Giving with Impact: How alumni are shaping the YSM student experience

Transcript

• 00:06Good evening and welcome.
• 00:08Thank you so much for
• 00:11joining us this evening.
• 00:12My name is Amanda Bassett,
• 00:14and I'm the Director of Alumni Affairs
• 00:17and Giving for the School of Medicine.
• 00:20I'm so excited to have you with us
• 00:22to showcase how your contributions
• 00:24to the Alumni fund have shaped
• 00:26and enhanced the medical student
• 00:28experience over the past year.
• 00:30Tonight I'm joined by my colleagues, Dr.
• 00:33Anne Arthur, Director of Alumni Engagement,
• 00:35Michael Fitzusa, Director of Development,
• 00:38Bridget Austin, Associate Director
• 00:39of Annual and Special Giving,
• 00:41and Tiffany Penn, Communications Manager.
• 00:44I want to thank them for all the work that
• 00:46they do to support our alumni community.
• 00:49Before I introduce our host,
• 00:51I want to go through a
• 00:53few housekeeping items.
• 00:55Please, if you haven't already,
• 00:56share your class here and where you
• 00:58are joining us in the chat so we can
• 01:01get a little bit more acquainted.
• 01:03Tonight is supposed to be conversational,
• 01:05so if you are conversational
• 01:07so if you are comfortable,
• 01:09I encourage you to please keep your
• 01:11camera on as that makes for a more
• 01:13engaging experience for all attendees.
• 01:15The virtual.
• 01:16This virtual conversation is being
• 01:17recorded and will be available for
• 01:19viewing after the event on the alumni
• 01:22website and we will also follow this
• 01:24session up with a post event survey
• 01:26and would welcome your feedback as we
• 01:29plan hope to plan future programming
• 01:32specifically towards your interests.
• 01:34Please ensure that you remain muted
• 01:36throughout the conversation to ensure
• 01:39all attendees can hear appropriately.
• 01:41There will be time at the end
• 01:43of this discussion for Q&A,
• 01:45so please, as we head towards that,
• 01:47feel empowered to use the Raise Hand
• 01:49function at the bottom of your screen
• 01:51or place your question in the chat,
• 01:53and we'll do our best to get
• 01:55to all of the questions.
• 01:57Should you have any issues
• 01:59during our conversation,
• 02:00please feel free to use the chat function
• 02:02and our team will work to answer all of
• 02:05all of the issues you might be facing.
• 02:08And a friendly reminder for those
• 02:09of you who are class agents,
• 02:11please stay on at the end of this call
• 02:13for a quick update on your end giving.
• 02:16I am so pleased without further ado to
• 02:18introduce you all to Doctor Mark Meyer
• 02:20who will be our host for this session.
• 02:23Mark was appointed the Chair of Agents
• 02:25for the Alumni Fund in July of 2022 after
• 02:27serving as Co Chair for three years.
• 02:30He has been a class agent since
• 02:322015 and an active School of
• 02:34Medicine volunteer for many years.
• 02:36Mark,
• 02:36I want to thank you for your leadership
• 02:39and partnership as an alumni volunteer
• 02:41and really appreciate you hosting
• 02:44this conversation this evening.
• 02:46Take it away.
• 02:48Thank you very much, Amanda,
• 02:50and a special thanks to all of our alumni,
• 02:52volunteers and donors in attendance.
• 02:56I also want to say hello to all
• 02:57the people I know on the call,
• 02:59and I'm looking forward to talking to
• 03:01any of you I I've never met before.
• 03:03I want to say a special
• 03:05hello to Doctor Al Weil,
• 03:07who is joining us nauseatingly from Maui.
• 03:11You can see in the background there,
• 03:14but we won't hold it against them.
• 03:15And Al was my first clinical tutor,
• 03:18my first week of medical school,
• 03:21so I hold him responsible for all of the
• 03:23mistakes that I've made in the last 30 years.
• 03:27We're here tonight to highlight the
• 03:29impact of alumni philanthropy on the
• 03:32medical students experience of today.
• 03:34Thanks to the support of our
• 03:36alumni last year and all of you
• 03:39for helping to get them to donate.
• 03:41We raised over $1 million and
• 03:44that has directly enhanced student
• 03:46life and medical education.
• 03:50I know everybody always wonders, well,
• 03:52how does that much money really matter,
• 03:54given how much money the school raises
• 03:56in general and the university overall?
• 03:58But it matters.
• 04:00It matters very directly to the students.
• 04:02It matters in their daily lives,
• 04:05in their research.
• 04:06And if you need more details on that,
• 04:08Amanda and Bridget and Anne could very
• 04:11carefully walk you through all of that.
• 04:13We're also grateful to be joined
• 04:16by Doctor Jessica Iluzi,
• 04:17the Deputy Dean for Education and
• 04:20Professor of Medical Education
• 04:22and Professor of Obstetrics,
• 04:23Gynecology and Reproduced
• 04:25Productive sciences.
• 04:26I tried to do all of her
• 04:28qualifications without taking a breath,
• 04:30but it's not possible.
• 04:31She's a graduate of Harvard Medical School,
• 04:34but we still recognize her as a
• 04:37qualified physician and completed
• 04:39her OBGYN residency at Yale in 2006.
• 04:43She create completed a Master of
• 04:45Science degree in Epidemiology at
• 04:47the Yale School of Graduate Studies.
• 04:50She serves as chief of the Obstetrics,
• 04:52Specialties and Midwifery Research Division,
• 04:56as well as the Medical director of the
• 04:58Badone Birthing Center at Saint Rayfield,
• 05:01which is now part of Yale New Haven
• 05:03Hospital in the educational domain.
• 05:05Doctor Luzi has previously served as
• 05:08clerkship director and Director of
• 05:10Medical Studies in OBGYN and curriculum
• 05:13director for the advanced training
• 05:15period for the MD program at the school.
