10-31-24 Dean Nancy Brown State of the School - MSC Perspectives on Medicine

October 31, 2024

Information

ID: 12293
To Cite: DCA Citation Guide

Download Transcript

00:03Alright.
00:04Alright, everyone. I think we
00:05can get started today.
00:06But hello, everyone. Thanks for
00:08coming.
00:09You maybe went to the
00:10first session of these, but
00:11these are this is the
00:12second of, four sessions that
00:14we're hosting as part of
00:15the medical school council perspective
00:17on, medicine lecture series.
00:19My name is Gabe Creo,
00:21and I recently finished serving
00:22my term as medical student
00:23council president this past year.
00:26Before we begin, I'd just
00:27like to take a moment
00:27and acknowledge the incredible efforts
00:29of those who made, this
00:30lecture series possible.
00:32Special thanks to Barbara Watts,
00:33and Dean Min and the
00:34former medical the former offer
00:36officers of medical student councilor
00:38from the twenty twenty three,
00:39twenty twenty four school year.
00:40So that is Jordan Shaqued,
00:41May Marion Berry, and Amanda
00:43Geraud, just for all the
00:44coordination that took to make
00:46this,
00:47this session possible and recruit
00:48the speakers as well.
00:50So today, I'm honored to
00:51introduce our speaker, doctor Nancy
00:53Brown. As I'm sure you
00:55all know, doctor Brown currently
00:56serves as the Jean and
00:57David w Wallace Dean of
00:58Yale School of Medicine.
01:00She has dedicated her career
01:01to advancing medicine through research
01:03and education,
01:04from her pioneering work in
01:05clinical pharmacology
01:07to her visionary leadership at
01:08Yale.
01:10Dean Brown's best interest in
01:11Yale dates back to her
01:12days as an undergraduate here,
01:13actually.
01:14She completed a bachelor of
01:15arts degree in molecular,
01:17biophysics and biochemistry at Yale
01:19before earning her degree from
01:21Harvard Medical School. She went
01:23on to specialize in internal
01:24medicine at Vanderbilt where she
01:25later pursued a research fellowship
01:27in clinical pharmacology
01:28and hypertension.
01:30Her previous research has focused
01:31on how the renin angiotensin
01:33aldosterone system interfaces with the
01:35calickerion, kyanin, and incretin systems
01:38to modulate inflammation, thrombosis, and
01:40cardiovascular risk.
01:42Doctor Brown brings a wealth
01:43of leadership experience to her
01:44current role.
01:45Not only was she the
01:46first woman is she the
01:47first woman to serve as
01:49the dean of Yale School
01:49of Medicine, but she also
01:51previously served as the first
01:52female chair of Vanderbilt's department
01:54of medicine.
01:55Her cofounding of Vanderbilt's master
01:57of science in clinical investigation,
01:59the program demonstrates her commitment
02:01to advancing medical education.
02:03I personally have also had
02:04the opportunity to work with
02:05team Brown this past year
02:06through medical student council, and
02:08I'm immensely grateful for the
02:09advocacy she has shown for
02:11students on topics such as
02:12financial aid and the Yale
02:14system.
02:15I've also had the privilege
02:16of working with her as
02:17a clinical volunteer at the
02:18Haven free clinic on Saturdays,
02:20and I'm grateful for the
02:21time she dedicates to supporting
02:23the local community as well.
02:25Today, Dean Brown will be
02:26presenting her talk on the
02:27state of the school where
02:28she will share updates and
02:29insights into the future of
02:30Yale School of Medicine. And
02:31at the end, we'll open
02:32up the floor for any
02:33questions. So at this time,
02:34please join me in welcoming
02:34Dean Brown. Thank you very
02:34much. And,
02:44for those of you who,
02:46have seen this talk in
02:48June, it's a bit of
02:49a reprise, but with some
02:51updates,
02:52as
02:53almost six months have progressed.
02:55And I always start this
02:56talk with oh,
02:58glad you're staying until the
03:00slides
03:02advance.
03:05Who's up there? Oh, there
03:07we go. Oh,
03:10okay.
03:11There's just a little bit
03:12of a lag. So,
03:14always talk about leadership changes.
03:16And in a school the
03:17size of ours,
03:18you know, we have roughly
03:20twenty nine departments and a
03:22lot of deputy deans, and
03:23we are
03:25always
03:26recruiting
03:28new talent. And it's really
03:30exciting. So sometimes that's from
03:32within.
03:33So for example,
03:34two of our new chairs,
03:36Andy Goodman and Valerie Reinke,
03:38in the basic sciences are
03:40from within.
03:41And then Jillian Griffiths,
03:43who will be joining us,
03:44in a few months as
03:46our new chair of cell
03:47biology is coming to us
03:49from,
03:49University of Cambridge, England, where,
03:52she's a member of the
03:53Royal Society, and we're very
03:54excited about that.
03:56Sambal, of course, now deputy
03:58dean for faculty affairs, and
03:59you all know, Eric Schwase,
04:01who's our director of admissions,
04:03and we're just really excited
04:05that he's here.
04:06There are other leaders that
04:07you may not
04:09see behind the scenes.
04:11So we are doing a
04:12lot of work around
04:14aligning
04:15our
04:16clinical enterprise with the Yale
04:17New Haven Health System
04:19and thinking about how we
04:20provide better care to our
04:22patients.
04:23You know, medicine today is
04:24fee for service, but it
04:26really needs to be value
04:27based in how do we
04:28prevent things rather than doing
04:29these heroic saves. And so,
04:32Raj Krishnamurthy
04:33is our new,
04:35associate dean for population health.
04:37Pat Kenny, who I noticed
04:39is sitting in the back,
04:40there, is leading ambulatory,
04:43as our executive and associate
04:45dean for clinical affairs, and,
04:47you'll you'll see the the
04:49work that he's doing.
04:50David Coleman is,
04:52really helping to revamp our,
04:56Yale Center for Clinical Investigation,
04:57but has a new role
04:59that we've never had before
05:00as director
05:02of clinical research across the
05:03health system so that a
05:04patient who comes in
05:07and is admitted, say, in
05:09Bridgeport
05:09can get access to the
05:11same clinical trials as someone
05:12who's admitted here at Yale
05:13New Haven. We've done that
05:15pretty well in cancer, but
05:16it should be in everything
05:17that we're doing.
05:19Bertha Risner is our new
05:20chief administrative officer. Know, there's
05:22a lot of work that
05:23goes into,
05:25running a clinic. I think
05:26you students who are here
05:27appreciate that in Haven
05:29and imagine multiplying that times,
05:32hundreds and thousands. And then
05:34Megan Fay, our associate VP
05:36for development,
05:38who helps us raise money
05:40for things like, making our
05:42our, medical education
05:45debt free.
