67
All our GME programs find ways to integrate
innovation
and
change
into
everyday
education. Some of our trainees are
influencing the health system at a national
level on a variety of committees and projects.
Both Pediatrics and Allergy/Immunology have
trainees that serve as the sole resident or
fellow representative on the ACGME Resident
Review Committee overseeing accreditation
and accrediting procedures for residencies
and fellowships nationwide. Another of the
pediatric residents serves as an Executive
Governor for the section on trainees in the
American Academy of Pediatrics.
While the clinical focus of our Graduate
Medical Education training programs is wide
and varied, the focus on excellence and
innovation in care is universal.
Fellowships
Allergy/Immunology (adult and pediatric)
Cardiology
Endocrinology (adult and pediatric)
Gastroenterology (adult and pediatric)
General Internal Medicine
Hematology/Oncology (adult and pediatric)
Infectious Diseases (adult and pediatric)
Neonatology
Nephrology
Neurology (pediatric)
Neurophysiology
Pulmonary/Critical Care
Rheumatology
Sleep Medicine (adult and pediatric)
Primary Care Residencies
General Internal Medicine
Pediatrics
Residencies
Dermatology
Neurology
Mornings in the Medical
Intensive Care Unit (the
MICU )begin with a team
huddle and review of all
patient radiographs.
Here, Dr. Paul Clark leads
a discussion with
residents, interns,
medical students and
nurse staff.
68
Paul A Hemmer, MD, MPH
Professor and Vice Chairman
Educational Programs
Department of Medicine
COL
|
MC
|
USAF
|
Ret
USU
Undergraduate
Medical
Education
(UME) is the mission
of USU’s School of
Medicine, which is
responsible
for
leading
medical
student education in
“Learning to Care for
Those
in
Harm’s
Way.” There are
three phases in the
medical school curriculum: pre-clerkship,
where the emphasis is on foundational
science, clinical skills, and military and
professional identity formation; clerkship, with
clinical training in core disciplines throughout
the MHS; and post-clerkship, with advanced
training in the clinical and basic sciences,
military medicine, and opportunities for
scholarship. Graduates pursue advanced
training in Graduate Medical Education (GME)
in the Military Health System.
The success of the School of Medicine
depends on its national faculty in the MHS.
The faculty at Walter Reed Bethesda play a
critical role in supporting training in all phases
of the UME mission, a role unique among all
MTFs—especially
the
internal
medicine
faculty, which contribute to courses such as
Medical Interview, Physical Examination,
Introduction to Clinical Reasoning, Integrated
Clinical Skills, and Clinical Experiences such as
the heart failure clinic. The faculty at WRB are
responsible for 30-50% of the teaching in
these activities, amounting to nearly 1,500
faculty hours.
In the clerkship year, WRB is the largest
medicine clerkship training site for medical
students, with 4-5 ambulatory clerkship
students and 6-8 ward clerkship students each
5-week rotation. Each five weeks, 30 general
internal medicine and subspecialty clinic
rotations are required, and each ward team
has 1-2 clerkship students.
In the post-clerkship timeframe, WRB is the
top site for advanced medicine clerkship and
sub-internship rotations. For the graduating
Class of 2017, WRB provided 156 out of 287,
or 54%, of all rotations.
The unity of effort between the departments
of medicine at WRB and USU goes beyond the
education of the medical students. USU
faculty provide medical care and expertise in
the ambulatory and inpatient settings, often
supervising internal medicine residents. WRB
faculty members who participate in core
educational programs for the medical students
have academic appointments in the USU
Department of Medicine.
In summary, the departments of medicine at
WRB and USU have a shared mission in
educating the medical students at “America’s
Medical School.” To paraphrase Dr. Louis N.
Pangaro, Chair of the USU Department of
Medicine, the medical school is not the
buildings on the campus but where the
patients and faculty are.
In 2016, USU faculty developed, implemented
and disseminated innovations in education.
Some selected examples are as follows.
Under
gr
adu
at
e
Me
dic
al E
du
ca
tion
During their clinical
clerkships, USU medical
students are expected to
make the transition from
"reporter" to
“interpreter," from
understanding to action,
and are thus expected to
demonstrate they are
meaningfully engaged in
the care of "their"
patients.