General Information

Statement of Free Expression and Non-Discrimination Policy

Yale School of Medicine is committed to the personal and professional development of all members of its community and encourages dialogue that will foster the growth, well-being, and dignity of all its members. In pursuit of these goals, the school is dedicated to maintaining an environment which places the highest priority on collegial relationships, mutual respect, and sensitivity among students, faculty, staff, and patients. An educational community functions best when there is civility and respect for the dignity and worth of everyone.

It must be ensured that our school is free from discrimination and acts of intolerance based on race, gender, sexual orientation, religion, national origin, ancestry, age, or physical handicap. This commitment remains consonant with the obligation to protect open and wide-ranging public discourse.

The principle of freedom of expression that might otherwise protect even the most offensive public speech does not protect, nor does it even encompass, a right to threaten the dignity and privacy of an individual. Such personally directed behavior will not be tolerated because it is antithetical to academic values, debilitates its victims, compromises the offenders. and undermines the university’s fundamental commitment to individual freedom and respect for all its members. Furthermore, acts of intolerance may destroy the very atmosphere wherein freedom of expression is otherwise tolerated and cherished.

Grievance Procedures

The expectation at Yale School of Medicine is that all members of the community will conduct themselves professionally and respectfully. The following statement has been issued by the AAMC regarding institutional standards of behavior in the learning environment:

The medical learning environment is expected to facilitate students’ acquisition of the professional and collegial attitudes necessary for effective, caring, and compassionate health care. The development and nurturing of these attitudes is enhanced and, indeed, based on the presence of mutual respect between teacher and learner. Characteristic of this respect is the expectation that all participants in the educational program assume their responsibilities in a manner that enriches the quality of the learning process.

While these goals are primary to a school’s educational mission, it must be acknowledged that the social and behavioral diversity of students, faculty, residents, and staff, combined with the intensity of the interactions between them, will, from time to time, lead to alleged, perceived, or real incidents of inappropriate behavior or mistreatment of individuals.

At Yale there are several mechanisms in place to deal with such incidents, as follows.

Sexual Misconduct, Including Sexual Harassment and Sexual Assault

http://titleix.yale.edu

The School of Medicine and Yale University have established procedures and resources to prevent and address sexual misconduct, including sexual harassment and sexual assault. In this bulletin, the section on Resources on Sexual Misconduct in the chapter Yale University Resources and Services provides extensive information and guidance. Faculty, medical students, and postdoctoral fellows may opt to bring an informal or a formal complaint to the University-Wide Committee on Sexual Misconduct or to the Title IX Coordinator of the School of Medicine.

Racial and Ethnic Harassment

The Office of Diversity, Equity & Inclusion (DEI) will work in conjunction with the Office of Institutional Equity and Access to combat racial and ethnic insensitivity and harassment throughout the School of Medicine. Vigorous steps are taken to investigate any allegation, to counsel the offender, and to recommend disciplinary action, if necessary. In addition, any student, employee, or applicant for programs or employment at Yale who is concerned about affirmative action, equal opportunity, sexual harassment, racial harassment, or fairness in admissions or employment at Yale, either in a general sense or with respect to that individual’s own situation, is encouraged to contact the Office of Institutional Equity and Access (https://oiea.yale.edu). Students who believe that they have been harassed on the basis of race, religion, or ethnic origin by any member of the Yale community can file a complaint with one of the University’s human relations counselors, who will investigate the complaint. For more information, visit https://dhr.yale.edu/complaint-resolution.

Office of Academic & Professional Development (OAPD)

Students should reach out to the OAPD with concerns about professionalism. Students are regularly reminded of the link to the OAPD website (https://medicine.yale.edu/oapd/professionalism/addressingconcerns) where they can report concerns and learn about OAPD’s review, remediation, and follow-up process.

Students also have access to University resources/initiatives including the University-Wide Committee on Sexual Misconduct, Title IX coordinators, SHARE, Office of Institutional Equity and Accessibility (OIEA), and discrimination and harassment resource coordinators. If a student reaches out to OAPD about an issue involving sexual discrimination, harassment, or assault, OAPD is required under Title IX to report this to the University Office of Institutional Equity and Accessibility (OIEA). For incidents that involve bias or discrimination, OAPD consults the YSM deputy dean for DEI and/or OIEA.

Policy and Procedure for Reporting Mistreatment and Harassment

For information on this policy and procedure, please visit https://yale.navexone.com/content/dotNet/documents/?docid=582&public=true.

