Residency Training
Residency Curriculum
Our Learner-Manager-Teacher model recognizes the necessity of balancing autonomy and supervision at every stage of learning. While adult learners thrive with autonomy, early learners require supervision to deliver high-quality patient care. As learners become more competent, the balance between supervision and autonomy shifts, leading to the development of skills essential for future high-quality patient care. Throughout these stages, you will not only gain competence and autonomy but also develop a partnership with your colleagues and faculty, an increased awareness of safety and quality, and the skills necessary to become a lifelong learner.
“I read more as a Manager and by the end of the month, I was a totally different person. I knew where to look, what to do. I loved it.” - Manager (PGY-II Resident)
Learner: You will build a solid foundation of clinical skills and competence, managing patients with common medical problems under the supervision of a teacher and an attending physician.
Manager: You will become competent in managing patients with more complex medical problems and making independent decisions as you work collaboratively with your attending physician.
Teacher: You will become proficient in managing patients with complex medical problems while building leadership and teaching skills as you supervise a pair of learners.
Amongst First Chosen for ACGME's Educational Innovations Project (EIP): Our program was one of only 21 Internal Medicine residency programs chosen in March 2006 to participate in the first round of the Accreditation Council for Graduate Medical Education's Educational Innovations Project (EIP). The EIP empowered programs to develop innovative training models, and Baystate's Learner-Manager-Teacher Model is a result of that project.
1) X+Y MODEL:
Both of our programs, categorical and IMPACT are founded on the competency-based Learner-Manager-Teacher model and based on the X+Y model of block scheduling. This model separates the continuity clinic into a distinct rotation that is repeated longitudinally throughout the year.
The “Y” block, or ambulatory block, is 2 weeks in duration and includes the resident’s continuity clinic and outpatient subspecialty experiences.
The “X” block, on inpatient block, is 6 weeks in duration for categorical residents and 4 weeks for IMPACT residents. This block is divided into 2 or 3 different two- or four-week rotations. X blocks may include wards, MICU, CICU, night float, or inpatient electives.
Our program offers a wide range of elective rotations in both subspecialty inpatient and outpatient settings across our diverse sites. Additionally, we provide several unique rotations, as noted below.
| Inpatient Electives | Outpatient Electives |
|---|---|
| Cardiology, Cardiac Electrophysiology, ED Ultrasound, Endocrinology, Gastroenterology, Hematology, Heart Failure, Hospital Medicine, Infectious Diseases, Nephrology, Neurology, Oncology, Psychiatry, and Pulmonology | Addiction Medicine, Allergy, Cardiology, Endocrinology, Gastroenterology, Hematology, Infectious Diseases, Nephrology, Oncology, Pre-Operative Clinic, and Rheumatology |
| Blended Inpatient & Outpatient Electives: Addiction Medicine, Geriatrics, Palliative Care & Physical Medicine & Rehab | Specialized Ambulatory Experiences: WOW bus, urgent care, inpatient follow-up, panel review, population health, project time, teaching precept sessions, and administrative time for inbox coverage |
| Procedures | Clinical Care in Special Settings-IMPACT Track: Hands-on experience in diverse environments, including correctional health, HIV care, farmworker outreach, addiction medicine, care coordination programs, and home visits. |
| Medical Education; Research | Non-internal medicine specialties: Dermatology, ENT |
| TRAnsition of CarE Rotation (TRACER) | Telemedicine |
| Observation Unit Rotation |
Our residents also pursue elective opportunities at outside institutions if they align better with their goals and aspirations. This flexibility helps us create an individualized and comprehensive clinical training experience for each resident.
2) LEARNER ORIENTATION
A highly structured 2-week didactic and experiential component, followed by a 4-week clinical experience, ensures that residents develop the foundational skills necessary for a successful transition into residency.
Didactic Weeks: The didactic weeks focus on BLS and ACLS training, orientation sessions by our graduate medical education department, and overviews of our program's operations. Residents participate in dedicated workshops on navigating our electronic medical system, medication reconciliation, writing notes, pre-rounding, case presentations, handover skills, and a day dedicated to their first supervised patient admission. These weeks also include built-in social events, such as a welcome reception by GME at the Dr. Seuss Museums, a weekend camping trip, an escape room challenge, and a residency-wide party. These events are designed to help residents get to know the residency and GME community, program leadership, and chief residents.
Clinical Weeks: During the clinical weeks, residents spend 2 weeks on the medical wards, 1 week in an ambulatory setting, and 1 week in the CICU or MICU service. Controlled patient volumes —4 patients on the medical wards and 1-2 in the units— during these weeks enhance the learning experience and provide ample opportunities for hands-on practice. Incorporated into this orientation block, residents also experience a robust simulation curriculum designed to further develop their clinical skills and confidence.
3) FLY-UP BLOCKS:
Our “Fly Up” block is designed to prepare residents for their new roles as Managers or Teachers before the start of the new academic year. This period includes didactic sessions, workshops, and clinical roles that build on existing skills and knowledge, facilitating a smooth transition into these advanced responsibilities. This preparation ensures that residents are ready to lead and teach effectively, manage complex patient care, and support new interns as they begin their residency. The “Fly Up” block is an essential step in resident progression, equipping them with the confidence and competence needed to excel in their new roles.
