Our educational style is based on adult learning theory and philosophy. In the adult learning tradition, the learner takes an active role in learning. This means that you get a lot of choices in the program, as described earlier. It also means that we expect our housestaff to be active as learners in this program. Upper level housestaff (R2s and R3s) share teaching responsibility with faculty in many conferences, including senior report, attending rounds, and chief of service rounds. We expect housestaff to prepare cases, critically review relevant literature, and take an active teaching role in these conferences. This participatory style has been shown to improve learning and retention, and to prepare learners for lifelong learning. We strongly believe in it. The sessions are usually case-based, interactive, and provide an intellectually rigorous and clinically useful approach to patient care.
Senior Resident Report - Five afternoons each week (M,T W, Th ,F) for one hour, all PGY2's and PGY3's on inpatient floor teams meet with a Chief Resident and faculty member to present a case-generated question to the group. The focus of the discussion varies from differential diagnosis to specific management issues. This is followed by a case-generated review of relevant literature (called an Educational Prescription).
Intern Report- Three afternoons, for one hour duration, all PGY1's on floor teams and a Chief Resident meet to discuss a case and one educational prescription. The format is similar to Senior Resident Report (see above).
Attending Rounds - One day each week, each resident team meets 60 minutes to conduct Attending Rounds with a teaching attending. The format for these rounds is a bedside case presentation followed by an in-depth discussion of the patient led by the residents. The senior resident also gives a focused presentation to the group on a specific aspect of the patient's care during the last 15 minutes of rounds. Groups are encouraged to use alternate forms for Attending Rounds such as physical findings rounds where multiple patients with important physical findings are seen by the group to allow additional bedside teaching of physical examination techniques.
Professor's Rounds - Every Friday afternoon at noon conference, a PGY1 and senior resident present a case to a senior faculty member who leads t a highly interactive session with all housestaff contributing to the differential diagnosis. It is concluded by the senior resident presenting a 10 minute discussion of the final ‘mystery diagnosis’.
Noon Conferences - The Residency Program Noon Conference Series is held five days of the week. It is aimed at being case-based, interactive and encompassing the major subspecialties of internal medicine. All residents on inpatient floor teams, as well as those on ambulatory rotations and electives are expected to attend.
Grand Rounds - Every Thursday morning from 8:30-9:30AM the Department of Medicine holds Grand Rounds. A variety of formats are used: topic review, clinical pathological conferences, case of the month, etc. All residents on inpatient floor teams, as well as those on ambulatory rotations and electives are expected to attend.
- Daily Teaching/Management Rounds (TR) (8 am to 10 am) with a critical care attending physician
- Fundamental Critical Care Support course : this is a two-day course given in September to all incoming PGY1's on initial management of critically ill patients
- Directly Supervised Procedures (DSP) - Residents have the opportunity to learn procedures under the direct supervision of the MICU Attending. Central venous lines and arterial lines will be done under the supervision of other residents, until an attending has documented satisfactory competency in these procedures.