Didactic Curriculum:
We have designed a didactic curriculum that provides a balanced blend of core clinical knowledge, practical skills, and purpose-based and professional development, focusing on both general and subspecialty topics preparing residents for board success and meaningful, sustainable real-world practice.
Morning Report: Residents will attend morning report twice weekly where patient cases will be presented along with core internal medicine topics reviewed.
Afternoon Conference: Thursday afternoon conference will be of two hours duration. The first hour of afternoon conference will include EKG interpretation, MKSAP questions, and a core internal medicine topic lecture. The second hour will include a monthly journal club, ICU multidisciplinary teaching, and longitudinal curriculums on quality professionalism, preventative care, leadership, ethics, responsible care, and research. Residents will have a one-hour Tuesday afternoon lunch conference focused on primary care topics utilizing the Yale Office-Based Curriculum.
Grand Rounds and Morbidity and Mortality: Residents will present grand rounds during their PGY-2 year. PGY-3 residents will be required to present a Morbidity and Mortality Report which will take place quarterly. They will be paired with a mentor of their choice to assist in a high-quality delivery.
Communication: Residents will have a strong didactic focus on cultural competency, creating awareness around implicit bias, and effective communication strategies and motivational interviewing. Structured didactics surrounding effective communication in high intensity and complex situations will be taught and practice through the simulation-based training curriculum.
Point-of-Care Ultrasound (POCUS): Residents will receive foundational teaching on POCUS during their immersion month, routinely through their critical rotations, and will be required to seek out and capture images during their hospital and critical care rotations to develop this skillset.
Simulation-Based Training: Simulation-Based Training has emerged as an impactful tool in medical education improving learning and competency through development of technical skills, clinical decision making and nontechnical skills such as leadership, professionalism and patient communication in a safe and controlled environment. We have designed a robust simulation curriculum creating a psychological safe space where residents are not only allowed but encouraged to make mistakes. We have a new simulation lab with state-of-the-art equipment including a high-fidelity mannequin, recording equipment for debriefs, Virtual Reality for procedures among more.
Meaning-in-Medicine: We have designed a purpose-driven rather than a performance-driven curriculum integrating daily practices and weekly sessions to focus in on the meaning of medicine and its practice. Some examples include weekly designated time for journaling and creative writing, daily reflection on “how I made a difference today,” amplification of “what went well,” patient and family invitations to share experiences, among more.