05:46So,
05:48every year, we try to
05:49celebrate
05:50a few of the achievements
05:52of our faculty, and,
05:54I won't go through as
05:55many as I would normally
05:57in the,
05:59full state of the school.
06:00But, you know, there are
06:01a number of honor societies
06:02that really sort of are,
06:05steps along the way, like
06:06the American Society for Clinical
06:08Investigation that acknowledges physician scientists,
06:10the same with AAP, and
06:12then, of course, the National
06:13Academy of Medicine,
06:15and
06:17National Academy of Arts and
06:18Sciences or the American Academy
06:20of Arts and Sciences,
06:21etcetera, etcetera.
06:23Again, if you're a student
06:24sitting in this room, that
06:25seems very far away. I
06:27will tell you that for
06:28everyone who has achieved those
06:30awards, it's because someone put
06:33them forward,
06:34in their early days. So
06:35there was mentorship, but there
06:36was also sponsorship and someone
06:38who advocated for them. So
06:40the the person who's nominating
06:42you for,
06:43you know,
06:45a grant to do a
06:46small research project,
06:48that's the beginning of it.
06:49And,
06:50and then, of course, some
06:51of our faculty
06:52make the news, like,
06:54Akiko Uesaki, who's been recognized
06:57for her work
06:58in long COVID in particular,
07:00but I think who brings
07:02attention
07:03to the the importance
07:05of basic science in solving
07:07clinical,
07:08health problems,
07:10such as as long COVID
07:11and the strength of our
07:12immunobiology.
07:14Carolyn Missouri, who has been
07:15leading,
07:16so for twenty five years
07:18led our women's health research
07:20at Yale Center,
07:22now leading a White House
07:23initiative on women's health research
07:25and bringing national attention
07:28to often ignorance about what
07:30the effects of sex as
07:31a biological vary
07:33biological variable.
07:34And, of course, that has
07:36all sorts of implications as
07:37we now
07:39are often using treatments that
07:41change,
07:42that biological variable
07:45in in in
07:46patients.
07:47And I think some of
07:49the most
07:51important,
07:53awards that we give are
07:54for teaching. And, you know,
07:55we give these out typically
07:57at the end of the
07:58year around graduation, but I
08:00just want to give a
08:01shout out to to these
08:02people, many of whom you
08:04know because of the work
08:05that they're doing,
08:06with you.
08:09A school like ours,
08:11however, doesn't run without staff,
08:15and you know the staff
08:17with whom you interface in
08:19as students.
08:20But everything we do
08:23is accomplished
08:24because of hundreds and thousands
08:26of people who are committed
08:28to their work.
08:29And,
08:30every year that's acknowledged with
08:32a set of awards called
08:33the Linda Lorimer Awards. I
08:35I won't embarrass her, but
08:36there's one of the winners
08:37of the awards in the
08:38room here,
08:39and that's coming up again,
08:41this year.
08:43So
08:44let me talk about you
08:45know, normally, when we think
08:46about,
08:47medical education, we think about
08:49three
08:51missions. Right? We think education,
08:53clinical, and research.
08:54But I always like to
08:56start these,
08:57talks with a piece about
08:59our culture and our climate.
09:01It's who we are as
09:02a community. And
09:04when I came in twenty
09:06twenty,
09:07we had our first case
09:08of COVID about six weeks
09:09later, and we've had a
09:10pretty tumultuous
09:12climate
09:13in this country over the
09:15last,
09:17several years.
09:18Through that, I think we've
09:19learned a lot about how
09:20to support each other,
09:23and,
09:24and how to make sure
09:25that we are listening.
09:28And one of the things
09:29about a school of medicine
09:31is that we have a
09:32very specific mission, which is
09:34to,
09:35advance
09:37health and discovery, but to
09:38take care of patients.
09:40And our patients come from
09:42all sorts of different backgrounds,
09:43have all sorts of different
09:44beliefs,
09:45And so it's incumbent on
09:47us in particular to be
09:49able to listen
09:50and to be able to
09:51explain what we know scientifically
09:54versus what is opinion,
09:56to our patients. I think
09:57we start by learning to
09:59do that with each other
09:59and so highlighting some of
10:01the work. And I I
10:02have to say
10:03how grateful I have been
10:05for,
10:06Darren Lattimore and his team
10:08for his thoughtfulness
10:09around,
10:10leading us in this work.
10:13There are other aspects to
10:14culture.
10:16For those of you who
10:17are newer,
10:18if you haven't been to
10:19a Yale Medical Symphony
10:21concert, like, you just have
10:23to go. It's
10:25one of the best things
10:26here. But the art in
10:27in public places, the art
10:29on our walls, that's all
10:30part of of who we
10:31are.
10:33There are aspects around culture
10:35like,
10:36how do we move away
10:38from where medicine was
10:41not so long ago as
10:42a very homogeneous
10:44population
10:46to reflect the population of
10:47our country and to, really
10:49make it possible for everyone
10:51to thrive?
10:52And we are doing that
10:53in a number of ways.
10:54We have strategic plans around
10:55that. But one of the
10:57elements of that strategic plan
10:58is to be transparent
10:59and to show how we're
11:01doing. And so every year
11:02at the state of the
11:03school,
11:04I show a slide like
11:05this that shows
11:06the proportion of our faculty
11:08who identify as underrepresented in
11:10medicine by rank just to
11:12see if we're making progress.
11:13And you can see we
11:14continue to make progress with
11:16assistant professors.
11:17We had been making tremendous
11:18progress with associates professors that
11:20leveled off last year. We
11:22need to pay attention to
11:23that. And, of course, we
11:24have
11:25tremendous work to do in
11:26terms of retaining,
11:27and developing our faculty. And
11:29the same numbers for our
11:30women faculty.
11:32The very foundation
11:34of our work in making
11:36this a a place where
11:37all can thrive
11:38is mentorship and sponsorship. And,
11:43as you think about as
11:45students, how do I get
11:46feedback, our faculty also think
11:48about
11:49how do I
11:50know if I'm on track?
11:52How do I talk about
11:53the obstacles I'm facing? How
11:55do I learn to get
11:56better at what I'm doing?
11:58And the way this should
11:59happen is through conversations with
12:01their chairs or their section
12:03chiefs, but that wasn't always
12:04happening. And so we worked
12:06on we, a group of,
12:08faculty leaders,
12:11really brainstormed about what are
12:12the questions that you should
12:14discuss if you have a
12:15meeting with your chair, and
12:16how do we make sure
12:17that you're having a meeting
12:18with your chair or your
12:19section chief. And that resulted
12:20in this faculty development annual
12:23questionnaire.
12:24When you first start something
12:25like this, you know, the
12:27first concern is, god, are
12:28we just creating more work
12:29for people?
