.R. Mercurio, G. Miller (Emeritus), I. Miller, T. Murray, E. Paintsil (Adjunct), J.M. Panisello, D.S. Pashankar, F.D. Pashnakar, J. Pérez Fontán (Adjunct), S.M. Peterec, M. Recht, S. Rooney (Emeritus), K. Santucci, E.D. Shapiro, B. Shaywitz, S.E. Shaywitz, J. Sherr, R.N. Shiffman (Emeritus), B. Smith (Laboratory Medicine), W.V. Tamborlane (Emeritus), S.N. Taylor, A. Tufro (Emeritus), M. Vazquez, S. Vermund (Public Health), S. Weinzimer, P.G. Weiss, C.C. Weitzman (Emeritus)

Associate Professors P.J. Ananth, P. Aronson, J. Asnes, N. Bamford, C.M. Beach, A. Berkwitt, S. Boulware, C. Bruno, E. Bruscia, D.R. Camenga (Emergency Medicine), C. Canapari, M.F. Canarie, E. Christison-Lagay (Surgery), M.X. Cicero, E. Deniz, C.A. Dinauer, R.W. Elder, S.I. Escalera, R.L. Fawaz, A.M. Fenick, D. Ferdman, I.D. Ferguson, J.S. Giuliano Jr., M. Goldman, C.K. Gooden (Anesthesiology), J. Goodwin, Y.F. Gozzo, I. Gross, M. Grossman, A.R. Gupta, S. Gupta, E. Hall, D. Hersh, D. Hochreiter, M.S. Hogan, M. Hommel, C. Ionita, A. Jastreboff (Medicine), L.C. Johnston, S. Kandil, V. Knight, S.A. Lakhani, O. Levit, J. Loyal, N. Makhani, A. Marks, S.A. Massaro, A. Montgomery, E. Myers, E.A. Nozetz, C.L. Olezeski (Psychiatry), R. Osborn, A.D. Patel, L. Pavlovic, J. Pellegrini, U. Phatak, A. Porto, A. Riera, L. Rodriguez, N. Santoro (Adjunct), V. Shabanova, N. Shah (Adjunct), M. Sharifi, B. Sheares, K. Sheares (Adjunct), M. Spencer-Manzon (Genetics), L. Sude, J. Talwalkar (Medicine), G.Y. Tiyyagura, A.V. Vash-Margita (Obstetrics, Gynecology, and Reproductive Sciences), E. Waldman (Surgery), S.A. Walsh, I.B. Yildirim, H.Z. Zhang (Genetics)

Assistant Professors S. Abedin, S. Agrawal, A. Ahmed, A. Alper, E. Aragona, R. Arbizu Alvarez, C.Y. Bakhoum, S. Bass (Radiology and Biomedical Imaging), J. Beiner, L. Braun, N. Brodsky, C. Buck, K. Byas, A. Cameron, K. Cardinale, L. Chen, F. Cheng, H. Collette, K. Corbin, A. Cozzo, C. Crana, E. Faherty, M. Fernandes, A. Flagg, N. Fleiss, K. Fletcher, J. Flom, Y. Fuchs, J.R. Gaither, A. Galderisi, D. Glaser, J. Greenberg, J. Gujral, L.H. Hart, K. Hieftje, P. Hu, K. Joseph, K. Kaman, R. Karnik, S. Kazmir, B. Keeshan, R. Kesman, A. Koral, K. Kosiv, S. Kwon, S. Kyc, S. Leeds, C. Lepus, M. Leslie, J. Leviter, R. Malik, M. McNamara, P. Mukherjee, L. Nally, C. Oliveira, O. Olaloye, S. O’Malley, S. Ostfeld-Johns, S.T. Panacherry, T. Pastor, R. Pierce, E.M. Powers, S. Prozora, S. Purrier, V. Puthenpura, B. Redmond, A. Rodriguez, D.J. Rosen, J. Rosenberg, A. Rosenthal (Adjunct), C.A. Rowan, S. Samuels, T. Schlachter (Radiology and Biomedical Imaging), M. Sider, L. Siew, J. Silberg, G. Soffer, G. Soma, S. Stahl (Child Study Center), J. Steele, M. Van Name, J.C. Vasquez, A. Veten, J.M. Vinocur, J.K. Warejko, L. White, T.M. Whitfill (Adjunct), S. Woolf, D. Yimlamai

Instructors J. Ashley, S. Bhalodkar, A.S. Carey, M. Cichon, H. Davis, A. Devlin, S. Earley, S. Felek Boyvat, N. Ijaz (Medicine), J. Nugent, K. Skinner, M. Tarica, S. Zhao

Research Scientist W. Ji

Associate Research Scientists L. Balsamo, J. Browne, L. Jeffries, B. Lainez-Mas, E. Marsillio, H. Oez, R. Park, V. Schulz, K. Sheares, S. Siebel, A.L. Slusher, L. Tyan, V. Weser, K. Yu

Clinical Professors R. Angoff, H. Jacobs, S. Levy, C. Randolph, S. Spiesel, J. Zelson

Associate Clinical Professors A.J. Avni-Singer, C. Brown, R. Chessin, M. Ellison, B. Emerson, R. Freedman, G. Germain, J. Hen, C. Mann, S. Sudikoff, R. Young

Assistant Clinical Professors L. Ardeshirpour, J. Burger, C. Butler, J. Canarie, N. Condulis, M. Dilorenzo, C. Dorfman, A. Driggers, M. Gaeta, J. Gruskay, L.M. Marks, C. Menzies, J. Morgan, C. Patterson, A. Pittard, L. Shader, C. Summers, A. Vaezy, M. Williams

Clinical Instructors J. Ancona, R. Boyarsky, T. Brown, A. Coughlin, E. Dieckman, C. Hemenway, S. Himani, S. Khalife, F. Lin, R. Lockhart, A. Maley, C. Nicolosi, R. Rastetter, B. Roberts, L. Rudich, J.C. Samuel, D. Springer, L. Visscher, N. Wijesekera

Lecturer M.C. Hooper

Clerkship

Women’s and Children’s Health Clerkship This twelve-week integrated clerkship includes clinical components in obstetrics and gynecology and pediatrics. Students participate in six weeks of OB/Gyn and six weeks of pediatrics, with a mix of inpatient and ambulatory clinical experiences in both specialties. Throughout the clerkship students participate in integrated experiences that cover themes such as health and development, preventive care, sexual health, families and communities, health promotion and disease prevention, and perinatal care. All students attend an evening session with the gynecologic teaching associates.

Electives

Pediatric Cardiology Elective Students are exposed to a broad array of congenital and acquired heart disease in pediatrics, ranging from fetal to adult congenital heart patients. Over the course of the elective, students develop a basic understanding of the physiology of normal circulation, as well as the pathophysiology, diagnostic tests, and management of common forms of congenital and acquired heart disease. Students are exposed to patients over a broad range of settings, from daily inpatient rounds to outpatient continuity clinics. Additionally, there may be opportunities to observe complex diagnostic and therapeutic management options, including advanced cardiac imaging, cardiac catheterization, and surgical repair of pediatric heart defects.

Pediatric Critical Care Medicine Elective (PICU) Senior medical students participate as members of the pediatric intensive care unit team. Students are directly responsible for the care of assigned patients under the supervision of pediatric residents, critical care fellows, and attending intensivists. A core curriculum composed of interactive talks on the major pediatric critical care topics is presented two to three times a week, as well as daily radiology rounds and a monthly morbidity and mortality conference. Open to fourth- and fifth-year students only.

Pediatric Emergency Medicine Elective Fourth- and fifth-year students have the opportunity to evaluate and manage a broad range of acute medical and surgical complaints while honing their clinical skills under direct attending physician supervision, including thirty-six clinical hours per week in the pediatric emergency department. Education during clinical shifts is augmented by pediatric emergency medicine fellow education conferences and one-on-one teaching sessions with the elective director. Participation in teaching conferences and mock codes is required. One student every four weeks; a tailored rotation is available. Prerequisites: pediatric rotation, EPIC inpatient training, and EPIC ED e-learning.

Pediatric Endocrinology and Diabetes Elective This elective provides extensive exposure to various aspects of pediatric endocrinology, with an emphasis on disorders of growth and sexual development, thyroid function, diabetes (type 1 and type 2), obesity, and bone and mineral metabolism. The student participates primarily in the outpatient pediatric endocrinology and diabetes clinics, as well as the inpatient service. The rotation includes participation in weekly pediatric endocrinology conferences as well as conferences held jointly with the adult endocrinology service.

Pediatric Hematology/Oncology Elective This elective provides broad experience in the diagnosis and management of pediatric malignancies and hematologic disorders of infancy and childhood. The student functions as part of the inpatient service team and participates in the outpatient clinic three to four mornings each week. Weekly conferences include the multidisciplinary pediatric tumor board, leukemia and lymphoma conference, section conference, and weekly pediatric hematology/oncology patient management rounds.

Pediatric Infectious Disease Elective Students participate in pediatric infectious disease rounds by presenting the case study of an inpatient whom they have examined to a group of faculty and fellows. Emphasis is placed on the correlation of the clinical problem and its practical management with principles of infectious epidemiology and clinical microbiology (bacteriology and virology). Consulting rounds are held daily. Teaching rounds in diagnostic microbiology are held four times a week. Weekly divisional rounds last approximately two hours. Students also attend the pediatric AIDS clinic. Prerequisite: Pediatric clerkship or permission of the instructor. Open to fourth- and fifth-year students only.

Pediatric Neonatal-Perinatal Medicine Elective (NNICU) Students spend two weeks on the step-down service, followed by two weeks on the intensive care service. On each service students attend medical rounds and follow neonatal patients and write progress notes under close supervision. Students attend delivery room resuscitations and stabilizations, and prenatal consultations. On both services, students attend general and student-oriented educational conferences as well as radiology rounds. Students also pursue independent study on topics in neonatology and make brief presentations to the clinical team. Additional opportunities, such as attendance at outpatient developmental follow-up exams, are available to students based on interest.