Yale University Procedures for Student Complaints

For information on Yale University complaint procedures, see https://dhr.yale.edu/complaint-resolution.

Curriculum Management: Education Committee Structure

Curriculum Management and Integration

The Educational Policy and Curriculum Committee (EPCC) and the School of Medicine’s basic science and clinical departments share responsibility for the quality and excellence of our educational program.

The EPCC provides centralized oversight of the curriculum and is responsible for ensuring that it is integrated, coordinated, and designed to achieve the School’s overall educational objectives.

The departments, through their faculty, provide the expertise needed to inform the content of specific components in the curriculum (design) and to teach it to the students (implementation).

Both the EPCC and the departments have a role in reviewing, assessing, and modifying the curriculum. The EPCC, through its review committee structure, comprehensively reviews each component of the curriculum and the curriculum as a whole on a regular basis in order to inform, monitor, update, and improve the curriculum. Departments, through their education leaders and teaching faculty, review data about the quality and effectiveness of their curricular and teaching efforts and make adjustments as needed to improve teaching and ensure consistency with the overall goals and guiding principles of the curriculum.

Educational Policy and Curriculum Committee

The Education Policy and Curriculum Committee (EPCC) is responsible for the centralized oversight of the school’s educational policies and curriculum, and for ensuring that the educational program is integrated, coordinated, and designed to achieve the school’s overarching goals. The EPCC places an integral role in the continuous quality improvement process for curriculum and educational policies. The bylaws, including information about committee membership,can be found at https://yale.navexone.com/content/dotNet/documents/?docid=548&public=true.

The EPCC has six subcommittees:

Pre-Clerkship Review Subcommittee (https://yale.navexone.com/content/dotNet/documents/?docid=547&public=true)

Clerkship Review Subcommittee (https://yale.navexone.com/content/dotNet/documents/?docid=543&public=true)

Elective Review Subcommittee (https://yale.navexone.com/content/dotNet/documents/?docid=544&public=true)

Mapping & Integration Subcommittee (https://yale.navexone.com/content/dotNet/documents/?docid=545&public=true)

Policy Subcommittee (https://yale.navexone.com/content/dotNet/documents/?docid=546&public=true)

Learning Environment Subcommittee (https://yale.navexone.com/content/dotNet/documents/?docid=549&public=true)

Progress Committee

The Progress Committee reviews the progress of each medical student to determine if the student meets the requirements for satisfactory academic progress, advancement to the next phase in the M.D. curriculum, and for graduation. All students must also meet ongoing academic, technical, and professional standards.

In its review of students, the Progress Committee makes one of the following two determinations:

  • Meeting the requirements for Advancement, including the Professional and Technical Standards, or
  • Not meeting the requirements for Advancement, including the Professional and Technical Standards, whereby actions may include one of the following adverse actions: supervised remediation, academic probation, suspension, or dismissal

The dean and the YSM Board of Permanent Officers have delegated decision making capacity for these matters to the Progress Committee. A student may appeal an adverse action decision delivered by the Progress Committee as outlined in this policy.

The Progress Committee uses a single and uniform standard for the advancement and graduation of students as outlined in the YSM MD Program Advancement and Graduation Requirements.

Standard Review

Under the standard review of students for satisfactory academic progress and suitability for advancement, and graduation, each student’s suitability for advancement in the M.D. curriculum is reviewed at four designated time points: (1) at the completion of the first-year pre-clerkship curriculum, (2) at the completion of the second-year pre-clerkship curriculum, (3) at the completion of the clerkship curriculum, and (4) in April of the graduation year.

Student Affairs provides data on each student’s academic, technical, and professional progress, identifies those who appear to be meeting criteria for advancement, and presents this list to the Progress Committee for review and approval at each designated timepoint.

Students who are identified by the Progress Committee as possibly not meeting the criteria for advancement in the M.D. curriculum, who are therefore at risk for an adverse action decision, are notified in writing and invited to appear for review with the Progress Committee (as outlined below).

Review for reasons other than standard review

Students may be referred to the Progress Committee due to concerns including but not limited to those regarding academic performance, potential violations of professionalism standards, or the inability to fulfill the technical standards. Referral should occur consistent with the standards outlined in the Procedure for Flow of Information for Suboptimal Student Behavior or Performance. Students referred to the Progress Committee who are at risk for an adverse action decision are notified in writing and invited to appear for review.

