Human Relations Code of Conduct
Yale School of Medicine is committed to the promotion of personal and professional development of all individuals in 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 each individual.
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; 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.
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
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.
The School of Medicine sponsors regular programming to reduce the harm of campus sexual misconduct. During orientation in the first year and again in the second year before starting clinical rotations, students have mandatory training sessions in preventing and responding to sexual harassment and assault. Also, in the courses (pre-clerkship), the Office of Education sends first- and second-year students a harassment survey to fill out twice a year. In the clerkships, electives, and subinternships, a harassment survey is sent twice a year to third-year students and once a year to fourth-year students. The final clerkship and elective course evaluations have four questions under the learning environment section that inquire about sexual harassment, sexual assault, mistreatment, and abuse.
Racial and Ethnic Harassment
The Office of Diversity, Inclusion, Community Engagement, and Equity, headed by Darin Latimore, M.D. (firstname.lastname@example.org), chief diversity officer and deputy dean for diversity and inclusion, will work in conjunction with Valarie Stanley, senior director of 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. See https://oiea.yale.edu/complaint-procedures.
Peer Advocate Program
The Peer Advocate program was established in 2000 by the associate dean for student affairs and several medical students. It provides students with nonthreatening peer listeners who are available at any time of day or night to discuss strategies, offer reality checks, and brainstorm solutions to challenging personal, academic, or professional situations, and to point students in the direction of appropriate resources. The Peer Advocates are medical students chosen by their classmates during the first year of medical school for being approachable, trustworthy, mature, thoughtful, and discerning—qualities that should allow them to be good listeners and trusted confidants. The nomination process does not permit campaigning. Peer Advocates serve their fellow students for the duration of medical school.
Yale University Procedures for Student Complaints
For information on Yale University complaint procedures, see https://oiea.yale.edu/complaint-procedures.
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 committee structure is designed to (1) integrate, coordinate, and align deliberations and decisions regarding educational policy, guidelines, and procedures with the ongoing implementation, review, and evolution of the curriculum; (2) ensure that there is broad-based faculty representation; and (3) make certain that the committee has full and final decision-making authority.
The EPCC has thirty-two members and is responsible for 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. To achieve this, the EPCC will:
- Provide careful and thorough oversight of the curriculum review process, including the curriculum as a whole as well as its various components
- Promote the development of new ideas and consider recommendations for curricular changes made by its review committees as well as suggestions from students, faculty, and departments
- Review and monitor the School’s educational policies to ensure that they are effectively implemented, adhered to, and up to date
- Regularly review and monitor LCME accreditation standards and implement changes as needed to ensure that the educational program is in full compliance with all standards and elements
The deliberations and decisions of the EPCC will be guided by the principles and values embodied in the YSM educational mission statement as well as the Yale system of education. A quorum of ten members must participate, either in person, by phone, or through electronic means including e-mail, in order for decisions to be made. Decisions will be based on a simple majority vote (one more than half of the members voting). In the event of a tie vote, the chair of the committee has the deciding vote.
Appointed Members (18)1
- Associate Dean for Curriculum, Chair
- Associate Dean for Student Affairs
- Associate Dean for Educational Scholarship/Director, Teaching and Learning Center (TLC)
- Associate Dean for Graduate Medical Education
- Deputy Dean and Chief Diversity Officer
- Associate Director for Curriculum and Educator Assessment, TLC
- Associate Director for Student Assessment, TLC
- Codirectors of Integrated Course Curriculum2
- Director of Clerkships
- Director of Electives
- Director, Clinical Skills Program
- Director, M.D./Ph.D. Program
- Academic Adviser (rotating)
- Curriculum Support Librarian
- Chair, Progress Committee
- Alumni representative
- Deputy Dean for Education, ex officio
Elected Faculty Members (7)2
- Integrated Course Director
- Clerkship Director
- Elective Director
- At-large Faculty (4, elected by the YSM Faculty Advisory Committee)
- Elected students3 (5: 1 representative from each year)
- Medical Student Council President
- M.D./Ph.D. student representative
1. Appointed members are selected based on their role in medical education, with no term limit.
2. Integrated course, clerkship, and elective directors are nominated by department chairs; directors of medical studies (DMS); fellow integrated course, clerkship, and elective directors; and central curriculum directors. Election of nominated candidates is done by vote of the integrated course, clerkship, or elective directors in the candidate’s curricular area. The at-large positions are chosen by the Faculty Advisory Committee using their selection process. Elected faculty positions have a four-year term with reelection permitted.