12:30But it's it's a red
12:31cap forum that rolls over
12:33year after year, and we're
12:35starting to get some numbers,
12:36and we're measuring whether this
12:38has an impact. And a
12:39lot of faculty are telling
12:40us that this does impact
12:42on their career development.
12:44Interestingly,
12:45we're having our senior faculty
12:47do this as well.
12:48And they are not saying
12:50that it impacts on their
12:51current development, but they're saying
12:52they love the opportunity to
12:53meet with their chair because
12:54they'd stopped doing that, and
12:56so they like those conversations.
12:59Getting back to transparency,
13:00we're measuring impact in
13:04in,
13:05objective surveys. And so this
13:07is one that has been
13:08repeated
13:09now,
13:10twice so we can start
13:11to see trends. This is
13:12just showing,
13:15whether people have perceived that
13:17they're receiving effective mentoring. And
13:19you can see that, overall,
13:20the trend is positive,
13:22and this is by specific
13:23groups so that we can
13:25now look and see, are
13:26there groups that don't feel
13:27this versus those who do?
13:29All of this is on
13:30our web page, and, I
13:32think, you know, web pages
13:33are maybe becoming somewhat obsolete,
13:35but,
13:36but it's still the right
13:38place to go. If you
13:39wanna see
13:41how we're doing in these
13:42areas, it's all there for
13:44you.
13:46So
13:46as as we think about
13:48where we wanna go,
13:51we still have work to
13:52do around the well-being
13:53of our
13:55faculty, particularly our clinical faculty.
13:57You know, we,
14:00I think there are several
14:01things that affect this. The
14:02introduction of the electronic health
14:04record
14:05now many years ago,
14:08created
14:09it it really took away
14:10some of the joy of
14:11seeing patients because now people
14:13were focused
14:14on getting the right forms
14:15filled out rather than
14:18seeing that patient. And we
14:19are using some AI to
14:21change that. I'll talk a
14:21little bit more about that.
14:23But there's a lot of
14:24work. We need to remove
14:25the barriers for people who
14:27are seeing patients.
14:29We're continuing this work on
14:30faculty annual questionnaires and how
14:32to coach people and how
14:34to have those conversations.
14:37We are also reviewing our
14:39search processes. I mentioned at
14:40the beginning, we're always recruiting
14:42new leaders. How do we
14:43do that in the way
14:44that makes sure we get
14:46people who are not just
14:47great scientists and clinicians and
14:49teachers, but are effective leaders
14:51who really will change the
14:52institution,
14:54continuing to streamline processes,
14:58and then, again, the transparency
15:00piece.
15:02So let me talk briefly
15:03about,
15:04education.
15:08We, have a relatively small
15:09class compared to our peers.
15:11Right? We have a hundred
15:12and four students,
15:13and we do that because
15:14we don't believe that we're
15:17trying to address the workforce
15:19needs of the country. What
15:20we want to do is
15:22create the leaders
15:24who, by virtue of your
15:26innovation and your leadership, will
15:27change medicine.
15:29And I think we can
15:30point to some alums. Right?
15:31Vivek Murthy,
15:33Mandy Cohen
15:34are just a couple of
15:35examples.
15:36So we very much value
15:38the white the, Yale system
15:40and this idea that we
15:43bring students here
15:45and teach treat you as
15:47adults
15:48and as future,
15:51as future peers
15:53and
15:54need to provide you with
15:55mentorship.
15:56Now
15:59last year, we had, roughly
16:01fifty seven hundred applicants for
16:03those a hundred and four
16:04positions. I will tell you,
16:06Laura's sitting in the back.
16:07It's over seven thousand
16:09this year.
16:11I
16:12I don't think I could
16:13get into Yale School of
16:14Medicine.
16:16But one of the things
16:17that I'm really excited about
16:19is
16:20this entering class, you first
16:22years who are here, was
16:24the first class that we
16:26enrolled after
16:27the Supreme Court decisions that
16:29affected our processes for admissions.
16:32And we continue to recruit
16:35a diverse as well as
16:36excellent class, and I'm really
16:37excited about that.
16:39One of the ways we
16:40do that is by,
16:43making
16:44an education here accessible.
16:47Some of you may have
16:48seen there was an article
16:48in The Atlantic,
16:50last week talking about,
16:52tuition free medical education
16:54and whether or not it
16:55works.
16:57We don't do tuition free
16:58medical education.
16:59We
17:00focus on
17:01our students who have need.
17:03And, of course, as you
17:04know, we're aiming to reduce
17:05debt.
17:07And we do that by
17:08calculating the total cost to
17:10you of attending school of
17:11medicine, which isn't just tuition,
17:13but it includes
17:14rent
17:15in New Haven or,
17:17the cost of food. And
17:18since I live in New
17:19Haven, I know how expensive
17:20food is in town if
17:22you don't have a car
17:23to get groceries.
17:25So we calculate that, and
17:27we cap your debt. And
17:29we have been very fortunate,
17:31to get a
17:33significant gift from the Star
17:35Foundation, but, also, I will
17:37tell you many gifts from
17:39our alumni
17:41and others.
17:43And,
17:44we really have to you
17:45know, if you if you
17:46hold one of those scholarships,
17:47we really you know, just
17:49saying thank you every once
17:50in a while is is
17:50an important thing to do.
17:52So that's allowed us to
17:53keep our this is a
17:54little bit out of date,
17:55but our debt much lower
17:57than the national average.
17:58And,
18:00that then gives you the
18:01choice of making a decision
18:03about what you wanna do
18:04in the future that's based
18:06on what your passion is
18:07and not based on how
18:08much debt you have and
18:09what whether you need to
18:10whether you can afford to
18:11do that thing.
18:13So,
18:14as part of raising that
18:15money, we've had a challenge
18:17over the last year where
18:18the provost said, if for
18:19every dollar you raise an
18:21endowment, I'll match it. And
18:23we said, we're gonna specifically
18:25say for every dollar related
18:27to education,
18:28we'll match because we wanted
18:30donors to understand how much
18:32how the import of education.
18:33So we've just reached that
18:35goal, so we've matched fifty
18:36million dollars of donations in
18:38support of medical education.
18:41The other way that we,
18:43I think, are
18:46maintaining
18:47the quality
18:48and breadth of our class
18:50is through outreach.
18:51It's the notion that you
18:53have to make sure that
18:55everybody in the country knows
18:56that Yale School of Medicine
18:58is accessible
19:00to you. And and and
19:02the person who's been doing
19:03a lot of that work
19:04is Anne Arthur, who's our
19:05new director, not so new
19:06now, over a year, of
19:08alumni engagement because we're leveraging
19:10our alums across the country
19:13to get to know students,
19:14and we're holding events as
19:15we travel around the country.
19:17And those are some pictures
19:18from some of the events.