Pediatric Nephrology Elective Students participate in the evaluation and management of patients on the pediatric inpatient service, pediatric ICU, neonatal ICU, and pediatric specialty center. Patient problems encompass the full range of clinical renal disorders, including fluid and electrolyte disturbances, acute and chronic renal failure, various forms of glomerulonephritis and interstitial nephritis, nephrolithiasis, hypertension, intoxications, inherited renal diseases, and urinary tract abnormalities. A pediatric nephrology faculty member serves as attending physician at all times and conducts teaching rounds daily. These teaching sessions provide supervision and training in the practical aspects of patient management, as well as instruction in the basic scientific disciplines that underlie the clinical practice of nephrology. Students also participate in outpatient renal clinics under the supervision of the faculty, gaining experience in the work-up of common renal disorders not initially requiring hospitalization (e.g., proteinuria, hematuria, mild azotemia), the assessment and treatment of childhood hypertension, and the long-term follow-up of patients after discharge from the inpatient and transplant services. Students are expected to attend weekly teaching conferences, formal pediatric renal core curriculum, and pediatric renal rounds. Open to fourth-and fifth-year students only.

Pediatric Neurology Elective This elective provides hands-on experience in pediatric neurology in both inpatient and outpatient clinical settings. Students attend rounds with supervising attending physicians as well as adult and pediatric neurology residents. Students are exposed to acute common as well as rare pediatric neurology disorders such as epilepsy, headaches, mental status changes, and weakness. The students obtain histories and perform neurological examinations on newly admitted patients or consult patients. Bedside discussions regarding diagnosis, work-up, and treatment are encouraged. Students have the opportunity to participate in the pediatric neurology consultation service or outpatient clinics. The consultation service exposes students to various emergencies in pediatric neurology such as seizures, status epilepticus, stroke, and other acute neurological issues. Both general pediatric neurology as well as subspecialty clinics (such as epilepsy, headache, movement disorders, multiple sclerosis, neuromuscular, EMG) are available. In addition, students are introduced to different procedures, including spinal tap, electroencephalogram, brain and spine imaging techniques, and electromyogram.

Pediatric Respiratory Pulmonary Elective This elective provides training and experience in the diagnosis and management of common respiratory and sleep disorders in children and adolescents. Students participate in the direct care and observation of patients on the inpatient service and in the ambulatory pulmonary clinics. They have the opportunity to go to the operating room to observe bronchoscopies. They review pulmonary function tests. The inpatient experience consists of daily bedside rounds and consultations on the wards with the attending physician and pulmonary fellow on service. The outpatient experience occurs with faculty during their office hours and fellows during their continuity clinic. Facilities include a dedicated pulmonary function laboratory for children, a pediatric exercise laboratory, an accredited sleep laboratory, and an accredited Cystic Fibrosis (CF) Center (one of only two in Connecticut, it offers a multidisciplinary team approach to providing comprehensive state-of-the-art care for children and adolescents with CF). Students are expected to attend pulmonary conferences and seminars.

Pediatric Rheumatology Elective This elective provides hands-on experience in pediatric rheumatology. This service involves consultation service in the inpatient and outpatient setting as well as long term care for patients with autoimmune conditions. Pediatric rheumatology requires the ability to perform a comprehensive physical examination and history while interpreting laboratory and radiographic studies to develop an often-complex differential diagnosis. Pediatric rheumatology involves patients of all chronologic ages and developmental stages so learners have the opportunity to develop rapport with patients and families across pediatrics. The student is exposed to clinical setting in the hospital and outpatient setting and academic opportunity includes participation in rheumatology didactics with the internal medicine group (grand rounds and journal club) as well as with scheduled pediatric didactics (grand rounds, weekly pediatric rheumatology case conference). Where available students are able to observe arthrocentesis and learn the basics of musculoskeletal point of care ultrasound. Clinical settings include outpatient visits and hospital consultation at Yale New Haven Hospital and participation at satellite clinics is a shared decision with the student and the attending at the ultimate discretion of the course director. During this rotation, it is necessary to travel back and forth between YNHH and Pediatric Specialty Center at Longwharf (1 Longwharf Drive, New Haven); other satellite opportunities are not required but may be available at the student’s and course director’s discretion.

Subinternships

Pediatrics Subinternship A four-week inpatient rotation during which senior medical students are considered the equivalent of interns and are directly responsible for the care of assigned patients under the supervision of resident and attending physicians. There are four patient-care units in Yale-New Haven Children’s Hospital that students may be assigned to: the Pediatric ICU, the Neonatal ICU, and two units with a mixture of general and specialty pediatric patients. Typically, up to four students can be accommodated in the rotation each block. The schedule of shifts will be as that of an intern. All subinterns, regardless of placement, take daytime and evening shifts. No overnight shifts will be assigned. Subinterns are subject to the same duty hour restrictions as the interns. This rotation is a great opportunity to develop organizational skills and experience the pace of internship in a supportive environment. An emphasis is placed on being an integrated team member, taking ownership of one’s patients, and demonstrating improvement in intern skills (clinical reasoning, communicating with patients/families, organization, prioritization, presentation, and efficiency) through the incorporation of constructive feedback.

Pharmacology

SHM B208, 203.785.4393

https://medicine.yale.edu/pharm

Professors S. Akhtar (Anesthesiology), K.S. Anderson, A.M. Bennett, D.A. Calderwood, Y. Cheng, J.N. Contessa (Therapeutic Radiology), P. Dannies (Emeritus), M.P. DiGiovanna (Medicine), B.E. Ehrlich, R. Herbst (Medicine), L.K. Kaczmarek, N. Kaminski (Medicine), B. Kholodenko (Adjunct), I. Lax, M. Lemmon (Chair), E. Lolis, K.A. Martin (Medicine), A. Nairn (Psychiatry), E. Paintsil (Pediatrics), M. Picciotto (Psychiatry), C. Rothlin (Immunobiology), G. Rudnick (Emeritus), J. Schlessinger, W.C. Sessa (Emeritus), S. Waxman (Neurology), D. Wu

Associate Professors T.J. Boggon, Z. Cai (Radiology and Biomedical Imaging), K.M. Ferguson, S. Ghosh (Neurology), Y. Ha, D. Klein, Y. Liu, C. Macica (Adjunct), S. Nicoli (Medicine), B.E. Turk

Assistant Professors C. Alarcon, A. Alon, M. Bhattacharyya, J. Butterwick, S. Lee, W. Mi

Senior Research Scientist Y. Suzuki

Research Scientists C. Calderwood, A.B. Kiyatkin, J.W. Murphy, W. Tang, Y. Tsutsui, S. Wu, A. Wyler, Y. Zhang

Associate Research Scientists M. Ahmed, S.J. An, N. Bertoletti, S. Chen, C. Choi, C. Danta, F. Guan, L. Han, R. Hu, S. Krimmer, S. Kumar, W. Lam, T. Li, W. Li, Y. Luan, K. Mudumbi, S. Naik, M. Pedram, S. Perla, B. Qiu, M. Ramu, B. Salovska, S. Shu, A. Sommer, S. Staybrook, H. Wang, J. Wu, Y. Zuo

Lecturer R.F. Tilton

PHAR 501/502/C&MP 629/630/PATH 679/680, Seminar in Molecular Medicine, Pharmacology, and Physiology Readings and discussion on a diverse range of current topics in molecular medicine, pharmacology, and physiology. The class emphasizes analysis of primary research literature and development of presentation and writing skills. Contemporary articles are assigned on a related topic every week, and a student leads discussions with input from faculty who are experts in the topic area. The overall goal is to cover a specific topic of medical relevance (e.g., cancer, neurodegeneration) from the perspective of three primary disciplines (i.e., physiology: normal function; pathology: abnormal function; and pharmacology: intervention). Staff

PHAR 504, Molecular Mechanisms of Drug Actions This course covers the molecular mechanisms of therapeutics, which are presented in a conceptual framework to increase understanding but decrease memorization. Topics include (but are not limited to) receptor affinity, efficacy, multiple equilibria, pharmacokinetics, and toxicity; enzyme kinetics and inhibition, drug discovery and design; molecular basis of antimicrobial therapy, cardiology drugs, anticancer and antiviral therapies; and therapeutics for inflammatory disorders, asthma, and allergy. E. Lolis

PHAR 506a/C&MP 506a/PATH 620a/PTB 620a, Lab Rotations Students work in laboratories of faculty of their choice. The schedule for each rotation is announced at the beginning of the fall term. Staff

PHAR 528b, Principles of Signal Transduction The regulation of intracellular signaling is of fundamental importance to the understanding of cell function and regulation. This course introduces the broad principles of intracellular signal transduction. More detailed lectures on specific intracellular signaling pathways are given in which students learn both the basic and most recent and cutting-edge concepts of intracellular signaling. Topics include regulation of signaling by protein phosphorylation, small G proteins, G-protein-coupled receptors, hormones, phospholipids, adhesion, and gasses. A. Bennett

PHAR 529b/MB&B 529b, Structural Biology and Drug Discovery A comprehensive introduction to the concepts and practical uses of structural biology and structural biology-related techniques in drug discovery. The first half of the course focuses on techniques used to discover and optimize small and macromolecule drugs. Students are introduced to topics such as small molecule lead discovery, X-ray crystallography, cryo-electron microscopy, and biophysical techniques. The first half of the course also includes a practical component where students conduct hands-on structural biology experiments and learn about biophysical techniques in a laboratory setting. The second half of the course focuses on drug discovery, particularly for protein kinases. It includes a field trip to the Yale Center for Drug Discovery, where the students are introduced to the in-house Yale screening facilities for small molecule drug discovery. Two half-credit courses—PHAR 530 and PHAR 531—are also offered for the two halves of PHAR 529. T. Boggon, Y. Ha

PHAR 530b, Targeted Use of Structural Biology in Drug Discovery This 0.5-credit course, the second half of PHAR 529, begins in February. The goal of the course is to show students how concepts of structural biology are applied to areas of great importance in pharmacology such as protein kinases, proteases, cell surface receptors, integrins and other membrane-bound enzymes, and transporters and channels, and how these concepts facilitate drug development. T. Boggon, Y. Ha

PHAR 531b, Concepts of Structural Pharmacology This 0.5-credit course, the first half of PHAR 529, introduces students to the concepts of structural biology and provides the background for how these concepts are applied to areas of great importance in pharmacology and how they facilitate drug development. T. Boggon, Y. Ha

