Yale School of Medicine Bulletin of Yale University
 
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Departments A - L

Departments A - L

Anatomy and Experimental Surgery
(Section of the Department of Surgery)
Office: TAC N322B, 785.2814

Professor
E. S. Crelin, Jr. (Emeritus)

Associate Professors
L. J. Rizzolo (Director of Medical Studies), W. B. Stewart (Section Chief)

Lecturers
H. Briggs, M. Conroy, S. Ghofrany, S. E. Kapadia, M. K. 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, radiology, and Web-based curriculum materials are included. Four students are assigned to each cadaver; students work on different regions simultaneously. W. B. Stewart and staff.

Anatomy 104a/b, Special Dissections in Anatomy. A laboratory designed to meet the needs of individual students. Any part of the cadaver may be dissected. Each student is assigned an anatomist and/or clinical specialist to act as consultant(s). Prerequisite: Anatomy 103. Staff.


Anesthesiology
Office: TMP 3, 785.2802

Professors
P. G. Barash, J. G. Collins, J. Ehrenwerth, N. M. Greene (Emeritus), R. L. Hines (Chair), Z. Kain, L. M. Kitahata (Emeritus), C. J. Kopriva (Emeritus), C. LaMotte (Neurosurgery), R. H. LaMotte, P. Miller, T. H. Oh, T. D. Rafferty, S. Rosenbaum, W. Rosenblatt, F. Sevarino, D. Silverman, R. Sinatra

Associate Professors
P. Atanassoff, C. Bell, S. Garwood, P. Langevin, B. C. McClain, G. McCloskey, P. Nadkarni, A. Perrino, Jr., C. Rinder, K. Ruskin, R. Schultz (Child Study Center), J. Schwartz (Director of Medical Studies), K. Shelley, R. Shiffman (Pediatrics), S.-M. Wang

Assistant Professors
S. Akhtar, D. Anca, R. Aouad, C. Brandt, A. M. Bustos, K.-H. Cheung, J. H. Chung, S. Dabu-Bondoc, J. Drummond-Lewis, D. Gaal, M. Gonzalez, K. Gyarteng-Dakwa, T. Hackmann, A. Haddadin, T. M. Halaszynski, L. Helgeson, S. Khan, A. M. Lobo, M. Lomanto, I. Maranets, K. Marschall, R. Modak, W. Norfleet, M. Punjala, R. Ramani, M. Robbins, R. Romero, H. Saadat, V. Salgar, R. Schoenfelder, R. Stout, N. Vadivelu, I. Vaitkeviciute, D. Vaughn, J. M. Watkins-Pitchford, Q. Zhu

Research Scientist
F. Sayward

Associate Research Scientists
A. Caldwell-Andrews, A. Deshpande, S. Frawley, L. Marenco, P. G. Mutalik, T. O’Connor, M. Shifman, K. Sun, N. Tosches

Clinical Professors
J. Katz, R. Schrier

Associate Clinical Professors
K. S. Chung, B. Kosarussavadi, A. Mandel, E. Prokop, A. Pschirrer, Jr., S. Stone, A. Weinstock

Assistant Clinical Professors
C. Ayoub, P. Chenanda, H. D. Dubow, J. P. Escandon, P. Heller, S. Puri, K. R. Stone, 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 VA Connecticut Healthcare 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 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, 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, 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 C207, 785.4320

Professors
N. Andrews (Microbial Pathogenesis), R. Baron (Orthopaedics and Rehabilitation), M. Caplan (Cellular and Molecular Physiology), L. Cooley (Genetics), P. Cresswell (Immunobiology), P. De Camilli, S. Ferro-Novick, J. Galán (Chair, Microbial Pathogenesis), F. Gorelick (Internal Medicine/Digestive Diseases), J. Jamieson (Director of Medical Studies; Director of M.D./Ph.D. Program), K. Joiner (Chief, Internal Medicine/Infectious Diseases; Director, Investigative Medicine Program), T. Lentz (Vice Chair; Associate Dean for Admissions, School of Medicine), V. Marchesi (Pathology), I. Mellman (Chair), M. Mooseker (Molecular, Cellular, and Developmental Biology), M. Nathanson (Chief, Internal Medicine/Digestive Diseases), P. Novick (Director of Graduate Admissions), T. Pollard (Molecular, Cellular, and Developmental Biology), E. Ullu (Internal Medicine/Infectious Diseases), G. Warren

Associate Professors
C. Hashimoto, S. Wolin

Assistant Professors
K. Reinisch, E. Stein (Molecular, Cellular, and Developmental Biology), P. Takizawa

Associate Research Scientists
H. Chang, L. Delamarre, G. Di Paolo, J. Guo, M. Pypaert, D. Toomre, E. S. Trombetta, Y. Wang

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 CBIO 502. T. Lentz and staff.

Cell Biology 601, The Molecular and Cellular Basis of Human Disease. Given in parallel to CBIO 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 of 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/MB&B 602a/MCDB 602a, Molecular Cell Biology. A comprehensive introduction to the molecular and mechanistic aspects of cell biology for graduate students in all programs. Emphasizes fundamental issues of cellular organization, regulation, biogenesis, and function at the molecular level. S. Wolin, T. Pollard, G. Warren, M. Mooseker.

Cell Biology 603a/MCDB 603a, Seminar in Molecular Cell Biology. A graduate-level seminar course in modern cell biology. The class is devoted to the reading and critical evaluation of classical and current papers. The topics are coordinated with the CBIO 602a lecture schedule. Thus, concurrent or previous enrollment in CBIO 602a is required. S. Wolin, T. Pollard, G. Warren, M. Mooseker.

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. Each topic is spread over 3–4 sessions, starting with an introductory overview and followed by detailed analysis of key papers. Topics for 2003–2004 to be announced. S. Ferro-Novick, P. Novick.

Cell Biology 900a and 901b/Genetics 900a and 901b/MCDB 900a and 901b, First-Year Introduction to Research. Lab rotations, grant writing, and ethics for Molecular Cell Biology, Genetics, and Development track students. S. Ferro-Novick.

Cellular and Molecular Physiology
Office: SHM B147, 785.2989

Professors
P. S. Aronson (Internal Medicine), 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 and Public Health), B. Ehrlich (Pharmacology), B. Forbush III, J. P. Geibel (Surgery), G. H. Giebisch (Sterling Professor), S. Goldstein (Pediatrics), S. C. Hebert (Chair), J. F. Hoffman (Emeritus), L. Kaczmarek (Pharmacology), S. Segal, G. I. Shulman (Internal Medicine), F. J. Sigworth, C. L. Slayman, C. W. Slayman (Genetics), J. T. Stitt (Epidemiology and Public Health), F. S. Wright (Internal Medicine)

Associate Professors
C. M. Canessa, L. Cantley (Internal Medicine), M. Egan (Pediatrics), V. Pieribone, G. Richerson (Neurology), T. Wang

Assistant Professors
A. Bordey (Neurosurgery), S. I. Dworetzky (Adjunct), R. M. Fitzsimonds, P. D. Neufer, M. Nitabach, D. Zenisek, Y. Zhou

Research Scientist
D. Zecevic

Associate Research Scientists
S. Bian, P. Bouyer, S. Cheng, D. Chester, B. Davis, K. Dong, Z.-P. Du, C. Falk, K. Klemic, S. Krueger, M. Lu, G. MacGregor, Y. Yang, P. Zhang, Y. Zhou

Postdoctoral Fellows
D. Alvarez de la Rosa, Y. Asaka, S. Bearden, V. Chauvet, T. Coric, G. Crambert, T. Giraldez, T. Kimura, M. Messier, G. Payne, P. Piermarini, H. Yamazaki

Postdoctoral Associates
M. Arteaga, B. Baker, L. Chen, C. Fulton, A. Kolar, E. Kosmidis, Q. Leng, J. Lu, R. Looft-Wilson, C. Merrifield, A. O’Connell, M. Parker, A. Rivetta, L. Tang, L. Wang, Q. Yan, A. Zatti, G. Zeng

Lecturers
M. Apkon (Pediatrics), R. Mahnensmith (Internal Medicine)

Cellular and Molecular Physiology 500, From Molecules to Systems. This course is only open to first-year medical students. The purpose of the course is to understand complex physiological processes at the level of component molecules, cells, specific tissues, organs, organ systems, and whole-body. Lectures cover human medical physiology in twelve modules: Cell Physiology/Membrane Transport, Nerve, Muscle, Cardiovascular, Blood, Respiratory, Kidney, Gastrointestinal, Endocrine, Metabolism, Reproduction, and Homeostasis. Two major themes emerge during the course: (1) the human body employs a multitude of approaches for regulating the environment around its individual cells, and (2) these individual cells perform tasks necessary for sustaining life in the whole organism. Weekly Physiology Case Conferences illustrate the course material by means of clinical cases, relevant to the study of physiology. E. Boulpaep and staff.

Cellular and Molecular Physiology 520a, Current Perspectives in Physiology. This seminar course explores a diverse range of topics in physiology, emphasizing readings and discussions of recent primary literature. Topics such as structural biology, membrane transport, signal transduction, sensory systems, and exercise physiology are presented by a variety of expert physiologists. Instructors guide the discussion regarding the background, the experiments, the methods, and most importantly the impact of relevant research papers. The aim of the course is to understand how physiological approaches integrate the study of organismal function from genes, to systems, to behavior and disease. R. Fitzsimonds, D. Zenisek.

Cellular and Molecular Physiology 550a/ENAS 55oa/MCDB 550a, Physiological Systems. We develop a foundation in human physiology, the regulation of homeostasis, and the biophysical properties of cells, tissues, and organs. Basic concepts in cell and membrane physiology are synthesized through exploring the function of skeletal, smooth, and cardiac muscle. Regulation of cardiac output, blood flow, and vascular exchange are integrated in light of exercise performance. Respiratory physiology explores the mechanics of ventilation, gas diffusion, and acid-base balance. Renal physiology explores the formation and composition of urine and the regulation of electrolyte, fluid, and acid-base balance. Organs of the digestive system are developed from the perspective of substrate metabolism and energy balance. Hormonal regulation is applied to metabolic control and to calcium, water, and electrolyte balance. The special senses are considered in light of signaling processes inherent to the nervous system. Weekly discussion sections provide a forum for in-depth exploration of topics. Graduate students evaluate research findings through literature review and weekly meetings with the instructor. S. Segal and staff.