Guidelines for Potential Adverse Action by the Committee

The student is provided with a disclosure of relevant data under consideration and has the opportunity to present in writing or in person any other relevant data, evidence, or information that the student would like to be considered in the deliberation. Any student appearing in person may be accompanied by their academic adviser or a faculty member of their choice.

According to the Progress Committee Conflict of Interest Policy, committee members who have a conflict of interest must disclose this to the chair and will be recused from deliberations and decisions about the student being reviewed. The Progress Committee will consider relevant submitted data, including but not limited to letters and reports regarding the issue being considered, student testimony, and special circumstances that may interfere with or limit the student’s ability to meet the program’s academic, professional, or technical standards. Deliberations will occur as outlined by the Progress Committee bylaws. After considering the relevant data and circumstances, the Progress Committee makes one of the following determinations:

  1. Supervised Remediation This is designed to engage the student in a structured, supervised improvement plan to address any deficits in academic performance or professionalism with the goal of helping the student improve their performance to a satisfactory level. When supervised remediation is required, the student will be notified in writing by the Progress Committee, including a clear rationale or basis for the decision, and the consequences of not successfully completing the supervised remediation according to a specified timeline.
  2. Academic Probation If there is a pattern of unsatisfactory performance or violation of the YSM M.D. Program Code of Conduct or Professionalism Standards, the student may be placed on academic probation. The student will be notified in writing of the terms of the academic probation by the Progress Committee, including a clear rationale or basis for the decision, the requirements for having the academic probation removed, and the consequences of not meeting these requirements according to a specified timeline. Students on academic probation may engage in the curriculum and should continue recommended remediation. The performance of students on probation is reviewed regularly by the Progress Committee until requirements are met.
  3. Suspension If there is serious violation of the YSM M.D. Program Code of Conduct or Professionalism Standards, the student may be placed on suspension. The student will be notified in writing of the duration and terms of the disciplinary leave by the Progress Committee, including a clear rationale or basis for the decision, the requirements for returning, and the consequences of not meeting these requirements according to a specified timeline. Students who are suspended are not permitted to engage in the curriculum and will not have the privileges of an enrolled student in good standing. Students who are suspended may not work or study at Yale University during this time period.
  4. Dismissal If a student is unable to meet the academic requirements of YSM despite remediation efforts or a student does not fulfill the terms outlined for removal of academic probation or suspension, the student may be dismissed. Additionally, if at any time a student behaves in a manner that is considered incompatible with being a physician, they may be dismissed. If dismissal occurs, the student will be notified in writing of the decision by the Progress Committee with a copy to the deputy dean for education and the dean of the School of Medicine. A dismissed student will be disenrolled from YSM without the option of return.

If a student is placed on academic probation or is suspended at any point during their medical school education, such information will be included in the MSPE. The Progress Committee will review any professionalism-related matter and decide on a case-by-case basis whether such information merits inclusion in the MSPE. The student will be notified of this in writing when such actions are to appear in their MSPE. Refer to YSM policy for Inclusion of Information in the MSPE.

Appeal Process

A student may appeal an adverse action decision by the Progress Committee. An appeal is a formal request for reconsideration of an adverse action decision and must be pursued according to the procedure outlined below:

  1. To begin the appeal process, the student must write to the deputy dean for education within ten calendar days from the written decision. If the student believes that the deputy dean has a conflict of interest in considering the appeal, the student must provide an explanation in their written appeal and submit the appeal to the dean of the School of Medicine who will consider the matter and appoint a dean’s designee, if warranted.
  2. The student’s appeal must include the specific grounds for appeal and documentation specifically relevant to and in support of the stated grounds for appeal.
  3. The only grounds for appeal are: (a) the discovery of information that was not available at the time of the decision, and/or (b) evidence of material errors in procedure that impacted the decision; material errors may include a failure to follow policy or procedures or consider relevant evidence.
  4. The “decisionmaker”, the deputy dean or the dean’s designee, shall evaluate the appeal by reviewing the information provided and, at the decisionmaker’s discretion, request additional information from relevant entities and/or from the student.
  5. If it is determined that there are grounds for appeal, the decisionmaker will forward the appeal to an ad hoc committee assembled (“Appeal Committee”) by the decisionmaker, for reconsideration. In the case of reconsideration, the decisionmaker may give the Appeal Committee instructions regarding the nature and extent of the reconsideration.
  6. The Appeal Committee will issue a reconsidered decision within four weeks of receipt of the request for appeal. The decisionmaker will review the new decision and will either approve it or revise it.
  7. The student will be notified in writing of the final decision by the decisionmaker. No further appeals will be allowed.

