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), X. Xu

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), 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 X. Chen, L. Gong, A. H. Hutagalung, A. Jiang, C. Qiu, C. Rahner, A. Satoh, S. Sim, 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 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 technological 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, 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, 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 Seminars in Cell Biology This seminar course meets once a week and covers topics suggested by faculty and second-year Cell Biology students. It focuses on subjects not considered in prior courses and anticipates areas of future impact. Each topic is spread over three to four sessions, starting with an introductory overview and followed by a detailed analysis of key papers. P. Takizawa and faculty

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, C. Radding, F. Slack, 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), 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, M. Lu, A. Rivetta, L. Tang, Q. Yan, Y. Yang

C&MP 520a, Current Perspectives in Physiology This seminar explores a diverse range of current topics in physiology, emphasizing readings and discussions of recent primary literature. A variety of expert physiologists present topics such as structural biology, membrane transport, signal transduction, sensory systems, and neurophysiology. 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^u/MCDB 550a^u, 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/ENAS 570bU/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 physiological 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, their normal function, and abnormal function in human disease. The interactions among transport proteins in determining the physiological 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 course are to introduce MRSP students to aspects of clinically important human diseases. Students explore each disease over three half-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, pathophysiology, and 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. F. Gorelick 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. 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, M. A. Goyette-Ewing, H. Hahn, K. Koenig, M. A. Levett, S. L. Macari, J. C. McPartland, S. S. Nicholls, 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, L. Robinson, P. B. Rockholz, M. C. Rosario-Campos, P. I. Sadowitz, C. Schaefer, J. Schoenleber, A. Schuessler, A. N. Smoke, B. Taggart, E. O. Tongul, G. Weiss, C. White, G. O. Winn, 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, Y. Nie, 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, 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, C. Herrick, S. Imaeda, C. Ko, R. Lazova, D. Leffell, J. McNiff, L. Milstone, A. Subtil, 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, S. Kim, J. D. Kirsch, H. R. Mojibian, J. A. Obando, X. Papademetris, P. Pawha, C. Poon (Adjunct), E. Reiner, A. N. Rubinowitz, S. Sampath, E. M. Shapiro, M. Spector, P. Varma

Instructor 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, B.S. Ganganna, P. Herman, H. Kim, D. C. Labaree, N. Nabulsi, M. Negishi, V. Neklesa, K. Purushothaman, M. Qiu, N. Rajeevan, J. R. Ropchan, 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 Radiology 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. R. Goodman 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. J. Forrest, D. Forbush, N. Aaronson, and staff

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. M. DiGiovanna

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. S. 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; 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 Scientists 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. L. Bentley, 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, which also functions as the nationally accredited Yale School of 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 YSPH 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, N. B. Ivanova, M. K. Khokha (Adjunct), T. Kim, P. Li, J. Noonan, Z. Sun, S. D. Weatherbee

Senior Research Scientist P. J. Flory

Research Scientists 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, 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, Y. You, 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, A. Giraldez, T.H. Kim, M. Koelle, R. Lifton, S. Roeder

[GENE 631a/BIS 531a, Genetic Epidemiology]

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. Noonan and staff

GENE 743b/MB&B 743b^u/MCDB 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^u, 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, A. Monteiro, F. Slack, 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 C. A. Connolly (Nursing), S. E. Lederer, N. Rogers

Assistant Professor B. J. Strasser

Yale College and Graduate School courses open to medical students:

HSHM 215a/HIST 140a, 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 235b/HIST 234b, Epidemics and Society in the West since 1600 A study of the impact of epidemic diseases such as bubonic plague, cholera, malaria, and AIDS on society, public health, and the medical profession in comparative and international perspective. Topics include popular culture and mass hysteria, the mortality revolution, urban renewal and rebuilding, sanitation, the germ theory of disease, the emergence of scientific medicine, and debates over the biomedical model of disease. F. Snowden

HSHM 239a/HIST 123a, Cultures and Histories of Mind The development of the mind sciences in Europe and America in the nineteenth and twentieth centuries, from the invention of psychoanalysis and the creation of experimental psychology to a scientific discipline to recent developments in evolutionary psychology, psychopharmacology, and cognitive neuroscience. J. Cohen-Cole

HSHM 240b/HIST 121b, Curiosity and Natural Inquiry The origins of Western scientific culture and its connections with curiosity, ingenuity, and artisanal knowledge. Key topics in the historiography of early modern science, including the scientific revolution and the trial of Galileo. P. Bertucci