19:19And so she, you know,
19:20got a group of alums
19:21to talk at second look
19:23about their careers. And those
19:25relationships, I think, are things
19:26that we would like to
19:27build so that you have
19:28alums to talk to even
19:30as you're advancing and thinking
19:31about your career choices.
19:34And I think the word
19:35gets out that our students
19:36match at really great places.
19:38So and this is a
19:39question that often comes up,
19:40and you probably had those
19:42questions when you're coming here.
19:44No grades.
19:45How will people know
19:47how good I am?
19:48And the answer is because
19:50of the letters that John
19:51Francis writes, because of the
19:54subjective comments that you get,
19:55and because of the track
19:57records of the people who
19:58came before you and went
19:59to those programs.
20:02Some of us
20:03around this time last year
20:05were just recuperating
20:07from the LCME site visit
20:08the week before,
20:10and I'm delighted to say
20:12we are reaccredited for eight
20:13years.
20:16But, you know, LCME site
20:18visit is
20:20it's it's a painful process,
20:23but it's also a forcing
20:25function to make us do
20:27strategic planning around education.
20:29And,
20:30we are now
20:32in the luxury period of
20:33executing on that strategic plans.
20:35One of the things that
20:36we heard loud and clear
20:37and that Jessica Luzi and
20:39others are working on is
20:40how we create
20:42that sense of community and
20:43make sure that you are
20:45not just interacting with your
20:46own class, but you are
20:47interacting with classes
20:49above and below you and
20:50also with residents and faculty
20:52and community members. And that,
20:54of course, led to the
20:55establishment
20:56of
20:57our advisory houses.
20:59And just a week ago,
21:00as you know, we announced
21:02finally
21:03the naming of our houses.
21:07This was about an eighteen
21:08month process,
21:09seventeen.
21:12There were a few people
21:13who said you shouldn't name
21:15the houses.
21:16But I actually think it
21:18was an incredible process where
21:19we learned a lot about
21:21our history
21:22and the fantastic
21:23role models we have.
21:25And it's a fluid process.
21:27Right? One of the things
21:28that we said is we
21:29won't select somebody who's still
21:32alive,
21:33because that can be awkward
21:34for that person. And,
21:37but,
21:38I think,
21:39I think if you haven't
21:40read the,
21:42the bios of these, incredible
21:44people, I would encourage you
21:45to do that. It's really
21:47inspiring. And there are a
21:48lot more inspiring people, in
21:50our history, and I think
21:51we need rather than say
21:52saying we're not gonna name
21:53anything, I think we need
21:54to think about how we
21:55broadly
21:56honor our our past.
22:01Whenever you introduce something like
22:02houses or colleges, you get
22:04competition. I don't know. I
22:05mean, it's
22:07get competition. So,
22:09I've already heard conversations about,
22:11you know, a little bit
22:12of,
22:13trash talk,
22:15at dinners at my house
22:16along the, you know, hill.
22:18Stay tuned for that.
22:20There are other educational programs.
22:23Obviously,
22:24we spent a lot of
22:25time thinking about our,
22:27PA program, and that is
22:28coming up for reaccreditation.
22:31You think of the master
22:32of health sciences program and
22:34and taking that during your
22:35year off, but it's also
22:37a program that our faculty
22:38take, and
22:40we have revised that to
22:41make it a little bit
22:42more structured
22:43so that degree has some
22:45meaning. And we've introduced a
22:46new track in that degree
22:47in clinical investigation.
22:50We also have a new
22:51relatively new masters in
22:54personalized medicine and applied engineering
22:56translation,
22:57three d printing for in
22:58medicine, and and device design.
23:02We also, of course, have
23:03an extensive,
23:04doctoral program,
23:06not just our MD PhD
23:07program, but hundreds of of,
23:10predoctoral students and a lot
23:11of postdocs.
23:12And,
23:14the cost of
23:16maintaining that program is going
23:18up substantially.
23:20It relates to the fact
23:21that the NIH is funding
23:22fewer slots.
23:24We, have fewer international students
23:27related to visa restrictions by
23:29the by the government.
23:30And so we are spending
23:32a lot of time investing
23:33in those programs as well.
23:35And so,
23:37always was one of our
23:38goals, we continue to raise
23:39fund for financial aid.
23:41We're continuing,
23:43to work on improving formative
23:44feedback, which is part of
23:46something that came out of
23:46the LCME and,
23:48very creative work around pedagogy
23:50so that you don't just
23:51sit and listen to
23:53PowerPoint,
23:54talks,
23:55developing curricular content, and we've
23:57had
23:58people interviewing for the the
24:00role of associate dean for
24:01curricular,
24:03development,
24:04continuing to expand the coaching
24:06program and, again, the advisory
24:08houses. And then, I mentioned
24:10some of these other things.
24:12So let me turn to
24:13research.
24:16Yale has always been an
24:17institution
24:18that that understands that,
24:22to advance health, you yes.
24:24We have to
24:26advance preventive medicine, but we
24:28made to need to make
24:29transformative changes in our understanding
24:31of disease
24:33that informs that work. And
24:34most of that is funded
24:36through the National Institutes of
24:37Health, and we track how
24:39we're doing in that. And
24:40you can see last year,
24:41we were fourth.
24:43We're projecting that we'll be
24:44third. That's not,
24:47so relevant, but it's what
24:48you should understand is that
24:50a big portion of our
24:52research is funded by the
24:53federal government,
24:55and that's something that we
24:57always have to be thinking
24:58about. We wanna diversify our
25:00funding somewhat.
25:02So this year, for the
25:03first time, we've
25:05received
25:06several ARPA h awards. I
25:07think we have three now.
25:08These are,
25:10much more
25:12project focused,
25:14but they diversify our funding.
25:15And then we have wonderful
25:17support from various foundations,
25:20and one of them,
25:21that,
25:22we launched this year is
25:24a new Chan Zuckerberg Biohub
25:26New York. We've learned that
25:28New Haven is the northernmost
25:30suburb of New York, so
25:31we are partnered with,
25:33Rockefeller, Columbia,
25:35and Yale.
25:36This is a fascinating
25:38project, which is based on
25:40engineering immune cells. When you
25:41think about immune cells, they
25:42hone to various tissues in
25:44your body in response to
25:46both normal physiology but to
25:47inflammation and disease.
25:49So they can provide information
25:51if you can track them
25:53as sensors, and they can
25:55also serve as carriers of
25:57cargo potentially. And so this
25:59is the thinking about this.
26:00And this work is being
26:01led at Yale by, John
26:03Tsang,
26:04opening the doors for many
26:05other,
26:06potential things in this area.
26:09Mister Lemn Blavatnik has supported,
26:13innovation, and many of our
26:15faculty,
26:17develop new technologies
26:19or new ideas that then
26:21become new drugs or new
26:23devices.
