Departments A - L
Anatomy and Experimental Surgery
(Section of the Department of Surgery)
Office: TAC N322B, 785.2814
Associate Professors
L. J. Rizzolo (Director of Medical Studies), W. B. Stewart (Section Chief)
Lecturers
H. Briggs, S. Ghofrany, S. E. Kapadia
Anatomy 103, Principles of Human Anatomy and Development. This course, designed specifically for first-year medical students, provides an opportunity to dissect or observe all structures of the human body. Lectures, conferences, models, radiology, and Web-based curriculum materials are included. Four students are assigned to each cadaver; students work on different regions simultaneously. W. B. Stewart and staff.
Anatomy 104a/b, Special Dissections in Anatomy. A laboratory designed to meet the needs of individual students. Any part of the cadaver may be dissected. Each student is assigned an anatomist and/or clinical specialist to act as consultant(s). Prerequisite: Anatomy 103. Staff.
Anesthesiology
Office: TMP 3, 785.2802
Professors
P. G. Barash, F. R. Braveman, J. G. Collins, J. Ehrenwerth, R. L. Hines (Chair), Z. Kain, L. M. Kitahata (Emeritus), C. J. Kopriva (Emeritus), R. H. LaMotte, P. L. Miller (Medical Informatics), T. H. Oh, A. C. Perrino, T. D. Rafferty, S. H. Rosenbaum, W. Rosenblatt, K. J. Ruskin, R. N. Shiffman (Pediatrics), D. G. Silverman, R. S. Sinatra
Associate Professors
C. A. Brandt (Medical Informatics), S. Garwood, T. M. Halaszynski, K. Haspel, B. C. McClain, G. F. McCloskey, L. E. Niklason, C. D. Rinder, J. J. Schwartz, K. H. Shelley, N. Vadivelu, S. Wang
Assistant Professors
S. Akhtar, G. Ang, R. T. Aouad, J. F. Arthur, C. Cantemir, J. H. Chung, S. Dabu-Bondoc, D. Freyle, D. J. Gaal, T. J. Golembeski, G. W. Grass, A. S. Haddadin, L. E. Helgeson, K. Hernandez, A. Herrera, M. J. Higgins, N. F. Holt, D. H. Jablonka, S. Khan, V. J. Kurup, A. M. Lobo, S. M. Luczycki, I. Maranets, L. N. Marenco (Medical Informatics), K. E. Marschall, H. Mikhaeil, R. K. Modak, W. C. Popescu, M. Punjala, R. Ramani, R. M. Romero, H. Saadat, N. Saidi, V. Salgar, R. C. Schoenfelder, C. B. Spencer, R. G. Stout, H. E. Tantawy, A. K. Thung, I. Vaitkeviciute, D. W. Vaughn, J. M. Watkins-Pitchford, Q. Zhu
Instructors
M. Anwar, W. C. Popescu
Research Scientist
F. G. Sayward (Medical Informatics)
Associate Research Scientists
S. J. Frawley (Medical Informatics), Z. Gong, N. Liu (Medical Informatics), C. Ma, M. A. Shifman (Medical Informatics)
Associate Clinical Professors
K. S. Chung, L. P. Kirschenbaum, B. Kosarussavadi, A. L. Mandel, E. K. Prokop, S. B. Stone, A. D. Weinstock
Assistant Clinical Professors
S. I. Assaad, C. Ayoub, P. A. Blume (Orthopaedics and Rehabilitation), M. K. Ghori, M. Lomanto, R. G. Steadman, J. A. Wagner, L. Wang, K. T. Watson, J. C. Weinberg
Clinical Instructors
E. T. Cortland, M. Dudley
Lecturers
A. M. Deshpande (Medical Informatics), T. J. Handler (Medical Informatics), B. Kaplan (Medical Informatics), P. G. Thomas
Anesthesiology 103, Clinical Clerkship. Full-time clinical clerkship for students. Students are assigned throughout the year to Yale-New Haven Hospital for introduction to clinical anesthesiology, including preoperative evaluation of patients, selection of anesthetic technique, and administration of anesthetics under supervision. Perioperative medicine, airway management, monitoring techniques, clinical pharmacology, and physiology are emphasized. J. Schwartz, S.Akhtar, V. Kurup.
Anesthesiology 104, Advanced Clinical Clerkship. Four-week elective, full-time clinical clerkship throughout the year (except July and August) for two students. Individualized program of instruction in anesthesia subspecialties, including cardiovascular, neurosurgical, obstetrical, and pediatric anesthesia. J. Schwartz, S.Akhtar, V. Kurup.
Anesthesiology 141, Clinical Research. One or two students—hours arranged. Participation in ongoing research by departmental faculty involving clinical responses to drugs affecting cardiopulmonary and central nervous systems. The development of individual research projects is also encouraged. D. Silverman et al.
Anesthesiology 142, Basic Research within Anesthesiology. One or two students—hours arranged. Focuses on cardiovascular tissue engineering and on mechanical characteristics of native and engineered vascular structures. General research projects involve the culturing of implantable engineered arteries and the development of microvasculature in vitro. L. Niklason.
Cell Biology
Office: SHM C207, 785.4320
Professors
N. W. Andrews (Microbial Pathogenesis), R. Baron (Orthopaedics and Rehabilitation), M. J. Caplan (Cellular and Molecular Physiology), L. Cooley (Genetics), P. Cresswell (Immunobiology), P. De Camilli, S. S. Ferro-Novick, J. E. Galan (Microbial Pathogenesis), F. Gorelick (Medicine), J. D. Jamieson (Acting Chair), T. L. Lentz (Emeritus), H. Lin, V. T. Marchesi (Pathology), I. S. Mellman, M. S. Mooseker (Molecular, Cellular, and Developmental Biology), M. H. Nathanson (Medicine), P. J. Novick, G. E. Palade (Emeritus), T. D. Pollard (Molecular, Cellular, and Developmental Biology), J. K. Rose (Pathology), E. Ullu (Medicine), S. L. Wolin
Associate Professors
C. Hashimoto, G. Miesenboeck, K. M. Reinisch
Assistant Professors
J. S. Bogan (Medicine), P. A. Takizawa, D. K. Toomre
Senior Research Scientist
T. L. Lentz
Research Scientist
M. Pypaert
Associate Research Scientists
O. E. Bloom, X. Chen, L. Gong, A. Jiang, C. Qiu, C. Rahner, A. Satoh, L. Volpicelli-Daley, B. Zemelman
CBIO 502a/b, Molecules to Systems. This full-year course is designed to provide medical students with a current and comprehensive review of biologic structure and function at the cellular, tissue, and organ system levels. Areas covered include replication and transcription of the genome; regulation of the cell cycle and mitosis; protein biosynthesis and membrane targeting; cell motility and the cytoskeleton; signal transduction; nerve and muscle function; and endocrine and reproductive cell biology. Clinical correlation sessions, which illustrate the contributions of cell biology to specific medical problems, are interspersed in the lecture schedule. Histophysiology laboratories provide practical experience with the light microscope for exploring cell and tissue structure. This course is offered only to M.D. and M.D./Ph.D. students. This course runs from September to mid-May and is equivalent to three graduate credits. J. Jamieson, T. Lentz, F. Gorelick, and staff.
CBIO 503a/b, Histology Laboratory. Histophysiology laboratory provides practical experience with the light microscope for exploring cell and tissue structure. This course is offered only to Ph.D. students. T. Lentz and staff.
CBIO 601a/b, Molecular and Cellular Basis of Human Disease. This course emphasizes the connections between diseases and basic science using a lecture and seminar format. It is designed for students who are committed to a career in medical research, those who are considering such a career, or students who wish to explore scientific topics in depth. The course is organized in four- to five-week blocks that topically parallel CBIO 502a,b. Examples of blocks from past years include “Diseases of protein folding” and “Diseases of ion channels.” Each topic is introduced with a lecture given by the faculty. The lecture is followed by sessions in which students review relevant manuscripts under the supervision of a faculty mentor. Several special sessions are dedicated to technologic advances. In addition, three sessions are devoted to academic careers and cover subjects such as obtaining an academic position, promotions, and grant writing. The course is open to M.D. and M.D./Ph.D. students who are taking or have taken Cell Biology 502a,b. Student evaluations are based on attendance, participation in group discussions, formal presentations, and a written review of an NIH proposal. This course runs from September to mid-May and is equivalent to three graduate credits. F. Gorelick, J. Jamieson, and staff.
CBIO 602a/MB&B 602a/MCDB 602a, Molecular Cell Biology. A comprehensive introduction to the molecular and mechanistic aspects of cell biology for graduate students in all programs. Emphasizes fundamental issues of cellular organization, regulation, biogenesis, and function at the molecular level. S. Wolin, P. Novick, T. Pollard, C. Crews, and faculty.
CBIO 603a/MCDB 603a, Seminar in Molecular Cell Biology. A graduate-level seminar course in modern cell biology. The class is devoted to the reading and critical evaluation of classical and current papers. The topics are coordinated with the CBIO 602a lecture schedule. Thus, concurrent or previous enrollment in CBIO 602a is required. S. Wolin, P. Novick, T. Pollard, C. Crews, and faculty.
CBIO 604b, Systems Cell Biology. Introduction to the organization and function of cells within complex multicellular systems as encountered in the human body. Covers major tissues and organs as well as the cardiovascular, immune, and nervous systems, with special emphasis on the molecular and cellular bases of developmental processes and human diseases. Lectures supplemented by electronic based tutorials on the histology of tissues and organs. C. Hashimoto and faculty.
CBIO 606b, Advanced Seminar Course. This seminar course, which meets once a week, covers several topics suggested by the second year Cell Biology students. It should serve to introduce students to areas they might not have considered in prior courses. Each topic is spread over three to four sessions, starting with an introductory overview and followed by a detailed analysis of key papers. This course is run in alternate years with CBIO 727b. S. Ferro-Novick, P. Novick.
CBIO 701b, Illuminating Cellular Function. Introduction to the principles and practical methods of live cell imaging. Covers principles of fluorescent microscopy (including genetically encoded probes and physiological indicators), image formation, image detection, and image analysis. Includes hands-on demonstrations of state-of-the-art instrumentation, such as video-rate confocal and multi-photon microscopes. D. Toomre and faculty.
CBIO 900a and 901b/GENE 900a and 901b/MCDB 900a and 901b, First-Year Introduction to Research. Lab rotations, grant writing, and ethics for Molecular Cell Biology, Genetics, and Development track students. C. Hashimoto, S. Roeder, M. Stern, and faculty.
Cellular and Molecular Physiology
Office: SHM B147, 785.2989
Professors
P. S. Aronson (Medicine), H. J. Binder (Medicine), E. L. Boulpaep, T. H. Brown (Psychology), L. G. Cantley (Medicine), M. J. Caplan, W. K. Chandler, L. B. Cohen, A. B. Du Bois (Epidemiology), B. E. Ehrlich (Pharmacology), B. Forbush, J. P. Geibel (Surgery), G. H. Giebisch (Emeritus), S. C. Hebert (Chair), J. F. Hoffman (Emeritus), W. H. Miller (Ophthalmology and Visual Science), P. A. Preisig (Medicine), G. B. Richerson (Neurology), W. Saltzman (Faculty of Engineering), J. Santos-Sacchi (Surgery), G. I. Shulman (Medicine), F. J. Sigworth, C. L. Slayman, C. W. Slayman (Genetics), T. Wang, F. S. Wright (Medicine), L. H. Young (Medicine)
Associate Professors
A. Bordey (Neurosurgery), C. Canessa, M. E. Egan (Pediatrics), G. Miesenboeck (Cell Biology), V. A. Pieribone
Assistant Professors
M. N. Nitabach, S. Tomita, D. Zenisek, Y. Zhou
Senior Research Scientists
G. H. Giebisch, J. F. Hoffman
Research Scientist
D. P. Zecevic
Associate Research Scientists
B. Baker, C. X. Bleau, M. Carmosino, D. W. Chester, K. Dong, Z. Du, Q. Leng, J. Lu, M. Lu, A. Rivetta, L. Tang, Q. Yan, Y. Yang
C&MP 500, From Molecules to Systems: Medical Physiology. This course is only open to first-year medical students. The purpose of the course is to understand complex physiological processes at the level of component molecules, cells, specific tissues, organs, organ systems, and whole-body. Lectures cover human medical physiology in eleven modules: Cell Physiology/Membrane Transport, Nerve, Muscle, Metabolism, Blood, Cardiovascular, Respiratory, Kidney, Gastrointestinal, Endocrine, and Reproduction. Two major themes emerge during the course: (1) the human body employs a multitude of approaches for regulating the environment around its individual cells, and (2) these individual cells perform tasks necessary for sustaining life in the whole organism. Weekly Physiology Case Conferences illustrate the course material by means of clinical cases, relevant to the study of physiology. E. Boulpaep and staff.
C&MP 520a, Current Perspectives in Physiology. This seminar course explores a diverse range of topics in physiology, emphasizing readings and discussions of recent primary literature. Topics such as structural biology, membrane transport, signal transduction, sensory systems, and neurophysiology are presented by a variety of expert physiologists. Instructors guide the discussion regarding the background, the experiments, the methods, and most importantly the impact of relevant research papers. The aim of the course is to understand how physiological approaches integrate the study of organismal function from genes, to systems, to behavior and disease. D. Zenisek.
C&MP 550a/ENAS 550a/MCDB 550a, Physiological Systems. The course develops a foundation in human physiology by examining the homeostasis of vital parameters within the body, and the biophysical properties of cells, tissues, and organs. Basic concepts in cell and membrane physiology are synthesized through exploring the function of skeletal, smooth, and cardiac muscle. The physical basis of blood flow, mechanisms of vascular exchange, cardiac performance, and regulation of overall circulatory function are discussed. Respiratory physiology explores the mechanics of ventilation, gas diffusion, and acid-base balance. Renal physiology examines the formation and composition of urine and the regulation of electrolyte, fluid, and acid-base balance. Organs of the digestive system are discussed from the perspective of substrate metabolism and energy balance. Hormonal regulation is applied to metabolic control and to calcium, water, and electrolyte balance. The biology of nerve cells is addressed with emphasis on synaptic transmission and simple neuronal circuits within the central nervous system. The special senses are considered in the framework of sensory transduction. Weekly discussion sections provide a forum for in-depth exploration of topics. Graduate students evaluate research findings through literature review and weekly meetings with the instructor. W. Saltzman, E. Boulpaep.