HSHM 321b/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,b, 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 [F], O. Molvig [Sp]

HSHM 413b/HIST 145Jb, 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 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 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 631b^u/HIST 937b, The Cultures of Western Medicine: A Historical Introduction A survey of medical thought, practice, institutions, and practitioners from classical antiquity to 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 640a^u/HIST 933a^u, Molecules, Life, and Disease in the Twentieth Century This course explores the transformation of the life sciences in the twentieth century. It focuses on the rise of molecular biology and its understanding of life and disease. It shows how and why the molecular vision on life has achieved such a high level of scientific authority and social legitimacy. It emphasizes the relationship of this transformation to broader intellectual, social, cultural, and political change. B. Strasser

HSHM 641b^u/HIST 923b^u, Computers and Cybernetics This discussion course examines the development of cybernetics, information theory, and computer science. By examining how the cybernetic and computer sciences linked the academy, society, and politics, we explore Cold War culture and the ecology of knowledge production in this period. Originating as technologies of wars hot and cold, these fields of study have been central to the structural evolution of the academic-military-industrial complex. These new fields were central to the developments in the physical, biological, and social sciences. J. C. Cole

HSHM 680b^u/HIST 881b^u, History of Chinese Science A study of the major themes in Chinese scientific thinking from antiquity to the twentieth century. Emphasis on non-Western concepts of nature and the development of science in China, East-West scientific exchanges, and China’s role in modern science. W. Summers

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, sampling writings on health care, illness experiences, and medical cultures in Europe, the Americas, Africa, and Asia from antiquity to the twentieth century. 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 706a/HIST 922a, Collecting Nature This course focuses on the role of collections and collectors in the production of natural knowledge between the sixteenth century and the present. From wonder cabinets to electronic databases, collections of natural objects and facts of nature have been crucial to the development of science, medicine, and the state. The course explores court patronage and colonial power, amateur collections and national museums, gift exchange and commodity trade, individual property and collective authorship, secrecy regimes and public disclosures. B. Strasser

HSHM 715a/HIST 920a, Science and Travel: Collections, Explorations, and Networks This course explores the role of travel in the making of scientific knowledge from the Renaissance to the Enlightenment. It focuses on museums and cabinets of curiosities; voyages of explorations and scientific journeys; correspondence networks, espionage, and colonialism; scientific imagery and fictional travels. P. Bertucci

HSHM 736b/HIST 943b/WGSS 730b, Health Politics, Body Politics A reading seminar on struggles to control, pathologize, and normalize human bodies, with a particular focus on science, medicine, and the state, both in North America and in a broader global health context. Topics include colonialism and prostitution; repression and regulation of birth control; the teaching of sex education; the public celebration and denial of sexual difference; politics of sexually transmitted diseases, including HIV/AIDS; public health and legal efforts to define and restrict abortion; the pathologizing and identity politics of trans-gendered people; and the development and regulation of artificial insemination and other methods of reproductive technology. N. Rogers

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, Y. Ji, M. Kamanaka, I. Kawikova, N. C. Kirkiles-Smith, K. G. Klemic, E. B. Kopp, J. H. Li, M. Liu, T. D. Manes, Y. Matza, D. Sengupta, B. R. Shepherd, 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. A. Iwasaki

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. T. Chi and staff

IBIO 536b, Advanced Immunology Seminar: Host Defense of Pathogens P. Cresswell, P. Kavathas, C. Roy

IBIO 537b, Advanced Immunology Seminar Topic and faculty to be announced. Faculty

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 603a/GENE 603a, 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 C. Abraham, 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), G. R. Brescia, 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, G. J. L’Italien (Adjunct), F. M. Lobo, C. S. Loeser, C. M. Macica, A. Mani, P. S. Marshall, 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, J. F. Spelman, 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, O. Chan, J. J. Chang, X. Chen, 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, Q. Huang, Y. Huang, S. Ishibe, Z. Jiang, M. Kang, A. K. Karihaloo, K. Kim, T. C. Kyriakides, P. P. Lam, W. Lee, 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, Y. Ning, T. Z. O’Connor, R. K. Papas, J. Pedra, N. Ramamoorthi, J. Ruan, C. Spirli, M. H. Stowe, M. P. Strout, F. A. Struve, 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, Z. Wang, Y. Wu, H. Yan, M. Yang, 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, 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, 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, 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 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, pathologic, 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 also 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, B. Cambi, 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, R. Scandrett, 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, L. Dembry, E. Fikrig, G. J. Francis, H. Friedland, M. Juthani-Mehta, B. Kazmierczak, M. Kozal, R. Martinello, V. J. Quagliarello, M. Rigsby, A. Shaw, S. Springer, J. Topal, K. Wagner

