Departments A - L
Anatomy and Experimental Surgery
(Section of the Department of Surgery)
Office: SHM C349, 785.2814
Professor
E. S. Crelin (Emeritus)
Associate Professors
L. J. Rizzolo (Director of Medical Studies), W. B. Stewart (Section Chief)
H. Briggs, A. Crovatto, R. E. Fisher, S. Ghofrany, S. E. Kapadia, R. G. Miller,
M. O'Brien, C. Rahner, W. Southwick
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, films, and television tapes on human development and on gross anatomy
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, J. G. Collins, J. Ehrenwerth, N. M. Greene (Emeritus), R. L. Hines
(Chair), Z. Kain, L. M. Kitahata (Emeritus), C. J. Kopriva, C. LaMotte (Neurosurgery),
R. H. LaMotte, G. Lister, Jr. (Pediatrics), P. Miller, T. H. Oh, T. D. Rafferty,
S. Rosenbaum, D. Silverman, R. Sinatra, M. Sivarajan
Associate Professors
M. S. Afifi, P. Atanassoff, C. Bell, M. Eghbali-Webb, S. Garwood, R. Kerns (Psychiatry),
P. Langevin, B. C. McClain, G. McCloskey, P. Nadkarni, J. S. Naulty, A. Perrino,
S. Rimar, C. Rinder, W. Rosenblatt, K. Ruskin, J. Schwartz (Director of Medical
Studies), F. Sevarino, K. Shelley, R. Shiffman (Pediatrics)
Assistant Professors
S. Akhtar, R. Aouad, C. Brandt, L. Caramico, P. E. Casinelli, K.-H. Cheung,
J. H. Chung, S. Dabu-Bondoc, D. Gaal, M. Griffin, T. M. Halaszynski, M. Hartmannsgruber,
L. Helgeson, P. Leith, W. Lewis, A. M. Lobo, I. Maranets, K. Marschall, R. Modak,
M. Punjala, R. Ramani, M. Robbins, R. Romero, H. Saadat, V. Salgar, G. Sivarajan,
R. Stout, F. Suatoni, D. Vaughn, S.-M. Wang, J. M. Watkins-Pitchford
Instructor
S. Shivananjappa
Associate Research Scientists
S. Frawley, R. Friedman, L. Marenco, T. O'Connor, F. Sayward, M. Shifman, R.
Srivastava, H. Yao
Clinical Professors
J. Katz, R. Schrier
Associate Clinical Professors
K. S. Chung, S. Harris, B. Kosarussavadi, A. Mandel, E. Prokop, A. Pschirrer,
S. Stone, A. Weinstock
Assistant Clinical Professors
C. Ayoub, P. Beberman-Jennes, H. D. Dubow, J. P. Escandon, P. Heller, W. Norfleet,
S. Puri, F. Stellaccio, J. Weinberg, D. Zacharakos
Lecturers
T. Handler, B. Kaplan
Anesthesiology 103, Clinical Clerkship. Four students are assigned throughout
the year to either Yale-New Haven Hospital or to the Veterans Affairs Connecticut
Health Care System, West Haven, for basic introduction to clinical anesthesiology,
including preoperative evaluation of patients, selection of anesthetic technique,
and administration of anesthetics under supervision. Instruction in airway management
and endotracheal intubation, monitoring techniques, and clinical pharmacology
and physiology is emphasized. Three-week full-time clinical clerkship for two
students. J. Schwartz.
Anesthesiology 104, Advanced Clinical Clerkship. Individualized program
of instruction in anesthesia subspecialties, including cardiovascular, neurosurgical,
obstetrical, and pediatric anesthesia. Two- or three-week full-time clinical
clerkship throughout the year for two students. J. Schwartz.
Anesthesiology 131, Anesthesia and Critical Care Medicine. This elective
is a combined experience in operating room anesthesia care and the surgical
and/or cardiothoracic ICU. Clinical work in both settings is supplemented by
both didactic and informal discussions with the attending staff. Emphasis is
on the evaluation and management of critical illness. Evening call weekly; no
nights. Four students for a four-week period. September through June 1. R. L.
Hines, M. S. Afifi.
Anesthesiology 132, Pain: Diagnosis and Treatment. Management of chronic
pain in pain clinic setting. Psychophysiology of pain diagnostic techniques,
including nerve blocks, and therapeutic modalities, such as neurally applied
opiates and other new advances. Part-time elective; hours to be arranged, for
one or two students. J. G. Collins.
Anesthesiology 141, Clinical Research. Participation in ongoing research
by departmental faculty involving clinical responses to drugs affecting cardiopulmonary
and central nervous systems. Development of individual research projects encouraged
as well. Hours to be arranged for one or two students. R. L. Hines, M. Eghbali-Webb,
D. Silverman, R. Sinatra.
Anesthesiology 142, Basic Research within Anesthesiology. Laboratory
research training in autonomic, cardiopulmonary, or neurophysiological effects
of drugs. Hours to be arranged for one or two students. J. G. Collins, M. Eghbali-Webb,
R. H. LaMotte.
Anesthesiology 143, Topics and Research in International Health Issues.
A one- or two-term elective for M.D., masters, and doctoral candidates with
an interest in international medicine. The student is assigned reading and research
work with a member of the Department of Anesthesiology who participates in direct
international medical care or administration. Hours to be arranged. P. Barash,
D. Gaal, R. L. Hines, W. Rosenblatt, J. Schwartz.
Cell Biology
Office: SHM C235, 785.4311
Professors
J. Anderson, N. Andrews, R. Baron, M. Caplan (Cellular and Molecular Physiology),
L. Cooley (Genetics), P. De Camilli, S. Ferro-Novick, J. Galan (Chair, Microbial
Pathogenesis), F. Gorelick, J. Jamieson (Director of Medical Studies; Director
of M.D.-Ph.D. Program), K. Joiner (Internal Medicine; Director, Investigative
Medicine Program), T. Lentz (Vice Chair; Associate Dean for Admissions, School
of Medicine), V. Marchesi, I. Mellman (Chair), M. Mooseker, P. Novick, T. Pollard
(Molecular, Cellular, and Developmental Biology), J. Rose, E. Ullu (Internal
Medicine), G. Warren
Associate Professors
C. Hashimoto, M. Nathanson (Internal Medicine), S. Wolin
Assistant Professors
K. Reinisch, P. Takizawa
Associate Research Scientists
H. Chang, H. Fölsch, E. Grote, E. LeMosy, M. Pypaert, D. Sheff, D. Toomre,
E. S. Trombetta, M. Wenk
Cell Biology 502, The Cellular Basis of Human Biology. 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. J. Jamieson, T. Lentz, F. Gorelick, and staff.
Cell Biology 503, Histology Laboratory. A laboratory in microscopic
anatomy to be taken in conjunction with 502. T. Lentz and staff.
Cell Biology 520/C&MP 520, Research Rotations in Cell Biology and Molecular
Physiology. Three ten-week periods of directed research and reading in selected
laboratories. For first-year graduate students in the Cell Biology and Molecular
Physiology track. C. Berlot.
Cell Biology 601, The Molecular and Cellular Basis of Human Disease.
Given in parallel to 502. The course comprises an exploration of primary literature
and critical assessment of the data that form a basis for understanding human
disease. A series of human genetic diseases, whose mechanisms have been identified
as a result of sequencing the human genome, are explored. Students are required
to search out supportive data, discuss it with the section leader, and present
it to the group. P. De Camilli, F. Gorelick, and staff.
Cell Biology 602a and 603a, Molecular Cell Biology and Tutorial. A comprehensive
introduction to the molecular and mechanistic aspects of cell biology for graduate
students in all programs The emphasis is on fundamental issues of cellular organization,
regulation, biogenesis, and function at the molecular level. I. Mellman, M.
Mooseker, G. Warren, S. Wolin.
Cell Biology 606b, Advanced Molecular Cell Biology. This seminar course,
which meets once a week, covers topics in modern cell biology. It should serve
to introduce students to areas they might not have considered in prior courses.
P. Novick.
Cell Biology 676b/MB&B 676b, Responsible Conduct of Research. Designed
for students who are beginning to do scientific research. The course seeks to
describe some of the basic features of life in contemporary research and some
of the personal and professional issues that researchers encounter in their
work. Approximately six sessions during the spring term, run in a seminar/discussion
format. M. Solomon and staff.
Cell Biology 727b, Advanced Seminar Course. This seminar course, which
meets once a week, covers several topics suggested by the second-year Cell Biology
students. It should serve to introduce students to areas they might not have
considered in prior courses. The topics this year focus on the proteasome and
proteolysis, the cytoskeleton and cytoskeletal motors, and signaling systems.
Each topic is spread over 3-6 sessions, starting with an introductory overview
and followed by detailed analysis of key papers. S. Ferro-Novick.
Cellular and Molecular Physiology
Office: SHM B147, 785.2989
Professors
P. S. Aronson (Internal Medicine), R. W. Berliner (Emeritus), H. J. Binder (Internal
Medicine), W. F. Boron, E. L. Boulpaep (Director of Medical Studies; Director
of Graduate Studies), T. H. Brown (Psychology), M. J. Caplan, W. K. Chandler,
L. B. Cohen, A. B. DuBois (Epidemiology), B. Ehrlich (Pharmacology), B. Forbush
III, G. H. Giebisch (Sterling Professor), S. Goldstein (Pediatrics), G. G. Haddad
(Pediatrics), S. C. Hebert (Chair), J. F. Hoffman (Higgins Professor), L. Kaczmarek
(Pharmacology), E. Moczydlowski (Pharmacology), S. Segal, G. I. Shulman (Internal
Medicine), F. J. Sigworth, C. L. Slayman, C. W. Slayman (Genetics), J. T. Stitt
(Epidemiology), F. S. Wright (Internal Medicine)
Associate Professors
C. H. Berlot, C. M. Canessa, M. Egan (Pediatrics), J. P. Geibel, G. Richerson
(Neurology)
Assistant Professors
S. I. Dworetzky (Adjunct), R. M. Fitzsimonds, D. Neufer, V. Pieribone
Research Scientists
T. Wang, D. Zecevic
Associate Research Scientists
D. Chester, B. Davis, C. Falk, I. Grichtchenko, R. Hoover, M. Lu, G. MacGregor,
D. Wachowiak, Y. Yang, P. Zhang
Postdoctoral Fellows
D. Alvarez de la Rosa, M. Bailey, B. Baker, S. Basavappa, P. Bouyer, V. Chauvet,
T. Coric, L. Dunbar, I. Gimenez, D. Gray, A. Kolar, Q. Leng, G. Payne, M. Pedersen,
J. Rojas, J. Stoppani, L. Virkki, C. Wagner, P. Zhang
Postdoctoral Associates
Y. Chen, S. Cheng, K. Dong, Z. P. Du, J. Glockner-Pagel, K. Klemic, S. Krueger,
R. Looft-Wilson, M. Okuda, P. Pagel, A. Rivetta, L. Tang, Q. Yan, A. Zatti,
G. Zeng, J. Zheng, Y. Zhou, M. Zochowski
Lecturers
M. Apkon (Pediatrics), G. Desir (Internal Medicine), G. Lister, Jr. (Pediatrics),
R. Mahnensmith (Internal Medicine)
Cellular and Molecular Physiology 520/Cell Biology 520, Research Rotations
in Cell Biology and Molecular Physiology. Three ten-week periods of directed
research and reading in selected laboratories. For first-year graduate students
in the Cell Biology and Molecular Physiology track. C. Berlot.
Cellular and Molecular Physiology 550a/ENAS 550a/MCDB 550a, Physiological
Systems. We develop a foundation in human physiology and the principles
of feedback and regulation of homeostasis at the cellular level and of the organism
as a whole. The biophysical properties of cells, tissues, and organs are developed
in context of the functions they perform. We first examine cellular and membrane
physiology, which leads into the physiology of skeletal muscle and its neural
control, smooth muscle in hollow organs, and the heart as a muscular pump. The
regulation of cardiac output, blood flow, and vascular exchange are each considered
in context and then integrated in light of exercise physiology and the maintenance
of arterial pressure. The respiratory system is considered in light of the mechanical
interactions between the lung and the chest wall, convection and diffusion of
gasses, and respiratory control of acid-base balance. We continue by exploring
the functional organization of the kidney, how urine is formed, and how salt,
fluid, and acid-base homeostasis are regulated. The digestive system is developed
in the context of energy balance and temperature regulation, substrate metabolism,
and its regulation by hormones. Calcium, water, and electrolyte balance are
incorporated in further exploration of the endocrine system, which concludes
with the physiology of reproduction. The organization of the central nervous
system is then considered in light of synaptic physiology, learning and memory,
and the special senses. Examining the body's innate and acquired defense mechanisms
concludes the overall course material. In addition, graduate students evaluate
pertinent research topics on a weekly basis through directed readings, written
reports, and group conferences with the instructor. S. Segal and staff.
Cellular and Molecular Physiology 560b, Cell and Molecular Physiology from
Fundamental Mechanisms to Human Disease. This course focuses on understanding
the processes that transfer molecules across membranes at the cellular, molecular,
biophysical, and physiologic levels. Students learn about the different classes
of molecular machines that mediate membrane transport, generate electrical currents,
or perform mechanical displacement. Emphasis is placed upon the relationship
between the molecular structures of membrane proteins and their individual functions.
The interactions among transport proteins in determining the physiologic behaviors
of cells and tissues are also stressed. Molecular motors are introduced and
their mechanical relationship to cell function is explored. Students read papers
from the scientific literature that establish the connections between mutations
in genes encoding membrane proteins and a wide variety of human genetic diseases.