• 05:18She played an active role in
• 05:20the YSM curriculum redesign.
• 05:23She is very involved in the RE
• 05:26accreditation cycles and can use to
• 05:28be a strong advocate for students,
• 05:30trainees and faculty in the educational
• 05:32mission of the Yale School of Medicine.
• 05:36So I'll turn it over to Doctor Aluzi.
• 05:37And then I guess after she's finished,
• 05:40I'll introduce our next speaker.
• 05:46Great. Thank you so much.
• 05:56So hello, everyone.
• 05:57I'm so pleased to be here tonight.
• 06:00I have a few slides to share with you.
• 06:03Mostly, I love them because there's
• 06:06pictures of students in them and
• 06:08you can see the joy in their faces.
• 06:11So let me share those,
• 06:14All right. Can you tell me which are
• 06:17you seeing the whole slide or are you
• 06:19seeing the presenter screen? We're
• 06:22in presenter screen right now. All
• 06:23right. Let me just switch that.
• 06:27All right. Is that better?
• 06:30OK, I'm getting good at the zoom thing.
• 06:34All right. Well, I want to start by sharing
• 06:36with all of you our updated mission
• 06:39statement at Yale School of Medicine.
• 06:41I am particularly pleased by this statement,
• 06:44which was worked on by students,
• 06:47faculty and other stakeholders
• 06:49across the School of Medicine to
• 06:51outline what's important here for
• 06:53us at the Yale School of Medicine.
• 06:55And I just want to point out what I've put
• 06:58in bold is that educating and nurturing
• 07:00creative leaders in medicine and science,
• 07:03promoting curiosity and critical inquiry
• 07:05in an inclusive environment enriched
• 07:08by diversity, is the first sentence
• 07:11in our previous mission statement.
• 07:13It didn't have the word educates,
• 07:15so I'm particularly happy with
• 07:17the evolution of this statement.
• 07:19Over time,
• 07:23I would like to reassure everyone that
• 07:26the Yale system is alive and going strong.
• 07:30When we asked students why they
• 07:32chose Yale in preparation for
• 07:35our upcoming admission cycle,
• 07:37we received really great comments
• 07:39from our current students who are
• 07:42here really praising their experience
• 07:44here as a student in the Yale system,
• 07:48which supports the flexibility and
• 07:51the passions of the flexibility in
• 07:54the curriculum and the passions that
• 07:56our students have to pursue areas
• 07:59of education and research throughout
• 08:03their time while they're here.
• 08:05The MD program may look a little
• 08:07bit different now than when some
• 08:09of you came through,
• 08:10but this is how it is structured
• 08:13at this time.
• 08:14So you can see the pre clerkship
• 08:16period is about a year and a half.
• 08:18IT students enter their clerkships
• 08:20in January of their second year
• 08:23after having completed a year and
• 08:25a half of integrated courses as
• 08:28well as clinical skills and the
• 08:30longitudinal clinical experience.
• 08:32They go through the clerkships and
• 08:36then emerge about a year and a half
• 08:39before graduation and are able to
• 08:41pursue their passions on their research
• 08:43and take electives and some internships.
• 08:46And as many of you know,
• 08:48many of our students do leave
• 08:50here to do the the PhD portion.
• 08:53We have 24 MDPHD students each year
• 08:56and then another large group of
• 08:59students do a fully funded 5th year,
• 09:01which means that they may
• 09:05achieve an MHS degree,
• 09:06Masters of Health Science,
• 09:08or a multitude of other joint degree
• 09:12programs.
• 09:12I also wanted to briefly make sure
• 09:15that everyone was updated with regard
• 09:18to our strategic planning domains.
• 09:20We are very excited to be
• 09:22pursuing these domains,
• 09:23so I'm just going to briefly go over them.
• 09:26So the first domain is related to student
• 09:29engagement and attaining competency.
• 09:32And you may be thinking, you know,
• 09:35how does that jive with the Yale system?
• 09:38We just underwent an LCME accreditation
• 09:41visit and we were tasked with determining
• 09:45how we could show the LCME that we help
• 09:49our students monitor their progress
• 09:51in attaining competency in a system,
• 09:53as you know,
• 09:55where we don't really have grades.
• 09:57And there's a lot of independence
• 10:00and anonymity in testing.
• 10:02So let me share with you.
• 10:04So first of all,
• 10:06we have engaged in a much more
• 10:08innovative way of engaging our
• 10:11students in our curriculum.
• 10:12This is the new technology that we're
• 10:15currently using when we teach anatomy.
• 10:17We still have cadaver dissection
• 10:20and students spend time going
• 10:22through each organ system,
• 10:23but we also supplement that with
• 10:26some of this type of virtual reality
• 10:30and visual imagery As far as helping
• 10:33our students monitor their progress.
• 10:36This is our creative way of
• 10:39meeting the LCME requirements,
• 10:41but giving students the ability to
• 10:44monitor their progress in meeting the
• 10:46milestones across the curriculum.
• 10:48We now assign our students to an A
• 10:51longitudinal coach that they meet in
• 10:54the first month of the curriculum
• 10:56and that person follows them through
• 10:58all four years of
• 11:00the curriculum and looks with the
• 11:02student at their progress across
• 11:05all the domains whether it's
• 11:07clinical reasoning mechanisms and
• 11:09treatments of disease communication,
• 11:11professional identity formation.
• 11:13So in this way we're able to minimize
• 11:18testing and have active engagement
• 11:21in students own own progress.
• 11:23Our second domain is in increasing
• 11:26and enhancing faculty participation
• 11:28in the educational mission.
• 11:31For those of you who are working
• 11:33in academic medical centers,
• 11:34you probably are aware how challenging
• 11:37this can be in an environment
• 11:40where there's a lot of pressure
• 11:43on our physicians to increase
• 11:45the Rvus that they're producing,
• 11:47not as much time to engage
• 11:50with students and trainees.