26:24And, these awards help our
26:26faculty transition,
26:29those into patients, right, through
26:31through commercial development. And so
26:33this is just an example
26:35of the the faculty within
26:37our own school who received
26:38these awards last year.
26:40And, of course,
26:42you know, in research, one
26:43publishes, and so really high
26:45impact papers
26:47that influence the fields
26:49of our faculty. And you,
26:51as students, who do thesis,
26:53may do your thesis in
26:54basic research. You may do
26:55your thesis on the other
26:56side of campus in
26:58literature, but it's the same
26:59sort of high quality
27:01impact on the field.
27:04So
27:05you probably don't think about
27:06how we invest in research,
27:07but there is a university
27:09wide science strategic plan, and
27:11we've done strategic planning within
27:13the school as well to
27:14think about
27:16what are the areas in
27:17which we wanna invest. And
27:18I don't suspect you can
27:19see all of this, but
27:20I'll I'll highlight a few
27:21of them. You know? So
27:22one is
27:23data science.
27:24Anybody who thinks you can
27:26have
27:27science and medicine without data,
27:29come talk to me afterwards.
27:31But,
27:32so
27:33now January in twenty twenty
27:35three, we set up a
27:36freestanding section of biomedical
27:38informatics and data science. That's
27:39now a department.
27:41A lot of our work
27:42in artificial intelligence,
27:44which has been led by,
27:45frankly, young faculty
27:47and students
27:48distributed throughout the institution is
27:50now,
27:51being collaborated through that department.
27:53Biomedical engineering. We have incredibly
27:56strong bio I'm sorry. Imaging.
27:58We have incredibly strong biomedical
28:00imaging in partnership
28:01with our biomedical engineers,
28:04PETCT,
28:05MR, SPECT,
28:07to allow us to advance
28:09other areas like neuroscience
28:11because we can see things
28:12and understand functionally how they
28:14work when we couldn't before.
28:17Neurodegeneration.
28:19We have a new,
28:20ADAM Center for Parkinson's research,
28:22and we recruited Clement Scherzer
28:24who's looking at the genetics
28:26of Parkinson's. What are the
28:27genetic factors that predict who
28:29will get Parkinson's, and what
28:30are the genetic factors that
28:32predict,
28:33once you have Parkinson's,
28:35how quickly it will advance
28:36and how you will respond
28:37to drugs. And it turns
28:38out those are different sets
28:39of genes.
28:41I mentioned the CZI Biohub
28:43and engineering.
28:44So specific areas, but then
28:46also cross cutting themes. Right?
28:48Investments in graduate students and
28:50postdocs.
28:52Investments in physician scientists.
28:54How do we enable people
28:56in their transition from
28:58their
28:59fellowship onto faculty
29:01to have
29:02protect so called protected time,
29:04but academic time to develop
29:06their careers
29:07and get their first grant.
29:09And how do we people
29:10how do we help people
29:12write those grants and,
29:14and get funding and become
29:16independent investigators?
29:18Work to increase the diversity
29:21of our,
29:22of our faculty and trainees.
29:26The,
29:28some of the just technology,
29:30the bleeding in technology that
29:32we need to make new
29:33discoveries,
29:34such as FIB SEM. And,
29:37it is so imaging not
29:39at the high level, but
29:40at the smallest possible level
29:42to see structures
29:44and make discoveries based on
29:45seeing those structures.
29:47And then,
29:48things like our center for
29:49clinical investigation. Any of you
29:51who are doing human studies
29:52knows there's a there are
29:53a lot of pieces to
29:54that, and we need to
29:55help facilitate that. And that
29:56had gotten kinda clunky, so
29:58we're really doing a work
29:59a lot of work to
30:00overhaul that.
30:05So I mentioned a couple
30:06of new centers. I mentioned
30:08the Adam Center, but another
30:09center in neurodegeneration
30:10is focused on the immune
30:12system and the effects of
30:13the immune system in the
30:14brain. So, of course, we
30:15know that multiple sclerosis is
30:17immune disease. Turns out Parkinson's
30:19is probably as well. And
30:20that, actually, there's a big
30:22relationship between what's going on
30:23in your gut
30:24and what immune cells go
30:26to your brain and affect
30:27risk of Parkinson's and and
30:28probably other neurodegeneration.
30:30I mentioned
30:32John Zhang, and the CZI
30:34Biohub. This is other work
30:36that he's doing,
30:37that's
30:38defining
30:39the phenotype of the immune
30:40system in individuals and how
30:42it develops over time.
30:44Again, the department of biomedical
30:45informatics, we recruited Lucila Onomashado
30:48from UCSD.
30:49She is a member of
30:50the National Academy,
30:51an expert in
30:53how you,
30:54analyze data while maintaining privacy
30:57using techniques like blockchain.
31:00Again, biomedical engineering, we recruited,
31:03George O'Fackery from,
31:05MGH,
31:06and then physician scientist development.
31:08I hope you appreciate that
31:09it takes it really does
31:10take a village to help
31:12everybody get where they need
31:13to go in terms of
31:14their career advancement.
31:16One of our other programs
31:17is the science fellows program
31:19where we
31:20recruit
31:22potential faculty as postdocs. So,
31:24traditionally, in academia, you go
31:26one place for your postdoc,
31:27you go someplace else for
31:29your faculty position if you're
31:30a basic scientist.
31:32Given the size of our
31:33institutions, that no longer makes
31:35as much sense. If you're
31:36succeeding,
31:37you can shift labs in
31:39the same
31:40place. And so this is
31:41an investment in people to
31:43say, we
31:44are so
31:45invested in you. We will
31:47guarantee you as you come
31:48on for your postdoc that
31:49we're gonna keep you on
31:50faculty, and so the departments
31:52are making an investment. That
31:53allows us to recruit people
31:55who might not otherwise
31:56think that this career in
31:58basic science is accessible to
32:00them.
32:01Again, developing our course and,
32:03again,
32:05you know, simple mundane things.
32:07If you're doing clinical trials,
32:08how long does it take
32:09you from the time of
32:10your idea to get the
32:11trial started?
32:12It used to be,
32:14you know, close to half
32:15a year. We're getting that
32:17down to ninety days, and
32:18and that's important.
32:22So,
32:23another area that was not
32:25in the original
32:26science strategic plan is artificial
32:28intelligence.
32:29And over the last year,
32:30the,
32:31deans and provost went out
32:33to the Bay Area and
32:34spent a lot of time
32:35with OpenAI and Google and,
32:38all the different companies out
32:39there and came back and
32:41did this strategic planning,
32:43led by a task force,
32:44the Yale task force on
32:46artificial intelligence. These are our
32:48faculty who were part of
32:49it.