Internal Medicine Categorical Program
Our three-year categorical Internal Medicine Residency program offers a challenging intellectual environment with a flexible curriculum and broad experiences. These elements are necessary for residents to acquire the knowledge, skills, and attitudes essential for excelling in the practice of internal medicine and its subspecialties.
Rotation Schedule:
Our schedule provides a balanced mix of inpatient and outpatient experiences, exposing residents to diverse clinical settings. In our Learner-Manager-Teacher model, you'll begin with close supervision and gradually gain autonomy as your competence grows, preparing you to manage and teach others effectively.
PGY-I: Learner Year
| Rotations | Blocks | Description |
|---|---|---|
| Orientation | 2 | Orientation blocks provide a strong foundation in essential clinical skills, with each resident spending 2 weeks on the medical wards—1 week in a critical care unit and 1 week in an ambulatory setting |
| Ambulatory | 5 | Continuity clinic at High Street Health Center, organized into color teams, operating during dedicated ambulatory blocks |
| Ambulatory Elective | 1 | Dedicated ambulatory elective based on resident preference, with expected participation in continuity clinics at Bright Wood Health Center |
| Medicine Wards | 4 | Inpatient ward rotation where a rounding team comprises 2 interns, 1 senior resident and an attending. Interns round on 4 patients during the orientation month, 6 patients until October, and 7 subsequently. Each intern has 2 admit days per week. |
| Electives | 4 | Dedicated inpatient elective experience based on resident preference. Most electives are inpatient based, but you also have the option to pick ambulatory electives during the inpatient X blocks |
| Jeopardy | 1 | In this rotation, the resident provides backup coverage and manages the clinic inbox of peers on inpatient rotations. Responsibilities include handling communications and pending tasks efficiently to maintain continuity of care |
| Tracer | 1 | Longitudinal care rotation that focuses on quality improvement, hospital throughput, and transitions of care. You also participate in a root cause analysis to address systemic problems |
| Observation | 1 | Rotation set in the Observation unit, where you learn about common observation admission diagnoses, coordinate workups, and focus on coordination of care for patients in the observation unit |
| Cardiac Critical Care | 2 | Primary contact for up to 5 critically ill patients with oversight from senior residents, cardiology fellows, and attendings |
| Medical Intensive Care | 2 | Primary contact for up to 5 critically ill patients with oversight from senior residents, MICU fellows, and attendings |
| Night Float | 2 | Dedicated night float team covering teaching teams with oversight from an in-house nocturnist. Interns may either cross-cover the teaching teams or perform up to 4 admits |
| Fly-up | 1 | Transition block-designed to help residents smoothly step into their new roles as managers, providing them with the guidance and skills necessary to effectively oversee patient care and lead their teams |
| Each block is 2 weeks long |
PGY-II: Manager Year
| Rotations | Blocks | Description |
|---|---|---|
| Ambulatory | 4 | Continuity clinic at High Street Health Center, organized into color teams, operating during dedicated ambulatory blocks |
| Ambulatory Elective | 1 | Dedicated ambulatory elective based on resident preference, with expected participation in continuity clinics at High Street Health Center |
| Medicine Wards | 4 | Inpatient ward rotation where a rounding team comprises 2 residents and an attending. Managers round independently and manage more complex cases than in their intern year, starting with a cap of 7 patients, increasing to 8 after October. Each manager has 2 admit days per week |
| Electives | 6 | Dedicated inpatient elective experience based on resident preference. Most electives are inpatient based, but you also have the option to pick ambulatory electives during the inpatient X blocks |
| Jeopardy | 1 | In this rotation, the resident provides backup coverage and manages the clinic inbox of peers on inpatient rotations. Responsibilities include handling communications and pending tasks efficiently to maintain continuity of care |
| Cardiac Critical Care | 2 | Primary contact for up to 6 patients, potentially shifting to a teacher role as needed |
| Medical Intensive Care | 2 | Primary contact for up to 6 patients, potentially shifting to a teacher role as needed |
| Night Float | 3 | As seniors, residents coordinate care for admissions, perform up to 5 admits, and distribute patients among the resident teaching teams |
| Emergency Medicine | 1 | Residents rotate through the Emergency Department, caring for acute patients and learning triage skills |
| Fly-up | 1 | Transition block-designed to help residents smoothly step into their new roles as teachers, providing them with the guidance and skills necessary to effectively transition into a teacher and leader |