• 11:52And so we've been working really hard
• 11:55to make sure that our faculty are
• 11:57able to find the time to participate
• 12:00not only in teaching by providing
• 12:02protected time for that teaching,
• 12:05but also increasing its value
• 12:07in the promotions process.
• 12:09This is our new Center for medical education,
• 12:12which really helps student faculty develop
• 12:15their teaching skills and helps them
• 12:18develop scholarship in medical education.
• 12:23Our last domain,
• 12:24which may be the most exciting,
• 12:26are the ways that we are trying
• 12:28to build a more inclusive and
• 12:30enriched learning environment.
• 12:31So I'll go through some examples of that.
• 12:34So we are creating 6 new colleges
• 12:37similar to the undergraduate model
• 12:40where we will be having multiple social
• 12:44gatherings and mentorship opportunities.
• 12:46And at this point in time,
• 12:50we have the six colleges formed.
• 12:52Students are assigned to them
• 12:54based on their advisors.
• 12:56You might notice there are no
• 12:58names for the colleges right now.
• 12:59They are only identified by callers.
• 13:02We did put out a call for nominations
• 13:05for the names of our colleges and
• 13:08many of you participated in that call
• 13:11and we had over 451 nominations.
• 13:14So we are working very hard to
• 13:18determine which six names will
• 13:22be assigned to our colleges.
• 13:24In the meantime,
• 13:26we are going by colors and as you can see,
• 13:29each of the colleges is supervised
• 13:32by an academic advisor and then the
• 13:34coaches that I introduced you to.
• 13:36Currently there are three per college
• 13:39and that number will be increasing
• 13:41to six per college next year.
• 13:43And then you can see we've got students
• 13:45from across all years of the curriculum.
• 13:47And what I love about this is that
• 13:50the gatherings that we've had so far,
• 13:53you're seeing first years interfacing
• 13:55with fourth years and MDPHD programs
• 13:58who are in their PhD portion.
• 14:00Like right at the beginning.
• 14:02This is not something that we'd had
• 14:04been able to really facilitate and
• 14:06definitely COVID had had kind of
• 14:09pushed back on on the ability to do that.
• 14:12So I think that we're really glad
• 14:14to be resuming these interactions.
• 14:16We have PA students in who are also
• 14:19assigned to our college And then
• 14:21I'm very pleased to see the robust
• 14:24participation that we have amongst
• 14:26our faculty, fellows and residents.
• 14:28There are about 20 for each of the
• 14:32colleges and then of the alumni.
• 14:34Really pleased to see the robust
• 14:37participation of alumni when we
• 14:40sent out a call.
• 14:41You may be only recently hearing
• 14:45from us about being assigned to a
• 14:48college and some of the orientation
• 14:50events where we're sharing the
• 14:52vision of the college.
• 14:54We did take us a little longer to get this
• 14:56off the ground than we had anticipated,
• 14:58most likely due to the fact that we were
• 15:01being visited by the LCME last month.
• 15:04That took a sapped a lot of energy and
• 15:07time from the administration here.
• 15:09And lastly,
• 15:10I'd point out that we also have
• 15:12community liaisons for each of
• 15:13the colleges who are helping the
• 15:15students learn more about New Haven,
• 15:17how they can participate in community
• 15:20service and outreach within the community.
• 15:23And really a nice way to kind of
• 15:26help students in the community
• 15:28integrate better with one another
• 15:30and help us improve how we serve
• 15:33the needs of our community.
• 15:35One of the other aspects of
• 15:37domain Three is the build out
• 15:39of our HealthEquity thread.
• 15:41This was launched in 2021 and is headed
• 15:44by Beverly Shears and Doug Shenson,
• 15:46both faculty here at the School of Medicine.
• 15:49And they have done a tremendous amount of
• 15:51work to look at our pre clerkship curriculum,
• 15:54the clerkship curriculum and now even the
• 15:57advanced training period in our capstone
• 15:59course to make sure that students are
• 16:01learning about the social determinants
• 16:03of health throughout the curriculum,
• 16:05learning about the contributors
• 16:08to disparities in health outcomes.
• 16:11And you know one of the areas as
• 16:14an OBGYN that I am most interested
• 16:17in are the disparities of maternal
• 16:20morbidity and mortality.
• 16:21Those are taught as early as the intro to the
• 16:25profession course in our advanced training.
• 16:29Sorry, across the lifespan course
• 16:31in the pre clerkship curriculum,
• 16:33it gets revisited again in the clerkships,
• 16:36women's and Children's Health and
• 16:38then again in the capstone course.
• 16:40So that's an example of a theme that
• 16:42is revisited throughout the whole
• 16:44four years and really helping students
• 16:47to understand how racism has had an
• 16:52impact on the outcomes for people
• 16:54who live in the United States.
• 16:59The recent class that entered
• 17:03in this year is very diverse.
• 17:06It's our divert most diverse class
• 17:09yet at the School of Medicine.
• 17:11As you can see we have 35% who are
• 17:14under represented in medicine and
• 17:16they come from all over the country.
• 17:1858 colleges and universities,
• 17:2127% are born outside of the US and we've
• 17:25had this year we have 17 MDPHD students.
• 17:30I just wanted to share a brief slide
• 17:33showing you what has happened with the
• 17:37cost of attending medical school over
• 17:41the past couple years and decades.
• 17:44Our tuition is now 71,000 that
• 17:47includes the the activity fees as well.
• 17:51And then we estimate 22,000 for room
• 17:55and board and 13,000 for other expenses
• 17:58like transportation and the other
• 18:01costs of being a medical student.
• 18:04One of the things that we're very
• 18:06excited about is that the for students
• 18:09who qualify for financial aid,
• 18:14we are now able to provide most
• 18:16of it in scholarship.
• 18:18So 75,000 is the average scholarship
• 18:21that we provide to students who
• 18:24qualify for financial aid and we
• 18:28only require 10,000 in borrowing.