PHAR 537a, Systems Pharmacology and Integrated Therapeutics This course provides an in-depth, “hands-on” experience in drug design, drug discovery, high-throughput screening, state-of-the-art proteomics, and target validation. K. Ferguson

PHAR 538a, Pharmacokinetics and Pharmacodynamics in Neuropharmacology This course is designed to give a historic account of drug discovery and development for brain diseases, introduce methods to understand the pharmacological mechanisms of drugs working on neurological systems, and inspire young generations to join the endeavor of drug discovery and development for brain diseases. It is designed for advanced graduate students, postdocs, and residents with basic knowledge in chemistry, pharmacology, and neuroscience. The lecturers and guest lecturers are leading experts in the field of PET and MR imaging, and industry leaders in pharmaceutical science. This course also introduces the applications of advanced imaging technologies (PET, MRI) in the study of pharmacokinetics and pharmacodynamics of CNS drugs in humans and its implications to our understanding of neurodegenerative and neuropsychiatric disorders. Each class constitutes a forty-five-minute didactic lecture and a thirty-minute interactive discussion section. The classroom activities are expected to prepare students for their future endeavor in the field of neuropharmacology. Open to second-year students and up. J. Cai

PHAR 540b, Developing and Writing a Scientific Research Proposal The goal of this class is to teach students to conceive, write, and defend a grant proposal. The timing of this half-term course is aligned with the pharmacology qualifying exam in the spring term, for which a written research proposal is required. This course takes students through the steps of proposal writing, guiding them in defining a problem of their own and training them in the mechanics of writing. Additional support is given as needed to students with more limited writing experience. By taking the “guesswork” out of the writing process, students can focus on the development of their research proposal without the added anxiety associated with an unfamiliar process. Students learn about the structure and components of fellowship and grant proposals. They engage in “mock study sections”, providing written critiques and participating in discussion of sample proposals assigned by the instructors. Students give oral presentations of their specific aims followed by classroom discussion. At the end of the course, students will have made substantial progress toward completing the written portion of their qualifying exam and gained a set of competencies central to this program. Open to graduate students only. Priority is given to pharmacology students. M. Lemmon, T. Boggon, M. Bhattacharyya

PHAR 550a/C&MP 550a/ENAS 550a/MCDB 550a/PTB 550a, Physiological Systems The course develops a foundation in human physiology by examining the homeostasis of vital parameters within the body, and the biophysical properties of cells, tissues, and organs. Basic concepts in cell and membrane physiology are synthesized through exploring the function of skeletal, smooth, and cardiac muscle. The physical basis of blood flow, mechanisms of vascular exchange, cardiac performance, and regulation of overall circulatory function are discussed. Respiratory physiology explores the mechanics of ventilation, gas diffusion, and acid-base balance. Renal physiology examines the formation and composition of urine and the regulation of electrolyte, fluid, and acid-base balance. Organs of the digestive system are discussed from the perspective of substrate metabolism and energy balance. Hormonal regulation is applied to metabolic control and to calcium, water, and electrolyte balance. The biology of nerve cells is addressed with emphasis on synaptic transmission and simple neuronal circuits within the central nervous system. The special senses are considered in the framework of sensory transduction. Weekly discussion sections provide a forum for in-depth exploration of topics. Graduate students evaluate research findings through literature review and weekly meetings with the instructor. M. Saltzman, S. Campbell

PHAR 580/C&MP 650/PATH 660, The Responsible Conduct of Research Organized to foster discussion, the course is taught by faculty in the Pharmacology, Pathology, and Physiology departments and two or three senior graduate students. Each session is based on case studies from primary literature, reviews, and two texts: Francis Macrina’s Scientific Integrity and Kathy Barker’s At the Bench. Each week, students are required to submit a reaction paper discussing the reading assignment. Students take turns leading the class discussion; a final short paper on a hot topic in bioethics is required. Staff

Psychiatry

300 George Street, Suite 901, 203.785.2117

https://medicine.yale.edu/psychiatry

Professors G.K. Aghajanian (Emeritus), A.T. Arnsten (Neuroscience), S.A. Ball, M. Baranoski, D. Barry, M. Bell (Emeritus), C.D. Bellamy, R. Berman (Adjunct), H. Blumberg, A. Buchanan, B.S. Bunney (Emeritus), J.M. Cedarbaum (Neurology), M. Chawarski, J.M. Cook, Z. Cooper (Adjunct), K.P. Cosgrove, C. Crusto, D. D’Souza, L. Davidson, E. Diaz, C.C. Dike, R.J. DiLeone, M.H. Ebert (Emeritus), J.A. Encandela, D.C. Fehon, J.E. Gelernter, D.C. Glahn (Adjunct), L.S. Godleski (Adjunct), M. Gonzalez Ibanez (Adjunct), K. Gregory, E.H. Griffith (Emeritus), C.M. Grilo, I. Harpaz-Rotem, K.A. Hawkins, G. Heninger (Emeritus), J. Hirsch, R.A. Hoff, M.A. Hoge, S. Jacobs (Emeritus), J. Katzman (Adjunct), J.S. Kaufman, R.D. Kerns (Emeritus), T. Kirk (Adjunct), P.D. Kirwin (Adjunct), T. Kosten (Adjunct), S. Krishnan-Sarin, J.H. Krystal (Chair), M. Laruelle (Adjunct), C. Li, A.S. Martin (Child Study Center), S. Martino, R. Masheb, G.F. Mason (Radiology and Biomedical Imaging), C. Mazure, T.H. McGlashan (Emeritus), S. McKee, T.J. McMahon (Emeritus), P. Morgan, E. Morris (Radiology and Biomedical Imaging), A. Nairn, M. Norko, S. O’Malley, J. Pachankis (Public Health), G.D. Pearlson, I.L. Petrakis, M. Picciotto, R.H. Pietrzak, C. Pittenger, A.N. Ponce, M.N. Potenza, S.M. Powsner, S.G. Resnick, R.M. Rohrbaugh, M.I. Rosen, R. Rosenheck, M. Rowe (Emeritus), G. Sanacora, M.J. Sernyak, N. Sestan (Neuroscience), R. Sinha, D. Small (Adjunct), D.L. Snow (Emeritus), M. Sofuoglu, V.H. Srihari, J.L. Steiner, J.S. Strauss (Emeritus), M. Stevens (Adjunct), D. Stubbe (Child Study Center), T.P. Sullivan, R. Tampi (Adjunct), J. Taylor, J.K. Tebes, C. Tek, D. Tolin (Adjunct), B. Toll (Adjunct), C.H. Van Dyck, B.E. Wexler (Emeritus), K. Wilkins, S.W. Woods, K. Xu, K. Yonkers (Adjunct), H.V. Zonana (Emeritus)

Associate Professors C. Abdallah (Adjunct), N. Addy, M. Alreja, M. Altemus, L. Anez, A. Annamalai, A. Anticevic, M. Assaf (Adjunct), J.E. Beauvais, R. Belitsky, C. Benjamin (Neurology), Z. Bhagwagar (Adjunct), M. Bonarrigo, J. Cahill, N. Capurso, J.A. Cardin (Neuroscience), E.R. Carr, C. Connell (Adjunct), N.L. Cooney (Adjunct), P.R. Corlett, M.E. Delphin (Adjunct), S. Decker, P.H. Desan, J.C. Deviva, G. Dragoi, E. Edens, N. Epperson (Adjunct), I. Esterlis, T.V. Fernandez, J.M. Fiszdon, A. Forray, L. Fucito, B. Fuehrlein, A. Garakani, K.A. Garrison, M. Goldenberg, D.M. Gordon, M. Hampson (Radiology and Biomedical Imaging), A.A. Heapy, E.D. Hermes, G. Hermes, M.J. Higley (Neuroscience), L. Huckins, M.G. Hunt (Adjunct), T. Iheanacho (Adjunct), S. Jordt (Adjunct), A. Kaffman, R. Kapoor, B. Kiluk, A.S. Klee, H. Kober, G. Kong, S. Kruger, J.F. Kulas, M. Kurtz (Adjunct), C. Kwan (Adjunct), D.M. LaPaglia, S. Lowe (Public Health), D. Matuskey (Radiology and Biomedical Imaging), A. Mecca, S. Meshberg-Cohen, H. Millard, R.A. Miller, S. Mohamed, J. Murray (Adjunct), S. Muvvala, C.L. Olezeski, D. Oren (Adjunct), M. Paris, R. Polimanti, A. Powers, M. Prabhu, M. Ranganathan, D. Ross (Adjunct), D. Seo, H. Seo, M.A. Silva, P.D. Skosnik (Adjunct), K. Smolderen (Medicine), M. Stacy, H.R. Steinberg, M.J. Strambler, T.H. Styron, T.S. Surti, G. Tamagnan (Adjunct), J. Tondora, L.A. Trevisan (Adjunct), J. Tsai (Adjunct), T.C. VanDeusen, D. Vojvoda, F. Wang (Adjunct), T.D. Wasser (Adjunct), A. Westphal (Adjunct), I. Wiechers (Adjunct), S. Wilkinson, C. Wilson, S. Yip, G. Yoon, P. Zimbrean

