Clinical

We are proud to train outstanding clinicians. We ensure that all trainees gain the knowledge, skills, and attitudes necessary to provide great care to future patients in any setting. We believe that this includes medical knowledge, the knowledge of social determinants of health and how these impact health, advanced physical exam skills, advanced diagnostic reasoning skills, evidence-based medicine knowledge and skills, a focus on high value care, the ability to work within an interprofessional team, and an understanding and application of science – and, most importantly, the ability to bring each of these pieces in an integrated way to the bedside in a patient- and team-centered manner.

Teaching

We believe all of our residents should graduate as skilled educators in order to better serve their future patients, future colleagues, and future learners. All residents participate in an extensive curriculum to develop these skills. In addition, residents with a strong interest in medical education may participate in our generalist pathway with a focus in medical education. This may include further training and scholarship opportunities in curriculum design and medical education research.

All of our residents participate in a strong curriculum aimed to train them as effective teachers in the clinical and non-clinical arenas. Each resident participates in a two-day off-site teaching retreat during their transition from manager to teacher/leader phase of training.

Scholarship

Our residents are encouraged take seriously their commitment of contributions to the science and science of education in medicine. We recognize that all residents enter with different experience with research – our program takes provide in ensuring that all of residents have the necessary knowledge, skills, and resources to engage in research and scholarship during residency and beyond. During intern year, all interns participate in a scholarship seminar in fundamental skills including but not limited to – developing clinical questions, performing literature searches, scholarly writing, and finding mentors. At the start of second year, all residents participates in a formal course designed to introduce them to key concepts in and resources for research. Each resident designs a study, identifies a mentor, and is allowed 1-2 rotations for research activities. Residents are encouraged to contribute in ways that are meaningful to them as individuals, which may mean clinical, translational or basic science research projects, but may also mean curriculum development, review papers, medical education research, essay writing and more. 

Leadership

Our residents graduate from our program prepared to lead teams and quality efforts. This occurs through participation in:

• Formal leadership training sessions, including formal training in teamwork, communication, shared mental models
• Teacher/leader leadership training “book club” – summer of third year
• Serving in role of team leader – with focused educational session for PGY2s after the manager phase and focus feedback on role during the teacher/leader phase
• Completion of IHI modules in leadership and quality
• Quality Improvement rotation – required of all teacher/leader residents
• Participation in quality improvement initiatives

Resilience

We believe that supporting the development of the resilient physician is a critical aspect of training the internist of the future. Our commitment to wellbeing and resilience stems from our core values and resilience is integrated into most of the program structure. Additionally, we recognize the value of having designated time for fostering wellbeing and thus have dedicated training in resilience into our curriculum.

Pathways

While the Internal Medicine Training Program at Virginia Commonwealth University Hospital offers a number of training tracks to fulfill the interests and career plans of our trainees, each individual, regardless of track, receives excellent training in Internal Medicine and, at the completion of residency, is eligible for the American Board of Internal Medicine examination.

Categorical Track (NRMP Program Code: 1743140C0)

The Categorical Track is a traditional track in the Internal Medicine program is designed for those individuals seeking a rigorous training course preparing them for careers in general adult internal medicine or any of its subspecialties.

Preliminary Medicine Track

Preliminary Medicine Track (NRP Program Code: 1743140P0)

The goal of the preliminary medicine track is to provide a well-rounded one year foundation in Internal Medicine for individuals preparing to enter advanced specialty programs, in a challenging yet supportive environment.  During this year of training, we strive to provide an experience in which each individual feels part of the core team of Internal Medicine trainees.

Structure

• Fully integrated in the program as an Internal Medicine trainee
• Rotations designed to give breadth of training in Internal Medicine (in both ambulatory and inpatient settings)
• Rotations designed to give experience in IM-specific areas pertinent to future roles
• Parallel experiences to IM trainees
• Expectations and standards that are consistent with IM trainees
• Conferences, requirements, experiences
• Core advisor in Internal Medicine as well as in advanced program
• Primary difference in training from core IM trainees – no continuity clinic assignment

Combined Programs

VCU offers three combined programs:

• Combined Emergency Medicine-Internal Medicine Program (combined 5 years)
• Combined Internal Medicine & Pediatrics Residency Program (combined 4 years)
• Combined Internal Medicine Residency(3 years) and Geriatric Medicine Fellowship Program (1 year)