Albert Einstein College of Medicine
Academic Year 2014-2015
SECTION I. INSTITUTIONAL SETTING
Part A: Key Quantitative Indicators
Please provide the following information. For U.S. medical schools, use the school’s copy of the
Longitudinal Statistical Summary Report (LSSR) as the data source, unless otherwise indicated. Include
data for 2013-2014, if available.
a. Number of vacant department chair positions for each of the following academic years
# of chair
vacancies
2007-08
2008-09
2009-10
2010-11
2011-12
2012-13
2013-14
1
1
1
1
3
2
2
b. Total numbers of students enrolled in medical school-sponsored undergraduate programs;
Master’s and doctoral degree programs in the biomedical sciences; other professional degree
programs; and certificate programs
Undergraduate
programs (e.g.,
BA/BS)
Master’s program(s)
in biomedical
sciences*
Doctoral program(s)
in biomedical
sciences
Other professional
degree program(s)
(e.g., MPH, DrPH)
2007-08
2008-09
2009-10
2010-11
2011-12
2012-13
2013-14
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
318
303
291**
17
22
20
Certificate programs
N/A
N/A
N/A
* Students in the PhD program receive the MS degree en route to the PhD.
** As of May 2014, 58 of the 291 were MD/PhD students in the PhD phase of their training.
c. Total numbers of residents and clinical fellows on duty in ACGME-accredited programs (for U.S.
medical schools) or in RCPSC or CFPC-accredited programs (for Canadian medical schools) that are the
responsibility of the medical school faculty
2007-08
2008-09
2009-10 2010-11
2011-12
2012-13
2013-14*
Residents
1740
1775
1823
1829
1720
1964
1252*
Fellows
398
406
419
463
404
434
349*
* Residents and fellows in sponsored programs only (Montefiore and Jacobi Medical Centers,
respectively.) There are an additional 1,026 residents and 173 fellows teaching our medical students
at affiliated institutions.
IS-1
Albert Einstein College of Medicine
Academic Year 2014-2015
d. Percentage of graduating medical students who participated in a research project with a faculty
member
(Source: AAMC Medical School Graduation Questionnaire (Question 12), or CGQ for Canadian
Schools, the independent student analysis, or internal data sources)
% participation
2007-08
80.0
2008-09
85.1
2009-10
84.2
2010-11
79.1
2011-12
80.0
2012-13
85.7
2013-14
85.6
Note: All Einstein students are required to complete a mentor-guided Scholarly Project (SP) and a
smaller number may elect to substitute this requirement with participation in the Student
Opportunities for Academic Research (SOAR) Program
e. Percentage of graduating medical students who participated in a service-learning project.
(Source: AAMC Medical School Graduation Questionnaire (Question 11), or CGQ for Canadian
Schools, the independent student analysis, or internal data sources)
% participation
2008-09
N/A
2009-10
42.6
2010-11
43.2
2011-12
50.0
2012-13
47.6
2013-14
33.6
Note: All Einstein students are required to complete a Community Project and participate in the
student-run Einstein Community Health Outreach (ECHO) clinic during the Family Medicine
Clerkship. In addition, under the auspices of the Office of Community-based Service Learning,
many students participate in a variety of projects benefitting the Bronx community.
IS-2
Albert Einstein College of Medicine
Academic Year 2014-2015
SECTION I. INSTITUTIONAL SETTING
Part B: Narrative Data and Tables
IS-1. An institution that offers a medical education program must engage in a planning
process that sets the direction for its program and results in measurable outcomes.
To ensure the ongoing vitality and successful adaptation of its medical education program to the rapidly changing
environment of academic medicine, the institution needs to establish periodic or cyclical institutional planning
processes and activities. Planning efforts that have proven successful typically involve the definition and periodic
reassessment of both short-term and long-term goals for the successful accomplishment of institutional missions. By
framing goals in terms of measurable outcomes wherever circumstances permit, the institution can more readily
track progress toward their achievement. The manner in which the institution engages in planning will vary
according to available resources and local circumstances, but it should be able to document its vision, mission, and
goals; evidence indicating their achievement; and strategies for periodic or ongoing reassessment of successes and
unmet challenges.
_________________________________________________________________________________
a. Provide a brief statement of the mission and goals of the College of Medicine. When were these last
reviewed and/or revised?
The Mission Statement of Albert Einstein College of Medicine: http://www.einstein.yu.edu/about/
“The Albert Einstein College of Medicine of Yeshiva University (Einstein) is a premier, researchintensive College of Medicine dedicated to innovative biomedical investigation and to the
development of ethical and compassionate physicians and scientists. Inspired by the words of our
namesake, we welcome students, faculty and staff from diverse backgrounds who strive to enhance
human health in the community and beyond.”
Einstein Goals
Einstein goals are defined in the context of each of its mission-oriented activities. These involve
future directions for research and medical education, for the continuous renovation of the physical
plant (Campus Master Plan), and for Einstein’s relationships with its clinical affiliates. Each of
these mission-oriented goal sets is continuously evolving. The appointment in 2006 of Allen M
Spiegel, MD as the Marilyn and Stanley Katz Dean of the Albert Einstein College of Medicine has
been followed by on-going, mission-focused reviews and planning efforts.
Dean Spiegel’s most recent review of accomplishments at Einstein was prepared in 2013. A
summary is appended (IS Appendix A).
b. Provide an executive summary of the College of Medicine’s current strategic plan, if any. Note if the
strategic plan was developed independently of or in collaboration with the parent university or the health
system.
Einstein’s mission-oriented plans are developed by the College’s administration in collaboration
with faculty and other appropriate partners. They are reviewed and approved by the Einstein
Board of Overseers and by the administration and Board of Yeshiva University as required. Brief
summaries follow:
IS-3
Albert Einstein College of Medicine
Academic Year 2014-2015
1. Research:
Research Strategic Plan 2007 (IS Appendix B)
Executive Summary: The Albert Einstein College of Medicine biomedical research community has
engaged in an intensive, collaborative, and rigorous strategic planning process to create a vision
that will guide Einstein research over the next 5 years. The resulting Strategic Research Plan builds
on more than 50 years of scientific excellence at Einstein to position the College at the leading edge
of biomedical research with the ultimate purpose of improving human health and reducing the
burden of disease.
Einstein is one of the nation’s leading research institutions, ranking 27th out of 123 colleges of
medicine in NIH funding received in 2005. In the same year, Einstein ranked 6th in NIH funding
obtained per principal investigator. The gap between these rankings suggests that individual
investigators have built productive, scientifically meritorious research programs and that Einstein’s
overall standing could be further improved by the targeted recruitment of additional researchers
who would complement the strengths of these existing faculty and programs. To achieve this goal,
Einstein must also identify and exploit new technologies and research disciplines that have emerged
from the explosion in biomedical knowledge that has occurred since its founding 52 years ago.
Through the development and implementation of this Strategic Research Plan, Einstein has an
opportunity to foster a bidirectional, cross-disciplinary research environment that meets the
challenges of the increasingly collaborative and technology-oriented nature of the biomedical
research enterprise. By strategically expanding the research faculty and ensuring access to state-ofthe-art technologies, Einstein will strengthen the research base, enhance its leadership position in
the research community, and continue a long tradition of translating fundamental scientific
discoveries into meaningful clinical breakthroughs that improve the human condition.
Development of a Strategic Research Plan for Einstein: A Transformative Era: Several factors
have created a timely opportunity for the College to evaluate the status and direction of its research
programs. In 2006, Einstein recruited its seventh Dean, Allen M. Spiegel, M.D., to succeed
Dominick P. Purpura, M.D. who had led the College for 22 years. Dr. Spiegel is an internationally
recognized physician-researcher and the former Director of the National Institute of Diabetes and
Digestive and Kidney Diseases. His leadership coincides with the construction and renovation of
new facilities that will facilitate significant faculty recruitment and resource development. The
Michael F. Price Center for Genetic and Translational Medicine (CGTM)/Harold and Muriel Block
Research Pavilion will open in late 2007 with 212,000 square feet of new space. Approximately 40
new faculty are expected to be recruited to direct disease-oriented research programs in such areas
as cell transplantation, liver diseases, human genetics, infectious diseases, mouse genetics and
models of human disease, diabetes and metabolism, cardiovascular disease, and cancer. Renovation
of the Block Building to house the new Institute for Clinical and Translational Research will
provide centralized infrastructure for bidirectional bench-to-bedside research. Both facilities will
improve Einstein’s ability to engage the local Bronx community in cutting-edge research that will
advance our understanding of human biology and address the unmet medical needs of this diverse
population.
This Strategic Research Plan responds to these current challenges and opportunities in a way that
supports existing investigators and research programs while also providing for an expansion of
research resources and personnel that will benefit the entire Einstein community. The planning
process, which began in June 2006 at meetings of the Faculty Senate, the Science Council, and
departmental chairs, was intended to emphasize the need to increase linkages between basic and
IS-4
Albert Einstein College of Medicine
Academic Year 2014-2015
clinical research programs in ways that would address the overarching purpose of enhancing
Einstein contributions to improving human health. The plan was also intended to: increase the
College’s competitiveness for funding; increase competitiveness for top-quality faculty, graduate
student, and postdoctoral fellow recruitment; define a recruitment plan for the CGTM and other
space; define space and infrastructure needs; and enhance fundraising efforts.
Research Strategic Plan Update 2010 (IS Appendix C)
Executive Summary: A Vision for the Einstein Research Enterprise: Beginning in 2006, the
leadership and research community of the Albert Einstein College of Medicine have undertaken a
dynamic strategic planning process that is predicated on a vision for Einstein’s future in which:



Einstein research is characterized by true collaboration and synergy between basic,
translational, and clinical investigators.
Einstein research informs both our educational mission in training the next generation of
physicians and scientists, and our clinical agenda in partnership with our medical center
affiliates.
Einstein research leads to measurable improvement in the health of our Bronx community, of
our nation, and of people throughout the world.
The initial planning process resulted in the publication of a Strategic Research Plan in April 2007
that proposed the development of new scientific directions and innovative research resources and
infrastructure in seven science and technology theme areas and eight major health-related focus
areas. In 2010, a planning process was undertaken to review progress made in response to the Plan,
identify issues that may have limited implementation in any areas, and propose new or amended
opportunities for ongoing development of the Einstein research enterprise.
Updating the Strategic Research Plan
To ensure that the direction of the Einstein research enterprise remains current and on course, the
Dean initiated a process to update the 2007 Strategic Research Plan. The objectives were to review
progress, identify stumbling blocks, and determine which areas require expansion or a change in
direction. The update process also provided an opportunity to identify new areas of investigation
whose importance or existence was unappreciated during the 2006-2007 strategic planning process.
The update process was tempered by fiscal realities and required Einstein faculty and leadership to
prioritize where best to invest the College’s resources to maintain and grow Einstein research.
2. Education:
Educational Initiatives Planning 2012-13
Einstein’s educational program and teaching and assessment methods are continually being
updated to meet the challenge of training the next generation of physicians. This review occurs
under the auspices of the Senior Associate Dean for Medical Education and the Executive
Committee of the Medical Education Committee (MEC). It is carried out by pertinent standing
subcommittees and task forces. Recent education planning activities include:

Development of the Einstein Educational Competencies: In 2012, Einstein adopted a set of
educational goals based on seven competencies that reflect the educational mission and goals of
the school. A school-wide educational process and roll out occurred from January- June, 2013.
IS-5
Albert Einstein College of Medicine
Academic Year 2014-2015
All course and clerkship objectives have been mapped to the competencies and subcompetencies. Assessment of student performance within each educational unit is also mapped
to these competencies, and measures are being developed to evaluate the effectiveness of the
competency-based educational program.

Design of a new Education Center: A task force developed a learning facilities plan based on an
MEC decision to focus on active learning. The spaces are designed to accommodate largegroup, small-group and theater-based activities, and to encourage team-based collaboration
and life-long learning.

Developing “flipped classroom” didactics: Lecture material for the physiology section of the GI
course have been converted to short videos with on-line MCQs following each video as a pilot
for a new approach applying technology to teaching.

Student Opportunities for Academic Research (SOAR) program: The graduation requirement
for completion of a scholarly paper has been enhanced by establishment of a more structured
experience of mentor-guided, creative discovery. This is intended to develop a student’s
analytic, critical thinking, and leadership skills. A research paper or other capstone project is
required (IS Appendix D). http://www.einstein.yu.edu/education/md-program/soar/

Social Media and Professionalism Curriculum: A task force has been designated to examine
these educational elements and plan for curricular inclusion.

Population Heath and the Practice of Medicine: A task force has been designated to develop
this as a new curricular theme.

Dermatology: A task force has been designated to develop an enhanced curricular theme.

The Teaching Star Program: An institution-wide skills development and evaluation program
for residents and other non-faculty teachers on clerkship rotations was initiated in 2013 (IS
Appendix E).

Alignment of physical exam training with content in the preclinical courses: Elements of the
physical exam (e.g., thorax and abdomen) are being taught in year 1, concurrent with
anatomical dissection; other elements (e.g., the musculoskeletal exam) are taught in conjunction
with the related second-year systems courses. Basic skills of physical exam have been relocated
to the first year of Introduction to Clinical Medicine in support of student clinical placement
experiences.

Faculty Development Task Force: A diverse group of faculty has been organized to create both
stand-alone and ongoing training programs focusing on undergraduate medical education
teaching and assessment methods, as well as faculty career development, to meet the needs of
the basic and clinical scientists involved in teaching medical students.

On-line learning management system- eMED: All course and clerkship materials now available
on-line. Students create personal electronic library with all learning materials.