Cellular and Molecular Physiology 560b/MCDB 560b, Cell and Molecular Physiology: Molecular Machines in Human Disease. This course focuses on understanding the processes that transfer molecules across membranes at the cellular, molecular, biophysical, and physiologic levels. Students learn about the different classes of molecular machines that mediate membrane transport, generate electrical currents, or perform mechanical displacement. Emphasis is placed upon the relationship between the molecular structures of membrane proteins and their individual functions. The interactions among transport proteins in determining the physiologic behaviors of cells and tissues are also stressed. Molecular motors are introduced and their mechanical relationship to cell function is explored. Students read papers from the scientific literature that establish the connections between mutations in genes encoding membrane proteins and a wide variety of human genetic diseases. M. Caplan, E. Boulpaep, M. Mooseker.

[Cellular and Molecular Physiology 610b, Neurophysiology: Theory and Practice. 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 2003–2004.]

Cellular and Molecular Physiology 710b/MB&B 710b4, Electron Cryo-Microscopy for Protein Structure Determination. Understanding cellular function requires structural and biochemical studies at an ever-increasing level of complexity. The course is an introduction into the concepts and applications of high-resolution electron cryo-microscopy. This rapidly emerging, new technique is the only tool known to date that allows biological macromolecules to be studied at all levels of resolution ranging from their cellular organization to near atomic detail. No specific prerequisites. However, parts of the course deal with diffraction theory and physical principles of image formation. Therefore, knowledge of calculus and basic physics is advantageous. F. Sigworth, V. Unger.

Child Study Center
Office: NIHB 208, 785.2513

Professors
J. P. Comer (Associate Dean), S. Kagan (Adjunct), Z. Kain (Anesthesiology), A. Kazdin (Psychology), R. A. King, J. Leckman, M. F. Leonard (Emeritus), J. Leventhal (Pediatrics), M. Lewis (Emeritus), P. Lombroso, R. Makuch (Public Health), L. Mayes, D. F. Musto, R. Rosenheck (Psychiatry), J. E. Schowalter (Emeritus), B. Shaywitz (Pediatrics), S. Shaywitz (Pediatrics), J. Singer (Psychology), D. L. Snow (Psychiatry), S. Southwick (Psychiatry), S. Sparrow (Emeritus), F. R. Volkmar, J. Woolston, H. Zhang (Public Health)

Associate Professors
B. Forsyth (Pediatrics), E. Grigorenko (Psychology), S. Horwitz (Public Health), J. Kaufman (Psychiatry), A. Klin, D. Lipschitz (Psychiatry), S. Marans, A. Martin, T. McMahon (Psychiatry), L. Scahill, D. Schonfeld (Pediatrics), R. Schultz, M. Schwab-Stone, D. Stubbe, J. Tebes (Psychiatry), F. Vaccarino, M. Westerveld (Neurosurgery)

Assistant Professors
S. Berkowitz, N. Close, V. Maholmes, C. Ripple (Psychiatry), M. State, L. Thomas, V. R. Weersing, C. Weitzman (Pediatrics)

Senior Research Scientists
D. Cicchetti, M. F. Leonard, M. Lewis, J. E. Schowalter, D. Singer, S. Sparrow, E. F. Zigler (Psychology)

Research Scientists
G. M. Anderson, M. K. Pruett (Psychiatry), V. R. Seitz

Associate Research Scientists
D. Bayarsaihan (Molecular, Cellular, and Developmental Biology), F. Brown, L. Cardona, R. Casey, Jr., K. Chawarska, E. Culler, C. Emmons, D. Findley, M. Finn-Stevenson, W. Gilliam, M. Goyette-Ewing, F. Gregory, H. Hahn, C. Klaiman, K. Koenig, M. A. Levett-Lowe, J. Lewis III, R. Murphy, T. Newman (Psychology), S. Paul, C. Rowland, V. Ruchkin, W. W. Simmons, A. Slade, S. Stahl, C. S. Stover, D. Sukhodolsky, L. Tay

Research Affiliates
J. Alsobrook, M. Ben-Avie, P. L. Delgobbo, M. Kohorn, R. Lord, R. Mayo, M. Mercadante, J. Naegele, S. Nash, T. Shriver, V. Sperry, R. Vermeiren, R. Weissberg, L. Wood, A. Zohar

Clinical Professors
T. W. Downey, R. W. Evans, A. Kaufman, N. Laor, S. Levy (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, K. Dahl, L. Deutsch, J. B. Ferholt, N. Haynes, D. M. Koenigsberg, E. L. Loewald, J. Narad, E. A. Perlswig, J. D. Saccio, 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, J. T. Collins, A. B. Colonna, E. Dykens, H. Edelson-Costa, G. Epstein-Wilf, C. Gallo, G. D. Gammon, M. Gladstone, R. M. Greenbaum, W. L. Hill, Jr. (Psychiatry), E. O. Jennings, I. R. Jennings, E. Joyner, H. Kahn, M. Kaplan, R. King, B. Langenauer, P. Leebens, D. Lowell (Pediatrics), M. Lustick, N. Lustman, J. Madigan, J. P. Marachi, R. McWilliam, J. Meyers, S. Migdole (Psychiatry), E. Millman, N. Moss, R. Nikolov, F. J. Ninivaggi, B. Nordhaus (Social Work), J. F. Poll, M. Powers, G. Racusin (Psychiatry), W. W. Roosen, D. Rotnem (Social Work), H. L. Sacks (Social Work), M. Schaefer, L. Siegel, A. Smaller, R. Sotsky, F. J. Streets (Social Work), P. J. Van Wattum, S. L. Werblood, H. Wetstone, C. P. Wiles, Jr., J. Williams, P. Yeung, L. D. Zimmerman

Clinical Instructors
R. Avni-Singer (Social Work), B. Barile, K. Barrett (Social Work), E. Becker-Dunn (Psychiatry; Social Work), L. Bogen, R. Browne (Social Work), L. Budnick (Social Work), A. Caracansi, U. Chock (Social Work), K. Clougherty (Social Work), J. Connell (Social Work), J. Currier-Ezepchick (Social Work), J. Dawson (Social Work), C. De Dios-Kenn (Social Work), M. De-Naclerio, A. Dobos, Jr. (Pediatrics), S. Dobuler (Social Work), D. Dodge (Social Work), L. Donovan, K. Dubois-Walton, L. Ewing (Social Work), J. A. Gallalee, 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), B. Houser (Social Work), S. Jani (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), D. Meyers (Social Work), L. Monaco, S. Newgass (Social Work), C. Olson, R. Plant, T. Pride (Social Work), R. Pugliese, B. Rickler, P. Rockholz (Social Work), E. Rodriguez-Keyes (Social Work), M. Rowe (Social Work), J. Russo (Social Work), P. Sadowitz, M. Samuels (Social Work), C. Schaefer (Social Work), A. Schuessler, R. Shoulders (Social Work), G. Weiss, C. White, G. Winn (Social Work)

Lecturers
D. Bella, K. P. Carlson, C. Cooper, E. Ennis, D. Esserman, J. Gillette, S. Goldstein, J. Gruendel, M. Gunsalas, D. P. Hauser, S. Heidmann, C. Horwitz, S. Janes, N. Kaufman, B. Kerman, K. Lustman-Findling, L. Nash, R. Paul, D. Pauls, B. Peterson, J. Platner, S. Pryor, C. Reberkenny-Frisketti, D. Rosen, B. Rourke, E. Rubin, B. Sherman, V. Shiller, D. Smolover, J. Stoneman, K. Tsatsanis, J. Watt, 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 live interviews of children and their families. 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. 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. 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). A. Martin, D. Stubbe, J. Woolston, and staff. To enroll in this advanced clinical elective, please contact A. Martin directly at 688.6016 or 785.3370.

Comparative Medicine
Office: 375 Congress Avenue, LSOG 117, 785.2525

Professor
R. O. Jacoby (Chair)

Associate Professor
J. D. Macy

Assistant Professors
G. J. DeMarco, M. J. Harding, J. D. Reuter, P. C. Smith, 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, S. Ovadia

Research Affiliate
P. N. Bhatt

Assistant Clinical Professor
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; Director of the Yale Cancer Center), P. Heald (Director of Medical Studies; Vice Chair for Medical Students and Postgraduate Medical Education Programs), D. Leffell (Director, Yale Medical Group, YSM; and Associate Dean for Clinical Affairs), 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), R. Lazova, J. McNiff, L. Wilson (Therapeutic Radiology)

Assistant Professors
S. Aasi, R. Antaya, S. Cowper, M. Girardi (Director, Residency Program), C. Herrick, J. Schechner, A. Subtil

Instructor
S. Chilukuri

Senior Research Scientists
R. Halaban, A. B. Lerner, J. M. Pawelek

Research Scientists
C. Berger, A. Chakraborty

Associate Research Scientists
D. Hanlon, M. Kluger

Clinical Professors
K. Arndt, I. Dvoretzky, M. T. Johnson, R. C. Savin

Associate Clinical Professors
A. Bronin, F. Castiglione, Jr., I. S. Cohen, D. Davidson, L. D’Onofrio, J. Dover, 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, S. Book, C. Carroll, K. Cohen, M. P. Coolidge, L. Daman, K. M. Diette, S. Dietz, D. Duke, G. Federman, D. Feinberg, B. Goldberg, M. Goldstein, D. Greene, M. Kaminer, F. Kay, S. Kolenik III, L. Kugelman, R. Langdon, J. C. Lehrman, S. Lerner, L. Luck, E. Markstein, B. McGrath, E. Mirrer, E. Naidorf, M. Noonan, W. Notaro, R. Oshman, B. Richter, J. G. Sansing, Jr., N. Sherline, N. R. Silverman, J. Zirn

Clinical Instructors
M. Alexiades-Armenakas, A. Atton, C. Chess, J. Grant-Kels, W. Jacoby, J. Knispel, E. Marsh, D. Miller, M. Oestreicher, J. Sabetta, J. Wilder, A. Zalka, B. Zubkov

Postdoctoral Fellows
P. Bhattacharjee, D. Kaplan, Y. Weiru

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 VA Connecticut Healthcare 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. S. Aasi, R. Antaya, J. Bolognia, I. M. Braverman, S. Cowper, R. L. Edelson, M. Girardi, P. Heald, C. Herrick, R. Lazova, D. Leffell, J. McNiff, L. Milstone, J. Schechner, A. Subtil, R. E. Tigelaar.