M. Caplan, K. Chandler.
[Cellular and Molecular Physiology 610b, Neurophysiologic Methods. Theoretical
and practical considerations of various current neurophysiologic methods, including
whole-cell and patch-clamp methods, brain slice recordings, simple nervous system
models, optical methods (calcium, voltage, and intrisic signals), electrophysiology
equipment/software, and recordings from intact nervous systems. V. Pieribone,
F. Sigworth. Not offered in 2001-2002.]
Cellular and Molecular Physiology 710b/MB&B 710b4, Electron Cryo-Microscopy:
A Versatile Tool for Studying the Structure of Biological Macromolecules and
Their Supramolecular Assemblies. Understanding cellular function requires
structural and biochemical studies at an ever-increasing level of complexity.
The course is an introduction into the concepts and applications of high-resolution
electron cryo-microscopy. This rapidly emerging, new technique is the only tool
known to date that allows biological macromolecules to be studied at all levels
of resolution ranging from their cellular organization to near atomic detail.
No specific prerequisites. However, parts of the course deal with diffraction
theory and physical principles of image formation. Therefore, knowledge of calculus
and basic physics is advantageous. F. Sigworth, V. Unger.
Child Study Center
Office: NIHB 208, 785.2513
Professors
J. P. Comer (Associate Dean), S. Kagan (Adjunct), Z. Kain (Anesthesiology),
A. Kazdin, R. A. King, J. Leckman, M. F. Leonard (Emeritus), J. Leventhal (Pediatrics),
M. Lewis, R. Makuch (Public Health), D. F. Musto, D. L. Pauls, J. E. Schowalter,
B. Shaywitz (Pediatrics), S. Shaywitz (Pediatrics), J. Singer, D. L. Snow (Psychiatry),
A. J. Solnit (Emeritus), S. Southwick (Psychiatry), S. Sparrow, F. R. Volkmar,
J. Woolston, E. F. Zigler
Associate Professors
B. Forsyth (Pediatrics), S. Horwitz (Public Health), A. Klin, P. Lombroso, S.
Marans, L. Mayes, L. Scahill, D. Schonfeld (Pediatrics), R. Schultz, M. Schwab-Stone,
J. Tebes (Psychiatry), F. Vaccarino, M. Westerveld (Neurosurgery), H. Zhang
(Public Health)
Assistant Professors
S. Berkowitz, N. Close, L. Codling (Emeritus), C. Gallo, J. Kaufman (Psychiatry),
D. Lipschitz (Psychiatry), V. Maholmes, A. Martin, T. McMahon (Psychiatry),
M. Schaefer, M. State, D. Stubbe, L. Thomas, C. Weitzman (Pediatrics)
Senior Research Scientists
D. Cicchetti, G. Fisch (Epidemiology and Public Health), M. F. Leonard
Research Scientists
G. M. Anderson, E. Grigorenko, M. K. Pruett (Psychiatry), V. R. Seitz
Associate Research Scientists
M. Ben-Avie, F. Brown, L. Cardona, R. Casey, K. Chawarska, E. Culler, C. Emmons,
D. Findley, M. Finn-Stevenson, R. Franks, F. Ghassemi, W. Gilliam, M. Goyette-Ewing,
F. Gregory, S. Joseph, K. Koenig, A. Levett-Lowe, J. Lewis III, C. Markle,
R. Murphy, S. Paul, C. Rowland, D. Squires, D. Szydlo, J. Szydlo
Research Affiliates
J. Alsobrook, P. L. Delgobbo, Y. Kohn, M. Kohorn, R. Lord, R. Mayo, J. Naegele,
S. Nash, T. Shriver, V. Sperry, R. Weissberg, L. Wood, A. Zohar, E. Zovko
Clinical Professors
T. W. Downey, R. W. Evans, A. Kaufman, R. Kramer (Pediatrics), D. O. Lewis,
K. Pruett (Director of Medical Studies), S. Ritvo, H. S. Sacks
Associate Clinical Professors
J. Adnopoz, R. Angoff (Pediatrics), P. Armbruster, S. Boltax-Stern, C. R. Canny
(Pediatrics), A. Carter, P. M. Cohen, E. K. Dahl, L. Deutsch, J. B. Ferholt,
N. Haynes, D. M. Koenigsberg, N. Laor, S. Levy (Pediatrics), E. L. Loewald,
J. Narad, E. A.
Perlswig, J. D. Saccio, C. Salguero, A. H. Schwartz, E. L. Stone (Pediatrics),
A. Thies, L. Vitulano, T. Zanker
Assistant Clinical Professors
H. A. Allen, A. Avni-Singer (Pediatrics), M. Berkman (Social Work), G. Blau,
J. Bregman, K. Brody, P. Cantor, L. Cariaga-Lo, P. Chappell, J. Charney (Psychiatry),
J. T. Collins, A. B. Colonna, C. Cox (Social Work), E. Dykens, M. Fahey, G.
D. Gammon, M.
Gladstone, R. M. Greenbaum, W. L. Hill (Psychiatry), E. O. Jennings, I. R. Jennings,
E. Joyner, H. Kahn, M. Kaplan, R. King, M. Kligfeld, B. Langenauer, P. Leebens,
D. Lowell (Pediatrics), M. Lustick, N. Lustman, J. Madigan, J. P. Marachi, R.
McWilliam, J. Meyers, E. Millman, N. Moss, F. J. Ninivaggi, B. Nordhaus (Social
Work), S. Ort, J. F. Poll, M. Powers, G. Racusin (Psychiatry), C. Ripple, W.
W. Roosen, D. Rotnem (Social Work), H. L. Sacks (Social Work), L. Schilling
(School of Nursing), J. L. Scott (Psychiatry), L. Siegel, A. Smaller, S. Steremberg,
F. J. Streets (Social Work), D. Tucker, S. L. Werblood, H. Wetstone, C. P. Wiles,
G. E. Wilf, J. Williams (Psychiatry), P. Yeung, L. D. Zimmerman
Clinical Instructors
R. Avila, R. Avni-Singer (Social Work), B. Barile, K. Barrett (Social Work),
E. Becker-Dunn (Social Work), L. Bogen, D. Boyd (Social Work), J. Buchbinder
(Social Work), L. Budnick (Social Work), A. Caracansi, K. Chappell (Social Work),
U. Chock (Social Work), J. Connell (Social Work), G. Costa, R. Creal, C. De
Dios-Kenn (Social Work), M. De-Naclerio, A. Dobos (Pediatrics), S. Dobuler (Social
Work), D. Dodge (Social Work), L. Donovan, D. Dubois-Walton, H. Edelson-Costa,
L. Ewing (Social Work), J. Ezepchick (Social Work), J. Freed (Social Work),
J. A. Gallalee, A. Gewirtz, J. Glenney (Social Work), L. Goldberg, J. Goldblum
(Social Work), S. Gossart-Walker (Social Work), L. Gould (Social Work), C. Heise
(Social Work), P. Hetherington, C. Hogan (Social Work), K. Holdt (Social Work),
D. Horvath (Social Work), V. Jones (Social Work), S. Juarez-Marazzo (Social
Work), M. Kern (Social Work), B. Keyes, K. Knoebber, A. Kravitz (Social Work),
E. Kressley, J. Landau, M. Lassalle (Social Work), W. Levine, A. Lustbader,
M. Lyons (Social Work), W. Marans, M. Martinez (Social Work), B. Mason, M. McCarthy,
P. McGreen, B. Meierowitz (Social Work), S. Newgass (Social Work), R. Nikolov,
K. Olivetti (Social Work), C. Olson, J. Pariseau (Social Work), R. Plant, R.
Pugliese, B. Rickler, P. Rockholz (Social Work), E. Rodriguez (Social Work),
L. Rogers (Social Work), M. Rowe (Social Work), P. Sadowitz, M. Scalise, C.
Schaefer (Social Work), A. Schuessler, R. Sotsky, G. Weiss, C. White, K. Williams,
G. Winn (Social Work)
Lecturers
D. Bella, M. Bollers, K. P. Carlson, E. Ennis, D. Esserman, J. Gillette, M.
Glick, S. Goldstein, J. Gruendel, D. Hauser, S. Heidmann, C. Horwitz, N. Kaufman,
B. Kerman, J. Levy, K. Lustman-Findling, L. Nash, R. Paul, B. Peterson, D. Phillips-Hauser,
J. Platner, S. Pryor, C. Reberkenny-Frisketti, D. Rosen, B. Rourke, E. Rubin,
B. Sherman, V. Shiller, J. Stoneman, E. C. Wolff
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.
Child Study 122b, Aspects of Child and Adolescent Development in the Practice
of Medicine. The concept of development serves as a unifying idea for this
course. The major cognitive and emotional developmental tasks and behavioral
characteristics at each stage of development in infancy, childhood, and adolescence
are described and illustrated in part by the child's reactions to illness, hospitalization,
dying, and death at different stages of development. Developmental contributions
to the understanding of psychopathology in childhood are also outlined. The
course offers field observations of children. First year, spring term, weekly
one-hour lectures, and one and one-half hour seminars. K. Pruett and Child Study
Center faculty.
Child Study 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 Child Study Center faculty.
Child Study 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 testings 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. M. Lewis, L. Mayes, L. Cardona.
Child Study 323, The Child Psychiatry Track. This track is offered to
four students (two each, either at the Child Study Center or Riverview Hospital)
per six-week rotation on the Psychiatry Clerkship. It provides an opportunity
to observe and practice the process used to evaluate and diagnose and to plan
the treatment of the child and his or her family. Additionally, it completes
the basic requirements of the Adult Psychiatry Clerkship, including writing
reports on three adult patients. The track has three components: (a) a set of
mandatory core experiences, (b) a group of optional selective experiences, and
(c) Practicums and Readings. The practicum includes interviewing, working up,
and writing a report on two child patients at either the Children's Psychiatric
Inpatient Service or Riverview Hospital 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. Psychiatry clerks are based at both
the Child Study Center and the Children's Psychiatric Inpatient Service (Winchester
I, Y-NHH) and at Riverview Hospital. M. Lewis, J. Woolston, J. A. Gallalee,
G. D. Gammon, R. King, L. Siegel.
Child Study 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. J. Leckman and Child Study Center faculty.
Child Study 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. Teaching methods include seminars, conferences,
field observations, ward rounds, and practica selected by the student following
consultation with the director of medical studies, Child Study Center. Open
to fourth-year students throughout the year (except July and August). M. Lewis,
J. Woolston, and staff.
[Child Study 375b, Clinical Aspects of Adolescent Psychopathology. Etiology,
clinical manifestations, and treatment of adolescent psychopathology, including
eating disorders, depression, suicide, psychosis, delinquency, and the impact
of physical and mental disabilities on adolescent development. Reading supplemented
with live and taped clinical material. Enrollment limited to upperclass and
medical students. Not offered in 2001-2002. R. A. King.]
Comparative Medicine
Office: 375 Congress Avenue, LSOG 117, 785.2525
Professor
R. O. Jacoby (Chair)
Assistant Professors
M. J. Harding, J. D. Macy, J. D. Reuter, C. J. Zeiss
Research Scientists
J. L. Brandsma, S. R. Compton, J. M. McGrath, G. Yao
Associate Research Scientists
L. J. Ball-Goodrich, T. Nottoli
Research Affiliate
P. N. Bhatt
Assistant Clinical Professors
L. K. Johnson, J. W. Streett
Professor Adjunct
E. C. Weir
Associate Professor Adjunct
F. R. Homberger
Dermatology
Office: LCI 501, 785.4092
Professors
J. Bolognia (Vice Chair, Clinical Affairs), H. K. Bottomly (Immunobiology),
I. M. Braverman, P. Cresswell (Immunobiology), R. L. Edelson (Chair; Deputy
Dean for Clinical Affairs), P. Heald (Director of Medical Studies; Vice Chair
for Medical Students and Postgraduate Medical Education Programs), C. Janeway
(Immunobiology), D. Leffell (Medical Director, Yale Faculty Practice Plan, YSM),
A. B. Lerner (Emeritus), L. Milstone, J. S. Pober (Pathology), R. E. Tigelaar
(Vice Chair, Academic and Research Affairs; Director, Skin Disease Research
Center)
Associate Professor
E. Glusac (Pathology), J. McNiff, L. Wilson (Therapeutic Radiology)
Assistant Professors
R. Antaya, M. Girardi (Director, Residency Program), T. Handerson, C. Herrick,
R. Lazova, J. Schechner
Instructors
S. Aasi, S. Cowper
Senior Research Scientists
R. Halaban, J. M. Pawelek
Research Scientists
C. Berger, A. Chakraborty, P. Schwartz
Associate Research Scientists
J. Haggerty, D. Hanlon, M. Kluger
Clinical Professors
A. P. Cipriano, I. Dvoretzky, M. T. Johnson, R. C. Savin
Associate Clinical Professors
A. Bronin, F. Castiglione, Jr., I. S. Cohen, J. Edelglass, S. Imaeda, R. S.
Kahan, T. P. Kugelman, E. B. Milstone, P. Schneiderman, P. Shapiro, L. A. Sibrack,
K. Watsky
Assistant Clinical Professors
J. Alter, S. Barrett, S. H. Bender, P. Bevilacqua, D. Bilinski, C. Carroll,
J. Carucci, K. Cohen, M. P. Coolidge, L. Daman, D. Davidson, K. M. Diette, L.
D'Onofrio, G. Federman, D. Feinberg, B. Goldberg, M. Goldstein, D. Greene, F.