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, D. Bruce, J. Francis, M. Juthani-Mehta, G. H. Friedland, B. Kazmierczak, V. Quagliarello, A. Shaw, S. Springer, J. Topal, 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 may be 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 hematology clinic or consultation service. One or two students for three to six weeks throughout the year. D. Beardsley, M. Dhodapkar, T. P. Duffy, B. G. Forget, S. Halene, P. Marks, P. McPhedran, H. Rinder, B. Smith, L. Solomon, M. Strout

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 ten. 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, J. Mobo and J. Hill

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, the student sees patients in the Liver Outpatient Clinic three mornings per week. 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 rotation period the student is introduced to problems in the clinical management of liver disease and 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, Schilsky, 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 affiliated gastroenterologists based at Bridgeport Hospital; 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. G. Abdelsayed

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, A. Fisher

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 rotation in the Medical Intensive Care Unit of the Hospital of St. Raphael. In a multidisciplinary environment, the student shares responsibility for a variety of critically ill patients. Ample opportunity to develop experience and skills in the management of acute respiratory failure, mechanical ventilation, and different forms of hemodynamic shock. 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 the full time pulmonary/critical care attending (Drs H.Knight and R.Elias) as well as fellowship trainees from the Yale Pulmonary/critical care training program.

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, Medical Intensive Care Unit Elective This rotation exposes highly qualified fourth-year students to the broad spectrum of medical critical care. Students are on call every fourth night with an intern and resident pair, assisting them in the admission of patients. Students follow patients in the MICU and assist in their care with their intern and resident. It provides the opportunity for participating in the acute management of common life-threatening Illnesses such as sepsis, pulmonary edema, DKA, GI bleeding, acute respiratory failure, acute kidney injury, coma, drug overdoses, metabolic acidosis, and hypertensive emergencies. Students are expected to learn about the pathophysiology and treatment of these disorders in this non-subinternship setting. Basic cardiac life support training is expected. All students should be able to demonstrate satisfactory completion of a Medicine II clerkship before taking this elective. Director: M. Siegel

Internal Medicine 500, Methods of Clinical Research This composite course begins with an intensive set of summer events during July and the first two weeks of August. The course resumes in September and continues throughout the remainder of the academic year, ending in early June. The overall curriculum integrates several distinct components. The summer term contains sessions on statistics, epidemiology, and clinical and health services research methods and community-based participatory research. The fall term contains more advance statistics and research methods, as well as several sessions on health policy, social and behavioral influences on health, and community-based research. The spring term contains remaining topics in research methods and several sessions on health management. Summer sessions are held four times a week (ten hours); fall sessions are held three times a week (six and one-half hours); spring sessions are held two times a week (five hours). Permission of instructor required. Directors: H. Krumholz, E. Bradley

Internal Medicine 501, Medical Publishing The Yale Journal of Biology and Medicine (YJBM) provides an educational opportunity for students in medicine, public health, nursing, and the biological sciences to gain experience in all aspects of academic publishing. Alongside participating faculty members, students review scientific articles submitted to the Journal, select manuscripts for publication, and correspond with authors. Students also have the opportunity to review books and write articles showcasing their research or sharing clinical experiences from Yale and abroad. Students who wish to continue participating in the Journal’s production beyond the semester are selected on a competitive basis for positions on the Editorial Board. The editorial staff meets monthly. J. Bender, faculty adviser

Internal Medicine 502, Clinical Clerkship, The Connecticut Hospice, Branford, Connecticut This fifty-two-bed inpatient program at the nation’s first hospice provides intensive palliative care for patients with terminal illnesses. The medical, psychosocial, and spiritual needs of these patients and their families are met through the coordinated efforts of an interdisciplinary team of physicians, nurses, social workers, pharmacists, and clergy. When cure is no longer realistic, the goal of therapy becomes symptom control to enable the patient to carry on an alert and pain-free existence. To achieve this goal, a careful physical assessment and noninvasive diagnostic studies can permit the use of focused therapeutic approaches, carefully selected to meet the needs of the individual patient. The specialized hospice care program emphasizes control of pain and other symptoms with a wide spectrum of both pharmacologic and nonpharmacologic modalities. Students participate in the care and management of hospice inpatients, potentially serving as primary physician for selected patients, under the close supervision of the hospice staff physicians and/or medical director. They participate in morning rounds, family conferences, and weekly Interdisciplinary Team Conferences. A two- or four-week rotation is offered. The four-week rotation includes time spent in the home care program, attending team conferences, and making home visits. The home care program encompasses eighty-nine cities and towns throughout Connecticut. Contact Louis Gonzalez at 203.315.7502

