Comprised of a staff Cardiologist, a senior resident, and two interns, the inpatient cardiology team diagnoses and manages patients with acute cardiovascular illness who do not require an ICU admission. Common problems seen on this service include acute coronary syndromes, decompensated heart failure, valvular disease, pulmonary hypertension, pericarditis, and endocarditis. The team admits patients daily, with no overnight call for team members, as the patients are monitored by the on-call CVICU resident. Didactic lectures are given by the staff physician on service during established dedicated teaching time

Comprised of a staff Cardiologist, a Cardiology fellow, and four senior medical residents, the CVICU team manages up to 16 patients requiring ICU admission for cardiac causes. Common problems seen on this service include severe decompensated heart failure/cardiogenic shock, STEMI, aortic dissection, and acute severe valvular dysfunction.

Residents will become comfortable with management of invasive hemodynamic monitoring including PA catheters, cardiac assist devices including Intra-aortic balloon pump and Impella, as well as cardiac ultrasound/echocardiography.

Each resident takes call every 4th night with one day off per week. At night, the on-call resident covers the Cardiology teaching service in addition to the CVICU.

Comprised of a staff Hematologist-Oncologist, a senior resident, and two interns, the Hematology-Oncology inpatient service manages patients with acute hematologic or oncologic issues, chemotherapy complications, and palliative care/symptom management. The team works in concert with our palliative care services as well as various other consultative services to provide care. The team admits patients daily, with no overnight call for team members. Overnight admissions are supported by a night float senior resident and intern.

Two teams, comprised of a Pulmonary/Critical Care physician, a Pulmonary/Critical Care fellow, 2-3 senior residents, and Advanced Practice Providers (APPs), the MICU teams staff and care for patients in our 26 bed medical intensive care unit.

Emergency medicine residents will, at times, rotate in the MICU and participate in the care teams.

Common problems managed in the MICU include sepsis/shock, acute and chronic respiratory failure, and other critical conditions.

One team, comprised of Medicine and Psychiatry staff, one senior resident, and two interns care for up to a total of 15 patients with medical and psychiatric complaints. The team admits patients daily with no overnight call. Overnight admissions are supported by a night float senior resident and intern. If you are interested in a combined Internal Medicine and Psychiatry residency, please visit their page:

Internal Medicine-Psychiatry Residency

“The teaching resident elective readily helped me identify my strengths and weaknesses”

“Really fun rotation…good to have a dedicated time to focus on how to educate”

 

The Teaching Resident Rotation is designed as a 4-week experience to improve the teaching skills of participating third-year residents as well as prepare these residents for serving effectively in the role of medical educator. The rotation also provides a dedicated educational venue to demonstrate skills obtained through participation in the longitudinal Teaching Skills Curriculum.

Extensive teaching opportunities support residents in the development of skills essential for effective teaching in common situations. These teaching opportunities include small group facilitation, interactive classroom lecturing, simulation sessions and bedside instruction. The resident will also develop skills of how to prepare and work with multiple levels of learners as well as develop time management skills needed to be an effective medical educator.

Feedback is provided to each resident through written evaluations from students he/she taught during the rotation as well as after direct observation by a faculty mentor (usually the rotation director). The resident will also perform a self-reflection of his/her teaching by evaluating a video recording of a teaching session of his/her choosing.

Further Training Opportunities in Medical Education

• Masters in Medical Education
• Fellows as Clinician Educators (FACE) Program  

Teaching Elective Goals and Objectives

The Teaching Resident rotation is designed to improve the teaching skills of participating residents and to prepare third-year residents for serving effectively in the role of teacher/medical educator. Through training, extensive opportunities to teach, and feedback and evaluation, the Teaching Resident is able to develop the skills necessary to provide quality educational experiences to medical students and colleagues. Built into this 4-week experience is the opportunity to interact with faculty mentors who provide feedback and evaluation of the resident’s performance in various teaching activities. 

Rotation Goals:

• Develop the skills to become an effective medical educator.
• Strengthen and promote the educational continuum of teaching and learning.
• Enhance the educational mission of the Department of Internal Medicine for excellence in teaching.

Learning objectives:

• Identify and promote strategies to create favorable learning environments.
• Facilitate the acquisition of knowledge and skills using various teaching techniques.
• Control each teaching session by demonstrating the ability to address assigned topics efficiently while maintaining the focus and pace of each session.
• Develop and deliver an educational project/curriculum during the rotation. 