Electronic lecture-capture technology: All preclinical lectures are video- and audio-recorded
(unless patients being interviewed opt out).
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Albert Einstein College of Medicine

Academic Year 2014-2015
Structured curriculum for inter-professional learning: A task force has been designated to
create this curricular theme. This topic was the focus of the 14th annual Clerkship Retreat
(May 29, 2014). Jo Ivy Boufford, M.D., President of the New York Academy of Medicine, was
the keynote speaker and workshop leader.
3. Campus Master Plan: (IS Appendix F)
Executive Summary: In its 2007 Research Strategic Plan, Albert Einstein College of Medicine
declared its intent to position itself at the leading edge of biomedical research with in the next
five years. The Master Plan presented in the following pages is part and parcel of the
College's ambitious agenda. It presents a group of strategies for enhancing, redeveloping, and
expanding the Einstein campus in order to realize the ultimate goal of the Strategic Research
Plan: the creation of a “state-of-the-art research environment that will foster scientific
investigation at all levels from the bench to the bedside and from the clinic to the community.”
This master plan provides a highly flexible, cost-effective and sustainable roadmap for campus
expansion. It emphasizes consolidation, relocation and reorganization rather than new building,
which is mainly reserved for research,. The goal is to create a far more coherent, convenient,
and pleasant campus experience, one that draws people onto campus and provides them with
an inspiring setting for scientific education, collaboration and research.
4. Clinical Affiliations:
Einstein is situated in a complex clinical environment that comprises multiple medical schools
and academic medical centers (AMC’s). Einstein does not own or operate any of the clinical
facilities in which its undergraduate and graduate medical education programs take place;
rather there is an extensive network of clinical resources maintained through contractual
affiliation agreements. Significant realignment has been occurring among the medical schools
and the AMC’s in the New York metropolitan area, and has necessitated continuous planning to
assure the availability of adequate and appropriate clinical training resources for Einstein
students. These planning efforts involve the dean’s staff responsible for academic affairs,
medical education and student affairs.
In the interval since the last LCME review (2006) the following changes have occurred in
Einstein’s clinical network:
 Flushing Hospital Medical Center, Queens… affiliation discontinued in 2007 due to
hospital’s acceptance of offshore medical students.
 Wakefield Division of Montefiore, Bronx (formerly Our Lady of Mercy Hospital)... taken
over by Montefiore in 2007, with an agreement with Montefiore to incorporate as an
additional clinical site. Students placed in clerkships beginning in 2011.
 Jamaica Hospital Medical Center (Queens)… affiliation established in 2008 to provide
additional clerkship resources for Family Medicine.
 St. Barnabas Hospital (Bronx)… affiliation established in 2008 to provide additional
clerkship resources for Pediatrics and Internal medicine and clinical placement resources
for Introduction to Clinical Medicine.
IS-7
Albert Einstein College of Medicine
Academic Year 2014-2015
 Maimonides Medical Center (Brooklyn)… affiliation established in 2011 to provide
additional clerkship resources for General Surgery, Internal Medicine, Pediatrics,
Ob/Gyn, and Psychiatry.
 Beth Israel Medical Center (Manhattan)… affiliation terminated June 30, 2014 due to
purchase of BI by Mt. Sinai Health System.
Most important to Einstein is the ongoing relationship with Montefiore Medical Center. Montefiore
and Albert Einstein College of Medicine established their affiliation in 1963. In 2009, that
agreement was renewed assigning responsibility for clinical care to Montefiore and for medical
education and research to Einstein. In June 2014, an agreement was reached among Einstein,
Yeshiva University and Montefiore Medical Center that will result in formation of a new entity in
which Montefiore will assume significant governance and financial management responsibility for
Einstein, while Yeshiva University will remain the degree-granting institution. The LCME was
notified of this planned change in governance on August 11, 2014 (See Appendix G for
correspondence related to recent changes in affiliations.)
c.
Date of most recent review and/or revision of the strategic plan:
Ongoing
d. How often is the strategic plan reviewed and/or revised?
Planning is an ongoing process with different elements under review at different times. The
research plan was developed in 2007 and updated in 2010. The education plan, including the
establishment of a comprehensive set of competency-based goals and objectives and the creation of
a new education center was initiated in 2012-2013, with other curricular elements undergoing
planning and development on a continuous, as-identified basis.. The master plan for the physical
development of the college campus was prepared in 2008. The relationships among Yeshiva
University, Einstein and Montefiore Medical Center, involving a change in governance and
clarification and realignment of clinical, research, and educational activities, was updated most
recently in August 2014.
e. Briefly summarize or outline the planning process for the strategic plan, including the main
participants and the names or titles of individuals or groups whose approval is required to finalize and
approve it.
Planning is specific to the different aspects of Einstein’s mission. As such, the individuals
responsible for leadership and participation will vary depending on the specific mission element
involved. Specific associate deans lead planning activities in their areas of responsibility.
Department chairs, faculty representatives, members of the Einstein Senate, and individual Center
directors all participated in the Research Strategic Plan. Students and staff members participated
in the Campus Master Plan, and the Medical Education Council’s Executive Committee participate
in Educational Initiatives Planning. Primary leadership and ultimate responsibility for approval
rests with Dean Allen M. Spiegel
IS-8
Albert Einstein College of Medicine
Academic Year 2014-2015
IS-3. The institution sponsoring a medical education program must meet all eligibility
requirements of the LCME for initial and continuing institutional accreditation.
Note: This standard does not apply to Canadian Colleges of Medicine.
g. State in which the institution is chartered/legally authorized to offer the MD degree.
New York
b. Accredited by the following regional accrediting body (check one):
X Middle States Association of Colleges and Schools
New England Association of Schools and Colleges
North Central Association of Colleges and Schools
Northwest Commission on Colleges and Universities
Southern Association of Colleges and Schools
Western Association of Schools and Colleges
c. Current institutional accreditation status: (as of June 30, 2014)
Full Accreditation
d. Year of next regional accreditation survey:
June 2019
IS-9
Albert Einstein College of Medicine
Academic Year 2014-2015
IS-4. The manner in which an institution that offers a medical education program is
organized, including the responsibilities and privileges of administrative officers, faculty,
medical students, and committees must be promulgated in programmatic or institutional
bylaws.
g. Provide an electronic copy of the faculty bylaws that apply to the College of Medicine in the ISsection of the Appendix. If the material comes from a Web site, provide the relevant URL(s)
below, along with a PDF of all relevant online materials in the appendix.
By-Laws of the Senate of the Albert Einstein College of Medicine (IS Appendix H.)
https://www.einstein.yu.edu/administration/senate/
System of Appointments, Titles and Compensation Arrangements (IS Appendix I.)
https://www.einstein.yu.edu/administration/policies.asp
b. Date of the most recent bylaws revision:
Senate By-Laws…Feb 8, 2010
Systems of Appointments, Titles and Compensation Arrangements… July 1, 2012
c. Describe the process for approval of bylaws changes.
As stated in section 13 of the By-laws: AMENDMENTS TO THE BY-LAWS
13.1 Adoption of Amendments to the By-Laws shall require approval of two-thirds of the
membership of the Senate in two separate sessions of the Senate, and by the Dean, the President of
the University and the Boards. For this purpose a session shall be defined as the meetings of the
Senate for one year following each general election. Amendments that have been adopted by the
Senate shall be circulated to the Faculty, Research Fellows, Students, Administration and President
of the University and the Board of Overseers once per year, following the second vote of approval
by the succeeding sessions of the Faculty Senate.
13.2 Proposed amendments shall be presented for discussion at one meeting of the Senate and
circulated to all Senators. The first vote of the Faculty Senate by mail ballot shall take place within
two months after the initial discussion of the Amendment. If the Amendment is approved by a
number equal to two-thirds of the elected Faculty membership of the Senate and of those voting on
the first ballot, the second ballot shall take place in the following Senate year. The Amendment
shall become effective immediately after the second Senate approval and approval by the Dean,
President, and Boards, unless another date is provided for in the Amendment. Approval by the
Dean, President, and Boards is assumed unless objection is received within three months.
d. Briefly describe how the bylaws are made available to the faculty.
Each new faculty member receives a letter of appointment that refers all individuals to the
institutional website to access and familiarize themselves with the Faculty By-Laws and The System
of Appointments, Titles and Compensation Arrangements of the Albert Einstein College of Medicine.
The letters state that they will find this, plus all other pertinent policies pertaining to faculty, on the
website.
IS-10
Albert Einstein College of Medicine
Academic Year 2014-2015
IS-5. The governing board responsible for oversight of an institution that offers a medical
education program must have and follow formal policies and procedures to avoid the
impact of conflicts of interest of members in the operation of the institution and its
associated clinical facilities and any related enterprises.
There must be formal policies and procedures at the institution to avoid the impact of conflicts of interest
(e.g., the requirement that a board member recuse him or herself from any discussion and vote relating to
a matter where there is the potential for a conflict of interest to exist). The institution also must provide
evidence (e.g., from board minutes, annual signed disclosure statements from board members) that these
policies and procedures actually are being followed. Some conflicts related to personal or pecuniary
interests in the operation of the institution may be so pervasive as to preclude service on the governing
board.
IS-6. Terms of governing board members of an institution that offers a medical education
program should be overlapping and sufficiently long to permit them to gain an
understanding of its program.
The following questions relate to standards IS-5 and IS-6.
g. Provide the name of the governing board with responsibility for the College of Medicine.
Albert Einstein College of
Medicine Board of Overseers
b. Check all units for which this governing board is directly responsible:
x
Parent University
Health Science Center
College of Medicine
Other (describe below)
The Board of Trustees of Yeshiva University has charged the Albert Einstein College of Medicine
Board of Overseers with responsibility for the governance of the College of Medicine.
c. Provide the names and the occupations/affiliations of the current governing board members, along
with their dates of initial appointment. If the College of Medicine is, or is part of, a for-profit/investorowned company, identify any board members who are shareholders/investors in the holding company for
the College of Medicine.
NAME
Mr. Philip Altheim
Mrs. Linda Altman*
LENGTH OF
SERVICE
TERM
1987 // 26
years
2003 // 10
years
2 years (5/22/13)
3 years (5/16/12)
IS-11
OCCUPATION
Hatzel & Buehler, Inc.; Union Commercial
Electrical Contractor
Volunteer Leader
Albert Einstein College of Medicine
Mr. Irving
Baumrind
Mrs. Diane Belfer
Mrs. Renée E.
Belfer
Mr. Robert A.
Belfer*
Mr. Robert A.
Bernhard
Mr. John D. Cohen
Dr. Gerald Dorros,
‘68
Mrs. Joan K. Eigen
Mr. Roger Einiger*
Mrs. Betty Feinberg
Ms. Sue-Ann
Friedman
Mr. Nathan
Gantcher*
Mr. Jay N. Goldberg
Dr. Ruth L.
Gottesman*
Mr. Arthur
Hershaft*
Dr. Rivkie PensteinHirt
Mr. Michael
Jesselson
Mr. Richard M. Joel
Mr. Nathan Kahn*
Mr. Ernest Kalman
Mrs. Marilyn Katz
Mr. Stanley M.
Katz*
Dr. Arthur M.
Kozin, ‘82
Mr. Charles A.
Krasne
Dr. Henry Kressel
Academic Year 2014-2015
2004 // 9 years
Honorary
1989 // 24
years
1995 // 18
years
1972 // 41
years
1986 // 26
years
1989 // 23
years
2001 // 12
years
1997 // 16
years
2005 // 8 years
3 years (5/16/12)
Volunteer Leader
3 years (9/14/11)
Volunteer Leader
3 years (5/22/13)
Private Investor
1990 // 23
years
2011 // 2 years
2 years (5/22/13)
Volunteer Leader
2 years (2/16/11)
Retired; Computer Manufacturing Corporation
2010 // 3 years
3 years (5/16/12)
EXOP Capital, LLC; Asset Management Firm
1998 // 15
years
2002 // 11
years
2000 // 13
years
2012 // 1 year
3 years (5/22/13)
Hudson Ventures, LLP; Venture Capital
Inventments
Retired; Professor Emeritus, Pediatrics
1999 // 14
years
2003 //
indefinite
2007 // 6 years
2 years (5/22/13)
The Jesselson Capital Corporation; Private
Investments
President, Yeshiva University
3 years (9/14/11)
2001 // 12
years
1997 // 16
years
1983 // 30
years
2013 // 1 year
3 years (5/22/13)
Empire Resources, Inc.; President & CEO;
distributor of semi-finished aluminum products
Private Investments
3 years (5/16/12)
Volunteer Leader
3 years (9/14/11)
Real estate investor, Developer
1993 // 20
years
2009 // 4 years
Chair Emeritus
Honorary
Retired, Certified Public Accountant
Belfer Management, LLC; Private Investments
Honorary
McFarland Dewey & Co., LLC; Investment
Banker
Retired, Law
3 years (5/22/13)
Dorros-Feuer Foundation; Medical Director
Honorary
3 years (9/14/11)
Chair Emerita
3 years (5/16/12)
2 years (11/5/12)
Alumni
Association
Honorary
Bd. Of Trustees,
YU
IS-12
Volunteer Leader
Avery Dennison Corporation; Labeling and
Inventory
Obstetrics and Gynecology
Nephrologist
Krasdale Foods, Inc.; Food Distribution
Warburg Pincus, LLC; Private Investments
Albert Einstein College of Medicine
Academic Year 2014-2015
Mrs. Emily Fisher
Landau
Dr. Evelyn Lipper
‘71
Mr. Ronald J. Lissak
Mr. Martin Luskin
1999 // 14
years
2004 // 9 years
Honorary
2004 // 9 years
2014 // 2 years
Mrs. Karen
Mandelbaum
Mr. Ira M.
Millstein*
Mr. Peter Neufeld
2010 // 3 years
3 years (5/16/12)
Men’s Division
Representative
3 years (5/16/12)
Mrs. Sylvia Olnick
1987 // 30
years
2011 // 2 years
Mr. Edward S.
Pantzer
Mr. Arnold S.
Penner
Mr. John J.
Pomerantz
Mr. Michael F. Price
Mr. Burton P.
Resnick*
Mr. Toby G. Ritter
Mrs. Carol Roaman
Dr. Ronald J. Ross,
‘60
Mr. Howard J.
Rubenstein
Ms. Joanna
Steinberg
Mr. David Tanner
Mr. Daniel R.
Tishman*
Mr. Samuel G.
Weinberg*
Mr. Zygmunt Wilf*
Mr. Benjamin
Winter*
Mr. Elliot K. Wolk
1977 // 36
years
2010 // 5 years
Honorary
Chair Emeritus
Philanthropist; member of real estate family that
runs Fisher Brothers Management
Weill Cornell Medical College; Pediatrician
Philanthropist
Attorney
Philanthropist
Weill, Gotshal & Manges; Attorney
Montefiore
Representative
3 years (10/6/10)
Attorney
3 years (5/22/13)
Pantzer Properties, Inc.; Real Estate Investment
and Management
Arnold S. Penner Foundation, Inc.; Real estate
investor
JJP Advisory;
1998 // 15
years
1985 // 28
years
2001 // 12
years
1976 // 37
years
1994 // 19
years
2013 // x year
Women’s Division
2012 // 1 year
2 years (11/5/12)
Radiologist
1997 // 16
years
2012 // 1 year
1 year (5/22/13)
Rubenstein Associates, Inc.; Public Relations
2007 //
indefinite
2003 // 10
years
1996 // 17
years
2003 // 10
years
2009 // 4 years
1990 // 23
years
* Executive Committee member
3 years (9/14/11)
Philanthropist; Real estate
Honorary
3 years (5/22/13)
Chair Emeritus
Honorary
Einstein Emerging
Leaders
Montefiore
Representative
3 years (5/16/12)
MFP Investors, LLC; Private investments
Jack Resnick & Sons, Inc.; Real estate
Real Estate
Volunteer Leader
Finance: Conti Group
3 years (9/14/11)
Tishman Construction Corporation;
Construction management
Weinberg Properties; Real estate
3 years (5/16/12)
Garden Homes, Inc.; Real estate
3 years (5/16/12)
The Winter Organization; Real estate
Honorary
IS-13
Elliot K. Wolk Investments; Private investments
Albert Einstein College of Medicine
Academic Year 2014-2015
d. If the College of Medicine is part of a for-profit/investor-owned company, does it have a subsidiary
board whose members are not shareholders/investors? Provide the names and occupations/affiliations of
the members of the subsidiary board.
N/A Einstein is not part of a for-profit/investor-owned company.
e. Year of the governing board chair’s initial appointment as chair and length of the board chair’s
term(s) of office.
Chair: Roger W. Einiger
Year of initial appointment: 2014
Length of term(s) of office: 5 years
f. Summarize the procedures for the appointment and renewal of governing board members, including
the procedures for the selection of the chair. Describe the length of members’ terms, the number of times
that a member can be reappointed, and the system for staggering of appointments, if appropriate.
At each Annual Meeting, Overseers shall be elected for terms of one (1), two (2) or three (3) years to
fill the terms of those whose terms have expired and to keep the Overseers elected for each term as
nearly equal as practicable. Each Overseer shall be elected by a plurality vote of the Board and
shall serve for the term for which elected and until a successor is elected and qualified. At the
expiration of any term, an Overseer may be re-elected.
At the Annual Meeting the Board shall elect a Chairperson, Vice-Chairpersons, Chairperson of the
Executive Committee, Treasurer and Secretary from their own number and an Assistant Secretary,
who need not be an Overseer.
Each officer elected by the Board shall hold office at the pleasure of the Board and, unless the
Board shall at any time otherwise provide, only until the next Annual Meeting following such
election and until a successor is duly elected and qualified. A person may hold two (2) or more
offices and serve on two (2) or more Committees, except that the Chairperson shall not also be the
Secretary. An officer may hold the office to which he or she is elected for a maximum of five (5)
consecutive one-year terms. After the expiration of the fifth consecutive term the person may be
elected to a different office.
g. Describe the strategies for dealing with actual or perceived conflicts of interest if they arise. Provide
examples to illustrate that these policies are being followed.
Members of the Board of Overseers are required to submit annually a conflict of interest disclosure
statement. (IS Appendix J.) They are also required to recuse themselves from voting on any matter
in which they might have a personal or financial interest. (IS Appendix K. pg. 3) Einstein does not
contract for services with entities in which members of the Board of Overseers might have interests.
The Yeshiva University Board Conflict of Interest Policy is posted on Einstein’s COI web page.
https://www.einstein.yu.edu/administration/conflict-of-interest/ (policy tab)
IS-14
Albert Einstein College of Medicine
Academic Year 2014-2015
IS-7. Administrative officers and members of the faculty must be appointed by, or on the
authority of, the governing board of the medical education program or its parent
institution.
Briefly describe the role of the governing board in the appointment of the administrative officers and the
faculty of the College of Medicine.
All faculty of the College of Medicine are appointed by the dean on the recommendation of the
department chairs and on the authority of the Board of Overseers. Administrative staff/officers of
the College of Medicine are appointed solely by the dean.
IS-15
Albert Einstein College of Medicine
Academic Year 2014-2015
IS-8. The chief official of a medical education program, who usually holds the title “dean,”
must have ready access to the university president or other official of the parent institution
who is charged with final responsibility for the program and to other institutional officials
as are necessary to fulfill the responsibilities of the dean’s office.
IS-9. There must be clear understanding of the authority and responsibility for matters
related to the medical education program among the vice president for health affairs, the
chief official of the medical education program, the faculty, and the directors of the other
components of the medical center and the parent institution.
The following questions relate to standards IS-8 and IS-9
a. Provide the position description for the dean and, if applicable, the vice president for health affairs or
equivalent.
The Marilyn and Stanley M. Katz Dean of Albert Einstein College of Medicine is Vice President for
Medical Affairs of Yeshiva University. The following position description was recently used in the
process of evaluating the incumbent dean for reappointment.
Marilyn and Stanly Katz Dean
Position Description
The Marilyn and Stanley Katz Dean (Dean) is the Chief Executive Officer of Albert Einstein
College of Medicine. S/he must be an individual capable of dealing with a wide range of
responsibilities including: guidance for basic, translational and clinical research programs and
graduate education in the bio-medical sciences; liaison with and leadership for a diverse set of
academic medical centers; and assurance of the breadth and quality of undergraduate, graduate
and continuing medical education. The Dean must embody the mission of this College of Medicine,
which has deep and abiding commitments to innovative medical education, socially responsible
medical care, community engagement, and the highest standards of scientific achievement. The
position requires an individual willing to work for the good of the school; one who encourages and
welcomes constructive debate and criticism.
The Dean should appoint appropriate professional and administrative staff to support faculty,
student and staff activities and development. The Dean serves as advocate for faculty, students and
fellows to the Board of Overseers and the President of Yeshiva University. S/he should assure the
implementation of decisions in ways that increase the esprit of the faculty, students and employees
and facilitate future progress. Specific responsibilities include:
1. Leadership in Research
a. Establish research priorities
i. Identify best current programs as basis for even more successful programs
ii. Phase out or redirect marginal programs
iii. Identify and prioritize the future scientific opportunities
iv. Develop new programs to meet future opportunities
b. Encourage scientific excellence in basic, translational and clinical research programs
IS-16
Albert Einstein College of Medicine
Academic Year 2014-2015
c. Maintain and grow successful multidisciplinary research programs and develop new
ones
d. Maintain and develop infrastructure, services, and shared resources
e. Identify new funding opportunities from federal, industrial and foundation sources
including patent opportunities
2. Leadership in Education
a. Initiate Educational Strategic Planning:
i. Strengthen current teaching
ii. Support educational innovation
b. Encourage faculty development as clinician educators
c. Implement curriculum revisions as appropriate
3. Leadership in Community and Affiliation Relationships
a. Maintain active liaison with clinical affiliates
b. Identify appropriate organizations and entities for academic partnerships
c. Assure quality of institutional and community-based clinical teaching resources