Diagnostic Radiology
Office: NF 2-332 SP, 785.6938

Professors
J. J. Abrahams, J. A. Brink (Interim Chair), R. A. Bronen, M. I. Burrell, A. M. Curtis, J. S. Duncan, M. G. Glickman (Emeritus), R. H. Greenspan (Emeritus), R. Gusberg (Surgery), P. B. Hoffer, L. Katz, E. L. Kier, J. P. Lawson (Emeritus), C. H. Lee-French, S. M. McCarthy, B. L. McClennan, I. Prohovnik (Adjunct), A. T. Rosenfield, D. L. Rothman, L. M. Scoutt, C. Shaw, B. Sumpio (Surgery), G. Sze, N. Talner (Pediatrics; Emeritus), I. Tocino, F. J. Wackers, J. Weinreb, R. I. White, Jr., B. Zaret (Internal Medicine)

Associate Professors
J. Arrighi (Internal Medicine), R. T. Constable, E. A. Cornelius (Emeritus), H. P. Forman (Vice Chair), R. Fulbright, P. Garg, F. Hyder, M. Johnson, W. Kubal, G. Mason (Psychiatry), C. Miller, L. Philpotts, J. Pollak, T. Price (Adjunct), A. J. Sinusas (Internal Medicine), L. H. Staib, J. Sunshine (Adjunct), H. Tagare, C. R. Taylor, S. Woods (Psychiatry), I. G. Zubal

Assistant Professors
J. Aruny, S. Bokhari, T. Catanzano, D. W. Cheng, R. de Graaf, N. Denbow, J. Digiorgianni (Adjunct), A. Haims, R. Hooley, L. J. Horvath, L. Kelley (Surgery), R. Kent, H. Lustberg, X. Papademetris, E. Reiner, R. Sadar, S. Saluja, M. Tal, P. Varma, M. Zawin

Senior Research Scientist
R. G. Shulman

Associate Research Scientists
N. Driesen, M. Hampson, I. Kida, P. Mutalik (Anesthesiology), V. Neklesa, A. Patel, K. Purushothaman, N. Rajeevan, Y. Wang, F. Xu

Research Scientist
P. Skudlarski

Research Affiliate
G. Gindi

Clinical Professors
D. B. Nunez, J. Slavin

Associate Clinical Professors
G. Berg, K. Bird, V. Caride, D. Colley, D. Denny, G. Fishbone, G. Freedman, L. Hammers, E. Hyson, R. Lange, N. Rosenfield, L. Russin, N. Vincent

Assistant Clinical Professors
K. Allen, R. Becker, J. Biebuyck, A. Bravo, T. R. Brown, D. Butler, D. S. Cerva, O. G. Choy, J. Crowe, H. M. Dey, J. Fan, L. C. Foley, W. Friedman, H. Gahbauer, R. Gonzalez, B. Griffith, C. I. Heller, B. Jay, K. Johnson, H. Jung, A. Kalyanpur, D. Kaplan, P. Karak, A. Kaye, J. Klein, H. Lee, R. Ludwig, N. Mandell, T. McCauley, D. Moote, S. Nadel, J. Neitlich, G. Novick, Z. Protopapas, E. Ragaza, P. Reeser, J. Richter, M. Robbins, M. Rosenblatt, C. Saradoff, D. Schwartz, J. Seibyl, P. Shimkin, B. Simonds, J. Sokolow, G. R. Spiegel, M. Straub, R. Tash, S. Ulreich, G. Vahjen, J. White, K. Zimmerman

Clinical Instructors
S. Berger, T. Berkman, M. Carino, F. Cuomo, L. Gold, S. Gupta, C. Kubiak, F. Mele, S. Messana, J. A. Obando, N. Tishkoff, J. Yi

Clinical Fellows
T. Aquino, C. Baratti, J. Choi, A. Daftary, R. DeVincenzo, K. Giles, C. Kedem, C. Krol, C. Mathur, A. Niakosari, A. Pathak, Y. Safriel, V. Silvian, G. Stohr, G. Szarnecki, E. Ustuner, V. Vattipally, A. Young

Postdoctoral Associates
S. Chelikani, E. Hadidemetriou, L. Jiang, M. Negishi, A. Pinus, M. Qiu, P. V. Rekkas, R. Schafer, P. Shkarin, J. Wang, W. Yu

Lecturers
J. Arora, J. Bhawnani, G. Conlogue

Diagnostic Radiology 121, Diagnostic Radiology Clerkship. The four-week clerkship introduces the student to the basic principles of all forms of radiologic interpretation. Each day the students rotate through a section of the department of diagnostic imaging, including gastrointestinal, genitourinary, chest, musculoskeletal, neuroradiology, pediatrics, computed tomography, magnetic resonance, nuclear medicine, ultrasound, vascular and interventional radiology, and emergency radiology. Five days of elective time may be spent in a subspecialty area of the students’ choice. In addition to participating in the daily film reading with residents and staff, the students receive an introduction to the role of that section in the diagnosis and management of disease. Self-teaching materials are available in the radiology library. The students attend the department resident conferences twice daily as well as specific student seminars. Clerkships are offered at Yale-New Haven Hospital. Prerequisites: None. Full-time: No on-call responsibilities. Limited to six students every four weeks. J. Abrahams, A. Haims, and staff.

Diagnostic Radiology 134, Clinical Internship in Vascular and Interventional Radiology. This 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. 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. C. Miller and staff.

Diagnostic Radiology 137, Clinical Clerkship in Neuroradiology. This rotation is designed as an introduction to neuroradiology. The student becomes an integral part of the neuroradiology team which consists of the resident, fellow, and attending physician. A number of teaching conferences are offered including a daily case review session. The student is exposed to the various subsections of neuroradiology including neuro CT, neuro MR, and neuro special procedures, e.g., angiography, myelography, CT biopsy, interventional angiography. J. Abrahams, G. Sze, and staff.

Epidemiology and Public Health
Office: LEPH 21o, 785.2867

Professors
S. Aksoy, 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, E. Fikrig (Internal Medicine), D. Fish, G. H. Friedland (Internal Medicine), W. J. Hierholzer (Internal Medicine; Emeritus), T. R. Holford, R. I. Horwitz (Internal Medicine; Emeritus), S. C. Jacobs (Psychiatry), J. F. Jekel (Emeritus), K. A. Joiner (Internal Medicine), E. Kaplan (Management), S. V. Kasl, I. S. Kickbusch, W. L. Kissick (Visiting), H. M. Krumholz (Internal Medicine), B. P. Leaderer, W. Lesslauer (Visiting; Adjunct), L. S. Levin (Emeritus), R. W. Makuch, L. E. Marks, R. McCorkle (Nursing), D. McMahon-Pratt, M. H. Merson (Chair), I. G. Miller (Pediatrics), A. M. Ostfeld (Emeritus), C. L. Patton, P. N. Peduzzi (Adjunct), W. E. Reifsnyder (Forestry; Emeritus), H. A. Risch, R. A. Rosenheck (Psychiatry), D. S. Rowe (Pediatrics; Emeritus), N. H. Ruddle (Director of Graduate Studies), P. Salovey (Psychology), E. D. Shapiro (Pediatrics), R. E. Shope (Emeritus), G. A. Silver (Emeritus), J. C. Sinclair (Adjunct), J. T. Stitt, J. A. Stolwijk (Emeritus), M. E. Tinetti (Internal Medicine), C. White (Emeritus), D. Zelterman, H. Zhang

Associate Professors
E. H. Bradley, M. Cappello (Pediatrics), E. B. Claus, D. C. Cone (Surgery), L. C. Degutis (Surgery), L. M. Dembry (Internal Medicine), M. Desai (Psychiatry), R. A. Desai (Psychiatry), L. DiPietro, N. E. Groce, P. Hartigan (Adjunct), R. Heimer, S. M. Horwitz (Emeritus), J. Ickovics, K. S. Kronebusch, G. W. Mack, S. T. Mayne, P. A. Nadkarni (Anesthesiology), M. K. Olson, A. D. Paltiel, H. G. Prigerson (Psychiatry), M. B. Russi (Internal Medicine), M. J. Schlesinger, C. Scott (Pediatrics), K. Sikkema (Psychiatry), J. L. Sindelar, J. K. Tebes (Psychiatry), G. H. Tignor (Emeritus), C. Tschudi, W. D. White, H. Yu, H. Zhao, L. Zheng, T. Zheng

Assistant Professors
L. Alexander, S. H. Busch, J. Dubin, B. Emir (Adjunct), J. Hoh, M. L. Irwin, A. Iwasaki, B. Jones, J. S. Kahn (Pediatrics), T. S. Kershaw, K. Khoshnood, D. L. Leslie (Psychiatry), B. Levy, J. H. Lichtman, H. Lin, X. Ma, L. M. Niccolai, M. M. Pettigrew, A. N. Sofair (Internal Medicine), N. Stachenfeld, H. Wang, Y. Zhu

Senior Research Scientists
M. Y. K. Armstrong (Emeritus), D. V. Cicchetti, J. S. Douglas

Research Scientists
D. I. Baker, K. D. Belanger, B. Cartmel, L. E. Munstermann

Associate Research Scientists
N. Abdala, K. M. B. Balestracci, L. Beati, K. M. Blankenship, M. Briggs-Gowan, A. J. Durante, T. A. Falba, W. T. Gallo, J. Gent, L. Grau, L. M. Grosso, R. Gueorguieva, S. M. Kar (Pediatrics), C. Luna, S. Mitchell, T. A. Olmstead, P. Rosenberger, N. Sun, R. Sundaram, E. Triche, M. Ulicickas Yood

Research Affiliates
T. H. G. Aitken, M. Berwick, D. J. Cunningham, J. Dickson-Gomez, M. E. Ganotti, V. H. Hodgkinson, J. Li, L. Magnarelli, K. Merikangas, E. M. Opton, J. Robison, J. E. Simmons, H. Swede, R. B. Tower, L. V. Vaccarino, D. M. Wild

Clinical Professors
M. G. Curnen, J. C. Niederman

Associate Clinical Professors
J. B. Borak (Internal Medicine), W. B. Crede (Internal Medicine), R. D. Dubrow, J. L. Hadler, D. L. Katz (Director of Medical Studies), W. L. Krinsky

Assistant Clinical Professors
M. L. Cartter, R. V. Durvasula, K. Hartwig, R. J. Katz (Internal Medicine), M. V. Roberto