• 18:33One of the things I would point
• 18:35out here is that this still does
• 18:38leave a student family contribution
• 18:40for most families and that is an
• 18:43area that we are working hard on
• 18:45because there are some students.
• 18:47Even though we are requiring
• 18:51$10,000 of loan each year,
• 18:53there are some students who decide that
• 18:56their families cannot contribute the
• 18:58determined amount and have ended up
• 19:01taking out more than the $10,000 loan.
• 19:03But this is the amount that is required.
• 19:07And as you can see this approach
• 19:09over the years,
• 19:10especially with the support of our alumni,
• 19:13has been able to bring the median debt
• 19:17or average debt at graduation for the
• 19:20Yale School of Medicine significantly
• 19:22lower than many of our peer schools.
• 19:25So this is all public and private
• 19:28schools up above and you can
• 19:30see that it's closer to 200,000.
• 19:33We are currently at 106 as per
• 19:37average average graduating debt.
• 19:38So we have a lot more to go in
• 19:42in making this trying to improve
• 19:45the debt that our students carry
• 19:47with them after graduation.
• 19:50For those students who do
• 19:53qualify for financial aid,
• 19:55they at the moment with
• 19:58the $10,000 loan each year,
• 20:01would graduate with a $40,000 debt.
• 20:08And then lastly, I just want to
• 20:10conclude with showing you where our
• 20:13students are going after they leave.
• 20:15We still have a very active group of
• 20:20students who are get very involved in
• 20:23both community service and research,
• 20:26perform very well academically
• 20:27and are matching at some of the
• 20:30top programs across the country.
• 20:37So I'm going to start my slides right now
• 20:43and probably we'll be turning this over to
• 20:49Paul or back to Mark. Yeah, that's good.
• 20:53I'll introduce Paul.
• 20:54Thank you so much, Doctor. Lucy.
• 20:56Lucy, I know we'll have time
• 20:58for some questions at the end,
• 21:01or I hope we will.
• 21:02So joining us tonight also
• 21:04is Doctor Paul Tavreau.
• 21:05I had the pleasure of speaking with
• 21:07him the other day for the first time.
• 21:09Paul is a practicing cardiac
• 21:11electrophysiologist and Chairman and
• 21:13Managing Partner at the Huntsville
• 21:15Hospital's Heart Center in Huntsville, AL.
• 21:17He heard his MD and MPH from the University
• 21:20of Alabama at Birmingham in 2001,
• 21:23and he came to Yale,
• 21:25where he was a resident in the
• 21:27early part of the 21st century and
• 21:30chief resident in primary care
• 21:31at the Yale Primary Care Program.
• 21:34He returned to the University
• 21:36of Alabama and was named Chief
• 21:38Fellow in Cardiovascular diseases
• 21:40and then electrophysiology.
• 21:42He's a clinical assistant professor of
• 21:44medicine at the University of Alabama,
• 21:46the vice chair of the medical staff
• 21:49at Huntsville Hospital and the
• 21:51acting governor to the American
• 21:54College of Cardiology in Alabama.
• 21:56I feel really unaccomplished when
• 21:58I introduced all of these people.
• 22:01Doctor Tavro is also one of the
• 22:05alumni fund's most generous donors
• 22:08and in 2021 was the inaugural lead
• 22:11donor for the newly created Giving
• 22:13Opportunity within the Fund to Support
• 22:16DEI Students initiatives here at Yale.
• 22:18So I will turn it over to Paul.
• 22:21Thank you so much, Mark,
• 22:22and thank you all for being here.
• 22:24This is a joy for me to be able to
• 22:27share a little bit with you all my
• 22:30experience and interest in the fund.
• 22:32And I come to it from the residency
• 22:35fellow perspective rather than from
• 22:37the medical student perspective,
• 22:39which many of you really had
• 22:41as your experience at Yale.
• 22:43But I had gotten involved I guess
• 22:46in in giving to the Fund when we
• 22:49had a reunion for Steve Hewitt,
• 22:50one of my professors,
• 22:52a few years back and that led to a
• 22:57lot of reconnections with friends and
• 22:59faculty that I have had just wonderful
• 23:02relations with through the years.
• 23:05My training at Yale was really one
• 23:06of the highlights of my career.
• 23:07I learned a lot.
• 23:08It was a very new experience for me.
• 23:10I grew up in a very rural background in
• 23:13from from a very small town in Alabama,
• 23:15kind of a a poor rural town in North Alabama.
• 23:19And when we came to Yale,
• 23:22I received not only outstanding
• 23:24training and exposure,
• 23:26but it gained a lot of friendships
• 23:28in that time.
• 23:28And so really during and after
• 23:32the COVID experience,
• 23:34I continue to kind of seek things that
• 23:37reverberate that feeling of connection,
• 23:40'cause I think we lost a lot of
• 23:42connections in that period of time.
• 23:44As a donor,
• 23:46I was particularly drawn after
• 23:47talking with our,
• 23:48our doning advisors at Yale about some
• 23:51of the opportunities that exist there.
• 23:53And specifically,
• 23:54I've always looked at ways of improving
• 23:59a perspective from an institution
• 24:01on disadvantages that might exist
• 24:03either in the selection process,
• 24:05the mentorship process,
• 24:06or really even just in the daily
• 24:09experience of being a student.
• 24:11So after discussions with the
• 24:12development team in the AT at the
• 24:15Yale School of Medicine I felt
• 24:17particularly called to be a leader in
• 24:19the diversity and equity and inclusion space,
• 24:21which was just getting off the
• 24:23ground at that point and also
• 24:26in our student emergency fund.
• 24:28So at first glance a white male
• 24:31leader from the South seems like a
• 24:33weird advocate for the DEI fund.
• 24:36But like I said,
• 24:37I grew up in a kind of a a small town,
• 24:39rural community and I have felt both
• 24:42out of place and sometimes unincluded
• 24:45in lots of different environments in my life,
• 24:48not in life.