| Each block is 2-weeks long |
PGY-III: Teacher Year
| Rotations | Blocks | Description |
|---|---|---|
| Ambulatory | 4 | Continuity clinic at High Street Health Center, organized into color teams, operating during dedicated ambulatory blocks |
| Ambulatory Elective | 1 | Dedicated ambulatory elective based on resident preference, with expected participation in continuity clinics at High Street Health Center |
| Medicine Wards | 3 | Inpatient ward rotation where a rounding team comprises 2 interns, 1 senior resident and an attending. A teacher supervises 2 interns, coordinates rounds, and act as the attending with the attending supervising |
| Senior Wards | 3 | Inspired by hospitalist schedules, this rotation includes 7 days on with a patient load of 14, and an "off" week where you come in for 1 day of admits. Didactics are optional to support autonomy and simulate attending schedules |
| Admits | 1 | A dedicated rotation where a resident admits patients directly from the emergency room as well as serve as backup support for the cross-cover resident |
| Electives | 7 | Dedicated inpatient elective experience based on resident preference. Most electives are inpatient based, but you also have the option to pick ambulatory electives during the inpatient X blocks |
| Jeopardy | 1 | In this rotation, the resident provides backup coverage and manages the clinic inbox of peers on inpatient rotations. Responsibilities include handling communications and pending tasks efficiently to maintain continuity of care |
| Cardiac Critical Care | 1 | Supervises resident learners and provides education. Patient care responsibilities within and outside CCU depend on the patient census |
| Medical Intensive Care | 2 | Supervises resident learners, provides education, responds to code blue alerts, and ensures proper patient disposition. Patient care responsibilities within MICU depend on the patient census |
| Board Review | 1 | Dedicated time to help residents prepare for the ABIM exam, scheduled in the back half of the year |
| Each block is 2-weeks long |
Internal Medicine Primary Care (IMPACT) Program
The IMPACT track is the primary care track of our residency program, based at the Brightwood Health Center/Centro de Salud in the North End of Springfield. This innovative health center serves a low-income, majority Latino population and is a leader in the development of the medical home care coordination model.
This track is designed for residents interested in broadening their practice of medicine to include an understanding of community medicine and population health principles. Alongside primary care experience, residents receive dedicated didactic and experiential learning on topics such as food as medicine, substance use disorders, and prison health. The goals of this track include:
- Developing residents’ abilities to evaluate and understand the health needs of individuals in the context of local, regional, national, and global influences—including social, economic, political, cultural, and environmental forces.
- Enhancing residents’ abilities to utilize, partner with, and build community resources and engage in advocacy work.
- Promoting active participation with local community stakeholders and legislators on important healthcare issues.
Highlights of Our Primary Care IMPACT Track:
Themed Longitudinal Ambulatory Blocks: Focused on bridging community health and population health principles with clinical practice. Core themes include:
- Food as Medicine
- Substance use Disorders
- Prison Health
Clinical Care in Special Settings: Each year, one of our residents has the unique opportunity to serve at the Hampden County Correctional Facility as their primary care site. In addition, residents gain hands-on experience in diverse settings such as HIV care, farmworker outreach, addiction medicine, care coordination programs, and home visits, broadening their understanding of healthcare across diverse populations.
Informative Seminars: Residents participate in sessions featuring outside speakers, such as academics, authors, community leaders, activists, and organizers, enriching their learning with diverse perspectives.
Interactive Learning: Educational activities include readings, movies, and resident presentations related to the ambulatory theme, with opportunities to engage in community-based projects and research.
Diverse Perspectives: Residents explore population and public health topics, along with economic, sociological, political, and historical perspectives, offering a well-rounded understanding of healthcare challenges.
Engaging Activities: The program includes field trips, exposure to legislative activities, and involvement in community service, outreach, and advocacy, working closely with community partners to effect meaningful change.
Rotation Schedule:
Similar to the categorical track, the IMPACT schedule offers a well-balanced blend of inpatient and outpatient experiences, ensuring residents are exposed to diverse clinical settings. The program carefully balances supervision and autonomy, following the Learner-Manager-Teacher model.