Internal Medicine 504, Bone Marrow Transplantation A one-month rotation on the adult bone marrow transplantation unit. Daily inpatient rounds are held. Students are involved in the care of the patients, including the performance of procedures, and attend a daily bone marrow transplant clinic for patient follow up. Weekly clinical conferences are also attended. A suggested reading program is provided. Students are required to present a short discussion about a topic of their choice. D. Cooper

Humanities in Medicine

The courses listed below are offered through the Program for Humanities in Medicine for 2008–2009. Further information is available from Dr. Thomas Duffy or Clara Gyorgyey at 203.785.6102. Schedules of courses are flexible. Students who are interested in any (or all) of the following courses, or have other interests that could be addressed through this program, are asked to indicate this on the sign-up sheet. No obligation even if students sign up.

Internal Medicine 505, Poetry and Medicine Hope, courage, devotion, anguish, pain, illness, and death—the substance of all great literature is also fundamental to medicine. Poetry and Medicine, a bi-monthly seminar elective, introduces students to works of poetry, illuminating the ethical, moral, and psychological issues continually confronting their profession. The course helps students develop an understanding of the ways in which interpreting literature enhances their interactions with patients and clarifies some dimensions of their work. Course schedule: Bi-monthly meetings at a mutually determined time. P. Kirwin, T. Duffy

Internal Medicine 509b, Pregnancy and Neonatal Loss For first-year students. This elective centers around what a physician feels when his/her patient dies and how he/she can come to a resolution with regard to this loss. In particular, focus on the expression of feelings through letter writing, poetry, and face-to-face encounters with family members. Introduction to “case histories” based upon the lecturer’s experiences. Course schedule: six meetings at a mutually determined time. Please contact the instructor by e-mail: berman@hygeia.org. M. R. Berman

Investigative Medicine

Office: Edward S. Harkness Building (ESH), basement 18–19, 785.6842

Professors H. M. Krumholz (Medicine), E. D. Shapiro (Pediatrics), M. E. Tinetti (Medicine)

Associate Professors T. M. Gill (Medicine), J. R. Gruen (Pediatrics)

IMED 615a, Functional Genomics in Translational Research In this two-week course, students learn how to access and interpret the vast amounts of genetic and genomic data that are rapidly being accumulated from genome sequencing projects. This course takes an integrated approach exploring how genomes are mapped and sequenced, how various computational methods convert this raw data into biologically relevant information, and how this information can then be utilized to design experimental approaches to gene function. Lectures are supplemented with computer laboratory sessions to reinforce ideas and to provide practical experience. The course provides practical training in bioinformatics methods, including accessing the major public sequence databases, use of the BLAST tools to find and compare sequences, analysis of protein and nucleic acid sequence motifs, gene structure and promoter analysis, sequence alignment and comparative genomics. Experimental approaches covered include informatics relevant for PCR, real-time quantitative PCR, primer design, microarray, inhibitory RNA, and the design of transgenic and knockout mouse models. While there is no formal prerequisite for this course, students need a solid understanding of the molecular biology of the gene, including DNA and RNA structure, transcription, splicing, translation, the genetic code, and the regulation of gene expression.Consent of instructor required. Two weeks, August 11–August 22. J. Craft

IMED 625a, Principles of Clinical Research The purpose of this intensive two-week course is to provide an overview of the objectives, research strategies, and methods of conducting patient-oriented research. Topics include competing objectives of clinical research, principles of observational studies, principles of clinical trials, principles of meta-analysis, interpretation of diagnostic tests, prognostic studies, causal inference, qualitative research methods, and decision analysis. Sessions generally combine a lecture on the topic with discussion of articles that are distributed in advance of the sessions. Consent of instructor required. Two weeks, July 28–August 8. E. Shapiro