• 24:49When I first came to Yale I was
• 24:51definitely the fish out of water and
• 24:53my slow southern draw was always a
• 24:56unique feature of of my part of the rounds.
• 24:59So,
• 25:01but all to say,
• 25:04when one of the gifts of DI involvement
• 25:07that I have learned and really taken
• 25:10root in has been the message that DI is
• 25:13really something that involves all of us.
• 25:17It's really not related to any
• 25:20specific group or activity,
• 25:22but it's a concept.
• 25:23And in my mind that concept
• 25:26is one of belonging.
• 25:28I think the sense of belonging is what we all
• 25:31desire in our lives and our careers.
• 25:33I think that our efforts to improve
• 25:35access to all students and residents,
• 25:37fellows in the selection, mentorship,
• 25:39and then their daily interaction,
• 25:40should be at the core value.
• 25:42At Yale, I have come to understand
• 25:46the needs of our students,
• 25:47and it is clear, unfortunately,
• 25:49that there are still inequalities
• 25:52that exist and they're alive and
• 25:55well at our beloved institution.
• 25:58But we, the alumni,
• 25:59can fill some of that gap,
• 26:01and I have seen that first hand that gap.
• 26:05Some of the giving that has been
• 26:08given has been used to share,
• 26:09even to bare essentials
• 26:11for some of these students,
• 26:12such as clothing or even groceries.
• 26:15Our trainees should never feel embarrassed
• 26:18or lesser than for just not having the
• 26:22access to basic essentials of needs.
• 26:24We can make a difference to ensure
• 26:26that these are not the stressors that
• 26:29define their time and experience.
• 26:31While a student at Yale in December of 2021,
• 26:36we did make quite an impact as
• 26:39the inaugural donor to this newly
• 26:42established Diversity,
• 26:43Equity and Inclusion initiative.
• 26:46With the support of of the Fund,
• 26:49my family and I contributed to
• 26:51leverage the participation really
• 26:53from the YSM alumni community and
• 26:56the year end challenge resulted
• 26:58in nearly a $440,000 a gift of
• 27:01support to the Yale students.
• 27:04I'm really thrilled and really touched it.
• 27:07It's very meaningful to me that we
• 27:09have been able to help students lives
• 27:12in this direct way that was really
• 27:15our most successful calendar year to
• 27:18record for the Yale School of Medicine.
• 27:21In those four short weeks,
• 27:22I'll tell you that 55 donors gave to the
• 27:25New DEI Fund to a total of around $17,800.
• 27:29We welcomed 70 new alumni and
• 27:31friends to the donor community.
• 27:34We had more than 130 donors make larger
• 27:37gifts than they made the prior year
• 27:40and the school received 7 gifts at the
• 27:4310,000 plus level leadership level,
• 27:45two of which went on to be named for the
• 27:49one year Dorothy Hortzman scholarships.
• 27:51I'm thrilled to announce that tonight
• 27:54that my family plans to again provide
• 27:57a pledge of an additional 100,000
• 28:00to offer a new year end challenge.
• 28:03We'll be kicking this off this challenge
• 28:05on Giving Tuesday, November 28th,
• 28:07running through December 31st,
• 28:10and all gifts to the alumni
• 28:12fund will be matched.
• 28:13I promise you that we are making a
• 28:16difference in the lives of Yale students,
• 28:18residents,
• 28:18and fellows and trainees
• 28:22and that every dollar
• 28:24does matter. I hope that you will
• 28:26consider giving back and supporting the
• 28:29next generation of trainees at Yale.
• 28:31And if you've already made
• 28:33your gifts for this year,
• 28:34please think of us next year.
• 28:36Thanks, Mark.
• 28:39Thank you so much, Paul.
• 28:40You know, it's so amazing to see
• 28:44that we have such generous support
• 28:47and leadership from somebody who
• 28:49completed his residency at Yale.
• 28:51I was at Yale for medical
• 28:53school and residency,
• 28:54and I've often said that
• 28:57I love them both equally,
• 28:58which is something considering that
• 29:00our residency was put on probation
• 29:02a few times for overworking
• 29:03the residence when I was there.
• 29:05But I feel a bond for medical
• 29:07school and a bond for residency,
• 29:09and I think a lot of people do.
• 29:11And I think it's something in the
• 29:13alumni fund that we hope to work on
• 29:16going forward to really engage the
• 29:18residents who who went on to great
• 29:20careers and really learned how to do that.
• 29:22I always tell people the way I learned
• 29:24to be a doctor came from two sources,
• 29:26my father and Yale,
• 29:29New Haven Hospital,
• 29:31which didn't allow me to cut any quarters.
• 29:34And if I did, believe me,
• 29:36we didn't do it a second time.
• 29:39So I want to thank both Doctor Lucy
• 29:41and Doctor Tavarreau for helping us do
• 29:44such great work at the medical school.
• 29:46And I think we have a few minutes left
• 29:49for actually more than a few minutes for Q&A.
• 29:52Unless I'm forgetting to do something.
• 29:56So if you can ask your questions
• 30:00by raising your hands on Zoom,
• 30:03And I think because I'm so
• 30:05technically incompetent,
• 30:05I'm just going to let Amanda
• 30:08actually call on you in turn.
• 30:14Yeah, please feel free to use the
• 30:16raise hand function or you can
• 30:18pop your question in the chat.
• 30:19As I mentioned at the beginning,
• 30:21it's it's really nice if you're
• 30:23comfortable to have your camera
• 30:24off and ask a question to
• 30:26help with the conversation.
• 30:27But please feel free.
• 30:28The raise hand function,
• 30:30as I mentioned,
• 30:31is at the bottom of your screen
• 30:36under reactions.
• 30:38You should be able to find it there,
• 30:41or feel free to unmute and you
• 30:42can go ahead and ask your question
• 30:44now if if you'd like as well.
