Throughout my year as a Women’s Health Research at Yale Fellow, I’ve had the privilege of learning from hematologist-oncologist Dr. Kelsey Martin. Every few weeks, Dr. Martin guided me and the other Fellows through seminars about a different topic in women’s health, from the psychology of addiction to sex differences in emergency medicine. It quickly became clear just how passionate Dr. Martin is about both women’s health research and mentoring undergraduate students.
As Associate Director for Medical Education in Women’s Health, Dr. Martin works to reform how medical students learn about sex-based health differences. Her efforts include spearheading curriculum updates to integrate women’s health throughout medical education and personally mentoring Fellows through these efforts; this year will mark her fifth year as a Mentor!
I was curious to learn more about Dr. Martin’s journey—from her path to becoming a hematologist-oncologist to her involvement with Women’s Health Research at Yale—so I asked her a few questions. Here’s our conversation:
Q: What inspired you to pursue a career in medicine, and how did you become interested in hematology-oncology specifically?
From a young age, I was drawn to science—especially the intricacies of human anatomy. I also liked to draw—especially structures of the human body. It wasn’t until medical school that I discovered my passion for hematology and oncology.
A particularly inspiring pathology professor sparked my interest in the mechanisms of disease, including how cancer develops and how different forms of anemia develop. At some point in my journey, I also remember reading a widely cited article, “The Hallmarks of Cancer,” which solidified my interest. A mentor of mine in residency, Dr. Steve Hahn, had also encouraged me to “think about what patients I want to be in the room with and what types of conversations I wanted to be having.” His mentorship and this question in particular helped me find my path.
Q: How did you get involved with Women’s Health Research at Yale? What does it mean to now serve as Associate Director for Medical Education within the program?
I met Dr. Mazure through SWIM (Status of Women In Medicine), an affinity group within the medical school. She was sharing her work on the medical school curriculum and it caught my attention. When she and I later spoke, I was “hooked.” I knew I wanted to learn more and contribute.
It’s really an honor to have the opportunity to work alongside Yale undergraduates. There’s so much to learn from each other and it feels there are endless unanswered questions in women’s health. The Fellowship has also helped me think about how to integrate women’s health into my own clinical practice.
Q: As a practicing physician, in what ways has your focus on sex differences shaped the way you interact with patients and make clinical decisions?
Sex differences are something I try to think about with most of my patients. When I’m evaluating a case—whether it’s diagnosis, prognosis, or planning treatment—I always ask myself: How might sex and gender be influencing this person’s health?
We know that diseases can present differently in men and women, respond differently to treatment, and even carry different risks for complications. So, I try to take all of that into account. It might mean being more vigilant about certain side effects in women, or recognizing that there may be prognostic differences.
It’s not just about checking a box—it’s about personalizing care for each patient.
Q: You’ve spearheaded efforts to update the medical school curriculum, including through recent work with my colleague Aeka Guru (’25) to identify where to incorporate education about sex-based health differences. What have you learned from this process, and are there any promising developments so far?
I’ve learned a tremendous amount. Curriculum review is challenging and updating such a vast curriculum is difficult. I’ve learned areas where this content is being taught and also where there are opportunities for change. Most promising is the alignment and enthusiasm we have from our curriculum leaders—including those in health equity. There’s a tremendous amount of support and enthusiasm.
Q: What impact have you seen the WHRY Undergraduate Fellowship have on students and the broader field of women’s health?
The Undergraduate Fellowship is transformative—not just for the students who participate, but for the future of women’s health research more broadly. I’ve seen students come into the program with curiosity and leave with a real sense of purpose. They gain firsthand experience asking critical questions about how sex and gender influence health and disease—questions that are still too often overlooked. What’s most exciting is how this early exposure shapes their trajectory. Many go on to pursue careers in medicine, research, and policy with strong grounding in the importance of studying the health of women. It gives me a tremendous amount of hope for the future of women’s health.
Q: What advice do you give to undergraduates interested in pursuing a career in women’s health research or clinical care?
Keep asking questions! Women’s health is a field that still has so many unanswered questions, and it needs people who are willing to ask why the health of women has historically been overlooked and how we can do better.
Q: What has been the most rewarding part of your work in women’s health education and mentorship?
Without a doubt, the most rewarding part has been learning from the Fellows themselves. Their energy, passion, curiosity, and diverse perspectives push me to think in new ways. They ask thoughtful, challenging questions and bring their own lived experiences that enrich our didactic sessions.
This interview was edited for length and clarity.