Assistant Professors T. Adams (Adjunct), R. Aggarwal (Adjunct), E. Abdelnour, K. Ahn, A. Allen, S. Allsop, B. Anderson (Adjunct), G. Angarita-Africano, L. Averill (Adjunct), F.A. Arbelo Cruz, P. Bahekar, S. Barnes, A. Bassir Nia, R.D. Beech, A. Beltran, C. Black, K. Bold, S. Brown, P. Bryant, C. Burke, J. Burris, L. Byrne (Adjunct), M. Caro Sabogal, G. Cartagena, A. Che Girgenti, J. Check, A. Chekroud (Adjunct), L.G. Chepenik, A. Childs, Y. Cho, M. Comas, E.H. Connors, M. Conroy, E.B. Cooney (Adjunct), S. Corbera (Adjunct), J. Cortes-Briones, A.D. Dager (Adjunct), R. Dahal, A. Danzig, D. Datta, S. Dauber (Adjunct), D. Davis, M. Davis, M. Day (Adjunct), J. De Aquino Lima, G. Diefenbach (Adjunct), E.M. Dix, M. Domakonda (Adjunct), J.M. Doran, M. Driscoll, O. Duek (Adjunct), C. Dumont, S.N. Edmond, L.M. Edwards, S. Elmi (Adjunct), E. Emmons (Adjunct), M. Farook, Y. Feng, M. Ferrara (Adjunct), A. Fesharaki-Zadeh, S.K. Fineberg, J. Fisher (Adjunct), J. Foss-Feig (Adjunct), H. Fox (Adjunct), R. Gadassi Polack (Adjunct), S. Ganesh (Adjunct), M. Garcia Vassallo, E. Gardien (Adjunct), M.O. Gianoli, N. Gilbo, M. Girgenti, S. Gold, E. Goldfarb, S. Groman (Adjunct), P. Gruner, A. Haeny, N. Hamlett (Adjunct), A. Harper, A. Hicks, T. Higgins-Chen, P. Ho, M. Hoes, A. Hogue (Adjunct), S. E. Holmes, X. Hu (Adjunct), O. Hurwitz, N. Hussain, V. Ivezaj, A. Jackson (Adjunct), M. Jadi, O. Jegede, A. Jordan (Adjunct), L.K. Kachadourian, M. Kang, R. Katz, A. Kaye, B. Kelmendi, S. Khasnavis, B.M. Kitay (Adjunct), D.H. Klemanski, K. Klingensmith, K.J. Koslosky, J. Lawson, R. Lekwauwa, D. F. Levy, L. Li (Adjunct), S. Lichenstein, K. Liu (Adjunct), E. Lo, R. Loftin (Adjunct), T. Luce, C. Lukens, J. Lydecker, R. Macias (Adjunct), R. MacLean, M.A. Majoka, Z. Mansuri, A. Martin, P. Maruca-Sullivan, W. Mathis, S. Mazur, Y. McAlpine, J. McMahon, N. Meade, A.W. Meisler, A. Mendiola, V. Milivojevic, J. Minner, S. Mogali, J. Montalvo-Ortiz, D. Moore, K. Morie (Adjunct), P. Na, M. Nakic, C. Neighbors (Adjunct), S. Nikayin, L. Oberleitner (Adjunct), R. O’Dell, M. O’Grady (Adjunct), S. Parke, A. Parker, S. Patterson, M. Peltier, N.A. Perez-Palmer, P.J. Petersen-Crair, D. Pilkey, J. Ponce Terashima, C. Poole-Boykin, G. Portnoy, K. Preller (Adjunct), C. Presseau, Z. Qayyum (Adjunct), R. Radhakrishnan, A. Rashid, J. Reyes, T. Rhee (Adjunct), L. Richter (Adjunct), S. Riley, W. Roberts, J. Rodriguez Guzman, H. Roggenkamp, O. Rojas Perez, A. Romeo (Adjunct), C. Roos, K.A. Sabet (Adjunct), C. Sanislow (Adjunct), A. Sankar (Adjunct), C.J. Schmidt, T. Schmutte, L. Schneeberg, D. Sebastian, J.J. Sellinger, K. Serowik, M. Sherif (Adjunct), P. Simon (Adjunct), L. Sippel (Adjunct), P. Skudlarski (Adjunct), V. Steele, M. Steinfeld, C. Teitelbaum, A. Thompson (Adjunct), A. Topiwala (Adjunct), A. Turner, K. Walenczyk, A. Weinberger (Adjunct), A. Wolfgang (Adjunct), P.D. Worhunsky (Adjunct), J.J. Young, L. Yoviene Sykes, E. Yuen, B.A. Zaboski, H. Zhao, Y. Zhao (Adjunct), Z. Zimolo, J. Zoltani, L. Zou

Instructors G. Agin-Liebes, A. Gaffey (Medicine), Z. Harvanek, J. Hokanson, C. Hsaio, C. Manna, J. Weleff, T. Wheeler

Senior Research Scientists K.L. Behar, M. Bell, R.D. Kerns, R.S. Schottenfeld, B.E. Wexler

Research Scientists D. Bagdas, M. Costa, K.S. DeMartini, N. Driesen, E. Flanagan, Y.S. Mineur, B.A. Moore, E.J. Nunes, M. Rabbitt Morean, E. Ralevski, E. Stefanovics, J. Xu, B. Yang, X. Zhang

Associate Research Scientists B. Ankawi, R.H. Asch, F. Aunon, S.E. Beck, B. Benitez, J. Blackburn, F.D. Buono, A. Burns, D. Capauto, T. Ching, B. Cho, C. Dao, J. Deak, P. Deans, E.E. DeVito, C.H. Duman, J. Erdos, S. Fan, N. Fogelman, C. Fonteneau, N. Grant, R.G. Grazioplene, G. Gross, L. Gu, J.S. Ide, J.S. Jane, C. Jiang, W.J. Kasprow, S. Khan, R. Kohler, N. Korem, T. Le, K. Lee, Y. Lee, R. Liu, X. Luo, M. Mignosa, C. Mourgues, J. Noah, E.E. O’Brien, A. Pavlo, H. Pushkarskaya, M. Relyea, D.G. Rogers, E. Sakmar, D. Sells, C. Smith, M. Staeheli, S. Thompson, M.K. Tiede, J. Trinko, M. Van Zandt, A. Warren, S. Wemm, M. Wu, J. Xu, S. Yurkow, M. Zanda, S. Zhang, X. Zhang, W. Zhou

Clinical Professors D.N. Berg, D. Carlson, J. De Figueiredo (Psychiatry), L. Harkness, R. Ostroff, J. Phillips, L. Reiser, J. Young

Associate Clinical Professors J. Allison, V. Altshul, B. Arnaout, C. Chiles, J. Ciarcia, V. Coric, D. Fried, A. Gerber (Child Study Center), M. Groat, O. Hills, R. Hoffnung, D. Johnson, S. Khan, K. Long, G. Maloney, M. Mandelkern, C. Morgan, M. Okasha, S. Phillips, M. Rubenstein, E. Ryan, K. Sevarino, A. Siegal, L. Skoble, E. Snyder, J. Sukhera

Assistant Clinical Professors J. Aguilar-Zanatta, E. Ahlert, J. Amatruda, S.L. Amen, J. Anderson, T. Armah, J. Ballew, A. Balter, J. Barber, L. Barr, M. Barrios, G. Bassett, B. Becker, E. Becker-Dunn, B. Beenken, F. Begum, M. Beitel (Child Study Center), N. Belisle, D. Bendor, E. Berger, T. Bergherr, S.A. Bers, K. Blackwell, L. Blakley, D. Boltas, D. Bond, K. Bonese, J. Bullock, I. Burgos-Chapman, A. Cappiello, V. Carvalho, A. Chang, J. Charney, A. Cheng, C. Christian, T. Cipriano, M. Coffey, J. Corwin, L. Cross, L. Cutts, S. De Asis, M. de Valdivia, C.E. Desmond, D. Dicello, V. Dreisbach, S. Drew, L. Driscoll, C. Edelen, C. Enciso Chaves, M. Fehon, L. Fenton, J. Fickes, D. Finitsis, D.A. Fisk, S. Fitzpatrick (Child Study Center), C. Franco, L. Frantsve, A. Franz, E. Frazer, C. Frick, G. Fuller (Medicine), T. Glinberg, S. Gomez-Luna, A. Gonzales-Harsha, L. Greene, A. Grier, R. Gruen, B.D. Grunschel, A. Gunawardana, A. Gupta, L. Harding, D. Hawkins, K. Herzig, M. Hillbrand, M. Jean-Baptiste, A. Johnson, P. Joksovic, A. Kaner, K. Kennedy, J. Kilkus, B. Klink, F. Koerner, A. Krasner, R. Kravitz, T. Latif, K. Lazzarini, A. Lenz, W. Levy, S. Lewis, H. Lin, A. Lipschutz, D. London, C. Lozano, H. Lubin, E. Lustman, E. Magen, B. Marcus, K. Marcus, R. Marotta, C. Mason, M. Mathew, T. Matsuura, R. McCleary, B. Meandzija, R. Meyer, S.J. Migdole, A. Morais, V. Morrow, F.F. Mueller, J. Myer, P. Narain, E. Nasper, M. Nespoli, M. Niculete, J. Nields, D. Nudel, M. Oliva, M. Olson, N. Olson, H. Omur, A. Oren, F. Orosa, E. Ortiz-Schwartz, R. Ownbey, D. Papapietro, S. Parida, J. Pelletier, J. Peters, G.S. Plotke, J. Pollack, C. Ponce Martinez, N. Proops, J. Rakfeldt, P. Rao, E. Rathbun, S. Ravven, M. Rego, G. Richardson, L. Robinson, S. Rodrigues, N. Roy, R. Rubin, S. Rubin, D. Russell, Y. Safavi, N. Sahay, C. Sanchez-Torres, J. Santopietro, PhD, D. Sasso, A. Seltzer, A. Sharma, M. Sharma, J. Shelton, J. Shepard, S. Silverstein, N. Smith, M. Sperrazza, W. Stewart, T. Straun, D.C. Tate, E. Tek, B. Tobin, J. Vogel, H. Weiner, G. Weiss, R. White, M. Whitson, E. Wilson, A. Winkler, J. Wolf, P. Wupperman, S. Yarnell-Mac Grory, C. Young, A. Yusim, J.R. Zigun, W. Zito

Clinical Instructors M. Abbott, A. Abelleira, S. Agerwala, H. Ali, H. Anderson, F. Appah, K. Atterbury, T. Aw, M. Bailey, R.H. Berger, S. Berger, A. Calamari, E. Caldwell, N. Campbell, M. Cano, M. Carr, D. Carrasco, D. Carrero, S. Cartun, A. Cenoz-Donati, I. Cerdena, J. Chaudhary, C. Conrad, J. Crego, K. Croce, M. Daly, A. DePetris, F. DeSouza, V. Dubose, A. Dutton, E. Edwards, M. Fahed, A. Falleni, J. Farber, F. Gilman, S. Goodson, M.C. Grenough, L. Grunebaum, E. Haas, H. Hamer, B. Heward, D. Howe, C.M. Hunnicutt, J. Isom, L. Jain, S. Kaliamurthy, A. Kalpakci, J. Kannarkat, G. Khurana, H. Kim, B. Lewis, F. Lopez, N. Lustman, C. Lyons, A. Manhapra, M. Manning, S. Mao, M. Mathis, S. McNamara, A. Merians, I. Moses, L. Nathan, D. Pegram, W. Randall, J. Rascati, M. Roberts, K. Roy, M.M. Sage, D. Sakheim, M. Shaw, S. Shokooh Fermaint, S. Simanovich, J. Sloshower, B. Strockbine, I. Sypher, A. Tahseen, R. Tepley, N.D. Thai, J. Vanderploeg, M. Vollmar, R. Wade, E. Weiss, P.J. Whang, C.L. Williams, K. Workman, C. Yergen