d. Foster clinical teaching and both clinical and translational research
e. Encourage and facilitate the highest quality clinical care and training in the affiliated
medical centers
4. Leadership in Faculty Development
a. Support recruitment and retention of outstanding clinical investigators
b. Initiate recruitment of new faculty to support new directions
c. Develop retention plans for key basic science faculty to maintain strengths
d. Negotiate “buy-out” arrangements as appropriate
5. Leadership in Facilities Development
a. Define criteria for equitable allocation of space
b. Develop plans for new undergraduate medical teaching facilities
c. Develop student and fellow housing
d. Initiate planning for growth of research space
e. Initiate planning and partnership development for technology transfer
f. Increase responsiveness and effectiveness of supporting services
6. Leadership in Philanthropy
a. Encourage and facilitate discovery of new donors
b. Actively participate in fund raising
c. Foster relationships between faculty and donors so as to promote continued support
b. Supply a chart showing the relationships among the members of the College of Medicine and
university administrations and the administrations of other schools and colleges, institutes, centers,
etc. Include, if appropriate, information about the reporting relationships for the director(s) of any
teaching hospitals owned or operated by the College of Medicine or university and of the medical
faculty practice plan. If the College of Medicine is part of a for-profit/investor-owned company, the
chart should describe the reporting relationship(s) that the dean or other senior academic officers have
with the board of directors or officers of the corporation.
Albert Einstein College of Medicine is a constituent school of Yeshiva University. The Table of
Organization of the Office of the Provost of Yeshiva University is provided. (IS Appendix L)
IS-17
Albert Einstein College of Medicine
Academic Year 2014-2015
The Dean of Albert Einstein College of Medicine is Vice President for Medical Affairs of
Yeshiva University. Neither Yeshiva University nor Albert Einstein College of Medicine
currently owns or operates any clinical facilities; operation of three clinical programs
previously managed by Einstein has been (or is in process of being) transferred to the aegis of
Montefiore Medical Center.
c. Describe any compensation or other arrangements that the dean or other senior academic officers
have with institutional leadership (including, but not limited to, shareholder status, bonus criteria)
which are dependent upon the financial success of the medical education program.
N/A. No such arrangements exist.
IS-18
Albert Einstein College of Medicine
Academic Year 2014-2015
IS-10. The chief official of a medical education program must be qualified by education
and experience to provide leadership in medical education, scholarly activity, and patient
care.
___________________________________________________________________________________
Provide a brief resumé of the dean’s academic and administrative experience. In the Appendix, provide
an electronic copy of the dean’s full curriculum vitae. (IS Appendix M)
ALLEN M. SPIEGEL, M.D.
The Marilyn and Stanley M. Katz Dean
Albert Einstein College of Medicine of Yeshiva University
Allen M. Spiegel, M.D., an internationally recognized researcher and endocrinologist, assumed office as
Dean of the Albert Einstein College of Medicine of Yeshiva University on June 1, 2006.
Prior to joining Einstein, Dr. Spiegel was Director of the National Institute of Diabetes & Digestive
Diseases & Kidney Diseases (NIDDK) at the National Institutes of Health, the culmination of a
distinguished 33-year-career at the NIH.
A member of the Institute of Medicine of the National Academy of Sciences, Dr. Spiegel earned his
bachelor's degree summa cum laude and Phi Beta Kappa from Columbia University in 1967. He
received his M.D. degree cum laude from Harvard College of Medicine in 1971 and completed his
clinical training at Massachusetts General Hospital.
He began his career at the NIH in 1973 as a Clinical Associate in its Endocrinology Training program.
He then served as a Senior Investigator in the Metabolic Disease Branch from 1977 to 1984. In 1985
he was appointed Chief of Molecular Pathophysiology, and then Chief of the Metabolic Diseases
Branch. In 1990, he was appointed Director of the NIDDK's Division of Intramural Research. He served
in these various capacities until his appointment as Director of the NIDDK in 1999. In this role, Dr.
Spiegel had responsibility for a staff of 625 full-time employees and a $1.7 billion budget.
Dr. Spiegel is a widely renowned physician-scientist and endocrinologist with extensive experience in
translational research programs. His research has centered on G-protein-regulated signaling
dysfunction in human disease, and his work on signal transduction helped to clarify the genetic basis
of several endocrine diseases. He has published extensively, with more than 250 peer-reviewed
papers and 100 reviews and book chapters to his name, as well as two books on G proteins.
IS-19
Albert Einstein College of Medicine
Academic Year 2014-2015
IS-11. The administration of an institution that offers a medical education program should
include such associate or assistant deans, department chairs, leaders of other
organizational units, and staff as are necessary to accomplish its mission(s).
There should not be excessive turnover or long-standing vacancies in the leadership of the institution.
Areas that commonly require administrative support include admissions, student affairs, academic affairs,
educational affairs/curriculum, faculty affairs, graduate education, continuing education, relationships
with clinical affiliates, research, business and planning, and fund-raising.
___________________________________________________________________________________
a. Attach a chart showing the organizational structure of the dean’s office
See page IS-21 below.
IS-20
Albert Einstein College of Medicine
Academic Year 2014-2015
IS-21
Albert Einstein College of Medicine
Academic Year 2014-2015
b. List the percent of effort contributed by each associate and assistant dean to the administrative
support of the College of Medicine and, for each, indicate his or her date of appointment to the
administrative position. Indicate if any associate/assistant dean position is being filled on an interim
basis. If there are interim appointments for positions in the dean’s office, describe the status of
recruitment(s) to fill the position(s) on a permanent basis.
Executive Dean
Dr. Edward Burns
100% 1/01
Senior Associate Dean for Student Affairs
Dr. Stephen Baum
100% 7/07
Senior Associate Dean for Medical Education
Dr. Martha Grayson
100% 12/09
Associate Dean for Diversity Enhancement
Dr. Yvette Calderon
40% 9/11
Associate Dean for Graduate Medical Education (JMC) Dr. Brian Cohen
50% 7/10
Associate Dean for Public Affairs and Communications Mr. Gordon Earle
100% 7/07
Associate Dean for Graduate Studies in the
Biomedical Sciences
Dr. Victoria Freeman
100% 7/11
Associate Dean for Scientific Resources
Dr. Harris Goldstein
50% 3/07
Associate Dean for Continuing Medical Education
and Research Administration
Dr. Victor Hatcher
100% 7/04
Associate Dean for Admissions
Ms. Noreen Kerrigan
100% 7/10
Associate Dean for Clinical Research Education
Dr. Paul Marantz
100% 3/06
Associate Dean for Institutional Advancement*
Mr. Ira Lipson (Interim)
100% 11/13
Associate Dean for Diversity Mentoring
Dr. Genevieve Neal-Perry
30% 9/11
Associate Dean for Clinical & Translational Research Dr. Harry Shamoon
100% 7/99
Associate Dean for Finance and Administration
Mr. Jed Shivers
100% 5/07
Associate Dean for Graduate Medical Education (MMC) Dr. Catherine Skae
50% 4/13
Assistant Dean, Jacobi Medical Center
Dr. Rachel J. Katz
10% 11/13
Assistant Dean, Maimonides Medical Center
Dr. David Cohen
10% 1/13
Assistant Dean, Montefiore Medical Center
Dr. Rosemarie Conigliaro
10% 8/12
Assistant Dean for Faculty Development
Dr. Christina Coyle
20% 11/07
Assistant Dean for Educational Information Resources Dr. Terence Ma
100% 7/13
Assistant Dean for Clinical Research, MMC
Dr. Brian Currie
50% 9/06
Assistant Dean, NSLIJ
Dr. Lawrence Davis
10% 7/04
Assistant Dean for Scientific Operations
Mr. John Harb
100% 1/01
Assistant Dean of Medical Education
Dr. Pablo Joo
100% 2/12
Assistant Dean, BLHC
Dr. Jeffrey Levine
10% 10/08
Assistant Dean for Academic Affairs
Ms. Barbara Levy
100% 1/01
Assistant Dean for Educational Resources* ___________TBA______________________100%_____
Assistant Dean for Student Affairs
Dr. Allison Ludwig
100% 11/12
Assistant Dean for Academic Administration
Ms. Shelly Motzkin
100% 9/06
Assistant Dean for Student Affairs
Dr. Joshua Nosanchuk
50% 9/12
Assistant Dean, St. Barnabas
Dr. David Rubin
10% 6/10
Assistant Dean for Diversity Enhancement
Ms. Nilda Soto
100% 1/01
Assistant Dean for Biomedical Science Education
Dr. Howard Steinman
100% 1/06
Assistant Dean for Community Engagement
Dr. Harold Strelnick
75% 7/10
*Position under recruitment
IS-22
Albert Einstein College of Medicine
Academic Year 2014-2015
Provide data on medical students’ satisfaction with the accessibility and awareness of student concerns of
the members of the dean’s office.
Office of the Senior Associate Dean for Students – Data from GQ 2014
Very
Dissatisfied
Neutral
Satisfied
Dissatisfied
Accessibility
1.5%
3.8%
9.0%
41.4%
Awareness
of student
2.3%
9.8%
20.3%
36.1%
concerns
Office of the Senior Associate Dean for Medial Education – Data from GQ 2014
Very
Dissatisfied
Neutral
Satisfied
Dissatisfied
Accessibility
0.8%
46%
19.8%
45.0%
Awareness
of student
3.1%
8.5%
20.0%
42.3%
concerns
Very Satisfied
44.4%
31.6%
Very Satisfied
29.8%
26.2%
c. Indicate the term of appointment for department chairs and the number of times that the appointment
can be renewed.
The term of appointment for all Department Chairs is five years; there are no term limits.
d. Indicate the date of appointment for each currently sitting department chair.
Department
Chair
Anatomy & Structural Biology
John Condeelis, Ph.D
Robert H. Singer, Ph.D.
Effective
Date of
Chair
3/20/2002
3/20/2002
Anesthesiology
Biochemistry
Cardiovascular & Thoracic Surgery
Cell Biology
Dentistry
Developmental and Molecular Biology
Emergency Medicine
Epidemiology & Population Health
Family and Social Medicine
Genetics
Medicine
Microbiology & Immunology
Molecular Pharmacology
Ellise Delphin, M.D.
Vern L. Schramm, Ph.D.
Robert Michler, M.D.
Arthur I. Skoultchi, Ph.D.
Richard Kraut, D.D.S.
Liang Zhu, Ph.D. (Interim)
E. John Gallagher, M.D.
Thomas E. Rohan, M.D., Ph.D.
Peter A. Selwyn, M.D.
Jan Vijg, Ph.D.
Laurie G. Jacobs, M.D. (Interim)
Arturo Casadevall, M.D., Ph.D.
Susan B. Horwitz, Ph.D.
Charles S. Rubin, Ph.D.
7/1/2010
8/1/1987
4/2/2005
11/17/1998
3/31/2003
9/1/2010
2/7/1996
4/12/2000
3/1/1999
7/1/2008
8/1/2014
1/1/2006
7/1/1985
7/1/1985
IS-23
Albert Einstein College of Medicine
Neuroscience
Neurology
Neurological Surgery
Obstetrics & Gynecology and Women's Health
Ophthalmology & Visual Sciences
Orthopaedic Surgery
Otorhinolaryngology - Head & Neck Surgery
Pathology
Pediatrics
Physiology & Biophysics
Psychiatry and Behavioral Sciences
Radiation Oncology
Radiology
Physical Medicine and Rehabilitation
Systems & Computational Biology
Surgery
Urology
Academic Year 2014-2015
Kamran Khodakhah, Ph.D. (Interim)
Mark Mehler, M.D.
Eugene S. Flamm, M.D.
Irwin R. Merkatz, M.D .
Roy S. Chuck, M.D., Ph.D.
Neil J. Cobelli, M.D.
Marvin Fried, M.D.
Michael B. Prystowsky, M.D., Ph.D.
Judy L. Aschner, M.D.
Denis Rousseau, Ph.D.
T. Byram Karasu, M.D.
Shalom Kalnicki, M.D.
E. Stephen Amis, Jr., M.D.
Matthew N. Bartels, M.D.
Aviv Bergman, Ph.D.
Robert Michler, M.D.
Mark Schoenberg, M.D.
9/1/2013
7/1/2004
1/1/2000
10/1/1981
7/1/2009
7/1/2012
5/1/1999
11/26/1997
4/1/2013
10/1/1998
9/1/1993
6/1/2004
9/3/1991
9/1/2013
4/1/2008
4/1/2008
4/1/2014
e. List the departments that are currently without a permanent chair and the date on which the last
permanent chair left office. Describe the status and timelines of recruitments to fill vacant chair positions.
Developmental & Molecular Biology Liang Zhu, Ph.D., Interim Chair
9/1/2010
Status and Timeline of Recruitment: Decision on search to be made. This department may be
consolidated into Cell Biology.
Medicine
Laurie G. Jacobs, Interim Chair
Status and Timeline of Recruitment: Search in progress.
8/1/2014
Neuroscience
Kamran Khodakhah, Ph.D., Interim Chair
Status and Timeline of Recruitment: Search to begin in 2015.
9/1/2013
f.
Briefly describe how, how often, and by whom the performance of chairs is reviewed
The dean evaluates each chair as part of an annual departmental review. Criteria for review
include the chair’s ability to recruit and retain faculty, mentor young faculty, and provide an
academic vision for the department’s growth. In addition, the chair’s own academic performance is
assessed. During the fourth year of a five-year term, the dean will make an assessment of the chair’s
performance and consult with faculty within that department as to the chair’s performance. If the
dean determines that service has been excellent, the term of appointment is automatically extended.
Should performance be considered suboptimal then the dean may request a formal departmental
review by either an internal or external group of knowledgeable faculty. The results of that review
will guide the dean’s decision of the chair’s reappointment to an additional term.
On occasion, a chair’s performance may be deemed highly unsatisfactory within the early-tomiddle portion of a term. In such cases, the dean will undertake a comprehensive internal review,
IS-24
Albert Einstein College of Medicine
Academic Year 2014-2015
relying heavily on the department’s own faculty to determine whether the chair should continue in
a leadership position.
g. Briefly describe the budgetary authority of department chairs and the sources of funding for
departmental budgets.
Each year, the departmental chair prepares a budget that includes continuation of ongoing
programs and personnel as well as proposed new programs. The budget is reviewed and discussed
at a meeting, which includes the chair, the Dean, the Executive Dean and the Associate Dean for
Finance and Administration. At that meeting the total amount of University Funds to be allocated
to the department is agreed upon and decided. The chair has full budgetary authority to spend and
allocate those funds in the next fiscal year.
In the event that additional funds are needed within a given fiscal, the chair will request same from
the Dean or Executive Dean during the fiscal year. Additional University Funds may then be
allocated to the chair for worthwhile purposes.
The College maintains a policy of interim support or bridge funding for researchers who have lost
funding due to the loss of an externally funded grant in order to maintain their scientific program
while they attempt to regain funding. The researcher details his/her financial needs for the salaries
of the investigator, technician, graduate student, postdoc and supplies in a request to his/her
department chair. The department chair vets and fine tunes the request and sends it to the Office of
the Dean. The request is then analyzed by the deans and, where deemed appropriate, is granted for
periods up to a year.
IS-25
Albert Einstein College of Medicine
Academic Year 2014-2015
IS-12. Medical students should have opportunities to learn in academic environments that
permit interaction with students enrolled in other health professions, graduate, and
professional degree programs and in clinical environments that provide opportunities for
interaction with physicians in graduate medical education and continuing medical
education programs.
These academic, graduate medical education, and continuing medical education programs should contribute to the
learning environment of the medical education program. Periodic and formal review of these programs culminating
in their accreditation by the appropriate accrediting bodies would provide evidence of their adherence to high
standards of quality in education, research, and scholarship. Whenever appropriate, medical students would be able
to participate in selected activities associated with these programs in order to facilitate achievement of their personal
and professional goals.
___________________________________________________________________________________
Graduate Education
a. Indicate the number of students enrolled in Master’s and doctoral degree programs taught by College
of Medicine faculty. Include degree programs in the biomedical sciences and other programs (e.g., public
health) that are taught by College of Medicine faculty.
Department or Program (2013-2014)
# of Masters
Students
Graduate Program in the Biomedical Sciences
Rotational Students
Anatomy & Structural Biology
Biochemistry
Cell Biology
Clinical Investigation
Developmental & Molecular Biology
Microbiology & Immunology
Molecular Genetics
Molecular Pharmacology
Neuroscience
Pathology
Physiology & Biophysics
Systems & Computational Biology
Clinical Research Training Program
Masters in Public Health
Masters in Bioethics
# of Doctoral
Students
291
31
10
30
23
5
22
51
40
10
38
17
7
7
16
3
1
b. Are there university or College of Medicine policies that require regular review of graduate education
(Master’s, doctoral) programs? If so, include an electronic copy of the policy or related documents in the
Appendix.
Review and oversight responsibilities of the Graduate Division lie with the division’s Academic
Affairs Committee and its Graduate Executive Committee.
The Academic Affairs Committee (AAC) consists of a representative from each of the Basic Science
Departments and the PhD in Clinical Investigation (PCI), the Senior Academic Advisor for the
IS-26
Albert Einstein College of Medicine
Academic Year 2014-2015
Graduate Division, and the Director of the Medical Scientist Training Program (MSTP). The Chair
of the AAC, with the approval of the Associate Dean for Graduate Studies in Biomedical Sciences,
may invite other members of the faculty of the Graduate Division to participate as non-voting
members of the AAC.
The AAC monitors the academic progress of all graduate students with active status in the
program, including MSTP (MD-PhD) students in the PhD phase. The AAC reviews the full
academic standing including all courses, rotational evaluations, Thesis Research/Laboratory
Rotation grades, Qualifying Exam and Thesis Defense grades and comments. The AAC informs the
student, the student's mentor, and the Department Chair of any academic problems and works
with the Student (Thesis) Advisory and Department Committees (and the MSTP Steering
Committee for MSTP students) to ensure that all students progress in a timely fashion towards the
PhD degree. The AAC ensures that the academic policies of the Graduate Division and those of the
individual Departments are applied in evaluating students' progress. The AAC also reviews the
academic record of students in the program five years or longer, and requests that the student and
the mentor provide a written Exit Strategy detailing the steps the student will take to ensure timely
completion of the PhD degree. In addition, the Academic Affairs Committee monitors the progress
of any student previously placed on academic probation, until that status is relieved. The Academic
Affairs Committee also reviews Student (Thesis) Advisory Committee reports and may request
students and mentors to appear before the Committee.
The Graduate Executive Committee is the executive committee of the Graduate Division and is
comprised of representatives from each of the Basic Science Departments, the PhD in Clinical
Investigation (PCI), the Associate and Assistant Directors of the Graduate Division, the MSTP
Director, the PhD Program Director, the Associate Dean for Graduate Studies in Biomedical
Sciences, who serves as Chair, and three students selected by the Graduate Student Council (GSC).
The Committee recommends to the Associate Dean additions or changes to policies of the Graduate
Division, and approves changes or additions to the Graduate Curriculum and Qualifying
Examination Guidelines. Its members provide direct representation and feedback to and from the
Department faculty.
The Academic Policies and Guidelines of the Graduate Division appear as IS Appendix N.
c. Describe the process used for review of doctoral programs in the biomedical sciences.
The graduate programs are registered by the New York State Department of Education. The
doctoral programs of the university were reviewed (April, 2012) by the Middle States Commission
on Higher Education. The NIH pre-doctoral training grant programs are also subject to annual
external review (non-competing renewals) or comprehensive review at 4-5 years (competing
renewals). In addition, individual academic departments occasionally convene external reviews. For
example, the Genetics Department had an extensive external review in 2009, and the Microbiology
and Immunology Department held a retreat and review of its training programs in 2012.
Graduate Medical Education
a. For each clinical facility at which one or more medical students take a required core clerkship rotation
(except ambulatory, community-based sites), mark a “+” if residents in an ACGME-accredited program
(for U.S. College of Medicines) or in an RCPSC or CFPC-accredited program (for Canadian College of
Medicines) are involved in medical student education in that clerkship rotation at that site; place a “–” for
any clerkship rotation offered at that site in which there are no residents (“na” clerkship not offered at the
site).
IS-27
Albert Einstein College of Medicine
Internal
Clinical Facility Name
Medicine
Beth Israel Medical Center*
+
Bronx Psychiatric Center
na
Bronx-Lebanon
na
Four Winds Hospital
na
Jacobi Medical Center
+
North Shore-LIJ
+
Maimonides
+
Montefiore (Moses)
+
NCB
na
St. Barnabas
+
Montefiore (Wakefield)
na
Montefiore (Einstein)
+
Academic Year 2014-2015
Obstetrics/
Gynecology
+
na
+
na
+
+
+
+
na
na
+
+
Pediatrics
na
na
+
na
+
+
+
+
na
+
+
na
Psychiatry
+
+
+
+
+
+
+
na
Surgery
+
na
+
na
+
+
+
+
na
na
+
+
na
+
* As of July 2014, Einstein students no longer rotate at Beth Israel, the result of a change in
affiliation.
b. If the medical curriculum does not include a separate required clerkship rotation in one or more of the
above disciplines (e.g., when the curriculum includes an integrated experience for some medical
students), describe these students’ interactions with residents, including the residents’ specialties and the
settings in which these interactions occur.
Einstein has required clerkships in all the above disciplines.
c. Provide the number of residents who are the responsibility of the College of Medicine’s faculty, by
training program, including those programs at affiliated hospitals at which residents are taught by College
of Medicine faculty. (Note: If the College of Medicine operates geographically separate clinical
instructional sites/campuses, provide a separate table for each site.)
Einstein-sponsored Program
Montefiore Medical CenterMoses & Weiler
Anesthesiology
Dentistry
Emergency Medicine
Family Practice
General Surgery
Internal Medicine
Neurology
Neurosurgery
Nuclear Medicine
Ob/Gyn
Ophthalmology
# of
PGY-1
Residents
21
12
32
64
1
13
# of Clinical Fellows
(in NonACGME/RCPSC/
CFPC-accredited
Programs)
Total # of
Residents
# of Clinical Fellows
(in ACGME/RCPSC/
CFPC-accredited
Programs)
50
5
2
132
4
4
1
78
36
78
162
27
11
6
46
15
128
15
4
IS-28
1
19
1
Albert Einstein College of Medicine
Academic Year 2014-2015
Otorhinolaryngology
Orthopaedic Surgery
Pathology
Pediatrics
Physical & Rehab Medicine
Podiatry
Plastic Surgery
Psychiatry
Radiation Oncology
Radiology
Urology
Vascular Surgery
4
6
6
29
Einstein-sponsored Program
Montefiore Medical CenterWakefield Division
# of
PGY-1
Residents
Total # of
Residents
Internal Medicine
Podiatric Medicine & Surgery
28
74
Einstein-sponsored Program
Jacobi Medical Center
# of
PGY -1
Residents
Total # of
Residents
Internal Medicine
Nephrology
Pediatrics
Pediatric Emergency Med.
Radiology
Dentistry
Burn Unit
Podiatry
40
104
15
45
12
20
30
20
86
28
1
10
53
4
12
46
6
36
8
11
7
1
12
1
2
7
2
# of Clinical Fellows
(in ACGME./RCPSC/
CFPC-accredited
Programs)