Kay, S. Kolenik, L. Kugelman, R. Langdon, J. C. Lehrman, S. Lerner, L. Luck,
E. Markstein, B. McGrath, E. Mirrer, E. Naidorf, W. Notaro, R. Oshman, N. Perricone,
B. Richter, J. G. Sansing, Jr., N. Sherline, N. R. Silverman
Clinical Instructors
E. Atillasoy, A. Atton, C. Chess, S. Dietz, D. Duke, J. Grant-Kels, W. Jacoby,
E. Marsh, K. Meyer, D. Miller, M. Noonan, M. Oestreicher, I. Olhoffer, J. Sabetta,
A. Zalka, J. Zirn, B. Zubkov
Postdoctoral Associate
M. C. Von Willebrand-Backman
Postdoctoral Fellows
M. Albert, I. Brzonova, L. Manuelidis
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 Yale Physicians Building and at the Veterans Affairs
Connecticut Health Care System, West Haven. Inpatient rounds are made at Yale-New
Haven Hospital. Didactic sessions are held with staff three to five times a
week. Grand rounds and weekly lectures are also an important feature of the
elective. Course is offered for eight four-week sessions. R. Antaya, J. Bolognia,
I. M. Braverman, R. L. Edelson, M. Girardi, T. Handerson, P. Heald, C. Herrick,
R. Lazova, D. Leffell, J. McNiff, L. Milstone, J. Schechner, R. E. Tigelaar.
Diagnostic Radiology
Office: NF 2-332 SP, 785.6938
Professors
M. I. Burrell, J. A. Brink (Vice Chair), R. A. Bronen, M. A. Curtis, J. S. Duncan,
M. G. Glickman (Emeritus), J. C. Gore, R. H. Greenspan (Emeritus), P. B. Hoffer,
E. L. Kier, J. P. Lawson (Emeritus), S. M. McCarthy, B. L. McClennan (Chair),
I. Prohovnik (Adjunct), A. T. Rosenfield, C. Shaw, R. G. Shulman (Molecular
Biophysics and Biochemistry), G. Sze, N. Talner (Pediatrics; Emeritus), K. J.
Taylor, I. Tocino, F. J. Wackers, R. I. White, Jr., B. Zaret (Internal Medicine)
Associate Professors
J. J. Abrahams, A. Anderson, J. Arrighi (Internal Medicine), R. T. Constable,
E. A. Cornelius, H. P. Forman (Vice Chair), R. Fulbright, P. Garg, M. Johnson,
L. Katz, C. H. Lee-French, T. McCauley, C. Miller, J. Pollak, M. Rosenblatt,
D. L. Rothman, L. M. Scoutt, A. J. Sinusas (Internal Medicine), L. H. Staib,
H. Tagare, C. R. Taylor, S. Woods (Psychiatry), I. G. Zubal
Assistant Professors
J. Aruny, S. Bokhari, D. Cerva, R. de Graaf, N. Denbow, M. Does, B. Griffith,
A. Haims, R. Hooley, L. J. Horvath, F. Hyder, F. Katai, W. Kubal, K. Lazzarini,
L. Philpotts, M. Zawin
Instructors
C. Kubiak, R. Sadar
Associate Research Scientists
J. Gatenby, D. Gochberg, J. Joers, H.-C. Leung, P. Mutalik, V. Neklesa, C. Ng,
K. Purushothaman, F. Xu
Research Scientists
T. Price, P. Skudlarski, S. Zoghbi
Research Affiliate
G. Gindi
Associate Research Scientists
R. Fulbright, J. Gatenby, P. Mutalik, V. Neklesa, C. Ng, K. Purushothaman, R.
Stokking
Clinical Professor
J. Westcott
Associate Clinical Professors
G. Berg, K. Bird, V. Caride, D. Colley, D. Denny, G. Fishbone, G. Freedman,
L. Hammers, E. Hyson, R. Lange, M. Ozonoff, N. Rosenfield, L. Russin, J. Slavin,
N. Vincent
Assistant Clinical Professors
K. Allen, R. Becker, N. Belleza, J. Biebuyck, J. Blanco, A. Bravo, R. T. Brown,
D. Butler, A. Carter, O. G. Choy, P. Cole, J. A. Creatura, J. Crowe, K. Dickey,
L. C. Foley, W. Friedman, H. Gahbauer, M. Glicklich, A. Goldman, R. Gonzalez,
C. I. Heller, K. Hussman, B. Jay, K. Johnson, T. Kain, A. Kalyanpur, D. Kaplan,
P. Karak, A. Kaye, R. Kier, J. Klein, K. Lazzarini, H. Lee, R. Ludwig, N. Mandell,
D. Moote, S. Nadel, J. Neitlich, G. Novick, P. Reeser, J. Richter, M. Robbins,
S. Saluja, D. Schwartz, P. Shimkin, B. Simonds, J. Sokolow, G. R. Spiegel, R.
Tash, M. Twohig, S. Ulreich, G. Vahjen, P. Waxman, J. White, M. Wysoki, K. Zimmerman
Clinical Instructors
S. Berger, T. Blue, J. Fergenson, R. Friedland, L. Gold, H. Pathak, M. Straub,
P. Varma, J. Yi, D. Youmans
Clinical Fellows
Y. Albeer, K. Anzilotti, D. Cartaya, K. Das, P. Deol, J. Fan, S. Kim, J. Luckman,
H. Lustberg, J. Hawley, M. Niles, A. Osorio, R. Sadar, M. Shafer, S. Truman,
M. Varanelli
Postdoctoral Fellows
H. Cheng, N. Driesen, M. Hampson, A. Kaladjian, J. Ogura, I. Olson, X. Papademetris
Postdoctoral Associates
R. Astur, B. Damon, Z. Ding, I. Kida, A. Korda, M. LePage, P. Shkarin, W. Yu,
H. Zeng
Lecturers
G. Conlogue, X. Ma, B. Peterson
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,
cardiac, neuroradiology, pediatrics, computed tomography, magnetic resonance,
nuclear medicine, ultrasound, vascular and interventional radiology, mammography,
emergency radiology, and basic imaging sciences. Four 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 audiovisual material including audiocassette and slide
lectures, learning film files, and quiz material are available in the radiology
learning laboratory. The students attend the department resident conferences
twice daily as well as specific student seminars. Clerkships are offered at
Yale-New Haven Hospital, the Hospital of St. Raphael, Waterbury Hospital, and
the Veterans Affairs Connecticut Health Care System, West Haven. Prerequisites:
None. Full-time: No on-call responsibilities. Limited to eight students every
four weeks. J. Abrahams and staff.
Diagnostic Radiology 123, Clinical Clerkship in Nuclear Medicine. Primarily
directed toward student participation in the diagnostic studies underway in
nuclear medicine. Rotation begins each day at 8 a.m. with a review of all cardiovascular
nuclear medicine studies performed during the previous day, followed by a review
and discussion of all other radionuclide imaging studies from the previous day.
New cases are then taken up, consisting of pertinent interviews with patients,
followed by administration of the radionuclides and appropriate dynamic or scanning
procedures. For each study, the radiation dose involved, indications, contraindications,
and type of data to be obtained are reviewed. The importance of the procedures
in terms of diagnosis and ultimate patient management is discussed. Hours to
be arranged. Limited to two students, six weeks throughout the year. E. Cornelius,
H. Dey, P. Hoffer, A. Sinusas, R. Soufer, F. Wackers, B. Zaret, and staff.
Diagnostic Radiology 130b, The Physics and Technology of Medical Imaging.
Includes a review of basic physics and atomic structure, X-ray production and
circuits, radioactivity, interaction of X-rays with matter, radiation detectors
and dosimetry, principles of image formation and imaging devices, radiation
protection and safety, and an overview of the use of computers in diagnostic
imaging including applications to image networking (PACS) and image analysis.
Imaging techniques also discussed in this course include computed tomography,
ultrasound, digital radiography, positron emission tomography, and nuclear magnetic
resonance. Hours to be arranged. A. Amini, J. Duncan, J. Gore, S. Holland, G.
Ibbott, R. Lange, L. Staib, I. G. Zubal.
Diagnostic Radiology 134, Clinical Internship in Vascular and Interventional
Radiology. This clerkship is intended to serve as an introduction to catheter
directed angiography and radiologic guided therapies. This includes transluminal
revascularization (e.g. balloon angioplasty) in the peripheral, renal, and visceral
circulations, embolization of vascular abnormalities, vena cava filter placement,
and a variety of other vascular interventions. Exposure to percutaneous management
of biliary and renal disease includes external drainage procedures, internal
stents, and biopsies. Percutaneous catheter treatment of fluid collections is
also performed. Students participate in the interventional radiology admitting
service including interviewing patients in an outpatient clinic. Electives are
tailored to three to six weeks, but three to six month electives are available
to obtain introduction to laboratory and clinical research in interventional
radiology. Hours to be arranged. Limited to one student, three to six weeks
throughout the year. J. Pollak and staff.
Diagnostic Radiology 135, Clinical Clerkship in Pediatric Diagnostic Imaging.
Introduction to the clinical care of infants, children, and adolescents through
the use of integrated diagnostic imaging. Students participate through review
of imaging studies with fellows, 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. M. S. Keller
and staff.
Diagnostic Radiology 136, Clinical Clerkship in Ultrasonic Imaging.
An introduction to the spectrum of diagnostic ultrasound imaging. After a general
introduction, students rotate through the clinical areas involving real time,
pulsed Doppler, and color Doppler examinations of the heart, ultrasonic imaging
in obstetrics and gynecology, ultrasonic imaging of the abdomen, and pulsed
Doppler and color Doppler of vascular disease. After being involved with the
examination process, students review the examinations with the attending physician.
Recent research topics discussed informally. Electives are tailored to three
weeks and are limited to one student at any time. L. Hammers 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.
Epidemiology and Public Health
Office: LEPH 210, 785.2867
Professors
W. A. Andiman (Pediatrics), R. S. Baltimore (Pediatrics), M. Barry (Internal
Medicine), F. L. Black (Emeritus), M. B. Bracken, L. M. Brass (Neurology), K.
D. Brownell (Psychology), J. Casals-Ariet (Emeritus), M. Cullen (Internal Medicine),
V. T. DeVita, Jr. (Internal Medicine), A. B. DuBois, S. Fleck (Emeritus), G.
H. Friedland (Internal Medicine), W. J. Hierholzer (Internal Medicine; Emeritus),
T. R. Holford (Director of Graduate Studies), R. I. Horwitz (Internal Medicine),
J. F. Jekel (Emeritus), K. A. Joiner (Internal Medicine), E. Kaplan (Management
Sciences), S. V. Kasl, D. A. Kessler (Pediatrics), I. S. Kickbusch, W. L. Kissick
(Visiting), B. P. Leaderer, W. Lesslauer (Visiting; Adjunct), L. S. Levin (Emeritus),
R. W. Makuch, L. E. Marks, R. McCorkle (Nursing), D. McMahon-Pratt, K. Merikangas,
M. H. Merson (Chair), I. G. Miller (Pediatrics), A. Novick (Ecology/Evolutionary
Biology), A. M. Ostfeld (Emeritus), C. L. Patton, W. E. Reifsnyder (Forestry;
Emeritus), H. A. Risch, R. A. Rosenheck, D. S. Rowe (Pediatrics; Emeritus),
N. H. Ruddle, P. Salovey (Psychology), E. D. Shapiro (Pediatrics), R. E. Shope
(Emeritus), G. A. Silver (Emeritus), J. C. Sinclair (Adjunct), J. T. Stitt,
J. A. J. Stolwijk (Emeritus), M. E. Tinetti (Internal Medicine), C. White (Emeritus),
D. Zelterman
Associate Professors
S. Aksoy, M. Cappello (Pediatrics), E. B. Claus, L. C. Degutis (Surgery), L.
M. Dembry (Internal Medicine), L. DiPietro, E. Fikrig, D. Fish, N. E. Groce,
P. Hartigan (Adjunct), R. Heimer, S. M. Horwitz, J. Ickovics, K. S. Kronebusch,
H. M. Krumholz (Internal Medicine), G. W. Mack, S. T. Mayne, M. K. Olson, A.
D. Paltiel, P. N. Peduzzi (Adjunct), H. G. Prigerson, A. Ray, M. B. Russi (Internal
Medicine), M. J. Schlesinger, J. L. Sindelar, G. H. Tignor (Emeritus), W. D.