C&MP 560b/MCDB 560b, Cell and Molecular Physiology: Molecular Machines in Human Disease. This course focuses on understanding the processes that transfer molecules across membranes at the cellular, molecular, biophysical, and physiologic levels. Students learn about the different classes of molecular machines that mediate membrane transport, generate electrical currents, or perform mechanical displacement. Emphasis is placed upon the relationship between the molecular structures of membrane proteins and their individual functions. The interactions among transport proteins in determining the physiologic behaviors of cells and tissues are also stressed. Molecular motors are introduced and their mechanical relationship to cell function is explored. Students read papers from the scientific literature that establish the connections between mutations in genes encoding membrane proteins and a wide variety of human genetic diseases. E. Boulpaep, F. Sigworth.
C&MP 610, Medical Research Scholars Program: Mentored Clinical Experience. The goals of this two-term course are to introduce MRSP students to aspects of clinically important human diseases. Students explore each disease over three 11⁄2-hour sessions led by a clinician-scientist who is an expert in the relevant organ system. Students explore two disease processes per term. The first of the three sessions is devoted to a discussion of the clinical presentation, natural history, pathology, epidemiology, treatment, and prognosis of the disease process. During this session students have the opportunity to view gross or microscopic specimens of diseased tissue in association with members of the Pathology faculty. Students are assigned readings in pathology and pathophysiology and in clinical texts to prepare for the first class session. The second session focuses on translational aspects of the disease process. Students read and present papers relevant to the molecular basis of the disease and cutting-edge approaches to its therapy. In the third session students meet with patients who have experienced the disease and/or visit and explore facilities associated with diagnosis and treatment of the disease process. Prior to the third session students receive guidance as to what they will observe and how to approach the experience and, at the end of the session, the group discusses its thoughts and impressions. Students are expected to prepare for sessions, to participate actively, and to be scrupulously respectful of patients and patient facilities. M. Caplan and staff.
C&MP 710b/MB&B 710b4, Electron Cryo-Microscopy for Protein Structure Determination. Understanding cellular function requires structural and biochemical studies at an ever-increasing level of complexity. The course is an introduction into the concepts and applications of high-resolution electron cryo-microscopy. This rapidly emerging, new technique is the only tool known to date that allows biological macromolecules to be studied at all levels of resolution ranging from their cellular organization to near atomic detail. No specific prerequisites. However, parts of the course deal with diffraction theory and physical principles of image formation. Therefore, knowledge of calculus and basic physics is advantageous. F. Sigworth, V. Unger.
Child Study Center
Office: NIHB 208, 785.2513
Professors
J. P. Comer, S. L. Kagan (Adjunct), Z. Kain (Anesthesiology), R. A. King, J. F. Leckman, J. M. Leventhal (Pediatrics), P. J. Lombroso, R. W. Makuch (Public Health), S. Marans, A. Martin, L. Mayes, D. F. Musto, J. E. Schowalter (Emeritus), S. E. Shaywitz (Pediatrics), D. L. Snow (Psychiatry), S. M. Southwick (Psychiatry), S. S. Sparrow (Emeritus), F. R. Volkmar (Chair), J. Woolston, H. Zhang (Public Health)
Associate Professors
A. S. Carter, B. W. Forsyth (Pediatrics), E. L. Grigorenko, S. M. Horwitz (Public Health), J. Kaufman (Psychiatry), A. J. Klin, T. J. McMahon (Psychiatry), L. Sadler (Nursing), L. D. Scahill (Nursing), R. Schultz, M. Schwab-Stone, M. W. State, D. Stubbe, J. K. Tebes (Psychiatry), F. M. Vaccarino, C. C. Weitzman (Pediatrics), M. Westerveld (Neurosurgery)
Assistant Professors
S. J. Berkowitz, K. Chawarska, N. L. Close, W. S. Gilliam, Y. Kim, N. E. Suchman (Psychiatry), J. E. Swain, V. Weersing (Adjunct)
Senior Research Scientist
S. S. Sparrow
Research Scientists
G. M. Anderson, E. L. Grigorenko, M. K. Pruett (Psychiatry), V. R. Seitz
Associate Research Scientists
M. Akbar, K. M. Balestracci, S. J. Bishop-Josef, P. R. Britto, F. E. Brown, L. Cardona, E. Culler, S. L. Durso, C. Emmons, D. B. Findley, M. Finn-Stevenson, L. M. Gault, M. A. Goyette-Ewing, H. Hahn, K. Koenig, M. A. Levett, S. L. Macari, J. C. McPartland, S. S. Nicholls, Y. O. Ohkubo, S. J. Paterson, Y. B. Poncin, C. T. Rowland, V. V. Ruchkin, D. H. Saul, C. A. Saulnier, C. B. Sicher, C. Singh, A. Slade, S. S. Stahl, C. S. Stover, D. Sukhodolsky, K. D. Tsatsanis, J. M. Wolf
Clinical Professors
J. Adnopoz, R. Angoff (Pediatrics), T. W. Downey, R. Evans, P. Fonagy, A. S. Kaufman, A. E. Kazdin (Psychology), N. Laor, S. Ritvo, H. S. Sacks
Associate Clinical Professors
S. Boltax-Stern, C. Canny (Pediatrics), A. S. Carter, P. M. Cohen, L. Combrinck-Graham, K. Dahl, L. Deutsch, J. B. Ferholt, N. M. Haynes, D. Koenigsberg, E. L. Loewald, J. G. Narad, E. A. Perlswig, J. D. Saccio, A. H. Schwartz, M. Target, A. P. Thies, L. A. Vitulano, T. Zanker
Assistant Clinical Professors
H. A. Allen, A. Avni-Singer (Pediatrics), E. Becker-Dunn (Psychiatry), M. Berkman, J. D. Bregman, K. H. Brody, P. Cantor, P. B. Chappell, J. T. Collins, E. M. Dykens, H. Edelson-Costa, G. E. Epstein-Wilf, D. Flanagan, R. P. Franks, C. L. Gallo, G. D. Gammon, M. Gladstone, R. M. Greenbaum, F. X. Gregory, K. E. Hanson, A. G. Hess, E. O. Jennings, I. R. Jennings, E. T. Joyner, H. P. Kahn, M. D. Kaplan, R. G. King, P. K. Leebens, D. I. Lowell (Pediatrics), A. S. Lustbader, M. Lustick, N. M. Lustman, J. A. Madigan, J. P. Marachi, R. S. McWilliam, J. C. Meyers, N. Moss, S. F. Nagler, R. N. Nikolov, F. J. Ninivaggi, B. Nordhaus, J. F. Poll, M. D. Powers, G. R. Racusin (Psychiatry), C. H. Ripple, E. Rodriguez-Keyes, W. Roosen, D. L. Rotnem, H. L. Sacks, M. Schaefer, L. P. Siegel, A. G. Smaller, R. Sotsky, P. Van Wattum, S. Werblood, H. S. Wetstone, C. P. Wiles, P. Yeung, L. D. Zimmerman
Clinical Instructors
J. C. Allen, R. Avni-Singer, B. J. Barile, K. M. Barrett, L. Budnick, A. Caracansi, K. F. Clougherty, J. M. Connell, J. D. Cunningham, M. B. de-Naclerio, V. DeVarennes, S. W. Dobuler, D. M. Dodge, L. M. Donovan, K. E. Dubois-Walton, J. Eisenberg, G. E. Epstein-Wilf, S. S. Fleming, J. A. Gallalee, J. L. Grimsley, L. C. Hayden, C. Heise, P. Hetherington, C. Hogan, K. Holdt, R. Jones, N. Kennedy, B. A. Keyes, B. Kleine, A. C. Koegler, A. T. Kravitz, E. Kressley, J. S. Landau, W. S. Levine, J. P. Marachi, W. Marans, B. L. Mason, M. A. McCarthy, P. J. McGreen, C. Migdole, L. Monaco, R. J. Nunes, D. Perera, R. Plant, R. G. Pugliese, J. Radawich, B. N. Rickler, R. A. Ritvo, S. Ritz, A. Rivas, L. Robinson, P. B. Rockholz, M. C. Rosario-Campos, P. I. Sadowitz, C. Schaefer, J. Schoenleber, A. Schuessler, C. Schwartz, A. N. Smoke, B. Taggart, E. O. Tongul, G. Weiss, C. White, G. O. Winn, M. Womer, M. Yazgan
Lecturers
K. F. Bailey, L. G. Barbieri, L. L. Booth, K. Carlson, C. J. Cooper, D. M. Esserman, S. Goldstein, J. M. Gruendel, M. Gunsalus, D. P. Hauser, S. Heidmann, C. M. Horwitz, N. L. Kaufman, B. D. Kerman, S. W. Levy, L. B. Nash, C. H. Olson, R. Paul, D. L. Pauls, B. S. Peterson, J. P. Platner, C. Reberkenny-Frisketti, D. N. Rosen, B. P. Rourke, C. Savo, B. B. Sherman, V. M. Shiller, D. Smolover, J. Stoneman, C. A. Talbot, P. K. Thomas, E. C. Wolff (Child Study Center)
The Child Study Center is a multidisciplinary academic department of the School of Medicine for the study and care of children from birth through adolescence and their families. Child psychiatrists, psychologists, pediatricians, social workers, psychoanalysts, biomedical scientists, nurses, and other professionals collaboratively engage in research and treatment programs on various aspects of children’s growth and development, both normal and deviant. Research programs include child development, psychiatric disorders, social systems and schools, mental retardation, psychosomatic conditions, crisis and trauma, and treatment. Clinical services are provided in general and specialized outpatient clinics, in the Child Psychiatry Inpatient Service in the Children’s Hospital of Yale-New Haven, and in the Child and Adolescent Psychiatry Consultation-Liaison Service. The center provides courses and other academic opportunities for undergraduates and graduate students in various disciplines concerned with children and families, as well as specialized training in child psychiatry, psychology, social work, and clinical research.
CHLD 122b, Aspects of Child and Adolescent Development in the Practice of Medicine. CAD explicitly deals with normal development, and specifically emphasizes social, cognitive, and emotional aspects of this lifelong process. It seeks to heighten the student’s awareness of how different phases of development intersect with the clinical practice of medicine. It covers different schools of thought and approaches to developmental processes, leading to a better understanding of (among others) cognitive, language, motor, social, sexual, and interpersonal milestones, from birth through senescence. Since it can be challenging to understand the importance of these normative processes in a clinical vacuum, the course complements the lectures given in the first hour (11 a.m. to noon) with clinical applications and extensive videotaped examples of that developmental phase in the second (noon to 1 p.m.). This approach provides the main “formula” for the course. First year, spring term, 16 hours. A. Martin and faculty.
CHLD 222, Childhood Psychopathology. Students are offered lectures, workshops, and videotapes of children with major or common psychiatric disorders usually first evident during infancy, childhood, and adolescence, including autism, mental retardation, attention deficit hyperactivity disorder, school phobia, learning disabilities, Tourette’s Syndrome, obsessive-compulsive disorder, and adolescent disorders. Second year. R. A. King and faculty.
CHLD 322, Developmental, Psychiatric, and Psychological Assessment of Infants, Children, and Adolescents. A series of lectures on developmental assessment (DA), psychological testing (P), and the Mental Status Examination (MSE) of children is offered to all students on the Pediatric Clerkship. Students may have the opportunity to observe such evaluations while on the Pediatric Clerkship. Further opportunities to observe DA and P, and to perform mental status examinations of children, are provided during the Child Psychiatry track of the Psychiatry Clerkship. L. Mayes, N. Close, M. Kaplan, and faculty.
CHLD 323, The Child Psychiatry Track of the Psychiatry Core Requirement. This track is offered to four students per six-week rotation (three at the Children’s Psychiatric Inpatient Service (CPIS) of Yale-New Haven Hospital, one at the Consultation-Liaison (CL) track of the pediatrics wards at YNHH). The CPIS and CL rotations meet the requirements for the “patient in crisis” and “interface with medicine” requirements of the core psychiatric clerkship of the third year. Both rotations provide extensive opportunities to observe and practice the process used to evaluate, diagnose, and plan the treatment of the child and his or her family. The rotations additionally provide for interview and write-up tutoring experiences, with both child and adult psychiatric patients. The track has three components: (a) a set of core experiences and lectures, (b) a group of optional selective experiences (such as visits to a therapeutic school), and (c) practica and directed readings. The practicum includes interviewing, working up, and writing reports on inpatients under the supervision of a child psychiatry tutor. In addition, each student prepares a written presentation related to an area of interest in child psychiatry. A. Martin, D. Stubbe, Y. Poncin, L. Cardona, and faculty.
CHLD 324, Electives in Research. Medical students join with faculty and postdoctoral research fellows in participating in patient-oriented or laboratory-based research projects. Students participate in weekly research seminars and multidisciplinary work groups as well as being directly engaged in some aspect of a new or ongoing research project with a faculty mentor. The elective is full time and has a minimum duration of three months. As of 2006, there is one available slot for a year-long research rotation for fifth-year medical students. J. Leckman, A. Martin, and faculty.
CHLD 325/Psychiatry 325, Child Psychiatry Elective, Yale Child Study Center. The aim of this elective is to provide the student with an intensive experience in infant, child, and adolescent psychiatry. The curriculum includes assessments of normal development and psychopathology in childhood, treatment methods, and research in major disorders of childhood. The elective takes advantage of the wide range of ongoing seminars, conferences, and clinical services in place at the Child Study Center and at Riverview Hospital in Middletown, Connecticut. Teaching methods include seminars, conferences, field observations, ward rounds, and practica selected by the student following consultation with the director of medical studies. Open to fourth-year students throughout the year. A. Martin, D. Stubbe, L. Siegel, and faculty. To enroll in this advanced clinical elective, please contact Dr. Martin directly.
