Improving Inpatient Education Curriculum in Family Medicine Residency

Additional Authors

Jordan Saunders, DO PGY3, Department of Family Medicine, Residency Program at Bristol, East Tennessee University, TN

Abstract

During three years of family medicine residency training, resident physicians become accustomed to treating patients in a wide variety of clinical settings. From the newborn nursery, hospital wards, ICU, to the outpatient clinics, patients require unique and specialized care. To provide well-rounded physician education, residency programs integrate real world experiences with formal didactics. Traditionally, inpatient teaching occurred through patient cases during rounds as time would allow, which lead to inconsistent topic representation. Our goal was to improve structured didactics on common hospital topics by implementing a formal inpatient curriculum. We utilized teaching faculty, interprofessional teams, and specialists to present on rotating topics. To judge the success of this curriculum, we utilized resident survey data to compare resident confidence on managing common presentations such as CHF, sepsis, and COPD exacerbations. Six months after implementation, preliminary results reveal that the proportion of residents that agreed/strongly agreed they had been exposed to a variety of topics during their medicine service rotation increased from 55 to 77%. While previously inpatient teaching was described as unorganized and sporadic, residents reported that this improved curriculum was helpful and a good way to review important topics seen frequently.

Start Time

16-4-2025 1:30 PM

End Time

16-4-2025 4:00 PM

Presentation Type

Poster

Presentation Category

Health

Student Type

Clinical Resident or Fellow

Faculty Mentor

Elizabeth White, DO

Faculty Department

Family Medicine

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Apr 16th, 1:30 PM Apr 16th, 4:00 PM

Improving Inpatient Education Curriculum in Family Medicine Residency

During three years of family medicine residency training, resident physicians become accustomed to treating patients in a wide variety of clinical settings. From the newborn nursery, hospital wards, ICU, to the outpatient clinics, patients require unique and specialized care. To provide well-rounded physician education, residency programs integrate real world experiences with formal didactics. Traditionally, inpatient teaching occurred through patient cases during rounds as time would allow, which lead to inconsistent topic representation. Our goal was to improve structured didactics on common hospital topics by implementing a formal inpatient curriculum. We utilized teaching faculty, interprofessional teams, and specialists to present on rotating topics. To judge the success of this curriculum, we utilized resident survey data to compare resident confidence on managing common presentations such as CHF, sepsis, and COPD exacerbations. Six months after implementation, preliminary results reveal that the proportion of residents that agreed/strongly agreed they had been exposed to a variety of topics during their medicine service rotation increased from 55 to 77%. While previously inpatient teaching was described as unorganized and sporadic, residents reported that this improved curriculum was helpful and a good way to review important topics seen frequently.