The Yale School of Medicine is one of the preeminent centers for biomedical, technological, and behavioral research. The School of Medicine is organized into thirty-one research intensive departments and sections in both the clinical and basic sciences and occupies approximately 1.5 million square feet adjacent to Yale-New Haven Hospital. There is an extensive faculty and research staff including more than 4,000 individuals with some 819 full-time faculty members and over 1,000 trainees involved in clinical care, research, and medical education. The principal sponsor of research in the School of Medicine is the federal government through the National Institutes of Health (NIH). Support from the NIH is the fourth highest among US medical schools, with the Department of Medicine as the largest single recipient while The Department of Pediatrics currently ranks first in the amount of grant support awarded to Departments of Pediatrics by the National Institutes of Health.
All residents are required to complete a scholarly activity project during residency. These projects can consist of case reports, literature reviews, curriculum development, or hypothesis driven research.
Aims of the Resident Scholarship Requirement
The primary goals of the resident scholarship requirement are to enhance the critical thinking skills of the residents as bedside clinicians, to facilitate scholarly thinking, creativity, and appreciation of the excitement in creating new knowledge in medicine at an early stage in clinical training, and to broaden the scholarly sophistication of all elements of the residency program (i.e., morning report, peer teaching, work rounds, attending rounds, etc.).
Structure of the Resident Scholarship Opportunities
PGY 1 and PGY 2 residents work with their faculty advisor to identify a mentor for their scholarly project and residents typically begin their project in the PGY 2 or PGY 3 year. Residents pursuing hypothesis driven research or those developing an educational curriculum can spend one half-day per week during their PGY 3 ambulatory block rotation to work on their projects and all residents can elect up to 3 months of elective time during training to pursue research and still meet training requirements. In addition, residents can integrate their research project into their PGY 4 ambulatory block rotation.
Presentation of Results
All residents present their work either as oral presentations or as posters at our annual Primary Care and Medicine/Pediatrics Residency Research Day each May. Those who have completed hypothesis driven research projects also present their work at the Department’s “Annual Research in Residency Day Symposium” also held each May. Residents are encouraged to submit their research to regional and national scientific meetings (e.g., Society of General Internal Medicine, American College of Physicians, American Academy of Pediatrics, etc.) and funding is available to support residents to attend these meetings in order to present their work. Below are some examples of the abstracts our residents have presented.
Select Housestaff Publications and Presentations
Chatterjee, Avik (2008)
Cracked on Kratom: AMS Induced by a Legal Internet-Available Herb
Chatterjee, Avik (2010)
Screening for Anal Cancer: What Does a Primary Care Provider Do?
Das, Rituparna (2007)
West Nile Virus Disease in Connecticut – A Review of the 2006 New Haven Cases
Gottfried, Sara (2014)
T rying to Save a Health Care System: Columbia Residents Go on Strike
Grammas, Marianthe (2009)
Think Outside the Box: Atypical Mycobacteria as a Cause of Skin and Soft Tissue Infection
Rubin, Jennifer (2009)
Lethargy in an Infant: A Case of Infantile Botulism in Connecticut
Ulku, Aylin (2007)
Abdominal Pain in SLE: A Spectrum of Gastrointestinal Disease
Stone, Cosby (2012)
Becoming a Physician (A Collection of Poems)
Yoo, Michael (2009)
An 85-Year-Old Woman with Altered Mental Status and Palpable Purpura