Comparative Medicine
Office: 375 Congress Avenue, LSOG 117, 785.2525
Professors
T. Horvath (Chair), R. O. Jacoby (Emeritus)
Associate Professors
J. L. Brandsma, F. R. Homberger (Adjunct), J. D. Macy, J. D. Reuter (Adjunct), C. J. Zeiss
Assistant Professors
C. J. Booth, G. J. DeMarco, Q. Gao, P. C. Smith
Senior Research Scientist
R. O. Jacoby
Research Scientists
S. R. Compton, J. M. McGrath, G. Yao
Associate Research Scientists
J. A. Carlson, M. J. Harding, T. P. Nottoli, M. Shlyankevich, Y. Sun, S. R. Wilson
Dermatology
Office: LCI 501, 785.4092
Professors
J. L. Bolognia, D. E. Brash (Therapeutic Radiology), I. M. Braverman, P. Cresswell (Immunobiology), R. L. Edelson (Chair), F. M. Foss (Medicine), E. J. Glusac (Pathology), P. W. Heald, D. J. Leffell, J. M. McNiff, L. M. Milstone (Emeritus), J. S. Pober (Immunobiology), R. E. Tigelaar, L. D. Wilson (Therapeutic Radiology)
Associate Professors
R. J. Antaya, M. Girardi, C. A. Herrick, R. Lazova
Assistant Professors
S. Z. Aasi, S. E. Cowper, S. Imaeda, C. J. Ko, A. Subtil, V. D. Thomas, M. M. Tomayko
Instructors
J. N. Choi, A. Galan, J. M. Scott
Senior Research Scientist
R. Halaban
Research Scientists
C. L. Berger, A. K. Chakraborty, M. S. Kluger, L. M. Milstone
Associate Research Scientist
D. J. Hanlon
Clinical Professors
K. A. Arndt, I. Dvoretzky, M. T. Johnson, R. C. Savin, K. L. Watsky
Associate Clinical Professors
A. Bronin, F. M. Castiglione, I. S. Cohen, D. M. Davidson, L. M. Donofrio, J. S. Dover, J. W. Edelglass, R. S. Kahan, T. P. Kugelman, R. C. Langdon, E. B. Milstone, P. I. Schneiderman, P. E. Shapiro, L. A. Sibrack
Assistant Clinical Professors
M. R. Alexiades-Armenakas, J. N. Alter, A. V. Atton, S. H. Barrett, S. H. Bender, P. M. Bevilacqua, D. L. Bilinski, S. E. Book, C. B. Carroll, T. Chartier, C. Chess, K. A. Cohen, L. A. Daman, K. M. Diette, S. B. Dietz, D. Duke, D. L. Feinberg, B. Goldberg, M. J. Goldstein, D. R. Greene, V. L. Gross, W. S. Jacoby, M. Kaminer, J. D. Knispel, S. A. Kolenik, L. C. Kugelman, J. C. Lehrman, S. P. Lerner, A. B. Lewis, L. E. Luck, E. A. Markstein, E. R. Marsh, B. J. McGrath, D. R. Miller, E. Mirrer, E. Naidorf, M. P. Noonan, W. A. Notaro, R. G. Oshman, B. J. Richter, J. G. Sansing, N. K. Sherline, N. R. Silverman, A. D. Syrengelas, A. Zalka, J. R. Zirn
Clinical Instructors
M. P. Coolidge, M. A. Gohara, J. M. Grant-Kels, J. Moss, M. I. Oestreicher, J. B. Sabetta, J. Wilder, B. Zubkov
Lecturer
L. K. Friedlaender
Dermatology 120. Instruction in the evaluation and management of patients with dermatologic problems in both outpatient and inpatient settings. Emphasis is on common dermatologic problems and cutaneous pathophysiology. Ambulatory patients are seen in the 2 Church St. South, Yale-New Haven Hospital Primary Care Center and at the VA Connecticut Healthcare System, West Haven. Inpatient rounds are made at Yale-New Haven Hospital. Grand rounds and weekly lectures are also an important feature of the elective. Course is offered for four four-week sessions. S. Aasi, R. Antaya, J. Bolognia, I. M. Braverman, J. Choi, S. Cowper, R. L. Edelson, A. Galan, M. Girardi, E. Glusac, P. Heald, C. Herrick, S. Imaeda, C. Ko, R. Lazova, D. Leffell, J. McNiff, L. Milstone, A. Subtil, V. Thomas, R. E. Tigelaar, M. Tomayko.
Diagnostic Radiology
Office: TE-2, 785.6938
Professors
J. J. Abrahams, J. A. Brink (Chair), R. A. Bronen, M. I. Burrell, R. E. Carson, R. T. Constable, E. A. Cornelius (Emeritus), A. M. Curtis, Y. Ding, J. S. Duncan, H. P. Forman, J. J. Frost, M. G. Glickman (Emeritus), R. J. Gusberg (Surgery), H. P. Hetherington (Neurosurgery), L. D. Katz, E. Kier, J. P. Lawson (Emeritus), C. H. Lee-French, S. M. McCarthy, B. L. McClennan, J. Pollak, I. Prohovnik (Adjunct), A. T. Rosenfield (Emeritus), D. L. Rothman, L. M. Scoutt, C. Shaw, A. J. Sinusas (Medicine), B. Sumpio (Surgery), J. H. Sunshine (Adjunct), G. Sze, I. Tocino, F. J. Wackers, J. C. Weinreb, R. I. White, B. L. Zaret (Medicine)
Associate Professors
J. E. Aruny, H. Blumberg (Psychiatry), S. Bokhari, D. W. Cheng, R. de Graaf, R. K. Fulbright, T. R. Goodman, A. H. Haims, H. Y. Huang, F. Hyder, G. M. Israel, M. H. Johnson, W. S. Kubal, G. F. Mason, C. R. Miller, J. W. Pan (Neurosurgery), L. E. Philpotts, R. R. Russell (Medicine), R. Schultz (Child Study Center), L. H. Staib, J. K. Staley-Gottschalk (Psychiatry), H. D. Tagare, M. G. Tal, C. R. Taylor, S. W. Woods (Psychiatry)
Assistant Professors
L. Andrejeva, M. H. Arici, K. E. Baker, T. M. Catanzano, D. Cornfeld, I. Doddamane, R. J. Hooley, L. J. Horvath, R. H. Kent, J. D. Kirsch, H. R. Mojibian, J. A. Obando, X. Papademetris, P. Pawha, C. Poon (Adjunct), E. Reiner, A. N. Rubinowitz, E. M. Shapiro, M. Spector, P. Varma
Instructors
S. Kim, H. Moukaddam
Senior Research Scientist
R. G. Shulman (Molecular Biophysics and Biochemistry)
Research Scientists
F. D’Errico, M. Hampson, J. Wang
Associate Research Scientists
S. V. Chelikani, G. M. Chowdhury, P. Herman, H. Kim, D. C. Labaree, N. Nabulsi, M. Negishi, V. Neklesa, K. Purushothaman, M. Qiu, N. Rajeevan, J. R. Ropchan, R. J. Schafer, J. Watzl
Clinical Professors
D. B. Nunez, M. S. Shin, J. D. Slavin
Associate Clinical Professors
G. R. Berg, V. J. Caride, G. Fishbone, L. W. Hammers, E. A. Hyson, T. R. McCauley, I. Zubal
Assistant Clinical Professors
S. B. Berger, T. Berkmen, K. M. Bochenek, M. Carino, J. K. Crowe, A. R. Daftary, H. M. Dey, H. W. Gahbauer, L. H. Greenwood, B. D. Griffith, K. M. Johnson, A. Kalyanpur, I. Kinori, J. Klein, C. T. Kubiak, P. H. Kuo, S. A. Messana, A. R. Niakosari, Z. Protopapas, Y. Safriel, S. Saluja, J. P. Seibyl, S. Sheikh, M. I. Straub, S. J. Sullivan, R. R. Tash, N. W. Tishkoff, J. Wruble
Clinical Instructors
C. T. Kubiak, J. A. Obando, S. T. Stewart
Lecturers
J. Arora, J. Bhawnani, G. J. Conlogue, F. Tokoglu
Diagnostic Radiology 121, Diagnostic Radiology Clerkship. The four-week clerkship introduces the student to the basic principles of all forms of radiologic interpretation. Each day the students rotate through a section of the department of diagnostic imaging, including gastrointestinal, genitourinary, chest, musculoskeletal, neuroradiology, pediatrics, computed tomography, magnetic resonance, nuclear medicine, ultrasound, vascular and interventional radiology, and emergency radiology. Five days of elective time may be spent in a subspecialty area of the students’ choice. In addition to participating in the daily film reading with residents and staff, the students receive an introduction to the role of that section in the diagnosis and management of disease. Self-teaching materials are available in the radiology library. The students attend the department resident conferences twice daily as well as specific student seminars. Clerkships are offered at Yale-New Haven Hospital. A two-week diagnostic radiology elective is not offered. Prerequisites: None. Full-time: No on-call responsibilities. Limited to six students every four weeks. J. Abrahams, A. Haims, and staff.
Diagnostic Radiology 134, Clinical Internship in Vascular and Interventional Radiology. This elective is designed as an introduction to vascular and interventional radiology: the use of radiological imaging to guide procedures in various organ systems of the body and the evaluation and management of patients who are candidates for these. In the vascular system, this includes arterial and venous angiography, angioplasty, stenting, embolization for bleeding, tumors (such as uterine fibroids), and vascular malformations, venous reflux management, inferior vena cava filter placement, hemodialysis access management, and placement of a variety of venous access devices. Nonvascular experience includes percutaneous approaches to biliary and urinary track pathology, drainage of abscesses and other fluid collections, and tumor ablation. Students also participate in the interventional radiology clinic and admitting service. Electives last two to four weeks, but additional time can be arranged. This rotation is limited to one student at a time. J. Pollak, J. Aruny, and staff.
Diagnostic Radiology 135, Clinical Clerkship in Pediatric Diagnostic Imaging. Introduction to the clinical care of infants, children, and adolescents through the use of integrated diagnostic imaging. Students participate through review of imaging studies with residents and attendings; observation of fluoroscopic, ultrasound, computed tomography (CT), and MRI procedures; and attendance at daily clinical conferences. Students are encouraged to use the teaching file and also to add an interesting case. Elective periods of two to four weeks are possible, times to be arranged, limited to one student per period. C. Miller and staff.
Diagnostic Radiology 137, Clinical Clerkship in Neuroradiology. This rotation is designed as an introduction to neuroradiology. The student becomes an integral part of the neuroradiology team which consists of the resident, fellow, and attending physician. A number of teaching conferences are offered including a daily case review session. The student is exposed to the various subsections of neuroradiology including neuro CT, neuro MR, and neuro special procedures, e.g., angiography, myelography, CT biopsy, interventional angiography. J. Abrahams, G. Sze, and staff.
Section of Education
Office of Education: ESH 305, 737.4190
Office of Student Research: ESH 308, 785.6633
Sect Ed 101, Intensive Pedagogical Experience in Laboratory Research Techniques. Intensive one-week summer course in biomedical research protocols and techniques is open to first-year medical students at Mount Desert Island Biological Laboratory in Bar Harbor, Maine. Four biomedical research topics are the focus of each course: (1) physiological studies of chloride transport in an intact epithelial organ from Squalus acanthias; (2) ion channel gene expression in a heterologous expression system (Xenopus oocytes); (3) studies in isolated tubule preparations, including immunocytochemistry of phosphorylated vs. non-phosphorylated co-transporters, tissue processing, confocal microscopy, Western blots, and antibody design; molecular biology of membrane proteins and transporters in shark salt gland, including methods in RNA, cDNA, PCR, cloning, and sequencing.
Sect Ed 102, Organization and Leadership. This course is an introduction to topics in the field of organizational behavior. It is designed to offer participants an opportunity to explore a variety of concepts that relate to the effective and humane management of organizations. Though medicine was once a profession made up primarily of individual practitioners, it is increasingly true that medical professionals, both clinicians and researchers, are now involved in collective endeavors that require coordinated efforts to produce meaningful results. This is the domain of organizational behavior and the subject matter of this course. D. Berg.
Sect Ed 103, Applied Principles of Clinical Research (First-Year Seminars)—Office of Student Research. The purpose of this intensive two-week course is to provide an overview of the objectives, research strategies, and methods of conducting patient-oriented research. Topics include research designs, how to ask a research question, data collection, how to write a protocol, bias in studies, qualitative methods, etc. Emphasis is placed on applying concepts to students’ actual research projects. Sessions are workshops that combine didactics and use students’ projects to illuminate concepts. Students must have declared interest in conducting patient-oriented research by May. Consent of instructor required. Two weeks in summer to be announced. Staff.
Sect Ed 104, Applied Principles of Clinical Research (Fifth-Year Seminars)—Office of Student Research. The purpose of this intensive two-week course is to provide an overview of the objectives, research strategies, and methods of conducting patient-oriented designs, how to ask a research question, data collection, how to write a protocol, bias in studies, qualitative methods, etc. Emphasis is placed on applying concepts to students’ actual research projects. Sessions are workshops that combine didactics and use students’ projects to illuminate concepts. Students must be funded for one year of research. Consent of instructor required. Two weeks in summer to be announced. Staff.
Sect Ed 105, Pre-Clinical Clerkship. This course, extending throughout the first two years, is intended to teach medical students skills in communication, medical history taking, and physical examination, as well as end-of-life care. The format of the course involves several large group sessions for the purpose of demonstrating or modeling interview techniques and many small group sessions in which students get a chance to observe and practice specific skills. An integral part of the Pre-Clinical Clerkship is the tutorial program in which groups of four students meet with their tutor(s) weekly over a two-year period to practice their newly learned skills on patients in the hospital or clinic.
In the first year, students learn the basics of interviewing patients in formal sessions and the clinical tutorials. Emphasis is placed on a patient-centered approach utilizing standardized patients. Students also learn how to perform a complete physical examination in structured, supervised sessions in which they examine one another. Other activities include practicing their observation skills in an art museum, understanding the skills needed in the care of children, and understanding how to assess geriatric patients, as well as end-of-life care.
During their second year, students are learning more sophisticated skills in obtaining a medical history, the components of a proper patient write-up, and the elements of oral patient presentations. Standardized patients are used again for teaching interviewing skills, but also for breast, pelvic, scrotal, and rectal examinations. At the beginning of their second term, students are evaluated on their ability to perform a complete history and physicial examination at the Clinical Skills Assessment Program at UConn utilizing their standardized patients.
Students pass the Pre-Clinical Clerkship by attending all the skill-building sessions; demonstrating the ability to perform a complete history and physical exam from memory (at UConn); and having acquired the skills needed on the wards according to their tutor(s). Limited to medical students. M. Bia.
Sect Ed 106, Mechanisms of Disease: Systems/Organs. The purpose of this course is to bridge the preclinical and clinical years and to teach students to use preclinical data in a clinical context. It introduces the pathologic variation of the normal physiologic mechanisms that the students have already learned. This required course is offered in a continuum from September through March for second-year medical students. It consists of 13 integrated discrete modules that present disease processes from various disciplinary perspectives. The components include pathology, laboratory medicine, diagnostic radiology, preventive medicine, geriatrics, pharmacology, clinical medicine, pediatrics, and surgery.