• 30:51Well, go ahead.
• 30:54That's one question. They with respect
• 30:58to students who are struggling
• 31:04without knowledge of resources.
• 31:07Is there a a program set up where a
• 31:12student in bad straights can be advised
• 31:18either within the Medical Center,
• 31:20outside of it how to get support?
• 31:22I'll give you an example.
• 31:25I had an interaction in the
• 31:27last year with a student who
• 31:30had some major dental problems,
• 31:34and when we discussed it he indicated
• 31:39he had no idea how to get care
• 31:43since he could not afford it,
• 31:45which appalled me.
• 31:48But it happened at a time when
• 31:51nobody that he had presented his
• 31:54problem to was aware, for example,
• 31:56that we had a dental clinic at Yelling
• 32:00Haven Hospital and a dental residency.
• 32:03And I thought to myself,
• 32:04who does he talk to?
• 32:06And I think Jesse had,
• 32:09I I would ask you,
• 32:12are there faculty members or
• 32:15members of your staff that are close
• 32:18enough to the students to be able
• 32:21to identify problems like that?
• 32:25Yes, I think it's really
• 32:28important to know that the
• 32:31student emergency fund which in
• 32:34part was funded by alums and and
• 32:39Doctor Tavro himself is accessible
• 32:42to all students who are experiencing
• 32:45need like you're describing.
• 32:47And the our Dean of students,
• 32:51John Francis Dean Vasquez who is
• 32:54our Dean of Student Diversity as
• 32:57well as Dean Mendt and missions
• 32:59and financial aid are all aware
• 33:02of this and able to help students
• 33:05access that fund when needed.
• 33:08Each student also has an advisor
• 33:10and now with our new coaching
• 33:13program they will have a coach as
• 33:15well who who students can share
• 33:16these types of needs with.
• 33:18So I I think we're going to see
• 33:20students perhaps coming forward
• 33:23more easily because they have so
• 33:26many ways to access this funding.
• 33:28But it has been used for dental
• 33:31procedures for emergency travel when if
• 33:33somebody has a sick family member or
• 33:36there's been a death in their family.
• 33:38And over the past year,
• 33:40we have used the student emergency
• 33:43fund to support students experiencing
• 33:46food insecurity.
• 33:47And that's been something that is very
• 33:50important to us and to our students.
• 33:55I will just add before.
• 33:57Oh, sorry, go ahead, Peter.
• 33:58Yeah. And I take it they're made aware
• 34:01of these resources. Are they, Jessica?
• 34:04Yes, yes. And I, you know,
• 34:07I think that before COVID,
• 34:09I don't think a lot of these
• 34:12things were posted on our websites.
• 34:14I think that and not that it
• 34:16has anything to do with COVID,
• 34:18but I feel like the team that really
• 34:20was optimizing the use of technology
• 34:23at the School of Medicine such as Zoom,
• 34:25also then went through all of
• 34:28our websites and realized how
• 34:30much was not listed there.
• 34:32So now the Student Emergency
• 34:34Fund is listed on the Diversity,
• 34:37Inclusion and Community Engagement
• 34:39and Active Equity website,
• 34:41which resides here in Harkness,
• 34:43the building where the students
• 34:45interface with medical administration
• 34:47and it's also listed on student affairs.
• 34:50It's talked about in the orientations
• 34:54and we have a number of student
• 34:56affinity groups as well who meet
• 34:59and and meet with our Dean for
• 35:01student Diversity to talk about all
• 35:03the resources that are available.
• 35:07And I'll add that you know under the alumni
• 35:10fund there are several designations as
• 35:11many of you know that you can choose from.
• 35:14And this is one of those designations.
• 35:15And I was just working with our finance
• 35:18office over the past couple days around this.
• 35:21And I'll add on to Dina Luzi's comments
• 35:24that you know when this was added to
• 35:28the alumni fund designation three years
• 35:30ago that first year we saw about $10,000
• 35:33worth of usage and in this last year,
• 35:35so just three years later,
• 35:37we've had over $42,000 worth of need
• 35:39being served to our students in that.
• 35:42So that really speaks to the need in
• 35:46this space. And I, we got some hands up.
• 35:49So thank you for your questions.
• 35:51I will start with you Harold.
• 35:52Yeah. Well, actually IA,
• 35:54couple of questions and Jessica
• 35:56answered One, I want to know
• 35:58what was happening with the
• 36:00The Hunger need program.
• 36:02So that's going good. And
• 36:05I have to say I'm really
• 36:07impressed with what you've done in
• 36:10preserving and maintaining the L system.
• 36:12And my other question,
• 36:14my question is, I just wanted to
• 36:16clarify for everyone,
• 36:18I think I'm correct that the
• 36:20giving year ends June 30th,
• 36:22not December 31st. Yes,
• 36:26that is correct. For tax purposes,
• 36:29a lot of people consider the
• 36:31giving through the calendar year,
• 36:32but our fiscal year ends June 30th,
• 36:35correct? Yeah,
• 36:36'cause that's that's the year that
• 36:38counts towards your reunion year,
• 36:42right? But the challenge
• 36:43that Doctor Tabro was talking
• 36:45about will end December 31st for
• 36:48calendar year end. It will. OK.
• 36:55All right, Christine. Hi.
• 36:58Thank you all for all the work you do.
• 37:01I was just wondering,
• 37:03are the residents made aware of the
• 37:06fact that they are automatically
• 37:08members of the Ayam and that
• 37:11they're eligible to be officers
• 37:13to be on the executive committee?
• 37:16Are they made aware of that?
• 37:19That is a great question, Christine.
• 37:20And if I may and can I call on
• 37:22you as our Director of Alumni
• 37:24Engagement to give a a brief update
• 37:26for Christine and others around
• 37:27where things are sitting there?
• 37:29Sure.