Lecturers C.M. Barber, D. Berv, G. Blycker, E. Brett, E. Brett, F.D. Buono, J. Cooke, G.H. Davis, J. De Figueiredo, A.R. Demac, P. Dillon, J. Elsworth, S. Feuerstein, D. Foster, K.E. Gersick, J.B. Gordon, G. Greenberg, B. Izquierdo, J.P. Kimmel, L. Lager, F. Lu, R.B. Makover, N. Maletta, D. Mender, J. Meyer, M. O’Malley, A. Papsun, K. Ponte, K. Ramirez, W. Reich, J. Reynolds-Kaye, E.B. Rubin, S.L. Satel, R. Scherman, A. Solomon, S.I. Tarbox-Berry, P.F. Thomas, B. Viereck, L. Yawn, Z. Zhai, R. Zhong

Clerkship

Biopsychosocial Approach to the Patient (BAH) Clerkship This twelve-week integrated clerkship block composed of Psychology and Primary Care. Integration of training in Primary Care and Psychiatry occurs in two areas. First, in didactics, all students assemble together to complete “Top Ten” workshops on topics spanning both disciplines, e.g., assessment of competency, treatment of chronic pain, motivational interviewing, diagnosis and treatment of somatic symptoms, addressing social determinants of health. Additionally, students participate in three individual workshops: (1) introduction and rationale for the biopsychosocial approach with readings (e.g., George Engel, Barbara Starfield), (2) clinical approach to the biopsychosocial model, and (3) how patients access community health and psychiatric resources. In the clinical realm, many sites have embedded psychiatric services, e.g., West Haven VA Medical Center, the New Haven Health Consortium, Cornell Scott Hill Federally Qualified Health Center, and Yale Internal Medicine Associates. Course Directors (CDs) communicate with preceptors at all sites before students arrive, emphasizing the clerkship’s goal to teach a holistic approach to patient care. Additionally, to promote exchange of ideas across primary care and psychiatry faculty, CDs prepare and host regular evening faculty-development events focusing on topics of interest to both primary care and psychiatry faculty.

Electives

Adolescent Psychiatry Elective The purpose of this elective is to provide fourth-year medical students interested in child and adolescent psychiatry and/or adolescent medicine an experience in working with adolescents presenting with acute psychiatric illness. The elective is based on the adolescent inpatient unit at Yale New Haven Psychiatric Hospital, a short-term fifteen-bed unit serving patients aged 12–18. Students gain exposure to a diverse patient population with severe mood, psychotic, behavioral, and/or substance use disorders, as well as begin to understand the intricacies of working with families and systems providing care for adolescents with significant emotional and/or behavioral disturbances. Teaching activities include daily rounds and weekly case conferences. Prerequisite: required Psychiatry clerkship.

Child Study Center Clinical Research Elective This elective entails etiology, clinical manifestations, and treatment of adolescent psychopathology, including eating disorders, depression, suicide, psychosis, delinquency, and the impact of physical and mental disabilities on adolescent development. Reading is supplemented with live and taped clinical material.

Clinical Neuroscience Research Unit Elective This elective offers senior medical students the opportunity to work closely with a variety of patients who are hospitalized during their participation and treatment in research protocols. The Clinical Neuroscience Research Unit (CNRU) is a thirteen-bed inpatient ward with associated outpatient clinics and basic science laboratories on the third floor of the Connecticut Mental Health Center (CMHC). Supervised implementation of novel psychopharmacology, exposure to multiple aspects of clinical and basic science research, and in-depth experience with individual and group psychotherapies are educational aspects of this elective. Patients’ diagnostic categories include depression, obsessive-compulsive disorder, schizophrenia, cocaine abuse, substance abuse, and psychiatric genetics. Prerequisite: required Psychiatry clerkship. Open to fourth-year students only.

Geriatric Psychiatry Elective This four-week elective provides students with exposure to caring for older adults with mental health concerns, including mood disorders, anxiety disorders, grief, and adjustment disorders, as well as neurocognitive disorders ranging from mild cognitive deficits to dementia with complex neuropsychiatric symptoms. The student works closely with geriatric psychiatry fellows and attendings in the outpatient evaluation and treatment of such disorders and participates in comprehensive psychiatric evaluations, cognitive and functional assessments, individual and family psychoeducation, and treatment. The student participates in daily team huddles which include a multidisciplinary group of physicians, nurses, social workers, and peer specialists. The student has an opportunity to participate in group therapy as well as weekly geriatric psychiatry didactics and psychiatry department Grand Rounds. It may also be possible to rotate a half day a week with neurology (movement disorders and neurocognitive clinic) or palliative care clinic experiences, if the student is interested. During this rotation, it is necessary to be on site at the VA Annex in Orange, Connecticut (200 Edison Road), where the outpatient geriatric psychiatry clinic is located.

Inpatient Elective (CMHC) This elective includes intensive work with inpatients who suffer from major psychiatric disorders with or without substance abuse. Emphasis is on assessment, acute treatment, and arrangement of continuing care in the community. The student functions as an integral member of a multidisciplinary treatment team. Clinical research participation is encouraged. Opportunities are available to explore special areas of interest (e.g., forensics, psychopharmacology, administration) with CMHC faculty. Prerequisite: required Psychiatry clerkship. Open to fourth-year students only.

Inpatient Elective (YNHH/YPH) This elective includes intensive work with patients who suffer from major psychiatric disorders and range in age from college students to middle age. Emphasis is on assessment, acute treatment, and arrangement of post-discharge follow-up care in the community. The student is an advanced clerk functioning as a member of the multidisciplinary treatment team, taking on primary clinician and psychiatric/medical responsibilities for patients under the supervision of senior clinicians. The elective is given on the inpatient service at the Yale New Haven Psychiatric Hospital; clinical research and outpatient involvement may be options. Prerequisite: required Psychiatry clerkship. Open to fourth-year students only. One student every four weeks. Director: B. Fuehrlein

Law and Psychiatry Elective This elective affords opportunities for third- and fourth-year students to observe and participate in “competency to stand trial” evaluations with a clinical team that makes these assessments at the New Haven Correctional Center. In addition, they may attend Law School classes with students who represent psychiatric patients, observe civil commitment procedures, and attend probate court hearings as well as the criminal proceedings in local New Haven Superior Courts. Students attend work seminars where case evaluations and write-ups are discussed and prepared, and read appropriate legal cases and psychiatric literature. Students may be able to participate in parts of evaluations of insanity defense, custody determination, and other forensic issues. They attend the Law and Psychiatry seminar during their rotation. Prerequisite: required Psychiatry clerkship.

Mood Disorders and Neuromodulation Elective (ECT and TMS) This elective offers senior medical students the opportunity to learn about neuromodulation techniques in the treatment of mood disorders, more specifically, by using electroconvulsive therapy (ECT) and repetitive transcranial stimulation (TMS). Students learn the theoretical basis for the use of ECT and TMS, among other neuromodulation techniques, in the treatment of mood disorders. They learn indications and contraindications to treatment, the process of evaluation of patients prior to and during treatment (including use of standardized depression rating scales), how to monitor for complications and side effects to treatment, and the latest research in the field. Students work closely with psychiatry attending physicians and residents at the VA in the evaluation of patients referred for ECT and TMS, and have the opportunity for supervised participation in the performance of these treatments. Patient population includes veterans of all ages with a variety of psychiatric conditions, including mood disorders with comorbid anxiety and substance use disorders. Prerequisite: required Psychiatry clerkship.

Psychiatric Care at Hispanic Clinic of CMHC This elective is focused on the provision of outpatient mental health services for Spanish-speaking Latino communities in the United States and covers three main themes: (1) clinical assessment and conceptualization: culturally specific and linguistically appropriate clinical skills including interviewing, diagnosis, and formulation of a recovery-oriented treatment plan that includes psychopharmacology and psychotherapy; (2) systems-based practice: understanding the impact of community-academic partnerships and the characteristics of a culturally responsive behavioral health system of care for Hispanics; and (3) recovery-oriented care: culturally sensitive approaches to recovery from mental illness. Clinical interviewing techniques are reviewed with an emphasis on the Latino culture, and students have opportunities to practice these skills. Students initially observe crisis consultations and eventually perform supervised evaluations followed by presentations in weekly clinical rounds. Students become familiar with the Connecticut State Department of Mental Health Recovery Initiative and attend meetings of the Connecticut Latino Behavioral Health System to learn about the expansion of local culturally sensitive behavioral health services, and about progress, challenges, and outcomes. Students review and present summaries of assigned readings of mental health services, the challenges facing minority communities, and the best practices to address them. Stigma, implicit bias, health disparities, the social determinants of mental health, recovery from mental illness, and advocacy are the main subjects for review. Prerequisite: required Psychiatry clerkship.

Psychiatric Emergency Room Elective, VA Connecticut Healthcare System This four-week elective experience exposes students to the management of complex and high-risk veterans who present to the psychiatric emergency room (PER). Students learn basic skills in obtaining a thorough history, including the difficult topics of suicidality, homicidality, substance use, and homelessness. Students learn basic skills in crisis management, acute substance intoxication and withdrawal, and comprehensive risk assessments. Students function within the larger team of professionals and learn the importance of a team-based approach to patient care. Prerequisite: completion of the preclinical medical school curriculum and the core clinical clerkships.