For each module, representatives from each discipline meet and create a course that presents a comprehensive overview of the organ/system, progressing and building information in a way that allows students to form a basis on which to add knowledge throughout their careers.
Material is taught in lecture format; small group workshops which discuss patient cases and laboratories. The modules are Blood/Hematology; Cardiovascular System; Clinical Neuroscience; Psychiatry; Endocrine Systems; Reproductive System; Gastrointestinal System; Musculoskeletal System; Renal System; Respiratory System; Ophthalmology; Oncology; and Skin. Each module has a faculty coordinator. These modules provide excellent preparation for clinical work on the wards as well as preparation for second-year USMLE boards, the questions of which use a clinical paradigm. Course is limited to second-year medical students. S. Flynn.
Sect Ed 107b, Professional Responsibility. Through a series of lectures and small group case discussions, this course examines physicians’ responsibilities to their patients, their colleagues, their communities, and to society at large. The course examines the nature of the physician-patient relationship and its ethical underpinnings, as well as the legal, social, and economic contexts in which it operates. It focuses on the physician’s obligations in several areas, including care for the underserved and vulnerable, respect for patients’ privacy and confidentiality, obtaining informed consent for treatment, respecting the right to refuse treatment, respecting reproductive choices, and dealing with issues at the end of life. Finally, the course examines the flaws and strengths of the U.S. health care system, and the personal and social consequences of recent changes in the way health care is organized and financed in this country. J. S. Hughes.
Sect Ed 108, Integrative Clinical Medicine. This three-work course is required of fourth-year students in the spring term immediately prior to the internship match. In the first two weeks the morning sessions, using an intensive small-group format under the supervision of experienced clinical faculty, examine the evolution of two complex cases that present important clinical, social, and behavioral Issues. The course involves significant student research and peer presentations that address the salient issues that present themselves as the cases unfold. The small group sessions are followed by a final grand round that includes considerable patient participation and student interaction. In the third week, each day offers a separate grand-rounds-style presentation focusing on important aspects of medical practice, that is, Medical Informatics, Genomics, The Difficult Patient, and Mistakes in Medicine. The afternoon sessions include an emergency medicine lecture series conducted by faculty in that discipline in preparation for internship, and several sessions covering current social and ethical issues. Director: J. Hughes.
Sect Ed 158, Primary Care Clerkship. The Primary Care Clerkship provides students with an opportunity to acquire knowledge and develop clinical and interpersonal skills applicable to outpatient primary care practice. Students are assigned to an office or clinic where they care for patients under supervision by either a family practitioner, internist, or pediatrician on Mondays, Wednesdays, and Fridays for one month. On Tuesdays and Thursdays students attend a case-based Workshop Program based upon common disorders and core skills relevant to primary care practice. Students may also obtain their clincial experience at an “away site” in the United States or abroad and complete the Workshop Program on campus during another rotation. Director: F. Haeseler; with a faculty comprised of physician educators who share a commitment to practice-based teaching.
Sect Ed 158-1, Primary Care Wednesday Evening Clinic. This longitudinal outpatient clerkship in the Primary Care Center provides experience in the longitudinal care of adults. Students are directly responsible for care of medical problems and preventive care as well as coordination of specialty care for their own patient panel for a minimum of one calendar year. There are weekly pre-clinic conferences which include Journal Club and primary care case-centered topics presented by students or specialty attendings. Students also become acquainted with the administration of outpatient clinic medicine. The clinic is held every Wednesday evening, 5–9 p.m, except the day before Thanksgiving and between Christmas and New Year’s. It is open to a limited number of fourth-year students and fulfills the primary care requirement. Students must have completed Hospital Medicine I and II of the Core Medicine Clerkship and three other third-year Clerkships, preferably Ambulatory Medicine, Psychiatry, and Obstetrics, Gynecology, and Reproductive Sciences. Director: K. P. White; and staffed by M. Dillard and rotating attending physicians.
Epidemiology and Public Health
Office: LEPH 210, 785.2867
Professors
S. Aksoy, W. A. Andiman (Pediatrics), M. Y. Armstrong (Emeritus), R. S. Baltimore (Pediatrics), M. Barry (Medicine), M. B. Bracken (Epidemiology), E. H. Bradley (Public Health), K. D. Brownell (Psychology), R. Bucala (Medicine), M. Cappello (Pediatrics), E. B. Claus, P. D. Cleary (Dean), M. R. Cullen (Medicine), V. T. DeVita (Medicine), A. B. Du Bois (Emeritus), E. Fikrig (Medicine), D. Fish (Epidemiology), H. P. Forman (Diagnostic Radiology), G. Friedland (Medicine), T. M. Gill (Medicine), R. Heimer (Epidemiology), W. J. Hierholzer (Emeritus), T. R. Holford (Public Health), R. I. Horwitz (Medicine), S. M. Horwitz (Emeritus), J. R. Ickovics (Epidemiology), S. C. Jacobs (Psychiatry), J. F. Jekel (Emeritus), E. H. Kaplan (School of Management), S. V. Kasl, H. M. Krumholz (Medicine), B. P. Leaderer (Epidemiology), L. S. Levin (Emeritus), R. W. Makuch (Public Health), L. E. Marks (Epidemiology), S. T. Mayne, R. McCorkle (Nursing), D. McMahon-Pratt, I. Miller (Pediatrics), A. Ostfeld (Emeritus), A. D. Paltiel (Public Health), C. L. Patton (Emeritus), H. A. Risch, R. Rosenheck (Psychiatry), N. H. Ruddle (Epidemiology), P. Salovey (Psychology), M. J. Schlesinger (Public Health), E. D. Shapiro (Pediatrics), J. L. Sindelar, D. L. Snow (Psychiatry), J. T. Stitt (Emeritus), J. A. Stolwijk (Emeritus), G. H. Tignor (Emeritus), M. E. Tinetti (Medicine), C. White (Emeritus), D. Zelterman, H. Zhang (Public Health), H. Zhao (Public Health), T. Zheng
Associate Professors
S. H. Busch, M. Cappello (Pediatrics), D. C. Cone (Surgery), L. C. Degutis (Surgery), L. Dembry (Medicine), R. A. Desai (Psychiatry), L. A. Dipietro, R. Dubrow (Epidemiology), E. L. Grigorenko (Child Study Center), N. E. Groce (Public Health), P. M. Hartigan (Adjunct), J. J. Hoh (Epidemiology), B. A. Jones, A. C. Justice (Medicine), D. Katz (Adjunct), B. Levy (Epidemiology), J. H. Lichtman, H. Lin, M. B. Russi (Medicine), A. N. Sofair (Medicine), N. S. Stachenfeld (Epidemiology), J. K. Tebes (Psychiatry), C. Tschudi, H. Yu
Assistant Professors
C. L. Barry, M. L. Bell, M. M. Desai (Psychiatry), M. A. Diuk-Wasser, A. J. Epstein, J. M. Fletcher, A. P. Galvani, Y. Guan, M. L. Irwin, P. S. Keenan, T. Kershaw, K. Khoshnood (Epidemiology), T. T. Lewis, S. Ma, X. Ma, K. M. McCarty, A. M. Molinaro, I. M. Nembhard, L. M. Niccolai, M. M. Pettigrew, J. P. Ruger (Public Health), H. Wang, C. W. Yeckel (Epidemiology), Y. Zhang, Y. Zhu
Senior Research Scientist
J. E. Childs (Epidemiology), L. E. Munstermann
Research Scientists
K. Belanger (Epidemiology), B. Cartmel (Epidemiology), L. Curry (Public Health), W. T. Gallo, R. Gueorguieva, N. Sun, E. W. Triche
Associate Research Scientists
N. Abdala, L. C. Barry, K. M. Blankenship, L. Calvocoressi, J. F. Gent, L. E. Grau, L. M. Grosso, H. Kampen, M. E. Ulcickas Yood
Clinical Professors
J. B. Borak (Epidemiology), M. G. Curnen
Associate Clinical Professor
D. L. Humphries
Assistant Clinical Professors
K. A. Hartwig, D. Shenson
Clinical Instructor
D. L. Humphries
Lecturers
A. A. Afkhami, L. Alexander, H. M. Allen, E. Anderson, J. F. Anderson, T. G. Andreadis, S. G. Austin, D. D. Aye, T. J. Balcezak (Medicine), M. G. Bochenek, A. L. Boissevain, M. P. Borgstrom, E. A. Bortnichak, J. Bradley, A. Caccone (Ecology and Evolutionary Biology), M. M. Callaway (Public Health), P. F. Canny, G. L. Capozzalo, B. Cartmel (Epidemiology), P. A. Charpentier, J. E. Childs (Epidemiology), K. H. Clark, J. G. Culhane, L. Curry (Public Health), M. G. Dale, R. D’Aquila, A. S. Darefsky, H. G. Dove, J. D. Dunn, A. J. Durante, J. L. Fernando, C. Fields, A. Foltz, B. Fontes, S. D. Geballe (Public Health), W. A. Gillespie, G. L. Ginsberg, C. H. Grantham-Millman (Epidemiology), J. F. Jekel (Public Health), B. Jennings, B. D. Kerker, K. Khoshnood (Epidemiology), R. A. Lavely, M. Lee, L. S. Levin (Public Health), D. Li, M. F. Lopes, J. R. Mande, L. G. Marc, R. Marcus, J. A. Mattera, S. M. Merz, L. M. Mueller, J. M. Mullen (Epidemiology), C. K. Pope, W. P. Quinn, P. R. Rose, B. Schachtel, J. A. Sparer (Medicine), D. E. Stevens, J. T. Stitt (Epidemiology), J. A. Stolwijk, M. H. Stowe (Medicine), P. H. Van Ness (Medicine), J. T. Wack, C. White (Public Health), D. Wild, K. A. Yonkers (Psychiatry), J. A. Zaccagnino, F. Zhao, E. Ziglio
The Department of Epidemiology and Public Health offers a wide variety of courses, across several divisions. Many of these are also available for medical student enrollment. The course catalogue and registration procedures may be obtained by contacting the EPH Registrar’s Office.
Genetics
Office: SHM I308, 785.2649
Professors
E. A. Adelberg (Emeritus), A. E. Bale, S. J. Baserga (Molecular Biophysics and Biochemistry), D. E. Brash (Therapeutic Radiology), W. R. Breg (Emeritus), L. Cooley, D. C. DiMaio, J. M. Eisenstadt (Emeritus), B. G. Forget (Medicine), J. Gelernter (Psychiatry), P. M. Glazer (Therapeutic Radiology), A. L. Horwich, P. B. Kavathas (Laboratory Medicine), K. K. Kidd, R. P. Lifton (Chair), M. J. Mahoney, C. M. Radding (Emeritus), G. Roeder (Molecular, Cellular, and Developmental Biology), L. E. Rosenberg (Adjunct), M. R. Seashore, C. W. Slayman, S. Somlo (Medicine), J. B. Sweasy (Therapeutic Radiology), P. J. Tattersall (Laboratory Medicine), S. M. Weissman, T. Xu, H. Zhao (Public Health)
Associate Professors
J. H. Cho (Medicine), J. R. Gruen (Pediatrics), V. Reinke, M. W. State (Child Study Center)
Assistant Professors
A. J. Giraldez, M. K. Khokha (Adjunct), T. Kim, P. Li, J. Noonan, Z. Sun
Senior Research Scientist
P. J. Flory
Research Scientists
T. Ashley, W. A. Fenton, E. I. Golub, E. C. Goodwin, J. R. Kidd, J. M. McGrath (Comparative Medicine), A. J. Pakstis, C. M. Radding
Associate Research Scientists
L. M. Boyden, A. Canaan, G. W. Farr, A. M. Hudson, W. Ji, D. Li, T. Li, J. Lian, Z. Lian, B. Lin, K. Lu, Y. Lu, M. C. Mahajan, E. T. Matloff, K. Mishra, D. N. Nguyen, X. Pan, P. M. Rabinovich, A. M. Szekely, L. Xue, Y. Yasukochi, Z. Ye, H. Z. Zhang
GENE 500b, Principles of Human Genetics. A genetics course taught jointly for graduate students and medical students covering current knowledge in human genetics as applied to the genetic foundations of health and disease. A. Bale.
GENE 603b/IBIO 603b, Teaching in the Science Education Outreach Program (SEOP). TAs, along with volunteers, teach three projects in Genetics to seventh-graders in two or three New Haven schools. In addition TAs take a short course on teaching and serve as science judges. For more details visit www.seop.yale.edu. P. Kavathas, at 785.6223.
GENE 625a/MB&B 625a/MCDB 625a, Basic Concepts of Genetic Analysis. The universal principles of genetic analysis in eukaryotes are discussed in lectures. Students also read a small selection of primary papers illustrating the very best of genetic analysis and dissect them in detail in the discussion sections. While other Yale graduate molecular genetics courses emphasize molecular biology, this course focuses on the concepts and logic underlying modern genetic analysis. T. Xu, T.H. Kim, M. Koelle, R. Lifton, V. Reinke, S. Roeder.
GENE 631a/BIS 531a, Genetic Epidemiology. This course deals with the interface of genetics and epidemiology as they relate to problems of public health, covering both the epidemiology of Mendelian disorders and the genetic and environmental contributions to common, complex genetic traits. Topics include study designs for assessing the importance of genetic factors (family, twin, and adoption studies), population genetics, and mapping and identification of genetic variants responsible for diseases through linkage and association analyses. Applications to various disease areas, such as cancer, obesity, psychiatry, and cardiovascular disease, are discussed. H. Zhao, E. Claus, K. Kidd.
GENE 642a/EMD 642a/MB&B 642a/MBIO 642a/MCDB 642a, Roles of Microorganisms in the Living World. A topical course exploring the biology of microorganisms. Emphasis on mechanisms underlying microbial adaptations and how they influence biological systems. L. N. Ornston, D. McMahon-Pratt, D. Söll.
GENE 675, Graduate Student Seminar. Students gain experience in preparing and delivering seminars and in discussing presentations by other students. A variety of topics in molecular, cellular, developmental, and population genetics are covered. Required for all second-year students in Genetics. Graded Sat/Unsat. J. Sweasy.