White, H. Zhang, H. Zhao, T. Zheng
Assistant Professors
L. Alexander, E. H. Bradley, S. H. Busch, K. Buse, R. A. Desai (Psychiatry),
B. G. Druss (Psychiatry), J. Dubin, B. Emir (Adjunct), M. L. Irwin, A. Iwasaki,
B. Jones, R. J. Katz (Internal Medicine), K. Khoshnood, D. L. Leslie (Psychiatry),
B. Levy, J. H. Lichtman, H. Lin, A. N. Ortega, N. Stachenfeld, C. Tschudi, J.
P. Wise, Sr., H. Yu, L. Zheng
Senior Research Scientists
M. Y. K. Armstrong (Emeritus), D. V. Cicchetti, J. S. Douglas, G. S. Fisch,
C. White
Research Scientists
D. I. Baker, K. D. Belanger, D. Bessen, B. Cartmel, M. Derdakova (Visiting),
K. Kar (Visiting), L. E. Munstermann
Associate Research Scientists
N. Abdala, L. Beati, K. M. Blankenship, M. Bobulinski, M. Briggs-Gowan, M. Colmenares,
T. A. Falba, J. Gent, L. Grau, R. Gueorguieva, M. Jofre-Bonet, C. Luna, S. Mitchell,
P. Rosenberger, N. Sun, R. Sundaram, E. Triche, M. Yood
Research Affiliates
T. H. G. Aitken, M. Berwick, S. D. Clair, D. J. Cunningham, M. E. Gannotti,
V. H. Hodgkinson, L. A. Magnarelli, E. M. Opton, J. Robison, A. Sampson, J.
E. Simmons, R. B. Tower, L. V. Vaccarino
Clinical Professors
M. G. Curnen, J. C. Niederman
Associate Clinical Professors
J. B. Borak, W. B. Crede (Internal Medicine), D. L. Katz (Director of Medical
Studies), W. L. Krinsky
Assistant Clinical Professors
M. L. Cartter, R. V. Durvasula, J. L. Hadler, K. T. C. Pham, C. Scott (Pediatrics)
Postdoctoral Fellows
Y. Arieh, A. Ashkenazi, C. Cheatham, E. Daurignac, J. Doughty, R. Dubrow, N.
Duchovny, A. Durante, J. Dziura, N. Hansen, Z. Hao, J. Hellwig, Y.-I. Kamijo,
T. Kershaw, T. Krasnoselskikh, K. Lee, J. Mailloux, S. L. Murphy, L. Niccolai,
E. Odgaard, D. Pan, C. Prakash, A. Sedrakyan, M. Siegel, J. Tsao, P. Van Ness,
E. Vdovichenko, X. Zhao, M. Zhemkova, X.-L. Zheng
Postdoctoral Associates
S. Acharyya, J. Birungi, J. Guo, Y. Huang, A. Kalia, S. Kanzok, S. M. Kar, F.
Luo, A. Oliver, J. Shi, C.-P. Tsai, X. Ying, H. Zhu, G. Zou
Lecturers
S. S. Addiss, S. Allegretto, E. P. Anderson, T. G. Andreadis, G. J. Andreopoulos,
S. G. Austin, I. M. Birnbaum, F. L. Black, A. L. Boissevain, E. A. Bortnichak,
A. Brown, D. Bruce, R. B. Burford, Jr., P. F. Canny, G. L. Capozzalo, P. A.
Charpentier, K. H. Clark, S. Compton (Comparative Medicine), J. Culhane, L.
Dierker, D. K. Diers (Nursing), H. G. Dove, R. Dubrow, J. D. Dunn, T. Fiorentino,
A. Foltz, E. J. Gandsman, J. Garcia, S. G. Geballe, G. L. Ginsberg, K. Gondek,
C. H. Grantham-Millman, B. H. Gray, M. K. Gusmano, D. Humphries, J. F. Jekel,
B. Jennings, R. V. Katz, S. L. Katz, R. A. Lavely, K. Lee, M. A. Lee, L. S.
Levin, J. T. Lynch, R. Marcus, A. S. Mattie, E. W. Mood, D. E. Morse, L. M.
Mueller, J. M. Mullen, H. Nawaz, D. Pendrys, W. P. Quinn, S. C. Ratzan, M. V.
Roberto, N. L. Roth, B. Schachtel, S. Spangler, J. A. Sparer (Internal Medicine),
D. Stevens, J. A. J. Stolwijk, M. Stowe, J. D. Swendsen, W. J. Thomas, J. T.
Wack, J. A. Wasserman, W. E. Watkins, C. White, K. Yonkers (Psychiatry), J.
A. Zaccagnino, E. Ziglio
The Department of Epidemiology and Public Health offers a wide variety of courses, across several divisions. Many of these are also available for medical student enrollment. The course catalogue and registration procedures may be obtained by contacting the EPH Registrar's Office.
Genetics
Office: SHM I310, 785.2649
Professors
E. A. Adelberg (Emeritus), N. Berliner (Internal Medicine), D. Brash (Therapeutic
Radiology), W. R. Breg (Emeritus), L. Cooley, D. DiMaio, J. M. Eisenstadt (Emeritus),
B. G. Forget (Internal Medicine), P. Glazer (Therapeutic Radiology), A. Horwich,
P. B. Kavathas (Laboratory Medicine), K. K. Kidd, R. P. Lifton (Chair), M. J.
Mahoney, C. M. Radding, G. Roeder (Molecular, Cellular, and Developmental Biology),
L. Rosenberg (Adjunct), M. R. Seashore (Director of Medical Studies; Pediatrics),
C. W. Slayman, K. Tanaka (Emeritus), P. Tattersall (Laboratory Medicine), D.
C. Ward, S. M. Weissman, T. Yang-Feng (Adjunct)
Associate Professors
A. Bale, S. Baserga (Therapeutic Radiology), B. R. Pober (Director, Postdoctoral
Studies), M. Qumsiyeh, S. Somlo (Internal Medicine), M. J. Stern (Director of
Graduate Studies), H. Sun, J. Sweasy (Therapeutic Radiology), T. Xu, H. Zhao
Assistant Professors
V. Reinke, K. White, H. Zhang
Instructor
C. Garganta
Senior Research Scientist
J. Flory
Research Scientists
T. Ashley, W. Fenton, E. I. Golub, J. Kidd, J. M. McGrath, A. Pakstis
Associate Research Scientists
M. Alvarez-Franco, Y.-H. Chen, G. Farr, E. Goodwin, H. Huang, L. Jones, D.-M.
Li, Z. Lian, Y. Lu, M. Mahajan, E. Matloff, M. Miranda, Y. Nakayama, M. Palmatier,
V. Petrov, R. Poddar, P. Rabinovich, H. Sun, A. Szekely, X. Yu
Postdoctoral Fellows
L. Brailey, L. Freeman-Cook, K. Fries, M. Ghanim, K. Ishikawa, J. D. Lambert,
P. Li, J. Radhakrishnan, L. Sun, X. Yang, H. Zhang
Postdoctoral Associates
B. Baoyuan, H. Huang, L. Khan, T.-R. Li, Y. Luo, B. Mason, I. Mihaylov, N. Mukherjee,
A.-H. Nasr, M. Nimmakayalu, H. Oota, H. Shao, E.-H. Shim, L. Wu, X. Yang, J.-Y.
Zheng, X. Zhong
Genetics 500a, Genetics in Health and Disease. A 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. The course
encompasses classical medical aspects of genetics, including chromosomal abnormalities,
single gene conditions, quantitative and biochemical genetics, genetic factors
in common disorders, genetic screening and therapy, as well as human genomics
and medical, ethical, and social issues surrounding the elucidation of the human
genome. M. R. Seashore.
[Genetics 520b, Scientific Integrity in Biomedical Research. Numerous
issues that bear upon responsible research conduct are discussed, including
record keeping, availability of research materials, student/mentor responsibilities,
reproducibility of results, confidentiality, conflict of interest, authorship,
and fraudulent behavior. Required for all first- and second-year students in
Genetics and all postdoctoral fellows and associates. Not offered in 2001-2002.
S. Baserga. ]
Genetics 620, Topics in Medical Genetics. This course covers a variety
of topics in the fields of biochemical genetics, DNA diagnostics, cytogenetics,
prenatal genetics, and general clinical genetics and is of particular interest
to graduate students, medical students, postdoctoral clinical fellows, and laboratory
fellows who wish to broaden their background in the basic principles as well
as the clinical applicability of medical genetics. Prerequisite: introductory
course in human genetics (e.g., Genetics 500a) or permission of the instructor.
B. Pober.
Genetics 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, M. Koelle, G. S. Roeder, M. Stern.
Genetics 642a/MB&B 642a/MBIO 642a/MCDB 642a, Roles of Microorganisms
in the Living World. This topical course explores the biology of microorganisms.
Emphasis is placed upon mechanisms underlying microbial adaptations and how
they influence biological systems. L. N. Ornston, D. Bessen, D. DiMaio, D. McMahon-Pratt,
C. Patton, P. Tattersall.
Genetics 675a,b, Graduate Student Seminar. This course covers a variety
of topics in molecular, cellular, developmental, and population genetics. Students
gain experience in preparing and delivering seminars and in discussing presentations
by other students. Required for all first- and second-year students in Genetics.
J. Sweasy (in charge) and Genetics faculty.
Genetics 705a/MB&B 705a/MCDB 505a, Molecular Genetics of Prokaryotes.
Molecular aspects of the storage, replication, evolution, and expression of
genetic material in prokaryotes. Prerequisites: previous or concurrent introductory
courses in genetics and biochemistry. N. Grindley, C. Radding.
Genetics 734a/MBIO 734a, Molecular Biology of Animal Viruses. Lecture
course with emphasis on mechanisms of viral replication, oncogenic transformation,
and virus-host cell interactions. D. DiMaio.
Genetics 743b/MB&B 743b, Molecular Genetics of Eukaryotes. 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.
Genetics 749a/MB&B 749a, Medical Impact of Basic Science. Consideration
of examples of recent discoveries in basic science that have elucidated the
molecular origins of disease or that have suggested new therapies for disease.
Emphasis is placed on the fundamental principles on which these advances rely.
Reading is from the primary scientific and medical literature, with emphasis
on developing the ability to read this literature critically. Aimed at seniors
and first-year graduate students. Prerequisite: rigorous undergraduate course
in molecular biology or permission of the instructor. J. Steitz, A. Miranker,
A. Koleske.
Genetics 777a/MCDB 677a, 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
presentations and critical analysis of primary literature. L. Cooley, T. Xu,
W. Zhong.
Genetics 810b, Human Molecular Genetics. This course focuses on molecular
genetics of single gene and multifactorial human traits. About one-half of the
lectures cover strategies and methodologies for human genetics research as well
as resources developed by the Human Genome Project. The remainder of the course
gives examples of applications of molecular genetics in medicine and industry.
Seminars devoted to reviews of primary literature and workshops lead to rigorous
treatment of a limited set of topics and emphasis on a "how to" approach.
This course is intended for students with a good background in genetics and
a strong interest in research. A. Bale, C. Garganta.
Genetics 840a,b, Medical Genetics. Clinic Rotation. Offers 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, B. Pober.
Genetics 900a/b, Introduction to Research for First-Year Students. A
laboratory rotation course designed to give first-year students the opportunity
to do research in several different laboratories and to learn a variety of methods
now being used in genetic biochemical studies. Director of graduate studies
and staff.
Genetics 920a/b, Reading Course. A directed reading period designed
for second-year students preparing for the qualifying examination. Director
of graduate studies and staff.
Genetics 921a/b, Reading Course in Genetics and Molecular Biology. Directed
reading course on genetics and molecular biology. Term paper required. By permission
of director of graduate studies and arrangement with faculty.
History of Medicine
Office: SHM L132, 785.4338
Professors
F. L. Holmes (Chair; History), D. Kevles (History), D. F. Musto (Child Study
Center), W. Summers (Molecular Biophysics and Biochemistry), J. H. Warner (American
Studies; History)
Assistant Professor
S. E. Lederer (History), N. Rogers
Senior Research Scholar
J. S. Fruton
Research Affiliates
T. Appel, G. Mora, G. Robinson
Yale College and Graduate School courses open to medical students:
History of Science and Medicine 177b/677b/History 177b, Biology and Society
in the Twentieth Century. An exploration of issues in the understanding,
engineering, and control of life, focusing on the history of genetics, molecular
biology, and biotechnology and their interaction with politics, economics, law,
and culture, mainly in the United States. D. Kevles.
History of Science and Medicine 192b/History 237b, Physics since the Late
Middle Ages. A survey of the development of physics and its institutions
from the invention of the university to the detonation of the atomic bomb. J.
Heilbron.
History of Science and Medicine 205a/American Studies 323a/History 175a,
Alcohol and Other Drugs in American Culture. The interrelation of alcohol
and other drugs since the establishment of the nation. Consideration of scientific,
religious, legal, literary, gender, and minority aspects. D. F. Musto.
History of Science and Medicine 215b/History 240b, Public Health in America,
1793-2000. A lecture course surveying public health in America from the
yellow fever epidemic of 1793 to AIDS and breast cancer activism at the end
of the past century. With a focus 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.
History of Science and Medicine 321a/631a/History 233a, 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 are explored
in their social, cultural, economic, scientific, technological, and ethical
contexts. J. H. Warner.
History of Science and Medicine 322b/622b/History 239b, Introduction to
the History of the Life Sciences. A study of landmark investigations in
the life sciences, from antiquity to the mid-twentieth century. F. L. Holmes,
W. Summers.
[History of Science and Medicine 335b/645b/History 178b, Medical Ethics
in America since 1847. Not offered in 2001-2002.]
History of Science and Medicine 420b/620b/Women's and Gender Studies 332b,
Gender, Science, and Sexuality. Primary and secondary source readings in
the history of the scientific study of sexuality, with particular attention
to how these texts both reflect and construct norms of gender ideology. W. Summers.
History of Science and Medicine 422a/History 425a, Sickness, Healing, and
Colonial Empires. Exploration of sickness and healing in the context of
European and American colonialism during the nineteenth and twentieth centuries,
with particular attention to the interaction between systems of medical knowledge
and traditions of those colonizing and those colonized. D. G. Joseph.
History of Science and Medicine 428a/628a/History 439a, Issues and Literature
in the History of Science and Medicine. Introduction to the analysis and
interpretation of classic historical texts in the history of science and medicine.
Authors include William Harvey, Antoine Lavoisier, and Charles Darwin. F. L.
Holmes.
History of Science and Medicine 433b/637b/History 441b, Race and Medicine
in America, 1800-2000. An examination of the history of race and medicine
in the United States, primarily but not exclusively focused on African Americans'
encounters with the health care system. Topics include slavery and health; doctors,
immigrants, and epidemics; the Tuskegee syphilis study and the use of minorities
as research subjects; and race and genetic disease. S. E. Lederer.
History of Science and Medicine 443a/643a/History 440a, Nuclear America.
A history of the nuclear enterprise from its pre-World War II origins to recent
times, covering its military and civilian uses and its impact on scientific
research and on the environment, regional economies, and American politics and
culture. D. Kevles.