32:50And we convened a couple
32:51of faculty panels, one in
32:53clinical research, one in basic
32:54science research.
32:56And,
32:57I actually sat in on
32:58these meetings while they were
32:59brainstorming. I think it was
33:00one of the high points
33:02of of the year for
33:03me to see
33:04how much our faculty were
33:06accomplishing even before we were
33:08making significant investments.
33:10You may have seen, an
33:12announcement from the provost talking
33:13about the investments we are
33:15making. Many of those are
33:16investments we've made in the
33:17school of medicine through that
33:18department of biomedical informatics.
33:21A lot of it is
33:21around training. You know, you
33:23no longer can get a
33:24PhD in one basic science
33:26field without understanding,
33:29how you use data science
33:30and and artificial intelligence.
33:32Similarly, for clinical research, we
33:34have this rich
33:37phenotype
33:38of patients in our electronic
33:40health record.
33:41We often now have genetics.
33:42How do we use that
33:44to say
33:45before you as a physician
33:46recognize it, this patient is
33:48going to get this disease,
33:49and you can intervene and
33:50prevent,
33:51prevent it or change the
33:53outcome.
33:54So
33:55lots going on there,
33:57and,
33:58some ideas about how we're
33:59gonna do that.
34:01Really getting into the weeds,
34:03faculty are very interested in
34:05this.
34:06You think about the educational
34:07space, but there's also research
34:09space, which has been very
34:11constrained. And so we are
34:12currently doing a master plan.
34:15I will only point out
34:16that if you look at
34:17this slide,
34:19some of the things that
34:20we're planning will not be
34:21completed for another eight years.
34:23It's a long range plan.
34:25And then we are advised
34:26by an external group of
34:28scientific advisers.
34:30So our goals here,
34:32a lot of it is
34:32around space,
34:35continuing to pursue now endowment
34:37for the other side of
34:39education, which is the graduate
34:41and postdoctoral fellows,
34:43developing our strategies to,
34:45support physician scientists,
34:48as well and and some
34:49other things that are probably,
34:51a little bit too mundane.
34:54So
34:55clinical.
34:57Some of you may be
34:57in your clinical clerkships.
35:00We have an interesting relationship
35:01with our health system. We
35:03don't own our health system.
35:04Every academic
35:06every school of medicine and
35:07academic health system is different
35:08and has a different relationship.
35:10But we've been working for
35:11the last three years to
35:13really make sure that we're
35:15rowing
35:17in this at same
35:18direction.
35:20And,
35:21that has included the first
35:22ever strategic plan about what
35:25is it we wanna grow
35:26in terms of our clinical
35:28programs,
35:29and how do we grow
35:30that, and how do we
35:31make sure that systems are
35:32working well rather than just
35:34pointing at the other person
35:35and saying, oh, that's broken,
35:37but not feeling any personal
35:38responsibility for that. So that
35:40strategic planning
35:42identified some things that you
35:44just need to do,
35:45like primary care.
35:47Those are the table states.
35:49And some things that are
35:50differentiators
35:51for us,
35:53like some of the things
35:54we do in neurosurgery and
35:56deciding then which of those
35:57things will develop.
35:59The other important work is
36:01making sure that we have
36:03the same
36:04standards of care,
36:06the same systems,
36:07the same call center, whether
36:09our patients are seeing one
36:11of our faculty
36:12or whether they're seeing one
36:14of the physicians employed by
36:15the health system.
36:16We actually used to compete,
36:18and a patient who was
36:19coming to see us might
36:20call three different numbers to
36:21try to get an appointment.
36:24And so we've now created
36:25this aligned clinician enterprise. It
36:27doesn't change how people are
36:29employed,
36:30but it says we're gonna
36:31have one system.
36:33People come into the clinic.
36:34They won't know,
36:36and our chairs will have
36:38oversight
36:39across the system in terms
36:41of quality,
36:42our standards,
36:44in what we do. And
36:45this is led by doctor
36:46McGovern, who is our deputy
36:47dean,
36:49for clinical affairs. Doctor McGovern
36:51brings a unique
36:52perspective to this work because
36:54she herself is a geneticist
36:56chain trained in rare disorders
36:58in children and was chair
36:59of pediatrics for about ten
37:00years before she took on
37:02this organizational work.
37:05So access, you know, you
37:06don't think about it, but,
37:09if you've tried to get
37:10an appointment,
37:12sometimes it's pretty hard.
37:14We have to fix that.
37:15And so this this structure
37:18allows us to do that.
37:19It also allows us to
37:21set up something called a
37:22clinically integrated network,
37:24which then brings community physicians
37:27in partnership with us. So
37:29a patient with diabetes who's
37:31seen by a community doc
37:32within this integrated network
37:34or a faculty member
37:35or a northeast medical group
37:38physician gets the same care,
37:40and we're measuring that quality
37:41and we're improving that quality.
37:45It also involves,
37:46again,
37:48changing the quality of life
37:49for those
37:51physicians who are practicing. And
37:52I mentioned earlier the electronic
37:54health record and how that
37:56has changed the patient
37:58physician interaction.
38:00We have been
38:01now piloting a program. Anybody
38:03here use a bridge?
38:06Okay. Anybody use a bridge
38:07in Haven? Probably not. So
38:09I I really would love
38:10to try that.
38:11So a bridge is an
38:13AI program
38:15that you download and you
38:17ask the patient if they're
38:18okay with you using it,
38:19and then you you take
38:21your history and
38:23it
38:24structures that as
38:26a perfect clinical note the
38:28way you've learned how to
38:29write a clinical note.
38:31And because it's got because
38:33it's AI, it's it's you
38:36know, you ask the patient
38:38whatever the questions. And on
38:39the way out the door,
38:40the patient says, oh, by
38:41the way, because it's always
38:42on the way out the
38:43door, I've been having chest
38:44tightness.
38:46You know? And it started
38:47when I was at my
38:48mother in law's, and now
38:49I can't my mother-in-law, you
38:50know, and and we were
38:51watching the football games, and
38:53you can can you believe
38:54that how badly the titans
38:55suck and you know, which
38:56they do. But
38:58and, you know, blah blah
38:59blah. And the note takes
39:01all that extraneous stuff out
39:03and writes the, you know,
39:05patient presents with the chief
39:06complaint of this. You said
39:08this. Here's the plan.
39:10And the we've we've started
39:11with a small pilot, but
39:13we're now extending it. And
39:14the faculty
39:15and clinicians who have used
39:17this have said it's a
39:18game changer.
39:20It's really improved the quality
39:21of their lives. They're not
39:23spending time at night writing
39:24notes.
39:25And so these are the
39:26kinds of things that we
39:27need to do,
39:29to to help our our,
39:31clinicians.
39:34We also change the way
39:35money flows
39:36between the health system and
39:38the school.
39:40That's really fun.