Postdoctoral Fellows
Y. Arieh, A. Ashkenazi, M. Baranova, E. Bogoslovskaya, C. Cheatham, J. Doughty, N. Duchovny, J. Endross, E. Gallego, P. Guirtchenko, D. Gura, Z. Hao, J. Hellwig, Y. Hu, Y.-I. Kamijo, A. Kozlov, T. Krasnoselskikh, K. Lee, J. Mailloux, S. Martin, Z. Matebeni, N. Mawar, S. Milan, D. Nayduch, H. Ngo, A. Nienaber, E. Odgaard, D. Pan, S. Plesset, D. Roux, A. Sato, B. Seck, A. Sedrakyan, S. Smirnova, N. Smith, H. Soler, N. Tarakeshwar, Y. Tolstov, J. Tsao, A. Tulupvey, H. Yang, X. Zhao

Postdoctoral Associates
R. Barbour, B. Donji, Z. Guan, J. Guo, K. Hanincova, Y. Huang, S. Kanzok, A. Oliver, P. Pennington, J. Shi, S. Usmani, R. Van Strien, Y. Ye, X. Ying, H. Zhu, G. Zou

Lecturers
S. S. Addiss, R. Aldersdale, S. Allegretto, H. M. Allen, E. P. Anderson, J. F. Anderson, T. G. Andreadis, S. G. Austin, D. D. Aye, F. L. Black, A. L. Boissevain, E. A. Bortnichak, A. Brown, D. Bruce, P. F. Canny, G. L. Capozzalo, B. Cartmel, P. A. Charpentier, S. M. Chemerynski, K. H. Clark, S. Compton, M. Connolly, J. Culhane, D. K. Diers (Nursing), J. S. Douglas, H. G. Dove, J. D. Dunn, A.-M. Foltz, B. A. Fontes, E. J. Gandsman, S. G. Geballe, G. L. Ginsberg, K. Gondek, C. H. Grantham-Millman, B. H. Gray, N. Hirschhorn, D. Humphries, J. F. Jekel, B. Jennings, R. V. Katz, S. L. Katz, B. D. Kerker, K. Lee, M. A. Lee, L. S. Levin, R. Marcus, E. W. Mood, D. E. Morse, L. M. Mueller, J. M. Mullen, J. G. Payne, D. Pendrys, W. P. Quinn, T. Rabatsky-Ehr, D. Richardson, B. Schachtel, B. Seck, S. Spangler, J. A. Sparer (Internal Medicine), D. Stevens, J. A. J. Stolwijk, M. Stowe (Internal Medicine), W. J. Thomas, P. H. Van Ness (Internal Medicine), J. T. Wack, J. A. Wasserman, C. White, A. L. Williams, 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, Jr. (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. S. Roeder (Molecular, Cellular, and Developmental Biology), L. Rosenberg (Adjunct), M. R. Seashore (Director of Medical Studies), C. W. Slayman, S. Somlo (Internal Medicine), K. Tanaka (Emeritus), P. Tattersall (Laboratory Medicine), D. C. Ward, S. M. Weissman, T. Xu, T. Yang-Feng (Adjunct)

Associate Professors
A. Bale, S. Baserga (Molecular Biophysics and Biochemistry), M. Qumsiyeh, M. J. Stern (Director of Graduate Studies), H. Sun, J. Sweasy (Therapeutic Radiology), H. Zhang, H. Zhao (Epidemiology and Public Health)

Assistant Professors
C. Garganta, V. Reinke, M. W. State (Child Study Center), Z. Sun, K. White

Senior Research Scientist
P. J. Flory

Research Scientists
T. Ashley, P. Bray-Ward, W. Fenton, E. I. Golub, E. Goodwin, J. Kidd, J. M. McGrath (Comparative Medicine), A. Pakstis

Associate Research Scientists
B. Bi, A. Canaan, G. Farr, W. Ji, Y. Kohn, D.-M. Li, Z. Lian, Y. Lu, M. Mahajan, A. Mason, E. Matloff, Y. Nakayama, D. Nguyen, V. Petrov, R. Poddar, P. Rabinovich, A. Szekely, Y. Yasukochi, H. Z. Zhang, X. Zhong

Research Affiliates
J. Chant, B. Gould Rothberg, M. Weiner

Postdoctoral Fellows
L. Brailey, L. Freeman-Cook, M. Ghanim, T. Igaki, Y. Kluger, J. D. Lambert, J. Liao, T. Morgan, S. Salih, L. Sun, X. Yang

Postdoctoral Associates
G. Boyapty, L. Boyden, M. B. Davis, A. P. Gaeth, A. Holoubek, A. Hudson, S. K. Kim, Y. Kim, N. Koya, M. D. Lalioti, T.-R. Li, J. Lian, C. Liao, B. Lin, M.-M. Liu, Y. Luo, S. Mazzalupo, A.-H. Nasr, H. Oota, P. Paschou, H. Qin, J. Radhakrishnan, A. Srivastava, H. R. Toka, S. Wang, Z.-J. Ye, Y. Yilmaz

Genetics 500b, Principles of Human Genetics. 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. A. Bale.

[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. S. Baserga. Not offered in 2003–2004.]

[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 500) or permission of the instructor. Not offered in 2003–2004.]

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, R. Lifton, G. S. Roeder, M. Stern.

Genetics 642a/EMD 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 675, Graduate Student Seminar. Students gain experience in preparing and delivering seminars and in discussing presentations by other students. Required for all second-year students in Genetics. J. Sweasy.

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, J. Sweasy.

[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, P. Tattersall. Not offered in 2003–2004.]

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 undergraduates. Prerequisite: MB&B 600a/601b or permission of the instructor. J. Steitz.

Genetics 777b/MCDB 677b, Mechanisms of Development. This is an advanced course on mechanisms of animal development focusing on the genetic specification of cell organization and identity during embryogenesis and somatic differentiation. The use of evolutionarily conserved signaling pathways to carry out developmental decisions in a range of animals is highlighted. Course work includes student presentations and critical analysis of primary literature. L. Cooley, V. Reinke, K. White, X.-W. Deng, F. Slack, S. Holley, M. Stern.

Genetics 810a, 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. This clinical rotation offers medical and graduate students the opportunity to participate in the Genetic Consultation Clinic, genetic rounds, consultation rounds, and genetic analysis of clinical diagnostic problems. By arrangement with instructor. M. R. Seashore.

Genetics 900a and 901b/Cell Biology 900a and 901b/MCDB 900a and 901b, First-Year Introduction to Research. Laboratory rotations, grant writing, and ethics for Molecular Cell Biology, Genetics, and Development (MCGD) track students. M. Stern.

Genetics 920a/b, Reading Course. A directed reading period designed for second-year students preparing for the qualifying examination. M. Stern.

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
D. F. Musto (Child Study Center), J. H. Warner (Chair)

Associate Professor
S. E. Lederer

Assistant Professor
N. Rogers (Women’s and Gender Studies)

Senior Research Scholar
J. S. Fruton

Research Affiliates
T. Appel, L. Cardyn, M. Craven, G. Mora, C. A. Morgan III (Psychiatry), 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. Focus on the history of genetics, molecular biology, and biotechnology and their interaction with politics, economics, law, and culture, mainly in the United States. Not offered in 2003–2004.]

History of Science and Medicine 205a/678a/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. Musto.

[History of Science and Medicine 215b/History 240b, Public Health in America, 1793–2000. A survey of public health in America from the yellow fever epidemic of 1793 to AIDS and breast cancer activism at the end of the past century. Focusing on medicine and the state, topics include quarantines, medical and social welfare failures and successes, the experiences of healers and patients, and organized medicine and its critics. Not offered in 2003–2004.]

History of Science and Medicine 230b/History 125b, A History of American Bodies. A survey of the search for the healthy body in American culture in the nineteenth and twentieth centuries. Topics include the changing American food supply and the rise of “fast foods,” diets and dieting, medicine and nutrition science, cosmetic surgery, and the role of gender, race, and class in shaping expectations about the body. S. Lederer.

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

History of Science and Medicine 241b/679b/History 241b, The Scientific Revolution. A survey of the natural science that developed between the Age of Discovery and the French Revolution. The course covers the background in Aristotelian philosophy; the shift from geocentric to heliocentric astronomy; the replacement of scholastic natural philosophy by the ideas of Galileo, Descartes, and Newton; the roles of the Catholic and Protestant churches, universities, and learned academies; the invention and improvement of scientific instruments; and the science of the Enlightenment. J. Heilbron.

History of Science and Medicine 320a/676a/History 176a/938a/Law 20332, The Engineering and Ownership of Life. The development of biological knowledge and control in relation to intellectual property rights in living organisms. Topics include agribusiness, medicine, biotechnology, and patent law. D. Kevles.

History of Science and Medicine 321b/631b/History 233b, The Cultures of Western Medicine: A Historical Introduction. A survey of medical thought, practice, institutions, and practitioners from classical antiquity through the present. Changing concepts of health and disease in Europe and America explored in their social, cultural, economic, scientific, technological, and ethical contexts. J. 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. Not offered in 2003–2004.]

[History of Science and Medicine 335b/645b/History 178b, Medical Ethics in America since 1847. Not offered in 2003–2004.]

History of Science and Medicine 420b/620b/Women’s and Gender Studies 332b, Gender, Science, and Sexuality. Examination of the history of the scientific study of sexuality. Primary and secondary sources covering the nineteenth and twentieth centuries are used in considering the anatomic, taxonomic, psychoanalytic, sociobiological, physiological, and molecular approaches to the study of sexuality and sexual orientation. Special attention paid to how these studies both reflect and construct gender ideology. W. Summers.

History of Science and Medicine 428a/619a/History 439a, Methods and Literature in the History of Medicine and Science. Introduction to recent literature in the history of science, medicine, and public health; to historiography issues; and to the methods used in historical research and writing. Members of the faculty in the Program in the History of Medicine and Science visit on a rotating basis to introduce the variety of approaches in the field. J. Warner.

History of Science and Medicine 430a/History 434a, The Age of the Gene. Examination of origins of the gene and its changing meaning over the past century. Particular attention to the role of gene as abstract entity in classical genetics and its identification as sequences of DNA with the emergence of molecular biology. Readings include classical primary texts and historical interpretations. W. Summers.

History of Science and Medicine 433a/637a/African American Studies 424a/History 441a, 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. Lederer.

[History of Science and Medicine 443a/643a/History 44oa, 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, health and the environment, regional economies, and American politics and culture. Not offered in 2003–2004.]