3. Students are selected by the student body using their election process. These are one-year terms with reelection permitted.
Curriculum Review Committees
The three Curriculum Review Committees work collaboratively with departments, faculty, and students to review and improve individual integrated courses, clerkships, and electives. This includes gathering information, reviewing and analyzing data, and making recommendations that promote:
- use of student evaluations and performance outcome data to improve the curriculum
- use of reliable outcome measures to evaluate student achievement of the learning objectives
- congruence of integrated course, clerkship, and elective objectives with the overarching goals of the curriculum
- use of the most effective teaching methods to achieve the learning objectives
- effective use of formative and summative assessment methods
The Curriculum Review Committees, through their directors, report the results of curricular reviews to the EPCC on a regular basis. Recommendations of the Curriculum Review Committees for changes in the content or teaching methodology within an integrated course, clerkship, or elective based on these reviews can be directly implemented by the integrated course, clerkship, or elective director. However, changes that have broader impact across the curriculum must be brought to the EPCC for consideration and implementation.
Integrated Course Review Committee
The Integrated Course Review Committee is charged with assessing each course in the curriculum at least once every three years and more frequently when deemed necessary by the committee. The reviews provide the integrated course leaders with an evaluation of their course based on student feedback; analysis of course material and instructional sessions; alignment of assessment questions with learning objectives; and comparison of course goals with Yale’s overarching curriculum goals, and with national standards. The committee also examines integration of course content with other courses within the curriculum and ensures that we are meeting LCME standards for accreditation.
The integrated course review is a constructive process to help stimulate discussion between courses of intended and unintended content overlap and any omissions in content areas that may not be apparent when viewing courses in isolation. The process will also identify methods of curriculum delivery that are particularly effective and will provide information on these practices to other courses.
The committee is cochaired by the codirectors of courses and administered by the manager of courses. There are six appointed faculty members: one basic science faculty, four course directors, and one clinical faculty; and four to eight elected students (one or two per class). Other members are one medical school librarian and one representative from the Teaching and Learning Center. The committee meets once or twice a month.
Clerkship Review Committee
The Clerkship Review Committee is charged with assessing each clerkship in the curriculum at least once every four years. The goals of the committee are threefold: (1) to ensure educational quality, innovation, and a supportive learning environment in each of the core clerkships; (2) to provide the clerkship director information regarding themes of student feedback and the integration of clerkship content with other components of the curriculum; and (3) to ensure compliance with LCME educational directives for accreditation.
The clerkship review is a constructive process that aims to stimulate productive discussion among clerkship directors, faculty, staff, students, and leadership in order to support the highest quality educational experience. The review covers multiple aspects of the clerkship: organization, clinical and didactic teaching, patient care, the learning environment, and the clerkship director’s analysis and outlook. The process also identifies methods of curriculum delivery that are particularly effective, which can then be provided to other clerkship directors for continuous clerkship improvement.
The committee is chaired by the director of clerkships and administered by the manager of clerkships. The committee is chaired by the director of clerkships and administered by the manager of clerkships. There are six appointed members: two faculty, one Teaching and Learning Center representative, one medical curriculum administrator, one Physician Associate Program faculty, and one curriculum support librarian; and fifteen elected members: one clerkship director/associate director, one clerkship administrator/coordinator, two clinical faculty, one basic science faculty, and ten medical students (two per class; must include at least one M.D./Ph.D. student). The committee meets once a month or more frequently as needed.