# of Clinical Fellows
(in NonACGME/RCPSC/
CFPC-accredited
Programs)
10
12
# of Clinical Fellows
(in ACGME/RCPSC/
CFPC accredited
Programs)
# of Clinical Fellows
(in NonACGME/RCPSC/
CFPC-accredited
Programs)
4
6
16
35
4
1
The following affiliates sponsor their own residency programs:
IS-29
Albert Einstein College of Medicine
Academic Year 2014-2015
Bronx-Lebanon Hospital
Center
# of
PGY-1
Residents
Total # of
Residents
Family Practice
General Surgery
Internal Medicine
Ob/Gyn
Ophthalmology
Pediatrics
Psychiatry
Radiology
Dentistry
14
0
44
4
43
24
106
17
5
45
28
3
Maimonides Medical Center
Anesthesiology
Emergency Medicine
General Surgery
Internal Medicine
Ob/Gyn
Orthopaedic Surgery
Pediatrics
Pediatric Emergency Med.
Psychiatry
Radiology
Vascular Surgery
Urology
Dentistry
15
9
# of Clinical Fellows
(in ACGME/RCPSC/
CFPC accredited
Programs)
# of Clinical Fellows
(in NonACGME/RCPSC/
CFPC- accredited
Programs)
20
12
53
# of
PGY-1
Residents
30
42
40
99
20
14
69
16
9
44
5
10
20
9
North Shore/ Long island
Jewish Medical Center
Dentistry
Emergency Medicine
Emergency medicine/Medicine
General Surgery
Internal Medicine
Neurology
Neurosurgery
Ob/Gyn
Ophthalmology
Orthopaedic Surgery
Pathology
Total # of
Residents
# of Clinical Fellows
(in ACGME/RCPSC/
CFPC accredited
programs)
# of Clinical Fellows
(in NonACGME/RCPSC/CFP
C- accredited
programs)
5
62
7
5
38
16
2
4
10
# of
PGY-1
Residents
Total # of
Residents
# of Clinical Fellows
(in ACGME/RCPSC/
CFPC-accredited
Programs)
# of Clinical Fellows
(in NonACGME/RCPSC/
CFPC-accredited
Programs)
69
19
2
20
57
2
12
4
66
10
63
141
21
5
42
12
15
14
7
8
103
9
1
2
4
1
1
2
IS-30
1
Albert Einstein College of Medicine
Pediatrics
Physical & Rehab Medicine
Plastic Surgery
Psychiatry
Radiation Oncology
Radiology
Urology
34
1
17
Academic Year 2014-2015
107
12
8
62
4
39
12
63
32
2
2
St. Barnabas Hospital
# of
PGY-1
Residents
Total # of
Residents
Internal Medicine
Pediatrics
30
6
88
17
Bronx Psychiatric Center
# of
PGY-1
Residents
Total # of
Residents
Forensic Psychiatry
2
3
1
# of Clinical Fellows
(in ACGME./RCPSC/
CFPC-accredited
Programs)
# of Clinical Fellows
(in
ACGME/GME/RCPS
C/CFPC accredited
programs)
# of Clinical Fellows
(in NonACGME/RCPSC/
CFPC-accredited
Programs)
# of Clinical Fellows
(in NonACGME/RCPSC/CFP
C- accredited
programs)
2
Beth Israel Medical Center
(affiliation discontinued June
2014)
# of
PGY-1
Residents
Total # of
Residents
Emergency Medicine
Family Practice
General Surgery
Internal Medicine
Neurology
Ob/Gyn
Orthopaedic Surgery
Otolaryngology
Pain Medicine
Pathology
Psychiatry
Radiation Oncology
Radiology
Urology
Dentistry
12
9
14
51
36
26
32
121
9
16
4
# of Clinical Fellows
(in ACGME/RCPSC/
CFPC accredited
Programs)
# of Clinical Fellows
(in NonACGME/RCPSC/
CFPC accredited
Programs)
4
7
46
2
6
12
5
1
9
47
24
5
3
1
2
1
12
IS-31
Albert Einstein College of Medicine
Academic Year 2014-2015
d. Describe the mechanism(s) used for oversight and coordination of graduate medical education,
including the evaluation and allocation of training positions. Note any programs currently on probation,
as well as any programs whose size is being substantially expanded or reduced.
The Albert Einstein College of Medicine is the ACGME-designated sponsor for 85 residency and
fellowship programs (including 66 ACGME accredited and 19 others) based at Montefiore Medical
Center, Jacobi Medical Center and Bronx Psychiatric Center. In its role as sponsor, the College is
responsible to oversee academic and accreditation-related aspects of these programs. To fulfill
these responsibilities, the College has established a Committee on Graduate Medical Education
(COGME), an Office of Graduate Medical Education, and has designated two associate deans to be
responsible for GME (Montefiore Medical Center and Jacobi Medical Center, respectively).
COGME was established in 1989 as an open forum for all program directors, department chairs,
department administrators, residents and others interested in GME.
It has functioned
continuously in this capacity since that time. COGME meetings are chaired by an appointed chair
separate from the DIO. Detailed minutes are maintained by the senior administrator, reviewed by
the chair and the DIO and circulated to all program directors, coordinators, residents and fellows.
COGME meets monthly (except during August). All program directors are invited to attend and
participate. COGME discussion emphasizes how programs can satisfy ACGME program
requirements.
A regular schedule of internal reviews is being followed and it timed to the mid-cycle for all
program. These reviews are detailed and focus on the program requirements.
The associate deans for GME meet at intervals with chairs and program directors to discuss their
programs and to follow-up on issues of concern identified on internal or RRC review. The associate
deans for GME meet regularly with the administrations of MMC and JMC, respectively, to discuss
issues pertaining to GME.
e. For each accredited institution, provide the following information regarding ACGME/RCPSC/CFPC
institutional review of graduate medical education programs sponsored by the College of Medicine or its
major teaching hospital(s):
Date of Last ACGME/RCPSC/CFPC
Institutional Review
Status
7/2011
Favorable
Date of
Next Review
NAS Self-Study
2018
Continuing Medical Education/Continuing Professional Development
a. If the College of Medicine or its clinical affiliates are accredited by the ACCME/RCPSC to sponsor
continuing medical education for physicians, indicate each sponsoring organization’s current
accreditation status, the length of accreditation granted, and the year of the next accreditation review.
Program Sponsor
Accreditation Status
Einstein-Montefiore
Full, with
commendation
IS-32
Length of
Accreditation Term
6
Year of Next Review
July 2015
Albert Einstein College of Medicine
Academic Year 2014-2015
b. Describe the opportunities available to medical students for participation in continuing medical
education/continuing professional development programs. Is student participation in any continuing
medical education programs expected or required?
The Albert Einstein College of Medicine (Einstein) Center for Continuing Medical Education
(CCME) was founded in 1976 to provide professional assistance to physicians to organize symposia
for medical professionals. The CCME coordinates participation of all major clinical departments
in the Continuing Medical Education (CME) program. Contributing to professional education is
viewed as a faculty responsibility, and participation in CME is accepted as essential. The CME
program has national, international and community based scope. The program continues to
experience steady and sustained growth in the activities that it sponsors.
The overall goal of the CCME is to enhance patient care through dissemination of information,
integration of basic and clinical science, and promotion of a dialogue between the scientist and
clinician. In addition to the faculty, CCME works with other academic institutions, professional
organizations and learned societies to extend our educational mission to new audiences of
practicing physicians.
The Center for Continuing Medical Education sponsors approximately 400 activities consisting of
3,000 hours per year; 40 live conferences take place on the Einstein/Montefiore campus; 30 live
conferences occur every year in New York City (mainly Manhattan); and CCME sponsors 80
weekly grand rounds meetings. Students regularly attend the grand rounds meetings.
The CCME/Einstein policy states that any medical student with valid ID card attends all Einstein
sponsored CME programs with no charge. Medical students attend the live conferences at the
Montefiore/Einstein campus, and a significant number also attend the Manhattan conferences.
Also see Part A, items (b.) and (c.) in this section of the database.
IS-33
Albert Einstein College of Medicine
Academic Year 2014-2015
IS-13. A medical education program must be conducted in an environment that fosters the
intellectual challenge and spirit of inquiry appropriate to a community of scholars.
IS-14. An institution that offers a medical education program should make available
sufficient opportunities for medical students to participate in research and other scholarly
activities of its faculty and encourage and support medical student participation.
The institution is expected to provide an appropriate number and variety of research opportunities to accommodate
those medical students desiring to participate. To encourage medical student participation, the institution could, for
example, provide information about available opportunities, offer elective credit for research, hold research days, or
include research as a required part of the curriculum. Support for medical student participation could include
offering or providing information about financial support for student research (e.g., stipends).
___________________________________________________________________________________
The following questions relate to standards IS-13 and IS-14.
a. If not already described in the response to standard IS-1, briefly summarize institutional goals and
priorities relating to research and scholarship, including any areas of research emphasis.
The Albert Einstein College of Medicine is a basic science research-intensive institution, with major
clinical partners collaborating to support clinical, translational and population-centered research
programs. A summary of Einstein’s research strategic plan have been presented (pp. IS 2-3).
Einstein faculty are distributed among 30 academic departments and participate as members of
multi-disciplinary research centers focused on diabetes, cancer, intellectual and developmental
disorders, HIV/AIDS, stem cell research, cardiovascular diseases, liver and GI diseases, genetics,
clinical and translational sciences, aging, and ethnic and racial health disparities. In 2013, Einstein
principal investigators received more than $155 million from the National Institutes of Health, and
the College of Medicine has a total research portfolio of approximately $202 million.
b. Briefly describe the opportunities available for medical student participation in research, including the
time periods when students may do so, the average number of students in the base year who were
involved in each type of program (e.g., M.D./Ph.D., M.D./M.S., summer research, year-out research), and
the funding sources and other resources that are available to support student participation. Note if there is
a research requirement for all medical students (e.g., a thesis or required research/scholarly project).
The Office of Medical Student Research (OMSR) is charged with promoting, supporting and
evaluating students’ research experiences. The overarching goal is to assure that students acquire
the competency, Physician as Scientist:
“Students will acquire appraise, and apply knowledge of biomedical, clinical, psychosocial, and
population health sciences as the foundation for all their endeavors. Students will understand the
critical role of basic, clinical and translational research in enhancing the health of individuals and
populations. By participating in scholarly investigation, students will advance scientific knowledge and
master principles that can be used to improve health and health care.”
The OMSR develops, administers and evaluates programs established to promote, facilitate and
enrich the research experience for Einstein medical students, works with students to help them
locate mentors, and monitors their progress. The office is staffed by a full-time director (Ellie E.
Schoenbaum, MD, Professor of Medicine, Epidemiology and Ob/Gyn, and Director, Clinical
Research Training Program, The Institute for Clinical and Translational Research), who is
supported by a full-time administrator and a secretary. The Medical Student Research Committee
IS-34
Albert Einstein College of Medicine
Academic Year 2014-2015
advises the OMSR on policy and assists with adjudication of fellowships and review of Scholarly
Papers. The Committee is co-chaired by Dr. Schoenbaum and Joan Berman Ph.D. (Professor of
Pathology and Microbiology and Immuology, and Senior Academic Advisor to the Graduate
Division), and comprises social science, clinical, translational and basic science research faculty.
Scholarly Paper (SP):
Every Einstein student must submit a mentor-guided Scholarly Paper (SP) as a graduation
requirement. All SPs must include a focused review of the literature synthesized appropriately to
address the context of the paper. Global Health papers are included in this requirement. The
Scholarly paper may take any of the following forms:
a. An original research paper - Most students work on clinical investigation or translational/basic
science projects. However projects that use social scientific, psychological or other approaches
are acceptable, as long as they address an issue related health.
b. A review paper in the form of a formal systematic review (in collaboration with a mentor and a
librarian) or a translational/basic science.
c. A bioethical paper.
d. A case report or series.
e. Other types of papers requiring approval from the OMSR, e.g., an educational or public health
capstone project.
First-year students may apply for SOAR, a scholarly concentration program for students who are
able to commit to a track and a mentor during the first year and work on their project throughout
their College of Medicine years (See IS Appendix D) The SOAR project culminates in the Scholarly
Paper. SOAR Concentrations include: Clinical Investigation, Translational Science, Bioethics,
Integrative Medicine, Global Health, Public Health, Aging and TOUCH (Track on Urban
Community Health). SOAR accepts 20 students per year, who receive mentoring by faculty and the
concentration director and dedicate the summer to their SOAR project. SOAR students attend
monthly supper seminars covering such topics as “What is a Research Question?” How to
Construct an Abstract,” “Mentoring Up,” and “Professionalism for Medical Students.” The
January students will have a workshop in public speaking with a coach.
Research conducted during the summer between the first and second year is the “anchor” that
leads to the Scholarly Paper. Students are assisted in finding a mentor for the SP at Einstein or
Montefiore Medical Center, or they may elect to work with mentors from institutions outside of
Einstein. Summer research stipends are provided for students who submit a brief application with
a mentor letter and a credible research project.
“Extra-Year” Research Programs:
Many students elect to devote 12 months to research usually during an “extra-year” most
frequently taken between the third and fourth years of the MD curriculum. Einstein offers research
stipends for enrollment in Einstein Masters degree programs and for students who want to
apprentice to research faculty at Einstein or elsewhere. In addition, many Einstein students apply
to outside research programs such as Doris Duke, HHMI, CDC et al. Regardless of the program in
which they participate, students electing to take an extra-year are expected to produce an original
first-authored research paper in fulfillment of their SP requirement.
The Clinical Research Training Program (CRTP) confers a Master of Science degree and is
supported by our Institute for Clinical and Translational Research. Its goal is to train physician
IS-35
Albert Einstein College of Medicine
Academic Year 2014-2015
scientists to become independent researchers. Each year we accept three medical students to join
the class of clinical MD fellows, MD junior faculty, MSTP and PhD students. The assembled class
of ~15 scholars progresses through the curriculum together. All CRTP students have mentors and a
plan for a project. The curriculum includes epidemiology, biostatistics, data analysis (with STATA)
and bioethics and is designed to allow the scholars time to conduct their research. Medical students
produce two first-author papers in which they conduct the analysis and write the paper. These
papers are completed during the fourth-year research elective time, and students graduate with an
MD, MSc.
The Masters in Bioethics comprises a courses and a capstone project that may be submitted as the
SP. In this program, medical students are integrated into classes with lawyers, judges, physicians,
nurses and other professionals.
In 2012-13, 20 students applied for “extra-year” research experiences: of these, 13 apprenticed to
mentors and worked full-time on research projects, three enrolled in the CRTP, and one in the
MBE. Each of the latter two programs can accommodate three medical students per year. One
student also participated in the MPH program that year.
Financial Support for Student Research:
Stipends are available for student research programs. These stipends are provided by the Dean’s
office and represent Einstein’s strong commitment to training our medical students to be academic
physicians. Stipends are available during three periods during College of Medicine: the summer
after year 1, the “extra-year” and senior year research electives.
Senior-year research includes a two months integrated in the curriculum for time for students to
complete their research project and the SP. As students plan their fourth year, they can elect to
spend three additional months doing research and apply for a senior research stipend.
The summer stipend is $2,500 and requires that students provide a description of a project and a
letter from the mentor attesting to their working with the student and providing an evaluation.
Students work a minimum of 8 weeks. A progress report is required by November 1 of the second
year. The sum of $2,000 is provided during the summer and $500 on submission of the progress
report. Almost all students who apply for the summer stipend and fill out the application do receive
the stipend. Students are strongly encouraged to develop a project and a strategy for completion of
their SP during this period.
Research year stipends: These Einstein Research Fellowships are competitive. The stipends are
$16,000. There are eight for student and mentor-initiated projects, three each for students admitted
to the CRTP and the MBE. If fewer students elect a master’s program there are more stipends for
the other program.
Senior year stipends: Students committing to five months of research including the two SP months
in their senior year, may apply for a $3,500 stipend. A stipend of $2,000 is provided during the
elective and $1,500 when a paper is submitted.
Travel funds: Funds are available for students who travel to present their work at national
meetings. Students must apply in advance of the trip and are reimbursed for their first trip at
$1,500 and $500 for their second trip. Frequently, mentors help pay for additional travel, if needed.
The CRTP has separate travel funds for students.
IS-36
Albert Einstein College of Medicine
Academic Year 2014-2015
c. Describe how medical students are informed about opportunities for participation in research.
The Einstein website contains information about the medical student research programs. At
orientation for the incoming class students meet the director and staff of the Office of Medical
Student Research and learn about the programs. The OMSR has a table at orientation, and all
students must stop there during orientation.
Students also can access this information in eMED, Einstein’s learning management system.
Detailed information about the SP and the SOAR program, finding a mentor, and criteria for
evaluation of the SP and for graduation with “distinction” are available on eMED. Applications for
research stipends, forms for mentors, and the travel grants policy and application are provided, as
is material for SOAR concentrations and directory listing faculty projects open to students.
Information about the masters programs is also provided and linked to these programs’ websites.
Class meetings are held in early October of each year to describe the SP and SOAR. During the
base year of 2012-2013, a panel of students presented their research and SP experiences to the firstyear class. Students were introduced to the director of the SP program and to the faculty member
responsible for basic science projects. Subsequent to this meeting, each of SOAR Concentration
directors held lunch discussions enabling interested students to ask questions and meet the
directors. Students also were introduced to the systematic review of the literature as an option for
an SP. A guest speaker presented information to the class about doing a systematic review, which
was videotaped and made available to other interested students.
Brochures describing SOAR and the CRTP are designed for dissemination at class meetings. They
are also used by students when they meet with potential mentors. In addition, periodic class-wide
emails are sent out by the Office of Medical Student Research to announce opportunities for
summer and gap-year external fellowships. Each program lists a key faculty contact who is
expected to help students with the application. Emails are sent with reminders about SOAR, the
fellowships, SP deadlines and other timely information. The research program director meets with
10-15 students per week and has an active email correspondence answering questions from students
about their research and their SPs.
d. Provide evidence that students desiring to participate in research or other scholarly activities have the
opportunity to do so.
Every student in the 2013 graduating class submitted an approved SP by the May 1 deadline. Fifty
student SPs merited graduation with distinction. These students had committed to an “extra-year”
of research, a master’s program, or a five-month senior research elective. All SPs were reviewed by
the OMSR director, and selected SPs were reviewed by members of the Medical Student Research
Committee. In addition, mentors are asked to comment on the quality of his/her student’s work.
Beginning with the class of 2016 SPs, will be due March 1, allowing more time for the review and
revision process.
The 2012-13 was the pilot year for the SOAR program; there were 35 applications in summer of
2012, with 18 students accepted into the program. In the summer of 2013, 107 students applied for
and received summer research stipends. The “extra-year” programs received 16 applications for
student- and mentor-initiated projects, of which 13 were awarded. Three students applied to the
CRTP; all three were admitted and received stipends. Senior fellowships were awarded to all 35
students who applied. Travel grants were awarded to 54 students to present their work at national
research meetings. Finally, in March 2013, a Medical Student Research Poster Exhibition was
IS-37
Albert Einstein College of Medicine
Academic Year 2014-2015
presented in the main corridor of the Forchheimer Building. The posters stayed up all month. The
expense of printing and mounting the posters was borne by the OMSR. We expect this to be an
annual program.
Also see Part A, item (d.) in this section of the database.
IS-38
Albert Einstein College of Medicine
Academic Year 2014-2015
IS-14-A. An institution that offers a medical education program should make available
sufficient opportunities for medical students to participate in service-learning activities and
should encourage and support medical student participation.
___________________________________________________________________________________
a. Is there a school requirement that medical students participate in a service-learning experience, either
as part of a regular course or clerkship rotation or as a selective? If so, describe the opportunities for
participation and reflection on the experience.
Einstein requires all MD students to participate in service learning and has established an office of
Community-Based Service Learning (CBSL) to support this requirement. This office is staffed by
Maria A. Marzan, Ed.D., M.P.H., Assistant Professor of Family and Social Medicine , assisted by a
masters-prepared counselor working directly with student projects and an administrative assistant.
Family Medicine clerkship: Service Learning is formally integrated into the curriculum as part of
this required rotation, during which students learn principles of community health, health literacy,
and advocacy.