History of Science and Medicine 444a/642a/History 444a, Plagues, Old and
New. Through contemporary accounts of older as well as modern epidemics,
an attempt to understand the historical setting in which a given epidemic disease
occurred, the social and medical responses to it, its demographic and long-term
consequences, and the possible relevance of events connected with one epidemic
to those of subsequent epidemics. Critical examination of the notion of major
epidemics as one of the key contingencies of history. W. Summers.
History of Science and Medicine 445a/625a/History 438a/Women's and Gender
Studies 435a, Women and Medicine in America from the Colonial Era to the Present.
American women from the colonial era to the present as midwives, patients, healers,
reformers, revolutionaries, innovators, and entrepreneurs. Ways that women have
shaped American health care and medical research. N. Rogers.
History of Science and Medicine 601a and 602b/History 930a and 931b, Introduction
to the History of Medicine and Science. A two-term linked sequence examining
significant works in the history of medicine and the history of science from
the seventeenth through the twentieth century. Discussions emphasize themes,
methods, and controversies that have shaped these fields during the last three
decades. Topics include the history and historiography of medicine, public health,
the physical sciences, chemistry, and the life sciences. F. L. Holmes, D. Kevles,
S. E. Lederer, J. H. Warner.
History of Science and Medicine 711a, Experimentation in the History of
Life Sciences. F. L. Holmes.
History of Science and Medicine 714b/History 933b, Seminar in Science and
Technology in the Twentieth Century. An examination of the development of
the scientific and technological enterprise in Europe and the United States,
including its major intellectual achievements, academic and industrial institutions,
relationship to war and the state, and standing in general culture. Among topics
that might be considered are atomic, nuclear, and particle physics, genetics
and molecular biology, microelectronics and computers. D. Kevles, J. Heilbron.
[History of Science and Medicine 912a, Reading Seminar in the History of
Disease and Public Health in America. Not offered in 2001-2002.]
History of Science and Medicine 914 a or b, Research Tutorial I. By
arrangement with faculty.
History of Science and Medicine 915 a or b, Research Tutorial II. By
arrangement with faculty.
History of Science and Medicine 919b, Research Seminar in the History of
Medicine and Science. An exploration of research methods and the craft of
writing in the history of medicine and science. Participants are expected to
produce full-length research papers, and these individual research programs
are the central focus of the group's discussions. J. H. Warner.
History of Science and Medicine 920a or b, Independent Reading. By arrangement
with faculty.
History of Science and Medicine 930a or b, Independent Research. By
arrangement with faculty.
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. During the second term 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 offers a Ph.D. program in the History of Medicine and the Life Sciences. In addition it offers 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: 464 Congress, Room 276B, 785.3857
Professors
J. Bender (Internal Medicine), A. Bothwell, K. Bottomly, J. Craft (Internal
Medicine), P. Cresswell, R. Flavell (Chair), S. Ghosh, C. Janeway, Jr., P. Kavathas
(Laboratory Medicine), I. Mellman (Cell Biology), J. Pober (Pathology), N. Ruddle
(Epidemiology and Public Health), D. Schatz, R. Tigelaar (Dermatology)
Associate Professors
F. Lakkis (Internal Medicine), M. Shlomchik (Laboratory Medicine)
Assistant Professor
R. Medzhitov
Associate Research Scientists
H. Foellmer, O. Henegariu, J. Huleatt, I. Kawikova, E. Kopp, M. May, D. Pflugh,
U.-A. Temann, C. Viret, Z. Zhang
Research Affiliate
A. Haberman
Immunobiology 100a, Immunology for Students of Medicine. Immunology
and its application to clinical situations. 12 hours lecture, 8 hours tutorials.
Immunobiology 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. K. Bottomly and staff.
Immunobiology 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. R. Medzhitov and
staff.
Immunobiology 536a/MCDB 536a, Advanced Immunology Seminar: Functions of
the Major Histocompatibility Complex. This seminar course consists of a
brief introductory session followed by detailed critical reviews of key papers
in the field. We consider the genetics of the MHC, structures of MHC class I
and class II molecules and homologs, and the mechanisms governing their assembly
with peptides. We also cover the cell biology of antigen processing in various
types of antigen presenting cells, including B-cells and dendritic cells. Enrollment
limited to 15. P. Cresswell and staff.
Immunobiology 600a, Introduction to Research. Introduction to the research
interests of the faculty. Required for all first-year Immunology Track students.
P. Cresswell and staff.
Immunobiology 601b, Fundamentals of Research. Seminar discussing the
proper conduct of research. Required for first-year Immunobiology Track and second-year
Immunobiology students. P. Cresswell and staff.
Internal Medicine
Office: FMB 102, 785.2697
Professors
J. Amatruda (Adjunct), J. M. Anderson, V. A. T. Andriole, P. S. Aronson, P.
W. Askenase, E. Atkins (Emeritus), C. E. Atterbury (Emeritus), M. Barry, W.
P. Batsford, J. R. Bender, N. Berliner, R. W. Berliner (Emeritus), F. J. Bia,
M. J. Bia, H. J. Binder, P. K. Bondy (Emeritus), J. L. Boyer, A. E. Broadus,
G. N. Burrow, H. S. Cabin, H. Chase, E. Chu, M. W. Cleman, L. S. Cohen, D. L.
Coleman, H. O. Conn (Emeritus), L. M. Cooney, Jr., J. E. Craft, M. R. Cullen,
V. DeVita, R. M. Donaldson, Jr. (Emeritus), T. P. Duffy, A. Ebbert, Jr. (Emeritus),
S. Edberg (Laboratory Medicine), J. A. Elias, R. L. Fisher, B. G. Forget, J.
N. Forrest, Jr., G. H. Friedland, J. B. L. Gee (Emeritus), R. H. Gifford (Emeritus),
J. A. Goffinet (Emeritus), F. S. Gorelick, R. J. Groszmann, J. P. Hayslett,
S. Hebert (Physiology), W. J. Hierholzer (Emeritus), N. J. Holbrook, R. I. Horwitz
(Chair), K. L. Insogna, C. C. Jaffe, K. A. Joiner, F. S. Kantor, C. R. Kapadia,
J. P. Kassirer (Adjunct), D. A. Kessler (Pediatrics), R. J. Levine, H. Levitin
(Emeritus), R. Lifton (Genetics), R. L. Mahnensmith, S. E. Malawista, J. C.
Marsh (Emeritus), R. A. Matthay, P. McPhedran (Laboratory Medicine), P. G. O'Connor,
A. Ostfeld (Epidemiology and Public Health; Emeritus), R. J. Papac, J. M. Rappeport,
A. Rastegar, F. F. Richards (Emeritus), S. H. Rosenbaum (Anesthesiology), R.
S. Sherwin, G. I. Shulman, N. J. Siegel (Pediatrics), B. R. Smith (Laboratory
Medicine), H. M. Spiro (Emeritus), M. E. Tinetti, M. Traube, E. Ullu, F. Wackers
(Diagnostic Radiology), S. Weissman (Genetics), F. S. Wright (Physiology), L.
H. Young, B. L. Zaret
Associate Professors
A. K. Abu-Alfa, F. Altice, J. A. Arrighi, D. Beardsley (Pediatrics), L. Bockenstedt,
B. A. Burtness, C. Canessa (Cellular and Molecular Physiology), L. Cantley,
T. L. Caulin-Glaser, K. L. Cohen, L. E. Cohn, J. P. Concato, D. L. Cooper, S.
T. Crowley, L. M. Dembry, G. V. Desir, M. A. Drickamer, J. Evans, D. G. Federman,
E. Fikrig, T. R. Fried, R. S. Galvin (Adjunct), G. Garcia-Tsao, T. M. Gill,
M. Green, P. Hebert, J. B. Henrich, E. S. Holmboe, J. S. Hughes, S. J. Huot,
S. K. Inouye, S. E. Inzucchi, W. N. Kernan, Jr., H. Krumholz, J. Lacy, F. Lakkis,
F. A. Lee, M. Mamula, R. A. Marottoli, C. A. McPherson, V. Mohsenin, J. Murren,
M. H. Nathanson, P. Noble, P. Peduzzi (Public Health; Adjunct), M. A. Perazella,
W. M. Philbrick, G. Pizzorno, D. D. Proctor, V. J. Quagliarello, M. J. Radford,
C. A. Redlich, R. Reilly, M. Remetz, M. O. Rigsby, H. Rinder (Laboratory Medicine),
C. Rochester, E. Rogers, L. E. Rosenfeld, D. M. Rothstein, M. Russi, J. F. Setaro,
A. J. Sinusas, S. Somlo, R. Soufer, L. Tanoue, M. Topazian, B. Wong, J. Wysolmerski
Assistant Professors
N. Angoff, E. Bahceci, T. J. Balcezak, L. Bell (Adjunct), D. G. Bermudes (Adjunct),
D. Biemesderfer, M. S. Blum, S. Bogardus, D. Bravata, J. J. Brennan, R. Brienza,
K. Brown, H. Cain, Y.-T. Chen (Adjunct), G. L. Chupp, G. W. Cline, M. DiGiovanna,
J. A. Dranoff, M. Dunne (Adjunct), M. S. Ellman, M. H. Farrell, S. Fatenejad
(Adjunct), D. Fiellin, J. M. Foody, R. Formica, L. Fraenkel, F. J. Giordano,
D. R. Goldstein, C. P. Gross, B. Gulanski, T. Gupta (Adjunct), S. G. Haskell,
S. Hay, J. L. Hilbert Howard-Flanders, C. J. Howes, F. Hsu, I. Kang, R. Katz,
C. S. Kim (Pediatrics), M. J. Kozal, R. Krishnamurthy, S. Kummar, M. Larson,
J. H. Lee, P. Lee, Y. Liu, F. M. Lobo, U. Masiukiewicz, K. McKenzie, J. P. Moriarty,
V. A. Morris, A. Nagar, V. Nakaar (Adjunct), V. Navarro (Adjunct), A. J. Peixoto,
K. Petersen, S. Pfau, P. Rabinowitz, M. C. Reid, A. B. Reisman, J. Ren (Adjunct),
M. Rose, F. J. Roux, K. Russell, R. Russell, P. Sangan (Adjunct), S. M. Schnittman
(Adjunct), S. E. Seropian, W. Shlomchik, M. Siegel, A. N. Sofair, J. M. Stein,
O. Taiwo, C. Tschudi, H. A. Waskin (Adjunct), R. G. Wells, L. Wen, M. S. Wilson,
A. V. Wisnewski, Z. Zhu
Instructors
B. G. Abbott, O. O. Adewunmi, V. A. Catenacci, J. F. Clancy, A. D. Litvak, A.
Mani,
A. L. Mastrangelo, B. H. Mobo, M. A. Pisani, S. E. Possick, M. M. Sadeghi, S.
V.
Subramanian, M. R. Voss, R. M. White, T. Zheng
Research Scientists
R. G. Hendler, R. Montgomery, V. M. Rajendran, C. J. Soroka, C. M. Van Itallie,
H. Velazquez, C. Viscoli
Associate Research Scientists
M. Bartkiewicz, S. Cai, Y. Cai, M. Collinge, I. Coppens, Z. Dai, A. Fanning,
P. Gaines, D. S. Geller, L. Geng, S. Goyal, P. Haynes, C. H. He, R. S. Hoover
(Cellular and Molecular Physiology), D. Jiang, V. Kalb, A. Khanna-Gupta, J.
K. Kim, R. G. Knickelbein, R. J. Lampert, C. G. Lee, B. Liang, X. Lin, J. Liu,
Y. Liu, Y. Lu, P. K. Maciejewski, Y. Mao, N. A. Maun, M. T. McIntosh, W. J.
Mehal, S. Narasimhan, H. M. Ngo, K. J. Rhoden, J. G. Selter, T. I. Stedman,
M. H. Stowe, B. Sun, R. B. Thomson, J. Wang, L. Wang, C. M. Wiedercht, J. Xu,
W. Yan, Z. Yin, C. Yu, G. Yuen
Clinical Professors
J. Alexander, T. T. Amatruda, J. Belsky, T. N. Byrne (Neurology), N. Dainiak,
V. A. Deluca, N. D. d'Esopo, J. W. Dobbins, L. R. Farber, F. O. Finkelstein,
D. S. Fischer, M. H. Floch, M. Gordon, E. D. Hendler, P. N. Herbert, P. B. Iannini,
J. D. Kenney, A. S. Kliger, S. D. Kushlan, J. S. Loke, N. J. Marieb, M. Moser,
S. Nair, R. T. Schoen, C. B. Sherter, H. L. Smits, S. B. Sulavik, R. J. Vender
Associate Clinical Professors
J. R. Anthony, S. A. Atlas, D. A. Baker, M. Bender, O. J. Bizzozero, Jr., S.
N. Bobrow, J. B. Borak, M. H. Brand, S. D. Brenner, M. Brodoff, G. K. Buller,
B. V. Caldwell, E. Citkowitz, J. P. Cleary, S. A. Cohen, F. Comite, D. L. Copen,
W. B. Crede, G. M. Dillard, C. A. Disabatino, K. J. Dobuler, E. L. Etkind, R.
Fearon, R. D. Ferranti, J. M. Fessel, B. Forman, L. Friedman, J. D. Gaines,
H. B. Garfinkel, J. J. Garsten, D. I. Geisser, R. A. Gelfand, P. Genecin, T.
J. Godar, R. S. Gordon, A. V. Granata, J. M. Grant, L. E. Grauer, T. P. Greco,
E. T. Grossman, R. G. Haddad, F. D. Haeseler, E. Hankin, G. J. Hutchinson, K.
A. Hutchinson, R. M. Jarrett, S. A. Jerrett, D. M. Kaminsky, M. H. Kaplan, D.
Katz (Public Health), S. W. Kingsley, A. Kotch, S. J. Kra, M. J. Krauthamer,
B. Lahiri, R. A. Langou, A. Lebowitz, R. A. Levine, A. L. Levy, H. D. Lewis,
C. R. Libertin, E. Littman, W. B. Lundberg, R. W. Lyons, R. J. Mangi, P. Marignani,
A. M. Marino, E. M. Mazur, D. B. Melchinger, 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. Perlotto, J. F. Pezzimenti, D. Podell, C. A. Polnitsky,
J. A. Rankin, G. V. Reid, J. L. Renda, J. H. Revkin, I. M. Roberts, V. D. Roddy,
R. T. Rozett, J. R. Sabetta, M. Sadigh, M. H. Sangree, M. H. Schoenfeld, K.
V. Schwartz, M. L. Schwartz, M. F. Simms, D. Smith, J. D. Smith, N. Spinelli,
G. A. Sprecace, J. F. Sullivan, H. L. Taubin, M. J. Taylor, F. J. Troncale,
W. F. Van Eck, S. M. Winter, P. S. Wiske, S. Wolfson
Assistant Clinical Professors
R. Ahmadi, F. D. Alfano, D. Anderson, J. F. Andrews, C. W. Andrias, S. J. Angelo,
E. Anhalt, C. A. Arnold, S. Aronin, E. Atlas, J. Banatoski, R. J. Barse, D.
Beck, M. C. Bennick, L. Berman, R. D. Black, J. M. Blumberg, N. A. Bonheim,
R. S. Borrus, H. M. Brett-Smith, L. Bridger, M. L. Brines, E. Y. Brown, C. M.
Brunet, L. V. Buckley, J. Burdige-Concato, M. Burg, L. L. Burgo-Black, W. A.