Elective Review Committee
The Elective Review Committee is charged with assessing each elective in the curriculum at least once every four years. The goals of the committee are threefold: (1) to ensure educational quality, innovation, and a supportive learning environment in each of the core electives; (2) to provide the elective director information regarding themes of student feedback and the integration of elective content with other components of the curriculum; and (3) to ensure compliance with LCME standards for accreditation.
The elective review is a constructive process that aims to stimulate productive discussion among elective directors, faculty, staff, students, and leadership in order to support the highest quality educational experience. The review covers multiple aspects of the elective: organization, clinical and didactic teaching, patient care, the learning environment, and the elective director’s analysis and outlook. The process also identifies methods of curriculum delivery that are particularly effective, which can then be provided to other elective directors for continuous elective improvement.
The committee is chaired by the director of electives and administered by the manager of electives. There are three appointed faculty elective/subinternship directors, five clinical faculty at large, two program coordinators, one Teaching and Learning Center representative, one representative from the registrar, one curriculum administrator, and up to ten medical students (two per class). The committee meets at least once a month or more frequently as needed.
The Thesis Committee provides oversight of and recommends policy for all aspects of the medical student thesis program. This includes:
- setting rules and regulations for the thesis requirement
- establishing thesis deadlines
- determining the guidelines and processes for the awarding of thesis honors and graduation prizes, and choosing the recipients
- determining the selection of oral presentations given on Student Research Day
The Thesis Committee regularly reviews the curriculum to ensure that there is adequate time available for thesis research, evaluates the participation and effectiveness of faculty mentors, assesses the quality of the student’s research experience, and makes stipend-supported research fellowships available.
The committee is chaired by the associate deans of student research and includes approximately eighteen faculty from both basic science and clinical departments as well as the section of the history of medicine. There are no term limits. Changes in membership of the committee are made by the chair in consultation with the other members of the committee.
The committee meets at least once a year and may meet more often as needed.
The Progress Committee reviews the academic performance of each student to determine suitability for continued advancement in the curriculum and for graduation. This review includes decisions about graduation, promotion, leaves of absence, special study, remediation, academic probation, suspension, and dismissal. The Progress Committee uses a single and uniform standard for the promotion and graduation of students.
The Progress Committee is chaired by a senior faculty member and includes approximately twelve faculty from both basic science and clinical departments. The associate dean for student affairs, associate dean for curriculum, deputy dean and chief diversity officer, senior registrar, and registrar are ex officio (non-voting) members. Faculty serving on the committee are familiar with the curriculum and graduation requirements and have demonstrated a deep interest in the well-being of the students. There are no term limits. Recommendations for changes in membership of the committee are made by the chair in consultation with the deputy dean for education and other members of the Progress Committee. Those recommendations are submitted to the dean, who has final authority for committee membership.
The Progress Committee meets monthly. When a question arises which cannot wait for the next full meeting of the Progress Committee, the chair may call an emergency meeting, convene a subcommittee, or poll the members of the Progress Committee for their opinions by phone or e-mail.
Review of Students
Each student’s academic progress is reviewed annually, or more frequently as needed, as specified in the Yale School of Medicine Satisfactory Academic Progress Policy. In addition, the Progress Committee considers other relevant information in order to determine if the student is developing the professional attributes needed to become a safe and effective physician, including moral and ethical character, professional behavior, good judgment, sense of responsibility, sensitivity and compassion for individual needs, and emotional stability. In making its decisions, the committee takes into account the academic record of the student, including but not limited to information such as qualifier performance, standardized skills assessments, course commentaries, clerkship evaluations, performance on board exams, as well as letters and reports regarding incidents of unprofessional behavior, personal testimony and special circumstances.
Committee Decisions and Notification
In reviewing the academic progress of students, the Progress Committee makes one of the following determinations:
- Meeting the requirements for satisfactory academic progress
- Not meeting the requirements for satisfactory academic progress, whereby actions may include one of the following:
- Academic Probation
Students who are making satisfactory progress will not hear directly from the Progress Committee.