PGY-I: Learner Year
| Rotations | Blocks | Description |
|---|---|---|
| Orientation | 2 | Orientation blocks provide a strong foundation in essential clinical skills, with each resident spending 2 weeks on the medical wards—1 week in a critical care unit and 1 week in an ambulatory setting |
| Ambulatory | 5 | Continuity clinic at Brightwood Health Center, operating during dedicated ambulatory blocks |
| Medicine Wards | 4 | Inpatient ward rotation where a rounding team comprises 2 interns, 1 senior resident and an attending. Interns round on 4 patients during the orientation month, 6 patients until October, and 7 subsequently. Each intern has 2 admit days per week |
| Electives | 3 | Dedicated inpatient elective experience based on resident preference. Most electives are inpatient based, but you also have the option to pick ambulatory electives during the inpatient X blocks |
| Jeopardy | 1 | In this rotation, the resident provides backup coverage and manages the clinic inbox of peers on inpatient rotations. Responsibilities include handling communications and pending tasks efficiently to maintain continuity of care |
| Tracer | 1 | Longitudinal care rotation that focuses on quality improvement, hospital throughput, and transitions of care. You also participate in a root cause analysis to address systemic problems |
| Observation | 1 | Rotation set in the Observation unit, where you learn about common observation admission diagnoses, coordinate workups, and focus on coordination of care for patients in the observation unit |
| Cardiac Critical Care | 2 | Primary contact for up to 5 critically ill patients with oversight from senior residents, cardiology fellows, and attendings |
| Medical Intensive Care | 2 | Primary contact for up to 5 critically ill patients with oversight from senior residents, MICU fellows, and attendings |
| Night Float | 1 | Dedicated night float team covering teaching teams with oversight from an in-house nocturnist. Interns may either cross-cover the teaching teams or perform up to 4 admits |
| Fly-up | 1 | Transition block-designed to help residents smoothly step into their new roles as managers, providing them with the guidance and skills necessary to effectively oversee patient care and lead their teams |
| Each block is 2-weeks long |
PGY-II: Manager Year
| Rotations | Blocks | Description |
|---|---|---|
| Ambulatory | 6 | Continuity clinic at Brightwood Health Center, operating during dedicated ambulatory blocks |
| Ambulatory Elective | 1 | Dedicated ambulatory elective based on resident preference, with expected participation in continuity clinics at Brightwood Health Center |
| Medicine Wards | 4 | Inpatient ward rotation where a rounding team comprises 2 residents and an attending. Managers round independently and manage more complex cases than in their intern year, starting with a cap of 7 patients, increasing to 8 after October. Each manager has 2 admit days per week |
| Electives | 4 | Dedicated inpatient elective experience based on resident preference. Most electives are inpatient based, but you also have the option to pick ambulatory electives during the inpatient X blocks |
| Jeopardy | 1 | In this rotation, the resident provides backup coverage and manages the clinic inbox of peers on inpatient rotations. Responsibilities include handling communications and pending tasks efficiently to maintain continuity of care |
| Cardiac Critical Care | 2 | Primary contact for up to 6 patients, potentially shifting to a teacher role as needed |
| Medical Critical Care | 2 | Primary contact for up to 6 patients, potentially shifting to a teacher role as needed |
| Night Float | 3 | As seniors, residents coordinate care for admissions, perform up to 5 admits, and distribute patients among the resident teaching teams |
| Emergency Medicine | 1 | Residents rotate through the Emergency Department, caring for acute patients and learning triage skills |
| Fly-up | 1 | Transition block-designed to help residents smoothly step into their new roles as teachers, providing them with the guidance and skills necessary to effectively transition into a teacher and leader |
| Each block is 2-weeks long |
PGY-III: Teacher Year
| Rotations | Blocks | Description |
|---|---|---|
| Ambulatory | 6 | Continuity clinic at Brightwood Health Center, operating during dedicated ambulatory blocks |
| Ambulatory Elective | 1 | Dedicated ambulatory elective based on resident preference, with expected participation in continuity clinics at Brightwood Health Center |
| Medicine Wards | 3 | Inpatient ward rotation where a rounding team comprises 2 interns, 1 senior resident and an attending. A teacher supervises 2 interns, coordinates rounds, and act as the attending with the attending supervising |
| Senior Wards | 3 | Inspired by hospitalist schedules, this rotation includes 7 days on with a patient load of 14, and an "off" week where you come in for 1 day of admits. Didactics are optional to support autonomy and simulate attending schedules |
| Admits | 1 | A dedicated rotation where a resident admits patients directly from the emergency room as well as serve as backup support for the cross-cover resident |
| Electives | 5 | Dedicated inpatient elective experience based on resident preference. Most electives are inpatient based, but you also have the option to pick ambulatory electives during the inpatient X blocks |
| Jeopardy | 1 | In this rotation, the resident provides backup coverage and manages the clinic inbox of peers on inpatient rotations. Responsibilities include handling communications and pending tasks efficiently to maintain continuity of care |
| Cardiac Critical Care | 1 | Supervises resident learners and provides education. Patient care responsibilities within and outside CCU depend on the patient census |
| Medical Intensive Care | 2 | Supervises resident learners, provides education, responds to code blue alerts, and ensures proper patient disposition. Patient care responsibilities within MICU depend on the patient census |
| Board Review | 1 | Dedicated time to help residents prepare for the ABIM exam, scheduled in the back half of the year |
| Each block is 2-weeks long |
Educational Sessions
We offer comprehensive educational sessions, covering a wide variety of topics and learning experiences. We provide robust general medicine and subspecialty learning opportunities, focusing on the essential knowledge, skills, and attitudes required for a successful career in internal medicine. Additionally, our program includes training in leadership, research, teamwork, teaching skills, quality improvement, and simulation to ensure a well-rounded educational experience.