GENE 743b/MB&B 743b, Advanced Eukaryotic Molecular Genetics. Selected topics in regulation of gene expression, genome structure and evolution, signal transduction, and cellular physiology, development, and carcinogenesis. Prerequisite: biochemistry or permission of the instructor. A. Koleske, M. Hochstrasser, P. Sung.
GENE 749a/MB&B 749a, Medical Impact of Basic Science. Consideration of examples of recent discoveries in basic science that have elucidated the molecular origins of disease or that have suggested new therapies for disease. Emphasis is placed on the fundamental principles on which these advances rely. Reading is from the primary scientific and medical literature, with emphasis on developing the ability to read this literature critically. Aimed at undergraduates. Prerequisite: MB&B 600a/601b or permission of the instructor. J. Steitz, E. De La Cruz, M. Hochstrasser, A. Miranker, L. Regan, P. Sung.
GENE 777b/MCDB 677b, Mechanisms of Development. This is an advanced course on mechanisms of animal development focusing on the genetic specification of cell organization and identity during embryogenesis and somatic differentiation. The use of evolutionarily conserved signaling pathways to carry out developmental decisions in a range of animals is highlighted. Course work includes student participation in critical analysis of primary literature, and a final research proposal term paper. V. Reinke, L. Cooley, X.-W. Deng, S. Holley, Z. Sun.
GENE 840a,b, Medical Genetics. Clinic Rotation. A clinical rotation offering medical and graduate students the opportunity to participate in the Genetic Consultation Clinic, genetic rounds, consultation rounds, and genetic analysis of clinical diagnostic problems. By arrangement with instructor. M. R. Seashore.
GENE 900a and 901b/CBIO 900a and 901b/MCDB 900a and 901b, First-Year Introduction to Research. Laboratory rotations, topic-based seminars for Molecular Cell Biology, Genetics, and Development (MCGD) track students. F. Slack.
GENE 921a/b, Reading Course in Genetics and Molecular Biology. Directed reading with faculty. Term paper required. Permission of Genetics DGS is required.
History of Medicine
Office: SHM L132, 785.4338
Professors
D. Kevles (History), D. F. Musto (Child Study Center), F. Snowden (History), J. H. Warner (Chair)
Associate Professors
S. E. Lederer, N. Rogers
Assistant Professors
C. A. Connolly (Nursing), B. J. Strasser
Yale College and Graduate School courses open to medical students:
HSHM 205a/678a, Alcohol and Other Drugs in American Culture. The interrelation of alcohol and other drugs since the establishment of the nation. Consideration of scientific, religious, legal, literary, gender, and minority aspects. D. Musto.
HSHM 210b/670b/HIST 918b, Magic Bullets and Wonder Pills. This course explores the history of pharmaceutical drugs from the nineteenth century to the present. It covers the biographies of selected drugs (e.g., vaccines, vitamins, antibiotics, and steroids), the rise of the pharmaceutical industry, the modes of drug innovation, and broader social, political, and cultural issues. It shows how the development of drugs reflects changes in the relationships among academia, industry, and the state; the laboratory, the clinic, and the market; the physician, the patient, and the consumer. B. Strasser.
HSHM 215a, Public Health in America, 1793–2000. A survey of public health in America from the yellow fever epidemic of 1793 to AIDS and breast cancer activism at the end of the past century. Focusing on medicine and the state, topics include quarantines, medical and social welfare failures and successes, the experiences of healers and patients, and organized medicine and its critics. N. Rogers.
HSHM 277a/677a/HIST 939a, Genetics, Reproduction, and Society. A history of the interplay of modern biology with its social, economic, legal, and cultural context. Lecture topics include eugenics and sterilization, the Scopes trial, contraception and abortion, the new reproductive technologies, medical genetics, the human genome project, and human cloning. A two-hour graduate discussion section emphasizes the development of genetics, molecular biology, and biotechnology. D. Kevles.
HSHM 321b/631b/HIST 937b,The Cultures of Western Medicine: A Historical Introduction. A survey of medical thought, practice, institutions, and practitioners from classical antiquity through the present. Changing concepts of health and disease in Europe and America explored in their social, cultural, economic, scientific, technological, and ethical contexts. J. H. Warner.
HSHM 328a, Methods and Literature in the History of Science and Medicine. Introduction to recent literature in the history of science, medicine, and public health, to historiographic issues, and to methods used in historical research and writing. Members of the faculty in the Program in the History of Science and Medicine visit on a rotating basis to introduce the variety of approaches to the field. B. Strasser.
HSHM 328b, Methods and Literature in the History of Science and Medicine. Introduction to recent literature in the history of science, medicine, and public health, to historiographic issues, and to methods used in historical research and writing. Members of the faculty in the Program in the History of Science and Medicine visit on a rotating basis to introduce the variety of approaches to the field. O. Molvig.
HSHM 410a, Intellectual History of the Scientific Revolution. A study of the philosophical developments in early modern Europe that resulted in the emergence of modern science. The intellectual traditions leading to the period, such as Platonism, Aristotelianism, and Scholasticism; the work of particular authors during the period, such as Galileo, Descartes, and Newton. D. Miller.
HSHM 413b, X-Ray Visions: Medical Imaging since 1895. The development of X rays, CT, MRI, ultrasound, and nuclear medicine. Their impact on diagnostic medicine, the legal system, and culture (high and low). Topics include the nature of invention—how new technologies appear; the economics of medicine in relation to technology; the role of warfare in invention; and the impact of these technologies on the arts. B. Kevles.
HSHM 421b/633b/HIST 916b, Introduction to the History of Mathematics: Certainty, Uncertainty, and the Infinite. This seminar course considers the history of several mathematical topics from antiquity until the present time. It is not a mathematics course, but rather treats mathematics as examples of intellectual problems rather than technical accomplishments. The graduate students in this seminar are required to complete more extensive research papers, both at midterm and at the end of the course (approximately double in length), than the undergraduates. These papers are evaluated at a significantly more stringent level, in terms of both research methods and analytical sophistication, than the undergraduate written work. W. Summers.
HSHM 433a/637a/AMST 883a/HIST 761/ WGSS 725a, Race and Medicine in America, 1800–2000. An examination of race and medicine in America, primarily but not exclusively focused on African Americans’ encounters with the health care system. Topics include slavery and health; doctors, immigrants, and epidemics; the Tuskegee Syphilis Study and the use of minorities as research subjects; and race and genetic disease. S. Lederer.
HSHM 435a, Heart Disease in America. The emergence of the “epidemic” of heart disease, the leading cause of death in the United States for much of the twentieth century. Examination of the fascination with heart disease and the heart in American culture. T. Olszewski.
HSHM 445b/625b, Women and Medicine in America from the Colonial Era to the Present. American women from the colonial era to the present as midwives, patients, healers, reformers, revolutionaries, innovators, and entrepreneurs. Ways that women have shaped American health care and medical research. N. Rogers.
HSHM 450a, Children“s Health in the United States, 1800-2000. The history of children’s health care, broadly defined to include not just physical and emotional health but also cognitive and social development, in the United States. Topics include differences between children’s and adults’ health; governmental responsibility; portrayals of illness in film; variables of race, gender, social class, and geographic region; child abuse; and subspecialties such as neonatology and adolescent health care. C. Connolly.
HSHM 451b/635b/HIST 945b, Science, Arms, and the State. A history of chemical, nuclear, and biological weapons in the twentieth century that focuses on the integration in the United States of national security policy making, scientific research, and military innovation, including its consequences for the scientific community, the civilian economy, public attitudes toward weapons of mass destruction, and political movements to control them. D. Kevles.
HSHM 470a, 471b, Directed Reading. Readings directed by members of the faculty in selected topics in the history of science or the history of medicine. Subjects depend on the interests of students and faculty. Weekly conferences; required papers. S. Lederer, O. Molvig.
HSHM 676b/HIST 938b/LAW 21441, The Engineering and Ownership of Life. This seminar explores the historical development of intellectual property protection in living matter. Focusing on the United States in world context, it examines arrangements outside the patent system as well as within it. Topics include agriculture, medicine, biotechnology, and law. May be taken as a readings or research course. D. Kevles.
HSHM 701a/HIST 930a, Introduction to the History of Medicine and Public Health. An examination of the variety of approaches to the social and cultural history of medicine and public health. Readings are drawn from recent literature in the field. Topics include the role of gender, class, ethnicity, race, region, and religion in the experience of health care and sickness; the intersection of lay and professional understandings of the body; and the role of the marketplace in shaping professional identities and patient expectations. S. Lederer.
HSHM 702b/HIST 931b, Introduction to the History of Science. Study of secondary literature, recent and older, in the history of the physical and life sciences from the Renaissance to the early twentieth century. Students acquire familiarity with the development of science in general and of its major branches, including its content, instruments and methods, and social-institutional settings, and an acquaintance with various approaches that historians have followed in interpreting these events. O. Molvig.
HSHM 710b/HIST 921b, Methods for the Social Studies of Science, Technology, and Medicine. Exploration of the methods and debates in the social studies of science, technology, and medicine. This course covers the history of the field and its current intellectual, social, and political positioning. It emphasizes the debates on constructivism and relativism, and provides critical tools to address the relationships among science, technology, medicine, and society. B. Strasser.
HSHM 732a/HIST 928a, Infection, Public Health, and the State. This course is a comparative examination of public health strategies adopted by Western nations since 1800 with regard to high-impact infectious diseases—cholera, smallpox, tuberculosis, syphilis, malaria, polio, and HIV/AIDS. The course begins with “plague regulations” and then explores such alternative policies as vaccination, the sanatorium, the sanitation idea, the regulation of prostitution, health education, and the reporting and tracing of cases. Attention is also given to state planning to confront the threat of bioterrorism and to the present emergency in sub-Saharan Africa of malaria, tuberculosis, and HIV/AIDS. The class considers the strategies of the World Health Organization and of national governments to confront the crisis. This is a reading and discussion class, but it can be taken as a research seminar with the permission of the instructor. There are no prerequisites, and no prior knowledge is assumed. F. Snowden.
HSHM 740a/AMST 884a/HIST 925a, The Cultures of American Medicine since 1800. Reading and discussion of recent scholarly literature on medicine in the nineteenth- and twentieth-century U.S. Themes include the moral, social, political, aesthetic, and epistemological grounding of orthodox and alternative cultural authority; the role of the marketplace in shaping professional identities and patient expectations; gender, ethnicity, race, religion, class, and region in the construction and management of illness and in the production and circulation of medical beliefs; interplay between lay and professional understandings of the body; nationalism, citizenship, and colonialism; and representations of medical institutions, practitioners, and practices in visual media, including film. May be taken as a research seminar with permission of the instructor. J. H. Warner.
In addition to formal course offerings and tutorials offered in the School of Medicine, Yale College, and the Graduate School, section activities in the History of Medicine are supplemented by a number of related historical medical programs. Colloquia in the History of Science and Medicine are held fortnightly and are open to the School of Medicine community. The section sponsors an annual Frederic L. Holmes Lecture, and the Department of Surgery sponsors the annual Samuel Clark Harvey Memorial Lecture. The Nathan Smith Club, which annually awards the John F. Fulton Memorial Award, is composed of medical students interested in medical history who assemble monthly in the homes of various faculty. The Beaumont Medical Club, founded at Yale in 1920, sponsors six lectures in the History of Medicine during the academic year and annually selects a Beaumont Lecturer and a George Rosen Lecturer in the History of Medicine. Section faculty are available for M.D. thesis supervision.
The section faculty work with the Department of History to offer a Ph.D. program in the History of Science and Medicine. In addition, there is an M.A. program designed particularly for those who plan to combine teaching or scholarship in these fields with a professional career in medicine or the life sciences. For further information concerning admissions and the program itself, consult the Graduate School bulletin.
Immunobiology
Office: TAC S531, 785.3857
Professors
J. R. Bender (Medicine), A. Bothwell, H. K. Bottomly (Emeritus), J. E. Craft (Medicine), P. Cresswell, R. A. Flavell (Chair), S. Ghosh, K. Herold, P. B. Kavathas (Laboratory Medicine), R. M. Medzhitov, I. S. Mellman (Cell Biology), J. S. Pober, N. H. Ruddle (Epidemiology), D. G. Schatz, M. J. Shlomchik (Laboratory Medicine), R. E. Tigelaar (Dermatology)
Associate Professors
A. Iwasaki, W. D. Shlomchik (Medicine), B. Su
Assistant Professors
T. H. Chi, S. Kaech
Senior Research Scientist
H. K. Bottomly
Research Scientist
E. E. Eynon
Associate Research Scientists
V. Ablamunits, W. Chen, M. Ciubotaru, P. R. Clark, B. Ding, D. Hawiger, O. I. Henegariu, Y. Huang, M. Kamanaka, I. Kawikova, N. C. Kirkiles-Smith, K. G. Klemic, E. B. Kopp, J. H. Li, M. Liu, T. D. Manes, D. Sengupta, B. R. Shepherd, T. C. Town, S. Unniraman, M. M. Wan, X. Wang, P. A. Wearsch, W. Weiguo, T. Yarovinsky, T. Yi, W. Yuan
Lecturers
J. W. Huleatt, I. Mills
For a complete listing of BBS courses, see http://info.med.yale.edu/bbs/
IBIO 100a, Immunology for Students of Medicine. Immunology and its application to clinical situations. 12 hours lecture, 8 hours tutorials.
IBIO 530a/MCDB 530a, Biology of the Immune System. The development of the immune system. Cellular and molecular mechanisms of immune recognition. Effector responses against pathogens; autoimmunity. S. Ghosh.
IBIO 531b, Advanced Immunology. The historical development and central paradigms of key areas in immunology. The course attempts to develop a clear understanding of how these paradigms were established experimentally. Landmark studies are discussed to determine how the conclusions were obtained and why they were important at the time they were done. Lecture and discussion format; readings of primary research papers and review articles. Prerequisite: Immunobiology 530a or equivalent. Enrollment limited to 15. A. Iwasaki and staff.
IBIO 539b, Advanced Immunology Seminar: Lymphoid Organ Development and Cell Migration. N. Ruddle, A. Iwasaki, and B. Su.
IBIO 600a, Introduction to Research. Introduction to the research interests of the faculty. Required for all first-year BBS Immunology Track students. Pass/Fail. A. Bothwell and staff.
IBIO 601b, Fundamentals of Research. Required for all first- and second-year Immunology Track students. A. Bothwell and staff.