• 37:29We, we currently
• 37:31have been meeting with the chairs
• 37:33and the program directors for the
• 37:36different programs to sort of get a
• 37:38handle on the database and actually
• 37:39putting those people into Hopper,
• 37:41which is our database that
• 37:43we use for alumni affairs.
• 37:45I've been sort of informally calling
• 37:47people and writing people to let
• 37:48them know that they're alums.
• 37:50Some people know, some people don't,
• 37:51but it's a lot of excitement and energy
• 37:54from former alums who are fellows or
• 37:57residents at Yale and Yale affiliate
• 38:00hospitals about this opportunity.
• 38:02We are currently working with the team
• 38:04to also do a mailing early this year,
• 38:07year, next year, I should say 2024.
• 38:09So everyone's going to be basically informed
• 38:12that they now have these privileges,
• 38:14privileges and are part of Ayam are
• 38:17going to be getting a new updated
• 38:19alumni brochure that's going to
• 38:21be in print as well as digital.
• 38:23And we have about,
• 38:24I think about 2000 more people
• 38:26that were adding to the database,
• 38:28about 5000 residents and fellows
• 38:30have already been entered.
• 38:32So that work is actively in in
• 38:34progress and we should be hitting
• 38:362024 running and getting those
• 38:38people incorporated into the system.
• 38:41Thank you. Thanks a lot.
• 38:43And I do want to give a a shout out for
• 38:45Doctor Tabarro because he has been very
• 38:47instrumental in working and helping push
• 38:49that initiative as a a former resident alum.
• 38:52So you know in addition to his
• 38:54support of the alumni fund,
• 38:56he's really been an an advocate as it's
• 38:57we've been working to get this accomplished.
• 39:00So thank you again for that,
• 39:01Doctor Tabarro. I would love to,
• 39:03I would love to see more residents on
• 39:07the executive committee and I think it
• 39:10would just add a huge new dimension.
• 39:13We still have to do a lot
• 39:16of recruiting though.
• 39:17Thank you, Anne.
• 39:20Richard,
• 39:22Hello, thanks very much.
• 39:25And I wanted to quickly ask if we
• 39:29as agents could get a little bit of
• 39:31wording about this wonderful match
• 39:34that Paul has described to us so that
• 39:36we could sort of have something to,
• 39:40you know, speak directly to it when
• 39:42we write our little notes or call
• 39:45our call our designated students.
• 39:48The second thing is,
• 39:50I'm sure everybody has been aware
• 39:52of the mental health issues that
• 39:55have been going on for students and
• 39:58student involvement in in obtaining
• 40:01increased mental health assistance both
• 40:04within the colleges and the school,
• 40:07and if so, for those who have to leave
• 40:09school for one reason or another.
• 40:13One thing that was mentioned
• 40:15in the college aspect of was
• 40:18that the individual colleges,
• 40:21Pearson TD and whatnot.
• 40:24Could be a source for the sort of
• 40:27individual counseling and more sort
• 40:29of private type of conversation
• 40:31that needs to go on for people
• 40:33having difficulties what what is
• 40:36the planned or thought about for
• 40:38the medical school and particularly
• 40:41with the initiation of the colleges
• 40:44being able to you know incorporate
• 40:47these these needs into the the
• 40:50individual levels of our students.
• 40:54I can comment on that two.
• 40:57About two years ago we had a group
• 41:00of students come forward to speak
• 41:03with the Dean talking about the
• 41:06challenges in getting access to timely
• 41:09mental health care at Yale Health.
• 41:13I think what was happening at Yale
• 41:15Health and across the country at other
• 41:18schools is that there was a much more,
• 41:21a much larger demand for mental health
• 41:24care than many of the University
• 41:27Health services were able to meet.
• 41:29And so the Dean actually put together
• 41:32a group to put together that designed
• 41:36a new student mental health and
• 41:39Wellness program at Yale School of
• 41:42Medicine and it is now fully funded.
• 41:45We have a licensed clinical social worker,
• 41:49a clinical psychologist and a Wellness
• 41:53counselor that are dedicated to the
• 41:56students at the Yale School of Medicine.
• 41:58And so now students are able to get
• 42:01same day appointments when needed
• 42:03for counseling if they and they can
• 42:06continue to see these individuals you
• 42:09know for six times and then if they need
• 42:13longer care they get an easy referral
• 42:15to Yale Health because the the service
• 42:18acts as a referral entity as well.
• 42:21The other thing I'd point out
• 42:22is that they've developed a lot
• 42:25of Wellness programming that is
• 42:27essentially Co curricular.
• 42:29So it's helping support our students
• 42:31in the pre clerkship period.
• 42:32For example,
• 42:33when they're going through anatomy,
• 42:35the counselors come to meet students after
• 42:39the anatomy lab to have sessions to debrief.
• 42:43And then during clerkships,
• 42:45when things can become even, you know,
• 42:48stressful in a different way,
• 42:50there are sessions that they help
• 42:52hold with those students.
• 42:53And then again in preparing
• 42:55for applying to residency.
• 42:56So, you know,
• 42:59this was something that the LCME
• 43:01accrediting body wanted to hear about.
• 43:03And I know that many other schools
• 43:05are struggling to meet these needs.
• 43:06And I'm really proud that, you know,
• 43:09when we first did the survey,
• 43:11we had over 50% of students saying
• 43:14they were dissatisfied with the
• 43:16services provided at the School
• 43:17of Medicine two years ago.
• 43:19And now over 96% of students
• 43:22are reporting that they are
• 43:25satisfied or highly satisfied.
• 43:27It's something that I don't think any
• 43:29other medical school has yet accomplished.
• 43:31So it's something that we're really proud of.
• 43:34That sounds great. I'm sure Al,
• 43:36while is happy to hear that too,
• 43:38because as you know,
• 43:39our class had a particular experience
• 43:42with this 50 years ago and have sort
• 43:44of been tuned to this over the years.
• 43:47So thank you very much.