1) Academic-Half Day:
Every Tuesday afternoon from 1 to 5 pm, all of our residents have a four-hour block of protected educational time. Led by faculty and Teacher residents with the expertise of subspecialty colleagues, Academic Half-Day (AHD) provides a robust and dynamic opportunity for our education and team-building curriculum. Highlights of AHD include:
- Team-Based Learning
- Subspecialty Didactics
- Point of Care Ultrasound Curriculum
- Professional Development Sessions by the Chair
- Evidence-Based Medicine Curriculum
- Intern Scholarship Curriculum
- Radiology Conference
- Board Review
- Morbidity & Mortality Conference
- Individualized Career Tracks
- "What I Need" (WIN) Sessions
2) Didactic Education:
Our program offers robust educational sessions led by faculty, chief residents, and senior residents, focusing on diagnostic and clinical reasoning, pathophysiology, guidelines, and journal review. These opportunities include:
- Medical Grand Rounds - Interdisciplinary
- Medical Grand Rounds - Summer Series
- Multidisciplinary Research Week
- Morning Conferences: Inpatient & Ambulatory
- Intern Intake Morning Report
- Longitudinal Ambulatory Curriculum
- Core Internal Medicine Didactic Curriculum
- EKG Curriculum
- Diagnostic Reasoning
- Journal Club Debate
Teaching Opportunities
In addition to our strong emphasis on learning, we offer numerous opportunities for residents to develop their skills as educators. Through programs such as the Academic Half-Day team-based leadership training, mentorship during manager and teacher meetings, the longitudinal Medical Education Track, and the Medical Education Elective, our residents receive comprehensive training to become effective teachers and educators.
As Baystate serves as a regional campus and home to the PURCH (Population-based Urban and Rural Community Health) Track for the University of Massachusetts Chan Medical School, our residents have extensive opportunities to teach medical students. This includes participation in the PURCH Resident Educator Program, leading noon didactics, and providing direct mentorship during inpatient medicine ward rotations. Additionally, our residents engage in peer teaching during morning conferences, patient care rounds, and various curricular initiatives within our program.
By fostering these teaching opportunities, we not only enhance our residents’ skills as educators but also strengthen their leadership capabilities, preparing them for future academic, clinical, and teaching roles. Our program is committed to cultivating the next generation of physician-educators who will contribute to shaping the future of healthcare
Point of Care Ultrasound Training
Our Point-of-Care Ultrasound (POCUS) training is a cornerstone of the residency program, designed to significantly enhance diagnostic accuracy and patient care. This comprehensive training includes a blend of structured didactic sessions, hands-on workshops, and supervised clinical practice. Residents begin their POCUS journey in their learner year, focusing on foundational skills such as ultrasound physics, image acquisition, and interpretation, which are essential for building a solid understanding of POCUS. As they advance, residents move on to more complex applications, including cardiac, abdominal, vascular, renal, and procedural ultrasound.
Internal Medicine Simulation Training
With over 12 years of experience, we have been at the forefront of using Human Patient Simulation (HPS) to train internal medicine residents at the Baystate Simulation Center and Goldberg Surgical Skills Lab. This state-of-the-art facility spans more than 4,000 square feet and incorporates the latest in innovative teaching methods and cutting-edge simulation technology. Notably, it was one of the first simulation centers worldwide to be accredited by the American College of Surgeons.
Simulation Curriculum:
Our innovative longitudinal simulation curriculum is integrated across all three years of residency training.
A- Learner Orientation Boot Camp:
Our boot camp sessions introduce learners to common medical cases, focusing on identifying unstable patients, making clinical decisions, and navigating the healthcare system. Learners manage real-life scenarios in a controlled environment, with chief residents leading post-simulation debriefs to enhance learning. The debriefs focus on refining clinical decision-making and teaching when and how to ask for help. This boot camp builds essential skills for safe and effective patient care early in residency
B- Weekly Teaching Team Simulation Sessions:
As a learner on the medicine wards, you will use HPS to manage a variety of clinical scenarios, including diabetic ketoacidosis, atrial fibrillation, hypertensive emergencies, and various shock states. These immersive sessions provide hands-on experience in critical care and patient management.
Our teachers play a key role during these simulations by leading debriefing sessions. This offers an excellent opportunity to practice giving feedback and hone the skills necessary to teach and guide small groups effectively.
C- Weekly Acute Cardiopulmonary Resuscitation (ACLS) Leadership Sessions:
During the medicine wards rotation, our managers take the lead in practicing ACLS algorithms and peri-code scenarios, including managing unstable arrhythmias. These sessions focus on building the leadership and teamwork skills essential for managing acute care encounters and ensuring high-quality patient care on the medical floors.
Residency Career Tracks
Exploring Your Options
Our residents benefit from enriched, individualized career development opportunities throughout their training at Baystate. We have developed specialized Tracks in various areas of concentration that complement our Internal Medicine curriculum, allowing residents to engage more deeply in their specific areas of interest. These Tracks are integrated into the Academic Half Day Sessions, held once a month. Each resident is expected to select a Track for the academic year, tailoring their educational experience to their career goals.
Our Career Tracks
1) Humanities Track:
Track Description: The goal of the Humanities track is to introduce, gain deeper knowledge, and explore skills through a variety of activities that fall under the “humanities” umbrella in hopes to tap into physician fulfillment, joy in medicine and deeper understanding of differing perspectives for our medicine and medicine/pediatric residents.
Learning Objectives: By the completion of the track learners will be able to:
- Describe and perform a variety of activities that explore Humanities in medicine
- Participate in a wide variety of activities related to Humanities opportunities
- Cultivate a learning environment which supports the residents creating a publishable piece of work related to Humanities that can be distributed to the entire health systems.
