PhD in Chronic Disease Epidemiology

The department is perhaps best known for its doctoral programs in the epidemiology of cancer, aging, lifecourse epidemiology (including perinatal and pediatric epidemiology), genomics, HIV/AIDS and social determinants of health. However, students in the department often work on projects with other departments within YSPH, other departments in the School of Medicine, and other schools within the University. Thus there are numerous opportunities for creating an experientially rich doctoral program. Graduates from the department's doctoral program are found on the faculties of universities throughout the world, at the highest levels of federal and international research programs, and in numerous private and public foundations, institutions, and industries.

Students in Chronic Disease Epidemiology use primarily quantitative research methods to identify the causes of chronic disease in populations, including lifestyle factors and genomics, and evaluate the impact of chronic disease at a population level including consideration of various treatment approaches to improve outcomes and reduce costs. In consultation with the faculty adviser, the student chooses among doctoral-level courses offered by the department as well as among courses offered by the medical school or by other Yale professional or graduate schools. Students often take an advanced seminar in their specialty area and present their work in this collegial forum. All candidates must become proficient in statistical analysis, research methods, and the application of epidemiology to the field in which they have special interest.

Applicants should have solid preparation at the college level in the biological or social sciences and one year of college-level mathematics.

Students entering the doctoral program typically have a strong background in undergraduate science and frequently have a master's degree in public health or a related field, or significant public health research experience. A master’s degree is not required to apply for this program, although the majority of students in the program come with prior master’s preparation.

Beginning with the Fall 2025 application cycle, the GRE is no longer required.

All courses are 1 unit unless otherwise noted.

The PhD degree requires a total of 17 course units. Course substitutions must be identified and approved by the student’s adviser and DGS.

PhD Required Courses (9 course units)

• BIS 505 Biostatistics in Public Health II
  
• CDE/EHS 502 Physiology for Public Health
  
• CDE 516 Principles of Epidemiology II
  
• CDE 534 Applied Analytic Methods in Epidemiology
  
• CDE 610 Applied Area Readings for Qualifying Examinations
  
• CDE 617 Developing a Research Proposal
  
• EHS/CDE 566 – Causal Inference Methods in Public Health Research
  
• CDE 650 Introduction to Evidence-Based Medicine and Health Care
  
• PUBH 508 Foundations of Epidemiology and Public Health
  
• PUBH 600 Research Ethics and Responsibilities - 0 units
  

PhD Electives in Biostatistics – 600 level courses (3 course units required)

PhD Electives (5 course units)

Research Experience

In a number of courses, students gain actual experience with various aspects of research including preparation of a research grant, questionnaire design, preparation of a database for analysis, and analysis and interpretation of real data. In addition, doctoral students can gain research experience by working with faculty members on ongoing research studies prior to initiating dissertation research.

The Dissertation

Many dissertations are presented as three or more completed, submitted or published manuscripts based on the dissertation research.

Doctoral candidates with a concentration in CDE may specialize in the following areas:

• Aging
• Cancer
• Cardiovascular Disease
• Genetic
• Molecular
• Nutrition
• Perinatal
• Psychiatric Epidemiology
• Psychosocial Epidemiology

• Discuss and critically evaluate epidemiologic reports and research articles.
• Teach content material for a course in the student’s broad discipline.
• Design and write an original research proposal in the student’s discipline.
• Apply at an advanced level the research methodology of the student’s specific research area.

• Understanding Adolescent Mental Health in American Samoa: The Role of Family-Related Intergenerational Factors
  
• Joint Analyses of Primary Open Angle Glaucoma and Alzheimer's Disease to Uncover the Shared Genetic Variation Contributing to Neurodegeneration
  
• Examining Risk Factors, Screening, Survival of Early-Onset Colorectal Cancer in the US
  
• A Multidisciplinary Approach With Dogs as the Model Organism to Identify Whole-Genome Breed-Specific Genotypes Potentially Relating to Human Complex Traits
  
• Understanding the Role of Diet, Body Composition, and Exercise Across the Ovarian Cancer Control Continuum
  
• From Efficacy to Implementation: Translating Lifestyle Behavior Interventions Into Routine Breast Oncology Care
  
• Long-Term Blood Pressure Trajectories, Hypertension Burden, and Treatment Among Young Women and Men Veterans