Camp (Neurology), J. P. Chandler, C. L. Cherney, D. M. Chess, J. Cho, R. Chopyk,
S. Z. Chowdhury, J. J. Chuong, M. E. Chute, G. M. Cohen, M. Cohen, W. Cohen,
J. D. Cooper, R. B. Cooper, W. G. Covey, H. M. Crowe, J. A. Culpepper-Morgan,
A. J. Cusano, L. J. Cuzzone, L. J. Davis, J. D. Demayo, M. A. Demetrius, D.
Desir, R. R. Diamond, V. C. Dicola, E. J. Dill, P. M. Dorinsky, A. B. Douglass,
A. Drakonakis, J. T. Dreznick, K. S. DuFour, D. W. Dunne, R. M. Echols, W. F.
Eckhardt, D. J. Eilbott, T. D. Eisen, P. Ellis, P. D. Ephraim, S. M. Epstein,
J. J. Ernstoff, B. A. Feigenbaum, I. Feintzeig, M. K. Fikrig, S. M. Fink, W.
Fischer, J. F. Flint, A. H. Fortin, B. C. Fox, T. M. Fynan, J. E. Gage, V. Gassman,
P. N. Geimer, N. G. Georgakis, J. Gerber, B. J. Gerstenhaber, V. E. Ghantous,
H. C. Gift, E. M. Ginsberg, G. S. Gladstein, J. A. Godley, M. P. Golden, K.
R. Goldman, G. H. Gordon, S. M. Gordon-Dole, D. I. Grayer, J. A. Green, K. A.
Haedicke, C. M. Hamill, J. H. Hansson, H. L. Haronian, J. K. Henchel, R. G.
Hindes, G. F. Hogan, C. F. Hollander, D. Hollister, K. J. Hunt, R. G. Huntley,
D. G. Huskins, J. Iannarone, S. Jacoby, E. J. Jimenez, S. Jones, L. Jung, H.
P. Kaplan, M. E. Katz, R. E. Kaufman, R. D. Kayne, K. Kefalos, A. M. Keller,
M. S. King, R. Kinstlinger, H. Knight, C. R. Kramer, H. M. Kramer, M. L. Kraus,
M. J. Kunkel, S. P. Lagarde, S. Lam, W. H. Landschulz, R. A. Lanzi, J. D. Lawrason,
P. Lebowitz, R. E. Lebson, R. L. Leff, R. J. Lewis, A. T. Licciardello, H. M.
Likier, M. Litchman, W. S. Long, J. A. Magaldi, A. R. Malina, M. E. Mann, C.
A. Manthous, E. P. Mardh, M. A. Marieb, S. Mark, R. Martell, B. P. Mathur, S.
W. McCalley, R. M. McLean, C. C. McNair, T. P. Meehan, J. A. Merritt, K. Michels-Ashwood,
I. D. Mickenberg, S. P. Mickley, D. T. Miller, P. A. Monoson, R. F. Morrison,
S. K. Mukherjee, J. Mullen, R. J. Nardino, E. R. Nash, A. J. Natale, E. A. Nolfo,
J. W. O'Brien, J. P. O'Connell, F. C. Pannill, W. T. Panullo, L. A. Panzini,
W. N. Pearson, B. Peck, W. Petit, P. F. Pierce, M. Pouresmail, H. L. Quentzel,
A. M. Radoff, A. M. Rashkow, M. A. Reale, C. R. Reed, N. J. Rennert, R. Renzi,
B. A. Roach, D. Rocklin, D. Roer, P. R. Rogol, S. G. Rosen, A. Rosenberg, M.
Rosman, K. D. Sabbath, K. L. Sacks, R. T. Sadock, S. Sandroni, S. L. Saunders,
A. Schaffner, E. S. Scherr, G. S. Schleiter, J. A. Schmierer, C. F. Scholhamer,
H. M. Schwartz, M. Scully, C. B. Seelig, A. O. Seltzer, W. T. Sherman, J. M.
Shi, W. Y. Shih, A. L. Silber, M. L. Skluth, A. R. Skopek, L. F. Smaldone, M.
J. Smith, H. B. Soletsky, J. M. Solomon, J. M. Sorensen, J. Soufer, P. A. Soukas,
J. F. Sproviero, R. M. Stark, R. H. Stember, S. D. Stocker Giles, L. Sullivan,
B. C. Swirsky, M. Sznol, M. B. Taylor, T. Taylor, J. H. Tenney, I. R. Ternouth,
B. S. Thomas, J. Tomanelli, J. P. Tracey, D. H. Trock, T. K. Trow, K. J. Twohig,
J. G. Uberti, J. S. Urbanetti, L. S. Vasquez, M. S. Villanueva, R. M. Vogel,
F. X. Walsh, C. Walters, H. Ward, W. S. Warren, J. J. Weiner, D. A. Weinshel,
P. I. Weisinger, M. L. Whitcomb, K. P. White, R. E. White, L. M. Whitman, D.
J. Williams, J. G. Wong, R. P. Wong, A. Wormser, B. J. Wu, K. H. Yang, A. Yee,
C. S. Zalis, J. S. Zaretzky, S. W. Zarich, J. S. Zesk, F. R. Zwas
Clinical Instructors
Y. Amoateng-Adjepong, L. F. Aoun-Barakaf, P. Asiedu, A. M. D. Assevero, A. Bedford,
G. J. Bombassei, J. J. Bowen, J. A. Brier, J. A. Brunetti, M. Buitrago, A. W.
Camp, R. M. Cohen, K. E. Dahl, M. L. Dam, M. R. Depman, S. Dey, D. L. Dobkin,
K. A. Dressler, M. H. Driesman, S. L. Eisen, J. M. Elser, S. J. Farber, M. A.
Feinberg, M. N. Fiengo, D. Fine, J. L. Foggle, R. S. Folman, J. Golding, P.
C. Greco, M. S. Grogan, E. M. Grubman, M. S. Guoth, W. B. Hale, G. Henry, J.
G. Henry, D. G. Hill, B. A. Indeck, D. M. Intihar, K. A. Kaplove, M. A. Kazakoff,
K. G. Kett, D. C. King, W. M. Kobialka, S. H. Kunkes, E. A. Laberee, R. Leventhal,
P. G. Levinson, C. P. Loscalzo, P. S. Loving, P. S. Marshall, H. B. Mayer, T.
J. McLarney, J. L. Meizlish, S. G. Menon, P. Morales, J. I. Nadelmann, K. G.
Nair, G. J. Napolitano, H. Nawaz, K. Nazer, R. Nudel, B. R. Olson, S. P. O'Mahony,
B. Ostroff, W. W. Paramanathan, T. E. Pellechi, A. E. Perrin, W. R. Petricone,
A. S. Pumerantz, H. R. Pun, R. Rafi, H. H. Reinhart, G. A. Reznikoff, L. Rome,
S. R. Rubenstein, M. C. Rubinstein, J. R. Satchell-Jones, R. R. Savino, M. B.
Schwartz, J. F. Shea, R. S. Silverman, K. S. Sinusas, B. Skudlarska, M. A. Stehney,
G. F. Tansino, P. G. Thomas, M. K. Tighe, J. E. Topal, M. C. Trager, G. E. Tratt,
R. Umashanker, M. Vahey, C. Vaid, D. J. Van Rhijn, M. D. Virata, G. Vitagliano,
O. G. Weis, A. C. Wells, S. C. Widman, J. E. Williams, D. H. Witt, D. M. Wolfsohn,
O. R. Wright, J. Yu, R. A. Zlotoff
Lecturers
B. J. Abelow, J. G. Carroll, Y.-C. Cheng (Pharmacology), M. Chomiak, E. Dan,
J. M. DeJesus, D. D'Onofrio, E. Grant, C. Gyorgyey, S. Harris, S. G. Howe, V.
F. Keller, L. C. Kerin, M. Knobf, J. A. Leach, D. C. Leake, C. M. Russell, A.
E. Scholhamer, J. A. Sparer, G. F. Spinner, M. E. Taafel, G. Vratsanos, Y. Wang,
C. K. Wells
Internal Medicine 103, Core Medicine Clerkship. The Internal Medicine
Clerkship comprises three one-month rotations: Hospital Medicine I, Hospital
Medicine II, and Ambulatory Medicine. Students are assigned to complete these
rotations in a specific order determined by the clerkship directors. During
the Hospital Medicine clerkships, students serve as clinical clerks at participating
hospitals. Students interview and examine patients, write admission and progress
notes, and work with medical teams in the care of patients. Between Hospital
Medicine I and Hospital Medicine II, students receive graduated responsibility
for patient care. Conferences and teaching rounds are held daily. During the
Ambulatory Medicine component of the clerkship, students complete a curriculum
including general medicine practice, subspecialty practice, and classroom instruction.
Clinical preceptors enable students to have an active part in patient evaluation
and treatment commensurate with each student's experience and capability. Students
interview and examine patients, develop differential diagnoses, present to preceptors,
discuss treatment with patients, and write visit notes. At all clinical sites,
students routinely telephone patients in follow-up. The overall course director
is V. J. Quagliarello. The director for the ambulatory component is W. N. Kernan,
Jr. Clinical precepting and classroom teaching involves over 100 physicians
in the Department of Medicine.
Internal Medicine 104, Principles of Clinical Reasoning. The course
objective is to help students learn the principles of clinical reasoning. These
principles require an understanding of the type of clinical questions that are
central to patient care; the source and quality of clinical data used to answer
these questions; the methods (in design and analysis) employed in clinical research;
the quantitative concepts central to clinical decision making; and the application
of data derived from research, physician experience, and patient interactions
to individual decision making. The strategy of the course is to cover topics
in diagnosis, screening, prognosis, and therapy through case vignettes that
are intended to illustrate principles of clinical reasoning. R. I. Horwitz.
Internal Medicine 105, Doctor/Patient Encounter. This course, extending
throughout the first two years, is intended to teach medical students skills
in medical interviewing, history taking and physical examination, and their
application in clinical reasoning. The format of the course includes lectures,
demonstrations and patient interviews, small group seminars, and weekly meetings
in groups of four students for two years with an individually assigned faculty-tutor.
During the clinical tutorials in the first year, students begin to learn how to perform a complete physical examination in structured, supervised sessions in which they examine one another. They also learn the basics of interviewing patients. Other activities may involve talking with patients whose illnesses coincide with current classroom topics; visiting hospital support services such as Diagnostic Imaging (including Reading Room), Dialysis Unit, Newborn Special Care, an ICU, etc.; visiting affiliated institutions such as Hospice, a rehabilitation hospital, a geriatric care facility, an HMO, a community clinic, or a private physician's office.
The second year includes learning more sophisticated skills in obtaining a medical history, how to write it up in a prescribed format, and how to present it orally. Physical examination skills are expanded by examining patients and, in the second term, by focusing on physical diagnosis of common pathologic findings in the heart, lungs, abdomen, extremities, etc. Most of the second-year activities occur within the tutorial group, although standardized patients are used for teaching breast, pelvic, and scrotal exams. At the end of this course, students are prepared to begin clerkships. Limited to medical students. M. Bia.
Internal Medicine 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 October through
May for second-year medical students. It consists of integrated discrete modules
that present disease processes from various disciplinary perspectives. The components
include pathophysiology, laboratory medicine, diagnostic radiology, preventive
medicine, 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 groups discuss cases and laboratories. The modules are Blood/Hematology; Cardiovascular System; Clinical Neuroscience and Psychiatry; Endocrine Systems; Female Reproductive System; Gastrointestinal System; Musculoskeletal System; Renal System including Male Reproductive System; Respiratory System; 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, which are now entirely clinically oriented. Course is limited to second-year medical students. M. Bia.
Internal Medicine 107b, Professional Responsibility. This course is
designed to help students develop an understanding of the responsibilities-legal,
ethical, economic, and social-that physicians have to their patients and to
their communities. We discuss the nature of the physician-patient relationship,
the physician's obligation to care for certain types of patients, and his or
her obligations in the contexts of patients' rights to give informed consent
and to confidentiality. We consider patients' rights to refuse treatment, to
make reproductive choices, as research subjects, and to control decisions made
at the end of life. Finally, we present an overview of the legal and ethical
issues presented by the changes in the financial structure of the health-care
system in the United States. J. S. Hughes, R. T. Rozett.