Psychiatry/Primary Care at CMHC Elective This longitudinal elective provides senior medical students interested in psychiatry and/or primary care an experience working with patients with serious mental illness (SMI) in an integrated primary care setting. The Wellness Center provides primary health care services for individuals receiving behavioral health services at the Connecticut Mental Health Center. Patients who receive services at community mental health centers are often of low income, living in a depressed urban environment, include a significant percentage of people of color, and have limited educational opportunities and English proficiency. The goal of the Wellness Center is to improve the physical health of adults with SMI (e.g., decreased rates of obesity, hypertension, diabetes, hyperlipidemia, and tobacco and drug use) who are at increased risk for medical comorbidity and poor health outcomes. Students work directly with an attending as a clinical team member one afternoon a week for six months. Students are responsible for following patients longitudinally, building clinical alliances, leading patient encounters, and devising treatment plans and managing chronic disease (e.g. HTN, diabetes). Students learn about the unique care considerations of patients with SMI, the social determinants of health, and the use of patient-centered approaches to promote healthy lifestyles, smoking cessation, and medication adherence. Prerequisite: required Psychiatry clerkship.

Psychological Medicine Elective In this elective, post-clerkship students are exposed to a variety of patients with psychiatric symptoms who are hospitalized in the general hospital and/or present to outpatient medical clinics. The students are assigned to either the Behavioral Intervention Team (BIT), a multidisciplinary team that works proactively providing timely, appropriate, and effective patient care in the internal medicine floors, or the Psychiatric Consultation/Liaison Service, which provides psychiatric consultation in the different specialty sites including ICU, surgery, obstetrics and gynecology, and neurology. Students also spend time in an outpatient experience in the Nathan Smith Clinic, where their clinical learning focuses on HIV psychiatry and addictive disorders. During this clinical elective, students enhance their interview skills, learn the process of consultation/liaison in the different treatment settings, and enhance their core psychiatric knowledge and skills with a focus on content at the interface of medicine and psychiatry. They participate in teaching sessions provided by the attendings and fellows and are expected to attend the service’s clinical conferences and to present cases in morning rounds. Prerequisite: required Psychiatry clerkship.

Street Psychiatry Elective Street Psychiatry is the practice of providing mental health and addiction care directly where homeless individuals reside and involves both literally and philosophically meeting people “where they’re at.” Students join teams for street rounds/community-based drop-in clinics on a weekly basis, flexible to match with the schedules of trainees. Students participate in relationship-building with clients encountered on outreach rounds and offer services appropriate to a senior level medical student under supervision. Locations of outreach include: homeless shelters, soup kitchens, campsites in woods, public parks, and public indoor spaces (train station, library, etc.). An orientation process precedes street-based work; it includes orientation to the safety protocol, scope of practice expectations, supervision, overview of New Haven’s homeless population, resources to link patients to existing mental health providers and/or CMHC, and information about various local services. Prerequisite: required Psychiatry clerkship.

Subinternships

Child Study Center Subinternship The aim of this subinternship is to provide the student with an intensive experience in infant, child, and adolescent psychiatry. The curriculum includes assessments of normal development and psychopathology in childhood, treatment methods, and research in major disorders of childhood. Students are active team members of the Children’s Psychiatric Inpatient Service (CPIS, Winchester, and the consultation service to the pediatric wards of Yale-New Haven Hospital from this base and in close coordination with the Director of Medical Studies, Dr. Martin). Students are able to take advantage of the wide range of ongoing seminars, conferences, and clinical services in place at the Child Study Center. Students have direct responsibility for patient care and will aim to function at the level of an intern. Teaching methods include seminars, conferences, field observations, ward rounds, and practical’s selected by the student following consultation with the Director of Medical Studies and the Child Study Center.

Clinical Neuroscience Research Unit Subinternship (CNRU) The Clinical Neuroscience Research Unit (CNRU) is a specialized service dedicated to the diagnosis, treatment, and research of neuropsychiatric disorders. The unit consists of an inpatient service, as well as outpatient specialty clinics for addictive, depressive, obsessive-compulsive, psychotic, and women’s behavioral health disorders. Most patients voluntarily participate in clinical research studies designed to determine the neurobiological mechanism underlying these disorders. Pharmacotherapy, individual psychotherapy, group therapy, and behavior therapy are provided as clinically indicated and are free of charge to patients. Students function as high-level clinical care providers and are an integral part of the treatment team. The subinternship occurs on the CNRU of the Connecticut Mental Health Center. Prerequisite: required Psychiatry clerkship. Open to fourth- and fifth-year students only.

Psychiatric Emergency Room Subintership (VACHS) Students build skills and have an increasing level of responsibility for direct patient care. Students take a primary role in caring for patients, with direct supervision from chief residents and attending physicians; and they act as role models and mentors for third-year medical students students who will be rotating simultaneously. By the end of the rotation, students should be confident with supervised but independent management of complex psychiatric patients. Prerequisite: completion of the preclinical medical school curriculum and the core clinical clerkships.

Psychiatry Inpatient Subinternship (CMHC) Intensive work with inpatients who suffer from major psychiatric disorders with or without substance abuse and who have significant social challenges often including lack of access to stable housing, work, and health care insurance. Emphasis is on assessment, acute treatment, and arrangement of continuing care in the community. The student functions as an integral member of a multidisciplinary treatment team and serves as the primary clinician for four to five patients. The subinternship occurs on the inpatient service (4th floor) of the Connecticut Mental Health Center (CMHC). Prerequisite: required Psychiatry clerkship. Open to fourth- and fifth-year students only.

Psychiatry Inpatient Subinternship (YNHH, WS-2) Intensive work with patients who suffer from major psychiatric disorders and range in age from college students to middle age. Most patients have access to health care insurance or have Medicare and/or Title XIX. Emphasis is on assessment, acute treatment, and arrangement of post-discharge follow-up care in the community. The student is an advanced clerk functioning as a member of the multidisciplinary treatment team, taking on primary clinician and psychiatric/medical responsibilities for patients under the supervision of senior clinicians. The subinternship occurs on the general adult inpatient service at the Yale New Haven Psychiatric Hospital. Prerequisite: required Psychiatry clerkship. Open to fourth- and fifth-year students only.

Radiology and Biomedical Imaging

TE-2, 203.785.2385

https://medicine.yale.edu/diagnosticradiology

Professors J.J. Abrahams (Emeritus), E. Arleo (Adjunct), H. Blumberg (Psychiatry), S. Bokhari, R.A. Bronen, L. Broyde Haramati, M.I. Burrell, R.E. Carson, R. Constable, K.P. Cosgrove (Psychiatry), A. Curtis (Emeritus), R. de Graaf, J.S. Duncan, A. Eke (Adjunct), G. El Fakhri, R.K. Fulbright, T. Goodman (Chair), M.G. Glickman (Emeritus), A.H. Haims, M. Hampson, R.J. Hooley, Y. Huang, D. Hyder, G.M. Israel, M.H. Johnson, L. Katz (Emeritus), E. Kier (Emeritus), C. Kirsch, J. Lawson (Emeritus), C. Liu, D.C. Madoff, A. Malhorta, G.F. Mason, S.M. McCarthy (Emeritus), B.L. McClennan (Emeritus), E.D. Morris, X. Papademetris, D.C. Peters, L.E. Philpotts, J. Pollak, A.T. Rosenfield (Emeritus), D.L. Rothman, A.N. Rubinowitz, L. Scoutt, C. Shaw (Emerita), C. Silva, A. Sinusas (Medicine), L.H. Staib, G. Sze (Emertius), H.D. Tagare, I. Tocino (Emeritus), F. Wackers (Emeritus), J.C. Weinreb, R. White (Emeritus)

Associate Professors L. Andrejeva, S. Arora, L. Baldassarre (Medicine), R. Butler, Z. Cai, J. Chapiro, M. Chen, M.A. Choma (Adjunct), M. Davis, M. Durand, I. Esterlis (Psychiatry), T. Farquhar, G. Galiana, G. Gunabushanam, A. Hillmer, S. Huber, J. Johnson, K.M. Johnson (Adjunct), R.H. Kent, J.D. Kirsch, I. Latich, H. Lee, J. Lewin, M. Lin (Adjunct), A.W. Lischuk, A. Mahajan, M. Mathur, C.C. Matouk (Neurosurgery), D. Matuskey, R. Messina, J. Mezrich, E. Miller (Medicine), H.R. Mojibian, A. Mustafa, J.K. Pahade, S. Payabvash, J.L. Perez Lozado, J. Porrino, M.V. Revzin, M. Roda, L.A. Saperstein, D. Scheinost, D.D. Silin, M. Spektor, P. Varma, D. Zuckerman

Assistant Professors S. Abi Fadel, M. Adin, P. Aiello, R. Ali, M.H. Arici, D. Asch, A. Bader, S. Bass, I. Bercha, A. Boustani, J. Cavallo, P. Cedeno, S. Chheang, D. Coman, K. Cooper, J. Cornman-Homonoff, S. Czerniak, F. Czeyda-Pommersheim, H. De Feyter, G. DeWitt, J. Donahue, R. Duggan, N. Dvornek, L. Ehrlich, T. Elkady, C. Gange, B. Gosangi, K. Grizzard, N. Guehl, M. Gunduru, P. Han, R. Hedge, P. Himelfarb, M.R. Hoerner, F. Janjua, F. Jiang, R. Jindal, K. Kaliannan, J. Kang, M. Kulon, A. Kumar, F. Laage-Gaupp, E. Lake, J. Langdon, J. Lee, R. Lim, S. Lisse, S. Mahalingam, T. Marin, A.G. Marino, S. Marlatt, B. Marquez-Nostra (Adjunct), F. Memon, S. Onderi, J. Onofrey, R. Radhakrishnan (Psychiatry), B. Rao, A. Rende, E. Rowe, T. Schlachter, M. Shareef, K. Sheikh, L.S. Sheiman, C. Singh, G. Spilberg Missine, I. Taqi, J. Teitelbaum, N. Tishkoff, L. Traube, L. Tu, A. Wang, D. Well, M. Wilks

Instructors C. Colton, M. Khdhir

Senior Research Scientist N. Nabulsi

Research Scientists J. Bini, J. Gallezot, P. Herman, S. Li, M. Naganawa, X. Shen

Associate Research Scientists S. Alluri, F. Bijari, B. Chen, N. Elsaid, M. Enferadi, B. Ganganna, P. Gravel, J. Gu, Y. Ha, J. He, C. Huang (Medicine), W. Ibrahim, S. Kim, S. Kuar, C. Kumaragamage, D.C. Labaree, F. Li, M. Qiu, J.R. Ropchan, R. Subramani, T. Toyonaga, A. Tran, M. Wenn, Y. Ye