• 43:54And Richard, I'll add that you
• 43:55know Bridget is going to give
• 43:57a a brief update for the class
• 43:58agents right after this, but we'll
• 44:00absolutely have language to support
• 44:02you for outreach. Great. Thank you.
• 44:13Other questions.
• 44:22I have a question. Yes,
• 44:26go ahead. The questions
• 44:29about the Yale Journal
• 44:30of Biology and Medicine,
• 44:32is that part of the same philanthropic
• 44:38group that you're overseeing?
• 44:41Or when they reach out to us is,
• 44:44is that sort of a very separate entity?
• 44:47Is it under your umbrella?
• 44:49It is under medical education.
• 44:52The yes, and the Yale Journal for Biology
• 44:55and Medicine I would like to share has had
• 44:58an enormous increase in its readership.
• 45:01So, you know, back 30-40 years ago it
• 45:04was a printed version of the journal
• 45:06and so therefore had limited access.
• 45:09But now that it's published online and
• 45:12people can access it from all over the world,
• 45:16we get hundreds of thousands of
• 45:19people reading the articles that
• 45:22our students are publishing.
• 45:24And as you know,
• 45:25the students are the editors,
• 45:26not necessarily the writers.
• 45:28So we're getting submissions from
• 45:30all over the world and then we
• 45:32are publishing on different topics
• 45:34and our journal has actually had
• 45:36an increasing impact factor,
• 45:42which we are, we are all amazed by.
• 45:45It's such a great experience for our
• 45:47students to be able to kind of learn
• 45:49how articles are reviewed and published
• 45:51and determine whether or not the
• 45:54appropriate methods were used. You know
• 45:55it's it's a really great
• 45:57experience for the students.
• 46:00That's great. Thank you. May may I
• 46:03ask one other unrelated question
• 46:06that is if you could share with us
• 46:12approximately the number of students
• 46:17going into what some would consider to
• 46:21be a primary care training program.
• 46:23And I know that all internal medicine
• 46:26programs count as that and and most
• 46:28people training and I am do not
• 46:29go into primary care but I just.
• 46:31I just wonder how we're doing
• 46:33on on that front.
• 46:35I'm often asked that by
• 46:38classmates of of mine.
• 46:39So I just want to have an
• 46:41answer for them and you answer
• 46:43thank you. Yes. I
• 46:45don't have the exact numbers in front of me,
• 46:48but it it it's about 10% which I is
• 46:53much lower than other medical schools.
• 46:57The the school has, you know,
• 47:00acknowledged that this is lower
• 47:02than other medical schools and is
• 47:07kind of in the middle of debating
• 47:08whether or not we should try
• 47:10to change our focus here.
• 47:11I think what's happening in in
• 47:14that we have a required thesis,
• 47:17many students come here interested
• 47:19in becoming physician scientists
• 47:22and end up pursuing those
• 47:24paths toward academic medicine.
• 47:26But I think what we're trying to
• 47:28do is to point out that one can
• 47:32still pursue scholarship in academic
• 47:34medicine from a primary care
• 47:37vantage point like HealthEquity and
• 47:39really addressing the needs of our
• 47:42population in the United States.
• 47:44So I I think we're probably going
• 47:46to see that number increasing our
• 47:48our Department of General Internal
• 47:51Medicine has been increasing and
• 47:53producing more and more scholarship
• 47:55that's having an impact on the field.
• 48:00Yes, thank you so much. Appreciate it.
• 48:23I know in my presentation I was
• 48:25only able to cover some of the
• 48:28items that we're very excited about.
• 48:30But if there are a couple minutes,
• 48:32I want to point out a few other
• 48:35things that we've been doing.
• 48:36One of them is to improve,
• 48:39as you saw with the slides,
• 48:41the teaching of anatomy really bringing
• 48:45technology into the classroom.
• 48:47The other thing though is that we're
• 48:50trying to improve the teaching of of
• 48:52anatomy across the whole four years.
• 48:54We were recently able to recruit new
• 48:57faculty from the departments of Pathology,
• 49:01Radiologic imaging and surgery to
• 49:04become associate course directors in
• 49:06anatomy so that students can learn
• 49:09about how anatomy is applied early on
• 49:12and begin to potentially even think
• 49:15about surgical careers for example.
• 49:18And then when the they go through
• 49:21their clerkships and they emerge
• 49:23out of the clerkships,
• 49:24we've created a new advanced
• 49:27surgical anatomy course.
• 49:29And that course was was funded by
• 49:34a generous donor who may or may not
• 49:38be on this call.
• 49:41But I understand that he'd been
• 49:44thinking about potentially
• 49:47asking his classmates to match
• 49:50funding to help us expand that.
• 49:53So we we we did the advanced surgical
• 49:56anatomy elective last year and
• 49:59held it for eight students with
• 50:01many surgical faculty involved.
• 50:03And so this is going back to the anatomy lab,
• 50:06working with cadavers, dissecting,
• 50:11you know, specimens like calf,
• 50:12calf hearts and such.
• 50:14Learning, learning some really
• 50:16advanced procedural skills.
• 50:18And we'd like to be able to offer that
• 50:22to more students and encourage more
• 50:25students to consider how anatomy can
• 50:27be applied in their future careers.
• 50:33Amanda, I didn't know if I was
• 50:34allowed to say his name. So
• 50:40no, I I appreciate you highlighting
• 50:41that because it again speaks to
• 50:43the impact of of our alumni and
• 50:45their philanthropy. So thank you.
• 50:47I know that was a very exciting
• 50:49thing this past year in in anatomy.
• 50:53Well thank you all so much for your
• 50:55time tonight. And class agents,
• 50:57we, we encourage you to stay
• 50:59behind for a very brief update and
• 51:01specifically directed for that.
• 51:04And we really applaud everybody
• 51:07for their generosity both of
• 51:09time and also financially.
• 51:13And thank you so much.
• 51:17Thank you so much.