Internal Medicine 108, Integrative Clinical Medicine. This three-work
course is required of fourth-year students in the spring term. Each week's sessions
center on the evolution of a complex case using intensive small-group formats
under the supervision of experienced clinical faculty. The course involves significant
student research and peer presentations surrounding the salient clinical, social,
and behavioral issues presented by the unknown case itself, followed by a final
grand rounds with considerable patient participation and student interaction.
The afternoon sessions include an emergency medicine lecture series conducted
by faculty in that discipline in preparation for internship, and approximately
10-12 sessions in medical informatics and computer resources for future practice
conducted by the staff of the Sterling Medical Library. F. J. Bia (course director).
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. A. E.
Broadus (supervisor), G. N. Burrow, K. L. Cohen, B. Gulanski, R. G. Hendler,
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 also attend adult ambulatory clinics, have the opportunity
to attend a pediatric renal clinic, and 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 and see patients in the outpatient
peritoneal dialysis clinics. 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 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 Veterans Affairs Connecticut Health Care System, West
Haven. A. Abu-Alfa, P. S. Aronson, M. J. Bia, L. Cantley, S. Crowley, G. V.
Desir, R. Formica, J. Forrest, A. Peixoto, J. P. Hayslett, S. Huot, R. Mahnensmith,
M. Perazella (supervisor), A. Rastegar, R. Reilly, S. Somlo.
Internal Medicine 136, Digestive Disease Conference. Each Friday afternoon
from 2 to 3.30 p. m., current patients with gastrointestinal and liver problems
of medical, surgical, pediatric, or radiologic interest are presented and discussed.
This is a practical series of discussions intended to interest anyone from a
second-year student to a practitioner. Active participation by all who come
is encouraged. Meets in Fitkin. M. Topazian 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 Veterans Affairs Connecticut Health
Care System, West Haven. Activities include rounds, consultations, conferences
at both hospitals, and special procedures. Students participate in outpatient
clinics held by the various physicians of the section. This is an opportunity
to see a wide variety of gastrointestinal problems and patients, with discussion
and review. Offered to four students throughout the year for six weeks, full
time. D. Proctor and 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
Veterans Affairs Connecticut Health Care 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. J. Arrighi, B. Abbott, W. P. Batsford, J. R. Bender, M. Blum, J. J. Brennan,
H. S. Cabin, T. Caulin-Glaser, J. Clancy, M. W. Cleman, L. S. Cohen, J. Foody,
F. Giordano, D. Goldstein, P. Hebert, C. Howes, C. C. Jaffe, S. Katz, H. M.
Krumholz, R. Lampert, M. Larson, F. A. Lee, C. A. McPherson, S. E. Pfau, M.
Radford, M. Remetz, J. Revkin, L. Rosenfeld, J. F. Setaro, A. J. Sinusas, R.
Soufer, 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 Veterans Affairs Connecticut
Health Care System, West Haven hospitals). This requires a full-time daily commitment
of four to six 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
diagnostic bacteriology, specifically designed for students, is conducted. Limited
to a maximum of four students for each three- to six-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. V. T. Andriole, F. J. Bia,
D. L. Coleman, L. Dembry, G. H. Friedland, K. Joiner, M. Kozal, V. J. Quagliarello,
M. Rigsby, B. Wong.
Internal Medicine 143, Externship in HIV/AIDS. Students desiring an
intensive, more advanced experience with the care of HIV-infected persons may
spend one month as a subintern on the Atkins Firm. The Atkins Firm offers a
combined general internal medicine/HIV ward experience. Previously, Atkins admitted
only HIV-positive 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-positive and general medical patients are
cared for. The firm practices a multidisciplinary HIV care approach. There are
two Atkins teams, each comprised of an attending, one resident, two interns,
and one third-year medical student. On average, 30-50 percent of the patients
are HIV-positive. Students who elect an externship on Atkins function as an
integral member of one of the two Atkins teams. However, the student does not
substitute for, but works in tandem with one of the interns, essentially as
a second intern. 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 also 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. F. L.
Altice, N. Angoff, F. J. Bia, M. Buitrago, G. H. Friedland, M. Kozal, P. Pierce,
V. Quagliarello, L. Sullivan, M. Virata.
Internal Medicine 146, Hematology Clerkship. This clerkship provides
intensive exposure to clinical hematology by direct participation in the activities
of a busy clinical hematology service. Students work up new patients and consultations
(at least two patients per week), and attend outpatient clinic on Tuesday mornings,
where they are assigned to see one new patient or two follow-up patients. Students
also attend daily hematology ward rounds, bone marrow readings, weekly inpatient
and outpatient clinical review, and clinical teaching conferences. Students
may limit participation to include only attendance at daily conferences, bone
marrow readings, and weekly hematology clinic. One or two students for three
to six weeks throughout the year. D. Beardsley, N. Berliner, T. P. Duffy, B.
G. Forget, P. McPhedran, R. J. Papac, J. M. Rappeport, H. Rinder, B. R. Smith,
L. Solomon.
Internal Medicine 151/Environmental Health Sciences 575a,b, Introduction
to Occupational and Environmental Medicine. Geared toward those interested
in full-time specialty careers in occupational or preventive medicine, material
covers clinical toxicology, industrial hygiene and techniques for evaluation
of clinical and workplace problems. This didactic course meets two hours weekly
throughout the year, beginning in September. Enrollment limited to 10. M. R.
Cullen, M. Russi, and Occupational Medicine faculty.
Internal Medicine 152, Occupational and Environmental Medicine. This
full-time clinical elective emphasizes recognition, management, and prevention
of occupational diseases. Approximately five half-days are spent in outpatient
clinics, the remainder of the time in on-site plant evaluation, clinical follow-up,
and didactic teaching sessions. This course is full time, limited to two students
per rotation, scheduling year-round. M. R. Cullen, P. Rabinowitz, C. A. Redlich,
M. Russi, J. Sparer, O. Taiwo.
Internal Medicine 155, Advanced Clinical Clerkships ("Sub Internship").
Students serve as advanced clinical clerks on the floors of one of the following
hospitals: Yale-New Haven Hospital; Veterans Administration Hospital, West Haven;
Waterbury Hospital, Waterbury; or St. Mary's 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 a third-year resident in charge of the service and the attending physician.
In addition to daily work rounds and teaching-attending rounds, students are
expected to participate in departmental conferences concerning their patients.
The purpose of the course is to provide advanced undergraduate education in
the broad field of internal medicine above that received in the third-year clerkship.
It provides the opportunity for students to increase their overall knowledge
of, and experience with, a wide variety of disease processes. In addition, it
provides practical experience in the process of gathering clinical data, making
appropriate formulations, and basing decisions and priorities upon those formulations.
By following a larger number of patients more closely, students increase their
clinical acumen, improve their technical skills, and develop an appropriate
level of clinical confidence. The setting allows the development of an increased
sense of patient care responsibility, from admission to discharge of the patient.
Offered throughout the year for periods of four weeks each, to students who
have completed their required medical clerkships. C. R. Kapadia (program director).
Internal Medicine 156, Clerkship in Liver Disease. The student becomes
integrated into the team of physicians involved in inpatient and outpatient
clinical hepatology. This team normally consists of a faculty attending, one
to two postdoctoral fellows in liver disease, and one medical student. The student
is expected to see inpatient consultations, discuss the findings with the fellow,
and ultimately present the patient to the attending. Additionally, on Tuesday
and Wednesday mornings the student sees patients in the Liver Outpatient Clinic.
Attendance is expected at weekly liver biopsy, clinical and research conferences,
and students may also attend the Liver Transplantation Clinic. This elective
represents an intensive experience in hepatology, and during the six-week period
the student is introduced not only to problems in the clinical management of
liver disease, but also gains a growing appreciation of the role of the liver
in systemic disease. This elective is offered at Yale-New Haven Hospital (Drs.
Anderson, Boyer, Garcia-Tsao, Nathanson, and Proctor) or the Veterans Affairs
Connecticut Health Care System, West Haven (Drs. Groszmann and Garcia-Tsao).
Three or six weeks, full time.
Internal Medicine 157, Gastroenterology. Clinical rounds and clinics
with local and Yale gastroenterologists; conferences on gastrointestinal problems
with emphasis on physiologic, radiologic, and pathologic correlation; gastrointestinal
radiology conferences; demonstrations of endoscopy (including fiberoptic visualization
of the esophagus, stomach, duodenum, colon); other procedures, such as biopsy
(liver, esophagus, stomach, small intestine, colon, and rectum), cytology (esophagus,
stomach, pancreaticobiliary, and colon), polypectomy, laser, bicap, ERCP, sphincterotomy,
sclerotherapy, and PEG. Emphasis on diagnosis and clinical management of gastrointestinal
disease of all types. Available to fourth-year students throughout the year
at Bridgeport Hospital. I. M. Roberts.
Internal Medicine 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, general 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 Puerto Rico and complete
the Workshop Program on campus during another rotation. Director: F. Haeseler;
with a faculty comprised of physician educators from the greater New Haven area
who share a commitment to practice-based teaching.
Internal Medicine 158-1, Primary Care Evening Clinic. The ambulatory
care experience in the Primary Care Center is designed to provide longitudinal
experience in the management of adult outpatients. These are weekly pre-clinic
conferences, two per month being didactic conferences given by a student or
a guest lecturer. The clinic is held each Wednesday evening, 5-9 p.m. Open to
a limited number of fourth-year students and fulfills the primary care requirement.
Director: K. P. White; and staffed by M. Dillard and rotating attending physicians.
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 in areas relating
to airway pharmacology, lung cell biology, and lung immunology (respiratory
cells, immunologic reactions, etc. ). J. A. Elias, H. Cain, G. Chupp, L. Cohn,
H. Flanders, J. Hilbert Howard-Flanders, P. Lee, R. Matthay, V. Mohsenin, P.
Noble, M. Pisani, C. Redlich, C. Rochester, F. Roux, M. Siegel, L. Tanoue, T.
Zheng.
Internal Medicine 180, Rheumatology. Students participate in the inpatient
Rheumatology consult service at both Yale-New Haven Hospital and the Veterans
Affairs Connecticut Health Care System, West Haven. Students attend two general
arthritis clinics at the Veterans Affairs Connecticut Health Care System, West
Haven, one general arthritis clinic in the Primary Care Center, Yale-New Haven,
and spend one afternoon per week with an attending rheumatologist in a private
practice setting. Students also attend a general Orthopaedics clinic during
their rotation. Students 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,
and a weekly research journal club held on Fridays at noon. If interested, students
may opt to combine Rheumatology and Allergy and Clinical Immunology. Limited
to three students for each period of four to six weeks throughout the year.
L. Bockenstedt, J. E. Craft, J. Evans, E. Fikrig, L. Frankel, I. Kang, S. E.
Malawista, M. Mamula, R. Montgomery, R. T. Schoen.
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 183b, Law and Medicine. Survey of the legal system,
as it affects medical practice, and the basic principles of medical malpractice
and health law. Topics include sources of law, the physician-patient relationship,
liability for misdiagnosis and inadequate treatment, standard of care, informed
consent, confidentiality, expert testimony, treatment of the critically ill,
bioethics, managed care and other relevant issues, as well as those suggested
by class members. V. D. Roddy.
Internal Medicine 184, Selected Topics in Medical Informatics. We explore
core 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 diseases
fellows and with the infectious diseases 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, H. Vikram, M. Virata, M. Golden.
Internal Medicine 188, Renal. The elective is supervised by the Renal
Service at the Hospital of St. Raphael. Discussions are held concerning glomerular,
tubulo-interstitial, acid base, and electrolyte disorders. The student participates
by performing initial consultations on four or five new inpatients per week,
as well as actively participating in the follow-up care of interesting renal,
electrolyte, and acid-base problems being followed in the hospital. Student
participation in the weekly outpatient Renal Clinic is encouraged. Participation
in the outpatient hemodialysis unit and outpatient continuous ambulatory peritoneal
dialysis facility is an optional feature of the elective. Formal attending/teaching
rounds are held daily for renal fellows, residents, and students participating
in the elective. Conferences include biweekly renal conference at the Hospital
of St. Raphael, weekly renal conference at Yale-New Haven Hospital, and weekly
hemodialysis and continuous ambulatory peritoneal dialysis conferences. The
renal fellows at the Hospital of St. Raphael help in the supervision of the
students. The course is offered as an elective with a limit of two students
for each rotation. H. Carey, T. Eisen, F. O. Finkelstein, J. Hansson, M. Hotchkiss,
D. Simon, D. Smith.
Internal Medicine 189, Pulmonary Critical Care. Supervised clinical
management in the Medical-Pulmonary Intensive Care Unit of the Hospital of St.
Raphael. The student shares responsibility for a variety of acute medical problems,
with an emphasis on pulmonary diseases. Extensive experience with mechanical
ventilation and other forms of respiratory therapy is available. A working understanding
of cardiopulmonary physiology, arterial blood gases, and acid-base abnormalities
in the assessment and management of respiratory disorders is obtained with the
direct supervision of pulmonary medicine attending physicians as well as fellowship
trainees in the Yale Pulmonary training program. The elective is limited to
one student per period. H. Knight, C. Reed.