Advising at Yale School of Medicine

Yale School of Medicine recognizes the special importance of academic advising and career counseling for medical students. The academic advising program provides academic and career guidance to medical students while contributing to their professional development. Academic advisers are knowledgeable about the Yale system of medical education, as well as curriculum and graduation requirements. They are informed and up-to-date about student assessment, board examinations, residency application processes, extracurricular opportunities at Yale, fifth-year options, joint-degree programs, and the thesis requirement. Advisers are a valuable resource who will follow students’ academic and professional performance, offering guidance and feedback throughout their advisees’ time at Yale.

Every Yale School of Medicine student is randomly assigned a faculty academic adviser. The six advisers are highly regarded faculty members who have demonstrated dedication to and interest in students and their undergraduate medical education. Twenty percent of each adviser’s effort is supported by the dean for this role. The advisers meet periodically with their advisees one-on-one and in groups to offer advice on navigating the journey through medical school and beyond and to help students having academic difficulties or questions. They are responsible for writing their advisees’ MSPEs and other letters of support. Students may “opt out” of having their MSPE written by the assigned academic adviser, in which case it will be written by the associate dean for curriculum.

In addition, the associate dean for student affairs is available to all students to assist with problems of any nature, especially personal issues that students may wish to keep separate from their academic progress. The associate dean meets one-on-one with every first-year student and any student requesting a meeting throughout medical school. The associate dean meets weekly with the academic advisers to discuss themes that may emerge regarding students’ academic problems in order to bring broader attention to these themes and issues.

Furthermore, starting with the M.D. Class of 2027, a longitudinal coach is assigned to each student. The coach works with the student throughout their undergraduate medical education training, supporting the student’s professional development and reviewing individual progress in meeting the milestones toward attaining YSM’s nine M.D. Program competencies.

These competencies are the knowledge, skills, and attributes that all M.D. students should achieve to be prepared for the next phase of medical training. Each competency is further defined by the school’s educational program objectives (EPOs), with measurable or observable milestones for each of the three phases of the M.D. curriculum: pre-clerkship, clerkship, and advanced training period. (See https://medicine.yale.edu/md-program/curriculum/competencies-requirements/competencies for the competencies, EPOs, and milestones.)

Longitudinal coaches help students monitor their progress in meeting these milestones by, together with the student, reviewing the student’s formative and summative assessments, self-reflections, narrative feedback, and other relevant data. They assist their students in identifying progress and achievement, as well as areas for improvement or potential concern across the four-year curriculum. Coaches work with each of their students to develop goals and action plans that are customized to the student’s needs and learning style. The coaches, as part of a larger team, also help students overcome learning challenges.

Assessment—Course Exams and Qualifiers

Evaluation of Students in Integrated Courses

It has been a tradition at the Yale School of Medicine that students do not receive grades in their basic science courses. However, there always has been, and there continues to be, a genuine attempt on the part of the faculty through small group and seminar interactions to recognize excellence and, conversely, to identify students in academic difficulty so that they can receive special help. The noncompetitive atmosphere of the first two years also works to encourage students to ask for help themselves. The fact that this is indeed the case is evidenced by the numbers of students who freely identify themselves each year to their academic advisers and the associate dean for student affairs, asking for help with time management, study skills, and tutoring.

Coding System

To maintain student anonymity on qualifiers, the registrar assigns randomly selected code numbers (known only to the registrar, manager of the learning management system and student) to all students at the beginning of the first year. Students use their code number on course and clerkship evaluations and all required assessment exercises. Posting of assessment scores by the faculty is done using these confidential codes.

Responsibilities of Faculty

Faculty construct comprehensive and challenging knowledge assessments as part of the Integrated Courses. Each integrated course has a required knowledge assessment (qualifier exam) that is taken online at the end of the course. Students receive their final scores within five days of the closing of the exam. Students will also receive the rationale for correct and incorrect responses after any remediation is complete. In addition to the qualifier, students are required to take one or two knowledge self-assessments (depending on course length) during the course to provide formative feedback on student progress in content mastery.