Students choose a community project of their preference. These are based on the
Community- Oriented Primary Care framework (COPC) and involve the use of health
education modules. Projects have included health center, community, and school-based
interventions related to nutrition, diabetes, substance abuse, postnatal care, asthma, high
blood pressure, and physical activity, among others. Students have the opportunity to build
upon an on-going activity or they can initiate a new project by identifying a specific health
problem and/or creating unique initiatives and assessments.

Student pairs deliver weekly presentations at the community project site, with a final
presentation by each team to peers, department faculty, and invited guests. Students are
required to be present and complete peer evaluations for each presentation.
Einstein Community Health Outreach (ECHO) Clinic: During the Family Medicine clerkship, each
student has a required assignment at the student-run free clinic known as ECHO. Each student
participates on two Saturdays during the four-week clerkship. While at ECHO, they gain
experience in providing direct care to uninsured patients with limited resources, working with an
interdisciplinary team that includes nurses and social workers.
International Health Fellowship: Any student who wishes can participate in an international health
fellowship as an elective experience. Students may go abroad either the summer after their first
year (minimum 4 weeks) or during their fourth year (minimum 8 weeks). Experiences include
learning medical Spanish, shadowing in clinics (for first years), or research, clinical, public health
or education projects for fourth year students.
b. Briefly describe the opportunities for medical student participation in voluntary service-learning and
community service activities. Include the types of service-learning/community service opportunities that
are available and the general level of student involvement.
Numerous community-based service learning voluntary opportunities are available through the
Community-Based Service Learning (CBSL) program and the Einstein Community Action
IS-39
Albert Einstein College of Medicine
Academic Year 2014-2015
Network (E-CAN). These provide a “home” for service-learning activities, provide oversight and
continuity for community projects initiated by students, and offer students the opportunity for
instruction and reflection.
Specific objectives of the of CBSL program are to:
 Offer students guidance in the development of action plans and supervision for their community
outreach
 Provide students with opportunities to learn about the health inequities and social justice issues
affecting the Bronx community
 Develop curriculum appropriate and needed for students involved in community action projects
 Foster leadership development, engagement in meaningful service, and community outreach
At the start of the academic year, “An Evening with Einstein-CAN” allows representatives from ECAN groups to present their projects to incoming first-year students. Approximately 118 students
attended this event in 2013. Throughout the year, E-CAN provides a series of workshops to enable
students to learn the skills to help members of the community they will be serving.
Volunteer opportunities include:
ECHO, the student-run free clinic: Volunteers at ECHO learn how to manage a clinic for
uninsured patients, evaluate clinic performance, pursue quality improvement initiatives, secure
grant funding, and disseminate information about the clinic in community and academic
settings. Volunteers can obtain elective credit for a focused project during fourth year. In 20122013 there were approximately 150 student volunteers working at ECHO (this was in addition
to the students doing the required Family Medicine assignment at the clinic).
Patient Advocate Connection (PACt), currently involves 39 first and second year student in
faculty-mentored, longitudinal relationships linking pairs of students with patients with
complex medical needs. Students learn from patients about social determinants of health; they
act as health coaches, serve as advocates at the doctor's appointments, visit patients in their
homes, and work with patients on setting and achieving goals to improve health outcomes and
quality of life. Students are in touch with patients at least every 2 weeks in-person or by phone,
and are required to keep regular progress notes. Monthly student-faculty meetings include
skill-building workshops and patient case discussions: these provide an opportunity to reflect
on the case and receive guidance and counseling regarding the patient.
Bronx, Obesity, Diabetes and You (BODY): is dedicated to addressing the high rate of diabetes
and obesity in the Bronx. The group includes 55 registered volunteers and has several arms
through which it serves the community. These include a partnership with "Doctors for a
Healthier Bronx," where students volunteer weekly at a local elementary school doing
educational outreach. Activities include "Nutrition and Education Workshops" and an "Active
Life Program," which runs after-school exercise programs. BODY also maintains a community
garden located behind Montefiore-Weiler Hospital; this serves as a place for exercise, a source
of fresh, healthy food, and a common space to hold workshops on health and nutrition
education. The BODY Garden Project received a $5,000.00 grant from the American Medical
Association to help fund the project. Their faculty advisor is Dr. Meredith Hawkins, the
director of the Global Diabetes Institute.
HIV Education and Rapid Testing (HEART): allows Einstein students to play a direct role in
increasing knowledge of HIV status among Bronx adolescents, and in reducing the stigma and
fear associated with HIV testing. The group operates in partnership with Montefiore's
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Albert Einstein College of Medicine
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Adolescent AIDS program and currently includes 46 student members who have been trained
to administer HIV testing and counseling. Participants conduct weekly testing at Bronx
Community College and Lehman College, and hold bi-weekly STD seminars at the Horizon
Juvenile Detention Center. They also conduct sex education at neighboring middle and high
schools throughout the Bronx. Their faculty advisor is Dr. Donna Futterman, Professor of
Clinical Pediatrics and Director of the Adolescent AIDS Program at Montefiore.
Homeless Outreach Program at Einstein (HOPE): is focused on the needs of the homeless
individuals. In the past year 68 students participated. The group’s efforts include weekly health
education classes at "The Living Room/Safe Haven," a 24/7 drop-in shelter located in the
Bronx. Participants also advocate for homeless clients by connecting them to a consistent source
of primary care through their network of physicians and social workers. In addition, weekly
teams of 2 students partner with a faculty member who specializes in homeless medicine, to
treat patients on the street. The program also teaches a weekly GED class for the homeless at
the Living Room.
MSTP Continuity Clinic. This is a voluntary program for MSTP students during their research
years, enabling them to participate in a clinic treating Bronx residents. Volunteers must commit
to a calendar year of clinic hours. The students take histories and physicals on patients and
present to the attending physician at Jacobi Medical Center. The attending will review the case
with the student and discuss a plan of action, which may entail blood draws, urinalysis,
administration of medicine, etc. To allow for continuity of care, patients are rescheduled to see
the same student provider, as necessary. MSTP students who will soon be returning to the
clinical phase of the MD curriculum are offered the opportunity to participate. This clinic is
based in Jacobi Medical Center.
Einstein Human Rights Clinic (EHRC): provides students the opportunity to work with a
family medicine physician with 10 years of asylum experience, in performing a history and
physical and write legal/medical affidavits for immigrants seeking asylum in the US. The group
now has 30 members. Students learn about the physician's role in the asylum process and
partner with him to interview patients and draft their legal/medical affidavits on a monthly
basis.
Track on Urban Community Health (TOUCH): as previously described (pg. IS-33) this is an
area of concentration available to students in the SOAR Program with an interest in improving
the health status of diverse urban underserved patients, families, and communities. The goals of
the TOUCH concentration are: 1) to allow students to develop a longitudinal community-based
health initiative with community involvement and participation 2) to allow students to
formulate a research project that assesses health outcomes linked to their initiative and 3) to
provide mentorship to students in developing critical thinking, leadership and advocacy skills.
These initiatives can take the form of a longitudinal community-based health outreach project
or a clinical health systems research project.
Additional groups develop as student interest dictates. Among these are:


B-BOP – Bronx Barbershop Outreach Program - the goal of this new project is to provide
men’s health information and referrals for services – including but not limited to prostate
health — for men at barbershops throughout the Bronx.
EiSci - The EiSci High School Mentoring Program focuses on mentoring and exposing
Bronx high school students at a young age to careers in science and medicine. Einstein
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Albert Einstein College of Medicine
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medical and graduate students meet with high school students in a bi-monthly after school
program. Consistent mentoring groups are established to foster connections between
students in the program and Einstein students.

Einstein Buddies - Students work with people with mental and physical disabilities early on
in their medical careers. Partnering with Einstein’s Children’s Evaluation and
Rehabilitation Center, a multidisciplinary center targeted at treating and serving children
with various disabilities, students will have the opportunity to act as mentors, tutors, and
help with various occupational therapies.

Veteran’s Outreach- students work with homeless veterans living in the Hunt’s Point area
of the Bronx to assist and encourage the development of more stable situations.
In addition to these formally organized service- learning groups, numerous students have
volunteered their services in times of communal need, under the direction of the Office of Student
Activities. Some recent ad hoc volunteer efforts have included:
o
o
o
o
Hurricane Sandy relief work in Long Island
Community cleanup days
Community coat, clothing, book collections
Veterans Day and Columbus Day community activities
c. Describe how medical students are informed about opportunities to participate in service-learning
activities.
Students are made aware of service-learning opportunities offered by the Community-Based
Service Learning (CBSL) program during orientation and at the annual club night, where every
club and service group presents its work at booths. Informational meetings are held on regularly
scheduled basis broadcast through class-wide emails from the Office of Student Activities, via email list serves and social media advertisements, through posters, flyers and announcements on the
flat-screen TVs around campus, and by accessing the CBSL webpage www.einstein.yu.edu/cbsl on
the Einstein website.
Fellowship and Research Opportunities Incorporating Service Learning: Announcements
containing information about research and fellowship opportunities are sent regularly to students
via class-wide emails. Students also receive invitations to informational meetings with both faculty
and past participants involved, as well as invitations to meet with Global Health Center for
advisement during the year.
d. Describe how student participation in service-learning activities is encouraged, supported, and
acknowledged. Include information about the sources and levels of funding available for such activities.
Encouragement of student participation of service-learning activities is evidenced by the large
number of community service-based student groups that have been initiated in the past five years.
Prior to 2008, the student-run ECHO clinic and the MSTP clinic were the primary community
service based-learning student groups. In response to student interest and the need for faculty
mentoring for specific programs that go deep into the Bronx community, an office of CommunityBased Service Learning (CBSL) was created to support these groups.
The Office of Student Activities, working with the Student Governing Board (SGB), discusses the
proposed upcoming club and special interest group activities for the year. Each club and interest
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Albert Einstein College of Medicine
Academic Year 2014-2015
group submits an annual budget and a plan of activities to the SGB at "budget night." In addition,
over the year new clubs apply for funding and new programs develop, to which the Student
Activities office is very responsive. Support is provided for any feasible idea or program.
Einstein also promotes service learning as form of rigorous academic scholarship equal to that of
clinical research and translational science by making the TOUCH concentration available to
students through the SOAR program. The TOUCH program and the parent SOAR program is
funded and supported by the Office of Medical Education (OME). Student fellowships also are
partially funded through the OME, with the students paying the balance.
e. Provide evidence that students desiring to participate in service learning have the opportunity to do so.
As noted above, there is a wide array of service-learning opportunities, and that these are well
subscribed by the student body. The CBSL program provides support and encouragement to
student who which to develop new programs.
NOTE THAT STANDARD IS-15 HAS BEEN DELETED.
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Albert Einstein College of Medicine
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IS-16. An institution that offers a medical education program must have policies and
practices to achieve appropriate diversity among its students, faculty, staff, and other
members of its academic community, and must engage in ongoing, systematic, and focused
efforts to attract and retain students, faculty, staff, and others from demographically
diverse backgrounds.
The LCME and the CACMS believe that aspiring future physicians will be best prepared for medical
practice in a diverse society if they learn in an environment characterized by, and supportive of, diversity
and inclusion. Such an environment will facilitate physician training in:
 Basic principles of culturally competent health care.
 Recognition of health care disparities and the development of solutions to such burdens.
 The importance of meeting the health care needs of medically underserved populations.
 The development of core professional attributes (e.g., altruism, social accountability) needed to
provide effective care in a multi-dimensionally diverse society.
The institution should articulate its expectations regarding diversity across its academic community in the
context of local and national responsibilities, and regularly assess how well such expectations are being
achieved. The institution should consider in its planning elements of diversity including, but not limited
to, gender, racial, cultural, and economic factors. The institution should establish focused, significant, and
sustained programs to recruit and retain suitably diverse students, faculty members, staff, and others.
_____________________________________________________________________________________
a. Provide a copy of all current institutional (College of Medicine and/or university) policies that are
specifically related to assuring a diverse student body, faculty, and staff.
Policy on Diversity and Affirmative Action (IS Appendix O)
http://www.yu.edu/hr/diversity/
Policy on harassment (IS Appendix P)
Policy on Disability Accommodation (IS Appendix Q)
http://www.yu.edu/hr/disability/
Einstein LGBT Steering Committee, Office of Student Affairs
(http://www.einstein.yu.edu/education/student-affairs/safe-zone/)
i.
Describe the process by which these statements and policies were/are being developed, approved,
and implemented at the institution.
Yeshiva University
Yeshiva University’s diversity policies were most recently reviewed in 2011. They were developed
by Human Resources administration and were reviewed with revisions recommended by
stakeholders including faculty and staff; the proposed policies and procedures receive legal review
and are ultimately approved and implemented on the authority of the governing board.
Albert Einstein College of Medicine
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Albert Einstein College of Medicine
Academic Year 2014-2015
Einstein eschews discrimination with regard to race, religion, creed, color, national origin, sex, age,
disability, veteran or disabled veteran status, marital status, sexual orientation, or citizenship
status. As a basic premise stipulated by Albert Einstein in granting the use of his name (IS
Appendix R), it has been Einstein’s policy from its inception that admissions and hiring be based on
merit. Einstein’s mission statement, which reflects this commitment, includes the following
statement (see pg. IS-1):
“…Inspired by the words of our namesake, we welcome students, faculty and staff
from diverse backgrounds who strive to enhance human health in the community and
beyond.”
These institutional expectations were reasserted in 2013 when the Executive Dean convened a group
including the associate deans of admissions, student affairs, diversity and medical education to
develop an updated mission statement for the Office of Diversity Enhancement, as follows:
“The mission of the Office of Diversity Enhancement is to establish and maintain
an environment that celebrates diversity that emphasizes professionalism and
excellence, and that promotes and nurtures future leaders in Medicine. Einstein
has always had an interest in providing support for historically underrepresented
students in Medicine. Our aim is to reflect and complement the diversity of the
Bronx community in which the school is located and which it serves. We are
committed to developing a broadly diverse cadre of clinicians, researchers and
educators in order to effectively promote health and address health disparities in
our local community, in the nation and abroad.
Our Vision: Our overall vision is to create an Office of Diversity Enhancement
that focuses on one of the core Einstein values: the excellence and integrity of all
our students. The combination of the following goals will allow us to achieve our
vision.”
The goals of the Office of Diversity Enhancement are to:






Recruit the most qualified and broadly diverse students who share our vision
of excellence, integrity and commitment to providing the best health care
Ensure academic success and provide career development support
Develop student leadership initiatives and representation at national and
regional academic conferences and organizations
Support diversity in all areas of medical education
Provide critical pipeline programs for racial/ ethnic minorities and socioeconomically disadvantaged students– beginning in high schools
Supporting the development of community based service learning experiences
for all students
http://www.einstein.yu.edu/education/md-program/diversity/
Additional institutional efforts pertaining to diversity include:
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Albert Einstein College of Medicine
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Einstein LGBT Steering Committee: Following federal reports calling for increased protections for
LGBT individuals, Einstein students, staff, and faculty drafted a report describing best policies and
practices for developing a supportive climate for LGBT individuals. As a result, the dean
sanctioned the Einstein Lesbian, Gay, Bisexual, and Transgender (LGBT) Steering Committee, a
standing committee under the Office of Student Affairs, to promote the personal and professional
development of LGBT graduate students at Einstein. The committee consists of 23 members
including staff of the institution and students and distinguished faculty from the various academic
programs. The mission and goals of the LGBT Steering Committee are as follows:
http://www.einstein.yu.edu/education/student-affairs/safe-zone/
Mission
The mission of the Einstein LGBT Steering Committee, of the Office of Student Affairs, is to
establish and maintain an environment to support the personal and professional development of
LGBT students and to prepare all students to address LGBT-related health disparities and health
care issues. The committee, through collaboration with institutional, local, national, and
international entities strives to ensure that all interested students are supported to achieve
scholarship in LGBT-related patient care, research, educational initiatives, and community service
and eventually serve as the next generation of health care leaders.
Goals
Consistent with the mission of Einstein “to promote the pursuit of scientific excellence with the
social mission to improve human health” our goals are to:
1. Help develop and attract qualified LGBT students and students interested in LGBT-related
health care disparities and health care to Einstein’s academic programs;
2. Through mentorship, ensure the personal and professional development of LGBT students
and students interested in LGBT-related health disparities and health care;
3. Create an institutional climate that supports all LGBT students, staff, faculty, and patients;
4. Raise an awareness of LGBT history and current challenges in promoting LGBT health
equity;
5. Facilitate the development of future LGBT leaders by promoting student involvement in
institutional, local, national, and international leadership roles.
A link to the Einstein LGBT Steering Committee webpage is provided on the Office of Admissions
webpage.
http://www.einstein.yu.edu/education/md-program/admissions/interview-invitation.aspx and
http://www.einstein.yu.edu/education/md-program/admissions/instruction-for-new-applicants/
Admissions: Einstein’s admissions practices are consistent with this institutional commitment. The
Committee on Admissions updated its mission statement in 2012, as follows:
“The Albert Einstein College of Medicine strives to matriculate a diverse group of outstanding
students whose academic accomplishments, clinical experiences, community service and research
indicate that they will become exceptional healers, educators, colleagues, patient advocates,
scientists, role models and life-long learners. We are committed to identifying individuals who
already have demonstrated the qualities of compassion, empathy, kindness, creativity,
professionalism, leadership and maturity. A diverse student body is consistent with the history and
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Albert Einstein College of Medicine
Academic Year 2014-2015
mission of Einstein and supports a key educational objective to raise the cultural awareness and
competence of our graduates.”
(http://www.einstein.yu.edu/education/md-program/admissions/admissions-mission-statement/)
ii. Describe how these statements and policies will be made known to current and
applicants, students, employees, faculty, and staff.
prospective
The diversity-related mission statements and goals of the College of Medicine, of the Office of
Diversity Enhancement, of the LGBT Steering Committee, and for Admissions are located on the
Einstein website. (See URLs noted above)
University policies are communicated at orientation for newly hired faculty and staff, and at
student orientation; yearly reminders are communicated via email, University websites and
electronic board postings; and, the various policies are included within all employee, faculty and
student handbooks.
b. Describe how the institution defines or characterizes diversity for its students, faculty, and staff. If
different definitions will apply to any of these institutional constituencies, provide each relevant
definition.
Yeshiva University
The term “Diversity” is used to describe the individual differences of faculty, staff and students
within the Yeshiva University community. There is a composition of different cultures, values and
the ways in which individuals interact with one another. YU considers the following dimensions of
diversity: religious beliefs, race, gender, marital status, ethnicity, age, education, physical and
mental ability, income, sexual orientation, occupation, language, geographic location, etc. Yeshiva
University cannot thrive unless each faculty, staff or student is a respected participant in the life of
the University, without regard to individual characteristics. Freedom of expression and respect is
vital to the University’s living mission.
The University maintains a commitment to sustain a diverse and inclusive academic community.
These efforts are integral to every aspect of our recruitment, hiring, promotion, training &
development, policies, procedures and various other practices in order to be viewed as a workplace
of choice.
Albert Einstein College of Medicine
Students
Einstein uses an enhanced definition of diversity with respect to the students it seeks to enroll. In
addition to the long-recognized definition of those historically underrepresented in medicine
(African American, Latino, and Native American) we include students from socioeconomically and
educationally disadvantaged backgrounds regardless of race or ethnicity (with an emphasis on
inner-city/urban location), and those self-identified as LGBT. Using a holistic, competency-based
review process, the admissions committee also identifies applicants who have demonstrated
exceptional performance or backgrounds that may be in the minority at Einstein, and who, by
virtue of these characteristics, would contribute significantly to our student body.
Faculty
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Albert Einstein College of Medicine
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Einstein uses the National Institute of Health’s definition for diversity to describe our faculty. This
includes those historically underrepresented in medicine, the natural sciences, technology,
engineering, and mathematics. Therefore faculty and staff from the following groups currently are
representative of diversity at Einstein; African Americans, Hispanic Americans and individuals
with disabilities (those with a physical or mental impairment that substantially limits one or more
major life activities). We recognize that Native Americans/Alaska Natives who maintain tribal
affiliation or community attachment, Hawaiian Natives and natives of the U.S. Pacific Islands fall
under the prevue of the NIH definition of diversity, however, at this time we do not have faculty
who represent these groups. We do not systematically collect race, sexual orientation or gender
identity data for faculty.
c. In the context of the definition of diversity, describe how institutional policies related to diversity will
be put into practice in each of the following areas:
i.
Student recruitment, selection, and retention
Student Recruitment
Einstein maintains outreach efforts on-site, and is active in New York, the region and nationally. In
2012, the Office of Diversity Enhancement devised a tracking system to record the number of
contacts made at each event or activity. In the first year of tracking, 164 individuals were seen on
campus for either a program activity or for a one-on-one meeting. In addition, 888 individuals
were seen off campus at recruitment fairs, conferences and college presentations. In total, 1,052
individuals learned about Albert Einstein College of Medicine during this first year of tracking.
This information is provided to the Admissions office, which tracks offers of acceptance and
matriculant numbers. Through AMCAS, it is also possible to determine how many may have been
accepted to other medical schools.
 Einstein students who are members of the Student National Medical Association (SNMA),
and the Latino Medical Student Association (LMSA) give tours, communicate with
applicants and prospective applicants and may host an interviewee overnight on campus.
Einstein students also mentor undergraduates who attend three local colleges: Fordham,
Lehman, and Queens through Minority Association of Pre-medical Students, MAPS.
 Einstein hosts a series of activities directed at diversity students. These include:
o Diversity Open House: held each fall since the 1980’s, this averages 160 individuals
from the tri-state area
o Anatomy Day: held since 2006 in collaboration with the Anatomy Department,
approximately 35 students from local colleges participate each year.
o Campus visits by programs working with students historically underrepresented in
medicine. Involved colleges have included: Fordham University; Barnard College
Lehman College; and Syracuse University
On a regional level, Einstein participates in recruitment fairs and conferences including:





City College of New York recruitment fair
Mentoring in Medicine annual, “Yes I Can be a Health Care Professional Conference”
Cornell’s annual Black Bio-Medical & Technical Association’s conference
City University of New York’s Black Male Initiative recruitment fair
Presentations to: Columbia College’s Charles Drew Society; Hunter College’s Pre Medical
Club; City College’s Caduceus Society
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Albert Einstein College of Medicine
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Nationally, Einstein has been represented at the following events:








AAMC – both national and northeast regional recruitment events
National Association of Medical Minority Educators, NAMME, both national and northeast
regional recruitment events
Summer Medical Dental Education Program, SMDEP, recruitment fairs at Duke/North
Carolina at Chapel Hill; combined SMDEP fair with Yale, Columbia and UMDNJ-Newark
campus
Student National Medical Association, Region IX (NY&NJ) recruitment fair
Morehouse/Spelman recruitment fair
National Hispanic Medical Association annual recruitment fair
Recruitment trip to Florida: Florida International University, University of Miami, and the
University of Central Florida
ABCRMS- Annual Biomedical Research Conference for Minority Students
Admissions-related activities:
The Admissions Office provides the Office of Diversity Enhancement a list of diversity students
scheduled for interview. Each of these receives an email outlining the services and activities
coordinated by the office. Applicants are encouraged to visit the office while they are on campus
for their interview. Students being interviewed account for some of the 69 students who were seen
one-on-one. The visit to the Office provides applicants a more personal view of the office and the
support provided.
All accepted diversity students receive a congratulatory letter from the Office of Diversity
Enhancement and are invited to obtain additional information about Einstein. Diversity medical
students make individual calls to provide peer-to-peer opportunity to obtain information and
discuss concerns or questions. Accepted diversity students are invited to the campus to meet and
interact with medical students, faculty and administrators in an informal and social setting.
The LGBT Steering Committee has worked closely with students, staff, faculty, and senior
leadership to design and implement materials and activities to build a more supportive climate for
applicants and matriculants. At the core is “visibility” of an active, engaged and scholarly LGBT
community at Einstein. This includes:
 A LGBT webpage, documenting mission, objectives, upcoming activities, and additional
resources;
 A video on LGBT Perspectives on Medicine and Academia, in partnership with the Center
for Lesbian and Gay Studies of the City University of New York;
 A LGBT Safe Zone lapel pin for individuals to wear in support of the community;
 A Safe Zone magnet/sticker for individuals to locate on the door frame or in their office
indicating a welcoming space for LGBT individuals;
 A brochure documenting various internal and external resources to help ensure the
personal and professional development of students;
 A quarterly newsletter describing changes in federal, state and organizational policies
towards LGBT individuals and highlighting the achievements of LGBT students, staff, and
faculty at Einstein and its affiliates.
For recruitment, printed materials have been disseminated to prospective applicants through
multiple venues:
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Albert Einstein College of Medicine



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Academic Year 2014-2015
2013 GLMA: Health Professionals Advancing LGBT Equality Conference, Denver,
Colorado, September 2013.(25 brochures given to prospective students)
2013 LGBT Health Workforce Conference, NYC, NY, June 2013 (25 brochures given to
prospective students)
Through the Office of M.D. Admissions (in 2013 approximately 50 brochures given to
prospective applicants)
Through the Office of Graduate Studies in the Biomedical Sciences (in 2013 approximately
50 brochures given to prospective applicants)
In addition the MD and graduate admissions offices have been provided a list of Einstein LGBT
Allies and LGBT students and faculty with whom interested applicants can speak. LGBT students
on the steering committee have also been active in giving campus tours and in delivering workshops
to the high school and college students in Einstein’s pipeline programs to show Einstein’s
commitment to inclusiveness.
Student Selection
The Committee on Admissions uses a holistic approach to the acceptance process and has
developed a set of “competency-based” admissions criteria. (IS Appendix S) The domains include:
knowledge; co-curricular activities; communications skills; and professional development. The
committee recognizes the impact that minority status and disadvantaged educational opportunity
can have on standard measures of knowledge performance, and adjusts the criteria applied to fit
the full profile presented by each applicant. The admissions process also includes judicious use of
scholarship support to encourage students of limited financial means to select Einstein for
matriculation.
Retention
There are annual programs and initiatives that have been implemented to ensure the support,
growth and retention of our diversity students.



Academic monitoring is a critical retention strategy and students are assessed for academic
challenges and successes, social or economic issues, and family concerns. The Office of
Diversity Affairs closely monitors exam and clerkship grades of diversity students. Faculty
advisors meet with students in preparation for USMLE Step exams. As needed, students
are referred to Academic Support Services for more formal coaching, assessment and
evaluation. In academic year 2012-13 the academic and resource advisor provided diversity
students with consistent, comprehensive and confidential academic advisement, resources
and referrals. These included 142 student evaluations and 90 funded educational reviews at
the cost of $38,743. Fifty-one (51) students received USMLE (Step I and/or Step II)
preparation support at a cost of $21,627
Einstein supports travel and participation of diversity students at the Annual Student
National Medical Association (SNMA) meeting and the Latino Medical Student Association
(LMSA).
A newsletter that highlights successes of Einstein students at the regional and national levels
is distributed to all diversity students. This serves as a tool to build morale and confidence,
and disseminates information pertaining to scholarships, externships, and conferences.
Newly accepted diversity students receive a copy of the newsletter, so they can familiarize
themselves with the activities and achievements of our diversity medical students.
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Albert Einstein College of Medicine
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Academic Year 2014-2015
A minority faculty advisory team consisting of senior, minority faculty members bring
experience and vision to the office.
A mentoring program matches students with minority faculty to provide advice and
support. Third and fourth year students are connected with faculty who represent the field
in which they are interested. Annual workshops for 3rd and 4th year students help them
prepare for residency selection, and workshops on skills for residency interviewing are
provided.
The LGBT Steering Committee also has implemented numerous activities for retention and for
personal and professional development of LGBT students.

The core program is the Safe Zone LGBT Allies and Mentoring Training Program designed
to increase the overall campus community’s understanding of and capacity to address issues
faced by LGBT persons.
o Safe Zone LGBT Allies Training was specifically designed for Einstein community
members to acquire the knowledge and skills to serve as an “Ally”. Since its inception
in February 2012, 12 sessions have been implemented at Einstein and its teaching
affiliates and >200 unique allies trained. There is an annual training for allies to remain
up to date on best policies and practices in building a more supportive climate for
LGBT Individuals.
o Safe Zone LGBT Mentoring Program is intended to better prepare students and faculty
to serve as mentors for LGBT students. The program has been offered in modified form
three times and has trained 45 individuals.
o Safe Zone materials include: Training Manual for allies and mentors; various versions
of a PowerPoint presentation tailored for different audiences (i.e. security, students,
faculty, staff, etc.); and a pre- and post- evaluation to document the impact of the
training workshops.
 Since 2005, Einstein has offered a LGBT Elective for medical students to learn about LGBT
Health from an expert mentor. This elective examines the health and healthcare needs of
LGBT patients through readings, educational videos, and seminars, as well as by direct
patient encounters and community based experiences. The fall 2013 LGBT Bulletin is
attached elective (IS Appendix T).
 In 2011, the Bronx Pride Research (BPR) Working Group was created to develop a local,
multidisciplinary network of clinicians and researchers who are actively engaged in
promoting the health and well-being of LGBT persons. Members offer skills and expertise
in (1) clinical, behavioral and social research; (2) program development and evaluation; (3)
dissemination of evidence-based public health interventions; and (4) community health
policy and advocacy. The BPR Working Group affirms that communities of LGBT persons
are diverse in gender identity, race, ethnicity, and culture, but that its members share
common experiences with stigma, discrimination, and the threat of HIV infection. Members
represent a variety of disciplines, including preventive medicine, psychology, public health,
and sociology. We work in New York City and State, nationally, and internationally. The
research group provides mentored opportunities for students to engage in LGBT related
research.

