curriculum & Sample schedule

Our alternating 4-month trimester-based schedule assures seasonal variation in exposure to both Internal Medicine and Pediatrics. At least one half of the total experience is in direct primary care, as required by the Boards of Internal Medicine and Pediatrics.

“Internship” level rotations are scheduled for the first 4 trimesters of the residency, of which 12 are PGY1-level rotations and 4 are “PGY-neutral” rotations. As such, some PGY1-level experiences extend into the PGY2 year; this allows more elective and ambulatory time in the PGY1 year AND residents to complete 3 ward rotations in Internal Medicine and Pediatrics before taking on senior roles.

Rotations are generally grouped as Internal Medicine and Pediatrics experiences over 4 months with 2 exceptions:

  • the initial PGY1 trimester in which PGY1s complete 2 months and shift (an adjustment requested by our residents to avoid feeling “behind” their categorical peers when a first categorical ward experience occurs);
  • the initial PGY2 trimester (again, requested by our residents so they are <2 months away from their most recent Internal Medicine or Pediatrics experience when they start their senior resident roles.)

In the following sample schedule, Internal Medicine rotations are highlighted in yellow; Pediatrics rotations are not highlighted. Rotation-specific abbreviations are listed just below the schedule. 

  • Abbreviations:
    • DBP = Developmental-Behavioral Pediatrics
    • IC = Individualized Curriculum
    • Neuro+Endo = 2 weeks of inpatient neurology and 2 weeks of endocrinology, the latter focusing on diabetes care
    • NF = Night Float
    • UC = Urgent Care
    • Wards+CC = 2 weeks of wards and 2 weeks of continuity clinic, the latter providing a comprehensive introduction to the Med-Peds continuity clinic

All residents participate in the ambulatory curriculum at the Medicine-Pediatrics Primary Care Center (MPPCC), which has several features:

  • Didactic modules through the Johns Hopkins’ Physician Education & Assessment Center (PEAC).
  • Formal teaching sessions on ambulatory topics at Med-Peds Forum, presented by both residents and core faculty.
  • Informal teaching huddles at MPPCC held during protected time in the first half-hour of each clinic session, facilitated by core faculty. Each topic is identical for all clinic sessions during a single week so that all residents and faculty cover the same material.
  • Specialized Enhanced Primary Care Rotation (E-PCR) block for PGY2 residents with a variety of focused sessions: working in inter-professional teams (e.g., psychology, social work, and complex care coordination), motivational interviewing, parenting, behavior, and quality improvement.

Med-Peds Forum is a conference series conducted by the residency program in which literature and topics relevant to the practice of both specialties are discussed and integrated. The series is conducted in both journal club and didactic formats. Residents and faculty jointly contribute to the topic selection and content of each session. The format reflects a respect for the role of residents as faculty colleagues, and allows the content to adapt to current interests and educational needs. The series allows for weekly meetings of residents, faculty, and other interested colleagues for formal and informal interactions and learning. Check out our blog posts on recent Med-Peds forum topics!

Med-Peds residents attend conferences conducted within each department depending upon the specialty in which they are rotating for that particular trimester, which include daily morning reports and noon conferences. Internal Medicine Grand Rounds and Pediatrics Grand Rounds are held weekly. Med-Peds specific conferences, which are conducted throughout the year, consist of:

  •     Med-Peds Forum held weekly
  •     Med-Peds Program Meeting held quarterly

Med-Peds residents also participate in the retreats and individual program curriculum committees within the Departments of Medicine and Pediatrics. Med-Peds residents are fully integrated into each of these departments and are regarded as peers with their categorical colleagues with respect to education, responsibility, program feedback, and participation.

Our residents have been an integral part in the planning and development process of all of the elements of our program and we take pride in their resulting sense of ownership and achievements.

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