Teaching Residents

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Contact Information:

M. Lee Sanders, PhD, MD, FACP
Director, Teaching Resident Rotation

For further information on our ambulatory curriculum, please visit the ambulatory curriculum homepage.

Three teams, comprised of a Teaching Hospitalist, one senior resident, three interns, and 2-3 medical students diagnose and mange adults of all ages and backgrounds with a wide range of medical conditions.The teams rotate through a pre-determined call cycle, admitting patients on “pre-call” and “on-call” days but not on “post-call” days. Two of the interns take care of the patients during the daytime, in addition to admitting patients. The third intern rotates on an overnight call schedule (working every third night), averaging 3-4 nights per rotation. The senior resident is not responsible for night coverage, as this is provided by a night-float senior resident.

 Support staff includes team-specific social workers, nurse navigators, pharmacists, undergraduate assistants, and unit clerks who assist with discharge planning and follow-up appointments.

Educational Opportunities

Wards 101 - During the UIHC Inpatient medicine rotation, there is protected time for intern-focused teaching on Tuesday and Thursday afternoons. During these sessions, interns and medical students are given an opportunity to discuss and work through cases, focus on practical management of common inpatient issues, and discuss evidence-based topics pertinent to hospital medicine.

Ultrasound - Ultrasound machines are readily available for the inpatient medical service to assist in performing hemodynamic assessment as well as guidance for procedures. Ultrasound education is integrated into our ambulatory curriculum. We are also working on obtaining handheld Butterfly devices for easier access and use on the wards!

Three teams, comprised of a Teaching Hospitalist, one senior resident, two interns, a pharmacist, and medical students admit, diagnose, and manage a populations of veterans with a wide range of medical conditions. The Iowa City VA features an open ICU which allows the inpatient teams to care for a mixture of ward and ICU patients. The ICU patients are staffed daily with a pulmonary/critical care staff physician and fellow.

Each inpatient team admits daily, with interns rotating on overnight call every 6th night. The senior resident is not responsible for overnight admissions, as this is covered by a night-float senior.

DIME is a two-year pathway which provides experiences and further educational instruction beyond the current three-year longitudinal resident teaching skills curriculum. The DIME pathway is open to senior residents who are in good standing in the residency program.  Application for the pathway occurs in the spring PGY1 year. Residents participating in DIME are immersed in a flexible, experience-based curriculum with hands-on teaching activities at its core. To foster skills in educational scholarship, residents are paired with a clinical educator mentor to complete a scholarly project.  The first class of residents to be awarded the Distinction in Medical Education certificate graduated in 2021.

GOALS

The DIME curriculum: 

• supports knowledge and skill development in the areas of educational methods including curriculum development.
• provides opportunities for early educational scholarship.
• engages residents in mentor relationships with clinician educators.
• aids residents in preparing for future careers in medical education.
• prepares residents for involvement and contribution to the residency program’s educational mission.

Requirements required for the successful completion of DIME: 

• development and fulfillment of goals and objectives for experiences specific to individual interests
• completion of the longitudinal curriculum assignments
• demonstration of hands-on teaching of different levels of learners in a variety of settings
• recorded teaching sessions for discussion and feedback
• completion of a medical education-focused scholarly project in an area of interest
• maintenance of a portfolio providing evidence of types of teaching experiences, quality of teaching efforts, evidence of impact as well as evidence of scholarship
• presentation of the scholarly project to DIME committee as well as colleagues in DIME program
• presentation of the capstone work encouraged (local, regional or national education meeting)

Residents successfully completing the pathway requirements graduate with a Distinction in Medical Education.  This information may be included in the overall summative graduation letter as well as placed in the residency program letter for fellowship and employment.

2020 Scholarly Projects

• OSCE Effectiveness in Increasing Confidence over the Intern Year
• LGBTQ Social Determinants Video Curriculum

2021 Scholarly Projects

• Introduction to Medicine Workshop for Under-Represented High School Students
• MICU Curriculum
• Core Physical Exam Technique Review for Internal Medicine Clerkship Students
• Basic Ventilator Education

Contact Information:

Jennifer Strouse, MD
Director, Distinction in Medical Education