IMED 630a, Ethical and Practical Issues in Clinical Investigation This termlong course addresses topics that are central to the conduct of clinical investigation, including ethics of clinical investigation, scientific fraud, technology transfer, and interfacing with the pharmaceutical industry. Practical sessions include scientific presentations and teaching, NIH peer review process, journal peer review process, and career development models of academia. This course provides guidelines and a framework for the clinical investigator to obtain funding for, conduct, and present a clinical study. Format consists of didactic presentation followed by discussion. Consent of instructor required. H. Binder

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

IMED 645a, Introduction to Biostatistics in Clinical Investigation This course provides an introduction to statistical concepts and techniques commonly encountered in medical research. Previous course work in statistics or experience with statistical packages is not a requirement. Topics to be discussed include study design, probability, comparing sample means and proportions, survival analysis, and sample size/power calculations. The computer lab incorporates lecture content into practical application by introducing the statistical software package SPSS to describe and analyze data. Consent of instructor required. Two weeks, July 14–25. H. Binder

IMED 650a, Seminars in Clinical Investigation In this termlong seminar course a range of topics is covered in the format of an interactive seminar. Topics including detailed evaluation of study designs (cohort studies, case-control studies, and clinical trials), development and validation of indices, review of approaches to methodology and issues related to implementation of the methodology (assuring quality of the data, qualitative research methods, estimation of sample size and statistical power), and introduction to finding sources to fund grant proposals. The format for most of the seminars consists of a didactic presentation followed by intensive discussion of research articles and research protocols. Students lead the discussion in the critical analysis and evaluation of the articles. Attendance and active participation are required. Consent of instructor required. E. Shapiro

IMED 655b, Writing Your First Big Grant In this term-long course, students gain intensive, practical experience in evaluating and preparing grants, including introduction to NIH study section format. The course gives new clinical investigators the essential tools to design and to initiate their own proposals for obtaining grants to do research and to develop their own careers. The course is limited to students who plan to submit grant proposals (usually for either a K-23 or a K-08 grant). Attendance and active participation are required. Consent of instructor required. E. Shapiro

IMED 660a, Methods in Clinical Research, Part I E. Shapiro

IMED 661a, Methods in Clinical Research, Part II E. Shapiro

IMED 662b, Methods in Clinical Research, Part III This yearlong course, presented by the Robert Wood Johnson Clinical Scholars Program, presents in depth the methodologies used in patient-oriented research, including methods in biostatistics, clinical epidemiology, health services research, community-based research, and health policy. Consent of instructor required. E. Shapiro

IMED 680b, Topics in Human Investigation This course teaches students about the process through which novel therapeutics are designed, clinically tested, and approved for human use. It is divided into two main components, with the first devoted to moving a chemical agent from the bench to the clinic, and the second to outlining the objectives and methods of conducting clinical trials. The latter section also includes a discussion of the FDA approval process. Consent of instructor required. J. Craft, K. Anderson

Laboratory Medicine

Office: CB 407, 688.2446

Professors A. Baumgarten (Emeritus), F. J. Bia (Medicine), J. R. Bove (Emeritus), Y. Choi (Pathology), R. K. Donabedian (Emeritus), S. C. Edberg, P. I. Jatlow, P. B. Kavathas, D. S. Krause, M. Landry, P. McPhedran (Emeritus), D. Seligson (Emeritus), M. J. Shlomchik, J. L. Sklar (Pathology), B. R. Smith (Chair), E. L. Snyder, P. J. Tattersall

Associate Professors S. M. Campbell, M. E. Hodsdon, C. D. Rinder (Anesthesiology), H. M. Rinder, G. E. Stack

Assistant Professors J. G. Howe, Y. Wu

Senior Research Scientist S. F. Cotmore

Research Scientists G. M. Anderson (Child Study Center), W. J. McMurray

Associate Research Scientists L. Devine, A. M. Haberman, C. Keeler, L. Li

Clinical Professors B. P. Griffith, R. A. Levine, S. C. Wardlaw

Associate Clinical Professors P. N. Fiedler (Pathology), D. R. Mayo, I. Nash, T. J. Tinghitella

Assistant Clinical Professors S. R. Gray, I. V. Kaplan, H. Malkus, R. R. Rathbone, C. A. Rauch, N. Shafi, M. Velleca, J. C. West

Lecturers M. Champion, S. A. Cohen, N. Drew, D. Ferguson, W. M. Gross

Laboratory Medicine 102b This lecture, laboratory, and seminar course deals with scientific use of clinical laboratories (hematology, clinical chemistry, immunology, blood banking) as a basis for the understanding, diagnosis, and treatment of disease. Emphasis is on the selection and interpretation of laboratory tests used in the practice of medicine as well as on acquiring some understanding of the technology used in the clinical laboratories. Lectures and laboratories are integrated into the new organ-based modular system of clinical instruction for second-year medical students. Second-year course. M. L. Landry and associates