- Encourage each individual resident to submit a humanities scholarly project—essay, poem, photograph, etc. to a national publication.
- Share a resource guide—where to publish, guidelines, and references
Requirements for Completion:
Mandatory
- Participate in formal didactics at track meetings focused on topics ranging from analysis of on Op-Ed, narrative writing workshop, application of Humanities to patient care, and how to write and prepare a humanities submission.
- Participate in the group project of creating and publishing a Baystate Humanities Journal.
- Provide regular ongoing updates on how residents are making use of Humanities topics at work and in their personal life.
- Senior residents will then become editors of the Humanities Journal and open submissions to other outside our track.
Monthly Meeting Topics: (subjects may change)
- July Session: Introduction, set expectations, give out materials for year, discuss journal goals for the year, shared collective of what humanities means to you.
- August Session: Narrative writing workshop
- September Session: Op-Ed/ Blog discussion
- October Session: Music and Medicine
- November Session: Experiential Art
- December Session: Photography – Beauty in the Mundane
- January Session: Narrative writing workshop
- February Session: Poetry Workshop
- March Session: Graphic medicine workshop
- April Session: Narrative writing/Storytelling workshop
- May Session: Art and Visual Thinking
- June Session: Finalize The Baystate Phoenix
2) Impact Track
Track Description: The goal of the Impact track is to provide support and education for residents that want to learn more about how societal factors impact health, how to partner with community leaders for maximum impact and to use their voices to promote change
Learning Objectives: By the completion of the track learners will be able to:
- Have a deeper understanding of how social issues impact health.
- Understand the landscape of social issues that impact the health of the Springfield Community
- Meet community leaders working to mitigate the impact of economic, environmental, political impacts.
- Explore opportunities for community projects and advocacy around health issues.
Requirements for Completion (all mandatory)
1. Attend and participate in track meetings
2. Complete QI and community projects (as determined by the group)
3. R2 and R3 will be asked to present and lead discussions
Monthly Meeting Topics: (subjects may change)
All sessions will discuss local, national and international current events as they relate to health.
- July Session: Introduction, set expectations. Discuss of the track curriculum. How do population health, public health and community health intersect?
- August Session: Field trip to Forest Park Farmer’s Market- intro to FaM
- September Session: meet a community leader.
- October Session: Role for physicians in advocacy- op eds. Look at examples
- November Session: meet a community leader
- December Session: Role for physicians in advocacy: legislative advocacy
- January Session: Harm Reduction/Overdose Prevention Sites
- February Session: Diversity in health care work force: why it matters
- March Session: Meet a Community Leader
- April Session: Mass Incarceration. Why it Matters
- May Session: Project presentation
- June Session: Wrap and Celebrate
3) Medical Education Track
Track Description: The medical education track is a 2-year long specialized track emphasizing clinical and didactic teaching skills, curriculum development, and educational research. The design of this track provides:
- A small learning community with shared interests and commitment to medical education.
- A self-directed approach to Residents as Teachers (RATs).
- Mentorship and participation in educational research opportunities.
- An opportunity to work on a mentored scholarly project.
- A medium for collaborative learning, peer-peer learning and teaching.
Track Goals: The goal of the medical education track is to provide a scaffolding of opportunities, knowledge, skills, and attitudes to assist our medicine and medicine/pediatric residents to grow as medical educators.
Learning Objectives: By the completion of the track, learners will be able to:
- Foster skills for a medical education scholarship.
- Demonstrate competency in evidence-based teaching.
- Appraise various adult learning theories, acknowledge the differences, and apply at least one theoretical framework to current or planned health professions education.
- Develop methods for assessment and feedback.
- Participate in a wide variety of medical education opportunities
- Design a scholarly project in medical education
Educational Strategies: The medical education track is a longitudinal educational experience, with the core curricular component being a monthly track workshop during residents' Academic-Half Day. Additionally, residents will get opportunities for experiential learning and mentored scholarly project assistance and development. The outline and schedule for the workshop and educational sessions are outlined below:
A. Core Curriculum
Principles of Scholarly Teaching:
- Traditional adult learning theories: Behaviorism, humanism, cognitivism, social cognitive theory, and constructivism
- Foundational adult learning theories: Andragogy, self-directed learning, and transformative learning
- Resurgent frameworks: Embodied/ somatic learning, spirituality, non-western perspectives
- Instructional strategies: Collaborative and inquiry based learning
- Instructional strategies: Bedside teaching
- Instructional strategies: Simulation/ role Play
- Instructional strategies: Teaching clinical Reasoning
- Instructional strategies: Virtual learning and teaching
- Learning through assessment and feedback: Identifying and supporting struggling learner
- Evidence-based teaching: Strategies for engaging learners
- Evidence-based teaching: Evaluating needs of diverse learners
- Self-directed learning
Medical Education Scholarship:
- Introduction to educational scholarship
- Curriculum development: A six-step approach
- Creating objectives: SMART
- Frameworks for evaluation: Miller’s pyramid, Kirkpatrick’s Model & Glassick et al
- Study designs and methods
- Questionnaire and survey Research
- Ethics
- Identifying mentor, personnel, time, facilities for your project
- Disseminating your work and finding funding
- Writing a manuscript
B. Experiential Learning
- Peer teaching
- Scholarly project development
C. Scholarly Project Development
- Potential Ideas for Scholarly Project: New curriculum, needs assessment, educational intervention, instructional strategy, program evaluation
- IRB proposal submission package
- Poster presentation at BMC academic week, regionally or nationally.