There are several strategic efforts to build relations with Einstein’s clinical affiliates. The
LGBT steering committee currently has a faculty member from 5 of our 7 teaching
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Albert Einstein College of Medicine
Academic Year 2014-2015
affiliates, who make research and service activities available to Einstein students. Students
also are informed of LGBT events organized by our teaching affiliates including lectures
and social events, such as:
o HIV testing and outreach at the Bronx Pride festival
o Tutoring at the Bronx Community Pride Center
o Lectures offered by the Center of Lesbian and Gay Studies, CUNY
ii. Financial aid
Einstein tracks the number of students who are socio-economically disadvantaged and who
participate in the Fee Assistance Program, as well as those who receive financial counseling once
enrolled. Einstein will waive application fees for students approved for FAP. Beginning in 2013
(with the 2014 entering class) the new, Socioeconomic Status Disadvantaged Indicator has been
used to identify applicants who come from socioeconomically disadvantaged backgrounds and is
intended to assist in putting the application information in context as part of a holistic review
process. In addition, inclusion of information whether the applicant received a Pell Grant is helpful
in ascertaining economic background. The office of student finance works with students to
assemble a package of awards to meet individual need; financial aid packages typically consist of
scholarships, grants and loans. The office of student finance administers available funds uniformly
and equitably in accordance with the existing regulations and policies.
The number of applicants who applied, were accepted and enrolled with a FAP for the classes
entered in 2011, 2012 and 2013:
2011
Applied
Disadvantaged
FAP
Accepted
Disadvantaged
FAP
Matriculated
Disadvantaged
FAP
iii. Educational program
2012
2013
2014
893
639
981
721
1081 1092
778 818
35
35
42
38
56 45
40 32
15
17
21
18
22 22
11 16
The Albert Einstein College of Medicine encourages its students to become involved in projects and
programs that focus on the Bronx community where 53% of the residents are Latinos and 33% are
African American. Content specifically pertaining to cultural competence and diversity is
incorporated into several required courses and clerkships:
Introduction to Clinical Medicine: Introduction to the Patient (year 1)
In this course there is are sessions devoted to the following elements related to cultural competence:
health belief model, cultural and religious elements of healthcare, health literacy, patients’ use of
traditional/complementary and alternative medicine.
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Albert Einstein College of Medicine
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
Academic Year 2014-2015
A small-group session uses both a videotaped case of a Muslim man undergoing treatment
for cancer which focuses on the health beliefs of him and his family, as well as a role play of
a Latina patient whose medication non-adherence involves issues of health literacy, health
explanatory model and use of traditional medications.
“Communication Challenges” session emphasizes issues of diversity and incorporates both
simulated and actual patient encounters in the classrooms. Actors play simulated patients
with sexual chief complaints. The cases involve a male patient who identifies as bi-sexual
and reports a recent history of sex with men, and in the female case, the patient identifies as
straight, but has a past history of sex with a woman. Discussion about differences, biases
and disparities follow the role-play. Actual patients interviewed in the session have longstanding poly-substance abuse histories. The sociocultural, class, ethnic and other issues
raised in these encounters add to the discussion of diversity.
Throughout the course a Communication Skills Checklist is used for both teaching and
assessment purposes. It is used to guide feedback for all sessions.
Family Medicine Clerkship (year 3)
In this ambulatory clerkship based in the Bronx, students see a very diverse patient population in
their Family Medicine clinical sites. The patients come from different ethnic and cultural
backgrounds, and students learn from their clinical preceptors about the importance of respecting
the patients’ beliefs and values to form an effective therapeutic relationship. Incorporating the
patients’ preferences and negotiating mutually acceptable treatment plans are important to ensure
adherence and provide the optimal care.
We introduce the students to the ETHNIC (Explanation, Treatment, Healers, Negotiation,
Incorporation, Collaboration) framework during one of the team-based learning sessions, and
discuss how to incorporate this in formulating a culturally sensitive and patient-centered
management plan. Cultural differences are also discussed as they pertain to the patients’ and
families’ understanding of their illness and its management.
Patients, Doctors & Communities (PDC) (year 3)
The interview and communication skills that are practiced and reflected upon in PDC involve the
patient’s perspective of his/her illness. Specific learning objectives are included in sessions on:
professional attributes; shared decision making/ informed consent; behavior change; goals of care
and communicating bad news. Identifying the patient’s perspective and values are of paramount
importance in the student’s attitude and knowledge regarding these topics and is very much
expressed in the communication skill acquisition.
There are several electives offered in the 1st and 2nd year that put in practice the instruction of the
basic principles of culturally competent health care, recognition of health care disparities and the
development of solutions to such burdens, the importance of meeting the health care needs of
medically underserved populations, and the development of core professional attributes needed to
provide effective care in a multi-dimensionally diverse society.
Medical Spanish:
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Albert Einstein College of Medicine
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The large and still growing population of Spanish-speaking persons in this nation, particularly in
many of its largest cities, compels many medical schools to provide future physicians with at least a
basic level of competence in conversational Spanish. The Medical Spanish program at Einstein has
been evolving over a period of more than 25 years and is still expanding to meet students’ needs.
In the current program, students begin language classes in the first year and continue to practice
and expand language-building skills throughout the second year. Classes are offered at the
beginner-, intermediate- and advanced- levels. In addition, during the summer between first and
second year, about 25 students receive funding to participate in Spanish language programs in
Central America and Mexico.
Spring 2014
Fall 2013
Spring 2013
Fall 2012
Spring 2012
Fall 2011
Spring 2011
Registered students
112
41
97
29
84
42
93
Students who completed the program
79
30
74
19
75
26
81
Medical Mandarin: an elective is being offered beginning in 2014.
The Health Disparities: Awareness to Action Elective
This elective, offered in the spring, enables students to define health disparities, describe the social
determinants of health, including the impact of bias on medical decision making, and identify
strategies for physicians to advocate for patients in the community. Students gain experience in
planning and organizing advocacy campaigns.
Nutrition and Health: Patients and Populations Elective
This elective, offered in the spring, provides students with an understanding of the USDA Dietary
Guidelines, nutrition assessment and effectiveness of popular diets. Other topics include integration
of motivational interviewing in discussions of nutrition & lifestyle issues with patients. Students also
learn how to discuss the Nutrition Facts labels with patients with limited English literacy.
LGBT curricular content is incorporated in a variety of ways:

Introduction to Clinical Medicine – Year I
1) LGBT patients are included in the recruitment for an interviewing session related to HIV as
a paradigm for chronic illness. Students elicit a partial sexual and drug history, and a more
comprehensive history of psychosocial issues.
2) Workshops focus on gender-related issues:
a. How to create a safe and welcoming clinical environment for LGBT patients.
b. Transgender patients and their sexuality.
c. Same sex partner violence.
3) Written exam questions include LGBT patients among the case examples, even when their
sexual orientation is incidental to the clinical issue.
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Albert Einstein College of Medicine
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4) Students have the option of a community clinical placement with either an identified LGBT
preceptor, or at a clinic site known for treatment of LGBT patients.

Human Reproductive Systems – Year II
1) Lectures on sexuality explicitly address LGBT individuals and discusses standards of care
for LGBT patients
2) A confidential 37-item questionnaire is delivered to students that include questions about
same sex activities and attitudes, followed by some discussion.

Family Medicine clerkship – Year III: A one hour session dedicated to LGBT clinical issues
and standards of care is included in each rotation’s didactics, and utilizes a case-based format
for discussion. Students are tested on content form the session in the clerkship exam.

LGBT Healthcare Elective: An elective of at least 4 weeks dedicated to examining the health
and healthcare needs of LGBT patients through readings, educational videos, and seminars, as
well as by direct patient encounters and community based experiences. The Course Director is
a member of the Einstein LGBT Steering Committee.

The Building the Next Generation of Academic Physicians Initiative Reading Elective:, The
Einstein Hispanic Center of Excellence has focused on engaging diverse medical students,
including LGBT, to consider academic medicine careers. Over the past year, five LGBTidentified medical students have participated in the program and completed notable
scholarship, including:
o LGBT Perspectives in Medicine and Academia Video.
o BNGAP Diversity video on the AAMC Wing of Zock blog at
http://wingofzock.org/2013/12/19/diversitys-next-frontier-careers-in-academic-medicine/
o The 2014 AAMC GSA/GDI/OSR Conference entitled Lessons learned from developing a
Safe Zone LGBT Program in Graduate Medical/Biomedical Education.
iv. Faculty/staff recruitment, employment, and retention-
Einstein, an equal opportunity employer, actively encourages groups historically underrepresented
in science and medicine and women to submit applications for all levels of employment.
In addition to institutional efforts lead by human resources the Office of Diversity Mentoring
actively engages in activities that are designed to positively affect faculty recruitment and retention
and to increase faculty diversity.
 The associate dean for diversity mentoring leads workshops on unconscious bias with
search committees.
 The associate dean for diversity mentoring reviews the criteria for appropriate and
inappropriate questions with search committee members.
The Office of Diversity Mentoring developed an objective Candidate Evaluation Form
to be universally used by faculty evaluating potential recruits.
v. Faculty development
The Office of Diversity Mentoring was created in the fall of 2011 with the expressed goal of
enhancing the career development and mentoring of underrepresented faculty and staff. To that
end the following strategic issue was identified;
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Albert Einstein College of Medicine
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The numbers of women and underrepresented minorities in academic medicine do not reflect the
current demographic profile of race and gender in the United States. Diversity in academic medicine is
adversely affected by multiple complex factors. Current evidence indicates that absence of career
development plans and suboptimal mentoring significantly contributes to disparities in the
advancement of women and underrepresented minorities in academia. This in turn negatively impacts
workforce diversity in academic medicine.
In response to the strategic issue the following five-year plan was developed by the current associate
dean for diversity mentoring. Goals include:
•
Identify Einstein’s academic community needs and determine gaps in career development
and mentoring opportunities for underrepresented minorities and women.
• Develop and institute formal Individual Career Development Plan (IDP) for faculty.
• Develop and institute programs that support mentor-mentee peering.
• Facilitate mentor-mentee pairing for new faculty hires.
• Track turnover and career development of faculty through department leadership and exit
interviews.
• Facilitate and Increase mentoring opportunities within Einstein.
1) Creation of a Circle of Mentors to provide guidance to Junior and Midlevel Faculty
seeking grant funding. Faculty will be appointed by department chairs as well as selected by
the Dean's office.
2) Expand mentoring opportunities by creating a Mentoring Coalition. This interactive
program is intended to provide a venue where faculty can easily identify someone who can
provide mentoring on diverse topics that may include family and career management, how
to develop an IDP, etc.
3) Create a mechanism through which mentoring of faculty is recognized as an
important and necessary element for the promotions process.
• Increase opportunities and create venues for networking and peer mentoring.
• Create a Mentor Institute that offers courses focused on training Mentors (certificate course
as well as continuing medical education).
• Organized annual activities focused on mentoring and networking for underrepresented
minorities and women faculty and basic science trainees.
• Engage and invite Einstein Alumni to participate in institutional activities focused on the
career development and mentorship of underrepresented minorities and women.
• Develop innovative training programs focused on cultural sensitivity and faculty mentoring
• Announce and support faculty attendance to the AAMC faculty development programs
focused on underrepresented minorities and women; develop a follow-up program so that
attendees can share their insights with faculty at Einstein.
Strategic goals achieved by the Office of Diversity Mentoring since it’s inaugural opening in
2011 include:
Underrepresented faculty sponsored by the Office of Diversity Mentoring to attend the AAMC
Minority Faculty Development Conference.
The Office of Diversity Mentoring developed an Individual Development Plan for faculty (IS
Appendix U) and a universal annual faculty performance tool (IS appendix V)
Annual Mentoring Award Reception: an award given to clinical and basic science faculty who
demonstrate an exemplary record of mentoring women and underrepresented Einstein faculty.
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Albert Einstein College of Medicine
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The Office of Diversity Mentoring has created a web page that announces career development
opportunities and grants targeting faculty and trainees from groups underrepresented in
medicine and science. (http://www.einstein.yu.edu/administration/diversity-mentoring/get-theword-out/) The mentoring committees are currently being assembled.
A faculty needs assessment survey for mentoring and career development has been developed
and will be distributed in December 2013.
The Office of Diversity Mentoring has assisted with the development of mentoring and diversity
recruitment plans for the following faculty and trainee programs;
 2012 Post-Baccalaureate Research Education Program (PREP) (trainees)
 2012 Clinical and Translational Science Award (CTSA) program (faculty)
 2013 Calabresi K12 (faculty)
 2013 Center for Aids Research (faculty)
 2013 PAR-10-227--Science Education Drug Abuse Partnership Award (R25): The
Bronx Bonds Resilient & Activates Innovative Neuroscientists (BRAIN) into a Posse
(trainees)
The Office of Diversity Mentoring hosted the first Town Hall Meeting titled “Achieving
Academic Excellence through Diversity.” Presentations were made by Dean Allen Spiegel, and
by leaders of Einstein’s clinical affiliates, Dr. Steven Safyer, the CEO and President of
Montefiore Medical Center and Mr. William Walsh, Senior Vice President and executive
Director of North Central Bronx Hospital System. This open forum allowed for discussion
among stakeholders about how to celebrate diversity and optimize community diversity for
scientific excellence. The Einstein LGBT Steering Committee was invited to speak at the Town
Hall Meeting to describe how it was promoting a supportive climate for students, staff and
faculty.
Achieving Excellence Through Scientific Diversity Seminar Series--this seminar series invites
faculty from diverse backgrounds to give scientific seminars. The goal of this seminar serious is
to create opportunities for faculty as well as trainees to network and develop mentor-mentee
relationships.
Scientific Careers and Alternative Pathways in Science Seminar Series-- this seminar series
invite individuals from diverse backgrounds and who have pursued not traditional pathways or
multifaceted career pathways in medicine. The goal of this seminar serious is to create
opportunities for faculty as well as trainees to network and develop mentor-mentee
relationships.
vi. Liaison activities with community organizations

SNMA/LMSA minority medical student group at Einstein is developing a mentoring
program for the Health Ambassador which is part of service learning for EEP Teen Action
Planning. Approximately 12 high school students will be mentored by our medical
students. Medical students will provide information on health careers, conduct monthly
seminars on leadership skills, public speaking, etc. and organize opportunities for the high
school students to go into their community, high schools, health fairs, as health
ambassadors (peer counselors) for the purpose of providing information to other teenagers.
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Albert Einstein College of Medicine
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
Community Based Service Learning – E-Community Action Network: eiSci high school
mentors are a new group of medical students at Einstein who are submitting a proposal to
CBSL to be one of the E-CAN groups. Their mission is to address educational disparities in
our local Bronx high schools. They will offer academic tutoring for high school students,
provide an afterschool health program (monthly) and hope to target 20 – 30 high school
students. In addition, they will collaborate with SNMA/LMSA in establishing an annual
Youth Conference at the College of Medicine for the purpose of providing information on
health careers.

Einstein LGBT Steering Committee has partnered with the Center for Lesbian and Gay
Studies at the City University of New York as well as several other national organizations
and institutions to implement the LGBT Health Workforce Conference (June 2013, May
2014). This involvement allows for our students and faculty to serve as leaders on the
regional and national level while learning about best practices and policies implemented
through other institutions and federal agencies. The conference also consists of a pipeline
component for students interested in the graduate health professions to meet LGBT role
models and possible future mentors. In 2013, over 220 individuals from across the country
attended the conference.
d. For each of the institutions categories of diversity, complete the following tables with the number of
offers made to students and faculty, along with the number of offers that were made but were declined.
Offers of Admission Made to College of Medicine Applicants
School Identified
Diversity Categories
2013 entering class
Number of Number of 2013
Offers
Students
Total
Declined
Enrolled
Offers
African American
9
12
21
Latinos
Socio-economic
disadvantaged
2014 entering class
(as of August 7, 2014)
Number of Number of
Offers
Students
Declined
Enrolled
2014
Total
Offers
19
6
25
24
9
33
13
10
23
34
22
56
41
45
86
2014
Number of
Offers
Declined
Number of
Faculty
Hired
Offers of Employment Made to Applicants for Faculty Positions
2013
Number of Number of 2012
School Identified
Offers
Faculty
Total
Diversity Categories
Declined
Hired
Offers
Einstein does not record this information in its faculty records
2013
Total
Offers
e. Based on the institution’s definition of diversity, and the statement in the annotation to this standard
that “Colleges of Medicine should consider in their planning elements of diversity including, but not
limited to, gender, racial, cultural, and economic diversity,” report in the table below information
regarding the percentage of enrolled students, employed faculty, and staff in each of the categories
included in the institution’s specific definition of diversity.
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Albert Einstein College of Medicine
Category
First-Year
Students
Academic Year 2014-2015
All Students**
African America
12/183 6.6%
40/779 (5.1%)
Latinos
5/183 (2.7%)
54/779 (7%)
Employed/
Full-time)
Faculty
Staff*
See below
16%
Einstein does
not record this
data for faculty
33/183 (18%)
135/779 (17.3%)
Socio-economical
disadvantaged
* Note that “staff” can include residents and other health professionals.
** 201 students did not respond
23%
NA
Underrepresented%
Male%
Female%
Staff*
11
26
74
34
39
61
Executive/Managers, First/Mid-Level
Officials
Professionals
57
13
87
Secretarial/Clerical
65
34
66
Technical
53
99
1
Skilled Craft Workers
77
82
18
Service/Maintenance Workers
Also see standards ED-21 and MS-8.
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