The Department of Neurobiology at Yale University School of Medicine focuses on research at multiple levels, spanning from molecular to integrative aspects of the central nervous system. Understanding the genesis and function of the neocortex provides a unifying intellectual theme for students and faculty.

Our multidisciplinary training program for graduate students emphasizes developmental, cellular, systems and cognitive neuroscience employing a broad spectrum of techniques including molecula r and cellular neurobiology, state of the art in vitro and in vivo electrophysiology and imaging (e.g. two photon microscopy), as well as studies of normal and abnormal cognitive function in behaving animals.
The Department of Neurobiology at Yale University School of Medicine focuses on research in integrative aspects of the central nervous system, crossing levels from molecular/cellular through cognitive neuroscience.

The basic philosophy of the Department of Neurobiology has been to pursue an integrated structural, functional and molecular approach to molecular/cellular and systems neuroscience, exploiting the most advanced technologies to accomplish this goal. The study of the functional properties of the neocortex and its components, as well as its development, serves as a central and unifying theme within the department. We believe that successful neurobiologists in the 21st century will be using a multi-disciplinary approach to address the fundamental issues of human mental capabilities as well as the compelling problems of neurological and psychiatric disorders.

The Department of Neurobiology believes strongly in individualized attention to each graduate student and therefore the number of students per laboratory is kept relatively small, on the order
of between one and four.

The pre-doctoral program includes course work in neuroanatomy, cell biology, developmental neurobiology, neurophysiology, neuropharmacology, neuropsychology and molecular neurobiology. Predoctoral training is tailored to individual needs and includes a major research component supplemented by informal seminars, workshops and laboratory meetings.

During the first two years of the program, each student is expected to complete 6 to 8 courses. These are selected from a variety of courses offered by departments throughout the University. Because competence in contemporary neuroscience demands in-depth knowledge of neurobiology, three courses are required in addition to a course on ethics of neuroscience research: a general course in Neurobiology, an advanced level neuroscience course offered by the Department of Neurobiology covering the structure and function of the human nervous system, and a reading/discussion group covering the classic literature in Neuroscience. Graduate students are also required to be teaching assistants for two semesters. Beyond the required courses, the training program is individually designed to meet the interests and needs of each student. Faculty actively participate in the design of each student's program and are always available for consultation and discussion.

To acquaint students with research methods and to provide opportunities to interact with faculty in a research environment, laboratory rotations are undertaken during the first year. These rotations also serve to introduce a student to a laboratory which he/she might choose for thesis research. Rotations are arranged in consultation with the faculty and provide laboratory experiences for 3 to 4 month periods. The number of rotations varies depending on the experience and needs of each student; in general, 1-2 different rotations outside of the laboratory chosen for the thesis project are usually undertaken.

A qualifying exam is given at the end of the second year of study. The exam is designed to provide an opportunity for the student to study in depth four topics in contemporary neuroscience of his/her own choosing. Its design permits the student to learn to gain information from reading the current literature and from discussions of the literature with the faculty.

Research experience is the core of the graduate program in Neurobiology and experiments performed under the supervision of one of the faculty leads to the writing of a thesis and a thesis defense. Usually, separate chapters of the thesis provide the core for papers that are published in international, refereed journals. Thus, by the end of their graduate studies students have passed through training that spans the full cycle of research from planning of experiments to the published product.

Admissions
Admission to educational and training programs offered at the School of Medicine is highly competitive and based on a demonstrated aptitude for and commitment to one of the health professions—as well as evidence of superior performance in past endeavors. We look for individuals who are devoted to stretching the boundaries of knowledge and becoming leaders in medicine, public health and biomedical science and who display commitment and integrity among their personal qualities. Many students come to Yale after gaining experience and perspective through other scholarly and professional pursuits.
Applications to degree programs take one of several paths. Applicants seeking the M.D. degree or combined M.D./Ph.D. will complete the AMCAS application online as well as the supplemental Yale application through the Office of Admissions. Physician associate applicants will apply to the Physician Associate Program using the Centralized Application Service for Physician Assistants.
Students seeking a master of public health degree, a master of science in epidemiology and public health or a Ph.D. in one of five disciplines within public health will apply to the School of Public Health on the medical campus. Graduate school applicants in biomedical disciplines will apply through the combined Program in the Biological and Biomedical Sciences, which places Ph.D. students on one of eight tracks in their first year before they affiliate with a degree-granting program.
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