4) Research Track
Track Description: The Research Interest Track is a special program for residents who wish to collaborate with other residents on research projects during residency training. The goal of the research interest track is to provide a monthly protected time/space for residents to identify their research interests, collaborate with peers and faculty, meet with research mentors, receive feedback on their ongoing work, and learn methodological skills necessary At the end of participating in the track we hope that residents will have established a strong foundation to develop into academic clinicians equipped to critically appraise the literature, conduct high-quality peer reviews, and partner in carrying out quality improvement and clinical research studies.
Knowledge and skills in the field of research will be catered to the track members needs and formal instruction will be provided in areas identified.
Learning Objectives: By the participating in this track, learners will be able to:
- Explore research questions and identify areas of interest
- Collaborate with residents and faculty participating in ongoing research in fields of interest
- Identify research mentors
- Learn strategies for critically evaluating ongoing research and giving constructive feedback to their peers.
- Apply and evaluate research methods to relevant ongoing research work.
Requirements for Completion:
Mandatory – attendance at 75% track meeting with meaningful contribution
- Identify and implement a research project or other scholarly activity in field of interest
- Deliver one 15-minute presentation about their ongoing work in progress to receive feedback and ideas for improvement from colleagues and faculty.
5) Ultrasound Track
Track Description: The goal of the POCUS track is to allow for opportunities to consolidate POCUS knowledge gained in the POCUS curriculum, hone hands-on scanning abilities, and improve image acquisition and interpretation skills. Given the growing use of POCUS in internal medicine, this track will be a helpful supplement to the main curriculum to improve proficiency in POCUS use in patient care.
Learning Objectives: By the completion of the track learners will be able to:
- Improve proficiency in hands-on scanning through performing scans on volunteer patient models
- Encourage hands on scanning outside of curriculum track by providing confidence in scanning skills, with provision of additional resources for image review and supervision
- Create a portfolio of educational ultrasound scans to be used for credentialing purposes in the future
- Create/obtain a resource guide for point of care ultrasound
Requirements for Completion:
Mandatory
- Participate in hands-on scanning during track sessions
- Save educational ultrasound images to ultralinq for group image review
- Discuss inpatient use of POCUS, pearls and pitfalls of POCUS use during time between sessions
Monthly Meeting Topics: (subjects may change)
- July Session: Introduction, set expectations, logistics, pre-track survey
- August Session: Cardiac (4-view)
- September Session: IVC and JV
- October Session: Pulmonary
- November Session: Image Review
- December Session: Kidneys and Bladder
- January Session: Biliary
- February Session: Aorta
- March Session: Image Review
- April Session: DVT
- May Session: Cardiac Special Techniques (EPSS, TAPSE, VTI)
- June Session: Image Review, post-track survey
Scholarship
Scholarship is a core pillar of our Internal Medicine Residency Program. We provide a rich environment for residents to engage in academic inquiry, research, and scholarly projects that contribute to the advancement of medical knowledge and patient care. Our residents are encouraged to explore diverse research opportunities, including clinical research, quality improvement, and educational innovations, with mentorship from experienced faculty. Through presentations at national conferences and publications in peer-reviewed journals, our residents develop critical thinking and leadership skills that prepare them for future careers in academia, clinical practice, and beyond.
Recent Publications (all publications not listed below)
Daoulah A, Jameel Naser M, Hersi A, Yousif N, Alasmari A, Almahmeed W, AlZahrani HA, Aljohar A, Alshehri M, Alzahrani B, Basudan D, Alosaimi H, Abuelatta R, Al Garni T, Ghani MA, Amin H, Noor HA, Hashmani S, Al Nasser FOM, Kazim HM, Wael Refaat WR, Selim E, Jamjoom A, El-Sayed O, Hassan T, Dahdouh Z, Aithal J, Diab A, Ibrahim AM, Elganady A, Qutub MA, Alama MN, Abohasan A, Tawfik W, Balghith M, Abualnaja S, Fathey Hussien A, Abdulhabeeb IAM, Ahmad O, Ramadan M, Alqahtani AH, Al Samadi F, Qenawi W, Shawky A, Ghonim AA, Arafat AA, Elmahrouk A, Elmahrouk Y, Hiremath N, Shawky AM, Asrar FM, Farghali T, Altnji I, Aljohani K, Alotaiby M, Alqahtani AM, Lotfi A. Outcomes of Left Main Revascularization in Patients with Anemia: Gulf Left Main Registry. Cardiology. 2023;148(3):173-186. doi: 10.1159/000530305. Epub 2023 Mar 24. PMID: 36966525.