39:42If you wanna get people's
39:43attention,
39:45you change the way money
39:46flows. And it's I won't
39:47go into all the complex
39:49details, but I'll give you
39:50a little hint of what
39:52it was like.
39:54We used to have thousands
39:56of one off deals
39:57between
39:58the health system
40:00and the departments,
40:01often down to the physician
40:03level.
40:04I'm recruiting this person.
40:07They need this salary.
40:09They probably aren't gonna make
40:10this salary. They really wanna
40:11do this. Can you give
40:12me some of that?
40:14And
40:15they were at least written
40:16down.
40:19But
40:21they would make an agreement,
40:22and then maybe somebody would
40:23come behind and say,
40:25I don't think we can
40:26afford that. We're not gonna
40:28honor that agreement or whatever
40:29it was.
40:31And now we have a
40:32rational system, which very formulaic.
40:34It says, if you are
40:35this kind of physician,
40:37your your benchmark salary is
40:39this, your benchmark work product
40:41is that, and then we're
40:42gonna put in the academic
40:43pieces of it, the overhead,
40:45the whatever.
40:46And by the way, we're
40:47gonna give the school
40:49a percent of revenues to
40:50the health system
40:52to be used for academic
40:53program support.
40:55It's much more rational.
40:58It's changed. So, you know,
40:59it created a lot of
41:00anxiety because change is hard.
41:03But what we did last
41:04year was we ran that
41:05system
41:06and our old system in
41:07parallel,
41:09and we held departments harmless.
41:10We said, whichever in whichever
41:12system you come out better,
41:13we'll give you that you
41:14know, that's the amount your
41:15department will have this year.
41:17And what that allowed us
41:18to do is to see
41:19how test how the model
41:20worked and make a few
41:22tweaks, but it worked
41:24as expected. And, frankly, lots
41:26of people have done this
41:27before us.
41:29By doing that kind of
41:30model, you align
41:32goals.
41:33So now
41:35if you're a person seeing
41:36patients and the operating room
41:38isn't working,
41:40you don't have a perverse
41:41incentive where you're getting paid
41:43anyway even if it's not
41:44working and, you know, you're
41:45getting incentive anyway even if
41:47it's not working. You say,
41:50I really you know, I
41:51need to see patients.
41:52And the health system says,
41:55we really need to get
41:56patients in the door, and
41:58you're solving problems. So what
41:59we've seen is that we're
42:01seeing many more patients, and,
42:03and, actually,
42:05we're solving problems together because
42:06we've got those aligned,
42:08incentives.
42:09So that's been the success,
42:10I would say, is that
42:12it's functioning the way we
42:13predicted.
42:14We put processes in place
42:16to make it more transparent,
42:18and it's enhanced collaboration.
42:20But you learn things.
42:21One of the things we
42:22learned was our departments really
42:24didn't know how to do
42:24a budget
42:27because they just knew what
42:28their deals were,
42:30and they would say, I
42:32think I'll be able to
42:32negotiate for a little bit
42:33more next year. Let's see.
42:35I'll just add this much.
42:37And so now we're actually
42:38thinking about just as we
42:39do everywhere and you do,
42:42you know, at home, like,
42:43I have this amount, and
42:44I
42:45think I can increase
42:47the, you know,
42:49money that I'm bringing in
42:50by whatever. And here and
42:52here are our goals. Here
42:53are our priorities. Here's what
42:55we're gonna
42:56invest in. Something that the
42:57school has to do, the
42:58departments have to do. So
43:00we we need to learn
43:01how to do that better.
43:03Some of our,
43:06our departments had very archaic
43:08compensation plans,
43:10and they were they learned,
43:12like, wow. This is I'm
43:14not paying people fairly. I'm
43:16rewarding things that I don't
43:17wanna reward,
43:19and that was highlighted when
43:20the how the money came
43:21into them.
43:23It enhanced
43:24budgeting process, silly things that
43:26well, not silly things, but
43:27things that you don't need
43:28to, I think, at this
43:29point, really think about except
43:30to understand how complicated
43:32the world of health care,
43:34can be.
43:36So what are we doing?
43:37You know, I think we've
43:38finalized our strategic plan. We're
43:39now starting to build those,
43:41destination services.
43:43We have to make sure
43:44that patients can get in
43:45the door. If you advertise
43:46that you're doing this really
43:47cool thing and a patient
43:49calls and they can't be
43:49seen for six months, that's
43:51not gonna last very long.
43:53We're continuing to execute on
43:55population health, that clinically integrated
43:57network, and building primary care.
44:00We it may not be
44:02with faculty. It may be
44:03with those community docs or
44:05with Northeast Medical Group, but
44:06we are way underdeveloped
44:09in primary care in Yale
44:10New Haven Health System.
44:12Removing those barriers to operations,
44:14helping our clinicians
44:15feel better about themselves,
44:18getting the word out. And
44:19the things that we're doing
44:20in alignment,
44:21we can actually leverage in
44:24in other areas,
44:26including education.
44:27That aligned clinician enterprise has
44:29made
44:30primary care,
44:33clerkship
44:33or or clinical sites available
44:36that we didn't have before.
44:39The,
44:41in the past, our faculty
44:43had to do everything twice,
44:45get credentialed in the school,
44:46get credentialed in the health
44:47system. We can start to
44:49integrate that and take away
44:50some of the pain.
44:52So
44:53I went through all of
44:55the different areas, but coming
44:57back to this fundamentally,
44:58it all relates to this
45:00mission, right, which is, as
45:01we started,
45:03the school of medic of
45:04medicine educates and nurtures creative
45:06leaders,
45:07promoting curiosity and critical inquiry
45:09in an inclusive environment.
45:12The discovery and innovation piece
45:14that we talked about, that
45:15that's not done in isolation,
45:17but it involves
45:18our partners in the university,
45:20like in biomedical
45:22engineering to do, biomedical imaging,
45:24our local community who participate
45:26in the Yale Center for
45:27Clinical Investigation, and the world.
45:29And then, importantly, why this
45:29is a medical school and
45:30not a research institute?
45:32It's because we're all here
45:33fundamentally because we wanna make
45:38the health of individual patients
45:40and the health of our
45:41society better,
45:43and we need to do
45:44that locally as well as,
45:47broadly. And I think as
45:48we innovate in the health
45:50system,
45:51if we learn to do
45:52it well, we can export
45:54that to other academic health
45:55systems. So,
45:57I think we have pretty
45:58pretty good time for for
46:00questions, and I will stop
46:01talking and open it up.
46:15Okay. Thanks, Dean Brown. So,
46:17yeah, we can open it
46:18up to q and a.
46:19I'll just try to, like,
46:20pass the mic to whoever
46:21has questions so we can
46:22also get it on the
46:23people who might be on
46:24Zoom. So does anyone have
46:25any questions?