IBIO 603/GENE 603a and b, Teaching in the Science Education Outreach Program (SEOP). TAs, along with volunteers, teach three projects in Genetics to seventh-graders in two or three New Haven schools. In addition, TAs take a short course on teaching and serve as science judges. Dates and times to be determined. For more details visit www.seop.yale.edu. BBS teaching credit. P. Kavathas.
Internal Medicine
Office: LMP 1072, 785.4119
Professors
R. J. Alpern, V. A. Andriole (Emeritus), P. S. Aronson, P. W. Askenase, C. E. Atterbury (Emeritus), M. Barry, W. P. Batsford, J. R. Bender, F. J. Bia, M. J. Bia, H. J. Binder, L. K. Bockenstedt, P. K. Bondy (Emeritus), J. L. Boyer, A. E. Broadus, R. Bucala, G. N. Burrow (Emeritus), H. S. Cabin, L. G. Cantley, E. Chu, M. W. Cleman, L. S. Cohen (Emeritus), D. L. Coleman (Emeritus), J. P. Concato, H. O. Conn (Emeritus), L. M. Cooney, D. L. Cooper, J. Costa (Pathology), J. E. Craft, M. R. Cullen, G. V. Desir, V. T. DeVita, T. P. Duffy, S. C. Edberg (Laboratory Medicine), J. A. Elias (Chair), D. G. Federman, E. Fikrig, R. L. Fisher, B. G. Forget, J. N. Forrest, F. M. Foss, G. Friedland, R. S. Galvin (Adjunct), G. Garcia-Tsao, J. B. Gee (Emeritus), R. H. Gifford (Emeritus), T. M. Gill, J. A. Goffinet (Emeritus), F. Gorelick, R. J. Groszmann, J. P. Hayslett, S. C. Hebert (Cellular and Molecular Physiology), K. Herold (Immunobiology), W. J. Hierholzer (Emeritus), N. J. Holbrook (Adjunct), E. S. Holmboe (Adjunct), R. I. Horwitz (Emeritus), J. S. Hughes, S. J. Huot, S. Inouye (Adjunct), K. L. Insogna, S. E. Inzucchi, C. Jaffe (Emeritus), F. S. Kantor, C. R. Kapadia, W. N. Kernan, H. M. Krumholz, F. A. Lee, R. J. Levine, H. Levitin (Emeritus), R. P. Lifton (Genetics), R. L. Mahnensmith, S. E. Malawista, M. J. Mamula, J. C. Marsh (Emeritus), R. A. Matthay, P. K. Mistry (Pediatrics), V. Mohsenin, M. H. Nathanson, P. G. O’Connor, R. J. Papac (Emeritus), P. A. Preisig, D. D. Proctor, V. J. Quagliarello, A. Rastegar, C. Redlich, F. F. Richards (Emeritus), S. H. Rosenbaum (Anesthesiology), R. S. Sherwin, G. I. Shulman, A. J. Sinusas, B. R. Smith (Laboratory Medicine), S. Somlo, R. Soufer, H. M. Spiro (Emeritus), M. Strazzabosco, L. Tanoue, M. E. Tinetti, E. Ullu, F. J. Wackers (Diagnostic Radiology), F. S. Wright, L. H. Young, B. L. Zaret
Associate Professors
A. K. Abu-Alfa, F. Altice, N. R. Angoff, D. Beardsley (Pediatrics), D. C. Biemesderfer, J. Brennan, C. Canessa (Cellular and Molecular Physiology), J. H. Cho, G. L. Chupp, G. W. Cline, L. E. Cohn, S. T. Crowley, L. Dembry, M. P. DiGiovanna, J. A. Dranoff, M. A. Drickamer, J. Evans, D. A. Fiellin, R. N. Formica, A. H. Fortin, L. Fraenkel, T. R. Fried, F. J. Giordano, D. R. Goldstein, M. L. Green, C. P. Gross, B. I. Gulanski, L. N. Harris, S. G. Haskell, J. B. Henrich, R. J. Homer (Pathology), D. Jain (Pathology), P. A. Jamidar, A. C. Justice, I. Kang, S. D. Katz, B. I. Kazmierczak, W. K. Kelly, J. E. Kerstetter (Adjunct), H. Kluger, M. J. Kozal, J. Lacy, R. J. Lampert, P. Lee, Y. Liu, S. Mark (Adjunct), P. Marks, R. A. Marottoli, R. L. McNamara, A. B. Nagar, C. R. Parikh, A. J. Peixoto, M. A. Perazella, K. F. Petersen, S. E. Pfau, G. Pizzorno, G. Pizzorno (Adjunct), P. M. Rabinowitz, A. B. Reisman, M. S. Remetz, H. M. Rinder (Laboratory Medicine), M. E. Robert (Pathology), C. Rochester, M. G. Rose, L. E. Rosenfeld, D. M. Rothstein, K. S. Russell, R. R. Russell, M. B. Russi, M. M. Sadeghi, M. Sadigh, M. W. Saif, S. E. Seropian, J. F. Setaro, A. C. Shaw, W. D. Shlomchik, M. D. Siegel, A. N. Sofair, L. Solomon, M. Sznol, A. V. Wisnewski, J. J. Wysolmerski, Z. Yin (Adjunct)
Assistant Professors
M. M. Abu-Khalaf, J. V. Agostini, D. E. Antin-Ozerkis, H. R. Aslanian, G. K. Berland, I. M. Birnbaum (Adjunct), J. S. Bogan, R. S. Braithwaite, J. B. Braunstein (Adjunct), U. C. Brewster, D. Brissette, H. Cain, S. S. Cha (Adjunct), H. H. Chao, S. Chaudhry, J. Chen, C. Chung, G. G. Chung, L. Chwastiak (Psychiatry), J. F. Clancy, K. A. Crothers, J. P. Curtis, N. K. Dahl, H. A. Deshpande, B. R. Doolittle, P. J. Ellis, M. S. Ellman, C. A. Fragoso, R. M. Garcia, A. Garino, I. Genao, S. N. Gettinger, R. Gonzalez-Colaso, M. Gulati, C. G. Gunderson, S. F. Hay, J. Herrin (Adjunct), E. L. Herzog, E. H. Holt, L. I. Horwitz, C. J. Howes, A. B. Imaeda, Y. Iwakiri, F. Jadbabaie, G. Y. Jenq, E. A. Jonas, M. Juthani-Mehta, A. Karne, S. Kashaf, H. Kluger, R. Koski (Adjunct), J. D. Kravetz, C. Lee, J. J. Lee, L. Lee, J. K. Lim, L. E. Lincoln, G. J. L’Italien (Adjunct), F. M. Lobo, C. S. Loeser, C. M. Macica, A. Mani, R. A. Martinello, J. R. McArdle, R. J. McCrimmon, K. C. McKenzie, E. C. McNay, W. Z. Mehal, H. L. Miller, K. D. Miller, B. P. Mobo, J. P. Moriarty, V. A. Morris, M. Nunez-Smith, M. A. Pisani, D. Psyrri, R. A. Rienzo, M. F. Rosado, J. R. Rosenbaum, F. J. Roux, C. B. Ruser, C. J. Sakr (Adjunct), V. T. Samuel, J. R. Satchell-Jones, S. M. Schnittman (Adjunct), A. R. Schwartz, U. Siddiqui, J. M. Siner, L. E. Sullivan, L. G. Suter, E. S. Swenson, T. H. Taddei, O. A. Taiwo, D. G. Tobin, T. K. Trow, A. Vashist, L. S. Vasquez, K. Wagner, L. M. Walke, M. L. Warner, J. M. Weber, D. Wencker (Adjunct), L. M. Whitman, D. M. Windish, R. M. Wolk (Adjunct), J. Xu, H. K. Yaggi
Instructors
B. C. Cambi, C. Casulo, S. Ghassemi, M. Harma, S. Heysell, J. J. Hill III, S. R. Holt, S. Honiden, R. G. Kibbey, J. Kim, G. M. Merritt, R. Mukherjee, T. E. Quan, L. Rosenthal, R. Scandrett, J. F. Spelman, J. Stoehr, M. Tejani, J. M. Tetrault
Senior Research Scientists
L. S. Cohen, H. Levitin, P. McPhedran, R. R. Montgomery, W. M. Philbrick, F. F. Richards, L. Wen
Research Scientists
H. G. Allore, D. I. Baker, J. D. Dziura, R. E. Hendler, L. Leng, S. Narasimhan, J. C. Schmitz, C. J. Soroka, H. Velazquez, C. M. Viscoli
Associate Research Scientists
S. Alfano, M. Aslan, F. Bai, D. E. Befroy, A. A. Belperron, B. Bi, S. Cai, Y. Cai, J. J. Chang, X. Chen, C. Choi, J. Choi, M. Collinge, R. Cong, C. A. Da Silva, H. A. Doyle, E. Drye, J. D. Dziura, H. G. Foellmer, A. Gallagher, D. S. Geller, L. Geng, J. L. Goulet, J. Guo, X. Guo, W. K. Gurr, S. Halene, H. A. Hassan, C. H. He, H. Huang, Q. Huang, Y. Huang, S. Ishibe, Z. Jiang, M. Kang, A. K. Karihaloo, K. Kim, T. C. Kyriakides, P. P. Lam, L. Lei, G. Li, M. Li, N. Liu, Q. Liu, T. Liu, B. Ma, R. Mamillapalli, K. M. Mattocks, G. J. McAvay, T. E. Murphy, Y. Nagai, M. Narayan, T. Z. O’Connor, R. K. Papas, N. Ramamoorthi, J. Ruan, C. Spirli, M. H. Stowe, M. P. Strout, B. Sun, N. Tai, J. Tao, V. Thomas, R. B. Thomson, E. C. Thrower, X. Tian, J. N. Van Houten, P. H. Van Ness, M. V. Volkova, L. Wan, P. Wang, Y. Wang, Y. Wu, H. Yan, Z. Yu, J. Yu, K. Yu, J. Zhang, P. Zhang, X. Zhang
Clinical Professors
J. Alexander, J. Belsky, J. M. Boyce, M. H. Brand, E. Citkowitz, K. L. Cohen, N. Dainiak, J. W. Dobbins, L. R. Farber, F. O. Finkelstein, D. S. Fischer, M. H. Floch, L. Friedman, M. Gordon, P. N. Herbert, A. S. Kliger, S. D. Kushlan, N. J. Marieb, C. A. McPherson, M. Moser, D. N. Podell, R. T. Schoen, M. H. Schoenfeld, C. B. Sherter, R. J. Vender, S. M. Winter, B. J. Wu
Associate Clinical Professors
J. R. Anthony, S. A. Atlas, M. Bender, M. C. Bennick, O. J. Bizzozero, S. N. Bobrow, S. T. Bogardus, J. B. Borak (Epidemiology), S. D. Brenner, G. K. Buller, M. M. Burg, J. P. Cleary, L. E. Cohn, F. Comite, E. L. Cooney, D. L. Copen, W. B. Crede, C. A. Disabatino, K. J. Dobuler, A. B. Douglass, E. L. Etkind, J. J. Garsten, D. I. Geisser, R. A. Gelfand, J. Gerber, T. J. Godar, M. P. Golden, R. S. Gordon, A. V. Granata, J. M. Grant, L. E. Grauer, T. P. Greco, G. J. Hutchinson, K. A. Hutchinson, R. M. Jarrett, S. G. Jones, D. M. Kaminsky, S. W. Kingsley, A. Kotch, S. J. Kra, J. D. Lawrason, A. Lebowitz, C. R. Libertin, M. Litchman, E. Littman, W. B. Lundberg, R. W. Lyons, C. A. Manthous, E. P. Mardh, A. M. Marino, E. M. Mazur, R. M. McLean, T. P. Meehan, D. B. Melchinger, I. D. Mickenberg, D. J. Miller, M. A. Miller, S. S. Milles, D. Moll, E. D. Moritz, S. J. Moses, S. N. Novack, P. B. Nussbaum, J. J. O’Connell, J. M. Perlotto, J. F. Pezzimenti, G. V. Reid, J. L. Renda, N. J. Rennert, J. H. Revkin, J. R. Sabetta, K. V. Schwartz, M. L. Schwartz, C. B. Seelig, M. F. Simms, D. S. Smith, J. D. Smith, L. Solomon, N. P. Spinelli, G. A. Sprecace, J. F. Sullivan, H. L. Taubin, M. J. Taylor, F. J. Troncale, E. Vosburgh, J. J. Votto, S. Wolfson, S. W. Zarich
Assistant Clinical Professors
R. M. Aaronson, G. G. Abdelsayed, A. J. Accomando, E. D. Agin, R. Ahmadi, F. D. Alfano, Y. Amoateng-Adjepong, S. J. Angelo, E. Anhalt, C. E. Apaloo, J. A. Appiah-Pippim, C. A. Arnold, S. Aronin, P. Asiedu, T. J. Balcezak, J. M. Banatoski, L. A. Barakat, R. J. Barse, A. Bedford, A. M. Bekui, C. A. Berken, L. Berman, R. D. Black, J. M. Blumberg, N. A. Bonheim, R. S. Borrus, G. R. Brescia, H. M. Brett-Smith, L. Bridger, C. M. Brunet, L. Burgo-Black, A. R. Cadariu, C. A. Caldwell, K. E. Calia, B. J. Chan, J. P. Chandler, D. M. Chess, J. O. Cho, L. M. Chou, J. J. Chuong, M. A. Ciampi, P. K. Clarke, G. M. Cohen, M. Cohen, J. D. Cooper, R. B. Cooper, J. A. Cosgriff, A. J. Cusano, L. J. Cuzzone, M. A. Demetrius, D. Desir, V. C. Dicola, E. J. Dill, J. T. Dreznick, M. H. Driesman, K. S. Dufour, D. W. Dunne, D. J. Eilbott, T. D. Eisen, J. M. Elser, S. M. Epstein, J. J. Ernstoff, N. Fahmi, E. Fan, B. A. Feigenbaum, I. Feintzeig, M. K. Fikrig, S. M. Fink, A. F. Fisher, F. A. Flatow, J. F. Flint, R. S. Folman, M. J. Franco, L. A. Freed, T. M. Fynan, J. E. Gage, L. S. Galante, V. Gassman, P. N. Geimer, B. J. Gerstenhaber, A. E. Ghantous, V. E. Ghantous, H. C. Gift, E. M. Ginsberg, P. M. Ginsburg, P. A. Goldberg, S. M. Gordon-Dole, A. B. Gorelick, D. I. Grayer, J. A. Green, M. S. Grogan, M. S. Guoth, T. K. Gupta, K. A. Haedicke, C. M. Hamill, L. W. Hammers (Diagnostic Radiology), J. H. Hansson, J. K. Henchel, D. G. Hill, C. F. Hollander, D. Hollister, F. Homayounrooz, X. Hong, K. J. Hunt, R. G. Huntley, J. Iannarone, C. D. Illick, S. S. Jacoby, P. E. Jaffe, L. Jung, H. P. Kaplan, K. A. Kaplove, M. E. Katz, R. E. Kaufman, R. D. Kayne, M. A. Kazakoff, J. M. Kenkare, R. Kinstlinger, H. Knight, C. R. Kramer, H. M. Kramer, M. L. Kraus, S. H. Kunkes, S. P. Lagarde, S. Lam, G. I. Lancaster, R. A. Lanzi, R. E. Lebson, R. J. Lewis, H. M. Likier, W. S. Long, R. I. Lovins, J. A. Magaldi, M. A. Mankus, M. E. Mann, M. A. Marieb, B. A. Martell, V. Martin, U. Masiukiewicz, A. B. Mayerson, S. W. McCalley, R. J. McDonald, K. C. McKenzie, C. C. McNair, C. F. McNamara, S. G. Menon, J. A. Merritt, K. Michels-Ashwood, S. P. Mickley, D. T. Miller, J. Morris, M. M. Munteanu, J. I. Nadelmann, R. J. Nardino, H. Nawaz, E. A. Nolfo, R. Nudel, J. W. O’Brien, J. P. O’Connell, G. Oliver, B. R. Olson, S. P. O’Mahony, P. Oray-Schrom, J. A. Orell, W. T. Panullo, L. A. Panzini, W. N. Pearson, B. Peck, P. E. Pertel, W. R. Petricone, D. Phanumas, M. Pouresmail, B. M. Priest, P. H. Pronovost, H. L. Quentzel, A. M. Radoff, H. H. Reinhart, C. R. Rethy, N. I. Riegler, B. Ringstad, B. A. Roach, D. Rocklin, D. Roer, P. R. Rogol, S. D. Rossner, M. C. Rubinstein, K. D. Sabbath, D. M. Sack, R. T. Sadock, J. A. Salvana, L. Sanders, S. Sandur, S. L. Saunders, R. R. Savino, A. Schaffner, G. S. Schleiter, J. A. Schmierer, H. M. Schwartz, A. O. Seltzer, J. Seltzer, M. L. Sher, J. M. Shi, W. Y. Shih, A. L. Silber, R. S. Silverman, K. S. Sinusas, M. L. Skluth, A. R. Skopek, M. J. Smith, J. M. Solomon, R. M. Stark, M. A. Stehney, R. H. Stember, S. D. Stocker Giles, B. C. Swirsky, T. Taylor, B. S. Thomas, J. Toksoy, J. Tomanelli, J. E. Topal, R. Torres, D. H. Trock, K. J. Twohig, J. G. Uberti, H. D. Uderman, R. Umashanker, J. S. Urbanetti, G. S. Varbaro, M. S. Villanueva, M. D. Virata, H. Ward, W. S. Warren, R. B. Wein, J. J. Weiner, D. A. Weinshel, S. B. Weissman, A. C. Wells, K. P. White, H. S. Wilkes, D. M. Wolfsohn, R. P. Wong, A. Wormser, K. H. Yang, A. Yee, M. Zain, C. S. Zalis, J. S. Zaretzky, J. S. Zesk, F. R. Zwas