Jessika Matta, MD, Gabriella Primera, DO, MPH, Michael Sansait, DO. An Incidental Diagnosis of Tracheal Deviation- A Case Report. Critical Care Medicine. 51(1):468, January 2023. https://doi.org/10.1097/01.ccm.0000909532.85623.8e
Primera G, Matta J, Eubank L, Gurung P. The Lost Crown: A Case of an Aspirated Tooth Crown Causing Post-Obstructive Pneumonia. Case Rep Dent. 2023 Mar 8;2023:4863886. doi: 10.1155/2023/4863886. PMID: 36937221; PMCID: PMC10017206.
Yamna Jadoon, MD, Prarthna Bhardwaj, MD, Taroob Latef, Muhammad Bilal, MD, Rowha Jawed Latef, Aleezay Asghar, MD, Esteban A. DelPilar-Morales, MD; and Kush Gupta, MD, Acute drug-induced pancytopenia, liver injury, anaplasmosis, and more. ACP Hospitalist, February 2023
Current Research Projects (all current posters not listed below)
Abdulelah, M. [1776664-6] Comparing TEG guided resuscitation to standard of care in massive GI bleeds
Al-Faris, L.; Haider, O. [2081522] Monitor compliance rate with use of new VTE Module in Cerner and its effect on rate and outcomes of Hospital-Acquired VTE as compared to previous year
Caruso, V.; Saad, A. [1734427] ERCP Outcomes In Patients With Cirrhosis: A Tertiary Care Center Experience
Cruz-Lopez, K. PCI – A Universal Language, or is It: The Impact of Limited English Proficiency in Outcomes of Patients Receiving Coronary Revascularization After STEMI
Naser, M.; Cruz-Lopez, K. [1987794] Retention of CPR training of family members of high-risk cardiac patients
Jadoon, Y. [1957187] Impact of Evusheld (tixagevimab-cilgavimab) monoclonal antibodies on incidence and severity of COVID-19 infection in patients with cancer
Khan, A. [132594-35] Predictive Value of Pre-ERCP Imaging for Common Bile Duct Stones
Kothapalli, A. Longterm outcome of patients with well differentiated thyroid cancer harboring foci of aggressive variants or poorly differentiated thyroid cancer
Donat, C. [2074582] Point of Care Ultrasound During Inpatient Cardiac Arrest
Zaidi, A. Appropriateness and Utility of Repeat Transthoracic Echocardiography in the Inpatient Population
Recent National Poster Presentations
Gupta, G. Femur Lysis Calcium Crisis. ENDO 2023
Gupta, K. Effect of temperature of gastro-esopahgeal cancer outcomes: A SEER study. ASCO-GI 2023
Hurley, B. Ageism Leading to Diagnostic Delay of Guillain-Barré Syndrome. AGS 2022
Khan, A. A Rare Case of Primary Duodenal Adenocarcinoma. ACG 2023
Khan, A. Outcomes for Cholangitis During the Covid-19 Pandemic and Comparison to 2019 from a Nationwide Database. ACG 2023
Kothapalli, A. A case of sporadic pheochromocytoma and abdominal aortic aneurysm: Exploring diagnosis and management of pheochromocytoma in a perioperative setting. ENDO 2022
Matta. J. An Incidental Diagnosis of Tracheal Deviation - A Case Report. SCCM 2023
Matta, J. Shared Decision Making and Deprescribing. AGS 2022
Nguyen, V. Keeping Mrs. Doubtfire Comfortable - Palliation in Lewy Body Dementia. AGS 2022
Samuel, S. Drug induced colitis secondary to Leflunomide. ACG 2022
Striplin, L. Dressler Syndrome After Cardiac Injury: Why This Diagnosis is Easy to Miss. ACC 2022
Yang, J. Free Floating Thrombus of Aortic Arch Due to Essential Thrombocythemia. ATS 2023
Yang, J. Severe Case of Deep Neck Infection Following Tooth Extraction. CHEST 2023
Abdulelah, M. When Clots Go Sightseeing: Clot in Transit Leading to Cardiac Arrest. SCCM 2023
Caruso, V. A Delayed Diagnosis of Isolated Oropharyngeal and Esophageal Pemphigus Vulgaris. ACG 2023
Haider, O. Adenocarcinoma Masquerading as a Dense Inflammatory Infiltrate. ATS 2023
Ingemi, M. Anaplasmosis induced ARDS. ACP 2023
Ingemi, M. Sepsis and Cold Agglutinin Hemolytic Anemia - An Innovative Approach to the Management of Refractory Hemolysis in Critical Illness. ATS 2023
McAuliffe, M. Brain Abscess Caused By Nocardia Farcinica. CHEST 2023
Shah, E. Esophageal Perforation in Hypermobile Ehlers Danlos Syndrome. ACG 2023
Szendrey, J. A new BMP-4 Gene Mutation Associated with Adult Focal Segmental Glomerulosclerosis/FSG5). ASN 2023
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