Internal Medicine 192, Physical Medicine and Rehabilitation. The Hospital
of St. Raphael has developed an elective that is designed to offer students
a wide range of clinical exposure to the diagnosis and management of patients
with rehabilitation problems. Students are actively involved with in-hospital
consultations, patients in the Intensive Rehabilitation Unit, outpatients, and
patients seen in general office practice. Outpatient consultations focus on
medical evaluation and management of musculoskeletal disorders. Students also
have the opportunity to participate in the Electrodiagnostic Laboratory at the
hospital where EMGs and evoked potential analysis are performed. Hands-on physical
examinations as well as observation are promoted. Students may expect to learn
detailed evaluation of muscle, joint, and neurological examination; spend time
in the physical therapy, occupational therapy, and speech therapy sections observing
therapists; and learn the details of prescribing therapy. S. George, C. Mastino,
J. O'Brien.
Internal Medicine 193, Subinternship in Medicine, Hospital of St. Raphael.
This subinternship allows the senior student the opportunity to assume more
responsibility for the care of the individual patient. Working as a member of
the house staff team, the subintern has major responsibilities in initial assessment,
plan formulation, and ongoing patient management. Full-time medical directors
provide supervision and training. The option of supervised night call provides
additional opportunities for experience in acute care medicine. The student
may elect assignment on one of the four teaching services, the MICU, or the
CCU. 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 third 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 medical
emergencies such as pulmonary edema, DKA, GI bleeding, acute respiratory failure,
renal failure, coma, overdoses, metabolic acidosis, hypertensive emergencies,
and myocardial infarctions. Students are expected to learn about the pathophysiology
and treatment of these disorders, in this nonsubinternship setting. Basic cardiac
life support training is expected. All students must obtain approval in advance
to take this elective, based on performance in Medicine I and/or II clerkships,
from the supervising MICU Medical Director, M. Siegel.
Internal Medicine 196/Health Policy and Administration 575a and b/Nursing
765, Advanced Concepts in Home Care. This course focuses on topics in home
care practice ranging from its theoretical and historical foundations to the
presentation of current issues in the field. The focus of the fall course is
on issues related to the clinical management of clients in the home. The spring
course focuses on the organizational, policy, and regulatory aspects of home
care practice. Issues that confront both the clinician and manager in home care
are discussed from a multispecialty perspective. Open with permission of the
instructor. Two hours per week. P. Milone-Nuzzo.
Internal Medicine 197/Obstetrics and Gynecology 197/Psychiatry 297, Multidisciplinary
Approach to Women's Health. This course, run by the departments of Internal
Medicine, Obstetrics and Gynecology, and Psychiatry, offers a multidisciplinary
approach to gender-specific health issues across the life span of women. Inherent
in the model is a focus on the total health of each patient. Two days per week
are devoted to independent study and twelve didactic case-based sessions on
topics including domestic violence, contraception, medical complications of
pregnancy, breast cancer, menopause, osteoporosis, cardiovascular disease, and
epidemiology and prevention in the health of women. Most didactic sessions are
led by several experts on the topic, each representing his or her own discipline.
Clinical sessions are preceded by an intensive review of the breast and pelvic
exam led by professional teaching models. Three days per week are devoted to
clinical experiences that allow students to assess women patients within primary
care, gynecology, and psychiatric settings, as well as to be involved in specialty
areas such as pregnancy termination (optional), breast clinic, cardiac wellness,
mammography, and bone density. This course meets the requirements for the Primary
Care Clerkship or can be taken as an elective. Not offered every month. Open
on a first-come first-served or a lottery basis. K. P. White (Internal Medicine),
E. E. Jones (Obstetrics and Gynecology), R. M. Rohrbaugh (Psychiatry).
Internal Medicine 500, Quantitative Clinical Epidemiology. 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 rest of the academic year, ending in early June. The total course actually
comprises eight courses. The summer term contains the session on elementary
statistics, and part of the course on research architecture and data processing.
The fall term contains the completion of research architecture, the courses
on experimental design and postelementary statistics, and more on data processing.
The spring term contains the remaining courses. Summer sessions are held four
times a week, for ten hours per week. Fall sessions are held three times a week,
for six and one-half hours per week. Permission of instructor required. J. P.
Concato, R. I. Horwitz, J. F. Jekel, H. M. Krumholz, C. K. Wells.
Internal Medicine 501, Medical Journalism. A course in review of scientific
articles submitted to the Yale Journal of Biology and Medicine. Medical, public
health, nursing, and graduate students in other biological sciences are selected
on a competitive basis for the editorial board of the Journal, usually in the
first year of their graduate program. Students review several manuscripts each
year in conjunction with a faculty member and present their reviews to the editorial
board. Students also prepare book reviews, review articles, and other kinds
of articles for consideration for publication in the Journal. Students have
the opportunity to participate in all phases of medical publication, including
the technical and production work of the Journal. The students remain on the
board for the full term of their graduate program. Editorial board meetings
are held regularly throughout the year. Occasional guest lectures and regular
discussions by editors of other journals supplement the review sessions. One
hour biweekly. W. C. Summers and editorial staff.
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 Debbie Manville at 203.483.6327, extension 534.
Internal Medicine 504, Bone Marrow Transplantation. A one-month rotation
on the adult bone marrow transplantation unit. Twice-daily inpatient rounds
are held. Students are involved in the care of the patients, including the performance
of procedures, participate in bone marrow harvests, and attend a 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, J. McGuirk.
Internal Medicine 610/Investigative Medicine 610, Translational Research
and Molecular Tools, Part II. A two-week intensive lecture and laboratory
course for physicians held in August. The focus this year is on protein and
nucleic acid biochemistry and on gene expression profiling through DNA microarray
experiments. The lectures complement and extend the laboratory experience. The
laboratory requires full-time commitment (8.30 a.m.-6 p.m.) Prerequisite: consent
of the instructor. E. Ullu and staff.
Internal Medicine 620/Investigative Medicine 620, Translational Research
and Molecular Tools, Part I. A two-week intensive graduate-level course
for physicians held in July. The first week presents genomics, in which students
become familiar with both the underlying theory and the practical application
of genetic sequence analysis. Lectures are supplemented with computer laboratory
sessions to reinforce the ideas and provide practical experience. The ideas
presented in this course are critical for molecular experimental design, interpreting
results of sequencing projects, inferring gene function from primary genetic
sequence data, and managing molecular biology data. The second week focuses
on structure-based drug design. Lectures are supplemented with computer laboratory
sessions devoted to practical learning of basic principles in protein structure
determination, analysis, and relationship to molecular drug design. Clinically
relevant examples of this approach are considered. Prerequisite: consent of
the instructor. K. Joiner and staff.
Internal Medicine 622/Investigative Medicine 622, Introduction to Biostatistics.
This is a three-week intensive course, held in the summer or early fall (may
vary). The course introduces fundamentals of study design and statistical analysis.
Experimental and observational designs are examined, and methods of graphing
and summarizing data are explored. The students are introduced to the concept
of probability and probability distributions, and how to obtain random samples
from distributions. Point estimates from samples are compared to populations
as well as other samples. Other topics include: how to determine relationships
and associations; relationship power, effect size, error, and sample size; and
the use of diagnostic assessment and longitudinal research involving survival
analysis. Sessions include a combination of lecture and discussion.
Internal Medicine 625/Investigative Medicine 625, Principles of Clinical
Research. This two-week graduate-level course for physicians, held in early
August, provides an overview of the objectives, research strategies, and methods
of patient-oriented research. Sample topics include: competing objectives of
clinical research, principles of observational studies, principles of clinical
trials, principles of meta-analysis, interpretation of diagnostic tests, challenges
in using statistics in clinical research, causal inference, and decision analysis.
Sessions include lectures and discussion of readings distributed in advance.
Prerequisite: consent of the instructor. S. Inouye and staff.
Internal Medicine 630a/Investigative Medicine 630a, Practical and Ethical
Issues in Clinical Investigation. This graduate course for physicians, given
in the fall term, 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, medical writing, 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 write, obtain funding for, conduct, and present a clinical study.
Prerequisite: consent of the instructor. H. Binder and staff.
Internal Medicine 640/Investigative Medicine 640, Seminars in Molecular
Medicine. This two-term (fall-spring) graduate course for physicians focuses
on the details of the basic investigation of the biochemistry, cell biology,
genetics, immunology, and molecular biology of human disease from a sophisticated
perspective. At each session, articles on the basic laboratory investigation
of a disease or disease process (which is well understood at the molecular level)
are selected by the faculty. Faculty provide an overview of the topic, followed
by discussion of the articles in a seminar format. Prerequisite: consent of
the instructor. K. Joiner and staff.
Internal Medicine 650/Investigative Medicine 650, Seminars in Clinical Investigation.
This two-term (fall-spring) graduate course for physicians explores the interface
between clinical strategies and the methodologies used to investigate these
topics. A variety of topics are covered in an interactive seminar format. Articles
are selected by the faculty, and students review and discuss the articles at
each session. In addition, students gain experience in critical evaluation of
study designs and protocol development (in the fall term), and grant writing
and reviewing, medical writing/ abstract presentation (in the spring term).
Attendance and active participation are required. The course gives new clinical
investigators the tools to conduct their own research project. Prerequisite:
consent of the instructor. S. Inouye and staff.
Humanities in Medicine
The courses listed below are offered through the Program for Humanities in Medicine for 2001-2002. For further information, call Dr. Thomas Duffy or Clara Gyorgyey at 203.785.6102. Schedules of courses are flexible. If you are interested in any (or all) of the following courses, or have other interests that could be addressed through this program, please so indicate on the sign-up sheet. No obligation even if you sign up.
Internal Medicine 505, Literature and Medicine. Hope, courage, devotion,
anguish, pain, illness, and death-the substance of all great literature is also
fundamental to medicine. Literature and Medicine, a five-session elective, introduces
students to short works of fiction, illuminating the ethical, moral, and psychological
issues continually confronting their profession. The course helps students develop
an understanding of the ways in which interpreting a literary narrative enhances
their interactions with patients and clarifies the ethical dimensions of their
work. Course schedule: six meetings at a mutually determined time. T. Duffy,
W. Maye.
Internal Medicine 506, Hungarian Literature and Medicine. A five-session
elective designed to introduce students to a rather unfamiliar culture: five
highly gifted and severely impaired early twentieth-century Hungarian authors
and their literary works that feature universal issues central to medicine anywhere.
Students read the short stories and poetry of outstanding Hungarian authors
in new English translation. The main focus is on how their diseases (brain tumor,
syphilis, cancer, manic depression, and schizophrenia) altered their creative
consciousness and their works. Course schedule: five meetings at a mutually
determined time. C. Gyorgyey.
Internal Medicine 507b, Traditional Jewish Attitudes Toward Physicians'
Rights, Responsibilities, and Immunities. A three-part elective seminar,
using traditional Jewish sources, to consider such matters as the physician's
right to meddle with God-caused illness; physician licensure; judicial oversight
for patient injury or death; and various immunities for the physician. Course
schedule to be agreed upon. M. Traube.
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 to be discussed later. M. R.
Berman.
Laboratory Medicine
Office: CB 407, 688.2446
Professors
A. Baumgarten, J. Booss (Neurology), J. R. Bove (Emeritus), R. K. Donabedian
(Director of Medical Studies), S. C. Edberg, G. D. Hsiung (Emeritus), P. I.
Jatlow (Chair), L. Kaplow (Pathology; Emeritus), P. B. Kavathas, M. Landry,
S. L. Marchesi, P. McPhedran, D. Seligson (Emeritus), B. Smith (Vice Chair),
E. L. Snyder (Associate Chair, Clinical Affairs), P. J. Tattersall (Associate
Chair, Research and Academic Affairs)
Associate Professors
D. Krause, C. Rinder (Anesthesiology), H. Rinder, M. Shlomchik
Assistant Professors
S. Campbell, M. Hodsdon, G. Stack
Senior Research Scientist
S. Cotmore
Research Scientists
G. Anderson (Child Study Center), C. Fong-Cheng, W. McMurray
Associate Research Scientists
L. Devine, J. G. Howe, L. J. Kieffer, J. Liu, G. Palmer, M. Ripps, L. Rogozinski,
T. J. Tinghitella
Clinical Professors
B. Griffith, R. A. Levine, S. Wardlaw
Associate Clinical Professors
D. Mayo, I. Nash
Assistant Clinical Professors
P. Fiedler, S. Gray, H. Malkus, R. R. Rathbone, C. Rauch, N. Shafi, M. Velleca
Clinical Instructor
R. Torres
Lecturers
N. Drew, D. Ferguson, W. Gross, C. Kontnick
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. R. K. Donabedian 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 acquaint the student with techniques and procedures
used in the laboratory detection and identification of the various groups of
microorganisms, and employ a case-based approach to tie the laboratory findings
to clinical illness and management. In laboratory, the student learns the histochemical,
immunological, biochemical, and tissue culture techniques used for identification
of microbes. In addition to learning some of the more complex laboratory procedures
such as tissue culture in virological diagnoses, the student becomes proficient
in simpler yet critically important bedside tests such as the Gram stain. Problem-based
learning sessions in clinical infectious disease are offered in the last half
of the course to bridge the science of the microbe to the management of infected
patients. Second-year course. S. Campbell, F. Bia, S. Edberg, M. Landry, T.
Tinghitella, and associates.
Laboratory Medicine 131. This is an in-depth experience in the field
of laboratory medicine. The various diagnostic tests available in a large university
hospital clinical laboratory are examined in terms of basic technology, theory,
clinical indications for ordering, and specificity for disease process. Emphasis
is on clinical laboratory correlation. The student participates in the various
departmental teaching conferences such as Journal Club, Research Seminar, and
Clinical Rounds. The students can select rotations through the various laboratories
or concentrate in one area (blood bank, clinical chemistry, hematology, microbiology,
immunology). Three days per week, for two or three weeks, given three times
per year. Limited to two students per session. R. K. Donabedian and associates.
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.
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