46:31I can go first as
46:32well. Takes a while, and
46:33then the damn breaks. Yeah.
46:35One of my questions was
46:36you talked about how, primary
46:38care is an opportunity for
46:40improvement for Yale.
46:41Just curious. Maybe you touched
46:43on it a little bit
46:43earlier, but,
46:44what sorts of things is
46:46Yale looking into to try
46:47to improve that? And, like,
46:48what are sort of some
46:49of the measures place to
46:50Yeah. Define that? You know,
46:51so, interestingly, we have in
46:51internal medicine a primary care
46:51program residency program. We graduate
46:51from that residency program more,
47:06physician trained in primary care
47:07than anywhere else in the
47:08country.
47:09We've never retained them.
47:11They're out in the community.
47:13And,
47:14I think it it was
47:15a
47:16a decision
47:17about the
47:21role of the medical school.
47:23And
47:24I think we again, the
47:26question of
47:28whether we build a huge
47:29primary care cadre within the
47:31school or as
47:33affiliates of the school is
47:34one we still need to
47:35think about. But we're graduating
47:37as people and just retaining
47:38them would go a long
47:39way.
47:40And most of the primary
47:41care providers in our community
47:42are our own graduates.
47:44So
47:46yeah,
47:53yes.
47:57Thank you.
47:59So you spoke about how
48:00we're doing a pretty good
48:01job at recruiting your IMs
48:03as associate or assistant professors,
48:05but, again, retaining them at
48:07the professor level.
48:09I'm curious if we have
48:10an idea of why that
48:12is,
48:13and what the strategies are
48:14to retain these faculty members.
48:17So,
48:18the the why there's attrition?
48:21Some of it is attrition.
48:22Some of it is just
48:23delay,
48:24so that
48:26we have to move people
48:27from assistant to associate to
48:28professor.
48:30I I would say
48:32a factor
48:33in general is that there
48:35is,
48:37unfortunately,
48:38competition among
48:40schools of medicine for the
48:41same small group of people.
48:43So we definitely have to
48:44continue
48:46at every point in the
48:47pipeline to retain. So even
48:49from high school to college
48:50and college to med school.
48:52Right? And then we're doing
48:53a lot of programs around
48:54that.
48:56One of the reasons that
48:57we did the faculty development
48:58annual questionnaire is the notion
49:00of what I call
49:02proactive retention.
49:04The academic model in the
49:06past has been
49:08you wait until somebody has
49:09got an offer from somewhere
49:10else,
49:11and then you rescue them
49:13back,
49:14which
49:15is crazy.
49:17Now sometimes you you you
49:19do that, but
49:20the reason that it happens
49:21that way is often we're
49:23not paying attention.
49:25And the idea of that
49:26faculty development annual questionnaire is
49:28that you're now having one
49:29on one meetings,
49:30and you're saying,
49:32this person is experiencing that
49:34obstacle. I didn't know about
49:35it. I need to invest
49:37now in removing that obstacle.
49:40And what happens is you
49:41show the person that you
49:42value them.
49:44You
49:45create also
49:46a a sense of,
49:49loyalty and pride in the
49:50institution.
49:51And so that is much
49:53more effective in and if,
49:54you you know, if you
49:55do that all along the
49:56way,
49:57it's probably still,
49:58you know, maybe the same
50:00amount of money, but it's
50:01much more effective than those
50:03throwing those huge packages when
50:04somebody's on their way out
50:05the door.
50:13I can ask another question.
50:15Yeah.
50:16So thanks for sharing the
50:17numbers on,
50:19the number of students that
50:20were from underrepresented backgrounds in
50:21medicine in the class of
50:22twenty twenty eight. So I
50:23was just curious,
50:24given the Supreme Court decision
50:26on affirmative action, what do
50:27you think about the Yale
50:29recruitment and admission process allowed
50:31us to still admit so
50:32many students or or present
50:34that as an emphasis. Really
50:35doubled down on that outreach
50:36piece,
50:37both before and after,
50:40the process. So
50:42making sure that the pool
50:43of applicants was diverse, and
50:45then
50:46once people had been admitted,
50:47making sure that they saw
50:50what was so special about
50:52Yale School of Medicine. So
50:53we had more people at
50:54second look, and many of
50:55you, thank you, participated in
50:56that.
50:58And,
50:59I think that's what we
51:00need to do. We've got
51:01a very good story to
51:02tell. You guys are fantastic,
51:03and we just need to
51:04let people
51:15see it.
51:18Thank you for your talk,
51:19and congratulations
51:20on the fifty million march.
51:22I was wondering,
51:24what the plans are for
51:25the newly found
51:27new money.
51:31So we have already
51:34some of that ability to
51:36reduce the
51:38debt this the the last
51:40two years to ten thousand
51:41dollars comes from that money.
51:44We are using it to
51:45support,
51:46as I said, the predoc
51:47and post the gaps in
51:49the predocs and the postdocs.
51:51Those are probably the two
51:53biggest,
51:54pieces.
51:58You never have as much
51:59money as you have good
52:00ideas.
52:07Yeah. Thank you for the
52:07presentation.
52:09So I see you,
52:11yield is trying to incorporate
52:14AI into
52:16medicine now. So is there
52:17gonna be
52:18an avenue in the future
52:19for medical students to or
52:21to incorporate,
52:23AI data science and
52:25medical education? Yes.
52:28And so so Jessica,
52:30there's a new role in
52:32technology,
52:34that we're recruiting for,
52:36because we have to we
52:37have to there are lots
52:38of things I think we
52:39need to do. There's the
52:43there's the how do you
52:44do AI, which I think
52:45is pretty simple.
52:47But there's the critical thinking
52:48aspect of it, which is
52:51how do I know if
52:52it's right?
52:53You know, we've spent a
52:54lot of time over the
52:55years teaching students how to
52:56read papers.
52:58We now we need to
52:59develop the science around how
53:01do I assess the accuracy
53:02of this,
53:03how do I know if
53:04it's biased, if it's been
53:05trained on a biased set.
53:08As you can imagine,
53:10you know,
53:12a a a a dataset
53:13trained on a very homogeneous
53:14population
53:15then applied in a very
53:17diverse population
53:18could actually cause harm.
53:20And so we need the
53:21science,
53:22which is mostly what I
53:23talked about of how you
53:24develop that, but as we
53:25need to help our students.
53:27And I think, like all
53:29good things in education,
53:32you are learning
53:33at a very fast rate
53:34and bringing different things than
53:37I think if the formal
53:38curriculum will will bring. But
53:40we need to make sure
53:40that we're,
53:42informing that with,
53:45principles.
53:47Thank you.
53:59Okay. If there's no other
54:00questions, we can thank Dean
54:01Brown.