Background: In 2015, medical students in their clinical clerkships (traditionally known as third year medical students) began rotating directly with hospitalist attendings. As we began crafting the rotation, we sought to provide value that was not leveraged elsewhere in their clerkships. Different organizations, including the Liaison Committee on Medical Education and Association of American Medical [...]

Background: In 2015, medical students in their clinical clerkships (traditionally known as third year medical students) began rotating directly with hospitalist attendings. As we began crafting the rotation, we sought to provide value that was not leveraged elsewhere in their clerkships. Different organizations, including the Liaison Committee on Medical Education and Association of American Medical [...]

Background: Novel strategies such as the block system have been implemented to address resident teaching while maintaining continuity of care. Studies assessing block scheduling and adequate delivery of quality improvment (QI) concepts are limited. The aim of this study is to show how utilizing the 4+1 block system can deliver a longitudinal quality improvement (QI) curriculum and increase the [...]

Background: Residents identify formal didactic teaching (FDT) as a critical component of learning on the medical wards on annual residency surveys. Similarly, faculty express a desire to incorporate FDT into the daily inpatient rotation experience. However, both residents and faculty note multiple barriers to its consistent implementation. We aim to study the impact of various [...]

Background: Writing and presenting case reports provides opportunity for scholarly activities and promotes scientific writing and critical thinking. This study assesses Internal Medicine residents’ perceived benefits, challenges, and barriers regarding writing and presenting case reports. Methods: A Qualtrics survey was emailed to total 125 Internal Medicine Residents of the Medical College of Wisconsin. The survey [...]

Background: A recent study showed over 80 percent of internal medicine residents reported being uncomfortable or very uncomfortable with dermatologic issues. Formalized teaching in dermatology in medicine residency may be prudent. This teaching could occur in both inpatient and outpatient settings. Our objective was to study the effect of a dermatology curriculum on knowledge and [...]

Background: Quality improvement (QI) has been recognized as a core component of medical resident training and progressive engagement with QI is required by the American Council of Graduate Medical Education’s Clinical Learning Environment Review. Prior to 2015, no formal QI education was provided within our internal medicine residency program. This deficiency prompted residency program leadership [...]

Background: The National Board of Medical Examiners (NBME) mandates shelf examinations for all upper-level medical students completing the Internal Medicine (IM) clerkship. Undergraduate medical curricula have adopted many disparate strategies for succinctly delivering “high-yield” topics to students prior to their examinations, such as PowerPoint presentations, mock examinations, and review of challenging questions from question banks [...]

Background: Literature regarding resident education in transitions of care is limited, particularly in geriatric populations. The University of Colorado performed a pilot of a virtual multidisciplinary conference call between providers on the geriatric inpatient unit of the University of Colorado Hospital and its Seniors Clinic. Residents rotating on the Acute Care of the Elder (ACE) [...]

Background: The concept of using Entrustable Professional Activities (EPAs) in undergraduate medical education (UME) arose because residency program directors noticed a significant decline in their interns’ ability to perform the basic skills required of them upon starting residency. The internal medicine (IM) sub-internship (sub-I) rotation is primed to address the EPAs especially pertinent to the [...]