Responsibilities of the Student

Students must take all required exams (qualifiers and mandatory self-assessments) on or by the time indicated in the course schedule. A student may request an extension from the course director if the student believes that events out of the student’s control (sickness, family issues) have interfered with mastering the course objectives. If these events affect more than one course/exam, require significant absence from school, or cause distress for the student, the student must see the associate dean for student affairs. Exams may not be postponed for non-emergency reasons such as extracurricular activities or a trip.

Students must successfully complete, and demonstrate proficiency in, every required course before going on to the next year. Proficiency is demonstrated by passing the qualifying exam or by successful remediation following failure to pass the qualifying exam. Students failing a qualifying exam must report to the course director within seven days of the posting of exam scores to discuss the remediation process. The course director must notify the student about the details of the remediation process within two working days. The deadline for completion of the remediation should be typically ten days. Additionally, the student must complete the student questionnaire for qualifier failures form and meet with the student’s academic adviser.

Remediation is not a punitive process. At all times the emphasis is on supporting the student to allow the student to learn what is needed to be a successful physician.

Failure to Demonstrate Proficiency

The course director reports a student to the registrar and the registrar makes the academic adviser and the dean of student affairs aware if:

  1. a student has not completed a qualifying exam or other mandatory assessment exercise and has not made other arrangements with the course director,
  2. a student has failed the qualifying exam and has not contacted the course director within seven days of the scores being posted,
  3. a student has failed remediation, or
  4. there has been a breach of professionalism (i.e., cheating, plagiarism) in taking or remediating the exam.

The academic adviser will meet with the student to discuss barriers that may be keeping the student from successfully passing the examination and what can be done to help the student.

Tutorial System

The Peer Study Tutor Program aims to support student success through peer tutors. Tutors strive to identify strategies to improve learning in order to increase knowledge and confidence around particular areas of study. For more information, see https://medicine.yale.edu/education/academicprogress/advisors/tutoring.

Absenteeism from Mandatory Pre-Clerkship Curriculum

Yale School of Medicine’s Absenteeism from Mandatory Pre-Clerkship Curriculum Procedure can be found at https://yale.navexone.com/content/dotNet/documents/?docid=57&public=true.

Emergency Suspension

The dean of the School of Medicine, or a delegate of the dean, may place a student on an emergency suspension from residence or academic status when (1) the student has been arrested for or charged with serious criminal behavior by law enforcement authorities; or (2) the student allegedly violated a disciplinary rule of the School of Medicine and the student’s presence on campus poses a significant risk to the safety or security of members of the community.

Following an individualized risk and safety analysis, the student will be notified in writing of the emergency suspension. A student who is notified of an emergency suspension will have 24 hours to respond to the notice. The emergency suspension will not be imposed prior to an opportunity for the student to respond unless circumstances warrant immediate action for the safety and security of members of the community. In such cases, the student will have an opportunity to respond after the emergency suspension has been imposed.

When a student in the School of Medicine is placed on an emergency suspension, the matter will be referred for disciplinary action in accordance with school policy. Such a suspension may remain in effect until disciplinary action has been taken with regard to the student; however, it may be lifted earlier by action of the dean or dean’s delegate, or by the disciplinary committee after a preliminary review.

Leaves of Absence

Students are expected to follow a continuous course of study at the School of Medicine. However, a student who wishes or needs to interrupt study temporarily may request a leave of absence. There are three types of leave—personal, medical, and parental—all of which are described below. The general policies that apply to all types of leave are:

  1. Any student who is contemplating a leave of absence should see the associate dean for student affairs to discuss the necessary application procedures.
  2. All leaves of absence must be approved by the associate dean. Medical leaves also require the written recommendation of a Yale Health physician, as described below.
  3. A student may be granted a leave of absence of one year with possible extension for one additional year. Any approved leave will be for a specified period.
  4. International students who apply for a leave of absence must consult with OISS regarding their visa status.
  5. A student on leave of absence may complete outstanding work in any course for which extensions have been granted. The student may not, however, fulfill any other degree requirements during the time on leave.
  6. A student on leave of absence is not eligible for financial aid, including loans; and in most cases, student loans are not deferred during periods of nonenrollment.
  7. A student on leave of absence is not eligible for the use of any University facilities normally available to enrolled students.
  8. A student on leave of absence may continue to be enrolled in Yale Health by purchasing coverage through the Student Affiliate Coverage plan. In order to secure continuous coverage from Yale Health, enrollment in this plan must be requested prior to the beginning of the term in which the student will be on leave or, if the leave commences during the term, within thirty days of the date the registrar was notified of the leave. Coverage is not automatic; enrollment forms are available from the Member Services department of Yale Health, 203.432.0246.
  9. A student on leave of absence must notify the associate dean of student affairs in writing of the intention to return at least eight weeks prior to the end of the approved leave. In addition, a returning student who wishes to be considered for financial aid must submit appropriate financial aid applications to the School’s financial aid office to determine eligibility.
  10. A student on leave who does not return at the end of the approved leave, and does not request and receive an extension from the associate dean, is automatically dismissed from the School.

