Georgetown University/Department of Medicine

Introduction: Based upon the Educational Mission of the Department of Medicine at Georgetown University Hospital (GUH), the Internal Medicine Residency has designed the following curriculum for the purpose of training residents for future careers in Internal Medicine.

The GUH Internal Medicine residency consists of the following academic structure and design:

1) Educational leadership, including
    a. Chairman – to support and oversee all the Missions of the Department
    b. Vice-Chair for Education – to oversee all educational endeavors within the Department, including
        resident, student and fellow education
    c. Internal Medicine Program Director and Associate Program Directors
    d. Fellowship Directors
    e. Chief Residents
    f. Administrative staff

These individuals will work together to achieve the Mission as outlined herein, to meet the requirements of the ACGME, to monitor developments within the residency program and to proactively make programmatic changes necessary to maintain the highest standards of academic excellence.

2) Curriculum
A defined curriculum, as specified by the ACGME, is available to all residents, and includes those specific areas of knowledge, skills and behaviors which are inherent to the practice of Internal Medicine and necessary for academic excellence. The Department and the residency are responsible for continuous review and modification of the curriculum to meet the changing field of medicine. The curriculum will be administered to train residents in the ACGME’s six general Competencies, namely, Patient Care, Medical Knowledge, Practice-Based Learning and Improvement, Interpersonal and Communication Skills, Professionalism, and Systems-Based Practice.

3) Formal evaluative process

a. Resident evaluation
The residency will provide both formative evaluation (feedback) to each resident on a regular basis, for the purpose of reviewing and improving performance to date. In addition, there will be a summative evaluation, prepared by the Program Director, at the conclusion of the residency for each resident. These types of evaluation must meet the criteria as outlined by the ACGME (see below).

i. Formative evaluation will include the following:
   • Evaluation of clinical competence of the residents (intellectual abilities, clinical skills, interpersonal
     skills, development of professional attitudes consistent with being a physician). (Observed by
     faculty)
   • Residents' humanistic qualities.
   • Chart auditing.
   • Records of invasive procedures.
   • Formal evaluations of knowledge, skills, and professional growth.
   • Permanent records of the evaluation and counseling process.
   • Such records must be available in the resident's file and must be accessible.

ii. Summative evaluation
   • The program director must prepare an evaluation of the clinical competence of each resident
     (clinical judgment, medical knowledge, clinical skills, humanistic qualities, professional attitudes and
     behavior, and provision of medical care).
   • A record of the evaluations must be maintained.
   • In the event of an adverse evaluation, an opportunity should exist to address academic deficiencies
     or misconduct.
   • A written policy that ensures academic due process.

b. Programmatic evaluation

The residency will, at all times, maintain open communication between the residents and the administration for the purpose of reviewing programmatic problems as well as programmatic excellence. There will be a formal process for residents to both document these issues in writing as well as openly discuss these issues with the Departmental leadership for the explicit purpose of making necessary improvements to the academic program. In addition, the Department will keep a record of each item discussed, including an expected timeline for when action will be taken and what improvements have been made to remedy the situation. This documentation will be readily available to the Department leadership as well as each resident.

4) Mentorship
The Department will have in place a specific format for resident mentorship, to include career guidance, academic guidance and regular performance reviews. There should be avenues for career development and assistance for residents pursuing fellowship training, research, and/or careers in clinical practice and academics.

5) Research
A formal research curriculum, required of all residents, has been designed to foster competence in basic science and/or clinical research as well as help advance and guide those residents interested in careers in research. One Associate Program Director will be responsible for coordinating and monitoring the research opportunities within the residency, including helping mentor or finding research mentors for residents participating in scholarly activity.