1. The design and implementation of the curriculum for trainees in internal medicine is the responsibility of the program director, associate program director, core faculty, and members of the curriculum committee. The curriculum will be updated on an ongoing basis throughout the academic year June 24th - June 23rd. The curriculum will be reviewed and amended to meet ACGME requirements and improve educational opportunities for the trainees. The curriculum will be posted on the resident web site at http://phdres.caregate.net by the departmental web master. The curriculum is available to all faculty and trainees through the web site.

Design of Curriculum

2. Learning Centers: There are multiple avenues by which learning occurs. However, the most important teacher is the patient himself/herself. Therefore, all of our learning environments will be patient centered.

• Morning Report
• Attending Rounds
• ICU Rounds and ID Rounds
• Interns' Conference
• Didactic Conferences
• In-patient centered
• Out-patient centered
• Literature/Self Directed/Self Improvement

Trainees are required to attend at least 75% of scheduled noon conference.

3. Subspecialty Didactic Curricula: Three year lecture series for each subspecialty designed to provide the trainees with a base of knowledge upon which to build during their residency.

Subspecialty Rotation Curricula: Competency Based Curricula designed for each subspecialty area.

Requirements to Complete over 3 Years: Ambulatory Clinic (1); Cardiology (1); Emergency Medicine (1); Endocrinology (1); Gastroenterology (1); Geriatrics (1); Hematology/Oncology (1); ICU (3); Infectious Disease (1); Neurology; Night Float (2); Pulmonary (1); Renal (1); Rheumatology (1)..

Knowledge Based Curricula: A listing of knowledge data that the faculty deemed important to learn during the 3 years of residency.

4. General Internal Medicine Competency Curricula: Competency based curricula designed for Internal Medicine Ward Rotations and Internal Medicine Clinic.

Requirements to Complete over 3 Years: 6 months on Wards as an intern; 4 months on Wards as a PGY-2; 4 months on Wards as an PGY-3.

General Internal Medicine Knowledge Curricula: A listing of knowledge data that the faculty deemed important to learn during the 3 three years of residency.

5. Integrative Disciplines Curricula: Curriculum designed for education regarding the integrative disciplines.

6. Procedure Skills Curricula: Curricula designed to teach proper procedural skills to the trainees.

7. Research Curricula: Curricula designed to teach the trainees to design and implement a research project.

8. Implementation of the Curricula:

Subspecialty didactic Curricula:

• M,T,Th conferences: All subspecialists will present topics according to the three year curriculum lecture series. Key references or the Power Point presentation will be available on the Web site after the lecture, if faculty member approves..
• Journal Club: areas not covered by the lecture series will be covered in bi-monthly journal club where current literature is presented by the house staff, with discussion led by faculty.
• Internal Medicine Grand Rounds: Case based conferences covering an interesting, unusual patient presentation with an in-depth discussion of the clinical presentation, differential diagnoses, pathophysiology, evaluation and management issues.
• Internal Medicine Clinical Update: Weekly conference for trainees and medical staff given by experts in the field of medicine, discussing current issues in their subspecialty.
• Coffee with Cardiology: Weekly conference for trainees to discuss EKG's, echocardiograms and other cardiology related topics.

Subspecialty Competency Curricula:

• Subspecialty Rotations: Competencies including patient care, medical knowledge, practice-based learning and improvement, interpersonal skills, professionalism, and system-based practiced are taught and assessed during each subspecialty rotation emphasizing patient care and knowledge base appropriate for their area of medicine. The educational experience occurs inpatient as well as outpatient settings.
• M through F - Teaching of the competencies pertaining to the care of the critically ill patient.
• Multidisciplinary Critical Care Rounds.

Subspecialty Knowledge Curricula:

• See Lecture series.

General Internal Medicine Competency Curricula:

• Internal Medicine Ward Competency Curricula: The competencies will be taught and assessed during attending rounds M-W-F and by the admitting attending. The educational experience occurs in the inpatient setting.
• Morning Report: Competencies are taught and assessed five days a week during morning report. Emphasis is on patient care, knowledge base and practice improvement as well as professionalism.
• Lecture series: Many areas are covered during the lecture series. These are noted under the specific discipline on the web site.
• Reading log: There are multiple links to literature on the integrative disciplines on the web site.
• Interns' Conference: Similar to morning report. Occurs once weekly.
• Journal Club: Twice a month, trainees review four current articles from peer-reviewed journals. This teaches medical knowledge, communication skills, and practice improvement in terms of the competencies.

General Internal Medicine Knowledge Curricula:

• See lecture series.
• Morning Report: see above.

Procedure Skills Curricula:

• Written curriculum on web.
• Critical Care Rotation: Procedures are taught and a critical care specialist observes every procedure done by a resident – CVP, srterial stick, EKG interpretation, endotracheal intubation, and nasogastric intubation, ventilator management..
• Outpatient: Joint aspiration and injection, pelvic exam, and cervical culture are taught and observed in the Internal Medicine Clinic.
• Other: Paracentesis and lumbar puncture are taught and observed by hospitalists , ER physicians, or relevant specialists.
• History and Physical Exam: Taught during lecture series and assessed via mini-cex and chart review.

MARK LESTER, M.D.
Vice President
Chief Quality Officer