History of Science and Medicine 444a/History 444a, Exploring Space: From Fantasy to Reality, 1615–2002. Beginning with the scientific revolution of the seventeenth century and the realization that the Moon is another planetary body, people thought about getting there. These thoughts are traced from fantasy to rocketry in the context of twentieth-century wars, hot and cold, and the social and economic turmoil that accompanied them. B. Kevles.

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 446b/History 445b/Women’s and Gender Studies 436b, The Women’s Health Movement and American Society in the 1970s. A critical examination of the strengths, weaknesses, and legacy of the American women’s health movement of the 1970s, placed in its social and political context. Topics include struggles to legalize birth control and abortion, establishment of alternative health and birthing centers, and links between feminist health activism and the civil rights and gay rights movements. Not offered in 2003–2004.]

[History of Science and Medicine 447a/680a/History 482a, History of Chinese Science. A study of the major themes in Chinese scientific thinking from antiquity to the twentieth century. Emphasis on non-Western concepts of nature and the development of science in China, East-West scientific exchanges, and China’s role in modern science. Not offered in 2003–2004.]

History of Science and Medicine 492a/History 492a, Science, Public Health, and Agriculture in Latin America. An examination of national and international programs in public health and agriculture from the late nineteenth to the mid-twentieth century in Latin America, with particular attention to Mexico and Brazil. Exploration of how scientists and scientific knowledge influenced these programs. Topics include imperialism, national identity, and the notion of Green Revolution. K. Matchett.

History of Science and Medicine 601a and 602b/History 930a and 931b, Introduction to the History of Medicine and Science. A core seminar required for first-year graduate students in the history of science and history of medicine. The seminar, which extends through the full academic year, is a foundational introduction to the history and historiography of the history of medicine and public health, the history of the physical sciences, the history of chemistry, and the history of the life sciences. Staff.

[History of Science and Medicine 642a, 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. Not offered in 2003–2004.]

[History of Science and Medicine 712/American Studies 874/History 936, The Social and Cultural History of American Medicine. Reading and discussion of recent scholarly literature with special attention to the medical marketplace, gender, and alterity in constructions of professionalism, performance, and identity in medical cultures. Not offered in 2003–2004.]

[History of Science and Medicine 713/American Studies 872/History 794, The History of Disease and Public Health in America. Reading and discussion of recent scholarly literature on the social and cultural history of disease and public health in the United States. Topics include the role of ethnicity, gender, class, region, and religion in the construction and experience of illness; state and individual responsibility for health; and representations of disease and public health in educational, propaganda, and feature films. Not offered in 2003–2004.]

[History of Science and Medicine 714b/History 933b, 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. Not offered in 2003–2004.]

[History of Science and Medicine 718, Performance, Identity, and the Making of American Medicine. An exploration of the shaping of American medical culture, especially during the late nineteenth and early twentieth centuries, focusing on the ways that healers’ identities were constructed, perceived, and contested. Themes include conceptions of orthodoxy and alterity; the relationship between European and American notions of the moral, social, political, technical, and epistemological grounding of professional identity; struggles over the place and meaning of “science” in the healer’s identity; and medicine and modernity. Case studies examine the fashioning of identities for the medical marketplace and more private constructions of self, with attention to gender ethnicity, race, religion, and region. Readings engage the recent historiography of the field and explore self-representations of practitioners in primary texts ranging from diaries to prescriptive literature, as well as popular depictions in novels and visual media. Not offered in 2003–2004.]

History of Science and Medicine 719a/American Studies 877a/History 932a, Readings in the History of American Medicine. An examination of the variety of approaches to the social and cultural history of medicine and public health, taking as a focus nineteenth- and twentieth-century America. Readings are drawn from recent literature, sampling writings on health care, illness, experiences, and medical cultures in the United States. Topics include the role of gender, class, ethnicity, race, region, and religion in the experience of sickness and health care; the multiple meanings of science in medicine; the intersection of lay and professional understandings of the body; and the role of the marketplace in shaping professional identities and patient expectations. J. Warner.

History of Science and Medicine 720b, Germ Theories, Spontaneous Generation, and Origin of Life Debates, 1530–1953. A study of major ideas relating to the origin of life, spontaneous generation, contagion, infection, fermentation, and the origins of biological molecules starting with Fracastoro’s poem on syphilis and ending with the Miller-Urey experiments on biogenesis of amino acids. Readings are a mix of primary documents and recent historical analyses. W. Summers.

History of Science and Medicine 723a/History 941a, Making the Modern Body. An examination of the ways in which the human body has become both a site for medical and surgical practices and a source of tissues and tools for therapeutic purposes in twentieth-century America. Topics include the scientific developments and social and cultural implications of such technologies as organ transplantation, plastic surgery, and in vitro fertilization, with attention to gender, race, religion, and cultural representations of the body—male and female, living and dead, animal and human. S. Lederer.

[History of Science and Medicine 725a/History 942a, History of Disease and Public Health in Western Societies. An exploration of recent approaches to understanding the history of disease and public health in Western societies. Topics in this reading seminar, which focuses on the nineteenth and twentieth centuries, include bodies and cities; contested definitions of disease, contagion, and pollution; illness, healing, and popular culture; medicine and empire; health care, the state, and charity; health education; and industrial disease and health policy. Not offered in 2003–2004.]

History of Science and Medicine 726b/History 934b, Medicine, Public Health, and Colonialism, 1750–1950. A reading seminar on recent historical works dealing with medicine, healing, public health, and body politics in various colonial settings from 1750 to 1950, including Hong Kong, India, the Philippines, Mali, South Africa, Brazil, Mexico, and regions in North America. N. Rogers.

History of Science and Medicine 785a/History 785a, Science and Technology in American Society. The growth of science and technology in the United States and their integration into the overall national narrative. Topics include the American scientific community and its roles in exploration, agriculture, industry, national defense, religion, culture, and social change. D. Kevles.

[History of Science and Medicine 912a, Reading Seminar in the History of Disease and Public Health in America. Not offered in 2003–2004.]

[History of Science and Medicine 913b, Reading Seminar in the History of the Life Sciences. Not offered in 2003–2004.]

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. Not offered in 2003–2004.].

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: TAC S531, 785.3857

Professors
J. Bender (Internal Medicine), A. Bothwell, H. K. Bottomly, J. Craft (Internal Medicine), P. Cresswell, R. Flavell (Chair), S. Ghosh, P. Kavathas (Laboratory Medicine), R. Medzhitov, 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 Professors
T. Chi, A. Iwasaki (Epidemiology and Public Health)

Associate Research Scientists
L. Alexopoulou, J. Blander, J. Brogdon, M. Bynoe, E. Eynon, O. Henegariu, I. Kawikova, K. Kobayashi, E. Kopp, Y. Laouar, G. R. Lee, W. Mehal (Internal Medicine), D. Pflugh, Z. Zhang

Lecturer
J. Huleatt

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. H. 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 538a, Advanced Immunology Seminar: Lymphocyte Receptors/ Signal Transduction/Regulation of Expression. This course starts at the cell surface studying receptors, then moves to signal transduction through receptors, and then studies how the signals are interpreted in terms of gene regulation. Topics on receptors include the role of sugars in modifying receptor ligand interactions and the molecular basis for receptor ligand interactions focusing on the MHC with TCR, CD8, and Ly49. Alternatively spliced forms of receptors and implications for signaling are discussed. We then cover how signals are transmitted from the cell surface using the toll receptors and the T cell receptor complex as examples. Signaling to death and negative regulation are also covered. The interpretation of these signals in terms of gene regulation is then discussed. Topics include chromatin remodeling, integration of signals through promoter analysis, and regulation of transcription factors that are activated during immune responses. P. Kavathas, S. Ghosh, A. Bothwell.

Immunobiology 600a, Introduction to Research. Introduction to the research interests of the faculty. Required for all first-year Immunology Track students. A. Bothwell 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. A. Bothwell and staff.

Internal Medicine
Office: FMB 102, 785.2697

Professors
J. Amatruda (Adjunct), 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, F. J. Bia, M. J. Bia, H. J. Binder, P. K. Bondy (Emeritus), J. L. Boyer, A. E. Broadus, R. Bucala, G. N. Burrow (Emeritus), H. S. Cabin, H. Chase, E. Chu, M. W. Cleman, L. S. Cohen, D. L. Coleman, H. O. Conn (Emeritus), L. M. Cooney, Jr., D. L. Cooper, J. E. Craft, M. R. Cullen, G. V. Desir, V. DeVita, Jr., T. P. Duffy, A. Ebbert, Jr. (Emeritus), S. Edberg (Laboratory Medicine), J. A. Elias, E. Fikrig, R. L. Fisher, B. G. Forget, J. N. Forrest, Jr., G. H. Friedland, G. Garcia-Tsao, J. B. L. Gee (Emeritus), R. H. Gifford (Emeritus), J. A. Goffinet (Emeritus), F. S. Gorelick, R. J. Groszmann, J. P. Hayslett, S. Hebert (Cellular and Molecular Physiology), W. J. Hierholzer (Emeritus), N. J. Holbrook, R. I. Horwitz (Emeritus), S. K. Inouye, K. L. Insogna, C. C. Jaffe, K. A. Joiner, F. S. Kantor, C. R. Kapadia, J. P. Kassirer (Adjunct), H. M. Krumholz, F. A. Lee, 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), M. H. Nathanson, P. W. Noble, P. G. O’Connor, R. J. Papac, P. N. Peduzzi (Epidemiology and Public Health; Adjunct), V. J. Quagliarello, 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), S. Somlo, R. Soufer, H. M. Spiro (Emeritus), M. E. Tinetti, M. Traube, E. Ullu, F. Wackers (Diagnostic Radiology), S. Weissman (Genetics), F. S. Wright, L. H. Young, B. L. Zaret