Clinical Instructors
O. T. Akande, R. G. Ali, O. Aliyu, S. A. Alston, L. Ameti, G. R. Angstreich, V. S. Argento, A. D. Assevero, H. H. Atkins, S. Banerjee, M. E. Blam, A. P. Blanco, M. L. Blitzer, J. J. Bowen, J. A. Brier, R. D. Bruce, J. A. Brunetti, D. M. Buonocore (Nursing), A. P. Burger, L. L. Calo, A. W. Camp, E. M. Carlson, D. L. Casey, S. B. Chabria, J. J. Chang, V. A. Chang, E. H. Chanko, C. Chen, J. M. Chua-Reyes, J. B. Chung, P. R. Cimino, T. M. Clarke, R. M. Cohen, W. L. Cushing, M. L. Dam, A. R. Datunashvili, S. B. D’Cunha, J. D. Demayo, S. Dey, T. A. Doherty, S. A. D’Souza, D. H. Dumont, A. M. Dunn, C. M. Edelmann, D. J. Edwards, J. Estrada, S. J. Farber, S. R. Fernando, D. Fine, J. S. Francis, E. H. Francois, J. H. Fullerton, M. W. Garber, H. B. Garfinkel, R. D. Gibbs, P. C. Greco, E. M. Grubman, G. A. Guadagnoli, S. S. Hahn, W. B. Hale, J. M. Hammond, K. T. Hartmann, J. Hauser, G. Henry, J. C. Hlawitschka, L. J. Huang, O. T. Imevbore, B. A. Indeck, D. M. Intihar, P. M. Jenei, K. Joshi, V. Joshi, M. Juthani-Mehta, S. V. Kanade, J. D. Kenkare, Y. Khan, D. C. King, L. Knoll, A. Kohli-Pamnani, A. A. Kramer, E. D. Kulaga, M. E. Kulaga, S. J. Kwon, U. Latif, M. Lee, T. H. Liao, J. C. Lim, F. A. Loria, C. P. Loscalzo, M. D. Marcus, H. B. Mayer, K. McArthur, J. L. Meizlish, C. J. Michos, J. D. Miller, E. A. Mirabile-Levens, C. B. Mittleman, B. P. Mobo, B. T. Montague, P. Morales, R. F. Morrison, A. S. Murray, K. G. Nair, G. J. Napolitano, E. R. Nash, S. Nawaz, K. K. Nelson, H. C. Nolasco, E. Obeid, C. J. O’Connor, D. A. Oelberg, J. R. Orlinick, J. R. Ouellette, W. W. Paramanathan, A. J. Paz, T. E. Pellechi, A. A. Peterson, K. C. Pham, L. J. Phillips, P. T. Porello, H. R. Pun, N. C. Rabidou, N. G. Ragovis, S. Raissi, R. F. Ramos, A. J. Rodriguez, R. R. Rohatsch, L. S. Rome, S. E. Rosener, S. R. Rubenstein, O. V. Sakharova, J. Samuel, K. A. Schneider, M. B. Schwartz, A. E. Selkin, N. Shah, S. Sharma, J. F. Shea, G. P. Shields, B. A. Skudlarska, D. N. Smith, G. Spivack, S. A. Springer, D. C. Stair, K. P. Swan, G. F. Tansino, J. A. Testa, M. K. Tighe, J. E. Topal, C. G. Torres-Viera, P. C. Tortora, M. C. Trager, G. E. Tratt, A. Upadya, C. Vaid, C. K. Vaidya, D. J. Van Rhijn, S. Varano, I. Vashist, J. S. Waldman, O. G. Weis, S. C. Widman, J. E. Williams, D. H. Witt, J. Yu, R. A. Zlotoff
Lecturers
D. Acampora, L. Alaparthi, K. L. Altongy-Magee, W. H. Arend, M. Barnes, M. R. Bernbach, G. J. Bruch, M. Chomiak, M. B. Courtney, D. L. Dobkin, G. Draper-Ralls, M. J. Finnegan, C. Gyorgyey, E. J. Hamilton, V. F. Keller, K. G. Kett, J. A. Leach, D. C. Leake, R. Leventhal, P. G. Levinson, G. Lucas, P. M. Marriott, A. J. McCabe, L. H. Newton, J. K. Pacini, D. M. Philbin, D. J. Rodner, R. T. Rozett, M. A. Salm, M. D. Simmons, M. D. Slade, J. A. Sparer, A. J. Stannard, D. A. Stitz, M. E. Stoklosa, M. B. Taylor, Y. Wang, C. K. Wells
Internal Medicine 103, Core Medicine Clerkship. The Internal Medicine Clerkship comprises three one-month rotations: Hospital Medicine I, Hospital Medicine II, and Ambulatory Medicine. Students are assigned to complete these rotations in a specific order determined by the clerkship directors. During the Hospital Medicine clerkships, students serve as clinical clerks at participating hospitals. Students interview and examine patients, write admission and progress notes, and work with medical teams in the care of patients. Between Hospital Medicine I and Hospital Medicine II, students receive graduated responsibility for patient care. Conferences and teaching rounds are held daily. During the Ambulatory Medicine component of the clerkship, students complete a curriculum including general medicine practice, subspecialty practice, and classroom instruction. Clinical preceptors enable students to have an active part in patient evaluation and treatment commensurate with each student’s experience and capability. Students interview and examine patients, develop differential diagnoses, present to preceptors, discuss treatment with patients, and write visit notes. At all clinical sites, students routinely telephone patients in follow-up. The overall course director is V. J. Quagliarello. The director for the ambulatory component is W. N. Kernan, Jr. Clinical precepting and classroom teaching involves over 100 physicians in the Department of Medicine.
Internal Medicine 104, Medicine-Based Evidence. The course objectives are to recognize sources and limitations of the evidence and strategies used by physicians in the care of patients. Students are introduced to methods in the design and analysis of patient-oriented research; the application of data (derived from research and physician-patient interactions) to individual decision making in clinical care; and problems in the axiomatic approach of Evidence-Based Medicine. The course includes introductory lectures on clinical epidemiology and biostatistics, as well as exercises and workshops on specific topics (e.g., observational and randomized study designs, diagnostic test characteristics, bivariate and multivariable statistics). Director: J. Concato.
Internal Medicine 122, Endocrine Clerkship. The student participates as an active member of the endocrine training program, making daily rounds with the endocrine fellows, residents, and attending physicians. Inpatient consultation, a variety of endocrine clinics, and regularly scheduled metabolism-endocrine conferences are part of the rotation. Full time for three weeks. Offered during elective time. Limited to two students at a time throughout the year. J. Bogan, A. E. Broadus, B. Gulanski, R. G. Hendler, E. H. Holt, K. L. Insogna, S. Inzucchi, R. S. Sherwin, G. I. Shulman, J. Wysolmerski.
Internal Medicine 123, Renal Clerkship. This clerkship in clinical nephrology offers the student an opportunity for in-depth learning regarding problems in fluid and electrolyte disturbances, acute renal failure, chronic renal failure, and hypertension. Emphasis is placed on problem recognition, pathophysiologic diagnosis, evidence-based clinical judgment, and management based on pathophysiologic principles. The primary activity involves the inpatient consultation service in which the student works up and follows several patients per week, and participates in daily rounds with the attending physicians, postdoctoral fellows, and residents on service. Students participate in the weekly renal conferences. An introduction to hemodialysis, peritoneal dialysis, renal transplantation, and renal biopsy histology is also provided. Students have the opportunity to visit patients on rounds in the hemodialysis units. Students are encouraged to review renal pathology slides as appropriate and can extend their learning by working through a collection of case studies. The clerkship is limited to two students per hospital; full-time participation is expected. Students should have completed the Internal Medicine clerkship. Rotations can be three- to six-weeks’ duration, although, to derive benefit, at least four weeks is recommended. The elective is offered at both Yale-New Haven Hospital and the VA Connecticut Healthcare System, West Haven. A. Abu-Alfa, P. S. Aronson, M. J. Bia, U. Brewster (supervisor), L. Cantley, S. Crowley, G. V. Desir, R. Formica, J. Forrest, A. Peixoto, J. P. Hayslett, S. Huot, R. Mahnensmith, M. Perazella, A. Rastegar, S. Somlo.
Internal Medicine 136, Digestive Disease Conference. Each Friday afternoon from 2 to 3.30 p.m., current patients with gastrointestinal and liver problems of medical, surgical, pediatric, or radiologic interest are presented and discussed. This is a practical series of discussions intended to interest anyone from a second-year student to a practitioner. Active participation by all who come is encouraged. Meets in Fitkin. J. Dranoff and Digestive Disease faculty.
Internal Medicine 137, Clinical Gastroenterology Clerkship. The student participates in the daily activities of the Gastroenterology Service. The student is an integral part of the GI team and should plan to spend full time on the elective at Yale-New Haven Hospital or the VA Connecticut Healthcare System, West Haven. Activities include rounds, consultations, conferences at both hospitals, and special procedures, including gastrointestinal endoscopy. Students participate in outpatient clinics held by the various physicians of the section. This is an opportunity to see a wide variety of gastrointestinal problems and patients, with discussion and review. Offered to one student each at Yale-New Haven Hospital and VA Connecticut Healthcare System. Rotations should be four weeks in duration. Students should have completed the Internal Medicine clerkship. Digestive Disease faculty.
Internal Medicine 141, Cardiology Clerkship. The student participates in the daily activities of the Cardiology Consultation Service, including rounds, consultations, seminars, and conferences dealing with clinical cardiology, nuclear cardiology, echocardiography, cardiac catheterization, and other special procedures. This is a full-time elective requiring a full day’s activities but no night call. The training experience emphasizes the physiologic basis for clinical manifestations of cardiovascular diseases, and their therapy. The elective is limited to three students at Yale-New Haven Hospital and two students at the VA Connecticut Healthcare System, West Haven. The elective lasts a minimum of three weeks; six weeks is recommended if possible. Students must have completed basic Internal Medicine clerkships prior to clerkship. Following an initial Cardiology Clerkship, individual electives can be designed for specific cardiology laboratories or activities such as the coronary care unit, cardiac catheterization laboratory service, echocardiography, nuclear cardiology, electrophysiology, etc. W. P. Batsford, J. R. Bender, J. J. Brennan, M. Burg, H. S. Cabin, J. Clancy, M. W. Cleman, L. S. Cohen, J. Curtis, F. Giordano, D. Goldstein, H. Haronian, C. Howes, F. Jadbabaie, S. Katz, H. M. Krumholz, R. Lampert, F. A. Lee, L. V. Lee, A. Mani, R. McNamara, S. E. Pfau, M. Remetz, L. Rosenfeld, K. Russell, R. Russell, M. Sadeghi, J. F. Setaro, A. J. Sinusas, R. Soufer, A. Vashist, F. J. Wackers, L. H. Young, B. L. Zaret. The individual supervisor is selected from the above participating faculty on a monthly basis.