If the Progress Committee determines that a student has not demonstrated satisfactory progress or performance in any aspect of the medical school curriculum, remediation will be required. This remediation is designed to provide the student with a structure to address any deficits with the goal of helping the student improve performance to a satisfactory level. When remediation is required, the student will be notified in writing, including the specifics of the required remediation and the consequences of not successfully completing the remediation according to a specified timeline.
If there is a pattern of poor performance or serious violation of the School’s code of conduct or professionalism standards, the student may be placed on academic probation concurrent with the remediation or suspended. The student will be notified in writing of the terms of the academic probation or suspension, including the requirements for having the academic probation or suspension removed as well as the consequences of not meeting these requirements according to a specified timeline.
A student who is unable to meet the academic requirements of the School despite remediation efforts may be dismissed. Additionally, a student who at any time behaves in a manner that is considered incompatible with the ideals of a physician may be dismissed. If dismissal occurs, the student will be notified in writing of the decision.
A summary of the actions taken by the Progress Committee may appear in the student’s MSPE, and the student will be notified of this in writing.
A student may appeal the decision of the Progress Committee. The appeal process includes two steps:
Step 1 To begin the appeal process, the student must notify the chair of the Progress Committee in writing of the intention to appeal within seven (7) days from the date the student receives notification of the Progress Committee’s decision. The student has the right to appear before the committee, and for support may bring an adviser who is a member of the School of Medicine community. The student may not bring legal representation. The committee will consider any additional information brought to its attention by the student in reaching a final decision.
Step 2 Final decisions of the Progress Committee may be appealed to the dean of the School of Medicine. A student wishing to take this step in the appeal process must submit to the dean (or the dean’s designate) a written request describing the basis of the appeal within seven (7) days from the date the student receives notification of the Progress Committee’s final decision. Appeals may be based on a claim that some pertinent evidence was not taken into account or that the Progress Committee’s consideration was unfair, and must describe the basis for such a claim.
The dean (or the dean’s designate) will review the appeal and may or may not invite the student to meet. The dean (or the dean’s designate) may either issue a final decision, or may remand the case back to the Progress Committee for reconsideration. The dean (or the dean’s designate) shall communicate this decision in writing to the student and to the Progress Committee. The dean’s decision is final.
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 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.
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.
The registrar assigns a special, randomly selected code number (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 this code number on course and clerkship evaluations and all required assessment exercises. Posting of assessment scores by the faculty is done using these anonymous 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.
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 the code number of a student to the registrar and the registrar makes the academic adviser and the dean of student affairs aware if:
- A student has failed the qualifying exam.
- A student has not completed a qualifying exam or other mandatory assessment exercise, and has not made other arrangements with the course director.
- A student has failed the qualifying exam and has not contacted the course director within seven days of the scores being posted. (In this case, the course director will report the code number to the registrar twice—after the student fails and again after seven days if the student has not contacted the course director to remediate.)
- A student has failed remediation.
- 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.
In addition to the above, after one qualifier failure, the Progress Committee (PC) is notified. After a second failure, the student will be sent a letter from the PC. If there is a third qualifier failure, the PC will again be notified and at its discretion further action may be recommended, from additional remediation to academic probation. If a fourth qualifier is failed, the student will be placed on academic probation by the PC.
While students are given wide latitude as long as they are successfully progressing, students who are having difficulty will not be left to flounder.
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
It is the student’s professional responsibility to review the absenteeism policy and procedure and specific attendance requirements for all course and curricular activities in which the student is involved. All mandatory curriculum sessions are noted on the BlueDogs schedule/calendar. Students are expected to be present at all required-attendance sessions and to sign in using BlueDogs. The date and time of access will be recorded along with the name of the student. The Office of Education will monitor this in order to check on attendance in required events.