Associate Professors
A. K. Abu-Alfa, F. Altice, J. A. Arrighi, L. Bockenstedt, S. T. Bogardus, Jr., J. J. Brennan, B. A. Burtness, C. Canessa (Cellular and Molecular Physiology), L. Cantley, K. L. Cohen, L. E. Cohn, J. P. Concato, S. T. Crowley, L. M. Dembry, M. P. DiGiovanna, M. A. Drickamer, R. I. Enelow, J. Evans, D. G. Federman, D. A. Fiellin, T. R. Fried, R. S. Galvin (Adjunct), T. M. Gill, M. Green, P. Hebert, J. B. Henrich, E. S. Holmboe, J. S. Hughes, S. J. Huot, S. E. Inzucchi, A. C. Justice, S. D. Katz, W. N. Kernan, Jr., J. Lacy, F. Lakkis, M. Mamula, R. A. Marottoli, C. A. McPherson, P. K. Mistry, V. Mohsenin, J. Murren, M. A. Perazella, W. M. Philbrick, G. Pizzorno, D. D. Proctor, M. J. Radford, C. A. Redlich, R. Reilly, M. Remetz, M. O. Rigsby, H. Rinder (Laboratory Medicine), C. Rochester, L. E. Rosenfeld, D. M. Rothstein, M. Russi, J. F. Setaro, M. D. Siegel, A. J. Sinusas, L. Tanoue, C. Tschudi (Epidemiology and Public Health), B. Wong, J. Wysolmerski

Assistant Professors
B. G. Abbott, J. V. Agostini, S. R. Akhtar (Visiting), N. Angoff, H. R. Aslanian, E. Bahceci, T. J. Balcezak, L. Bell (Adjunct), G. K. Berland, D. G. Bermudes (Adjunct), D. Biemesderfer, M. S. Blum, J. S. Bogan, D. Bravata, R. Brienza, K. Brown, H. Cain, G. G. Chung, G. L. Chupp, J. F. Clancy, G. W. Cline, J. A. Dranoff, M. S. Ellman, M. H. Farrell, J. M. Foody, R. Formica, L. Fraenkel, D. S. Geller, F. J. Giordano, D. R. Goldstein, C. P. Gross, B. Gulanski, K. Gupta, S. G. Haskell, S. Hay, E. H. Holt, C. J. Howes, E. A. Jonas, I. Kang, S. S. Kashaf, R. Katz, B. I. Kazmierczak, C. S. Kim (Pediatrics), J. K. Kim, H. Kluger, R. Koski, M. J. Kozal, J. D. Kravetz, R. Krishnamurthy, S. Kummar, C. G. Lee, J. H. Lee, P. Lee, Y. Liu, F. M. Lobo, A. Mani, U. Masiukiewicz, J. R. McArdle, K. McKenzie, R. L. McNamara, W. Z. Mehal, J. P. Moriarty, D. G. Morris, V. A. Morris, A. Nagar, V. Nakaar (Adjunct), A. J. Peixoto, K. Petersen, S. Pfau, M. A. Pisani, D. Psyrri, P. Rabinowitz, A. B. Reisman, J. Ren (Adjunct), W. D. Rifkin, M. Rose, J. A. Rosenbaum, F. J. Roux, C. B. Ruser, K. Russell, R. Russell, M. M. Sadeghi, S. M. Schnittman (Adjunct), S. E. Seropian, A. C. Shaw, W. Shlomchik, A. N. Sofair, J. M. Stein, O. Taiwo, K. Wagner, L. Wen, D. Wencker, M. S. Wilson, A. V. Wisnewski, S. Wongcharatrawee, R. Yavari (Adjunct), Z. Yin, T. Zheng (Immunology), Z. Zhu

Instructors
A. Balagopal, A. F. Fisher, S. L. Fultz, C. Gunderson, D. J. Horne, A. B. Imaeda, F. Jadbabaie, A. M. Nuernberg, S. J. Oehlers, P. Prasad, S. Rennke, T. Ruff, M. J. Salameh, T. S. Schreibman, S. Vignesh, L. M. Walke, H. K. Yaggi

Senior Research Scientists
H. Levitin, R. R. Montgomery, V. M. Rajendran

Research Scientists
R. E. G. Hendler, A. Khanna-Gupta, C. J. Soroka, H. Velazquez, C. Viscoli

Associate Research Scientists
H. G. Allore, M. Bartkiewicz, D. E. Befroy, A. A. Belperron, Y. Cai, D. Cao, J. A. Carlyon, S. Chapoval, R. V. Chilakamarti, M. Collinge, Z. Dai, A. Djikeng, J. D. Dziura, H. Foellmer, P. Gaines, A.-R. Gallagher, L. Geng, S. Goyal, C. H. He, J. A. Hodge, D. Jiang, V. Kalb, S. A. Kale, A. K. Karihaloo, D. C. Koay, T. C. Kyriakides, R. J. Lampert, L. Leng, G. Li, J. Li, L. Li, F. Liang, X. Lin, J. Liu, J. Liu, Y. Liu, B. Ma, C. M. Macica, R. Mamillapalli, Y. Mao, B. A. Martell, R. J. McCrimmon, M. T. McIntosh, S. Narasimhan, U. Pal, L. Rogozinski, M. R. Silva, T. T. Stedman, M. H. Stowe, B. Sun, V. Thomas, R. B. Thomson, E. C. Thrower, P. H. Van Ness, A. Vashist, C.-X. Wang, L. Wang, W. Wang, S. Wormsley, J. Xu, L. Xu, K.-P. Yu, J. Zhang, J. Zhang, X. Zhang, H. Zheng

Clinical Professors
J. Alexander, J. Belsky, J. M. Boyce, T. N. Byrne (Neurology), N. Dainiak, N. D. D’Esopo, J. W. Dobbins, L. R. Farber, F. O. Finkelstein, D. S. Fischer, M. H. Floch, L. Friedman, 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, M. H. Schoenfeld, C. B. Sherter, R. J. Vender, S. M. Winter

Associate Clinical Professors
J. R. Anthony, S. A. Atlas, D. J. S. Beardsley (Pediatrics), 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, E. L. Cooney, D. L. Copen, W. B. Crede, C. A. Disabatino, Jr., K. J. Dobuler, E. L. Etkind, R. Fearon, R. D. Ferranti, J. M. Fessel, B. Forman, 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, 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 (Epidemiology and Public Health), S. W. Kingsley, A. Kotch, S. J. Kra, M. J. Krauthamer, B. Lahiri, A. Lebowitz, R. A. Levine, A. L. Levy, H. D. Lewis, C. R. Libertin, E. Littman, W. B. Lundberg, Jr., R. W. Lyons, R. J. Mangi, C. A. Manthous, A. P. Mardh, 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, D. Morris, 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, R. T. Rozett, J. R. Sabetta, M. Sadigh, M. H. Sangree, K. V. Schwartz, M. L. Schwartz, C. B. Seelig, M. F. Simms, D. S. 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, J. J. Votto, P. S. Wiske, S. Wolfson, J. G. Wong, B. J. Wu

Assistant Clinical Professors
R. M. Aaronson, A. J. Accomando, R. Ahmadi, F. D. Alfano, C. A. Ames, Y. Amoateng-Adjepong, J. F. Andrews, C. W. Andrias, S. J. Angelo, E. Anhalt, C. E. Apaloo, J. A. Appiah-Pippim, C. A. Arnold, S. Aronin, E. Atlas, J. Banatoski, R. J. Barse, M. C. Bennick, C. A. Berken, L. Berman, R. D. Black, J. M. Blumberg, N. A. Bonheim, R. S. Borrus, G. R. Brescia, H. M. Brett-Smith, L. Bridger, M. L. Brines, E. Y. Brown, C. M. Brunet, L. V. Buckley, J. Burdige-Concato, M. M. Burg, L. L. Burgo-Black, K. E. Calia, W. A. Camp (Neurology), J. P. Chandler, C. L. Cherney, D. M. Chess, J. Cho, S. Z. Chowdhury, J. J. Chuong, M. E. Chute, G. V. Clift, C. A. Clyne, 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, M. A. Demetrius, D. Desir, V. C. Dicola, E. J. Dill, B. R. Doolittle, A. B. Douglass, A. Drakonakis, J. T. Dreznick, K. S. Dufour, D. W. Dunne, R. M. Echols, W. F. Eckhardt, Jr., D. J. Eilbott, T. D. Eisen, 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, J. Gerber, B. J. Gerstenhaber, A. E. Ghantous, V. E. Ghantous, H. C. Gift, E. M. Ginsberg, G. S. Gladstein, J. A. Godley, M. P. Golden, S. M. Gordon-Dole, D. I. Grayer, J. A. Green, M. S. Grogan, T. K. Gupta, K. A. Haedicke, C. M. Hamill, J. H. Hansson, H. L. Haronian, J. K. Henchel, D. G. Hill, R. G. Hindes, C. F. Hollander, D. Hollister, K. J. Hunt, R. G. Huntley, Jr., 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. H. Kunkes, 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, M. A. Marieb, S. Mark, R. Martell, B. P. Mathur, S. W. McCalley, R. J. McDonald, R. M. McLean, C. C. McNair, Jr., C. F. McNamara, T. P. Meehan, J. A. Merritt, K. Michels-Ashwood, I. D. Mickenberg, S. P. Mickley, D. T. Miller, B. H. P. Mobo, Jr., P. A. Monoson, R. F. Morrison, S. K. Mukherjee, R. J. Nardino, E. R. Nash, A. J. Natale, H. Nawaz, E. A. Nolfo, J. W. O’Brien, J. P. O’Connell, J. A. Orell, F. C. Pannill, W. T. Panullo, L. A. Panzini, W. N. Pearson, B. Peck, W. Petit, D. Phanumas, 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, N. I. Riegler, B. Ringstad, B. A. Roach, D. Rocklin, D. Roer, P. R. Rogol, S. G. Rosen, A. Rosenberg, M. Rosman, K. D. Sabbath, R. T. Sadock, S. Sandroni, S. Sandur, S. L. Saunders, R. R. Savino, A. Schaffner, E. S. Scherr, G. S. Schleiter, J. A. Schmierer, H. M. Schwartz, M. Scully, A. O. Seltzer, J. Seltzer, W. T. Sherman, J. M. Shi, W. Y. Shih, A. L. Silber, R. S. Silverman, 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. G. Teeter, J. H. Tenney, I. R. Ternouth, B. S. Thomas, D. G. Tobin, J. Toksoy, J. Tomanelli, R. Torres, J. P. Tracey, D. H. Trock, T. K. Trow, K. J. Twohig, J. G. Uberti, R. Umashanker, J. S. Urbanetti, L. S. Vasquez, M. S. Villanueva, M. D. Virata, F. X. Walsh, H. Ward, W. S. Warren, J. J. Weiner, D. A. Weinshel, P. I. Weisinger, S. B. Weissman, M. L. Whitcomb, K. P. White, R. E. White, L. M. Whitman, H. S. Wilkes, D. J. Williams, D. M. Wolfsohn, R. P. Wong, A. Wormser, K. H. Yang, A. Yee, M. Zain, J. S. Zaretzky, S. W. Zarich, J. S. Zesk, F. R. Zwas