Personal Leave of Absence

A student who wishes or needs to interrupt study temporarily because of personal exigencies may request a personal leave of absence. A student who is in good standing is eligible for a personal leave of absence. The general policies governing all leaves of absence are described above.

To request a personal leave of absence, the student must apply in writing, explaining the reasons for the proposed leave and stating both the proposed start and end dates of the leave and the address at which the student can be reached during the period of the leave. If the associate dean finds the student to be eligible, the leave will be approved. In any case, the student will be informed in writing of the action taken. A student who does not apply for a personal leave of absence, or whose application for a personal leave is denied, and who does not register, will be considered to have withdrawn from the School.

Medical Leave of Absence

A student who must interrupt study temporarily because of illness or injury may be granted a medical leave of absence with the approval of the associate dean, on the written recommendation of the director of Yale Health or the chief psychiatrist. The general policies governing all leaves of absence are described above. A student who is in good standing is eligible for a medical leave any time after matriculation. The final decision concerning a request for a medical leave of absence will be communicated in writing by the associate dean.

The School of Medicine reserves the right to place a student on a mandatory medical leave of absence when, on recommendation of the director of Yale Health or the chief of the Mental Health and Counseling department, the dean of the School determines that, because of a medical condition, the student is a danger to self or others, the student has seriously disrupted others in the student’s residential or academic communities, or the student has refused to cooperate with efforts deemed necessary by Yale Health and the dean to make such determinations. Each case will be assessed individually based on all relevant factors, including, but not limited to, the level of risk presented and the availability of reasonable modifications. Reasonable modifications do not include fundamental alterations to the student’s academic, residential, or other relevant communities or programs; in addition, reasonable modifications do not include those that unduly burden University resources.

An appeal of such a leave must be made in writing to the dean of the School no later than seven days from the effective date of the leave.

An incident that gives rise to voluntary or mandatory leave of absence may also result in subsequent disciplinary action.

A student who is placed on medical leave during any term will have tuition adjusted according to the same schedule used for withdrawals (see Tuition Rebate and Refund Policy). Before re-registering, a student on medical leave must secure written permission to return from a Yale Health physician.

Leave of Absence for Parental Responsibilities

A student who wishes or needs to interrupt study temporarily for reasons of pregnancy, maternity care, or paternity care may be granted a leave of absence for parental responsibilities. The general policies governing all leaves of absence are described above. A student who is in good standing is eligible for parental leave any time after matriculation.

Any student planning to have or care for a child is encouraged to meet with the associate dean for student affairs to discuss leaves and other short-term arrangements. For many students, short-term arrangements rather than a leave of absence are possible. Students living in University housing units are encouraged to review their housing contract and the related polices of the Yale Housing Office before applying for a parental leave of absence. Students granted a parental leave may continue to reside in University housing to the end of the academic term for which the leave was first granted, but no longer.

U.S. Military Leave Readmissions Policy

Students who wish or need to interrupt their studies to perform U.S. military service are subject to a separate U.S. military leave readmissions policy. In the event a student withdraws or takes a leave of absence from Yale School of Medicine to serve in the U.S. military, the student will be entitled to guaranteed readmission under the following conditions:

  1. The student must have served in the U.S. Armed Forces for a period of more than thirty consecutive days;
  2. The student must give advance written or oral notice of such service to the associate dean for student affairs. In providing the advance notice the student does not need to indicate an intent to return. This advance notice need not come directly from the student, but rather, can be made by an appropriate officer of the U.S. Armed Forces or official of the U.S. Department of Defense. Notice is not required if precluded by military necessity. In all cases, this notice requirement can be fulfilled at the time the student seeks readmission, by submitting an attestation that the student performed the service.
  3. The student must not be away from the School of Medicine to perform U.S. military service for a period exceeding five years (this includes all previous absences to perform U.S. military service but does not include any initial period of obligated service). If a student’s time away from the School of Medicine to perform U.S. military service exceeds five years because the student is unable to obtain release orders through no fault of the student or the student was ordered to or retained on active duty, the student should contact the associate dean for student affairs to determine if the student remains eligible for guaranteed readmission.
  4. The student must notify the School of Medicine within three years of the end of the U.S. military service of the intention to return. However, a student who is hospitalized or recovering from an illness or injury incurred in or aggravated during the U.S. military service has up until two years after recovering from the illness or injury to notify the School of Medicine of the intent to return; and
  5. The student cannot have received a dishonorable or bad conduct discharge or have been sentenced in a court-martial.