Procedure for Missing a Mandatory Session with an Acceptable Reason
The following constitute acceptable reasons for being absent from a mandatory curricular activity:
- Personal illness or illness in immediate family member
- To seek health-related care
- Death in the family
- Religious holiday observances
- Participation in a scientific conference where the student is the lead author/presenter and directly participating in the conference presentation
- Thesis-related research of critical importance when it is impossible for the activity to be conducted at any other time.
If a student anticipates missing a mandatory session due to one of the acceptable reasons, the student must communicate by e-mailing Attendance.YSM@yale.edu in advance, when possible. In cases involving illness and unexpected emergencies, students should e-mail Attendance.YSM@yale.edu as soon as possible. Students wishing to discuss personal reasons for absences may contact the associate dean for student affairs.
Procedure When a Student Misses a Mandatory Session without an Acceptable Reason
After a student misses the first mandatory session, the student will receive from the co-directors of the Pre-Clerkship Curriculum an e-mail notification of the absence and a reminder that further absences risk the student being referred to the Progress Committee. If the student attended the session but forgot to sign in, the student has until 11 p.m. on the day of the mandatory session to e-mail Attendance.YSM@yale.edu and explain that the student forgot to sign in. Forgetting to sign in a second time or failure to notify Attendance.YSM@yale.edu of a forgotten sign in will result in the student being charged with one absence.
After a student misses a second mandatory session during the Pre-Clerkship Curriculum, the student will receive from the co-directors of the Pre-Clerkship Curriculum an e-mail notification of having missed two mandatory sessions. The student’s academic adviser will be copied on the e-mail.
After a student misses a third mandatory session during the Pre-Clerkship Curriculum, the student will receive from the co-directors of the Pre-Clerkship Curriculum an e-mail notification of having missed three mandatory sessions and will be referred to the Progress Committee. The Office of Education will communicate the student’s name to the Progress Committee.
The Progress Committee is responsible for reviewing the academic record and professional development of students to determine their suitability for advancement and graduation. The School is concerned that a pattern of missed mandatory sessions might indicate a lapse in professional behavior and be associated with difficulties in academic performance.
The members of the Progress Committee will review the missed sessions in the context of the student’s record of academic progress and professional conduct to date, and as needed will make recommendations intended to help the student address and successfully remediate any concerns that are identified.
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:
- Any student who is contemplating a leave of absence should see the associate dean for student affairs to discuss the necessary application procedures.
- 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.
- 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.
- International students who apply for a leave of absence must consult with OISS regarding their visa status.
- 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.
- 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.
- A student on leave of absence is not eligible for the use of any University facilities normally available to enrolled students.
- 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.
- 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.
- 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:
- The student must have served in the U.S. Armed Forces for a period of more than thirty consecutive days;
- 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.
- 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.
- 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
- 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.
Information Security, Policy, and Compliance
Before graduation, students in the Yale School of Medicine must remove from their personally owned devices (including laptops, smartphones, and portable storage devices) all electronic Protected Health Information (ePHI). In order to ensure compliance with this important policy, students must complete an online survey and attestation regarding their disposition of ePHI that they may have used in their time at Yale. Completed surveys are sent to the Information Security, Policy, and Compliance (ISPC) Office for collection. Students who have not completed this requirement by the set deadline will have their diplomas withheld and will not be able to receive their M.D.
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 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.
Café Med, located in Harkness Hall at the School of Medicine, is open from 7:30 a.m. to 7 p.m., Monday through Friday. 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/retail/cafe-med.
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. Safe Rides can be accessed from 6 p.m. to 6 a.m. via the LiveSafe app or by calling Yale Transit at 203.432.6330.
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 http://publicsafety.yale.edu. And please be sure to download the Yale LiveSafe app onto your smartphone. It’s a great tool and a great resource.