Clinical Instructors
M. A. Adlersberg, K. M. Anderson, P. Asiedu, A.-M. D. Assevero, A. Bedford, M. E. Blam, G. J. Bombassei, J. J. Bowen, J. A. Brier, R. D. Bruce, J. A. Brunetti, A. W. Camp, K. D. Carr, V. A. Chang, J. B. Chung, P. K. Clarke, R. M. Cohen, G. R. Corcoran, K. E. Dahl, M. L. Dam, M. R. Depman, S. Dey, D. L. Dobkin, M. H. Driesman, S. A. D’Souza, C. M. Edelmann, J. A. Eiseman, J. M. Elser, U. J. Emenike (Pediatrics), E. Fan, S. J. Farber, M. A. Feinberg, M. N. Fiengo, D. Fine, J. A. Foley, R. S. Folman, L. A. Freed, L. S. Galante, A. B. Gorelick, G. Grant, P. C. Greco, E. M. Grubman, G. A. Guadagnoli, M. S. Guoth, S. S. Hahn, W. B. Hale, K. A. Hamed, D. M. Helburn, G. Henry, J. G. Henry, F. Homayounrooz, X. Hong, J. S. Humphrey, U. Iloeje, B. A. Indeck, D. M. Intihar, K. A. Kaplove, M. A. Kazakoff, K. G. Kett, P. Kim, D. C. King, L. Knoll, W. M. Kobialka, L. H. Kwan, E. A. Laberee, P. G. Levinson, T. H. Liao, A. Liebling (Pediatrics), F. A. Loria, C. P. Loscalzo, P. S. Loving, M. A. Mankus, R. A. Martinello, H. B. Mayer, K. A. Maynor, T. J. McLarney, J. L. Meizlish, S. G. Menon, T. A. Moore, P. Morales, J. I. Nadelmann, K. G. Nair, G. J. Napolitano, K. Nazer, K. K. Nelson, R. Nudel, D. A. Oelberg, B. R. Olson, S. P. O’Mahony, B. Ostroff, W. W. Paramanathan, T. E. Pellechi, A. E. Perrin, W. R. Petricone, N. A. Podoltsev, A. Poljak, H. R. Pun, H. H. Reinhart, C. R. Rethy, L. Rome, S. D. Rossner, S. R. Rubenstein, M. C. Rubinstein, M. B. Rudolph, D. M. Sack, L. Sanders, J. R. Satchell-Jones, M. B. Schwartz, A. E. Selkin, J. F. Shea, M. L. Sher, K. S. Sinusas, B. Skudlarska, A. G. Sreih, M. A. Stehney, G. T. Tangarorang, G. F. Tansino, P. G. Thomas, M. K. Tighe, J. E. Topal, M. C. Trager, G. E. Tratt, M. Vahey, C. Vaid, D. J. Van Rhijn, H. R. Vikram, G. Vitagliano, R. B. Wein, O. G. Weis, A. C. Wells, P. E. Wetherill, S. C. Widman, J. E. Williams, D. H. Witt, O. R. Wright, J. Yu, C. S. Zalis, R. A. Zlotoff

Lecturers
B. J. Abelow, D. Acampora, J. G. Carroll, M. Chomiak, E. Dan, J. M. DeJesus, D. D’Onofrio, S. L. Eisen, E. Grant, C. Gyorgyey, S. Harris, H. L. Henninger, V. F. Keller, L. C. Kerin, M. Knobf (School of Nursing), J. A. Leach, W. F. Orluk, D. M. Philbin, C. M. Russell, 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 1oo physicians in the Department of Medicine.

Internal Medicine 104, Principles of Clinical Reasoning. The course objectives are to (1) appreciate the concept of the “science underlying the art” of medicine; (2) understand basic principles of clinical epidemiology and biostatistics; and (3) recognize the sources and limitations of evidence and strategies used by physicians in the care of patients. Students learn that clinical reasoning requires an understanding of the type of clinical questions that are central to patient care; the source and quality of clinical information used to answer 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 and physician-patient interactions) to individual decision making in clinical care. The strategy of the course includes lectures on biostatistics and clinical epidemiology, as well as workshops on topics in diagnosis, screening, prognosis, and therapy that are intended to illustrate principles of clinical reasoning. Director: J. Concato; with approximately thirty physicians as workshop leaders.

Internal Medicine 105, Pre-Clinical Clerkship. 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. S. Flynn.

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 September through March for second-year medical students. It consists of integrated discrete modules that present disease processes from various disciplinary perspectives. The components include pathophysiology, pathology, 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 group workshops which discuss patient 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; Ophthalmology; Oncology; and Skin. Each module has a faculty coordinator. These modules provide excellent preparation for clinical work on the wards as well as preparation for second-year USMLE boards, the questions of which use a clinical paradigm. Course is limited to second-year medical students. S. Flynn.

Internal Medicine 107b, Professional Responsibility. Through a series of lectures and small group case discussions, this course examines physicians’ responsibilities to their patients, their colleagues, their communities, and to society at large. The course studies the nature of the physician-patient relationship and its ethical underpinnings, as well as the legal, social, and economic contexts in which it operates. It focuses on the physician’s obligations in several areas, including care for the underserved and vulnerable, respect for patients’ privacy and confidentiality, obtaining informed consent for treatment, respecting the right to refuse treatment, respecting reproductive choices, and dealing with issues at the end of life. Finally, the course examines the flaws and strengths of the U.S. health-care system, and the personal and social consequences of recent changes in the way health care is organized and financed in this country. J. S. Hughes.

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. Director: F. J. Bia.

Internal Medicine 122, Endocrine Clerkship. The student participates as an active member of the endocrine training program, making daily rounds with the endocrine fellows, residents, and attending physicians. Inpatient consultation, a variety of endocrine clinics, and regularly scheduled metabolism-endocrine conferences are part of the rotation. Full time for three weeks. Offered during elective time. Limited to two students at a time throughout the year. J. Bogan, A. E. Broadus (supervisor), K. L. Cohen, B. Gulanski, R. G. Hendler, E. H. Holt, K. L. Insogna, S. Inzucchi, U. Masiukiewicz, 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 Internal Medicine clerkship. Rotations can be three- to six-weeks’ duration, although, to derive benefit, at least four weeks is recommended. The elective is offered at both Yale-New Haven Hospital and the VA Connecticut Healthcare System, West Haven. A. Abu-Alfa, P. S. Aronson, M. J. Bia, 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 3.3o p.m., current patients with gastrointestinal and liver problems of medical, surgical, pediatric, or radiologic interest are presented and discussed. This is a practical series of discussions intended to interest anyone from a second-year student to a practitioner. Active participation by all who come is encouraged. Meets in Fitkin. J. Dranoff and Digestive Disease faculty.

Internal Medicine 137, Clinical Gastroenterology Clerkship. The student participates in the daily activities of the Gastroenterology Service. The student is an integral part of the GI team and should plan to spend full time on the elective at Yale-New Haven Hospital or the VA Connecticut Healthcare System, West Haven. Activities include rounds, consultations, conferences at both hospitals, and special procedures. Students participate in outpatient clinics held by the various physicians of the section. This is an opportunity to see a wide variety of gastrointestinal problems and patients, with discussion and review. Offered to one student each at Yale-New Haven Hospital and VA Connecticut Healthcare System. Rotations should be four weeks in duration. Students should have completed the Internal Medicine clerkship. Digestive Disease faculty.

Internal Medicine 141, Cardiology Clerkship. The student participates in the daily activities of the Cardiology Consultation Service, including rounds, consultations, seminars, and conferences dealing with clinical cardiology, nuclear cardiology, echocardiography, cardiac catheterization, and other special procedures. This is a full-time elective requiring a full day’s activities but no night call. The training experience emphasizes the physiologic basis for clinical manifestations of cardiovascular diseases, and their therapy. The elective is limited to three students at Yale-New Haven Hospital and two students at the VA Connecticut Healthcare System, West Haven. The elective lasts a minimum of three weeks; six weeks is recommended if possible. Students must have completed basic Internal Medicine clerkships prior to clerkship. Following an initial Cardiology Clerkship, individual electives can be designed for specific cardiology laboratories or activities such as the coronary care unit, cardiac catheterization laboratory service, echocardiography, nuclear cardiology, electrophysiology, etc. J. Arrighi, B. Abbott, W. P. Batsford, J. R. Bender, M. Blum, J. J. Brennan, M. Burg, H. S. Cabin, J. Clancy, M. W. Cleman, L. S. Cohen, N. Fiengo, J. Foody, F. Giordano, D. Goldstein, H. Haronian, P. Hebert, C. Howes, C. C. Jaffe, S. Katz, H. M. Krumholz, R. Lampert, F. A. Lee, Y.-H. Liu, R. McNamara, S. E. Pfau, M. Radford, M. Remetz, L. Rosenfeld, K. Russell, R. Russell, M. Sadeghi, J. F. Setaro, A. J. Sinusas, R. Soufer, F. J. Wackers, D. Wencker, L. H. Young, B. L. Zaret. The individual supervisor is selected from the above participating faculty on a monthly basis.

Internal Medicine 142, Infectious Diseases. The goal of this clerkship is to broaden a student’s experience and diagnostic skills in infectious diseases. Students participate as active members of the consultation service and training program in infectious diseases (Yale-New Haven and VA Connecticut Healthcare System, West Haven, hospitals). This requires a full-time daily commitment of four 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 clinical microbiology, including bacteriology, virology, and parasitic and fungal infections is conducted daily. Limited to a maximum of two 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 can arrange to attend one outpatient HIV clinic per week in the Nathan Smith Clinic in order to supplement their inpatient experience with the ambulatory aspects of HIV disease. This elective accommodates one student per month and offers a unique opportunity to participate in comprehensive HIV care in the AIDS Care Program, preferably upon completion of all basic clinical clerkships. A previous medical or surgical subinternship is useful preparation. Outside students are accepted through the Office of the Assistant Dean. F. L. Altice, N. Angoff, F. J. Bia, D. Bruce, G. H. Friedland, M. Kozal, P. Pierce, V. Quagliarello, T. Schreibman, K. Wagner.

