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: Innovation in graduate medical education is driven by the recognition of residents as adult learners. Increasing digitization provides for exciting opportunities to make the learning process more interactive. The use of audience response devices, or clickers, have been shown to be highly effective in higher education by improving engagement and participation in the classroom [...]

Background: Hospital Medicine has seen rapid growth since its emergence as an independent field. While internal medicine residency provides robust training for the clinical aspects of inpatient medicine, residents are not always given adequate education and insight into the non-clinical aspects of a hospitalist career. Specialized hospitalist tracks have been developed in residency programs across [...]

Background: The Hospitalist track at Cooper Hospital was created to provide residents with the opportunity to learn more about the different non-clinical aspects of hospital medicine. The track is divided into four weeks: one didactic week and three junior hospitalist weeks, which serve as the inpatient clinical experience. Additionally, there are four elective weeks that [...]

Background: Transitioning from undergraduate medical education (UME) to graduate medical education (GME) can be a challenging time for learners as they assume new roles as physicians and adjust to a new clinical environment. Our role as medical educators can play a key part in easing this transition from medical student to resident. To bridge the [...]