A student who meets all of these conditions will be readmitted for the next term, unless the student requests a later date of readmission. Any student who fails to meet one of these requirements may still be readmitted under the general readmission policy but is not guaranteed readmission.

Upon returning to the School of Medicine, the student will resume education without repeating completed course work for courses interrupted by U.S. military service. The student will have the same enrolled status last held and with the same academic standing. For the first academic year in which the student returns, the student will be charged the tuition and fees that would have been assessed for the academic year in which the student left the institution. The School of Medicine may charge up to the amount of tuition and fees other students are assessed, however, if veteran’s education benefits will cover the difference between the amounts currently charged other students and the amount charged for the academic year in which the student left.

In the case of a student who is not prepared to resume studies with the same academic status at the same point at which the student left or who will not be able to complete the program of study, the School of Medicine will undertake reasonable efforts to help the student become prepared. If after reasonable efforts, the School determines that the student remains unprepared or will be unable to complete the program or after the School determines that there are no reasonable efforts it can take, the School may deny the student readmission.

Residence and Dining Facilities

Edward S. Harkness Memorial Hall

Harkness Hall, located only steps away from the School of Medicine and Yale New Haven Hospital, houses students from the Schools of Medicine, Nursing, and Public Health, the Physician Associate program, and other graduate and professional schools at Yale. Residents of Harkness Hall live in a secure building with single-occupancy bedrooms. Yale administrative offices, as well as Café Med and other student common spaces, occupy the first through third floors of the building. The great advantages of living in Harkness Hall are its close proximity to classes and the opportunity it provides in bringing together students from the various medical-related fields in a relaxed social setting. For additional information visit https://housing.yale.edu.

Dining

Café Med, located in Harkness Hall at the School of Medicine, is open from 8 a.m. to 3 p.m., Monday through Friday. (Hours subject to change.) The menu enhances convenience and choice, with a customizable salad, soup, and rice bar utilizing local and seasonal ingredients; specialty coffees and fresh pastries; a grab-and-go selection of freshly made salads, sandwiches, and entrées; and a daily hot food option. For additional information visit https://hospitality.yale.edu/restaurants-cafes/cafe-med.

Disability Insurance

Yale School of Medicine provides a long-term disability program for each active medical student starting in the first year. (A student may not be on a leave of absence, suspended, or In Absentia to Submit.) Coverage applies regardless of any prior medical condition. During medical school, premiums are paid in full by the School. The policy provides options for expanding coverage after leaving the School of Medicine, but premiums then become the responsibility of the insured. Sign-up takes place during orientation in the first week of the first year. Representatives from the insurance company are present to explain and answer questions about the policy. They also make themselves available for an exit interview before graduation to discuss continuation of coverage after leaving medical school.

Medical Center Security

Yale Security, a component of Yale Public Safety, maintains a presence throughout the Medical Center area and across the Yale campus on a 24/7 basis, both through uniformed security officers and centrally monitored electronic security systems that include video cameras, electronic access control, intercoms, emergency blue telephones, and intrusion alarm systems.

Yale Security partners with the Yale Police Department by patrolling parking facilities, pedestrian areas, and buildings using marked vehicles, bicycles, three-wheeled Segways, and foot patrols. Security officers are also available to assist with lockouts and perform walking escorts.

Yale Security can be reached twenty-four hours a day, seven days a week, by calling 203.785.5555. For additional information regarding public safety at Yale, or to request additional security services for special events, please visit our website at https://your.yale.edu/community/public-safety. And please be sure to download the Yale LiveSafe app onto your smartphone (https://your.yale.edu/community/public-safety/stay-safe-campus/livesafe-app).