The Yale Journal of Biology and Medicine
The Yale Journal of Biology and Medicine (YJBM) provides an educational opportunity for students in medicine, public health, nursing, and the biological sciences to gain experience in all aspects of academic publishing. The Journal publishes open-access issues four times a year through PubMed Central and receives manuscripts on a wide variety of topics in basic and clinical sciences from authors around the world. Students review and select articles for publication and have the opportunity to review books, create podcast episodes, and write articles showcasing research and clinical experiences from Yale and abroad. The editorial board meets monthly, and editorial leadership is elected each year from the student board. Jeffrey Bender, faculty adviser. Website, http://medicine.yale.edu/yjbm.
Special Support Services
Office for Women in Medicine
The Office for Women in Medicine (OWM) serves as a focal point for a variety of concerns, both general and specific, within the School and the University. The OWM provides women students, house staff, and faculty access to advisers and mentors and facilitates access by students to professional women in an informal setting. Throughout the year, the office sponsors workshops and seminars on professional development and career opportunities for women in medicine and the sciences that address the broader concerns of women and men in the medical community. These programs are designed to provide an area for interchange, to increase the visibility of women in medicine, to introduce women at Yale School of Medicine to a spectrum of role models, to provide access to notable speakers, and to serve as a forum for relevant issues. The very existence of OWM demonstrates Yale’s strong commitment to women and to the creation of a milieu where women at all levels (from beginning students to senior staff and faculty) can develop to full potential. The contact person is Merle Waxman and the office is located at Sterling Hall of Medicine (SHM L-202), 333 Cedar Street, New Haven CT 06520; confidential line 203.737.4100. For additional information please visit http://medicine.yale.edu/owm.
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. Though outreach, education, and advocacy DICE aims to promote the creation of the interdisciplinary health care workforce—including innovative physicians, researchers, and scientists—who reflect and serve the diversity of the community. DICE provides outreach to strengthen the pipeline of diverse individuals for health care and biomedical careers, identifying and recruiting talented individuals from diverse backgrounds. It works directly with medical student 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. And it supports a number of health and science pipeline programs, including the Youth Science Enrichment Program, the Health Professions Recruitment Exposure Program, Yale Summer Enrichment Medical Academy, and the Minority Association of Pre-Med Students Mentorship Program. Supporting and celebrating informative discourse about diversity and inclusion, DICE actively seeks and is responsive to student and trainee feedback; hosts a monthly social for underrepresented medical, Ph.D., and BBS students; sponsors a mentorship program for underrepresented 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. DICE 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 Latimore, M.D., along with Rochelle D. Smith, newly appointed Associate Dean of Diversity and Inclusion and Associate Chief Diversity Officer, head the office. Contact persons are Director Linda V. Jackson and Program Coordinator Teresa A. Hines. The office is located at 367 Cedar Street, Suite 320, New Haven CT 06511; telephone, 203.785.7545. For additional information please visit http://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 email@example.com). Assistance is also available at the Sterling Hall of Medicine Walk-in Computer Support Center (WCS-SHM), 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.
School of Medicine ID Card Policy
School of Medicine ID cards are issued when a student registers for the first year during orientation. These ID cards open all perimeter doors to the School of Medicine, as well as some interior connector doors. They should be worn visibly at all times while in the Medical Center and presented, upon request, to University officials whose assigned responsibilities authorize them to seek proper identification.
To obtain a replacement ID card, you must go in person to the medical school ID Center. When an ID card is lost, stolen, or no longer functions, the ID Center issues a replacement card with the photograph on record. Malfunctioning ID cards that are returned to the ID Center are replaced at no charge. Lost, stolen, or deliberately damaged cards are replaced at a fee of $20.
Yale New Haven Health Identification Badges
The Yale New Haven Health photo ID badge is issued when a medical student registers for the first year during orientation. This ID badge allows entry to common, basic access points in the hospital. While on some clerkships, additional ID access is allowed depending on the student’s service assignment. For students enrolled for more than four years, such as students taking extended study or M.D./Ph.D. students, badges will be activated for a longer period.
The badge includes the student’s name, photo, and designation as a medical student at Yale. The first ID badge is free; the replacement cost is $10. Worn out or defective badges are replaced free of charge.