Internal Medicine 142, Infectious Diseases. The goal of this clerkship is to broaden a student’s experience and diagnostic skills in infectious diseases. Students participate as active members of the consultation service and training program in infectious diseases (Yale-New Haven and VA Connecticut Healthcare System, West Haven, hospitals). This requires a full-time daily commitment of four weeks although shorter clerkships are possible when justified. Activities include daily rounds with both fellows and attending physicians, attendance at all weekly subspecialty conferences, workup of several new consultations each week, formal case presentations, directed reading and library research, and case write-ups for review by the fellow and/or attending physician. Students are encouraged to work closely with fellows and to present cases. Training in clinical microbiology, including bacteriology, virology, and parasitic and fungal infections is conducted daily. Limited to a maximum of two students for each four-week period throughout the year. Outside students accepted through the Office of the Assistant Dean. Completion of all basic clinical clerkships is preferred, though only the basic clinical clerkship in Internal Medicine is required. R. Altice, F. J. Bia, D. L. Coleman, L. Dembry, A. Fisher, G. H. Friedland, K. Gupta, B. Kazmierczak, M. Kozal, R. Martinello, V. J. Quagliarello, M. Rigsby, A. Shaw, K. Wagner, B. Wong.
Internal Medicine 143, Externship in HIV/AIDS. Students desiring an intensive, more advanced experience with the care of HIV-infected persons may spend one month as a subintern on the Donaldson Firm. The Donaldson Firm offers a combined general internal medicine/HIV ward experience. Previously, Donaldson admitted only HIV-infected persons. However, with the advent of highly active antiretroviral therapy and effective opportunistic infection (OI) prophylaxis, the HIV inpatient census has decreased and both HIV-infected and general medical patients are cared for. The firm practices a multidisciplinary HIV care approach. There are two firms that admit HIV-infected patients. Each is comprised of an attending, one resident, two interns, and one third-year medical student. On average, approximately 50 percent of the patients are HIV-infected. Students who elect an externship on Donaldson function as an integral member of one of the two HIV teams. The subintern assumes primary responsibility for his/her patient under the direct supervision of the medical resident. Activities include supervised initial evaluation and daily management of patients with HIV disease; daily rounds with the team; case presentations to the attending physician; and attendance of tri-weekly attending rounds, during which various HIV-related infections and noninfectious problems are discussed. In addition, the student works closely with members from social work, nursing, pastoral care, and discharge planning to better appreciate the multidisciplinary nature of HIV care. Students can arrange to attend one outpatient HIV clinic per week in the Nathan Smith Clinic in order to supplement their inpatient experience with the ambulatory aspects of HIV disease. This elective accommodates one student per month and offers a unique opportunity to participate in comprehensive HIV care in the AIDS Care Program, preferably upon completion of all basic clinical clerkships. A previous medical or surgical subinternship is useful preparation. Outside students are accepted through the Office of the Assistant Dean. Supervising faculty include: F. L. Altice, N. Angoff, F. J. Bia, D. Bruce, A. Fisher, G. H. Friedland, M. Kozal, P. Pierce, V. Quagliarello, S. Springer, K. Wagner.
Internal Medicine 146, Hematology Clerkship. This clerkship provides intensive exposure to clinical hematology by direct participation in the activities of a busy clinical hematology service. Students work up new patients and consultations (at least two patients per week), and attend outpatient clinic on Tuesday mornings, where they are assigned to see one new patient or two follow-up patients. Students also attend daily hematology ward rounds, bone marrow readings, weekly inpatient and outpatient clinical review, and clinical teaching conferences. Students may limit participation to include only attendance at daily conferences, bone marrow readings, and weekly hematology clinic. One or two students for three to six weeks throughout the year. D. Beardsley, N. Berliner, T. P. Duffy, B. G. Forget, P. McPhedran, H. Rinder, B. R. Smith, L. Solomon, G. Vanasse.
Internal Medicine 151/Environmental Health Sciences 575a,b, Introduction to Occupational and Environmental Medicine. Geared toward those interested in full-time specialty careers in occupational or preventive medicine, material covers clinical toxicology, industrial hygiene and techniques for evaluation of clinical and workplace problems. This didactic course meets two hours weekly throughout the year, beginning in September. Enrollment limited to 10. M. R. Cullen, M. Russi, and Occupational Medicine faculty.
Internal Medicine 152, Occupational and Environmental Medicine. This full-time clinical elective emphasizes recognition, management, and prevention of occupational diseases. Approximately five half-days are spent in outpatient clinics, the remainder of the time in on-site plant evaluation, clinical follow-up, and didactic teaching sessions. This course is full time, limited to two students per rotation, scheduling year-round. M. R. Cullen, P. Rabinowitz, C. A. Redlich, M. Russi, J. Sparer, O. Taiwo.
Internal Medicine 155, Advanced Clinical Clerkships (“Sub Internship”). Students serve as advanced clinical clerks on the floors of one of the following hospitals: Yale-New Haven Hospital; VA Connecticut Healthcare System, West Haven; and Waterbury Hospital, Waterbury. The students function in a role that provides a high degree of involvement in patient care decisions. Students function either as a pair in place of or with first-year residents, admitting patients to the medical service under the close supervision of an upper-level resident in charge of the service and the attending physician. In addition to daily work rounds and teaching-attending rounds, students are expected to participate in departmental conferences concerning their patients. The purpose of the course is to provide advanced undergraduate education in the broad field of internal medicine above that received in the third-year clerkship. It provides the opportunity for students to increase their overall knowledge of, and experience with, a wide variety of disease processes. In addition, it provides practical experience in the process of gathering clinical data, making appropriate formulations, and basing decisions and priorities upon those formulations. By following a larger number of patients more closely, students increase their clinical acumen, improve their technical skills, and develop an appropriate level of clinical confidence. The setting allows the development of an increased sense of patient care responsibility, from admission to discharge of the patient. Offered throughout the year for periods of four weeks each, to students who have completed their required medical clerkships. C. R. Kapadia (program director).
Internal Medicine 156, Clerkship in Liver Disease. The student becomes integrated into the team of physicians involved in inpatient and outpatient clinical hepatology. This team normally consists of a faculty attending, one to two postdoctoral fellows in liver disease, and one medical student. The student is expected to see inpatient consultations, discuss the findings with the fellow, and ultimately present the patient to the attending. Additionally, on Tuesday and Wednesday mornings the student sees patients in the Liver Outpatient Clinic. Attendance is expected at weekly liver biopsy, clinical and research conferences, and students may also attend the Liver Transplantation Clinic. This elective represents an intensive experience in hepatology, and during the six-week period the student is introduced not only to problems in the clinical management of liver disease, but also gains a growing appreciation of the role of the liver in systemic disease. This elective is offered at Yale-New Haven Hospital (Drs. Boyer, Dranoff, Garcia-Tsao, Lim, Mehal, Nathanson, Strazzabosco, Swenson, and Taddei) or the VA Connecticut Healthcare System (Drs. Chung, Garcia-Tsao, and Groszmann). Three or six weeks, full time.
Internal Medicine 157, Gastroenterology. Clinical rounds and clinics with local and Yale gastroenterologists; conferences on gastrointestinal problems with emphasis on physiologic, radiologic, and pathologic correlation; gastrointestinal radiology conferences; demonstrations of endoscopy (including fiberoptic visualization of the esophagus, stomach, duodenum, colon); other procedures, such as biopsy (liver, esophagus, stomach, small intestine, colon, and rectum), cytology (esophagus, stomach, pancreaticobiliary, and colon), polypectomy, laser, bicap, ERCP, sphincterotomy, sclerotherapy, and PEG. Emphasis on diagnosis and clinical management of gastrointestinal disease of all types. Available to fourth-year students throughout the year at Bridgeport Hospital. I. M. Roberts.
Internal Medicine 159, Lung Diseases. Students work closely with faculty and staff of the pulmonary group and participate in daily consulting and intensive care rounds. Students assist in the examination and treatment of patients with various cardiopulmonary diseases, including tuberculosis, chronic obstructive airways disease, asthma, lung cancer, interstitial lung diseases, respiratory lung infection, and other diagnostic problems. They receive practical instruction in lung function tests and their interpretation, in clinical and laboratory methods used for diagnosis and management (including intensive respiratory care), and in fiberoptic bronchoscopy. Didactic lectures are given at the weekly Yale State Chest conference. H. Cain, G. Chupp, L. Cohn, R. Enelow, M. Gulati, P. Lee, R. Matthay, J. McArdle, V. Mohsenin, D. Morris, P. Noble, M. Pisani, C. Redlich, C. Rochester, F. Roux, M. Siegel, L. Tanoue, T. Trow.
Internal Medicine 180, Rheumatology. Students participate in the inpatient Rheumatology consult service at Yale-New Haven Hospital and the VA Connecticut Healthcare System, West Haven. Students attend two general arthritis clinics at the VA Connecticut Healthcare System, one general arthritis clinic in the Dana 3 clinic at Yale-New Haven, and spend one or two afternoons per week with an attending rheumatologist in a private practice setting on Dana 3. They complete a core curriculum in Rheumatology and fill out pre- and post-rotation evaluation forms. Formal conferences include Rheumatology Grand Rounds, which are held each Wednesday at 8 a.m., and a Case Conference at 9 a.m. Optional conferences include a Rheumatology research-in-progress meeting held Friday mornings at 9 a.m. If interested, students may opt to combine Rheumatology and Allergy and Clinical Immunology. Rotation limited to two students for each period of four to six weeks throughout the year. L. Bockenstedt, R. Bucala, J. Craft, J. Evans, L. Fraenkel, I. Kang, S. Malawista, M. Mamula, R. Montgomery, L. Suter and selected members of the part-time community faculty.
Internal Medicine 181, Medical Oncology Clerkship. An intensive exposure to medical oncology including diagnosis, staging, evaluation and combined modality therapy, supportive care, and management of problems associated with cancer. Students work under the direct supervision of the attending staff and participate in the care and management of patients on the inpatient service and in the outpatient clinic. They join oncology morning rounds and present patients at the Clinical Oncology Conference. Limited to two students for two to six weeks throughout the calendar year. D. L. Cooper, Program Director.
Internal Medicine 182/Psychiatry 209, Addictions Medicine Clerkship. Offered jointly by the departments of Internal Medicine and Psychiatry. The Yale University School of Medicine offers an elective clinical training experience in Addictions Medicine for interested third- and fourth-year medical students. The primary training sites are the inpatient psychiatric service for dual diagnosis patients at the Connecticut Mental Health Center, the outpatient substance abuse treatment services at the Connecticut Mental Health Center, the APT Foundation Central Medical Unit, and the Primary Care Center at Yale-New Haven Hospital. H. R. Pearsall, P. G. O’Connor. The Addictions Medicine Clerkship is an elective that is scheduled for four weeks. (Slightly longer or shorter training experiences are available by contacting H. R. Pearsall. ) Students participate as medical student clerks on the Dual Diagnosis Unit at Connecticut Mental Health Center. This experience is an intensive one, and involves working closely with addicted patients with chronic mental illness. In addition to the inpatient experience, students participate in outpatient treatment under the supervision of clinicians at the Substance Abuse Treatment Unit and the Central Medical Unit, and in the substance abuse assessment and referral services of the Primary Care Center. Students are also invited to participate in the Substance Abuse Research Seminar as well as other educational activities of the Inpatient Division and the Substance Abuse Treatment Unit. For students desiring an intensive focus in one of the three areas of teaching (inpatient dual diagnosis, outpatient substance abuse treatment, or substance treatment in a primary care setting), a schedule can be tailored to provide more time in the setting of interest. H. R. Pearsall, P. G. O’Connor.
Internal Medicine 184, Medical Informatics. We explore topics in informatics, such as the definition and scope of the specialty, software engineering, networking and networks, database management systems, information retrieval, the electronic medical record, clinical decision support, and medical decision science. By arrangement with the instructor. R. N. Shiffman.
Internal Medicine 187, Infectious Disease. The elective emphasizes clinical diagnosis and treatment of patients with infectious diseases, hospitalized at the Hospital of Saint Raphael. Students make rounds with infectious disease fellows and with the infectious disease attending physician. Rounds include discussions of many common infectious diseases problems and of approaches to appropriate use of antibiotics. Students are expected to follow critically ill patients diligently, and may be asked to review articles regarding infections affecting patients followed by the infectious diseases service. J. M. Boyce, S. Weissman, M. Virata, M. Golden.
Internal Medicine 188, Renal. The elective is supervised by the Renal Service at the Hospital of St. Raphael. Discussions are held concerning glomerular, tubulo-interstitial, acid-base, and electrolyte disorders. The student participates by performing initial consultations on four or five new inpatients per week, as well as actively participating in the follow-up care of interesting renal, electrolyte, and acid-base problems being followed in the hospital. Student participation in the weekly outpatient Renal Clinic is encouraged. Participation in the outpatient hemodialysis unit and outpatient continuous ambulatory peritoneal dialysis facility is an optional feature of the elective. Formal attending/teaching rounds are held daily for renal fellows, residents, and students participating in the elective. Conferences include biweekly renal conference at the Hospital of St. Raphael, weekly renal conference at Yale-New Haven Hospital, and weekly hemodialysis and continuous ambulatory peritoneal dialysis conferences. The renal fellows at the Hospital of St. Raphael help in the supervision of the students. H. Carey, T. Eisen, F. O. Finkelstein, J. Hansson, M. Hotchkiss, D. Simon, D. Smith.
Internal Medicine 189, Pulmonary Critical Care. Supervised clinical management in the Medical-Pulmonary Intensive Care Unit of the Hospital of St. Raphael. The student shares responsibility for a variety of acute medical problems, with an emphasis on pulmonary diseases. Extensive experience with mechanical ventilation and other forms of respiratory therapy is available. A working understanding of cardiopulmonary physiology, arterial blood gases, and acid-base abnormalities in the assessment and management of respiratory disorders is obtained with the direct supervision of pulmonary medicine attending physicians as well as fellowship trainees in the Yale Pulmonary training program. H. Knight, J. Pippim.
Internal Medicine 193, Subinternship in Medicine, Hospital of St. Raphael. This subinternship allows the senior student the opportunity to assume more responsibility for patients and continuity of care. Working as a member of the team, the subintern has major responsibilities in initial assessment, plan formulation, and ongoing inpatient management, and will have the opportunity to provide outpatient hospital follow-up. Full-time medical directors provide supervision, feedback, and training. B. Wu, R. Nardino, and colleagues.
Internal Medicine 195, Medic |