Laboratory Medicine 123a, Medical Microbiology This course focuses on both basic microbial pathophysiology and medical microbiology. The course is divided into four sections, consisting of microbial physiology and genetics, bacteriology and mycology, virology, and parasitology. Microbial pathogenesis is taught as it relates to human infectious disease on the cellular and molecular levels. The unique structures, lifestyles, and roles in producing disease of medically important microbes are taught in lecture, laboratory, and small group settings. Laboratory sessions employ a case-based approach to teach the effective use of laboratory testing in the diagnosis and management of infectious diseases. Microscopy, culture and biochemical, immunological, and molecular techniques are demonstrated and discussed, and simple tests such as Gram stain and rapid antigen tests are performed. Problem-based learning sessions in clinical infectious disease are offered in the last half of the course to provide a bridge from the science of the microbe to the management of infected patients. Second-year course. S. Campbell, F. Bia, S. Edberg, M. L. Landry, T. Tinghitella, and associates

Laboratory Medicine Elective 131 The Department of Laboratory Medicine offers a two- or four-week elective with rotations through the clinical laboratories, including Blood Bank, Therapeutic Apheresis, Clinical Chemistry, Toxicology, Hematology and Coagulation, Flow Cytometry, Immunology, Molecular Diagnostics, Microbiology, and Virology. The student works closely with residents, fellows, attendings, and laboratory staff; works up clinical cases under supervision; and attends morning report, case conference, journal club, clinical rounds, and didactic sessions. The student also has the opportunity to work with the resident on call for at least one weekend day during the elective. The student can rotate through all laboratories, or focus on specific laboratories of interest. The goals of the elective are to learn appropriate usage and interpretation of laboratory tests, and to gain a better understanding of the theoretical, technological, and clinical underpinnings of Laboratory Medicine. This elective is appropriate for students considering a career in Laboratory Medicine or combined Laboratory Medicine and Pathology, but also for all students who will use clinical laboratory testing in their careers. Electives are for two weeks or four weeks, and are limited to one student per session. M. L. Landry and associates

Laboratory Medicine and Surgical Pathology Elective The Departments of Laboratory Medicine and Pathology offer a four-week elective that combines two weeks of Laboratory Medicine and two weeks of Surgical Pathology. In Laboratory Medicine, students rotate through the clinical laboratories, including Blood Bank, Therapeutic Apheresis, Clinical Chemistry, Toxicology, Hematology and Coagulation, Flow Cytometry, Immunology, Molecular Diagnostics, Microbiology, and Virology. The student works closely with residents, fellows, attendings, and laboratory staff; works up clinical cases under supervision; and attends conferences and didactic sessions. The goals are to learn appropriate usage and interpretation of laboratory tests, and to gain a better understanding of the theoretical, technological, and clinical underpinnings of Laboratory Medicine.

In Surgical Pathology, students rotate through specialty and general anatomic surgical pathology, frozen section, hematopathology, renal and electron microscopy, molecular diagnostics, cytology, and autopsy. The students work with residents, fellows, attendings, and laboratory staff, participate in work up of clinical cases under supervision, attend tumor boards and other clinical conferences and didactic sessions. The goals are to understand the basic principles of diagnostic anatomic pathology and its role in clinical medicine. This elective is appropriate for students considering a career in Laboratory Medicine and/or Pathology, but also for all students who will use laboratory and pathology tests in their careers.

Electives are for 4 weeks, and are limited to one to two students per session. M. L. Landry and D. Rimm

Laboratory Medicine Teaching Sessions for Third-Year Medical Students The purpose of the Laboratory Medicine Teaching Sessions is to introduce third-year students on their clinical rotations to basic concepts of laboratory diagnosis. On the first afternoon of their Internal Medicine rotations at Yale-New Haven Hospital, students visit four laboratories: Blood Bank, Hematology, Chemistry, and Microbiology/Virology. In each laboratory the faculty use clinical cases together with relevant slides, culture plates, or other test data to illustrate the use and interpretation, as well as pitfalls, of laboratory tests. These teaching sessions should also serve to encourage and facilitate communication with the laboratories after the students return to the wards. Third-year course. M.L. Landry and associates

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