Twice a year following two weeks of vacation, Interns are released from clinical rotations and come together as a group for a 2-week period in the home department. The goals of Intern Blocktime are:
- To promote unity and professional identity as family medicine physicians
- To provide extended time to learn procedures integral to primary care
- Develop knowledge and skills in behavioral medicine topics related to primary care.
- Explore and discuss attitudes and beliefs related to physician wellness.
These goals are accomplished through: 1) lectures taught by core family medicine faculty, such as, “Managing Hypertension,” “The Geriatric Assessment,” and “Chronic Disease Management;" 2) hands-on procedures workshops including, “Suturing” and “Perineal Laceration;” and 3) interactive process groups focusing on resident wellness and experiences.
Longitudinal Blocktime – R2-R3 (Weekly)
Longitudinal Blocktime is scheduled on Tuesday afternoons throughout the academic year. Blocktime begins with Grand Rounds from 12:30-1:30 pm and is followed by Longitudinal Blocktime from 1:45- 4:45 pm. Blocktime includes lectures, Journal Club, and Resident Wellness. This is protected time for R2, R3 residents on outpatient rotations.
- Diabetes fair
- Sports Physicals
- Geriatric Fair
- Pain Management
Interactive Group Learning
- SimSuite cases — x 4 - quarterly
- Career Development
- Resident Wellness
- Women’s Health
- Working with the Media
- Time Management
- Resident as Teacher
Journal Club (Monthly)
Journal club is scheduled approximately once a month on Tuesday afternoons throughout the academic year as part of Blocktime. The overall goal of journal club is to encourage critical thinking and instill an evidence-based approach to medicine, important life-long learning skills that foster ongoing professional growth. Journal club sessions are conducted using an interactive, small group discussion format. Each month, a resident at R2 level or higher is assigned to co-lead that month’s journal club session with Dr. Jerant.
- Using the PICO framework, the learner will generate a focused, researchable, primary care-relevant clinical question.
- The learner will conduct a Medline search for high quality original research articles that might help with answering their focused clinical question, and select one of the articles for presentation at journal club.
- Using a standard framework as outlined the JAMA User’s Guides to the Medical Literature, the learner will assess the design, findings, validity, and clinical applicability and implications of the original research article they retrieve.
- The learner will lead a discussion of the article (design, findings, validity, and clinical applicability and implications) among resident peers, students, and faculty.
Health and Disease Management (Monthly)
Population Management – 1 hour in the computer lab to actively manage their patient populations with a focus on diabetes, obstetrics and pediatrics. The residents learn to care for their patients in the broader context of population-based medicine. Residents manage a population of patients looking at both preventative measures and chronic medical problems in the outpatient setting.
Practice Management – review billing and coding, review quarterly reports, other practice management topics. Monthly review of longitudinal CQI project with focus on patient care interventions.
Faculty and Resident Evidence Discussions (Quarterly)
Faculty and Resident Evidence Discussions are held quarterly to integrate the research and educational efforts of the department and to promote evidence-based decision making. The Evidence Discussion sessions provide a venue to discuss actual clinical dilemmas using data gathered from the electronic medical record system. The group is facilitated by a faculty member with expertise in the subject matter, such a member of the United States Preventive Services Task Force, who reviews the accepted practice guidelines and current literature. The sessions are held “in the round” to stimulate interactive discussions of accepted practice guidelines in view of current evidence. The meetings conclude with an attempt to reach a group consensus on a key teaching and clinical practice point for consideration.