Associate Clinical Professors T.R. McCauley, C. Taylor

Assistant Clinical Professors M. Carino, P. DiDomenico, M. Friedman, G. Gluck, S. Mansourian, I. Onyiuke, J. Pannese, A. Pathak, Z. Protopapas, J. Restrepo, R. Sadar, M. Trivedi, D. Walled, C. Young, M. Zehtabchi

Clinical Instructors D. Narotsky, A. Schussheim

Lecturer C. Miller

Surgery

FMB 102, 203.785.6763

https://medicine.yale.edu/surgery

Professors N. Ahuja (Chair), S. Ariyan (Emeritus), L.M. Bartoshuk (Emeritus), K.G. Billingsley, D.J. Boffa, M.G. Caty, A.B. Chagpar, R.A. Cowles, A. Dardik, K.A. Davis, F.C. Detterbeck, J. Elefteriades, J.J. Farrell (Medicine), R. Formica (Medicine), J.P. Geibel (Emeritus), M. Golshan, B.G. Green, P. Gruber, R. Gusberg (Emeritus), R. Guzman, H. Hsia, M.H. Johnson (Radiology and Biomedical Imaging), B. Judson, B. Kinder (Emerita), G.S. Kopf, S. Kulkarni, J. Kveton, D.R. Lannin (Emeritus), W.E. Longo, D.C. Madoff (Radiology and Biomedical Imaging), L.M. Manuelidis, J. Morton, D.C. Mulligan, J.A. Persing (Emeritus), B. Pomahac, L. Rizzolo (Emeritus), R.A. Rosenthal (Emeritus), P. Rubin (Adjunct), R.R. Salem, J. Santos-Sacchi, M. Schilsky (Medicine), K. Schuster, B. Sumpio, P. Taheri (Adjunct), G. Tellides, J. Thomson, R.J. Touloukian (Emeritus), K. Turaga, R. Udelsman (Emeritus)

Associate Professors V. Ahuja, M. Alperovich, R. Batra, R. Becher, B. Bhattacharya, J. Blasberg, P.N. Bonde, L.M. Bow, P. Butler, J. Cardella, S. Christensen (Dermatology), E. Christison-Lagay, J. Clune, G. Di Luozzo, A. Duffy, N. Floch, S. Ghiassi, K. Gibbs, C. Gibson, R. Greenup, D.C. Johnson, S.A. Khan, D. Kuwayama, F.Y. Lui, L.L. Maerz, M. Malinis (Medicine), R. Manes, A. Maung, S. Mehra, R. Milewski, A. Moretti (Adjunct), G. Nadzam, C. Ochoa Chaar, J.B. Ogilvie, S. Omay (Neurosurgery), M.F. Perkal, V. Reddy, M. Sahara (Adjunct), E. Schneider, W.B. Stewart, D.H. Stitelman, B.H. Tonnessen, P. Vallabhajosyula, E. Waldman, M. Williams, N. Young, P. Zimbrean (Psychiatry)

Assistant Professors E. Aboian, K. Addagatla, M. Anwer, I. Arhuidese, R. Assi, H. Ayyala, N. Berezin, E. Berger, M.S. Bianchi, J. Blancaflor, Y. Cai, B. Cardoso, D. Colen, J. Cowan, F. D’Amico (Adjunct), M.L. Dewar, A. Dhanasopon, J. Duckworth (Adjunct), S. Eosten Joyce, J. Farrelly, U. Fischer, A. Gillego, D.M. Hildrew, E. Hill, M. Hornick, M. Johnson (Adjunct), T. Jones, A. Kapil, A. Khana, D. Kim, L.M. Kodadek, N. Kohli, M. Krane (Adjunct), J. Kunstman, D. Lavy, M. Lee, Y. Lee, I. Leeds, M. Lerner, M.A. Lynch, V. Mase, S. Maurrasse, A. Mongiu, S. Murthy, K. Olino, K. Oliveira, C. Ong, A. Paik, H. Pantel, T.S. Park, J.F. Passarelli, A. Petrotos, E. Proussaloglou, A. Prsic, A. Ramirez, F. Ramponi, R. Rimmer, A. Roche, L. Ruangvoravat, K. Savoie, Z. Sayed, S.D. Schild, J. Schwartz, N. Schwartz, S. Sharma, J. Sheltzer, M. Sion, D. Solomon, L. Song (Adjunct), D. Strosberg, L. Suarez Rodriguez, G. Tietjen (Adjunct), T. Torres-Sanchez, K. Trott, M. Valero Camacho, T. Vasquez, A. Verma, M. Weinstock, J. Wickemeyer, A. Wong, G. Woodard, G.J. Zanieski, R. Zhou, H. Zwibelman

Instructors C. Brophy, G. Gill-Wiehl, M. Kim, B. Temple, G. Yavorek

Senior Research Scientist R.A. Rosenthal

Research Scientists L. Korutla, L. Qin, A. Sharma

Associate Research Scientists H. Bai, A. Coskun, L. Julian, P. Kalakoti, Z. Li, L. Liu. E. Luna Rivera, Y. Ohashi, Z. Peng, L. Qu, P. Ren, V. Stögner, S. Thompson, D.P. Vangeli, B. Yatsula, M. Zafar, W. Zhang, B. Ziganshin

Clinical Professors S. Stein, E. Yanagisawa

Associate Clinical Professors N. Atweh, Z. Chicarilli, K. Lee

Assistant Clinical Professor D. Astrachan, B. Cha, M. Cheung, W. Cholewczynski, R. DeNatale, T. Duplinsky, S. Fusi, R. Garvey, N. Gordon, G. Horblitt, D. Karas, A. Kenler, M. O’Brien, G. Opin, L. Otake, J. Salomon, A. Savetamal, R. Schlessel, L. Skope, S. Thornton, E. Vining, S. Vyce, J.J. Willett, K. Zuckerman

Clinical Instructors J. Arons, R. Crombie, A. Czibulka, M. D’Agostino, P. Fortgang, S. Kapadia, J. Kerner, L. Prescher, T. Takoudes

Lecturers L. Acton, M. Daley Bell, S.A. Falk, B.C. Fichandler, A. Keltz, J. Mendes, H. Warner

Electives

Burn Surgery Elective (Bridgeport Hospital) This rotation provides intensive exposure to the care of the acutely burned patient: surgical and nonsurgical care, critical care, and outpatient wound care. Large burn injuries evoke the most severe critical illness known to medicine. Patients with such injuries are unstable for prolonged periods of time and require responsive and attentive critical care. The student participates in this care, including procedures performed in the burn intensive care unit. Assessment of burn depth and the prognosis for wound healing are often far from straightforward, and the student participates in this assessment process with the rest of the team, learning to gauge depth and prognosis via examination of multiple patients. Operative therapy for burns includes excisional debridement and often split-thickness skin grafting, but there are multiple choices to be made in providing optimal care to a particular patient. The student learns the rudiments of this decision-making process and is an active participant in all operations performed by the burn team.

Cardiac Surgery Elective This rotation provides students with an intensive exposure to preoperative and postoperative management of adult and pediatric cardiac surgical patients and to intraoperative conduct of surgical procedures, with active participation in the operating room and in regular conferences. Students attend regular seminars covering major areas of cardiac surgery with members of the faculty and may be required to present a seminar on a subject in cardiac surgery to faculty and resident staff.

General Surgery Elective (YNHH/SRC) Students become an integral part of the resident team, supervised by the chief resident and attending physicians on the general surgery service. Students participate in the management of general surgical inpatients, preoperative evaluations, and outpatient clinics. Students are expected to participate in all teaching conferences, Grand Rounds, and clinics, and to attend the core curriculum conference each week. The goal is to provide an educational experience that will be of value to students’ eventual practice, regardless of which specialty they enter. Open to fourth-year students only.

Otolaryngology Elective This clinical elective includes experience in the operating room, wards, outpatient clinics, conferences, didactics, and tumor board; the experience is similar to the Otalaryngology Subinternship but allows students more flexibility in choosing to participate in operations and clinics of special interest to them. The rotation is divided into one-week blocks, including the head and neck service (H&N cancer/reconstructive surgery, laryngology) and the ENT specialty service (neurotology, pediatrics, sinus/skull base, facial plastics, general). Students improve their suturing skills and become comfortable performing a thorough but efficient head and neck examination and interpreting diagnostic tests and procedures that can be useful in all medical and surgical subspecialties. At the end of the rotation, students may (but are not required) to give a seven-minute presentation on a topic of their choice at the ENT grand rounds. Prerequisite: completion of third-year clerkships. Open to fourth- and fifth-year students only.

Surgical Critical Care Elective The surgical intensive care unit exposes the senior medical student to the day-to-day and minute-to-minute management of the critically ill surgical patient. The breadth of surgical disease, spanning all aspects of surgery, allows the student to understand the management of respiratory, cardiovascular, gastrointestinal, and renal failure. Advanced techniques in ventilatory management and state-of-the-art sepsis management are used. Prerequisite: completion of third-year clerkships. Open to fourth- and fifth-year students only.

Thoracic Surgery Elective Experience the rewarding and meaningful rotation that is the General Thoracic Surgery Elective! There is a lot of teaching in the operating room, on the floors, and in the clinics when you are with us. In return, the student is expected to be a valuable contributing team member during daily rounds, in the operating room, in the outpatient clinics and at conferences. The majority of the patients under the care of the thoracic surgery service include patients with lung, esophageal, and mediastinal malignancies and infections, and many present both diagnostic and therapeutic challenges. In addition to the enriching interactions with the thoracic oncology patients, students have the opportunity to understand the multidisciplinary approach that is undertaken in the management of these complex patients. If the students are interested, clinical research projects and papers can also be pursued while on the service.

Subinternships

Bariatric Surgery Subinternship (SRC) Students learn about the multi­disciplinary approach to bariatric surgery, its indications, types of bariatric surgery, postoperative care of patients, and evaluation and management of complications. Assisting in the care of patients in the hospital ward, emergency room, operating room, and clinic, students gain familiarity with the anatomy and pathophysiology of conditions addressed by and related to bariatric surgery; are exposed to nonbariatric cases, with minimally invasive foregut surgeries and hernia repairs; and learn the principles and applications of laparoscopy. Many cases include upper endoscopy. Prerequisite: completion of third-year clerkships. Open to fourth- and fifth-year students only.