Student Health and Wellness Program

The YSM Student Mental Health and Wellness Program plays an important role in supporting the mental health of YSM students. The program provides short-term mental health consultation and intervention to address mild-to-moderate severity symptoms (e.g., depressed mood or anxiety) or acute adjustment issues (e.g., role stress, grief, relationship changes). These sessions can be virtual or in-person. If longer-term mental health concerns and need for treatment are identified, the program team will facilitate the transition to Yale Health Mental Health & Counseling or Magellan through Mental Health & Counseling and support students in getting connected to those ongoing services.

In addition to the mental health services provided by a social worker and psychologist, a wellness counselor works with students to address needs related to time and stress management, well-being, and self-care. The staff also facilitates groups and wellness seminars around topics of interest to YSM students.

Special Support Services

Office of Diversity, Inclusion, Community Engagement, and Equity

The Office of Diversity, Inclusion, Community Engagement, and Equity (DICE) strives to create an inclusive community for the diverse student body of Yale School of Medicine (YSM) by supporting and celebrating our differences. Through outreach, education, and advocacy, DICE aims to promote the creation of an interdisciplinary health care workforce—including innovative physicians, researchers, and scientists—who reflect and serve diverse communities.

The office actively identifies, recruits, and supports talented individuals from diverse background. Through robust outreach efforts, we aim to strengthen the pathway of talented individuals from diverse backgrounds towards achieving successful careers in health care and biomedical research.

DICE supports several health and science pathway programs, including the Youth Science Enrichment Program, the Health Professions Recruitment Exposure Program, Yale Summer Enrichment Medical Academy, Program to Advance Training in Health and Sciences, and the Minority Association of Pre-Med Students Mentorship Program. Supporting and celebrating informative discourse around diversity and inclusion, DICE actively seeks and responds to student and trainee feedback. The office of DICE supports medical student affinity groups such as the Asian Pacific American Medical Association; the Committee on Diversity, Inclusion, and Social Justice; Outpatient; South Asian Medically-oriented Students Association; the Student National Medical Association/Latino Medical Student Association; Women in Medicine; Yale BBS Diversity and Inclusion Collective; Yale First Generation/Low Income; Yale Native American Health Professions; and Yale SACNAS.

The office also hosts a monthly social for underrepresented medical, Ph.D., PA, and BBS students; sponsors a mentorship program for students and trainees; and maintains relationships with house staff and faculty organizations that work toward inclusion. DICE partners with local schools and organizations to host community events and supports ongoing community service projects throughout the year, advocating on behalf of vulnerable populations in New Haven. The office also supports student advocacy for social justice within and beyond the campus community, partnering with Yale and local organizations to provide informative and actionable dialogue on key issues of social justice. Deputy Dean and Chief Diversity Officer Darin A. Latimore, M.D., along with Marietta Vázquez, M.D., associate dean for medical student diversity, heads the office. The contact person is Director Linda V. Jackson, M.S. The office is located at 367 Cedar Street, Suite 320, New Haven CT 06511; telephone, 203.785.7545. For additional information please visit https://medicine.yale.edu/dice.

Computing at the School of Medicine

Computing assistance is available 24/7 for Yale students, faculty, and staff by contacting the ITS Help Desk (203.432.9000, or helpdesk@yale.edu). Assistance is also available at the Sterling Hall of Medicine Technology Support Service Center (SHM L E20A), Monday through Friday from 9 a.m. to 4:30 p.m., located on the lower level of the Medical Library.

For information on the extensive computer facilities in the Medical Library, see the chapter Harvey Cushing/John Hay Whitney Medical Library.

Computer facilities at the Anlyan Center include five teaching classrooms equipped with eight iMac computers for students and one for instructors. This facility allows small-group teaching and interactive use of online resources such as the virtual microscope. The Gross Anatomy Laboratory at the Anlyan Center is also equipped with thirty-four Mac mini computers to provide online anatomy reference resources to complement traditional dissection.

All students can use their own personal computers at a variety of public, library, or teaching space locations that are equipped with wireless network access. Student residents in Harkness Dormitory can use their personal computers in the dorm, which is fully equipped with wired and wireless networking. Residents also have access to two computer clusters on the fifth and eighth floors. Both rooms have two Windows computers and a laser printer.

Yale Information Technology Services (ITS) has made special arrangement with vendors to provide discounted prices to Yale students, staff, and faculty. Information is available at http://its.yale.edu/software-technology/buying-guide. Students who are interested in buying a personal computer, or who simply want advice and information on personal computers or software packages and how to order them, can consult the staff of the Walk-in Computer Support Center.