Internal Medicine 146, Hematology Clerkship. This clerkship provides intensive exposure to clinical hematology by direct participation in the activities of a busy clinical hematology service. Students work up new patients and consultations (at least two patients per week), and attend outpatient clinic on Tuesday mornings, where they are assigned to see one new patient or two follow-up patients. Students also attend daily hematology ward rounds, bone marrow readings, weekly inpatient and outpatient clinical review, and clinical teaching conferences. Students may limit participation to include only attendance at daily conferences, bone marrow readings, and weekly hematology clinic. One or two students for three to six weeks throughout the year. D. Beardsley, N. Berliner, T. P. Duffy, B. G. Forget, P. McPhedran, 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 1o. M. R. Cullen, M. Russi, and Occupational Medicine faculty.

Internal Medicine 152, Occupational and Environmental Medicine. This full-time clinical elective emphasizes recognition, management, and prevention of occupational diseases. Approximately five half-days are spent in outpatient clinics, the remainder of the time in on-site plant evaluation, clinical follow-up, and didactic teaching sessions. This course is full time, limited to two students per rotation, scheduling year-round. M. R. Cullen, P. Rabinowitz, C. A. Redlich, M. Russi, J. Sparer, O. Taiwo.

Internal Medicine 155, Advanced Clinical Clerkships (“Sub Internship”). Students serve as advanced clinical clerks on the floors of one of the following hospitals: Yale-New Haven Hospital; VA Connecticut Healthcare System, West Haven; and Waterbury Hospital, Waterbury. The students function in a role that provides a high degree of involvement in patient care decisions. Students function either as a pair in place of or with first-year residents, admitting patients to the medical service under the close supervision of 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. Boyer, Dranoff, Garcia-Tsao, Mehal, Mistry, and Nathanson) or the VA Connecticut Healthcare System, West Haven (Drs. Groszmann, Garcia-Tsao, Nagar, Vignesh, and Wongcharatrawee). 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, internist, or pediatrician on Mondays, Wednesdays, and Fridays for one month. On Tuesdays and Thursdays students attend a case-based Workshop Program based upon common disorders and core skills relevant to primary care practice. Students may also obtain their clincial experience at an “away site” in the United States or abroad and complete the Workshop Program on campus during another rotation. Director: F. Haeseler; with a faculty comprised of physician educators who share a commitment to practice-based teaching.

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. Students are responsible for the health-care needs of their own patent panel over one calendar year or more. These are weekly pre-clinic conferences which include Journal Club and primary care topics presented by students or specialty attendings. 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. Students must have completed Hospital Medicine I and II of the Core Medicine Clerkship and three other third-year Clerkships, preferably Ambulatory Medicine, Psychiatry, and Obstetrics, Gynecology, and Reproductive Sciences. Director: K. P. White; and staffed by M. Dillard and rotating attending physicians.

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.). S. Akhtar, H. Cain, G. Chupp, L. Cohn, R. Enelow, P. Lee, R. Matthay, V. Mohsenin, D. Morris, 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 VA Connecticut Healthcare System, West Haven. Students attend two general arthritis clinics at the VA Connecticut Healthcare 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 two students for each period of four to six weeks throughout the year. L. Bockenstedt, R. Bucala, J. E. Craft, J. Evans, E. Fikrig, L. Frankel, I. Kang, S. E. Malawista, M. Mamula, R. Montgomery.

Internal Medicine 181, Medical Oncology Clerkship. An intensive exposure to medical oncology including diagnosis, staging, evaluation and combined modality therapy, supportive care, and management of problems associated with cancer. Students work under the direct supervision of the attending staff and participate in the care and management of patients on the inpatient service and in the outpatient clinic. They join oncology morning rounds and present patients at the Clinical Oncology Conference. Limited to two students for two to six weeks throughout the calendar year. D. L. Cooper, Program Director.

Internal Medicine 182/Psychiatry 209, Addictions Medicine Clerkship. Offered jointly by the departments of Internal Medicine and Psychiatry. The Yale University School of Medicine offers an elective clinical training experience in Addictions Medicine for interested third- and fourth-year medical students. The primary training sites are the inpatient psychiatric service for dual diagnosis patients at the Connecticut Mental Health Center, the outpatient substance abuse treatment services at the Connecticut Mental Health Center, the APT Foundation Central Medical Unit, and the Primary Care Center at Yale-New Haven Hospital. H. R. Pearsall, P. G. O’Connor. The Addictions Medicine Clerkship is an elective that is scheduled for four weeks. (Slightly longer or shorter training experiences are available by contacting H. R. Pearsall. ) Students participate as medical student clerks on the Dual Diagnosis Unit at Connecticut Mental Health Center. This experience is an intensive one, and involves working closely with addicted patients with chronic mental illness. In addition to the inpatient experience, students participate in outpatient treatment under the supervision of clinicians at the Substance Abuse Treatment Unit and the Central Medical Unit, and in the substance abuse assessment and referral services of the Primary Care Center. Students are also invited to participate in the Substance Abuse Research Seminar as well as other educational activities of the Inpatient Division and the Substance Abuse Treatment Unit. For students desiring an intensive focus in one of the three areas of teaching (inpatient dual diagnosis, outpatient substance abuse treatment, or substance treatment in a primary care setting), a schedule can be tailored to provide more time in the setting of interest. H. R. Pearsall, P. G. O’Connor.

Internal Medicine 184, Medical Informatics. We explore topics in informatics, such as the definition and scope of the specialty, software engineering, networking and networks, database management systems, information retrieval, the electronic medical record, clinical decision support, and medical decision science. By arrangement with the instructor. R. N. Shiffman.

Internal Medicine 187, Infectious Disease. The elective emphasizes clinical diagnosis and treatment of patients with infectious diseases, hospitalized at the Hospital of Saint Raphael. Students make rounds with infectious 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, J. Pippim.

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 patients and outpatients as well as EMGs. Focus is on thorough musculoskeletal and functional examination. Common diagnoses seen include neck and back pain, amputees, post-traumatic nonsurgical orthopaedic disorders, and electrodiagnostics/EMGs. This elective results in an increased awareness of the complete evaluation of musculoskeletal and neurological disorders and how they impact daily function. S. George, 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 team, the subintern has major responsibilities in initial assessment, plan formulation, and ongoing patient management. Full-time medical directors provide supervision and training. 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 fourth night with an intern and resident pair, assisting them in the admission of patients. Students follow patients in the MICU and assist in their care with their intern and resident. It provides the opportunity for participating in the acute management of common 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 500, Methods of Clinical Research. This composite course begins with an intensive set of summer events during July and the first two weeks of August. The course resumes in September and continues throughout the remainder of the academic year, ending in early June. The overall curriculum is comprised of eight separate courses. The summer term contains sessions on elementary statistics, and part of the course on research architecture and data processing. The fall term contains the remainder of research architecture, more data processing, courses on experimental design and advanced statistics, and sessions involving health policy. The spring term contains the remaining topics, such as multivariable analysis, decision analysis, and meta analysis. Summer sessions are held four times a week (ten hours); fall sessions are held three times a week (six and one-half hours); spring sessions are held two times a week (five hours). Permission of instructor required. Director: J. Concato; with E. Bradley, J. F. Jekel, C. K. Wells, and others.

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 Louis Gonzalez at 203.315.7502.

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

Internal Medicine 610/Investigative Medicine 610, Translational Research and Molecular Tools, Part II. This is an intensive, full-time two-week lecture and laboratory course, with emphasis on protein and nucleic acid biochemistry and on RNA interference experiments. The lectures complement and extend the laboratory experience. The laboratory course requires full-time commitment. Offered in August. Prerequisite: consent of the instructor. E. Ullu and staff.

Internal Medicine 620/Investigative Medicine 620, Translational Research and Molecular Tools, Part I. In week one of this two-week course, the student becomes 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. In week two, students learn the underlying principles in 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. Offered in July. Prerequisite: consent of the instructor. K. Joiner and staff.

Internal Medicine 625/Investigative Medicine 625, Principles of Clinical Research. The purpose of this two-week intensive course is to provide an overview of the objectives, research strategies, and methods of patient-oriented research. Topics include: competing objectives of clinical research, principles of observational studies, principles of clinical trials, principles of meta-analysis, interpretation of diagnostic tests, challenges in using statistics in clinical research, causal inference, and decision analysis. Sessions include lectures and discussion of readings distributed in advance. Offered in July or August. Prerequisite: consent of the instructor. S. Inouye and staff.

Internal Medicine 630a/Investigative Medicine 630a, Practical and Ethical Issues in Clinical Investigation. This termlong course addresses topics that are central to the conduct of clinical investigation, including ethics of clinical investigation, scientific fraud, technology transfer, and interfacing with the pharmaceutical industry. Practical sessions include: scientific presentations and teaching, NIH peer review process, journal peer review process, and career development: models of academia. This course provides guidelines and a framework for the clinical investigator to obtain funding for, conduct, and present a clinical study. Prerequisite: consent of the instructor. H. Binder and staff.

Internal Medicine 640/Investigative Medicine 640, Seminars in Molecular Medicine. This two-term (fall–spring) seminar course 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 a didactic session, followed by discussion and student presentations on topics selected jointly with the conveners. Prerequisite: consent of the instructor. K. Joiner and staff.

Internal Medicine 650/Investigative Medicine 650, Seminars in Clinical Investigation. This two-term (fall–spring) seminar course 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 (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: introductory biostatistics training (e.g., GCRC two-week course) and 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 2003–2004. 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: six meetings at a mutually determined time. Please contact the instructor by e-mail: berman@hygeia.org. M. R. Berman.

Laboratory Medicine
Office: CB 407, 688.2446

Professors
A. Baumgarten (Emeritus), F. J. Bia (Internal Medicine), J. Booss (Neurology), R. K. Donabedian (Director of Medical Studies), S. C. Edberg, P. I. Jatlow (Chair), P. B. Kavathas, M. Landry, 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, G. Stack

Assistant Professors
S. Campbell, M. Hodsdon, J. G. Howe, Y. Y. Wu

Senior Research Scientist
S. Cotmore

Research Scientists
G. Anderson (Child Study Center), C. Fong-Cheng, W. McMurray

Associate Research Scientists
L. Devine, J. Grove, A. Haberman, X.-Y. Ma, G. Palmer, M. Ripps

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

Associate Clinical Professors
D. Mayo, I. Nash, T. J. Tinghitella

Assistant Clinical Professors
P. Fiedler, S. Gray, H. Malkus, R. R. Rathbone, C. Rauch, N. Shafi, M. Velleca

Lecturers
S. Cohen, N. Drew, D. Ferguson, W. Gross

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