Cardiac Surgery Subinternship Intensive exposure to preoperative and postoperative management of adult and pediatric cardiac surgical patients and to intraoperative conduct of surgical procedures, with active participation in the operating room and in regular conferences. Students attend regular seminars covering major areas of cardiac surgery with members of the faculty and may be required to present a seminar on a subject in cardiac surgery to faculty and resident staff. Prerequisite: completion of third-year clerkships.

Colorectal Surgery Subinternship Students learn about the surgical care of colon and anorectal diseases, including infectious, inflammatory, neoplastic, and mechanical pathologic processes. Students assist in the evaluation, management, and care of patients with colorectal and anorectal disease in the hospital ward, emergency room, operating room, and clinic. There is routine use of endoscopy and laparoscopy. Students may also participate in a precepted experience, with increased responsibility for patient care on the hospital ward, acting as the intern for select weekends. Prerequisite: completion of third-year clerkships. Open to fourth- and fifth-year students only.

Endocrine Surgery Subinternship This elective exposes the student to in-depth clinical and surgical aspects of endocrine surgery. Special emphasis is placed on the multidisciplinary approach to the endocrine patient, understanding the laboratory and radiologic studies, cytopathology, biochemical analysis, preoperative stabilization of patients, intraoperative decision-making, and postoperative follow-up and outpatient evaluation of patients. Technical skills are emphasized as well for students interested in improving their surgical hands. Prerequisite: completion of third-year clerkships. Open to fourth- and fifth-year students only.

Otolaryngology Subinternship This clinical experience is independent of the Otolaryngology rotation and takes place on an individual basis. It includes experience in the operating room, ward, outpatient clinics, conferences, didactics, and tumor board. The rotation is divided into two-week blocks, including the head and neck service (H&N cancer/reconstructive surgery, laryngology) and the ENT specialty service (neurotology, pediatrics, sinus/skull base, facial plastics, general). Students improve their suturing skills and become comfortable performing a thorough but efficient head and neck examination and interpreting diagnostic tests and procedures that can be useful in all medical and surgical subspecialties. At the end of the rotation, students are expected to give a seven-minute presentation on a topic of their choice at ENT grand rounds. Prerequisite: completion of third-year clerkships. Open to fourth- and fifth-year students only.

Pediatric Surgery Subinternship This subinternship provides an in-depth exposure to the broad spectrum of pediatric surgical problems. Specific attention is given to identifying the pediatric patient in crisis, a relevant skill whether or not the student pursues a career in surgery. Objectives include understanding the correction of major congenital anomalies, management of trauma, care of the critically ill child, and management of solid tumors. Experience includes in-depth exposure to the pediatric operating room, training in neonatal and pediatric critical care, and experience in the pediatric surgical outpatient clinic. The student is an integral part of the pediatric surgical team. Prerequisite: completion of third-year clerkships.

Plastic and Reconstructive Surgery Subinternship Students participate in the evaluation and reconstructive surgery of deformities of congenital, traumatic, and neoplastic origin. Students are exposed to patients in inpatient and outpatient settings as well as operating room experiences, supplemented by regular conferences. Prerequisite: completion of third-year clerkships.

Surgical Critical Care Subinternship (VAMC/SICU) Students are assigned advanced clinical duties in the field of surgical critical care. Students spend time in the surgical intensive care unit (SICU), where they participate in the management of critically ill surgical patients, including general surgical, vascular, urologic, cardiothoracic, and neurosurgical patients. Topics covered include cardiopulmonary resuscitation, airway and ventilator management, fluid management, nutritional support, and the management of sepsis. Students can participate in all invasive procedures in the SICU, including bedside tracheostomy, percutaneous gastrostomy placement, bronchoscopy, and arterial and central venous catheter placement. Under the supervision of the intensive care attending physician, students are directly responsible for one to two critical care patients. Students present on rounds each day and assist in providing family and primary service communication. Prerequisite: completion of third-year surgery and medicine clerkships. Open to fourth- and fifth-year students only.

Surgical Oncology Subinternship Intensive exposure to surgical aspects of the treatment of cancer in the clinic, hospital, and operating room. The interaction among surgery, medical oncology, and radiation therapy is experienced by following patients receiving multiple forms of therapy. Prerequisite: completion of third-year clerkships. Open to fourth- and fifth-year students only. Maximum of four students every four weeks.

Thoracic Surgery Subinternship The student is expected to be a valuable contributing team member during daily rounds, in the operating room, in the outpatient clinics, and at conferences. The majority of patients under the care of the thoracic surgery service include those with lung, esophageal, and mediastinal malignancies and infections, and many present both diagnostic and therapeutic challenges. Students have the opportunity to understand the multidisciplinary approach toward the management of these complex patients. Interested students can also pursue clinical research projects and papers. Prerequisite: completion of third-year clerkships. Open to fourth- and fifth-year students only.

Transplantation Surgery Subinternship This intensive clinical experience emphasizes the preoperative assessment, intraoperative care, and postoperative management of patients suffering end-stage organ system failure who are cared for by transplantation. Emphasis on the management of immunosuppressive medication regimens and the care of post-transplant problems. Prerequisite: completion of third-year clerkships. Open to fourth- and fifth-year students only.

Trauma and Emergency General Surgery Subintership A four-week exposure to the urgent surgical care of the critically ill and injured patient including those with penetrating and blunt injuries; surgical emergencies including mesenteric ischemia, bowel perforation, abdominal sepsis, necrotizing soft-tissue infections; and other urgent surgical conditions. Students are exposed to the evaluation and medical and surgical management of patients with traumatic and surgical emergencies in the emergency department, surgical floors, operating rooms, and outpatient clinics; and they assume supervised primary responsibility for these patients throughout their pre-, intra- and postoperative courses. Options for involvement in clinical research projects are also available. Prerequisite: completion of third-year clerkships. Open to fourth- and fifth-year students only.

Urology Subinternship Flexible program designed to provide in-depth exposure to urology specialty areas, including uro-oncology, minimally invasive (laparoscopic) urology, endo-urology, neuro-urology, female urology, and pediatric urology. Students are part of the urologic team and participate actively in the clinic, the operating room, and on rounds. Prerequisite: at least six months of prior clinical training.

Vascular Surgery Subinternship A practical experience in the diagnosis and management of vascular disease, including pre- and postoperative care. The scope of the experience includes orientation to the noninvasive vascular diagnostic laboratory, outpatient care in the Yale Vascular Center, and inpatient management (including patients in the operating room, ICU, and the vascular surgery unit). Prerequisite: completion of third-year clerkships. Open to fourth- and fifth-year students only.

Therapeutic Radiology

HRT 140, 203.785.2956

https://medicine.yale.edu/therapeuticradiology

Professors S.J. Baserga (Molecular Biophysics and Biochemistry), R. Bindra, D. Carlson, Z. Chen, V.L. Chiang (Neurosurgery), J.N. Contessa, S. Damast, J. Deng, D.C. DiMaio (Genetics), S. Evans, P.M. Glazer (Chair), B. Haffty (Adjunct), S.A. Higgins, M.S. Moran, R. Nath (Emeritus), K.B. Roberts, S. Rockwell (Emeritus), W. Rupp (Emeritus), R.J. Schulz (Emeritus), Y.H. Son (Emeritus), J.B. Sweasy (Emerita), L. Wilson

Associate Professors J.Y. Chung, K. Du, J.E. Hansen, N. Housri (Adjunct), R. Jensen, K. Johung, M. King (Cell Biology), C.A. Knowlton, B. McGibbon, H. Park, A.A. Patel, F.A. Rogers, C. Tien, M. Young

Assistant Professors Y. An, S. Aneja, A. Campbell, E. Draeger, L. Escobar-Hoyos, F. Guan, T. Hayman, S. Kamath, J. Kang, S. Kuznetsova, J. Laird, G. Maquilan, Y. Na, T. Robinson, J. Snyder, A. Van Slyke, Y. Wang, G. Welch Peters

Instructor A. Knowlton

Senior Research Scientist D.E. Brash

Associate Research Scientists M. Baro, X. Chen, Y. Lu, T. Madanayake, V. Menon, G. Moore, S. Rojas Sánchez

Clinical Professors D.E. Brash, N. Dainiak

Associate Clinical Professor P. Pathare

Assistant Clinical Professors J. Albanese, J. Bond, H. Chen, D. Han, A. Jain, N. Nguyen, C. Serago

Clinical Instructor J. Kim

Elective

Radiation Oncology Elective A flexible program designed to introduce the student to radiation oncology. Students become familiar with the biological and physical basis of radiation oncology, together with clinical practice and ongoing research. This elective offers clinical exposure to patients with malignant disease, with between seventy-five and one hundred patients treated daily in the department. The student takes part in departmental conferences, clinics, lectures, and individual training sessions. Maximum of three students every four weeks.

Urology

FMP 316, 203.785.4755

https://medicine.yale.edu/urology

Professors J.W. Colberg, H.E. Foster, I. Franco (Adjunct), O. Harmanli (Obstetrics, Gynecology and Reproductive Sciences), S.C. Honig, I. Kim (Chair), B. Lytton (Emeritus), D. Petrylak (Medicine), R.M. Weiss

Associate Professors A. Arlen, T. Buckley, D.G. Hesse, A.B. Hittelman, M.E. Hurwitz (Medicine), D. Kellner, P. Kenney, M. Leapman, M. Maher, T. Martin, P. Motamedinia, M. Passarelli, J.F. Renzulli, L. Rickey, D. Singh, P. Sprenkle, T.Y. Tran

Assistant Professors R.S. Bercik (Obstetrics, Gynecology and Reproductive Sciences), D. Braun (Medicine), J. Brito, M. Casilla-Lennon, J. Cavallo, R. Devito, E. Enquist, F. Ghali, M. Karellas, H. Kennedy, J. Kim, J. Lee, D.T. Martin, J. Onofrey, K. Rotker, S. Schoenberger, J.A. Sterling, N. Stroumbakis

Instructor C. Judge

Associate Research Scientist D. Jung

Assistant Clinical Professor G. Turini

Urology electives are listed under the Department of Surgery.